KS5 History IG 2022

National School Curriculum
INSTRUCTIONAL GUIDE
FOR HISTORY AND CITIZENSHIP
EDUCATION
CLASSES XI & XII
Department of Curriculum and Professional Development

Ministry of Education, Royal Government of Bhutan
“Your parents, relatives, and friends would be very proud of what you have achieved. At your
age, to have completed your studies is your personal accomplishment. Your knowledge and
capabilities are a great asset for the nation. I congratulate you for your achievements.
Finally, your capabilities and predisposition towards hard work will invariably shape the future
of Bhutan. You must work with integrity, you must keep learning, keep working hard, and you
must have the audacity to dream big.”
- His Majesty Jigme Khesar Namgyel Wangchuck

National School Curriculum
INSTRUCTIONAL GUIDE
FOR HISTORY AND CITIZENSHIP
EDUCATION
CLASSES XI & XII

Ministry of Education, Royal Government of Bhutan
Published by

Ministry of Education
Royal Government of Bhutan
Thimphu, Bhutan.
Provisional Edition 2021
First Edition 2022
www.education.gov.bt
© 2022 Department of Curriculum and Professional Development
All rights reserved. This publication is not for sale. No part of this book may be produced in
any form without permission from the Ministry of Education
ISBN: 978-99936-0-627-7
Acknowledgement
The Department of Curriculum and Professional Development (DCPD), MoE, Thimphu extends
earnest gratitude to Dzongkhag Education officers, schools and relevant agencies for the
unfeigned support and cooperation rendered towards the production of History and Civics
Curriculum framework.
The DCPD extends its earnest gratitude to all the educationists, educators, and relevant
professionals who extended invaluable insights in the production of this framework. Without the
wide range of tangible and intangible insights and moral support, the transformation of
curriculum to experiential and process-based learning would not have been possible.
The DCPD also sincerely acknowledges the retrieval and use of contents and resources, either in
part or whole, from relevant websites and other forms of sources with the assurance that these
resources will be used exclusively for educational purposes.
Advisor:
1. Kinga Dakpa, Director General, REC

2. Tashi Namgyal, Director, DCPD
2. Wangpo Tenzin, Dean, DCPD
3. Norbu Wangchuk, Unit Head, Social Science, DCPD
Research and Writing Team:
1. Sonam Zangpo Sherpa, Teacher, Tashidingkha CS, Punakha

2. Pema Wangdi, Teacher, Damphu CS, Tsirang
3. Sonam Choden, Teacher, GUDCS, Haa
4. Leingdron Tshomo, Teacher, Utpal Academy, Paro
5. Pem Eden, Teacher, Sherubling CS, Trongsa
6. Jigme Tenzin, Teacher, Khuruthang MSS, Punakha
7. Dr. Sonam Chuki, Curriculum Developer, REC, Paro
8. Karma Phuntsho, Training Developer, REC, Paro
9. Thukten Jamtsho, Curriculum Developer, DCPD, Thimphu
iv
Foreword
The erstwhile Royal Education Council (REC) developed an Adapted and Prioritized curricula for schools
so that students can continue learning during the disruptions caused by the COVID 19 pandemic since
March 2020. With the commencement of the 2021 academic session, the new normal curriculum, later
renamed as the National School Curriculum (NSC), was embraced as a paradigm shift of education
from the conventional knowledge-based learning to competency based, open source and experiential
learning leveraged on digital technologies. In order to facilitate the effective implementation of the
curriculum change, Instructional Guides were developed in all subjects, and the teachers were
oriented through virtual and short contact modes as per the prevailing pandemic situations. The
curricula were aimed at minimizing the learning loss for learners as it was designed for implementation
in different situations - during school closure or during regular contact instructional hours.
While these measures served as a solution to problems brought about by the pandemic and the global
changing trend in education, a resilient and more dynamic curricula and instructions remain the
current priority of the Government. In cognizance of some the shortfalls in the provisional edition of
Instructional Guides (IG), the Department of Curriculum and Professional Development reviewed and
revised the existing Instructional Guides across all subjects with the aim of enforcing the competency-
based learning, and making teaching-learning happen ‘anytime anywhere’ commensurate to an
inclusive education, so that all learners are provided the opportunity to learn at their pace and
situation.
The revised Instructional Guides have drawn ideas and inspiration from various educational
philosophies and principles, particularly the Delors Report, Learning: The Treasure Within (1996). The
report prioritizes the development of the whole person and not just academic knowledge through the
four pillars: “learning to know”, “learning to do”, “learning to be”, and “learning to live together”.
Therefore, the New Curriculum and the Instructional Guide is an attempt to transform education from
the teaching of “what” to learning of “how” and “why” towards empowering learners with the
transversal competencies and the 21st century skills, and preparing them to be lifelong learners.
The National School Curriculum is, not just a mere response to the pandemic, but a culmination of the
curriculum reform work for the last four years by Department of Curriculum and Professional
Development. It is an attempt to transform education from the teaching of ‘what to learn, what to do,
what to value’, perspective learning to ‘how to learn, how to do, how to value’, to the competency
based learning towards empowering learners with the transversal competencies and the 21st century
skills, and preparing them to be lifelong learners. Thus, this initiative is envisaged to orient our
educational process towards nurturing ‘nationally rooted and globally competent’ citizens.
With this guide, we are optimistic that our learners and teachers are ushered through a life enriching
experiential teaching and learning.
Tashi Delek
Tashi Namgyal
Director
v
Contents
INTRODUCTION VII
PURPOSE OF INSTRUCTIONAL GUIDE VIII
CLASS XI
BHUTAN HISTORY AND CIVICS AND CITIZENSHIP EDUCATION 1
Chapter 1: Political Theories 1
Chapter 2: Buddhism: The Light on the Nation’s Path 4
Chapter 3: Cultural Heritage: Making Sense of Bhutanese National Expression 7
Chapter 4: Ethnic groups: Separate Faces of One Nation 14
CLASS XII
BHUTAN HISTORY AND CIVICS AND CITIZENSHIP EDUCATION 17
Chapter 1: The Silken Knot and Golden Yoke 17
Chapter 2: Monarchy: An Era of Stability and Reforms 24
Chapter 3: Bhutan and International Organisations: Among the Constellation of Nations 30
Chapter 4: Democracy and Constitution 33
Chapter 5: Important Historical Figures and Shaping of National Identity 38
ASSESSMENT WEIGHTING AND INSTRUCTIONAL HOURS 45
vi
Introduction
History curriculum has been predominantly knowledge based and examination centred teaching and
learning. The 21st Century Education framework stipulates the emphasis on thematic based learning
areas with a comprehensive support system. With the advancement in ICT, the world is flooded with
plethora of information, which is widely read by all at their leisure. In this context, the emphasis of the
History curriculum is to engage learners in the process of analysis, interpretation and articulation of
information from multiple sources into meaningful and life enriching knowledge and skills.
History curriculum is adapted and grounded on the principle of competency-based learning cognizant
of the reality of the immediate environment. It signals a major paradigm shift from the conventional
textbook-based learning to open source and experiential learning as is stipulated in the History
Curriculum Framework. The History Curriculum Framework is perceived as means in the translation of
the educational philosophy and the core standards of the National School Curriculum Framework. It
envisages that the roles of teachers are transformed from knowledge transmitter to facilitation, guide,
evaluator, researcher and motivator. Therefore, competency-based History curriculum empowers
learners with the knowledge and skill necessary in realising their potential to be socially responsible
and productive individuals and contribute to the nation building processes – economic, social, political
development.
Learning is facilitated through the “Instructional Guide” with learners taking responsibility for their
learning; teachers facilitate and guide learners in the due course of their active engagement and assess
their performance for improvement in their learning through formative assessment. The Instructional
Guide (IG) as the means of delivering the History curriculum framework is built on the four strands
namely, Historiography, Evolving Civilisation, Governance and Peace, and Identity, Spirituality &
Culture, which run consistently with a logical flow of learning across different levels of key stages. The
competencies to be acquired and demonstrated by learners at each stage of learning are outlined as
Competencies and Learning Objectives. In essence, the IG informs teachers and stakeholders about
the set of related knowledge, skills and values expected to be achieved by learners at various stages
of education. Thus, the instructional guide is aimed at understanding about the intent of the
curriculum and equip learners with the set of competencies needed to master as mandated by the
framework. Learning objectives are organised and aligned to strand and competencies, which inform
the selection of topics, learning experiences and the assessment protocols.
The learning experiences, sample activities, assessment rubrics, resources given in the guide are
suggestive in nature. Teachers can negotiate to design and adapt their own that best suit their learners
and their environment. What is non-negotiable is the teaching of the competencies that the learners
must acquire at each class before they move on to the next class. Various assessment approaches,
tools and rubrics are to be used consistently and meaningfully to assess learners and report to
stakeholders at various levels. Further, the focus of assessment should be for learning rather than
assessment of learning, so that learners are facilitated to reflect on their learning continuum in the
learning process.
vii
Purpose of Instructional Guide
Among the many definitions of ‘curriculum’ this Instructional Guide underscores the meaning of
curriculum as a standard and competency-based sequence of planned Learning Experience where
learners practice and achieve the proficiency in applying the Learning Experience in real life scenarios.
These proficiencies, in the curriculum framework, have been stated as “competencies” and
‘objectives” for each class. In keeping with the principle, ‘less is more’ as stated the National School
Curriculum, the contents of the curriculum have been reduced so that learners can be engaged more
in activities that can lead to the acquisition of language skills rather than having them ‘cover the
syllabus’. This instructional Guide believes that the classroom teachers, as professional individuals, can
make the most authentic and reliable judgment about each learner’s learning needs and the Learning
Experience to be provided to propel the learners in the learning continuum.
With these beliefs and principles as the background, the following are the purposes of this document:
i. Strengthen blended learning, including flipped classroom with multimedia, digital pedagogies
and ICT devices and websites as tools to share the responsibility of learning amongst the
learners, teachers, the parents and other stakeholders.
ii. Facilitate the use of Continuous Formative Assessment for learning using diverse appropriate
assessment techniques and tools commensurate with individual differences in learning, and
gather evidence to guide planning of educational programmes and activities for learners.
iii. Promote inclusive learning through the blended learning which facilitates learning anywhere,
any time with the learner being responsible for the learning.
iv. Provide suggestive means of teaching skills by building interrelationship among, and
through, the integration of the four strands of the curriculum.
v. Help teachers assume the roles of facilitator, guide, motivator and evaluator.
vi. Guide teachers, parents and other stakeholders in helping learners achieve their potential.
vii. Empower teachers to design their own ‘course of study’ or ‘class curriculum’ for their students
in line with the National School Curriculum Framework.
In this age of advanced communication and information technology, contents are widely available
from a number of sources, therefore, the contents of the curriculum have been kept flexible enough
for teachers to select, structure and sequence them to best suit the learners need while maintaining
coherence and consistency. In other words, while the contents of the curriculum are negotiable, the
competencies and objectives are not. While, teachers may have access to number of materials, it
should be kept in mind that the teaching and learning should be focused on achieving the
competencies rather than ‘covering of the syllabus’. The teaching learning materials should be used as
means to create a learning environment that is competency-based where the learners need to master
the skills presented to them. While designing lesson plans and teaching learning activities, teachers
need to ensure that the materials are relevant and appropriate for the given task. The assessment
should be competency-based wherein the teachers should assess the learners’ mastery of the skills
stated as competencies and objectives for each class. Teachers should use appropriate assessment
tools and techniques depending on the nature of the learning activities. The learners should be clearly
informed about the success criteria, the areas of assessment and the tools to be used so that they
know exactly what tasks are to be performed or expected of them. In the process of the performance,
the teacher should continuously provide feedback and, if necessary, modify instructions. Efforts have
to be made to ensure that every learner has mastered the skills.
viii
Class XI
Bhutan History and Civics and Citizenship Education
Strand: Governance and Peace
Chapter 1: Political Theories
Topic 1: Theories of Origin of State
The state is an independent political entity exercising the sovereign power within a definite
territory for a given population. To understand the concept of state, it is necessary to know
the concept of origin of the state. There are many theories of origin of the state and some of
the popular theories are Divine Origin Theory, Social Contract Theory and the Force Theory.
Competency
• Explain the different theories of origin of state and the political theories to analyse
and relate with the Bhutanese context.
Learning Objectives
• Discuss the Theories of Origin of State.
• Explain the concept of state presented in different theories with reference to Bhutan.
Learning Experience: Research based learning

