CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 6 CHAPTER IN THE EARLIEST CITIES HARAPPAN CIVILISATION MOHANJODARO KALIBANGAN GREAT BATH FIRE ALTER LOTHAL DOCKYARD
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 6 CHAPTER IN THE EARLIEST CITIES HARAPPAN CIVILISATION MOHANJODARO KALIBANGAN GREAT BATH FIRE ALTER LOTHAL DOCKYARD
The lesson is based on CBSE HISTORY CLASS - 8, Ln - 2 - Trade to territory.It clearly explains the details of how gradually India went into the hands of British.
Towns , Traders and Craftsman Class 7 Social PoojaRajesh2
This ppt is useful for teaching and explaining with pictures and information. Enjoy the ppt with full of interest to learn many things about our history.
Hope this ppt finds you statisfied
The lesson is based on CBSE HISTORY CLASS - 8, Ln - 2 - Trade to territory.It clearly explains the details of how gradually India went into the hands of British.
Towns , Traders and Craftsman Class 7 Social PoojaRajesh2
This ppt is useful for teaching and explaining with pictures and information. Enjoy the ppt with full of interest to learn many things about our history.
Hope this ppt finds you statisfied
NCERT CBSE SOCIAL SCIENCE CLASS 6,7,8,9,10 HISTORY POLITICAL SCIENCE GEOGRAPHY ECONOMICS
IN THIS CHAPTER YOU WILL GET ACCESS ABOUT CLASS 6 HISORY CHAPTER WHAT WHERE HOW AND WHEN
To study the components of THE PALEOLITHIC AGE, MESOLITHIC and NEOLITHIC AGE, INDUS VALLEY CIVILISATION, ARYAN AND THE VEDIC AGE,PRE- MAURYAN AGE, JAINISM, BUDDISM, MAURYAN EMPIRE
The file contains short notes from the 12th standard textbooks of History(NCERT). Contains 15 chapters of different eras. From ancient history to Framing of Indian Constitution. Suited for competitive examinations and students giving board examination. A quick way to recapitulate.
Why do we need political parties?
Functions of Political Parties
Parties contest elections
Parties put forward different policies and programm
Parties make laws for a country
Parties form and run governments
Losing party play the role of opposition
Parties shape public opinion
Parties provide people access to government machinery
and welfare schemes implemented by governments
Why parties are a necessary condition for democracy ?
One-party systems
Two-party system
Multiparty system
National political parties
Conditions to be called National political parties
Indian National Congress (INC)
Bahujan Samaj Party (BSP)
Bharatiya Janata Party (BJP)
Communist Party of India - (CPI)
Communist Party of India - Marxist (CPI-M)
Nationalist Congress Party (NCP)
State parties
Challenges to political parties
Lack of internal democracy within parties
Dynastic succession
Growing role of money and muscle power in
parties
very often parties do not seem to offer a
meaningful choice
How can parties be reformed?
What does democracy do?
What outcomes can we reasonably expect of democracy?
Does democracy fulfil these expectations in real life?
How to assess the outcomes of democracy?
Democracy is better because
Accountable, responsive and legitimate government
ELECTION,DEBATE AND INFORMATION
PEOPLE’S NEED AND CORRUPTION
Economic growth and development
Reduction of inequality and poverty
Accommodation of social diversity
Dignity and freedom of the citizens
Means of Transportations
Roadways
Golden Quadrilateral Super Highways
• National Highways
State Highways:
District Roads
Other Roads
Border Road
Railways
Pipelines
Waterways
Major Sea Ports
Airways
Communication
International Trade
Tourism as a Trade
GLOBALISATION AND INDIAN ECONOMY CLASS 10 X NCERT CBSEMahendra SST
How do we understand these rapid transformations?
PRODUCTION ACROSS COUNTRY
SPREADING Of PRODUCTION By MNC –
INTERLINKING PRODUCTION ACROSS COUNTRY-
MNCs set up production jointly with some of the local companies.
FOREIGN TRADE AND INTEGRATION OF MARKET –
WHAT IS GLOBALISATION-
FACTORS THAT ENABLED GLOBALISATION-
LIBERLISATION –
Removing barriers or restrictions set by the government is what is known as liberalisation.
WORLD TRADE ORGANISATION-
DEVELOPMENT
What is Development –
What Development Promises – Different People Different Goal
Income And Other Goal
National Development
How To Compare Different Countries Or States
Income And Other Criteria
Public Facilities
Sustainability of Development
ncert cbse class 10ecinomics
2 role of the government in health class vii 7Mahendra SST
NCERT CBSE SOCIAL SCIENCE CLASS 6,7,8,9,10 HISTORY POLITICAL SCIENCE GEOGRAPHY ECONOMICS
IN THIS CHAPTER YOU WILL GET ACCESS ABOUT CLASS SUBJECT SPL CHAPTER ROLE OF GOVT IN HEALTH What is health?
THE COST OF A CURE
Division Of Health Services
(a) Public health services and
(b) Private health facilities
Is adequate healthcare available to all?
