CLASS - XI
BENGALI (MATRIBHASHA)
1(1/2): Hours Marks: 50
The Paper is compulsory for all Non-Hindi Students of Academic stream Arts, Science and commerce. This Paper of Matribhasa (8angta) Carrying 50 Marks will be of 1(1/2) Hours duration.
Distribution of marks-There will be three Groups A, B, C.
1. Group A - There will be 10 (ten) objective questions based on text carrying 1 (One) mark each. 1 x 10 = 10
2. Group B- There will be 4 (four) questions cut of which 2 (two) questions are to be answered carrying 10 marks each, 10x2 = 20
3. Croup C-
(i) These will be 2 (two) passages for Summary out of which 1 (one) has to be answered Carrying 10 (ten) Marks. 1x10 = 10
(ii) There will be 2 (two) questions on Grammar Carrying 5 (Five) Marks each. 5x2 = 10
Prose - Jeevan Smriti - By Rabindra Nath Tagore
1. Selected 5 pieces (a) Shiksha rambha (b) Ghr on Bahir (c) Britya raj Tantrak (d) Kabita RachanaArambha (e) Shrikantha E3abu
Note : (i) Objective questions. alternative questions and summary writing passages/Paragraph will be set from the text book and the examinees will be required to answer 10 (ten) objective questions, 2 (two) general questions and one passage/paragraph for summary.
(ii) Composition (Grammar) Following two topics are to be answered Sandhi (b) Biparitarthak Shabda
URDU (MATRIBHASHA)
1(1/2): Hours Marks: 50
The Paper is compulsory for all Students whose mother tongue is URDU.
The time for this paper will be one & Half Hours (1 '/2 Hours).
(a) Prose 16 Marks
(b) Poetry 14 Marks
(c) Grammar 10 Marks
Jins, Azdad, Wahid aurJama, Muhawre
Prescribed Book:
Secondary Urdu Qawaid
(Based on NCERT Pattern) By Nawak Hamzapuri
Published by-Hadi Publications, Dhanbad (Jharkhand)
(d) Essay 10 Marks
Letter Writing 50 Marks
Scheme of Examination
Prose Section
(A) One long answer type Question with an alternative 8x1=8
(B) Two Short answer type Questions each with an alternative. 2x4=8
Poetry Section
(C) One long answer type Question with an alternative 8x1=8
(D) One explanation with an alternative 6x1=6
(E) One Essay with four alternative topics or Letter Writting 10x 1=10
(F) Grammar 10
Total: 50
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List of Books Recommended
1. Hamara Adab (Md. Sabra in) NCERT
ORIYA (MATRIBHASHA)
1(1/2): Hours Marks: 50
This Paper is compulsory for all Non-Hindi Students of Academic stream Arts, Science and Commerce.
This Paper of Matribhasa (Oriya) Carrying 50 Marks will be 1(1/2) Hours duration or 3 hours including Hindi Portin.
Distribution of marks-There will be three Groups A B C.
1. Group A- There will be 10 (ten) objective questions based on text carrying 1 mark each 1X10=10
2. Group B - There will be 4 (four) questions (explanation) out of which 2 (two) questions to be answered not exceeding 100 words each. Each question will carry 5 marks. 5x2=10
3. Group C-
(i) There will be (four long questions out of which two questions to be answered. Each will carry 10 (ten) Marks. 10x2=20
(ii) There will be questions on Grammar Carrying 10 (ten) Marks.
