MY LEARNING COMPANION

GRADE X

UNIT 1

INDIVIDUALS & SOCIETIES

Dear students,

As the name suggests, I am your companion and together we will explore this journey
of Individuals and societies as the unit unfolds.

I am sure that you must have enjoyed the entire journey of Individuals & Society, last
year.

This year, we are going to make this journey even more exciting by engaging you in
various activities in a systematic manner through this manual.

The Student Companion for each unit starts with some questions which you need to
answer before starting the unit. You need to answer those questions and write them
down. After completion of the unit, revisit your answers to see whether you need to
revise some of your answers.

You get to know the essence of each unit and will understand the contents by doing
the different types of activities as per the teacher’s instructions.

I will help you to keep a record of your activities and your teacher will keep giving
you feedback on your progression.

You can also help me by giving your valuable feedback at the end of every week. This
will help me to improve myself and further strengthen our exploration. The feedback
is in following form

-What did I learn?

-What have I not understood?

-Where do I need help with?

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 UNIT 1 : Rise of Nationalism

Answer the following questions and revisit them after completion of unit. (Self
Assessment Task)

1- Let’s see how well you know Europe! Identify and label the countries in the
given map of Europe.

2- Shivaji, Maharana Pratap, Rani Laxmi bai loved India and fought for it. (True/
False). Give reason for your choice .

3- Imagine you were born 200 years ago. Suppose a European would have asked you
where you live. What would you have answered?

4- India is a nation from ancient times while Pakistan come into existence only on
14th August 1947 (True/ False).

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Explanation to the Unit Title (Rise of Nationalism): You are a class 10th student. It
means you identify yourself as being a class 10th student. Identity is any label with
which you identify yourself and others also identify you through that label. People
recognise themselves through many other identities like gender, place of birth, caste,
occupation, religion, class, etc. You feel a sense of attachment to your identity.
Identities may acquire very different meanings over time. Today the majority of
Indians identify themselves with Hindu religion but in the census of 1881 many people
mentioned their caste, their sect in the column for religion. Similarly many of us also
identify ourselves as belonging to a middle class family today. While in the mediaeval
age this identity would have sounded very strange to a person in the Indian
subcontinent.
One such identity is national identity. National identities require a nation and a nation
requires nationalistic feeling. What is nationalistic feeling? Ask yourself do you love
your country? If the answer is yes then you have nationalistic feeling. Further you may
ask yourself why do you love your country? Some answers may be common but some
answers may be different also. People relate to their county in different ways.
You also identify yourself as an Indian. This identity is also very recent in history. You
have read in previous classes that the Indian nation came into existence on 15th
August, 1947 but at the same time, you must have heard that India is a nation in the
making. This statement might perplex you; how come! that India is a nation and also
a nation in making? The nation is not only a political entity with boundaries and
people but also a collective statement of aspirations of all its citizens, having
multiple identities. National identity has many other identities under its umbrella.
People with different identities have different perspectives. Perspective gives us a
particular way of understanding any phenomenon. For example when roads are
cleared from encroachment, a middle class person driving a car may view this as a
sign of development but for the street hawkers it is a sign of oppression as it displaces
them. Their perspectives are in conflict. In class 9th you have read that the
constitution is a living document. It is called a living document because it keeps
evolving to give shape to the aspirations of people having multiple identities. Thus
you can understand that people with different identities relate differently with the
nation. These aspirations are often in conflict and through struggle and negotiation it
keeps incorporating various aspirations. It simply means that What it means to be an
Indian for people with different identities keeps evolving.
You have read about the colonial context and socio-economic changes in which
nationalistic feelings arose in India. There are many nations which were never
colonised. How did nationalism arise there? Did they deal with incorporating
different perspectives about the nation? Along with nationalism in India we will also
explore nationalism in Europe.
Learning Outcomes:

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Key Concept: Change
Related Concepts: Cooperation, Conflict and Perspective
Global Concept: Identities and Relationship
Statement of Inquiry: Conflict and cooperation between multiple perspectives drives
change in meaning of identities.
Learning Objectives: The unit will enable you to
● Outline various features of nation & nationalism.
● Engage with images and explore various cultural and artistic expressions of
nationalism and the gendered nature of such expressions.
● Trace the changing meanings of the term liberal, conservative and radical
● Explain the causes & consequences of the revolt of 1830, 1848.
● Imagine and write historical conversations
● Debate whether ‘imperialism, colonialism & neo-colonialism are natural
consequences of nationalism?’
● Analyze effectiveness of Gandhian Satyagraha.
● Explain the impact of the first world war on colonial policies & Indian Politics.
● Identify the participation of various groups in the non-cooperation movement
and explain their interpretation of Gandhian Satyagraha.
● Make timelines of major events
● Explain participation and approach of various groups (women, workers,
farmers, businessmen, landlords, communalists, Dalits, Tribals, plantation
workers and minorities) in the Civil disobedience movement.
● Write a film criticism.

