Teachers’ Resource Manual

Evolution –We and the World

Social Science
l History
l Geography
l Social and Political Life

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 Contents
S.No. Chapter Name Page No.
History .............................................................................................................................................. 3 – 53
1. Where, When and How..................................................................................................................................... 3 – 5
2. The Rise of the English East India Company............................................................................................. 5 – 9
3. Rural Life Under British India.......................................................................................................................... 9 – 12
4. Tribal Society and the Challenge of Colonialism..................................................................................... 13 – 16
5. Crafts and Industries in the Colonial Period............................................................................................. 16 – 19
6. Social, Economic and Cultural Impact of the British Rule.................................................................... 19 – 23
7. The Revolt of 1857.............................................................................................................................................. 23 – 27
8. Spread of Modern Education in India......................................................................................................... 27 – 30
9. Social and Religious Awakening in India.................................................................................................... 31 – 35
10. Colonial Cities....................................................................................................................................................... 36 – 39
11. Indian Culture—A Further Evolution........................................................................................................... 39 – 42
12. The Struggle for India’s Freedom.................................................................................................................. 43 – 49
13. India After Independence—New Challenges Ahead............................................................................. 50 – 53

Geography........................................................................................................................................... 54 – 86
1. Endowments of Nature..................................................................................................................................... 54 – 58
2. Diverse Natural Resources of the World.................................................................................................... 58 – 63
3. Ingredients of Modern Industry.................................................................................................................... 63 – 67
4. Agriculture—Backbone of Indian Economy.............................................................................................. 67 – 70
5. Industries................................................................................................................................................................ 70 – 74
6. Human Resources............................................................................................................................................... 74 – 78
7. Disaster Management—An Introduction to Natural Disasters.......................................................... 78 – 82
8. Disaster Management—Man-made Disasters......................................................................................... 82 – 86

Social and Political Life....................................................................................................................... 87 – 120

1. The Constitution of India.................................................................................................................................. 87 – 93
2. Parliamentary Form of Government............................................................................................................ 93 – 98
3. The Indian Judiciary............................................................................................................................................ 99 – 103
4. The Police Administration and the Courts................................................................................................. 104 – 106
5. Marginalised Groups and Social Justice..................................................................................................... 107 – 112
6. Untouchability and the Law on Manual Scavenging............................................................................. 112 – 115
7. The Government and Economic Development....................................................................................... 115 – 120
Formative Assessment-I................................................................................................................................ 121
Formative Assessment-II.............................................................................................................................. 122
Formative Assessment-III............................................................................................................................. 123
Formative Assessment-IV............................................................................................................................. 124
Summative Assessment-I............................................................................................................................. 125
Summative Assessment-II............................................................................................................................ 129
 History

Where, When and How 1

LESSON PLAN
A. General Objectives:
• To acquaint students with the concept of Where, When and How and its importance in describing the past
events.
• To give an overview of the sources of information through which we come to know about the history of
Modern Period.
• To comprehend the chapter from all points of view—political, economic and socio-cultural.

B. Methodology:
• Demonstration and observation • Recapitulation Method
• Explanation Method • Question and Answer
• Class discussion/interaction with students

C. Teaching Aids:
• Picture of great leaders of Indian National Movement, literary sources and flow chart.

D. Specific Objectives/Skills:
To enable the students to:

• be familiar with the important historical terms like Colonial period, Surveys, Census, Oral history,
Topography, Official Records, etc.
• develop the observation and survey skills.
• analyze facts through comparative method.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Introducing the Teacher to introduce the chapter
I chapter by asking stating that change is the process
following questions: of life. India witnessed all-round
1. Who were the changes in every field and still
Britishers? the process is on.
2. In which
continent is
England situated?
Major New system of Chapter reading by the students Class Oral Test:
Developments administration, followed by teacher’s explanation Assignment: 1. Which period
laws and revenue on the major developments • Categorize of Indian
Exploitation of during the Modern period the history is
peasants divided into three sections, developments considered as
Revolt of 1857 Political, Socio-cultural and in India the Modern
Economical. under the period?
Colonial Mid 18th Century to Further teacher to explain the British Rule. 2. How was
Period 1947 term Colonial Period and its Home India a
relevance with Indian and World Assignment: victim of the
History. • Chapter end colonial rule?
exercises
based on
topics taught
to be given.

3
 Period Recapitulation Testing previous After getting positive response,
II knowledge: teacher to start discussion on the
1. Name the groups different sources of information
that challenged of past citing examples of each as
British Rule. under:
2. Name the major
developments in
the world during
the colonial
period.
Sources of Official Records Official Records: government Class Oral Test:
Information documents like agreements, Assignment: 1. Name some
treaties, etc. • Classify the nationalist
Literary Sources Literary Sources: newspapers, sources which newspapers.
biographies, letters, novels, provide 2. Under whose
essays, poems, etc. valuable supervision
Surveys and Census Surveys and Census: Maps, data, information was the
etc. about the height of
Oral History Oral History: interviews British rule. Mount
Home Everest
Assignment: calculated?
• Chapter end
questions
based on the
topics taught.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 12
Period of the British Rule in India.
Key Question 2 Page 13
They conducted surveys in India to know the detailed
information about the flora, fauna, crops, soil and
topography of India.
Summative Assessment
I. A. 1. (b) 2. (b) 3. (c) 4. (c) 5. (b)
B. 1. caste system
2. Mahatma Gandhi, Subhash Chandra Bose
3. Newspapers, diaries
4. western education, social legislation
C. 1. True 2. False 3. False 4. True
II. 1. Colonial period– The period of the British
Rule in India.
2. Archive – It is a place where a collection of
public (govt) documents or records are kept.
3. In India, the modern period began with the
establishment of the British rule under the
English East India Company.
4. Oral history is the first hand personal account
of the people. It provides correct information
about the colonial rule.
5. The two ways in which the British rule affected
India, economically were :
(i) Britishers controlled Indian raw materials.
(ii) They drained away wealth from India.
III. 1. Newspapers published in various languages,
journals, novels, biographies and autobiogra-
phies of great men, plays, diaries and letters
written by great men of that period.
2. The British built record rooms in their offices
to preserve all the important documents. They
methodically recorded every plan, policy, treaty
and agreement.
3. Historical paintings and buildings have proved
useful as a source of history. They give us
glimpses of various aspects of the society of
that period. Most paintings either reflect the
affluent British society or the subjugation of
Indian rulers.
4. The British felt the need to survey India to
know the detailed information about the flora,
fauna, crops, soil and topography of India.
They conducted census so that they could get a
detailed account of the various castes, religions,
occupations and the population growth of India.
5. The following factors gave rise to the Indian
National Movement.

4
 (i) Drain of wealth from India.
(ii) Exploitation of peasants, artisans and
craftsmen.
(iii) Planned and deliberate exclusion of the
Indians from the high offices even if they
genuinely deserved those seats.
IV. 1. Three developments which took place in the
modern period were as follows :
(i) New system of administration: British
introduced a new system of laws and a new
method of revenue collection.
(ii) Fast fading cottage industries: The
Britishers ruined the handicrafts industry
of India bringing artisans and craftsmen
to a halt.
(iii) Rise of colonialism: Making resource
rich cities their colonial centres, British
created a rebellion in almost each Indian
and eventually a national movement
sprouted.
2. The social and cultural changes during the
British period :
• A new system of education was introduced.
• Steps were taken to abolish social evils
prevalent in the Indian society.
• Acts were passed to abolish sati, child
marriage and female infanticide.
• Law was passed to allow widow marriage.
• Efforts were made to abolish caste
discrimination.
• Schools were opened for girls.
3. Colonisation accompanied modernisation:
The Britishers ruled India for nearly two
hundred years. Though, India was exploited
by them, yet it helped in bringing modernisation
in India. The Railways were introduced. Post
and Telegraphs system were introduced. New
cities came up. India came in contact with other
countries. Many acts were passed to end social
evils. Condition of women improved. Modern
education started in India. India came in close
contact with Europe.
4. The most challenging aspect of Indian history
was the saga of the Indian National Movement.
This movement was not limited to any
particular section of the Indian society. The
Indian National Congress, the revolutionaries,
the peasants and the tribal groups all moved
out in unison to challenge the British rule.
5. Role of Newspapers: The nationalist
newspapers included they Hindu, Amrit
Bazar Patrika, Maratha and Kesari. These
papers criticised the government policies and
put forward the Indian point of view. The
newspapers brought political as well as social
awareness among the Indians.
These papers also helped in connecting Indians
living in different parts of India.
6. Basically, British wanted to know the country
of India properly. The surveys they conducted,
gave them an over all idea about India and its
people apart from other physical features. These
informations were important from the point of
view to govern a vast and varied population.

The Rise of the English East India Company 2

LESSON PLAN

A. General Objectives:
• To acquaint students with India’s social, economical and political situation in 18th Century.
• To comprehend ‘Colonialism’ in global context.
• To explain the causes which led to conflicts and wars among the Europeans and with the Indian rulers in
which British emerged victorious.
• To give an overview of the Administrative organisation of the English East India Company.

B. Methodology:
• Textbook Method • Explanation Method
• Class discussion/interaction with students • Recapitulation Method

C. Teaching Aids:
• Map of World and India • Chart of the chronological events

5
 D. Specific Objectives/Skills:
To enable the students to:
• be familiar with the important historical terms like Rule of Law, Diwani, Zamindari, Farman, etc.
• participate actively and constructively in group discussion and conversational activities.
Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Introducing the
I chapter by asking
following questions:
1. Which country
ruled India?
2. When did the
Europeans come
to India?

The Europeans The Portuguese Teacher to introduce the chapter Class Oral Test:
in power The Dutch by explaining that people started Assignment: 1. How was
The French searching new sea routes for trade • How did the British
and this often resulted in rivalry East India East India
for establishing supermacy in Company Company
which British emerged victorious establish formed?
and set up their rule in almost all itself in
parts of the world. India?

The Anglo- Reading by the students Home 2. What farman

French proceeded by the teacher Assignment: was granted
Struggle explaining the incoming • Chapter end by Aurangzeb
of Europeans, process of topic based and Farrukh
establishing firm ground in India questions to Siyar to the
and their purpose. be given. Company?

Carnatic Wars 1st Carnatic War Further teacher to discuss

(1746-48) different European powers in
2nd Carnatic War India and cut throat competition
(1749-54) that led to three fierce battle
3rd Carnatic War called the Carnatic Wars.
(1757-63)
Period Recapitulation Testing previous
II knowledge:
1. Which Indian items
were in demand in
Europe?
2. Why did all
trading companies
want to retain
Indian market?

Reasons for Naval Supermacy After getting positive response, Class Oral Test:
the success of Financial Stability students will be asked to read the Assignment: 1. Who was
the British Capable Leadership next portion followed by teacher • Mention the Siraj-ud-
Free from explaining the reasons of the reasons for daulah?
Interference British success in the Carnatic the success of
Wars. English over
its trading
rivals.
• What were
the major
gains for the
British after
the Battle of
Plassey?
• What led to
the Battle of
Plassey and
Buxar?

6
 Conquest of Battle of Plassey Now the teacher discusses the Home 2. Who was Mir
Bengal 1757 conquest of Bengal with special Assignment: Qasim?
Battle of Buxar 1764 focus on the Battle of Plassey and • Chapter end
Buxar along with their results. topic based
questions.
Period Recapitulation Teacher to revise the Reading by students followed
III previous part before by teacher’s explanation on the
proceeding further: expansion of british rule in India.
1. What is Diwani?
2. Who was Mir
Jafar?
3. What do you mean
by Zamindari?
Expansion of The Conquest of Teacher explains that conquest Class Oral Test:
the Company’s Mysore of Mysore was not easy for the Assignment: 1. Who
Rule britishers. Four wars were fought • Annexation of defended
between the British and Mysore Mysore and Mysore
in 1767-69, 1780-84, 1790-92 and Marathas was against
1799 respectively. not an easy Britishers?
War with Marathas Same was the situation against task for the 2. Name the
Marathas. Three Anglo-Maratha Britishers. chiefs of
wars were fought in 1775-85, Explain. Maratha
1803-05 and 1817-19. united under
Direct Method Annexation of Punjab was annexed after two Home the Peshwa.
Punjab Anglo-Sikh wars (1845, 1848). Assignment:
• Chapter end
topic based
questions can
be given.
Period Recapitulation Testing of the
IV acquired knowledge:
1. State three
kingdoms
annexed by Direct
method.
2. When did the
Third Anglo-
Maratha war take
place?
3. When and
between whom
was the Treaty of
Lahore signed?
Indirect Teacher to proceed with the Class Oral Test:
Method discussion of the indirect method Assignment: 1. Who
of annexation of Indian kingdoms. • What were introduced
The Subsidiary Britishers to defend Indian rulers the provisions Indian Civil
Alliance against internal and external of the Services?
threats on the following conditions: Subsidiary 2. How were
• Expenses of the British forces Alliance? the Indian
will be borne by the Indian • What was soldiers
kings. Doctrine of treated?
• Indian rulers could not Lapse?
maintain any relation with
any other Indian ruler.
Doctrine of Lapse If any Indian king died without
a natural male heir, his kingdom
passed on to the britishers.
Jhansi, Satara, Nagpur, etc. were
annexed through this policy.

7
 Administrative Civil Services
policy of the Army
Britishers Police
Judiciary
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.
Key Question 1 Page 18
The Dutch were also involved in the spice trade with the
countries of South-East Asia. They had set up some trade
centres in India as well. Their growing influence and
presence declined after being defeated by the British.
Key Question 2 Page 20
He was the governor of the French Company, who
increased French political influence in South India by
taking full advantage of its unstable political condition.
Key Question 3 Page 22
It paved the way for the British dominance over Bengal
and eventually the whole of India.
Key Question 4 Page 26
The British introduced the concept of the Rule of Law.
Summative Assessment
I. A. 1. (a) 2. (b) 3. (a) 4. (a)
B. 1. (e) 2. (d) 3. (a) 4. (b) 5. (c)
C. 1. True 2. False 3. True 4. True 5. False
II. 1. The trade sea route to India was under the
control of the Arabs in the medieval period.
Conflicts and wars started between the Turks
and the Europeans and trade was disrupted
due to the war. Therefore, the Europeans tried
to find out a new sea route to India.
2. The Indian goods which were in demand in
Europe were the Indian spices, silk, cotton,
indigo and salt-petre.
3. Satyendra Nath Tagore.
4. Two methods adopted by the British to establish
their supremacy were (i) the Subsidiary
Alliance and (ii) the Doctrine of Lapse.
III. 1. The British clashed with the Nawab because
the Nawab of Bengal, Siraj-ud-daulah attacked
the English factory at Kasim Bazar, captured
the company officials and blockaded English
ships. He also captured the Company’s fort–
Fort William at Calcutta.
Teacher further explains the • Discuss the
pillars of British administration, main pillars
establishment of India Civil of British ad-
Services, discrimination against ministration.
Indians in appointments and Home
promotions, reservation of Assignment:
higher posts for white race, • Chapter end
establishment of High Courts, topic based
Rule of Law, etc. questions to
be given.
AnswerS
2. The Battle of Plassey took place in 1757. The
Britishers defeated the Nawab of Bengal, Siraj-
ud-daulah, in this battle. It was a historical
battle because this battle paved the way for
British rule in India as they took control of
Bengal after defeating the Nawab.
3. Reasons for the success of the British in India:
(a) The British navy was very powerful.
(b) The British government helped the
Company.
(c) Robert Clive was a very able leader.
4. The Subsidiary Alliance was a method of annexa-
tion of Indian territories. It was introduced
by Governor General Lord Wellesley. Lord
Wellesley offered that any Indian ruler would
be protected from outside invasion as well as
internal revolt, if he accepted certain terms of
the British.
5. The British introduced the modern concept of
‘rule of law’ in India. Rule of law means that
the authorities would act according to rules.
The authorities could not take decision or could
not act at their will.
IV. 1. In 1764, The Battle of Buxar was fought
between the British army and the combined
forces of the Nawab of Bengal Mir Qasim,
Nawab of Awadh Shuja-ud-daulah and Mughal
Emperor Shah Alam II.
The combined forces were defeated in the Battle
of Buxar.
Consequences of the Battle of Buxar:
– The British got the Diwani rights of Bengal,
Bihar and Orissa.
– The Nawab of Awadh was left at the mercy
of the British.
2. Doctrine of Lapse – Lord Dalhousie
introduced this scheme of annexation of Indian
territories (states).
This doctrine stated that if an Indian ruler
died without a male heir, his kingdom would
lapse and it would be taken over by the British
8
 East India Company. The Indian rulers who
wanted to adopt a male heir, would have to
seek government’s approval. Generally, the
permission was not given.
Kingdoms annexed under the Doctrine of Lapse
were Satara, Sambalpur, Nagpur, Udaipur and
Jhansi.
3. It was Lord Cornwallis who introduced the
Indian Civil Services during his governorship
in India. He thought that the trained and
efficient civil servants could take up the
challenges of administering Indian territories.
They were well paid. Promotion was given on
seniority basis.
The Indians were excluded from high posts
as the British did not trust Indians and their
talent.
4. The third pillar, after army and civil services,
was the police. Lord Cornwallis introduced
a system in which a district was made an
administrative unit. The Police superintendent
was the incharge of the district. He was
At present, we can bring following changes to raise the
responsible for the maintenance of law and
efficiency of the Indian Judicial System:
order in the district. The district was divided
into thanas (police stations). A thana or the
police station was kept under a daroga (SHO).
He was responsible for law and order in his
area.
5. After the death of Maharaja Ranjit Singh
there was a state of confusion in Punjab. The
Britishers took advantage of the situation
in Punjab. In 1845, the first Anglo-Sikh war
began. Punjab was defeated as some leaders
did not cooperate. It was forced to sign the
humiliating ‘Treaty of Lahore’ on 8th March
1846. A large part of Punjab came under British
rule. Lord Dalhousie took advantage of this
opportunity and whole of Punjab was brought
under British rule.
6. Their main objective was the economic
exploitation of India, but the task of governance
also became a part of their work. Soon they
began to govern India with the objective of
gaining maximum profit out of their trade
even by unfair and unjust means. The Indian
masses suffered a lot and the British justified
their measures and claims as they had
complete political control with no sense of
responsibilities towards the Indians.
7. Indian Civil Services were organised by Lord
Cornwallis in India because only well trained
civil servants could take-up the challenge of
governing the Indian territories.
Value Added Question
(a) Introduction of lie detector test at the District
Court.
(b) Severe punishment should be given in case of giving
false or misleading oral evidences.
(c) Unified police command should be established to
arrest the wrong doers quickly.
(d) Make the police administration an independent
body responsible to the President of India only to
free it from the political influence.

Rural Life Under British India 3

LESSON PLAN
A. General Objectives:
• To be familiar with the important historical terms like Zamindari System, Revenue and Mahalwari
settlement.
• To develop comprehension regarding agricultural system and its contribution to economy.
B. Methodology:
• Demonstration and Observation • Explanation Method
• Class discussion/interaction with students • Recapitulation Method
C. Teaching Aids:
• Map of India
D. Specific Objectives/Skills:
To enable the students to:
• acquaint themselves with the Land Revenue Settlement which was introduced by the British and its impact
on rural economy.
• comprehend the concept of commercialization of agriculture.
• understand the negative effect of British Economical Policy which paved the way for famines and revolts.
9
 Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Introducing Student will be asked to read
I the chapter by the first three sub-headings each
asking interesting followed by detailed explanation.
questions:
1. What were
Diwani rights?
2. What do you
understand
with the term
Zamindari?
3. Do your parents
own land?
New Land Zamindari System First, the teacher will explain Class Oral Test:
Revenue the concept of ‘Land Revenue Assignment: 1. Who
Settlements Settlements’. Secondly, he • What was introduced
will explain why the British Permanent Permanent
introduced land revenue system Settlement? Settlement?
in India. Finally, Permanent • State the 2. Name the
Impact of permanent Settlement and its impact Impact of Mughal
settlement on village economy should be Permanent Emperor
discussed through examples. Settlement. who provided
‘Diwani’
rights to
English
East India
Company.
3. What was
‘Sunset Law’?
Period Recapitulation Recap the contents
II covered in the
previous period by
discussing following
questions:
1. In which parts
of India was
Zamindari System
introduced?
2. What was Sunset
Law?
Ryotwari Impact of Ryotwari The students to read the same Class Oral Test:
Settlement portion after that the teacher Assignment: 1. Between
will explain the concept of • By whom was whom was
‘Ryotwari and Mahalwari the Ryotwari the Opium
Settlements’ along with their settlement war fought?
impacts on the Indian peasants. introduced in 2. What
India? were the
cash crops
produced by
the farmers
in the British
period?
Mahalwari Impact of Mahalwari The teacher will explain the • Name the 3. With
Settlement Settlement impact of Mahalwari Settlement areas where whom was
focussing on the exploitation of Mahalwari Mahalwari
farmers. settlement Settlement
was made?
introduced.

10
 Commerciali- Cultivation of Indigo ‘Commercialisation of Home
zation of and Opium Agriculture’ with the examples Assignment:
Agriculture like Opium, Indigo, etc. Further, • The teacher
the teacher will explain the can assign
Impact of impact of commercialization and chapter end
commercialisa- land revenue settlements on the questions
tion of Agricul- village economy. related to the
ture topic taught.

Exploitation Exploitation of peasants by

by the Money- moneylenders should also be
lenders discussed.
Period Recapitulation The teacher will
III recapitulate the
previously taught
topics by asking the
following questions:
1. What was the
main purpose of
commercializa-
tion?
2. What do you
understand by the
‘nij cultivation’?
Famines Moplah’s Revolt The student will be asked Class Oral Test:
and Other Peasant to read the famine, Revolts, Assignment: 1. Who refused
Revolts Commissions, etc. Then • Why is to grow
Indigo Rebellion the teacher will explain Champaran indigo in
Indigo Commission the circumstances which important Bengal?
provoked famine and revolt in National 2. Name the
against zamindars and British movement? place where
administrative system. He/She Home Mahatma
will also explain the nature, Assignment: Gandhi
scope and significance of these • Chapter end launched
revolts. questions his first
related to Satyagraha
topic taught. campaign.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 32
The permanent settlement was introduced by Lord
Cornwallis.
II. 1. The British were interested in the production
Key Question 2 Page 33
The British intorduced the Mahalwari system in 1892
AD.
Key Question 3 Page 34
The British introduced plantation agriculture to make
a lot of profit by selling the produce to the European
markets.
Summative Assessment
I. A. 1. (b) 2. (c) 3. (a) 4. (b) 5. (b)
11
B. 1. Non-payment 2. Headman 3. Bihar
4. Gandhiji 5. Indigo
C. 1. False 2. False 3. False 4. True
of cash crops as their production enabled them
to make a lot of profit. These crops were in high
demand.
2. The crops which enabled the British to make
profit were indigo, raw cotton, opium, pepper,
tea and sugarcane.
3. They charged high interest and exploited
the peasants by false accounting, forging and
confusing dealings.
4. The British wanted to buy tea from China but
China was not interested in tea trade with the
 British. The British started illegal trade of
opium because it helped them to finance their
tea trade.
5. One system was called Nij cultivation and the
other was the Nyoti system.
III. 1. Commercialisation of agriculture was a boon
for the Company but as far as the peasant was
concerned, he was ruined. For e.g. Company
found in opium and illegal trade the power
of buying tea from China, which was very
profitable for the Company. The production
of opium was very harmful for the land. Its
cultivation ruined the fertility of the land.
2. The indigo planters pressurised the farmers to
sign contracts and produce indigo. The farmers
got very low price for the indigo. They were not
able to return the loans. The indigo production
even ruined the fertility of the soil.
3. Impact of Permanent settlement on the
zamindars-
(a) The zamindars became hereditary owners
of the land.
(b) The zamindars would profit from increased
production from land and prices increased.
(c) The British had fixed the land revenue at
a high rate and many zamindars could not
pay this amount.
4. Thomas Munro introduced Ryotwari settlement.
This settlement was made directly with the
ryot or the cultivator. There was no middleman
between the ryot and the government. The British
fixed the land revenue at a high rate and the
ryots were often forced to take loans from
the moneylenders who cheated the peasants
and often took away their land. Thus, even
this system could not save the peasants from
exploitation.
IV. 1. The main features of the Permanent Settlement :
– Zamindars were given land on permanent basis.
– Revenue to be paid to the company before the
sunset on the fixed date.
– If this was not paid in time, the zamindar would
lose his rights as a landlord or zamindar.
– The zamindar was free to collect the amount
from peasants what he thought to be fit.
2. Mahalwari settlement was introduced by Holt
Mackenzie in Punjab, North-West Province
and Awadh. A unit of some villages was called
a Mahal. The revenue to be paid by each Mahal
was fixed. It was to be paid within the fixed
period. It was to be collected and deposited with
company by the village headman.
12
Big and powerful zamindars cheated the
peasants. Many poor peasants had to lose their
land to the moneylenders.
3.
Indigo was a cash crop which was used to make
a blue coloured dye. The cultivation of this crop
ruined the natural fertility of the land (soil).
Despite this fact, the Britishers compelled
the Indian peasants to grow this crop, as they
needed it for the textile industry which were
great sources of their income.
4. Famine means extreme scarcity of food. During
British rule famines often ravaged our country
particularly in Bengal and Bihar. The natural
causes of famine were drought, floods and
crop failures. Million of people died due to
floods or crop failure in 1876-78, eight million
people lost their lives in Madras, Hyderabad,
Maharashtra, Western UP and Punjab. In the
famine of 1896-97 nearly 43 lakh people died.
In 1943 there was again a famine in Bengal
and 3 million people died due to starvation.
5.
Indigo Rebellion–The European planters
forced the peasants to grow indigo for them.
The peasants did not want to grow indigo
because the land lost its fertility. Indigo had
to be grown on the best land and peasants
wanted to grow rice. When the planters forced
them, they (ryots) refused to pay rent to the
planters and attacked indigo factories. They
revolted against the indigo planters. They had
the support of zamindars and headmen.
Indigo Commission–The government set
up an Indigo Commission. The commission in
its findings declared planters guilty. It stated
that indigo cultivation was not profitable for
the ryots. The peasants were asked to fulfil
their existing contracts and allowed them to
refuse to cultivate indigo in future. Thus, indigo
production ended in Bengal.
The Indigo planters shifted to Bihar.
6. Zamindars faced a serious problem as the
British had fixed the land revenue at a very
high rate which they could not pay. As a result,
the British could take over the zamindari and
auction it. Many of them lost their zamindari
and became insecure.
Value Added Question
The British administration would have dealt with the
situation in humanistic way. The plight of Indians
should have been understood and remedy should have
been suggested. Moreover, they should have made their
policies understandable to Indians. Revenue system
could be made more elastic, artisans could be protected
by advancing loans, flexible trade policies, etc.
Tribal Society and the
Challenge of Colonialism 4
LESSON PLAN

A. General Objectives:
• To give an overview of the tribal society, their lifestyle and occupations.
• To understand the British policy towards tribal groups and their area.
• To acquaint students with the tribal revolts, their causes, nature and areas.

B. Methodology:
• Demonstration and Observation • Explanation Method • Questions and Answer
• Class discussion/interaction with students • Recapitulation Method

C. Teaching Aids:
• Map of India
• Pictures of different tribal groups and their occupations, lifestyle, etc.

D. Specific Objectives/Skills:
To enable the students to:
• be familiar with important terms like Seasonal Migration, Food gatherers, Pastoral nomads, Settled
Cultivators, Tribal society, Colonialism, etc.
• develop sensitivity towards tribal cultures.
• participate activity and constructively in group discussions.
• develop the comparison skills.
• develop the Map drawing and observational skills.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Introduction of the Explanation while reading by the
I lesson through which students.
teacher can test the
previous knowledge
of the students by
asking interesting
questions:
1. Have you seen
those people who
live in forest area
or nearby area?
2. Have you ever
read about the
lifestyle and
occupations of
the tribal people?
Shifting Hunters The teacher will clear the Class Oral Test:
cultivators Food gatherers concept of shifting cultivators, Assignment: 1. Who were
The Pastoral Tribes seasonal migration, hunters, • What is Gujjar
Settled Cultivators food gatherers, pastoral nomads, ‘Jhum’? Bakkerwals?
settled cultivators, etc. in context • What do you 2. Name the
of tribal people after that he will understand pastoral
explain the varied occupations and by the term community
activities of the tribal communities ‘pastoral found in
with examples. nomads’? Rajasthan.

13
Period Recapitulation Recap the contents
II taught in the
previous period
by discussing the
following questions:
1. What do you
understand by
the term ‘seasonal
migration’?
2. Who were
Dhangars?
3. What is shifting
cultivation?
Impact of the Tribal Revolts in Explanation while reading Group Oral Test:
British Rule Chhotanagur by students. The teacher will Discussion 1. In which
on the life Santhal Revolt explain the relation between • Students can year was
of the tribal Munda Revolt Tribal people and British rule, be indulged the criminal
people how it developed in the course in group tribes Act
of time and its impact on the discussion introduced
life of the tribal people. While and discuss by the
explaining the impact, British the ‘Impact of British
interference in the affair of the British rule Government?
tribal people should be discussed on the life of 2. Who was
in detail. the Tribal the leader
Now the teacher will discuss people’. of Munda
the reaction by the tribal people Home revolt?
towards British policy; causes, Assignment: 3. Name the
nature, scope of tribal revolts, • The teacher area where
etc. can assign the Santhal
chapter end revolt took
questions place.
related to
topic taught.
Period Recapitulation The teacher will
III recapitulate the
lesson using
following questions
to test the acquired
knowledge of
students:
1. What was the
main cause of
Tribal revolts in
Chhotanagpur?
2. When did the
Santhal revolt
take place?
3. Name two Acts
which affected
the life of tribal
people adversely.
Revolts in the Revolt of Nagas, Explanation while reading Class Oral Test:
North East Khasis and Kukis by students. The teacher will Assignment: 1. Who were
explain the revolts of Nagas, • What was the the Khonds?
Revolt of Khonds in Khasis, Kukis and Khonds by main purpose 2. In which part
Orissa comparing the revolts of North- of tribal of India was
east parts with the revolts of revolts? Kukis revolt
Chhotanagpur. While comparing, spread?
nature, scope and area of revolts
should be discussed.

14
 Differences and similarities
among these revolts should be
highlighted.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.
AnswerS
Key Question 1 Page 40
The tribes of North-East and Central India practised
shifting cultivation.
Key Question 2 Page 43
British were suspicious of the nomadic tribes, who were
considered to be criminals, so they passed this Act,
according to which these tribes were forced to live only
in notified village settlements and could not move out
without a permit.
Key Question 3 Page 45
Khonds revolted against British as they feared that the
British would annex their land and force them to adopt
other occupation.
Summative Assessment
I. A. 1. (a) 2. (b) 3. (c) 4. (a) 5. (a)
B. 1. Jhum 2. Criminal
3. Birsa Munda 4. Permit
5. folk songs, folk tales
C. 1. True 2. True 3. True
II. 1. The main occupation of the tribal people in 19th
century was shifting cultivation.
2. The three tribes which were leading settled life
in India were:
(i) The Santhals (ii) The Mundas
(iii) The Gonds
3. Reserved forests were those forests from which
the villagers could not take anything even for
their own use.
4. Khasis revolt started in Assam in 1829.
5. A few things that the tribals collected from
the forests and sold to get money to buy other
things were herbs, animals, fruits, roots and
resins.
III. 1. The tribes cleared a small piece of land by
burning the vegetation on it. They used the
ash as fertilizer to cultivate this land, sowed
15
Home 2. Name the
Assignment: year when
• The teacher Naga
can assign revolts were
chapter end suppressed
questions by the
related to British?
topic taught. 3. Who are the
sentinelese?
the seeds and harvested the crop. Then they
shifted to another piece of land allowing the
earlier land to regain its fertility by leaving
it abandoned for some time. This practice is
called ‘shifting agriculture’. In India it is called
‘Jhum’.
2. It was a kind of cultivation practised in the
forest areas where the tribes used a piece
of land by burning its vegetation to gather
manure. Once the crop was harvested here,
they left this piece of land as it became infertile
and shifted to another place to clear other piece
of land for cultivation. This shifting agriculture
is locally called ‘Jhum’. In India it is practised
in the north-eastern states.
3. The Santhals and Mundas were settled
cultivators. They were deprived of their
ownership of land. They wanted their rights on
land which belonged to their ancestors. They
were forced to become tenants of the zamindars
who charged them high rents. They had to
borrow money from the money lenders at a very
high rate of interest. They wanted to get rid of
the control of the zamindars, so they attacked
the zamindars.
4. The Khonds were the tribals of Orissa (Odisha).
They led a primitive life. They feared that the
Britishers would take away their land and their
rights. They revolted against the Britishers in
1846. The revolt was suppressed in 1848 and
they had to surrender to the Britishers.
5. The tribals rebelled against the British rule
because they feared that their land would be
annexed by the Britishers and they would be
forced to adopt other occupation. They opposed
outside entry into their areas.
IV. 1. The Santhals were the settled cultivators.
Their lands were taken away by the Britishers
and they were forced to become the tenants
of the zamindars who charged high rents
from them. They had to borrow money from
 the moneylenders, who charged high rate of
interest. They were frustrated. They revolted
against the British and the moneylenders
in 1855 which continued for two years. The
revolt spread over a large area. It compelled
the Britishers to give some concessions to the
Santhals. The Britishers promised that in
future the cultivators would not be exploited.
2. The pastoral nomads moved from place to
place in search of food for their cattle. Their
migration depended upon the change of
season. The Britishers passed the ‘Forests
Acts’ dividing the forests in three categories
i.e., ‘reserved forests’, ‘protected forests’, and
‘village forests’. Due to the forests act the
pastoral nomads could not graze their cattle
in the forests. They had to take permit for
entering the forest. If they stayed for more
than the permitted time, they had to pay fine.
They were considered to be criminals. Under
the Criminal Tribes Act they were not allowed
to change their place and were forced to live in
notified village settlements.
3. The British forest laws badly affected the life of
the tribal people in India. Forest acts forbade
these people to use forests for their purposes.
The shifting cultivation was also banned.
Nomads now could not enter forests for grazing
their animals. For some activities permission
was sought. But if they stayed for more than
the specified period they had to pay fine. They
had to give bribes to the forest guards.
4. The British rule brought many changes in the
life of the tribal people. A few of these changes
were :
(i) Many restrictions were put on their
activities in connection with the forests.
(ii) They could not use some forests (reserved
forests) for taking wood, grazing cattle,
collecting fruit and roots.
Crafts and Industries in the Colonial Period
LESSON PLAN
A. General Objectives:
• To acquaint students with the condition of Indian craft and industries in the Colonical Period.
• To understand the impact of British Industrial Revolution on the Indian industry.
• To give an overview of the rise of New Cotton Mills, Iron and Steel Factories and other Indian owned industries.
B. Methodology:
• Explanation Method • Questions and Answer
• Class discussion/interaction with students • Recapitulation Method
16
(iii) They were not permitted to practice
‘shifting cultivation’.
(iv) They could not hunt in the forests.
5. Munda Revolt–Munda Revolt took place in
1899-90. It was led by Birsa Munda. The
Mundas belonged to the Bihar-Jharkhand
region. The aim of the revolt was to establish
Munda raj, headed by Birsa Munda. They
wanted to free themselves from the oppressive
British rule. The main target of attack of the
people were the British officials, zamindars,
missionaries and the moneylenders. Landlords
had taken away their land.
Though the revolt was suppressed and Birsa
was captured, the outcome of the revolt was
good as Mundas were given some concessions.
They were given back their traditional rights on
their land. The official promised not to harass
people.
6. Before the colonial rule, the tribals lived freely
in the forest. They collectively used the forest
resources without any restrictions. So, when
the British tried to curb their freedom, the
tribals rebelled at many places all over India.
They wanted their forests back into their
control and had become tired of the atrocities
of the British agents. It was the restriction
imposed on the forests—its categorisation into
different classes, exploitation by local agents,
sense of loosing their age old wealth, etc.,
that compelled the tribals to rebel against the
British and their agents.
Value Added Question
Sacrifice of Birsa Munda helps us to learn the following
values:
(a) Loyalty for one’s traditional culture.
(b) Standing against oppression and injustice.
(c) Brave and effective leadership.
5
 C. Teaching Aids:
• Map of India • Flow Chart
th
• Pictures of cotton cloths of 18 century, new cotton mills, Charkha, Spun cloth, etc.