What can be done?
The Kerala experience
The Costa Rican approach
1 tracing changes through a thousand yearsMahendra SST
NCERT CBSE SOCIAL SCIENCE CLASS 6,7,8,9,10 HISTORY POLITICAL SCIENCE GEOGRAPHY ECONOMICS
IN THIS CHAPTER YOU WILL GET ACCESS ABOUT CLASS 67HISORY CHAPTER 1
NCERT CBSE SOCIAL SCIENCE CLASS 6,7,8,9,10 HISTORY POLITICAL SCIENCE GEOGRAPHY ECONOMICS
IN THIS CHAPTER YOU WILL GET ACCESS ABOUT CLASS 6 HISORY CHAPTER WHAT WHERE HOW AND WHEN
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 8 CHAPTER permanent settlement ryotwari and mahalwari system holt mackenzi charles cornwalis indigo and blue rebellion
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 9 CHAPTER poverty as challenge poverty definition poverty social exclusion vulnerability poverty line method causes of poverty
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 9 CHAPTER the story of village palampur factors of production farming in palampur non farming activities land labour physical capital fixed capital working capital human capital
CBSE NCERT SOCIAL AND POLITICAL LIFE CLASS 6 CHAPTER GOVERNMENT ITS FUNCTIONS DIFFERENCE BETWEEN MONARCHY AND DEMOCRACY DEMOCRATIC REPRESENTATIVE GOVT RIGHT TO VOTE
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 10 CHAPTER money and credit barter system modern form of noney formal and informal sectors of credit collateral terms of credit
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 10 CHAPTER political parties components of political parties national and state parties how can political parties are reformed
CBSE NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 9 CHAPTER our detailed election process constituencies candidate nomination challenges to election process
Cbse NCERT SOCIAL SCIENCE HISTORY GEOGRAPHY ECONOMICS POLITICAL SCIENCE CLASS 10 CHAPTER classifications of minerals conventional and non conventional energy resources
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
5 what books and burials tell us
1. CLASSVI NCERT CHAPTER
SUBJECT – S.SC. (HISTORY)
PRESENTED BY – MAHENDRA KUMAR
महेंद्र पारीक1
WHAT BOOKS AND BURIALS TELL US
2. Rigveda - One of the oldest books in the world
महेंद्र पारीक2
There are four vedas – the Rigveda, Samaveda,Yajurveda and
Atharvaveda.
The oldestVeda is the Rigveda, composed about 3500 years ago.
The Rigveda includes more than a thousand hymns, called
sukta or “well-said”.
Three gods are especially important:Agni, the god of fire; Indra, a
warrior god; and Soma, a plant from which a special drink was prepared.
These hymns were composed by sages (rishis). Priests taught students to
recite and memorise each syllable, word, and sentence, bit by bit, with
great care.
The Rigveda is in old orVedic Sanskrit, which is different from the
Sanskrit you learn in school these days
The Rigveda was recited and heard rather than read. It was written down
several centuries after it was first composed, and printed less than 200
years ago..
3. Sanskrit and other languages
महेंद्र पारीक3
Sanskrit is part of a family of languages known as Indo-European.
Some Indian languages such asAssamese, Gujarati, Hindi, Kashmiri and Sindhi;
Asian languages such as Persian
European languages such as English, French, German, Greek, Italian and
Spanish belong to this family.
They are called a family because they originally had words in
common.
Take the words ‘matr’ (Sanskrit),‘ma’ (Hindi) and ‘mother’
(English).
Other languages used in the subcontinent belong to different families. For
instance, those used in the north-east belong to theTibeto-Burman family;
Tamil,Telugu, Kannada and Malayalam belong to the Dravidian
family
Languages spoken in Jharkhand and parts of central India belong
to the Austro-Asiatic family..
4. How historians study the Rigveda
महेंद्र पारीक4
Historians find out about the past.
they examine written sources .
Let us see how they study the Rigveda.
Some of the hymns in the Rigveda are in the form of dialogues.This is
part of one such hymn, a dialogue between a sage named
Vishvamitra, and two rivers, (Beas and Sutlej) that were
worshipped as goddesses.
Historians point out that this hymn was composed in the area where
these rivers flow.They also suggest that the sage lived in a society where
horses and cows were valued animals.That is why the rivers are
compared to horses and cows
The Indus and its other tributaries, and the Sarasvati, are also named in
the hymns. The Ganga andYamuna are named only once
6. Cattle, horses and chariots
महेंद्र पारीक6
There are many prayers in the Rigveda for cattle, children (especially
sons), and horses.
Horses were yoked to chariots that were used in battles.
Battles were also fought for land, which was important for
pasture, for water, to capture people, to capture cattle and
wealth that was obtained was kept by the leaders, some was given to
the priests and the rest was distributed amongst the people.
Some wealth was used for the performance of yajnas or sacrifices in
which offerings were made into the fire.These were meant for gods
and goddesses.
Offerings could include ghee, grain, and in some cases, animals. Most
men took part in these wars.
