FULL FINAL MERGED (1)

Developing Sense of History through
Experiential Learning

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KENDRIYA VIDYALAYA SANGATHAN

Developing Sense of
History through

Experiential Learning

An Activity Book

KENDRIYA VIDYALAYA SANGATHAN
ZONAL INSTITUTE OF EDUCATION AND TRAINING,

GWALIOR

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From Commissioner’s Pen

Dear all,

The development of the creative potential of each student is
emphasized in the National Education Policy 2020 and this can
be achieved through experiential learning. In this regard, itt
gives me immense pleasure to introduce this document which
is a compilation of ideas that aim at developing sense of history
and how history is written. At KVS our endeavor and vision is to
provide quality education to the students not only by means of
theory but also with the help of fun and educational activities.

History of every country is an integral part as it helps in
not only knowing about the rich heritage and glorious past but
also teaches us to shape the present by implementing the
learning’s from our struggles and challenges that makes India
what it is today. This book aims at making the children fall in
love with the colorful history of our country and also imbibing in
them the qualities and the belief that true heroes are born
amongst us. Through this book, we believe our children will be
able to connect more with the country and value the love for
India despite the cultural differences.

I hope that all the schools will implement these activities
in their learning environment. I strongly believe that our learned
teachers will be able to encourage children and use this book to
create and nurture their interest in history so that they can
cherish our rich culture and heritage.

(Ms. Nidhi Pandey)
Commissioner

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From Joint Commissioner’s Desk…..

History gives us the ground and foundation for the future. The
sense of pride for the rich heritage and the struggles undergone to
achieve our freedom is a symbol of love and patriotism that our
national heroes had for India. Their desire to serve the country with
flesh, blood and resources is praiseworthy and a story to
remember. The youth of the country need to connect and
understand the importance of our history. Recently, the Education
Minister released an indicative and suggestive implementation plan
for school education called SARTHAQ.

In order to facilitate this KVS has initiated designing of a
practical book of activities to create a sense of awareness of history
and importance of history as a subject among the students.

I heartily congratulate ZIET Gwalior for creating this fun filled
Activity Book which has a comprehensive list of activities that aim at
developing and nurturing a sense of awareness about our history.
This book will initiate an experiential and joyful learning for students
and I hope that these activities will bring a massive change in the
viewpoint of students and enhance the importance of our history.

(Sh. N.R. Murali)
Joint Commissioner, Training

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Foreword

The National Education Policy in 2020 came after 30 years and is
all set to change the existing academic system of India with the purpose
of making it at par with the international standard of education and
promoting the overall holistic development of children. The Union
Education Minister has released an implementation plan for school
education called SARTHAQ, which stands for ‘Students’ and Teachers’
Holistic Advancement through Quality Education.

One of the main objectives of SARTHAQ is to help the students to
imbibe 21st Century Skills along with India’s tradition, culture and value
system. Task 207 in SARTHAQ document is to develop among children
the sense of history, how history is written and the importance of history
as a subject. Keeping in view the above task we have compiled the
comprehensive list of activities in a book. These activities favour
experiential learning and will connect today’s present to the past. The
activities suggested in the book emphasise the learning outcomes and
give full autonomy to the teachers to conduct as per the need of
inclusive education. The NEP 2020 recommends the 5+3+3+4 pattern,
so keeping in view the new pattern the activities are created according to
these four stages i.e. Foundational, preparatory, middle and secondary.

I hope that this book will be a rich resource for all the learned
teachers and will arouse the sense of history and pride in the hearts of
our children for our culture and rich heritage.

(Dr. Anurag Yadav)
Director/Deputy Commissioner

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Acknowledgements

Kendriya Vidyalaya Sangathan, ZIET Gwalior, likes to express deep
and sincere gratitude to Ministry of Education, Ms. Nidhi Pandey,
IIS, Commissioner, Kendriya Vidyalaya Sangathan, Sh. N. R. Murali
Joint Commissioner Training KVS HQ, for their guidance and
continuous support.

ZIET Gwalior extends its heartfelt thanks to all the Deputy
Commissioners of all the regions and Principals of different
Kendriya Vidyalayas for deputing the learned teachers for this
wonderful compilation.

ZIET Gwalior is thankful to its faculty for their sincere efforts
and coordination in publishing this book.

Thanks to Ms. Sangeeta Chauhan, PGT (Computer Science),
KV No.3 Gwalior, Ms. Kalyani, TGT (Social Science), KV No.2
Nausenabaugh and Sh Vivek Jain, TGT (Art Education), KV No.2
Gwalior for assisting in designing the cover pages of the book.

The completion of this activity book would not have been
possible without the learned team of KVS teachers from all over
India, whose continuous efforts and dedication has made it a
successful venture.

Selfless contribution of Mr. Murugan, TA (History), ZIET
Mysore and Mr. S. K. Pandey, PGT (History), KV No.2 Gaya, in
giving their valuable comments deserves appreciation.

Heartfelt thanks to all the members of the Drafting Committee,
who have put in a lot of effort in bringing into a final shape, to the
activities.

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The Members of Drafting Committee are as follows:

Name Designation Kendriya Vidyalaya

Mr. Md Zahid Hussain PGT (History) KV Barrackpore AFS
Mrs. B. Sreelakshmi PGT (History) KV Trimulgherry
Mrs. Pragati Upadhyay PGT (History) KV No.3, Delhi Cantt
Mr. Majinder Singh PGT (History) KV No.1 AFS Gurugram (2nd Shift)
Mr. Dharmendra Pamecha PGT (History) KV AFS Naliya
Mr. Maningh Meena PGT (History) KV No.5 Jaipur (2nd shift)
Mr. S.K.Pandey PGT (History) KV Manauri
Mr. Nirupam Kumar Gupta PGT (History) KV BULANDSHAHR (1st Shift)
Dr. Hemant Kumar PGT (History) KV No.1 Agra
PGT (History)
Mr. Sanjay Kumar Barnwal PGT (History) KV No.2 Tezpur
Mr. Nilesh Kumar Mishra PGT (History) KV Sitapur
Mr. Binktesh Singh PGT (History) KV BLW Varanasi
Mr. Harendra Prasad PGT (History) KV No.1 Indore (1st Shift)
Mr. Ajeet Kumar TGT (Social Science) KV CPE Itarsi
Mr. Shashi Shekhar TGT (Social Science) KV No.1 Gaya
TGT (Social Science)
Mrs. Pronamika Boruah TGT (Social Science) KV Khanapara
Mr. Dharam Pal Rawat TGT (Social Science) KV Rangpuri
Mr. Dinesh Kumar Purohit TGT (Social Science) KV Nowrozabad
Mrs. Simmi Singh TGT (Social Science) KV Meerut Sikh Lines
TGT (Social Science)
Mrs. Kalyani Kumari TGT (Social Science) KV No.2 Nausenabaugh
Mrs. Swapna Rajan K R Head Master KV Pallipuram
Dr. Neelima Mishra Head Master KV IIIT Jhalwa
Mr. Santosh Pal KV Betul
Mr. Devendra Singh Parmar Head Mistress KV No.1 Bhopal
Mr. Sujeet Kumar Head Mistress KV Bailey Road, Patna (2nd Shift)
Head Mistress
Ms. Manisha Khetrapal Head Mistress KV IIT Guwahati
Mrs. Vinita Mishra Head Master KV Sidhi

Ms. Chemmalar Shanmugam Primary Teacher No. 2 Jalahalli
Mrs. Anshu Pratap Primary Teacher KV Janakpuri
Mr. Rameshwar Lal Dave Primary Teacher KV BSF Jodhpur
Mr. Amit Kumar KV Duliajan

Mrs. S. Bharat Rathna KV No.1 AFS Tambaram
Mrs. Vibha Naudiyal KV HBK No.1 Dehradun

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Content

S.No. Curricular Structure and Pedagogy Class Page No.

Foundational Stage (2 years) 1st to 2nd 1-10

1 Flexible, Multilevel, Play/Activity-
based learning

Preparatory Stage (3 years) Play, 3rd to 5th 11-25

2 Discovery, and Activity-based.

Interactive classroom learning
Middle Stage (3 years) 6th to 8th 26-38

Experiential learning,

3 Explorations, Critical and Creative

Thinking, Problem Solving based

learning
Secondary Stage (4 years) 9th to 10th 39-49

4 Multidisciplinary study, Critical
and Creative Thinking, Problem 11th to 12th 50-65

Solving, Inquiry-based learning

5 Common Activities that can be customised for 66-67

any grade

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Prologue

The conversation between two teachers regarding the change in the
education system will sensitize teachers towards multi-sensorial
pedagogical experiences with a special focus on the physical, emotional
and mental well-being of children.