• Facilitate students to conduct online and library research on the salient features and
limitations of Divine Theory, Force Theory and Social Contract Theory (Refer online
article titled, ‘Theories on the Origin of State’ and YouTube OR video titled, ‘Lecture
on the Theory of Origin of State’).
• Facilitate students’ presentation on the three Theories of Origin of State with
reference to origin of the Bhutanese state. (Refer 'Polity, Kingship and Democracy'
pg.21-30)
• Teacher supplements and summarises key features and limitations of different
theories with reference to Bhutan
• Note: The teacher presents and facilitates discussion on the Divine Theory in the
Bhutanese context in terms of the benevolence and people–centred approach of the
Bhutanese state.
Reflective questions
• Examine the theory on the origin of state that you think is the best, which describes
the formation of Bhutanese state.
Assessment
• Assess students’ analytical essay about the relevance of three theories with reference
to Bhutan using a set of criteria.
Resources
• Theories on the Origin of State:
https://www.politicalsciencenotes.com/essay/state/theories-on-the- origin-of-state-
essay-theories-political-science/1513
• Lecture on the Theory of Origin of State: https://www.youtube.com/watch?v=Esj-
4hNWxLQ
• Sonam Kinga, Polity, Kingship and Democracy, 2009.
Topic 2: Socialism and Capitalism
The ideology of socialism and capitalism both are used to describe economic and political
systems. Both the systems have merits as well as demerits, thus the strength and limitation
of socialism and capitalism will focus on enabling learners to acknowledge the government
in adopting system to address the current economic and social circumstances.
Competency
• Explain socialism and capitalism from a historical perspective to critically appreciate
the policies of the government with reference to the current economic and social
conditions.
Learning Objectives
• Explain capitalism.
• Discuss the contemporary political debates with reference to the Bhutanese context.
Learning Experience: Visual Inference

• Present socialism and capitalism political thought (Refer online article titled,
‘Capitalism vs. Socialism: What's the Difference?’ and YouTube video titled,
‘Capitalism vs. Socialism: A Soho Forum Debate’).
• Teacher demonstrates the political thought analysis tree given below and facilitate
students to discuss and explain its features and limitations in the Bhutanese context.
2
POLITICAL THOUGHT ANALYSIS TREE
Equity and Free

justice market
……………..... ………………
State Market
driven driven
develop develop
Socialism Capitalism
• Students infer meanings of the concept of socialism and capitalism and its relevance
in the Bhutanese political debates using the political thought analysis tree and citing
examples from their community.
• Or
• Conduct panel discussion on “Capitalism as the best economic system for better socio-
economic development of Bhutan”.
• Summarise students’ discussions and highlight key features and limitations of
socialism and capitalism, and its relevance in the contemporary Bhutanese political
debates.
Assessment
• Assess student’s brochure design using a set of criteria on socialism and capitalism
with reference to the contemporary political debates in Bhutanese context.
Resources
• Capitalism vs. Socialism: What's the Difference?
https://www.investopedia.com/ask/answers/020915/what-are- differences-
between-capitalism-and-socialism.asp
• Capitalism vs. Socialism: A Soho Forum Debate:
https://www.youtube.com/watch?v=YJQSuUZdcV4
3
Strand: Identity, Spirituality and Culture
Chapter 2: Buddhism: The Light on the Nation’s Path
Topic 1: The genesis of the three turnings of the Wheel of Dharma
Buddha Sakyamuni skilfully employed device and adjusted various means in his teachings at
different locations and numerous occasions to suit the mental dispositions of multiple
audiences. The ‘Three Turnings of the Wheel of Dharma,’ (Choekhorrimpa sum) is one of the
well-known and fundamental classification of Buddha Sakyamuni’s teaching. Resulting in the
emergence of three successive developments in Buddhist thought. These thoughts classify
the content, philosophical view, and practical application of the whole collection of Buddhist
teachings.
The chapter centres on The Four Noble Truths (Denzhichoekhor), The Absence of
Characteristics (Tshen-nyidmepaichoekhor) and Fully Realising the Ultimate (Legparnam par
phyewaichoekhor).
Competency
• Instil beliefs and the ability to apply the principles of spirituality and religion in school,
at home and beyond life along with character building relating to the Wheel of
Dharma.
Learning Objectives
• Trace the genesis of the three turnings of the Wheel of Dharma.
• Discuss distinct characteristics of the three turnings of Wheel of Dharma.
Learning Experience: Guest speaker and Three Rs Approach learning

• Invite a guest speaker to talk about the three turnings of the Wheel of Dharma.
• Reflect: Assist students to reflect on the meaning and the purpose of life in relation to
the essence of three turnings of the Wheel of Dharma.
• Reasoning: Facilitate students to explain about the three turnings of the Wheel of
Dharma with reference to its distinct characteristics.
• React: Help students to contemplate and react about their understanding of the
distinct characteristics of the turning of the Wheel of Dharma and its lesson on their
life.
• Teacher summarises the discussion and highlight the key characteristics of the three
turnings of Wheel of Dharma (Refer online literature titled, ‘Four Noble Truths,’ ‘The
Sutra on the Wheel of Dharma,’ ‘Prajnaparamita Sutra,’ ‘Three Turnings,’ and ‘The
Lankavatra Sutra’).
Note: The teacher is suggested to be sensitive to the classroom and local
community context in delivering the lesson.
4
Reflective Question
• Relate how the principles of the three turning of the Wheel of Dhrama can be
practiced at school?
• Explain the role of Buddhism in building character and enabling one to understand
oneself better.
Assessment
• Assess students’ self-reflection on the three turnings of the Wheel of Dharma and its
application in their lives through a PowerPoint presentation.
Resources
• Four Noble Truths: https://www.rigpawiki.org/index.php?title=Four_Noble_Truths
• The Sutra of the Wheel of Dharma: https://read.84000.co/translation/UT22084-072-
037.html
• The Sutra of the Heart of Transcendent Wisdom, from the Words of the Buddha:
https://www.lotsawahouse.org/words-of-the- buddha/heart-sutra-with-extras
• Three Turnings:
https://www.rigpawiki.org/index.php?title=Three_Turnings#Third_Turning
• The Lankavatra Sutra: http://www.buddhasutra.com/files/lankavatara_sutra.htm
Topic 2: Establishment of Drukpa Kagyud tradition in Bhutan
Drukpa Kagyud is the state religion of Bhutan. The introduction of Drukpa tradition is
attributed to Phajo Drugom Zhigpo in fulfilment of the Tshangpa Gyra’s prophecy. Phajo’s
descendants further propagated the tradition in the country. Various Drukpa saints like Ngagi
Wangchuk (1517–1554), Mipham Choegyel (1543–1606), Mipham Tenpai Nyima (1567–
1619), and Drukpa Kuenley contributed in establishing and strengthening the Drukpa Kagyud.
Currently Zhung Dratshang plays a vital role in reviving, spreading and reinforcing Drukpa
Kagyud. Furthermore, various branches of Kagyud, particularly practitioner of Drukpa Kagyud
and Nyingma schools co-exist harmoniously.
Competencies
• Trace the establishment of Drukpa Kagyud tradition in Bhutan to examine the
relationship among the historical events to infer the historical causality.
• Examine the concept of Kar-Nying to understand the true essence of Buddhism leading
towards a harmonious and responsible life.
Learning Objectives
• Describe the practice of Kar-Nying Zungdrel (Coexistence of Nyingma and Kagyud
practice).
5
• Explain the establishment of Drukpa Kagyud tradition in Bhutan.
• Discuss the role of Zhung Dratshang in strengthening Drukpa Kagyud in Bhutan.
Learning Experience: Seminar or Field trip

• Teacher helps the students to prepare the content of Drukpa Kagyud tradition in
Bhutan. (Refer online article titled, ‘Lho- Druk Tradition’, p.g., 186-190, A History of
Bhutan, Course Book for Class IX, p.g., 35-40 and History of the Drukpa Kagyud School
in Bhutan, p.g., 19-75).
• Teacher provides themes: Kar-Nying Zungdrel (Coexistence of Nyingma and Kagyud
practice) and the role of Zhung Dratshang in strengthening Drukpa Kagyud in Bhutan.
• Teacher assists the selected participants for the seminar.
• Teacher moderates the seminar and encourages the observers (non-participants) to
ask questions.
• Summarise discussions and draw out key themes.
Or
• Organise a field trip to a nearby Drukpa Kagyud Lhakhang/ Dzong/Ney/Shedra to learn
about the establishment of Drukpa Kagyud tradition in Bhutan, the role of Zhung
Dratshang in strengthening Drukpa Kagyud in Bhutan and the practice of Kar-Nying
Zungdrel (Coexistence of Nyingma and Kagyud practice).
• Facilitate students to make field notes on their observations based on a check list.
• Facilitate students to share field trip findings and learn from each other.
• Summarise and highlight the core observations from the students’ field trip.
Reflective Question
• Provide examples for the harmonious coexistence of Nyingma and Kagyud tradition
from the community you belong to.
• Discuss which event contributes significantly in the establishment of Drukpa Kagyud
tradition in Bhutan?
Assessment
• Assess students’ presentation on Kar-Nying Zungdrel and the role of Zhung Dratshang
in strengthening Drukpa Kagyud in Bhutan using a set of criteria by an examiner
(Teacher may invite a fellow history teacher from a nearby school).
Resources
• Gembo Dorji, The Lho-Druk tradition of Bhutan, 2012.
• Yonten Dargye, History of the Drukpa Kagyud School in Bhutan, 2001.
• Royal Education Council, A History of Bhutan, Course Book for Class IX, 2019.
• Chapter: Cultural Heritage: Making Sense of Bhutanese National Expression.
6
Chapter 3: Cultural Heritage: Making Sense of Bhutanese National Expression
Topic 1: Tangible and intangible cultural heritage
Bhutanese cultural heritage is classified into tangible and intangible culture. Tangible cultural
heritage refers to things that we can store or physically touch. Examples of tangible cultural
heritage include traditional clothing, tools, buildings, artwork, monuments, and modes of
transportation. Intangible cultural heritage refers to things that are not tactile but existing
intellectually. Intangible cultural heritage is the practices, expressions, knowledge and skills
that communities, groups and sometimes individuals recognise as part of their cultural
heritage.
Competency
• Analyse the tangible and intangible cultural heritage to understand the diverse
interpretations of the past and present.
Learning Objectives
• Explain the concept of cultural heritage.
• Explain tangible and intangible cultural heritage with Bhutanese examples.
Learning Experience: Frayer Model Method

