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Formative Assessment
Manual for Teachers
Formative Assessment
Manual for Teachers
FORMATIVE ASSESSMENT
FEEDBACK TO
THE STUDENTS
ASSESSMENT CYCLE
INTERPRETATION
OF EVIDENCES
REPORTING TO PARENTS
SUMMATIVE ASSESSMENT
USE OF RESULT BY SCHOOL
LEARNING
OBJECTIVES
STUDENT NEEDS
TEACHING
LEARNING
PROCESS
INCLUDING
ASSESSMENT
Formative Assessment
Manual for Teachers
As evident from the above cycle, any assessment can be used as formative or summative. It depends on
the purpose of the assessment and difference in the way of reporting. The evidences gathered by the
assessments that do not form the base for further learning are not really formative assessments.
Hence, it must be noted that if and only if a teacher incorporates her insights and feedback for the
students in further learning processes in the classroom, only then can that assessment be termed a
'formative assessment'. Departing from the above said principle would yet again render an assessment
as a 'summative' assessment since it would not have contributed in further teaching input by the
teacher based on learner performance and would have terminated the learning cycle for the child.
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
While our teaching learning process is based on this taxonomy, assessments also need to be linked to
the cognitive levels. For example:
Particles of a liquid(a)
(b)
move randomly
(c)
(d)
With reference to Hooper, the author says, "Everything was going for him", What does it imply?
(a)
(b)
Formative Assessment
Manual for Teachers
(c)
(d)
Analysis
1.
How was Private Quelch's knowledge exposed even further as the Sergeant's classes went on?
Do you agree with Harold's parents decision of hiding from him the fact that his father was a
boxer? Why / Why not?
2.
Democracy is seen to be good in principle, but felt, to be not so good in practice. Justify the
statement with suitable arguments.
Advantages of MCQ's
Multiple choice questions provide a level of versatility since they are adaptable for various levels of
learning outcomes including simple recall of knowledge, analysis of phenomena, application of
principles, interpreting cause and effect relationships, etc. They have a higher validity since more
questions can be given to the student and therefore greater coverage of the syllabus can be done.
Multiple choice questions have an increased reliability because of the objectivity that is involved in
marking; and also facilitate increased efficiency as papers can be easily checked and marked.
Parts of an MCQ
Multiple choice questions consist of a question or a stem, distractors (or the incorrect options) and the
key, i.e., the answer. The stem, in a multiple choice item, can be in the form of a direct question, or in a
sentence completion format or in the form of a picture or diagram. For example:
Q1. A tin foil of length a and breadth b is rolled to make a cylinder.
What will be the volume of the cylinder?
a)
ab 2
4
b)
4 a 2 b
c) a 2 b2
d)
}
}
a2 b
4
STEM
DISTRACTORS
KEY - D
Formative Assessment
Manual for Teachers
There are several guidelines for effectively developing good quality multiple-choice questions:
G
It may cover more than one concept when a higher cognitive level has to be tested.
Answer options should be plausible and similar in context, ideas and focus.
Formative Assessment
Manual for Teachers
Marks
56
EITHER
Provides at least one positive impact on both society and the environment indicating
a thorough understanding of the issues.
OR
Provides at least one negative impact on both society and the environment
indicating a thorough understanding of the issues.
OR
Provides positive and negative aspects of at least one societal effect and at least one
environmental effect, indicating a sound understanding of the issues.
6
34
Formative Assessment
Manual for Teachers
OR
Indicates a sound understanding of an environmental issue.
States either one aspect of a societal issue or one aspect of an environmental issue.
While making a professional judgment on how many marks to allot, only two things should be kept
in mind:
1)
2)
By making the rubrics transparent and the criteria explicit any subjectivity or bias is eliminated. Well
developed marking rubrics can be used to not only provide valuable feedback to the teacher, but also to
make the student aware about what it is that he has to do to improve or move along the developmental
continuum.
Formative Assessment
Manual for Teachers
Formative Assessment
- An Overview
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a nonthreatening, supportive environment. It involves regular descriptive feedback, a chance for the
student to reflect on the performance, take advice and improve upon it. It involves the students being
an essential part of assessment from designing criteria to assessing self or peers. If used effectively, it
can improve student performance tremendously while raising the self-esteem of the child and
reducing the work load of the teacher.
(b)
(c)
Formative Assessment is carried out during a course of instruction for providing continuous feedback
to both the teachers and the learners. It is also carried out for taking decisions regarding appropriate
modifications in the transactional procedures and learning activities.
G
' provides feedback which leads to students recognizing the (learning) gap and closing it it is forward
looking ' (Harlen, 1998)
' is used essentially to get a feed back into the teaching and learning process.' (Tunstall and Gipps,
1996)
provides a platform for the active involvement of students in their own learning.
enables teachers to adjust teaching taking into account the results of assessment.
Formative Assessment
Manual for Teachers
recognizes the profound influence assessment has on the motivation and self-esteem of students,
both of which are crucial influences on learning.
recognizes the need for students to be able to assess themselves and understand how to improve.
encourages students to understand the criteria that will be used to judge their work.
offers an opportunity to students to improve their work after they recieve the feedback.
Fosters self-study
In summary, formative assessment allows students to make adjustment to what and how they are
learning. Feedback can also be used to make immediate adjustments to what and how you teach.
Comprehensive evaluation would necessitate the use of a variety of tools and techniques. This will be
so because both different and specific areas of learner's growth can be evaluated through certain
special techniques.
Formative Assessment...
G
Formative Assessment
Manual for Teachers
2.
3.
4.
5.
6.
Provides opportunities to close the gap between current and desired performance
7.
Formative Assessment
Manual for Teachers
assessment. The Home Work and Class assignments will not be counted towards arriving at grades. In
order to promote cooperative learning, one out of the two activities should be a group activity. The
teachers should assign one group project during each term to their students which may be multi
disciplinary.
2.
3.
Written Assessment
Best
Score
Average
Score
Activities to include to one group activity per assessment quiz, debate, projects, theatre etc.
For Assessment purposes the best score of one individual activity and one group activity to be
taken.
The final FA to be calculated as the average of the best score (one individual activity or a group
activity) and the score of written assessment
Formative Assessment can be carried through using multiple modes of assessment such as
assignments, quizzes, debates, group discussions, projects etc. It must be clearly communicated to all
teachers teaching various subjects that projects and assignments must be done as group activities
within the class and school time only. Each subject must have only one paper pencil test under
Formative Assessment. The other modes of assessment must be a part of classroom interactive
activities.
Given below is the list of suggestive activities for different subjects. This list is not exhaustive; it is only
to give an idea of the possible variety.
Languages
G
Oral and listening - these could be listening comprehension, prepared speech, conversation or
dialogue
Written assignments - short and long answer questions, creative writing, reports, newspaper
articles, diary entries, poetry etc.
11
Formative Assessment
Manual for Teachers
Analysis and synthesis and a presentation using a variety of forms including the use of
Information and Communication Technology (ICT)
Peer assessment
It is suggested in Languages that at least a few assessments should be used for assessing Conversation
Skills.
Mathematics
G
Investigative projects
Group projects
Peer assessment
It is suggested for Mathematics that at least a few Formative Assessment tasks should be based on the
Mathematics Lab Activities .
Sciences
G
Experimental work which may involve one or more of setting experiments, making
observations, handling data, making deductions, working safely etc.
12
Formative Assessment
Manual for Teachers
Peer assessment
Science Quiz
Seminar
Symposium
Field Trips
Class Response
Model Making
It is suggested for Science that at least some Formative Assessments should be based on Experiments
and hands-on activities.
Social Sciences
G
Commentaries
Source-based analysis
Research
Open-book tests
Secondary sources
It is suggested in Social Sciences that at least some assessment should be based on projects which are
done in groups as in-class activities under the direct supervision of the teacher.
13
Formative Assessment
Manual for Teachers
A system of education and examination that teaches members of disadvantaged group the requisite problemsolving and analytical skills needed by the job market is vital. Memorizing and regurgitating textbooks is not
a skill needed by the job market. An exam system that encourages this type of 'learning' snuffs out creativity.
To teach skills and create excellence, is the way-perhaps the only sustainable way - toward real equity'.
Examination Reform; NCF 2005- NCERT
2.
3.
4.
5.
6.
14
Formative Assessment
Manual for Teachers
7.
2.
3.
Each method contributes in its own way to teacher's understanding of learner's learning.
In order to help students improve their performance levels, the schools shall diagnose their learning
difficulties through formative tests right from the beginning of the academic year and bring it to the
notice of parents at appropriate intervals of time. They will recommend suitable remedial steps to
enhance their learning capability. Similarly, gifted children should be provided with further
reinforcements by giving them additional assignments, enrichment material and mentoring. Due
provision should be made in the class timetable for mentoring and to address different kinds of
learners. The teacher also needs to incorporate strategies for dealing with differently abled students in
his/her class.
The Formative Assessment should normally be made on recorded evidences based on anecdotal
records to be maintained by the class teacher or the subject teacher.
It is advisable to communicate levels of attainment to the students and parents during the course of the
academic year, so that with their cooperation remedial measures are taken in time for enhancing the
performance of the students. The overall assessment should be followed by descriptive remarks
from the class teacher about the positive and significant achievements, avoiding negative
assessment even by implication.
It implies:
1.
2.
3.
4.
15
Formative Assessment
Manual for Teachers
Students are divided into groups. They discuss and prepare a short skit on any of the social ills
prevalent in the Indian society at different periods of time.
2.
The social ills may include Sati, Child Marriage, Female Infanticide, Denial of Education to
Women and Gender Disparity.
3.
Each group prepares a small skit and performs it. Each student is then asked to speak some
dialogue.
4.
16
Formative Assessment
Manual for Teachers
Assessment Criteria:
The performance of the groups will be assessed on the basis of content, dialogue-delivery and
clarity of concept.
Follow up:
The presentations could be discussed by the class. Wherever the concept is not clear, teacher could
encourage students to ask questions. The teacher could also revisit any part of the lesson that has
not been clearly understood by the students.
Is this a Formative or Summative Assessment task?
It has the following features:
G
The main objective is to enable the learners to gain an understanding of the concept of social evils
perpetrated against the girl child and women in India at different periods of time.
The task is part of the teaching-learning on the topic of women, caste and reform.
After the task is completed, the teacher gives feedback for improvement. Also, if needed, the
lesson may be reviewed.
The main purpose is not to measure the knowledge of the learners. The task aims to provide
conceptual clarity to the learners through experiential learning.
Formative Assessment
Manual for Teachers
However, if a short quiz or test is conducted on the topic when the lesson is in progress to ascertain the
learning gaps for the purpose of providing further help to learners, it will be Formative in nature.
So, by and large the way in which a tool is used, i.e. for enhancing learning or for ascertaining and
measuring the extent of learning, decides whether it is for Formative or Summative purpose.
Collect information about communicable diseases by referring to books and journals and
surfing the internet.
Students complete the task individually and submit the folders by the deadline. The teacher grades the
work of the students as per the assessment criteria.
Questions:
G
How are the students helped by the teacher and peer groups in doing the task?
Formative Assessment
Manual for Teachers
If the purpose is to help the learners acquire a deeper understanding of the topic of the project then the
project should be organized differently.
G
Learners should explore the ways in which information could be gathered, understood and
adapted.
Provide scope for group work so that learners study the topic collaboratively and help each other.
The teacher should monitor the entire process at regular intervals, giving feedback for correction,
modification and refinement.
Besides submitting a folder, the learners are also required to make a presentation to the class or
take a viva voce.
The information gathered by the teacher and the learners is used to improve and further the
teaching-learning process.
One major concern with regard to such projects and assignments is that the teacher has very little scope
to ensure that they are done by the students themselves. It is now common knowledge that projects and
assignments can be 'bought' from shops. Instances of parents doing the projects are also not
uncommon. Furthermore, downloading information from the internet also leads to very little learning.
Hence, to use projects and assignments as effective tools of formative assessment, the teacher should
take certain precautions:
G
Ensure that the learners do the task in the school itself under the direct supervision of the teacher.
Discuss the project with the learners and monitor their progress at every stage.
Involve them in the assessment process through self and peer assessment.
Give descriptive feedback as an instructional strategy to move students forward in their learning.
Help students to link their classroom learning with the task and their experience.
Follow it up with activities like revisiting some of the concepts, explanations etc.
Formative Assessment
Manual for Teachers
scholastic and scholastic areas, dimensions of school-based assessment and tools and techniques of
evaluation for formative and summative purposes have also been included in the manual.
As a sequel to this publication, the Board decided to bring out a series of manuals to provide exemplar
and illustrative materials on Formative Assessment in Languages, Mathematics, Science and Social
Science for classes IX and X. The board has received comments and suggestions on the FA manuals
from the stakeholders since their publication and hence decided to revise them. A comprehensive
feedback on each and every activity/task was collected from the teachers of the schools affiliated to the
Board and this revised edition is a result of that feedback.
We aim to strengthen the formative assessment and provide the teachers, detailed guidelines and
support material for formative assessment through the manuals.
To clarify the concept of formative assessment within the broad framework of CCE.
2.
To integrate formative assessments (FA 1, FA 2, FA 3 & FA 4) with the materials prescribed and
classroom procedures.
3.
To help teachers and learners use formative assessment for enhancing the teaching-learning
process.
4.
To provide a rich source of formative assessment tasks for the units/ lessons in Languages,
Mathematics, Sciences and Social Sciences for classes IX and X.
5.
To help teachers to use the Formative Assessment tasks given in the manuals for generating
further tasks on their own.
6.
7.
To motivate teachers to build their capacity to add value to materials and methods.
8.
9.
10.
To provide scope for teacher development in the area of assessment as well as for consultations
and enrichment.
11.
To initiate a healthy and meaningful interaction between different stakeholders on CCE and the
place of formative assessment in this scheme.
12.
To make the teaching - learning process enjoyable for both the teachers and the learners.
20
Formative Assessment
Manual for Teachers
a)
Planning
At the beginning of the academic session teachers of the same subject may consult each other and
draw out a plan of formative assessment for the entire session. A suggested annual planner is
given for each subject in the manual. The annual plan drawn up by each school should include
the following details:
b)
The identified tasks from the manual (Teachers are, however, free to add their own tasks to
the ones given in the manual)
While deciding/choosing the tasks, care should be taken to select a variety so that
knowledge and skills are covered comprehensively and there is no scope for monotony to
set in. For example, in languages, the different skills like reading, writing, speaking and
listening and language areas like literature and grammar have to be covered in formative
assessment. The plan could distribute tasks over the four formative assignments in such a
way that all these aspects are assessed at least twice or thrice in a session. Similarly the tasks
may be chosen in other subjects in such a way that they assess different skills and
competencies using a variety of modes of assessment.
Classroom Strategies
Since the tasks are to be integrated with classroom instruction, teachers have to embed them in
their lesson plans.
Task specification as given in the manual may be used by teachers in the following manner:
Learning Outcomes:
Identifying the learning outcomes for each task helps teachers and learners in developing a focus.
They are also meant to be kept in mind at the time of assessment.
Procedure:
A task may need some preparations on the part of the teacher. These are included under
21
Formative Assessment
Manual for Teachers
'Procedure'. The different steps to be followed, precautions to be taken and suggestions for
collecting information are also provided under this heading.
Assessment Criteria
In order to make the assessment objective and systematic, specific criteria have been provided for
each task. It is essential that the teachers put up these criteria or read them out to the class before
commencing a task. Learners should know on what basis they will be assessed. It will also give
them task clarity. The scores obtained by students in each of the tasks conducted must be
recorded. The record of assessment should also be maintained. Wherever a written product
emerges, it may be made part of the student portfolio.
Feedback/Follow up
This is a crucial stage in formative assessment. The performance of students gives valuable
information about their understanding, conceptual clarity, problems faced and gaps in learning.
Based on this information, teachers could give feedback and undertake follow up activities for
remediation and enrichment. The information will also enable teachers to modify their practices
for enhanced effectiveness of learning.
Some Challenges
Teachers may face certain challenges in integrating formative assessment with teaching. This may be
due to:
G
Scarcity of time.
Some suggestions:
For Large Class Size
G
Tasks that require written answers from the learners could be peer assessed.
Answers to MCQs and other objective type questions could be marked by students themselves
by exchanging their work sheets as the teacher calls out the answers.
All the students in a class need not be assessed in one period. It means that the tasks may be
distributed among groups of students so that the teacher is able to assess them in different
periods. The implication is that in large classrooms all the students need not be assessed in all the
22
ii
Formative Assessment
Manual for Teachers
tasks/activities. By planning the tasks/activities carefully, all the skills can however be covered
by rotating them among groups of students.
G
It follows from this that all the students need not be involved in the same task at a time. In order to
cater to multiple intelligence, teachers could adopt a flexible approach with regard to assigning
tasks to students. For instance, students good at written work may be given tasks different from
those good at practical work.
While framing the time table some double periods could be provided in each subject. Tasks
involving debates, presentations, group discussions, dramatization, role plays etc could be
conducted during the double periods.
