Lesson Plan

Subject: Social Science-Political Science

Class: X
Month: July Chapter: Gender, Religion and Caste No of Periods: 9
Home Work Worksheet
Chapter: 4 Gender, Religion and Caste
Assessment Class Test
Learning Objectives At the end of the chapter students will be able to:
Period wise plan  Develop a gender perspective on politics.
 Analyse the challenges posed by communalism to Indian
1 CLASS democracy.
WORK
 Introduction-
Understand theExtra Marks-
enabling andMind Map effects of caste and
disabling
ethnicity in politics.
 Interaction and Notes- Gender and politics (Pg. 40,41,42)
Resources NCERT Book (Democratic Politics-II)
Public/private divisions-
All-in-one- Mind Map Boys and girls are brought up to believe

Class Work that

CLASSthe main
WORK responsibility of women is housework and bringing up
children. This
Oral Explanationis reflected in a sexual division of labour where
and Notes:
women take care of all the household chores and men do all the
workGender
outsideand
thepolitics
home. The work of women is not valued and does
not get recognition.
 Public and private division
Women in different
 Women’sparts ofpolitical
the world organized and agitated for
representation
Religion, communalism and politics
equal political
 rights and to enhance the legal status of women by
Communalism
improving their
 Secular stateand career opportunities. These
educational
movements are called feminist movements.
Caste and politics
WRITTEN WORK
 Caste inequalities
 Caste in politics
Notes, Q1. What is sexual division of labour?
 Politics in caste
WRITTEN WORK
2 CLASS WORK
Q1. WhatDiscussion
is sexual division of labour?
and Notes- Gender and politics [contd.] (Pg.
Q2. Mention different aspects of life in which women are
42,43,44)
discriminated or disadvantaged in India.
Q3. What would have happened if politics and religion went hand in
hand?
Q4. What is communal politics? State different form of communal
Q5. State how caste inequalities are still continuing in India.
Q6. State the reasons to say that caste alone cannot determine
election results in India.
Q7. ‘It is not politics that gets caste-ridden, it is caste that get
politicized.’ Explain the statement.

Women face discrimination in many ways:

The literacy rate among women is only 54%
compared to 76% of men.
The proportion of women among the highly paid
and valued job is still very small.
In some parts of India parents prefer to have son
and find ways to have the girl child aborted before
she is born.
There are reports of various kinds of harassment,
exploitation and violence against women.
Women’s political representation- In India, the proportion of
 women in legislature is very low. One way to solve this problem is
to make it legally binding to have a fair proportion of women in the
elected bodies.

WRITTEN WORK

Notes, Q2. Mention different aspects of life in which women are

discriminated or disadvantaged in India.

3 CLASS WORK

 Interaction and Notes- Religion, communalism and politics

(Pg. 46,47)

Unlike gender difference, religious differences are often expressed

in the field of politics.

Gandhiji believed that politics must be guided by

the ethics drawn from religion.
Human rights groups in our country have argued
that most of the victims of communal riots in our
country are people from religious minorities.
Women’s movement has argued that family laws of
all religions discriminate against women.

All these instances involve a relationship between

religion and politics. But they don’t seem very wrong or
dangerous.

WRITTEN WORK

Notes, Q3. What would have happened if politics and religion went
hand in hand?

4 CLASS WORK

 Lecture and Notes – Religion, communalism and politics

[contd.] (Pg. 47,48,49)

Communalism- The problem begins when religion is seen as the

basis of the nation. This happens when beliefs of one religion are
presented as superior to those of other religions. Communal politics
is based on the idea that religion is the principal basis of social
community.

Secular state- Communalism was and continues to be one of the

major challenges to the democracy in our country.
 There is no official religion for the Indian state.
The Constitution provides to all the freedom to
profess and practice any religion or not to follow
any.
The Constitution prohibits discrimination on
grounds of religion.

WRITTEN WORK

Notes, Q4. What is communal politics? State different form of

communal politics which one example each.

5 CLASS WORK

 Interaction and Notes –Caste and politics (Pg. 49,50,51)

Caste inequalities- In most societies, occupations are passed from

one generation to other. Caste system is an extreme form of this.
Members of the same caste group were supposed to form social
community that practiced similar occupation, marries within the
caste group and didn’t eat with members from other caste group

Caste system was based on exclusion of and discrimination against

‘outcaste’ groups. They were subjected to various inhumane
practices.

