KENDRIYA VIDYALAYA SANGATHAN 2022

BRIDGE COURSE
Social science
CLASS VIII

ACADEMIC YEAR 2022

 MODULE 1
DAY 1
TRACING THE CHANGES

Skill /Competencies/ Suggested

Target Learning Outcomes
Concept Strategies
Critical Appraisal of changes in Class
Evaluation, the activity
report writing subcontinent with time
Comprehension of passages from
Interpretation, primary individual
sources and appreciates its basic
Notes making thrust. activity
summarizing
Finding out differences/similarities
Observation, between Picture
interpretation, learner’s own life and surroundings
critical with the reflection
one depicted in the
thinking, analysis visual.

TLO: Critical Appraisal of changes in the subcontinent with

LEARNING ACTIVITY 1: time

Hold a planned mock press conference (with principal/teacher as

special invitee guest) in the class on the topic ‘Periodization of
Indian history into Ancient ,Medieval and Modern periods’ with
special reference to the main changes in different names used and
their meaning especially in the Medieval times. The bright group
of 8 shall answer, others shall ask questions including tricky ones
and note down answers and individually shall prepare a report.
(Video recording recommended also to be shown to class.)
 1. Make a tree sketch and provide all the sources of history as
leaves and importance of it in a caption.

2. Make a project report on the topic ‘Archeological and literary

sources’ of Medieval history. (to be evaluated in the peer
group)

LEARNING ACTIVITY 2: TLO: Comprehension of passages from primary

sources and appreciates its basic
thrust.

Write meaning of any 4 of the above (in 10 minutes.)

LEARNING ACTIVITY 3: TLO: Finding out differences/similarities between

learner’s own life and surroundings.
 Official meeting in medieval times

Individual Activity :‐ (Picture reflection) Find out similarities and differences

between a meeting then and now and write a report in 150 words.

Suggested Activities

You can similarly provide useful projects, teaching strategies and activities based
on resources at Vidyalaya level and round like field trip to a museum or a palace
or fort, panel discussion, Mock talk show, project method, film show, Power
Point Presentation, Quiz etc.

Worksheet

1. What are the sources of Medieval History?

2. Divide time period of Indian history into Ancient, Medieval and Modern
Periods?
3. What is the importance of written sources of Medieval History?
4. Divide time period of Indian history into Ancient, Medieval and
Modern.
 MODULE 2

DAY 2 ENVIRONMENT

Skill Target Learning Outcomes Suggestive Strategies

/Competency/Concep
t
Observation Understans the inter Individual task
Explanation relationship between Group activity
Differentiate natural environment and Role Play
Classification
Co‐relate human habitation game
Takes interest In Visit to a nearby
explorig the Park
surroundings, observes
The details

LEARNING ACTIVITY 1 TLO: Understands the interrelationship between natural

environment and human habitation.

ROLE PLAY:

Procedure:
The class will be divided into two groups and asked to present small skit based on
issues related to Environmental degradation and conservation.

For example: If all the trees are cut in the forest, what will be the consequences.
After the skit each group will analyze the issue raised by the other group and list
out the steps taken to protect the environment.

LEARNING ACTIVITY 2 TLO: Takes interest in exploring the surroundings,

observes the details
CLASSIFICATION GAME:
Procedure:
1. The class will be divided into four groups and asked to make a list of atleast
fifteen things from their surroundings.

2. Classify these things into Biotics, Abiotic, Natural and Human made
components in the given table:

Abiotic Natural
Biotic components components components Human made
components

Worksheet

1. Tick the correct answer:

a) Which one of these is a part of natural environment?

i) Tree iii) school
ii) Road iv) house
b) Which one of these is a biotic
component?
iii)
i) Soil rainwater
ii) rose plant iv) oxygen

2. Give one word for the following:

a) The surroundings and the conditions in which we live, constitute our
__________ .

b) The solid crust of the earth is known as ________________

 MODULE 3
DAY 3 WATER

Skill/Competency/Concept Target Learning Suggestive Strategies

Outcomes
Explain Understands the Individual task
classification importance of Water Group activity
Analyzing Resources Poster making
Knows about the
various
movements of water
Reflects
environmental
concerns in his/her
behavior.

