Standard: 7 Subject:Social Science 30 Days “Bandha” Programme

STANDARD: 7 SUBJECT:SOCIAL SCIENCE 30 DAYS “BANDHA” PROGRAMME

EXPECTED LEARNING SUGGESTED LEARNING INSTRUCTIONS FOR THE PERFORMANCE OF ACTIVITIES POINTS ACTIVITIES OUTCOMES

1. Identify, classify, 1.Recognize Activity 1. Day– 1. Day – 2. (120Mins) and interpret the the role of Visiting local historical different sources of sources in Activity 1. By maintaining the Kovid-19 SOP Rules and with history. sites – Field visit creation of appropriate responsibility, teachers should take the children for field visit to local Historical Monuments / Temples / Mosques. history. Ex: Observation of Mastigallu, (2nd learning outcome 2.The main During the visit, observe the construction period, who - 6th Veeragalluand types of constructed it, the social and economic life of that times, and standard) inscriptions historical discuss how they contribute towards theconstruction of history. sources. Activity 2. Day – 3. (60mins)

3. Meaning of Classification of sources Activity: 2 literary sources by group activity. and Teachers divide the students into different groups and give archaeological Activity 3. them coins, literature, pictures of monuments and inscriptions, ballads, folklore, and ask them to identify how these are sources. Using local artists to tell important in creation of history. ballads, folktales. Let the students speak. According to their characteristics

divide these sources into literary sources and archaeological sources.

Activity 4. Activity 3.

Giving introduction to Invite local artists to school and tell them ballads and folktales. the Historical books. It is better to made students to sing these songs.

Ex: The Historical novel (If local artists are not available, teachers should manage the “Durgasthamana” by activity) Ta.Ra.Su. Activity 4. Activity 5. By introducing the various literary works by different literates Collection of the convince students how these works help in the creation of pictures of monuments, history. coins, inscriptions and Ex: Durgasthamana by Ta.Ra.Su gives information about the manuscripts with Nayakas of Chithradurga. information. Let the teacher engage the classroom through the appropriate

activities related to local environment. Activity 6. Activity 6. Video view of sources How History can be constructed? By DSERT Activity 7. - Video link Viewing the video about the practical method of https://www.youtube.com/watch?v=slJF0EZKmd4 excavation Sources of History – Video link

https://youtu.be/PNOV6zUi0DI

Activity 7.

The method of Excavation – Video link

https://youtu.be/WP3FPFNH00E?t=65

2. 1. To identify Activity 1. Day – 4,5,6. important Students give reasons Identifying the world's Activity 1. ancient for the importance of ancient civilizations civilizations on Divide the students into different groups. Let the students river valleys in the such as Egypt, the World map. identify the ancient civilizations, Egypt, Mesopotamia, China, progress of prominent Mesopotamia, China, Roman, Greek and Harappa with the guidance of the teacher. civilizations of the 2. To know the Roman, Greek and world and explain reasons for the Harappa on the world Activity 2. their contributions to rise of the map. culture and society. world's major Activity 2. civilizations in ( 4th learning outcome th the riverbanks. Explain the causes for – 6 std) the development of 3. To know the important cities of the contributions of world on the riverbanks Egypt, like London, Moscow, Mesopotamia, New York, Delhi, China and River Hudson – New York River Thames – London Mumbai etc., by Harappan showing these cities in civilizations. the world map and compare these causes

3 for the emergence of ancient civilizations in the river valleys.

Activity 3. River Ullas – Mumbai River Yamuna - Delhi Teacher shows models By showing the above pictures, discuss the reasons for of pyramids and establishment of these cicities on the river banks. By discuss explains about the how fertile soil, water fafacility, climate are favourable for contributions of development of agricultulture and industries, compare th Egyptian civilizations; reasons for the emergence of ancient civilizations in the rive pyramids, papyrus, valleys. sphinxes and mummies. Activity 3. Activity 4

Also show the contributions of Chinese civilization such as tea, silk, paper, painting brush, porcelain, mariner’s compasses. Egyptian civilization: pyramids, sphinxes and mummies.

Show the pictures / models / videos of Pyramids. Explain ab Activity 5 the contributions of Egyptian civilizations like, Pyramids,

With the help of the Sphinxes, Papyrus and MMummies. Explain the students ab pictures of Harappa the knowledge that Egyptyptians had in the field of Geometry a civilization, list out the Science. comparisions. Activity 4. Activity-6. Give tea, coffee, silk cloth, cotton cloth, paper, painting brush, Compare Hammurabi’s porcelain, plastic and mariner’s compass to students. Let th “Code of Law” with the identify the contributions of Chinese Civilization. present Legal code. . Activity-7

Playing the videos of Activity 5 Egypt and Harappa Civilizations.

