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ASSIGNMENT SOLUTIONS GUIDE (2014-2015)

E.S.-343
Teaching of Social Studies
Disclaimer/Special Note: These are just the sample of the Answers/Solutions to some of the Questions given in the
Assignments. These Sample Answers/Solutions are prepared by Private Teacher/Tutors/Auhtors for the help and Guidance
of the student to get an idea of how he/she can answer the Questions of the Assignments. We do not claim 100% Accuracy
of these sample Answers as these are based on the knowledge and cabability of Private Teacher/Tutor. Sample answers
may be seen as the Guide/Help Book for the reference to prepare the answers of the Question given in the assignment. As
these solutions and answers are prepared by the private teacher/tutor so the chances of error or mistake cannot be denied.
Any Omission or Error is highly regretted though every care has been taken while preparing these Sample Answers/
Solutions. Please consult your own Teacher/Tutor before you prepare a Particular Answer & for uptodate and exact
information, data and solution. Student should must read and refer the official study material provided by the university.

Answer the following question:

Q. 1. Describe various approaches to organise social studies curriculum. Which of the approaches you
will follow to organise social studies curriculum at secondary level and why?
Ans. The aim of social studies is the promotion of civic competence-the knowledge, intellectual processes, and
democratic dispositions required of students to be active and engaged participants in public life. Although civic
competence is not the only responsibility of social studies nor is it exclusive to the field, it is more central to social
studies than to any other subject area in schools. By making civic competence a central aim, NCSS has long recognized
the importance of educating students who are committed to the ideas and values of democracy. Civic competence
rests on this commitment to democratic values, and requires the abilities to use knowledge about ones community,
nation, and world; apply inquiry processes; and employ skills of data collection and analysis, collaboration, decisionmaking, and problem-solving. Young people who are knowledgeable, skillful, and committed to democracy are
necessary to sustaining and improving our democratic way of life, and participating as members of a global community.
The civic mission of social studies demands the inclusion of all students-addressing cultural, linguistic, and
learning diversity that includes similarities and differences based on race, ethnicity, language, religion, gender,
sexual orientation, exceptional learning needs, and other educationally and personally significant characteristics of
learners. Diversity among learners embodies the democratic goal of embracing pluralism to make social studies
classrooms laboratories of democracy.
In democratic classrooms and nations, deep understanding of civic issues-such as immigration, economic
problems, and foreign policy-involves several disciplines. Social studies marshals the disciplines to this civic task in
various forms. These important issues can be taught in one class, often designated "social studies," that integrates
two or more disciplines. On the other hand, issues can also be taught in separate discipline-based classes (e.g.,
history or geography). These standards are intended to be useful regardless of organizational or instructional approach
(for example, a problem-solving approach, an approach centered on controversial issues, a discipline-based approach,
or some combination of approaches). Specific decisions about curriculum organization are best made at the local
level. To this end, the standards provide a framework for effective social studies within various curricular perspectives.
Senior secondary school social studies curriculum is all about how societies work and how people can participate
in their communities as informed, critical, active, and responsible citizens. Students examine the causes and effects
of social issues that relate to identity, culture, and organisation, and learn to take actions that may bring about social
improvement. They investigate how individuals, communities, and societies respond to change and how ideas about
society develop over time.
The teaching of social sciences in the early childhood, primary, and secondary sectors is informed by a range of
curricula. the curriculum for early childhood education. Its parallel and complementary English and Mori texts