WRITTEN WORK

Notes, Q5. State how caste inequalities are still continuing in India.

6 CLASS WORK

 Discussion and Notes – Caste and politics[contd.] (Pg.

51,52,53)

Caste in politics- Caste can take various forms in politics:

Political parties and candidates in elections make
appeals to caste sentiments to muster support.
Universal adult franchise and principle of one
person one vote compelled political leaders to gear
up to the task of mobilizing and securing political
support.
But the elections are not only about caste. There are various aspects
to it.

WRITTEN WORK
Notes, Q6. State the reasons to say that caste alone cannot determine
7 CLASS WORK

 Lecture and Notes – Caste and politics[contd.] (Pg. 53,54)

Politics in caste- Politics too influences the caste system and caste
identities by bringing them into the political arena.

Each caste-group tries to become bigger by

incorporating within it neighbouring castes or sub-
castes which were earlier excluded from it.
Various caste groups are required to enter into a
coalition with other castes or communities and thus
enter into a dialogue or negotiation.
New kind of caste groups have come up in the
political arena like ‘backward’ and ‘forward’ caste
groups.

WRITTEN WORK

Notes, Q7. ‘It is not politics that gets caste-ridden; it is caste that
gets politicised.’ Explain the statement.

8  All-in-one

 Back Exercise - Pg. 55,56

 Discussion of Homework Worksheet

9  Class Test
 Lesson Plan
Subject: SOCIAL SCIENCE (Economics)
Class: X
Month: July No. of Periods: 11
Chapter 2: Sectors of the Indian Economy

Chapter Sectors of the Indian Economy

Learning The students will be able to :

Objectives • Categorize the economy into various sectors on the basis of Economic Activities,
Nature of Employment and Ownership
• Compare Primary, Secondary and Tertiary Sectors in India
• Understand the features of Organised and Unorganised sectors of employment
• Understand the division of sectors on the basis of ownership- Public and Private
Resources •NCERT book
•Extra marks-(Question and Answers)
•Mind Map
Class Work ORAL Explanation & Notes :Q1-24 of TB pg. no. 35-37

Written Work:
Q Do you agree that the economic activities are highly interdependent? Explain with the
help of examples.
Q Why we do not include intermediate goods in the estimation of gross domestic
product?
Q There has been a big change in the three sectors of economic activities but a similar
shift has not taken place in the share of employment. Justify the statement.
Q Distinguish between open unemployment and disguised unemployment.
Q Is it necessary to have the Public sector? Substantiate your answer by examining the
role of the government?
Home Work Worksheet
Assessment Class Test
Period wise
plan
 1 ORAL Explanation& Notes
•Mind Map
• Meaning of Sectors of Economy
• Meaning of Economic activities
• Division of Economy-Primary Sector, Secondary sector and Tertiary Sector
• Interdependence of the Three sectors pg no. : 19-21
WRITTEN WORK
•Notes : Meaning of Sectors of Economy, Economic activities ,Division of Economy-
Primary Sector, Secondary sector and Tertiary Sector, Interdependence of the Three
sectors
•Question and Answer
Q Do you agree that the economic activities are highly interdependent? Explain with the
help of examples.

2 ORAL Explanation& Notes

• Concept of Final and Intermediate goods
• Meaning and calculation of Gross Domestic Product
pg. no. : 22-23
WRITTEN WORK
•Notes : Concept of Final and Intermediate goods, Meaning and calculation of Gross
Domestic Product
•Question and Answer
Q Why we do not include intermediate goods in the estimation of gross domestic
product?

3 ORAL Explanation& Notes

• Historical changes in various Sectors
• Changing trends in the three sectors
25
WRITTEN WORK
•Notes: Historical changes in various Sectors, Changing trends in the three sectors
4 ORAL Explanation& Notes
• Changing trends in the three sectors (contd.)
• Growing importance of tertiary sector in production
WRITTEN WORK
•Notes: Changing trends in the three sectors, Growing importance of tertiary sector in
production
•Question and Answer
Q There has been a big change in the three sectors of economic activities but a similar
shift has not taken place in the share of employment. Justify the statement.

