Introduction
Introducing the course:
→Teachers will explain the contents of the syllabus to pupils.
→Pupils should have a list of the key topics that they will be covering as well as the aims of the course as set out in this section.
→A lesson should be spent on this including some discussion and explanation of the aims.
→Pakistan's history is intertwined with the history of the subcontinent and the arrival of Islam in India in the eighth century.
→Muhammad bin Qasim is an important, and often overlooked, figure.
→He was the first Muslim leader to conquer part of India, Sindh, which from then on became predominantly Muslim.
→The capture of Delhi by Muhammad Ghori in the 12th century led to the spread of Islam in central India.
→In turn this was followed by the Delhi Sultanates and the growth of the Mughal Empire.
By 1760 about a quarter of Indians were Muslim.
Further reading
For students or teachers wishing to know more about this earlier history, they should read the chapter, The Genesis of Pakistan, in Vincent A. Smith's The Oxford History of India, OUP.
Reference to historical evidence
There is a brief introduction to using sources. Pupils are reminded that there is historical evidence all around them and they should be encouraged to seek it out. The ways in which pupils can undertake their own research will provide good feedback for class discussion and will help them relate more easily to what they are studying. They will see that the events in the book have had a direct effect on their own families and communities. A good starting point: ask one of your family to tell you about an important event they remember from Pakistan's history and how they felt about it at the time or how it affected them.
Extra activity.
As you start each section of the course ask your pupils to use this checklist which is also included in the textbook.
Checklist for links with the past
Find out if there are any buildings, street names or other things in your town that make a link in some way with the events being studied.
→Ask members of your families if they have any personal memories of the events that you are studying.
→Look in your library for books about the people and events you are studying. Extra reading can be very useful and enjoyable as well.
→On the anniversary of important historical events look out for special newspaper articles or television programmes.
We have to live with history
This section gives teachers the chance to explain and discuss with pupils why studying the history of Pakistan is important. At this point it is worth recalling the view of the late historian Arthur Schlesinger: History, by putting crisis in perspective, supplies the antidote to every generation's illusion that its own problems are uniquely oppressive.
Extra classroom activity
→Discussion and questions on the usefulness in our lives of learning history.
Key questions
Each section is led by the key questions.
→Key questions quickly identify the main points that will be explained in the text.
→By the end of the section the student should be able to answer the key questions.
→Later these key questions will prove very useful in revision.
Although there may be information in the text that goes further than the key questions, teachers will nevertheless concentrate on making certain that everyone understands the answers to those questions.
Part 1 The Cultural and Historical Background of the Pakistan Movement.
Syllabus coverage Section 1: Cultural and historical background of the Pakistan Movement
Chapter 1 The Decline of the Mughal Empire [A] Aurangzeb (1618-1707) Expansion at the cost of power
Syllabus coverage Section 1
Pupils only need the information in this section as background knowledge in order to better understand subsequent events and individuals.
Key topics in this section 1
→Aurangzeb: a great Mughal emperor who extended the empire.
→Aurangzeb's personality-industrious but ruthless
→Aurangzeb's deep Muslim faith.
Pupils should consider the value and content of the sources in helping to understand Aurangzeb.
illustrations
→The paintings on page 3 and the buildings on pages 4 and 5 reflect the artistic and architectural legacy of the Mughal Empire. This legacy is very important and famous, and is highly regarded all over the world. It is evidence of a sophisticated civilization. The Mughal monuments attract visitors to the subcontinent from all over the world.
→The picture Aurangzeb in his last days shows him wearing a decorated prayer cap.Towards the end of his life he spent a great deal of time in prayer and embroidering prayer caps.
→Map 1.1, page 4, shows clearly that at its peak the Mughal Empire of Aurangzeb encompassed most of modern-day India and Pakistan.
Extra activities
→Pupils research the life and achievements of Aurangzeb.
→In their research pupils should see if they can find any facts to support this historian's view.
Extra source:crippled in body and spirit
By the end of Aurangzeb's reign it was evident that the Mughal giant.
was crippled in body and spirit. The empire was collapsing under its own weight, its vital energy spent, having grown too ravenous, bloated too big, for its own good.
→Pupils report their findings to the class.
→Some pupils could take on the role of Aurangzeb and others could then interview him as if at a press conference.
[B] The decline and fall of the Mughal Empire
Syllabus coverage Section 1 The decline of the Mughal Empire
Key topics in this section
→Why the empire declined and disintegrated
→The impact on Muslims
→Beginning of European interest in India
This topic provides important background information without which students may not fully understand the topics that follow. In particular it helps to explain why there was an opportunity for Britain to penetrate India.
→This chapter is about the unmaking of the Mughal Empire.
→Pupils should understand and evaluate the reasons why this great empire declined, the disasters of Aurangzeb's successors and the growth of European interest in India.
→The map Source A, page 8, shows how disunited India had become. The power of the Marathas is clear.
→This map can be compared with the map of the Mughal Empire on page 4.
Extra activities
→Pupils should copy the map into their books or photocopies should be made that can be pasted into the books.
→Pupils should superimpose on the map the modern boundaries of Pakistan for comparison.
Extra source: chaos
→After me, chaos! Words of Aurangzeb near the end of his life.
Extra classroom activity
→Discussion topic: How true were Aurangzeb's fears?
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