Pakistan Map–World Map
The heading of the chapter appears to suggest this, more or less, being the geography class for the students. But it is a different teaching methodology designed to progressively pursue long-range of awareness, art of presentation and spoken skills through different sets of large size maps. A special room called “Maps and walls” has been developed, where 8-10 different maps are fixed on the walls.
There appears to be the general lethargy among a large percentage of students learning approach as they are accustomed to stereotype of teaching and learning techniques. They have developed a tendency and tuned themselves through a pattern of “Rote Learning” and the habit of letting others think for them. The main reason for mental slackness reflects the prevalent lesser progressive educational environment in schools. Therefore, using this technique, the mental connectivity inculcates logical perception. As through the maps students train themselves gradually acquiring knowledge and awareness about the following:-
1. Familiarization with different maps, compass rose and the compass showing cardinal directions used for navigation and geographic orientation.
2. Analytically discussing Pakistan’s geography and its provinces wise description. Assessing geographical strength of different regions and knowing about their socio cultural environment.
3. Once Pakistan’s map description has been assimilated then students move to the bigger canvas of the world map.
4. Location of the continents, oceans and different countries are discussed, continent wise in depth.
5. The gaining knowledge about world map gradually expands the perception as students start feeling part of the global village.
6. The art and skill of presentation, relating it logically with different regions of the world through the map opens new vistas. This also helps in cultivating interest about history.
7. Enhances spoken skills, better expressions, mind and body language coordination.
Special Room For Wall Maps
Large size Pakistan map, the world and few other maps relating to irrigation system and mineral resources have also been mounted on the walls in the Map room. The learning/teaching process starts from the map orientation, compass/rose directions and is gradually taken to the next level as per the students perception through following phases:-
Phase I
1. The teacher familiarizes students with Pakistan’s map, its provinces and international boundaries as a follow up of earlier teaching in the classroom.
Phase II
2. The students start by indicating compass directions and also align the map with the ground. If we look at the map the north is towards the top and the south is towards the bottom side of the map. The east is towards the right and west is towards the left. In fact, at that particular location, the actual direction of north on the ground may be in a different direction as the map has not been oriented with the ground. As another teaching point, a map be aligned using compass by placing it on the floor. This appears simple, but at times it is difficult for students to relate the difference in directions. The north is a fixed point on the globe whereas, magnetic north is the direction that a compass needle points. This particular variation must be practiced by students on the ground for better comprehension and map to be oriented with the ground through compass.
Phase III
3. Two students of a senior class explain the main features and information given on the map with the help of a pointer stick. They also explain compass directions i.e. north, south, east and west, the vertical and horizontal lines on the map. The longitudes, latitudes and the scale of the map are also discussed in detail. The other students in turn also practice this narration. The four compass directions north, south, east and west are called cardinal directions. The intercardinals are four intermediate directions located halfway between each pair of cardinal directions i.e. between north and east or south and west.
Map Friendly Students
1. This is the first detailed exposure of the students with the map and also in relation to the alignment of the compass direction with the ground. However, the orientation about different directions provides better insight to the students. The students need to be encouraged intelligently and psychologically to boost their pride while holding the pointer stick and indicating different details on the map like a teacher. This activity greatly reinforces confidence and personality of the students.
2. It is interesting that the students start by explaining Pakistan’s map being convenient as they can relate the names of the provinces and different cities which are familiar to them like Lahore, Islamabad, Karachi and Quetta etc. The Pakistan coastline which is about 1100 kms with the Arabian Sea and number of seaports are also included in the description. This map description is an important technique which helps students in developing their vision, wisdom, futuristic educational growth and knowing the geographical strength of the country.
World Map –Global Village is My Domain
This is an advanced stage of analytical map description as the first stage was about Pakistan map. Once the students have acquired good knowledge and descriptive capacity of Pakistan’s map, then they focus on the world map. This activity starts on the following pattern:-
1. Four to six students, in turn, are asked to indicate cardinal and intercardinal directions on the map.
2. The teacher then briefs the students by indicating location of different continents and oceans.
3. Once students understand the location of continents, oceans and can indicate with confidence on the map the teacher would name any two continents. This would be the classroom cum home assignment to get familiarized, including their main features and important countries as next week’s activity.
4. Next week the teacher would ask students to indicate the two continents, oceans and a few important countries of those continents in some detail.
5. Once students grasp important features of this world map description, then they are asked to discuss other continents and important sea passages like Suez Canal and Panama Canal.
6. The students are also explained about the strait. The two important straits i.e. Bosphorous and Gibraltar straits are indicated and discussed in detail. It may be a point of interest that these two straits have historical connection with the Muslim history.