Week 1

Textbooks to refer:

NCERT (2006). India and contemporary world-II; Textbook in history class X.NCERT
NCERT (2006). India and contemporary world-I; Textbook in history class IX.NCERT

Beck,R.B., Black,L., Keriger,L.S., Naylor,P.C., Shabaka,D.I.,(2009). World history; patterns of

interaction.McDougal Littell

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Activity 1.1
1.1 Let’s read a story
One-day Mehrunisha wakes up and finds herself in a house which is plastered with
mud and slowly she senses that many things are different from the last night. She sees
that people are the same but electricity, Pakka roads, modern electronic gadgets,
etc. are nowhere to be seen. She sees that people are the same but they are wearing
different clothes which seem very archaic. She asks her parents for the phone but
they cannot understand what she is saying and feel that she might have a strange
dream. She gradually realises that she has time travelled but she is not sure in what
time & year. She desperately looks for a watch and calendar. Alas! no one knows what
she is talking about.
She tries to reason that knowing about the prime minister of the time may give hints
regarding time only to find that no one understands what the prime minister of India
means. She is further surprised to find that no one knows the Indian nation. People
only identify themselves with their gender, caste & occupation, place of birth and
religion.
She tries to reason that maybe asking for the name of the king of India could give
some hint but again no one knows the king of India. Some people know the local king
and Zamindar but the only relation they have with the king is they work and pay taxes
and follow the rule made by him. They have no emotion attached to the king. She
heard stories that many times kings from other regions attacked the area and became
kings. Commoners have no say in the working of the state nor in wars. One month has
passed and she has slowly become comfortable in the place and time she is in.
However, the next day she comes back to the present day and everybody in her house
is perplexed to find her. Mehrunisha’s father is a high-ranking police official and he
asks where she was for the last 1 month. They searched all over India and the whole
Indian police were searching for her. She wanted to reply that I was in India but I was
not in India but she kept quiet and said that she did not know.
In which century Mehrunisha might have time travelled? Give Reasons?

Why did Mehrunisha say that she was in India but she was not in India?

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Activity 1.2

1.2 Who are you? Write all the possible answers to this question.
(Peer Assessment Task)

Now make a group of 5 and try to find the 5 common answers to the question. Share
this to class.
(Peer Assessment Task)
1.
2.
3.
4.
5.
Now write the 5 most common answers to the question as shared in class by every
group.
1.
2.
3.
4.
5.
It is very much possible that Indian is one of the most common answers. Guess how I
know ? You identify yourself with various words and others also identify you with that
very word. It may be your name, your colour, state, gender, nation, name of
parents,etc. Like Mehrunisha you may find it surprising that the nation with which you
identify yourself is a product of the last two centuries

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. Before that it was non-existent.
What do I mean by non-existent? This land was there, people were there, you have
read that many kings ruled all over the Indian subcontinent. You have land, people
and a political system (Okay! it was not a democracy but many nations are
monarchical also. Recall where you have read about them). What else is required for
a nation. At this point you may want to read What is a nation? Page 4. You may want
to answer what is missing (apart from land, people and a political system).

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Activity 1.3

When people were first infused with nationalistic feeling they started imagining it.
Singers, writers, poets, painters, sculptors all started imagining the nation. They gave
human attributes to the nation.
Imagine yourself to be such a painter

Try to personify your nation and make a sketch. You will be required to give
justification for the choice of sex of the figure you have drawn to personify your
nation.

Space for the sketch is given below.

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What is the sex of this sketch? Give justification for your choice in the space given
below:

Do you know that most of the painters and sculptors personified their idea of nation in
female figures? Following are 3 examples. Can you name the countries they
represent? Think and write why they choose to represent the nation in the form of
females .