Time Management
Since the number of teaching periods for each subject is pre-determined, teachers may feel that
conducting formative assessment tasks within the allotted periods may prove to be difficult. However,
it is to be borne in mind that formative assessment is to be built into the teaching-learning process and it
only represents a change in the methods to be adopted for curriculum transaction. By reducing
explanations and frontal teaching, adequate time could be found for tasks and activities.
Some other suggestions are:
G
Complete the preparations for each task well before the class begins so that there is no wastage of
time.
Train learners in the initial part of the term to collaborate with each other and the teacher. Over a
period of time they will be able to maintain efficiency and a brisk pace.
It is essential that the scoring sheet with names of students is prepared at the beginning of the
academic session as per the annual plan. Columns for FA 1, FA 2, FA 3 and FA 4 may be
provided along with details of the tasks selected for each assessment and the maximum marks so
that recording of scores does not take too much time.
Train the students in maintaining their portfolios. A folder may be maintained for every subject
in which the best written products could be filed by each student. When students are helped to
take responsibility for record keeping, it will ease some burden on the teachers besides leading to
better time management.
Teachers should choose the activities as per their requirement and resources. All activities are not
to be performed. Choose from the given activities or create your own activities to help the
students to get involved and learn different life skills.
23
Formative Assessment
Manual for Teachers
Logistics
Photocopying of worksheets may not be feasible in all schools. Teachers have to adopt a few strategies
to overcome this problem.
Suggestions:
G
Only elaborate worksheets and those with diagrams and pictures need to be photocopied.
If technology is accessible, worksheets could be projected with the help of an LCD projector.
MCQ's and objective type questions could be read out and students instructed to write only the
answers on a sheet of paper.
Instructions for pair work, group work and whole class work could be read out once or twice.
Share with the Principal and school administration the requirement of photocopies in advance so
that the school makes adequate arrangements.
Always use both sides of the sheet of paper for photocopying. It may mean that more than one
task is photocopied on a single sheet. After the students complete one task the sheets may be
collected and redistributed for the next task.
Wherever possible group and pair tasks could be broken down into smaller areas and each
member of the group could be assigned an area.
Where the above is not feasible, the contribution of each student to the group work has to be
observed and monitored.
Usually after group discussion a presentation is to be made by each group. Care may be taken to
rotate the presentation among all the students so that over a period of time all are given an
opportunity to present the group's views.
Group tasks may be assessed for the entire group/pair. It means that members of each group
may get the same mark/grade. However, in pair tasks it is easier to assess the performance
individually.
24
Formative Assessment
Manual for Teachers
Since formative assessment is informal, group tasks may be assessed on broad parameters such
as participation, contribution and effectiveness of each member of the group.
It is necessary that the teacher monitors group tasks properly to ensure that every student is
participating and no student dominates.
Conclusion
This document emphasises teacher-preparedness, planning and co-ordination. It is suggested that at
the time of preparing an annual plan, the Principal interacts with each subject committee and helps the
teachers prepare a plan of action, ensuring that assessment is integrated with the teaching-learning
process.
It may be necessary to prepare detailed lesson plans for each unit/ lesson besides the overall plan for
the first and second term. While the lesson plan should essentially be an innovative tool evolved by
each teacher depending on the concepts to be taught, the needs of the learners and other socio-cultural
factors, it is perhaps advisable to include certain broad areas in the lesson plan to make it reflect the
integration of continuous and comprehensive evaluation. While these broad areas, along with the
format of the lesson plan could be decided by each school, the following components could be included
to ensure holistic planning:
G
Content/topic/lesson.
Concepts/skills.
Instructional Objectives.
Remediation.
It is also suggested that the formative tasks may be assessed for ten marks or multiples of ten to
facilitate easy calculation of weightage. Similarly, self evaluation by students could be encouraged by
integrating ICT and developing student self-access tools. While it provides ample scope for learner
autonomy, it also reduces the burden on the teachers. Finally a word about projects. This document
specifies that projects should, as far as possible, be done in the school itself. But certain projects that call
for extensive research and work involving hands and using different materials, may be difficult to be
carried out within school hours. Since the main concern is about the genuineness and credibility of the
work submitted for assessment by the students, if adequate care is taken by the teacher in monitoring
the project work, students may be allowed to do some part of it outside school. By making the projects
realistic and simple, teachers can ensure authenticity of the work of students.
25
Formative Assessment
Manual for Teachers
Formative Assessment
Important Notes:
G
It is recommended that teachers should choose the formative tasks and number of tasks per unit
or chapter judiciously so as to cover a variety of skills and learning objectives.
It is not necessary that all the tasks suggested for each chapter/unit be conducted in class and nor
it is necessary for all tasks/activities to be assessed or marked. However, students should be
aware of the activities/tasks which will be considered for assessment.
Activities should be built into the teaching-learning process and be a seamless part of the
classroom process.
The marks for each task may be decided by the teachers; however, the weightage for each
Formative Assessment should be calculated for 10%.
All activities related to Formative Assessment such as language games, quizzes, projects, role
plays, script writing etc. must be done as 'in class' and 'in school' activities, supervised by the
teacher.
Photographs: Provide an insight into the child's emotional, social and psychological aspects of
development.
Paintings and other examples of learner's artistic endeavour: Provide evidence of a learner's
abilities, thoughts and attitudes.
Audio-Video Recordings: Specific situation or over a time span to cover important processes and
aspects that can be recorded and analysed later.
Peer Assessment Sheets: Excellent for assessing team and group based activities, social projects
and peer related behaviour. Can be incorporated into the learner's Portfolio to provide evidence
of the learner's Life skills.
Parent Assessment Sheets: Can be incorporated into the learner's Portfolio to provide evidence of
evaluation done by the parent.
26
Formative Assessment
Manual for Teachers
HISTORY
UNIT
INDIA AND
THE CONTEMPORARY WORLD - I
Formative Assessment
Manual for Teachers
Chapter
The French Revolution
While teaching the chapter on the French Revolution, the students must be oriented about the ancient
French regimes and its crisis and the social forces and factors that led to the revolution. The teacher
must help students to comprehend the role of different revolutionary groups and ideas of that period.
Learning Outcomes: The students will be able to
G
get familiar with the various personalities involved in the course of the French Revolution.
Given below are a number of questions and activities, which may enable the teacher to make the
lesson more interactive and effective. It is desirable that the teacher proceeds from simple to more
difficult tasks.
The following objective type questions (Q. 1-5) are examples of quick recapitulation questions.
Teachers can frame a variety of such questions, either in the form of classwork sheets or quizzes to sum
up a lesson or for eliciting response from each student.
1.
Match the terms given in Column A with suitable statements from Column B.
A
2.
a.
Estates General
1.
Written by Rousseau.
b.
Taille
2.
Legislature of France.
c.
3.
d.
Jacobin Club
4.
e.
Manor
5.
28
Formative Assessment
Manual for Teachers
3.
4.
5.
b.
c.
d.
e.
The French Constitution of 1791 began with The Declaration of the Rights of Man and Citizen.
Between 1793 and 1794, the Reign of Terror was started in France by ____________.
b.
c.
The device used by the French for beheading a person was known as
d.
An insurrection was planned in 1792 and the Palace of Tuileries was attacked
by____________.
e.
______________.
Identify the odd one and give reason for your choice.
a.
Napoleon
b.
J. J. Rousseau
c.
Locke
d.
Montesquieu
b.
c.
d.
Acute unemployment.
Note - Q. No. 6 is a thought provoking question which needs reasoning and analytical skills to answer.
Similar questions can be framed by the teachers.
6.
The French Constitution (1791) began with a 'Declaration of the Rights of Man and
Citizen'. Comment on the two words 'Man' and 'Citizen'.
(b)
Even though Robespierre had introduced many reforms in France, why was his reign
termed as a Reign of Terror?
29
Formative Assessment
Manual for Teachers
Suggested Activities:
The activities are given with an aim to provide a variety of ways to make the teaching learning
process interactive and enjoyable. Emphasise on learning by doing rather than rote learning. Most of
the activities - individual or in groups, would require exploring beyond the textbook.
learn to research.
2.
Each group will select one character from the French Revolution, who impressed them the
most (e.g., Louis XVI, Napoleon, Olympe de Gouges, Rousseau, Marie Antoinette, etc.).
3.
Each group selects one student to enact the role of the person of their choice.
4.
The teacher would assign duties to other students, e.g., to explore resource material (as
guided by the teacher), stage settings and designing/collecting simple props, seating
arrangements, etc.
5.
Though the research will primarily be based on the text, the teacher must encourage
students to use the internet, library, etc., for additional information.
6.
All groups will be given 5 minutes each to enact the roles and 5 minutes for summing up.
7.
The students select a situation where the 'selected person' played a significant role and
enact event / situations in the class. In a similar way, other students will also enact their
selected roles.
The members of other groups will be the audience. They will help in peer assessment while one group
is presenting their act, the other groups make notes and give their opinion, after the presentation is
over.
30
Formative Assessment
Manual for Teachers
Assessment Criteria:
G
To what extent the students are able to transport themselves to another period and depict the
19th century situation.
Credit should be given for cooperative effort of each group as well as for helping in assessment.
Follow up: The teacher should instruct the students to discuss about French Society at that time, after
watching the roleplay.
Activity 2: Debate
Topic: In the opinion of the house "The French Revolution laid the foundation of Democracy".
Learning Outcomes: The students will be able to
G
Time Required: Two periods (one for preparation and one for conduct of debate)
FOR
AGAINST
Procedure:
1.
The class is divided into two teams - one for the motion and one against it.
2.
31
Formative Assessment
Manual for Teachers
4.
The team collects points / arguments with evidence, to support their stand.
5.
Two members from each team will prepare for the rebuttal.
6.
Assessment Criteria:
G
Relevance of content
Logical approach
Quality of rebuttal
Follow up: The students should list notes about the negative and positive impacts of the resolution in
their notebooks.
Activity 3: Symposium
Topic: People during the French Revolution.
Learning Outcomes : The students will be able to
G
state the facts about the French Society in the 18th and 19th Centuries.
The teacher allows each student to choose a character from the lesson, e.g., a prisoner in
Bastille, any person from the three estates, Jacobin, slave, philosopher, a female
revolutionary, Robespierre, Napoleon, etc.
2.
3.
Students speak about the character using illustration: e.g., a picture, scene, etc.
4.
Other students make notes and ask questions after the presentation.
5.
6.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Research
32
7
Formative Assessment
Manual for Teachers
Content
Aid used
Follow up: The students are encouraged to read 'A Tale of Two Cities' by Charles Dickens to know
more about French society.
The teacher divides the class into eight groups of 5-6 students each.
2.
The leader of each groups picks a chit on which the symbol is written, e.g., broken chain, red
cap, etc. (the teacher should prepare the chits)
3.
The leader distributes the preparatory work for the group presentation.
4.
Each group is given 5-6 minutes to make its presentation with a picture of the symbol.
Assessment Criteria:
G
Research
Content
Aids used
Explanation
Group Work
Follow up: If students require further inputs about symbols and their significance, they can be given a
worksheet where they match columns.
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Formative Assessment
Manual for Teachers
Activity 5:
Topic: Active and Passive Citizens
Learning Outcomes: The students will be able to
G
2.
3.
Using the Active Mental Participation Box, one pair poses a question to the pair whose
names have been picked.
4.
5.
Assessment Criteria:
G
Correctness of response
Confidence
Follow up: The teacher instructs the students to frame a few good questions with answers in their
notebooks.
34
Formative Assessment
Manual for Teachers
chapter and circulates copies to groups of three students. Groups are instructed to complete the
crossword in 15 minutes, based on the clues.
Assessment Criteria:
G
Across
2
1.
3.
5.
6.
8.
Down
2.
4.
7.
Follow up: If many students do not solve the crossword correctly, the teacher can create another one
after giving time for students to find the answers and learn more during the process..
analyse the impact on the polity, economy and society of France (all three aspects should
clearly be distinguished to identify the anomaly in the declaration.)
35
Formative Assessment
Manual for Teachers
Topic: Declaration of the Rights of Man and Citizen was historic not only for France, but also for the
entire world."
Procedure:
1.
Teacher gives the topic to the students one week in advance, to collect additional
information on various aspects related to the topic.
2.
The background.
Those who were given rights and those who were not.
Assessment Criteria:
G
Participation
Analytical ability
Group work
Follow up: The teacher should revise the topic if students are not able to comprehend the concepts in
the unit.
Activity 8: Flowchart
Topic: Political system under pre
revolutionary France.
Judiciary
Judge
Legislature
CONTROL
National Assembly (745 members)
King
VOTE
CO
RO
NT
Ministers
Executive
VOTE
Electors (50,000 men)
V
O
T
E
VOTE
Active citizens: entitled to vote. About 4 million of a
population of 28 million
Passive citizens: no voting rights. About 3 million men
Women, children and youth below 25.
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Formative Assessment
Manual for Teachers
Study the figure which is a flowchart showing the political system under Constitution of 1791.
2.
Draw a flowchart to depict the Political System that prevailed in pre-revolutionary France. The
flowchart should depict the King, Estates General, constituents of the three estates, their
respective roles, tax paying and nontax paying population, etc.
Extension of Activity: The same presentation can be used to explain the division of powers as
envisaged in France and compared with the division of powers as visualized in the Indian
Constitution. This helps in developing cross curricular links.
Assessment Criteria:
G
Understanding
Analytical ability
Presentation
Follow up: Students may be shown any period film such as 'A Tale of Two Cities' to reinforce their
learning.
37
Chapter
Formative Assessment
Manual for Teachers
get familiarized with different types of ideas that inspired the Revolution.
comprehend the reasons for social conflict and final Revolution in Russia.
The teacher must start with simple tasks for acquainting the students with terms and names used in
the chapter. Given below are questions which may be used for quick recapitulation. The teachers
may use other tools such as simple word games, anagram, true and false, etc., for this purpose.
1.
(ii)
2.
a.
Lenin
b.
Nicholas II
c.
Kerensk II
a.
Karl Marx
b.
Trotsk II
c.
Frederick Engels
b.
The Winter Palace of the Tsar was shelled from a ship called, , in 1917.
c.
38
Formative Assessment
Manual for Teachers
3.
d.
e.
4.
Socialism
Collective farms.
Bloody Sunday
Jaddists
Kolkhoz
April Theses
The short answer questions are provided below as examples to introduce students to the
thought provoking questions. These questions may be used to stimulate discussion in class.
(a)
To what extent was Russian participation in World War I responsible for the Russian
Revolution in 1917?
(b)
Distinguish between the ideas of the conservatives and liberals in 19th century Europe.
(c)
How did the incident of Bloody Sunday spark the Revolution of 1905 in Russia ?
(d)
Why is the October Revolution (1917) considered a landmark in the history of Socialism ?
(e)
Suggested Activities: Variety of activities have been provided to make learning more interactive.
Effective involvement of maximum number of students should be encouraged in group activity.
Criteria of assessment must be clearly specified by the teacher in advance.
distinguish between its impact on the rich and the poor and the reaction it brought against
Stalin.
Formative Assessment
Manual for Teachers
Procedure: After reading about collectivisation and source D and E in the text book, a Talk Show could
be conducted in class. The topic of discussion will be : "Collectivisation of Agriculture in the Soviet
Union". The teacher will:
1.
2.
The teacher will distribute the wordsearch sheet, with clues to the students.
2.
The students to read the clues and encircle the suitable words from the grid.
3.
40
Formative Assessment
Manual for Teachers
Clues:
1.
Father of Communism.
2.
3.
Bolshevik leader.
4.
5.
Council of workers.
6.
Russian parliament.
7.
8.
Rich peasant.
9.
10.
Assessment Criteria:
G
Correct Response
Follow up: The students repeat the achievements with each name orally.
41
Formative Assessment
Manual for Teachers
develop creativity.
Suitable slogans
2.
3.
Petition
Assessment Criteria: It should be based on the creativity and generation of new ideas. Catchy slogans
and attractive banners must be appreciated. This particular activity may not be assessed for marks.
42
Formative Assessment
Manual for Teachers
Follow up: The teacher puts up the slogans, brochures and posters on the bulletin board and does a
recap of the revolution.
understand the view of each social group and their discontentment towards the idea of
monarchy.
list the defects of the Czarist state in the context of the modern world.
2.
3.
Teachers' to guide on the basis of the views of the liberals, radicals, socialists, nationalists,
philosophers, workers.
4.
The students may express their ideas in the form of an attractive diagram.
5.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Presentation
Content
Neatness
Follow up: The students should be asked to paste/draw a graphic organiser in their notebooks for
other topics also.
43
Formative Assessment
Manual for Teachers
find out the famous literary works written in backdrop of the Russian revolution.
The teacher explains the activity i.e., Take a sheet of paper and pass it to each pair of
students to write the name of the writer and his/her works on Russian Revolution, and one
important feature of the work. Then sheet is taken back.
2.
3.
Assessment Criteria:
G
Research
Knowledge
Accuracy
Follow up: Students may be asked to read some of the works of the Russian writers in their library
period.
compare their problems with those of other European countries and find similarities.
The teacher may divide the class into four groups with a leader in each to co-ordinate.
44
Formative Assessment
Manual for Teachers
2.
