INTRODUCTION
Education is a developmental process, which transforms learners. It brings about a change in the mental and physical behaviours of students. To bring about this change, teachers need to introduce their students to concepts, generalizations, issues and skills. which seem relevant to their lives.
Social Science is one of the subjects which brings students closer to their envirornment, society and the intricacies of the geographical, social, economic and political processes. It enables them to understand the process of social change and the role that they can play towards this change.
With the onset of the new millemium, many challenges have been thrown in the school education system. Information explosion and widespread use of information technology has emphasised further demands on the education system. It is imperative to be sensitive to changing societal needs and expectations. In Social Science education particularly there has been a felt need to make its learning interesting. motivating and participatory in nature.
Sensing this need of its schools, the CBSE introduced Internal Evaluation in Social Science at secondary stage since the 2004 academic session of class IX.
The Internal Evaluation of 20 marks for each of classes IX and X will have the following break up:
Part 1 Class tests, term tests, etc. 10 marks
Part 2 Assignments 5 marks
Part 3 Project work 5 marks
As each of these different types of assessment evaluate differert aspects of learning the evaluation should reflect the actual effort and performance of the learner. No changes should be made to the marks given by the evaluator to enhance overall performance of the students.
Brief guidelines with respect to Internal Evaluation in Social Science at the Secondary Stage have alrearly been sent to schools. The present guidelines Part 3 pertain to evaluation of Project work.
Part 3 : PROJECT WORK
A. PROJECT WORK REQUIREMENTS
The project work in Social science entails the following requirements:
1. The projects will be evaluated internally and continuously.
2. All the concerned Social Science teachers in consultation with each other should share evaluation of the projects.
3. Questions based on the conclusions of the project will be given as a test (oral or written) of 10 minutes duration after the submission of the project.
S. NO. | ASPECTS | (Marks) |
1. | Content accuracy and originality | 2 |
2. | Presentation and creativity | 1 |
3. | Process of Project Completion: Initiative, cooperativeness, participation and punctuality | 1 |
4. | Viva or written test for content assimilation | 1 |
| Marks for one project | 5 |
| Total marks for 2 projects in Class IX and one Project in class X | 10/5 |
| Total marks for intemal evaluation (class XDC) | 5 |
E. Criteria for project work
Following will be the criteria for evaluating Project Work:
Content accuracy and originality | �Reads original sources and chooses content from books and internet |
Presentation | �Presents report with original thoughts and opinions supported by facts |
Process of Project Completion | �Chooses topics on ones own, shares information willingly, interacts with teachers and peers willingly, takes responsibility |
Viva Voce | Answers of all questions in written or oral form should |
Teachers’ report in the given proforma will be attached at the end of the report.
Project 7 - Population Distribution
Project 8 - Gender Status (Sex Ratio pattern and its implications)
Project 9 - Adolescent Myths and issues
Project 10 - Population characteristics of my school
Project 11 - Changing area under Forest and its impact on Environment
Proiect 12 - Conservation of Natural Resources
Project 13 - Water Resources
Project 14 - Working of Institutions
Project 15 - Rights.
Project 16 - Managing Disasters- The Role of Students Project 17 - Preparedness for a disaster
CLASS IX Project 1: Imperialism and its impact
1. Agriculture and Forestry: Impact of Deforestation impact as reflected in environment in the 18th-20th century.
2. Colonialism and its impact on Environment both positive and negative.
Project 2: Pastoral Economy communities in Asia or Africa
1. Choose at least 2 communities from Asia or Africa.
2. Prepare a photo essay on the life of the community using pictures and drawings.
3. Describe the impact of colonialization through policies of the colonizers - steps taken for the development of these communities and impact of colonization on their development in the 18th and 19th Centuries.
Project 3: Clothing: A Social History of Development
1. Interview different classes of people on the clothes they wore when they were young.
2. Trace the trend in clothes worn at work, leisure, sports in the early 19th C and today in the World and India.
3. Trace the impact of colonization on the handloom workers and industry and compare it with changes in Handloom and Khadi industry since Independence.
Project 4: Women’s Role in History
Choose 2 women from different fields and document their lives, writings and their contribution to society. The women are to be chosen from women philosophers, political workers, revolutionaries, lawyers, doctors, soldiers and social workers of the 19th and 20th century.
Project 5: Project on changing trends in cinema in the 20th century
1. View at least 15 feature films of different time periods in the 20th century in Hindi or regional languages.
2. Evaluate the changing values that the film reflects about society.
3. Describe the change in the depiction of heroes and heroines over the years in the films.
4. Write a review of at least 2 of the films for newspaper.
Based on this write a report analysing the Population Composition of your school with suitable diagrams and tables.
