'Minds are like parachutes. They only work when they are open.' Theme-based learning‍ is based on the idea that knowledge acquisition is efficient among students when they learn in the context of a coherent and holistic way and when they can associate whatever they know to their surrounding and real-life examples.  As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the sixteenth session demonstrated how to design the theme in an integrative way to existing curricula keeping the skill and content knowledge in mind. It was an informative session, exploring the different dimensions of 'Theme-Based learning'️ by Ms Asha Tripathi, Ms Deepti Manuel, Ms Archana Patil and Mr Dyanand Shetty under the leadership of Ms Priyanka Jain.

2. THEME
 https://www.youtube.com/watch?v=TSdXFYNhJ7
8

3.  The Theme Based Approach is a way of teaching
and learning, whereby many areas of the
curriculum are connected together and integrated
within a theme.

4. Imagine life without machines

6. Meaning and concept of
Industrialization
 Process that happens in
countries when they start to
use machines to do work that
was once done by people.
 People adopt easier and
cheaper ways of
manufacturing.
 Better technology; more goods;
less time.

7. Life before and after Industrialization

8. DIFFERENT INVENTIONS
Spinning
jenny
Typewriter
Telegraph
Steam
engine

9. HOW DID INDUSTRIAL REVOLUTION
START

10. Activity for senior grades –
Quiz through Kahoot, quizzes
etc.

11. INDUSTRIAL
VISIT

13. Causes of
Industrialization
Impact of
Industrialization
Consequences of
Industrialization

14. Analysis on field trip through report
writing

15. For Primary sectors

16. Different sectors of economy

17. Activity for Primary Sector

18. औद्योगीकरण अंग्रेजी शब्द ‘Industrialization’ का
हिन्दी रुपान्तरण िै, जजसका अर्थ िै -अर्थव्यवस्र्ा में
सुधार िेतु उद्योगों की स्र्ापना एवं उनका ववकास ।
औद्योगीकरण एक सामाजजक तर्ा आर्र्थक प्रक्रिया
िै, जजसमें उद्योग-धन्धों की बिुलता िोती िै ।
औद्योगीकरण के कारण शिरीकरण को बढावा
ममलता िै एवं मानव समूि की सामाजजक-आर्र्थक
जस्र्तत बदल जाती िै । कि सकते िै क्रक यि
आधुतनकीकरण का एक अंग िै । इसके कारण
वस्तुओं के उत्पादन में तेजी से वृद्र्ध िोती िै, क्रकन्तु
इसके मलए अत्यर्धक ऊजाथ की खपत करनी पड़ती िै
।

21. प्रश्न १) आपने ये सभी र्ित्र देखे|
ये सारे र्ित्र क्रकस कं पनी के िैं ?
उत्तर – टाटा

22. आज टाटा संस का साम्राज्य नमक से लेकर
िाय तक, स्टील से लेकर कार-ट्रकों तक और
ववत्त से लेकर सॉफ्टवेयर तक िर किीं नज़र
आता िै | टाटा समूि के बारे में यि कर्न
किा जाए तो अततशयोजतत निीं िोगी क्रक –
- वतथमान समय में देश का प्रत्येक नागररक इस
कं पनी से उत्पाहदत वस्तुओं से लाभाजन्वत िो
रिा िै |
- क्रकसी न क्रकसी रूप में िर भारतीय की जजंदगी
का हिस्सा बन िुका िै |

23. आप लोगों से एक प्रश्न पूछना
िािती िूूँ –
१)टाटा कं पनी की नीव क्रकसने रखी
?
१)टाटा कं पनी की स्र्ापना क्रकसने
की ?

25. जमशेद जी टाटा के बारे में विस्तृत
जानकारी जैसे –
उनका जीवन पररिय
मशक्षा प्राजतत
देश में औद्योगीकरण का तनमाथण
तर्ा ववस्तार |
िलर्ित्र हदखा कर उनके योगदान पर
प्रकाश डालना
आहद जानकारी देना |

26. एक बार पुन: मैं आप लोगों से एक
प्रश्न पूछना िािती िूूँ –
कोरोना मिाकाल के समय देश
को सबसे ज्यादा आर्र्थक रूप से
क्रकसने मदद की ?

