Maharashtra HSC Syllabus 2022 Hindi

17

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‘§S>i VWm EZ.gr.E’$. 2005 Ho$ AZwgma Cƒ ‘mܶ{‘H$ n[aM¶ H$amZm& gmW hr N>mÌm| ‘| AZwdmX H$s úm‘Vm
qhXr nmR>²`H«$‘ {ZpíMV {H$¶m J¶m h¡& {dH${gV H$aZm&
Cƒ ‘mܶ{‘H$ ñVa Ho$ N>mÌm| H$mo gm‘m{OH$ g‘ñ¶mAm| 9) amO^mfm Ho$ ê$n ‘| qhXr Ho$ emgH$s¶ VWm
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ì¶mdgm{¶H$ H$m¡ec, amOZr{VH$, gm{hp˶H$ VWm gm‘m{OH$ 10) OZg§Mma ‘mܶ‘m| H$s ^mfm Ho$ ê$n ‘| qhXr H$s
J{V{d{Y¶m± Am{X Ho$ à{V gMoV H$aZo H$s Ñ{îQ go nmR²>`H«$‘ {d{dY à¶w{³V¶m| H$m kmZ XoZm& gr.S>r., {S>.ìhr.S>r.,
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‘mܶ‘m| go n[a{MV H$amVo hþE qhXr ^mfm Ho$ AZwà¶moJ Ho$ à{V
gMoV H$aZo Ho$ {cE Hw$N> CnH«$‘ ^r gwPmE JE h¡&§ H$úmm 11dt
Bg ñVa na Ho$dc qhXr ^mfm nµT>mZm CX²Xoí¶ Zht 1. JX²>¶ : 12 nmR> : 80 n¥îR>>
h¡ ~pëH$ erc-g§nÞ ZmJ[aH$ {Z‘m©U H$aZo hoVw {d{dY H$hm{Z¶m± 7
d¡¶{³VH$, gm‘m{OH$, amOZr{VH$ ‘yë¶m| H$m n[aM¶ H$amZm {Z~§Y 2
^r ‘hËdnyU© hmoVm h¡ AV: gm{h˶ VWm nmR>m| Ho$ ‘mܶ‘ EH$m§H$s 1
go ‘yë¶ g§ñH$ma H$m CX²>Xoí` g’$c hmo gH$Vm h¡& hmñ¶, 춧½¶/g§ñ_aU -
àñVwV ñVa Ho$ nmR²>`H«$‘ Ho$ CX²>Xoí¶ {ZåZ{c{IV h¡§& {dkmZ/n¶m©daU/aoIm{MÌ 2
1) qhXr ^mfm H$s g§aMZm VWm ì¶mH$aU Ho$ ‘ycVËdm| OrdZr Am{X
Ho$ kmZ H$mo {dñV¥V H$aZm& 15
2) qhXr Ho$ eãX^§S>ma H$s A{^d¥X²{Y VWm CgHo$
AZwà¶moJ H$s ¶mo½¶Vm H$m {dH$mg H$aZm& 2. nX²>¶ - 10 H${dVmE°§/250 VH$ nX²>¶ n§{³V¶m±
3) ^mfm H$s ‘m¡{IH$ Ed§ {c{IV A{^ì¶{³V$ ‘| ‘ܶ¶wJrZ : 4 3
Hw$ecVm àmßV H$aHo$ N>mÌ H$s {ZOr ñdV§Ì e¡cr H$m AmYw{ZH$ $: 10 7
{dH$mg H$aZm&
4) dmH²$ à{V¶mo{JVm, ^mfU, H$cm‘§M-g§MmcZ, g§dmX 14
Am{X go n[a{MV H$aZm& 3. nyaH$ nR>Z : Hw$b 7 nmR> hmñ`-ì`§½` aMZmE±
5) gm{h˶ nmR>m| Ho$ ‘mܶ‘ go N>mÌm| ‘| gm¢X¶©~moY VWm d¡km{ZH$/Am¡X²¶mo{JH$ Am{X 7
H$cmË‘H$ ~moY H$m {dH$mg H$aZm& hmñ` ì`§½` aMZmE±
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g‘Vm, amîQ´>r¶Vm, ~§YwVm, d¡pídH$ EH$Vm Am{X 4. aMZm {d^mJ -
^mdm| H$m nmofU H$aZm& {Z~§Y - 200 eãXm| VH$ H$aZm&
7) gm[h˶ H$s {d{dY {dYmAm| Ho$ ‘mܶ‘ go g§~§{YV
{MÌ dU©Z
gm{h˶H$mam| VWm CZH$s {d{^Þ e¡{c¶m| H$m n[aM¶
gmam§e coIZ -
XoZm& qhXr gm{h˶ Ho$ B{Vhmg H$m ñWyc n[aM¶
nÌcoIZ
ì¶mdgm{¶H$/H$m¶m©c¶rZ nÌ
XoZm&
gmúmmËH$ma/ ^o§Q>dmVm©

