CBSE Senior Secondary Syllabus 2027 General Studies

FOR CBSE SENIOR SECONDARY SYLLABUS EXAM PREPARATION

CBSE Senior Secondary
Syllabus 2027
Question Paper
EXAM YEAR TYPE DETAILS

CBSE Senior Secondary Syllabus 2027 Question Paper General Studies

Notes · Sample Papers · Previous Year Papers · Mock Tests

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GENERAL
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Subject Code:503
Syllabus
Classes XI m &XII
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2026-27
2024-25
2025-26
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CONTENTS Pages

1. Rationale 3

2. Learning Objectives 3

3. Course Content and Structure 5

4. Guidelines for Internal Assessment 7

5. Guidelines for Content delivery 10

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RATIONALE

General Studies can be defined as a multi-disciplinary approach with the content from
different fields of studies. The aim of teaching General Studies to secondary school
students is to provide a comprehensive education that equips them with the knowledge
and skills they need to succeed in all aspects of their lives. At the senior school stage
there is an element of specialization due to which the students do not get exposed to
some vital disciplines/areas of study that are not covered in their specialized field. The
subject therefore focuses on developing critical thinking, problem-solving,
communication skills, as well as fostering social and cultural awareness, promoting civic
responsibility, and encouraging independent learning. It also promotes personal and
social development and prepares students for life-long learning. By covering a range of
subjects and skills, General Studies aims to give students a broad base of knowledge
and the ability to apply it in real-world situations.

All these enrich the learner for an individual development and nation at large. Students
who take up General Studies will possess the competitive advantage. It will also
stimulate constructive thinking about the possible forms in advanced courses. It widens
the horizons and develops the personal interests in students with a focus on Cultural,
Social and Scientific domains.

LEARNING OBJECTIVES
 The Learning objectives of teaching General Studies are as follows:
 General Studies aims to teach students how to analyze, evaluate, and interpret
information in a systematic manner.
 General Studies teaches students about their rights and responsibilities as citizens
and encourages them to participate in their communities.
 The subject provides students with opportunities to apply their knowledge to real-
world situations and to develop their problem-solving skills.
 It helps students develop pride in the rich cultural heritage as well as in the
multipronged achievements of the country in various fields such as politics,
agriculture, Science and technology, education and industry.
 General Studies helps students develop their verbal and written communication
skills, enabling them to effectively express their ideas and opinions, be conversant
with contemporary socio-economic problems of the country like illiteracy, poverty,
social disharmony, sex or caste discrimination etc.
 The subject promotes self-directed learning and encourages students to take an
active role in their own education.

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 General Studies helps students understand themselves and others better and
develop the skills needed for positive relationships.
 It helps to prepare students for life-long learning by providing a foundation of
knowledge and skills that students can build upon throughout their lives. m
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COURSE STRUCTURE- CLASS IX

S.No Unit No. of periods

Science and Technology 10

UNIT 1  Application of Science and Technology
 Emerging Technologies
 Science and Technology in the Social Context

Current trends in Socio-economic Structure 10

 Current Trends in Socio Economic Structure
UNIT 2
 Socio Economic Structure
 Implementing Social Protection Strategies
 Limitations and Uncertainties of Socio Economic Structure

Nation Building 12

 Meaning and Importance of National Integration
UNIT 3
 Historical Context of Nation Building
 The role of Education and the Media in Nation Building
 Challenges and Limitations to Nation Building

Promoting Global Understanding 10

 Global Conflict analysis and Resolution
UNIT 4
 Global Voices
 Global Environmental Ethics
 Global Understanding through Travel And Tourism

Workforce Education Skills 12

 Soft skills
UNIT 5
 Digital Skills
 Industry Specific Skills
 Financial literacy

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General Studies (503) Syllabus 2025-26

COURSE STRUCTURE- CLASS XII

S.No Unit No. of periods

 Science and Society
 Nature of Science 10
UNIT 1
 Science as a Social Enterprise

Contemporary Problems of Indian Society 10

UNIT 2  Issues related to women
 Health Care System
 Contemporary phase

Career Pathways 12

UNIT 3  Goal Setting
 Common career paths
 Internship as a medium of transition from Schools
to Universities

Social Responsibility 10

UNIT 4  Types of Social responsibility
 Role of Students within a group
 Principles of Socially Responsible behaviour

Human Rights 12

 The Universal Declaration of Human Rights and
UNIT 5 its significance
 The responsibility of individuals, communities, and
businesses in promoting human rights
 The relationship between human rights and
sustainable development

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GUIDELINES FOR INTERNAL ASSESSMENT
General studies focus on the “affective domains” by exposing students to be a better
global citizen Even though it is a subject for internal assessment, students can be m
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assessed through activities to make the subject more interactive and interesting.
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The aim of assessing is not to evaluate the students based on the knowledge that they
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have acquired. The assessment is to ensure that they are sensitized towards the
development of personal, social, environmental tolerance and the awareness towards
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our constitution and global understandings.

Teachers can determine the frequency of assessment based on intensity of the content
and the requirements of the topics. The assessment activities will be focusing on the
21st century skills and experiential learning which provides a holistic approach to the
learners to understand the world and the Nation at large. These assessments can be
done through “Multiple Assessment Techniques” like surveys, debates, researches,
reviews and many more.

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MULTIPLE ASSESSMENT TECHNIQUES
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The subject teachers would determine the type and frequency of multiple assessments.
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This would make assessment more comprehensive and provide schools/teachers
flexibility to use multiple and diverse techniques to assess learners viz. observation, oral
tests, individual or group work, class discussion, field-work, concept maps, graphic
organizers, visual representation etc. Hence, the schools are given autonomy to use
alternate modes of assessment as per the demand of the subject and the context
towards addressing the goal of assessment for and as learning, such as, quizzes,
project-work, Self and peer assessment, collaborative projects, experiments, classroom
demonstrations, etc. Developing simple scoring criteria and rubrics becomes of equal
importance when deciding to use a particular technique.

SUGGESTIONS TO THE TEACHERS
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Consider using rubrics to assess student performance. Rubrics
make it easier for teachers to evaluate student work.
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Examine the behaviour
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maintain records of the performance of learners. Schools should encourage teachers to
work collaboratively with other teachers for facilitating and assessing learner’s
performance and then finally assigning grades.

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SCHEME OF ASSESSMENT

The evaluation of General Studies is done by the schools. They are expected to
assess the performance of all the students on a 9-Point scale as given below and
report it to the Board:

Grade Description

A1 Top1/8th of the passed candidates

A2 Next 1/8th of the passed candidates

B1 Next 1/8th of the passed candidates

B2 Next 1/8th of the passed candidates

C1 Next 1/8th of the passed candidates

C2 Next 1/8th of the passed candidates

D1 Next 1/8th of the passed candidates

D2 Next 1/8th of the passed candidates

E Essential Repeat

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Passing in General Studies is a basic condition of eligibility for earning the Senior School
Certificate from the Board. The result of a student who fails to get a grade higher than
'E' in General Studies will be withheld but not for more than a year. This arrangement
imposes an additional responsibility on the teaching staff of a school.

