(E) BANITHANI OF KRISHNAGARH SCHOOL
Title    : Bani Thani
Medium : Tempra on hand made paper
Size  : 19cm X 25 cm
Style  : Kishangarh School
Artist’s Name  :  Nihal Chand
Collection : National Museum New Delhi

General Description

This painting by Nihalchand of Kishangarh of Rajasthan school has a special place in the treasure of Indian miniature painting. The style is characterized by emphatic  lengthening of the eyes and nose.Faces are mostly in profile with a very stylized eyebrow and smile on the lips. The painter was inspired by the poem of Raja Sawant Singh, who describes the beuty of a lady called “Bani Thani” in his poem. The beauty of this women is symbolically used to describe the beauty of Sri Radha. As a master painter Nihalchand could go beyond the mundane to spiritual in this portrait. The smile of Bani Thani is often compared.



(f) Bharat Meets Rama at Chitrakuta
Medium  :  Tempra on hand made paper
Finding site : Jaipur School
Artist  : Guman
Circa : 18th century
Collection  : National Museum, New Delhi
    

The painting ‘Bharat Meets Rama at Chitrakuta’ from the Rmayana theme executed under the patronage of Sawai Pratap Singh during the middle of the 18th century is a unique painting of his time.There are all together forty nine figure put in separate groups, bring to light the separate episode in the drama of trying to take Rama back to Ayodhya.
In the right lower corner , Rama listens to Vishwamitra of his father’s death and loses consciosness, in the next picture on the lower left Rama listens to ascetics and falls flat at their possibly asking forgiveness for showing weakness.
         
                        The next picture is upper set.In the middle, rama meets his mothers accompanies by Laxman and Sita, begs their forgiveness for refusing to break his words and to back with tem Rama allows Kaushalya to embrace him but sticks to his point of carrying out the orders of 14 years exile to keep his father’s word. Rama touched the feet of mother Kaikeyee begging her forgiveness. Sita on right hand corner faces her mother-in-laws and declares her intention of following her husband to exile.

          Finally, in the right hand corner of the setting Rama, Laxman, Sita are biddind goodbye to Bharat, Shatrughana, Vishwanitra and their mothers promising that they would come back after 14 years of exile. Painter Guman has done a wonderful presentaion of forty nine figures onat small canvas.

Fine Arts Notes :-                    

             Study of the Rajasthani Paintings

(1) Maru-Ragini  

- Tempra on hand made paper.
- Circa           :   1650 AD.
- "6 X 8"
- Story of  Dhola Maru
- Artist           :  Sahibdin, Mewar School
- School         :  National  Museum, Delhi

Naru Ragini is a painting form a series of  Ragamala painted by Sahibdin the court painter of  Udaipur (Mewar). The  king with his queen is riding a camel against a yellow desert background. Both the king and queen wear highly ornamental dresses. Even the camel's decoration is fitting to the occasion. The camel is a slow trot led by a attendant.The foreground is painted in light washes in green. Two male escort are riding along side the camel with sticks (spears) in their hands and swords and daggers in their scabbards. A hunting dog on leash is running ahead of the two escorts. The sky is painted in deep blue suggestive of night.The dresses of all figures are painted in a manner to look transparent.

(2) RAJA ANIRUDH SINGH HARA 

Artist        :   Utkal Ram

School      :    Bundi School 

Medium   :    Tempra (Water colour) on paper

Period      :    18th Century

Utkal Ram and his miniature paintings from Bundi, represent the encroachments of realism in the decorative style of  Rajput miniature painting . the painting shows the Raja on the beck of a galloping horse . He is dressed in typically Mughal costume alongwith the headdress (turban). Refined craftsmanship is the drawing of the galloping horse with hoof uplifted the king's dress is decorated with orange and brown colours. He holds a flower in his right hand in mughal style while controlling the reins of  the galloping horse  with his left hand the scaffold and sword  - hilt are elaborately ornamented. The small head of the horse has added a hugeness  to the body of the horse .There is a peculiarity of the Bundi paintings which conatain minar in one corns.

(3) Chaugan Players 

Artists      :   Dana 

School      :   Jodhpur

Medium   : Tempra on Paper

Period      : Circa 18th Century.

Depiction :  Two princes  playing  Polo with their 4 maids.

