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Social ScienceSUBJECT: SOCIAL LEVEL:B1 CLASS VI LESSON: 1 WHAT WHERE HOW AND‐SCIENCE (HISTORY) WHEN

Worksheet I‐

Skill /Concept/Competency Target Learning Outcomes Suggestive Strategies

To understand the skills and Familiarize the learner with the Pair and share activitymethods of historical inquiry major developments to be

To understand the differentstudied Group Activity

Develop an understanding ofways to periodise Indian history Written assignmentsand Geography associated with the significance of geographical involving inference,it. terms used during the time

interpretationframe.

To evaluate various sources forIllustrate the sources used tothe period in India and

problems faced by historians reconstruct historywhile using certain sources.

SAMPLE ACTIVITY 1 TLO ‐‐ Illustrate the sources used to reconstruct history

Observe the sources of history and answer the questions that follow

– 1 Name some other written sources of history?

2 What is the difference between Manuscript and Inscription?

3 Can you think of advantages of writing on hard surface?

SAMPLE ACTIVITY 2 TLO‐ Familiarize the learner with the major developments to be studied

Read the passage and answer the questions‐Archaeology, or archeology, is the study of human activity through the recovery and analysis of material culture. The archaeological record consists ofartifacts, architecture, biofacts or ecofacts, and cultural landscapes.

Archaeology can be considered both a social science and a branch of the humanities.

1. Who are archaeologist?

2. Name three archaeological sources.

3. Name our four Vedas.

Strategies for teacher

Teacher can introduce learners to some more primary sources of history. As The sources of study for this period are different from those of earlier period .

SAMPLE ACTIVITY 3 TLO ‐Develop an understanding of the significance of geographical termsused during the time frame.

Collect poems and plays written in Sanskrit dealing with lives of kings

LEARNING ASSESSMENT

Above is a inscription written on hard surface. They contain scripts and languages.

1. Do you think scholars can understand what was

written? What is the process of knowing called as?

2. Write a report on the excavation carried out in your locality.

SUBJECT: SOCIAL SCIENCE Level: B1 CLASS VI LESSON: 2‐

(HISTORY)ON THE TRAIL OF THE EARLIEST

PEOPLEWorksheet 2‐

Skill /Concept/Competency Target Learning outcomes Suggestive StrategiesTo understand the skills and Appreciate the skills and Individual activity

methods of historical knowledge of hunter Group activityexpansion gatherers Project file

Understand Hunting and Identify stone artifacts asgathering as a way of life, its archaeological evidence,implications. making deductions from

Introduce the learners tothem

stone tools and their use.

SAMPLE ACTIVITY 1‐ TLO ‐‐ Identify stone artifacts as archaeological evidence,making deductions from them

Identification of tools

Identify the tools and write how these tools were used by hunter gatherers.

SAMPLE ACTIVITY 2 TLO‐‐Identify artifacts as archaeological evidence,making deductions from them

Study the cave painting and read carefully the source to answer the questions‐‐

Cave painting at Bhimbetka.

Almost all early painting in India survives in caves, as very few buildings from ancient India survive, and though these were probably often painted, the work has been lost. The history of cave paintings in India or rock art range from drawings and paintings from prehistoric times, beginning around 30,000 BCE in the caves of Central India, typified by those at the Bhimbetka rock shelters to elaborate frescoes at sites such as the rock cut artificial caves at Ajanta and Ellora, extending as‐ late as the 8th 10th century CE.‐1 Where is Bhimbetka located?

2 Why did people choose these natural caves?

3 Name other places where natural caves are found ?

SAMPLE ACTIVITY 3 TLO ‐‐ Appreciate the skills and knowledge of hunter gatherers.

LEARNING ASSESSMENT

Why hunter gatherers used these tools?

Activities for classroom Project folder : Stone tools of the period‐‐‐

1. List three ways in which hunter-gatherers used fire. Would you use fire for any of these purposes today?

2. What did hunter gatherers do to sustain themselves?

3. How were stone tools used in the past?

4. Why did hunter gatherer moved from place to place?

SUBJECT: SOCIAL LEVEL: B1 CLASS VI LESSON:3 FROM GATHERING TOSCIENCE (HISTORY) GROWING FOOD

WORKSHEET 3‐

Skill /Concept/Competency Target Learning outcomes Suggestive Strategies

To understand the Appreciate the diversity Individual activityImplications of farming of early domestication. Group activityand herding.

Identify the materialProject file

Learners will be identified culture generated bywith the Archaeological people in relatively stableevidence for crops, settlements.animals, houses, tools,pottery, burials, etc. Understand strategies for

analyzing these

SAMPLE ACTIVITY 1‐ TLO ‐‐ Identify the material culture generated by people in relativelystable settlements.

Trace the history of evolution of food hunter to food gatherer.

SAMPLE ACTIVITY 3 TLO ‐ Appreciate the diversity of early domestication.

i. Name the first animal tamed by humans?

ii. Name the earliest domesticated animal?

iii. What is domestication?

iv. What do you understand by this painting?

LEARNING ASSESSMENT

1. List the cereals that you eat.

2. Do you think hunter gathers made pots? If yes then what was the need of the pots?

TEST YOURSELF ( LESSON 1, 2, 3 )

Source 1‐

Around 8000 B.C. a new age began that came to be called the Neolithic, or new stone, Age. At one time experts believed that the main difference between the Neolithic and Paleolithic Ages was the way in which people worked with stone. During the Paleolithic Age they shaped stone by chipping. During the Neolithic Age they shaped by grinding. Today experts know much more about prehistoric people. They now believe that the main difference between the two Ages centers on how people got their food. Paleolithic people obtained their food by hunting and gathering. Neolithic people obtained most of their food from farming.

Read the above source and answer the following questions‐

1 What is meant by the term Neo?

2 How did Neolithic and Paleolithic Ages differ?

3 How did Paleolithic people obtain their food?

2 Observe the picture to answer

a. What is cave art?

b. Why was hunting of animals difficult for people?

3. Answer the following questions in one or two sentences

• Give 2 reasons why hunter gatherers moved from place to place?

• Name two techniques that were used to make stone tools?

• Name the 3 periods into which the Stone Age was divided?

• Write any two uses of fire.

• Why did people find places where good quality stone was available?

4. MAP WORK

Look at the present day political map of the Indian subcontinent. Find out the states where ‐Bhimbetka, Hunsgi and Kurnool are located.

SUBJECT: SOCIAL LEVEL: B1 CLASS VI LESSON: 4‐ IN THE EARLIEST CITIESSCIENCE (HISTORY) WORKSHEET 4‐


To understand theAppreciate the distinctive Individual activitylife in cities.

Group activitysettlement pattern of theHarappan civilisation. Identify the Project file

Introduce the learners toarchaeological evidenceof urban centers.

the Unique architecturalfeatures. Understand how this is

used to reconstructLearners to acquaint with processes such as craft

the process, meaning of productionurbanism.

SAMPLE ACTIVITY 1‐ TLO ‐ Identify the archaeological evidence of urban centers.

What is a seal? For what purpose it was used by Harappans?

SAMPLE ACTIVITY 2TLO ‐‐ Appreciate the distinctive life in cities.

The Indus Valley civilization was entirely unknown until 1921, when excavations in what would become Pakistan revealed the cities of Harappa and Mohenjo Daro (shown here).

This mysterious culture emerged nearly 4,500 years ago and thrived for a thousand years, profiting from the highly fertile lands of the Indus River floodplain and trade with the civilizations of nearby Mesopotamia.

1 What light does the excavation throw on city life?

LEARNING ASSESSMENT

1. What is the meaning of drainage system?

2. Where is Harappa and Mohen jo daro located?

3. What is a natural drainage?

4. Explain the given figure?

SUBJECT: SOCIAL SCIENCE LEVEL: B1 CLASS VI LESSON: 5‐

(HISTORY)WHAT BOOKS AND BURIALS TELL US

Worksheet 5‐

Skill /Concept/Competency Target Learning outcomes Suggestive StrategiesTo understand Reinforce the skills of Individual activity

importance of Vedas archaeological analysis Group activity

Introduce the learners toalready developed. Project file

Appreciate that differentthe contemporarychalcolithic settlement developments, taking

place in different parts ofLearners to acquaint with the subcontinent

the process of Burials . simultaneously.

SAMPLE ACTIVITY 1‐ TLO ‐ Reinforce the skills of archaeological analysis already developed

You have identified the manuscript and based on your information answer the following questions‐1. What is Rig Veda?

2. Where was this manuscript on birch bark found?

3. How many Vedas are there?

SAMPLE ACTIVITY 2 TLO‐Appreciate that different developments, taking place in different parts of the subcontinent simultaneously.

On the Map of India mark the region of Inamgoan

LEARNING ASSESSMENT

Answer the following questions‐

1. What do you know about the Vedas?

2. Discuss the gods mentioned in the Rig Veda.

3. Who composed the Vedic hymns?

4. What is the language of the Vedas?

5. How was the wealth distributed in the Vedic India?

6. What are megaliths?

7. What do you know about the oracle bones?

8. Discuss the contribution of Charaka to the Indian medicine.

SUBJECT: SOCIAL SCIENCE LEVEL: B1 CLASS VI LESSON: 6 KINGDOMS, KINGS AND‐

(HISTORY)AN EARLY REPUBLIC

Worksheet 6‐

Skill /Concept/Competency Target Learning outcomes Suggestive StrategiesTo understand the Introduce the concept of Individual activity

importance of early the state and its varieties. Cooperative LearningRepublics

Understand the rigidGroup work

To understand that the caste system of that eraVarna system exists in thesociety Understand the growth of

Early States Janapadas to‐Mahajanapadas

SAMPLE ACTIVITY 1 TLO ‐ Understand the growth of Early States Janapadas to Mahajanapadas‐

Read the passage carefully to understand and answer

In the 1 6th century BC, ancient India had a number of kingdoms which emerged during the Vedic Age . This period saw socio-economic development along with religious and political developments across the Indo-Gangetic plain. These permanent settlements led to the evolution from janapadas to mahajanpadas. By sixth century BC, the centre of major political activity shifted from western part of Gangetic plain to the eastern part, comprising the present day Bihar and eastern UP. Major reason for this shift was, the fertile lands of this area with better rainfall and rivers, their closeness to iron production centers also played a key role. In fact, it was the increased use of iron tools and weapons that enabled small states to become kingdoms, known as Mahajanapadas.

1. What is Mahajanapadas?

2. Name the 16 Mahajanapadas?

3. What does the term janapada mean?

4. How are Republics different from monarchies?

SAMPLE ACTIVITIES 2 –TLO ‐ Understand the rigid caste system of that era.

Work on a file on the Topic Varnas system‐‐LEARNING ASSESSMENT

Answer the following questions‐1. Into how many groups were people divided ?

2. In what ways are present − day elec ons different from the ways in which rulers were chosen in

Janapadas?

3. Who were the groups who could not participate in the assemblies of the ganas?

TEST YOURSELF

LESSON 4-6

Source 1‐The Indus Valley Civilization (IVC) was a Bronze Age civilization (3300–1300 BCE; mature period 2600–1900 BCE, pre Harappa cultures starting c.7500 BCE) in northwest Indian subcontinent‐ (including present day Pakistan, northwest India) and also in some regions in northeast Afghanistan. It was half a century later, in 1912, that more Harappan seals were discovered by J. Fleet, prompting an excavation campaign under Sir John Hubert Marshall in 1921 22 and resulting‐ in the discovery of the civilization at Harappa by Sir John Marshall, Rai Bahadur Daya Ram Sahni and Madho Sarup Vats, and at Mohenjo daro‐Read the source and answer the following questions‐1 Name some of the Harappan seals that you are familiar with?

2 Who discovered the city of Harappa?

Source 2

The Rig Veda is hard to translate accurately, because it is the oldest Indo Aryan text, composed in ‐the archaic Vedic Sanskrit. There are no closely contemporary extant texts, which makes it difficult to interpret. The Rig Veda is a collection of Vedic Sanskrit hymns counted among the four Hindu religious texts known as the Vedas. The Rig Veda was likely composed between roughly 1700–1100 BCE, making it one of the oldest texts of any Indo Iranian language, one of the world's oldest ‐religious texts.

Read the above source and answer the following questions‐a. Name the other three Vedas?

b. Why Rig Veda is the oldest text?

c. What does the term Veda mean?

3. Observe the picture carefully to answer‐

1. Which materials were used for making ornaments ?

2. Why harappan ornaments are an important source of history ?

3. What were the ornaments used by Harappans ?

4. Map work—

On the map of India locate the places of the Harappan civilization

SUBJECT: SOCIAL LEVEL: B1 CLASS VI LESSON: 7 NEW QUESTIONS ANDSCIENCE IDEAS

(HISTORY) WORKSHEET 7‐


To understand theOutline the basic Individual activityfeatures of religion, Group activity

importance of Religions and the context in Project file

To understand thewhich they developed Wall paperand flourished.

system of AshramsIntroduce excerpts.from sources relatingto these traditions.

SAMPLE ACTIVITY 1‐TLO ‐‐ Outline the basic features of religion, and the context in which

they developed and flourished.

Gayatri Mantra

1 Are you familiar with these mantras? When do we use it?

ॐ भभुूर्व� र्व: :त सिर्वतर्वर्रेु�ु�यं ।भग द�र्व य धीमि�ह, धीयो यो नप्रचोदयात �्।। :

SAMPLE ACTIVITY 2

Write ten lines on the life of Gautama Buddha

SAMPLE ACTIVITY 3‐Prepare a wall paper on the Difference between two important Religions Jainism and Buddhism

SUGGESTED ACTIVITY

Teacher can introduce the learners to the teachings of Buddhism.

LEARNING ASSESSMENT

1. Give the correct answer for the incorrect statements

a. Siddhartha was known as Mahavira.

b. The most famous thinker of the Jainas, was Buddha.

c. Only Jaina monks went place to place throughout the year.

d. Land of viharas were donated by poor merchants.

2. Fill in the blanks with the words given

Pain, desire, Buddhism .all life, enlightenment.

The teachings of the Buddha are known as . Buddhism is mostly about ending the feeling ‐‐‐‐‐‐‐‐of that all people feel inside. Gautama Buddha taught that pain is a part of . He ‐‐‐ ‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐taught that pain is because of . And he showed that there is a way to end desire and end ‐‐‐‐‐‐‐‐‐‐pain by doing good things, not doing bad things, and training one's mind. This is done to end pain and gain ‐‐‐‐‐‐‐‐3. Throw light on the teachings of Buddha?

4. Strike the 'odd one' out from the following:

Ahimsa

Jaina

Prakrit

Vihara

Sangha

SUBJECT: SOCIAL LEVEL: B1 CLASS VI LESSON:8 ASHOKA THE EMPERORSCIENCE (HISTORY) WHO GAVE UP WAR

WORKSHEET 8‐

Skill /Concept/Competency Target Learning outcomes Suggestive StrategiesPresentations (group &

To understand the Introduce the learners individual)expansion of the empires to concept of empire.

To understand the systemShow how inscriptions

Picture Comprehensionof administration

are used as sources. Conducting interview ofhistorical figures

Dramatization ofhistorical events

SAMPLE ACTIVITY 1—TLO ‐‐ Show how inscriptions are used as sources

Picture Comprehension

View of the Pillar at Vaishali,

Write few lines about the pillar.

LEARNING ASSESSMENT

Activity 2 lets RecallName of the Battle: The Kalinga WarVenue: Kalinga, India

Recall and answerYear: 261 BC

What were the causes of the kalinga war ? Who fought with Ashoka in the kalinga war Who won kalinga war?

Note for teacher‐Teacher can assign the learners to enact play on Ashoka

LEARNING ASSESSMENT

1.What are the Causes of the Kalinga War?

Source based

Emperor Ashoka (304 232 BCE) was the third king of the Maurya 1 Dynasty. He ruled a truly‐ massive kingdom that stretched from the Hindu Kush to the Bay of Bengal. It was India's first great empire. It is not just that Ashoka ably ruled this huge empire but the quality of social justice that he brought to his already strong administration.Remorseful after his bloody campaign and conquest of Kalinga, Ashoka embraced Buddhism. Thereafter reverence for life, tolerance, compassion and peaceful co existence were the‐ cornerstones of his administration. Under him the earliest known bans on slavery and capital punishment as well as environmental regulations came into place.Read the source to answer

1. King Ashoka belonged to which dynasty?

2. Why did Ashoka embraced Buddhism?

3. What made Samrat Ashoka to change his mind ?

SUBJECT: SOCIAL LEVEL: B1 CLASS VI LESSON 9 VITAL VILLAGES‐SCIENCE (HISTORY) THRIVING TOWNS

WORKSHEET 9‐

Skill /Concept/CompetencyTarget Learning

Suggestive StrategiesoutcomesDemonstrate the Presentations (group &

To understand the variety of early urban individualimportance of towns and centers— coastalvillages towns, capitals, Collage Making /Class

To acquaint the learnersreligious centers. Magazine

Illustrate the use ofwith Agricultural Picture Comprehensionintensification archaeological

material includingcoins, sculpture, aswell as textualsources toreconstruct social andeconomic histories.

SAMPLE ACTIVITY 1‐TLO‐‐Illustrate the use of archaeological material including coins,sculpture, as well as textual sources to reconstruct social andeconomic histories

Iron Tools just think?‐

1. Name these iron tools?2. Why were these tools needed?

SAMPLE ACTIVITY 2 – Picture based activity

A sculpture from Sanchi.

Where is Sanchi located?

Why is this Stupa famous?

SAMPLE ACTIVITY 3—

source based

TLO‐‐Demonstrate the variety of early urban centers—

coastal towns, capitals, religious centers.

Sangam literature is one of the main sources used for documenting the early history of the ancient Tamil country. The ancient Sangam poems mention numerous kings and princes, the existence of some of whom has been confirmed through archaeological evidence. The literature portrays the social and economic conditions of that period.

Read the above source to answer‐1. Why was the text called sangam?

2. When was it composed?

Suggested group activity for presentation

India’s first coins—punched marked coin—make class magazine on this

OR

Collect information on Arikamedu and prepare a report on it.

SAMPLE ACTIVITY 4 ‐‐‐‐‐ Picture Comprehension

Study two given pictures of the drainage system. Write a paragraph by comparing the two pictures and give your opinion on which system of drainage you consider to be better.

Ring well Delhi in early period Drainage system in India

LEARNING ASSESSMENT

Answer the followings‐1. Name the coastal town of India?

2. Name the religious centers of the country?

3. What are punched marked coins?

4. What were the functions of the cities?

5. Fill in the blanks with the words given

BC, Coinage, Alexander

Punch marked coins are a type of early of India, dating to between about the 6th and 2nd ‐ ‐‐‐‐‐centuries The first coins in India were minted around the 6th century BC by the ‐‐‐‐‐‐‐Mahajanapadas of the Indo Gangetic Plain, and certainly before the invasion of the Great ‐ ‐‐‐‐‐‐‐in the 4th century BC.

TEST YOURSELFLESSON 7-9

1. What are the different forms of irrigation used in India today?

2. What evidences found at Arikamedu indicate contact with Rome ?

3. What is the noble eightfold path of Buddha?

4. Why is Asoka important in the history of India ?

5. Identification of the script.

Observe to answer

i. What script is this?

ii. Can you recognize the letter used here?

