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
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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Senior School Certificate Examination (XI-XII) Information Practices New 2018-19

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Information Practices New 2018-19

Informatics Practices (New) CBSE
CLASS XI
Code No. 065
Optional for the academic year 2018-19 and mandatory for the academic year 2019-20 onwards
1. Prerequisites
Since a lot of students join CBSE schools from schools run by a state board, we are not assuming
any pre-requisites for this course other than basic mathematical skills. However, it will be helpful if the student has a basic knowledge of Computer Applications 1 and 2.
2. Learning Outcomes
1.   Basic  computational  thinking.  Learn  how  to  reason  with  variables,  state  transitions,
conditionals, and iteration.
2.   Notion of data types, and higher order data structures such as lists, and dictionaries.
3.   Concepts of data handling: creating, managing and working with Data Frames using Python Pandas.
4.   Structure of simple SQL queries.
5.   Cyber safety.
3. Distribution of Marks
Unit No. Unit Name Marks
1. Programming and Computational Thinking 30
2. Data Handling – 1 20
3. Data Management – 1 10
4. Society, Law and Ethics – 1 10
5. Practicals 30
Total 100
4.1 Unit 1: Programming and Computational Thinking (PCT-1)          (70 Theory + 60 Practical)
·    Basic computer organisation: describe a computer system and mobile system, CPU, memory,
hard disk, I/O, battery, power, transition from a calculator to a computer
· Familiarization  with the basics of  Python programming: a simple “hello world” program, process of writing a program, running it, and print statements; simple data-types: integer, float, string
· Introduce the notion of a variable, and methods to manipulate it (concept of L-value and R- value even if not taught explicitly)
· Knowledge of data types and operators: accepting input from the console, assignment statement, expressions, operators and their precedence.
· Conditional statements: if, if-else, if-elif-else; simple programs: e.g.: absolute value, sort 3 numbers, divisibility.
· Notion of iterative computation and control flow: for, while, flowcharts, decision trees and pseudo code; write a lot of programs: interest calculation, EMI, tax calculation (examples from GST), standard deviation, correlation
· Lists and dictionary: finding the maximum, minimum, mean; linear search  on  a  list  of numbers, and counting the frequency of elements in a list using a dictionary.
·    Text handling: compare, concat, and substring operations.
·    Introduction to Python modules: creating and importing.
4.2 Unit 2: Data Handling (DH-1)                                                         (30 Theory + 20 Practical)
4.2.1. Introduction to Python Pandas
·    Introduction to data structures in Pandas: Series, and Data Frame
·     Operations on a Series: head, tail, vector operations
·    Data Frame operations: create, display, iteration, select column, add column, delete column
·     Binary operations in a Data Frame: add, sub, mul, div, radd, rsub
·    Matching and broadcasting operations
·     Missing data and filling values.
·    Comparisons, Boolean reductions, comparing Series, and combining Data Frames.
4.2.2. Transfer data between CSV files/SQL databases, and Data Frame objects.
4.3. Unit 3: Data Management (DM-1)                                                     (30 Theory + 20 Practical)
·     Relational databases: idea of a database and the need for it, relations, keys, primary key,
foreign key;
·     Use SQL commands to create a table, keys, and foreign keys; insert/delete an entry, delete a table.
·     Basic SQL: select, project, and join; indexes, and a lot of in-class practice.
4.4. Unit 4: Society, Law and Ethics (SLE-1) – Cyber safety                                          (10 Theory)
·     Cyber safety: safely browsing the web, identity protection, confidentiality, social networks,
cyber trolls and bullying
·     Appropriate usage of social networks: spread of rumours, and common social networking sites (Twitter, LinkedIn, and Facebook) and specific usage rules.
·    Safely accessing web sites: adware, malware, viruses, Trojans
·    Safely communicating data: secure connections, eavesdropping, and phishing and identity verification.
5. Practical
S.No. Unit Name Marks
1. Lab Test (12 marks)
Python programs to test PCT (60% logic + 20% documentation + 20% code quality) 4
Python programs to test data handling (same rules as above) 4
SQL program (at least 4 queries) 4
2. Report File + viva (10 marks)
Report file: Minimum 20 Python programs (PCT + DH) and at least 8 SQL commands 7
Viva voce (based on the report file) 3
3. Project (that uses most of the concepts that have been learnt) See IP-2 for the rules regarding the projects. 8
5.1. Programming in Python: At least the following Python concepts should be covered in the lab
sessions:  expressions,  conditionals,  loops,  list,  dictionary,  and  strings.  The  following  are  some representative lab assignments.
·     Find the largest and smallest numbers in a list.
·     Find the third largest number in a list.
·     Find the sum of squares of the first 100 natural numbers.
·     Find whether a string is a palindrome or not.
·     Given two integers x and n, compute xn.
·    Compute the greatest common divisor and the least common multiple of two integers.
·     Test if a number is equal to the sum of the cubes of its digits. Find the smallest and largest
such numbers in the range of 100 to 1000.
5.2. Data Management: SQL Commands At least the following SQL commands should be covered
during  the  labs:  create,  insert,  delete,  select,  and  join.  The  following  are  some  representative assignments.
·     Create a student table with the student id, name, and marks as attributes where the student id
is the primary key.
·     Insert the details of a new student in the above table.
·     Delete the details of a particular student in the above table.
·     Use the select command to get the details of the students with marks more than 80.
·     Create a new table (name, date of birth) by joining two tables (student id, name) and (student id, date of birth).
·     Create a new table (order ID, customer Name, and order Date) by joining two tables (order ID, customer ID, and order Date) and (customer ID, customer Name, contact Name, country).
5.3. Data Handling: The following are some representative lab assignments.
·     Subtract the mean of a row from each element of the row in a Data Frame.
·     Filter out rows based on different criteria such as redundant rows (same data as the row above or below).
·     Find the sum of each column, or find the column with the lowest mean.
·     Locate the 3 largest values in a data frame.
·     Replace all negative values in a data frame with a 0.
Informatics Practices(New)
CBSE CLASS XII
Code No. 065
Optional for the academic year 2019-20 and mandatory for the academic year 2020-21 onwards
1. Prerequisites
Informatics Practices – Class XI
2. Learning Outcomes
1.   Understand aggregation operations, descriptive statistics, and re-indexing columns in a Data
Frame.
2.   Apply functions row-wise and element-wise on a Data Frame.
3.   Understand basic software engineering: models, activities, business use-case diagrams, and version control systems.
4.   Connect a Python program with a SQL database, and learn aggregation functions in SQL.
5.   Have  a  clear  understanding  of  cyber  ethics  and  cybercrime.  Understand  the  value  of technology in societies, gender and disability issues, and the technology behind biometric ids.
3. Distribution of Marks
Unit No. Unit Name Marks
1. Data Handling – 2 30
2. Basic Software Engineering 15
3. Data Management – 2 15
4. Society, Law and Ethics – 2 10
5. Practicals 30
Total 100
4.1. Unit 1: Data Handling (DH-2)                                                             (80 Theory + 70 Practical)
4.1.1. Python Pandas
·    Advanced operations on Data Frames: pivoting, sorting, and aggregation
·    Descriptive statistics: min, max, mode, mean, count, sum, median, quartile, var
·     Create a histogram, and quantiles.
·    Function application: pipe, apply, aggregation (group by), transform, and apply map.
·     Reindexing, and altering labels.
4.1.2. Numpy
·     1D array, 2D array
·     Arrays: slices, joins, and subsets
·     Arithmetic operations on 2D arrays
·    Covariance, correlation and linear regression
4.1.3. Plotting with Pyplot
·    Plot bar graphs, histograms, frequency polygons, box plots, and scatter plots.
4.2 Unit 2: Basic Software Engineering (BSE)                                       (25 Theory + 10 Practical)
·    Introduction to software engineering
·    Software Processes: waterfall model, evolutionary model, and component based model
·    Delivery models: incremental delivery, spiral delivery
·    Process activities: specification, design/implementation, validation, evolution
·    Agile methods: pair programming, and Scrum
·     Business use-case diagrams
·    Practical aspects: Version control system (GIT), and do case studies of software systems and build use-case diagrams
4.3. Unit 3: Data Management (DM-2)                                                      (20 Theory + 20 Practical)
·     Write a minimal Django based web application that parses a GET and POST request, and
writes the fields to a file – flat file and CSV file.
·     Interface Python with an SQL database
·    SQL commands: aggregation functions, having, group by, order by.
4.4. Unit 4: Society, Law and Ethics (SLE-2)                                                                  (15 Theory)
·     Intellectual property rights, plagiarism, digital rights management, and licensing (Creative
Commons, GPL and Apache), open source, open data, privacy.
·    Privacy laws, fraud; cybercrime- phishing, illegal downloads, child pornography, scams; cyber forensics, IT Act, 2000.
·     Technology and society: understanding of societal issues and cultural changes induced by technology.
·    E-waste management: proper disposal of used electronic gadgets.
·     Identity theft, unique ids, and biometrics.
·    Gender and disability issues while teaching and using computers.
·    Role of new media in society: online campaigns, crowdsourcing, smart mobs
·    Issues with the internet: internet as an echo chamber, net neutrality, internet addiction
·     Case studies – Arab Spring, WikiLeaks, Bit coin
5. Practical
S.No. Unit Name Marks
1. Lab Test (10 marks)
Python   programs   for   data   handling   (60%   logic   +   20% documentation + 20% code quality) 7
Small Python program that sends a SQL query to a database and displays the result. A stub program can be provided. 3
2. Report File + viva(9 marks)
Report file: Minimum 21 Python programs. Out of this at least 4 programs should send SQL commands to a database, and retrieve the result; at least 1 program should implement the web server to write user data to a CSV file. 7
Viva voce based on the report file 2
Project + viva (11 marks)
3. Project (that uses most of the concepts that have been learnt) 8
Project viva voce 3
5.1. Data Management: SQL+web-server
·     Find the min, max, sum, and average of the marks in a student marks table.
·     Find the total number of customers from each country in the table (customer ID, customer Name, country) using group by.
·     Write a SQL query to order the (student ID, marks) table in descending order of the marks.
·     Integrate SQL with Python by importing MYSQL dB
·     Write a Django based web server to parse a user request (POST), and write it to a CSV file.
5.2. Data handling using Python libraries
·     Use map functions to convert all negative numbers in a Data Frame to the mean of all the numbers.
·     Consider  a  Data  Frame,  where  each  row  contains  the  item  category,  item  name,  and expenditure.
o Group the rows by the category, and print the total expenditure per category.
·     Given a Series, print all the elements that are above the 75th percentile.
·     Given a day’s worth of stock market data, aggregate it. Print the highest, lowest, and closing prices of each stock.
·     Given sample data, plot a linear regression line.
·     Take data from government web sites, aggregate and summarize it. Then plot it using different plotting functions of the PyPlot library.
5.3. Basic Software Engineering
·     Business use-case diagrams for an airline ticket booking system, train reservation system,
stock exchange
·    Collaboratively write a program and manage the code with a version control system (GIT)
6. Project
The aim of the class project is to create something that is tangible and useful. This should be done in groups of 2 to 3 students, and should be started by students at least 6 months before the submission deadline. The aim here is to find a real world problem that is worthwhile to solve. Students are encouraged to visit local businesses and ask them about the problems that they are facing. For example, if a business is finding it hard to create invoices for filing GST claims, then students can do a project that takes the raw data (list of transactions), groups the transactions by category, accounts for the GST tax rates, and creates invoices in the appropriate format. Students can be extremely creative here. They can use a wide variety of Python libraries to create user friendly applications such as games, software for their school, software for their disabled fellow students, and mobile applications, Of course to do some of this projects, some additional learning is required; this should be encouraged. Students should know how to teach themselves.
If three people work on a project for 6 months, at least 500 lines of code is expected. The committee
has also been made aware about the degree of plagiarism in such projects. Teachers should take a very strict look at this situation, and take very strict disciplinary action against students who are cheating on lab assignments, or projects, or using pirated software to do the same. Everything that is proposed can be achieved using absolutely free, and legitimate open source software.

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Senior School Certificate Examination (XI-XII) Informatics Practices Old 2018-19

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Informatics Practices Old 2018-19

INFORMATICS PRACTICES (old) CBSE
(Code No. 065)
(For the Academic year 2018-19 only)
Learning Outcomes:
·       Sound knowledge of computer system.
·       Ability to develop application using simple IDEs.
·       Ability to use, develop & debug programs independently.
·        Ability to store and retrieve data using an RDBMS.
CBSE COURSE DESIGN
Class – XI (2018-19)
Unit Topic Periods Marks
Theory Practical Total
1 Introduction to Computer systems 20 08 28 10
2 Introduction to Programming 45 42 87 25
3 Relational Database Management System 50 45 95 30
4 IT Applications 10 20 30 05
Total 240 70
CBSE Unit 1:  Introduction to Computer Systems
Hardware Concepts:
·       Computer organization (basic concepts): CPU, Memory (RAM and ROM), I/O devices, communication bus, ports (serial, parallel), device specific ports;
·       Input devices: Keyboard, Mouse, Light pen, Touch Screen, Graphics Tablet, Joystick, Microphone, OCR, Scanner, Smart Card reader, Barcode reader, QRCode reader, Biometric sensor, web camera;
·       Output Devices: Monitor/Visual Display Unit (VDU), LCD screen, Television, Printer (Dot Matrix printer, Desk jet/ Inkjet/ Bubble jet printer, Laser printer), Plotter, Speaker;
·       Secondary Storage Devices: Floppy Disk, Hard Disk, Compact Disk, Magnetic Tape, Digital Versatile Disk (DVD),Flash Drive, Memory cards.Comparative properties of storage media;
·       Memory Units: bit, Byte (Kilobyte, Megabyte, Gigabyte, Terabyte, Petabyte)
·       Encoding scheme :ASCII,ISCII & UNICODE
·       E-waste disposal.
Security of computer system: Sources of attack and possible damages, malware – virus, worms,
spyware and cookies as security threat, malware detection using a tool. Computer security, digital certificate, digital signature, firewall, password, file access permissions
Types of Software:
(a) System Software:
(i)  Operating systems: Need for operating system, major functions of Operating System; Examples of OS for mainframe (eg: Linux etc), PC/Server (eg: Windows, Ubuntu etc.), and mobile devices eg: Android, ios and Symbian.
(ii) Language Processors: Assembler, Interpreter, and Compiler
(b) Utility Software: Compression tools, disk defragmenter, anti-virus
(c)  Application Software:
(i)  General Purpose Application Software: Word Processor, Presentation Tool, Spreadsheet Package, Database Management System, Integrated Development Environment (IDE)
(ii) Specific Purpose Application Software: Inventory Management System, Purchasing System, Human Resource Management System, Payroll System, Financial Accounting, Hotel Management and Reservation System etc.
Unit 2:  Introduction To Programming
Getting started with Programming using IDE
·        Introduction, Rapid Application Development using IDE (Integrated Development Environment) such as Netbeans; Familiarization of IDE using basic Interface components- Label, Text Field, Text Area, Button, Checkbox, Radio Button. (As per appendix A)
·        Developing General Application (As per the guidelines at appendix B) – Getting Familiar with Java Swing User Interface components-Frame, Dialog, OptionPane, Panel, ScrollPane, Label, TextField, PasswordField, TextArea, Button, CheckBox, RadioButton, ComboBox, List
·        Basic component handling methods and properties: setText(), getText(), isSelected(), setSelected()
CBSE Programming Fundamentals
·        Data Types: Concept of data types; Built-in data types – byte, short, int, long, float, double, char, string, boolean
·        Variables: Need to use variable, declaring variables, variable naming convention, assigning value to variables;
·         Integer object method: parseInt
·        Double object method: parseDouble, parseFloat
·         Control Structures:
Decision Structure – if, if-else, switch; Looping Structure- while, do . . while, for;
Programming Guidelines:
·         General Concepts; Modular approach;
·        Stylistic Guidelines: Clarity and simplicity of expressions and names; Comments, Indentation;
·        Running and debugging programs, Syntax Errors, Run-Time Errors, Logical Errors;
·        Problem Solving Methodology: Understanding of the problem, Identifying minimum number of inputs required for output, breaking down problem into simple logical steps.
Unit 3:  Relational Database Management System
Database Management System
·        Introduction to database concepts: Database, Relational database, Relation/Table, Attribute/Field, Tuple / Row;
·        Data Types: Text (CHAR, VARCHAR), Number (DECIMAL, INT/INTEGER), Date and Time
·        Keys: Candidate key, Primary key, Alternate key, Foreign key;
·        Examples of common Database Management System: MySQL, Ingres, Postgres, Oracle, DB2,
MS SQL, Sybase etc.; Common Database management tools for mobile devices (eg: SQL Lite, Postgres SQL).
Introduction to MySQL
(ANSI SQL 99 standard commands)
·         Classification of SQL Commands:
DML – SELECT, INSERT, UPDATE, DELETE DDL – CREATE, DROP, ALTER
·     Creating and using a database: CREATE DATABASE command to create a database, USE command to select a database.
·     Creating a table: CREATE TABLE command to create a table, DESC command to display a table structure, INSERT command for inserting new rows, inserting new rows with NULL values and values of all the studied data types.
·     Selection and Projection of a table.
·     Displaying table data: SELECT command for selecting all the columns, selecting specific column(s), use of arithmetic operators.
·     Defining and using column alias
·     Eliminating duplicate values from display using DISTINCT keyword
·     Limiting rows during selection (using WHERE clause)
Ø Using Comparison operators – =, <, >, <=, >=, <>, BETWEEN, IN, LIKE(%,_);
Ø Logical Operators –AND, OR, NOT and corresponding operator precedence;
·     Working with NULL values.
·     ORDER BY clause: Sorting in Ascending/Descending order, sorting by column alias name, sorting on multiple columns;
·     Manipulating Data of a Table/Relation: UPDATE command to change existing data of a table, DELETE command for removing row(s) from a table.
·     Restructuring a table: ALTER TABLE for adding new column(s) and deleting column (s) and modifying column Structure. DROP command to delete a database or a table.
Functions in MySQL:
·     String Functions: ASCII(), CHAR(), CONCAT(), INSTR(), LCASE(), UCASE(), LEFT(), LOWER(), LENGTH(), LTRIM(), MID(), RIGHT(), RTRIM(), SUBSTR(), TRIM(), UPPER().
·     Mathematical Functions: – POWER(), ROUND(), TRUNCATE().
·     Date and Time Functions: CURDATE(), DATE(), MONTH(), YEAR(), DAYNAME(), DAYOFMONTH(), DAYOFWEEK(), DAYOFYEAR(), NOW(), SYSDATE().
Unit 4:  IT Applications
·     e-Governance: Definition, benefits to citizens, e-Governance websites and their salient features and societal impacts; e-Governance challenges.
·     e-Business: Definition, benefits to customers and business, e-Business websites and their salient features and societal impacts; netbanking, mobile banking, e-Business challenges.
·     e-Learning: – Definition, benefits to students (learners), teachers (trainers) and school (Institution) management; MOOCs (Massive Open Online Courses) ; e-Learning websites and their salient features and societal impacts; e-Learning Challenges.
In each of the above domains, identify at least two real-life problems, list the input(s) required for the expected output(s), and describe the problem solving approach. Conceptualise the design of an ICT based national mission.
Impact of ICT on society – social environmental and economic benefits, Infomania.
CBSE CLASS XI (PRACTICAL)
(2018-19)
S.No. Description Marks
1 Problem solving using Java 10
2 SQL queries 5
3 Practical Records:
Application of Productivity Tools (WP,Spreadsheets,Presentation) Simple problems using Java
SQL Queries
2
2
2
6
4 Project Work :IT Applications 5
5 Viva Voce 4
Total 30
Evaluation of Practical Examination
1.  Problem solving using Java
Student is required to solve programming problems based on all concepts covered in theory throughout the year and maintain a record of these in the practical file. Student will be given a problem to be
solved using Java during final practical examination to be conducted at the end of the academic session
2.  SQL Queries
Students will be trying out SQL queries in MySQL throughout the year along with course coverage in theory. Student will be asked to write 5 queries based on one table during final practical examination to
be conducted at the end of the academic session
3.  Practical Record File
A practical record file is required to be created during the entire academic session. It should be duly signed by the concerned teacher on regular basis and is to be produced at the time of Final Practical Examination for evaluation. It should include the following:
·     At least 2 applications using at least two productivity tools in each.
·     At least 10 solutions of simple problems using IDE based Java (refer to Appendices ‘A’ & ‘B’).
·     At least 20 SQL queries on any database.
·     At least one IT applications – project work.
4.   Viva Voce
Students will be asked oral questions during practical examination to be conducted at the end of the course. The questions will be from the entire course covered in the academic session. Out of 4 marks, 2 marks are allotted to test student‟s understanding of basic computer hardware and their functions.
Class XII (2018-19) (THEORY)
Unit Topic Period Total periods
Theory       Practical
1 Networking and Open Standards 20 4 24
2 Programming 46 44 90
3 Relational Database Management System 50 40 90
4 IT Applications 10 26 36
Total 240
Unit 1:  Networking and Open Standards
Computer Networking:
·       Networking: a brief overview,
·       Communication  Media:  Wired  Technologies  –  Co-Axial,  Ethernet  Cable,  Optical  Fiber; Wireless Technologies – Blue Tooth, Infrared, Microwave, Radio Link, Satellite Link;
·       Network Devices: Modem, Hub, Switch, Repeater, Gateway – and their functions
·       Types of network: LAN, MAN, WAN, PAN;
·       Network Topologies: Star, Bus, Tree
·       Network Protocols: HTTP, TCP/IP, PPP, Remote access software such as Team Viewer;
·       Identifying computers and users over a network: Basic concept of domain name, MAC (Media Access Control), and IP Address, domain name resolution
·       Network Security Concepts: Cyber Law, Firewall, Cookies, Hackers and Crackers
·       Network security threats: Denial of service, Intrusion problems, Snooping, Eavesdropping
·       Internet Applications: SMS, Voice Mail, Electronic Mail, Chat, Video Conferencing
·       Wireless/Mobile Communication: GSM, CDMA, WLL, 3G, 4G
Open Source Concepts:
· Open Source Software  (OSS),  common  FOSS/FLOSS  examples  (GNU/Linux,  Firefox, OpenOffice, Java, Netbeans, MySQL). Common open standards (HTML, XML, ODF, TCP/IP, CSS)
·   Indian Language Computing: Character encoding, UNICODE, different types of fonts (open type vs true type, static vs dynamic), Entering Indian Language Text – phonetic and key map based, Inscript.
Unit 2:  Programming
Review of Class XI;
Programming Fundamentals
(Refer to Appendix A for Swing Control Methods & Properties, and Appendix B for sample guidelines of GUI Programming)
·       Basic concept of Class, Object, Inheritance and
·       Polymorphism Commonly used libraries:
Ø String class and methods: toString(), concat(), length(), toLowerCase(), toUpperCase(),
trim(), subString()
Ø Math class methods: pow(), round()
·     Accessing MySQL database using JDBC to connect with database.
·     Web application development: URL, Web server, Communicating with the web server, concept of Client and Server Side
·     HTML based web pages covering basic tags – <HTML>, <TITLE>, <BODY>, <H1><H6>,
<B>,<I>,<U>, <CENTER>, <COMMENT>, <IMG>, ANCHOR <A>, Paragraph <P>, Line Break <BR>, Horizontal Rule <HR>, <FONT>, <TABLE>, <LIST> <UL>, <OL>, <FORM>
·     Creating and accessing static pages using HTML and introduction to XML
Unit 3:  Relational Database Management System
Review of RDBMS from Class XI Database Fundamentals
·     Concept of Database transaction, Committing and revoking a transaction using COMMIT and ROLLBACK AND SAVEPOINT.
·     Grouping Records: GROUP BY, Group functions – MAX(), MIN(), AVG(), SUM(), COUNT(); using COUNT(*), DISTINCT clause with COUNT; Group Functions in case of Null Values.
·     Creating a Table with PRIMARY KEY, Foreign Key, Unique and NOT NULL constraints, Viewing Constraints, Using DESC command to view constraints.
·     Displaying Data From Multiple Tables: Cartesian product, Union, Intersection and Equi-Join
·     ALTER TABLE for
Ø Deleting column(s), modifying data type(s) of column(s),
Ø Adding a constraint, enabling constraint, dropping constraints.
·     DROP Table for deleting a table or a database.
Unit 4:  IT Applications
·     Front-end Interface: Introduction; content and features; identifying and using appropriate component (Text Field, Radio Button, CheckBox, List etc. as learnt in Unit 2 (Programming)) for data entry, validation and display.
·     Back-end Database: Introduction and its purpose, exploring the requirement of databases, tables and its essential attributes.
·     Front-End and Database Connectivity: Introduction, requirement and benefits
·     Demonstration and development of appropriate Front-end interface and Back-end Database for e-Governance, e-Business and e-Learning applications
·     Impact of ICT on society: Social, Environmental and Economic benefits.
In each of the above domains, identify at least two real-life problems, list the expected outputs
and the input(s) required for the output, and describe the problem solving approach and develop relevant front-end interface and back-end database.
Class XII (2018-19) (Practical)
S.No. Description Marks
1 Problem Solving using Java 10
2 SQL Queries 5
3 Practical Record
·     Identify Network configuration and OSS used in school
·     Simple problems using IDE Java and Database Connectivity
·     SQL Queries
·     IT Applications
1
2
1
2
6
4 Project Work : IT Applications 5
5 Viva Voce 4
Total 30
Evaluation of Practical Examination
1.  Problem Solving using Java
Student is required to solve programming problems based on all concepts covered in theory throughout the year and maintain a record of these in the practical file.
Student will be given a problem to be solved using Java during final practical examination to be conducted at the end of the academic session.
2.  SQL Queries
Students will be practicing SQL queries in MySQL throughout the year alongwith course coverage in theory.
Student will be asked to write four queries based on one table and one query based on two tables during final practical examination to be conducted at the end of the academic session
3.  Practical Record File
A practical record file is required to be created during the entire academic session. It should be duly signed by the concerned teacher on regular basis and is to be produced at the time of Final Practical Examination for evaluation. It should include the following:
·     Network Configuration and open source software used in your school.
·   At least 12 solutions of simple problems using IDE based Java (refer to Appendices „A‟ & „B‟) and Solution of at least 2 simple problems incorporating Java Application & Database connectivity
·     At least 24 SQL queries based on one and/or two tables
·     At least two web pages using HTML
4.  Project File
Students in group of 2-3 are required to work collaboratively to develop a project using Programming and Database skills learnt during the course. The project should be an application in any one of the
domains – e-Governance, e-Business and e-Learning – with GUI front-end and corresponding database at
the back-end.
5.   Viva Voce
Students will be asked oral questions during practical examination to be conducted at the end of the course. The questions will be from the entire course covered in the academic session.
Question Paper Design
Class-XI (2018-19) and XII (2018-19)
S.No. Typology of Questions Very Short Short Long Total %
Short Answer-I Answer-II Answer Marks Weightage
Answer (SA-I) (SA-II) (L.A)
(VSA) (2 marks) (4 marks) (6 marks)
(1 mark)
1 Knowledge Based 4 3 2 18 25.7
2 Conceptual 4 5 1 18 25.7
Understanding
3 Reasoning Based 4 2 1 18 25.7
4 Skill based 1 2 1 16 22.9
Total marks 12 9 7 2 70(30) 100
1.   No chapter wise weightage. Care to be taken to cover all the chapters.
2.   The above template is only a sample. Suitable internal variations may be made for generating similar templates keeping the overall weightage to different form of questions and topology of questions same.
3.   Questions may be case based requiring problem solving skills.
4.   LA Questions may be case-based requiring problem–finding and problem –solving skills.
Appendix ‘A’
Swing Control Methods & Properties
Class: Jbutton
Swing Control: jButton
Methods: getText(), setText()
Properties: Background, Enabled, Font, Foreground, Text, Label
Class: Jlabel
Swing Control: jLabel
Methods: getText(), setText()
Properties: Background, Enabled, Font, Foreground, Text
Class: JtextField
Swing Control: jTextField
Methods: getText(), isEditable(), isEnabled(), setText()
Properties: Background, Editable, Enabled, Font, Foreground, Text
Class: JRadioButton
Swing Control: jRadioButton
Methods: getText(), setText(), isSelected(), setSelected()
Properties: Background, Button Group, Enabled, Font, Foreground, Label, Selected, Text
Class: JcheckBox
Swing Control: jCheckBox
Methods: getText(), setText(), isSelected(), setSelected()
Properties: Button Group, Font, Foreground, Label, Selected, Text
Class: ButtonGroup
Swing Control: jButtonGroup
Methods:
Properties: Add
Class: JcomboBox
Swing Control: jComboBox
Methods: getSelectedItem(), getSelectedIndex(), setModel()
Properties: Background, ButtonGroup, Editable, Enabled, Font, Foreground, Model,
SelectedIndex, SelectedItem, Text
Class: Jlist
Swing Control: jList
Methods: getSelectedValue()
Properties: Background, Enabled, Font, Foreground, Model, SelectedIndex, SelectedItem,
SelectionMode, Text
Class: Jtable
Swing Control: jTable
Methods: addRow(), getModel()
Properties: model
Class: JoptionPane
Swing Control:
Methods: showMessageDialog()
Properties:
Class: DefaultTableModel
Swing Control:
Methods: getRowCount(), removeRow(), addRow()
Properties:
Commonly used Methods
Class Methods
Integer parseInt(), toDouble(), toString()
String concat(), length(), substring(), toDouble(), toLowerCase(), toUpperCase(), trim()
Double parseDouble(), toString(), toInt()
Math pow(), round()
Database Connectivity Methods
Class Methods
Connection createStatement(), close()
DriverManager getConnection()
Statement executeQuery()
ResultSet next(), first(), last(), getString()
Exception getMessage()
System exit()
Note: The visual properties of any of the elements and Data connectivity methods (the properties/methods,
which are not highlighted in the above tables) will not be tested in the Theory examination but may be used by the student in the Practicals and Projects.
Sample Guidelines for GUI Programming
Appendix ‘B’
1.    To display a message using Label, TextBox, MessageDialog using simple GUI applications
2.    To concatenate two text entries and display using simple GUI application
3.    To perform a simple arithmetic operation (+,-,*,/) and display the result in MessageDialog or TextBox using simple GUI application
4.    To perform simple arithmetic operation (+,-,*,/) and display the result in TextBox using simple GUI
application
5. To make simple decision making (if statement) solution and display relevant  message using GUI application (Example – Problems related to Eligibility for a given value of Age, “Profit” or “Loss” messages for given values of Cost Price and Sale Price, Grade Display for given values of Marks of students etc.)
6.    To create a simple GUI application to perform both arithmetic and logical operation together (Example
– Total, Average and Grade calculation for given marks, Salary Calculation on different criteria)
7.    To create a simple GUI application to perform an operation based on the criteria input by the user in a CheckBox or a RadioButton.
(Example 1: Find the Discount of an item on the basis of Category of item [Electrical Appliance/Electronic Gadget/Stationary specified using a Radio button] and its Cost [Below 1000/Above 1000/Equal to 1000 specified using a Radio button]).
(Example 2: Calculate the incentive of a Sales Person on the basis of his Sales Amount, Customer Feedback, Count of Customer specified using CheckBox)
8.    To create a simple GUI application to change the property of a swing element based on the selection made by the user
(Example 1: To change the background or Foreground color of any of the Swing elements of the form based on the color selected from a list)
(Example 2: To change the foreground and background color of a label based on the values input/stored in a combo box)
9.    To create a simple GUI application for repeatedly doing a task based on the user input. (Example: To display the multiplication table of a number input by the user)
10.   To store the data (Admission No., Name, Date of Birth, Class and Section) of 10 students in a table
[Table] and find total number of students in each class and section.
Sample Guidelines for Connectivity Problems
11.  To create a simple GUI application that counts and displays the number of records present in a database table.
12.  To create a simple GUI application that displays the records of a database table in a tabular format (using jTable) on the GUI form.
13.  To create a simple GUI application that displays the records of a database table in a tabular format (using jTable) on the GUI form based on a criteria input by the user.
14.   To create a simple GUI application to perform a calculation based on a value retrieved from database table and a value entered by the user in a GUI application.
Know More (beyond syllabus):
·     Teachers may also motivate students to search for topics of emerging ICT technologies such as Web Services, Cloud Computing, SDK on Android etc. for group discussions and presentations.
·     Students may be encouraged for collaborative programming and remote trouble shooting.
CBSE Suggested Textbooks:
·     Informatics Practices (Class XI) published by CBSE
·     Informatics Practices (Class XII) published by CBSE

