LIFESKILLS EDUCATION
Adolescence, a vital stage of growth and development, marks the period of transition from
childhood to adulthood. It is characterized by rapid physiological changes and psychosocial
maturation. Adolescence is also the stage when young people extend their relationships beyond
parents and family and are intensely influenced by their peers and the outside world in general.
As adolescents mature cognitively, their mental process becomes more analytical. They are now
capable of abstract thinking, better articulation and of developing an independent ideology.
These are truly the years of creativity, idealism, buoyancy and a spirit of adventure. But these are
also the years of experimentation and risk-taking, of giving in to negative peer pressure, of
taking uninformed decisions on crucial issues, especially relating to their bodies and their
sexuality. Adolescence is thus a turning point in one’s life, a period of increased potential but
also one of greater vulnerability.
KEY ISSUES & CONCERNS OF ADOLESCENT
STUDENTS
Developing an Identity
􀀣 Self – awareness helps adolescents understand themselves and establish their
personal identity. Lack of information and skills prevent them from effectively
exploring their potential and establishing a positive image and sound career
perspective.
Managing Emotions
􀀣 Adolescents have frequent mood changes reflecting feelings of anger, sadness,
happiness, fear, shame, guilt, and love. Very often, they are unable to understand
the emotional turmoil.
􀀣 They do not have a supportive environment in order to share their concerns with
others. Counseling facilities are not available.
2
Building Relationships
􀀣 As a part of growing up, adolescents redefine their relationships with parents, peers
and members of the opposite sex. Adults have high expectations from them and do
not understand their feelings.
􀀣 Adolescents need social skills for building positive and healthy relationships with
others including peer of opposite sex. They need to understand the importance of
mutual respect and socially defined boundaries of every relationship.
Resisting Peer Pressure
􀀣 Adolescents find it difficult to resist peer pressure. Some of them may yield to
these pressures and engage in experimentation.
􀀣 Aggressive self conduct; irresponsible behaviour and substance abuse involve
greater risks with regard to physical and mental health.
􀀣 The experiment with smoking and milder drugs can lead to switching over to hard
drugs and addiction at a later stage.
Acquiring Information, Education and Services on issues of Adolescence
􀀣 Exposure to media and mixed messages from the fast changing world have left
adolescents with many unanswered questions
􀀣 The widening gap in communication between adolescents and parents is a matter of
great concern.
􀀣 Teachers still feel inhibited to discuss issues frankly and sensitively.
􀀣 Adolescents seek information from their peer group who are also ill informed and
some may fall prey to quacks.
􀀣 Fear and hesitation prevents them from seeking knowledge on preventive methods
and medical help if suffering from RTIs and STIs.
Communicating and Negotiating safer life situations
􀀣 Sexually active adolescents face greater health risks.
􀀣 Girls may also face mental and emotional problems related to early sexual
initiation.
3
􀀣 Resisting the vulnerability to drug abuse, violence and conflict with law or society.
Understanding Life Skills – A Teacher’s prospective
Life skills have been defined as “the abilities for adaptive and positive behaviour that
enable individuals to deal effectively with the demands and challenges of everyday life”
(WHO). ‘Adaptive’ means that a person is flexible in approach and is able to adjust in
different circumstances. ‘Positive behaviour’ implies that a person is forward looking
and even in difficult situations, can find a ray of hope and opportunities to find solutions.
The terms ‘Livelihood skills’ or occupational/vocational skills refer to capabilities,
resources and opportunities to pursue individual and household economic goals and
relate to income generation. Thus, Life skills are distinct from livelihood skills.
Key Life Skills
Life skills include psychosocial competencies and interpersonal skills that help people
make informed decisions, solve problems, think critically and creatively, communicate
effectively, build healthy relationships, empathize with others, and cope with managing
their lives in a healthy and productive manner. Essentially, there are two kinds of skills -
those related to thinking termed as "thinking skills"; and skills related to dealing with
others termed as "social skills". While thinking skills relate to reflection at a personal
level, social skills include interpersonal skills and do not necessarily depend on logical
thinking. It is the combination of these two types of skills that are needed for achieving
assertive behaviour and negotiating effectively. “Emotional” can be perceived as a skill
not only in making rational decisions but also in being able to make others agree to one's
point of view. To do that, coming to terms first with oneself is important. Thus, selfmanagement
is an important skill including managing/coping with feelings, emotions,
stress and resisting peer and family pressure. Young people as advocates need both
thinking and social skills for consensus building and advocacy on issues of concern.
4
The Ten core Life Skills as laid down by WHO are:
1. Self-awareness 2. Empathy
3. Critical thinking 4. Creative thinking
5. Decision making 6. Problem Solving
7. Effective communication 8. Interpersonal relationship
9. Coping with stress 10. Coping with emotion
􀃂 Self-awareness includes recognition of ‘self’, our character, our strengths and
weaknesses, desires and dislikes. Developing self-awareness can help us to recognize
