R. D.

Public School, Kalapatha

Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: How when and where
Prerequisite Few questions will be asked from class 6th history chapter –what, where
Knowledge
and when
Short In this Learners will study the criteria for choosing the important dates
Description of in history. They will also learn how the history of India was periodised.
Lesson Further, they will learn about the different sources of information
available to historians explain the history of modern India.
Describe the classification of Indian history by James Mill Describe the
Objectives classification of Indian history by Indian historians
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids
Indian
Ask the students to do the following activities. Find out about the sources
Supplementary formation on the history of ancient India. Collect information on some of
Activities famous Indian historians and share your findings with the class.
Procedure Begin the lesson by holding a discussion on the importance of dates and
the criteria for choosing certain dates in history. Ask each student to make
a note of the events in the last year, which they consider important, and
the dates associated with these events. Thereafter, ask a few students to
read out the dates and the associated events. Some of the dates and events
mentioned by the students will be common, while others will be different.
The activity will help the students understand how a date and an event
associated with it is important for someone and not significant for another
person. The activity shows how the history of the same period can be
written differently by different people.
Expected After studying this lesson, learners should be able to explain the criteria
Outcome for choosing important dates in history. They should also be able to
describe how Indian history was periodised by James Mill and Indian
historians. Further, they should be able to describe the different sources of
information available to historians to study the history of modern India.
Student Review questions given by the teacher
Deliverables Presentations on the classifications of Indian history
Charts on the sources of information on the history of modern India
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: From trade to territory
Prerequisite Trade led to battles between the British East India Company and the
Knowledge Indian rulers
Short In this lesson, learners will study the problems faced by the British East
Description of India Company while setting up trade with India. They will learn about
Lesson the setting up of the first English factory in India and how trade lead to
battles between the Company and the Indian rulers. They will also learn
how the Company finally assumed Diwani and benefitted from it.
Additionally, they will study the strategies adopted by the Company to
expand its rule in India as well as the administrative and military reforms
introduced by the Company after it came into
Describe the setting up of the British East India Company and the first
Objectives English factory in India
Explain how trade led to battles between the British East India Company
and the Indian rulers
Explain the benefits enjoyed by the British East India Company after the
assumption of Diwani
Expansion of the Company Rule Describe the different strategies adopted
the British East India Company to expand its rule in India
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids
Indian map
Read up about the Dutch, French and Portuguese trading posts in India.
Supplementary Find out the extent (number of years and areas they occupied) of their stay
Activities in our country, the items they traded and their influence on the Indian
subcontinent. Discuss your findings in the class.
Research on the influence of the trading companies in your state. For
example, collect information and the pictures of monuments, buildings,
dams and bridges built by the British in the copy.
Procedure Begin the lesson by holding a discussion on the topic of trade. Talk about
the important items of trade between India and the different countries
before the British East India Company was set up. Ask the students to
name the countries and cities (Arabia, Persia, Rome, China, Syria,
Portugal, the Netherlands and so on) with which India was trading. Also,
discuss about the silk route. Ask the students if trading caused any harm
to India. Thereafter, discuss the benefits of internationa
Expected After studying this lesson, learners should be able to explain the problems
Outcome faced by the British East India Company while setting up trade with India.
Further, they should be able to explain how trade led to battles between
 the Company and the Indian rulers. They should also be able to explain
the benefits enjoyed by the Company after it assumed Diwani.
Additionally, they should be able to describe the strategies adopted by the
Company to expand its rule in India as well as the administrative and
military reforms introduced by the Company after it came into
Student Presentations on setting up of the Company and the administrative
Deliverables reforms .
Newspaper articles on how trade lead to battles and the benefits of the
assumption of Diwani
Charts on the strategies adopted by the Company to expand its rule
Letter on the military reforms introduced by the Company
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Ruling the country side

Prerequisite Trade led to battles between the British East India Company and the
Knowledge Indian rulers
Short In this lesson, learners will study the different land revenue systems
Description of introduced by the Company after their assumption of the Diwani of
Lesson Bengal. They will also study about the crops promoted by the British in
India and the places where these crops were mainly grown. Further, they
will learn about the reasons for the demand of Indian indigo in different
parts of the world. They will also get acquainted with the two main
systems of indigo cultivation practised in India. Additionally, they will
learn about the ‘Blue Rebellion’ or the fight of the ryots against indigo
cultivation and the after effects of this rebellion.
Explain the reasons for the introduction of the land revenue systems by
Objectives the British East India Company
Describe the land revenue systems introduced by the British East India
Company after the assumption of the Diwani of Bengal
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map
Ask the students to do the following activities:
Supplementary Visit a plantation and talk to the labourers working there. Collect
Activities information about their working conditions and the processes involved in
obtaining the final product.
Research about ‘The Haitian Revolution’ and share the information with
the class.
Procedure Prior to beginning the lesson, ask the students to collect information on
the different types of property taxes levied today by the Indian
Government in cities and villages. For example, some of the properties
that are liable to be taxed include residential houses, office buildings,
factory buildings, godowns, flats, shops and so on. Also, ask the students
to collect information on the sources of income of Gram Panchayats,
Panchayat Samitis and Zila Parishads. Thereafter, discuss the different
purposes for which the collected tax is used. Then, lead into the lesson
and discuss the reasons for the introduction of land revenue systems by
the Company in India. Talk about the various tasks that the Company
planned to do with the revenue.
Expected After studying this lesson, learners should be able to describe the land
Outcome revenue systems introduced by the Company. They should also be able to
 list the crops promoted by the British in India and the places where they
were mainly grown. Further, they should be able to explain the reasons for
the demand of the Indian indigo in different parts of the world. They
should also be able to describe the main systems of indigo cultivation
practised in India and the ‘Blue Rebellion’.
Student Presentation on land revenue systems and systems of indigo cultivation
Deliverables and Map on the crops promoted by the British.
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Tribals , Dikus and the vision of a golden age
Prerequisite Tribes, Nomads and Settled Communities:
Knowledge
Short In this lesson, learners will study the life of the tribals in India in the
Description of nineteenth century. They will also learn how the life of the tribals changed
Lesson during the colonial rule. Further, they will learn about the life of Birsa
Munda and the Birsa Movement.
Describe the lives of the tribals in India before the colonial period
Objectives Describe the effects of the colonial rule on the lives of the tribal
communities in India
Describe the life of Birsa Munda and the Birsa Movement

