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Subodh Public School Rambagh Crossing, Jaipur
Name of Book : Genius Kidz Social Studies
Author Deeksha Agarwal
Publisher Genius Kidz Publications
Road Map
Learning Objective- Concepts that will be learnt by mind map
Text matter- To enable understanding
Activities-Help clarify concepts, develop mathematical skills by lab practicals and practical kits, smart board
teaching,
Assess yourself-By MCQ’s and objective questions
HOTS-Think and Answer/Model Making
Brain teasers
Recall and revision- Copy-work / Class test( Oral, Written)
Faculty head
Members
Name Phone No. Email-ID
Ambika Jain 9413345939 [email protected]
Aparna Kala 9314140919 [email protected]
Preeti Yadav 9414040984 [email protected]
Priyenka Sharma 9982903555 [email protected]
Sapna Sharma 9413348864 [email protected]
Savita Singh 9314520304 [email protected]
Assessment-
PT1-30 – (Pen Paper test-20/subject enrichment activity -5/NBA-5)
Half yearly-70(Objective -20 marks,Subjective-50 marks)
PT2 – 30(Pen Paper test-20/subject enrichment activity -5/NBA-5)
Finals-70(Objective -20 marks,Subjective-50 marks)
Paper design as per difficulty level
Difficult- 20%
Average -50%
Easy -30 %
CLASS RULES FOR SOCIAL SCIENCE:
1. Listen to the teacher and fellow students 2. Put your hand up if you want to speak or answer 3. Be kind and respectful in class. 4. Express an awareness of social and environmental. 5. Submit your completed assignments on time.
6. Have a positive attitude towards classmates and teacher.
Periodic Test-1 (By May, 2019)
Ch.
No.
Name of Chapter and
Pedagogy
Learning outcome No of
Periods
Marks
History
Ch.1
When, Where and How
visit places of historical
importance particularly those
associated with centres of
colonial administration.
The Learner
identifies different types of sources (archaeological, literary etc.) and describes their use in reconstruction of history of this period.
locates important places on an outline map of India.
draws bar diagram to show population of different countries/India/states distinguishes the ‘modern period’ from the ‘medieval’ and the ‘ancient’ periods
3 5
History
Ch.2
Colonial Rule in India raise questions on different issues and events like, ‘Why the English East India Company felt it necessary to involve itself in feuds amongst Indian rulers?’.
The Learner
explains how the English East India Company
became the most dominant power.
explains the differences in the impact of colonial
agrarian policies in different regions
3 5
Half Yearly (By Sept. 2019)
Geogra
phy
Ch. 1
Resources collect information about distribution of various natural resources like land, soil, water, natural vegetation, wildlife, minerals, power resources, types of industries in their environs and relate it with India and the world
The learner — • analyses uneven distribution of natural and human made resources on the earth • justifies judicious use of natural resources such as water, soil, forest, etc. to maintain developments in all areas
3 5
Civics
Ch.1
Indian Constitution participate in a discussion on the concepts of Constitution, Parliament, judiciary and marginalisation • prepare posters with drawings and pictures and make oral and written presentations on the significance of the Constitution of India.
The Learner • interprets social and political issues in one’s own region with reference to the Constitution of India
3 5
Ch.
No.
Name of Chapter and
Pedagogy
Learning outcome No of
Periods
Marks
History
Ch.1
When, Where and How
visit places of historical
importance particularly those
associated with centres of
colonial administration.
The Learner
identifies different types of sources (archaeological, literary etc.) and describes their use in reconstruction of history of this period.
locates important places on an outline map of India.
draws bar diagram to show population of different countries/India/states distinguishes the ‘modern
period’ from the ‘medieval’ and the ‘ancient’ periods
3 2
History
Ch.2
Colonial Rule in India raise questions on different issues and events like, ‘Why the English East India Company felt it necessary to involve itself
in feuds amongst Indian
rulers?’.
Unravel the story of a
trading company
becoming a political
power and show how the
consolidation of British
power was linked to the
formation of colonial
armies and
administrative
structures.
A role play can be
conducted on this.
The Learner
explains how the English East India
Company became the most dominant
power.
explains the differences in the impact of colonial agrarian policies in different regions
3 2
History
Ch.3
Colonial Army and Civil
Administration
expose to pedagogically
innovative and criterion-
referenced questions for
self assessment like
‘What were the reasons
for the Battle of Plassey?’