6. Picture observation

i. Where is this pillar located?

ii. What is its significance?

iii. List the animals found on the pillar?

7. Answer the following

i. What was the village headman known as in the Northern part of India

ii. What were the Jatakas?

iii. List the craft person mentioned in the inscriptions from Mathura?

iv. When did the use of iron begin.

SUBJECT: SOCIAL LEVEL: B1 CLASS VI LESSON:10 TRADERS KINGS,‐SCIENCE (HISTORY) PILGRIMS

WORKSHEET 10‐


To understand theIntroduce the idea of Presentations (group &

different contexts of individualConquerors from distant contact betweenlands: north western and distant lands, and the Collage Makingwestern India. motivating forces

Picture ComprehensionTo evaluate the extent Examine the

and spread of Buddhism: implications of Symposium/ Seminarnorth India to Central journeys within the

subcontinent. Narrative Writing

Illustrate the use oftextual and visualmaterial forreconstructing thereligious histories

SAMPLE ACTIVITY 1‐ TLO‐‐Illustrate the use of textual and visual material forreconstructing

Narrative Writing

Task Imagine you to be a woman in the 16th century India. In a narrative describe the ‐religious changes you have seen.

SAMPLE ACTIVITY 2‐ TLO ‐‐ Examine the implications of journeys within the subcontinent

Inter disciplinary activity‐Write your impression of any city you visited as

trader Suggestions: It should include the following

Transport

Cleanliness

Entertainment

Economic activity

Occupations

Clothes

Note: The teacher can use this paragraph to initiate a lively group discussion on the feasibility of state intervention in personal matters of citizens. To what extent a government can intervene? Where should the line be drawn and what is the relevance of this in a large country like India? Children should be encouraged to make notes for further discussion later.

SAMPLE ACTIVITY 3 – TLO ‐ Introduce the idea of different contexts of contact betweendistant lands, and the motivating forces

Symposium/ Seminar‐Think “Xuan Zang wanted to study in Nalanda”‐‐‐If given an opportunity to you would you like to study in Nalanda?

LEARNING ASSESSMENT

1 Identify the following by given hints.

i. A Tamil word meaning three chiefs:‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ii. Mother of Shri Satakarni: ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

iii. The earliest rulers to issue gold coins:‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐iv. A famous Buddhist monastery of ancient period:

‐‐‐‐‐‐‐‐‐‐‐‐‐‐v. A person’s devotion to his or her chosen deity: ‐‐‐‐‐‐‐‐‐

2. Answer the following questions in short.

i. Name the parts of the Cholas and the capital of the Pandya’s.

ii. How is the silk made?

iii. Where was Theravada Buddhism popular?

iv. Who are ‘pilgrims’?

v. What did Xuan Zang take back with him to China?

SUBJECT: SOCIAL LEVEL: B1 CLASS VI LESSON: 11 NEW EMPIRES AND‐SCIENCE (HISTORY) KINGDOM

WORKSHEET 11‐


To understand the rise of Introduce the idea that Individual activityempire age strategies of expansion differs

To observe and evaluate theExplain the development of

Group activityexpansion and growth ofkingdoms different Administrative Project file

systems.Map skill

Understand how prasastisand caritas are used toreconstruct political history.

SAMPLE ACTIVITY 1— TLO-- Understand how prasastis and caritas are used to reconstructpolitical history

Observe and interpret the following‐‐1. What are the glowing terms used in the Prasastis?

2. Describe what the Prasastis are highlighting.

3. Who was the court poet of Samudra Gupta?

TLO-- Introduce the idea that strategies of expansion differs

On the Map of India mark the important dynasties of the Southern India

Note For Teacher—Given map is only for teacher’s reference

SAMPLE ACTIVITY 3 TLO Explain the development of different Administrative systems.‐‐

Find out about the existing pilgrimage centers of India

LEARNING ASSESSMENT

Answer the following questions‐

1. What is the Sanskrit word for ‘in praise of ’?

2. Which instrument did Samudragupta play?

3. What was the area, from where 12 rulers were uprooted by Samudragupta, known as?

4. Who were the father and mother of Samudragupta?

5. Name Harshavardhana’s biography.

6. Name the capital of the Chalukyas. Who was the best known Chalukya ruler?

7. Name some local assemblies that helped Pallava’s in their administration.

SAMPLE ACTIVITY 2 ‐

SUBJECT: SOCIAL LEVEL:B1 CLASS :VI LESSON: 12 BUILDINGS,‐SCIENCE (HISTORY) PAINTINGS AND BOOKS

WORKSHEET 12‐

Skill /Concept/Competency Target Learning outcomes Suggestive StrategiesTo introduce to the Develop a sense of Presentations (group &

learners the Literature, appreciation of textual individual dramatization‐including the Puranas, the and visual traditions ofepics, other Sanskrit and the period. Collage MakingTamil works.

Introduce excerpts from Picture ComprehensionLearners to identify texts and visual material

Architecture including for analysis and Symposium/ Seminarearly monasteries and appreciation.temples, sculpture, Narrative Writingpainting, (Ajanta);Science

SAMPLE ACTIVITY 1TLO-- Develop a sense of appreciation of textual and visual traditions of the

period.

SAMPLE ACTIVITY 2

Collect information and pictures for collage making followed by discussion1. Shore temple

2. Cave temple

3. Dhamek stupa

SAMPLE ACTIVITY 3A group of students to depict the story of Ramayana.SAMPLE ACTIVITY 4Topic Contribution of Arya Bhata in the field of Mathematics and Science‐‐‐

LEARNING ASSESSMENT

Match the following.Column I Column II

1. Iron Pillar a) Bodily remains of the Buddha.

2. Sputa b) Carved out of a single piece of stone.

3. Garbhagriha c) Mehrauli

4. Monolith d) Tamil Epic

5. Silappadikaram e) Image of the chief deity placed.

I.MCQ‐‐‐‐1. The box in the Centre of the Sputa contains bodily remains of the :

a) Mahavir b) Jaina c) Rishi d) Buddha

2. The tower of the temple was known as :

a) Shikhara b) Garbhagriha c) Mandapa d) None of these

3. The cave paintings have been found at :

a) Taxila b) Ujjain c) Ajanta d) Aihole

4. The famous epic about a war between the Kauravas and Pandavas is:

a) Ramayana b) Bhagavas Gita c) Mahabharata d)Manimekalai

5. The mathematician who found a way of calculating the circumference of a circle was :

a) Charaka b) Aryabhata c) Kalidasa d) Vyasa

TEST YOURSELF

LESSON 10-12

1. Tell me why?

a) Several sea routes were being explored by traders.

b) An important trade has been named ‘Silk Route’.

c) The Chinese pilgrims came to India.

d) Roman traders came to India.

e) The chiefs of Cholas, Cheras and Pandyas collected tribute from neighbouring area.

2. Name the following—

A famous mathematician and

astronomer The capital of kosala‐The epic composed by Sattanar

Two Indian epics

Kalidasa’s best known book

3. Answer the following questions ‐‐a) Why did some rulers control large frontiers of the silk route?

b) Which new form of Buddism emerged and what were its features?

c) What were the main features of Bhakti movement?

d) Name and describe the different parts of early Hindu

temples. 4. Answer in one or two sentence

a) What were the features of Mahayana Buddism?

b) Why was the Kalinga War a turning point of Ashoka’s life?

c) What changes took place in agriculture around 2500 years ago?

5 Fill in the blanks.

a) In Hungsi, tools were made of ______________.

b) In Harappa, people who knew how to write were called ___________.

c) The Rigveda was ____________ and ____________ rather than read.

d) The capital cities of the ___________ were fortified.

e) Some of the finest stone temples were built in the towns of _______________ and_______________.

SUBJECT:SOCIAL LEVEL:B1 CLASS:VI LESSON 1‐SCIENCE (GEOGRAPHY) THE EARTH IN THE SOLAR

SYSTEMWORKSHEET 13‐

Skill/Competency/Concept Target Learning Suggestive StrategiesOutcomes

Understanding Knows about the Individual taskIdentification universe and solar Group activityCreativity system. Pair and shareApplication Knows about various Visit to a

planets and earth as a planetariumunique planet.

SAMPLE ACTIVITY 1 TLO: Knows about the universe and solar system.

PICTURE BASED

Look at the picture and answer the following:1. Which is the nearest planet to the sun?___________________________________________________

2. Which is the biggest planet in solar system?

3. Name the only planet which supports life?

4. Which planet is considered as twins of earth?

SAMPLE ACTIVITY 2 TLO: Knows about various planets and earth as aunique planet

IMAGINARY CONVERSATION:

The class will be divided into ten groups. Each group will be assigned various planets along with moon .They will be asked to collect information on the given topics. The members of the group will present themselves as the residents of the given planets or moon and explain the specific features of their planets with the help of collected information.

LEARNING ASSESSMENT:1. Answer in one word:

a) The planet which has red spot is _____________.b) The planet which is also known as Blue planet ____________.c) The planet which is also known as the evening star _______________.d) The natural satellite of the earth____________

2. Name all the planets of the solar system in order of their distance from the Sun._____________________________________________________________________________

3. What are constellations?

______________________________________________________________

SUBJECT: SOCIAL LEVEL:B1 CLASS:VI LESSON 2 GLOBE: LATITUDE AND‐SCIENCE(GEOGRAPHY) LONGITUDE

WORKSHEET 14‐


Observation Identifies the location Individual taskRecall of heat zones on globe. Group activityDifferentiate Knows about latitudes Puzzle /crosswordDiscover and longitudes.

SAMPLE ACTIVITY 1 TLO: Knows about latitudes and longitudes.

TRACING THE LOCATION GAME:

Identify and write down the geographical locations of the imaginary stations 1 to 7 given below based on the following grid. First write north/south and then east/west.

1. RAMPUR ____________________________

2. MADHOPUR_______________________

3. VIKASPUR___________________________

4. BELAPUR____________________________

5. JEETPUR____________________________

6. SHYAMPUR ____________________

7. TEJPUR ___________________________

SAMPLE ACTIVITY 2 TLO :Identifies the location of heat zones on globe

PICTURE BASED:

1. Which zone is the coldest zone of the earth?

_____________________________________________________

2. Which zone lies between tropic of Cancer and tropic of Capricorn?

_________________________________________________

3. Name the zone which has moderate climate.

_______________________________________________________________

LEARNING ASSESSMENT:1. Give one word for the following:a) The miniature model of the earth__________________________________________

b) The imaginary lines that run horizontally across the surface of the earth.

____________________________________________

c) The imaginary lines that run vertically across the surface of the earth.

2. Write true or false:

a) All latitudes are of same length.

b) The equator is drawn around the middle of the globe.

c) Globe is used to study small areas like villages.

TEST YOURSELF

(LESSON 1 to 2)

1. Write true or false:a) A country can have more than one standard meridian.b) One degree of longitude is equal to 8 minutes of time.c) Torrid zone is the coldest zone.d) A cluster of millions of stars is called galaxy.

2. How is earth different from other planets?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

3. Name any two constellations.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

4. Why is standard meridian important for a country?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

5. How is globe useful to us ?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

6. Define in one sentence:a) Star ___________________________________________b) Latitude________________________________________c) Axis___________________________________________

SUBJECT:SOCIAL LEVEL:B1 CLASS:VI LESSON 3 MOTIONS OF THE EARTH‐SCIENCE(GEOGRAPHY) WORKSHEET 15‐


Understanding Knows about the Individual taskRecall movements of the Group activityInterpret earth. Pair and shareDifferentiate Compares the impacts

of rotation andrevolution.

SAMPLE ACTIVITY 1 TLO: Compares the impacts of rotation and revolution.

CHART WORK:

Make a chart on the comparative table on the given basis:

Rotation RevolutionPicture presentation

Meaning

Result

SAMPLE ACTIVITY 2 TLO: Knows about latitudes and longitudes.

Imaginary conversation:

Class will be divided into groups and they will be assigned topics like summer solstices, winter solstices and Equinoxes. Each group will assume themselves as the residents of the assigned situation and explain about their season, lifestyle, food habits etc.

LEARNING ASSESSMENT:1. Fill in the blanks:a) A leap year has ____________ daysb) The angle of inclination of earth to its perpendicular plane is ______________c) The Earth revolve around the sun in an______________ orbitd) The spinning of Earth around its axis is called _____________.

2. Match the following:‐

Column A Column BSummer solstice 22 DecemberEquinox 21 JuneWinter solstice 21 March

SUBJECT:SOCIAL LEVEL:B1 CLASS: VI LESSON 4 MAPS‐SCIENCE(GEOGRAPHY) WORKSHEET 16


Identification Identifies various types Individual taskRemember and components of Group activityDiscover maps. DemonstrationDifferentiate Knows about the plan Map skill

and sketch.

SAMPLE ACTIVITY 1 TLO: Knows about the component of maps.

Look at the map and answer the following questions

a) Draw a cross on the right corner of map and write the cardinal direction?

b) Which is the northern most state of India?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐c) If you are going from Kolkata to Surat in which direction would you travel?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐d) Draw the sign use to show country boundary and country capital.

SAMPLE ACTIVITY 2 TLO: Knows about plan and sketch.

Picture 1 Picture 2

1. Name picture 1 and picture 2.

____________________________________________________________

2. What is the use of picture 1.

________________________________________________________________

3. What is the basic difference in drawing picture 1 and picture 2.

______________________________________________________________________

LEARNING ASSESSMENT:

1. Tick the correct answer:

a) A collection of maps is called:

i) An atlas iii) News paper

ii) Book iv) Comic book

b) The ratio between the distance on the map and the corresponding distance on theground isi) direction iii) symbol

ii) Scale iv) Planc) Blue colour in a map indicates:i) mountain iii) Plateauii) Forests iv) Water bodies

2. Write true or false:a) Political map shows natural features.(____________)b) A rough map not drawn to scale is called a sketch.(____________)c) The art of map making is called cartography.(____________)d) Maps are very difficult to carry.(____________)

TEST YOURSELF

(LESSON 3 to 4)

1. Fill in the blanks:a) The spinning of earth on its axis is called __________b) The earth rotates on its axis from west to _________c) _________ is an accurate drawing of small area on a large scale.d) The magnetic needle always points __________ in a mariner’s compass.

2. Write any two uses of map.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

3. Differentiate between map & globe.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

4. Why do we experience different seasons.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

5. What is an equinox?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

SUBJECT: SOCIAL LEVEL:B1 CLASS:VI LESSON 5 MAJOR DOMAINS OF THE‐SCIENCE(GEOGRAPHY) EARTH

WORKSHEET 17‐

Skill/Competency/Concept Target Learning Outcomes Suggestive StrategiesExplain Knows about major Individual taskRelate domains of the earth Group activity

Design Understandsthe inter Role play

Compare relationship between Hands on activitynatural and humanenvironment.

SAMPLE ACTIVITY 1 TLO: Knows about major domains of the earth

GRID PUZZLE:

In this grid are hidden the names of continents and oceans. Look for them and write down their names and colour them in grid also.

N O R T H A M E R I C AH P T O M U D F G N U TT A D Y K S K J H D J LH C E J P T L M B I N AE I U A F R I C A A T NG F R K G A E R S N G TX I O S D L Y T I E B IF C P A Z I U I A D V CA J E V C A R C T I C HA N T A R T I C A S F TS O U T H A M E R I C A

Names of continents Names of oceans

1_____________________ 1._______________

2_____________________ 2._____________________

3_____________________ 3._____________________

4_____________________ 4._____________________

5_____________________

6_____________________

7_____________________

SAMPLE ACTIVITY 2 TLO: Understands the inter relationship between naturaland human environment.

Poster making:

Students will be given the topic global warming .They will be asked to prepare a poster to show either causes or consequences of the topic. Each student will be given four minutes time to explain their work.


1. Name the four domains of the earth.

_________________________________________________

2. Why is atmosphere important for us?

____________________________________________________

3. What is Biosphere?

___________________________________________________

4. Which is the largest ocean of the world?

___________________________________________________

5. Which continent is known as icy continent?

___________________________________________________

SUBJECT:SOCIAL LEVEL:B1 CLASS:VILESSON‐

6 MAJOR LANDFORMS OFSCIENCE(GEOGRAPHY) THE EARTH

WORKSHEET 18‐

Skill/Competency/Concept Target Learning Outcomes Suggestive StrategiesExplain Knows about major Individual taskRelate landforms of the earth Group activityIdentification Understands the inter Pair and sharecreativity relationship between Hands on activity

various landforms andhuman settlement.

SAMPLE ACTIVITY 1 TLO: Understands the inter relationship between variouslandforms and human settlement.

SCRAP BOOK:

List out some information to show various differences on the life style of people who live in plains, mountains and plateau.

Mountains Plains Plateau

Collect the pictures in favour of your information and make a scrap book

SAMPLE ACTIVITY 2 TLO: Knows about major landforms of the earth

MODEL MAKING:

Students will be asked to make models on different types of mountains, plain regions and plateau with the help of colourful clay and explain any three advantages of them.

Clay model Advantages


1. Fill in the blanks:

a) The Urals is the example of ________________mountain.

b) Plateaus are rich in ______________________.

c) Rivers of ice on the mountains are called _________________.

d) Mt. Kilimanjaro is an example of

_________________mountain. 2. What is magma?

____________________________________

3. What is a hill?

________________________________________________

TEST YOURSELF

(LESSON 5to6)

1. Write true or false:a) The hydrosphere is the solid surface layer of the earth.b) Oxygen & nitrogen form 99% of the atmosphere.c) A plateau is large, flat elevated land.d) Mountains are densely populated.

2. Give one example of each:a) Fold mountain______________b) Block mountain_____________c) Volcanic mountain_____________

3. How are Plains useful for us?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

4. Why is Antarctica not suitable for our settlement?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

5. Why is troposphere most important layer for life on earth?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

SUBJECT: SOCIAL LEVEL:B1 CLASS:VI LESSON 7‐ OUR COUNTRY : INDIASCIENCE(GEOGRAPHY) WORKSHEET 19‐


understanding Identifies broad Individual taskRemember physiographic divisions Group activityIdentification of India. Jigsaw puzzle of mapcreativity Knows about broad Hands on activity

categories and somephysical features ofhis/her surroundings

.

SAMPLE ACTIVITY 1 TLO: Identifies broad physiographic divisions of India

MAP ACTIVITY

1. On the outline map of India, mark and label the following:

a) Tropic of cancer

b) Standard meridian of India

c) Area wise largest state of India

d) Area wise smallest state of India

e) Island groups of India

f) Himalayas

SAMPLE ACTIVITY 2 TLO: Knows about broad categories and some physicalfeatures of his/her surroundings

DIARY ENTRY:

Suppose your parents are going on a vacation to a place of your choice in India .Write a diary entry in about 150 words describing the places and things you want to see there.


1. Answer in one word:

a) The latitude that runs through the middle of India is

__________________________________________________________________

b) The world’s largest mangrove are found in which delta region?

__________________________________________________________

c) The Thar Desert is situated in ___________________state.

