Unit:2 – Labour and People’s Rights

Summary: Dignity of Work

The Problem: Akhtar came home from school angry and upset. His family was worried because he looked messy and wouldn’t talk to anyone. When his favorite uncle, Mr. Inayat, came to visit, Akhtar’s sister Rukhsana told the uncle that Akhtar was unhappy.

What Happened: Akhtar explained that his school was having a “social service week” where students had to do cleaning work like servants and gardeners. He was angry because the teacher made him dust cupboards and desks, and he felt it was shameful to work like a servant.

Uncle’s Wise Questions: Uncle Inayat asked Akhtar thoughtful questions:

• “Is work itself making you angry?”
• “Are servants not human beings like us?”
• “Should we treat servants the same way we treat ourselves?”

The Teacher’s Example: Akhtar admitted that his teacher also did physical work – he swept the room and emptied dustbins. Even the headmaster cleaned the bathroom, which made all students feel ashamed of their attitudes.

Historical Examples: Uncle Inayat shared stories of great Islamic leaders who did their own work:

• Prophet Muhammad (peace be upon him) repaired his shoes, washed clothes, swept his room, and helped build the mosque in Medina
• His companions like Abu Bakr, Omar, and Ali also did physical labor and helped others
• Even Hazrat Fatima did household work like fetching water and grinding corn
• Later rulers like Sultan Nasir-ud-din made caps for living, and Emperor Aurangzeb copied the Quran

Modern Examples: Uncle explained that this attitude exists today too:

• In developed countries, people respect all kinds of work
• In China, even government leaders work in fields and factories
• In America, a government official’s son delivered newspapers to be independent, and even the President’s son did manual labor
• A business tycoon does all his own work without servants

The Lesson Learned: Akhtar realized his mistake. He understood that:

• All honest work has dignity and value
• No job is superior or inferior
• Workers should be treated with respect regardless of their job
• Even leaders and educated people should be willing to do physical work
• Being independent and doing your own work is actually admirable

The Change: Akhtar thanked his uncle and promised that “respect for all honest work” would be his life motto. He would never again feel ashamed of doing any honest work, including cleaning or sweeping.

Main Message: The story teaches that all honest work has dignity, and we should respect every worker as a human being. Physical work is not shameful – it builds character and keeps us humble.

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Question: What do you think is the central idea of the text? From the options given below, tick the correct answer.

Answer: c. One should have respect for all people who work.

Explanation: The central theme of “Dignity of Work” is that all honest work deserves respect. The story shows Akhtar learning this lesson through his uncle’s teachings about the Prophet Muhammad and his companions, as well as examples from modern developed countries. Akhtar concludes by saying “all workers should be respected without discrimination” and “Respect for all honest work will be the motto of my life.”

S.No.	Column A	Column B	Column C	Explanation
1.	cross	c) angry	c	Akhtar was “cross” (angry) when he came home from school
2.	fetch	d) bring something for someone	d	Hazrat Abu Bakr would “fetch” (bring) water for widows and neighbors
3.	transcribe	f) put in written form	f	Emperor Aurangzeb earned money by “transcribing” (writing out) the Holy Quran
4.	tycoon	a) a leading businessperson	a	The story mentions a business “tycoon” (wealthy businessman) who does his own work
5.	precisely	i) exactly	i	Uncle said “Precisely” (exactly) when agreeing with Rukhsana’s point
6.	inspiring	h) affecting deeply/uplifting	h	Rukhsana said the examples were “inspiring” (uplifting and motivating)
7.	celebrities	j) famous persons	j	Uncle mentioned that many “celebrities” (famous people) follow the philosophy of work dignity
8.	motivating	h) affecting deeply/uplifting	h	Akhtar said the examples were “motivating” (encouraging and inspiring)
9.	menial	b) of low value	b	Akhtar learned that no work is “menial” (low or unimportant) if it’s honest
10.	discrimination	g) not treating everyone equally	g	Akhtar promised to respect workers without “discrimination” (unfair treatment)

S.No.	Task	Personality
1.	Fetched water for old people	Hazrat Abu Bakr
2.	Carried flour for someone	Hazrat Omar
3.	Swept the house	Hazrat Fatima
4.	Made caps for a living	Sultan Nasir-ud-din
5.	Served food to his guests	Caliph Mamun-ur-Rashid
6.	Repaired his shoes	Prophet Muhammad (PBUH)
7.	Transcribed the Holy Quran	Emperor Aurangzeb
8.	Worked in the garden of a Jew	Hazrat Ali
9.	Carried mud and building materials	Prophet Muhammad (PBUH)
10.	Mended and washed his clothes	Prophet Muhammad (PBUH)

1. Akhtar was upset because he was asked to clean cupboards and desks.

2. The headmaster did menial work, which made Akhtar feel ashamed.

3. At the time of the battle of Khandaq, our Last Prophet Hazrat Muhammad (صلی اللہ علیہ وآلہ وصحبہ وسلم) took part in digging a trench.