D. Specific Objectives/Skills:
To enable the students to:
• be familiar with important terms like Chintz, Capitalist, Factories, Wootz steel, Loom, etc.
• develop sensitivity towards Indian handicrafts industry, science and technology, etc.
• develop the understanding about Indian textile, Iron and Steel factories, etc.
• participate activity and constructively in group discussions and conversational activities.
• prepare the case studies.
• develop the Map drawing skills.
Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Introduction of the Explanation while reading by the
I chapter by asking students.
the following
questions to test the
previous knowledge
of the students:
1. What do you
mean by the term
handicrafts?
2. Have you heard
about ‘Industrial
Revolution’?
Excellence of A severe Blow to The teacher will explain the Class Oral Test:
Indian Textiles Indian Textiles Industrial Revolution which took Assignment: 1. Why was
Ruin of the Indian place in England and then he/ • How was the ‘Muslin cloth’
weavers she will relate it with Indian industrial world-famous
Industry and its market. revolution a before the
Secondly, he/she will explain the severe blow Industrial
impact of Industrial Revolution to Indian Revolution?
on Indian textiles and its market textiles? 2. What is
with special focus on its negative • What led to ‘custom
impact on Indian handicrafts the decline duty’?
and weavers. of Indian
weavers?
Home
Assignment:
• The teacher
can assign
chapter end
questions
related to
topic taught.
Period Recapitulation Recap the contents
II covered in the
previous period:
1. Name the country
which displaced
the markets of
Indian cotton
textiles industry.
2. Why were Indian
textiles in great
demand all over
Europe?

17
 Rise of the The teacher will explain the Class Oral Test:
New Cotton circumstances in which new Assignment: 1. Who were
Mills cotton mills were developed. In • What was pioneer in
this context he will also discuss Jamshedji establishing
about other industries like iron Tata’s role in new cotton
and steel, paper industries, etc. Indian indus- mills?
Further, the teacher will discuss trialisation?
about the wootz steel, its making
process and how it suffered when
British started the import of
iron and steel from Britain. The
teacher focusses on the concept
of de-industrialisation and
De-industrialisation understand the circumstances of
in India world war-I which paved the way
for rise of iron and steel factories
in India.
Decline of Then, the teacher will explain Home 2. In which part
wootz steel—A in detail the responsible factors Assignment: of India was
Tragic Saga which paved the way for de- • The teacher wootz steel
industrialisation in India. can assign produced?
Rise of iron and steel Further, the teacher will explain chapter end 3. What was
industries in India the positive circumstances which questions the symbol
gave a great boost to rise and related to of dignity of
development of Iron and steel topic taught. labour?
factories in India.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 50
Printed cotton clothes from India was called ‘chintz’.
The word ‘chintz’ is derived from the Hindi word chhint,
which means a cloth with designs of small colourful
flowers.
Key Question 2 Page 51
The British rule destroyed the traditional industries of
India to create a market for the machine made goods
imported from Britain.
Summative Assessment
I. A. 1. (a) 2. (b) 3. (c) 4. (a)
B. 1. wootz 2. mid-nineteenth cotton textiles in Britain because the British
3. chhint 4. cotton textiles
C. 1. True 2. False 3. False
II. 1. Muslin.
2. The invention of the steam engine by Richard
Arkwright.
3. The markets of Europe, America and Africa
were captured by the British machine made
cotton.
4. Furnaces were built for iron-smelting.
5. Dr. Sun-Yat-Sen emphasized that China
needed to modernize itself to fight the western
domination.
III. 1. European merchants saw fine cotton textile
from India with the Arab merchants in a place
called Mosul in Iraq. So, Indian cotton cloth
began to be called Muslin.
2. The printed cotton cloth from India was called
chintz based upon the Hindi word ‘chhint’
which meant cloth with small, colourful floral
designs. They were much in demand by the
British aristocrats.
3. Production by machines.
4. TISCO was set up by Jamshedji Tata.
5. British imposed heavy custom duty on Indian
government wanted to protect their local textile
industries as the Indian Cotton textiles were
in great demand due to their fine designs and
superior quality.
IV. 1. The invention of the steam engine by Arkwright
changed the system of cotton textile production.
The entire weaving process became mechanised
and was much cheaper. This affected the
Indian weavers badly. They could not compete
with machine made goods. Thousands of them
became unemployed. The machine made cotton
cloth of Britain captured Indian market. Indian

18
 weavers lost their livelihood and were ruined.
Raw cotton was taken to England which added
to this grim situation.
2. The high quality steel produced in South India
was called wootz steel. It was made by mixing
iron with charcoal. It was a highly technical
process and needed expertise. India was
conquered by the British and machine made
iron and steel started being imported from
England. Thus the wootz steel declined. It was
a tragic development as this market too slipped
off the hand of Indians.
3. Tata Iron and Steel Company (TISCO) came
into existence in 1907. Jamshedji Tata decided
to set up this iron and steel industry in
Jharkhand (then Bihar). A steel industry needs
iron ore, manganese and coal as raw material.
All these things were available here.
This factory started producing steel in 1912.
When the First World War started in 1914,
iron came into great demand.
Britain was engaged in the making of war
items. Therefore, the Britishers turned to
Tata for making railway lines. Tata’s iron was
beneficial for India as well as Britain.
4. Reasons for the expansion of production by
TISCO.
(i) The steel produced by TISCO was of high
quality.
(ii) India was a developing country, therefore,
there was a great demand for iron and
steel. Railways were expanded. They
required steel of high quality.
(iii) Britain was engaged in first world war.
The industries in England were producing
other things. Orders were placed with the
Indian companies.
5. Industrial Revolution in Britain marked the
beginning of machine-made cheaper goods and
the Indian weavers were worst affected.
By the middle of the 19 th century, Indian
markets were flooded with machine-made
cloth of Britain. This led to many weavers and
spinners losing their livelihood. They were
forced to leave their ancestral profession and
become agricultural labourers in India and
some went out to work in the plantations in
Africa and South America.
6. He was known as the ‘Father of Iron Industry’
in India because he was a farsighted man whose
clear vision brought the establishment of the
basic industry Iron and Steel factory in India.
He proved to be a pioneer of industrialisation
in India.
Value Added Question
ociety is the place where we live, we not only survive in
S
the society but also interact with other human beings.
Human need care, protection, confidence, opportunities,
etc. from the society to survive and exist in society.

Social, Economic and Cultural Impact of

the British Rule 6
LESSON PLAN
A. General Objectives:
• To acquaint students with the British Policies which affected the economical, social and cultural life of India.
• To comprehend the text with all points of view—economical, social and cultural.
• To give an overview of the modern education system, new means of transport and communication, modern
industries, etc.
B. Methodology:
• Demonstration and Observation • Explanation Method
• Class discussion/interaction with students • Recapitulation Method
C. Teaching Aids:
• Flow Chart • Picture of Plantations, Modern Industries
D. Specific Objectives/Skills:
To enable the students to:
• participate activity and constructively in group discussions, conversational activities, etc.
• to understand discriminatory nature of the British policies.
• to develop understanding of the Economics, History of Indian Education, etc.
• be familiar with the important terms like Plantation, Modern Industries, Drain of wealth, etc.
19
 Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Introducing the Explanation while reading by the
I lesson by asking the students.
following questions
to test the previous
knowledge of the
students:
1. What do you
understand
by the term
‘Artisans and
Craftsmen’?
2. What are ‘Machine-
made goods?
Ruin of Reasons for the ruin The teacher will explain the Class Oral Test:
artisans and of Indian artisans British policy towards Indian Assignment: 1. How would
craftsmen and craftsmen handicrafts industry and • Mention the you define
agriculture sector. reasons for the term
the decline ‘Free Trade
of Indian Policy’?
Artisans and
Craftsmen.
• What led to
the decline
of Indian
agriculture?
Stagnation Different attitude of Second, he/she will explain the Home 2. What was
and Britishers towards circumstances which paved the Assignment: the major
deterioration Indian agriculture way for stagnation and deteri- • The teacher sign of
of agriculture oration of Indian industry and can assign economic
agriculture sector. While explain- chapter end stagnation?
ing the Indian agriculture the questions
teacher should be more focussed related to
on responsible factor which led to topic taught.
deterioration of agriculture.
Period Recapitulation Recap the contents
II covered in the
previous period:
1. Why did
zamindars not
take interest in
the improvement
of agriculture?
2. Tell two negative
impacts of
British economic
policies.
Lack of Slow development of Explanation while reading by the Class Oral Test:
development Indian industries students. The teacher will discuss Assignment: 1. Around
of modern the hurdles which prevented the • Why were 1750, which
industries development of Modern Industries British country was
in a proper way. In this context, forced to give the largest
the teacher will also discuss the protection producer
discriminatory economical policies to Indian of cotton
of the British towards the Indian Industries? textiles?
capitalists briefly. • What were 2. Name the
Further, the teacher will explain the two country
how India was transformed from negative where
exporter and producer of manu- features of industrial
factured goods to only exporter of Industrializa- revolution
raw materials like cotton, wool, tion? took place.
and silk for British Industry.

20
 Plantation Now, the teacher will clear Home 3. Which
Industries the concept of ‘Plantation’ and Assignment: country
will explain how Indians were • The teacher imposed
compelled to work in plantations can assign heavy duty
in India as well as in Africa and chapter end on Indian
South America. questions textiles?
related to
topic taught.
Period Recapitulation Recap the contents Explanation while Reading by
III covered in the the students.
previous period:
1. Who owned
plantations in
India?
2. Which war
boosted Indian
industries?
Poverty and Humanitarian The teacher to explain the Class Oral Test:
Famines measures concept of Poverty, Famines, Assignment: 1. Who was
Social and Humanitarian measures, • Why were the Lord
cultural policy Transport and Communication, new means Dalhousie?
of the British Drain of wealth, Modern of transport
Education, etc., in detail. and com-
munication
developed by
Britishers in
India?
Development Drain of Wealth • What do you 2. In which year
of the means understand was widow
of transport by the term remarriage
and comm- ‘Drain of Act passed by
unication Wealth’? the British?
Introduction Steps taken to Home 3. Who was
of modern revive Indian Assignment: responsible
education education pattern to • The teacher for
fit colonial ambitions can assign introducing
chapter end western
questions education in
related to India?
topic taught.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 57
(a) Exploitation of peasants at the hands of the
Britishers who compelled them to produce the crops
needed by them, e.g., indigo. Such crops ruined the
fertility of the soil.
(b) Overcrowding of agriculture also led to stagnation
and deterioration of Indian agriculture.
Key Question 2 Page 58
(a) Entry of the British-made cotton textiles into India
without paying any custom duty.
(b) Machine made clothes from Britain were compar-
atively made cheaper to give tough competition to
the Indian textile industry.
Summative Assessment
I. A. 1. (a) 2. (a) 3. (b) 4. (a)
B. 1. Custom Duty
2. Raja Ram Mohan Roy
3. Vietnam 4. sati  5. rational
C. 1. False 2. False 3. False
4. False 5. True
II. 1. Dhaka, Surat and Murshidabad were the
famous manufacturing centres of handicrafts
in India.
2. Peasant’s exploitation, excessive land revenue
demand on agriculture led to the deterioration
of agriculture in India.

21
 3. The industries set up were cotton textile, jute
textile and coal mining.
4. The result of the British economic policies was
that India was economically drained. Indians
were among the poorest in the world.
III. 1. The machine age in India started with the
introduction of cotton textile, jute textile and
coal-mining industries.
Most of these industries were owned by the
British capitalists. There were favourable
conditions in India to set up industries, i.e.
availability of raw material, cheap labour and
market.
2. Two humanitarian measures taken by the
British in India were :
(i) Banning of Sati
(ii) Passing of Widow Remarriage Act 1856.
3. Indian economy was exploited by the British.
They drained the Indian wealth by taking
control of raw materials available in India and
selling back the manufactured goods in Indian
markets.
4. Modern means of transport helped Britishers
carry raw material and manufactured good
quickly to far off places. Railways and roads
helped them to establish control over Indian
territories. It also enabled them to ensure easy
and quick movement of their army.
IV. 1. It was Macaulay who introduced the western
education in India. The western education,
like other things, had a positive and negative
impact on the existing education system.
The positive impact was that India came
in close contact with the west. The new
ideas and the concepts came to India. Many
schools and colleges were opened. This system
helped to eradicate some social evils. It was
because of this education that our leaders
struggled against the foreign rule and achieved
independence.
The negative impact was that this system
discouraged and destroyed our culture and
heritage. This system made us dependent on
foreigners. We are still struggling to get rid of
the evils of this system.
2. The British tried to eradicate the social evils
prevailing in India. Our social reformers also
helped the government in this regard. Some of
the efforts made by the government in the field
were :
(i) William Bentinck abolished sati. A law was
made to ban it. It was made a punishable
offence.
22
(ii) The practice of female infanticide was also
banned.
(iii) An Act was passed in 1856 which enabled
the Hindu widows to remarry.
3. India was famous for its handicrafts since
ancient times. But, during British period
it suffered a lot. There were many factors
responsible for its downfall.
(i) The machine-made goods from Britain
were comparatively cheaper. Indian
handicraft industry could not compete
with these goods and perished gradually.
(ii) I n d i a n r u l e r s w h o p r o t e c t e d a n d
encouraged the Indian handicraft were
losing their kingdoms. The defeat of these
rulers gave a big blow to these industries.
4. There were many factors which were responsible
for the stagnation and deterioration of Indian
agriculture. Some of these were :
(i) Indian peasants were compelled to grow
the crops that the British needed. Indigo
cultivation is such an example.
(ii) The peasants were highly taxed. The
moneylenders also charged high rate of
interest on the loans taken from them.
(iii) The poor farmers could not bring
improvement, because of their poverty.
The Zamindars did not take interest in the
improvement and the British government
ignored the improvement.
5. India’s industrial development had many
weaknesses.
(i) Most of the industries were in the hands
of the British industrialists.
(ii) In the beginning industries like cotton
textile, jute textile and coal-mining were
started. Emerging Indian industrialists
could not compete with the British
industrialists who were rich and
experienced.
(iii) British industrialists had more facilities
such as cheap bank loans whereas Indian
industrialists had to take loan on high rate
of interest.
6. The British rule in India is characterised by
the planned and merciless plunder of India’s
wealth. Right from the victory of Battle
of Buxar in 1764, the British were mainly
concerned about accumulating wealth through
land revenue, conquests, indemnity, court
intrigues, trading without paying taxes to the
local rulers. Many of the Britishers personally
amassed huge wealth and drain. The colonial
rule witnessed the exploitation and drain of
Indian resources to England in a planned
manner.
 7. The indigenous industries were self sufficient cheaper machine goods. They needed a large
and flourished before the advent of the market to sell these goods. So, the import
British rule in India. The royal patronage, of machine made goods made the British to
skilled artisans, craftsmen and favourable adopt unfair means to suppress the Indian
trade market all added to the growth of the industries. This resulted in the decline of the
industries. Indian industries.
The British rule imposed unfair taxes and Value Added Question
customs duty on the goods produced by
Every human society is governed by certain rules and
the Indians. They introduced plantation
regulations. The administration should be strict and if
crops to meet their needs. The land revenue
required stern as well, as it is necessary to keep order
settlements destroyed the age old dependency
in the society. People often have the tendency to break
of the peasants and zamindars and completely
laws. In such cases, the administration should be given
impoverished the peasantry. Moreover, the
adequate power to deal with the public.
industrial revolution provided them with the

The Revolt of 1857 7

LESSON PLAN
A. General Objectives:
• To acquaint students with the nature, scope, causes and results of the revolt of 1857.
• To comprehend the nature of British rule.
• To give an overview of the political and administrative changes that took place before and after the revolt.

B. Methodology:
• Demonstration and Observation • Explanation Method
• Class discussion/interaction with students • Recapitulation Method

C. Teaching Aids:
• Map of India
• Picture of Great historical personalities who participated in revolt

D. Specific Objectives/Skills:
To enable the students to:
• be familiar with the important historical terms like Subedar, Annexation, Mass Revolt, Anti-Imperialist
movement, Buxar Revolt, etc.
• understand the concept of Freedom, Unity and leadership
• participate actively and constructively in group discussions and conversational activities.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Introducing the Explanation while reading by
I chapter through which the students. The teacher will
teacher can test the start with introduction of the
previous knowledge of chapter, then he/she will come
the students by asking on the themes.
interesting questions:
1. Have you heard
the name of Rani
Laxmibai?

23
 Economic Economic exploitation The teacher to explain the Class Oral Test:
causes of the country Economical, Political, Social Assignment: 1. Who was the
resulting in the and Religious causes of the • State the adopted son of
widespread Revolt of 1857 in detail. causes of Baji Rao II?
discontent among The teacher also discusses Revolt of 1857 2. What was the
peasants, artisans and the approach towards the in detail. main cause of
craftsmen concerns of the Indians. • Mention two annexation of
causes of Awadh?
discontent
among
Indians under
each heading:
– Economic
cause
– Political cause
– Social cause
Political British policy of The teacher will explain the
causes annexation through political causes of the revolts
Subsidiary Alliance by giving special attention
and its impacts to policies like Subsidiary
Doctrine of Lapse Alliance and Doctrine of Lapse.
Social and Conversion into Now, the teacher will discuss Home 3. What were the
Religious christainity the social and religious causes Assignment: two social and
causes Ban on Sati, etc. of the revolt by explaining • Topic based religious acts
Taxing temple & Widow Remarriage Act, ban chapter end which hurt
mosque lands on Sati and conversion of questions can the religious
people into Christanity. be given. and social
sentiments of
the Indians?
Period Recapitulation Recap the contents Explanation while reading by
II covered in the the students.
previous:
1. Name the state
where Awadh is
situated.
2. Why did Rani
Laxmibai revolt
against the British
rule?
3. Why did zamindars
lose their
zamindari rights?
Military The teacher will explain the Class
causes military causes of the revolt. Assignment:
While explaining the military • What was
causes special focus should the plight
be on British discriminatory of Indian
policies towards Indian sepoys soldiers?
and other grievances. • What was the
immediate
cause of the
Revolt of
1857?
Immediate While discussing the Home Oral Test:
Factor immediate factor, the teacher Assignment: 1. When did
will discuss the Enfield Rifle • The teacher the British
which hurt the religious can assign introduce the
sentiments of the soldiers. chapter end Enfield Rifle
questions in the army?
related to
topic taught.

24
 The Revolt Now, the teacher will focus on 2. Name the
Begins the beginning of revolt and its place from
The Revolt spread. where the
Spreads revolt started.
3. Who led the
revolt in
Lucknow?
Period Recapitulation The teacher will
III recapitulate the
lesson by asking the
following questions:
1. Who was the main
symbolic leader of
revolt of 1857?
2. Who was Veer
Kunwar Singh?
3. Why is 24th April
1857 famous in the
history of revolt of
1857?
End of the Bahadur Shah While reading by the students, Class Oral Test:
Revolt imprisoned the teacher will discuss the Assignment: 1. Who was
end and failure of the revolt. • What were the leader of
The teacher’s focus should be the two main Central India,
on weaknesses of the Indian results of who escaped
leaders, e.g. disunity among 1857? to the jungles
regional Indian rulers, lack of • Why did the and continued
common plan of action, lack of revolt fail? to fight the
means of communications and guerilla war
transportation, etc. until captured
and killed?
Causes for the Lack of modern Then the teacher will focus on Home 2. When did the
Failure of the weapons and the result of this revolt and Assignment: Boxer revolt
Revolt coordination its importance in the Indian • The teacher happen in
Started early before history. can assign China?
the decided date chapter end
Limited approach questions
related to
topic taught.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 64
The middle and the upper classes became angry with
the British because they were thrown out of their jobs
when British took over the Indian states.
Key Question 2 Page 65
The soldiers had to bite off the greased cartridge before
loading it in the Enfield rifle. There was a strong rumour
that the grease used in the cartridge was made from the
fat of cow and lard of the pig. This hurt the religious
sentiments of both Hindu and Muslim soldiers who were
asked to use that rifle.
Key Question 3 Page 67
British promised the Indian rulers that their kingdoms
will not be annexed in future.
Indian rulers could pass on their kingdoms even to
their adopted heirs. But in return they had to accept
the paramount sovereignty of the British monarch.
Summative Assessment
I. A. 1. (a) 2. (b) 3. (c) 4. (a) 5. (b)
B. 1. Mismanagement 2. Enfield rifle
3. British Crown 4. Meerut
5. General Bakht Khan
C. Match the following
1. (c) 2. (d) 3. (a) 4. (b)
D. 1. True 2. True 3. True

25
 II. 1. Mangal Pandey was an Indian sepoy in the 34th
Bengal Native Infantry regiment of the British
East India company. He was a freedom fighter
who rebelled against the British at Barrackpore
(West Bengal). He was hanged to death for
revolting and attacking his officers.
2. The immediate cause of the revolt were the
newly introduced cartridges greased by fat of
cow and lard of the pig that were to be used in
Enfield rifles.
3. The revolt was started by Indian sepoys in the
Meerut cantonement by refusing to accept the
greased cartridges.
4. The ruler deposed was Wajid Ali Shah. The
Britishers annexed Awadh in 1856.
5. It was a British policy aimed at annexing the
Indians kingdoms. It stated that if the Indian
ruler died without a natural heir to the throne,
the kingdom will be acquired by the British.
Jhansi, Satara and Nagpur were annexed
under this doctrine.
6. British introduced the Enfield Rifle in 1856.
III. 1. Rani Lakshmibai wanted her adopted son to
succeed to the throne, but this demand was
refused by the British.
2. Efforts to eradicate social evils were considered
against the traditions. To the orthodox people
ban of Sati, widow remarriage, girl education,
and other such reforms were direct interference
in their customs. Education spread by the
missionaries was not tolerable to them. The
lawful inheritance of paternal property of
a person turning to Christianity hurt their
religious sentiments deeply. All these social
and religious causes served as outbreaks of the
revolt.
3. The revolt of 1857 is regarded as a turning
point in Indian history. The rule of East India
Company came to an end after this revolt. India
came under the direct control of the Crown. The
British Parliament passed an Act in 1858. The
British government promised not to annex the
Indian kingdoms in future. The government
also decided not to interfere in the religious
matters.
4. Nana Saheb, Rani Laxmibai and Begum
Hazarat Mahal became the sworn enemies
of the British because they were not allowed
to rule their native states. Nana Saheb was
the adopted son of Baji Rao II, while Rani
Laxmibai’s adopted son was not allowed to rule,
and in Awadh Birjis Qadr, the young son of
Begum Hazarat Mahal was forced to abandon
his seat after a short reign by Lord Dalhousie.
26
5. The Indian sepoys were against the British
because:
(i) They were treated badly.
(ii) They were less paid.
(iii) They were not promoted to the higher
ranks.
(iv) They were sent out of the country forcibly.
(v) They were asked to use the newly
introduced greased cartridges.
6. The few changes that came in the British
administration in India were as follows:
(i) The British Parliament Passed an Act in
1858 and the power of governing India
was shifted from the English East India
Company to the British Crown.
(ii) The British promised the Indian rulers
that their kingdoms will not be annexed
in future.
(iii) The Indian rulers were allowed to pass on
their kingdoms to their adopted heirs.
IV. 1. Economic causes of 1857 Revolt.
Under the British rule, the zamindars had
lost their zamindari and their social status.
Moneylenders charged high interests. The
British purchased the raw material from
Indians at the cheapest price and sold the
finished British products at their dearest price.
This was a setback to the economic background
of the people. There was unemployment among
the middle classes due to machine-made goods.
2. There were many causes of the failure of the
revolt of 1857. Some of these are as follows :
(i) Weak leadership of Bahadur Shah could
not keep the forces united for a long time.
(ii) There was lack of unity. Some Indian
rulers supported the English East India
Company.
(iii) There was no concept of free India. Each
ruler had his/her grievances against the
English East India Company.
(iv) The revolt started before time (i.e., 10th
May) whereas the fixed date was 31st
May. This alerted the government.
(v) The revolt remained limited to north and
central India.
(vi) The British army was well equipped and
stronger.
3. The revolt of 1857 started from Meerut. The
Indian soldiers of Meerut cantonment refused
to use the greased cartridges. Consequently,
they were terminated from service and were
sentenced to 10 years jail. The soldiers at
Meerut killed the British officers and declared
the revolt. Then they reached Delhi and
persuaded Bahadur Shah to lead them.
 4. Political cause.
Lord Wellseley annexed many kingdoms under
Subsidiary Alliance. Likewise Lord Dalhousie
annexed Indian kingdoms under Doctrine
of Lapse. East India Company refused to
recognise adoption, an ancient Indian custom.
These rulers wanted freedom from the British.
Many other Indian rulers also feared that
their kingdoms might be taken from them.
The annexation of Awadh in 1856 on meagre
grounds of mismanagement, created anger
among Indian rulers. They were waiting for
an opportunity that they found in 1857 when
the revolt started in Meerut.
5. Mughal Empire was more acceptably a uniting
force to the people of India than any other
Indian kingdom. It had the legacy of ruling
entire India. Delhi was considered the centre
point of authority, so the rebels looked forward
to the support of Bahadur Shah Zafar and
proclaimed him as their leader.
6. Peasants, artisans and craftsmen rebelled
against the British because they had to pay
heavy taxes.
The craftsmen were also frustrated on account
of the change in pattern of demand for goods as
the loss of the kingdom of Indian rulers was a
loss of customers of the Indian handicrafts. The
Indian craft suffered loss due to the machine-
made cheap British goods.
Value Added Question
rganisation, coordination and planning are the key
O
elements that help us to achieve success in our life. These
three factors increase our efficiency in all our endeavours
that we undertake. These factors strengthen the social
bonding, bringing people close to one another. It was the
lack of these factors in Indian soldiers and presence of
these factors in British army that led to the failure of
the revolt of 1857.

Spread of Modern Education in India 8

LESSON PLAN
A. General Objectives:
• To give an overview of the traditional and modern education system.
• To understand the British educational policy and debate regarding medium of education.
• To explain the need of promotion of national education in India.
B. Methodology:
• Explanation Method • Class discussion/interaction with students • Recapitulation Method
C. Teaching Aids:
• Pictures of British and Indian educationalists, etc.
D. Specific Objectives/Skills:
To enable the students to:
• develop sensitivity towards importance of education and educational institutions.
• preserve the traditional education which was given by other than English language.
Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Introduction of the Explanation while reading by the
I lesson through the students.
following interesting
questions:
1. What is education?
2. What is medium
of your education?
3. Who makes
plans or policies
regarding
education?

27
 Motives First the teacher will give Class Oral Test:
of British introduction about the traditional Assignment: 1. By whom
Educational educational system of India and • What were was the
Policy after that he/she will explain the motives Asiatic
why British wanted to replace behind New society of
traditional education system Educational Bengal
with new or modern education Policy founded?
system and what were their introduced by 2. Why did
motives behind this. the British? Britishers
The Evolution Further, the teacher will • What was the want to give
of the explain the evolution of the orientalist modern
Educational educational policy of the British, school of eduction to
Policy of the achievements of some British thought? the Indians?
British officers towards this and the Home
educational provisions in the Assignment:
Charter Act of 1813. • The teacher
can assign
chapter end
questions
related to the
topic taught.
Period Recapitulation Recapitulation of
II the previous topic by
asking the following
questions:
1. Why did the
British introduce
Modern education
in India?
Influence of 2. What were Explanation while reading Class Oral Test:
Orientalism on Pathshalas? by the students. The teacher Assignment: 1. Why were
British 3. Who was William will explain the concept of • Who were the Madarsas set
Educational Jones? ‘Orientalism/Orientalists’ and Anglicists? up?
Policy ‘Anglicists’. Then, the teacher • What was 2. Who wrote
will explain how orientalist and the Wood’s ‘Ananda
Anglicist points of view influence Despatch? Math’?
the British Educational policy.
The Anglicist In this context, he/she will also Home
point of view explain the role of orientalists like Assignment:
Jonathan Duncan and Warren • The teacher
Hastings and Anglicists like James can assign
Mill and Lord Macaulay in deciding chapter end
the British educational policy. questions
Wood’s Further, the teacher will explain related to the
Despatch the Wood’s Despatch (1854) and topic taught.
its educational provisions.
Period Recapitulation The teacher will
III recapitulate the
previous topic as
under:
1. Who was Sir
Charles Wood?
2. What was the
main provision of
Wood’s Despatch?
3. Name the
Governor General
who was the
supporter of
orientalist view.

28
 Impact Explanation while reading by the Class
of British students. Teacher to explain the Assignment:
Educational impact of British Educational • Enumerate
policy Policy and points ‘Promotion of the impacts
National Education in India’. of British
Education
policy.
• How did
the Indians
react to the
educational
policies of
British?
Promotion of Then, the teacher will explain Home Oral Test:
National positive and negative impacts Assignment: 1. When was
Education in of the British Education policy • The teacher Shantiniket-
India and reaction against western can assign an estab-
education and advocacy of chapter end lished?
national education. In the questions 2. Name the
context of promotion of National related to place where
Education in India, the teacher topic taught. Muhamm
will explain Mahatma Gandhi edan Anglo-
and Rabindranath Tagore’s Oriental
points of view. College was
established.
Case Study Aligarh Now, the teacher will focus 3. Who was
on the case study on the Sayaji Rao
contribution of Sir Sayyed Gaekwad III?
Baroda Ahmad Khan and Sayaji Rao
Gaekwad III in the field of
education.

• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 73
William Jones and Henry Thomas Colebrooke belonged
to the orientalist school of thinking.
Key Question 2 Page 74
Sir Charles Wood was the President of the Board of
Control, Department of Education.
Summative Assessment
I. A. 1. (a) 2. (b) 3. (a) 4. (c) 5. (a)
B. 1. William Jones
2. Wood’s Despatch, Calcutta, Bombay and
Madras
3. Rabindranath Tagore, nature
4. education, Pathshalas, madrassas
C. 1. True 2. False 3. True
II. 1. A Pathshala meant a place where traditional
Indian education was imparted to boys only. The
pupils in Pathshala mainly learnt religious and
mythological stories and arithmetical tables.
29
2. The motives behind British Educational Policy
was to recruit educated Indians as clerks in the
offices at cheaper pay, who would be loyal to
them.
3. A madrassa was set up in Calcutta (now
Kolkata) in 1781 and a Government Sanskrit
College was established in Benaras in 1791.
4. The two Indian leaders were Mahatma Gandhi
and Rabindranath Tagore who reacted against
western education.
5. The two institutions, established to promote
national education were Shantiniketan and
Muhammedan Anglo-Oriental College at
Aligarh.
III. 1. The Orientalists wanted Indians to rediscover
the rich literature of India and to encourage
western learning and modern sciences. The
British belonging to orientalist school of
thinking also hoped that if Indians were given
modern education along with traditional and
formal education, they would become “good
subjects” and accept British Rule willingly.
 2. James Mill and Thomas Macaulay opposed the
thoughts of the orientalists school of thinking.
They wanted Indians to be taught scientific
education of the west through the medium of
English. According to Lord Macaulay, Indian
learning and literature was much inferior
to that of the West. The ideas of James Mill
and Thomas Macaulay brought a tremendous
change in British Educational policy in India,
and in 1835 the British Government decided
that their educational policy in India will be to
teach western sciences and literature through
the medium of English.
3. Mahatma Gandhi’s ideas of education was
fruitful to the survival of Indian heritage and
the rich literature. Mahatma Gandhi wished
to promote such an education that could help
Indians develop a sense of dignity and self
respect. According to him, education meant
training of both mind and body.
4. Rabindranath Tagore established Shantiniketan
to create in Indians a spirit to study while being
close to nature where they could be creative
in expressing to their thoughts and desires
to inspire the natural desire in the child to be
creative and imaginative.
IV. 1. British Educational Policy was irrelevant to
Indians, because of the following reasons.
(i) Because of the medium of teaching in
English in place of Indian languages,
lakhs of children, especially in rural areas,
were deprived of modern education.
(ii) English medium schools was very costly.
(iii) British educational policy almost neglected
girls education for which no funds were
allotted.
(iv) British educational policy was biased and
it considered Indian traditional education
inferior to western education.
2. The orientalists were of the opinion that
Indians should understand their heritage
while Anglicist policy of education was based
on English culture. Orientalists promoted law
and languages whereas Anglicists stressed on
sciences and wanted English to be the only
medium of education. According to Anglicist
point of view, ‘oriental learning was completely
inferior to European learning’.
3. In 1854, a further development in the field of
education took place, under which the Court of
Directors of the English East India Company
sent an educational despatch to the Governor-
30
General in India. It was named after Sir
Charles Wood — the President of the Board of
Control and commonly called ‘wood’s dispatch’.
Consequently in all provinces, the Departments
of Education were set up and universities were
established in Madras, Bombay and Calcutta
in 1857.
4. Mahatma Gandhi’s view on the National
Education in India was that Indian tradition
and values should be a part of national
education. He wanted to promote an education
in which there remained a sense of dignity and
self respect. He perceived that Education in
English would cripple Indians and if Indians
would be taught in their own languages, they
would progress better in their lives.
5. Sir Sayyed Ahmad Khan was a great visionary.
He contributed to the upliftment of Muslims.
Keeping the progress of Muslims in mind, he
set up a college at Aligarh, the Mohammedan
Anglo-Oriental College, for spreading western
science and culture. He had to face difficulties
in his mission from the orthodox Muslims,
but he didn’t lose his courage and ultimately
founded the college as a centre for spreading
western science and culture. Later, this college
expanded and was named Aligarh Muslim
University.
He also tried to introduce social reforms. He
was in favour of girl education and removal
of purdah, polygamy and divorce among the
Muslims.
6. Western Education system introduced by the
British proved quite beneficial as it created
a class of English Speaking Indians. English
became the medium of communication and
exchange of ideas between educated Indians.
The new system developed a democratic and
nationalist outlook. They could understand
the mind of the British and interpret their
motives. But, it did had some adverse effects
on the Indians like it created a wide linguistic
and cultural gap between the western educated
Indians and the general masses. It made
education costly and the education of the girls
was totally neglected.
Value Added Question
The term ‘value’ means those useful characteristics that
add to our existence as a responsible social being. Values
such as truthfulness, honesty, courage, forbearance,
bravery, respectfulness, love, kindness, etc., make us
live a meaningful life.
Social and Religious Awakening in India 9
LESSON PLAN
A. General Objectives:
• To give an overview of the condition of women in the 19th century India.
• To understand the caste system and its adverse effects.
• To acquaint students with the social and religious reform movements, their leaders, organisations, etc.

