Contents

Unit 1: Conceptual Understanding of Civic Education and Ethics ............................................. 5

1.1: Definitions of Civic Education and Ethics .......................................................................... 5
2. Objectives of Civic Education ................................................................................................. 5
3. Definition of Ethics ................................................................................................................... 5
4. Objectives of Ethics in Education ........................................................................................... 5
5. Relationship between Civic Education and Ethics ................................................................ 6
6. Importance for B.Ed Students................................................................................................. 6
7. Conclusion ................................................................................................................................. 6
1.2: Civic Education and Ethics in Global Perspectives ............................................................... 6
Introduction .................................................................................................................................. 6
1. What is Civic Education in the Global Context? ................................................................... 6
Goals of Civic Education Globally: ............................................................................................. 7
2. What is Ethics in the Global Context?.................................................................................... 7
Global Objectives of Ethical Education: .................................................................................... 7
3. International Models and Examples ....................................................................................... 7
4. Global Challenges in Civic and Ethical Education................................................................ 7
5. Role of International Organizations ....................................................................................... 8
6. Benefits of a Global Perspective on Civic and Ethical Education ........................................ 8
Conclusion ..................................................................................................................................... 8
1.3 Islamic Perspectives of Civic Education .................................................................................. 8
Introduction .................................................................................................................................. 8
1. Basic Islamic Principles Supporting Civic Education ........................................................... 8
2. Rights and Duties in Islam (Civic Responsibilities) ............................................................... 9
3. Islamic Ethical Values and Civic Behavior ............................................................................ 9
4. Role of Prophet Muhammad ‫ ﷺ‬in Promoting Civic Values ................................................. 9
5. Modern Applications of Islamic Civic Teachings ................................................................ 10
Conclusion ................................................................................................................................... 10
Unit # 2: Foundations of Civic Education .................................................................................... 10
2.1 Philosophical Foundation..................................................................................................... 10
Introduction ................................................................................................................................ 10
Meaning of Philosophy in Civic Education .............................................................................. 10
Major Philosophical Ideals in Civic Education ....................................................................... 10
Philosophers Who Influenced Civic Education ....................................................................... 11
Aims of Civic Education from a Philosophical Perspective .................................................... 11
Relevance in the 21st Century ................................................................................................... 11
Conclusion ................................................................................................................................... 12
Section 2.2: Sociological Foundation ........................................................................................ 12

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 1. Introduction to Sociological Foundations............................................................................. 12
2. Key Concepts in Sociological Foundation ............................................................................ 12
3. Objectives of Civic Education from a Sociological Perspective ......................................... 12
4. Role of Teachers in Sociological Civic Education................................................................ 13
5. Sociological Theories Supporting Civic Education ............................................................. 13
6. Challenges in Sociological Civic Education.......................................................................... 13
7. Strategies to Improve Sociological Civic Education ............................................................ 13
8. Conclusion ............................................................................................................................... 13
2.3: Islamic Foundation (Quran and Sunnah) ......................................................................... 13
Introduction: ............................................................................................................................... 13
1. Meaning of Civic Education in Islamic Perspective: ........................................................... 14
2. Role of the Quran in Civic Education: ................................................................................. 14
3. Role of the Sunnah in Civic Education: ............................................................................... 14
4. Key Islamic Civic Values Derived from Quran and Sunnah: ............................................ 15
5. Importance of Islamic Foundation in Modern Civic Education: ....................................... 15
Conclusion: .................................................................................................................................. 15
Unit 3: Charter for Humanity ....................................................................................................... 16
3.1 Khutbah Hajjat al-Wida (Farewell Sermon) ..................................................................... 16
Introduction: ............................................................................................................................... 16
Context and Importance: ........................................................................................................... 16
Main Points of the Khutbah Hajjat al-Wida: .......................................................................... 16
Significance for Humanity: ........................................................................................................ 17
Lessons and Applications:.......................................................................................................... 17
Conclusion: .................................................................................................................................. 17
Section 3.2: Khutbah e Tabuk (‫ )خطبۂ تبوک‬................................................................................ 17
Introduction to Khutbah e Tabuk............................................................................................. 17
Background of the Expedition to Tabuk .................................................................................. 17
Contents of Khutbah e Tabuk ................................................................................................... 17
1. Call to Unity and Brotherhood .............................................................................................. 18
2. Importance of Sacrifice .......................................................................................................... 18
3. Faith in Allah .......................................................................................................................... 18
4. Warning against Hypocrisy ................................................................................................... 18
5. Lessons of Responsibility and Accountability ...................................................................... 18
6. Social Justice and Human Values ......................................................................................... 18
Impact of Khutbah e Tabuk ...................................................................................................... 18
Key Teachings from Khutbah e Tabuk .................................................................................... 18
Conclusion ................................................................................................................................... 19
Unit # 4: Duties and Rights in the Light of the Life and Teachings of the Holy Prophet
(SAW) .............................................................................................................................................. 19
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 4.1 Civic Skills ............................................................................................................................. 19
1. Respect for Life ....................................................................................................................... 19
2. Respect for Property .............................................................................................................. 19
3. Rule of Law ............................................................................................................................. 19
4. Socialization ............................................................................................................................ 20
5. Personal and Family Life ....................................................................................................... 20
6. Health & Hygiene ................................................................................................................... 20
7. Animals’ and Plants’ Rights .................................................................................................. 20
8. Human Rights ......................................................................................................................... 20
9. Labor Honor ........................................................................................................................... 20
Conclusion ....................................................................................................................................... 21
4.2 – Duties as Citizen, Human, Father, Mother, Teacher, Student, Relative, and Neighbor
...................................................................................................................................................... 21
Introduction ................................................................................................................................ 21
1. Duties as a Citizen................................................................................................................... 21
2. Duties as a Human .................................................................................................................. 21
3. Duties as a Father ................................................................................................................... 21
4. Duties as a Mother .................................................................................................................. 21
5. Duties as a Teacher ................................................................................................................. 22
6. Duties as a Student ................................................................................................................. 22
7. Duties as a Relative ................................................................................................................. 22
8. Duties as a Neighbor ............................................................................................................... 22
Conclusion ................................................................................................................................... 22
4.3 Civic Life of the Holy Prophet (SAW) and His Teachings ............................................... 22
1. Faith (Iman) ............................................................................................................................ 22
2. Taqwa (God-Consciousness).................................................................................................. 23
3. Truthfulness (Sidq) ................................................................................................................. 23
4. Goodness (Ihsan)..................................................................................................................... 23
5. Kindness (Rehmat) ................................................................................................................. 23
6. Tolerance (Bardasht) .............................................................................................................. 23
7. Simplicity ................................................................................................................................. 23
8. Justice (Adl)............................................................................................................................. 23
9. Thankfulness (Shukr) ............................................................................................................. 24
10. Bravery (Shuja'at) ................................................................................................................ 24
11. Patience (Sabr) ...................................................................................................................... 24
12. Politeness (Tahzeeb) ............................................................................................................. 24
13. Forgiveness (Afw) ................................................................................................................. 24
14. Hospitality (Mehman Nawazi) ............................................................................................. 24
Conclusion ................................................................................................................................... 24
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Unit # 5: State and Civic Rights .................................................................................................... 24
Fundamental Human Rights with Reference to the Constitution of Pakistan 1973 ............ 24
1. Introduction to the State and Civic Rights ........................................................................... 24
2. Importance of Civic Rights .................................................................................................... 25
3. Fundamental Human Rights in the Constitution of Pakistan (1973) ................................ 25
4. Key Fundamental Rights under the 1973 Constitution ...................................................... 25
5. Role of Judiciary in Protecting Fundamental Rights .......................................................... 26
6. Limitations on Fundamental Rights ..................................................................................... 26
7. Importance of Fundamental Rights in a Democratic Society............................................. 26
8. Duties of Citizens Along with Their Rights .......................................................................... 26
Conclusion ................................................................................................................................... 26
Topic: Preamble of the Constitution of Pakistan 1973 ........................................................... 27
1. Introduction to the Preamble ................................................................................................ 27
2. Background of the Constitution of 1973 ............................................................................... 27
3. Key Points of the Preamble.................................................................................................... 27
4. Importance of the Preamble .................................................................................................. 28
5. Comparison with Other Constitutions ................................................................................. 28
6. Role in Citizenship and Civic Rights .................................................................................... 28
7. Conclusion ............................................................................................................................... 28