Relevant Modules from Question bank , Textbook , blackboard , Chalk ,

Aids Indian map
Ask the students to do the following activities:
Supplementary Visit a plantation and talk to the labourers working there. Collect
Activities information about their working conditions and the processes involved in
obtaining the final product.
Research about ‘The Haitian Revolution’ and share the information with
the class.
Procedure Procedure Prior to beginning the lesson, ask the students to collect
information on some of the tribal communities in their state. They can
collect information about the tribals, their means of livelihood, customs,
rituals, level of education and so on. They may also find out any other
interesting information about the tribals. Thereafter, ask the students to
share the information with the class. Discuss how the lives of the tribals
are different from our lives and then lead into the lesson.Close the lesson
by discussing how the life of the tribal people has changed today as
compared to the life led by them in the eighteenth and the nineteenth
centuries.
Expected After studying this lesson, learners should be able to describe the life of
Outcome the tribals in India in the nineteenth century. They should also be able to
explain how the life of the tribals changed during the colonial rule.
Further, they should be able to describe the life of Birsa Munda and the
Birsa Movement.
Student Article on the life of tribals in the nineteenth century
Deliverables
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: When people rebel
Prerequisite Rise and Fall of East India Company
Knowledge
Short In this lesson, students will learn about the causes and effects of the revolt
Description of of 1857. They will also learn about the important events in the revolt and
Lesson the role of a few people who participated in the revolt. Moreover, they
will learn how the Company suppressed the revolt and the various
administrative, political, military and other changes implemented by the
British Government after the suppression of the revolt.
Causes of the Revolt of 1857, Describe the important events during the
Objectives revolt of 1857 ,Describe the role of a few people who made significant
contributions in the revolt
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map
Ask the students to do the following activities:
Supplementary Make a timeline of the main events of the 1857 revolt.
Activities Find out the role of technology (such as advanced weaponry and the
modern means of communication, like postal service and telegraph) in the
British victory over the rebels.
Find out the folk tales around the revolt. For example, people in the
villages near Bithoor in Uttar Pradesh still narrate the story of a local hero
Gangu Baba. Refer to the following link for the story of Gangu Baba:
Procedure Begin the lesson by recalling the expansion of the British East India
Company’s rule and how a mere trading company became the ruler of
India. Also, discuss the oppressive policies of the Company (like Indigo
cultivation) and the rebellions against such policies (like the ‘Blue
Rebellion’). Explain that the Company’s policies were against the interest
of various sections of the Indian society and the discontent was brewing
among the Indians.
Expected After completing the lesson, learners should know about the causes and
Outcome effects of the revolt of 1857. They should also be able to describe the
important events in the revolt and the contribution of a few people who
participated in it. Moreover, they should also be able to describe the
suppression of the revolt by the Company and the various administrative,
political, military and other changes implemented by the British
Government after the revolt was suppressed.
Student Scrapbook on the main events took place during revolt. Newspaper article
Deliverables analysing the changes introduced by the British Government
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Colonialism and the city
Prerequisite Few question will be asked from the topic Delhi and its surrounding areas
Knowledge
Short This lesson introduces the students to the growth and development of
Description of Delhi as an imperial city. They will learn about the emergence of
Lesson Presidential cities, such as Bombay and Calcutta and the decline of old
Indian cities, such as Surat and Machilipatnam. They will study the old
city of Shahjahanabad and its gradual decline after the revolt of 1857. The
lesson will also talk about the development of New Delhi as a symbol of
the British power. The students will learn about the British Municipal
plans for old Delhi and the impact of the Partition of India on Delhi.
Describe the reasons for the rise of the Presidency cities during the British
Objectives era and the decline of old Indian ports and trading centres.
Describe the city of Shahjahanabad
Explain the neglect faced by Shahjahanabad after 1857
Compare the old havelis of Shahjahanabad with the British Mansions
Describe the Lahore Gate Improvement Scheme and the Delhi
Improvement Trust
Describe the impact of the Partition of India on Delhi
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map
Ask the students to do the following activities
Supplementary Research about various capital cities of different empires that were built in
Activities Delhi. Find out about the development of Presidency cities, such as
Bombay, Madras and Calcutta and share your findings with the class.
Find out about the cities of Surat and Machilipatnam and how they
developed after being neglected by the British during the early twentieth
century
Procedure Begin the session by asking the students about their perceptions about
Delhi.They may come up with different answers, such as Delhi is an old
city with several historical monuments, New Delhi is the capital of India
and the city of power, Delhi is a media savvy city, it is a city with a high
crime rate, it is a cosmopolitan place dominated by Punjabi culture and so
on. Tell the students that Delhi embodies all these perceptions and more.
Thereafter, talk about how Delhi has been a city of power since time
immemorial. The present-day Delhi has the remnants of several capital
cities of various empires.It was known as Indraprastha during the time of
 Mahabharata. The Tomar dynasty built Lal Kot in Delhi, which was later
renamed as Quila Lal Pitora by the Hindu king Prithviraj Chauhan.Later,
many cities of power such as Mehrauli, Siri, Tughluquabad, Ferozabad
and Shahjahanabad developed in Delhi.Thereafter, lead into the lesson
and discuss the city of Shahjahanab
Expected After completing this lesson, the students should be able to describe the
Outcome growth and development of New Delhi as an imperial city. They should
know about the emergence of the Presidential cities and the decline of old
Indian ports and trading centres. They should also know about the old city
of Shahjahanabad and its gradual decline after the revolt of 1857. They
should also be able to describe the development of New Delhi as a symbol
of the British power. Moreover, they should know about the British
Municipal plans for old Delhi and the impact of the partition of India on
Delhi.
Student (1) Charts on various topics from the lesson (2) Memoir about
Deliverables Shahjahanabad
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Weavers , Iron smelters and factory owners.

Prerequisite Weavers , Iron smelters and factory owners.

