This document discusses the roles of several important leaders in the development of Pakistan, including Sir Syed Ahmad Khan, Allama Iqbal, and Muhammad Ali Jinnah. It provides biographical details and summarizes their contributions. Sir Syed Ahmad Khan founded the Aligarh Movement to promote modern education for Muslims and the idea of Muslims as a separate nation. Allama Iqbal was a poet and philosopher who strongly advocated for the two-nation theory. Muhammad Ali Jinnah led the campaign for an independent Pakistan and served as its first Governor General.
East Pakistan Separation- History of SubContinentAqib Syed
East Pakistan Separation- History of SubContinent
Political system in Pakistan broke down in 1971 because of output failure arising out of conflict among East and West Pakistan.
Though separation of East Pakistan occurred in 1971, the separation’s elements had begun to work with the emergence of Pakistan in 1947. Following were the main causes of the separation of East Pakistan.
India - Muslim separatism: The Muslim quarter of India's population became increasingly wary of the Congress Party's promises and restive in the wake of ...
Most historians believe that Islam originated in Mecca and Medina at the start of the 7th century CE, approximately 600 years after the founding of Christianity.
East Pakistan Separation- History of SubContinentAqib Syed
East Pakistan Separation- History of SubContinent
Political system in Pakistan broke down in 1971 because of output failure arising out of conflict among East and West Pakistan.
Though separation of East Pakistan occurred in 1971, the separation’s elements had begun to work with the emergence of Pakistan in 1947. Following were the main causes of the separation of East Pakistan.
India - Muslim separatism: The Muslim quarter of India's population became increasingly wary of the Congress Party's promises and restive in the wake of ...
Most historians believe that Islam originated in Mecca and Medina at the start of the 7th century CE, approximately 600 years after the founding of Christianity.
Sir Syed Ahmad Khan was one of those early pioneers who recognized the critical role of education in the empowerment of the poor and backward Muslim community. In more than one ways, Sir Syed was one of the greatest social reformers and a great national builder of modern India.
Who is Muhammad Ali Jinnah?
- A politician, lawyer and Pakistan’s first Governor-General
- Known as ‘Quaid-I Azam’ or ‘Great Leader’
- He successfully campaigned and led Pakistan’s independent from India and became its first leader.
“SIR SYED AHMED KHAN”
&
“ALIGARH MOVEMENT”
Early Life & Education:
He was born as Syed Ahmad Taqvi on 17 October 1817 in Delhi. His father, Mir Muttaqi was highly regarded by the Mughal dynasty, and many members of his family had held positions in the Mughal court. He was raised in a large house in a wealthy area, in accordance with Mughal traditions. His mother Azis-un-Nisa was a strong-willed religious woman who ensured that Syed and his brother received a disciplined upbringing. He was trained in Persian, Arabic, Urdu and orthodox religious subjects, and was also taught mathematics and astronomy. He was an active boy and participated in a number of sports like swimming and wrestling. He began his study of medicine but did not complete the course. His father died when Syed was still young and thus he had to abandon his formal education due to financial difficulties. He was offered positions in the Mughal court which he declined and entered the English civil service. Later on he attended the East India Company College from where he graduated with a degree in law and judicial services.
Personal Life & Legacy:
He married Parsa Begum in 1836, and the couple went on to have three children: Syed Hamid, Syed Mahmood and Amina.
He was a tireless worker who devoted his entire life to the promotion of education for the masses. A highly knowledgeable man and a prolific writer, he wrote on a number of subjects including history, politics, archaeology, journalism, literature, religion and science.
He lived the last two decades of his life in Aligarh and died on 27 March 1898, at the age of 80. His funeral was attended by thousands of people, including British officials, Muslim leaders, and his students.
