Senior School Certificate Examination (XI-XII) Knowledge Traditions and Practices of India 2018-19

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
AReading Skills
l         Two passages from the textbook
20
BAnalytical Skills
l         Two passages for comparing/contrasting relating to the present time.10
Cl         One out of three long answer type questions
Thinking Skills
15
l         Five out of six short answer questions15
Dl         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.5Ten 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.5Ten 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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