FOR HSSC (CLASSES XI–XII)
COMPULSORY FOR ALL (500 marks)
1.
2.
English (Compulsory)/ English (Advance) 2 papers
Urdu (Compulsory)/ Urdu Salees In lieu of Urdu 2 papers
(Compulsory)/ Pakistan Culture for Foreign
Students Part – I and Pakistan Culture Paper-II
3. Islamic Education/Civics (for Non-Muslims)
4. Pakistan Studies
SCIENCE GROUP (600 marks)
1 paper
1 paper
200 marks
200 marks
50 marks
50 marks
The students will choose one of the following (A), (B) and (C) Groups carrying 600 marks:
(A) Pre-Medical Group:
Physics, Chemistry, Biology
(B) Pre-Engineering Group:
Physics, Chemistry, Mathematics
(C) Science General Group:
1.
2.
3.
Physics, Mathematics, Statistics
Mathematics, Economics, Statistics
Economics, Mathematics, Computer Science
4.
5.
Physics, Mathematics, Computer Science
Mathematics, Statistics, Computer Science
HUMANITIES GROUP (600 marks)
Select three subjects of 200 marks each from the following:
S. No. Subject S. No. Subject
1. Arabic/Persian/French/English (Elective)/Urdu
(Elective)
2. Economics
3. Fine Arts
4. Philosophy
5. Psychology
6. Statistics
7. History of Modern World/Islamic History/
History of Muslim India/ History of Pakistan
8. Islamic Studies
9. Health and Physical Education
10.
11.
Sindhi (Elective)
Civics
12. Education
13. Geography
14. Sociology
15. Mathematics
16. Computer Science
17.
18.
Islamic Culture
Library Science
19. Outlines of Home
Economics
1

COMMERCE GROUP (600 marks)
HSSC – I
6.
1.
2.
3.
4
5.
1. Principles of Accounting
2. Principles of Economics
3.
4.
Principles of Commerce
Business Mathematics
HSSC – II paper – I paper – I paper – I paper – I
1.
2.
Principles of Accounting
Commercial Geography
3. Computer Studies/Typing/Banking
4. Statistics
MEDICAL TECHNOLOGY GROUP (600 marks each) paper – II paper – II paper – II paper – II
Medical Lab Technology Group
Dental Hygiene Technology Group
Operation Theater Technology Group
Medical Imaging Technology Group
Physiotherapy Technology Group
Ophthalmic Technology Group
100 marks
75 marks
75 marks
50 marks
100 marks
75 marks
75 marks
50 marks
2

AIMS
Education is a powerful catalyzing agent which provides mental, physical, ideological and moral training to individuals, so as to enable them to have full consciousness of their mission, of their purpose in life and equip them to achieve that purpose. It is an instrument for the spiritual development as well as the material fulfillment of human beings. Within the context of Islamic perception, education is an instrument for developing the attitudes of individuals in accordance with the values of righteousness to help build a sound Islamic society.
After independence in 1947 efforts were made to provide a definite direction to education in Pakistan. Quaid-i-Azam Muhammad Ali Jinnah laid down a set of aims that provided guidance to all educational endeavours in the country. This policy, too has sought inspiration and guidance from those directions and the Constitution of Islamic Republic of Pakistan. The policy cannot put it in a better way than the Quaid’s words:
“You know that the importance of Education and the right type of education cannot be overemphasized. Under foreign rule for over a century, sufficient attention has not been paid to the education of our people and if we are to make real, speedy and substantial progress, we must earnestly tackle this question and bring our people in consonance with our history and culture, having regard for the modern conditions and vast developments that have taken place all over the world.”
“There is no doubt that the future of our State will and must greatly depend upon the type of education we give to our children, and the way in which we bring them up as future citizens of Pakistan. Education does not merely mean academic education. There is immediate and urgent need for giving scientific and technical education to our people in order to build up our future economic life and to see that our people take to science, commerce, trade and particularly well-planned industries. We should not forget that we have to compete with the world which is moving very fast towards growth and development.”
“At the same time we have to build up the character of our future generation. We should try, by sound education, to instill into them the highest sense of honour, integrity,
3

responsibility and selfless service to the nation. We have to see that they are fully qualified and equipped to play their part in various branches of national life in a manner which will do honour to Pakistan.”
These desires of the Quaid have been reflected in the Constitution of the Islamic Republic of Pakistan and relevant articles are:
The state shall endeavour, in respect of the Muslims of Pakistan: a.
to make the teachings of the Holy Quran and Islamiat compulsory and encourage and facilitate the learning of Arabic language to secure correct and exact printing and publishing of the Holy Quran; b.
to promote unity amongst them and the observance of Islamic moral standards;
Provide basic necessities of life, such as food, clothing, housing, education and medical relief for all such citizens irrespective of sex, caste, creed or race as are permanently or temporarily unable to earn their livelihood on account of infirmity, sickness or unemployment;
Remove illiteracy and provide free and compulsory secondary education within minimum possible period.
Enable the people of different areas, through education, training, agricultural and industrial development and other methods, to participate fully in all the forms of national activities including employment in the service of Pakistan;
The State shall discourage parochial, racial, tribal, sectarian and provincial prejudices among the citizens.
Reduce disparity in the income and earnings of individuals, including persons in various classes of the service of Pakistan.
Steps shall be taken to ensure full participation of women in all the spheres of national life.
The vision is to transform Pakistani nation into an integrated, cohesive entity, that can compete and stand up to the challenges of the 21 st
Century. The Policy is formulated to realize
4

the vision of educationally well-developed, politically united, economically prosperous, morally sound and spiritually elevated nation.
OBJECTIVES
To make the Qur’anic principles and Islamic practices as an integral part of curricula so that the message of the Holy Quran could be disseminated in the process of education as well as training. To educate and train the future generation of Pakistan as true practicing Muslims who would be able to usher in the 21 st
century and the next millennium with courage, confidence, wisdom and tolerance.
To achieve universal primary education by using formal and informal techniques to provide second opportunity to school drop-outs by establishing basic education community schools all over the country.
To meet the basic learning needs of a child in terms of learning tools and contents.
To expand basic education qualitatively and quantitatively by providing the maximum opportunities to every child of free access to education. The imbalances and disparities in the system will be removed to enhance the access with the increased number of more middle and secondary schools.
To ensure that all the boys and girls, desirous of entering secondary education, get their basic right through the availability of the schools.
To lay emphasis on diversification of curricula so as to transform the system from supply-oriented to demand oriented. To attract the educated youth to world-of-work from various educational levels is one of the policy objectives so that they may become productive and useful citizens and contribute positively as members of the society.
To make curriculum development a continuous process; and to make arrangements for developing a uniform system of education.
To prepare the students for the world of work, as well as pursuit of professional and specialized higher education.
5

To increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher trainers and educational administrators. To upgrade the quality of pre-service teacher training programmes by introducing parallel programmes of longer duration at postsecondary and post-degree levels.
To develop a viable framework for policy, planning and development of teacher education programmes, both in-service and pre-service.
To develop opportunities for technical and vocational education in the country for producing trained manpower, commensurate with the needs of industry and economic development goals.
To improve the quality of technical education so as to enhance the chances of employment of Technical and Vocational Education (TVE) graduates by moving from a static, supply-based system to a demand-driven system.
To popularize information technology among students of all ages and prepare them for the next century. To emphasize different roles of computer as a learning tool in the classroom learning about computers and learning to think and work with computers and to employ information technology in planning and monitoring of educational programmes.
To encourage private sector to take a percentage of poor students for free education.
To institutionalize the process of monitoring and evaluation from the lowest to the highest levels. To identify indicators for different components of policy, in terms of quality and quantity and to adopt corrective measures during the process of implementation.
To achieve excellence in different fields of higher education by introducing new disciplines/emerging sciences in the universities, and transform selected disciplines into centres of advanced studies, research and extension.
To upgrade the quality of higher education by bringing teaching, learning and research process in line with international standards.
6

The curriculum aims to encourage skills like observation, curiosity, creativity, questioning, application, etc. So the teaching methodology should be adopted in a way that it promotes the higher order skills. To achieve the purpose the following steps in teaching learning process should be kept in view:

The teacher should plan their lesson keeping in view the objectives of the National
Curriculum.

The active involvement of students is the key for successful delivery of the curriculum. So the purposeful learning group for discussion and assignment should be organized.

The use of audio-visual aids should be organized properly. It should be the part and parcel of classroom activities.