Knowledge
Short In this lesson, learners will study the Indian textiles that were in demand
Description of in the different parts of the world till the seventeenth and eighteenth
Lesson centuries. They will also learn about the reaction of the European markets
to the popularity of the Indian textiles. Further, they will learn about the
weaver communities and the weaving process followed by them. The
students will also become aware of the reasons behind the decline of
certain Indian textiles and the emergence of new centres of weaving in
India in the late nineteenth century. Moreover, they will study about the
emergence of cotton mills and the iron and steel industry in India.
Describe the varieties of Indian textiles popular in the world markets and
Objectives the stories behind the names of a few of these textiles
Explain the reaction of the European markets to the popularity of the
Indian textiles in Europe
Describe the process of weaving followed by the weaver communities of
India
Describe the history of the iron and steel metallurgy in India
Describe the growth of the iron and steel industry in India
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map
Ask the students to do the following activities
Supplementary Mark the present-day important weaving centres in India on a map and
Activities collect information on the type of weaves produced at these centres. You
can also stick the samples of the clothes or their pictures on the map.
Find out information about how protectionism is used by various western
countries in to safeguard their industries against competition from the
developing countries, such as India and China. You may collect the
newspaper articles on protectionism and make a collage.
Procedure Prior to beginning the lesson, ask the students to collect different varieties
of fabrics with different types of prints. For example, you may ask the
students to bring cotton or silk clothes with ‘bandhani’ print, ‘kalamkari’
or block-printed cotton textiles and different types of weaves, like
‘patola’, ‘jamdani’ to the class. The students can also get calico and chintz
fabrics. Also, ask the students to research about each of these fabrics.
They can collect information about the raw material used, the
manufacturing technique employed and any other interesting information
about the fabrics.Asking the students to find out the various famous crafts
 of India during the British rule. Discuss how the British rule affected
these crafts and their status in present-day India. Thereafter, close the
lesson with a discussion on the topic
Expected After studying this lesson, learners should be able to name the Indian
Outcome textiles that were popular world over till the seventeenth and eighteenth
centuries. They should also be aware of the measures adopted by the
European textile manufacturers to deal with the popularity of the Indian
textiles in Europe. Further, they should be able to describe the weaving
process followed by the weaver communities of India. They should also
be aware of the reasons for the decline of certain Indian textiles and the
emergence of new centres of weaving in the late nineteenth century.
Further, they should be able to describe the emergence of cotton mills and
the iron and steel industry in India.
Student Scrapbook on the famous Indian textiles during the seventeenth and
Deliverables eighteenth centuries. Chart on the weaver communities and weaving
process and emergence of cotton mills . Essay on the history of iron and
steel metallurgy and industry in India
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Civilising the native, educating the nation

Prerequisite Local Schools Before and During British Rule

Knowledge
Short In this lesson, learners will study the conflicting views of the British
Description of officials on the promotion of oriental education in India. They will also
Lesson learn about the Wood’s Despatch, the educational policies outlined by it
and the measures introduced by the British following the Despatch.
Further, they will learn about the schooling system that existed in India
before the colonial rule and the changes introduced by the British in this
system in the mid-nineteenth century. Additionally, they will learn about
the views of Mahatma Gandhi and Rabindranath Tagore on education.
Describe the conflicting views of the British officials about promoting
Objectives oriental education in India
Describe the Wood’s Despatch and the educational policies introduced by
the British following the Despatch
Describe the views of Mahatma Gandhi and Rabindranath Tagore on
education
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
Ask the students to do the following activities,Read up about the views of
Supplementary Raja Ram Mohan Roy and Henry Louis Vivian Derozio on education.
Activities Read the book, ‘Swami and his Friends’ by R.K. Narayanan and discuss
the portrayal of the British schools in India before independence.
Procedure Prior to beginning the lesson, ask students to find out from their
grandparents about the schools where they or their elders studied. Collect
the information on the mode of teaching, the subjects taught and the
various activities related to studies and sports in their schools. Then, the
students can share the information with the class and there can be a
discussion on the differences between the schools of their grandparents
and present-day schools. Thereafter, you can show the images of a
‘pathshala’ and/or ‘madrasa' that existed in India before the mid-
nineteenth century . Then, ask the students to compare these schools with
their schools.
Expected After studying this lesson, learners should be able to explain the
Outcome conflicting views of the British officials on promoting oriental education
in India. They should also be able to describe the Wood’s Despatch and
the educational policies outlined by it. Further, they should be able to
describe the schooling system that existed in India before the colonial rule
and the changes introduced by the British in this system in the mid-
 nineteenth century. Additionally, they should be able to explain the views
of Mahatma Gandhi and Rabindranath Tagore on education.
Student Articles on the views of the British officials on promoting oriental
Deliverables learning in India
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: The changing world of visual arts

Prerequisite Indian Art During Colonial Period

Knowledge
Short In this lesson, learners will study the styles, conventions and techniques in
Description of painting popularised by the European artists in India during the colonial
Lesson period. They will also learn about the reaction of the court artists to the
new traditions of imperial art. Further, they will become aware of the new
Indian art form that became popular during the colonial period and the
search for a national style of painting towards the end of the nineteenth
century.
Describe the styles, conventions and techniques in painting that were
Objectives introduced by the European artists in India during the colonial period
Explain how the paintings of the British artists reflect the attitude of the
British conquerors towards the Indians
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
Ask the students to do the following activities:
Supplementary Visit an art gallery and study the paintings in the gallery and share your
Activities experience with the class.
Take a look at the numerous paintings made by Thomas Daniel, William
Daniell, Johann Zoffany, George Willison, Francis Hayman, Raja Ravi
Varma and Abanindranath Tagore. Analyse the styles and themes of these
paintings.
Procedure Begin the lesson by showing a few paintings belonging to different eras
and created by different people (a few paintings are provided in the Audio
Visual Aids section). Once students take a look at the paintings, discuss
about each of these paintings. Talk about the similarities, differences in
painting styles and techniques used. Then, lead into the lesson with a
discussion on the types of paintings that were famous during the colonial
period.
Expected After studying this lesson, learners should be able to describe the styles,
Outcome conventions and techniques in paintings popularised by the European
artists in India during the colonial period. They should also be able to
explain the impact of imperial art on the court artists. Further, they should
know about the new Indian art form that became popular during the
colonial period and the search for a national style of painting towards the
end of the nineteenth century.
Student Presentation on the art forms introduced and popularised by the European
Deliverables Artists
 Letter describing the impact of imperial art
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Making of the national movement

Prerequisite Beginning of the Freedom Struggle:

Knowledge
Short In this lesson, students will study the emergence of nationalisms and the
Description of growth of mass nationalism in India. They will also learn about the
Lesson emergence of Mahatma Gandhi as a mass leader of Indian National
Movement. Moreover, they will learn about the important national events
that took place between 1922 and 1939. Finally, they will study the events
that led to the independence and the partition
Explain the reasons for the emergence of nationalism in India
Objectives Describe the ‘moderate’ demands of the Congress in its initial years and
the methodology used by the Congress to pursue these demands
Describe the rise of the Radicals in the Congress
Explain the reasons for the Swadeshi movement and the ideas that the
movement advocated
Explain the reasons for the split in the Congress in 1907
Describe the significance of the Lucknow Pact
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
Procedure Begin the lesson by showing the image of a famine relief camp provided
in the Audio Visual Aids section. Thereafter, tell the students that such
famines were very common in India during the British reign. In fact, the
British rule saw the worst famines in India, especially during the later part
of the 19th century. During 1875 to 1900, there were 18 major famines
that resulted in the death of over 2.6 crore people. Many educated Indians
believed that these famines were due to the British policies and hence they
were not happy with the British rule. Not only educated Indians, but all
sections of Indian society were unhappy with the British rule for various
reasons.Thereafter, discuss the various factors for discontent among the
Indians. Some of the factors are as follows:
The British conquest of territories and takeover of kingdoms
The revolt of 1857 and its aftermath
Introduction of new laws and administrative institutions
Educational changes in the nineteenth century
Social and religious reforms introduced by the British
The decline of crafts due to the British trade and policies
Expected Debate on ‘Is the Non-Violent Resistance Solution to All Problems?’
Outcome
Talcher and Midnapore during the Quit India Movement.
 Research on the revolutionary nationalism in India. Make a scrapbook
on the important revolutionaries, revolutionary organisations and their
contributions.
Find out the history of the Indian Tricolour and the changes in its
design. Make a scrapbook with images of these flags.
Student After completing the lesson, learners should know about the emergence of
Deliverables nationalisms and the growth of mass nationalism in India. They should
also be able to describe the emergence of Mahatma Gandhi as a mass
leader of Indian National Movement. Moreover, they should know the
important national events that took place between 1922 and 1939 as well
as the events that led to the independence and the partition of India in
1947.
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: India after Independence

Prerequisite The Formation of State

Knowledge
Short In this lesson, learners will study the challenges faced by India after
Description of independence. They will also learn about the important features of the
Lesson Indian Constitution and the challenges faced by the Constituent Assembly
while framing the Constitution. Further, they will learn how new states
came into being after India’s independence. They will also learn briefly
about the ‘mixed economy’ model and the first and the second five years
plans. Moreover, they will learn about the progress made by India till date
in terms of the ideals set out in the Indian Constitution
Describe the problems that plagued India after it gained independence
Objectives Describe the important features of the Indian Constitution and the
challenges faced by the Constituent Assembly while framing the
Constitution
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
Write an essay on the topic ‘Do We Need Reservations?’. Analyse the
Supplementary pros and cons of reservations in educational institutions, jobs and elected
Activities bodies.
Find out information about Mahatma Gandhi’s views on industrialisation
and compare his views with Jawaharlal Nehru’s views on
industrialisation.
Find out information about the border disputes between the states formed
on the basis of language. For example, Karnataka and Maharashtra are
still at loggerheads over the inclusion of predominantly Marathi speaking
Belgaum district in Karnataka.
Procedure Once the students take a look at the pictures, discuss the challenges
(accommodation and jobs for refugees, merging of more than 500
princely states, unity amongst people belonging to different castes and
faiths, development of the country, issues like poverty, droughts and so
on) and then lead into the lesson. Close the lesson with a discussion on the
development of India after independence. For comparison with earlier
period, use the demographic and economic indicators, such as literacy,
mortality rate, population growth rate, sex ratio, per capita income,
infrastructural development, contribution of agriculture to economy and
so on.
Expected After studying this lesson, learners should be able to describe the
Outcome challenges faced by India after independence. They should also be able to
 explain the important features of the Indian Constitution and the
challenges faced by the Constituent Assembly while framing the
Constitution. Further, they should be able to explain how states were
formed after independence. They should also be aware of the ‘mixed
economy’ model, the first and the second five years plans and the
progress made by India till date in terms of the ideals set out in the Indian
Constitution.
Student Letter on the important features of the Constitution and the challenges
Deliverables faced by the Constituent Assembly
Scrapbook on the formation of states
Essay on the progress made by India and the problems plaguing India
after independence
Presentation on the ‘mixed economy’ model and the first and the second
five year plans
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Resources (Geography)

Prerequisite Natural Resources - Gift of Nature:

Knowledge
Short In this lesson, learners will study the different types of resources, namely
Description of natural, human and human-made. They will also learn about the
Lesson conservation of natural resources and the principles of sustainable
development.
Explain the term ‘resources’
Objectives Define the terms ‘natural resources’, ‘human-made resources’ and ‘human
resources’
Explain the different ways of conserving natural resources
Explain the principles of sustainable development
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
Ask students to research about solar energy and how it is used in various
Supplementary devices of daily use. Also, ask them to research on the extent of usage of
Activities wind energy in India and the places where windmills are set up.
Thereafter, conduct a discussion in the class on the topics.
Show the images of different objects (for example, a bottle, pebble, some
grass and so on) and ask students to debate if a particular object is a
resource or not.
Ask students to make a bag, wall hanging or doll from waste products,
like empty bottles, old cloth and plastic covers, which they can source
from their homes.
Ask students to find out information about the famous water mill or
‘Panchakki’ located in Aurangabad district of Maharashtra.
Procedure Begin the lesson by conducting a simple activity to recall the prior
learning of students on resources, especially, natural resources. Ask the
students to name various natural resources and list these resources on the
board. Now, ask the students what they mean by a resource. Once they
arrive at the correct answer, ask them to come up with the examples of
resources. List the names of these resources on the board. Thereafter, help
the students to sort these resources as natural and human-made. Once
done, introduce the students to the term human resources and discuss its
importance. Close the lesson by conducting a quiz in the class. Show the
images of the different resources (for example, a plant, animal, building,
doctor and so on) one by one and ask the students to identify its type.
Also, quiz the students on the various terms covered in the less
Expected After studying this lesson, learners should be able to identify the different
Outcome types of resources, namely natural, human-made and human. They should
also be aware of the different ways of conserving resources. Further, they
should be able to explain the principles of sustainable development.
Student Presentations on the different types of resources
Deliverables Charts with the pictures of environmental destruction and conservation
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Land ,soil ,water ,natural vegetation and wildlife resources (Geography)

Prerequisite India: Climate, Vegetation and Wildlife:

Knowledge
Short In this lesson, learners will study the natural resources, namely land, soil,
Description of water, vegetation and wildlife. They will learn about the uses of land,
Lesson types of land and changes in land use over time. They will also learn
about the composition of soil, factors affecting soil formation and factors
leading to soil degradation. Additionally, they will learn about the water
sources on the earth and the causes of water scarcity. They will also learn
about the products obtained from plants and wildlife and the different
types of natural vegetation found in the world. Moreover, they will
become aware of the different practices to conserve the natural resources.
Describe the uses of land and the factors determining land use
Objectives Define the terms ‘private land’ and ‘community land’
Explain the changes in land use over time
Describe the measures that can be adopted to conserve land
List the products obtained from plants and wildlife
Describe the different types of natural vegetation found in the world
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
Ask the students to do the following activities:
Supplementary Find out the major landslides that have occurred in our country and the
Activities causes for the same. There can be a discussion in the class on the topic.
Also, talk about the mitigation techniques of landslide.
Collect information on the different methods of rainwater harvesting that
were practiced or are still practiced in the different parts of our country
Procedure Begin the session by showing the physical map of India with the names of
the plains, plateaus, ghats and deserts mentioned on it. Now, ask the
students to describe the land in each of these areas and guess the
distribution of population in these areas. Discuss why the deserts,
waterlogged areas, forests and the steep slopes of the mountains are less
populated compared to the plains and river valleys.
Ask the students to list the different uses of land and what they understand
by private and community lands. Once they arrive at the answer, ask them
to give the examples of each type of land.
Expected After studying this lesson, learners should be able to describe the natural
Outcome resources, land, soil, water, vegetation and wildlife. They should be able
to describe the different types of land and changes in land use over time.
 Further, they must be able to explain the composition of soil, factors
affecting soil formation and factors leading to soil degradation.
Additionally, they should be able to describe the causes of water scarcity,
list the products obtained from plants and wildlife and describe the
different types of natural vegetation found in the world. Moreover, they
should be aware of the different practices to conserve the natural
resources.
Student Write-up and sketch on changes in the land use patterns
Deliverables Scrapbook on soil profile
Charts on different topics
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Mineral and power resources (Geography)

Prerequisite Inside Our Earth:

Knowledge
Short In this lesson, learners will study different types of minerals and the
Description of methods used for their extraction. They will also learn about the
Lesson distribution of minerals in the different parts of the world. Further, they
will learn about the uses of minerals and the need for their conservation.
Additionally, they will learn about the conventional and non-conventional
sources of energy.
Describe the different types of minerals based on their composition
Objectives Describe the various methods of extracting minerals
List the three main types of rocks found on the earth’s crust
Explain the distribution of minerals in different parts of the world
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
Take the students on a trip to any place where the conventional or non-
Supplementary conventional sources of energy are being used to generate power. For
Activities example, you can take them to a hydel power station, geothermal power
plant or wind farm.
Procedure Begin the session by holding a discussion on the topic of minerals. You
can get a few differently coloured stones to the classroom and ask
students the reason for the stones being different in colour. Discuss and
arrive at the answer. Also, discuss the term ‘mineral’.
Now, ask the students if they are aware of any mines in their city or in the
vicinity. Also, ask if they have seen any mine while travelling. In case
they have seen a mine, ask them to describeit and discuss various minerals
that are extracted from various mines. Also, recall the main types of rocks
found on the earth’s crust.
Close the lesson by summarising the different types of minerals and the
methods of their extraction. You can also ask the students to cite the
advantages and disadvantages of each conventional and non-conventional
source of energy. Also, discuss how each one of us can help in reducing
the consumption of minerals and power.
Expected After studying this lesson, learners should be able to describe the different
Outcome types of minerals and the different methods used for their extraction. They
should also be able to name the important minerals found in different
countries of the world. Further, they should be able to list the uses of
minerals and describe various conventional and non-conventional sources
of energy.
Student Chart with maps showing the distribution of minerals
Deliverables Presentations on the types of minerals, their extraction methods and the
conventional and non-conventional energy sources
Collage depicting the uses of minerals
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Agriculture (Geography)

Prerequisite Major Crops, Farming Systems

Knowledge
Short In this lesson, students will learn about the different types of economic
Description of activities in general. Moreover, they will learn about agriculture in detail.
Lesson They will also learn about different climatic and soil conditions required
for the growth of major crops and the main areas where these crops are
grown. They will study the different types of farming systems and their
components. Additionally, they will learn about the different measures
required for agricultural development and the difference between the
agricultural practices in the developing countries and the developed
countries.
Describe the three types of economic activities
Objectives Define the terms agriculture and arable land
Explain the different climatic conditions required for different crops
Explain the different forms of primary activities
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
Find out information about organic farming. Write a small report based
Supplementary on your findings. Discuss with your teacher if organic farming can be
Activities categorised into any of the farming systems that you have learned in the
lesson. Make the agriculture map of your state. The map should include
the information about the major crops grown in your state. You may stick
the actual grains or images (for crops that do not have grains, like cotton)
of these crops on the map. Find out how the soil type and the climatic
conditions are intricately related to the crops grown in the region. Also,
find out if your state is the largest producer of any crop in India.
Procedure Begin the lesson by asking students to name the occupations of their
parents. Then, ask them to classify these occupations into different
categories. Once they have listed all possible categories, explain the three
types of economic activities – primary, secondary and tertiary. Now,
based on this classification system, ask the students to categorise their
parents’ occupations.
Ask the students, whose parents are farmers, to describe the activities
carried out on a farm. (If none of the students’ parents are occupied in the
agriculture or related activities, then ask if any of their relatives are
farmers.) Also, ask them about the crops grown in their fields, the type of
soil and the climate of the region. Then, lead into the lesson. Talk about
the other forms of primary activities, such as sericulture, pisciculture,
 viticulture and horticulture.
Expected After completing the lesson, learners should know about the different
Outcome types of economic activities in general. Moreover, they should know
about agriculture in detail. They should also know about the different
climatic and soil conditions required for the growth of major crops and the
main areas where these crops are grown. Moreover, they should be able to
describe the different types of farming systems and their components.
Additionally, they should be able to describe the different measures
required for agricultural development and the difference between the
agricultural practices in the developing countries and the developed
countries.
Student Report on farming systems
Deliverables Chart on major crops
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Industries (Geography)

Prerequisite List the natural and man-made fibres

Knowledge
Short List the factors that influence the location of industries
Description of Describe the three stages of an industrial system
Lesson List the major industrial regions of the world
Describe the major industrial regions in India
Explain the measures taken to reduce disasters in industries
List the factors that influence the location of industries
Objectives Describe the three stages of an industrial system
List the major industrial regions of the world
Describe the major industrial regions in India
Explain the measures taken to reduce disasters in industries
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
List the different types of small-scale and large-scale industries in your
Supplementary city. Mark the major industries situated in your state on a map. You may
Activities also write a short description of each industry. Write an article on the
topic ‘Industrialisation:
Procedure Begin the lesson by showing the images provided in the Audio Visual
Aids section. Then, ask the students about the significance of these
images. After the students have answered, briefly talk about the beginning
of the industrial revolution and how it spread across different countries.
Close the lesson by mentioning the advantages and disadvantages of
industrialisation. At the end, hold a quiz on the various topics taught in
the lesson. You may also refer to the Exercises section in TeachNext for
the quiz.
Expected After studying this lesson, learners should be able to classify industries.
Outcome They should also be able to list the factors that influence the location of
industries. The learners should be able to describe the stages of an
industrial system. They should be able to list the major industrial regions
of India and the world. The learners should also be able to explain the
development and the distribution of three industries, namely, iron and
steel, cotton textile and information technology. Moreover, they should be
able to state the measures taken to reduce disasters in industries.
Student Presentation on the classification of industries
Deliverables Chart on the stages of an industrial system
Map of the major industrial regions of the world and India
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Human resources (Geography)

