ADP Semester - 1

Scheme of Studies/Course Outlines of Associate Degree (AD)
2-Year Program (4 semesters) w.e.f. Session 2021 for all

Affiliated Colleges of BZU
Year 1st
Semester – 1
EWRT 101 - Expository Writing
Course Description
This course includes themes and activities that develop 21st century skills, self-reflection,
and active community engagement in order to preparing undergraduates to become
successful writers and readers of English. The course helps students develop their
fundamental language skills with a focus on writing, so that they can gain the confidence
to communicate in oral and written English outside the classroom. The course is divided
into five units and takes a PBL (Project-based Learning) approach. Unit themes target the
development of 21st century skills and focus on self-reflection and active community
engagement. The students engage in group, pair and individual activities and complete
assignments, including reading and writing across various types and genres. The units in
this course prepare students to take the next course ‘Expository Writing II: Cross Cultural
Communication and Translation Skills’. The course is, therefore, a prerequisite for taking
further advanced level courses in Expository Writing in English.
Course Goals
At the end of the course, the students will be able to:
 Analyze basic communication skills and use them effectively in oral and written
English.
 Understand the grammatical structure of various texts (at both the sentence and
paragraph levels).
 Identify specific challenges or issues within the local community.
 Develop analytical and problem-solving skills to address various community- specific
challenges.
 Differentiate among various organizing principles used in writing.
 Develop an understanding of the characteristics of expository writing.
 Critically evaluate and review various types of texts and summarize them.
 Intellectually engage with different stages of the writing process, such as
brainstorming, mind mapping, free writing, drafting and revision, etc.
 Develop skills as reflective and self-directed learners.
1
COURSE OUTLINE
Week Unit Content/Activities Learning Objectives Essential Readings
Week Unit 1: Introduction to the By the end of this unit, Organizing an Essay
1 basics of the writing you should be able to: Accessed at:
process
Self- 1.discuss language https://courses.lumenl
Reflection learning experiences in earning.com/englishco
English; mp1v2xmaster/chapter
Introduction to the
/organizing-an-essay/
steps of essay writing
2.produce a short essay
describing language
Students practice learning and writing
prewriting activities experiences;
like brainstorming,
listing, clustering and
freewriting 3.revise writing based on
feedback from peers
Students practice
outlining of the essay
Week Unit 2: Students reflect on By the end of this unit, Learning Preferences
2 their learning process you should be able to: and Strengths
Personalize 1.collaborate with peers Accessed at:
d Learning to write a well-
Group discussion
about learning styles organized and concise
list of guidelines thatare https://opentextbc.ca/s
based on the reading
grammatically parallel; tudentsuccess/chapter/
material provided to
learning-preferences-
students 2.demonstrate fluency in and-strengths/
oral English in group
discussions and oral
presentations; Examine Applicable
Introduction to 3.present ideas to Strategies
personalized learning the whole class in
Accessed at:
a team presentation
using English that
Students practice goal iscomprehensible
https://opentextbc.ca/s
setting and engaging
tudentsuccess/chapter/
2
And create a learning examine-applicable-
plan strategies/
Week Introduction to the1. Planning the

3 structure and Presentation
significance of oral
Accessed at:
presentations
https://opentextbc.ca/s
Class discussion about
tudentsuccess/chapter/
content selection and
planning-the-
slide preparation for
presentation/
oral presentations
Peer review through a

gallery walk
Week Unit 3: Introduce authentic Students will be able to: 1.Oh, U. L. (May 26,
4 reading (DAWN 2020). Talking to
Critical 1. Review various kids about
newspaper and non-
Reading documents books, articles xenophobia.
specialist academic
Skills and reports) critically National
books/texts
Geographic.
Retrieved from:
2.Apply HOTS strategies https://www.national
for developing their geographic.com/fam
Conduct classroom reading comprehension ily/2020/05/talking-
reading activities to-kids-about-
xenophobia-
(using strategies
coronavirus/
skimming, scanning, 3. Appreciate critical 2.
SQW3R, reading and thinking as https://writing
previewing, important aspects of study center.unc.edu
annotating, detailed skills /tips-and-
reading and note- tools/book-
taking) using reviews/
standard tests 4.Identify important
(TOEFL and IELTS) reading techniques
(skimming, scanning,
SQW3R, annotating and
Assign previewing) and use them
books/articles/repor for honing their writing
3
ts for their skills (preparing
individual home assignments)
assignments
Share model review

reports and
annotated
bibliographies
Week Unit 4: Showing short Upon successful Community
5 documentaries to completion of this unit, Engagement Toolkit
students on global each student will be able for Planning (2017)
Community environmental issues to: Guiding principles [pp
Engagement 7-24]
1.Explore issues or
challenges specific to their
Student-led
own community by using
brainstorming on Developing
Higher Order Thinking
local versus global Community
Skills (HOTS)
issues Engagement Plan [pp
13-29].
2.Draft community-based
Teacher-led
research questions
introduction to the https://examples.yourd
unit assignment ictionary.com/example
(using assignment s-of-good-and-bad-
3.Analyze problems and
sheet) researchquestions.html
propose practical solutions
Readings (or other

4.Work collaboratively
input sources - video,
and cooperatively on
social media) from
group tasks
local news on
possible community
issues, letters to
editor and op-eds 5.Engage in interpersonal
communication
Identify research
problems 6.Write effective
interview or survey
questions
Begin drafting
research questions
4
based on the
problems identified
Week Facilitating students
6 on developing
research questions in
groups
Draft interview or
survey questions for
community research
(in English or L1)
In-class role-plays of
interviews with
community members
Engaging students in
critical reading and
reflection on the
issues found in
different communities
Week In-class work on
7 understanding
interview
information, how to
present interview or
survey information
Refining the research

questions, designing
a detailed research
plan in groups,
dividing the tasks and
deciding the timeline
for the completion of
the project
Exposure to interview
questions and
interviewing
5
techniques to develop
an in-depth
understanding of the
issues
Continued group
work on report
outline
Week In-class lecture and

8 group work on
analyzing
information
Discussion based on
translating the data
from the source
language to the
target language
(English)
Sharing the
experience of field
work in class orally
MID-TERM
Week Teacher feedback on

9 outline of report
(globally to entire
class and individually
to groups as needed)
6
Revisions to oral
report in groups
Engaging students in
individual structured
reflective writing
based on their
experience of
working on the
project
Sharing their
reflective writing to
learn about each
other’s points of view
Week Think-pair-share the

10 findings (group
similar issues)
Individual writing of
reflection on the
community
engagement project
and their role in the
group
Brainstorm using
creativity for
dissemination -
cartoons,
advertisements for
university magazine
or beyond, creating
posts for FB
Summarizing/
converting the report
to a letter to the
editor to highlight the
7
problems explored
and their possible
solutions (homework
- connecting activity
for week 11 - Unit 5)
Week Unit 5: Teacher-directed By the end of the unit, the https://www.ayoa.co

11 instruction on student will be able to: m/ourblog/what-is-
genres (types) of mind-mapping-and-
Letter to the writing focusing on how-can-you-use-it/
Editor letter-writing 1.Identify features of the
Hall, Hellen (2012)
“letter to the editor” genre
Reverse Outlines
2.Work collaboratively Reverse Outlines:
Model-practice-
and cooperatively on Take A part Your
reflect: Introduce
group tasks Paper to Put it Back
types of letters
Together Right.
comparing the use of 3.Read critically to Accessed at:
formal and informal identify strength and
vocabulary and weaknesses of model
phrases in each type letters
https://www.semantic
4. Provide meaningful scholar.org/paper/Rev
peer feedback on outlines erse- Outline-s-
Introduce the format
and drafts Reverse-Outlines-
and purpose of the
%3A-Take-Apart-to-
letter-to-editor 5.Draft a solution-focused Hall/c0373e42616395
explaining with the letter using supporting ea9edf5d5bd5cbe6eb
help of an actual evidence 1bb923e2
letter from a local
newspaper 6.Demonstrate problem-
solving skills through
letter writing
Group reading of
sample letters-to-
editor selecting ones
that deal with issues
familiar to the
students
Week Invite a guest

lecturer (local
12
newspaper editor or
faculty from
journalism) to talk
8
about what issues
are currently raised
in letters-to-editors
and what are
editors’ criteria to
accept letters for
publication
Work in groups to
continue reviewing
letter samples,
analyzing the
structure of letters
Each group identifies

an issue they want to
write about and give
a brief oral
presentation to the
class
Week Submit the first draft

of letters (to the
13
teacher and peer-
review group)
In-class peer review

of drafts using a
checklist focusing on
content and structure
DUE: First draft f

letter (to teacher and
peer review group)
Week Groups revise first

draft of letter
14
Differentiate among
revision,
9
proofreading and
evaluation (as sub
stages of finalizing
documents)
Discuss critically the

draft-letter and
implement the
‘revision’ phase of
writing
Reading of (DAWN)
newspaper and
sharing important
letters (to editors) on
local issues
Week Groups revise second

draft of letter
15
Explicit instruction
(paragraph structure,
syntax, diction,
grammar, and
mechanics)
Classroom
discussion/debrief of
activity
Discuss critically and