The National Curriculum is activity oriented it demands that the teachers should consider the curriculum and other reference materials, keeping in view the following teaching strategies:
1.
Investigative approach
2.
activity oriented approach
3.
Student centered approach
4.
Question/answer approach
5.
Group discussions
6.
Seminar
7.
Role play
8.
Speeches/Debates
7

Assessment, appraisal, or evaluation is a means of determining how far the objectives of the curriculum have been realized. What really matters is the methodology employed for such determination. As is now recognized, performance on the basis of content-oriented tests alone does not provide an adequate measure of a student’s knowledge and ability to use information in a purposeful or meaningful way; the implication, then, is that effective and rewarding techniques should be developed for evaluating the kind and content of teaching and learning that is taking place and for bringing about improvement in both. The following points, while developing the tests/questions may be kept in view:
1. Proper care should be taken to prepare the objective-type and constructed-response questions relating to knowledge, comprehension, application, analysis and synthesis, keeping in view the specific instructional objectives of the syllabus and the command words for the questions.
2. There should be at least two periodic/monthly tests in addition to routine class/tests.
Teachers are expected to develop and employ assessment strategies which are dynamic in approach and diverse in design. When used in combination, they should properly accommodate every aspect of a student’s learning.
3. In addition to the final public examination, two internal examinations should be arranged during the academic year for each class.
4. Classroom examinations offer the best and most reliable evaluation of how well students have mastered certain information and achieved the course objectives.
Teachers should adopt innovative teaching and assessment methodologies to prepare the students for the revised pattern of examination. The model papers, instructional objectives, definitions of cognitive levels and command words and other guidelines included in this book must be kept in view during teaching and designing the test items for internal examination.
8

Knowledge:
This requires knowing and remembering facts and figures, vocabulary and contexts, and the ability to recall key ideas, concepts, trends, sequences, categories, etc. It can be taught and evaluated through questions based on: who, when, where, what, list, define, describe, identify, label, tabulate, quote, name, state, etc.
Understanding:
This requires understanding information, grasping meaning, interpreting facts, comparing, contrasting, grouping, inferring causes/reasons, seeing patterns, organizing parts, making links, summarizing, solving, identifying motives, finding evidence, etc. It can be taught and evaluated through questions based on: why how, show, demonstrate, paraphrase, interpret, summarize, explain, prove, identify the main idea/theme, predict, compare, differentiate, discuss, chart the course/direction, report, solve, etc.
Application:
This requires using information or concepts in new situations, solving problems, organizing information and ideas, using old ideas to create new one and generalizing from given facts, analyzing relationships, relating knowledge from several areas, drawing conclusions, evaluating worth, etc. It can be taught and evaluated through questions based on: distinguish, analyze, show relationship, propose an alternative, prioritize, give reasons for, categorize, illustrate, corroborate, compare and contrast, create, design, formulate, integrate, rearrange, reconstruct/recreate, reorganize, predict consequences etc.
9

The purpose of command words given below is to direct the attention of the teachers as well as students to the specific tasks that students are expected to undertake in the course of their subject studies. Same command words will be used in the examination questions to assess the competence of the candidates through their responses. The definitions of command words have also been given to facilitate the teachers in planning their lessons and classroom assessments.
Give an account of: Spell out a chronology and show in what ways the event or circumstance to be accounted for derives from or is dependent on earlier events.
Analyse: Go beyond the given information to relate and/or differentiate aspects of a situation and draw conclusions on the basis of evidence information.
Define:
Demonstrate:
Identify:
Show or prove by evidence and/or argument.
Describe: Explain in words and/or diagrams (where necessary) to demonstrate knowledge of facts.
Discuss: Express views in a logical and lucid way considering all aspects of a matter under discussion and draw conclusions.
Explain: Give a clear and detailed account of related information with reasons or justification.
Give Examples/Statements: Cite specific instances or cases to demonstrate the occurrence of an event or existence of a situation or phenomenon.
Pick out, recognizing specified information from a given content, situation.
Illustrate:
Interpret:
Provide a precise statement or meaning of words or terms to describe their nature, properties or essential qualities.
Give clear examples to state, clarify or synthesize a point of view.
Clarify both the explicit meaning and the implications of given information.
List/Name: Name item-by-item, usually in one or two words, precise information such as dates, characteristics, places, names.
Locate: Determine the precise position or situation of an entity in a given context, e.g. in a map.
10

Show:
State:
Indicate by writing, drawing or through graphs/charts.
Give a brief and factual answer with no explanation.
Suggest: Apply knowledge in a given situation to give a rational opinion.
Trace the developments of: Mention, list, name information/facts in a sequence.
11

1.
To familiarize the students with achievements of Muslim Rulers in the world.
2.
To analyze the factors responsible for the rise and fall of the Muslims.
3.
To explain the importance of the wealth of Islamic World.
1.
To analyze major revolutions, treaties, problems and issues, ideological struggle, international organizations, dictatorships and the eminent personalities of the Islamic
World.
2.
To analyze the current situation of the Islamic World.
3.
To compare the modern revolutions with the Islamic revolution of HAZRAT
MUHAMMAD (SAW).
4.
To indicate the spirit of Islam lies in democratic behaviour instead of dictatorship.
12

For Class XI
I. Pre-Islamic Arabia
Objectives
1. Knowledge of the conditions of Pre-Islamic
Arabian Society.
2. Knowledge of miseries of
Arabs before the birth of Holy
Prophet (peace be upon him)
3. To create feelings of repulsion against all that is evil and immoral.
4. Appreciation of the redeeming features of the then Arabian
Society.
5. To draw maps.
Concepts
1. Ignorance.
2. Shirk.
3. Proudness.
Contents
1. The land and people of Arabia
2. Religious,
Social Economic and Political conditions of
Pre-Islamic
Arabia
II. Early Life of Rasullah (S.A.W.)
Objectives
1. Knowledge of the early life of
Concepts
1. Sdaiq and
Rasulullah (S A
W).
2. Knowledge of
Ameen.
2. Oppressed.
Contents
1. Birth and family background of
Rasullah
(S.A.W) his family background.
3. Acquaintance with the noblest virtues of
Rasulullah (S A
W)
2. Life before
NUBUWAHT
3. Life after declaration of
NUBUWAHT
Activities
1.
Draw map of world showing the location of
Arabia, Africa and Asia.
2.
Group discussion on the various aspects of pre-
Islamic
Arabia.
3.
Seminars on different topics related to the socio- cultural development of the contemporary world.
Activities
1.
2.
To collect information regarding
Geneology of Rasulullah
(SAW) upto
Adnan.
To draw a picture of
Ghar-e-Hira.
3.
To draw the picture of place of birth of Rasulullah
(SAW).
Evaluation
1.
3.
Evaluate the skills of students while drawing maps.
2.
Evaluate the insight in depth knowledge of the students during group discussions.
Evaluating assignment on the topics related to the contents suggested in this chapter.
Evaluation
1.
Evaluate the assignments of the students on different topics related to the early life of
Rasulullah
(SAW)
2.
Evaluate the students how far do they follow the teaching of
Quraan and
Sunnah.
13

4.
Group discussions on the various aspects of the life of
Rasulullah
SAW)
III. Spread of Islam at Makkah
Objectives
1. Knowledge of the various
Concepts
1. Perseverance.
2. Forbearance,
Unity, cofesion, aspects of
Makki life of
Rasullah
(SAW).
2. Acquaintance with essence of the teachings of
Islam.
3. Significance of Miraj.
4. To do Amar
Bil Maroof and
Nahi Anil
Munkar.
5. To practise teachings of
Quraan and
Sunnah in letter and spirit.
Leadership,
Elevation of
Human capacities.
Fulfillment of pledges.
Contents
1. Beginning of the Mission of
Islam and opposition from
Quraish
2. Early
Muslims and their sufferings
3. Migration to
Habshah
4. Journey to
Taif and Miraj
5. The pledges of Aqaba
6. Importance of the teachings of Rasullah
(S.A.W) at
Makka
Activities
1.
To draw charts in a chronological order of events from early life of prophet
(SAW).
2.
To draw maps showing the areas, cities and tribes of the peninsula.
3.
Group discussion and seminars on the Topics suggested in the contents.
4.
To compare the degree of our Eman with the
Eman of
Sehaba.
Evaluation
1.
To evaluate the assignments on the topics suggested in the contents.
2.
To evaluate the knowledge and practice of the students about the teachings of
Islam.
IV. Spread of Islam at Madina
Objectives
1. To know the significant importance of
Hijrat.
2. To understand the importance of Islamic
Brotherhood.
Concepts
1. Hijrat and
Muwakhat.
2. Juhad.
3. Dignity of
Labour.
4. Adal-o-Ehsan.
5. Forgiiveness.
6. Duties
Contents
1. Hijrat and its significance
2. Islamic brotherhood
3. Misaq-e-
Madina
4. Battle of
Badr, Uhad,
Activities
1.
to write point wise the steps of
Misaq-e-
Madina.
2.
To discuss
Misaq-e-
Madina as th
Evaluation
1.
To evaluate the assignment of the students on the topics suggested in the concepts/content s.
2.
To evaluate the
14