Prerequisite Various factors that result in population change

Knowledge
Short In this lesson, students will learn about the population change in the world
Description of and the factors that affect this change. They will also learn about the
Lesson concept of human resources. Moreover, they will learn about the
geographical and socio-economic factors that affect the population
distribution and population density. Additionally, they will learn about the
population composition of a country and its role in the economic
development of the country. They will also learn to interpret population
pyramid
Describe the population change in the world and the reasons behind it
Objectives Explain the terms birth rate, death rate and natural growth rate of
population and their impact on the population
Explain the difference between population explosion and depopulation
Explain the terms migration, emigrants and immigrants
Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Aids Indian map.
Find out the countries with stable population, decreasing population and
Supplementary increasing population growth and the reasons for these population
Activities patterns.
Research about the use of population density maps for marketing various
consumer products.
Procedure Begin the lesson asking your students to make a list of different resources,
such as mineral resources (iron, coal and so on). Then, ask them ‘Who
controls all these resources?’ The answer would be ‘human beings’. Now,
ask them ‘Can we consider human beings as some type of resource?’
Once you get different responses, explain the concept of human resources.
Find out if students have heard about the Ministry of Human Resource
Development. Thereafter, explain the need for such separate ministry and
the importance of human resources.
Expected After completing the lesson, learners should be able to describe the
Outcome population change in the world and the factors that affect this change.
They should also be able to explain the concept of human resources.
Moreover, they should be able to explain the geographical and socio-
economic factors that affect the population distribution and population
density. Additionally, they should be able to explain the role of the
population composition of a country in its economic development.
Student Report on population change
Deliverables Charts on population distribution
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: The Indian constitution (Civics)

Prerequisite The students should have the knowledge of the following concepts:
Knowledge Meaning of the term Constitution
Importance of a Constitution
Important provisions in the Indian Constitution
Short In this lesson, students will learn the meaning and functions of a
Description of Constitution and the principles that go into its making. They will also
Lesson study the functions and the key features of the Indian Constitution.
Explain the functions of a Constitution
Objectives Describe the preamble to the Indian Constitution
Describe the features of the Indian Constitution
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk .
Make a scrapbook on some of the members of the Constituent Assembly
Supplementary and write a small description about each member.
Activities Make a list of 20 democratic countries and find out which of them are
republics.
Research on the amendments made to the Indian Constitution.
Procedure Begin the lesson by asking the students if they know the reason for
Republic Day being celebrated in India on 26th January. Thereafter, ask
them to define the meaning of the word ‘Constitution’ as they understand
it. After the students have answered, lead into the lesson.
Expected After studying this lesson, students should be able to explain the meaning
Outcome and functions of a Constitution and the principles that go into its making.
They should also be able to describe the functions and the key features of
the Indian Constitution.
Student Chart on the functions of a Constitution
Deliverables Presentation on the features of the Indian Constitution
Chart on the violation of the fundamental rights
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Understanding secularism (Civics)

Prerequisite Few questions from our Constitution

Knowledge
Short In this lesson, students will learn the meaning of the term ‘secularism’
Description of with reference to India and the reasons for separating ‘State’ and
Lesson ‘religion’ in India. In addition, students will also get acquainted with the
different strategies used by the State to ensure secularism in India.
Explain the need for separating ‘State’ and ‘religion’
Objectives Explain the nature of Indian secularism
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Indian map.
Visit a school run by a minority group and learn about the government’s
Supplementary aid/support (financial and non financial) received by the school. Read the
Activities book
‘The Diary of a Young Girl’ to learn about the Nazi atrocities on the Jews.
Procedure Begin the lesson by asking the students to read excerpts from two news
reports given in the ‘Audio Visual Aids’ section. Thereafter, ask the
students if any such incidents (rampant killing of minorities and
imprisoning people for their beliefs) occur in India. Ask the students to
give reasons for their answer. After the students have answered, lead into
the lesson.
Expected After studying this lesson, students should be able to explain the meaning
Outcome of the term ‘secularism’ with reference to India and the reasons for
separating ‘State’ and ‘religion’. In addition, students should also be able
to describe the different strategies used by the State to ensure secularism
in India.
Student Presentation on the strategies to achieve secularism
Deliverables Chart on consequences of mixing ‘State’ and ‘religion’
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Why do we need a parliament ? (Civics)

Prerequisite What is Government?: and its importance

Knowledge
Short In this lesson, students will learn about the Indian Parliament. They will
Description of study the formation of the Parliament as well as its functions. In addition,
Lesson the students will also get acquainted with the formation of the national
government.
Explain the term ‘voting’ and its importance
Objectives Explain the term ‘Parliament’ and its formation in India
Describe the functions of the Indian Parliament
Explain the process of forming the national government in India
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Indian map.
Visit the website of the Lok Sabha (http://loksabha.nic.in/) and learn more
Supplementary about its history and functioning in the FAQ section.
Activities Visit the website of the Rajya Sabha (http://rajyasabha.nic.in/) and learn
more about its history and functioning in the FAQ section.
Find the number of constituencies in your state and the names of the MPs
from each constituency.
Procedure Begin the lesson by showing the image of the Indian Parliament to the
students. You can ask them to think what the Parliament building
symbolises and the thoughts it triggers in their minds. After the students
have answered, lead into the lesson. Go through various newspapers and
magazines and learn about the different topics/issues discussed in the
Parliament. The students can also observe the different questions that are
asked by the members of the opposition party. Then, discuss in the class
the different types of questions/topics discussed in the Parliament. Close
the lesson by holding a mock Lok Sabha session in the class. Assign the
roles of speaker, prime minister, leader of opposition to students. The rest
of the class can act as MPs belonging to the ruling party/parties and the
opposition party/parties. The MPs need to discuss the problems ailing the
country. They should also question the government about different issues
and offer suggestions about the actions the government needs to take.
Expected After studying this lesson, students should be able to explain the
Outcome formation of the Parliament as well as its functions. In addition, students
should be able to describe how the national government is formed.
Student Essay on the formation of Parliament and selection of the national
Deliverables government . Chart on houses of the Parliament
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Understanding laws (Civics)