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Senior School Certificate Examination (XI-XII) Home Science 2018-19

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Home Science 2018-19

HOME SCIENCE (Code No. 064)
(CLASS – XI)
SESSION: 2018-19
(Human Ecology and Family Sciences)
Home Science as a discipline aims to empower learners by developing understanding of five different
areas namely:
Food and Nutrition
Human Development, Childhood Studies Resource Management
Fabric and Apparel Science
Development Communications and Extension
The subject helps students to understand changing needs of Indian society, academic principles as well as
develop professional skills.This would make them competent to meet challenges of becoming a responsible citizen.
Objectives: The syllabus at Senior Secondary level develops an understanding in the learners that the
knowledge and skills acquired through Home Science facilitates development of self, family and community. It endeavors to –
Acquaint learners with the basics of human development with specific reference to self and child. Help to develop skills of judicious management of various resources.
Enable learners to become alert and aware consumers.
Impart knowledge of nutrition and lifestyles to enable prevention and management of diseases. Inculcate healthy food habits.
Help to develop understanding of textiles for selection and care of clothes.
Develop skills of communication to assist in advocacy and dissemination of knowledge tocommunity.
CLASS XI (2018 – 19)
COURSE STRUCTURE (THEORY)
One Paper (Theory)                                                                                                                                                 70 Marks
Time: 3 Hours                                                                                                                                                    Periods: 220
No. Units No. of Pd. Marks
Introduction: Evolution of the discipline and its relevance to the quality of life 05 22
1. Understanding oneself: Adolescence 55
2. Understanding Family, Community and Society 30 15
3. Childhood 40 15
4. Adulthood 50 18
Total 180 70
Practical 40 30
Grand Total 220 100
Class XI
Theory: 70Marks                                                                              Total Periods 180
Introduction: Evolution of the discipline and its relevance to                                  05
the quality of life
Unit I: Understanding oneself: Adolescence                                                            55
Ch-2 Understanding the self
A. „Who am I‟?
B.  Development and Characteristics of the self
C.  Influences on identity
-Biological and physical changes
-Socio-cultural contexts
-Emotional changes
-Cognitive changes
Ch-3 Food, nutrition, health and fitness- Introduction, Balanced Diet, Health and Fitness, Using basic food groups for planning balanced diets, Vegetarian food guide, Dietary patterns in adolescence, modifying diet related behavior, Factors influencing eating behavior, Eating disorders at adolescence.
Ch-4 Management of resources – time, money, energy and space- Introduction, Human and Non- Human Resources, Individual and shared resources, Natural and community resources, Characteristics of Resources, Managing resources, The management process.
Ch-5 Fabric around Us- Introduction, Fibre properties, Classification of textile fibres, Yarns, Fabric production, Textile Finishing.
Ch-6 Media and communication technology- Communication and communication technology, What is media? What is communication technology?
Unit II: Understanding family, community and society                        30
Ch-7 Relationships and interactions with „significant others‟:
-Family
-School – peers and educators
-Community and Society
Ch-8 Concerns and needs in diverse contexts: Family, school, community and society Key areas:
a. Health, Nutrition and Hygiene- Introduction, Health and its dimensions, Health care, Indicators of Health, Nutrition and Health, Nutrients, Factors affecting nutritional well- being, Nutritional problems and their consequences, Hygiene and Sanitation.
b. Work, Worker and workplace- Introduction, Work,  Worker, Workplace.
c. Resource availability and Management- Time Management, Space Management.
Unit III: Childhood                                                                                                  40
Ch-9 Survival, Growth and Development- Meaning, areas, stages in development.
Ch-10 Nutrition, Health and Wellbeing- Introduction, Nutrition, Health and Wellbeing during infancy; Nutrition, Health and Wellbeing of preschool children; Nutrition, Health and Wellbeing of school- age children, Factors that influence diet intake of pre-school age and school- age children, Healthy habits, Health & nutrition issues of school- age children.
Ch-11 Care and Education- Introduction, Infancy & early childhood years, Meaning of care & education, Who provides Early childhood care & education (ECCE)? Care and education during middle childhood years, difficulties and nature of primary education.
Ch-12 Our Apparel- Clothing functions and the selection of clothes, Factors affecting selection of clothing in India, Understanding children‟s basic clothing needs, Clothing requirements at different childhood stages, Clothing for children with special needs.
Unit IV: Adulthood                                                                                       50
Ch-13 Health and Wellness- Health scenario in India, Healthy persons,
Fitness, What is wellness? Dimensions of wellness, Stress and coping with stress.
Ch-14 Financial Management and Planning – Introduction, Family Income, Types of family income, Importance of Money, Income Management, Budget, Control in money management, Savings, Investment, Savings & Investment avenues, Credit.
Ch-15 Care and Maintenance of Fabrics – Introduction, Mending, Laundry, Stain removal, Finishing, Storage of textile products, Factors affecting fabric care, Care label.
HOME SCIENCE- PRACTICAL
CLASS XI (2018 –19)
Pd. 40                                                                                        Marks: 30
(Teachers can select practicals and project according to their choice)
1.        Study of physical self with reference to:
a)                    Age, height, weight, hip size, round chest/bust, round waist
b)                    Age at menarche: girls
c)                    Growth of beard, change in voice: boys
d)                    Colour of hair and eyes
2.        Understanding oneself with reference to :
a)                    Developmental norms
b)                    Peers, both male and female
c)                    Health status
d)                    Garment sizing
3.        a)        Record own diet for a day
b)       Evaluate qualitatively for adequacy
4.        a)       Record the fabrics and apparel used in a day
b)        Categorize them according to functionality
5.        a)        Record one day‟s activities relating to time use and work
b)        Prepare a time plan for oneself.
6.        a)        Record own emotions for a day in different contexts
b)        Reflect on the “why” of these emotions and ways of handling them
7.        List and discuss five messages from print and electronic media which have influenced one self.
8.        Collection of information from different regions in India and critical
discussion on:
a.   Food practices including food taboos, fasting and festivity preparations
b.   Clothing practices related to rites, rituals and occupation
c.   Child care practices in early years – gender similarities and differences
d.   Traditional forms of communication including festive and special occasions
9.        List and discuss 4-5 areas of agreement and disagreement with:
a)        Mother
b)        Father
c)        Siblings
d)        Friends
e)        Teacher
How would you resolve the disagreements to reach a state of harmony and mutual acceptance?
10.      Documentation of a traditional textile art/craft of neighbouring area.
11.      Visit to any one programme/ institution (Govt. /NGO) for children; observation of activities in the programme and report writing.
Or
Observation of any two children of different ages in the neighbourhood and reporting
on their activities and behavior.
12.      Construction of Quality Of Life (QOL) and Human Development Index(HDI).
13.      Relationship of fibre properties to their usage:  3 marks
a)        Thermal property and flammability
b)        Moisture absorbency and comfort
14.      Study one female adult and one male adult in the age range of 35 to 60 years
with reference to:
a)        Health and illness
b)        Physical activity and time management
c)        Diet behavior
d)        Coping with challenges
e)        Media availability and preferences
15.      Calculation of nutritive value of foods to identify rich sources of nutrients.
16.      Preparation of different healthy snacks for an adolescent suitable in her/his context.
17.          Study of labels on:
a)        Food
b)        Drugs and cosmetics
c)        Fabrics and apparel
d)        Consumer durables
18.      Observation and recording of group dynamics in different locations/ situations
such as:
a)        Home
b)        Eateries
c)        Playfield
d)        School
e)        Recreation areas
19.      Analysis of own communication styles and skills.
20.      Plan a budget for self for a given situation/ purpose.
21.      List five problems faced by self or family as consumer. Suggest solutions to overcome the same.
HOME SCIENCE CLASS XI (2018 –19)
PRACTICAL
Maximum Marks: 30                                                Periods:40
(Teachers can select practicals from above mentioned list according to their choice)
1. Understanding oneself: Adolescence 4 Marks
2. Understanding Family, Community and Society 4 Marks
3. Childhood 4 Marks
4. Adulthood 4 Marks
5. Project Work (Any Topic) 6 marks
6. Practical File 4 Marks
7. Viva 4 Marks
Textbooks:
1.   Human Ecology and Family Sciences – Part I, Class- XI, NCERT Publication
2.   Human Ecology and Family Sciences – Part II, Class- XI, NCERT Publication
QUESTION PAPER DESIGN 2018-19
HOME SCIENCE CODE NO. 064 CLASS-XI
TIME: 3 Hours Max. Marks: 70
S.
No.
Typology of Questions Learning outcomes and Testing Skills Very Short Answer (VSA)
(1 Mark)
Short Answer (SA)
(2 Marks)
Case study and picture based
(3 Marks)
Long Answer
–I (LA- I)
(4Marks)
Long Answer
–II (LA-II)
(5 Marks)
Total Marks %
Weig htage
01 Remembering- (Knowledge based Simple recall questions to know specific facts, terms, concepts, principles,or theories; Identify, define, or recite, information)  Reasoning
Analytical Skills
Critical thinking
2 2 1 1 1 18 26%
02 Understanding- (Comprehension – to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information) 1 1 1 1 12 17%
03 Application (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem) 1 2 1 2 1 21 30%
04 High Order Thinking Skills (Analysis and Synthesis-Classify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources) 1 1 1 1 12 17%
05 Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes) 1 1 1 7 10%
TOTAL 1×6=6 2×7=14 3×2=6 4×6=24 5×4=20 70 100%
ESTIMATED TIME 10 min. 35 min. 20 min. 50 min. 50 min. 165
min.+15min. For revision
Note: No Chapter wise weightage, care should be taken to cover all chapters.
Scheme of questions
There will be no choice in the question paper. Weightage to difficulty level of questions
S. No. Estimated difficulty Percentage
1 Easy 20
2 Average 60
3 Difficult 20
HOME SCIENCE (Code No. 064)
CLASS XII (2018 – 19) COURSE STRUCTURE (THEORY)
One Paper (Theory)                                                                                                                                                 70 Marks
Time: 3 Hours                                                                                                                                                    Periods: 220
Unit No. of periods Marks
I Human Development: Life Span Approach (Part II) 40 30
II Nutrition during life span 40
III Money Management and Consumer Education 40 35
IV Apparel: Designing, Selection and Care 40
V Community Development and Extension (Part II) 20 5
VI Career Options after Home Science Education 5
Practical 35 30
Total 220 100
Unit I:    Human Development: Life Span Approach (Part II)                                             40 Periods
A.    Adolescence (12 – 18 years)
(i)    Growth & Development – Domains and principles.
(ii)   Meaning, characteristics and needs.
(iii)  Influences on identity formation
(a)   Biological and Physical changes-early and late matures. (Role of heredity and environment)
(b)   by social, culture and media.
(c)   Emotional changes.
(d)   Cognitive changes.
(iv)  Specific issues and concerns
(a)   Eating disorders-Causes, consequences and management – Anorexia Nervosa, Bulimia.
(b)   Depression
(c)   Substance Abuse
(d)   Related to sex
(e)   Handling stress and peer pressure
B.    Adulthood:
(i)    Young & middle adulthood: Understanding and management of new responsibilities, carrier marriage and family.
(ii)   Late Adulthood/Old age:
(a)   Health and Wellness: physical, social, emotional, financial, recreational needs
(b)   Care for elderly (at home and outside – old age home)
(c)   Anger management
Unit II:   Nutrition for Self, Family and Community                                                              40 Periods
(a)   Meal  Planning:  Meaning  and  importance,  principles  and  factors  affecting  meal  planning;
Nutritional needs, food preferences and modifications of diets in different age groups: infants, children, adolescence, adults, elderly and in special conditions: pregnancy and lactation (including traditional foods given in these conditions)
(i)    Use of basic food groups (ICMR) and serving size in meal planning
(ii)   Factors influencing selection of food: culture, family food practices, media, peer group, availability of foods, purchasing power, individual preference & health.
(b)   Food safety and quality:
(i)    Safe food handling (personal, storage, kitchen, cooking and serving).
(ii)   Safety guards against food adulteration, definition and meaning of food adulteration as given by FSSAI (Food Safety and Standard Authority of India).
(iii)  Common adulterants present in cereals, pulses, milk and milk products, fats and oils, sugar, jaggery, honey, spices and condiments.
(iv)  Effects of some of the adulterants present in the foods: kesari dal, metanil yellow, argemone seeds.
(v)   Food standards (FPO, Agmark, ISI).
(c)   Therapeutic  modification  of  normal  diet  with  respect  to  consistency,  frequency,  foodstuffs,
nutrients and methods of cooking.
(d)   Modification of diet according to common ailments: diarrhoea, fever, jaundice, hypertension,
diabetes and constipation. Physiological changes, clinical symptoms, requirements and dietary requirements in each condition.
Unit III: Money Management and Consumer Education                                                      40 Periods
(a)   Family Income:
(i)    Various sources of family income: money income
real income (direct and indirect) psychic income
(ii)   Supplementing family income-need and ways; need and procedure for maintaining household accounts (daily, weekly and monthly).
(b)   Savings and Investment:
(i)    Meaning and importance of savings.
(ii)   Basis for selection of investment methods: risk, security, profit, tax saving.
(iii)  Ways/methods of investment –
Bank schemes (saving, fixed, recurring);
Post Office schemes (savings, recurring deposit, monthly income scheme, National
saving certificate, Senior citizen scheme); Insurance schemes (whole life, mediclaim);
Public Provident Fund (PPF), Provident Fund (PF).
(iv) Consumer Protection and Education: Meaning, problems faced by consumer, Consumer Protection Amendment Act (2011); Consumer aids: labels, standardization marks, (ECO Mark, Hallmark, Wool mark, Silk mark), advertising, leaflets, and Consumer redressal forum, Internet.
Unit IV: Apparel: Designing, Selection and Care                                                                   40 Periods
(i)    Application of elements of art and principles of design in designing apparel.
(ii)   Selection and purchase of fabrics- purpose, cost, season, quality, durability, ease of maintenance and comfort.
(iii)  Selection of apparel- factors influencing selection of apparel- age, size, climate, occupation, figure, occasion, fashion, drape cost and workmanship.
(iv)  Care and maintenance of clothes:
(a)   Cleansing agents: soaps and detergents (basic differences and their utility);
(b)   Stain removal – General principles of stain removal, stain removal of tea, coffee, lipstick, ball pen, Grease, Curry and Blood.
(c)   Storage of clothes.
Unit V:   Community Development and Extension (Part II)                                                  20 Periods
(i) Water safety: Safe drinking water-importance of potable water for good health, and its qualities, simple methods of making water safe for drinking; boiling, filtering (traditional and modern technology), use of alum, chlorine.
(ii)   Salient features of income generating schemes
DWCRA (Development of Women and Children in Rural Area)
MGNREGA (Mahatma Gandhi National Rural Employment Guarantee Act, 2005)
Unit VI: Career Options after Home Science Education                                                       05 Periods
Career options of self and wage employment of various fields of Home Science.
HOME SCIENCE
CLASS XII (2018 – 19)
PRACTICAL                                                                                                                               Maximum Marks: 30
Periods: 35
1)  Human Development: Life Span Approach (Part II)
Activities
Identify the problems of adjustment of adolescents with the help of a tool (group activity) and make a report.
Spend a day with an aged person and observe the needs and problems. Write a report.
List and discuss at least 4 areas of agreement and disagreement of self with:-
a)     Mother b)   Father
c)     Siblings d)    Friends
e)     Teacher
2)  Nutrition for Self, Family and Community
Activities
Record one day diet of an individual and evaluate it against principles of balanced diet.
Plan a meal and modify for any one physiological condition – Fever, Diarrhoea, Constipation, Jaundice, Hypertension, Diabetes, Pregnancy, Lactations, Old age and Infants. Prepare a dish.
Identify food adulteration: using visual and chemical methods; Turmeric, Chana Dal, Bura Sugar, Milk, Tea leaves, Coriander, Black Pepper Seeds, Desi-ghee.
Prepare ORS Solution.
3)  Money Management and Consumer Education
Collect and fill savings account opening form in Post Office and Bank.
Fill up the following forms and paste in file: Withdrawal slip, Deposit slips, Draft slip and cheque (bearer of A/c payee).
Collect labels of any three products and compare them with mandatory requirements.
Prepare one label each of any three items bearing ISI, FPO, Agmark.
4)  Apparel: Designing, Selection and Care
Illustrate principles of design or elements of art on a paper or cloth and evaluate them. Removal of different types of stains: tea, coffee, curry, grease, blood, lipstick, ball pen. Examine and evaluate readymade garments for their workmanship. [at-least two]
Make sample of Hemming, Backstitch, Interlocking, and Press buttons, hooks and eye.
5)  Community Development and Extension
Visit any two places (home/restaurant/school/business centre, etc.) and observe its measure for safe drinking water and general conditions of hygiene around it.
Scheme for practical examination (Class XII)- 30 marks
1.   Unit I-Human Development: Life Span Approach (Part II)- Project Report-5 marks
2.  Unit II- Nutrition for Self, Family and Community-
a)   Plan  a  meal  and  modify and  prepare  a  dish  for  any one  physiological  condition  Fever,  Diarrhoea,
Constipation, Jaundice, Hypertension, Diabetes, Pregnancy, Lactations, Old age and Infants- 5 marks
b)   Identify food adulteration: using visual and chemical methods; Turmeric, Chana Dal, Bura Sugar, Milk, Tea leaves, Coriander, Black Pepper Seeds, Desi-ghee- 2 marks
3.   Unit III-Money Management and Consumer Education
a)   Prepare one label each of any three items bearing ISI, FPO, Agmark.- 2 marks
b)   Filling up of paying slip either to deposit cash or cheque- 2 marks
4.   Unit IV- Apparel: Designing, Selection and Care
a)   Removal of different types of stains- Tea, coffee, grease, blood, lipstick, ballpen (Any two)
OR
Readymade garment- Quality check – 2marks
b)   Make sample of hemming/backstitch/interlocking/fastener- 2marks
5.   Unit V-Community Development and Extension- Survey Report- 4 marks
6.    File- 4 marks
7.   Viva- 2marks
Reference books for teachers:
1.   Human Ecology and Family Sciences – Part I, Class- XII, NCERT Publication
2.   Human Ecology and Family Sciences – Part II, Class- XII, NCERT Publication
QUESTION PAPER DESIGN 2018-19
HOME SCIENCE CODE NO. 064 CLASS- XII
TIME: 3 Hours Max. Marks: 70
S.
No.
Typology of Questions Learning outcomes and Testing Skills Very Short Answer (VSA)
(1
Mark)
Short Answer (SA)
(2
Marks)
Case study and picture based
(3
Marks)
Long Answer
–I (LA- I)
(4
Marks)
Long Answer – II (LA-II)
(5 Marks)
Total Marks %
Weightage
01 Remembering (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information)  Reasoning
Analytical Skills
Critical thinking
2 2 1 1 1 18 26%
02 Understanding- (Comprehension – to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information) 1 1 1 1 12 17%
03 Application     -(Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem) 1 2 1 2 1 21 30%
04 High     Order Thinking Skills – (Analysis and Synthesis-Classify, compare,   contrast, or differentiate between different piecesof information; Organize and/or integrate unique pieces of information from a variety of sources) 1 1 1 1 12 17%
05 Evaluation-(Appraise, judge, and/or justify the 1 1 1 7 10%
value or worth of a decision or outcome, or to predict outcomes)
TOTAL 1×6=6 2×7=14 3×2=6 4×6=24 5×4=20 70 100%
ESTIMATED TIME 10
min.
35 min. 20 min. 50 min. 50 min. 165 min.+15 min. For revision
Note: No Chapter wise weightage, care should be taken to cover all chapters.
Scheme of questions
There will be no choice in the question paper. Weightage to difficulty level of questions
S. No. Estimated difficulty Percentage
1 Easy 20
2 Average 60
3 Difficult 20

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) History 2018-19

CBSE Curriculum for Senior School Certificate Examination (XI-XII) History 2018-19

