Standard 1: All students will develop an understanding of citizenship, good character, responsibilities, diversity, and tolerance by observing some common etiquettes.

Student Learning Outcomes:  

Students will be able to:

Describe and practice the rights and responsibilities of a citizen, global citizen, and digital/cyber citizenship.

Identify basic human rights.

Identify and practice common etiquette for peace and harmony in society.

Knowledge:

Recognise the rights and responsibilities of a Pakistani citizen; responsibilities can include:

• Identify their rights to practise freedom of speech.

Skills:

Students will be able to:

Discuss the fact that all individuals have equal rights, irrespective of religious and ethnic differences.

Demonstrate an understanding of freedom of speech and respect of others’ opinions by being an aware listener and accepting others view point

Recognise the ethics of being digital citizens when connected online, and how to deal with differences of opinion.

Recommend ways to create peace and harmony in society

Contribute new ideas to group discussions and negotiation as tools for resolving conflicts at home and school.

Examine their own and society’s common etiquettes in today’s world and recommend changes

Additional/Advanced SLOs

Identify the fundamental human rights as stated by UN Charter.

Assessments

Formative Assessments

Role-play: Divide students into groups and each is given a different issue for potential conflict to write and present a dialogue. Each group comes up turn by turn and shows the best way to deal with the issue to achieve peace and harmony. The teacher can give feedback on, how perceptive the students were in analysing the issue and what ways were considered to create harmony in the event of such an issue.

Summative Assessments

Short answer question: Students will be asked to “Enlist the principles to be followed while using the internet” to ascertain their level of understanding of responsible digital citizenship.

Learning Activities

Creative conflict resolution using storybooks: Storybooks and fairytales are filled with examples of conflicts/disagreements. Choose a storybook or fairy tale to examine, and read it over as you think about the conflict in the story. Answer the following questions as a class:

• What is the conflict in the story?
• How do the main characters feel about the conflict?
• What does each of the characters want or need?

Guided conflict resolution: Present ways to students to solve problems without fighting by discussing the following questions with students in a friendly environment:

• Describe a disagreement, argument or fight you’ve had with someone. How did that conflict end? How did the problem make you feel, from beginning to end?
• Conflicts like arguments can make you angry and frustrated, but conflicts aren't always such bad things. Let's talk about ways having disagreements and arguments can be helpful sometimes.
• Why is it best for people to be able to talk and listen to each other.Why is it important to talk and not keep your feelings inside to yourself?

Students Learning Outcomes:  Students will be able to distinguish between various forms of communication and assess their advantages and disadvantages.

Knowledge:

Students will:

Understand the concepts of mass media and social media. 

Additional/Advanced SLOs

Ways to verify information received through social media and mass media.

Skills:

Students will be able to:

Investigate the advantages and disadvantages of mass media and social media.

Additional/Advanced SLOs

Recognise the need to verify information received through social media and mass media.

Assessments

Formative Assessments

Sorting: Provide instances of positive and negative social media interactions and students are supposed to determine which is which while also providing reasons.

Summative Assessments

Creative Writing: Students will develop a short story or essay to demonstrate either the advantages or disadvantages of social or mass media

Learning Activities

Storytelling: Teachers can use newspaper clippings of 3 or 4 images and distribute them across the class with one image being allotted to more than one child. Every student will write a short news article about what they think happened in the image. Later, the teachers sort how many different perspectives are provided using one image, effectively presenting one of the major potential disadvantages of media of giving us limited perspective.

Standard 2:  Students will learn about the coexistence of diverse groups of people in Pakistan as a nation.

Students Learning Outcomes:

Explain the concept of nation and nationalism.

Understand and appreciate the diversity of cultures, gender, religion, ethnicities, differently-abled in Pakistan.

Knowledge:

Describe inclusion and explain its benefits for a nation.

Learn about shared values and norms amongst diverse cultures of Pakistan (hospitality, sports, events, resilience).

Skills:

List ways in which Pakistan can be made more inclusive for women, transgender community, religious and ethnic minorities, and mixed abilities individuals. 

Explain shared values and norms amongst diverse cultures of Pakistan (hospitality, sports, events, resilience).

Identify the norms and advantages of a multicultural society.

Assessments

Formative Assessments

Biography of a famous personality: Suggest to pick a personality that they think is different from them. Write about who they are, their background, and other information on their profession. They can discuss as a class how they are similar and different to them to exchange ideas about how being different makes you contribute to society in your own special way and similarities are what bind us together.

Summative Assessments

Extended-response question: The teacher will provide a prompt as follows: “Can you identify some practices that can help make our society more inclusive? Choose two groups you would like to focus on and write two practices each. Make sure to include your reasons!”