Each group will be given a problem/demand eg. poor conditions of workers, low wages,
high prices of essential goods, long working hours, etc.
3.
4.
Students to find solutions and see what effect it will have on the rest of Europe/world.
5.
6.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Research
Knowledge / content
Presentation
Follow up: Encourage the students to speak again if lack of confidence is observed.
45
Chapter
Formative Assessment
Manual for Teachers
comprehend the factors responsible for the growth of Nazism and the disastrous nature of
the ideology.
The teacher may use various types of objective questions for recapitulation and acquainting the
students with names and terms used in this lesson.
The following questions can be used and the teacher may frame her own questions based on the
chapter.
1.
Circle the odd one out. Give reasons for your choice.
i.
ii.
iii.
iv.
?
46
Formative Assessment
Manual for Teachers
2.
3.
ii.
iii.
My idea of survival of the fittest was used by Nazis to justify the dominance of the Aryan
race. .
iv.
Born in 1889 in Austria, I spent my youth in poverty but finally rose to become the
chancellor of Germany. I also founded the Nationalist Socialist German Worker's Party
. .
Match the terms from Column 'A' with suitable statements from Column 'B'
A
4.
a.
Genocide
1.
b.
Charles Darwin
2.
c.
Euthanasia
3.
d.
Chancellor
4.
e.
Concentration Camp
5.
b.
c.
d.
e.
Note: Here questions may be used to stimulate discussion in class and also to develop a rational
approach among the students.
5.
How did Nazi propaganda stir hopes of a better future for Germany?
6.
In what way did the theories of natural scientists help in shaping the Nazi ideology?
47
Formative Assessment
Manual for Teachers
7.
Read Source F (pg 69) from the History textbook and answer the following questions:
Hitler at the Nuremberg party Rally, 8 September 1934, also said : ' The woman is the most stable
element in the preservation of a fold...she has the most unerring sense of everything that is
important to not let a race disappear because it is her children who would be affected by all this
suffering in the first place...That is why we have integrated the woman in the struggle of the racial
community just as nature and providence have determined so.'
a.
b.
Procedure :
1.
A clipping from the film 'Schindlers List' should be shown to the class.
2.
After the film, the teacher will give the following situation:
Roleplay: You are a Jewish boy/girl who survived the holocaust in Germany. Write a letter to your
friend telling him/her about how you survived and what was your life like in a concentration camp.
Assessment Criteria:
G
Creative expression
Imaginative skill
Writing skill
Follow up: The letters of the children which cover all the points of the Holocaust should be readout to
the class.
48
Formative Assessment
Manual for Teachers
develop creativity.
2.
Creative expression
Follow up: Help from the English teacher be sought to correct the language of the dialogues. Some of
the dialogues may be enacted.
49
Formative Assessment
Manual for Teachers
Procedure:
1.
The teacher will circulate the picture of a pyramid and clues to the students with the
following instructions:
Read the clues and starting from 3letter word and with the help of the first letter, complete
the pyramid using words from the chapter. The first word is a three letter word. Each of the
following words increases by one more letter :
2
Secret Police.
Youth organization.
German Parliament.
J
N
A
N
G
J
R
V
2.
The teacher will ask the students to research and find out what was happening in all the
other continents of the world when Hitler was ruling Germany in Europe.
(Socially/Politically)
3.
4.
The teacher will help the students in using various resources to find the relevant
information.
5.
50
Formative Assessment
Manual for Teachers
Assessment Criteria:
G
Research
Findings
Presentation
Follow up: The students can be asked to write the Bibliography of the research documents.
Activity 5: Debate
Learning Outcomes: The students will be able to
G
2.
The students are given one day to prepare for all the aspects. Each team will be given 4 - 5
minutes to present their views both in favour and against the motion.
3.
At the end teacher will consolidate the main issue and discuss with the whole class.
Assessment Criteria :
G
Research
Oratory skills
Clarity of argument
Logical Approach
Follow up: The students should be trained to put forth their arguments in a refined manner, to hone
their life skills.
51
Chapter
Formative Assessment
Manual for Teachers
use case study as source material and to compare the effects of colonialism in India and
Indonesia.
The following types of questions can be used for quick recapitulation or be used as quiz in class. The
teachers make variety of such questions to be used in class for making learning effective.
1.
2.
Natural forests were cut down and one type of tree was planted in straight rows under the
system of introduced by the British in India.
ii.
The practice of cutting and burning of forests and sowing seeds in the ashes is referred to as
a agriculture.
iii.
The 'blandongdiensten' system of exempting villages from rent if they provided free labour
was introduced by the in Java.
iv.
The in Java chose to protest against tax surveyors by lying down on their land.
v.
In the Ghats it is possible to find as many as 500 different plant species in one
forest patch.
Match the word in Column A with the correct option from Column B.
A
Latex
Jhum
Railway tracks
Kalangs
Sacred groves
Sarnas
Rubber tyres
Sleepers
Shifting cultivation
52
Formative Assessment
Manual for Teachers
3.
Pick the odd one out stating the reason for your choice:
i.
(a) Jhum
(b) Dhya
(c) Semur
(d) Penda
ii.
(a) Sarnas
(b) Devarakudu
(c) Rai
(d) Podu
iii.
(a) Santhals
(b) Korava
(c) Karacha
(d) Yerukula
Note: The following are examples of thought provoking questions which require reasoning and
analytical skills. Teacher can prepare such questions for testing higher mental abilities.
4.
Examine the similarities between the forest laws introduced by the colonial rulers in India
and Java. Compare the response of the people to these laws.
5.
Read the Source A (page 79 of the textbook) and answer the following questions.
Source A
The idea that uncultivated land had to be taken over and improved was popular with colonisers
everywhere in the world. It was an argument that justified conquest. In 1896 the American writer,
Richard Harding, wrote on the Honduras in Central America.
There is no more interesting question of the present day than that of what is to be done with the
worlds land which is lying unimproved; whether it shall go to the great power that is willing to
turn it to account, or remain with its original owner, who fails to understand its value. The
Central Americans are like a gang of semi-barbarians in a beautifully furnished house, of which
they can understand neither its possibilities of comfort nor its use. Three years later the
American-owned United Fruit Company was founded, and grew bananas on an industrial scale
in Central America. The company acquired such power over the governments of these countries
that they came to be known as Banana Republics. Quoted in David Spurr, The Rhetoric of
Empire, (1993).
6.
i.
ii.
Explain what the American writer, Richard Harding meant by calling the Central
Americans "a gang of semi-barbarians living in a beautifully furnished house"
iii.
In the present context of Global Warming, what is the view of developed countries with
regard to deforestation? (teacher to provide material)
'Java is now famous as a rice producing island in Indonesia.' Discuss the role played by the
Dutch colonialists in this.
Suggested Activities: Various types of activities can be used by teachers to reinforce learning. The
choice of activities would lead to flexibility and prevent monotony of stereotypical tests.
53
Formative Assessment
Manual for Teachers
Read the words given below and list them under two headings (teacher could add more to
the list).
i)
Forest products
ii)
Non-Forest products.
Latex, mobile phone, compact disc, honey, bamboo, chocolate, bangle, plate, baskets,
table, chair, haldi, computer, matchstick, oil, eraser, comb, spoon, tendu leaves, mahua,
cotton, jute bags, doormats, resin, gum, rubber, indigo, tulsi, book, mint, eucalyptus oil,
sweet potato, berries, disposable plates, ropes, tamarind, neem, poppy, shikakai.
2.
Then study the list of forest products and categorise them further on the basis of some
common properties / usage ( e.g. : medicinal / domestic / industrial)
3.
Instruct the students to collect any five forest products from the list of categories. A limited
time of 2 days may be given. Once everyone's collection is over, a mini exhibition may be
organized in a convenient place.
4.
The students explain which type of forest material is used to make the items in the
collection. They also explain the utility of the product.
Assessment Criteria:
G
Participation
Knowledge
54
Formative Assessment
Manual for Teachers
2.
Each student will be asked to write a narrative listing, five problems that each member of
their family will face in the course of the day, in the absence of paper .
Assessment Criteria:
G Writing ability and creative expression
G Analytical skills
G Logical thinking and presentation of ideas
Follow up: The teachers should ask students to save paper even at home and encourage reusing
envelops and waste paper etc.
Medha Patkar
Sunderlal Bahuguna
Rajendra Singh
55
Formative Assessment
Manual for Teachers
2.
3.
After the research is complete, the teacher divides the class into three groups.
(a) Group one enacts a scene based on their understanding of the movement.
(b) Group two makes posters about the preservation of forests.
(c) Group three to write a poem/song for preservation of forests, set it to music and sing
in class.
Assessment Criteria:
G
Research
Understanding
Creativity
Participation in groups
Follow up: Students list things that they can do to protect the environment in their school.
Activity 4 : Crossword
Topic: Forest products and society.
Learning Outcomes: The students will be able to
G
The teacher may prepare a crossword worksheet with at least 6 clues [Across and Down].
2.
3.
4.
5.
The teacher may modify the time and marks according to the requirement of the class.
56
Formative Assessment
Manual for Teachers
3.
5.
7.
9.
11.
DOWN:
2.
4.
6.
8.
The German inspector of forests who began scientific forestry in India. (7)
10.
Fears of the people of Bastar led to this against the British. (9)
12.
GRID
9
10
2
1
5
4
11
12
57
Formative Assessment
Manual for Teachers
Assessment Criteria:
G
The teacher may collect/move around the class and sign the worksheet.
Follow up: As a part of the coscholastic activity, a student may learn to make one product/item by
recycling or using any material from the forest.
The teacher may divide the class into groups, with a group leader.
2.
3.
4.
5.
6.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Research
Aid used
Content
58
Formative Assessment
Manual for Teachers
Explanation
Group work
Follow up: The information collected and presented by the students can be put together in a form of
Album to be kept in school library.
discuss the kind of soil used, suitable season, etc., for that particular species.
2.
3.
4.
5.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Initiative
Content discussion
Aid used
Follow up: The students should be responsible for taking care of the sapling planted by them.
59
Chapter
Formative Assessment
Manual for Teachers
comprehend the nature of pastoral life and the change in the life of pastoralists in the
modern world.
The teacher should be able to use different types of tasks and activities for formative assessment.
The variety and flexibility of questions and activities may help the teacher in making learning more
meaningful and enjoyable.
Suggested questions and activities.
The following questions (1-3) are for quick recapitulation followed by some thought provoking
questions involving reasoning.
1.
2.
Every summer the Gujjar Bakarwal herders cross the Pir Panjal passes to enter the valley of
.. with their herds of goats and sheep.
ii.
iii.
iv.
Pasture land in India was seen as unproductive by the colonial officials who enacted the
.. .. rules to settle in these lands.
v.
In pre-colonial days .. society in East Africa was divided into two groups elders and warriors.
Nomads
Kafila
60
Formative Assessment
Manual for Teachers
3.
Maasailand
People who move from one place to another to earn their living.
Bugyals
Bhabar
(a) Ghee
(b) Silk
(c) Wool
(d) Milk
ii.
(a) Bhotiyas
(b) Sherpas
(c) Kinnauris
(d) Banjaras
iii.
(a) Camels
(b) Sheep
(c) Pigs
(d) Goats
iv.
(a) Manufacturing
(b) Trade
(c) Weaving
(d) Herding
v.
(b) Samburu
(c) Serengeti
(d) Sariska
4.
How did the Gujjar Bakarwals of Jammu and Kashmir earn their livelihood? Explain the cycle
of their movement.
5.
Why is cyclical movement necessary for most of the tribal communities? How does this
movement prevent the land from the negative effects of over use?
6.
Why did the Raikas in Rajasthan combine cultivation with pastoralism? What pastoralist
activities do they adopt in winter?
7.
To what extent was the Criminal Tribes Act (1871) of the colonial government justified?
Suggested Activities: Innovative activities are extremely important to be used for the attention of
students as well as for encouraging them to explore beyond textbook and develop different skills.
Some suggested activities are discussed below:
Activity 1: Interview
Learning Outcomes : The students will be able to
G
The teacher divides the class in groups and ask the students to role-play:
61
Formative Assessment
Manual for Teachers
(i)
A reporter who has been assigned the job of interviewing the pastoralists to know their
response to the Forest Acts passed by the colonial government.
The one group will interview the other group, who will act as pastoralists and vice versa.
3.
Assessment Criteria :
G
Interviewing skills
Team Spirit
Presentation
Follow up: The students should be asked to list atleast one Forest Act.
62
Formative Assessment
Manual for Teachers
find out the common characteristic of the places where tribal population is found.
The teacher distributes the map in the class/or display a large map on the board.
2.
The students study the map by referring the text and fill the following chart.
Name of the
Special
Tribe
Region where
they are located
Source of
livelihood
Common
characteristics
Special
characteristics
if any
1
2
3
NOTE : The following activities will help the students to relate their learning from History textbook
with that given in economics and Geography textbooks.
Follow up: Students can be asked to mark the places on the blank
map.
1.
The teacher will ask the students to study the picture (at page no. 16 and 19 in their NCERT
Economics textbook).
2.
The teacher will ask the students to answer the following questions:
63
Formative Assessment
Manual for Teachers
(a) Where would you place the economic activities of the pastoral communities?
(b) Do you think these communities are an asset and therefore be considered as a 'human
resource'?
B.
The teacher will ask the following question based on Fig:18 (pg : 88)
(a)
Do you think anybody involved in killing tigers in 2010 would pose for a photograph like
this? Give reasons.
C.
The teacher will ask the students to juxtapose the information provided in Fig 4.4 (pg:32,
Geography textbook) and Fig 11 (pg:106, History textbook) and ask the students if there was any
impact of monsoons in the life of pastoralists?
D.
(i)
The teacher will ask the students to study the following figures given in the chapter :
Fig.1(97), 2(98), 3 and 4(99), 5(100), 6(101), 7 and 8(102), 9 and 10(103).
(ii)
The students will be asked to read a newspaper which they receive in their locality (home or
school) for a month.
(iii) At the end of the month. The teacher will ask the students:
(a) Did you find any news item on the people depicted in the pictures of your textbook ?
If there is any, share it with your class.
(b) What was written about them ?
OR
64
Formative Assessment
Manual for Teachers
Assessment Criteria:
G
Understanding
Analytical Skills
Logical Answers
Follow up: The teacher should instruct students to collect pictures/articles relevant to topics they are
studying in a folder.
65
Chapter
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Manual for Teachers
comprehend different processes through which agrarian transformation may occur in the
modern world.
understand how Indian agricultural system is different from that of other countries.
get familiarized with concepts/ideas of large scale farming, small scale production,
shifting agriculture and how they operate on different principles and different histories.
The teachers are free to introduce new tools, activities and methods of formative assessment
provided they make teaching effective, meaningful and easy to conduct. Innovative activities make
learning interesting as well as elicit better involvement of students.
Some sample questions and suggested activities have been provided below to enable the teachers to
make many more on these patterns.
1.
Match the words / terms given in column A with those given in column B.
A
a.
Enclosure movement
B
(i)
b. Cyrus McCormick
c.
d. Pykars
e.
Opium
2.
Examine the adverse effects of the Enclosure Movement on the peasants and farmers.
3.
4.
Why was the American dream of a land of plenty turned into a nightmare?
5.
Why were the Indian farmers reluctant to produce opium? In which part of India, is opium
still produced even though it was made illegal?
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Formative Assessment
Manual for Teachers
Activity 1: Prepare a case study PPT using the internet, on the life of a peasant.
Learning Outcomes: The students will be able to
G
2.
Each group is guided by the teachers to identify at least one farmer from whom the student
would know about the life and work of the farmers. Each student could make 10 similar
questions. The teacher would finally collate the information collected by all students .
67
Formative Assessment
Manual for Teachers
3.
On the basis of the feedback collected by the students, a combined response may be
submitted by each group which will be read out in class.
4.
An interactive session can be arranged by the teacher in one period, where each group will
share their experiences with others.
5.
Questions to be posed could be written after group discussion in the class. This does not
necessarily mean that individual students cannot ask supplementary questions.
Assessment Criteria:
G
Quality of questions
Team work
Creativity
Participation
Follow up: Teacher should support students by focusing on questions based on the information given
in the chapter and identify the text material (all 9th std Social Science textbooks), related to the
following areas:
Native place of the peasant
Festivals celebrated
Cycle of crops
Women as peasants
What is produced ?
68
Formative Assessment
Manual for Teachers
Arrows indicate movement of commodities. Identify the commodities and the direction.
b.
c.
d.
e.
In this triangular trade what did England import from India and in what form did it come
back to India?
f.
Can you relate this process of trade to colonialism? What were the effects of the triangular
trade on (a) India (b) China.
Explain the rise and fall of wheat prices represented in the graph with specific reference to
the information given above the graph (read first paragraph, pg : 120).
b.
Assessment Criteria:
G
Accuracy
Understanding
Reasoning
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Formative Assessment
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120
100
80
60
40
20
-8
5
86
-9
0
17
91
-9
5
17
96
-1
18 800
01
-0
18 5
05
-1
0
18
11
-1
5
18
16
-2
0
18
51
-2
5
18
26
-3
0
18
31
-3
5
18
36
-4
0
18
41
-4
18 5
46
-5
0
17
0
17
81
-8
76
17
17
71
-7
YEARS
average price
Follow up: The students practice with more graphs to learn or to interpret them.