In order to develop better understanding of the tangible and intangible cultural heritage:
• Teacher explains the concept of tangible culture through the Frayer model (Refer A
Concise Cultural History of Bhutan, p.g.,43-44 and annexure for sample Frayer model).
• Students, in groups, discuss the intangible culture using the Frayer model (Refer
Intangible Cultural Heritage of Bhutan, p.g., XVI,1, 47, 89 and A Concise Cultural
History of Bhutan, p.g.,65-66).
• Teacher facilitates the discussions.
• Groups display their work in the identified corner.
• Suggest few measures to protect intangible culture which can be maintained in the
present and for the benefit of future generations.
• Explain the importance of tangible culture in protecting the sovereignty and security
of the nation.
Assessment
• Assess students’ write up on the ways to preserve and promote the tangible and
intangible cultural heritage of Bhutan using a set of criteria.
7
Resources
• C.T Dorji (Dr.), A Concise Cultural History of Bhutan, 2008.
Research & Media Division National Library & Archives of Bhutan, Intangible Cultural
Heritage of Bhutan, 2015.
Sample Frayer Model
Definition Characteristic(s)
Word
Examples Non-examples
Topic 2: Salient features of secular and spiritual arts and crafts of Bhutan.
Bhutanese arts and crafts are further classified into secular and spiritual. The secular arts and
crafts refer to those arts and crafts that has no religious reference points and is, in fact,
oblivious to organised religion. Having an aesthetic appeal in a non-religious context, it
neither denies or affirms the existence of God, but focuses on human agency. Spiritual art or
sacred art is the creative ideal or process of using divinity as inspiration and themes to
positively uplift consciousness. Some spiritual artists may use a ritual or cultic practices of
spiritual manifestation to create their artwork.
Competency
• Examine the secular and spiritual arts and crafts to describe and explain the diverse
interpretations of the past and present.
Learning Objective
• Discuss the salient features of secular and spiritual arts and crafts of Bhutan.
Learning Experience: Concept map/fishbone

• Introduce the topic by explaining the concept of secular and spiritual arts and crafts of
Bhutan.
• Create groups and assign topics for discussion.
Group I: Features of secular arts and crafts.
Group II: Features of spiritual arts and crafts.
• Students draw features of the assigned topics with the help of given reading materials
(Refer A Concise Cultural History of Bhutan, p.g., 44, A History of Bhutan, A
8
Supplementary Text for Class XI, p.g.,1- 18, A History of Bhutan Course Book for Class
X, p.g., 94, and online article titled, ‘Bhutanese Architecture Guidelines’ p.g., 16).
Or
• Use fishbone strategy to draw the features of secular and spiritual arts and crafts using
the aforementioned information.
• Facilitate students to present their work through the concept map.
Assessment
• Assess students’ analytical understanding of the lesson through a short project work
on an existing feature of secular and spiritual arts and crafts using a rubric.
Resources
• Royal Education Council, A History of Bhutan, A Supplementary Text for Class XI, 2019
• C.T Dorji (Dr.) A Concise Cultural History of Bhutan, 2008.
• Royal Education Council, A History of Bhutan, Course Book for Class X, 2019.
• Ministry of Works and Human Settlement Royal Government of Bhutan, Bhutanese
Architecture Guidelines (2014): https://www.mowhs.gov.bt/wp-
content/uploads/2010/11/Bhutan- Arch-Guidelines-final-2014.pdf
Sample of fishbone strategy
Secular Features Similarities
Spiritual Features
Topic 3: Factors leading to the emergence of architecture, arts and crafts in contemporary
Bhutan.
Bhutan has a unique architecture, arts and craft. Architecture, arts and craft constitutes an
important aspect of tangible culture. Bhutanese often showcase and take pride in the unique
Bhutanese architecture, arts and craft. Preservation and promotion of culture is one of the
pillars of Gross National Happiness. However, Bhutanese architecture, arts and crafts faces
serious challenges with rapid globalization and technological revolutions.
9
Competency
• Evaluate the traditional architecture, arts and crafts in Bhutan to understand the
factors responsible in the emergence of architecture, arts and crafts in the country.
Learning Objectives
• Describe the factors leading to the emergence of architecture, arts and crafts in
contemporary Bhutan.
• Evaluate the status of traditional architecture, arts and crafts in contemporary Bhutan.
Learning Experience: Local Market Tour/ Photo Exhibition

• Identify a relevant local contemporary market which has the presence of newly
emerged architecture, arts and crafts.
• Provide a background about the factors to the emergence of architecture, arts and
crafts in contemporary Bhutan (Refer A History of Bhutan Course Book for Class X, p.g.,
93).
• Assist students to prepare for the market tour to learn about factors affecting the
emergence of architecture, arts and crafts in contemporary Bhutan.
• Assist students to design a checklist to be used during the market tour.
• Facilitate students to observe new architecture, arts and crafts in the locality based on
the checklist and make notes.
• Summarise and draw out core learning points and highlight the influence of different
factors on newly evolved architecture, arts and crafts in contemporary Bhutan.
Or
• Assist students to take photos of contemporary architecture, arts and crafts in their
locality with the help of a checklist.
• Students exhibit their photos through a short video clip.
• Facilitate discussions about the factors affecting the emergence of architecture, arts
and crafts in contemporary Bhutan (Refer A History of Bhutan Course Book for Class X
p.g., 93).
• Highlight the key ideas of the lesson and help students learn about contemporary
architecture, arts and crafts in contemporary Bhutan.
Reflective Question
• Suggest few measures to overcome the challenges in upholding the ancient
architecture, arts and craft in the contemporary Bhutan.
Assessment
• Assess students’ brochure design on contemporary art, architecture and crafts using
rubrics.
10
Resources
Topic 4: Fusion of traditional and contemporary architecture, arts and crafts in Bhutan.
Traditional architecture, arts and crafts are the main identity of our country. Preserving and
promoting the traditional architecture, arts and craft faces major challenges in modern
Bhutan. Therefore, the fusion of traditional and contemporary architecture, arts and crafts
is to preserve our traditional architecture, arts and crafts to suit the modern context.
Competencies
• Recreate and preserve ancient culture to suit the modern context by fusion of
traditional and contemporary architecture, arts and crafts of Bhutan.
Learning Objective
• Discuss the fusion of traditional and contemporary architecture, arts and crafts in
Bhutan.
Learning Experience: Field Trip

• Provide a brief concept of the traditional and contemporary art, architecture and
crafts in Bhutan (Refer, Arts & Culture of Bhutan, p.g., 138-142, A History of Bhutan
Course Book for Class X, p.g.,88- 103, and online notes titled, ‘Bhutanese Architecture
Guidelines,’ p.g., 18,28, 24,38,48,58, 169 & 219).
• Assist students to prepare for a field trip in the community to learn about the fusion
of contemporary arts and crafts.
• Help students prepare a checklist for field trip observation.
• Students observe and make notes about the fusion of contemporary arts and crafts
during the field trip.
• Facilitate discussions about the contemporary fusion of arts and crafts in the observed
community.
• Highlight the importance of simultaneously preserving the ancient culture and
recreating it to suit the modern context.
• Help students draw lessons of co-existence of ancient and modern architecture, arts
and crafts thereby being culturally resilient in the face of globalisation.
Reflective Questions
• Suggest any fusion design for architecture, arts and crafts which will suit in the
contemporary market.
• Discuss advantages on the fusion of traditional and contemporary architecture, arts
and crafts.
11
Assessment
• Assess students’ picture collage on the fusion of traditional and contemporary
architecture, arts and crafts in Bhutan based on a set of criteria.
Resources
• Ministry of Works and Human Settlement Royal Government of Bhutan, Bhutanese
Architecture Guidelines (2014): https://www.mowhs.gov.bt/wp-
content/uploads/2010/11/Bhutan- Arch-Guidelines-final-2014.pdf
• Phuntsho Tashi (Khenpo), Arts & Culture of Bhutan, 2019.
• Art Thou Looking at Modern Art in Bhutan:
https://www.youtube.com/watch?v=4kgi75bEPPM
Topic 5: Importance of architecture, arts and crafts in strengthening cultural

Identity
Bhutan with its rich cultural heritage and traditions holds the root of the country being
independent and sovereign. To the pressing challenges against modernization and
developing change, cultural preservation serves an important foundation for nation's
sovereignty. It displays a unique identity that describes the nation to the outside world.
Competency
• Assess the importance and the challenges of preservation of cultural heritage to
understand the foundation for the sovereignty and identity of a nation.
• Learning Objectives
• Discuss the challenges in the preservation of Bhutanese culture.
• Assess the importance of architecture, arts and crafts in strengthening cultural
identity.
Learning Experience: Advanced questioning

• Before: Teacher recapitulates the previous lesson on the topic:
• ……. asking questions (Refer annexure for sample questions).
• During: Teacher leads the discussion on the challenges in the preservation of
Bhutanese culture and its importance of preserving and promotion (Refer A Concise
Cultural History of Bhutan, p.g.,41,85,89-92, online article titled, ‘Bhutan Aims to
Reinforce and Promote Its Cultural Identity and Traditions,’ and YouTube video titled,
‘Improving the Resilience of Bhutan’s Cultural Heritage Sites’).
• After: Teacher summarises the discussion through questionings (Refer Annexure for
sample questions).
12
Assessment
• Assess using a set of criteria, students’ proposal on reviving one vulnerable cultural
heritage of Bhutan (Students identify one cultural heritage of Bhutan which is on the
verge of being lost and develop a plan to revive it).
Resources
• Bhutan Aims to Reinforce and Promote Its Cultural Identity and Traditions:
https://dailybhutan.com/article/bhutan-aims-to-reinforce- and-promote-its-cultural-
identity-and-traditions
• Improving the Resilience of Bhutan’s Cultural Heritage Sites:
https://youtu.be/FlAe2cQGuDE
Sample Questions (Bloom's Taxonomy)
Before
What do you understand by the ‘Tangible’ and ‘Intangible’ cultural
heritage?
Provide few examples of tangible and intangible cultural heritage.
Describe the features of the Bhutanese arts and architecture.
During
Identify the challenges that we face in the preservation of the cultural
heritage.
Why do we need to preserve and promote the cultural identity?
“The preservation of Bhutanese culture is under threat by globalization and

modernisation.” What is your stand on this? Justify.
After
How can you as a responsible citizen contribute in promoting the Bhutanese cultural
heritage? Suggest measures to preserve the cultural heritage of Bhutan.
13
Chapter 4: Ethnic groups: Separate Faces of One Nation
• Examine the various ethnic groups of Bhutan to understand and promote the cultural
and ethnic diversity.
Learning Objectives
• Explain the different ethnic groups of Bhutan.
• Explain the salient characteristics of different ethnic groups of Bhutan.
• Describe the myths associated with different ethnic groups of Bhutan.
Learning Experience: Claim it! Game based learning