finalize the draft-
letter as the last
phase of writing
10
NSCI 103 - General Science
Course Description
Science and Technology have completely transformed the way we live. The development
we have seen in the past few decades is unprecedented but very few understand the
principles through which the scientific progress is achieved. This course, especially
designed for first year students introduces various fields of natural science, how scientists
operate within these fields, what methods they deploy to make new discoveries, and how
they communicate the advances in their fields to the world.
The course starts with an introduction to the development of the scientific approach. It
discusses the modern use of the scientific method and the tools and resources that
scientists deploy to ensure that they produce authentic and reliable bodies of knowledge.
Students are then introduced to three main branches of science (Physics, Chemistry and
Biology), their core underlying principles, major developments in these fields and their
applications in modern life. Students will work on case studies and lab experiments to
understand how scientists discover various workings of nature and the missteps that they
can take while conducting any scientific inquiry. The final part of the course focusses on
the skills to separate valid science from fringe science. Students are also exposed to the
fundamentals of scientific communication and strategies to identify reliable bodies of
knowledge.
Course Outcomes
Through successful completion of this course, students will be able to:
 Clearly articulate the development of scientific thought through various parts of human
history and compare it to the modern scientific method.
 Describe various branches of Science, their underlying core ideas, and compare their
applications.
 Using case studies and demonstrations, practice application of the Scientific Method
in the natural sciences.
 Determine whether a given claim or belief is scientifically valid or not and provide a
clear rationale for doing so.
1
COURSE OUTLINE/WEEKLY BREAKDOWN
Time
Module Name Goal Topics
(weeks)
What is science?
What qualifies as science?
Overview of Introduce students to the
Why does it matter?
Science and the course and develop a basic
1 Who practices it?
Scientific understanding of science
Method and the scientific process.
Introduction to important terminology:
Fact, hypothesis, theory, law
Expose students to the Prehistory, Mesopotamia & Egypt,
evolving understanding of Greeks, China, South Asia,
science across time in Arab/Islamic, European
Evolution of different civilizations. This
the Scientific module emphasizes to Examples of scientific contributions
Method across 3 students that modern from different regions are used to show
Civilizations science is a result of different forms of reasoning that were
contributions of different used to determine the nature of reality
people from different and develop science as a process, e.g.
civilizations all over the inductive, deductive, abductive,
world hypothetico-deductive, falsification.
What does modern science look like
Establish what the current today?
practice of science looks
The Modern like. Discuss the role of What are the advantages of using this
Scientific 1 science in today’s society method? What are the limitations?
Method and understand limitations
of the modern scientific How did science become the dominant
method. method of understanding the natural
world?
1 week (Intro to areas/branches of
science)
2 weeks (Physics) = Major themes in
Develop student interest
Physics, Applications, Experiments
and passion for natural
2 weeks (Chemistry) = Major themes
sciences. Help students in
in Chemistry, Applications,
Introduction to choice of major based on
Experiments
Areas/Branches their interest in the different
7 2 weeks (Biology) = Major themes in
of Science sciences. Provide an
Biology, Applications, Experiments
opportunity for students to
practice the scientific
For each of the branches:
method using various lab
• Introduction to core ideas and
settings.
important theories (e.g.
Physics: Gravity, Chemistry:
Atomic theory, Biology:
2
Evolution by Natural
Selection).
• Introduction to possible
majors: How do they relate to
various professions/fields.
• Practical applications of ideas
from each field
Equip students to identify
Practices leading to pseudoscience
flawed and fraudulent
How to spot
approaches to science, and
FAKE 2 Case-studies from popular discourse
what to avoid when doing
SCIENCE!? (e.g. Cold Fusion, Telepathy, N-rays
scientific research.
etc.)
Students learn how science
is conducted and
Introduction to the Peer Review
communicated in modern
(advantages and misuse)
times, how to differentiate
Scientific
1 between good and poor-
communication Importance of controls and replication
quality scientific research,
(link with the replication crisis in
and best practices for
science)
conducting scientific
research
3
SSCI 105 - Social Science – I
Course Description
This course will introduce students to the study of the modern society, state, law,
knowledge and selfhood. While retaining a focus on Pakistani state and society, students
will encounter theoretical concepts and methods from numerous social science
disciplines, including economics, politics, anthropology, psychology and sociology, and
learn to think theoretically by drawing on examples and case studies from our own social
context. Students will be introduced to the works of prominent social theorists from both
western and non-western contexts. Instruction will include the use of written texts, audio-
visual aids and field visits.
Overall Student Learning Outcomes

Cultivation of critical thinking, the ability to ask questions, engage in reasoned debate and
tolerance of opposing points of view Nurturing of oral and written skills, as well as creative
and innovative traits more generally.
1
COURSE OUTLINE
Module 1: Society Time: 3 weeks

INTENDED LEARNING OUTCOME:
Students will be exposed to basic concepts of social science and learn the difference between
objective identification of empirical facts, and subjective formulation of opinionated arguments.
Week 1: Social Science and Modernity
Compulsory Readings:
1. Elliott, A. (2009) Contemporary Social Theory. New York: Routledge, 3-16.
2. Qadeer, M. (2006) Pakistan - Social and Cultural Transformation in a Muslim Nation.
London; New York: Routledge, 1-18 (Chapter 1).
Supplementary Readings:
1. Baudrillard, J., 1987. Modernity. CTheory, 11(3), pp.63-72.
2. Kaviraj, S., 2005. An outline of a revisionist theory of modernity. Archives Européennes de
Sociologie/European Journal of Sociology/Europäisches Archiv für Soziologie, pp.497-526.
Audio Visual Aid:
1. An Introduction to Social Sciences: https://www.youtube.com/watch?v=DSIdaTSG2Gg
2. Social Science Evolution and Conception:
https://www.youtube.com/watch?v=0_md1Vpc1KI
Week 2: Major social phenomena in the modern world that we seek to explain: class, gender,
ethnicity, caste, and nation.
1. Systems of Stratification | Boundless Sociology (no date). Available at:
https://courses.lumenlearning.com/boundless-sociology/chapter/systems-of-stratification/
(Accessed: 29 May 2021).
2. Gazdar, H., 2007. Class, caste or race: veils over social oppression in Pakistan. Economic
and Political Weekly, pp.86-88.
1. Velaskar, P., 2016. Theorising the interaction of caste, class and gender: A feminist
sociological approach. Contributions to Indian Sociology, 50(3), pp.389-414.
2. Wright, E.O., 2009. Understanding class: Towards an integrated analytical approach. New
left review, 60(1), pp.101-116.
2
Audio Visual Aid:
1. Dalits in Pakistan: Changing Identities: https://www.youtube.com/watch?v=NSnfFcXuDcg
2. Pakistan’s Caste System – The untouchable’s struggle:
https://www.youtube.com/watch?v=X87RmYvknnE
3. Life as untouchable in India: https://www.youtube.com/watch?v=aUVPuCuEF-E
4. How Class Works: https://www.youtube.com/watch?v=euH3pAuLuko
Week 3: How do various social science/humanities explain societal structures (socialization) and
human behavior (choices & action)?
1. Barth, F., 1967. On the study of social change. American anthropologist, 69(6), pp.661-669.
2. Bhambra, G.K., 2011. Talking among themselves? Weberian and Marxist historical
sociologies as dialogues without ‘others’. Millennium, 39(3), pp.667-681.
1. Sewell Jr, W.H., 1992. A theory of structure: Duality, agency, and transformation. American
journal of sociology, 98(1), pp.1-29.
Module 2: State Time: 3 weeks

INTENDED LEARNING OUTCOME:
Students will acquire the ability to undertake meaningful analytical comparison across distinct
historical-geographical terrain, both within societies and between nation-states.
Week 1: The Modern State and Colonialism

Compulsory Reading:
1. Jalal, A. (ed.) (1995) ‘The colonial legacy in India and Pakistan’, in Democracy and
Authoritarianism in South Asia: A Comparative and Historical Perspective. Cambridge:
Cambridge University Press (Contemporary South Asia), pp. 9–28.
2. Government and the State | Boundless Sociology (no date). Available at:
https://courses.lumenlearning.com/boundless-sociology/chapter/government-and-the-state/
(Accessed: 29 May 2021).
1. Bhattacharya, N. (2018) The Great Agrarian Conquest: The Colonial Reshaping of a Rural
World. Ranikhet: The Orient Blackswan.
2. Mamdani, M. (2018) Citizen and Subject: Contemporary Africa and the Legacy of Late
Colonialism. Princeton University Press.
3
Audio Visual Aid:
1. The Empire of Dirt: https://www.youtube.com/watch?v=x_jGPf764d0
2. BBC: Churchill’s legacy still painful for Indians:
https://www.youtube.com/watch?v=h8Ers8gw_W4
Week 2: Nations as Constructed Entities

Compulsory Reading:
1. Alavi, H. (1989) ‘Nationhood and the Nationalities in Pakistan’, Economic and Political
Weekly, 24(27), pp. 1527–1534.
2. Anderson, B. R. O. (1991) Imagined Communities: Reflections on the Origin and Spread
of Nationalism. Verso. 37-46 (Chapter 3)
Supplementary Reading:
1. Ashcroft, B., Griffiths, G. and Tiffin, H. (2013) Post-Colonial Studies: The Key
Concepts. Routledge.
2. Barkey, K. and Parikh, S. (1991) ‘Comparative Perspectives on the State’, Annual
Review of Sociology, 17(1), pp. 523–549.
Audio Visual Aid:

1. New York Times: How Nations Make National Identities: Nationalism:
https://www.youtube.com/watch?v=F9qF6FvwrHI
2. TeleSur: The World Today – Imagined Communities – On British
https://www.youtube.com/watch?v=15nqjGCAqd4
Week 3: Theorizing state in Pakistan and beyond

Compulsory Reading:
1. Zaidi, S. A. (2015) Issues in Pakistan’s Economy: A Political Economy Perspective.
Oxford University Press. Chapter 26
2. Scott, J. C. (1999) Seeing like a State: How Certain Schemes to Improve the Human
Condition Have Failed. New Haven, Conn.: Yale University Press, 1-8 (Chapter 1).
Supplementary Reading:
1. Akhtar, A. S. (2017) The Politics of Common Sense: State, Society and Culture in
Pakistan. Cambridge: Cambridge University Press.
2. ‘Sharma, A. and Gupta, A. (eds) (2006) The anthropology of the state: a reader. Malden,
MA ; Oxford: Blackwell Pub (Blackwell readers in anthropology, 9).
4
Module 3: Economy Time: 3 weeks
INTENDED LEARNING OUTCOMES:
- By the end of this module students should be able to distinguish between economic and
sociological approaches to studying the economy and evaluate the major strengths and
weaknesses of each.
- Be more comfortable connecting what they each know of Pakistan’s economy with the
concept of informality and analyzing it as a part of the contemporary global economy.
Week 1: Defining ‘the economy’. What exactly is the modern economy? We explore how
economists have answered this question.
1. Hunt, E.K., 2002, History of Economic Thought: A Critical Perspective, M.E.Sharpe,
New York, Chapter 1, pp. 3-8 [Very brief section introducing modern economic thinking
on capitalism].
2. Raworth, K., 2017, Doughnut Economics: Seven Ways to Think Like a 21st- Century
Economist, Penguin Random House, London, pp. 31-43. [This excerpt introduces students
to the central place that GDP growth has in the discipline of economics and provides an
important critical perspective on this]
1. Stanford Encyclopedia of Philosophy, Philosophy of Economics, Section 1.1 ‘What is
Economics?’ and Section 1.2 ‘Contemporary Economics and its Several Schools’
available at https://plato.stanford.edu/entries/economics/#IntrWhatEcon [A brief
explanation of how, why, and when economics as a discipline came into being].
Audio Visual Aid:
1. History of Economic thought: https://www.youtube.com/watch?v=x4Y4DvpUIlo
Week 2: Economic Sociology - putting the social back into the economic. We look at how
sociologists have studied the economy and contrast this with what we learned from the week
before
1. Smelser, N.J. and Swedburg, R., The Handbook of Economic Sociology, Chapter 1
‘Introducing Economic Sociology’, Princeton University Press, Princeton. [Good
overview of sociological thought on the economy with brief introductions to major
Western classical thinkers followed by contemporary scholars].
5
1. Weber, M. (2019) Economy and Society: A New Translation. Harvard University Press.
Week 3: The Informal Economy. The term ‘informal’ is often used to describe much of
Pakistan’s economy. We discover what scholars mean by the formal/informal distinction, how
informal economies function, and how they might be expected to evolve over time
1. Basile, E. and Harriss-White, B, 2010, 'Introduction', International Review of Sociology,
20: 3, pp.463-470 [This reading focuses on the Indian economy but the analysis is highly
relevant for understanding Pakistan].
1. Javed, U., 25 January 2021, ‘Informality and State Policy’, Dawn. Available at
https://www.dawn.com/news/1603518
2. Meagher, K., 2013, Unlocking the Informal Economy: A Literature Review on Linkages
Between Formal and Informal Economies in Developing Countries, WIEGO Working
Paper No. 27.
Audio Visual Aid:
1. Women in Informal Economy: https://www.youtube.com/watch?v=8YrfUGT2vHE
2. Informal Economy Explained: https://www.youtube.com/watch?v=PyOK8UhO37A
Module 4: Self Time: 3 Weeks

Through successful completion of this module, students will be able to:
- Reflect on the relationship between selfhood, structure and agency;
- Situate selfhood in relation to intersecting ideologies and thus power;
- Articulate the limits of liberal claims to universality via a historicisation of liberal selfhood.
Week 1: Understanding Structure and Agency

1. Howarth, David. (2013), Poststructuralism and After: Structure, Agency and Power,
Basingstoke: Palgrave, 2013. Chapters 4 and 5.
2. Elaine M. Power (1999) An Introduction to Pierre Bourdieu's Key Theoretical Concepts,
Journal for the Study of Food and Society, 3:1, 48-52.
1. An Introduction to Bourdieu: https://www.youtube.com/watch?v=87BPL62wyyU
6
Audio Visual Aid:
1. Would you fall for that elevator?: https://www.youtube.com/watch?v=dDAbdMv14Is
Week 2: Ideology and Subjectivity

1. Eagleton, Terry (1991), what is Ideology? London: Verso Books. Introduction and
Chapter 1.
2. Howarth, David. (2013), Poststructuralism and After: Structure, Agency and Power,
Basingstoke: Palgrave. Introduction and Chapter 7.
1. Zizek for Twelve-Year-Olds: Ideology and Rebecca Black (no date). Available at:
http://www.critical-theory.com/slavoj-zizek-twelve-year-olds/ (Accessed: 30 May 2021).
Audio Visual Aid:
1. Slavoj Žižek by Marcus Pound:
https://www.youtube.com/watch?v=xUjHUtQ_GQY&feature=emb_logo
2. Ideology with Sunglasses: https://www.youtube.com/watch?v=rxvOFeexgU4
3. The Perverts guide to Ideology: https://www.youtube.com/watch?v=TVwKjGbz60k
Week 3: Who Counts as a ‘Self’? Liberalism and the Problem of Non-Persons

1. Losurdo, Domenico (2011), Liberalism: A Counter-History, London: Verso. CV.
Chapters 1, 2 and 10.
2. O’Connell Davidson, J. (2013), Modern Slavery: The Margins of Freedom, Basingstoke:
Palgrave. Chapters 1 and 7.
1. O’Connell Davidson, J. and Quirk, J. (2015), Race, Ethnicity and Belonging, Beyond
Trafficking and Slavery Short Course: Volume 6. https://cdn-
prod.opendemocracy.net/media/documents/BTS-6-Race-ethnicity-belonging.pdf
Audio Visual Aid:
1. The Beyond Trafficking and Slavery Online Course:
https://www.opendemocracy.net/en/beyond-trafficking-and-slavery/online-course-forced-
and-precarious-labor-global-economy/
2. The Native American Casualties of US Immigration Policy:
https://www.opendemocracy.net/en/beyond-trafficking-and-slavery/native-american-
casualties-of-us-immigration-policy/
7
Module 5: History/Knowledge Time: 3 weeks
Through successful completion of this module, students will be able to:
- Speak to the relationship between knowledge and power
- Critically engage with claims of ‘truth’
- Historicise scientific knowledge, in particular its relationship with colonial expansion
Week 1: On Knowledge/Power
1. Foucault, Michel. (1980), POWER/KNOWLEDGE: Selected Interviews and Other
Writings 1972-1977 (Ed. Colin Gordon), New York: Pantheon. Chapters 6 and 10.
Supplementary Readings
1. Pollard, C. (no date) Explainer: the ideas of Foucault, The Conversation. Available at:
http://theconversation.com/explainer-the-ideas-of-foucault-99758 (Accessed: 29 May
2021).
2. Kashtan, Miki. (2014), Spinning Threads of Radical Aliveness: Transcending the Legacy
of Separation in Our Individual Lives. Oakland: Fearless Heart Publications. Part One,
Section 1.
Audio Visual Aids:

1. Foucault on Power: https://www.youtube.com/watch?v=AYoub1mfk5k
2. Michael Foucault on Power: https://www.youtube.com/watch?v=keLnKbmrW5g
Week 2: Colonial Histories and their Present

1. Tuhiwai Smith, L. (1999) Decolonizing Methodologies: Research and Indigenous
Peoples, London: Zed Books. Introduction, Chapters 1 and 2.
1. Peabody, Norbert (2013), ‘Knowledge Formation in Colonial India’, in Peers, D.M and
Gooptu, N., India and the British Empire, Oxford: OUP.
8
Audio Visual Aid:
2. De - colonial Theory: https://www.youtube.com/watch?v=gzGQGBgJUsU
3. Postcolonial studies and de- colonial option:
https://www.youtube.com/watch?v=s_dshlBAJ-g
Week 3: Alternative Ways of Knowing