Background   : A flat green background 

Foreground   : Light green landscape.

Category      : A Barahmasa Painting 

Description of theme :  This miniature shows.

( i ) Two princesses sitting on the black of two different horses, facing each other on upper section of     painting.
( ii ) Four horses with the 4 maids on their back , running in opposite direction  while the maids on those  horses face each other like the princesses.
( iii ) Covering of  the ball by all the sixes polosticks.
( iv ) Ladies figures - high rounded foreheads, eye elongated over the temple of hairs.
( v ) Skirts of ladies are  bell -shaped , spread on the horses - back.
( vi ) The reverse movements of the maids and their horses has lent speed to the movement and highlighted the game with the ball in the middle surrounded by polo sticks, which has been produced by the artists very cleverly. They all have their tresses tied in top-knots.

( vi ) Krishna on swing 

   Artists      :  Nuruddin

  School       : Bikaner, Rajasthan

 Collection   :  National Museum , New Delhi

The painting 'Krishna on Swing' is yet another marvelous achievement of this period. His painting has two panels depicting two different parts of the panel , Krishna shown sitting on a swing on left side of the panel. Heis wearing a tirar on his head , his head's upper part is semi-clothed and there is a while flower garland on his neck . There is a dupatta hanging from shoulders and he is wearing an orange coloured 'Dhoti'. The blue complexion of his body has been highlighted. The swing has an ornamental border in hexagonal shape. Radha sitting in ffront 




Fine Arts Notes



             Rajasthan School of Miniature painting

Rajasthan School of Paintings  Originated in Gujrata and Mewar region during the 15th century 
Broil Gray , O.C. Ganguly and Dr.Harman Gweths investigated much in the field.

Following are the main resources of Rajasthan School of Painting

(1) Jain Gujarat Style of Painting during the reign of Man Singh Tomar Gwalior fort.
(2) Rajnama - 1583 to 1586
(3) Wall Paintings in Garden Palace of Man Singh Kachbwaha in Bairat.


(4) Paintings in the Palace of Amber king , Bihari Mal and Bhagwan Das during 16th AD.
(5) Wall paintings of jahangir period in the fort of Orchha; and
(6) Geet Govind painted during 17th A.D in the Prince of Wales meuseum .

The main features or characteristics of Rajasthan  Paintings are :-

1) The indigenous style of the Rajasthan painting shows a primitive vigour , bold outlines and brilliant colours set in a harmonious pattern . Regional features  in the depiction of facial types , local scenery and technical details can be found in different sub-schools.
2) In Rajasthan painting , the symbolic exprssion of multiple aesthetic sentiments of Indian life, its daily activities and sudden flashes of emotional thoughts are drawing a unique style.
3)Composition are very clear and simple, which are represented through specific misical modes and religious themes with Radha and Krishna are profusely illustrated.
4)All figures are in same dimension in complete disregard of perspective. Women figures are duplicated in same manner as symbol of all femininity with lotus eyes, flowing treases ,firm breasts,slender waists and rosy hands.
5)Paintings are two dimensional with simplification of lines and flat colour scheme .colours have been used harmoniously and special meanings of individual colours i.e. red denotes warm, emotion and fury, yellow the marvelous etc . have been give. The use of bright red , blue , yellow and green colour gives a contrasting brilliance.Gold and silver colour have been delicately used which add a special glamour to these paintings.

