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BLOOM PUBLIC SCHOOL

Vasant Kunj , New Delhi

Lesson Plan

Subject: Social Science - Geography

Written: X

Month: April No of Periods: 10

Chapter: Resources and Development

TTT: 7 Pds. WT: 3 Pds.

Chapter 1 Resources and Development

Learning Objectives The students will be able to understand:


State the meaning of the term ‘ Resource’
List and explain various types of resources
Explain the need for resource planning
Elucidate the problem of Land degradation and steps
to conserve it
Enumerate various soil types and explain the need for
soil conservation
Resources NCERT - Contemporary India - Part II
Extramarks- Mind Map, SLM

Activities On a political map of India locate the important soil types with
appropriate symbols

Material used: NCERT Textbook, Map, Pencil and Pen

Aim: Students will be able to locate the various soil types


found in India and how they vary according to the climatic
conditions.

Class Work Oral Explanation and Notes

Introduction
Types of Resources
Development Of Resources
Sustainable Development
Resource Planning
Resource Planning In India
Land Use
Land Use Pattern in India
Land Degradation
Soil as a Resource
Soil Types
Soil Erosion and Conservation

Written Work
1. What are resources?
2. Explain the classification of resources on various bases.
3. Differentiate between potential and developed resources
4. Write in detail the process of resource planning.
5. With the help of a diagram explain the distribution of land
under various relief features.
6. List any 3 steps that can be taken to deal with the problem
of land degradation in India.
7. Write a short note on red soil.
8. Where will you find laterite soil?
9. State any 3 factors that have led to Soil erosion.

Homework
Assessment Class Test

Period wise plan Content

1 • Introduction - Mind Map

• Interaction-Introduction ( Pg.1)
Everything available in our environment which can be used to
satisfy our needs, provided, it is technologically accessible,
economically feasible and culturally acceptable can be termed
as ‘Resource’.

These resources can be classified in the


following ways–
(a) On the basis of origin – biotic and abiotic
(b) On the basis of exhaustibility – renewable
and non-renewable
(c) On the basis of ownership – individual,
community, national and international
(d) On the basis of status of development –
potential, developed stock and reserves.
Written
Notes and 1. What are resources?

2 • Lecture- Types of Resources (Pg. 2)

A) On the Basis Of Size


Biotic
Abiotic

B) On the Basis of Exhaustibility


Renewable
Non renewable

C) On the Basis of Ownership


Individual
Community Owned
National
International

Written
Notes and 2. Explain the division of resources on the basis of
ownership.
3 • Interaction and Lecture- Types of Resources ( Pg.3)

D) On the Basis of Status of Development


Potential
Developed
Stock
Reserves

• Discussion- Development Of Resources ( Pg.3)


Resources are vital for human survival as well as for
maintaining the quality of life. It was believed that resources
are free gifts of nature.

As a result, human beings used them indiscriminately and this


has led to major problems.

• Lecture- Sustainable Development ( Pg.3)


Sustainable economic development means ‘development
should take place without damaging the environment, and
development
in the present should not compromise with the needs of the
future generations.’

Written
Notes and 3. Differentiate between potential and developed
resources
4 • Interaction- Resource Planning ( Pg.3 and 4)
Planning is the widely accepted strategy for judicious use of
resources. It has importance in a country like India, which has
enormous diversity in the availability of resources. There are
regions which are rich in certain types of resources but are
deficient in some other resources.

This calls for balanced resource planning at the national, state,


regional and local levels.

• Lecture- Resource Planning In India( Pg.4)


Resource planning is a complex process which involves :
(i) Identification and inventory of resources across the regions
of the country.
(ii) Evolving a planning structure endowed with appropriate
technology, skill and institutional set up for
implementing resource development plans.
(iii) Matching the resource development plans with
overall national development plans.

Written
Notes and 4. Write in detail the process of resource planning.

5 • Interaction- Land Use ( Pg. 5)


We live on land, we perform our economic activities on land
and we use it in different ways.
Thus, land is a natural resource of utmost importance.

