This document provides an overview of geography resources and development in India. It discusses different types of resources including natural resources like land, water, forests, wildlife; and human-made resources. It covers key concepts like renewable and non-renewable resources. Specific sections are devoted to different resource types - water resources, agriculture, minerals, energy, manufacturing industries and transportation. Each section defines important technical terms and highlights key points about the distribution and use of the different resources in India as well as challenges and conservation efforts.
Social science board questions class 10 sa2 cbsearjunan v
The document contains 16 questions related to social science topics for a CBSE Class 10 exam. The questions cover various subjects like history, civics and geography and ask about topics such as trans indo china railway network, Rowlatt Act, swaraj, differences between popular struggles in Nepal and Bolivia, uses of mica, types of coal, scholars revolt in Vietnam in 1868, developments leading to non-cooperation movement in 1920, significance of 1929 Lahore session of Indian National Congress, full form and demands of SPA, importance of nuclear energy, potential of solar energy in India, developments leading to civil disobedience movement, differences between ideas of Phan Boi Chau and Phan Chu
Here are the key life skills demonstrated in this story:
- Self-awareness: The monkey was aware of the tasty mangoes on the tree and enjoyed them daily.
- Social skills: The monkey and crocodile developed a friendship by sharing the mangoes.
- Communication: They communicated effectively with each other about the mangoes.
- Problem solving: When faced with a problem, the crocodile creatively solved it by warning the monkey of the danger, while still maintaining his friendship.
- Critical thinking: The crocodile thought critically about how to handle the situation without harming his friend or disobeying his wife.
- Decision making: He made the decision to warn
“We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the foundation of life. Many of the things we need, can wait. The children cannot. Right now is the time his bones are being formed, his blood is being made and his senses are being developed to him we cannot answer “Tomorrow”. His name is “Today”. Gabriela Mistral, 1948
The document appears to be a presentation on effective communication given by a group of students. It includes sections on the introduction to communication, what is effective communication, the 7 C's of communication, barriers to effective communication, listening, and techniques for effective listening. The presentation provides definitions and explanations of key concepts related to effective communication and emphasizes the importance of listening, clarity, and overcoming barriers.
A social group is formed when two or more people are aware of each other's presence. There are different types of social groups including transitory groups, recurrent groups, formal groups, and informal groups. Groups can also be primary groups, which involve strong emotional attachment between members, or secondary groups, which focus more on the purpose of the group than interpersonal relationships.
This document provides an overview of geography resources and development in India. It discusses different types of resources including natural resources like land, water, forests, wildlife; and human-made resources. It covers key concepts like renewable and non-renewable resources. Specific sections are devoted to different resource types - water resources, agriculture, minerals, energy, manufacturing industries and transportation. Each section defines important technical terms and highlights key points about the distribution and use of the different resources in India as well as challenges and conservation efforts.
Social science board questions class 10 sa2 cbsearjunan v
The document contains 16 questions related to social science topics for a CBSE Class 10 exam. The questions cover various subjects like history, civics and geography and ask about topics such as trans indo china railway network, Rowlatt Act, swaraj, differences between popular struggles in Nepal and Bolivia, uses of mica, types of coal, scholars revolt in Vietnam in 1868, developments leading to non-cooperation movement in 1920, significance of 1929 Lahore session of Indian National Congress, full form and demands of SPA, importance of nuclear energy, potential of solar energy in India, developments leading to civil disobedience movement, differences between ideas of Phan Boi Chau and Phan Chu
Here are the key life skills demonstrated in this story:
- Self-awareness: The monkey was aware of the tasty mangoes on the tree and enjoyed them daily.
- Social skills: The monkey and crocodile developed a friendship by sharing the mangoes.
- Communication: They communicated effectively with each other about the mangoes.
- Problem solving: When faced with a problem, the crocodile creatively solved it by warning the monkey of the danger, while still maintaining his friendship.
- Critical thinking: The crocodile thought critically about how to handle the situation without harming his friend or disobeying his wife.
- Decision making: He made the decision to warn
“We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the foundation of life. Many of the things we need, can wait. The children cannot. Right now is the time his bones are being formed, his blood is being made and his senses are being developed to him we cannot answer “Tomorrow”. His name is “Today”. Gabriela Mistral, 1948
The document appears to be a presentation on effective communication given by a group of students. It includes sections on the introduction to communication, what is effective communication, the 7 C's of communication, barriers to effective communication, listening, and techniques for effective listening. The presentation provides definitions and explanations of key concepts related to effective communication and emphasizes the importance of listening, clarity, and overcoming barriers.
A social group is formed when two or more people are aware of each other's presence. There are different types of social groups including transitory groups, recurrent groups, formal groups, and informal groups. Groups can also be primary groups, which involve strong emotional attachment between members, or secondary groups, which focus more on the purpose of the group than interpersonal relationships.
This course introduces students to globalization through examining its economic, social, political, and technological transformations that have increased global interconnectedness. Over 18 weeks, students will analyze different aspects of globalization like the global economy, population movements, and sustainability issues. Students will complete assessments like quizzes, presentations, and a final research paper on a topic related to globalization.
This document provides an overview of a course on The Contemporary World. It includes a 3-unit course description that introduces students to globalization using various social science disciplines. The course aims to examine economic, social, political, technological and other transformations that have created global interconnectedness. It also seeks to inculcate a sense of global citizenship. The document outlines learning outcomes, assessment criteria, topics to be covered over 18 weeks, and required readings. Topics include definitions of globalization, structures of the global economy, global governance, a world of regions, global media and more. Assessment includes quizzes, papers, group reports and a final research paper.
PART I1)Assume you are hired by the The United Nations C.docxdewhirstichabod
PART I
1)
Assume you are hired by the
The United Nations Children's Fund
as a development economist. Your assignment is to travel to
Sudan
(a resource-rich, agricultural, and poverty-stricken country) to write a report about the extent of poverty and propose policies that can help reduce poverty. Your assignment is two fold: (a) to analyze the economic and social reasons why some people of this rich country are poor; and (b) to develop a set of policy measures that could help reduce poverty and improve income distribution.
2)
Assume the
United Nations Educational, Scientific, and Cultural Organization
(UNESCO) has hired you as a development economist. Your assignment is to travel to
Jamaica
, where people living in rural areas rush to migrate to the capital city of
Kingston
.
Write a report on causes of rural-urban migration and propose policies that can help reduce such a massive movement of population.