3. To acquaint with ghazwat as defence.
4. To know about Charter and Treaties.
5. To identify the glorious services of the early Muslims towards the cause of Islam under adverse circumstances
6. To promote
Islamic brotherhood.
7. To become obedient and loyal to the commands of
Allah and
Sunnah of
Prophet (SAW).
8. To collect th4e maps of the
Ghazwat. towards Allah.
7. Rights and responsibilities.
8. Human rights.
V. Seerat-un-Nabi (S.A.W)
Objectives
1.
To know the various aspects of the personality of
Rasulullah
(SAW)
2.
To know the contribution of Rasulullah
(SAW) towards the betttement of humanity.
3.
To recognize
Rasullah
(SAW) as the leader of
Humanities and Wrold.
Concepts
1.
Equity.
2.
Fraternity.
3.
Saviors of the depressed classes.
4.
Uplift of the status of depressed classes.
5.
Education.
6.
Human
Relations.
7.
Transformation of Society.
Ahzab, Khyber,
Hunain and
Tabuk
5. Relations with Jews
6. Baite-Rizwan
7. Conquest of
Makkah
8. Message to rulers, year of deputation
9. Hajja tul
Widda and the
Last Sermon, its significant importance: the
Charter of
Human Rights first written constitution of the world.
3.
Group discussion on the and seminars on
Haqooq-
Ullah and
Haqooq-ul-
Ebad.
4.
To promote
Khutaba
Hajjatul
Wida as the
Charter of
Human
Rights.
5.
To practice the Last
Sermon.
Contents
Muhammad
Rasullah
(S.A.W)
1. As a Prophet
2. As a perfect man
3. As a founder of Ummah
4. As an
Administrator,
Preacher and
Educator
5. Lawgiver,
Jurist and Judge
6. As a general
7. As a
Statesman
Activities
1.
To make a list of books developed on
Seerat-un-
Nabi in various languages.
2.
To study books on
Seerat-un-
Nabi.
3.
To assess one’s life in the light of
Seerat-un-
Nabi.
4.
Group discussion and seminars students following the
Deen-i-Islam.
3.
To evaluate the attitude of the students towards rights and responsibilities.
4.
To evaluate the practice in following the
Last Sermon
Evaluation
1.
To evaluate the assignment of the students given on the various aspects of
Seerat-un-
Nabi.
2.
To evaluate the students during group discussions and seminars.
15

4.
To know of
Islam as complete code of life.
5.
To lead life accoroding to
Quraan and
Sunnah.
6.
To do Amar
Bil Maroof and Nahi Anil
Munkar.
VI. Khalafat-e-Rashdah
Objectives
1.
To know the status of the companions of
Rasulullah
(SAW).
2.
To know regarding the succession of the pios
Caliphs.
3.
to know about
Concepts
1.
Khalafat
(Shura).
2.
Spirit of Jihad.
3.
Preaching of
Islam.
4.
Spiritual and moral uplift of the society.
5.
Socio-economic justice. the sacrifices and efforts of th eCaliphjs towards Jihad.
4.
To know about the establishment of righteous society and welfare state.
5.
To know about the propagation of
Islam and expansion of the territories during the period of
Khalafat-e-
Rashida.
6.
To know about the working of
Contents
Khalafat-e-
Rashdah on Seerat-un-
Nabi.
Activities
1.
To make charts observing the following features. a.
Chronological order of events under the Caliphs. b.
Conquests and expansion in chronologiical order.
2.
To draw maps. a.
Showing routs of Jihad expeditions and conquests through arrows. b.
Showing period-wise conquests of areas and their consolidation.
3.
Group discussion and seminars on the salient features of
Khalafat-e-
Rashidah.
Evaluation
1.
To evaluate the assignment on different topics related to socioeconomic, socio-cultural feature of
Islamic
Society.
2.
to evaluate the students during group discussions and seminars.
16

Shura .
7.
To understand the spirit of
Jihad.
8.
To appreciate the moral spirit of society.
17

FBISE
WE WORK F OR EXCELL ENCE
Model Question Paper
Federal Board HSSC-I Examination
Islamic History
Roll No:
Answer Sheet No: ___________
Signature of Candidate: ___________
Signature of Invigilator: ___________
SECTION – A
Time allowed: 20 minutes Marks: 20
Note: Section-A is compulsory and comprises pages 1-5. All parts of this section are to be answered on the question paper itself. It should be completed in the first 20 minutes and handed over to the Centre Superintendent.
Deleting/overwriting is not allowed. Do not use lead pencil.
Q.1 Insert the correct option i.e. A/B/C/D in the empty box opposite each part. Each part carries one mark. i. Arabia is situated in the continent of
A.
B.
Asia
Europe
C. Africa
D. America ii. The Holy Prophet on his way to Madina took refuge in
A. Cave Hira iii.
B. Cave Saur
C. Saffa
D. Marwah
In which year of Prophethood did the event of Miraj take place?
A. 7
B. 8
C. 9 th th th
D. 10
year
year
year th year
Page 1 of 5 Turn Over
18

DO NOT WRITE ANYTHING HERE
iv. Who was the leader of the Quraish after Ghazwa-e-Badr?
A. Abu Sufyan
B. Abu Jehl
C. Abu Lahab
D. Abu Bakr v. The third encounter between Kufr and Islam was
A.
B.
C.
D.
Battle of Khyber
Battle of Uhad
Battle of Trench
Battle of Hunain vi. Hazrat Jaffer Tayyar was martyred in the battle of
A. Hunain
B. Tabuk
C.
D.
Mautah
Sarik vii. The Treaty of Madina was signed in
A. 622 A.D.
B. 623 A.D.
C. 624 A.D.
D. 625 A.D.
Page 2 of 5 Turn Over
19

viii. Whom did The Holy Prophet appoint as the first Ameer-i-Haj in 9 th A.H?
A. Hazrat Abu Bakr
B. Hazrat Ali
C.
D.
Hazrat Usman
Hazrat Umer ix. The conquest of Makkah took place in the year
A. 6 A.H.
B. 7 A.H.
C. 8 A.H.
D. 9 A.H. x. The Farewell Sermon was delivered by the Prophet at
A.
B.
C.
D.
Jabl-i-Rehmat
Jabl-i-Safa
Jabl-i-Noor
Jabl-i-Marwa xi. Abu Bakr was the son of
A.
B.
C.
D.
Walid
Abu Qahfa
Amer Bin Saad
Affan xii. The expedition under the command of Usama bin Zayed was sent by
A. Hazrat Abu Bakr
B. Hazrat Umer
C.
D.
Hazrat Usman
Hazrat Ali xiii. Iran was conquered by
A. Muhammad Bin Qasim
B. Saad Bin Ubaida
C.
D.
Saad Bin Abi Waqas
Abu Ubaida
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20

xiv. Damascus was conquered in the reign of
A. Hazrat Usman
B. Hazrat Ali
C. Hazrat Abu Bakr
D. Hazrat Umer xv. Battle of Yarmuk decided the fate of
A. Syria
B. Egypt
C. Iran
D. Iraq xvi. Hazrat Umer was assassinated in
A.
B.
C.
D.
13 A.H.
20 A.H.
23 A.H.
28 A.H. xvii. Abdullah Bin Qais was appointed first admiral by
A.
B.
C.
D.
Hazrat Abu Bakr
Hazrat Umer
Hazrat Usman
Hazrat Ali xviii. Whom did Abdur Rehman Ibn-i-Muljem assassinate in 40 A.H?
A.
B.
C.
D.
Hazrat Umer
Hazrat Usman
Hazrat Ali
Ameer Muawiyah xix. Hazrat Ali shifted his capital to
A.
B.
C.
D.
Makkah
Kufa
Busra
Demascus
Page 4 of 5 Turn Over
21

xx. The battle of the camel was fought in
A. 35 A.H.
B. 36 A.H.
C. 37 A.H.
D. 38 A.H.
____________________
For Examiner’s use only
Page 5 of 5
Q. No.1: Total Marks:
20
Marks Obtained:
22

FBISE
WE WORK FOR EXCELLENCE
Federal Board HSSC-I Examination
Islamic History
Model Question Paper
Time allowed: 2.40 hours Total Marks: 80
Note: Sections ‘B’ and ‘C’ comprise pages 1-2 and questions therein are to be answered on the separately provided answer book. Answer all questions from section ‘B’ and three questions from section ‘C’. Use supplementary answer sheet i.e., sheet B if required. Write your answers neatly and legibly.
SECTION – B
(50 marks)
NOTE : Attempt ALL questions. The answer to each question should not exceed 5 to 7 lines.
Q.2 Briefly explain the Age of Ignorance (5)
(OR)
Discuss the economic conditions of the Arabs in the pre-Islamic Era. (5)
Q.3 What were the revenue sources during Khalafat-e-Rashida. (5)
Q.4 What is meant by Muakhat? (5)
(OR)
Write about the historic significance of the Treaty of Madina. (5)
Q.5 Bai’at-e-Rizwan gained importance in Islam. Enlist its main points. (5)
(OR)
Which event in the Quran is called the “open victory”? Explain. (5)
Q.6 Give an account of the battle of Mautah. (5)
(OR)
Which battle in the Quran is called “the most difficult time” and why? (5)
Page 1 of 2 Turn Over
23

