Lesson guidance

Please see The Custodians blog for some good articles.
Please see learning material on the blog india.mrdonn.org


Class IX Industry and Trade

set inductuion: Tr points out to different objects within the class (or through pictures) and asks students to identify the indusrtry/ factory eg: a water bottle (plastic industry), a steel tiffin (metal industry/ steel factory), a strip of medicines (pharmaceutical), a shirt/ uniform (textile industry), the bus used to travel to school (automobile). Thus students are told that we depend on different industries . the name of the unit is introduced
Presentation: a brief background of the post independence scenario is given (on ppt). Emphasis is that in British days industry was not encougred as British wanted their goods to be sold. Hence Indian lagged behind. but after Independence we have worked towards building our industry. Textile, silk and jute industry will be elaborated through slides. Centres famous for these will be highlighted. Emphasis on Indian textile (eg Kanjeevram, Paithani, Patola, etc...every state has variety fo textiles with unique designs) (See https://culturalsamvaad.com/on-the-great-indian-handloom-traditions/
The teacher will demonstrate tie and dye technique (https://www.tiedyeyoursummer.com/Technique/spiral-tie-dye-technique)
Tr conducts a discussion on the need to buy Indian products, support our textile industry. Cotton and silk are more suited to our climate. These are eco friendly fabrics . Little information about khadi products can be given. Gandhiji used this a means to oppose British products.
Class IX Civics Chapter 5 India and other countries
Set Induction: can have a small quiz on recognizing the country from a clue.. eg  show great wall of china students recognize the structure and country.  Show Imran Khan and students recognize which country is he the head of. Thus we have many neighbouring countries .let us learn in our chapter…
Presentation: display map  of the textbook . Students identify all neighbouring countries. Can add extra knowledge asking for their capitals.
India and Pakistan:  tell little bit about common freedom struggle and partition . elaborate the differences the two countries have in world views. Elaborate Kashmir issue.. show slides of wars, Tashkent agreement, kargil war. Then move on to nuclear rivalry . emphasize on efforts towards peace…dialogue had till now.
Can give extra info on how despite governments failing to achieve peace, there have been people involved in peace (Read and tell about Aman ki asha… can show small video on peace song of aman ki asha https://www.youtube.com/watch?v=sz8JDITWbOg 

Class IX: Chapter 9  Changing Life (I)
Set induction: teacher gives some important events from 1960 to 2000 (based on earlier chaptyers) students have to arrange chronologically.  Nationalization of 14 banks (1969) testing of atomic device in Pokhran (1975), missile prithvi was tested  (1988) green revolution (1965) first census of independent India (1951) . Tr tells all these were some of the events that changed the face of our country. The post independence era was a time of modernization. It was a time where our lives changed tremendously. Let us about this change in our topic …
Presentation: Tr discusses some aspects of traditional mindset in 18th century India …Eg Education was only the privilege of upper caste, jobs followed were hereditary in nature, many practices like untouchability etc were followed. The constitution helped to change this rigid way of life. Tr talks about Dr Babasaheb Ambedkar and his contribution to the constitution. Rights and privileges given by constitution are discussed with reference to articles in the constitution ( Tr display the relevant article on flashcards) Tr will connect these changes to medieval times when women and people of lower castes were discriminated against.
Right to express one’s opinion is discussed by referring to newspapers and Tv Channels and how they put forward news in an objective manner. Tr discusses how panel discussions on Television invite people with different views. Tr makes pupils aware of the need to be careful of misleading media and news. Tr will compare to British time when newspapers could not criticize the government. Tilak was sentenced to six yrs jail for his articles in his newspaper Kesari.
Changes in family system will be done through discussion with students regarding their own family.
Recap: Tr asks students to fill in a table …students work in pairs

Aspect of change                                                    change seen in post independence India                       
Practicing of vocation
Treatment given to people of different castes
Freedom of expression
Family structure


