Gs 12

General Studies: Class XII
Class XII
Unit I Science and Society
Unit II Contemporary Problems of Indian Society
Unit III Cultural Heritage of India
Unit IV India’s Freedom Struggle
Unit V Constitutional Values
Unit VI Human Rights
UNIT I: SCIENCE AND SOCIETY
Society has a codependence on Science and technology and hence

Science and technology have been in the forefront of transforming
societies. Scientific knowledge has gradually permeated all spheres of
human lives and is increasingly guiding us in all our endeavours.
Scientific knowledge involves knowing basic scientific facts and
concepts and enables the individual to become more informed. It
develops not only an open-minded attitude but also helps in analyzing
information and its sources rationally and empirically. This unit
examines the ways in which the larger society influences and gets
influenced by Science.
The objectives of this unit are to:
develop a rational attitude and imbibe scientific temper.
promote scientific literacy and dispel myths and superstitions.
Content
I. The Nature of Science Different aspects of Science, viz. the
content, process and attitude The language of Science- facts,
hypothesis, theories and laws
II. Science as a social enterprise The manner in which modern

Science and technology shape modern culture, values, and
institutions on one hand and how modern values shape Science
and technology on the other The progress of Science- major
landmarks in the history of Science in India
III. The Scientific spirit Scientific attitude Dispelling superstitions and

myths
Suggested Transactional Strategies: The students may:
1. do a small project, where they identify a problem, frame hypothesis,

gather data and analyze it to test the hypothesis.
2. organize a debate for the whole class on ‘Science - a boon or bane’.
3. identify given set of statements as facts, laws and hypothesis.
UNIT II: CONTEMPORARY PROBLEMS OF INDIAN SOCIETY
Every society has to face certain challenges and devise means to

overcome them. Our society is no exception and thus needs to address
various social, cultural and economic issues. In order to become
responsible members of the society, it is imperative that we understand
these major issues that need our immediate attention for preservation
of our social and cultural values but also our survival itself. This unit
delves into some of the contemporary problems of Indian society.
sensitize students about the problems of Indian society. equip students

to deliberate on existing social practices and their manifestations. make
students gain awareness about contemporary socio-economic
problems of the country like illiteracy, poverty, social disharmony,
gender and caste discrimination, etc.
Content
I. Poverty Meaning, genesis and broad measures to alleviate it

Nature of poverty in rural and urban India
II. lliteracy Causes and consequences Measures to eradicate

illiteracy
III. Unemployment Nature and extent of unemployment Ameliorative

measures to reduce unemployment - Vocational education,
skill based education
IV. Social Inequalities
Kinds
Implications
The way forward
V. Population and health declining sex ratio infant mortality

malnutrition obesity and other lifestyle diseases
1. make group presentations (collage, charts, posters) on the

contemporary problems of Indian society by using only newspaper
clippings as a resource.
2. conduct a small survey on status of literacy/employment/income in

their locality.
3. contribute towards solving social problems such as illiteracy.

Students may volunteer to teach one illiterate person in their locality.
UNIT III: CULTURAL HERITAGE OF INDIA
The Indian culture, often labeled as an amalgamation of several

cultures, spans across the Indian subcontinent and has been influenced
by a history that is several millennia old. The present culture of India
reflects a collective heritage of the past. Undoubtedly, Indian culture is
varied, rich and diversified with its own uniqueness. Many elements of
India’s diverse cultures, such as Indian religions, yoga, dance forms,
music and Indian cuisine have had a profound impact across the world.
This unit elaborates upon the shared and rich cultural heritage of our
society. familiarize the students with the historical framework that has
shaped the common cultural heritage of India. develop in students
appreciation for the basic principles, perspectives and approaches to
life and living that were deeply thought by Indian seers and sages,
adopted by Indian people in life from time to time and that has given a
unique syncretic heritage and culture to our country. develop in
students appreciation for the richness and syncretic nature of - Arts
(music, dance, painting), crafts and architecture (monuments) of Indian
sub-continent. elaborate on the basic characteristics of Indian culture.
develop pride in the rich cultural heritage as well as the multipronged
achievements of the country in various fields.
Content
I. The historical framework of India’s heritage and culture
II. Evolution of Indian culture Historical background- from the Indus

Valley civilization to the British period and Indian renaissance
Shaping of Indian ethos and syncretism
III. The cultural heritage of India Performing arts- dance, music,

theatre etc. Language and literature Crafts The objectives of
this unit are to: Paintings Architecture Cuisines Textiles
1. read and discuss excerpts from various world literature with

universal messages, writings of poets (such as Kabir), philosophers,
prophets, historians of the renaissance period such as Raja Ram Mohan
Roy, Vivekananda, etc.
2. effectively use paintings, short films and other material developed by

the Centre for Cultural Resources and Training (CCRT) to appreciate the
arts, crafts and architecture of India.
3. develop resource files on Sufi saints of Kashmir/Delhi/Rajasthan etc.

