Jh Venkateshwar International School

Sector-18, Dwarka, New Delhi-75

Holiday Homework for Summer Vacation (2024-2025)

COMMERCE STREAM CLASS - XII

ENGLISH CORE

INTRODUCTION
The project consists of 10 MARKS out of which, 5 MARKS will be allotted for the PROJECT FILE
and the remaining 5 MARKS for the VIVA based on the file.
1. CONTENT OF THE PROJECT FILE:
The project file to include the following:
● Cover page, with the title of the project, school details and details of the student.
● Certificate of Completion under the guidance of the teacher.
● Objectives of the topic
● Action Plan for the completion of assigned tasks (steps involved in doing the
project)
● Essay/report should be written in 800-1000 words.
● Student reflections (the new learning experience/outcome achieved after
completing the project)
● If possible, photographs that capture positive learning experience of the students
(collages/pics from various online sources) can be pasted.
● List of Resources/Bibliography (Last page of the project file)

3. INSTRUCTIONS:
● Refer to the links of the videos attached with each topic (You can also select different
videos available on YouTube, relevant to your topic).
● Listen to these podcasts, documentaries, interviews etc. on the given topics.
● Do a thorough research on the topic assigned.
● Prepare a report/essay in about 800-1000 words describing the topic/issue/ giving your
own opinion/ suggestions/measures/ viewpoints/its impact on people/your learning
experience.
● The project should be neat, legible, with an emphasis on quality of content, accuracy of
information, creative expression, proper sequencing and should be relevant as per the
assigned topic.
● Use coloured practical sheets.
● Plagiarism is strictly prohibited.

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EXAMPLES:
1. CHILD LABOUR IN INDIA
“Child labour perpetuates poverty, unemployment, illiteracy, population growth and
other social problems.” Kailash Satyarthi
You have studied the lesson ‘Lost Spring’ by Anees Jung. It deals with child labour in India.
Based on your understanding of the lesson and the problem it mentions, make a project titled
‘CHILD LABOUR IN INDIA’
Include the following sub-headings:
● Causes of child labour
● Effects on the social environment
● Laws on child labour
● National child labour policies & schemes
● Prevention and elimination of child labour
● Industries employing children- Make a case study (800-1000 words) on any 1 industry that
employs child labour. Furnish all relevant details and statistics. Attach 3-4 pictures.

2. SAY NO TO WAR
“An eye for an eye only ends up making the whole world blind.” Mahatma Gandhi
You have studied the lesson ‘The Last Lesson’ by Alphonse Daudet. It deals with war and the
long-lasting effects it has on the society at large. Based on your understanding of the lesson and
the problem it mentions, make a project titled ‘SAY NO TO WAR’
Include the following sub-headings:
● Definition of war
● Effects on social, economic environment
● Cost, in terms of money and lives
● Important international treaties
● Prevention and elimination of wars
● Any 1 war – Make a case study (800 - 1000 words) and furnish all details and statistics.
Attach 3-4 pictures
3. Understanding Kamla Das a little more’.
You all have studied the poem ‘My mother at 66’ by Kamala Das. ‘My Grandmother’s House’ is
another poem written by the same poet- Kamala Das. Make a comparative study of both these
poems by the same poet
https://www.britannica.com/biography/Kamala-Das
https://www.poetrynook.com/poem/my-grandmothers-house
Include the following sub-headings in your project: A detailed study of the poet
Her life/Her works/Her style of poetry/Comparison between the two poems.
It should include- The similarities/The differences/The theme in both the poems/Your reflections
about both the poems
The following topics can ALSO be taken-
(a) Climate Change- Vistas- Lesson-Journey to the End of the Earth by Tishani Doshi
(b) Racial Discrimination- Vistas- Lesson-Memories of Childhood by Zitkala-Sa and Bama
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 (c) Appearances are Deceptive-Lesson-On the Face of It by Susan Hill
(d) Adolescent Fantasizing-Lesson-Going Places by A.R. Barton
(e) Childhood Phobia-Lesson-Deep Water by William Douglas
(f) Escapism-Lesson-The Third Level by Jack Finney
(g) Economic Disparity-Poetry-A Roadside Stand by Robert Frost
(f) any other topic of your choice