4. Sultan Nasir Udin earned his living by making caps.

5. A business tycoon did not have any servant for work.

6. Developed countries understand the dignity of work.

7. In China, it is mandatory for everyone to work in the field or in a factory.

8. The son of a high US government official used to deliver newspapers to be independent.

9. Successful people believe that people who do all kinds of jobs should be treated equally.

10. Akhtar realized that all workers should be respected without discrimination.

S.No.	Statements	Answer	Explanation
1.	Akhtar returned home from school a little late.	TRUE	The story begins: “Akhtar came home late from school one day.”
2.	The headmaster of the school cleaned the bathroom.	TRUE	Akhtar said: “Even the headmaster cleaned the bathroom, which made us all feel ashamed.”
3.	The teacher did not do any work.	FALSE	Akhtar clearly stated: “Yes, he did. After taking out the desks and chairs, the teacher swept the room and emptied the dustbin.”
4.	There was a special gathering of servants and gardeners in the school.	FALSE	It was a “social service week” where students had to do the work OF servants and gardeners, not a gathering of actual servants and gardeners.
5.	People in developed countries normally do their own work.	TRUE	Uncle said: “It is normal practice in all developed countries, even today. They understand and appreciate the dignity of work.”
6.	The president’s son used to paint the walls in a hostel.	FALSE	The story says: “Once, the President’s son took the job of white washing rooms in a hotel” – it was white washing in a hotel, not painting walls in a hostel.
7.	The Chinese believe that everyone should do all kinds of work.	TRUE	Uncle explained: “In China, everyone has to spend some time each year working in the fields or in a factory. They believe that everyone ought to work.”
8.	Uncle Inayat read the story of a famous businessman in a newspaper.	FALSE	It was Rukhsana who read the story: “Recently, I read in a newspaper the story of a business tycoon who does not have servants for doing his work.”
9.	Respect for all honest work is the slogan of Rukhsana.	FALSE	This was Akhtar’s promise at the end: “Respect for all honest work will be the motto of my life.” It was Akhtar’s slogan, not Rukhsana’s.
10.	In the present time, it is accepted that people doing all kinds of jobs are equal.	TRUE	Uncle stated: “In fact, in many countries today, people doing all kinds of jobs are respected and treated equally, and no person is considered superior or inferior just because of their job.”

1. Why was Uncle Inayat liked by the children?

Answer: Uncle Inayat was liked by the children because he had traveled to many countries and always told them interesting stories. The text states: “Children were very happy to see him because he had been to many countries and always told them interesting stories.”

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2. Why was Akhtar cross?

Answer: Akhtar was cross (angry) because during the social service week at school, his teacher made him dust cupboards and desks. He felt ashamed and upset about doing work that he thought was meant for servants. He said: “Should I not be cross if I am made to work like a servant?”

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3. Which chores did our last Prophet (صلی اللہ علیہ وآلہ وصحبہ وسلم) use to do?

Answer: Prophet Muhammad (PBUH) used to do many chores:

• Repaired his own shoes
• Mended and washed his clothes
• Swept his room
• Carried mud and building materials when the mosque was being built in Medina
• Joined his companions in digging trenches during the battle of Khandaq
• He would never ask anyone to do work that he himself wouldn’t do

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4. What is the reason for the quick progress of the Chinese?

Answer: According to Uncle Inayat, the Chinese are making quick progress because they believe that everyone should work. In China, everyone (including the Prime Minister and his wife) has to spend some time each year working in the fields or in a factory. Uncle said: “They believe that everyone ought to work, hence, no wonder, they are making such quick progress.”

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5. Why did the US government official deliver newspapers when his son was ill?

Answer: The US government official delivered newspapers when his son was ill so that his son would not lose his customers. The son had taken the job to be independent, and when he got sick, his father stepped in to help maintain the newspaper route and protect his son’s work commitment.

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6. What did Akhtar think after hearing what his uncle said?

