OFFICIAL SYLLABUS
Social science (Theory)
Unit 1 : India and the Contemporary World - I
| Theme | Objective |
Any two themes from each of the first two sub-units and one from the third could be studied. Sub-unit 1.1 : Events and processes.
In this unit the focus is on three events
and processes that have in major ways shaped the identity of the modern world. 1. French revolution :
(a) The Ancient Regime and its crises.
(b) The social forces that led to the
revolution. (c) The different
revolutionary groups and ideas of the
time. (d) The legacy 2. Russian Revolution.
(a) The crises of Tzarism. (b) The
nature of social movements between
1905 and 1917. (c) The First World
War and foundation of Soviet state. (d)
The legacy. 3. Rise of Nazism.
(a) The growth of social democracy
(b) The crises in Germany. (b) The
basis of Hitler's rise to power. (c) The
ideology of Nazism. (d) The impact
of Nazism. Sub-unit 1.2 : Economies and Livelihoods
The themes in this section will focus
on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives. 4. Pastoralists in the modern world.
(a) Pastoralism as a way of life.
(b) Different forms of pastoralism. (c)
What happens to pastoralism under
colonialism and modern states? Case studies : focus on two pastoral groups, one from Africa and one from India. 5. Forest society and colonialism :
(a) Relationship between forests and
livelihoods. (b) Changes in forest
societies under colonialism.
Case studies : focus on two forest
movements one in colonial India
(Bastar) and one in Indonesia. 6. Farmers and peasants :
(a) Histories of the emergence of
different forms of farming and peasant
societies. (b) Changes within rural
economies in the modern world.
Case studies: focus on contrasting
forms of rural change and different
forms of rural societies (expansion of
large-scale wheat and cotton farming
in USA) Sub-unit 1.3 : Culture, Identity and Society
The themes in this unit will consider
how issues of culture are linked up to the making of contemporary world.
7. Sports and politics :
The story of cricket (a) The emergence
of cricket as an English sport. (b)
Cricket and colonialism. (c) Cricket
nationalism and de-colonialization. 8. Clothes and cultures. (a) A short
history of changes in clothing. (b)
Debates over clothing in colonial
India. (c) Swadeshi and the movement
for Khadi. Sub-unit 1.4 : Map Work. (2 Marks). | - In each of the themes in this unit students would be made familiar with extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings.Students would learn how to interpret these kinds of historical evidences.
- Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.
- Show how written, oral and visual material can be used to recover the history of revolutions.
- Explore the history of socialism through a study of the Russian revolution.
- Familiarize students with the names of people involved, the different types of ideas that inspiredthe revolution.
- Discuss the critical significance of Nazism in shaping the politics of modern world.
- Familiarize students with the speeches and writings of Nazi leaders.
- Consider what happens to pastoralists and pastoralism in the modern world,with the formation of modern states,marking of boundaries, processes of sedentarization,contraction of pastures, and expansion of markets.
- Point to the varying patterns of developments with in pastoral societies in different places.
- Look at the impact of colonialism on forest societies, and the implication of scientific forestry.
- 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.
- Show the different processes through which agrarian transformation may occur in the modern world.
- Understand how agricultural systems in India are different from that in other countries.
- Familiarize students with the idea that large scale farming, small scale production, shifting agriculture operate on different principles and have different histories.
- Suggest how sports also have a history and that it is linked up with the politics of power and domination.
- Introduce students to some of the stories in cricket that have historical significance.
- Show how clothing has a history, andhow it is linked to questions of cultural identity.
- Discuss how clothing has been the focus of intense social bettels.
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Unit 2 : India - Land and the People
| Theme | Objective |
1. India : location, relief, structure,
major physiographic units.
2. Climate : factors influencing the
climate; monsoon- its characteristics, rainfall and temperature distribution; seasons; climate and human life.
3. Drainage : major rivers and
tributaries, lakes and seas, role of
rivers in the economy, pollution of
rivers, measures to control river
pollution.
4. Natural Vegetation : vegetation
types, distribution as well as
altitudinal variation, need for
conservation and various measures.
5. Wildlife : major species, their
distribution, need for conservation and various measures.
6. Population : size, distribution, age-sex composition, population change migration as a determinant of population change, literacy, health, occupational structure and national population policy : adolescents as under-served population group with special needs.
7. Map Work
| To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types To identify the various factors influencing the climate and explain the climatic variaton of our country and its impact on the life of the people. Tor explain the importance and unifying role of monsoons;
To understand the river systems of the country and explain the role of rivers in the evolution of human society.
