Themes

Objectives

Where, When, How

(a) An overview of the period.

(b) Introduction to the new geographical categories.

(c) An outline of the time frame.

(d) An introduction to the sources.

(a) Introduce the changing nomenclature of the subcontinent and regions.

(b) Delineate major developments within the time frame.

(c) Suggest how the sources of study for this period are different from those of earlier periods.

The Establishment of Company Power

(a) Mercantilism and trade-wars.

(b) Struggle for territory, wars with Indian rulers.

(c) The growth of colonial army and civilian

administration.

(a) Unravel the story of a trading company becoming a political power.

(b) Show how the consolidation of British power was linked to the formation of colonial armies and administrative structures.

Rural Life and Society

(a) Colonial agrarian policies; their effect on peasants and landlords.

(b) Growth of commercial crops.

(c) Peasant revolts: focus on indigo rebellions.

(a) Provide a broad view of changes within rural society through a focus on two contrasting regions.

(b) Show the continuities and changes with earlier societies.

(c) Discuss how growth of new crops often disrupted

the rhythms of peasant life and led to revolts.

Colonialism and Tribal Societies

(a) Changes within tribal economies and societies in the nineteenth century.

(b) Tribal revolts: focus on Birsa Munda.

(a) Discuss different forms of tribal societies.

(b) Show how government records can be read against the grain to reconstruct histories of tribal revolts.

Crafts and Industries

(a) Decline of handicrafts in the nineteenth century.

(b) Brief reference to growth of industries in the twentieth century.

(a) Familiarise students with the processes of

de-industrialisation and industrialisation.

(b) Give an idea of the technologies of weaving and the lives of weavers.

The Revolt of 1857-58

(a) The rebellion in the army and the spread of the movement.

(b) The nature of elite and peasant participation.

(a) Discuss how revolts originate and spread.

(b) Point to the changes in colonial rule after 1857.

(c) Illustrate how vernacular and British accounts can be read to understand the rebellion.

Education and British rule

(a) The new education system – schools, syllabi, colleges, universities, technical training.

(b) Changes in the indigenous systems.

(c) Growth of ‘National education’.

(a) Show how the educational system that is seen as universal and normal today has a history.

(b) Discuss how the politics of education is linked to questions of power and cultural identity.

Women and reform/p>

(a) Debates around sati, widow remarriage, child marriage and age of consent.

(b) Ideas of different reformers on the position of women and women’s education.

(a) Discuss why so many reformers focused on the women’s question, and how they visualised a change in women’s conditions.

(b) Outline the history of new laws that affect women’s lives.

(c) Illustrate how autobiographies, biographies and other literature can be used to reconstruct the histories of women.

Challenging the Caste System

(a) Arguments for caste reform. The ideas of Phule, Veerasalingam, Sri Narayana Guru, Periyar, Gandhi, Ambedkar.

(b) Consequences and implications of the activities of the reformers.

(a) Familiarise students with the biographies and writings of individuals who sought to criticise and reform the caste system.

(b) Discuss why the question of caste was central to most projects of social reform.

Colonialism and Urban Change

(a) De-urbanisation and emergence of new towns.

(b) Implications of colonial policies and institutions – municipalities, public works, planning, railway links, police.

(a) Outline the nature of urban development in the 19th and 20th centuries.

(b) Introduce students to the history of urban spaces through photographs.

(c) Show how new forms of towns emerged in the colonial period.

Changes in the Arts: Painting, Literature,

architecture

(a) Impact of new technologies and institutions: art schools, printing press.

(b) Western academic style and nationalist art.

(c) Changes in performing arts – music and dance enter the public arena.

(d) New forms of writing.

(e) New architecture.

(a) Outline the major development in the sphere of arts.

(b) Discuss how these changes are linked to the emergence of a new public culture.

(c) Illustrate how paintings and photographs can be used to understand the cultural history of a period.

The Nationalist Movement

(a) Overview of the nationalist movement from the 1870s to the 1940s.

(b) Diverse trends within the movement and different social groups involved.

(c) Links with constitutional changes.

(a) Outline the major developments within the national movement and focuses on a detailed study of one major event.

(b) Show how contemporary writings and documents can be used to reconstruct the histories of political movements.

India after Independence

(a) National and regional developments since 1947.

(b) Relations with other countries.

(c) Looking to the future.