2. Name the water bodies that make India a peninsula.______________________________________________________________

3. Name the highest mountain peak of south India._____________________________________________________________________

SUBJECT:SOCIAL LEVEL:B1 CLASS:VI LESSON 8 INDIA:SCIENCE(GEOGRAPHY) CLIMATE,VEGETATION AND WILDLIFE

WORKSHEET 20‐

Skill /Competency/Concept Target Learning Suggestive StrategiesOutcomes

understanding Knows about the climate, Individual taskApplication vegetation and wildlife of Group activityIdentification India. Jigsaw puzzle of mapAnalyzing Appreciates the bio Hands on activity

diversity of the country.

.

SAMPLE ACTIVITY 1 TLO: Knows about the climate of India

1. Data interpretationFrom today’s newspaper or news channel complete the information:

DELHI KOLKATA CHENNAI MUMBAI

Maximumtemperature

Minimumtemperature

Rainfall

i) Which city recorded the highest temperature?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

ii) Which city recorded lowest minimum temperature?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

iii) Which city experienced the highest relative humidity?‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

iv) Calculate the total rainfall that occurred during these four cities.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

SAMPLE ACTIVITY 2 TLO: Appreciates the bio diversity of the country

PICTURE BASED:

Match the pictures with the correct option:

COLUMN A COLUMN BKaziranga national park

Gir national park

Ranthambhor national park

Ladakh

Thar desert


1. Fill in the blanks:a) India falls in ___________ region.b) The onset of monsoon in India is around the first week of ___________.c) Tropical evergreen forests are also known as _____________.d) The plant life which gross on its own in an area is called ____________.2. Give two examples of each:

a) Trees of Tropical evergreen forest ______________ , ________________b) Trees of Thorn forests ______________ , ________________c) Trees of mountain forests______________ , ________________d) Tropical deciduous forests______________ , _____________

TEST YOURSELF

(LESSON 7to 8)

1. Fill in the blanks:a) India has ___________ % of worlds land area.b) There are ___________ states in Indiac) _________in the season of mango fruit.d) The local wind That blow in northern plains in summer is called __________

2. Write any two specific features of Thar desert.a) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐b) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

3. Why are Himalayas important for us ?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐4. Write any one specific difference between Himardri & Shiwalik.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐5. Differentiate between tropical evergreen forest and tropical deciduous forest.

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐6. What factors affect the climate of a place?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

SUBJECT:‐ LEVEL: B1‐ CLASS: VI‐ LESSON: 1,2‐SOCIAL SCIENCE UNDERSTANDING DIVERSITY(POLITICAL SCIENCE) DIVERSITY & DISCRIMINATION

WORK SHEET 21‐

Skill/Competency/ Target Learning outcomes Suggestive StrategiesConcept

Evaluate Appreciate various forms of Individual taskObservation diversity Group activity

Understanding Develops sensitivity towardsCollage MakingComprehension based & Group

Analyze pluralism & interdependence. discussionExpress divergent views with Picture Comprehensionrespective gender discriminationand positive attitude towardsperson with disability.

SAMPLE ACTIVITY 1 TLO:‐ Appreciate various forms of diversity, Understand diversity

TERM BASED

Procedure: Give a specific term for each of the following‐ ‐

1. Judging other people negatively or seeing them as inferior.2. Various types of people having differences of caste, color, religion , sex etc.3. Legal framework of rules and regulations by which a nation would function.4. When we fix people into one image5. People act on their Prejudices or Stereotypes results in

Sample Activity 2

TLO : Express divergent views with respective gender discrimination

PICTURE BASED

1. What do you see in these pictures?___________________ ______________________ _____________________

2. Why were the female & male presented differently?____________________________________________

3. What does your family expect of you?_____________________________________

4. How do you think the boy & girl will feel in each situation?_______________________________________

1. Learning Assessment2. Write true or false‐

a) Caste distinction is no longer in India.b) Prejudice results in disharmony.c) Untouchability has been legally banned in India.

3. What is discrimination?________________________________

4. Explain any two harmful effects of discrimination.____________________________________________________________________________

TEST YOURSELF

1. Answer the following questions –

a) Name the various basis of differences found in our society.b) Who are considered as minorities?c) What is meant by stereotype?d) What is meant by prejudice?e) Explain the term discrimination.

2. Fill in the blanks –a) The practice of untouchability is a _______________ offence.b) The constitution has guaranteed _____________ rights to all Indians.c) Inequality can form the basis of ___________.d) The constitution discourages ____________ on the basis of caste, colour or sex.

3. What is the impact of diversity in our life ?4. List the festivals celebrated in your state.

SUBJECT:‐ LEVEL: B1‐ CLASS: VI‐ LESSON: 3,4‐SOCIAL SCIENCE WHAT IS GOVERNMENT&(POLITICAL SCIENCE) KEY FEATURES OF GOVERNMENT

WORKSHEET 22

Skill/competency /concept Target Learning outcomes Suggestive StrategiesDefine ,Tell Understanding the government , the Individual taskExplain levels of government ,types of Group activityApply government Classification game,Analyzing Articulates on the working of the Source based analysisEvaluate Government

Shows interest in finding the problemfaced by people.

SAMPLE ACTIVITY 1 TLO – Understanding the government , the levels of government ,types of government

ROLE PLAY1. The teacher would divide the class into two teams.2. Topic will be assigned to the each team.3. Each team will enact a skit shown in the functions of a monarchical & democratic

government.

SAMPLE ACTIVITY 2 TLO – Articulates on the working of the Government

ELECTION PROCEDURE1. Divide the class into two groups2. Group –A will nominate their leaders & Group B elects their leaders.‐3. Both groups should prepare their own charter containing rights & duties of the students.

LEARNING ASSESSMENT

1. What type of government is in India?a. Dictatorship b. Monarchy c. Democratic

2. Who is the head of the nation in the monarchical form of government?a. People b. The king or the queen c. Military 3. In which type of

government people have the power to elect their leader?a. Monarchy b. Military c. Democracy

4. Which type of government is not answerable to citizen?a. Democracy b. Monarchy c. Military

SUBJECT:‐ LEVEL: B1‐ CLASS: VI‐ LESSON: 5‐ PANCHAYATI RAJSOCIAL SCIENCE WORKSHEET 23(POLITICAL SCIENCE)

Skill/competency Target Learning outcomes Suggestive Strategies/concept

EXPLAIN Understanding the Gram Sabha, Individual taskNOTE WRITING Gram Panchayat & the 3 levels of Group activityCOMPARING Panchayat Classification game,

Articulates on the working of the Source based analysisANALYZING Panchayat Samiti


SAMPLE ACTIVITY 1 TLO –Understanding the Gram Sabha, Gram Panchayat & the 3 levels ofPanchayat

CHART BASEDUse the list below to complete the chart & answer the questions.

Gram Sabha, Panchayat Samiti, Zila Parishad

District Level

Block Level

Village Level

1. Name the primary unit of governance in the Panchayati Raj System.

2. Who makes development plans at the district level?

3. Who is the head of Gram Panchayat.

Learning Assessment1. Fill in the blanks:

a) The ______ is the assembly of all the adults of the village.b) The village Panchayat is elected for the period of _____ years.c) ___________ percentage of seats are reserved for women in the Panchayati Raj.

2. Explain the significance of the Panchayati Raj System in India.3. Discuss the work of a Gram Panchayat.

TEST YOURSELF

( LESSON 3 TO 5)

1. State whether True or False.A. Democracy is the system of the government in which power comes from the people. B. Monarchy is the type of government in which people choose their leaders.C. Government is the political organization through which public policies made & enforced. D. State level of the government is the lowest level of the government.

2. Match the following:‐

“A” “B”Monarchy Chosen by the peopleGovernment Follow lawsDemocracy Makes laws

Citizen Rule by the King or Queen

3. Write the letter of each term on the line next to its meaning‐a. Panchayati Raj Systemb. Sarpanchc. Panchayat Samitid. Panchayate. Zila Parishad

i. ______________ is a district Panchayat.ii. ______________ is the member of the Panchayat.iii. ______________ is the first level of the democratic government. iv. ______________ is a block Panchayat.v. ______________ is the president of the Panchayat.

4. What are the two main features of the democratic countries? 5. What do you understand by the word government?6. Which level of the government covers the entire country?

7. Why is government necessary?

SUBJECT:‐ LEVEL: B1 CLASS: VI‐ LESSON: 6,7‐SOCIAL SCIENCE RURAL ADMINISTRATION(POLITICAL SCIENCE) URBAN ADMINISTRATION

WORKSHEET 24


Discuss/Describe Understanding the work of the Police Individual taskEvaluation/ Understanding the work of rural and Group activity

Appreciation urban administration. Classification gameClassify Shows interest in finding the problem Poster Making,

faced by people. Slogan Writing

SAMPLE ACTIVITY 1 TLO: Understanding the work of urban administration‐ .

PICTURE BASEDObserve the picture & answer the following questions.

A. What are the activities going on in these pictures?B. Who takes care of the sanitation of the town?C. Who is responsible for ensuring that the diseases do not break out in the city?D. Find out the other functions of the municipality.

LEARNING ASSESSMENT1. Fill in the blanks:

a) Zila Parishad functions at the _________ level.b) The district collector is the ______ of the district.c) __________ supervise the work of Patwari.

2. Who issues the caste certificate in rural area?3. State the Hindu succession amendment act 2005.

SUBJECT:‐ LEVEL: B1 CLASS: VI‐ LESSON: 8,9‐ RURAL LIVELIHOODSOCIAL SCIENCE URBAN LIVELIHOOD(POLITICAL SCIENCE) WORKSHEET 25


Interpret/Explain Understanding the different ways of Individual taskClassify living, work & activities Group activityDifferentiate Articulates on differences in the Survey

living & working conditions of rural & Debateurban area. Collage Making


SAMPLE ACTIVITY 1 TLO:‐Understanding the different ways of living, work & activities.

PICTURE BASEDSee the picture & write the answers of the questions given below.

Q.1. Identify the Picture and find out the activities.

Q.2. Classify into Farm activities & Non farm activities‐ .

SAMPLE ACTIVITY 2 TLO:‐Articulates on differences in the living & working conditions of rural & urban area.

DEBATE

E.g. Topic “City Life is More Comfortable than Village”.‐1. Class will be divided into four teams.2. Two Teams will be in favour & Two will be in against the motion.3. Each group will be given 5 Minutes to put forth its point.

LEARNING ASSESSMENTA. Fill in the blanks –

i. The Gram Sabha elects a member of ________________.ii. The city is divided into different ___________________.iii. ________________ is an elected representative of a ward.iv. In a municipal corporation ward councilor are ___________ member.v. A city is larger & bigger than a _______________.

B. Answer the following –i. Name the various levels of the Panchayati Raj system in the rural area.ii. Explain any three function of the village Panchayat.iii. What is the need to have a local government in cities?iv. Differentiate between Municipal Corporation & Municipal Councils.v. Find out some of the non agricultural activities of the village.‐

TEST YOURSELFA. Answer the following questions –

a) Name the various basis of differences found in our society.

b) Who are considered as minorities?c) What is meant by stereotype?d) What is meant by prejudice?e) Explain the term discrimination.

B. Fill in the blanks –a) The practice of untouchability is a _______________ offence.b) The constitution has guaranteed _____________ rights to all Indians.c) Inequality can form the basis of ___________.d) The constitution discourages ____________ on the basis of caste, colour or sex.

SUBJECT: SOCIAL LEVEL B1‐ CLASS VII LESSON : 1. TRACING CHANGESSCIENCE (HISTORY) THROUGH A THOUSAND YEARS

WORKSHEET 1‐Skill /Competencies/

Target Learning OutcomesSuggested

Concept StrategiesEvaluation, Critical Appraisal of changes in the Class activityreport writing subcontinent with timeInterpretation, Comprehension of passages from primary individualNotes making sources and appreciates its basic thrust. activitysummarizingObservation, Finding out differences/similarities between Pictureinterpretation, critical learner’s own life and surroundings with the reflectionthinking, analysis one depicted in the visual.

SAMPLE ACTIVITY 1: TLO: Critical Appraisal of changes in the subcontinent with time

Hold a planned mock press conference (with principal/teacher as special invitee guest) in the class on the topic ‘Periodization of Indian history into Ancient ,Medieval and Modern periods’ with special reference to the main changes in different names used and their meaning especially in the Medieval times. The bright group of 8 shall answer, others shall ask questions including tricky ones and note down answers and individually shall prepare a report. (Video recording recommended also to be shown to class.)

1. Make a tree sketch and provide all the sources of history as leaves and importance of it in a

caption.

2. Make a project report on the topic ‘Archeological and literary sources’ of Medieval

history. (to be evaluated in the peer group)

SAMPLE ACTIVITY 2: TLO: Comprehension of passages from primary sources and appreciates its basic thrust.

Write meaning of any 4 of the above (in 10 minutes.)

SAMPLE ACTIVITY 3: TLO: Finding out differences/similarities between learner’s own life and surroundings.

Official meeting in medieval times

Individual Activity : (Picture reflection) Find out similarities and differences between a meeting‐

then and now and write a report in 150 words.

Suggested Activities

You can similarly provide useful projects, teaching strategies and activities based on resources at Vidyalaya level and round like field trip to a museum or a palace or fort, panel discussion, Mock talk show, project method, film show, Power Point Presentation, Quiz etc.

LEARNING ASSESSMENT1. What are the sources of Medieval History?2. Divide time period of Indian history into Ancient, Medieval and Modern Periods?3. What is the importance of written sources of Medieval History?4. Divide time period of Indian history into Ancient, Medieval and Modern Periods?

SUBJECT: SOCIAL SCIENCE LEVEL B1‐ CLASS VII LESSON : 2. NEW KINGS AND(HISTORY) KINGDOMS

WORKSHEET 2‐

Skill /Competencies/ Concept Target Learning Outcomes Suggested StrategiesListing, List and present individual activityPresentation significant political,Explanation economic, social and

cultural developmentsDiscussion, Correlate India’s past Individual activitycorrelation, with contemporary group activityanalysis developments of other

parts of the world.

SAMPLE ACTIVITY 1: TLO: List and Present significant political, economic, social and cultural developments

Collect picture and information on at least two temples built during the Chola period

and prepare a Presentation for class.

SAMPLE ACTIVITY 2: TLO: Correlate India’s past with contemporary developments with other parts of the world.

Hold general discussion in the class on the topic ‘Who was a greater warrior Mahmud of ‐Gazni or Mohammad Ghori’.

Group Activity : Prepare a project report on Chola Art and Architecture and compare it

with those days European Art and Architecture.

Individual Activity : Each student should prepare a presentation of 10 minutes on Chola Village

Administration as compared to that of Panchayati Raj Administration.

LEARNING ASSESSMENT1. Which Battle was favourable for Mohammad Ghori?

2. Whose statues were built in great numbers in the Chola Period?

TEST YOURSELF

1. Which of these sources are used by historians

a. Inscriptions b. Manuscripts c. Coins d. All of the above

2. Indian history was divided into periods

a. Muslim period b. Hindu period c. British

period d. All of the above

3. Give one word answer:‐

i. Most famous Chola ruler............ .

ii. Book written by Al Biruni.............

iii. He built the town of Thavjavur........

4. Write short answers in 30 words :‐

i. What do you mean by Archive.

ii. What was the result of lack of original manuscript.

iii. What were Prasasthis

iv. Who was Khalan. What did he write.

5. Write the answer in 80 words:‐

i. What led to changes in economic and social life of people during Medieval period.

ii. Give reasons why the system of Chola state was highly organized.

SUBJECT: SOCIAL SCIENCE LEVEL B1‐ CLASS VII LESSON : 3. THE DELHI(HISTORY) SULTANS

WORKSHEET 3‐

Skill /Competencies/ Concept Target Learning Outcomes Suggested Strategies

Presentation , Presentation and group activityAnalysis, explanation of majorSummarizing developments and takesPresentation , interest in exploring Individual activity,sketching his/her area

Preparing a write up anddrawing a sketch of thebuilding.

SAMPLE ACTIVITY 1: TLO: Presentation and explanation of major developments and takesinterest in exploring his/her area.

Group activity: Make a project report on ‘Ala –ud Din’s Market Reforms’ comparing and contrasting it with modern day market reforms in your area. ( Guidelines make use of ‐history books, relevant websites etc.)

SAMPLE ACTIVITY 2:TLO: Preparing a write up and drawing a sketch of the building.

Collect pictures of the Monuments built during the periods of Delhi Sultans, make their

sketches (any two) and write few lines on (any 4) and their important features.

LEARNING ASSESSMENT

1. Write a note on Qutub Minar?

2. Who was the Real founder of Muslim Empire in India?

3. Why is Muhammad Tughlaq known as a learned failure?

SUBJECT: SOCIAL SCIENCE LEVEL B1 CLASS VII‐ LESSON : 4. THE MUGHAL(HISTORY) EMPIRE

WORKSHEET 4‐

Skill /Competencies/ ConceptTarget Learning

Suggested StrategiesOutcomesPresentation, Shows understanding Individual activityExplanation of the political history group activityquizzing of the period.integration, correlation, discussing

withpeer group activity

inference, critical observationsthinking, analysis peer group ; readinginterpretation textual sourcesinference

SAMPLE ACTIVITY 1: TLO: Shows understanding of the political history of the period.

1. Find out 9 gems of Akbar’s court, collect informations about ‘Din –i Ilahi’ of Akbar .‐

2. Quiz—Each student shall prepare a set of 30 questions for quiz on the Mughal Empire .The teacher

shall select the best question set and ask students to answer the same .

SAMPLE ACTIVITY 2:TLO: Discussing observations with peer group; reading textualsources

1. Peer group Activity –Collect Pictures of the different Mughal Rulers and paste in the file with literary works on the life of

the kings and give your reflection in peer group.

LEARNING ASSESSMENT

1. Why is Akbar known as a Great king in the history of India?

2. How Akbarnama and Ain i Akbari are useful to reconstruct history?‐ ‐

3. Give the correct sequence of Mughal emperors as they ruled in India.

SUBJECT: SOCIALLEVEL‐B1 CLASS VII LESSON : 5. RULERS AND

SCIENCE (HISTORY) BUILDINGSWORKSHEET 5‐

Skill /Competencies/ Concept Target Learning OutcomesSuggestedStrategies

Description, Describes and reflects on Individualreflection the varieties of Activity,

monumental architecture Projectreport

SAMPLE ACTIVITY 1:TLO: Describes and reflects on the varieties of monumentalarchitecture

Individual Activity – Album : Collect pictures of Monumental Buildings, Forts etc. of the Mughal Era

and Prepare an Album, write reflection in your own words with a brief description of each.

Project – Make a Project report on the Monumental Architecture in South India.

LEARNING ASSESSMENT

1. How construction of Mosque in India has peculiar features of Architecture?

2. Give the details of Taj Mahal as Architectural wonder in the World?

TEST YOURSELF

1. The iqta system was introduced by

a. Qutubud Din Aibek b. Iltutmish

c. Razia d. AllaudinKhalji

2. The idea of Sulh I Kul or universal peace was led by

a. Akbar b. Babur

c. Shahjahan d. Timur

3. The battle of Panipat was fought between

a. Babur and Ibrahim Lodi

b. Akbar and Ibrahim Lodi

c. Ibrahim Lodi and Humayun

d. Babur and Uzbegs

Fill in the blanks:‐

i. The Agra fort was built by.......

ii. Akbar’s revenue minister was......

iii. The first Dynasty of the Delhi Sultanate was........

