\n- The nature of nomadism.<\/li>\n
- Formation of empires.<\/li>\n
- Conquests and relations with other states.<\/li>\n
- Historians\u2019 views on nomadic societies and state formation.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n
SECTION C: CHANGING TRADITIONS (50)<\/p>\n
\n- Introduction (7)<\/strong><\/li>\n
- Three Orders (14)<\/strong>
\nFocus: Western Europe, 13th-16th century<\/p>\n\n- Feudal society and economy.<\/li>\n
- Formation of states.<\/li>\n
- Church and Society.<\/li>\n
- Historians\u2019 views on decline of feudalism.<\/li>\n<\/ol>\n<\/li>\n
- Changing Cultural Traditions (15)<\/strong>
\nFocus on Europe, 14th to 17th century.<\/p>\n\n- New ideas and new trends in literature and arts.<\/li>\n
- Relationship with earlier ideas<\/li>\n
- The contribution of West Asia.<\/li>\n
- Historians\u2019 viewpoints on the validity of the notion \u2018European Renaissance\u2019.<\/li>\n<\/ol>\n<\/li>\n
- Confrontation of Cultures (14)<\/strong>
\nFocus on America, 15th to 18th century.<\/p>\n\n- European voyages of exploration.<\/li>\n
- Search for gold; enslavement, raids, extermination.<\/li>\n
- Indigenous people and cultures \u2013 the Arawaks, the Aztecs, the Incas.<\/li>\n
- The history of displacements.<\/li>\n
- Historians\u2019 viewpoints on the slave trade.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n
SECTION D:
\nPATHS TO MODERNIZATION (52)<\/strong><\/p>\n\n- Introduction (7)<\/strong><\/li>\n
- The Industrial Revolution (15)<\/strong>
\nFocus on England, 18th and 19th century.<\/p>\n\n- Innovations and technological change<\/li>\n
- Patterns of growth.<\/li>\n
- Emergence of a working class.<\/li>\n
- Historians\u2019 viewpoints, Debate on \u2018Was there an Industrial Revolution?\u2019<\/li>\n<\/ol>\n<\/li>\n
- Displacing Indigenous People (15)<\/strong>
\nFocus on North America and Australia, I8th-20th century.<\/p>\n\n- European colonists in North America and Australia.<\/li>\n
- Formation of white settler societies.<\/li>\n
- Displacement and repression of local people.<\/li>\n
- Historians\u2019 viewpoints on the impact of European settlement on indigenous population.<\/li>\n<\/ol>\n<\/li>\n
- Paths to Modernization* (15)<\/strong>
\nFocus on East Asia, late 19th and 20th century.<\/p>\n\n- Militarization and economic growth in Japan.<\/li>\n
- China and the Communist alternative.<\/li>\n
- Historians\u2019 Debate on the meaning of modernization<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n
(NOTE*: Keeping in view the importance of both the themes i.e. Japan and China, it is advised that both must be taught in the schools)<\/p>\n
\n- Map Work on Units 1-16 (10)<\/strong><\/li>\n<\/ol>\n<\/td>\n
\n\n- Familiarize the learner with ways of reconstructing human evolution. Discuss whether the experience of present-day hunting-gathering people can be used to understand early societies.<\/li>\n
- Familiarize the learner with the nature of early urban Centre\u2019s.<\/li>\n
- Discuss whether writing is significant as a marker of civilization.<\/li>\n
- Familiarize the learner with the history of a major world empire.<\/li>\n
- Discuss whether slavery was a significant element in the economy.<\/li>\n
- Familiarize the learner with the rise of Islamic empires in the Afro-Asian territories and its implications for economy and society.<\/li>\n
- Understand what the crusades meant in these regions and how they were experienced.<\/li>\n
- Familiarize the learner with the varieties of nomadic society and their institutions.<\/li>\n
- Discuss whether state formation is possible in nomadic societies.<\/li>\n
- Familiarize the learner with the nature of the economy and society of this period and the changes within them.<\/li>\n
- Show how the debate on the decline of feudalism helps in understanding processes of transition.<\/li>\n
- Explore the intellectual trends in the period.<\/li>\n
- Familiarize students with the paintings and buildings of the period Introduce the debate around the idea of \u2018Renaissance\u2019.<\/li>\n
- Discuss changes in the European economy that led to the voyages.<\/li>\n
- Discuss the implications of the conquests for the indigenous people.<\/li>\n
- Explore the debate on the nature of the slave trade and see what this debate tells us about the meaning of these \u201cdiscoveries\u201d.<\/li>\n
- Understand the nature of growth in the period and its limits.<\/li>\n
- Initiate students to the debate on the idea of industrial revolution.<\/li>\n
- Sensitize students to the processes of displacements that accompanied the development of America and Australia.<\/li>\n
- Understand the implications of such processes for the displaced populations.<\/li>\n
- Make students aware that transformation in the modern world takes many different forms.<\/li>\n
- Show how notions like \u2018modernization\u2019 need tobe critically assessed.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n\n\n\n\n- Project work – (10) periods<\/strong>
\nPlease refer Circular separately for guidelines.
\nProject work will help students:<\/strong><\/li>\n<\/ol>\n | |