Tr then asks how each of these affects their personal lives

Class V Chapter 10: Historic Period
Set Induction: Tr shows students pictures of written sources( eg manuscripts, ancient books, edicts) and asks to identify the same. Tr tells all these are written sources. These sources are because man developed the art of writing. With this art of writing the New Stone Age ended and the historic period began. Let us see more about Historic period. ( pl note time is divided into prehistory where there is no written record of human life and historic period where written sources tell us of mans progress)
Development of lesson: have two sets of pictures  one side for human and the other side for animals… man eats cooked food, animals eat raw. Man lives in proper shelter, animals make do with caves , trees. Man protects himself from elements of nature eg wearing a coat, animals do not have much protection from rain etc. Through probing emphasize how man can  adjust and adapt . Further probe and show how man communicates using language. Man can change natural substances for his use Eg Cotton can be made into cloth…can show this through pictures. From clay he makes pots and bricks and uses it in this form. Man passes skills from one generation through another…this can be done through probing questions . All this constitutes our culture. Tr displays the definition of culture and has a short discussion about culture and its elements of arts, skills and traditions. Tr elaborates culture through students knowledge of their own culture. This will be through probing and discussion.
2nd period: During and after New stone age cultures developed along rivers. (Tr will probe for reasons) Tr elucidates the features of early civilization thro pics and qs ( use of scripts, trade, use of wheel.)   students read the map in the textbook and tr notes the names of different riverine civilizations.
The four civilizations will be developed through use of map, pictures and questions. A suitable concept map will be developed for each civilization with name of the civilization, location, chief cities and important features.
Value development to be done during the lesson… importance of preserving one’s cultural aspects like language,  traditional knowledge, respect for meaningful elements of culture.   





Class V : chapter 8 (beginning of settled life)
Set induction: give a simulation exercise..if we had no fixed homes, how would life be… life would be very tough . We prefer a settled life. Let us study this in our lesson …
Presentation: use probing for stages of domestication. Can use pictures etc to probe.
Agriculture: narration, probing . show actual use of pointed sticks to sow seeds. People worshipped nature and some deities for good crop. Must connect to present day harvest festivals like Pongal, Onam, Baishaki …why do we have these festivals? Respect for farmer value can be emphasized.  Explain how sharing of resources etc led to more settled life. Various skills like pottery etc to be developed through probing
Discuss… man’s progress…overcomes difficulties through critical thinking, ready to take risk etc.

8.2 skills and occupations will be developed through probing based on pictures. A puppet show can be used for explaining interaction between craftsmen and barter system. The puppet show will be followed by questions to elicit important points. Village settlements and village administration will be developed with the help of pictures. Models of houses will be used to probe and develop the houses in the  New stone age.
 Tr will compare life of New stone age with present life.
See  https://study.com/academy/lesson/the-stone-age-shelters-huts-houses.html
See https://kidzfeed.com/stone-age-facts-for-kids/ 

Free Clip art for puppets   Farmer   Cobbler 







Class Five: Ch 10 Historic Period
Riverine civilizations
Set Induction: Show students pictures of wheel and scripts and ask how these two things influenced the New stone age. (Wheel helped in transport and thus trade, script helped to communicate) Tr tells that after New stone age due to skills, trade, communication civilizations flourished along river valleys. let us study in our topic ...

Mesopotamia: use ppt to show rivers Tigris Euphrates and sites of this civilization . discuss why river banks become site of civilizations ( lot of water ,suitable for agriculture, cattle rearing) See this ppt  for more

Egypt: Ask students to identify things like pyramids, Sphinx . use map to show sites and other slides will show highlights of Egyptian civilization. see ppt . only take little relevant matter

Chinese civilization: can begin showing pic of Greatr Wall, chinese script //then elucidate textbook content with slides. Can tell story of silk (see this link)

For recap: can make students to identify pictures and let them make an instant lap book in the class. .


Class Five : ch 9 :Settled Life and urban civilization
Set induction : Tr asks students to imagine a life  where man had no fixed dwelling place, no guarantee of food,, where man roamed from place to place to find water and food. Students share their experiences. Tr tells that from such nomadic life man gradually settled down and led a more systematic life. We learn about this in our topic...
Presentation: Tr displays pictures/ slides with material used in Stone age, Copper Age and Iron Age.thus the  three age system is elucidated. Gold and its limitations for use in making tools are discussed. A video is shown for how wheels were used to make pots. Qs are put forth based on the video. crafts and craftsmen are elucidated through pictures and discussion.