Write short answers in 30 words :‐

i. What were the disadvantages of token currency issued by Muhammad Tuglaq.

ii. Who wrote Akbarnama. What is it about.

iii. Why temples and the Mosque were beautifully constructed.

Write the answer in 100 words:‐

i. Describe the architectural innovations made during Akbar's reign.

ii. Describe the development of political institutions under the Delhi Sultans.

iii. Compare the rule of Allauddin Khalji and Muhammad Tuglaq.

SUBJECT: SOCIAL SCIENCELEVEL‐B1 CLASS VII LESSON : 6. TOWNS,

(HISTORY) TRADERS ANDCRAFTSPERSON

WORKSHEET 6‐

Skill /Competencies/Target Learning Outcomes Suggested Strategies

ConceptCritical thinking, Attempts to find out the group activity

analysis differences/similaritiesinterpretation between present dayinference Urban centers with the

one discussed in thechapter.

SAMPLE ACTIVITY 1:TLO: Attempts to find out the differences/ similarities between present day Urban centers with the one discussed in the chapter.

Group activity –class should be divided into group . Each group is to be assigned a town. Children have to prepare an account of the history of these towns through Power Point Presentations. They have to be presented before the rest of the group‐1. Lucknow 2. Mysore 3. Amritsar 4. Hyderabad 5. Vishakhapatnam

LEARNING ASSESSMENT

1. On the Map mark the important Urban centres of India?

2. Name 5 Pilgrimage centres of India?

SUBJECT: SOCIAL SCIENCE LEVEL B1‐ CLASS VII LESSON : 7. TRIBES, NOMADS(HISTORY) AND SETTLED COMMUNITIES

WORKSHEET 7‐


Integration, Infers that different Individual activitycorrelation, inference, regions, people and group activitycritical thinking, communities hadanalysis contributed towardsinterpretation the making of theinference history of mankind .

SAMPLE ACTIVITY 1:TLO: Infers that different regions, people and communities hadcontributed towards the making of the history of mankind

Individual Activity – Make a detailed chart of various pastoral communities in India, the regions they

belong to, their livelihoods etc.

Group Activity – Divide the class into groups and prepare a project report on any one tribal society in

present India.

TEST YOURSELF

MCQ

1. The river that flows near Thanjavur is

a. Kaveri b. Godaveri c. Mahanadi

d.Tapti

2. Which of the following cities did not rise in the 18th Century.

a. Bombay b. Calcutta c. Madras d. Delhi

Fill in the blanks :‐

i. The cultivation practiced by the Gonds.......... .

ii. The Gonds were defeated by the...............

iii. The caravan of the Banjaras was called...............

Short answer type:‐

i. What is a clan.

ii. What attracted the European traders to India.

Long answer type

i. Why did Surat begin to decline towards the end of the 17th Century.

ii. Describe the administration of Gond state.

SUBJECT: SOCIAL SCIENCE LEVEL B1‐ CLASS VII LESSON : 8. DEVOTIONAL(HISTORY) PATHS TO THE DIVINE

WORKSHEET 8‐


Discuss Discuss major belief system Individual &Classinterpretation and takes interest in activity,inference exploring their Group discussion

surroundings.

SAMPLE ACTIVITY 1:TLO: Discuss major belief system and takes interest in exploringtheir surroundings

Visit to a Mosque, Church , Temple and Gurudwara and discuss in the class, what you see.

Make a collage of important Sufis and Bhakti Saints .

Group Discussion –Hold a general discussion in the class on ‘Din i ilahi’ of Akbar . (Was it a religion or ‐ ‐a code of conduct)

Assignment – Draw the picture of any four Bhakti Saints in your notebook . Write about their main

teachings.

LEARNING ASSESSMENT

1. Who are Bhakti saints?

s2. What was their thinking and preaching?

SUBJECT: SOCIAL LEVEL B1‐ CLASS VII LESSON : 9. THESCIENCE (HISTORY ) MAKING OF REGIONAL

CULTURESWORKSHEET 9‐

Skill /Competencies/ Concept Target Learning OutcomesSuggestedStrategies

Coordination, negotiation, Listens to others, groupSpeaking, negotiates differences, activitydecision making makes rules for betterinference, functioning of the group

and also takes decisionscollectively.

SAMPLE ACTIVITY 1:TLO: Listens to others, negotiates differences ,make rules forbetter functioning of the group and also takes decisionscollectively.

Group activity – In a group teacher should assign a state from the North ,South ,West ,East ,Northeast and Central parts of India to each group .The group will collect information on the assigned states under the sub headings –

1 Capital of the states2 Old names (if any )3 Food Items4 Main Occupations5 Major Dance Forms6 Major Language Spoken7 Major Religions

Students should imagine themselves to be the citizen of the state assigned and present the

collected information in the form of the Role play.

Individual activity – Collect pictures of different classical and folk dances of India and paste in your

scrapbook . Also mention the state they belong to.

LEARNING ASSESSMENT

1. How did various languages and Literature flourish in the Medieval world?

SUBJECT: SOCIAL LEVEL B1‐ CLASS VII LESSON :10 EIGHTEENTH CENTURYSCIENCE (HISTORY) POLITICAL FORMATIONS

WORKSHEET 10‐


Exploration, Likes to explore Individual activity,taking initiatives her surroundings group activity

and takesinitiative intalking to eldersand consultingthe library tocollect populartales.

SAMPLE ACTIVITY 1:TLO: Likes to explore her surroundings and takes initiative intalking to elders and consulting the library to collect popular tales

Individual Activity – Collect the pictures of some famous Rajput rulers, Later Mughal Rulers and Peshwas

of the Marathas and Guru Gobind Singh and paste in the scrap book .

Group Activity –Divide the class in group of ten students each. Each group will collect the informations

on the Marathas / Rajputs /Sikhs and share this collected information with other students of the class.

TEST YOURSELF

MCQ

1. The genealogy of Sufi Saints ....

(a)Sufism (b)Silsila (c)Tariqa (d)Zikr2. The leader of Vaishnava bhakti movement was....(a)Ramadeva (b)Chaitaniyadeva (c)Ramaniya (d)Ramananda

3. The ruler of Iran who invaded Delhi...

(a)Ahmad Shah Abdali

(b)Muhammad Ghori

(c)Mahmud of Ghazni

(d)Nadir Shah

Fill in the blanks...

(a) Asaf Jah was first made the governor of........

(b)The capital of Bengal under the Mughals.........

(c)The saints devoted to Vishnu were called......

Short answer type questions......

(a) Give a life sketch of Guru Nanak.

(b)What was the distinguishing feature of Kangra Art?

(c) Why was Awadh an important Province?

Long answer type questions....

(a) What do you know about the Bhakti Movement? What were its basic principles? (b)What is the contribution of the Pala rulers of Bengal to languages and literature?(c) Write the common features of the State of Hyderabad, Bengal and Awadh?

SUBJECT:SOCIAL LEVEL:B1 CLASS:VII LESSON 1‐SCIENCE(GEOGRAPHY) (ENVIRONMENT)

WORKSHEET 11‐

Skill Target Learning Outcomes Suggestive Strategies/Competency/Concept

Observation Understands the inter Individual taskExplanation relationship between Group activityDifferentiate natural environment and Role PlayCo relate‐ human habitation Classification game

Takes interest in Visit to a nearbyexploring the parksurroundings, observesthe details

SAMPLE ACTIVITY 1 TLO: Understands the interrelationship between naturalenvironment and human habitation.

ROLE PLAY:Procedure:The class will be divided into two groups and asked to present small skit based on issues related to Environmental degradation and conservation.For example: If all the trees are cut in the forest, what will be the consequences.After the skit each group will analyze the issue raised by the other group and list out the steps taken to protect the environment.

SAMPLE ACTIVITY 2 TLO: Takes interest in exploring the surroundings, observes the details

CLASSIFICATION GAME: Procedure:1. The class will be divided into four groups and asked to make a list of atleast fifteen things from their surroundings.

2. Classify these things into Biotics, Abiotic, Natural and Human made components in the given table:

Biotic components Abiotic components Natural components Human madecomponents

LEARNING ASSESSMENT :1. Tick the correct answer:

a) Which one of these is a part of natural environment?i) tree iii) schoolii) road iv) house

b) Which one of these is a biotic component?i) soil iii) rainwaterii) rose plant iv) oxygen

2. Give one word for the following :a) The surroundings and the conditions in which we live, constitute our __________ .b) The solid crust of the earth is known as __________________.

SUBJECT: SOCIAL LEVEL:B1 CLASS:VII LESSON 2 INSIDE THE EARTH‐SCIENCE (GEOGRAPHY) WORKSHEET 12


Identification Takes interest in Individual taskInterpret exploring the Group activityRecall interior of the Pair and shareAnalyzing earth

Knows about thetypes of rocks

SAMPLE ACTIVITY 1: TLO: Knows about the types of rocks

PICTURE BASED ACTIVITY

1. Identify the monuments and name the rocks which have been used to make them

a) Name of monument ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

b) Rock used ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

c) What type of rock is it?

a) Name of monument‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

b) Rock used‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

c) What type of rock is it? ______________________

SAMPLE ACTIVITY 2 TLO: Takes interest in exploring the interior of the earth

MODEL MAKING AND IDENTIFICATION ACTIVITY

Make a model with the help of colourful clay and label it with the words given in the box

Core, Mantle, Innercore, Crust


1. Fill in the blanks :

i) Limestone is metamorphosed into ______________(marble/slate)

ii) The change of one type of rock into another in a cyclic manner is called

__________________ (conversion/rock cycle)

Differentiate Igneous rocks Sedimentary rocks

between the

following:

1.

2.

SUBJECT – SOCIAL LEVEL – B1 CLASS VII‐ LESSON 3 ( OURSCIENCE CHANGING( GEOGRAPHY) EARTH)

WORKSHEET 13‐


Identification Knows about the various Individual taskExplain land forms of the earth Group activityRemember Understands the earth’s DebateAnalyzing movement and their

effect.

SAMPLE ACTIVITY 1 TLO: Knows about the various land forms of the earth

PICTURE BASED :1. Identify the pictures and answer the question:

a) What kind of landform do you see in the picture?

b) Where is this type of landform found?

a) What do you see in the picture?

b) Where is this type of landform found?

SAMPLE ACTIVITY:

WALL MAGAZINE:Students will be divided into groups. First group will be assigned the task of collecting information on the topic MAN/ NATURE. Second group will edit, compile the collected information and organize it in the form of wall magazine. Third group will be assigned the presentation work.

LEARNING ASSESSMENT :1. Give one word answer:

a) The molten rock inside the volcano is known as _____________

b) The depositional feature of glacier is _______________.

1.Fill in the blanks :a) ____________ are forces which act inside the earth. (endogenic

force/exogenic force)b) A slow moving river of ice is known as ____________ . (waterfall/glacier)

TEST YOURSELF (LESSON 1 to 3)

1. State true or false :

a) The atmosphere protects us from harmful radiation coming from the Sun.(_______)

b) Polar bears can adapt themselves to survive in the desert area. (_______)

c) Earthquakes happen along the fault lines on the crust of the earth. (_____)

d) A volcano is a vent on the crust of the earth. (_____)

2. Fill in the blanks :

a) The surroundings and the conditions in which we live, constitute our __________ .

(environment/ lithosphere)

b) The solid crust of the earth is known as __________________.

(lithosphere/hydrosphere)

2. Differentiate between the following:

Meander Ox bow lake‐

1.

2.

3. Match them:

Column A Column B

Biotic component Land

Abiotic component Water

Lithosphere Non living things‐Hydrosphere Living things

4. What is an Ecosystem?

5. What is sial?6. Define weathering.

SUBJECT: SOCIAL LEVEL:B1 CLASS: VII LESSON 4 (AIR)‐SCIENCE (GEOGRAPHY) WORKSHEET 14‐

Skill/Competency/Concept Target Learning Suggested StrategiesOutcomes

Identification Knows about the various Individual taskRelate gases present in the Group activityInterpret atmosphere & SloganAnalyzing significance of different

layers of atmosphereKnows the various

aspects of weather andclimate.

Develops sensitivitytowards the protectionof environment.

SAMPLE ACTIVITY 1 TLO: Knows about the significance of different layers ofatmosphere

PICTURE BASED:

Label the picture with the help of hints given below1. All the weather phenomena occur in this layer.2. It contains a layer of ozone gas.3. Meteorites burn up in this layer.4. Ionosphere is a part of this layer.5. It is the uppermost layer of the atmosphere.

SAMPLE ACTIVITY 2 TLO: Knows the various aspects of weather and climate.

DATA INTERPRETATIONComplete the table with the help of daily newspaper.

DAY 1 DAY 2 DAY 3 DAY 4DATEMaximumtemperatureMinimumtemperatureRainfall

On the basis of data collected, answer these questions:i) Which days recorded the highest and lowest maximum temperature?ii) Which days recorded the highest and lowest minimum temperature?iii) Calculate the total rainfall that occurred during these four days.

LEARNING ASSESSMENT :

MCQa) Where is the ozone layer?

i) Mesosphere iii) Troposphereii) Exosphere iv) Stratosphere

b) The day to day condition of the atmosphere is called :i) Weather iii) Rain

ii) Climate iv) Pressure

Fill in the blanksi) The temperature of air ________________from the equator towards the

poles. (increases/decreases)ii) The atmospheric pressure is_____________ at the mean sea

level. (maximum/minimum)

SUBJECT:SOCIAL LEVEL:B1 CLASS:VII LESSON 5(WATER)‐SCIENCE(GEOGRAPHY) WORKSHEET 15‐


Explain Understands the Individual taskclassification importance of Water Group activityAnalyzing resources Poster making

Knows about the variousmovements of waterReflects environmentalconcerns in his/herbehavior.

SAMPLE ACTIVITY 1 TLO: Understands the importance of Water resources

SLOGAN OR POSTER MAKING:For ex. Write the measures to conserve water in the given picture‐

SAMLPE ACTIVITY 2 TLO: Knows about the various movements of water

CLASSIFICATION GAME:1. Classify the ocean currents into warm ocean currents and cold ocean currents:

a) Gulf stream e) Peru currentb) Labrador current f) Kuroshio currentc) Brazil current g) California currentd) East Australian current h) Canary current

Warm ocean current Cold ocean currentG‐‐‐‐‐‐‐‐‐‐ C‐‐‐‐‐‐‐‐‐‐‐‐‐B‐‐‐‐‐‐‐‐‐‐‐‐ L‐‐‐‐‐‐‐‐‐‐‐‐E‐‐‐‐‐‐‐‐‐‐‐‐ C‐‐‐‐‐‐‐‐‐‐‐‐‐K‐‐‐‐‐‐‐‐‐‐‐‐‐ P‐‐‐‐‐‐‐‐‐‐‐‐

LEARNING ASSESSMENTQ1. Answer in one word:

a) What is the other name of hydrologic cycle?_________________________

b) What is the cause for the occurrence of tides?_________________________________

Q2. Write true or false:a) The total amount of water on the earth‘s surface is fixed. (__________)b) The highest high tide occurs only on the full moon day. (__________)c) The highest salinity is found near the poles. (__________)



a) The amount of solar energy received by the earth is called :

i) Insolation iii) radiation

ii) Solar energy iv) temperature

b) Where is the ozone layer?

iii) Mesosphere iii) troposphere

iv) Exosphere iv) stratospherec) The upper part of sea wave is called :

i) Crust iii) summit

ii) Crest iv) troughd) Which of the following is a cold current?

i) Gulf stream iii) Monsoon drift

ii) Brazil current iv) Peru current.

2. Fill in the blanksi) The temperature of air ________________from the equator towards the

poles. (increases/decreases)ii) Plants and animals provide moisture to the atmosphere through

__________. (evaporation/transpiration)iii) The direction of wind can be found with the help of a _______________.

(wind vane/barometer)iv) The process by which the condensed water in the clouds returns to earth is called

__________. (infiltration/precipitation)

3. Distinguish between :

Weather Climate123

4. How is high tide beneficial for fishermen?

5. What are the various indicators to define weather.6. Why people do not sink in the saline water?7. Explain composition of atmosphere.

SUBJECT: SOCIAL LEVEL:B1 CLASS:VII LESSON 6 (NATURAL‐SCIENCE (GEOGRAPHY) VEGETATION)

WORKSHEET 16‐


Explain Knows about various Individual taskDesign types of natural Group activityCreativity vegetation and SloganAnalyzing understands the Role play

importance of Biodiversity

Reflects environmentalconcerns in his/herbehavior.

SAMPLE ACTIVITY 1 TLO: Reflects environmental concerns in his/her behavior.

1. Identify the pictures given below and answer the following question.

a) What does the picture depict?______________

b) What is its significance?_______________

c) What plant is this?________________________d) What kind of vegetation is this?_________________________e) What kind of landform is seen in this picture?___________________

SAMPLE ACTIVITY 2 TLO: Knows about various types of natural vegetation

GRID PUZZLE :

In this grid are hidden the names of grasslands of various countries. Look for them and write down their names and colour them in grid also.

X Z A B S P N C EP A M P A S L Q RR L T X V E L D FA O L C A M P O SI Y P A N T F W TR U O S N M T N EI E K Q A O R A PE R K K H B S Y PS D B N Q Q E U E

Names of Grassland1. __________________________2. __________________________3. __________________________4. __________________________5. ___________________________6. ___________________________7. ___________________________8. ___________________________

LEARNING ASSESSMENT :1. Give one word for the following:

a) The tropical evergreen forests are also known as the________________

b) Tropical deciduous forests are also known as ___________________

2. Fill in the blanks:a) The savannas in Africa are an example of _________ . (grassland/rainforest)b) Mosses, Lichen and small shrubs belong to the ________ type of vegetation.c) The Pine tree is a ____________ tree. ( coniferous/deciduous)

SUBJECT: SOCIAL LEVEL:B1 CLASS:VIILESSON 7 ‐(HUMAN

SCIENCE(GEOGRAPHY) ENVIRONMENT – SETTLEMENT,TRANSPORT ANDCOMMUNICATION)WORKSHEET 17‐

Skill/Competency/Concept Target Learning Outcomes Suggestive StrategiesRemember/recall Knows the influence of land Individual taskDescribe & climate on human Group activityCreativity settlement. CollageClassification Knows about various means

of transport and importantairports and port cities.

SAMPLE ACTIVITY 1 TLO: Knows about various means of transport.

SURVEY:1. List various means of transport used by the students of your class.2. Name the means of transport which are not included in your list.3. Find out from your grandparents about the means of transport used by them.4. Collect their pictures.

SAMPLE ACTIVITY 2 TLO: Knows about important airports and port cities. .

Map activity :i) On the outline map of India mark and label

a) Any two international airports.b) Any two port cities



a) Which of the following is an example of mass communication?

i) Television iii) telegraph

ii) Telephone iv) letterb) The Trans Siberian railway runs between Vladivostok and :‐

i) Moscow iii) St.Petersbergii) Paris iv) London

2. Match them:Column A Column B

Roadways PortRailways CityWaterways AirportAirways MetalledUrban settlement Rajdhani express


1. Fill in the blanks:a. Process of conveying messages to others __________________________________b. Waterways are the _______________________________________ for carrying heavy & bulky goodsc. The Down in Australia are an example of _________ .d.___________ region is called the ‘orchards of the world’.

