The HDFC School, Sector 57, Sushant Lok III, Gurgaon

Dear Parents,

Greetings!

Summer break is not just a time for relaxation, but also a golden opportunity for students to explore
new interests, enhance their skills, and embark on exciting learning adventures. Whether it's through
reading books, engaging in creative projects, or participating in educational activities, there are
countless ways for your child to continue their journey of discovery during the break.

To support this journey, we have carefully designed creative projects and assignments that will keep
your child intellectually stimulated and engaged throughout the summer. These assignments are not just
about academic reinforcement; they are also about fostering curiosity, creativity, and a love for learning.
We encourage you to support and guide your child as they work on these assignments, providing
encouragement and assistance where needed.

Moreover, I encourage you to make the most of the summer break by spending quality time with your
child and engaging in meaningful activities together. Whether it's going on nature walks, visiting
museums, or simply having conversations about interesting topics, these moments of shared
experiences will create lasting memories and strengthen your bond as a family.

While technology can be a valuable tool for learning, it's important to set limits on screen time during
the summer break. Encourage outdoor play, creative activities, and face-to-face interactions to balance
out screen time and promote healthy habits. Encourage your child to take on age-appropriate
responsibilities and tasks around the house. Whether it's helping with chores, cooking meals, or
managing their own schedules, fostering independence builds confidence and life skills.

As always, our school office and library will remain open during the summer break, except on Saturdays
and Sundays. Feel free to contact us if you have any questions, concerns, or need assistance. Please note
that the summer break begins on Saturday, 25th May, and the school will reopen on Wednesday, 3rd
July. Thank you for your continued support and cooperation. Together, let's make this summer break a
time of growth, exploration, and joyful learning for our children.

Best Wishes

Anita Makkar

Education Leader & Principal

 ENGLISH
Dear students,

This summer break, you have a great opportunity to engage deeply with literature, language, and
culture while developing research, critical thinking, and creative expression skills.

YOU CAN WORK ON ANY ONE PROJECT OF YOUR CHOICE.

1. Film Adaptation Comparison: Select a book that has been adapted into a film. Compare and
contrast the book and the film adaptation, analyzing how each medium conveys themes,
characters, and plot elements differently.

2. Digital Storytelling: Create a digital storytelling project using multimedia elements such as
videos, audio recordings, and images. You could adapt a literary work/Show into a multimedia
format, explore a theme through a series of multimedia vignettes, or produce a documentary-
style project about an author or literary movement.

Here are a few examples of books that have been adapted into films, along with potential points of
comparison for a film adaptation comparison project:

"To Kill a Mockingbird" by Harper Lee: Harper Lee's Pulitzer Prize-winning novel explores themes of
racial injustice and moral growth through the eyes of young Scout Finch in 1930s Alabama. The 1962
film adaptation, directed by Robert Mulligan and starring Gregory Peck as Atticus Finch, condenses and
simplifies some plot elements while maintaining the central themes of the novel.

"The Lord of the Rings" by J.R.R. Tolkien: Tolkien's epic fantasy trilogy follows the journey of Frodo
Baggins to destroy the One Ring and defeat the Dark Lord Sauron in the land of Middle-earth. Directed
by Peter Jackson, the film adaptation condenses and streamlines the complex narrative of the novels
while incorporating stunning visual effects and expansive world-building.

"Harry Potter" series by J.K. Rowling: Rowling's seven-book series follows the magical adventures of
young wizard Harry Potter and his friends at Hogwarts School of Witchcraft and Wizardry. The film
adaptations, directed by various filmmakers including Chris Columbus, Alfonso Cuarón, and David Yates,
capture the essence of the books while making necessary omissions and changes to fit the cinematic
medium.

"Pride and Prejudice" by Jane Austen: Austen's romantic novel follows the Bennet sisters as they
navigate love, marriage, and societal expectations in early 19th-century England. There have been
numerous film and television adaptations of Pride and Prejudice, including the 1995 BBC miniseries
starring Colin Firth and the 2005 film directed by Joe Wright. A comparison could examine how each
adaptation captures the wit, romance, and social commentary of Austen's novel.

