humanities grade 8 navrachana international school ... 8 humanities.pdf · on battle of plassey. 6...

HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)

1

NO. OF SESSIONS

GRADE 8 (HUMANITIES)

ASSESSMENT OBJECTIVE (based on Assessment Criteria)

LEARNER PROFILE/ ATTITUDES

ATL SKILLS/ SUBJECT SPECIFIC SKILLS

INTERDISCIPLINARY

5

TOPIC- When , Where and How (History) H1 AOI- Human Ingenuity SIGNIFICANT CONCEPT Different sources whether indigenous or foreign help us to gain knowledge about Modern India CONTENT- 1-New Land Marks, 2. mapping , 3. Sources 4. Reconstructing the History. MYP UNIT QUESTION- What do you know about the legacies of British Rule?

CRITERIA A Knowledge and understanding CRITERIA B Investigating

Students should be able to know CRITERIA A 1 Use humanities

terminology in

context to New

Land Marks.

2 Demonstrate

knowledge and

understanding of

subject

Reconstructing the History through descriptions,

explanations and

examples

CRITERIA B

1Formulate a clear

and focused

research on

Mapping.

2 Follow an action

plan to investigate

a research on the

sources of history.

3 Use methods

accurately to

collect and record

information

consistent with the

research of New

Land marks.

LEARNER PROFILE Knowledgeable, Thinker, Communicator Principled Open Minded Reflective ATTITUDE- Appreciation Curiosity Interdependence Creativity.

TOPIC H1 Focus on: Communication , Reflection, Thinking, Transfer SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills

TOPIC H1 Language - A


2

4 Effectively

address the

research on

Reconstructing the History.

NO. OF SESSIONS





INTERDISCIPLINARY

5

TOPIC-The Expansion of British Rule (History)H2 AOI- Community and Services SIGNIFICANT CONCEPTS Develop effective inquiry skills to achieve conceptual understanding of how the Britishers became real masters of India. CONTENT 1 English East India Company 2 French East India Company 3 Carnatic wars 4 the Battle of Plassey 5 The Battle of Buxar 6 Administrative Organisation MYP UNIT QUESTION- Did Battle of Plassey determine the fate of India?

CRITERIA B Investigating CRITERIA C Thinking critically

Students should be able to know CRITERIA B 1 Formulate a clear and focused research on English east India Company. 2 Follow an action plan to investigate a research on the French east India company. 3 Use methods accurately to collect and record information consistent with the research of The Carnatic wars. 4 Effectively address the research on Administrative

LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Appreciation Commitment Tolerance.

TOPIC H2 Focuses on: Communication Thinker Collaboration Information Literacy SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills

TOPIC H2 History Geography.


3

Organisation CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on Battle of Plassey. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Battle of Buxar. 7 Recognize different perspectives and their implications of the three carnatic wars. 8 Make connections between information to make valid, well-supported arguments on how the Britishers who came to India with the intention of trade and then became the real masters.


4

NO. OF SESSIONS





INTERDISCIPLINARY

25

TOPIC- Natural Resources,( land , Soil and Water, Natural Vegetation and Wild Life, Minerals and Power Resources) G1, G2, G3, G4 AOI – Environment SIGNIFICANT CONCEPTS - Identify and develop a concern for human and environmental well-being in relation to natural resources. CONTENT – 1 Types of Resources Biotic, Abiotic Renewable, Non – Renewable, Potential, Actual, Agricultural, Pastoral, Energy, Mineral Resources. 2 Land, Mountain, Plateaus, Coastal Plains, Islands, The Indian Deserts, Soil, Water. 3 : Different Kinds of Forests, Conservation of Forest, Wild Life, Wild Life in India. 4 Minerals, Power

CRITERIA A Knowledge and understanding CRITERIA B Investigating CRITERIA C Thinking critically

Students should be able to know CRITERIA A 1 Use humanities

terminology in

context to Natural

resources.

2 Demonstrate

knowledge and

understanding of

subject natural and wildlife through descriptions,

explanations and

examples

CRITERIA B

1Formulate a clear

and focused

research on biotic

and abiotic

resources.

2 Follow an action

plan to investigate

a research on

Different kinds of

forests.

