Subodh Public School · different forms of tribal societies is provided. The Learner D escribes the...
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Transcript of Subodh Public School · different forms of tribal societies is provided. The Learner D escribes the...
Subodh Public School
Rambagh Crossing, Jaipur Syllabus : 2020-21
Movers3 [VIII]
Subject : Social Studies[087]
THEME – Competency Based Learning
Three key components of competency based learning are:
Skill – a task or group of tasks performed to a specified level of proficiency which
typically involves the manipulation of tools and equipment, or expertise that is
knowledge or attitude-based.
Knowledge – pre-requisite set of facts & information
Abilities – performance to a specified standard under specific conditions.
Concepts Adjoining CBL:
• Active Learning: thinking hard deep and surface learning
• Metacognition: learning how to learn
• Differentiated Learning: design activity according to the levels of the students:
inclusive learning (students must be exposed to a variety of teaching-learning strategies)
• 21st Century Skills:
Learning skills (4C’s)- Critical Thinking
Creativity & Innovation
Collaboration
Communication
Literacy skills (IMT): Information Literacy, Media Literacy, Technology Literacy
Life skills (FLIPS): Flexibility and Adaptability, Leadership and Responsibility, Initiative
and Self-Direction, Social and Cross-Cultural Interaction
• Formative Assessment and Feedback: concept of assessment for learning, questioning,
formative feedback, peer and self-assessment, formative use of summative assessment etc.
Name of Book : Integrated Social science
Author : R.K Jain
Publisher : Ratna Sagar
Name Phone No. Email-ID
Faculty Head Ambika Jain 9413345939 [email protected]
Aparna Kala 9314140919 [email protected]
Aakanksha Gautam 9413345887 [email protected]
Sapna Sharma 9413348864 [email protected]
Savita Singh 9314520304 [email protected]
Road Map Learning Objective- Concepts that will be learnt by mind map
Text matter- To enable understanding
Activities-Help clarify concepts, develop mathematical skills by lab practical and practical kits, smart
board teaching,
Assess yourself-By MCQ’s and objective questions
HOTS-Think and Answer/Model Making
Brain teasers
Recall and revision- Copy-work / Class test( Oral, Written)
Assessment PT1 : 30 (Pen Paper test-20/subject enrichment activity -5/NBA-5)
Half yearly : 70 (Objective -20 marks, Subjective-50 marks)
PT2 : 30 (Pen Paper test-20/subject enrichment activity -5/NBA-5)
Final : 70 (Objective -20 marks, Subjective-50 marks)
Paper design as per difficulty level Difficult : 20%
Average : 50%
Easy : 30 %
CLASS RULES FOR SOCIAL STUDIES
1. Listen to the teacher and fellow students
2. Put your hand up if you want to speak or answer
3. Be kind and respectful in class.
4. Submit your completed assignments on time.
5. Have a positive friendly aptitude
OBJECTIVES OF SOCIAL STUDIES TEACHING/LEARNING develop the ability, in learners –
to adapt to changing environment. Inculcate national consciousness
National unity in students. Make students to become good citizens – who are capable and willing to develop the society. Inculcate in students the right types of values and attitudes. It also teaches them to address societal and global concerns using literature, technology, and other
identifiable community resources. people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Competency based learning focuses on what students learn. Students work at their own pace to demonstrate mastery in the competencies necessary for their chosen field of study. CBE include flexibility, Self-paced, engagement, affordability and Skill based. CBE recognises and determine a student’s competence to assess them by using their knowledge and skills in day to day situation. CBE is increased student engagement. Students are more engaged in the material because they have ownership over their learning. They are empowered because they have control over when, where, and how they learn.
Periodic Test-1 (By July 13 to 20, 2020)
Ch. No &
Name
Teaching Pedagogy Learning outcome Achievement
Date
(Tentative)
History
Ch.1
The
Modern
Period
Visit places of
historical importance
particularly those
associated with
centres of colonial
administration.
Explanation with real
life examples.
Smart board
animations.
Timeline with their
own life. etc.
The Learner
Identifies different types of sources
(archaeological, literary etc.) and
describes their use in reconstruction of
history of this period.