All the Light We Cannot See

"All the Light We Cannot See" is a novel by Anthony Doerr, set during World War II, focusing on the lives
of a blind French girl and a German boy whose paths eventually cross.
Anne of Green Gables : "Anne with an E" is a television series based on the classic novel "Anne of Green
Gables" by Lucy Maud Montgomery, following the adventures of Anne Shirley, an imaginative and
spirited orphan. While both explore themes of resilience and identity, they differ vastly in setting, tone,
and narrative focus.

For a project comparing book-to-film adaptations, you should analyze differences in character
development, narrative structure, visual imagery, and thematic emphasis between the original text and
its cinematic interpretation. You could also explore how changes made in the adaptation process affect
the overall meaning and impact of the story

 Make your project using digital tools and upload it to the specified OneDrive folder of your
class by 27 June 2024.
 The Link is as follows: CLASS X-Summer Holiday Homework-2024_25
 Your project should be your own creation. Avoid plagiarism or using pre-made content
without proper credit.

Suggested Books :

1. To Kill a Mockingbird by Harper Lee

2. Lord of the Flies by William Golding

3. Of Mice and Men by John Steinbeck

4. The Great Gatsby by F. Scott Fitzgerald

5. Animal Farm by George Orwell

6. 1984 by George Orwell

7. The Adventures of Huckleberry Finn by Mark Twain

8. Frankenstein by Mary Shelley

Suggested Articles/ Essays/Short Stories :

1. Politics and the English Language by George Orwell

2. Shooting an Elephant by George Orwell

3. The Gettysburg Address by Abraham Lincoln

4. The Danger of a Single Story by Chimamanda Ngozi Adichie

Suggested Shows
-The Social Dilemma

- Elephant Whisperers

- Our Living World/ Life on Our Planet

II. Design an e-travel brochure/ itinerary of Manipur. The work should be uploaded in your class folder
in the following one drive link.

Travel Brochure Itinerary-Class X-2024_25

This project is compulsory for all students.

 ी मावकाश गृहकाय
क ा-दसवीं
वषय- हं द

https://www.hindikahani.hindi-kavita.com/Mehnat-Ki-Kamai-
Manipur-Lok-Katha.php

1.

 व ाथ दए गए िलंक क सहायता से अपनी िच क एक लोककथा को

पढ़गे|
 उस कथा को नवीना मक लघु कथा के ा प म िलखगे; िच तथा संवाद
का योग करना अपे त है |
 कथा ह त िल खत तथा अ रश: नकल नह ं होनी चा हए |
 कथा म जस पा से आप सबसे अिधक भा वत ह उसका वगत
(monologue) क तुित क ा म होगी |

2.

म णपुर रा य के रोचक पयटक- थल, पारं प रक वेश-भूषा , वा द पकवान , पव-

यौहार , ाकृ ितक स दय को दशाता हुआ ‘या ा ववरण’ (travelogue) बनाइए।
 यह या ा ववरण ह त-िनिमत तथा भाषा क शु ता-मानकता अिनवाय है |
 िच , रं ग आ द के मा यम या ा ववरण को आकषक बनाएँ
 FRENCH
Project based Holiday Homework:

‘’Deep down, every good teacher knows the impact and importance of
education. It isn’t just about learning reading, writing and arithmetic at school.
Instead, formal education is about gaining the knowledge and the skills needed
to become a better person and create a better society to live in.’'
 L’education système
en France et en Inde

-Students will be preparing a GEO or a

Diagram showing the difference between
the education system of France and India.
-Following below points should be clearly
mention in GEO which are as follows:
=age according to each level
=specific demarcation of each level in both
the countries.
 Rezept auf Deutsch