• Teacher introduces the lesson by playing different songs (e.g., Tsangla, Dzongkha,
Lhotshamkha, Khengkha) and makes them sing together or dance to the tune of the
music.
• Students are placed in groups and the teacher instructs to claim their identity as s/he
reads out the names of different ethnic groups (Refer sample statement in annexure).
• Teacher provides reading materials on language of different ethnic groups to each
group (Refer, The History of Bhutan, p.g.,51-58, and World History Class IX, p.g.,63-
64).
• Each group presents the myth associated with their ethnicity and the rest of the class
honour the group.
• Teacher recapitulates the lesson highlighting the key points.
Assessment
• Assess students’ ability to respect the diversity through group presentations (songs,
skits, dance) using a set of criteria.
• Resources
• Karma Phuntsho (Dr.) History of Bhutan, 2013.
• Royal Education Council, World History Class IX, 2021.
Sample Statement for Claim it!
Claim it! Groups
I am Sharchokpa.
I am Lhotsampa.
I am Ngalong.
I am Doyab.
I am Khengpa.
14
I am Layab.
Topic 2: Construction of Bhutanese identity
Bhutanese identity is rooted in the shared history and culture despite being a multi-ethnic
and multi-lingual nation-state. The defining characteristics of Bhutanese identity may be looked at
through the prisms of external and internal dimensions. The external dimensions are mainly National
Symbols, dress, language, sports and Driglam Namzha (Code of Bhutanese traditional etiquette) and
many other cultural ingredients. The internal dimension is constructed by the values and beliefs and
GNH.
Competency
• Analyse the importance of promoting the concept of peaceful coexistence and cultural
diversity to understand the commonalities of ethnic groups.
Learning Objectives
• Discuss the commonalities shared by different ethnic groups.
• Analyse the benefits of changes in the concept of ethnicity in contemporary Bhutan.
• Discuss the construction of Bhutanese identity.
Learning Experience: Cultural Bonanza or Triple-A Approach

• Organise a class/school cultural bonanza on the theme; “Being Bhutanese: Unity in
Diversity” during an important national/ local/ school’s historical day (Eg. Constitution
Day/ Blessed Rainy Day/ special community festival day/ school foundation day/ new
students’ welcome day).
• Assist students to prepare for the cultural bonanza celebration in the form of skit,
histrionic, motivational speech, and dance, songs, music and food presentation.
• Follow up cultural bonanza celebration with discussion about “Being Bhutanese: Unity
in Diversity” and highlight about the commonalities shared by different ethnic groups
contributing to the construction of Bhutanese identity (Refer, The History of Bhutan
p.g., 51-62, and online article titled, ‘What makes you not a Bhutanese?).
• Help students analyse about “Being Bhutanese: Unity in Diversity” and draw lessons
about the benefits of changes in the concept of ethnicity in contemporary Bhutan.
Or
• Assess: Facilitate students in groups to assess the commonalities shared by different
ethnic groups.
• Analyse: Assist students to analyse about construction of Bhutanese identity in the
groups (Refer, The History of Bhutan p.g., 51-62, and online article titled, ‘What makes
you not a Bhutanese?’).
• Apply: Help students to apply lessons from the discussions on the benefits of changes
in the concept of ethnicity in contemporary Bhutan in their life.
15
Reflective Question
• Discuss the advantages of understanding the commonalities of different ethnic group
in promoting Bhutanese identity.
Assessment
• Assess students’ presentation on “Being Bhutanese: Unity in Diversity” cultural
bonanza using a set of criteria.
• Assess students’ short video clips on what it means to be a Bhutanese?
Resources
• Karma Phuntsho (Dr.), The History of Bhutan, 2013.
• Dzongsar Jamyang Khyentse Rinpoche: http://drukjournal.bt/what- makes-you-not-a-
bhutanese/
16
Class XII
Bhutan History and Civics and Citizenship Education
Strand: Governance and Peace
Chapter 1: The Silken Knot and Golden Yoke
Topic 1: The concept of the Choethrim Dargi Dudphoe (Silken Knot) and Gyalthrim Sergi
Nyashing (Golden Yoke)
The Law symbolized by the Golden Yoke (sergyi nyashing) and Silken Knot (dargyi dudphoe)
which was established by ZhabdrungNgawangNamgyal continues to be highly relevant even
in democratic Bhutan. The Golden Yoke represents the temporal laws and the Silken Knot
represents the spiritual laws. These two laws of Choe-sid Nyiden are popularly referred to as
Gyalthrim Sergi Nyashing, Choethrim Dargi Dudphoe which means ‘law of the state is like a
golden yoke and the law of religion is like a silken knot’.
Competencies
• Interpret and examine the concept of The Silken Knot and Golden Yoke to understand
the impact of it in shaping the present.
Learning Objective
• Explain the concept of the Silken Knot and Golden Yoke.
Learning Experience: Brainstorming

• Teacher provides a brief background on the establishment of the dual system of
governance by Zhabdrung Ngawang Namgyal.
• Students share their understanding of the phrase, ‘Choethrim Dargi Dudphoe
Gyalthrim Sergi Nyashing’.
• Teacher provides handouts on Silken Knot and Golden Yoke (Refer The History of
Bhutan,p.g., 256 -257).
• Students interpret the concept of Silken Knot and Golden Yoke.
Assessment
• Assess students’ understanding of the concept of Silken Knot and Golden Yoke and
relate it with the importance of school rules and regulations.
• Resources
• Karma Phuntsho (Dr.), History of Bhutan, 2013.
17
Topic 2: The role of Je Khenpo in the Chhoe-sid System
The establishment of Dual System of Administration (Choe-sid Nyiden) by Zhabdrung

Ngawang Namgyal contributed to the creation of Bhutan as a Nation State supported by two
persons. The Je Khenpo, as the Spiritual Head, oversees the Monastic Body and its affairs.
His Holiness is also responsible for important liturgical and religious duties and initiatives
across the country.
Competency
Analyse the evolution of the Chhoe-sid system and the role of Je Khenpo to understand the essence
of Buddhism for a harmonious and responsible life.
Learning Objectives
• Describe the role of Je Khenpo in the Chhoe-sid System.
• Describe the modalities of becoming a Je Khenpo.
Learning Experience: Brainstorming and Comprehension

• Teacher introduces the lesson by asking some basic questions on institution of the
post of Je Khenpo.
• Teacher provides an article for students to read and find out the modalities of
becoming Je Khenpo and their responsibilities in the Choe-sid System (Refer article
titled ‘Je Khenpo: Bhutan’s Chief Abbot’).
• Students present their findings.
• Teacher validates and supplements.
• How important is the role of Jekhenpo for the unity of Bhutan?
• Account the modalities to become a Jekhenpo currently in Bhutan.
Assessment
• Assess students’ analytical assignment of the continued spiritual support of the 70th
Je Khenpo during the pandemic (Refer, Kuensel article titled, ‘Listen to health
experts’), using a rubric.
Resources
• Je Khenpo: Bhutan’s Chief Abbot: https://texts.shanti.virginia.edu/content/jé-
khenpo-bhutan’s-chief-abbot
• Listen to health experts…: https://kuenselonline.com/bhutan-and-the-covid-19-
pandemic/
18
Topic 3: The role of Desi in the Chhoe-sid System
In 1651, before entering into permanent retreat, Zhabdrung Ngawang Namgyal appointed
Umze Tenzin Drugyal as the first Desi to look after the secular duties of the Drukpa state.
Bhutan was ruled by Desi from 1651 to 1907. Druk Desis have transformed the Bhutanese
society with the development of the country mainly in the areas of religious reforms,
institution of laws, educational reforms and political security of the country.
Competency
• Examine the roles of Desi in the Chhoe-sid system to understand the significance of
harmonious co-existence and life in the society.
Learning Objectives
• Describe the role of Desi in the Chhoe-sid System.
• Describe the modalities of becoming a Desi.
Learning Experience: KWL, Explore and Discover

• Teacher provides a KWL chart to each student after introducing the topic.
• Students fill up the first two columns and share.
• Teacher circulates an article. (Refer the article titled ‘The Desi-s of Bhutan’).
• Students deduce the roles of the Desis and share the information.
• Teacher evaluates and supplements.
• Students fill up the third column of KWL chart.
• Students explore the different modalities of becoming Desi (Refer A History of Bhutan,
A Supplementary Text for Class XII, p.g., 7 – 9).
• Teacher assists and monitor.
• Teachers ask questions to validate the discoveries of the students.
• What were the primary roles of Desi in Choesid Nidhen system?
• Describe how were Desis appointed.
Assessment
• Assess students’ comparative analysis between the Desi and the Prime Minister as
Statesman in terms of their responsibilities.
Resources
• The Desi-s of Bhutan: https://texts.shanti.virginia.edu/content/desi-s-bhutan
• Royal Education Council, A History of Bhutan, A Supplementary Text for Class XII, 2019.
19
Topic 4: The transformational contributions of Je Khenpos
The Je Khenpo, as the Spiritual Head, oversees the Monastic Body and its affairs. His Holiness
is also responsible for important liturgical and religious duties and initiatives across the
country. The notable contributions such as the establishment of Tango Buddhist College, the
scroll appliqué of Zhabdrung Phuentsum Tshogpa and the institution of Mani Dungdrup and
Siddha Dungdrup in all twenty Dzongkhags. This made our Je Khepos to be remembered and
revered for all times in our history. Some of the transformational contributions of Je Khenpos
to Bhutan will be studied referring to the 1st Je Pekar Jungney, 9th Je Sakya Rinchen, 13th Je
Yonten Thaye, 68th Tenzin Dendup, 69th Geshey Gendun Rinchen and the present Je 70th
Trulku Jigme Chhoeda.
Competencies
• Assess the contributions of Je Khenpos to understand the significance of their
legacies and its impact to the country.
Learning Objective
• Study the transformational contributions of Je Khenpo to Bhutan (1st Je Pekar
Jungney, 9th Je Sakya Rinchen, 13th Je Yonten Thaye, 68th Tenzin Dendup, 69th
Geshey Gendun Rinchen and 70th Trulku Jigme Chhoeda)
Learning Experience: Activity Based Learning