5 ORAL Explanation& Notes

• Concept of disguised unemployment
• How to create more employment in various sectors
29
WRITTEN WORK
•Notes: Concept of disguised unemployment, How to create more employment in
various sectors
•Question and Answer
Q Distinguish between open unemployment and disguised unemployment.
6
ORAL Explanation& Notes
• How to create more employment in various sectors
(contd.)
• National Rural Employment Guarantee Act 2005
(NREGA 2005)
pg. no. : 26-29
•Notes: How to create more employment in various sectors (contd.), National Rural
Employment Guarantee Act 2005 (NREGA 2005)
7 ORAL Explanation& Notes
• Characteristics of Organised and Unorganised sectors of unemployment
pg. no. : 30-31
WRITTEN WORK
•Notes: Characteristics of Organised and Unorganised sectors of unemployment
8 ORAL Explanation& Notes
• How to Protect Workers in Unorganised sector pg. no. : 32
WRITTEN WORK
•Notes: How to Protect Workers in Unorganised sector
9 ORAL Explanation& Notes
•Division of sectors on the basis of ownership- Private and Public sector
• Vital Role played by the Public sector in the economy pg. no. : 33-34
WRITTEN WORK
•Notes: Division of sectors on the basis of ownership- Private and Public sector ,Vital
Role played by the Public sector in the economy
•Question and Answer
Q Is it necessary to have the Public sector? Substantiate your answer by examining the
role of the government?
10  Recapitulation
 Question answers discussion from extra marks
11 Class Test
  Distinguish between the pattern of urbanization in London and
Learning Objectives Bombay.
 Comprehend that urbanization and industrialization complement
each other.
 Appreciate the need for leisure and entertainment in urban life.

 NCERT Text Book

 Extra marks smart class, Mind Map, .
Resources

Class Work Class Work:

Oral Explanation & Notes:
 Characteristics of the city
 Industrialization and the Rise of the Modern City in
England
 Marginal Groups
 Housing
 Cleaning London
 Transport in the city
 Social change in the city
 Men, Women and Family in the City
 Leisure and consumption
 Politics in the City
 The City in Colonial India
 Work in the City
 Housing and Neighbourhood
 Land Reclamation in Bombay
 The City of Dreams: Cinema and Culture

Written Notes:

1. Mention a few characteristics of ancient cities or towns?

The students will be able to:

 2. “The city of London was a powerful magnet for migrant
populations.” Explain using suitable examples.
3. What were the changes took place in the work available to women
in London in late18th and early 19th and 20th Centuries? Point out
factors responsible for this change?
4. Why did the well-off Londoners support the need to build housing
for the poor in the nineteenth century?
5. Discuss the variety of steps taken to clean up or decongest
London.
6. Explain the different sources of entertainment which came up in
the 19th century in England to provide leisure activities.
7. ‘Bombay was a prime city of India’. Justify by giving examples.
8. Briefly describe the Housing facilities in Bombay in the19th
Century.
9. Write a short note on the ‘Reclamation Project’ in Bombay to
expand the city.
10. “City development everywhere occurred at the expense of ecology
and the environment.” Explain using suitable examples
Homework Worksheet
Assessment Class Test
Day wise plan
Characteristics of the city
Oral Explanation
 Towns and cities that first appeared along river valleys, such as Ur,
Period 1 Nippur and Mohenjo-Daro, were larger in scale than other human
settlements.
 Cities were modern-day metropolises, which combine political and
economic functions for an entire region and populated.
.1 Industrialization and the Rise of the Modern City in
England
 The early industrial cities of Britain such as Leeds and Manchester
attracted large numbers of migrants to the textile mills set up in the
late eighteenth century.
 The city of London was a magnet for the migrant populations due
to the job opportunities provided by its dockyards and industries.
 By 1750, one out of every nine people of England and Wales lived
in London. So, the population of London kept expanding through
the eighteenth and nineteenth centuries.
 During the First World War, London began manufacturing motor
cars and electrical goods.
 This increased the number of large factories, which in turn
increased the number of people coming to the city in search of
work. Pg.127-29

.2 Marginal Groups Oral Explanation

 As London grew, crime flourished in the mid-nineteenth century,
Period 2 Henry Mayhew wrote several volumes on the London labour, and
compiled long lists of those who made a living from crime.
 Andrew Mearns, a clergyman who wrote The Bitter Cry of
Outcast London in the 1880s, showed why crime was more
 profitable than labouring in small factories.
• Many women, who were employed in the factories during war
years, lost their jobs and were forced to work within households.
Many of them tried to earn by renting their homes or by other
activities; like tailoring, washing or matchbox making.
• Many poor children were forced into low-paid work, often by
their parents.
• Compulsory Elementary Education Act was passed in 1870 and
the factory acts were passed in 1902. These acts ensured that the
children could be kept out of industrial work.