You have seen that there is nothing natural about females representing a nation.
Some attributes like compassion, care, etc. which we tend to attach with females can
also be found in men. you must have heard during riots, civil wars and similar
situations that men fought to protect their mothers and daughters as if they could be
attacked and conquered . When females are subject to violence in such situations
many tend to believe that honour of males of their home is violated. Does Similar
belief when males are attacked? You will further see such a situation during partition
in the movies suggested in week-6. Does such a mindset have to do with females
representing a nation? You will further explore this theme in unit-3.

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Activity 1.4

You have understood what nationalism is. Now we will move to Europe where the
rise of Nationalism took place first. You have read about Napoleon and his empire.
After the fall of Napoleon many new Congress of Vienna was constituted to deal
with the emerging nationalistic sentiments. Compare the map of Europe in 1812,
after the congress of Vienna (1815) and contemporary Europe. Do you find any
new country across these three timelines?

Europe in 1812

Europe after the congress of Vienna (1815)

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Contemporary Europe

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Read the section The French Revolution and the Idea of Nation P 5-7.

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By now it must be clear to you that nation building is a very recent phenomenon in
history. Let’s understand the context in which nations rose.

Activity 1.5

1.5 Identifying the changing meaning of Liberal, Conservative and Radical (You may
use dictionary and revisit section 1.1 from socialism in Europe and Russian revolution

from class 9) section for the purpose)

Find the literal meaning of these terms and write them down
Liberal:

Conservative:

Radical:

Pose yourself as conservative or liberal and justify yourself on any one of the
following topic of debate during a class presentation: ((Individual Assessment Task)

Sample topics: Women’s education/ One vote, one value/ Abolition of corporal
punishment in schools

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You have read that historians understand the past through interpretation of sources.
One of the things they keep in mind while ascertaining the authenticity of content in
literary sources is to enquire who is author of that source. Let’s do an activity of
analysing sources in this way.

Activity 1.6

Read these three sources viz. Speech of Carl Welcker, the write-up by Louise

Otto-Peters and the anonymous letter given on p.17, NCERT.

Guess the gender of the writer of the anonymous letter. Give reasons as to why the
writer has chosen to publish this letter anonymously? Classify these three authors as
Conservative, Liberal or radical.
(Individual Assessment Task, home school home task)

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Activity 1.7
Cartoons are fun but very often they depict serious political events . One such cartoon
is given below from NCERT P.11. but before that you need to read the section The

making of nationalism in Europe p. 8-12. and write down the predominant

characteristics of liberal, conservative and radical during the first half of the 19th
century with regard to nation.

Study the cartoon "The club of Thinkers" and answer the following questions:

a. Why do you think 'muzzles' were being distributed to the members?

b. In what kind of regime would such a practice be adopted?

c. Based on your understanding of the present day world, identify some countries
where this situation may still prevail?

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 Activity 1.8

Open-ended writing
Dear students, use your imagination, and critical thinking skills to think beyond
classroom discussions.During this one week, please feel free to express your opinion
on the topics discussed.
Reflections at the end of the week:
1. What did I learn?
……………………………………………………………………………………………………………………………………………
…………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………
2. What have I not understood?
……………………………………………………………………………………………………………………………………………
…………………………………………………………………
……………………………………………………………………………………………………………………………………………
…………………………………………………………………
3. Where do I need help with?
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………

Week 2

Textbooks refer to NCERT (2006). India and contemporary world-II; Textbook in history class X.

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NCERT Beck,R.B., Black,L., Keriger,L.S., Naylor,P.C., Shabaka,D.I.,(2009). World history; patterns of
interaction.McDougal Littell

Activity 2.1

You have learnt about nationalism.Imagine a situation in which the

Indian nation does not exist; it is a conglomeration of 600 states
where each state has a ruler. You still have this nationalistic feeling.
In what ways will you express your nationalistic feelings?
(Peer Assessment Task)

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Read the section The age of Revolutions 1830-48 p.13-18. Write how liberals
and Radicals reacted to the feeling of nationalism prevalent during this time. Do you
find any similarity between your thoughts as liberal and Radical and the ones you have
read in the above section on the question of nationalism? Describe.

