CBSE Curriculum for Senior School Certificate Examination (XI-XII) Knowledge Traditions and Practices of India 2018-19
| 36. KNOWLEDGE TRADITIONS AND PRACTICES OF INDIA CBSE | ||||||
| (Code No. 073) | ||||||
| Rationale | ||||||
| The “Knowledge Traditions and Practices of India” has been introduced as an elective subject at the Senior | ||||||
| Secondary level w.e.f. 2012-2013 in class XI as a pilot and introduced in all schools w.e.f. 2013 in classes XI and XII. After ten years of general education, students branch out at the beginning of this stage and are exposed to the rigours of the various disciplines for the first time. This is the stage when they are made to start reflecting over their future life and decide a career. At this point, they also become aware of certain knowledge traditions and practices of India that are being followed in their families and society around them but few students get an opportunity to lay hands on the vast treasure of knowledge that lies hidden in the | ||||||
| form of literature or books. | ||||||
| This course aims at providing a broad overview of Indian thought in a multidisciplinary and interdisciplinary | ||||||
| mode. It would not seek to impart masses of data, but would highlight concepts and major achievements while engaging the student with a sense of exploration and discovery. It would be an introductory course so that students who take this course are prepared for a related field in higher studies in the universities. The course will cultivate critical appreciation of the thought content and provide insights relevant for promoting cognitive ability, health and well-being, good governance, aesthetic appreciation, right values and appropriate worldview. The course will therefore comprehensively deal with all-round personality | ||||||
| development of the students and increase their knowledge about their country. | ||||||
| Concept of the Course | ||||||
| The knowledge traditions of India are continuous and cumulative. They are textual and exegetical traditions | ||||||
| in different areas of thought and experience: philosophy, medicine, grammar, architecture, geography, literary theory, polity and political economy, logic, astronomy and mathematics, military science, metallurgy, agriculture, mining and gemmology, and shipbuilding, among others. Concepts and technical vocabularies of these traditions are still a part of the thinking and the languages of modern India. | ||||||
| The tradition is also non-egocentric. The 5th-century philosopher of language, Bhartrihari, states in his | ||||||
| Vakyapadiya, a cardinal principle of knowledge constitution: “The intellect acquires critical acumen by familiarity with different traditions. How much does one really understand by merely following one’s own reasoning only?” (Bhartrihari, Vakyapadiya, II.484). The traditions are therefore, intrinsically polycentric; Indian thinkers have constantly engaged in internal debate and dialogue and have also interacted with traditions outside India. | ||||||
| Aims and Objectives of the course: | ||||||
| Students will be able to: | ||||||
| l get familiar with Indian thought in different disciplines. | ||||||
| l get familiar with major Indian thinkers in different disciplines. | ||||||
| l get familiar with the primary texts of Indian thought through an organized study of short extracts in translation of those texts. | ||||||
| l develop a better appreciation and understanding of not only the Knowledge Traditions and Practices of India but also of many contemporary questions and issues that they handle in their course work in related disciplines. | ||||||
| l enhance self awareness and self-esteem. | ||||||
| Specific aims: | ||||||
| Students will be able to: | ||||||
| l get familiar with the nature of Indian texts. | ||||||
| l read primary texts from various sources and will be able to collect information and develop their critical abilities. | ||||||