 Individual landowners put up cheap, and usually unsafe,

Tenements for the new arrivals.
 According to a survey done by Charles Booth (a Liverpool ship-
owner) in 1887, about 1 million Londoners were very poor.
 The life expectancy of the poor was 29 years; compared to 55
years among the gentry and the middle class.
 Charles Booth concluded that London needed to rebuild at least
400,000 rooms to house its poorest citizens.
 The large number of one-room houses occupied by the poor was
seen as serious threat to public health.
Those rooms were poorly ventilated and there was no
arrangement for sanitation.
 They also posed fire hazard.
 People living in poor conditions were also potential hotspots for
social disorder.
 To prevent the London poor, workers’ mass housing schemes
were planned. Pg.129-31

1.4 Cleaning London Oral Explanation

 Architect and planner Ebenezer Howard developed the principle of
Period 3 the Garden City, a pleasant space full of plants and trees, where
people would both live and work.
 He believed this would also produce better-quality citizens.
Following Howard’s ideas Raymond Unwin and Barry Parker
designed the garden city of New Earswick.
1.5 Transport in the city
 The very first section of the Underground in the world happened
on 10 January 1863 between Paddington and
Farrington Street in London.
 To make approximately two miles of railway, 900 houses had to
be destroyed. Thus the London tube railway led to a massive
displacement of the London poor, especially between the two
World War Pg.132-34

1. Social change in the city Oral Explanation

Period 4  The city encouraged a new spirit of Individualism among both
men and women, and a freedom from the collective values that
were a feature of the smaller rural communities.
  Most political movements of the nineteenth century, such as
Chartism and the 10-hour movement (limiting hours of work in
factories), mobilized large numbers of men

2.1 Men, Women and Family in the City

 The family became smaller and individualism increased. The
institution of marriage tended to break down among the working
class.
 Women of the upper middle classes in Britain faced increasing
levels of isolation. Many social reformers felt a need to save the
family by pushing the women back into the home.
 Most of the political movements of this period were largely
participated by male. It took some time before women could
actively participate in political movements.
 The positive aspect of these changes was that the family became
the focus of the new market.
2.2 Leisure and consumption
 For wealthy Britishers, there had long been an annual ‘London
- Season’.
 Many new types of large-scale entertainment for the common
people came into being, some made possible with money from the
state.
 Libraries, art galleries and museums were established in the
nineteenth century.
 Music halls were popular among the lower classes, and, by the
early twentieth century, cinema became the great mass
entertainment for mixed audiences.
 British industrial workers were increasingly encouraged to spend
their holidays by the sea,
2. Politics in the City
 A large city population was both a threat and an opportunity from
political perspective.
 This was a period when many mass strikes and protests erupted in
the city.
 A riot occurred in late 1887 known as the Bloody Sunday of
November 1887.
 Some of them were brutally suppressed by the police.
 The State authorities worked towards reducing the possibility of
rebellion and enhance urban aesthetic Pg.135-38

4. The City in Colonial India Oral Explanation

Period 5  A major chunk of the urban dwellers were living in the three
Presidency cities, viz. Bombay, Madras and Calcutta.

