| Theme No. and Title | Specific learning objectives | Suggestive Teaching learning process | Learning outcome with specific competencies |
| Themes in Indian History Part—I |
1
BRICKS, BEADS AND
BONES The Harappan Civilisation | · Familiarize the learner with the early urban centers as economic and social institutions.
· Introduce the ways in which new data can lead to a revision of existing notions of history.
· Find the difference between an archeologist and historian who Investigate and interpret historical and contemporary sources. | § Inquiry based use of questions to explore.
§ Illustrate how archaeological excavations are undertaken, and their findings are interpreted.
§ Use of Picture charts and Map reading to trace the growth of urban centres. | v To investigate, explore and interpret the early urban centres and social institutions.
v State and deduce the multi- lateral aspects of Harappan civilization to understand the first civilization of the world.
v Investigate and interpret historical and contemporary sources and viewpoints of ASI and historians on Harappa. |
2
KINGS, FARMERS AND
TOWNS: Early States and | · To Familiarize the learner
with major trends in the political and economic history of the subcontinent.
· Introduce inscriptional | § Use of Archaeological Evidence Videos and Narration method to bring an understanding of the trends.
§ Virtual tour to analyse and understand the inscriptions | v To critically evaluate and
interpret major trends in the political and economic history of the subcontinent.
v Decode inscriptional evidence. |
| Economies (c.600 BCE600 CE) | analysis and the ways in
which these have shaped the understanding of political and economic processes.Critically examine the limitations of inscriptional evidence. | | v Analyse inscriptional evidences and the ways in which these have shaped the understanding of political and economic processes. |
| | · To Familiarize the learners with issues in social history. | § Narration of the issues in social history. | v To examine, analyse the issues of social history. |
3
KINSHIP, CASTE AND
CLASS, Early Societies (c. 600 BCE600 CE) | · Introduce the strategies of textual analysis and their use in reconstructing social history.
· To appraise the condition of women during Mahabharata age. | § Story boards can be used to discuss the scriptures of ancient India.
§ Debate & Group discussion condition of women during Mahabharata age. | v Analyse social norms in order to understand the perspectives of society given in the scriptures of ancient India.
v Examine the varied dimensions explored by historians in order to understand dynamic approach of Mahabharata.. |
4
THINKERS, BELIEFS AND BUILDINGS
Cultural Developments (c. 600 BCE600 CE) | · Discuss the major religious
developments in early India.
· Introduce strategies of visual analysis and their use in reconstructing the theories of religion. | § Use of flow chart and Tabular columns to compare the major religions in ancient India.
§ Picture chart to discuss the stories in the sculptures. | v To infer and compare the
major religious developments in early India.
v Elucidate the rich religious sculpture and infer the stories hidden in it. |
| | · Reconstructing the Mauryan administration with help of Arthasastra Indica and other
sources. | § Use of map to locate the places of religious development. | v To create a picture album of the Buddhist sculpture/ |
| Themes in Indian History Part—II |
5
THROUGH THE EYES OF
TRAVELLERS Perceptions of Society
(c. tenth to seventeenth centuries) | · Familiarize the learner with the salient features of social histories described by the travellers.
· Discuss how traveller’s accounts can be used as sources of social history.
· Familiarise with the accounts of foreign travellers in order to understand the social political and economic life in the medieval period. | § Think Pair and share the features of social history as narrated by travellers.
§ Reading the text for knowing the traveller’s accounts which is the source of social history.
§ Narration of the writings of all the travellers. | v To understand salient features of social histories described by the travellers and apply the learning in real life.
v Elucidating the accounts of foreign travellers in order to understand the social political and economic life during the tenure of different rulers in the medieval period.
v Compare and contrast the perspectives of Al Biruni, Ibn Battuta and Bernier towards
Indian society. |
6
BHAKTI –SUFI TRADITIONS
Changes in Religious | · Familiarize the learner with
the religious developments.
· Discuss ways of analysing devotional literature as | § Use chronological order to track the developments.
§ Venn diagram to make comparison of different
religious movements. | v Understand the religious
developments.
v Summarize the philosophies of different Bhakti and Sufi |
| Beliefs and Devotional Texts (c. eighth to eighteenth centuries) | sources of history.
· Understand the religious developments during medieval period.
· Understand the religious
movement in order and its impact. | § Group discussion on the value impact. | saints to understand the religious developments during medieval period.
v Comprehend the religious movement in order to establish unity, peace harmony and brotherhood in society |
7
AN IMPERIAL CAPITAL: VIJAYANAGARA
(c. fourteenth to sixteenth centuries | · Acquaint the learner with the
buildings monuments that were built during the time.
· To examine the ‘excerpts or the sources more closely and discuss the ways in which architecture can be analysed to reconstruct history.