Your assignment is twofold: (a) to analyze the economic and social reasons why rural people of this country are leaving their hometowns and villages; and (b) to develop a set of policy measures that could help reduce rural-urban migration.
Important Instructions FOR two questions:
Write a detailed essay of about 500 words to answer each question based on textbook reading. Write the beginning and ending page numbers of the textbook at the outset of your answer.
PART II
1.
Explain the International Dependence model and the False Paradigm model of economic development. Are these models realistic illustrations of the MDC-LDC economic relations? Explain how these models explain the underdevelopment of the Third World?
2.
What are the principal sources of economic growth? How do you illustrate economic growth using the Production Possibility Curve? Depict and explain the effects of technological improvement in production of two goods: one land-intensive (e.g., rice) and the other capital-intensive (e.g., radio). Depict and explain the effects of persistent unemployment in production of rice.
3.
Present the Lewis model of structural transformation from rural-agricultural to urban-industrial production. Explain, illustrate, and criticize the validity of the model.
4.
Present the Malthusian Trap theory of population growth. Discuss why the human society has been able to avoid the trap. Find a developing country that has fallen into this trap, and a developing country that has avoided falling into this trap.
Important Instructions
For each question, write a detailed essay of about 300 words to answer each question based on textbook reading. Write the beginning and ending page numbers of the textbook at the outset of your answer.
.
This document outlines a social studies teaching unit for 6th grade on ancient civilizations. It includes three overarching understanding goals about recognizing cultural legacies, analyzing how early cultures produced and distributed resources, and recognizing political systems of early civilizations. The unit contains three topics: human evolution and the influence of metals on civilizations. It lists understanding goals, contents, assessment tasks and rubrics to evaluate students' social thinking, interpreting perspectives, and systematic thinking competencies. The unit aims to help students understand the development of humanity and analyze how environment and technology influenced early cultures.
READING and Questions for class discussionReading Assignment.docxcatheryncouper
READING and Questions for class discussion
Reading Assignment
Please note: the order and chapters are based on the course readings posted on CULearn
Chapter II -- Conceptualizing Equality and Conceptualizing Rights
2. Miriam Smith, “Social Movements and Human Rights:
Gender, Sexuality and the Charter in English-Speaking
Canada in Taking liberties: a history of human rights in
Canada, David Goutor and Stephen Heathorn (eds) (Don
Mills, Ont: Oxford University Press, 2013) 213-229.
3. Ratna Kapur, “Human Rights in the 21st Century: Take
A Walk on the Dark Side” (2006) 28 Sydney Law Review 665- 687
And re-read the first article in Chapter II -
1. Martha Minow, "Sources of Difference", in Making All
the Difference: Inclusion, Exclusion and American Law
(N.Y.: Cornell University Press, 1990) 49-78
QUESTIONS
Miriam Smith, “Social Movements and Human Rights:Gender, Sexuality and the Charter in English-Speaking Canada
1.Smith asks a series of question sin the first paragraph of her chapter.What answers does she provide over the course of her chapter? Are these useful/important questions… and answers???
2.What is historical institutionalism? Is this a helpful tool for analysis? In what ways? What are its limitations?
3. Smith argues that the relationship is interactive. How has the women’s movement social mobilization shaped political institutions and public policy? What institutions? What policies? How has the policy and legal framing of human rights influenced the women’s movement?
4. How has the relationship between political institutions, social movements and policy legacies played out in the LGBT movement?
Ratna Kapur -- “Human Rights in the 21st Century: Take a Walk on the Dark Side”
1. What are the empirical and theoretical flaws that Kapur exposes in the narrative of human rights progress? Can you think of additional flaws? Can you think of any responses to the flaws that she identifies?
2. What is the reactionary critique of human rights that has emerged? How might this critique be framed in relation to domestic rather than international human rights? Are there domestic examples comparable to the examples of Iraq and Afghanistan that Kapur discusses?
3. Why is history so key to understanding contemporary human rights? What is the argument that Kapur is making and what are its human rights implications?
4. Can you think of domestic examples of the liberal project of assimilation? Of human rights responses rooted in essentialism and/or paternalism? Examples of Canadian incarceration, internment and/or elimination of the “other”?
5. Kapur argues it is important to confront the dark side of human rights. Why is it important? Do you agree?
6. What are the ways Kapur suggests we might move forward with thoughtful reflection on both the critique and the potential of human rights? Can you think of additional ways forward?
2.4 International and Inte ...
This document discusses different approaches to teaching about global poverty. It outlines technical models using indicators like the Human Development Index. A historical model traces thinking on development from mercantilism to modern theories. A cultural model emphasizes understanding poverty through cultural and anthropological lenses. The document cautions that information should not be too abstract or dehumanizing, and should generate interest while maintaining respect. It provides tips for teaching, like using case studies and connecting lessons to students' other studies or encouraging involvement through charitable acts.
This document discusses different approaches to teaching about global poverty. It outlines technical models using indicators like the Human Development Index. A historical model traces thinking on development from mercantilism to modern theories. A cultural model emphasizes understanding poverty through cultural and anthropological lenses. The document cautions that information should not be too abstract or dehumanizing, and should generate interest while maintaining respect. It provides tips for teaching, like using case studies and connecting lessons to students' other studies or encouraging involvement through charitable acts.
Article from: Jéssica Retis, California State University, USA
Francisco Sierra Caballero, University of Seville, Spain. Abstract: Using the theory of migratory networks and the legacy of the critical theory of the developmentalist models, this article puts forward a critical approach of the
deficiencies of certain cultural consumption analyses in Latin America. It aims to develop an understanding of the production of high culture and distribution and reception processes in the transversal logic behind the constitution of migrating multitudes and their appropriation of the media content of global society. This work analyses the Latin American mass media and migrations with the aim of considering current intercultural and transcultural communication from the critical perspective of cultural consumption and reception in the Latin American field of
communicology.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World History Studies course, beginning with the 2011-2012 school year. It provides 3 learning periods to structure the course: 8000 BC-500 BC, 500 BC-AD 600, and 600-1450. Key topics include the development of early civilizations, classical empires, medieval Europe, Islamic caliphates, the Mongol invasions, European exploration and expansion. Causes and effects of events are examined, along with geographic, economic, and social impacts on history.