B. Methodology:
• Explanation Method • Class discussion/interaction with students
• Recapitulation Method

C. Teaching Aids:
• Pictures of great personalities who participated in social and religious awakening in 19th century India

D. Specific Objectives/Skills:
To enable the students to:
• be familiar with the important historical terms like Sati System, Sahagamana, Child Marriage, Caste
System, Female infanticide, Polygamy, Crusade, etc.
• develop sensitivity towards women as well as whole society.
• inspire by work and achievements of social reformers.
Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction The lesson is Explanation while reading by
I initiated with the students to be followed by
discussion through detailed explanation by the
which the teacher teacher.
can test the previous
knowledge of the
students by asking
interesting questions:
1. Have you heard
the name of ‘Raja
Ram Mohan Roy’?
2. Have you read
the story about
the life of
Ishwar Chandra
Vidyasagar?
Position of The teacher will explain the Class Oral Test:
women in position of women in society Assignment: 1. What do you
Indian during the 19th century. • What was the understand
Society condition of by the term
women in the ‘Sati pratha’?
Crusade In this context he will specially 19th Century 2. In which
Against focus on the Sati System, in India? year was
Sati condition of widow and efforts Home ‘Right to
Position of made by Raja Ram Mohan Roy, Assignment: property Act’
widow and Ishwar Chandra Vidyasagar, • Chapter end enacted?
widow Keshav Chandra Sen, etc. to ban questions 3. Who was
Remarriage Sati system and to improve the based on the the founder
condition of women. topic taught of Brahmo
can be given. Samaj?

31
Period Recapitulation Recap the contents
II covered in the
previous period
by discussing the
following questions:
1. What was widow
Remarriage Act?
2. When and who
passed the law to
ban the horrible
custom of Sati?
Child Explanation while reading by the Class Oral Test:
Marriage students. The teacher explains Assignment: 1. When was
the content to help students • What do you the female
comprehend the concept of child understand infanticide
marriage, female infanticide, by the term Act passed
women’s education, etc. Then the female by the
teacher will explain the efforts infanticide? colonial
of social reformers to abolish the government?
child marriage, Age of Consent 2. What was
Act, 1891, Sharda Act, 1929, etc. Sharda Act
which was
passed in
1929?
Female Further the teacher will explain Home 3. Who was
infanticide the practice of female infanticide Assignment: Max Muller?
which was banned by British • The teacher
through Female infanticide Act, can assign
1870. chapter end
question
related to
topic taught.
The first steps The conditions of women
towards education in 19th century, efforts
Women’s made by British officers as well
Education as Indian social reformers to
spread the education among
women, etc.
Period Recapitulation Recap the contents Explanation while reading by the
III covered in the student.
previous period
by discussing the
following questions:
1. Why were girls
married early?
2. Who was
Ishwar Chandra
Vidyasagar?
3. Who had started
girls’ school at
Poona?
Women step The teacher will explain the Class Oral Test:
into writing achievements of women in the Assignment: 1. Name two
Women’s field of writing, her role in the • What women
Role in the freedom struggle of India. challenges writers who
Freedom were faced belonged to
struggle by the social Maharash-
Challenges After that the teacher will reformers tra.
faced by explain the challenges which in changing
Reformers were faced by social and religious society?
reformers in changing the
society.

32
 Home 2. After
Assignment: Independene
• The teacher what were
can assign the two
chapter end rights given
questions to women
related to through
topic taught. Indian
Constitution?

Period Recapitulation The contents

IV covered in the
previous period will
be recapitulated
by discussing the
following questions:
1. Name the
women writer
who belonged to
Bengal.
2. In which
language was
Amar Jiban
written?
3. What do you
understand by the
term ‘Orthodox
section of society’?
The caste Social order in Explanation while reading by Class Oral Test:
system Indian Society the students. The teacher will Assignment: 1. Who founded
explain the concept of caste • Mention the Sri Narayana
Impact of system, meaning of caste, history role of any Dharma
British rule of caste system, impact of British two reformers Paripalan
Rule on caste system. in regulating Yogam?
Indian
society.
Role of social Jyoti Rao Phule After that the teacher Home 2. Name the
Reformers and Gopal Hari will explain the role of Assignment: Magazine
social changes Deshmukh social reformers and their • The teacher started by
Swami Vivekanand organisations to remove the evil can assign Kandukuri
E.V. Ramaswamy of casteism and untouchability. chapter end Veeras-
Naicker questions alingam.
Sri Narayan Guru related to
topic taught.
Period Recapitulation Recap of the content
V covered in the
previous class by
discussing the
following questions:
1. What do you
understand
by the term
‘untouchability’?
2. Who was
the founder
of ‘Dravidar
Kazhagam’?
3. What were the
four varnas in
Indian society?

33
 Mahatma Role of Gandhiji
Gandhi
Bhim Rao Role of Ambedkar
Ambedkar
Indian
constitution
and caste
system
Article 15
Article 17
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.
Key Question 1 Page 82
Governor General William Bentinck banned the Sati
Pratha in 1829.
Key Question 2 Page 83
Practice of killing a girl child soon after the birth is
called female infanticide.
Key Question 3 Page 85
• Caste system created inequalities and injustice
towards the people of lower caste.
• It lead to the deprivation of basic social and economic
opportunities for the lower caste.
• Untouchablity was another outcome of casteism.
Key Question 4 Page 87
He was EV. Ramaswamy Naicker.
Summative Assessment
I. A. 1. (a) 2. (b) 3. (c) 4. (a) 5. (b)
B. 1. Sati 2. Bethune
3. Pandita Ramabai 4. Periyar
5. Rashsundari Debi
C. 1. True 2. True 3. True 4. False 5. False
II. 1. A practice of killing a newborn girl child is
called ‘female infanticide’.
2. (i) Exploitation of women even at home by
the their family members.
(ii) Women were denied education.
(iii) Women were denied their right to property.
(iv) Early marriage/child marriage.
Explanation while reading by Class Oral Test:
the students. The teacher will Assignment: 1. Who founded
explain the thoughts of Mahatma • What were All India
Gandhi and Bhim Rao Ambedkar Gandhiji’s Harijan
who fought for abolition of views on Sangh and
untouchability from Indian Caste when?
society. They started vigorous System?
campaign for the removal of
untouchability by founding
organisations, starting journals,
crusading for temple entry, etc.
Further, the teacher will Home 2. What do Ar-
explain about the provisions Assignment: ticles 15 and
which were laid down in the • The teacher 17 say about
Indian constitution to abolish can assign untouchabili-
untouchability. chapter end ty?
In this context, he will explain questions
Articles 15 and 17 in detail. related to
topic taught.
AnswerS
(v) Forced to commit Sati.
(vi) Women sometimes, were victims of
polygamy because men could marry more
than one women.
3. Jyoti Rao Phule’s contribution to the Indian
society is unforgettable. He founded Satya
Shodhak Samaj in 1873. The main objective of
this Samaj was to improve the condition of the
oppressed people. He worked for the upliftment
of the oppressed people throughout his life.
4. B.R. Ambedkar belonged to a lower caste family
in Mhow village in Madhya Pradesh. He started
a Temple-entry Movement in 1927 to allow
lower caste people to offer prayer in temples.
In 1930, he participated actively in National
politics and demanded separate electorates for
untouchables.
III. 1. Raja Rammohan Roy opposed the evil custom
of Sati and worked hard to eliminate it from
the society. He used to visit the burning ghats
at Calcutta to stop the evil practice of Sati.
He organised groups of his followers to keep a
strict watch to prevent any attempt to force the
widows to commit Sati. He founded a reform
organisation in the name of ‘Brahmo Samaj’.
2. Ishwarchandra Vidyasagar was shocked to see
the pathetic condition of widows. They were
badly treated, ignored and were not allowed to
remarry. Vidyasagar pleaded in the light of the
ancient texts that widows could remarry, and
in this way his movement in favour of widow
remarriage spread to other parts of the country.
34
 On account of his sincere efforts, the British
government passed the Widow Remarriage
Act in 1856. In 1874 ‘Right to Property Act’
was passed, based on which the widows had a
right on her husband’s property.
3.
‘Civil Rights Movement’ was a mission
started in United States by Martin Luther
to bring justice to Black Americans. In the
United States, Black Americans were hated
by White Americans. They were brought as
slaves mainly from Africa to work in cotton
plantations and were treated in an inhuman
manner. After tiring hard all day long, they
were kept in chains, whipped and tortured
regularly. Finally, a great hero among the
Blacks emerged. His name was Martin Luther
King Jr. He led the Civil Rights Movement to
bring equality for the Black Americans which
came out to be a great success.
4.
Gandhiji was moved to see social equality in
Indian society and several discriminations
on social grounds. He tried to abolish
untouchability. He founded the All India
Harijan Sangh in 1932 for the upliftment of
untouchables of India and launched a campaign
against untouchability. He raised their status
calling the untouchables Harijans–or God’s
own people.
5.
To uplift the weaker sections of the society, under
Article 15 our Constitution states that no Indian
citizen shall be discriminated on the basis of
caste, creed, sex or religion. Article 17 declares
that the practice of untouchability in any
form is a punishable offence. Because of these
constitutional provisions the weaker sections are
now in a better position. It is hoped that their
social position will be improved further.
6.
Yes, it is true that in the past a literate girl
was considered as a curse or bad omen for her
husband and family. But, later it turned out to
be a superstition only. Today many girls schools
are operating all over India. Girls are not only
studying but also doing well in various fields
of human activities. We must take appropriate
steps to boost girl education as it is the need of
the time.
IV. 1. The prominent social reformers who promoted
women’s education were Vidyasagar, Dadabhai
Naoroji, Jyoti Rao Phule, Keshab Chandra
Sen, etc. They advocated that women should
be given full freedom for education like the
boys. Vidyasagar organised 35 girls’ schools in
Bengal. Dadabhai Naoroji laid the foundation
for female education in Bombay. Jyoti Rao
Phule started a girls’ school at Poona. Keshab
Chandra Sen also favoured women education.
35
2. Caste means ‘Varna’ in which one is born. Caste
system is an ancient institution of Indian society.
On the concepts of four varnas the Indians were
divided into four castes, namely, Brahmanas,
Kshatriyas, Vaishyas, and Shudras. It causes
discrimination, inequality and injustice. The
people who belonged to lower castes were
deprived of all opportunities, whether economic
or social. The lower caste people were segregated
and not allowed to mix with the people of upper
castes. In this way, the Indian caste system
broke the unity of people living in India and
on political and social grounds, the outsiders
got an opportunity to establish themselves in
India. The caste system broke our prosperity
into pieces, consequently the rich became richer
and the poor became poorer.
3. To highlight the condition of women in 19th
century, some of the women started writing and
spreading their views on the plight of women in
the Indian society. Rashsundari Debi of Bengal
wrote her autobiography ‘Amar Jiban’ in the
secrecy of kitchen. It was the first full length
autobiography in Bengali language. Another
Bengali woman writer was Kailashbashini
Debi. Tarabai Shinde and Pandita Ramabai
of Maharashtra wrote about how women were
exploited at home, kept in ignorance, forced to
do hard domestic labour and treated badly by
the male members.
4. Whenever a social reformer put forward a
different idea or opinion for the well being
of the people, the orthodox sections opposed
them making offensive opinions. They tried to
threaten people that if they adopted new ideas,
they will be segregated from the society. Facing
harsh opposition from the community that in
our own had been the biggest challenge for the
reformers.
5. We often talk about our rights, but we hardly
think about our responsibilities. In fact, rights
are corresponding to our responsibilities that
we perform. These responsibilities can be
towards our family or society. By helping and
respecting each other we can contribute to our
family and society and mark our presence as
a responsible person.
Value Added Question
Material accomplishments can only add quality to our
life but love, affection, bonding cannot be achieved by
them. No accessories can ever replace the love and care
given by our dear ones. Last but not the least accessories
can be purchased again, but family cannot. Accessories
may not last long, but family, memories, emotions are
the essence of life and they guide us till end.
Colonial Cities 10
LESSON PLAN
A. General Objectives:
• To give an overview of the new colonial cities.
• To understand the special features, town planning and social structures of these cities.
• To explain the reasons for the development of cities, hill stations, modern transportation and communication
system.

B. Methodology:
• Demonstrations and Observation • Explanation Method
• Class discussion/interaction with students • Recapitulation Method
C. Teaching Aids:
• Pictures of colonial cities and buildings

D. Specific Objectives/Skills:
To enable the students to:
• be familiar with the important historical terms like Town-Planning, Black Town, White Town, Band Stand,
Indo-Saracenic Style, New-Gothic Style, Neo-Classical Style, etc.
• develop sensitivity towards historical monuments to preserve historical heritage.
• develop the architectural and observational skills.
• to understand the lifestyle, social structure and culture of the cities.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation
Period Introduction The lesson is
I initiated with
discussion through
which teacher can
test the previous
knowledge of
the students by
asking interesting
questions:
1. What do you
understand by
the term ‘Cities’?
2. Name any two big
cities which you
are familiar with.
New Colonial Explanation while reading by the Class Oral Test:
Capital students. The teacher will give Assignment: 1. Why was the
an outline of colonial cities which • Who were the city divided
were established by British architects of into Black
Colonial Government. New Delhi? and White
After that the teacher will Town?
explain the basic features of the • What was the 2. Name the
Delhi cities for example; Delhi main purpose two buildings
– Rashtrapati Bhawan. to build the built in Neo-
– Secretariat Buildings. Fort William? Gothic style.

36
 – Architecture of Connaught 3. In which city
Place, India Gate the British
– Centre of the white town, Fort introduced a
Growth of Madras
St. George neo-classical
Madras as a
style?
colonial city – Black town or Indian town
Town Calcutta – Structure of Fort William
Planning in – City’s Natural Environment
Calcutta
– Economic importance
Town Bombay – European Style buildings Home 4. Name
Planning in (Neo-classical style and Neo- Assignment: the style
Bombay Gothic style) • Chapter end which was
– Mixture of the Indian and question a mixture
European style of building, i.e. related to the of the
Indo-saracenic style topic taught Indian and
can be given. European
style.
Period Recapitulation Recap the contents Explanation while reading by the
II covered in the student.
previous period
by discussing the
following questions:
1. Name the
building which
was built
in Gujarati
architectural
style.
2. Which building
was made by neo-
clssical style in
Bombay?
3. What do you
mean by the term
‘bungalow’?
The Hill The teacher will explain Class Oral Test:
Stations the concept of Hill Stations, Assignment: 1. In which year
Sanitoriums, Villas, Cottages, • What were was the first
Communication system, the reasons telegraph
Social life in
telegraph system, etc. Then behind line opened?
the New Cities
the teacher will explain the development 2. Between
reasons for the development of of hill which places
hill stations and their building stations? was the first
structure.
Home railway line
Development Further, the teacher will discuss Assignment: run?
of the means of the facilities like means of
• The teacher 3. When was
Transport and transportation, entertainment
can assign modern
Communica- which were developed in the
chapter end postal system
tion colonial cities.
questions introduced in
Visits: related to India?
Visit can be organised to topic taught.
historical monuments or
buildings which were built
in colonial period for better
grasping of the content.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

37
 AnswerS
Key Question 1 Page 92
Sir Edward Lutyens
Key Question 2 Page 93
Black Town referred to the area outside the Fort St.
George where the non-white population lived.
Key Question 3 Page 95
Britishers developed hill stations for their retreat during
the hot summer seasons and to serve them as recovery
centres for their ill soldiers.
Summative Assessment
I. A. 1. (a) 2. (b) 3. (c) 4. (b) 5. (a)
B. 1. dubashis 2. Thane against the British empire. The main reason
3. Bombay 4. chawls
C. 1. False 2. False 3. True
II. 1. The first few cities built by the British were :
Madras, Calcutta, Bombay, New Delhi and
Shimla (hill station).
2. Sir Edward Lutyens and Herbert Baker were
the two architects who designed New Delhi and
its buildings.
3. The buildings that were made on a neo-
classical style in Bombay are Town Hall and
Elphinstone Circle.
4. The educated people, who were aware of the
issues concerning society and government, put
forward their views via journals, newspapers
and public meetings.
5. Presidency Cities was the other name for the
colonial port cities.
III. 1. The British built hill stations to avoid the hot
weather of cities and enjoy the cool climate of
these stations. The Britishers developed hill
stations as sanitoriums, i.e., places suitable
for soldiers to rest and recover from illness.
The purpose behind making such hill stations
was to recreate the atmosphere of their home
country Europe.
2. The Europeans adopted the European lifestyle
for enjoyment in hill stations. They tried to
avoid the plain areas during hot summers for
leading a comfortable life in the hill stations
which was cool enough to remind them of their
home country.
3. In hill stations the Europeans enjoyed
recreation activities like fetes, picnics, races
and visiting theatres, etc. In this way they felt
happy thinking that they were rejuvenating
in them the British and European cultural
traditions.
38
4. The city life provided new forms of entertainment
which were not available at that time in villages
like public parks, theatres, cinema halls, etc.
5. The problems faced by rural people when they
arrived in the cities were multifold. Some of
the people reached the cities for enjoyment but
life in the city was full of struggle. Jobs were
uncertain, food was costly, and places to stay
were difficult to afford.
IV. 1. The British introduced the railways in India on
administrative grounds for their own benefits.
They planned to link up their areas to boost up
trade and send military to places where there
were agitations and campaigns being launched
of introducing the railways in India was to
activate military-supplies from one place to
other during crucial times. The Indians were
also benefited by this privilege. It united the
Indians as they could now spread their ideas
widely and reach even the remotest part of the
country easily.
2. The non-white population of Madras lived
outside the Fort St. George in Madras. This
area was known as Black Town. The population
of non-white people consisted of Indian
weavers, artisans, middlemen, interpreters,
etc. The chief characteristic of this area was
that it was a traditional Indian town with
houses built around temples and bazaars.
There were narrow lanes along which people
lived in accordance with their caste-groupings.
3. When British shifted their capital from Calcutta
to Delhi in 1911, they decided to design the
new capital. This work was assigned to two
well known architects, Sir Edward Lutyens
and Herbert Baker. New Delhi now had broad
straight roads with parks which were planted
with trees. They built several buildings, out of
which some of the most important buildings
are: Viceroy’s Place (now known as Rashtrapati
Bhawan), the Parliament, the India Gate,
and the Secretariat building. These buildings
were designed in European style to display the
political power and influence of the British in
the Indian subcontinent. New Delhi became
the capital of India in 1911.
4. The prime features of the Bombay’s town
planning were:
(i) Buildings reflected superiority, authority
and power.
(ii) Big bungalows, wide lanes and roads.
 (iii) Different architectural styles like Neo- and their Indian Subjects. The buildings in the
classical, Neo-Gothic used in construction hill-stations were made in European Style.
of major buildings. Buildings built by the British were different
(iv) Maintained difference between Europeans and unique from the previous structures,
and Indians in the format of White and because they needed broad and straight streets.
Black Towns. They had to be green with trees and parks,
(v) Houses were build according to weather ensuring fresh air and adequate open space.
condition.
Value Added Question
5. To mark their power and authority, the
Dresses are worn according to season and taste. They
British built many buildings in Bombay
reflect our entire persona and we need to take care of
reflecting their supremacy, authority and
our dressing sense. People look, assess and admire us
power. By constructing European style
on the basis of our dress up too.Wearing proper dresses
buildings, the British wanted to emphasise
infuses sense of discipline and self-respect.
the vast gap between them as colonial masters

Indian Culture—A Further Evolution 11

LESSON PLAN
A. General Objectives:
• To give an overview related to Printing technology, Publications, Paintings, Art and literature, Music,
Photography and Drama of British colonial period.
• To comprehend the text with art, culture and literary points of view.
• To understand how new changes and innovations in arts, printing and literature, contributed in the rise
of nationalism.

B. Methodology:
• Demonstrations and Observation Method • Explanation Method
• Class discussion/interaction with students • Recapitulation Method

C. Teaching Aids:
• Picture of British period paintings, musical instruments, etc.

D. Specific Objectives/Skills:
To enable the students to:
• be familiar with the important historical terms like Mythological Paintings, Oil Paintings, Kalighat
Paintings, Band Stands, Music, etc.
• develop sensitivity towards art, music, literature, etc.
• develop the painting, music, photography and writing skills.
• participate actively and constructively in group discussions and conversational activities.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation
Period Introduction The lesson is
I initiated with a
discussion through
which teacher can
test the previous
knowledge of
the students by
asking interesting
questions:

39
 1. Are you aware
of the terms
‘Painting’ and
‘Publications’?
2. Do you have any
idea about process
of publishing a
book?
Introduction Explanation while reading by Class Oral Test:
of Printing the students. The teacher will Assignment: 1. What were
Technology introduce to the students the • How did print- the main
concept of printing technology, ing develop in themes of
publication, paintings, etc. India? ‘Kalighat
• Who brought Paintings’?
the printing 2. Who was
technology to Raja Ravi
India? Varma?
New Forms of The teacher will discuss the Home 3. Name
publications invention of printing technology, Assignment: the first
its coming to India and how • The teacher newspaper
a number of newspapers and can assign which was
journals began to be printed. chapter end published by
questions an Indian.
related to
topic taught.
Rise of a New Kalighat Paintings Further the teacher will explain 4. Name the
Visual Culture Paintings by Raja the new forms of publications Magazine
Ravi Varma like novels, short stories and which was
Art with Nationalist essays. published
Theme by James
Augustus
Hicky.
Period Recapitulation Recap the contents
II covered in the
previous period
by discussing the
following questions:
1. By whom was the
image of ‘Bharat
Mata’ painted?
2. What was the first
newspaper which
was published in
India?
3. By whom was
printing press
brought to Goa?
Influence of Explanation while reading by the Class Oral Test:
European Art students. The teacher will explain Assignment: 1. By whom
the concept of European art, Oil • Find out the was
Flowering of painting, Landscape painting, changes which Durgeshna-
literature Portrait painting, History paint- occurred in adini
ings, Religious and Mythological the Indian written?
literature, etc. paintings 2. Name any
Then, the teacher will explain after the two novels
the influence of European art on advent of the which were
traditional Indian paintings, new European art written by
themes and styles. New schools of in India. Premchand.
art were evolved in India.

40
 With the advent of British the Home 3. What are
Indian writings were modified Assignment: the themes
into new forms of literary works • The teacher of ‘landscape
and new subject matter came can assign paintings’?
into light. chapter end 4. By whom
Visits: questions was ‘Portrait
Visit can be organised to a public related to painting’
library for better grasping of the topic taught. introduced in
content. India?
Period Recapitulation The teacher will
III recapitulate the
lesson using
following questions
to test the acquired
knowledge of
students:
1. By whom was
‘Gitanjali’
written?
2. Name the two
major literary
achievements of
Bankim Chandra
Chattopadhyay.
3. What do ‘history
paintings’ depict?
Music Contribution in Explanation while reading by Class Oral Test:
arousing national the students. The teacher will Assignment: 1. What were
feeling among the explain the western music and • Name the two the two
masses instrument by comparing with Musicians centres of
Indian music and instruments. In related to Carnatic
this context he will also explain Hindustani Music?
the term ‘Band stands’ which was Music. 2. When was
created by the British. • What do you the first
Photography Further, the teacher will explain understand Gramophone
the importance of photography by the company
in context of authentic source term ‘Band established
of information. The teacher will Stands’? in India?
focus on its contribution which Home
aroused the national feelings Assignment:
among Indians. • The teacher
Drama The teacher will explain how can assign
dramas contributed in arousing chapter end
Printing Press patriotic feeling among Indians. questions
The teacher will now explain related to the
how the invention of printing topic taught.
press helped in widespread of
major issues of national interest.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS

Key Question 1 Page 101 Key Question 3 Page 105

James Augustus Hicky was the first person to publish
the Bengali Gazette.
Key Question 2 Page 103
British introduced a realistic style of painting in India
and also brought with them the technique of oil painting,
landscape painting and portrait painting.
British created ‘Band Stands’ in most of the major cities
where they lived, in which live musical programmes took
place every evening.
Summative Assessment
I. A. 1. (a) 2. (b) 3. (c) 4. (b) 5. (c)

41
 B. 1. Tipu Sultan 2. Portraits Vishnu Digambar Palushkar and Vishnu
3. gods, goddesses Narayan Bhatkhande.
4. Bharatendu Harishchandra
5. Anandamath, Vande Matram
C. 1. True 2. False 3. True
II. 1. Abanindranath Tagore painted the image of
Bharat Mata.
2. Premchand was a great Hindi writer and
novelist. He highlighted social and economic
issues related to the lifestyles of ordinary
Indians.
3. Photographs taken during the colonial period
proved to be authentic records of happenings
during that period. These photographs were
visual source of information for the historians
of the contemporary times.
4. Bankim Chandra Chattopadhyay influenced
our freedom fighters with his forceful writing.
He wrote powerful stories related to Indian
heroes, heritage and culture. People in general
and freedom fighters in particular were much
interested in him because of his patriotic
themes. The theme song of the freedom struggle
‘Vande Matram’ was written by him.
5. The British introduced history paintings or
paintings based on historical themes. Their
main objective was to glorify the achivements
by the British. Their victories in the Revolt of
1857 and the defeat of Tipu Sultan were shown
by means of paintings to show their power.
III. 1. The Portugese were the first to introduce
printing technology in India. The East India
Company started importing printing press
machines from the late 17th Century. The first
newspaper published by an Indian was the
‘Bengal Gazette”.
2. The introduction of printing in India brought
about a new change in the Indian society.
Novels, short stories, essays on social and
political issues, etc. began to be printed.
Printing in India brought awareness in the
sense that written articles were printed in bulk
for circulation in the market. It also brought
commercial prosperity.
3. Raja Ravi Verma was regarded as a great
personality in the world of painting. He
belonged to a royal family of Travancore in
Kerala. The main feature of his paintings was
that he adopted the western style of oil paintings
and took themes from Indian mythology, for
example, Ramayana and Mahabharata.
4. The two great musicians of Indian music
(Hindustani) of North India were Pandit
42
5.
The leader of African literature or Negritude
Movement was Leopold Senghor of Senegal.
6.
The early paintings drew themes from
mythology or court affairs. This was to make
the people God fearing, duty-bound, etc.
Sometimes the devotion to the divine and
spiritual figures like ‘Bharat Mata’ was an
expression of nationalism.
IV. 1. Local scroll painters and potters created
Kalighat paintings. They lived around the
temple of Kalighat in Calcutta in the early 19th
century. The main themes of these paintings
were mythological, i.e. images of the Gods
and Goddesses. The Kalighat painters also
started including social and political themes
in their paintings from the middle of the 19th
century. Kalighat paintings added more to the
contemporary art. They mocked at the western
lifestyles.
2. Portrait paintings were the paintings based
on new styles. British introduced portraits
of lifesize images. In such portraits, lifesize
images of the rich and powerful people aimed at
displaying the status and wealth of the people
being painted by the painters.
3. With the advent of the British, new forms of
literary works began to be created in India. Our
novelists, fiction and story writers got more
(materials) for their writing. The contemporary
magazines and newspapers were full of social
and political issues of the contemporary age.
India’s freedom struggle was a very popular
subject. The new writers started writing
drama, essays, short stories, novels, fiction, etc.
highlighting other social and economic issues
like India’s poverty, caste discrimination or
exploitation of women.
4. In the late 18th and the early 19th century onwards
literature and painting both gradually began to
draw themes from the nationalist movement.
English education brought people form different
parts of India close to one another. The unjust
British policies and agitation due to the growing
consciousness among the Indians helped in the
growth of nationalist feelings. These feelings got
expression in the contemporary literature and
painting.
Value Added Question
e should avoid being disrespectful or bear negligent
W
attitude towards other people. Being cordial and helpful
to others.
The Struggle for India’s Freedom 12
LESSON PLAN
A. General Objectives:
• To give an overview of all events which occurred during the struggle for India’s freedom.
• To understand the methods and techniques adopted by moderates and extremists during the freedom
movement of India.

B. Methodology:
• Demonstrations and Observation • Explanation Method
• Class discussion/interaction with students • Recapitulation Method

C. Teaching Aids:
• Chart of chronological Events • Map of India
• Pictures of freedom movement leaders, historical places related to freedom movement, etc.

D. Specific Objectives/Skills:
To enable the students to:

• be familiar with the historical terms like Revolution, Nationalism, Satyagraha, Khalifa, Moderates,
Extremists, etc.
• develop sensitivity towards liberty and freedom.
• develop practical and positive approach towards methods of freedom struggle.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Initiate the topic Explanation while reading by the
I with a discussion students
through which
teacher can test the
previous knowledge
of the students by
asking interesting
questions:
1. Have you heard of
Indian National
Congress?
2. Are you aware
the name of
Mahatma
Gandhi?
Nationalism Factors that led to Firstly, the teacher will explain Class Oral Test:
the Rise of Indian the concept of ‘Nationalism’. He Assignment: 1. When was
Nationalism will define this concept in Indian • What Vernacular
perspective. factors led Act passed?
Secondly, he will focus on the to the rise of
factors which led to the rise of Nationalism
Indian Nationalism. in India?
In this context, he will focus on
following points:

43
 Accumulated Grievances of all sections of the 2. Name the
grievances of the Indian society against the British British
people rule. The peasants, craftsmen, Official who
educated middle class, capitalist played an
class all suffered under the important
British rule. role in the
Unification of the country formation of
Administrative
provided a base to fight against the Indian
and Economic
common enemy. National
unification of
Congress.
the country
Western The teacher then discusses Home 3. Who was
Educational Western education and ideas of Assignments: the first
thought French and American revolution • Topic based President
Racial inspired the educated Indians to questions can of Indian
Arrogance of fight for liberty and freedom. be given from National
the British the exercise. Congress?

The Indian Formation of political

National organisations in different parts
Congress of India. The birth of all India
organisation in the form of
congress.
Period Recapitulation Recap the contents Explanation while reading by the
II covered in the students.
previous period
by discussing the
following questions:
1. Where was
Indian National
Congress founded
in 1885?
2. What was the
Arms Act, 1875?
3. What were
the two causes
which led to the
rise of Indian
Nationalism?
Indian Demand for Swaraj The teacher will explain Class Oral Test:
Nationalism and use of violence the concept of Moderates, Assignments: 1. What was
Extremists/Radicals, Swaraj, • What was the Moderate
Militant Nationalism, Self- the Moderate phase?
reliant, Swadeshi, Boycott Phase?
movement, etc.
The Moderate Phase Then the teacher will explain
moderate phase of Nationalism
(1855-1905)
in which he/she will discuss the
moderate leaders, their methods
of agitation, their demands from
the British government, etc.
The Extremists Further, the teacher will explain 2. Who were
(Radicals) (1905- the extremist (Radicals) phase, Radicals?
1915) the leaders, their demand of 3. Name any
‘Swaraj’ and how extremists were two radical
different from moderates. leaders.

44
 Partition of East Bengal Then, the teacher will explain Home 4. When was
Bengal West Bengal the causes behind the partition Assignments: Bengal
of Bengal and how this partition • Why was partitioned?
become challenge to Indian Bengal
Nationalism. He/she will also partitioned?
explain how people started • The teacher
Swadeshi and Boycott movement can assign
against this act. chapter end
questions
related to
topic taught.
Swadeshi and Use of Indian goods The teacher will use the map of • On the
Boycott India to show the places related outline map
Boycott of foreign
Movement to the freedom struggle. of India mark
cloths
and label the
places related
to Non-
Cooperation
Movement.
Period Recapitulation The teacher will Explanation while reading by the
III recapitulate the students.
lesson using following
questions to test the
acquired knowledge
of students:
1. What was the
main difference
between
moderates and
extremists?
Rise of V.D Savarkar The teacher will explain the
Revolution- Khudiram Bose and rise of revolutionaries, their
aries others activities, area of activities in
India and abroad.
Formation Divide and Rule After that the teacher will
of Muslim discuss the causes which led to
Demand for separate
League, 1906 the formation of muslim league
electorate
in 1906. In this context he will
focus on the ‘Divide and Rule
Policy’ which was created by the
British in India.
Surat split, Difference between Further, the teacher will discuss Class Oral Test:
1907 Extremists and the split of Indian National Assignments:
1. In which
moderates at Surat Congress and explain about
• What was year was
session of Indian Morley-Minto Reforms, 1909
Morley-Minto Morley-
National congress which also followed ‘Divide
Reform Act? Minto
Morley-Minto and Rule Policy’ between the
Act to please Reform Act
Reforms, 1909 moderates and extremists,
moderates passed by the
between the Hindus and Muslims.
British?
The First Now the teacher will focus on the • What was 2. What was
World War and first world war and its impact on the impact the period of
the Lucknow India and its people. of first world First World
Pact war on Indian War?
National
Impact of the
Movement?
First World
War

45
 Home 3. Name the
Assignment: country
• The teacher where ‘Gadar
can assign Party’ was
chapter end established
questions in 1913.
related to
topic taught.
Period Recapitulation The contents Explanation while reading by the
IV covered in the students
previous period will
be recapitulated
by discussing the
following questions:
1. In which
session did
Indian National
Congress split
into two parts?
Mahatma Satyagraha, Non The teacher will explain the Class Oral Test:
Gandhi and violence Strategy of Mahatma Gandhi Assignment: 1. When did
the Nationalist towards the Indian National • Discuss Mahatma
Movement Movement based on truth, the role of Gandhi
non-violence, Satyagraha and Gandhi in return to
non-cooperation. In this context, the freedom India from
he will explain the Champaran struggle of South Africa?
Movement of Bihar, Ahmedabad India. 2. Define
mill worker’s agitation, and the term
Home
agitation of peasants of the ‘Satyagraha’.
Assignment:
Kheda district of Gujarat.
• The teacher 3. Name the
The Rowlatt Satyagraha and place where
The Rowlatt can assign
Jallianwala Bagh Massacre will Jallianwala
Satyagraha chapter end
be discussed by the teacher. Bagh
Jallianwala Bagh questions
Tragedy related to Massacre
topic taught. took place.
Period Recapitulation The teacher to
V test the previous
knowledge of the
students as:
1. Who was General
Dyer?
2. When was
the Rowlatt
Act passed by
the British
Government?
Further Formation of Swaraj Explanation while reading by the Oral Test:
Evolution Party students. The teacher will explain 1. Who founded
of Indian the Khilafat and Non-Cooperation Hindustan
National Movement in brief and discuss the Socialist
Movement circumstances on which Swaraj Republican
(1922–29) Party was formed within the Association?
Indian National Congress.
The Revolutionary Again, the teacher will revisit 2. Who was
Movement the era of the Revolutionary Surya Sen?
activities which were operated by
Hindustan Socialist Republican
Association, Bhagat Singh and
Surya Sen.