when we are stressed or feel under pressure. It is often a prerequisite to effective
communication and interpersonal relations, as well as for developing empathy with
others.
􀃂 Empathy - To have a successful relationship with our loved ones and society at large,
we need to understand and care about other peoples’ needs, desires and feelings.
Empathy is the ability to imagine what life is like for another person. Without
empathy, our communication with others will amount to one-way traffic. Worst, we will
be acting and behaving according to our self-interest and are bound to run into
problems. No man is an island, no woman either! We grow up in relationships with
many people – parents, brothers and sisters, cousins, uncles and aunts, classmates,
friends and neighbours.
When we understand ourselves as well as others, we are better prepared to communicate
our needs and desires. We will be more equipped to say what we want people to
know, present our thoughts and ideas and tackle delicate issues without offending other
people. At the same time, we will be able to elicit support from others, and win their
understanding.
Empathy can help us to accept others, who may be very different from ourselves. This
can improve social interactions, especially, in situations of ethnic or cultural diversity.
5
Empathy can also help to encourage nurturing behaviour towards people in need of
care and assistance, or tolerance, as is the case with AIDS sufferers, or people with
mental disorders, who may be stigmatized and ostracized by the very people they depend
upon for support.
􀃂 Critical thinking is an ability to analyze information and experiences in an objective
manner. Critical thinking can contribute to health by helping us to recognize and
assess the factors that influence attitudes and behaviour, such as values, peer
pressure and the media.
􀃂 Creative thinking is a novel way of seeing or doing things that is characteristic of
four components – fluency (generating new ideas), flexibility (shifting perspective
easily), originality (conceiving of something new), and elaboration (building on
other ideas).
􀃂 Decision making helps us to deal constructively with decisions about our lives. This
can have consequences for health. It can teach people how to actively make decisions
about their actions in relation to healthy assessment of different options and, what
effects these different decisions are likely to have.
􀃂 Problem solving helps us to deal constructively with problems in our lives.
Significant problems that are left unresolved can cause mental stress and give rise to
accompanying physical strain.
􀃂 Interpersonal relationship skills help us to relate in positive ways with the people
we interact with. This may mean being able to make and keep friendly relationships,
which can be of great importance to our mental and social well-being. It may mean
keeping, good relations with family members, which are an important source of social
support. It may also mean being able to end relationships constructively.
6
􀃂 Effective communication means that we are able to express ourselves, both
verbally and non-verbally, in ways that are appropriate to our cultures and situations.
This means being able to express opinions and desires, and also needs and fears. And
it may mean being able to ask for advice and help in a time of need.
􀃂 Coping with stress means recognizing the sources of stress in our lives, recognizing
how this affects us, and acting in ways that help us control our levels of stress, by
changing our environment or lifestyle and learning how to relax.
􀃂 Coping with emotions means involving recognizing emotions within us and
others, being aware of how emotions influence behaviour and being able to respond to
emotions appropriately. Intense emotions like anger or sadness can have negative
effects on our health if we do not respond appropriately.
7
􀃂Important FAQs:
(a) How are Life Skills important for growing minds?
We find that behaviour does not always follow the mind. This is when
incidents of “I know but I can’t help it” occur. What we need is the ability
to act responsibly. Life skills enable us to translate knowledge, attitudes and
values into actual abilities.
(b) Why is there a need for Life Skills Education?
The host of factors that promote high risk behaviour such as alcoholism,
drug abuse and casual relationships are boredom, rebellion, disorientation,
peer pressure and curiosity. The psychological push factors such as the
inability to tackle emotional pain, conflicts, frustrations and anxieties about
the future are often the driving force for high risk behaviour. Life skills
training is an efficacious tool for empowering the youth to act responsibly,
take initiative and take control. It is based on the assumption that when
young people are able to rise above emotional impasses arising from daily
conflicts, entangled relationships and peer pressure, they are less likely to
resort to anti social or high risk behaviours.
(c) Who needs Life Skills?
The Life Skills programme is a school based programme where Life Skills
are imparted in a supportive learning environment. They are applicable for
all ages of children and adolescents in school. However, the age group
targeted is mainly 10-18, adolescent years, since young people of this age
8
group seem to be most vulnerable to behaviour related health problems. The
programme is for the promotion of health and well being and targeted group
is all children.
(d) How are they imparted?
The method used in teaching of Life Skills builds upon the social learning
theory and on what we know of how young people learn from their
environment; from observing how others behave and what consequences
arise from behaviour.
It involves the process of Participatory learning using 4 basic components:
1. Practical activities
2. Feedback and reflections
3. Consolidation and reinforcement
4. Practical application to day to day life challenges
(e) Peer Educators Approach?
The peer training approach, involves one teacher and 3-4 student
representatives from each school (forming the core life skills team) at the
school. They learn these skills through active learning and participation in a
6 session inter school training workshop programme. They further train their
peers at school in these skills through the same process. They follow up with
the main resource team for feedback, discussions, training material etc.
(f) Different methods that can be used to enhance Life Skills in students?
Each workshop is specially designed to impart a particular skill and involves
all or some of the following techniques:
9
􀂃 Class discussions
􀂃 Brainstorming
􀂃 Demonstration and guided practice
􀂃 Role plays
􀂃 Audio and visual activities, e.g.,
arts, music, theatre, dance
􀂃 Small groups
􀂃 Educational games and
simulations
􀂃 Case studies
􀂃 Story telling
􀂃 Debates
􀂃 Decision mapping or problem trees
KEY STEPS IN LIFE SKILLS APPLICATION
Defining and Promoting Life Skills
• Defining the skills: What skills are most relevant to influencing a targeted
behaviour or condition; what will the student be able to do if the skill-building
exercises are successful?
• Generating positive and negative examples of how the skills might be applied
• Encouraging verbal rehearsal and action
• Correcting misperceptions about what the skill is and how to do it.
Promoting Skills Acquisition and Performance
• Providing opportunities to observe Life skills being applied effectively
• Providing opportunities for practice with coaching and feedback.
• Evaluating performance.
• Providing feedback and recommendations for corrective action.
Fostering Skill Maintenance/Generalisation
• Providing opportunities
• Fostering self – evaluation and skill adjustment.
10
MATRIX OF LIFE SKILLS IN A CLASSROOM
TEACHING
METHOD
DESCRIPTION BENEFITS PROCESS
CLASS DISCUSSION
(In small or large
groups)
The class examines a
problem or topic of
interest with the goal of
better understanding an
issue or skill, reaching
the best solution, or
developing new ideas
and directions for the
group.
Provides opportunities
for students to learn
from one another and
practice turning to one
another in solving
problems. Enables
students to deepen
their understanding of
the topic and
personalize their
connection to it. Helps
develop skills in
listening,
assortiveness, and
empathy.
• Decide how to
arrange seating
for discussion
• Identify the goal
of the discussion
and communicate
it clearly
• Pose meaningful,
open-ended
questions.
• Keep track of
discussion
progress
BRAIN STORMING Students actively
generate a broad variety
of ideas about a
particular topic or
question in a given, often
brief period of time.
Quantity of ideas is the
main objective of brain
storming. Evaluating or
debating the ideas occurs
later.
Allows students to
generate ideas quickly
and spontaneously.
Helps students use
their imagination and
break loose from fixed
patterns of response.
Good discussion
starter because the
class can creatively
generate ideas. It is
essential to evaluate
the pros and cons of
each idea or rank ideas
according to certain
criteria.
• Designate a leader
and a recorder
• State the issue or
problem and ask
for ideas
• Students may
suggest any idea
that comes to
mind
• Do not discuss the
ideas when they a
first suggested
• Record ideas in a
place where
everyone can see
them
• After
brainstorming,
review the ideas
and add, delete,
categorise
11
ROLE PLAYS Role play is an informal
dramatization in which
people act out a
suggested situation.
Provides an excellent
strategy for practicing
skills; experiencing
how one might handle
a potential situation in
real life; increasing
empathy for others
and their point of
view; and increasing
insight into one’s own
feelings.
• Describe the
situation to be
role played
• Select role players
• Give instructions
to role players
• Start the role play
• Discuss what
happened
TEACHING
METHOD
DESCRIPTION BENEFITS PROCESS
SMALL
GROUP/BUZZ
GROUP
For small group work, a
large class is divided into
smaller groups of six or
less and given a short
time to accomplish a
task, carry out an action,
or discuss a specific
topic, problem or
question.
Useful when groups are
large and time is limited.
Maximises student input.
Lets students get to know
one another better and
increases the likelihood
that they will consider
how another person
thinks. Helps students
hear and learn form their
peers.
• State the purpose
of discussion and
the amount of
time available
• Form small
groups
• Position seating
so that members
can hear each
other easily
• Ask group to
appoint recorder
• At the end have
recorder describe
the group’s
discussion
12
GAMES AND
SIMULATIONS
Students play games as
activities that can be used
for teaching content,
critical thinking, problem
solving and decision
making and for review
and reinforcement.
Simulations are activities
structured to feel like the
real experience.
Games and simulations
promote fun, active
learning, and rich
discussion in the
classroom as participants
work hard to prove their
points or earn points.
They require the
combined use of
knowledge, attitudes, and
skills and allow students
to test out assumptions
and abilities in relatively
safe environment.
Games:
• Remind students
that the activity
is meant to be
enjoyable and
that it does not
matter who wins
Simulations:
• Work best when
they are brief and
discussed
immediately
• Students should
be asked to
imagine
themselves in a
situation or
should play a
structured game
of activity to
experience a
feeling that
might occur in
another setting
13
SITUATION
ANALYSIS AND
CASE STUDIES
Situation analysis
activities allow
students to think
about, analyse, and