READING SKILLS
Attempt the following questions in your notebook:
Read the passage given below.
1. Ghost nets aren’t supernatural, but they are legitimately scary. A ghost net is a fishing net
that’s been lost or abandoned in the ocean. They are one particularly appalling part of the
global ghost fishing problem, which includes fishing gear abandoned in the water. Any net or
line left in the ocean can pose a threat to marine life. Just because a net is no longer used
by fishers doesn’t mean it stops working. These nets continue to trap everything in their
path, presenting a major problem for the health of our oceans and marine life.
2. Ghost nets entangle sea turtles, dolphins and porpoises, birds, sharks, seals and more,
apart from catching fish. The nets keep animals from moving freely, cause injuries and keep
mammals and birds from rising to the surface for air. Since hundreds of animals can be
caught in a single net, this threat is monumental. The ghost nets harm coral reefs too—
breaking corals, exposing them to disease and even blocking the reefs from needed
sunlight.
3. Ghost nets are also a major contributor to the ocean plastics’ crisis. Most modern nets are
made of nylon or other plastic compounds that can last for centuries. According to a 2018
study in Scientific Reports, ghost nets make up at least 46 percent of the Great Pacific
Garbage Patch. Those abandoned fishing lines and nets that do breakdown never go away;
they just become smaller pieces of plastic. Marine animals mistake this microplastic for food
and eat it, which can harm internal organs, keep them from eating and expose them to toxic
chemicals.
4. Exorcising ghost nets from our oceans will require commitment, cooperation and innovation.
Many groups are working to remove ghost nets from the sea and are collaborating with local
fishers and governments around the world to identify target areas and remove as many nets
as possible. In 2015, a single World Wildlife Fund for Nature (WWF)-led mission in the Baltic
Sea hauled up 268 tons of nets, ropes and other material
5. To stop these nets from becoming ghosts in the first place, conservation organisations
advocate for fishing gear that can be traced to its owner so anyone dumping nets can be
fined and refundable deposits on nets to encourage returning or recycling rather than
littering. Tools like sonar reflectors that can make ghost nets easier to find and working with
small-scale fisheries to develop more sustainable fishing gear and practices are other
suggestions. It is only by attacking this problem from all sides, together with conservation
partners, fishers and supporters, can we banish ghost nets and protect our oceans.
Adapted—https://www.worldwildlife.org/stories/our-oceans-are-haunted-by-ghost-nets-why-
that-s-scary-andwhat-we-can-do—24
Based on your understanding of the passage, answer the questions given below.
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i. Complete the sentence by choosing an appropriate option. Ghost nets have been named so
because they
A. cause much harm to the marine life.
B. are functional though not in use by fishers.
C. are not owned by anyone.
D. act as a snare for all animals in oceans.

ii. Comment on the writer’s reference to the ghost nets in paragraph one, as a health problem for
the oceans.
iii. List the two ways being entangled in a ghost net is likely to impact a walrus.
iv. Select the option that conveys the opposite of ‘negligible’, from words used in paragraph two.
A. unimpressive B. monumental C. exposing D. threat
v. The writer would agree with the given statements based on paragraph three, EXCEPT:
A. Most ghost nets take a few years to completely disintegrate.
B. Ghost nets contribute to the Great Pacific Garbage Patch.
C. Most ghost nets provide nutrition to marine animals, upon disintegration.
D. Ghost nets can curtail freedom of marine animals.
vi. Some records share that fishing nets used to be made of common rope using natural fibres,
prior to the 1960s. Based on your understanding of paragraph three, list one major advantage
that these had over the fishing nets being used in present times.
vii. Why is it fair to say that commitment and innovation have to go hand-in-hand to rid the oceans
of ghost nets?
viii. Complete the given sentence with an appropriate inference, with respect to the following: The
writer quotes the example of the WWF-led mission in the Baltic Sea (Paragraph 4), in order
to.....................................................................................
ix. How can the solutions, suggested in paragraph five, best be described?
A. practical B. presentable C. popular D. prejudiced.
x. Select the most suitable title for the above passage.
A. The Scary Side of Ghost Nets
B. Ghost Nets – A Result of Human Dominance
C. Ghost Nets – A Menace to Marine Life
D. Ways to Tackle the Problem of Ghost Nets

2. Read the following text.

1. In recent years, there has been a surge in both group and solo travel among young adults in
India. A survey conducted among young adults aged 18-25 aimed to explore the reasons
behind their travel preferences and recorded the percentage variation for 10 common points
that influence travel choices.
2. Among those who prefer solo travel, the most common reason cited was the desire for
independence and freedom (58%), followed closely by the opportunity for introspection and
self-discovery (52%). Additionally, solo travellers appreciated the ability to customize their
itinerary to their preferences (44%) and the chance to meet new people on their own terms
(36%).

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 3. On the other hand, those who prefer group travel often cited the desire for socializing and
making new friends (61%) as their primary reason. Group travel also provided a sense of
security and safety in unfamiliar places (52%) and allowed for shared experiences and
memories with others (48%). Additionally, group travellers enjoyed the convenience of
having pre-planned itineraries and organized transportation (38%).
4. Interestingly, both groups had similar levels of interest in exploring new cultures and trying
new experiences (40% for solo travellers, 36% for group travellers). Similarly, both groups
valued the opportunity to relax and escape from the stresses of everyday life (36% for solo
travellers, 32% for group travellers).
5. However, there were also some notable differences between the two groups. For example,
solo travellers placed a higher priority on budget-friendly travel options (38%) compared to
group travellers (24%). Conversely, group travellers were more likely to prioritize luxury and
comfort during their travels (28%) compared to solo travellers (12%).
6. Overall, the survey results suggest that both group and solo travel have their own unique
advantages and appeal to different individuals, based on their preferences and priorities.

Answer the following questions, based on given passage.

i. Infer two possible ways that the survey, mentioned in paragraph (1) could be beneficial. Answer
in about 40 words.
ii. Which travel choice point of the survey would influence tour operators to incorporate group
dinners, social events, and shared accommodations in their itinerary?
A. Freedom to customise itinerary B. Luxury and comfort
C. Security and safety D. Desire for making new friends
iii. What do the top choices in the survey, for traveling solo and in a group suggest about young
adults?
iv. Identify the solo traveller from the following three travellers:
(a) Reshma- I don’t want to keep hunting for rickshaws or taxis. A pre-booked vehicle is perfect.
(b) Nawaz-I’m happy sharing a room in a hostel. I don’t need hotel accommodation.
(c) Deepak-I’m not worried about my well-being , even while exploring remote areas.
v. Which of the following is an example of an opportunity for self-discovery, as mentioned in
paragraph
2?
A. Trying new cuisine B. Hiring a tour guide
C. Purchasing local artifacts D. Advance booking travel tickets
vi. How might the differences in budget priorities between solo and group travellers impact the
types of accommodations and activities offered by the travel industry in India?
vii Complete the sentence appropriately. The similarities in the percentage of both solo and group
travellers who are interested in exploring new cultures and trying new experiences may be due
to ________.
viii State TRUE or FALSE.
The title, "Wanderlust: The Solo Travel Trend Among Young Adults in India", is appropriate for
this passage.