| l relate the knowledge to present context. | ||||||
| l develop positive attitude towards Indian thoughts and traditions. | ||||||
| l compare and contrast views given in the units and develop interest in the authentic texts. | ||||||
| l internalise the given knowledge and pursue it further in their courses of studies by gathering more information about thinkers and texts. | ||||||
| l interpret and analyse texts of different kinds and express it in their own language. | ||||||
| l understand the contribution of Indian mind in various fields. | ||||||
| l relate ideas of various disciplines with western thought they are otherwise introduced to in their course work. | ||||||
| l develop a wider understanding of how all knowledge is ultimately interrelated. | ||||||
| l read and know the history of Indian literatures. | ||||||
| l pursue further study in related fields. | ||||||
| l paraphrase the ideas of primary text in English or Hindi. | ||||||
| CBSE Knowledge Traditions and Practices of India | ||||||
| Examination Specifications Class – XI (2018-19) | ||||||
| One Paper 70+30 = 100 Marks | ||||||
| Section-wise Weightage of the Paper Time: 3 Hours | ||||||
| Section Areas of Assessment Marks | ||||||
| A | Reading Skills l Two passages from the textbook |
20 | ||||
| B | Analytical Skills | |||||
| l Two passages for comparing/contrasting relating to the present time. | 10 | |||||
| C | l One out of three long answer type questions Thinking Skills |
15 | ||||
| l Five out of six short answer questions | 15 | |||||
| D | l Ten objective type questions based on Multiple Choice Answers Research based Project/Portfolio Assessment + viva voice |
10 20+10=30 |
||||
| SECTION – A | ||||||
| READING SKILLS – 20 MARKS | ||||||
| No. of periods: 60 | ||||||
| Q.1 Two passages from the modules with a variety of questions on different levels of comprehension, i.e., | ||||||
| to test literal, interpretative and inferential skills. The total range of two passages would be about 700 to 800 words. 20 marks | ||||||
| SECTION – B | ||||||
| ANALYTICAL SKILLS – 25 MARKS | ||||||
| No. of periods: 60 | ||||||
| Q.2 Two passages extracted from different modules for comparing and contrasting and relating the ideas | ||||||
| contained – to the present time. 10 marks | ||||||
| The length of both the passages together should be about 600 words. | ||||||
| Q.3 One out of two long answer type questions based on the knowledge of the content to test the insights | ||||||
| gained and whether the knowledge has been internalised. 15 marks | ||||||
| SECTION – C | ||||||
| THINKING SKILLS – 25 MARKS | ||||||
| No. of periods: 60 | ||||||
| Q.4 Five out of six short answer type questions based on the survey sections in the modules. | ||||||
| (Word limit 30-40 words) | 5 x 3 = 15 marks | |||||
| Q.5 | Ten objective type MCQs to test global and local understanding of the text. | 10 marks | ||||
| SECTION – D | ||||||
| CBSE RESEARCH BASED PROJECT/ PORTFOLIO ASSESSMENT + VIVA VOICE | ||||||
| 20 +10 = 30 marks No. of periods: 40 | ||||||
| The textbook has inbuilt suggestions and activities for the students to prepare a portfolio or undertake work on a research based project. The purpose is to make students exhibit their efforts and achievements in one or more areas. It is expected that schools organise visits to the traditional seats of learning, historical places, cultural hubs and authentic areas. The project will be assessed through a viva voce also which carries 10 marks out of 30. | ||||||
| Students will be expected to compile and collect material for the project/portfolio which would be assessed on the following points: | ||||||
| l Presentation: efforts put in, meaningful material with aesthetic sense. | ||||||
| l Variety of content: a wide variety of content in the form of audio visual media, extracts from journals, art work, conference updates, photographs, writing samples, maps, charts, extracts of interview and reading logs etc. | ||||||
