APPENDIX - I

Weightage Table, Blue Print and Pre-Test

1. Weightage to Objectives
Sl. No Objectives Marks Weightage No. of Question
1 Knowledge 9 36 % 9
2 Understanding 8 32% 6
3 Critical Thinking 6 24 % 2
4 Skill 2 08 % 1
Total 25 100 % 18

2. Weightage to Question
Sl. No Types of Questions Marks Weightage No. of Items
1 Fill in the Blanks 04 16% 04
2 Match the Following 05 20% 05
3 Multiple Choice (M.C) 04 16% 04
4 Very Short Answer 06 24% 03
5 Short Answer 06 24% 02
Total 25 100 18

3. Weightage to Content
Sl. Sub-Units Marks Weightage No of Items
No
1 Bhakti Panth 07 28 % 06
2 National Intégration 05 20 % 03
3 Industries of Karnataka 06 24 % 04
4 Labour and Employment 07 28 % 05
25 100 18

279
 Blue Pint of Pre-Test

Understanding

Total Numb of Marks

Critical
Knowledge Skill

Total Numb of
Objective Thinking/Application

Items
Types of
Question
M V M V M V M V
F M S F M S F M S F M S
C S C S C S C S
Content B F A B F A B F A B F A
Q A Q A Q A Q A

1(1) 3(1) 1(1) 1(2) 06 07

1. Bhakti Panth

2. National 1(1) 1(1) 1(3) 03 05

Integration
3. Industries of
1(1) 1(1) 1(2) 1(2) 04 06
Karnataka

4. Labour & 2(1) 1(1) 1(1) 1(3) 05 07

Employment
4(4) 5(5)
4(4) 2(4) 1(2)
2(6) 18 25
TOTAL 9(9) 6(8) 2(6) 1(2)
* Number inside the bracket indicate Marks * FB – Fill in the Blanks
* MF – Match the Following
* Number outside the bracket indicate number of Question * MCQ - Multiple Choice Question
* VSA -- Very Short Answer
* SA- Short Answer

280
 Pre-Test
Subject: Social Science
Name of the Student:……………………………………………………...Date:………………

School:………………………………………………………………………………… Class: IX

Time: 1 Hour Max Marks: 25

Instructions:
1. Read all questions carefully before answering. Write answer in space given in the
question paper.
2. Answer to the point.
3. Answer all the questions.

I. Fill in the blanks with suitable words. 4X1= 4

1. Bhakti Panth became ………… Panth in Islam.
2. Gandhi Jayanti is ………….festival.
3. Labour is ……………………..factor of production.
4. The children less than ...……..years are prohibited from hazardous jobs.
Ans: 1. …………………………………………………… ……................
2………………………………………………………………………
3……………………………………………………………………...
4………………………………………………………………………
II. Match the following. 5X1= 5

Part- A Part- B
1. Kabir Das A. Keertanas
2. Kanakadasa B. Industrialize or Perish
3. Sir. M. Visveswaraiah C. Advantages of Division of Labour
4. Adam Smith D. Devotional songs
5. Meerabai E. Dohas
F. Bhajans

Ans: 1. …………………………………………………… ……................

2………………………………………………………………………
3……………………………………………………………………...
4………………………………………………………………………
5………………………………………………………………………

281
III. Select the best alternative and write its alphabet in the space provided. 4X1= 4

1. The first Bhakti Panth leader is

(A) Kabir (B) Chaitanya
(C) Gurunanak (D) Ramanand Ans:…………………………….

2. Which of the following feature of India not helps in promoting national integration
(A) Secularism (B) Cast Sytem
(C) Democracy (D) National Symbols Ans:……………………………

3. Which of the following statement is not correct

(A) Sugar city in Karnataka is Mandya
(B) Manchester of Karnataka is Davanagere
(C) IT-BT city of India is Bangalore
(D) Cement city in Karnataka is Hubli Ans:…………………….………...

4. The voluntary unemployment is

(A) Surplus employment than actual requirement
(B) Once own choice of Unemployment
(C) Unemployment for off season
(D) Overcrowding of employment Ans:…………………….……...

IV. Answer the following questions in three or four sentences each. 2X2 =4

1. Which are the factors promote development of industries in Karnataka?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
...................................................................................................................................................

2. List the effects of Bhkti movement.

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
...................................................................................................................................................

282
V. Answer the following questions in four or five sentences each. 3X2=6

1. How unity in diversity enabled Indians to nurture a feeling of oneness?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
2. Why women labour force maximum in rural area?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................

VI. Mark the following places in the outline map provided: 2X1=2
1. Bhadravathi 2. Mysore

283
 APPENDIX – II

Weightage Table, Blue Print and Post-Test

1. Weightage to Objectives
Sl. No Objectives Marks Weightage No. of Question
1 Knowledge 9 36 % 8
2 Understanding 8 32% 7
3 Critical Thinking 6 24 % 2
4 Skill 2 08 % 1
Total 25 100 % 18

2. Weightage to Question

Sl. No Types of Questions Marks Weightage No. of Items

1 Multiple Choice (M.C) 08 32% 08
2 Very Short Answer-1 05 20% 05
3 Very Short Answer-2 06 24% 03
5 Short Answer 06 24% 02
Total 25 100 18

3. Weightage to content
Sl. No Sub-Units Marks Weightage No of Items
1 Bhakti Panth 05 20 % 04
2 National Integration 06 24 % 04
3 Industries of Karnataka 08 32 % 05
4 Labour and Employment 06 24 % 05
25 100 18

284
 Blue Pint of Pre-Test

Total Numb of Marks

Knowledge Understanding Critical Skill
Objective Thinking

Total Numb of
Items
Types of
Question V V V V V V V V
M M M M
F S S S F S S S F S S S F S S S
C C C C
Content B A A A B A A A B A A A B A A A
Q Q Q Q
1 2 1 2 1 2 1 2

