Lens L5 — Othering & Hostility (axis A6)

How Hindus, India, the West and religious minorities are portrayed, with the quoted passages and the counter-examples each board also prints.

Last substantive revision 2026-08-23. Findings are revised as evidence changes; cite the date you read.

Scope. Every book in extracted-text/ scored on A6 (othering intensity, 1 = pluralist, 5 = essentialised hostility), with the out-group specified. The unit of scoring is the book × out-group, per the rubric. Boards are aggregates of book scores and are reported vintage-controlled.

A6 bands as applied here

Band	Rubric	Operational test used
1	Out-groups treated neutrally or warmly; shared heritage acknowledged	Out-group members appear as protagonists/compatriots; coexistence modelled; shared inheritance named
2	Neutral-descriptive	Out-group named, no evaluative load
3	Out-group as historical adversary only	Conflict narrated; the adversary is a state, army, dynasty or a time-and-place-bounded community
4	Collective negative characterisation of a group	Bloc noun (“the Hindus”, “the Jews”) + a disposition attributed to the whole group
5	Essentialised hostility; group framed as inherently threatening	The disposition is stated as permanent, trans-historical, or carried into the present day; taught as an examinable truth claim

Evidence rules applied. Verbatim quotation only from English-medium files, and every quotation below was re-grepped against its source file before inclusion. Urdu-medium files (all Punjab and KP Islamiyat, all Urdu readers, KP History and Geography 6–8, Sindh Pakistan Studies 9-UM) are theme-grade: nothing is quoted from them, and scores derived from them are marked low confidence and flagged. Citations are file · p.N where N is the ===== PAGE N ===== marker (a PDF page index). Two exceptions: history-8-en and pakistan-studies-10-en are native text without markers and are cited by printed folio, derived from form-feed page count (History 8: folio = form-feed index − 2, verified against the printed footers on pp.20/52/65; PS 10: form-feed index ≈ folio).

1. Scored table

Confidence: H = English text, direct evidence · M = English OCR with some degradation, or inference from attested structure · L = Urdu OCR (theme-grade) or absence-based.