LEARNING ACTIVITY 1 TLO: Understands the importance of Water resources

SLOGAN OR POSTER MAKING:

For ex.: Write the measures to conserve water in the given picture.
 SAMLPE ACTIVITY 2 TLO: Knows about the various movements of water

CLASSIFICATION GAME:

1. Classify the ocean currents into warm ocean currents and cold ocean currents:
a) Gulf stream e) Peru current
b) Labrador current f) Kuroshio current
c) Brazil current g) California current
d) East Australian current h) Canary current

Warm ocean
current Cold ocean current
G‐‐‐‐‐‐‐‐‐‐ C‐‐‐‐‐‐‐‐‐‐‐‐‐
B‐‐‐‐‐‐‐‐‐‐‐‐ L‐‐‐‐‐‐‐‐‐‐‐‐
E‐‐‐‐‐‐‐‐‐‐‐‐ C‐‐‐‐‐‐‐‐‐‐‐‐‐
K‐‐‐‐‐‐‐‐‐‐‐‐‐ P‐‐‐‐‐‐‐‐‐‐‐‐

WORKSHEET

Q1. Answer in one word:

a) What is the other name of hydrologic cycle?

_________________________

b) What is the cause for the occurrence of tides?

_________________________________
Q2. Write true or false:

a) The total amount of water on the earth‘s surface is fixed. (__________)

b) The highest high tide occurs only on the full moon day. (__________)
 c) The highest salinity is found near the poles. (__________)
MODULE 4

DAY 4 NATURAL VEGETATION

Skill/Competency/Concept Target Learning Suggestive Strategies

Outcomes
Explain Knows about various Individual task
Design types of natural Group activity
Creativity vegetation and Slogan
Analyzing understands the Role play
importance of
Bio
diversity
Reflects environmental
concerns in
his/her
behavior.

LEARNING ACTIVITY 1 : TLO: Reflects environmental concerns in his/her behavior.

1. Identify the pictures given below and answer the following question.
 a) What does the picture depict?______________

B) What is its significance?_______________

c) What plant is this?________________________

d) What kind of vegetation is this?_________________________

e) What kind of landform is seen in this picture?___________________

LEARNING ACTIVITY 2 TLO: Knows about various types of natural vegetation

GRID PUZZLE :
In this grid are hidden the names of grasslands of various countries. Look for them and
write down their names and colour them in grid also.

X Z A B S P N C E
P A M P A S L Q R
R L T X V E L D F
A O L C A M P O S
I Y P A N T F W T
R U O S N M T N E
I E K Q A O R A P
E R K K H B S Y P
S D B N Q Q E U E

Names of Grassland
 1. __________________________
2. __________________________

3. __________________________

4. __________________________

5. ___________________________

6. ___________________________

7. ___________________________

8. ___________________________

WORKSHEET

1. Give one word for the following:

a) The tropical evergreen forests are also known as the_______________
b) Tropical deciduous forests are also known as ___________________

2. Fill in the blanks:

a) The savannas in Africa are an example of _________ . (grassland/rainforest)

b) Mosses, Lichen and small shrubs belong to the ________ type of vegetation.

c) The Pine tree is a ____________ tree. ( coniferous/deciduous)

 MODULE 5
DAY 5 ROLE OF GOVERNMENT IN HEALTH

Skill/Competency/Concept Target Learning Outcome Suggestive

Strategies
Classificatio
Analyze Introduce the learner to n
Private and public
Compare & Contrast health Game
Explain care system. Individual
Classify Health care in India. Task
Evaluate Health care and equality. Group Task
Survey

LEARNING ACTIVITY 1

TLO: Introduce the learner to Private and public health

care system

Classification Game

Some words are given in the boxes choose these words and write them in their
appropriate column.
Clean, Crowded, High cost of treatment, Availability of Doctors, Lots of test,
Long queue, Mostly in urban area, Poor can afford, Not run for profit, Services
organized by the government.
 Public Health
Private Health Services Services

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

WORKSHEET:

1. What are the two broad categories of healthcare services?

2. Explain any two main features of Public health services.

3. Explain any two main features of Private.

 MODULE 6

DAY 6 STRUGGLES GOR EQUALITY

Skill/Competency/Concept Target learning outcome Suggestive strategies

Understand Introduce the learner to Picture

Comprehensio
Criticize different ways of n
Explain Struggles for equality Group
The Indian
Analyze Constitution discussion
as a living document

LEARNING ACTIVITY1
TLO: Introduce the learner to different ways
of
Struggles for equality.