About Sir Syed Ahmad Khan:
Sir Syed Ahmad Khan was a Muslim philosopher, social activist and educator who founded of the Anglo-Mohammedan Oriental College at Aligarh, Uttar Pradesh, India. He was deeply devoted to the cause of education and believed that widespread education was the only way to enlighten the masses. A distinguished scholar, he was a progressive thinker who played a major role in promoting social, scientific, and economic development of Indian Muslims. Even though he religiously followed Islam, he was troubled by the rigidity of the orthodox outlook of the Muslims. His life-long interest in religion manifested itself in the form of several volumes of a modernist commentary on the Quran. In addition he also began a sympathetic interpretation of the Bible. But above everything else, it was his dedication towards the cause of education that defined him as a person. He believed in promoting Western–style scientific education and was instrumental in setting up several schools for implementing this purpose. He was a British loyalist and formed the Muslim League to promote pro-British attitudes and activities, thus raising suspicion in the minds of Indian politicians. Nonetheless, he commanded great respect from both Hindus and Muslims for
By the mid of the nineteenth century, Muslims from North Africa to South-East Asia found themselves defensive in the face of European expansion. European imperialism had become a threat to Islam politically, economically, morally and culturally. It not only challenged the Muslim religio-cultural identity but it also attacked their generation old customs and traditions. European domination of the Muslim world shattered the image of Islam as an expanding worldwide force. Europe had become a constant threat to the religious and political life of the Muslims. This image gained support and popularity by the designs and policies of the European colonial powers. Many of the colonial government officials and missionaries were propagating that Europe’s expansion and domination was due to its basic cultural superiority. They were considering it their duty to educate the natives in the language, history and sciences of the West. They were also claiming that Christian values were a part of ‘enlightened’ policy to civilize.
Responses to British imperialism passed through many phases from complete rejection and violent confrontation to unquestioned admiration and slavish adoration. Some people looked European aggression as another episode of Crusades, a Christian military war against Islam. Some of the traditional Muslim religious leaders suggested that the Muslims should leave their country which was no longer under the Muslim rule following the Holy Prophet’s migration to Madina. This option proved impractical keeping in view the large number of Muslims. Another option was of jihad : a holy war to defend the faith. But the holy war was doomed to defeat because of the superior military strength of Europe. Some religious leaders suggested that the best solution was a complete boycott of their colonial masters. They decided to live aloof frosm the British and take away their children from the schools and institutions established by the English rulers. Any form of cooperation with the British was regarded as surrender to the enemy or treason with Islam. Modern education was regarded as something alien, unnecessary and a danger to religious beliefs.
If some people rejected the western culture completely, others were eager to ‘modernize’ themselves. They wanted that western cultural superiority should be acknowledged in order to survive. This was a new class of modern, educated and western-oriented people. Some of them used Islamic principles to legitimize this transformation . The traditional Islamic basis of Muslim societies had been replaced by the ideology, law and institutions of the W
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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Determining the mechanical power of turbineFaizan Shabbir
Determining the mechanical power of turbine
o Objective :
To determine the mechanical power produced by turbine
o Theory background :
• Hydraulic machines :
Hydraulic machines are machinery and tools that use liquid fluid power to do simple work.
• Types of hydraulic machines :
Impulse turbines (e.g. Pelton wheel)
Reaction turbines (e.g. Francis turbine)
• Tachometer :
This instrument is used to find RPM . Usually 3 values of RPM are taken and then their average is used.
Head losses
Major Losses
Minor Losses
Definition • Dimensional Analysis • Types • Darcy Weisbech Equation • Major Losses • Minor Losses • Causes Head Losses
3. • Head loss is loss of energy per unit weight. • Head = Energy of Fluid / Weight • Head losses can be – Kinetic Head – Potential Head – Pressure Head 6/10/2015 4Danial Gondal Head Loss
4. • Kinetic Head – K.H. = kinetic energy / Weight = v² /2g • Potential Head – P.H = Potential Energy / Weight = mgz /mg = z • Pressure Head – P.H = P/ ρ g 6/10/2015 5
5. • (P/ ρ g) + (v² /2g ) + (z) = constant • (FL-2F-1L3LT-2L-1T2) + (L2T-2L1T2)+(L) = constant • (L) + (L) + (L) = constant • As L represent height so it is dimensionally L. 6/10/2015 6 Dimensional Analysis
6. • However the equation (P/ ρ g) + (v² /2g ) + (z) = constant Is valid for Bernoulli's Inviscid flow case. As we are studying viscous flow so (P1/ ρ g) + (v1² /2g ) + (z1) = EGL1(Energy Grade Line At point 1) (P2/ ρ g) + (v2² /2g ) + (z2) = EGL2(Energy Grade Line At point 2) 6/10/2015 7 Head Loss
7. • For Inviscid Flow EGL1 - EGL2= 0 • For Viscous Flow EGL1 - EGL2= Hf 6/10/2015 8 Head Loss
8. MAJOR LOSSES IN PIPES
9. •Friction loss is the loss of energy or “head” that occurs in pipe flow due to viscous effects generated by the surface of the pipe. • Friction Loss is considered as a "major loss" •In mechanical systems such as internal combustion engines, it refers to the power lost overcoming the friction between two moving surfaces. •This energy drop is dependent on the wall shear stress (τ) between the fluid and pipe surface. 6/10/2015 10 Friction Loss
10. •The shear stress of a flow is also dependent on whether the flow is turbulent or laminar. •For turbulent flow, the pressure drop is dependent on the roughness of the surface. •In laminar flow, the roughness effects of the wall are negligible because, in turbulent flow, a thin viscous layer is formed near the pipe surface that causes a loss in energy, while in laminar flow, this viscous layer is non-existent. 6/10/2015 11 Friction Loss
11. Frictional head losses are losses due to shear stress on the pipe walls. The general equation for head loss due to friction is the Darcy-Weisbach equation, which is where f = Darcy-Weisbach friction factor, L = length of pipe, D = pipe diameter, and V = cross sectional average flow velocity.