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
Civil Rights Essay Essay on Civil Rights for Students and Children in .... The civil rights movement essay. Civil Rights Movement Essay Example .... Modern History Essay on Civil Rights Movement USA Modern History .... Higher History USA: Essay 5 Development of the Civil Rights Movement .... Leaders of the civil rights movement essay paper. Civil rights movement essay introduction. Civil Rights Movement In .... Civil rights movement essay thesis proposal. Major Highlights of the Civil Rights Movement. Civil Rights Movement Essay Modern History - Year 12 HSC Thinkswap. The African-American Civil Rights Movement - Free Essay Example .... History of the Battle for Civil Rights - Free Essay Example PapersOwl.com. Title: Why the Civil Rights Movement was a struggle 1865-1965 amp; Essay. Best Topics For Your Civil Rights Movement Essay - Techies Tech Guide. Essay on civil rights - A-Level History - Marked by Teachers.com. Essay on the Successes of the US Civil Rights Movement Modern History .... Sample Essay: Civil Rights Movement in America Blog. Changes Brought by Civil Rights Movement - PHDessay.com. Civil Rights Movement Essay Example for Free - 683 Words EssayPay. Business paper: Essays on the civil rights movement. Persuasive essay: Essays on civil rights movement. The Civil Rights Movement - GCSE History - Marked by Teachers.com. How Civil Rights Movements Changed Basic Rights - Free Essay Example .... Civil Rights Movement Post-1964 ActiveHistory. Was the Civil Rights Movement Successful? - GCSE History - Marked by .... Civil rights movement essay introduction Premium online writing service.. The Civil Rights Movement Literature review Example Topics and Well .... Civil Rights Movement Essay Modern History - Year 11 HSC Thinkswap. Historians and the Civil Rights Movement Journal of American Studies .... The Civil Rights Movement Project - GCSE History - Marked by Teachers.com. Essay 15: Teaching the Civil Rights Movement - History and Social Justice. Business Paper: Civil rights movement essay. Time of change: Photos of the civil rights movement - Photo 1 ... Essays On The Civil Rights Movement Essays On The Civil Rights Movement
This document contains a list of terms, people, events, laws, and concepts from various subjects like history, civics, geography, and social sciences. It is divided into three sections for the months of September 2018, March 2019, and September 2019. Each section contains around 20-30 multiple choice or fill in the blank questions related to the terms defined earlier in the section. The document appears to be study material or a reference list for a majorship blessing or exam covering various topics across different disciplines.
GEOGRAPHICAL DIMENSIONS OF ‘DEVELOPMENT – ENVIRONMENT INTERRELATION’Prof Ashis Sarkar
The debate of 'environment vs. development' is seriously global and contemporary. It has its own geographical dimension as development is region-specific and time-specific.
This document discusses different perspectives on and patterns of modernization. It begins by defining modernization as the process of transforming agrarian societies into industrial societies through advanced technology and appropriate political, cultural, and social arrangements. It then examines different views on what modernization entails, including increased knowledge, learning capacity, and use of tools/power sources. The document outlines three patterns of modernization: 1) industrial modernization driven by industry, 2) acculturative modernization through contact between cultures, and 3) induced modernization by purposeful government plans to emulate Western societies. It concludes by noting additional characteristics like differentiated roles that accompany further modernization.
The Multifaceted Nature of Courage in "To Kill a Mockingbird" Free .... To Kill A Mocking Bird Essay On Courage. ⚡ Courage essay to kill a mockingbird. Types Of Courage To Kill A .... ⇉The Theme of Courage in "To Kill a Mockingbird" Essay Example ....
The Multifaceted Nature of Courage in "To Kill a Mockingbird" Free .... To Kill A Mocking Bird Essay On Courage. ⚡ Courage essay to kill a mockingbird. Types Of Courage To Kill A .... ⇉The Theme of Courage in "To Kill a Mockingbird" Essay Example ....
Text· Crapo, R. H. (2013). Cultural anthropology [Electronic v.docxmehek4
Text
· Crapo, R. H. (2013). Cultural anthropology [Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 9: The economic System
· Chapter 10: Cultural Change, Globalization, and the Contemporary World
Multimedia
· Rice, R. (Writer), & Meehan, R. (Director). (2004). Guatemala: The human price of coffee [Television series episode]. In P. King (Executive producer), Fighting the tide: Developing nations and globalizations. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=34472&wID=100753&plt=FOD&loid=0&w=420&h=315&fWidth=440&fHeight=365
· The full version of this video is available through the Films on Demand database in the Ashford University Library. This video shows the impact of globalization on a small coffee farmer in Guatemala. This video has closed captioning and a transcript. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.
Recommended Resources
Article
· Buvinić, M. (1997). Women in poverty: A new global underclass. Foreign Policy, 108, 38-53. doi:10.2307/1149088
· The full-text version of this article is available through the ProQuest host database in the Ashford University Library. In this article, Buvinic looks at the social and economic changes that are pushing more and more women into low paying jobs in agriculture, industry, and the services, and widening the global income gap between men and women. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.
· Reinecke, G. (2006). Is globalization good for workers? Definitions and evidence from Latin America. International Labor and Working Class History, 70(1), 11-34. doi:10.1017/S0147547906000147
· The full-text version of this article is available through the JSTOR host database in the Ashford University Library. In this article, Reinecke discusses how globalization can benefit or harm workers in Latin America. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.
Multimedia
· Cohen, J. (Producer). (2006.) The gender puzzle [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=35637&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530
· The full version of this video is available through the Films on Demand database in the Ashford University Library. This film explores the scientific research behind issues of gender. This video has closed captioning and a transcript. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.
· Romin, J., Arnstad, H., Lennartsson, J., & Lilja, V. (Producers & Directors). (2009). Economic gaps [Series episode]. In J. Romin (Executive producer), Globalization: A real-world view. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?token=47500&aid=18596&plt=FOD&loid=0&w=400&h=340
· The full version of this video is available through the ...
This document provides an outline for a 3-unit college course on Science, Technology, and Society. The course examines the interactions between science, technology, and the social contexts that shape them. It is designed to help students understand and critically reflect on how scientific and technological advances affect individuals and society. Over 18 weeks, the course will cover topics such as the historical impacts of science and technology; their role in nation-building; philosophical issues regarding human flourishing; and specific contemporary issues including information technology, biotechnology, and environmental challenges. Students will develop knowledge and skills through lectures, discussions, presentations and other assessments.