28. प्रकल्प ( प्रोजेतट) – टाटा
समूि के सभी क्षेत्रों के
उत्पादकों की र्ित्र के सार्
सूिी तैयार कीजजये |

29. कक्षा ९ और १० के छात्रों िेतु

30. कववता का नाम
औद्योर्गक बस्ती
कवव – अज्ञेय जी

31. पिाडड़यों पर तिरी िुई इस छोटी-सी िाटी में,
ये मुूँिझौंसी र्िमतनयाूँ बराबर,
धुआूँ उगलती जाती िैं।
भीतर जलते लाल धातु के सार् ,
कमकरों की दु:साध्य ववषमताएूँ भी ,
ततत उबलती जाती िैं।
बंधी लीक पर रेलें लादें माल ,
र्ििुूँकती और रंभाती अफ़राये डाूँगर-सी,
हिलती िलती जाती िैं।
उद्यम की कड़ी-कड़ी में बंधते जाते
मुजततकाम,
मानव की आशाएूँ िी पल-पल,
उस को छलती जाती िैं ||

32. गत सतताि आप
ववद्यालय की ओर से
शैक्षणणक भ्रमण के मलए ‘
सम्राट स्टील कं पनी’ गए
र्े | अपने इस शैक्षणणक
भ्रमण की जानकारी देते
िुए अपने ममत्र को १२०
शब्दों में ईमेल /पत्र
मलणखए |
दो हदन पिले आप ववमान से
हदल्ली से मुंबई की यात्रा तय क्रकए
| ववमान में आपके पास मशिूर
उद्योगपतत रतन टाटा जी बैिे र्े |
अवसर ममलते िी आपने उनका
साक्षात्कार मलया | मलए गए
साक्षात्कार के कु छ अंश १५० -२००
शब्दों में मलणखए |
ववद्यालय द्वारा
आयोजजत ‘सम्राट स्टील
कं पनी’ इस शैक्षणणक
भ्रमण के अनुभव को
अपनी डायरी में १५०
शब्दों में मलणखए |

38. FLASH CARDS

40. ACTIVITY
 Research about the product how was it invented
and how did this impact the world ? If these had
not be there , what would happen ?
 Mode of presentation:
 Drama
 Poster
 Ppt

41. Activity 2
 Think about the product invented during modern
industrial revolution and show how it has
impacted us .(or any product which you would like
to invent )
 You can present your work either through :
 Poem
 Rap Song

42. Poem analysis

43.  Which line of the poem do you think stands out the most, or is the
most powerful? Explain.
 What imagery does the poem AND the pictures give us to
express what life what like at this point in history?
 How do you think the poet feels about factory owners? How do
you know?
 According to evidence in the poem, why did some people likely
support child labor during the Industrial Revolution?
 What message do you think the poet is trying to express about
child labor? What lines, from the poem, can you use to support
your response?
 Do you think the poem is effective in communicating its
message? Explain.

44. Photo analysis

49. Directions: Complete the following
questions after viewing the images
.
1. Child labour during the Industrial Revolution was a
controversial topic and images, such as the ones you have
seen , divided people’s opinions on the topic.
a. How do you think the owner or Manager of the
workplaces would respond to seeing these images?
Why?
How do you think an organization that sought to
protect children would have responded to these images?
Why?
Despite the obvious dangers in the factories, many children
still worked in them during the Industrial Revolution. Why do
you think this is?

50. Creative writing task
 For this activity, students will write a short creative story
about the life and working conditions of a child during the
Industrial Revolution. Students will use one of the seven
included images as a “starting point” and write a short story
about the type of life and work that the child in the image likely
lived. Examine one of the images and imagine what kind of
conditions the child likely worked under and how their life was.
 Your story needs to contain:
 Details about how the child’s life would have been
lived and what they likely experienced at home, work and in
their daily life
 What kind of injuries or dangers they would have faced
 How they would have felt about their work and their
workplace managers
 You may want to consider how the child might be
seriously injured or die in your story.
 A short narrative with different characters and
interactions (Be Creative!)

51. Seth Hukumchand - a leading
business magnate of the country
 He established cotton
mills (Hukam Chand
Mill and Raj Kumar
Mill at Indore), and a
large Jute Mill and
Iron Mill at Calcutta.
 He was the first
Indian
businessman to set
up a Jute Mill.( was
involved in Khadi
movement)

52. Dwarkanath Tagore – Early
Industrialist
Tagore was a western-
educated Bengali Brahmin and an
acknowledged civic leader of Kolkata who
played a pioneering role in setting up a
string of commercial ventures—
banking, insurance and shipping
companies— in partnership with British
traders. In 1828, he became the first
Indian bank director.
In 1832 Tagore purchased the first
Indian coal mine in Raniganj,[1] which
eventually became the Bengal Coal
Company.

53. Indian Industrial Pioneers
3.Sir Jamsetjee Jejeebhoy- cotton
merchant

54. Hot seat
 A new industry is being set up .
 Present our perspective as a/an :
Environmentalist
Industrialist
Common man
Worker
Area commissioner
Property dealer

55. Persuasive and point of view:
 Imagine you are a merchant writing back to a
salesman who has been trying to persuade to buy
a new machine. Explaining in your letter what you
have heard and why you do not wish to invest in
the new technology .