1. Tuhiwai Smith, L. (1999) Decolonizing Methodologies: Research and Indigenous
Peoples, London: Zed Books. Chapters 7, 8 and 9.
1. Kashtan, Miki. (2014), Reweaving Our Human Fabric Working Together to Create a
Nonviolent Future, Oakland: Fearless Heart Publications. Part Two.
2. Escobar, Arturo (2020), Pluriversal Politics: The Real and the Possible, Charlotte: Duke
University Press. Chapters 4 and 6.
Audio Visual Aid:
1. Decolonizing design, Imagining Alternative Futures:
https://www.youtube.com/watch?v=9Sqm7h8UmEo
2. De – Colonizing Development Studies: https://www.youtube.com/watch?v=PqWjRa-
UYlk
9
QREA 107 - Exploring Quantitative Skills
Course Description
Since ancient times, numbers, quantification, and mathematics has played a central role
in scientific and technological development. In the 21st century Quantitative Reasoning
(QR) skills are essential for life as they help to better understand socio-economic, political,
health, education, and many other issues an individual now faces in daily life. The skills
acquired by taking this course will help the students to apply QR methods in their daily
life and professional activities. This course will also change student’s attitude about
mathematics. It will not only polish their QR skills, but also enhance their abilities to apply
these skills.
Course Objectives
 Students will be introduced to the above concepts and they will be prepared to apply
these concepts to analyze and interpret information in different walks of life.
 Students will get familiarized with the importance of quantitative reasoning skills in the
modern age.
 This course will improve their ability to deal with scenarios involving numbers related
issues in a logical manner.
 It will provide students an opportunity to appreciate the intellectual beauty of
quantitative reasoning skills.
 It will prepare students to apply the quantitative reasoning skills in solving quantitative
problems which they will experience in their practical lives.
Student Learning Outcomes
After completing this course successfully, students will be able to:
 Create and develop quantitative reasoning skills and apply to daily life challenges
involving social and economic issues.
 Apply the learned principles of quantitative reasoning skills in other disciplines.
 Acquire and use the quantitative reasoning skills in different disciplines.
 Make decisions in a logical manner.
 Apply geometrical models to solve real life problems.
 Apply the quantitative reasoning skills in any real-world situation.
1
WEEKLY BREAKDOWN
Module Name Time Goal Topics
(weeks)
Exploring 1 Introduce students to • What is quantitative reasoning?
importance of importance of quantitative • Overview of history of mathematics
quantitative reasoning skills, history of and contributions of Muslim scholars.
reasoning skills mathematics and numbers • Different types of standard numbers
in the real World. and their role in practical life
scenarios.
Problem 2.5 Introduce students to • Understanding relationship between
solving problem solving skills parts and whole
techniques using mathematical • Practical life scenarios involving
modelling and unit parts & whole
analysis. • Practical life scenarios involving
units and rate
• Unit analysis as a problem solving
tool.
Numbers & the 2.5 Expose students to the • Understanding our World through
Universe notions of estimation, numbers
scientific notation, • Dealing with very big and small
absolute & relative errors, numbers & their applications
and their applications. • Understanding uncertainty and its
applications
Financial issues 3 Students will be • Stock exchange and economy
introduced to an important • Money management (profit, loss,
tool percentage, and its use discount, zakat, simple interest,
in different social, compound interest and taxation)
economic, and • Money management in practical life
professional scenarios. scenarios like investments and federal
budget
Exploring 2 Students will be • Practical scenarios involving
expressions introduced to the algebraic expressions
expressions, linear and • Equating two expressions in one
quadratic equations in one variable & using it to solve practical
variable and their use in problems
practical problems • Social and economic problems
involving expressions
Exploring 2 Students will learn about • Introduce geometrical objects
beauty in perimeter and through architecture and landscape
2
Architecture area of some geometrical • Dealing with social and
& landscape figures and their applications economic issues involving
geometrical objects
• Practical scenarios involving sets
Students will be introduced to
and Venn diagrams
Venn sets, Venn
1 • Ven diagrams and their
diagrams diagrams and their
applications in different
applications
disciplines.
READING MATERIALS
Total no. of weeks=14, 1 lecture =1 credit hour
NOTE: There are seven modules in this course. In each module there are some units denoted by Ma.b
where a is the module number and b is the unit number e.g. M2.4 represents unit 4 of module 2.
Activities for both students and instructor are designed in each unit of a module. The activities are
denoted by Aa.b.c where a represents module number, b represents unit number and c represents
activity number e.g. activity A3.2.4 is an activity in module three unit2 and it is activity number 4.
MODULE-1 (1 WEEK)
TOPICS:
1. What is quantitative reasoning?
2. Overview of Contributions of Mathematicians especially Muslim scholars.
3. Different types of Standard numbers and their role in practical life scenarios.
STUDENT LEARNING OUTCOMES:

After completing this module students will be able to:
• understand vital role played by quantitative reasoning skills in our daily life
• understand the role played by mathematicians for overall progress in the World.
• understand different types of numbers and their use in daily life activities.
TEXTBOOKS:
1. Bennett, J. & Briggs, W. (2015). Using and understanding mathematics (6th Edition). Pearson
Education, Limited.
http://xn--webducation-dbb.com/wp-content/uploads/2019/09/Jeffrey-Bennett-William-Briggs-Using-
Understanding-Mathematics_-A-Quantitative-Reasoning-Approach-Pearson-2015.pdf
2. Blitzer, R. (2014). Precalculus. (5th Edition). Pearson Education, Limited.
https://www.ilearnacademy.net/uploads/3/9/2/2/3922443/precalculus__edition_5f.pdf
3
Unit M1.1: (What is quantitative reasoning?) (1 Lecture)
Essential readings and videos for this unit are as follows.
Reading Resources:
Prologue (Page no.1- page no.8)
Bennett, J. & Briggs, W. (2015). Using and understanding mathematics (6th Edition). Pearson
Education, Limited.
Visual Aids:
Math in daily life
https://youtu.be/dpv06SFHtRg
https://youtu.be/nejqy_xIvJM
• Activity A1.1.1: (In class and at home activities)

Students are advised to watch the above videos before coming to class. They will discuss the importance
of mathematical skills in daily life. The instructor will supplement the discussion by giving some
examples involving use of mathematical skills in daily life e.g. time calculation to reach the university
on time, buying and selling things in daily life and money management(investments) etc. (A useful
resource is the related text from the indicated book)
• Activity A1.1.2: (In class activity)

After instructor’s lecture, students will work in groups to discuss the importance of quantitative
reasoning skills in daily life activities. They will note down their findings in their notebooks. Instructor
will facilitate each group to complete the task. (10 minutes)
• Activity A1.1.3: (Take home activity)

As a take home activity, students are advised to make a list of daily life activities occurring in their
environments where mathematical skills are used. They are advised to note down these observations in
their activity notebooks.
UnitM1.2: (Contributions of Mathematicians especially Muslim scholars) (1 Lecture)

Essential readings for this unit are as follows.
Reading Resources:
Contributions of Mathematicians:
https://aleihsnosni.weebly.com/some-mathematicians-and-there-contributions.html
https://famous-mathematicians.org/
http://islamicmaths.weebly.com/famous-mathematicians.html
• Activity A1.2.1:(In class and at home activities)

Students are advised to read the above indicated texts before coming to class. They will discuss
contributions of mathematicians in overall progress of the World. The instructor will supplement the
4
discussion by giving some examples where mathematicians has played a vital role in overall progress
in different fields of life.

After instructor’s lecture, students will work in groups to discuss the contributions of mathematicians.
They will note down their findings in their notebooks. Instructor will facilitate each group to complete
the task. (10 minutes)

As a take home activity, students are advised to search about contributions of at least one mathematician
in 20th century who has played an important role in some other disciplines also. They are advised to
note down the contributions of that mathematician in their activity notebooks.
Unit M1.3 (Different types of numbers and their role in practical life scenarios). (1
Lecture)
Reading Resources:
P1(Page no.2 & 3) (Precalculus by)
Demana, F., Waits, B., Foley, D. & Kennedy, D. (2016). Precalculus. (7th Edition). Addison Wesley
Visual Aids:
Types of numbers:
https://youtu.be/Ksu1lo312BM

Students are advised to watch the above video before coming to class. They will discuss about different
types of numbers like natural numbers, whole numbers, rational numbers, irrational numbers, and real
numbers. The instructor will supplement the discussion by giving some examples involving different
types of numbers in daily life activities and money management (investments) etc. The instructor will
bring a model showing different types of numbers on it.

After the lecture, instructor will ask the students about different types of numbers and their use in
daily life activities. (10 minutes)

As a take home activity, students are advised to create a model showing different types of numbers on
it. They are advised to keep their models for the whole semester.
MODULE-2 (2.5 WEEKS)
TOPICS:
1. Understanding relationship between parts and whole
2. Practical life scenarios involving units and rate.
5
3. Unit analysis as a problem-solving tool.