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 CREATIVE WRITING SKILLS
Attempt the following questions in your notebook:
NOTICE WRITING
1. You are Ram, secretary of the social service club of your school. Your club is organising a book
fair for your school students. Draft a notice for your school notice board giving all the information
about the event in not more than 50 words.
2. Water supply will be suspended for 8 hours 10:00 a.m. to 6:00 p.m. on 30 May 2024 for
cleaning of the water tank. Write a notice in about 50 words advising the residents to store
water a day before. You areKaran, secretary of RWA Vasant KUnj.

INVITATION WRITING
1. You are Chandra Mohan Singh of Rajendra Nagar Delhi. Draft an invitation in card format for the
opening of your restaurant ‘ Chilli Bites’.
2. Invite Ms Sulekha Rai, a renowned author as a judge for the Inter School Debate Competition.
Write in letter format and invent the necessary details.

LETTER TO THE EDITOR

Write a letter to the Editor of a national daily in 120-150 words, expressing your views on ‘ Dangers
of using headphones on Roads and railway tracks’. Sign yourself as Hitesh of 7 Lok Vihar Rohtak.
You can take cues from the newspaper clipping.

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 LITERATURE
Answer the given questions in the notebook:
LAST LESSON
I. Read the RTC and answer the questions that follow:
“I have nothing else to do,” he mutters, looking away. “Go to school,” I say glibly, realising
immediately how hollow the advice must sound. “There is no school in my neighbourhood. When
they build one, I will go.” “If I start a school, will you come?” I ask, half-joking. “Yes,” he says,
smiling broadly. A few days later I see him running up to me. “Is your school ready?” “It takes
longer to build a school,” I say, embarrassed at having made a promise that was not meant. But
promises like mine abound in every corner of his bleak world.

i. Saheb’s muttering and ‘looking away’ suggests his

A. anger B. shyness C. embarrassment D. anxiety
ii. Of the four meanings of ‘glibly’, select the option that matches in meaning with its usage in the
extract.
A. showing a degree of informality
B. lacking depth and substance
C. being insincere and deceitful
D. speaking with fluency
iii. Who do you think Saheb is referring to as ‘they’, in the given sentence? “When they build one, I
will go”
A. The officials B. The inhabitants C. The teachers D. The journalists
iv. Select the option that lists the feelings and attitudes corresponding to the following:
(1) I ask half-joking
(2) ...he says, smiling broadly

A (1) part arrogance, part seriousness

(2) hesitation

B (1) part amusement, part irritation

(2) submissiveness

C (1) part concern, part hurt

(2) pride

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D (1) part humour, part earnestness

(2) self-belief

v. Select the option that lists reasons why Saheb’s world has been called ‘bleak’.
(1) The absence of parental presence
(2) The poor socio-economic conditions
(3) His inability to address problems
(4) His lack of life-skills
(5) The denied opportunities of schooling
A. (1) and (4) B. (2) and (5) C. (3) and (5) D. (2) and (4)
II. How does "The Last Lesson" critique the detrimental effects of political conflicts on education
and cultural identity? (120-150 words)

LOST SPRING
I. Read the RTC and answer the questions that follow:
Unaware of what his name represents, he roams the streets with his friends, an army of barefoot
boys who appear like the morning birds and disappear at noon. Over the months, I have come to
recognise each of them. “Why aren’t you wearing chappals?” I ask one. “My mother did not bring
them down from the shelf,” he answers simply. “Even if she did, he will throw them off,” adds
another who is wearing shoes that do not match. When I comment on it, he shuffles his feet and
says nothing. “I want shoes,” says a third boy who has never owned a pair all his life. Travelling
across the country I have seen children walking barefoot, in cities, on village roads. It is not lack of
money but a tradition to stay barefoot, is one explanation.
i What is the writer’s purpose in allowing the boys to speak for themselves via dialogue, as
opposed to only a writer’s commentary ?
ii The line, "It is not lack of money but a tradition to stay barefoot" can be best classified as:
A. A fact B. An opinion C. A theme D. A plot point
iii Explain any one possible inference that can be drawn from the line, "an army of barefoot boys
who appear like the morning birds and disappear at noon”.
iv Identify the line from the text that bears evidence to the fact that the writer's association with the
boys is not a recent one.
v Based on the context provided in the extract, select the most likely comment that the writer
would have made, based on the boy's reaction to the mismatched shoes.
A. "Why are your shoes mismatched? That's not a good look."
B. "Don't worry about your shoes, you can wear a matching pair later."
C. "I like your shoes. What matters is that they protect your feet."
D. "Have you chosen to mismatch your shoes?
vi Complete the sentence with ONE word. The phrase "he answers simply", suggests that the
boy's response to the writer's question about why he wasn't wearing chappals was

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II. Which qualities does Anees Jung want the children to develop in Lost Spring and why? (40-50
words)