“This NEP 2020 has brought out lot of changes in the education system.
I am comfortable with what I am doing now in the classroom. I have
always produced cent percent result. What else is needed? What is your
view?”

“Oh! It will be convenient for anybody to be in their comfort zone but
don’t you think we need to change as per the need of the hour? I do get
bored with doing the same thing repeatedly. I am happy to welcome the
new change.”

“You seem to be so excited about it. Would you mind telling me what
those welcoming changes in NEP 2020 are?”

“I can say so many things about NEP 2020, which has been prepared
with the focus on making students future-ready. But let me restrict
myself to Pedagogical Reforms alone. The main focus is on Children
should not only learn, but more importantly learn how to learn. The
specific goal of curriculum is to develop all aspects and capabilities of
learners and make education more well-rounded, useful, and fulfilling to
the learners. The education will focus on critical thinking, problem
solving skills, and creative, innovative, multi-disciplinary, adaptive,

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character building, ethical, rational, and caring. The pedagogy is to make
education more experimental, holistic, Integrated, experiential, Inquiry-
driven, discovery-oriented, learner-centered, discussion-based, flexible
and enjoyable.”

“It looks quite interesting. But again I feel it is all an educational jargon,
giving new terms and making it look something different.”

“No, no, not at all. If you trace back our ancient education system,
Gurukul was based on the holistic development of pupils and Guru used
to teach all the subjects like philosophy, military education, public
administration, values, ethics and other subject areas residentially in a
green environment, for 5 to 6 students and they in turn transfer the
knowledge to the juniors. This method was very experiential and then
British Education System came into practice, which changed everything
into shaping students with textual knowledge, rote learning, exam
oriented, limited to questioning and maintaining discipline. The reforms
came but could not bring any constructive and productive outcome.”

“So you see, it is not a new jargon, we are restoring back our education
system which is considered to be the best practices and adopted by the
developed countries like Singapore and Finland. Child is a natural
learner and can construct knowledge. Teachers’ role is primarily as a
facilitator in learning process. This experiential learning provides hands-
on experience and joyful learning environment in the class.”

“The co-curricular pedagogical approach gives an opportunity to
students to engage and interact with the environment through their
senses and will empower them to take initiative and lead, in learning.”

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“Arts integrated learning forms the basis for learning of concepts across
subjects. The children imbibe the Indian ethos through Indian art and
culture and strengthen the linkages between education and culture.”
“Sports integrated learning uses physical activities including indigenous
sports in pedagogical practices. It develops skills like collaboration, self-
initiative, self-direction, self-discipline, teamwork and fosters holistic
development by promoting physical and psychological well-being. It also
helps students adopt fitness as a lifelong attitude and achieve related life
skills.”

“It gives autonomy to students and the teacher facilitates through
experiential learning pedagogy, films, theatre, storytelling, poetry, music,
real life experiences, Gamification, apps and contextualized India
Centric learning.”
“I am really thrilled by what you are saying and am eagerly looking
forward to engage my students to explore, discover and learn by doing.
Thank you for enlightening me.”

“I am happy that I could clarify your doubt.”

“I am also curious to know about this activity book to develop sense of
history. Can you tell me about the journey and the birth of this Activity
Book?”

“Oh! I am happy to tell all about it. This Activity Book is an outcome of
the KVS teachers from all over India. Our Commissioner Madam Ms.
Nidhi Pandey, sowed the seed on the basis of Task 207 of SARTHAQ
document, and our Joint Commissioner (Trg.), Mr. N. C. Murali, gave all
the support and guidance for the culmination of this Activity Book. The

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task was assigned to ZIET Gwalior. The series of webinar was
organized by ZIET Zone-wise, calling from every region two PGT
History, two TGT Social Science, One PRT and One HM. The
suggestions and inputs were recorded as well as the chosen teachers
mailed their suggested activities.”

“The mammoth task of compilation, editing, deleting, proof reading etc.
was done by the ZIET Gwalior Faculty with the help of final Drafting
team.”

“Don’t you think the teachers are capable of creating their own activity
creatively and innovatively on their own? And don’t you think this book
will make them follow only what is mentioned here?

“See, the book in the beginning itself says that these are suggestive and
can be adapted/adopted to the context they are teaching. Moreover, you
get handy activities and as per your imagination, context and creativity
you can very well modify it to suit to your classroom and that will be a
great help for teachers rather than not doing any activity in the
classroom.”

“Yes, I see the point in what you are saying. It will be a great help to
teachers to plan their activity in the classroom. I believe that a well-
informed teacher can do wonders in the classroom. I really appreciate
our KVS for taking such a great task and supporting the teachers who
are shaping the future generations.”

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“You are absolutely right, our KVS lives the vision and mission of our
country and go hand in hand with the Ministry of Education in realizing
the goal of Future India.”
Engage! Experiment! Experience! Enjoy! Excel!

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About this Activity Book

Learning should be holistic, integrated, enjoyable and engaging. In order
to encourage holistic development and 21st century skills, along with
cognitive development, activities have been developed, as per the
guidelines of NEP 2020 and SARTHAQ, Department of School
Education and Literacy, Ministry of Education, Government of India.
These activities are indicative and suggestive that can be adopted /
adapted with local contextualization and may be modified as per the
needs and requirements.

For understanding the importance of history as a subject, and for getting
a sense of how history is written, classroom activities have been planned
for students of grades 1 to 12, in a grade appropriate manner. These
experiential learning activities will bring in a strong sense of history, a
feeling of pride and belonging among students to remain rooted in the
local culture.

The activities are divided in the following manner:
o Foundational Stage - Grades 1 – 2
o Preparatory Stage - Grades 3 – 5
o Middle Stage - Grades 6 – 8, and
o Secondary Stage - Grades 9 – 12 (in two phases: 9 & 10 and 11 &
12).

The Preparatory Stage will comprise three years of education building
on the play, discovery, and activity-based pedagogical and curricular
style of the Foundational Stage, and will also begin to incorporate some
light text books as well as aspects of more formal but interactive

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classroom learning, in order to lay a solid groundwork across subjects,
including reading, writing, speaking, physical education, art, languages,
science, and mathematics. (NEP 2020)

The Middle Stage will comprise three years of education, building on
the pedagogical and curricular style of the Preparatory Stage, but with
the introduction of subject teachers for learning and discussion of the
more abstract concepts in each subject that students will be ready for at
this stage across the sciences, mathematics, arts, social sciences, and
humanities. Experiential learning within each subject, and explorations of
relations among different subjects, will be encouraged and emphasized
despite the introduction of more specialized subjects and subject
teachers. (NEP 2020)

The Secondary Stage will comprise of four years of multidisciplinary
study, building on the subject-oriented pedagogical and curricular style
of the Middle Stage, but with greater depth, greater critical thinking,
greater attention to life aspirations, and greater flexibility and student
choice of subjects. (NEP 2020)

Engage to enjoy learning to build character and well-rounded individuals!

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Foundational Stage ( Grades 1 & 2)

Sl. Class Name of Suggested Aim/Objective Time Sources/Resources Learning
No. Activity with brief of the Activity Required outcomes

Description

All About Me- 1. To get 2 Periods Child and Parent The learner:

Foundational Stage ( 1st & 2nd) Chronology and acquainted with 1. Narrates past

Genealogy of family the family stories by looking

Collect photographs history at photographs

and information about and letters, and

child/parents/family interacting with

1 parents.
2. Describes roles

of family

members, family

influences.

Transportation- 1. To familiarise 2 Periods Transportation Time The learner:

Short video/animation/ with means of Line- Then and Now, 1. Identifies

pictures on various transport and Worksheets/Picture means of

means of technological Chart on transport used in

transportation then advancement transportation. grandparents

and now. over time. /parents

childhood time
2 and used now.

2. Describe about

different means of

transport used

now.

Let's Sing- 1. To know 2 Periods Children songs, folk The learner:

Do students have any changing songs, film songs & 1. Differentiate

favourite song? Which preferences in videos. between old and

is it? music. new songs.

Can they explain why 2. Demonstrates

they like it? on famous old

Has it always been songs by singing
3 their favourite or has few lines.

that changed over

time?

What sorts of music do

their parents /

grandparents enjoy?

1

Trace and Tell (Coins)- 1. To know 2 Periods Coins, The learner:

Trace the coins (old about different RBI-website- 1. Differentiates

and new coins)- types of old and https://rbi.org.in/Scrip between new and

Create money rubbings new coins and ts/ic_coins.aspx old coins.

impression with paper their values. 2. Compare the

and crayons; values of coins

First let students rub used in

the coins with crayons; grandparents/

Next let them match parent's time and

4 the rubbings to the now.
coins.

Children will write the

value and name next to

each coin.