This course introduces students to globalization through examining its economic, social, political, and technological transformations that have increased global interconnectedness. Over 18 weeks, students will analyze different aspects of globalization like the global economy, population movements, and sustainability issues. Students will complete assessments like quizzes, presentations, and a final research paper on a topic related to globalization.
This document provides an overview of a course on The Contemporary World. It includes a 3-unit course description that introduces students to globalization using various social science disciplines. The course aims to examine economic, social, political, technological and other transformations that have created global interconnectedness. It also seeks to inculcate a sense of global citizenship. The document outlines learning outcomes, assessment criteria, topics to be covered over 18 weeks, and required readings. Topics include definitions of globalization, structures of the global economy, global governance, a world of regions, global media and more. Assessment includes quizzes, papers, group reports and a final research paper.
PART I1)Assume you are hired by the The United Nations C.docxdewhirstichabod
PART I
1)
Assume you are hired by the
The United Nations Children's Fund
as a development economist. Your assignment is to travel to
Sudan
(a resource-rich, agricultural, and poverty-stricken country) to write a report about the extent of poverty and propose policies that can help reduce poverty. Your assignment is two fold: (a) to analyze the economic and social reasons why some people of this rich country are poor; and (b) to develop a set of policy measures that could help reduce poverty and improve income distribution.
2)
Assume the
United Nations Educational, Scientific, and Cultural Organization
(UNESCO) has hired you as a development economist. Your assignment is to travel to
Jamaica
, where people living in rural areas rush to migrate to the capital city of
Kingston
.
Write a report on causes of rural-urban migration and propose policies that can help reduce such a massive movement of population.
Your assignment is twofold: (a) to analyze the economic and social reasons why rural people of this country are leaving their hometowns and villages; and (b) to develop a set of policy measures that could help reduce rural-urban migration.
Important Instructions FOR two questions:
Write a detailed essay of about 500 words to answer each question based on textbook reading. Write the beginning and ending page numbers of the textbook at the outset of your answer.
PART II
1.
Explain the International Dependence model and the False Paradigm model of economic development. Are these models realistic illustrations of the MDC-LDC economic relations? Explain how these models explain the underdevelopment of the Third World?
2.
What are the principal sources of economic growth? How do you illustrate economic growth using the Production Possibility Curve? Depict and explain the effects of technological improvement in production of two goods: one land-intensive (e.g., rice) and the other capital-intensive (e.g., radio). Depict and explain the effects of persistent unemployment in production of rice.
3.
Present the Lewis model of structural transformation from rural-agricultural to urban-industrial production. Explain, illustrate, and criticize the validity of the model.
4.
Present the Malthusian Trap theory of population growth. Discuss why the human society has been able to avoid the trap. Find a developing country that has fallen into this trap, and a developing country that has avoided falling into this trap.
Important Instructions
For each question, write a detailed essay of about 300 words to answer each question based on textbook reading. Write the beginning and ending page numbers of the textbook at the outset of your answer.
.
This document outlines a social studies teaching unit for 6th grade on ancient civilizations. It includes three overarching understanding goals about recognizing cultural legacies, analyzing how early cultures produced and distributed resources, and recognizing political systems of early civilizations. The unit contains three topics: human evolution and the influence of metals on civilizations. It lists understanding goals, contents, assessment tasks and rubrics to evaluate students' social thinking, interpreting perspectives, and systematic thinking competencies. The unit aims to help students understand the development of humanity and analyze how environment and technology influenced early cultures.
READING and Questions for class discussionReading Assignment.docxcatheryncouper
READING and Questions for class discussion
Reading Assignment
Please note: the order and chapters are based on the course readings posted on CULearn
Chapter II -- Conceptualizing Equality and Conceptualizing Rights
2. Miriam Smith, “Social Movements and Human Rights:
Gender, Sexuality and the Charter in English-Speaking
Canada in Taking liberties: a history of human rights in
Canada, David Goutor and Stephen Heathorn (eds) (Don
Mills, Ont: Oxford University Press, 2013) 213-229.
3. Ratna Kapur, “Human Rights in the 21st Century: Take
A Walk on the Dark Side” (2006) 28 Sydney Law Review 665- 687
And re-read the first article in Chapter II -
1. Martha Minow, "Sources of Difference", in Making All
the Difference: Inclusion, Exclusion and American Law
(N.Y.: Cornell University Press, 1990) 49-78
QUESTIONS
Miriam Smith, “Social Movements and Human Rights:Gender, Sexuality and the Charter in English-Speaking Canada
1.Smith asks a series of question sin the first paragraph of her chapter.What answers does she provide over the course of her chapter? Are these useful/important questions… and answers???
2.What is historical institutionalism? Is this a helpful tool for analysis? In what ways? What are its limitations?
3. Smith argues that the relationship is interactive. How has the women’s movement social mobilization shaped political institutions and public policy? What institutions? What policies? How has the policy and legal framing of human rights influenced the women’s movement?
4. How has the relationship between political institutions, social movements and policy legacies played out in the LGBT movement?
Ratna Kapur -- “Human Rights in the 21st Century: Take a Walk on the Dark Side”
1. What are the empirical and theoretical flaws that Kapur exposes in the narrative of human rights progress? Can you think of additional flaws? Can you think of any responses to the flaws that she identifies?
2. What is the reactionary critique of human rights that has emerged? How might this critique be framed in relation to domestic rather than international human rights? Are there domestic examples comparable to the examples of Iraq and Afghanistan that Kapur discusses?
3. Why is history so key to understanding contemporary human rights? What is the argument that Kapur is making and what are its human rights implications?
4. Can you think of domestic examples of the liberal project of assimilation? Of human rights responses rooted in essentialism and/or paternalism? Examples of Canadian incarceration, internment and/or elimination of the “other”?
5. Kapur argues it is important to confront the dark side of human rights. Why is it important? Do you agree?
6. What are the ways Kapur suggests we might move forward with thoughtful reflection on both the critique and the potential of human rights? Can you think of additional ways forward?
2.4 International and Inte ...
This document discusses different approaches to teaching about global poverty. It outlines technical models using indicators like the Human Development Index. A historical model traces thinking on development from mercantilism to modern theories. A cultural model emphasizes understanding poverty through cultural and anthropological lenses. The document cautions that information should not be too abstract or dehumanizing, and should generate interest while maintaining respect. It provides tips for teaching, like using case studies and connecting lessons to students' other studies or encouraging involvement through charitable acts.