Activity 2.2

Prepare a script for dialogue between Bismark and Prussian King Fredrick William
1,
Some of you might have answered that we will make an army and make the country.
This is what exactly happened in Germany.You may read 4.1 Germany – Can the Army

be the Architect of a Nation? P. 19 to know more about it.

Do you know that the Frankfurt parliament (consisting of liberals) offered
constitutional monarchy of all the German states to Prussian King Fredrick William I.
Bismarck and Prussian King Fredrick William I (both conservative) had a discussion
whether the Prussian King should be an absolute king of only Prussia or a
constitutional monarch of all the German states. After the discussion Fredrick William
I rejected the Frankfurt parliament offer.
Prepare a script of dialogue between Bismark and Prussian King Fredrick William I
when Frankfurt parliament offered him constitutional monarchy. (Peer Assessment
Task, then sharing in groups)

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Activity 2.3
Report Writing

You are a news reporter from Europe and you have been asked to cover the events
happening in Europe during the revolution for the newspaper. Write a report on any
one event of your choice stating the facts of the event and perception of liberals,
conservatives and liberals towards that event. Give a suitable title to the report.
(Individual Assessment Task school home school task)

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Activity 2.4

Use your imagination, and critical thinking skills to think beyond classroom
discussions. During this week, please feel free to express your opinion on the topics
discussed.

Reflections at the end of the topic/ subtopic:

1. What did I learn?
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………
2. What have I not understood?
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………
3. Where do I need help with?
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………

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 Week 3

Textbooks refer to NCERT (2006). India and contemporary world-II; Textbook in history class X.NCERT

Beck,R.B., Black,L., Keriger,L.S., Naylor,P.C., Shabaka,D.I.,(2009). World history; patterns of

interaction.McDougal Littell

Do you know that historians based upon their understanding of a phenomenon make
certain hypotheses? Hypothesis is an intelligent guess about a phenomenon which
historians believes to be true. After making hypotheses they go on to search and
interpret the available sources and decide whether the hypothesis can be accepted or
not. Let’s try doing something similar.

Activity 3.1
Hypotheses making
Once nations started forming in Europe a race began among European nations to
become more and more powerful. Fighting among European states was not new. You
have learned how various empires fought among themselves. There is nothing new
about this. However there are some differences. Read Mehrunisha’s story and revisit

the propaganda section of Nazi world. Analyse what kind of relation people had
with state in both the cases (before nation-states and after) and then form a
hypothesis about what change might have occurred between the wars that Empires
fought and the wars that nations fight? Revisit these hypotheses after this week and
see if you want to make any change in your hypotheses.
H1:

H2:

H3:

H4:

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H5:

H6:

Present the hypotheses to your teacher to find out whether they are acceptable or
not. Ask for the reasons.

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 Activity 3.2
Differentiate between colonialism and neo-colonialism
Use following sources to learn about colonialism and neo-colonialism

1-Revisit the chapter on democracy in contemporary world in class 9

2- Britannica, 3- Youtube,
write 3 differences between colonialism and neo-colonialism.
( Individual Assessment Task,school home school task)

Point of Colonialism Neo- colonialism

difference

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Activity 3.3

You have read enough about colonialism in India. You will also read about colonialism
in Africa and America. Many historians believe that it was nationalism which led to
the first world war and others disagree. Watch the following video and write down
your opinion then share it to class. You may use other sources as well.

1- Why Did The First World War Break Out?

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Activity 3.4
Debate
‘Colonialism & neo-colonialism is a natural consequence of nationalism.’ Explain why
you agree or disagree? ( Could be as Peer Assessment Task or Group Task)

25
Open-ended writing
Dear students, use your imagination, and critical thinking skills to think beyond
classroom discussions. During this week, please feel free to express your opinion on
the topics discussed.
Reflections at the end of the week:
1. What did I learn?