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Unit 1: Conceptual Understanding of Civic Education and Ethics
1.1: Definitions of Civic Education and Ethics
Civic Education refers to the study of the rights, responsibilities, and roles of citizens
in a society. It equips individuals with the knowledge, skills, values, and attitudes
needed to actively participate in democratic processes and contribute positively to
society.
Key Definitions:
1. UNESCO (2005):
“Civic education is education in self-government. It is education that
encourages citizens to participate in the political life of their communities.”
2. Center for Civic Education (USA):
“Civic education is the preparation of people to be informed and active citizens.
It includes instruction in government, the Constitution, law, and the history of
democracy.”
3. Pakistan National Curriculum (2006):
“Civic education helps learners to develop social values and understand their
duties and responsibilities as citizens.”
2. Objectives of Civic Education
 To develop responsible, informed, and active citizens.
 To promote respect for law and democratic institutions.
 To instill national integration, unity, and social harmony.
 To encourage participation in community and national development.
 To foster understanding of human rights and responsibilities.

3. Definition of Ethics
Ethics refers to the moral principles or standards that govern individual and group
behavior. It deals with what is right and wrong, good and bad, in human conduct.
Key Definitions:
1. Oxford Dictionary:
“Ethics is the branch of knowledge that deals with moral principles.”
2. Aristotle (Greek Philosopher):
“Ethics is a practical science which deals with the right conduct of individuals
in society.”
3. Business Dictionary:
“Ethics is the basic concepts and fundamental principles of right human
conduct.”

4. Objectives of Ethics in Education

 To develop moral reasoning and ethical decision-making.
 To promote values such as honesty, integrity, fairness, and respect.
 To encourage empathy, compassion, and tolerance.
 To help learners distinguish between right and wrong.
 To build a just and responsible society.

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5. Relationship between Civic Education and Ethics
Civic Education Ethics
Focuses on duties, rights, and citizenship Focuses on morality and values
Emphasizes democratic participation Emphasizes personal integrity
Aims at responsible citizenship Aims at moral and ethical behavior
Teaches laws, constitution, and governance Teaches right vs wrong, moral values
Encourages active community involvement Encourages self-discipline and empathy
Both are interconnected: A good citizen must also be an ethical person. Civic
education without ethics can lead to informed but morally indifferent citizens; ethics
without civic education may create moral individuals who are unaware of their civic
responsibilities.

6. Importance for B.Ed Students

 Teachers are role models and moral guides.
 B.Ed students must understand civic and ethical concepts to instill them in
future generations.
 Promotes social harmony, national integrity, and peace in classrooms.
 Helps in developing responsible future citizens.
 Empowers teachers to create an inclusive, participatory, and values-based
classroom environment.

7. Conclusion
Understanding the concepts of Civic Education and Ethics is essential in shaping
individuals who can contribute positively to society. In the context of teacher
education, it is vital for future educators to understand and model civic responsibility
and ethical behavior, fostering the same in their students for the betterment of the
nation and humanity

1.2: Civic Education and Ethics in Global Perspectives

Introduction
Civic Education and Ethics are foundational elements in building responsible,
informed, and morally upright citizens around the world. When examined through a
global lens, they reflect the values, norms, and democratic ideals that underpin
societies internationally. This section highlights how different countries integrate civic
education and ethics into their educational systems and how global efforts contribute
to fostering civic responsibility and ethical behavior.

1. What is Civic Education in the Global Context?

Civic Education globally refers to the process of educating citizens about:
 Their rights and responsibilities in a democratic society.
 Political systems and civic institutions.
 The importance of participation in governance and community life.
 Rule of law, justice, tolerance, and respect for diversity.

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Goals of Civic Education Globally:
 Promote democratic values.
 Prepare students for responsible citizenship.
 Encourage informed political participation.
 Instill a sense of community engagement and national identity.

2. What is Ethics in the Global Context?

Ethics refers to the moral principles that govern a person's behavior or the conducting
of an activity. Globally, ethical education aims to:
 Promote honesty, fairness, integrity, and compassion.
 Teach respect for human rights and dignity.
 Encourage empathy and global responsibility.
 Develop critical thinking in moral decision-making.
Global Objectives of Ethical Education:
 Build peaceful and just societies.
 Encourage responsible global citizenship.
 Combat corruption and social injustice.
 Foster inter-cultural and inter-religious understanding.

3. International Models and Examples

a. United States
 Focus: Democratic participation, Constitution, and civic responsibilities.
 Programs: “We the People” curriculum, National Standards for Civics and
Government.
 Ethics Emphasis: Integrity, community service, and justice.
b. United Kingdom
 Focus: Citizenship education included in the National Curriculum.
 Topics: Rights and responsibilities, parliamentary democracy, diversity, and
justice.
 Ethics Emphasis: Tolerance, respect for law, and equality.
c. Finland
 Focus: Active citizenship and critical thinking.
 Approach: Integrated into various subjects, not taught in isolation.
 Ethics Emphasis: Cooperation, sustainability, and human rights.
d. Japan
 Focus: Moral education as a separate subject.
 Themes: Family, community, patriotism, and harmony.
 Ethics Emphasis: Respect, responsibility, and moral self-reflection.
e. Pakistan
 Focus: Citizenship, democratic values, tolerance.
 Initiatives: Inclusion of civic topics in Social Studies and Islamiat.
 Ethics Emphasis: Islamic moral values, peace, respect, and civic duties.
4. Global Challenges in Civic and Ethical Education
 Cultural Differences: Diverse interpretations of values and ethics.
 Political Barriers: Authoritarian regimes may restrict civic discourse.
 Lack of Resources: In many developing countries, civic education is
underfunded.
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  Globalization: Needs integration of global citizenship and inter-cultural
understanding.