Pot Luck- 1. To know 2 Periods YouTube videos, The learner:

Discuss on the type of different types Plates, napkins, 1. Identifies the

food children eat / of food items spoons, Serving food items they

the dishes family often used or Dishes, family used to eat in

eat/food eaten on prepared on members early childhood

special family different times and now.

occasions/festivals. Do and occasions. 2. Differentiate –
5 you have the same the time period

food that you had as an and family to

infant? family- diversity in

Importance of food/ food.

how do we get it /Who

cultivate it?

First Time Line- 1. To know the 1 Period Photos of different The learner:

Arrange the pictures time line- baby ages. 1. Identifies

age wise of child to adult. Worksheets /picture pictures in

himself and family charts. chronological

members through order.

pictorial presentation. 2. Describes
6 Activity- Asks the pictures based on

children to arrange the the observations.

photos age wise in

descending order.

.

2

Copycat – 1. To learn our 1 Period Clothes pictures The learner:

Dress up like clothing 1. Differentiates

grandfather or changed over between adult

grandmother. time. and children

Discuss with the dress.

parents/guardians/ 2. Differentiates

grandparents/elders in between objects
7 the neighbourhood and and activities of

compare their lives in present and past

past with that of now (at time of the

for the things of daily elders) (e.g.,

use such as clothes. clothes)

In my house – 1. To collect 1 Period Pictures, videos, Now The learner:

Items available in your information and then worksheets. 1. Trace the

house (utensils, stove, related to the changes in the

dress, and furniture lives and practices of past

etc. - its importance). different time and present

Ask the students- what Periods. 2. Analyse the

are the things you use difference found

to light your house? between the

(Many years ago, things used in old

8 people used candles, times

lamps to light their (grandparents’/pa

houses). rents’ time) and

Draw Pen, quill pens, present time.

candles, Deepak(lamp),

hand fan ,electric fan

etc.

Toys (Play back) - 1. To learn our 2 Periods Toys from past to The learner:

Compare toys they interests and present- images, 1. Differentiates

played as an infant / abilities change YouTube Videos. between the toys

Do they enjoy the same over time, and of the present and

toys now? If not, why? the toys with past.

How the toys today are which they play

different from their reflect that

infant stage toys? change.

9 Parents had toys/ What
are they? Do the toys

someone plays will tell

us something about

that person?

3

Photo Documents 1. To tell stories 2 Periods Student photographs The learner:

(Flash back) - about – infant and today 1. Identifies

Students will bring themselves by individual relation

their photos of infant looking at the with, family

stage /any of the family photos. members.

members. 2. Differentiates

Teacher will click the physical features
10 present stage and ask of present and

them to compare with past.

their infant one, for

observing

developmental stages.

Back to caves- 1. To give 1 Period Life of Early Man- The learner:

Animated video on insight into the https://www.youtube. 1. Demonstrates

evolution of man. development of com/watch?v=4jtAYO the ways of living

Cave Art Activity- use the human mind D0sU4 of early man.

brown chart papers and ways. https://youtu.be/8exH 2. Describes the

to create a background 2. To realise vk7mals importance of

of cave by pasting how paintings Cave art activity basic needs of

11 brown chart papers and drawings humans

backside of the help convey 3. Draws like the

bench/table. Ask significant ideas early man in a

students to lie down on and events. cave.

the floor and draw

pictures.

Changing Times- 1. To compare 1 Period Grandparents, The learner:

Teacher will ask and contrast YouTube, Pictures, 1. Describes the

students to ask their between things Newspaper clippings, lifestyle of the

grandparents regarding of past and Wedding albums, people in the past.

changes in their present. Travel photographs 2. Compares the

lifestyle (change in 2. To talk about olden and modern

transportation, food life changes lifestyles.

habits, communication, now and then. 3. Identifies the

clothing utensils etc.) 3. To promote changes brought

12 Students will tell the inquiry-based over the period of
story of what their learning. time.

grandparents have told 4. Observes his/

them about, by her surroundings

comparing it with to analyse the

today's lifestyle? changes.

4

Take me back- 1. To compare 1 Period Pictures, Videos, The learner:

Teacher will show and contrast Newspaper clippings, 1. Outline the

pictures of the past and between the Films, Grandparents, differences

present of any past and Delhi city now and between the past

city/place/locality to present then- and present 2.

13 the students and will scenario. https://youtu.be/RK9 Describe the
ask them to note down 2. To be aware
OMEeg5rE reasons behind

the differences they of the changes the

find. brought over a transformation.

period of time.

Snap Chat Box- 1. To compare 2 Periods Photographs, Internet, The learner:

Teacher will ask the and contrast Books, Grandparents 1. compare

students to collect and lifestyle of the school/ wedding

paste the school past and photographs of

photos /wedding present. their parents &

photos of parents/ 2. To be aware grandparents on

Grandparents/grownup of the changes the basis of

s and note down the brought over a colour, clarity.

differences in the period of time. 2. Describe the
14 photos. (B&W/Colour 3. To develop differences in

/clothing/footwear critical thinking. their footwear,

etc.) clothes, and

dressing style,

background etc.

3. Recognise

lifestyle trends.

What Grandma Cooks- 1. To give an 2 Periods Teacher, Family, The learner:

Understand the idea about the Classmates, Various 1.Identifies the

different region food culture of dishes, dishes made on

food/state food. India. Traditional Indian special occasions.

Organize a Community 2,To cuisines- 2. Describe about

lunch for which understand https://youtu.be/pitrT people from

students will bring the cultural thf5Vg different cultural

special dishes that their diversity in food backgrounds eat

grandma used to associated with different foods.

prepare during special festivals. 3. Identify the

15 occasions. 3. To festivals with food
understand the 4. Demonstrate

different kinds qualities like

of food and sharing,

food related cooperation,

festivals in other respect etc.

states.

5

Craft for Nature- 1. To know and 2 Periods Leaves, newspaper, The learner:

Activities related to appreciate eco- Google images, 1. Identifies eco-

past practices of friendly Youtube friendly crafts to

making reusable practices of the Paper Bag Craft- replace non-

products by using past. https://youtu.be/M0y biodegradable

natural things. Art 2. To ZwfiNuUI products and past

integrated Activities- differentiate Leaves plate making practices.

16 Paper bag / cloth bag between past craft- 2. Describes olden

/leaf basket making and present https://youtu.be/Nyu practices that

activity using palm practices. 7NVfUnrg were not harmful

leaves/ any other big for the

leaves /clay tablets environment.

biodegradable plates 3. Describes the

can be made. dignity of labour

Wonder of Wheel- 1. To know 2 Periods Animated Video - The learner:

Teacher will show early inventions of Invention of 1. Describes how

men animated early men. wheelhttps://youtu.b the wheel was

films/cartoons where 2. To e/t-VKaVV2v- invented, modern

students know about understand how Uhttps://youtu.be/h8 and old.

wheel inventions.Art things change or H_AqwpFqsCartoon - 2. Describes the

integrated activity of develop over Before importance of
17 Cardboard wheel craft time.
wheelshttps://youtu.b wheels in a

will be given. 3. To compare e/SLFoV- vehicle.

wheels of the FO7AYCardboard 3. Draw a vehicle

past and wheel craft used by men in

modern world. activityhttps://youtu.b the past.

e/ryZfwWpzgvU

My Great Grandpa's 1. To compare 2 Periods Animated video of The learner:

Vehicle- and contrast History of 1. Describes the

Talk to grandparents past and Transportation means of

about the present means https://youtu.be/25Ia transport used in

transportation used of transport. UQ_oUyM the past.

when they were kids. 2. To talk about BULLOCK CART CRAFT 2. Establishes

Art Integrated Activity - changes USING PAPER AND connection with

draw /paste pictures brought over a POPSICLES the past.

/use empty Period of time. https://youtu.be/EAa 3. Differentiates

18 matchboxes, ice-cream 3. To promote m6zR9wfc between means of

sticks, cardboard, inquiry-based Palki makingCraft transport used in

bottle caps etc. to learning. https://youtu.be/MpO the past and

make models of means 22MpOtUg- present.

of transport used by 4.Demonstrates

their great hands-on

grandparents. experience

6

Treasure hunt- 1. To 2 Periods Tools for digging, The learner:

The teacher will understand how Objects like 1. Demonstrate

conduct a digging up historical things ornaments, pots, the use of tools to

activity in the school are recovered. coins, pictures, map, dig the ground.

playground to identify 2. To provide an stamps etc. Activity 2. Demonstrate

or find the objects experiential Sample- maps having

which she had hidden learning. - cardinal signs and

already such as tools, 3. To identify http:s://www.brighth symbols.

ornaments, pots, coins, objects that ubeducation.com/less 3. Describe how

pictures, stamps etc. In help to find out on-plans-grades-1- things are

classroom excavations, about the past. 2/9475-digging-fossils- unearthed
19 leading to an interest in
project/ 4. Identify the

digging the cake/shoe different objects

box/schoolyard area. found after

digging the

ground.