2 , Write the names of any two animals found in the following regions :

a) Animals of desert region ______________ , __________________b) Animals of polar region ______________ , ________________

c) Seaports of India__________, ________________

d) International airports of India __________, ________________

3. Distinguish between :

Tropical evergreen forest Tropical deciduous forest1

2

3

4. Write any one importance of airways.

5. What are the major activities practiced by the rural people?

6, Name any two states of India where tropical deciduous forests are found?

7. What are the specific features of tropical evergreen forest? Write any two.

SUBJECT: SOCIAL LEVEL:B1 CLASS:VII LESSON 8 (HUMAN‐SCIENCE (GEOGRAPHY) ENVIRONMENT – THE TROPICAL

AND SUB TROPICAL REGION)WORKSHEET 18‐

Skill/Competency/Concept Target Learning Outcomes Suggestive StrategiesUnderstanding Appreciates the cultural Individual taskDifferentiate differences existing in the Group activityCreativity world. Map activityAnalyzing Knows about life of people

of tropical and sub tropicalregion.

SAMPLE ACTIVITY 1 TLO: Appreciates the cultural differences existing in the world.

SCRAP BOOK:Class will be divided into four groups.Each group will be assigned the topics (Amazon, Ganga Brahmaputra basin and the state they are living in) and asked to collect the following information:

a) Climateb) Vegetationc) Wildlifed) Major cropse) Main occupationf) Tourist places

SAMPLE ACTIVITY 2 TLO: Knows about life of people of tropical and subtropicalregion.

Map Activity:

1. Locate the Ganga & Brahmaputra basin and colour it.2. Name the tree which is commonly found in Sunderban Delta.3. Name the animal shown in the map and where is it found?

LEARNING ASSESSMENT:1. Answer in one word:a. The river Amazon originates in the ……………………………………b. The teak, sal and mahua are varieties of …………………………

2. What kind of houses are built in Amazon region?

3. What are the climatic features of the Ganga Brahmaputra Basin?

SUBJECT: SOCIAL LEVEL:B1 CLASS:VII LESSON 9, 10 (LIFE IN‐SCIENCE (GEOGRAPHY) TEMPERATE GRASSLANDS, LIFE

IN DESERTS)WORKSHEET 19‐


Understanding Appreciates the cultural Individual taskIdentification differences existing in Group activityCreativity the world. Pair and shareApplication Knows about life of

people of temperategrasslands and deserts

SAMPLE ACTIVITY 1: TLO: Appreciates the cultural differences existing in theworld.

PICTURE BASED ACTIVITY:

1. Name the largest desert of the world.2. What are the two types of desert?

3. Name some animals of desert.

SAMPLE ACTIVITY 2: TLO: Appreciates the cultural differences existing in the world.

Read the hints and try to trace out the related words. Write down their names and colour them in grid also. (Help Answers are in bold letters)‐

D C G O G S E K HL A M A R U Y U AC C J M A A Y D FO A D G N X N U ST C R O C K Y G ET I B A H T H G EO A V J E H T B RN J D F S D R H QJ H C H I N O O K

1. Famous monastery of Laddakh ___________________________2. Animal of Velds ______________________________3. River of Veld region ______________________________4. Tree of a hot desert ____________________________5. Large cattle forms of Prairies ______________________________6. Mountain of North America ________________________________7. Crop of Sahara desert _________________________________8. Local wind of Prairies _________________________________

LEARNING ASSESSMENT1. Who are Bedouins?2. What are oasis?3. What do the people of Sahara do to protect themselves from hot winds?4. Why is Kimberley famous for?5. What are ranches?

TEST YOURSELF

(LESSON 8 TO 10)

1. Fill in the blanks:a. Manioc is a staple food of __________________________________b. Large cattle farms called _____________________________c. Marino is the species of ______________________________

2. Answer the following questions:a. In which continent is the Sahara desert located?

__________________________________________________________________b. What are the two types of desert found in the world?

___________________________________________________________________________

c. What is the origin of the name Sunderban?_____________________________________________________________________

d. What kind of natural vegetation is found in the Amazon basin?__________________________________________________________________________________

e. Which animals are reared by laddakhis?___________________________________________________________________________

3. State whether the following statements are true or false:a. Sahara is a hot type of desert.b. The temperate grasslands of North America are known as the Veld.c. The tributaries of river Ganga and Indus form the Sunderban delta.d. The river Amazon originates in the Rocky mountain.

4. Describe the weather of Laddakh.

5. Why are Prairies referred to as the “granaries of the world”?

SUBJECT: SOCIAL‐ LEVEL: B1‐ CLASS VII LESSON : 1 ON EQUALITY‐SCIENCE WORKSHEET: 20(POLITICAL SCIENCE )

Skill/Competency/Concept Target Learning Outcome Suggestive StrategiesUnderstand Introduce the learner to Individual TaskIdentify political equality Group TaskAnalysis Social inequality, ComprehensionThinking Skill Economic inequality basedExplain Equality in Indian Collage makingCo relation with practical democracy Scrap booklife Issues of equality in other

democracies

SAMPLE ACTIVITY 1 TLO: Introduce the learner to political equality

Picture Comprehension

Look at the above picture and write a short paragraph based upon it .Use the word given in

the bracket (Adult, Universal adult franchise, Caste, 18 Years)

The right of the people to vote and elect their representative is called means that‐‐‐‐‐‐‐‐‐ the right to vote should be given to all citizen without the discrimination of‐‐‐‐‐‐‐‐‐‐

, class, religion or sex. All citizens above the age of has a right to vote.‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐

LEARNING ASSESSMENT:‐

1. What is the voting age in India?

2. What is meant by Universal adult franchise?

3. What do you mean by Political Equality?

4. Fill in the blanks‐a) India is a Country.‐‐‐‐‐‐b) Democracy is a form of government in which people govern themselves through ‐‐‐‐‐‐‐‐‐

.

c) Universal adult franchise is based on the idea of .‐‐‐‐‐‐‐‐‐‐

SAMPLE ACTIVITY ‐2 TLO: Social inequality, Economic inequality

PICTURE 1

PICTURE 2

1. What can you say about the two men in the two pictures given above?

2. What type of inequality you observe in this picture?


1. What do you understand by diversity?

2. Explain how social and economic equality are vital for the success of democracy.

3. What is the most common form of inequality in India?

4. What are the basis on which people are treated unequally?


a) The Indian recognizes every person as equal.‐‐‐‐‐‐‐‐‐‐‐‐b) When persons are treated unequally, their is violated.‐‐‐‐‐‐

SUBJECT: SOCIAL SCIENCE LEVEL: B1‐ CLASS VII LESSON : 2‐(POLITICAL SCIENCE ) ROLE OF THE GOVERNMENT

IN HEALTHWORKSHEET: 21

Skill/Competency/Concept Target Learning Outcome SuggestiveStrategies

Analyze Introduce the learner to ClassificationCompare & Contrast Private and public health GameExplain care system. IndividualClassify Health care in India. TaskEvaluate Health care and equality. Group Task

Survey

SAMPLE ACTIVITY 1

TLO: Introduce the learner to Private and public health

care system

Classification Game

Some words are given in the boxes choose these words and write them in their appropriate

column.

Clean, Crowded, High cost of treatment, Availability of Doctors, Lots of test, Long queue, Mostly in urban area, Poor can afford, Not run for profit, Services organized by the government.

Private Health Services Public Health Services

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.


1. What are the two broad categories of healthcare services?

2. Explain any two main features of Public health services.

3. Explain any two main features of Private.

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B1‐ CLASS VII LESSON : 3‐(POLITICAL SCIENCE ) HOW THE STATE

GOVERNMENT WORKSWORKSHEET: 22

Skill/Competency/Concept Target Learning Outcome Suggestive StrategiesUnderstand Introduce the learner to Mock ElectionExplain Election procedure in a Wall PaperAppreciate the election democratic set up. Projectsystem in India Role of MLA or Minister Role playCreate Working of the Report WritingRelate government Individual TaskDiscover Group TaskObserveResearch

SAMPLE ACTIVITY 1 TLO: Introduce the learner to Election procedure in ademocratic set up.

Mock Election

Procedure: Election process can start one week in advance. (Nomination, Campaigning, Voting, Counting of votes, Result)

1. The teacher will ask one student to be the Chief Election Commissioner.

2. Ballot Paper will be prepared by students.

3. Two students can be made Returning officers.

4. Two students can be made as officers on election duty.

5. Result to be declared by Chief Election Commissioner.


Define the following terms‐

1. Majority 2. Minority 3. Ruling Party 4. Opposition party 5. Constituency

2. Who is an MLA?

3. How did the MLA become Minister?

4. Who is the Governor of your state?

5. Who is the Chief Minister of your state?

SAMPLE ACTIVITY 2 TLO: Introduce the learner to the Working of thegovernment

Wall Paper Project

1. Teacher will introduce the topic and have brief discussion.

2. Children will do the work individual or in pair to read and collect the material.

3. They write down their experiences.

4. The group looks at the material that they have selected or written.

5. They make decision and finalize the layout for the wall project.

6. Each group then presents the wall paper project to the entire class

7. Feedback from teacher and other groups.

TEST YOURSELF

LESSON 1 3‐1. What do you understand by democracy?

2. The right to vote was not always a universal right .Explain.

3. Expand the abbreviation MLA.

4. Name two categories of Health care services.

5. What are the reasons for inequality in health services? What can be done to remove inequality in health services?


a) In India general election are held at a regular interval of years.‐‐‐‐‐b) The body which conduct election in India is the .‐‐‐‐‐‐‐‐c) The political party which has more than percent of the total representatives in‐‐‐‐‐

a assembly or Parliament is known as party.‐‐‐‐7. True or False?

a) The government is not responsible for maintaining law and order in the country.

b) A particular area from which voters choose their representatives is known as constituency.

c) Representative democracy is a form of direct democracy.

d) People hold the power to change the government.

e) Democracy stands on the foundation of human dignity.

SAMPLE ACTIVITY 2 TLO: Understands the lives of domestic workers

SURVEYClass will be divided in to two groups. Each group is given the task of conducting an interview of different types of workers e.g. Domestic worker or Labors and ask them some questions regarding their working hours and wages etc.

1. Each group will present a report regarding the lives of domestic workers.


1. What type of work is done by domestic workers?

2. Do you agree house work is physically demanding?

3. Why the employers of the domestic works do not show them much respect?

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B1‐ CLASS VII LESSON : 5‐(POLITICAL SCIENCE ) WOMEN CHANGE THE WORLD

WORKSHEET: 23

Skill/Competency/Concept Target Learning Outcome Suggestive StrategiesCreate Who does what work Chart MakingExplain Rigid expectation about CollageDesign women and men in our Individual TaskRelate society Group TaskClassify Learning for change Quiz

Women’s movement

SAMPLE ACTIVITY 1 TLO: Who does what work?

COLLAGE MAKING

1. Class will be divided in 4 groups.

2. Group 1 will collect the pictures of famous women leaders of India.

3. Group 2 will collect the picture of women social workers.

4. Group 3 will collect the pictures of women players.

5. Group 4 will make collage and present the work in front of the class.


1. What is stereotyping? Give two examples of gender stereotyping.

2. How did the role of gender in India change over the ages?

3. Why is the birth of a girl child often seen as something to be sorry about?

4. Who was first woman prime minister of India?

5. Who was the first woman President of India?

6. Who was the first woman Engine driver?

7. Who was the first woman to scale Mount Everest?

SAMPLE ACTIVITY 2TLO: Rigid expectation about women and men in our society.

CHART BASED

Fill the flow chart from the given box. ( work done by male or female )

Doctor, Nurse, Farmer, Pilot, Teacher, Driver, Soldier .Mason, Cook, Shopkeeper,

Domestic worker. Businessman, Scientist, Engineer ,Fashion Designer

1. What are the rigid expectations about women and men in our society ?

2. Name the one way which has created opportunities for women.

TEST YOURSELFLESSON 4 5‐ ‐


a) Our constitution provides of genders.‐‐‐‐‐‐‐‐‐‐

b) is when we do not treat people equally or with respect due to‐‐‐‐‐‐‐

prejudices. 2. True or False?

a) Most of the work done by women is _________.

b) Women organization protested against different violation.

3. How does the society make a distinction between girls and boys?

4. Gender refers to the school classification into ‘Men and ‘Women’.

5. Man do not face any form of gender stereotyping. Explain.

6. What are the different areas of work for men and

women? 7. How gender inequality to be reduced within the

family? 8. Describe the lives of domestic workers.

9. What are the methods used for creating awareness?

10. How is woman’s work at home not recognized as work?

SUUBJECT: SOCIAL SCIENCE‐ LEVEL: B1‐ CLASS VII LESSON : 6‐(POLITICAL SCIENCE ) UNDERSTANDING MEDIA

WORKSHEET: 24

Skill/Competency/Concept Target Learning Outcome Suggestive StrategiesRecall Introduce the learner to Cross WordExplain different types of Mass PuzzleRelate Media Chart MakingAnalyze Media and Technology Collage

Media and Money Report writingDebateGroupdiscussionIndividual TaskGroup TaskQuiz

SAMPLE ACTIVITY 1 TLO: Introduce the learner to different types ofMass Media.

CROSS WORD PUZZLE

Here is a cross word puzzle .Students have to find the different forms of mass media vertically

and horizontally. Students will be instructed to complete the cross word within 5 minutes

M C N O T Y Y H N B N

A G T E E D D v D T Y

G S F B L K L W R D R

A I N T E R N E T W E

G S E R V Y U I O P A

I S F G I Y W C V B N

N N E W S P A P E R J

E Z C C I B N M K A J

A D G E O A F H K D U

W E R Y N B M J O I Y

X C B N M H J E G O T

S V B N F G F D G H J


1. What are called mass media?

2. What is electronic media?

3. Give some examples for the means of communication in the ancient world.

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B1‐ CLASS VII LESSON : 7‐(POLITICAL SCIENCE ) UNDERSTANDING ADVERTISING

WORKSHEET: 25

Skill/Competency/Concept Target Learning Outcome SuggestiveStrategies

Clarity of thought Building brands and brand GroupOratory skill value discussionDesign Brand value and social value CollageProduce Advertising and democracy ChartRelate Effects of advertising SloganShow Scrap book

Explain

SAMPLE ACTIVITY 1 TLO: Introduce the learner to effects ofadvertising

GROUP DISCUSSION

Procedures:

1. The class may be divided into small groups.

2. Teacher will introduce the topic ‘Effects of advertising’.

3. Teacher will raise a questions ‘Advantages and disadvantages of advertisement.


1. What does advertisement do?

2. What is the impact of the advertisement in our life?

3. What are social advertisements?

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B1‐ CLASS VII LESSON : 8‐(POLITICAL SCIENCE ) MARKET AROUND US

WORKSHEET: 26

Skill/Competency/Concept Target Learning Outcome Suggestive StrategiesAnalyze Introduce to learner to Poster MakingLogical presentation various type of markets PictureRelate eg. comprehensionCreate Weekly Market SurveyCategories Shops in neighborhood Group DiscussionExplain Shopping complexes and Collage

malls Report writingChain of markets Individual task &Markets and equality Group task

SAMPLE ACTIVITY 1 TLO: Introduce the learner to various type ofmarkets

POSTER MAKING

The teacher will assign a various types of market to every group. Students will make a

poster and display their work in front of the class .


1. Who are the sellers in the weekly market?

2. What are the different kinds of shops that you find in your neighborhood?

3. Why are things cheap in the weekly market?

TEST YOURSELF

LESSON 6 8‐1. How has government tried to implement equality?

2. What are the different types of market?

3. How do goods reache to the consumer?

4. Why are branded products costlier?

5. What is the role of media in democracy?

6. What is print media?

7. Explain the role of media in democracy?

8. What is the consequence of the media?

9. TRUE OR FALSE?

a) Advertisement helps building brand name of product.

b) Weekly market has permanent shops.

c) Social advertisement has no message to convey.

d) T.V. has made us think of ourselves as global citizen.

e) A wholesale trader sells the goods to a consumer.

f) We can purchase goods through internet without going to the market.

g) Advertisement mostly focuses on the lives of rich and famous.

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B1‐ CLASS VII LESSON : 9‐(POLITICAL SCIENCE ) A SHIRT IN THE MARKET

WORKSHEET: 27

Skill/Competency/Concept Target learning outcome Suggestive strategiesUnderstand Introduce the learner to Individual taskWriting skill Market and equality Group taskEstimate Who are the gainer in the SurveyAnalyze marketDifferentiate

Criticize

SAMPLE ACTIVITY 1 TLO: Introduce the learner to market andequality

REPORT WRITING:

Students will ask to visit to any factory or production unit. Teacher can provide a guideline regarding the information to be collected, after collection students will present a report regarding the process of manufacturing


1. Who is the gainer in the market?

2. People who don’t gain much in the market .

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B1‐ CLASS VII LESSON : 10‐(POLITICAL SCIENCE ) STRUGGLES FOR EQUALITY

WORKSHEET: 28

Skill/Competency/Concept Target learning outcome Suggestive strategiesUnderstand Introduce the learner to PictureCriticize different ways of ComprehensionExplain Struggles for equality GroupAnalyze The Indian Constitution discussion

as a living document

SAMPLE ACTIVITY 1 TLO: Introduce the learner to different ways ofStruggles for equality.

COMPREHENSION BASED

Throughout the world in every community, village, city and town you will find that there are some people who are known and respected because of their fight for equality. Some people join protest movement to fight inequality. At the same time others use their pen, or their voice to draw attention to issues of inequality.

1. What do you understand by inequality?

2. What do people do when they face inequality?

3. What is the reason for inequality in our society?

TEST YOURSELF

LESSON 9 10‐

1. FILL IN THE BLANKS:

a) the person who purchases a thing from another person, firm or agency.‐‐‐‐‐‐‐‐‐‐‐‐‐b) is the trader who sells goods to consumer.‐‐‐‐‐‐‐‐‐‐‐c) is the person who earns his livelihood by doing manual labour.‐‐‐‐‐‐‐‐‐‐‐d) is a person who sells goods abroad.‐‐‐‐‐‐‐‐‐‐e) All Indian’s are equal before .‐‐‐‐‐‐‐2. How has government tried to implement equality?

3. What do you mean by chain of market?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

SUBJECT: SOCIAL SCIENCE (HISTORY) LEVEL:‐ CLASS VIII LESSON: 1‐B2 HOW WHEN AND WHERE

WORKSHEET I‐


To understand the skills and Pair and share activityIntroduce the learners tomethods of historical core concepts of sources ,inquiry and dates Group Activity

To understand the different Delineate major Individual activityways to periodise Indian developments within thehistory and politics time frame Written assignmentsassociated with it.

Suggest how the sources ofinvolving inference

To evaluate various sources study for this period arefor the modern period in different to those of earlierIndia and problems faced by periods.historians while usingcertain sources. Introduce the learners to

various kinds of museums ofIndia

SAMPLE ACTIVITY 1 TLO‐‐Suggest how the sources of study for this period are different

to those of earlier periods.

Primary sources for studying history

Coins of the earlier period.