18


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*AZwdmX
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3) A춶 nhMmZZm : {H«$¶m{deofU, g§~§Y- {Z~§Y 4 2
gyMH$ g‘wƒ¶ ~moYH$, hmñ¶-춧½¶ 2 2
{dñ‘¶m{X ~moYH$ {dkmZ/n¶m©daU 1 2
4) ‘whmdao g§ñ_aU/aoIm{MÌ Am{X
dm³¶ ewX²YrH$aU = ‘mÌm, qcJ, dMZ, 15 12
H$maH$ {H«$¶m
gyMZm Ho$ AZwgma H$mb n[adV©Z 2. nX²>¶ - 10 nX²>¶ n§{³V¶m± 250
‘ܶ¶wJrZ : 4
6. g§dmX H$m¡ec Amdm©MrZ $: 10
14



3. nyaH$ nR>Z : Hw$b qhXr {d{dYm nmR> - 6
qhXr {d{dYm - {d{dY {dYmAm|Ho$ 6 nmR>

4. aMZm {d^mJ -
{Z~§Y - 200 eãXm| VH$
An{R>V JX²¶ I§S> H$m AmH$cZ
gmam§ecoIZ -
nÌcoIZ - ì¶mdgm{¶H $/ H$m¶m©c¶rZ
gmúmmËH$ma / ^o§Q>dmVm©
nm[a^m{fH$ eãXmdcr,
d¥Vm§VcoIZ, {dkmnZ&
AZwdmX / {MÌdU©Z

5. ì¶mH$aU
1) dmŠ` ^oX - gac, g§¶³w V, {‘l
2) H$mcn[adV©Z : gm‘mݶ, nyU©, AnyU©
3) dm³¶ ewX²YrH$aU, ‘mÌm, qcJ, dMZ, H$maH$
{H«$¶m
4) ‘whmdao

7

Environment Education

The Environmental Education Syllabus material, and information flows. An attempt
for Higher Secondary Stage is based on the has been made to illustrate the manifold
recommendations of the National Focus Group environmental impacts that cascade through
on Habitat and Learning and the National such interconnected systems and bring about
Curriculum Frame work-2005 (NCF-2005). continual processes of environmental change.
Students pursue a common curriculum
up to class X and would have developed a Std. XI
substantive understanding of the environmental 1. People and Environment
issues from the perspective of both natural and 1.1 Humans as an integral part of the
social sciences. environment
At the higher secondary stage, that is, in 1.2 Growth in human numbers over historical
classes XI and XII, they pursue many different times
academic streams drawn from languages, 1.3 Migrations of people
sciences, mathematics, social sciences, 1.4 Dispersion of human populations
commerce, arts and physical education or 1.5 Rural and urban settlements
vocational courses intended to help learners 1.6 Environment and health
become skilful, [productive and efficient 1.7 Gender and environment
workers. It is important that the students further 2. Institutions (Social, Economic, Political,
strengthen their knowledge and understanding Legal, Cultural) and Environment
of various aspects of environment and its 2.1 Evolution of technology, social, economic
problems and acquire attitudes and behaviours and political organisation, and growing
desirable for environmental improvement, safety resource demands
management, and sustainable development. 2.2 Impact of economic growth on
By the time students enter class XI they environment
will be mature enough to effectively participate 2.3 Inequitable economic growth, poverty and
in formulation, planning and implementation environment
of projects and investigative studies pertaining 2.4 India as a country where many different
to environmental problems. modes of resource co-exist
In this course, the Environment is treated 2.5 Open access, community controlled,
as an interconnected system of a variety of private and state management of resources
components including people, institutions, 2.6 Evolution of environmental concerns in
knowledge, artefacts, geosphere (atmosphere, different societies over the course of
hydrosphere, lithosphere), biosphere history
(ecosystems, biological populations), energy,