46
 Simon Commission, Further, the teacher will explain Class 3. Why was
1927 the Simon Commission which Assignment: the Simon
was appointed for further • Why did Commission
constitutional reforms in India. people appointed
In this context he will explain boycott Simon by British
why this commission was Commission? Government?
opposed by the Indians.
The Lahore Session, Next the teacher will explain the • What was the
1929 importance of Lahore Session of Government
the Indian National Congress of India Act
in which resolution of ‘Poorna 1935?
Swaraj’ was passed.
Civil Disobedience While discussing the Civil Home 4. Between
Movement, 1930-34 Disobedience Movement he will Assignment: whom
focus on the Gandhian strategy • The teacher Gandhi-
like boycott, violations of salt can assign Irwin Pact
laws and non-cooperation. chapter end was signed?
Round Table In this context, he will also focus questions
Conference on ‘Round Table Conference’ and related to
‘Gandhi-Irwin Pact’. topic taught.
Government of India Finally, the students will also
Act of 1935 be explained the Government
of India Act of 1935 followed by
provincial assembly election.
Period Recapitulation The teacher will Explanation while reading by the
VI recapitulate the student.
lesson using
following question
to test the acquired
knowledge of
students:
1. In which congress
session was
resolution of
‘Purna Swaraj’
passed?
Indian Resignation of The teacher will explain the Oral Test:
National Congress Ministries resignation of congress ministries 1. When did
Movement against the British who had Cabinet
during the included India into World War Mission come
Second World II without the consent of Indian to India?
War, 1939-45 people.
Failure of the Cripps In this context, teacher will Class 2. Who was
Mission explain the purpose of Cripps Assignment: Sir Stafford
Mission and why the mission • Why did Cripps?
failed in its purpose. the Cripps
Mission fail?
Quit India Further the teacher will explain
Movement the Quit India Movement which
took place in 1942. He/She will
describe in detail all activities of
Indian people and how British
crushed this movement very
harshly.
Indian National In this context he will also
Army and Subhash focus on the activities of Indian
Chandra Bose National Army and its leader
Subhash Chandra Bose.

47
 Indian Nationalism The students will be explained 3. When did
after the Second the Indian Nationalism after the the Second
World War Second World War. World War
breakout in
Europe?
India Wins Freedom, Efforts of Cabinet Mission to • What was the
1947 transfer the power to Indians. Direct Action
Activities of Muslim League Day?
which provoked the communal- Home
riots, launched the ‘Direct Action Assignment:
Day’, etc. • The teacher
Process of coming into existence can assign
of two nations—India and chapter end
Pakistan. questions
related to
topic taught.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS

Key Question 1 Page 109 radical as compared to the moderates, they

In December 1885, The Indian National Congress was
born.
Key Question 2 Page 110
Arms Act of 1875 and Vernacular Press Act of 1878.
Key Question 3 Page 112
In 1905, Lord Curzon announced the partition of Bengal.
Key Question 4 Page 119
India passed the historic resolution of Poorna Swaraj at
the Lahore Session of the INC, 1929.
Summative Assessment
I. A. 1. (d) 2. (c) 3. (b) 4. (a) 5. (a)
B. 1. Pakistan and the Muslim League.
2. Lord Curzon, Bengal III. 1. Morley-Minto Reforms – 1909 was a part of the
3. The Dandi March
4. V.D. Savarkar, Hardayal
5. 1929, Lahore.
C. 1. True 2. True 3. False
4. False 5. True
II. 1. Surendra Nath Banerjee, Gopal Krishna
Gokhale, Dadabhai Naoroji, Mahadev Govind
Ranade.
2. The goal of extremist leaders was to make
Indians more resilent with a sense of self-
respect. Since their demands were much more
were called extremists.
3.
Lord Curzon partitioned Bengal so that he,
could conveniently govern such a vast area.
He actually wanted to suppress the nationalist
spirit in Bengal and create a divide between
the Hindus and the Muslims.
4.
The main aim of the Swadeshi and Boycott
Movement was to develop self-reliance or the
“Atam-Shakti” in the Indians. The main feature
was to Boycott foreign made things and to use
domestic products.
5.
The British maintained “Divide and Rule”
Policy in India to make their administrative
work easier. The aim of this policy was to create
a rift between the Indian National Congress
“Divide and Rule” policy of the British. This act
was named after Morley, the Secretary of State
and Minto, the Viceroy. Through this Act, the
British government in India tried to please the
Moderates by increasing the number of elected
members in the Imperial Legislative Council
and Provincial government but on the other
hand this act couldn’t change the undemocratic
character of the British rule as there was a
separate electorate for the Muslims.
2.
It gave Indians the pedagogy of achieving
rightful freedom from the oppressor. Indians

48
 learnt from the Russian Revolution, that if the
masses maintained overall unity, they could
overthrow the most oppressive government in
the world.
3. Swaraj party was formed by C.R. Das and
Motilal Nehru. It was a party within the
Congress. The purpose behind the formation of
this party was that the Indian leaders decided
to fight the elections to the legislative councils
and enter the legislative council to put forward
their demands and oppose the government in
case their demands were not fulfilled.
4. To organise an armed struggle against the
British Rule, Subhash Chandra Bose, a
powerful nationalist leader, reached Singapore
and formed the Azad Hind Fauj (Indian
National Army). The purpose behind INA
formation was to launch a military campaign
for the liberation of India.
5. The “Quit India Movement” launched by
Gandhiji proved to be very effective. The
British government in India was much worried
and disturbed because under the banner of Quit
India Movement on 8 August, 1942, there were
hartals, strikes and demonstrations. Finally,
this movement became so effective that the
British were compelled to quit India. In this
way India freed itself from the clutches of the
cruel British government on August 15, 1947.
IV. 1. According to Mahatma Gandhi a true
Satyagrahi would be nonviolent, honest,
truthful and peaceful, would be fearless to
express what he considered wrong. Gandhiji
said that “non-violence, the weapon of a
Satyagrahi, is not a weapon of the weak. It
could be practised only by brave personalities.”
Gandhiji also added that a Satyagrahi would
never bow down before evil forces.
2. The Simon Commission was appointed by
the British government in 1927. Its purpose
was to suggest further constitutional reforms
in India. It was named after its Chairman
Sir John Simon. The Indians did not accept
the commission as all the members of the
commission were Englishmen. Wherever the
commission moved, Indians welcomed it with
hartals, black flag and demonstrations under
the slogan “Simon Go Back”.
3. Mahatma Gandhi led the Civil Disobedience
Movement with the famous Dandi March on
March 12, 1930. People around him supported
the movement from all angles. On April 6, 1930,
Gandhiji reached Dandi, a village on the sea
coast of Gujarat, picked up a handful of salt
49
and broke the salt law. The Civil Disobedience
Movement had its significant effects, because
it brought Indians on one platform in fighting
against the British.
4. The Rowlatt Act passed in 1919 by the British
Government in India allowed the government
to arrest and imprison any person without
any trial or conviction by the court. Gandhiji
decided to launch a Satyagraha against this
unjust act. It was at this time that a very sad
event occurred at Jallianwala Bagh. This very
tragic event brought the Indians together and
showed them the brutal face of the British Rule.
5. Of the numerous examples, two are being
mentioned below :
(i) The British in India hated Indians and
practiced racial discrimination. On racial
grounds, they thought themselves superior
to Indians. The arrogant Europeans didn’t
allow Indians to enter the European
clubs, or travel in a train with European
passengers.
(ii) By passing ‘Arms Act’ in 1875 by Lord
Lytton, it was ensured that Indians
could not keep firearms. The Vernacular
Press Act of 1878 curbed the freedom of
Vernacular newspapers as well.
6. Non-violence had been a part of Indian
philosophy since the past. Following non-
violence in one’s life is not an easy task. It
requires a lot of inner strength. It demands
qualities such as forbearance, tolerance,
calmness, love, etc. in this age of technical
advancement, when more and more people
are running behind their goal of accumulating
wealth and raising their standard of living. In
all these efforts, people have become restless
and devoid of these qualities that help us to
built a healthy and responsible society.
Practicing non-violence while interacting with
troublesome neighboring country is simply not
so effective, and it becomes useless when we
have to face offences on a prolonged basis.
Value Added Question
• As a student, I am sincere towards my studies and
respect the dignity of India.
• As a responsible citizen, I like to abide by the set
rules.
• It is my duty towards my life to lead a progressive
and healthy life, respecting the feeling of others
and establishing myself as a good citizen of my
country.
India After Independence
—New Challenges Ahead 13
LESSON PLAN
A. General Objectives:
• To give an overview of the problems and challenges which came before the nation after getting Independence.
• To understand the challenges and efforts to eradicate these problems by the Indian government.
• To develop the basic understanding of Indian democracy and its foreign policy.
B. Methodology:
• Explanation Method • Class discussion/interaction with students
• Recapitulation Method
C. Teaching Aids:
• Charts depicting Social, economic and political challenges before Independent India
• Map of India
D. Specific Objectives/Skills:
To enable the students to:
• be familiar with the important terms like Foreign policy, Non-Alignment, Democracy, Disarmament, etc.
• know about constitutional provisions regarding encouragement of education, safeguard to SCs, STs and
Minorities.
• understand economic planning.
• develop the map drawing skills.
Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Introducing the Explanation while reading by the
I chapter through student.
discussion:
1. Are you aware
of the fact that
Pakistan was a
part of India?
2. Who was Sardar
Vallabhbhai
Patel?
3. Why was consti-
tution of India in-
troduced on 26th
January 1950?
The Immediate Partition of India Firstly, the teacher will explain Class Oral Test:
challenges the problems and challenges Assignment: 1. Who was the
which came before the nation • What were first Home
after India’s Independence. the immedi- Minister of
Integration of In this context, he/she will ate challenges India?
Princely States explain the results of partition, faced by a
the annexation of the princely India after In-
states, specially Hyderabad, dependence?
Junagadh and Kashmir.
India free from Liberation of Goa, Secondly, he will focus on liberation 2. How many
the French Daman and Diu and movement of local people who were states were
and the Dadra and Nagar under the control of the French ruled by
Portuguese Haveli and the Portuguese and how they Princes
control got liberation from these colonial before Inde-
powers. pendence?

50
 Framing of Based on the ideal Thirdly, the teacher will • With what
the Indian of socio-economic focus on the structure of vision was
Constitutions equality and justice Indian Constitution. In this Indian
context he/she will explain its Constitution
special features like, secular, framed?
democratic, social and economic Home
equality, parliamentary system, Assignment:
fundamental rights, etc. • Chapter end
questions
based on the
topic taught.
Period Recapitulation Recap the contents Explanation while reading by the
II covered in the students.
previous period:
1. What were the
two specific
features of
the Indian
Constitution?
2. Which state was
liberated by the
Indian Army from
the Portuguese
control in 1961?
Reorganisa- An Administrative The teacher will focus on Class Oral Test:
tion of States challenge administrative challenges before Assignment: 1. What do you
India in which he will explain the • What was the understand
recommendation of the States States Reor- by the term
Reorganisation Commission. ganisation Non-Aligned?
Commission?
The Evolution Panchsheel Further the teacher will discuss • State the 2. Which
of India’s Agreement that India followed the policy principles of country was
Foreign Policy of peace and non-violence and Panchsheel. the leader of
peaceful co-existence in the world the Capitalist
and showed her commitment Bloc?
by signing the principles of
Panchsheel with China.
Success and Non-Aligned The teacher will then clear Home 3. Name the
Failures of Movement the concept of Non-Aligned Assignment: countries
the Indian Movement and explain the • The teacher which pre-
Democracy contribution of India in this can assign ferred to stay
in the last 50 movement. chapter end away from
years questions the capitalist
related to and the So-
topic taught. cialist Bloc.
Period Recapitulation The teacher will Explanation while reading by the
III recapitulate the student.
lesson using following
questions to test the
acquired knowledge
of students:
1. Name two states
which were
organised on
linguistic basis.
2. In which year the
States Reorgan-
isation Commis-
sion had submit-
ted its report?

51
 The Socio- Overpopulation The teacher will explain socio- Class Oral Test:
Economic Illiteracy economic challenges in detail Assignment: 1. How did
challenges Casteism and will also discuss the methods • Which socio- India begin
Poverty which were adopted by Indian economic to expand her
government to solve these challenges did industrial
problems and challenges. India face? base?
Challenges before Indian • Why was 2. When did
government were poverty, there a need China start
illiteracy, food scarcity, social of Economic its Five-year
evils, over population, industrial Planning? plan?
development, etc.
Need of Economic Further, the teacher will explain Home 3. Name two
Planning the concept of Five-year plan Assignment: socio econom-
which was introduced in 1951. • The teacher ic challenges
can assign faced by
chapter end India after
questions to Independ-
topic taught. ence.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 126
French left in 1954 and Portuguese left India in 1961.
Key Question 2 Page 127
States Reorganisation Commission was constituted after
independence in 1953.
Summative Assessment
I. A. 1. (a) 2. (b) 3. (c) 4. (a) 5. (b)
B. 1. refugees 2. languages
3. India, Yugoslavia, Egypt
4. Five Year Plan
5. 26th Jan 1950
C. 1. False 2. True 3. True
II. 1. The three states that did not wish to join
India after Independence were : Hyderabad,
Junagarh and Kashmir.
2. Pondicherry (Present Puducherry) Karaikal,
Mahe, Yanam and Chandernagore were freed
from French control in India.
3. Different states of India were organised on the
basis of languages spoken by the people of the
region.
4. Literacy was very essential for the people of free
India because the literate or educated people
could assert their rights and exercise their
duties. Without literacy, our nation could not
become democratic in the real sense.
5. Pt. Jawaharlal Nehru (Prime Minister of India),
Marshal Tito (The President of Yugoslavia)
and Col. Nasser (President of Egypt) were the
founding fathers of NAM.
III. 1. Hyderabad joined the Indian Union when revolt
broke out and the Indian army marched into
Hyderabad.
2. Goa, Daman and Diu, Dadar and Nagar Haveli
were under the control of the Portuguese.
The local people wanted freedom from the
Portuguese and were fighting for it. The Indian
army liberated Goa in 1961 from Portuguese
occupation.
3. Steps taken by the Chinese government after
its independence were as follows :
(i) Land reforms. Land was taken from
landlords and distributed among the
actual cultivators.
(ii) Corrupt landlords were punished and
executed.
(iii) Forced marriages were banned.
(iv) Banks and key industries were brought
under the control of the govt.
4. Overpopulation has been the root cause of
poverty and unemployment. Jobs cannot
be created at this rate. The Government is
planning to solve this problem by spreading
awareness, family planning measures,
education and discouraging early marriages
but still a lot more is to be done.
5. At the time of independence, there were 562
big and small princely states in India. All these
states were free to decide on their own, whether
they want to be a part of the Indian federation,
Pakistan or else remain independent. After
independence, most of these princely states
decided to join the Indian federation as they

52
 found their future secured with India. The then
Home Minister of India, Sardar Vallabbhai
Patel played a key role in intergrating all these
princely states into India. His firm stand, clear,
farsighted vision and leadership with strong
resolve brought peace and prosperity for the
whole country.
IV. 1. India believes in the principles of peace, non-
violence and co-existence, these ideals are the
basis of our foreign policy, anti-colonialism and
disarmament.
Our Panchsheel Agreement with China showed
the world our commitment to peace.
The five tenets of Panchsheel are :
(i) Peaceful co-existence.
(ii) Non-aggression.
(iii) Non-interference in each others’ internal
affairs.
(iv) Equality and co-operation for mutual
benefit.
(v) Respect for each others’ territorial
integrity and Sovereignty.
2. Casteism is a major threat to our national unity
because it divides the country. Our Constitution
framers were aware of this. Therefore, they
made the necessary provision to deal with this
problem. The practice of untouchability in any
form has been abolished and all public places
have been thrown open to them. Seats have
been reserved in legislatures and in jobs. SCs
& STs Commission have been set up to attend
to their complaints.
3. Construction of dams across rivers like Bhakra
Nangal, Damodar Valley, Nagarjuna Sagar
Project have been launched under Five Year
Plan.
4. When India became free in 1947, the world was
divided into two blocs – the Capitalist Bloc led
53
by USA and the Socialist Bloc led by former
USSR.
India decided not to join either of the blocs and
stay away from military alliances and prevent
other newly independent countries to do so.
This was Non-Aligned Movement.
India decided to be Non-aligned because:
(i) she wanted peace in the world.
(ii) she did not believe in arms race and
military blocs.
(iii) she believed that formation of blocs lead
to war.
5. After independence, India had to face many
challenges. The demand for the reorganisation
of states on the linguistic basis was one such
challenge for a new born nation like India.
People of South India were demanding
separate states on the basis of language. It
was an effort to boost up their independent
identity. The State Reorganisation Commission
suggested for the creation of states on the
basis of language– Tamil, Kannada, Telugu,
and Malayalam. The leaders of India accepted
the suggestions and took appropriate steps to
create the four states– Tamil Nadu, Kerala,
Karnataka and Andhra Pradesh. This step
taken by the Government of India led to the
end of protests and agitation for the creation
of states on linguistic basis.
Value Added Question
es, it is true that governance demands national and
Y
humanistic qualities but at times, governance also
demands strict approach to control the circumstances.
Strict governance does not allow the wrong doers or
even the general masses to break laws. They become
aware of their freedom and its limits. They also realise
the importance of laws and its obedience.
 geography

Endowments of Nature 1
LESSON PLAN
A. General Objectives:
• To develop aesthetic values.
• To explain geographical terms related to endowments of nature.
• To encourage students to think critically.
B. Methodology:
• Textbook Method • Recapitulation Method • Discussion Method
C. Teaching Aids:
• Classroom teaching aids
D. Specific Objectives/Skills:
Meant to enable the students to –
• pursue creative writing.
• develop the attitude of saving natural resources.
Period-wise Lesson Plan
Period Topics Description Concept Understanding Practice Evaluation
Period Introduction To make the
I teaching interesting
an interactive
session can be
initiated by asking
the questions given
below:
1. On what did
early man
depend for his
basic needs?
2. What happened
when his
needs grew
and became
complex?
Resources What is a resource? After a brief discussion, the Class Oral Test:
teacher further explains the Assignment: 1. Why was the
meaning of a resource. Four • Give any two development
points should be stressed on: examples of very slow
objects, environment, useful, technological during the
value development times of the
Stock Utility depends on the capacity made by man. early man?
of a thing to fulfill human Home 2. What is the
needs. Assignment: difference
• Attempt topic between a
Reserve When it is not utilized by man based questions stock and a
it remains a stock. A part of the (pg 142-objective reserve?
stock is kept as a reserve to be type questions
used later. IA and IC)
Natural Resources The teacher can further explain • Choose any
natural resources. natural resource
and then write
an article on it.

54
 Factors playing an The factors playing a vital role
important role in in the utilisation of resources
the utilisation of are: (on a chart)
resources • Accessibility of a region
• cost of developing
• technological development
• utilisation of resource
Interdependence of The teacher can also compare
resources between aesthetic value (valley of
countries flowers) with ethical value
(climate changes).
Period Recapitulation The teacher will Discussion can follow regarding
II ask the following the answers given.
question to recap
the previous topic:
1. What are
the different
ways in which
we obtain
resources?
Types of Natural Teacher to discuss the different Class Oral Test:
Resources Human types of resources citing Assignment: 1. What do
Man-made examples of each. • The students you mean
can be asked to by human
Classification Further the teacher will make a list of the resources?
of Natural elaborate and classify the different types 2. Which do you
Resources natural resources one by one as: of resources on think is more
On the basis of On the basis of Origin: Biotic the basis of their important
Origin and Abiotic classification. —human
On the basis of On the basis of Utility: Home resources or
Utility Renewable and Non-renewable Assignment: man-made
• Make a list resources?
On the basis On the basis of Level of of examples
of Level of Development: based on the
Development Potential and Actual classification of
On the basis of On the basis of Distribution: resources.
Distribution Local and Ubiquitous
On the basis of On the basis of Ownership:
Ownership Individual, Community,
National and International
Factors Skilled manpower Further the teacher explains 3. How do
responsible for Technology the factors which help in the NGOs
the resources International development of resources. help in the
development competition development
Working conditions of resources?
Contribution of NGOs
Period Recapitulation The teacher can ask
III some interactive
questions to make
the teaching
interesting such as:
1. What is meant
by conservation?
2. Classify the
resources on the
basis of utility,
origin and
ownership.
3. Do we have
enough of
resources?

55
 Conservation of Distribution of Reading of the text followed by Class Oral Test:
Resources resources explanation by the teacher that Assignment: 1. Why do
conservation involves careful • Why are we need to
and wise use of resources. resources conserve
The teacher then explains that unevenly resources?
the resources are unevenly distributed? 2. How do we
distributed because of the overexploit
following reasons: resources?
• different relief features
• topography
• variation in climate
Factors responsible Further the teacher focusses • List the factors
for the overuse of on the factors which have responsible for
the resources increased the use of resources, the depletion of
e.g. resources.
• growth in population
• urbanization
• Industrialization
Sustainable Principles of The teacher will discuss the • What do you
Development Sustainable need for the conservation of understand
Development resources and stress on the by the term
term sustainable development Sustainable
and will explain the principles Development?
of sustainable development as Home
under: Assignment:
• Reduces the depletion of • Make a
natural resources. colourful
• Adopts a positive attitude poster on how
towards the environment. you could
• Conserves the earth's diverse help people to
resources. conserve water.
• Improves one's quality of life. • What steps have
• Respects and cares for all been taken by
forms of life. the Government
• helps communities to care to check the
for their own environment. depletion
of natural
resources?
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

Answers
Key Question 1 Page 136
We call an object or thing a resource when it is useful
and has value.
Key Question 2 Page 137
Skilled and efficient people are important in resource
development.
Key Question 3 Page 138
Biotic resources—plants, animals
Abiotic resources—mountains, rivers
Key Question 4 Page 138
Renewable resources need to be conserved to prevent
misuse of resources.
Non-renewable resources need to be conserved because
these are limited and exhaustible in nature.
Key Question 5 Page 139
Resources which are widespread all over the world are
called ubiquitous resources. Example: water, air.
Let’s Find Out Page 137
In India the States rich in:
water resources—Assam, Meghalaya
mineral resources—Jharkhand, Chhattisgarh
forest resources—Arunachal Pradesh, Chhattisgarh
Let’s Find Out Page 139
Some examples of potential resources are:
(i) solar energy in Rajasthan.
(ii) tidal energy in Gujarat.

56
 Summative Assessment 3. On the basis of distribution, we can classify
I. A. 1. (c) 2. (c) 3. (c) 4. (c) 5. (c) resources in two categories:
B. 1. exhaustible (i) Local resources
2. sustainable development (ii) Ubiquitous resources
3. technology Local resources are those resources which are
confined to certain parts, for example: coal,
4. international institutions
petroleum.
C. 1. True 2. False 3. True
Ubiquitous resources are widespread all over
II. 1. An object in the environment, which is useful the world. For example: air, water, land.
to man and has value is termed a resource.
4. Biotic Resources Abiotic Resources
2. Man-made resources are those resources which
have been created by man using his skill and • These are • These are
knowledge like buildings, bridges etc. obtained from obtained from
3. (i) minerals (ii) mountains the biosphere, non-living things,
e.g. plants, e.g. rocks,
4. Resource conservation is essential because: animals, human mountains,
• Most of our resources are exhaustible. beings. minerals.
• We have been using them carelessly. 5. It is true that some countries in the world have
5. Development of the resources without damaging natural resources but they cannot utilise them
the environment and keeping in mind the needs due to the absence of skilled human resources.
of the future generation is called sustainable They do not have the required technology to
development. utilize these natural resources.
III. 1. Classification of resources on the basis of IV. 1. We can conserve our forests and wildlife in the
availability. following ways:
(i) Inexhaustible Resources: They are Forests
unlimited and can be used without the (i) by planting more trees.
fear of being exhausted. For example: (ii) by controlling deforestation.
(a) wind energy (b) solar energy. (iii) by using alternative fuels.
These are also called renewable resources. Wildlife
(ii) Exhaustible Resources: Once utilised (i) by stopping the killing of animals for their
these resources cannot be regenerated. fur, skin and bones.
They are non-renewable in nature. For (ii) by protecting and providing a natural
example: habitat conducive to the animals.
(a) Coal (b) Petroleum. 2. The conservation of resources is essential for
the following reasons:
2. Potential Developed
(i) our resources are limited.
Resources Resources
(ii) we have been using our resources care-
(i) These resources (i) These resources lessly.
are available are fully (iii) the demand of our resources has increased
but not fully developed. because of the growth in population.
developed.
The following steps can help in the conservation
(ii) Their (ii) Technology is of resources:
utilization also available (i) we must use them wisely.
depends on to extract the (ii) wastage should be avoided.
technology. resources. (iii) alternative means should be searched and
(iii) These can be (iii) These are developed.
utilized in presently 3. Four principles of sustainable development are:
future, e.g. being used, e.g. (i) improve one’s quality of life.
Rajasthan has Damodar coal
(ii) conserve the earth’s diverse resources.
potential for the fields in India.
development of (iii) reduce the depletion of natural resources
solar energy. by using alternative substitutes.

57
 (iv) adopt a proper attitude towards the
environment, e.g. preventing the pollution
of waterbodies.
4. The earth is very rich in natural resources. We,
human beings use these resources to meet our
day-to-day needs. Human resource is the most
valuable resource of the present time because
the efficient utilization of natural resources
mainly depends on the quality of manpower
and its efficient utilization.
Value Added Question
Conservation of environment is the need of the hour.
We, as children, can help in the environmental
conservation by following five ways:
(i) We can check the wastage of water at home.
(ii) We can stop using polythene bags.
(iii) We can throw garbage in the dustbin.
(iv) We can launch campaign to stop pollution of river.
(v) We can preserve the habitat of animals.

Diverse Natural Resources of the World 2

LESSON PLAN
A. General Objectives:
• To familiarize the students with the formation of soil and its constituents.
• To make them aware of the problems related to water.
• To show how the landforms affect the life of the people.

B. Methodology:
• Explanation method • Discussion method • Textbook method • Recapitulation method

C. Teaching Aids:
• Pie chart on Land Use Pattern in India • World and India maps of soil and vegetation
• Pictures of different types of forests
D. Specific Objectives/Skills:
Meant to enable the students to–
• understand the different layers of the soil.
• develop an interest in the natural resources of our country.
• know facts regarding increase in population and their effects.

Period-wise Lesson Plan

Period Topics Description Concept Understanding Practice Evaluation
Period Introduction The students will be Questions given in the
I asked the following descriptions can be discussed
questions to test with the students to attract
their previous them to the topic.
knowledge:
1. Name the
important
natural
resources.
2. Why are they
considered
important?
3. What are
the different
landforms found
on the earth?

58
 Land Land as a resource The teacher then explains that Class Oral Test:
land is the most important Assignment: 1. What factors
resource. The concentration of • Why is land determine the
people in the world depends on an important concentration
a number of factors: resource? of population
• land in a specific
• soil area?
• climate
• water
• other natural resources.
Land use pattern Teacher will use the Pie Chart • What is the land 2. What are
on Land Use Pattern and use pattern in permanent
discuss it under the following India? pastures?
heads:
• Net sown area
• Area sown more than once
• Forested area
• Permanent pastures
• Cultivable waste land
• Area not available for
cultivation.
Soil Soil as a Resource The teacher then discusses • What factors are 3. How does
soil, an important component responsible for climate affect
and its uses followed by factors the formation of the formation
responsible for its formation as soil? of soil?
under: Home
Factors of soil • Parent rock Assignment:
formation • Topography • Chapter end
• Climate questions based
• Vegetation on the topic can
• Time be given.
Period Recapitulation Following
II questions can be
asked to recap the
previous topics:
1. What is soil?
2. Why is soil
important?
3. How is it
formed?
Soil Horizons Layers of the Soil Students will be asked to read Class Oral Test:
Topsoil the chapter followed by the Assignment: 1. How do
Subsoil teacher explaining that soil • Write a note animals
Weathered rock consists of the topmost layer of on the layers of help in the
Bedrock the earth. soil. formation of
The teacher will further Home soil?
discuss the factors that help in Assignment: 2. Name the
its formation. The teacher can • Which layer of type of soil
further explain that in India, soil is the most found in the
six types of soil are found. A useful to man? areas:
wall map showing the soil • Attempt Q. IV (a) along
types can be used to show the on Page 156. the river
children the areas where they Ganga
are found. (b) in the
North
west part
of the
Deccan.

59
 Soil Types Alluvial soil The teacher will now discuss • On a map of
Black soil different types of soil found in India shade
Red and Yellow India and will show them on and name the
soil the map of India. different types
Laterite soil of soils.
Desert soil
Mountainous soil
Soil The teacher will then discuss • Choose any one 3. Differentiate
Erosion the factors responsible for the natural factor between
soil erosion and the methods of and explain how Afforestation
soil conservation. it helps in the and
Natural factors Natural factors responsible removal of soil. Deforestation.
for the soil erosion are wind, Project: 4. Where is
running water, ice, etc. • Collect pictures the work
Human factors Human factors include of the following of the wind
deforestation, overgrazing, methods adopted maximum?
mining, construction, excessive for conservation Why?
use of fertilizers etc. of soils:
• Terrace farming
• Contour
ploughing
Methods of soil Afforestation The teacher will now discuss
conservation Contour ploughing the methods to conserve soil.
Terrace farming
Crop rotation
Shelter belts
Other methods
Period Recapitulation Teacher will ask
III the following
questions to test
the previous
knowledge of the
students:
1. What are the
different types
of soil?
2. What are the
methods of soil
conservation?
Water Hydrological Cycle After getting a satisfactory Class Oral Test:
answer of these questions the Assessment: 1. What is water
teacher can point out that 97% • Why is water harvesting?
of the earth is covered with cycle? 2. How can
water. Water is a renewable • Pollution of we conserve
resource and discusses the water is mainly water?
Hydrological Cycle. caused due
to careless
industrial units.
Do you agree?
Uses of water The teacher further explains 3. Why is Earth
Pollution of water the uses of water and the known as
causes of water getting a watery
polluted. planet?
Natural Meaning and Teacher will now discuss the • Explain how 4. Explain
Vegetation and Importance meaning and importance of forests help in how the
wildlife forests: causing rain. distribution
• help in causing rain. of vegetation
• prevent soil erosion. varies with
• control floods and droughts. latitude.
• control global warming.

60
 The teacher will explain that 5. What is the
the natural vegetation and ecosystem?
wildlife are the most important
natural resources of a country.
The survival of man depends
on plants and animals, hence
the ecosystem should be
preserved.
Types of Evergreen forests Evergreen: Trees do not shed • What is the
Forests their leaves at any particular climatic
season. requirement
Deciduous forests Deciduous: Trees shed their for evergreen
leaves in a particular season. forests?
Students will be shown the
pictures of different types of
forests.
Depletion of Increase in human The teacher will then discuss 6. Give the
Forests and population the reasons for depletion names of any
Wildlife Urbanization of forests. He/She will two National
Industralization also discuss why wildlife Parks.
Deforestation conservation is necessary. 7. What are
Natural Calamities Shahtoosh
Illegal hunting and
Pashmina?
Conservation of National Parks The teacher will then discuss Home
forests Wildlife the various schemes adopted Assignment:
Sanctuaries by the government to conserve • Chapter end
Bioreserves forests and wildlife. questions based
Ban on Hunting on the topic can
Create awareness be given.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

Answers
Key Question 1 Page 144
Plains support more people unlike mountains or deserts
because crops can only be grown in plains. Food is the
primary need of man.
Key Question 2 Page 145
The land use pattern varies from place to place and time
to time because our needs change from time to time and
land use pattern also depends upon climate, level of
urbanization and industrialization.
Key Question 6 Page 153
Wildlife Week is celebrated from 1 to 7 October in India.
Let’s Find Out Page 145
India has the maximum percentage of cropland, i.e. 57%.
Canada has the least percentage of cropland, i.e. 5%.
Let’s Find Out Page 148
The colour of Black soil is black because it is made up
of Lava and Red soil is red because it has iron content.

Key Question 3 Page 148 Let’s Find Out Page 149

Running water and wind cause soil erosion. S ome important multipurpose projects in India
are:
Key Question 4 Page 150
(i) Nagarjuna Sagar Dam
The seasonal and annual variation in precipitation,
(ii) Tungabhadra Dam
uneven distribution, overexploitation, misuse and
wastage of water are some of the causes of water scarcity. (iii) Narmada Valley Project

Key Question 5 Page 151 Summative Assessment

Ecosystem is a relationship between plants, animals I. A. 1. (c) 2. (b) 3. (b)
and their physical environment. B. 1. (e) 2. (a) 3. (b) 4. (c) 5. (d)
C. 1. False 2. True 3. False

61
 II. 1. Physical Factors: Relief of the land, soil, (iv) Construction of shelter belts: Growing
climate, slope of the land, etc. of rows of trees in the arid area or coastal
Human Factors: Population density, needs area helps in reducing the force of wind,
and aspirations of the people, development of running water and thus, check the soil
technology, etc. erosion.
2. Land use planning is essential for optimum 4. Tropical Evergreen Deciduous
utilization of land because land is a limited Forests
resource and growing population has created Forests
demand for land for agriculture, housing, roads, (i) These forests (i) These forests
etc. are found in the are found in
3. The different ways in which the land areas of heavy the areas of
degradation is caused are running water, wind, rainfall and comparatively
deforestation and overgrazing. sunshine. less rainfall.
4. Factors affecting soil formation are: (ii) Trees in these (ii) Trees in these
forests do not forests shed
(i) nature of the parent rock
shed their leaves their leaves in
(ii) topography (relief) during any part a particular
(iii) climate of the year. season.
(iv) animals (iii) These forests (iii) These forests
(v) type of vegetation have different have less
(vi) time types of trees, varieties of
like bamboo, trees like oak,
5. Water is called a renewable resource because rubber, cedar, fir. etc.
it gets renewed through the process of the sandalwood etc.
hydrological cycle.
6. We can conserve water by constructing dams, IV. 1. We find six types of soil in India:
digging tanks and storing water in rainy season
(i) Alluvial soil: These soils are found in the
(rainwater harvesting).
plains. They are formed by the deposition
III. 1. The following steps have been taken to conserve of sediments brought down by rivers. They
forest and wildlife: are very fertile. They can be classified into
(i) National parks, wildlife sanctuaries and two categories—New alluvial or Khadar
bioreserves have been set up. and Old alluvial or Bangar. Khadar is
(ii) N a t i o n a l F o r e s t P o l i c y h a s b e e n more fertile than Bangar.
implemented. (ii) Black soil: These are formed from lava.
(iii) Efforts are being made to control They are also called cotton soil or Regur
deforestation and overgrazing. soil. Cotton grows very well in these soils.
(iv) Hunting of endangered species has been In India, these are found in Maharashtra,
banned. Gujarat and Madhya Pradesh.
2. Weathering refers to disintegration and (iii) Red and yellow soil: Weathering of
decomposition of rocks whereas erosion is the igneous and metamorphic rocks gives rise
wearing away of the earth’s surface by the to these soils. They are not very fertile.
action of running water, wind, etc. They are found in the southern and
Weathering takes longer time than erosion. eastern parts of Peninsular India.
3. Some methods of soil conservation are: (iv) Laterite soil: These are the result of
(i) Afforestation: Planting more and more intense leaching in tropical regions. They
trees helps in soil conservation as the are infertile.
roots of the plants prevent the soil from
(v) Desert/arid soil: These are found in
being washed away, thus, help in soil
Rajasthan and Gujarat (Thar desert).
conservation.
They are less fertile as they lack moisture
(ii) Contour ploughing: It helps in checking and humus.
the water flow and in conservation of soil.
(vi) Mountainous soil: These are limited to
(iii) Crop rotation: Crop rotation helps in
mountain regions and are less fertile.
maintaining the soil fertility.