• Teacher divides the students into groups.
• Students in respective groups explore the contributions of the Je Khenpos:
o Group I: 1st Je Pekar Jungney
o Group II: 9th Je Sakya Rinchen (Refer the online article titled, ‘Ninth Je Khenpo
Sakya Rinchen’).
o Group III: 13th Je Yonten Thaye (Refer the online article titled, ‘Thirteenth Je
Khenpo Yonten Taye’).
o Group IV: 68th Je Tenzin Dendup (Refer the YouTube video titled, ‘His Holiness
68th Je khenpo Tenzin Dendup Rinpoche’s Zeynam’).
o Group V: 69th Je Geshey Geduen Rinchen (Refer the YouTube video titled,
‘Biography of 6. 9th Je Khenpo’ and ‘The Smiling Moon’).
o Group VI: 70th Je Jigme Chhoeda (Refer Kuensel article titled, ‘His Holiness the
Je Khenpo, and ‘Selwai Melong’).
• Teacher facilitates the group activity.
• Students present their findings.
• Teacher validates their findings.
20
Reflective question
• Which contributions of Je Sacha Rinchen is significant? Justify.
Assessment
• Assess students’ tribute in the form of collage of quotes/poems/essay on the above
listed Je Khenpos’ transformational contribution to Bhutan, using a rubric.
Resources
• Tandin Tshering, 'Selwai Melong', 2011.
• Tshering, 'The Smiling Moon',2020.
• Ninth Je Khenpo Sakya Rinchen: https://treasuryoflives.org/biographies/view/Je-
Khenpo-09-Shakya-Rinchen/7815
• Thirteenth Je Khenpo Yonten Thaye:
https://treasuryoflives.org/biographies/view/Je-Khenpo-13-Yonten-Taye/8028
• His Holiness 68th Je khenpo Tenzin Dendup Rinpoche’s Zeynam:
https://kcclip.com/video/mJ7uGcWkIao/his-holiness-68th -j-khenpo-tenzin-dendup-
rinpoche-s-zeynam.html
• Biography of 69th Je Khenpo: https://youtu.be/xlj4lUiqWo0
• His holiness the Je Khenpo: https://kuenselonline.com/his-holiness-the-je-khenpo/
Topic 5: The transformational contributions of Desis
The Desi shouldered the responsibility of running the secular affairs of the Drukpa State.
Besides managing secular administration of the state, the Desi was responsible for the
security of the State and peace and order. Further, the Desi also ensured collection of taxes.
Some of the transformational contributions of Desi to Bhutan will be studied referring to the
1st Desi Tenzin Drugyal, 2nd Desi La Ngoenpa Tenzin Drugdra, 3rd Desi Chhogyal Minjur
Tempa, 4th Desi Gyalsey Tenzin Rabgye, 13th Desi Sherab Wangchuk.
Competencies
• Analyse the legacies of the Desis to understand the significance of their contributions
in promoting harmonious life in the society.
Learning Objective
• Study the transformational contributions of Desi to Bhutan (1st Tenzin Drugyal, 2nd
La Ngoenpa Tenzin Drugdra, 3rd Chhogyal Minjur Tempa, 4th Gyalsey Tenzin Rabgye,
13th Sherab Wangchuk).
Learning Experience: Simulated Hot-seating

• Teacher selects competent students on voluntary basis as per the number of Desis to
be studied, to take up roles for hot seating.
• The following four Desis are studied:
21
i.1st Desi Tenzin Drukgyal (Refer, The History of Bhutan, p.g., 260-261)
ii.2nd Desi La Ngoenpa Tenzin Drugdra (Refer, The History of Bhutan, p.g., 263-264)
iii.3rd Desi Chhogyal Minjur Tempa (Refer, The History of Bhutan, p.g., 264 – 265)
iv. 4th Desi (Refer, The History of Bhutan, p.g., 278 – 284 and refer online note titled
‘The Fourth Druk Desi, Tenzin Rabgye’
v. 13th Desi Sherub Wangchuk (Refer, The History of Bhutan, p.g.,331 – 341/ subsection
titled ‘Bhutanese rulers learn the art of diplomacy’ under the article ‘Bhutan as
recognised by history’)
• After the role assignment, the teacher provides participants as well as other students
with relevant multimedia materials.
• The participating students (who took up roles as Desis) prepares using the tips and the
resources provided by the teacher.
• The non-participating members of the class also use the same resources and prepare
questions (including lower to higher levels of thinking) to be asked during the hot
seating, to each of the Desis.
• The questions are evaluated and rephrased with teacher’s assistance to increase its
relevance.
• The teacher initiates a series of simulated hot-seating in the class.
• Account the factors responsible for unprecedented peace in Bhutan during the reign
of Desi Sherub Wangchuk.
• What did the first four Desis do to carry forward the system of governance introduced
by Zhabdrung Ngawang Namgyal?
Assessment
• Assess students’ reflection using a flow chart on the theme: Leadership qualities I
should possess (Refer Annexure for flow chart template).
Resources
• Karma Phuntsho (Dr), The History of Bhutan, 2013.
• The Centre for Bhutan Studies and GNH, 'Chronicles of Druk Desis of Bhutan', 2017.
• Yonten Dargye (Dr), 'History of the Drukpa Kagyud School in Bhutan, 12th to 17th
century, 2001'.
• The fourth Druk Desi: https://treasuryoflives.org/biographies/view/Tendzin-
Rabgye/7622
• Jamgoen Ngawang Gyaltshen: https://treasuryoflives.org/biographies/view/Jamgon-
Ngawang-Gyeltsen/7803
• Bhutan as recognised by history: http://drukjournal.bt/bhutan-as-recognised-by-
history/
22
Sample flow chart
Topic 6: The evolution of the Chhoe-sid System in Bhutan
The path to creation of Choe-sid Nyiden materialized only after Zhabdrung Ngawang Namgyal
successfully overcame many external attacks by the Tibetans on the North and internal
oppositions mainly from Lam Khag Nga (Group of Five Lams). The Lam Khag Nga were also
trying to establish their rule in Bhutan. Despite all these challenges, Zhabdrung Ngawang
Namgyal gradually united western Bhutan by 1651 under the Drukpa rule and established
Choe-sid Nyiden with Dzong as the seat of administration of ecclesiastical duties and secular
affairs of the state.
Competency
• Analyse the Chhoe-sid system to understand the evolution of a nation with acceptance
of change and continuity.
Learning Objective
• Discuss the evolution of the Choesid System in Bhutan.
Learning Experience: Flow Chart

• Teacher asks a few basic questions to recapitulate the lesson from their lower classes.
• Students explore and discuss the evolution of Choesid Nyiden (Refer History of
Bhutan, The Drukpa Kagyud School in Bhutan, 12th to 17th Century A.D. p.g., 165 –
171 or A History of Bhutan, A Supplementary Text for Class XII, p.g, 3 – 4).
• Teacher facilitates students to capture their understandings in the form of a flow
chart.
• Students share their work.
Assessment
• Assess students’ interpretation of the evolution of the current political system as
an impact of Choesid Nyiden.
23
Resources
• Yonten Dargye, History of Bhutan, The Drukpa Kagyud School in Bhutan, 12th to 17th
Century A.D. Royal Education Council, A History of Bhutan, A Supplementary Text for
Class XII.
• Royal Education Council, A History of Bhutan, A Supplementary Text for Class XII.
24
Chapter 2: Monarchy: An Era of Stability and Reforms
Topic 1: The political reforms of Druk Gyalpos
In 101 years, four Druk Gyalpos of the Wangchuck dynasty had successfully reigned, while the
Fifth Druk Gyalpo continues to lead the country. All the Druk Gyalpos have played very vital
roles in securing and strengthening Bhutan’s unity, identity and sovereignty, just like their
roles in the nation’s socio-economic development. Similarly, in Bhutan’s political journey from
an Absolute Monarchy to a Democratic Constitutional Monarchy, the Monarchs, past and
present, have been central to this historic political reform.
Competency
• Assess the initiatives and contributions of the Druk Gyalpos to understand and
appreciate the selfless efforts put in by our great monarchs for the well-being of the
country and its people.
Learning Objectives
• Discuss the political reforms of:
i. Druk Gyalpo Ugyen Wangchuck
ii. Druk Gyalpo Jigme Wangchuck
iii. Druk Gyalpo Jigme Dorji Wangchuck
iv. Druk Gyalpo Jigme Singye Wangchuck
v. Druk Gyalpo Jigme Khesar Namgyel Wangchuck in the context of change and
continuity.
• Elaborate on the Democratic Constitutional Monarchy with reference to political
reforms.
Learning Experience: Human Timeline and Fishbowl

• Students, in groups, are provided the reading materials on the Druk Gyalpos’ political
reforms (Refer, The History of Bhutan, p.g., 538; Polity, Kingship and Democracy: A
Biography of Bhutanese State, p.g., 196 – 197 & 213; Bhutan’s Crowning Glory: The
journey of a King and His People in the last ten years, p.g., 95 – 117; A History of
Bhutan, Provisional Edition: Course Book for Class X, p.g., 36; A Supplementary Text
for Class XII p.g., 22 – 24 & 30 – 35).
• Teacher provides a card—with any one of the political reforms—to each
student.
• Students discuss amongst themselves to form a human timeline.
• Students conduct discussion.
• Inner circle discusses the significance of the political reforms.
• The outer circle interprets how the political reforms of the Druk Gyalpos contributed
to the establishment of the Democratic Constitutional Monarchy.
• Teacher summarises the discussion.
25
Assessment
• Assess students’ historical memoir: Walking down the memory lane of the political
initiatives of the Druk Gyalpos using a rating scale (Refer Annexure for sample rating
scale).
Resources
• Royal Education Council, A History of Bhutan: A Supplementary Text for Class XII, 2005.
• Royal Education Council, A History of Bhutan, Provisional Edition: Course Book for
Class X, 1996.
• Sonam Kinga, Polity, Kingship and Democracy: A Biography of Bhutanese State, 2009.
• Karma Phuntsho, The History of Bhutan, 2013.
• Ugyen Tenzin, Bhutan’s Crowning Glory: The journey of a King and His People in the
last ten years, 2017.
Sample Rating Scale
Topic 2: The social reforms of The Druk Gyalpos
When Bhutan became one nation with the First Druk Gyalpo Ugyen Wangchuck as the
country’s first hereditary monarch, there were no formal institutions like today, which looked
into different needs of the people. Our Monarchs were aware of the problems people faced
and initiated several reforms, to make the lives of the people easier. One of the main reforms
was in the social sphere. The history of Bhutan outlines how different Kings studied issues
confronted by the people and accordingly intervened. While social reforms began primarily
through the reduction of taxes imposed, as the country progressed, social sectors like health
and education stood out as the sectors receiving the maximum financial support from the
government. Alternatively, through Royal Prerogatives, the landless were provided free land;
resettlement to better regions was instituted and a series of social schemes introduced for
the benefit of citizens, especially the underprivileged.
26
Competencies
• Analyse the reforms undertaken by the selfless monarchs to establish the great
sacrifices made for the harmonious socio-economic development of the country.
Learning Objectives
• Discuss the social reforms of:
a. Druk Gyalpo Ugyen Wangchuck,
b. Druk Gyalpo Jigme Wangchuck
c. Druk Gyalpo Jigme Dorji Wangchuck
d. Druk Gyalpo Jigme Singye Wangchuck, and
e. Druk Gyalpo Jigme Khesar Namgyel Wangchuck in the context of change and
continuity.
• Elucidate the role of the monarch as a protector of all religions in enhancing social
wellbeing and harmony of the people.
Learning Experience: Concept Mapping