1.1 PCTB Punjab

Class	Subject	Out-group	A6	Conf	Evidence
6	History	Hindus / Hinduism	2	H	Hinduism is never named as a religion — 0 occurrences of “Hinduism” in the file. Vedic religion reduced to “Aryans religion was very simple” (p.65); the Gupta era survives only as an activity prompt, “Examine why the Gupta regime is called the Golden Age of Hindu rulers?” (p.77). Non-recognition, not hostility.
6	History	Indus Valley people / non-Aryan indigenous South Asians	3	H	Racial hierarchy taught as settled fact: the Aryans “identified themselves as a ‘“superiorrace”’” and “They were a white race.” (p.60). Caste racialised: “Unlike the other three castes, the Shudras were not Aryan by blood.” (p.65). The exercise instructs: “Justify that Indus Valley people did not learn the warfare nor developed their trade, and therefore, were easily defeated by Aryans.” (p.30)
6	History	Jews	3	M	Banu Qurayza and Khaybar narrated inside the early-Islam chapter (pp.91–93); historical, bounded, no generalisation to Jews as such.
6	History	Christians / Rome	2	H	Roman persecution of Christians narrated sympathetically: “At first the Romans did not agree with the Christian religion. They mistreated and killed many Christians.” (p.52)
6	Geography	Africans, Amazonian and Arctic indigenous peoples	4	H	Colonial racial ethnography as present-tense fact: “Natives are black people… Wild people with small height lives in Congo. People are uncivilized. People have no interest in religion, education or literature. People living in Amazon are comparatively tall in height and not as much black. These people live in tribes and are known as Red Indians.” (pp.39–40); “People living in Northern Canada are known as Eskimos.” (p.42). Recycled as an examinable MCQ, whose distractor set is “a. Pathan b. Red Indians c. Eskimos d. African” (p.47).
6	English	India / Indian forces	3	H	Major Shabbir Sharif Shaheed: “enemy”/“enemies” ×10 in the file, all in this and the Rashid Minhas essay — “His company destroyed four enemy tanks and held two indian battalions at bay” (p.42); “The enemy launched a counter attack led by air strikes” (p.43). The Rashid Minhas essay adds a defector framing: the instructor sought “to hijack the plane and land on an Indian airbase to join his Indian fellowmen”, and is called “his traitor instructor” (p.120). The text does not state the instructor’s ethnicity; read it as India-adjacent treason framing, not ethnic othering.
6	Islamiyat (Urdu)	Quraysh / Jews of Madinah	3	L	Badr, Uhud, founding of the Madinan state (index, p.4). Theme-grade.
6	Urdu reader	—	n/a	L	No adversarial out-group content established; ہندو hits are the toponym ہندوستان.
7	History	Hindus	3	H	Historical actors, not a bloc: Rajput princes (p.72), Maharana Pratap (p.77), Shivaji (p.83), “Hindu Jats… revolted” (p.85), “exploitation by Hindu landlords” (p.88). Motive asymmetry: Ghori — “Being a Muslim, he might like to conquer the Hindus of India and spread Islam in that country.” (p.61) — while Mahmud of Ghazni’s seventeen invasions are given purely political motives and Somnath is omitted (p.60).
7	History	Christians / Europe	3	H	Crusader motive pathologised — “The religious fanaticism was mixed with other worldly motives such as greed, loot, and plunder.” (p.54) — against a voluntarist account of Muslim expansion: “Arabs did not force the locals to embrace Islam. They were rather impressed by the equality, caste-less system and social justice of Muslims.” (p.32). Counterweight: Ottoman tolerance, “They allowed Christians and Jews to worship without discrimination” (p.52); Europe credited with the Renaissance (p.54).
7	Geography	—	n/a	H	One passing India mention; Kashmir plebiscite disclaimer only (pp.8, 80).
7	English	Hindus	3	H	All 15 “Hindu” hits sit inside the Quaid-e-Azam unit’s Two-Nation exposition — “The Hindus and the British hostile to the demands of Muslims for a separate [state]” (p.41). One positive: the Pakistani Culture unit credits “mehendi, barat from the Hindu marriage culture” (p.112).
7	Islamiyat (Urdu)	Jews of Madinah	3	L	Ghazwa Banu Qurayza in the seerah unit (index, p.5). Theme-grade.
8	History	Hindus	4	H	Bloc noun with collective disposition, carried past 1947. “In the beginning, Sir Syed Ahmed Khan made efforts for Hindu-Muslim unity which could not be successful due to the negative attitude of Hindus.” (p.20). “Hindus’ mentality was exposed as they were not ready to accommodate Muslims.” (p.52). “The Quit India meant the withdrawal of the British Government from India and handing over powers to Hindus. Hindus, in their majority provinces, created the problem of law and order by setting Government-buildings on fire and disconnecting electric wires” and “Hindus would never provide justice to Muslims.” (p.65). Causes of the 1965 war open with: “Pakistan was established against the wishes of Hindus. They had never accepted Pakistan as an independent country. Progress and stability of Pakistan was a major concern for Hindus. So, they started launching aggressive actions against Pakistan.” (p.87). Pirpur Report allegations reported as fact (p.58); Congress ministries “planned to eliminate the identity of the Muslims” (p.58).
8	History	Pakistani religious minorities (Christians, Sikhs, Parsis, scheduled castes)	1	H	A dedicated two-page section, “Role of Minorities in the Establishment of Pakistan” (pp.68–69), with photographs. “The minorities, Christians, Hindus, Sikhs, Parsi etc. also contributed their role in the establishment of Pakistan”; names Diwan Bahadur Satya Parkash Singha, Ch. Chandu Lal, CE Gibbon, FE Chaudary, SS Albert, “Jugader Nath Mandil” [Jogendra Nath Mandal, book’s spelling], Jamshed Nusserwanji Mehta, Joshva Fazal Din, Baba Gewin Singh. “all Christian members of the Assembly voted for the division of Punjab” (p.69). The reviewer panel includes Prof. Anjum James Paul, a Christian educator (title page).
8	History	British	3	H	Historical adversary, double-edged. “After this War, the British were revengeful against the natives” and “they considered Muslims as the permanent threat to their Government” (p.17) — yet Sir Syed’s loyalty to the British is presented approvingly (p.21). No economic critique of colonialism and no modernisation counter-narrative.
8	Geography	India	3	M	India enters almost solely as the map label “INDIAN ILLEGALLY OCCUPIED JAMMU & KASHMIR” (pp.49, 67, 70 — OCR of the stamped label). Otherwise technocratic; China “always been a good trade partner” (p.54).
8	English	Non-Muslims / minorities	2	H	“the green colour represents the Muslim majority, the white colour represents minorities” (p.113); the Seerah unit notes “life and property of the non-Muslims were also given protection” (p.56).
8	Islamiyat (Urdu)	—	2	L	No minority or non-Muslim lesson identifiable; unit 7 is da’wat and media accountability. Theme-grade; not established either way.
9	Pakistan Studies	Hindus	5	H	Trans-historical enmity, taught as examinable content. “In 1867, while exposing the enmity of Hindus against Muslims, Sir Syed Ahmad Khan had clearly declared:” — with the keyed option “(c) Hindus are not our friends.” (p.18). “Quaid-e-Azam with his towering personality, overcame many problems created after independence. The Hindus tried to create all kinds of difficulties for Pakistan… and the ill-treatment of the Muslims by the Hindus” (p.37). “After the establishment of Pakistan, Hindu-Muslim riots had become common due to the hatred of Hindus towards the Muslims in India.” (p.39). 1971 causes: “(ii) Impact of Hindus on Trade and Services… they were stirring up separation sentiments under hidden motives”; “(iv) Role of Hindu Teachers — Education sector in East Pakistan was totally under the control of the Hindus. They poisoned the Bengalis against Pakistan” (p.56). Arya Samaj “aimed at forcibly converting non-Hindus into Hindus” (p.4).
9	Pakistan Studies	India (state)	4	H	“India succeeded in its nefarious designs” (p.56); “defense against India’s conspiracies” and “the Indian leadership was constantly plotting against Pakistan” (p.39); “In this way, India continued working against Pakistan’s stability.” (p.37). “enemy/enemies” ×13, all directed at India (pp.49–51).
9	Pakistan Studies	Bengalis	3	H	Agency externalised rather than the group disparaged: “Bengalis chanted slogan of independent state with the help of pro-Indian [elements]” (p.51); “They poisoned the Bengalis” (p.56). Dupes, not villains.
9	Pakistan Studies	Pakistani religious minorities	2	H	Guarantees stated but no section: “Here non-Muslims will get equal status with Muslims” (p.8); “All the minorities living in Pakistan shall be fully free to lead their lives according [to their religion]” (p.40); Jogendra Nath Mandal named once (p.30).
9	Pakistan Studies	The West	2	H	Neutral-to-positive; one boundary line, “Judge not your nation on the criteria of western nations.” (p.8)
9	English	—	2	H	1 “Hindu” mention; no out-group content. Kipling framed with critical apparatus (“themes of British imperialism… colonial rule”, p.~4924 of the extract).
9	Islamiyat (Urdu)	Non-Muslims / extremists	2	L	The jihad lesson’s outcomes require distinguishing jihad fi sabilillah from fasad fil-ard, glossed as terrorism, in the light of Paigham-e-Pakistan (p.113). Counter-extremist in register. Theme-grade.
10	Pakistan Studies	Pakistani religious minorities	1	H	The corpus maximum for inclusion. A full section, “Contribution and Achievements of Minorities in Nation Building” (pp.106–108): the 11 August 1947 speech quoted including “in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims… but in the political sense as citizens of the State” (p.107); an honour roll running A.R. Cornelius, Rana Bhagwan Das, Dorab Patel, Cecil Chaudhry, “Harcharan Singh is a Sikh officer in the Pakistan Army”, Shahbaz Bhatti, Ramesh Singh Arora, Ruth Pfau, “Dr. Abdul Salam”, Danish Kaneria, Sir Ganga Ram (p.108). Plus a dedicated section, “Need and Importance of Interfaith Harmony, Tolerance and Resilience against Terrorism” (p.99), and “Hindus observe Diwali and Holi in their traditional way. Christians (Christmis, Easter etc), Sikh (Janam Din, Besakhi etc) and Bihai (Naw-Ruz and Rid-van etc) celebrate their special days with zeal.” (p.89).
10	Pakistan Studies	India (state)	3	H	Adversary-plus-reconciliation. “History of Pakistan India relations is more a history of conflicts and clash”; “India has always been pushing Pakistan back”; “Leadership of India has never shown readiness to resolve these disputes” (pp.29–30) — but immediately followed by the Kartarpur corridor, confidence-building measures, and “The people of both countries also want that resources are spent on war to be spent on solving the problems of the people.” (p.30)
10	Pakistan Studies	Hindus (as group)	2	H	Only 10 mentions, nearly all demographic or dynastic (“Hindu majority”, “Hindu Dogra”, pp.34). No bloc characterisation.
10	Pakistan Studies	The West	2	H	Instrumental and positive: “Due to the assistance of Western countries, Pakistan’s economy was [strengthened]” (p.~1174 of the extract).