3 Use methods

accurately to

collect and record

information

consistent with the

LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Creativity Curiosity Empathy

TOPIC : G1, G2, G3, G4 FOCUS ON - Communication Collaboration Information Literacy SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills Investigative skills

TOPIC G1 Language A (English)

TOPIC: G2, G3, G4 connected to Physics Biology.


5

Resources, mineral and Power Resources in India, Hydroelectricity, Conserving Energy. MYP UNIT QUESTION : 1 Why are natural resources Important for us and to what extent that India is rich in natural Resources? 2 What are the advantages of using non - Conventional Resources ?

research of power

and mineral

resources.

4 Effectively

address the

research on

Resources in India

(CRITERIA - C) 5 Analyse concepts, events, issues, models and/or arguments on Wild Life in India. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of natural resources. 7 Recognize different perspectives and their implications of conservation of forests. 8 Make connections between information to make valid, well-


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supported arguments on how are natural resources different than man-made resources.

NO. OF SESSIONS





INTERDISCIPLINARY

10

TOPIC : The Role of the Constitution and Need for Laws, Vision Set forth in the Indian Constitution

(Social and Political Life) SP1, SP2 AOI : Human Ingenuity, Community and Service SIGNIFICANT CONCEPT : act upon opportunities to be a responsible Indian citizen CONTENT 1 Constitution 2 Changes in the Constitution 3 Importance of Law 4 Preamble 5 Fundamental Rights 6 Fundamental Duties MYP UNIT QUESTION : The Role of Constitution in a Democracy.


Students should be able to:

(CRITERIA B) 1Formulate a clear

and focused

research on

Constitution. 2

Follow an action

plan to investigate

a research on Importance of Law 3

Use methods

accurately to

collect and record

information

consistent with the

research of

Changes in the Constitution 4 Effectively

address the

research on

LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Appreciation Commitment Respect Integrity

TOPIC : SP1, SP2 FOCUS ON - Communication Collaboration Information Literacy SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills

TOPIC : SP1, SP2 Connected to History


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Fundamental Rights CRITERIA – C 5 Analyze concepts, events, issues, models and/or arguments on Fundamental Duties 6 Analyze and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Role of Constitution in a Democracy. 7 Recognize different perspectives and their implications of Preamble. 8 Make connections between information to make valid, well-supported arguments on how Constitution is the Framework that determines the making laws of in the country.


8

NO. OF SESSIONS





INTERDISCIPLINARY

5

TOPIC- The Revolt of

1857 ( History ) H3

AOI - Human Ingenuity

SIGNIFICANT CONCEPT :

develop effective inquiry

skills to achieve

conceptual understanding

about the revolt of 1857.

CONTENT :

1- Causes for the Revolt 2. Results of the Revolt 3. Queen Victoria's Proclamation 4. causes for the failure of the Revolt MYP UNIT QUESTION - What should one do to make an establishment believe in the right decisions/actions of people?


Students should be able to: CRITERIA B 1Formulate a clear and focused research on revolt of 1857 2 Follow an action plan to investigate a research on causes for the revolt. 3 Use methods accurately to collect and record information consistent with the research of Revolt of 1857 generated nationalism in India. 4 Effectively address the research Queen Victoria's Proclamation CRITERIA - C 5 Analyse concepts, events, issues, models

LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective

ATTITUDE – Appreciation Commitment Confidence

TOPIC : H3 FOCUS ON - Organisation Collaboration Information Literacy SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills

TOPIC H3 Language A (English)


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and/or arguments on Results of the Revolt 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of causes for the failure of the Revolt. 7 Recognize different perspectives and their implications of effect of revolt on the people. 8 Make connections between information to make valid, well-supported arguments on revolt of 1857.

NO. OF SESSIONS





INTERDISCIPLINARY

10

TOPIC – Agriculture, Major Crops.(Geography) G5, G6


Students should be able to

CRITERIA B

LEARNER PROFILE Knowledgeable Thinker

TOPIC : G5, G6 FOCUS ON - Organisation Collaboration

TOPIC : G5, G6 Hindi, Gujarati, Biology.