COMPREHENSION BASED
Throughout the world in every community, village, city and town you will
find that there are some people who are known and respected because of their
fight for equality. Some people join protest movement to fight inequality. At the
same time others use their pen, or their voice to draw attention to issues of
inequality.
 1. What do you understand by inequality?

2. What do people do when they face inequality?

3. What is the reason for inequality in our society?

Worksheet
1. FILL IN THE BLANKS:

a) ‐‐‐‐‐‐‐‐‐‐‐‐‐the person who purchases a thing from another person, firm or

agency.

b) ‐‐‐‐‐‐‐‐‐‐‐is the trader who sells goods to consumer.

c) ‐‐‐‐‐‐‐‐‐‐‐is the person who earns his livelihood by doing manual labour.

d) ‐‐‐‐‐‐‐‐‐‐is a person who sells goods abroad.

e) All Indian’s are equal before ‐‐‐‐‐‐‐.

2. How has government tried to implement equality?

3. What do you mean by chain of market?

 MODULE 7

DAY 7 HOW WHEN AND WHERE

Skill /Concept/Competency Target Learning outcomes Suggestive Strategies

To understand the skills

and Introduce the learners to Pair and share activity
core concepts of sources
methods of historical ,
Inquiry and dates Group Activity
To understand the
different Delineate major Individual activity
ways to periodise Indian developments within the

history and politics time frame Written assignments

associated with it. involving inference
Suggest how the sources of
To evaluate various sources study for this period are
different to those of
for the modern period in earlier
India and problems
faced by periods.
historians while using
certain sources. Introduce the learners to
various kinds of
museums of
India
 TLO‐‐Suggest how the sources of study for this period are
LEARNING ACTIVITY 1 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?

LEARNING ACTIVITY 2 TLO‐‐Introduce the learners to core concepts of sources, and
dates
Written sources of studying history

Name some other written sources of history?

TLO‐‐Suggest how the sources of study for this period are

LEARNING ACTIVITY 3 different
to 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 Mill’s views were not accepted?

LEARNING ACTIVITIES TLO‐‐Introduce the learners to various kinds of
museums of India

Collect pictures of the museums of India and find out history associated with it.
Collect coins /stamps of different countries.

LEARNING
WORKSHEET
ASSESSMENT
• Arrange the following developments in proper chorological
sequence.
a) Battle of Plassey c) Industrial revolution in erg land
d) First Independence struggle of
b) Third battle of Panipat 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.

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

 MODULE 8
DAY 8 RULING THE COUNTRYSIDE

Skill /Concept/Competency Target Learning outcomes Suggestive Strategies

understand the skills and Introduce the learners to Pair and share activity
the change over a
methods of historical and period Group Activity
cultural inquiry of time. Individual activity
Map skills
understand the various land Introduce the learner to Role play
revenue system of the the idea that the
country growth of Written assignments

during 18th century new crops disrupted the

involving inference,
rhythms of peasant life
and
interpretation and
led to revolt
Evaluation

LEARNING ACTIVITY 1 TLO‐‐ Introduce the learners to the change over a period of
time.
Make a comparative table between permanent, Mahalwari and

Ryotwari system.
 Permanent Mahalwari Ryotwari

LEARNING ACTIVITY 2
TLO‐‐Introduce the learner to the idea that the growth of new crops disrupted
the rhythms of peasant life and led to revolt

Role play – The famous play Neel Darpan is based on the hardships faced by the Indian
peasant. Look at the script and do a role play based on it.

LEARNING ACTIVITY 3—VALUE BASED

AIM‐‐‐ Written assignments involving inference, interpretation and evaluation
Describe in short the role played by Gandhi in Champaran movement.

LEARNING ASSESSMENT
• Arrange the following developments in proper chorological sequence.
a) Battle of Plassey c) Industrial revolution in erg land

b) 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 directly.