5. Describe how

people in the past

lived

Grandma's Tales- 1. To acquire 4 periods Videos/animated The learner:

Story telling method to awareness movie on story of 1. Describes the

teach history of about man. human origin,

Kings/Queens/ immediate / What Happened their food habits,

Freedom fighters/ wider Before History? clothing habits

great personalities/ surroundings Human Origins- etc.

mythological through lived https://youtu.be/dGiQ 2. Identifies the

characters etc. experiences on aabX3_o things discovered

20 Students will re tell the various themes. History of Clothing- by the early men.
stories of grandparents https://youtu.be/zaW 3. Outlines the

regarding changes in 0si0WuUQ differences

their lifestyle. Things available in observed in food

their surroundings, habits, dresses

Children’s Movie. from early age to

the present.

7

Patriotic songs while 1. To develop Every day Music Teacher, Music The learner:

morning assembly / the sense of activity (One Room, YouTube 1. Appraise the

recess / school is over- nationalism and song may be https://youtu.be/ZVBj contribution of

(Songs also play a key patriotism played SqrhRIsInternet warriors in

role in learning things among the weekly.) resources, Patriotic freedom struggle,

in a different manner. children. Movies, Movies for towards nation

While being in the children, building.
21 school during the 2. Sing in CCA

aforesaid occasions competition or

children can make the any other

most of their sense of occasion.

listening.)

Means of 1. To acquaint 2 Periods You tube- The learner:

Communication- with means of https://youtu.be/- 1. Identifies the

Crossword/ puzzles on communication IVTNGlE9W0 means of

means of - slowest and communications

communication. fastest. and its

22 Creative and critical development.
thinking- means of 2. Distinguish

communication helpful slowest and

during this pandemic. fastest means of

communication.

Our Festivals- 1. To know 4 Periods Objects or clothing The learner:

List the festivals you about our that represents 1. Describes

celebrate at festivals and different festivals societies and

home/school. their ways to https://youtu.be/M_8 communities, how

Competition like card celebrate mhsMV5jo they function,

making/drawing etc. change over their culture etc.

List the different places time. 2. Differentiates
23 of worship. past and present

Creative and critical experiences.

thinking- How can we

celebrate the festivals

to foster brotherhood?

8

Food and Fun- 1. To make 2 Periods https://youtu.be/4wI0 The learner:

Organize a food and them aware of gNeR0t0 1. Distinguish the

fun activity / food from the different food items eaten

different states/ cultures of and crops grown

depicts culture of India different states in different states.

/ wear traditional (language, food, 2. Describe the

24 costume and tell about costumes). traditional

food eaten in their costumes of

states and the name in different states.

mother tongue.

Sweet Family- 1. To make 2 Periods Rhyme in different The learner:

Making a family tree by them aware of languages, parents. 1. Describe

pasting pictures and the family Photo albums, different

labelling their names, members or parents, relations.

in this activity they will familiarise the grandparents, uncle 2. Identification of

25 find about names of terms used for and aunt. ancestors.
their family members different
https://youtu.be/zNLR

and paste pictures on relations. iB-qOAs

family tree.

Animated story about 1. To make 2 Periods Books on freedom The learner:

Freedom Fighters- children aware struggle, Poems on 1. develop spirit of

This activity engages of different patriotism patriotism,

the children to know warriors of the YouTube- nationality and

about Freedom freedom https://youtu.be/uGu unity among

Fighters. struggle and YoI6-I8E them.

26 their https://youtu.be/kn7z 2. Identify

contribution. 9sX-fC8 pictures of

Internet resources, freedom fighters.

National Digital

Library

Country of temples- 1. To sensitize 2 Periods Internet resources, The learner:

Collection of photos of about different https://www.swantou 1. Identifies

temples and pasting in deities of r.com/blogs/list-of- different deities of
top-34-famous- ancient temples
27 the scrap book. different

temples. temples-in-rajasthan

9

Maharana Pratap-The 1. To develop 3 Periods https://youtu.be/C7p The learner:

Great Warrior patriotism pYXAKics 1. Identifies image

Image / short video of 2. To develop https://youtu.be/C7p of Maharana

the great warrior gratitude for pYXAKics Pratap.

Maharana Pratap will our motherland. https://youtu.be/C7p 2. Describes Maha

be shown. 3. To know the pYXAKics Rana Pratap &

28 *Local folk song- “Vo history of great https://youtu.be/YmN Chetak.

Maha Rana Pratap Rajput King N4QkA7-k 3. Recite the

Kathe” audio will be Maha Rana poem on

played. Video and song Pratap. Maharana Pratap.

on his horse Chetak/

History of Haldi Ghati

war.

Cooking Utensils- 1 To develop 3 Periods link for list of modern The learner:

Draw /paste pictures of knowledge of cooking utensils- 1. Describes the

different utensils used materials https://urduesl.com/li materials required

for cooking / required for st-of-kitchen-utensils/ for making

discuss with making utensils. link for worksheet- utensils.

grandparents about 2. Identification https://images.app.go 2. Tell the names

cooking utensils /fuel of names of all o.gl/Fs8zUdLgTCyhHD of all the modern

used in their times. the modern AZA utensils used in

29 What materials are utensils used in their house.
required to make their house. 3. Differentiates

utensils in modern time between the fuel

and ancient times? used to cook food

in modern and

ancient times.

Shaheed Bhagat Singh 1. To learn 2 Periods Youtube Animated The learner:

- The Man with Tiger's about freedom Video- 1. Demonstrates

eye - Animated story struggle of https://youtu.be/- life events of

on life of Bhagat Singh India. FoCsDnPmE0 Shaheed Bhagat

/ Role play, dressing up 2. To know Role play- Singh.

like Bhagat Singh or about https://youtu.be/Femj 2. Identifies

speaking slogans contribution of BLyk2Mo contributions of

(Inquilab zindabad or freedom Pictures, Story book, Bhagat Singh in

30 They may kill me, but fighters in the Slogans of Bhagat the freedom
they cannot kill my struggle for Singh- struggle.

ideas.) of Bhagat Singh independence. https://youtu.be/ThJv 3. Demonstrate

can be conducted. 3. To instil dX42554 the sense of

feeling of patriotism and

nationalism and love for India

love for the through role play.

country.

10

Preparatory Stage ( Grades 3 to 5 )

My Family My Pride- 1. To make 2 Periods Family members and The learner:

Preparatory Stage Children will trace their aware the elders 1. Recounts their
(Class 3rd to 5th)
family history; learn children with family history

about where their the history of including names,

31 family is from and what their family. place of birth and

types of jobs their occupations.

ancestors had. 2. Depicts a

family tree.

Prabhat pheri- Children 1. To make 2 Periods https://youtu.be/b2Di The learner:

will participate in children aware YTSW87A 1. Discovers that

theme based Prabhat about ‘Prabhat in the 1930s and

Pheri/ Rally on Pheri’, thereafter,

historically important 2. To arouse the Gandhiji used

day. sense of pride ‘Prabhat Pheri’ as
32 For example - Republic about our a mode of political

day or Gandhi Jayanti freedom communication.

with hand-outs and struggle

slogans

Cooking is fun - 1. To sensitize 1 Period NCERT Books The learner:

Children will help their the changes in (Marigold - Class -5 , 1.Differentiates

parents in cooking food items 2.To Rimjhim- Class 5 ) between the food

traditional food items respect our https://youtu.be/t0Bg items of earlier

of different states in tradition. f-rf2ng days and present

earlier times like Avial 3.To know the https://youtu.be/x5TG days.

33 (Kerala), Khichdi facts about bXLOBX8 2. Helps in
preparing the
(Bengal). They will also traditional

prepare their own cooking and traditional food

recipe book of other cultural items and writes

traditional food. aspect their recipes.

My Podcast- Children 1. To present 2 Periods https://youtu.be/0Rg The learner:

will listen and enjoy the historical facts D14kp0Rw 1. Listens to the

programmes like India and tales in programmes

classifieds on Red FM their own voice. related to the

podcast and YouTube. history of India.

34 After that, they will 2. Presents the
also record and present story of the past

such historical facts in their own

and tales in their own words and voice.

voice.

11

Chitthi Ka Safar 1. To sensitize 2 Periods https://youtu.be/ZtqF The learner:

(Journey of Letter) - children with h2Mw1oY NCERT 1. Watches the

watch the video and the history and Book-Rimjhim-5 video on 'Chitthi

then collect the development of Ka Safar’.

postcard, inland letters, means of 2. Collects and

envelope and pictures communication. pastes various
35 of various sites and materials related

apps being used for to means of

communication and communication in

paste in scrapbook. scrap book.