It’s about flavor, taste, traditions and culture. It’s something that connects us to
family, friends or the places we visit. So if you really want to improve your German
language skills, it’s time to sit down to write a recipe in German to master the
vocabulary of the kitchen and learn to articulate the nuances of flavor and
technique with clarity and precision.
 Choose a recipe: Select a recipe for a dish you enjoy cooking or baking. It could
be a traditional recipe from your culture, a favorite dessert, or a dish you've
always wanted to try.
 Translate the recipe: Translate the entire recipe into German. Make sure to
accurately describe each ingredient and step in the cooking process.
 Include measurements: Convert any measurements (such as cups, teaspoons,
ounces) into the appropriate metric units used in German cooking (grams,
milliliters, etc.).
 Write the recipe neatly in A4 size sheet, making sure it's easy to read and follow.
Include headings for each section, such as "Zutaten" (Ingredients) and
"Anleitung" (Instructions).
 Ensure that the instructions flow logically and are easy to understand.
 Paste or draw the pictures related to your recipe.
 Creativity and Originality of ideas will be appreciated.
  Art-Integrated Activity:
1. Make a PowerPoint presentation depicting comparison of the following data of the state
of ‘MANIPUR’ & ‘HARYANA’: male and female ratio, percentage of population based on
religion , literacy rate of men and women, percentage of people speaking different local
languages. Use infographics such as bar graph, pie charts, histogram etc.

2. Mind Map: Create a mind map on any topic of Mathematics – Grade X.

Assignment
Topic – Quadratic Equations
1. The roots of the equation ax2 + bx + c = 0 will be reciprocal of each other if
(a) a = b (b) b = c (c) c = a (d) none of these

2. If the equation 9x2 + 6kx + 4 = 0 has equal roots then k = ?

(a) 2 or 0 (b) –2 or 0 (c) 2 or –2 (d) 0 only

3. The roots of ax2 + bx + c = 0, a≠ 0 are real and unequal, if

(a) b2> 4ac (b) b2= 4ac (c) b2< 4ac (d) none of these

4. In the equation ax2 + bx + c = 0, a≠ 0 it is given that < 4. Then, the roots of the equation
are
(a) real and equal (b) real and unequal (c) imaginary (d) none of these

5. The roots of the equation 2x2  6x + 7 = 0 are

(a) real, unequal, and rational (b) real, unequal, and irrational (c) real and equal (d)
imaginary

6. If the roots of 5x2  kx + 1 = 0 are real and distinct then

(a) 2√5 < k < 2√5 (b) k >2√5 only (c) k<√5 only (d) either k >2√5 or k< 2
√5

7. If the equation x2  kx + 1 = 0 has no real roots then

(a) k < -2 (b) k >2 (c) -2< k< 2 (d) none of these

8. Values of k for which the quadratic equation 2x – kx + k = 0 has equal roots is

(a) 0 only (b) 4 (c) 8 only (d) 0, 8
 SUBJECTIVE QUESTIONS

1. If the roots of the equation (b − c)x + (c − a)x + (a − b) = 0 are equal, then prove that
2b = a + c.

2. Find the values of k for which the quadratic equation (3k + 1)x + 2(k + 1)x + 1 = 0 has
real and equal roots. Also, find these roots.

3. If –2 is a root of the equation 3x2 + 7x + p = 0, find the value of k so that the roots of the
equation
x2 + k(4x + k  1) + p = 0 are equal.

4. Determine the positive value of p for which the equations x2 + 2px + 64 = 0 and x2  8x + 2p
= 0 will both have real roots.

5. If the roots of the equation (a + b )x − 2(ac + bd)x + (c + d ) = 0 are equal, prove

that = .

6. If the roots of the equations ax + 2bx + c = 0 and bx − 2√acx + b = 0 are

simultaneously real, then prove that b = ac.

7. If ad ≠ bc then prove that the equation

(a2  b2)x2  2(ac  bd)x  (c2  d2)  0 has no real roots.

8. If the equation (1 + m )x + 2mcx + (c − a ) = 0 has equal roots, prove that c =

a (1 + m ).

9. If p and q are real and p ≠ q, then show that the roots of the equation
(p − q)x + 5(p + q)x − 2(p − q) = 0 are real and unequal.

10. If the roots of the equation (c − ab)x − 2(a − bc)x + b − ac = 0 are equal, prove
that either a=0 or a +b + c = 3abc.

11. Show that the equation 2(a + b )x + 2(a + b)x + 1 = 0 has no real roots, when a≠ b.

12. Prove that both the roots of the equation (x − a)(x − b) + (x − b)(x − c) +
(x − c)(x − a) = 0 are real but they are equal only when a = b = c.

13. If a, b, and c are real numbers such that ac≠0, then show that at least one of the equations
ax + bx + c = 0 and − ax + bx + c = 0 has real roots.