Learning Activities

Getting to know different faiths: Sit with students in a circle and discuss ways in which different religions and faiths are similar in promoting peace and humanity. Ask questions about people and cultures unfamiliar to them. Provide a safe space for students to probe through questions and get to know more about other religions and how it is important to live with respect and harmony. Provide simple, age-appropriate explanations and answer questions in honest, matter-of-fact ways. Encourage students’ natural curiosity while initiating conversations about the world around them.

For example, on questions about mixed abilities: “Some people with disabilities may walk, talk, listen, think, or behave differently, but we have many similar feelings and share many things in common.”

Standard 3: Students will identify the purpose of a government and describe the components of a democratic government used to make decisions, seek consensus, and resolve conflicts.

Students will be able to describe how the government is organised (including differences in local, provincial, and national governments).

Knowledge:

Students will:

Explain the interdependence between federal, provincial, and local governments in Pakistan.

Concept of democracy

Additional/Advanced SLOs

Discuss the components of a democratic government i.e. legislature, executive, and judiciary.

Skills:

Additional/Advanced SLOs

Describe the concept of democracy as the most popular system of government and describe why it is the preferred form.

Discuss the rights and responsibilities of a Pakistani citizen according to the 1973 Constitution.

Describe the Importance of Rule of law against unjust and illegal activities.

Describe the structures of a government: Legislature, Executive, Judiciary.

Describe the formation and function of political parties and how do they contest elections according to their Manifesto.

Assessments

Formative Assessments

Sorting: Give students a jumbled-up list of federal, provincial, and local government activities and responsibilities of Pakistani citizens and ask them to identify each.

Summative Assessments

Debate and discuss: Students will argue for and discuss the merits and demerits of the need for a Federal government with examples. They will be required to pick one position and use examples and evidence to justify their position.

Learning Activities

Field trip: One possible lesson may be to plan a field trip to a local government meeting. Students can have the opportunity to witness how important decisions are made for their city or town and how votes are collected. They can also be given assignments to attend a local school board meeting. The school board directly affects the lives of the students and watching this board in action will allow the students to see how democratic actions shape their future.

Guest Speaker:

Invite a guest speaker who works either for the government or has a strong understanding of how government operates. Ask the guest speaker to talk to students about these affairs by providing simple examples using simple language. Encourage students to ask meaningful questions. This will help them develop better critical thinking skills.

Students Learning Outcomes: Students will be able to describe how the government is organized (including differences in local, provincial, and national governments).

Sub-domain: Constitution

Knowledge:

Students will:

Define the termconcept of the constitution.

Skills:

Describe and analyze the need and importance of a constitution.

Additional/Advanced SLOs

Distinguish between rules and laws and how they help create a just and healthy political environment in a country.

Assessments

Formative Assessments

Debate and discuss: Debate on what is a constitution and how do they help maintain law and order.

Summative Assessments

Extended-response questions: Research on the amendments in Pakistan and choose one which you would want to add to or eliminate from the constitution. Explain and give reasons for your choice in no more than 200 words or through illustration.

Learning Activities

Build your own constitution: Divide students into groups and ask them to build a constitution for their classroom. Students should write at least 5 points.

Standard 4: All students will learn major historical events chronologically and list key historical events from pre-historic man and early civilizations to date. The students will also be able to recognize the international and national events and personalities.

Students Learning Outcomes:

Students will be able to describe significant aspects of daily life, society and culture of the Egyptian civilization   , and the chronology of major historical events.

Knowledge:

Describe the salient characteristics of Indus Valley.

Discuss and describe the salient characteristics of other ancient civilisations: Mesopotamia, Nile Valley, etc.

Skills:

Identify and analyse the unique accomplishments and limitations of early civilisations

Describe the salient characteristics such as geographic boundaries, cultural characteristics, political and economic institutions, etc of the following early civilisations: Mesopotamia/Chinese/Egyptian/Indus valley.

Assessments

Formative Assessments

Short answer questions: Ask students to:

“Recall the location of Indus Valley civilisation.”

“Recall the daily life of the people of the Indus Valley civilisation.”

“Talk about the prominent features of the Indus Valley civilisation.”

Summative Assessments

Extended Response Questions: Describe the salient features of the Indus Valley civilisation. Analyse by providing examples of how advanced this civilisation was in terms of architecture, trade, gems and jewels etc

Learning Activities

Make students watch documentaries about the Indus Valley civilisation or read about it and have a class discussion on this.

Organise a field trip to a museum where artifacts of the Indus Valley civilisation are displayed. Students will record their observations in the form of notes and sketches.

Refer to books/articles/websites to explore other ancient civilisations like Mesopotamia, Nile Valley, etc. Students can prepare presentations in the form of groups.

Standard 4: All students will learn major historical events chronologically and list key historical events from pre-historic man and early civilizations to date. The students will also be able to recognize the international and national events and personalities.