• On a map of India shade the area of:

The Permanent Settlement
The Ryotwari settlement
The Mahalwari Settlement
 MODULE 9

DAY 9 POLITICSL FORMATIONS OF 18TH CENTURY

Sugges
ted
Skill /Competencies/ Strate
Concept Target Learning Outcomes gies

Individual
Exploration, Likes to explore activity,
taking surrounding group
initiatives her s activity

and takes
initiative in
talking to elders
and consulting
the library to
collect popular
tales.

TLO: Likes to explore her surroundings and takes

initiative in
LEARNING talking to elders and consulting the library to
ACTIVITY 1: collect popular tales
 Individual Activity – Collect the pictures of some famous Rajput
rulers, Later Mughal Rulers and Peshwas of the Marathas and
Guru Gobind Singh and paste in the scrap book .

Group Activity –Divide the class in group of ten students each.

Each group will collect the informations on the Marathas /
Rajputs /Sikhs and share this collected information with other
students of the class.

WORKSHEET

Short answer type question......

(a) Why was Awadh an important Province?

Long answer type questions....

(a) What is the contribution of the Pala rulers of Bengal to languages

and literature?

(b) Write the common features of the State of Hyderabad, Bengal and
Awadh?
 MODULE 10

DAY 10 TRIBAL DIKUS AND THE VISION OF GOLDEN AGE

Skill /Concept/Competency Target Learning outcomes Suggestive Strategies

Introduce the
To understand the skills learners Pair and share activity
and methods of
historical to discuss and debate Group Activity
Inquiry on different forms of Individual activity
tribal societies Collage/scrape book
Conducting interview
To understand the of
Show how
different ways of how government historical figures
records can be read
tribals lived in the to
reconstruct histories
Country of
tribal revolt

TLO‐Introduce the learners to discuss and debate on

LEARNING ACTIVITY 1 different

forms of tribal societies

Observe the picture and answer the following:
1. Who is in the above picture?
2. Which Tribal community he belonged to?
3. What was the role of Birsa in the Munda revolt in 19th century?
4. How did colonial rule affect Tribal lives?

LEARNING ACTIVITY TLO‐Show how government records can be read to

2 reconstruct
histories of tribal revolt

Write the names of four tribal groups under the following heads:

Shifting cultivation Settled cultivation

Suggested Activity
Collect pictures of various tribes of India and prepare a Collage /scrap book in a
unique and innovative manner.
 WORKSHEET
1. Write the names of the 12 Months of the Hindi calendar.
1 5. 9
2 6 10
3 7 11
4 8 12

2. Find out the following about the tribal of India: (any 2 tribal groups)
Their population
Language
Religious Practices
Their family structure
Occupation
 MODULE 11

DAY 10 MARGINALISATION AND SOCIAL JUSTICE

Skill/Competency/Concept Target learning outcomes Suggestive strategies

* Understand what is meant by

• Understanding marginalized. • Explanation
* Gain a critical understanding of
• Observation social and economic injustices. • Individual task
* Develop skills to analyse an
• Analyzing argument from the marginalised • Group Activities
point of view.
* To respect the tradition &
culture of • Source based
this group. Analysis

LEARNING ACTIVITY 1 TLO‐Students will learn about the way of livelihood of the
marginalized group.
Role Play
1. The teacher would divide the class into five groups.
2. Topic will be assigned to the each team.
3. Each team will enact a skit shown the way of livelihood of minority group.
LEARNING ACTIVITY 2 TLO‐Identify these people and write about their occupation
and habitat area.
SUGGESTED ACTIVITIES‐ Observe and report local Marginalised people and visit to local
mohala.