2.
The students study the life style of peasants of India, China, US and England.
3.
The students focus on the current status of the peasants in these countries.
4.
5.
Each group should highlight one common and one unique feature.
Assessment Criteria:
G
Team Work
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Formative Assessment
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Presentation
Analytical ability
become familiar with ideas of large scale farming and small scale production.
2.
The students select any two countries of their choice for the activity.
3.
The three concepts mentioned above in learning outcomes have to be compared for their
similarities and differences in the selected countries.
4.
The students find out the role of geographical features in their differences/similarities.
5.
Assessment Criteria:
G
Analytical thinking
Clarity of concepts
Presentation
Follow up: If possible, students may be taken to the farm/small scale industry, to understand the
concept.
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Formative Assessment
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Chapter
To make teaching interactive, meaningful and interesting, the teacher can make a question bank of a
large number of objective questions for using these as worksheets for class test or oral quiz. These
questions help in quick recapitulation of the lesson taught in class.
Given below are the examples of some objective type questions and short answer type questions:
1.
2.
b.
I was an outstanding batsman and was India's first test captain ................................ .
c.
I was an Australian television tycoon, and introduced the 'World Series' of cricket ............... .
d.
I was the editor of Bombay Chronicle (a newspaper) and became famous as a radio
commentator of cricket.............................. .
e.
I was the Headmaster of the famous Rugby School in England, and also the founder of
modern public schools ............................... .
Cross the odd one out from the following. Also state the reason for your decision.
i.
(a) Bat
(b) Ball
ii.
a.
b.
Bombay Gymkhana
c.
Ranji Trophy
d.
(c) Gloves
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Formative Assessment
Manual for Teachers
3.
4.
b.
c.
d.
e.
What values and skills are to be developed through playing the game of cricket? List them.
b.
c.
How did the British sow the seed of communalism through cricket in the early phase of the
game ?
d.
Suggested Activities: These activities are very effective to involve students and helping them to enjoy
while learning. Every teacher must use variety of activities. Some activities suggested below may be
used by the teacher whenever needed after teaching the lesson.
The teacher will ask the students to list the traditional games played by them.
2.
The teacher will take the class to the playground to play a traditional game like 'Seven Tiles'
(Pithu).
3.
4.
The students will enjoy the sport and teach the ones who have never played the game
before.
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Formative Assessment
Manual for Teachers
5.
After the game, students are asked to trace the history of any traditional game and in
groups of four each make a presentation to show in the class.
Assessment Criteria:
G
Sportmanship
Research
Presentation
Factual Knowledge
Follow up: List of traditional games can be made collectively by the class.
understand sportsmanship.
The teacher shows the clipping from the film Jo Jeeta Wohi Sikandar in the class, the scene
of the cycle race at the end.
2.
Students bring information of the drugs taken by the cyclist in 'French Tour de France' event
held every year.
3.
4.
The teacher may also ask the students to write a short paragraph on 'Sportsmanship'.
Assessment Criteria:
G
Inferential ability
Participation in discussion
Clarity of thought
Follow up: A short paragraph on 'Sportsmanship' can be corrected by the language teacher and pasted
in their notebooks.
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Formative Assessment
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Activity 3: Formulating a new game for the class and making its rules.
Learning Outcomes: The students will be able to
G
Procedure:
1.
The teacher divides the class into two teams and assign them duties and responsibilities.
2.
Each team would formulate its own game and its own rules and regulations on issues like
3.
Declaring out
Scoring
Pooling money/resources
Assessment Criteria:
G
Innovation
Team Work
Ability to Plan
Follow up: The framed rules and the name of the new game can be evaluated by the sports teacher,
who may suggest changes and improvements.
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Formative Assessment
Manual for Teachers
2.
Each speaker is given 4 minutes to speak. (About 10 students of the class may be screened
by the teacher).
3.
When the speakers make their commentary the other students would sit in audience and
assess the commentator on the basis of their forceful delivery, modulating their voice and
knowledge about the game.
Assessment Criteria: A panel of 3 judges (either from the student body or teaching staff may be
selected before hand) would give their judgement on the basis of:
G
Oratory skill.
Modulation of voice.
Follow up: The teacher can take help from English/Hindi teacher to improve the pronunciation and
speaking skill.
2.
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Formative Assessment
Manual for Teachers
3.
4.
Do you think the dress is appropriate for the sport. If yes, give reason?
Assessment Criteria:
G
Correct responses
Participation in discussion
Application of knowledge
Follow up: The sports teacher can be requested to address the students about equipment of the games
played in the schools.
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Formative Assessment
Manual for Teachers
Chapter
comprehend the factors that determine the styles and pattern of dresses.
explain how social norms and changes in economy and political life bring about changes in
styles of clothing.
establish relationship between modern world and the new trends in clothing.
compare the norms that guided clothing in western countries as well as in India.
In order to make the lesson interesting, effective and meaningful the teacher can use a variety of tools
and activities. Formative assessment stresses on learning by doing which helps in the formation of a
student's personality in his/her formative years. All activities need not be assessed.
Some examples of questions and activities are given in this chapter of the manual but the teachers are
free to make their own questions and innovative activities to be used in class.
1.
Members of the Jacobin Club , who wore long trousers were known as ................................. .
(ii)
Support as part of a woman's dress to hold the body straight was known as ......................... .
(iii) The National Woman Suffrage Association (1870s America) was headed by........................ .
(iv) By mid-nineteenth century.. .. was made stricter.
(v)
2.
Which part of the body is covered with the following? Draw a sketch of the same.
(i)
Boots
(ii)
Phenta
(iii) Breeches
(iv) Turban
(v)
Chapkan
(vi) Dhoti
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Formative Assessment
Manual for Teachers
(vii) Tunic
(viii) Fez
3.
4.
Corset
Chintz
Khadi
Cockade
Even though the dress of western women changed radically after the World Wars, why has
there been little change in the dresses worn by Indian men and women.
(ii)
Comment upon the 'shoe respect' rule introduced by the British in 19th century in India.
What do you understand about the government of that time? In your opinion should any
government interfere with items of personal aspects of dressing?
(iii) Discuss the relevance of 'khadi' in contemporary India from your experience and exposure
through media.
Suggested Activities: The following activities may be taken up in the class - A teacher may modify
them as per the requirement of her class.
2.
The teacher will ask the students to design a new uniform for boys and girls using khadi cloth.
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Formative Assessment
Manual for Teachers
3.
The teacher will discuss with the students the things to be kept in mind while designing the
uniform.
4.
The students will be asked to design the uniform listing out the reason for their designing.
Assessment Criteria:
G
Creative writing
Presentation
Follow up: The designs made by the students can be displayed and the art teacher can give suggestions
for modification, if any.
Activity 2: Survey on dress habits in India over the last fifty years.
Learning Outcomes: The students will be able to
G
organize a survey.
Divide the class into groups to prepare a questionnaire containing ten questions. The
questions should cover the types of dresses they wear, material used, the factors which
influence their choice of dress, how many have the freedom to choose their own clothes and
other relevant questions.
2.
The students distribute these to three groups, representing three different age groups
(50 yrs - 60 yrs ), (40 yrs - 50 yrs) and (30 yrs - 40 yrs) in their neighborhood / family / school
3.
4.
Analyse the responses and prepare a report on the trends in the groups.
5.
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Formative Assessment
Manual for Teachers
organising survey
collecting data
interpreting data
reporting
list clothing according to the situation/occasion, e.g., climate, battle dress, festivals, khadi,
etc.
The teacher organizes a visit to the Dolls Museum/shop with a variety of dolls from
different countries.
2.
The students carry a pad and pen to write down their observations.
3.
The students compile their observations and may get five mins. to speak in class.
4.
5.
The teacher may modify the time and marks according to the requirement of the class.
Assessment: The teacher may assess the students based on the following criteria:
G
Observation
Presentation
Graphic Design
Neatness
Content
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Formative Assessment
Manual for Teachers
identify the climate of different parts of India according to which clothes are worn.
UTTAR PRADESH
PUNJAB
HARYANA
ASSAM
SIKKIM
ARUNACHAL PRADESH
RAJASTHAN
BIHAR
NAGALAND
MAIPURA
GUJARAT
TRIPURA
MIZORAM
MEGHALAYA
WEST BANGAL
MAHARASTRA
ORISSA
MADYA PRADESH
GOA
KARNATAKA
ANDRA PRADESH
TAMIL NADU
KERALA
Procedure:
1.
2.
Ask the students to paste a picture of the traditional dress warm by the people of every
state.
3.
The students then relate the material used and give one reason for the use of that material in
the state based on culture, climate, etc.
4.
Assessment Criteria: The teacher may assess the students based on the following criteria:
G
knowledge
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Formative Assessment
Manual for Teachers
Logical reasoning
Presentation
Follow up: The students can learn about different folk dances and their the appropriate costumes.
The teacher instructs the students to get pictures of their family members over the last five
decades.
2.
In groups of three, students choose and display the pictures in a chronological order.
3.
They write comments on each selected photograph, to bring out the changes over the years.
4.
Identify the clothes made of khadi and explore the history of the khadi.
5.
Research and find out why there has been a decline in the use of khadi over the years.
Assessment Criteria:
G
Research skills
Reasoning skills
Follow up: The teacher instructs students to state the principle of Gandhi's thought behind Khadi.
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Formative Assessment
Manual for Teachers
discuss the history of clothing and the changes evolved over the years.
differentiate between the various types of clothing used at different times, e.g., war time,
working dress, farmers clothing, at the time of the struggle for nationalism, etc.
contrast the clothing of the west with that of the eastern parts of the world.
2.
3.
The leader of each group assigns work to its members under the teachers guidance
according to map, climate, geography of that country, traditions and culture, dress and
changes evolved from ancient to modern, food habits, festivals.
4.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria: The teacher may assess the students based on the following criteria:
G
Research
Creativity
Details
Group work
Timely submission
Follow up: An exhibition of the scrapbooks to be organized on a Parent - Teacher Meeting day.
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Formative Assessment
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GEOGRAPHY
Unit
Formative Assessment
Manual for Teachers
1
India-Size and Location
Chapter
India, a country of diverse features, has always been a source of inspiration to the people from time
immemorial.
Through this book, Contemporary India-I, students are exposed to some of its varied features, which
make her very special. The first chapter begins with its location on the globe, its longitudinal and
latitudinal extent and also its locational advantage on the globe.
Learning Outcomes: After going through this unit, the students will be able to
G
understand the location of India on the globe and will be able to locate India in terms of
latitude and longitude.
realize the need for setting up of a standard time and to reason out the selection of 8230'E as
the standard meridian of India.
Teacher may take the initiative to make students understand the above mentioned aspects through
maps and globes. The following are some suggested activities which may be used for formative
assessment and as a model to prepare some more by the teacher.
After the lesson is taught, the teacher can recapitulate the concepts using some of these questions.
1.
2.
Which one of the following Indian island groups lies to the South East of India?
(a)
Maldives
(b)
Sri Lanka
(c)
(d)
Lakshadweep Islands
Which one of the following union territories lies along the border line between Gujarat and
Maharashtra.
(a)
Pondicherry
(b)
Diu
(c)
Mahe
(d)
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Formative Assessment
Manual for Teachers
3.
4.
5.
(b)
68 7'E - 97 25'E
(c)
67 8'E - 98 23'E
(d)
68 7'N - 97 25'N
India's total area accounts for about 2.4 per cent of the total geographical area of the world and
occupies:(a)
(b)
(c)
Solve the Puzzle by following your search horizontally and vertically, to find the hidden
answers.
Clues:
(a)
(b)
(c)
(d)
(e)
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Formative Assessment
Manual for Teachers
Suggested Activities: The teacher may use the following activity or take idea and use his own
creativity to prepare some more.
know that duration of day and night varies from the southern part of India to its northern
part.
Teacher gives the values of the duration of day at a few places in southern India [such as
Thiruvananthapuram, Kanyakumari, Port Blair, Kavarathi, Kochi, Chennai, etc.].
2.
Students are directed to find the latitude and duration of day of a place lying in northern
part of India [such as Leh, Srinagar, Amritsar, Pinjor, Delhi etc.] during the same period of
the year.
3.
4.
5.
6.
The teacher may locate all the places on a black roll-up map along with latitude and
duration of day.
7.
Students observe the variation in duration of day with respect to the variation in latitude.
8.
9.
Teacher explains the reasons for such a variation in the day and night.
Assessment Criteria:
G
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Formative Assessment
Manual for Teachers
2.
Each group locates the features as dictated by the teacher, on an outline political map of
India.
3.
4.
The group will collectively think and solve the question, and locate the place/feature on the
map.
5.
6.
Assessment Criteria:
G
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Formative Assessment
Manual for Teachers
find out why there is a time lag of two hours from Gujarat to Arunachal Pradesh.
find out reason why Standard Meridian of India is chosen as 8230'E though it does not pass
exactly through the centre of the country.
Two towns/ cities are identified, one each in Gujarat and Arunachal Pradesh.
2.
The longitudes of these two towns/cities are found out from the atlas.
3.
The time lag between these two towns/cities is calculated (4 minute's time difference per
degree of longitude).
4.
The students are to find out why the standard meridian of India is chosen as 8230'E.
5.
They will calculate that the Indian Standard Time is exactly 5.30 hours ahead of the
International time (Greenwich Meridian Time).
DIGBOI
LAT. 2733'N
LONG. 9540'E
LAT. 23.01'N
KANDLA
LONG. 70.10'E
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Formative Assessment
Manual for Teachers
Assessment Criteria:
G
Concept Clarity
Calculation
Logical reasoning
Follow up: The teacher should give more practice to the students on locating places and time using
latitude and longitudes.
The students are divided into 9 groups representing to the nine neighbouring countries Bangladesh, Myanmar, China, Nepal, Bhutan, Afghanistan, Pakistan, Maldives and Sri
Lanka.
2.
Current problems.
Environmental issues.
3.
4.
Students are assigned a topic to speak, from each country they represent.
5.
Similarly, the other topics are assigned to different students to take up during the meeting.
6.
Each student is to be allowed about 1-1 minutes to speak on the assigned topic.
7.
Assessment Criteria:
G
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Formative Assessment
Manual for Teachers
Clarity of concept
Delivery
Follow up: The students are encouraged to come up with ideas to solve current problems with
neighbouring countries.
The teacher divides the class into groups of 5-6 with a student leader for each.
2.
3.
The teacher picks a name from the AMP Box and the student poses a question to the student
whose name is picked out.
4.
The quiz activity may be carried out till all names are picked from the AMP Box.
5.
If a student is unable to answer, then the question passes to the next student.
6.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Framing of questions
Content
Extra information
Explanation
Group work
Follow up: Good questions framed by the students may be selected for class work.
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Formative Assessment
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find out the size, latitude, longitude, state, neighbours, famous tourist spots of that place.
The teacher explains the idea of a brochure with relevant guidelines on the topic.
2.
3.
4.
5.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Information
Group co-ordination
Decoration of brochure
Pictures collected
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Formative Assessment
Manual for Teachers
Chapter
The following questions may be asked to find out if the students have understood the physiographic
divisions.
1.
Name the three types of plate boundaries. Identify which one of them lies in the Himalayan belt.
2.
3.
Make a comparison between the Shiwaliks and the Himalayas, based on the following :
4.
Composition
Age
Altitude
Distributaries
Doab
Bhabar
Bhangar
5.
6.
Suggested Activities: The teacher may use the following activities for formative assessment and
prepare some more of the kind using her creative skills.
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Formative Assessment
Manual for Teachers
identify the major physiographic divisions and also the related physical features.
Aravalli Range
2.
Malabar Coast
3.
Shiwalik Range
4.
Pirpanjal Range
5.
Garo Hills
6.
Each student picks a slip from the box. Based on the slip, students will be given in six major
physiographic divisions.
Students will be guided to make a presentation based on the following points:
G
Characteristic features
Assessment Criteria:
G
Content accuracy
Confidence
Clarity
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Formative Assessment
Manual for Teachers
Follow up: Each student should be asked to work on the physical features on a blank map.
Activity 2: Grid
Topic: Mountains of India.
Learning Outcomes: The students will be able to
G
The teacher guides the students to know as to what is a GRID, i.e., making columns under
headings and writing the matter in short phrases.
2.
The grid columns may be under the following headings- name, height, width,
characteristics, peaks.
3.
4.
The students read the textbook and write down the summary by filling up the columns.
5.
The teacher modifies the time according to the requirement of the class.
Assessment Criteria:
G
Information
Application skills
Neatness
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Formative Assessment
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The teacher instructs the students to locate the following features on an outline map of
India:
(i)
(ii)
The students exchange the map after completion and peer assessment will be done.
Follow up: Students should be asked to write a difference between a hill and a mountain as an
assignment.
Assessment Criteria :
G
Neatness
Activity 4 : Symposium
Topic: Physical Features of India.
