Sunday, 26 May 2013

Sample for CBSE Histroy Project for Class 12

Dear Friends,
CBSE has announced this year that class 11th and 12th will now do a 20 mark History project and in turn their question paper will be worth 80 marks. I have spoken to a lot of my teacher friends and many of them seemed confused about how to guide the students. So I though of trying to work it out. Here's my effort. Please feel free to use the material and send me your comments and suggestions for improvement.
Love...












 
GENERAL GUIDELINES:
·         The project is to be done on inter-leaf sheets.
·          The total length of the project will be 20-25 pages.
·         The project should be presented in a neatly covered shoe-lace folder.
  • Students have to preserve the initial drafts of the project as well as any research papers that they may have used.
  • Students have to be prepared to give a presentation of the project in the class.
  • A summary/synopsis (one page) of the project has to be prepared covering:
    • The objective statement
    • Their observations and findings
    • Any other learning from this exercise such as skills of team work, problem solving, time management, information collection, processing, analyzing and synthesizing relevant information to derive meaningful conclusions;
·         Please do not use colored sheets except for the title pages.
·         The projects must be neat and well presented and must be completely hand-written.
·         No whiteners to be used or written matter to be crossed out. In case of any mistakes, redo the sheet.
·         Do not number sheets or write dates unless so instructed by your teacher.
·         Colour illustrations, maps, charts may be hand drawn or printed (if it is relevant for any aspect of your project) are welcome to make them look attractive.
  • Guidelines for assessment of Project will be different for separate topics. They are as given below:

 TOPIC 1: Town planning and Artifacts of the Harappan Civilization.

Objectives:
The purpose of this study is as follows:
a.       It will help students to understand the importance of artifacts as a source for studying ancient civilizations.
b.      Students will appreciate the town  planning of Harappan Civilization and can compare it with the modern towns and cities.
c.       It will create awareness on the kind of life people led then.

Methodology:
a.       Visit the Harappan section of the National Museum in Delhi
b.      Reading a story called ‘Footloose in the City’ from the collection of stories called ‘The Forbidden Temple’ (Refer to  sources) and list out the features and characteristics of the protagonist’s lifestyle and city
c.       Surf the net and can get the details about the Harappan civilization.
d.      Each team member should select any one object from the Harappan context, and ask each other about their object. Some sample questions given below.
Ø  What is the material out of which the object is made?
Ø  What are the different ways in which these objects could be used?
Ø  How did one find out about the uses of the object? (Was it by comparing it with other objects, or by asking people etc?)
Ø  What does the object tell about the lifestyle of the person who used it?

This activity would help the students to understand how archeologists and historians look at objects in different ways to extract information from them.
Following is the list of material remains you may choose from:
  • Beads and jewelry
  • Sculptures and figurines
  • Tools and equipments
  • Seals and weights
  • Pottery and utensils

The artifacts can be analyzed keeping the following points in mind-
*        The description of the artifact
*        Where the materials have come from?
*        What might have they been used for?
*        How could experts have found out information about its utility?
*        What specific details does it give about the Harappan culture?

Presentation
  1. In the form of an exhibition, the students could create ‘An ancient Harappan market’. Stalls could be set up in the site of the exhibition and the artifacts that the students have collected\studied could be displayed as things that are sold in the market. The market could include a workshop for the production of seals too. The students could also dress up like the Harappans and pretend to be shopkeepers, merchants,  traders,  artisans,  musicians,  peasants (who have come to sell their grains) and town dwellers. A barter system could be shown. This exhibition could also be put up around the model of the miniature city made by the students using cardboards, wooden planks, sand etc. alternatively, Lego blocks can also be used to make the model.
  2. The students can make presentation in the form of a Power Point report, based on the research work done.

