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Which of the following are the objectives of social and political life as a subject: A) To enable students to make connections between everyday lives and issues discussed in textbook. B) To help students recognise gendered nature of all the issues raised. C) To develop skills to critically analyse and interpret political, social and economic issues. D) To imbibe a sense of ideal citizen and citizenship among students. Choose the appropriate option given below.

Which of the following are the objectives of social and political life as a subject: A) To enable students to make connections between everyday lives and issues discussed in textbook. B) To help students recognise gendered nature of all the issues raised. C) To develop skills to critically analyse and interpret political, social and economic issues. D) To imbibe a sense of ideal citizen and citizenship among students. Choose the appropriate option given below. Correct Answer <span style="">A, B </span>and C

Social and Political Life (SPL) is a new subject area in middle school social science that has replaced the earlier subject of Civics.

  • SPL, as its name suggests, focuses on topics related to social, political, and economic life in contemporary India.

Key Points

  •  The textbook was developed on the basis of NCF signifies in an attempt to discourage rote learning.
  • An attempt has also been made to link children's life at school and life outside the school.
  • Objectives of social and political life as a subject:-
    • To enable students to make connections between everyday lives and issues discussed in the textbook.
    • Enabling students to develop a critical understanding of society to lay the foundation for an analytical and creative mindset relating to political developments.
    • To help students recognize the gendered nature of all the issues raised.
    • To develop skills to critically analyze and interpret political, social, and economic issues.
    • To enable the children to understand the society and the world in which we live, as well as, to comprehend socio-political advancements.

Thus, it is concluded that A, B, and C options are correct.

Related Questions

Punit, Qumar, Rohit, Sheetal, Tabir, and Umesh live in a multi-storeyed building. Qumar lives immediately below the floor where Umesh lives. Sheetal lives immediately below the floor where Qumar lives. Tabir lives on one of the floors below the floors where Qumar and Sheetal live but he lives on one of the floor above the floor where Punit lives. Tabir lives immediately below the floor where Rohit lives. Rohit lives immediately below the floor where Sheetal lives. Who lives on the top floor?
In a group of 450 students, 22% of the total students take the Hindi subject, 34% of the total students take the Physics subject, and 26% of the total students take the Social Science subject. 8% of the total students have taken both Hindi and Physics subject only. Out of the total students in the Hindi subject, 1/3 have taken both Hindi and Social Science subject only. Out of the total students in the Physics subject, 1/3 have taken both Physics and Social Science subject only. Only 20 students take all the three subjects. Find the number of students who have not taken any subject.  
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With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What does the “mindful citizen” exercise help us in?
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As an EVS teacher, which criteria will you consider to be most important in selecting a textbook for students of primary classes? A. The textbook should not have any stereotypes related to gender, caste, class and religion. B. The language in the textbook should be a standard language. C. The textbook should be cheaply priced and thin. D. The textbook should be illustrated and visually appealing. Choose the correct option.
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Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. How students can replace their anger and distrust?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What was the reason behind the strong connection between Shirley and Tiffany?
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Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?