Locates important places on an outline
map of India.
Draws bar diagram to show population of
different countries/India/states
distinguishes the ‘modern period’ from
the ‘medieval’ and the ‘ancient’ periods
April 3,4,7 8,
2020
History
Ch.2
The
Expansio
n of
British
Power
Raise questions on
different issues and
events like, ‘Why the
English East India
Company felt it
necessary to involve
itself in feuds
amongst Indian
rulers?
The Learner
Explains how the English East India
Company became the most dominant
power.
Explains the differences in the impact of
colonial agrarian policies in different
regions April 9,
13,15,16
2020
Half Yearly (By Sept 14 to 26 2020)
Geography
Ch.1
Resources
Collect information
about distribution of
various natural
resources like land,
soil, water, natural
vegetation, wildlife,
minerals, power
resources, types of
industries in their
environs and relate it
with India and the
world.
The Learner
Analyses uneven distribution of natural
and human made resources on the earth
Justifies judicious use of natural
resources such as water, soil, forest, etc.
to maintain developments in all areas
April 17,
18,20,21
2020
Civics
Ch.1
The
Constituti
on and
the Need
for laws
Participate in a
discussion on the
concepts of
Constitution,
Parliament, judiciary
and marginalization
Prepare posters with
drawings and
pictures and make
oral and written
presentations on the
significance of the
Constitution of
India.
The Learner
Interprets social and political issues in
one’s own region with reference to the
Constitution of India
April 22,
23,24,27
2020
Ch. No. &
Name
Teaching Pedagogy Learning outcome Achievement Date
(Tentative)
History Ch.1
The Modern
Period
Visit places of historical
importance particularly
those associated with centres
of Colonial administration.
Explanation with real life
examples.
Smart board animations.
Timeline with their own life.
etc.
The Learner
Identifies different types of
sources (archaeological,
literary etc.) and describes
their use in reconstruction of
history of this period.
Locates important places on
an outline map of India.
Draws bar diagram to show
population of different
countries/India/states
distinguishes the ‘modern
period’ from the ‘medieval’
and the ‘ancient’ periods
April 3,4,7 8,
2020
History Ch.2
The
Expansion
of British
Power
Raise questions on different
issues and events like, ‘Why
the English East India
Company felt it necessary to
involve itself in feuds
amongst Indian rulers?’
Unravel the story of a
trading company becoming
a political power.
The Learner
Explains how the English East
India Company became the
most dominant power.
Explains the differences in the
impact of colonial agrarian
policies in different regions April 9,
13,15,16 2020
History Ch.3
Life in the
Rural Areas
Provide a broad view of
changes within rural society
through a focus on two
contrasting regions.
Show the continuities and
changes with earlier
societies.
Discuss how growth of new
crops often disrupted the
rhythms of peasant life and
led to revolts.
The Learner
Explains the differences in the
impact of colonial agrarian
policies in different regions of
the country like the ‘indigo
rebellion’
July 27,28,29
2020
History Ch.4
Tribal
Communitie
s
Opportunity to discuss and debate
different forms of tribal societies is
provided.
The Learner
Describes the forms of
different tribal societies in the
19th century and their
relationship with the
environment.
July 30,31,
Aug. 04
2020
History Ch.5
Crafts and
Industries
Familiarizes students with
the processes of de-
industrialization and
industrialization. Give an
idea of the technologies of
weaving and the lives of
crafts mem
The learner
Analyses the decline of pre-
existing urban centres and
handicraft industries and the
development of new urban
centres and industries in India
during the colonial period.
Aug. 05, 06,07
2020
History
Ch.6
The Great
Uprising
With the help of map show
where and how revolts
originated and spread.
Thereafter a discussion on
changes in colonial rule after
1857 can be initiated.
The learner
Explains the origin, nature and
spread of the revolt of 1857
and the lessons learned from it
Aug. 10,
11,13,14 2020
Geography
Ch.1
Resources
Collect information about
distribution of various
natural resources like land,
soil, water, natural
vegetation, wildlife,
minerals, power resources,
types of industries in their
environs and relate it with
India and the world.