7. Words to describe people
महेंद्र पारीक7
Some words used to describe people found in the Rigveda.There are
two groups who are described in terms of their work — the
priests, sometimes called brahmins, who performed various
rituals, and the rajas.
These rajas were not like the ones you will be learning about later.
They did not have capital cities, palaces or armies, nor did
they collect taxes.
Sons did not automatically succeed fathers as rajas
Two words were used to describe the people or the
community as a whole.
One was the word jana, which we still use in Hindi and other
languages.
The other was vish. The word vaishya comes from vish.
we find reference to the Puru jana or vish, the Bharata jana or vish,
theYadu jana or vish, and so on.
8. Words to describe people
महेंद्र पारीक8
Sometimes, the people who composed the hymns
described themselves as Aryas and called their
opponents Dasas or Dasyus. These were people who
did not perform sacrifices, and probably spoke
different languages.
Later, the term dasa (and the feminine dasi) came to mean
slave. Slaves were women and men who were often captured in
war.
They were treated as the property of their owners, who could
make them do whatever work they wanted
9. Silent sentinels—the story of the megaliths
महेंद्र पारीक9
These stone boulders are known as
megaliths (literally big stones).
These were carefully arranged by
people, and were used to mark burial
sites.
The practice of erecting megaliths began
about 3000 years ago, and was prevalent
throughout the Deccan, south India, in
the north-east and Kashmir.
Some megaliths can be seen on the
surface, other megalithic burials are
often underground.
Sometimes, archaeologists find a circle
of stone boulders or a single large stone
standing on the ground.These are the
only indications that there are burials
beneath
10. Silent sentinels—the story of the megaliths
महेंद्र पारीक10
All these burials have some common features.
The dead were buried with distinctive pots, which
are called Black and RedWare.
Also found are tools and weapons of iron and
sometimes, skeletons of horses, horse equipment
and ornaments of stone and gold.
Was iron used in the Harappan cities?
The Harappans did not know the use of Iron. Iron
was not discovered by the Harappan people. Since
it was a bronze age civilization, it had made
many metallurgical advances in copper and
bronze but not in Iron. Harappans procured raw
material from other neighboring countries like
Silver from Afghanistan, Iran, and Iraq, Lead from
Kashmir, Rajasthan, Gold was obtained from
Karnataka and Copper from Rajasthan. Iron was
actually not known to IndusValley Civilization
people or Harappan people.
11. Finding out about social differences
महेंद्र पारीक11
Archaeologists think that objects found with a skeleton probably
belonged to the dead person.
Sometimes, more objects are found in one grave than in another.
Brahmagiri (in Andhra Pradesh)-
one skeleton was buried with 33 gold beads, 2 stone beads, 4
copper bangles, and one conch shell.
Other skeletons have only a few pots.
These finds suggest that there was some difference in status
amongst the people who were buried.
Some were rich, others poor, some chiefs, others followers.
12. Were some burial spots meant for certain families?
महेंद्र पारीक12
Sometimes, megaliths contain more than one skeleton.These
indicate that people, perhaps belonging to the same family,
were buried in the same place though not at the same time.
The bodies of those who died later were brought into the
grave through the portholes.
Stone circles or boulders placed on the surface probably
served as signposts to find the burial site, so that people
could return to the same place whenever they wanted to
13. A special burial at Inamgaon
महेंद्र पारीक13
Inamgaon (Maharashtra)
It is a site on the river Ghod, a tributary of the Bhima.
It was occupied between 3600 and 2700 years ago.
Adults were generally buried in the ground, laid out straight,
with the head towards the north.
Sometimes burials were within the houses.Vessels that probably
contained food and water were placed with the dead.
One man was found buried in a large, four legged clay jar in the
courtyard of a five-roomed house (one of the largest houses at the
site), in the centre of the settlement.
This house also had a granary.The body was placed in a cross-
legged position
14. What skeletal studies tell us
महेंद्र पारीक14
It is easy to make out the skeleton of a child from its small size.
a man or a woman?
if a skeleton is found with jewellery, it is thought to be that of a
woman _ problem _ Often, men also wore ornaments.
A better way of figuring out the sex of a skeleton is to look at the
bone structure.The hip or the pelvic area of women is generally
larger to enable child bearing.These distinctions are based on
modern skeletal studies.
About 2000 years ago, there was a famous physician named Charaka
who wrote a book on medicine known as the Charaka Samhita.
There he states that the human body has 360 bones.
Charaka arrived at this figure by counting the teeth, joints and
cartilage.
15. Occupations at Inamgaon
महेंद्र पारीक15
Archaeologists have found seeds of wheat, barley, rice, pulses,
millets, peas and sesame.
Bones of a number of animals, many bearing cut marks
that show they may have been used as food, have also been
found.
These include cattle, buffalo, goat, sheep, dog, horse, ass, pig,
sambhar, spotted deer, blackbuck, antelope, hare, and mongoose,
besides birds, crocodile, turtle, crab and fish.
There is evidence that fruits such as ber, amla, jamun, dates and a
variety of berries were collected