Sub schools of Rajasthani School of Miniature Paintings :-

Jodhpur :- Jodhpur developed the pictorial art on its own lines and Mughal stylistic trends to get into the background . From the time of Jodhpur School of Miniature; Raja Udai Singh made peace with the Mughals , the early Rajput trends went out of fashion at the court.
After 1750, however, the Rajput elements began to emerge once again, and though the later Rajput artists continued to show a preference for Mughal techniques, the art slowly changed into a genuine Rajput style.
The most important Jodhpur illustrations are equestrian portraits of  the royal house and the nobility.The Jodhpur and Nagpur paintings show very bold types of expressions with beard , fish eyes in human faces and highly stylized of trees type by the 18th century , the art of Rajasthani paintings had spread to every princely court of Rajasthan. 
This school is essentially Hindu in feeling and was inspired by " a renaissanceof the popular Hindu culture in the grab of Vaisnavism which from 15th century was dominating  the art and literature of the country.
Characteristics:-
1 )  In this school of painting very bold expressions were shown in the painting .
2)  Broad , fish like eyes, the figures of women with heavy red lips were made. 
3) Highly stylized tree types were painted.
4) Royal house and the nobility were portrayed in abundance.
Jaipur:- Jaipur paintings , from the time of Sawai Pratap Singh (1778-1803) experienced an entirely new look .Imperial Delhi was in disgrace and decline. It, therefore , ceased to make any genuine impression on Rajput art. Its period lies between 1600 to 1900 A.D. Many paintings of this style are made in the middle and end of the 18th century in the form of cave paintings. Beautiful co-ordinate of devotion and lovely sentiments or getups are found.
Miraculous paintings of "Krishna Lila" , Raga -Raginis" , "Raslila", "Hunting" and "War of elephants" have been made . Artists of Jaipur were well versed in garden paintings.Except Green color, red , yellow , sky and golden colors were used.
It was also the time of general lawlessness and insecurity and laxity of morals and immense luxury.It , therefore, gave rise to a new approach to religion for easing of the conscience. For instance, Rasila of Krishna became "an earthly erotic amusement". All this was reflected in painting. Although it retained its conventional expressions, the painting became an extravagantly decorative art.

Features of the Jaipur Painting:-

1. In the paintings of  Jaipur, there is a grace in the use of colours and lines. there is the expression of emotion of different postures.
2.The faces of women are round , figures are in medium size, eyes are large and elongated with  an upward curve. The male figures have robust body , round nose, and hair reaching up to the ear. The men wear loose pyjamas and turbans studded with diamonds. Ghagras of women are painted with dark colours.
3.Jaipur paintings have ornamented border.Light and shade has been used property.

Bikaner:- 1571 to 1611 A.D :- "Raja Ram Singh ":- Most of the paitner of this school were liberal muslims who painted "Ragamala" and "Barahmasa" etc. Specimens are found in "Anup Mahal " and "Phoolmahal's interior decoration as well as on the doors of Sujan Mahal".

Features of the Bikaner Painting:-
1) Main themes of Bikaner paintings are based on Ramayana, Mahabharata, Krishna legends, Ragmala and  othere love scenes of Radha and Krishna .
2) In human figures , a little tight lips are painted , eyes are half open, chin small, wrists are very thin, chest in comparison to other Rajput style seems underdeveloped and moustaches of men , a little downward bent. Ghagras of the women are decorated with diagonal stripes.
3)Clouds are painted in special circular style. Hunting sense have also been beautifully depicted.

Mewar:- "Jagat Singh -I - 1628 to 1652  A.D." This was the golden period for Mewar School of  painting . "Vijay Vallabh Suri {1423 A.D.}" has crystal clear result of this style. Amours of Radha -Krishna were the main subject of this style .This style also includes the series of "Ragamala" painting .Yellow , Red and Saffron are the main colors and background is smoothly painted with one colour.

Features of the Mewar Painting :- 
1)  The largest number of painting seen this style is centred around Krishna Bhakti Cult.The customs prevailing at period , village life , senses from Rajput court , marriage procession, songs and dances, inner life  of the palaces and battle  senses have also been painted.
2)Bright and brilliant colours have been profusely used.
3) Male and Female figures have long noses , oval shaped faces, elongated fish- like eyes.The males use loose fitting  garments , embroidered patka and turbans and females use loosse long skirts , Choli  and transparent  odhnis (veils). The female figures have been drawn relatively smaller than the male .
4) Trees are ornamental, flowers have been drawn in bunches, hills and mountains have been depicted in Persians style and waves in the water have drawn in the basket pattern of Apabhransa style.
5) There has been little use of perspective. Total space in the painting has been divided by the use of colours in different steps.

Kishangarh:- During the reign  of Udai Singh's son and Bishun Singh (1809 A.D.) this school flourished as the developed form of Mewar school.
This school developed as one of the Jodhpur School , the Kishangarh idioms rose around the personality of Raja Samant Singh (1748-64), a follower of the Vallabhi sect and a devotee of Lord Krishna. Among the court painters, the name of Nihal Chand is most famous . He developed an extraordinary " Mannerist" style which exaggerated the slender curves and almond eyes of his figures. The facial type, through idealized, is extremely lyrical in the beauty content. The most popular  subjects  of the paintings are the love scenes of Krishna and Radha.