2. What have I not understood?

3. Where do I need help with?

Week 4

Textbooks to refer to

NCERT (2006). India and contemporary world-II; Textbook in history class X.NCERT

26
NCERT (2006). Our Pasts-III; Textbook in history class VIII.NCERT

You have read about the Indian national movement in class VIII. You may want to

revisit the chapter The making of national movement 1870s-1947. You have
read the context in which nationalism arose in Europe in previous weeks. In class VIII
you have also read the colonial context in which nationalism arose in India. In the
following weeks we will explore the character of Indian nationalism and how it took
shape. You are already aware that colonial policies evoked opposition to British rule in
India. In the initial phase the opposition took the form of rebellion (Peasant rebellion,
tribal rebellion, revolt of 1857, etc.) and social reform movements. You may want to
answer what was the purpose of these movements and rebellion? Did they aspired to
make a nation? Urge for self rule started finding expression during the second half of
19th century in the form of associations, the largest of whom was Indian national
congress. By the beginning of the 20th century people started adopting several paths
for self rule. Some wanted gradual autonomy through petitions, some were more
radical while others suggested revolutionary violence. However all these lacked mass
character. After 1919 Indian nationalism started acquiring mass charater. Coming of
masses meant that people with different identities (Tribals, peasants, landlords,
workers, Business owners, Dalits, muslims,etc.) started participating. As we have read
in the introduction to the unit that people with different identities have different
perspectives and they can be at conflict with each other . All had different aspirations
from the nation they wanted.Gandhian movements took place in this situation. We
will study how his movements negotiated with these conflicting aspirations. We will
also look into the alternative paths which people adopted during this period. Many
people agree that satyagrah was the most potent weapon that helped Gandhi to
convert nationalistic feelings into a mass movement. Let’s under Satyagrah through
following activity.

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Activity 4.1
Interview, analysis and reporting. Do this activity in following steps
1- Interview any two elders in your home or neighbourhood asking them any one
incident of their life where they have resisted unfair treatment from a powerful
person or any organisation. Record it or write it down.

2- Now Read section 1.1 idea of satyagraha.

3- Analyse their resistance on whether it had any element of Gandhian Satyagrah.
Write down your analysis.
4- If it had no element of Gandhian satyagrah write how you could have resisted
unfair treatment like a satyagrahi.
(While writing this answer you have to hide the identity of both one whom you have
interviewed and one which the interviewee accused of mistreating. To hide identity
you may use other names and give a disclaimer that the names have been changed.
Do you know many times this is the way journalists are supposed to report events
where someone is mistreated)
(i)Brief description of unfair treatment:

(ii)Description of resistance:

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(iii)Did you find any elements of Gandhian satyagrah in their resistance? If yes,
then describe which elements of Gandhian satyagrah you found in their
resistance? If not then describe how you could have resisted this unfair treatment
like a satyagrahi?

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Activity 4.2

Read the section The First World War, Khilafat and Non-Cooperation.
Make a timeline of all the major events from the advent of Gandhi in 1915 till the
beginning of the Non-cooperation movement. (Peer assessment task)
(ICT Tool can also be used)/Use this space to make the timeline.)

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Activity 4.3
Historical Imagination

Read the section Differing Strands within the Movement. Imagine yourself to be
any one of the following.
1- Student in urban area
2- Supporter of justice party
3- Peasant in Awadh District
4- A tribal peasant
5- A plantation worker in Assam
write two diary entries one at the beginning of non-cooperation movement and other
when Gandhi withdrew the movement.
Diary entry at when you first came to know about non-cooperation movement

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Diary entry when you came to know that Gandhi withdrew the movement.

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Open-ended writing
Dear students, use your imagination, and critical thinking skills to think beyond
classroom discussions.During this one week, please feel free to express your opinion
on the topics discussed.
Reflections at the end of the week:
1. What did I learn?

2. What have I not understood?

3. Where do I need help with?

FIND OUT:Major events that took place before the Khilafat- Non- Cooperation
Movement.

Question: Who was also referred to as Frontier Gandhi?

Question: Why did people of Amritsar come out to reach Jallianwala Bagh during
the Martial Law?

Question: What happened to the Khilafat movement when Gandhiji withdraw

Non-Cooperation Movement?

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34
 Week 5

Activity 5.1
The withdrawal of the Non-cooperation movement led to disappointment in many
sections of society. The next movement launched by Gandhi was the Civil
disobedience movement. In between both the movements a lot of major events

happened. Read the section Towards Civil disobedience movement and make a
timeline of the major events from Non-cooperation movement till the withdrawal of
civil disobedience movement.

35
Activity 5.2

What was the idea behind 11 points demands which Mahatma Gandhi put in front of
Lord Irwin?

36
Activity 5.3
Like earlier movements, the civil disobedience movement also embraced different
demands from people with different identities. Again very often these demands were
in conflict. This must have an impact on how some community wanted to participate
in the movement and to what extent.

