Theme-grade. Jihad lesson pp.113–116. SLOs require distinguishing jihad fi sabilillah from fasad fil-ard (glossed دہشت گردی) "in the light of Paigham-e-Pakistan" (islamiyat-9-ur · PAGE 113); purpose stated as eliminating fasad, terrorism and lawlessness (· PAGE 113). But the lesson's own end-of-unit activity directs pupils to record in their diaries the names and achievements of the shuhada awarded Nishan-e-Haider (· PAGE 115). See §6
Overview / Findings / Assessment
Restraint doctrine and martyr veneration on the same printed page
Punjab's class-9 Islamiyat teaches a deliberately narrow conception of jihad — defensive, a state monopoly, framed by the 2018 Paigham-e-Pakistan counter-terrorism declaration and distinguished from fasad fil-ard. The activities block on that same printed page directs pupils to write the names and deeds of Nishan-e-Haider recipients in their diaries.
The lesson itself is narrow and deliberate. At pp. 113–116 the learning outcomes require pupils to distinguish jihad fi sabilillah from fasad fil-ard, glossed as terrorism, and to do so “in the light of Paigham-e-Pakistan” — the 2018 counter-terrorism declaration. The doctrine taught is defensive and a state monopoly. Then the activities block on that same printed page directs pupils to write the names and deeds of Nishan-e-Haider recipients into their diaries. The lesson argues restraint; the homework rehearses valour.
What the books say
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Boards and confidence
Punjab high confidence
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Source
Punjab Islamiyat 9 (Urdu medium), 2022-23 edition — PDF p. 113
The jihad lesson is printed pp. 111–114 in the book’s own folios, which is PDF pp. 113–116.
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Textbook Evidence Project, “Restraint doctrine and martyr veneration on the same printed page”. Evidence from 1 textbook (Punjab). Corpus version 210 records. Retrieved from https://textbookevidence.com/findings/jihad-doctrine-vs-homework/
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