7. During this entire process, special attention is paid to quality of presentation, spoken skills and perception of the students.
8. An interesting situation may develop as maintaining the eye contact with other students and simultaneous focus on the map is a bit challenging for the presenter. But this proficiency is achievable with confidence and practice.
Follow up Activities
The students, who had participated in the preliminary activity of world map, would be progressively trained during subsequent weeks as per the following sequence:-
1. The teacher would first make the recapitulation assessment. If the students are unable to summarize appropriately about the earlier learning, instead of moving ahead the class be asked for a detailed description of the last week’s map presentation.
2. This process may continue for the next 2-3 days until, the perception and description levels of students improve.
3. Special focus will be laid on two man-made canals i.e. Suez and Panama Canals, through better description highlighting geo-economics advantages and analytical grasp.
4. The two important straits, Bosphorous and Gibraltar strait be also highlighted, relating Gibraltar it with the Muslim history.
5. The students, in turn, are asked to explain about all the oceans. In particular, the two man-made canals and China Pakistan Economic Corridor (CPEC) and the Gawadar port. The Bosphorous natural strait which is an international significant water way in Turkey, forming the continental boundary between Asia and Europe is also discussed in detail.
6. The projected benefits to international trade and transshipment potential of Gawadar port through silk route are also highlighted.
7. The students be also explained about the handicap and problems faced by ‘land locked’ countries like our neighbour Afghanistan and Nepal, including a few other countries.
8. The Panama Canal is the shortest link for shipping from North America towards European and African ports. While Suez Canal, connecting Mediterranean Sea with Red Sea is another shorter water channel connecting European ports with the Asian ports. This description is aimed at expanding scope of knowledge towards geo-economics and global perspective of students since an early age.
9. The immense potential of under construction Gawadar port and its ground linkage with China through Khunjerab pass, which is the international border between Pakistan and China, is emphasized. This is emerging as a new international business gateway and the corridor.
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Geographical Strength—A Blessing of Nature
1. If school students develop interest for realizing the importance of the blessings of nature and geographical strength of different countries then this exposure through the maps also helps to learn and develop passion about history. This also provides insight to the teachers about futuristic geo-economic potentials of our country as well as of different regions.
2. It is not a one-time strategy for students to finish a particular assignment. It will be a continuing activity gradually attracting even reluctant students into the joy of creativity and analytical thinking. The flow of concerted effort, deep understanding and satisfaction about the job, well done, is mesmerizing and captivating. The teachers must develop better qualities of head and heart to enlighten students that would make purposeful use of the bounties of the nature.
Description of World Map
Making Sand Model of Pakistan Map
This is a progressive learning and extension of the analytical study of Pakistan and world maps. In preceding chapters, students’ learning focus revolved around large size maps mounted on the walls. Here, initially, making of sand model by students on the floor is craftsmanship and artistry. Its analytical study is an advance stage of practical comprehension, about the cross section of the map and lie of the terrain. The sand model exercise is challenging but having inbuilt advantages and a great sense of achievement. This is also the continuation of initial understanding about maps, geographical strength and landscape of Pakistan.
Stages of Making Sand Model
1. The sand model making confronts many challenges as the students have to be fully involved right from the first stage of initial planning and designing. The second stage is the development and making the model with mud, sand, pebbles and stones etc. This has to be according to the design conceived and updated by students under the guidance of teachers. Interestingly, this entire process may be bracketed initially as by the little architects and then executioners/ engineers competence. The perfection by teenage “civil engineers” is essential to develop the sand model physically on the floor. The measurements and dimensions are also to be meticulously checked and worked out. This requires and generates good knowledge of geometry, drawing and craftsmanship.
2. The stages of development of the sand model have been initially described for guiding teachers and students to familiarize them with the plan. Thereafter, detailed deliberation in different phases and execution techniques are practised by all participating groups developing various parts of the model in stages.
Outline of the Sand Model
1. The students prior to handling the above mentioned two stages would prepare an outline of a model of Pakistan map. The development to start from north to south i.e. from Khunjerab pass till Karachi and also marking about 1100 kms long coastline. The geographical depth from east to west from Rahim Yar Khan to Qila Abdullah in Balochistan is also marked as eastern and western geographical limits of Pakistan. The four provinces and Gilgit Baltistan and Kashmir be also marked prominently.
Sequence of the Development of Sand Model
Preliminary Work by Students ___ Group A
1. The preliminary work and making an outline of the sand model to be developed by a group of six students, three each from class 9th and 10th. In addition other preparatory work to be performed by these six students as per following sequence:-
2. Measurement of 14×12 feet size area on the floor where the sand model is to be developed.
3. The outline of the boundaries and the area of the model is drawn and indicated with proper lines through marking with paint and other indicators.