discuss situations
they might encounter.
Case studies are real
life stories that
describe in detail
what happened to a
community, family
school, or individual.
Situation analysis allows
students to explore
problems and dilemmas
and safely test solutions; it
provides opportunities to
work together, share ideas,
and learn that people
sometimes see things
differently.
Case studies are powerful
catalysts for thought and
discussion.
Students consider the
forces that converge to
make an individual or
group act in one way or
another, and then evaluate
the consequences. By
engaging in this thinking
process, students can
improve their own decision
making skills.
Case studies can be tied to
specific activities to help
students practice healthy
responses before they find
themselves confronted with
a health risk.
• Guiding questions
are useful to spur
thinking and
discussion
• Facilitator must be
adept at teasing out
the key points and
step back and pose
some ‘bigger’
overarching
questions
• Situation analyses
and case studies
need adequate time
for processing and
creative thinking
• Teacher must act as
the facilitator and
coach rather than
the sole source of
‘answer’ and
knowledge.
14
TEACHING
METHOD
DESCRIPTION BENEFITS PROCESS
DEBATES In a debate, a
particular problem or
issue is presented to
the class, and students
must take a position
on resolving the
problem or issue. The
class can debate as a
whole or in small
groups.
Provides opportunity to
address a particular
issue in depth and
creatively. Health
issues lend themselves
well: students can
debate, for instance,
whether smoking
should be banned in
public places in a
community. Allows
students to defend a
position that may mean
a lot to them. Offers a
chance to practice
higher thinking skills.
• Allow students to take
positions of their
choosing if too many
students take the same
position, ask for
volunteers to take the
opposing point of view
• Provide students with
time to research their
topic.
• Do not allow students
to dominate at the
expenses of other
speakers.
• Make certain that
students show request
for the opinions and
thoughts of other
debates.
• Maintain control in the
classroom and keep
the debate on topic.
STORY TELLING The instructor or
students tell or read a
story to a group.
Pictures, comics and
photo novels,
filmstrips and slides
can supplement.
Students are
encouraged to think
about and discuss
important (health
related) points or
methods raised by the
story after it is told.
Can help students think
about local problems
and develop critical
thinking skills.
Students can engage
their creative skills in
helping to write stories,
or a group can work
interactively to tell
stories. Story telling
lends itself to drawing
analogies or making
comparisons, helping
people to discover
healthy solutions.
• Keep the story simple
and clear. Make one or
two main points.
• Be sure the story (and
pictures, if included)
relate to the lives of
the students.
• Make the story
dramatic enough to be
interesting. Try to
include situations of
happiness, sadness,
excitement, courage,
serious thought,
decisions, and problem
solving behaviours.
15
Life skills-Commandments to Remember
I read, I forget, I discuss, I remember, I do, I inculcate.
1. Life skills are essentially those abilities that help promote overall wellbeing and competence
in young people as they face the realities of life.
2. Life skills are the beginning of wisdom which focuses on behaviour change or
developmental approach designed to address a balance of three areas- knowledge, attitude
and skills.
3. Life skills enable individuals to translate knowledge, attitude and values into actual abilitiesi.
e. what to do and how to do it, given the scope and opportunity to do so.
4. Life skills however are not a panacea of “how to do abilities” as they are not the only
factors that affect behavour. There are many factors such as social support, culture and
environment that affect motivation and ability to behave in positive ways.
5. Effective acquisition and application of Life Skills can influence the way one feels about
others, ourselves and will equally influence the way we are perceived by others. It
contributes to perception of self confidence and self esteem.
6. Life skills for psychosocial competence needs to be distinguished from other important
skills that young people will acquire as they grow up such as reading, numbers, technical
and livelihood skills.
7. Life skills education involves a dynamic teaching process. The methods used to facilitate
this active involvement includes working in small groups and pairs, brainstorming, role
plays, games and debates.
16
“We are guilty of many errors and many faults, but our worst crime is abandoning
the children, neglecting the foundation of life. Many of the things we need, can wait.
The children cannot. Right now is the time his bones are being formed, his blood is
being made and his senses are being developed to him we cannot answer
“Tomorrow”. His name is “Today”.
Gabriela Mistral, 1948
8. We all use Life Skills in different situations such as:
a) To negotiate effectively at home, school or work place, we need to have thinking skills as
well as social skills
b) When faced with difficult situations we tend to think critically , to analyze all the pros and
cons of the situation to think out of box to find a solution to seemingly difficult problems.
9. Many life skills are required to manage a particular situation effectively. In a way, various
Life Skills work best in conjunction. In fact, the appropriate combination of Life Skills in a
given moment is an art.
10. Children learn their Life Skills from parents, teachers and significant others who act as their
role model. They gradually learn to use a particular skill effectively in diverse situation to
cope with challenges of life.