Assessment

The total marks allotted for the project will be 20 marks. The following are the methods and criteria for evaluation:

  • Research contribution:
Each student will get marks individually according to his/her involvement.
Involvement in activity
2 marks
Understanding of concepts discussed
3 marks
Research contribution (Total)
5 marks

  • Report Writing:
Content and Presentation
2 marks
Analysis, interpretation and inferences drawn
4 marks
Written Report Assessment (total)) 
6 marks

  • Thus evaluation would include :
Research contribution (Total)
5 marks
Written Report Assessment (Total)
6 marks
Individual presentation /explanation (Total)
5 marks
Viva
4 marks
Total
20 marks

Sources:

  • Books:
1. Raymond and Bridget Allchin.1997. Origins of Civilization. Viking, New Delhi
2. G.LPossehl. 2003. The Indus Civilization. Vistaar, New Delhi.
3. ShereenRatnagar. 2001. Understanding Harappa. Tulika, New Delhi.
4. T.V Padma. 2004. The Forbidden Temple. Tulika, New Delhi.
5. A.L Basham. 2004. The Wonder that was India, Third Revised Edition. Picador India, London.
6. Upinder Singh. 2002. Mysteries of the Past-Archaeological Sites in India. National Book Trust,India, New Delhi

  • Internet:
1. www.harappa.com/har/harreso.html
2. www.ancientcivilizations.co.uk/home_set.html
3. http://en.wikipedia.org/wiki/Indus_Valley_Civilization

  • Films:
1.      Bharat Ki Chhaap Episode 3
2.      Meluhha: the Indus Civilization and Its Contacts with Mesopotamia (url: https://www.youtube.com/watch?v=8zcGLlLEbmI)
3.      Bharat Ek Khoj Episode 2


Topic 2: Mahabharata through a Readers eye
How have local beliefs interacted, shaped and been influenced by other ‘greater traditions’ to form different versions and stories of the Mahabharata and how this epic has been projected through various forms.

Objectives:
Ø  It will help the students to understand how the great epic Mahabharata, as an oral tradition, was transmitted from generation to generation.
Ø   It will help them to become aware of the fact that when societies meet with each other, they combine and interact in order to form new traditions in societies.
Ø  It will help them to explore how this epic has been portrayed in different ways across the country in different forms.
Ø  It will help them appreciate the fact that the Mahabharata was not written by one person, but was an oral tradition, reflected in cultures across the subcontinent in various forms like dance, music, stories, paintings etc.
Ø  Students will learn to critically analyze the position, and status of women during that period.
Ø  Students will also be able to understand and evaluate the growth and development of the varna system prevalent at that time.

Methodology:
1.      Students can interview their parents, grandparents, relatives and other people in their locality to know about their stories/sources/perceptions of Mahabharat & social and political life of the people Mahabharat.
2.      Next, in groups of four or five, the students should share and discuss their ideas & findings. If the class consists of children from different regions, then those with similar findings and region can be grouped together. During the discussion, the students could focus on questions like:
*        Which story did the respondent choose to narrate and why?
*        Had you heard this story before?
*        Was this a common story that is prevalent all over India? Or was it different?
*        Did the story include things/places/temples/structures/people/practices that are closely related to your locality or situated close to it?
*        How did the respondent feel about the characters of the Mahabharat? Do they feel their actions were justified?

3.      The next step would be to find out about an art-form that reflects stories from the Mahabharata. For instance, the Indian classical dances have items portraying scenes from the epic. Pandavani from Jharkhand and Yakshagana from Karnataka are two examples of traditional theatre forms that depict tales from the epic. Besides this, each nook and corner of the country has a temple or site with paintings and sculptures related to the Mahabharata. In quite a few cases, the local deity is identified with a principal deity. Students could find the information from books and the internet; or, if there is an art form that is prevalent in the locality itself, it would be highly advisable that the students talk to the locals about their experience, interact with the artists and visit a workshop/site/performance. The students should be divided into groups according to the form of art they investigated. Thus, each group should focus on any one art form: paintings, sculptures, dances, songs or theatre etc. In these groups, the students have to compile their findings, do some research if necessary, and discuss and interpret the findings (keeping in mind the objective of writing a report).

4.      Preparation for the reader’s theatre can only be started when all the students have submitted the project report. For the reader’s theatre, the students have to prepare their own script.
*        It should include a part for each student.
*        It could include sound effects, (preferably drums and other instruments played by the students themselves) and songs.
*        You could look up the internet for further guidelines. Basically, the script should include various local stories to show the interspersing of traditions and songs and props reflecting the discussed art forms.
5.      After the script has been made, each student should be instructed to prepare his or her own speech, which should not exceed 5 minutes.