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provide a basis both for English-medium early childhood education and for khanga reo6. This curriculum encourages
an integrative, holistic approach to learning and teaching, so the social sciences are not separately recognised. The
intent of social sciences education is, however, strongly evident in the aspirations, principles / ng kaupapa whakahaere,
and strands. The curriculum aspires, for example, to ensure that children "grow up secure in their sense of
belonging and in the knowledge that they make a valued contribution to society" (p. 9). Te Whriki is based on such
social sciences-relevant principles as whakamana (personal empowerment), whnau tangata (integration of family
and community), and ng hononga (learning through responsive and reciprocal relationships with people, places,
and things). The strands also manifest strong social science connections in their emphasis on the importance of
Mana Atroa (active exploration of the environment) and Mana Whenua (affirming and extending links with the
family and wider world).
The scope of social sciences learning in the primary and secondary sectors is set out in The New Zealand
Curriculum7. The learning area is structured around four conceptual strands:
Identity, culture, and organisation.
Place and environment.
Continuity and change.
The economic world.
Achievement objectives are suggested for these strands and a social inquiry approach recommended.
The intention is that, based on the achievement objectives, students are engaged in a learning process that asks
them to:
Draw on and evaluate multiple sources of information.
Consider multiple, competing values and perspectives.
Develop deep understandings.
Reflect on the learning and on the responses it requires of them.
Although social sciences learning is typically integrative in early childhood (through Te Whriki) and in years
1-10 (as social studies), individual social science disciplines do sometimes find a place in junior secondary school
(years 9 and 10). Some schools teach a version of junior geography and history, while others teach economics or
business studies as separate subjects, based either on the Economics Forms 3-7 Syllabus for Schools8 or on
alternatives developed by the Commerce and Economics Teachers Association (CETA) or the Enterprise Trust.
Q. 2. Prepare a question paper in Social Studies for the class IX of your school. Describe the steps you
have followed in preparing the question paper.
Ans. Q. 1. When was the first test cricket match played?
(a) 1877
(b) 1888
(c) 1874
(d) 1890
Q. 2. "MCC? stands for:
(a) Master Cricket Club
(b) Mature Cricket Club
(c) Marylebone Cricket Club
(d) Master Captain Club
Q. 3. Rights are essential for:
(a) personal development
(b) meeting our growing needs
(c) development of society
(d) development of an individual
Q. 4. Who gave the slogan "Garibi Hatao? ?
(a) Congress
(b) Left front
(c) N.T. Rama Rao
(d) BJP
Q. 5. Which one of the following rights is available to the citizens of India and not to the citizens of Saudi
Arabia ?
(a) The country is ruled by a hereditary ruler.
(b) Citizens cannot form political parties.
(c) Women are subjected to restrictions.
(d) Citizens enjoy the freedom of religion.
Q. 6. What is the direction of summer monsoons?

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(a) South-west
(b) North-east
(c) South-east
(d) North-west
Q. 7. Which of the following types of forest is found in the Ganga-Brahmaputra Delta?
(a) Thorny forest
(b) Montane forest
(c) Mangrove forest
(d) Tropical rain forest
Q. 8. Which one of the following is not considered as a social indicator of poverty?
(a) literacy level
(b) lack of access to health care
(c) inadequate safe drinking water
(d) ample job opportunities(2/3)
Q. 9. Which one of the following does not ensure food security to the people?
(a) enough food is available for all the persons.
(b) all persons have the capacity to buy food
(c) extremely inadequate purchasing power
(d) there is no barrier on access to food
Q. 10. Which institution was set up by the Maharashtra Academy of Development Science to
facilitate a network of NGOs in different regions?
(a) Gramin Bank
(b) Grain Bank
(c) Commercial Bank
(d) Food Corporation of India
Q. 11. Define monsoons. What do you understand by break in monsoon?
Q. 12. Forests enhance the "Quality of environment". Discuss.
Q. 13. Why is the distribution of population in India uneven? Give any three reasons.
Q. 14. Mention any three features of the advancing monsoon season.
Q. 15. Explain three categories into which forests were divided as per the "Forest Act of 1878?.
Q. 16. "Test Cricket is a unique game in many ways?. Discuss three ways in which it is different from
other team games.
Q. 17. Explain these terms - General Election, Mid-Term Election and By-Election.
Q. 18. State any three minimum conditions required for a democratic election.
Q. 19. "The Judiciary in India is independent of executive and legislature? Justify the statement in three
points.
Q. 20. Describe how the poverty line is estimated in India ?
Q. 21. A section of people in India are still without food. Explain.
Q. 22. Explain any three causes for the wide spread poverty in India.
Q. 23. Where is Bastar located? Why did people of Bastar rise in revolt against the British in 1910? What
were the results of this rebellion?
Q. 24. Why did the process of deforestation gather momentum during the colonial rule in India? Explain
any five reasons.
Q. 25. Write two points of differences between amateurs and professionals. "The Battle of Waterloo was
won on the playing fields of Eton". Justify your answer with any three suitable arguments.
Q. 26. Name the two houses of parliament in India. Which of the two houses is more powerful? Justify
your answer with any three suitable arguments.
Q. 27. What are fundamental rights? Name any two of them. Which fundamental right is being violated
under the following conditions?
(i) A temple in Orissa had separate entry doors for dalits and non-dalits.
(ii) A large number of poor children aged between 7 and 12 were found working in the mines of Karnataka.
(iii) A group of citizens with a distinct language or culture don?t have a right to conserve it.
Q. 28. What are the significant features of the National Population Policy 2000?
Q. 29. Explain five important anti-poverty measures undertaken by the government of India.
Q. 30. Explain with three examples the role of cooperatives in food security in India.
Q. 31. On the map of India, locate and mark the following:
(a) A state with largest population in India.
(b) A state which receives winter rain fall.
(c) Name the wildlife sanctuary.
(d) Identify the type of vegetation. Steps of
designing a question paper:

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1. Select a general topic that interests you in some way.