· Analyse city planning, water management system, administration of the rulers with the help of literary accounts of foreign traveller’s and architectural evidence. | Visit museums attached to
§ archaeological sites.
To learn about the nature, characteristics and significance of archaeological artefacts, historical monuments which could be of political, social, or religious significance.
View documentary Videos and observe Pictures on architecture.
Graphic organisers to make comparison of the study reports. | v Students will be able to
Classify the distinctive architectural contributions of the Vijayanagar empire to comprehend the richness of mingled cultures of deccan India.
v Analyse accounts of foreign traveller’s on Vijayanagar in order to interpret political, social and cultural life of the city.
v Assess and appreciate the city planning, water
management system, administration of the rulers |
8
PEASANTS, ZAMINDARS
AND THE STATE Agrarian Society and the Mughal Empire (c. sixteenth seventeenth centuries) | · Engage the students to discuss the developments in agrarian relations.
· Discuss how to supplement official documents with other sources.
· Elaborate the agrarian changes occurred during sixteenth and seventeenth centuries.
· Explain the changes and differences in the agrarian sectors. | · Group discussion on the agrarian development and impact.
§ Create a Venn diagram or a table and compare the changes during the 16th and 17th century,
§ Debate on the differences in the sector and arrive on the impact. | v Comprehend the facets of agrarian developments in order to understand the relationship between the state and the agriculture during Mughal period.
v Compare and contrast the agrarian changes occurred during sixteenth and seventeenth centuries.
v Make a table and bring out the differences in the agrarian sector. |
| | Themes in Indian History | Part—III |
09
COLONIALISM AND THE COUNTRYSIDE
Exploring Official Archives | · Discuss how colonialism affected zamindars, peasants and artisans.
· Explain the revenue systems introduced by the British to Comprehend the problems and limits of using official sources for understanding the lives of the people.
· Discuss about the types of records and reports. | Discussion and deliberation on
the colonialism and revenue system.
list the problems for understanding the lives of the people.
Classify the records and reports. | v Evaluate the revenue
systems introduced by the British to understand the economic aspects of colonization in India.
v Analyse the colonial official records& reports to understand the divergent interest of British and Indians. |
| | maintained by the rural society.
· Understand the divergent interest of the British in the society and on the Indians. | | v Find solution to be taken to protect the peasants and artisans in this century. |
| | · Discuss how the events of 1857 are being interpreted. | § Movie or video watching on
events of 1857 followed by discussion. | v To examine the events of 1857. |
| | · Discuss how visual material can be used by historians to narrate events. | § Problem solving method to question the events and suggest actions. | v Correlate the Planning and coordination of the rebels of 1857 to infer its domains and nature. |
10
REBELS AND THE RAJ:
1857 Revolt and its Representations | · Understand the planning and execution of the plan.
· Highlight the united contribution made by the Indian soldiers. | | Examine the momentum of the revolt to understand its spread.
Analyse how revolt created vision of unity amongst Indians.
Interpret visual images to understand the emotions portrayed by the nationalist
and British. |
11
MAHATMA GANDHI AND THE NATIONALIST | · To acquaint the learner with significant elements of the
Nationalist movement and the nature of Gandhian
leadership. | § Collaborate and create. a timeline of the movement.
§ Making a collage of events. individuals, and institutions | Understand the nationalist movement in chronological order. |
| MOVEMENT Civil Disobedience and Beyond | · Discuss how Gandhi was perceived by different groups.
· Examine how historians need to read and interpret newspapers diaries and letters as a historical source.
· Throw light on nationalism and patriotism. | under the Gandhian leadership.
§ Doing a Project on historical source such as newspapers, biographies and auto- biographies diaries and letters. | v Correlate the significant elements of the nationalist movement and the nature of ideas, individuals, and institutions under the Gandhian leadership.
v Debate on the significant contributions of Gandhi to understand his mass appeal for nationalism.
v Explore the ways of interpreting historical source such as newspapers, biographies and auto- biographies diaries and
letters |
12
FRAMING THE | · Discuss how the founding
ideals of the new nation state were debated and formulated. | Mock session of the assembly
§ to debate and discuss the ideals.
Use sources & case studies
§ for a Group discussion. | v Highlight the role of Constituent Assembly to understand functionaries in framing the constitution of India. |
CONSTITUTION
The Beginning of a New Era | · Understand how such debates and discussions can be read by historians.
· Discuss the other countries constitution and compare. | | v Analyse how debates and
discussions around important issues in the Constituent Assembly shaped our Constitution |
| | · Explain the salient features of
our constitution. | | |
Note: This is not an exhaustive list. For reflective teaching- learning process, explicit Learning Objectives and Outcomes can
be added by teachers during the course-delivery for student’s real learning |