1.2 STBB Sindh

Class	Subject	Out-group	A6	Conf	Evidence
6	Social Studies	Hindus / Hinduism	1	H	Shared inheritance, not alien other: the Indus deity likened to Shiva (p.35); “There is evidence that some of the beliefs and practices of Hinduism began here” (p.53). The Aryan-invasion thesis is explicitly downgraded — “most historians do not believe this theory as there is no evidence of war or mass killings” (p.52) — the exact inverse of Punjab History 6 p.30.
6	Social Studies	India / South Asian neighbours	1	H	India is never framed as an enemy anywhere in 232 pages; all eight South Asian states get substantive neutral coverage (Unit 5), with a comparative religions/festivals table at p.194.
6	Social Studies	Internal others (ethnic, racial, religious, gender stereotypes)	1	H	The corpus’s only explicit anti-othering instruction. “A stereotype is a generalization, that is too simple, usually exaggerated and often offensive; used to describe a group based on their appearance, behaviour or beliefs.” (p.100). Worked examples include intra-Pakistani ethnic stereotyping, anonymised: “‘A’ community is feudalist and illiterate than ‘B’ community”; “‘A’ ethnic group is more intelligent, hard worker and loyal to country and religious than the group ‘B’”; plus racial (“Black women… mammy… black man as the buck”) and religious (“Christians are judgmental”) examples, all presented as things to identify and reject (pp.100–101). Reserved seats for “10 religious minorities” taught at p.66.
6	Islamiyat (English)	Jews	4	H	The one adversarial text in Sindh’s class 6. Battle of Khyber lesson: “The Jews inhabited in this town. They were always busy in anti-Islamic activities and conspiracies. They did not miss any opportunity to weaken and harm Islam.” (p.42), under the heading “Hostility of Jews and Banu Ghatfaan tribe to Islam”. The claim is then made examinable as a true/false item: “The Jews of Khyber were always busy in anti-Islamic activities and conspiracies.” (p.46). An exercise asks “Why did the Holy Prophet ﷺ announce Jihad against the Jews of [Khyber]?” (p.45). Place-delimited in the exercise, not in the body.
6	English	Foreign peoples	1	H	Unit 5, Knowing Children from Other Nations — first-person diaries from Brazil, Ghana and Thailand, e.g. “I’m Kofi. It means Friday… The Ghanans celebrate the Bakatue Festival for a good fishing year ahead.” (printed p.81)
6	Urdu reader	—	n/a	L	Not established.
7	Social Studies	Hindus / other religions	1	H	“major festivals are Diwali, Holi, Baisakhi, and Eid-ul-Fitr, Dusshera, Onam, Christmas and many others are celebrated with great fervor all over India” (p.79), followed by an explicit norm: “There is an urge need for our multicultural society to have a strong sense of identity while respecting the values of others.” (p.79). Ashoka admired (p.10); Gupta era a golden period (p.12); Cyrus’s tolerance praised (p.18); “There was a religious tolerance in the ottoman Empire.” (p.31)
7	Social Studies	Minorities (as a category)	1	H	A sociological “Minority Groups” section: minorities “are also disadvantaged in some way when compared to the majority… socially segregated from the dominant forces of a society, members of a minority group usually are cut off from a full involvement in the workings of the society and from an equal share in the society’s rewards.” (p.169). Plus UDHR 1948, CRC 1989 and Article 25-A in the citizenship unit.
7	Social Studies	Christians / Crusades	2	H	Neutral-descriptive; “The Crusades (wars between Muslims and Christians) were [fought]” (p.32). No pathologising of motive.
7	Islamiyat (English)	Christians / Crusaders	2	H	Historical adversary, then de-escalated: “The Sultan announced a general amnesty for all Christians of Palestine” and jizya waived “for their old and disabled people” (p.88). Elsewhere: “The Holy Prophet ﷺ, without any discrimination, used to visit Muslims and non-Muslims in their illness and even he used to visit his enemies who fell ill.” (p.74)
7	English	—	n/a	H	1 Hindu mention; no out-group content.
8	Social Studies	Hindus	5	H	The corpus maximum. “The Hindu racists were not only against Muslims but were against all other minorities and even Christians became victims of their atrocities.” (p.52) — followed immediately by the trans-historical move: “the present behaviour of Indian Hindus is similar to that they has some on hundred and fifty years ago.” [sic] (p.52). Also: “Sir Syed Ahmed Khan presented the ideology of Pakistan for the first time due to the biased attitude of the Hindus” and “Later, Hindu atrocities against the Muslims forced them to promote the ideology of Pakistan” (p.52); “But the Hindus had no clean heart for the Muslims. As a matter of fact the Hindus wanted to get power over the sub-continent after the British left.” (p.54); “the policies of Congress convinced the Muslims that it basically wanted to establish the Hindu rule” (p.55).
8	Social Studies	British	3	H	Graphic historical adversary. “the British took ruthless revenge… They stitched the dead bodies of Muslims in the skin of pig and threw them i[n the] river… The British and Sikh soldiers insultted the women and killed the children.” (p.54). Counterweighted by an itemised reform list (councils, universities, railways, police and revenue reform) on the same page, and by “The British called this war a Mutiny and dubbed their enemies as rebels. But this war was the first united effort of the Indians” (p.53).
8	Social Studies	The UN / the non-Muslim world order	3	H	A Muslim/non-Muslim binary applied to an institution: “the United Nations seems very active in resolving tha problems of non-Muslim nations… It provides a mere lip service to the Muslim nations. If it is the problem of civil war in tiny Rwanda in Africa, it at once dispatches its troops but shows indifference to the killings of innocent Muslims in the occupied Jammu and Kashmir.” (p.62)
8	Social Studies	Jews / Israel	3	H	State-directed, not group-essentialised: “the Israeli extremist zealots tried to burn the Al-Aqsa Mosque” (p.63); a factual Oslo-accords summary follows.
8	Social Studies	Pakistani religious minorities	2	H	“In this state, non-Muslims have also been guaranteed complete freedom and security. Quaid-i-Azam, time and again, talked about these guarantees to the minorities.” (p.52). No section.
8	Islamiyat (English)	Non-Muslims / Hindus	2	H	Predominantly irenic. “Mercy and compassion for non-Muslims: The compassion and mercy of the Holy Prophet ﷺ on non-Muslims was such that he did not take revenge from them for their teasing.” (p.7); non-Muslim businessmen used as a positive comparator (“non-Muslim businessmen are honest in their business”, p.48). Muhammad bin Qasim “gave religious freedom to the Hindus and gave them lands to build temples there” (p.75) and “gave religious and intellectual freedom to everyone and taught human equality” (p.76) — but the same lesson frees prisoners “from oppressive Hindus” (p.74).
8	English	—	n/a	H	No out-group content.
9–10	Pakistan Studies (combined vol., 2004 curriculum)	Hindus	4	H	“The designs of the Hindus to hold supremacy over the Muslims” (p.21, repeated); “The Congress and its Hindu leadership wanted to enforce a constitution for South Asia in which the Hindus were to become masters” (p.24); “He organized the Muslim tenants against the highhandedness of Hindu [landlords]… got rid of the persecution of Hindu landlords” (p.17). 1971: a heading “Role of Hindu Teachers” — “They propagated against the people of West Pakistan” — and, under “International Conspiracies”, “About 10 million Hindus were living in East Pakistan. India stood at the back of these Hindus… Many Hindus acted as spies for India.” (p.45) — a collective allegation against Pakistani citizens.
9–10	Pakistan Studies	India (state)	3	H	Adversary framing plus internal self-criticism: “Instead of finding a political solution to the situation the then Military regime decided to suppress the Awami League. This fanned the flame.” (p.45); the book alone in the corpus prints that “Pakistani soldiers surrendered before the Indian army on December 16, 1971” (p.46).
9–10	Pakistan Studies	Bengalis	2	H	Grievance treated as legitimate: “a number of Bengali students lost their lives. This agitated the minds of Bengalis.” (p.~1916 of the extract)
9–10	Pakistan Studies	Pakistani religious minorities	2	H	A short but positive section, “Celebration of Non-Muslim Festivals”: “Christians celebrate the birth of Hazrat Isa (Jesus Christ) on 25th December and Easter festival in April. Muslims share their happiness. Similarly, Hindu and Sikhs also celebrate their festivals of Diwali, Ram Leela, Holi, Rakhi Bandhan and Besakhi etc.” (p.143). Plus the UDHR reproduced article-by-article (pp.182–186).
9–10	Pakistan Studies	Internal others (provinces, ethnicity)	1	H	Jinnah quoted warning “about the dangers of provincialism and racialism”; the pupil is told to “Think our self above ethnicity and regionalism” (pp.~1396, ~2018 of the extract). Sindhi listed first among provincial languages.
9–10	Islamiyat (English, combined vol.)	Non-Muslims	3	H	Internally contradictory, within one volume. Protective: “for those who do not accept Islam but accept its political system and like to live as a protected minority, Islam guarantees these three rights [life, property, honour]” (p.25); “All these verses address a human even he is a Muslim or a non-Muslim.” (p.146). Supremacist, in the tafsir of Al-Tawbah 33: “Islam may be victorious in every country, and all other religions should not have dominance… as Muslims, we should… strive for the domination of the true religion. This is the religious duty of everyone” — with a set debate topic, “Suggestions for the dominance of religion in the present age” (p.34). Khyber narrated as “the Jews of Khyber started a severe rebellion” (p.112).
9	English	Hindus	2	H	Warm: Jinnah “was well respected among the people of other faiths, including the Hindus, Christians, Sikhs and Parsis. Due to his tolerance and acceptance of all faiths, some Hindu leaders, like Gokhale and the famous Hindu poetess Sarojini Nido, called him ‘the best Ambassador of Hindu Muslim Unity.’” (p.85)
9	Urdu reader	—	n/a	L	ہندو hits cluster on ہندوستان as a toponym; nothing adversarial established.