• understand fractions and their use in daily life problems.
• understand rate and its use in daily life activities.
• use unit analysis to solve practical life problems in different disciplines.
• deal more confidently with economic and social issues involving unit analysis.
TEXTBOOKS:
1. J. Bennet and W. Briggs.(2015). Using and understanding mathematics: A Quantitative
Reasoning Approach, 6th Edition.
http://xn--webducation-dbb.com/wp-content/uploads/2019/09/Jeffrey-Bennett-William-
Briggs-Using-Understanding-Mathematics_-A-Quantitative-Reasoning-Approach-Pearson-
2015.pdf
Unit M2.1 (Practical life scenarios involving fractions, Principles to deal with fractions)
(1 Lecture)
Essential readings and videos for this unit are given below.
Reading Resources:
1. Section 1.2 https://www.ets.org/s/gre/pdf/gre_math_review.pdf
2. Unit 2A (page no.72, page no.75)
Education, Limited.
Visual Aids:
Fractions:
https://youtu.be/kZzoVCmUyKg
https://youtu.be/52ZlXsFJULI
https://youtu.be/OVMceVL_CEQ?list=RDCMUC4a-Gbdw7vOaccHmFo40b9g
https://www.openalgebra.com/2012/11/fractions.html

Students are advised to watch the above videos before coming to class. They will discuss the term
fractions and their applications in daily life activities. The instructor will supplement the discussion by
giving some more daily life examples involving fractions. After that instructor will explain the rules
for dealing with fractions. (A useful resource is the related text from the indicated book)
• Activity A 2.1.2: (Group activity)

In class, students will work in groups to create some more examples involving fractions from daily
life activities. Instructor will facilitate each group in completing the task. (10 minutes)
6
• Activity A 2.1.2: (Take home activity)
As a take home activity, students are advised to search for use of fractions in their daily life activities.
They are advised to note down their observations in their activity notebooks. (10 minutes)
Unit M2.2: (Modelling practical life problems involving fractions) (1.5 lectures)
Essential readings and videos for this unit are given below.
Reading Resources:
Fractions & problems involving fractions:
https://www.openalgebra.com/2012/11/fractions.html
https://www.onlinemathlearning.com/fraction-word-problems.html
https://www.thirteen.org/edonline/adulted/lessons/stuff/lp46_fracword.pdf
Visual Aids:
Problems involving fractions:
https://youtu.be/0njioQqIxKY
https://www.youtube.com/watch?v=OOiFJ2FxtDA
https://youtu.be/rX8ZBP3nXvI
https://youtu.be/ZRHvs5S_Z0A

Students are advised to watch the above videos before coming to class. They will discuss the use of
fractions in daily life activities. The instructor will supplement the discussion by giving some examples
where fractions are used to solve the practical daily life problems. Using physical models, instructor
will explain how to solve a practical problem involving fractions.

In class, students will work to mathematically model and solve a practical problem involving fractions.
The instructor will facilitate them to complete the task. (10 minutes)
Unit M2.3 (Practical life scenarios involving units and rate: unit conversions (2.5
lectures)
Reading Resources:
Unit 2A
Education, Limited.
7
Visual Aids:
Unit conversion:
https://youtu.be/w0nqd_HXHPQ
Problems involving units:
https://youtu.be/fpjXtpg_isc
https://youtu.be/Zm0KaIw-35k

Students are advised to watch the above videos before coming to class. They will discuss the use of
rate and units in daily life activities. The instructor will supplement the discussion by giving some
examples involving rates and units in daily life activities. After that instructor will solve some problems
involving conversion of units and rate. (A useful resource is the related text from the indicated book)

In class, students will work to solve some problems related to rate and unit conversions. Instructor will
facilitate them to complete the task. (10 minutes)
Unit M2.4 (Unit analysis as a problem-solving tool: Problem solving with units)
Essential reading and videos for this unit are as follows. (2.5 lectures)
Reading Resources:
Unit 2B (page no. 91-93, 96-98)
Education, Limited.
Visual Aids:
Problems involving unit analysis:
https://youtu.be/mt6Nq0dzFjo

Students are advised to watch the above video before coming to class. They will discuss the use of rate
and units in daily life activities. The instructor will supplement the discussion by giving some examples
involving rates and units in daily life. After that instructor will solve some problems involving rates
and units. (A useful resource is the related text from the indicated book)
• Activity A2.4.2: (Group activity)

In class, students will work in groups to solve some problems related to unit analysis assigned by
instructor. Instructor will assist the groups in completing the task. (10 minutes)
8
For out of class activity, students are advised to go for fruits and vegetables shopping. They are
advised to note down the rates of fruit and vegetables purchased. Calculate the amount paid for each
item and the total amount paid to shopkeepers. They are advised to note down their observations in
their activity notebooks.
MODULE-3 (2.5 WEEKS)
TOPICS:
1. Understanding our World through numbers.
2. Dealing with very big and small numbers & their applications.
3. Understanding uncertainty and its applications.

• apply exponent rules to simplify expressions involving exponents.
• understand scientific notation and its applications in practical problems.
• understand estimation and comparison and apply these in solving practical problems.
• understand different types of errors (absolute, relative and percentage errors) that affect the
measured quantities in practical problems.
TEXTBOOKS:
Education, Limited.
Blitzer, R. (2014). Precalculus. (5th Edition). Pearson Education, Limited.
Unit M3.1(Exponents, Principles to deal with exponents) (1.5 lectures)

Essential readings and videos for this section are as follows.
Reading Resources:
Section P2 (page no.20-24)
Visual Aids:
Exponents
https://youtu.be/XZRQhkii0h0
9
https://youtu.be/kITJ6qH7jS0

Students are advised to watch the above videos before coming to class. The instructor will ask about
exponents. Depending on the feedback from class the instructor will explain the term exponent and
rules to work with exponents. After that instructor will solve some problems involving exponents. (A
useful resource is the related text from the indicated book)

In class, students will work to solve some problems assigned by instructor. The instructor will assist
students in completing the task. (10 minutes)
Unit M3.2 (Developing techniques to give perspective to very large and very small
numbers in daily life) (2 Lectures)
Reading Resources:
Unit 3B (page no. 135-137)
Education, Limited.
Visual Aids:
Scientific notation:
https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-numbers-operations/cc-8th-
scientific-notation/v/scientific-notation
https://www.khanacademy.org/math/pre-algebra/pre-algebra-exponents-radicals/pre-algebra-
scientific-notation/v/scientific-notation-old

Students are advised to watch the videos before coming to class. They will discuss the need for scientific
notation. The instructor will supplement the discussion by giving some examples involving Scientific
notation. The instructor will explain the rules for writing very big and very small numbers in Scientific
notation and vice versa. (A useful resource is the related text from the indicated book)

Unit M3.3 (Giving perspective to numbers through estimation and comparison)

(2 Lectures)
Essential readings for this section are as follows.
Reading Resources:
Unit 3B (page no. 137-141)
10
Education, Limited.

Students are advised to read indicated text before coming to class. Based upon the readings, instructor
will discuss about estimation and comparison with students. Depending on the feedback from class the
instructor will explain the ideas with the help of examples. After that instructor will solve some
problems involving estimation and comparison. (A useful resource is the related text from the indicated
book)

In class, students will work in groups to solve some problems related to estimation and comparison
assigned by instructor. The instructor will assist students in completing the task. (10 minutes)
Unit M3.4 (Understanding uncertainty and its applications) (2 lectures)

Reading Resources:
Unit 3C
Education, Limited.
Visual Aids:
Significant digits or figures:
https://youtu.be/Gn97hpEkTiM
https://youtu.be/eCJ76hz7jPM?list=RDCMUC4a-Gbdw7vOaccHmFo40b9g

Students are advised to watch the videos before coming to class. They will discuss the need for
significant digits or figures. The instructor will supplement the discussion by giving some examples
involving significant digits. The instructor will explain the rules for counting significant digits and their
use in practical problems. (A useful resource is the related text from the indicated book)
Visual Aids:
Absolute, relative and percentage error:
https://youtu.be/JNf1LnTkRJE
https://youtu.be/rtKYDvM68Oc

Students are advised to watch the above videos before coming to class. They will discuss the need for
absolute, relative and percentage error. The instructor will supplement the discussion and solve some
problems involving absolute, relative and percentage error by taking practical examples from different
11
disciplines. The instructor will solve some problems involving absolute, relative and percentage error.
(A useful resource is the related text from the indicated book)

MODULE-4 (3WEEKS)
TOPICS:
1. Money management (profit, loss, discount, taxation, and other scenarios involving
percentage)
2. Money management in practical life scenarios like investments and federal budget, simple and
compound interest, Saving plans and economy
• apply profit, loss, discount, and tax calculations in daily life practical problems.
• make logical decisions relating to financial matter.
• better understand the social and economic issues involving money management e.g. federal &
provincial budgets and inflation rate in the country etc.
• deal more confidently with economic and social issues involving money management.
TEXTBOOKS:
Education, Limited.
Unit M4.1: (Money management (profit, loss, discount, taxation, and other scenarios
involving percentage)) (3.5 lectures)
Reading Resources:
1. Section 1.7 (https://www.ets.org/s/gre/pdf/gre_math_review.pdf)
2. Unit 3A
Education, Limited.
Visual Aids:
Percentage:
https://youtu.be/Lvr2YsxG10o
https://youtu.be/-gB1y-PMWfs
https://youtu.be/-Xt4UDk7Kzw
12
Students are advised to watch the videos before coming to class. They will discuss the use of percentage
in different daily life scenarios. The instructor will supplement the discussion by giving examples. The
instructor will display the live data at https://www.worldometers.info/world-population/pakistan-
population/ showing characteristics of population in Pakistan. He will explain how percentage is used
in this data. After that he will solve some problems involving percentage. (A useful resource is the
related text from the indicated book)

As a take home activity, students are advised to study their home electricity bills and find out the use
of percentage in their bills. They are advised to note down the terms where percentage is used in their
activity notebooks.
Visual Aids:
Problems involving percentages:
https://youtu.be/TvSKeTFsaj4
https://youtu.be/jb_RwR_Eso4
https://youtu.be/_SpE4hQ8D_o

Students are advised to watch the videos before coming to class. They will discuss the terms profit,
loss, discount, and sales tax in practical life scenarios. The instructor will supplement the discussion
by giving examples. The instructor will explain the method to solve the problems involving these terms.