To find out the nature of diverse flora and fauna as well as their distribution;
To develop concern about the need to protect the bio-diversity of our country;
To analyse the uneven nature of population distribution and show concern about the large size of our population; To understand the various occupations of people and explain various factors of population change; To explain various dimension of national policy and understand the needs of adolescents as underserved group.
|
Activity/project
Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular region, and whether they have some commonality with other regions of India.
Collection of material by learners on the flora and fauna of the region in which their school is situated. It should include a list of endangered species of the region and also information regarding efforts being made to save them.
Posters
River pollution
Depletion of forests and ecological imbalance.
Unit 3: Democratic Politics - I
| Themes | Objectives |
1. What is democracy? Why democracy?
What are the different ways of defining
democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to
democracy? Is democracy superior to its
available alternatives? Must every democracy have the same institutions and valules? | - Develop conceptual skills of defining democracy
- Understand how different historical processes and forces have promoted
democracy. - Developing a sophisticated defence of democracy against common prejudices
- Develop a historical sense of the choice and nature of democracy in India.
- Introduction to the process of Constitution making
- Develop respect for the Constitution and appreciation for Constitutional values
- Recognise that constitution is a living document that undergoes changes.
- Introduce the idea of representative democracy via competitive party politics
- Familiarise with our electoral sys and reason for choosing this.
- Develop an appreciation of citizen’s increased participation in electoral
politics. - Recognise the significance of the Election Commission
- Provide an overview of central governmental structures
- Sensitise to the key role of the Parliament and its procedures
- Sensitise to the key role of the Parliament and its procedures
- Distinguish between nominal and real executive authorities and functions
- Understand the parliamentary system of executive’s accountability to the legislature
- Develop a citizens’ awareness of their rights
- Introduction to and appreciation of the Fundamental Rights
- Recognition of the ways in which these rights are exercised and denied in real life situations.
- Introduction to judicial system and key institutions like the Supreme Court, High Courts and National Human Rights Commission.
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2. Designing of Democracy in India
How and why did India become a democracy?
How was the Indian constitution framed?
What are the salient features of the
Constitution? How is democracy being
constantly designed and redesigned in India? |
3. Electoral politics in democracy Why and how do we elect representatives?
Why do we have a system of competition
among political parties? How has the citizens’ participation in electoral politics changed?
What are the ways to ensure free and fair
elections? |
4. Institutions of parliamentary democracy
How is the country governed? What does
Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another? |
5. Citizens’ rights in democracy
Why do we need rights in a constitution?
What are the Fundamental Rights enjoyed by the citizen under the Indian constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured. |
Unit - 4: Understanding Economics – I
| Themes | Objectives |
| 1. The economic story of Palampore: Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labor, and capital) can be introduced. | Familiarising the children with some basic economic concepts through an imaginary story of a village. |
| 2. People as Resource: Introduction of how people become resource/asset; economic activities are done by men and women; unpaid work done by women; quality of human resource; the role of health and education; unemployment as a form of nonutilization of human resource; sociopolitical implication in the simple form | Familiarisation of a few population-related concepts and sensitization of children that people as assets can participate and contribute in nation-building. |
| 3. Poverty as a challenge facing India: Who is poor (through two case studies one rural one urban); indicators; absolute poverty (not as a concept but through a few simple examples) - why people are poor; unequal distribution of resources; comparison between countries; steps taken by government for poverty alleviation | Understanding poverty as a challenge and sensitization of the learner; Appreciation of the government initiative to alleviate poverty. |
| 4. Food Security : Source of foodgrainsvariety across the nation - famines in the pastthe need for self sufficiency-role of government in food security - procurement of foodgrains-overflowing of granaries and people without food-public distribution system - role of cooperatives in food security (foodgrains, milk and vegetables ration shops, cooperative shops, two-three examples as case studies) | Exposing the child to an economic issue which is basic necessities of life; Appreciate and critically look at the role of government in ensuring food supply |
Suggested Activities / Instructions:
Theme I: Give more examples of activities done by different workers and farmers. Numerical problems can also be included.
Some of the ways through which descriptions of villages are available are in the writings of Prem Chand, M N Srinivas, and R K Narayan. They may have to be referred.
Theme II: Discuss the impact of unemployment.
Debate on whether all the activities done by women should be included or not. Why?
Is begging an economic activity? Discuss.
Is it necessary to reduce population growth or family size? Discuss.
Theme IV: Visit a few farms in a village and collect the details of foodgrains cultivated;
Visit a nearby ration shop and collect the details of goods available;
Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.
Unit - 5: Disaster Management
1. Man-made disasters - Nuclear, Biological, and Chemical.
2. Common Hazards - Prevention and Mitigation
3. Community - Based Disaster Management.
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