1.3 KPTBB KP

Class	Subject	Out-group	A6	Conf	Evidence
6	History (Urdu)	Hinduism, Buddhism, Jainism	1	L	Each described sympathetically with its festivals, plus an explicit comparative table (pp.34–35). Theme-grade; the structure (a named comparative table) survives OCR, the wording does not. Direct inverse of Punjab History 6, which never names Hinduism.
6	History (Urdu)	Hindus at Somnath	3	L	Mahmud of Ghazna framed both as idol-breaker (Somnath 1025 itemised, pp.53–55) and as patron of Firdausi and Al-Biruni. Theme-grade.
6	English	Pakistani religious minorities	1	H	The corpus’s only named non-Muslim Pakistani child protagonist, in a first-person self-introduction used to teach form-filling: “My name is Vikram Singh. I am 8 years old. I live in Peshawar. My father’s name is Karan Singh. He is a businessman and has a cloth shop in Qissa Khawani Bazar. I speak Pashtu because I am born and bred in Peshawar but I am also fluent in Punjabi. I am a Sikh and a proud Pakhtun Pakistani.” (p.173). The follow-on exercise has the class fill in his form, including the field “Religion:”, and then write about “Vikram Singh, the new boy in your class” (p.174).
6	English	Foreign peoples	1	H	Mowgli, the cat-and-fox fable, Julia Carney; no adversary framing.
6	Islamiyat (Urdu)	Jews of Khyber	(4)	L	KP 6 and Sindh 6 Islamiyat are established as the same 2006-curriculum syllabus (track-islamiyat §6.1): same hifz trio, same seerah sequence, same four personalities in the same order. The Khyber lesson sits at pp.51–53. Per RUBRIC rule 5 the shared score is reported once (Sindh 6 Islamiyat = 4); the KP rendering is inferred, not attested, and is bracketed.
6	Geography (Urdu)	Foreign cities/peoples	1	L	World-city profiles incl. Mumbai, Shanghai, Tokyo, New York, London (pp.122–128), neutral.
7	History (Urdu)	Hindus, Marathas, Sikhs, Jats	3	L	Treated as rebels sapping the Mughal empire; jizya explained as a shariah levy; 1857 aftermath framed as targeted persecution of Muslims and engineered communal division. Theme-grade.
7	English	Sikhs / Hindus	2	H	Neutral-descriptive: the Khyber Pass unit names “a fort built by the Sikhs near Jamrud village” (p.23) and Bab-e-Khyber “a fort built by the Sikhs” (p.27) without communal loading; the glossary defines turban as “worn especially by Sikhs, Muslims, and Hindus” (p.118).
7	Islamiyat (Urdu)	Christians of Najran / non-Muslims	2	L	Same syllabus as Sindh 7 (Salahuddin lesson, rights of the sick and of guests). Theme-grade.
8	History (Urdu, 2022–23)	Hindus	3–4	L	ہندو clusters at pp.4–19 (1857 and the reform movements) and pp.27–43 (political awakening and the Pakistan Movement) — the same narrative slots that carry bloc framing in Punjab History 8 and Sindh SS 8. The register cannot be resolved from Urdu OCR. Recorded as unresolved between bands 3 and 4; do not cite as a finding either way. The modern Indian state (بھارت) appears only at pp.37–44.
8	History (Urdu)	British	3	L	Anti-colonial in economic and cultural register (drain of raw materials, de-industrialisation, Macaulay) while crediting railways, telegraph and the abolition of sati. Theme-grade.
8	English	Foreign / non-Muslim cultures	1	H	The Chinese New Year — a full unit on a non-Muslim foreign festival, opening with “Can you name a few festivals of Pakistan? What is your favourite festival? How does your family celebrate…” (p.118). Plus Sindbad, Grimm, Rumi, Babbage.
8	Geography (Urdu)	—	n/a	L	National framing; no out-group content recoverable.
8	Islamiyat (Urdu, 2022)	—	2	L	Rebuilt on the 2022 curriculum; closing block on i’tidal/moderation (p.65). No out-group lesson identifiable. Theme-grade; not established either way.
9	Pakistan Studies	Hindus	4	H	Bloc characterisation, one section-heading deep: “7. NEGATIVE ROLE OF HINDU TEACHERS — After establishment of Pakistan, unfortunately, Bangali Muslims had always been backward in education than Hindus. The Hindu teachers were in majority in schools and colleges. They prepared the minds of new generations to rebel against the ideology of Pakistan.” (p.95). Also “the Hindu majority and the anti-Muslim [Congress]” (p.13); “the permanent domination of Hindu[s]” (p.24); “for Muslims to finish the Hindu Muslim enmity forever” (p.19) — though that same page adds “Interestingly, this idea was supported by some Hindu leaders including Lala Lajpat Rai.”
9	Pakistan Studies	Pakistani religious minorities	1	H	Under a heading “6. EQUAL RIGHTS OF MINORITIES”: “The Pakistani Hindus, Sikhs, Christians, Parsees and followers of other religions are working for the progress and stability of Pakistan, shoulder to shoulder, with their Muslim Pakistani compatriots. Many among them are serving on important posts in different government departments including the Armed Forces of Pakistan. The patriotism of these Non-Muslim Pakistani citizens has become a model and example for other nations of the world.” (p.11). Also concedes, in the ideology chapter, that pre-1947 “not just Muslims but other minorities and low caste Hindus were also treated unequally” (p.9).
9	Pakistan Studies	India (state)	3	H	Adversary but not demonised, and blame is distributed: India armed and trained the refugees, but “the process of separation of East Pakistan was secretly supported by America” (p.95). “enemy” occurs once in the whole book — and it refers to the Pakistan Army: “people of East Pakistan became enemies of the Army” (p.94).
9	Pakistan Studies	Bengalis	2	H	Grievance legitimate, blame internal: “Awami League, the wining party of 1970 elections was deprived of the power by one pretext or another. The result was the separation of East Pakistan”; “Many innocent citizens along with the Armed persons were killed in the military action.” (p.94)
9	English	Non-Muslims / the global order	1	H	Unit 5 pairs The Madina Charter with The Universal Declaration of Human Rights in a single unit: “The Universal declaration of Human Rights: … approved on 10th December, 1948… We are all free and equal. We are all born free. We all have our own thoughts and ideas. We should all be treated in the same way.” (p.~52). No Punjab or Sindh English unit places an Islamic source text beside an international instrument this way.
9	Islamiyat / Mutalea-e-Quran (Urdu)	Jews of Madinah	3	L	Volume built on Surah Al-Anfal and Al-Ahzab (index, pp.3–4); scan incomplete past p.61. Theme-grade; do not infer absence.
10	Pakistan Studies	India (state)	3	H	“the cruelties of the Indian Army also continue” and diplomatic support to “freedom fighters” in Kashmir (p.67). Nuclear framing is reactive, not triumphal: “On May 11 and 13 India conducted nuclear tests and threatened Pakistan. Pakistan responded” (p.34).
10	Pakistan Studies	Hindus (as group)	2	H	One occurrence in 131 pages: “Kashmir was ruled by its Hindu [Dogra ruler]” (p.66).
10	Pakistan Studies	Pakistani religious minorities	2	H	A short section, “The Role of Minorities in the creation of Pakistan”: “Muhammad Ali Jinnah was tolerant political leader. Therefore, the non-Muslim also took active part in the Pakistan Movement” + the 11 August speech (p.125); an SLO requires tracing minorities’ role (p.106). Briefer than Punjab 10 or KP 9.
10	Pakistan Studies	Afghan refugees	3	H	The corpus’s only sustained treatment of a resident foreign population, and it is net-negative on balance. After crediting the state and NGOs: “At the same time, there were many negative impacts of these refugees on Pakistan’s economy and society. The province of Khyber Pakhtunkhwa suffered most as an overwhelming majority of the refugees had settled here and with whom the locals had to compete in all businesses.” (p.23)
10	Pakistan Studies	Internal others / national identity	1	H	“Pakistani culture is a mixed culture. This region has been a melting pot of different cultural traditions since human prehistory… Iranians, Afghans, Greeks, Arabs, Mongolians and Turks settled and mingled with local populations.” (p.116) — against Punjab 10’s “Pakistani culture reflects Islamic values… They have a common culture due to their bond with Islam” (p.88).