56.  Industrialization...
 The little creek where I used to stay and play all day is gone.
Bulldozed over to make way for some new super-store.
The bullfrogs that sang their fat, boastful spring song
on the quiet mist-filled evening air are also gone.
Now only silence fills the darkness of the night.
They didn’t hop away, and find new lodgings.
They were ploughed as under like rubbish.
Midges, tadpoles, red ladybugs and all
lost from that creek that used to be.
The milk from earth’s sweet breast
is gone, and , if you listen
between the beats of your heart
you will hear her weeping,
Mother, are you so really sad?
Why do you cry and shed a tear?
We take the time to kill you softly,
one creek at a time, you needn’t fear.
Rest in your universal cradle while we
renovate, and decorate this boring place.
It’s just one creek that you will hardly miss.
We need those malls for bling and other things.
Please, don’t send your tempests to destroy them.
We will simply build another, don’t waste your time.
Weep no more, dear mother. You know we worship you
Your wild wars with your wastrel children are nearly done.
Who shall win this war of wills, whom shall we say has won?

57. Industrial REVOLUTION -4
 We stand on the brink of a technological revolution that
will fundamentally alter the way we live, work, and relate to
one another. In its scale, scope, and complexity, the
transformation will be unlike anything humankind has
experienced before.
 The First Industrial Revolution used water and steam
power to mechanize production. The Second used electric
power to create mass production. The Third used
electronics and information technology to automate
production. Now a Fourth Industrial Revolution is building
on the Third, the digital revolution that has been occurring
since the middle of the last century. It is characterized by
a fusion of technologies that is blurring the lines
between the physical, digital, and biological spheres.

58. Theme based curriculum in
science
Curd activity
Children can prepare curd under teacher’s
supervision

60. Make a small research about
industries and collect information
about their journey.
You do

61. Something refreshing for your heart
https://www.youtube.com/watch?v=nwAYpLVyeFU

62. REFLECTION
 1. What does the term “random acts of
kindness” (RAK) mean? (Define it in your
own words)
 2. Do you think RAK’s should be done in
secret, or should other people know it
happened? (Or does it matter?) Explain.
 3. Find an article or video about one
specific story of a real person doing a RAK
for someone else.

63.  6. List at least 10 RAK’s that do
NOT cost money.
 7. List at least 10 RAK’s that only
cost a small amount of money .

64. KINDNESS –EXPERIENCE
PROJECT
 We are often happiest when we achieve balance: when we give to others as
well as take care of ourselves; when we accomplish great things but also
relieve stress; when we live life to the fullest by taking action and not letting
things go unsaid. Therefore, you will be asked to do kind things for yourself
AND others.

 This will be a 3-part experience:
 Make plans for random acts of kindness
 Go out and complete them
 Reflect on the experience (through short pieces of writing)

66. दयालुता
(दया करने की प्रवृतत )
स्त्रीमलंग
(दयालु िोने की अवस्र्ा गुण या
भाव।)
तया िै दयालुता ?
एक सुखद स्वभाव वाले और दूसरों के मलए
र्िंता करने वाले व्यजतत को दयालु िोना किा
जाता िै। ऐसे लोग दूसरों के प्रतत संवेदनशील
िोते िैं। जब भी लोगों को उनकी ज़रूरत िोती
िै वे अपने आसपास के लोगों की मदद करते िैं
और कभी भी दूसरे लोगों के िेिरे पर
मुस्कु रािट लाने के मलए अपनी सीमा से बािर

67. िम दयालु लोग बड़ी मुजश्कल से ममलते िैं।
वास्तव में अगर िम स्वयं को देखें तो तया
िम खुद को दयालु किेंगे?
िम अपने आस-पास के लोगों का ददथ मिसूस
करते िैं लेक्रकन क्रकतनी बार िम उनकी मदद
कर पाते िैं?
अगर िम यि अपेक्षा करते िैं क्रक दूसरे लोग
िमारे प्रतत दयालु िो तो िमें पिले इस आदत
को अपने आप में डालना िोगा।

68. किानी

72. Who are Community Helpers?

73. 1. Those Who Keep Us Healthy

74. 2. Those Who Keep Us Safe

75. 3. Those Who Maintain
Infrastructure

76. 4. Those Who Help Us Commute

77. 5. Those Who Grow Food

78. kindness
Say thank you
Say
please
Call them
with
respect

79. Reflection time
Can you recall a time somebody
was kind to you?
Now change the scenario and
think of a time you were kind to
another person? Call to mind
their reaction and how you
responded.