DEEP WATER
I. Read the RTC and answer the questions that follow:
Tiny vestiges of the old terror would return. But now I could frown and say to that terror, “Trying to
scare me, eh? Well, here’s to you! Look!” And off I’d go for another length of the pool. This went on
until July. But I was still not satisfied. I was not sure that all the terror had left. So, I went to Lake
Wentworth in New Hampshire, dived off a dock at Triggs Island, and swam two miles across the
lake to Stamp Act Island. I swam the crawl, breast stroke, side stroke, and back stroke. Only once
did the terror return. When I was in the middle of the lake, I put my face under and saw nothing but
bottomless water. The old sensation returned in miniature.
i. Why did Douglas go to swim at Lake Wentworth?
A. To showcase his skills for all who had doubted him.
B. To honour the efforts of his swimming instructor.
C. To build on his ability of swimming in a natural water body.
D. To know for sure that he had overcome his fear of drowning in water.
ii. Select the option that lists the correct inference based on the information in the extract.
A. Triggs Island and Stamp Act Island are both located in Lake Wentworth.
B. Lake Wentworth is a part of Triggs Island.
C. Stamp Act Island is two miles away from New Hampshire.
D. Lake Wentworth is connected via docks to New Hampshire.
iii. What was the reason for the ‘return’ of terror?
A. Superstitions about the dock at Triggs Islands
B. Recent reports about drowning incidents
C. Prior drowning experiences
D. Warnings by experienced swimmers
iv. Douglas mentions that the old sensation returned in miniature. He means that he felt the familiar
feeling of fear …………………………….
A. at irregular intervals. B. on a small scale.
C. repeatedly. D. without notice.
v. How did Douglas handle the ‘old sensation’?
A. Addressed it. B. Avoided it. C. Submitted to it. D. Stayed indifferent to it

II. Douglas uses sensory details to create a vivid image of the unfortunate experience in the pool.
What might be the impact on the reader if the narration were more informative than sensory?
(40-50 words)

THE THIRD LEVEL

I. Read the RTC and answer the questions that follow:
He said I was unhappy. That made my wife kind of mad, but he explained that he meant the
modern world is full of insecurity, fear, war, worry and all the rest of it, and that I just want to
escape. Well, who doesn’t? Everybody I know wants to escape, but they don’t wander down into
any third level at Grand Central Station. But that’s the reason, he said, and my friends all agreed.
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Everything points to it, they claimed. My stamp collecting, for example; that’s a ‘temporary refuge
from reality.’ Well, maybe, but my grandfather didn’t need any refuge from reality.

i. Why did Sam’s verdict make Charley’s wife ‘mad’?

A. It made it difficult for her to accept that Charley would consult a psychiatrist.
B. It seemed to suggest to her that she was the cause of Charley’s unhappiness.
C. It made her aware of Charley’s delicate state of mind.
D. It offended her that Charley and Sam collectively accused her.

ii. Sam’s explanation to the reaction of Charley’s wife was __________in nature
A. critical B. aggressive C. clarifying D. accusatory
iii. Select the option that signifies the condition of people of the ‘modern world’ mentioned in the
extract.
(1) unsure (2) lazy (3) offensive (4) anxious (5) afraid
A. (1) and (3) B. (2) and (5) C. (2), (3) and (4) D. (1), (4) and (5)
iv. Why didn’t Charley’s grandfather need refuge from reality?
A. He was too busy to bother. B. He had chosen to deny his reality.
C. He lived in peaceful times. D. He was a very secure person.
v. Select the option that displays a cause-effect set.

A cause effect

Charley’s stamp collecting Wandering into the third

level

B cause effect

Everybody wants to escape Modern world full of insecurity

C cause effect

Charley’s wandering into the third Charley’s stamp

level collecting

D cause effect

Modern world full of insecurity Everybody wants to escape

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II. What are the themes explored in "The Third Level"? (40-50 words)
III. How does the third level challenge the notion of reality in the story? (40-50 words)

TIGER KING
I. Read the RTC and answer the questions that follow:
In other words, the Tiger King is dead. The manner of his death is a matter of extraordinary
interest. It can be revealed only at the end of the tale. The most fantastic aspect of his demise was
that as soon as he was born, astrologers had foretold that one day the Tiger King would actually
have to die. “The child will grow up to become the warrior of warriors, hero of heroes, champion of
champions. But...” they bit their lips and swallowed hard. When compelled to continue, the
astrologers came out with it. “This is a secret which should not be revealed at all. And yet we are
forced to speak out. The child born under this star will one day have to meet its death.”

i. Complete the sentence appropriately.

The author’s purpose in using foreshadowing, is to _______________.

ii In the given extract, what emotion were the astrologers feeling when they "bit their lips
and swallowed hard"?
A. Humiliation B. Disbelief C. Grief D. Unease
iii Which trait are the astrologers lauding when they say "warrior of warriors, hero of heroes,
champion of champions"?

iv How is the line, "the most fantastic aspect of his demise", an example of contrast?

II. List out the dramatic ironies employed by Kalki in The Tiger King and discuss them. (120-
150 words)

JOURNEY TO THE END OF THE EARTH

I. Read the RTC and answer the questions that follow:
Students on Ice, the programme I was working with on the Shokalskiy, aims to do exactly this by
taking high school students to the ends of the world and providing them with inspiring educational
opportunities which will help them foster a new understanding and respect for our planet. It’s
been in operation for six years now, headed by Canadian Geoff Green, who got tired of carting
celebrities and retired, rich, curiosity-seekers who could only ‘give’ back in a limited way. With
Students on Ice, he offers the future generation of policy-makers a life-changing experience at an
age when they’re ready to absorb, learn, and most importantly, act.

i. Complete the sentence appropriately, with reference to the extract. The writer refers to
the educational opportunities as ‘inspiring’ because ______

ii. Which of the following would NOT be ‘a life changing experience’?