VI_SOCIAL SCIENCEHISTORY
1. WHAT, WHERE, HOW AND WHEN? 1
2. ON THE TRAIL OF THE EARLIEST PEOPLE 11
3. FROM GATHERING TO GROWING FOOD 22
4. IN THE EARLIEST CITIES 32
5. WHAT BOOKS AND BURIALS TELL US 43
6. KINGDOMS, KINGS AND AN EARLY REPUBLIC 54
7. NEW QUESTIONS AND IDEAS 65
8. ASHOKA, THE EMPEROR WHO GAVE UP WAR 75
9. VITAL VILLAGES, THRIVING TOWNS 87
10. TRADERS, KINGS AND PILGRIMS 99
11. NEW EMPIRES AND KINGDOMS 111
12. BUILDINGS, PAINTINGS AND BOOKS 122

GEOGRAPHY
1. The Earth in the Solar System......................... 1
2. Globe : Latitudes and Longitudes.................... 10
3. Motions of the Earth........................................ 18
4. Maps................................................................ 23
5. Major Domains of the Earth............................. 30
6. Major Landforms of the Earth.......................... 39
7. Our Country – India......................................... 47
8. India : Climate, Vegetation and Wildlife........... 56

POLITICAL SCIENCE
UNIT I DIVERSITY
Chapter 1 Understanding Diversity 3
Chapter 2 Diversity and Discrimination 13
Foreword iii
On Using this Book vii
UNIT II GOVERNMENT
Chapter 3 What is Government? 27
Chapter 4 Key Elements of a Democratic Government 35
UNIT III LOCAL GOVERNMENT AND
ADMINISTRATION
Chapter 5 Panchayati Raj 43
Chapter 6 Rural Administration 49
Chapter 7 Urban Administration 57
UNIT IV LIVELIHOODS
Chapter 8 Rural Livelihoods 67
Chapter 9 Urban Livelihoods 76