As an in-class activity, students will bring a newspaper article which involves use of percentage e.g. a
report about current inflation in country or an article about previous year’s federal budget. Students
will share their findings with the class. (10 minutes activity)
• Activity A4.1.5:(Take home activities)

1. As a take home activity, students are advised to go for shopping and calculate the discount
they have got from some shopping place.
2. As a take home activity students are advised to watch the video related to zakat calculation
https://youtu.be/zERfWrdCrEY and take notes related to the information in video.
Unit M4.2: (Simple and compound interest) (2.5 lectures)

Reading resources:
Unit 4B,
Education, Limited.
Visual Aids:
Simple and compound interest:
https://youtu.be/GtaoP0skPWc
13
https://youtu.be/Rm6UdfRs3gw

Students are advised to watch the videos before coming to class. They will discuss the terms simple
and compound interests. They will discuss the importance of these terms in money management. The
instructor will supplement the discussion by giving examples. The instructor will solve some problems
involving simple and compound interest (A useful resource is the related text from the indicated book)

In class, students will work in groups to solve some problems related to simple and compound
interest. The instructor will assist students in completing the task. (10 minutes)

As a take home activity, students are advised to study a loan plan by some bank in Pakistan. They are
advised to see the relationship between time to repay the loan and the amount paid. They are advised
to note down their findings in their activity notebooks.
Unit M4.3(saving plans and economy) (3 lectures)
Essential readings for this unit are as follows.
Reading Resources:
Unit 4C (page no. 217-224)
Education, Limited.
Students are advised to read the above indicated text before coming to class. The instructor will ask
some students about the saving plans in the indicated text. Based upon the feedback from students,
instructor will explain different saving plans from the indicated text. The instructor will solve some
problems related to saving plans. Instructor will explain the use of calculator in solving these
problems.
• Activity A4.3.2:(Group activity)

In class, students will work in groups to solve some problems related to saving plans assigned by
instructor. The instructor will assist each group in completing the task. (10 minutes)
Module-5 (2weeks)
TOPICS:
1. Practical scenarios involving expressions.
2. Equating two expressions in one variable & using it to solve practical problems.

• understand and apply rules to simplify algebraic expressions.
• understand and solve linear and quadratic equations in one variable.
• model and solve social and economic practical problems using linear equations in one
variable.
14
• model and solve social and economic practical problems using quadratic equations in one
variable.
• deal more confidently with economic and social issues involving equations.
TEXTBOOKS:
Unit M5.1: Practical scenarios involving algebraic expressions, Principles to deal with
algebraic expressions (1.5 lectures)
Essential readings for this section are as follows.
Reading resources:
P1 (page no.2 - page no.5, page no.13-page no. 16)
Students are advised to read the above indicated text before coming to class. They will discuss the terms
algebraic expressions rules to simplify algebraic expressions. The instructor will supplement the
discussion by giving examples involving algebraic expressions. After that instructor will explain rules
to work with algebraic expressions by solving some problems involving algebraic expressions. (A
useful resource is the indicated reading section of the book.)

Unit M5.2: (Linear equation in one variable and its applications in social and economic
problems) (2
lectures)
Reading Resources:
1. P7(page no. 86-89)
2. P8(page no. 106-112)
Visual Aids:
Linear equation:
https://youtu.be/bAerID24QJ0

Students are advised to watch above video before coming to class. They will discuss the term linear
equation in one variable and method to solve these equations. The instructor will supplement the
15
discussion by giving examples. Instructor will solve some problems involving linear equations. (A

Instructor will write down three problems related to linear equation. Each Student will solve at least
one problem. (10 minutes)
Visual Aids:
Applications of linear equations:
https://youtu.be/YNWO_PgrhqM
https://youtu.be/jOJLfQq9ktw
https://www.openalgebra.com/2012/11/applications-of-linear-equations.html

Students are advised to watch above videos before coming to class. They will discuss the applications
of linear equations to model a practical problem and find the solution of the problem. The instructor
will supplement the discussion by giving examples involving applications of linear equations. The
instructor will take some practical problems and he will explain the steps needed to transform that
problem into linear equation using some physical models. (A useful resource is the related text from
the indicated book)
• Activity A5.2.4 (Group Activity)

In class, students will work in groups to formulate a linear equation from a given practical problem and
solve that equation and hence find the solution of given practical problem. The problems will be
assigned by the instructor. (10 minutes)
Unit M5.3: (Quadratic equation in one variable and its applications in social and
economic problems) (2.5 lectures)
Reading Resources:
1. P7(page no.93-98)
2. P8(page no. 112-116)
Visual Aids:
Quadratic equation and methods to solve quadratic equations:
https://youtu.be/3ayhvAI3IeY
https://youtu.be/2ZzuZvz33X0
• Activity A 5.3.1: (In class and at home activities)

Students are advised to watch above videos before coming to class. They will discuss the term quadratic
equation in one variable and methods to solve these equations. The instructor will supplement the
discussion by giving examples. The instructor will solve some problems involving quadratic equations.
(A useful resource is the related text from the indicated book)
16
• Activity A 5.3.2: (In class activities)
Instructor will write down three problems related to quadratic equation. Each Student will solve at least
one problem. (10 minutes)
Visual Aids:
Applications of quadratic equations:
https://youtu.be/OZtqz_xw0SQ
https://youtu.be/STcsaKuW-24

Students are advised to watch the videos before coming to class. They will discuss the applications of
quadratic equations and methods to solve these equations. instructor will supplement the discussion by
giving examples. The instructor will solve some problems to elaborate the applications of quadratic
equations to solve practical problems. (A useful resource is the related text from the indicated book)
• Activity A 5.3.4 (Group Activity)

In class, students will work in groups to formulate a quadratic equation from a given practical problem
in class. (10 minutes)
MODULE-6 (2 WEEKS)
TOPICS:
1. Introduce geometrical objects through architecture and landscape.
2. Dealing with social and economic issues involving geometrical objects.

• understand the basic geometrical shapes in nature and environment.
• understand and solve practical problems involving geometrical objects.
• understand the Pythagorean theorem and its applications in practical problems.
• trigonometric functions and their applications in practical problems.
• deal more confidently with economic and social issues involving geometry.
TEXTBOOKS:
1. Bennett, J. & Briggs, W. (2015). Using and understanding mathematics (6th Edition). Pearson
Education, Limited.
http://xn--webducation-dbb.com/wp-content/uploads/2019/09/Jeffrey-Bennett-William-
Briggs-Using-Understanding-Mathematics_-A-Quantitative-Reasoning-Approach-Pearson-
2015.pdf
2. Aufmann, R., Lockwood, J., Nation, R. & Clegg, D. (2007). Mathematical thinking and
reasoning. Brooks Cole.
https://ciogreentulocu.files.wordpress.com/2020/01/mathematical-thinking-and-quantitative-
reasoning.pdf
17
Unit M6.1: Geometrical shapes & modeling practical problems involving geometry. (4
lectures)
Reading Resources:
Unit 10A
Education, Limited.
Visual Aids:
Geometry in landscape:
https://youtu.be/IAfnjL7EdB4
https://youtu.be/ENFBbH7SwUE
https://youtu.be/JHMB_ob89qs
https://youtu.be/LoaBd-sPzkU
• Activity A 6.1.1:(In class and at home activities)

Students are advised to watch above videos before coming to class. They will discuss the terms lines,
points, planes, and geometrical shapes in different architectural structures. The instructor will
supplement the discussion by giving more examples. The instructor will solve some problems involving
area and perimeter of plane geometrical figures. (A useful resource is the related text from the indicated
book)
• Activity A6.1.2 (Group activity)

In class, students will work in groups to indicate the geometrical objects inside the campus. (10
minutes) Or
As an activity outside the classroom, instructor can send students in groups to make a list of geometrical
objects inside the campus.