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AOI : Environment. SIGNIFICANT CONCEPT: develop effective inquiry skills to achieve conceptual understanding agriculture and major crops. CONTENT : 1 Types of farming 2 Commercial Agriculture 3 Major crops 4 Food crops 5 Beverage crops 6 Fibre Crops MYP UNIT QUESTION : 1 Why are farming practices different in different areas? 2 Where in India did the Green revolution show the best results?

1Formulate a clear and focused research on Cooperative farming.

2 Follow an action plan to investigate a research mixed farming

3 Use methods accurately to collect and record information consistent with the research of beverage crops. 4 Effectively address the research Shifting cultivation.

CRITERIA - C

5 Analyse concepts, events, issues, models and/or arguments on Fibre crops. 6 Analyse and evaluate a range of sources in terms of origin

Communicator Principled Open Minded Reflective ATTITUDE –

Information Literacy

SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills Investigative skills


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and purpose, recognizing values and limitations of why are farming practices in different areas. 7 Recognize different perspectives and their implications Commercial Agriculture

8 Make connections between information to make valid, well-supported arguments between Subsistence agriculture and intensive subsistence agriculture.

NO. OF SESSIONS





INTERDISCIPLINARY

5

TOPIC : Government at the Centre SP3 AOI : Community and

CRITERIA B Investigating CRITERIA C

Students should be able to CRITERIA B

LEARNER PROFILE Knowledgeable

TOPIC : SP 3 FOCUS ON - Collaboration

TOPIC SP3 History, Hindi, Gujarati.


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Service SIGNIFICANT CONCEPT : understand the interactions and interdependence of individuals, societies and environments in how the government functions. CONTENT : 1. The right to Know 2. Functioning of the Government 3. The legislature at the central Level 4. law making 5. The Composition of the executive MYP Unit Question : Difference between Democracy and Monarch. Discuss

Thinking critically

1Formulate a clear and focused research on government. 2 Follow an action plan to investigate a research on democratic government. 3 Use methods accurately to collect and record information consistent with the research of making of laws. 4 Effectively address the research on legislature CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on executive. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Democracy is the Government of

Thinker Communicator Principled Open Minded Reflective ATTITUDE – Interdependence

Respect

Integrity

Information Literacy

SUBJECT SPECIFIC SKILLS. Decision-making skills Investigative skills


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the People , For the People and By the People. 7 Recognize different perspectives and their implications . Functioning of the Government 8 Make connections between information to make valid, well-supported arguments between democracy and monarch.

NO. OF SESSIONS





INTERDISCIPLINARY

25

TOPIC : What is Disaster Management, Disaster Management - Earth Quake, Weather Related Disaster and man Made Disasters ( Geography ) G7, G8, G9, AOI :Environment SIGNIFICANT CONCEPT :

develop effective inquiry skills to achieve conceptual understanding

CRITERIA A Knowledge and understanding CRITERIA B Investigating CRITERIA C Thinking critically CRITERIA D Communicating

Students should be able to CRITERIA A 1 Use humanities terminology in context to disasters. 2 Demonstrate knowledge and understanding of subject disaster management


ATTITUDE – Creativity Curiosity

TOPIC : G7, G8, G9, FOCUS ON - Communication Thinker Information Literacy

SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills

TOPIC: G9 Physics, Chemistry.


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the different disasters and how to manage them. CONTENT :

1 Effects of Disaster 2 Loss of Life 3 Damage to Property 4 Environmental damage 5 Loss of Livelihood and work. 6 Earthquake zones in India 7 Precautions during an earthquake 8 Coping with an Earthquake 9 Floods 10 Cyclones 11. Droughts 12 Nuclear Disasters 13. Chemical Disasters 14. Biological Disasters MYP UNIT QUESTIONS

1 Discuss the Role of government in disaster management. 2 Why is Himalayan region so prone to earthquake? 3 Tsunami in Japan. Discuss

through descriptions, explanations and examples.

(CRITERIA B)

1 Formulate a clear and focused research on weather related disaster. 2 Follow an action plan to investigate a research on man – made disaster. 3 Use methods accurately to collect and record information consistent with the research of effects of Disaster. 4 Effectively address the research on Biological Disasters CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on . Chemical

Decision-making skills Investigative skills


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Disasters 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of earthquake as a disaster and also how to cope up with it. 7 Recognize different perspectives and their implications role of government in disaster management. 8 Make connections between information to make valid, well-supported arguments between nuclear and biological disasters. CRITERIA - D 9 Communicate information and ideas using an appropriate style


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for the audience and purpose for natural disasters. 10 Structure information and ideas of man- made disasters in appropriate format. 11 Create a list of sources of information of the different earthquake zones in India.