Activity -8 Show the Videos aboutt totown planning of Harappan civilizatio Let students compare and list out the common points betwe Integrate / correlate the town planning of Harappan Civilization citie s and today’s citi town plan of today’s Appreciate the town planning system of Harappan civilization. smart city plans and urban layout plans with https://youtu.be/XvrE38HL0HM the town planning of Harappan Civilization.

Activity-6.

Discuss the importance of current Law code and also Hammurabi’s “Code of Law” with the students.

Activity-7

Video link – Egyptian civilization https://youtu.be/v4eP6qn_sKU

3. 1.Identify the Activity -1. Day – 7,8,9 different South Activity -1.Let students prepare the flash cards of major Identify the different Classification of major Indian dynasties of North and South India and then classify them as dynasties of South dynasties from northern dynasties. major dynasties of North and South India. India and explain the and southern India contributions towards 2.Explain the through flash cards. Activity-2 Let students identify the South Indian dynasties in social, political and important the ancient map of India given by the teacher. Activity-2. economic life of these factors for the Activity-3. Compare and discuss the structure and objectives dynasties. economic Locate / identify the of local co-operative societies with the guilds of Shatavahanas development at South Indian dynasties ( 9th learning outcome period. By identifying the people of different occupations at th the period of in ancient map of India. – 6 std.) Shatavahana period, let them explain the importance of Shathavahanas Activity-3. foreign trade. . Activity.4. Let students prepare an album consisting of the 3.Enjoy and By introducing the local pictures with information ofBelur, Halebidu and appreciate the co-operative societies, Somanathapura Temples of Hoysala Period. beauty of Art discuss the similarities between the Guilds of and architecture of Shathavahana period Hoysala period. and the present co- operative societies.

4.Know the Activity .4. Glorious a rt and architecture of Belur – Video link. similarities Project Work: https://m.facebook.com/hassannews/videos/123170122053909 between Local 9/ self- Ex: Collect the pictures government of of art and architecture of Chola’s period Hoysala period with and the present suitable information. Grama Panchayaths. Activity 5.

Make a visit to the nearby Village Panchayath and collect information about the structure and functions of it.

Activity 6. Glorius architecture of Belur and Halebidu Playing the videos of film songs which are Activity 5. related to Hoysala and Make a visit to a nearby Village Panchayath with students, Vijayanagara dynasties. following SOP

of Covid-19 with appropriate responsibility and have a Activity .7 discussion with the members of Panchayath. Collect information about the election of members, structure of Create awareness about different committees, their functions and correlatethis Hampe and Hoysala

Empire through QR information withthe self-governance of villages of Chola’s Code period.

Activity .8.

A dance-drama by the Activity .7 students related to the

establishment of Hoysala dynasty.

4. 1.Appreciating Activity .1. Day – 10, 11, 12. the brave fight Role play Activity .1. Appreciate the against the Activity .2. 1. Play the drama of the conversation between Queen contributions of British by Maintaining / marking Chennamma of Kittur and the British officer, Thackeray . KitturChennamma Queen the historical landmarks 2. Let the students play mono acting about the struggle and and her follower Chennamma of of Kodagu in learning patriotism of Sangolirayanna. SangolliRayanna, who Kittoor and her stations. fought against the follower Activity .3. Activity .2. Create a learning station, in which, the information British and also SangolliRoyana Featuring the scenes of about Field Marshal Kariyappa, General Thimmayya, appreciate the . the film Amarasuliya fight, Huttari festival will be there. Students go to important historical “SangolliRayanna” that the respective station, read the information and make a note of events of Kodagu. 2.Introducing complement to the it. Then, leader from each group will share the information. the historical

( 10 th learning landmarks of lesson’s title. outcome – 6th std. ) Kodagu. Activity .3 The conversation between Kittur Queen Ex: Chennamma and Thackery, British officer – video link

The scenes of war, Why https://youtu.be/Cx5Z5MSkO0A should we give 1.”KranthiveeraSangolliRayanna” Movie - video “Kappa”? link https://youtu.be/T0pO9Dp_knk

Activity .4. 2.Rebellion of Amarasullya – video link Fancy Dress Competition for students – https://youtu.be/JSegoH_0kfk KitturChennamma, SangolliRayanna and General Thimmaiah and Field Marshal Kariyappa.

