This document summarizes a study on teaching democratic values through social studies at the elementary level in Sindh, Pakistan. The study analyzed social studies textbooks and observed classrooms to evaluate how democratic values like tolerance, equality, liberty and justice are represented and taught. It found that textbooks reasonably represented values but classroom teaching lacked practical activities. It recommends infusing democratic values through real-life issues, changing assessments to practical projects, and using media to develop analytical thinking in order to better teach democratic values through social studies.

1. Teaching Of Democratic Values
Through Social Studies At
Elementary Level in The Province of
Sind, Pakistan
Study carried out by
Tamkeen Fatima
In partial fulfillment of the requirement for the degree of
MASTER OF PHILOSOPHY IN EDUCATION
Iqra University, Karachi, Pakistan

2. “Democracy is in our
blood, it is in our
marrow.”
“Pakistan is
a liberal,
progressive
& secular state
where
all political, religious &
social human rights will
be assured & practiced.”
Mohammad Ali Jinnah , founder of
Pakistan.
(9th June 1947)

3. Incompetent Bureaucracy

4. MARTIAL LAWS

5. MILITANT WINGS OF POLITICAL
PARTIES

6. KALASHNIKOV CULTURE

7. Human Rights violations

8. SIALKOT INCIDENT

12. OBJECTIVES
 To highlight the importance of the
orientation of democratic values and attitudes
at the grass root levels.
 To highlight present status of teaching
democratic values at elementary levels in
public sector schools.
 To highlight and analyze the teaching of
democratic values through Social Studies.

13. OBJECTIVES
 To analyze the content of the social studies
textbooks with reference to teaching of
democratic values.
 2. To highlight the practical aspects of the Social
Studies textbooks to practically involve pupils in
activities related to democratic concepts and
practices.
 3. To Observe and analyze the pedagogical
practices and school environment regarding
orientation and inculcation of democratic values.

14. PROBLEM STATEMENT
 Pakistan is said to be failed in establishing
democracy in its true spirit.
 This failure points out the deficits in our
education system; which is supposed to
produce civilized, vigilant, loyal and active
citizenry. It refers to the associated deficits in
curriculum design , objectives and delivery.
 Our education system seems to be failed in
infusing the democratic values among the
nation.

15. DEMOCRATIC VALUES
 Tolerance: Acceptance of diversity in religious
social & cultural context.
 Equality: Equal human rights regardless of
religion, language & class.
 Liberty: Freedom of choice, expression &
question. Rejection of aggression & violence.
 Justice: Impartiality,Honesty, Rule of law,
Protection of human rights. Rejection of
corruption and hostility.

16.  Rationality: Reasoning, comparison, analysis,
understanding cause and effect relatioships.
 Participation: Understanding roles and
accomplish responsibilities, practically
participating in academic and extra
curricular activities and sharing in different
social, cultural and political events in the
society.

17. RESEARCH QUESTIONS
1. How many of the objectives set in the National
Curriculum for Social Studies can be categorized as
having the democratic notions?
2. Is there any text in the Social Studies textbooks to create
political awareness among pupils?
3. How much of the textbook script represents democracy
or democratic values?
4. What opportunities are provided in the textbook to
practically involve the pupils in democratic practices?

18. 5-What are the methods and ways to present
and convey democratic values in the
Social Studies classrooms?
6- Do the Schools’ environment and culture
support in promoting democratic values
amongst the pupils and the community?

19. METHODOLOGY
 Content Analysis: Units of analysis are the text
books of Social Studies at Elementary level.
 Classroom Observation: Observation of the
classrooms during the periods of Social studies,
teachers’ behaviour, way of teaching contents
and students’ behaviour. Classes of VI, VII & VIII
were observed in Three Public Sector High
Schools in three different towns Malir, Gulshan
and North Nazimabad in Karachi city.

20.  School Environment Observation: Three high
schools in different towns in Karachi were
selected to observe the school environments
in relation to the promotion of democratic
values amongst the pupils.

21. MAJOR FINDINGS
 50% of the objectives set in the National
Curriculum (2000-02) for Social Studies can
be categorized as having democratic notions.
 No objectives of teachin Social Studies and
learning outcomes are shared in the text
books.
 None of the teachers knows about the
specific objectives for teaching social Studies
as set in the National Curriculum.

22. Representation of Democratic Values
in the Textbooks
29%
7%
7%
14%
43%
0%
INTEGRATED THEMES
TOLERANCE
EQUALITY
LIBERTY
JUSTICE
RATIONALITY
PARTICIPATION

23. MAJOR FINDINGS
 The textbooks contain reasonable
representation of democratic values in the
text.
 Rationality is the most represented value in
the textbooks contents.
 Tolerance is the second most recognized
value.
 Most of the activities (58%) suggested in the
textbooks are designed to promote
participation skills.

24. MAJOR FINDINGS
 A sever lack of material to create civic and
political awareness was observed in the
textbooks; as the syllabus is bifurcated in
History and Geography only.
 A significant lack was observed in effective
delivery of the textbooks contents during the
classroom observations. Most of the teachers
avoided practical activities suggested in the
textbooks.

25. MAJOR FINDINGS
 Most of the teachers, seven out of nine did not
try to invoke any classroom discussions and
engage students in rational thinking.
 Most of the students were obedient passive
learners.
 Most of the students were ignorant of the
present political system of the country.

26. MAJOR FINDINGS
 The general environment of all three schools
was found inclusive, just and participative in
terms of open admissions and extra
curricular activities.
 A significant lack of any vision or mission
was observed in the schools’ environment s.
 Schools were found detached of their
neighbouring communities.

27. SUGGESSIONS
 Practical approach is the most required element
in the orientation and infusion of Democratic
Values and attitudes among the young
generation.
 The National Curriculum documents should be
provided in the schools with detailed and
thorough information relating to the objectives
of teaching Social Studies with the textbooks.
 Appropriate guidelines and resource material
should be provided in each school for the
teachers of Social Studies.

28. SUGGESTIONS
 Special attention should be given to infuse the
democratic values among the students; in
connection with real life issues and problems.
 Assessment methods for social studies must be
changed now, project base methods and
practical approach of the students must be
encountered to create realistic knowledge
and trouble shooting skills.

29. SUGGESSIONS
 Media can be used as great source of
awareness and creating analytical thinking
among the students, so it must be used
effectively in the teaching of Social Studies.

30. The End
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