Class 10.S.St.Syllabus.Dav
S.St.Mid Term Syllabus.2020 - 2021.
Being Cut in the Corona.
Class X.
History.
Chapter 1 : The Nationalism in Europe.
Civics.
Chapter 1 : Power Sharing.
Chapter 2 : Federalism.
Chapter 6 : Political Parties
Geography.
Chapter 1 : Resources and Development.
Chapter 3 : Water Resources ( Map Skill)
Chapter 4 : Agriculture.
Economics.
Chapter 1 : Development
Chapter 2 : Sectors of the Indian Economy.
Chapter 3 : Money and Credit. ( Upto modern forms of Money.)
Note : It may be varied zone wise a little and yet to be verified too.Possibilities of the syllabus centering around these chapters as per prescribed and cut syllabus of CBSE during Corona..
DAV PUBLIC SCHOOLS
Xth S.St Syllabus
SESSION 2019-2020
Raman’s Classes
Social Studies
Course Structure
Time : 3 Hours. Marks: 80
Unit Term1 Term 2
1.India and the Contemporary World -II (History) 20. 20
2.Contemporary India -II.(Geography) 20. 20
3.Democratic Politics -II.(Civics) 20. 20
4.Economics.(Economics) 20. 20
5.Disaster Management only through project work and assignment
Total. 80. 80
History
India and the Contemporary World -II
In Section 1.students are required to choose any two themes.In that theme 3 is compulsory and for second theme students are required to choose any one from two themes.
In Section 2.and 3 students are required to choose any one theme from each. Thus all students are required to study four themes in all.
Pre Mid Term/Quarterly (April to July)
Section -I: Events and Process
(Any one of the following)
Chapter 1 The Rise of Nationalism in Europe Or
Chapter 2 The Nationalist Movement in China
Section-III: Everyday Life, Culture and Policies
(Any one of the following)
Chapter 7. Print Culture and the Modern World (up to "India and the World of Print")
Chapter 8. Novels, Society and History
Mid Term (July to September)
Section- I: Events and Process
Chapter 3 Nationalism in India (Compulsory Chapter, Map work from Chapter 3)
Post Mid Term (October to December)
Section- II: Livelihoods, Economics and Societies
(Anyone of the following)
Chapter 4. Making of a Global World
Chapter 5. The Age of Industrialization
Chapter 6. Work, Life & Litetaure
Annual Exam (January & February)
Note:- Revision of entire syllabus of Pre Mid term,Mid Term & Post Mid Term
Excursion important in Social Science.
Excursion is a short journey or trip
especially one taken as a leisure activity. This is a kind of movement of
something along a path through an angle that has a specific aim and objective.
It is often
an adjunct to a short trip or outing made for education, fun, joy, and physical
purposes.
Such
educational tours are conducted for the students to inculcate vision among
them. They visit different areas for gaining socio-cultural, economic and geographical
knowledge.
Our school lies around such areas as Patna, Nalanda, Jehanabad, and Gaya which are historically dotted in world site. Patna, Gaya and Jehanabad are neighbouring districts of Nalanda which has dotted itself as a world heritage site.
So we prefer our students of IX and Xth class first to get acquainted with their own district along with other districts which have ample sites and locations in Gaya,Jehanabad,Pawapuri, Nalanda, and Kundalpur for their study. And the school has been conducting such educational tours session wise for the betterment of students.
Aims, objectives and questionnaires of the excursion for the class IXth and Xth students.
a.How does an excursion play an important role in the study?
b.Give the brief Historic account of the visited area.
c.Mention the economic activities around the world heritage site like Nalanda.
d.Does the excursion correlate your practical vision of study?
e.Prepare a social, economic, historic survey report of that area.
f.How will you correlate your experience of the excursion with what you read in books?Activities taken for Excursion
Xth Class, Location – Visit to Nalanda
Why is Nalanda famous for?
Which are the salient features of the ancient university?
Where is Kundalpur located?
Why Kundalpur is in lime light?
Which two lakes are ancient and famous ?
Prepare the brief report of Nalanad.
IX th Class,Location- Visitng of Pawapuri
Why is Pawapuri important for ?
Where did the Tirthankar Mahaveer take nirvana?
Describe the economic activities of the people residing around Pawapuri?
Which were two sects of Jain Dharma?
What were the principles of these sects of Jainism?
Prepare the brief report of Pawapuri.
Our school lies around such areas as Patna, Nalanda, Jehanabad, and Gaya which are historically dotted in world site. Patna, Gaya and Jehanabad are neighbouring districts of Nalanda which has dotted itself as a world heritage site.
So we prefer our students of IX and Xth class first to get acquainted with their own district along with other districts which have ample sites and locations in Gaya,Jehanabad,Pawapuri, Nalanda, and Kundalpur for their study. And the school has been conducting such educational tours session wise for the betterment of students.
Aims, objectives and questionnaires of the excursion for the class IXth and Xth students.
a.How does an excursion play an important role in the study?
b.Give the brief Historic account of the visited area.
c.Mention the economic activities around the world heritage site like Nalanda.
d.Does the excursion correlate your practical vision of study?
e.Prepare a social, economic, historic survey report of that area.
f.How will you correlate your experience of the excursion with what you read in books?Activities taken for Excursion
Xth Class, Location – Visit to Nalanda
Why is Nalanda famous for?
Which are the salient features of the ancient university?
Where is Kundalpur located?
Why Kundalpur is in lime light?
Which two lakes are ancient and famous ?
Prepare the brief report of Nalanad.
IX th Class,Location- Visitng of Pawapuri
Why is Pawapuri important for ?
Where did the Tirthankar Mahaveer take nirvana?
Describe the economic activities of the people residing around Pawapuri?
Which were two sects of Jain Dharma?