Rail Museum- Children 1. To sensitize 4 Periods https://youtu.be/o87 The learner:

will prepare in groups, children with p1DLbAG8 Explains the

different kinds of trains the history and https://youtu.be/o87 developmental

(steam, diesel, electric) development of p1DLbAG8 story of trains in

using discarded boxes trains with toys India.

36 and colour papers to making and art
create their own rail integrated

museum. learning.

Gurukul se Online tak - 1. To sensitize 2 Periods Script for the skit will The learner:

Children will perform a children with be prepared by the Dramatizes the

skit depicting the the history and teacher as per their developmental

development of school development of convenience depicting story of school

education system in school the development of education system

37 our country starting education school education in India.
from Gurukul to Online system in India. system in India from

(education in temples Gurukul to online

to Online). classes.

Biopic- Children will 1. To sensitize 3 Periods https://youtu.be/mt2 The learner:

watch the biopic like regarding great 3ZkovEvo 1. Identifies the

Gandhi, The Legend of personalities, famous historical

Bhagat Singh,Netaji their history and personalities.
2. Recalls their
38 Subhash Chandra Bose: works.

The Forgotten Hero contribution to

etc. the nation.

12

Bioscope- Children will 1. To sensitize 2 Periods https://youtu.be/os5K The learner:

prepare bioscope with children with 6kLM9sI 1. Identifies the

the help of discarded historical https://youtu.be/YZch different historical

boxes, colour papers monuments inHGVCM monuments.

and collected pictures with toys 2. Locates the
39 from the magazines/ making and art places of these

newspapers on integrated historical

monuments. learning. monuments.

Dolls exhibition 1. To sensitize 2 Periods https://en.wikipedia.o The learner:

(Evolution of clothes) - children with rg/wiki/Clothing_in_In 1.Differentiates

Children will display the evolution of dia between the

their dolls wearing clothes. clothes of earlier

clothes of different era. days and present

days.
40 2. Exhibits the

traditional dresses

and modern

dresses using

dolls.

Clay Modelling of 1.To sensitize 2 Periods https://youtu.be/2Gx The learner:

coins/seal/tools/ toys/ children with _g3fal5k 1. Identifies

pots - Children will the sources of various material

make coins, seal, tools, history like sources of ancient

toys and pots of coins, seal, toys history.

41 ancient times with clay and pots etc. 2. Explains the
and aluminium foil. importance of

these sources in

the study of past.

Classroom magazine- 1. To sensitize 6 Periods NCERT books, The learner:

Children will prepare children with magazine, journals, 1. Writes an

class magazine based history of internet and YouTube article on history

on important historical women of women

events. For example - empowerment, empowerment,

women empowerment, social reforms in social reforms in

social reforms, film in India, history of India, history of

42 India, India after film and India film in India after

independence etc. after independence.

(Teacher may select independence.

the theme other than

these also)

13

Theme based fancy 1. To 3 Periods Fancy Dress Pictures The learner:

dress/role play acknowledge You tube 1. Identifies the

activity: the significance various historical

Children will role play of freedom https://youtu.be/ksO6 characters and

any famous historical fighters and c1TIihs recognises their

43 characters and social reformers role in history.
2. Collects facts
introduce themselves

in front of the class. and information

about historical

events.

Let's talk to Machines: 1.To find out 2 Periods The learner:

Make a list of machines the different Machines 1. Categorises the

around them and machines and You tube machines on the

gather the information various facts https://www.youtube. basis of their use

through books, about them like: com/watch?v=lTN84J and importance in

discovery channel, uses, history NhQSQ day to day life.
2. List the
44 YouTube, and inventions

documentaries and inventors and the

prepare a write-up. place of invention.

Collection of folk 1. To make 4 Periods Local people Parents The learner:

songs: Play the Learner aware Grandparents 1. Gets sensitised

audio/video of folk about the Neighbours towards diverse

song, and ask to diverse culture You tube culture, languages

identify the region/ through folk https://www.youtube. and ethnicity.

other prima facie of songs com/watch?v=IBhRsV 2. Correlates

that region like food, 2. To P5Gyk different culture,

dress festival etc. acknowledge customs, values

45 collect video/audio of the historical with his/her own.
the folk songs of their values of local

areas with lyrics and unsung warriors

perform/enact a folk and historically

song in groups with the significant

help of music teacher. figures.

14

Selfie with Historical 1. To get aware 2 Periods Mobile, The learner:
1. Collects various
Places: about the Camera, significant facts
about the
Take selfie with any various facts of selfie stick monument.
2. Writes a report.
historical monument historical

/building and paste on monuments/

46 a sheet and write a buildings/

short report / a short places

presentation before

the class.

Prepare a map of local 1. To develop 3 Periods Internet,Google Maps, The learner:

places of history: Map the skill of Books 1. Reports the

of district will be preparing the importance and

provided to mark the map heritage values of

important historical 2. To locate the local historical

47 location and gather historically places
2. Locates places
information to prepare significant sites.

a write up / short on map.

presentation.

DAY OUT: Visit of 1. To know 2 Periods Historical Monument, The learner:

historical monuments/ about the Information given by 1. Explains the

Museum and prepare a historical Archeological Survey facts about the

report/PPT. monuments and of India, Documents construction and

their available in the significance of the

importance. Museum. Video link monuments.

48 2. To find out https://www.youtube. 2. Elaborates the

the purpose of a com/watch?v=2fmZ0V purpose of the

Museum. fflRA museum in their

city and the

artefacts

preserved there.

A WANDERING EYE: 1. To find out 2 Periods Write-ups, The learner:

Classroom discussion about the photographs of the 1. Identifies the

about famous, ancient important important buildings. prominent

buildings of the area buildings in Brochures or buildings in their

like Secretariat, Public their pamphlets city

Library, High Court, city/town/area 2. Explains facts

49 havelis, old water 2. To know https://www.youtube. about their
com/watch?v=nlZMK4 construction,
bodies, Collect pictures about changes

or take photographs. in building ceKSg purpose and

Present the findings. construction. significance.

15

A DIALOGUE WITH 1. To know 2 Periods Grandparents- The learner:

GRANDPARENTS: about family Maternal and 1. Explains the

Interview with history. 2. Paternal. major life events

grandparents about To develop of their

their life events and respect and grandparents.

present it in a video sensitivity for 2. Compares the

50 format or written elderly people. past with present.

format. Prepare a list of

questions for interview

and present a written

report or a video.

CLASS HISTORY 1. To know 2 Periods Family artefacts, The learner:

MUSEUM: Make about the family Family elders 1. Identifies the

Classroom Museum - history. Video link sources of family

Collect artefacts from 2. To find out https://www.youtube. history.

home like articles the importance com/watch?v=WRRfv 2. Explains that

passed down through of objects in mBv9ec artefacts/ objects

generations, things knowing the are sources for

which were used history of knowing about

before but now no family. the past.

51 longer used or used 3. Narrates the
very less. Document anecdotes related

/write anecdote and to the artefacts.

exhibit in class museum

with labels, date, name

and purpose of the

artefacts.

STORY OF MAN: 1. To 4 Periods Videos on Youtube, The learner:

Animated/cartoon understand the documentaries. 1. Explains the

movies on story of evolution of Video link: stages of human

man. A video show on man over time. https://www.youtube. evolution.

story /PPT. Children com/watch?v=mmCG

52 will present a skit, in DsFfl2c
groups, on the

different stages of

evolution of man.

16

FREEDOM FIGHTERS 1. To 2 Periods Internet, Library The learner:

AND THEIR SLOGANS importance of Video link: 1. Recalls the

TRIVIA: the slogans of https://www.youtube. names of freedom

Through pictures, PPT, freedom com/watch?v=JOB_fN fighters and their

videos etc. Quiz will be fighters. EUelg slogans.

53 conducted questions 2. To know
and audio clips. about the

contributions of

freedom

fighters.

TIME AND TALK: 1. To collect 2 Periods Interact with museum The learner:

Discussion on different information staff, family, internet 1. Explains the

ways of reading time: about different sources, library ways of telling

earlier and after ways of reading Video link: time since ancient

invention of clocks. time. 2. https://www.youtube. times.

54 To observe/ visit com/watch?v=74I0M0 2. Identifies the

Jantar Mantar. RKNIE different time

telling apparatus

used over the

years.

SCIENTISTS AND 1. To learn the 2 Periods Internet, library The learner:

INVENTIONS: importance of https://www.youtube. 1. Lists the names

Interactive activity inventions that com/watch?v=Yr88rb of scientists and

based on the theme of helped human Wb-7E inventions.

