Social Science Interdisciplinary Activity-2025-26

Instructions:
1. This is a collaborative group activity. All creative work is to be done in the class
2. Each group is expected to give a presentation/ explanation of the work
3. Each group will have 9 students according to the following table

For X A For X G

Group No. Roll Numbers Group No. Roll Numbers

Group 1 1, 10, 19, 28, 37 Group 1 1, 9, 17, 25, 33

Group 2 2, 11, 20, 29, 38 Group 2 2, 10, 18, 26, 34

Group 3 3, 12, 21, 30, 39 Group 3 3, 11, 19, 27, 35

Group 4 4, 13, 22, 31, 40 Group 4 4, 12, 20, 28, 36

Group 5 5, 14, 23, 32, 41 Group 5 5, 13, 21, 29, 37

Group 6 6, 15, 24, 33, 42 Group 6 6, 14, 22, 30, 38

Group 7 7, 16, 25, 34, 43 Group 7 7, 15, 23, 31

Group 8 8, 17, 26, 35 Group 8 8, 16, 24, 32

Group 9 9, 18, 27, 36

4. All the work will be compiled together and submitted as a file.

5. All work will be done in A3 sized sheets (Plain sheets of any colour. You can be creative and display your
sustainable skills). Note: Do add border to each sheet.
6. Folder work will include-
a) a cover page labelled as – ‘Social Sc Interdisciplinary activity (2024-25)’
b) Pg no. 2 will have the names of the group members along with their roll nos. detailing in table format
who has contributed in which way
c) Pg no. 3 will have index
d) Pg no. 4 onward will be your work
e) Conclusion – giving an overview of your learning experience
f) Teachers Remark - This page will have the names and roll nos. of tam members and space for
teacher’s signature
Note:
1. Take a separate sheet for each work (Do not do the work on both sides)
2. As the work requires research, written task, creative presentations, compilation and speech. So,
take care in ensuring that task is evenly divided among all.
 3. For submission, just tie the sheets with a thread/ ribbon and submit the same (Avoid plastic
covers)

ACTIVITY DETAILS: -
GEOGRAPHY
Activity String Maps: Exploring Global Trade Routes-A Creative Mapping Activity

Objective • To familiarize students with major sea & land routes of the world.
• To encourage creativity and interdisciplinary learning by combining knowledge on
Globalisation and transport with the help of craft.

Activity The students will use online resources to research about the major sea and land routes
steps and important ports and stations.

i. Silk route between Europe and China through West Asia

ii. Sea route between Europe to Australia through Strait of Gibraltar and Suez Canal.
iii. Sea route from Indian to Pacific Ocean through Strait of Malacca.
iv. Transatlantic Route: Connecting North America and Europe,
v. Panama Canal-Links the Atlantic and Pacific Oceans through Central America,
vi. Transcontinental Railway: Links the Atlantic and Pacific coasts of North America.
vii. Trans-Siberian Railway: Spanning Russia from Moscow to Vladivostok, it's one of
the longest railway lines in the world.
1. Map work – a creative presentation:
Each group will choose any three routes on the same map.
i. Use coloured pencils mark major Sea Routes land routes/rail routes.
ii. Use threads of different colours to represent sea routes, paste these threads to
connect ports or coastal areas enroute.
iii. For land routes, use wool or yarn of different colours to trace overland trade
routes.
iv. Use stickers on maps to represent landmarks, ports & cities.
2.Writing task:
The group will also write an article on one A3 size sheet covering the following -
1. Important trade routes and the countries involved
The significance of trade routes and their historical context
Materials 1. A3 size sheets of paper for each student.
Required 2. Coloured pencils, markers, or crayons.
3. Stickers or Bindis to be used for representing major railway junctions and seaports.
4. Threads of different colours (for sea routes).
5. Wool or yarn (for land routes).

HISTORY – POLITCAL SCIENCE

Activity Gallery Walk: (Collage Work)
Exploring Global Food Travel Routes-A Creative Food Mapping Activity

Objective 1. To inculcate art integration and to depict the interconnectedness.

2. To enhance the photographic display that depicts the food route and its impact on
the livelihoods of people and in the form of Collage

Activity 1. Each group will use online resources to research the major food routes and their
steps travel stories.
 2. The group will find out a global route of new food introduced by travellers to places
they visited.
3. They will research foods like potatoes, soya, groundnut, maize, tomatoes, chillies,
sweet potatoes, etc.
4. They will also take up examples of noodles, pasta and spaghetti.

Materials • A3 size sheets of paper for each student.

Required • Coloured pencils, markers, or crayons, scissors, glue
• Coloured pictures of the researched food and its travel history

ECONOMICS
Activity Visualizing the SEZ Impact: An Artistic Exploration"

Objective • To identify and analyse the major industries (e.g., IT, manufacturing,
pharmaceuticals) that benefit from SEZs and why they are attracted to these
zones.
• To create a detailed illustration or model that effectively displays the
infrastructure components and their significance to SEZs.
• To encourage critical thinking by discussing both positive and negative impacts
of SEZs on local economies.
• To investigate the economic benefits of SEZs on local communities, including
job creation, infrastructure development, and increased commerce.
• To create a compelling presentation that outlines both the challenges and
suggested solutions, fostering a deeper understanding of the complexities
involved in SEZ operations.

Activity • Each group will be assigned a specific aspect of SEZs to illustrate, such as:
steps
i. The infrastructure in SEZs (airports, ports, factories). (Group-1)

ii. The industries attracted to SEZs (IT, manufacturing, and (Group-2)

pharmaceuticals).
iii. The international collaboration and investment resulting (Group-3)
from SEZs.
iv. The economic benefits to local communities. (Group-4)

v. The challenges SEZs face, such as environmental concerns (Group-5)

or policy changes.
 Art Mediums: Each Group can use any of the following art forms to illustrate aspect of
SEZs assigned to each group.
i. Collage: Use magazines, newspapers, or printed images to create a collage
displaying the different industries operating in SEZs.
ii. Painting/Sketching: Illustrate a vibrant SEZ environment with factories,
cargo ships, or multinational offices in India.
iii. Digital Art: Use graphic design tools to create an infographic or digital art
piece that visually explains how SEZs work and attract foreign investment.

Materials Collage:
Required • Magazines and newspapers (for images and articles)
• Printed images (from online sources, if necessary)
• Scissors (for cutting out images)
• Glue or glue stick (for adhering images)
• Poster board or canvas (as a base)
• Markers or coloured pencils (for labels or additional artwork)
Painting/Sketching:
• Sketchbook or canvas (for painting)
• Pencils (for initial sketches)
• Paints (acrylic, watercolour, or oil, depending on your preference)
• Brushes (various sizes for different details)
• Palette (for mixing colours)
• Water container (for rinsing brushes)
• Rags or paper towels (for cleaning)
Digital Art:
• Computer or tablet (with graphic design software)
• Software (like Adobe Illustrator, Photoshop, Canva, or free alternatives like
GIMP)
• Digital drawing tablet (optional, for more detailed work)
• Internet access (for researching SEZs and finding inspiration)
• Resources (images, data, and statistics about SEZs)