Q.7 The compilation of the Quran is a great contribution of Hazrat Abu Bakr to Islam. Comment. (5)
Q.8 The conquest of Jerusalem was a great victory for the Muslims. Explain its importance. (5)
Q.9 The minorities enjoyed full religious liberty during Hazrat Umer’s era.
Comment. (5)
Q.10 Who was Abdullah bin Sabah?
Q.11 State the beliefs of the Khawarij.
(5)
(5)
(OR)
Political compulsions compelled Hazrat Ali to change the capital from
Madina to Kufa. Give reasons. (5)
SECTION – C
(Marks: 30)
Note : Attempt any THREE questions. All questions carry equal marks.
Q.13 “The conquest of Makkah was a silent revolution”. Explain. (10)
Q.14 How far is it true to say that the “Battle of Trench” removed the last obstacle in the spread of Islam in Arabia”. (10)
Q.15 “Hazrat Umar was a great administrator”. Discuss.
Q.16 Critically examine the allegations leveled against Hazrat Usman.
(10)
(10)
____________________
Page 2 of 2
24

25

1.
To enable the students to draw inspiration from the ideology of Pakistan and Islam.
2.
To analyze the factors responsible for political instability in Pakistan
3.
To familiarize with the development of democracy in Pakistan.
1.
To develop a sense of gratitude to Almighty Allah for blessing us with Pakistan
2.
To analyze the socio-political development in historical perspective during 1947-2001.
3.
To evaluate the Islamization effort by various governments in the perspective of an Islamic
Ideological State.
4.
To conclude the lessons learned from history.
5.
To inculcate the qualities of Khudi, Self reliance, tolerance, research, sacrifice, jihad, martyrdom, modesty and the behaviour patterns of national character.
6.
To acquaint with the international role of Pakistan with special emphasis on the Islamic
World.
26

For Class XI
I. Difficulties Faced By Pakistan after Independence
Objectives
Cognitive
1. Recognize the problems faced and sacrifices made by
Pakistanis at the time of emergence of Pakistan
2. Appreciate Quaid-i-Azam’s complete faith in Pakistan’s stability and the guidance provided by him
Affective
Attain a sense of respect and esteem for Quaid-i-Azam
Muhammad Ali Jinnah
Develop a sense of gratitude to
Almighty Allah for his all blessings bestowed upon us
Develop a commitment of a conviction that Pakistan is an ideological state blessed by
Almighty Allah
Concepts
Early difficulties
Territorial issues
Other problems
Contents
1. Red Cliff’s
2. Accession of
Award and its injustice
Princely States
– Junagarh,
Manadar,
Kashmir,
Hyderabad,
Dacan
3. Refugee’s problem
4. Administrative issues
5. Water dispute
Psychomotor
Take part in group activities.
Prepare charts/brief reports.
Collect information
Deliver speeches
II. Constitutional Developments In Pakistan upto 1962
Objectives
Cognitive
1. Know the significance of
Objective Resolution for the
Islamic Ideological State of
Pakistan
2. Describe the salient features of 1956 and 1962 constitution
3. Under the process of trial and error in constitutional implementation upto 1962.
Concepts
1 Salient feature of
Constitutions.
2. Causes of cessation.
Contents
1. Objective
Resolution
2. Salient
features of: a. 1956
Constitution b. 1962
Constitution
Activities
1.
Group discussions
2.
Question / answer sessions.
3.
Meetings with elder people to discuss the events at the emergence of Pakistan and prepare brief reports.
4.
Study visits to historical places.
Activities
1.
Group discussion
2.
Question / answer sessions.
3.
Meetings with elder people to discuss the events at the emergence of
Pakistan and prepare brief reports.
4.
Study visits to historical places.
5.
Role plays/ tabloos/ dramas.
6.
Speech competitions.
7.
Mini projects to collect information/ illustrations.
8.
Use of Radio/
TV/ internet.
27

Affective
1. Demonstrate a commitment of a conviction that Pakistan is an Islamic Ideological
Democratic State.
Psychomotor
1. Participate in group activities.
2. Deliver speeches
3. Make charts
5.
Role plays/ tabloos/ dramas.
6.
Speech competitions.
7.
Mini projects to collect information/illustr ations.
8.
Use of Radio/ TV/ internet.
III. Socio-Political Developments in Historical Perspective During 1962 – 1969
Objectives Contents
Cognitive
1. Recognize the pros and cons of One Unit and shifting of capital.
2. Know the fctors of imposing
1958 Martial Law.
3. Understand the impact of the reforms of Ayub Khan.
4. Know 1965 War in the perspective of antagonistic
Hindu attitude, role of super powers and friendly countries.
5. Understand the effect of
Tashkent Declaration.
Affective
1. Develop the sensitivity towards dictatorial attitude of government regarding sabotaging democracy against the will of people.
2. Demonstrate sensitivity to the Hindu’s attitude of nonacceptance of Pakistan as an independent state.
3. Develop the feelings that survival of Muslim is possible only in sharing each other and being united.
Psychomotor
1. Take part in group activities.
2. Deliver speeches.
3. Make charts
4. Collect information.
Concepts
One Unit and
Ayub’s role
One Unit
Ayub’s regims
Taskent
Declaration
1. Formation of one Unit
2. Reservation of various strata as society about one
Unit
3. Imposition of
Martial Law
4. Industrial and agriculture reforms
5. Presidential
Elections
6. 1965 War in relation to: i. The aggressive and inflexible attitude of Indian governments towards Pakistan ii. The role of
Islamic world and other friendly countries iii. Salient features of
Tashkent
Declaration iv. Its impacts
Activities
1.
Group discussion
2.
Question / answer sessions.
3.
Meetings with elder people to discuss the events at the emergence of Pakistan and prepare brief reports.
4.
Study visits to historical places.
5.
Role plays/ tabloos/ dramas.
6.
Speech competitions.
7.
Mini projects to collect information/ illustrations.
8.
Use of Radio/ TV/ internet.
28

IV. Anatomy of the Happenings from 1969 to 1971
Objectives Concepts
Martial Law
Contents
1. Fall of Ayub’s Cognitive
1. Know the political situation before 1970 elections.
2. Understand the constitutional crises after general election of 1970
1969
Challenges to national integration and regime and
Yahyah’s
Marshal Law
2. Abrogation of
1962
3. Understand the separation of
East Pakistan and lessons learnt from this tragedy.
Affective
Develop a sense of asserting the rights of various provinces and group of society.
Promote sensitization towards equity and justice. separation of
East Pakistan
Constitution
3. Dissolution of
One Unit
4. Elections 1970
5. Impact of
1970’s elections
6. Sheikh Mujeb’s six points
7. Army action and role of
Develop the feelings of self reliance.
Promote a sense of behavioural acceptance of Islamic code of life.
Psychomotor
Practice Islamic teachings.
Take part in group activities .
Collect information.
Deliver speeches
Make charts. political parties
8. Indian intransigence in relation to internal affairs of Pakistan – specifically the role of Mukti
Bahani and
RAW
9. Role of super powers in the separation of
East Pakistan
10. Causes and lessons learnt from the debacle of
Pakistan 1971
V. Pakistan Foreign Policy
Objectives
Cognitive
Know the basis of Pakistan’s foreign Policy.
Understand the external relations of Pakistan with super powers and Muslim countries.
Affective
Develop an aptitude towards
Concepts
1. Structural aspects of
Pakistan’s foreign policy
International relations.
Contents
1. Main features of foreign policy
2. International pressures and modification in foreign policy
3. Relations
Activities
1.
Group discussion
2.
Question / answer sessions.
3.
Meetings with senior persons to discuss the historical contents.
4.
Speech competitions.
5. Collection of material.
Activities
1.
Group discussion
2.
Question / answer sessions.
3. Meetings with senior persons to discuss the historical contents.
4. Speech
29

strengthening the foreign relations with Muslim countries.
Demonstrate sensitity towards objective of external relations based on justice, equity tolerance and self-reliance
Psychomotor
Practise the Islamic teachings in promotings good relations.
Collect information.
Take part in group activities.
Deliver speeches
Make charts. bonds with neighbouring countries
4. Relations with
Muslim World
5. Relation with
Super Powers competitions.
5. Use of
Supplementary reading material.
6. Collection of material
30

In contrast to the previous practice the examination will not be based on a single textbook, but will now be curriculum based to support the examination reforms. Therefore, the students and teachers are encouraged to widen their studies and teaching respectively to competitive textbooks and other available material.
Following books are recommended for reference and supplementary reading:
1.
Written by: Prof Ahmed Saeed
2.
3.
4.
Written by:
Written by:
Syed Hassan Riyaz
Towards Pakistan
Waheed-uz-Zaman
A Short History of Pakistan
Written by: I.H. Qureshi
Published by: Karachi University Press, Karachi
31