5. Role of International Organizations

a. United Nations (UN)
 Promotes Global Citizenship Education (GCED).
 Encourages values like peace, human rights, gender equality, and sustainable
development.
b. UNESCO
 Supports ethical and civic learning as part of Education for Sustainable
Development (ESD).
 Develops resources and policy frameworks for integrating civic values in
curricula.
c. OECD
 Emphasizes the importance of civic skills in global competence frameworks.
 Advocates teaching critical thinking, cooperation, and problem-solving.

6. Benefits of a Global Perspective on Civic and Ethical Education

 Promotes peace and conflict resolution.
 Encourages global responsibility and cooperation.
 Prepares youth to face global challenges like climate change, inequality, and
migration.
 Fosters respect for cultural diversity and universal human rights.

Conclusion
Civic education and ethics, viewed through a global perspective, are essential for
nurturing well-rounded, responsible, and morally upright global citizens. Different
countries may adopt various approaches, but the universal goal remains the same: to
create informed, active, and ethical individuals who contribute positively to
society.A global approach to civic and ethical education fosters not just national
development, but also international peace, cooperation, and understanding.

1.3 Islamic Perspectives of Civic Education

Introduction
Civic education refers to the study and understanding of the rights and responsibilities
of citizens in a society. From an Islamic perspective, civic education is deeply rooted
in the teachings of the Qur'an, Sunnah (traditions of the Prophet Muhammad ‫)ﷺ‬,
and Islamic jurisprudence (Fiqh). Islam does not separate religious and social life;
hence, civic duties are seen as part of religious obligations.

1. Basic Islamic Principles Supporting Civic Education

a. Tawheed (Oneness of God)
 Establishes the idea that all humans are equal before Allah.
 Promotes justice, accountability, and moral responsibility.
 Encourages citizens to act with integrity in society.
b. Khilafah (Vicegerency)
 Humans are seen as Allah’s representatives on Earth.

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  This concept emphasizes stewardship, responsibility, and active participation in
societal affairs.
 Civic engagement is a form of fulfilling this duty.
c. Shura (Consultation)
 Encourages democratic principles in Islamic governance.
 Citizens are expected to consult and cooperate with each other and their leaders
for the betterment of society.
 Islam promotes collective decision-making and public participation.
d. Adl (Justice)
 Justice is a fundamental concept in Islam.
 Fairness in dealing with others is a civic responsibility.
 Ensures that individual and societal rights are protected.

2. Rights and Duties in Islam (Civic Responsibilities)

a. Rights of Individuals
 Right to life, property, dignity, and freedom of belief.
 Protection of minorities and respect for others' rights.
 Equality of all human beings regardless of race, gender, or status.
b. Duties Toward Society
 Respecting laws and authority (as long as they do not contradict Islamic
principles).
 Paying Zakat (charity) to reduce inequality.
 Promoting good and preventing evil (Amr bil Ma’ruf wa Nahi anil Munkar).
c. Obedience to the Law
 Islam teaches obedience to lawful authority and governance.
 The Qur'an commands Muslims to obey Allah, the Prophet, and those in
authority among them (Surah An-Nisa: 59).

3. Islamic Ethical Values and Civic Behavior

Islamic teachings place great emphasis on character and ethics in public life. Civic
education from an Islamic view encourages:
a. Honesty (Sidq)
 Essential for trust in governance and public dealings.
b. Trustworthiness (Amanah)
 Carrying out responsibilities with sincerity and care.
c. Tolerance (Tasāmuh)
 Living peacefully with people of different beliefs and cultures.
d. Respect for Others
 Respecting elders, neighbors, leaders, and fellow citizens is an ethical
obligation.

4. Role of Prophet Muhammad ‫ ﷺ‬in Promoting Civic Values

 Treaty of Madinah: A historical example of civic unity and coexistence
between Muslims, Jews, and others.
 He promoted social welfare, justice, education, and fair treatment of all citizens.
 His life serves as a practical model for ethical and civic behavior.

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5. Modern Applications of Islamic Civic Teachings
 Good citizenship: Practicing civic duties like voting, community service, and
upholding justice.
 Social justice: Fighting corruption, injustice, and inequality as part of Islamic
values.
 Environmental responsibility: Islam promotes the protection of natural
resources as a public duty.

Conclusion
The Islamic perspective of civic education integrates faith with social responsibility.
It teaches that being a good Muslim includes being a responsible, active, and ethical
member of society. By following Islamic teachings, individuals contribute to a just,
peaceful, and morally upright community

Unit # 2: Foundations of Civic Education

2.1 Philosophical Foundation
Introduction
The philosophical foundation of civic education refers to the fundamental beliefs,
values, and ideologies that shape the goals, content, and methods of teaching civic
responsibility in a society. It includes the study of concepts like democracy, justice,
rights, freedom, and responsibilities. These concepts are rooted in philosophy and
provide a framework for nurturing responsible, ethical, and active citizens.
Meaning of Philosophy in Civic Education
Philosophy is the study of fundamental questions about existence, knowledge, values,
reason, and ethics. In civic education, philosophy helps us to:
 Understand what kind of citizens a society aims to produce.
 Identify core values and principles like justice, equality, freedom, and
responsibility.
 Develop rational thinking, moral reasoning, and ethical judgment.

Major Philosophical Ideals in Civic Education

1. Democracy
 Democracy is a key concept in civic education.
 Promotes participation, pluralism, equality, and freedom of expression.
 Encourages students to engage in the democratic process (e.g., voting, dialogue,
debate).
2. Justice
 Justice implies fairness, equality before the law, and the protection of rights.
 Civic education fosters understanding of social justice, legal justice, and moral
obligations in society.
3. Human Rights and Dignity
 Based on the idea that all individuals have inherent rights and dignity.
 Civic education teaches respect for diversity, minority rights, and universal
human values.
4. Liberty and Freedom
 Emphasizes individual freedom of thought, expression, religion, and
association.
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  Encourages respect for others' rights and promotes responsible use of freedom.
5. Responsibility and Accountability
 Philosophy stresses that along with rights, citizens have responsibilities.
 Civic education teaches civic duties such as obeying laws, paying taxes, and
contributing to community welfare.

Philosophers Who Influenced Civic Education

1. Plato
 Advocated for a just society governed by philosopher-kings.
 Believed education should create virtuous and knowledgeable citizens.
2. Aristotle
 Emphasized the role of education in shaping moral character.
 Stressed the importance of active participation in polis (city-state) for a good
life.
3. John Locke
 Supported the idea of natural rights (life, liberty, property).
 Believed in consent of the governed and laid the foundation of modern liberal
democracy.
4. Jean-Jacques Rousseau
 Believed in the general will and social contract.
 Advocated for education that promotes citizenship, freedom, and community
participation.
5. John Dewey
 Emphasized experiential learning and democracy in education.
 Advocated for schools as mini-democracies where students learn by doing and
participating.
Aims of Civic Education from a Philosophical Perspective
1. Develop Critical Thinking: To encourage questioning, reasoning, and
informed decision-making.
2. Promote Ethical Behavior: To instill honesty, integrity, respect, and empathy.
3. Encourage Civic Engagement: To develop commitment to the community and
country.
4. Cultivate Tolerance and Respect: To prepare students for peaceful
coexistence in a diverse society.
5. Strengthen National and Global Identity: To build a sense of belonging at
both the national and global levels.