Rationale
HISTORY (Code No. 027) CBSE 
(Session 2018 – 19)
Through a focus on a series of critical historical issues and debates (class XI) or on a range of important
historical sources (class XII), the students would be introduced to a set of important historical events and processes. A discussion of these themes, it is hoped, would allow students not only to know about these
events and processes, but also to discover the excitement of reading history.
Objectives:
Effort in these senior secondary classes would be to emphasize to students that history is a critical discipline, a process of enquiry, a way of knowing about the past, rather than just a collection of facts. The syllabus would help them to understand the process through which historians write history, by choosing and assembling different types of evidence, and by reading their sources critically. They will appreciate how historians follow the trails that lead to the past, and how historical knowledge develops.
The syllabus would also enable students store/relate/compare developments in different situations, analyze connections between similar processes located in different time periods, and discover the relationship between different methods of enquiry within history and the allied disciplines.
The syllabus in class XI is organized around some major themes in the world history. The themes have been selected so as to (i) focus on some important developments in different spheres-political, social, cultural and economic,(ii) study not only the grand narratives of development-urbanization, industrialization and modernization-but also to know about the processes of displacements and marginalization. Through the study of these themes students will acquire a sense of the wider historical processes as well as an idea of the specific debates around them.
The treatment of each theme in class XI would include (a) an overview of the theme under discussion,
(b) a more detailed focus on one region of study, (c) an introduction to a critical debate associated with the issue.
In class XII the focus will shift to a detailed study of some themes in ancient, medieval and modern Indian history although the attempt is to soften the distinction between what is conventionally termed as ancient, medieval and modern. The object would be to study a set of these themes in some detail and depth rather than survey the entire chronological span of Indian history. In this sense the course will be built on the knowledge that the students have acquired in the earlier classes.
Each theme in class XII will also introduce the students to one type of source for the study of history. Through such a study students would begin to see what different types of sources can reveal and what they cannot tell. They would come to know how historians analyze these sources, the problems and difficulties of interpreting each type of source, and the way a larger picture of an event, a historical process, or a historical figure, is built by looking at different types of sources.
Each theme for class XII will be organized around four sub heads: (a) a detailed overview of the events, issues and processes under discussion, (b) a summary of the present state of research on the theme, (c) an account of how knowledge about the theme has been acquired, (d) an excerpt from a primary source related to the theme, explaining how it has been used by historians.
While the themes in both these classes (XI and XII) are arranged in a broad chronological sequence, there are overlaps between them. This is intended to convey a sense that chronological divides and periodization do not always operate in a neat fashion.
In the text books each theme would be located in a specific time and place. But these discussions would
be situated within a wider context by (a) plotting the specific event within time-lines, (b) discussing the particular event or process in relation to developments in other places and other times.
CBSE CLASS–XI (2018 – 19)
Paper One Theory                                                                                             Max. Marks: 100 (80+20)
Time: 3 hours
S. No. Units Periods Marks
1. Introduction to World History 8
Section A: Early Societies 40 15
2. Introduction 7
3. From the beginning of time 18
4. Early cities 15
Section B: Empires 50 20
5. Introduction 7
6. An empire across three continents 15
7. Central Islamic lands 15
8. Nomadic Empires 13
Section C: Changing Traditions 50 20
9. Introduction 7
10. Three orders 14
11. Changing cultural traditions 15
12. Confrontation of cultures 14
Section D: Paths to Modernization 52 20
13. Introduction 7
14. The Industrial Revolution 15
15. Displacing indigenous People 15
16. Paths to modernization 15
   Map work (units 1-16 ) 10 5
   Project Work 10 20
Total 220 Periods 100 marks
CBSE Class XI: Themes in World History
Themes
Periods
Objectives
1.    Introduction to World History                   (8)
SECTION A: EARLY SOCIETIES                          (40)
2.    Introduction                                              (7)
3.    From the Beginning of Time                    (18)
Focus: Africa, Europe till 15000 BCE
(a)   Views on the origin of human beings.
(b)   Early societies.
(c)   Historians’ views on present-day gathering- hunting societies.
4.    Early Cities                                              (15)
Focus: Iraq, 3rd millennium BCE
(a)   Growth of towns.
(b)   Nature of early urban societies.
(c)   Historians’ Debate on uses of writing.
SECTION B: EMPIRES                                        (50)
5.    Introduction                                              (7)
6.    An Empire across Three Continents        (15)
Focus: Roman Empire, 27 BCE to 600 CE.
(a)   Political evolution
(b)   Economic expansion
(c)   Religio-cultural foundation
(d)   Late Antiquity.
(e)   Historians’ views on the institution of Slavery.
7.    Central Islamic Lands                              (15)
Focus: 7th to 12th centuries
(a)   Polity
(b)   Economy
(c)   Culture.
(d)   Historians’ viewpoints on the nature of the crusades.
8.    Nomadic Empires                                    (13)
Focus: the Mongol, 13th to 14th century
(a)   The nature of nomadism.
(b)   Formation of empires.
(c)   Conquests   and   relations   with   other states.
 Familiarize the learner with ways of reconstructing human evolution. Discuss whether the experience of present-day hunting-gathering people can be used to understand early societies.
Familiarize the learner with the nature of early urban Centre’s.
Discuss whether writing is significant as a marker of civilization.
Familiarize the learner with the history of a major world empire.
Discuss whether slavery was a significant element in the economy.
Familiarize the learner with the rise of Islamic empires in the Afro-Asian territories and its implications for economy and society.
Understand what the crusades meant in these regions and how they were experienced.
Familiarize the learner with the varieties of nomadic society and their institutions.
(d)   Historians’ views on nomadic societies
and state formation.
SECTION C: CHANGING TRADITIONS                 (50)
9.    Introduction                                              (7)
10.  Three Orders                                          (14)
Focus: Western Europe, 13th-16th century
(a)   Feudal society and economy.
(b)   Formation of states.
(c)   Church and Society.
(d)   Historians’ views on decline of feudalism.
11.  Changing Cultural Traditions                   (15)
Focus on Europe, 14th to 17th century.
(a)   New ideas and new trends in literature and arts.
(b)   Relationship with earlier ideas
(c)   The contribution of West Asia.
(d)   Historians’ viewpoints on the validity of the notion ‘European Renaissance’.
12.  Confrontation of Cultures                       (14)
Focus on America, 15th to 18th century.
(a)   European voyages of exploration.
(b)   Search for gold; enslavement, raids, extermination.
(c)   Indigenous people and cultures – the Arawaks, the Aztecs, the Incas.
(d)   The history of displacements.
(e)   Historians’ viewpoints on the slave trade.
SECTION D:
PATHS TO MODERNIZATION                             (52)
13.  Introduction                                              (7)
14.  The Industrial Revolution                        (15)
Focus on England, 18th and 19th century.
(a)   Innovations and technological change
(b)   Patterns of growth.
(c)   Emergence of a working class.
(d)   Historians’ viewpoints, Debate on ‘Was there an Industrial Revolution?’
15.  Displacing Indigenous People           (15) Focus on North America and Australia, I8th-20th century.
(a)   European colonists in North America and Australia.
 Discuss whether state formation is possible in nomadic societies.
Familiarize the learner with the nature of the economy and society of this period and the changes within them.
Show how the debate on the decline of feudalism helps in understanding processes of transition.
Explore the intellectual trends in the period.
Familiarize students with the paintings and buildings of the period
Introduce the debate around the idea of ‘Renaissance’.
Discuss changes in the European economy that led to the voyages.
Discuss the implications of the conquests for the indigenous people.
Explore the debate on the nature of the slave trade and see what this debate tells us about the meaning of these “discoveries”.
Understand the nature of growth in the period and its limits.
Initiate students to the debate on the idea of industrial revolution.
Sensitize students to the processes of displacements that accompanied  the development of America and Australia.
(b)   Formation of white settler societies.
(c)   Displacement and repression of local people.
(d) Historians’ viewpoints on the impact of European settlement on indigenous population.
16.  Paths to Modernization*                          (15)
Focus on East Asia, late 19th and 20th century.
(a)   Militarization and economic growth in Japan.
(b)   China and the Communist alternative.
(c)   Historians’ Debate on the meaning of modernization
(NOTE*: Keeping in view the importance of both the themes i.e. Japan and China, it is advised that both must be taught in the schools)
17.  Map Work on Units 1-16                          (10)
 Understand the implications of such processes for the displaced populations.
Make students aware that transformation in the modern world takes many different forms.
Show how notions like ‘modernization’ need to be critically assessed.
18.  Project work –                                                                                                               (10) periods
Please refer Circular separately for guidelines. Project work will help students:
To develop skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.
To develop skill to comprehend, analyze, interpret, evaluate historical evidence and understand the limitation of historical evidence.
To develop 21st century managerial skills of co-ordination, self-direction and time management.
To learn to work on diverse cultures, races, religions and lifestyles.
To learn through constructivism-a theory based on observation and scientific study.     To inculcate a spirit of inquiry and research.
To communicate data in the most appropriate form using a variety of techniques.     To provide greater opportunity for interaction and exploration.
To understand contemporary issues in context to our past.
To develop a global perspective and an international outlook.
To grow into caring, sensitive individuals capable of making informed, intelligent and independent choices.
To develop lasting interest in history discipline.
History: Project Work
Class XI (2018-19)
List of Few Suggestive Topics for Projects
1.         Anthropological Research based on Darwin’s Theory
2.         Critique of the industrialization in Britain
3.         Relations and impacts of past crusades
4.         Making and unmaking of Mesopotamia
5.         Paradigms of Greco-Roman civilization
6.         Aspirations of women in Renaissance period
7.         Paths to Modernization of Japan / China
8.         An Exploratory study into Humanism
9.         Piecing together the past of Genghis Khan
10.       An in depth study into “now and then” paradigm of Christianity
11.       An exploratory study into the realism and the transmission of Humanistic ideas
12.       Scientific Revolution and the origins of modern science
13.       An exploratory study into the making of America
14.       Myriad Realms of Slavery in ancient, medieval and modern world
15.       Learning about global Sufism
16.       History of aborigines – America / Australia
QUESTION PAPER DESIGN(2018 – 19)
HISTORY                                                          Code No. 027
Class- XI
Time: 3 Hours Max. Marks: 80
S.
No.
Typology of Questions Learning outcomes and Testing Competen cies V.
Short Answer
-(2
Marks)
Short Answer
– (4
Marks)
Passage Based
-(5Marks)
Long Answer
-(8
Marks)
Map Wor k
-(5
Marks)
Marks %
Weightage (Approx.)
1 Remembering- (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or list/ state the information) Reaso ning Analyt ical Skills
Map identificatio n skills , etc.
1 1 1 14 17%
2 Understanding- (Comprehension
–to be familiar with meaning and to understand conceptually, interpret,  compare, discuss, contrast, explain, clarify, paraphrase information)
1 1 1 1 19 24%
3 Application- (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem) 1 1 1 1 19 24%
4 High Order Thinking Skills- (Analysis & Synthesis- Classify, Apply, solve, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources) 1 1 1 1 19 24%
5 Evaluation- (Appraise, Argue, judge, support, critique, and/or justify the value or worth of a decision or outcome, or to predict outcomes) 1 4 5%
6. Map skill based question- Identification, location, significance. 1* 5 6%
Total 4×2=8 5×4=20 3×5= 15 4×8=32 1×5=5 80 100%
*1 Map question of 5 marks having 5 items carrying 1 mark each.
I.   Weightage to content
Section A: Early Societies 15 Marks
Section B : Empires 20 Marks
Section C: Changing Traditions 20 Marks
Section D: Paths to Modernization 20 Marks
Map Work Unit 1- 16 5 Marks
Project Work 20 marks
Accordingly teacher can reduce weightage of the corresponding sections
Total 100 Marks
II.  Weightage to Difficulty level
Estimated Difficulty Level Percentage
(i) Easy (E) 30%
(ii) Average (AV) 50%
(iii) Difficult (D) 20%
Scheme of Option: No internal choice except for blind students.
III.  Division of Question Paper
The Question paper will be divided into A, B, C, D and E.
Part A will carry 4 very short answer questions of 2 marks each.
Part B will carry 5 short answer questions of 4 marks each. (Note: Value based question will not be asked)
Part C will carry 4 long questions of 8 marks each (word limit ‘350’).
Part D will carry 3 passage-based questions. The number of questions will be three, carrying 5 marks each (no internal choice). The passages will be taken from the textbooks as directed therein.
Part E will have 1 map question of 5 marks. Items covered are ‘Identification and Location’.
IV. Scheme of Option
Part A will have no choice.
Part B will have 5 questions from all the four sections, out of which the student will attempt any 4 questions. (from 4 sections of the book).
Part C will carry four long answer questions. The number of questions will be 5 carrying 8 marks each. (Each question, from four sections). Student will have to answer any four questions.
Part D will be passage-based questions. There will be THREE passages, ONE from each section followed
by questions. There will be no internal choice.
In Part E, there will be one map question -Test items will be ‘identification and significance’.
V.  Weightage of marks section-wise
VSA
2 Marks
SA
4 Marks
Passage Based Long Answer Map Questions Total
Section A: Early Societies 2(1) 4(1) 8(1) 14 Marks
Section B: Empires 2(1) 4(1) 5(1) 8(1) 19 Marks
Section C: Changing Traditions 2(1) 4(1) 5(1) 8(1) 19 Marks
Section D: Paths to Modernization 2(1) 4(1)
4(1)
5(1) 8(1) 19 Marks
+4=23
Map Work Unit 1- 16 5(1) 5 Marks
Project Work – 20 marks
4×2=8 5×4=20 5×3=15 8×4=32 5×1=5 (80+20=100)
HISTORY (Code No. 027)
Class XII – Syllabus (2018-19)
Paper One Theory                                                                                                 Max Marks: 100(80+20)
Units Periods Marks
Themes in Indian History Part-I
Units 1 – 4
55 25
Themes in Indian History Part-II
Units 5 – 9
65 25
Themes in Indian History Part-III
Units 10 – 15
80 25
Unit 16 : Map Work 10 05
Project work 10 20
220 100
Class XII: Themes in Indian History
Themes Objectives
PART – I
1.  The Story of the First Cities: Harappan Archaeology.                                           (13)
Broad overview: Early urban centres.
Story of discovery: Harappan civilization
Excerpt: Archaeological report on a major site.
Discussion: How it has been utilized by archaeologists/historians.
2.   Political and Economic History: How       (14) Inscriptions tell a story.
Broad overview: Political and economic history from the Mauryan to the Gupta period.
Story of discovery: Inscriptions and the decipherment of the script. Shifts in the understanding of political and economic history.
Excerpt: Asokan inscription and Gupta period land grant.
Discussion: Interpretation of inscriptions by historians.
3.  Social Histories: Using the Mahabharata (14)
   Familiarize the learner with early urban centres as economic and social institutions.
Introduce the ways in which new data can lead to a revision of existing notions of history.
Illustrate steps of making archaeological reports.
Familiarize the learner with major trends in the political and economic history of the subcontinent.
Introduce inscriptional analysis and the ways in which these have shaped the understanding of political and economic processes.
Familiarize the learner with issues in social history.
Broad overview: Issues in social history,
including caste, class, kinship and gender.
Story    of    discovery:    Transmission    and publications of the Mahabharata.
Excerpt: from the Mahabharata, illustrating how it has been used by historians.
Discussion: Other sources for reconstructing social history.
4.   A History of Buddhism: Sanchi Stupa       (14) Broad overview:
(a) A brief review of religious histories of Vedic religion, Jainism, Vaishnavism, Saivism.
(b) Focus on Buddhism.
Story of discovery: Sanchi stupa
Excerpt: Reproduction of sculptures from Sanchi.
Discussion: Ways in which sculpture has been interpreted by historians, other sources for reconstructing the history of Buddhism.
PART-II
5.   Medieval Society through Travelers’        (13) Accounts
Broad overview:
Outline of social and cultural life as they appear in travelers’ accounts.
Story of their writings: A discussion of where they travelled, why they travelled, what they wrote, and for whom they wrote.
Excerpts: from Alberuni, Ibn Batuta, Bernier.
Discussion: What these travel accounts can tell us and how they have been interpreted by historians.
6.  Religious Histories: The Bhakti-Sufi Tradition (13)
Broad overview:
(a) Outline of religious developments during this period.
(b) Ideas and practices of the Bhakti-Sufi saints.
Story   of   Transmission:   How   Bhakti-Sufi compositions have been preserved.
Excerpt: Extracts from selected Bhakti-Sufi works.
 Introduce strategies of textual analysis and their use in reconstructing social history.
Discuss  the  major  religious  developments  in early India.
Introduce strategies of visual analysis and their use in reconstructing histories of religion.
Familiarize the learner with the salient features of social histories described by the travelers.
Discuss how travelers’ accounts can be used as sources of social history.
Familiarize     the     learner     with     religious developments.
Discuss ways of analyzing devotional literature as sources of history.
Discussion: Ways in which these have been interpreted by historians.
7.   New Architecture: Hampi                        (13) Broad overview:
(a)  Outline     of     new     buildings     during Vijayanagar period-temples, forts, irrigation facilities.
(b) Relationship between architecture and the political system.
Story of Discovery: Account of how Hampi was found.
Excerpt: Visuals of buildings at Hampi
Discussion: Ways in which historians have analyzed and interpreted these structures.
8.   Agrarian Relations: The Ain-i- Akbari       (13) Broad overview:
(a) Structure of agrarian relations in the 16th and 17th centuries.
(b) Patterns of change over the period.
Story    of    Discovery:    Account    of    the compilation and translation of Ain-i-Akbari.
Excerpt: from the Ain-i-Akbari
Discussion: Ways in which historians have used the text to reconstruct history.
9.   The Mughal Court: Reconstructing           (13) Histories through Chronicles
Broad overview:
(a) Outline of political history 15th-17th centuries.
(b) Discussion   of   the   Mughal   court   and politics.
Story of Discovery: Account of the production of court chronicles, and their subsequent translation and transmission.
Excerpts:     from     the     Akbarnama     and Padshahnama.
Discussion: Ways in which historians have used the texts to reconstruct political histories.
   Familiarize the learner with the new buildings that were built during the time.
Discuss the ways in which architecture can be analyzed to reconstruct history.
Discuss developments in agrarian relations.
Discuss how to supplement official documents with other sources.
Familiarize   the   learner   with   the    major landmarks in political history.
Show how chronicles and other sources are used to reconstruct the histories of political institutions.
PART – III                                          ( Periods 80)
10. Colonialism and Rural Society: Evidence from Official Reports                                       (13)
Broad overview:
(a) Life of zamindars, peasants and artisans in the late 18th century
(b) East India Company, revenue settlements and surveys.
(c)  Changes over the nineteenth century.
Story of official records: An account of why official investigations into rural societies were undertaken and the types of records and reports produced.
Excerpts: From Firminger’s Fifth Report, Accounts of Frances Buchanan-Hamilton, and Deccan Riots Report.
Discussion: What the official records tell and do not tell, and how they have been used by historians.
11. Representations of 1857                         (13) Broad overview:
(a) The events of 1857-58.
(b) How these events were recorded and narrated.
Focus: Lucknow.
Excerpts: Pictures of 1857. Extracts from contemporary accounts.
Discussion: How the pictures of 1857 shaped British opinion of what had happened.
12. Colonialism and Indian Towns:                (13) Town Plans and Municipal Reports
Broad overview: The growth of Mumbai, Chennai, hill stations and cantonments in the 18th and 19th centuries.
Excerpts: Photographs and paintings. Plans of cities. Extract from town plan reports. Focus on Kolkata town planning.
Discussion: How the above sources can  be used to reconstruct the history of towns. What these sources do not reveal.
   Discuss   how   colonialism affected zamindars, peasants and artisans.
Comprehend the problems and limits of using official sources for understanding the lives of people.
Discuss  how  the  events  of  1857  are  being reinterpreted.
Discuss  how  visual  material  can  be  used  by historians.
Familiarize  the  learner  with  the  history  of modern urban centres.
Discuss how  urban histories can be written by drawing on different types of sources.
13. Mahatma Gandhi through Contemporary (13) Eyes
Broad overview:
(a) The Nationalist Movement 1918 – 48.
(b) The nature of Gandhian politics and leadership.
Focus: Mahatma Gandhi in 1931.
Excerpts: Reports from English and Indian language newspapers and other contemporary writings.
Discussion: How newspapers can be a source of history.
14. Partition through Oral Sources                (14) Broad overview:
(a) The history of the 1940s.
(b) Nationalism, Communalism and Partition. Focus: Punjab and Bengal.
Excerpts: Oral testimonies of those who experienced partition.
Discussion: Ways in which these have been analyzed to reconstruct the history of the event.
15. The Making of the Constitution                (14) Broad overview:
(a) Independence and the new nation state.
(b) The making of the Constitution.
Focus: The Constitutional Assembly debates.
Excerpts: from the debates.
Discussion: What such debates reveal and how they can be analyzed.
16. Map Work on Units 1-15                         (10)
   Familiarize the learner with significant elements of the Nationalist Movement and the nature of Gandhian leadership.
Discuss how Gandhi was perceived by different groups.
Discuss how historians need to read and interpret newspapers, diaries and letters as historical source.
Discuss the last decade of the national movement, the growth of communalism and the story of partition.
Understand the events through the experience of those who lived through these years of communal violence.
Show the possibilities and limits of oral sources.
Familiarize students with the history of the early years after independence.
Discuss how the founding ideals of the new nation state were debated and formulated.
Understand how such debates and discussions can be read by historians.
17. Project Work                                                                                                                (10 periods)
Please refer Circular for project work guidelines.
Project work will help students:
To develop skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.
To develop skill to comprehend, analyze, interpret, evaluate historical evidence and understand the limitation of historical evidence.
To develop 21st century managerial skills of co-ordination, self-direction and time management.     To learn to work on diverse cultures, races, religions and lifestyles.
To learn through constructivism-a theory based on observation and scientific study.     To inculcate a spirit of inquiry and research.
To communicate data in the most appropriate form using a variety of techniques.     To provide greater opportunity for interaction and exploration.
To understand contemporary issues in context to our past.
To develop a global perspective and an international outlook.
To grow into caring, sensitive individuals capable of making informed, intelligent and independent choices.
To develop lasting interest in history discipline.
History Project Work
Class XII
Few Suggestive topics for Project Work (Examples)
1.   The mysteries behind the mound of dead – Mohenjo-Daro
2.   An In-depth study to understand Spiritual Archaeology in the Sub-Continent
3.   Buddha’s Path to Enlightenment
4.   Insight and Reflection of Bernier’s notions of The Mughal Empire
5.   An exploratory study to know the women who created history
6.   “Mahatma Gandhi” – A legendary soul
7.   To reconstruct the History of Vijaynagar through the Archaeology of Hampi
8.   The emerald city of Colonial Era – BOMBAY
9.   Vision of unity behind the first war of Independence
10.    Divine Apostle of Guru Nanak Dev
11.    Help, Humanity and Sacrifices during Partition
12.    Glimpses inside Mughals Imperials Household
13.    The process behind the framing of the Indian Constitution
14.    The ‘Brahm Nirupam’ of Kabir – A journey to Ultimate Reality
HISTORY (027)
Class XII (2018-19)
Design of the Question Paper
Paper One Theory                                                                                     (QP 80 + 20 Project)=100 Marks
Units Periods Marks
Themes in Indian History Part-I
Units 1 – 4
55 25
Themes in Indian History Part-II
Units 5 – 9
65 25
Themes in Indian History Part-III
Units 10 – 15
80 25
Units 1- 16 : Map Work 10 5
Project Work 10 20
220 100
HISTORY QUESTION PAPER DESIGN (2018-19)
Code No. 027
Class- XII
Time: 3 Hours Max. Marks: 80
S.
No
Typology of Questions Learning outcomes and Testing Competenci es V. Short Answer
-(2
Marks)
Short Answer
– (4
Marks)
Source Based
-(7
Marks)
Long Answer
-(8
Marks)
Map Wor k
-(5
Marks)
Marks %
Weightage
1 Remembering- (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, list, state the information) Reasoning Analytic al Skills
Map identific- ation skills, etc.
1 1 1 14 18%
2 Understanding- (Comprehension
–to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, discuss, clarify, paraphrase information)
1 1 1 1 21 26%
3 Application- (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, apply, solve, demonstrate, provide  an example, or solve a problem) 2 1 1 15 19%
4 High Order Thinking Skills- (Analysis & Synthesis- Classify, compare,  contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources) 1 1 1 1 21 26%
5 Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes) 1 4 5%
6. Map skill based questions- Identification, location, significance) 1* 5 6%
One Two Each Each
from from theme theme
each each one one
book book question question
Total 3×2=6 6×4=24 3×7= 21 3×8=24 1×5 =5 80 100%
Note: Each source based question, will have three questions with marks ranging from 1 – 3.
*1 Map question of 5 marks having 5 items carrying 1 mark each.
I.       Weightage to content
Themes in Indian History (Part I) 25 Marks
Themes in Indian History (Part II) 25 Marks
Themes in Indian History (Part III) 25 Marks
Map Work 5 Marks
Project work 20 marks
Total 100 Marks
II.      Weightage to Difficulty level
Estimated Difficulty Level Percentage
(i)    Easy (E) 30%
(ii) Average (AV) 50%
(iii) Difficult (D) 20%
Scheme of Option: No internal choice except for blind students.
III.     Division of Question Paper
The Question paper will be divided into A, B, C, D and E.
Part A will carry 3 very short answer questions of 2 marks each. Part B will carry 6 short answer questions of 4 marks each.
(No change in the syllabus)
Part C will carry 3 long answer questions of 8 marks each (word limit ‘350’ with internal choice, each from respective book).
Part D will carry three source -based questions. The number of questions will be three, carrying 7 marks each (no internal choice). The sources will be taken from the textbooks as directed therein.
Part E will have 1 map question of 5 marks. Items covered are Identification and Location.
IV.     Scheme of Option
Part A will have no choice.
Part B will have 6 questions from all the three books, out of which the student will attempt any 5 questions. (From 3 books) (Note: Value based question will not be asked)
Part C will carry three Long Answer Questions. The number of questions will be 3, carrying 8 marks each. (Each question from three themes, with Internal Choice).
Part D will be Source-Based Questions. There will be THREE sources, ONE from each book followed by questions. There will have “no internal choice”.
In Part E, there will be one Map Question -Test items will be ‘Identification’ and Location.
There is no change in the list of Maps.
V.     Weightage of Marks Book-wise
VSA           SA         Source        Map 2 marks    4 marks      based        work
7 marks    5 Marks
Long answer 8 marks Total
Book I (Ancient India)                         2(1 )           4+4           7(1 ) 8(1) 25
Book II (Medieval India)                       2(1 )           4+4           7(1 ) 8(1) 25
Book III (Modern India)                        2(1 )           4+4           7(1 ) 8(1) 25
Map Work 5×1 5
Project work – 20
2×3=6       4×6= 24      7×3= 21          5 8×3=24 100
LIST OF MAPS
Book 1
1. P-2. Mature Harappan sites: Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira, Nageshwar, Lothal, Mohenjodaro, Chanhudaro, Kot Diji.
2. P-30. Mahajanapada and cities :
Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir, Ujjain, Taxila, Varanasi.
3. P-33. Distribution of Ashokan inscriptions:
(i)     Kushanas, Shakas, Satavahanas, Vakatakas, Guptas
(ii)    Cities/towns: Mathura, Kannauj, Puhar, Braghukachchha
(iii)   Pillar inscriptions – Sanchi, Topra, Meerut Pillar and Kaushambi.
(iv)    Kingdom of Cholas, Cheras and Pandyas.
4. P-43. Important kingdoms and towns:
(i)     Kushanas, Shakas, Satavahanas, Vakatakas, Guptas
(ii)    Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir, Vaishali, Varanasi, Vidisha
5. P-95. Major Buddhist Sites:
Nagarjunakonda, Sanchi, Amaravati, Lumbini, Nasik, Bharhut, BodhGaya, Shravasti, Ajanta.
Book 2
1. P-174. Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore, Thanjavur, Kolar, Tirunelveli, Quilon
2. P-214. Territories under Babur, Akbar and Aurangzeb: Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.
Book 3
1. P-297. Territories/cities under British Control in 1857:
Punjab, Sindh, Bombay, Madras Fort St. David, Masulipatam, Berar, Bengal, Bihar,
Orissa, Avadh, Surat, Calcutta, Daccan, Chitagong, Patna, Benaras, Allahabad and Lucknow.
2. P-305. Main centres of the Revolt of 1857:
Delhi,  Meerut,  Jhansi,  Lucknow,  Kanpur,  Azamgarh,  Calcutta,  Benaras,  Gwalior, Jabalpur, Agra, Avadh.
3. P-305. Important centres of the National Movement:
Champaran, Kheda, Ahmedabad, Benaras, Amritsar, Chauri Chaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi.
Prescribed Books:
1.   Themes in World History, Class XI, Published by NCERT
2.   Themes in Indian History, Part I, Class XII, Published by NCERT
3.   Themes in Indian History Part-II, Class XII, Published by NCERT
4.   Themes in Indian History Part-III, Class XII, Published by NCERT
Note: The above textbooks are also available in Hindi medium.