1(1) 1(2) 2(1) 04 05

1. Bhakti Panth

2. National 1(1) 2(1) 1(3) 04 06

Integration
3. Industries of
1(1) 2(1) 1(3) 1(2) 05 08
Karnataka

4. Labour & 2(1) 2(1) 1(2) 05 06

Employment
2(2) 5(5) 1(2) 6(8) 1(2) 2(6) 1(2)
18 25
TOTAL 8(9)
7(8) 2(6) 1(2)
* Number inside the bracket indicates Marks * FB – Fill in the Blanks
* MCQ - Multiple Choice Question
* Number outside the bracket indicates number of Question * VSA 1 -- Short Answer -1
* VSA 2 – Very Short Answer-2
* SA - Short Answer

285
 Post Test
Subject: Social Science
Name:……………………………………………………..………...Date:…………….......

School:………………………………………………………………….…………Class: IX

Time: 1 Hour Max Marks: 25

Instructions:
 Read all questions carefully before answering. Write answer in space given in the
question paper.
 Answer to the point.
 Answer all the questions.
I. Four alternatives are given for each of the following questions. Only one of them is
correct or most appropriate. Choose the correct alternative and write the complete
answer with its alphabet in the space provided against each question: 8X1= 8

1. Muslim saints from Persia were called Sufis because they

(A) Wore coarse woolen cloth suf (B) Wore cotton cloth
(C) Are from place called Sufi (D) Wore Silk Cloth
Ans:…………………………
2. The religious school established by Ramanand was

(A)Bhakti Religious School (B) Dvaita Religious School

(C) Vedas Religious school (D) Vaishnava Religious School
Ans:…………………………
3. Sugar district of Karnataka is
(A) Mandya (B) Belgaum
(C) Gulbarga (D) Mysore
Ans:…………………….…...
4. A raw material imported in the production of cement industry in Karnataka is
(A) Gypsum (B) Bauxite
(C).Lime Stone (D) Coal
Ans:……………………..….
5. Which one is not a threat to national Integration
(A) Linguistic Obsession (B) Parochialism
(C). National Festivals (D) Communalism
Ans:………………………...

286
 6. Which of the following language is origin to many languages in India
(A) Tamil (B) Hindi
(C).Sanskrit (D) Urdu
Ans:…………..……………...
7. Allocation of different parts of production process to different workers is called

(A) Division of Labour (B) Work Division

(C). Division of Production (D) Specialization
Ans:…………..……………...
8. Based on training labour is categorized as
(A) Physical & Mental Labour (B) Productive & Reproductive Labour
(C). Skilled & Semi Skilled Labour (D) Professional & Administrative Labour
Ans:………………..………...

II. Answer the following questions in one or two sentence each. 5X1 =5

1. What is Nationalism?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
...................................................................................................................................................

2. List important modern cotton mills established before independence.

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
...................................................................................................................................................
3. Who are Sikhs?
Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................

4. In which year bonded labour was abolished in India?

Ans:…………………….…………………………..................................................................
...................................................................................................................................................
...................................................................................................................................................

287
 5. What are the concepts developed by NSSO to measure unemployment?
Ans:…………………….…………………………...................................................................
....................................................................................................................................................
...................................................................................................................................................

III. Answer the following questions in three or four sentences each. 2X2=4

1. What are the effects of Bhakti Movement?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................

2. What are the reasons for wide spread inequality between women and men in
India?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
...................................................................................................................................................

IV. Answer the following questions in four or five sentences each. 2X3=6

1. Why Sir. M. Visveswaraih considered as a chief architect of Industries in

Karnataka?
Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
...................................................................................................................................................
288
2. How does a geographical feature of India help in the unity of our nation?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
...................................................................................................................................................

V. Mark the following places in the outline map provided: 1X2=2

1. Davanagere 2. Mandya

289
 APPENDIX – III

Rating Scale for Constructivist Teaching

Instruction: The rating scale consist of 20 questions, each one is related to effectiveness of
Constructivist Teaching (CT). Please read each statement carefully. If you agree with the
statements, you can encircle the alphabet.

A - Strongly Agree B- Agree C - Undecided D - Disagree E - Strongly Disagree

SL
Statements Responses /Options
NO
Effectiveness of Constructivist Teacher (ECT)
1 My teacher planned properly and implemented systematically the activities in
A B C D E
Constructivist teaching.
2
I really feel the role of my teacher as facilitator in my class. A B C D E
3 My teacher is consistent and fair in applying constructivist teaching & 5 E’s
A B C D E
Instructional Model in class.
4
My teacher makes clear what we want to do in class. A B C D E
5
My teacher gave proper direction for moving from one stage to another stage. A B C D E
Effectiveness of Jigsaw (EJ)
6 I think home and expert group activity helps in the construction of
A B C D E
knowledge.
7
I learnt better when I engaged and discussed with group members. A B C D E
8 I feel happy to explain my ideas to group members rather receiving
A B C D E
explanation from my teacher.
9 I pay attention in home and expert group activity when teacher is not
A B C D E
watching me.
10
My group members care for me when I find difficulty in learning. A B C D E
Effectiveness of Constructivist Teaching, Learning & Activity (ECTLA)
11 Constructivist teaching helps in recollecting easily the previous knowledge
A B C D E
and to understand the lesson effectively.
12
Constructivist Teaching done by my teacher help me to learn on my own. A B C D E
13
All the lessons are filled with good number of activities. A B C D E
14
My teacher spent enough time for the activities of the lesson. A B C D E
15
Overall constructivist class motivated and increased attention in learning. A B C D E

290
Effectiveness of Constructivist Evaluation (ECE)
16
I liked the way in which I tested through various techniques. A B C D E
17
I liked the way in which our answers/responses are appreciated. A B C D E
18 Testing in Constructivist Teaching class gave knowledge beyond our text
A B C D E
book.
19 I think constructivist teaching increased my interest in learning social science
A B C D E
subject.
20
Overall lessons are effective because of constructivist approach. A B C D E

291
 APPENDIX – IV

Rating Scale for Technology Based Constructivist Teaching

Instruction: The rating scale consist of 20 questions, each one is related to effectiveness of
Technology Based Constructivist Teaching (TBCT). Please read each statement carefully. If you
agree with the statements, you can encircle the alphabet.