NO. OF SESSIONS





INTERDISCIPLINARY

15

TOPIC : Making of Laws, Judiciary ( Social and Political Life ) SP4, SP5 AOI : Community and service SIGNIFICANT CONCEPT : act upon opportunities to be a responsible Indian citizen. CONTENT : 1 Right to Information 2 Mazdoor kisan Shakti Sangathan 3 The structure of the


Student should be able to

(CRITERIA B)

1 Formulate a

clear and focused

research on laws.

2 Follow an action

plan to investigate

a research on right

to information.

3 Use methods

accurately to

collect and record

information


ATTITUDE – Commitment Integrity Respect Tolerance

TOPIC : SP4, SP5

FOCUS ON - Communication Thinker Reflective Collaboration Information Literacy

SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making

TOPIC : SP4, History TOPIC : SP5 Geography .


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Judiciary 4 Jurisdiction 5 High Courts 6 Distinction between Civil and Criminal Cases MYP UNIT QUESTION : 1 Law and Order in India. Discuss. 2 Recent Cases in Supreme Court. Discuss

consistent with the

research of

Mazdoor Kisan

Shakti Sangathan.

4 Effectively

address the

research on judiciary.

CRITERIA - C5 Analyse concepts, events, issues, models and/or arguments on . Jurisdiction.6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of civil and criminal cases. 7 Recognize different perspectives and their implications of law and order in India. 8 Make connections between information to make valid, well-supported

skills Investigative skills


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arguments between supreme and high court.

NO. OF SESSIONS





INTERDISCIPLINARY

10

TOPIC- Education And The British Rule, Women Reform ( History ) H4, H5

AOI- Community and Service SIGNIFICANT CONCEPT : understand the interactions and interdependence of individuals, societies and environments in relation to education and reforms. CONTENT: 1 Indigenous school 2 Coming of the British and the education 3 Concept of national education 4. Education - Self Identity and Power 5 Position of Indian women in the society. 6 Challenges and issues before the reformers. Widows and remarriages. 7 Child marriages. 8 Women and Education. MYP UNIT QUESTION - How does Education



CRITERIA B

1 Formulate a

clear and focused

research on

education.

2 Follow an action

plan to investigate

a research on

Indigenous school

3 Use methods

accurately to

collect and record

information

consistent with the

research of. Education - Self Identity and Power.

4 Effectively

address the

research on Concept of

LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Appreciation Commitment Confidence

TOPIC : H4, H5 FOCUS ON - Communication Thinker Collaboration Information Literacy

SUBJECT SPECIFIC SKILLS. Analytical skills Decision-making skills Investigative skills

TOPIC : H4, H5 Language A.


19

empower a person?

national education CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on Position of Indian women in the society. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Challenges and issues before the reformers. Widows and remarriages. 7 Recognize different perspectives and their implications of Child marriages. 8 Make connections between information to make valid, well-supported arguments


20

between Women and Education.

NO. OF SESSIONS





INTERDISCIPLINARY

10

TOPIC : The State and Social Justice, Untouchability SP6,SP7 AOI : Community and Service SIGNIFICANT CONCEPT : Men are born equal. CONTENT : 1The Last Rites 2 The Scheduled Castes 3 The Scheduled Tribes 4 Affect of Social inequalities on Economic Status. 5 Caste System. 6 Different forms of untouchability. MYP UNIT QUESTION : 1 Backward Class and Government. 2 What is law on manual scavenging?



CRITERIA B

1 Formulate a

clear and focused

research on

justice.

2 Follow an action

plan to investigate

a research on

caste system. 3 Use methods

accurately to

collect and record

information

consistent with the

research of

provisions for

different castes.

4 Effectively

address the

research on effect of social inequalities on economic status.

CRITERIA - C


ATTITUDE – Commitment Confidence Respect

TOPIC : SP5, SP6 FOCUS ON - Communication Thinker Collaboration Information Literacy.