| l Organisation of material collected has been presented with cogency and coherence. | ||||||
| l Clarity of understanding and good judgement to test internalization of knowledge. | ||||||
| l Viva voice | ||||||
| Prescribed Books: | ||||||
| A textbook on Knowledge Traditions and Practices of India Part – I published by CBSE 2012-13. | ||||||
| Knowledge Traditions and Practices of India | ||||||
| Examination Specifications Class – XII (2018-19) | ||||||
| One Paper 70 + 30 = 100 Marks | ||||||
| Section-wise Weightage of the Paper Time: 3 hours | ||||||
| Section Areas of Assessment Marks | ||||||
| A Reading Skills | ||||||
| l Two passages from the textbook 20 | ||||||
| B Analytical Skills | ||||||
| l Two passages for comparing/ contrasting relating to the present time. 10 | ||||||
| l One out of three long answer type questions. 15 | ||||||
| C Thinking Skills | ||||||
| l Five out of six Short Answer Questions 15 | ||||||
| l Ten objective type questions based on Multiple Choice Answers 10 | ||||||
| D Research based Project/ Portfolio Assessment + viva voice 20+10= 30 | ||||||
| SECTION – A | ||||||
| READING SKILLS – 20 MARKS | ||||||
| No. of periods: 60 | ||||||
| Q.1 Two passages from the modules with a variety of questions on different levels of comprehension i.e. | ||||||
| to test literal, interpretative and inferential skills. The total range of two passages would be about 700 to 800 words. 20 marks | ||||||
| SECTION – B | ||||||
| ANALYTICAL SKILLS – 25 MARKS | ||||||
| No. of periods: 60 | ||||||
| Q.2 Two passages extracted from different modules for comparing and contrasting and relating the ideas | ||||||
| contained – to the present time. 10 marks | ||||||
| The length of both the passages together should be about 600 words. | ||||||
| Q.3 One out of two long answer type questions based on the knowledge of the content to test the insights gained and whether the knowledge has been internalised. 15 marks | ||||||
| SECTION – C | ||||||
| THINKING SKILLS – 25 MARKS | ||||||
| No. of periods: 60 | ||||||
| Q.4 Five out of six short answer type questions based on the survey sections in the modules. | ||||||
| (Word limit 30-40 words) | 5 x 3 = 15 marks | |||||
| Q.5 | Ten objective type MCQs to test global and local understanding of the text. | 10 marks | ||||
| SECTION – D | ||||||
| CBSE RESEARCH BASED PROJECT/PORTFOLIO ASSESSMENT – VIVA VOCE | ||||||
| 20 marks + 10 marks = 30 marks | ||||||
| No. of periods: 40 | ||||||
| The textbook has inbuilt suggestions and activities for the students to prepare a portfolio or undertake work on a research based project. The purpose is to make students exhibit their efforts and achievements in one or more areas. It is expected that schools organise visits to the traditional seats of learning, historical places, cultural hubs and authentic areas. The project will be assessed through a viva voice also which carries 10 marks out of 30. | ||||||
| Students will be expected to compile and collect material for the project/portfolio which would be assessed on the following points: | ||||||
| l Presentation: efforts put in, meaningful material with aesthetic sense. | ||||||
| l Variety of content: a wide variety of content in the form of audio visual media, extracts from journals, art work, conference updates, photographs, writing samples, maps, charts, extracts of interview and reading logs, etc. | ||||||
| l Organisation of material collected has been presented with cogency and coherence | ||||||
| l Clarity of understanding and good judgement to test internalization of knowledge. | ||||||
| l Viva voce | ||||||
| Prescribed Books: | ||||||
| A textbook on Knowledge Traditions and Practices of India Part – II, by CBSE 2013-14. | ||||||
| CBSE SYLLABUS OUTLINE | ||||||
| Each module has a Survey Article, extracts from the Primary texts, exercises and activities. All the | ||||||
| modules are to be covered during one year of study. | ||||||
