An Introduction to History
When, Where and How

(a) The time frame under study.

(b) The geographical framework.

(c) Sources.

Explain the specific nature of the discipline.

(a) Familiarize the learner with the major developments to be studied.

(b) Develop an understanding of the significance of geographical terms used during the time frame.

(c) Illustrate the sources used to reconstruct history.

The Earliest Societies

(a) Hunting and gathering as a way of life, its implications.

(b) Introduction to stone tools and their use.

(c) Case study: the Deccan.

(a) Appreciate the skills and knowledge of hunter gatherers.

(b) Identify stone artefacts as archaeological evidence, making deductions from them.

The First Farmers and Herders

(a) Implications of farming and herding.

(b) Archaeological evidence for crops, animals, houses, tools, pottery, burials, etc.

(c) Case study: the North-West, and North-East.

(a) Appreciate the diversity of early domestication.

(b) Identify the material culture generated by people in relatively stable settlements.

(c) Understand strategies for analyzing these.

The First Cities

(a) The settlement pattern of the Harappa civilization.

(b) Unique architectural features.

(c) Craft production.

(d) The meaning of urbanism.

(e) Case study: the North-West.

(a) Appreciate the distinctive life in cities.

(b) Identify the archaeological evidence of urban centers.

(c) Understand how this is used to reconstruct processes such as craft production

Different Ways of Life

(a) The Vedas and what they tell us.

(b) A contemporary chalcolithic settlement.

(c) Case studies: the North-West and the Deccan.

(a) Appreciate that different developments were taking place in different parts of the subcontinent simultaneously.

(b) Introduce simple strategies of textual analysis. (c) Reinforce the skills of archaeological analysis already developed.

Early States

(a) Janapadas to Mahajanapadas

(b) Case study: Bihar, Magadha and the Vajji confederacy.

(a) Introduce the concept of the state and its varieties.

(b) Understand the use of textual sources in this context.

New Ideas

(a) Upanisads.

(b) Jainism.

(c) Buddhism.

(a) Outline the basic tenets of these systems of thought, and the context in which they developed and flourished.

(b) Introduce excerpts from sources relating to these traditions.

The First Empire

(a) The expansion of the empire.

(b) Asoka

(c) Administration

(a) Introduce the concept of empire.

(b) Show how inscriptions are used as sources.

Life in towns and villages

(a) The second urbanization.

(b) Agricultural intensification.

(c) Case study: Tamil Nadu.

a) Demonstrate the variety of early urban centers— coastal towns, capitals, religious centers.

(b) Illustrate the use of archaeological material including coins, sculpture, as well as textual sources to reconstruct social and economic histories.

Contacts with Distant lands

(a) The Sangam texts and long distance exchange. Suggested regions: the Tamil region, extending to south east Asia and the west.

(b) Conquerors from distant lands: north western and western India.

(c) The spread of Buddhism: north India to Central Asia.

(a) Introduce the idea of different contexts of contact between distant lands, and the motivating forces (including conquest).

(b) Examine the implications of journeys within the subcontinent.

(c) Illustrate the use of textual and visual material for reconstructing the histories of such contacts.

Political Developments

(a) Gupta empire and Harshavardhana.

(b) Pallavas and Chalukyas.

(a) Introduce the idea that strategies of expansion, and their logic, differ.

(b) Explain the development of different administrative systems.

(c) Understand how prasastis and caritas are used to reconstruct political history

Culture and Science

(a) Literature, including the Puranas, the epics, other Sanskrit and Tamil works.

(b) Architecture including early monasteries and temples, sculpture, painting (Ajanta);

(c) Science.

a) Develop a sense of appreciation of textual and visual traditions of the period.

(b) Introduce excerpts from texts and visual material for analysis and appreciation.

Planet: Earth in the solar system.

To understand the unique place of the earth in the solar system, which provides ideal condition for all forms of life, including human beings;

(Periods-8)

Globe: the model of the earth, latitudes and longitudes; motions of the earth rotation and revolution.

To understand two motions of the earth and their effects;

(Periods-12)

Maps: essential components of maps distance, directions and symbols.

To develop basic skills of map reading;

(Periods-10)

Four realms of the earth: lithosphere, hydrosphere, atmosphere and biosphere: continents and oceans.

To understand interrelationship of the realms of the earth;

(Periods-12)

Major relief features of the earth.