4. The inner and outer boundaries of all the provinces, including, Gilgit Baltistan (GB) and Kashmir are properly aligned.
5. The scale of the model is also indicated after calculations and measurements.
6. Thereafter, the marking of coastline, including Pakistan’s territorial sea limits as mentioned in chapter four is also approximately shown.
7. The international border with China, India, Iran and Afghanistan are marked with different colours for quick identification by students during the learning activity.
8. Marking of three famous mountainous ranges i.e. Hindukush, Karakoram and Himalayan and their convergence at Gilgit Baltistan making a majestic geographic phenomenon is projected.
9. Location of the second-highest peak in the world, the K2 (Godwin Austin) stands at 8611 meters (28251ft) is specially highlighted.
10. Alignment of Karakoram Highway (Silk Route) and CPEC from Gawadar port till Khunjerab Pass, the border post between Pakistan and China at a height of 15,397 feet is also properly marked.
Responsibilities of Students ___ Group B
Another group of six students to mark the water course of the following rivers and location of dams on the sand model:-
1. All the six major rivers flowing in Pakistan including Kabul River are properly marked.
2. Mangla Dam, Tarbela, Dam, Warsak Dam and under construction Basha Dam and Mohmand Dams are indicated.
Responsibilities of Students ___Group C
In order to practically involve students of different classes to infuse spirit of participation and team work, another group of six students from grade 7th and 8th to mark following features:-
1. Deserts and topography of Balochistan including Saindak, Reko Diq and other minerals sites.
2. The Salt range in the province of Punjab and old civilizations of Mohenjo-Daro, Harappa and Taxila to be specially highlighted and configured.
Art and Craft Skills
1. This is a very important phase as different groups of students, within an allotted time limit spread over four days for each group will develop important sites, bridges and other ground features, natural and man-made. The features also includes Minar-e-Pakistan, Sukkur Barrage, Karachi and Gawadar ports.
2. The students be also guided to use different types of material like pebbles, stones, mud and sand for making features and also moulds with clay on the pattern of pottery. Here, the quality of moulding is essential as students are guided about different colour schemes and size of features with better proportion conforming to the scale of the sand model. In order to complete the work within the stipulated time, two different groups can work concurrently to develop features of different provinces, like one developing Balochistan towards the west and the other Khyber Pakhtunkhwa province in the north. This sequencing and distancing would provide adequate elbow room for two groups working simultaneously.
Third Dimensional View of Pakistan Landforms
1. The students would also get the chance and exposure of having better comprehension of looking at Pakistan’s topography from third-dimensional view. This would help identifying different features like rivers, mountains, motorways and other important landmarks as seen from the air, through a pilot’s eye. In order to involve students emotionally and intellectually before the developing of the model, they initially make an “Eye and Memory Sketch” from the roof top of their house or school. This experience expands vision and confidence of students to embark on the sand model development.
Role of the Teachers
2. The facilitators must be sharp enough to conduct the teaching and learning sessions progressively and objectively followed by its practical execution. Therefore, special workshops for teachers are conducted for their better conceptual grasp to comprehend integrating multifaceted working dimensions.
3. A second workshop for the teachers and students is also conducted where pertinent questions and other related information is discussed in-depth. Different themes related to the projected task of different groups are coordinated and working parameters are streamlined. It also includes indication and alignment of the motorway from Lahore to Islamabad or three major cities astride with the Grand Trunk Road. The locations of Mangla, Tarbela Dams and Gawadar Seaport as strategic features are especially discussed. While the geo-economical and agricultural potential of Pakistan in different areas of each province is also accorded adequate priority. This conceptual training of teachers is of great importance so that their comprehension helps them in guiding the students, objectively during each of the development phase of sand model.
Making Sand Model Map of All Provinces Separately
After completion of sand model and as a follow up, two other classes be earmarked to develop separately at different locations, one model of each province of Sindh, Punjab, Balochistan and Khyber Pakhtunkhwa. This sand model activity would also improve better workmanship, creative artistry and love for the motherland by identifying the geographical, cultural, economic and environmental strength bestowed by the nature.
Motivational Interest for the Students
Once the sand model is fully developed, then a small ceremony is held acknowledging and appreciating the participation of all those students in developing the sand model. This project must be designed so that it creates motivational interest and maximum learning advantages for junior classes also. The sand model will be used for different tutorial discussions, presentations of certain geographical boundaries of provinces including their sociocultural environment by different classes during Pakistan Studies period, as well.
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