Read the section 3.2 How Participants saw the Movement to know about the
perspective of different communities towards the Civil disobedience movement.
Divide yourself into groups. All the members of a group will belong to any one of the
following identity women, workers, farmers, businessmen, landlords, communalists,
dalits, tribals, plantation workers and minorities during the civil disobedience
movement.
Imagine a situation where your group members are leaders of your community and
you have to deliver a speech in front of your community. Write a speech considering
following points
1- Would you persuade your community to participate in civil disobedience
movement?
2- What arguments would you give?
(Group assessment task)

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Activity 5.4

Watch the movie Gandhi directed by Richard Attenborough. Write an analysis of the
movie. The analysis should focus on following points
1- Has the movie adequately addressed how Gandhi negotiated different perspectives
(dalits, women, workers, businessclass, landlords, tribals) during his movements.
2- Did the movie addressed the limitations of Gandhian movements
or

Read the section Towards Civil disobedience movement. Make list of all the
methods that indians adopted to fight colonialism.
Debate the effectiveness of Satyagraha vs other means of resisting colonialism.
Topic of debate will be given a day before. (Group assessment task)

Open-ended writing.
Dear students, use your imagination, and critical thinking skills to think beyond
classroom discussions.During this one week, please feel free to express your opinion
on the topics discussed.

Reflections at the end of the week:

38
1. What did I learn?

2. What have I not understood?

3. Where do I need help with?

39
 Week 6

Textbooks to refer to

NCERT (2006). India and contemporary world-II; Textbook in history class X.NCERT

Singh. A.I.(2020). The partition of India. NBT

Activity 6.1

Watch the movie Dr. Babasaheb Ambedkar . Based upon the movie write an
essay on any one of the following
1- Life of Dr. Babasaheb Ambedkar
2- Differences between Ambedkar and Gandhi
3- Ambedkar’s thoughts on Hinduism

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Activity 6.2
You have read about the dalit community's participation in civil disobedience
movement. In the coming years communal tensions increased significantly eventually
leading to partition of India. You can use following resources to know more about it.

1- Revisit the section Quit india and later from class VIII.

2- Watch Why was India split into two countries? - Haimanti Roy

3- Read Sir Muhammad Iqbal’s statement on pakistan page 45, source D .

4- Watch the Episode-1 of Samvidhan series from Sansad tv.

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Activity 6.3
India witnessed unprecedented violence in wake of Partition. Partition was not only a
series of political events but also a tale of personal hardship for common people.
People died, suffered injury and displacement. Following movies will help you to
understand the trauma that common people underwent.
Watch any one movie (from the 3 movies to be given below) on a partition and write a
reflective note on what you felt after watching the movie from the vantage point of
any character in the movie. (Individual Assessment Task)
While writing the reflection keep the following pointers in mind
1- Trauma that characters underwent
2- Has the socio-economic background of the director or writer any relation with how
the character is depicted? (Like authors of literary sources the background of
directors play an important role in how they will depict a story)
3- Outstanding personality traits about some characters in the movie? (Individual
Assessment Task)
4- Gender relations depicted in the movie.

Some suggestive movies-

1 Train to Pakistan

2 Garm Hava

3 Pinjar

Reflection on Movie

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43
Open-ended writing.
Use your imagination, and critical thinking skills to think beyond classroom
discussions. During this week, please feel free to express your opinion on the topics
discussed.

Unit End Reflections:

1. What have I learnt from the unit?

__________________________________________________________________________
__________________________________________________________________________
________
2. What was my previous understanding and how have I enriched my previous
knowledge?
__________________________________________________________________________
__________________________________________________________________________
________
3. What are the concepts that I feel I have not understood well?
__________________________________________________________________________
__________________________________________________________________________
________

4. Where and how can my teacher help me to understand the unit better?
__________________________________________________________________________
__________________________________________________________________________
________
5. How will I use my learning from the unit in my daily life?

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__________________________________________________________________________
__________________________________________________________________________
________

NOTE:
1. The student manual will help the learners to record and reflect what has been
learnt in class as well as the understanding and learnings that has been
developed.
2. It will also give space for the learners to reflect deeply on the learning.
3. It will also help the facilitator understand about the learnings of the learner.
4. It will also give an understanding to the facilitator regarding where and how
help can be given to the learners.

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