This document discusses different approaches to teaching about global poverty. It outlines technical models using indicators like the Human Development Index. A historical model traces thinking on development from mercantilism to modern theories. A cultural model emphasizes understanding poverty through cultural and anthropological lenses. The document cautions that information should not be too abstract or dehumanizing, and should generate interest while maintaining respect. It provides tips for teaching, like using case studies and connecting lessons to students' other studies or encouraging involvement through charitable acts.
Article from: Jéssica Retis, California State University, USA
Francisco Sierra Caballero, University of Seville, Spain. Abstract: Using the theory of migratory networks and the legacy of the critical theory of the developmentalist models, this article puts forward a critical approach of the
deficiencies of certain cultural consumption analyses in Latin America. It aims to develop an understanding of the production of high culture and distribution and reception processes in the transversal logic behind the constitution of migrating multitudes and their appropriation of the media content of global society. This work analyses the Latin American mass media and migrations with the aim of considering current intercultural and transcultural communication from the critical perspective of cultural consumption and reception in the Latin American field of
communicology.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World History Studies course, beginning with the 2011-2012 school year. It provides 3 learning periods to structure the course: 8000 BC-500 BC, 500 BC-AD 600, and 600-1450. Key topics include the development of early civilizations, classical empires, medieval Europe, Islamic caliphates, the Mongol invasions, European exploration and expansion. Causes and effects of events are examined, along with geographic, economic, and social impacts on history.
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
Civil Rights Essay Essay on Civil Rights for Students and Children in .... The civil rights movement essay. Civil Rights Movement Essay Example .... Modern History Essay on Civil Rights Movement USA Modern History .... Higher History USA: Essay 5 Development of the Civil Rights Movement .... Leaders of the civil rights movement essay paper. Civil rights movement essay introduction. Civil Rights Movement In .... Civil rights movement essay thesis proposal. Major Highlights of the Civil Rights Movement. Civil Rights Movement Essay Modern History - Year 12 HSC Thinkswap. The African-American Civil Rights Movement - Free Essay Example .... History of the Battle for Civil Rights - Free Essay Example PapersOwl.com. Title: Why the Civil Rights Movement was a struggle 1865-1965 amp; Essay. Best Topics For Your Civil Rights Movement Essay - Techies Tech Guide. Essay on civil rights - A-Level History - Marked by Teachers.com. Essay on the Successes of the US Civil Rights Movement Modern History .... Sample Essay: Civil Rights Movement in America Blog. Changes Brought by Civil Rights Movement - PHDessay.com. Civil Rights Movement Essay Example for Free - 683 Words EssayPay. Business paper: Essays on the civil rights movement. Persuasive essay: Essays on civil rights movement. The Civil Rights Movement - GCSE History - Marked by Teachers.com. How Civil Rights Movements Changed Basic Rights - Free Essay Example .... Civil Rights Movement Post-1964 ActiveHistory. Was the Civil Rights Movement Successful? - GCSE History - Marked by .... Civil rights movement essay introduction Premium online writing service.. The Civil Rights Movement Literature review Example Topics and Well .... Civil Rights Movement Essay Modern History - Year 11 HSC Thinkswap. Historians and the Civil Rights Movement Journal of American Studies .... The Civil Rights Movement Project - GCSE History - Marked by Teachers.com. Essay 15: Teaching the Civil Rights Movement - History and Social Justice. Business Paper: Civil rights movement essay. Time of change: Photos of the civil rights movement - Photo 1 ... Essays On The Civil Rights Movement Essays On The Civil Rights Movement
This document contains a list of terms, people, events, laws, and concepts from various subjects like history, civics, geography, and social sciences. It is divided into three sections for the months of September 2018, March 2019, and September 2019. Each section contains around 20-30 multiple choice or fill in the blank questions related to the terms defined earlier in the section. The document appears to be study material or a reference list for a majorship blessing or exam covering various topics across different disciplines.
GEOGRAPHICAL DIMENSIONS OF ‘DEVELOPMENT – ENVIRONMENT INTERRELATION’Prof Ashis Sarkar
The debate of 'environment vs. development' is seriously global and contemporary. It has its own geographical dimension as development is region-specific and time-specific.
This document discusses different perspectives on and patterns of modernization. It begins by defining modernization as the process of transforming agrarian societies into industrial societies through advanced technology and appropriate political, cultural, and social arrangements. It then examines different views on what modernization entails, including increased knowledge, learning capacity, and use of tools/power sources. The document outlines three patterns of modernization: 1) industrial modernization driven by industry, 2) acculturative modernization through contact between cultures, and 3) induced modernization by purposeful government plans to emulate Western societies. It concludes by noting additional characteristics like differentiated roles that accompany further modernization.
The Multifaceted Nature of Courage in "To Kill a Mockingbird" Free .... To Kill A Mocking Bird Essay On Courage. ⚡ Courage essay to kill a mockingbird. Types Of Courage To Kill A .... ⇉The Theme of Courage in "To Kill a Mockingbird" Essay Example ....
The Multifaceted Nature of Courage in "To Kill a Mockingbird" Free .... To Kill A Mocking Bird Essay On Courage. ⚡ Courage essay to kill a mockingbird. Types Of Courage To Kill A .... ⇉The Theme of Courage in "To Kill a Mockingbird" Essay Example ....
Text· Crapo, R. H. (2013). Cultural anthropology [Electronic v.docxmehek4
Text
· Crapo, R. H. (2013). Cultural anthropology [Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 9: The economic System
· Chapter 10: Cultural Change, Globalization, and the Contemporary World
Multimedia
· Rice, R. (Writer), & Meehan, R. (Director). (2004). Guatemala: The human price of coffee [Television series episode]. In P. King (Executive producer), Fighting the tide: Developing nations and globalizations. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=34472&wID=100753&plt=FOD&loid=0&w=420&h=315&fWidth=440&fHeight=365
· The full version of this video is available through the Films on Demand database in the Ashford University Library. This video shows the impact of globalization on a small coffee farmer in Guatemala. This video has closed captioning and a transcript. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.
Recommended Resources
Article
· Buvinić, M. (1997). Women in poverty: A new global underclass. Foreign Policy, 108, 38-53. doi:10.2307/1149088
· The full-text version of this article is available through the ProQuest host database in the Ashford University Library. In this article, Buvinic looks at the social and economic changes that are pushing more and more women into low paying jobs in agriculture, industry, and the services, and widening the global income gap between men and women. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.