Observe the sources of history and answer the questions that follow –

1 Name some other oral sources of history?

2 Do you find any similarities with coins of Gupta period and today’s coins?

3 How official documents help us to understand what people of a country think?

SAMPLE ACTIVITY 2TLO‐‐Introduce the learners to core concepts of sources, and dates

Written sources of studying history

Name some other written sources of history?

SAMPLE ACTIVITY 3 TLO‐‐Suggest how the sources of study for this period are differentto those of earlier periods.

Read the passage and answer the questions‐James Mill divided his book into three periods, namely: Hindu Muslims and British. According to his prejudiced version of Indian history, the British rule represents all the forces of progress and civilization, while the period before British rule represents darkness, ignorance, despotism, religious intolerance, caste taboos, superstitious practices, etc.

1 The view of Mill has several problems which is not acceptable ‘ Do you agree with ‐the Statement”.2 Due to which reasons Mills views were not accepted?

SUGGESTED ACTIVITIES TLO‐‐Introduce the learners to various kinds ofmuseums of India

Collect pictures of the museums of India and find out history associated with it.

Collect coins /stamps of different countries

LEARNING ASSESSMENT• Arrange the following developments in proper chorological sequence.a) Battle of Plassey c) Industrial revolution in erg landb) Third battle of Panipat d) First Independence struggle of India

• Do you think all the changes brought in by the British were good? Mention some policies introduced by the Britishers which have benefited us.

111) Read the passage and answer the following questions‐

History is certainly about changes that occur over time. It is about finding out how things were in the past and how things have changed. As soon as we compare the past with the present we refer to time, we talk of “before” and “after”

a) What is History?

b) Are dates important in knowing history?

c) Name the oral sources of history?

SUBJECT: SOCIAL LEVEL: B2‐ CLASS VIII LESSON: 2‐SCIENCE (HISTORY) FROM TRADE TO TERRITORY

WORKSHEET 2‐

Skill /Concept/Competency Target Learning Outcomes Suggestive Strategies

To understand the process of Introduce the learners to Pair and share activityhow the trading company Trading companies and how Group Activitybecomes a political power British power was linked to Individual activity

the formation of colonial Map SkillsTo understand and observe administrative structure. Project folder/class

the colonial administrativeIntroduce the learners to

magazinestructures of that period

battles fought during theexpansion of British empire

SAMPLE ACTIVITY 1 TLO‐‐Introduce the learners to battles fought during the expansion ofBritish

Observe the picture below and answer the following questions—

a) In which year was the battle of Plassey fought?

b) Battle was fought between which powers?

c) What was the consequences of the battle?

Fig. Battle of Plassey

SAMPLE ACTIVITY 2 TLO‐‐Introduce the learners to Trading companies and howBritish power was linked to the formation of colonialadministrative structure

Fig. Route of East India Trading Company

Carefully read the map and identify the route of East India Trading Company.

Suggested Activities for classroom

Make a Project folder /class magazine of Governor Generals who visited India.

LEARNING ASSESSMENT

The legend of Tipu

Kings are often surrounded by legend and their powers glorified through folklore. Here is a legend about Tipu Sultan who became the ruler of Mysore in 1782. It is said that once he went hunting in the forest with a French friend. There he came face to face with a tiger. His gun did not work and his dagger full to the ground. He battled with the tiger unarmed until he managed to reach down and pick up the dagger. Finally he was able to kill the tiger in the battle. After this he came to be known as the “Tiger of Mysore”. He had the image of the tiger on his flag.

Read the above passage to Recall ‐‐

1 Why was Tipu Sultan known as the “Tiger of Mysore”?

2 Tipu Sultan was the ruler of which state?

3 mention any two achievements of Tipu Sultan

Do you remember the dates ?‐

1 The battle of Plassey

2 The battle of Buxar

3 The battle of Seringapatam

4 The treaty of Salbai

On the outline map of India shade the extent of British territory by the end of 1805.

SUBJECT: SOCIAL LEVEL: B2‐ CLASS VIII LESSON: 3‐SCIENCE (HISTORY) RULING THE COUNTRYSIDE

WORKSHEET 3‐


understand the skills and Introduce the learners to Pair and share activitymethods of historical and the change over a period Group Activitycultural inquiry of time. Individual activity

understand the various land Introduce the learner toMap skillsRole play

revenue system of the country the idea that the growth of Written assignmentsduring 18th century new crops disrupted the involving inference,

rhythms of peasant life andinterpretation and

led to revoltevaluation

SAMPLE ACTIVITY 1 TLO ‐‐ Introduce the learners to the change over a period of time.

Mark a comparative table between permanent, Mahalwari and Ryotwari

system . Permanent Mahalwari Ryotwari

SAMPLE ACTIVITY 2TLO‐‐Introduce the learner to the idea that the growth of new crops disrupted the rhythms of peasant life and led to revolt

Role play – The famous play Neel Darpan is based on the hardships faced by the Indian peasant,

Look at the script and do a role play based on it.

SAMPLE ACTIVITY 3—VALUE BASED

AIM Written assignments involving inference, interpretation and evaluation‐‐‐

Describe in short the role played by Gandhi in Champaran movement.

LEARNING ASSESSMENT

• Arrange the following developments in proper chorological sequence.

a) Battle of Plassey c) Industrial revolution in erg landb) Third battle of Panipat d) First Independence struggle of India

• Do you think all the changes brought in by the British were good? Mention some policies

introduced by the Britishers which have benefited us directly.

On a map of India shade the area of

• The Permanent Settlement

• The Ryotwari settlement

• The Mahalwari Settlement

TEST YOURSELFLESSON 1 3‐

1. Source How did Clive see himself?‐As his hearing in front of a Committee in Parliament, Clive declared that he had shown admirable

restraint after the Battle of Plassey. This is what he said:

Consider the situation in which the victory at Plassey had placed me! A great prince was dependent on my pleasure: an opulent city lay at my mercy: its richest bankers bid against each other for my smiles: I walked through vaults which were thrown open to me alone, piled on either hand with gold and jewels! Mr Chairman, at this moment I stand astonished at my moderation.

Read the above source and answer the following questions‐

1 Who was Lord Clive?

2 What is Clive trying to highlight in the above passage?

3 When was the Battle of Plassey fought?

2. Source The “ Blue Rebellion” and After‐

In March 1859 thousands of ryots in Bengal refused to grow indigo. As the rebellion spread, ryots refused to pay rents to the planters, and attacked indigo factories armed with swords and spears, bows and arrows. Women turned up to fight with pots. Pans and kitchen implements. Those who worked for the planters were socially boycotted, and the gomasthas agents of planters – who came‐ to collect rent, were beaten up. Ryots swore they would no longer take advances to sow indigo nor be bullied by the planters’ lathiyals – the lathi wielding strongmen maintained by the planters.‐Read the source and answer the following question—

1 Who were Gomasthas?

2 Why the ryots in Bengal refused to grow indigo?

3 Trace the nature of the revolt.

3 Observe the picture to answer the following questions ‐‐

1 Why did indigo Rebellion take place?

2 How did it affect the peasants?

3 Can you think of some other name for the Rebellion?

4 How Important are Dates?

Fill the blanks with the given words

Time, changes, past, before, after

History is certainly about that occur over . It is about finding out how things were in the ‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐and how things have changed. As soon as we compare the past with the present we refer to time, ‐

we talk of “” and “ ”‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

5 Answer the followings in one or two sentences

A How important are dates in history?

B Name some primary sources of history?

C What does the word Subsidiary Alliance mean?

D Name the three types of settlements?

E Who were Ryots?

SUBJECT: SOCIAL SCIENCE LEVEL: B2‐ CLASS VIII LESSON: 4‐(HISTORY) TRIBALS , DIKUS AND THE

VISION OF A GOLDEN AGEWORKSHEET 4‐


To understand the skills Introduce the learners Pair and share activityand methods of historical to discuss and debate Group Activityinquiry on different forms of Individual activity

To understand thetribal societies Collage/scrape book

Show how governmentConducting interview of

different ways of how historical figurestribals lived in the records can be read tocountry reconstruct histories of

tribal revolt

SAMPLE ACTIVITY 1 TLO Introduce the learners to discuss and debate on different‐forms of tribal societies

Observe the picture and answer the followings

1. Who is in the above picture?

2. Which Tribal community he belonged to?

3. What was the role of Birsa in the Munda revolt in 19th century?

4. How did colonial rule affect Tribal lives?

SAMPLE ACTIVITY 2 TLO‐Show how government records can be read to reconstructhistories of tribal revolt

Write the names of four tribal groups under the following heads:

Shifting cultivation Settled cultivation

Suggested Activity

Collect pictures of various tribes of India and prepare a Collage /scrap book in a unique and innovative manner.

LEARNING ASSESSMENT

1. Write the names of the 12 Months of the Hindi calendar.

1 5. 9

2 6 10

3 7 11

4 8 12

1. Find out the following about the tribal of India: (any 2 tribal groups)

2. Their population

3. Language

4. Religious Practices

5. Their family structure

6. Occupation

SUBJECT: SOCIAL LEVEL:B2 CLASS VIII LESSON: 5‐ WHEN PEOPLE REBELSCIENCE (HISTORY) WORKSHEET 5‐


To understand the skillsIntroduce the learners to Individual activitythe places and leaders of Group activity

and methods of historical the Revolt of 1857 Debate/seminar

expansion Locating and knowing the Project file

To understand the present day names ofthose places and relatingchanges occurring during

the colonial rule. those places with present

Learning by Doing –Mapday states

work

SAMPLE ACTIVITY 1‐ TLO‐‐Introduce the learners to the places and leaders of the Revolt of1857

Identify and Locate the places on the map of india

SAMPLE ACTIVITY 2

Identify the leaders of the revolt of 1857 and the places associated with them Strategies for teacher

Get the students familiarize with stories and songs associated with the revolt of 1857

Give space for divergent thinking

LEARNING ASSESSMENT

(a) Who was the adopted son of Peshwa Baji Rao II?

(b) Name the last territory annexed by the Britishers in India.

(c) Who was the last Mughal king of India as decided by the Governor General in 1856?‐

(d) In what way did the Act of 1856 prove to be crucial in Indian history?

(e) Why did the sepoys refuse to use the new cartridges?

(f) Name the three nodal points of the revolt of 1857.

(g) What were the changes made in the army by the Act of 1858?

11. Write the names of leaders associated with each place of revolt‐

Place of revolt Leader associated withMeerut

Delhi

Kanpur

Jhansi

Fill the paragraph with appropriate word.

Enfield rifle Jail 29th march 1857

Barrack pore 9th may 1857 catridges

Meerut

In 1856 the …………………….. was introduced in the army.……………. a young soldier Mangal Pandey was hanged to death for attacking his officer in …………… .Some days later some sepoys of regiment at………………refused to do the army drill using the new………….which were suspected of being coated with the fat of cow and pigs Eighty five sepoys were dismissed from service and sentenced to ten years in………… for disobeying their officers. This happened on ……………….

SUBJECT: SOCIAL LEVEL:B2 CLASS VIII LESSON: 6. COLONISM & THE CITIES‐SCIENCE (HISTORY) (THE STORY OF AN IMPERIAL CITY :

DELHI)WORKSHEET 6‐


To understand theIntroduce the idea of Presentations (group &

different contexts of individualConquerors from distant contact betweenlands: north western and distant lands, and the Collage Makingwestern India. motivating forces

Picture ComprehensionTo evaluate the extent and Examine the

spread of Buddhism: north implications of Symposium/ SeminarIndia to Central journeys within the

. subcontinent. Narrative Writing

Illustrate the use oftextual and visualmaterial forreconstructing thereligious histories

SAMPLE ACTIVITY 1 TLO‐‐Illustrate the use of textual and visual material for reconstructingthe religious history

Task Imagine you to be a woman in the 16th century India. In a narrative describe the religious changes ‐you have seen.

SAMPLE ACTIVITY 2 TLO‐‐ Examine the implications of journeys within the subcontinent

Write your impression of any city you visited as

trader Suggestions: It should include the following

Transport

Cleanliness

Entertainment

Economic activity

Occupations

Clothes

Note: The teacher can use this paragraph to initiate a lively group discussion on the feasibility of state intervention in personal matters of citizens. To what extent a government can intervene? Where should the line be drawn and what is the relevance of this in a large country like India? Children should be encouraged to make notes for further discussion later.

SAMPLE ACTIVITY 3 ‐ TLO‐Introduce the idea of different contexts of contact betweendistant lands, and the motivating forces

Think “Xuan Zang wanted to study in Nalanda”‐‐‐If given an opportunity to you would you like to study in Nalanda ?

LEARNING ASSESSMENT

1 Identify the following by given hints.

1. A Tamil word meaning three chiefs:‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

2. Mother of Shri Satakarni: ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

3. The earliest rulers to issue gold coins:‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

4. A famous Buddhist monastery of ancient period: ‐‐‐‐‐‐‐‐‐‐‐‐‐‐

5. A person’s devotion to his or her chosen deity: ‐‐‐‐‐‐‐‐‐

2 .Answer the following questions in short.

1. Name the parts of the Cholas and the capital of the Pandyas.

2. How is the silk made?

3. Where was Theravada Buddhism popular?

4. Who are ‘pilgrims’?

5. What did Xuan Zang take back with him to China


Source The vision of New Delhi‐

This is how Viceroy Harding explained the choice of Delhi as capital:

The change would strike the imagination of the people of India………………and would be accepted by all as the assertion of an unfaltering determination to maintain British rule in India.

The Architect Herbert Baker believed:

The New Capital must be the sculptural monument of the good government and unity which India, for the first time in its history, has enjoyed under British rule. British rule in India is not a mere veneer of government and culture. It is a new civilization in growth, a blend of the best elements of east and West…………. It is to this great fact that the architecture of Delhi should bear testimony. (2 October 1912)

Read the above passage and answer the following

A Why was Delhi made the new capital?

B Can you think of some instances that suggest that there were other ways of thinking about the image of the capital city?

Meerut to Delhi

On 29 March 1857, a young soldier,Mangal Pandey, was hanged to death for attacking his officers in Barrackpore. Some days later, some sepoys of the regiment at Meerut refused to do the army drill using the now cartridges, which were suspected of being coated with the fat of cows and pigs. Eighty five sepoys were dismissed from service and sentenced to ten years in jail for disobeying‐ their officers. This happened on 9 May 1857.

Read the above passage and recall the event and incident.

Read the following passage and answer the questions.‐‐The partition of India in 1947 led to a massive transfer of population on both sides of the new boarder. As a result the population of Delhi swelled, the kinds of jobs people did changed and the culture of the city became differentAfter independence in 1947, India faced a series of challenges like, problem of refugees and the princely states, adoption of political system, division of Indian society and problem of development which could be addressed only by increasing the productivity of agriculture and creating jobs by setting up Industries.

1) A challenge is –

a) solution b) problem

c) Change d) religion

2) Partition led to change in

– a) population b) problem

c) Resources d) religion

3) Recall some problems faced by Human population during the time of the partition of the country?

4) Answer in one or two sentences‐i. What is meant by urbanization?

ii. Where did the Mughal emperor live the last years of his life?

iii. Name the areas where the tribal lived?

iv. What is shifting cultivation?

v. Why did the sepoy mutiny failed?

SUBJECT: SOCIAL LEVEL B2‐ CLASS VIII‐ LESSON 7‐SCIENCE (HISTORY) WEAVERS, IRON SMELTERS AND

FACTORY OWNERSWORKSHEET 7‐

Skill /Concept/Competency Target Learning indicator Suggestive Strategies

To understand the Introduce the learners to Pair and share activitymethods of Decline of core concepts of crafts in Group Activityhandicrafts in the the 19th century Individual activitynineteenth century. Familiarize students with Picture Interpretation

Brief reference to growththe processes of de‐ Map skillindustrialization and

of industries in the industrialization.twentieth century. Give an idea of the

Case studies: textiles‐technologies of weavingand the lives of weavers.

SAMPLE ACTIVITY 1 TLO‐Give an idea of the technologies of weaving and the lives ofweavers

Observe the picture and answer the following

a) What is shown in the picture?b) During the British rule why did the handicrafts industry decline?c) What happened to this industry?d) Define the term handicraft?

SAMPLE ACTIVITY 2 TLO‐Introduce the learners to core concepts of crafts in the 19th

century

Find out which textile design pattern is the specialty of your state/ city

Paste pictures of patterns and label the same.

SAMPLE ACTIVITY 3

On the map of India locate the centers of different crafts today. Find out when these came up.

LEARNING ASSESSMENT

Match the following words.

a. Cochin Part of Gujarat‐b. Steam Engine Mulmul‐c. Aurang Richard Arkwright‐d. Surat Dutch Settlement‐e. Dacca Persian terms of warehouse‐

2. Fill in the blanks—

a. Coal mines were in Bengal Bihar and‐‐‐‐‐‐‐‐b. Mills were established in west Bengal.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐c. Gujarat cement company. ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐d. World war was fought during 1914‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐18. e. was a commercial crop.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐f. Indigo was an important plantation crop grown in ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐g. established TISCO in Jamshedpur.‐‐‐‐‐‐‐

3. Can you write down in a paragraph the role of Industries in bringing changes in that period .

‐

SUBJECT: SOCIAL SCIENCE LEVEL B2‐ CLASS VIII‐ LESSON 8‐(HISTORY) CIVILIZING THE NATIVE AND

EDUCATING THE NATIONWORKSHEET 8‐


To understand the new Show how the Pair and share activityeducation system – educational system that is Group Activityschools, syllabi, colleges, seen as universal and Individual activityuniversities, technical normal today has a Collage/scrape book

.training history.

To acquaint with the Discuss how the politicsChanges in the indigenous of education is linked tosystems. questions of power and

To introduce the learners cultural identitythe Growth of ‘Nationaleducation

SAMPLE ACTIVITY 1TLO‐‐Show how the educational system that is seen as universal andnormal today has a history

Observe the picture and answer the followings

1. Who is in the above picture?2. What were his contributions to the educational system of India?

SAMPLE ACTIVITY 2 TLO‐Discuss how the politics of education is linked toquestions of power and cultural identity

Write differences between the two

Orient lists Anglicists

Suggested Activity

Collect information about Tagore’s Abode of peace and prepare a Collage /scrap book in a

unique and innovative manner.

LEARNING ASSESSMENT

Read the passage and answer the following‐

The Wardha scheme of Education, popularly known as ‘Basic education’ occupies a unique place in the field of elementary education in India. This scheme was the first attempt to develop an indigenous scheme of education in British India by Mahatma Gandhi, the father of our nation. As a nationalist leader he fully realized that the British system of education could not serve the socio‐ economic need of the country. At Round Table Conference in London (1931) he pointed out the ineffectiveness of the system of primary education in India and the alarming low percentage of literacy among Indian people. He held the policy of the British Government responsible for this painful situation in the field of mass education. Gandhi ji said “I am convinced that the present system of education is not only wasteful but positively harmful.” It was in this context the concept of Basic Education emerged in the mind of Gandhi. In this unit we will discuss the historical background, the Wardha scheme of education, its fundamental features, curriculum and merits and demerits of this system of education.