| 1. Astronomy in India 20 Periods | ||||||
| The Beginnings of Indian Astronomy – The Early Historical Period-The Siddhāntic Era – The Kerala School – Other Post-Siddhāntic Developments | ||||||
| Primary Texts | ||||||
| Āryabhaṭa, Varāhamihira, Brahmagupta, Vaṭeśvara, Bhāskara, Parameśvara, Nīlakaṇṭha Somayājī, Jyeṣṭhadeva, Śaṅkara Varman | ||||||
| 2. Chemistry in India 20 Periods | ||||||
| Early Chemical Techniques, Atomism in Vaiśeṣika, Chemistry in Early Literature, The Classical Age, Laboratory and Apparatus | ||||||
| Primary Texts | ||||||
| Vātsyāyana, Nāgārjuna, Al-Bīrūnī’, Vāgbhaṭa – qualities of a teacher, disciple, disqualification of a disciple, location and building of the rushshala (laboratory), working arrangements of rushshala, material and equipment, Yaśodhara Bhaṭṭa-process of distillation, apparatus, sarana samskara, sarana | ||||||
| taila , Prafful Chandra Ray | ||||||
| 3. Indian Literatures Part I & II introduction of Indian Literature-an essentially an Oral Indian Culture | ||||||
| 30 Periods | ||||||
| Rājaśekhara-various phases of Indian Literature: Ancient Period- Vedic Period, Middle period, | ||||||
| Apabhransha, Modern Period | ||||||
| Primary Texts: | ||||||
| Bhakti Movement Āṇḍāl, Guru Gobind Singh, Guru Nānak Dev, Hāla,Iḷaṅgō, Kabīr, Kālidāsa, Kṣetrayya, | ||||||
| Mīrabai, Mirzā Gḥālib, Shāh Hussain, Veda Vyāsa, Viśṇu Śarmā, Nārāyaṇa: Pañchatantra / Hitopadeśa, Kaundinyas narrative | ||||||
| 4. Indian Philosophical Systems 20 Periods | ||||||
| Mahātmā Buddha, Ādi Śaṅkarācārya, Śrī Rāmānujācārya – concept and schools of Indian Philosophy Sāṁkhya, Yoga, Vaiśeṣika, Nyāya, Mīmāṁsā, Vedānta, Sāṁkhya | ||||||
| Primary Text | ||||||
| The central question of Indian Philosophy: Vedic thought, Cārvāka Darśana, Jaina Darśana, Bauddha | ||||||
| Darśana, Sāṁkhya Darśana, Yoga Darśana, Nyāya Darśana, Vaiśeṣika Darśana, Mīmāṁsā Darśana, Vedānta Darśana | ||||||
| 5. Indian Traditional Knowledge on Environmental Conservation 20 periods | ||||||
| Nature, flora and fauna, Sacred groves, Reference in Manu Smriti: Vedic period and the cow, Bishnois and conservation, Tradition of resistance | ||||||
| Primary Texts | ||||||
| Atharva-Veda, Mahābhārata, Lalitavistara: the birth of the Buddha, Bhāgavata Purāṇa, Kautilya’s | ||||||
| Arthaśāstra | ||||||
| 6. LIFE SCIENCES (1): Ayurveda for Life, Health and Well-being 10 periods | ||||||
| Definition of Ayurveda, The Principles of Ayurvedic Healing, Treating diseases to restore health | ||||||
| Primary Texts | ||||||
| The oath of Caraka, Individualizing Diet | ||||||
| 6. LIFE SCIENCES (2): The historical evolution of medical tradition in ancient India 10 Periods | ||||||
| Specialization into eight branches, The tradition of surgery, medical genetics in Ayurveda, inoculation for smallpox, microbiology and parasitology, communicable diseases and epidemics, An evolving pharmacopoeia, pluralistic approach to healthcare, cross-cultural interactions, A dynamic literary tradition, global resurgence of Ayurveda, contemporary status | ||||||
| Primary Texts | ||||||
| Dead body dissection, Rhinoplasty, Genetic basis of diseases, Communicable Diseases | ||||||
| 6. LIFE SCIENCES (3): Plant and Animal Science in Ancient India 10 periods | ||||||
| Antiquity and continuity, Sources, Scope, Validation, Current status, Animal Science in Ancient India, Antiquity and continuity, Sources, Scope, Current status, Biodiversity and folk traditions | ||||||
| Primary Texts | ||||||
| Plants and their Diseases, Classification sources of animal meat | ||||||
| 7. Mathematics in India 20 Periods | ||||||
| First Steps, Early Historical Period, The Classical Period, The Classical Period, post-Āryabhaṭa, The Kerala School of Mathematics, Features of Indian Mathematics | ||||||
| Primary Texts | ||||||
| Yajur-Veda, Rāmāyaṇa, Baudhāyana’s Śulbasūtras, Āryabhaṭa, Bhāskara, Severus Sebokht, Syria, Brahmagupta, Bhāskarācārya, Jyeṣṭhadeva | ||||||