As has been emphasized, the major objectives of teaching General Studies lie in the
‘affective domain’. Accordingly, evaluation should be based on observational methods
assessing students' interests, attitudes and personality traits.

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GUIDELINES FOR CONTENT DELIVERY

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Teachers must ensure that the content delivery is aligned with the learning outcomes
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and objectives, and that the students are able to achieve their full potential.
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To effectively deliver general studies content to students, teachers should:
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1. aStart with a clear and concise overview of the topic: Provide a brief overview of the
key concepts, facts, and theories related to the topic.

2. Use interactive methods of teaching: Engage students in the learning process by
using interactive methods suggested in the manual such as discussions, debates, role-
plays, and simulations.
3. Encourage students to ask questions: Encourage students to ask questions and

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clarify their doubts. This will help them understand the topic better and also foster
critical thinking..

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4. Provide real-world examples: Use real-world examples and case studies to help
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students relate the topic to their daily lives.

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online simulations to enhance a
5. Use technology: Use technology
the learning experience.
6. Evaluate learning: Regularly assess students' understanding of the topic through
multiple assessments like quizzes, role-plays, and projects.

7. Encourage self-directed learning: Encourage students to take ownership of their
learning by assigning independent research projects or encouraging them to seek
additional resources.
8. Create a positive learning environment: Create a positive and supportive
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learning environment by being approachable, encouraging, and engaging with
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Class XI

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UNIT-1

SCIENCE AND TECHNOLOGY

Science and technology are interdependent fields that influence and shape each other.
Science provides the knowledge and understanding of natural phenomena, while
technology utilizes this knowledge to develop practical applications and innovations.
These innovations, in turn, drive further scientific inquiry by creating new questions and
areas for investigation. This close relationship between science and technology has led
to significant advances in many areas, including medicine, transportation,
communication, and energy production, among others. The continued interaction and
collaboration between science and technology will likely lead to even more
breakthroughs in the future and play a crucial role in shaping our world.
Exploring emerging technologies is important for staying current with advancements
and their potential impacts. Emerging technologies like artificial intelligence, robotics,
biotechnology, and the Internet of Things (IoT) have the potential to revolutionize many
aspects of our lives and create new opportunities for growth and development.
It is also crucial to analyze the impact of science and emerging technologies on our
lives. This includes considering both the benefits and potential drawbacks, such as
privacy concerns, job displacement, and ethical implications. By examining the impact
of these technologies, we can make informed decisions about how to best use them to
improve our lives and address societal challenges.
Overall, science and technology are central to our lives and will continue to play an
increasingly important role in shaping the future. By staying informed and engaged with
these developments, we can maximize their benefits and minimize any negative
consequences.

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APPLICATION OF SCIENCE IN EVERYDAY LIFE

SPECIFIC LEARNING OBJECTIVES:
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Students will be able to
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analyze the impact of scientific advancements on society and culture, including
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their potential benefits and drawbacks.
describe the role of science in healthcare, including the use of medical technology, ag
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pharmaceuticals, and diagnostic procedures.
 discuss the importance of environmental science in understanding and addressing
environmental issues, such as climate change, pollution, and resource depletion.

TEACHING LEARNING PROCESS

Teachers can coordinate and

 have students participate in a local clean up event to experience the impact of
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pollution on the environment and research a specific environmental issue, such as
climate change or deforestation.
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arrange a visit to a local hospital or medical facility to learn about the various
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technologies used in healthcare, and conduct research on a specific medical

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condition to understand the role of science in its diagnosis and treatment.
provide opportunities to do research and discuss the impact of a specific scientific
advancement, such as artificial intelligence, on society and culture, and present
their findings to the class.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able to

 identify and explain the scientific principles and concepts behind a specific
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technology. They will also be able to understand the role of science in healthcare

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and its impact on diagnosis, treatment, and patient outcomes.

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demonstrate their understanding of environmental issues facing society and the
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evaluate the role of science in solving problems in society and appreciate both
a potential benefits and drawbacks of such advancements.

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SUB TOPIC 2: EMERGING TECHNOLOGIES

SPECIFIC LEARNING OBJECTIVES:

Students will be able to

 improve communication and presentation skills through the use of digital tools
 develop teamwork and collaboration skills through technology-based projects and
activities

TEACHING LEARNING PROCESS

Teachers can initiate

 guest speaker events with technology professionals to learn about various careers
in the field and also encourage students to create their own digital content using
multimedia tools such as video production and graphic design software.
 Innovative competitions that challenge students to come up with new and creative
solutions using technology.
 collaborative project-based learning using technology to solve real-world problems,
participating in hackathons or coding competitions.
 debates or public speaking by Incorporating technology as a theme.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able to

 acquire knowledge and skills in using a variety of digital tools, technologies, and
platforms.
 demonstrate their understanding of the range of careers in the technology field and
the skills required for those careers.
 present their views of ethical considerations and best practices for the safe,
responsible, and effective use of technology.

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SCIENCE AND TECHNOLOGY IN THE SOCIAL CONTEXT

SPECIFIC LEARNING OBJECTIVES:

Students will be able to

 analyze the impact of science and technology on the environment, including the
consequences of environmental degradation and sustainability efforts.
 appreciate the role of science and technology in promoting social justice and
equality, including efforts to reduce disparities in access to technology and digital
literacy.

TEACHING LEARNING PROCESS

Teachers can

 provide students with case studies of real-world scenarios that highlight the social,
ethical, and political implications of science and technology. This will help students
understand the interplay between science, technology, and society.
 encourage students to undertake environmental science projects that focus on
sustainability and environmental conservation. This can help students understand
the impact of science and technology on the environment and promote
environmental awareness
 collaborative project-based learning using technology to solve real-world problems,
participating in hackathons or coding competitions.
 debate or public speaking by Incorporating technology as a theme.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able to

 communicate complex scientific and technological ideas to a non-expert audience,
and develop the ability to articulate their own opinions and perspectives on science
and technology.
 understand the role of science and technology in promoting social justice and
equality, and appreciate the importance of reducing disparities in access to
technology and digital literacy.
 infer the impact of science and technology on the environment and appreciate the
role of technology in promoting sustainability and environmental conservation.

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SUGGESTED TRANSACTIONAL STRATEGIES:

 Visits to fields/ College of Agriculture and discussions with farmers and Experts.
 Visit to a local hospital or medical facility
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Group discussions on recent applications of Artificial Intelligence and also on how . co
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technology has changed society over time. This can include discussions on the
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impact of the printing press, the industrial revolution, and the internet.
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Read journals relating to gene editing and impact of Artificial Intelligence and
present it to the class.
 Analyze social media trends and the impact of social media on society. This can
include discussions on the impact of social media on political discourse, the spread
of fake news, and the impact of social media on mental health.

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UNIT- 2

CURRENT TRENDS IN SOCIO – ECONOMIC STRUCTURE

The Economy of the country is determined by the social status of the citizens. The
factors that influence socio-economic structures are occupation, ethnic origin or
religious background and the place of residence (Urban & Rural).

The socio – economic status often reveals inequalities in access to resources as well
as issues related to privilege, power and control.

A country’s socio-economic structure depends on the three levels (High, Middle and
Low).

A socio – economic structure of a country can also be strongly influenced by natural
disasters, wars etc.