(a) Discuss the successes and failures of Indian democracy in the last fifty years.

(b) Illustrate how newspapers and recent writings can be used to understand contemporary history.

Themes

Objectives

UNIT 1: The Constitution

This unit focuses on the Constitution through first highlighting why there is a need for laws and then showing how the Constitution is the framework that determines the making of laws in this country. Aspects of secularism, as well as economic justice, are highlighted with respect to the Constitution.

Section 1

The Role of the Constitution and the Need for Laws

• On the need for laws discussed through an example like dowry,

• Role of Constitution in determining the authority/legitimacy of the law,

• Laws and Dissent: Salt Satyagraha and a post-1947 example such as anti-liquor agitation.

Section 2

• Vision set forth in the Indian Constitution with a focus on secularism.

• On how an ideal of the Constitution translates into a law

• On how ideals of secularism got translated into fundamental rights.

• On Fundamental rights as human rights.

• On Fundamental Duties.

• On whether the fact that a law exists to secure certain rights mean that in effect these rights have been realised for all. This will be discussed with examples from current efforts of various marginalised communities to realise their rights.

To enable students to:

• develop an understanding of the rule of law and our involvement with the law

• understand the Constitution as the primary source of all our laws

• understand laws as evolving and subject to change.

• understand the vision and the values of the

Constitution

• develop an appreciation of human rights

guaranteed in the Constitution

• appreciate our continuous involvement with the constitution as a living document

UNIT 2: Parliamentary Government

In this unit the functioning of parliamentary

government and the roles and responsibilities of the various individuals involved in explained in context. In addition, the workings of the central government are explained through the steps involved in passing a new law that arose out of people’s struggles.

Section 1

• Reasons why parliamentary form chosen in India.

• Main features of composition of parliament and its role in debating a bill.

• Accountability of the government to the parliament.

• Role of President, PM and the Council of Ministers.

Section 2

Understand central government through issue of minimum wages or other struggles keeping the following in mind:

– Translation of felt need into law and the critical features of the legislation.

– The implication of law.

To enable students to:

• understand why India chose a parliamentary form of govt.

• gain a sense rationale of the essential elements of the parliamentary form of government.

• analyse the role of people’s agency in placing demands for legislation.

• understand the ways in which the government and

other groups respond to such issues.

UNIT 3: The Judiciary

This unit focuses on understanding the judiciary through tracing a case from the lower to the higher courts. It also examines the difference between civil and criminal cases and the difference between the police and the courts as well as provide information on an FIR.

Section 1

• The structure and process followed by the judiciary:

Trace a case from lower to higher courts.

• Distinguish between civil and criminal cases.

• Indicate the rationale of the process

Section 2

Difference between the roles of the police and that of the courts.

• Role of the Public Prosecutor.

• On an FIR: filing one, on the illegality of the police not accepting an FIR and the Supreme Court’s directive on this.

To enable students to:

• understand the main elements of our judicial

structure

• appreciate the need for the processes followed

• understand what an FIR is and how to file one.

UNIT 4: Social Justice and the Marginalised

This unit focuses on issues of social justice and the marginalised. It first provides an understanding of what is meant by ‘marginalised’ groups. It then discusses in-depth the issue of untouchability and reservations.

Section 1

A brief explanation of what is meant by marginalised.

Include how various communities (SC, ST, OBC, minorities) fit in.

• Forms of social inequality – Constitutional

provisions relating to social justice.

• Effect of social inequalities on economic inequalities.

• On Reservations.

Section 2

Different forms of untouchability that continue to exist

• The law on manual scavenging with reference to existing realities in rural and urban areas.

To enable students to:

• understand what is meant by marginalised

• gain a critical understanding of social and economic injustices

• develop skills to analyse an argument from the marginalised point of view.

UNIT 5: Economic Presence of the Government

Introduction of various ways by which the government is engaged in developmental activities, especially in infrastructure and social sectors.

To enable students to:

• think about the role of government in the economic sphere

• see some links between people’s aspirations needs and the role of government.

Topics

Objectives

No. of Periods

Resources: resources and their types – natural and human.

To know the meaning of resources their variety, location and distribution.

10

Natural resources: their distribution, utilisation and conservation, land and soil, water, natural vegetation, wildlife, mineral and power resources (world patterns with special reference to India).

To understand the importance of resources in our life.

To appreciate the judicious use of resources for sustainable development.