Poets/saints of the Bhakti period. Mughal influence on Indian
architecture. Relevance of the teachings of Kabir/ Thiruvalluvar in
today’s Indian society.
4. practice meditation, ‘pranayam’ and ‘yogasana’ for health benefits

and better understanding of Indian culture.
UNIT IV: INDIA’S FREEDOM STRUGGLE
The freedom that we enjoy today would not have been accorded to us
if the great leaders of our country would not have paid for it with their
sweat and blood. It was after a great political and social struggle that
our nation was able to gain independence. In order to appreciate the
efforts of freedom fighters and to map the trajectory of the making of
our nation, it is essential to acquaint oneself with the events and
people that shaped its destiny. Thus, this unit gives an overview of
India’s freedom struggle.
introduce the social, political and economic context of Indian freedom

struggle.
appreciate the contribution of freedom fighters.
develop students’ interest in the history of India.
Content
I. The first war of independence-1957
II. Indian freedom struggle a) the moderates b) the radicals c) the

revolutionaries
III. The contribution of leaders
IV. Nurturing freedom and democracy

Suggested Transactional Strategies:
The students may:
1. participate in a field trip to a place of historical importance.
2. watch a movie based on India’s freedom struggle and submit a

review.
3. read about the history of India’s freedom struggle and submit an

article about events or personalities that impress them.
4. work in groups of 5-7 and conduct a quiz for the class about India’s
freedom struggle.
5. present the life history of Indian freedom fighters through a short

role play/skit.
UNIT V: CONSTITUTIONAL VALUES
The Constitution of India is of utmost importance to our identity as a

democracy. It is the vital document which outlines the character of our
country. It lays down the framework for smooth functioning of the
Indian democracy by providing the essential principles, structure and
role of government institutions. At the same time it elucidates
fundamental rights and duties of citizens. In order to become a
responsible citizen of India, it is essential to understand the nature of
this supreme document. Thus, this unit focuses on the key features of
the Constitution of India along with the emerging rights and
responsibilities.
The objectives of this unit are to: appreciate the spirit of the
Constitution of India. cultivate in students the values enshrined in the
Constitution of India. develop in students sensitivity to constitutional
obligations. imbibe the spirit of secularism and national unity in
students. gain awareness about the various legal provisions concerning
children.
Content
I Preamble to the Indian Constitution (understanding the spirit of the

Constitution):
Justice: Social, economic and political
Liberty of thought, expression, belief, faith and worship
Equality of status and of opportunity
Fraternity, the dignity of individual and the unity and integrity of the
Nation Secularism
II Key features of the Constitution of India Fundamental Rights,

Directive Principles of State Policy and Fundamental Duties Citizenship
Organs of Government Federalism
III Some legal provisions (relevant to children) While transacting this

curriculum in the classroom, it must be kept in mind that the students
are familiar with most of the content given in this unit as it has been a
part of the Social Science curriculum up to Class X. Thus, the aim at this
level is to revise the basic concepts and inculcate in students the ability
to use this knowledge in their day to day lives and become responsible
citizens.
Suggested Transactional Strategies: A variety of strategies may be used
to transact this unit effectively. Some strategies are suggested below.
The students may:
1. work in groups of 5-7 and develop a code of conduct which may

relate to one of the Fundamental Duties.
2. work in groups of 5-7 and come to consensus on an area of interest

after discussion among themselves. They may then display their
ideas/views on display boards in the form of comic strips, pictures,
cartoons, slogans, etc. This action well help cover the themes of the
unit and showcase the students’ concerns.
3. prepare biographies of the makers of the Constitution.
4. read excerpts from the Constitution of India. For this purpose, the
teacher may arrange a copy for the students.
5. read the Preamble to the Constitution of India and highlight the

values reflected in it. They may then present a play to showcase these
values.
UNIT VI: HUMAN RIGHTS
Human rights are rights inherent to all human beings, irrespective of

nationality, place of residence, sex, national or ethnic origin, colour,
religion, language, or any other status. We are all equally entitled to
our human rights without discrimination. These rights are interrelated,
interdependent and indivisible. This unit helps in creating a deeper
understanding about the concept of human rights.