| 8. Metallurgy in India 20 Periods | ||||||
| Definition, Metallurgy before and during the Harappan Civilization, After the Harappans, iron metallurgy, wootz steel, other iron pillars and beams, zinc, social context | ||||||
| Primary Texts | ||||||
| Rig-Veda, Arthaśāstra, Varāhamihira, Nāgārjuna, Vāgbhaṭa, Classification of metals: Survarṇa (gold) | ||||||
| and its different types, prosperities, Rajata (silver), Tāmra (copper), Loha (iron), Vaṅga (tin), Nāga / śīśa (lead), Pittala (brass) | ||||||
| 9. Music in India 20 Periods | ||||||
| Origin, classification accompanied instrument, Bharata’s Nāṭyaśāstra, New era, Medieval period, modern era, aesthetics of Indian classical music, forms of composition: Dhrupada, thumari, gazal, | ||||||
| tarana, tappa, folk music, film music | ||||||
| Primary Texts | ||||||
| Taittīriya Brāhmaṇa, Yājñavalkya Smṛti, Viṣṇu Purāṇa, Skanda Purāṇa, Sāraṅagadevasaṅgītaratnākara, Saṅgītajnamu (melody: Salagabhairavi), Ragasudharasa | ||||||
| 10. Theatre and Drama in India 20 Periods | ||||||
| Its Beginnings, Classical Period, Major Indian Dramatists: Bhāsa, Kālidāsa, Bhavabhūti, Medieval | ||||||
| Period, Kuṭiyaṭṭam, Yakṣagāna, Bhavāī, Jātrā, Nautaṅkī, Swāṅg, Rāmalīlā, Tamāśā, Nāchā, Pāṇḍavānī, Modern Era | ||||||
| Primary Texts | ||||||
| Nātyaśāstra, Viṣṇudharmottarapurāṇa-Khaṇḍa III, Bhakti Movement, Women Bhakti Poets | ||||||
| Knowledge Traditions and Practices of India | ||||||
| Class – XII Syllabus and Outline (2018-19) | ||||||
| 1. Agriculture: A Survey 10 Periods | ||||||
| Agriculture in Prehistory and Protohistory/ Textual Sources/ Types of Lands/ Rain-Fed and Irrigated Crops/ Implements/ Seed and Sowing/ Manures/ Pests and Their Management/ Cattle Management/ Horticulture and Arboriculture/ Fishing/ Agriculture and Society | ||||||
| Agricultural Heritage: Excerpts from Primary Texts | ||||||
| Rigveda/ Kṛṣiparāśara (c. 400 BCE)/ Kauṭilya (3rd or 4th century BCE)/ Kaśyapiyakṛṣisukti (800 CE)/ Vṛkṣāyurveda (c. 1000 CE)/ Kṛṣigītā (c. 1500 AD) | ||||||
| 2. Architecture: A Survey 10 Periods | ||||||
| (1) Early and Classical Architecture | ||||||
| Temple Architecture/ Rock-Cut Structures/ Monolithic Temples/ Constructed Temples/ Public and Private Architecture | ||||||
| Excerpts from Primary Texts | ||||||
| Vi udharmottarapura_a/ Kautilya’s Arthasastra/ Mayamata | ||||||
| Architecture: A Survey | ||||||
| (2) Medieval & Colonial Architecture | ||||||
| Fort and Palace Architecture/ Mosques/ Mausoleums/ Colonial Architecture | ||||||
| 3. Dance: A Survey | ||||||
| (1) Classical Dance Forms 20 Periods | ||||||
| Classical Period/ Middle Period/ Modern Period/ Classical Dance Forms/ Bharatana yam/ Kathakali/ Kathak/ Kucipudi/ Manipuri/ O’issi/ Sattriya | ||||||
| Primary Texts on Dance in India: A Selection | ||||||
| Na_yasastra (tr. Manomohan Ghosh)/ Na_yasastra/ Na_yasastra Dance: A Survey | ||||||
| (2) Folk Dance Forms 10 Periods | ||||||
| Chau/ Bihu/ Rauf/ Padayani/ Dollu Kunitha/ Dandiya/ Ghumar/ Kalbelia/ Chau&fla/ Bha&gra/ Giddha/ Garba/ Lava)i/ Bamboo Dance | ||||||
| 4. Education Systems and Practices: A Survey 30 Periods | ||||||
| Goals of Indian Education/ Teaching and Learning/ The Teacher and the Student/ Centres of Education/ Temples as First Schools/ Gurukulas/ Viharas and Universities/ Community-Supported Education/ The Continuing System | ||||||
| Primary Texts on Education in India: A Selection | ||||||
| Two Types of Knowledge and the Right Pupil/ Mere Intellectual Knowledge Is Not Enough/ The Link between Teacher and Pupil/ Teachers Invite Students to Come to Them/ Controlling the Mind and the Senses: the Goal of Indian Education/ Teacher’s Directives to Students on their Completion of Study/ What Is a Useful Life?/ Hsüan-tsang’s (Xuanzang) Impressions of Indian Education/ Hsüan-tsang’s (Xuan Zang) Description of Nalanda University | ||||||
| Narratives of Indian Education in the 17th, 18th and 19th Centuries | ||||||