• Teacher introduces the concept of social reforms through PowerPoint presentation to
give a visual idea to the students. (Refer A History of Bhutan, Course Book for class X
p.g.,30, 31, 36, 39,48,65, and 70 and Bhutan’s Crowning Glory, The Journey of a King
and His people in the last ten years, p.g., 32 – 52).
• Students, in groups, work on elucidating the social reforms of the Druk Gyalpos and
expound on the role of the monarch as a protector of all religions in enhancing social
wellbeing and harmony of the people (Refer, The Constitution of the Kingdom of
Bhutan, Article 3 Spiritual Heritage p.g., 9 – 10).
• Students in group present their ideas using a concept map provided by the teacher.
• Teacher monitors and assists in carrying out the task.
• Students share and reflect on their outcome with teacher evaluating their work
simultaneously.
• Organise a gallery walk for the entire class to view their work clearly for reflection and
analysis.
Assessment
• Students are assessed through writing a brief report on the theme Journey of Bhutan
from 1907 till date/a digital presentation on the above-mentioned theme.
Resources
• Royal Education Council, A History of Bhutan, a Supplementary Text Book for class XII,
provisional edition 2005.
• Royal Education Council, A History of Bhutan, Course Book for class X, provisional
edition 1996.
27
• Ugyen Tenzin, Bhutan’s Crowning Glory, The Journey of a King and His people in the
last ten years, 2017.
• Constitution of the Kingdom of Bhutan:
https://www.nationalcouncil.bt/assets/uploads/files/Constitution%20%20of%20Bhu
tan%20English.pdf
Topic 3: The economic reforms of Druk Gyalpos
One of our primary objectives is to be self-reliant, it means that we should be able to stand
on our own, without depending on others. Just as our Monarchs gradually initiated political
and social reforms, economic development in Bhutan began slowly but steadily. Self-reliance
emerged before the planned economic development began. Bhutan is today economically
self-reliant as compared to the past, it is because of the capabilities of our Druk Gyalpos to
translate their aspirations to achievements and visions into reality. Additionally, the
importance attached to economic self-reliance by our Kings is evident from the fact that it is
included in the Constitution. Article 9, Section 9 of the Constitution states that “The State
shall endeavour to achieve economic self-reliance and promote open and progressive
economy.”
Competency
• Analyse the reforms undertaken by the selfless monarchs to establish the great
sacrifices made for the harmonious socio-economic development of the country.
Learning Objectives
• Discuss the economic reforms of
a. Druk Gyalpo Ugyen Wangchuck
b. Druk Gyalpo Jigme Wangchuck
c. Druk Gyalpo Jigme Dorji Wangchuck
d. Druk Gyalpo Jigme Singye Wangchuck,
e. Druk Gyalpo Jigme Khesar Namgyel
• Analyse Bhutan’s economic self-reliance in contemporary times with reference to the
visions of the monarchs.
Learning Experience: Flipped Classroom & Foldable

• Teacher assigns lesson topics on Economic Reforms of the Druk Gyalpos as follows:
a. Druk Gyalpo Ugyen Wangchuck (Refer online book Leadership of the Wise Kings
of Bhutan, by Karma Ura, p.g, 33 – 36).
b. Druk Gyalpo Jigme Wangchuck (Refer online book Leadership of the Wise Kings of
Bhutan, by Karma Ura, p.g, 48 – 54).
c. Druk Gyalpo Jigme Dorji Wangchuck (Refer A History of Bhutan, Course Book, p.g.,
53 – 56 Class X, A History of Bhutan, A Supplementary Text Class XII, p.g., 24 – 27 and
online book Leadership of the Wise Kings of Bhutan, by Karma Ura, p.g, 68 – 70).
28
d. Druk Gyalpo Jigme Singye Wangchuck (Refer A History of Bhutan, Course Book,
Class X, p.g., 70 – 71, One hundred years of Development by Damchu Lhendup,
p.g.,191 – 193).
e. Druk Gyalpo Jigme Khesar Namgyel Wangchuck in the context of change and
continuity. (Refer BHUTAN’s Crowning Glory by Ugyen Tenzin, p.g., 27-32 and
online book Leadership of the Wise Kings of Bhutan, by Karma Ura, p.g, 175 –
177).
• Teacher provides relevant resources and materials and instructs the students to carry
out preliminary research.
• Students search and gather information and prepare a foldable in the class (in pairs)
with teacher scaffolding.
• Teacher initiates discussion using the foldable the students have designed.
• Teacher facilitates the discussion on economic self-reliance in contemporary times
with reference to the visions of the monarchs.
Assessment
• Assess students’ foldable on student-teacher negotiated criteria (e.g., content
coverage, chronological reasoning, creativity, teamwork).
Resources
• Royal Education Council, A History of Bhutan, A Supplementary Text for Class XII, 2005.
• Karma Ura, Leadership of the Wise Kings of Bhutan,
http://www.bhutanstudies.org.bt/wp-content/uploads/2017/07/Second-
Edition_Leadership-ilovepdf-compressed-min.pdf
29
Chapter 3: Bhutan and International Organisations: Among the Constellation
of Nations
Topic 1: Bhutan’s Political Interactions
After the unification of Bhutan as a nation state by Zhabdrung Ngawang Namgyel in the 17th
Century, Bhutan’s focus had been on repulsing invasions from Tibet and Mongol armies
from the north. During this period, Bhutan established diplomatic and monastic ties with
Nepal, Ladakh and Sikkim. In the later century came into contact with British India and built
its relations with India eventually. The fundamental goal of Bhutan’s political interaction is
to safeguard the sovereignty, territorial integrity, security, unity, and enhance the wellbeing
and economic prosperity of Bhutan. The realization of this goal centres on the maintenance
of friendly and cooperative relations and collaboration with all countries to promote a just,
peaceful and secure international environment. In fact, you will discuss in detail of how
Bhutan had maintained cordial relations with its neighbouring countries such as India,
Ladakh, Sikkim, Nepal, Tibet, and China from the 17th to 21st century.
Competency
• Explore the interactions of Bhutan with India, Ladakh, Sikkim, Nepal, Tibet, and
China to understand the contrasting perspectives to find potential solutions to
the problems.
Learning Objective
• Explain Bhutan’s political interactions with India, Ladakh, Sikkim, Nepal, Tibet, and
China from the 17th to 21st century.
Learning Experience: Socratic Seminar— Fishbowl

• Teacher provides students with the notes and reading materials (Refer Economic and
Political Relation between Bhutan and Neighboring countries., p.g 37-40 A History of
Bhutan: Course book for class XI, p.g., 53 – 59 & 73 – 92).
• Students prepare notes and questions for the seminar.
• During the seminar, the inner circle conducts the discussion on the questions prepared
by the students about the significance of the interaction between Bhutan and the
neighbouring countries for an allotted time. The outer circle takes notes on their
partner in the inner circle’s discussion.
• After the inner circle discussion, the outer circle continues the discussion on the
significance of the interaction between Bhutan and the neighbouring countries for an
allotted time.
• Teacher monitors and assesses students’ research and dialogue, and supplements the
seminar.
30
• What were the reasons for Bhutan’s interactions with the neighbouring states?
• How did Bhutan and the neighbouring states benefit from each other?
Assessment
• Assess students’ reflective writing, using set criteria, on the topic: Impact of political
interaction between Bhutan and the neighbouring countries in the 17th to 20th
century on Bhutan in the 21st century.
Resources
• Royal Education Council, A History of Bhutan: A Supplementary Text for Class XI, 1994.
• Institute of Developing Economies, Economic and Political Relation between Bhutan
and Neighbouring countries:
https://www.ide.go.jp/library/English/Publish/Download/Jrp/pdf/132_ 3.pdf
Topic 2: Bhutan’s membership to the International Organisations
As a small landlocked developing country, multilateral engagement is an important aspect of

Bhutan’s foreign policy both in political and economic spheres. Bhutan ended the self-
imposed isolation and embarked on the path of socio-economic development by joining
various international organizations and regional organizations during the reign of third Druk
Gyalpo. Today, Bhutan is a member of international organizations such as UNO, NAM and
several regional organizations such as Colombo Plan, SAARC and BIMSTEC.
Competency
• Examine Bhutan’s relationship with the international organisations to understand the
role of global citizenship to promote interconnectedness, harmony and peace in the
world.
Learning Objectives
• Discuss the reasons for Bhutan’s membership to the:
i. United Nations (UN),
ii. Non-Aligned Movement (NAM),
iii. South Asian Association for Regional Cooperation (SAARC),
iv. Bay of Bengal Initiative for Multi-Sectoral Technical and Economic Cooperation
(BIMSTEC), and
v. Colombo Plan.
• Describe Bhutan’s contribution to the UN, NAM, SAARC, BIMSTEC, and Colombo Plan.
• Explain the contributions of the UN, NAM, SAARC, BIMSTEC, and Colombo Plan to
Bhutan.
31
• Discuss one international or regional organisation most relevant to contemporary
Bhutan.
Learning Experience: Presentation and Inquiry based learning

• Teacher and students recall Bhutan’s period of isolation and the need to end its self-
imposed isolation. Teacher then draws a timeline on the board/chart to show Bhutan’s
entry to the UN, NAM, SAARC, BIMSTEC, and Colombo Plan.
• Students, in groups, research on UN, NAM, SAARC, BIMSTEC, and Colombo Plan (Refer
A History of Bhutan, A Supplementary Text for Class XII, p.g., 36 & 43 – 51, Kuensel
article titled ‘UN reflects on progress in Bhutan,’ Economic and Political Relation
between Bhutan and Neighbouring countries, p.g., 155 – 162, Colombo Plan report
titled, The Colombo Plan’s Contributions for the Member Countries p.g., 5, 62, 120,
134, 216, 245 & 250 and Journal titled ‘Bhutan in SAARC and BIMSTEC’ p.g., 109 – 117
& 124-128).
• Students in groups conducts a PPT on:
Group I: Purposes of the organisations
Group II: Impacts of the organisations to Bhutan
Group III: Bhutan’s contribution to the organisation
• Teacher supplements the presentation.
• Teacher assists the students to identify one international or regional organisation
most relevant to contemporary Bhutan.
Assessment
• Assess students’ speech to promote social justice or global citizenship using a checklist
(Refer Annexure for sample checklist).
Resource
• Royal Education Council, A History of Bhutan: A Supplementary Text for Class XII, 2005
• UN reflects on progress in Bhutan: https://kuenselonline.com/un-reflect-on-progress-
in-bhutan/
• UN in Bhutan contributes USD 1.14M for COVID-19: https://kuenselonline.com/un-in-
bhutan-contributes-usd-1-14m-for-covid-19
• United Nations Bhutan: https://bhutan.un.org/
• About BIMSTEC: https://bimstec.org/?page_id=189
• The History of Colombo Plan: https://colombo-plan.org/history/
• Ashi Tashi: The Person Behind Bhutan’s inclusion in Colombo Plan recognised:
https://thebhutanese.bt/ashi-tashi-the-person-behind-bhutans-inclusion-in-
colombo-plan-recognized/
• The Colombo Plan’s Contributions for the Member Countries: https://colombo-
plan.org/wp-content/uploads/2020/03/The_ColomboPlans_Contributions_for_them
embercountries.pdf.
32
• Institute of Developing Economies, Economic and Political Relation between Bhutan
and Neighbouring countries:
https://www.ide.go.jp/library/English/Publish/Download/Jrp/pdf/132_ 3.pdf
• Bhutan’s Role in Promoting Regional Peace and Prosperity in South Asia:
https://asiasociety.org/bhutans-role-promoting-regional-peace-and-prosperity-
south-asia
• Chokey Namgyal Bhutia, Bhutan in SAARC and BIMSTEC, Journal of Bhutan Studies
2020.
Sample checklist
Chapter 4: Democracy and Constitution

Topic 1: Media as the fourth estate of government
In democratic form of government there are three organs, executive, legislature and the
judiciary. Democratic system is also lined towards media as the fourth estate. The merit of
the democratic system is that it gives freedom of expression where media is imperative to be
aware of social, political and economic activities of the country.
Competency
• Analyse the role of media in the society as a bridge between people and the
government.
Learning Objective
• Examine Media as the fourth estate of democracy.
Learning Experience: Guest Speaker

