FORMATIVE ASSESSMENT TASK – SOCIAL

SCIENCE
SECTION – HISTORY
A. Class: - IX
B. Lesson: - Peasants & Farmers
C: Task: I- Case studies of development of agriculture
in UK/USA/India/Wall magazine
Divide the class into three groups to create Wall Magazines to
show agrarian change in the UK, USA and India during the modern
period. Each group will be assigned one country.

Task 2: - Dramatization
Divide the class into three groups to represent UK, US and Indian
agriculture respectively to show how it changed from pre-modern
to modern times.

Task 3: - Project Work

Assign learners the Project Work on the changes in agriculture in

any one of the three countries.

D. Expected Learning Outcomes:

At the end of the lesson the learners will be able to
1. understand the elements of continuity and change in
U. K/US/ Indian agriculture during the modern period.
(How it changed from pre-modern to modern times).
2. identify social groups who lost or gained from the
above mentioned changes.
3. gain an overall understanding of the historical contexts
in which agrarian change happened in these countries.

E. Assessment Criteria
At the end of the lesson the learners were able to
1. understand the reasons for various developments in
agriculture in the 18th & 19th Centuries in England, USA
and India?
2. identify the social groups who gained and lost as a
result of changes in agriculture?
3. relate these changes to the specific political and
economics of modern USA, England and India

SECTION – B

What does overall evaluation reveal?

1. Feedback for teachers.

During and after the administration of tasks teacher will find out the learning gaps
among the learners and take the remedial steps as given below.
Steps (by Teachers)
% of Learners
Re teach the Topic.
 < 25%
Remedial Teaching to low achievers.

26% - 49%
Give Parallel Assignments.
50% - 74%

> 75% Give assignments/ homework.

2. Feedback for students

Individual feedback will be given as per their level of attainments and

learning gaps as well.

3. Summary of diagnosis

Teachers will find out the reasons for learning gaps while talking to each
child.

4. Suggestions for remedial work.

Remedial Tasks for the issues to be kept in mind when

remedial tasks are undertaken

LEARNING OUTCOME-I
1. What were the reasons for the introduction of enclosures in
England in the 16th & 18th Century?
2. What drove native Americans towards the coast?
3. Why did the Br. Force Indians to grow option? What is meant
by “forced communication” of agriculture?

LEARNING OUTCOMES-II
1. How were the poor affected by the introduction of threshing
machines in the UK and US?
2. What changes did enclosures bring about in the life of rich
English formers?

LEARNING OUTCOMES-III
1. What was the impact of colonalisation an Indian peasants?
2. What was the role of the state in organism change in modern
British and US?

5. Additional Assignments and Enrichment Material for Gifted

Children

• Independent Projects
• Academic Competition
• Vertical Enrichment
• Find a mentor
• Trying a new approach
FORMATIVE ASSESSMENT TASK – SOCIAL
SCIENCE
SECTION – HISTORY
A. Class: - IX
B. Lesson: - History and Sports: The Story of Cricket.
C: Task: I - Multimedia Presentation.

Divide the class into 5 groups and ask each to prepare a verbal
presentation supplemented with multimedia visuals on any one of
the following topics.
1. Test cricket in England.
2. India Takes to Cricket.
3. Shorter versions of the game.
4. Media and Cricket
5. Cricket and wider issues (How does the
game of cricket relate to issues of
colonialism, nationalism, caste, religion
and gender)

Task - 2 - Making Scrap Book

Learners will be asked to prepare scrap book individually on
complete information on the History of Cricket,
Media and Cricket & Present day 20-20 matches with lots of
pictures in it.

Task- 3 : - Power Point presentation.

Divide the class into groups of 5 and ask them to prepare power
point presentation on any one of the topics - Ancient cricket,
Cricket clubs and media’s role in Cricket.

Task 4: - Charts –
For making wall magazine, separate topics would be allotted to
the groups to work & while displaying charts, groups will give
verbal presentation of the topic at least 5-8 students.

D. Expected Learning Outcomes:

At the end of the task the learners will be to
1. understand the evolution of test cricket in England.
2. know why certain Indian social groups took to cricket
easily.
3. understand why treasure so popular in India cricket.

4.. analyse why shorter versions of cricket emerged in the

late twenties century.
4. assess the impact of media on cricket.
5. relate cricket with issues such as colonialism, gender,
religion etc.

E. Criteria of Assessment
At the end of the lesson the learners were able to
1. explain the stages in the evolution of test cricket in England?
2. relate the development of cricket to its colonial context?
3. know the reasons for the emergence of the shorter versions
of the game of cricket.
4. assess the impact of media on the development of
contemporary cricket.
5. relate cricket with issues of colonialism, gender, religion and
caste etc.

SECTION – B

What does overall evaluation reveal?

4. Feedback for teachers.

During and after the administration of tasks teacher will find out the learning gaps among
the learners and take the remedial steps as given below.

Steps (by Teachers)

% of Learners
Re teach the Topic.
< 25%
Remedial Teaching to low achievers.