WORKSHEET
1. In the Indian Constitution, safeguards are provided to protect:
(a) Brahanmin (b) Minorities (c) Majority (d) Hindus

2. Who is an Adivasi?
(a) Who lives in a city
(b) Who lives in a village
(c)Who generally lives in close association with forests
(d) Who lives in foreign lands

3. Which of the following is a Marginal group?

(a) Muslims (b) Dalits (c) Adivasis (d) All of the above

4. Reservation Policy is adopted by the government for the benefits of:

(a) Scheduled castes (b) Schedule tribes (c) Backward classes (d) All of the these

5. What are the main problems of tribal communities?

6. Write in brief the New Forest Policy of 1988 with regard to tribal people.
7. Explain at least three different reasons why groups may be marginalized.
8. Why do we need safe guards for minorities.
 MODULE 12
DAY 12 PUBLIC FACILITIES

Suggestive
Skill/Competency/Concept Target learning outcomes strategies

* Role of government in the

economic
sphere.
• Observation * Links between people’s • Explanation
aspirations/needs and role of • Individual task
• Analyzing government.
• Group Activities

• Source based
Analysis

LEARNING ACTIVITY 1 TLO ‐ Links between people’s aspirations/needs and role of

government
Take some of the public facilities in your area, such as water, electricity, etc. Is
there scope to improve these? What in your opinion should be done? Complete
the table.

Name of the Facility Is it available? Scope for

Improvement
Water
Electricity
Roads
Public Transport
Are the above public facilities shared equally by all the people in your area? Elaborate.
LEARNING ACTIVITY 2 TLO‐ Links between people’s aspirations/needs and role of
government
Look at the following pictures and answer the questions that follow:

• What is being depicted in the above pictures?

• What does the Indian Constitution provide to all children of India?

• What is an important aspect of this right?

LEARNING ACTIVITY 3 TLO‐ Role of government in the economic sphere

Study the given pictures and answer the following questions:

• Which social evil is depicted in the picture?

• Which Constitutional Act bans such practice?
 WORKSHEET

1. In which state, water supply was handed over to Private Company?

(a) India (b) Bolivia (c) Brazil (d) Egypt

2. Who ensures that public facilities are made available to everyone?

(a) Governor (b) Parliament (c) Government (d) State Legislature

3. Which of the following right is not a part of the Right to Life?

(a) Right to Equality (b) Right to Freedom (c) Right to Information (d) None of these

4. Name any five ways through with the problem of water supply can be reduced.

MODULE 13
DAY 13 RESOURCES
Skill/Competency/Concep Target Learning
t Outcomes Suggestive Strategies

Understand the
resources
Awareness about location,
Understanding variety Individual task
and distribution of
resources
Develops awareness
Recognize towards Group Activities
resource conservation
Understand the
interrelationship
Analyzing Project work
between natural and
human
made environment
Appreciate Presentation

LEARNING ACTIVITY 1 TLO‐ Understand the resources

Circle those resources from Muskan’s list that have no commercial value as yet.
a. A good singing voice
b. Grandmother’s home remedies
c. Affection from son
d. Cotton cloth
 e. Copper ore
f. Intelligence
g. Medicinal plants
h. Medical knowledge
i. Coal deposits
j. Agricultural land
k. Clean environment
l. Good weather

LEARNING ACTIVITY 2 TLO‐ Develops awareness towards resource conservation

Give suitable title for the conservation of following resources:

1…………………………

2………................
3. ……………………...

LEARNING ACTIVITY 3 TLO‐ Awareness about location, variety and distribution of

resources
(a) Study the life styles of tribal’s living in and around your locality. Snap or draw a picture
a
n
d

p
a
s
te 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.
 WORKSHEET

1.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.
 MODULE 14

DAY 14 NATURAL RESOURCES AND VEGETATION AND WILDLIFE

Target Learning
Skill/Competency/Concept Outcomes Suggestive strategies

Kno abou th
Write/tell the meaning w t e meaning Pair and share
of land resources and
soil Activity
conservatio
n.
Understanding Understand the
importance
of resources in our Group Activity
life.
Appreciation Appreciat
e the judicious
resource
Use of s for Individual activity
sustainable
Evaluation development.
Develop awareness
resource
towards s Field Trips
conservatio
n and take
initiative towards
conservation
process.
LEARNING ACTIVITY‐1 TLO‐ Know about the meaning of land resources and soil
conservation

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.