| An Italian Explorer’s Record of Indian Education in the 17th Century/ A Description of Indian Education in the 18th Century/ The Teacher’s Subsistence/ Respect for the Teacher/ Physical Education and Sports/ Description of the University at Navadveep (Nuddeah) in Bengal in 1791/ Love of Learning and Support for Education among Indians/ A Widespread Pre-Colonial Network of Indigenous Schools | ||||||
| 5. Ethics: Individual and Social 20 Periods | ||||||
| The Cosmic Order/ Buddhist Ethics/ Jain Ethics/ Sikh Ethics/ The Bhakti Movement Primary Texts on Ethics: Individual and Social: A Selection | ||||||
| From Jain Granthas/ From Buddhist Granthas/ From Asoka’s Edicts/ From the Kural (tr. P.S. | ||||||
| Sundaram) | ||||||
| 6. Martial Arts Traditions: A Survey 20 Periods | ||||||
| Texts/ Practice of Martial Arts/ Stick Combat/ Ka_arippaya__u Martial Arts Traditions: A Selection from Primary Texts Wrestling in the Mahabharata/ Mallapura_a/ Marmasastram | ||||||
| 7. Language and Grammar 20 Periods | ||||||
| Languages of India/ Study of Language in India/ Disciplines of Language Studies in India/ Classification of Speech-Sounds/ Theory of Grammar | ||||||
| Primary Texts on Language: A Selection | ||||||
| Reflections on Language from Vedic Sources/ Phonetics: Pa_i_iya Sik_a, (tr. & ed., Manmohan Ghosh)/ Nirukta (Etymology): The Nigha u and the Nirukta of *ri Yaskacarya (tr. & ed., Lakshman Sarup)/ Patañjali’s Mahabha_ya (adapted from S.N. Dasgupta’s translation)/ Grammar, Language and | ||||||
| Knowledge: BhartChari’s Vakyapadiya, Brahmaka_.a, tr. K.A. Subramania Iyer | ||||||
| 8. Other Technologies: A Survey 20 Periods | ||||||
| Harappan Technologies/ Later pottery/ Glass/ Water Management/ Textile Technology/ Writing Technology/ Pyrotechnics/ Cosmetics and Perfumes | ||||||
| Other Technologies: A Selection from Primary Texts | ||||||
| Gemmology/ Water Management/ Textiles and Garments/ Perfumes and Cosmetics | ||||||
| 9. Painting: A Survey 20 Periods | ||||||
| Classical Texts/ Mural Painting/Miniature Painting/Mughal Paintings/ Tanjore and Mysore Painting/Folk painting | ||||||
| Painting: Excerpts from Primary Texts | ||||||
| Eulogizing the art of painting for its functions and extraordinary qualities/ Preparation of the principal colours/ Process of preparation of colours for base plaster/ Order followed by the painter before he starts painting/ Preparation of base colours and qualities of a good painting/ Four kinds of paintings/ Representation of various themes/ Nature of the Art of Painting/ Eight Limbs of Painting | ||||||
| 10. Society State and Polity: A Survey 20 Periods | ||||||
| Plurality of Indian Society/Underlying Principles of Indian Society/Family/Indian Society and Reform/The Indian State/Goal of a State/ Polity/Bureaucracy/Legal System | ||||||
| Primary Texts on Society State and Polity: A Selection | ||||||
| A Ruler’s Dharma/ The Ideal King/ The Ideal of Government, and the Decay and Growth of Civilization/ Conditions’ of the Welfare of Societies/ Birth Is No Criterion of Worth/ Dharma as the Supreme Authority/ The Origin of Kingship/ The Science of Polity/ Duties of a King/ The Seven Limbs of the State/ Society: Marriage/ Property of Women/ Position of Women/ Interreligious Harmony/ Islamic Society— the four-class division of society/ Four-class Classification/ Ethics: The Kural of Tiruvalluvar/ Uttaramerur Inscription | ||||||
| 11. Trade & Commerce: A Survey Test 20 Periods | ||||||
| How Does Trade Work?/Trade in Ancient India/ Different Countries, Many Goods/ Ports and Sailors/ Land Routes/ India’s Dominance up to Precolonial Times/ By-Products of Trade/ Further Reading. | ||||||
| Excerpts from the Primary Text | ||||||
| Sigalovada Suttanta/ Jataka Tales/ Arthasastra/ Periplus Maris Erythraei (‘Voyage around the Erythream Sea’)/ Tamil Literature/ An Inscription on Internal Trade. | ||||||
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