VII_SOCIAL SCIENCE

GEOGRAPHY
1. Environment 1
2. Inside Our Earth 7
3. Our Changing Earth 12
4. Air 20
5. Water 30
6. Natural Vegetation and Wildlife 39
7. Human Environment – Settlement,
Transport and Communication 47
8. Human Environment Interactions
The Tropical and the Subtropical Region 55
9. Life in the Temperate Grasslands 65
10. Life in the Deserts 71
HISTORY
1. Tracing Changes Through A Thousand Years 1
2. New Kings And Kingdoms 16
3. The Delhi Sultans 30
4. The Mughal Empire 45
5. Rulers And Buildings 60
6. Towns, Traders And Craftspersons 75
7. Tribes, Nomads And Settled Communities 91
8. Devotional Paths To The Divine 104
9. The Making Of Regional Cultures 122
10. Eighteenth-Century Political Formations 138

POLITICAL SCIENCE
Unit One: Equality in Indian Democracy ..........................
Chapter 1: On Equality .................................................... 4
Unit Two: State Government ......................................... 16
Chapter 2: Role of the Government in Health ................. 18
Chapter 3: How the State Government Works ................ 30
Unit Three: Gender ...................................................... 42
Chapter 4: Growing up as Boys and Girls ...................... 44
Chapter 5: Women Change the World ............................ 54
Unit Four: Media and Advertising.................................. 68
Chapter 6: Understanding Media ................................... 70
Chapter 7: Understanding Advertising ........................... 80
Unit Five: Markets ....................................................... 92
Chapter 8: Markets Around Us ...................................... 94
Chapter 9: A Shirt in the Market.................................. 104










VIII SOCIAL SCIENCE
GEOGRAPHY
Chapter 1 1 – 8
Resources
Chapter 2 9 – 23
Land, Soil, Water, Natural Vegetation
and Wildlife Resources
Chapter 3 24 – 39
Mineral and Power Resources
Chapter 4 40 – 49
Agriculture
Chapter 5 50 – 65
Industries
Chapter 6 66 – 75
Human Resources

POLITICAL SCIENCE
Unit One: The Indian Constitution and Secularism 2
Chapter 1: The Indian Constitution 4
Chapter 2: Understanding Secularism 18
Unit Two: Parliament and The Making of Laws 28
Chapter 3: Why do we need a Parliament? 30
Chapter 4: Understanding Laws 42
Unit Three: The Judiciary 52
Chapter 5: Judiciary 54
Chapter 6: Understanding Our Criminal Justice System 66
Unit Four: Social Justice and The Marginalised 78
Chapter 7: Understanding Marginalisation 80
Chapter 8: Confronting Marginalisation 94
Unit Five: Economic Presence of the Government 104
Chapter 9: Public Facilities 106
Chapter 10: Law and Social Justice 120

HISTORY-I
1. How, When and Where 1
2. From Trade to Territory 9
The Company Establishes Power
3. Ruling the Countryside 26
4. Tribals, Dikus and the Vision 39
of a Golden Age
5. When People Rebel 51
1857 and After
6. Colonialism and the City 64
The Story of an Imperial Capital











IX
GEOGRAPHY
Chapter 1 1-6
India – Size and Location
Chapter 2 7-16
Physical Features of India
Chapter 3 17-25
Drainage
Chapter 4 26-41
Climate
Chapter 5 42-51
Natural Vegetation and Wild Life
Chapter 6 53-60

HISTORY

Section 1: Events and Processes
i. The French Revolution
ii. Socialism in Europe and the Russia
iii. Nazism and the Rise of Hitler

Section II: livelihoods, Economics and Societies
iv. Forest society and Colonialism
v. Pastoralists in the Modern World
vi. Peasant and Farmers

Section III: Everyday Life, Culture and Politics
vii. History and Sports: The Story of Cricket
viii. Clothing: A Social History
POLITICAL SCIENCE

DEMOCRACY IN THE
CONTEMPORARY WORLD
WHAT IS DEMOCRACY?
WHY DEMOCRACY?
CONSTITUTIONAL DESIGN
ELECTORAL POLITICS
WORKING OF INSTITUTIONS
DEMOCRATIC RIGHTS
DISASTER MANAGEMENT














X
GEOGRAPHY
1. Resources and Development 1
2. Forest and Wildlife Resources 14
3. Water Resources 23
4. Agriculture 34
5. Minerals and Energy Resources 50
6. Manufacturing Industries 65
7. Life Lines of National Economy 81
HISTORY