Presentation:
1.      In the form of theatrical play or in any other dance art form (may seek help from Mr. Nair).
2.      Spontaneous speeches can also be a part of presentation.
3.      Panel discussion by students can also be presented.

Assessment
Students should be assessed base on their participation in the discussions held in their groups.
Participation
2 marks
Understanding
3 marks
Group discussion (total)
5 marks

  • Report
The report written by the students will be assessed according to the following criteria:
Organization and presentation
2 marks
Content
2 marks
Interpretation, understanding and conclusion
2 marks
Report (total)
6 marks

·         Participation in Reader’s Theatre
Involvement during preparation
2 marks
Fluency and impact of speech
2 marks
Understanding and creativity
2 marks
Participation in Reader’s theatre (total)
6 marks

Overall impact and presentation                                                                     3 marks
The overall impact of the reader’s theatre should be assessed. These marks have to be given to the group as a whole i.e. each student would get the same marks.




Thus, evaluation would be based on:
Group discussion
5 marks
Report
6 marks
Participation in Reader’s theatre
6 marks
Overall impact and presentation
3 marks
Total
20 marks

Sources:
Books:
1) Uma Chakravarti. 2006. Everyday Lives, Everyday Histories. Tulika, New Delhi.
2) Irawati Karve. 1968. Kinship Organisation in India .Asia Publishing House, Bombay.
3) Irawati Karve. 1991. Yuganta. Orient Longman Private Limited, New Delhi.
4) R.S Sharma. 1983. Perspectives in Social and Economic History of early India. Munishram Manoharlal, New Delhi.
5) V.S Sukhtankar. 1957. On the Meaning of the Mahabharata. Asiatic Society of Bombay, Bombay
6) Romila Thapar. 2000. Cultural Pasts: Essays in Early Indian History. Oxford University Press, New Delhi.
7) Romila Thapar. 2002. Early India. Penguin Books India, New Delhi
8) A.L Basham. 2004. The Wonder that was India, Third Revised Edition.Picador India, London.
9) Samhita Arni. 2001. The Mahabharatha: A Child’s View. Tara Books, Chennai.
10) William Dalrymple. 2009. Nine Lives: In Search of the Sacred in Modern india. (Chapters 2 and 4). Bloomsbury, London.
11) Amar Chitra Katha retellings
12)Devdutt Pattnaik. Jaya. Penguin

Internet:
1) http://bombay.indology.info/mahabharata/statement.html
2) http://www.indiaheritage.org/index.htm

Movies:
1.      The Mahabharata.1989. Directed by Peter Brook.
2.      Mahabharat by B.R. Chopra (for Doordarshan).
3.      Bharat ki Chhaap Episode 4
4.      Bharat Ek Khoj Episodes 5 and 6




Topic 3: Through the Travelers Eyes
The experiences of travelers who visited the subcontinent and how their accounts help us to understand the history of that region in the medieval period.

Objectives:
Ø  This project will familiarize the students with the various travelers who travelled to this part of the world.
Ø  It will help the students to understand the trials and travails of the travelers during the medieval period It will give them a holistic picture of the medieval era (the lifestyle of the people, the towns, the terrain, the climate, languages spoken etc.) as they comprehend the impressions left by travelers.
Ø  It will lead to the development of the following skills in the students:
a)      Ability to gather information from various sources
b)      Ability to understand and critically analyze a source by taking into account, its context, purpose and other factors
c)      Ability to synthesize all the information and present it in an ‘easy-to-understand’ manner
d)     Cooperation, teamwork and leadership qualities.

Methodology:
1.      Each student in the group can choose any one of the following travelers:
Ibn Batuta
Al Biruni
Marco Polo
Nicolo Conti
Abdur Razaq
Francois Bernier
Athanasius Nikitin
Duarte Barbosa
Jean-Baptiste Tavernier
JesuitRoberto Nobili
Manucci
Thomas Roe
Ralph Fitch

2.      The students can research on their chosen traveler. They should list down the different sources they need to look for information, the sub-topics that need to be researched and preparation of presentation. Information can be collected in the form of pictures, notes, recordings, sketches etc.
3.      After all the information has been collected the group members could sit together and discuss the findings keeping in mind the following questions:
a.      Why people traveled at that time?
b.      How feasible was it to travel? What were the challenges?
c.       How is traveling today different?
d.      What were the findings of their travels?
e.       What was the purpose of writing travelogues?
f.        Who were their intended audience?
g.      Were they commissioned to write the travelogues? If yes, then by whom?
4.      After the discussion, the conclusion and inferences should be systematically written down.