SUBJECT SPECIFIC SKILLS. Decision-making skills Investigative skills

TOPIC : SP5, SP6 History.


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5 Analyse concepts, events, issues, models and/or arguments on manual scavenging. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of backward class and government. 7 Recognize different perspectives and their implications for schedule caste and schedule tribe. 8 Make connections between information to make valid, well-supported arguments between the different castes.

NO. OF SESSIONS





INTERDISCIPLINARY


22

15

TOPIC : Human Resources (Geography) G6 AOI - Health and Social Education SIGNIFICANT CONCEPT : human beings are the greatest resource that can make a nation strong and developed. CONTENT

1 Population Distribution 2 The Densely populated areas 3 Growth of Population 4 Factors influencing Population Distribution 5 Population Distribution in India 6 Pattern of Population 7 Improving Social structure and Welfare . MYP UNIT QUESTION : human beings are the greatest resource that can make a nation strong and developed. Explain.


Students should be able to CRITERIA A 1 Use humanities

terminology in

context to human

resources.

2 Demonstrate

knowledge and

understanding of

subject population

distribution. CRITERIA B 1 Formulate a

clear and focused

research on

densely populated

areas in India.

2 Follow an action

plan to investigate

a research on

Growth of Population 3 Use methods

accurately to

collect and record

information

consistent with the

research

Population Distribution in Indian 4 Effectively

address the

research on effects of

LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Appreciation Integrity Interdependence

TOPIC : G6 FOCUS ON - Communication Thinker Collaboration Information Literacy

SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills Investigative skills

TOPIC : G6 History, Business Studies.


23

population. CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on factors influencing Population Distribution 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Improving Social structure and Welfare . 7 Recognize different perspectives and their implications Pattern of Population 8 Make connections between information to make valid, well-supported arguments on how the quality of population is


24

determined.

NO. OF SESSIONS





INTERDISCIPLINARY

5

TOPIC : The Government and Economic Development ( Social and Political Life) SP 8 AOI- Health and Social education SIGNIFICANT CONCEPTS- India achieved a tremendous development in all fields CONTENT : 1 The State and development 2 Economic sector 3 highways 4 Ports 5 Air Ports 6 Power MYP UNIT QUESTION : What are the Achievements of India in the field of Technology?


Student should be able:

CRITERIA B

1 Formulate a

clear and focused

research on state

development.

2 Follow an action

plan to investigate

a research on

economic sector. 3 Use methods

accurately to

collect and record

information

consistent with the

research national highways. 4 Effectively

address the

research on ports in India.

CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on airports in

LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Commitment Confidence

TOPIC : SP8 FOCUS ON - Communication Thinker Collaboration Information Literacy

SUBJECT SPECIFIC SKILLS. Analytical skills Decision-making skills Investigative skills

TOPIC : SP8 History, Economics.


25

India. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of social sector. 7 Recognize different perspectives and their implications for education. 8 Make connections between information to make valid, well-supported arguments on how India has achieved a tremendous development in all fields?

NO. OF SESSIONS





INTERDISCIPLINARY

25

TOPIC : Industries, Major

Industries (Geopgraphy)

G7, G8

AOI : Community and

Service

CRITERIA A Knowledge and understanding CRITERIA B Investigating


LEARNER PROFILE Knowledgeable Thinker Communicator

TOPIC : G7, G8

FOCUS ON -

Communication

Thinker

Collaboration

TOPIC : G7, G8 Chemistry, Physics, Business Studies, Economics.


26

SIGNIFICANT CONCEPT

develop effective inquiry

skills to achieve

conceptual understanding

in industries and major

industries.

Content :

1 Factors Influencing

location of Industry

1a. Availability of Power 1b. Raw materials 1c. Transport 1d. Capital 1e. market 2 Major Industries MYP UNIT QUESTION : Evolution of Industrial Growth in India

CRITERIA C Thinking critically

terminology in

context to factors

influencing

location of

industries.

2 Demonstrate

knowledge and

understanding of

subject raw

material.

CRITERIA B 1 Formulate a

clear and focused

research on

availability of Power

2 Follow an action

plan to investigate

a research on

transport. 3 Use methods

accurately to

collect and record

information

consistent with the

research of growth of industries. 4 Effectively

address the

research on capital.