Scientists and their 2. To collect the 2. Explains the
55 inventions and how it names of purpose of the

changed the life. scientists and inventions.

Riddles, Puzzles, inventions.

Crossword.

MY VILLAGE - THEN 1. To develop 2-4 Periods Talk to grandparents, The learner:

AND NOW: sense of elderly relatives, 1. Elaborates the

Visit to Native appreciation for neighbours. changes in the

village/hometown. family and its native village over

Interview family roots. the years.

members and find out 2. To know 2. Compares the

56 how the village has about the changes over the
years.
changed over the years changes

and present it in class. occurred in their

native place.

17

TIME AND TRAVEL: 1. To develop 2 Periods Talk to grandparents, The learner:

Make a picture book on respect and elderly relatives, 1. Explains the

the change of means of concern for neighbours. Internet changes in the

travel. Development in elderly family Video link: modes of travel

modes of transport. members / https://www.youtube. over the past

57 neighbours. com/watch?v=FaLCQo decades.
2. To find out
8NJFA 2. Identifies the

the changes modes of

people transport.

travelled.

CULTURAL SYMBOLS: 1. To interview 2 Periods Talk to family, The learner:

Chronicle the family members neighbours, and 1. Identifies the

importance of cultural / neighbours, important persons. important cultural

symbols of the region prominent Library/ symbols of the

and trace the persons in the Museum/Internet local community.

significance from the community 2. Explains the

58 past to present. for e.g. 2.To collect development of
gamusa is an important information cultural symbols

cultural symbol of about cultural over the years.

Assamese culture. symbols/

picture/photo

MY SCHOOL 1. To collect 2 Periods Retired teachers, The learner:

THROUGHOUT THE information alumni, school 1. Presents the

YEARS: about own records, school journey of the

Write the history of school. magazines school.

school’s journey from 2. To develop 2. Lists the

the inception, sense of important

59 represent as a timeline. belongingness achievements of
Collect data through to own school. the school over

interview with retired the years.

teachers, alumni,

documents etc.

ROLE PLAY: 1. To know the 2 Periods Material by teacher in The learner:

Role play on events like important the form of videos, 1.Enacts the

Dandi March, Chipko events that had wikipedia, school important

Movement, Boycott of far reaching library historical events.

foreign goods, can be changes in the https://www.youtube. 2. Explains the

60 staged in groups. society. com/watch?v=oY0aAC importance of

SyW2Q events and the

people associated

with.

18

History Says : One 1. To sensitize 2 Periods Books and speeches The learner:

minute monologue of regarding great related with great 1. Illustrates the

famous personalities personalities personalities/ NCERT contribution of

like and their work. Books/ great

a) freedom fighters 2. To improve Video Link: personalities.

61 b) social reformers communication https://youtu.be/i1pL 2. Sharpens the

c) great scientists skill xbE7prM observation &

d) great leaders communication

e) sport persons skills.

Quizzes are Fun: 1. To learn the 2 Periods Principal, office The learner:

Theme based activities theme i.e. records, monuments 1. Describes the

- Quiz/ puzzle/ Jumble history of related books journey of the

Words. History of Vidyalaya/ (library), internet school.

Vidyalaya / historical Indian historical Video Link
62 monuments through monuments. https://youtu.be/b9ST

PPTs, videos etc. and khzN9qM

then Quiz.

Just Plain Fun: 1. To develop 2 Periods coloured papers The learner:

(Origami) National Video Link: 1. Creates Origami

Make origami on symbols with on National

National Symbols such craft papers/ https://youtu.be/jaEp symbols

63 as National flower, origami 08kgirU 2. Develops craft
skills.
National animal,

National bird etc.

Traditional Vibes 1. To learn and 4 Periods Parents, Teachers, The learner:

Traditional (local) build strong music teachers 1. Illustrates the

Festival celebration of cultural belief Video Link: importance of

the city / state like 2. To respect traditional

Makar Sankranti, understand https://youtu.be/Lvl2J festivals and the

Pongal etc. Decorate other’s customs AYz5AA rituals.

their class display and traditions 2. Identifies

boards, make rangolis 3. To familiarise cultural diversity

according to the with folk in terms of songs,

64 festival, share local dances, songs, dances, food etc.

festive Dishes, and traditional

Perform local (folk) dishes.

songs and dances / play

local traditional games.

19

View into the Past Talk 1. To encourage 2 Periods Amar Chitrakatha , The learner:

show with historical intensive Library, internet 1. Demonstrates

characters like Shivaji, reading of Video Link: the skill of

Rana Pratap, Rani historical https://youtu.be/_0w conducting talk

Laxmi Bai, Subhash characters. OyD8qsbQ show and public

Chandra Bose, Raja speaking.

65 Ram Mohan Roy etc .
Students pretend as a

talk show host and

interview the main

character.

My City, My Identity 1. To 2 Periods * Grandparents, The learner:

The Learner may be understand Parents, Teachers, 1. Records his/her

asked to make PPT/ better their city Maps, Monuments observations with

video clips/ scrap book and community and Temples photographs of

to showcase the history 2. To investigate their city.

of their city they live in and learn from 2. Classifies the

under following heads-- connection development

66 Ancient name of the between past taken place.

city (if any)/ Map / and present.

Monuments of the city

etc. and submit their

findings.

Caring for Elderly: 1. To make the 1 day Old age home The learner:

Visit to old age home. students realise (nearby) 1. Identifies the

Vidyalaya will plan to their social Video Link: basic principle of

organise a safe visit to responsibilities humanity and the

old age home towards senior https://youtu.be/57qr unconditional love

accompanied with citizens. q5HvXS4 that we need to

teachers. Students will 2. To sensitize share with the less

67 prepare an students to the privileged.
2. Analyses the
entertainment program difficulties and

for senior citizens. problems of reasons for

homeless aged increasing old age

people. homes.

20

Puppet Show : 1. To boost 2 Periods NCERT Books library, The learner:

Theme based puppet students' wikipedia Puppet 1. Explains the

show. The teacher may creativity and making kit (craft paper hard work and

divide the class in confidence. etc. determination of

groups. Teacher 2. To generate Video Link: social reformers.

provides the groups interest for our 2. Demonstrates

with online links to proud past. https://youtu.be/tEpB creativity,

listen to the stories on FaBaZBM communication

68 social reformers/ skills and
historical events/ productivity by

mythological stories. working in groups.

Students prepare

puppets and write

dialogue from the

stories for puppet

show.

Power of Pride: Poem 1. To encourage 2 Periods Library(poem related The learner:

recitation on famous the feeling of books), internet 1. Recites the

freedom fighters. honour for our https://youtu.be/ALU contributions and

Students can be asked freedom pQ6IG7kQ sacrifices of our

to collect the poems on fighters and freedom fighters

69 Freedom country. and social
Fighters/Patriotic reformers.

Leaders.

Recite poems with

props.

WHAT'S IN THE 1. To develop 1-2 Periods NCERT Books/ The learner:

PICTURE? visual literacy Pictures from Google/ 1. Identifies

Picture description. skills. Other Books/ Pictures various famous

Children will be shown 2. To develop from Museums of /historical persons

a picture related to any critical thinking India National Portal shown in the

event/ famous among & Digital Repository picture.

personality/ historical students. (museumsofindia.gov.i 2. Comprehends

place etc. and they will n ) & Incredible India the picture and
70 write a short paragraph
Online portal describes it.

on it using their prior (https://www.incredib 3. Improve

knowledge and leindia.org/content/in oratory skills and

imagination and credible-india- confidence to face

narrate it. v2/en.html )/ audience.

21

POSTCARDS FROM THE 1. To sensitize 2 Periods NCERT Books/ Postal The learner:

PAST children services/ Other books 1. Connect to the

Write a postcard or regarding the describing the life of people in ancient

letter to your friend lives of people people in different time and identify

describing the events in in different era, times/ grandparents their living

your daily life as a under different etc. ( circumstances.

citizen of some era (as rulers. https://reserchjet.aca 2. Show sensitivity

you are really living in 2. To foster demiascience.org/ind towards the past
71 that era). For example, cognitive and ex.php/rjai/article/do setups and

living in Ashoka’s social wnload/143/128/262 surroundings.

empire or living during development. )

freedom struggle or in

Vedic times etc.

OLD WAS GOLD: Make 1. To sensitize 1-2 Periods Junk seller's shop/ The learner:

a list of old things children virtual tour to 1. Identify the

(which are not in use regarding the museums etc. changes that

anymore and were of changes that occur with passing

great importance at has taken place time.

some point of time) at with time.

your home or at a Junk 2. To develop

72 seller's shop. sense of respect
Collect the old things towards history,

that are of no use in heritage and

present times. culture.