Class VI Chapter 10 Ancient India : Cultural
Set Induction:  can introduce by showing pictures of local culture … eg jewellery, pots, dress etc…Students will identify which region these items belong to. Tr tells ‘Every region has a distinct culture. We are proud of our culture. Similarly ancient india also was famous for its unique culture. Let us study this in our chapter…’
 Presentation: 10.1 Language and Literature: Ask students to name Indian languages…show scripts of few languages and ask to identify… Then go to languages of ancient India. Sangham literature: What does the word ‘sangham’ or ‘sangh’ mean to you?  For religious literature tr can ask simple questions like  ‘Who founded Jainism?’ then tell about Agamgranthas the teaching of Mahavir. Since there are too many tough words carry flash cards . have matter on both sides…one side for students other for tr to read
Values: emphasize on richness of ancient Indian culture… how rich our languages were… we must be proud of our language. Try and study and preserve these languages.
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Class VI: Chapter 11 Ancient India and the world
Set induction: Ask students to name some countries in modern world… How are we connected with these countries today ? ( Expected answer: trade, cultural exchange, tourism) Some of these countries of modern times like Greece, Iraq, Iran, Egypt  existed from ancient times. In the past india had strong relations through trade. Let us learn in our chapter …
Presentation: can ask few questions based on Harappa as students have done it earlier.  Tr adds that from times of Harappan culture we have had trade relations with the West. Tr then questions on Buddhism. Tr tells teaching of Lord Buddha spread to Afghanistan . Some pics of statues of those times are found in Afghanistan even now. Greeks came to India. Alexander in his quest to conquer the world came to India. The influence of Greek style of sculpture led to Gandhara school of art. Show some pics of Gandhara school of art. (wavy hair and folds in clothing are specialty of gandhara school)
Trade between Rome and India can be connected to present day trade of India with other countries. Eg india exports tea, cotton cloth and buys oil from other countries. Ask students to see the map showing trade routes between India and other places. Develop through questions…some trade routes passed thro land some thro sea.
India and arabs... along with trade , knowledge was also exchanged. Emphasize contribution of zero (Brahamagupta an Indian astronomer gave the symbol for zero)
Stress on how progressive India was in terms of trade, knowledge and art.. we must be proud of our rich and ancient culture . 
Class VI: Civics chapter 5 (District administration)
Set induction: start asking one student to tell his complete address. Ask for name of our district (Palghar). Maharashtra has 36 such districts…in Maharashtra the Zilla parishad and district collector look after district administration. Let us study more in our unit…
Presentation: can use interview or dramatization to discuss functions of district commissioner. Give questions to students beforehand  eg ”Who appoints you as district commissioner?” “What does district commissioner do regarding agriculture?” the teacher plays role of district commissioner and answers these questions  . Relate to daily experiences giving examples eg: preparing voters list, disaster management etc . simultaneously support with BB work.
Talukas have tahasildar … his duty can be narrated.
For recap students can classify the duties of district collector: eg: declaring holiday in case of floods (disaster management), visiting area on election day (Election officer duties)
Emphasize how it is necessary for us citizens to be part of district administration…eg by being aware of happenings in your district, voting during elections, paying taxes
Give additional information…name of Palghar district collector

5.2 District Police
Set Induction: can start with a riddle "  My uniform is khakhi brown. I maintain peace and order in your town,  due to me crime in the area goes down. Robbers hear my name and frown. Who am I?'  Tell students that yes police play an important role in our lives as they protect us and keep our locality safe. Lets learn more about the role of Police in the topic..

Presentation: Discuss role of police in maintaining law and order... patrolling,catching thieves, criminals, drug pedlars, kidnappers etc... show chart of hierarchy. give more information how one can apply for police job. Tell importance of women police. discuss hardships faced... police always on the move, threat to life, away from family during important festivals, tell about police like Tukaram Ombale who was killed during 26/11 attacks.
Courts: discuss who students go to when they have a dispute with another student in the class. similarly courts also help to setle disputes with others in our society. show hierarchy Supreme Court, High court, district court etc . in district court there are two types ..civil judges ( give egs of civil cases eg property disputes, land matters.  Criminal cases  ( murder, robbery, attacks, kidnapping)
Disaster management: show pics of disasters...prediction of disaster...show weather report can be had in advance thus we can give warning to people to be safe. have few dos and donts displayed for disaster management. (see this link ) can carry one foldable with disaster management tips and put in the class. 

Class VII chapter 12: progression of the empire
Set induction: Tr gives flashcards with names of Maratha rulers (Shivaji Maharaj, Sambhaji Maharaj, Shahu Maharaj). Students arrange them in the right sequence. Tr tells that  Shivaji Maharaj founded Swaraj. He and his successors had the support of some loyal sardars. They helped to expand the Maratha power. Let us see their contribution in our lesson….
Presentation : contribution of Malharrao Holkar will  be done through narration (if possible support with ppt). Map will be used to ppoint out to different places.   Tr will show family tree of Holkars. Tr explains meaning of guerilla warfare and dicusses how it was very effective in the hilly terrain of Maharashtra. . 