SUB TOPIC – 1: PROMOTING LABOUR MARKET

SPECIFIC LEARNING OBJECTIVES:

Students will be able to

 analyse the quality of labour such as skilled Labour, unskilled Labour, bonded
labour and child labour (agriculture, industry, constructions).,
 know about the acts passed by various governments for the welfare and protection
of all kinds of labour.

TEACHING LEARNING PROCESS:

Teacher will,

 assign students to present a project which will describe the quality of the labours
working in various fields and they will be suggesting measures for improvement of
the condition of the labours.

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 arrange a debate regarding the problems of the waged labourers and their
unstable working conditions.
 arrange a field trip to nearby industries to analyse the prevailing conditions of
labour pertaining to wages, safety and working environment.

LEARNING OUTCOMES WITH SPECIFIC COMPETENCIES:

Students will be able to
 understand the quality of labour in the various fields such as agriculture, industry,
constructions etc.,
 analyse the measures and protection acts taken by the state and central
governments to improve the conditions of labours.
 suggest solutions to improve the conditions of the labours, through innovative
ideas to improve the wages, safety and working environment.

SUB TOPIC – 2: MANAGING ECONOMIC AND SOCIAL RISKS

SPECIFIC LEARNING OBJECTIVES:

Students will be learning to,
 understand the socio-economic risk in the field of education by comparing the
facilities provided in the urban and rural areas.
 understand the disparity in public and private health sector of the country.
 realise the depletion of the resources in the environment through newspapers,
journals or media.

TEACHING LEARNING PROCESS:

Teacher will initiate
 the students to collect the statistics and debate pertaining to the problems faced by
urban and rural stakeholders in the field of education.
 students to do a survey and understand how socio-economic backgrounds play a
vital role in the health and safety of citizens.
 students to collect evidences from journals, newspapers and media and do the
comparative study pertaining to climate change, depletion of resources etc.,

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LEARNING OUTCOMES WITH SPECIFIC COMPETENCIES:

Students will be able to,
 analyse the statistics and present the solutions to reduce the problems faced by
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urban and rural stakeholders in the field of education.
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 write the petitioncbased
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 present an article s
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on climates change, depletion of resources etc.
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SUB TOPIC – 3: CREATING MORE EMPLOYMENT
OPPORTUNITIES

SPECIFIC LEARNING OBJECTIVES: m
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 analyze the impact of unemploymentaproblems
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 describe the importance of employment
illiteracy.
 discuss the importance of various technical skills and training to the unskilled
people to upskill those who are seeking jobs for a livelihood.

TEACHING LEARNING PROCESS:
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c. o students to collect information about unemployed and underemployed
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ag  to research and prepare a report of the labor community / low income group on
how they are balancing between their income and daily essentials.
 arrange a visit to the nearby Taluk Office, VAO Office to collect the statistical data
of the population with various income groups.

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LEARNING OUTCOMES WITH SPECIFIC COMPETENCIES:

Students will be able to

 analyze the collected information of unemployed & underemployed laborers and
suggest specific training to upskill themselves.
 submit an article to a magazine or newspaper based on the research.
 categorize the budget of low income, middle income and high income groups and
how they manage their economy.

SUGGESTED TRANSACTIONAL STRATEGIES:

 visit nearby manufacturing units to know the real conditions of workers.
 read the newspaper, journals which are giving more importance to solving the
problems of workers.
 group discussions regarding the improvement of workers, provide in service
training as per their requirement.
 visit a village co – operative societies, urban banks to know about the facilities
provided by the government to the labours/underemployed.

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UNIT-3

NATION BUILDING

Nation Building is a multidimensional process. A country’s law plays a vital role in
nation building and in the development of human rights which includes political, civil,
economic and social reforms. To build a strong nation, there should be a feeling of
oneness, in spite of the fact that people are from different communities, castes,
religions, cultures and different languages. India is an amalgamation of shared
traditions, cultures, values that strengthen unity and integrity. We can say History can
be a common string that can bind the people of India together. Education and Media
play a major role in Nation Building. Educational values help in shaping the young
minds into dutiful citizens. There are challenges like single party dominance, external
threats, rise of popular movements, regional aspirations, etc.

SPECIFIC LEARNING OBJECTIVES:

Students will be able to

 demonstrate an understanding of Unity in Diversity and unified Socio-economic,
political structure
 know how National Integration helps in keeping the stability of the nation.
 explore how National Integration encourages communal harmony, fights casteism,
regionalism and linguistic differences

TEACHING LEARNING PROCESS

Teachers will coordinate and

 provide opportunities for the students to do research and discuss the impact of
national integration such as social, economic and political aspects and present
their findings to the class.
 organise National / local tours to places of historical and cultural interest.
 conduct project exhibitions that will highlight the important features of the different
states of India and to find commonalities in them (Ek Bharath Shreshta Bharath).
 common celebration important festivals of various religions
 observe days of National importance
 celebrate Bhasha Diwas of different languages

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LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able to
 understand, identify and analyze the main features of Nation’s unity through their
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findings.
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evaluate the challenges by comprehending Unity in Diversity and unified Socio- e m
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economic, political structure
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know how National Integration helps in keeping the stability of the nation. ag
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 explore
,regionalism and linguistic differences.

HISTORICAL CONTEXT OF NATION BUILDING

SPECIFIC LEARNING OBJECTIVES

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students will be able to

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analyse the conditions in India pre and the post-independence period

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 recall the various National movementsslike Non-cooperation Movement, Civil
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Disobedience Movement, Quit India
 appreciate the role and sacrifices made by the freedom fighters which marked a
new awakening and how relevant they are in the present time.
 understand the various aspects of the constitution and how it safeguards
democracy, secularism and social equality

TEACHING LEARNING PROCESS
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Teachers will initiate
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c. o the celebration of the days of national importance, important festivals
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s em  national movements during the freedom struggle can be enacted.
religions and to understand its significance.
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ag  students may work in groups and conduct a quiz for the class about India's
freedom struggle.
 read excerpts from the constitution.
 read the preamble to the constitution of india and highlight the values reflected in it.

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LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

The students will be able to

 prepare short films to bring awareness and appreciate the sacrifices made by the
freedom fighters.
 to jot down the various leadership strategies that were used by the various
national movements to bring the people from various parts of the country together
to fight the British.
 discuss how the constitution came into being and suggest constructive reforms.
The role of Education and the Media in Nation Building

THE ROLE OF EDUCATION AND MEDIA IN NATION BUILDING

SPECIFIC LEARNING OBJECTIVES

Students will be able to

 debate how education holds the key to progress and prosperity of a nation as a
powerful agent of social change.
 compare how education played an important role during pre and post
independence era in national development and in making people independent,
confident and self- reliant.
 identify the factors which influence the role of media in national development.

TEACHING LEARNING PROCESS

Teachers will coordinate

 with guest speakers(social reformers) to address the students on democratic
values.
 to visit villages nearby and present a street play and to spread the message on
the importance of education.
 seminar on education as an instrument of social change.
 students to watch debates on current issues based on political and social topics
and discuss its outcomes in the classroom.
 Visit to the local FM stations and encourage students to collect the data of
programmes presented on social issues.