The learner
explains the policies of the colonial
administration towards the tribal
communities
3 6
History
Ch.4
Rural Life and Society Provide a broad view of
changes within rural
society through a focus
on two contrasting
regions.
Show the continuities
and changes with earlier
societies.
Discuss how growth of
new crops often
disrupted the rhythms of
peasant life and led to
revolts.
explains the differences in the impact of
colonial agrarian policies in different regions
of the country like the ‘indigo rebellion’
3 5
History
Ch5
Colonialism and Tribal
Societies Opportunity to discuss
and debate different
forms of tribal societies is
provided.
describes the forms of different tribal
societies in the 19th century and their
relationship with the environment.
3 4
History
Ch. 6 Crafts and Industries
Familiarise students with
the processes of de-
industrialisation and
industrialisation .Give an
idea of the technologies
of weaving and the lives
of weavers.
analyses the decline of pre-existing urban
centres and handicraft industries and the
development of new urban centres and
industries in India during the colonial
period. 3 5
History
Ch7
The Indian Mutiny- Revolt
of 1857
With the help of map
show where and how
revolts originated and
spread.
Thereafter a discussion
on changes in colonial
rule after 1857 can be
initiated.
explains the origin, nature and spread of the
revolt of 1857 and the lessons learned from
it
3 8
Geograp
hy Ch. 1
Resources collect information about distribution of various natural resources like land, soil,
water, natural
vegetation, wildlife,
minerals, power
resources, types of
industries in their
environs and relate it
with India and the world.
develop projects on
conservation of natural
and human made
resources
The learner — • analyses uneven distribution of natural and
human made resources on the earth • justifies judicious use of natural resources
such as water, soil, forest, etc. to maintain
developments in all areas
3 2
Geograp
hy
Ch. 2
Natural Resources-Land,
Soil and Water collect information about distribution of various natural resources like land, soil, water, natural vegetation, wildlife, minerals, power resources, types of industries in their environs and relate it with India and the world. develop projects on conservation of natural resources.
The learner —
justifies judicious use of natural resources
such as water, soil, forest, etc. to maintain
developments in all areas
3 5
Geograp
hy
Ch. 3
Natural Vegetation and
Wildlife discuss with peers about forest fire. use atlas /maps for locating major forest areas of the world
The Learner
• interprets the world map for uneven
distribution of forests and wild life
• describes causes of forest fire, importance of
forest as a resource.
3 5
Geograp
hy
Ch. 4
Mineral and Power
Resources collect information about distribution of minerals, power resources their environs and relate it with India and the world.
The Learner
locates distribution of important minerals,
e.g., coal and mineral oil on the world map
analyses uneven distribution of natural
resources on the earth
3 7
Civics
Ch.1
Indian Constitution participate in a discussion on the concepts of Constitution, Parliament, judiciary and marginalisation • prepare posters with drawings and pictures and make oral and written presentations on
the significance of the
Constitution of India.
The Learner
interpret social and political issues in one’s own region with reference to the Constitution of India.
3 2
Civics
Ch.2 Vision of Indian
Constitution debate how the principles of liberty, equality and fraternity are being practiced in classroom/ school/ home/ society. • do projects (solo, pair or group) about the Fundamental Rights and Fundamental Duties
The Learner
interprets social and political issues in one’s
own region with reference to the
Constitution of India illustrates the
Fundamental Rights and the Fundamental
Duties with appropriate examples
applies the knowledge of the Fundamental
Rights to find out about their violation,
protection and promotion in a given situation
(e.g.,Child Rights)
3 5
Civics
Ch.3 Parliamentary
Government screen and discuss the
Rajya Sabha TV series,
Samvidhan and movies
such as Gandhi, Sardar,
Dr. B.R. Ambedkar.
observe parliamentary
constituency map of
State/UTs
rganise a mock election
with model code
ofconduct and Youth
parliament (Bal Sansad)
prepare a list of
registered voters in one’s
own neighbourhood.
carry out an awareness
campaign in one’s own
locality.
The Learner
• differentiates between State government and Union
government
• describes the process of election to the Lok Sabha
• locates one’s own constituency on parliamentary
constituency map of State/ UT and names local MP
3 6
Activity
Month Activity
Description
Chapter/Topic Marks
(5)
Resources Activity Details Learning
outcomes
April to
August
Notebook
Assignment
History Ch.
1to 7
Geography
Ch.1 to 4
Civics Ch.1 to
4
5
Text book
Smart
board
Students to do
various types of
questions in
note book.