Learning Outcomes: The students will be able to
G
list the number of physical features that India has and their value to India.
2.
The teacher instructs the leader of each group to pick a chit on which the name of a physical
feature is written, i.e., Himalayas, Northern Plains, Plateaus, Desert, Coastal Plains, Island
groups, Purvanchal Hills, Western and Eastern Ghats.
3.
The leader of the group divides the work among the members.
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Formative Assessment
Manual for Teachers
4.
5.
The students present the symposium with the help of aids, e.g., charts, posters, technology,
maps.
6.
7.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Map
Content
Organizational skill
Follow up: The teacher can ask the students to read on these features from the encyclopedia (library
skills).
2.
The teacher instructs the students to frame at least 4 questions per pair, after reading the
text, for the quiz.
3.
The students write the question on chits with their names below so as to assess them.
4.
5.
6.
On the Quiz day, the teacher picks one slip from the bank, and one name from the AMP box
to answer the question.
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Formative Assessment
Manual for Teachers
7.
8.
9.
The teacher may modify the time according to the requirement of the class.
Assessment Criteria:
G
Framing of questions
Correct Answers
Thinking skills
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Formative Assessment
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3
Drainage
Chapter
Rivers have been of great significance throughout human history. Humans have modified its use in a
broader perspective with the use of advanced technology. India; a land of varied topography is also
blessed with numerous major and minor rivers. Though they vary in their capacity, nature of flow,
features formed etc., they are responsible for supporting the growth and development of a large
population. Sometimes, they have also become a part of discussions and controversies due to their
over exploitation.
Keeping in view the significance of rivers to a nation, students should know about this precious
resource of our land and limitations of using their full potential.
Learning Outcomes: The students will be able to
G
understand the location of rivers (their origin and course of flow), tributaries,
distributaries, etc.
The following questions may be asked after teaching the lesson to recapitulate the learning.
A.
Fill in the blanks by selecting the appropriate answers given in the box.
Narmada, Indus, Ganga, Godavari, Tapi, Kaveri, Krishna, Brahmaputra, Mahanadi
II.
1.
Rivers _________ and _________ form the largest delta in the world.
2.
3.
4.
5.
Tributary
Main River
1.
River Penganga
(i)
River Indus
2.
River Satluj
(ii)
River Brahmaputra
3.
River Ghaghra
(iii)
River Krishna
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Formative Assessment
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III.
B.
River Dibang
(iv)
River Godavari
5.
River Tungabhadra
(v)
River Yamuna
6.
River Chambal
(vi)
River Ganga
Write true or false against the given statements, and give the right answer where
required.
1.
2.
3.
4.
5.
2.
C.
4.
River Gomti
River Son
River Yamuna
River Kosi
Which one of the following refers to the area drained by a single river system?
G
Water divide
Tributary
Drainage Basin
Distributary
Study the map of India showing the location of lakes. Identify the features marked as A, B, C,
D, E and F and name them.
1.
Study the diagram shown below and identify the different courses of a river marked as A,
B, and C. Also identify the feature marked as D. Give reason for the formation of this feature
in this particular course.
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Formative Assessment
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Suggested Activities: The following are some activities which can be taken up by the teacher for
Formative Assessment.
Activity 1: Dance-Drama
Topic: Rivers of India
Learning Outcomes: The students will be able to
G
The teacher divides the class into three groups of about fifteen students each.
2.
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Formative Assessment
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3.
The leader divides the work suitably among the members of the group.
4.
The students are given two weeks (or as required) to prepare the script, props, etc.
5.
The students research on the history of the river going back into mythology if necessary,
facts about the river, still existent or non-existent, changes taken place over the years, its
uses then and now, etc., with help of their teacher.
6.
7.
The teacher may modify the time and marks according tothe requirement of the class.
Assessment Criteria:
G
Props
Research
Expressions
Originality
Confidence
Follow up: The best dancedrama should be shown to children of school in the assembly.
Teacher gives the topic to the students a week in advance. Students are to collect additional
information related to the topic under the following heads:
G
Treaty, if any.
Related issues/conflicts
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Formative Assessment
Manual for Teachers
2.
Suggested solution.
Assessment Criteria: Assessment of the group may be done based on the authenticity of the research
work, clarity of thought, relevance of the content , participation and speaking skills.
Follow up: This topic should be correlated with water conservation.
The teacher may divide the class into groups of 5-6 with a student leader for each group.
2.
3.
4.
The students use any material of their choice, i.e., clay, plaster of paris, thermocol,
cardboard, etc.
5.
The students use suitable colours/blue wool for river to decorate their model.
6.
7.
8.
Assessment Criteria:
G
Peer Assessment
Explanation
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Formative Assessment
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Material used
Creativity
Neatness
identify the drainage pattern based on the terrain (Teacher should explain the different
drainage patterns).
2.
Teacher make use of the atlas or topographic sheets, or even search the site
www.googleearth.com, to do this activity.
3.
4.
Each group is guided to identify the rivers and the drainage pattern formed by it.
5.
6.
They also identify other bold relief features in the adjacent areas.
If the students find it difficult teacher should re-visit the earlier taught concepts and should guide them
to go further.
Assessment Criteria:
G
Identification
Correctness
Follow up: The students can be asked to find out about the drainage system of their locality.
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Formative Assessment
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differentiate between fresh water, lakes, man-made and salt water lakes.
The teacher divides the class into groups of 5-6 students and a group leader for each group
will be selected.
2.
The teacher may select the topics, i.e., Indus River system, Ganga River system,
Brahmaputra River system, differences between Himalayan and Peninsula Rivers,
Peninsula Rivers, lakes , Role of rivers in the economy, River Pollution.
3.
The leader divides the work among the members of the group and then compile it.
4.
Each student in each group speaks with the help of the PPT, on the part he/she has made.
5.
6.
The teacher may modify the time according to the requirement of the class.
Assessment Criteria:
G
Presentation
Research
Explanation
Speaking skills
Cross questioning
Follow up: The students to learn the names of rivers, lakes in their state.
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Formative Assessment
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Chapter
Climate
This chapter develops the concept of different climatic controls that guide the climate of India. A clear
idea about the latitudinal, altitudinal position and the effect of pressure, winds and needs of the
continent to be understood. The changing pattern of the monsoon and the impact of El Nino needs to be
followed. Monsoon climate is of primary importance and its characteristics need to be understood.
Learning Outcomes: The students will be able to
G
understand climate influences human activity: movement, food, dress and shelter.
After teaching the chapters, questions may be asked to test the learning of the students.
I.
(ii)
(ii)
(ii)
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Formative Assessment
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4.
Pune receives less rainfall than Mumbai though they lie close to each other because (i)
(ii)
Map Questions:
On the outline map of India -
III.
IV.
a.
With the help of arrow show the direction of monsoon winds in July.
b.
c.
d.
e.
2.
'Monsoon is known for uncertainties'. Support this statement with suitable arguments.
3.
Which jet stream flows over peninsular India in the Summer months?
4.
5.
Why does Simla have cool summers, while Delhi has hot summers?
2.
Why does Mumbai have pleasant winters while Nagpur lying in Central India has very
cold winters?
3.
4.
5.
6.
India has characteristics both of tropical and temperate types of climate. Analyse.
Suggested Activities: The following are some suggested activities which teacher may use.
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Formative Assessment
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Students are instructed to record the maximum and minimum temperature and rainfall of
their own city from the daily newspapers or internet.
2.
They plot the value on a graph paper and show the rise or fall in temperature or the rainfall
recorded during the rainy season.
3.
The teacher helps them to find the reason for the increase and decrease of temperature.
Weather Chart
Maximum Temperature
Minimum Temperature
Rainfall
The teacher may assist them to plot the temperature or rainfall on a graph.
If the concept is not clear the teacher may again explain the factors influencing climate, with the help of
a location map.
Assessment Criteria:
G
Finding reason for any anomalies. Reason must be from an authentic source.
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Follow up: The teacher should encourage the students to read the weather report daily and also read it
aloud in class.
source-www.flickr.com
source-karbianglong.gov.in
source-assamagribusiness.nic.in
source-www.onlytravelguide.com
A picture with flat roofs in the desert and livestock rearing will be shown to the students,
e.g., Rajasthan photo.
2.
A picture of farmer with a hat on his head and heavy downpour, a house with slanting roof
of Assam will be shown.
3.
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Formative Assessment
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4.
What can you guess about rainfall from the slanting and flat roofs?
The students will explain how heavy rainfall is connected to farming activity and low rainfall to
grazing.
Assessment Criteria:
G
Analysis
Understanding
Correlating
Follow up: The teacher correlates this activity with recapitulation of the section 2, of History.
The students find out the following information from the meteorological department or
local Block Development office (i)
(ii)
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Formative Assessment
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The students analyse the data collected, and prepare a chart depicting weather conditions
of their area.
Assessment Criteria:
G
Correctness of information
Presentation
Follow up: A visit to the meteorological department or local Block Development office to be organised
for the students.
define five new terms, e.g., jet stream, western disturbances, advancing and retreating
monsoons, burst of monsoon, breaks in rainfall.
The teacher instructs students to prepare two questions each after reading the lesson.
2.
3.
4.
Each student will come up to the blank map and fill in the answer to the question posed to
her by another student and also explain it.
5.
Assessment Criteria:
G
Framing of questions
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Formative Assessment
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Locational skill
Explanation
Follow up: Enough practice on map work should be done in the class.
relate the food habits, clothing, houses, festivals that revolve around the climate of a place.
The teacher may divide the class into groups of 5-6 students with a group leader in each.
2.
The leader may sub-divide the topic among the members of the group.
3.
The teacher may let the leader pick a chit on which the topic is written.
4.
5.
The teacher may modify the time according to the requirement of the class.
Assessment Criteria:
G
Peer Assessment
Diagram/map
Content
Research
Explanation
Follow up: The students can correlate the climatic control with their own village/town/city.
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Chapter
understand that presence of wildlife and biodiversity together allow a balance in the
ecosystem
understand its importance to maintain the trophic level in the food pyramid - role in the
environment.
After the teaching of this chapter the following questions may be asked to assess the learning ability of
the students.
I.
Virgin vegetation is different from the vegetation we find in the school campus because (i)
There are more number of plants and trees in the virgin vegetation areas.
(ii)
This virgin vegetation contains those plants which are indigenous or endemic and
have grown on their own and not planted.
Western slopes of Western Ghats have Tropical evergreen forests while the eastern slopes
have scrub vegetation due to (i)
Over grazing
(ii)
Deforestation
(iii) Very heavy rainfall on the windward side compared to the rain shadow area on the
eastern slope.
(iv) Western slopes have reserved forests and national parks while the eastern slopes
have mining and agriculture.
3.
they have stilt roots and the roots are submerged in saline/sea water.
(ii)
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Formative Assessment
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(iii) trees are short and shed their leaves in dry season.
(iv) trees bear thorns and needle-shaped leaves.
4.
(ii)
It is a type of grass.
2.
Which areas of the mountains are used by the Gujjars and Bakarwals? Why do they choose
to live in those areas?
3.
4.
Why are one horned rhinos found in Assam and West Bengal?
5.
What is the need for developing Biosphere Reserve? Name a biosphere in South India.
6.
State the differences between Tropical evergreen and Tropical deciduous forests.
7.
What kind of adaptations are found in Thorn and Scrub vegetation to withstand the
extreme climate in the desert?
8.
"In Mountainous areas there is a succession of natural vegetation belts from the tropical to
the tundra region." Explain this statement with suitable examples from India.
9.
How are the mangrove different from other types of vegetation? Gather more information
about their germination and adaptation in both saline and fresh water. Also collect pictures
related to it.
10.
Dachigam
Rajaji
Sariska
Periyar
Manas
Gorumara
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Formative Assessment
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Suggested Activities: The following are some suggested activities for formative assessment.
2.
Each group is allotted a particular region of India - Kerala, Manipur, Assam, Jodhpur,
Sunderbans, Rann of Kutch.
3.
After assigning different regions of India to each group the following questions are given
for research and findings:
4.
Why?
Suggested Solutions.
The students who are probing in nature should find out information on climate, vegetation
and wildlife. Those who have a flair for writing they do the writing on the poster. The ones
good at drawing can do the map work or show the characteristics of the vegetation, draw
kind of leaves, height of trees, kind of roots, e.g., breathing roots in case of mangrove
vegetation. The one who is a smart speaker assimilates the points and speaks about the
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Formative Assessment
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poster display, they have made on correlation of climate, vegetation and wildlife. Thus all
children with diverse talents get an exposure and are rightly judged for their talent.
5.
The teacher can ask every group to have equal distribution of artists, speakers, researchers
and one with good writing skill.
Assessment Criteria:
G
understand the importance of the natural habitat and the living organism.
Procedure:
1.
2.
3.
develop a street play to sensitize people on preserving wetlands and forests - often
rendered wastelands.
develop different roles of animals, birds, human beings and express their problems
through their roles.
Assessment Criteria:
G
Message conveyed
Theme
Follow up: The street plays should be performed in various places in the locality to sensitise the local
population.
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Activity 3 : Prepare a Quiz on Migratory Birds Visiting our Country, with the
help of Pictures from Internet.
Time Required: Two days for collecting information, One Period for conducting the Quiz.
Procedure:
1.
2.
3.
The teacher asks all the children to collect pictures and identify their names and features.
4.
5.
Conduct a quiz by mixing up all the four quizzes prepared by the children.
6.
Assessment Criteria:
G
Correct information
Participation
Follow up: An album of variety of birds, species should be made and kept in the library.
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Formative Assessment
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Lyrics : Jewel
http://www.lyricsfreak.com/j/jewel/lit
tle+bird+song2007/360.html
Procedure:
1.
Their habitat
Their food
Weather conditions
2.
3.
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Formative Assessment
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Assessment Criteria:
G
Information gathered
Presentation
Preparation
Follow up: The students should learn to recite the poem with the help of English teacher. Any Hindi
poem about sparrow can also be used.
Activity 5: Survey
Topic: Knowledge of Plant Species/Planting Trees
Learning Outcomes: The students will be able to
G
make a short paper presentation on any one plant species with its special features.
2.
The students may survey the school surroundings/neighborhood and find out the names
of five plants.
3.
Each pair may select one plant and find out the details. They may also draw/take a print
out of that plant.
4.
5.
Five minutes to be given to each pair for their presentation. Other students may seek
clarification or prose questions to the speakers.
6.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Presentation
Research
Discussion
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Formative Assessment
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Cross-Questioning
Initiative
Follow up: The teacher can ask the students to prepare name plates for the trees in their
neighbourhood and fix. those on the trees.
co-relate the climate, vegetation and wildlife on which they are inter-dependent.
The teacher dictates the ten hidden words in the word search, i.e., Corbett, Gir, Kanha Kisli,
Dudwa, Sariska, Kaziranga, Periyar, Ranthambhor, Bharatpur, Ranganathitto. Teacher to
distribute one map to each child.
2.
The students study the map on page 49 of their Geography textbook, to locate them.
3.
4.
5.
The students paste a picture of any one national park/sanctuary in the appropriate
location.
6.
The teacher may modify the time and marks, according to the requirement of the class.
Assessment Criteria:
G
Map skills
Thinking skills
Location Accuracy
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Formative Assessment
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Picture Pasting
Explanation
Follow up: The teacher encourages students to find information about these wildlife National Parks/
Sancturies.
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Chapter
Population
People of a country make a country developed or underdeveloped. People become a resource as well
as a burden, depending upon how far they are qualitatively groomed. For a country like India, with its
teeming millions, it is imperative to know about the various aspects of its population such as its
growth, distribution, female-male ratio, density, the educational attainment, occupational structure,
etc.
Learning Outcomes: After studying the chapter, the students will be able to
G
understand the population composition based on age, sex, occupational structure, literacy,
etc.
Through this lesson teacher highlights both positive as well as negative aspects of the population.
Questions can be asked to recapitulate the topics such as population density, distribution, growth of
population, processes of population change, sex ratio, age-structure and occupational structure.
1.
Why is the population density higher in the Northern plains and Kerala?
2.
Which are the three main processes responsible for a change in population?
3.
4.
Give reasons for the shift in the occupational structure from primary to secondary and tertiary
sectors.
2.
3.
Give reasons for the shift in the occupational structure from primary to secondary and tertiary
sectors. What are its consequences?
Suggested Activities: The following are the activities that can be taken up in the class.
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understand the concepts such as sex ratio, occupational structure, literacy rate, agestructure, etc.
understand the different occupational structures and the standard of living of the people.
The students are divided into small groups and directed to collect information related to:
(i)
Sex ratio.
(ii)
Age groups.
2.
After the collection of data, students may be directed to calculate the number of boys and
girls in different sections of particular classes to present it diagrammatically using a bar
diagram.
3.
Similarly, all other aspects of population may be represented through diagrams and
displayed on Bulletin Boards for comparisons.
Assessment Criteria:
G
Analysis
Follow up: This topic can be correlated with 'gender sensitization', after discussing the sex ratio.
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Formative Assessment
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Time Required: One period for presentation, one period for discussion
The teacher selects any such topic, and students are given the topic a week in advance for preparing a
Jingle.