Relevance in the 21st Century

 In an era of globalization, digital citizenship, and social change, the
philosophical foundations guide civic education to:
o Tackle modern challenges like climate change, social inequality, and
misinformation.
o Prepare youth for active, informed, and ethical participation in a
democratic society.
o Promote peaceful conflict resolution, respect for laws, and global
cooperation.

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Conclusion
The philosophical foundation of civic education is essential for building a
democratic, just, and responsible society. It helps shape the values, attitudes, and
behaviors of learners, enabling them to become active and informed citizens.
Without a solid philosophical base, civic education becomes shallow and ineffective.

Section 2.2: Sociological Foundation

1. Introduction to Sociological Foundations
The sociological foundation of civic education emphasizes the role of society,
culture, and social institutions in shaping individuals’ civic values, behaviors, and
responsibilities. It explores how societal structures influence education and how
education, in turn, supports societal development.
Civic education from a sociological perspective aims to prepare individuals to function
effectively and responsibly within society by understanding social norms, values,
roles, and institutions.

2. Key Concepts in Sociological Foundation

a. Society and Education
 Society is a group of individuals bound together by shared culture, values, and
norms.
 Education is a social process that helps in the transmission of cultural heritage
from one generation to another.
 Civic education is influenced by the needs, values, and structure of society.
b. Socialization
 Socialization is the lifelong process through which individuals learn the values,
norms, and practices of their society.
 Civic education plays a vital role in political and moral socialization, shaping
responsible citizenship.
 Schools serve as agents of socialization by teaching cooperation, discipline, and
social responsibility.
c. Social Institutions
 Important social institutions include family, school, religion, government, and
media.
 Civic education is supported and enriched by these institutions.
 Schools and educational institutions formalize the process of civic learning.
d. Cultural Transmission
 One of the primary roles of civic education is the transmission of cultural and
democratic values such as justice, freedom, equality, and rule of law.
 Through education, learners are introduced to the values and traditions of their
nation and are prepared to participate in civic life.

3. Objectives of Civic Education from a Sociological Perspective

 To develop social awareness among learners.
 To promote national integration and unity.
 To instill respect for law, authority, and democratic principles.
 To encourage participation in community and national development.
 To enhance understanding of social roles and responsibilities.

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  To build tolerance and appreciation of diversity.
4. Role of Teachers in Sociological Civic Education
 Teachers act as role models and agents of change in society.
 They help students understand their roles in society and foster critical thinking
about social issues.
 Teachers guide students in applying democratic principles in school and
community settings.
5. Sociological Theories Supporting Civic Education
a. Functionalism
 Emphasizes the role of education in maintaining social stability and cohesion.
 Civic education functions to integrate individuals into a shared social and
political order.
b. Conflict Theory
 Highlights the inequalities in society and how education may reproduce these.
 Civic education can be used as a tool to promote equity, justice, and social
reform.
c. Symbolic Interactionism
 Focuses on day-to-day interactions and how they shape one’s understanding of
civic roles.
 Emphasizes the importance of school environment and peer influence in civic
learning.
6. Challenges in Sociological Civic Education
 Social inequality and lack of access to quality education.
 Ethnic, religious, and linguistic diversity leading to identity conflicts.
 Influence of negative media and peer pressure.
 Political interference in the education system.
7. Strategies to Improve Sociological Civic Education
 Incorporate real-life social issues in the curriculum.
 Promote interactive teaching methods like debates, discussions, and role plays.
 Encourage community service and school-based civic projects.
 Provide teacher training on multicultural and inclusive civic education.
 Foster school-community partnerships to enhance civic learning.

8. Conclusion
The sociological foundation of civic education underlines the importance of preparing
learners for active and responsible participation in society. It emphasizes the role of
education in shaping civic identity and promoting democratic values. By
understanding and addressing social structures, roles, and interactions, civic education
can contribute to building a more just, cohesive, and informed society.

2.3: Islamic Foundation (Quran and Sunnah)

Introduction:
Islam is not only a religion but also a complete code of life. It provides guidance in all
aspects of individual and collective life, including ethics, politics, law, and social
conduct. The Quran (the holy book of Islam) and the Sunnah (practices and sayings
of Prophet Muhammad ‫ )ﷺ‬form the primary sources of Islamic teachings. These
sources also serve as the foundational basis for Civic Education in Islamic societies.
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1. Meaning of Civic Education in Islamic Perspective:
Civic Education in Islam means the development of a responsible, just, and morally
upright citizen who fulfills their duties towards:
 Allah (God)
 Fellow human beings
 Society and the state
It aims to build a society based on justice, equality, honesty, mutual respect, and
accountability.

2. Role of the Quran in Civic Education:

The Quran emphasizes several key principles that are crucial to Civic Education:
a. Justice (‘Adl):
 Justice is a central value in Islamic civic life.
 Quranic Reference:
“Indeed, Allah commands you to render trusts to whom they are due and when
you judge between people to judge with justice.” (Surah An-Nisa, 4:58)
b. Equality of Human Beings:
 All humans are equal in the sight of Allah.
 Quranic Reference:
“O mankind! We created you from a single (pair) of a male and a female and
made you into nations and tribes so that you may know each other.” (Surah Al-
Hujurat, 49:13)
c. Accountability and Responsibility:
 Every individual is accountable for their actions.
 Quranic Reference:
“Then, on that Day, you shall be asked about the delight (you indulged in, in
this world).” (Surah At-Takathur, 102:8)
d. Shura (Consultation):
 Islamic governance encourages mutual consultation.
 Quranic Reference:
“...and consult them in matters. Then, when you have taken a decision, put your
trust in Allah.” (Surah Aal-e-Imran, 3:159)
e. Honesty and Truthfulness:
 Being truthful and avoiding corruption are civic duties.
 Quranic Reference:
“And do not consume one another’s wealth unjustly or send it [in bribery] to
the rulers in order that [they might aid] you to consume a portion of the wealth
of others while you know [it is unlawful].” (Surah Al-Baqarah, 2:188)

3. Role of the Sunnah in Civic Education:

The Sunnah provides practical examples of how Prophet Muhammad ‫ ﷺ‬implemented
Quranic teachings. His life is a model for ideal civic behavior.
a. Mercy and Compassion:
 The Prophet ‫ ﷺ‬treated all people with mercy and kindness.
 Example: His forgiveness towards the people of Makkah after the conquest.
b. Promotion of Peace and Brotherhood:
 Sunnah emphasizes peaceful coexistence and mutual respect.
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  Example: The Charter of Madinah, which ensured rights for Muslims, Jews,
and other groups.
c. Rule of Law and Justice:
 The Prophet ‫ ﷺ‬applied the law equally, even to his own relatives.