Inculcate
writing and
thinking skills.
April to
August
Subject
Enrichment
Assignment
Map work,
Charts and
Scrap book
activities.
5 Atlas or
class
activities
designed
by faculty
members.
Students to do
activities
accordingly and
keep records for
the same.
Conceptual
clarity
Learning by
doing (activity
based
education).
Periodic Test-2 (By December, 2019)
Civics
Ch. 4 The Judiciary
examine contents of a
First Information Report
(FIR) form.
express views, through
descriptive and critical
writing, about the role of
judges in the delivery of
justice to the litigants
• conduct focus group
discussions on violation,
protection and
promotion of human
rights
The Learner
explains the process of making a law
describes the process of making a law.
(e.g.,Domestic Violence Act, RTI Act, RTE
Act)
explains the functioning of the judicial
system in India by citing some landmark
cases. 3 6
Ch.
No.
Name of Chapter and
Pedagogy
Learning outcome No of
Periods
Marks
History
Ch.8
Education and the British
Rule
Discuss the new education system
– schools, syllabi, colleges,
universities, technical training and
provide opportunity to debate the
change in the indigenous system.
The Learner
explains the institutionalisation of the new education system in India
Modern Education Policy
Establishment of Universities
National Education policy
Role of Rabindranath Tagore in education
recognises distinctive features of early human cultures and explains their growth.
4 5
History
Ch.9
Women and Reform Discuss why so many reformers focused on the women’s question, and how they visualised a change in women’s conditions. Outline the history of new laws that affect women’s lives. Debates can also be organised on many topics like sati,widow remarriage, child marriage and age of consent.
The Learner
analyses the issues related to caste, women,
widow remarriage, child marriage.
Social reforms and the laws and policies of
colonial
administration towards these issues.
Father of Reforms, I.C. Vidhyasagar Jyotiba Phule
etc.
4 5
Geogra
phy
Ch. 5
Agriculture explore various farming practices carried out in the neighbourhood/ district/ state and interact with farmers. use atlas /maps for locating major Agricultural areas of the world.
The learner — • analyses the factors due to which some countries
are known for production of major crops, e.g.,, wheat,
rice, cotton, jute,
etc.,
locates these countries on the world map
• draws interrelationship between types of farming
and development in different regions of the world.
Distinguish between Conditions of Indian
Farmer and American Farmer.
4 5
Civics
Ch.5
Criminal Judicial System screen and discuss the
movie, I am Kalam
perform a role play
about child labour, child
rights, and the criminal
justice system in India.
participate in a
discussion on the
concepts judiciary.
examine contents of a
First Information
Report (FIR) form.
• express views, through
descriptive and critical
writing, about the role of
judges in the delivery of
justice to the litigants.
The Learner
describes the process of making a law.
(e.g.,Domestic Violence Act, RTI Act, RTE Act)
describes the functioning of the judicial
system in India by citing some landmark cases
demonstrates how to file a First Information
Report (FIR)
4 5
Final Exam (By Feb.-March 2020)
Ch. No. Name of Chapter and
Pedagogy
Learning outcome No of
Periods
Marks
History
Ch. 6 Crafts and Industries Familiarise students with the processes of de-industrialisation and industrialisation .Give an idea of the technologies of weaving and the lives of weavers.
analyses the decline of pre-existing urban
centres and handicraft industries and the
development of new urban centres and
industries in India during the colonial period.
Shows concern for weavers and understands
their role in the making of history and society.
She/he observes her/his surroundings and
tries to see the change and continuity in the
situation of present day weavers.
3 2
History
Ch7
The Indian Mutiny- Revolt
of 1857
With the help of map
show where and how
revolts originated and
spread.
Thereafter a discussion
on changes in colonial
rule after 1857 can be
initiated.
explains the origin, nature and spread of the
revolt of 1857 and the lessons learned from it.
Takes interest in making use of maps wherever
possible. While locating a place she/he often
looks at historical maps and present day maps
simultaneously.
This helps her/his in knowing the present day
names of those places and also relating those
places with present day places and states
3 2
History
Ch.8
Education and the British
Rule Discuss the new education system
– schools, syllabi, colleges,
universities, technical training and
provide opportunity to debate the
change in the indigenous system
how the educational system that
is seen as 177 universities,
technical training and provide
opportunity to debate the change
in the indigenous system.
universal and normal today has a
history. During debate she/he
communicates her/his arguments
effectively.