• Provide reading materials about media literacy. Students prepare questions on media
literacy to ask the guest speaker.
33
• Invite a guest speaker to talk about media as the fourth state.
• Students and the guest engage in the question answer session.
• Students select one media content and critically analyse it using the five questions to
ask about media (Refer Annexure for question template).
• Teacher assesses the work and acknowledges the students with the best media
content analysis by making them read their work to the class.
Assessment
• Assess students’ projects using a set of criteria.
Resources
• Draft reference, History of Bhutan, Class XII
Learning Experience: Guest Speaker

• Provide reading materials about media literacy. Students prepare questions on media
literacy to ask the guest speaker.
• Invite a guest speaker to talk about media as the fourth state
• Students and the guest engage in the question answer session.
• Students select one media content and critically analyse it using the five questions to
ask about media.
• Teacher assesses the work and acknowledges the students with the best media
content analysis by making them read their work to the class.
Assessment
• Assess students’ digital poster design on media literacy using a set of criteria.
Resources
• Five Question to ask about Media: commonsense.org/education/articles/5-
questions-students-should-ask-about-media.
Topic 2: The advantages and disadvantages of Democracy
Democracy, by definition, is a political system in which the supreme power lies in the hands
of citizens who can elect people to represent them. It can also be defined as the political
orientation of those who favour a government by the people or by their elected
representatives and make decisions on their behalf. While democracy is noted as one of the
most efficient government systems ever, however, it is not without any downsides. Let us
take a look at its advantages and disadvantages.
Competency
• Explain the concept of democracy to understand the roles and responsibilities of an
individual for the benefit of oneself and the society.
Learning Objectives:
• Evaluate the forms of Democracy with reference to Bhutan.
• Assess the advantages and disadvantages of Democracy.
34
Learning Experience: Inquiry Learning
• Teacher poses a question to derive the pre knowledge of students on the concept of
‘Democracy’.
• Students, share their understanding of the term Democracy.
• Students in groups explore the features of direct and indirect democracy, advantages
and disadvantages of Democracy (Refer Bhutan Civics, Classes XI and XII, p.g., 9 – 13).
• Teacher monitors and facilitates the group discussion.
• Respective groups share their findings on the above assigned topics.
• Teacher supplements their findings.
Assessment
• Students are assessed through conduct of a brief interview of an individual who has
participated in the election. Their questionnaire must aim in inferring the reflections
of their interviewees in the electoral proceedings.
Resources
• Royal Education Council, Bhutan Civics, Classes XI and XII, A Course Book, 2008.
Topic 3: The birth, features and sources of the Constitution of the Kingdom of
Bhutan
The genesis of the Constitution process began in 2001, when His Majesty the Fourth
Druk Gyalpo Jigme Singye Wangchuck proclaimed that democracy should be the
bulwark of the people of Bhutan. His Majesty said: “The destiny of the nation lies in
the hands of the people, we cannot leave the future of the country in the hands of one
person”.
The Constitution enshrines the most fundamental principles of democracy. It is a clear
testimony that the strength of Bhutan comes from the unity of citizens. The
Constitution defines various institutions through which power is to be exercised and
specifies roles that institutions are to perform.
Competency
• Examine the origin and structure of the constitution to understand the roles and
responsibilities of an individual.
Learning Objectives
• Compare the origin of the Constitution of Bhutan with reference to any other
Constitution.
• Relate the features and sources of the Constitution of Bhutan with any other
country’s Constitution.
Learning Experience: Cross-over Learning
• Students identify at least one Constitution along with the Constitution of Bhutan.
35
• Students explore and note the origin and structure of the Constitution of the
Kingdom of Bhutan and the identified Constitution (Refer Bhutan Civics, Classes IX
and X p.g., 1 – 6 and The Constitution of the Kingdom of Bhutan).
• Students compare and contrast between the Constitution of Bhutan and the
Constitution they have selected (Refer Annexure for sample drawing comparison
between the Constitution of Bhutan and some other Constitution).
• Students explore and examine different interpretations of the Constitution of Bhutan
(Refer the online article titled: The Making of the Constitution and Democracy in
Bhutan).
• Students share their findings with the help of notes they have compiled.
• Teacher evaluates and provides feedbacks on their findings.
• Compare Bhutan’s constitution with two other countries and write two differences
and similarities each.
Assessment
• Students prepare a video on the themes: impressions on the Constitution of The
Kingdom of Bhutan.
Resources
• Sonam Tobgye (Chairman of the Drafting committee), The Constitution of the
Kingdom of Bhutan, 2008.
Or
• https://www.nationalcouncil.bt/assets/uploads/files/Constitution%20%20of%20Bhu
tan%20English.pdf
• Sonam Tobgye (Chairman of the Drafting committee), The Constitution of Bhutan-
Principles and Philosophies.
• The Making of the Constitution and Democracy in Bhutan:
http://www.ipajournal.com/2012/09/27/the-making-of-the-constitution-and-
democracy-in-bhutan
Sample drawing comparison
36
Note: The teacher is suggested to be cautious while presenting the genesis of
constitution.
Sample Checklist
37
Strand: Identity, Spirituality and Culture
Chapter 5: Important Historical Figures and Shaping of National Identity
Topic 1: Guru Rinpoche’s role in strengthening Buddhism in Bhutan
Buddhism that prevailed then in Bhutan was that of Hinayana tradition, which is also known
as Theravada tradition. It was the arrival of Guru Padmasambhava, who is also Known as
Guru Rinpoche, in 746 AD that ushered the introduction of Mahayana tradition of Buddhism
in Bhutan. The extent of spread and influence of Buddhism must have been limited prior to
Guru’s arrival, partly because of strong prevalence of Bon faith. However, it is evident that
through three successive visits of Guru Rinpoche, Vajrayana Buddhism flourished across
very political territories and frontiers of present-day Bhutan.
Competency
• Explain the role of Guru Rinpoche in strengthening Buddhism in Bhutan to understand
his contributions to be considered as “the second Buddha”.
Learning Objective
• Evaluate Guru Rinpoche’s role in strengthening Buddhism in Bhutan.
Learning Experience: Numbered Heads Together

• Teacher shows an image of Guru Rinpoche and instructs them to make notes about
anything they know about Guru.
• Students share their write ups.
• Teacher provides topics for exploration and discussion: social, political, cultural and
geographical impacts of Guru Rinpoche’s visits to Bhutan to each of the students
(Refer,The History of Bhutan p.g., 84 – 110 or A History of Bhutan, Course Book for
Class IX, p.g., 11 – 17).
• Based on these themes, students assess the impacts of Guru Rinpoche’s visits to
Bhutan.
• Teacher monitors and assists students.
• Students with same themes share their points and reach to a consensus.
• Present their findings and open it for validation with teacher’s intervention.
Assessment
• Assess students’ understanding of spirituality through a composition of an ode to Guru
Rinpoche using a rubric.
Resources
• Royal Education Council, A History of Bhutan, Course Book for Class IX, edited in 2012.
38
Topic 2: Pema Lingpa’s spiritual contribution to Bhutan
Tertoen Pema Lingpa’s remarkable life was destined by Guru Rinpoche, and his activity as a
spiritual figure began when he was in his mid-twenties. Pema Lingpa’s discoveries generally
belong to the class of earth treasures, that is, treasures hidden and rediscovered from the
physical world such as cliff or lake. Today a great number of statues and other religious
artifacts can be seen in many places in Bhutan considered to be rediscovered by the Great
Tertoen Pema Lingpa.
Competency
• Assess Pema Lingpa’s spiritual contributions in transforming Bhutan into a rich
spiritual experiences and values.
Learning Objective
• Discuss Pema Lingpa’s spiritual contribution to Bhutan.
Learning Experience: YouTube in the classroom

• Teacher shows a video on Tertoen Pema Lingpa (Refer YouTube video titled, ‘The
turquoise Heart A Bhutanese remembers a Bhutanese’).
• Teacher introduces the lesson.
• Teacher replays the video and students answer to the questions provided by the
teacher.
• Should any student have any questions unanswered, teacher explains and clarifies
(Refer, The History of Bhutan, p.g., 160 – 171).
Assessment
• Students are assessed through worksheet provided. The worksheet must focus on
assessing the competency. (Refer Annexure for sample worksheet)
Resources
• The Turquoise Heart: A Bhutanese remembers a Bhutanese:
https://www.youtube.com/watch?v=TNW7Zbucr5E&t=2s
• Celebrating Tertoen Pema Lingpa:
https://www.youtube.com/watch?v=3DIWDokUwI4
• Royal Education Council, Bhutan History and Civics and Citizenship Education (draft),
Class VII, 2021.
• Royal Education Council, A History of Bhutan, Course Book for Class IX, edited 2012.
Sample worksheet
39
Topic 3: Phajo Drugom Zhigpo as the pioneer of Drukpa Kagyud in Bhutan
Drukpa Kagyud school of Buddhism which was founded by Tsangpa Gyarey Yeshe Dorji (1161
-1211) became popular very rapidly. As prophesized by the founder, in the subsequent
generation, Drukpa school began to proliferate southward into the western valleys of
present-day Bhutan, under the leadership of Phajo Drugom Zhigpo (c.1184 to c. 1251). The
sustainable intensity of spread of Drukpa Kagyu under the Phajo’s leadership was
unprecedented and crucial to gauge Phajo’s role as a pioneer of Drukpa Kagyu in Bhutan.
Competency
• Assess the contributions of Phajo Drugom Zhigpo in promoting culture and
spirituality in Bhutan.
Learning Objective
• Assess Phajo Drugom Zhigpo as the pioneer of Drukpa Kagyud in Bhutan.
Learning Experience: Think, Pair and Share

• Students in pairs discuss the conditions contributing to revere Phajo as the pioneer
of Drukpa Kagyud in Bhutan. (Refer History of Drukpa Kagyud school in Bhutan
p.g.,64 – 75 , A History of Bhutan Course Book for Class IX p.g.,35 – 37 , and The
History of Bhutan p.g.,143 – 147 )
• In pairs students think and share the knowledge in turns.
• Teacher monitors.
• Let paired students volunteer and share the acquired knowledge from each other.
Assessment
• Assess students’ understanding of the impacts had Phajo Drugom Zhigpo not visited
Bhutan.
Reflective Question
• Examine the contributions of Phajo Drugom Zhigpo in the development Bhutanese
culture?
Resources
• Yonten Dargye, History of Drukpa Kagyud School in Bhutan (12th to 17th century
A.D), 2001.
• National Library, Biography of Phs ‘Brungsgom Zhigpo called the current of
Compassion, 2001.
Topic 4: Zhabdrung Ngawang Namgyal as the architect of Bhutan as a nation state
The 17th century marked an important milestone in the history of Bhutan. The period saw
unification of Lhomon Khazhi through the establishment of a Buddhist government, resulting
in the emergence of Bhutan as a nation state in the community of nations. This historical feat
40
was achieved under the leadership of Zhabdrung Ngawang Namgyal (1594-1651), who is
therefore known as the founder of Bhutan.
Competency
• Analyse the legacies of Zhabdrung Ngawang Namgyal in promoting national cohesion
as the architect of Bhutan.
Learning Objective
• Discuss Zhabdrung Ngawang Namgyal as the architect of Bhutan as a nation state.
Learning Experience: Carousel ride (MDR)