FBISE
WE WORK F OR EXCELL ENCE
Paper
Federal Board HSSC-I Examination
History of Pakistan Model Question
Roll No:
Answer Sheet No: ___________
Signature of Candidate: ___________
Signature of Invigilator: ___________
SECTION – A
Time allowed: 20 minutes Marks: 20
Note: Section-A is compulsory and comprises pages 1-5. All parts of this section are to be answered on the question paper itself. It should be completed in the first 20 minutes and handed over to the Centre Superintendent.
Deleting/overwriting is not allowed. Do not use lead pencil.
Q.1 Insert the correct option i.e. A/B/C/D in the empty box opposite each part. Each part carries one mark. i. Which Muslim majority district was handed over to India by the Red-cliff-Award?
A. Dacca ii. iii.
B. Murshadabad
C. Memon Singh
D. Sylhet
The largest Princely state of India was
A.
B.
C.
D.
Who opposed the accession of Kashmir to India?
A.
B.
C.
D.
Kashmir
Hyderabad
Bahawalpur
Chitral
Gandhi
Nehru
Patel
Ramchand
Page 1 of 5 Turn Over
32

DO NOT WRITE ANYTHING HERE
iv. Which political party of Kashmir was in favour of Pakistan?
A.
B.
C.
D.
Congress
Muslim League
Muslim Conference
National Conference v. Madhupur Head works is at river
A. Ravi
B. Chenab
C. Sutlej
D. Jhelum vi. Link canals had been dug under Indus Basin Treaty
A. Six
B. Seven
C. Eight
D. Nine vii. The Objectives Resolution declared that the country will be ruled by
A. A Caliph
B. The elected representatives
C. A Governor General
D. The Chief of Army Staff
Page 2 of 5 Turn Over
33

viii. The 1962 Constitution was drafted by
A. Justice Shahab-ud-Din
B. Manzoor Qadir
C.
D.
Justice Munir Ahmad
Justice Muhammad Sharif ix. Miss Fatima Jinnah contested the presidential election against
A. Sikander Mirza
B. Ghulam Muhammad
C.
D.
Ayub Khan
Wali Khan x. The first Law Minister of Pakistan was
A. Sir Zafarullah Khan
B. Jogindar Nath Mandal
C.
D.
Sharif-ud-Din Pirzada
Maulvi Tameez-ud-Din xi. The political party founded by Ayub Khan was
A.
B.
C.
D.
Nizam-e-Islam Party
Council Muslim League
Convention Muslim League
Quaid-e-Azam Muslim League xii. Total number of seats for the National Assembly in the 1970 general elections was
A. 303
B. 310
C. 313
D. 316 xiii. Pakistan shares its longest border with
A. China
B. India
C. Iran
D. Afghanistan
Page 3 of 5 Turn Over
34

xiv. The first session of Pakistan Constituent Assembly was held at
A. Dacca
B. Karachi
C. Lahore
D. Dehli xv. The Mukti Bahini belonged to the
A. Jamat-i-Islami
B. Awami League
C. Muslim League
D. Pakistan People’s Party xvi. Ayub Khan resigned in
A.
B.
C.
D.
1967
1969
1970
1971 xvii. The official language of Pakistan under the 1956 constitution was
A. English
B. Urdu
C. Bengali
D. Urdu/Bengali xviii. The Quaid-e-Azam inaugurated the State Bank of Pakistan in
A.
B.
C.
D.
May 1948
June 1948
July 1948
August 1948 xix. Which super power used its veto power against Pakistan in the UN?
A.
B.
C.
D.
USA
U.K
France
USSR
Page 4 of 5 Turn Over
35

xx. The RCD was established in
A. 1962
B. 1964
C.
D.
1966
1968
____________________
For Examiner’s use only
Page 5 of 5
Q. No.1: Total Marks:
20
Marks Obtained:
36

FBISE
WE WORK FOR EXCELLENCE
Federal Board HSSC-I Examination
History of Pakistan Model Question
Paper
Time allowed: 2.40 hours Total Marks: 80
Note: Sections ‘B’ and ‘C’ comprise pages 1-2 and questions therein are to be answered on the separately provided answer book. Answer ten questions from section ‘B’ and three questions from section ‘C’. Use supplementary answer sheet i.e., sheet B if required. Write your answers neatly and legibly.
SECTION – B
(50 marks)
NOTE : Attempt TEN questions. The answer to each question should not exceed 5 to 7 lines.
Q.2 Justify Pakistan’s claim on Calcutta during the division of Bengal in
1947. (5)
Q.3 Name the five districts of Punjab on which the sikhs had their claim? (5)
Q.4 Enlist the main points of the Joint Declaration on water distribution of 1948 signed between India and Pakistan. (5)
Q.5 Identify the five basic human rights guaranteed by the Objectives
Resolution of 1949.
Q.6 State the emergency powers of the President under the 1956
Constitution.
Q.7 Do you agree that the BD system benefited Pakistan? Comment.
(5)
(5)
(5)
Q.8 Pakistan was considered the winner of the 1965 war in the battle field but the looser on the table. Comment. (5)
Page 1 of 2 Turn Over
37

Q.9 The LFO contained two irritant pre-conditions for framing of the
Constitution; analyze its impacts on the fall of Dacca. (5)
Q.10 “The 1956 constitution was unique in nature” state it’s salient clauses. (5)
(5) Q.11 Mark the following in chronological sequence: i. Formation of one unit ______________ ii. Presidential Elections ______________ iii. First General Elections _____________ iv. Mujib’s six points _________________ v. Bangladesh recognition by Pakistan ___________
Q.12 Enlist five basic principles which determined Pakistan’s foreign policy. (5)
Q.13 Why does Pakistan hold special relations with Saudi Arabia? (5)
Q.14 “Kashmir is a natural integral part of Pakistan.” Comment. (5)
SECTION – C
(Marks: 30)
Note : Attempt any THREE questions.
Q.15 After the independence Pakistan faced many critical problems; discuss the efforts made by the Quaid-e-Azam to overcome these problems. (10)
Q.16 Evaluate the socio-economic and geographical causes that led to separation of East Pakistan. (10)
Q.17 Ayub Khan’s Era is termed as “A decade of progress”, comment with reasons. (10)
Q.18 “International pressures and Geo-political compulsions affect the foreign policy of a country”; discuss with reference to Pakistan.
(10)
____________________
Page 2 of 2
38

39

1.
To understand the value of life and norms of behaviour through transmission of historical knowledge.
2.
To acquaint with the record of human development with reference to socio-political events of the modern world.
3.
To familiarize the student with revolutionary movements of modern world.
4.
To analyze the factors responsible for the rise and fall of the nations.
5.
To analyze the role of the major powers in the world politics.
1.
To emphasize learning of various concepts of Modern World.
2.
To analyze major revolutions, treaties, freedom movements issues ideological struggle, dictatorships the eminent personalities of the modern world.
3.
To analyze the current situation in the world which includes disintegration of USSR unipolarity in post modern age and the world after 11 th
September 2001.
4.
To compare the modern revolutions with the Islamic revolution of HAZRAT
MUHAMMAD (SAW).
5.
To inculcate the qualities of sacrifice, tolerance, Khudi, self-reliance, Jihad, martyrdom, modesty and the behaviour patternsof National Character.
6.
To draw inspiration from the ideological movements of Islamic World.
7.
To understand the importance of international organizations.
8.
To analyze the foreign policy of Pakistan with special reference in Islamic World.
40

For Class XI
I. Major Revolution of Modern History
Objectives
Cognitive
1.
Know the Geo-political and Socio-economic conditions of the World in 18 th
Century to generalize some principles for strengthening the future.
2.
Understand the revolutionary movements of the world to draw some inferences.
3.
Have awareness about the philanthropic
Islamic revolution and the Modern Revolution to draw inferences.
Affective
1.
Develop an in realistic behaviour for diving spirit of revolution for progression of one’s society.
2.
Demonstrate a commitment to the conviction that Islam is a complete code of life.
3.
To develop a sense of gratitude to Almighty
Allah for the blessing.
Psychomotor
1. Practise Islamic teaching.
2. Collect information.
3. Take part in group activities.
4. Prepare charts
Concepts
1. Glimpses of the past.
2. Major
Revolutions.
3. French
Revolution 1789.
4. Industrial
Revolution
5. Revolution of
1830.
6. European
Revolution of
1848.
7. Russian
Revolution 1917.
Comparison of
Modern revolution with
Islamic
Revolution of
Hazrat
Muhammad
(SAW)
Contents
1. Socio economic and Geopolitical condition of 18 th century
2. Why Revolution:
Emphasizing clash between the believe and value systems and struggle for establishing human dignity,
Major causes,
Immediate results and impact with specific reference to Rezelloement of Europe, Sociopolitical and socio-economic impact,
Emergence of liberal
Government in
France, Role of
European
Revolution for establishing democracy,
Causes, Impact
Comparison of modern revolution with Islamic revolution with reference to:
1. Rights and duties
2. Human values 3.
Human dignity
4. Tolerance and
Activities
1.
Group discussion.
2.
Question/answer session.
3.
Meeting with elder proper to discuss the events about emergence of
Pakistan and prepare brief reports
4.
Study visit to historical places.
5.
Role plays/drama/ tabloos.
6.
Speech competition.
7.
Mini projects to collection information illustration.
8.
Uses of radio/TV/
Internet.
41