Features of the Kishangarh Painting:-
1) Subject matter of Kishangarh school is widely varied. Hunting scenes, court scenes, potrait of kings , Nawabs, Emperors and saints have been beautifully painted. The picture of romantic life of Radha and Krishna described in Geet-Gobinda, stories from  Bhagvat Puran, scenes from Bihari Chandika and Nayak-Nayika Bheda are the main subjects of Kishangarh paintings
2) Female figures have been painted  slim, flexible and tall like creepers . Faces are long with high and slopping foreheads.Pointed long nose , bulging out well- cut - lips, long chins, the long drawn eyes  curved upward  in the shape of kanjan pakshi and bow like eyebrows have been beautifully painted. Long neck, Long fingers, a lock of hair hanging near the ear enhance their aesthetic beauty.
3)Primary colours have been applied. Horizon and the sky are replaced by creepers and foliages.

Bundi:- Bundi  style's development started from the "Sujan's" period (1554  to 1585 A.D). The kingdom of  Bundi and Kota in south-east Rajasthan developed more consistently interesting painting style. Bundi painting began to concentrate on court scenes under Rao Chattersal and Bhao Singh and many scenes of nobles, lovers and ladies in palaces were prodeuced throughout the 17th and 18th centuries.
Main topics of  this style are "Raga-Raginies", "Secret of Heroines ", "Barahmasa"  and "Krishnaleela".
Wonderful natural scenes and common people were portrayed in abundance.
The outstanding color is red, white , yellow and green. Red scarf (chunri) and white Bodice (kanchuki) were the common dress of women .

Features of the Bundi Painting:-
1)  In Bundi paintings, human figures resembl, but expression differ greatly.
2)  Human faces are round and small ; the shades near cheeks, yes and nose add charm and emotion to the    figures.
3) Landscapes of hills, thick jungles, rivers and lotus ponds and lakes with water birds have been painted        beautifully.
4)The favourite themes of Bundi Paintings are-Ragmala, Baramasa and Rasikpriya.




Tiller of the Soil

                                      Title          :  Tiller of the soil
Artist        :  Nandlal Bose
Cirea        :  1938 AD
Medium    : Tempra
School      : Bengal School
Collection  : N.M New Delhi
               
 In the year 1938 . Nandlal Bose made a tempra painting in the from                      of a card .
Nandlal's speciality was intricate expression in simple lines , he used lining according to the  needs . sometimes, he created a painting in scanty linings , while on the other hand, he spread entricate endings which were spectacular.
ploughing the field by a farmer is a horizontal painting in which a farmer Ploughing the field with his right leg ahead and a pair of oxen putting on a traditonal dress. He has a stick in his right hand, His left leg is on the rear and his left and holding the plough . The oxen have bells on the neck and acloth is on his back. Entre painting is rhythmic this picture is aunique piece of tempra painting.

  The Bengal School of Miniature Painting:-
The British rules in the mean time had set-up art school at Bombay.Madras (1850) and Calcutta (1854), and systematic propaganda successfully persuaded the educated Indians to believe that Indians had no cultural heritage of their own. Credit goes to the advent of  Bengal School of Art to "E.P. Havel " as well as  " Shri Avanindra Nath Tagore".It was "Mr. Havel" who taught Indian students about European art Avanindra NAthy introduced a novel form of the traditional Indian school of Art which was called "Novel Art of Revolution". Avi Babu was appointed as the principal of acalcutta Art School in the year 1905 . His disciples Nandlal Basu , Devi prasad , Roy Chaudhary , Samrenadra Nath Gupta and Asit Kumar Haldar were later appointed respectively as principals of Shanti Niketan , Madras college of Art and Lucknow College of Art . In this way a "recreative school " was developed in the country. "The Taj of shahjahan " Buddha and Sujata",
"Tears on the lotus leaf", " Forest queen " etc. are the noted creations of Avi Babu. Soon after under their joint effort and patronage from Rabindranath , Dr.A.K. coomarswamy, Gaganendranath, Sister Nivedita and amny other Art lovers gave birth to the 'Society of Oriental Art' in 1907. They worked with Lady Herring ham of Indian Society of London . The paintings which were published and were widely acclaimed in European  journals  and established the antiquity and greatness of ancient Indian painting .