Presentation:
Since each student would not be studying about all the travelers, They can form groups and make a presentation through Role play/Radio Show or PPT.

1.      Role play: The presentation for the class can be in the form of a 10 minute skit. It could consist of the following characters: (Only suggestion. You can be as creative as you want)
Ø  The traveler: This student would talk about herself/himself as the traveler and mention information about the traveler’s birth, education etc. She/he should also use a map to show the regions that the traveler visited. Lastly the student should speak about the traveler’s experience in first person.
Ø  The ruler: This student could represent the ruler/king of the region that the traveler visited. This student could give a brief introduction about the kingdom and then talk about the travelers visit to the court.
Ø  The historian: This student will give the conclusion and talk about how the imperious left by this traveler have helped in the study of history.
2.      Power point Presentation: on the above content

Assessment
The total marks allotted for the project will be 20 marks. The following are the criteria for evaluation:
Power point Presentation:                                                                           20 marks
Originality and maturity of inferences drawn and conclusion
4 marks
Diversity of sources used, taking into consideration the sources that were accessible
4 marks
Content(other than conclusion)
4 marks
Organization and creativity reflected in the final file
2 marks
Project File
6 marks
Total
20 marks


Assessment for Role play:                                                                           20 marks
Content and its oral presentation
4 marks
Organization and overall presentation
3 marks
Creativity, props used
3 marks
Role play (total)
10 marks
Project File
10 marks
Total
20 marks

Sources:
Books:
1) Muzaffar Alam and Sanjay Subrahmanyam. 2006. Indo-Persian Travels in the Age of Discoveries, 1400-1800. Cambridge University Press, Cambridge.
2) Catherine Asher and Cynthia Talbot. 2006. India Before Europe. Cambridge University Press, Cambridge.
3) Francois Bernier.nd. Travels in the Mogul Empire A.D 1656-1668.Low Price Publications. New Delhi.
4) H.A.R Gibb(ed.). 1993. The Travels of Ibn Batuta .Munshiram Manoharlal, Delhi.
5) MushirulHasan (ed.). 2005. Westward Bound: Travels of Mirza Abu Talib.Oxford University Press, New Delhi.
6) H.K Kaul (ed.). 1997. Travellers’ India-an Anthology.Oxford University Press, New Delhi.
7) Jean- BaptisteTavernier.1993. Travels in India.Munshi Manoharlal, Delhi.

Internet:
1) www.edumaritime.org
2) www.kamat.com/kalranga/itihas/foreign-accounts.htm

 Topic 4: Understanding the Bhakti-Sufi Movement in India.
Objectives:
(a) This project will help the students to comprehend, analyze and be aware of the ways and means by which the poets and saints of the Bhakti and Sufi movement tried to disseminate their ideas and how these ideas changed the society.
(b) Students can appreciate how art, literature and stories played an important role in communication and shaped their ideas.
(c) It will help them to critically study the sources in detail and draw inferences from it.


Methodology:
1.      Students can pick up stories, poems, bhajans or any composition that they have heard in school, temple, dargah or media. (eg. Kair’s Dohas, Mirabai’s bhajans, Sufi composition like’Dam ba Dum Mast Qalandar’)
2.      Visit to a Dargah in your local area (for information on Sufi music)
3.       The students can write a short description of the chosen/visited dargah and then reflect on the activities observed there and relate it with information in textbooks.
4.      As per guidance from the class XII history textbook and other sources the student could find out more information and research about the poetic/musical composition and discourses that is the focus of his/her study and other similar compositions from the same tradition.
5.      A report must be prepared by each student individually. It must include the following components:
a.      An introduction about the bhakti and sufi tradition.
b.      A description about the composition and where it was procured from and its meaning should be written.
c.       The opinions and reflections made by different people in the locality of the dargah, local stories related to the dargah could also be included.
d.      Lastly, a section about how such compositions helped in propagating ideas related to a tradition.