2. List key words to help you look up information about the topic.
3. Go to an encyclopedia, or other reference source, to get an overview of the topic.
4. Make source cards for whatever sources you will use for information.
5. Using the general overview, begin to focus the topic into something you can cover well.
6. Write a statement of purpose about the focused topic.
7. Brainstorm questions about the focused topic.
8. Group questions under similar headings.
9. Add any new questions you can think of under those headings.
10. Repeat step 2, listing more key words from your newly focused topic and questions.
11. Make a list of possible sources that can answer your questions. Identify the best sources to use.
12. Find the sources in the library, on the computer, etc. Make a source card for each one you use.
13. Begin making notecards. Use your brain stormed questions to guide your note taking.
14. Change your statement of purpose into a draft thesis statement.
15. Make an outline of your headings. If you are ready to print your outline,
16. Refocus your thesis statement if necessary.
17. Write the body of your paper from your notes.
18. Cite any necessary information with parenthetical citations.
19. Write your introduction and conclusion.
20. Write your Works Cited (it is similar to a bibliography).
21. Create a title page.
22. Evaluate your work.
23. Turn in your paper on time.
Q. 3. Organize a project work on a relevant topic from Social Studies curriculum of class X of your school.
Prepare a report on how you planned, and organized the project work. Also mention how you evaluated
students performance in project work.
Ans. The Harappan Culture
We are now going to tell you something about the Indus valley civilization, also known as the Harappan
civilization, the first known civilization in India.
In the year 1921, an Indian archaeologist Dayaram Sahni found a number of seals from the ruins near the
village Harappa, now in Pakistan. This led to a series of excavations by the Archaeological Department unearthed
was something unbelievable. A huge city was discovered hidden under the sand and bricks of Harappa. In 1922 was
unearthed another large city at a place called Mohenjodaro in Sind. The Department had unearthed one of the
greatest civilizations in the world. During the last forty years, similar remains have been excavated at Rupar in the
Punjab at Kalibangan in Rajasthan, at Banwali in Haryana and at Kot Diji in Sind in Pakistan. More than fifty sites
in different regions are being explored. It seems likely that many more discoveries will be made in the near future.
Harappa and Mohenjodaro appear to have been the two most important cities.
Mohenjodaro Rebuilt Nine Times: It is interesting to note that the great city of Mohenjodaro was destroyed
completely by floods and rebuilt nine times probably once in every one hundred years. However, the rebuilt cities
were exactly like the destroyed city. The reconstruction was based on the original plan. The civilization thus unearthed
has come to be known as the Indus valley or the Harappan civilization. Mohenjodaro and Harappa, the two cities
which were first discovered were located in the Indus valley. Other cities excavated in different parts of Northern
India also resemble them. Till recently, before these excavations were made, it was believed that the civilization was
limited to the valley of the river Indus. However, we can now safely say that it extended over many parts of Northern
India, Central India, Rajasthan and Western India. It was a part of the great Asian civilization which was in existence
at that time. This civilization according to scholars, is about 5000 years old. It lasted between 3000 B.C. and 1500
B.C. and covered parts of the Punjab, Sind, Baluchistan, Gujarat, Rajasthan and Uttar Pradesh. The civilization
formed a triangle and had an area of about 12,99,600 square kilometre, which was twice as large as that of Egypt.

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Harappa: Mohenjodaro Objects

Environment: To understand properly the dawn of the Indus valley civilization, we must be clear about the
environment at that time. The conditions then were different. The Northern and Western parts of India and Pakistan
had heavy rainfall and were covered with forests. Wild animals like the elephants, the rhinoceros and the hippopotamus
roamed about in these forests. The conditions on the banks of the Indus were favourable for settlement. After the
floods, the entire area was covered with fertile soil. The river was full of fish suitable for eating.

Archaeological Clues: Remains of buildings, bits of pottery, seals and terracotta remains are our archaeological clues for the civilization. Seals may one day throw more light, so far these have not been deciphered. A few grains
of wheat and barley and tiny pieces of cloth have helped scholars to know something about their economic life. Their
toys, seals and fingurines give us some ideas about their art, architecture and religious beliefs.
Mohenjodaro: Airview of a part of the excavated remains
Courtsey ASI
Life of the People: An interesting feature of the life of the people here is that there was practically no change
during the long period of about a thousand years. They ate the same food, had the same tools, wore the same kind of
clothes and lived in the same types of houses.