Develop projects on
conservation of natural and
human made resources.
The learner
Analyses uneven distribution
of natural and human made
resources on the earth
Justifies judicious use of
natural resources such as
water, soil, forest, etc. to
maintain developments in all
areas
April 17,
18,20,21 2020
Geography
Ch.2
Natural
Resources-
Land, Soil
and Water
Collect information about
distribution of various
natural resources like land,
soil, water, natural
vegetation, wildlife,
minerals, power resources,
types of industries in their
environs and relate it with
India and the world.
Develop projects on
conservation of natural
resources.
The learner
Justifies judicious use of
natural resources such as
water, soil, forest, etc. to
maintain developments in all
areas July 13,
14,15,16 2020
Geography
Ch.4
Mineral and
Power
Resources
Collect information about
distribution of minerals,
power resources their
environs and relate it with
India and the world.
The Learner
Locates distribution of
important minerals, e.g., coal
and mineral oil on the world
map
Analyses uneven distribution
of natural resources on the
earth
July 17,
18,20,21 2020
Geography
Ch.5
Agriculture
Explore various farming
practices carried out in the
neighbourhood/ district/
state and interact with
farmers.
use atlas /maps for locating
major agricultural areas of the
world.
The Learner
Analyses the factors due to
which some countries are
known for production of
major crops e.g. wheat, rice,
cotton, jute, etc.,
locates these countries on the
world map
Draws interrelationship
between types of farming and
development in different
regions of the world.
Distinguish between
Conditions of Indian Farmer
and American Farmer.
July 22,
23,24,25 2020
Civics
Ch.1
Indian
Constitution
Participate in a discussion
on the concepts of
Constitution, Parliament,
judiciary and
marginalization
Prepare posters with
drawings and pictures and
make oral and written
presentations on the
significance of the
Constitution of India.
The Learner
Interpret social and political
issues in one’s own region with
reference to the Constitution of
India.
April 22,
23,24,27
2020
Civics
Ch.2
Ideals of
Our
Constitution
Debate how the principles of
liberty, equality and fraternity
are being practiced in
classroom/ school/ home/
society.
Do projects (solo, pair or group)
about the Fundamental Rights
and Fundamental Duties.
The Learner
Interprets social and political
issues in one’s own region with
reference to the Constitution of
India illustrates the Fundamental
Rights and the Fundamental
Duties with appropriate examples
Applies the knowledge of the
Fundamental Rights to find out
about their violation, protection
and promotion in each situation
(e.g. Child Rights)
April 28,29,30
&May 01
2020
Periodic Test-2 (By December 14 to 21, 2020)
Civics
Ch.3
The
Parliamenta
ry
Government
Screen and discuss the Rajya
Sabha TV series, Samvidhan
and movies such as Gandhi,
Sardar, Dr. B.R. Ambedkar.
Observe parliamentary
constituency map of State/UTs
Organize a mock election with
model code ofconduct and
Youth parliament (Bal Sansad)
Prepare a list of registered
voters in one’s own
neighborhood.
Carry out an awareness
campaign in one’s own locality.
The Learner
Differentiates between State
government and Union
government
Describes the process of
election to the Lok Sabha.
Locates one’s own
constituency on parliamentary
constituency map of State/ UT
and names local MP
July 02,03,04,06
2020
Civics
Ch. 4
The
Judiciary
Examine contents of a First
Information Report (FIR)
form.
Express views, through
descriptive and critical
writing, about the role of
judges in the delivery of
justice to the litigants
Conduct focus group
discussions on violation,
protection and promotion of
human rights.
The Learner
Explains the process of
making a law
Describes the process of
making a law. (e.g. Domestic
Violence Act, RTI Act, RTE
Act)
Explains the functioning of
the judicial system in India by
citing some landmark cases.
July 07,08,09,10
2020
Ch. No. &
Name
Teaching Pedagogy Learning outcome Achievement
Date (Tentative)
History
Ch.7
Education
and the
British
Rule
Discuss the new education
system – schools, syllabi,
colleges, universities,
technical training and
provide opportunity to
debate the change in the
indigenous system.