To develop awareness towards resources conservation and take initiative towards conservation process.

14

Agriculture: types of farming, major crops, food crops, fibres, beverages, agricultural development – two case studies – one from India and the other from a developed country/a farm in the US/ Netherlands/ Australia.

Learn about various types of farming and agricultural development in two different regions.

15

Industries: Classification of industries based on size, raw material, ownership; major industries and distribution; infrastructure and development.

Iron and Steel (a comparative study of Jamshedpur and a centre in USA e.g., Detroit).

Textile Industry (Ahmedabad and Osaka).

Information Technology (Bangalore and Silicon Valley).

To understand important forms of manufacturing industries.

14

Human Resources – composition, population change, distribution and density.

To understand the role of human resources in the development of the nation’s economy.

12

Questions

Key Concepts

Resources

Activities/ Processes

1. Food

Crop production

Crop production: How are different food crops produced?

What are the various foods we get from animal sources?

Crop production: Soil preparation, selection of seeds, sowing, applying fertilizers, irrigation, weeding, harvesting and storage; nitrogen fixation, nitrogen cycle.

Interaction and discussion with local men and women farmers about farming and farm practices; visit to cold storage, go- downs; visit to any farm/ nursery/ garden.

(Periods - 22)

Preparing herbarium specimens of some crop plants; collection of some seeds etc; preparing a table/chart on different irrigation practices and sources of water in different parts of India; looking at roots of any legume crop for nodules, hand section of nodules.

Micro-organisms

What living organisms do we see under a microscope in a drop of water? What helps make curd? How does food go bad? How do we preserve food?

Micro organisms – useful and harmful.

Microscope, kit materials; information about techniques of food preservation.

Making a lens with a bulb; Observation of drop of water, curd, other sources, bread mould, orange mould under the

microscope; experiment showing fermentation of dough – increase in volume (using yeast) – collect gas in balloon, test in lime water.

2. Materials

Materials in daily lifeb> Are some of our clothes synthetic? How are they made? Where do the raw materials come from?

Synthetic clothing materials.

Other synthetic materials, especially plastics;

Sharing of prior knowledge, source materials on petroleum products.

(Periods - 26)

Survey on use of synthetic materials.

Discussion.

Questions

Key Concepts

Resources

Activities/ Processes

Do we use other materials that are synthetic?

Do we use cloth (fabric) for purposes other than making clothes to wear? What kind of fabric do we see around us?

What are they used for?

usefulness of plastics and problems associated with their excessive use.

There are a variety of fibrous materials in use. A material is chosen based on desired property.

Collection of material from neighbourhood or should be part of the kit.

Testing various materials – for action of water, reaction on heating, effect of flame, electrical conductivity, thermal conductivity, tensile strength.

Different kinds of materials and their reactions.

Can a wire be drawn out of wood?

Do copper or aluminium also rust like iron?

What is the black material inside a pencil?

Why are electrical wires made of aluminium or copper?

Metals and non-metals.

Kit items.

Simple observations relating to physical properties of metals and non-metals, displacement reactions, experiments involving reactions with acids and bases.

Introduction of word equations.

How things change/ react with one another
 What happens to the wax when a candle is burnt? Is it possible to get this wax back?

What happens to kerosene/natural gas when it is burnt?

Which fuel is the best? Why?

Combustion, flame

All fuels release heat on burning. Fuels differ in efficiency, cost etc. Natural resources are limited.

Burning of fuels leads to

harmful by products.

“The Chemical History of a Candle”, by

M. Faraday, 1860.

Collecting information from home and other sources.

Experiments with candles.

Collecting information. Discussions involving whole class.

Questions

Key Concepts

Resources

Activities/ Processes

3. The World of the Living

Why conserve

What are reserve forests/ sanctuaries etc? How do we keep track of our plants and animals? How do we know that some species are in danger of disappearing? What would happen if you continuously cut trees?

Conservation    of biodiversity/wild life/ plants; zoos, sanctuaries, forest reserves etc. flora, fauna endangered species, red data book; endemic species, migration.

Films on wild life, TV programmes, visit to zoo/ forest area/sanctuaries etc.; case study with information on dis- appearing tigers; data on endemic and endangered species from MEF, Govt. of India, NGOs    .