62
 2. There are many areas or regions in the
world where we find shortage of water.
African countries, West Asia, Western US and
Australia have shortage of water. In India, we
have Western Rajasthan or Thar desert, that
has shortage of water.
The reasons for this shortage are less rainfall
and the hot weather. People are engaged in
felling of forests and trees, highly uneven or
erratic seasonal and annual precipitation,
overexploitation by industries, wastage of
water and water contamination.
3. Causes for depletion of forest and wildlife are:
(i) We have been careless about the importance
of forests and wildlife in the past.
(ii) The government also did not give due
attention.
(iii) The rapid growth of population, demand
for agriculture land and housing are also
responsible.
4. The four mitigation strategies to reduce the
impact of landslide are:
(i) Watchposts should be set up.
(ii) Trained and well-equipped persons should
be put on duty on these posts.
(iii) To generate awareness among the people.
(iv) To plant more trees and check destruction
of natural vegetation in the landslide
prone areas.
5. The causes of forest fires, which are common
in tropical regions, are:
(i) friction of leaves
(ii) lightning
(iii) careless attitude of people and smoking
(iv) local people also set forest fires.
Steps to prevent forest fires are:
(i) setting up of well-equipped watchposts.
(ii) to generate awareness among people.
(iii) to arrange mock drill programmes to check
fire in the beginning.

Ingredients of Modern Industry 3

LESSON PLAN
A. General Objectives:
• To familiarize the students with the essentials of an industrial unit.
• To understand the concept related to minerals and energy resources.
B. Methodology:
• Explanation method • Discussion method • Recapitulation method • Demonstration method
C. Teaching Aids:
• Classroom teaching aids
D. Specific Objectives/Skills:
To enable the students to –
• develop view of the distribution of minerals in the world.
• develop sensitivity towards the consumption of energy.
• know about the facts related to concepts of mining.
Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction The lesson After getting a favourable
I begins with some response from the students the
introductory teacher can explain the lesson.
questions from the
lesson, e.g.
1. From where
do we get
minerals?
2. What is the
difference
between mineral
and mineral ore?

63
 Minerals Ingredients of The properties of minerals with Class Topic based
modern society respect to the density, colour, Assignment: questions to
Properties hardness, colour, etc. can be • The students be framed:
discussed here. can be asked to 1. What are
The teacher can also tell make a table in the different
the students the difference, their exercise types of
between the terms, ‘minerals book on the minerals?
and mineral ores’. characteristics
of the minerals.
Importance of The teacher further discusses Home 2. Distinguish
Minerals the importance of minerals Assignment: between
in industries, production of • Students to metallic and
tools, construction of buildings, make a poster non- metallic
health sector, etc. on the uses minerals.
minerals.
• Attempt topic
based question
on MCQs,
unscramble and
True and False
(pages 168-169).
Properties of The teacher will now discuss
Minerals the properties of minerals
stating that they are non-
renewable, take millions of
years for formation and are
unevenly distributed.
Period Recapitulation The teacher asks
II quick questions to
recap the topics:
1. What are metallic
minerals?
2. What are the
properties of
minerals?
Mining of Open cast mining Further, it can be explained
Minerals Shaft mining that minerals are extracted by
Off-shore drilling the process of mining—open
cast mining, shaft mining and
off-shore drilling.
Distribution of World The teacher will use the World Class Oral Test:
Minerals map and map of India to show Assignment: 1. Why are
India the distribution of minerals in Write short notes minerals
the world and India and ask and explain the important to
the students to prepare a table terms: us?
regarding this discussion. • recycling
• reusing
Importance of Uses of minerals Teacher will discuss the uses of • reducing
Minerals the minerals by using the table Home
in the textbook(Evolution– We Assignment:
and the World, Class 8) • On a map of
the world mark
Conservation of Recycling The teacher will now focus on and label the 2. What are
minerals Reusing the conservation of minerals following the three R’s
Redusing and discuss the three R’s. (a) A leading iron with respect
ore producing to mineral
centre in North conserva-
America. tion?
(b) A leading 3. Mention
petroleum two ways
producing in which
country in minerals can
South America. be conserved.

64
 Period Recapitulation The teacher can
III ask the students
basic questions
regarding this
topic, e.g.
1. What are
minerals?
2. Name the
minerals found
in India.
Power Conventional Textbook reading, followed Class Oral Test:
resources sources of energy by explanation of the power Assignment: 1. Why is non-
Non-conventional resources and their importance • How do you conventional
sources of energy in the life of man. think the energy
Uses Teacher will discuss the types generation of cheaper than
of power resources using the nuclear power is conventional
table given in the textbook beneficial to the energy?
(Evolution— We and the World, country? 2. Name two
Class 8) • Classify the countries in
power resources. the middle
Home east and
Assignment: two other
• On a map of countries
Conservation of Need and To sum up, the teacher will India mark which are
energy importance focus on the need for the and name the leading
of the energy conservation of energy. two oil fields producers
conservation. and two hydel of oil in the
power projects. world.
(students can 3. How can
use their atlas). we help in
energy con-
servation?
Suggest any
three ways.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

Answers
Key Question 1 Page 157 Key Question 5 Page 162
Mining is the extraction of minerals from the earth. Energy resources are necessary for our industries and
agriculture. These are equally important for transport
Key Question 2 Page 158 and domestic use.
Minerals are classified on the basis of their colour,
hardness, composition, physical and chemical properties. Key Question 6 Page 163
Iran, Iraq, Saudi Arabia, USA, Venezuela, Russia and
Key Question 3 Page 158 Algeria.
Factors affecting mining are:
Let's Find Out Page 159
(i) Quality and quantity of mineral ores
Mining at Neyveli lignite mines in Tamil Nadu is Open
(ii) Cost of extraction
cast mining and gold mining at Kolar is Shaft mining.
(iii) Development of technology
(iv) Accessibility of the mine Let's Find Out Page 160
Iron-ore producer—Canada, Russia, India, China
Key Question 4 Page 162
Copper—Canada, Chile
Conservation of minerals is necessary because most
Coal—USA
of them are non-renewable. These are limited or finite
but essential for industrial and economic development Bauxite—Australia, Guiana.
of a country.
65
Let's Find Out Page 161 III. 1. Metallic Non-metallic
Manganese—Madhya Pradesh, Maharashtra
(i) Metallic (i) Non-metallic
Mica—Jharkhand, Bihar. minerals consist do not contain
Bauxite—Jharkhand, Odisha. of metals. metals.
Let's Find Out Page 166 (ii) They are (ii) They are soft
malleable, and non -
Six nuclear power plants in India are: ductile and hard. lustrous.
1. Narora 2. Kota 3. Kakrapar (iii) Examples: iron (iii) Examples:
4. Tarapur 5. Kaiga 6. Kalpakkam ore, silver, gold, potash, salt,
First Nuclear Power Station is Tarapur. bauxite. sulphur.

Summative Assessment
2. Conventional Non-conventional
I. A. 1. (b) 2. (c) 3. (c) Sources Sources
B. 1. ore 2. ferrous 3. coal
(i) They are (i) They are
4. gold 5. petroleum traditional recently
C. 1. False 2. True 3. False sources and are developed
4. False 5. True being used for a sources.
II. 1. A mineral is a naturally occurring substance long time. (ii) They do
on the earth’s crust having a definite chemical (ii) They create not create
composition. pollution. pollution.
2. Examples of ferrous minerals: (iii) They are
(i) iron ore (ii) manganese (iii) They are non- renewable
Examples of non-ferrous minerals: renewable. Examples:
(i) Gold (ii) Silver wind energy,
Examples: coal,
solar energy.
3. The different types of mining are : petroleum.
(i) open cast mining (ii) shaft mining (iv) They are wide
(iv) They are
spread.
(iii) offshore drilling. confined to
4. Some ways of conserving minerals are : some regions.
(i) use of substitutes
(ii) recycling 3. Open Cast Mining Shaft Mining
(iii) finding alternative methods (i) It involves (i) It refers to the
(iv) use of better mining methods the removal construction
(v) reducing export of quality ores of overlying of vertical or
materials to horizontal
5. The following countries are the leading
extract minerals. shafts to
producers of the petroleum in the world.
extract
(i) Middle-east countries: Iran, Iraq, Saudi minerals.
Arabia and Qatar (ii) It is shallow. (ii) It is deep.
(ii) United States of America (iii) It is easy to get (iii) It is not easy.
(iii) Venezuela (iv) Russia minerals.
(v) Algeria (vi) Libya (iv) It involves less (iv) It involves
6. The leading producers of hydel power in the cost. more cost.
world are:
4. The different ways in which solar energy is
(i) Norway (ii) Sweden (iii) USA used in India are:
(iv) Brazil (v) China
(i) cooking (ii) water heating
7. Nuclear energy is produced from:
(iii) drying of crops (iv) lighting of streets
(i) uranium (ii) thorium
8. Biogas plants use 5. India is a peace loving country therefore use of
nuclear energy is restricted.
(i) human waste (ii) animal waste
(iii) farm waste

66
 IV. 1. Minerals are very important to us because:
(i) these are the backbone of our industries.
Our mineral-based industries get their
raw material from minerals.
(ii) these are essential for making machines
for industries.
(iii) these are used in various ways. i.e., farm
implements, defence equipments, railway,
ships, etc., need minerals.
(iv) minerals are needed in construction of
houses, building dams, etc.
(v) these are used in making of utensils and
electric goods.
2. The non-conventional resources are renewable.
These are not limited and there is no fear of
their elimination.
These resources are widely spread, pollution
free and eco-friendly. Therefore, there is a great
need for the development of non-conventional
sources of energy, like sun, wind, tides etc.
3. Four different ways of conserving power
resources are:
(i) use energy efficient equipment.
(ii) use alternative sources of energy.
(iii) do not use electricity unnecessarily.
(iv) use public transport.
4. Advantages of oil:
(i) oil is very useful to us. It can be used to
produce energy (electricity).
(ii) it can be used to make plastics.
(iii) it can be used in many forms–petrol
kerosene, diesel, lubricant, paraffin wax.
(iv) the by-products form raw material for
petrochemical industries.
(v) It can be transported through pipeline.
Agriculture—Backbone of Indian Economy
Lesson Plan
A. General Objectives:
• To understand the earth as the habitat of mankind.
• To initiate the learners into a study of his/her region/state/country in the global context.
• To promote the understanding of interdependence of various regions and countries.
B. Methodology:
• Explanation Method • Recapitulation Method • Project work
C. Teaching Aids:
• Blackboard • Bulletin Board • PowerPoint Presentation • Maps and Diagrams
D. Specific Objectives/ Skills:
To enable the students to–
• familiarize with the various types of farming.
• provide a broad view of types of major crops.
• compare and contrast agricultural development in a developing country like India and developed country
like United States/Canada.
67
Disadvantages of oil:
(i) it is not available everywhere.
(ii) its use creates pollution.
(iii) it is not renewable.
5. All the vehicles, that we use all over the world,
move on the fuels. All the petroleum based fuels
are exhaustible natural resources. We need to
use these fuel resources judiciously as we have
limited reserves of the same. Once exhausted,
we won't be able to get them back. So, we should
not waste the fuels, whether petroleum or coal.
At present, we are over utilizing and even
wasting these precious resources, due to
ignorance, lack of importance or deliberate,
reckless attitude in order to show off to others.
We should respect this limited gift of nature
and must learn to utilise it properly.
Value Added Questions
1. Nuclear energy is the recent source of energy but
it has a very restricted use as nuclear elements are
highly radioactive, so the equipment too should be
safe and handled with care by experts only.
2. Plants and trees are an integral and essential
element of the environment. We should take care of
these. They give out oxygen and reduce the harmful
effects of various gases in our environment. Many
of the plants and trees have medicinal properties.
They keep us safe form various diseases. Apart
from that we get many food items from the
plants and trees. We get fuel, wood, honey, lac,
fruits, vegetables from the plants and trees. We
must conserve them as they help us to keep the
environment clean and green.
4
 Period-wise Lesson Plan
Period Topics Description Concept Understanding Practice Evaluation
Period Introduction Teacher may
I ask the following
questions to attract
the students
towards the topic:
1. What is
agriculture?
2. What are the
products that
we get from
agriculture?
Types of After getting the positive Class
Activities response from the students, the Assignment:
teacher will ask them to read • How would you
the chapter and begin with the classify the
explanation of different types of occupations?
activities as:
Primary It involves the extraction and
production of resources from
land, soil, forests, etc.
Secondary It deals with the processing of
the primary goods into finished
goods.
Tertiary It refers to the services
rendered to the community like:
trade, transport, banking, etc.
Agriculture Primary The teacher now discusses • Prepare Oral Test:
Occupation agriculture as the major a tabular 1. Mention the
primary activity and the factor presentation on two major
on which it depends different types categories
of farming. of factors
upon which
agriculture
depends.
Types of Subsistence Further the teacher discusses Home
Farming Farming the different types of farming Assignment:
Commercial activities. • Can be given
Farming to the students
to find out how
much they have
learned.
Period Recapitulation The teacher will After getting positive response
II ask the following from the students, the teacher
questions to test will ask them to read the
the acquired chapter followed by explanation
knowledge of the of the major crops grown in
students: India and the world as under.
1. What are
primary
activities?
2. What is
Commercial
farming?

68
 Major Crops Rice The teacher now focuses on the Home Oral Test:
Wheat major crops grown in the world Assignment: 1. Which crop
Millets along with the geographical • Collect and paste is called the
Maize conditions required, as under: the pictures of golden fibre?
Cotton Major crops: the crops grown 2. Name three
Jute (a) Food crops—rice , wheat, in India and millets.
Coffee maize, millets mention the 3. What are
Tea (b) Beverage crops—tea, coffee, geographical beverage
(c) Fibre crops—cotton, jute conditions re- crops?
(d) Industrial crops—rubber, quired for their
tobacco, sugar cane growth.
Agricultural Efforts made by The teacher will explain the Class 4. What is
Development the government steps taken by the government Assignment: Green
to increase like: increase the net sown area, • What efforts Revolution?
agricultural provision of irrigation, use of have been made
production fertilizers, HYV seeds, etc. This by the Indian
Green Revolution led to the Green Revolution. government to
increase food
production?
Case Study Agricultural To sum up, the teacher will
Development in discuss the development in
Different Countries regards to agriculture in
developing and developed
countries taking into account
India and USA.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

Answers
Key Question 1 Page 172 2. The three types of millets are :
Agriculture is a primary occupation. (i) Ragi (ii) Bajra (iii) Jowar.
3. The four leading producers of maize in the
Key Question 2 Page 172 world are:
Shifting agriculture is also called ‘slash and burn (i) North America (ii) Brazil
agriculture’, because fields are cleared by cutting and (iii) China (iv) Russia.
burning the trees. 4. Jute is known as the ‘Golden Fibre’ of India.
5. Two plantation crops are:
Key Question 3 Page 173 (i) Tea (ii) Coffee
The seasonal migration of people with their animals is
called ‘transhumance’. III. 1. Subsistence Commercial
Farming Farming
Let’s Find Out Page 174
(i) Crops are (i) Crops are grown
F ather of Green Revolution in India is Dr. M.S.
grown mainly for commercial
Swaminathan.
for the family purposes.
Let’s Find Out Page 176 consumption.
Pisciculture—Andhra Pradesh (ii) It is practised (ii) It is practised in
Horticulture—Punjab, Haryana in densely thinly populated
populated areas. areas.
Summative Assessment (iii) Most of the work (iii) Most of the
I. A. 1. (b) 2. (a) 3. (b) 4. (b) 5. (c) is done by hand. work is done by
B. 1. (d) 2. (c) 3. (b) 4. (e) 5. (a) machines.
C. 1. False 2. False 3. False 4. True (iv) Less use (iv) Most of the
II. 1. It is a type of farming in which people clear the of modern work is done
piece of land by cutting and burning the trees technology. with the help of
before cultivating the land. machines.

69
 2. Primary Secondary (ii) It requires a rainfall of about 50–75 cm.
Activities Activities (iii) It requires well-drained loamy soil for good
(i) They are related (i) These are re- growth.
to production lated to making (iv) It is a Rabi Crop.
and extraction or processing of
2. Farming in India Farming in USA
of natural primary goods
resources. into finished (i) In India, about (i) In USA, 10% of
goods. 60% people the total popula-
are engaged in tion is engaged
(ii) Agriculture, (ii) Sugar from
farming. in farming.
hunting, rearing sugar cane, cloth
of cattle, fishing from cotton (ii) In India, (ii) In USA,
are primary are examples subsistence commercial
activities. of secondary farming is farming is
activities. practised. practised.
(iii) Farms are small (iii) The farms are
3. The following geographical conditions are
in size. quite large.
required for the cultivation of cotton:
(iv) Most of the work (iv) Work is done
Cotton is a fibre crop grown in tropical and
is done with with the
subtropical regions. It grows best in black soil
hands or simple machines.
or alluvial soil. It requires high temperature,
machines.
low rainfall, 210 frost-free days and bright
sunshine for its growth. (v) Per hectare (v) Per hectare pro-
4. Three features of plantation farming are: production is low. duction is high.
(i) this farming is commercial type of farming. 3. Despite the Green Revolution, the yield per
(ii) it requires large investment. hectare of cereals is low in India due to the
(iii) it is a large scale farming of a single crop following reasons:
and resembles factory production.
Example– Tea Gardens. (i) lack of proper irrigation facilities in many
IV. 1. Geographical conditions favourable for the parts of India.
cultivation of rice and wheat are as follows: (ii) unavailability of good quality of seeds.
Rice: (iii) lack of scientific techniques of cultivation.
(i) It is grown in tropical and subtropical (iv) destruction of crops by the pests and
regions. insects.
(ii) It requires high temperature of above 26°C
and a rainfall of more than 100 cm. Value Added Question
(iii) It is labour intensive farming. Agriculture produce such as spices, cotton, jute, fruits,
(iv) It grows well in alluvial soil. It is a Kharif dry fruits, coffee, tea, etc., help India to earn foreign
Crop. exchange. Farmers growing these crops also get a better
Wheat: price for their produce.
(i) Wheat requires moderate temperature
between 10–15°C at the time of sowing Foreign exchange earned through the export of
and a bright sunshine at the time of agricultural goods add to the wealth and also help to
harvest. raise the economic well-being of the farmers.

Industries 5
LESSON PLAN
A. General Objectives:
• To make the students aware of his/her own region, state or country.
• To introduce the global distribution of economic resources and the ongoing process of globalization.
• To promote the understanding of independence of various regions.
70
 B. Methodology:
• Textbook Method • Recapitulation Method • Discussion Method
C. Teaching Aids:
• Blackboard • Maps and sketches • Slide/Documentary
D. Specific Objectives/Skills:
To enable the students to –
• understand important forms of manufacturing industries.
• classify the industries on various basis like size, raw materials, ownership, etc.
• analyze the factors affecting the location of industries.
• promote the understanding of distribution of major industries.
• compare and contrast the Iron and Steel Industries of India and USA and Cotton textile industries of
India and Japan.
Period-wise Lesson Plan
Period Topics Description Concept Understanding Practice Evaluation
Period Introduction The teacher can
I begin discussion by
asking following
questions to the
students:
1. Have you ever
visited any
industry?
2. What was being
produced in that
industry?
3. Was it a small
or big industry?
Classification of Based on Raw After discussing the Class Oral Test:
industries Materials introductory questions the Assignment: 1. What is an
Based on Size teacher will ask the students • Classify the industry?
Based on to read the chapter followed industries. 2. What are
Ownership by teacher explaining the • What factors agro based
meaning of the industry and affect the and Marine
its classification along with location of based
examples of each. industries? industries?
The teacher will ask the 3. What are Co-
students to look at the flow operatives?
chart in the textbook and start
its interpretation.
Factors Further the teacher will explain Home
affecting the the factors responsible for the Assignment:
location of location of industries as: • Prepare a slide
industries Physical factors Physical factors: land, water, show on the
raw materials, power, etc classification of
Human factors Human factors: capital, industries along
technology, labour, transport with the factors
communication, policies, responsible for
market, etc the location of
industries.
Period Recapitulation To recap the Teacher will solve the queries of
II previous topics the students if any and proceed
the teacher will with the discussion on the
ask the following important industrial regions.
questions:

71
 1. Name the
industries
based on the
Ownership.
2. What are
physical factors
responsible for
the location of
industries?
Industrial Industrial regions The teacher will use the maps Home
regions of the world of world and India to show the Assignment:
Industrial regions important industrial regions. • On the maps
of India of world and
Distribution Now the teacher begins India mark
of Major to discuss the factors the important
Industries responsible for the location and industrial
development of: regions.
Iron and Steel Iron and Steel industry in Class Oral Test:
Industry Jamshedpur (India) and Assignment: 1. Why is
Jamshedpur Pittsburgh (USA). • Compare Mumbai an
Case Study TISCO Teacher will discuss the case and contrast excellent
Pittsburgh study on Tata Iron and Steel the Iron and location
Company referring to its history Steel and IT for Cotton
and importance. industries of Textile
India and USA. Industry?
Cotton Textile Cotton Textiles in India and 2. Why is
Industry Japan. Ahmedabad
Ahmedabad: The called the
Manchester of Manchester
India of India?
Osaka (Japan)
Information IT industry in India and 3. How has
Technology California. Bengaluru
Bengaluru A short documentary on the become the
Silicon Valley above mentioned industries can hub of IT
be shown to the students. industry?
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

Answers
Key Question 1 Page 182 Let’s Find Out Page 189
The conversion of raw materials into articles of utility Ahmedabad is called the Manchester of India because
is referred to as manufacturing. it has a large number of cotton textile mills.

Key Question 2 Page 184 Let’s Find Out Page 191

Industries are classified on the following basis:
(i) Raw material (ii) Size 1. Bengaluru 2. Srinagar
(iii) Ownership
Key Question 3 Page 184
Physical factors affecting industrial location are —
rivers, power, raw materials, etc.
Key Question 4 Page 185
Factors responsible are availability of raw material,
power, capital, labour, market and transport.
The names of 18 software technology parks in India are:
3. Chandigarh 4. Greater Noida
5. Jaipur 6. Guwahati
7. Gandhinagar 8. Aurangabad
9. Mumbai 10. Pune
11. Mysore 12. Coimbatore
13. Chennai 14. Hyderabad
15. Bhubaneshwar 16. Kolkata
17. Thiruvananthapuram 18. Indore

72
 Summative Assessment 3. Public Sector Private Sector
I. A. 1. (c) 2. (a) 3. (c) 4. (d) 5. (c) Industries Industries
B. 1. (d) 2. (c) 3. (a) 4. (b) • These industries • These are owned
C. 1. False 2. False 3. True 4. False are owned and run by
and run by an individual
II. 1. The term ‘manufacturing’ refers to transfor- government or or a group of
mation of raw materials into valuable goods. its agencies. individuals.
2. Ahmedabad is known as the Manchester of Examples – Example –
India. BHEL, SAIL, etc. TISCO
3. Factors of industrial location: 4. Farmers produce a variety of agricultural
Physical factors: goods. Many of these agricultural produce
are used in the factories as raw materials.
(i) Land (ii) Raw material
Farmers get good price of their produce as the
(iii) Water (iv) Power utilisation of agricultural produce in factories
Human Factors: add more value to it. In some parts of India, the
farmers have formed cooperative societies, to
(i) Capital (ii) Labour
get fair price for their produce. In this way, the
(iii) Technology factories have added value to the agricultural
(iv) Means of Transport and Communication produce of the farmers. This is true about
the agro-based industries. In case of other
(v) Market.
industries, the large scale working population
4. Four industrial regions are : in these industries provide a good market to
(i) Great Lakes Industrial Region of North the agricultural produce in the surrounding
America. areas of the industrial establishment.
(ii) Rhur-Saar Industrial Region of Europe. IV. 1. The following factors are the favourable factors
that have led to the development of IT industry
(iii) London Industrial Region.
in Bengaluru :
(iv) Ural-Ukraine Industrial Region of Russia. (i) Pleasant and pollution free climate
5. Information Technology refers to the storage, throughout the year.
processing and distribution of information. (ii) There are many leading educational
III. 1. The industries can be classified on the basis of institutions, for example, IISC (Indian
raw materials used as : Institute of Science), ISRO (Indian Space
(i) Agro-based industries Research Organisation), Engineering
Colleges and Technical Universities, etc.
(ii) Mineral-based industries.
(iii) Low cost of living has helped the settlers
(i) Agro-based industries get their raw even from the foreign countries.
materials from agricultural products.
(iv) The government of Karnataka was the
Examples — Cotton Textiles, Sugar
first to sanction the establishment of IT
Industries, Jute Textile, etc.
industry.
(ii) Mineral-based industries get their raw (v) Bengaluru is highly accessible by means
materials from minerals. Examples — of roads, railways and air.
Iron and Steel Industry, Cement Industry,
Fertilizer Industry, etc. (vi) The city has a large number of skilled and
experienced managers and executives.
2. Large Scale Small Scale 2. Manufacturing industries are important for the
Industries Industries economic development of a country as they:
(i) Consume (i) Consume less (i) convert raw materials into valuable goods.
extensive raw raw material. (ii) generate employment for the people.
material.
(iii) reduce dependence on agriculture.
(ii) Invest more (ii) Invest one crore
than one crore. or less. (iv) help in reducing unemployment and
poverty.
(iii) Production is on (iii) Production on
large scale. small scale. (v) earn foreign exchange.

73
 3. Pittsburgh Jamshedpur (iii) Ahmedabad is well-connected with the
other parts of India. Therefore, market is
(i) It is the most (i) It is the most available.
important important
centre of iron centre of iron (iv) Sea port of Kandla is also not far away.
and steel in and steel in (v) Other factors are abundant availability of
USA. India. cheap skilled and unskilled labour.
(ii) There are many (ii) There are many 5. The Industrial accidents can be reduced in the
locational locational following way:
factors factors (i) Industrial area should be away from
favourable for favourable for densely populated areas.
this industry, this industry,
i.e. raw i.e. raw material, (ii) The pollution levels should be regularly
material, iron iron ore, coal and monitored.
ore, coal. water. (iii) Evacuation routes should be known to
(iii) Cheap inland (iii) No such added workers and people.
water transport advantage of (iv) Alarm system and fire fighting system
provided by cheap inland should remain up to date.
the great lakes water transport
is an added is found. Value Added Question
advantage. Paper is a very useful thing that we use in our
(iv) The rivers (iv) The rivers— day-to-day life. We get paper from the pulp of wood.
— Ohio, Subarnarekha We get wood from the forests. If we waste paper,
Mongahela and and Kharkai— we consume more wood. It simply means that we
Alleghany— provide water. create circumstances for the destruction of forests.
provide water. So, we must use paper wisely. We can reduce the
wastage of paper by following means:
4. Ahmedabad is situated on the bank of the
Sabarmati river. In 1859, the first cotton mill (i) Always use paper for fair work.
was set up here. It is called the Manchester of (ii) We should use recycled papers for rough work.
India. The following factors are responsible for
(iii) Once used, the papers should be sent for
the development of cotton textile in Ahmedabad:
recycling, instead of throwing or burning it.
(i) Availability of raw material— Ahmedabad
In short, we can say that wastage of paper should
is located in the cotton growing area.
be stopped with sincerity as it has far reaching
(ii) Climate— The humid climate is one impact on the environment. We can give the slogan
more plus point. This type of climate is “save paper, save environment”.
conducive for spinning and weaving.

Human Resources 6
Lesson Plan
A. General Objectives:
• To make the students aware of the term ‘Human Resources’ and its importance.
• To explain the transformation of an individual into a human resource.
B. Methodology:
• Recapitulation Method • Discussion Method • Project work

C. Teaching Aids:
• Blackboard, diagrams, webcharts • Maps • PowerPoint Presentation

74
 D. Specific Objectives/Skills:
To enable the students to–
• understand the role of human resources in the development of the nations.
• analyze the factors affecting the distribution of world’s population.
• visualize the pattern of population change.
• familiarize the students with working of the population pyramid.

Period-wise Lesson Plan

Period Topics Description Concept Understanding Practice Evaluation
Period Introduction The teacher
I asks quick short
questions such as:
1. What would you
like to be after
completing your
studies?
2. What is the
difference
between an
educated and
an illiterate
person?
3. Why is Delhi so
overcrowded?
Human Importance of After asking the introductory
Resources Human Beings questions the teacher explains
that human is also a resource
if used wisely and ask the
students to read the chapter
followed by his/her explanation.
Studying The teacher here explains the Oral Test:
Population factors that make human a
1. What is
resource and further explains
Census?
the need and importance
of studying population and
refers to the Census. Short
documentary on Census 2011
can be shown to the students.
Factors With the help of the flow chart Class 2. Why are
affecting the in the textbook the teacher will Assignment: river basins
population discuss the factors affecting the densely
• What factors
distribution distribution of population as populated?
affect the
under:
population 3. Why is
Geographical Geographical factors: Relief, distribution? Mumbai an
factors Climate, Natural Resources, attraction for
Home
Water and Minerals the workers?
Assignment:
Social factors Social factors: Religious and
• Make a list of
Community beliefs
the areas in
Cultural factors Cultural factors: Religious your locality
centres that are very
populated
Economic factors Economic factors: Location
along with the
of industries, employment
reasons.
opportunities

75
 Period Recapitulation The teacher will
II recapitulate
the previous
topics through
the following
questions:
1. What does
the study of
population
highlight?
2. What is the
average density
of population
in World, India
and China?
Population Birth Rate After getting positive response Class Oral Test:
change from the students, the teacher Assignment:
Death Rate 1. What is the
will begin the discussion on
• How do difference
factors responsible for the
migration result between
population change and explains
in population immigration
the terms like, Birth Rate and
change? and
Death Rate.
emigration?
2. Why do
people
migrate?
Migration: Further the teacher explains
Meaning and types that nowadays, migration has
also become an important factor
Immigration
of change in population of a
Emigration particular area. People migrate
within the country as well as
outside the country in search
of better life, employment,
education, etc.
Pattern of Indicators of The teacher will now discuss
Population population change that though world’s population
change has increased, all countries do
not show the same population
increase.

Composition of Population The teacher will now use a • Distinguish 3. What age-
population Pyramid population pyramid to show between the group is
the composition of population productive referred to
in India, distinguishing the population as dependent
productive and dependent and dependent population?
population on the basis of age. population.
Sex Ratio The teacher will focus on the Home
term Sex Ratio and discuss the Assignment:
reasons for its decline in India
• On the map of
in some states.
word mark the
most populous
countries in
ascending order.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

76
 Answers
Key Question 1 Page 195
Skills, knowledge, efficiency, good health etc., together
transforms an individual into a human resource.
Key Question 2 Page 195
Census – official collection of population data taken
every 10 years.
Key Question 3 Page 196
45 persons per square km.
Key Question 4 Page 197
Factors affecting the density of population in the world
are :
Relief, climate, soil, water, presence of minerals, etc.
Key Question 5 Page 200
Population pyramid is the graphical representation of
age and sex composition of the population.
Let’s Find Out Page 196
Two most populous countries of the world are :
(i) China (ii) India
Let’s Find Out Page 197
Average density of population in India is 364 persons per
square km. Bangladesh and Japan have higher average
density of population.
Let’s Find Out Page 199
According to 2011 Census (It is the 15th census in India)
Total number of :
1. Males – 62.87 crores
2. Females – 58.65 crores
3. Literates – 74.04%
4. Illiterates – 25.6%
5. Working population approximately – 59%
6. Non-working population – 41%
Summative Assessment
I. A. 1. (c) 2. (d) 3. (c) 4. (c) 5. (c)
B. 1. China 2. 364 per square Km
3. Sex Ratio 4. Demography development in the various fields of human
5. Growth rate of population.
C. 1. False 2. True 3. False 4. True
II. 1. 45 person per square kilometre.
2. Antarctica.
3. Age-sex pyramid helps us to know population
under different age-groups, between 0-15, the mountainous regions sparsely populated
15-59, 60 and above. It is further sub-divided
77
into two groups showing the number of males
and females under each age group.
4. Factors responsible for the rapid growth of
world population are :
(a) Advancement in medical technology.
(b) Reduction in death rate.
(c) Migration.
5. (a) Birth Rate: The number of live births per
1000 population is called birth rate.
(b) Death Rate: The number of deaths per
1000 population is called death rate.
(c) Human Resource: Skilled, healthy,
efficient, human work force is referred to
as a human resource.
III. 1. Productive population includes persons
between 15-59 years. Dependent population
includes persons below 15 and above 60 years.
Productive population is also called working
population whereas dependent population
is non-working population. India has 59%
productive and 41% non-productive population.
2. The people are the greatest asset to a
nation. It is the man who can use the natural
resources i.e., transform the natural resources
into valuable goods. Man is both producer
and consumer. The quality of man is more
important than the quantity. Quality means
healthy, educated and efficient people. Only
people with these high qualities can make a
nation prosperous and efficient.
3. Sex ratio is the ratio between the number of
females per 1000 males. Some of the main
factors for the decline in the sex-ratio in some
parts of India are:
(i) Preference for the male child.
(ii) Neglecting girl child.
(iii) Female foeticide.
(iv) Dowry system.
Due to these reasons there is great imbalance
in sex ratio in some parts of India.
4. No doubt, the mankind has made a remarkable
activities. Despite all these achievements, we
mainly depend on the nature for our survival
and development. The climate and relief of any
region is the main deciding factor for human
settlement. It is because of these two factors
that we find the plains densely populated and
world over.
 IV. 1. The following factors affect the distribution of
population in the world :
(i) Relief – Plains are more populated
than hilly areas or plateaus. Plains are
more suitable for agriculture and other
activities.
(ii) Climate – Areas of extreme climate are
least populated. Areas of moderate or
temperate regions are densely populated.
Hot deserts and cold regions are sparsely
populated.
(iii) Natural resources – Presence of minerals,
water and land attracts more people.
Industries can be set up.
(iv) Soil and water – Areas having fertile
soil and water are useful to grow crops.
Therefore, more people live in these areas.
(v) Religious places are also thickly populated.
(vi) Historical cities and cultural centres often
have more population density.
(vii) Economic factors i.e., Industrial towns and
cities are also among the thickly populated
regions.
2. After comparing population pyramid of
India and Japan we can draw the following
inferences:
(i) Birth rate of young children is more in
India than in Japan.
(ii) The death rate in Japan is less than that
of India.
(iii) Infant mortatily rate in India is higher
than in Japan.
(iv) The population of Japan is qualitative and
the population of India is quantitative.
3. Some regions of India are experiencing steep
decline in the sex-ratio which has created
Disaster Management–
An Introduction to Natural Disasters
LESSON PLAN
A. General Objectives:
• To be aware of the terms ‘disaster’ and ‘disaster management’.
• To understand the causes and probable impacts of various disasters.
• To understand the ways to be safe and ways to mitigate the impact of disaster.
B. Methodology:
• Recapitulation Method • Discussion Method • Lecture Method
• PowerPoint Presentation
78
imbalance in the society. There are less number
females per thousand males. Some of the
reasons behind this imbalance are as follows:
(i) Neglect or sense of inferiority for having
a girl child.
(ii) Preference for the male child.
(iii) Dowry system pushing many people not
to have a girl child.
This evil practice and imbalance in sex-ratio
can be checked by following means:
(i) Give equal respect and love to the girl
child.
(ii) Create awareness among the society
towards girl child.
(iii) Give law based security to safeguard the
girl child.
4. China has greater population than India, but
has lesser population density while compared to
India because China has greater geographical
area under its control.
Value Added Question
Today, various sources of media, represent women in
different ways. At times these sources knowingly or
unknowingly depict women in an indecent manner.
This should be checked to maintain the dignity of
women. Whatever be the product, the women should
never be projected in an indecent manner. Such things,
degrade her social importance and provoke criminal
mindsets leading to heinous crimes against women.
Proper education to our child with a balanced family
environment can have long lasting impact on respecting
women in social interaction. Decline in sex ratio has
also exposed her to such gory incidents. Self-reliant
women along with aggressive attitude further put a lot
of challenge in her way.
7
 C. Teaching Aids:
• Slides/Documentary • Maps • Models
D. Specific Objectives/Skills:
Meant to enable the students to –
• know the meaning of disaster—natural or man-made.
• understand how to manage it with proper training.
• be well-versed with the role of respondents.
• be familiar with the preventive steps to be taken and the agencies set up by the government
Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction The teacher will The teacher will help the
I ask some basic students in recalling the
questions to the disaster that have occurred in
students to attract India in the recent years by
them towards the showing the Slides/Photos to
topic: the students for understanding
1. Have you the concepts and effects of the
heard the news disaster.
about flood,
earthquake
or any other
destruction?
Hazard Natural/Man-made The teacher explains hazard Class
event resulting in as a natural/man-made event Assignment:
small scale loss in which results in the loss of • Distinguish
a given area livelihood, life, prosperity and between a
environment. Hazard and
• natural Disaster.
• man-made Home
• both (natural & man-made) Assignment:
• socio-natural (like global • Prepare a scrap
warming) book on the
natural and
man-made
disasters.
Disaster Natural/Man-made Disaster: a natural man-made Oral Test:
event resulting event which results in large- 1. Who are first
in large scale loss scale damage to life, property, responders?
over a large area. livelihood and environment.
Disaster Sharing of the Disaster Management: Set of
Management responsibility activities carried on to mitigate
to overcome the the effects of disasters before,
effects of disaster during and after the disaster
in future. strikes.
Period Recapitulation To recap the After getting the positive
II previous topics response from the students,
the teacher will the teacher will begin the
ask the following discussion on the different
question from the disasters.
students:
1. What are man-
made disasters?
2. What can be the
role of students
in disaster
management?