Prerequisite The Indian Constitution and Why Do We Need A Parliament?:

Knowledge
Short In this lesson, students will learn about the process of law making in
Description of India. They will also learn how people’s participation can influence the
Lesson law-making process and lead to the creation of new laws and the
revocation of unpopular laws.
Explain the process of law-making in India
Objectives Describe the ways in which citizens participate in the law-making
process
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Indian map.
Visit the following website to learn more about the Indian Penal Code:
Supplementary http://www.ipc.in/
Activities Read about Irom Sharmila Chanu who has been on hunger strike for more
than a decade against the Armed Forces Special Powers Act in Manipur.
Research on the repressive laws across the world. For instance, in Saudi
Arabia women are banned from driving.
Procedure Begin the lesson by showing an image of Justitia, the Goddess of Justice,
to the students. Ask the students to describe the Goddess of Justice in the
image and then discuss the significance of the blindfold, the balance scale
and the sword carried by her. Thereafter, introduce the concept of the rule
of the law and lead into the lesson. Close the lesson by discussing with the
students how the rapid advancements in science and technology are
resulting in the formation of new laws. For instance, the increase in the
pollution level has resulted in the Air (Prevention and Control of
Pollution) Act. Likewise, to protect the biological diversity in India, the
government passed the Biological Diversity Act in 2002. Similarly, to
prevent the abuse of computers and information technology, the
government has passed the Information Technology Act, 2000.
Expected After studying this lesson, students should be able to explain the process
Outcome of law-making in India. They should also be able to explain how people’s
participation can influence the law-making process and lead to the
creation of new laws and the revocation of unpopular laws.
Student Chart on the law-making process in India
Deliverables Presentation on the ways in which people participate in the law-making
process
Essay on the Right to Information Act .
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Judiciary. (Civics)

Prerequisite The Indian Constitution: Class VIII and Understanding Laws: Class
Knowledge VIII
Short In this lesson, students will get introduced to the Indian judicial system.
Description of They will learn about its three-tiered structure and the differences between
Lesson the civil law and criminal law. In addition, students will also study the
shortcomings of the Indian judicial system as well as the use of Public
Interest Litigation to overcome these shortcomings.

Objectives Describe the three-tier structure of the Indian judiciary

State the differences between the criminal law and civil law
Explain the shortcomings of the Indian judicial system
Describe the mechanism of Public Interest Litigation (PIL)
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Indian map.
Research on the number of lower courts present in your area.
Supplementary Interview a lawyer to learn about the functioning of a court.
Activities Research on the eligibility criteria for becoming a judge of the Supreme
Court and the High Courts.
Create a pictorial chronology of the Chief Justices of India till date. Also,
find out about the powers of the Chief Justice of India.
Mark the locations of High Courts on a map of India.
Procedure Begin the lesson by asking the students to list the three organs of the
State. Thereafter, ask the students to cite the reasons behind the inclusion
of the judiciary as one of the organs by the Constitution. After the
students have answered, lead into the lesson. Divide the class into three
groups and ask each group to create charts as follows:
Group A: Supreme Court
Group B: High Court
Group C: Lower Court
The students should research and write a short description about the court,
its composition, functions and location/s.
Close the lesson by asking the students to discuss the kind of laws that
should be enacted to improve India’s education system. For example, laws
could be enacted to ensure that the students are not burdened with
homework. Likewise, instead of corporal punishment, punishments should
be in the form of community service or social work.
Expected After studying this lesson, students should be able to explain the three-
Outcome tiered structure of the Indian courts and the differences between the civil
 law and criminal law. In addition, students should also be able to describe
the shortcomings of the Indian judicial system as well as the use of Public
Interest Litigation to overcome these shortcomings.
Student Presentation on the role of judiciary in India
Deliverables Chart on the structure of the Indian courts
Cartoon strip on the civil law and criminal law
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Understanding our criminal justice system (Civics)

Prerequisite The Indian Constitution: Class VIII and Understanding Laws: Class
Knowledge VIII
Short In this lesson, students will get introduced to the Indian criminal justice
Description of system. They will learn about its working as well as the roles of different
Lesson individuals in the criminal justice system. In addition, students will also
learn about the rights guaranteed by the Indian Constitution to an arrested
person.
Describe the working of the Indian criminal justice system
Objectives Explain the functions of the police, public prosecutor, defence lawyer and
judge
Explain the fundamental rights guaranteed by the Indian Constitution to
an arrested person
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Indian map.
Supplementary Find out about the different classes of Magistrates.
Activities Research on the working of Lok Adalats and their importance.
Procedure Begin the lesson by showing the students the image of a courtroom
provided in the Audio Visual Aids section of the lesson plan. Ask the
students about the different people present in a typical courtroom and
their functions. After the students have answered, lead into the lesson.
Divide the class into groups and ask each group to present a skit depicting
the working of the Indian criminal justice system. The skits should cover
the following events:
-Filling of an FIR
-Collecting evidence
- Filing of a charge sheet
- Examining and cross-examining the witnesses
- Passing the judgment
Expected After studying this lesson, students should be able to explain the working
Outcome of the criminal justice system as well as the roles of different individuals
in the system. In addition, students should also be able to state the rights
guaranteed to an arrested person by the Indian Constitution.
Student Chart on the roles of different individuals in the Indian criminal justice
Deliverables system
Report on the visit to a police station
Photo essay on a famous criminal case
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Understanding Marginalisation (Civics)

Prerequisite Diversity and Discrimination: Class VI

Knowledge Struggles for Equality: Class VII
Understanding Marginalisation: Class VIII
Short In this lesson, learners will study some of the Fundamental Rights
Description of invoked by marginalised groups and individuals to fight against
Lesson inequalities meted out to them. They will also learn about a few schemes
and laws created by the government for the welfare of marginalised
groups. Further, they will learn about the provisions of the Scheduled
Castes and Scheduled Tribes (Prevention of Atrocities) Act of 1989 and
how the marginalised communities like the Dalits and the Adivasis make
use of the provisions of the act to fight for their rights.
Describe the Fundamental Rights invoked by marginalised groups and
Objectives individuals to fight against inequalities
Explain the steps taken by the government for the welfare of marginalised
groups
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Indian map.
Supplementary Read up about a few schemes introduced by the government for the
Activities benefit of the people.
Procedure Begin the lesson by reading out a few excerpts of news reports on
violation of the Fundamental Rights of the marginalised groups. (Two
news excerpts are given in the Audio Visual Aids section).
After reading out the excerpts, discuss the Fundamental Rights that have
been violated in each case. Also, recall all the six Fundamental Rights
guaranteed by the Indian Constitution.
Expected Learners should be able to describe some of the Fundamental Rights
Outcome invoked by marginalised groups and individuals to fight against
inequalities. They should also be aware of the laws created by the
government for the welfare of marginalised groups. Further, they should
be able to describe the provisions of the SC and ST (Prevention of
Atrocities) Act of 1989 and how the marginalised communities like the
Dalits and the Adivasis use the provisions of the law to fight for their
rights.
Student Presentation on the SC and ST (Prevention of Atrocities) Act of 1989
Deliverables
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Confronting Marginalisation (Civics)

