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

WORKSHEET I‐

Skill /Concept/Competency Target Learning outcomes Suggestive Strategies

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 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 1TLO ‐ 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 2TLO ‐ Develops awareness towards resource conservation

Give suitable title for the conservation of following resources

1…………………………

2………................

3……………………...

SAMPLE ACTIVITY 3TLO ‐ Awareness about location, variety and distribution ofresources

(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 soilconservation

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 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 ourlaws.

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?