A - Strongly Agree B- Agree C - Undecided D - Disagree E - Strongly Disagree

SL
Statements Responses /Options
NO
Effectiveness of Technology Based Constructivist Teacher (ETBCT)
1 My teacher planed properly and implemented systematically the activities in
A B C D E
TBCT class.
2 I feel, the role of my teacher & technology as facilitator is better in my class.
A B C D E
3 My teacher is consistent and fair in applying TBCT & 5 E’s Instructional
A B C D E
Model in class.
4 My teacher makes clear what we wants to do in TBCT class.
A B C D E
5 My teacher gave proper direction for moving from one stage to another stage
A B C D E
in class.
Effectiveness of Technology Based Constructivist Jigsaw (ETBJ)
6 I think audio, visual, and audiovisual and ppt improves the home and expert
group activity. A B C D E
7 TBCT make class interesting and to involve in different stages.
A B C D E
8 I feel happy to explain my ideas to group members rather receiving
explanation from my teacher. A B C D E

9 I pay attention in home and expert group activity when teacher is not
A B C D E
watching me.
10 TBCT and group members care me when I find difficulty in learning.
A B C D E
Effectiveness of Technology Based Constructivist Teaching, Learning &
Activity(ETBCTLA)
11 Technology helps in recollecting easily the previous knowledge and to
understand the lesson effectively. A B C D E
12 Technology Based Constructivist Teaching done by my teacher help me to
A B C D E
learn on my own.
13 All the lessons are filled with good number of activities.
A B C D E
14 My teacher spent enough time for the activities of the lesson.
A B C D E
15 Overall the TBCT class motivated & increased attention in learning.
A B C D E

292
Effectiveness of Technology Based Constructivist Teaching Evaluation (ETBCE)
16 I liked the technology based testing.
A B C D E
17 I liked the way in which our answers are appreciated.
A B C D E
18 TBCT class gave knowledge beyond our text book.
A B C D E
19 I think technology based constructivist teaching increased my interest in
A B C D E
learning social science subject.
20
Overall lessons are effective because of TBCT. A B C D E

293
 APPENDIX – V

Free Writing Sheet

Write Your Opinion about Constructivist Teaching

STAGES OPINION

ENGAGE
Home Group

EXPLORE
Expert Group

EXPLAIN
Home Group

ELABORATE
Home Group

EVALUATE
Home Group

> Any suggestion/comments about Constructivist Teaching approach

.………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
1. Overall My Rating for Constructivist Teaching is
1. Excellent 2. Very Good 3. Good 4. Fair 5. Poor

2. I need TBCT class in other school subject to improve my learning.

1. Strongly Agree 2. Agree 3. Undecided 4. Disagree 5. Strongly Disagree

294
 APPENDIX – VI

Free Writing Sheet

Write Your Opinion about Technology Based Constructivist Teaching

STAGES OPINION

ENGAGE
Home Group

EXPLORE
Expert Group

EXPLAIN
Home Group

ELABORATE
Home Group

EVALUATE
Home Group

> Any suggestion/comments about Technology Based Constructivist Teaching

approach
.………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
1. Overall My Rating for Technology Based Constructivist Teaching is

1.Excellent 2. Very Good 3. Good 4. Fair 5. Poor

2. I need TBCT class in other school subject to improve my learning.

1.Strongly Agree 2. Agree 3. Undecided 4. Disagree 5. Strongly Disagree

295
 APPENDIX – VII

Weightage Table, Blue Print and Achievement Test in History (ATH)

Bhakti Panth

1. Weightage to Objectives
Sl. No Objectives Marks Weightage No. of Question
1 Knowledge 9 36 % 09
2 Understanding 8 32% 06
3 Critical Thinking 6 24 % 02
4 Skill 2 08 % 01
Total 25 100 % 18

2. Weightage to Question
Sl. Types of Questions Marks Weightage No. of Items
No
1 Fill in the Blanks 04 16% 04
2 Match the Following 05 20% 05
3 Multiple Choice (M.C) 04 16% 04
4 Very Short Answer 06 24% 03
5 Short Answer 06 24% 02
Total 25 18

3. Weightage to content
No of
Sl. No Sub-Units Marks Weightage
Items
1 Bhakti Panth & Ramanand 05 20 % 04
2 Kabir & Chaitanya 08 24 % 05
3 Guru Nanak & Meerabai 07 28 % 06
4 Sufi Saints & Effects of the
05 28 % 03
Bhakti Movement
TOTAL 25 25 18

296
 Blue Pint of Achievement Test in History

Total Numb of Marks

Knowledge Understanding Critical Skill
Objective Thinking

Total Numb of
Items
Types of
Question V V V V
M M M M
F M S S F M S S F M S S F M S S
C C C C
Content B F A A B F A A B F A A B F A A
Q Q Q Q