14. Solve by Factorization:

(i) − = , x ≠ −1, . (ii) 3 −2 = 5, x ≠ , − .
(iii) 3 −4 = 11, x ≠ , − .

15. Solve by Quadratic formula:

(i) abx + (b − ac)x − bc = 0.
(ii) 3a x + 8abx + 4b = 0, a ≠ 0
(iii) a b x − (4b − 3a )x − 12a b = 0, a ≠ 0, b ≠ 0

Topic - Triangles
OBJECTIVE QUESTIONS

1. In ΔDEW, AB || EW if AD = 4 cm, DE = 12cm and DW = 24 cm then the value

of DB is

(a)8 cm (b)4 cm (c)6 cm (d)12 cm.

2. ΔABC~ΔDEF, if DE = 2AB and BC = 3cm then EF is equal to

(a)3 cm (b)1.5 cm (c)6 cm (d)9 cm

3. In the figure given below, if AB∥QR, then length of PB is

(a)2 cm (b)4 cm (c)4.5 cm (d)9 cm

4. If in two triangles ∆ABC and ∆DEF, AB/DF=BC/FE=CA/ED, then

(a) ∆ABC ~ ∆DEF (b) ∆ABC ~ ∆EDF (c) ∆ABC ~ ∆EFD (d) ∆ABC ~ ∆DFE

5. In ∆ABC, DE || BC. If AD = x, DB = x-5, AE = x+5 and EC = x-2, then the value of x is………

SUBJECTIVE QUESTIONS
1. If one of the diagonals of trapezium divides the other diagonal in the ratio 1:3. Prove
that one of the parallel sides is three times the other.
2. In a triangle ABC, D and E are two points on AB such that AD=BE. If DP||BC and
EQ||AC, prove that PQ||AB.

3. If the diagonal BD of a quadrilateral ABCD bisects both  B and  D, prove that

=
4. In the figure DEFG is a square and  BAC=90. Prove that
(i)  AGF~  DBG (ii)  AGF~  EFC
(iii)  DBG~  EFC (iv)DE2=BD x EC

5. In Figure, ∠ACB = 90⁰ and CD ⊥ AB, prove that CD2 = BD × AD.

6. In the above figure, OA.OB= OC.OD. Show that ∠A=∠C and ∠B=∠D.

7. A girl of height 90 cm is walking away from the base of a lamp-post at a speed of 1.2
m/s. If the lamp is 3.6 m above the ground, find the length of her shadow after 4
seconds.
8. CM and RN are respectively the medians of ∆ ABC and ∆ PQR. If ∆ ABC ~ ∆ PQR, prove
that : (i) ∆AMC~∆PNR (ii) CM/RN = AB/PQ
9. Through the midpoint M of the side CD of a parallelogram ABCD, the line BM is drawn,
intersecting AC in L and AD produced in E. Prove that EL  2BL.
10. In the given figure, PA, QB, RC each is perpendicular to AC such that PAx, RCy, QBz,
ABa and BC  b. Prove that + = .
 11. If a line intersects sides AB and AC of a ∆ ABC at D and E respectively and is parallel to
BC, prove that AD/AB = AE/AC.

12. Two chords AB and CD of a circle intersect at a point P outside the circle. Prove that
(a) ∆ PAC ~ ∆ PDB (b) PA · PB  PC · PD

13. Two chords AB and CD intersect each other at the point P. Prove that:
(i) ∆APC~∆DPB (ii) AP.PB=CP.DP

14. PS is the bisector of ∠QPR of ∆PQR. Prove that QS/SR = PQ/PR.

15. D is a point on side BC of ∆ABC such that BD/CD = AB/AC. Prove that AD is the bisector
of ∠ BAC.

 Attempt the following activities in Math Lab practical file:

1. To draw the graph of a quadratic polynomial and observe, following:
(i) The shape of the curve when the coefficient of 𝑥2 is positive.
(ii) The shape of the curve when the coefficient of 𝑥2 is negative.
(iii) Its number of zeroes.
2. To verify the basic proportionality theorem by using triangle cut outs.
3. To verify the conditions of consistency/ inconsistency for a pair of linear equations in two
variables by graphical method.
4. To verify Pythagoras theorem.
 Physics
PROJECT WORK
 Prepare a project report on the topic given below:
Instructions:
 The project will be done individually by the students.
 Students will be presenting their project report in the classroom after the
vacation.
 Students have to click at least 10 photographs while working on the project.