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Hindi Elective 2018-19

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Hindi Elective 2018-19

ह दी (ऐच्छिक) कोड सख्िं
या – 002
प्रस्तावना :
कक्षा 11व िं – 12व िं (2018-19)
उच्चतर माध्यममक स्तर में प्रवेश लेने वाला ववद्यार्थी पहली बार सामान्य मशक्षा से ववशषे
अनशु
ासन
की मशक्षा की ओर उन्मखु
होता है। दस वषों में ववद्यार्थी भाषा के कौशलों से पररचचत हो जाता है।
भाषा और साहहत्य के स्तर पर उसका दायरा अब घर, पास-पडोस, स्कू ल, प्राांत और देश से होता हुआ
धीरे-धीरे ववश्व तक फै ल जाता है। वह इस उम्र में पहुुँच चकु
ा है कक देश की साांस्कृ ततक, सामाजजक,
राजनीततक और आचर्थकि
समस्याओां पर ववचार-ववमशि कर सके , एक जज म्मेदार नागररक की तरह
अपनी जज  म्मदे
ाररयों को समझ सके तर्था देश और खुद को सही हदशा दे सकने में भाषा की ताकत
को पहचान सके । ऐसे दृढ़ भावषक और वचाररक आधार के सार्थ जब ववद्यार्थी आता है तो उसे ववमशि
की भाषा के ऱप में हहदी की व्यापक समझ और प्रयोग में दक्ष बनाना सबसे पहला उद् देश्य होगा।
ककशोरावस्र्था से यवु
ावस्र्था के इस नाजुक मोड पर ककसी भी ववषय का चुनाव करते समय बच्चे और
उनके अमभभावक इस बात को लेकर सबसे अचधक चचततत रहते हैं कक चयतनत ववषय उनके भावी
कै ररयर और जीववका के अवसरों में मदद करेगा कक नहीां। इस उम्र के  ववद्याचर्थयि
ों में चचतन और
तनर्यि
करने की प्रवजृ त्त भी प्रबल होती है। इसी आधार पर वे अपने मानमसक, सामाजजक, बौद् चधक
और भावषक ववकास के प्रतत भी सचेत होते हैं और अपने भावी अध्ययन की हदशा तय करते हैं। इस
स्तर पर ऐजच्िक हहदां
ी का अध्ययन एक सजृ
नात्मक, साहहजत्यक, साांस्कृ ततक और ववमभन्न प्रयजु ततयों
की भाषा के ऱप में होगा। इस बात पर भी बल हदया जाएगा कक तनरांतर ववकमसत होती हहदां
अखखल भारतीय स्वऱप से बच्चे का ररश्ता बन सके ।
ी के
इस स्तर पर ववद्याचर्थयि
ों में भाषा के मलखखत प्रयोग के सार्थ-सार्थ उसके मौखखक प्रयोग की कु शलता
और दक्षता का ववकास भी जऱरी है। प्रयास यह भी होगा कक ववद्यार्थी अपने बबखरे हुए ववचारों और
भावों की सहज और मौमलक अमभव्यजतत की क्षमता हामसल कर सके ।
इस पाठ्यक्रम के अध्ययन से :
1.        ववद्यार्थी अपनी रचच और आवश्यकता के अनऱु
जारी रख सकें गे।
प साहहत्य का गहन और ववशषे
अध्ययन
2.      ववश्वववद्यालय स्तर पर तनधािररत हहदी-साहहत्य से सबां
स्र्थावपत कर सकें गे।
चधत पाठ्यक्रम के सार्थ सहज सबां
धां
3.          लेखन-कौशल के व्यावहाररक और सजृ
नात्मक ऱपों की अमभव्यजतत में सक्षम हो सकें गे।
4.        रोजगार के ककसी भी क्षेत्र में जाने पर भाषा का प्रयोग प्रभावी ढांग से कर सकें गे।
5      यह पाठ्यक्रम ववद्यार्थी को सचार तर्था प्रकाशन जैसे ववमभन्न-क्षत्रे
करने का अवसर प्रदान कर सकता है।
ों में अपनी क्षमता व्यतत
उद्देश्य :
·      सजृ
नात्मक साहहत्य की सराहना, उसका आनदां
उठाना और उसके प्रतत सजृ
नात्मक और
आलोचनात्मक दृजटि का ववकास करना।
·    साहहत्य की ववववध ववधाओां (कववता, कहानी,   तनबधां
आहद), महत्त्वपर्ू
ि कववयों  और
रचनाकारों, प्रमखु
धाराओां और शमै लयों का पररचय कराना।
·      भाषा की सजृ
नात्मक बारीककयों और व्यावहाररक प्रयोगों का बोध तर्था सदां
भि और समय के
अनसु
ार प्रभावशाली ढांग से उसकी मौखखक और मलखखत अमभव्यजतत करना।
·   ववमभन्न ज्ञानानशु
का बोध कराना।
ासनों के ववमशि की भाषा के ऱप में हहदां
ी की ववमशटि प्रकृ तत एवां क्षमता
·    साहहत्य की प्रभावशाली क्षमता का उपयोग करते हुए सभी प्रकार की ववववधताओां (धम,ि
जातत, मलगां
, वग,ि
भाषा आहद) एवां अतरों के प्रतत सकारात्मक और सवदनशील व्यवहार का
ववकास करना।
·    देश-ववदेश में प्रचमलत हहदी के ऱपों से पररचचत कराना।
·     सचार-माध्यमों (वप्रिां
और इलेतरॉतनक) में प्रयतु
त हहदां
ी की प्रकृ तत से अवगत कराना और
नवीन ववचधयों के प्रयोग की क्षमता का ववकास करना।
·     साहहत्य की व्यापक धारा के बीच रखकर ववमशटि रचनाओां का ववश्लेषर् और वववेचन करने की क्षमता हामसल करना।
·   ववपरीत पररजस्र्थततयों में भी भाषा का इस्तमाल शाांतत के सार्थ करना।
·      अमतू
ि ववषयों पर प्रयतु
त भाषा का ववकास और कल्पनाशीलता और मौमलक चचतां
न के मलए
प्रयोग करना।
शिक्षण-यच्ु ततयााँ :
इन कक्षाओां में उचचत वातावरर्-तनमािर् में अध्यापकों की भमू मका सदैव सहायक की होनी चाहहए। उनको भाषा और साहहत्य की पढ़ाई में इस बात पर ध्यान देने की जऱरत होगी कक-
·   कक्षा का वातावरर् सवादात्मक हो ताकक अध्यापक, ववद्यार्थी और पस्ु
ररश्ता बन सके ।
·    गलत से सही की ओर पहुुँचने का प्रयास हो। यानी बच्चों को स्वतत्रां
तक तीनों के बीच एक
ऱप से बोलने, मलखने
और पढ़ने हदया जाए और कफर उनसे होने वाली भलू
ों की पहचान करा कर अध्यापक अपनी
पढ़ाने की शली में पररवतनि
करे।
·  ऐसे मशक्षर्-बबदां ओु
ां की पहचान की जाए, जजससे कक्षा में ववद्यार्थी की सकक्रय भागीदारी रहे
और अध्यापक भी उनका सार्थी बना रहे।
·   मभन्न क्षमता वाले ववद्याचर्थयि
ों के मलए उपयतु
त मशक्षर्-सामग्री का इस्तमाल ककया जाए तर्था
ककसी भी प्रकार से उन्हें अन्य ववद्याचर्थयि
ों से कमतर या अलग न समझा जाए।
·   कक्षा में अध्यापक को हर प्रकार की ववमभन्नताओां (मलगां
,  धम,ि
जातत, वगि आहद) के  प्रतत
सकारात्मक और सवेदनशील वातावरर् तनममति
करना चाहहए।
·    सजृ
नात्मकता के अभ्यास के मलए ववद्यार्थी से साल में कम से कम दो रचनाएुँ मलखवाई
जाएुँ।
श्रवण तथा वाचन परीक्षा ेतु हदिा ननदेि
श्रवण (सनु
ना) : वखर्ति
या पहठत सामग्री को सनु
कर अर्थग्रि
हर् करना, वातािलाप करना, वाद-
वववाद, भाषर्, कववतापाठ आहद को सनु
को समझना।
कर समझना, मल्ू
याांकन करना और अमभव्यजतत के ढांग
वाचन (बोलना) : भाषर्, सस्वर कववता-पाठ, वातािलाप और उसकी औपचाररकता, कायक्रम-
प्रस्ततु त, कर्था-कहानी अर्थवा घिना सनु
ाना, पररचय देना, भावानकु
ूल सवां
ाद-वाचन।
हिप्पण : वातािलाप की दक्षताओां का मल्ू
याकां
न तनरांतरता के आधार पर परीक्षा के समय ही
होगा। तनधािररत 10 अकों में से 5 श्रवर् (सनु
ना) कौशल के मल्ू
याांकन के मलए और 5  वाचन
(बोलना) कौशल के मल्ू
याांकन के मलए होंगे।
श्रवण (सनु
ना) कौिल का मलू
यािंकन :
·   परीक्षक ककसी प्रासचां गक ववषय पर एक  अनच्ु
िे द का स्पटि वाचन करेगा। अनच्ु
िे द
तथ्यात्मक या सझु
या
ावात्मक हो सकता है। अनच्ु
िे द लगभग 250 शब्दों का होना चाहहए।
परीक्षक 2-3 ममनि का श्रव्य अशां
(ऑडियो जतलप) सनु
वाएगा। अशां
रोचक होना चाहहए ।
कथ्य/घिना पर्ू
ि एवां स्पटि होनी चाहहए। वाचक का उच्चारर् शद्ु
ध, स्पटि एवां ववराम
चचह्नों के उचचत प्रयोग सहहत होना चाहहए।
·    अध्यापक को सनु
हल कर सकें गे।
त-े सनु
ते परीक्षार्थी अलग कागज़ पर हदए हुए श्रवर् बोध के अभ्यासों को
·  अभ्यास ररततस्र्थान-पतू त,ि
सकते हैं।
बहुववकल्पी अर्थवा सत्य/असत्य का चुनाव आहद ववधाओां में  हो
·  अतत लघत्ू तरात्मक 5 प्रश्न पिू
ेजाएुँगे।                                  (1×5 =5)
मौखिक अशिव्यच्तत (बोलना) का मलू
यािंकन :
·    चचत्रों के  क्रम पर आधाररत वर्न : इस भाग में अपेक्षा की जाएगी कक ववद्यार्थी
वववरर्ात्मक भाषा का प्रयोग करें।
·  ककसी चचत्र का वर्नि
: चचत्र व्यजतत या स्र्थान के हो सकते हैं।
·   ककसी तनधािररत ववषय पर बोलना : जजससे ववद्यार्थी अपने व्यजततगत  अनभु
प्रत्यास्मरर् कर सकें ।
व का
·    कोई कहानी सनु
ाना या ककसी घिना का वर्नि
करना।
·    पररचय देना।                                                             2
अकां
(स् /  पररवार/  वातावरर्/  वस्त/ु
व्यजतत/ पयािवरर्/ कवव /लेखक आहद)
·   कु ल तीन प्रश्न पिू
ेजा सकते हैं।                                          1×3=3
हिप्पण :
1. परीक्षर् से पवू
ि परीक्षार्थी को तयै
ारी के मलए कु ि समय हदया जाए।
2. वववरर्ात्मक भाषा में वतमान काल का प्रयोग अपेक्षक्षत है।
3. तनधािररत ववषय परीक्षार्थी के अनभु
व-जगत के हों। जैसे – कोई चुिकु ला या हास्य प्रसगां I
4. हाल में पढ़ी पस्ु
तक या देखे हुए चलचचत्र (मसनेमा) की कहानी सनु
ाना।
5. जब परीक्षार्थी बोलना आरांभ करे तो परीक्षक कम से कम हस्तक्षेप करें।
कौिलों के अतिं
रण का मलू
यािंकन
(इस बात का तनश्चय करना कक तया ववद्यार्थी में श्रवर् और वाचन की तनम्नमलखखत योग्यताएुँ हैं।)
श्रवण (सनु ना) वाचन (बोलना)
1 पररचचत सदभों में प्रयतु त शब्दों और पदों को 1 के वल अलग-अलग शब्दों और पदों के प्रयोग
समझने की सामान्य योग्यता है ककां तु वह की योग्यता प्रदमशति  करता है ककां तु एक
ससु बां द्ध आशय को नहीां समझ पाता। ससु बां द्ध स्तर पर नहीां बोल सकता।
2 िोिे ससु बां द् ध कर्थनों को पररचचत सदभों में 2 पररचचत सदभों में के वल िोिे ससु बां द्ध कर्थनों
समझने की योग्यता है। का सीममत शद्ु धता से प्रयोग करता है।
3 पररचचत या अपररचचत दोनों सदभों में कचर्थत 3 अपेक्षाकृ त दीघि भाषर् में अचधक जहिल
सचू ना को स्पटि समझने की योग्यता है। कर्थनों के प्रयोग की योग्यता प्रदमशति करता
है, अभी भी कु ि अशद्ु चधयाुँ करता है, जजससे
प्रेषर् में रकावि आती है।
4 दीघि कर्थनों की शखांृ ला को पयािप्त शद्ु धता 4 अपररचचत जस्र्थततयों में ववचारों को ताककि क
से समझने के ढांग और तनटकषि तनकाल ढांग से सगहठत कर धारा-प्रवाह ऱप में प्रस्ततु
सकने की योग्यता है। करता है। ऐसी गलततयाुँ करता है जजनसे
प्रेषर् में रकावि नहीां आती।
5 जहिल कर्थनों के ववचार-बबदां ओु ां को समझने 5 उद् देश्य और श्रोता के मलए उपयतु त शलै ी को
की योग्यता प्रदमशति करने की क्षमता है। वह अपना सकता है, ऐसा करते समय वह के वल
उद् देश्य  के अनकु ू ल  सनु ने  की  कु शलता मामलू ी गलततयाुँ करता है।
प्रदमशति करता है।
पररयोजना कायय                            – कु ल अकिं   10
व्यजततगत ऱप से हदया जाएगा        – 5 अकां
1. ववषयवस्तु                       – 1 अकां
2. शब्द सीमा (1000 शब्द)           – 1 अकां
3. भाषा शली                       – 1 अकां
4. ववषय से सबां
चां धत चचत्र तर्था आुँकडे  – 1 अकां
5. प्रस्ततु
ीकरर्                    – 1 अकां
·    पररयोजना कायि के आधार पर मौखखकी – 5 अकां
कक्षा – बारहवीां में बाह्य परीक्षक द्वारा मौखखकी ली जाएगी।
·   पररयोजना कायि हहदी भाषा और साहहत्य से सबां
द्ां
ध हो।
ह दी (ऐच्छिक) (कोड स.िं
002)
कक्षा – 11व िं (2018-19)
ििंड ववषय अकिं
(क) अपहित अििं 16
1 अपहठत गद्याांश –    – बोध (गद्याांश पर आधाररत बोध,  प्रयोग,   रचनाांतरर्,
शीषकि   आहद  पर  लघत्ू तरात्मक  प्रश्न  (2×4     लघत्ू तरात्मक   प्रश्न+1×3 अततलघत्ू तरात्मक प्रश्न)
11
2 अपहठत काव्याांश पर आधाररत पाुँच लघत्ू तरात्मक प्रश्न) (1×5) 05
(ख) कायायलय ह दी और रचनात्मक लेिन 20
3 ककसी एक ववषय पर तनबधां (ववकल्प सहहत) 8
4 कायािलयी पत्र (ववकल्प सहहत) 5
5 जनसचार माध्यम और पत्रकाररता के ववववध आयामों पर चार लघत्ू तरात्मक प्रश्न (1×4) 4
6 व्यावहाररक लेखन (प्रततवेदन, कायसि चू ी, कायवि त्ृ त इत्याहद) पर एक प्रश्न (3×1) 3
(ग) पाठ्यपस्ु तकें 44
(1) अतरा िाग – 1 32
(अ) काव्य िाग 16
7 एक काव्याांश की सप्रसगां व्याख्या (ववकल्प सहहत) 06
8 कववता के कथ्य पर तीन में से दो प्रश्न (2×2) 04
9 कववताओां के काव्य सौंदयि पर तीन में से दो प्रश्  (3×2) 06
(ब) गद्य िाग 16
10 एक गद्याांश की सप्रसगां व्याख्या (ववकल्प सहहत) 05
11 पाठों की ववषयवस्तु पर दो प्रश्  (3×2) (तीन में से दो प्रश्न) 06
12 ककसी एक लेखक/ कवव का साहहजत्यक पररचय 05
(2) अतराल िाग – 1 12
13 पाठों की ववषयवस्तु पर आधाररत एक प्रश्न (ववकल्प सहहत) 4×1 04
14 ववषयवस्तु पर आधाररत दो तनबधां ात्मक प्रश्न 4×2 (ववकल्प सहहत) 08
(घ) (क) श्रवर् तर्था वाचन 10
(ख) पररयोजना 10
कु ल 100
नोि : तनम्नमलखखत पाठों से प्रश्न नहीां पिू
ेजाएांगIे
अतरा (भाग – 1) ·    नए की जन्म कांु िली
प्रस्ताववत पस्ु
तकें :
1.    अतरा, िाग – 1, एन.सी.ई.आर.िी. द्वारा प्रकामशतI
2.    अतराल, िाग – 1, एन.सी.ई.आर.िी. द्वारा प्रकामशतI
3.   ‘अशिव्यच्तत और माध्यम’, एन.सी.ई.आर.िी. द्वारा प्रकामशत (खांि – ख कामकाजी हहदी
और रचनात्मक लखे
न हेत)ु I
ह दी (ऐच्छिक) (कोड स.िं
002)
कक्षा – 12व िं (2018-19)
ििंड ववषय अकिं
(क) अपहित अििं 16
1 अपहठत गद्याांश पर आधाररत बोध, प्रयोग, रचनाांतरर्, शीषकि  आहद पर लघत्ू तरात्मक प्रश् उपयतु त शीषकि (1×1) + लघु प्रश् (2x 5) 11
2 अपहठत काव्याांश पर आधाररत पॉच लघत्ू तरात्मक प्रश्न (1×5) 05
(ख) कायायलय ह दी और रचनात्मक लेिन 20
3 ककसी एक ववषय पर तनबधां (ववकल्प सहहत) 08
4 कायािलयी पत्र (ववकल्प सहहत) 5×1 05
5 जनसचार माध्यम और पत्रकाररता के ववववध आयामों पर चार  अतत लघत्ू तरात्मक प्रश् (1×4) 04
6 रचनात्मक लेखन पर एक प्रश्न (3 x1) (ववकल्प सहहत) 03
(ग) पाठ्यपस्ु तक 44
(1) अतरा िाग – 2 32
(अ) काव्य िाग 16
7 दो काव्याांशों में से ककसी एक काव्याांश की सप्रसगां व्याख्या 06
8 कववता के कथ्य पर दो प्रश्न (2×2) (तीन में से दो प्रश्न) 04
9 कववताओां के काव्य सौन्दयि पर दो प्रश्न (3×2) (तीन में से दो) 06
(ब) गद्य िाग 16
10 दो गद्याांशों में से ककसी एक गद्याांश की सप्रसगां व्याख्या ववकल्प सहहत 05
11 पाठों की ववषयवस्तु पर दो प्रश्न (तीन में से दो) (3×2) 06
12 एक लेखक/एक कवव का साहहजत्यक पररचय (5×1) 05
(2) अतराल िाग – 2 12
12 पाठों की ववषयवस्तु पर आधाररत एक प्रश्न ववकल्प सहहत (4×1) 04
13 ववषयवस्तु पर आधाररत दो तनबधां ात्मक प्रश्न (4×2) (तीन में से दो) 08
(घ) (क) श्रवर् एवां वाचन 10
(ख) पररयोजना 10
कु ल 100
नोि : तनम्नमलखखत पाठों से प्रश्न नहीां पिू
ेजाएांगIे
अतरा (भाग – 2) ·    अज्ञेय (यह दीप अके ला, मनैं े देखा एक बदूां )
·   के शवदास (कववत्त /सवयै ा)
प्रस्ताववत पस्ु
तकें :
1.    अतरा, िाग – 2, एन.सी.ई.आर.िी. द्वारा प्रकामशतI
2.   अतराल, िाग – 2, (ववववध ववधाओां का सकलन), एन.सी.ई.आर.िी. द्वारा प्रकामशतI
3.   ‘अशिव्यच्तत और माध्यम’, एन.सी.ई.आर.िी. द्वारा प्रकामशत (खांि – ख कामकाजी हहदी और रचनात्मक लेखन हेत)ु I
ननर्ायररत समयावधर् : 3 घििं
ेअधर्कतम अकिं
: 100
क्र. स.िं प्रश्नों का प्रारूप दक्षता  परीक्षण/  अधर्गम पररणाम 1
अकिं
2
अकिं
3
अकिं
4
अकिं
5
अकिं
6
अकिं
8
अकिं
कु ल योग
1 अपहित बोर् अवधारर्ात्मक  बोध,  अर्थग्रि हर्, 8 4 16
(पिन कौिल) अनुमान लगाना, ववश्लेषर् करना,
शब्दज्ञान  व  भावषक  प्रयोग,
सजृ नात्मकता, मौमलकताI
2 कायायलय  ह दी सांके त बबदां ओु ां का ववस्तार, अपने 4 1 1 1 20
और रचनात्मक मत का अमभव्यजतत, सोदाहरर्
लेिन  (लेिन समझना, औचचत्य तनधािरर्, भाषा
कौिल) में  प्रवाहमयता,  सिीक  शैली,
उचचत   प्राऱप   का   प्रयोग,
अमभव्यजतत  की  मौमलकता,
सजृ नात्मकता एवां ताककि कताI
3 पाठ्य पस्ु तकें प्रत्यास्मरर्, ववषयवस्तु का बोध एवां        व्याख्या,      अर्थिग्रहर् (भावग्रहर्) लेखक के  मनोभावों  को     समझना    शब्दों    का प्रसांगानुकू ल    अर्थि समझना, आलोचनात्मक चचतां न, ताककि कता, सराहना,  साहहजत्यक परांपराओां के पररप्रेक्ष्य में मूल्याांकन, ववश्लेषर्, सजृ नात्मकता,   कल्पनाशीलता, काय-ि कारर् सांबांध स्र्थावपत करना, साम्यता एवां अांतरों की  पहचान, अमभव्यजतत में  मौमलकता एवां जीवन मूल्यों की पहचान। 2 4 3 2 1 44
4 (क) श्रवर् तर्था वाचन 10
(ख) पररयोजना 10
कु ल 1×12
=  12
2×6
=  12
3×5
=  15
4×3
=  12
5×3
=  15
6×1
=  6
8×1
=  8
100
ननर्ायररत समयावधर् : 3 घििं
ेअधर्कतम अकिं
: 100
क्र. स.िं प्रश्नों का प्रारूप दक्षता  परीक्षण/  अधर्गम पररणाम 1
अकिं
2
अकिं
3
अकिं
4
अकिं
5
अकिं
6
अकिं
8
अकिं
कु ल योग
1 अपहित बोर् अवधारर्ात्मक  बोध,  अर्थग्रि हर्, 6 5 16
(पिन कौिल) अनुमान लगाना, ववश्लेषर् करना,
शब्दज्ञान  व  भावषक  प्रयोग,
सजृ नात्मकता, मौमलकता I
2 कायायलय  ह दी सांके त बबदां ओु ां का ववस्तार, अपने 4 1 1 1 20
और रचनात्मक मत का अमभव्यजतत, सोदाहरर्
लेिन  (लेिन समझना, औचचत्य तनधािरर्, भाषा
कौिल) में  प्रवाहमयता,  सिीक  शैली,
उचचत   प्राऱप   का   प्रयोग,
अमभव्यजतत  की  मौमलकता,
सजृ नात्मकता एवां ताककि कताI
3 पाठ्य पस्ु तकें प्रत्यास्मरर्, ववषयवस्तु का बोध एवां        व्याख्या,      अर्थिग्रहर् (भावग्रहर्) लेखक के  मनोभावों  को     समझना    शब्दों    का प्रसांगानुकू ल    अर्थि समझना, आलोचनात्मक चचतां न, ताककि कता, सराहना,  साहहजत्यक परांपराओां के पररप्रेक्ष्य में मूल्याांकन, ववश्लेषर्, सजृ नात्मकता,   कल्पनाशीलता, काय-ि कारर् सांबांध स्र्थावपत करना, साम्यता एवां अांतरों की  पहचान, अमभव्यजतत में  मौमलकता एवां जीवन मूल्यों की पहचान। 2 4 3 2 1 44
4 (क) श्रवर् तर्था वाचन 10
(ख) पररयोजना 10
कु ल 1×10
=  10
2×7
=  14
3×5
=  15
4×3
=  12
5×3
=  15
6×1
=  6
8×1
=  8
100

