Reclaiming Cultural and Social Diversity”: Mobilizing ...itacec.org/USIP/document/Supplementary...

Supplementary Materials Generated by the Project “Reclaiming Cultural and Social Diversity”: 1

Supplementary Materials Generated by the Project

“Reclaiming Cultural and Social Diversity”: Mobilizing Youth for National Harmony & Peace the Search for Resources Within A Special Edition Children’s Monthly Magazine “Suntra” (Orange) Supplementary Lesson Plans to Complement Existing Textbooks Grades 6-10 in Punjab Distributed widely across schools and textbook boards Supported by USIP 2007-2008


Supplementary Materials Generated by the Project Supported by USIP Sungtra Monthly Magazine by Kifayat Academy Publishers Special Edition on Citizenship & Lifeskills - October 2008

The essay writing was quite unique and enabling experience for all the students and teachers who participated in the project, having different backgrounds, sub-cultures and particular traits as individuals. All four posters developed (in Urdu & English) under this project by the students along with the key messages promoting, citizenship, tolerance, diversity, gender equality and empowerment, combating sectarianism and promoting global harmony and peace were published by the Kafayat Academy in their “Monthly Santra Magazine” October 2008 edition. The Monthly Santra means Orange in Urdu. Santra is a lively, multilayered and very informative highly affordable educational magazine for school children based on day to day real life and informative pieces written mostly by the students and teachers themselves. It has a circulation of 4000-5000 across Pakistan targeting middle schools. (Grades 6-8) This special October 2009 edition as a supplementary reader was specifically dedicated to highlight citizenship, life skills and youth awareness. We find stories like “Shehar Bano” (name of a girl) and “Main Hun Na” ( I am here) which focus on the significance of self-reliance and taking initiative to actually improve personal and social health and hygiene through role-modeling and mobilizing others to improve our surroundings with collective efforts. “Election” tells the story of two classmates in a private school. Both are two poles apart in terms of their general disposition and habits. Story puts both of them through a proper election procedure including voting campaigns to become annual school representative. Asim being the son of a member of assembly finds it a hereditary right to get elected despite his self-willed nature. Jabran on the other hand, qualifies for such distinctions as he is every inch a promising young guy who is ever ready to help others. As the story develops, Asim undergoes a total paradigm shift on the day of election when he listens to the opening speech of the principal who very effectively highlights the quality of a good leader “the chosen one”. At the end of the story he himself votes for Jabran to get the right one elected.


Students’ Messages to All: The following are some very simple and powerful messages by the students involved in the project unpacking their aspirations and personal opinions regarding multifarious challenges that we are faced with today.

Diversity from one aspect is a challenge but involves the real color and spice of life. Rights & responsibilities are two sides of a coin, where one asks for his rights, he is bound to practice the responsibilities that are upon him. Fatmiyah Education Network Karachi Responsible citizens form cities and societies. Cities are not built only through roads, parks, markets and huge buildings. Educated citizens pull their country out of the darkness of illiteracy and infuse it with the vibrant colors of education. Govt. Junior Model Pilot schools Karachi, Sindh Good citizens are those who strongly believe in citizenship and love their locality and country as they love their homes. Islamia Collegiate School, Peshawar University , NWFP Nation is a building and citizens are its pillars. If pillars are weak the building must be very weak. City District Government (CDG) Girls High School Paisa Akhbar Lahore, Punjab We must shun hostility, intolerance and extremism. Difference of opinion shouldn’t be taken as a burning point of disagreement. Variety in opinion should always be welcomed. Wilderness School Quetta, Balochistan . Government’s responsibilities are directly linked with the rights of public. Each citizen has every right to quality of education, equal opportunities, fair elections, security, ensuring proper health and hygiene and so on. It is mandatory for every government to fulfill this.

Beacon House School Lahore. Punjab


Supplementary Materials Generated by the Project Supported by USIP

Lesson Plans to Supplement Textbooks Grades 6-10 by ITA Material

Developers/Trainers

Conflict Resolution Urdu Grade 6, 7, 8, 9 and 10


Area

Conflict Resolution Link up with core concept • The theme of this lesson is about showing tolerance, compassion, patience and

forgiveness in a situation where conflict is unavoidable. Objectives • To help students understand that it is possible to ease an existing conflict by

exercising tolerance and patience. • To encourage students to believe that in a conflict situation, it is up to the individual(s)

involved whether to keep the conflict within limits or to allow it to get out of hand i.e. we choose our responses to conflicts, including getting angry.