Procedures:
1.
2.
Teacher initiates the proceeding by introducing the topic, for example, 'Girl Child needs to
be protected'.
3.
Teacher speaks about the sex ratio and the growing imbalances of the sex ratio and will
raise a question:' Is it necessary to protect the girl child'?
4.
The question is passed to different groups. Based on the arguments placed further
questions can be created and an atmosphere for further thinking will be created.
5.
This will definitely give an opportunity for the learner to associate various aspects of the
growing imbalance in sex ratio and the need to balance it.
6.
The students will be asked to prepare a jingle for television/radio on the issue.
Assessment Criteria:
G
Participation
Co-operative spirit
Confidence
Creativity
Follow up: The best may be published in school magazine or recorded to be played on annual day.
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Formative Assessment
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reason out the increasing population even with a declining annual growth rate.
interpret diagrams.
2.5
12
8
1.5
6
1
Population in Millions
10
0.5
Total Pupulation
0
1951
1961
1971
1981
1991
Annual Growth
2001
Year
How much is the total population of India according to the 2001 census?
(ii)
(iii) What is the relationship between the total population and annual growth of population
during the decade 1991-2001? Also give reason for this pattern.
Assessment Criteria:
G
Correct Response
Follow up: The teachers may be required to help students on making and interpreting graphs.
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Formative Assessment
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The teacher divides the class according to where the students live. They should be close to
each other.
2.
The students seek an appointment with the RWA head of the locality/a member of the
Panchayat.
3.
4.
The students base the interview on the population with details on male/female,
occupation, age, literate/illiterate, health.
5.
6.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Interview skills
Discussion
Initiative
Follow up: A similar activity can be conducted for the class and named SWA (Student Welfare
Association).
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Formative Assessment
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2.
The students takes the initiative to decide their own topic on a social issue.
3.
4.
The teacher guides the students to watch the TV/read the newspaper/internet.
5.
The group conversation could be on two different days for the two groups.
6.
The teacher may modify the time according to the requirement of the class.
Assessment Criteria:
G
Correct Response
Research
Oral Skills
Self Opinion
Comprehension
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Formative Assessment
Manual for Teachers
POLITICAL SCIENCE
Unit
DEMOCRATIC POLITICS - I
Chapter
Formative Assessment
Manual for Teachers
appreciate democratic practices and strive to preserve and maintain democracy in all
countries.
The teacher may ask the following questions to introduce the lesson (the teacher may also frame some
other questions) :
1.
What is Democracy?
2.
3.
Most students may be able to answer what is Democratic Government and its features as they have
studied about it in the previous class.
Suggested Activities: The Teachers may frame their own activities or take up the following questions
in class.
Activity 1: Presentation
Topic: Forms of Government
Learning Outcomes: The students will be able to
G
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Formative Assessment
Manual for Teachers
(ii)
(iii) their experiences with others based on their findings in the class.
2.
Assessment Criteria:
G
Conceptual knowledge
Creativity
Follow up: The teacher may use the best presentation to recapitulate.
source: www.toonpool.com
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Formative Assessment
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appreciate the sacrifices of the leaders who have helped them to enjoy the democratic
rights.
2.
The teacher may ask the following questions based on the picture 2
Assessment Criteria:
G
Factual and correct information about the person and his/her contribution
Writing skills
Follow up: The students may collect information about other such leaders of the world.
Activity 4: Debate
Suggested Topics:
1.
2.
3.
4.
Democracy becomes real only with participation and not merely through electing representatives.
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Procedure:
1.
The class is divided into two groups to speak for the motion and against the motion on the
topic given by the teacher.
2.
3.
Each students belonging to both groups shall give his/her inputs to prepare for the debate.
4.
The group leader leads the discussion in the class and debate.
5.
At the end of the debate, the teacher summarizes the significant points given by both the
groups .
Assessment Criteria:
G
Follow up: Each group may select a topic other than they have spoken on to write a short paragraph
on it.
2.
Students read about the differences and similarities of the two democracies.
3.
One student is instructed to write how American Democracy is different from Indian
Democracy and the other student will do the vice-versa. The third student will write the
similarities between the two democracies, within the groups.
4.
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Formative Assessment
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America
(Differences)
India (Differences)
Similarities
5.
These should be displayed on the class board for the students to study each other's work.
Assessment Criteria:
G
Clarity of concepts
Follow up: The teacher instructs students to write about the Venn diagram in the form of
an essay.
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Formative Assessment
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Chapter
understand how different historical processes and forces have promoted democracy.
Suggested Activities: A teacher may use different types of activities to reinforce learning. The
following are the activities which a teacher may use or modify and use as per the requirement of the
students.
Activity 1: Worksheet
Learning Outcomes: The students will be able to
G
gain awareness about different democratic countries across the world to open avenues for
further enquiries.
(ii)
Pakistan
(d)
Zimbabwe
(g)
Chile
(b)
Saudi Arabia
(e)
China
(h)
India
(c)
Mexico
(f)
Poland
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Formative Assessment
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i.
Pakistan
(a)
ii.
China
(b)
iii.
Mexico
(c)
iv.
Saudi Arabia
(d)
v.
Zimbabwe
(e)
vi.
India
(f)
vii.
Fiji
(g)
2.
3.
Assessment Criteria:
G
Conceptual understanding
Analytical skills
Follow up: The teacher may ask the students to assess each others work.
The teacher needs to identify the place - either gram panchyat, panchayat samiti, zilla
parishad, state assembly or Lok Sabha or Municipal committee office.
136
Formative Assessment
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(ii)
(iii) The students will write a report on the findings based on their observations.
Assessment Criteria:
G
Originality in presentation
Creativity
2.
Each group does a case study on one country based on the following criteria:
2
3.
Each group explains the evolution of democratic set up in one country to the whole class.
4.
5.
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Formative Assessment
Manual for Teachers
Assessment Criteria:
G
Correctness of data
Effectiveness of presentation
Creativity
Originality
Content/knowledge
Follow up: All the case studies may be exhibited on Social Science Day.
Divide the class into two groups A and B representing dictatorial and democratic
governments.
2.
Let group A nominate their leader and group B to elect their leader.
3.
Both the groups should prepare their own Charter of Rights and Duties of the students.
4.
At the end of the activity, each group will make a presentation in which each student will
tell one merit or demerit of their deliberation. They would collectively discuss , which is the
better form of government.
5.
Assessment Criteria:
G
Analytical Skill
Presentation
Follow up: Teacher highlights the points that students may have missed.
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Formative Assessment
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Instruct the students to read the chapter with reference to page 36 of NCERT textbook.
2.
3.
Instruct them to write a dialogue to show that how democracy is not related to the politics
only.
4.
Instruct them to bring out how democracy functions in offices, home, schools, etc.
Assessment Criteria:
G
Clarity of thought
Bring out clearly the different interpretations of Democracy other than political
Follow up: The English Hindi teacher may be requested to correct the language of their dialogues.
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Chapter
Formative Assessment
Manual for Teachers
The following questions may be given as assignments to recapitulate learning from lesson.
1.
What are the most significant features of the Constitution of India? Enumerate /highlight 3 main
features.
2.
Explore the constitution drafted by Motilal Nehru in 1928 and adopted at the Karachi session of
the Indian National Congress of 1931.
3.
4.
(i)
a.
Dec. 1946
(ii)
b.
July 1946
(iii)
c.
(iv)
d.
Suggested Activities: The teacher is encouraged to develop her own activities or modify and use the
given activities as per the requirements of the students.
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Formative Assessment
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Procedure:
1.
Show the students a clipping from the movie 'Gandhi' where he was thrown out of the train.
2.
Highlight the purpose of the role play and also co-relate such kind of discrimination based
on caste and religion in India.
3.
4.
One group will write the script for the Role Play, showing any three aspects of racial
discrimination.
5.
6.
Third group will observe the presentation and discuss / suggest ways to eradicate such
happenings of racial discrimination in future.
Assessment Criteria:
G
Creativity
Follow up: The best skit may be performed on the Gandhi Jayanti celebrations.
Method of struggle.
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Formative Assessment
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know about the two great personalities and their struggle against apartheid.
Divide all the students in groups of 3 members each, for the talk show.
2.
Collect information from the text book, internet, books written on Mahatma Gandhi
and Nelson Mandela and find out facts about their life style and struggle against
racial discrimination.
(ii)
Assessment Criteria:
G
Creativity
Originality
Follow up: The teacher guides them to frame relevant and appropriate questions and their answer.
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Formative Assessment
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Clues:
1.
A country which has an elected head of the state and not by heredity.
2.
People have supreme right to make decisions on internal as well as external matters of the
state.
3.
4.
An introductory statement in a constitution which states the reasons and guiding values of
the constitution.
5.
6.
A form of government where people enjoy equal political rights, elect their rulers and hold
them accountable.
7.
Claims of a person over other fellow beings, over the society and over the government
recognized by society and sanctioned by law.
8.
No unreasonable restrictions on the citizens in what they think, how they wish to express
their thoughts.
9.
10.
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Formative Assessment
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11.
12.
13.
An organized group of people with common political aspirations with an aim to attain
political power.
Procedure:
1.
2.
3.
Based on the clues, the students find the answers hidden in the puzzle.
4.
2.
In one period, discuss the rules, rights and duties for their class and make a list.
3.
4.
The teacher instructs the students to vote for the rules/regulations/rights/duties to be put
in written form as constitution for the class.
Assessment Criteria:
G
Contribution of ideas
Follow up: The teacher may revisit the chapter for highlighting the main features of the constitution.
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Formative Assessment
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Time : Two periods (One period each for preparation and one for presentation.)
Procedure:
1.
2.
3.
4.
Assessment Criteria:
G
Creativity/composition
Follow up: The help of music teacher may be sought for this activity.
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Formative Assessment
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Chapter
get familiarized with the electoral system and reasons for choosing this.
ticket,
483,
543,
EPIC,
voters list,
reserved,
79
a)
In the Lok Sabha _______ seats are reserved for the scheduled castes and _______ for the
scheduled tribes.
b)
c)
For the Lok Sabha elections, the country is divided into _______ constituencies.
d)
1/3 of the seats are reserved in rural and urban local bodies for women candidates.
b)
c)
Lok Sabha and Vidhan Sabha elections are held regularly after every six years.
b)
How does the constitution specify the cultural and educational rights of the minorities?
Read the following passage and answer the questions which follow:
During the 1982 general elections in Haryana, Choudhary Devi lal, then an opposition leader, led
a movement for justice. In the election campaign, Devi Lal said that if his party won the election,
his government would waive off the loans of the farmers and small businessmen. The people
146
Formative Assessment
Manual for Teachers
were unhappy with the existing congress government. So, when election was held, Devi Lal's
party and its allies won 76 out of 90 seats.
Answer the following questions :
5.
a.
Was the commitment of Choudhary Devi Lal to waive the loans of the farmers and small
businessmen a fair election promise? Give your arguments.
b.
Why did Devi Lal names the movement "Movement for justice"?
c.
Devi Lal fulfilled his promise that he made during the election campaign immediately after
the election. Is it power of the democracy or a sign of dictatorship?
Which among the following conditions is not conducive to democratic election in India?
a.
b.
c.
The voters should not be given the freedom to choose the candidates.
d.
e.
f.
g.
The parties should be allowed to use their own transport to help the voters to reach polling
booth on the election day.
h.
One of the political parties has offered a cycle to every household that commits to vote for
that party.
i.
All the villagers of a locality has provided a public platform and asked all the candidates to
address village people collectively.
6.
7.
Do you agree that political candidates for different elections should have no definite
qualifications? Justify your answer.
8.
Many candidates with criminal background are given tickets to contest election.
b)
In spite of losing election, many important party leaders are given a place in the Council of
Ministers.
c)
Many defeated candidates of the ruling party are appointed as governors of different states.
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Formative Assessment
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d)
Even the physically fragile and aged politicians do not make way for the young and
energetic upcoming leaders.
e)
In reality, most of the political parties are not in favour of reservation of seats for women.
Suggested Activities: The encourage active participation of the students and to reinforce learning, the
activities need to be developed carefully. The teacher may choose from the following activities.
2.
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Formative Assessment
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3.
4.
Activity:
G
Election day
Campaigning
Campaigning to stop
Announcement of result
Oath taking
Assessment Criteria: It is a learning activity mixed with fun, which need not be graded.
Follow up:
G
The teacher from other disciplines preferably PGT Political Science may act as the
Observer.
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Formative Assessment
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The teacher give the topics for paper presentations related to the chapter, for exampleSecret ballot should be replaced by open ballot.
2.
3.
Each student will pick up a slip and take up the topic for presentation.
4.
5.
Assessment Criteria:
The teacher should assess the students on the following parameters G
Factual accuracy.
Clarity of concepts.
Effective utilization of time to bring out the main points of the topic.
Follow up: Those who do not participate actively should be encouraged to speak.
Activity 3: Debate
Learning Outcomes: The students will be able to
G
2.
Teacher gives either of the topics - "Is it good to have political competition" or 'Minimum
educational qualifications should be mandatory for contesting elections ".
3.
One group should speak for and one group should speak against the motion.
4.
5.
The teacher can elaborate the relevant or convincing points which the students came up
with. Teacher may elaborate and clarify points at the end.
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Assessment Criteria:
G
Content knowledge
Relevant points
Creative Presentation
Convincing arguments
Follow up: The students who are shy may be encouraged to prepare the interjections.
recognize the model code of conduct for the candidates of political parties in India.
2.
Two groups make posters on suggested topic. One on code of conduct and the other on
Manifesto.
3.
The students may refer to internet / books / newspaper for the information.
4.
5.
Assessment Criteria:
G
Content
Effectiveness of presentation
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Relevance of data
Follow up: The best posters should be displayed in the school corridors.
Activity 5: Symposium
Learning Outcomes: The students will be able to
G
get familiarized with the party system - one party (advantages and disadvantages).
Class is divided into groups of 8-10 students depending upon class strength.
2.
3.
4.
Each student in the group must give relevant inputs for the discussion.
5.
Assessment Criteria:
G
Effectiveness of presentation
Content/Knowledge (exhaustive)
Relevance of data/information
Follow up: The teacher instructs the students to distinguish between secularism, socialism and
democracy by writing on it.
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Chapter
get sensitized to the key role of the parliament and its procedures.
Suggested Activities : The teacher may use the following activities or may prepare her own.
understand powers and functions of the Lok Sabha and Rajya Sabha.
Procedure:
1.
Divide the class into two groups: Rajya Sabha and Lok Sabha.
2.
Students collect information on the Lok Sabha/ Rajya Sabha and write it on slips.
3.
The teacher jumbles up the information and reads them to the class.
4.
5.
6.
Two students from each group to summarize the powers and functions of Lok Sabha and
Rajya Sabha separately.
Read the following statements and place them under the proper headings of LOK SABHA and RAJYA
SABHA.
Lok Sabha
(i)
Rajya Sabha
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(ii)
2.
3.
Students check each others work (peer correction) while the teacher gives out the answers.
Assessment Criteria:
G
Correct Responses
Peer Assessment
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6
7
10
2
They make it difficult to have a good decision taken very quickly or rush through a bad decision. (12)
4.
5.
7.
9.
Down:
1.
It is responsible for ensuring security to the citizens and providing facilities. (10)
3.
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6.
8.
The Prime Minister of this type of government cannot take decisions as he/she likes. (9)
10.
Activity 3: BINGO
Learning Outcomes: The students will be able to
G
The teacher gives 'Bingo' sheets to the students containing key words from the chapter.
2.
3.
Students mark their bingo sheet when they hear the teacher read a definition/meaning
which matches a key word on their sheet.
Assessment Criteria:
G
Correct responses
Follow up: The bingo sheets may be pasted with definitions/meaning in notebooks.
understand the working of government bodies at Centre, State and Local levels.
Give one period to the students to read and make their notes on working of the institutions.
2.
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3.
They (as pairs) will list the different and common features of the government institutions at
the centre, state and local levels.
Centre
Local
State
Main Features
Common Features
Main Features
Main Features
Common Features
4.
Assessment:
G
Factual Accuracy
Ability to differentiate
Neatness
Follow up: The teacher may help students to achieve factual accuracy.
get a brief idea over the question and zero hours in the parliament and other debates held in
the House.
get the knowledge of the questions that are asked in the House.
2.
Each team to segregate themselves into two separate teams as ruling and opposition parties
and argue over the burning issues.
3.
Each team had to perform the role of ruling party and also opposition party and conduct the
Parliament session.
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4.
Students to throw questions to 'ministers' on almost all current affairs. The major issues that
can be included "delay and hurdles involved in the appointment of Lokayukta,"
"corruption." "bad condition of roads," etc.
Assessment Criteria:
G
Debating skills.
Follow up: The students watch a live telecast of a parliament session on T.V.
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Chapter
recognise the ways in which these rights are exercised and denied in real life situations.
understand the judicial system and key institutions like the Supreme Court, High Courts
and National Human Rights Commission.
The teacher may use questions such as following to recapitulate topics learnt by students.
1.
2.
3.