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Hindi Core 2018-19

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Hindi Core 2018-19

प्रस्तावना :
ह दिं
ी (आधार) (कोड सिं.  – 302)
(2018-19)
दसव ीं कक्षा तक हहदीं
ी का अध्ययन करने वाला ववद्यार्थी समझते हुए पढ़ने व सुनने के
सार्थ-सार्थ हहदीं
ी में सोचने और उसे मौखिक एवीं ललखित ऱप में व्यक्त कर पाने की सामान्य
दक्षता अर्जति
कर चकु
ा होता है। उच्चतर माध्यलमक स्तर पर आने के बाद इन सभ
दक्षताओीं को सामान्य से ऊपर उस स्तर तक ले जाने की आवश्यकता होत है, जहााँ भाषा का
प्रयोग लभन्न-लभन्न व्यवहार-क्षेत्रों की माींगों के अनुऱप ककया जा सके । आधार पाठ्यक्रम, साहहर्ययक बोध के सार्थ-सार्थ भाषाई दक्षता के ववकास को ज्यादा महययव देता है। यह पाठ्यक्रम उन ववद्यार्र्थयों के ललए उपयोग साबबत होगा, जो आगे  ववश्वववद्यालय में
अध्ययन करते हुए हहदीं
ी को एक ववषय के ऱप में पढ़ेंगे या ववज्ञान/सामार्जक ववज्ञान के
ककस ववषय को हहदीं
ी माध्यम से पढ़ना चाहेंगे। यह उनके ललए भ उपयोग साबबत होगा, जो
उच्चतर माध्यलमक स्तर की लिक्षा के बाद ककस तरह के रोजगार में लग जाएींगे। वहााँ
कामकाज  हहदीं
ी का आधारभूत अध्ययन काम आएगा। र्जन ववद्यार्र्थयि
ों की रर्च जनसींचार
माध्यमों में होग , उनके ललए यह पाठ्यक्रम एक आरींलभक पष्ृ ठभूलम ननलमति
करेगा। इसके
सार्थ ही यह पाठ्यक्रम सामान्य ऱप से तरह-तरह के साहहयय के सार्थ ववद्यार्र्थयों के  सींबींध
को सहज बनाएगा। ववद्यार्थी भावषक अलभव्यर्क्त के सूक्ष्म एवीं जहिल ऱपों से पररर्चत हो सकें गे। वे यर्थार्थि को अपने ववचारों में व्यवर्स्र्थत करने के साधन के तौर पर भाषा का
अर्धक सार्थकि
उपयोग कर पाएाँगे और उनमें ज वन के प्रनत मानव य सींवेदना एवीं सम्यक्
दृर्ष्ि का ववकास हो सके गा।
उद्देश् :
·   इन माध्यमों और ववधाओीं के ललए उपयुक्त भाषा प्रयोग की इतन क्षमता उनमें आ
चकु
ी होग कक वे स्वयीं इससे जुडे उच्चतर पाठ्यक्रमों को समझ सकें गे।
·  सामार्जक हहसा की भावषक अलभव्यर्क्त की समझ।
·    भाषा के अदीं
र सकक्रय सयता सींबींध की समझ।
·    सजृ
नायमक साहहयय को सराह पाने और उसका आनींद उठाने की क्षमता का ववकास
तर्था भाषा में सौंदयाियमकता उयपन्न करने वाली सजृ
ववकास।
नायमक युर्क्तयों की सींवेदना का
·  ववद्यार्र्थयों के भ तर सभ प्रकार की ववववधताओीं (धम,ि
जानत,  ललगीं
, क्षेत्र एवीं भाषा
सींबींध ) के प्रनत सकारायमक एवीं वववेकपूर्ि रवैये का ववकास।
·  पठन-सामग्र को लभन्न-लभन्न कोर्ों से अलग-अलग सामार्जक, साींस्कृ नतक र्चतीं
ाओीं
के पररप्रेक्ष्य में देिने का अभ्यास कराना तर्था दृर्ष्िकोर् की एकाींर्गकता के  प्रनत
आलोचनायमक दृर्ष्ि का ववकास करना।
·   ववद्यार्थी में स्तरीय साहहयय की समझ और उसका आनींद उठाने की स्फू नत,ि
एवीं उसमें साहहयय को श्रेष्ठ बनाने वाले तयवों की सींवेदना का ववकास।
ववकास
·   ववलभन्न ज्ञानानुिासनों के ववमिि की भाषा के ऱप में हहदीं
उसकी क्षमताओीं का बोध।
ी की ववलिष्ि प्रकृ नत और
·   कामकाज  हहदीं
ी के उपयोग के कौिल का ववकास।
·   सींचार माध्यमों (वप्रिीं
और इलेक्रॉननक) में प्रयुक्त हहदीं
ी की प्रकृ नत से पररचय और
इन माध्यमों की आवश्यकता के अनुऱप मौखिक एवीं ललखित अलभव्यर्क्त  का
ववकास।
· ववद्यार्थी में ककस भ अपररर्चत ववषय से सींबींर्धत प्रासींर्गक जानकारी के स्रोतों का अनुसींधान और व्यवर्स्र्थत ढींग से उनकी मौखिक और ललखित प्रस्तुनत की क्षमता का ववकास।
शिक्षण-युक्ततयााँ
·   कु छ बातें इस स्तर पर हहदीं
ी लिक्षर् के लक्ष्यों के सींदभि में सामान्य ऱप से कही जा
सकत हैं। एक तो यह है कक कक्षा में दबाव एवीं तनाव मुक्त माहौल होने की र्स्र्थनत
में ही ये लक्ष्य हालसल ककए जा सकते हैं। चाँकू क इस पाठ्यक्रम में तैयारिुदा उयतरों को कीं ठस्र्थ कर लेने की कोई अपेक्षा नहीीं है, इसललए ववषय को समझने और उस समझ के आधार पर उयतर को िब्दबद्ध करने की योग्यता ववकलसत  करना ही लिक्षक का काम है। इस योग्यता के ववकास के ललए कक्षा में  ववद्यार्र्थयों और लिक्षक्षका के ब च ननबािध सींवाद जऱरी है। ववद्यार्थी अपन  िींकाओीं और उलझनों को र्जतना ही अर्धक व्यक्त करेंगे, उतन ही ज़्यादा स्पष्िता उनमें आ पाएग ।
·   भाषा की कक्षा से समाज में मौजूद ववलभन्न प्रकार के द्वींद्वों पर बातच त का मींच
बनाना चाहहए। उदाहरर् के ललए सींववधान में ककस िब्द  वविषे
के प्रयोग पर ननषेध
को चचाि का ववषय बनाया जा सकता है। यह समझ जऱरी है कक ववद्यार्र्थयों को
लसफि सकारायमक पाठ देने से काम नहीीं चलेगा बर्कक उन्हें समझाकर भावषक यर्थार्थि का स धे सामना करवाने वाले पाठों से पररचय होना जऱरी है।
·  िींकाओीं और उलझनों को रिने के अलावा भ कक्षा में ववद्यार्र्थयों को अर्धक-से- अर्धक बोलने के ललए प्रेररत ककया जाना जऱरी है। उन्हें यह अहसास कराया जाना चाहहए कक वे पहठत सामग्र पर राय देने का अर्धकार और ज्ञान रिते हैं। उनकी राय को प्रार्थलमकता देने और उसे बेहतर तरीके से पुनः प्रस्तुत करने की अध्यापकीय िैली यहााँ बहुत उपयोग होग ।
·   ववद्यार्र्थयों को सींवाद में िालमल करने के ललए यह भ जऱरी होगा कक उन्हें एक
नामहीन समूह न मानकर अलग-अलग व्यर्क्तयों के ऱप में अहलमयत दी जाए। लिक्षकों को अक्सर एक कु िल सींयोजक की भूलमका में स्वयीं देिना होगा, जो ककस
भ इच्छु क व्यर्क्त को सींवाद का भाग दार बनने से वींर्चत नहीीं रित,े
उसके कच्च-े
पक्के वक्तव्य को मानक भाषा-िैली में ढाल कर उसे एक आभा दे देते हैं और मौन
को अलभव्यींजना मान बैठे लोगों को मुिर होने पर बाध्य कर देते हैं।
·  अप्रययालित ववषयों पर  र्चतीं
न तर्था उसकी मौखिक व ललखित अलभव्यर्क्त की
योग्यता का ववकास लिक्षकों के सचते
प्रयास से ही सींभव है। इसके ललए लिक्षकों को
एक ननर्श्चत अतीं
राल पर नए-नए ववषय प्रस्ताववत कर लेि एवीं अनुच्छे द ललिने
तर्था सींभाषर् करने के ललए पूरी कक्षा को प्रेररत करना होगा। यह अभ्यास ऐसा है,
र्जसमें ववषयों की कोई स मा तय नहीीं की जा सकत । ववषय की अस म सींभावना के ब च लिक्षक यह सुननर्श्चत कर सकते हैं कक उसके ववद्यार्थी ककस ननबींध-सींकलन या कींु ज से तैयारिुदा सामग्र को उतार भर न ले। तैयार िुदा सामग्र के लोभ से, बाध्यतावि ही सही मुर्क्त पाकर ववद्यार्थी नये तरीके से सोचने और उसे िब्दबद्ध
करने के ययन में सन्नद्ध होंगे। मौखिक अलभव्यर्क्त पर भ वविषे
ध्यान देने की
जऱरत है,  क्योंकक भववष्य में साक्षायकार,  सींगोष्ठी जैसे मौकों पर यही  योग्यता
ववद्यार्थी के काम आत है। इसके अभ्यास के लसललसले में लिक्षकों को उर्चत हावभाव, मानक उच्चारर्, पॉज, बलाघात, हार्जरजवाब इययाहद पर िास बल देना होगा।
·   मध्यकालीन काव्य की भाषा के ममि से ववद्यार्थी का पररचय कराने के ललए जऱरी होगा कक ककताबों में आए काव्याींिों की सींग तबद्ध प्रस्तुनतयों के   ऑडियो-व डियो कै सेि तैयार ककए जाएाँ। अगर आसान से कोई गायक/गानयका लमले तो कक्षा में मध्यकालीन साहहयय के लिक्षर् में उससे मदद ली जान चाहहए।
·   वयृ तर्चत्रों और लसनेमा को लिक्षर् सामग्र के तौर पर इस्तेमाल करने की जऱरत है।
इनके  प्रदिनि
के क्रम में इन पर लगातार बातच त के जररए लसनेमा के माध्यम से
भाषा के प्रयोग की ववलिष्िता की पहचान कराई जा सकत है और हहदीं
ी की अलग-
अलग छिा हदिाई जा सकत है। ववद्यार्र्थयों को स्तरीय परीक्षा करने को भ कहा
जा सकता है।
· कक्षा में लसफि एक पाठ्यपुस्तक की भौनतक उपर्स्र्थनत से बेहतर यह है कक लिक्षक के हार्थ में तरह-तरह की पाठ्यसामग्र को ववद्यार्थी देि सकें और लिक्षक्षका उनका कक्षा में अलग-अलग मौकों पर इस्तेमाल कर सके ।
·   भाषा लगातार ग्रहर् करने की कक्रया में बनत है, इसे प्रदलिति
करने का एक तरीका
यह भ है कक लिक्षक िदु
यह लसिा सकें कक वे भ िब्दकोि, साहहययकोि, सींदभग्रींर्थ
की लगातार मदद ले रहे हैं। इससे ववद्यार्र्थयों में इसका इस्तेमाल करने को लेकर
तयपरता बढ़ेग । अनुमान के आधार पर ननकितम अर्थि तक पहुाँचकर सतीं
ुष्ि होने की
जगह वे सही अर्थि की िोज करने का अर्थि समझ पाएाँगे। इससे िब्दों की अलग-
अलग रींगत का पता चलेगा और उनमें सींवेदनि लता बढ़ेग । वे िब्दों के बारीक अतीं र
के प्रनत और सजग हो पाएाँगे।
·   कक्षा-अध्यापन के पूरक कायि के ऱप में सेलमनार, ट्यूिोररयल कायि, समस्या-समाधान
काय,ि
समूहचचाि,  पररयोजना काय,ि
स्वाध्याय आहद पर बल हदया जाना चाहहए। पाठ्यक्रम
में जनसींचार माध्यमों से सींबींर्धत अिीं
ों को देिते हुए यह जऱरी है कक समय-समय
पर इन माध्यमों से जुडे व्यर्क्तयों और वविषे
ज्ञों को भ ववद्यालय में बुलाया जाए
तर्था उनकी देि-रेि में कायिालाएाँ आयोर्जत की जाएीं।
·  लभन्न क्षमता वाले ववद्यार्र्थयि
ों के ललए उपयुक्त लिक्षर् सामग्र का इस्तेमाल ककया
जाए तर्था उन्हें ककस भ प्रकार से अन्य ववद्यार्र्थयों से कमतर या अलग न समझा
जाए।
·  कक्षा में लिक्षक को हर प्रकार की ववलभन्नता और ललगीं
जानत धम ि
वगि के  प्रनत
सकारायमक और सींवेदनि ल वातावरर् ननलमति
करना चाहहए।
श्रवण तथा वाचन परीक्षा ेतु हदिा-ननदेि
श्रवण (सुनना) : वखर्ति
या पहठत सामग्र को सनु
कर अर्थग्रि
हर् करना, वातािलाप करना, वाद-
वववाद, भाषर्, कववतापाठ आहद को सुनकर समझना, मूकयाींकन करना और अलभव्यर्क्त के
ढींग को समझना।                                                          5
वाचन (बोलना) : भाषर्, सस्वर कववता-पाठ, वातािलाप और उसकी औपचाररकता, कायक्रम- प्रस्तुनत, कर्था-कहान अर्थवा घिना सुनाना, पररचय देना, भावानुकू ल सींवाद-वाचन।      5
हिप्पणी : वातािलाप की दक्षताओीं का मूकयाींकन ननरींतरता के आधार पर परीक्षा के समय ही
होगा। ननधािररत 10  अकों में से 5  श्रवर् (सुनना) कौिल के मूकयाींकन के ललए और 5  वाचन
(बोलना) कौिल के मूकयाींकन के ललए होंगे।
श्रवण (सुनना) कौिल का मूलयािंकन :
·  परीक्षक ककस प्रासींर्गक ववषय पर एक अनच्ु
छे द का स्पष्ि वाचन करेगा। अनुच्छे द
तथ्यायमक या सुझावायमक हो सकता है। अनुच्छे द लगभग 250   िब्दों का होना
चाहहए।
या
परीक्षक 2-3 लमनि का श्रव्य अिीं
(ऑडियो र्क्लप) सुनवाएगा। अिीं
रोचक होना
चाहहए । कथ्य /घिना पूर्ि एवीं स्पष्ि होन चाहहए। वाचक का उच्चारर् िुद्ध  स्पष्ि
एवीं ववराम र्चह्नों के उर्चत प्रयोग सहहत होना चाहहए।
·   अध्यापक को सुनत-े सुनते परीक्षार्थी अलग कागज़ पर हदए हुए श्रवर् बोध के अभ्यासों को हल कर सकें गे।
·   अभ्यास ररक्तस्र्थान-पूनत,ि
हो सकते हैं।
बहुववककप अर्थवा सयय/असयय का चनु
ाव आहद ववधाओीं में
·   अनत लघउु
यतरायमक 5 प्रश्न पछू
ेजाएाँगे।                                 (1×5 =5)
मौखिक अशिव्यक्तत (बोलना) का मलू
यािंकन :
·   र्चत्रों के क्रम पर आधाररत वर्न : इस भाग में अपेक्षा की जाएग कक ववद्यार्थी
वववरर्ायमक भाषा का प्रयोग करें।
·  ककस र्चत्र का वर्नि
: र्चत्र व्यर्क्त या स्र्थान के हो सकते हैं।
·  ककस ननधािररत ववषय पर बोलना : र्जससे ववद्यार्थी अपने व्यर्क्तगत अनुभव का
प्रययास्मरर् कर सकें ।
·   कोई कहान सुनाना या ककस घिना का वर्नि
करना।
·    पररचय देना।                                                             2
अकीं
(स् /  पररवार/  वातावरर्/  वस्त/ु
व्यर्क्त/  पयािवरर्/  कवव /लेिक आहद)
·   कु ल त न प्रश्न पछू
ेजा सकते हैं।                                       1×3=3
हिप्पणी :
·  परीक्षर् से पूवि परीक्षार्थी को तैयारी के ललए कु छ समय हदया जाए।
·  वववरर्ायमक भाषा में वतमान काल का प्रयोग अपेक्षक्षत है।
·   ननधािररत ववषय परीक्षार्थी के अनुभव-जगत के हों। जैसे – कोई चिु प्रसींग सुनाना।
कु ला या हास्य
अर्थवा
हाल में पढ़ी पुस्तक या देिे हुए चलर्चत्र (लसनेमा) की कहान सुनाना। जब परीक्षार्थी बोलना आरींभ करें तो परीक्षक कम से कम हस्तक्षेप करें।
कौिलों के अतिं
रण का मलू
यािंकन
(इस बात का ननश्चय करना कक क्या ववद्यार्थी में श्रवर् और वाचन की ननम्नललखित योग्यताएाँ हैं।)
श्रवण (सनु ना) वाचन (बोलना)
1 पररर्चत सदभों में प्रयक्ु त िब्दों और पदों 1 के वल अलग-अलग िब्दों और पदों के
को समझने की सामान्य योग्यता है ककीं तु प्रयोग की योग्यता प्रदलिति करता है
वह ससु बीं द्ध आिय को नहीीं समझ पाता। ककीं तु एक ससु बीं द्ध  स्तर पर  नहीीं
बोल सकता।
2 छोिे ससु बीं द्ध कर्थनों को पररर्चत सदभों 2 पररर्चत सदभों में के वल छोिे सबद्ध
में समझने की योग्यता है। कर्थनों का स लमत िद्ु धता से प्रयोग
करता है।
3 पररर्चत या अपररर्चत दोनों सदभों में 3 अपेक्षाकृ त दीघि भाषर् में अर्धक
कर्र्थत सचू ना को स्पष्ि समझने की जहिल कर्थनों के प्रयोग की योग्यता
योग्यता है। प्रदलिति  करता है, अभ  भ  कु छ
अिद्ु र् यााँ करता है, र्जससे प्रेषर् में
रकावि आत है।
4 दीघि कर्थनों की ििींृ ला को पयािप्त िद्ु धता 4 अपररर्चत र्स्र्थनतयों में ववचारों को
से समझने के ढींग और ननष्कषि ननकाल ताककि क ढींग से सगीं हठत कर  धारा-
सकने की योग्यता है। प्रवाह ऱप में प्रस्ततु  करता है। ऐस
गलनतयााँ करता है र्जनसे प्रेषर् में
रकावि नहीीं आत ।
5 जहिल  कर्थनों  के  ववचार-बबदीं ओु ीं  को 5 उद् देश्य और श्रोता के ललए उपयक्ु त
समझने की योग्यता प्रदलिति  करने की िली को अपना सकता है, ऐसा करते
क्षमता है। वह उद् देश्य के अनकु ू ल सनु ने समय वह के वल मामलू ी गलनतयााँ
की कु िलता प्रदलिति  करता है। करता है।
पररयोजना कायय                                  – कु ल अकिं   10
व्यर्क्तगत ऱप से हदया जाएगा              – 5 अकीं
1. ववषयवस्तु                             – 1 अकीं
2. िब्द स मा (1000 िब्द)                  – 1 अकीं
3. भाषा िली                          – 1 अकीं
4. ववषय से सबीं
र्ीं धत र्चत्र तर्था आाँकडे        – 1 अकीं
5. प्रस्ततु
 करर्                         – 1 अकीं
·    पररयोजना कायि के आधार पर मौखिकी  – 5 अकीं
कक्षा – बारहव ीं में बाह्य परीक्षक द्वारा मौखिकी ली जाएग ।
·   पररयोजना कायि हहन्दी भाषा और साहहयय से सबीं
द्ीं
ध हो।
ह दिं
ी (आधार) (कोड सिं. 302)
कक्षा – 11वीिं (2018-19)
िडिं ववषय अकिं
(क) अपहित अििं 16
1 अपहठत गद्याींि – बोध (गद्याींि पर आधाररत बोध, प्रयोग, रचनाींतरर्, ि षकि
आहद   पर   लघूयतरायमक   प्रश्न   (2×4      लघूयतरायमक   प्रश्न+1×2 अनतलघूयतरायमक प्रश्न)
10
2 दो  में  से  एक  अपहठत  काव्याींि-बोध  (काव्याींि  पर  आधाररत  छह लघूयतरायमक प्रश्न) (1×6) 6
(ि) कायायलयी ह दिं ी और रचनात्मक लेिन 20
3 ननबींध (ववककप सहहत) 8
4 कायािलय पत्र (ववककप सहहत) 5
5 जनसींचार माध्यम और पत्रकाररता के ववववध आयामों पर चार लघूयतरायमक प्रश्न (1×4) 4
6 फीचर, ररपोिि, आलेि लेिन (ज वन-सींदभों ये जुड  घिनाओीं और र्स्र्थनतयों पर) ववककप सहहत (3×1) 3
(ग) पाठ्यपुस्तक 44
(1) आरो िाग – 1 32
(अ) काव्य िाग 16
7 दो काव्याींिों में से ककस एक काव्याींि पर अर्थग्रि हर् से सींबींर्धत त न प्रश्न
(2×3)
06
8 एक काव्याींि के सौंदयबोध पर त न में से दो प्रश्न (3×2) 06
9 कववताओीं की ववषयवस्तु पर आधाररत त न में से दो लघूयतरायमक प्रश्न (2×2) 04
(ब) गद्य िाग 16
10 गद्याींि पर आधाररत अर्थग्रहर् से सींबींर्धत चार प्रश्न (2×3) (1×1) 07
11 पाठों की ववषयवस्तु पर आधाररत चार में से त न बोधायमक प्रश्न (3×3) 09
(2) ववतान िाग – 1 12
12 पाठों की ववषयवस्तु पर आधाररत दो में से एक प्रश्न (4×1) 04
13 ववषयवस्तु पर आधाररत त न में से दो ननबींधायमक प्रश्न (4×2) 8
(घ) (क) श्रवर् तर्था वाचन -10 20
(ि) पररयोजना – 10
कु ल 100
नोि : ननम्नललखित पाठों से प्रश्न नहीीं पछू
ेजाएींगIे
आरोह (भाग – 1) ·   अप्पू के सार्थ ढाई साल
·    आयमा का ताप
·  पर्र्थक
प्रस्ताववत पस्ु
तकें :
1. आरो , िाग – 1, एन.स .ई.आर.िी. द्वारा प्रकालितI
2. ववतान िाग – 1, एन.स .ई.आर.िी. द्वारा प्रकालितI
3. अशिव्यक्तत और माध्यम एन.स .ई.आर.िी. द्वारा प्रकालित (िींि – ि कामकाज हहदी और रचनायमक लेिन हेत)ु I
ह दिं
ी (आधार) (कोड सिं. 302)
कक्षा – 12वीिं (2018-19)
िडिं ववषय अकिं
(क) अपहित अििं 16
1 अपहठत गद्याींि – बोध (गद्याींि पर आधाररत बोध, प्रयोग, रचनाींतरर्, ि षकि
आहद पर लघूयतरायमक प्रश्न (1×2) + 5 लघूयतरायमक प्रश्न (2x 5)
12
2 अपहठत काव्याींि-बोध (काव्याींि पर आधाररत चार लघूयतरायमक प्रश्न) (1×4) 04
(ि) कायायलयी ह दिं ी और रचनात्मक लेिन 20
3 ककस एक ववषय पर अनुच्छे द (ववककप सहहत) 05
4 कायािलय पत्र (ववककप सहहत) 05
5 वप्रिीं माध्यम, सींपादकीय, ररपोिि, आलेि आहद पर चार अनतलघूयतरायमक प्रश्न (1×4) 04
6 ककस एक ववषय पर आलेि अर्थवा हाल ही में पढ़ी पुस्तक की सम क्षा (3×1) 03
7 ज वन-सींदभों से जुड घिनाओीं और र्स्र्थनतयों पर फीचर लेिन (3×1) 03
(ग) पाठ्यपुस्तक 44
(1) आरोह भाग-2 32
(अ) काव्य भाग 16
8 दो काव्याींिों में से ककस एक पर अर्थग्रहर् से सींबींर्धत त न प्रश्न (2×3) 06
9 काव्याींि के सौंदयबोध पर दो में से एक काव्याींि पर दो प्रश्न (2×2) 04
10 कववताओीं की ववषयवस्तु से सींबींर्धत त न में से दो लघूयतरायमक प्रश्न (3×2) 06
(ब) गद्य भाग 16
11 दो गद्याींिों में से ककस एक गद्य पर आधाररत अर्थग्रहर् के त न प्रश्न
(2×3)
06
12 पाठों की ववषयवस्तु पर आधाररत चार बोधायमक प्रश्न (3×3) (1×1) 10
(2) ववतान िाग-2 12
12 पाठों की ववषयवस्तु पर आधाररत एक प्रश्न (4×1) ववककप सहहत 04
13 ववषयवस्तु पर आधाररत त न में से दो ननबींधायमक प्रश्न (4×2) 8
(घ) (क) श्रवर् तर्था वाचन – 10 20
(ि) पररयोजना – 10
कु ल 100
नोि : ननम्नललखित पाठों से प्रश्न नहीीं पछू
ेजाएींगIे
आरोह (भाग – 2) ·    बादल राग
प्रस्ताववत पस्ु
तकें :
1.    आरो , िाग – 2, एन.स .ई.आर.िी. द्वारा प्रकालितI
2.    ववतान, िाग – 2, एन.स .ई.आर.िी. द्वारा प्रकालितI
3.   ‘अशिव्यक्तत और माध्यम’, एन.स .ई.आर.िी. द्वारा प्रकालित (िींि – ि कामकाज हहदी और रचनायमक लेिन हेत)ु I
प्रश्नपत्र का प्रश्नानुसार ववश्लेषण एविं प्रारूप
ह दिं
ी पाठ्यक्रम – 11वीिं आधार (2018-19)
समयावधध : 3  घिंिे                                      अधधकतम अकिं
: 100
क्र. सिं. प्रश्नों का प्रारूप दक्षता परीक्षण/   अधधगम पररणाम 1
अकिं
2
अकिं
3
अकिं
4
अकिं
5
अकिं
8
अकिं
कु ल
1 अपहित   बोध अवधारर्ायमक   बोध,     अर्थग्रहर्, 8 4 16
(पिन कौिल) अनुमान लगाना,  ववश्लेषर् करना,
िब्द-ज्ञान  व  भावषक  प्रयोग,
सजृ नायमकता, मौललकता।
2 कायायलयी ह दिं ी सके त बबदीं ओीं का ववस्तार, अपने मत 4 1 1 1 20
और रचनात्मक की अलभव्यर्क्त, सोदाहरर् समझना,
लेिन  (लेिन और्चयय   ननधािरर्,      भाषा   में
प्रवाहमयता,    सिीक  िैली,    उर्चत
कौिल) प्राऱप का प्रयोग,  अलभव्यर्क्त की
मौललकता,       सजृ नायमकता   एवीं
ताककि कताI
3 पाठ्यपुस्तकें प्रययास्मरर्, ववषयवस्तु का बोध एवीं व्याख्या, अर्थग्रि हर् (भावग्रहर्), लेिक के मनोभावों को समझना,  िब्दों का प्रसींगानुकू ल अर्थि     समझना, आलोचनायमक र्चतीं न,     ताककि कता, सराहना, साहहर्ययक  परींपराओीं के पररप्रेक्ष्य में  मूकयाींकन, ववश्लेषर्, सजृ नायमकता,   ककपनाि लता,   कायि- कारर्   सींबींध स्र्थावपत करना, साम्यता  एवीं अींतरों की पहचान, अलभव्यर्क्त  में  मौललकता   एवीं ज वन-मूकयों की पहचान। 1 8 5 3 44
4 (क) श्रवर् तर्था वाचन 10
(ि) पररयोजना 10
कु ल 1×13
=13
2×12
=24
3×6=
18
4×3=
12
5×1=
5
8×1
=8
100
प्रश्नपत्र का प्रश्नानुसार ववश्लेषण एविं प्रारूप
ह दिं
ी पाठ्यक्रम – 12वीिं आधार (2018-19)
समयावधध : 3  घिंिे                                    अधधकतम अकिं
: 100
क्र. सिं. प्रश्नों का प्रारूप दक्षता परीक्षण/ अधधगम पररणाम 1
अकिं
2
अकिं
3
अकिं
4
अकिं
5
अकिं
कु ल
1 अपहित   बोध अवधारर्ायमक बोध,  अर्थग्रि हर्,  अनुमान 6 5 16
(पिन कौिल) लगाना,  ववश्लेषर् करना,  िब्द-ज्ञान व
भावषक प्रयोग, सजृ नायमकता, मौललकता।
2 कायायलयी ह दिं ी सके त बबदीं ओीं का ववस्तार, अपने मत की 4 2 2 20
और रचनात्मक अलभव्यर्क्त, सोदाहरर् समझना, और्चयय
लेिन  (लेिन ननधािरर्, भाषा में प्रवाहमयता, सिीक िैली,
उर्चत प्राऱप का प्रयोग, अलभव्यर्क्त की
कौिल) मौललकता,  सजृ नायमकता एवीं ताककि कता
3 पाठ्यपुस्तकें प्रययास्मरर्,   ववषयवस्तु  का  बोध  एवीं व्याख्या, अर्थग्रहर् (भावग्रहर्), लेिक  के मनोभावों   को   समझना,      िब्दों   का प्रसींगानुकू ल अर्थि समझना,  आलोचनायमक र्चतीं न, ताककि कता,     सराहना, साहहर्ययक परींपराओीं के   पररप्रेक्ष्य में मूकयाींकन, ववश्लेषर्, सजृ नायमकता, ककपनाि लता, काय-ि कारर् सींबींध स्र्थावपत करना, साम्यता एवीं  अींतरों की पहचान, अलभव्यर्क्त में मौललकता एवीं ज वन-मूकयों की पहचान। 1 8 5 3 44
4 (क) श्रवर् तर्था वाचन 10
(ि) पररयोजना 10
कु ल 1×11
=11
2×13
=26
3×7=
21
4×3=
12
5×2=
10
100