AIM: Using a Laser to Measure the Speed of Light in Glycerine/Clear liquid.

Objective

The objective of this science project is to measure the speed of light in glycerine by using an
inexpensive laser such as a laser pointer or a laser level.

Introduction

The law of refraction, which is also known as Snell's law, actually applies to everyday life. For
example, before you answer the door and see your friend's face through the window, you see
light that is refracted through the glass. Snell's law compactly describes what happens to
the trajectory of a beam of light as it passes from one medium, such as air, to another, such as
glass. As you apply Snell's law and the definition of index of refraction in this science project,
you will be able to measure the speed of light in glycerine. The beauty of this science project
also lies in how you can verify one of the most basic laws of optics, experimentally, by using
readily available and inexpensive materials.

Snell's law is expressed as the following equation (see Figure 1 below for an illustration of the
variables):

Equation 1:

 θ1 is the angle between the incident light beam and the surface normal
 θ2 is the angle between the departing light beam and the surface normal
 v1 is the speed of light in the first material (in this project, air)
 v2 is the speed of light in the second material (in this project, glycerine)
 n1 is the index of refraction of the first material (in this project, air)
 n2 is the index of refraction of the second material (in this project, glycerine)
Figure 1. Definitions of the variables used in Snell's law. An incident light beam approaches the
interface between two materials at angle θ1 to the normal. It passes through the interface and
is refracted to angle θ1 to the normal. The first material has an index of refraction n1 and the
speed of light in the material is v1. The second material has an index of refraction n2 and the
speed of light in the material is v2.

Terms and Concepts

 Law of refraction (also called Snell's law)

 Trajectory
 Index of refraction
 Incident object

Materials and Equipment

 A device that produces a visible laser beam, such as a laser pointer or a laser.
 A mounting device on which the laser device rests that can easily indicate where the
beam is pointed (it will be difficult to actually see the laser beam passing through air so
use incense stick to see the path in air.)
 A protractor or a homemade protractor that can easily indicate the angle of refraction
inside the glycerine
 Glycerine, a clear or a light/transparent color would generally work best
Experimental Procedure

Below is an outline of one of the ways of carrying out the experiment; again, there are multiple
variations and areas where you can insert your own creativity (see below):
1. First, come up with your own experimental setup. In addition to understanding the
theory behind the experiment, this project calls for much experimental design creativity
and hand-on "playing time." Please think about how one would measure the angle of
incidence of a laser passing through the glycerine, with reference to the normal (the line
that is perpendicular to the surface of the medium). Also, please consider how one
could precisely direct the laser beam from the laser pointer (or laser level) at a pre-
determined "entry point." What type of mounting structure would you come up with?
For example, the photo below (using a tub of liquid instead of glycerine) represents a clever
setup. The laser beam was originally along the line between the tiles on the countertop (you
could also use graph paper). You can see a bit of the beam exiting the laser in the center of the
circle and you can see the entry point of the laser in the plastic container. These two points
show the original path of the beam, and you can easily connect the points to create the original
trajectory (note that the normal, which is not shown, is the line that runs perpendicular to the
side of the plastic container that gets hit by the laser). Thus, we can accurately measure the
angle here.