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LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able to

 collaborate with peers in organizing camps at villages to spread the message of
importance of education
 actively participates in debates on social issues to present their views.
 identifies the positive and the negative influence of media on Social development.
 analyse the Democratic Values and their importance
 elucidate the progress of media in the field of Education (from print media to digital
age).

CHALLENGES AND LIMITATIONS TO NATION BUILDING

SPECIFIC LEARNING OBJECTIVES

Students will be able to

 analyze the rate of illiteracy and increase in corruption causing loss of economy in
India.
 suggest measures to improve basic sanitation in public places.
 illustrate the remedial measures for unemployment through activities like comic
strip, collage making etc.,
 reason out the challenges of how border issues influence nation building.

TEACHING LEARNING PROCESS

Teachers will plan
 seminars to discuss and prioritize the issues of illiteracy and corruption.
 conduct a rally to share the awareness on the importance of sanitation /
fundraising to build toilets in a nearby Anganwadi / organize health camps.
 activities wherein the students can evaluate the required skill-development for
future jobs to eradicate unemployment.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will
 compare and contrast on the causes of illiteracy and suggest eradicative
measures.

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 comprehend the various attributes of poverty and sanitation, relate its different
dimensions.
 understand the relationship of border issues that are prevailing between India and
its neighbouring countries. m
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discuss the effectiveness of the government to overcome the challenges . co
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/limitations to nation building.
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promote
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feminisation in work force and also to suggest measures to improve the

SUGGESTED TRANSACTIONAL STRATEGIES:

Students may
 write creative slogans on the themes that unite the people of different communities
and display it on the bulletin board

o m
Visit Government schools and identify ways to improve the quality of education and
infrastructure.
 Group discussions on how to help protectm
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s e and cultural sites and artefacts.

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UNIT- 4

PROMOTING GLOBAL NDERSTANDING

The National Education Policy (NEP) 2020 focuses on training Indian students to be
global citizens. Our students need to be future ready citizens who have global level
exposure. This should empower learners of all ages to undertake active global roles
and work towards a peaceful, tolerant, inclusive and secure society.

A report says that more than 85% of the jobs that may exist in 2030 do not even exist
now.What can we as educators do? Students have to be prepared for the future
skills.They must hone a few traits to be a global citizen or to be a future leader. Some
of the 21 century skills are:
st

Collaboration Critical Thinking Technology Literacy
Initiatives Communication Information Literacy

Flexibility Productivity Creativity and imagination

Leadership Social- emotional skills Media literacy

Thus the General Studies curriculum focuses on this future readiness preparation that
will be seamlessly embedded in their learning.

GLOBAL CONFLICT ANALYSIS AND RESOLUTION:

SPECIFIC LEARNING OBJECTIVES:

Students will be able to
 understand globalization, structural causes of conflict and analyse the
circumstances and emergence of new ones.
 explore the aspects that promote peace and different methods of conflict
intervention and resolution in international conflicts.

General Studies (503) Syllabus 2025-26 | Page 26 of 71

 develop students ability to compare and apply major approaches to understand the
origin of global conflicts and critically evaluate opportunities for peace building.

TEACHING LEARNING PROCESS

Teachers may initiate students to

 present research paper /seminar / presentation on questions raised like,
a) Why is conflict more likely to occur in some places and times?
b) Why do certain groups use violence against civilians?
c) What connects local and global challenges?
d) How can communities devastated by violence build peace?
 Mock MUNs and Youth parliaments may be conducted on specific conflicts.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able to

 analyse their verbal and non-verbal interactions pertaining to global conflict
synchrony to make meaningful communication.
 internalize that promoting peace and different methods of conflict interventions can
be done through goal management, collaborative team skills etc.

GLOBAL VOICES

SPECIFIC LEARNING OBJECTIVES:

Students will acquire knowledge to

 compare any two cultures (Indian & Western) through exploration of several
textual forms such as written literature, oral literature, film, folklore, or popular
culture.

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TEACHING LEARNING PROCESS

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The teacher will help the student to:

o m cultures for contrast and comparison that will be m .
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presented as a .gallery walk.
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Based on the gallery walk students will prepare a comparative analysis of the
presentations.

GLOBAL ENVIRONMENTAL ETHICS

SPECIFIC LEARNING OBJECTIVES

Students will
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 examine the global dimensions of environmental
as
l a variety of scientific research, policy, and
 list and analyse several environmental issues, including climate change, population
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growth, and resource depletion, from
cross-cultural perspectives.

TEACHING LEARNING PROCESS

Teachers will drive/initiate students to
 simulate the UN Climate Change conference -invite neighbouring schools for
participating with a theme given (LEAVING NO ONE BEHIND)
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 Celebrate World Environment Day with the theme given – Eg Only One Earth" is
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the campaign slogan, with the focus on “Living Sustainably in Harmony with
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Nature” for 2022 -Involve Whole School awareness and views

las ag
ag LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able

 analyse the industry requirements and develop their skills based on the projects
and internships.
 reflect and evaluate the development of their professional skill set for the industry.

m
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GLOBAL UNDERSTANDING THROUGH TRAVEL AND
TOURISM.

SPECIFIC LEARNING OBJECTIVES:

Students will

 examine tourism as a global industry and human activity that promotes and
facilitates understanding of historical and cultural values..

TEACHING LEARNING PROCESS

The teacher will help students to
 research various areas that are famous travel and tourism spots-one in India and
one abroad.
 create a Travel Agency and prepare a brochure that focuses on the historical and
cultural values of a visit to the places selected.
 interview travel agencies like MAKE MY TRIP etc and find out the itinerary
/pricing/rationale for the selection of places to visit
 initiate a program similar to EBSB-paired states -then tie up with one country of
interest, abroad- and organize online meetings and sharing of culture and tourism-
if possible-exchange visits too. Newspaper or brochure preparation as a product of
the presentation of learning.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Suggested Transactional Strategies:

 Understand about legal contracts, HR procedures, documentation and agreements
as per current industry trends.
 Understand about business contracts and lease negotiations etc.

General Studies (503) Syllabus 2025-26 | Page 29 of 71

UNIT-5

WORKFORCE EDUCATION

To improve the quality of Education, National Education Policy 2020 has given special
emphasis on vocational education integrating with the mainstream of education. This
will help students to acquire various skills to meet the needs of the industries.

Skills development enhances both people's capacities to work and their opportunities
at work, offering more scope for creativity and satisfaction. The future prosperity of any
country depends on the employment of its citizens and productivity at work. The
Government of India has initiated various convergence efforts across the skill
ecosystem under the “Skill India Mission (SIM)”. More than 20 Central
Ministries/Departments are implementing Skill Development Schemes/Programme
functions under this. This is to enhance the skill levels of millions of people including
School Children on a pan-India basis to create a skilled workforce.

SOFT SKILLS

SPECIFIC LEARNING OBJECTIVES:

Students will enhance

 Communication skills and presentation skills by articulating, explaining and
expressing their views on the data given.
 Problem solving skills, critical thinking skills and time management by creating
business reports as per the current industry requirements, conducting business
correspondence through research and analyzing the data relevant to the issues.