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Geography 2018-19

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Geography 2018-19

CBSE GEOGRAPHY (Code No. 029)
(2018-19)
Geography is introduced as an elective subject at the senior secondary stage. After ten years of general
education, students branch out at the beginning of this stage and are exposed to the rigors of the discipline for the first time. Being an entry point for the higher education, students choose Geography for pursuing their academic interest and, therefore, need a broader and deeper understanding of the subject. For others, geographical knowledge is useful in daily lives because it is a valuable medium for the education of young people. Its contribution lies in the content, cognitive processes, skills and values that Geography promotes and thus helps the students explore, understand and evaluate the environmental and social dimensions of
the world in a better manner.
Since Geography explores the relationship between people and their environment, it includes studies of
physical and human environments and their interactions at different scales-local, state/region, nation and the world. The fundamental principles responsible for the varieties in the distributional pattern of physical and human features and phenomena over the earth’s surface need to be understood properly. Application of these principles would be taken up through selected case studies from the world and India. Thus, the physical and human environment of India and study of some issues from a geographical point of view will be
covered in greater detail. Students will be exposed to different methods used in geographical investigations.
Objectives:
The course in Geography will help learners to:
Familiarise with key concepts, terminology and core principles of Geography. Describe locations and correlate with Geographical Perspectives.
List/describe what students might see, hear, smell, at a place. List/describe ways a place is linked with other places.
Compare conditions and connections in one place to another. Analyze/describe how conditions in one place can affect nearby places. Identify regions as places that are similar or connected.
Describe and interpret the spatial pattern features on a thematic map.
Search for, recognize and understand the processes and patterns of the spatial arrangement of the natural features as well as human aspects and phenomena on the earth’s surface.
Understand and analyses the inter-relationship between physical and human environments and utilise such knowledge in reflecting on issues related to community.
Apply geographical knowledge and methods of inquiry to emerging situations or problems at different levels-local, regional, national and global.
Develop geographical skills, relating to collection, processing and analysis of spatial data/ information
and preparation of report including maps and graphs and use of computers where ever possible; and to be sensitive to issues.
CBSE GEOGRAPHY (029)
CLASS XI (2018-19)
One Theory Paper                                                                                                                         70 Marks
3 Hours
Part A Fundamentals of Physical Geography 35 Marks
Unit-1: Geography as a discipline 30
Unit-2: The Earth
Unit-3: Landforms
Unit-4: Climate
Unit-5: Water (Oceans)
Unit-6: Life on the Earth
Map and diagram 5
Part B India-Physical Environment 35 Marks
Unit-7: Introduction 30
Unit-8: Physiography
Unit-9: Climate, vegetation and soil
Unit-10: Natural hazards and Disasters
Map and Diagram 5
Part C Practical Work 30 Marks
Unit-1: Fundamentals of Maps 10 Marks
Unit-2: Topographic and Weather Maps 15 Marks
Practical Record Book and Viva 5 Marks
Part A: Fundamentals of Physical Geography                                                        87 Periods
Unit-1: Geography as a Discipline                                                                                              04 Periods
Geography as an integrating discipline, as a science of spatial attributes. Branches of Geography; Physical Geography and Human Geography.
Scope and Career Options
Unit-2: The Earth                                                                                                                       11 Periods
Origin and evolution of the earth; Interior of the earth. Wegener’s continental drift theory and plate tectonics.
Earthquakes and volcanoes: causes, types and effects.
Unit-3: Landforms                                                                                                                      20 Periods
Rocks: major types of rocks and their characteristics.
Geomorphic processes: weathering, mass wasting, erosion and deposition; soil-formation.
Landforms and their evolution- Brief erosional and depositional features
Unit 4: Climate                                                                                                                          30 Periods
Atmosphere- composition and structure; elements of weather and climate.
Insolation-angle of incidence and distribution; heat budget of the earth-heating and cooling of atmosphere (conduction, convection, terrestrial radiation and advection); temperature- factors controlling temperature; distribution of temperature-horizontal and vertical; inversion of temperature.
Pressure-pressure belts; winds-planetary, seasonal and local; air masses and fronts; tropical and extratropical cyclones.
Precipitation-evaporation; condensation-dew, frost, fog, mist and cloud; rainfall-types and world distribution.
Climate and Global Concerns.
Unit 5: Water (Oceans)                                                                                                              10 Periods
Basics of Oceanography
Oceans – distribution of temperature and salinity.
Movements of ocean water-waves, tides and currents; submarine reliefs. Ocean resources and pollution.
Unit 6: Life on the Earth                                                                                                            07 Periods
Biosphere – importance of plants and other organisms; biodiversity and conservation; ecosystem and ecological balance.
Map work on identification of features based on 1 to 6 units on the outline/Physical/Political map of the
world.                                                                                                                                         05 Periods
Part – B: India – Physical Environment                                                                  78 Periods
Unit-7: Introduction                                                                                                                   04 Periods
Location, space relations, India’s place in the world.
Unit-8: Physiography                                                                                                                 28 Periods
Structure and Relief; Physiographic Divisions.
Drainage systems: Concept of river basins, Watershed; the Himalayan and the Peninsular rivers.
Unit-9: Climate, Vegetation and Soil                                                                                          28 Periods
Weather and climate – spatial and temporal distribution of temperature, pressure winds and rainfall, Indian monsoon: mechanism, onset and withdrawal, variability of rainfalls: spatial and temporal; use of weather charts.
Natural vegetation-forest types and distribution; wild life; conservation; biosphere reserves.
Soils – major types (ICAR’s classification) and their distribution, soil degradation and
conservation.
Unit-10: Hazards and Disasters: Causes, Consequences and Management                                  14 Periods
Floods, Cloudbursts Droughts: types and impact Earthquakes and Tsunami
Cyclones: features and impact
Landslides
Map Work of features based on above units for locating and labelling on the Outline/Political/Physical
map of India.                                                                                                                              04 Periods
Part – C: Practical Work                                                                                        50 Periods
Unit-1: Fundamentals of Maps                                                                                                   20 Periods
Geo spatial data, Concept of Geographical data matrix; Point, line, area data.
Maps -types; scales-types; construction of simple linear scale, measuring distance; finding direction and use of symbols.
Map projection- Latitude, longitude and time, typology, construction and properties of projection: Conical with one standard parallel and Mercator’s projection. (only two projections)
Unit 2: Topographic and Weather Maps                                                                                     30 Periods
Study of topographic maps (1 : 50,000 or 1 : 25,000 Survey of India maps); contour cross section and identification of landforms-slopes, hills, valleys, waterfall, cliffs; distribution of settlements.
Aerial Photographs: Types and Geometry-vertical aerial photographs; difference between maps and aerial photographs; photo scale determination. Identification of physical and cultural features.
Satellite imageries, stages in remote sensing data-acquisition, platform and sensors and data products, (photographic and digital).
Use of weather instruments: thermometer, wet and dry-bulb thermometer, barometer, wind vane, rain gauge.
Practical Record Book and Viva Voce
Viva to be based on Practical Unit I and II only.
CBSE GEOGRAPHY (Code No. 029)
CLASS – XI (2018-19)
1. Theory – One Paper                                                                                                       Time: 3 hours
Marks: 70
Part-I Fundamentals of Physical Geography 35
Unit-1: Geography as a discipline 30
Unit-2: The Earth
Unit -3: Landforms
Unit – 4: Climate
Unit – 5: Water (Oceans)
Unit – 6 : Life on the Earth
Map Work & Diagram 05
Part-II India- Physical Environment 35
Unit – 7 : Introduction 30
Unit – 8 : Physiography
Unit – 9 : Climate, vegetation and soil
Unit -10 : Natural hazards and Disasters
Map Work & Diagram 05
Total 70
Part -III Practical Work 30
Unit -1 : Fundamentals of Maps 10
Unit – 2 : Topographic and Weather Maps 15
Practical Record Book and Viva 05
2. Weightage to Difficulty Level
Estimated Difficulty Level Percentage
(i) Easy (E) 20%
(ii) Average (AV) 60%
(iii) Difficult (D) 20%
CBSE QUESTION PAPER DESIGN 2018-19
GEOGRAPHY (Theory)                                       Code No. 029                                                          CLASS-XI
Time: 3 Hours                                                 Max. Marks: 70
S.
No.
Typology of Questions Learning Outcomes
& Testing Skills
Short Answer (1 Mark) Short Answer (3 Marks) Long Answer I (5
Marks)
Map Skills based
(5 Marks)
Marks %
1 Remembering- (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information), Map skill based questions
(Identification,  location)
Reasoning  Analytical
Skills
Critical thinking
3 1 1 1
(identify location)
16 23%
2 Understanding- (Comprehension –to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information) 1 1 2 14 20%
3 Application (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret  a situation, provide an example, or solve a problem) 1 2 13 19%
4 High Order Thinking Skills (Analysis & Synthesis- Classify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information  from  a variety of sources) (includes Map interpretation) 2 1 2 1
(Map interpre- tation)
20 28%
5 Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes) 1 1+1 7 10%
Total 7×1 =7 6×3=18 7×5=35 2×5=10 70 (22)
Practical 30
100%
Time Estimated 15 min. 60 min. 70 min. 20 min. 165+15 = 180
min
Note:
No Chapterwise weightage, care to be taken to cover chapters in both books.
GEOGRAPHY (Code No. 029)
Class XII (2018-19)
One Theory Paper                                                                                                                           3 Hours
70 Marks
A Fundamentals of Human Geography 35 Marks
Unit 1: Human Geography 30
Unit 2: People
Unit 3: Human Activities
Unit 4: Transport, Communication and Trade
Unit 5: Human settlements
Map Work 5
B India: People and Economy 35 Marks
Unit 6: People 30
Unit 7: Human Settlements
Unit 8: Resources and Development
Unit 9: Transport, Communication and International Trade
Unit 10: Geographical Perspective on selected issues and problems
Map Work 5
C Practical Work 30 Marks
Unit 1: Processing of Data and Thematic Mapping 15
Unit 2: Field study or Spatial Information Technology 10
Unit 3: Practical Record Book and Viva Voce 5
GEOGRAPHY (Code No. 029)
CLASS XII
Part-A.  Fundamentals of Human Geography                                     90 Periods     35 Marks
Unit 1:     Human Geography: Nature and Scope                                                                         05 Periods
Unit 2:     People                                                                                                                        18 Periods
l       Population-distribution,density and growth
l       Population change-spatial patterns and structure; determinants of population change;
l       Age-sex ratio; rural-urban composition;
l       Human development – concept; selected indicators, international comparisons
Unit 3:     Human Activities                                                                                                         28 Periods
l Primary activities – concept and changing trends; gathering, pastoral, mining, subsistence agriculture, modern agriculture; people engaged in agricultural and allied activities – some examples from selected countries.
l       Secondary activities-concept; manufacturing: types – household, small scale, large scale; agro
based and mineral based industries; people engaged in secondary activities – some examples from selected countries.
l       Tertiary activities-concept; trade, transport and tourism; services; people engaged in tertiary activities – some examples from selected countries.
l       Quatenary  activities-concept;  people  engaged  in  quatenary  activities  –  case  study  from selected countries.
Unit 4:     Transport, Communication and Trade                                                                         24 Periods
l       Land transport – roads, railways; trans-continental railways.
l       Water transport- inland waterways; major ocean routes.
l       Air transport- Intercontinental air routes.
l       Oil and gas pipelines.
l       Satellite communication and cyber space- Importance and usage for geographical information; use of GPS.
l       International trade-Bases and changing patterns; ports as gateways of international trade, role of WTO in International trade.
l       Ocean: National rights and international treaties.
Unit 5:     Human Settlements                                                                                                     10 Periods
l       Settlement types – rural and urban; morphology of cities (case study); distribution of mega cities; problems of human settlements in developing countries.
Map Work on identification of features based on 1-5 units on the outline/Physical/Political map of World.
05 Periods
Part B. India: People and Economy                                                                       90 Periods
Unit 6:     People                                                                                                                        15 Periods
l       Population: distribution, density and growth; composition of population – linguistic, religious; sex, rural-urban and occupational-regional variations in growth of population.
l       Migration: international, national-causes and consequences.
l       Human development: selected indicators and regional patterns.
l       Population, environment and development.
Unit 7:     Human Settlements                                                                                                     10 Periods
l       Rural settlements – types and distribution.
l       Urban settlements – types, distribution and functional classification.
Unit 8:     Resources and Development                                                                                       30 Periods
l Land resources- general land use; agricultural land use, Geographical conditions and distribution of major crops (Wheat, Rice, Tea, Coffee, Cotton, Jute, Sugarcane and Rubber), agricultural development and problems.
l       Water resources-availability and utilization-irrigation, domestic, industrial and other uses;
scarcity   of   water   and   conservation   methods-rain   water   harvesting   and   watershed management.
l Mineral and energy resources- distribution of metallic (Iron ore, Copper, Bauxite, Manganese); non-metallic (Mica, Salt) minerals; conventional (Coal, Petroleum, Natural gas and Hydroelectricity) and non-conventional energy sources (solar, wind, biogas) and conservation.
l Industries – types, factors of industrial location; distribution and changing pattern of selected industries-iron and steel, cotton textiles, sugar, petrochemicals, and knowledge based industries; impact of liberalization, privatisation and globalisation on industrial location; industrial clusters.
l Planning in India- target group area planning (case study); idea of sustainable development (case study).
Unit 9:     Transport, Communication and International Trade                                                    15 Periods
l       Transport and communication-roads, railways, waterways and airways: oil and gas pipelines; Geographical information and communication networks.
l       International trade- changing pattern of India’s foreign trade; sea ports and their hinterland and airports.
Unit 10:   Geographical Perspective on Selected Issues and Problems                                        15 Periods
l       Environmental pollution; urban-waste disposal.
l       Urbanisation, rural-urban migration; problems of slums.
l       Land degradation.
Map work on locating and labelling of features based on above units on outline map of India.     05 Marks
Part-C   Practical Work                                                                                        40 Periods
Unit 1:     Processing of Data and Thematic Mapping                                                                   25 Periods
l       Type and Sources of data: Primary, Secondary and other sources.
l       Tabulating and processing of data; calculation of averages, measures of central tendency, deviation and rank correlation.
l       Representation of data- construction of diagrams: bars, circles and flowchart; thematic maps; construction of dot; choropleth and isopleth maps.
l       Data analysis and generation of diagrams, graphs and other visual diagrams using computers.
Unit 2:     Field Study or Spatial Information Technology                                                            15 Periods
Field visit and study: map orientation, observation and preparation of sketch; survey on any one of the local concerns; pollution, ground water changes, land use and land-use changes, poverty, energy issues, soil degradation, impact of floods and drought, catchment area of school, Market survey and Household survey (any one topic of local concern may be taken up for the study; observation and questionnaire survey may be adopted for the data collection; collected data may be tabulated and analysed with diagrams and maps). Students can be given different topics to get more insight into various problems of society.
OR
Spatial Information Technology
Introduction to GIS; hardware requirements and software modules; data formats; raster and vector data, data input, editing and topology building; data analysis; overlay and buffer.
Prescribed Books:
1.   Fundamentals of Physical Geography, Class XI, Published by NCERT
2.   India, Physical Environment, Class XI, Published by NCERT
3.   Practical Work in Geography, Class XI, Published by NCERT
4.   Fundamentals of Human Geography, Class XII, Published by NCERT
5.   India – People and Economy, Class XII, Published by NCERT
6.   Practical Work in Geography, Class XII, Published by NCERT
Note: The above textbooks are also available in Hindi medium.
QUESTION PAPER DESIGN 2018-19
GEOGRAPHY (Theory)                                     Code No. 029                                                        CLASS-XII
Time: 3 Hours                                                                                                                      Max. Marks: 70
S.
No.
Typology of Questions Learning Outcomes
& Testing Skills
V.
Short Answer (1
Mark)
Short Answer – (3 Marks) Long Answer I (5 Marks) Map Skills based
(5 Marks)
Marks %
1 Remembering-  (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information), Map skill based questions
(Identification,  location)
l  Reasoning
l  Analytical Skills
l Critical thinking
3 1 1 1
(identify location)
16 23%
2 Understanding- (Comprehension –to be familiar with meaning and to understand  conceptually, interpret, compare, contrast, explain,  paraphrase information) 1 1 2 14 20%
3 Application (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem) 1 2 13 19%
4 High Order Thinking Skills (Analysis & Synthesis- Classify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources) (includes Map interpretation) 2 1 2 1
(Map interpret ion)
20 28%
5 Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values) 1 1+
1(values based)
7 10%
Total 7×1 =7 6×3=18 7×5=35 2×5=10 70 (22)
Practical 30
100%
Time Estimated 15
min.
60 min. 70 min. 20 min. 165+15 = 180
min
Note: No Chapterwise weightage, care to be taken to cover chapters in both books.
I.       Weightage to content (Chapter nos. of NCERT textbooks are given against unit within brackets)
Part A: Fundamentals of Human Geography (Textbook I)                                                    35 marks
A Fundamentals of Human Geography 35 Marks
Unit 1: Human Geography (Ch.1) 30
Unit 2: People (Ch . 2 to 4)
Unit 3: Human Activities (Ch . 5 to 7)
Unit 4: Transport, Communication and Tra de                                   (Ch. 8 and 9)
Unit 5: Human Settlements (Ch. 10)
Map Work—–World map (for identification only relating to Units 1 to 5) 5
Total 35
II.      Weightage to content (Chapter nos. of NCERT textbooks are given against unit within brackets)
Part B: India, People and Economy (Textbook II)                                                                 35 marks
B India: People and Economy 35 Marks
Unit 6: People (Ch. 1 -3) 30
Unit 7: Human Settlements                                                                       (Ch. 4)
Unit 8: Resources and Development (Ch. 5-9)
Unit 9: Transport, Communication and International Trade (Ch. 10-11)
Unit 10: Geographical Perspective on selected issues and problems           (Ch.12)
Map Work 5
Total 35
Grand Total 70
Note: Value Based Question from any Unit 1-10.
III.     Weightage to Difficulty Level
Estimated Difficulty Level Percentage
(i)  Easy (E) 20%
(ii) Average (AV) 60%
(iii) Difficult (D) 20%
Scheme of Option: No internal choice except for blind students.
Fundamentals of Human Geography
Textbook I (NCERT)
Revised Map Items for identification only on outline political map of the World.
Unit-1
Unit-2
Ch.-1
Ch. 2 to 4
Nil
1
A large country in each continement in terms of area.
1 Areas having low and high density of population of each continent.
2 Countries having low/high growth rate of population. .
Unit-3 Ch. 5 to 7 1 Areas of subsistence gathering.
Primary Activities. 2 Major areas of nomadic herding of the world.
3 Major areas of commercial livestock rearing.
4 Major areas of extensive commercial grain faming.
5 Major areas of mixed farming of the World.
6 Major areas of mediterreneam agricalture of the World.
Secondary Activities 1 Ruhr  region,  Silicon  Valley,  Appalachian  region,  Great lakes region.
Unit – 4 Ch. 8 to 9 2 Transcontinental     Railways:     Terminal     Stations     of transcontinental railways
3 Major Sea Ports :
Europe:  North  Cape,  London,  Hamburg North  America: Vancouver, San Francisco, New Orleans
South America: Rio De Janeiro, Colon, Valparaiso
Africa: Suez, Durban and Cape Town
Asia: Yokohama, Shanghai, Hongkong, Aden,
Colombo, Karachi, Kolkata
Australia: Perth, Sydney, Melbourne and Auckland
4. Inland  Waterways:  Suez  canal,  Panama  canal,  Rhine waterway and St. Lawrence Seaway
5. Major Airports:
Asia: Tokyo, Beijing, Irkutsk, Vladivostok, Mumbai, Jedda, Aden
Europe: Moscow, London, Paris, Berlin and Rome
North America: Chicago, New Orleans, Mexico City
South America: Bogota, Brasilia, Buenos Aires, Santiago
Australia: Drarwin and Wellington.
Unit – 5 Ch. 10 Mega cities of the world
India – People and Economy
Textbook II (NCERT)
Revised Map for locating and labelling only on the outline political map of India
Units – 6 & 7 Ch. 1 to 4 •    State with high level of urbanised and low level of urbanisation
•    One state higher level of HDI & One lower level of HDI
•    State with higher level of pop pressure on land & one state lover level
of pop pressure in land.
•    One out migrating state
•    One in migrating state
•    One state with higher gender ratio & one with lower gender ratio
•    Any city with more than 10 million population.
Unit – 8 Ch. 5 to 9 Leading producing states of the following crops:
(a) Rice, (b) Wheat, (c) Jowar, (d) Bajra,
(e) Maize, (f) Groundnut, (g) Cotton, (h) Jute,
(i) Sugarcane, (j) Tea, and (k) Coffee
Mines:
Iron-ore mines: Mayurbhanj, Kendujhar, Durg, Bailadila, Ratnagiri, Bellary.
Manganese mines: Sundergarh, Balaghat, Nagpur, Shimoga.
Copper mines: Hazaribagh, Singhbhum, Khetari, Udaipur and Amarkantak.
Bauxite mines: Katni, Bilaspur and Koraput.
Coal mines: Jharia, Bokaro, Raniganj, Korba, Talcher, Singareni, Neyveli.
Oil   Refineries:   Bhatinda,   Panipat,   Mathura,   Jamnager,   Mangalore, Tatipaka, Haldia, Guwahati, Baroni Industries.
Iron and Steel Plants: Bhadravati, Bhilai, Bokaro.
Durgapur, Rourkela and Jameshedpur.
Cotton Textile: Ahmedabad, Surat, Gwalior, Varanasi, Murshidabad, Pune, Nagpur, Solapur and Mysore.
Software Technology Parks: Gandhinager, Shrinager, Mohali, Shimla, Delhi,
Noida,  Kanpur,  Indore,  Hyderabad,  Bhubaneshwar  and  Major  Industrial Regions.
Unit – 9 Ch. 10 – 11 Transport:
(i)  Important tower on north south corredor easthest corridor & golden
quadrleteral.
(ii) Headquarters of all railway zones.
(iii) Major Sea Ports: Kandla, Mumbai, Marmagao, Kochi, Ennore, Tuticorin, Chennai, Vishakhapatnam, Paradwip, Haldia.
(iv) International Air ports: Ahmedabad,   Mumbai,   Bangalore,   Chennai, Kolkata,       Guwahati,       Delhi,       Amritsar,       Panaji,       Kochi,
Thiruvananthapuram & Hyderabad
Unit – 10         Ch. 12                  NIL

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Senior School Certificate Examination (XI-XII) Fine Arts 2018-19