(i) Parental education level
(ii) Occupation of Parents
(iii) Family size and their sex and age
Project 11: Changing area under forest and its impact on environment
(i) Collect data of area under forest in different states of India since 1980 and interpret the trends.
(ii) Collect case studies on shifting agriculture and its impact in India/world.
(iii) Collect information on Forest Rights and Environmental Policy of the Government in the Eighth, Ninth and Tenth Five Year Plans. Give your views on how these policies would help/hinder conservation of forests/environment.
Project 12: Conservation of Natural Resources
Collect information on Bioreserves, National Parks and Wildlife Sanctuaries focusing on the policy of conservation of endangered species.
Collect pictures, travel writings, photographs and brochures to describe the special characteristics of these natural reserves.
Project 13: Water Resources
Choose any one river/water body in India and prepare a project. Some guidelines are given:
1. For Rivers make maps on the source, course, catchment area, the tributaries, states benefited.
2. Collect data on the length of the river, the frequency of flooding and dams and reservoirs on them.
3. Geographic features formed by the river along its upper, middle and lower course pictures, drawings etc.
4. For the water body, identify the special characteristics of the water body, its location and extent, the geographical and geological history of the formation of the water body, pictures and data on depth and area.
5. Legends associated with the river, songs related to water and river.
6. How the river/water body benefits the people-system of water distribution in an urban or rural area.
7. Problems associated with the river/water body.
8. Conservation of the river/water body - Traditionai or modern method of water conservation-some methods used.
9. Issues related to water such as Big Dam development, contamination and purification of water, sharing of water resources.
Project 14: Analysing the composition of the Lok Sabha
1. Study the current composition of the Lok Sabha.
2. Write a manual of instructions and make kit lists for use by teachers to manage Laboratory classroom, corridors and school building security buses etc.
3. Prepare instructions to deal with any accidents in school or in the bus.
LIST OF SUGGESTED PROJECTS FOR CLASS X
(Students to choose anyone project)
Project 1 - Cultural Heritage of India
Project 2 - The development and changes in Agriculture/Industry in the world till today
Project 3 - Consumer Awareness
Project 4 - Globe Issue - Human Rights
Project 5 - Administering Disaster Management
Proiect 6 - Manual for Disaster Management
PROJECT I: CULTURAL HERITAGE OF INDIA
Select any one of the following aspects for the study and work out the details.
I. Architecture in theAncient and Medieval times in India
The project will cover aspects related to the monuments listed in the social science text book such as Konark, Khajuraho, Kailashnath. Buddhist sites, Sanchi, Bull capital, Ajanta and Ellora, architecture of the Sultanate and the Mughal period. For each monument, information is to be presented on the following points:
• Who built it and the historical significance
• Location on the map
• Physical environment at the monument at present
• Features of the monument
• Materials used in construction
• Stories and legends associated with the monument
• Ways to protect the monument
• The need to preserve and protect the monument
II. Language and Literature in Ancient and Medieval times in India
• Scripts and their evolution to today’s alphabets in the different languages.
• The important literary works in different languages.
• Drawings of the manuscripts - decorations etc.
• Authors and their life sketches
• The role of this information for understanding history
III. Music and Art in the Ancient and Medieval times
• Themes and samples of the music and continuation of styles in each period
• Instruments and their uses in classical and folk music
• Themes and samples of the art and continuation of styles in each period
• Materials, styles and colours used in the art work
• Information that can be inferred from the pictures about jewellery, clothes, activities, beliefs, and life styles.
PROJECT 5: ADMINISTERING DISASTER MANAGEMENT
1. Interview any of the Govt./Non-Government functionaries in your locality on their role in Disaster Management:
• Senior District Magistrate
• Additional District Magistate
• Sarpanch
• Head of any NGO - dealing in Disaster Management
• Police inspector, Superintendent of Police
• Civil Defence Warden
• Home guard personnel
• NCC Commandant in the school
• Municipal authorities
2. Enquire from at least 20 persons from different walks of life in your locality or school on the areas in disaster management and preparedness plans developed by them.
3. Prepare a report on the areas where awareness is needed and find out the local resources available to create awareness.
PROJECT 6: MANUAL FOR DISASTER MANAGEMENT
1. Choose to be any authority on Disaster Management such as Village Sarpanch, Disaster Magistrate, Police Inspector or Fire Services officer.
2. Formulate laws or rules to be followed in a disaster for the most vulnerable groups.
3. Prepare a manual for your department’s officials to follow in an emergency. It should include rules to follow for health, safety, relief availability and distribution, law and order etc.
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