 Saying of the Prophet ‫ﷺ‬:

“By Allah, if Fatimah (my daughter) had stolen, I would have cut off her hand.”
(Sahih Bukhari)
d. Public Welfare:
 The Prophet ‫ ﷺ‬stressed serving the needy, orphans, and the poor.
 Hadith: “The best of people are those who are most beneficial to others.”
(Daraqutni)
e. Environmental and Social Responsibility:
 Islam encourages cleanliness, preservation of nature, and community
development.
4. Key Islamic Civic Values Derived from Quran and Sunnah:
Value Islamic Source Application in Civic Life
Justice (‘Adl) Quran (4:58) Fair decision-making, legal equality
Transparency in leadership and
Accountability Quran (102:8)
personal actions
Mutual Democratic governance, team
Quran (3:159), Sunnah
Consultation decision-making
Social services, charity,
Welfare of Others Hadith (Daraqutni)
volunteerism
Quran (49:13), Prophet’s Non-discrimination, respect for
Equality
Last Sermon diversity

5. Importance of Islamic Foundation in Modern Civic Education:

 Instills moral character and ethical responsibility.
 Helps in promoting tolerance, peace, and justice in diverse societies.
 Encourages active citizenship through service, honesty, and lawful conduct.
 Develops a balanced personality with both religious and civic awareness.

Conclusion:
The Quran and Sunnah provide a complete and balanced framework for Civic
Education. They offer timeless principles such as justice, responsibility, equality, and
service to humanity. Integrating these values into the education system can produce
morally upright, socially responsible, and active citizens who contribute positively to
the development of society and the state.

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Unit 3: Charter for Humanity
3.1 Khutbah Hajjat al-Wida (Farewell Sermon)
Introduction:
Khutbah Hajjat al-Wida (The Farewell Sermon) was delivered by the Holy Prophet
Muhammad (PBUH) on the 9th of Dhul-Hijjah, 10 AH (6 March 632 CE) during his
first and only Hajj at the plain of Arafat, in front of more than 120,000 companions.
This sermon is considered the Universal Charter for Humanity due to its emphasis
on human rights, justice, equality, and moral conduct.

Context and Importance:

 Delivered during the Prophet's (PBUH) final pilgrimage.
 Marks a summary of the Prophet’s mission.
 Addresses key aspects of personal, social, economic, political, and spiritual
life.
 A universal message that transcends time, geography, and culture.
 Recognized by many scholars as a foundation of Islamic human rights.

Main Points of the Khutbah Hajjat al-Wida:

1. Sanctity of Life, Property, and Honor:
"O People! Just as you regard this month, this day, and this city as sacred, so regard
the life, property, and honor of every Muslim as a sacred trust."
 Human life is sacred and must be protected.
 Prohibition of bloodshed, theft, and slander.
 Emphasizes peaceful coexistence and mutual respect.
2. Abolition of Interest (Riba):
"All usury is abolished, and the first usury I abolish is that of my uncle Abbas ibn
Abdul Muttalib."
 Forbids all forms of exploitation and financial injustice.
 Promotes economic fairness and justice.
3. Equality and Brotherhood:
"All mankind is from Adam and Eve. An Arab has no superiority over a non-Arab, nor
does a non-Arab have any superiority over an Arab..."
 Declares racial and ethnic equality.
 Stresses that piety (Taqwa) is the only measure of superiority in Islam.
4. Rights of Women:
"O People! You have rights over your wives and your wives have rights over you..."
 Promotes mutual respect and responsibility between spouses.
 Protects women's dignity, property, and social rights.
 Urges fair treatment and kindness toward women.
5. Emphasis on the Quran and Sunnah:
"I leave behind me two things, the Quran and my Sunnah, and if you follow them you
will never go astray."
 Encourages adherence to Islamic teachings.
 Quran and Sunnah are guiding principles for life.
6. Accountability on the Day of Judgment:
"You will surely meet your Lord and He will ask about your deeds..."
 Reminds of the afterlife and divine accountability.

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  Encourages moral and ethical behavior.
7. Unity of the Ummah (Muslim Community):
 Prohibits division, enmity, and tribalism.
 Encourages solidarity and cooperation among Muslims.
8. Finality of the Prophet’s Mission:
"No prophet or messenger will come after me, and no new faith will be born."
 Confirms the completion of prophethood with Muhammad (PBUH).
 Islam is the final divine message for mankind.

Significance for Humanity:

 Considered the first universal declaration of human rights.
 Introduced principles that still hold relevance in the modern era.
 Encourages justice, compassion, and equality across all societies.
Lessons and Applications:
 Respect for human rights and dignity.
 Importance of ethical financial practices.
 Promotion of social justice and gender equity.
 Need for unity and peaceful coexistence.
 Accountability in both worldly and spiritual matters.

Conclusion:
The Khutbah Hajjat al-Wida is not only a historical speech but a timeless ethical
guide. It provides a framework for a just and moral society, emphasizing values that
are crucial for the welfare of humanity. As Muslims and global citizens, studying and
applying its teachings can lead to a more compassionate and harmonious world.

Section 3.2: Khutbah e Tabuk (‫)خطبۂ تبوک‬

Introduction to Khutbah e Tabuk
Khutbah e Tabuk refers to the sermon delivered by the Holy Prophet Muhammad
(‫ )ﷺ‬during the expedition to Tabuk, which was a significant military campaign
undertaken in 9 AH (630 CE). This khutbah is considered a moral charter and an
appeal to faith, unity, sacrifice, and social responsibility.
Background of the Expedition to Tabuk
 Reason for the expedition:
o Reports of a Roman (Byzantine) invasion of Arabia.
o Protection of Muslim territories from potential threats.
 Tabuk's location: A place in northern Arabia, near the Syrian border.
 Difficulties faced:
o Extremely hot weather.
o Shortage of food, water, and resources.
o Long journey (approx. 700 km from Madinah).