2. Per-board A6 means, by out-group

Means over books where the out-group is materially present. English-attested columns exclude all theme-grade (Urdu) scores and are the figures to quote; all-books columns include them and are indicative only.

Out-group	Punjab (Eng-attested)	Sindh (Eng-attested)	KP (Eng-attested)	Punjab (all)	Sindh (all)	KP (all)
Hindus as a group	3.17 (n=6)	2.50 (n=6)	2.67 (n=3)	3.17	2.50	2.58 (n=6)
Indian state	3.40 (n=5)	2.25 (n=4)	3.00 (n=2)	3.40	2.25	3.00
Pakistani religious minorities	1.50 (n=4)	1.83 (n=6)	1.33 (n=3)	1.50	1.83	1.33
The West / Britain / Europe	2.50 (n=4)	2.20 (n=5)	1.33 (n=3)	2.50	2.20	1.75 (n=4)
Jews (as religious out-group)	3.00 (n=1)	3.33 (n=3)	— (n=0)	3.00 (n=1 H + 3 L, all band 3)	3.33	(3–4, n=2, L — not quotable)
Internal others (Bengalis, provinces, ethnicity)	3.00 (n=2)	1.25 (n=4)	2.00 (n=3)	3.00	1.25	2.00
Non-white / colonised peoples	4.00 (n=1, Geography 6)	—	—	4.00	—	—

Read this table with three cautions. (i) Punjab’s Hindus mean is dragged down by two class-6 books that simply do not discuss Hindus, and Sindh’s is dragged down by two genuinely pluralist Social Studies volumes — the means conceal that both boards contain a 5. (ii) KP’s Hindus mean rests on only three English-attested books; its two Urdu History volumes, which carry most of KP’s Hindu content, cannot be scored above theme level. (iii) The variance matters more than the mean: Sindh’s Hindus scores run 1, 1, 2, 2, 4, 5 — the widest spread in the corpus — while KP’s run 2, 2, 4.

2.4 Balochistan (BTBB) — high volume, historical register, colonial blame

Vintage: classes 6–9 are National Curriculum 2022-23 pilot editions (matched to Punjab’s SNC 2022); class 10 is National Curriculum 2006 (matched to KP and Sindh). The “NCC Inclusive Scheme 2024” recorded in the catalogue appears in none of the books — see lens religion §2.4.

Class	Subject	Medium	A6	conf	Evidence
6	English	English	2	M	Neutral-descriptive; out-groups barely appear.
6	Geography	English	3	M	1.0/1k, all of it place-name and regional description.
7	English	English	2	M	Neutral-descriptive.
7	Geography	English	2	M	Neutral-descriptive.
8	Geography	English	2	M	Neutral-descriptive.
8	History	English	3	M	The highest out-group volume in the Balochistan set — 15.7 tokens per 1,000 words — but the register is historical-political, not essentialising. It records joint action: “Muslims and Hindus had jointly participated in the War of Independence of 1857” (`history-8-en · PAGE 6`); it rejects collective blame: “both Hindus and Muslims had participated in the war and blaming Muslims alone was unjust” (`PAGE 8`); and it records pluralist institution-building: Aligarh “was not just for Muslim students but was open to students of other religions, including Hindus, Parsis, and Christians” (`PAGE 9`). Where hostility is named it is attributed to specific actors — “some Hindu leaders in Banaras”, “this hostile attitude of the Hindu leaders towards Urdu” (`PAGE 11`) — not to Hindus as such.
9	Pakistan Studies	English	4	M	Collective characterisation, and a marked step up from History 8. “The Muslims held the belief that Hinduism and Islam are…” incompatible, and the divisions “involve the confrontation of two distinct social structures” (`pakistan-studies-9-en · PAGE 8`); “The hostility of Hindu revivalist movements towards Muslims intensified over time” (`PAGE 9`). Here “Hindus” functions as a bloc noun.
10	Pakistan Studies	English	3	M	India appears as adversary in the 1971 and Kashmir material but the dominant frame is inter-state relations rather than communal essence.
10	English	English	3	M	The pre-Islamic Arabia unit characterises a historical population as ignorant and cruel (`english-10-en · PAGE 9`), but no contemporary out-group is characterised.

Balochistan A6 mean, English-medium: 2.67 (n = 9) — the lowest of the four boards, though the vintage confound means this may register 2024 curriculum policy rather than provincial disposition.

The finding worth recording is the split between History 8 and Pakistan Studies 9. The same board, two consecutive years, the same subject matter — and the earlier book is markedly more plural than the later one. History 8 treats Hindu–Muslim division as a political process with identifiable causes; Pakistan Studies 9 treats it as a difference of essence. A pupil moving from class 8 to class 9 in Balochistan meets a narrowing, not a widening.

Counter-evidence, at equal prominence. Pakistan Studies 9 also assigns causal responsibility for communal division to colonial policy rather than to Hindus: “The British played a significant role in the loss of interreligious harmony among different nations within India. The British supported Hindus over Muslims in almost every field. This resulted in increased tensions and conflicts” (PAGE 14). That is a structural explanation of communalism, and it sits in the same chapter as the incompatibility claim. Both readings are printed; neither cancels the other.

2.5 Class 10 completion — the matriculation year

Board	Class	Subject	Medium	A6	conf	Evidence
KPTBB	10	Pakistan Studies	English	3	M	2.7/1k. India appears as adversary in the 1971 material; the register is inter-state political history.
KPTBB	10	Pakistan Studies	Urdu	3	L	Theme-grade counterpart.
KPTBB	10	English	English	2	M	0.2/1k. The Masjid of Cordoba passage treats a European setting as shared heritage rather than as a foreign other.
PCTB	10	English	English	2	M	0.1/1k; neutral-descriptive.
PCTB	10	Biology	English	1	M	Out-groups absent.
STBB	10	English	English	1	M	Zero out-group tokens across 44,245 words.
STBB	10	Biology	English	1	M	Absent.
STBB	9	Pakistan Studies	Urdu	4	L	Theme-grade; not quotable.

The class-10 tier is the least othering tier in the corpus, for a structural reason worth stating plainly rather than reading as a virtue: at matriculation the out-group material is concentrated almost entirely in one subject. Where Pakistan Studies is absent from a pupil’s timetable, so is nearly all of it.

2.6 Corpus expansion — the federal board at both poles

Added 23 Aug 2026.