TEACHING LEARNING PROCESS

 Teachers may conduct activities like Debates, language games, situational
dialogues, precise writing etc. to encourage students’ presentations to small and
large groups.
 Teachers will provide opportunities to the students to analyse positive & negative
responses and the cause and generate alternative options to evaluate the best
situation and to implement the plan in the stipulated time.

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LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

 Students will be able to analyse their verbal and non-verbal interactions which will
be in synchrony to make meaningful communication.
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Students will internalize the personality development techniques by focusing on
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punctuality, goal management, collaborative team skills and listening skills.
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DIGITAL
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SPECIFIC LEARNING OBJECTIVES:

Students will acquire knowledge to

 Discover various tools, resources and investigate the impact of digital technology
in their daily workforce.
 Implement new digital abilities and up-skill themselves with the new trends in
technology.
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TEACHING LEARNING PROCESS
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The teacher will help the student to: la
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 develop info-graphics for the Digital tools used by various stakeholders in the
industry. Interviewing and making reports on the database and on the analysis of
the communications. They will understand the implementation of the findings
on targeted customers rather than just using ‘data-driven precision marketing’ for
effective campaigning.
 use SEM (Search Engine Marketing) to create a statistical presentation on SEM
after the analysis of the data

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES m
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c. oStudents will be able to .co
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e analyse and compare various software used in the industries. la
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

ag  develop their digital skills by working on current soft wares used 

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INDUSTRY SPECIFIC SKILLS

SPECIFIC LEARNING OBJECTIVES:

Students will develop

 analytical skills by interpreting the data collected. They will develop a professional
attitude by working in teams to solve industry related issues.
 technological skills and applications of the acquired knowledge in the workforce.

TEACHING LEARNING PROCESS

Teachers will drive/initiate students for

 intern in various firms/industries as per their interests to get acquainted with
necessary professional skills
 company visits to interview the various stakeholders to gain knowledge and
understanding of the actual scenarios pertaining to industries.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able

 to analyze the industry requirements and develop their skills based on the projects
and internships.
 to reflect and evaluate the development of their professional skill set for the
industry.

FINANCIAL LITERACY SKILLS

SPECIFIC LEARNING OBJECTIVES:

Students will assess

 the operational efficiency and managerial effectiveness based on the earning
capacity or profitability of a firm.
 short term as well as long term solvency position of the firm.

General Studies (503) Syllabus 2025-26 | Page 32 of 71

TEACHING LEARNING PROCESS

The teacher will help students to

 Create a budget for any one event in the company and update the data in the ERP
software.
 Collect statistical reports on the stock market and understand the schemes related
to companies/ investments etc. from a bank.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able

 to assimilate financial data from different resources.
 to predict the leverage ratio of the company.

SUGGESTED TRANSACTIONAL STRATEGIES:

 Understand legal contracts, HR procedures, documentation and agreements as
per current industry trends.
 Understand about business contracts and lease negotiations etc.

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UNIT-1

SCIENCE AND SOCIETY
Society has a co-dependence on Science and technology and hence Science and
technology has been at 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 analysing information and its sources rationally and
empirically. This unit examines how the larger society influences and gets influenced by
Science.

CRITICAL THINKING AND PROBLEM-SOLVING SKILLS:

Students should be encouraged to develop critical thinking and problem-solving skills
through hands-on experiments, projects and activities that require them to analyze
information, make observations and draw conclusions. This will equip them with the
necessary skills to approach real-world problems and to find innovative solutions.

INTERDISCIPLINARY COLLABORATION:

Science is an interdisciplinary field that requires collaboration between different
disciplines to tackle complex problems. The curriculum should encourage students to
work together, to bring different perspectives and skills to the table, and develop a team-
oriented approach to problem-solving.

ETHICAL AND SOCIAL RESPONSIBILITY:

Scientific advancements have the potential to greatly impact society and the
environment. The curriculum should emphasize the importance of ethical and
responsible behaviour, including responsible use of resources, protection of the
environment, and consideration of the social implications of scientific research and
discovery.

LIFELONG LEARNING:

The curriculum should inspire students to have a lifelong love of learning and a pursuit
of scientific knowledge. This will help to foster a lifelong passion for science and to
keep students engaged in learning throughout their lives.

General Studies (503) Syllabus 2025-26 | Page 35 of 71

NATURE OF SCIENCE

SPECIFIC LEARNING OBJECTIVES:

Students will be able to
 recognize the distinction between scientific knowledge and non-scientific
knowledge.
 demonstrate an understanding of the concept of scientific theories and how they
are developed and tested.
 discuss the relationship between science and technology with society and develop
an appreciation for the role of science in the pretext of the natural world and
related problems.

TEACHING LEARNING PROCESS

Teachers can coordinate and

 organise group discussions and debates on current scientific issues to encourage
critical thinking and skepticism.
 plan hands-on activities to illustrate the concept of scientific theories and evidence-
based decision making.
 present an analysis of historical scientific discoveries and the role of personal and
cultural beliefs in shaping scientific knowledge. Or,arrange guest speakers
presentations from scientists or science communicators to provide real-world
examples of the nature of science.
 encourage writing in response to case studies that require students to explain
and/or analyze the impact or influence of science and/or technology in 1 or more
social contexts (e.g., local, regional, national, international) (reports or essays thus
generated could be collected and scored against a rubric articulating features for
science.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able to

 articulate the principles and processes of scientific inquiry , distinguish between
scientific and non-scientific knowledge and recognize the importance of evidence
in science.
 analyze the development and testing of scientific theories, apply critical thinking
and skepticism in scientific inquiry.

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 appreciate the impact of personal, cultural, and societal values on scientific beliefs
and practices.

SCIENCE AS A SOCIAL ENTERPRISE
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SPECIFIC LEARNING OBJECTIVES: . co
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Students will bem
e able to
l as
 promotel a s
transparency, collaboration, and interdisciplinary cooperation in scientific ag
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research.
 foster public engagement with science and technology, and encourage critical
thinking about the impact of science and technology on society.
 ensure that scientific research and technological innovations are developed and
used ethically and responsibly and with consideration to their social and
environmental impacts.

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TEACHING LEARNING PROCESS .co
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Teachers can facilitate
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 field trips to scientific research institutions and companies where students can see
first-hand how science and technology are being used to address social and
environmental challenges.
 workshops and hands-on projects for students to develop their solutions to real-
world problems using science and technology.
 community service projects that use science and technology to address social and
environmental issues.

m
guest speaker events by inviting experts in the field of science and technology to

m speak to students about their research and its impact on society.
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s em These activities can help students to understand the role of scienceaand technology in
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and the responsibilities that come with being a scientistgor technologist. They
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ag can also encourage students to think critically about the ethical and social implications
of scientific research and technological innovations.

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LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

Students will be able to
 develop their critical thinking skills and ability to analyze the implications of
scientific research and technological innovations.
 become aware of the ethical and social implications of scientific research and
technological innovations, and will be encouraged to consider these implications
when making decisions about the use of science and technology.
 utilise their scientific knowledge and technological skills to serve for the betterment
of the country and world at large.