discuss the meaning of human rights.
familiarize the students with their human rights.
outline the importance of human rights so that students may take

responsibility of protecting themselves and their peers.
encourage students to play an active role towards creating a future of

freedom and hope.
empower and inspire them to become valuable advocates of tolerance

and peace.
build cognitive skills of students by reflecting on issues related to

matters of law, governance and society.
Content :
Human rights:
Historical perspective
The philosophical foundations of human rights
The United Nation’s declaration of human rights
Civil and political rights
Economic, social and cultural rights
Human rights of vulnerable groups Human rights: Violation and

remedies
Gender equality

1. read articles related to human rights, for example, United Nation’s
Universal Declaration of Human Rights and discuss them in class.
2. observe their surroundings for any human rights violation. They may
share the case with the class and also suggest ways to deal with such
violation.
3. form an anti-bullying/anti-ragging group in school to ensure that no

violation of students’ rights take place.
4. read the literature of different cultures and identify the common

message of humanity as envisaged through the provisions of human
rights.
5. prepare short investigatory projects based on current events as

reported in the press and identify: Who is the victim? Who has violated
his/her human rights? Which right has been violated? What is the
abuse committed? How was the victim protected? The project may be
shared with the class.

Gs 12

Uploaded by

Copyright:

Available Formats

Gs 12

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gs 12

Uploaded by

Copyright:

Available Formats

General Studies: Class XII

Unit I Science and Society

Unit II Contemporary Problems of Indian Society

Unit III Cultural Heritage of India

Unit IV India’s Freedom Struggle

Unit V Constitutional Values

Unit VI Human Rights

UNIT I: SCIENCE AND SOCIETY

Society has a codependence on Science and technology and hence

The objectives of this unit are to:

develop a rational attitude and imbibe scientific temper.

promote scientific literacy and dispel myths and superstitions.

II. Science as a social enterprise The manner in which modern

III. The Scientific spirit Scientific attitude Dispelling superstitions and

Suggested Transactional Strategies: The students may:

1. do a small project, where they identify a problem, frame hypothesis,

2. organize a debate for the whole class on ‘Science - a boon or bane’.

3. identify given set of statements as facts, laws and hypothesis.

UNIT II: CONTEMPORARY PROBLEMS OF INDIAN SOCIETY

Every society has to face certain challenges and devise means to

The objectives of this unit are to:

sensitize students about the problems of Indian society. equip students

I. Poverty Meaning, genesis and broad measures to alleviate it

II. lliteracy Causes and consequences Measures to eradicate

III. Unemployment Nature and extent of unemployment Ameliorative

IV. Social Inequalities

The way forward

V. Population and health declining sex ratio infant mortality

1. make group presentations (collage, charts, posters) on the

2. conduct a small survey on status of literacy/employment/income in

3. contribute towards solving social problems such as illiteracy.

UNIT III: CULTURAL HERITAGE OF INDIA

The Indian culture, often labeled as an amalgamation of several

I. The historical framework of India’s heritage and culture

II. Evolution of Indian culture Historical background- from the Indus

III. The cultural heritage of India Performing arts- dance, music,

Suggested Transactional Strategies: The students may:

1. read and discuss excerpts from various world literature with

2. effectively use paintings, short films and other material developed by

3. develop resource files on Sufi saints of Kashmir/Delhi/Rajasthan etc.

4. practice meditation, ‘pranayam’ and ‘yogasana’ for health benefits

The objectives of this unit are to:

introduce the social, political and economic context of Indian freedom

appreciate the contribution of freedom fighters.

develop students’ interest in the history of India.

I. The first war of independence-1957

II. Indian freedom struggle a) the moderates b) the radicals c) the

III. The contribution of leaders

IV. Nurturing freedom and democracy

The students may:

1. participate in a field trip to a place of historical importance.

2. watch a movie based on India’s freedom struggle and submit a

3. read about the history of India’s freedom struggle and submit an

5. present the life history of Indian freedom fighters through a short

UNIT V: CONSTITUTIONAL VALUES

The Constitution of India is of utmost importance to our identity as a

I Preamble to the Indian Constitution (understanding the spirit of the

Justice: Social, economic and political