A. Being given the lead role in a play. B. Going on an adventure trip.
C. Playing a video game. D. Meeting a great leader, you admire.
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iii. Select the most suitable title for the given extract.
A. Adventure with a Mission B. Adventure – The Spice of Life
C. The Wanderlust D. Students of the Future

iv. Why does the writer refer to ‘act’ as more important than ‘absorb’ or ‘learn’?
II. How does "Journey to the End of the Earth" captivate readers? (40-50 words)

MY MOTHER AT SIXTY-SIX
I. Read the RTC and answer the questions that follow:
…I looked again at her, wan, pale as a late winter’s moon
and felt that old familiar ache, my childhood’s fear,
but all I said was, see you soon, Amma,
all I did was smile and smile and smile......

i . What is the speaker's emotional state when looking at her mother?

A. Confused and disoriented B. Nostalgic and longing
C. Empathetic and understanding D. Fearful and apprehensive
ii What does the use of the word "but" at the beginning of the line, ‘ but all I said..’,
suggest ?

iii Select the word that WILL NOT complete the sentence appropriately. The description of
the mother as "wan, pale / as a late winter's moon" creates a vivid image of ________ .
A. vulnerability B. sensitivity C. frailty D. mortality

iv. State whether the given statement is TRUE or FALSE.

The poetic device used in the line, ‘pale as a winter’s moon’ is the same as the one used in the
line, ‘the winter wind wistfully wailed at night’.

v. What message do these lines highlight, in the context of familial relationships, and the
speaker’s sense of anxiety and fear at the prospect of losing her mother?

vi. Complete the sentence appropriately. The repetition of the word, ‘smile’ suggests that
_______________.

II. State the common issue faced by most of the aged in the current times, with reference to
the poem My Mother at Sixty-six. (40-50 words)

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KEEPING QUIET

I. Read the RTC and answer the questions that follow:

Perhaps the Earth can teach us
as when everything seems dead and later proves to be alive.
Now I’ll count up to twelve
and you keep quiet and I will go.

i. What can the Earth teach us?

ii. What remains alive when everything seems dead?
iii. Who is the poet? What does he want to do?
iv. What does the poet ask us to do

II. Give two reasons why, according to Pablo Neruda, is ‘keeping quiet’ essential to attaining
a better, more peaceful world. (40-50 words)

ACCOUNTANCY
 Project Work (CBSE)
Choose any two specific problems from the following regarding Financial statements. (Do
on A-4 Size Sheets):
a) Ratio Analysis
b) Segment Analysis
c) Cash Flow Statement

CBSE Assessment:
Allocation of Marks- 20 marks
(1) File 12 marks
(2) Viva 4 marks

BUSINESS STUDIES HOLIDAY HOMEWORK

Project One: Marketing Management

Number of pages 35-40
The aim of the project is to develop a clear understanding of Marketing Management / Principles of
Management among the students. Students are required to make a project on an identified product
as discussed in the class keeping the following points in mind:

1. Why have they selected the product?

2. Find out 5 competitive brands that exist in the market
3. Comparative study between the competitors and your product on the basis of U.S.P., Selling
Price (to wholesaler, retailer and consumer) along with profit percentage margin
4. What permission and licenses would be required to make the product?
5. Details of the product range
6. Name of the product
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7. Features of the product
8. Label and logo of your product
9. Tag line of the product
10. Packaging of the product
11. Channel of distribution to be used giving reasons
12. Transport means to be used
13. Warehousing requirements
14. Promotion techniques of your product
15. SWOT Analysis of the product
16. Social message of the product

On the basis of the work done by the students the project report should include
1. Type of product /service identified and the (consumer/industries) process involve there in.
2. Brand name and the product.
3. Range of the product.
4. Identification mark or logo.
5. Tagline.
6. Labeling and packaging.
7. Price of the product and basis of price fixation.
8. Selected channels of distribution and reasons thereof.
9. Decisions related to transportation and warehousing. State reasons.
10. Promotional techniques used and starting reasons for deciding the particular technique.

Project Two: Principles of Management

Number of pages 35-40
The students are required to visit any one of the following:
A departmental store, An Industrial unit, A fast food outlet, Any other organization approved by the
teacher.
They are required to observe the application of the general Principles of management advocated
by Fayol.
1. Division of work.
2. Unity of command
3. Unity of direction.
4. Scalar chain
5. Espirit de corps
6. Fair remuneration to all.
7. Order.
8. Equity.
9. Discipline
10. Subordination of individual interest to general interest.
11. Initiative.
12. Centralisation and decentralisation.
13. Stability of tenure.
14. Authority and Responsibility
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 OR
They may enquire into the application of scientific management techniques by F.W. Taylor in the
unit visited.

Scientific techniques of management.

1. Functional foremanship.
2. Standardisation and simplification of work.
3. Method study.
4. Motion Study.
5. Time Study.
6. Fatigue Study
7. Differential piece rate plan.