Teaching guidelines • The focus of this lesson

should be on the behaviour of individuals rather than groups.

• It is recommended that children be told other such stories with examples of kindness, forgiveness and mercy.

Question Bank • When you are angry, do

you o hit/shout/scream? o start crying? o manage your

emotions and talk firmly?

o get busy doing something else?

• Relate an incident in

which an angry person mistreated you by saying unkind and untrue things. What did you do?

Subject Class Textbook Topic Time Teaching aids

Urdu 6 Urdu for Class 6 Sultan Salahuddin Ayubi (Pg. 34) One period Chalkboard and chalk, worksheet

Integration Human Rights, Citizenship Education and Conflict Resolution into the Curriculum

• Which do you think are the more acceptable ways of dealing with your anger? Answer: The best ways from the list of dealing with anger are (c) and (d) as it is acceptable to get angry but it is not acceptable to harm others with your anger.

• Relate an incident in which someone treated you unfairly and you forgave them instead of taking revenge.

• Students may be asked to complete the following sentences: o While reading the story, the qualities in the main character that impressed me

were … o I became aware that when dealing with people of different beliefs, we must

exercise … o I once more realized that … Answers: a. kindness, courage, forgiveness b. tolerance, acceptance c. bravery lies in forgiveness and not in killing people

Activity • Hand out the worksheets or write the list on the chalkboard. • Ask the learners to imagine that two children are riding their

bicycles in the street when they bump into each other and are knocked down.

• The learners may read out the list of responses quietly to themselves and it may then be read out by the teacher.

• The learners may be asked to sort out the responses into two groups:

- Those which will make the situation better. - Those which will make the situation worse.

• They can do this on the worksheet or on a piece of paper divided into two.

Conclusion It is important to understand that conflict does exist in our lives but it does not have to be negative. Attitudes of tolerance, acceptance and compassion help us approach conflicts with a more open mind.

Note: The teacher must try to get maximum response from her\his students by asking open-ended questions before supplying them with the right answers.


Subject: Urdu Name: Topic: Salauddin Ayubi Date: Class: 6

Worksheet Two children are riding their bicycles in their street. They bump into each other and are knocked down. Read through the reactions at the bottom of the page and sort them into two and write them in the columns given below

Make the situation better Make the situation worse

Turn over


Responses

“I’m sorry.”

“It’s your fault you fell over.”

One child pushes the other.

“Let me help you get up.”

“It was my fault.”

Take the person to their home if they are hurt.

“I’m sorry, I didn’t mean to.”

“It wasn’t my fault.”

“I know you didn’t mean to knock me over.”

“I’m going to tell my mother that you bumped into me on purpose.”

“It’s okay, but please be careful.”

Laugh at him, pick up the bicycle and ride on.

“Now look what you’ve done.”

“You got in my way.”

“Never mind, but you should look where you’re going.”

“It’s alright, don’t worry.”

“Idiot!”

“You just wait, I’ll get you next time.”

“Watch where you’re going, you fool!”


Area

Conflict Resolution Link up with core concept • This lesson presents a time-tested way i.e. dialogue and negotiation for effective

conflict resolution Objectives • To help students understand that conflicts can be resolved through dialogue and

negotiation. • To enable learners to realize that to resolve a conflict, using force is not always the

most effective way. • To encourage students to believe that in order to resolve a conflict, compromise is

sometimes necessary. Teaching guidelines • Emphasize on the

golden Islamic values of patience, tolerance, wisdom, empathy, far-sightedness and sincerity which are clearly enunciated in this lesson.

Question Bank • What is conflict?

Answer: When the interests of two parties clash

• What do most conflicts have in common? Answer: Intolerance and failure to see the other’s point of view

• What makes a conflict worse? Answer: Violence and aggression

• What prevents or solves conflicts?


Urdu 7 Urdu for Class 7 Sulah-e-Azeem \The Agreement of Hudaibiya (Pg. 54) One period Chalkboard and chalk


Answer: Dialogue and negotiation • What are the consequences of taking revenge?