1. Bhakti Panth &

1(1) 1(1) 1(1) 1(2) 04 05
Ramanand
2 Kabir &
1(1) 2(1) 1(2) 1(3) 05 08
Chaitanya
3 Guru Nanak &
1(1) 1(1) 3(1) 1(2) 06 07
Meerabai
4. Sufi Saints &
Effects of the
1(1) 1(1) 1(3) 03 05
Bhakti
Movement
4(4) 4(4) 2(4) 2(6) 1(2)
5(5)
18 25
TOTAL 9(9)
6(8) 2(6) 1(2)
* Number inside the bracket indicates Marks * FB – Fill in the Blanks
* MF – Match the Following
* Number outside the bracket indicates number of Question * MCQ - Multiple Choice Question
* VSA – 2- Very Short Answer Two Marks Each
* SA -- Short Answer Three Marks Each

297
 Achievement Test in History (ATH)
Unit: Bhakti Movement
Name of the Student:……………………………………………………...Date:………………

School:……………………………………………………………………… Class: IX

Time: 45 Minutes Max Marks: 25

Instructions:

 Read all questions carefully before answering. Write answer in space given in the
question paper.
 Answer to the point.
 Answer all the questions.
I. Fill in the blanks with suitable words. Write the correct answer in the space provided:
4X1=4
1. Bhakti means………………………to God.
2. The Holy book of Sikh Religion is…………………
3. Sufi Saints arrived from ………………….country.
4. The followers of Kabir are known as…………………………..
Ans: 1. …………………………………………………………................
2………………………………………………………………………
3……………………………………………………………………...
4………………………………………………………………………
II. Match the items in List –A with List-B. Write the correct answer in the space provided:
5X1=5
Part- A Part- B
1. Kabir Das A. Worship of Rama and Sita
2. Meerabai B. Worship of Krishna
3. Chaitanya C. Urdu & Hindi songs
4. Sufi Saints D. Devotional songs
5. Ramanand E. Dohas
F. Bhajans

Ans: 1. …………………………………………………… ……................

2………………………………………………………………………

3……………………………………………………………………...

4………………………………………………………………………

5………………………………………………………………………

298
III. Four alternatives are given for each of the following questions. Only one of them
is correct or most appropriate. Choose the correct alternative and write its
alphabet in the space provided against each question: 4X1=4
1. The Bhakti Movement leader of Maharashtra was
(A) Guru Nanak (B) Kabir
(C) Chaitanya (D) Tukaram Ans:…………………………

2. Vaishnava religious school based on love and devotion was established by

(A) Ramanand (B) Sufi Saints
(C) Kanakadasa (D) Chaitanya Ans:…………………………

3. Most devoted follower of Krishna was

(A) Kabir (B) Ramadas
(C) Meerabai (D) Namdev Ans:…………………………

4. Mohana Tarangini was composed by

(A) Kanakadasa (B) Purandaradasa
(C) Kutuban (D) Mallik Ans:…………………………

IV. Answer the following questions in three or four sentences each: 2X2=4

1. List out the teachings of Guru Nanak.

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
..................................................................................................................................................

2. What are the two important purposes of Bhakti Movement?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
...................................................................................................................................................

299
V. Answer the following questions in four or five sentences each. 3X2=6

1. How regional language was flourished during Bakti Panth period?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
2. Why did Kabir considered as a main religious and social reformer of India?

Ans:…………………….…………………………...................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
3. Mark the following places in the outline map provided: 2X1=2
1. Allahabad 2. Varanasi

300
 APPENDIX –VIII
CT Lesson- 1
Sample of CT Lesson Plan - History
Lesson No: CT Lesson Subject: History Date:
School: Topic: Bhakti Panth & Ramananda Class: IX
Teaching Points Instructional Objectives Teaching Aids
Knowledge  Resource pocket containing
1. Meaning of Bhakti Panth Pupil Secondary Sources
2. Important features of  Recalls the meaning of the word Bhakti Panth  Exit card
Bhakti Panth  Recalls the birth place of Ramananda  Open-ended questions &
3. Ramananda  Recognizes the important features of Bhakathi panth. Note taking sheet
3.1. Life of Ramananda
3.2. Teaching of
 Peer Group Assessment sheet
Understanding
 North India Map
Ramananda  Explains the important features of Bhakti Panth
 Application Card containing
 Identifies the teachings of Bhakati Panth
learning points
 Daily Assessment Sheet
Application
 Predicts the significance of Bhakti Panth.
 Predicts the significance of teachings of Ramananda

Skill
 Locates the birth place of Ramananda.
 Locates the important states where Bhakti Panth started.

301
 Content Analysis TLM Teachers Activity Students Activity Evaluation
ENGAGE-Home Group
Home Group Activity- Students
instructed to sit in home groups, and
engaged and motivated for the present
lesson.
 Good morning students  Good morning Sir
 Diversity is main feature of Indian  Listens
society. Variety in terms of religion,
culture etc.
 Name the important religions of
 Religious reforms of India India?  Answers

 Who is the founder of Jainism?

 Founder of Jainism  Open-ended  Mahavira
Questions  Who is the founder of Buddhism?
 Founder of Buddhism  Gautama Buddha
 Who is the founder of Islam?
 Founder of Islam  Prophet Mohammed
 Who is the founder of Hinduism?
 Important religious leaders  Many religious
of Hinduism  Who is the founder of Christianity? leaders

 Founder of Christianity  What is the main idea behind the  Jesus Christ
 Knowledge of teachings of teachings of these religions?
these religion  Name the important religious  Peace, security etc.
 Religious reformers of reformers of medieval period.  No responses
medieval period.
STATEMENT OF AIM: Today we will study Bhakti Panth & Ramananda
Teacher: Distribute the resource pocket to each group. Leader of the each group distribute with the chunk/portion to their group
members.