Answer: After hearing his uncle’s examples and explanations, Akhtar completely changed his thinking. He said:

• “Thank you, uncle. You always teach us something useful.”
• “These examples are extremely motivating. They have really made me think.”
• “I was wrong to be upset about cleaning my own classroom.”
• “I have learnt that no work is menial or low as long as it is honest.”
• “All workers should be respected without discrimination.”
• “I will now never feel ashamed of doing anything, even if it means doing cleaning work or sweeping the floor.”
• “Respect for all honest work will be the motto of my life.”

7. What lesson did you learn from the text?

Answer: The main lessons from this text are:

Primary Lesson: All honest work has dignity and deserves respect. No job is superior or inferior – whether someone is a cleaner, teach

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Topic I: How can we appreciate the work done by the support staff at the school?

Discussion Points:

Ways to Show Appreciation:

• Say “thank you” to cleaners, gardeners, security guards, and cafeteria workers daily
• Greet them with respect and smile when we see them
• Learn their names and treat them as individuals, not just “staff”
• Don’t make unnecessary mess that creates extra work for them
• Help keep classrooms, corridors, and grounds clean
• Recognize their contributions during school assemblies or events

Practical Actions:

• Clean up after ourselves in classrooms and cafeteria
• Don’t throw trash on the ground when cleaners work hard to keep school tidy
• Help carry heavy things if we see them struggling
• Include them in school celebrations and events
• Students can write appreciation letters or cards
• Create a “Support Staff Appreciation Week” at school

Learning from the Story:

• Remember that support staff are human beings who deserve respect
• Follow the example of great leaders who did humble work themselves
• Understand that their work is essential for our comfortable learning environment

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Topic II: What can you do to develop awareness about the dignity of work?

Discussion Points:

Personal Actions:

• Do our own household chores willingly (cleaning room, washing dishes, organizing things)
• Never complain about physical work or call it “beneath us”
• Treat all workers (house help, delivery persons, shopkeepers) with equal respect
• Learn different skills like cooking, cleaning, basic repairs

Spreading Awareness:

• Share stories like Uncle Inayat’s examples with friends and family
• Organize awareness campaigns in school about work dignity
• Create posters showing different professions as equally valuable
• Write articles or give speeches about respecting all honest work
• Challenge friends when they make disrespectful comments about workers

Following Examples:

• Study the lives of Prophet Muhammad (PBUH) and his companions
• Learn about modern leaders who do their own work
• Research successful people who started with humble jobs
• Share positive stories about people in different professions

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Topic III: How should children be engaged in chores at home?

Discussion Points:

Age-Appropriate Chores:

• Younger children (5-8 years): Organizing toys, setting table, feeding pets
• Middle children (9-12 years): Making beds, simple cooking, watering plants, cleaning rooms
• Teenagers (13+ years): Laundry, grocery shopping, cooking meals, yard work

Making Chores Positive:

• Parents should work alongside children, not just give orders
• Explain why each chore is important for the family
• Rotate chores so children learn different skills
• Appreciate their efforts and show gratitude
• Make it family time, not punishment

Benefits for Children:

• Develops responsibility and independence
• Builds life skills they’ll need as adults
• Creates appreciation for workers who do similar jobs
• Teaches that no work is shameful if it’s honest
• Strengthens family bonds through shared work

Following Islamic Example:

• Remember that Prophet Muhammad (PBUH) did household work
• Teach children that even great leaders did humble tasks
• Show that helping family is an act of love and service

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Topic IV: How should students be engaged in chores at the school?

Discussion Points:

School Chore Programs:

• Regular “Social Service Weeks” like in Akhtar’s school
• Daily classroom maintenance by students (cleaning boards, organizing desks)
• Student teams responsible for different school areas
• Gardening projects where students maintain school grounds
• Kitchen duty in school cafeteria

Leadership Participation:

• Teachers and principals should participate in physical work
• Follow the example from the story where headmaster cleaned bathrooms
• School leaders doing the same work they ask students to do
• This creates respect and removes shame about manual work

Educational Benefits:

• Students learn practical life skills
• Develops appreciation for support staff work
• Builds character and humility
• Creates sense of ownership and responsibility for school
• Teaches that education includes both mental and physical development

Implementation Ideas:

• Each class adopts a school area to maintain
• Student committees for different maintenance tasks
• Rewards and recognition for good participation
• Integration with moral education lessons
• Parent involvement to support the program at home

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Exercise 1: Present Simple Remember: Use base form of verb, but add ‘s’ or ‘es’ for third person (he/she/it)