justice
5. Implementation and complete Social change
II. Eastern Question
Objectives
Cognitive
1.
Know the causes of decay of Ottoman
Empire.
2.
Aware about the interest of European
Nations in decay of
Ottoman Empire.
Affective
Develop positive attitude towards national interests.
Psychomotor
1. Practise Islamic teaching.
2. Collect information.
3. Prepare charts
Concepts
1. Decay of
Ottoman Empire.
2. Nationalism.
3.End of ottoman
Empire.
Contents
1. Rise of
Nationalism with specific reference to
Balkan States
2. Role/Interest of
European Nations upto 1913
3. Emergence of
Turkish Nationalism
4. Accomplishment of process of decay of Ottoman Empire
Activities
1.
Group discussion.
2.
Question/answer session.
3.
Study visit to historical places.
4.
Speech competition.
5.
Uses of radio/ TV/
Internet.
6.
Mini projects to collection information illustration.
7.
Role plays/ drama/ tabloos.
Meeting with elder people to discuss the events of Pakistan and prepare brief reports.
III. Wars of Independence
Objectives
Cognitive
1.
Know the factors responsible for the rise and fall of the nations.
2.
Conclude the role of the super powers in the world politics.
Affective
1.
Develop sense and respect for the cost of independence paid by our fore fathers.
2.
Demonstrate dedication to the belief that the freedom an d liberty are priceless.
Concepts
1. American ware of independence .
2. Italian war of independence.
3.German war of independence.
4.Indian war of independence.
5. Ist World War.
Psychomotor
1. Practise Islamic teaching.
Contents
1. The role of
British imperialism and its impact
2. Unification of
Italy
3. Unification of
Germany
4. End of Muslim
Rule in India
5. Colonization
6. Causes
7. Effects
Activities
1.
Group discussion.
2.
Question/answer session.
3.
Study visit to historical places.
4.
Speech competition.
5.
Uses of radio/ TV/
Internet.
6.
Mini projects to collection information illustration.
7.
Role plays/ drama/ tabloos.
Meeting with elder people to discuss the events of Pakistan and prepare brief reports.
42

2. Prepare charts
3. Collect information.
IV. Paris Peace Settlements
Objectives
Cognitive
1.
Know the importance of international treaties and settlements.
2.
Understand the roots of
League of Nations in the perspective of international peace.
Affective
1.
Attain the sense of love for tolerance, coexistence bonds of mutual understanding.
2.
Demonstrate spirit to live and let others live.
Psychomotor
1. Practise Islamic teaching of tolerance, sacrifice and brotherhood..
2. Participate in group activities.
3. Prepare charts
Concepts
1. Paris peace
Settlement.
2. League of
Nations.
V. Dictatorship in Action
Objectives Concepts
1. Italy. Cognitive
1.
Know the philosophies behind the dictatorial rulers and causes of
2. Germany.
3. Russia.
4. Spain.
5. World War-II. their collapse.
2.
Understand the causes and effects of World
War-II.
Affective
1.
Develop guitarist attitude in day today affairs.
2.
Demonstrate dedication towards persuasion that
Almighty Allah is the
Supreme an predominated Authority.
Contents
1. Treaty of
Versailles
2. Treaties of
Sivercy and Liusaan and the mandates
3. Formation
4. Failure
Contents
1. Mussolini
Fascism
2. Hitler
3. Stalin
(Communism)
4. Franco (Spanish
Civil War)
5. World War II
Activities
1.
Group discussion.
2.
Question/ answer session.
3.
Study visit to historical places.
4.
Speech competition.
5.
Uses of radio/ TV/
Internet.
6.
Mini projects to collection information illustration.
7.
Role plays/ drama/ tabloos.
Meeting with elder people to discuss the events of Pakistan and prepare brief reports.
Activities
1.
Group discussion.
2.
Question/
answer session.
3.
Study visit to historical places.
4.
Speech competition.
5.
Uses of radio/ TV/
Internet.
6.
Mini projects to collection information illustration.
7.
Role plays/ drama/ tabloos.
Meeting with elder people to discuss the
43

Psychomotor
1. Practise Islamic teaching.
3. Take part2in group activities.
3. Prepare charts
4. Collect information.
44 events of Pakistan and prepare brief reports.

FBISE
WE WORK F OR EXCELL ENCE
Model Question Paper
Federal Board HSSC-I Examination
History of Modern World
Roll No:
Answer Sheet No: ___________
Signature of Candidate: ___________
Signature of Invigilator: ___________
SECTION – A
Time allowed: 20 minutes Marks: 20
Note: Section-A is compulsory and comprises pages 1-5. All parts of this section are to be answered on the question paper itself. It should be completed in the first 20 minutes and handed over to the Centre Superintendent.
Deleting/overwriting is not allowed. Do not use lead pencil.
Q.1 Insert the correct option i.e. A/B/C/D in the empty box opposite each part. Each part carries one mark. i. Louis XIV died in
A.
B.
1713
1714
C. 1715
D. 1716 ii. The famous pamphlet ‘What is the Third Estate’ was written by
A. Rousseau iii.
B. Abbe Sieyes
C. Cromwell
D. Robespierre
The ‘Battle of Nations’ was decisively lost by
A.
B.
C.
D.
Louis XVI
Napoleon Bonaparte
Charles I
Patrick Henry
Page 1 of 5 Turn Over
45

DO NOT WRITE ANYTHING HERE
iv. The unification of Germany was achieved under
A. Bismarck
B. Hitler
C. Metternich
D. Mazzini v. The society called ‘Young Italy’ was headed by
A. Count Cavour
B. Mazzini
C. Victor Emmanuel
D. Talleyrand vi. Which year is called ‘The Terrible year’ by the French?
A. 1870
B. 1871
C.
D.
1872
1873 vii. The Young Turk Revolt started in the year
A. 1908
B. 1909
C. 1910
D. 1911
Page 2 of 5 Turn Over
46

viii. Delhi was occupied by the British in
A.
B.
C.
D.
1802
1803
1804
1805 ix. Who was the last Mughal ruler of India?
A.
B.
C.
D.
Shah Alam
Muhammad Shah
Bahadar Shah Zafar
Aurangzeb Alamgir x. The Crimean war was fought between England and
A.
B.
C.
D.
Prussia
Russia
Austria
Spain xi. By 1914, some half dozen western nations controlled almost what percentage of Earth’s surface?
A. 50%
B. 60%
C. 70%
D. 80% xii. ‘Das Kapital’ was written by
A. Fredrick Engeles
B. Karl Marx
C. Stalin
D. Lenin xiii. In 1911, Italy declared war on
A. Greece
B. Germany
C. Turkey
D. Russia
Page 3 of 5 Turn Over
47

xiv. The so called Entente Cordiale was reached between France and
A. Russia
B. England
C. Spain
D. Prussia xv. The Triple Alliance was concluded between Germany, Austria and
A. Italy
B. Russia
C. Spain
D. America xvi. Congress of Berlin was held in
A.
B.
C.
D.
1775
1776
1777
1778 xvii. The famous Boer War was fought in
A. South Africa
B. India
C. China
D. Australia xviii. Archduke Ferdinand was the heir to the throne of
A.
B.
C.
D.
Spain
Norway
Austria
Portugal xix. The Treaty of Versailles was concluded at the end of
A. Seven year war
B. Crimean war
C. WWI
D. WWII
Page 4 of 5 Turn Over
48

xx.
‘Mein Kampf’ was written by
A. Mussolini
B. Hitler
C. Gestapo
D. Lenin
____________________
For Examiner’s use only
Page 5 of 5
Q. No.1: Total Marks:
20
Marks Obtained:
49

FBISE
WE WORK FOR EXCELLENCE
Federal Board HSSC-I Examination
History of Modern World
Model Question Paper
Time allowed: 2.40 hours Total Marks: 80
Note: Sections ‘B’ and ‘C’ comprise pages 1-2 and questions therein are to be answered on the separately provided answer book. Answer ten questions from section ‘B’ and three questions from section ‘C’. Use supplementary answer sheet i.e., sheet B if required. Write your answers neatly and legibly.
SECTION – B
(50 marks)
NOTE : Attempt any TEN questions. The answer to each question should not exceed 5 to 7 lines.
Q.2 Why was there great distress among the peasants before the French
Revolution? (5)
Q.3 How did Rousseau influence the French Revolution?
Q.4 Describe the importance of the Battle of Waterloo.
Q.5 Name the main participant countries in the Congress of Vienna.
Q.6 Why did Napoleon III intervene in the Crimean War?
Q.7 Who were Carbonaris?
Q.8 Identify the main features of Nazism of Hitler.
Q.9 Explain the concept of Communism.
Q.10 Why did America enter WWI?
Page 1 of 2
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
Turn Over
50