Prerequisite Diversity and Discrimination , Struggles for Equality

Knowledge
Short In this lesson, learners will study some of the Fundamental Rights
Description of invoked by marginalised groups and individuals to fight against
Lesson inequalities meted out to them. They will also learn about a few schemes
and laws created by the government for the welfare of marginalised
groups. Further, they will learn about the provisions of the Scheduled
Castes and Scheduled Tribes Act of 1989 and how the marginalised
communities like the Dalits and the Adivasis make use of the provisions
of the act to fight for their rights.
Describe the Fundamental Rights invoked by marginalised groups and
Objectives individuals to fight against inequalities
Explain the steps taken by the government for the welfare of marginalised
groups
Explain the provisions of the Scheduled Castes and Scheduled Tribes Act
of 1989
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Indian map.
Supplementary Ask the students to do the following activities:
Activities Meet a volunteer working for a nongovernmental organisation active in
the field of development of the marginalised groups. Discuss the various
issues faced by the marginalised people and his/her personal experiences
in the field. Later, share the information with the class.
Procedure Begin the lesson by reading out a few excerpts of news reports on
violation of the Fundamental Rights of the marginalised groups.
After reading out the excerpts, discuss the Fundamental Rights that have
been violated in each case. Also, recall all the six Fundamental Rights
guaranteed by the Indian Constitution.
Divide the class into a few groups and ask each group to research about a
scheme introduced by the state or the central government for the
development of marginalised communities. For example, the students can
find out information about Central Scheme of Hostels for OBC Boys and
Girls, Post Matric Scholarship to OBC Students, Scheme for Leadership
Development of Minority Women, Vocational Training Programme for
SC-ST Youth and so on.
Expected After studying this lesson, learners should be able to describe some of the
Outcome Fundamental Rights invoked by marginalised groups and individuals to
 fight against inequalities. They should also be aware of the laws created
by the government for the welfare of marginalised groups. Further, they
should be able to describe the provisions of the SC and ST (Prevention of
Atrocities) Act of 1989 and how the marginalised communities like the
Dalits and the Adivasis use the provisions of the law to fight for their
rights.
Student Article on the reservation policy
Deliverables
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Public Facilities (Civics)

Prerequisite Public facilities

Knowledge
Short In this lesson, learners will study the different public facilities. They will
Description of learn why access to water is considered as a part of the fundamental right
Lesson to life and the government’s role in providing water and other public
facilities. They will also become aware of the inequalities in the
distribution of water and other public facilities in India and the measures
to overcome these inequalities.
Explain the term ‘public facilities’
Objectives Explain the reasons for considering access to water as a part of the
fundamental right to life Describe the role of the government in providing
public facilities
Explain the inequalities that exist in the distribution of water and other
public facilities in India and the measures to overcome these inequalities
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Indian map.
Supplementary Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Activities Indian map.
Procedure Begin the lesson by asking students to list down the public facilities they
used since they woke up in the morning and till the time they reached the
school.
Thereafter, ask a few students to read out their list and discuss briefly the
importance of public facilities. Discuss with an example how the benefits
of a public facility are shared by several people and then lead into the
lesson.
Expected After studying this lesson, learners should be aware of public facilities
Outcome and their significance. They should also be aware why the access to water
is considered as a part of the fundamental right to life and the role of the
government in providing water and other public facilities. Further, they
should be able to explain the inequalities that exist in the distribution of
water and other public facilities in India and the measures to overcome
these inequalities.
Student Collage on the uses of water
Deliverables Photo essay depicting inequalities in the distribution of public facilities
Assessments Questions from textbook and question bank NCERT
 R. D. Public School, Kalapatha
Betul M.P. 460001
Lesson Plan
Class: CLASS – VIII | Subject: Social Science
Chapter Name: Laws and social justice. (Civics)

Prerequisite Importance of framing and enforcing environmental laws

Knowledge
Short In this lesson, learners will study the importance of implementing existing
Description of laws and making new laws to protect the rights of workers, producers and
Lesson consumers in a market. They will also learn about the Bhopal gas tragedy
and the safety and environmental issues that it brought to the forefront.
They will also become aware of the advantages enjoyed by foreign
companies in setting up their production plants in India. Further, they will
learn about the importance of enforcing safety laws in factories and the
need for framing and enforcing environmental laws.
Explain the importance of implementing existing laws and making new
Objectives laws to protect the rights of workers, producers and consumers in a
market
Describe the Bhopal gas tragedy and its ill effects
Explain the reasons for foreign companies setting up their production
plants in India
Explain the importance of enforcing safety laws in factories and other
work places
Aids Relevant Modules from Question bank , Textbook , blackboard , Chalk ,
Indian map.
Supplementary Find out about the safety measures in your school. Also, talk to your
Activities parents and find out about the safety measures at their work places. Share
the information with the class.
Procedure Prior to beginning the lesson, ask students to find out the minimum
wages of housemaids, servants or any other unskilled workers. Thereafter,
discuss a few cases and ask the students if they agree with the wages that
these workers receive.
Next, show a few images to the students where people are being exploited
(a few images are given in the Audio Visual Aids section). Discuss how
people are getting exploited in each case. Wherever possible, help the
students in identifying the laws or the Fundamental Rights being violated
and discuss the importance of implementing laws.
Expected After studying this lesson, learners should be able to explain the
Outcome importance of implementing existing laws and making new laws to
protect the rights of workers, producers and consumersin the market. They
should also be aware of the Bhopal gas tragedy and the safety and
environmental issues that it brought to the forefront. Further, they should
be aware of the advantages enjoyed by foreign companies in setting up
 their production plants in India. They should also understand the
importance of enforcing safety laws in factories and the need for framing
and enforcing environmental laws.
Student Scrapbook on environmental pollution
Deliverables Presentation on projects affecting environment and human life
Assessments Questions from textbook and question bank NCERT