The Learner
explains the institutionalisation of the new education system in India
Modern Education Policy
Establishment of Universities
National Education policy
Role of Rabindranath Tagore in education
4 2
History
Ch.9
Women and Reform Discuss why so many reformers focused on the women’s question, and how they visualised a change in women’s conditions. Outline the history of new laws
that affect women’s lives. Debates
can also be organised on many
topics like sati,widow remarriage,
child marriage and age of consent.
The Learner
analyses the issues related to caste, women,
widow remarriage, child marriage.
Social reforms and the laws and policies of
colonial
administration towards these issues.
Father of Reforms, I.C. Vidhyasagar Jyotiba
Phule etc.
4 2
History
Ch10
Challenging the Caste
System Familiarise students with
the biographies and
writings of individuals
who sought to criticise
and reform the caste
system.
Discuss why the question
of caste was central to
most projects of social
reform.
Motivate learners to read
one such autobiography
or biography to have a
better understanding of
the working of reformers
on this issue.
describes the forms of different tribal societies
in the 19th century and their relationship with
the environment.
Develops familiarity with autobiographies, biographies, other writings and readings of some of the same.
Discussions and debates in a class help the learner in appreciating the constitutional values especially those of social justice and equality.
3 4
History
Ch. 11
Colonialism and Urban
Change Outline the nature of
urban development in the
19th and 20th centuries
.Introduce students to
the history of urban
spaces through
photographs.
Show how new forms of
towns emerged in the
colonial period.
Describes the new styles of architecture.
Formation of new Delhi as a new capital of
British India.
Different types of cities towns etc. established
during British rule.
4 4
History
Ch. 12
Changes in the Arts:
Paintings, Literature and
Architecture Creating environment for
group discussion on the
major development in the
sphere of arts and
articulate on why did the
British history paintings in
India refelct the attitudes
of imperial conqueror,
why some artists wanted
to develop a national
style of art and why did
some artists produce
cheap popular prints?
What influence would
such prints have had on
the minds of the people
who looked at them?
Attempts to interpret visual material and often
tries to find out the differences/similarities
between her/his own life and surroundings
with the one depicted in the visual.
Articulates differences in the approach of
British and Indian artists. She/he is
enthusiastically takes part in the discussion
4 2
History
Ch. 13
The National Movement-I Outline the major
developments within the
national movement and
focuss on a detailed study
of one major event.
Opportunity to work on
more such case studies is
given.
Show how contemporary
writings and documents
can be used to
reconstruct the histories
of political movements.
outlines the course of the Indian national
movement from the 1870s till Independence.
visit places of historical importance particularly
those associated with centres of colonial
administration and Indian national movement.
able to understand that with the spread of the
railways and printing, life of people has
changed and people have come closer and
interaction has become easy.
She/he appreciates that technologies,
economic and social structures, political
systems and cultures-all these change with the
passage of time.
4 6
History
Ch. 14
The National Movement-II undertake ‘projects’ and
‘activities’ like (a)
*writing an essay on
“Gandhiji’s Idea of
Nonviolence and its
Impact on India’s
National Movement’, (b)
drawing up a timeline on
‘Significant Events of
India’s National
Movement’, (c) enacting
a role play on ‘The Chauri
Chaura Incident,’
(d) locating on
an outline map of India
the ‘Regions Most
Effected by Commercial
Crop Cultivation during
the Colonial Period’.
Outline the major developments within the
national movement and focus on a detailed
study of one major event. Opportunity to work
on more such case studies is given. Show how
contemporary writings and documents can be
used to reconstruct the histories of political
movements.
Shows awareness of major developments and
also takes interest in preparing case studies.
These help her/his in finding out diversity in
historical experiences and understands the
underlying unity in many such cases.
She/he appreciates that different people in
different parts of the country were working for
the same cause in their own way.
4 6
History
Ch.15
India After Independence Debate on the successes
and failures of the Indian
democracy in the last fifty
years provide scope for
enhancing critical
thinking abilities and
argumentation skills.
Illustrate how
newspapers and recent
writings can be used to
understand
contemporary history.
Present her/his point of view clearly and shows self control during a debate.
With the help of newspaper clippings on recent struggle for formation of a new State on linguistic ground.
she/he tries to understand the period being discussed in the chapter.
analyses the significant developments in the
process of nation building
4 4
Geograp
hy
Ch. 3
Natural Vegetation and
Wildlife discuss with peers about forest fire. use atlas /maps for locating major forest areas of the world
The Learner
• interprets the world map for uneven
distribution of forests and wild life
• describes causes of forest fire, importance of forest as a resource.