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Role of Ethnopharmacology in drug evaluation,
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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3. • Although the British historian at the later period had
realized that the Muslims were not lone responsible
for the “Mutiny”, it was Sir Syed who in fact
convinced the British earlier than that about this
truth.
• Sir Syed Ahmad Khan was the political and
intellectual influence for the rehabilitation of the
Muslims who recovered them from the socio-
political, economic and intellectual darkness after
the War of Independence.
4. • Sir Syed was born in Delhi in 1817 in highly
respectable family. He entered the service of East
India Company and rose to the position of judge
in 1846.
• During 1857 he served with loyalty and
distinction.
• He was appointed Chief justice in Muradabad and
was later transferred to Ghazipore. In 1864 he
was transferred to Aligarh where he played an
important part in establishing the college.
.
5. • In 1876 he retired from his work to
concentrate on running the college and
devoting himself to improve the position of
Muslims through education. He died on
27March 1898.
6. His writings
• Essay on the Causes of the Indian Revolt
• Loyal Muhammandans of India
• Tabyin-ul-Kalam
• Khutbat-i-Ahmadiya
7. • He enumerated the causes of 1857
disturbances as:
1. People were not satisfied with the action of
Government
2. The laws were of alien origin
3. People and government were poles apart
4. Acts causing uneasiness among the soldiers
8. 5. Denial of representation to the people
6. Unwillingness of Government towards the
welfare of the people
7. The Muslims’ share was not greater than
that of Hindus
8. It was not a planned insurrection.
9. • Sir Syed was remarkable personality who left
his unmistakable impact on the Muslim in four
different but inter-connected spheres:
Education, Religion, Social life, and Politics
• Education , was the foundation on which he
build his super structure of his religion, social,
and political ideas. Sir Syed had the conviction
that regeneration of the Indian Muslims had
not at all visualized that mankind had entered a
very important phase of its existence, i.e. an era
of science and learning which was the source of
progress and prosperity for the British.
10. • Therefore, modern education became the
pivot of his movement for the regeneration of
the Indian Muslims, which brought a complete
orientation in their lives. He tried to transform
Muslim minds from medieval outlook to a
modern one.
11. • He asked Muslims to seek western education
learning English and acquiring western
knowledge of science and technology
• He asked Muslims to maintain their Islamic
belief based on the Holy Quran and Sunnah
but try to get away with tradition Islamic
learning in their process of education.
12. • Syed Ahmad launched his educational movement
by setting up Gulshan School at Muradabad -
1859; Victoria School at Gazipur in 1863;
Scientific Society for the translation of English
works in the native language, Urdu, at Aligarh in
1864; Aligarh Institute Gazette imparting
information on history - ancient and modern,
science of agriculture, natural sciences, physical
sciences and Advanced Mathematics in 1866;
Committee Striving for the Educational Progress
of Muslims – 1870.
13. • Mohammedan Anglo-Oriental School (MAO) at
Aligarh in 1875 at the pattern of English public
schools and later raised to the level of college in
1877 and university in 1920; Mohammedan
Educational Conference (1886), which met every
year to take stock of the educational problems of
the Muslims and to persuade them to get
modern education and abstain from politics; it
later became a political mouthpiece of the Indian
Muslims and the forerunner of the All India
Muslim league.
14. 2. In Religion, he asked Muslims to maintain their
Islamic belief based on the Holy Quran and Sunnah
but try to get away with tradition Islamic learning
in their process of education.
• He stood for rational approach in religion and said
that the revealed truth could be understood best
through reason.
• There could be no contradiction between the word
of God( revealed truth) and the work of God ( Laws
of physical sciences).