302
 Content Analysis
1) Meaning of Bhakti Panth
The religious reformers and
philosophers of this age
advocated a life of devotion.
Bhakti or devotion means
trusting God or believing in god
and personal devotion to god.
They uphold devotion and
surrender to god. Pure mind and
complete surrender to God was
the main philosophy and it lead
to moksha. Bakthi movement
originated in south India. It
gained momentum in North
India due to the Muslim
conquest.
2) Features of Bhakti Panth
1.Attempted to develop feeling
of brotherhood and preached
the religious harmony.
2.They did not believe in any
customs and rituals.
3.They used worship of god
who referred to by different
names like Rama, Krishna
and Allah.
4.They stressed tolerance
among various religious
groups.
5.They suggested following the
path of Bhakti to achieve
moksha or mukti.
6.The Bhakti panth became the
Sufi panth in Islam.
TLM Teachers Activity Students Activity Evaluation
EXPLORE-Expert Group
Expert Group Activity-Students were (Guided
instructed to form expert group and  Forms expert group Questions)
engaged in knowledge construction based on the chunk  What is
 Open-ended activity. Bhakti?
questions  What is
 (KC-A) students were guided to  They discuss the devotion?
 Learning engage activities and discussion as meaning of Bhakti  What is
chunk of mentioned in learning chunk/portion Panth in expert bhakti
content-A – Meaning of Bhakti Panth. group and engaged movement?
Accordingly they get complete in concerned activity  Who are the
mastery over the content. famous
 Students ask their religious
doubt to their group philosophers
 (KC-A) Attended the each group, ask members and engage in of medieval
questions and doubts of students. the activity. If necessary period?
they ask questions to
Accordingly scaffolds the students.
teacher where there is no
clarity from group
 Open-ended
members.
questions  (KC-A) Students discuss their
respective portion in their expert  They discuss the
 Learning group and engage in activities as feature of Bhakti
chunk of mentioned in their respective chunk. Panth in expert group
content-B Accordingly they get completely and engaged in
mastery over their content part. concerned activity
 Students ask their
doubt to their group
 What are the
 KC-A) Attended each group, ask members and engage
in the activity. If important
questions and doubts of students. necessary they ask teachings of
Accordingly scaffolds students. questions to teacher any religious
where there is no philosophers
clarity from group ?
members.
303
3) Ramanand  Open-ended  (KC-A) students were guided to  They discuss  Which
3.1. Life of Ramananda questions engage activities and discussion as teachings of language is
Ramananda was the first mentioned in learning chunk/portion Ramananda in most popular
reformer to preach in Hindi,  Learning – Life of Ramananda. Accordingly expert group and language in
the main language spoken by chunk of they get complete master over the engaged in north India?
the people of the North. He content-C content. concerned activity  Who
lived in 14th century. He was advocated
born in a Brahmin family in  Students ask their Vishitadvaita?
Allahabad and educated at  (KC-A) Attended each group, ask doubt to their group  Which
Benaras. He was the follower questions and doubts of students. members and engage in religious
of Ramanuj’s philosophy. He the activity. If necessary philosophy
Accordingly scaffolds the students.
established a vaishnava they ask questions to was
religious school based on love teacher where there is propagated by
and devotion. He traveled to no clarity from group Ramanujachar
several places in North India members. ya?
and popularized ideas.  Open-ended  (KC-A) students were guided to
questions engage activities and discussion as
Varanasi was his headquarters.  Discuss assigned
mentioned in learning chunk –
points in expert group
3.2. Teachings of  Learning Teachings of Ramananda.
activity and engaged in
Ramananda chunk of Accordingly they get complete
the activity as well as
1. He popularized the worship content-D master over the content.
record their information
of Rama & Sita. in note taking sheet.
2. He preached that there is
nothing high or low.  Students ask their  Who are the
3. All men and women are  (KC-A) Attended each group, ask
doubt to their group great
equal in the eyes of God. questions and doubts of students. members and engage in characters of
4. He considered god is loving Accordingly scaffolds the students. the activity. If necessary Ramayana?
father. they ask questions to  What is
5. He condemned caste system teacher where there is equality?
and allowed people from no clarity from group
every caste to join his sect. members.
6. Kabir was one such follower.

304
Content Analysis TLM Teachers Activity Students Activity Evaluation
EXPLAIN-Home Group  Explain relative
Home Group Activity-Students were portion to their
instructed to return to their respective group members.
home teams and instructed to explain  Discuss, questions
 Learning their mastered content to their group and clear their
Chunk members as per the order of the content doubts related to the
 Oral Accordingly (A-BCD, B-CDA, C-DAB, content.
Questions D-ABC) students explain and engage in  Take the help of
the respective activity. teacher when
doubts are not
cleared form the
group members.

Content Analysis TLM Teachers Activity Students Activity Evaluation

ELABORATE-Home Group
Home Group: Continue this stage in
Home Group
 Distribute application card to home
group (Based on selected question –
explanation stage) and ask to answer
one application from what they have
 Application learnt.  Discuss in a group
Card and list out one
containing 1. How Bhakti is important in life? application
learning 2. Which value of Indian constitution
points can be identified in the teachings of
Ramananda?
 Card 3. In what way the feature of Bhakti
containing Panth brings harmony in society?
learning
points

305
Content Analysis TLM Teachers Activity Students Activity Evaluation
EVALUATE-Home Group
 Distribute the work sheet and instruct
to answer in their respective
worksheet. Later, teacher gives correct
and gives feedback.

I. Fill in the blanks with suitable words

1. Bhakti panth means --------to good
2. The Bhakti Panth became the ………
 Work sheet in Islam.  Discuss and
containing 3. Ramanand was the follower of answers the
Fill in the ………….. questions in group.
balk 4. One of the famous follower of  And present their
questions & Ramananda was…………. answer and gets
VS 5. The Bhakti Panth is an important feedback from
questions feature of ……………………period teacher
6. ……….and ……………worship was
popularized by Ramanand.