Q.11 Describe briefly the Spanish Civil War.
Q.12 Describe the role of ‘Young Turks’ in Turkish Nationalism.
Q.13 Describe the main points of the Treaty of Versailles.
Q.14 What is Fascism? Explain briefly.
Q.15 State the main causes of World War II.
SECTION – C
(Marks: 30)
(5)
(5)
(5)
(5)
(5)
Note : Attempt any THREE questions. All questions carry equal marks.
Q.16 Analyze the main causes and impacts of the French Revolution. (10)
Q.17 How can Islamic Revolution in Arabia be compared with Modern
Revolution in the west in terms of social change, human values and implementation? Discuss. (10)
Q.18 Explain the causes of the downfall of Muslim Rule in South Asia. (10)
Q.19 What is colonization? Discuss its causes and effects. (10)
____________________
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51

52

1.
To understand the value of life and norms of behaviour through transmission of historical knowledge.
2.
To acquaint with the record of human development with the object to understand the main political events of Muslim India.
3.
To familiarize the students with the achievements of Muslim Rulers in India.
4.
To analyze the factors responsible for the rise and fall of the Muslims in India.
5.
To explain the importance of Two Nation Theory.
1.
To emphasize learning of various concepts of concerned History in a way that it encourages comprehension, application, evaluation and other higher order skills.
2.
To analyze the conquests, in various expansions of empires, process of consolidation during various dynasties in India between 712 and 1526 A.D.
3.
To precise the impacts of administrative fiscal and revenue reforms and works of social welfare and social life of the people of the rulers in India during 712 to 1256 A.D.
4.
To evaluate the Islamization efforts and role of Ulema during various dynasties in India from 712 to 1256.
5.
To conclude the lessons learnt from History for promoting positive efforts for establishing our society as real Islamic Welfare State.
6.
To develop a sense of gratitude to Almighty Allah for His blessings on Muslims.
7.
To inculcate among students the qualities of an energetic leader, self reliance and the behaviour patterns of national character.
53

For Class XI
1.
2.
I. Advent of Islam in India
Objectives
Cognitive
1.
Discuss the sociopolitical situation of India before arrival of Muslim.
2.
Identify the impact of
Islam on Indian Society.
Affective
Develop a sense of gratitude to Almighty
Allah for His blessings.
Demonstrate for Islamic code of life.
Psychomotor
1. Practise Islamic teaching.
2 Take part in group activities.
4. To make charts/ map.
Concepts
1. Advent of
Islam being new code of life.
2. Faith, discipline, Jihad,
Martydrom,.
3. Muslim brotherhood.
4. Succession.
5.
Consolidation.
6. Tolerance
Contents
1. Advent of
Islam in India.
2. Advent of
Islam in India from the period of Hazrat
Muhammad
(S.A.W) to 712
A.D.
3. Advent of Islam from 712 A.D. onwards.
(Advent of
Islam will be discussed in the socio-political perspective – the impact of change will be observed.)
II. Chaznavi and Ghauri Dynasties
Objectives Concepts
1. Ghazanavi Cognitive
1.
Discuss the early life, expeditions and establishment of Sultan
Dynasty.
2. Sultan
Mahmood
Ghazanvi Mahmood Ghaznavi.
2.
Recognize the socio- cultural impact of
Ghaznavi’s regime.
3.
Summarize the rise to power conquests and
3.Ghauri
Dynast.
4. Sultan
Shahabuddin
Muhammad
Ghauri. establish mnet of Sultan
Muhammad Ghauri.
4.
Compare the Ghauri’s
Rule with the
Ghaznavi’s Rule.
Affective
Develop a sense of respect for Muslim rulelrs.
Contents
1. Sultan
Mahmood
Ghaznavi’s
Rule in the context of:
Early life – rise to power,
Expeditions and establishment,
Socio-cultural impact, Fall of
Ghaznavi
Dynasty
2. Sultan
Shahbuddin
Muhammad
Ghauri’s rule
Activities
9.
Group discussion.
10.
Question/answer session.
11.
14.
Use of supplementary readers.
12.
Speech competition.
13.
Study visit to the historical places.
Meeting with teachers/educationists
/ Ulemas to discuss the historical events..
Project work to collect information about historical events of the area/ village/ town / city and prepare simple small reports.
Activities
1.
Group discussion.
2.
Question/answer session.
3.
Use of supplementary readers.
4.
Speech competition.
5.
Study visit to the historical places.
6.
Meeting with parents/ teachers/
Ulemas to discuss the historical events..
7.
Project work to collect information about historical events of the area/ village/ town / city
54

Psychomotor
1. Practise Islamic teaching.
2. Collect information.
3. Take part in group activities.
4. Prepare charts in the context of: Early life,
Rise to power,
Conquests,
Socio-cultural impact, Fall of
Ghauri
Dynasty
8.
and prepare a simple small reports.
Role plays tabloos/ dramas.
III. Slave Dynasty
Objectives
Cognitive
1.
Explain the process of consolidation of Muslim rule in South Asia during slave dynasty.
2.
Summarize major contribution of Nasirud
Din Mehmood and
Balbun during slave dynasty.
3.
Discuss the acceptance of a female ruler in
Muslim Society in the context of the concept of gender equity.
Affective
1.
Recognize the positive attitude of Muslims towards gender equity.
2.
Demonstrate the Islamic values like justice, cohesive attitude, tolerance etc.
3.
Demonstrate commitment to Islamic code of life.
Psychomotor
1. Practise Islamic teaching.
2. Demonstrate positive attitude towards females in a way that it becomes a subconscious response.
3. Take part in group activities.
4. Prepare charts
5. Participate in speech competition.
6. Collect information.
Concepts
Turkish Sultans
1. Consolidation of Muslim Rule.
2. Concept of gender equity.
3. Islamization process and some other social achievements during the period of last
Turkish Sultan.
Contents
1. Role of
Qutubud Din
Aibak.
2. Altamash and
Ghiasud Din
Balban consolidating
Muslim Rule.
Specially socio-political and administrative aspects be emphasized.
3. Recognition by
Abbasid
4. Acceptance of female ruler
Razia Sultana – her brave personality
5. During Nasirul-Din
Mehmood’s and Ghias-ul-
Din Balban’s period the important contribution: i. Islamic provisions
ii. Justice and equality iii. Concept of
Kinship iv. Crushing rebellion
Activities
1.
Group discussion.
2.
Question/answer session.
3.
Study visit to historical places.
4.
Speech competition.
5.
Uses of radio/TV/
Internet.
6.
Mini projects to collection information illustration.
7.
Role plays/drama/ tabloos.
Meeting with elder people to discuss the events of Pakistan and prepare brief reports.
55

IV. Khilji’s Dynasty
Objectives
Cognitive
Identify the factors relating to rise to power of Khiljis.
2. Analyse the rule of
Allaud Din Khilji with reference to his achievement in the context of justice and equity.
Affective
1. Develop a sense of respect for the Islamic values of justice and equity and their significane for a successful ruler.
Psychomotor
1.Demonstrate the attitude of justice and equity in the context of Islamic belief.
2. Take part in group activities.
3.Collect information.
V. Tughlaq Rule
Objectives
Cognitive
1.
Precise the innovative schemes of Tughlaq.
2.
Discuss how Feroze
Shah introduced the reforms to establish an
Islamic Welfare State.
3.
Identify the impact /
Amir Taimure’s invasion.
Affective
1.
Develop sense of respect for the positive deeds of
Muslim Rulers.
2.
Demonstrate conviction towards Islamic values.
3.
Develop a sense of respect for innovative thinking.
Psychomotor
1. Practise Islamic teaching.
Concepts
KHILJIS
1. Jalalud Din
Khilji.
2. Allaud Din
Khilji.
Concepts
1. Ghazi Malik
Ghayasuddin.
2. Muhammad
Bin Tughlaq
3. Feroze Shah
Tughlaq
4. Amir Taimur.
Contents
1. Rise to power
2. Personality as a
3. Expeditions
4. Mangol and general and restoration of law and order
Dakan Policy
5. Adminis-trative control
6. Fiscal agricultural reforms
Contents
1. Rise to power
2. Personality characteristics
3. Innovative schemes in the fields of administration and economy and resultant effects
4. Efforts for an
Islamic
Welfare State
Activities
1.
Group discussion.
2.
Question/answer session.
3.
Use of supplementary readers.
4.
Study visit to historical places.
5.
Map reading.
6.
Collection of material.
7.
Using TV/radio/
Internet.
Activities
1.
Group discussion.
2.
Question/answer
3.
4.
7.
8.
session.
Study visit
Use of supplementary readers.
5.
Map reading.
6.
Collection of information
Uses of radio/TV/
Internet.
Role plays/drama/ tabloos.
56