79
 Earthquakes Meaning The teacher discusses different Class Oral Test:
Occurrence disasters like earthquake, Assignment: 1. Which
cyclones, their meaning instruments
Impact • Prepare
along with the reasons for measure the
Mitigation a tabular
their occurrence, effects and intensity of
Strategies representation
strategies to be prepared in earthquakes?
for different
advance to lessen the quantum
disasters along 2. What are
of loss.
with their Temperate
mitigation cyclones?
strategies.
Cyclones Meaning The teacher will use the map of Home
Types India to show the areas prone to Assignment:
earthquakes and cyclones. • Prepare a PPT
Effects
on natural
Safety tips
and man-made
disaster.
Period Recapitulation To recap the
III previous topic
the students
will be asked to
narrate the Do’s
and Don’ts during
earthquakes and
cyclones.

Floods Causes The teacher will continue with Class Oral Test:
types the discussion of different Assignment: 1. Name the
disaster focusing on floods and • What cause rivers of
Effects
droughts along with their types, floods? northern and
Preparedness effects and preparedness. The
• What are the southern
teacher will also mention the India that
different types
precautions to be taken at the cause floods?
of floods?
time of these disasters and will
• As a student 2. What would
help the students to understand
what would you carry
the importance of cooperation
you do in the along with
and selfless service during such
situation of you in a
events.
flood? situation of
flood?
Drought Causes
3. What can
Effects be done to
Preparedness check the
droughts?
Assistance Rainwater The teacher will focus on the Home 4. What
provided by the Harvesting rainwater harvesting so as to Assignment: are Kuls,
government minimize the effects of drought • On the map of Johads and
during drought like situations and discusses India mark the Khadins?
the methods used by the people areas affected
of Rajasthan and Himalayas to with droughts
conserve water for use in the and suggest
time of need. the measures
With the use of map of India to tackle this
the teacher will show the problem.
drought prone areas.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

80
 Answers
Key Question 1 Page 204
A hazard is a natural or man-made event, which results
in the loss of livelihood, damage to life and property or
the environment in a given area.
Key Question 2 Page 205
Three hazards at your home or in your neighbourhood
are:
(i) A sewage drain in neighbourhood.
(ii) Electrical equipments at home.
(iii) Bath tub, gas burner and cylinder leakage, etc. at
home or neighbourhood.
Key Question 3 Page 205
The children, old people, disabled people, poor, etc., are
the most vulnerable section in the face of disaster.
Let’s Find Out Page 205
India has a huge population. So to keep such a huge
population safe in the face of disaster, it must have a
strong and effective disaster management response unit
all over the country.
Let’s Find Out Page 207
Pacific Ring of Fire
The hundreds of active volcanoes found on the land near
the edges of the Pacific Ocean make up what is called
the ‘Ring of Fire’. They form the boundary between the
plates under the Pacific Ocean and the plates under
the continents around the ocean. They cause maximum
earthquakes. The Ring of Fire runs all along the West
Coast of South & North America from the southern tip
of Chile to Alaska. It also runs along the east coast to
Asia and extends past Australia.
Let’s Find Out Page 207
There are five seismic zones in India.
Let’s Find Out Page 208
South Eastern Coast of India.
Let’s Find Out Page 210
R ivers are the Ganga, Yamuna, Brahmaputra,
Mahanadi, Godavari, Krishna, Kaveri, etc. Flood in the
Kosi river devastated everything that came in its way
be it men, animal, crops and other properties.
Let’s Find Out Page 211
R ivers are the Ganga, Yamuna, Brahmaputra,
Mahanadi, Godavari, Krishna, Kaveri, etc. Flood in the
Kosi river devastated everything that came in its way
be it men, animal, crops and other properties.
81
Let’s Find Out Page 212
Drought — Rajasthan, Bihar
Summative Assessment
I. A. 1. (d) 2. (a) 3. (c) 4. (c)
B. 1. 55% 2. 12% 3. 25%
4. Indian Meteorological Department
C. 1. False 2. False 3. True
II. 1. Disaster is a natural or man-made event
which results in large scale damage to life and
property, loss of livelihood, environmental
damage and disruptions to various social and
economic activities over a large part of the
earth that requires external aid.
2. Disaster Management refers to the set of
activities carried on to mitigate the effects of
disasters before, during and after a disaster
strikes.
3. Seismology is the study of earthquake.
4. A cyclone is a violent wind rotating round a
central area. It occurs at a low-pressure area
surrounded by high pressure areas on all sides.
5. Four rivers in North India which are prone to
floods are the Ganga, Yamuna, Brahmaputra
and Gandak.
III. 1. Natural hazards are hazards caused by the fury
of nature. It results in loss of livelihood, damage
to life and property or environment in a given
area. They cannot be avoided but mitigation
strategies can be adopted to reduce the impact
of the hazard e.g., Floods and Earthquakes.
2. The earthquakes are caused by :
(a) Volcanic eruptions e.g., Mt. Etna.
(b) Tectonic – caused due to stress and strain
along Earth’s plates or dislodging of rocks
due to faulting.
The instrument used for recording earthquakes
is seismograph. It is used to measure the
intensity of the earthquake on the Richter
Scale.
3. Some safety tips to be taken during the
earthquakes are :
(i) stay away from windows and heavy falling
objects, stay undercover till the shaking
stops.
(ii) do not panic.
(iii) if you are outdoors, then stay away from
trees, signboards, electric wires and poles.
(iv) if you are driving, move to the side of the
road and stop.
 4. Indian Meteorological Department issues
cyclone warnings. Warning is issued to ports,
fisheries and aviation departments for a cyclone
alert. Warnings are broadcasted on TV and
Radio before and during the cyclones.
A special Disaster Warning System has been
developed for dissemination of cyclone warning
through INSAT Satellite.
5. Flood prone areas of our country are:
In northern India, rivers like the Ganga,
Yamuna, Brahmaputra and their tributaries
are prone to floods. In south India, rivers like
Mahanadi, Godavari, Krishna, Kaveri and
their tributaries are prone to floods.
The following steps can be helpful in reducing
the impact of floods :
(i) evacuation of people to safer places.
(ii) try to get latest information about the
floods through Radio, Television.
(iii) try to keep away from water flow and deep
water.
(iv) turn off power and shut the doors.
6. Drought is a condition when there is a long
period of dryness due to little or no rain.
Causes of drought :
(i) uneven distribution of rainfall.
(ii) environmental degradation.
(iii) large scale deforestation.
(iv) population growth.
7. (i) Drought causes heavy loss of crops, lack
of fodder and water to feed animals.
(ii) If there are no crops, it affects the whole
country as grains become costlier.
(iii) People have to leave their places in search
of work outside.
IV. 1. (i) Seismic zones which are prone to
earthquakes should be identified.
(ii) Development of building codes and laws.
(iii) Specific designs to make earthquake
resistant structures.
(iv) Provide awareness and training to
engineers and architects.
Disaster Management —Man-made Disasters
LESSON PLAN
A. General Objectives:
• To make the students sensitive and aware/alert to the untoward happenings near them.
• To motivate them towards the sense of belongingness and duty towards one and all, as responsible citizens
of the society
82
2. Four safety tips to be followed during cyclones are :
(i) Before the cyclonic season, the roofs and
walls of the buildings and houses should
be checked, repaired and strengthened.
(ii) cyclone management programmes have to
be planned and implemented.
(iii) construction and repairing of shelter belts
along the coastal areas.
(iv) Move to safer places.
3. (i) Cover your food and drink.
(ii) Use only boiled water.
(iii) Be careful about snakes.
(iv) Avoid entering flood waters.
(v) Spray disinfectants like lime or bleaching
powder in the surroundings.
4. (i) Prevent misuse of land and water.
(ii) Conserve water by various ways.
(iii) Build community-based rainwater
harvesting structures.
(iv) Increase the forest cover through plantations.
5. Certain areas in India are prone to droughts.
Droughts cause severe damage to the plants,
trees, crops, animals and obviously people as
well. The government has made many efforts
to tackle droughts and mitigate its impact. In
fact, we need to create awareness among the
local population in the drought prone areas.
We must promote ways to conserve water in
every possible way. Growing plants, trees,
creating tanks or reservoir in these regions can
be effective in countering droughts.
Value Added Question
We can help Uttarakhand flash flood victims by
providing relief to them in the following ways:
(i) By collecting voluntary donations in cash from
the society.
(ii) By collecting clothes from the residents.
(iii) By sending medicines for common ailments
and chlorine tablets to make water drinkable.
(iv) By sending non-perishable eatables as initial
assistance.
(v) By sending temporary or make shift houses
such as tents.
8
 B. Methodology:
• Lecture Method • Recapitulation Method
• A visit to the school by a disaster management expert–Live demonstration

C. Teaching Aids:
• Slides • PowerPoint Presentation
D. Specific Objectives/Skills:
Meant to enable the students to–
• be aware about man-made disasters.
• participate fully in minimizing the loss to people, property and society.
• promote the spirit of comradeship among the students.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Students will be The students read the first two
I asked to narrate headings followed by teacher’s
the situations explanation as under:
where negligence
of human beings
has led to a huge
disaster.
Man-Made Disasters caused by human Class Oral Test:
Disaster negligence, deliberate activity Assignment:
1. What are
of an individual or a group of
• What causes the common
people. Further the teacher will
road accidents? causes of road
take the examples of human
accidents?
negligence and discuss them in • What
detail as under: precautions 2. Why has
should we take helmet
Man-Made Disasters
to avert such been made
(a) Road Accidents situations? mandatory
while driving
(b) Rail Accidents Home
two-wheelers?
Assignment:
(c) Air Accidents
• Prepare a skit
(d) Fire Accidents
to educate your
(e) Terrorist Attacks school children
regarding road
safety.
Road Accidents Causes The teacher will explain
the causes of road accidents
and their adverse impact
on the human society and
environment. Road-Safety
Education is very essential
at the school level to create
awareness among the students.
Period Recapitulation The teacher After getting positive response
II recapitulates the the teacher begins with
previously taught the topic and explains the
topic by asking following concepts as under:
questions such as:
1. What is
disaster?
2. What are its
types?

83
 Rail Accidents Causes Common causes of Rail Class Oral Test:
accidents: Assignment: 1. What items
(a) Derailment • Mention the should not be
(b) Poor maintenance of tracks safety tips carried while
(c) Defects in the signalling to avoid rail travelling
system. accidents. through any
(d) Terrorist Activities medium?
Safety tips Safety tips should be followed
to avoid the rail accidents.
Air Accidents Causes Common causes of Air • What can be 2. What is the
accidents: done in case of first thing
(a) Changing weather air accident? would you
conditions do in case of
(b) Technical failure smoke in the
(c) Human error airplane?
(d) Terrorist threat
Precautions Precautions: Home
(a) be alert and attentive Assignment:
(b) keep seat belt fastened • Prepare a PPT
(c) read safety briefing card on Dos and
carefully Don’ts in Rail
(d) locate the nearest safety and Air travel.
emergency exit and learn
how to open it
Period Recapitulation The teacher will After getting the positive
III recap the previous response from the students the
topics through teacher will discuss the next
students narrating man-made disaster as under:
the do’s and don’ts
in case of rail
accident.
Fire Accidents Causes The teacher will show the Class Oral Test:
slides on how fire is caused Assessment: 1. What should
citing the example of Uphar • What we do in case
Cinema Hall in Delhi in 1997 precautions of fire
and Kumbakonam Fire tragedy should be taken breakout?
in a school in 2004. Further the in case of fire
teacher explains that fire can accidents?
be caused due to the following
materials:
Safety tips (i) flammable liquids Home 2. Can we use
(ii) flammable gases Assessment: water to
(iii) Electrical short circuit • Work in groups put out fire
Guest Lecture: Experts from and prepare caused due to
the Fire Service Department a model of short-circuit?
can be invited in the School Fire Fighting Why or why
Assembly for a Lecture-cum Equipment. not?
Demonstration on Fire-Safety.
• Slide can be shown on Fire
tragedies like ‘Uphaar
Tragedy’.
Terrorist Causes The teacher discusses the
Attacks terrorist attacks as the worst
form of man-made disaster
on a large scale. Nowadays
people use illogical means
to attract the attention of
their governments and people
towards their grievances or to

84

Precautions
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.
Key Question 1 Page 216
Disasters caused by the human error, negligence,
deliberate act of destruction causing loss of life and
property are called the man-made disasters.
Key Question 2 Page 217
We can be safe while crossing the road only when we
cross it at the zebra crossing and when there are no
movement of vehicles on the road.
Summative Assessment
I. A. 1. (c) 2. (c) 3. (c) 4. (c)
B. 1. Kumbhakonam 2. zebra crossing
3. drunken driving 4. Cooking gas, methane
C. 1. True 2. False 3. False
II. 1. Disasters that are induced by human activities
or human beings are man-made disasters.
Two examples :
(i) Rail accidents. (i) in case of emergency, dial 101 for fire
(ii) Terrorist attacks.
2. Road accidents in India are caused due to :
(i) not following the road rules and traffic
rules.
(ii) speedy driving of vehicles.
(iii) drunken driving. attacks:
(iv) bad roads.
(v) overtaking the vehicle.
3. Some safety tips are:
(i) obey the traffic rules.
(ii) wear helmets while driving a two wheeler.
fulfill their wish. The teacher
will give the examples of WTC
attack in USA and attack on
Taj Hotel in India. Further the
teacher explains that Weapons
of mass Destruction like
biological weapons, etc are a
danger to humanity. Following
precautions should be taken in
case of a terrorist attack:
• Remain calm and do not • Prepare a chart
panic. on precautions
• Follow the instructions to be taken
given by the police carefully. during a
• Don’t touch unclaimed disaster when at
objects. school.
• Inform the police in case of
suspicion.
Answers
(iii) use zebra crossings while crossing roads.
(iv) be familiar with the road signal and follow
them.
III. 1. The following precautionary measures can be
taken to control rail accidents :
(i) follow the signal while crossing the railway
track.
(ii) do not carry inflammable material.
(iii) proper maintenance of the railway tracks.
(iv) the lineman, and guard should give signal
to the drivers, in advance, so that train can
be stopped.
2. A fire is caused due to :
(i) combustion of wood.
(ii) liquids like petroleum.
(iii) electrical short-circuit.
3. Safety tips for mitigating fire accidents :
service.
(ii) be careful while working in kitchen.
(iii) develop an escape route.
(iv) keep fire extinguishers at home/school/
office and learn how to use them.
4. Four steps to safeguard yourself from terrorist
(i) do not panic, remain calm.
(ii) follow the instructions given by the police.
(iii) do not touch objects lying on the roads.
(iv) inform the nearest police of any suspected
person.
85
 IV. 1. The common causes of rail accidents in India ambulance for immediate medical care
are : and inform the local police authority about
(i) derailment of trains. the accident.
(ii) lack of proper maintenance of railway (b) My reaction will be as follows:
tracks. (i) Immediately check my own gas and
(iii) terrorist activities. burner to check leakage.
(iv) transportation of inflammable liquids like (ii) I will switch off the regulator of the
petrol, kerosene. cylinder.
(v) defects in signalling system. (iii) Open all the windows and doors to let
the gas pass out.
(vi) carelessness of drivers.
(iv) Will not switch on the electric switch
2. Before the air accident:
as it’s spark may lead to fire in the
(i) Pay attention to the flight crew safety house.
demonstration.
(v) Tell my neighbours to check leakage
(ii) Read the safety-briefing card, kept in the in their gas cylinders too.
seat pocket.
In case of air accident : Value Added Question
(i) Do not panic, stay calm. We can provide assistance to the jhuggi cluster
which recently got burnt in a disastrous fire in the
(ii) Listen to instructions given by crew
following ways:
members.
(i) Provide eatables to the victims.
(iii) In case of fire outside, do not open the
window. (ii) Provide clothes.
(iv) Smoke always rises, so try to stay down, (iii) Provide drinking water.
cover your mouth and nose with a cloth. (iv) Provide medical assistance, medicines for the
3. (a) I will stop immediately and help the survivors if required.
person. Apart from that I would call

86
 Social and Political Life

The Constitution of India 1

Lesson Plan
A. General Objectives:
• To familiarize the students with the constitution of India.
• To make them aware of the provisions mentioned in the Indian Constitution.
• To arouse among the students a spirit of respect towards living document governing the country.

B. Methodology:
• Textbook method • Recapitulation method
• Explanation method • Activity method

C. Teaching Aids:
Classroom teaching aids, slides of Preamble and Indian Constitution

D. Specific Objectives/Skills:
To enable the students to:

• understand the ideology behind the constitution of India and its features.
• develop respect towards the makers of the constitution.
• to understand the background leading to the formation of Indian Constitution.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Teacher may ask the Teacher to introduce the
I following questions to chapter by asking some
bring students into the questions to attract student’s
discussion: attention towards the topic.
1. What is law?
2. Who makes laws?
3. Where are these laws
written?

Meaning of Students are explained the Class Oral Test:

Constitution meaning of Constitution as Assignment: 1. What is a
a document containing the • State the constitu-
rules and regulations for importance of tion?
smooth functioning of the constitution for 2. Name the
state in accordance with law. a country. types of
constitu-
Home tions with
Assignment: examples.
• Chapter end
questions based
on the topics
taught.

87
 Types Written and Unwritten Teacher then discusses the
types of Constitution as:
• Written: India, USA
• Unwritten: Britain and
New Zealand
Why do we need Further the teacher will
Laws? explain the importance of
laws as:
• to regulate civic life
• for good governance
• to maintain law and order
• to curb social evils, etc.
Teacher to highlight Dowry
Prohibition and Sati
Prevention Act to make the
students understand the
need of laws.
Period Recapitulation Teacher to ask ques-
II tions on the topics
taught previously:
1. Give examples
of countries
having written
and unwritten
constitutions.
Law and Dissent After Q/Ans session,
teacher to explain that laws
are required for smooth
functioning of the state
affairs, but for the common
good of the society, people
can agitate and force the
government to amend the
existing laws as in the case of
Salt Satyagraha by Gandhiji
and Anti-Liquor agitation in
Andhra Pradesh by women.
Constituent First sitting: 9th The teacher explains that Class Oral Test:
Assembly December 1946 on 9th December 1946, Assignment: 1. Who
Preparation of Objective Constituent Assembly met • Write a note on was the
Draft and its Resolution for the first time for framing the Constituent chairman
Implementation Members of the Constitution for India Assembly of of the
Constituent and Objective Resolution India. drafting
Assembly by Jawaharlal Nehru was commi-
B.R.Ambedkar— passed which proclaimed India • Write a brief ttee?
Chairman, an independent, sovereign, note on the 2. Who
Drafting republic nation. 308 members framing of the signed
Committee set to the task of framing the constitution. the final
constitution for India belonging draft
to all sections of society. Home of the
Activity: Assignment: Indian
Role play the limitations that • Chapter end Constitu-
might have existed before the questions based tion?
Constituent Assembly while on the topics
drafting the constitution. Let taught.
the whole class have a voice
in the assembly.
E.g. one can say there
exist several cultures and
languages in India. What to
promote and what not to?

88
Period Recapitulation Testing of acquired
III knowledge:
1. Who moved the
Objective Resolution?
2. Name some
prominent members
of the Drafting
Committee.
3. How long did it
take to prepare the
document?
Features After recapitulation session, Class Oral Test:
of Indian teacher to explain the Assignment: 1. Original
Constitution main features of the Indian • Narrate the document
Constitution one by one as features of the had ____
mentioned in the description. Indian Articles
Written • Written: Lengthiest as it Constitution. and ___
understands the vastness Sched-
and diversity of India. Home ules.
Rigid as well as • Rigid as well as Flexible: Assignment:
Flexible Some parts can be • Chapter end 2. How can
amended easily by questions based a Consti-
simple majority of both on the topics tutional
Houses, but some need 2/3 taught. Provision
majority of both Houses be
and State Legislatures. amended?
Federalism • Federalism: Two tiers of
government i.e. at Central
and State level with
distinct powers and non-
interference.
Parliamentary • Parliamentary
Government Government: Two heads,
one nominal head i.e.
President while another
is real head i.e. Prime
Minister. Council of
Ministers headed by
the PM is responsible
to the legislature. PM
and Council of Ministers
will lose office if it loses
the vote of confidence/no
confidence.
Division of Power • Division of Power: among
various organs and levels
of government.
Fundamental Rights • Fundamental rights: to all
citizens of India.
Secularism • Secularism: No state
religion, people have the
right to practise, profess
and propagate religion of
their choice. All religions
are equal.
Period Recapitulation Testing of previous
IV knowledge:
1. What is Federalism?
2. How are the powers
divided among various
levels of government?

89
 Fundamental Rights as mentioned in After the revision of the part Class Oral Test:
Rights—Soul of the Indian Constitution taught, teacher to discuss Assignment: 1. What are
the Constitution the fundamental rights with • What are the cultural
the students citing examples basic elements and
of each as: of fundamental educa-
• Right to Equality rights? tional
Home rights?
• Right to Freedom
Assignment:
• Right to Freedom of
• Chapter end
Religion questions based
• Right against Exploitation on the topics
• Right to Constitutional taught.
Remedies
• Cultural and Educational
Rights
Period Recapitulation Teacher to ask students
V following questions:
1. What is Right
against Exploitation?
2. How is Constitution
amended?
Fundamental Universal Declaration After recapitulation session
rights as Human of Human Rights teacher explains the concept
Rights National Human Rights of fundamental rights in
Commission context with human rights
citing references of Universal
Declaration of Human Rights
and National Human Rights
Commission constituted in
1993, its composition and
functions.
Fundamental Further, teacher explains Class Oral Test:
Duties that it is not important to Assignment: 1. Funda-
have fundamental rights, at • List one’s duties mental
the same time, we have some towards one’s duties
duties that everyone should nation. were
perform towards our nation incorpo-
as under: • Why are duties rated
important? in our
• Respect National Flag and
National Anthem Consti-
Home tution
• Preserve the cultural
Assignment: in 1976
heritage of India • Chapter end through
• Abide by the Constitution questions based _______
and respect its ideals and on the topics amend-
institutions taught. ment.
• Defend the country and
promote brotherhood
• Maintain and preserve
public property
• Develop scientific temper
• Protect and conserve our
national environment
Period Recapitulation Testing of acquired After getting satisfactory
VI knowledge: response from the students,
1. When was NHRC teacher to focus on the
constituted? secular nature of India in
2. What are Human broad.
Rights?

90
 Secularism India as a Secular State Teacher to explain the Class
dilemma of leaders on the Assignment:
issue of religion and adopting • Mention the
neutral stand on religion provisions
giving equal freedom and under the
rights to all religions under Article 25, 26,
the following Articles. 27 and 28.
Article 25 • Article 25: right to
profess, propagate and
practise any religion of
his/her choice
Article 26 • Article 26: right to
establish and maintain
religious institutions
Article 27 • Article 27: no tax shall be
levied on any religion
Article 28 • Article 28: no religious
instructions shall be
propagated in educational
institutions run by
government funds
Uplifting the Constitutional Teacher will now take up • State Oral Test:
Marginalised provisions for the the issue of the marginal government’s 1. Which
communities upliftment of marginal groups often termed socially efforts to uplift Articles
groups and economically backward the marginal ban
groups groups. discrimi-
and efforts to uphold their • What makes nation of
dignity. India a secular socially
Article 17: abolition of state? backward
untouchability and its practice groups?
Article 46: government Home 2. Name the
to protect such people Assignment: commi-
from social injustice and • Chapter end ssion set
exploitation questions based up for
Reservation of posts in on the topics protec-
government jobs and seats in taught. tion of
educational institutions SCs and
National Commission for SC’s STs.
and ST’s and many more.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 227 Let's Find Out Page 227
• Regulate the civic life of the society. • Look right and left before crossing road.
• Important for good governance. • Use zebra crossing for crossing road.
• Help in maintaining law and order. • Walk on left side of the road.
• Curb the social evils prevailing in the society. Summative Assessment
[Any two]
I. A. 1. (b) 2. (a) 3. (a) 4. (d) 5. (c)
Key Question 2 Page 228 B. 1. six, ten
When laws are broken in the largest interest of the 2. 26th January, 1950
society it is called dissent. 3. Dr. B.R. Ambedkar
Key Question 3 Page 230 4. Teutonic, lag
Dr. Bhim Rao Ambedkar. 5. duties

91
 C. 1. False 2. True 3. False 4. False
5. True 6. True 7. False 8. True
9. False 10. False
II. 1. Constitution is a document containing a set of
rules according to which a country is governed.
2. Rights are those favourable conditions of
life which are recognized by the society and
implemented by the government.
3. Preamble is the introduction to the constitution.
It reflects the guidelines for the government.
III. 1. Federalism is a system of government in
which there are two levels of government one
at Central level and the other at State level.
There is a division of power between the two
governments. The division is given in the
written constitution. There is an independent
judiciary to solve the disputes, if any.
2. When power is divided among different
7. The Constitution of India provides for certain
components so that their interests may not
dash, it is termed division of power. Each
component has its own area of functioning
without interfering into others’ sphere.
Legislature makes the laws. The executive
implements the laws and the judiciary sees
to it that the laws are in accordance with
the constitution and no organ can exercise
unlimited power and can interfere the powers
of the others.
3. A secular state is a state which does not
promote any religion. It does not discriminate
on the basis of religion. The state does not
interfere in the religious matters nor does
it discriminate against the followers of any
religion.
4. The Indian citizens enjoy the following six
fundamental rights:
(i) Right to Equality
(ii) Right to Freedom
(iii) Right to Freedom of Religion
(iv) Right against Exploitation
(v) Cultural and Educational Rights
(vi) Right to Constitutional Remedies.
5. Right to Equality—All citizens of India are
equal before law. No discrimination shall
be made on the basis of caste, creed or sex.
Everyone gets equal opportunity in the matter
of jobs. Untouchability has been made illegal.
Reservation for SCs, STs, OBCs is not against
the constitution.
Right to Freedom—It is a cluster of six
freedoms. They are:
(i) Freedom of speech and expression.
92
(ii) Right to assemble peacefully, without
weapons.
(iii) Right to travel in any part of India.
(iv) Right to reside in any part of India except
Jammu & Kashmir.
(v) Right to make associations or unions.
(vi) Right to choose any trade, business or
occupation.
6. It is because the leaders of India were very
much aware of the religious diversity prevailing
in India. They decided to give equal importance
to all the religions and its followers. India does
not have any state religion. Instead, all the
religions have equal opportunity to grow. There
is no discrimination on the basis of religion.
India has successfully followed secularism and
have achieved harmonious society in reward
where people of all religions live.
rights. Some of these rights are called the
fundamental rights because these are essential
conditions for the healthy survival and
growth of an individual. These rights provide
safeguards to the people against oppression.
IV. 1. India is a secular country. The state (govern-
ment) does not interfere in the religious
matters. It does not discriminate against the
followers of a particular religion.
People are free to practise any religion.
Article 25-28 promote secularism. Article 25
guarantees right to profess, propagate and
practice any religion. Article 26 guarantees
the right to establish and maintain institutions
for religious and charitable purposes. Article
27 states that no taxes shall be levied on any
religion. Article 28 states that no religious
instructions shall be propagated in government
institutions.
2. Constitution is essential for every institution or
government as it helps in its smooth functioning.
It contains the guidelines to administer the
institution. The government is formed in
accordance with the constitution and works in
accordance with the constitution. It helps us to
understand the political system. It describes the
function of each section of the government. It
protects the fundamental rights of the people.
3. Laws are made for the benefit of society. The
government makes the law. The government
is formed by the majority party. It is not
necessary that all the law makers want that a
particular law must be passed. Those who do
not agree with that law are called dissidents.
Their dissent is not unconstitutional.
 Salt Satyagraha : Salt Satyagraha was launched
in protest against the law that imposed tax on
use of salt. Gandhiji announced his Salt March/
Dandi March to show his dissent with law. The
government tried to stop it but such a large
number of people, motivated by their genuine
grievances, could not be stopped.
An Anti-liquor Agitation: The Directive
principles of state policy are in favour of closing
down liquor shops. Anti-liquor movement was a
step to impose ban on sale of liquor in Andhra
Pradesh. In this movement women activity
participated in picketing. They were lathi
charged. About 50 of them were injured. Later,
the Governor ordered the district authorities
to close the shop.
4. Laws are very important and useful for the
society. We require a law because of the
following reasons:
(i) It regularizes the civic life of the society.
(ii) It helps in good governance.
(iii) It is helpful in the maintenance of law and
order.
(iv) It helps in curbing social evils.
5. Fundamental duties were incorporated in
the Indian constitution in 1976 through 42nd
amendment.
Six Fundamental duties are:
(a) To respect the National Flag and National
Anthem.
(b) To preserve the rich cultural heritage of
India.
(c) To abide by the Constitution of India and
respect its ideals and institutions.
(d) To defend the country and promote the
spirit of brotherhood.
(e) To maintain and preserve public property.
(f) To develop scientific temper.
6. For some sections of the society like SCs and
STs, some special safeguards are required
for boosting their low morals and for their
upliftment. This can be done by way of
reservation of seats in the field of education
and employment. Some special concessions are
also offered to them.
Value Added Question
esides the reservation policy, other probable measures
B
could be special schemes like providing houses to SCs,
STs and OBCs at subsidised rates promoting self-
employment guarantee programme, like Food for Work,
Rural Landless Employment Guarantee Programme,
etc.

Parliamentary Form of Government 2

Lesson Plan
A. General Objectives:
• To familiarize the students with the form of Government in India.
• To make them aware of the organs of the Parliamentary form of government.
• To arouse the spirit of respect towards the working of government and its organs.

B. Methodology:
• Textbook method • Explanation method
• Recapitulation method • Visits

C. Teaching Aids:
Classroom teaching aids, slides of Parliament, Rashtrapati Bhawan, Presidents and Prime Ministers since
independence.

D. Specific Objectives/ Skills:

To enable the students to:
• understand the functioning of Parliamentary form of government.
• develop understanding regarding the composition of Parliamentary institutions.
• understand the background leading to the accountability of the government.

93
 Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation

Period Introduction Teacher may ask the Teacher to introduce the
I following questions to chapter after testing the
bring students into the previous knowledge of the
discussion: students about the form of
1. What is a government in India and
government? mention that India has
2. Who is the head of a Parliamentary form of
our country? Government.
3. Who is the present
President of India?
Why Minimum conflicts Further, the teacher Class Oral Test:
Parliamentary Accommodates discusses the reasons for Assignment: 1. Why
form of diversity such arrangement in India • State the is Lok
government? Mutual harmony and as under: importance of Sabha
cooperation • Constitution makers Parliamentary called the
observed the working government. House of
of British government Common?
institutions and decided Home
to implement it in India Assignment:
because: • Chapter end
questions based
• It offers less possibilities
on the topics
of conflicts.
taught.
• It best suited for a diverse
country like India.
• It establishes mutual
cooperation and ensures
efficiency.
• Power arrangement
leaves no chances for
dictators.
The Indian The President Teacher will mention the
Parliament The Rajya Sabha components of parliamentary
The Lok Sabha government, i.e. President
as nominal head, The Upper
House and the Lower House.
Visits: Teacher to
organize a trip to
Parliament museum.
Period Recapitulation Teacher to ask
II questions on the topic
taught previously.
President of Constitutional head, Teacher to discuss the first Class Oral Test:
India first citizen, supreme component of parliamentary Assignment: 1. Why
commander of armed government, i.e. President • Discuss the is the
forces under the following headings: powers of the President
• Qualification President of called the
India. consti-
• Election
Home tutional
• Tenure of office Assignment: head of
• Salary and Allowances • Chapter end India?
• Powers: Executive, questions based
Judicial, Legislative, on the topics
Financial, Emergency and taught.
Martial powers.

94
 Vice-President Vice President is also to be
discussed under the above
headings.
Period Recapitulation Testing of acquired After Q/Ans. Session
III knowledge: teacher to focus discussion
1. Who is the on the Central Legislature
constitutional head as the Lok Sabha and the
of our country? Rajya Sabha mentioning
their composition, tenure,
2. How is the Vice election and Chairman called
President of India Speaker.
elected?
3. State the Judicial
powers of the
President of India.
The Central The Lok Sabha The Lok Class The Rajya Oral Test:
Legislature The Rajya Sabha Sabha Sabha
Assignment: 1. Why is
• Compare the Rajya
Members: 552 Members: 250
two houses of Sabha
• 530 elected • 238 from the Parliament called the
from states states and perma-
UTs Home nent
Assignment: house?
• 20 from UTs • 12
nominated
• Chapter end
by President questions based
• 2 Anglo
on the topics
Indians taught.
nominated
by President

• Tenure: 5 • Tenure:
Years Permanent
Can be House,
dissolved Cannot be
if ruling dissolved
party losses
majority

• Presiding • Vice-
Officer: President
Speaker is the
ex-officio
Chairman

Powers of Legislative Powers The teacher now discusses

Parliament Financial Powers the powers of the parliament
Constitutional Powers in detail as mentioned in the
Executive Powers description.
Judicial Powers
Period Recapitulation Testing of previous
IV knowledge:
1. Lok Sabha and
Rajya Sabha have___
and ____ members
respectively.
2. Who presides over
the sessions in Lok
Sabha and Rajya
Sabha?