3 2
Geograp
hy
Ch. 4
Mineral and Power
Resources collect information about distribution of minerals, power resources their environs and relate it with India and the world.
The Learner
locates distribution of important minerals, e.g.,
coal and mineral oil on the world map
analyses uneven distribution of
natural resources on the earth 3 2
Geograp
hy Ch. 5
Agriculture explore various farming practices carried out in the neighbourhood/ district/ state and interact with farmers. use atlas /maps for locating major Agricultural areas of the world.
The learner — • analyses the factors due to which some
countries are known for production of major crops,
e.g.,, wheat, rice, cotton, jute,
etc.,
locates these countries on the world map
• draws interrelationship between types of farming
and development in different regions of the world.
Distinguish between Conditions of Indian Farmer and
American Farmer.
4 2
Geograp
hy
Ch.6
Manufacturing Industries collect information about
distribution of minerals,
power resources, types
of industries in their
environs and relate it
with India and the world.
use atlas /maps for
locating major industrial
countries/regions.
classifies different types of industries based on
raw materials, size and ownership.
analyses the factors due to which some
countries are known as the Industrial Regions.
4 6
Geograp
hy
Ch.7
Human Resources Appreciating every
human being as
resource. E.g. explaining
them about contribution
of every human being as
a potential resource for
the society.
use atlas /maps for
locating distribution of
population.
The Learner
draws bar diagram to show population of
different countries/India/states.
distinguishes the ‘modern period’ from the
‘medieval’ and the ‘ancient’ periods.
interprets the world map for uneven
distribution of population 4 4
Geograp
hy
Ch.8
Disaster Management discuss with peers about
forest fire, landslide,
industrial disasters,
natural and human
reasons for their
occurrence and control
measures.
The Learner
describes causes of forest fire, landslide,
industrial disasters and their risk reduction
measures.
Explains precautions-before, during and after a
disaster.
Organise mock trainings for safety purposes.
4 4
Civics
Ch. 4 The Judiciary
examine contents of a
First Information Report
(FIR) form.
express views, through
descriptive and critical
writing, about the role of
judges in the delivery of
justice to the litigants
conduct focus group
discussions on violation,
protection and promotion
of human rights
The Learner
explains the process of making a law
describes the process of making a law.
(e.g.,Domestic Violence Act, RTI Act, RTE Act)
4 2
Civics
Ch.5
Criminal Judicial System screen and discuss the
movie, I am Kalam
• perform a role play about the criminal justice system in India.
Trace the case from filing
of FIR, movement from
lower to higher courts,
rationale of the judicial
process.
difference between civil
and criminal cases etc.
participate in a
discussion on the
concepts judiciary.
examine contents of a
First Information
Report (FIR) form.
• express views, through
descriptive and critical
writing, about the role of
judges in the delivery of
justice to the litigants.
The Learner
explains the functioning of the judicial system
in India by citing some landmark cases.
understand the main elements of our judicial
structure and
appreciate the need for the processes
followed.
understand what an FIR is and how to file one. 4 2
Civics
Ch.6 Social Justice and the
Marginalised conduct focus group
discussions on
violation, protection and
promotion of
human rights, especially
of women, SCs,STs,
religious/ linguistic
minorities,
persons with disabilities,
children with special
needs, sanitation
workers, and other
disadvantaged sections.
perform a role play
about child labour, child
rights.
The Learner
understand what is meant by marginalized
and expresses critical understanding of social
and economic injustices by arguing from the
marginalised point of view.
Articulates effectively an argument from the
margianlised point of view.
analyses the causes and consequences of
marginalisation faced by disadvantaged
sections of one’s own region
4 3
Civics
Ch. 7
Economic Presence of the Government
Discuss about various
ways by which
government is engaged
in
developmental activities,
especially in
infrastructure and social
sectors.
Ask students to make a
project on the need of
the government in
their local area, how is
the provision done, how
does it impact
upon people. Encourage
learners to trace out the
areas which
require government
intervention from own
experiences and
discussions with peer
share experiences with
peers on public facilities
and reasons for the
disparity in availability of
water, sanitation,
electricity.
organise a debate why
Government be
responsible for providing
public facilities.
Shows interest in doing the project and takes
care of the time target and the other requisites
Provides logical and systematic information of
the local necessities.
identifies the role of Government in providing
public facilities such as water, sanitation, road,
electricity etc., and recognises their availability.
how the government provides these facilities.