Features of the Bengal School of Painting :-
1) Benagal artists gave a sense of direction to the first art movement of the country. They sowed the confidence in th traditional values and rich heritage of  Indian Art by giving the Indians new cultural consciousness.
2) The Bengal artists adopted a new Japanese water colour technique called 'Wash' which mark of Bengal School.
3) Bengal painters were inspired by Ajanta and Bagh , Mughal and Rajput, and Shipasastra. Mythology and religion, epics and classical literature.
4) During this period  all types of painting including religious,.Social and Historical events, birds and animals.and Landscapes were painted.
5) The colours and soft without shadow and conventional perspective giving a mystic sense of space and atmosphere and diluting the impact of colour . The Bengal painters introduced linear delicacy , rhythm and grace Ajanta.



  

           Evolution of the Indian  National Flag     

First Flag :   The first National flag of india was hosted on August 7 , 1906 in the Parsee 
                           Began Square   ( Green Park ) calcutta .
                           Has stripes of three  colours the flag was composed of three three equal
                           horizontal stipes of green , Yellow and Red .
Top strip  : Green coloured strip with eight white lotuses embossed in a row . 
Middle strip : Yellow strip with word Vande Matram is dark  blue colour in Devnagari .
Bottom  strip : Red strip with a white sun on left and a white crescent moon with a star  on right side.

Second Flag : Prepared in 1921 by the Congressman under the leadership of Mahatma Gandhi at All india congress meeting at Bezwada ( vijaywada) Gandhiji added a middle white strip to the orginally two coloured top red and bottom green coloured flag presented by an Andhra youth Pingali Venkaigah .


Safffron coloured  strip = represented Hindus.

Green coloured strip     = represented Muslims
white coloured strip      = represented rest Community .
Gandhiji also added the  ' Charkha'  in the middle of stripe as a symbol of progress .

Third Flag : Hoisted on July 22 , 1947 as a flag of free India's National flag and then adopted by Constituent Assembly.

Significance of tricolor remains same . Top saffron , middle white and bottom green
Charkha in navy blue which appears on the lion capital of Ashok sarnath , as Dharma Chakra , Ashoka Chakra has 24 spokes and its colour is blue.

Significance of colour of tricolours:

        Top strip - Saffron : Courage and Sacrifice .
        Middle  strip - White : Truth and Peace .
        Bottom strip -  Green : Fith and Chivalry
        24 spokes is shown as 24 hour in a Day
Size - the ratio of the Flag is 3 : 2
The Diameter of this Chakra is three-fourths of the height of the white strip .

        


                          

                                    FINE ARTS (049)

NAME  = Arjun Detach From War          School = Bengal School  

Pianter = Sarada charan Ukil                   Period = Modern 

Circa  = 1888-1940 AD                            Technique = Sketch (draw lines on paper )

Collection = Personal Collection of Artist 

Description

This  is the painting delineated in 1930 by Sarada Charan  Ukil , an artist  of  Bengal School of arts , suing   rhythmic lines of black colour on white paper .Normally, these lines produce an effect just like a painting  as oil on canvas . The theme  of this painting  has been taken from Mahabharat  when , Arjun detaches from war in the battle of Kurukshetra to see all his relatives and Gurus in front of his target . To solve his doubts Lord Krishna is praise stood in front of him and appeared his Vishwarupa.The placed from of Lord Krishna is praise worthy , hhis arms holding  Sudarsana Chakra , Shankh and Lotus  while one right  hand begging or playing in front of Lord Krishna . Cloudy atmosphere or backgroud is seen around both objects . This is an excellent painting (drawing ) which is kept in personal collection of the artist.
  