15. 3. Social life, he stood for simplicity, honesty
and other homely virtues.
• In his famous book, “ Tahdhib-ul-Akhlaq” he
taught the people to accept what was sound
and attractive in European manners and social
life.
16. 4. In politics, Sir Syed had three main ideas to
inculcate:
a) Muslims to keep away from politics.
b) British must be friends.
c) Muslims not to join the Congress.
• He argued that political must be left alone by the
Muslims until they had brought themselves up to
the level of Hindus
17. • Syed Ahmed also wanted Muslims to have a good
relation with the Hindus but he found out that
Hindus did not want good relations. In 1885
Indian Nation Congress was found which claimed
to speak for Indians but later it was found out
that it was a body dominated by Hindus.
• Sir Syed wanted Muslims to stay away from
Democracy as the Muslims were in minorities in
India and every election would be won by the
Hindus.
18. • A further cause of concern to Syed Ahmed
was the “Hindi-Urdu Controversy”. In 1867
the Hindus demanded that Hindi should be
the next official language. The Muslims were
struck by this, as Urdu had special place in
their hearts. This was another factor guiding
him towards his Two Nation Theory.
19. • This provoked Sir Syed to make his Two
Nation Theory to tell that Urdu had place in
hearts of Muslims and was supported by them
and can’t be replaced by Hindi, which was the
language of the Hindus. It was important
because Sir Syed had realized that Muslims
and Hindu couldn’t work together as the
Hindus were not with the Muslims.
20. • Another reason was that the parliamentary
system was not supported by Sir Syed because
Hindus were in more number so they always
outnumbered the Muslims and due to this Sir
Syed opposed it.
• Sir Syed realised that separate electorate was
the possible solution to this so in view of his Two
Nations Theory. He made this decision of
separate electorate demand for elections for the
good of the Muslims.
21. • Another reason it was important was that
congress spoke of competitive examinations for
jobs and good posts while Muslims were always
not given good education so they were also not
able to take good posts as Hindu won all the
seats and passed the examinations always.
• According to Two Nation Theory Sir Syed
suggested it as two separate groups of Muslims
and Hindus were not working for the Muslims at
that time so Two Nation Theory was important
here as well.
22. • In short, Sir Syed contributed to Muslim
renaissance in India. He created self
confidence in his people. He took them out
from the darkness and removed the charges
of disloyalty.
• His greatness lies in proving the firm
foundation on which the Muslims established
their strength of being becoming a Nation.
24. • Sir Syed was interested in Muslims. He wanted
to improve relations with British and the
positions of Muslims.The central aims of the
Aligarh Movement were to:
• improve relations between the British and
Muslims communities by removing British
doubts about Muslim loyalty and Muslim
doubts about the British intentions.
25. • improve the social and economic position of
Muslims by encouraging them to receive
Western education and take up posts in the
civil service and army.
• increase their political awareness to make
them aware of the threat to from the Hindu
policy of cooperation with the British.
26. • At Aligarh a new political consciousness among the
Muslism emerged discovering a meeting around
between Islam and the West.
• Aligarh became a common platform for the Muslims
of different localities of subcontinent carrying
different sub-cultural background, native languages
and traditions merging together at Aligarh identifying
as Muslims Community and speaking common
language Urdu and English to understand each other.
27. • Thus, Aligarh created a socio-political religious force
in the name of Muslim Community against the other
competitive community of the Hindus.
• The Muhammadan Educational conference brought
a new consciousness which led to the establishment
of Muslims school all over India.
• The Urdu language was purified and enriched due to
the annual reports of the conference.
28. • In short, Aligarh movement created a
recognized identity of the Indian Muslims with
the revival of the spirit of the Ummah.
• Aligarh became the symbol of Muslim politics
particularly after it was made the famous
Aligarh Muslim University.
• Undoubtedly Aligarh created a nation as it can
not be denied that the Pakistan idea is the out
come of Aligarh Movement.
29. • The foundation of the educational institution
at Aligarh gave that beacon of light to the
Indian Muslim with a synthesis of Islamic
values and western knowledge which
produced such young men who developed
those traits of character which build empires.
30. • Allama Muhammad Iqbal! A great poet,
thinker, philosopher, scholar and politician.
• When Iqbal was born, it was the time of
troubles for Indian Muslims.
• 300 Years before the birth of Iqbal, his family
embraced Islam.
• Iqbal’s grand father Shaikh Rafique used to
sell Shawls.
31. • Friday, November 9, 1877, Iqbal was born at
Sialkot.