Project Three: Elements of Business Environment

The teachers should help the students in selecting any one element of the following:

1. Changes witnessed over the last few years on mode of packaging and its economic impact. The
teacher may guide the students to identify the following changes:
a) The changes in transportation of fruits and vegetables such as cardboard crates being used in
place of wooden crates, etc. Reasons for above changes.
b) Milk being supplied in glass bottles, later in plastic bags and now in tetra-pack and through
vending machines.
c) Plastic furniture [doors and stools] gaining preference over wooden furniture.
d) The origin of cardboard and the various stages of changes and growth.
e) Brown paper bags packing to recycled paper bags to plastic bags and cloth bags.
f) Re use of packaging [bottles, jars and tins] to attract customers for their products.
g) The concept of pyramid packaging for milk.
h) Cost being borne by the consumer/manufacturer.
i) Packaging used as means of advertisements.

2. The reasons behind changes in the following: Coca – Cola and Fanta in the seventies to Thums
up and Campa Cola in the eighties to Pepsi and Coke in nineties. The teacher may guide the
students to the times when India sold Coca Cola and Fanta which were being manufactured in
India by the foreign companies.

The students may be asked to enquire about

a) Reasons of stopping the manufacturing of the above mentioned drinks in India THEN.
b) The introduction of Thums up and Campa cola range.
c) Re entry of Coke and introduction of Pepsi in the Indian market.
d) Factors responsible for the change.
e) Other linkages with the above.
f) Leading brands and the company having the highest market share.
g) Different local brands venturing in the Indian market.
h) The rating of the above brands in the market.
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i) The survival and reasons of failure in competition with the international brands.
j) Other observations made by the students.

The teacher may develop the following on the above lines

3. Changing role of the women in the past 25 years relating to joint families, nuclear families,
women as a bread earner of the family, changes in the requirement trend of mixers, washing
machines, micro wave and standard of living.
4. The changes in the pattern of import and export of different Products.
5. The trend in the changing interest rates and their effect on savings.
6. A study on child labour laws, its implementation and consequences.
7. The state of ‘anti plastic campaign,’ the law, its effects and implementation.
8. The laws of mining /setting up of industries, rules and regulations, licences required for running
that business.
9. Social factors affecting acceptance and rejection of an identified product. (Dish washer, Atta
maker, etc)
10. What has the effect of change in environment on the types of goods and services? The
students can take examples like:
a) Washing machines, micro waves, mixers and grinder.
b) Need for crèche, day care centre for young and old.
c) Ready to eat food, eating food outside, and tiffin centres.
11. Change in the man-machine ratio with technological advances resulting in change of cost
structure.
12. Effect of changes in technological environment on the behaviour of employee.

Project Four: Stock Exchange

The purpose of this project is to teach school students the values of investing and utilising the
stock market. This project also teaches important lessons about the economy, mathematics and
financial responsibility. The basis of this project is to learn about the stock market while investing a
specified amount of fake money in certain stocks. Students then study the results and buy and sell
as they see fit. This project will also guide the students and provide them with the supplies
necessary to successfully monitor stock market trends and will teach students how to calculate
profit and loss on stock. The project work will enable the students to: understand the topics like
sources of business finance and capital market understand the concepts used in stock exchange
inculcate the habit of watching business channels, reading business journals/newspapers and
seeking information from their elders.
The students are expected to:
a) Develop a brief report on History of Stock Exchanges in India. (your country)
b) Prepare a list of at least 25 companies listed on a Stock Exchange.
c) To make an imaginary portfolio totalling a sum of Rs. 50,000 equally in any of the 5 companies
of their choice listed above over a period of twenty working days.
The students may be required to report the prices of the stocks on daily basis and present it
diagrammatically on the graph paper. They will understand the weekly holidays and the holidays
under the Negotiable Instruments Act. They will also come across with terms like closing prices,
opening prices, etc.
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 During this period of recording students are supposed to distinctively record the daily and
starting and closing prices of the week other days under the negotiable instrument act so that
they acquire knowledge about closing and opening prices. The students may conclude by
identifying the causes in the fluctuations of prices. Normally it would be related to the front page
news of the a business journal, for example,
 Change of seasons.
 Festivals.
 Spread of epidemic.
 Strikes and accidents Natural and human disasters.
 Political environment.
 Lack of faith in the government policies.
 Impact of changes in government policies for specific industry.
 International events.
 Contract and treaties at the international scene.
 Relations with the neighbouring countries.
 Crisis in developed countries, etc.

The students are expected to find the value of their investments and accordingly
rearrange their portfolio.
The project work should cover the following aspects;
1. Graphical presentation of the share prices of different companies on different dates.
2. Change in market value of shares due to change of seasons, festivals, natural and human
disasters.
3. Change in market value of shares due to change in political environment/ policies of
various countries/crisis in developed countries or any other reasons
4. Identify the top ten companies out of the 25 selected on the basis of their market value of
shares. It does not matter if they have made profits or losses.

ASSESSMENT
Allocation of Marks = 20 Marks
The marks will be allocated under the following heads:
1 Initiative, cooperativeness and participation 2 Mark
2 Creativity in presentation 2 Mark
3 Content, observation and research work 4 Marks
4 Analysis of situations 4 Marks
5 Viva 8 Marks
Total 20 Marks

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 MATHEMATICS

Section: Activity

Activity 1- To verify the relation R in the set L of all lines in a plane, defined by
R={(l,m) : l is perpendicular m} is symmetric but neither reflexive nor
transitive.
Activity 2 To demonstrate a function which is one to one but not onto.
Activity 3 To draw a graph of inverse (sinx) using the graph of sinx and demonstrate the
concept of mirror reflection (about y=x line).
Activity 4 To find analytically the limit of a function f(x) at x=c and also check the
continuity of the function at that point.
Activity 5 To understand the concept of decreasing and increasing functions.
Activity 6 To understand the concepts of local maxima, local minima and point of inflection
Activity 7 To measure the shortest distance between two skew lines and verify it analytically.
Activity 8 To explain the computation of conditional probability of a given event A when event B
has already occurred through an example of throwing a pair of dice.