• Teacher allows the students to recall and note down the legacies of Zhabdrung
Ngawang Namgyal in Bhutan (Refer Royal Education Council, A History of Bhutan, a
Supplementary Text Book for class XII, p.g.,1 – 6).
• Movement: Students in groups of threes move around and halt at the spot where a
question is posed by the teacher on a chart.
• Discussion: Students discuss and write the answers/skim over any previous answers
by other groups and add their own ideas on the chart within the allotted time and
move on to the next spot.
• Review: Teacher reviews and discusses students’ answers.
Assessment
• Students are assessed through power point presentation on the theme: Zhabdrung
Ngawang Namgyal, a versatile leader/statesman of Bhutan in the 17th century.
Resources
• Royal Education Council, A History of Bhutan, a Supplementary Text Book for class
XII, provisional edition 2005.
• Yonten Dargye, History of Drukpa Kagyud School in Bhutan (12th to 17th century
A.D), 2001.
Topic 5: Lam Drukpa Kuenley’s unique approaches to teaching Drukpa Kagyud in

Bhutan.
Drukpa Kuenley popularly known as the ‘Divine Madman’, is one of the most revered
and famous spiritual master in the religious history and folklore of Bhutan. He has
spent a substantial portion of his life traveling back and forth to Bhutan, where he has
become a patron saint and beloved Buddhist figure for local people across the country.
Competency
• Analyse the impact of Drukpa Kuenley’s unique approach to teaching in propagating
Vajrayana Buddhism in Bhutan.
41
Learning Objective
• Discuss Drukpa Kuenley’s unique approach to teaching of Vajrayana Buddhism in
Bhutan.
Learning Experience: Silent Conversation

• Teacher provides a brief background to Lam Drukpa Kuenley.
• In pairs, students write the different methods adopted by Drukpa Kuenley in teaching
Vajrayana Buddhism. (Refer The History of Bhutan, p.g., 147 – 151 and History of
Drukpa Kagyud school in Bhutan (12th to 17th century A.D, p.g., 92 – 110).
• One peer scribble her/his idea and allows the other peer to write a different point on
the same theme.
• Teacher ensures that students engage in this learning activity where silence is the
basic tool in exploring the theme.
• Students share their result by reading it to the class in turns.
• Teacher validates their answers.
Assessment
• Assess students’ understanding of Drukpa Kuenley’s unconventional approach of
teaching in comparison to Guru Rinpoche, Pema Lingpa, Phajo Drugom Zhipo and
Zhabdrung Ngawang Namgyal.
Resources
• YontenDargye, History of Drukpa Kagyud school in Bhutan (12th to 17th century A.D).
• https://treasuryoflives.org/biographies/view/Drukpa-Kunle/TBRC_P816
Topic 6: Role of Moenmo Tashi Kheudron and Khandro Sonam Peldron in the spread and
practice of Vajrayana Buddhism
Moenmo Tashi Kheudron, also known as Bumden Tshomo was the daughter of Sindhuraja,
who invited Guru Padmasambhava - the Indian tantric master, to Bhutan for the first time in
the 8th century. Tashi Kheudron possessed all the marks of a spiritual partner, Guru Rinpoche
took her as his tantric consort to engage in the esoteric practice of Vajrakilaya
Khandro Sonam Peldron was the second consort of Phajo Drukgom Zhigpo. Khandro assisted
Drukgom Zhigpo in the process of establishing his main seat at Dodena, a confluence north of
Thimphu.
Competency
• Assess the roles of Moenmo Tashi Kheudron and Khandro Sonam Peldron in
practising and spreading Vajrayana Buddhism to mark their influenced in the history
of Buddhism in Bhutan.
42
Learning Objectives
• Explain the role of Moenmo Tashi Kheudron in spreading Vajrayana Buddhism in
Bhutan.
• Explain the role of Khandro Sonam Peldron as a role model in the practice of
Vajrayana Buddhism.
Learning Experience: Think-Tac-Toe

• Teacher will provide the general background on Moenmo Tashi Kheudron and
Khandro Sonam Peldron
• Students in pair discuss the role of Moenmo Tashi Kheudron and Khandro Sonam
Peldron in spreading and practice of Vajrayana Buddhism. (Refer Bhutan History,
Civics and Citizenship Education Class XII (Draft),
Chapter five, ‘Why Tashi Khyidren?’ in Khendup Foundation Organization web page,
watch video titled ‘The Dakini Code: Lotus-Born Master and the Event Horizon from
32.44- 34.01 minute)
• In pairs students will select and complete the activities designed in Think-Tac-Toe.
(Refer Annexure)
• Paired students will present their work.
Reflective Question
• Examine the contributions of Khandro Sonam Peldron and Tashi Kheudron in
spreading practices of Buddhism.
Assessment
• Assess students’ Think-Tac-Toe activities on the roles of Moenmo Tashi Kheudron
and Khandro Sonam Peldron in the spread and practice of Vajrayana Buddhism using
a rubric/checklist.
Resources
• Royal Education Council, Bhutan History, Civics and Citizenship Education, Class XII
(Draft), 2021.
• Why Tashi Khyidren? https://khedrupfoundation.org/monmo-tashi-khyidren-
initiative/
• ‘The Dakini Code: Lotus-Born Master and the Event
Horizon:https://www.youtube.com/watch?v=rUBhyaxmWMA
43
Think-Tac-Toe
Choose a whole row/column/diagonal activity.
Make a short comic on the Design a poster on the role of Develop a Quiz on role of Moenmo
role of Moenmo Tashi Khandro Sonam Peldron as a role Tashi Kheudron and Khandro Sonam
Kheudron in spreading model in the practice of Vajrayana Peldron in spreading Vajrayana
Vajrayana Buddhism in Buddhism. Buddhism.
Bhutan.
Write answers to the Make a presentation using your own

questions on Moenmo Tashi act work to describe the role of
Free Chance
Kheudron and Khandro Moenmo Tashi Kheudron in
Sonam Peldron. You can design/choose any spreading Vajrayana Buddhism in
activities of your choice. Bhutan.
Explore key roles of Create a Newspaper front page for Compose a song about Khandro
Moenmo Tashi Kheudro and the role of Moenmo Tashi Sonam Peldron as a role model in the
Khandro Sonam Peldron. Kheudron in spreading Vajrayana practice of Vajrayana Buddhism.
Buddhism in Bhutan.
44
Assessment Weighting and Instructional Hours
Class XI Bhutan History and Civic Education (50%)
Sl. No Strand Chap Wgt. (%) Instructional

ter Hours
1 Evolving Civilisation 1. Ancient Bhutan: Tracing the Country’s

12 14.4
earliest roots
2 Governance and Peace 2. Governance and Peace 8 9.6
3. Buddhism: The Light on the Nation’s

10 12.0
Path
Identity, Spirituality and 4. Cultural Heritage: Making

3 sense of Bhutanese National 10 12.0
Culture
expression
5. Ethnic groups: Separate Faces of One
12.0
Nation 10
Total 60.0
Class XI World History (50%)
Sl. No Strand Chapter Wgt. (%) Instructional

Hours
1 Historiography 1. Historiography & Oral History 18.0

15
2 Evolving Civilisation 2. Evolution Theories & Civilisation 12.0

10
3 Governance and Peace 3. Revolution & Nationalism 10 12.0

Identity, Spirituality and
4 4. Spirituality and Religion 18.0
Culture 15
Total 60.0
Grand Total 120.0
45
Class XII Bhutan History and Civic Education (50%)

Hours
1. Chhoe-sid System – The Silken
Knot and Golden Yoke 10 12.0
2. Monarchy: An era of
1 Governance and Peace Stability and Reforms 17 24
3. Bhutan and
International
Organisations: Among
5 6.0
the Constellation of
Nations
4. Constitution and Democracy 8 6.0
Identity, Spirituality
2 5. Important Historical Figures and
and Culture 10
Shaping of National Identity 12.0
Total 60.0
Class XII World History (50%)

Hours
1 Historiography Historical Interpretations 1 18.0

5
2 Evolving Civilisation Classical Civilisation 1 12.0

0
3 Governance and Peace Nationalism & Global Peace and Security 1 12.0
0
Identity, Spirituality and

4 Racial Identity 1 18.0
Culture
5
Total 60.0
Grand Total 120.0
46

KS5 History IG 2022

Uploaded by

Copyright:

Available Formats

KS5 History IG 2022

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

KS5 History IG 2022

Uploaded by

Copyright:

Available Formats

National School Curriculum

Department of Curriculum and Professional Development

- His Majesty Jigme Khesar Namgyel Wangchuck

Department of Curriculum and Professional Development

Department of Curriculum and Professional Development

Provisional Edition 2021

First Edition 2022

© 2022 Department of Curriculum and Professional Development

1. Kinga Dakpa, Director General, REC

Research and Writing Team:

1. Sonam Zangpo Sherpa, Teacher, Tashidingkha CS, Punakha

PURPOSE OF INSTRUCTIONAL GUIDE VIII

BHUTAN HISTORY AND CIVICS AND CITIZENSHIP EDUCATION 1

Chapter 1: Political Theories 1

Chapter 2: Buddhism: The Light on the Nation’s Path 4

Chapter 3: Cultural Heritage: Making Sense of Bhutanese National Expression 7

Chapter 4: Ethnic groups: Separate Faces of One Nation 14

BHUTAN HISTORY AND CIVICS AND CITIZENSHIP EDUCATION 17

Chapter 1: The Silken Knot and Golden Yoke 17

Chapter 2: Monarchy: An Era of Stability and Reforms 24

Chapter 3: Bhutan and International Organisations: Among the Constellation of Nations 30

Chapter 4: Democracy and Constitution 33

Chapter 5: Important Historical Figures and Shaping of National Identity 38

ASSESSMENT WEIGHTING AND INSTRUCTIONAL HOURS 45

Learning Experience: Research based learning

Topic 2: Socialism and Capitalism

Learning Experience: Visual Inference

Equity and Free

Learning Experience: Guest speaker and Three Rs Approach learning

Topic 2: Establishment of Drukpa Kagyud tradition in Bhutan

Learning Experience: Seminar or Field trip

Topic 1: Tangible and intangible cultural heritage

Learning Experience: Frayer Model Method

Learning Experience: Concept map/fishbone

Sample of fishbone strategy

Secular Features Similarities

Learning Experience: Local Market Tour/ Photo Exhibition

Learning Experience: Field Trip

Topic 5: Importance of architecture, arts and crafts in strengthening cultural

Learning Experience: Advanced questioning

Sample Questions (Bloom's Taxonomy)

“The preservation of Bhutanese culture is under threat by globalization and

Learning Experience: Claim it! Game based learning

Sample Statement for Claim it!

Claim it! Groups

Learning Experience: Cultural Bonanza or Triple-A Approach

Learning Experience: Brainstorming

The establishment of Dual System of Administration (Choe-sid Nyiden) by Zhabdrung

Learning Experience: Brainstorming and Comprehension

Learning Experience: KWL, Explore and Discover

Learning Experience: Activity Based Learning

Topic 5: The transformational contributions of Desis

Learning Experience: Simulated Hot-seating

Topic 6: The evolution of the Chhoe-sid System in Bhutan

Learning Experience: Flow Chart

Learning Experience: Human Timeline and Fishbowl

Sample Rating Scale

Topic 2: The social reforms of The Druk Gyalpos

Learning Experience: Concept Mapping