Exam Structure

UnitTopicMarks
A.Indian Society32
Introducing Indian Society (Non-evaluative)
Demographic Structure & Indian Society6
Social Institutions-Continuity and change
Market as a Social Institution
Pattern of Social Inequality and Exclusion
Challenges of Cultural Diversity
Suggestions for Project Work (Non-evaluative)
B.Change and Development in Indian Society48 
Structural Change
Cultural Change
10 The Story of Democracy
11 Change and Development in Rural Society
12 Change and Development in Industrial Society
13 Globalization and Social Change
14 Mass Media and Communications
15 Social Movements
 Total80

A. INDIAN SOCIETY

Unit 1: Introducing Indian Society 
  • Colonialism, Nationalism, Class and Community
Unit 2: Demographic Structure and Indian Society
  • Theories and concepts in demography
  • Rural-Urban Linkages and Divisions
Unit 3: Social Institutions: Continuity and Change
  • Family and Kinship
  • The Caste System
Unit 4: Market as a Social Institution
  •  Sociological perspectives on markets and the economy.
  • Globalization - Interlinking of Local, Regional, National and International Markets.
Unit 5: Pattern of Social Inquality and Exclusion
  • Caste Prejudice, Scheduled Castes and Other Backward Classes
  • Marginalization of Tribal Communities
  • The Struggle for Women’s Equality
  • The struggles of the Differently Abled
Unit 6: The Challenges of Cultural Diversity
  • Cultural communities and the nation state
  • Problems of Communalism, Regionalism and Casteism
  • The Nation state, religion related issues and identities
  • Communalism, secularism and the nation state
  • State and Civil Society
Unit 7: Suggestions for Project Work

B. CHANGE AND DEVELOPMENT IN INDIA

Unit 8: Structural Change 
  • Colonialism, Industrialization, Urbanization
Unit 9: Cultural Change 
  • Modernization, Westernization, Sanskritisation, Secularization
  • Social Reform Movements and Laws
Unit 10: The Story of Democracy 
  • The Constitution as an instrument of Social Change
  • Parties, Pressure Groups and Democratic Politics
  • Panchayati Raj and the Challenges of Social Transformation
Unit 11: Change and Development in Rural Society 
  • Land Reforms, Green Revolution and Emerging Agrarian society
  • Agrarian Structure : Caste & class in Rural India
  • Land Reforms
  • Green revolution and its social consequencess
  • Transformation in Rural Society
  • Globalization, Liberalization and Rural Society
Unit 12: Change and Development in Industrial Society 
  • From Planned Industrialization to Liberalization
  • Getting a Job
  • Work Processes
Unit 13: Globalisation and Social Change
  • Dimensions of Globalization
Unit 14: Mass Media and Communication
  • Types of Mass Media: Radio, Television and Print Media
  • Changing Nature of Mass Media
Unit 15: Social Movements 
  • Theories and Classification of Social Movements
  • Class-Based Movements: Workers, Peasants
  • Caste-Based Movements: Dalit Movement, Backward Castes, Trends in Upper Caste Responses
  • Women’s Movements in Independent India
  • Tribal Movements
  • Environmental Movements
In order to upgrade the skills and proficiency of the young generation and also to provide them awareness to explore about various career options the CBSE has started offering around 40 courses at Senior Secondary level. The skill education envisions imparting the procedural knowledge and skills to the students that will enable students to excel and emerge successful in real situation of both work and life.
It works towards imparting an education that is holistic, meaningful and skill oriented which instils among the youth a sense of usefulness and responsibility. You can choose either one or two or three skill subjects from skill electives. You have to choose other elective subjects from academic electives.

Syllabus for Skill Subjects for Class 12

Exam Structure

UnitTopicMarks
IVariations in Psychological Attributes9
IISelf and Personality10
IIIMeeting Life Challenges7
IVPsychological Disorders10
VTherapeutic Approaches7
VIAttitude and Social Cognition8
VIISocial Influence and Group Processes7
VIIIPsychology and Life6
IXDeveloping Psychological Skills6
 Total70

Unit-I: Variations in Psychological Attributes

  1. Introduction
  2. Individual Differences in Human Functioning
  3. Assessment of Psychological Attributes
  4. Intelligence
  5. Theories of Intelligence
    1. Theory of Multiple Intelligences
    2. Triarchic Theory of Intelligence
    3. Planning, Attention-arousal, and Simultaneous successive Model of Intelligence
  6. Individual Differences in Intelligence
    1. Variations of Intelligence
  7. Culture and Intelligence
  8. Emotional Intelligence
  9. Special Abilities
    1. Aptitude: Nature and Measurement
  10. Creativity