· Reinecke, G. (2006). Is globalization good for workers? Definitions and evidence from Latin America. International Labor and Working Class History, 70(1), 11-34. doi:10.1017/S0147547906000147
· The full-text version of this article is available through the JSTOR host database in the Ashford University Library. In this article, Reinecke discusses how globalization can benefit or harm workers in Latin America. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.
Multimedia
· Cohen, J. (Producer). (2006.) The gender puzzle [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=35637&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530
· The full version of this video is available through the Films on Demand database in the Ashford University Library. This film explores the scientific research behind issues of gender. This video has closed captioning and a transcript. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.
· Romin, J., Arnstad, H., Lennartsson, J., & Lilja, V. (Producers & Directors). (2009). Economic gaps [Series episode]. In J. Romin (Executive producer), Globalization: A real-world view. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?token=47500&aid=18596&plt=FOD&loid=0&w=400&h=340
· The full version of this video is available through the ...
This document provides an outline for a 3-unit college course on Science, Technology, and Society. The course examines the interactions between science, technology, and the social contexts that shape them. It is designed to help students understand and critically reflect on how scientific and technological advances affect individuals and society. Over 18 weeks, the course will cover topics such as the historical impacts of science and technology; their role in nation-building; philosophical issues regarding human flourishing; and specific contemporary issues including information technology, biotechnology, and environmental challenges. Students will develop knowledge and skills through lectures, discussions, presentations and other assessments.
Similar to Class 9 Cbse Social Science Syllabus 2012-13 (20)
The ICSE Class 2 syllabus includes chapters on poems, grammar, and mathematics. For English, students will study 16 poems and learn about parts of speech like nouns, verbs, adjectives and pronouns as well as punctuation, opposites, and tenses. The mathematics syllabus covers 16 topics including 2-digit and 3-digit numbers, addition, subtraction, multiplication, division, geometry, fractions, and measurement of length, weight, and capacity.
The document outlines the syllabus for ICSE Class 1, covering Environmental Studies (EVS), Computer Applications, and French. The EVS syllabus includes 18 chapters on topics like the self, family, community, plants, animals, food, and the environment. The Computer Applications syllabus introduces students to computers and their basic parts through 8 chapters. The 11 chapter French syllabus teaches students about France, its culture, and introduces basic vocabulary around self, family, school, colors, and days of the week.
The document outlines the syllabus for various subjects in ICSE Class 1, including Mathematics, English, EVS, and Computer Applications. For Mathematics, topics range from pre-number concepts to addition, subtraction, measurement, money, and multiplication. English topics cover stories, poems, rhymes. EVS focuses on the child, family, school, neighborhood, environment. Computer Applications introduces basic computer parts and functions like the keyboard, mouse, and Paint software.
The document outlines the syllabus for various subjects in ICSE Class 1 including English, EVS, Computer Applications, and French. The English syllabus includes 10 chapters on topics like stories, poems, and rhymes. The EVS syllabus has 18 chapters covering topics about the self, family, community, environment and safety. The Computer Applications syllabus includes 8 chapters introducing students to basic computer parts and functions. The French syllabus has 11 chapters focusing on introducing students to French culture, language, numbers and school.
Class 1 CBSE EVS Sample Paper Term 2 Model 2Sunaina Rawat
This document provides a sample paper for an Environmental Studies exam with questions in three sections. Section A contains 10 one-mark multiple choice questions about national festivals, plants, animals, and seasons. Section B has 10 two-mark questions requiring short answers about holidays, occupations, the sun, and animals. Section C consists of 5 three-mark questions requiring longer answers about things that fly, water sources and uses, and plant-eating animals. The last question is worth 5 marks and asks how plants help humans.
The CBSE Class 1 Math syllabus for 2012-13 outlines 13 lessons covering topics such as shapes, numbers, addition, subtraction, time, measurement, data handling, patterns, and money taught over 10 months from April to March. Lessons include numbers from 1 to 100, addition, subtraction, time, measurement, data handling, patterns, and money.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Main Java[All of the Base Concepts}.docxadhitya5119
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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CLASS IX
Time : 3 Hrs. Marks : 90
UNIT TERM 1 TERM 2
1 India and the Contemporary World - I 23 23
2 India -Land and the People 23 23
3 Democratic Politics I 22 22
4 Understanding Economic Development-I 22 22
5 Disaster Management (Through Project &Assessments) - -
TOTAL 90 90
Theprescribedsyllabuswillbeassessedusingformativeandsummativeassessmentsinthefollowingmanner:
Term-I Term-II Total
Formative Assessment 1 and 2, 3 and 4 20% 20% 40%
SummativeAssessment 1 and 2 30% 30% 60%
TOTAL 50% 50% 100%
Theformativeassessmentwillcompriseofprojects,assignments,activitiesandclasstests/periodictestsforwhich
Boardhasalreadyissuedguidelinestotheschools.TheSummativeassessmentwillcompriseofTheorypaperasper
the prescribed design of the Question Paper.
Class IX
Unit 1 : India and the Contemporary World - I 40 Periods
Themes
Term I
Twothemesfromthefirstsub-unitandoneeachfrom
the second and third subunits could be studied.
Sub-unit 1.1 : Events and processes.
In this unit the focus is on three events and
processesthathaveinmajorwaysshapedtheidentity
ofthemodernworld.Eachrepresentsadifferentform
ofpolitics,andaspecificcombinationofforces.One
event is linked to the growth of liberalism and
democracy, one with socialism, and one with a
negationofbothdemocracyandsocialism.
Two themes of the following :
1. French Revolution :
Objectives
Ineachofthethemesinthisunitstudentswould
be made familiar with extracts of speeches,
political declarations, as well as the politics of
caricatures, posters and engravings. Students
wouldlearnhowtointerpretthesekindsofhis-
toricalevidences.
Familiarize students with the names of people
involved,thedifferenttypesofideasthatinspired
the revolution, the wider forces that shaped it.
Showhowwritten,oralandvisualmaterialcan
be used to recover the history of revolutions.
Explorethehistoryofsocialismthroughastudy
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(a) TheAncientRegimeanditscrises.(b)The
socialforcesthatledtotherevolution.(c)
The different revolutionary groups and
ideas of the time. (d)The legacy.
Compulsory (Chapter-1)
2. Russian Revolution.
(a) The crises of Tzarism. (b) The nature of
social movements between 1905 and
1917. (c) The First World War and
foundationofSovietstate.(d)Thelegacy.