Contents of Khutbah e Tabuk

The Khutbah (sermon) delivered by the Prophet (‫ )ﷺ‬during this time contained moral,
ethical, and spiritual messages, emphasizing the following themes:

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1. Call to Unity and Brotherhood
 The Prophet (‫ )ﷺ‬urged Muslims to remain united and stand together in times
of crisis.
 Encouraged mutual cooperation and support for one another, especially in
hardships.
 A reminder that strength lies in collective efforts, not in individual actions
alone.
2. Importance of Sacrifice
 Emphasized financial and personal sacrifice for the sake of Islam.
 Wealthy companions were encouraged to donate generously (e.g., Hazrat
Usman (RA) donated 1000 camels and gold).
 Poor companions participated despite lacking resources – a sign of sincerity.
3. Faith in Allah
 Urged believers to place their trust in Allah even during tough times.
 The Prophet (‫ )ﷺ‬reminded them that victory comes from Allah, not from
material power.
 Reinforced taqwa (God-consciousness) and the belief in divine help.
4. Warning against Hypocrisy
 Munafiqeen (hypocrites) made excuses to avoid joining the expedition.
 The Prophet (‫ )ﷺ‬condemned such behavior in the khutbah.
 He highlighted the difference between true believers and hypocrites, urging
sincerity in faith and actions.
5. Lessons of Responsibility and Accountability
 Emphasized that every Muslim has a duty to defend Islam and its values.
 Each individual is accountable for their choices and actions.
 The sermon reminded the ummah of the moral responsibility towards the
community and religion.
6. Social Justice and Human Values
 The khutbah underlined the principles of justice, equality, and respect for
human rights.
 Encouraged fair treatment of the poor, needy, and oppressed.
 Called for a society based on morals and ethics rather than power and wealth.
Impact of Khutbah e Tabuk
 Encouraged large-scale participation in the expedition.
 Strengthened the faith and resolve of the Muslims.
 Became a symbol of commitment, resilience, and moral leadership.
 Demonstrated the spiritual and humanitarian vision of Islam.
Key Teachings from Khutbah e Tabuk
Teaching Explanation
Strength in the ummah lies in unity and collective
Unity
efforts.
True faith demands both financial and physical
Sacrifice
sacrifices.
Sincerity Only sincere believers will receive Allah’s rewards.
Responsibility Every Muslim must support truth and justice.
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Teaching Explanation
Trust in Allah Success is determined by trust in and reliance on Allah.

Conclusion
Khutbah e Tabuk stands as a beacon of guidance not just in military or political
matters, but also in personal and community ethics. It promotes a society based on
faith, unity, sacrifice, and responsibility, making it a timeless Charter for
Humanity in the Islamic worldview

Unit # 4: Duties and Rights in the Light of the Life and Teachings of the Holy
Prophet (SAW)
4.1 Civic Skills
The life of the Holy Prophet Muhammad (SAW) serves as a complete code for moral,
social, and civic behavior. His teachings emphasize the development of a just, kind,
and disciplined society. Civic skills are essential for individuals to become responsible
citizens, and these were beautifully demonstrated in the Seerah of the Prophet (SAW).
1. Respect for Life
 Islam places great value on the sanctity of human life.
 The Prophet (SAW) declared that taking an innocent life is equivalent to killing
all of humanity (Qur'an 5:32).
 During battles, the Prophet (SAW) strictly forbade the killing of non-
combatants, women, children, and the elderly.
 He showed deep concern for the safety and well-being of every individual.
Example:
During the Treaty of Hudaybiyyah, despite provocations, the Prophet (SAW) preferred
peace and avoided bloodshed, showing his respect for human life.
2. Respect for Property
 The Prophet (SAW) stressed the importance of respecting the property of
others.
 Theft and dishonesty were strictly forbidden; even in wars, looting was not
allowed.
 He declared the property of a Muslim as sacred as his life and honor.
Hadith:
"Your blood, your property, and your honor are sacred and inviolable..." (Sahih
Bukhari)
3. Rule of Law
 The Prophet (SAW) established a society based on justice and equality before
the law.
 No one was above the law, regardless of their status.
 He said that even if his own daughter Fatimah (RA) committed theft, she would
be punished.
Example:
A noble woman from the Makhzum tribe committed theft, and some people suggested
not to punish her. The Prophet (SAW) rejected the suggestion and upheld the law.

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4. Socialization
 The Prophet (SAW) encouraged good manners, mutual respect, and
cooperation.
 He taught people to greet each other with peace (salaam), care for neighbors,
and avoid backbiting and slander.
 Social bonds were strengthened through honesty, humility, and kindness.
Hadith:
"A Muslim is the one from whose tongue and hand other Muslims are safe." (Sahih
Bukhari)
5. Personal and Family Life
 The Prophet (SAW) was an ideal example as a husband, father, and grandfather.
 He stressed the importance of love, kindness, and respect in family life.
 He treated his family members with great affection and participated in
household chores.
Example:
He would help his wives in domestic work and showed deep love for his children,
especially Fatimah (RA) and his grandchildren Hasan and Husain (RA).
6. Health & Hygiene
 Cleanliness is a part of faith (Hadith).
 The Prophet (SAW) regularly maintained personal hygiene, used miswak,
performed ablution (wudu) frequently, and encouraged clean living
environments.
 He also promoted healthy eating habits and moderation.
Hadith:
“Cleanliness is half of faith.” (Sahih Muslim)
7. Animals’ and Plants’ Rights
 The Prophet (SAW) showed great mercy toward animals.
 He taught that animals should not be overburdened or mistreated.
 Cutting trees without purpose or harming vegetation unnecessarily was
discouraged.
Hadith:
“A woman was punished in Hell because of a cat she had confined, not giving it food
nor setting it free to eat insects.” (Sahih Bukhari)
8. Human Rights
 The Prophet (SAW) was the greatest champion of human rights.
 He fought against racism, slavery, and injustice.
 His last sermon (Khutbah Hujjatul Wida) is a universal declaration of human
rights.
Quote from the Last Sermon:
"All mankind is from Adam and Eve. An Arab has no superiority over a non-Arab, nor
does a non-Arab have any superiority over an Arab..."
9. Labor Honor
 The Prophet (SAW) honored labor and discouraged exploitation.
 He stressed timely payment of wages and fair treatment of workers.
 He said that the one who earns through honest work is the beloved of Allah.

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Hadith:
“Give the worker his wages before his sweat dries.” (Sunan Ibn Majah)

Conclusion
The civic skills demonstrated by the Prophet Muhammad (SAW) form the foundation
of a peaceful and just society. His life provides timeless lessons in respect,
responsibility, and rights for all beings — human and non-human alike. By following
his teachings, individuals can become valuable citizens and contribute to a morally
strong community.