Unit-II: Self and Personality

  1. Introduction
  2. Self and Personality
  3. Concept of Self
  4. Cognitive and Behavioural Aspects of Self
    1. Self-esteem, Self-efficacy and Self-regulation
  5. Culture and Self
  6. Concept of Personality
  7. Major Approaches to the Study of Personality
    1. Type Approaches
    2. Trait Approaches
    3. Psychodynamic Approach
    4. Behavioural Approach
    5. Cultural Approach
    6. Humanistic Approach
  8. Assessment of Personality
    1. Self-report Measures
    2. Projective Techniques
    3. Behavioural Analysis

Unit-III: Meeting Life Challenges

  1. Introduction
  2. Nature, Types and Sources of Stress
  3. Effects of Stress on Psychological Functioning and Health
    1. Stress and Health
    2. General Adaptation Syndrome
    3. Stress and Immune System
    4. Lifestyle
  4. Coping with Stress
    1. Stress Management Techniques
  5. Promoting Positive Health and Well-being
    1. Life Skills

Unit-IV: Psychological Disorders

  1. Introduction
  2. Concepts of abnormality and psychological Disorders
  3. Classification of Psychological Disorders
  4. Factors Underlying Abnormal Behaviour
  5. Major Psychological Disorders
    1. Anxiety Disorders
    2. Somatoform Disorders
    3. Dissociative Disorders
    4. Mood Disorders
    5. Schizophrenic Disorders
    6. Behavioural and Developmental Disorders
    7. Substance-use Disorders

Unit-V: Therapeutic Approaches

  1. Nature and process of psychotherapy
    1. Therapeutic relationship
  2. Types of therapies
    1. Psychodynamic Therapy
    2. Behaviour Therapy
    3. Cognitive Therapy
    4. Humanistic-existential Therapy
    5. Biomedical Therapy
    6. Alternative Therapies
  3. Rehabilitation of the Mentally III

Unit-VI: Attitude And Social Cognition

  1. Introduction
  2. Explaining Social Behaviour
  3. Nature and Components of Attitudes
  4. Attitude Formation and Change
    1. Attitude Formation
    2. Attitude Change
    3. Attitude-Behaviour Relationship
  5. Prejudice and Discrimination
  6. Strategies for Handling Prejudice
  7. Social Cognition
  8. Schemas and Stereotypes
  9. Impression Formation and Explaining
  10. Behaviour of Others through Attributions
    1. Impression Formation
    2. Attribution of Causality
  11. Behaviour in the Presence of Others
  12. Pro-social Behaviour
    1. Factors Affecting Pro-social Behaviour

Unit-VII: Social Influence And Group Processes

  1. Introduction
  2. Nature and Formation of Groups
  3. Type of Groups
  4. Influence of Group on Individual Behaviour
    1. Social Loafing
    2. Group Polarisation
  5. Conformity, Compliance, and Obedience
  6. Cooperation and Competition
    1. Determinants of Cooperation and Competition
  7. Social Identity
  8. Intergroup Conflict: Nature and Causes
  9. Conflict Resolution Strategies

Unit-VIII: Psychology and Life

  1. Introduction
  2. Human-Environment Relationship
    1. Different Views of the Human-Environment Relationship
  3. Environmental Effects on Human Behaviour
    1. Human Influence on the Environment
    2. Noise
    3. Pollution
    4. Crowding
    5. Natural Disasters
  4. Promoting Pro-environmental Behaviour
  5. Psychology and Social Concerns
    1. Poverty and Discrimination
    2. Aggression, Violence, and Peace
    3. Mahatma Gandhi on Non-violence
    4. Health
    5. Impact of Television on Behaviour