1 What is Basic education?

2 How it is different from today’s educational system?

3. Write the features of education under pathshalas.

4. Find out about the following

Woods DispatchHunter CommissionLord Curzon

SUBJECT: SOCIAL LEVEL B2‐ CLASS VIII‐ LESSON 9‐SCIENCE (HISTORY) WOMEN CASTE AND REFORM

WORKSHEET 9‐


To understand the skills Discuss why so manyand methods of reformers focused on Pair and share activityhistorical inquiry the women’s question, Group Activity

and how they visualized Individual activityDebates around sati, a change in women’s Debate /Seminar

widow remarriage, child conditions.marriage and age of Outline the history ofconsent. new laws that affect

women’s lives.

Illustrate howautobiographies,biographies and otherliterature can be used toreconstruct the historiesof women.

SAMPLE ACTIVITY 1 OBSERVATION TLO‐‐Illustrate how autobiographies, biographies and

other literature can be used to reconstruct the

Primary sources for studying history

While an autobiography is usually written by the subject instead of another writer, some individuals hire a writer to assist with the document. Usually, this results in a dual by line that ‐includes both names.

Some of the most famous autobiographies include "The Diary of a Young Girl" by Anne Frank, "Night" by Ellie Wiesel and "Long Walk to Freedom" by Nelson Mandela. Famous biographies include "Steve Jobs" by Walter Isaacson, "John Adams" by David McCullough and "Team of Rivals: The Political Genius of Abraham Lincoln" by Doris Kearns Goodwin.

1 what is the difference between an autobiography and biography?

SAMPLE ACTIVITY 2 – TL0‐Discuss why so many reformers focused on the women’s

question and how they visualized a change in women’s conditions

Read the passage and draw your own conclusion

Ishwar Chandra Vidyasagar is considered as one of the pillars of Bengal renaissance. In other words, he managed to continue the reforms movement that was started by Raja Ram Mohan Roy. Vidyasagar was a well known writer, intellectual and above all a staunch follower of humanity. He‐ brought a revolution in the education system of Bengal. In his book, "Barno Porichoy" (Introduction‐ to the letter), Vidyasagar refined the Bengali language and made it accessible to the common strata of the society. The title 'Vidyasagar' (ocean of knowledge) was given to him due to his vast knowledge in almost all the subjects. Poet Michael Madhusudan Dutta while writing about Ishwar Chandra said: "The genius and wisdom of an ancient sage, the energy of an Englishman and the heart of a Bengali mother

SAMPLE ACTIVITY 3 –

Identify the system.

Write a short note on this system?


Collect pictures of Swami Vivekananda find out history associated with him.

LEARNING ASSESSMENT

Read the passage and answer the following questions‐Raja Ram Mohan Roy was a key social reformer of modern India and a vital personality of Indian Renaissance period. Due to his contribution to social reforms he was also called the "Father of Modern India". He established the Atmiya Sabha and Brahma Samaj which played an important role in abolition of Sati and child marriage. He was a scholar and a great educationist who had detailed knowledge of Sanskrit, Persian, English, Arabic, Latin and Greek. He supported English as a medium of teaching in India as he believed that teaching through English language was superior to traditional Indian education system.

1. Who was Raja Ram Mohan Roy?

2. What are his contributions in the field of education?

3. Write note on Brahma Samaj ?


Source 1‐‐Weavers often belonged to communities that specialized in weaving. Their skills were passed on from one generation to the next. The Tanti weavers of Bengal, the julahas or momin weavers of north India, sale and kaikollar and devangs of south India are some to the communities famous for weaving.

i. Who are weavers?

ii. Name some weavers of North and South

India? iii.Why is muslin named so?

2. Complete the paragraph with the help of suitable words.

• Ravi Varma belonged to the family of Maharaja of in Kerala and was‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐addressed as He mastered the western art of‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐ and life study but painted themes from Indian He‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐ dramatized on canvas scene The and the‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

3. Describe the contributions of women reformers?

4. Who played an important role in bringing a new education system?

5. Gandhi started Basic education. Why and how the education started by Gandhi is relevant in

today’s world.

SUBJECT: SOCIAL SCIENCELEVEL ‐B2 CLASS VIII‐ LESSON 10‐

(HISTORY) THE CHANGING WORLD OF VISUALARTS

WORKSHEET 1O‐


To understand the skills Outline the major Pair and share activityand methods of Cultural development in the sphere Group Activityinquiry of arts. Individual activity

Discuss how these changes Conducting intervenesTo understand the are linked to the of historical figures

developments of 17th and emergence of a new public18th centuries culture.

Illustrate how paintings andTo understand the Western photographs can be used to

academic style and understand the culturalnationalist art history of a period.

SAMPLE ACTIVITY 1 TLO‐‐Outline the major development in the sphere of arts.

Paste the pictures of following:‐

1. Mural painting2. Scroll painting3. Imperial history painting4. Oil painting

SAMPLE ACTIVITY 2TLO ‐ Illustrate how paintings and photographs can be used tounderstand the cultural history of a period.

1. Why did the scroll painters and potters come to Kalighat?

The scroll painters and potters came to Kalighat in the hope of new patrons and new buyers of their art. Around the pilgrimage center of the temple was visible artists. Living in a society where values, tastes, social norms and customs were undergoing rapid changes, Kalighat artists responded to the world around and produced paintings on social and political themes.

Do you see any new trends in kalighat artists?

SAMPLE ACTIVITY 3

Visit an art gallery or a museum and select painting that you particularly like. Write a page on why you like the painting and use the internet to get the information on the artist and the history of that painting.

LEARNING ASSESSMENT

Match the column A and B.

A B1. Scroll Painters 1. Padua’s2. Raja Ravi Varma 2. German3. Johann Toffany 3. Convection4. Study of human florins 4. Life study5. Accepted norm or style 5. Travancore

1. Define the terms

a) Mural art b) miniature C) Portrait

2. Can you recall which of these things was introduced by the colonial rule in India?a) New art formsb) New stylec) New material

SUBJECT: SOCIAL LEVEL B2‐ CLASS VIII‐ LESSON 11‐SCIENCE (HISTORY) THE MAKING Of THE NATIONAL

MOVEMENT 1870 to 1947WORKSHEET 11‐


Overview of the Pair and share activitynationalist movement Outline the major Group Activityfrom the 1870s to the developments within the Individual activity1940s. national movement and Screening of films

focus on a detailed studyDiverse trends within the of one major event.

movement and differentShow how contemporarysocial groups involved.writings and documents

Links with constitutional can be used tochanges. reconstruct the histories

of political movements

SAMPLE ACTIVITY 1 TLO‐Outline the major developments within the national movementand focus on a detailed study of one major event

Make a picture presentation of the following:‐a) Protest against Simonb) Dandi Marchc) Chauri – Chaura incidentd) Jallianwala Bag incident.

SAMPLE ACTIVITY 2 TLO‐‐Show how contemporary writings and documents can be used to reconstruct the histories of political movements

Have you seen any movie on partition for example (Pinjar) or (Gandhi)

1. Write a critical review of it. Do you think Partition was necessary in 1947?

SAMPLE ACTIVITY 3

Group Activity: Divide the class into the groups let each group make a presentation on ‐

Indian National Movement ‐‐ ‐‐‐‐

Moderates,

Extremists

And the revolutionaries.

LEARNING ASSESSMENT

1. Important terms coined in the lesson. Know them

– Sovereign

Repeal

Satyagraha

Provincial autonomy

2. Write notes on—

Government of India Act 1919

Dandi March

SUBJECT: SOCIAL LEVEL B2‐ CLASS VIII‐ LESSON 12‐SCIENCE (HISTORY) INDIA AFTER INDEPENDENCE

WORKSHEET 12‐


To understand NationalDiscuss the successes

Commentaries Simpleand failures of theand regional Indian democracy in projects (group &

developments since 1947. the last sixty six years. individual)

To know and observe Illustrate how Presentations (group &individual)—posterRelations with other newspapers and recentreadingcountries. writings can be used to

understandHelp us to look to the contemporary history

future.

SAMPLE ACTIVITY 1TLO ‐‐Discuss the successes and failures of the Indian democracy inthe last sixty six years.

Did India really get freedom ?

Observe the REMARK and answer the questions that follow –

1. What does the REMARK reveal?

2. When did India gain Independence?

3. Write/discuss in short the contributions of our leaders?

4. Has India in true sense become free?

SAMPLE ACTIVITY 2 OBSERVATION‐

Recall some Movements of Gandhi ji?

SAMPLE ACTIVITY 3TLO‐Illustrate how newspapers and recent writings can be used tounderstand contemporary history

Read the passage and answer the questions‐Gandhi famously led Indians in challenging the British imposed salt tax with the 400 km (250 mi)‐ Dandi Salt March in 1930, and later in calling for the British to Quit India in 1942. He was imprisoned for many years, upon many occasions, in both South Africa and India. Gandhi attempted to practice nonviolence and truth in all situations, and advocated that others do the same. He lived modestly in a self sufficient residential community‐ and wore the traditional Indian dhoti and shawl, woven with yarn hand spun on a ‐ charkha. He ate simple vegetarian food, and also undertook long fasts as a means of both self purification and social protest‐ .

1. When did quit India movement take place?

2. Write short note on quit India.


Collect pictures of the leaders of India and find out history associated with them.

LEARNING ASSESSMENT

1. Arrange the following developments in proper chorological sequence.

a) The nation after 65 years c) A new constitution written

b) Planning for development d) A new and divided India

2) Read the passage and answer the following questions‐India i.e. Bharat is a Union of States. It is a Sovereign Socialist Democratic Republic with a parliamentary system of government. The Republic is governed in terms of the Constitution of India which was adopted by the Constituent Assembly on 26th November 1949 and came into force on

26th January 1950.1. What are the salient features of our constitution?

2. How was our constitution made?


1. Fill in the blanks—

Party formed by Moti Lal Nehru and CR Das was called as ‐‐‐‐‐‐

Another name of Non violence is‐ ‐‐‐‐

was the popular name of S.C. Bose‐‐‐‐‐‐‐‐

Movement was led by Ali Brothers‐‐‐‐‐‐‐‐‐

Muslim league’s demand for separate nation was

named Gandhi’s philosophy was based on truth ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

and‐‐‐‐‐‐‐‐‐

was Muslim league’s powerful leader‐‐‐‐‐

2. Imagine that you are involved in the Indian National Movement. Based on your reading of the chapter, briefly discuss your preferred methods of struggle and your vision of a free India.

3. What is a Preamble?

4. Who is known as the father of Indian Constitution and why?

5. On the political map of India mark and label :‐• A place where innocent people were massacred.

• A place where the national congress was founded.

• A place where the Congress and the league joined hands.

• A place where the Muslim League was formed.

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B2‐ CLASS: VIII‐ LESSON: 1 RESOURCES‐(GEOGRAPHY) WORKSHEET 13‐

Skill/Competency/Concept Target Learning Outcomes Suggestive Strategies

Understand the resourcesUnderstanding Awareness about location, variety Individual task

and distribution of resourcesRecognize Develops awareness towards Group Activities

resource conservation

Analyzing Understand the interrelationship Project workbetween natural and human

Appreciate made environment Presentation

SAMPLE ACTIVITY 1 TLO ‐ Understand the resources

Circle those resources from Muskan’s list that have no commercial value as yet.

a. A good singing voiceb. Grandmother’s home remediesc. Affection from sond. Cotton clothe. Copper oref. Intelligenceg. Medicinal plantsh. Medical knowledgei. Coal depositsj. Agricultural landk. Clean environmentl. Good weather

SAMPLE ACTIVITY 2 TLO ‐ Develops awareness towards resource conservation

Give suitable title for the conservation of following resources

1…………………………

2………................

3……………………...

SAMPLE ACTIVITY 3 TLO ‐ Awareness about location, variety and distribution

of resources

(a) Study the life styles of tribal’s living in and around your locality. Snap or draw a picture and paste

here.

(b) Make a list of maximum number of different resources found in your surroundings.

Suggested Activities‐Collect information regarding some endangered plants and animal species of India. Visit to local agricultural farm/forest.

LEARNING ASSESSMENT1.Tick the correct answer

(i) Ruhr region of Germany is famous for…… (a)Petroleum (b)Coal (c)Gold (d)Silver

(ii) Which type of soil is found in Maharashtra state? (a)Black (b)Red (c)Alluvial (d)Laterite

(iii) Nagercoil is famous for generating……………………..energy. (a)Tidal (b)Wind (c)Geothermal (d)Solar

2. What is the main purpose of resources?3. Name any two factors on which resources development depends.4. What do you mean by appropriate technology?5. Why consumption of resources is higher in developed nations than developing nations?6. What is sustainable development? What are its basic principles?7. ‘It is said that resources saved are resources created.’ Discuss.

SUBJECT: SOCIAL‐ LEVEL: B2 CLASS:VIII LESSON: 2 LAND, SOIL, WATER,‐SCIENCE NATURAL VEGETATION AND WILDLIF(GEOGRAPHY) RESOURCES

WORKSHEET 14‐

Skill/Competency/Concept Target Learning Outcomes Suggestive strategies

Write/tell the meaning Know about the meaning Pair and shareof land resources and soil activity

Understanding conservation.Understand the importance

Group ActivityAppreciation

of resources in our life.Appreciate the judicious

Individual activityEvaluation

use of resources forsustainable development.Develop awarenesstowards resources Field Tripsconservation and takeinitiative towardsconservation process.

SAMPLE ACTIVITY 1‐ TLO ‐ Know about the meaning of land resources and soil

conservation

A B C

Look at the above pictures and write answers to the following.(a) Can you identify above A, B and C methods of soil conservation?(b) Which picture is related to coastal areas to conservation?(c) Write two salient features of ‘A’ type method.

SAMPLE ACTIVITY 2‐TLO ‐ Know about the meaning of land resources and soil conservation

Demonstrate some techniques of conserving and enhancing ground water supplies. Or

Draw or snap a picture of soil erosion in your surrounding and paste here. Or

Demonstrate any three methods of soil conservation.

Suggested Activities‐Observe and report about local agricultural practices, crops grown.

Collect information regarding land use pattern, type of soil, type of vegetations in local area. Prepare a list of national parks, wildlife sanctuaries, biosphere reserves of India.

LEARNING ASSESSMENT1. For which purposes is land used?2. Which human factors are determinant of land use pattern?3. What is responsible for rapid depletion of all kind of resources/4. What are the elements of soil?5. Explain the factors controlling soil formation.6. What are the different techniques of rain water harvesting?7. Why is the Earth called a ‘blue planet’?8. How are landslides dangerous?9. What is the role of insects in soil formation?10. Forests are our wealth. Plants give shelter to the animals and together they maintain the ecosystem. Changes of climate and human interferences can cause the loss of natural habitats for the plants and animals. Many species have become vulnerable or endangered and some are on the verge of extinction.Read above paragraph and give following answers

(i) What is the importance of forests for us?(ii) Write any two human activities which are responsible for climate change.(iii) List any two animals and plants which have been included in endangered category.

SUBJECT: SOCIAL‐ A LEVEL: B2CLASS: ‐VIII LESSON: 3 MINERAL AND POWER‐

SCIENCE RESOURCES(GEOGRAPHY) WORKSHEET 15‐

Skill/Competency/Concept Target learning Outcomes Suggestive strategies

Awareness about uses and Map ActivityUnderstanding distribution of minerals.

Pair and shareDifferentiates betweenMap Skill activityconventional and nonconventional

Explanation sources of energy Group Activity

Distinguishing Take interest in use of eco friendly‐energy resources in daily life Individual activity

Applying in practice

Recognize

Appreciate

SAMPLE ACTIVITY 1‐TLO ‐ Awareness about uses and distribution of minerals.

(i)On an outline map of the world, show the following: (a)Lorraine iron field(b)KrivoyRog iron ore field‐(c) Magnitogorsk iron ore field in Russia(d) Lake Superior iron ore field in U.S.A. (e) An iron ore field in India(f)An iron ore exporting country.

(ii) On the outline map of the world, show the following:(a) One mica producing area in India

(b)Two areas of mica producing in North America

(c)Two mica producing countries of Africa

(d)One mica exporting country.

(iii)On the outline map of the world, show the following: (a)Nikopal and Urals manganese areas in Russia (b)Manganese exporting countries(c)A gold field in Australia(d) A gold diamond mining area in ‐Africa (e)A copper region in Asia.

(iv)On the outline map of the world, show the following:(a) An oil field of Russia (b)An oil producing area in South America‐(c) Two oil producing countries of Asia (d) Two oil exporting countries

(d)An important field of India.

SAMPLE ACTIVITY 2‐TLO ‐ Awareness about uses and distribution of minerals

In the given political outline map of India the following Seven features are shown as A, B, C,

D and E.

A. Oil field in Arabian Sea

B. Hydropower station

C. Nuclear power station in Karnataka

D. Geothermal plant in Himachal Pradesh

E. Natural gas area of Rajasthan

Identify these features and write their correct names on the line marked against each feature.

SUGGESTED ACTIVITIES‐* Collect information regarding local minerals.* Visit to an industry/local mining area.Note Any similar activities may be taken up.‐


1.Tick the correct answer(i) Metals have a value:(a)Economic (b)Legal (c)Aesthetic (d)Ethical(ii) Invention of wheel has resulted in the development of: (a)Transport (b)Agriculture (c)Industries (d)Minerals(iii) Land cover about……………………percent of total surface area of the Earth.(a)26 (b)27 (c)28 (d)29(iv) Which is not a major threat to environment?(a) Land degradation (b)Landslide (c)Agriculture (d)Soil erosion(v) A substance that has a definite chemical composition is called:(a) Ore (b)Mineral (c)Rock (d)Energy (vi) Manikaran is located in the state of :(a)Punjab (b)Haryana (c)Himachal Pradesh (d) J & K2. What do you mean by reserve?3. What do you mean by appropriate technology?4. What are the characteristics of resources?5. By which method can the complete disinfection of drinking water be done?6. What are the major vegetation types of land in the world?7. Distinguish between conventional and non conventional sources of energy.‐8. Describe the different methods of extracting minerals.9. Describe the production of petroleum in India.10. Classify resources. Describe the main characteristic and example of each.11. Describe the process of making resources by increasing value of natural gift.12. What are the most important features of land use pattern in India?13. Describe the formation of coal.14. Describe the distribution of important minerals in India.15. On an outline map of the world show the following.

(a)Iron, Copper and Bauxite producing area in the

world (b)Mineral oil and Coal producing areas of the

world

SUBJECT: SOCIAL‐ LEVEL: B2 CLASS: VIII‐ LESSON: 4‐ AGRICULTURESCIENCE (GEOGRAPHY)

WORKSHEET 16‐

Skill/Competency/Concept Target learning Outcomes Suggestive strategies

Recognize Understanding the natural resources Map Activityprovided by agriculture and

Recall appreciates their importance in ourlife. Explain

Distinguish Awareness about the location anddistribution of main crops. Class Activities

AppreciateDifferentiate between the various

types of farming accordingGroup work

Explaingeographical conditions, demand ofproduction, labour and level of

Locatetechnology.

Flow Chart

SAMPLE ACTIVITY 1‐TLO ‐ Awareness about the location and distribution of main

crops.