Board	Class	Subject	Medium	A6	conf	Evidence
FBISE	9	Pakistan Studies	English	4	M	11.8 out-group tokens per 1,000 words — the highest density in the corpus. Hindus function as the comparison bloc against which Muslim decline is narrated: “Muslims’ backwardness … they had lagged far behind of the Hindus who had taken early initiative” (`PAGE 9`), and difference is located in essence — “the Hindus and the Muslims had different [mi]nds” (`PAGE 9`).
FBISE	10	Pakistan Studies	English	2	M	3.1/1k, and the register inverts. Minorities appear as constituents of the nation rather than as its foil: “Hindu, Christian, Sikh, and other minority groups also add to the cultural tapestry of the country” (`PAGE 7`); “the presence of religious minorities, including Christians, Hindus, and [Sikh]s, contributes to the country’s cultural mosaic. Religious festivals, rituals, and traditions from different faiths enrich the cultural landscape and promote inclusivity and mutual respect” (`PAGE 8`).
FBISE	9	English	English	2	M	0.1/1k; neutral-descriptive.
FBISE	10	English	English	1	M	Zero out-group tokens across 56,137 words.
PCTB	6	History	English	3	M	4.8/1k; historical adversary.
PCTB	7	History	English	3	M	3.5/1k.
PCTB	6	Geography	English	3	M	2.0/1k, largely place-name description.
PCTB	10	Pakistan Studies	English	3	M	3.7/1k.
STBB	6	Social Studies	English	2	M	1.1/1k; neutral-descriptive.
BTBB	6	History	English	3	M	4.5/1k.
BTBB	7	History	English	3	M	5.5/1k.
BTBB	8	English	English	2	M	0.5/1k.
BTBB	9	English	English	1	M	0.1/1k.

The sharpest within-board contrast in the study

The federal board holds both extremes of this axis in consecutive years of the same subject.

Pakistan Studies 9 carries the corpus’s densest out-group content and locates Hindu–Muslim difference in mind and essence. Pakistan Studies 10 describes the same minorities as enriching a “cultural mosaic” and promoting “inclusivity and mutual respect”. Same board, same subject, one year apart, A6 4 then A6 2.

Nothing in this corpus makes the point better that a board is not a single voice. A Pakistani federal-system pupil meets the essentialising account at fifteen and the pluralist one at sixteen, and this study has no way of knowing which one survives.

Counter-evidence inside the class-9 book itself, at equal prominence. Pakistan Studies 9 explicitly disclaims communal hatred as the basis of the demand for Pakistan: “The Quaid-e-Azam[‘s demand] for Pakistan was not based on the sentiment of Hindu hatred. Rather he had worked hard to bring the two nations to the mutually [agreeable] terms of constitutional agreement, but the Hindu extremists thwarted” (PAGE 11). The book distinguishes “Hindu extremists” from Hindus, and says so in its own voice. That is why it scores 4 rather than 5, and any account of this volume that omits the sentence is misrepresenting it.

3. Cross-board comparison, vintage-controlled

The three boards run four curriculum generations simultaneously. Un-controlled board comparison is meaningless; below, only vintage-matched pairs are treated as findings.

Vintage	Punjab	Sindh	KP
2022 SNC / 2023 NCP	History 6–8, Geography 6–8, English 6–8, Islamiyat 6/8, PS 9 (2023), PS 10, English 9 (2025–26)	—	History 8, Geography 8, Islamiyat 8 (2022–23); PS 9 (2024–25)
2014/15 Sindh Curriculum	—	Social Studies 6–7, Islamiyat 6–8, English 6–9	—
NC 2006	—	Islamiyat content base	History 6–7, Geography 6–7, Islamiyat 6–7, English 6–9, PS 10 (NOC 2011, AY 2022–23)
2002/2004 federal	—	Social Studies 8, Pakistan Studies 9–10	—

3.1 The clean comparison: Pakistan Studies 9, Punjab 2023 vs KP 2024–25

This is the only place in the corpus where the same subject, the same grade, the same four-chapter curriculum scheme, and near-identical printing years can be set side by side. Both books descend from the same federal master text (track-pakistan-studies §5).

	PCTB Punjab PS 9 (2023)	KPTBB KP PS 9 (2024–25)
A6, Hindus	5	4
A6, Indian state	4	3
A6, Pakistani minorities	2	1
“enemy/enemies”	13 (all India-directed)	1 (“people of East Pakistan became enemies of the Army”)
“nefarious / conspiracy / plot”	5	0
Dedicated minorities section	none	“EQUAL RIGHTS OF MINORITIES”, p.11
1971 blame	externalised (Hindus, India, Mukti Bahini; “the army had to intervene”)	internalised (military dictatorship; army action criticised) + America
Both carry	“Role of Hindu Teachers” as a named cause of 1971	same

Finding: the Punjab–KP gap at class 9 is not a vintage artefact. Both books are current, both are recent revisions of the same ancestor, and they differ by a full band on Hindus and on the Indian state, and in the opposite direction on minorities. That difference is editorial.

3.2 The 2004/2006-generation comparison: Sindh PS 9–10 vs KP PS 10

Vintage-matched (Sindh approval 09-10-2004; KP NC-2006, NOC 2011). Sindh scores 4 on Hindus and includes “Many Hindus acted as spies for India” (p.45); KP scores 2 on Hindus (a single dynastic mention) and 3 on the Indian state. KP is materially less adversarial than Sindh at the same vintage — which mirrors §3.1 and makes KP the least Hindu-adversarial board across two vintages independently.

3.3 The Sindh internal discontinuity is a vintage artefact

Sindh Social Studies 7 (2015 curriculum) scores 1 on Hindus; Sindh Social Studies 8 (early-2000s federal reprint) scores 5. This 4-band jump in one school year is the largest discontinuity in the corpus, and it is entirely explained by the two books belonging to different curriculum generations. Any statement of the form “Sindh’s textbooks say X about Hindus” is false at grade level.

3.4 What cannot be vintage-controlled — confounded

Punjab History 8 (SNC 2022, A6 4) vs Sindh Social Studies 8 (federal ~2003, A6 5). Different vintages, different subjects, different page budgets (94 pp vs 8 pp). The commonly cited claim that Sindh is “worse than Punjab” on Hindus rests on this pair and is confounded. Vintage-matched (§3.1) the ordering reverses.
KP History 8 (2022–23) vs Punjab History 8 (SNC 2022). Correctly vintage-matched, but KP’s is Urdu OCR and its register is unresolved. Flagged as unresolvable from this corpus.
Punjab Geography 6’s racial ethnography. No Sindh or KP counterpart exists at any vintage; it is a single-board finding with no comparison class.

4. Vertical progression, class 6 → 10 — onset and intensification

This is the question the lens turns on, and the answer changes depending on whether one reads a board’s History/Pakistan Studies spine or the whole grade.