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Warehouse having Graneries

1. Food: The banks of the rivers were linked with fields. Wheat and barley were their staple food. Milk, meat,
fish, dates and fruits were also a part of their diet. Sesame and mustard were used for oil. The crops provided food for
the population.
2. Dress and Ornaments: The Indus valley people were the first people in the world to grow cotton. Spinning
and weaving of cotton was common. A great number of clay spindles have been found all over the cities. The men
dressed themselves in loose, unstiched cloth wrapped round their bodies. The women wore short skirts and wrapped
a kind of shawl round their shoulders. The men kept their hair short and their beards well trimmed. The women had
long hair and dressed it in a variety of styles. Both men and women had fondness for jewellery such as ear-rings,
armlets, bracelets, nose rings, bangles, girdles, anklets, nose studs and necklaces. The jewellery was made out of
gold, silver, copper, bronze, ivory or shells. Precious or semi-precious stones and porcelain were used to make beads
of necklaces. Many specimen of this jewellery have been found at various places. The poor used shells and copper
and silver ornaments. The women loved cosmetics and were fond of beautifying their faces. They powdered their
faces, painted their lips and cheeks and blackened their eyes with collyrium (Surma).

Dancing Girls, MohenjodaroCourtsey ASI

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3. Use of Metals: The metal workers of these two cities were highly skilled artisans, they worked in copper,
bronze, silver and gold. A bronze statue of a dancing girl with beautiful legs and arms was found in Mohenjodaro.
It is a beautiful piece of work. The metal workers were generally kept busy making various tools and implements
such as spears, knives, arrow-heads, axes, fish-hooks and razors. Bronze razors of different patterns have been
found. Iron was unknown.

4. Entertainments: Toys and Sculpture: Outdoor games such as hunting did not interest these people. They
were fond of dancing and singing and games of dice. A number of objects used in gambling have been found at
various places. Toys of all kinds have been found in Mohenjodaro and Harappa. They are dolls, carts, whistles and
small imaginative toys that could do all sorts of tricks. The toys were mostly made of terracotta or baked clay. The
artisans made toys with detached limbs. Some of the little statues are fine works of art, quite natural and true to life.
They also made crude images of goddesses for worship at home. A large number of such images of the Mother
Goddess have been found.
5. Trade and Occupations: The people of Mohenjodaro and Harappa were engaged in various trades and
manufactures. They were farmers, weavers, potters, metal workers, jewellers, ivory workers, stone cutters, toymakers and makers of seals. The farmers domesticated sheep and goats. Animals like the camel, the ass and the
elephant were harnessed for carrying heavy loads. Horse seems to have been unknown. We know that trade was
carried on between the Indus valley and Mesopotamia as seals and pottery from Mohenjodaro have been found in
Mesopotamia. Articles from Mesopotamia have also been found in Mohenjodaro. A brisk trade existed with other
countries, notably Sumeria, Iran and Afghanistan. Most of the trade was by sea and passed through the great sea-port
of Lothal. Traders exported wood, bales of cotton, pottery, jars and ivory. Indian merchants probably settled in these
countries. The traders used a variety of weights and measures, many of which have been found during the excavations.
Numerous articles used as weights have been found. In weighing, mostly 16 and its multiples were used. We have
come cross slicks inscribed with measure marks used for measuring articles. Trade brought wealth and luxury to the
Indus valley cities and towns.
Teaching of Indus Valley
Instruction / Objectives
1. Knowledge of expansion of Harappan culture.
2. Making map of India and mark the cultural areas.
3. To give knowledge of Harappan Age.
4. Introduce geographical factors and prosperity of Harappan cities.
5. Generalization of social, Economic and Political life based on archaelogical clues.
6. To observe reasons of Harappan culture decline.
7. Demonstrate and collect the samples of archeological clues and pictures.
Teaching Learning Process
1. Use maps and pictures related Indus Valley.
2. Use Group and Demonstration Methods.
3. To give Knowledge and ask questions regarding
Position of Harappan culture
Expansion of Harappan culture

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Position of Harappan culture

History of civilization
Helping geographical factors of develop- ment of Civilization
City planning
Social life
Economic and cultural positions
Political organizations
Decline of civilization
Evaluation
To locate the points on map of Indian Sub-continent
(i) Indus and sub-rivers
(ii) Area of Harappan culture
(iii) Main Harappan locations
Why Indus Valley civilization called Harappan culture?
Which type of climate was in Indus Valley?
What was the main occupation of Harappan culture?
Explain the characteristics of religious, social and economic life of Harrapa.
What were main reasons to decline Indus Valley Civilzation?

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