The Learner
Explains the institutionalization
of the new education system in
India
Modern Education Policy
Establishment of Universities
National Education policy
Role of Rabindranath Tagore in
education
October 01,03,05
2020
History
Ch.8
Reforms in
Indian
Society
Discuss why so many
reformers focused on the
women’s question, and how
they visualised a change in
women’s conditions.
Outline the history of new
laws that affect women’s lives.
Debates can also be organised
on many topics like sati,
widow remarriage, child
marriage and age of consent.
The Learner
Analyses the issues related to
caste, women, widow
remarriage, and child marriage.
Social reforms and the laws and
policies of colonial
Administration towards these
issues.
Father of Reforms, I.C.
Vidhyasagar Jyotiba Phule etc.
October
06,07,08,
2020
Geography
Ch.6
Major
crops and
Agricultur
al
developme
nt
Explore various farming
practices carried out in the
neighbourhood/ district/
state and interact with
farmers.
Use atlas /maps for locating
major agricultural areas of
the world.
The learner
Analyses the factors due to
which some countries are known
for production of major crops,
e.g.,, wheat, rice, cotton, jute,
etc.,
Locates these countries on the
world map
Draws interrelationship between
types of farming and
development in different
regions of the world.
Distinguish between Conditions
October 12,13,
14
2020
Reforms in Indian Society
Final Exam (By Feb.-March 2021)2
Civics
Ch.5
The Police
and the
Courts
Screen and discuss the
movie, I am Kalam
Perform a role play about
child labour, child rights,
and the criminal justice
system in India.
Participate in a discussion
on the concept judiciary.
Examine contents of a First
Information Report (FIR)
form.
Express views, through
descriptive and critical writing,
about the role of judges in the
delivery of justice to the
litigants.
The Learner
Describes the process of making
a law. (e.g. Domestic Violence
Act, RTI Act, RTE Act)
Describes the functioning of the
judicial
system in India by citing some
landmark cases
Demonstrates how to file a First
Information Report (FIR)
October,15,16,
19
2020
Ch. No.
& Name
Teaching Pedagogy Learning outcome. Achievement
Date (Tentative)
History
Ch.6
The Great
Uprising
With the help of map show
where and how revolts
originated and spread.
Thereafter a discussion on
changes in colonial rule
after 1857 can be initiated.
Real Life Situation
Storytelling.
The learner
Explains the origin, nature and
spread of the revolt of 1857 and
the lessons learned from it.
Aug. 10,
11,13,14
2020
History
Ch.7
Education
and the
British
Rule
Discuss the new education
system – schools, syllabi,
colleges, universities,
technical training and
provide opportunity to
debate the change in the
indigenous system how the
educational system that is
seen as 177 universities,
technical training and
provide opportunity to
debate the change in the
indigenous system.
The Learner
explains the institutionalization
of the new education system in
India
Modern Education Policy
Establishment of Universities
National Education policy
Role of Rabindranath Tagore in
education
October 01,03,05
2020
History
Ch.8
Reforms in
Indian
Society
Discuss why so many
reformers focused on the
women’s question, and how
they visualised a change in
women’s conditions.
Outline the history of new
laws that affect women’s lives.
Debates can also be organised
on many topics like sati,
widow remarriage, child
marriage and age of consent.
The Learner
Analyses the issues related to
caste, women,
Widow Remarriage, child
marriage.
Social reforms and the laws and
policies of colonial
Administration towards these
issues.
Father of Reforms, I.C.
Vidhyasagar Jyotiba Phule etc.
October
06,07,08,
2020
History
Ch. 11
The
National
Movement:
First Phase
Outline the major
developments within the
national movement and
focuses on a detailed study
of one major event.
Opportunity to work on
more such case studies is
given.
Show how contemporary
writings and documents can
be used to reconstruct the
histories of political
movements.
The Learner
Outlines the course of the Indian
national movement from the
1870s till Independence.
Visit places of historical
importance particularly those
associated with centres of
colonial administration and
Indian national movement.
Able to understand that with the
spread of the railways and
printing, life of people has
changed and people have come
closer and interaction has
become easy.