Identify the fundamental right to which each of the following statement is associated with:
a.
b.
c.
Dr. Ambedkar said that this right can be called "The heart and soul of the constitution.
d.
Every religious group or sect is free to manage its own religious affairs.
"Begaar" is a practice where the worker is willing to render service to the 'master' free of
charge.
b.
c.
The citizens of India do not have the freedom to travel to any part of the country.
Fill in the blanks with appropriate words from the box given below:
48, reasonable, court, law, community, traffic, 24, society
4.
a.
b.
Rights are ________ claims of persons recognized by ________ and sanctioned by ________.
c.
A person who is arrested and detained shall be produced before the magistrate within a
period of ________ hours of arrest.
"Fundamental rights are not absolute". Justify the statement by giving at least one
limitation of any four fundamental rights.
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b.
Mention any three rights guaranteed by the constitution of South Africa to its citizens.
Suggested Activities: The following are some suggested activities. The teachers may use their
creativity and frame more such activities.
explain how rights can be violated and what steps should be taken in such circumstances.
recognize the ways in which these rights are exercised and denied in the real life situations.
2.
3.
They will display these clippings under suitable captions on the bulletin board.
4.
Assessment Criteria:
G
Follow up: The art teacher may help students to display their work aesthetically.
Activity 2: Debate
Topic: Reservation is not a violation of the "Right to Equality"
Leaning Outcomes: The students will be able to
G
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Procedure:
1.
2.
The class is divided into two groups to give their arguments in favour and against the topic.
3.
4.
5.
6.
If in the course of debate, the students are not able to come up with relevant points and
convincing arguments, then the teacher highlight the relevant points for the debate.
Assessment Criteria:
G
Presentation skills
Logical thinking
Follow up: This topic may be extended and related to gender equity.
work as a team.
2.
Students discuss what democratic rights are and write the script as a team.
3.
4.
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Assessment Criteria:
G
Concept Clarity
Presentation
Confidence
Creativity
Team Co-ordination
The teacher announces/writes the topic on the board 'Write a letter to the editor of a
newspaper highlighting that the increasing number of beggars is an infringement of their
fundamental right as guaranteed in the constitution will be written on the blackboard.
2.
3.
Brief discussion may also be initiated before the students start writing.
Assessment Criteria:
G
Content
Application of knowledge
Follow up:
G
The best letter may be sent to the Editor of a newspaper for publication.
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understand and grasp the everyday application of the subject through newspapers.
Read the newspaper article on the arrest of the cartoonist, Aseem for his seditious
cartoons.
OR
The arrest of the girls who wrote a remark on a social networking site on a current situation.
2.
Was this action of the state government/police correct? Give reasons for your
answer.
How would you like to make sure that this fundamental right/rights is not violated in
future? Give your suggestion.
Assessment Criteria:
G
Follow up: The activities of same nature may be conducted to encourage newspaper reading and
comprehension.
ARTICLES
1.
The Mumbai police produced cartoonist Aseem Trivedi before the Bandra holiday court on
Sunday.
Trivedi was arrested on Saturday on charges of sedition for displaying cartoons during the
Anna Hazare protest in the Bandra-Kurla complex (BKC) in November 2011. The arrest was
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carried out on the basis of a complaint filed by Amit Katarnayea, a legal advisor for a
Mumbai-based NGO.
Katarnayea had approached the BKC police in December 2011 with his complaint against
Trivedi's allegedly derogatory sketches, depicting the National Emblem and the Parliament
in a bad light. The complainant said that the offending cartoons were uploaded on social
networking sites too, thereby hurting the sentiments of the nation.
NATIONAL EMBLEM
WOLFS WITH
THE SIGN OF DANGER
Following a furore over the girls' arrest, Maharashtra Chief Minister Prithviraj Chavan had
promised "strict action" against police personnel, if they were found guilty in the probe.
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So much for freedom of speech : Mumbai girls jailed after a post in a social networking site
about Bal Thackeray which 'hurt religious sentiments'.
By MAIL TODAY REPORTER
PUBLISHED : 22:19 GMT, 19 November 2012 | UPDATED : 09:49 GMT, 20 November 2012
A seemingly harmless post in a social networking site questioning Mumbai shutdown after the
death of Shiv Sena supremo Bal Thackeray has landed two girls in trouble.
The Palghar police in neighbouring Thane on Sunday arrested Shaheen Dhada and her friend
Renu charging them with hurting religious sentiments, apparently under pressure from Shiv
Sainiks.
The Police action has evoked widespread outrage. The girls were also charged under the IT Act.
Markets in Mumbai were closed to morn the death of Shiv Sena Chief Balasaheb. Thackeray in
Karad, Maharashtra
People like Thackeray are born and they die daily, and one should not observe a 'bandh' for
that is what Shaheen Dhada wrote on her Facebook.
Shaheen had reportedly written on her Facebook wall that "People like Thackeray are born and
die daily, and one should not observe a 'bandh' for that".
Renu was arrested for liking the post. The two were on Monday produced before a court which
sentenced them to 14-day judicial custody.
However, they were granted bail soon after furnished personal bonds. While the police were
prompt in arresting the girls, they are still dragging their feet in apprehending the men who
vandalised the hospital owned by Dhada's uncle at Palghar.
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A mob of suspectd Shiv Sainiks had on Sunday vandalised the facility after the girl posted the
comment. Terming the police action against the girls as absurd, Press Council of India chief
Markandey Katju asked Maharastra chief minister Prithviraj Chavan to look into the issue
He also demanded immediate action against the policemen involved, Chavan, on his part, said:
"I have just come to know about the details, I am looking into the matter.
Congress spokesperson Sandeep Dikshit parried questions on the issue, saying government
would respond. "I have no idea. We will find out."he said.
Janata Party leader Subramanian Swamy also condemned the arrests demanding that the CM
apologise for reckless disregard of the Constitution and fundamental rights by the state
administration.
The police have now gone on the defensive and said they had no choice after the Sena activists
complained.
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ECONOMICS
Unit
UNDERSTANDING
ECONOMIC DEVELOPMENT
Formative Assessment
Manual for Teachers
Chapter
familiarize themselves with the basic concepts like factors of production, yield, surplus.
classify the main occupations in a village into farm and non-farm activities.
Fixed capital
Working capital
a. Bullock cart
b. Tube well
c. Jute fibre to make sacks
d. Electricity to run machines
e. Loan taken to buy a tractor
f.
2.
What are the three resources which a modern farmer is likely to use on his farm?
3.
a)
b)
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c)
d)
The question numbers 4, 5 and 6 can be used to check the understanding of concepts like multiple
cropping, non- farm activities and mechanized means of farming.
4.
How does a landless farmer earn a living from all sources available to him/her in the village?
5.
6.
Why do non-farm activities develop in the village of Palampore? State two examples of non- farm
activities.
Question numbers 7, 8, 9 and 10 are thought provoking. These can be used to judge the ability of
students to correlate, compare and analyze concepts learnt in the chapter.
7.
Suggest 3 ways in which the crop yield from a given piece of land can be improved.
8.
Discuss how the following would be different if land were more equitably distributed:
a)
Employment
b)
Income earned
9.
You want to establish a carpentry shop. What factors of production would you require for this
business and why?
10.
A tea shop owner earns an income of ` 2,500/- in a month. He/she spends ` 1,075/- on regular
expenditures. One month his child falls ill and he/she spends the balance on treating his child.
Explain the impact of this decision on the tea shop owner's earnings in the next month.
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Formative Assessment
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Time Required: Two days can be given to the groups to collect data, 2 periods to collate the
information in class and make a presentation about their findings.
Procedure:
1.
2.
3.
Each group member collects data related to the group topic in the format given below:
S. No.
Income of Individuals
1
2
3
4
5
6
7
8
9
10
Suggested topics mode of transport used by people to commute to their place of work,
pocket money given to children, number of times eating out in a week, newspapers and
magazines bought by a family, brand of cooking oil, number of electronic items at home.
4.
5.
6.
Each group to make a presentation in the class on the data collected and analysed.
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Formative Assessment
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7.
The teacher concludes the activity by explaining the different ways in which disparity can
witnessed in society, their possible causes and consequences.
An example is done to explain the activity. Let the group members collect information on
pocket money received by the children in their locality.
S. No.
Income of Individuals
` 20,000/- p.m
` 100/- p.m
` 40,000/- p.m
` 250/- p.m
` 50,000/- p.m
` 500/- p.m
4
5
6
7
8
9
10
The students would collate their findings as income increases so does the pocket money
provided to children in a family.
Assessment Criteria: The activity can be marked considering the data collected, analysis and
explanation provided. The participation of all group members should be ensured.
Follow up: The Mathematics teacher may be requested to guide the students on data interpretation.
demonstrate the different lifestyles of large, medium, small and landless farmers of
Palampore.
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Time Required: A two days time can be given to the groups to prepare their talk show. Two periods
time to present the show in class and have a discussion.
Procedure:
1.
2.
landless farmer
small farmer
medium farmer
large farmer
3.
4.
5.
6.
Teacher summarizes the shows, along with highlighting the fact that these differences in
lifestyles are prevalent all over India.
Assessment Criteria: The activity can be marked considering the relevance of the script. The
difference in standard of living and opportunities available should distinctly be shown in the show.
The participation of all group members should be ensured.
Follow up: For articulation and communication skills the teacher may take help from her/his
colleagues.
Formative Assessment
Manual for Teachers
explain words like physical capital, fixed capital, working capital, human capital.
The teacher will explain the idea of concept mapping to students with an example.
2.
The relevant points of the topic may be identified and jotted down in the form of a diagram.
3.
4.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Creativity
Concept information
Application skill
differentiate between the green revolution method and the traditional agricultural method.
identify the usefulness and advantages of the green revolution method in farming.
tell which states have adopted these methods and whether they have benefitted.
2.
3.
The students show how one point is connected to the next like a cycle and
finally the effects/defects.
4.
The students compare the green revolution method with traditional method of farming.
5.
The teacher may modify the time and marks according to the requirement of the class.
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Assessment Criteria:
G
Presentation
Content
Extra information
The teacher organises a day's outing for students to a farm in a nearby village.
2.
The students take their diary to note down their observations on methods and implements
used.
3.
The students identify the crops grown and the conditions necesary for their growth.
Assessment Criteria:
G
Observation
Report content
Experiences
Presentation
Originality
Follow up: The students write their report and experiences in about 200 words.
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2
People as Resource
Chapter
The students are familiar with the concept of Human Resource through their previous classes. A
discussion about the continent of Antarctica which doesn't have this resource and open immigration
policies adopted by the countries like Australia and Canada, can create an interesting beginning to the
chapter.
Learning Outcomes: After reading through the chapter the students will be able to
G
familiarize themselves with the basic concepts like Human capital formation, economic
activities, types of unemployment.
classify the economic activities into market and non- market activities.
identify that disparities exist in our economy. Women are not given equal opportunities.
Question numbers 1 - 4 and 7 can be used to reinforce the main concepts discussed in the chapter.
1.
2.
Are the following statements True or False? Correct the false statements:
a.
b.
Women with high education and skill are paid at par with men.
c.
3.
4.
Question Numbers. 5 and 6 are thought provoking questions. Such questions can invite a variety of
answers. The students should be encouraged to think logically.
5.
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Formative Assessment
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6.
7.
(a)
Why does the output of carpets remain constant, despite Manohar's departure?
(b)
Is it a waste of human resource to employ more than the required number of people? Justify
your answer.
(b)
Column B
b. Literacy rate
c.
Tertiary Sector
d. Life expectancy
Question numbers 8, 9 and 10 can be used to gauge their higher order thinking skills of the
students. They need to correlate unemployment, literacy rate, IMR with human resource
development and give examples to support their ideas.
8.
What are the objectives of India's National Policy on Health? Suggest two ways in which the
policy objectives can be met.
9.
Explain why infant mortality and literacy rates are considered to be indicators of human resource
development.
10.
Why does unemployment have a detrimental effect on the overall growth of an economy?
Suggested Activities:
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Formative Assessment
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Time Required: One Period to understand the graph and answer the worksheet in class is more than
sufficient.
Procedure :
1.
Teacher replicates the graph 2.1 literacy rates in India (Page.21) on a chart
paper/OHP/Transparency/Powerpoint Presentation.
2.
3.
80
75.9
70
65.46
64.1
60
56.4
50
46
40.4
40
30
39.3
29.7
27.2
22
20
10
54.2
15.4
9.1
0
Year 1951
Year 1961
Year 1971
Year 1981
Male
Year 1991
Year 2001
Female
4.
5.
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Formative Assessment
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Suggested Worksheet:
The worksheet should contain questions like:
G
Is there a disparity in the literacy rate among males and females? Suggest one possible
reason for your observation.
Why the literacy rates have improved over the years? Give two reasons.
Assessment Criteria: The activity can be marked on the basis of correct responses. The questions in the
worksheet should be True- False, fill in the blanks, MCQs.
Activity 2: Debate
Topic: "Education is the most important factor in human resource development".
Learning Outcomes: The students will be able to
G
Time Required: The teacher explains the topic. Discuss its pros and cons, and give 30 minutes to each
group to prepare for the debate. The debate itself may take 30 minutes. The activity in all can wind up in
an hour. The teacher may split the activity over two days.
Procedure:
1.
The class is divided into 6 groups, where time and topic are given.
2.
Each group discusses and prepares for the debate for and against the motion.
3.
4.
5.
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Formative Assessment
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6.
The teacher may also explain how the State of Kerala has moved forward due to its high
literacy rate.
Assessment Criteria: The activity can be marked on the basis of points raised by the speakers and
handling of interjections.
Activity 3: Symposium
Topic: Investment in human capital yields a return.
Learning Outcomes: The students will be able to
G
compare a virtuous cycle and a vicious cycle in relation to health and education.
The teacher divides the class into groups of 5 - 6 with a group leader for each.
2.
The teacher divides the work as education, health, training, country, advantage.
3.
4.
5.
6.
The teacher may modify the time and marks according to the requirement of the class.
Assessment Criteria:
G
Research work
Content
Explanation
Thinking skills
Confidence
Follow up: The students who are hesitant to participate may be appointed as rapporteurs.
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Formative Assessment
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2.
3.
4.
5.
The teacher modifies the time and marks according to the requirement of the class.
Assessment Criteria:
G
Presentation
Information
Neatness
Follow up: The information given in the flow chart may be written in the form of paragraph for better
understanding.
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understand that poverty is a multidimensional concept within the rural and urban
contexts.
discuss how poverty estimates have changed in India from 1973 - 2000.
Given below are a number of sample questions that may be used. Teachers are expected to develop
more such questions to assess the students.
Question numbers 1- 5 enable students to demonstrate their understanding of concepts such as
rural and urban poverty, and poverty line and causes of poverty.
1.
Explain any one distinguishable cause of rural poverty and urban poverty.
2.
Why is the rural poverty line different from the urban poverty line?
3.
Explain with a suitable example, how the social scientists relate social exclusion to
poverty?
4.
5.
Question Numbers 1 - 4 are higher order thinking questions, where students think critically and
apply their knowledge.
1.
Explain two points of similarity and dissimilarity between rural and urban poverty.
2.
3.
Does the NREGA 2005 achieve only employment generation or does it aim for the rural
development? Explain.
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Formative Assessment
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4.
Why are the rural agricultural labourers and urban casual labourers considered to be a
vulnerable group of the society?
The following question allows students to hone their skills of reading and analyzing a data that is
represented through a graph.
Study the graph given below (Pg 36), and answer the following questions.
Graph 3.2: Poverty Ratio in Selected Indian States, 1999-2000
47.2
45
40
42.6
37.4
36.1
34.4
35
31.2
30
27.1 26.1
25
25
21.1
20
20
15.8 15.3
15
14
12.7
10
8.7
5
0
8.2
7.6
6.2
ir
ab
hm
K
&
Ja
ha
ac
H
as
Pu
nj
sh
hi
de
el
ra
lP
ar
ya
al
na
at
er
ar
uj
an
th
as
aj
R
im
nd
hr
Pr
ad
es
ka
ta
na
ar
K
il
Ta
m
ah
ad
ra
a
ar
as
ht
di
le
In
ll
A
M
W
es
tB
en
ga
sh
a
ur
de
ra
am
ss
es
Tr
ip
rP
tta
U
a
hy
ad
M
ad
ih
B
ris
ar
sa
3.5
Pr
Percentage of people
below poverty line
50
(i)
Name the state in which almost half the population is living below the poverty line.
(ii)
Name those states in which less than 10% of the population is living below the poverty line.
(iii) Give two reasons to explain the disparities in the poverty ratios existing in the states of
India.
(1+1+2)
Suggested Activities: A few activities have been suggested to make learning more engaging and
interactive for students along with taking the learning beyond the curriculum. These activities help in
co-operative and collaborative learning.
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Formative Assessment
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multidimensional concepts of rural and urban poverty, using the case studies that have been given in
the NCERT textbook.
Learning Outcomes: The students will be able to
G
Time Required: One day for interview, one period for presentation.
Procedure:
1.
2.