LEARNING 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.
 WORKSHEET
1. 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.
 Module 15

DAY 15 AGRICULTURE

Skill/Competency/Conc Target learning Suggestive

ept Outcomes strategies

Recognize Understanding the natural resources Map Activity

provided by agriculture
and
appreciates their importance in
Recall our
life. Explain
Awareness about the location and
Distinguish distribution of main
crops.
Class Activities
Differentiate between the various
Appreciate types of farming
according
geographical conditions, demand Group work
of
Explain
production, labour and level of
technology.
Locate Flow Chart

LEARNING ACTIVITY‐1
TLO‐ Awareness about the location and distribution of main
crops
.

(i)On an outline map of the world, show the following:

(a)Two wheat producing countries of Asia
 (b)Ukraine area
(c) Prairies
(d) Wheat producing areas in Southern Hemisphere
(e) Two wheat exporting countries.

(ii) On the outline map of the world, show the following:

(a) Two important rice producing countries
(b) Two rice exporting countries
(c) The country in which highest yield per hectare is found
(d) Yangtse valley, Myanmar, Sri Lanka.

(iii) On the outline map of the world, show the following:

(a)Two cotton producing countries
(b) Two cotton exporting countries
(c) Nile Delta
(d) Cotton Belt of U.S.A.

(iv)On the outline map of the world, show the

following: (a)Two important tea producing
countries
(b) Coffee producing areas in Asia
(c) A country known as ‘Sugar Bowl’
(d) A country known for rubber plantation

LEARNING ACTIVITY‐2 TLO‐ Differentiate between the various types of farming

according to geographical conditions, demand of production,
labour and level of technology.
 Rice Cultivation with the help of
human labour Mechanised wheat farm

A farm in the U.S.A. A Farm in India

1. Name the chief rice producing nation.
2. Name the main wheat producing countries in the world.
3. Why is rice known as ‘labour‐intensive’ crop?
4. Observe and study the pictures carefully and compare agricultural development in
India and the U.S.A. State any four differences.
LEARNING ACTIVITY‐3 TLO‐ Awareness about the location and distribution of main crops

In the given political outline map of the World, five features a, b, c, d, and e have been
shown. Identify countries with these features, with the help of the information given below
and write their correct names on the lines drawn near them:

(a)Maximum production of rice in the world

(b)Maximum production of wheat in the world
(c) Maximum production of coffee in the world
(d)Maximum production of tea in the world
(e) Maximum production of jute in the world
 Suggested Activities‐
* Collect information regarding crops and production in your area.
* Visit to near agriculture farm to more know about food crops and cash crops.
* Prepare a chart showing difference between life style of farmers in the
developed countries and India on basis of pictures collected from magazines,
newspapers and the internet.

WORKSHEET
1. Tick the correct answer.
(i) Agriculture is an activity of the type:
(a) Primary (b) Secondary (c) Tertiary (d)
Quarternary

(ii) What is growing of grapes?

(a) Sericulture (b ) Pisciculture (c) Viticulture (d) Horticulture

2. What is zaid cropping season?

3. What is ‘Slash and Burn’ agriculture?
4. What are the physical conditions required for the cultivation of rice?
5. What has been the impact of mechanization on agriculture?
6. Describe the various steps taken by the Government of India to improve agriculture.
7. Distinguish between subsistence farming and commercial farming.
8. How does excessive use of chemical fertilizers affect soil fertility? How can we restore
soil fertility and maintain it?
 Module 16
DAY 16 INDUSTRIES

Skill/Competency/Conc Suggestive
ept Target Learning Outcomes Strategies

Explain Recalling secondary activities Demonstratio

Able to define industries on the n
Classification basis
of raw material, size and
ownership Class activity
Enumerate The meaning of industrial regions
and Group Work
location and distribution in the
world
Understanding with special reference in
India.
Explanation
Remembering
Map Activity

LEARNING ACTIVITY‐1
TLO‐ The meaning of industrial regions and location and
distribution in
the world with special reference in
India

(i) On an outline map of the world, identify the following:

(a)Pittsburg (b)Ruhr Valley (c) Ukraine (d)Tokyo‐Yokohama (e) Damodar Valley
(ii) On the outline map of the world, show the following:
(a) An important steel Centre of Russia
(b) An important steel Centre each in Europe and U.S.A.
(c) Cotton textile centre each in Russia and China
(d) New England Region
(e) Manchester
(f)Osaka

LEARNING ACTIVITY‐2 TLO‐ The meaning of industrial regions and location and
distribution in the world with special reference in India

On an outline map of the World show the following industrial region of the world.

a. Durban b. Melbourne c. Kuzbos d. St. Petersburg e.