5. 1. Know the Activity .1. Day – 13, 14, necessity of Questionnaire. Activity .1& Explain the use of Natural Activity .2.Listing By asking the different natural resources. Activity .3. Giving Flash what are the resources and their cards needed to live, list out the answer on the blackboard. methods of 2. Know the Activity .4. Classification Activity .3.& 4. conservation. different types Activity .5.Role play Give students flash cards of renewable and non of Natural Suggest appropriate about hygiene and less resources and ask them to place in the resources. ways to save water consumption. Non-Renewable Resources boxes. resources (water, fuel, 3. Activity .6. Debate Ex : food, forest) and Understanding competition maintain sanitation. the need for Activity .7. Pick and less speak competition Activity .5 ( 7th learning outcome consumption Activity 8 One walk in – 5th std. ) and our village / towns conservation of natural

resources.

pond and give students the various roles of water use on the banks of the pond. Then, let the Water Goddess tel importance of water, less consumption and conservation of water. Ex: Washing vessels, washing cloths, buffalo washing, washing the vehicles, taking water to drink. Etc …… ..

(Similarly perform various activities for energy, food and forest

conservation.)

6. 1.Which is our Act ivity .1.Draw the Day – 16,17,18,19. Division?What outline map of Explain about the Activity.1 & 2.Draw a map of Karnataka in the class room and is its Karnataka in the class resources, identify four divisions. specialty?Unde room and identify the occupation, art, rstanding what four divisions. Then divide the students into 4 groups and let each group literature and are its Activity .2.Classify the represent one division. achievements of uniqueness, students into four different divisions of what are the groups to represent Activity.3. Let each child state the particulars of employment, our State and identify natural four divisions. art, literature, achievement and resources in the district along the similarities and the resources Activity .3. “When I with the name board of the district of that particular division. differences. available, wild became you” activity. Ex: A student representing Shimoga district can say this. ( 1st learning outcome life, bird Activity .4.Field visit – 6th std.) sanctuaries of Activity .5. Excursion  I am Shimoga district: I come in Bangalore division. I the division. (Tour) am known for the beauty of nature. Activity .6. Visit / meeting  I have seven Taluks. 2.Information with poets, athletes and  I am called as “ Paddy Granary of Karnataka”. about the elected representatives.  The rivers Tungabhadra, Sharavati, Varada and people who Activity .7.Role play Kumudvati flow. have excelled Activity .8.Interview  Sharavathi has created the world famous Jog falls. in the field of Activity .9.Survey  I am home to Kuvempu and U R Ananthamurthy, who art, literature, Activity .10. Make a list brought the Jnanpith Awards. sports and of Literary Awards  I have highest rainfall in the State. politics of our Ex: Jnanapeetha NOTE: Show students a picture / video of each district's State. awardees. specialty. Activity .11. Fancy dress

competition. Ex: https://www.youtube.com/hashtag/antharaagnicreations Jnanapeetha Activity -13. awardees. Let the students write down the information on agriculture, Activity .12 Prepare an employment and arts of the different districts. album of tourist places Name of the Major Main with relevant Art information. district crops occupation Activity -13. Construct a Toy making of table. Ramanagara Silk Agriculture Channapattana

Vijayapura Jowar Agriculture Veeragase

Paddy, Shivamoga Agriculture Dollukunitha arecha

Paddy, Fishery, South Canara Yakshagana coconut agriculture

Agriculture / Doddata / Rock Haveri Chillies Seedling garden

Bangalore

Let all the students collect information of all districts from elders, teachers and other sources and maintain it in their files.

7. 1. Know the Activity -1.Questionnaire Day – 20, 21. meaning of the Activity -2.Role Play 15. ( 6th std.) Activity-1.If your village / city need a road, a water facility, or aristocracy. Activity -3.Usage of Explaining the when there is a riot, who will handle it? By asking these charts and learning meaning and types of 2. They will questios to students, explain the meaning and necessity of the stations. aristocracy. discuss the administration. Activity -4 characteristics Describes the Interview with Gram Activity-2.Divide the students into 3 groups and provide each of the different characteristics and Panchayat members / group with an appropriate context to represent the different types of types of democracy. elected members. types of government and discuss their principles through role- aristocracy. playing. ( 15 th learning 3.Admiring the outcome – 6th std. ) Activity-3.Demonstrating a chart of democratic principles, principles of each student should carefully read each of the democratic democracy. principles in the learning station and write the highlights.

Let them present the same in the classroom

Activity-4.

List the differences between democracy, dictatorship, and socialist government and maintain it in the files.