Section : Questions

1. Determine whether the relation R defined on the set R of all real numbers as
R ={ (a ,b) : a,b ∈ R and a – b + √3 ∈ S where S, is the set of all irrational numbers} is reflexive,
symmetric, and transitive.
2. Prove that the relation R in the set A = {5, 6, 7, 8, 9} given by R = { a, b) : |a – b | is divisible by
2} is
an equivalence relation.
3. If A = {a, b} and B = {1,3,5}, then write the number of one-one functions from A to B.
4. If A = {1, 2, 3, 4 } and B = { -1, 3}, then write the number of onto functions from A to B.
5. Find dy/dx, if y= sin-1( x√1 + 𝑥 - √𝑥√1 − 𝑥 2 ).
3𝑥+4√1−𝑥 2
6. Differentiate f(x) w.r.t. x when f(x)= cos-1( ).
5
2𝑥+1 .3𝑥
7. Differentiate w.r.t. x when f(x)= sin-1( 1+(36)𝑥 .)
𝑥
8. Differentiate w.r.t. x when f(x)= 𝑥 𝑥 .
log 𝑥
9. If xy= ex-y, prove that dy/dx= (𝑙𝑜𝑔𝑥𝑒)2 .
𝑥…∞ 𝑦2
10. If y= 𝑥 𝑥 , prove that dy/dx= 𝑥(1−𝑦 𝑙𝑜𝑔𝑥) .

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 PSYCHOLOGY
Case Study

An exploratory case study is to be conducted on a participant of your choice (between the age 16
to 17 years). Being a case study, you are required to gain in-depth knowledge about your
participant which requires you to find out the background information and developmental history of
the participant.

Followed by which interviews have to be conducted (based on the questions previously shared)
and psychological tests have to be administered (as per your syllabus) on your participant. While
writing the case study, you must reflect on the causes to draw some preliminary conclusions.

Please ensure:
- Rapport formation must be done effectively
- The case study should be handwritten
- Use A4 size single side ruled sheets
- Make a creative cover page (handmade or digital) - how do you see psychology as a discipline
- Conduct interviews and form rapport with non judgmental attitude

2. Art Integration Project

Create an Art Project (Brochure/Poster/Painting/Comic Strip/Photography) on any one of the

following given topics:

 Psychological Disorders (Any one of your Choice)

 Alternatives to Therapy Sessions - What do you Consider as therapy other than going to a
therapist?

INFORMATION TECHNOLOGY

Complete the Practical file work for My SQL assignments as directed in the class.

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 LEGAL STUDIES
The student is required to do a project on ‘Understanding Case Laws’
The student is required to select any 3 decided cases related to the curriculum where one must be
CIVIL in nature, one CRIMINAL and one CONSTITUTIONAL in character.
The research on the cases must include the following points:
Name of the case
Parties to the case
Citation to the case
Bench
Nature of the case (Civil, Criminal or Constitutional)
Facts of the case and issues involved
Decision of the case including Ratio Decidendi and Obiter Dicta.
Project should be of 20-25 pages only
.RUBRICS FOR ASSESSMENT
1. Preparation and presentation of file - 3 marks
2. Research work - 5 marks
3. Understanding and application of legal concept - 2 marks
4. Viva - 10 marks
Total 20 marks

Last date for the submission of the Project is 2nd July 2024.
For further detail kindly refer CBSE SYLLABUS 2024-25.

YOGA
File work:
1) Draw and write all steps of SURYA NAMASKAR along with benefits & precautions.
2) SHATKARMA: Expalin any three along with their benefits.
3) ASANAS : Explain and draw any eight asanas with their benefits and precautions.
4) YOGIC DIET : Explain SATTVIC, TAMSIC, & RAJSIC DIET.

PROJECT WORK :

Write the Yogic management of any one lifestyle diseases.

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 ECONOMICS XII

Complete the CBSE Economics Project Work with respect to the following aspects:
(a) Selection of the topic
(b) Setting up the specific and general objectives of the project work.
(c) Deciding the appropriate methodology on the basis of the selected objectives.
(d) Research on the topic selected
(e) Topic has already been assigned to each student.

Class XII
• Micro and Small Scale Industries • Food Supply Channel in India
• Contemporary Employment situation in India • Disinvestment policy of the government
• Goods and Services Tax Act and its Impact • Health Expenditure (of any state)
on GDP
• Human Development Index • Inclusive Growth Strategy
• Self-help group • Trends in Credit availability in India
• Monetary Policy Committee and its functions • Role of RBI in Control of Credit
• Government Budget & its Components • Trends in budgetary condition of India
• Exchange Rate determination – Methods • Currency War – reasons and repercussions
and Techniques
• Livestock – Backbone of Rural India • Alternate fuel – types and importance
• Sarva Shiksha Abhiyan – Cost Ratio • Golden Quadrilateral- Cost ratio benefit
Benefits
• Minimum Support Prices • Relation between Stock Price Index and
Economic Health of a Nation
• Waste Management in India – Need of the • Minimum Wage Rate – Approach and
hour Application
• Digital India- Step towards the future • Rain Water Harvesting – A solution to water
crisis
• Vertical Farming – An alternate way • Silk Route- Revival of the past
• Make in India – The way ahead • Bumper Production- Boon or Bane for the
farmer
• Rise of Concrete Jungle- Trend Analysis • Organic Farming – Back to the Nature
• Aatmanirbhar Bharat • e-Rupee (e- ₹)
• Sri Lanka’s Economic Crisis • Sustainable Development Goals (SDG’s)
• Environmental Crisis • Comparative Study of Economies (Maximum
three economies)
• New Education Policy (NEP) 2020: A • G-20: Inclusive and Action Oriented
Promise for a New Education System
• Amrit Kaal: Empowered and Inclusive • Cashless Economy
Economy
• Any other newspaper article and its • Any other topic
evaluation on basis of economic principles