Vancouver
 SUGGESTED ACTIVITIES‐
* Observe and report about local manufacturing industry.
* Visit to an industry/local mining area.

WORKSHEET

A. Tick the correct answer‐

1. Superior lake is located in
(a) North America (b) South America (c) Africa (d)Asia
2. Which city is known as the Manchester of Japan?
(a) Tokyo (b) Osaka (c) Nagasaki (d)Kobe
3. Hugli region is located in state………..
(a) Punjab (b) Kerala (c) West Bengal (d) Tamil Nadu
4. Jamshedpur is famous for which industry?
(a) Iron and Steel (b)Chemical Fertilizer (c)Cotton Textile
(d)Petro Chemical

B. Write full form of following words.

BEL BHEL HAL NAL DRDO ISRO NAL
C. How does infrastructure help in industrial development?
D.Why are cotton textile mills decentralized in the country?
E.Distinguish between agro based industry and heavy industries.
 MODULE 17
DAY 17 HUMAN RESOURCES

Skill/Competency/Conc
ept Target Learning Outcomes Suggestive strategies

Awareness about human

Understanding resources.
Appreciate the gender quality and Explanation
Appreciate respect for human dignity.
Analysis of the population
distribution Group Activity
Analyzing in the world.
Understanding the factors affecting
Individual Task
distribution of population.
Applying
Map skill

SAMPLE ACTIVITY‐1 TLO‐ Appreciate the gender quality and respect for
human dignity

(i)On an outline map of the world, show the following:

(a) The country with the largest population in the world.
(b)Two areas of low density of population.
(c) A desert with sparse population.
(d) A sparsely populated areas in Asia.
(e) A densely populated area in N. America.
(f) A sparsely populated forested area.

(ii) On an outline map of India show the following:

(a) Two states/ union territories which have sex ratio of 880 or less.
(b)Show the sex ratio of your state
(c)Show two such states whose literacy percentage is between 71 and 80.

(d) Compare density of population of Delhi and Chandigarh with that of

Arunachal Pradesh.
 SAMPLE ACTIVITY‐2 TLO‐ Analysis of the population distribution in the world

Read the following map and give answer.

a. Which countries have higher population growth rate in the world

b. Identify two countries with lower population growth rate
c. Which factors are responsible for low population growth rate in European Countries
d. Identify Saudi Arabia, Chad and Niger
 LEARNING ACTIVITIES‐

*Collect data related to population of your locality and calculate population density.

WORKSHEET
1. Tick the correct answer.

(i) What was the total population of India in 2011?

(a) 100 crore (b) 101 crore (c)121 crore (d)103 crore

(ii)Which is densely populated area?

(a) Ganga Plain (b)Andes (c)Alps (d)Himalayan

2. Which geographical factors affect the distribution of population?

3. What is meant by dependent population?
4. Plain occupy about half the world’s land surface but support more than 90% of world
population; Giver reasons.
5. What is a population pyramid? Explain the main features of the population pyramids of
India, Japan and Kenya
 MODULE 18

DAY 18 WOMEN CASTE AND REFORM

Skill Target Learning

/Concept/Competency outcomes Suggestive Strategies

To understand the skills Discuss why so many

reformers focused
and methods of on Pair and share activity
the women’s
historical inquiry question, Group Activity
and how they
visualized Individual activity
Debates around sati, a change in women’s Debate /Seminar
widow remarriage,
child conditions.
marriage and age of Outline the history of

consent. new laws that affect

women’s lives.
Illustrate how

autobiographies,
biographies and
other
literature can be
used to
reconstruct the
histories
of women.
 LEARNING ACTIVITY 1 TLO‐‐ Illustrate how autobiographies, biographies and other
literature can be used to reconstruct the

Primary sources for studying history

While an autobiography is usually written by the subject instead of another writer, some
individuals hire a writer to assist with the document. Usually, this results in a dual by‐line
that includes both names.