Figure 2. One possible setup for the experiment, using a plastic container of clear liquid instead
of glycerine.
2. Make your glycerine according to the directions on the box. Remove the glycerine from
the container when it has set.
a. Note: Try to make the glycerine in a square container (like the container shown
in the photo above). If a square container is not available, use a large container
and cut the glycerine in a square or "box" shape with edges that are clean and
 vertical. Slanted and uneven edges may cause disruption of the laser beam, so it
is important that the form of the glycerine be correct.
b. Note: The glycerine can be deformed if you are not careful when removing it
from the container—or deformed by the tools you use to remove it. One way to
remove the glycerine from the container is to set the container in hot water and
let it float on the surface for a bit. This softens the edges of the glycerine inside
the container, allowing you to turn the container upside-down to release the
glycerine. Having the glycerine out of the container gives a clean optical
interface, but glycerine may not stay straight once it is out of the mold. If the
sides bulge significantly, the angles will be distorted.
3. Mount the laser pointer on a pre-made device that will indicate where the beam is going
and what the angle of incidence is (recall that it will be difficult to actually see the laser
beam passing through air).
a. Note: It is important that the laser beam be perpendicular to the surface for
proper refraction results.
4. Fix the laser device and record the angle of incidence with respect to the normal.
5. Shine the laser through the glycerine (you may need another person to help out by
holding down the button if you use a simple laser pointer) and measure the angle of
refraction inside the glycerine.
a. Note: Measuring the angle from the normal can be tricky. One must remember
that if one looks directly into a refracting medium, i.e. perpendicular to the
surface, the angles are accurate, but if one looks off the normal, the angles are
distorted. For example, a straight stick thrust into water looks broken at the
surface. Therefore, it is important to set up the angle measuring device properly
so accurate readings can be obtained.
6. Find the speed of light in glycerine: First use Snell's law (refer to the Background tab) to
calculate the index of refraction of the glycerine and then apply the definition of index
of refraction to find the speed of light in the medium.

Variations

There are many areas of this project where one can use his/her own creativity:

 Laser mounting device. Make your own device to ensure that the laser beam precisely
enters the glycerine at the pre-determined entry point.
  Measuring scheme for the angle of refraction. Design your own scheme to measure the
angle of refraction inside the glycerine. For example, where would you place a custom-
made protractor to indicate the angle of refraction with respect to the normal?
 Faster or slower glycerine. Attempt to change the index of refraction of the glycerine
and create "faster" or "slower" media. For example, what happens when one dissolves
various amounts of sugar in a well-mixed glycerine solution? Does the index of
refraction of the glycerine change? Consequently, how does the speed of light in
glycerine change? Note that one can represent the concentration of the sugar-glycerine
solution by doing a one-step percent composition by mass calculation, which is basically
the mass of the solute divided by the mass of the solution (mass of solute plus mass of
solvent), multiplied by 100.

For example: Determine the percent composition by mass of a 100 g salt solution which
contains 20 g salt
Solution: 20 g NaCl / 100 g solution x 100 = 20% NaCl solution

From the table shown below, we see that the index of refraction for a 30% sugar
solution is 1.38 while for an 80% solution, is 1.49. Can you verify a positively-correlated
trend for sugar?

*****************************************************************************
 Chemistry
RESEARCH WORK
 Prepare a research report on the topics given below:
Instructions:
 Group wise topics are given below.
 Prepare a research report with relevant data and figures as directed
and it should be made on A4 size coloured sheets with pictures and
detailed information about the topic.
 The report will be prepared individually by the students.
 Students will be presenting their report in the classroom after the
vacation.

Group 1:

Task 1: Roll of acids and bases

in our life
1. Research about the
acidic and basic nature of
various house hold
products and calculation
of their pH.
2. How does the pH of
these products determine their
properties and their uses?
Group 2:

Task 2: Rusting of iron

Research on the phenomena of

rusting of iron , its causes and its
prevention methods other than
Galvanization, painting and
oiling.
Group 3:

Task 3: Chemical reactions in cooking

1. Reseach on various reactions
occuring in cooking of various
foods.
2. Identify the types of those
reactions.
3. Find out other ways and reactions
by which can cook food without
consuming too much energy.
 Biology

Assignment:
Survey and Research on the Global Impact of Respiratory Diseases.
Based on this research and survey you have to organize a seminar in the school (when it will
reopen in campus) on the occasion of World Lung Day (WLD), September 25.
This is to raise awareness among the people about to protect their lungs by being physically
active, stop smoking, reducing air pollution and getting vaccinated.