Answer: It causes more bad feelings and we keep taking revenge over and over again.

Activity Make students read the story below and discuss with them the questions that follow: Jamila and Ali were very happy when their parents went to the market and bought them each a present. Jamila got a small ‘dholki’ on which she could practice wedding songs, while Ali received a tambourine. They were so happy with their presents that they both started playing them together and enjoying themselves. After a while they found that neither of them could concentrate as there was too much noise. Jamila stopped playing and asked Ali if he could let her play for a while without playing on the tambourine. Ali said it was alright if she kept playing as it did not bother him and he did not want to stop. Jamila started banging on the ‘dholki’ louder than ever while Ali tried to play his tambourine even louder. The result was so noisy that their parents came into the room.

• Questions:

o How did this conflict happen? Why did it happen? o How did the characters feel? o Was the end happy? o How could this conflict have been prevented? o What other endings could have worked?

Conclusion

• By making a compromise in a conflict resolution, no one loses; rather all sides win.


Area

Conflict Resolution Link up with core concept • Part of this lesson is about conflict which may exist due to differences in perspective

or viewpoint (Pg. 113: Israeli-Palestinian issue). Objectives • To help students understand that due to different ways of looking at an issue or

problem, conflict may occur. • To help students realize that if we put ourselves in other people’s places, we will be

better able to understand their point of view.

Teaching guidelines • Focus on being objective and fair while considering the problem. • It is important to remember that there are many sides or levels of conflict in any issue. Question Bank


Urdu 8 Urdu for Class 8 Islamic Sarbarahee Conference \ Islamic Summit Conference (Pg. 3) One period Chalkboard and chalk


Ask students to write down the answers to the following questions on pieces of paper: • How many people live in your house, and who are they? • Who do you argue with most in your house? • What are the arguments about? • What can you do to get on better with the people you argue with? • What can you and other people in the house do to help everyone live together

peacefully? Activity Teachers Instructions: • Read out the following story:

On a very cold winter evening, a car stops at a shop. There is a child in it, wearing a warm jacket, a cap and a muffler. The window of the car is rolled up to keep out the cold wind. Nearby, another child, dressed in a thin, old cotton jersey with holes in it is selling balloons. He is wearing slippers without socks and is shivering. He goes near the car to sell the balloons and the eyes of both children meet. • Ask the children to rewrite the story from the following perspectives:

a. How would you feel if you were the child looking outside the window of the car at the boy selling balloons?

b. How would you feel if you were the child selling balloons standing outside and looking at the boy inside the car?

Conclusion • By considering the point of view of other people, empathy results due to which the

resolution of conflict is made easy.


Area

Conflict Resolution Link up with core concept • The story in this lesson is set in colonial India, when the colonizers behaved brutally

with the local population. The conflicts thus caused by this abuse of power often scar a civil society permanently.

Objectives • To enable students to understand that every girl or boy has a right to fair treatment

and protection from cruelty and injustice. • To encourage students to believe that they should speak up when they think or see

someone being treated unfairly.

Teaching guidelines • The focus should be on the unjust treatment given to the local populace.


Urdu 9 Bahar-e-Urdu for Class 9 Yateem Shazaday kee thokrain \ The sufferings of the orphan prince (Pg. 71) One period Chalkboard and chalk


• It should be conveyed that such treatment, no matter by whom it is carried out, is unjustified.

Question Bank • Have you ever seen anyone being cruelly treated? • Have you ever seen anyone being punished for what they have not done? • How do you think you can be protected from unfair or unjust treatment? • Do you think that you have a responsibility to yourself not to be cruel or unjust? • How should you react when someone is unfair or unkind to you? Activity • Read out the following incident (a true story). Stories of cruelty and violence are common world wide. Often, cruelty is meted out without any reason, but it is important to remember that whether it is used as a punishment or otherwise, cruelty is totally unjustified.

“Very often, we hear about incidents of ‘ragging’ in our educational institutions. The following tragic incident took place in the Cadet College, Risalpur involving some of my brother’s friends. Some senior students made two juniors stand in the blazing sun until they succumbed to the scorching heat. The height of insensitivity was reached when no official action was taken against the seniors and they got off scot-free.”