(Periods - 44)

Discussion on whether we find as many diverse plants/ animals in a ‘well-kept area’ like a park or cultivated land, as compared to any area left alone. Discussion on depletion of wild life, why it happens, on poaching, economics.

The cell

What is the internal structure of a plant – what will we see if we look under the microscope? Which cells from our bodies can be easily seen? Are all cells similar?

Cell structure, plant and animal cells, use of stain to observe, cell organelles

– nucleus, vacuole, chloroplast,    cell membrane, cell wall.

Microscope, onion peels, epidermal peels of any leaves, petals etc, buccal cavity cells, Spirogyra; permanent slides of animal cells.

Use of a microscope, preparation of a slide, observation of onion peel and cheek cells, other cells from plants e.g. Hydrilla leaf, permanent slides showing different cells, tissues, blood smear; observation of T.S. stem to see tissues; observing diverse types of cells from plants and animals (some permanent slides).

How babies are formed
 How do babies develop inside the mother? Why does our body change when we reach our teens? How is the sex of the child determined? Who looks after the babies in your homes? Do all

Sexual reproduction and endocrine system in animals, secondary sexual characters, reproductive health; internal and external fertilisation.

Counsellors,    films, lectures.

Discussion with counsellors on secondary sexual characters, on how sex of the child is determined, safe sex, reproductive health; observation on eggs, young ones, life cycles.

Questions

Key Concepts

Resources

Activities/ Processes

animals give birth to young ones?

Discussion on Gender issues and social taboo’s.

4.  Moving    things, People and Ideas

Idea of force

What happens when we push or pull anything?

How can we change the speed, direction of a moving object?

How can we shape the shape of an object?

Idea of force-push or pull; change in speed, direction of moving objects and shape of objects by applying force; contact and non-contact forces.

Daily-life experience, kit items.

Observing and analysing the relation between force and motion in a variety of daily-life situations.

Demonstrating change in speed of a moving object, its direction of motion and shape by applying force. Measuring the weight of an object, as a force (pull) by the earth using a spring balance.

Friction

What makes a ball rolling on the ground slow down?

Friction – factors affecting friction, sliding and rolling friction,        moving; advantages        and disadvantages of friction for the movement of automobiles, airplanes and    boats/ships; increasing and reducing friction.

Various rough and smooth surfaces, ball bearings.

Demonstrating friction between rough/smooth surfaces of moving objects in contact, and wear and tear of moving objects by rubbing (eraser on paper, card board, sand paper).

Activities on static, sliding and rolling friction.

Studying ball bearings.

Discussion on other methods of reducing friction and ways of increasing friction.

Questions

Key Concepts

Resources

Activities/ Processes

Pressure

Why are needles made pointed? Why does a balloon burst if too much air is blown into it? Why does an inverted glass/ bottle/pitcher resist being pushed down into water? How can air/liquids exert pressure?

Idea of pressure; pressure exerted by air/liquid; atmospheric pressure.

Daily-life experiences; Experimentation- improvised manometer and improvised pressure detector.

Observing the dependence of pressure exerted by a force on surface area of an object.

Demonstrating that air exerts pressure in a variety of situations.

Demonstrating that liquids exert pressure.

Designing an improvised manometer and measuring pressure exerted by liquids. Designing improvised pressure detector and demonstrating increase in pressure exerted by a liquid at greater depths.

Sound

How do we communicate through sound? How is sound produced? What characterises different sounds?

Various types of sound; sources of sound; vibration as a cause of sound; frequency; medium for propagation of sound; idea of noise as unpleasant and unwanted sound and need to minimise noise.

Daily-life experiences; kit items; musical instruments.

Demonstrating    and distinguishing different types (loud and feeble, pleasant/ musical and unpleasant / noise, audible and inaudible) of sound. Producing different types of sounds. using the same source. Making a ‘Jal Tarang’. Demonstrating that vibration is the cause of sound.

Designing a toy telephone. Identifying various sources of noise. (unpleasant and

unwanted sound) in  the

Questions

Key Concepts

Resources

Activities/ Processes

locality and thinking of measures to minimise noise and its hazards (noise-pollution).

5. How Things Work

Electric current and circuits

Why do we get a shock when we touch an electric appliance with wet hands?

What happens to a conducting solution when electric current flows through it?

How can we coat an object with a layer of metal?

Water conducts electricity depending on presence/ absence of salt in it. Other liquids may or may not conduct electricity.