Task-1
‘Respiratory diseases impose an immense worldwide health burden”.
Find out the five most common respiratory diseases which are the causes of severe illness
and death worldwide. Paste pictures and fill the necessary information in a table.
Format is given below:
S.No Respiratory disease Scope of the Prevention Treatment Control and
(Name) disease Elimination

Note:
Source of Information for the Assignment:
 It can be a Newspaper clipping, an article from a magazine or an Internet.
You have to write the reference of source of information you will use for your assignment.
Why Reference?
When you are writing an essay, report or any other form of academic writing, your own
thoughts and ideas inevitably build on those of other writers, researchers or teachers. It is
essential that you acknowledge your debt to the sources of data, research and ideas on which
you have drawn by including references to, and full details of, these sources in your work.
Referencing your work allows the reader:

1. To distinguish your own ideas and findings from those you have drawn from the work of
others.
To follow up in more detail the ideas or facts that you have referred to

Task-2
Draw and design a catchy caption for World Lung Day- 2024.

Click a picture of it and paste it at the bottom of your Assignment.

 SOCIAL SCIENCE

A. Name of Activity – Project Work (Compulsory component according to CBSE norms)

Learning Objectives
The overall objective of the project work is to help students gain an insight and pragmatic
understanding of the theme and see all the Social Science disciplines from an interdisciplinary
perspective.

Methodology: The students are required to thoroughly research the topic through various
websites preferably not Wikipedia and frame the draft of the project in your own words. Choose
any one theme out of the following:

1. Consumer Awareness
The students need to gather information under the following heads
A. Who is a consumer?
B. Consumer exploitation
C. Forms of Consumer exploitation- Example of medicines, food products, appliances
etc.
D. Consumer Movement
E. Rights of a consumer
F. Consumer awareness
G. Ways to become well informed customers
H. Consumer responsibilities
I. Jago Grahak Jago campaign
J. Consumer Helpline
K. Steps taken by the government
L. Role of Consumer Courts
M. Consumer Rights Day and its significance

2. Social Issues
The students need to gather information on the following social issues.
A. Social Hierarchy and Inequality
B. Civil Rights of Children
C. Problem of Refugees
D. Orphaned and Abandoned children
E. Violence against Women
F. Fighting Racism against Oppressed Classes
G. Drugs and Alcohol Abuse
 H. Communalism
I. LQBTQ Community and their rights

Research your topic using the following sub-headings. But, remember, these are only
suggestive. You may add information.

A. Definition and concept

B. Causes
C. Types
D. Impact
E. Legal and Constitutional safeguards
F. Prevention efforts by society
G. Statistics where required.

3. Sustainable Development

Research your topic using the following sub-headings. But, remember, these are only
suggestive. You may add information.

A. Definition and concept

B. History of Sustainable Development
C. Smart agriculture, sustainable mobility etc.
D. Impact of sustainable modes on environment (Preferably through a case study)
E. Government’s effort and endeavor in implementing it.
F. Relation to 2030 Agenda for Sustainable Development
G. SDG’s and their importance

Guidelines for preparation of Project Report

A. The project report should be in the form of a Handwritten document/file
B. The total length of the written project report should be between 15-20 pages.
C. The project report will be developed and presented in the following order:
Page- 1 Cover Page showing project title, an apt illustration, and student
information (Name, Class, Section and Roll no.), school and year (2023-24).
Page-2 Certificate
Page-3 Acknowledgement
Page- 4 Table of Contents
Page- 5 Project Overview: Aim and Methodology
Page- 6-13 Subject Matter
Page- 11 Conclusions (Summary and Analysis)
Page- 12 Bibliography It should have books and websites cited in the following
manner.
 -All the photographs and sketches should be labelled and acknowledged.

Mode of Submission
A. The project work should be handwritten. Date of submission for the project work is 10th
July, 2023.

Criteria for Assessment

A. Content Accuracy, Originality and Analysis (5)

B. Presentation and Creativity (3)
C. Viva (2)

B. Art Integrated Project

Haryana-Manipur
To familiarize with culture, tradition and geography of Indian States and UTs as envisaged in the
Ek Bharat Shrestha Bharat Programme by CBSE, the state of Haryana is paired with the state of
Manipur, an Art-Integrated Project work has to be undertaken by students.

Aspects of Manipur State

1. Geography/location
2. Resources
3. Economy
4. Food
5. Dress
6. Dances
7. Musical Instruments
8. Issues/Struggles
9. History
An Info graph on ONE aspect of the state from the above needs to be made:

 Present on an A3 size sheet

 Visually attractive
 Authenticity of Facts