II. Answer the following questions in

one or two sentences
1. List any two important features of
Bhakti Panth.
2. What was the main feature of
Vaishnava religious school
established by Ramanand?

306
 APPENDIX-IX
LEARNING CHUNKS OF CT LESSON

LEARNING CHUNK
Subject : Social Science Class : IX Date :
School : Topic : Bhakti Panth & Ramanand A
Name the Student: Group:
Meaning of Bhakti Panth
The religious reformers and philosophers of medieval age advocated a life of
devotion. Bhakti or devotion means trusting God or believing in god and personal
devotion to god. They uphold devotion and surrender to god. Pure mind and
complete surrender to God was the main philosophy and it lead to moksha.

Bakthi movement originated in south India. It gained momentum in North

India due to the Muslim conquest. It was developed as important feature of the
Delhi sultanate period.
Q. What was the main Philosophy of Bhakti Panth?

LEARNING CHUNK
Subject : Social Science Class: IX Date :
School : Topic: Bhakti Panth & Ramanand B
Name the Student: Group:
Feature of Bhakti Panth

 They did not believe in any customs and rituals.

 They stressed tolerance among various religious groups.
 They develop feeling of brotherhood and preached the religious harmony.
 They used to worship god who referred to by different names like Rama,
Krishna and Allah.
 They suggested following the path of Bhakti to achieve moksha or mukti.
Q. What are the important features of Bhakti panth?

307
 LEARNING CHUNK
Subject : Social Science Class : IX Date :
School :
Name the Student:
Topic : Bhakti Panth & Ramanand
Group:
C
Life of Ramanand
th
Ramanand lived in 14 century. He was the first reformer to preach in Hindi, the
main language spoken by the people of the North.
He was born in a Brahmin family in Allahabad and educated at Benaras. He was the
follower of Ramanuj’s philosophy. He established a vaishnava religious school based on love
and devotion. He traveled to several places in North India and popularized ideas. Varanasi was
his headquarters. Kabir was one such follower.
Q. Who was the first bhakti panth leader preached in Hindi?
Complete this Activity
Activity 1: Recognize this Picture

Activity 2: Encircle the important place connected to Ramanand in the following map

Varanasi & Allahabad located in ………………………state.

308
 LEARNING CHUNK
Subject : Social Science Class : IX Date :
School : Topic : Bhakti Panth & Ramanand
Name the Student: Group:
D
Teachings of Ramananda

1. All men and women are equal in the eyes of God.

2. He preached that there is nothing high or low.
3. He condemned caste system and allowed people from every caste to join
his sect.
4. He popularized the worship of Rama & Sita.

Q What are the teachings of Ramanand?

309
 APPENDIX-X
Daily Assessment Sheet
Name : Date :
Subject : Social Science Group :…………….
Topic : Bhakti Panth & Ramanand
School : Class : IX

I. Fill in the blanks with suitable words.

1. Bhakti means………………….to god

2. The Bhakti Panth became ……… in Islam.

3. Ramanand was the follower of …………..

4. One of the famous followers of Ramanand was………….

5. The Bhakti Panth is an important feature of ……………………..period.

6. …………………and ……………worship was popularized by Ramanand.

II. Answer the following questions in one or two sentence sentences each.

1. List any two important features of Bhakti Panth.

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………
2. What was the main feature of Vaishnava religious school established by
Ramanand?

…………………………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………………

310

Lesson No: TBCT
School:
Teaching Points
1. Diverse factors of India
2. Meaning of Unity in Diversity
3. Factors which enable unity in
diversity
1. Geographical Unity
2. Political Unity
3. Religious Unity
4. Linguistic unity
5. Cultural Unity
APPENDIX –XI
TBCT Lesson- 10
Sample of TBCT Lesson Plan-Political Science
Subject: Social Science Date:
Topic: UNITY IN DIVERSITY Class: IX
Instructional Objectives Teaching Aids
Knowledge PPT Based……………
Pupil  KWL Chart
 Recalls the meaning of the word Unity in Diversity.  Oral Questions
 Learning Card Containing
Understanding chunks of unity in Diversity
 List out the diversified factors of India.  India Map
 Discuss divers factors exist in India.  Pictures showing symbols of
 Identify relationship between geographical feature and different religion
geographical unity of India.  Daily Assessment Sheet
 Establish relationship between religious diversity and religious
unity.
Application
 Forms hypothesis that India is land of “University in Diversity”
Skill
 Locates the geographical boundaries of India.
311
 Content Analysis TLM Teachers Activity Students Activity Evaluation
ENGAGE
Home Group Activity- Students
instructed to sit in home groups, and  Good morning Sir
engaged and motivated for the present  Listens
lesson.
 Good morning students.  Recognizes
 Dear students India is 7th largest
country in the world and our nation
exhibited unique feature to world.
 Instruct the students to observe the  Observe the PPT
PPT and ask questions based on the
activity presented on the PPT slide.

 Locate any five states of India and  Locates five states

 Knowledge of states of India and their regional language.
regional language  PPT slide  Mark important geographical  Recognizes physical
showing the boundaries/features of our nation. features.
India Map,
 Which are the important religions
 Geographical Features Religious practiced in India.
symbol  Unity in Diversity
 Recognize the religious symbol.
 Knowledge religious symbol  What do you notice from these
activities about India?
 Display KWL chart on PPT and
 List out
Instructed to write what you know
 PPT slide
about Unity in Diversity in KWL
showing the
chart
KWL chart
STATEMENT OF AIM: Display the title of the day lesson - Unity in Diversity on PPT slide
 Diplay KWL Chart with the help of slide and types what they want to learn in the class?
 Display the four content chunk title on PPT slide as well as distribute resource pocket to each group. Leader of the each
group distribute the chunk/portion to their group members.