1. Birds usually build their nests in the summer. (Birds = they, so use base form “build”)
2. I always listen carefully to my parents’ advice. (I = first person, so use base form “listen”)
3. He gets up late and dress quickly for school. (He = third person, so “gets” needs ‘s’, but “dress” should be “dresses”)
4. We study in the afternoon and play in the evening. (We = first person plural, so use base forms “study” and “play”)
5. My friend remembers the name but forgets the numbers. (My friend = he/she, third person, so both verbs need ‘s’: “remembers” and “forgets”)

Exercise 2: Present Continuous Remember: Use am/is/are + verb + ing

1. Look! It is raining so hard. (It = third person singular, so “is” + “raining”)
2. We are learning English these days. (We = plural, so “are” + “learning”)
3. The birds are singing and the farmers are enjoying their songs. (Birds and farmers = plural, so “are” + “singing”/”enjoying”)
4. The teacher is explaining and the students are listening. (Teacher = singular “is explaining”, students = plural “are listening”)
5. Some children are swimming in the pond and some are making clay toys. (Children = plural, so “are” + “swimming”/”making”)

Exercise 3: Present Simple and Present Continuous

a. We travel to Gilgit tomorrow. (Future plan, but using Present Simple for scheduled events)

b. My sister behaves nicely with everyone. (Regular habit, so Present Simple – “behaves” with ‘s’ for third person)

c. His brother drinks tea three times a day. (Regular habit, so Present Simple – “drinks” with ‘s’ for third person)

d. Our uncle comes to our house this weekend. (Planned visit, Present Simple for scheduled events)

e. She speaks and understands Persian very well. (General ability, so Present Simple – both verbs need ‘s’ for third person)

f. I clean my room every day and I also wash my clothes sometimes. (Regular habits, Present Simple – base form for “I”)

g. My mother usually watches television at this time but today she is sleeping. (First part = usual habit “watches” with ‘s’, second part = happening now “is sleeping”)

Exercise 4: Present Simple and Present Continuous (Paragraph)

The school holidays begin tomorrow. The children gather together and plan what to do. They agree to go to the village fair on Saturday.

On Saturday morning, they all get up early, dress quickly and go outside. They tell their mother that they are going to the village fair with their father. As soon as father comes outside, they jump with joy. The father sees that his children are looking forward to the trip. He hires a carriage and takes them to the fair. As soon as they reach there the children get from the carriage. They move from one stall to another. Their father gives them some money and asks them to enjoy themselves. After some time, although the father knows that the children are enjoying a lot, he informs everyone together as the sun sets and their mother is waiting for them to get home.

Key Tips:

• Present Simple: Regular habits, facts, scheduled events
• Present Continuous: Actions happening right now or temporarily
• Third person singular (he/she/it) always adds ‘s’ or ‘es’ in Present Simple
• Present Continuous always uses am/is/are + verb+ing

Exercise 5: Present Perfect Remember: Use “have/has + past participle” (has for he/she/it, have for I/we/you/they)

a) I have read this book twice already. (I = use “have” + past participle “read”)

b) We have eaten all the mangoes. (We = use “have” + past participle “eaten”)

c) My brother has applied for a job. (My brother = he, so use “has” + past participle “applied”)

d) They will win this match as already they have completed ninety runs. (They = use “have” + past participle “completed”)

e) Seema has completed her work as Beena has helped her throughout. (Both Seema and Beena = she, so use “has” + past participles “completed” and “helped”)

f) We have complained so many times, but they have thrown the garbage here again. (We = “have complained”, they = “have thrown”)

g) Tariq’s little sister has climbed up the tree, now he has gone up to get her. (Sister = she “has climbed”, he = “has gone”)

Exercise 6: Present Perfect Continuous Remember: Use “have/has + been + verb+ing”

1. We have been working since twelve noon. (We = “have been” + “working”)
2. It has been raining for three hours continuously. (It = “has been” + “raining”)
3. They have been talking for an hour. (They = “have been” + “talking”)
4. I have been working all morning. (I = “have been” + “working”)
5. She has been cooking food for us without a break while we have been watching this match. (She = “has been cooking”, we = “have been watching”)
6. My grandmother has been sitting outside and my father has been planting vegetables. (Grandmother = “has been sitting”, father = “has been planting”)
7. The dog has been chasing the cat and the cat has been jumping all around. (Dog = “has been chasing”, cat = “has been jumping”)

Key Points:

• Present Perfect: Shows completed actions with present relevance
• Present Perfect Continuous: Shows ongoing actions that started in the past and continue now
• Use “has” with he/she/it, “have” with I/we/you/they

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Exercise 7: Present Perfect and Present Perfect Continuous

Let me fill in the paragraph step by step:

Our principal has announced the date for the exams finally; we have waited for this announcement since last week. My friend and I have studied since last week as we want to get good marks. We have worked for about six hours every day. We have completed revising English and have started with Urdu today. We have gone to Faisal’s house to learn Mathematics from his brother. He has helped us and we have managed to complete more than half of the course. However, since the last semester, we have struggled with history and tried to do more and I think we have made some progress. My mother has prayed for us every day, I have done my best, and my friend’s mother has cooked delicious food for us to keep up our spirits. Now, we have to perform well.