 The Presidential cities were multi-functional cities. These cities

had major ports, warehouses, homes and offices, army camps,
educational institutions, museums and libraries.
 Because of being the hubs of business and political activities, these
cities grew in population.
 4.1 Bombay: The Prime City of India?
 In the seventeenth century, Bombay was under Portuguese control.
 It was a group of seven islands. In 1661; after the marriage of
Britain’s King Charles II to the Portuguese princess; the control of
Bombay passed into British hands.
 After that, the East India Company shifted its base from Surat to
Bombay.
 Initially, Bombay was the major outlet for cotton textiles from
Gujarat. Later, in the nineteenth century, it became the transit hub
for large quantities of raw materials; like cotton and opium.
 By the end of the nineteenth century, Bombay became a major
industrial Centre.
4.2 Work in the City
 Bombay became the capital of the Bombay Presidency in 1819,
after the Maratha defeat in the Anglo-Maratha war.
 Bombay dominated the maritime trade of India till well into the
twentieth century. It was also at the junction head of two major
railways. The railways encouraged an even higher scale of
migration into the city. Pg.140-42

Period 6 4.3 Housing and Neighbourhoods Oral Explanation

 From its earliest days, Bombay did not grow according to any
plan, and houses, especially in the Fort area, were interspersed
with gardens.
 The Bombay Fort area which formed the heart of the city in the
early 1800s was divided between a ‘native’ town, where most of
the Indians lived, and a European or ‘white’ section.
 In contrast, more than 70 per cent of the working people lived in
the thickly populated chawls of Bombay.
 The Census of 1901 reported that ‘the mass of the island’s
population or 80 per cent of the total, resides in tenements of one
room.
Caste and family groups in the mill neighborhoods were headed
by someone who was similar to a village headman. Sometimes, the
jobber in the mills could be the local neighborhood leader.
Pg.142-44

4.4 Land Reclamation in Bombay Oral Explanation

Period 7  The Bombay governor William Hornby approved the building of
the great sea wall which prevented the flooding of the low-lying
areas of Bombay in 1784.
 In 1864, the Back Bay Reclamation Company won the right to
reclaim the western foreshore from the tip of Malabar Hill to the
end of Colaba
 By the 1870s, the city had expanded to about 22 square miles. As
the population continued to increase rapidly
 A successful reclamation project was undertaken by the Bombay
Port Trust, which built a dry dock between 1914 and 1918 and
used the excavated earth to create the 22-acre Ballard Estate. The
famous Marine Drive of Bombay was developed.
 4.5 The City of Dreams: Cinema and Culture
 The first Hindi movie; Raja Harishchandra; was made by
Dadasaheb Phalke in 1913.
 By 1925, Bombay had become the film capital of India. In 1947,
about Rs. 756 million was invested in about 50 films which were
produced in that year.
By 1987, about 520,000 people were employed in the film
industry.
 Most of the people in the film industry were migrants from
different places. In a way, they also contributed to the national
character of the industry. Pg.144-47

Period 8 5. Cities and the Challenge of the Environment OE

 By the 1840s, a few towns such as Derby, Leeds and Manchester
had laws to control smoke in the city. The Smoke Abatement Acts
of 1847 and 1853, as they were called, did not always work to
clear the air.
 The high content of ash in Indian coal was a problem. Many pleas
were made to banish the dirty mills from the city, with
no effect.
 In 1863, Calcutta became the first Indian city to get smoke
nuisance legislation
 In 1920, the rice mills of Tollygunge began to burn rice husk
instead of coal, leading residents to complain.
 The inspectors of the Bengal Smoke Nuisance Commission finally
managed to control Industrial smoke. Controlling domestic smoke,
however, was far more difficulty Pg.148-49

Period 9 Extra Marks

Period 10 Class Test
 Lesson Plan
Subject: Social Science-Geography
Class: X
Month: July No of Periods: 8
Chapter: Agriculture

Chapter: 4 Agriculture

Learning Objectives At the end of the lesson students will be able to:
List and explain the different types of farming
Explain the different cropping patterns
Write about food crops and non-food crops
State the impact of Globalization on agriculture

Resources - Mind Map

Activities On an Outline map of Locate and label the following with

appropriate symbols
(a) Major areas of rice and wheat.

On an Outline map of Locate and label the following with

appropriate symbols

(a) Major producer states of sugarcane; tea; coffee; rubber; cotton

and jute.