95
 From Bill to Law Types of Bill: After testing the students, Class Oral Test:
The teacher to continue with Assignment: 1. State the
the topic and explain the • How does a Bill difference
process of Bill becoming Law become a Law? between
as under: • How does the the
Ordinary Bill Ordinary Bill: Prime Minister money
First Reading: introduction exercise control bill
of the bill in the house over his Council and the
Second Reading: Bill of Ministers? ordinary
referred to the Select bill.
Committee, clause by clause
discussion and vote
Third Reading: debate
either in support or against
the bill and voted. If passed,
it is sent to the other house
to follow the same process.
President’s approval:
After being passed in both
the Houses, bill is sent to the
President. He may or may
not approve and can send it
back to the place of its origin.
If approved, the Bill becomes
a Law.
Money Bill Money Bill: It can originate Home
only in the Lok Sabha. After Assignment:
following the same process • Chapter end
as in the ordinary bill, Rajya questions based
Sabha can delay it only for 14 on the topics
days otherwise it is deemed to taught.
be passed. Later on it is sent
to the President for approval.
The Prime Appointment: Leader of Teacher further explains
Minister and the majority party that the Prime Minister
Council of Role: advising is the real head of the
Ministers President for government and is like
dissolving the Lok the Captain of the Ship.
Sabha, important He belongs to the majority
appointments, party and is elected by the
declaration of members of his party and
emergencies, etc. appointed by the President.
Council of Ministers: The teacher then explains
Cabinet Ministers the Council of Ministers and
Ministers of State their roles as under:
Deputy Ministers Formulation of external and
internal policies
Taking major decisions.
Controlling expenditure and
raising revenues
Period Recapitulation Teacher to ask students
IV the following questions:
1. What is Money Bill?
2. What is Second
Reading?
3. Who formulates
policies for the
country?

96
 Government’s Concept of Collective After the Q/Ans Session, Class Oral Test:
Accountability responsibility the teacher to explain Assignment: 1. What
to the that in a democracy, the • Discuss the is First
Parliament government is answerable concept of Reading?
to the Parliament. If the “Collective
government loses confidence Responsibility”.
at the floor of the house, the
entire cabinet has to resign.
Case Study Debate between The teacher to narrate the Home
Dr Rajendra Prasad debate and discussion over Assignment:
and Jawaharlal Nehru the powers of the President. • Chapter end
on the powers of questions based
President on the topics
taught.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 241
President of India is the constitutional head.
Key Question 2 Page 244
Two members of the Anglo-Indian Community are
nominated by the President of India in the Lok Sabha.
Key Question 3 Page 247
Not more than 14 days.
Let’s Find Out Page 242
V.V. Giri
Let’s Find Out Page 243
F
irst Vice President—Dr. S Radhakrishnan
Present Vice President—Mohammad Hamid Ansari
Summative Assessment
I. A. 1. (b) 2. (c) 3. (d) 4. (a) 5. (c)
B. 1. The Parliament 2. British
3. President of India 4. Dr. Rajendra Prasad
5. Permanent 6. advisory role
C. 1. False 2. False 3. False 4. False
5. True 6. True 7. False
II. 1. The two houses of the Indian Parliament are:
(i) The Lok Sabha (ii) The Rajya Sabha
2. The tenure of the Lok Sabha is 5 years.
3. Three qualifications for becoming the President
of India are:
(i) He/She should be a citizen of India.
(ii) He/She must be enlisted in the voters’ list.
(iii) His/Her age should be 35 years or above.
(iv) He/She should not be a government servant.
(Any three)
III. 1. The President uses his/her emergency powers
under three circumstances:
(i) When there is a danger of foreign attack.
(ii) If there is financial crisis before the country.
(iii) In case of failure of constitutional machinery.
2. There may not be more than 552 members in
the Lok Sabha. Out of these, 530 represent the
States and 20 represent the Union Territories.
There can be two nominated members if there are
no representatives of Anglo-Indian Community.
They are nominated by the President of India.
3. The President of India is elected indirectly.
An electoral college elects him. The elected
members of the Lok Sabha, Rajya Sabha and
MLAs (Members of the Legislative Assemblies)
make this electoral college.
The Vice President of India is elected by the
members of Parliament, i.e. Lok Sabha and
Rajya Sabha.
4. There are three categories of the ministers,
namely:
(i) Cabinet Ministers (ii) State Ministers
(iii) Deputy Ministers
They are together called Council of Ministers.
(i) The council of ministers formulates foreign
as well as domestic policies.
(ii) It takes all major decisions.
(iii) It controls the expenditure of the country.
(iv) It decides about the new taxes.
The Prime Minister is the head of the Council
of Ministers.
5. The Minimum Wages Act was enacted in 1948.
The new rates of fixed salaries came into force
in January 1953. The rules were subjected to
periodic revision. The aim of the Act was to
ensure the welfare of the workers by fixing
minimum wages. It did not prove very effective.

97
 It had many drawbacks. It was amended in
1990. But it was not implemented. Still the
condition of workers is pitiable.
6. Illiteracy and poverty prepare the ground for
the exploitation of the weaker class/individual.
This is so, because of lack of education and
other means essential for survival, this
vulnerable class lacks awareness about their
fundamental rights as a citizen of the society.
In fact illiteracy and poverty are both a cause
and effect of each other.
IV. 1. Following are the powers of president of India:
Executive Powers:
(i) All important official appointments are
made by him/her.
(ii) All treaties are signed in his/her name.
(iii) He/She administers all the Union Territories.
Legislative Powers:
(i) He/She can dissolve the Lok Sabha.
(ii) He/She can issue an ordinance when the
parliament is not in session.
(iii) A Bill becomes a law with his/her assent.
Judicial Powers:
(i) He/She can pardon or reduce any punishment.
(ii) He/She appoints the Chief Justice of the
Supreme Court. He/She also appoints
others judges of the Supreme Court and
High Courts.
(iii) He/She is not answerable to any court of
law.
Financial Powers:
(i) No Money Bill can be introduced in Lok
Sabha without his/her prior permission.
(ii) He/She can sanction money from Contingency
Fund.
Emergency Powers:
He/She can declare emergency in three cases:
(i) When the country has been attacked or
invaded.
(ii) When there is financial crisis in the
country.
(iii) When a state government does not work
in accordance with the constitution.
Martial Powers:
He/She is the supreme commander of the
defence forces of India.
2. Composition of Rajya Sabha:
The Rajya Sabha consists of 250 members.
Among them 238 members represent the
states and the Union Territories and rest 12
are nominated by the President of India. These
nominated members are distinguished persons
in various fields, i.e. literature, art, science,
social work, films, sports, media, etc.
98
3. The bills are of two types:
(i) Ordinary Bill (ii) Money Bill
Ordinary Bill
The Procedure of passing of an Ordinary Bill
is as follows:
(i) The bill can be introduced in either house
of the parliament.
(ii) The bill has to go through three stages—
first reading; the introduction of the bill,
second reading; discussion of the bill in
detail and third reading in which the bill
is given final shape.
(iii) The bill in the other house:
The bill has to undergo three stages in the
other house also.
In case of differences of opinions between the
two houses, i.e. one passes and other rejects, the
joint session is called and the fate of the bill is
decided by voting. Then the bill is sent to the
President for his approval. The President gives
his approval and the bill becomes law.
In case, the President sends it back for
reconsideration the parliament may or may
not approve his changes and sends the bill to
him for his approval.
Money Bill
The Money Bill can be introduced only in the
Lok Sabha. The Rajya Sabha has to return it
within 14 days.
If it does not return the bill in 14 days it is
assumed to be passed by it.
The President cannot return a Money
Bill because it is introduced with his prior
permission. Thus, with the signature of the
President the Bill becomes a law.
4. The Prime Minister is the leader of the majority
party in the Lok Sabha. He presides over the
cabinet meetings. He is a link between the
cabinet and the President of India. He is the
main policy maker of the nation. Ministers are
appointed on his recommendation. If he resigns
it is considered the resignation of the council
of ministers also.
5. Impeachment is a complex process and can
be initiated by any house. It requires 1/4th
majority of the house and 14 days written
notice. 2/3rd of the members' support is required
for consideration of other house.
6. President nominates two members of the Anglo-
Indian community in the Lok Sabha, so that
they, as minorities, can be represented in the
Indian Parliament.
Value Added Question
Affection, pity and love prompts me to care for poor and
needy.
The Indian Judiciary 3
Lesson Plan
A. General Objectives:
• To familiarize the students with the Judicial system in India.
• To make them aware of the composition of Judiciary in India

B. Methodology:
• Textbook method • Explanation method
• Recapitulation method • Visits

C. Teaching Aids:
Classroom teaching aids

D. Specific Objectives/ Skills:

To enable the students to:
• understand the function of courts in India.
• develop understanding regarding the main elements of our judicial structure.
• appreciate the need for the judicial process followed.
• differentiate between the civil and criminal cases.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Teacher may ask the After the testing of previous
I following questions to knowledge, the teacher will
bring students into the introduce the topic saying
discussion: that Judiciary in India is
1. Which organ of the the most important organ
government deals of government which is the
with justice? custodian of our rights and
2. Who is an advocate? liberty. The foundations of
democracy are laid on the
3. Who is the Chief
Judiciary. It deals with the
Justice of India?
differences and provides with
a suitable solutions.
Independence of Provisions to ensure Further the teacher Class Oral Test:
Judiciary independence of discusses that judiciary Assignment: 1. Who
judiciary needs to be independent in • How is the has the
doing justice and explains independence right to
the suitable provisions of judiciary interpret
to ensure that judiciary maintained? the
carries its functions in an Indian
independent way, like: Home Consti-
• Appointments of judges Assignment: tution?
by President of India. • Chapter end
• Difficult process of questions based 2. Define
removal of judges, etc. on the topics Impeach-
taught. ment.
Importance of Further the students will be
Independent explained the importance of
Judiciary such independence.

99
Period Recapitulation Teacher to ask question
II on the topic taught
previously:
1. Who has the
authority to appoint
the judges?
2. Who settles the
disputes between
the centre and
state regarding the
division of powers?
Structure and The Supreme Court After the Q/Ans. session Class Oral Test:
Process of Appointment, discussion on the structure Assignment: 1. What is a
Judiciary Qualification, Tenure, and process of judiciary • Write a detailed Writ?
Powers and Functions in India as given in the note on the
textbook in reference structure and
2. What
to Supreme Court and functioning of
is the
discuss the appointment, the Supreme
advisory
qualification, tenure, powers Court.
function
and functions one by one. Home
of the
Assignment:
Supreme
• Chapter end
Court?
questions based
on the topics
taught.
Period Recapitulation Testing of acquired
III knowledge:
1. What is
Impeachment?
2. What is Appellate
Jurisdiction?
The High Courts Appointment, After testing the previous Class Oral Test:
Qualification, Tenure, knowledge teacher to discuss Assignment: 1. Who
Powers and Functions the High Court based on • How are the fixes the
the points mentioned in the powers and salaries
description. functions of of the
the High Court judges of
different from the High
that of the Court?
Supreme Court?
Home 2. Mention
Assignment: the
• Chapter end qualifica-
questions based tions for
on the topics the judge
taught. of High
Court
Period Recapitulation Testing of previous
IV knowledge:
1. How many High
Courts do we have in
India?
2. What is the role
of Governor in the
appointment of
Judges of the High
Courts?

100
 The Revenue Structure of revenue Teacher to discuss that apart Class Oral Test:
Courts Courts from the deciding disputes, Assignment: 1. Which is
Nyaya Panchayat courts are also meant for • What are the apex
Lok Adalats the deciding monetary Revenue revenue
cases like payment of land Courts? What authority
revenue, property tax, etc. are their at the
All such cases are heard by the functions? state
Revenue Courts. Teacher now level?
discusses the structure of these Home 2. Can you
courts mentioning the Nyaya Assignment: appeal
Panchayat at the village level • Chapter end against
and Lok Adalats for cheap and questions based the
speedy justice for the poor. on the topics decisions
Visit: taught. of the Lok
In groups, take students Adalats?
to visit the courts and Lok
Adalats and allow them
observe the proceedings.
Period Recapitulation Teacher to ask students
V following questions:
1. What are Revenue
Courts?
2. What led to the
establishment of Lok
Adalats?

Case Study Dowry related criminal After Q/Ans session, teacher

offence and court to narrate an incident on
proceedings dowry from the case study
and explain the proceeding
of the case and the channels
that can be adopted by the
complainant as well as the
accused, if not satisfied by
the verdict.
Activity:
The teacher may ask the
students to enact the same
in the class after a short
preparation.
Types of Judicial Civil cases The teacher further explains Class Oral Test:
Cases Criminal Cases the different types of cases as Assignment: 1. Which
Civil: dealing with conflicts • Distinguish type of
and disputes between people between Civil cases can
or institutions, and and Criminal be solved
Criminal: Dealing with cases cases. outside the
like, robbery, physical injury, • State the import- courts?
etc. ance of PIL.

Public Interest Teacher to discuss that Home 2. Which

Litigation to achieve equal access to Assignment: types of
justice is everyone's right. In • Chapter end cases are
this regard, Supreme Court questions based settled
has devised a mechanism on the topics under the
called PIL especially for taught Criminal
the poor masses to access cases?
the courts for redressal of
their grievances and cases
of public cause. The process
and proceedings have been
made simple.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

101
 AnswerS
Key Question 1 Page 255
The Supreme Court is the apex judicial body in India.
It is situated at New Delhi.
Key Question 2 Page 256
It is so difficult because impeachment is a very complex
process. This process of impeachment has been kept
complex only to maintain the independence of judiciary
and ensure safe tenure to the judges who are imparting
justice.
Key Question 3 Page 257
They retire at the age of 62 years.
Let’s Find Out Page 256
The picture is of Justice K.G. Balakrishnan (2007–2010).
Present Chief Justice of India is P. Sathasivam.
Let’s Find Out Page 257
Self attempt.
Summative Assessment
I. A. 1. (d) 2. (a) 3. (d) 4. (c) 5. (a)
B. 1. Supreme Court, New Delhi
2. One, twenty-five 3. impeachment
4. custodian 5. subordinate
C. 1. False
2. True 3. False
4. False 5. False 6. True
II. 1. Following are the qualifications to become the
judge of the supreme court. He/she:
(i) should be a citizen of India.
(ii) must have been an advocate for 10 years
in a High Court.
(iii) must have been a judge for five years in a
High Court.
(iv) must be an eminent jurist in the eyes of
the President.
2. The courts that deal with the cases regarding
revenue, i.e. collection of land revenue, property
tax or any other monetary cases.
3. The first Lok Adalat was held at New Delhi in
IV. 1. Powers and functions of the Supreme Court:
1985.
III. 1. The Chief Justice of the Supreme Court is
appointed by the President of India on the
advice of the outgoing Chief Justice and the
Prime Minister.
The other judges are appointed with the
consultation of the Chief Justice.
102
2. The Constitution states that there shall be a
High Court for state. There may be one High
Court for more than one state.
The number of judges will depend upon the
population of the state/states. Every high court
has its own jurisdiction.
3. Many steps have been taken to make the
judiciary independent:
(i) The judges are appointed by the President
of India.
(ii) It is not easy to remove the judges. They
can only be removed by a special procedure
which is very difficult. Since 1950, no
judge has been removed.
(iii) They are highly paid. Their salary cannot
be reduced during their tenure.
(iv) After retirement, they cannot practise in
any tribunal.
4. In a democratic country, the judiciary plays a
very important role which is as follows:
(i) It is the judiciary that protects the
fundamental rights of the citizens.
(ii) It decides the disputes between centre and
states and thus, it protects our federal
state.
(iii) It acts as the custodian of the constitution.
(iv) It advises the president or the state
governors in the matters related to law.
5. Impeachment is a tough process meant for
the removal of the president, judges of the
courts and other higher officials as prescribed
by the Constitution of India. The process of
impeachment has been made tough just to
secure the disposal of fair and independent
justice. It is almost impossible to impeach a
judge as it required two thirds of the majority
in both the houses of the parliament, that too,
only if he has failed to deliver justice or has
been found guilty of misconduct. He/She cannot
be removed easily from the seat (post) only
because he/she could deliver impartial justice
to all.
(i) Original Jurisdiction: Some cases can
directly be heard by the Supreme Court.
It is called its original jurisdiction. The
cases may relate to:
(a) centre and states disputes
(b) state and state disputes
(c) state and states disputes
 (ii) Appellate Jurisdiction: The Supreme
Court is the highest Court of the country.
If not satisfied with the judgment of a
High Court a person may appeal in the
Supreme Court. It is called the appellate
jurisdiction of the Supreme Court.
(iii) Writ Jurisdiction: The Supreme Court
protects our fundamental rights. If
someone feels that his fundamental rights
are violated he/she can directly approach
the Supreme Court. The Supreme Court
then gives special orders in the form of a
writ. A writ is an order of the Supreme
Court to get the fundamental right
implemented/restored.
(iv) Advisory Jurisdiction: T he Supreme
Court also has advisory functions. The
President of India can seek advice on
matters of public importance. The advice
is not binding on the President. He may
or may not accept it.
2. Powers and Functions of the High Court:
The High Court has jurisdiction. It hears the
cases which fall within its jurisdiction.
(i) Original Jurisdiction: Some cases
are directly heard by the High Court. It
is called its original jurisdiction. It
can issue a writ under Article 226.
The disputes related to state election also
fall in the original jurisdiction of a High
Court.
(ii) Appellate Jurisdiction: High Court
hears appeals against the decisions of
the District Courts. These cases may be
criminal or civil. The High Court has the
power to give fresh verdict.
(iii) Advisory Jurisdiction: According to
Article 227 of the Indian Constitution,
the High Court can check or supervise the
lower courts under its jurisdiction, under
Article 228. It also enjoys the power of
judicial review.
3. The courts at district level and below are
called subordinate courts. Every district has
a court. These courts come under the
supervision of the High Court of the state.
There are many levels of courts at the district
level.
The district court also acts as sessions court.
These courts hear two types of cases.
(i) Civil Cases
(ii) Criminal Cases
103
4. Civil Cases Criminal Cases
Civil cases are those Criminal cases are
cases which involve committed against
conflicts between society.
people or institutions.
These cases are con- These cases cannot
cerned with private or be solved outside the
individual rights. These court.
cases can also be solved
outside the court.
Examples: Examples:
Breaking of contract, Theft, murder,
divorce robbery
5. No, everybody does not have equal access to
the courts. Our law system is so costly that
an ordinary person cannot approach the
courts and he/she has to suffer a lot. Though
government is making efforts to give justice
to all, the fee of good lawyers is so high that
an ordinary person cannot afford it. The legal
system needs improvement.
6. Equality and justice are two interrelated
concepts. We cannot separate them. The Indian
judicial system dispenses justice on the basis of
equality. Whether rich or poor, all are equal in
the eye of law. The judiciary in India treats all
the people alike and delivers justice on the basis
of the prescribed norms and rules of the Indian
Penal Code. Without equality there cannot be
justice and vice versa. Even the rich and powerful
people have been put behind the bars. It shows
that the Indian Judicial System imparts fair
justice without any interference from outside.
7. It is so called because the Supreme Court is
given the power to protect, safeguard and
uphold the constitution. Supreme Court
gives special orders in the form of a writ to
get the fundamental rights implemented. The
Supreme Court is the final interpreter of the
constitutional provisions. All the people and
even the government machinery is bound to
accept and respect these interpretations as laws.
Value Added Question
he president of India is the constitutional head of the
T
country. All the decisions are taken in his name by the
council of ministers led by the prime minister. He has
the right to impose the president's rule in any state,
but he exercises this power according to the advice or
recommendation of the governor of the state. He has
to respect the verdict of the people. The governor can
recommend for the president’s rule only as per the
constitutional provisions, otherwise, the president's rule
cannot be imposed in any state at one's discretion.
The Police Administration and the Courts 4
Lesson Plan
A. General Objectives:
• To familiarize the students with the role played by the police in maintaining law and order.
• To make them aware of the district police hierarchy.

B. Methodology:
• Textbook method • Explanation method
• Recapitulation method • Visits
C. Teaching Aids:
Classroom teaching aids, format of FIR

D. Specific Objectives/ Skills:

To enable the students to:
• understand the functioning of police in India.
• develop understanding regarding the role played by the Public Prosecutor.
• know how an FIR is lodged.
• differentiate between the role of police and courts.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation

Period Introduction Teacher may ask the
I following questions to
bring students into the
discussion:
1. Who maintains law
and order in your
locality?
2. What is a Police?
Role of Police Investigation After asking questions to Class Oral Test:
Maintain law and order test the previous knowledge Assignment: 1. Who
Link between the of the students, teacher • Differentiate is the
criminal and court to throw light on the between the guardian
role of police. Apart from role played by of the
maintaining law and order, the police and Consti-
the police also act as an the courts. tution
investigative authority and and
link between the criminal protects
and the courts. Correct our
investigation without any Funda-
favour is also an important mental
task of the police. Students Rights?
to be explained the hierarchy
of the police and the district
police.

104
 Role of Court Provides justice Further the teacher Home
Punishes the criminals discusses that the cases of Assignment:
Guardian of the disputes, physical injury, etc. • Chapter end
Constitution are heard by the court and questions based
on the basis of the findings of on the topics
the police and the arguments taught.
by the advocates of both the
parties, the judge decides
the case. The courts also look
into the smooth functioning
of democracy and act as the
guardian of the Constitution.
Period Recapitulation Teacher to ask
II questions on the topic
taught previously:
1. How do the courts
provide justice?
2. Who has the
authority to punish
the culprits?
Role of Public Impartial presentation The teacher continues the Class Oral Test:
Prosecutor of facts and evidences topic saying that state Assignment: 1. What
government appoints the • State the should
Public Prosecutor whose importance be the
function is to secure of Public qualifi-
prosecution of the offender. Prosecutor. cation to
His role is to act impartially be the
and present true facts and Public
evidences before the court to Prose-
help deciding the case. cutor?
Role of the Analyzes the fact and Further the teacher puts Home
Judge evidences presented emphasis on the role played Assignment:
to him by the Judge in deciding the • Chapter end
Directs the police for case and process followed questions based
further investigation during the trial of the on the topics
Fixes the hearing date accused and issue of further taught.
investigation directions.
Period Recapitulation Testing of acquired Class Oral Test:
III knowledge: Assignment: 1. What is
1. What are the duties • What is the an FIR?
of Public Prosecutor? Supreme
Court’s directive
on not accepting
an FIR?
Filing an FIR First Information Teacher to open up the Home
Report discussion of the topic by Assignment:
explaining that the aggrieved • Chapter end
person can go to the nearest questions based
on the topics
police station and get his taught.
grievance recorded which is
called the First Information
Report(FIR) and the investi-
gation starts. The same can be
explained by citing examples
from the book or other source.
The students can be shown
the format of FIR in the class.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

105
 AnswerS
Key Question 1 Page 265
T he district police administration is led by the
Superintendent of Police.
Key Question 2 Page 267
When we witness the occurrence of any crime or be
a victim of an offence, we formally complain to the
police authority. The police authority formally lodge
an FIR in writing (First Information Report) about the
occurrence of that crime.
Let’s Find Out Page 265
Self attempt.
Let’s Find Out Page 266
Self attempt.
Summative Assessment
I. A. 1. (a) 2. (a) 3. (a) 4. (c)
B. 1. Judiciary
2. investigating the court. As a government servant his duty is
3. Jailor 4. not punish 5. FIR
C. 1. False
2. False 3. True
4. True 5. False 6. True
II. 1. Either the aggrieved party or any other
person can file an FIR.
2. The key elements of Indian judiciary are:
(a) The courts the SSP, we can directly file a writ petition
(b) The police
(c) Public prosecutor
(d) The judge
3. Superintendent of Police (SP) is the head of
the police at district level.
4. The responsibility of the district collector is to
maintain law and order in his district.
III. 1. The public prosecutors are appointed by the
state government. A person who has seven
years’ experience at the Bar Association and
qualifies the examination conducted by the
government is selected for this post.
2. The FIR is filed at the nearest police station
where the incident takes place.
3. The court plays an important role in giving
justice to the people. It decides who is guilty
and punishes the guilty or the criminal. The
court also sees that no one or no institution
exceeds the power.
106
4. In the absence of the police, we cannot think
of our safety and security. The police provide
us with security, help us protecting our homes
and property. They keep a check on the
thieves and burglars. They work very hard
and even risk their life for providing us safety
and security.
IV. 1. The police is one of the important pillars of
administration. It is an investigating agency.
It acts as a link between the criminal and
the court. It is the police who investigate the
case, collect evidences and frame charges to
be proved in the court. This becomes very
important while deciding whether the accused
is guilty or innocent.
2. The public prosecutor is a government
servant. He has to play a very important role.
His role begins when the police has completed
the investigation and filed a chargesheet in
to act impartially. He has to present the facts
and evidences before the court. Thus, he helps
the court in deciding the cases.
3. It is the duty of the officer incharge of the
police station to register an FIR and if he
refuses to register an FIR we can send a
report in writing to the Senior Superintendent
of Police (SSP). If no action is taken by
in the High Court asking for the registration
of the FIR.
4. Police can effectively curb crime by the use
of other measures like being more vigilant,
involved in their duty and roping in people of
the area in maintaining law and order. Using
force should be the last resort.
5. Through 'open-dialogue' people with different
interests should try to reach each other.
Listening to each other's views would bring
about some solution.
Value Added Question
Love, affection and cordial behaviour are the qualities
of peace-loving human beings who do not require
any laws to tame them. But, unfortunately, in
today's fast moving world, everybody seems to be
selfishly living for oneself only. Caring and Sharing
is fast depleting. People tend to active goals through
unfair means which takes away the share of others
and gives rise to conflicts. In such a situation laws and
punishments are required.
Marginalised Groups and Social Justice 5
Lesson Plan
A. General Objectives:
• To familiarise the students with the social inequalities.
• To make them aware about the marginalized communities in India.
B. Methodology:
• Textbook method • Explanation method • Recapitulation method
C. Teaching Aids:
Classroom teaching aids
D. Specific Objectives/ Skills:
To enable the students to:
• understand the plight of the depressed groups like, SCs, STs, Women and OBCs.
• understand the constitutional provisions for the safeguard of the interests of the marginal groups.
• identify the relation between social and economic inequalities.
• search ways to eradicate discrimination.
Period-wise Lesson Plan
Period Topic Description Concept Understanding Practice Evaluation
Period Introduction Teacher may ask the Teacher to put questions to
I following questions to the students to attract them
bring students into the towards the topic.
discussion:
1. Name the varnas in
the Hindu society.
2. Who were the
Shudras?
Teacher will then ask Class Oral Test:
the students to read one Assignment: 1. Which
paragraph each and continue • Prepare the section of
explanation side by side. Varna Pyramid. the people
Teacher discusses the social was
inequalities since ancient Home supposed
times and explains the varna Assignment: to serve
system and the plightful • Chapter end the upper
condition of the depressed questions based castes?
classes. on the topics
taught.
Who are SCs, STs, OBCs, As reading proceeds the
Marginalised Minorities teacher explains the
Groups of the marginalized groups as
Society? they are vulnerable to
poverty and discrimination,
segregated from the society.
They tend to be poor owing
to their lowest social order.
Such classes were classified
as the SCs, STs, OBCs and
minorities.

107
 Scheduled Untouchables Now each group will be
Castes and socially discarded and studied separately. Teacher
Scheduled economically backward to explain that Constitution
Tribes people residing in the does not define SCs and
forests and hilly areas STs. They were treated as
untouchables, were exploited
and lead a miserable life.
Period Recapitulation Teacher to ask question
II on the topic taught
previously:
1. How were the
Shudras treated by
the society?
2. When was the term
Scheduled Caste used
for the first time?
Case study After the Q/Ans session, Home Oral Test:
teacher to discuss the case Assignment: 1. Who are
study on the Adivasis with • Chapter end adivasis?
the students regarding their questions based 2. Name
population, culture, customs, on the topics any four
religious beliefs and day to taught. states
day life. where
we can
find the
adivasis.
Other Backward The Adivasis Teacher to discuss Other
Classes (OBC’S) Backward Classes and
minorities through the pie-
chart given in the textbook.

Period Recapitulation Testing of acquired

III knowledge:
1. Name the minority
groups in India.
Teacher to discuss Class Oral Test:
constitutional provisions for Assignment: 1. What
safeguarding the interests of • State the do the
marginalised groups. constitutional following
Constitutional Article15, 46,17, Article 15: Equal treatment provisions for Articles
Provisions for 338,338 A and 164 of all citizens safeguarding say
Safeguarding the Interests of about the
Article 46: State to protect
the Interests of marginalised marginal
citizens from
Marginalised groups. people?
social injustice
Groups • How far has Article
Article 17: Abolition of the government 15, 338
untouchability been and 164
Article 338 and 338 A: successful in
National Commission for implementing
SCs/STs these
Article 164: Appointing provisions?
Minister for
welfare for SCs/
STs/OBCs

108
 Implementation Reservation Teacher to discuss the Home
of Safeguards Vocational training success of the constitutional Assignment:
centres provisions for safeguarding • Chapter end
Establishment of the interests of marginalised questions based
Schools, Colleges, groups on the topics
Free books taught.
Free hostel facilities for
girls of marginalized
groups

Period Recapitulation Testing of the acquired Teacher to begin the class

IV knowledge: with Q/Ans session on the
1. What does Article previous taught topics.
338 and 338 A say
about the backward
groups in India?

Provisions for Now the teacher to Class Oral Test:

Safeguarding discuss the provisions for Assignment: 1. What
the interests of safeguarding the interests of • Mention the was the
OBCs OBCs as under: provisions Mandal
Article 16(4) Article 16(4): Reserved mentioned in Commi-
seats in Central and State the Article 16(4) ssion?
Govt. and 340.
Article 340 Article 340: Appointment Home
of Commissioner to Assignment:
investigate the conditions • Chapter end
of OBCs and make questions based
recommendations. on the topics
Mandal Commission
Holkar commission and taught.
Reservation in jobs
Mandal Commission: 27%
reservation in Govt. jobs,
relaxation of age, marks
and attempts for qualifying
exam.
Implementation Teacher explains that
of Provisions majority of these provisions
have been implemented by
the government.

Period Recapitulation Testing of acquired

V knowledge:
1. What was
the Mandal
Commission?
2. How far have been
the constitutional
provisions followed
for the betterment of
the OBCs?

109
 Constitutional Teacher to discuss the Class Oral Test:
Provisions to constitutional provisions to Assignment: 1. What is
Safeguard the safeguard the interests of • State the efforts Article
Interests of Minorities as under: taken by the 350 B?
Minorities Article 29 Article 29: Right to practice, government for
conserve one’s the betterment
distinct language of the
and culture. minorities.
No citizen to be
denied admission
in institutions run
by government
or funded by
government
on grounds of
caste, language,
religion, etc.
Article 30 Article 30: Minorities have
right to establish
and administer
their educational
institutions.
Article 350 B Article 350 B: President to
appoint officers
to safeguard the
interests of the
minorities.
Relation Further the teacher to • How is social 2. What are
Between Social explain that social status status related the draw-
and Economic is related to the economic to economic backs of
Inequalities condition of the people. condition of the social and
People of the depressed people? economic
inequali-
classes tend to be poor. They
ties?
are exploited and discarded Home
with the benefits and profits. Assignment:
Our Preamble to the • Chapter end
Constitution also proclaims questions based
the establishment of social on the topics
welfare state and upliftment taught.
of the socially weaker
sections by adopting the
policy of special reservation.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS

Key Question 1 Page 272 Let’s Find Out Page 273

The socially and economically depressed sections of
our society who have been discriminated by the rest of
society are called the Schedule Castes.
Key Question 2 Page 273
A
rticle 17 abolishes untouchability.
Key Question 3 Page 274
2 7% seats have been reserved for the OBCs in
government jobs.
Four minority groups in India based on religion are
Jews, Christians, Buddhists and Jains.
Let’s Find Out Page 274
eats are reserved for SCs, STs and OBCs in the
S
educational institutions so that they can get education
and their poverty and social status do not become a
hindrance.

110
 Summative Assessment
I. A. 1. (a) 2. (b) 3. (c) 4. (a) 5. (d) the basis of their ability and capability to excel,
B. 1. Shudras 2. 19.4
3. Adivasis 4. two
IV. 1. Our constitution made the following provisions
C. 1. False
2. True 3. True 4. True
II. 1. Marginalised groups are those sections of
society which are most vulnerable to poverty
and face discrimination. They have been
segregated from society.
2. Kelkar commission, the first commission for
backwards, was set up in 1953.
3. The four social groups that existed in the
ancient society were:
(i) Brahmanas (ii) Kshatriyas
(iii) Vaishyas (iv) Shudras
4. OBCs mean ‘Other Backward Classes’.
III. 1. (a) Scheduled Castes : The constitution does
not define the term scheduled caste. But
we can say that the castes which were
formerly treated as untouchables are
known as scheduled castes. Nearly 16.2%
of the total population comes under this
category.
(b) Scheduled Tribes: There is no definition
available of Scheduled Tribes. But these
tribes may be defined as socially discarded,
economically backward people who mostly
reside in forests and hilly areas. The
constitute about 8.6% of the Indian
population.
2. Minority groups are those sections of the society
which are comparatively less in number as
compared to other sections in terms of religion
language, etc. This section accounts for 19.4%
of the total population.
3. Article 15 states that every citizen should be
treated equally without any discrimination.
4. S o c i a l a n d e c o n o m i c i n e q u a l i t i e s a r e
interrelated. Social inequality leads to poverty,
ignorance, unemployment and oppression. This
leads to economic inequality, which in turn
ends in social discrimination.
5. To uplift the weaker sections of the society policy
of reservations for socially and economically
backward classes became necessary.
6. Minorities, despite of being well-protected
by the constitutional provisions, still they
felt insecure socially and economically. So, to
ensure their bright future, Indian constitution
provided them some benefits. But the benefits
of welfare should not be forever but be limited
only for generation which struggles. Their
111
descendants should work hard and perform on
rather than enjoy the benefits.
for the protection of the interests of SCs and
STs:
(i) Article 15: It states that every citizen
should be treated equally without any
discrimination.
(ii) Article 17: It states that untouchability
is abolished and its practise in any form
is forbidden.
(iii) Article 46: It states that it is the foremost
duty of the state to protect all the sections
of society from social injustice done to
them and from all forms of exploitation.
(iv) Article 164: It states that Bihar,
Jharkhand, Odisha and Madhya Pradesh
will appoint a minister to look after the
interests of SCs, STs and OBCs.
(v) Article 338 and 338A: It states that there
will be a national commission for SCs and
STs which will ensure that the interests
of these communities are protected.
2. Constitutional provisions to safeguard the
interests of Minorities:
Article 29 and 30 deal with this subject. The
provision given in these articles are:
(i) Any person residing in any part of India
having distinct language, culture and
traditions shall have the right to conserve
the same.
(ii) No citizen shall be denied admission in any
institution run by government or with the
aid of the government.
(iii) All minorities have the right to establish
and administer their educational
institutions.
(iv) Article 350B has a provision for the Anglo-
Indian nomination to the Lok Sabha.
3. ‘Adivasis’ means original inhabitants. These
people live in hilly areas. They constitute 8%
of the total population of India. More than 500
adivasi groups are found in India. They have
totally different way of living. They are not
connected with the mainstream of the nation.
They have their own culture and religion. They
live in almost all parts of India, i.e. Bihar,
Bengal, Odisha, Rajasthan, Chhattisgrah and
the north-eastern states of India.
The important tribals (adivasis) are Gonds,
Bhils and Santhals.
 4. The SCs, STs, women and the minorities
needed to be included in the education
process right from the elementary level. They
can further be guided to take appropriate
technical skills. These skills can be provided
through vocational training programmes.
Education can fill confidence in these sections
and vocational training can further provide
economic security.
5. Uniform society is referring to equality, i.e. no
discrimination on the basis of caste or creed.
Everyone is alike. But despite of uniformity
everyone is different. There is unity in
diversity in a country like India. Uniform
society is tolerant and peace loving which
makes it necessary.
Value Added Question
T he SCs, STs and OBCs have been provided with
certain percentage of seats in the government jobs and
institutions. It has been done to provide them with
adequate opportunity to bring them at par with the
rest of the society. By taking these protective measures,
the government has displayed values like equality and
justice. These steps are meant to build a society with
equality of opportunity. Many other such provisions
have also been taken to protect and encourage the
growth of these weaker sections.