What were the principles of these sects of Jainism?
Prepare the brief report of Pawapuri.
LESSON PLAN OF GROUP B ASHOKA
SUBJECT - SOCIAL SCIENCE CLASS – X
TOPIC – NATIONALISM IN EUROPE
SUB TOPIC UNIFICATION OF ITALY
GENERAL OBJECTIVES :@To develop a sense of collective identity among Italians whom had been governed by several dynastic rulers.
@To spread and inculcate the idea of nationalism among us.
LEARNING OBJECTIVE Students will be able to understand the meaning of nationalism and oneness for their country
LEARNING OUTCOME :@The students know the importance of nation & national feelings and they are aware of the present status of their country & the challenges it face.
CONTENT: 1. Italy was politically fragmented into7 dynastic states & multinational Habsburg Empire. 2. During 1830s, GIUSEPPE MAZZINI tried to unify Italy but failed. 3. The ruler of Sardinia- Piedmont King VICTOR EMMANUEL II tried to unify Italian states through wars. 4. He appointed Cavour as his Chief Minister. 5. CAVOUR tactfully allianced with France and successfully defeated Austrian Forces in 1859. 6. Under the leadership of GARIBALDI a large no. of armed volunteers joined the fray & succeeded in winning the 2 kingdoms of Sicily in the south. 7. In 1861 VICTOR EMMANUAL II was proclaimed the king of united Italy.
METHODOLOGY/ STRATEGIES
1.Lecture method with ample interaction with learners. 2. Questionnaire method . 3. Integrated approach.
TEACHING AIDS
Chalk,Duster,Blackboard/Whiteboard,Maps,PPT and Audio Visual aids
VALUES: 1. Patriotism 2.Importance of unity.
QUESTION BASED ON VALUES:
1 How did the idea of unity being developed among Italians who had been governed by different dynastic rulers?
2. How Mazzini influenced the masses to create a unified Italy?
OBJECTIVES OF THE VALUE BASED QUESTIONS
1. The students can know the importance of unity and oneness from the topic UNIFICATION OF ITALY 2. One has to fight for the nation if required. 3. Succees never comes without hard work
QUESTIONS BASED ON HOTS:
1. Why a secret society called “ YOUNG ITALY” was created at that time by Mazzini? 2. Who could have been the members of Young Italy & howdid they maintain secrecy of their society? 3. OBJECTIVE BEHIND HOTS QUESTION. High Order Thinking Questions require students to analyse , apply , synthesise & evaluate information instead of simply recalling facts and encourage thinking & reasoning skills.
DIAGNOSTIC MEASURES
We can use “Response to Intervention” process in case there is a learning gap.It requires specialised testing through simple questions, MCQs, map skills etc.
REMEDIAL MEASURES
1.Peer group formation 2. Extra Classes 3. Solving Sample Question Papers.
SELF ASSESSMENT / REPORT:
A lesson Plan is a way to carry out the teaching process successfully. It extracts desired outcome from the learners. However there is no guarantee that a lesson plan fulfills all the expected needs of the learners.But lesson Plans have obvious benefits in most of the cases depending upon the teacher as well as the learners.
@To spread and inculcate the idea of nationalism among us.
LEARNING OBJECTIVE Students will be able to understand the meaning of nationalism and oneness for their country
LEARNING OUTCOME :@The students know the importance of nation & national feelings and they are aware of the present status of their country & the challenges it face.
CONTENT: 1. Italy was politically fragmented into7 dynastic states & multinational Habsburg Empire. 2. During 1830s, GIUSEPPE MAZZINI tried to unify Italy but failed. 3. The ruler of Sardinia- Piedmont King VICTOR EMMANUEL II tried to unify Italian states through wars. 4. He appointed Cavour as his Chief Minister. 5. CAVOUR tactfully allianced with France and successfully defeated Austrian Forces in 1859. 6. Under the leadership of GARIBALDI a large no. of armed volunteers joined the fray & succeeded in winning the 2 kingdoms of Sicily in the south. 7. In 1861 VICTOR EMMANUAL II was proclaimed the king of united Italy.
METHODOLOGY/ STRATEGIES
1.Lecture method with ample interaction with learners. 2. Questionnaire method . 3. Integrated approach.
TEACHING AIDS
Chalk,Duster,Blackboard/Whiteboard,Maps,PPT and Audio Visual aids
VALUES: 1. Patriotism 2.Importance of unity.
QUESTION BASED ON VALUES:
1 How did the idea of unity being developed among Italians who had been governed by different dynastic rulers?
2. How Mazzini influenced the masses to create a unified Italy?
OBJECTIVES OF THE VALUE BASED QUESTIONS
1. The students can know the importance of unity and oneness from the topic UNIFICATION OF ITALY 2. One has to fight for the nation if required. 3. Succees never comes without hard work
QUESTIONS BASED ON HOTS:
1. Why a secret society called “ YOUNG ITALY” was created at that time by Mazzini? 2. Who could have been the members of Young Italy & howdid they maintain secrecy of their society? 3. OBJECTIVE BEHIND HOTS QUESTION. High Order Thinking Questions require students to analyse , apply , synthesise & evaluate information instead of simply recalling facts and encourage thinking & reasoning skills.
DIAGNOSTIC MEASURES
We can use “Response to Intervention” process in case there is a learning gap.It requires specialised testing through simple questions, MCQs, map skills etc.
REMEDIAL MEASURES
1.Peer group formation 2. Extra Classes 3. Solving Sample Question Papers.
SELF ASSESSMENT / REPORT:
A lesson Plan is a way to carry out the teaching process successfully. It extracts desired outcome from the learners. However there is no guarantee that a lesson plan fulfills all the expected needs of the learners.But lesson Plans have obvious benefits in most of the cases depending upon the teacher as well as the learners.
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