Students Learning Outcomes:

Knowledge:

Assessments

Learning Activities

Standard 5: All students will learn to read the globe/map, along with the ability to use it to enhance their understanding of geography, landforms, and various physical features of Pakistan. They will understand the interaction between land and its people, weather, and climate. They will develop an awareness of the prevalence and management of natural disasters and the required safety measures. Students will be able to develop an understanding of population and its implications. Teachers will adopt standards and benchmarks according to the individual needs of the students.

Students Learning Outcomes:

 Students will be able to find and locate places on a map using BOLTSS, scale, longitudes, and latitudes.

Knowledge:

Develop an understanding of the concept of scale to read maps.

Skills:

Recognise the characteristics of latitudes, longitudes, and time zone.

Apply the concept of BOLTSS with the help of a political or physical map.

Recognise different types of maps e.g. road map, tourist map, weather map, political map, and topographical map.

Assessments

Formative Assessments

Ask students to:

Recall the key elements of a map.

Recall what BOLTSS stands for.

Locate latitudes and longitudes on a map.

Locate countries in different time zones, using the map of time zones of the world.

Locate Pakistan on the map of the world using grid reference.

Summative Assessments

Label BOLTS (Border, Orientation, Legend, Title, and Scale) on a given political or physical map.

Label latitudes and longitudes on the given diagram and describe their characteristics.

Describe why different countries have different time zones.

Locate Greenwich Mean Time (GMT) on a given map and write the time zone of their region.

Using a map of Pakistan, write the latitudes and longitudes of their city and any three other cities using grid references. 

Learning Activities

Ask students to explore interactive maps online, e.g. Google maps to locate their area.

Students to work in groups and plan a trip to their favourite destination in Pakistan. Use Google maps to explore various routes and plan their itinerary.

Students Learning Outcomes:

 Students will be able to determine how people affect the physical environment.

Knowledge:

Students will:

Describe the factors that affect climate (Distance from the Sea, Distance from the equator, etc).

Develop an understanding of global warming.

Explain the concept of global warming.

Skills:

Analyse the impact of Global Warming on climate change.

Assessments

Formative Assessments

Ask students to:

List the factors that affect climate.

Tell at least two reasons for climate change.

Tell what they understand by global warming.

Summative Assessments

Describe the factors that determine the climate of a place.

Compare the climate of two different places and explain the factors that affect the climate of each place.

Analyse the factors of climate change, drawing examples from Pakistan and the world.

Describe global warming and the factors that are causing it.

Analyse the impact of global warming on climate change.

Learning Activities

Ask students to research in groups about the climate of at least three different places in Pakistan (mountains, plains, deserts). They will present their finding in the form of a PowerPoint presentation or make a poster.

Students will explore the latest news about climate change with the help of their teacher and make notes about the measures taken around the world to combat climate change.

Teachers will help students prepare a class debate: ‘Is Pakistan taking satisfactory measures to combat climate change?’

Tree plantation: Students can plant a tree in their school to celebrate how they can be an active part of the community and contribute to benefiting other people around them as well.

Students Learning Outcomes:

 Students will be able to explain how the physical environment affects the lifestyle of people.

Knowledge:

Students will:

Learn about different occupations of people (agriculture, mining, and industry) and give examples

Understand how physical environment affects occupation e.g. (Pakistan is an agricultural country and people living in rural areas earn their livelihood from agriculture).

Skills:

Distinguish between various occupations (agriculture, mining, and industry) and how people use these for their livelihoods

Assessments

Formative Assessments

Teachers will ask students to:

Name the different occupations they are aware of.

Tell which occupation appeals to them.

Summative Assessments

Students will:

Describe at least three different occupations related to agriculture, industry, and mining.

Appreciate that women, minorities, Khwajasira, and mixed ability individuals play their roles in various occupations.

Learning Activities

Ask students to watch documentaries about people engaged in agriculture, mining, and industry to explore their roles.

Encourage students how technology can improve the way people work in agriculture, mining, and industry.

Teachers can organise a role-play in class. Students will select their favorite occupations and prepare a short skit related to their selected occupation.

Students Learning Outcomes: Students will be able to recognise various natural disasters and describe the safety measures.

Knowledge:

Describe common natural disasters (floods, earthquakes, cyclones, avalanches) and how they affect human life.

Learn the safety measures that can be taken in case of natural disasters (such as floods and earthquakes - before, during, and after).

Describe the concept of food security

Skills:

Interpret how common natural disasters occur (floods, earthquakes, cyclones, avalanches) and how they affect human life.

Additional/Advanced SLOs

Investigate how at least one natural disaster in the past impacted the affected areas and their population.

Assessments

Formative Assessments

Ask students to:

Recall the types of natural disasters.