• Questions:

- Is the outcome of the story acceptable to you? - What do you think should have happened at the end? - What measures should be adopted to stop such situations occurring?

Conclusion

• It has to be understood that no matter what anyone has done, cruelty is not acceptable and cannot ever be justified.


Area

Conflict Resolution Link up with core concept • This lesson is about discrimination between boys and girls. Discrimination often leads

to serious conflicts in a family and must be avoided at all costs. Objectives • To enable students to become aware that one of the ways to avoid unnecessary

conflict is by being fair to both boys and girls in the family. • To enable students to develop an awareness of and sensitivity to various occasions

wherein society deprives girls of their rights. • To enable students to understand that “equality” among human beings means rights

of each individual irrespective of race, sex, religion, caste etc.

Teaching guidelines • It is important that the teacher does not express or demonstrate gender bias in the

class.


Urdu 10 Bahar-e-Urdu for Class 10 Marhoom-e-Wirasat \ Disinherited (Pg. 42) One period Chalkboard and chalk


Question Bank • Who decides whether we are going to be born a boy or a girl? • What do you think about more privileges being given to boys than girls? • What are some of the differences between a girl and a boy? • What are some of the ways in they are treated differently by their families? • ‘Educate women, educate the world.’ Do you agree with this statement? Give

reasons. • How would you like to be born, a girl or a boy? Activity • Divide the class into two groups. • Group A represents girls. • Group B represents boys. • Divide the blackboard into two parts. • Ask group A to think of the advantages of being a girl and list them on one part of the

blackboard. • Ask group B to think of the advantages of being a boy and list them on the other part

of the blackboard. • Clean the blackboard and again divide it into two parts. • Make group A think of the disadvantages of being a girl and list them on one part of

the blackboard. • Make group B think of the disadvantages of being a boy and list them on the other

part of the blackboard. • Ask the students what they think are the reasons for the present status of girls and

women in our society. Conclusion • It is important to realize that although we all have our own rights, we also have the

responsibility to respect and uphold the rights of others. By doing so we can ensure equity and therefore justice for all, as well as avoid unnecessary conflict.


Conflict Resolution English Grades 6,7,8,9 and 10


Area

Conflict Resolution Link up with core concept • This lesson portrays a certain mindset that can lead to prejudice and intolerance and

create a conflict. Objectives • To encourage students to believe that positive qualities can be found in each

individual’s physical appearance. • To enable students to realize that an individual’s physical appearance is not a

yardstick for gauging inner qualities. • To help students become aware that it is prejudices and pre-conceived notions that

lead us to misjudge others. Teaching guidelines • Focus should be on avoiding stereotyping so that conflicts involving self-esteem are

avoided. • Be patient and encouraging; stress that everyone has many qualities: you might also

wish to tell the students that it is important to take the activity seriously because they too will have a turn.

• Stereotyping often leads to conflict.


English 6 English Step 6 A classmate (Pg. 55) One period Chalkboard and chalk, a shoebox, slips of paper


Question Bank • What do you think about your physical appearance? • What are some of the good habits you have? • When you make a friend, what do you look for in a person? • What are the qualities in a person that would make them “adorable”? • Does high rank necessarily make you a better person? • How should we judge people? By their actions or by their looks? • Why do people want to be friendly with high-ranking persons? • Why do you think the media lays emphasis on glamour and good looks? Answer: In order to market their products. Activity • The following traits may be written on the chalkboard or read out before starting the

activity: honest hardworking helpful humorous thoughtful sharing responsible punctual

smiling kind forgiving pleasant

• Explain to the class that they will focus on each others’ positive qualities. • Ask the children to write their names on slips of paper and fold them. • They may then pass the slips along to the students at the front of each row. • All slips may be collected in a shoebox or other container. • A child may be asked to take out one slip. • Call the child whose name is on the slip of paper and ask him/her to stand in the

front of the class. • Encourage the rest of the class to say five positive things about each child. • Record all responses on the chalkboard under that child’s name. • Continue with this activity through the month until all students of the class have

been covered. Conclusion • Tell the class that inner qualities are more important than outward appearances. • Be alert when such lessons have to be taught and make them as child friendly as

possible.