Untouchability and the Law on

Manual Scavenging 6
Lesson Plan
A. General Objectives:
• To familiarize the students with the efforts to uplift the depressed classes of the society.
• To make them aware about the marginalised communities in India.

B. Methodology:
• Textbook method • Explanation method • Recapitulation method

C. Teaching Aids:
Classroom teaching aids.

D. Specific Objectives/Skills:
To enable the students to:

• understand the plight of the manual scavengers.
• understand the constitutional provisions for their safeguard.
• identify the areas of improvement in the condition of scavengers.
• search ways to eradicate discrimination.

Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation

Period Introduction Teacher may ask the
I following questions to
bring students into the
discussion:
1. Who are the people
who perform menial
jobs?
2. Have you observed
people around you
being discriminated
upon the jobs they
do?

112
 Teacher to introduce the Class Oral Test:
chapter to the students by Assignment: 1. Who
asking general questions on • Narrate the founded
untouchability and allow the role played Satya
students to read a paragraph by the social Shodhak
one by one followed by the reformers in the Samaj?
explanation. eradication of 2. Who
Teacher to explain to the untouchability. founded
students about untouch- Harijan
ability as a social evil being Sevak
practised since past and Sangh?
mention the types of works
done by the people of the
depressed class. Examples
from the book will also be
provided to make the topic
clear.
Attempts for the Role of Social Further, teacher to give Home
Upliftment of Reformers references of great social Assignment:
Untouchables reformers like Swami • Chapter end
Vivekanand, Jyotiba Phule, questions based
Ambedkar, etc. and their on the topics
efforts in the eradication of taught.
untouchability.
Period Recapitulation Teacher to ask question
II on the topic taught
previously:
1. Who was Jyotiba
Phule?
2. What term was
used by Gandhiji
to address the
untouchables?
Constitutional After the Q/Ans session, Class Oral Test:
Provisions teacher to discuss the consti- Assignment: 1. What has
to Abolish tutional provisions to abolish • Write a brief been the
Untouchability untouchability as under: note on the role of
Article 15 Article 15: No citizen to be Article 15 and media in
discriminated 17 of the Indian creating
on the basis of Constitution. aware-
caste, creed, sex or ness
against
religion. Home untouch-
Article 17 Article 17: Indian Consti- Assignment: ability?
tution declared • Chapter end
the practice of questions based
untouchability on the topics
in any form, taught.
a punishable
offence.
Teacher further mentions
that apart from these
provisions, several steps
have been taken to uplift
the condition of these
people. Spread of education
among children and efforts
done by media and social
organizations have helped
to eradicate the evil of
untouchability. But more has
to be done.

113
 Period Recapitulation Testing of acquired
III knowledge:
1. What does Article
17 say about
untouchability?
Manual Meaning The teacher to test the Class Oral Test:
Scavenging previous knowledge of the Assignment: 1. Name
students and carry forward • How would the Acts
the topic stating that Manual you support which
Scavenging means using the the cause of played an
hands to dispose off waste, the manual important
refuse or human excreta. scavengers? role in the
They were also termed night What do you eradica-
soil workers and referred by think should be tion of
different names in different done to improve social
parts of the country. It was a their position in inequali-
caste based occupation. They the society? ties.
were denied access to normal
functioning in the society.
Law on Manual SC/ ST Act Further the teacher Home
Scavenging Bonded Labour System to discuss that after Assignment:
Act independence, plans were • Chapter end
The Employment of made to liberate these questions based
Manual Scavengers scavengers. Laws were on the topics
and Construction enacted and fines declared. taught
of Dry Latrines Teacher to state that despite
(Prohibition) Act 1993 stern efforts, the condition
of these people remain
deplorable. They should
be brought into the main
stream through education,
provide loans at lower
interest rates and create
optional occupations.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

AnswerS
Key Question 1 Page 280 C. 1. False 2. False 3. True 4. False 5. False

It was founded by Jyotiba Phule in 1873. II. 1. Untouchability is a practice of discrimination
against people born into a particular caste.
Key Question 2 Page 282
2. Article 17 of the constitution declares that the
he Manual Scavengers are persons who carry human
T
practice of untouchability has been completely
excreta in baskets on their heads to dispose it off at some
distant place. banned and its practise in any form is prohibited.
But in real life more is yet to be done.
Let’s Find Out Page 281
3. Manual Scavengers are the persons who carry
(i) Ev. Ramaswami Naicker
human excreta in baskets on their heads to
(ii) Narayana Guru dispose it off at some distant place.
Summative Assessment III. 1. Efforts are being made to end this evil and
I. A. 1. (a) 2. (a) 3. (b) 4. (d) 5. (a) inhumane practice. There are provisions
B. 1. Shudras regarding this in the Indian constitution which
2. Provisions, untouchability are helpful in discouraging the practice of
manual scavenging. For example:
3. sikkaliars, pakhis
(a) The Scheduled Castes and Schedule Tribes
4. 1993
Act, 1989.

114
 (b) Bonded Labour System Act 1976
(c) Some social organisations, NGO’s, human
right activists and social reformers
forced the government to enact Manual
Scavengers of Latrines Prohibition Act
1993 which punishes the employment of
scavengers with imprisonment for upto
one year or a fine upto ` 2000.
2. Article 15 of the constitution states that no
citizen shall be discriminated against on the
basis of caste, creed, sex or religion.
3. It is the result of prevailing illiteracy, ignorance
and low self-esteem among the class of manual
scavengers. The social setup is also to be
blamed. Neither the society nor the government
at the local level took active and effective
measures to eradicate this derogatory practice
of our society.
IV. 1. There are provisions in the constitution
regarding abolishment of untouchability.
Constitutional measures to abolish untoucha-
bility are:
(i) Article 15 states that no citizen shall
be discriminated against on the basis of
caste, creed, colour, sex and religion.
(ii) Article 17 of the constitution declares that
the practise of untouchability in any form
is a punishable offence.
2. Social reformers like Swami Vivekananda,
Jyotiba Phule, Mahatma Gandhi and Dr. B. R.
Ambedkar tried their best to abolish the evil
social practice of untouchability.
• Swami Vivekananda condemned caste
system and urged the countrymen to look
for the upliftment of the poor.
• Jyotiba Phule founded an organisation called
Satya Shodhak Samaj in 1873 to work for
the upliftment of the poor and dalits.
• Mahatma Gandhi tried practically by mixing
with the so-called untouchables. He called
them Harijans, emphasising that these
people are our brothers.
• Dr. B. R. Ambedkar tried to abolish the
inhumane tradition by making constitutional
provisions.
3. Untouchability can be completely eradicated
through education. 'Everyone for every work,'
based on their ability should be considered.
People should change their attitude against
this evil and support socially backward people
and should help in their upliftment.
Value Added Question
yotiba Phule worked for the upliftment of untouchables
J
because they were oppressed and suppressed. Their life
had become miserable. He displayed the qualities of love
and determination in doing social work.

The Government and Economic Development 7

Lesson Plan
A. General Objectives:
• To familiarize the students with the role of the government in attaining economic development.
• To make them aware of the steps taken by the government to meet the challenges of infrastructural development.

B. Methodology:
• Textbook method • Explanation method
• Recapitulation method • Demonstration method

C. Teaching Aids:
Classroom teaching aids, maps of India showing means of irrigation, roads and highways, ports and airports,
power projects, etc.

D. Specific Objectives/ Skills:

To enable the students to:
• understand the idea behind the Five Year Plans.
• understand the objectives of Planning Commission.
• identify the areas of improvement in the agriculture, health, education, living standard, etc.

115
 Period-wise Lesson Plan

Period Topic Description Concept Understanding Practice Evaluation

Period Introduction Teacher may ask the Teacher will bring the
I following questions to student’s attention to the
bring students into the topic by asking general
discussion: questions.
1. What do you mean
by economics?
2. Who makes policies
for the country?
3. Development in
which sector shows
that the country is
progressing?
The teacher will use Lecture Class Oral Test:
method for this chapter and Assignment: 1. Which
introduce the topic by citing • What is Plan- Five Year
references of the situations ning Commis- Plan is in
during the Independence sion? State its progress
of India and the need for role in Indian today?
adopting the path of mixed economy.
economy.

Role of Teacher further explains the • State the steps 2. Name the
Government role of government in policy taken by the states
formation, allocation of government practicing
resources, setting guidelines, to increase tank
etc. productivity in culti-
agriculture. vation.
Agriculture—The Planning Commission Special mention to be made
Home
Five year plans of Planning Commission of
Mainstream of Assignment:
Indian Economy Abolition
of Zamindari India in designing Five Year
Chapter end ques-
Use of Scientific Plans with the objective to
tions based on the
Method satisfy national goals check
topics taught.
Crop Insurance over utilization of resources
Improved Irrigation by few and to generate
Rural, Cooperative employment opportunities
Bank for the masses.
Teacher to display the
map of India showing the
extent of different means of
irrigation.
Research Now the teacher explains
that India is a land of
agriculture and its economy
depends much on agriculture
with 65% people engaged
in it. Steps taken by the
Planning Commission to
boost agriculture will be
discussed along with the
success of Green Revolution.

116
Period Recapitulation Teacher to ask
II questions on the topic
taught previously:
1. What are Five Year
Plans?
2. Who is the ex-
officio Chairman
of the Planning
Commission of
India?
Infrastructural Roads and Highways After the Q/Ans session, Class Oral Test:
Development Railways teacher to discuss the Assignment: 1. Name
Ports infrastructural development • “Roads are the the four
Airports in India relating to roads, basic link for cardinal
highways, railways, ports other means of points
and airports. Teacher to transportation” joining
present an overview of each Elaborate. Golden
domain with special mention • State the impor- Quadrila-
of Golden Quadrilateral and tance of Golden teral.
DMRC. Quadrilateral. 2. Name
Teacher to display the maps Home some
of India showing the extent Assignment: private
of roads, railways, important Chapter end ques- airlines in
ports and airports. tions based on the India.
topics taught.

Period Recapitulation Testing of acquired

III knowledge:
1. What is the Golden
Quadrilateral?
2. Expand DMRC.
After testing the acquired
knowledge of the students
teacher will continue the
topic of infrastructural
development focusing on
tele-communication, power
sector and development in
social sector.
Tele communi- Internet, Mobile
cation
Power Sector Power Projects: For the discussion of the Class Oral Test:
Hydel, Thermal, power sector, map of India Assignment: 1. In how
Nuclear showing major power • Write a note on many
projects will be used. Total Sanitation districts
Campaign. in India
• On the outline is TSC
map of India opera-
mark major ting?
hydel power
projects.
Development in Total Sanitation Apart from this, the class Home 2. On which
Social sector Campaign will be made aware of the Assignment: river is the
Household Toilets development in the social Chapter end ques- Sardar
sector in the areas like tions based on the Sarovar
sanitation, water supply, etc. topics thought. Project
Special focus on the Total based?
Sanitation Campaign 1999
to build household toilets.

117
 Period Recapitulation Testing of acquired
IV knowledge:
1. What is TSC?
2. Name some Hydel
Power Projects.
Management of Rural Water Supply Teacher to ask questions to Class Oral Test:
Water Supply in Programme (RWSP) test the previous knowledge Assignment: 1. When and
Rural Areas Swajal Yojna 2006 of the students. After getting • How far have where
satisfactory response, we been was
teacher to carry on the topic successful RWSP
in progress mentioning in managing launched?
World Bank Swajal Yojna in our water
UP and Uttranchal. resources?
Role of gender Pani Panchayat Further, the students Home 2. What
in Water Self Employed women will be made aware of Assignment: project was
Management Association the Pani Panchayat and • Chapter end managed
role of women in water questions based by Pani
management and self on the topics Pancha-
employment. taught. yat in
Odisha?
Period Recapitulation Testing of acquired Class Oral Test:
V knowledge: Assignment: 1. What is
1. What is Pani • What is the the aim
Panchayat? state of educa- of Rural
2. What are the prime tion in India Employ-
areas of concern in after 66 years of ment
social sector? independence? Genera-
• How far has tion
Progra-
the government
mme?
gone in the pro-
cess of poverty
alleviation?
Health Family Welfare Teacher will focus discussion Home 2. Which
Vaccination on other elements of social Assignment: ministry
development like health, • Chapter end is respon-
education and poverty questions based sible
alleviation programmes. on the topics for the
promotion
taught
of health
care?
Education National Policy on Demonstration: Elements
Education mentioned in the description
Right to Education will be elaborated one by one
Sarva Siksha Abhiyan through slide show in the class.
Poverty PMRY 1993
Alleviation REGP 1995
SGSY 1999
PMGY 2000
AAY 2000
Problem of Housing The teacher to conclude
the chapter focusing on the
problem of housing in India
listing the steps taken by the
government, like Housing
and Urban Development
Corporation, National Slum
Development Programme
(NSDP), 1996, etc.
• The lesson plans may vary from teacher to teacher in terms of no. of periods, concept understanding and evaluation criteria. The teacher
may make further changes accordingly to suit his/her time table.
• Refer to web support for online and offline worksheets.
• Teachers are free to use other formats given in FA and SA.

118
 AnswerS
Key Question 1 Page 287
India began the First Five Year Plan in 1951.
Key Question 2 Page 288
The Golden Quadrilateral is the four lane Super Express
Highway connecting the four metropolitan cities of
Delhi, Mumbai, Chennai and Kolkata. It covers a total
length of 900 km, when fully completed.
Key Question 3 Page 294
The Rural Employment Guarantee Programme
was launched in 1995 with the aim of creating self-
employment opportunities in rural areas and small
towns.
Let’s Find Out Page 288
Two states benefitted by Green Revolution are:
(i) Punjab (ii) Haryana industries and public social welfare work.
Let’s Find Out Page 289
The name of the private agency to provide container
services in Indian Railway is (In 2007 April) Boxtrans
Logistics India Services Private Limited belonging to
J.M. Baxi group became the first private player.
Let’s Find Out Page 289
• Seaports on Eastern Coast:
1. Paradip 2. Vishakhapatnam
3. Chennai 4. Tuticorin
5. Haldia 6. Ennore
• Seaports on Western Coast:
1. Kandla 2. Mumbai
3. Mormugao 4. Kochi
5. New Mangalore 6. Nava Sheva
Summative Assessment
I. A. 1. (b) 2. (a) 3. (b) 4. (d) 5. (a)
B. 1. (d) 2. (a) 3. (e) 4. (b) 5. (c)
C. 1. False 2. True 3. False
4. False 5. False 6. False
II. 1. The Planning Commision was set up in 1950.
2. The Prime Minister of India is the Ex-officio
Chairman of the Planning Commision of India.
3. Antyodaya Anna Yojana guarantees the
availability of subsidized food grains to the
poor families.
4. Health means physical, mental, economic and
social well-being of an individual.
119
III. 1. Objectives of the Planning Commission:
(i) to identify the main objectives of our
national policy.
(ii) to check the misuse of natural resources.
(iii) to generate more employment opportuni-
ties.
2. Agriculture is important to us because:
(i) it provides food to us.
(ii) it provides raw materials to agro-basd
industries.
3. Green Revolution is a package programme to
increase the productivity of food grains with
the help of HYV seeds, machines, irrigation,
fertilisers, etc.
4. The term infrastructure refers to an enabled
framework—a network of roads, railway, ports,
5. India paid attention to agriculture in its first
five year plan because India was an agriculture
country which fulfilled basic necessities and
provided raw material for industries.
6. Agriculture provides food and other useful
raw materials, industry processes those raw
materials and produces many useful objects,
while the transport sector adds to movement
of raw materials as well as finished products
to different parts of the country. Growth of all
these three factors is essential for the all round
development of any country.
IV. 1. Railways play an important role in improving
the Indian economy by transporting goods and
passengers from one region to another in the
country. They connect different remote areas.
International and domestic cargo depend upon
the effective service of Indian railways which
have started container services. Moreover, it
opens up large employment possibilities.
2. The Total Sanitation Compaign (TSC) was
started in 1999. It is now operating in 559
districts of the various states in the country.
The government has spent ` 6240 crore on
this scheme or programme. The scheme is to
build household toilets. More than 2.05 crore
household toilets have been built.
Rural Water Supply Programme was launched
in 1972-73 by the government. The aim of this
Yojna is to provide drinking water in the rural
areas. This scheme has been successful in Uttar
Pradesh and Gujarat. This scheme is being
implemented with the help of the World Bank
and Swajal Project.
 3. Since ancient times Indian women have been
the part of Water Management Programme.
They have been the part of village water and
sanitation committees. For example, In Odisha,
the Anuli Irrigation Project is totally managed
by Pani Panchayat. In Gujarat, SEWA (Self
Employed Women Association) has given
training to the women in the maintenance of
hand pumps.
4. The Government has taken the following steps
to promote literacy:
(i) The annual education budget has been
enhanced from ` 15.20 crore in the First
Five Year Plan to ` 438.25 crore in Tenth
Five Year Plan.
(ii) The government wants to universalize
the education. For this the following two
programmes were launched:
(a) National Literacy Mission
(b) Sarva Shiksha Abhiyan
(iii) The National policy on education has
focused on the special needs of educationally
weaker sections of the society.
(iv) An organisation named Mahila Samakya
Programme targets to bring about changes
in the status of women through education.
5. House is a basic need of all of us. There are
millions of people who do not have houses to
live in. The government at centre level and
120
the state governments are making policies
to provide houses, but it is not easy, as the
population is growing at a faster rate.
Housing and Urban Development Corporation
has made a significant effort to provide houses
for every section of society both in rural and
urban areas. In 1996, the National Slum
Development Programme was launched to
provide community infrastructure and other
facilities in the sphere of education and health.
6. We talk about the conservation of water today,
because it being a natural resource is depleting
fast and with water table going down, we have
to economize using it and avoid wasting it.
7. Economic problems like poverty, poor health
still exist despite of economic, basically because
of rapid population growth, which is negating
our progress made on the development front.
Through literacy and strict family planning
policy its rapid growth is to checked at any cost.
Value Added Question
• We should not overuse the available resources.
• We should not waste them either.
• We should use best technology to minimise its
wastage and take maximum benefit out of it.
We need to respect these gifts of nature and learn to
be a responsible person. Then only we would be able to
maintain a healthy balance between growth and safe
environment.
 Formative Assessment-I
(Based on Chapters History 1–3, Geography 1–2 and Social and Political life 1–2)

Ans. 1 S. No. Resources Renewable/Non-renewable resources

1 Nuclear Energy Non-renewable

2 Wind Energy Renewable

3 Solar Energy Renewable

4 Minerals Non-renewable

5 Soil Renewable

6 Petroleum Non-renewable

7 Fish Renewable

8 Natural Gas Non-renewable

9 Coal Non-renewable

10 Geothermal Energy Renewable

11 Forest Renewable

12 Fresh Water Renewable

13 Fresh Air Renewable

14 Hydroelectricity Renewable

Ans. 2 British Revenue Settlement

Revenue System
Features
Zamindari System Ryotwari System Mahalwari System
Introduced by Governor-General Lord Thomas Munro Holt Mackenzie
Cornwallis
Where Bengal, Bihar, Orissa Parts of Southern and Punjab, North-West
Western India Provinces and Awadh
How Zamindars were made Land revenue was Settlement was made
hereditary owners. collected directly from with a group of villages
They collected rent from the peasants (Ryots). (Mahal).
the peasants.
Who East India Company East India Company East India Company
(British) (British) (British)
Ans. 3 1. Amend 2. Delegate 3. Constitution 4. President
5. Supreme Court 6. Legislative 7. Executive 8. Judiciary
9. Preamble 10. Draft 11. Justice

121
 Formative Assessment-II
(Based on Chapters History 4–6, Geography 3, 7 and Social and Political Life 3–4)
Ans. 1 1. (c) shifting cultivation 2. (d) Jammu and Kashmir
3. (a) criminal tribes 4. (b) Iron and Charcoal
5. (b) Jamshedji Tata 6. (c) William Bentinck
7. (d) Supreme Court 8. (b) Lok Adalats
9. (d) State Government 10. (a) Courts

Ans. 2
MINERALS

Metallic Non-Metallic Mineral Fuels

Ferrous Non-Ferrous 1. potash 1. coal

1. manganese 1. gold 2. salt 2. petroleum
2. iron ore 2. silver 3. sulphur 3. natural gas
3. steel (stainless) 3. copper 4. limestone
4. cast iron 4. lead

122
 Formative Assessment-III
(Based on Chapters History 7–9, Geography 4–5 and Social and Political Life 5–6)
Ans. 1 (a) Bahadur Shah Zafar (b) Nana Saheb
(c) Begum Hazrat Mahal ( ) Rani Laxmibai
(e) Indian Sepoys (f) Bakht Khan
(g) Sir Hugh Rose (h) Lord Canning
(i) Bahadur Shah (j) Rangoon (Burma)
(k) Scindhias of Gwalior, Nawab of Bhopal, Sikhs
(l) Queen Victoria
( ) Sir Henry Lawrence

Ans. 2 Factors responsible for the location of an industry

Raw
Land Market Material

Power Capital

Transport &
Water Labour
Communication

Ans. 3 (a) Article 164 (b) Article 17
(c) Article 15 (d) Article 46
(e) Articles 338 and 338A

123
 Formative Assessment-IV
(Based on Chapters History 11–13, Geography 6, 8 and Social and Political Life 7)
Ans. 1 Partition
Quit Cabinet of India
Indian India
Civil Mission
National Movement
Disobedience
Non Army
Jallianwala Cooperation Dandi Movement
Indian Bagh March
National Movement
Massacre
1857 Congress
Revolt

Ans. 2 Working Population Non-working Population

Refers to the population engaged in Refers to the population not engaged in any
(a) (a)
productive economic activities. productive activity.
This includes the age group between 15 This includes the age group less than 15 and
(b) (b)
and 59 years. above 60 years.

(c) India has 59% working population. (c) India has 41% non-working population.

(d) It is economically independent. (d) Highly dependent population.

Affects the socio-economic development of the

(e) It contributes to the country's economy (e)
country.

Ans. 3 (a) the ex-officio chairman (b) Agriculture

(c) Rural Banks and Cooperative Societies (d) Indian Council of Agricultural Research
(e) the Green Revolution (f) known as the Golden Quadrilateral
(g) Anuli Irrigation Project (h) the Sarva Shiksha Abhiyan
(i) (Mgnrega) 2005 (j) Mahila Samakya Programme

124
 summative Assessment-I
(Based on Chapters History 1–7, Geography 1–3, 7 and Social and Political Life 1–4)
A. 1. (b) shifting cultivation 2. (a) Eastern and Central India
3. (b) 1855 4. (a) Lord Macaulay
5. (b) Open Cast Mining 6. (c) Anthracite
7. (b) Conventional sources 8. (a) Seismic focus
9. (b) President 10. (a) helps the court to decide cases
B. 1. permit 2. cotton textile 3. handicraft 4. England
5. geothermal 6. ductile 7. droughts 8. mineral ores
9. impeachment 10. investigating
C. 1. F 2. T 3. F 4. T 5. F
6. T 7. F 8. F 9. F 10. F
D. 1. The best forests were put in the category of reserved forests by the British. Villagers were not
allowed to take anything from these forests, not even for their own personal consumption.
2. TISCO (Tata Iron and Steel Company) was set-up by Jamshedji Tata.
3. Nuclear Energy is produced from thorium and uranium.
4. Disaster Management refers to the set of activities carried on to mitigate the effects of disasters
before, during and after the disaster strikes.
5. Revenue Courts deal with cases regarding payment, for example; collection of land revenue,
property tax or any kind of money.
E. 1. The machine age began in India when cotton and jute mills and coal mining industries were started
in the 19th century. Many cotton mills were established by Parsi and Gujarati businessmen in
Bombay in 1853 and the first jute mill was set up in Bengal in 1855.

2. Conventional Sources Non-Conventional Sources

a. Conventional sources of energy refer a. Non-conventional sources of energy are
to traditional sources of energy like obtained from the sun, wind, water, tides,
charcoal, firewood, coal and petroleum. biogas, geothermal, etc.

b. These cause large scale pollution. b. These sources are renewable.

3. The independence of the judiciary is ensured in the following ways:
• While appointing the Chief Justice and other judges the President is free from any personal
bias.
• The Chief Justice and the judges cannot be removed from their offices except by way of
‘Impeachment’; which is a very complex process.
• Except during any financial emergency, the salaries and allowances of the judges cannot be
reduced.
• After retirement, they cannot plead in any tribunal of India.
4. Without the police, there will be lawlessness in the society. Anti-social elements may curb the daily
routine and law and order will come to a halt.
5. Lok Adalats were set up in India in 1985 to provide cheap and speedy justice to the poor. These are
presided over by a retired judge and two other members. The parties involved in disputes may plead
their case without advocates. Lok Adalats provide quick justice by resolving cases in the court on the
spot, through mutual understanding. No appeal can be made against the decisions of the Lok Adalats.
F. 1. Exploitation of peasants, excessive land revenue demand and overcrowding of agriculture led to
stagnation and deterioration of agriculture. The Indian peasants, highly taxed by the government
and exploited by the moneylenders, were very poor to be able to bring about any improvement in
the methods of production. The Zamindars or the Britishers were not interested in modernising
agriculture.

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 2. The court has instructed the police to follow the given guidelines at the time of arrest:
• The time and place is to be noted.
• The police is not to torture/beat/shoot anyone during the investigation process.
• To conduct investigation in accordance with the law.
• To show full respect for human rights.
3. Biogas plants use human waste, waste of all the animals as well as farm waste. This gas is a mixture
of methane and carbon-dioxide which can be used as a fuel for cooking and lighting. It also gives us
organic manure for our farmlands.
G. 1. Industrial revolution in Britain ruined the weavers in India as the cheaper goods were now produced
with the help of machines. Thousands of weavers were thrown out of employment and spinners
lost their livelihood. By the middle of the 19th century, machine-made cotton cloth from Britain
captured the Indian markets. The craftsmen were forced to leave their ancestral profession and
became agricultural labourers or left to work in the cities. Some went to Africa and South America
to work on the plantations.
2. The introduction of the modern means of transport and communication favoured the Britishers.
They wanted their machine-made goods to reach the Indian markets and wanted to get raw
materials from every corner of India as fast as possible. The army was required to move quickly
to various regions to curb the revolts and external aggression. To achieve this, transportation was
required. So, the British introduced steamships, improved the roads and linked them to all the
major cities, ports and markets. A modern railway system was also built by them.
3. Besides using force, the police can curb crime in other ways as well. The hierarchy of police officials
help in the administration of the state. They also help in catching the criminals. The police investigate
the complaint lodged against the crime done and collect evidence related to the crime committed.
The police records the F.I.R (First Information Report) at the police station and on no condition can
he refuse to do so. After this the procedure in the court begins and the person who has committed
the crime is punished by the court.
4. It is difficult for the poor to get justice in our judicial system. They do not have enough money to
pursue the case. For a person who lives on his daily wages, the idea of going to court to get justice
often seems remote. Because of their poverty, the poor people of India can rarely enjoy the basic
rights provided to them by the constitution. They can however appeal to the Supreme Court or
High Courts in case of violation of their Fundamental Rights. The courts then issue a writ for the
enforcement of fundamental rights.
5. Conservation of resources is necessary today. The major resources found on the earth are mainly
land, water and forests. The land is the most important as man lives on it and all his needs are
fulfilled from it. Therefore, steps should be taken to conserve it by planting of trees, controlling
deforestation and overgrazing and less use of fertilisers, etc. The discharged water should be used
again, thereby reducing the wastage of water. Strict laws have to be made to prevent destruction of
the habitat of animals and birds.
Besides steps taken by the people, the government should also take an active interest in making
plans at various levels to conserve resources on earth.
6. Mitigation strategies during an earthquake are:
• A hazard mapping preparation of the seismic zones, which are prone to earthquakes, should be
made so that the settlements in these areas can be avoided.
• Development of building codes, laws and specific designs to make earthquake resistant
structures.
• Awareness and training for engineers, architects and masons towards erecting earthquake
resistant structures and construction materials.
• The new buildings should be constructed strictly according to the Building Bye-Laws made by
the Bureau of Indian Standards.
• Existing buildings can be made earthquake resistant by retrofitting techniques.

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 H. Map work:
Part A (HISTORY)
(a) Area inhabited by Bhils
(b) Place where first textile mill was set up in India— Ahmedabad
(c) Major port along the Western Coast of India— Mumbai

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 Part B (GEOGRAPHY)
(a) Coal
(b) Copper
(c) Manganese

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 summative Assessment-II
(Based on Chapters History 7–13, Geography 5–8 and Social and Political Life 6–9)
A. 1. (d) greased cartridge 2. (a) Rashsundari Debi 3. (b) Neo-Gothic
4. (c) Gitanjali 5. (c) Horticulture 6. (c) Europe
7. (a) Extreme climate 8. (c) Biological weapon 9. (b) Article 340
10. (d) Swarnajayanti Gram Swarozgar Yojna
B. 1. periyar 2. presidency 3. the Bengal Gazette
4. oriental 5. transhumance 6. The Information Technology
7. census 8. negligence 9. Anglo-Indian
10. Jyotiba Phule
C. 1. F 2. F 3. F 4. T 5. F
6. F 7. T 8. F 9. F 10. T
D. 1. Under the policy of Subsidiary Alliance, started by Lord Wellesley, the British promised to protect
the Indian states by stationing their army in the ruler's territory. In return, the Indian states had
to pay for their upkeep. If they failed the territory was taken away as penalty. The officer who was
placed at the court often interferred and dominated the ruler.
2. Shantiniketan was established with a view of providing education which would make the students
understand and appreciate Indian values and cultural ethos, besides scientific reasoning. The
natural surroundings would bring out the natural desire of creativity and imagination.
3. North America, Brazil, China and Russia.
4. The four human factors affecting the location of an industry are:
(a) Capital (b) Technology
(c) Labour (d) Means of transport and communication
5. The minorities consist of those sections of the society which are comparatively less in number as
compared to others in terms of religion, language, etc. According to the 2011 census, the minorities
account for 19.4% of the total population.
E. 1. The city life attracted the people from the villages due to many reasons. First of all, new occupations
emerged, they were cleaner and were centres of trade — both internal and international. Housing facilities,
for example, the Chawl, gave rise to neighbourhood identity and solidarity. Cities provided means of
recreation and better means of transport and communication. Educational facilities were also available.
2. Efforts should be made towards better health, better amenities like housing, hygienic conditions,
education, individuals with a proper attitude towards work. Such individuals add to the progress of
a nation and a wise use of natural resources.
3. Social and economical inequalities are related to each other. This is so because of the unequal
distribution of wealth or accumulation in a few hands cause economic inequalities. Social inequality
exists due to caste discrimination. Both social and economical inequalities prevent people from
access to facilities enjoyed by priviledged ones.
4. Since independence, many efforts were made to liberate scavengers from social and occupational
bondage. By the introduction of the Scheduled Castes and Tribes Act 1989 and the Bonded Labour
System Act 1976 the government tried to abolish this inhuman practice. The protests of various
social organisations, human right activities and reformers forced the government to implement the
Employment of Manual Scavengers of Latrines Prohibition Act 1993. The government also tried to
rehabilitate the manual scavengers but only a handful benefitted. Loans were also provided at low
rates of interest to find other jobs but the success was only marginal.
5. The First Five Year Plan was devoted primarily to agriculture because:
• it fulfilled the basic necessities of the people of the country.
• Secondly, agriculture provided the raw materials to the numerous industries.
F. 1. The Simon Commission was boycotted by the Indians because there were no Indian members in it.
The Indians were so angry that the Commission was greeted with hartals, black flag demonstrations
and other means of protests.
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 2. (a) Geographical conditions required for the cultivation of cotton:
• high temperature • low rainfall
• 210 frost free days • bright sunshine
(b) Geographical conditions required for the cultivation of coffee:
• warm and wet climate • well drained loamy soil • hill slopes
3. Problem of housing for the poor can be solved by providing cheap houses for them with basic
amenities. Land may be provided at cheap rates.
G. 1. Since the ancient period, India has believed in the principles of peace and non-violence. These ideals
were reflected in our foreign policy and the main features of India's foreign policy have been peaceful
co-existence between nations, anti colonialism and disarmament.
India showed the world her commitment to peace when she signed the Panchsheel Agreement
with China, whose principles were peaceful co-existence, non aggression, equality and
co-operation for mutual benefit and respect for each other’s territorial integrity and sovereignty.
2. On 8th August 1942, the congress under the leadership of Gandhiji passed the ‘Quit India’ resolution
demanding an immediate end of the British rule in India. On 9th August, Gandhiji and all other
Congress leaders were arrested and congress was declared illegal. The movement, however, could
not be crushed and there were hartals, strikes and demonstration. People attacked the police
stations, post offices, railway stations, etc. Parallel governments were also set up and the British
government tried to crush the movement very harshly.
3. Different types of industries are:
(a) Agro-based industries: These industries process agricultural raw materials like cotton
textiles, sugar industry, jute textile, etc.
(b) Mineral-based industries: These industries derive raw materials from minerals like iron,
steel, chemicals and fertilizers etc.
(c) Forest-based industries: These industries use forest products as raw materials for paper,
furniture, construction, etc.
(d) Marine based industries: These industries use products from the oceans and seas as raw
materials, eg., the manufacture of seafood, fish oil, jewellery, etc.
4. The scheme started by the government known as the 'Green Revolution' increased the production of
foodgrains considerably. The drawback was mainly the unequal distribution of resources. Only some states
benefitted and got a bumper crop, like Punjab and Haryana and farmers became rich and prosperous.
The farmers of other states did not receive so much help from the government and remained poor.
The officers responsible for the project neglected the poorer and illiterate farmers who suffered a
great deal. Therefore, it is said that the Green Revolution has not stood up to the expectations of the
farming community. Moreover the progress made in India in the field of agricultural development is
much lower, as compared to that of the countries like South Korea, Mexico, etc.
5. Reservation policies were considered necessary while drafting the constitution. Efforts were made
to demolish the structure of the caste system and equality was made our fundamental right.
The Dalits were ill-treated by the upper castes. In its Preamble, the Indian Constitution proclaimed
the establishment of a social welfare state since its aims was to uplift the weaker sections of the
society. With this view in mind, the government adopted the policy of reservation for socially and
educationally backward classes. There were reservations in jobs, admission in schools, higher
educational institutions and in the parliamentary seats.
6. The Total Sanitation Campaign was implemented in 1999 and is now operating in 559 districts
of the country. ` 6240 crores have been spent on it. Under this campaign more than 2.05 crore
household toilets have been built. The total budgetary outlay for this campaign has been doubled
from ` 400 crore in 2004-05 to ` 800 crore in 2006-07.
The Water Supply Yojna 2006
The Rural Water Supply Programme (RWSP) was launched in 1972-73 by the government with the
aim of providing safe drinking water in villages. The success of this yojna can be seen in UP and
Gujarat. The Swajal Project, assisted by the World Bank, was jointly implemented in 1200 villages
of Uttar Pradesh and Uttaranchal. As the community had to contribute 10% of the total cost, the
operation and maintenance was taken over by them.

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 H. Part A (History)
(a) Jagdishpur
(b) Dandi
(c) State of Junagarh

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 Part B (Geography)
(a) J-Jute, T-Tea
(b) Cotton textile industry in Gujarat.

(a)
T
J
(b) Cotton
Textile

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