Some of the most famous autobiographies include "The Diary of a Young Girl" by Anne
Frank, "Night" by Ellie Wiesel and "Long Walk to Freedom" by Nelson Mandela. Famous
biographies include "Steve Jobs" by Walter Isaacson, "John Adams" by David McCullough
and "Team of Rivals: The Political Genius of Abraham Lincoln" by Doris Kearns Goodwin.

1 what is the difference between an autobiography and biography?

LEARNING ACTIVITY 2 – TL0‐ Discuss why so many reformers focused on the women’s question
and how they visualized a change in women’s conditions

Read the passage and draw your own conclusion.

Ishwar Chandra Vidyasagar is considered as one of the pillars of Bengal renaissance. In other
words, he managed to continue the reforms movement that was started by Raja Ram Mohan
Roy. Vidyasagar was a well‐known writer, intellectual and above all a staunch follower of
humanity. He brought a revolution in the education system of Bengal. In his book, "Barno‐
Porichoy" (Introduction to the letter), Vidyasagar refined the Bengali language and made it
accessible to the common strata of the society. The title 'Vidyasagar' (ocean of knowledge)
was given to him due to his vast knowledge in almost all the subjects. Poet Michael
Madhusudan Dutta while writing about Ishwar Chandra said: "The genius and wisdom of an
ancient sage, the energy of an Englishman and the heart of a Bengali mother
LEARNING ACTIVITY 3 –

Identify the system.

Write a short note on this system?

Suggested Activities

Collect pictures of Swami Vivekananda find out history associated with him.
 WORKSHEET

Read the passage and answer the following questions‐

Raja Ram Mohan Roy was a key social reformer of modern India and a vital personality of
Indian Renaissance period. Due to his contribution to social reforms he was also called the
"Father of Modern India". He established the Atmiya Sabha and Brahma Samaj which played
an important role in abolition of Sati and child marriage. He was a scholar and a great
educationist who had detailed knowledge of Sanskrit, Persian, English, Arabic, Latin and
Greek. He supported English as a medium of teaching in India as he believed that teaching
through English language was superior to traditional Indian education system.

1. Who was Raja Ram Mohan Roy?

2. What are his contributions in the field of education?

3. Write note on Brahma Samaj ?

 ASSESSMENT DURATION : 1 HOUR

Q. 1 Fill in the blanks...

(a) Asaf Jah was first made the governor of........

(b)The capital of Bengal under the Mughals.........

(c)The saints devoted to Vishnu were called......

d) The surroundings and the conditions in which we live, constitute our __________ .
e) Land cover about……………………percent of total surface area of the Earth
(f) Manikaran is located in the state of ______.

Short answer type questions......

(a) Give a life sketch of Guru Nanak.

(b) Why was Awadh an important Province?

(c) What is an ecosystem?

(d) Why people do not sink in the saline water?

(e) What is shifting cultivation?

(f) Describe the different methods of extracting minerals

 Long answer type questions....

(a) What do you know about the Bhakti Movement? What were its basic

principles?

(b)What is the contribution of the Pala rulers of Bengal to languages and

literature?

(c) Write the common features of the State of Hyderabad, Bengal and Awadh?

(d) What is the difference between Emigrants and Immigrants?

(e) What are the main factors affecting location of industries?

(f) What are the main features of agricultural farms in the U.S.A.?

(g) Observe the picture to answer the following questions ‐‐

1 Why did indigo Rebellion take place?

2 How did it affect the peasants?

3 Can you think of some other name for the Rebellion?

(h) Weavers often belonged to communities that specialized in weaving. Their skills
were passed on from one generation to the next. The Tanti weavers of Bengal, the
julahas or momin weavers of north India, sale and kaikollar and devangs of south India
are some to the communities famous for weaving.

Read the paragraph and write the answers of following question:

i. Who are weavers?

ii. Name some weavers of North and South India?

iii.Why is muslin named so?

MAP based questions:

On an outline map of India show the followings

(a)Cotton Producing area in India (b)TISCO Plant

(c)Manchester of India (Ahmedabad)

(d) Gurgaon‐Delhi‐Meerut industrial region