Tell how natural disasters occur.

Tell what they understand about food security.

Give at least one safety measure to be taken in case of a natural disaster.

Summative Assessments

Students will:

Describe how common natural disasters occur.

Analyze the impact of natural disasters on land and people.

Enlist the safety measures in case of natural disasters.

Explain the concept of food security. Give reasons why people need to have food security.

Learning Activities

Organise an earthquake drill in class.

Make posters about safety measures in case of a natural disaster.

Find out helpline numbers of emergency services, etc.

Watch documentaries about safety measures, e,g. evacuation plans, etc, and make an evacuation plan for their home and school.

Standard 6: All students will describe how resources and choices regarding production, distribution and consumption of goods and services affect the well-being of the individual and society.

Students Learning Outcomes:

Students will be able to explain how people and societies make economic decisions.

Students will be able to identify key elements of an economy (goods and services, producers, and consumers).

Knowledge:

Students will:

Define trade, entrepreneurship, E-commerce export, and imports.

Recall the terms goods and services.

Discuss the success stories of at least one international and one Pakistani entrepreneur.

Skills:

Differentiate between public and private goods and services.

State the major imports and exports of Pakistan.

Describe the importance of International Trade for the development of Pakistan.

Identify major means of Transportation in Trade and Business.

Illustrate examples of entrepreneurial skills and competencies.

Discuss the contribution of at least two Pakistani entrepreneurs (one male and one female).

Create and present their own hypothetical business/enterprise.

Additional/Advanced SLOs

Identify the importance of taxes and government loans to pay for goods and services (roads, hospitals, schools, electricity, etc).

Assessments

Formative Assessments

Observe and document: Ask students to observe their surroundings and try to identify five public and five private goods and services. Encourage students to label each as either a good or service as well. Students can discuss their observations in class and teachers can give feedback on their understanding.

Summative Assessments

Case Study: Give students prompts which will include examples of two countries, one country is closed off and does not trade with other countries. The second country specialises in one product and exchanges that with other countries for their goods and services. Teacher can include other information in these prompts such as country 1 experiences drought and are facing food shortage or country 2 has a research and development department to increase specialisation. Students can use these prompts to build on their understanding and make connections regarding the benefits of international trade.  

Learning Activities

Creating a new business: Divide the class into 4 groups and assign a business idea to each group. Students need to come up with a business plan for each, including sourcing raw material, hiring of staff, potential clients/ outlet, location of the outlet, marketing strategy, etc.

Students Learning Outcomes:  Students will be able to evaluate the causes and types of inflation and how it affects the buying power of people.

Knowledge:

Students will:

Define the term “Inflation” and how it affects the purchasing power of people.

Different causes and types of inflation.

Additional/Advanced SLOs

The currencies of different countries.

Skills:

Analyse different causes and types of inflation.

Narrate with examples the evolution of money, trade via the barter system before money was introduced.

Additional/Advanced SLOs

Identify the currencies of different countries.

Assessments

Formative Assessments

Sequencing: Students will be given random images of coins/ notes from different eras in the subcontinent. They will need to organize them as per their chronological order.

Summative Assessments

Introducing different types of money: The teacher shows the students different notes, coins, and cards. Talk about their names, shapes, sizes, colors, values, and symbols.

Sorting: Students will be given multiple examples that can show either demand or supply-side inflation. Students will need to use their conceptual understanding to identify which example falls under which type of inflation.

Learning Activities

Role-play: Students will be divided into groups, one group will be asked to create an item, such as a cardboard card/house. Other groups will set up stalls that might be needed to build the house. First, students will purchase the supplies at a baseline amount and create the item, noting its final total cost.  Then, students will be asked to build the same item but now, they will need to purchase supplies at a higher cost. This will increase the final total cost and students will understand the concept of supply-side inflation.

Students Learning Outcomes: Students will be able to discuss the importance of money management and how banks help in this process.

Knowledge:

Students will:

Learn the role of Commercial Banks in the lives of individuals and businesses.

Skills:

Students will be able to:

Identify the role of The State Bank of Pakistan.

Assessments

Formative Assessments

Sorting: Provide multiple functions to students and the teacher can ask them to do the following: “Can you sort these based on whether these functions are performed by the central bank, the commercial bank, or both?”

Summative Assessments

Short answer question: Ask students to respond to the following question: “Identify differences in the functions and operations of commercial banks and the State Bank of Pakistan.”

Learning Activities

 Role-play: Students are asked to volunteer to become either customer, commercial banks, or the State Bank of Pakistan (central bank). One example to show the chain of events of how a customer applies for a loan with a commercial bank, the commercial bank confirms how much can be loaned from the central bank, who then share an amount that the commercial bank lends to the customer. It is best to show the interconnectedness of these different institutions for better understanding.