312
 Content Analysis TLM Teachers Activity Students Activity Evaluation
1. Diverse factors of India  PPT slide EXPLORE  Forms
Languages: Nearly 1652 languages and dialects are of tile of Expert Group Activity- expert  (KC-Q/K-Recall) Which
spoken by the people of this country. Among these the Students were instructed to form group are the important
18 languages have been given official languages learning expert group and engaged in based on languages speak in
status by our constitution. There are many facilities chunk knowledge construction activity. the chunk India?
provided to every citizen to learn his mother tongue  Open-  Students  (KC-Q/K-Recall)Which
in the area the resides ended  (KC-A) students were guided discuss the are the important
Religions: Many religions are practices in different questions to engage activities and Diverse factors religions of India?
part of India. One unique feature of our nation is discussion as mentioned in of India in  (KC-Q/ U-List out)
expert group
religious freedom to our citizen, they can practice  Learning learning chunk. Diverse factors Which are the important
their religion. and engaged in
chunk of of India. Accordingly they get concerned Geographical divisions of
Culture: variety exist in dress, food style and life complete master over the India?
content-A activity and get
style every part of our nation. content.  (KC-Q/U-) How
Geographical diversity: geographical features are  Note mastery over
the content. geographical divisions
not same across the nation. Rajasthan is name for Taking Sheet  (KC-A) Attended the group  Observe bring changes in life style
desert area, north eastern state for hilly area and  PPT slide and display concerned content on PPT asks – of people?
india has vast costal area. of chunk- the PPT slides and ask questions questions – ask
A and doubts of students. their doubts to
2. Meaning of Unity in Diversity:  Open- According initiate discussion and their friends. If
In spite of all differences in various aspects, India necessary they
ended scaffold the students.  (KC-Q) What is unity in
stands on foundation unity. Based on uniform ask questions to
questions  (KC-A) students were guided teacher where Diversity?
administrative system, national language, modern to engage activities and there is no
education system, constitutional leadership and  Learning discussion as mentioned in clarity from
contribution of freedom fighters have enabled chunk of learning chunk/portion. Meaning group members.
Indians to nature a feeling of oneness. It is called
content-B of Unity in Diversity.  Discuss
Unity in diversity and the unique quality of India Accordingly they get complete  (KC-Q) How diversity
and our society.  Note assigned points
master over the content. in expert group formed unity among
1. Factors which enable unity in diversity Taking Sheet
 (KC-A) Attended the group activity and Indians?
Geographical Unity The Himalayan Mountain and display concerned content on engaged in the
range, the Bay of Bengal, the Indian Ocean and the the PPT slides and ask questions activity as well
Arabian Sea have cut India off from the rest of the PPT slide of and doubts of students. as record their
world and made us feel one naturally. information in
chunk-B According initiate discussion and
Further the chanting of the national anthems by all note taking
scaffold the students. sheet.
Indians enables us to achieve solidarity.

313
 Students
Content Analysis TLM Teachers Activity Evaluation
Activity
Political Unity:  Open-ended EXPLORE  Students  (KC-Q) Which are the
Indian states which became one under the questions  (KC-A) students were discuss factors political factors that lead to
British rule function even today under the same guided to engage activities which enable unity in India?
common Constitution, uniform law, similar  Learning and discussion as mentioned unity in diversity
educational system, uniform judicial system, chunk of in learning chunk/portion- in expert group
and a strong Central Government. These factors Factors promoting unity in and engaged in
content-C
have enabled them to enjoy a sense of unity. diversity. Accordingly they concerned activity  (KC-Q) How people of
Religious Unity: People of different religions  Note Taking and get mastery
get complete master over the different religion lead
like Hinduism, Buddhism, Jainism, Sikhism, Sheet content. over the content. harmonious life in society?
Islam and Zoroastrianism practice their religion  Observe PPT
without any fear, and also respect one another  PPT slide of  (KC-A) Attended the asks –questions –
religion. This has also constituted to the feeling respective group and display concerned ask their doubts
of oneness. chunk content on the PPT slides and to their friends. If
Linguistic Unity: India is a land of many ask questions and doubts of necessary they  (KC-Q) How people of
languages. Samskrit is the origin to many students. According initiate ask questions to different language lead
languages. Every state has its own language and discussion and scaffold the teacher where harmonious life in society?
literature. There are many languages like Hindi, students. there is no clarity
Kannada, Urdu, Bengali, Oriya, Assamese, from group
 (KC-A) students were
Marathi, Guajarati, Punjabi, Telugu, Tami and guided to engage activities members.
other. People of one language respect people  Open-ended and discussion as mentioned
speaking other languages. This factor too aid in questions in learning chunk/portion-  Discuss
fostering unity. Factors promoting unity in assigned points  (KC-Q) How the feeling
Cultural Unity: Through there are different  Learning diversity. Accordingly they in expert group ‘We are all One’ is deep
religions and people of different areas practice chunk of get complete master over the activity and rooted in India?
their won customs, traditions, have their own content. engaged in the
content-D
style of dressing cooking and living, there is activity as well
 Note Taking  (KC-A) Attended the
harmony among people of India. as record their
Sheet group and display concerned
Thus, Indians are admitted strong unity in information in
content on the PPT slides and
diversity. The feeling of ‘We are all one’ is  PPT slide of ask questions and doubts of note taking sheet.
deep-rooted in the mind of every Indian. respective students. According initiate
Indians promoting national integration. chunk discussion and scaffold the
students.