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Fine Arts 2018-19

30. FINE ARTS CBSE
A student may offer any one of the following courses:
(a)     Painting (Code No. 049)
OR
(b)     Graphics (Code No. 050)
OR
(c)     Sculpture (Code No. 051)
OR
(d)     Applied Art-Commerci al Art (Code No. 052)
The following art terminologies for all the four subjects are prescribed only for reference and general
enrichment.
1.   Elements of Composition
2.   Principles of Composition
3.   Drawing & Painting
Materials
4.   Media of Composition
5.   Sculpture
6.   Graphics
7.   Applied Art
8.   Portfolio Assessment Method :
Point, line, form, colour,tone, texture and space.
Unity, harmony, balance, rhythm, emphasis and proportion, abstraction and stylisation.
Foreshortening, perspective, eye- level,fixed point of view,vanishing point,ratio-proportion, sketching, drawing, light and shade, still-life,
land-scape,anatomy, vertical, horizontal,two and three dimensional, transparent and opaque.
Paper (Cartridge, Canvas and Hard-board Handmade, etc.), pencil, water,acrylic colours, tempera colours, poster colours, pastel colours, waterproof ink.
Collage, Mosaic, Painting, Mural, Fresco, Batik Tie and Dye.
Relief and round sculpture, modelling with clay, terra-cotta, carving in wood, stone, bronze casting, plaster of Paris and metal welding.
Linocut, relief printing, etching, Lithography, silk screen printing, letter press and offset printing.
Book cover design and illustration, cartoon,  poster, advertisements
for newspaper and magazine, animation and printing processes, photography, computer-graphic, hoarding and T.V .
Introduction : The Art Portfolio willconsist of a compilation of all art works, from sketch to finished product .
The submission would include both the original and improved versions of assigned tasks reflective of gradual improvement. Step by step development of the work will be assessed in all units.
Components of a Portfolio:
•  Schedule of work
• Research Skills
• Resources and materials
• Study of connections with artists I art movements
• Art making skills
•  Personal artist statement
• Studies (e. g.,composition/ techniques-medium)
• Picture of the final work (reflective skills)
• Evaluation of final work (affective skills)
• Any kind of personalized notes in relation to art work
Profile of Learners Growth
Values and Attitudes Rubric
The learner develops the ability to :
•  Respect, appreciate and demonstrate an open mind towards the artistic expression of others
•  Appears enthusiastic and willing to study artistic expressions from other cultures or regions of the world that are very different from own.
• Accept different forms and styles and tries to explore their meaning.
• Be sensitive towards other’s creations
• Be ready to research and transfer his/ herlearning to his I her own art
• Take initiative
• Be responsible for his/ her own learning and progress
• Apply theoretical knowledge in practical contexts
• Possess information and communication technology skills
• Be resourceful and organize information effectively
• Listen attentively
CBSE PORTFOLIO ASSESSMENT FOR FINE ARTS MAY BE DONE
ON THE BASIS OF FOLLOWING CRITERIA
Creativity: Candidates are required to produce evidence that demonstrates a creative approach to problem­
solving. Evidence should also include the ability to interpret a given brief and original approaches to produce    a solution . Sketchbooks, notebooks and relevant support material should form part of this evidence.
1.  Drawing
2.   Detailed Study – observation, record,analysis, interpreting a variety of subject 3.  Mood reflected
4.    Follow-up of the Fundamentals of VisualArts (Elements and Principles)
5.  Message the artist wants to convey
Innovation: The knowledge gained with the help of case study (historical importance, great artist work).
How has the above been understood in relation to the topic or the theme taken up by the student?
Technique: To foster creativity and self expression (basic understanding of colour concept and application in
relation to colour and texture of the material used by the student).  Size, details, proportion required
according to the base used for the painting medium chosen according to their art stream. Techniques studied from folk style, contemporary art or traditional art should be used while creating a new concept.
The learners:
•  Discover their potential for creativity, self -expression and visual awareness through painting.
• Feel confident with the chosen medium as a means of communicating and generating ideas.
• Develop observation, recording, manipulation and application skills.
• Experiment with a range of media and techniques.
• Relate their work to other artists work and understand the historical context of this work.
• Understand the basic principles of colour.
• Develop critical awareness.
Execution of Work
• Highlight the method of work giving a historical study of the work.
•  Originality in the presentation (paintings, sketches, etc.)
• Demonstrate an understanding of basic colour principles, colour mixing and representation.
•  Employ a variety of traditional and experimental techniques and processes
• Use a variety of media and materials
• Observe, record, analyse, interpret a variety of subjects, including : the manufactured environment
the natural environment the human figure
• Present evidence of personal enquiry and self expression
•  Discuss and relate own work to recognize artists work
•  Observe colour in other craft and design areas
•  Make informed critical judgement on work in progress
Experimentation
A. Progressive Work: Candidates are required to show evidence of research carried out. It is expected that their skills will demonstrate evidence of process and the exploration of a wide range of subjects. An accepted standard of achievement using a range of media and material should be an integral part of the candidate’s development.
B.   Skills: Sound aesthetic judgement  and organizational skills should be demonstrated in the process of work presented by a candidate.
C.    Logical organization and collection of creations.
D.  Critical evaluation and aesthetic judgement applied.
(A) PAINTING CBSE
(Code No. 049)
Introduction: The course in Painting at Senior Secondary stage as an elective subject is aimed to develop
aesthetic sense of the students through the understanding of various important well known aspects and modes of visual art expression in India’s rich cultural heritage from the period of Indus valley to the present time. It also encompasses practical exercises in drawing and painting to develop their mental faculties of
observation, imagination,creation and physical skills required for its expressions.
ObJKt_IVH
A)  Thtr0ry. (Hlncry of lnct11nAnJ
Tlne qbject:ive of imcluding ilhe history cf lmdian .Art tor the stuclents is. to familiar-Ee t’h!em with he vanous. styl.M: and m di art itXJiWM!iiOM 1.-onn ditl.-t parun1 ll!lllia.ih1!i wllt!J d @nriri:h lthmrvismn1 8lild enable them to appred:ar, e Mid de-velop :m r.iesllhetk sensibility to enJCJll the be111.1ty of’ nature and
-life. The :5tudenUwill al haYe 1:1n o.g:)Qrtunrt to    raind $tudy the evolAJrt;ICJ!!l of tu 11’1111te.Uon5o a_nd
$)!iltlilest s wi!U’I Dtli\ier style and ·tfile rise of am *ther .mew styt.e.The $W(‘.lemts. should be mac!le aware o1an as .a ooman experience.The teachers :thowld be able to tthem ·to the wide Fafllle of a«tn1c 11115, nhe mei;tia and the toolis 1!15ed.The lnl  of lndln art i”:s. a to11g one. H   e the stuclenU w<00ld be aaJllllaimted wilt! brief pi  af the develuprmem  Df Imdiam ·vi:5l!li!I art as are. requ red fo.­ allna’pt fomriarton. E:xr.ilflplcs iiKludcd In he cCH.ne- al study me selectt:d bec111use of heir ;nes.thttic:
4l1U11Ut1  imd arel111tended purely eriruidellnei.
B  Pltdk:al.s
11’111 purpose <Of nntrodLKinl practrcal.   rat ‘ill paTi’tl ng Is °’ 11.tp and i!i’latu tlhe luMnt.s:
–  Te de’ielQp. sklU iof l.!i1ns. d        and p:a.1nt nit.erlaL (suna.oe, t.oolJ .and ·eqwlpment. ·etc:.)
effectively.
Ifci sharpen 1h11r1rr obsMva-llon •n !through study of canmon objKU Mid v-M’IOUs. poml!ltrfcd and
noo-etrlcal forms fom!il •Ufe and notwre.
–  l’ develOP hleir 5li: U5o w draw :and  i11t the QbrvaUons-
–   Tc de-‘w’el ill’I 1l!lmder$tandlmg of pa.i nU!if.R·l!:amoo (The ILl5e of tfile e enments !allld ihe prlociples of
pa1111tJng -oompos tiOl!I•.
–   l”t!J  itreaw   hie fonmlii  anfj the ad.our”        mes.in innaghnaUon with ilfl ibitttylo ei:Pfies5 Uiem
eneoc::tivet;,r in drawfng aoo painti ng.
Tei 8PMS!!!i thfr d.IUl!lntRt fiM!irngs Md        sf Lif’• nd mt.ml’ n Lms, formsand colourrs.
One Tl’le.Oly Paper
Uttitw’lse ‘W-e’i
CLASS-XI(THEORY) (2018′-19)
1(Cod1t No.. 049)
40 Man:s
Time 2 Hoors
Un ts Periods. Miark!.
History o:f rmttan Arl:
1 Pre-1-listorlr:: roc:k r>ainl:hg§; aoo art ofIn   Valley n. ‘1t)
2 Buddhist.. Ja’n and H1111du .A.rt 24 15
3 Ti!rflple 5′;u ptur1M1 Br'(lnzt!s snd Artirtit:: at.$ ‘1f h’M:IO> l.amii:
:arcl”ltteeture
l6 15
71 ’40
Unit 1:  Pre-hfstorlc Ro.ck PalntJnp and Art of llndl!ls V lley
(2    B.·C. m ·1500 B.C..
12 Periods
Introduction
1)   Period and Location
2)   Study of following Pre-historic paintings:
(i) A Roaring Animal, Bhimbethaka (ii) Wizard’s Dance, Bhimbethaka
B.   Introduction
(i)  Period and Location.
(ii) Extension: In about 1500 miles
(a)  Harappa & Mohenjo-daro (Now in Pakistan)
(b) Ropar, Lothal, Rangpur, Alamgirpur, Kali Bangan, Banawali and Dholavira (in India)
2.  Study of following: Sculptures and Terracottas
(i)  Dancing girl (Mohenjo-daro) Bronze, 10.5 x 5 x 2.5 cm.
Circa 2500 B.C.
(Collection: National Museum, New Delhi).
(ii)  Male Torso (Harappa)
Red lime Stone, 9.2 x 5.8 x 3 ems.
Circa 2500 B.C.
(Collection: National Museum, New Delhi).
(iii) Mother Goddess (Mohenjo-daro) terracotta, 22 x 8 x 5 cm. Circa 2500 B.C. (Collection: National Museum, New Delhi).
3.  Study of following Seal:
(i)   Bull (Mohenjo-daro)
Stone (Steatite), 2.5 x 2.5 x 1.4 cm.
Circa 2500 B.C. (Collection: National Museum, New Delhi). Decoration on earthen wares:
(i)   Painted earthen-ware (Jar) Mohenjo-daro
(Collection:  National Museum, New Delhi).
Unit 2:   Buddhist, Jain and Hindu Art
(3rd century B.C. to 8th century A.O.)
24 Periods
1)   General Introduction to Art during Mauryan, Shunga, Kushana (Gandhara and Mathura styles)
and Gupta period:
2)   Study of following Sculptures:
i)  Lion Capital from Sarnath (Mauryan period) Pol shed sandstone,
370
Circa 3rd Century B.C.
(Collection: Sarnath Museum, U.P.)
ii)  Chauri Bearer from Didar Ganj (Yakshi) (Mauryan period) Polished sandstone
Circa 3rd Century B.C.
(Collection: Patna Museum, Bihar)
iii) Bodhisattva head from Taxila (Kushan period-Gandhara style) Stone, 27.5 x 20 x 15c.m.
Circa 2nd Century A.D.
(Collection: National Museum, New Delhi)
iv)  Seated Buddha from Katra Mound, Mathura-(Kushan Period-Mathura Style) Red-spotted Sand Stone, Circa 3rd Century AD.
(Collection: Govt. Museum, Mathura)
v)    Seated Buddha from Sarnath (Gupta period) Stone
Circa 5th century AD
(Collection: Sarnath Museum U.P.)
vi)   Jain Tirathankara (Gupta period) Stone
Circa 5th Century A.D.
(Collection: State Museum, Lucknow U. P.)
3)   Introduction to Ajanta
Location, period,  No.  of  caves,  Chaitya  and  Vihara, paintings and sculptures,  subject­ matter and technique etc.
4)   Study of Following Painting and Sculpture:
(i) Padmapani Bodhisattva (Ajanta Cave No. I, Maharashtra) Mural Painting
Circa 5th Century A.D.
(ii) Mara Vijay (Ajanta Cave No. 26) Sculpturein stone.
Circa 5th Century A .D.
Unit 3: Temple Sculpture, Bronzes and artistic aspects of lndo-lslamic Architectu re 36 Periods
A)  Artistic aspects of Indian Temple sculpture
(6th Century A. D. to 13th Century A.D. )
(1)  Introduction to Temple Sculpture
(6th Century A. D. to 13th Century A.D. )
12 Periods
371
(2)  Study of following Temple-Sculptures;
(i)  Descent  of  Ganga  (Pallava  period,  Mahabalipuram, Tamil  Nadu),  granite rock Circa 7th Century A.O.
(ii) Ravana shaking Mount Kailash (Rashtrakuta period, Ellora, Maharashtra) Stone
8th Century A. O.
(iii)Trimurti (Elephanta, Maharashtra) Stone
Circa 9th Century A.O.
(iv)Lakshmi  Narayana (Kandariya Mahadev Temple)  (Chandela period,  Khajuraho, Madhya Pradesh)
Stone
Circa 10th Century A.O.
(v) Cymbal Player, Sun Temple (Ganga Dynasty, Konark, Odisha) Stone
Circa 13th Century A. D.
(vi)  Mother and Child (Vimal-Shah Temple, Solanki Dynasty, Dilwara , Mount Abu, Rajasthan) white marble.
Circa 13th Century A. D.
(B) Bronzes:
(1) Introduction to Indian Bronzes
(2) Method of casting (solid and hollow)
(3)  Study of following south Indian Bronzes:
(i)   Nataraj (Chola period Thanjavur Distt., Tamil Nadu) 12th Century A .O.
(Collection: National Museum, New Delhi.) (ii) Devi (Uma) Chola Period
11th Century A. D.
(Collection: National Museum, New Delhi.)
12 Periods
(C)  Artistic aspects of the lndo-lslamic architecture
(1)   Introduction
(2) Study of following architectures:
(i)   Qutab Minar, Delhi (ii) Taj Mahal,Agra
(iii) Gol Gumbad , Bijapur
12 Periods
372
CLASS-X I{2G11-19)
(PRA.CTICAL}
60      1t5
Time 6 Hoblrs C:bl
Units Poriads Marla
1 N:rl.unt and Objed Study sa zo
2 Painting. • CampO’§.ition 50 ID
3 Portfolio As “8 lD
1″416 60
Unit 1; Nature . nd Objec.t ‘Study                                                               20 M.!!rks 50 Periods
Stucbr of·lWO «three not.lftl and aoornet.nc fomn 1n perncil W’lth 1iht 1nd shade from 11 fixed point of ·view’. H’atural fooms ike plants, v t l::lles,fruits a!ild iflcrwell’S , etc.;are to be l.11$ed. Gemmetri:ca fMms of ob’[email protected]@ 1:1lJb1u, OOl’IM) prisrvu:, <CY{tndenaind !!ipMrK !Mulid Mi lMld.
Unit 1; Painting Composition                                                          20 Marks 50 Perliods
UJ Sfmple eK5e5 gf ba”$ic; de$ign irn varnatfQll of s.eorrnet ril; a_nd rhytbmail:: pe5 in SE!!!llliletllicalamd decoratrve desipils ama oolouirs to IDier.iltand des!Sns as organised v’!s1.11al Ul”an;erne111ts.                                                                               1OMarkt: 25 Periods
Ur.It l= PortfOllo Assessment                                                              20 Marks 48 Periods
tt)   Recor<.I or h& ifttln!!     ,.prformana!i frriom sketch to ‘filll prt.      10·.¥!3rb
b  Five             l”!at\Jre arid ob.lect 5-tU!il).r        rd5e5 in iiiDY media       · cbing the 5e5Pon
includins mimirmum al      stll lrifE e  lidses;.                                                                         05 Mairb
c)  iwo M w.orll:s. of P3fntln15!!i [email protected] c*Jrlng tiht!i YNr                                    O!ii Marks These selecredl works prepared dunhne: lihe c:ourse by ·ttte cand1dat.es a111d rertlfied by lhe
sohlooll authcriti’e.s as the wt1rk dbne m the 5Chool wiill be placed behw”e tlrie exam1men for
M!Msrnf!nt .
Note:  1. The c:andicla 9 mould be !ifven one hCll.l”-breok after fl,_ hree haurs.
1. The time-table to be 50 f ramed lo llQ’!i’!il the 5tudeou t.oi wuk aintilnl.DJ5t:.’ for m1n1mum of
two pll’liOds at a     Uli.
One Theary Papeli
W’lirw.u••w:mlif\tago
PAllNTING (Code No 049)
CLUS-Xll 1(2018-19)
(THEORY)
..f 0 Marks
Timo: :2: Hoors
Units Period’s Marls
1 The Rajasthani and Pah.ari Si!:hmol!S. af Miniabre Paint ng t R c10
1 The Mugha.• am:! lleca,n Si;hoo’, Qf Miniature- Paimt(ng 18 10
3 Thelmdf i!n Ni-!1ioAal Rag ancJ the El;englSi;hl;ll;llQf Pa11nti 18 10
4 The Modem Trel!ids In lndlan Art 18 10
71 “‘°
Ulnlt 1: The Rajasthlnl and Paharl Schools of M niature Palnt1n1
(6.., Cent.wy A.ID.to 19th CM’lllllll} A..D.)
A brr1eJ n rocihJi:tion t.o. nd1en Mklfan.-e Sc:hoot’5i: Westem· lndran. Pala,. .ajMthan1, Muah:al, Centra lndli:!, Dea;an.and hhari.
The RaJM’tharri schi»J=
(i) Onlii!lin and Development
(2) Swb-Sch®·Mew.-,Bund Jodlpuir. B1kcaner, lt   s-h emd Jip1i1r·
( ) Main fealLJl’K of thit!’ bjM!ihitni Schod
(‘4)  Stud or tl’le f01.low1ni R:aljMlhan1paEnt11\iS:
Titll.e
ManMlag!nii
MJ 11.rninilddh  s.rng.n tw’8.
Cl’laupn Pal !r’ers
Krisl’ns ao swimg
RM!hi!!J (Bn1·Thmil)
Bharat Meets Rama al Chhlra.lcuta
Painter
Utka Ram Dana INurudc:li’n NrMl ll:hmid
CitJman
llllndl
JodM  r
Ritaner
l<ii ShmigMh
Jl:1pu-
B “lihe Pahari Scl
(I) Ori!:in and di!<relopmoot
(2) Sul:rSchoob·BMol’IU. Guter1  Kan ra. Chamblj and Garhw
(l) Nim featuire Qf the Pahari Sdloo1
(4) Stnctr or the r-allOWii n Pahati paintings:;
Th/lei
Kr151illlilli Vlllti (iop15 B’lilarat Wtwshippi!ilg
Paint.
ManaJi:u
sIi.th-SchCICI
Li
Charan_Padukas of Rama
Cosmic Dance of Shiva Nand, Yashoda and Krishna with Kinsmen going to Vrindavana
Radha and Krishna Looking into the Mirror
Unknown
Unknown
Nainsukh Unknown
Guler
Chamba
Kangra Garhwal
Unit 2:  The Mughal and Deccan Schools of Miniature Painting
(16th Century AD to 19th Century A.D.)
(A) The Mughal School
(1)  Origin and development
(2)  Main features of the Mughal School
(3)  Study of the following Mughal Paintings:
18 Periods
Title
Krishna  Lifting Mount  Govardhana Babur Crossing the River Sone
Jahangir Holding the Picture of Madona Falcon on a Bird- Rest
Kabir and Raidas
Marriage procession of Dara Shikoh
(B) The Deccan School
(1)  Origin and development
(2)  Main features of the Deccan School
(3)  Study of the following Deccan Paintings:
Title
Ragini Pat-hamsika
Sultan Abdulla Qutb Shah
Hazrat Nizamuddin Auliya and Amir Khusro Dancers
Chand Bibi Playing Polo (Chaugan)
Painter
Miskin Jagnath Abul Hassan
Ustad Mansoor Ustad Faquirullah Khan
Haji Madni
Painter
Unknown Unknown Unknown Unknown
Unknown
Period
Akbar Akbar Jahangir Jahangir Shahjahan
Provincial Mughal
(Avadh)
Sub-School
Ahmadnagar Bijapur Hyderabad Hyderabad
Gol Konda
Unit 3:   The Indian National Flag and the Bengal School of Painting
(About the beginning to mid of the 20th Centuary)
18 Periods
(A)  Evolution of the  Indian National  Flag  (First  –  1906, Middle –  1921 and  Final 1947 stages);
Symbolic significance of its forms and the colours.
(B) (1) Introduction to the Bengal School of Painting
One Pr.ac. til:::am Paper
LJ’j!JlfWl!.e W:Mgi’1tq&
PArNmtiiG Code Ho. 049)
CLHS-Xll {201S-19) (PRAC”mCM.)
60 Marks
TiiM: 6. Hm.ll’Si (3.+ll
Unitl Periods Marki
1 tqaturn and Object Study 50 20
2. Painting Composition 50 20
l P-onfO!lio      men 1118 20
148. l!JO
St.ud’6s om Ii.he batls. of ex:ercbes dl!lne n d:ass XI with two or three objeicuand two draperies. (In
different w) for badiJOUrnd arndl focegroumd.Exerdse5:irn pelllCi with llg:ht amd shade and It
full 1Col.ou1T from a fiiced po1nt.of view.
1m111rnat1¥e pafntlns b-ued on subjects rrom Life and N1u, ll.l’fe or Natu11e rn walef” and poster
…:o.lo.un wlttl ool.oUJr   lue!.
Unit J: PwttoHo As.sessment
(a) Reeord 01′ the entire y.E’i.f’s perifo.rma111C.ll’ from ste d’I to ftn’JWcl pro.d.lcl .
(b) FI”VE!  58Kied na u1re andl  abject:  §Cjl!Jdy   exerckes in  any  media   done· dn.-ing  the  sessiom,
includJns m1m1rnurn of tW’O stlll [email protected]           sM.                                                       !ii     lb (c• Two seleclt.ed wuks or pirintln11done by dle candidate duriot the     Ii                      s IMfks, These seleded worb pre;pared dl!lriq the course 17t· tlhe candidate arid certified ti,i the school iWthtwUIMM IMwrirlik domt! iill th!! :!!Z:lnll’.ld. ‘1i’ll’lilbl!!           [email protected] tlw! f!’xamlntn for aMnwmt.
lllcte:     The tJme-e to be so fmned mto allow tine lt!Jdents. to wort contlnuoo,!J.y for minimum or two
per1    al, i!J :Stfetdl.
1. Markin1Sdhiim.
Pin I: Naliunand Object Study,
(i)     Drawfng (composlticm)                                                                                  10
( i)  TrNtment ol nwdfttlt:ol.Cld’I                                                                 05
(111) 0vera1111mpre- ssm                                                                       05
Part 11  Pi!intlnt – Composition
(ii    COilnjXt$itioma• a,!Ffi’ili’ll!l!M’Mli\t il’ltludiJ’ij                Oli’I tht wtrject.
[ilj Treatment of IN!’dl (coloor’J 21nd apprcpriatemloor sclneme. (“ii }   Orlgi’nal ty. aeatlvity al’ld qve;raH ·irnpras,ian
10
05
(15
2{1 lilllilrks.
(i)   Origin and development of the Bengal School of Painting
(ii) Main features of the Bengal School of Painting
(2) Contribution of Indian artists in the struggle for National Freedom Movement
(3)  Study of the following paintings of the Bengal school:
(i)  Journey’s End – Abanindranath Tagore (ii) Shiva and Sati-Nandalal Bose
(iii) Rasa-Lila – Kshitindranath Majumdar
(iv) Radhika – M.A.R. Chughtai
(v)  Meghdoot – Ram Gopal Vijaivargiya
Unit 4:The Modern Trends in Indian Art                                                             18 Periods
Introduction
(1)  Study of the following works of Contemporary (Modern) Indian Art
(a)  Paintings
(i)  Rama Vanquishing the Pride of the Ocean – Raja Ravi Varma (ii) Magician – Gaganendranath Tagore
(iii) Mother and child – Jamini Roy
(iv) Three Girls – Amrita Sher Gil
(v) Mother Teressa – M.F. Husain
(vi) Gossip – N.S. Bendre
(vii) Untitled – G.R. Santosh
(b) Graphic – prints:
(i)   Whirl pool – Krishna Reddy (ii) Children – Somnath Hore (iii) Devi – Jyoti Bhatt
(iv) Of Walls – Anupam Sud
(v) Man, Woman and Tree – K. Laxma Goud
(c)  Scupltures:
(i)  Triumph of Labour – D. P. Roychowdhury (ii)  Santhal Family – Ramkinkar Vaij
(iii) Cries Un – heard – Amar Nath Sehgal
(iv) Ganesha – P.V. Jankiram
(v)  Chatturmukhi – Aekka Yada Giri Rao
The names of artists and titles of their art work as listed above are only suggestive and in no way
exhaustive. Teachers and students should expand this according to their own resources. However, the questions willbe set from the above mentioned art-works only.
Part Ill: Portfol o Assessment
(a)    Record of the entire year’s performance from sketch to finished product
(b)  Five selected nature and object study exercises in any media including minimum of two still lives
(c)    Two selected painting compositions prepared on the basis of
life and nature
20 marks
10
05
05
2.   Format of the Questions:
Part I: Nature and Object Study
Draw and paint the still·life of a group of objects arranged on a drawing board before you, from a fixed point of view (given to you), on a drawing paper of half imperial size in colours. Your drawing should be proportionate to the size of the paper. The objects should be painted in realistic manner with proper light and shade and perspective, etc. In this study the drawing· board is not to be included.
Note : A group of objects to be decided by the external and internal examiners jointly as per instructions. The objects for nature study and object study are to be arranged before the candidates .
Part II: Painting Composition:
Make a painting ·composition on any of the following five subjects in any medium (water /pastel, tempera, acrylic) of your choice on a drawing-paper of half imperial size either horizontally or vertically. Your composition should be original and effective. Weightage will be given to a well creative  composed   drawing,  effective   use  of  media,  proper   emphasis  on  the  subject matter  and utilization of full-space.
Note: Any five subjects for  painting composition are to be decided by the external and internal
examiners jointly as per instructions and are to mentioned here strictly just before the start of the examination for part II.
3.  (A) Instructions for the selection of the objects for Nature and Object Study:
1. The examiners (Internal and External) are to select/decide two or three suitable objects in such a way so that natural and geometricalforms may be coveredin the group of objects:
(i)      Natural-forms-large size foliage and flowers, fruits, and vegetables, etc.
(ii)   Geometrical forms made of wood/plastic /paper/metal/earthen, etc., such as cube, cone, prism, cylinder and sphere.
2.  Objects should be selected generally of large (suitable) size.
3. An object relating to nature, according to the season and location of the examination centre, must be included in the group of objects. The natural-objects should be purchased/ arranged only on the day of the examination so that its freshness may be maintained.
4. Two draperies in different colours (one in dark and other in light tone) are also to be included for background and foreground, keeping in view the colours and tones of the objects selected.
(B)  Instructions to decide the subjects for Painting-Composition:
1.  The examiners (Internal and External) are to select/decide five subjects suitable for painting – composition.
2. The subjects should be so designed that the candidates may get clear -cut ideas of the subjects
and they can exercise their imagination freely, because it is not important what you do, but how you do it.
3.  The examiners (Internal and External) jointly are free to select/ decide the subjects, but these should be accordingto the standard of Class XIIand environment of the school/candidates.
Some identified areas of the subjects for painting-composition are given below, in which some more areas may also be added:
(i)   Affairs of family friends and daily life. (ii)  Affairs of family professionals.
(iii) Games and sports activities.
(iv)  Nature
(v)   Fantasy
(vi)  National, religious, cultural, historical and social events and celebrations.
4.  General Instructions to the examiners:
1.  Candidates should be given one hour break after first three hours.
2.   Work of the candidates, for Parts I, II and 111, are to be evaluated on the spot jointly by the external and internal  examiners.
3.   Each work of Part I, II and 111, after assessment is to be marked as “Examined” and duly signed by the external  and internal examiners jointly.
Some Reference Books for teachers (For Practical Part):
1.   “Paint Still life” by Claretta White yet to be revised (Walter T. Foster Publication).
2.   “Art of Drawing” Grumbacher Library Wook (Walter T. Foster Publication).
3.   “On Techniques” By Leon Frank (Walter T. Foster Publication).
4.    “More Trees” by Fredrick Gardner (Walter T. Foster Publ cation).
5.   “How to Draw and Paint Textures of Animals” By Walter J. Wilweding (Water T. Foster Publication).
6.   “How to Draw and Paint Animal Expressions” by Walter J. Wilweding (Walter T. Foster Publ cation).
7.   “Art of the Pencil” by Borough Johnson (Sir ISAAC Pitman & Sons Ltd., New Delhi).
8.  “Design for you” by Ethel Jane Beitler (John Wilary & Sons Ltd., New Delhi).
9.   “Complete Book of Artist’s Techniques by Dr. Kurt Herbers, (Thames and Hudson, London).
B. GRAPHICS
(Code No. 050)
Introduction: The Course in Graphics at Senior Secondary stage as an elective subject is aimed to develop aesthetic sense of the students through the understanding of various important, well known aspects and modes of Visual art expression in India’s rich cultural heritage from the period of Indus Valley to the present time. It encompasses also a wider range of practical exercises in making of graphic prints for developing their mental faculties of observation, imagination,creation and physical & technical skills.
Objectives
A)   Theory (History of Indian Art)
Note: As the syllabus of Graphics (Theory) is the same as that of Painting (Theory), its objectives are same.
B)  Practical
The purpose of introducing practical exercises in graphics is to help and enable students to make simple compositions in monochrome and in colours through the various print-making techniques using methods and material specifically prescribed for adequate results. The students should be introduced to the subject by giving a short history of the print making techniques. They should be given exercises to inculcate respect for the tools and apparatus-used in the various processes including their maintenance