Materials required- Map, Pen, Pencil

Aim- Students will be able to locate and label the important crop
producing areas and states of India

Class Work CLASS WORK

Oral Explanation and Notes

Introduction- Agriculture
Types Of Farming
Cropping Seasons
Major Cops
Food Crops Other than Grains
 Non Food Crops
Technological and Institutional Reforms
Contribution of agriculture to the national economy,
employment and output
Impact of Globalization on Agriculture
Food Security

WRITTEN WORK

1. What is agriculture?
2. Write a short note on Commercial Farming.
3. Differentiate between Rabi and Kharif Crop.
4. Write a short note on cultivation of Sugarcane in India.
5. Explain in detail the Bhoodan Gramdan movement launched by
Vinoba Bhave.
6. What is the role of Public Distribution System in India?
7. What is genetic engineering?

Homework Worksheet

Assessment Class Test

Period wise plan

1 CLASS WORK

 Introduction- Extra Marks- Mind Map

 Interaction-Introduction- Agriculture (Pg.34)

India is an agriculturally important country. Two-thirds of its

population is engaged in agricultural activities.

 Discussion- Types Of Farming(Pg.34 and 35)

 Primitive Subsistence Farming
This type of farming is practiced on small patches of land. Primitive
tools and family/community labour are used in this type of farming.

 Intensive Subsistence Farming

This type of farming is practiced in densely populated areas. This

involves high degree of use of biochemical inputs and irrigation.
There is huge pressure of population on this type of farming.

 Commercial Farming
 This type of farming is done with the sole purpose of selling the farm
produce. Various modern inputs are used in this type of farming

WRITTEN WORK

Notes and 1. What is agriculture?

2. Write a short note on Commercial Farming.

2 CLASS WORK
 Lecture- Cropping Pattern (Pg.36)

India has three cropping seasons

Rabi
Kharif
Zaid

 Interaction and Lecture- Major Cops(Pg.36 38 and 40)

Rice: India is the second largest producer of rice; after China.

Wheat: Wheat is the main food crop in north and north-
western parts of India
Millets: Jowar, bajra and ragi are the important millets grown
in India.
Maize: Maize is used both as food and fodder. It grows well
in old alluvial soil and requires a temperature range of 21°-
27°C.
Pulses: India is the largest producer of pulses in the world

WRITTEN WORK

Notes and 2. Differentiate between Rabi and Kharif Crop.

3 CLASS WORK

 Interaction and Lecture- Food Crops Other than Grains

(Pg.40 and 41)

Sugarcane: Sugarcane needs hot and humid climate.

Oilseeds: India is the largest producer of oilseeds.
Groundnut: Groundnut accounts for about half of the major
oilseeds produced in the country
Tea: Tea plants grow well in tropical and sub-tropical
climates; in deep and fertile well drained soil.
Coffee: Coffee is also grown in plantations.
Others: India is a producer of tropical as well as temperate
fruits.
Horticulture Crops: India is the largest producer of fruits
 and vegetables in the world

 Interaction and Lecture- Non Food Crops (Pg.42)

Rubber: Rubber is a crop of equatorial region but it is also

grown tropical and subtropical regions
Cotton: India is the third-largest producer of cotton.
Jute: Jute needs well-drained fertile soils of the flood
plains.

WRITTEN WORK

Notes and 3. Write a short note on cultivation of Sugarcane in India.

4 CLASS WORK

 Interaction- Technological and Institutional Reforms (Pg.42

and 43)

Sustained uses of land without compatible techno-institutional

changes have hindered the pace of agricultural development.

Land reform was the main focus of the First Five Year Plan.

Small plot size hampers proper farm management. To improve the

condition, the government brought certain measures for land reform.

 Interaction-Contribution of agriculture to the national

economy, employment and output (Pg.44)

Agriculture has been the backbone of the Indian economy though its
share in the Gross Domestic Product (GDP) has registered a
declining trend from 1951 onwards

WRITTEN WORK

Notes and 4. Explain in detail the Bhoodan Gramdan Movement

launched by Vinoba Bhave.

5 CLASS WORK

 Interaction- Food Security (Pg.44 and 45)

In order to ensure food security to all sections of society, the

government has carefully designed a national food security system. It
has two components:

 Buffer Stock
  Public Distribution System

WRITTEN WORK

Notes and 5. What is the role of Public Distribution System in India?

6 CLASS WORK

 Interaction- Impact of Globalization on Agriculture (Pg.46

and 47)

Globalization is not a new phenomenon. It was there at the time of

colonization.

WRITTEN WORK

Notes and 6. What is genetic engineering?

 Activity- Map

8  Class Test