She/he appreciates that
technologies, economic and
social structures, political
systems and cultures-all these
change with the passage of time.
December
01,02,05,07
2020
History
Ch. 12
The
National
Movement:
Second
Phase
undertake ‘projects’ and
‘activities’ like (a) writing
an essay on “Gandhiji’s
Idea of Nonviolence and its
Impact on India’s National
Movement’, (b) drawing up
a timeline on ‘Significant
Events of India’s National
Movement’, (c) enacting a
role play on ‘The Chauri
Chaura Incident,’
(d) Locating on an outline
map of India the ‘Regions
Most Effected by
Commercial Crop
Cultivation during the
Colonial Period’.
The Learner
Outline the major developments
within the national movement
and focus on a detailed study of
one major event. Opportunity to
work on more such case studies
is given. Show how
contemporary writings and
documents can be used to
reconstruct the histories of
political movements.
Shows awareness of major
developments and also takes
interest in preparing case studies.
These help her/his in finding out
diversity in historical
experiences and understand the
underlying unity in many such
cases.
She/he appreciates that different
people in different parts of the
country were working for the
same cause in their own way.
December
22,23,24,26
2020
History
Ch.13
India After
Independe
nce
Debate on the successes and
failures of the Indian
democracy in the last fifty
years provide scope for
enhancing critical thinking
abilities and argumentation
skills.
Illustrate how newspapers
and recent writings can be
used to understand
contemporary history.
The Learner
Present her/his point of view
clearly and shows self-control
during a debate.
With the help of newspaper
clippings on recent struggle for
formation of a new State on
linguistic ground.
She/he tries to understand the
period being discussed in the
chapter.
analyses the significant
developments in the process of
nation building
January
12,16,18,19
2021
Geography
Ch.4
Mineral
and Power
Resources
Collect information about
distribution of minerals,
power resources their
environs and relate it with
India and the world.
The Learner
Locates distribution of important
minerals, e.g., coal and mineral
oil on the world map
Analyses uneven distribution of
natural resources on the earth.
July 17,
18,20,21 2020
Geography
Ch. 5
Agricultur
e
Explore various farming
practices carried out in the
neighbourhood/ district/
state and interact with
farmers.
Use atlas /maps for locating
major agricultural areas of
the world.
The learner
Analyses the factors due to
which some countries are known
for production of major crops,
e.g.,, wheat, rice, cotton, jute,
etc.,
Locates these countries on the
world map
Draws interrelationship between
types of farming and
development in different regions
of the world.
Distinguish between Conditions
of Indian Farmer and American
Farmer.
July 22,
23,24,25 2020
Geography
Ch. 6
Major
crops and
Agricultur
al
developme
nt
Explore various farming
practices carried out in the
neighbourhood/ district/
state and interact with
farmers.
Use atlas /maps for locating
major agricultural areas of
the world.
The learner
Analyses the factors due to
which some countries are known
for production of major crops,
e.g.,, wheat, rice, cotton, jute,
etc.,
Locates these countries on the
world map
Draws interrelationship between
types of farming and
development in different regions
of the world.
October 12,13,
14
2020
Geography
Ch.7
Manufactu
ring
Industries
Collect information about
distribution of minerals,
power resources, types of
industries in their environs
and relate it with India and
the world.
Use atlas /maps for locating
major industrial
countries/regions.
The Learner
Classifies different types of
industries based on raw
materials, size and ownership.
Analyses the factors due to
which some countries are known
as the Industrial Regions.
November
04,05,06,07
2020
Geography
Ch.8
Industries-
Comparati
ve Studies
Collect information about
distribution of minerals,
power resources, types of
industries in their environs
and relate it with India and
the world.
Use atlas /maps for locating
major industrial.
The Learner
Classifies different types of
industries based on raw
materials, size and ownership.
Analyses the factors due to
which some countries are known
as the Industrial Regions.
November
17,18,19,20
2020
Geography
Ch.9
Human
Resources
Appreciating every human
being as resource. E.g.
explaining them about
contribution of every
human being as a potential
resource for the society.
Use atlas /maps for locating
distribution of population.