22

WHAT'S IN NAME? 1. To sensitize 1-2 Periods NCERT Books/ Map of The learner:

Discussion and report children the city/ Children 1. Develop a sense

writing on names of regarding great themselves/ of curiosity

road /colonies etc. historical Grandparents/ Amar regarding the

named after famous personalities Chitra Katha etc. people on whose

personalities. and their works. name the

Ask the children from 2. To build different parts of

which road they come sensitivity city has been

to school or name the towards dedicated.

chowk they passed environmental 2. Learn what

while going anywhere. and societal great people have

Why is it named so? concerns. done to earn such

73 Who is the person on respect.

whose name the area 3. Develop moral

/road/ chowk/ colony values among

has been named? Find students

out and prepare a vis-ā-vis doing the

report. (For example, right thing for the

Why the road is named society.

Curzon Road?)

HISTORY BAG 1. To enhance 1 week NCERT Books/ Books The learner:

Create a history bag in observation, regarding the given 1. Connect to the

class and write any curiosity and topic etc. topic and will

topic on it. Ask children exploration. learn about

to collect any material 2. To foster an various objects

or picture regarding inquisitive related to it.

the topic and place it in attitude 2. Analyse the

the bag (for a week). towards topic holistically.
74 On last day of the week learning and

the bag will be opened knowledge.

and all will discuss how

the things in the bag

are related to the topic.

23

HISTORY THEME DAY 1. To make 2 Periods NCERT Books/ Other The learner:

Children can celebrate students aware Books of Renowned 1. Explains about

history theme day on of inter- Historians/ Picture various historical

any day of the week disciplinary books like Amar Chitra events.

taking any historical connections. Katha/ Short story 2. Correlates

event or topic. 2. To sensitize books etc. history with other

children subjects.
75 regarding the

facts and

knowledge

related to the

theme or topic.

CLASS HISTORY 1. To develop 2 Periods NCERT Books/ Amar The learner:

LIBRARY historical Chitra Katha/ Short 1. Develop a sense

Reading history related understanding.2 Story Books/ Jataka of curiosity and

books. . To enhance and Panchatantra/ understanding

Class history library their reading books like Children's regarding History.

with interesting history skills and history of India 2. Reads and
76 books can be included personal presents before

in which picture books development. the class.

of Amar Chitra Katha

etc.

HISTORY OF YOUR 1. To develop 2 Periods Grandparents/ Old The learner:

PLACE sense of Pictures/ Museum/ 1. Assess the

Group discussion on investigation to From websites of theme and

finding history of the arrive at the renowned institutions demonstrate their

place children live in. facts. like Asiatic society of understanding of

Find out what were 2. To appreciate Bengal. the topic.

77 there fifty or hundred the culture and
years ago at the place lifestyle of our

you live (your colony/ ancestors and to

Village/ etc.). What compare with

changes have taken present.

place?

HISTORY OF PAPER: 1. To sensitize 1 Period NCERT Books/ Other The learner:

Writing on leaves. children books/Wikipedia etc. 1. Distinguish

Ask children to write regarding (http://www.historyw between the

on dried leaves from various writing orld.net/wrldhis/Plain different writing

the garden and discuss techniques in TextHistories.asp?Par techniques in

78 how people in ancient ancient times. agraphID=ady1) olden days and

time used to write in 2. To facilitate their preservation.

these & other things. understanding 2. Compare the

of the changes techniques.

in a society.

24

LET'S PLAY AN OLD 1. To allow 3 Periods Grandparents/ The learner:

GAME : creative Wikipedia/ Other 1. Identify the

Introduce games that learning related websites etc. history of games

were played hundreds environment (https://youtu.be/F3Q by playing them.

of years ago, example - and promote FJSedkg4 / 2. Observe how

Bhagh Chal, Ganjifa, teamwork. https://youtu.be/3ou circumstances

Pallanghuzi (or 2. Explore n3jSFu1A / change and

pallankhuli). multiple https://youtu.be/shB9 evolve.

Children can also be perspectives of zTpqVQM / 3. To inculcate

79 told about the ancient concepts and https://a4games.com sports integrated
names of the games compare and pany/tigers-goats-aka- learning.

that they play, like contrast bagh-chal/

Chaturanga/ Shatranj between old https://hobbylark.com

(Chess), Pachisi (Ludo) and new /board-

etc. practices. games/Chaturanga-

Four-Player-Chess-

With-Dice )

My Life Timeline 1. To introduce 2 Periods Parents, The learner :

Activity : importance of grandparents, siblings, 1. Writes his/her

Writing important dates in one’s family members important dates

dates of his/her life. life. chronologically

For children to 2. To explain 2. Develops

understand the periodisation. 3. conceptual

importance of dates. To understand understanding.

Children will discuss that present is a

with parents about few development of

important dates of the past.

their family. Teacher

may ask children to

write their timeline

Children will write the

important dates of

80 their life such as-
When their parents

were born

When he / she took

birth - Her / His first

day of school, first

family vacation etc.

Write all the dates in

chronological order.

25

Middle Stage (Grades 6 to 8 )

Making digital albums 1. To familiarise 4 Periods School albums, The Learner:

on the events related with national Alumni, Teachers, 1. Assess the

Middle Stage (6th to 8th) to national importance movements and Video recordings national events.

/ Preparation of e- success story of 2. Learn the

book/ Video book as a alumni. 2.Critically procedure of

group activity on the analyse the role of writing of history

81 success stories of school in the 3. Appraise the
role of school in
alumni. success of alumni

shaping the life of

students.

Interview with noted 1. To understand 2 Periods Teachers, Verbal The Learner:

historians/professors the importance of sources, Universities, 1. Describe

verbal sources to Library, T.V Channels, historical events.

reconstruct Newspapers 2. Compile the

history contributions of

82 2. To gain personalities.

knowledge about

timeline

Making 1. To acquire 5 Periods YouTube, Camera, The Learner:

film/documentary on knowledge about Mic, Video Editor, 1. Summarises the

noted historians or his/ how history is Computer, sacrifices of our

her family written T.V.Channel freedom fighters

2. To develop a in getting

team spirit. independence.

83 2. Learn 21st

Century Skills.

26

Doll making/puppet 1. To create 6 Periods Art and craft material, The Learner:

show (from traditional awareness about Activity teachers, 1. Describe events

doll to Barbie) on glorious past of YouTube, Magazines and personalities

historical events. India of Indian history.

Stuffed toys exhibition 2. To gain skill of 2. Create own

can be organised, designing of museum.

related to freedom stuffed toys.

84 movement or freedom
fighters. Toys may be

designed with the help

of art and activity

teachers.

Collect and display 1. To gain 6 Periods School album, Alumni, The Learner:

Names with knowledge about Merit boards, Website 1. Describe the

photographs of the history of of Vidyalaya importance of

Principals of the school Vidyalaya history

in chronological order 2. To describe the 2. Reconstruct

with their tenure and process of writing history of

achievements during history. Vidyalaya.

their Periods. Staircase

or any other vacant

prime location of
85 Vidyalaya can be used

for exhibiting the

journey of Vidyalaya

from its foundation day

to present day.

A short talk on details 1. To create 2 Periods Senior teachers, The Learner:

of Vidyalaya progress awareness about Alumni, Video 1. Describe the

from the time of its the history of recordings, School glory of

inception or some Vidyalaya album Vidyalaya’s

years like five or ten 2. To create a history.
86 years. This can be done sense of how 2. Derive the

during morning history is written. importance of

assembly. history.

27

Sharing family history- 1. To Know about 2 Periods Grandparents, The Learner:

Children to interact the ancestors, relatives, family 1. Summarise the

with their relatives, their contribution pictures, Video history of family

parents, grandparents, and historical recordings and contribution

and find out family events of the of ancestors in

anecdotes, stories, and family. making the family
87 important events and prosperous.

prepare a scrapbook.

Historical events based 1. To understand 6 Periods Pictures, Painting, The Learner:

activities -Observing the chronology of Stuffed toys, 1. Arrange the

`International Mother historical events Teachers, News paper chronology of

Language Day' etc. by 2. To get a sense historical events

organising the of glorious past of and personalities

88 exhibition on historical India.
events.

Route Map making- 1. To create a 1 Period Google maps The Learner:

Take print out of route sense of history Teacher, You-tube, 1. Draw historical

map from home to through map etc. maps

school, mark the making. 2. Reconstruct

important places and history of his/her

89 label them. Based on neighbourhood.
this, make a big map on

chart paper.

Visit to nearby places 1. To understand 3 Periods Survey, interview, The Learner:

and ask the people the historical teachers and elders, 1. Describe the

about the significance importance Historical books of the historical

of those places. Why is behind the places. locality. importance and

the place famous for? 2. To design and its relevance in

90 Followed by create historical present scenario
2. Get a sense of
presentation from write ups.

students. how history is

written.