4.1 Onset

Board	First adversarial framing anywhere in the grade	Subject that delivers it	First Hindu-as-bloc framing	Peak
PCTB Punjab	Class 6	English (India as “enemy” ×10, the “traitor instructor”) and Geography (colonial racial ethnography, A6 4)	Class 7 (History 7, English 7)	Class 9 (PS 9, A6 5)
STBB Sindh	Class 6	Islamiyat only (Battle of Khyber, A6 4) — its Social Studies 6 scores 1	Class 8 (Social Studies 8, A6 5)	Class 8
KPTBB KP	Class 6	Islamiyat only (same shared 2006 Khyber lesson; inferred, theme-grade) — its History 6 scores 1 and its English 6 scores 1	Class 7 (History 7, Urdu, theme-grade) / Class 9 (PS 9, first English-attested)	Class 9 (PS 9, A6 4)

4.2 Intensification curves (Hindus / India composite, English-attested where available)

A6
 5 |                              ●P9
 4 |                    ●P8              ●K9        ● Punjab (P)
 3 |          ●P7                                   ● Sindh  (S)
 2 |  ●P6                    ●P10 ●S9-10  ●K10      ● KP     (K)
 1 |  ●S6 ●S7 ●K6      
   +----+----+----+----+----+----+
      cl.6  cl.7  cl.8  cl.9  cl.10

   Punjab:  2  →  3  →  4  →  5  →  2     rises four years, then drops two bands
   Sindh:   1  →  1  →  5  →  4  →  —     flat, then a four-band step, then eases
   KP:      1  →  3* →  3-4* →  4  →  2   shallow rise, then drops       (* Urdu, theme-grade)

4.3 What the curves mean

Punjab is the only board that intensifies monotonically across four consecutive years — 2 → 3 → 4 → 5 from class 6 to class 9. A Punjabi pupil meets a steadily escalating characterisation of the same out-group in every year of secondary school, culminating in an examination item whose keyed answer is “Hindus are not our friends” (PS 9, p.18). No other board does this.
Sindh has no ramp at all — it has a cliff. Two years of genuinely pluralist Social Studies (A6 1), then a single book at class 8 that is the most hostile text in the corpus (A6 5), then a partial easing at 9–10 (A6 4). The pupil is not gradually socialised into hostility; they are handed it whole, in one grade, by a book from a different decade.
KP’s curve is the shallowest and it inverts at the top. KP class 6 History gives Hinduism, Buddhism and Jainism sympathetic comparative treatment, and KP class 6 English gives the corpus its only Pakistani-minority protagonist. KP’s peak (PS 9, A6 4) is a band below both other boards’ peaks, and its class-10 book carries a single Hindu mention in 131 pages.
Reading only History/Pakistan Studies gives the wrong onset for Punjab, by two years. Punjab History 6 is neutral on Hindus and Punjab History 7 is only band 3, so a History-only reading dates Punjab’s onset to class 7 or 8. But Punjab English 6 already teaches India as “the enemy” across two full units, and Punjab Geography 6 already teaches a band-4 racial ethnography of Africans and Amazonians. The distribution of othering across subjects is itself a board-level design feature, and Punjab is the only board that puts it in the English reader.
Every board’s earliest adversarial content is religious, not national. In all three, the first out-group a class-6 pupil meets in an evaluative frame is the Jews of Khyber, in Islamiyat — the same shared 2006-curriculum lesson in Sindh and KP, and the Badr/Uhud sequence in Punjab. National othering arrives one to two years later.
Two boards de-escalate at class 10, and both do it in the same slot. Punjab drops from 5 to 2 and KP from 4 to 2, in each case because the class-10 Population/Society/Culture chapter carries a minorities-and-harmony section. The final year of the sequence is the most pluralist year in two of three boards.

5. Cross-subject traces — does a pupil meet one picture or several?

5.1 Punjab: “Hindus”, six subjects, one cohort

Grade	Subject	What the pupil is told
6	History	Hinduism is not a religion the book names at all.
6	Geography	(Africans and Amazonians are “uncivilized”; “Pathan” is an MCQ distractor beside “Red Indians”.)
6	English	India is “the enemy”; an officer who would defect to India is “his traitor instructor”.
7	History	Hindu Rajputs, Jats and landlords are political adversaries; Ghori invaded to “conquer the Hindus of India and spread Islam”.
7	English	Hindus appear only as the Two-Nation counterparty — but mehendi and barat are credited to “the Hindu marriage culture”.
8	History	“Hindus’ mentality was exposed”; “Hindus would never provide justice to Muslims”; Hindus caused the 1965 war. And, twenty pages later, Christians, Sikhs, Parsis and scheduled castes are honoured by name for creating Pakistan.
9	Pakistan Studies	“The hatred of Hindus towards the Muslims”; “Hindus are not our friends” is the keyed exam answer.
9	Islamiyat (Urdu)	Jihad is distinguished from terrorism by name, anchored to Paigham-e-Pakistan.
10	Pakistan Studies	Hindus observe Diwali and Holi “in their traditional way”; non-Muslim judges, officers, scientists and cricketers are an honour roll; a full section teaches interfaith harmony.

Verdict: contradictory, and the contradiction is structural, not accidental. Punjab operates two separate registers that never meet: Hindus-as-historical-antagonist (History and Pakistan Studies, escalating to band 5) and non-Muslim-Pakistanis-as-compatriots (the minorities sections of History 8 and PS 10, band 1). The same board that prints “Hindus are not our friends” as an examinable answer at class 9 asks the pupil at class 10 to recognise Diwali-observing fellow citizens. Both books are recent; both were reviewed by the Nazaria-e-Pakistan Trust; PS 10 carries a Christian co-author and a Sikh reviewer. The pluralism is real and it is compartmentalised into the citizenship slot, leaving the historical narrative untouched.

5.2 Sindh: “Hindus”, five subjects

Social Studies 6 (Hinduism as shared inheritance, band 1) → Social Studies 7 (Diwali, Holi and Baisakhi listed warmly, band 1) → Islamiyat 8 (Muhammad bin Qasim “gave religious freedom to the Hindus and gave them lands to build temples”, and freed prisoners “from oppressive Hindus”, band 2) → Social Studies 8 (“The Hindu racists”; “the present behaviour of Indian Hindus is similar to that they has some on hundred and fifty years ago”; “no clean heart for the Muslims”, band 5) → Pakistan Studies 9–10 (“Many Hindus acted as spies for India”, band 4) → Islamiyat 9–10 (protected-minority guarantees and “strive for the domination of the true religion”, band 3) → English 9 (Jinnah as “the best Ambassador of Hindu Muslim Unity”, band 2).

Verdict: the most contradictory board in the corpus, and the contradictions are internal to single volumes. Sindh’s Islamiyat 9–10 contains its own opposite (p.25 vs p.34), as does its Islamiyat 8 (p.74 vs pp.75–76). A Sindhi pupil is not given a consistent picture in any year after class 7.

5.3 KP: “Hindus” and “Pakistani minorities”, five subjects

History 6 (comparative table of Hinduism, Buddhism, Jainism, band 1) → English 6 (Vikram Singh, “a Sikh and a proud Pakhtun Pakistani”, band 1) → History 7 (Marathas, Sikhs and Jats as rebels, band 3, Urdu) → History 8 (unresolved, Urdu) → Pakistan Studies 9 (a section headed “NEGATIVE ROLE OF HINDU TEACHERS”, band 4 — immediately alongside, in the same book, “The Pakistani Hindus, Sikhs, Christians, Parsees… shoulder to shoulder with their Muslim Pakistani compatriots… a model and example for other nations of the world”, band 1) → English 9 (Madina Charter beside the UDHR, band 1) → Pakistan Studies 10 (one Hindu mention; “Pakistani culture is a mixed culture”, band 1).

Verdict: the most consistent of the three, and the only board that draws the distinction the rubric asks for. KP’s texts separate Hindus in the pre-1947 political conflict from Pakistani Hindu citizens explicitly and in the same volume — PS 9 does both on pages 11 and 95. Punjab makes the same distinction but splits it across two grades; Sindh’s class-8 book collapses it, applying “the present behaviour of Indian Hindus” as a live description.

5.4 The one out-group all three boards agree on

Pakistani religious minorities. Board means 1.33 (KP), 1.50 (Punjab), 1.83 (Sindh) — the only out-group where all three boards sit in the pluralist half of the scale, and the only one where the boards’ spread is narrow. Every board quotes Jinnah’s 11 August 1947 speech; two quote the “Hindus would cease to be Hindus” passage that is usually omitted (Punjab PS 10 p.107 is the fullest). This is the corpus’s clearest shared positive norm.