The Learner
Draws bar diagram to show
population of different
countries/India/states.
Distinguishes the ‘modern
period’ from the ‘medieval’ and
the ‘ancient’ periods.
Interprets the world map for
uneven distribution of
population
November
21,23,24
2020
Geography
Ch.10
Disaster
and its
Manageme
nt
Discuss with peers about
forest fire, landslide, and
industrial disasters, natural
and human reasons for their
occurrence and control
measures.
The Learner
Describes causes of forest fire,
landslide, industrial disasters and
their risk reduction measures.
Explains precautions-before,
during and after a disaster.
Organise mock trainings for
safety purposes.
November
25,26,27,28
2020
Civics
Ch. 4
The
Judiciary
Examine contents of a First
Information Report (FIR)
form.
Express views, through
descriptive and critical
writing, about the role of
judges in the delivery of
justice to the litigants
Conduct focus group
discussions on violation,
protection and promotion of
human rights.
The Learner
Explains the process of making a
law
Describes the process of making
a law. (e.g. Domestic Violence
Act, RTI Act, RTE Act)
July 07,08,09,10
2020
Civics
Ch.5
The Police
and the
courts
Screen and discuss the
movie, I am Kalam
Perform a role play about
the criminal justice system
in India.
Trace the case from filing
of FIR, movement from
lower to higher courts,
rationale of the judicial
process.
Difference between civil
and criminal cases etc.
Participate in a discussion
on the concept judiciary.
Examine contents of a First
Information Report (FIR)
form.
Express views, through
descriptive and critical
writing, about the role of
judges in the delivery of
justice to the litigants.
The Learner
Explains the functioning of the
judicial system in India by citing
some landmark cases.
Understand the main elements of
our judicial structure and
Appreciate the need for the
processes followed.
Understand what an FIR is and
how to file one.
October,15, 16,
19
2020
Civics
Ch.6
Marginaliz
ed and the
Social
Justice
Conduct focus group
discussions on
violation, protection and
promotion of human rights,
especially of women, SCs,
STs, religious/ linguistic
minorities, persons with
disabilities, children with
special needs, sanitation
workers, and other
disadvantaged sections.
Perform a role play about
child labor child rights.
The Learner
Understand what is meant by
marginalized and expresses
critical understanding of social
and economic injustices by
arguing from the marginalized
point of view.
Articulates effectively an
argument from the marginalized
point of view.
Analyses the causes and
consequences of marginalization
faced by disadvantaged sections
of one’s own region
October20,21,22
2020
Civics
Ch. 8
Governme
nt for
Developme
nt
Discuss about various ways
by which government is
engaged in developmental
activities, especially in
infrastructure and social
sectors.
Ask students to make a
project on the need of the
government in
their local area, how is the
provision done, how does it
impact
Upon people. Encourage
learners to trace out the
areas which
Require government
intervention from own
experiences and
Discussions with peer
Share experiences with
peers on public facilities
and reasons for the
disparity in availability of
water, sanitation,
electricity.
Organize a debate why
Government be responsible
for providing public
facilities.
The Learner
Shows interest in doing the
project and takes care of the time
target and the other requisites
Provides logical and systematic
information of the local
necessities.
Identifies the role of Government
in providing public facilities such
as water, sanitation, road,
electricity etc., and recognises
their availability.
How the government provides
these facilities. Learner imagines
the life of families after the
occurrence of natural disaster.
Empathizes and reacts to the
issues it throws up Learner traces
out the ways in which
government helps in addressing
the concerns related to
fundamental rights
Learner is communicating her
arguments effectively to reason
out how government tries to
ensure that the unfair practices
are kept at minimum
Learner articulates on the
working of the government and
its various functions in their
locality and its links with people
aspirations/ needs
October
23,26,27,
2020
Activities (April to Sept.2020)
Month Activity
Description
Chapter/Topic Marks
(5)
Resources Activity
Details
Learning
outcomes
April
to
August
Notebook
Assignment
History Ch.1to
6
Geography
Ch.1 to 5
Civics Ch.1 to
4
5
Textbook
Smart board
Students to do
various types of
questions in
notebook.