Area Conflict Resolution

Link up with core concept • This lesson is about the conflicts that face children at the age when they are moving

towards becoming adults. Objectives • To enable students to become aware that the process of growing up can sometimes

be confusing and painful. • To help students to understand that it is easy to recognize one’s rights, but the

responsibility that goes with them should also be accepted. Teaching guidelines • During adolescence, seemingly minor matters appear more dramatic and larger than

life. • The norms of society have to be

followed by all its members in order that some form of discipline is maintained and a balance created.

Question Bank • Would the world be a better place

to live in if there were no rules, laws or restrictions?

• Why do freedom and responsibility go together?

• If you are given enough freedom, will you strive to become all you are capable of becoming?

• When your action(s) or behavior infringes upon the rights of others, do you call it freedom?

• Would you be free and satisfied if you got all you wanted?


English 7 English Step 7 I want to know (Pg. 69) One period Chalkboard and chalk


Activity • Either write out the contents of the worksheet on the chalkboard and make students

copy it on pieces of paper or give out copies of the worksheet to students. Conclusion • A conflict of values exists in most people. It is therefore important to try to resolve

these conflicts by becoming aware of one’s own values and priorities in life.


Subject: English Name: Topic I want to know Date: Class: 7

Worksheet

• Your parents ask you to do something you don’t like. You

obey them and do it refuse and say “certainly not!”

• Your friends invite you to stay up late with them and go around town teasing

people. You say “no”. say “yes” and join them

• You come home late after being with your friends without your parents’

permission. You apologize to your parents and tell the truth about where you were lie about where you were

• Your teacher asks you and your friends to keep quiet in the class. You

settle down and listen shout out a wisecrack and make everyone laugh

• Someone else is going to be punished for a fault you have committed. You

keep quiet and let the innocent person receive the punishment own up your fault and accept the due punishment

• You find a purse on the school compound with lots of money in it. You

hand it over to the authorities take the money for yourself

• You look in the mirror after rising in the morning. You

are glad you are you wish you were somebody else

• Some students tease you and make fun of you in a hurting manner. You

keep cool and firmly tell them to stop it insult them and threaten to get even

• You are visiting a family and accidentally you break a glass. You

own up and apologize deny you broke it and put the blame on someone else.


Area

Conflict Resolution Link up with core concept The theme of this lesson is society’s lack of understanding for its senior citizens. This lesson touches upon a conflict which exists in many homes where elderly people live with their children. Objectives • To enable students to understand that elderly people are part of our heritage and are

our identity. • To help students understand that by spending time with grandparents, they can be

enriched by learning from their experiences. • To enable children to become aware that elderly people are able to resolve conflicts

and give valuable advice on account of their vast experience.


English 8 English Step 8 Children understand him (Pg. 68) One period Chalkboard and chalk


Teaching guidelines • Due to their apparent lack of usefulness, elderly people in the family are not given

positive attention. • Elderly people can be embraced by our society and they can play a meaningful role in

our lives by guiding us. • By showing compassion and love for the elderly, we increase our capacity for

tolerance and understanding. Question Bank • Do you have a grandparent living with you at home? • Do you sometimes sit and talk to them? • What kind of stories do they tell you about their past? • What chores do you do for them? • How do you express your love and affection for them? • How often do you sleep in their room? Activity The students may be asked if any of their grandparents would like to come and speak to their class. In case many grandparents wish to do so, the teacher may seek the Principal’s permission and ask them over at regular intervals, time permitting. An interview panel (may be made up of different children each time) consisting of four students may ask the grandparents the following questions:

• How many grandchildren do you have? • Do you enjoy your grandchildren’s company? • How do you keep yourself busy during the day? • Is there anything you would have liked to do in your life and did not get the chance

to do? • Would you like your grandchildren to do it? • What do you want your children and grandchildren to do for you? • Do you find it difficult to adjust to the changing times? Why\ why not? • What message would you like to give to our generation?

Conclusion Civilized societies treat their senior citizens with love, respect, compassion and tolerance.