Presentation:
The presentation should be divided into three parts:
1.      Project report: This should consist of a formal report with all the information under various sub-headings as per project guidelines. The inferences drawn should be included in the conclusion. It would be advisable that the students incorporate sketches, photographs maps, etc. in the report.
2.      Group Discussion: Five to six students could be put together in a group and asked to discuss their findings. Each student would be given 2 to 3 minutes. A general discussion would follow, after which each student has to give a conclusion.
3.      Viva-voce: A short viva would be conducted by the teacher in order to understand the student specific questions related to his/her report.


Assessment
The total marks allotted for the project will be 20 marks. The following are the methods and criteria for evaluation:
Project report:
Report on the discussion and the survey
3 marks
Sources used
2 marks
Content and organization
2 marks
Originality and maturity of inferences drawn and the conclusion
3 marks
Project Report (total)
10 marks

Group discussion
Understanding of subject and relevance of the points made
3 marks
Participation and cooperation
1 mark
Conclusion
1 mark
Group discussion (total)
5 marks

Viva-voce
Understanding of the project
3 marks
Efficiency in answering questions with examples
2 marks
Viva Voce (total)
5 marks

Thus, the evaluation would be based on:
Project report
10 marks
Group discussion
5 marks
Viva-voce
5 marks
Total
20 marks


Sources:
Books:
1) Richard m. Eaton (ed.). 2003. India’s Islamic Traditions.Oxford University Press, New Delhi.
2) John Stratton Hawley. 2005. Three Bhakti Voices- Mirabai, Surdas and Kabir in their times and ours.Oxford University Press, New Delhi.
3) David N. Lorenzen (ed.). 2004. Religious Movements in South Asia 600-1800.Oxford University Press, New Delhi.
4) A.K Ramanujam. 1981. Hymns for the Drowning. Penguin, New Delhi
5) Annemarie Schimmel. 1975. Mystical Dimensions of Islam. University of North Carolina Press, Chapel Hill.
6) David Smith. 1998. The Dance of Siva: Religion, Art and Poetry in South India. Cambridge University Press, New Delhi.
7) Charlotte Vaudeville. 1997. A Weaver Named Kabir. Oxford University Press, New Delhi.

Web resources:
www.alif-india.com

People who can guide:

Dr. Monica Marwah Adarsh (our Hindi teacher): She did her PhD in Bhakti literature
Mr. Dilip Mathur : Has learnt Sufi practices and teaches Theatre studies (can get his contact details from me)


Topic 5: Depiction of Life during Mughal period through Paintings.

Objectives:
This project will help to:
1.      familiarize the students with the various aspects of the Mughal Empire such as administration, court proceedings, domestic life, life of commoners, war and trade etc.
2.      understand the ways and means by which the emperors tried to shape and disseminate ideas that they wanted the people to believe in.
3.      comprehend the relations between various players in the empire- the state, the merchants, the peasants, the Sufi saints, the neighboring empires, poets and artists etc.

Methodology:
1.      This project could be presented in the form of an exhibition at the end. Each student could be assigned a particular sub-topic eg. political life or social-norms, or cultural scene, through miniature paintings.
2.      Each student should first try and identify all the miniature paintings related to their sub-topic from the text book and beyond and then move on to scrutinizing them. Their descriptions should be written down with emphasis on the colors, patterns and activity portrayed.
3.      These observations should be combined with information from other types of sources like the internet etc and with inferences drawn from discussions with experts (if possible). At the end, the student could produce a concise write-up about their subtopic, constantly giving examples from paintings. Emphasis should be given on how these paintings must have impacted people.
4.      After this, an exhibition could be put up.

Presentation:
Students would be evaluated based on three things:
1.      Group topic: The work of each group would be evaluated separately. The choice of paintings, inferences drawn and interpretation and presentation would be judged.
2.      Contribution to the exhibition: Each group would also be evaluated on the basis their contribution and efficiency and involvement while putting up the final exhibition
3.      Individual presentation: Every student should present and explain a part of the section that his/her group is in charge of.