Chemical effects of current.

Basic idea of electroplating.

Rubber cap, pins, water, bulb or LED, cells, various liquids.

Carbon rods, beaker, water, bulb, battery.

Improvised electrolytical cell, CuSO4

(Periods - 14)

Activity to study whether current flows through various liquid samples (tap water, salt solution, lemon juice, kerosene, distilled water if available).

Emission of gases from salt solution. Deposition of Cu from copper sulphate solution. Electric pen using KI and starch solution.

Simple experiment to show electroplating.

6. Natural Phenomena 
Rain, thunder and lightning

What is lightning? What safety measures should we take against lightning strikes?

Clouds carry electric charge. Positive and negative charges, attraction and repulsion. Principle of lightning conductor.

Articles on clouds and lightning; kit items.

(Periods - 26)

Discussion on sparks. Experiments with comb and paper to show positive and negative charge. Discussion on lightning conductor.

Light

What are the differences

Laws of reflection.

Mirror, source of light,

Exploring    laws    of

Questions

Key Concepts

Resources

Activities/ Processes

between the images formed on a new utensil and an old one? Why is there this difference?

When you see your image in the mirror it appears as if the left is on the right – why?

Why don’t we see images on all surfaces around us? What makes things visible?

Characteristics of image formed with a plane mirror.

Regular and diffused reflection.

Reflection of light from an object to the eye.

ray source (mirror covered with black paper with a thin slit).

Plane glass, candle, scale.

Experience.

reflection using ray source and another mirror.

Locating the reflected image using glass sheet and candles.

Discussion with various examples.

Activity of observing an object through an object through a straight and bent tube; and discussion. Observing multiple images formed by mirrors placed at angles to each other.

Making a kaleidoscope. Observing    spectrum obtained on a white sheet of paper/wall using a plane mirror inclined on a water surface at an angle of 45°.

Observing reaction of pupil to a shining torch. Demonstration of blind spot.

Description    of    case histories    of        visually challenged people who have been doing well in their studies and careers. Activities with Braille sheet.

How do we see images of our back in a mirror?

Multiple reflection.

Mirrors and objects to be seen.

Why do we sometimes see colours on oil films on water?

Dispersion of light.

Plane mirror, water.

What is inside our eye that enables us to see?

Structure of the eye.

Model or chart of the human eye.

Why are some people unable to see?

Lens becomes opaque, light not reaching the eye. Visually challenged use other senses to make sense of the world around.

Experiences of children; case histories.

Samples of Braille sheets.

Questions

Key Concepts

Resources

Activities/ Processes

Alternative technology available.

Role of nutrition in relation to blindness

Observing and identifying the objects moving in the sky during the day and at night.

Observing and identifying some prominent stars and constellations.

Observing and identifying some prominent planets, visible to the naked eye, (Venus, Mars, Jupiter ) in the night sky and their movement.

Design and preparing models and charts of the solar    system, constellations, etc. Role- play and games for understanding movement of planets, stars etc.

Looking at structures/ large objects and guessing what will happen to them in the event of an earthquake; activities to explore stable and unstable structures.

Night sky

What do we see in the sky at night? How can we identify stars and planets?

Idea about heavenly bodies/celestial objects and their classification – moon, planets, stars, constellations.

Motion of celestial objects in space; the solar system.

Observation of motion of objects in the sky during the day and at night; models, charts, role-play and games, planetarium.

Earthquakes

What happens during an earthquake? What can we do to minimise its effects?

Phenomena related to earthquakes.

Earthquake data; visit to seismographic centre.

Questions

Key Concepts

Resources

Activities/ Processes

7. Natural Resources
 Man’s intervention in phenomena of nature
 What do we do with wood?

What if we had no wood?

What will happen it we go on cutting trees/grass without limit?

Consequences of deforestation: scarcity of products for humans and other living beings, change in physical properties of soil, reduced rainfall.

Reforestation; recycling of paper.

Data and narratives on deforestation and on movements to protect forests.

Narration and discussions. Project- Recycling of paper.

What do we do with coal and petroleum?

Can we create coal and petroleum artificially?

Formation of coal and petroleum in nature. (fossil fuels?).

Consequences of over extraction of coal and petroleum.

Background materials, charts etc.

Discussion.

Pollution of air and water

What are the various activities by human beings that make air impure?

Does clear, transparent water indicate purity?