Area

Conflict Resolution Link up with core concept • This lesson is about conflict that may occur due to negligence and lack of

responsibility and interest on the part of the community. Objectives • To enable students to understand that the local environment needs to be cared for to

provide a better quality of life for the community. • To encourage students to believe that the responsibility for maintenance and upkeep

of the local environment lies in the hands of the community members. Teaching guidelines • Focus should

be on the reasons why the local environment deteriorates.

• Students should reach the conclusion that positive activism rather than apathy is the correct approach towards the resolution of problems within the community.


English 9 English Step 9 “Ladies Park”- a shambles! (Pg. 56) One period Chalkboard and chalk

That’s a Good Girl


Question Bank • What is the main reason for the park’s neglect? Answer: Lack of regular maintenance and supervision. • Why has the park turned into a jungle? Answer: Because the bushes have not been trimmed and the grass has not been cut. • Why is this park meant only for women? Answer: So that they can leave the four walls of their homes and have recreation in a safe and secure environment. • What do you think happened to the exercise equipment in the hall? Answer: It was probably taken away by vandals. • Who do you think is responsible for its present state? Answer: Visitors who misuse the equipment and litter the park. • What can women who use the park do to bring it back to its original state? Answer:

Collectively they can start a campaign involving other members of the community. Activity • The learners are asked to imagine that their class is going on a picnic to a park. • Discuss with them the means whereby they will dispose\manage the garbage. • Chalk out an action plan for their garbage disposal. • Guidelines for Action Plan:

- Each student takes a plastic bag to the picnic. - All empty containers, juice cartons, candy wrappers etc. must be kept in the

plastic bag. - No littering is permitted in the bus. - No garbage is to be thrown outside the bus. - No litter should be left behind at the site of the picnic.

Conclusion

• To a certain extent, it is in our hands to exercise self discipline and self help to improve our quality of life.


Area

Conflict Resolution Link up with core concept • This lesson is about a conflict that is itself a result of unresolved conflicts. Objectives • To enable students to understand the dangers of losing control over their actions. • To enable students to become aware that they need to protect themselves from

activities which are harmful for them. • To enable students to recognize the qualities of inner strength that help them stay

peaceful at all times especially when facing personal problems and conflicts. • To help students become aware that often self-development needs extra conflict.

Teaching guidelines • Focus on the belief that one should have the inner strength to resist being involved in

harmful activities. • Emphasis may be laid on the fact that each of us has a responsibility to protect

ourselves as we are precious individuals.


English 10 English Step 10 The menace of drugs (Pg. 54) One period Chalkboard and chalk


Question Bank • Think of a conflict in your life that has left its mark on you and that you were later able

to resolve constructively or positively? • What qualities gave you the strength to overcome the pressures\problems of that

personal conflict? • How did you manage the stress you were feeling during those events? • What are the issues and situations that bother you? • Name one situation that causes you to be angry or sad. • Do you hold someone responsible for creating that situation? • Do you hold yourself responsible for any issue or situation that bothers you? • How can you resolve the problem?


Activity • Inform the children that they are going to be listening to a role play. • Teacher may ask for volunteers to play the roles of Ahmed, Zeeshan and Hasan.

ROLE PLAY Scene: Ahmed and Zeeshan go to a funfair/mela together. While they are eating ‘chaat’, a senior boy from their school called Hasan approaches them. Hasan: Hello boys! If you want some real fun, come with me. Zeeshan: How? Where? Hasan: Just follow me.

(Hasan leads them to a corner, lights a cigarette and offers it to Ahmed) Hasan: Here you are, little chick. Just inhale the smoke and you’ll be in heaven. Ahmed: (angrily) I don’t want it and neither does my friend. Zeeshan: Let me try it! Ahmed: Don’t be stupid. Don’t you know what happened to Bilal? He’s in that

scary clinic tied up in chains. Do you want to go to that heaven? Hasan: Don’t listen to him. He’s mental. What I’m giving you will make you

forget about school and exams and you’ll have no worries. Zeeshan: Come on, give it to me. (He takes a puff of the cigarette.)

(Ahmed tries to snatch the cigarette. Hasan pushes him and he falls to the ground. Hasan and Zeeshan walk away. Ahmed stands up and shouts after them :)

Ahmed: I would rather have the real world of exams and school than your false heaven. You’ll be sorry, Zeeshan.

Discussion: • Is it easy to say no to something when you are aware of the consequences?