(i)On an outline map of the world, show the following: (a)Two wheat producing countries of Asia(b)Ukraine area(c) Prairies(d) Wheat producing areas in Southern Hemisphere(e) Two wheat exporting countries.(ii) On the outline map of the world, show the following:

(a) Two important rice producing countries(b) Two rice exporting countries(c) The country in which highest yield per hectare is found(d) Yangtse valley, Myanmar, Sri Lanka.

(iii) On the outline map of the world, show the following:

(a)Two cotton producing countries(b) Two cotton exporting countries(c) Nile Delta(d) Cotton Belt of U.S.A.

(iv) On the outline map of the world, show the following: (a)Two important tea producing countries(b) Coffee producing areas in Asia(c) A country known as ‘Sugar Bowl’(d) A country known for rubber plantation

SAMPLE ACTIVITY 2‐TLO ‐ Differentiate between the various types of farming according to geographical conditions, demand of production, labour and level of technology.

Rice Cultivation with the help of human labour Mechanised wheat farm

A farm in the U.S.A. A Farm in India

1. Name the chief rice producing nation.2. Name the main wheat producing countries in the world.3. Why is rice known as ‘labour intensive’ crop?‐4. Observe and study the pictures carefully and compare agricultural development in India and the U.S.A. State any four differences.

SAMPLE ACTIVITY 3‐TLO ‐ Awareness about the location and distribution of main crops

In the given political outline map of the World, five features a, b, c, d, and e have been shown. Identify countries with these features, with the help of the information given below and write their correct names on the lines drawn near them:(a)Maximum production of rice in the world(b) Maximum production of wheat in the world(c) Maximum production of coffee in the world(d) Maximum production of tea in the world(e) Maximum production of jute in the world

Suggested Activities‐* Collect information regarding crops and production in your area.* Visit to near agriculture farm to more know about food crops and cash crops.* Prepare a chart showing difference between life style of farmers in the developed countries and

India on basis of pictures collected from magazines, newspapers and the internet.

LEARNING ASSESSMENT

1. Tick the correct answer.(i) Agriculture is an activity of the type:(a) Primary (b) Secondary (c) Tertiary (d) Quarternary (ii) What is growing of grapes?(a) Sericulture (b ) Pisciculture (c) Viticulture (d) Horticulture2. What is zaid cropping season?3. What is ‘Slash and Burn’ agriculture?4. What are the physical conditions required for the cultivation of rice?5. What has been the impact of mechanization on agriculture?6. Describe the various steps taken by the Government of India to improve agriculture.7. Distinguish between subsistence farming and commercial farming.8. How excessive use of chemical fertilizers affects soil fertility? How can we restore soil fertility and maintainit.

SUBJECT: SOCIAL‐ LEVEL:B2 CLASS: VIII‐ LESSON: 5‐ INDUSTRIESSCIENCE (GEOGRAPHY)

WORKSHEET 17‐

Skill/Competency/Concept Target Learning Outcomes Suggestive Strategies

Explain Recalling secondary activitiesDemonstration

Classification Able to define industries on the basis

Enumerateof raw material, size and ownership Class activity

The meaning of industrial regions and Group Work

Understanding location and distribution in the worldwith special reference in India. Explanation

RememberingMap Activity

SAMPLE ACTIVITY 1‐TLO ‐ The meaning of industrial regions and location and distribution inthe world with special reference in India

(i)On an outline map of the world, identify the following: (a)Pittsburg(b) Ruhr Valley(c) Ukraine(d) Tokyo Yokohama‐(e) Damodar Valley

(ii) On the outline map of the world, show the following: (a)An important steel Centre of Russia(b)An important steel Centre each in Europe and U.S.A. (c)Cotton textile centre each in Russia and China (d)New England Region (e) Manchester (f)Osaka

SAMPLE ACTIVITY 2‐TLO ‐ The meaning of industrial regions and location and distribution in the world with special reference in India

On an outline map of the World show the following industrial region of the World.

a. Durban b. Melbourne c. Kuzbos d. St. Petersburg e. Vancouver

SUGGESTED ACTIVITIES‐* Observe and report about local manufacturing industry.* Visit to an industry/local mining area.LEARNING ASSESSMENT

A. Tick the correct answer‐1. Superior lake is located in

(a) North America (b) South America (c) Africa (d)Asia2. Which city is known as the Manchester of Japan?

(a) Tokyo (b) Osaka (c) Nagasaki (d)Kobe3. Hugli region is located in state………..

(a) Punjab (b) Kerala (c) West Bengal (d) Tamil Nadu4. Jamshedpur is famous for which industry?

(a) Iron and Steel (b)Chemical Fertilizer (c)Cotton Textile(d) Petro Chemical

B. Write full form of following words.BEL BHEL HAL NAL DRDO ISRO NAL

C. How does infrastructure help in industrial development?D. Why are cotton textile mills decentralized in the country?E. Distinguish between agro based industry and heavy industries.

SUBJECT: SOCIAL‐ LEVEL: B2 CLASS: VIII‐ LESSON: 6 HUMAN RESOURCES‐SCIENCE (GEOGRAPHY)

WORKSHEET 18‐

Skill/Competency/Concept Target Learning Outcomes Suggestive strategies

Understanding Awareness about human resources.Appreciate the gender quality and Explanation

Appreciate respect for human dignity.Analysis of the population distribution Group Activity

Analyzing in the world.Understanding the factors affecting Individual Task

Applying distribution of population.

Map skill

SAMPLE ACTIVITY 1‐TLO ‐ Appreciate the gender quality and respect for human dignity

(i)On an outline map of the world, show the following:(a) The country with the largest population in the world.(b) Two areas of low density of population.(c) A desert with sparse population.(d) A sparsely populated areas in Asia.(e) A densely populated area in N. America.(f) A sparsely populated forested area.

(ii) On an outline map of India show the following:(a) Two states/ union territories which have sex ratio of 880 or less.(b) Show the sex ratio of your state(c)Show two such states whose literacy percentage is between 71 and 80.(d) Compare density of population of Delhi and Chandigarh with that of Arunachal Pradesh.

SAMPLE ACTIVITY 2‐TLO ‐ Analysis of the population distribution in the world

Read the following map and give answer.a. Which countries have higher population growth rate in the worldb. Identify two countries with lower population growth ratec. Which factors are responsible for low population growth rate in European Countriesd. Identify Saudi Arabia, Chad and Niger

SUGGESTED ACTIVITIES‐*Collect data related to population of your locality and calculate population density.

LEARNING ASSESSMENT1. Tick the correct answer.(i) What was the total population of India in 2011?(a) 100 crore (b) 101 crore (c)121 crore (d)103 crore

(ii) Which is densely populated area?(a) Ganga Plain (b)Andes (c)Alps (d)Himalayan2. Which geographical factors affect the distribution of population?3. What is meant by dependent population?4. Plain occupy about half the world’s land surface but support more than 90% of world population; Giver reasons.5. What is a population pyramid? Explain the main features of the population pyramids of India, Japan

and Kenya.


1. Tick the correct answer.(i) Which country is the leading producer of tea?(a) India (b) China (c)Japan (d)Sri Lanka(ii) Tata steel is an industry of …………………………..(a)Public Industry (b)Private Industry (c)Joint Industry (d)None (iii) What is the average density of population of India?

(a) 310 (b) 315 (c) 320 (d) 3822. What do you mean by shifting cultivation?3. Write main physical and human farm inputs.4. What are the main factors affecting location of industries?5. Difference between joint sector and public sector industry.6. What is natural growth rate of population?7. What is the difference between Emigrants and Immigrants?8. How do pyramids help in understanding about the population of a country? 9.On an outline map of India show the followings(a)Cotton Producing area in India (b)TISCO Plant(c)Manchester of India (Ahmedabad)(d) Gurgaon Delhi Meerut industrial region‐ ‐10. Water plays an important role in the distribution of population. Explain.11. The sex ratio has been generally declining ever since 1901. Why?12. Distinguish between: Birth rate and Growth rate.13. How did Standford University help in the development of Silicon Valley?14. What are the main features of agricultural farms in the U.S.A.?15. Describe the different types of Farming.

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B2‐ Class: VIII‐ LESSON: 1,2 THE INDIAN‐(POLITICAL SCIENCE) CONSTITUTION AND

SECULARISM

WORKSHEET 19‐

Skill/Competency/Concept Target learning outcomes Suggestive strategies

• Understanding • Develop anunderstanding of the rule of • Explanation

• Awareness law and our involvement withthe law. • Group Activities

• Analyzing • Understand theConstitution as the primary

• Skit• Appreciation

source of all our laws.• Develop an

• Real lifeappreciation of human rights

experienceguaranteed in theConstitution,• Appreciate ourcontinuous involvement withthe Constitution as livingdocuments.Promoting Secularism

SAMPLE ACTIVITY 1TLO‐* Understand the Constitution as the primary source of all our laws.

Look at the following picture and answer the questions that follow:

(i) Who is the personality shown here ?(ii) What document is he signing?

(iii) What is importance of this document?(iv) fill in the blanks‐We the students in …………………..class, in order to form a more perfect…………establish……..insure…….provide for the common…………..promote the general……..and secure the Blessings of ……..to ourselves and our………do ordain and establish this constitution for……………

SAMPLE ACTIVITY 2TLO ‐ Promoting Secularism

i. What is secularism? Explain in brief.ii. What does the term ‘secular’ denote?iii. Write two definitions of Secular State.

SUGGESTED ACTIVITIES (‐ a) elect a student council, (b) make rules and regulations for class.

LEARNING ASSESSMENT1. The Indian Constitution was enforced on:(a)9th December, 1950 (b) 15th August, 1947 (c) 26th November, 1949 (d)26th January, 1950 2. When was the word ’Secular’ added to the Preamble to the Indian Constitution? (a)1976 (b) 1968 (c) 1949 (d)19863. The Indian Constitution begins with this document…………4. State four examples to show that secularism is essential to Indians.5. Mention any two conditions under which ‘Fundamental Rights’ can be restricted. 6.’The Indian Constitution is called a living documents’. How?

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B2‐ CLASS: VIII‐ LESSON: 3, 4 (PARLIAMENT‐(POLITICAL SCIENCE) AND THE MAKING OF

LAWS)

WORKSHEET 20‐


• Understanding * Understand why India chose aparliamentary form of government.

• Awareness * Gain a sense/rationale of the • Group Activitiesessential elements of the

• Observation parliamentary form of government.* Engages analytically on local issues

• Individual task• Analyzing and feel connected to people’sstruggles for justice, equality anddignity.

• Skit* Understand the ways in which thegovernment and other groupsrespond to such issues.

SAMPLE ACTIVITY 1TLO Understand why India chose a parliamentary form of government‐

A Mock parliament Session

1. Topic will be suggested to the class.2. Each team will play it’s role accordingly.

SAMPLE ACTIVITY 2TLO ‐ Engages analytically on local issues and feel connected to people’s struggles for justice, equality and dignity.

Identify following personalities and write their contribution against unpopular and controversial laws.

1 2

3

5 6

LEARNING ASSESSMENT1. The tenure of the members of the Rajya Sabha is:(a) 5 years (b) 4 years (c) 6 years (d) 3 years2. Who is the presiding officer of the Lok Sabha?(a) Vice President (b) Prime Minister (c) Speaker (d) Home ‐Minister 3. Rule of Law means.(a) Law is Supreme (b) Everybody is equal before the law(c) Absence of arbitrary power (d) All the above4. What do you understand by ‘Zero Hour’?5. State the financial powers of the Lok Sabha.6. State one process that was used to make more people aware of the need for this law.7. Identify the provisions of the Indian Constitution which established Rule of Law in India.

TEST YOURSELFUNIT 1 2‐

1. Who is the head of state?(a) Prime Minister (b) Cabinet (c) President (d) Council of Ministers 2. What is the present strength of Lok Sabha?(a) 545 members (b) 550 members (c) 515 members (d) 555 members3. In which year Domestic Violence Act was passed?(a) 2004 (b) 2008 (c) 2007 (d)20054. Hindu Succession Amendment Act was passed in: (a)1960 (b)2005 (c)1980 (d)20075. Which of the following right is available under the Indian Constitution?(a) Right to Equality (b) Right to freedom (c) Right against Exploitation (d) All of these 6. Chapter IV of Article 51 of the Constitution includes‐a) Right to Equality (b) Right to freedom (c) Right against Exploitation (d) Fundamental Duties7. How many members are nominated in the Rajya Sabha by the President?8. Mention four functions of the Speaker of Lok Sabha.9. Describe the composition of the Indian Parliament.10. What should be done by citizens if laws are unpopular and controversial?11. State two reasons why historians refuse the claim that the British introduced the role of law in India.12. Explain ‘Domestic Violence’.13. Describe the importance of separating religion from the state.14. Explain the Fundamental Duties in the light of Fundamental Rights.

SUBJECT: SOCIAL SCIENCE‐ LEVEL: B2‐ CLASS:VIII LESSON: 5 THE JUDICIARY‐(POLITICAL SCIENCE)

WORKSHEET 21‐


* Understand the main elements of our Individual taskjudicial structure.

• Understanding * Appreciate the need for the processes Group Activityfollowed.

• Observation * Significant differences between Sources based analysiscriminal and civil law.

• Analyzing * Understand the role of Police in• Appreciating investigating a crime.

* Know about article 22 of theconstitution.

SAMPLE ACTIVITY 1TLO ‐ Understand the main elements of our judicial structure

CHART BASEDUse the list below to complete the chart & answer the questions.

Trial court, High court, Supreme court

1. The highest level of court of a state…………………………..

2. Where is Supreme Court of India situated? …………………….

3. What is PIL? …………………………

4. How many high courts are there in India? …………………………

LEARNING ASSESSMENT

1. The Judges of the Supreme Court are appointed by the:(a) Chief Justice of India (b) People (c)Prime Minister (d)President 2. The power of Judicial Review is vested with:

(a) Parliament (b) High Court (c) The Supreme Court (d) Both with Supreme Court and High Court.3. Judge decides the case only on the basis of:(a) Evidence (b) Money (c) Force (d) Favour4. If a person is arrested, then who grants bail to the accused?(a) Police (b) Court (c) Patwari (d) Sarpanch5. Fill in the blanks (F.I.R., Law, Article 22, Public, Police)‐(i) A criminal offence is regarded as a………………….wrong.(ii) The complaint has a legal right to get a free copy of the ………………………..(iii) Police investigations always have to be conducted in accordance with………………………… (iv)………………………..of the Constitution guarantees to every arrested person some Fundamental Rights.(v)…………………….has to investigate any complaint about the commission of a crime.6. Who is a Public Prosecutor?7. ‘A court cannot act on its own’. Justify the statement.8. Explain briefly the essential elements of a fair trial.

SUBJECT: SOCIAL‐ LEVEL: B2‐ CLASS: VIII‐ LESSON: 6,7,8,12(CRIMINAL‐SCIENCE (POLITICAL JUSTICE, MARGINALISATION,SCIENCE) CONFRONTATION AND SOCIAL

JUSTICE)

WORKSHEET 22‐


* Understand what is meant by• Understanding marginalized. • Explanation

* Gain a critical understanding of• Observation social and economic injustices. • Individual task

* Develop skills to analyse an• Analyzing argument from the marginalised • Group Activities

point of view.* To respect the tradition & culture of • Source basedthis group. analysis

SAMPLE ACTIVITY 1TLO Students will learn about the way of livelihood of the marginalized group.‐

Role Play

1. The teacher would divide the class into five groups.2. Topic will be assigned to the each team.3. Each team will enact a skit shown the way of livelihood of minority group.

SAMPLE ACTIVITY 2TLO Identify these people and write about their occupation and habitat area.‐

1 2

3 4

5 6

SUGGESTED ACTIVITIES Observe and report local Marginalised people and visit to local mohala.‐

LEARNING ASSESSMENT1. In the Indian Constitution, safeguards are provided to protect:(a) Brahanmin (b) Minorities (c) Majority (d) Hindus2. Who is an Adivasi?(a) Who lives in a city (b) Who lives in a village(c) Who generally lives in close association with forests(d) Who lives in foreign lands3. Which of the following is a Marginal group?(a) Muslims (b) Dalits (c) Adivasis (d) All of the above4. Reservation Policy is adopted by the government for the benefits of:(a) Scheduled castes (b) Schedule tribes (c) Backward classes (d) All of the these5. What are the main problems of tribal communities?6. Write in brief the New Forest Policy of 1988 with regard to tribal people.7. Explain at least three different reasons why groups may be marginalized.8. Why do we need safe guards for minorities?

SUBJECT: SOCIAL‐ LEVEL:B2 CLASS: VIII‐ LESSON: 5 ( PUBLIC FACILITIES)‐SCIENCE (POLITICAL

WORKSHEET 23‐SCIENCE)


* Role of government in the economicsphere. • Explanation

• Observation * Links between people’saspirations/needs and role of • Individual task

• Analyzing government.• Group Activities

• Source basedanalysis

SAMPLE ACTIVITY 1TLO ‐ Links between people’s aspirations/needs and role of government

Take some of the public facilities in your area, such as water, electricity, etc. Is there scope to improve these? What in your opinion should be done? Complete the table.

Is it available? How can it be improved?WaterElectricityRoadsPublic Transport

* Are the above public facilities shared equally by all the people in your area? Elaborate.

SAMPLE ACTIVITY 2TLO ‐ Links between people’s aspirations/needs and role of government

Look at the following pictures and answer the questions that follow:

• What is being depicted in the above pictures?• What does the Indian Constitution provide to all children of India?• What is an important aspect of this right?

SAMPLE ACTIVITY 3TLO ‐ Role of government in the economic sphere

Study the given pictures and answer the following questions:

• Which social evil is depicted in the picture?• Which Constitutional Act bans such practice?

LEARNING ASSESSMENT1. In which state, water supply was handed over to Private Company?(a) India (b) Bolivia (c) Brazil (d) Egypt2. Who ensures that public facilities are made available to everyone?(a) Governor (b) Parliament (c) Government (d) State Legislature3. Which of the following right is not a part of the Right to Life?(a) Right to Equality (b) Right to Freedom (c) Right to Information (d) None of these4. Discuss the steps taken by the government to develop the agriculture sector.5. Name any five ways through with the problem of water supply can be reduced.6. Which disaster brought the issue of environment to the forefront?7. How do the employers exploit the workers?

TEST YOURSELFUNIT 3 5‐

1. Who ensures that public facilities are made available to everyone?(a) Governor (b) Parliament (c)Government (d) State Legislature2. The right to life includes?(a) Right to water (b) Right to health (c) Right to education (d) All of these3. The world’s worst industrial tragedy took place at:(a) Mumbai (b) Chennai (c) Bhopal (d) Jaipur4. What is environmental degradation?5. Why do you think enforcement of safety laws is important in any factory?6. What do you understand by Infrastructure? What has the government done for the development of infrastructure?7. ‘Water is an essential part of our lives’. State the measures taken for water management. Also outline the role of women in the management of water.8. How is judiciary the Guardian of the Constitution?9. The Supreme Court has guaranteed the Fundamental Rights to the Citizens. Discuss.10. Describe various rights of the minorities which are mentioned in the Constitution.11. What do you think the adivasis felt when their traditional homelands were taken from them?

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ju001blog.files.wordpress.com · Web view06.06.2017 · Almost all early painting in India survives in caves, as very few buildings from ancient India survive, and though these