To understand major landforms of the earth;

(Periods-10)

India in the world: physiographic divisions of India – mountains, plateaus and plains; climate; natural vegetation and wild life; need for their conservation.

To comprehend broad physiographic divisions of India; To describe the influence of land, climate, vegetation and wildlife on human life; To appreciate the need for conserving natural vegetation and wild life.

(Periods-13)

Project/Activity

• Make a chart showing distance of the planets from the sun.

• Draw a sketch of your school and locate the following:

1. the principal’s room
2. your classroom
3. playground
4. library

• Show the major wildlife sanctuaries of your region on a political map of India.·

• Arrange for a trip to a wildlife sanctuary or zoo.

Note: Any similar activities may be taken up.

UNIT 1: Diversity

In this unit we focus on various aspects of diversity. The first section begins by having the child recognize diversity as a fact of being human and understanding diversity as different ways of doing the same thing. The second section builds on this by having the child interrogate societal prejudices against diversity, recognizing that the self can be made up of multiple identities and that the Constitution compels us to respect diversity.

Section 1

• Diversity as a fact of being human.
• What diversity adds to our lives.
• Diversity in India.

Section 2

• Prejudice and discrimination.
• Inequality and discrimination.
• Recognition of multiple identities in oneself.
• The Constitution and respect for diversity.

To enable students to:

• understand and appreciate various forms of diversity in their everyday environments,

• develop a sensitivity towards pluralism and interdependence,

• understand how prejudice can lead to discrimination,

• understand the difference between diversity and inequality,

• recognize that there are multiple identities within ourselves that we use in different contexts and that these can come into conflict with each other,

• understand that the Constitution compels us to respect diversity

UNIT 2: Government

This unit introduces the student to the idea of government. The first section focuses on the need for it, the history of adult franchise, the various types of governments that exist at present. The second section discusses the key elements that influence the functioning of democratic government.

Section 1

• The need for government.
• Decision-making and participation.
• The quest for universal adult franchise through examples of the sufferagate movement and the antiapartheid struggle.
• Various forms of government and absence of collective sanction.

Section 2

Key elements that influence the functioning of democratic government:

• Participation and accountability.
• Resolution of Conflict.
• Concerns for Equality and Justice.

To enable students to:

• gain a sense of why government is required,

• recognise the need for universal adult franchise,

• appreciate need to make decisions with collective sanction,

• understand key elements that influence the functioning of democracy.

UNIT 3: Local Government

This unit familiarizes the student with both rural and urban local government. It covers the Panchayati Raj, rural administration and urban government and administration. The effort is to have the child draw contrasts and comparisons between the ways in which urban and rural local government function.

Section 1

Panchayati Raj

• Description of panchayat including electoral process, decision making, implementation of decisions
• Role of a gram sabha
• Women and the panchayat

Section 2

Urban Local Government

• Municipal corporation elections, decision making structures
• The provision of water and the work of the municipal corporation
• Citizens protests to get their grievances addressed

Section 3

Rural Administration

• Focus on a land dispute and show the role of local police and patwari.
• On land records and role of patwari.
• On the new inheritance law.

To enable children to

• understand local level of government functioning,

• understand the workings of the panchayati raj and appreciate its importance,

• gain a sense of who performs what role within the local administration,

• understand how the various levels of administration at the local level are interconnected,

• understand the intricacies involved in the local administration’s provision of water.

UNIT 4: Making a Living

This unit focuses on individuals earn a livelihood both in the rural and the urban context. The rural context focuses on various types of farmers and the urban one on various types of occupations people engage in to earn an income. The student should be able to compare and contrast the urban and the rural context.

Section 1

Rural Livelihoods

• Various types of livelihoods prevalent in a village.
• Different types of farmers: middle farmer, landless labourers and large farmers.

Section 2

Urban Livelihoods

• Difference between primary, secondary and tertiary occupations.
• Descriptions of various types of livelihoods including vegetable vendor, domestic servant, garment worker and bank employee.
• Differences between self-employed, regular employment and wage employment.
• The inter linkage between rural and urban lives through a discussion of migration.

To enable students to:

• understand conditions that underline and impact life strategies of various groups of people, • understand that these conditions and opportunities for making a living are not equally available to all.

Scheme of Studies and List of Vocational Courses

Application form to offer vocational courses

Secondary School Curriculum (Under NSQF)

Senior School Curriculum (Vocational)