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. 1 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 2 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 the riverbanks. Explain the causes for – 6th 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, 4 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. 5 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 the period of in ancient map of India. – 6th 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. 6 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 7 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 8 ( 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