Assessment
The total marks allotted for the project will be 20 marks. The following are the methods and criteria for evaluation:
Group work
Originality and maturity of inferences drawn and conclusion
2 marks
How well have the paintings been related to the information about the subtopic
2 marks
Content(other than conclusion)
2 marks
Organization and creativity reflected in the presentation
2 marks
Group work (total)
8 marks

Individual presentation/explanation- Marks to be given individually
Content and its oral presentation
2 marks
Understanding of the topic
2 marks
Individual presentation/explanation (total)
4 marks

Individual contribution 4 marks
These marks have to be entered by the teacher based on his/her observation of each student while the exhibition was being put up.

Overall impact and presentation
These marks are to be given to the class as a whole i.e. each student will get the same marks based on their coordinated effort.
Overall impact, presentation and relevance
2 marks
Creativity, originality and visual appeal
2 marks

Thus, the evaluation would be based on:
Group work
8 marks
Individual presentation/explanation
4 marks
Individual contribution
4 marks
Overall impact and presentation
4 marks
Total
20 marks


Sources:
Books:
1) Bamber Gascoigne. 1971. The Great Moghuls. Jonathan Cape Ltd, London.
2) Shireen Moosvi. 2006 (rpt). Episodes in the Life of Akbar National Book Trust, New Delhi.
3) Harbans Mukhia. 2004. The Mughals of India. Blackwell, Oxford.
4) John F. Richards. 1996. The Mughal Empire (The New Cambridge History of India, Vol.1).Cambridge University Press, Cambridge.
5) Annemarrie Schimmel. 2005. The Empire of the Great Mughals: History, Art and Culture.Oxford University Press, New Delhi.

Internet



 TOPIC 6: How the Partition in 1947 was not just a division of territory but also a division of hearts and how it affected the common people.

Objectives:
This project will make students of this generation aware of the reasons, processes, decisions involved in the partition of our country and the consequences of this tragic phenomenon. The purpose of this project would be to supplement and deepen this understanding of the partition.
Ø  It will help the students empathize and look at this event from the eyes of those who experienced it and were affected by it.
Ø  It will enable them to understand and comprehend the hardships borne by the people during partition
Ø  It will help students critically analyze the importance of the experiences of people as a source for rebuilding the past
Ø  It will familiarize them with the perceptions to people about the partition today

Methodology:
As a part of their holiday assignment, the students could be asked to read/watch one or more of the books mentioned in the Sources section of the textbook. They could also go through the anecdotes in the textbook (even the Political Science textbook- Indian Politics since Independence has anecdotes in the first chapter itself)
1.      Data Collection
Each student can ask their grandparents or other elders about their experiences of Partition. Questions such as the following could be asked:
v  Where were you living and what were you doing (school/college student, employed, married etc.) when the Partition took place?
v  Were you required to migrate? Or were you in a locality from where others migrated and then new people came?
v  Share some experiences related to Partition was it a period full of violence and riots?
v  What were the different changes that partition brought about?
v  What do you feel about it today?
The students should note that these are just some examples of questions that could be asked. They are free to innovate and come up with their own questions. Also, open ended questions should be asked so that the respondents can freely express themselves and emotionally connect to their narration if possible. The experiences should be meticulously recorded (use the recorder in your mobile phone).
  1. After this each student could prepare a set of three to five questions about how individuals relate to the Partition and what they think of it today (do run he questions past your teacher). This survey like study could be carried out in the locality or it could also be done in schools. The reasons behind a person’s opinion should also be noted. Again, people from different communities could be consulted so as to get a complete picture ( talk to at least 10 people).
  2. After this primary researching, the students should discuss the findings. A group leader would speak about the gist of a discussion and the inferences drawn from it.
  3. Based on these findings, the students could either write a report or a story individually.
  4. Simultaneously, the group could decide on one or two anecdotes and make a script for a play.


Presentation:
The report that the students submit should be concise & well organized. Interviews can be recorded and played by the students for a better impact in both types of presentations.
As for the play/skit, students can experiment with props and costumes as well. The skit could include songs and poems (if possible).

