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Class 9-New Lesson Plan-Subject Social Science

Integrated Thematic Lesson Planning (ITLP) ************************************* KVS has recently introduced a model of Integrated Thematic Lesson Planning , especially at the primary and middle school levels , which blends multiple subjects around a single theme. This approach is directly inspired by the Holistic Multidisciplinary Education goal of NEP 2020. For example: A theme like "Sustainable Living" may involve: Science (ecosystems, pollution), Social Science (sustainable communities), Math (data handling with charts), English/Hindi (essay writing or storytelling), and Art (poster creation, model making). Focus on Foundational Literacy and Numeracy (FLN): KVS is also aggressively implementing NIPUN Bharat guidelines through its lesson plans. Teachers now follow learning outcome-based lesson designs , where each class starts with: Learning Intentions clearly written on the board, Use of activity-based learning (ABL) strategies, and ...
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In-Text Questions: Chapter-Unity in Diversity, or ‘Many in the One’

In-Text Questions Chapter-Unity in Diversity, or ‘Many in the One’ Class - 6 Subject-Social Science

*********************************

1. What is meant by ‘unity in diversity’ in the Indian scenario?

Answer: 

It means that even though people in India have different languages, clothes, food, and customs, they all live together peacefully as one nation.

2. What aspects of India’s diversity are the most striking? 

Answer: 

  • Different languages (325 languages and 25 scripts).
  • Various types of food and spices.
  • Unique dresses and traditions in every region.
  • Many festivals celebrated in different ways across India.

    • 3. How do we make out the unity underlying the diversity? 

    Answer: 

  • Common staples like rice, wheat, and pulses are eaten everywhere.
  • Festivals like Makar Sankranti are celebrated in different names but at the same time.
  • Stories from epics like Ramayana and Mahabharata are loved across the country.

    • LET’S EXPLORE

    4. As a class activity, make lists of (1) the birthplaces of at least 5 classmates and the birthplaces of their parents; (2) the students’ mother tongues and other languages known to them. Discuss the results in terms of diversity. 

    Answer: Class Activity (Birthplaces and Languages):

    Name of the Student

    Birthplace of Student

    Birthplace of Parents

    Mother Tongue

    Other Languages known

    1.       

     

     

     

     

    2.       

     

     

     

     

    3.       

     

     

     

     

    4.       

     

     

     

     

    5.       

     

     

     

     
    • List where 5 classmates and their parents were born.
    • Write down their mother tongues and other languages they know.
    • Discuss how these show diversity in your classroom.

    5. As a class activity, make a list of ingredients (grains, spices, etc.) that are used in your home. 

    Answer: Class Activity (Home Ingredients):

    • List grains (like rice, wheat), spices (like turmeric, cumin), and pulses (like dal) used in your home.
    • Compare the lists to see similarities and differences.

                                           (Home Ingredients)

    Sr. No.

    Grains

    Spices

    Pulses

    1.       

    Wheat

    Turmeric

    Moong Dal

    2.       

    Rice

    Cumin

    Masoor Dal

    3.       

    Corn

    Coriander

    Peas

    4.       

    Jowar

    Cloves

    Kabuli Chana

    5.       

    Bajra

    Cardamom

    White Urad Dal


    6. Take any one vegetable and think of the number of different dishes you can prepare with it. 

    Answer:

    One Vegetable, Many Dishes:

    • Example: Potato can be made into aloo paratha, samosa, potato curry, French fries, and chips.
    • This shows how one vegetable can be used in different ways.

    LET’S EXPLORE

    7. Explain how the example of the sari reflects both unity and diversity (in 100-150 words). 

    Answer:

  • A sari is worn across India, showing unity.
  • It comes in many styles, fabrics, and designs, like Kanjivaram and Banarasi, showing diversity.
  • It’s a single piece of cloth but used in different ways in different regions.

    • LET’S EXPLORE

    8. In the above pictures, can you recognise what a sari has been used for? 

    Answer:

    Uses of a Sari:

    • In the pictures, a sari is used for wearing, carrying things, shading from the sun, or as a cradle.

     9. Are you aware of, or can you imagine, more uses for the sari? 

    Answer:

    More Uses of a Sari:

    • It can be used as a curtain, towel, blanket, or even a rope in emergencies.

    10. Following the example of the sari, make a list of different styles you have seen for the dhoti — both as regards the fabric and the uses the dhoti can be put to. What conclusion can you draw? 

    Answer: Different Styles of Dhoti:

    • The dhoti is worn differently in North and South India.
    • It is made from cotton or silk and is used in rituals and daily life.
    • Conclusion: Like the sari, the dhoti shows unity in its use but diversity in its styles.


    LET’S EXPLORE

    11. What is your favourite festival and how is it celebrated in your region? Do you know whether it is celebrated in any other part of India, maybe under a different name? 

    Answer: My Favorite Festival:

    • Example: Diwali is celebrated with lights and sweets.
    • It is also celebrated in other parts of India, like in West Bengal with Kali Puja.

    Ask the Students to write according to their choice.

    12. During October–November, many major festivals take place in India. Make a list of the few main ones and their various names in different parts of the country. 

    Answer:

    October–November Festivals:

    • Dussehra (Durga Puja in Bengal).
    • Diwali (Festival of Lights).
    • Bhai Dooj (Similar to Raksha Bandhan in some places).

    LET’S EXPLORE

    13. In a class discussion, try to identify the episode depicted in the painting shown in Fig. 8.6 above and important details associated with it.

    Answer: 

    Episode in the Painting (Fig. 8.6):

    • The painting may show an important story from the Ramayana or Mahabharata.
    • Discuss which story it is and what moral lessons it teaches.


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