Unit-IX: Developing Psychological Skills

  1. Introduction
  2. Developing as an effective Psychologist
  3. General Skills
  4. Observational Skills
  5. Specific Skills
    1. Communication Skills
    2. Psychological Testing Skills
  6. Interviewing Skills
  7. Counselling Skills
Exam Structure
Part A: Contemporary World-Politics (50 Marks)
Unit Topic Marks 
Cold War Era 14  
The End of bipolarity 
US Hegemony in World Politics 16  
4Alternative centres of Power
5Contemporary South Asia
6International Organizations10  
7Security in Contemporary World
8Environment and Natural Resources10  
9Globalisation
 Total50
Part B: Politics in India since Independence
Unit Topic Marks 
10 Challenges of Nation-Building 16  
11 Era of One-Party Dominance 
12 Politics of Planned Development 
13India’s External Relations
14Challenges to the Congress System12  
15Crisis of the Democratic order
16Rise of Popular Movements16  
17Regional Aspirations
18Recent Developments in Indian Politics
 Total50

Part A: Contemporary World Politics

1. Cold War Era
Emergence of two power blocs after the second world war. Arenas of the cold war. Challenges to Bipolarity: Non Aligned Movement, quest for new international economic order. India and the cold war.
2. The End of Bipolarity
New entities in world politics: Russia, Balkan states and Central Asian states, Introduction of democratic politics and capitalism in post-communist regimes. India's relations with Russia and other post-communist countries.
3. US Hegemony in World Politics
Growth of unilateralism: Afghanistan, first Gulf War, response to 9/11 and attack on Iraq. Dominance and challenge to the US in economy and ideology. India's renegotiation of its relationship with the USA.
4. Alternative Centres of Power
Rise of China as an economic power in post-Maoera, creation and expansion of European Union, ASEAN. India's changing relations with China.
5. Contemporary South Asia in the Post-Cold War Era
Democratisation in Pakistan and Nepal. Ethnic conflict in Sri Lanka, Impact of economic globalization on the region. Conflicts and efforts for peace in South Asia. India's relations with its neighbours.
6. International Organizations
Restructuring and the future of the UN. India's position in the restructured UN. Rise of new international actors: new international economic organisations, NGOs. How democratic and accountable are the new institutions of global governance?
7. Security in Contemporary World
Traditional concerns of security and politics of disarmament. Non-traditional or human security: global poverty, health and education. Issues of human rights and migration.
8. Environment and Natural Resources
Environment movement and evolution of global environmental norms. Conflicts over traditional and common property resources. Rights of indigenous people. India's stand in global environmental debates.
9. Globalisation
Economic, cultural and political manifestations. Debates on the nature of consequences of globalisation. Anti-globalisation movements. India as an arena of globalization and struggle against it.

Part B: Politics in India since Independence

10. Challenges of Nation-Building
Nehru's approach to nation-building; Legacy of partition: challenge of 'refugee' resettlement, the Kashmir problem. Organisation and reorganization of states; Political conflicts over language.
11. Era of One-Party Dominance
First three general elections, nature of Congress dominance at the national level, uneven dominance at the state level, coalitional nature of Congress. Major opposition parties.
12. Politics of Planned Development
Five year plans, expansion of state sector and the rise of new economic interests. Famine and suspension of five year plans. Green revolution and its political fallouts.
13. India's External Relations
Nehru's foreign policy. Sino-Indian war of 1962, Indo-Pak war of 1965 and 1971. India's nuclear programme. Shifting alliance in world politics.
14. Challenges to the Congress System
Political succession after Nehru. Non-Congressism and electoral upset of 1967, Congress split and reconstitution, Congress' victory in 1971 elections, politics of 'garibi hatao'.
15. Crisis of the Democratic Order
Search for 'committed' bureaucracy and judiciary. Navnirman movement in Gujarat and the Bihar movement. Emergency: context, constitutional and extra-constitutional dimensions, resistance to emergency. 1977 elections and the formation of Janata Party. Rise of civil liberties organisations.
16. Popular Movements in India
Farmers' movements, Women's movement, Environment and Development-affected people's movements. Implementation of Mandal Commission report and its aftermath.
17. Regional Aspirations
Rise of regional parties. Punjab crisis and the anti Sikh riots of 1984. The Kashmir situation. Challenges and responses in the North East.
18. Recent Developments in Indian Politics
Participatory upsurge in1990s. Rise of the JD and the BJP. Increasing role of regional parties and coalition politics. Coalition governments: NDA (1998 - 2004), UPA (2004 - 2014), NDA (2014 onwards)

Prescribed Books:

  1. Contemporary World Politics, Class XII, Published by NCERT
  2. Politics in India since Independence, Class XII, Published by NCERT