Assessment:
Ø  Participation in discussions                                                                                       3 marks
Ø  Originality and understanding reflected while researching-                                  3 marks
Ø  Skit
Understanding and script
2 marks
Presentation, individual part and acting
2 marks
Overall impact
2 marks
Skit (total)
6 marks

Report/Script
Content
2 marks
Inferences drawn
2 marks
Organization and innovation
2 marks
Report/script (total)
6 marks

Thus, evaluation would be based on:
Participation in discussions-
3 marks
Originality and understanding reflected while researching
3 marks
Skit
6 marks
Report/Script
6 marks
Viva-voce
2 marks
Total
20 marks



Sources:


Books:
1.      Jasodhara Bagchi and Subhoranjan Dasgupta (eds.). 2003. The Trauma and the Triumph: Gender and Partition in Eastern India .Street, Kolkata.
2.      AlokBhalla (ed.). 1994. Stories About the Partition of India, Vols. I,II,III.Indus (Harper Collins), New Delhi.
3.      UrvashiButalia. 1998. The Other Side of Silence: Voices from Partition of India. Viking(Penguin Books), New Delhi.
4.      MushirulHasan, ed. 1996. India’s Partition. Oxford University Press, New Delhi.
5.      GyanendraPandey. 2001. Remembering Partition: Violence, Nationalism and History in India. Cambridge University Press, Cambridge.
6.      Anita Inder Singh. 2006. The Partition of India. National Book Trust, New Delhi.


Novels to be read:
1.Khushwant Singh. 2009. Train to Pakistan. Penguin Books India, New Delhi.
2.BhishamSahni. 2008. Tamas. Penguin Books India, New Delhi.


Internet:
3.      http://www.indianetzone.com/42/impact_partition_india.htm


Films:
1.      Garm Hawa,  Dir: M. S. Sathyu
2.       Kya Dilli Kya Lahore, Dir: Vijay Raaz
3.       Pinjar, Dir: Chandra Prakash Dwivedi
4.       Tamas, Dir: Govind Nihalani



FINAL PRESENTATION
Section 1:
HISTORY PROJECT:
(TITLE OF PROJECT)

 NAME:    
SCHOOL:
YEAR: 
 ROLL NO:  
Section 2:


CERTIFICATE OF AUTHENTICITY



( TO BE PASTED)
Section 3:


INDEX



Section 4:


ACKNOWLEDGEMENTS
(Acknowledging the institution, the places visited and the persons who have helped).

Section 5:
PREFACE:
1.      Name Of Project:
2.      Problem Statement / Objective Of Project:

Section 6:
INTRODUCTION:
Ø  Objective of doing the project.
Ø  Introduce the topic studies giving some historical background if possible.

Section 7:
PLANNING AND ACTIVITIES DONE DURING THE PROJECT
( if any)

Section 8:
OBSERVATIONS AND FINDINGS

Section 9:
CONCLUSIONS
(summarised suggestions or findings, future scope of study).

Section 10:
LEARNING  FROM PROJECT



Section 11:
APPENDIX

1.      Persons Consulted:
2.      Bibliography (Books/ Websites/films referred to)
Section 12:

TEACHER’S OBSERVATION.

Name of Teacher:
Signature:

 
Additional tips:
PREFACE:
1.      Name of Project:
2.      Problem Statement / Objective of Project:
The objective of the project is know the: (quote from the objectives given for your topic)
INDEX:
S.NO
PARTICULARS
PAGE NO
1.  
Acknowledgements

2.  
Preface

3.  
Introduction

4.  
Planning And Activities Done During The Project

5.  
Observations And Findings

6.  
Conclusions

7.  
Learnings From The Project

8.  
Appendix

9.  
Teacher’s Observations


Acknowledgements
Acknowledging the institution, the places visited and the persons who have helped

Introduction

·         Objective of doing the project (Why did you choose this topic?)
·         Introduce the topic studied.
o   Give a brief historical background of the  of the topic studied
o   Give details about the organizations or institutions studied.

Planning And Activities Done During The Project

·         You need to give details here about what were the activities that you undertook to do your project.
·         Give them in a detailed sequence.

Observations and Findings

·         You need to analyze the responses and derive conclusions that will be the data for future decisions. This may be done question wise or on any other relevant basis.
Learning from the Project

Can be given as:
·         How you have been able to relate the theory in your syllabus to your own experience of working on the topic.
·         Any other skills developed such as such as skills of team work, problem solving, time management, information collection, processing, analyzing and synthesizing relevant information to derive meaningful conclusions etc.



ALL THE BEST!!