• Iqbal got his early education from Mission School
and did his F.A. from Murry College, Sialkot and
B.A. from Islamia College, Lahore.
• Then he did his M.A. Philosophy from Islamia
College, Lahore.
• From 1899 – 1905, Iqbal served as Lecturer
(Philosophy) in Oriental College, Lahore.
• In 1905, Iqbal went to Germany, where he did his
Ph.D. in Philosophy.
32. • In 1926, Iqbal started his political career when
he was elected as member of Punjab Imperial
Legislative Council (PILC).
33. Two Nation Theory
• Allama Iqbal was also a strong believer of Hindu-
Muslim unity but Congress extremism force him to
change his attitude.
• In 1930, Iqbal clearly discussed Two Nation Theory
as:
– Islam: as code of conduct and way of life.
– Muslims are separate nation.
– Demand of separate state.
34. Islam: as Code of Conduct and Way of
Life
• Islam is complete code of life; so Indian
Muslims should get assistance from Islam. It
will support them fully.
35. Muslims are Separate Nation
Allama Iqbal openly negated the concept of one
nation and said:
“Nations are based with religion; not with
territories. So we are separate nation because
we have our own ideology.”
36. Demand of Separate State
If British Government is interested to resolve
Hindu-Muslim conflicts then India should be
divided into states.
NWFP, Sindh, Baluchistan, Punjab, Aasam and
Bengal should be converted into one unit and
authority should be given to Indian Muslims.”
37. • A politician, lawyer and Pakistan’s first
Governor-General
• Known as ‘Quaid-I Azam’ or ‘Great Leader’
• He successfully campaigned and led Pakistan’s
independent from India and became its first
leader.
38. • Born on December 25, 1876, in Karachi, Pakistan.
• His father was a prosperous Muslim merchant
named Jinnah Poonja.
• He received his early education at the Sindh
Madrasah and later at the Mission School,
Karachi
• His father decided to send him to England to
acquire business experience. However, he made
up his mind to become a barrister.
39. • He then continue his study at Bombay University
and at Lincoln's Inn in London. He completed his
study in 2 years and became the youngest
barrister of India.
• He was inspired by Dadabhai Naoroji, who won
an election & became a member of British
parliament.
• It was for the 1st
time in the 50-year British rule in
India that an Indian was able to made a way to the
British parliament.
40. • He started his political life as Dadabhai Naoroji’s
personal secretary.
• Jinnah joined the Indian National Congress in
1906, the largest political organization in India.
• At this time, his role model was Gopal Khrishna
Gokhale.
• In his early career, he helped a lot of his Muslim
workmates since at that time, Muslim people were
minority.
41. • On January 25, 1910, he was elected to the Imperial
Legislative Council. He and many people in the congress
used to support the Great Britain in his early career because
they thought the Great Britain will grant Indians political
freedom.
• He joined the Muslim League in 1913 but without leaving
the congress.
• In 1916, he became the president of the Muslim League. As
a member of the Muslim League, Jinnah began to work for
Hindu-Muslim unity.
42. • Mohammad Ali Jinnah really tried to bring the Muslim
League and the Congress closer to each other.Jinnah also
made an agreement between Indian National Congress and
Muslim league in December 1916 known as Lucknow Pact.
• The pact dealt both with the structure of the government of
India and with the relation of the Hindu & Muslim
communities. His effort to get the pact approved made him
to a title of “Ambassador of Hindu-Muslim Unity” from
Mrs. Sarojini Naidu (the congress leader).
43. • Jinnah and Gandhi had different mind. Gandhi
wanted a non-violent protest to gain
independence, while Jinnah wanted constitutional
struggle to gain independence.Their different
thoughts led Jinnah to leave the Congress party in
1920.
• At this time, Jinnah brought out a program to
reduce the differences between the Congress party
and the Muslim League, which was called as
Jinnah’s fourteen points.
44. • Conflict between the Muslim League and
Congress continued throughout the 1930s.He
thought the Hindu-Muslim Unity was possible,
but the conflict kept continuing and his
thought was no longer seemed realistic at that
time.
• He had a thought that partition was necessary
to safeguard the rights of Indian Muslims.
45. • Jinnah had been suffering from 1940s, but
only his close relatives knew about this.
• After the partition of India and the creation of
Pakistan, he became the governor general of
Pakistan. There are a lot of things he had to
do. This made his health got worsened.
• On 11 September 1948, Jinnah died from
Tuberculosis and lung cancer.