Work of Ahilyabai…Tr will develop through narration supported by chalkboard work.



  https://www.youtube.com/watch?v=Y3g2ZiUsZc4  video will be shown first and used to ask questions.
Tr Emphasizes her qualities as a ruler who had compassion for farmers. Emphasizes how in those days women did not have a respectable place in society yet she bravely took over the administration and proved to be a successful leader. Students will tell names of effective women leaders that they know and also tell their contribution.


Bhoasales of Nagpur
Set Induction: Tr will ask questions on the Holkars and tell students that just like the Holkars were brave Maratha sardars in Indore similarly the Bhosales of Nagpur also helped the progress of Maratha Kingdomn.
Development: Tr will narrate the contribution of Bhosales and point to places on a map. The meaning of chauthai rights will be explained. (chauthai rights meant that one fourth of the revenue would be collected by the sardars who would in turn protect the land allotted to them by the ruler) The concept of Maratha ditch will be explained  Video for Maratha Ditch
The contribtion of the Shindes of Gwalior will be narrated with ppt . The places mentioned will be pointed on the map. Mahadaji Shinde's contribtion to the Maratha army will be explained. (the tr will connect to importance of army to a country) Qualities of Mahadji shinde as an able administrator will be emphasized. Students will justify why Mahadaji Shinde can be called brave, farsighted, loyal. 

Class VII Civics Directive Principles of State Policy and Fundamental duties
Set Induction: Ask students to share a few rules they have in their school calendar... just as  schools have rules and these help to run the school smoothly, similarly a country is administered according to guidelines set by the constitution. Such principles are called as Directive Principles of the State Policy

Presentation: Tr asks students to tell of the fundamental rights they have studied in earlier chapters.  Some of these rights put restrictions on the states. The tr will explain how fundamental rights stop the state from doing certain things like imposing religious taxes or discriminating on basis of religion etc. All policies of the state are in accordance with our fundamental rights. This gives direction to achieving the goals of the preamble  .At this stage the teacher tells students to look at the preamble at the start of the textbook and probes what the constitution aims at.
The tr gives a brief background regarding India's difficulties when we got independence and thus emphasizes the relevance of the directive principles. The directive principles are elucidates with examples
Eg: The state should secure the improvement of public health... tr gives relevant examples such as immunisation drives,  setting up of hospitals and dispensaries, awareness regarding health and hygiene
The state shall protect all monuments of historic and national importance. the tr probes for names of famous monuments...measures taken to protect these places are elucidated with suitable examples an relevant pictures.

Class VII: Fundamental Rights part Two

Set induction: Tr asks students which rights they have as studens of their school. Tr tells them that a sindian citizens we too have rights. Students name some rights studied in previous chapter. Tr tells that now they will learnsome more rights bestowed on us by our constitution.
Development: Tr asks students to name religions of India. All these religions have equal status given by the constitution. India is secular. Tr asks questions regarding festivals, places of worship of these religions. since we are a secular nation, we are free to follow our religion, worship peacefully and celebrate our festivals .Tr empahsizes the need to respect other religions. Tr gives xamples of how we are a tolerant nation. Religious taxes are not permitted in india. Here tr compares with medevial times when taxes liek Jaziya were laid upon nonMuslims by Aurangazeb. Religious educaiton cannot be made compulsory in schools that accept grants from government. 
To develop the topic of cultural rights discussion on different cultures is carried out with relevant pictures of cultures. 
We preserve our culture through language, art forms, literature etc. Tr shares some examples how we try to preserve culture of Vasai through food festivals, speaking the language, preserving artefacts in museums. Similar examples of other cultures can be given. efforts made to preserve Marathi language (eg Marathi Bhasha Din 28 Feb) 
Students make greeting cards highlighting their culture or religion and share it with a friend. 

Refer video




Class VIII chapter12: India gains independence
Set induction: can ask students to identify leaders associated with Dandi March (Gandhiji),  Indian national army (Netaji Bose) , demonstration against Simon commission (Lala lajpatrai) , swaraj is my birthright (Lokmanya tilak) ..All these and many more leaders had fought in different ways for several years to gain freedom for India. At last this  dream was achieved. Let us see how in our lesson …
Presentation: after world war two, demand for freedom intensified. Narrate how British policy of divide and rule influenced the birth of Pakistan. Wavell plan…its provisions, demand made by Jinnah and failure of the plan (failure of Simla conference)  to be explained.


Cabinet mission plan: Explain About cabinet mission plan


Direct action day called by Muslim league and the effects of this call. Discuss how such riots occur even today when politicians call for protests etc. Discuss need for religious tolerance and peace.

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