314
Content Analysis TLM Teachers Activity Students Activity Evaluation
EXPLAIN  Discuss, questions
Home Group Activity-Students were instructed to and clear their doubts
 PPT slide showing A- return to their respective home teams and assigned to related to the content.
BCD, B-CDA, C-DAB explain their mastered content to their group members.  Take the help of
D- ABC and respective Meanwhile teacher display the respective content on teacher when doubts
Learning portion/ Chunk the PPT slide. Accordingly (A-BCD, B-CDA, C-DAB, are not cleared form
 Oral Questions D-ABC) students explain and engage in the respective the group members.
activity.
Content Analysis TLM Teachers Activity Students Activity Evaluation
ELABORATE
Home Group Activity- Engage the Home Groups in
 Display substantive substantive conversation by following instruction.
conversation content on 1. Observe the slide and select the content.  Select the content,
PPT slide and asked to 2. Discuss the content related questions displayed. read the question and
answer the respective 3. Answer the questions to entire class. discuss in the group
questions. 4. Activity continues in completion of all the content. and present their
5. Chance will be given to all the groups. answer to class.

 KWL Chart Instruct to write what they learnt in the KWL chart.

Content Analysis TLM Teachers Activity Students Activity Evaluation

 Self-assessment sheet EVALUATE
containing true or false  Distribute the Daily assessment sheet and instruct to  Answers in their
questions and match answer in their sheet without discussing with their respective DAS
the following friends.  Observes the PPT
questions.  At the end students check their correct answer with and get feedback
 PPT Slide showing the open question and answer session and gets feedback. about their answers.
T/F and Match the
following questions.

315
 APPENDIX-XII
TBCT RESOURCE MATERIAL
TBCT Lesson- 10
Slide Shots of Instructional Materials of Unity in Diversity

Stage-1 Engage Stage

316
Stage-2 Explore Stage

317
Stage-3 Explain

318
319
320
 APPENDIX-XIII

Case Sheet 1
Students View and Opinion about Constructivist Teaching.

Name of the
View and Opinion
Student
 It is planned properly and systematically. My group member
G.R. Manish
care for me when I fell difficult, the information goes to our
Kumar
brain easily.
 CT made me to learn on my own. It increases knowledge and
Nikhil V
interest.
Bharath P.B.  It is good method of teaching and it affecting the ideas. I think
Bhonsle you are the master of constructivist teaching
 We learnt the things more easily and speedily. The teacher
Chandan Raj N
helped us in learning the topic fairly and in the smooth manner
Manigandan  The method helps us to learn easily and effectively.
 I learnt Very effectively from this method. It helps to learn
Nithin S
from friends and develops good relationship among friends.
 We understand the entire lesson taught by CT sir. I like to
Kali Selvi S explain to my friends. We learnt how to explain. Also group
activity created opportunity for learning.
 It is very good to learn with our friends and I like to learn in A,
Koushik O.S B, C, D groups (Home and Expert Groups). It is very
interesting.
Chandrelakha R  I feel happy learning through home group and expert group.
 Interaction with our friends a bit of improvement in English
Sahana N
communication and makes class interesting.
 CT helpful to know more information apart from the studies. It
Prajwal S.M
may increases our IQ level
 It is very good, easy to remember. We get improvement in
Rakishath. B communication skill. I wish to have constructivist teaching
class even in other school subject.
 CT is very helpful to us especial for students. This type of
Punit Kumar method must be applied to most of the subjects to which we can
understand the lesson easily. It is effective type of teaching.
 Questioning method was good and easy to answers as well as
Sindu C.D
face our examination.
 I felt easy to learn which are not known to me. Questioning
Bhuvaneshwari. C method engaged all students and involved in learning. I felt very
interest in explain to our friends.
 Excellent method of teaching for effective and fast paced
Muktha G
learning for dry subjects.

321
 APPENDIX-XIV

Case Sheet 2
Students View and Opinion about Technology Based Constructivist Teaching.

Name of the Student View and Opinion

 From TBCT I learnt many new things. To be honest I hated Social
Science but this class motivated me to learn social science. It made
Manaswani S Dixit me to think beyond my knowledge.
 Technology usages also good. I think the person who made PPT may
have lost of patience.
 I like TBCT teaching class and it is easy to do the activity and
Ankitha.G understand the lesson. Technology is used to improve the student’s
ideas and create interest.
 It was interesting and helps us to gain more knowledge. It was
Swaroop N
attractive as it had many good activities.
 It is new way of teaching and I liked this kind of teaching. It makes
Chandan M
student to involve in very activity.
 TBCT is good and we can learn better because it has small amount of
Divya Shree T
lesson & we can concentrate very well.
 Overall class it excellent. I like the explain stage. By explaining I will
Mehghana L
understand the topic much better than the reading.
 It was a very interesting class which helped us to extend more
Poja S Prasad
knowledge about topic. Technology also helps me to learn more.
Bhavana  TBCT helps to gain more knowledge out of book.
 In explanation we come to home group and explain our taught and
express ideas. I like this most because we can know the things which
Greeshma
they explain. If I will explain to my friends. It will be happy rather
any teacher explanation.
 It is very useful type of teaching which I have ever seen. Use of
technology for teaching will help to understand the lesson in a better
Kruthika R
way. I like the elaborate process, where I could really get more
information.
 Questions helped in elaboration of idea. Daily assessment sheet
Mohammed Ali
helped us in assess what we learnt in the day.
 We would like to have this teaching in science and mathematics for
Tejas Bharadwaj
easy understanding.
 There is nothing negative to tell about this TBCT. Last but not the
Chandana M. Rao
least it was excellent, marvelous and I liked it.

322