CRITERIA – C

5 Analyse

Principled Open Minded Reflective ATTITUDE – Interdependence Tolerance.

Information

Literacy

SUBJECT SPECIFIC SKILLS. Technical skills Decision-making skills Investigative skills


27

concepts, events, issues, models and/or arguments on factors influencing markets.

6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Industrialized nations must possess potential factors to become completely developed 7 Recognize different perspectives and their implications large scale industries. 8 Make connections between information to make valid, well-supported arguments on how industries are classified in


28

different ways.

NO. OF SESSIONS





INTERDISCIPLINARY

5

TOPIC : Rural Life (History) H6 AOI : Community and Service SIGNIFICANT CONCEPT : identify and develop a concern for human and environmental well-being CONTENT : 1 Rural Life. 2 Rural life in Mughal times. 3 East India Company. 4 Land Tenure Systems. 5 Commercialization of agriculture. 6 Famines. 7 Irrigation. 8 Indigo Revolt. MYP UNIT QUESTION : What the reason for India suffering from so many famines during the colonial period?


Students should be able to know CRITERIA B 1 Formulate a

clear and focused

research on rural

life. 2 Follow an action

plan to investigate

a research on East India Company.3

Use methods

accurately to

collect and record

information

consistent with the

research of land tenure systems. 4 Effectively

address the

research on ryotwari system. CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on famines. 6 Analyse and evaluate a range

LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Interdependence Tolerance. Respect Commitment

TOPIC : H6 FOCUS ON - Communication Thinker Collaboration Information Literacy

SUBJECT SPECIFIC SKILLS. Analytical skills Investigative skills

TOPIC : H6 Language A English, Social and Political Life.


29

of sources in terms of origin and purpose, recognizing values and limitations of Commercialization of agriculture. 7 Recognize different perspectives and their implications mahalwari system. 8 Make connections between information to make valid, well-supported arguments on Indigo revolt.

NO. OF SESSIONS





INTERDISCIPLINARY

25

TOPIC-The March to Freedom, Path beyond freedom. ( History ) H7, H8 AOI-Human Ingenuity and Community and Service SIGNIFICANT CONCEPT : India attained a democratic form of Government in 1947



terminology in

context to

nationalism. 2 Demonstrate

knowledge and

understanding of

subject growth of

LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE –

TOPIC : H7, H8 FOCUS ON - Communication Thinker Collaboration Information Literacy SUBJECT SPECIFIC SKILLS.

TOPIC : H7, H8 Language A English. Geography.


30

CONTENT : 1 growth of nationalism 2 Freedom Movement 3 Partition of Bengal 4 The Muslim League 5 The Rowlat Act 6 The Khilafat and Non Co Operation Movement 7 The Swaraj Party 8 The Dandi March 9 The Round Table Conferences 10 Quit India Movement 11 Birth of a New Nation 12 the India of my Dreams 13 Partition and its Aftermath 14 Our Foreign Policy 15 India and the UN 16 Our Socio economic Problems 17 Economic and Industrial progress 18 India and her Neighbours. MYP UNIT QUESTION - Is India free in all respects?

CRITERIA D Communicating

nationalism through

descriptions,

explanations and

examples. CRITERIA B 1 Formulate a

clear and focused

research on

Freedom movement 2 Follow an action

plan to investigate

a research on

Rowlat Act 3 Use methods

accurately to

collect and record

information

consistent with the

research of

Khilafat and Non Co Operation Movement 4 Effectively

address the

research on Swaraj Party CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on Dandi March. 6 Analyse and evaluate a range

Interdependence Tolerance. Respect Commitment

Technical skills Analytical skills Decision-making skills Investigative skills


31

of sources in terms of origin and purpose, recognizing values and limitations of Socio economic Problems. 7 Recognize different perspectives and their implications Partition and its Aftermath 8 Make connections between information to make valid, well-supported arguments between India and her Neighbours. CRITERIA - D 9 Communicate information and ideas using an appropriate style for the audience and purpose for India and the UN 10 Structure information and ideas of Our Foreign Policy in appropriate


32

format. 11 Create a list of sources of information of Birth of a New Nation

humanities grade 8 navrachana international school ... 8 humanities.pdf · on battle of plassey. 6...

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