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2.7 India’s manifold traditions of conservation accelerating pace of manufacture of
and sustainable use artefacts
2.8 Shift of environmental regulation from 4.2 Impact of agriculture, animal husbandry,
nature worship, customary law to Wildlife aquaculture
Act, Forest Conservation Act, 4.3 Impact of agrochemicals on environment
Environmental Impact Assessment and 4.4 Impact of industry, mining, transport
Biological Diversity Act, etc. 4.5 Generation and provision of energy, water
2.9 Tools of environmental management, and other natural resources
efficiency of resource use, sustaining 4.6 Impact of synthetic chemicals
harvests, pollution control 4.7 Life cycle analysis of: Newspaper,
2.10 Concept of sustainable development household consumables, house
2.11 Concept of sustainable consumption construction, transport, personal
2.12 Ecological footprints computer, cell phones, etc.
2.13. International economic regimes, forces
of globalisation Std. XII
2.14 International regimes of environmental 1. Exosphere (Atmosphere, Hydrosphere,
regulation, Framework Convention on Lithosphere)
Climate Change, Law of Sea, Trans- 1.1 Sustainable and non-sustainable use of
boundary Movement of Hazardous renewable and non-renewable natural
Wastes, etc. resources, such as water and minerals
3. Knowledge, Science, Technology and 1.2 Changing patterns of land use and land
Environment cover
3.1 Growth of knowledge and human 1.3 Management of gaseous, solid, liquid and
colonisation of new environments hazardous wastes
3.2 Growth of knowledge and use of newer 1.4 Air, water (fresh and marine), soil
resources pollution – sources and consequences
3.3 Growth of knowledge, control of diseases 1.5 Noise and radiation pollution – sources
and population growth and consequences
3.4 Implications of intellectual property rights 1.6 Ozone layer depletion and its effect
for environment 1.7 Greenhouse effect; global warming and
3.5 Biotechnology, agriculture, health and climatic change and its effects
environment 1.8 Disasters - natural (earthquakes, droughts,
3.6 Intellectual property rights over living floods, cyclones, landslides) and man-
organisms made (technological and industrial); their
3.7 Traditional indigenous knowledge, its impact on the environment; prevention,
implication for environment control and mitigation
4. Man-made Artefacts and Environment 1.9 Strategies for reducing pollution and
4.1 Technological advances and ever improving the environment

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2. Biosphere (Ecosystems and Biological modern times
Population) 3.2 Energy and water consumption and
2.1 Sustainable and non-sustainable use of quality of life
biological populations 3.3 Rising demand for energy, and water,
2.2 Sustainable agriculture gap between demand and supply (Indian
2.3 Impact of Genetically Modified context)
Organisms 3.4 Conventional and non-conventional
2.4 Deforestation, overgrazing, over fishing energy sources - potential (Indian context)
2.5 Concept and value of biodiversity and limitations of each source, methods
2.6 Components of biodiversity – genes, of harnessing and environmental
species, and ecosystems consequences of their use with special
2.7 Landscape ecology reference to Indian context
2.8 India as a mega diversity nation 3.5 Energy conservation - efficiency in
2.9 Economic potential of biodiversity production, transportation and utilisation
2.10 Loss of biodiversity - threatened, of energy
endangered and extinct species 3.6 Planning and management of energy;
2.11 Strategies for conservation of biodiversity future sources of energy - hydrogen,
– in situ and ex situ alcohol, fuel cells
2.12 Mitigating the people-wildlife conflict 3.7 Enhancing efficiency of devices and
3. Energy, Material, Information Flows optimising energy utilisation
3.1 Changing global patterns of energy and 3.8 Modern Information Communication
water consumption - from ancient to Technology Revolution and environment.





According to the Supreme Court directive dated December 2010, NCERT is the
nodal agency for the subject Environment Education. The syllabus designed and finalized
and prepared by NCERT for std. 11 & 12th has to be followed by the state after adapting
it according to their local specific needs.
Maharashtra state has adapted the syllabus of Environment Education prepared by
NCERT and taking into consideration the local specificity the education material is
prepared accordingly.
Separate text books have been prepared for std. 11 & 12th. Local specific examples
have been included so as to make the book student friendly. Various activities have been
included to make the book and overall Environment Education activity based. Journal
assignments are also included to make the assessment process easy for students and
teachers as well.
An attempt has been made to make Environment Education interesting as far as
possible and in accordance with the local needs and national needs as well.