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was previously termed “civic training and later it become civic education “Citizenship Education” does not exist as an independent subjects like social studies, Islamiat ( religious study ) and Pakistan studies have limited segments of civic or citizenship education. The national education policy (1998-2010) in Pakistan does not explicitly contain civic sensibility education objectives (Hussain, S.2007)

In the above scenario, the researcher has examined and analyzed the curriculum of social studies of 8th grade in Pakistan. In Pakistani national school system, citizenship education is imparted through prescribed social studies curriculum, its main thrust is Islamization of society since 1980s (Gillani, 2004)

This present study will suggest that family, a school and its curriculum is the major institution from where children can develop civic qualities. In Pakistan, citizenship education is integrated with social studies. The aims, concepts, content, activities, learning outcomes and evaluation are provided in the national curriculum for social studies. The researcher is of the view that not only formal place should be given to citizenship education, but also a clear framework should be given. For this study four components of citizenship education are considered very important. This study is based on four areas:

Citizen and civic Sensibility

Political awareness and functional political literacy

Cultural moral and social development

Socio-economic development ( Castles ,S . 2000)
Background of the study

It is universally accepted that birth may make us citizens by law of any country but in practice. However, competent and responsible and active citizens are created through education in school, in the family, and in the larger community. (Winter, 2001) Short et al through this empiral research Theiss -Morse, 1993; Conover, Crewe & Searing, 1991; Ichilov & Nave, 1981; Carrington & Short, 2000) have said that these are different conceptions within and between different countries citizenship. Furthermore, another study conducted by Dean (2003) in Pakistan, Pakistanis has four conceptions of citizenship. They think of citizenship in terms of

Being born in Pakistan and

Sharing a common culture

Being patriotic

Sharing a common religious identity and

As someone who has to fulfil duties.

Schools play a critical role in the development of academic abilities of young people. Schools also serve as places that assist students in developing an understanding of society and commitment to political and civic engagement. In this role, schools can help to foster the knowledge, skills and dispositions that young people need to develop into politically aware and socially responsible individuals (Torney-Purta & Vermeer, 2004). “A curriculum is socially and historically located and culturally determined. It does not develop in a vacuum rather it proceeds on the basis of beliefs seldom made explicit about how people learn, what human beings should be like and what society is” (Hooper, R. ,1971).

In Pakistan, citizenship education is integrated with social studies. The aims, concepts, content, activities, learning outcomes and evaluation are provided in the national curriculum for social studies. This cited research study is b