Book to be studies :
1. Kabita Sanchayan (Pieces-Jagannatha Janana; Sephali prati; Maati; Bapujee; Sabita)
2. Sarvasara Vyakarana - by Sridhara Das (Praya Samochcharita Jugma Shabda)
ENVIRONMENT EDUCATION
1. Expected Learning Outcomes The learner
• develops an in-depth understanding of various environmental issues and concerns of national and global importance;
• develops a balanced view of the relationship between environment and development;
• understands basic concepts related to sustainable developments vis-a-vis improvement of quality of life;
• develops a deeper concern for the environment and a sense of commitment and responsibility to take proactive action;
• appreciates the variety in living organisms and recognizes India as a mega-diversity nation;
• appreciates the role of individual, community, national and international agencies in resolving environmental problems;
• practices ways of bringing about qualitative improvement in the environment by assuming leadership role;
• identifies self with one's environment with a desire to personally contribute towards its improvement;
• respects customs and traditions related to local conservation practices and accepts indigenous eco-friendly technologies;
• develops skills to undertake and participate in investigative studies on various environmental issues; and
• motivates other and participates in social and community activities in dealing with environmental problems.
The academic stream offers a variety of combinations of subjects to the learners drawn from languages, sciences, mathematics, social sciences and commerce. The content suggested for subjects like biology, chemistry and geography at this stage provides sufficient scope to the learners who opt to study these subjects to further strengthen their knowledge and understaning about various aspects of environment and its problems. The learners who opt to study commerce and other subjects of social sciences hardly get any opportunity to study about the environment and its problems. Therefore, it is desirable to introduce EE as a compulsory subject for all at this stage. EE as a compulsory subject will be taught in the first semester of each year of the higher secondary stage.
The content suggested for EE as a compulsory subject has been identified with the assumption that up to the secondary stage all subjects are compulsory. It is also presumed that learns entering the higher secondary stage would comprehend the concepts of environment and identify the impact of human activities on the environment. They will be mature enough to effectively participate in formulation, planning and implementation of projects and investigative studies pertaining to environmental problems.
Class XI
1. Man and Environment
• Dimensions of environment physical, biological and social
• Human being as *a rational and social partner in environmental actions
• Society and environment in India; Indian traditions, customs and culture-past and present
• Population and environment
• Impact of human activities on environment
environmental problems of urban and rural areas natural resources and their depletion stress on civic amenities, supply of water and electricity, waste disposal, transport, health services vehicular emissions urbanisation, land use, housing, migrating and floating population
ll. Environment and Development
• Economic and social needs as basic considerations for development
• Agriculture and industry as major sectors of development
• Social factors affecting development - poverty, affluence, education, employment, child marriage and child labour; human health HIV/AIDS, social, cultural and ethical values
• Impact of development on environment-changing patterns of land use, land reclamation, deforestation, resources depletion, pollution and environmental degradation
• Impact of liberalization and globalization on agriculture and industries, dislocation of manpower and unemployment, implications for social harmony
• Role of society in development and environment public awareness through education, eco-clubs, population education programme, campaigns, public participation in decision-making.
Ill. Environmental Pollution and Gobal Issues
• Air, water (fresh and marine), soil pollution-sources and consequences
• Noise and radiation pollution-sources and consequences
• Solid, liquid and gaseous pollutants
• Handling of hazardous material and processes; handling and management of hazardous wastes
• Ozone layer depletion and its effect
• Greenhouse effect; global warming and climatic changes and their effects on human society, agriculture, plants and animals
• Pollution related diseases
• Disasters-natural (earthquakes, droughts, floods, cyclones, landslides) and man-made (technological and industrial); their impact on the environment; prevention, control and mitigation
• Strategies for reducing pollution and improving the environment IV. Energy
• Changing global patterns of energy consumption from ancient to modern times
• Energy consumption as measure of quality of life
• Rising demand for energy, gap between demand and supply (Indian context)
• Conventional energy sources- fossil fuels and firewood, potential (Indian context) and limitations of each source, methods of harnessing and environmental consequences of their use
• Non-conventional energy sources-types of non-conventional sources (bio-mass, solar, wind, ocean hydle, geothermal,
nuclear), potential (Indian context) and limitations of each source, methods of harnessing and their environmental consequences, need to promote non-conventional energy sources
• Conservation of energy sources-efficiency in production, transportation and utilisation of energy
• Planning and management of energy; future sources of energy hydrogen, alcohol, fuel cells
• Enhancing efficiency of the devices and optimising energy utilisation.