4.2 – Duties as Citizen, Human, Father, Mother, Teacher, Student, Relative, and
Neighbor
Introduction
The Holy Prophet Muhammad (SAW) is the ideal role model in every aspect of life.
His teachings guide us in fulfilling our duties in different roles. Islam places great
emphasis on maintaining a balance between rights and duties. Below is a detailed
explanation of various duties as reflected in the life and teachings of the Prophet
Muhammad (SAW).
1. Duties as a Citizen
The Prophet (SAW) taught the importance of loyalty, responsibility, and obedience to
just leadership:
 Obedience to law and leadership: The Prophet (SAW) said, “Obey the ruler
even if he is an Abyssinian slave.” (Muslim)
 Protection of country and public property: Islam condemns corruption and
destruction.
 Promotion of peace and justice: The Prophet (SAW) established the Charter
of Madinah, ensuring mutual rights and peace between Muslims and non-
Muslims.
 Paying taxes (Zakat) and contributing to society: Islam emphasizes social
welfare.
2. Duties as a Human
 Respect for all human beings: The Prophet (SAW) said, “All mankind is from
Adam, and Adam was created from dust.” (Tirmidhi)
 Helping the needy and oppressed: He always stood for justice, even for non-
Muslims.
 Upholding truth and honesty: He was known as Al-Ameen (The Trustworthy)
even before prophethood.
 Respect for life and dignity: He forbade harming any innocent soul.
3. Duties as a Father
 Love and compassion for children: He used to kiss and hug his children and
grandchildren.
 Providing education and training: He said, “A father gives his child nothing
better than good education.” (Tirmidhi)
 Being just among children: The Prophet (SAW) warned against favoritism.
4. Duties as a Mother
Though the Prophet (SAW) was not a mother, he emphasized the high status and
responsibilities of mothers:
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  Education and upbringing: A mother is the first school for a child.
 Patience and sacrifice: He appreciated the hardships mothers endure.
 Respect and honor: He said, “Paradise lies under the feet of the mother.”
(Nasai)
5. Duties as a Teacher
The Prophet (SAW) himself was the best teacher:
 Patience and kindness: He never scolded his companions harshly.
 Clear communication: He used simple and understandable language.
 Practical example: He practiced what he preached.
 Encouragement and motivation: He never discouraged questions and
curiosity.
6. Duties as a Student
 Respect for teachers: The Prophet (SAW) emphasized respect for people of
knowledge.
 Desire for learning: He said, “Seeking knowledge is an obligation upon every
Muslim.” (Ibn Majah)
 Acting upon learned knowledge: A student must practice and spread
beneficial knowledge.

7. Duties as a Relative
 Maintaining family ties (Silah Rahmi): The Prophet (SAW) condemned
cutting off family relations.
 Helping relatives in need: He stressed the importance of financial and
emotional support.
 Forgiveness and reconciliation: He forgave his relatives who hurt him in
Makkah.
8. Duties as a Neighbor
 Good treatment: He said, “He is not a believer whose neighbor is not safe
from his mischief.” (Bukhari)
 Helping in need: He encouraged giving food and support to neighbors.
 Avoiding harm: Even if the neighbor is non-Muslim, Islam commands
kindness and justice.

Conclusion
The life of the Holy Prophet Muhammad (SAW) is a complete code of conduct. His
teachings guide us in fulfilling our responsibilities in every role. Following his Sunnah
(practices) ensures peace, justice, and harmony in society.

4.3 Civic Life of the Holy Prophet (SAW) and His Teachings
The civic life of the Holy Prophet Muhammad (SAW) is a perfect model for Muslims
in fulfilling their duties and respecting the rights of others. His life reflects the highest
standards of morality, justice, and social responsibility. The following are the key
virtues taught and practiced by the Prophet (SAW) in his civic and social life:

1. Faith (Iman)
 Definition: Firm belief in Allah, His messengers, angels, divine books, Day of
Judgment, and predestination.
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  In the Prophet’s Life: The Prophet (SAW) displayed unshakeable faith in
Allah throughout trials and challenges, such as during the boycott of the
Muslims in Makkah and the Battle of Badr.
 Teaching: Faith is the foundation of a Muslim's civic life; it strengthens moral
character and promotes trust in society.

2. Taqwa (God-Consciousness)
 Definition: Awareness of Allah in all actions and fear of displeasing Him.
 In Practice: The Prophet (SAW) led a life of taqwa, ensuring all his actions
were according to Allah’s will.
 Teaching: Taqwa ensures accountability and ethical behavior in public and
private life.

3. Truthfulness (Sidq)
 Definition: Speaking and acting with honesty.
 In the Prophet’s Life: Even before Prophethood, the Prophet was known as
“Al-Sadiq” (the Truthful).
 Teaching: A truthful society fosters trust and justice among people.

4. Goodness (Ihsan)
 Definition: Doing good beyond duty and with sincerity.
 In the Prophet’s Life: He treated enemies with kindness and forgave those who
harmed him.
 Teaching: A civic duty to treat others with compassion and strive for
excellence.

5. Kindness (Rehmat)
 Definition: Being gentle and caring toward others.
 In the Prophet’s Life: He showed mercy to children, the elderly, and even
animals.
 Teaching: Kindness creates harmony and peace in society.

6. Tolerance (Bardasht)
 Definition: Respect for differences and patience with others.
 In the Prophet’s Life: He tolerated harsh behavior and opposition with
calmness.
 Teaching: Tolerance is necessary in a diverse society for peaceful coexistence.

7. Simplicity
 Definition: Living a modest life without luxury or arrogance.
 In the Prophet’s Life: He lived in simple houses, wore plain clothes, and ate
simple food.
 Teaching: Simplicity reduces greed and promotes equality.

8. Justice (Adl)
 Definition: Treating all fairly, without discrimination.
 In the Prophet’s Life: He gave justice to Muslims and non-Muslims alike.

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  Teaching: Justice is the backbone of any society and is essential for peace and
order.

9. Thankfulness (Shukr)
 Definition: Gratefulness to Allah and people.
 In the Prophet’s Life: He remained thankful in both ease and hardship.
 Teaching: Thankfulness leads to contentment and prevents envy.

10. Bravery (Shuja'at)

 Definition: Courage in facing challenges and protecting truth.
 In the Prophet’s Life: He bravely led Muslims in battles and stood up against
oppression.
 Teaching: Bravery is needed to defend justice and speak the truth.

11. Patience (Sabr)

 Definition: Enduring hardships without complaint.
 In the Prophet’s Life: He endured insults, loss of family, and hardships with
patience.
 Teaching: Patience helps maintain peace and perseverance in difficult times.

12. Politeness (Tahzeeb)

 Definition: Gentle and respectful behavior.
 In the Prophet’s Life: He was polite in speech and conduct, even with
enemies.
 Teaching: Politeness builds good relations and avoids conflict.

13. Forgiveness (Afw)

 Definition: Letting go of revenge or resentment.
 In the Prophet’s Life: He forgave the people of Ta’if and those who harmed
him.
 Teaching: Forgiveness promotes healing and unity in society.

14. Hospitality (Mehman Nawazi)

 Definition: Generous and kind treatment of guests.
 In the Prophet’s Life: He welcomed guests warmly, even when he had little to
offer.
 Teaching: Hospitality strengthens bonds and reflects generosity.

Conclusion
The civic life and teachings of the Holy Prophet Muhammad (SAW) provide a
complete guide to build a peaceful, just, and moral society. Every citizen must strive
to embody these values in daily life, as part of their duty to Allah and humanity.

Unit # 5: State and Civic Rights

Fundamental Human Rights with Reference to the Constitution of Pakistan 1973
1. Introduction to the State and Civic Rights

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State:
A state is a political organization with a centralized government that maintains a
monopoly over the legitimate use of force within a certain geographical territory. The
state is responsible for maintaining law and order, protecting the rights of its citizens,
and ensuring justice and equality.
Civic Rights:
Civic rights are the rights that enable individuals to participate in the civil and political
life of the state without discrimination or repression. These rights include the right to
vote, freedom of expression, freedom of assembly, and the right to equality before the
law.