and proper handling.
One Theory Paper
Unitwise Weightage
CLASS-XI (THEORY)
40 Marks
Time: 2 Hours
Units Periods Marks
History of Indian Art
1 Pre-Historic Rock-Paintings and Art of Indus Valley 12 10
2 Buddhist and Jain and Hindu Art 24 15
3 Temple  Sculptures,  Bronzes  and  Artistic  aspects  of  lndo-  Islamic Architecture 36 15
72 40
Notes: The Syllabus of Graphics (Theory) for Class XI is the same as that of Painting (Theory) for class XI
given earlier.
One Practical Paper
Unitwise Weightage
CLASS-XI (PRACTICAL)
60 Marks
Time: 6 Hours (3+3)
Units Periods Marks
1 Relief Printing through Linocut/Woodcut/Paper-cardboard 100 40
2 Portfolio Assessment 48 20
148 60
Unit 1: To make Linocut/Woodcut/Paper -cardboard print on  1/4 Imperial sheet on a
given subject Syllabus for Rel ef Printing (Lonocuts/Woodcuts/Pape r-cardboard Prints).                                                                                               100 Periods
1.   Introduction of the history of print making.
2.   Printing methods and materials.
3.    Characteristics of printing inks, solvents, and dyers.
4.    Registration methods.
5.   Simple, colour printing techniques.
6.   Finishing of the mounting and prints.
Unit 2: Portfolio Assessment 48 Periods
a)    Record of the entire year’s performance from sketch to finished product 10 Marks
b)   The selected prints (either from Linocuts/Woodcuts/ Paper-cardboard prints) prepared during
the course by the candidate and certified by the school authorities as the work done in the school are to be placed before the examiners for assessment.                                   10 Marks
Note:
1.   The candidates should be given one hour break after first three hours.
2.   The time-table to be so framed as to allow the students to work continuously for minimum of two periods at a stretch.
One Theory Paper
Unitwise Weightage
CLASS-XII (THEORY)
40 Marks
Time: 2 Hours
Units Periods Marks
History of Indian Art
1 The Rajasthani and Pahari Schools of Miniature Painting 18 10
2 The Mughal and Deccan schools of Miniature Painting 18 10
3 The Indian National Flag and the Bengal School of Painting 18 10
4 The Modern Trends in Indian Art 18 10
72 40
Note: The Syllabus of Graphics (Theory) for Class XII is the same as that of Painting (Theory) for class XII
given earlier.
One Practical Paper
Unitwise Weightage
CBSE CLASS-XII (PRACTICAL)
60 Marks
Time: 6 Hours (3+3)
Units Periods Marks
1 Making of  graphic-print through  Serigraphy/Lithography/Etchi ng and 100 40
Engraving (Intaglio Process) techniques
2 48 20
Portfolio Assessment 148 60
Note: The students in the class are expecte d to opt for any one of the fo llowing media depend ing upon
the facilities available in their schools.                                                                            120 Periods
Unit-1   a)  Serigraphy
1.   The history of stencils and silk screen.
2.  Methods and materials.
3.   The use and maintenance of the squeeze.
4.   Sealing, registration for colour,work and preparation for printing.
5.    Solvents for cleaning, use and characteristics of printing inks.
6.   Finishing and mounting of the print.
OR
b)   Lithography                                                                                                            100 Periods
1.  Introduction: Short history and the methods and material used in producing lithographic prints.
2.  The use and characteristics of the Litho stone/ Zinc plates.
3.  The use of lithographic chalks and ink (Tusche).
4.    Preparing for printing and use of various chemicals inking and taking proofs.
5.   Papers used in lithography and getting the final print.
6.   Finishing and mounting of the print.
OR
c)   Etching and Engraving (Intagl o Process)                                                                    120 Periods
1. Introduction to intaglio technique with a short history, methods and materials, Etching process.
2. Preparing the plate and laying the ground (resist) and Inking.
3.  Characteristics of different types of grounds.
4. Characteristics and use of various acids.
5. Colour etching, use of stencils and marks.
6. Finishing and mounting of the prints.
Unit 2:   oprd of the entire year’s performance from sketch to finished product                               10 Marks
b)   Three selected prints prepared during the course by the candidate and certified by the school
authorities  as works  done in the school and  to be  placed  before the external examiner for assessment.                                                                                                                       10 Marks
Note: The time table to be so framed as to allow the students to work continuously for minimum of two
periods at a stretch.
GUIDELINES FOR EVALUATION OF PRACTICAL
1.  Marking Scheme:
Part I:  Graphic-Composition (print making)
(i)  Emphasis on the subject
(ii) Handling on the material and technique of print·making (iii) Composition and quality of print
10
10        40 marks 20
Part II: Portfolio Assessment
(a)  Record of the entire year’s performance from sketch to finished product.     10
(b)  Three selected Prints (4+3+3 marks for 3 prints)                                             10
2.  Format of the questions:
Part I:   Graphic Composition (print-making)                                                                             50 marks
Choose one of the print-making medium available and taught in your school viz. serigraphy, lithography, etching and engraving.
Make a Graphic-Composition on any one of the five subjects given below according to the possibility and suitability of the medium:
(Note: Any five suitable subjects for “Graphic-Composition (Print-making)” are to be decided by the internal and external  examiners jointly in accordance with the instructions are to be mentioned here).
Make use of line, tone and texture, exploiting the medium fully to realize composition. Print your composition in one or two colours.
Pay special attention to print quality and cleanliness. Submit two identical prints along with all the roughlayouts as your final submission.
Size of the plate:
(i) Serigraphy
(ii) Lithography
(iii) Etching ft engraving
30 cm x 20 cm.
30 cm x 20 cm.
30 cm x 20 cm.
3.  Instructions to decide the subjects for Graphic – Composition:
1. The external and internal examiners jointly are to select/ decide five subjects suitable for Graphic­ Composition (print-making).
2. Each subject should be so designed that the candidate may get a clear -cut idea of the subject, however, any candidate can perceive a subject in his/ her own way but graphic quality must be maintained in the composition.
3. The examiners (Internal and External) are free to select/decide the subjects, but these should be according to the standard of class XI I and environment of the school/candidates.
Some identified areas of the subjects for Graphic-Composition (Print-making) are given below in which some more areas may be added, if needed:
(i)      Affairs of family, friends and daily life.
(ii)    Affairs of family professionals.
(iii)  Games & Sports Activities.
(iv)    Nature.
(v)     Fantasy.
(vi)   National, religious and cultural, historical and social events and celebrations. (vii)  Historical monuments
(viii) Folk and classical dances/theatres
(ix)     Traditional/ancient sculpture and painting
(x)     Relevant social issues
4.  Instructions to the examiners
1.   Candidates should be given one hour break after first three hours.
2.   Work of the candidates for part I & II is to be evaluated on the spot by the external and internal examiners jointly.
3.   Each work of parts I & 11, after assessment, is to be marked as examined and duly signed by the external and internal examiners.
Some Reference books for teachers
1. “The Techniques of Graphic Art”, by H. Van Kruihingen.
2.    “Print Making”, Harvewy Daniels (Hamlym).
3.   “Art is Manual for Silk Screen Print Making”, by Heavy Shackler.
4.    “Print Making Today”, by Jules Helles.
5.   “Silk Screen Techniques”, J.I. Biege Leison, Dover Publ cation, New York.
6.  “Introducing Screen Printing”, Anthony Kinsey Walson Guptill, New York.
7.   “The Art and Craft of Screen Process Printing”, Kosloff,All the Bruce Publishing Co., New York.
8.   “Practical Screen Printing”, Stephen Russ, Studio Vista Walson Auptill, New York.
9.   “Artists Manual for Silk, Screen Print making”, Harry Shekler, American Artist’s Group’ New York.
10. “Lithography”, Yau Nostrav, Reinnold.
11. “Lithography for Artists”, Standley Loues, Oxford University Press.
12. “Linocuts and Woodcuts” ,Michael Rothemstein Studio Vista, London.
13.  “Relief Printing”, Michael Rothenstein Studio Vista, London.
14. “Etching, Engraving and Intagl o Printing”,Anthony Gross, Oxford University Press.
15. “The Art of Etching”, E.S. Sumaden Gouslable, London.
(C) SCULPTURE
(Code No. 051)
Introduction
The Course in sculpture at Senior Secondary stage as an elective subject is aimed at developing aesthetic sense of the students through the understanding of various important, well known aspects and modes of visual art expression in India’s rich cultural heritage from the period of Indus Valley to the present time. It encompasses also a wide range of practical exercises in making of various sculptures for developing their
mental faculties of observation, imagination and creation and the physical and technical skills.
Objectives
A)  THEORY (History of Indian Art)
Note: As the syllabus of Sculpture (Theory) is the same as that of Painting (Theory), its objectives are same.
B) PRACTICAL
The purpose of introducing practical exercises in sculpture is to help and enable the students to make sculptures. All assignments should be designed to understand problems of volume, weight, play of form in space, etc ., as against rendering on flat two dimensional. Adequate technical skills may be provided
depending on the facilities available.
CLASS-XI  (THEORY)
One Theory Paper
Unitwise Weightage
40 Marks
Time: 2 Hours
Units Periods Marks
History of Indian Art
1 Pre-Historic Rock-Painting and Art of Indus Valley 12 10
2 Buddhist, Jain and Hindu Art 24 15
3 Temple Sculpturs,  Bronzes and Artistic aspects of  lndo-lslamic Architecture 36 15
72 40
Note: The Syllabus of Sculpture (Theory) for Class XI is the same as that of Painting (Theory) for Class XI
given earlier.
CLASS-XI  (PRACTICAL)
One Practical Paper
Unitwise Weightage
60 Marks
Time: 6 Hours (3+3)
Units Periods Marks
1 Modelling in Relief (in clay or plaster of Paris) 50 20
2 Modelling in Round (in clay or plaster of Paris) 50 20
3       I Portfolio Assessment                                                                                   48                  20
148               60
Unit 1: Modelling in relief on given subjects from life and nature.
Unit 2: Model ing in round on given subjects from life and nature.
Handling of clay and its techniques, pinching, coiling, rolling, etc.
Unit 3: Portfolio Assessment
50 Periods
50 Periods
48 Periods
a)   Record the entire year’s performance from sketch to finished product.                             10 Marks
b) Four selected pieces of works prepared during the course by the candidate and certified by the school authorities as works executed in the school are to be placed before the examiners for assessment .                                                                                                     10 Marks
Note: 1.   The candidate should be given one hour break after first three hours.
2.    The time table to be so framed as to allow the students to work continuously for minimum of two periods at a stretch.
One Theory Paper
Unitwise Weightage
CLASS-XII (THEORY)
40 Marks
Time: 2 Hours
Units Periods Marks
CBSE History of Indian Art
1 The Rajasthani and Pahari Schools of Miniature Painting 18 10
2 The Mughal and Deccan Schools of Miniature Painting 18 10
3 The Indian National Flag and the Bengal School of Painting 18 10
4 The Modern Trends in Indian Art 18 10
72 40
Note: The Syllabus of Sculpture (Theory) for Class XII is the same as that of Painting (Theory) for Class XII
given earlier.
One Paper
Unitwise Weightage
CLASS-XI I (PRACTICAL)
60 Marks
Time: 6 Hours (3+3)
Units Periods Marks
1 Modelling in Relief (Clay and plaster of Paris) 50 20
2 Modelling in Round (clay and plaster of Paris 50 20
3 Portfolio Assessment 48 20
148 60
Unit 1: Modelling in Relief*
Unit 2: Modelling in Round*
Unit 3: Portfolio Assessment
50 Pds.
50 Pds.
48 Pds.
(a)  Record of the entire year’s performance from sketch to finished product                    (10 Marks)
(b) Four pieces of work prepared during the course selected by the candidate and certified by the school authorities as work executed in the school are to be placed before the examiners for assessment.
Use of clay composition in hollow for baking.
Note:
*    Modelling of simplified human figures, birds, animals and plants in relief and round.
Geometrical  shapes  like cube,  cone,  cylinder,  etc., and  their composition  in relief  as an exercise in design study of textures. Use of plaster of Paris.                                       10 Marks
1.   The candidate should be given one hour break after first three hours.
2.   The time table to be so framed as to allow the students to work continuously for minimum of two periods at a stretch.
GUIDELINES FOR EVALUATION OF PRACTICAL
1.  Marking Scheme:
Part I:  Modelling in Relief
(i) Composition including emphasis on the subject (ii)  Handling of media
(iii) Creative approach and overall impression
10
05    20 Marks
05
Part II: Modelling in Round
(i) Composition including emphasis on the subject (ii)  Handling of media
(iii) Creative approach and overall impression
10
05    20 Marks
05
Part Ill: Portfolio Assessment
(a)  Record of the enitre year’s performance from sketch to finished product.  10
(b)  Four works of sculpture consisting of:
(i) One sculpture in relief (High Relief)
(ii) One sculpture in relief (Low Relief)
(c) Two Sculpture in round
2.5
2.5
05
20 Marks
2.   Format of the questions:
Part I: Modelling in Relief:
Make a sculpture in Relief (low/high) on any one of the following five subjects. The size should be within 25 to 30 cm. (horizontally or vertically) and about 4 cm. in thickness from the board.
(Note: Any five suitable subjects for “Modelling in Relief ‘ are to be decided by the external and internal examiners jointly in accordance with the instructions and are to be mentioned here).
Part II: Modellingin Round:
Prepare a sculpture in round, in clay medium, on any one of the following five subjects. The height should be within 25 to 30 cm, horizontally or vertically.
Note: Any five suitable subjects for “Modelling in Round” are to be decided in accordance with the instructions and are to be mentioned here strictly just before the start of the examination for Part II.
3.  Instructions to decide the subjects for Modelling in Reil ef and Round:
(1) The examiners (Internal and External) are to select/ decide five subjects suitable for modelling in relief and five subjects for modelling in round. The subjects for “Modelling in Round” are to be conveyed to the candidates strictly just before the start of the examination for Part 11.
(2) Each subject should be so designed that the candidate may get a clear-cut idea of the subject, however, a candidate can perceive a subject in his/her own way. Distortion of human/animal forms may be allowed.
(3)  Choice of high or low rel ef should remain open to the candidates.
(4) The examiners (Internal and External) are free to decide the subjects but they should be according to the standard of class XII and environment of the school/candidates. Some identified areas of the subjects for Modellingin Relief are given below in which some more areas may also beincluded:
(i)      Nature Study;
(ii)   Design, natural, decorative, stylized and geometrical: (iii)   Family, friends and daily life;
(iv)     Birds and animals;
(v)     Games and sports activities;
(vi)    Religious, social and personal activities; (vii)    Cultural activities;
(viii)   Ideas – Personal,social,local, provincial, national and international.
4. General instructions to the examiners:
1.  Candidates should be given one hour break after first three hours.
2.   Work of the candidates of Parts I, II and Ill, is to be evaluated on the spot by the external and internal examiners jointly.
3.  Each work of Parts I, II and 111, after assessment, is to be marked as examined and duly signed by the external and internal examiners.
Some Reference books for teachers:
1.  “Indian Sculpture”, by Chintaman Kar.
2.   “Exploring Sculpture”, by Jan Arndell Mills &. Boon, London.
3.  “The Technique of Sculpture”, John W. Mills, P.T. Patsford Ltd., London.
4.    “A History Sculpture of the world”, Shelden Cneey, Thame and Hudson, London.
5.   “Form and Space”, Edward Their,Thomes and Hudson; London.
6.    “Sculpture and Ideas”, Michael F. Andrews.
7.    “Modern Sculpture”, Jean Selz, Heinemann, London.
8.  “Creative Carving”, (Material techniques appreciation), Dons Z. Meilach, Pritam Publishing.
(D) APPLIED ART (COMMERCIAL ART)
(Code No. 52)
Introduction
The course in Applied Art (Commercial Art) at Senior Secondary stage as an elective subject is aimed to develop aesthetic sense of the students through the understanding to various important, wellknown aspects and modes of visual art expression in India’s rich cultural heritage from the period of Indus Valley to the present time. It encompasses also a wide range of practical exercises in commercial art for developing their
mental faculties of observation, imagination, creation and physical and technical skills.
Objectives
A)  THEORY (History of Indian Art)
Notes: As the syllabus of Applied Art-Commercial Art (Theory) is the same as that of Painting (Theory), its objectives are same.
B)  PRACTICAL: The purpose of introducing practical exercises in Applied Art (Commercial Art) is to help
and enable the students to develop professional competence in making Model Drawing Lettering,layout preparation and poster so that they can link their lives with productivity.
One Theory Paper
Unitwise Weightage
CLASS-XI (THEORY)
40 Marks
Time:2 Hours
Units Periods Marks
History of Indian Art
1 Pre-Historic Rock-Paintings and Art of Indus Valley 12 10
2 Buddhist, Jain and Hindu Art 24 15
3 Temple  Sculpture   Bronze  and  Artistic   aspects Architecture of Inda-Islamic 36 15
72 40
Note: The Syllabus of Applied Art-Commercial Art  (Theory) for  Class XI is the same as that of  Painting
(Theory) for Class XI given earlier.
One Practical Paper
Unitwise Weightage
CLASS-XI  (PRACTICALS)
60 Marks
Time: 6 Hours (3+3)
Units Periods Marks
1 Drawing 50 20
2 Lettering and layout 50 20
3 Portfolio Assessment 48 20
148 60
Unit 1: Drawing
Drawing from Still-Life and Nature, medium-pencil monochrome/colour.
50 Pds.
Unit 2: (a) Lettering
(i)  Study of lettering of Roman and Devnagri Scripts (ii) Identification of some type-faces and their sizes
(b) Layout
Making a simple layout with lettering as the main component.
50 Pds.
Unit 3:  Portfolio Assessment                                                                                                                  48 Pds.
(a)  Record of entire year’s performance from sketch to finished product.                                        (10)
(b) Five selected drawings in any media done during the year including minimum three lives.     (05)
(c) Two selected works in chosen subject done during the year.                                                (05)
Note:
1.  The candidate should be given one hour break after first three hours.
2.  The time table to be so framed as to allow the students to work continuously for minimum of two periods at a stretch.
CLASS-XII  (THEORY)
One Theory Paper
Unitwise Weightage
40 Marks
Time: 2 Hour
Units Periods Marks
History of Indian Art
1 The Rajasthani and Pahari Schools of Miniature Painting 18 10
2 The Mughal and Deccan Schools of Miniature Painting 18 10
3 The Indian National Flag and the Bengal School of Painting 18 10
4 The Modern Trends in Indian Art 18 10
72 40
Note: The Syllabus of Applied Art-Commercial Art  (Theory)  for  ClassXll is the same as that of  Painting
(Theory) for Class X II given earlier.
CLASS-XII  (PRACTICAL)
One Practical Paper
Unitwise Weightage
60 Marks
Time: 6 Hours (3+3)
Units Periods Marks
1 Illustration 50 20
2 Poster 50 20
3    I Portfolio Assessment 48 20
148 60
Unit 1: Illustration 50 Periods
Study  of  techniques of illustration on  given subjects  and simple situations supported  by drawing
from life and outdoor sketching in different media suitable for printing.
Unit 2:  Poster                                                                                                                                50 Periods
Making a poster with specified data and slogan on a given subject in two or three colours.
Unit 3:  Portfolio Assessment                                                                                                         48 Periods
(a)  Record of the entire years performance from sketch to finished product.                                  (10)
(b) Five selected drawings in any media done during the year including minimum of two illustrations
(05)
(c) Two selected posters in chosen subject .                                                                    (05)
Note: The time table to  be so framed as to allow the students to work  continuously for  minimum of two
periods at a stretch.
1.  Marking Scheme:
Guidelines for Evaluation of Practical
Part I: Illustrations
(i)  Composition including quality of drawing
(ii) Emphasis on the subject with a specific situation (iii) Reproducing quality and overall impression
05     20 Marks 05
Part II: Poster
(i)  Layout and Lettering
(ii) Emphasis on the subject
(iii) Proper colour scheme, overall impression and reproducing quality
10}
05     20 Marks
05
Part Ill: Portfolio Assessment
(a)  Record of the entire year’s performance from sketch to finished product.
(b) Five selected drawings in any media including minimum of two illustrations.
(c)  Two selected posters in chosen subjects.
10}
05     20 Marks
05
2.   Format of the questions:
Part I: Illustration
Make an illustration in black and white in any colour media on any one of the following five subjects with a specific situation.
Size of the illustration: 30 cm x 22 cm.
Note:    Any five suitable subjects or illustration, decided by the external and internal examiners jointly in accordance with the instructions are to be mentioned here.
Part II: Poster
Prepare a poster-design with specified data and slogan in English/Hindi/Regional language, in three flat colours, on any one of the following five subjects. The designing of the poster should have balanced use of typography and illustration.
Size of the Poster-design: 1/2 imp size.
Note: Any five suitable subjects for poster design decided by the external and internal examiners jointly in accordance with the instructions and are mentioned here, strictly just before the start of the examination for Part II.
3.  A)    Instructions to decide the subjects for illustration:
1.  The examiners (Internal and External) are to select/decide five suitable subjects.
2.   Each  subject  should  be  given  a  specific  situation,  which  is  a  main  characteristic  of  an illustration.
3.   Each subject should be so designed that the candidate may get a clear-cut idea of the subject and they can illustrate a specific situation based on given subject areas.
4.    The examiners (Internal and External) are free to decide the subjects but these should be according to the standard of the class XII and environment of the school/ candidates.
Some identified areas of the subjects for illustration are given below, in which some more areas may be added if needed.
Subject with a specific situation:
(i)  Family and friends in daily life.
(ii)  Professionals/ professions. (iii) Games and sports.
(iv) Nature.
(v)  National events and celebrations.
(vi) Religious events and festivals. (vii)Culture- Dance, Drama, Music and Art.
B)   Instructions to decide the subjects for Poster-design:
1.  The examiners (Internal and External) are to select/decide five subjects suitable for poster-design.
2.   Each subject should be given a specified data and slogan.
3.   The data and slogan should be so framed/designed that the candidates may get a clear-cut idea of the subject.
4.   The examiners (Internal and External) must give the subjects data and slogan according to the standard of Class XII and environment of the school/ candidates.
Some identified areas for poster-design are given below, in which some more areas/subject s may be added.
1.  For Advertisement on:
(i) Excursion/Tourism (ii)  Cultural activities
(iii) Community and nature development
(iv) Ideas-Social, national and international
(v)  Commercial products
2. Instructions to the examiners:
1.  Candidates should be given one hour break after first three hours.
2.  Work of the candidates for Parts I, II and Ill is to be evaluated on the spot by the external and internal examiners jointly.
3.  Each work of parts I, II and 111 , after assessment,is to be marked as examined and signed by the external and internal examiners.
Some Reference Books for teachers
1.  Typolog – G.M. Rege, Bombay.
2.   Kalatmak Likhai, Published by D.A. V. P.
3.  Figure Painting in Water Colour, Charles Reid Watson,Guptill Publication. 4.  Walter T. Foster – Objective Drawing.
5.  Walter T. Foster – Human Figure. 6.   Walter T. Foster- Head Study.
7.  Walter T. Foster – Animal Study. 8.  Walter T. Foster – Landscape.
9.   Applied Art Handbook – G.M. Rege, Bombay.
Some Reference Books for Theory portion of Painting, Graphics, Sculpture and Applied Art :
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21.  Hindustan Masavri
22. The Heritage of Indian Art
23. Studies in Indian Art
24. Indian Painting
25.  History of Indian and Indonesian Art
26.  South Indian Bronzes
27. Discovering  Indian  Sculpture,  A   Brief History
28. Story of Indian Art
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By Dr. Anis Farooqi
Dr. Vasudev Sharan Agrawal
Dr. Vasudev Sharan Agrawal, Banaras Hindu University Publ cation,Varanasi  (U.P.)
Percy Brown, YMCA Publ shing House, Massey Hall, Jai Singh Road (Near Parl ament Street) New Delhi-110001
A. K. Coomaraswamy, Dover Publication, Inc., New York.
C. Civaramamurti , Lal t Kala Academi, New Delhi-I 10001.
Dr. Charles L. Fabri, Affiliated East-West Press Pvt. Ltd., C-57, Defense Colony, New Delhi-110024.
S.K. Bhattacharya, Atma Ram & Sons, Kashmiri Gate, Delhi-I 10006.
30. Glory of Indian Miniature
31 . Indian Painting
32. Indian Artists through the ages 33 . Contemporary Indian Artists
34. Monographs on Amar Nath Sehgal. Amrita Shergil, Abanindra Nath Tagore,
D.P. Roy Chowdhury, Dhanaj Bhagat, Gaganendra Nath Tagore, K.K. Hebbar, Krishna Reddy, M.F. Husain, Rabindra Nath Tagore, Jamini Roy, P.V. Janakiram, Lalit Kala Contemporary
35. Monographs, Portfolios and prints of contemporary IModern paintings and sculptures which are included in the course of study.
36 . Portfolios, books and prints of Paintings and sculptures which are included in the course of study Govt. of India), Janpath,
37 . Contemporary Art in India-A Perspective
38.  History  of  Indian  Painting (Volume-I to
V)
Dr.  Daljeet,  Mahindra  Publications,  R-5/ 11,  New  Raj
Nagar, Ghaziabad, Utttar Pradesh -201002.
C.Sivaramamurti , National Book Trust, India A-5, Green Park, New Delhi-110016