Water    and    air    are increasingly        getting polluted and therefore become scarce for use. Biological and chemical contamination of water; effect of impure water on soil and living beings; effect of soil containing excess of fertilisers and insecticides on water resources. Potable water.

Description of some specific examples of extremely polluted rivers.

Case study and discussion. Purification of water by physical and chemical methods including using sunlight.

Discussion on other methods of water purification.

Unit

Name of the Unit

Duration

Periods

1

Excite

02 Hours 40 Mins.

4 Periods

2

Relate

02 Hours

3 Periods

3

Purpose

02 Hours

3 Periods

4

Possibilities

02 Hours

3 Periods

5

AI Ethics

03 Hours 20 Mins.

5 Periods

Total

12 Hours

18 Periods

UNIT (INSPIRE)

ACTIVITY/SESSION

LEARNING OUTCOMES

Session: Introduction to AI and setting up the context of the curriculum

To identify and appreciate Artificial Intelligence and describe its applications in daily life.

Breaker Activity: Dream Smart Home idea

Learners to design a rough layout of floor plan of their dream smart home.

1.EXCITE

Recommended Activity: The AI Game
 Learners to participate in three games based on different AI domains.

• Game 1: Rock, Paper and Scissors (based on data)

• Game 2: Mystery Animal 
  (based on Natural Language Processing - NLP)

• Game 3: Emoji Scavenger Hunt (based on Computer Vision - CV)

To relate, apply and reflect on the    Human-Machine Interactions.

To identify and interact with the three domains of AI: Data, Computer Vision and Natural Language Processing.

Recommended Activity: AI Quiz
 (Paper Pen/Online Quiz)

To undergo an assessment for analysing progress towards acquired AI-Readiness skills.

UNIT (INSPIRE)

ACTIVITY/SESSION

LEARNING OUTCOMES

Recommended Activity: To write a letter

Writing a Letter to one’s future self.

Learners to write a letter to self-keeping the future in context. They will describe what they have learnt so far or what they would like to learn someday

To imagine, examine and reflect on the skills required for the futuristic opportunities.

2. RELATE

Video Session: To watch a video
Introducing the concept of Smart Cities, Smart Schools and Smart Homes

Learners to relate to application of Artificial Intelligence in their daily lives.

Recommended Activity:

To write   an   Interactive   Story
 Learners to draw a floor plan of a Home/School/City and write an interactive story around it using Story Speaker extension in Google docs.

To unleash their imagination towards smart homes and build an interactive story around it.

To relate, apply and reflect on the    Human-Machine Interactions.

3. PURPOSE

Session:
 Introduction to sustainable development goals

To understand the impact of Artificial Intelligence on Sustainable Development Goals to develop responsible citizenship.

Recommended Activity: Go Goals Board Game

• Learners    to    answer    questions    on Sustainable Development Goals

4. POSSIBILITIES

Session: Theme-based research and Case Studies

• Learners will listen to various case- studies of inspiring start-ups, companies or communities where AI has been involved in real-life.

• Learners will be allotted a theme around which they need to search for present AI trends and have to visualise the future of AI in and around their respective theme.

To research and develop awareness of skills required for jobs of the future.

To imagine, examine and reflect on the skills required for the futuristic opportunities.

To    develop    effective

communication    and collaborative work skills.

UNIT (INSPIRE)

ACTIVITY/SESSION

LEARNING OUTCOMES

Recommended Activity: Job Ad Creating activity

• Learners to create a job advertisement for a firm describing the nature of job available and the skill-set required for it 10 years down the line. They need to figure out how AI is going to transform the nature of jobs and create the Ad accordingly.

5. AI ETHICS

Video Session: Discussing about AI Ethics

To understand and reflect on the ethical issues around AI.

Recommended    Activity:    Ethics Awareness

• Students play the role of major stakeholders and they have to decide what is ethical and what is not for a given scenario.

Session: AI Bias and AI Access

• Discussing about the possible bias in data collection

• Discussing about the implications of AI technology

To gain awareness around AI bias and AI access.

Recommended Activity: Balloon Debate

• Students divide in teams of 3 and 2 teams are given same theme. One team goes in affirmation to AI for their section while the other one goes against it.

• They have to come up with their points as to why AI is beneficial/harmful for the society.

To let the students analyse the advantages and disadvantages of Artificial Intelligence.