Section I: Events and Processes
I. The Rise of Nationalism in Europe 3
II. The Nationalist Movement in Indo-China 25
III. Nationalism in India 49
Section II: Livelihoods, Economies and Societies
IV. The Making of a Global World 77
V. The Age of Industrialisation 97
VI. Work, Life and Leisure 117
Section III: Everyday Life, Culture and Politics
VII. Print Culture and the Modern World 141
VIII. Novels, Society and History 159
POLITICAL SCIENCE

Unit I
Chapter 1
Power sharing 1
Chapter 2
Federalism 13
Unit II
Chapter 3
Democracy and Diversity 29
Chapter 4
Gender, Religion and Caste 39
Unit III
Chapter 5
Popular Struggles and Movements 57
Chapter 6
Political Parties 71
Unit IV
Chapter 7
Outcomes of Democracy 89
Chapter 8
Challenges to Democracy 101
DISASTER MANAGEMENT
1. Survival Skills : Search and rescue skills and first aid skills.
2. Tsunami : The Killer sea waves
3. Alternative Communication System during Disasters : HAM , Wireless
sets, telephone, fax and satellite phone.
4. Safe Constructional Practices: Essential features of safe housing for
flood , earthquake, Cyclone and landslide.
5. Sharing Responsibility : Role of district and state administrations, civilSocieties, civil defense, Home Guard

CBSE to make Class 10 examination optional, divide Class 10 into two semesters from 2011

CBSE to make Class 10 examination optional, divide Class 10 into two semesters from 2011
Tagged with: education, India
Wednesday, September 9, 2009, 5:40
The Central Board of Secondary Education (CBSE) has made examinations for Class 10 optional from 2011. Students of Class 10 in CBSE will have to take Board examinations in 2010, but they will get grades and not marks, Minister Kapil Sibal, Union Human Resources Development, has announced.
However, those students who wish to evaluate themselves (on the Board examination system) can do so on demand.
While all those students who will move from Class 10 to Class 11 in 2011 will have no Board examinations, all the students who will move from Class 10 to Class 11 in 2010 will take a Board examination.
The CBSE will also divide Class 10 into two semesters after the Board examinations are abolished from 2011.
A grading system will be introduced in 2011 – the grades being A1, A2, B1, B2, C1, C2, D, E1 and E2.
The 9-point scale will start from A1 (with 91-100 marks, exceptional); A2 (81-90 marks, excellent); B1 (71-80 marks, very good); B2 (61-70 marks, good); C1 (51-60 marks, fair); C2 (41-50 marks, average); D (33-40 marks, below average); E1 (21-32 marks, needs improvement); and E2 (00-20 marks, unsatisfactory).
This 9-point scale is expected to do away with examination-related fear, Kapil Sibal explained.
A high-level committee, headed by Veenith Joshi, chairman of the Central Board of Secondary Education, finalised the new grading system.
Once the Board examination for Class 10 is abolished in 2011, students will have the choice to take the Board examination on demand for transfer (to another school) or entry into pre-university institutions.
The examination on demand also is available to students who wish to continue in the same school.
Under the new system, students who wish to continue in the same school after Class 10 need not take the Board examination, starting 2011.
The grading system, Kapil Sibal clarified, would be a “continuous and comprehensive evaluation” that will be good for the students. Along with the grades, students can ask for their percentile.
“This system,” according to him, “will judge the potential of a student very well.”
Another new system, called the Continuous and Comprehensive Evaluation (CCE) system, will take effect from October 2009 for those who are completing Class 10 in 2011.
The CBSE will divide the Class 10 into two semesters – like in management colleges and in engineering colleges – to make the evaluation process easier and smoother after the Board examinations are abolished from 2011, a senior official of the CBSE said.
The year will be divided into two terms, or two semesters – from April to September, and from October to March.
Initially, pupils will be evaluated for the first six months. In the second half of the year, they do not have to bother about what they studied in the first semester, the official said.
The Continuous and Comprehensive Evaluation, which is a system of school-based evaluation of students, will cover all aspects of a pupil’s development, including the core areas of subjects being studied in the classes and the co-curricular activities.
The CCE system has two components – the formative assessment and the summative assessment.
The formative assessment –based on a whole range of tests like project work, interviews, practical assignments and quizzes – will takes care of scholastic as well as co-scholastic aspects of a pupil’s growth.
While the scholastic aspects comprise curricular areas (or, subjects-specific areas), co-scholastic aspects will include attitude and values, life-skills as well as activities related to physical fitness and health.