6. Notable findings

The single most hostile passages in the corpus are in a Sindh book, but the most sustained hostility is Punjab’s. Sindh Social Studies 8 has the sharpest phrases (“Hindu racists”; “no clean heart”), but it is eight pages of an obsolete reprint sitting beside two pluralist volumes. Punjab delivers band 3-to-5 Hindu framing in four consecutive years across three subjects, in books all printed since 2022.
Punjab is simultaneously the most hostile board on Hindus/India and the most inclusive on Pakistani minorities. PS 9 (A6 5) and PS 10 (A6 1) are consecutive volumes of one course. The registers are separately controlled and do not interact.
“Hindus” is used to explain a 1965 inter-state war. Punjab History 8’s causes list opens with a religious group, not a state: “Pakistan was established against the wishes of Hindus. They had never accepted Pakistan as an independent country” (p.87). This is the clearest instance in the corpus of a religious bloc noun doing work that belongs to a state actor, and it is what separates band 4 from band 3 in that book.
The “Role of Hindu Teachers” cause of 1971 survives in all three boards — Punjab PS 9 p.56, Sindh PS 10 p.45, KP PS 9 p.95 — across a 2004 book, a 2023 book and a 2024–25 book. It is the single most durable othering element in the corpus and the strongest evidence that the boards are editions of one master text.
Sindh’s class-6 Islamiyat is the corpus’s most overlooked adversarial text. “The Jews… were always busy in anti-Islamic activities and conspiracies” (p.42) is not only asserted but set as a true/false examination item (p.46). It is English-medium and quotation-grade, it reaches ten-year-olds, and it sits in the same board and grade as the corpus’s best anti-stereotyping lesson. KP teaches the same 2006-curriculum lesson in Urdu.
The corpus’s only explicit anti-othering pedagogy is Sindh Social Studies 6, pp.100–101. It teaches stereotyping as a named fallacy and works through racial, religious, gender and intra-Pakistani ethnic examples, the last anonymised as “A community” and “B community”. Nothing comparable exists in Punjab or KP at any grade.
Colonial racial ethnography survives, in a 2022 book, about a group nobody is watching. Punjab Geography 6’s “Wild people with small height lives in Congo. People are uncivilized” (p.39) is a band-4 text about Africans and indigenous Americans, examinable at p.47, in an SNC-branded volume printed 1 March 2022. It attracts none of the scrutiny the Hindu passages attract, and it is the only band-4 finding in the corpus with no counterpart in the other two boards.
KP’s English reader carries the corpus’s only ordinary non-Muslim Pakistani citizen. Vikram Singh (KP English 6, p.173) is a protagonist, not an exhibit: the exercise has the class fill in his form and write about him as “the new boy in your class”. Every Punjab and Sindh non-Muslim appears either inside Two-Nation exposition or in a nation-building honour roll — as counterparty or as credit, never as classmate.
The West is not an out-group in this corpus. Board means 2.00–2.50; Britain is a historical adversary (band 3) everywhere, but contemporary Europe and America are neutral or positively framed in all three boards. The nearest thing to Western othering is Sindh Social Studies 8’s UN chapter, which is a Muslim/non-Muslim world-order binary rather than an anti-Western one: “It provides a mere lip service to the Muslim nations” (p.62).
Internal others split the boards more cleanly than any external out-group. Punjab 3.00, KP 2.00, Sindh 1.25. Sindh alone teaches against provincialism and ethnic stereotyping by name; KP alone records a grievance against a resident foreign population (Afghan refugees, PS 10 p.23); Punjab alone frames a Pakistani officer’s defection as treason in a class-6 reader.
Women are not constructed as an out-group anywhere in this corpus, and A6 is not the right axis for the gender material. Punjab PS 9 devotes a full chapter to women’s empowerment; Sindh and KP treat women as subjects, thinly. The one passage that reads as descriptive norm-setting without critique — Sindh Social Studies 6 p.194 (“Heads of women are to be covered”, “Women do not shake hands”) and p.197 — belongs to A7, not A6. Recorded as n/a throughout, deliberately.

7. Caveats

Urdu OCR is theme-grade and nothing is quoted from it. That covers all Punjab and KP Islamiyat, all Urdu readers, KP History 6–8, KP Geography 6–8, and Sindh Pakistan Studies 9-UM. Every score derived from those files is marked L and several are recorded as unresolved. KP History 8 is the largest hole in this lens: it carries KP’s entire colonial-and-Pakistan-Movement narrative and its register cannot be established. A clean Nastaliq OCR pass over that one file would change more of this analysis than any other single acquisition.
Absence claims are the weakest claims here, and are weaker still in Urdu. Where a term would survive degraded script (ہندو, بھارت, اقلیت, عیسائی) I have used its distribution; where it would not, I report “not established” rather than “absent”.
Verbatim re-verification. Every English quotation above was re-grepped against its source file before inclusion. Two corrections to the working notes were made in the process: (a) raw-profiles-social-studies attributes “Jogendra Nath Mandal” to Punjab History 8 — the book’s own spelling is “Jugader Nath Mandil” (p.69), and the section’s named Christian leader is “Diwan Bahadur Satya Parkash Singha” / “SP Singha”, not “S.P. Singha” as such; (b) track social studies §6 records the Punjab History 6 “white race” phrasing as dropped for failing verbatim matching — it is attested, at p.60, as “They were a white / race.” across a line break, which is why a single-line grep missed it. It is restored here.
Page markers are PDF page indices, typically 1–6 pages ahead of the printed folio, except for the two Punjab native-text files noted at the head of this document.
Shared books are scored once. KP Islamiyat 6–7 and Sindh Islamiyat 6–7 are the same 2006-curriculum syllabus (track-islamiyat §6.1); the KP score at class 6 is bracketed as inferred. Sindh’s Pakistan Studies and Islamiyat at 9–10 are single combined volumes and are scored once, not twice.
Means aggregate unequal numbers of books and different subject mixes. Punjab has 6–8 scorable books per grade against Sindh’s 4–5; boards that teach more books have more opportunities to score at either pole. The per-out-group variance, and the vintage-matched pairs in §3, are more trustworthy than the means.
Band assignment at the 4/5 boundary is the main source of judgement risk in this lens. I have treated the distinguishing feature as temporal reach: a bloc characterisation confined to pre-1947 politics scores 4; one carried into present-tense description of a living population scores 5. On that test Sindh SS 8 (“the present behaviour of Indian Hindus is similar to that they has some on hundred and fifty years ago”) and Punjab PS 9 (“the hatred of Hindus towards the Muslims in India”) are 5s, and Punjab History 8 and KP PS 9 are 4s. A reviewer applying a lexical test instead (presence of the words “racist”, “atrocities”, “hatred”) would put Punjab History 8 at 5 as well. The scores should be read as ordinal within this document’s own test, not as absolute.
Corpus drift. extracted-text/kptbb-kp/class-9/ now contains islamiyat-9-10-ur and a mutalea-quran-9-ur that were not present when track islamiyat was written (which cites islamiyat-9-ur and records the Mutalea-e-Quran volume as absent). The Islamiyat track’s §7 caveat about the KP class-9 gap should be re-run against the current files.
This lens covers what the books say, not what is taught. Nothing here speaks to classroom practice, examination weighting outside the two instances where a book states it, or the proportion of instructional time the adversarial passages actually receive.

Cite this study

Found an error?

Corrections are published, not quietly patched. Name the section and the claim, and give the board, book, edition and printed page if you have them. See the corrections log for every correction made so far.