Each group is given the task of conducting an interview of different types of workers in the
society, like the casual labourer, cobbler, shopkeeper, auto rickshaw drivers, employees of
an organisation, professionals such as doctor, engineer, etc., or any other relevant
profession with the objective of gathering information that is relevant to understanding the
lifestyle of the allotted profession. Each student of a group would need to conduct at least
two interviews. This is a home task.
3.
In the next class, each group collates the data, each student has gathered on a particular
profession.
4.
Each group analyses the interview data and write their findings.
Assessment Criteria:
G
Follow up: A class bulletin board can be prepared on the basis of their findings highlighting the
different types of employment, income earned, opportunities for growth, migration from different
states and related issues.
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Formative Assessment
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Teacher replicates the graph 3.3 (pg 37) as shown below on a chart paper/OHP
Transparency / Powerpoint Presentation.
2.
3.
4.
60
50
East Asia
& Pacific
South Asia
Percentage
Sub-Saharan Africa
Sub-Saharan Africa
40
South Asia
30
20
China
East Asia &
Pacific
10
0
1981
1990
Years
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2001
Formative Assessment
Manual for Teachers
Suggested Worksheet:
Teachers may develop their own worksheet on the graph, that have questions, moving from the simple
to complex. As a guideline, a few sample questions are given below:
G
What is the time period within which the graph is comparing poverty ratios?
What was the percentage of poor in Sub Saharan Africa in 1981? What was the ratio in 2001?
Name two countries where poverty ratios have improved over time.
Is there a disparity in the poverty ratios between countries? Suggest one possible reason for
your finding.
Give two reasons why poverty ratios have improved over the years.
Assessment Criteria:
G
Follow up: The students may be encouraged to practice more graphstudy from newspapers.
understand how inequitable distribution of assets and income and employment levels are
linked to poverty levels.
understand that why a government can't alleviate poverty despite all its efforts.
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Formative Assessment
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Procedure:
1.
2.
Each group is given the task of making a poverty alleviation plan for the colony/ district/
village/ state.
3.
The group must describe the living conditions of their colony/ district/ village/ state.
4.
The groups identify and analyse causes of people living below poverty line in their area.
5.
Each group prepares a detailed plan of employment opportunities that can be created for
the BPL population, along with proposed budgets and accountability for nonperformance.
Assessment Criteria:
G
Quality of presentation.
Follow up: A presentation can be prepared by each group about their plan. This could be done outside
the scheduled classroom time.
Activity 4: PPT
Topic: Dimensions of Poverty.
Learning Outcomes: The students will be able to
G
The teacher divides the class into groups of 5-6 with a group leader for each.
2.
The leader divides the topic among the members of the group.
3.
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Formative Assessment
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4.
5.
6.
The teacher may modify the time according to the requirement of the class.
Assessment Criteria:
G
Group work
Research work
Content
Expression
examine the objectives and strategies of the government to remove poverty and promote
economic growth.
2.
3.
The main points of the topic may be noted down on the diagram.
4.
The teacher may modify the time according to the requirement of the class.
Assessment Criteria:
G
Diagram Presentation
Content
Application skills
Follow up: The graphic organisers will be displayed in the class for students to appreciate each others
work.
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give the meaning of terms such as availability, accessibility and affordability in the context
of food security.
observe linkages between people who are 'food insecure' and those who are 'poor'.
understand the circumstances in which the government decided to move towards selfsufficiency in foodgrains.
appreciate and critically evaluate the role of government in ensuring food supply.
Given below are sample questions. Teachers are expected to develop more such questions.
Questions 1 -2 are recall questions, that test the basic knowledge of students such as about ration
cards, buffer stock.
1.
What is a ration card? State the three types of ration cards existing in our economy
today.
2.
What is a buffer stock? Why does every government need to maintain a buffer stock?
Questions 1-4 help students to demonstrate their understanding of concepts such as the need for
food security, ration shops and ration cards.
1.
2.
In an economy, food is easily available and accessible to the people, however it is not
affordable. What would you say about the food security in the economy?
3.
4.
Why is a ration shop called a Fair Price Shop? Why does the government have a system of
different ration cards?
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Questions 1 -4 are higher order thinking questions that could be used to make students think
critically.
1.
Read the two case studies given below and answer the questions that follow.
Fareed runs a small tea stall besides a bank. He is able to provide two square meals a day to his family
of four. However the meals lack in nutritional value like green leafy vegetables, dals, curd, etc.
Arjun is a worker in the woollen factory and is able to provide two square meals a day to his family of
four during the winter months. However during the summer months he can't afford this.
a)
b)
c)
Where in India would you find a greater proportion of people suffering from seasonal
hunger and why?
2.
What is common in a casual labourer, cobbler, petty shopkeeper, auto rickshaw driver,
beggar, gardener, cycle mechanic and a road side barber? Explain relationship between
their nature of work, income earned and poverty faced.
3.
Explain this statement. "There is a general consensus that high level of buffer stock of food
grains is very undesirable and can be wasteful.
4.
Suggested Activities: A few activities have been suggested to make learning more engaging and
interactive for students along with taking the learning beyond the structured curriculum. These
activities help in co-operative and collaborative learning.
relate the poverty, unemployment, hunger and PDS in a creative story line.
appreciate the role played by the government through the Rationing system.
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Procedure:
1.
2.
3.
Each group is to develop a story that pertains to the picture keeping the learning objectives
in mind. The story must at least emphasise the following:
2
Possible solutions.
4.
5.
The story is presented such that every student gets a chance to speak.
Assessment Criteria:
G
Relevant solutions to solve the problems that are highlighted in the picture
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Formative Assessment
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identify the pictures of the various types of cooperatives (based on the perception,
knowledge and functioning of a cooperative.)
understand the purpose behind their functioning and the advantages to be derived. (They
need to visit a functioning cooperative and do the research.)
2.
The Government plays the role of a friend, philosopher and guide, promoters and financier of the
activities of the cooperatives and therefore, has a huge role in the functioning of a cooperative.
For example, if a housing cooperative has to be formed, the involvement of the government
machinery would be necessary for allotment of land till the allotment of the houses to the
members. The Government also provides policy support and policies are reviewed and modified
from time to time.
Project Preparation: After the students are oriented into the basics of the Cooperative Movement, they
are expected to choose an activity, organize research and prepare a project as to:
G
Management of a cooperative.
Methodology:
G
They can identify an activity which can be organized in their school, neighbourhood or area
on cooperative lines.
The method by which the project could be presented is to be decided by the students.
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2.
The pictures are centrally placed. (More pictures of cooperative banks, marketing society
should be added.)
When the pictures are centrally placed, the students identify the activities and work out the
processes to which the formation and management a particular cooperative is subjected to.
3.
a.
b.
c.
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Assessment Criteria:
G
Analytical skills
Team work
Quality of content
Presentation
Follow up:The best work may be kept in the library for reference.
appreciate the role played by the government and the problems faced by the farmers.
2.
Each student writes a diary entry recording her understanding of the situation and
suggesting solutions to the problem.
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While the Centre has set the rate of urea at ` 4,830/- per tonne, it is available in Karnataka's black market at
` 6,000/- per tonne, according to farmers in the state. Diammonium phosphate, fixed at ` 9,350/- per
tonne, sells for ` 12,000/- per tonne. The government rate for muriate of potash is
` 4,455/- per tonne; the black market rate is ` 6,000/- per tonne. Farmers in the state protested fertilizer
scarcity recently. The protests turned violent and one person died in police firing.
It's not just the farmer at the receiving end. The fertilizer industry, too, is reeling, because of the fertilizer
subsidy. This raises questions about the economic viability of the industry that supported the Green
Revolution. In the wake of rising costs of production the farmers are not satisfied with the low MSP.
Thousands of farmers thronged the Delhi roads to protest against the low MSP for sugarcane.
Assessment Criteria:
G
compare prices of essential commodities in a ration shop with those in the market.
make a table on the above and point out the difference in prices of these commodities.
2.
3.
After visiting the ration shop in the market, the students make a table in their notebook
comparing prices and showing the differences.
4.
The teacher may modify the time and marks according to the requirement of the class.
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Assessment Criteria:
G
Observations
Accuracy
Presentation
Experience
Information
Follow up: The students may write their experiences/interviews with the shop keeper.
2.
The teacher briefs the students on the PDS and its defects.
3.
4.
The students form their own ideas for a plan of the PDS, in their state.
5.
The teacher may modify the time according to the requirement of the class.
Assessment Criteria:
G
Research work
Plan
Thinking skills
Information
Speaking skills
Follow up: The teacher may use peer assessment and students compare each others work.
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www.hypercities.com
Collaborate using social technologies to delve into the past, present or future of city spaces. View
architectural maps of some of the world's most famous cities from different time periods and
overlay important structures.
2.
www.historyPin.com
View some of the most interesting and thought-provoking photographs through time to
stimulate discussion in your classroom.
3.
www.europeanvirtualmuseum.it
The European Virtual Museum is an online collaboration between twenty-seven prestigious
European museums and showcases historical artefacts from all over the world.
4.
www.timemaps.com
Time Maps is an all-inclusive look at world history that combines maps, timelines and
chronological narratives.
5.
www.spartacus.schoolnet.co.uk
This online encyclopedia focuses on historical topics and figures from England, the United
States, Russia, Germany and France. All of the articles are easy-to-digest and are written for
students.
6.
7.
8.
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10.
11.
12.
13.
14.
15.
16.
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17.
18.
19.
20.
21.
EdSITEMENT - http://edsitement.neh.gov/subject/history-social-studies
High quality lesson plans, activities and student resources for history and social studies, sortable
by grade level.
22.
23.
Civics
24.
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25.
CIRCLE - http://www.civicyouth.org/
The official website of the Center for Information and Research on Civic Learning is home to
information on the civic and political engagement of young Americans. There are a lot of cool
graphs and charts that will get your students excited about fulfilling their civic duties.
26.
iCivics - http://www.icivics.org/
Free lesson plans and interactive games for learning civics. Some of the topics covered by
materials at iCivics include citizenship and participation, separation of powers, branches of
government and budgeting.
27.
28.
Economics
29.
30.
31.
Numbeo - http://www.numbeo.com/cost-of-living/
Numbeo is a website that allows you to compare information about the cost of living from
different areas of the world.
32.
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Formative Assessment
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http://mentalfloss.com/quizzes
A fun, yet difficult, geography trivia game that tests your knowledge of where countries are
located.
34.
35.
36.
GeoBeats - http://www.geobeats.com/
An award-winning website that hosts hundreds of short, guided video tours of the most famous
cities throughout the world.
37.
38.
39.
41.
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42.
43.
44.
45.
Mapping History
http://mappinghistory.uoregon.edu/
Animated socio and political maps of 18th and 19th century United States, Europe, Latin
America and Africa.
46.
64. Animaps
http://www.animaps.com/#%21home
Animaps letting you create maps with markers that move, images and text that pop up on cue,
and lines and shapes that change over time. Your finalized Animap appears like a video that can
be played, paused, slowed down and sped up.
47.
BBC Dimensions
http://howbigreally.com/
This website takes important places and events, and overlays them onto a map. Just type in a zip
code. Use it to show your students how large something like the Great Wall of China or the battle
of Stalingrad really is/was!
48.
Google Maps. While Google Maps doesn't offer nearly as many features as Google Earth, it is
much easier to start using. Google Maps is completely web-based so students can create place
marks and tours from any Internet connected computer. For directions on creating place marks
on Google Maps, please see pages 25-32 of Google for Teachers.
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Interactive Timelines
49.
Timerime
http://timerime.com/
Search for pre-made, media-rich timelines or make your own using MP3 audio clips, YouTube
videos and more.
50.
X Timeline
http://www.xtimeline.com/index.aspx
Another website that makes it easy to create and share timelines with pictures and videos.
51.
Time Toast
http://www.timetoast.com/
All you need is a valid email address to create interactive timelines that can be shared anywhere
on the web.
52.
Tiki Toki
http://www.tiki-toki.com/
Easily create stunning web-based, sharable timelines with images and video. Tiki Toki also has a
group editing feature for collaboration.
53.
Dipity
http://www.dipity.com/
With Dipity, you can find, create and embed interactive, customizable timelines.
54.
Capzles
http://www.capzles.com/
Create your own sharable timeline with images, video, audio, Microsoft Word, Microsoft Excel,
Microsoft PowerPoint and PDF files.
Current Events
55.
56.
Time Magazine-http://www.time.com/time/
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57.
58.
Newseum-http://www.newseum.org/todaysfrontpages/
View today's front page forms more than 800 newspapers worldwide. Use this website to
demonstrate how different cultures can perceive the same event.
59.
Cagle-http://www.cagle.com/
A daily compilation of editorial cartoons from around the world that cover current issues and
important figures.
60.
Information Resources
61.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
The CIA World Factbook contains information on the communications, economy, geography,
government, history, military, people, transnational issues and transportation for 267 world
entities.
62.
63.
50States
http://www.50states.com/
Find information about each of the 50 states, including the state bird, border states, climate,
constitution, flag, population, state tree and more.
64.
Google Scholar
Google Scholar is a simple search engine that specializes in scholarly literature. It allows you to
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Formative Assessment
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search across many sources including articles, books, court opinions, online repositories,
university libraries and more.
65.
Wolfram Alpha
http://www.wolframalpha.com/
Wolfram Alpha is searchable database of information about government, historical events,
political figures, important documents and more.
66.
Poll Everywhere
http://www.polleverywhere.com/
An inexpensive and quick alternative for clicker response systems. Create your first poll in 30
seconds without having to sign up. Your students simply text their answer to a predetermined
number and, voila! Poll Anywhere is free if your class size is less than 40 students.
67.
Animoto
http://animoto.com/
Use Animoto to easily create presentations and videos with your own images and music, or
choose from a library of stock files. Teachers can apply for a free Animoto Plus account.
68.
Wikispaces
http://www.wikispaces.com/
With a free option for K-12 teachers, Wiki spaces is a great tool for making custom webpages that
your students can edit together. You can manage privacy settings, create student accounts
without email addresses, embed media and even customize the design of your Wiki pages.
BONUS: Check out there sources for history teachers Wikispaces page.
69.
Voice thread
http://voicethread.com/
Voice thread's group conversations are stored and shared in one place, from anywhere in the
world. It allows you to create multimedia slide shows with images, videos and documents.
Others can view the slides and then leave text, audio or video comments.
70.
Prezi
http://prezi.com/
Prezi is a really neat cloud-based presentation program that allows you to zoom in and out. If you
don't mind your slides being public, you can sign up for a free account with 100MB of storage.
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71.
IMDb
http://www.imdb.com/
Use IMDb, the internet movie database, to see if there are any movies that are relevant to the topic
you're teaching. If you find one, you can also check the rating to make sure it's appropriate for
your classroom.
72.
Quizlet
http://quizlet.com/
As one of the largest and most popular flash card creation websites around, Quizlet allows
students and teachers to customize their own "sets" of flash cards. You can manage access to the
flash cards you create and share them with your students.
73.
Slide Share
http://www.slideshare.net/
Slide Share is one of the most popular ways to upload and share PowerPoint presentations and
other documents. Again, this is a great tool for transferring documents between your home and
school computer without having to carry around a flash drive.
74.
Class Marker
http://www.classmarker.com/
Class Marker is an online quiz and test creation website. As an educator, you get 100 free tests
taken (and graded!) per month.
75.
Blabberize
http://blabberize.com/
Blabberize is a fun web 2.0 tool that allows you to upload a picture (of a person-think historical
figures!), select its mouth, and make it talk by adding an audio file. Like Gizmoz, your students
are sure to get a kick out of it!
76.
Online-stopwatch
http://www.online-stopwatch.com/
Online-stopwatch is a web-based stopwatch that is easy to display on an interactive whiteboard
and can count up or down. Use it for timed exams, essays, and standardized tests.
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77.
CuePrompter
http://cueprompter.com/
A lot of students have a hard time giving class presentations, but Cue Prompter helps to relieve
some of the nerves. Copy and paste your script into the box and it displays just like a real
teleprompter. Plus, it's free to use.
78.
Socrative
http://www.socrative.com/
This web 2.0 tool uses cell phones and/or laptops to gather feedback from students. You can post
as many questions as you'd like, which is nice if you have several classes.
79.
Zotero
http://www.zotero.org/
Zotero is a neat tool that helps you collect, organize, cite and share research that you have done.
You can add PDFs, images, audio and video files, snapshots of web pages and more. It indexes
the full-text content of your library, allowing you to quickly find what you're looking for.
80.
Google Earth. The possibilities for using Google Earth in a social studies classroom are almost
limitless. In Google Earth students can tour ancient Rome, explore WWI and WWII battle sites,
learn about contemporary news stories such as events in Afghanistan, or use Google Earth as an
almanac of facts. Students, of course, can use Google Earth to create digital stories. Students can
create tours of military campaigns, trace the lives of famous people, or map the expansions and
contractions of political borders. If you're looking for some directions to get started with Google
Earth, please see Google Earth Across the Curriculum.
81.
Google Books. Google has scanned and put online thousands of books and documents that are in
the public domain. For history teachers this means there is an abundance of books about famous
battles, biographies, and other works that your students can access for research.
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