(Chapter 2)
3. Rise of Nazism.
(a) The growth of social democracy (b) The
crisesinGermany.(b)ThebasisofHitler's
risetopower.(c)TheideologyofNazism.
(d)TheimpactofNazism. (Chapter 3)
Term II
Sub-unit 1.2 : Economies and Livelihoods
Thethemesinthissectionwillfocusonhowdifferent
social groups grapple with the changes in the
contemporary world and how these changes affect
theirlives.
Any one theme of the following :
4. Pastoralists in the modern world.
(a) Pastoralism as a way of life. (b) Different
forms of pastoralism. (c) What happens
to pastoralism under colonialism and
modern states?
Case studies : focus on two pastoral
groups, one from Africa and one from
India. (Chapter 5)
5. Forest society and colonialism :
(a) Relationship between forests and
livelihoods.(b)Changesinforestsocieties
undercolonialism.
Case studies : focus on two forest
movementsoneincolonialIndia(Bastar)
and one in Indonesia. (Chapter 4)
oftheRussianrevolution.
Familiarize students with the names of people
involved,thedifferenttypesofideasthatinspired
therevolution.
Discuss the critical significance of Nazism in
shapingthepoliticsofmodernworld.
Familiarize students with the speeches and
writingsofNazileaders.
Consider what happens to pastoralists and
pastoralism in the modern world, with the
formation of modern states, marking of
boundaries, processes of sedentarization,
contraction of pastures, and expansion of
markets.
Point to the varying patterns of developments
withinpastoralsocietiesindifferentplaces.
Look at the impact of colonialism on forest
societies,andtheimplicationofscientificforestry.
Discuss the social and cultural world of forest
communities through the study of specific
revolts.
Understand how oral traditions can be used to
exploretribalrevolts.
Show the different processes through which
agrariantransformationmayoccurinthemodern
world.
Themes Objectives
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(anyone)
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6. Farmers and peasants :
(a) Histories of the emergence of different
formsoffarmingandpeasantsocieties.(b)
Changes within rural economies in the
modernworld.
Case studies : focus on contrasting forms
ofruralchangeanddifferentformsofrural
societies (expansion of large-scale wheat
andcottonfarminginUSA,ruraleconomy
andtheAgriculturalRevolutioninEngland,
and small peasant production in colonial
India) (Chapter 6)
Term II
Sub-unit 1.3 : Culture, Identity and Society
Thethemesinthisunitwillconsiderhowissues
of culture are linked up to the making of
contemporaryworld.
Any one of the following :
7. Sports and politics :
Thestoryofcricket(a)Theemergenceofcricket
asanEnglishsport.(b)Cricketandcolonialism.
(c)Cricketnationalismandde-colonialization.
(Chapter 7)
8. Clothes and cultures. (a) A short history of
changesinclothing.(b)Debatesoverclothingin
colonialIndia.(c)Swadeshiandthemovement
forKhadi. (Chapter 8)
UnderstandhowagriculturalsystemsinIndiaare
differentfromthatinothercountries.
Familiarizestudentswiththeideathatlargescale
farming, small scale production, shifting
agriculture operate on different principles and
havedifferenthistories.
Suggesthowsportsalsohaveahistoryandthat
it is linked up with the politics of power and
domination.
Introduce students to some of the stories in
cricketthathavehistoricalsignificance.
Show how clothing has a history, and how it is
linkedtoquestionsofculturalidentity.
Discuss how clothing has been the focus of
intensesocialbattles.
Themes Objectives
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Unit 2 : India - Land and the People
Term I
1. India : location, relief, structure, major
physiographicunits. (Chapter 1&2)
2. Drainage : major rivers and tributaries, lakes
andseas,roleofriversintheeconomy,pollution
of rivers, measures to control river pollution.
(Chapter 3)
Term II
3. Climate : factors influencing the climate;
monsoon- its characteristics, rainfall and
temperature distribution; seasons; climate and
humanlife. (Chapter 4)
4. Natural Vegetation : vegetation types,
distributionaswellasaltitudinalvariation,need
for conservation and various measures.
(Chapter 5)
5. Wildlife:majorspecies,theirdistribution,need
for conservation and various measures.
(Chapter 5)
6. Population : size, distribution, age-sex
composition,populationchange-migrationasa
determinant of population change, literacy,
health, occupational structure and national
populationpolicy:adolescentsasunder-served
population group with special needs.
(Chapter 6)
7. Map Work (3 marks).
To understand the major landform features and the
underlyinggeologicalstructure;theirassociationwith
various rocks and minerals as well as nature of soil
types
Toidentifythevariousfactorsinfluencingtheclimate
andexplaintheclimaticvariatonofourcountryand
its impact on the life of the people.
Tor explain the importance and unifying role of
monsoons;
To understand the river systems of the country and
explain the role of rivers in the evolution of human
society.
To find out the nature of diverse flora and fauna as
wellastheirdistribution;
To develop concern about the need to protect the
bio-diversityofourcountry;
To analyse the uneven nature of population
distributionandshowconcernaboutthelargesizeof
ourpopulation;
Tounderstandthevariousoccupationsofpeopleand
explainvariousfactorsofpopulationchange;
Toexplainvariousdimensionofnationalpolicyand
understandtheneedsofadolescentsasunderserved
group.
Themes Objectives
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45 Periods
Project/Activity
Learnersmayidentifysongs,dances,festivalsandspecialfoodpreparationsassociatedwithcertainseasons
intheirparticularregion,andwhethertheyhavesomecommonalitywithotherregionsofIndia.
Collection of material by learners on the flora and fauna of the region in which their school is situated. It
shouldincludealistofendangeredspeciesoftheregionandalsoinformationregardingeffortsbeingmadetosave
them.
Posters
Riverpollution
Depletionofforestsandecologicalimbalance.
Unit - 3 : Democratic Politics I
40 Periods
Themes Learning Objectives
Term I
1. What is democracy? Why democracy?
What are the different ways of defining
democracy? Why has democracy become the
mostprevalentformofgovernmentinourtimes?
What are the alternatives to democracy? Is
democracysuperiortoitsavailablealternatives?
Musteverydemocracyhavethesameinstitutions
andvalues? (Chapter 1&2)
(Part 1.3 and 1.4 (pages 10-18 of prescribed
NCERTTextbook) will be assessed through
formative assessment only)
2. Designing of Democracy in India
How and why did India become a democracy?