2. Take part in group activities.
3. Deliver speeches.
4. Locate places on map.
VI. Sayyads and Lodhis
Objectives
Objectives
Cognitive
1.
Analyze the role of
Ulemas in streamlining the whle society towards the balanced code of life of Islam which develops a welfare Society.
2.
Recognize the contributions of Sultans towards establishing an
Islamic Welfare Society based on the values of tolerance, justice, equity an literacy.
Affective
Develop a sense of respect for the complete code of life i.e. Islam.
Concepts
Concepts
Sulltanate period some outstanding features.
Contents
Cognitive
1.
Describe the rise of
Sayyads.
2.
Identify the role of
Lodhis rulers in consolidating central
1. Sayyads
Dynasty.
2. Social and adminisitrative reforms of
Lodhis.
3. Fall of
Lodhis.
1. Rise of Sayyads
Dynasty
2. Brief introduction of following rulers in the perspective of rise of power
3.
authority.
Illustrate the significance of first battle of Panipat.
Affective
Develop a sense of respect for consolidation and
National Integration.
Psychomotor
1. Take part in group activities.
2. Deliver speeches.
3. Locate places on map.
4. Collect information.
VII. Outstanding Features of Sultanate Period reforms and consolidation: i. Bahlol Lodhi ii. Ibrahim Lodhi
1 st
battle of
Panipat and fall of Lodhis
Contents
1. Role of Ulemas
2. Growth of new language
3. Influences of
Islamic
Architecture
4. The concept of
Welfare state
5. Some glimpses of gender equity
Activities
1.
Group discussion.
2.
Question/answer session.
3.
Use of supplementary readers.
4.
Study visit to historical places.
5.
Uses of radio/TV/
Internet.
Activities
1.
Group discussion.
2.
Question/answer session.
3.
Study visit.
4.
Use of supplementary readers.
5.
Uses of radio/TV/
Internet.
6.
Role plays/drama/ tabloos.
57

Psychomotor
1. Practise the behaviour of justice tolerance and equity.
2. Take part in group activities.
3. Locate places on the map.
4. Collect information.
58

In contrast to the previous practice the examination will not be based on a single textbook, but will now be curriculum based to support the examination reforms. Therefore, the students and teachers are encouraged to widen their studies and teaching respectively to competitive textbooks and other available material.
Following books are recommended for reference and supplementary reading:
1. Pakistan a Real Picture
Written by: Rizwana Zahid
Published by: Ferooz Son’s
2.
3.
4.
History of Muslim India
Written by:
Written by:
K. Ali
Chaudhry Hidautullah
Published by: Ilmi Kitab Khana, Lahore
Dehli Sultanate
Written by: I.H. Qureshi
5.
Written by: Abdullah Malik
Published by: Qureshi Publishers
59

FBISE
WE WORK F OR EXCELL ENCE
Model Question Paper
Federal Board HSSC-I Examination
History of Muslim India
Roll No:
Answer Sheet No: ___________
Signature of Candidate: ___________
Signature of Invigilator: ___________
SECTION – A
Time allowed: 20 minutes Marks: 20
Note: Section-A is compulsory and comprises pages 1-5. All parts of this section are to be answered on the question paper itself. It should be completed in the first 20 minutes and handed over to the Centre Superintendent.
Deleting/overwriting is not allowed. Do not use lead pencil.
Q.1 Insert the correct option i.e. A/B/C/D in the empty box opposite each part. Each part carries one mark. i. First Muslim expedition to the sub-continent was sent under
A.
B.
Harzat Umar-I
Hazrat Abu Bakr
C. Hazrat Usman
D. Hazrat Ali ii. The Arabs conquered Sind under the Umayyad caliph
A. Amir Mauwiya
B. Walid-I
C. Suleman
D. Abdul Malik bin Marwan iii. Multan was first conquered by the Muslims under
A.
B.
C.
D.
Mehmood Ghaznavi
Muhammad Ghauri
Subuktigin
Muhammad bin Qasim
Page 1 of 5 Turn Over
60

DO NOT WRITE ANYTHING HERE
iv.
A.
B.
C.
D.
Ubaidullah
Budhail
Muhammad bin Qasim
Tariq bin Zayyad v. Who was Mehmood Ghaznavi’s father?
A. Alptigin
B. Subuktigin
C. Abu Ishaq
D. Abu Bakr vi. The early sultans of Dehli were
A. Arabs
B. Afghan
C.
D.
Iranis
Turks vii. Muhammad Ghauri was defeated in the
A. 1 st battle of Tarain
B. 2 nd battle of Tarain
C. 1 st battle of Panipat
D. 2 nd battle of Panipat
Page 2 of 5 Turn Over
61

viii. Who did Sultan Iltutmash nominate as his successor?
A. Aram Shah
B. Chand Bibi
C.
D.
Razia Sultana
Rukun-ud-Din ix. Who crushed the power of Shamsi nobles (the forty)
A. Nasir-ud-Din Mehmood
B. Balban
C.
D.
Iltutmash
Allauddin Khalji x. Feruz Khalji ascended the throne of Dehli under the title of
A. Jalal-ud-Din Khalji
B. Allauddin Khalji
C.
D.
Mubarak Shah
Khusrau Khan xi. The real name of Muhammad bin Tughluq was
A.
B.
C.
D.
Rajab
Ghiyas-ud-Din
Nasir-ud-Din
Ulugh Khan xii. Who shifted the capital from Dehlli to Daultabad
A.
B.
C.
D.
Ghiyas-ud-Din Tughluq
Muhammad bin Tughluq
Feruz Tughluq
Nasir-ud-Din xiii. The name of Balban’s son who was killed fighting with the
Mongols was
A. Bughra Khan
B. Amir Khan
C. Kai Khusrau
D. Prince Muhammad
Page 3 of 5 Turn Over
62

xiv. Who is known as the great political economist?
A. Jalal-ud-Din Khalji
B. Allauddin Khalji
C. Feruz Tughluq
D. Sikandar Lodi xv. According to Barani who was a mixture of opposites?
A. Balban
B. Ghiyas-ud-Din Tughluq
C. Muhammad bin Tughluq
D. Feruz Tughluq xvi. Which Dynasty came into powers after the Tughluqs?
A.
B.
C.
D.
Lodi Dynasty
Sayyid Dynasty
Khalji Dynasty
Slave Dynasty xvii. Which one of the following departments dealt with religious matters?
A. Diwan-e-Arz
B. Diwan-e-Insha
C. Diwan-e-Risalat
D. Diwan-e-Barid xviii. In whose era did Data Ganj Baksh come to the Sub-continent?
A.
B.
C.
D.
Muhammad Ghauri
Qutbuddin Abbek
Jalal-ud-Din Khalji
Mehmood Ghaznavi xix. Who completed the Qutb-Minar?
A. Qutbuddin Abbek
B. Iltutmash
C. Balban
D. Aram Shah
Page 4 of 5 Turn Over
63

xx. Who is known as the great builder?
A. Muhammad Tughluq
B. Abu Bakr Tughluq
C. Feruz Tughluq
D. Ghiyas-ud-Din Tughluq
____________________
For Examiner’s use only
Page 5 of 5
Q. No.1: Total Marks:
20
Marks Obtained:
64

FBISE
WE WORK FOR EXCELLENCE
Federal Board HSSC-I Examination
History of Muslim India
Model Question Paper
Time allowed: 2.40 hours Total Marks: 80
Note: Sections ‘B’ and ‘C’ comprise pages 1-2 and questions therein are to be answered on the separately provided answer book. Answer ten questions from section ‘B’ and three questions from section ‘C’. Use supplementary answer sheet i.e., sheet B if required. Write your answers neatly and legibly.
SECTION – B
(50 marks)
NOTE : Attempt any TEN questions. The answer to each question should not exceed 4 to 5 lines.
Q.2 State the main reasons of Mehmood Ghaznavi’s attacks on India. (5)
(5) Q.3 How did Balban get rid of Shamsi nobles (the forty)?
Q.4 Explain the significance of the 2 nd battle of Tarain.
Q.5 Who were Mewatis? How did Balban crush him?
(5)
(5)
Q.6 What was Arhai-din-Ka-Jhonpra? Why was it called so?
Q.7 Give reasons for the failure of Razia Sultana.
Q.8 Identify the main features of Allauddin Khalji’s Deccan policy.
Q.9 State the main economic reforms of Allauddin Khalji.
Q.10 Give the reasons for Amir Taimur’s attack on India.
Q.11 List the main reforms introduced by Feruz Shah Tughluq.
Page 1 of 2
(5)
(5)
(5)
(5)
(5)
(5)
Turn Over
65

Q.12 Why was token currency system introduced by Muhammad bin
Tughluq?
Q.13 Name the four famous sufi orders.
Q.14 State the main features of the Agrarian system of Ghiyas-ud-Din
Tughluq.
Q.15 Why was Ibrahim Lodi defeated in the 1 st battle of Panipat?
SECTION – C
(Marks: 30)
(5)
(5)
(5)
(5)
Note : Attempt any THREE questions.
Q.16 Altutmash is the real founder of Muslim rule in the sub-continent.
Discuss.
Q.17 Analyze the Mongol policy of Allauddin Khalji.
(10)
(10)
Q.18 Give an account of the plans/reforms of Muhammad bin Tughluq. (10)
Q.19 Describe the administrative system of the Dehli Sultanate. (10)
____________________
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66