Inculcate
writing and
thinking skills.
April
to
August
Subject
Enrichment
Assignment
Map work,
Charts and
Scrap book
activities.
5
Atlas or class
activities
designed by
faculty
members.
Students to do
activities
accordingly and
keep records
for the same.
Conceptual
clarity
Learning by
doing (activity-
based
education).
Activities (Oct.-Feb. 2020)
Month Activity
Description
Chapter/Topic Marks
(5)
Resources Activity
Details
Learning
outcomes
October
to
February
Notebook
Assignment
History Ch. 7 to
13
Geography Ch.6
to 10
Civics Ch.4 to 8
5
Textbook
Smart board
Students to
do various
types of
questions in
notebook.
Inculcate
writing and
thinking
skills.
October
to
February
Subject
Enrichment
Assignment
Map work,
Charts and
Scrap book
activities.
- Atlas or
class
activities
designed by
faculty
members.
Students to
do activities
accordingly
and keep
records for
the same.
Conceptual
clarity
Learning by
doing
(activity-
based
education).
October to February
Cross Curriculum
Project
Topic-Assam 5 - - -
Teaching Strategies
Chapter Teaching Strategies
History Ch.1 The Modern Period
Experiential learning.
Class Discussion
History Ch.2 The Expansion of British Power
Story telling (joyful learning)
Explanation with real examples.
Flip Learning
History Ch.3 Life in the Rural Areas
Cooperative Learning
Game Based Learning (Joyful learning, life skill)
History Ch.4 Tribal Communities
Art Integrated Learning based Chapter
A. V. Tools
Story Telling
Joyful learning
History Ch.5 Crafts and Industries
Art integrated learning-based chapter
Creative Learning
Joyful learning
History Ch.6 The Great Uprising
Real Life Situation
Story telling
Blended Learning
History Ch.7 Education and the British Rule
Cooperative Learning
Creative Learning
History Ch.8
Reforms in Indian Society
Art Integrated Learning based Chapter
Cooperative Learning
Creative Learning
History Ch. 11 The National Movement: First Phase
Flip Learning
Blended Learning
Role Play
Real Life Situation
History Ch. 12 The National Movement: Second Phase
Flip Learning
Blended Learning
Role Play
Real Life Situation
History Ch.13 India After Independence
Flip Learning
Blended Learning
Geography Ch.1 Resources
Blended learning
Modelling
Geography Ch.2 Natural Resources-Land, Soil and Water
Art integrated learning-based chapter
Peer Teaching
Cross Peer
Geography Ch.4 Mineral and Power Resources
Brain Storming
Behavior Management
Reforms in Indian Society
Geography Ch.5 Agriculture
Art integrated learning-based chapter
Differentiation & Comparative Learning
Reciprocal Questioning,
Geography Ch. 6 Major crops and Agricultural development
Cooperative Learning
Experiential Learning
Geography Ch.7 Manufacturing Industries
Blended Learning
Analytical Learning
Geography Ch.8 Industries-Comparative Studies
Visualization
Blended Learning
Analytical Learning
Geography Ch.9 Human Resources
Class discussion and debate
A.V. Tools
Analytical comparison
Real Life situation
Geography Ch.10 Disaster and its Management
Art integrated learning-based chapter
Class discussion and debate
Analytical comparison
Real Life situation
Civics Ch.1 Indian Constitution
Analytical Comparison and information through
Different faces of life.
Active Learning
Role Play
Civics Ch.2 Ideals of Our Constitution
Peer Learning
Role Play
Real Life Situation
Civics Ch.3 The Parliamentary Government
Art integrated activity-based chapter
Students Led Classroom
Role Play
Game Based
Civics Ch. 4 The Judiciary
Real Life Situation
Visualization
Role Play
Civics Ch.5 The Police and the Courts
Art Integrated Learning based Chapter
Role Play
Creative Teaching
Joyful Learning
Civics Ch.6 Marginalized and the Social Justice
Real Life Situation
Active Learning
Role Play
Civics Ch. 8 Government for Development
Class discussion
Active Learning
A.I. learning