Key Points for Exercise 7:

• Present Perfect (have/has + past participle): Shows completed actions with present relevance
• Present Perfect Continuous (have/has + been + verb+ing): Shows ongoing actions from past to present
• Use “has” with third person singular (he/she/it), “have” with others (I/we/you/they)

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Exercise 8 Summary: This explains sentence types:

• Simple sentence: One subject + one verb + complete thought Example: “Jamil plays tennis every Saturday”
• Compound sentence: Two independent clauses joined by linking words Example: “Jamil plays tennis every Saturday but this Saturday he is playing golf”
• Linking words: FANBOYS (For, And, Nor, But, Or, Yet, So) plus others like “because,” “as,” etc.

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Exercise 9: Identifying Simple (S) and Compound (C) Sentences

S.No.	Sentence	Answer
1.	You have been sleeping since morning.	S
2.	I don’t know the answer.	S
3.	I want to lose weight, yet I eat chocolates daily.	C
4.	Atif is famous, but he is very humble.	C
5.	You may eat a mango or have mango pickle.	C
6.	He is totally dependent on his parents.	S
7.	He was feeling sick, so he went to the doctor.	C
8.	No one is traveling these days.	S
9.	I go to the library, for I love reading.	C
10.	He is rich and he has a good heart.	C

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Exercise 10: Converting Compound to Simple Sentences

From Exercise 9, here are the compound sentences converted:

Sentence 3:

• I want to lose weight.
• I eat chocolates daily.

Sentence 4:

• Atif is famous.
• He is very humble.

Sentence 5:

• You may eat a mango.
• You may have mango pickle.

Sentence 7:

• He was feeling sick.
• He went to the doctor.

Sentence 9:

• I go to the library.
• I love reading.

Sentence 10:

• He is rich.
• He has a good heart.

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Exercise 11: Creating Simple and Compound Sentences

S.No.	Simple Sentences	Compound Sentences
1.	The sun is shining.	The sun is shining, and the birds are singing.
2.	Students study hard.	Students study hard, but some still fail exams.
3.	Rain fell heavily.	Rain fell heavily, so we stayed indoors.
4.	Children love games.	Children love games, yet they must study too.
5.	Birds fly south.	Birds fly south, for winter is coming.

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To: principal@igc.edu.pk
From: student123@gmail.com
Subject: Request for Information Regarding Admission Details and Policies

Dear Sir/Madam,

I hope this email finds you in good health. I am writing to request information about your esteemed college’s admission procedures and policies.

Firstly, I would like to know the admission requirements for intermediate students, including the minimum percentage criteria and any entrance test requirements. Additionally, please provide details about the application deadline and required documents.

Secondly, I would appreciate information about the college’s attendance policy, including minimum attendance requirements and consequences for non-compliance.

Finally, could you please inform me about the fee structure, available scholarships, and hostel facilities if any.

I would be grateful if you could provide this information at your earliest convenience, as it will help me make an informed decision about my academic future.

Thank you for your time and consideration.

Yours faithfully,
[Your Full Name]
[Your Contact Information]

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To: principal@schoolname.edu.pk
From: student.representative@gmail.com
Subject: Request for Permission to Conduct Cleanliness Campaign During Social Service Week

Dear Sir/Madam,

I hope this email finds you in excellent health. I am writing on behalf of our group to request permission to organize a cleanliness campaign in our school as part of the upcoming Social Service Week.

Our group of four students has planned a comprehensive cleanliness drive that includes cleaning classrooms, corridors, and the school playground. We aim to promote environmental awareness and social responsibility among students.

The proposed activities include organizing cleaning sessions, setting up recycling bins, and conducting awareness presentations about maintaining cleanliness. We believe this initiative will not only beautify our school premises but also instill good habits in students.

We would be grateful if you could grant us permission to conduct this campaign during Social Service Week. We assure you that all activities will be conducted responsibly and safely under proper supervision.

Thank you for considering our request. We look forward to your positive response.

Yours respectfully,
[Group Leader Name]
[Class and Section]
[Contact Information]