28

"HOT SEAT": 1. To develop 21st 2 Periods You-tube, TV The Learner:

A student may dress up century skills. channels, Teachers, 1. Critically

like any historical Books, etc. analyse the

personality and made characteristics of

to sit in a Hot Seat, a historical

group can prepare a personalities

91 questionnaire and ask through the

hot seat person who historical events

can answer as a related to them.

historical personality.

Making of sculpture 1. To familiarise 6 Periods Art and craft/ Activity The Learner:

tool, weapons (e.g. the life of people materials, teacher, 1. Recreate

Harappa plough) during Harappa pictures of articles, different types of

Students may create civilization. 2. YouTube, clay model weapons and

the museum of school To understand etc. tools.

by making toy model of how the history is 2. Describe their

92 archaeological written with the use in
reconstruction of
evidence under the help of

guidance of teacher. archaeological history of

evidence. particular period.

Collect the pictures of 1. To compare and One week Charts, Books, The Learner:

old building/ contrast the past Magazines, Personal 1. Describe

monuments and and present records. the historic

discuss the difference construction buildings, often

between the past and works of represent

present constructions/ buildings. something famous

93 architecture. or important to
people who live in

a city or those

visiting.

29

Draw or make models 1. To develop a One week Pictures, Films, The Learner:

of costumes of your sense of respect Videos, Departmental 1. Develop a sense

favourite historical towards the stores, Costume of designing and

character(s) from epics. Heroes of the shops. Tailoring skills.

past. 2. 2. Relate

To familiarise with themselves with
94 the colour the characters of

combinations and the epic.

aesthetic sense.

Collect the information 1. To create 2 Periods Folk tales, poems, The Learner:

about animals and awareness on story, telling. Pots be 1. Do the needful

insects. Discuss with global warming, purchased from the for the protection

the children about the environmental markets of the

reducing number of degradation and environment.

95 birds due to changes in threat to birds

the environment. and animals.

Dictionary of History : 1. To develop 1 week Google browser, Text The Learner:

Making of a dictionary vocabulary in the books, Glossary, 1. Make

on different areas of subject history. Bilingual, Dictionaries, dictionaries.

history in groups. Encyclopaedia,

96 Wikipedia etc.

Writing history of 1. To develop One day Internal books of the The Learner:

handlooms and interest in local local handicraft 1. Describe about

handicrafts of a products. industries. Their the textile

particular area. 2. To understand albums etc. industry of India,

the history of local and Artefacts of

97 clothes and India.
handicrafts. 2. Learn about

the life of the

weavers.

30

Making record of the 1. To analyse the One day School records, The Learner:

Principals worked in developments Tenure boards, 1. Analyse and

their school for specific that occurred in Inauguration stones or describe the

98 years. school during boards etc. contribution of
their tenure. different

Principals.

Preparing table of To know about 3 Periods Map and Atlas of The Learner:

States, UTs and their the Geography, India, Internet, 1. Prepare table of

capital. administrative Government of India different states,

99 division and websites and capital,

democratic, publications. their features,

Federal system of strategic location

India. etc.

Celebration of 1. To develop As per Local libraries, elder The Learner:

important historical respect for our date people, folklore and 1. Celebrate and

days of the local area. culture and folk songs, dresses, relate to the

tradition, villages food and festivities festivals of local

100 and towns. area.

Comprehensions based 1. To understand 2 Periods Photographs, The Learner:

on historical events: the importance of paintings, cartoons, 1. Express their

A simple way of historical events. and architectural thoughts both in

thinking about this drawings; novels, writing and

process is to envision poetry, and plays; speaking.

them engaging in an and, folk, popular and 2. Differentiate

101 "into, though, and classical music. between historical
beyond" approach to facts and

history. interpretations.

31

Concept mapping 1. To brainstorm 4 Periods Info graphics, PPT, The Learner:

activity: and generate new Family Tree, Flow 1. Identify

Draw the relation ideas. Chart, and System relationships

between topics or 2. To encourage Maps between isolated

themes. Concept the students for concepts.

maps deepen the discovery of 2. Evaluate and

understanding and historical context. interpret the
102 comprehension. sources in

historical

narratives.

Create a historic 1. To understand Weekly in Software, Knowledge- The Learner:

newsletter for morning relatively small assembly Calendar, Samples of 1. Build historical

Assembly: An Historical and forgotten Newspapers/ vocabulary

newsletter is an historical Newsletters etc. 2. Organize their

effective medium to incidents that is thoughts clearly

103 inform various important to and coherently in
writing.
historical events. them.

Historical dilemma- Let 1. To analyse 2 Periods Group discussion, The Learner:

students think and complex human Projection 1. Discriminate

write independently experiences of Techniques, Flipping the causal

about how they would past. classroom as a plot of relationships

have responded to a 2. To develop event/past. between incidents

historical dilemma. critical thinking, and consequences

problem-solving of history.
104 and 2. Develop 21st

communication century skills

skills.

32

Draw a timeline on 1. To locate in the 1 Period Books, Historical The Learner:

significant events of map the places of documents, Using 1. Arrange the

India’s national important events Sticky Notes, Quiz important events

movement. of history in a of history in a

sequence of sequence.

actions from 1857 2. Demonstrate

onwards till 1947. how political,
105 economic and

social structures

affect historical

change.

Drawing and painting- 1. To analyse the 3 Periods Local Melas, The Learner:

costumes, customs, tribal societies. Exhibition, Museum, 1. Draw and paint

traditions, food habits 2. To illustrate Text Book, PPT, comparing

of tribal people. anthropological, Drawing Class, Dress different cultures

inscriptions and Competition, Art of India.

106 chronicles used in Galleries.

writing history.

Experiential Learning- 1. To enhance 2 Periods Collect information The Learner:

e.g., farming Vs. various life skills. about different 1. Perform

hunter-gathering. 2. To correlate occupations and experiential

107 classroom compare them with activities and

learning with real similar activities of learn by doing.

world. past.

Collection of Folk 1. To develop a 2 Periods Teachers, old people, The Learner:

stories/songs: collects sense of respect family members, 1. Analyse and

folk song/story related and knowledge websites etc. describe local

to local historical about local history.

events and discuss its history.
108 importance in class.

33

‘History Day/week’ 1. To develop 1 week Websites, School The Learner:

celebration- interest in history resources, Teachers 1. Conduct and

Celebrate every year subject, in writing celebrate history

on a fixed day/week by short histories etc. days.

displaying models of 2. Write reports

famous historical based on history

109 buildings, coins etc./ day celebrations.
role play important

events/ quizzes/

debates etc.

Mystery Box Game- 1-To understand 2 Periods Images may be The Learner:

Collect pictures/ about different downloaded from 1. Evaluate and

events/ personalities artefacts. 2- websites. explain concepts.

/coins/ buildings/ To develop

statues etc. of different learning habit by

110 time periods and ask to playing game.
pick one and tell about

it.

Visualization and 1. To develop 1 Period Text books The Learner:
1. Develop
Imagination- Ask learners' natural experiential
learning.
students to imagine capacity of 2. Develop
decision making,
themselves as a Imagination to get creative thinking
and problem
king/leader in a they connected solving skills

conflicting situation, with past events.

111 and ask them about

what decision they may

take in that situation.

Mystery Bag/Box - 1. To create 05 Periods Books, Archives, The Learner:

Collect or create awareness about Museum, Internet 1. Explain about

artefacts to represent a the artefacts ,YouTube the art and craft

time. made during etc. of the different
112 specific periods of periods.

history.

34

Poster making or 1. To prepare 2 Periods History Book The Learner:

slogan writing. posters/ slogans - Historical pictures 1. Make poster

and show case and documents. and write slogan

their art. based on

113 historical events &
personalities.

Preparation of PPT as 1. To motivate 3 Periods Personal talk with The Learner:

group activity on the children through alumni and social 1. Prepare PPTs

success stories of the success stories platform on the success

alumni of alumni stories of alumni.
114

Preparation of 1. To integrate art 4 Periods School building The Learner:

sketches of school with architecture -Internet 1. Compare and

building/class rooms and compare it - Historical documents contrast the

with the present architecture of

115 and past past and present
buildings. and trace the

development.

Prepare a map of local 1. To create 2 Periods Gazette of concern The Learner:

places of historical awareness of the district 1. Locate

importance. local historical -Physical visit of place important local

places historical places

116 and write their
historical

importance.

Prepare a Quiz and 1. To create 1 Period Biography The Learner:

group discussion on awareness of -Biopic and historical 1. Describe the

National heroes. National heroes documents. great deeds of the

and their great National heroes

117 contribution to and heritage.

Nation building.

35