HowwastheIndianconstitutionframed?What
arethesalientfeaturesoftheConstitution?How
is democracy being constantly designed and
redesignedinIndia? (Chapter 3)
Developconceptualskillsofdefiningdemoc-
racy
Understand how different historical processes
and forces have promoted democracy.
Developing a sophisticated defence of
democracyagainstcommonprejudices
Develop a historical sense of the choice and
natureofdemocracyinIndia.
Introduction to the process of Constitution
making
Develop respect for the Constitution and
appreciationforConstitutionalvalues
Recognisethatconstitutionisalivingdocument
thatundergoeschanges.
Introducetheideaofrepresentativedemocracy
viacompetitivepartypolitics
Familiarisewithourelectoralsystemandreasons
forchoosingthis
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Themes Learning Objectives
Develop an appreciation of citizen’s increased
participationinelectoralpolitics
Recognise the significance of the Election
Commission
Provide an overview of central governmental
structures
Sensitise to the key role of the Parliament and
its procedures
Distinguishbetweennominalandrealexecutive
authoritiesandfunctions
Understand the parliamentary system of
executive’saccountabilitytothelegislature
Developacitizens’awarenessoftheirrights
Introduction to and appreciation of the
FundamentalRights
Recognition of the ways in which these rights
areexercisedanddeniedinreallifesituations.
Introduction to judicial system and key
institutionsliketheSupremeCourt,HighCourts
andNationalHumanRightsCommission.
Term II
3. Electoral politics in democracy
Whyandhowdoweelectrepresentatives?Why
do we have a system of competition among
political parties? How has the citizens’
participationinelectoralpoliticschanged?What
are the ways to ensure free and fair elections?
(Chapter 4)
4. Institutions of parliamentary democracy
How is the country governed? What does
Parliament do in our democracy? What is the
roleofthePresidentofIndia,thePrimeMinister
and the Council of Ministers? How do these
relate to one another? (Chapter 5)
5. Citizens’ rights in democracy
Why do we need rights in a constitution? What
are the Fundamental Rights enjoyed by the
citizenundertheIndianconstitution?Howdoes
thejudiciaryprotecttheFundamentalRightsof
the citizen? How is the independence of the
judiciaryensured? (Chapter 6)
Unit - 4 : Understanding Economic Development - I
40 Periods
Familiarising the children with some basic
economic concepts through an imaginary story
ofavillage
Familiarisationofafewpopulationrelatedconcepts
and sensitization of child that people as asset can
participateandcontributeinnationbuilding
Themes Objectives
Term I
1. TheeconomicstoryofPalampore:Economic
transactionsofPalamporeanditsinteractionwith
therestoftheworldthroughwhichtheconcept
of production (including three factors of
production (land, labour and capital) can be
introduced. (Chapter 1)
2. People as Resource : Introduction of how
people become resource / asset; economic
activitiesdonebymenandwomen;unpaidwork
done by women; quality of human resource ;
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SuggestedActivities / Instructions :
Theme 1 : Give more examples of activities done by different workers and farmers.
Numericalproblemscanalsobeincluded.
Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas
and RK Narayan. They may have to be referred.
ThemeII:Discusstheimpactofunemployment
Debate on whether all the activities done by women should be included or not.
Isbegginganeconomicactivity?Discuss.
Isitnecessarytoreducepopulationgrowthorfamilysize?Discuss.
ThemeIV:Visitafewfarmsinavillageandcollectthedetailsoffoodgrainscultivated;
Visit a nearby ration shop and collect the details of goods available;
Visit a regulated market yard and observe how goods are transacted and get the details of the places where the
goods come and go.
Themes Objectives
roleofhealthandeducation;unemploymentasa
formofnonutilisationofhumanresource;socio-
politicalimplicationinsimpleform (Chapter 2)
Term II
3. Poverty as a challenge facing India : Who is
poor (through two case studies: one rural one
urban); indicators; absolute poverty (not as a
conceptbutthroughafewsimpleexamples)-why
people are poor ; unequal distribution of
resources; comparison between countries; steps
taken by government for poverty alleviation
(Chapter 3)
4. Food Security : Source of foodgrains- variety
across the nation - famines in the past - the need
for self sufficiency - role of government in food
security-procurementoffoodgrains-overflowing
of granaries and people without food - public
distributionsystem-roleofcooperativesinfood
security (foodgrains, milk and vegetables ration
shops,cooperativeshops,two-threeexamplesas
case studies) (Chapter 4)
Understanding of poverty as a challenge and
sensitizationofthelearner;
Appreciationofthegovernmentinitiativetoalleviate
poverty
Exposingthechildtoaneconomicissuewhichisbasic
necessitiesoflife;
Appreciate and critically look at the role of
governmentinensuringfoodsupply
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Unit - 5 : Disaster Management 25 Periods
Term I
1. Introduction to Disaster Management (Chapter 1)
2. CommonHazards-PreventionandMitigation (Chapter 2)
Term II
3. Man made disasters - Nuclear, Biological and Chemical. (Chapter 3)
4. Community Based Disaster Management. (Chapter 4)
PRESCRIBED TEXTBOOKS :
1. India and the ContemporaryWorld History - Published by NCERT
2. Contemparary India - Geography - Published by NCERT
3. Democratic Politics - Published by NCERT
4. Economics - Published by NCERT
5. Together,Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Published by
CBSE
Class X
Time : 3 Hours Marks : 90
UNIT TERM 1 TERM 2
1 India and the ContemporaryWorld - II 23 23
2 India - Resources and their Development 23 23
3 DemocraticPoliticsII 22 22
4 UnderstandingEconomicDevelopment-II 22 22
5 DisasterManagement-onlythroughprojectworkand assignment - -
TOTAL 90 90
Theprescribedsyllabuswillbeassessedusingformativeandsummativeassessmentswiththefollowingweightages
duringanAcademicsession:
Term-I Term-II Total
FormativeAssessment 1and 2, 3 and 4 20% 20% 40%
SummativeAssessment 30% 30% 60%
TOTAL 50% 50% 100%
TheformativeassessmentwillcompriseofProjects,assignments,activitiesandClassTests/periodictestsforwhich
Boardhasalreadyissuedguidelinestotheschools.TheSummativeassessmentwillcompriseofTheorypaperasper
the prescribed design of the Question Paper.