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.
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
- 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.
- 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:
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
|
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:
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
1.
www.harappa.com/har/harreso.html
2.
www.ancientcivilizations.co.uk/home_set.html
3.
http://en.wikipedia.org/wiki/Indus_Valley_Civilization
1.
Bharat Ki Chhaap Episode 3
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
|
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).
- 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).
- 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.
- Based on
these findings, the students could either write a report or a story
individually.
- 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:
2. Kya Dilli
Kya Lahore, Dir: Vijay Raaz
3. Pinjar, Dir:
Chandra Prakash Dwivedi
4. Tamas, Dir: Govind Nihalani
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It is completely herbal with no additives. I will just run you through the ingredients. Every 5gm of product consists of :