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 APPLIED ART HOLIDAY HOMEWORK

1. THEORY- Revise unit-1 Rajasthani and Pahari Miniature school of Miniature painting
2. Unit-2 Mughal School of Miniature Painting
3. Practical- 1) Prepare 2 Sheets on Human Composition (3-4 human figures)on A-2 Size sheet
using any colour medium.
4. Topics- Railway station scene, Vegetable seller, shopping Mall, craft Mela, etc.
5. Prepare 2 sheets 0n Folk art of India on A-2 size sheet using any colour medium.
6. Topics- Warli, Madhubani, Thungka, Gond, Kalighat, etc.
7. Prepare 2 Sheets of your choice on A2 Size sheet using any colour medium like Spatula
8. painting, Mandala, landscape with water colours, etc

PHYSICAL EDUCATION

MAKING OF BOARD PRACTICAL FILE : (As per CBSE guidelines)

1) Physical Fitness Test:

SAI Khelo India Test, Brockport Physical Fitness Test (BPFT)
2) Proficiency in Games and Sports (Skill of any one IOA recognized Sport/Game of Choice)
3) YOGIC PRACTICES
Procedure for Asanas, Benefits & Contraindication for any two Asanas for each lifestyle disease.

NOTE : Detail content of practical will be pre hand shared with the students in class .

FASHION STUDIES
Theory
Revise Unit – 1, History of Fashion.
Practicals
* Total 10 sheets.
* Each practical to be prepared on an A3 sheet.
* Each practical to carry a write-up associated with the work.
* Level of work to be aimed for Board submission.

List:

1. Use visual reference (sketches or picture cut-outs) to analyse ancient draped garments.
2. Analyse the impact of Industrial Revolution during the British Raj in India.(Sketches or picture
cut-outs)
3. Identify the cultural context of body adornment and its continuation in contemporary society.
(Sketches or picture cut-outs)
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4. Sustainable Fashion : Re-do/create/accessorise a garment for a 34” torso, using best out of
waste. Take a coloured print out of the photograph of your work and paste in the file. Retain
garment for submission.
5. Stencil Printing technique to create design patterns/motifs. Attach the stencil cut-out as well as
the final sheet. (made by toothbrush/ foam/ cotton dabbing/brush painting etc.)
6. Design products with self-generated prints inspired from nature. Attach coloured print-out of
product with its inspiration, mood and methodology. Retain product for finals. (Example:
coasters, mobile cover, diary cover, lampshade etc.)
7. Demonstrate creative exploration of patterns created by using food products for dyeing process
on a piece of fabric.
8. Develop print designs (2D) inspired from animal skin by innovative use of materials. (Example:
jewellery, footwear, purse, skirt, etc.)
9. Make a creative index.
10. Make an interesting cover page for your file.

EARLY CHILDHOOD CARE AND EDUCATION

Early childhood is the key to the betterment of society.’ by Maria Montessori.

Art Integration Project:

1. Make a poster on an A3 size sheet and write a slogan on Inclusivity.

2. Make a presentation on the philosophy of Sri Aurobindo Ghosh. Shri Aurobindo believed that
physical development is mandatory for mental development. Keeping this in mind, design 3
activities that encourage physical development at an early childhood stage.

3. Make a presentation on Theories of Language development and language developmental

delay. Also, Prepare checklists of language development milestones for the age group 4-5
years and 5-6 years.

Case study:

Selecting a Case: Choose a relevant and engaging case study (age group 4-8 years) that aligns
with the curriculum objectives and learning outcomes.

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Case Study Format: Structure the case study with clear sections, including an introduction,
background information, observations, analysis, and conclusions.

Introduction: Provide a brief overview of the case study's context along with relevant background
information.

Background Information: Detail the relevant information about the child or situation under study.
Include age, developmental stage, family background, any known challenges or strengths, and any
pertinent historical information.

Observations: Document detailed observations of the child's behaviour using development

checklists, interactions, and learning experiences.

Analysis: Analyze the observations by applying relevant theories, concepts, and principles from
ECCE. Consider factors such as developmental milestones, socio-emotional development, learning
styles and cultural influences.

Recommendations: Provide practical recommendations or strategies based on your analysis to

address any challenges or enhance the child's learning and development. These could include
parent involvement strategies, or referrals to specialized services.

Conclusion: Summarize the key findings and insights gained from the case study. Reflect on the
implications for practice and the broader field of early childhood education.

General instructions:

● Make a creative cover page.

● It has to be done on A4 size ruled sheets.
● The Case study should be handwritten.
Theory:
● Complete and paste all the worksheets related to Unit 1 and 2 in your ECCE register.

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