Why\why not? • Why do you think Ahmed said no? • Why do Yours truly, think Zeeshan couldn’t say no? Conclusion We need inner strength to resist temptations and to deal with intra-personal conflicts.


Conflict Resolution Social Studies\Pakistan Studies Grades 6,7,8 and 10



Link up with core concept • The theme of this section is about similarities and differences and especially how

acceptance of regional diversity leads to peace. Objectives • To help students understand that looking for similarities rather than differences leads

to peaceful co-existence. • Recognition and appreciation of diversity leads

to constructive, positive behaviour. Teaching guidelines • Focus on helping students look for similarities

and differences in themselves and others. • Importance should be laid on the fact that

acceptance and recognition of diversity can lead to peaceful co-existence.

Question Bank • If you were a bird flying high up in the sky would

you see more similarities or more differences between the people of the world? What would these be?

• Think of a good friend and then answer the questions on a piece of paper: - What food do you like best? - What food does your friend like best? - Which is your favourite sport? - Which is your friend’s favourite sport? - Which game do you play together? - Who is your favourite group or singer? - Who is your friend’s favourite group or

singer? - Which is your favourite television programme? - Which is your friend’s favourite television programme? - Which programmes on television do you enjoy watching together? - What is your hobby? - What is your friend’s hobby?


Social Studies 6 Social Studies for Class 6 Janoobi Asia kee Abadi \ The Population of South Asia (Pg. 40) One period Chalkboard and chalk


Activity Instructions: • The following activity should be conducted outside the classroom. • Teacher should allow students to make their own decisions and not try to influence

them in any way. • Teacher should form the class into a circle and stand in the centre. • Teacher should explain to the class that a statement will be read out. • If they agree that the sentence refers to them, they should step into the circle. • If they do not agree, they should stay where they are. • Children should be asked to observe how many different groups they are part of. • Children should be asked to observe how many children were similar to them in their

thinking. • At then end of each statement, they should move back to their place in the circle and

wait for the next statement to be read out. Statements to be read out by the teacher:

I like to climb trees. I want to know about things. I am good at drawing. I like eating rice. I am often late for school. I am shy. I like watching cartoons on television. I like to solve problems. I am stubborn. I like music. I like to learn new things.

Discussion • Were there people in your class who were similar to you? • Was it a surprise to you that so many children had similarities with you? • Did you notice that every time you stepped into the circle, all your friends did not? • Did you notice that sometimes you and your friends all stepped into the circle

together? Conclusion For peaceful co-existence it is important to recognize that there are many ways in which we are similar to other people and many ways in which we are different. Acceptance of diversity helps us to minimize conflict and live together constructively.



Link up with core concept • This lesson is about dialogue and co-operation (Pg. 12) and seeks to point out that

these strategies can pre-empt conflict from taking place. Objectives • To help the children understand the concept of co-operation. • To encourage the learners to co-operate through activity. • Co-operation means making use of the varied skills of the different members of a

group towards a common goal.

Teaching guidelines • Focus of the lesson

should be on the importance of teamwork and the benefits one accrues from mutual co-operation.

• Emphasize specially that the concept of democracy is inherent to the Islamic form of government.


Social Studies 7 Social Studies for Class 7 Islami Muashra \ Islamic Society (Pg. 8) One period Chalkboard and chalk, sheets of paper.


Question Bank • How should matters of state be settled?

Answer: By dialogue, negotiation and co-operation • What are the rational ways of dealing with a conflict in a just society?

Answer: o to acknowledge that conflicts are often unavoidable o to be able to talk about the differences that exist o to be able to understand the other’s perspective o to think of solutions o to agree on the ones that are most acceptable to all parties in the conflict o to walk together towards a win-win solution

• How can people play their role in good governance? Answer:

o through constructive criticism o by understanding the connection between rights and responsibilities o by resolving their conflicts in a rational way o by expressing their opinions freely

Activity Instructions: • This is a group activity. • Explain to the children that they will write a story with the help of their group members

before organizing them into groups of ten each. • Take as many blank sheets of paper as there are groups. • At the top of each page, write one of the following sentence stubs or you (the teacher)

can also make up your own sentences if you feel like. ⇒ The horse was running through the forest when… ⇒ When I opened my eyes, I found myself… ⇒ The little prince had only one flower… ⇒ The old woman held the little boy’s hand and… ⇒ I was sitting on the branch of a tree when…

• Pass these sheets of paper with the sentence stubs to the first child of each group. • Ask the first child to complete the sentence and then pass the paper on to the next

person who also adds a sentence and so on through the group. • After the stories have been completed, ask the groups to choose one person from

their group to come and read their story to the class. Discussion:

• Discuss with the children whether it was easy or difficult to write the story as part of a group.