Learner imagines the life of families after the
occurrence of natural disaster.
empathises and reacts to the issues it throws
up Learner traces out the ways in which
government helps in addressing the concerns
related to fundamental rights
Learner is communicating her arguments
effectively to reason out how government
tries to ensure that the unfair practices are
kept at minimum
Learner articulates on the working of the
government and its various functions in their
locality and its links with peoples aspirations/
needs
4 6
Civics
Ch.8
E-Governance in India
Encourage discussions on
India ’s interactions with
the world
Learner expresses ability to read variety of
materials purposefully,
synthesize information and make inferences.
During group discussion, debates etc. she
expresses social
adjustment, social sensitivity and expresses
self-control
describes the role of Government in regulating
economic activities
4 3
Activities (Oct.-Feb. 2020)
Month Activity Description
Chapter/Topic Marks (5)
Resources Activity Details Learning outcomes
October to February
Notebook Assignment
History Ch. 8to 15 Geography Ch.5 to 8 Civics Ch.5 to 8
5
Text book Smart board
Students to do various types of questions in note book.
Inculcate writing and thinking skills.
October to February
Subject Enrichment Assignment
Map work, Charts and Scrap book activities.
5 Atlas or class activities designed by faculty members.
Students to do activities accordingly and keep records for the same.
Conceptual clarity Learning by doing (activity based education).
Teaching Strategies
S.No Chapter Teaching Strategies
History Ch.1
When, Where and How Explanation with real life examples. Smart board animations. Time line with their own life. etc.
Ch.2
Colonial Rule in India Story telling Explanation with real examples
Ch.3 Colonial Army and Civil
Administration
Real Life Situation Fact based study
Ch.4 Rural Life and Society Real Life Situation ,Storytelling and comparative study
Ch.5 Colonialism and Tribal Societies Real Life Situation ,Story telling Incidental Learning
Ch.6 Crafts and industries Real Life Situation, Story telling. Creative Teaching
Ch.7 The Indian Mutiny-Revolt of 1857 Real Life Situation, Storytelling and Smart board presentation.
Role Play
Ch.8 Education and the British Rule Smart board and Text book based discussion and debate
Ch.9
Women and Reform Comparison with present situation Life sketch of reformers to be
discussed. Role Play Com
putational Thinking
Ch.10 Challenging the Caste System Comparison with present situation Life sketch of reformers to be
discussed. Creative Teaching
Ch.11 Colonialism and Urban Changes Explanation with smart board
Ch. 12 Changes in the Art Painting, Literature
and Architecture
Comparative discussion. Creative Teaching
Ch. 13 National Movement I Real life situation, Storytelling Audio video presentation. Role Play
Ch.14 National Movement II Real life situation, Storytelling Audio video presentation. Role Play
Incidental Learning
Ch.15 India After Independence Real life situation, Storytelling Audio video presentation
Incidental Learning
Geography
Ch. 1
Resources Explanation with Power Point presentation
2 Natural Resources-Land, Soil and
Water
Class discussion and Power Point presentation. Outside the
Classroom
3 Natural Vegetation and Wildlife
Resources
Class discussion and debate Adaptive Teaching. Outside the Classroom Computational Thinking
4 Mineral and Power Resources Explanation with Power Point presentation Computational
Thinking
5 Agriculture Class discussion and debate Power Point presentation Analytical comparison
6 Manufacturing Industries Class discussion and debate Power Point presentation Analytical comparison
7 Human Resources Class discussion and debate Issue Analysis Community Learning Real Life situation
8 Disaster Management Class discussion and debate Computational Thinking Context-Based Learning Real Life situation
Civics Ch.1
Indian Constitution Context-Based Learning. Stimulating Classroom Environment
2 Vision of Indian Constitution Group Discussion, Civic Engagement. Role Play
3 Parliamentary Government Comparative and analytical approach Debate and Discussion
4 The Judiciary Explanation and Group Discussion. Creative Teaching. Role Play
5 Criminal Judicial System Explanation and Group Discussion. Brainstorm Computational
Thinking
6 Social Justice and Marginalised Real-World” Learning ,Class discussion based on Real life
examples. Debate and Discussion
7 Economic Presence of the
Government
Class discussion based on Government policies. Stimulating
Classroom Environment Computational Thinking
8 E-Governance in India Class discussion based on use of e commerce and I.T. in daily life.
Audio & Video Tools