2. Importance of Civic Rights

 Promote democratic values.
 Protect individual freedom and dignity.
 Ensure justice and equality.
 Allow citizens to participate in governance.
 Prevent abuse of power by the state.

3. Fundamental Human Rights in the Constitution of Pakistan (1973)

The Constitution of Pakistan, 1973 guarantees Fundamental Rights to all citizens
under Part II: Chapter 1 (Articles 8 to 28). These rights are justiciable, meaning that
individuals can seek enforcement of these rights through courts.

4. Key Fundamental Rights under the 1973 Constitution

i. Right to Life and Liberty (Article 9)
No person shall be deprived of life or liberty save in accordance with law.
ii. Right to Equality (Article 25)
All citizens are equal before the law and are entitled to equal protection of the law.
 No discrimination on the basis of sex.
 The state can make special provisions for women and children.

iii. Right to Fair Trial (Article 10A)

Every citizen has the right to a fair trial by an impartial court or tribunal.
iv. Freedom of Speech and Expression (Article 19)
Every citizen shall have the right to freedom of speech and expression, subject to
reasonable restrictions in the interest of Islam, national security, or public order.
v. Freedom of Religion (Article 20)
Every citizen shall have the right to profess, practice, and propagate their religion.
vi. Freedom of Assembly (Article 16)
Citizens have the right to assemble peacefully without arms.
vii. Freedom of Association (Article 17)
Every citizen has the right to form associations or unions.
viii. Right to Education (Article 25-A)
The state shall provide free and compulsory education to all children aged 5 to 16
years.
ix. Protection of Property Rights (Article 23)

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Every citizen has the right to acquire, hold and dispose of property in any part of
Pakistan.
x. Protection from Slavery and Forced Labor (Article 11)
 Slavery is prohibited.
 All forms of forced labor and child labor are outlawed.
xi. Safeguards as to Arrest and Detention (Article 10)
No person shall be detained without being informed of the grounds and shall have the
right to consult a legal practitioner.
xii. Protection Against Retrospective Punishment (Article 12)
No law shall authorize punishment for an act that was not punishable when it was
committed.

5. Role of Judiciary in Protecting Fundamental Rights

 The judiciary in Pakistan is empowered to enforce fundamental rights.
 Citizens can approach High Courts and the Supreme Court under Article 199
and Article 184(3) for enforcement of rights.
 Judiciary acts as the guardian of the Constitution.

6. Limitations on Fundamental Rights

Fundamental Rights are not absolute. They are subject to:
 Reasonable restrictions in the interest of:
o National security
o Islamic morality
o Public order
o Health and decency
 Emergency provisions (Articles 232–237) allow the suspension of rights in
times of national emergency.

7. Importance of Fundamental Rights in a Democratic Society

 Promote social justice and equality.
 Ensure dignity and freedom of individuals.
 Protect minorities and vulnerable groups.
 Prevent tyranny and authoritarianism.
 Encourage responsible citizenship.

8. Duties of Citizens Along with Their Rights

While citizens enjoy rights, they also have certain duties, such as:
 Obeying the Constitution and the law.
 Respecting the rights of others.
 Paying taxes.
 Protecting public property.
 Promoting national integrity and unity.

Conclusion
The 1973 Constitution of Pakistan provides a comprehensive list of fundamental
rights that reflect the democratic spirit and Islamic values of the state. Awareness and
enforcement of these rights are essential for building a just, tolerant, and progressive
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society. Civic education plays a crucial role in making citizens aware of their rights
and responsibilities
Topic: Preamble of the Constitution of Pakistan 1973
1. Introduction to the Preamble
The Preamble is the introductory statement of the Constitution of Pakistan 1973. It
outlines the fundamental principles, objectives, and values upon which the constitution
is based. Although the preamble is not legally enforceable in a court of law, it acts as a
guiding spirit for the interpretation of constitutional provisions.
2. Background of the Constitution of 1973
 The Constitution of 1973 was passed on 12 April 1973 and enforced on 14
August 1973.
 It was unanimously adopted by the National Assembly of Pakistan.
 The preamble was originally adopted from the Objectives Resolution (1949),
passed under the leadership of Liaquat Ali Khan, and incorporated into the
Constitution.
3. Key Points of the Preamble
The Preamble of the Constitution of Pakistan 1973 contains the following important
principles:
a. Sovereignty Belongs to Allah
 The Preamble begins by declaring that sovereignty over the entire universe
belongs to Almighty Allah.
 The authority exercised by the people of Pakistan is a sacred trust.
b. Democratic Governance
 The constitution ensures that Pakistan shall be a democratic state, where
governance is carried out by the elected representatives of the people.
c. Islamic Provisions
 The state will enable Muslims to:
o Live according to the teachings of Islam.
o Follow the Qur’an and Sunnah.
o Promote Islamic way of life.
 Non-Muslims are guaranteed the freedom to practice their religion and
protect their cultural identity.
d. Fundamental Rights and Freedoms
The preamble guarantees:
 Fundamental rights including freedom of speech, belief, worship, and
association.
 Equal treatment and equal opportunity for all citizens regardless of caste, creed,
or religion.
e. Federal System
 Pakistan is to function as a federal republic, with powers distributed between
the federal and provincial governments.
f. Independence of Judiciary
 The Preamble ensures that judiciary will be independent and will uphold
justice without fear or favor.
g. Protection of Minorities
 Minorities shall have adequate safeguards to protect their rights and interests.
h. Development of a Just Society
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  The constitution aims to create a just and egalitarian society free from
exploitation.
 Social, economic, and political justice is a key objective.
4. Importance of the Preamble
 Moral and legal guide: Provides a moral foundation for all laws and
governance in Pakistan.
 Interpretative tool: Used by courts to interpret other parts of the Constitution.
 Expression of national ideology: Reflects the ideological basis of Pakistan –
combining Islamic principles with democratic values.
 Vision for the future: Outlines the long-term goals and direction for the
country.
5. Comparison with Other Constitutions
 Like many constitutions (e.g., India, USA), the Preamble of Pakistan's
Constitution defines the spirit of the Constitution.
 However, its strong emphasis on Islamic values makes it unique compared to
secular constitutions.
6. Role in Citizenship and Civic Rights
The Preamble lays the groundwork for civic rights and responsibilities, such as:
Civic Rights Civic Responsibilities
Freedom of religion Respect for law and Constitution
Right to equality Participation in democratic processes
Right to education and work Protection of national interest
Freedom of expression Respect for others' rights

7. Conclusion
The Preamble of the Constitution of Pakistan 1973 is more than just an
introduction—it reflects the ideals, values, and aspirations of the people of Pakistan.
It combines Islamic principles with democratic ideals, emphasizing the importance
of human rights, justice, and equality. Understanding the preamble is essential to
understanding the spirit of Pakistan's constitutional framework and the rights and
duties of its citizens.

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