Conclusion • By co-operating with each other, conflict can be minimized and tasks made easier

and less time-consuming.


Area

Conflict Resolution Link up with core concept • The theme of this lesson is the relationship between the world’s population and its

resources. It deals with the conflicts that arise due to inequitable distribution of resources.

Objectives • To encourage students to believe that the greater the population in a country, the

more difficult it becomes to share the resources. • To make students understand that when resources are not properly and equally

shared, conflict results. Teaching guidelines • This lesson is about the world population and how in some countries it becomes an

asset and in some countries it slows down economic growth. • If the population of a country, no matter how dense, is used productively, then all the

people can receive their share of wealth. Questions • How many people

live in your house? • How many of them

go to work? • What is the money

earned spent on? Answer: Children’s education, utility bills, medical bills, food, clothes, other items of daily use. • What problems can

arise when we waste electricity by leaving lights and fans on when not using them? Answer: High utility bills and load shedding

• What problems can arise when water is wasted?


Social Studies 8 Muasharti Uloom 8 Dunya ki Abadi \ The World Population (Pg. 63) One period Chalkboard and chalk


Answer: Others will not get the share that they need Activity Read out the following paragraph and ask students the questions that follow: Aslam’s family consists of six members. His father is a clerk in a government department. The children look after their things and their clothes. At meal times, food is distributed equally according to everyone’s needs. When they are not in the room, fans and lights are put off. Part of the money they save is put in the bank while with the rest they take short holidays. Rehana’s family consists of four family members and live in the same neighbourhood as Aslam’s. Her father too is a clerk in a government department. The family spends their money on frequent trips to the bazaar to buy expensive things. The children frequently like to eat junk food and they like to buy fancy stationery items. Many times, they have to visit the doctor. Rehana’s father usually runs out of his salary before the month ends. Questions:

− Which is the larger family? − Why is Aslam’s family able to save money? − Why can Rehana’s family not save money? − Which family has problems? − What kinds of problems would they have? − How can these problems end?

Conclusion One of the reasons for poor distribution of resources in a country can be the density of its population. However, if the resources are managed properly and carefully then economic development can take place.


Area

Conflict Resolution Link up with core concept • The theme of this lesson is the establishment of a welfare state where conflicts can

be managed and resolved through democratic means. Objectives • To encourage the belief that a welfare

state can only exist in an environment where conflicts lead to positive change.

• To help the students understand the concept of co-operation.

• To help the students understand that their role in the society should be to respond positively to conflict.

Teaching guidelines • Focus on students having free and

candid discussions regarding existing realities.

• The connection between rights and responsibilities may be highlighted.

Question Bank • When a problem occurs in class, what

do you do? • When a problem occurs in class, what

else must you do? • What should be done when someone

breaks a school rule? • Why is it important to live peacefully

with your neighbours? • How should a problem, involving your

entire neighbourhood, be solved?


Pakistan Studies 10 Mutalia-e-Pakistan 10 Pakistan, mustaqbil kee eik falahi riyasat \ Pakistan, a future welfare state (Pg. 166) One period Chalkboard and chalk


Activity • Discussion on socio-political issues facing the country is to be conducted. Changes

need to take place in a number of areas of concern and dissatisfaction, as per list given in the worksheet. All may be highlighted during the discussion.

• Either write the list on the chalkboard or distribute copies of the worksheet. Conclusion For a welfare state to exist, change has to take place. This can happen only when all citizens co-operate. They can then work towards a society where all have equitable access to resources. In this way, conflicts can be confronted and managed constructively.


Annex

Reclaiming Cultural and Social Diversity”: Mobilizing ...itacec.org/USIP/document/Supplementary...

Documents

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