8. 1. Activity -1. By showing Day – 22, 23 Understanding the picture of National They recognize the Activity-1. the specialties Flag, questioning the national flag, national of National Flag students.

13 symbols, national and Activity -2. Writing the Teachers show students the picture of our national flag and anthem and national picture of the national ask students different questions about it. adhering to the festivals. flag. national flag Ex: Activity -3. Identifying (14 th learning outcome code. national symbols. 1. In our National Flag white colour denotes what? – 6th std.) 2. Identification Activity -4. Essay writing 2. What does green denotes in our flag? of national / Speech competition symbols. Activity -5. The 3. What is the symbol of the wheel at the center of the flag? monologue (Role play) 3. Knowing the Ex : By asking suc h questions , teacher explains the specialties a importance of 1) I am the national flag code of national flag. national of India.

festivals. 2) I am the national

anthem. I was created by Sri Rabindranath Tagore…… Etc.,

6. Rangoli Drawing and coloring of the National

Emblems and proper maintenance of it. 7. Provide an opportunity

to listen the national anthem and singing by the students. 8. Singing Ex: “Mile sur

merathumara”.

Activity -2. Write a picture of the national flag.

Activity-3. Give the pictures of National symbols to students. Let the students identify them and know the importance.

Activity-4. Let the students write an essay on the national festivals celebrated in their school. Or make a speech.

9. 1.Knowing the Activity 1.Creating a Map Day – 24, .25, 26 component Activity 2.List out the Using and interpreting Activity-1 Let students create a map of their village. Then, facts needed to symbols / codes on the geographical symbols discuss the elements needed for map creation through this create a map. map. and codes on a map. activity.

2.Knowing the Classify different Activity – 3 Ex: Scale (measurement), distance, direction, etc., main symbols maps andIdentify the Description of the map and codes and elements needed for their uses that map creation. Activity -4. Setting maps may symbols on the map contain. Ex: Scale (measurement),

15 distance, direction, symbols, etc.,

( 22 nd learning Activity outcome – 6th std. ) Divide the

students into two groups. Give Political maps of Karnataka / India to one group and Geographical / physical divisions map of Karnataka / another group. Ask them to list out the symbols in the respective maps.

2. Teacher gives flash cards consisting of map code, geographical symbols Let the students set it in the right place.

10. 1.Understand Activity 1.By using the Day – 27, 28,29,30 world map, imagine and Identify Asia's major -ing the Activity -1. Divide the students into two groups. to find an answer oceans, seas, rivers, location, extent, world’s physiographic divisions to two groups. activity. mountains, plateaus, physical setting makes statements about the map and another group uses Activity 2.Identifying the plains, countries, and of Asia. these statements and try to predict the answer. major natural divisions borders. And 2.Getting a on the map of Asian Through this activity, teachers help the students to know the describe the area of description of continent. location, area and geographical location of the continent. Asia based on latitude Activity 3- Album

16 and longitude. the major making of Asian fauna Ex : Statements : physiographic and flora. ( 18, 19, 20 th learning 1. 1. Is the continent almost in the Northern Hemisphere? divisions of Activity 4 Identifying outcome – 6th std.) Another group is to answer yes / no. Asia borders and natural 2. Has the equator and the Tropic of Cancer passes through (Only the learning divisions of Asia with this continent? outcomes related to the help of Google 3. Is this continent covered by oceans in three sides and land Asian Continent has Earth. on one side? taken) Activity -5. 4. Does this continent have the highest mountain peaks in the world? Showing video clipp of 5. Is this continent called “Land of Constrasts”? major physical divisions 6. Is India belongs to this continent? of Asia. 7. Does this continent lies between 1o.16' North to 77o.41' North latitudes and 26o.04' East to 169o.40' West Activity -6. longitudes?

Sphere formation by rangoli in school Activity -2. premises. Students write the key regional divisions of Asia (these include major geographical areas such as Mount Everest, the Tibetan Plateau, Siberia Plains, the Japanese Archipelago, the Indus Ganga Plains, etc.)

Put it in a box, take out a chit from the students and tell them to identify that in the Asia map. Then convey the important key factors of that division to students.

Link to Google Earth view of the Asian continent

https://earth.google.com/web/@28.05965556,86.18108553,- 38890.86159459a,38250162.97076225d,35y,359.86104453h,0 t,0r

Video link of Asian continental surfaces

https://youtu.be/cekU_MvrkEs

Activity -6

Create a sphere in the school premises from Rangoli, write the latitude and longitude in it and help the students to identify the main latitudes and longitudes of it. Fill the Asian continent with color.