26% - 49%
Give Parallel Assignments.
50% - 74%

> 75% Give assignments/ homework.

5. Feedback for students

Individual feedback will be given as per their level of attainments and

learning gaps as well.

6. Summary of diagnosis

Teachers will find out the reasons for learning gaps while talking to each
child.

4. Suggestions for remedial work.

Remedial Tasks for the issues to be kept in mind when

remedial tasks are undertaken

LEARNING OUTCOME-I
1. What were the peculiarities of test cricket in pre-industrial
times?
2. Which aspects of the game of cricket related to its rural
character?

LEARNING OUTCOME-II
1. Which Indian community took to cricket as symbol of
Westernization?
2. Which was the first Indian community to Westernize?
3. Why did the Indians start playing cricket?

LEARNING OUTCOME-III
1. Which are the shorter versions of the game?
2. When did one-day cricket begin and why? When was the T-
20 format introduced and why?
3. Give reasons for the emergence of shorter version the game
of cricket.

LEARNING OUTCOME-IV
1. What changes were introduced to make cricket more
attractive?
2. How did television coverage change the nature of the game
of cricket?

5. Additional Assignments and Enrichment Material for Gifted

Children

• Independent Projects
• Academic Competition
• Vertical Enrichment
• Find a mentor
• Trying a new approach

FORMATIVE ASSESSMENT TASK

Social Science - History
SECTION - A
A. Class - IX
B. Lesson- The French Revolution
C. Topic - Social groups and political factions in the
French
 Revolution
C: Task I - Dramatization/Role play

Divide the class into nine groups and each group will work out,
and then represent the interests of one of the following either
social classes or political factions.

Social Classes/Groups
1. Landed aristocracy
2. Middle Class professionals
3. Sans-culottes
4. Peasants
5. Philosophers
6. Women

Political factions/leaders
1. Jacobins
2. Robespierre
3. Napoleon
Once the groups are prepared, they will be asked to make group
presentations in class.
C: Task -2 Power point Presentations.
Divide the class into 4 groups, each group will be assigned one
topic like below to make power point presentation.
a. Social, economics, political science conditions
before
the revolution.
b. Important landmarks of French revolution.
c. Important concepts like democracy.
d. Role of Jacobins, Robespierre and Napolian.
Task 3 Project.
Group projects can be given to the learners on any one of the
topics given below.
a) Women’s role in French revolution.
b) Formation and role of Middle class.
c) Legacy of French revolution.
d) Slavery in France.
e) Impact of French Philosophers.

D. Expected Learning Outcomes: At the end of the task the

learners will be able to
1. grasp the interests of various classes and groups of
French society during the late eighteenth century.
2. understand the political position of the Jacobins and of
Robespierre and Napoleon and their role in the French
Revolution.
3. intelligently talk about items learning outcomes 1 and
2.
4. relate items 1 and 2 to the overall nature of the French
Revolution.
E. Criteria of Assessment: At the end of the task the
learners were able to
1. adequately represent the interests of various social and
political groups.
2. relate the social conditions of the respective groups.
3. understand the policies of the Jacobins, Robespierre and
Napoleon. For example, did Napoleon take the Revolution
forward or did he curb it?
4. draw interesting interconnections between items 1, 2 and 3
and between theses and the French revolution as a whole.

SECTION – B
What does overall evaluation reveal?

7. Feedback for teachers.

During and after the administration of tasks teacher will find out the learning gaps
among the learners and take the remedial steps as given below.

Steps (by Teachers)

% of Learners
Re teach the Topic.
< 25%
Remedial Teaching to low achievers.

26% - 49%
Give Parallel Assignments.
50% - 74%

> 75% Give assignments/ homework.

8. Feedback for students

Individual feedback will be given as per their level of attainments and

learning gaps as well.

9. Summary of diagnosis

Teachers will find out the reasons for learning gaps while talking to each
child.

4. Suggestions for remedial work.

Remedial Tasks for the issues to be kept in mind when

remedial tasks are undertaken

LEARNING OUTCOME – I
1. Identify the various social groups present in French society
in the 18th Century?
2. Identify the various classes present in French society?
3. Why did the interests of first and second estates clash with
those of the third?
4. How did the ideas of different philosophers prove the way for
the Revolution of 1789?
5. Why did women participate in the French Resolution?
6. How did the usual costume of the Sans-culottes symbolize
the ideas of liberty?
LEARNING OUTCOME – II
1. Which section of society did the Jacobins belong to?
2. From where did the Jacobins get their name?
3. What were their ideas?
LEARNING OUTCOME – III
1. What were the steps taken by Robespierre to bring about
social equality?
2. Do you think his methods were democratic or justified?
3. What led Napoleon to establish himself as dictator?
4. What was Napoleon’s role in the French Revolution?
5. Which groups of the French society were disappointed with
the outcomes of the revolution and why?
6. What steps did certain radical groups take to fight for the
ideals of the French revolution?

5. Additional Assignments and Enrichment Material for

Gifted Children

• Independent Projects
• Academic Competition
• Vertical Enrichment
• Find a mentor
• Trying a new approach