SUGGESTED TRANSACTIONAL STRATEGIES:

 Case Studies: Use real-life examples of the impact of science on society. For
example, the effects of climate change on agriculture, the impact of technology on
employment, or the ethical implications of genetic engineering.
 Debate: Engage students in a structured debate on a controversial topic related to
science and society, such as the use of genetically modified organisms or the role
of science in shaping public policy.
 Role-playing: Have students assume the roles of different stakeholders in a
scientific issue, such as scientists, politicians, industry representatives, and
citizens. Ask them to discuss and negotiate their respective interests and
viewpoints.
 Collaborative projects: Assign students to work in groups to research and develop
proposals for addressing a particular scientific issue. Encourage them to consider
the social, political, economic, and ethical dimensions of the problem.
 Field trips: Take students on field trips to museums, science centers, or research
institutions that showcase the relationship between science and society. Ask them
to reflect on what they learned and how it relates to their own lives.
 Guest speakers: Invite scientists, policymakers, activists, or other experts to speak
to the class about their work and its impact on society. Encourage students to ask
questions and engage in dialogue with the speakers.
 Multimedia resources: Use videos, podcasts, news articles, and other multimedia
resources to introduce students to different perspectives and debates related to
science and society. Ask them to critically evaluate and analyze the information
presented

General Studies (503) Syllabus 2025-26 | Page 38 of 71

UNIT- 2

CONTEMPORARY PROBLEMS OF
INDIAN SOCIETY

Our country’s story has earned monumental growth in all spheres. Yet there are
numerous challenges that we face in our everyday social life.
Every society has some problems and these are economically tuned as social issues.
The major challenges that we face in our country are poverty, illiteracy, corruption,
pollution, inequality, gender discrimination, terrorism, communalism, alcoholism, and
violence against women, child labour, malnutrition, child trafficking and juvenile
delinquency.

SUB TOPIC – 1 : CHILD LABOUR

SPECIFIC LEARNING OBJECTIVES:

Students will be able to

 understand the impact of child labour that prevails in our country as a hindrance for
social reforms.
 realise the importance of education for all and compare himself/herself to the
underprivileged children/child who are engaged in labour for their livelihood.
 understand that poverty is the main reason for child labour.

TEACHING LEARNING PROCESS:

Teacher will
 assign the students to take survey in the nearby government schools, to prepare a
data of dropouts during COVID .
 assign them to analyse the reason for the dropouts’ availability in Corporation and
Municipality schools which are run by local self government.
 make them visit the nearby slums or labour colony and motivate them to go to
schools for a better future.

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LEARNING OUTCOMES WITH SPECIFIC COMPETENCIES:

Students will be able to
 Understand article – 24 which prevents child labour and prohibition of employment
m
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of children factories.
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Realise the adverse effects on the health progress of doing work in a factory or e m

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mine or engaged in any other hazardous employment.
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 Gain awareness
theagovernment
and update themselves on the rules and regulations provided
for prevention, prohibition, eradication and rehabilitations of
by

children and adolescent workers.

SUB TOPIC – 2 : MALNUTRITION

SPECIFIC LEARNING OBJECTIVES:

Students will be able to
o m
. c
e m
 know what malnutrition is and what are the causes? What is a balanced diet and
nutrients for a healthy generation.
a s
l to secure nutrition security of children and
g
 know about our budgetary allocation
a Scheme).
ICDS (Integrated Child Development

TEACHING LEARNING PROCESS:

Teacher will initiate students to
 debate/ youth parliament activities and discuss related to malnutrition of children
along with the need for a healthy diet (urban & rural).
 collect news of malnutrition from the old newspapers and journals regarding the
m
m recent death caused by malnutrition.
c. o collect information/date from underdeveloped states like Bihar, Odisha .co
mrelated to
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LEARNING OUTCOMES WITH SPECIFIC COMPETENCIES:

Students will be able to
 understand the various causes of malnutrition especially among rural areas, urban
slums and children from below poverty , poor and urban slums.
 realise the adverse effects of poor sanitation in drastic environmental conditions,
which leads to the spread of epidemics especially to newborn babies.
 understand the schemes offered by central and state government to eradicate
malnutrition through mid day meals, Poshan Abiyaan and ICDS.

SUB TOPIC – 3 : JUVENILE DELINQUENCY

SPECIFIC LEARNING OBJECTIVES:

Students will be able to
 relate that malnutrition or poverty is one of the main causes for crime committed by
teenagers and the impact that is caused to the society at large.
 realise that drug abuse and the media abuse are the main cause of juvenile
delinquency.

TEACHING LEARNING PROCESS:

Teachers can guide the students to,
 chalk out the reasons for juvenile delinquency and arrange a youth parliament to
discuss the impact of them on the minds of the teenagers..
 interview government officials / police personnel to understand the rate of juvenile
delinquency post COVID.

LEARNING OUTCOMES WITH SPECIFIC COMPETENCIES:

Students will be able to

 identify and analyse the causes of consequences of Juvenile Delinquency.
 understand the causes which are associated with Juvenile crimes – poverty, drug
abuse, anti social peer group and domestic violence.

General Studies (503) Syllabus 2025-26 | Page 41 of 71

SUGGESTED TRANSACTIONAL STRATEGIES:

 create awareness about the importance of education to the parents those who
send their children as child labour.
 arranging awareness programme in the slum and rural areas related to
malnutrition.
.

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UNIT 3

CAREER PATHWAYS m
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Career Pathways provide direction and focus for students, allowing them to identify
e m
what they are good at. It helps them to understand their inherited strengths, skills,
l as
as
talents and interests that enable them to choose the right career. However it is
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ag
important to keep in mind that career goals and interests can change from time to
time, Career Counseling can play a very important role in helping students to make
the right decisions about their future and achieve their career goals. In this unit,
students will explore the variety of career pathways available from traditional to
technical careers. The role of internships in facilitating a transition from school to
universities and beyond will also be discussed.

GOAL SETTING

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Setting career goals is an important step and it allows them to take an informed

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decisions about their education and training. It helps them to develop a plan for
e
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achieving their goals and provides a sense of purpose and motivation.

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SPECIFIC LEARNING OBJECTIVES

Students will be able to
 set goals and focus on the direction of their career goals and develop a scientific
plan to achieve their goals.
 compare and differentiate from conventional career to the 21st century career and
the skills needed to attain it.

m
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TEACHING LEARNING PROCESS
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c. oTeacher will s e m
s em  discuss with students, allowing them to make informed decisions
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a  arrange guest speakers from various fields and expert career counselors who will
help students to identify their interests.
 help students to develop a step by step plan for achieving the goals that they have
set for their future career.

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LEARNING OUTCOMES WITH SPECIFIC OBJECTIVES

 Students will identify their strength and interests after a discussion with the
counsellor and align their interests, skills and values under their guidance.
 With help of career counselling, students acquire the required skills and
knowledge for the jobs.

COMMON CAREER PATHS

SPECIFIC LEARNING OBJECTIVES

Students will be able to
 prepare themselves for their future career.
 compare traditional and future jobs.

