Unit 1: India and the Contemporary World – I 60 Periods
Section 1: Events and Processes: (All the three themes are compulsory)
In each of the themes in this unit students would get familiarized with distinct ideologies, extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students
- I. The French Revolution
- French Society During the Late Eighteenth Century
- The Outbreak of the Revolution
- France Abolishes Monarchy and Becomes a Republic
- Did Women have a Revolution?
- The Abolition of Slavery
- The Revolution and Everyday Life
- II. Socialism in Europe and the Russian Revolution
- The Age of Social Change
- The Russian Revolution
- The February Revolution in Petrograd
- What Changed after October?
- The Global Influence of the Russian Revolution and the USSR
- III. Nazism and the Rise of Hitler
- Birth of the Weimar Republic
- Hitler’s Rise to Power
- The Nazi Worldview
- Youth in Nazi Germany
- Ordinary People and the Crimes Against Humanity
Section 2: Livelihoods, Economies and Societies
Any one theme of the following
- IV. Forest Society and Colonialism
- Why Deforestation?
- The Rise of Commercial Forestry
- Rebellion in the Forest
- Forest Transformations in Java
would learn how to interpret these kinds of historical evidences.
- Familiarize with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.
- Know the use of written, oral and visual material to recover the history of revolutions.
- Explore the history of socialism through the study of Russian Revolution.
- Familiarize with the different types of ideas that inspired the revolution.
- Discuss the critical significance of Nazism in shaping the politics of modern world.
- Get familiarized with the speeches and writings of Nazi Leaders.
- Discuss the social and cultural world of forest communities through the study of specific revolts.
- Understand how oral traditions can be used to explore tribal revolts.
- V. Pastoralists in the Modern World
- Pastoral Nomads and their Movements
- Colonial Rule and Pastoral Life
- Pastoralism in Africa
- Highlight varying patterns of developments within pastoral societies in different places.
- Analyse the impact of colonialism on forest societies, and the implication of scientific forestry.
- Show the different processes through which agrarian transformation may occur in the modern world.
- Analyse the impact of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets on pastoralism in the modern world.
Unit 2: Contemporary India – I 55 Periods
- 1. India
- Size and Location
- India and the World
- India’s Neighbours
- 2. Physical Features of India
- Major Physiographic Divisions
- 3. Drainage
- Major rivers and tributaries
- Role of rivers in the economy
- Pollution of rivers
- 4. Climate
- Climatic Controls
- Identify the location of India in the Indian subcontinent.
- Understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types.
- Identify the river systems of the country and explain the role of rivers in the human society.
- Identify various factors influencing the climate and explain the climatic variation of our country
- Factors influencing India’s climate
- The Indian Monsoon
- Distribution of Rainfall
- Monsoon as a unifying bond
- 5. Natural Vegetation and Wild Life
- Factors affecting Vegetation
- Vegetation types
- Wild Life
- 6. Population
- Population Growth and Process of Population Change
- and its impact on the life of people.
- Explain the importance and unifying role of monsoons.
- Explain the nature of diverse flora and fauna as well as their distribution.
- Develop concern about the need to protect the biodiversity of our country.
- Analyse the uneven nature of population distribution and show concern about the large size of our population.
- Identify the different occupations of people and explain various factors of population change.
- Explain various dimensions of National Population Policy and understand the needs of adolescents as underserved group.
Unit 3: Democratic Politics – I 50 Periods
1. What is Democracy? Why Democracy?
- What is Democracy?
- Features of Democracy
- Why Democracy?
- Broader Meaning of Democracy
- Develop conceptual skills of defining democracy.
- Understand how different historical processes and forces have promoted democracy.
- Develop a sophisticated defense of democracy against common prejudices.
- Develop a historical sense of the choice and nature of democracy in India.
2. Constitutional Design
- Democratic Constitution in South Africa
- Why do we need a Constitution?
- Making of the Indian Constitution
- Guiding Values of the Indian Constitution
3. Electoral Politics
- Why Elections?
- What is our System of Elections?
- What makes elections in India democratic?
4. Working of Institutions
- How is the major policy decision taken?
- Political Executive
5. Democratic Rights
- Life without rights
- Rights in a Democracy
- Understand the process of Constitution making.
- Develop respect for the Constitution and appreciation for Constitutional values.
- Recognize Constitution as a dynamic and living document.
- Understand representative democracy via competitive party politics.
- Familiarize with Indian electoral system.
- Reason out for the adoption of present Indian Electoral System.
- Develop an appreciation of citizen’s increased participation in electoral politics.
- Recognize the significance of the Election Commission.
- Get an overview of central governmental structures.
- Identify the role of Parliament and its procedures.
- Distinguish between political and permanent executive authorities and functions.
- Understand the parliamentary system of executive’s accountability to the legislature.
- Understand the working of Indian Judiciary.
- Recognize the need for rights in one’s life.
- Rights in the Indian Constitution
- Expanding the scope of rights
- Understand the availability /access of rights in a democratic system/government.
- Identify and be able to comprehend the Fundamental Rights given by the Indian Constitution to its citizens.
- Create awareness regarding the process of safeguarding rights.
Unit 4: Economics 50 Periods
- 1. The Story of Village Palampur
- Organization of production
- Farming in Palampur
- Non-farm activities of Palampur
- 2. People as Resource
- Economic activities by men and women
- Quality of Population
- 3. Poverty as a Challenge
- Two typical cases of poverty
- Poverty as seen by Social Scientists
- Poverty Estimates
- Vulnerable Groups
- Interstate disparities
- Global Poverty Scenario
- Causes of Poverty
- Anti-poverty measures
- The Challenges Ahead
- 4. Food Security in India
- What is Food Security?
- Why Food Security?
- Who are food insecure?
- Familiarize with basic economic concepts through an imaginary story of a village.
- Understand the demographic concepts.
- Understand how population can be an asset or a liability for a nation.
- Understand poverty as a challenge.
- Identify vulnerable group and interstate disparities
- Appreciate the initiatives of the government to alleviate poverty.
- Understand the concept of food security.
- Food Security in India
- What is Buffer Stock?
- What is the Public Distribution System?
- Current Status of Public Distribution System
- Appreciate and analyse the role of government in ensuring food supply.
05 Periods 05 Marks
- 1. Every student has to compulsorily undertake one project on Disaster Management.
- 2. Objectives: The main objectives of giving project work on Disaster Management to the students are to:
- a. create awareness in them about different disasters, their consequences and management
- b. prepare them in advance to face such situations
- c. ensure their participation in disaster mitigation plans
- d. enable them to create awareness and preparedness among the community.
- 3. The project work should also help in enhancing the Life Skills of the students.
4. If possible, different forms of art may be integrated in the project work.
5. In order to realize the expected objectives completely, it would be required of the Principals / teachers to muster support from various local authorities and organizations like the Disaster Management Authorities, Relief, Rehabilitation and the Disaster Management Departments of the States, Office of the District Magistrate/ Deputy Commissioners, Fire Service, Police, Civil Defense etc. in the area where the schools are located.
6. The distribution of marks over different aspects relating to Project Work is as follows:
| a || |
Content accuracy, originality and analysis
| b || |
Presentation and creativity
| c || |
7. The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.
8. All documents pertaining to assessment under this activity should be meticulously maintained by the schools.
9. A Summary Report should be prepared highlighting:
- a. objectives realized through individual work and group interactions;
- b. calendar of activities;
- c. innovative ideas generated in the process ;
- d. list of questions asked in viva voce.
10. It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure.
11. The Project Report should be handwritten by the students themselves.
12. The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.
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