As a take home activity, students are advised to find the geometrical shapes present in the rooms, walls,
and floors of their houses. They are advised to note down these shapes in their activity notebooks.
Visual Aids:
Some geometric shapes and problems involving geometrical shapes:
https://youtu.be/TflsgZew8TI
https://youtu.be/MpgqOvI-xgk

Students are advised to watch above videos before coming to class. They will discuss the terms area
and perimeter of plane geometrical figures. The instructor will supplement the discussion by solving
some problems from the above notes from the videos.
18
• Activity A6.1.5:(Group activity)
In class, students will work in groups to find the areas of geometrical objects present in the room. They
will practically use some measuring tape to find the lengths and widths of objects assigned to them.
Then they will calculate their areas using appropriate formula. (15 minutes)

As a take home activity, students are advised to find area and perimeter of the floors of their sitting
rooms, and areas of the windows in their sitting rooms. They are advised to record the data in their
activity notebook.
Unit M 6.2: Applications of Pythagorean theorem (2 lectures)
Reading Resources:
Section 4.5(Page no. 270-Page no. 271, exercise 4.5 problems involving Pythagorean theorem)
Aufmann, R., Lockwood, J., Nation, R. & Clegg, D. (2007). Mathematical thinking and reasoning.
Brooks Cole.
Visual Aids:
Pythagorean theorem:
https://www.khanacademy.org/math/basic-geo/basic-geometry-pythagorean-theorem

Students are advised to watch the videos before coming to class. The instructor will ask some student
to make a right angled triangle with the help of sticks provided by instructor. With the help of that
model instructor will explain Pythagorean theorem and its applications. He will solve some problems
involving applications of Pythagorean theorem. (A useful resource is the related text from the indicated
book)
• Activity A 6.2.2: (Group activity)

In class, students will work in groups to think about the items required to create a model for application
of Pythagoras. Then they will apply Pythagoras theorem to that model. Instructor will facilitate each
group to complete the task. (15 minutes)
MODULE-7 (1 WEEKS)
TOPICS: Venn diagrams and their applications

• understand sets and operations on sets, and their use in daily life activities.
• apply Venn diagrams to represent operations on sets.
• apply Venn diagrams to represent data in social and economic problems.
• deal more confidently with economic and social issues involving Venn diagrams.
TEXTBOOKS:
19
Education, Limited.
Unit M7.1: Sets and Venn diagrams (1.5 lectures)
Reading Resources:
Unit 1C (page no. 25 - page no. 27)
Education, Limited.
Visual Aids:
Sets and operations on sets:
https://youtu.be/jAfNg3ylZAI

Students are advised to read the indicated text from the book and watch the videos before coming to
class. They will discuss sets, intersection & union of sets and Venn diagrams. The instructor will
supplement the discussion by explaining concepts by giving some more examples from daily life. (A

In class, students will work in groups to find some examples of sets from daily life activities and from
their environment. (10 minutes)

As a take home activity, students are advised to make a list containing sets of things in their homes and
take the intersection and union of these sets. The students will draw the Venn diagrams representing
above union and intersections of sets. They are advised to note down their findings in their activity
notebooks.
Unit M7.2: Applications of Venn diagrams (1.5 lectures)

Reading Resources:
Unit 1C (page no. 27 - page no. 30)
Education, Limited.
Visual Aids:
Applications of Venn diagram:
20
https://youtu.be/bgf2ak-Nkh0
https://youtu.be/9R9QQoFH-p8

Students are advised to read the indicated text from the book and watch the videos before coming to
class. They will discuss sets, intersection & union of sets and Venn diagrams. The instructor will
supplement the discussion by explaining concepts by giving some more examples from daily life. (A
• Activity A7.2.2: (Group activity)

In class, students will work in groups to solve some practical problems involving Venn diagrams.
Problems will be assigned by instructor. Instructor will facilitate each group in completing the task. (10
minutes)
• Activity A7.2.3:(Take home activity)

As a take home assignment, students are advised to watch the video related to applications of Venn
diagram: https://youtu.be/c8VHzEFVmLA
After watching the video, they are advised to note down main points regarding applications of Venn
diagrams to solve a practical problem.
21
RECOMMENDED RESOURCES:
1. Using and understanding mathematics, 6th edition by Jeffrey Bennet and William Briggs,
published by Pearson USA.
2. Mathematical thinking and reasoning 2008 by Aufmann, Lockwood, Nation & Clegg
published by Houghton Mifflin Company USA.
3. Precalculus by Robert Blitzer 5th edition published by Pearson USA.
4. Precalculus Graphical, Numerical, Algebraic 8th edition by Franklin D. Demana, Bert K.
Waits, Gregory D. Foley & Daniel Kennedy published by Addison Wesley USA.
5. Precalculus Mathematics for Calculus, 6th edition by James Stewart, Lothar Redlin and
Saleem Watson published by Brooks/Cole Cengage Learning USA.
6. GRE Math Review https://www.ets.org/s/gre/pdf/gre_math_review.pdf
7. OpenAlgebra.com
A free math study guide with notes and YouTube video tutorials.
Additional Resources (Optional)

• Beauty and power of mathematics
https://youtu.be/VIbjHIGMjQM
• Types of numbers:
https://youtu.be/6YytojexiOg
• Mathematics in daily life
https://youtu.be/VIbjHIGMjQM
• Geometry through architecture
https://youtu.be/z2Fb0R2EYo4
• Trigonometric ratios:
https://youtu.be/Jsiy4TxgIME
• Inverse trigonometric functions:
https://youtu.be/JGU74wbZMLg
• Solving word problems involving linear equations:
https://youtu.be/DfbQjiSooOo
22
AHUM 109 - Literary Classics
Course Description
Literary Classics of different eastern languages has a tradition of presenting human wisdom
and ethical guidelines with articulated approach. This course has different components
containing readings, writing and related activities: The first component is about fables—that
is, stories with animal characters having human attributes and crucial lessons of life. The
second component concerns wisdom literature and looks specifically at some of the stories,
both in prose and poetry, of the famous Persian and Urdu literary figures. The third component
is on Islamic History written in the form of poetry in—the Shāhnāma e Islam by Hafeez
Jalandhri.
Course Objectives
The purpose of the arts and humanities requirement is to introduce students to the key
themes in this domain, including philosophy, history, and the creative arts. These subjects
explore how we understand human experience, cultivate an appreciation of the past,
enrich our capacity to participate in the life of our times, and enable engagement with other
cultures and civilizations, both ancient and modern: Thus providing insight into the
experiences of others and as well enabling critical examination of one’s own, promoting
mutual respect and tolerance, instilling cultural pride and self-confidence, and supporting
the development of creative expression. But independently of any specific application, the
study of these subjects teaches understanding and delight in the highest achievements of
humanity.
1
WEEKLY BREAKDOWN
I. FABLES
a) Kalīla wa Dimna :
Kalīla wa Dimna is a collection of fables in Arabic dating back to the 8th century CE. The fables
were originally written in Sanskrit and trace their origins to India prior to the 6th century. After
being translated to Pahlavi, they were then translated into Arabic by Abdullah ibn Muqaffa
during the Abbasid era and since then have been in circulation around the world in numerous
languages. The story of Kalīla and Dimna revolves around an ambitious jackal, Dimna, who
navigates his way in the king’s court to win his favor and become his most trusted advisor. In
the progression of this story, various sub-stories are recounted couched in elaborate idioms
and metaphors that all eventually culminate in a moral lesson for its characters and the reader.
Course contents from Kalīla wa Dimna will be as given below:
1st week:
(i) Introduction to Kalīla wa Dimna
(ii) Chapter V – The Lion and the Bull, or the emblem of two friends whom a liar contrives to
disunite. (Reading & Interpretation)
2nd week:
Chapter VI – Investigation of the conduct together with the defense of Dimna. (Reading &
Interpretation)
3rd week:
Chapter VII – The Ring-dove, or the emblem of sincere friends. (Reading & Interpretation)
4th week:
Chapter VIII – The Owls and the Crows, or the danger of being deceived by an enemy.
(Reading & interpretation)
NOTE: Medium of instruction & teaching will be Urdu. Pdf copy of the reading material (in
Urdu) will be provided by the teacher/coordinator. Assessment/Examination will be based on
critical analysis and interpretation of the stories.
Additional readings:
https://www.dawn.com/news/1150625/column-in-the-court-of-the-jinn-animals-vs-humans
https://www.dawn.com/news/1073873/column-the-horribly-howling-and-the-victor
2
b) Bāng-i Darā:
Bāng-i Darā or The Call of the Marching Bell is the first and perhaps the most famous of Allama
Muhammad Iqbal’s works of Urdu poetry, published in 1924. It came after his initial three books
of poetry which were all in Persian and were considered difficult to read. The lucid and
relatively accessible style of Bāng-i Darā coupled with the fact that it was written in Urdu
earned it much greater acclaim and acceptance among people than the earlier books. Bāng-i
Darā is divided into three distinct parts based on differences that are chronological and also
thematic. eight poems from Bāng-i Darā have been chosen in accordance with the general
theme of this component i.e. fables. They feature various animals, and at times inanimate
beings, engaged in discussion about different facets of man’s moral existence.
Course contents from Bāng-i Darā are given below:
5th week:
(i) Introduction to Allama Iqbal and his book Bāng-i Darā
(ii) A Spider and a Fly (‫مکھی‬ ‫( )ایک مکڑا اور‬Reading & Interpretation)
th
6 week:
‫( )ایک پہاڑ اور‬Reading & Interpretation)
(i) A Mountain and a Squirrel (‫گلہری‬
(ii) A Cow and a Goat (‫( )ایک گائے اور بکری‬Reading & Interpretation)
7th week:
(i) A Firefly and a Bird (‫پرندہ‬‫( )ایک جگنو اور‬Reading & Interpretation)
(ii) The cry of a bird (‫()پرندے کی فریاد‬Reading & Interpretation)
8th week:
(i) Sympathy (‫( )ہمدردی‬Reading & Interpretation)
(ii) Wave of river (‫دریا‬ ِ‫()موج‬Reading & Interpretation)
th
9 week:
(i) Firefly (‫( )جگنو‬Reading & Interpretation)
(ii) The Star of Morning (‫ستارہ‬ ‫()صبح کا‬Reading & Interpretation)
NOTE: Medium of instruction & teaching will be Urdu. Pdf copy of the reading material (in
Urdu) will be provided by the teacher/coordinator. Assessment/Examination will be based on
critical analysis and interpretation of the poetic text.
II. Wisdom Literature
Gulistān-e- Saadī:
Sharf al-Din Saadī Shirazi was born in Shiraz, Iran, at the turn of the 12th century. Saadī was
raised in a family of religious scholars and received his initial education in his hometown and
later in the illustrious city of Baghdad where he was under the tutelage of the famous scholar
3
Ibn al-Jawzi. Alongside his traditional education in the Islamic sciences, Saadī was also deeply
influenced by Sufism. His deep commitment to Sufism and the moral project of purifying and
elevating the self, permeate his works of poetry and especially his most famous work, for which
he earned lasting acclaim throughout the Muslim world, namely, the Gulistān. His ḥikāyāt, or
short stories, that are the subject of this component, are an extension of this moral project and
offer the reader advice and guiding principles in various domains of life. These ḥikāyāts can
be tied together given their emphasis on the development of personal virtue and the subduing
of the lower self; resonating through each of them is a deep Sufi ethic that follows the Divine
law in both letter and spirit with an unwavering concern for the permanent and the ever-lasting
over the fleeting and the ephemeral.
Course contents from Gulistān-e- Saadī are given below:

10th week:
(i) Introduction to Gulistān-e- Saadī ,
(ii) Chapter no.1, ḥikāyāt no: 4
(A group of Arab thieves was occupying the top of a mountain…)
(Reading & Interpretation)
(iii) Chapter no.1, ḥikāyāt no: 7
(A king was in a boat with an ajmi slave who had never seen the river…)
11th week:
(i) Chapter no.1, ḥikāyāt no: 17
(A friend of mine came to me with a complaint about unfavorable times…)
(A minister who respected people face to face and praised behind their backs…)
(I was in a boat with a group of elders when a small boat sank behind us…)
12th week:
(i) Chapter no.2, ḥikāyāt no: 05
(Some tourists were traveling and I wanted to be their traveling companion …)
4
(A noble man who was the king's guest sat down to eat, ate less than usual, and stood up to
worship, and worshiped more than usual…)
(In Greece, thieves looted a caravan and took away a large amount of wealth. People in the
caravan asked Hakeem Luqman to give them some advice…)
NOTE: Medium of instruction & teaching these ḥikāyāt will be Urdu. Pdf copy of the reading
material (in Urdu) will be provided by the teacher/coordinator (Preferably edition of Gulistān-
e- Saadī translated by Munshi Sajjad Hussain and published by Maktab e Rehmania Lahore
or any other easily available online/print form). Assessment/ Examination will be based on
critical analysis and interpretation of the ḥikāyāts.
Additional Guidelines:
- To understand how documentary/film making can contribute to the learning process, please
read:
https://hikāyat.apple.com/education/docs/Documentary_Guide_10-09.pdf
- How to shoot and edit documentaries:
http://mrboylens.weebly.com/student-made-documentaries-through-my-eyes.html
https://momofilmfest.com/guide-to-filming-a-documentary-on-a-smartphone/
- List of applications for home-based video making:
https://hikāyat.theguardian.com/technology/2014/sep/19/vlogging-benjamin-cook-chooses-
top-10-movie-making-apps
III. ISLAMIC HISTORY IN POETIC FORM
Shāhnāma e Islām:
Hafeez Jalandhari's [born:1900 (Jalandhar), died: 1982 (Lahore)], a renowned Urdu poet, is
the writer of the national anthem of Pakistan. One of his major written contribution,
“Shahnameh-e-Islam”; reflects the exciting events of the history of Islam in the form of a long
poem in Urdu. The first volume of Shahnameh-e-Islam was published in 1929 while the second
5
one was completed and published in 1932. This book is no less than a beacon of guidance for
Muslims as it not only looks at the history of Islam but also narrates traditions which shed light
on the life of our Prophet Muhammad SAW. In the last 03 weeks of this course, some important
parts of Shāhnāma e Islām will be taught to the students to enrich their sight of Islamic history
and its presentation in poetic form.
13th week:
(i) Introduction to Hafeez Jalandhri and his Shāhnāma e Islām
(ii) Chapter no. 1
 The Migration of Abraham (A.S)
 Second marriage of Abraham (A.S) to Bibi Hajara, the daughter of Pharaoh of Egypt
 Birth of Hazrat Ismail (A.S) and migration of mother and son
 Prayer of Abraham (A.S)
 Sacrifice of Hazrat Ismaeel (A.S)
 Building Khana Kaba
(Reading the poetic text & its Interpretation)
14th week:
(i) Chapter no. 4
 Birth of Hazrat Muhammad SAW
 Poverty of Bibi Haleema (RA)
 Blessings of the childhood of Prophet (SAW)
(ii) Chapter no. 5
 ‫اقرا‬
 Prophecy
 Prayers for the stone throwers
15th week:
(i) Chapter no. 6
 Night of migration towards Medina
 The glory of entering in Medina
(ii) Chapter no. 7
 Battle with Quraysh of Mecca
 ‫وعدۂ نصرت الٰہی‬
(iii) Volume no. 2, Chapter no. 1
 Mujahideen in Badar
 The instruction of the Prophet SAW
 The end of the Battle of Badar
6
NOTE: Medium of instruction & teaching Shāhnāma e Islām will be Urdu. Pdf copy of the
reading material (in Urdu) will be provided by the teacher/coordinator. Assessment/
Examination will be based on critical analysis and interpretation of Shāhnāma e Islām.
Recommended Activities:
-- Here is an article in Dawn that tells the story of the famous illustrations of the Shah
Tahmasp Shahnama from Safavid Iran, the world’s most expensive book!
https://www.dawn.com/news/1583049/non-fiction-celebrating-the-worlds-most-expensive-
book
-- Here is a link to some of the original illustrations from the Shah Tahmasp Shahnama:
https://www.metmuseum.org/toah/hd/shnm/hd_shnm.htm
-- Here is a link to the famous Urdu playwright Agha Hashar Kashmiri’s play Rustam o
Sohrab. Students may want to select a scene or two and enact it using Agha Hashr’s lines.
The scene you have read in the Persian excerpt is to be found in pages 91-95.
https://www.rekhta.org/ebooks/rustam-o-sohrab-agha-hashr-kashmiri-ebooks

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Scheme of Studies/Course Outlines of Associate Degree (AD)

2-Year Program (4 semesters) w.e.f. Session 2021 for all

EWRT 101 - Expository Writing

Week Introduction to the1. Planning the

Peer review through a

Share model review

Readings (or other

Refining the research

Week In-class lecture and

Week Teacher feedback on

Week Think-pair-share the

Week Unit 5: Teacher-directed By the end of the unit, the https://www.ayoa.co

Week Invite a guest

Each group identifies

Week Submit the first draft

In-class peer review

DUE: First draft f

Week Groups revise first

Discuss critically the

Week Groups revise second

Discuss critically and

Overall Student Learning Outcomes

Module 1: Society Time: 3 weeks

Week 1: Social Science and Modernity

Module 2: State Time: 3 weeks

Week 1: The Modern State and Colonialism

Week 2: Nations as Constructed Entities

Audio Visual Aid:

Week 3: Theorizing state in Pakistan and beyond

Module 4: Self Time: 3 Weeks

- Reflect on the relationship between selfhood, structure and agency;

- Situate selfhood in relation to intersecting ideologies and thus power;

Week 1: Understanding Structure and Agency

Week 2: Ideology and Subjectivity

Week 3: Who Counts as a ‘Self’? Liberalism and the Problem of Non-Persons

- Speak to the relationship between knowledge and power

- Critically engage with claims of ‘truth’

- Historicise scientific knowledge, in particular its relationship with colonial expansion

Audio Visual Aids:

Week 2: Colonial Histories and their Present

Week 3: Alternative Ways of Knowing

Total no. of weeks=14, 1 lecture =1 credit hour

STUDENT LEARNING OUTCOMES:

• Activity A1.1.1: (In class and at home activities)

• Activity A1.1.2: (In class activity)

• Activity A1.1.3: (Take home activity)

UnitM1.2: (Contributions of Mathematicians especially Muslim scholars) (1 Lecture)

• Activity A1.2.1:(In class and at home activities)

• Activity A1.2.2: (In class activity)

• Activity A1.2.3: (Take home activity)

• Activity A1.3.1: (In class and at home activities)

• Activity A1.3.2: (In class activity)

• Activity A1.2.3: (Take home activity)

MODULE-2 (2.5 WEEKS)

STUDENT LEARNING OUTCOMES:

• Activity A2.1.1: (In class and at home activities)

• Activity A 2.1.2: (Group activity)

• Activity A2.2.1: (In class and at home activities)

• Activity A2.2.2: (In class activity)