TEACHING LEARNING PROCESS

 Use of the Internet to explore and to make a list of popular career paths
 To arrange for career counselling sessions on a variety of career pathways
 Standardised Assessment tests can be conducted to find the specific interest

LEARNING OUTCOMES WITH SPECIFIC COMPETENCIES

 Students enumerate the different career pathways available in
Healthcare,Engineering, Technology, Business and Finance, Education, Trades,
Creative arts, Science and engineering, public service and commit their interests to
choose their career for their future as per their interest.
 Students analyse their strengths and the weaknesses and equip themselves with
the training required to achieve their goal.

INTERNSHIPS AS A MEDIUM OF TRANSITION

SPECIFIC LEARNING OBJECTIVES

Students will be able to
 Introspect the requirements for their future jobs and the essential skills needed for
the goal that they have set for themselves.

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 Gain real-world experience through internships and develop skills and gain
knowledge that will be essential to the future.
 understand that internships provide opportunities to help students to develop skills
and gain experience that will be useful to future job searches

TEACHING LEARNING PROCESS

 Teachers, parent teacher association and career counselors should facilitate in
arranging short term internships to students.
 Teachers will help students in preparing a report on the experiences, learnings and
skills that they have gained during their internships.

LEARNING OUTCOMES/ SPECIFIC COMPETENCIES

Students will
 analyse their personal skills and upskill themselves for the requirement of future
jobs. based on the future jobs students will build relationships with professionals in
their desired field, which can be valuable for future job opportunities
 gain real- world experiences and explore different career paths by interacting with
professionals of their desired fields.
 acquire the knowledge of how they have to work in a professional environment
through internships.

SUGGESTED TRANSACTIONAL STRATEGIES

The Students may
 prepare a list of Career options available in today’s market.
 With the help of the Career counselors understand the job market within the
country and outside the country to prepare themselves with the relevant skills.
 Preparing for the exams like SAT, IELTS, ACT, TOFEL, ASSET, etc.,

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UNIT4

SOCIAL RESPONSIBILITY m
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Success has nothing to do with what you gain in life or accomplish for yourself.it is what
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you do for others”–Danny Thomas
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We have to give back to the society from which we take a lot. It reflects the responsibility
to act in the best interest of their society and engage in activities contributing to social
development. Individuals are accountable for fulfilling their civic duties and the actions
of an individual must benefit the whole of society. Social responsibility is the duty of
every individual. It is a moral obligation of everyone to take actions that are useful to
society. One feels good when helping people in distress. It makes you a responsible
person. This unit helps in creating a deeper understanding of what individual social
responsibility is all about. We will be discussing the types of Social responsibility. Key
principles and the role of students in social responsibility.

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TYPES OF SOCIAL RESPONSIBILITY

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SPECIFIC LEARNING OBJECTIVES
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Students will be able to
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 understand the different types of Social Responsibilities like Environmental, ethical,
philanthropic and economic responsibilities.
 analyse how to conserve the environment for the upcoming generations

TEACHING LEARNING PROCESS

 Teachers should spread the message of environmental protection by encouraging
students to plant trees.
o m
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c. o Teacher m
will plan a rally in the neighbourhood in waste management to sensitise
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e  Survey can be conducted in the neighbourhood to find out about l athe disparity in
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a will make a vigilant
ag wages of men and women in small scale Industries. Students
survey on child labour.

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LEARNING OUTCOMES/SPECIFIC COMPETENCIES

 Students will be able to learn that it is their prime duty to save the environment for
future generations to dwell happily.
 Students will examine and identify the different types of pollution and spread the
message of reducing harmful impact.

ROLE OF STUDENTS WITHIN A GROUP

SPECIFIC LEARNING OBJECTIVES

Students will be able to
 identify their responsibilities as a student.
 develop leadership qualities.
 uphold the values of academic integrity and values of honesty

TEACHING LEARNING PROCESS

 Teacher can list out the responsibilities of students and display it on the bulletin
board
 Reading on various topics and holding discussions
 Time management Workshops by experts in the field can be arranged for the
students
 Can visit websites on topics like Seven Habits of Highly Responsible students
 Each one Teach one- Students can help the downtrodden in the neighbourhood in
their studies
 Organise fundraising programmes and donate them to the underprivileged and
orphans

LEARNING OUTCOMES/SPECIFIC COMPETENCIES

 Students will understand the importance of performing public duty and their role in
the upliftment of the society
 Students will develop self-esteem and respect for others
 Will develop leadership qualities by organising social events

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PRINCIPLES OF SOCIALLY RESPONSIBLE BEHAVIOUR

SPECIFIC LEARNING OBJECTIVES

Students will be able to
 reflect the key principles of social responsibility like accountability, transparency,
ethical behaviour, respect for stakeholders, respect for rule of law, respect for
human rights and respect for international norms of behaviour.

TEACHING LEARNING PROCESS

 initiating consumer club and promotion of activities like checking food adulteration
 visit a nearby shop or a supermarket to collect data like manufacturing date, expiry
date, ingredients used and prepare the petition to the authorities about any
discrepancy found.
 debate on Duties and Rights can be conducted for students
 understand international norms of behaviour found in organisations like the UN and
ILO(International Labour organisation) and arrange debates on social
responsibilities.

LEARNING OUTCOMES/SPECIFIC COMPETENCIES

 Teacher can list out the responsibilities of students and display it on the bulletin
board
 Reading on various topics and holding discussions
 Time management Workshops by experts in the field can be arranged for the
students
 Can visit websites on topics like Seven Habits of Highly Responsible students
 Each one Teach one- Students can help the downtrodden in the neighbourhood in
their studies
 Organise fundraising programmes and donate them to the underprivileged and
orphans

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TEACHERS CAN ARRANGE FOR A FILM SHOW OF THE FILM
INVICTUS (2009)

 Students can read success stories of people like Varun Sharma who had taken up
m
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the responsibility to bring electricity, education and empowerment to a remote tribal
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village in Odisha
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e India.
 Nupur Ghuliani, a prospective chartered accountant gave up a lucrative career to
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gl Murthy, Chairperson, of Infosys Foundation is an educator, author and a
work in rural
 MsaSudha
philanthropist

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UNIT-5

HUMAN RIGHTS
Human rights are the basic rights or freedoms that belong to every person in the
world. All human beings inherit this virtue from birth to death regardless of language,
origin, nationality, religion, colour or sex. It does not matter where you are from, what
you believe or how you choose to live your life. Every human being has the right to
choose his food, education, work, health and style of life. They can never be taken
away, although they can sometimes be restricted based on various aspects like
country/ continent/ situation the person has faced (E.g.: by breaking the law) etc.
These basic rights are based on shared values like dignity, fairness, equality, respect
and independence. These values are defined and protected by the court of law in all
countries.

The UDHR (Universal Declaration of Human Rights) was the first legal document
released by the UNO in 1948 in the General Assembly. The principle of this
Universality is that all humans are entitled to equal rights.

THE UNIVERSAL DECLARATION OF HUMAN RIGHTS AND ITS
SIGNIFICANCE

SPECIFIC LEARNING OBJECTIVES:

Students will understand

 The intent of the UDHR by discovering the Universal declaration.
 The purpose and the legal effect of the Universal Declaration of Human Rights.

TEACHING LEARNING PROCESS

The teacher will encourage students to

 Read, compare and list the common features between the Universal declaration
https://www.ohchr.org/en/human-rights/universal-declaration/translations/english
and the Indian Constitutional Human rights
https://www.ihra.co.in/uploads/pdf/Human_rights_law_in_India.pdf and present the
rights to be used for the betterment of the citizens and society.
 Read a book and Write a review on the book " Social Harmony and Nation building
- Perspectives of Dr Ambedkar - Edited by Dr Prasad and Dr Nalwar". to aim at
Tolerance and Harmony for which this nation stands.

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LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

 Students will be able to compare and contrast their views on UDHR and Indian
constitutional rights.
 Students will be able to engage their thoughts for bringing a positive change in the
society.

THE RESPONSIBILITY OF INDIVIDUALS, COMMUNITIES AND
BUSINESSES IN PROMOTING HUMAN RIGHTS.

SPECIFIC LEARNING OBJECTIVES:

Students will acquire knowledge about

 Human rights, their responsibilities to protect the rights and modern human rights.
 UN guiding principles on Business and Human rights.

TEACHING LEARNING PROCESS

 Survey and Educate the community: Discuss and create a charter about Human
rights and responsibilities, conduct the survey and educate the community about it.
 Make a comparative study and present your ideas about the role of large
corporations and SMEs ( Small and Medium Enterprises) in supporting Human
rights.
.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES

 Students will be able to develop cooperative skills, communication and active
listening skills while conducting the survey.
 Students will be able to develop their analytical skills to explain similarities and
differences across large corporations and SMEs in supporting Human rights

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THE RELATIONSHIP BETWEEN HUMAN RIGHTS AND
SUSTAINABLE DEVELOPMENT
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SPECIFIC LEARNING
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Students will be
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 Awareg lofa national and local government policies to move towards a sustainable a
a and understand the components of a “Green Plan” by applying a green
economy
plan to important sectors of a local economy.
 Able to create an awareness about a sustainable environment by becoming a
member of the UN SDG.

TEACHING LEARNING PROCESS
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The teacher will train/prepare the students for:
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Group activity: Listen to the https://youtu.be/m59I8JXIZcs to acquire knowledge
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about Green Plan and complete the handout given in the link below
“http://hrlibrary.umn.edu/edumat/sustecon/others/localgreenplan.htm“and present
ideas on the application of Green Plan.
 A rally or street play, Creating a comic strip and poster. Students will conduct a
street play or rally. They will share the comic strips with the public and generate
awareness about the immediate need for sustainability in society.

LEARNING OUTCOME WITH SPECIFIC COMPETENCIES
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 Students will be able to develop their application and presentation skills by
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implementing their ideas about the sector-wise Green Plan.
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become globally aware future citizens.
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Students will be able to develop critical thinking, collaboration and creativity and

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SUGGESTED TRANSACTIONAL STRATEGIES

 Creating a human rights community and the community will interact with the
general public to make them aware of basic human rights.

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 Students will create an action plan to execute and assess the concerns. They will
address the issues found in the society through a letter to the concerned
department.
 Students will create a sample petition based on their understanding.

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CONTENTS
1. Projects 56

2. Questionnaires 57

3. Role Play 59

4. Interview 61

5. Guest lecturers 62

6. Info Graphics 63

7. Debate 66

8. Case Study 69

9. Field trips 72

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ANNEXURE-1
PROJECTS
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The students may do simple projects, where they identify a problem, frame a . co
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hypothesis, gather data and analyze it to test the hypothesis.
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As projects are
l to assess both Scholastic and Co scholastic skills of students. a
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opportunity
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Project based learning offers a good experience to the students beyond their
textbooks and classroom lectures..

The students develop critical thinking skills and the competencies to solve problems

The students may be assessed on criteria based on few observations. Each may be
assigned a score out of five

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Sl .No Descriptors
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s e
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1
ag the concept of the Project
Demonstrates understanding of

2 Has done enough research and collected relevant information

3 Demonstrates originality in the approach to the project

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Resources used like internet, library and other material for the
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completion of the project
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conclusions

A maximum of 25 marks may be awarded as each of the five dimensions may be
scored on a scale of 1–5

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ANNEXURE- 2
QUESTIONNAIRES

A questionnaire is a list of questions that are answered by many people . It is used to
collect information about a particular subject. It can be used to collect quantitative
and/or qualitative information. Generally it is used as a tool to conduct market survey.

For example – To conduct a survey on the awareness of expiry dates of various
consumer products commonly used by people.

The main Objectives of this survey

 Students will be able to interact with people to find out how alert are they in buying
consumer products
 Students will find out how the vendors cheat people by selling expired products
 Students after analyzing the data collected by them, will be able to spread the
message to the people whether the supermarkets/vendors in their neighbourhood
sell the right product
 Based on the findings of the market survey, the students can inform the concerned
authorities to take action on the erring vendors
 Students will be able to arrange for lectures to the public to share the findings of
their survey and how alert they should be while buying things.

The teacher may facilitate by giving following instructions to the students

 You may work in groups of five or six. Questionnaire to be used in grocery shop,
Medical shop, Bakery, Milk vendor etc
 Each group will prepare a questionnaire having a list of relevant questions or
items to be used to gather data from respondents. May have a list of open ended
questions
 Each group will analyse the data collected by them and will share their findings
with others
 After analysing the data collected, feedback to be given to the user and the seller
for further action. This can be executed in a public forum to create awareness


Rubrics for Assessment of this activity

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Sl. Descriptors Score out of 3
No.

1 Selection of the topic for the survey

2 Design–Type of questions framed in preparing the
questionnaire

3 Interaction with the target audience

4 Analysis of the data collected

5 Presentation of the findings of the survey .

A maximum of 15 marks may be awarded as each of the 5 descriptors may be scored
on a scale of 1-3

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ANNEXURE- 3
ROLE PLAY
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assuming a character,. co personality or function within a group. and interact and
Role Play is a form of experiential learning in which learners take on different roles,

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em and complex learning settings.
participate in diverse
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Role play lisaan excellent means of evaluating decision-making and interpersonal a
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communication skills

Example:

Role play can be used as a transactional strategy to present the life history of freedom
fighters

OBJECTIVES

After the role play Students will be able to
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1. Outline the challenges faced by the freedom
e
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2. Appreciate the contribution of freedom

3. Delineate the significant life a
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events of Indian Freedom fighters

4. Respect our Nation’s freedom

5. Appreciate the democratic ethos of our country

The teacher may facilitate the students with following instructions

 To work in groups of five or six students.
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 Each group allotted a freedom fighter and gather information on his/her life history
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 Each group may make a presentation in about five minutes in the form of a role

m play.
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Teachers may also develop some alternatives for those students who are

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uncomfortable in spoken language. Teachers may allow them to write the script for
a the role play. Appropriate support and reference of resources should be offered by
the teacher
 After the presentation, other groups will share their views on the role play
presented.

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Rubrics for Assessment of this activity

Sl. No. Descriptors Score out of 3

Justification of the role (content of role play and
1
reasoning)

Effectiveness of communication (may include
2 communication skill, confidence and clarity of
thoughts

3 Participation in group work

Creativity (something extra done that is relevant
4
and enhances the presentation

5 Overall presentation

In this case, a maximum of 15 marks may be awarded as each of five descriptors may
be scored on a scale of 1-3.

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