• Discussion- Land Use Pattern in India( Pg. 5 and 6)


The use of land is determined both by physical factors such as
topography, climate, soil types as well as human factors such
as population density, technological capability and culture and
traditions etc.

Written
Notes and 5. With the help of a diagram explain the
distribution of land under various relief features.

6 • Interaction- Land Degradation (Pg. 6 and 7)


At present, there are about 130 million hectares of degraded
land in India.
Some human activities such as deforestation, over grazing,
mining and quarrying too have contributed significantly in
land degradation.
• Lecture- Soil as a Resource ( Pg. 7 and 8)
Soil is the most important renewable natural resource. It is the
medium of plant growth and supports different types of living
organisms on the Earth.

Written
Notes and 6. List any 3 steps that can be taken to deal with the
problem of land degradation in India.

7 • Lecture and Discussion- Soil Types ( Pg. 8 and 10)

Alluvial
Black
Red and Yellow
Written
Notes and 7. Write a short note on red soil.

8 • Lecture and Discussion- Soil Types (Pg. 10 and 11)


Laterite
Arid
Forest

Written
Notes and 8. Where will you find laterite soil?
9 • Interaction-Soil Erosion and Conservation (Pg.11)

The denudation of the soil cover and subsequent washing


down is described as soil erosion.

Written
Notes and 9. State any 3 factors that have led to Soil erosion.

• Activity- Map – Soil Types

10 • Exercise - Pg. 12 and 13

• Discussion - Homework Worksheet

11 • Class Test
BLOOM PUBLIC SCHOOL
Vasant Kunj, New Delhi
Lesson Plan
Subject: Social Science/Political Science
Class: X
Month: April
No of Periods: 6
Chapter: Power Sharing
TTT: 3 periods WT: 3 periods

Chapter: 1 Power Sharing

Learning The students will be able to :


Objectives • Understand the term Power Sharing.
• Know about the ethnic composition of Belgium and Srilanka.
• Understand the political system in Srilanka and the rule of the
majority.
• Recognize the accommodation of different communities in the
political scenario of Belgium.
• Express necessity for power sharing.
• Recognize the forms of power sharing.

Resources •NCERT book (Democratic Politics-II)


•Extra marks- Mind map

Activity --

Class Work Oral Explanation and Notes:


• Belgium and Sri Lanka
• Majoritarianism in Srilanka:
• Accommodation in Belgium
• Need for Power sharing
• Forms of Power Sharing

Written Work:
1. What was the problem faced by Brussels?
2. What is the ethnic composition of Srilanka?
3. What do you mean by L.T.T.E.? What were their demands?
4. How did Belgium deal with the problem of power sharing?
5. Why is power sharing desirable?
6. ‘The system of horizontal power sharing is also called a system of
checks & balances.’ Discuss.
7. How is policy of reservation a power sharing arrangement?

Home Work Worksheet

Assessment Class Test

Period wise plan Content

1 CLASS WORK
INTTRODUCTION- Extramarks- Mind map
EXPLANATION
Belgium:
• Ethnic composition
• French speaking & Dutch speaking
• Community Government
Srilanka:
• Ethnic composition
• Issue of LTTE ( pg. no.2-3)

WRITTEN WORK:
Notes and Q1. What was the problem faced by Brussels?
Q2. What is the ethnic composition of Srilanka?

2 CLASS WORK
EXPLANATION
Majoritarianism in Srilanka:
• Political system in Srilanka
• Issue of civil war
• Majority community rule (pg. no.4)

WRITTEN WORK:
Notes and Q3. What do you mean by L.T.T.E.? What were their demands?

3 CLASS WORK
EXPLANATION
Accommodation in Belgium:
• Community Government (pg. no. 4-5)
Need for Power sharing:
• Reduces possibility of Conflict
• Upholds spirit of Democracy (pg. no.6)

WRITTEN WORK:
Notes and Q4. How did Belgium deal with the problem of power sharing?
Q5. Why is power sharing desirable?

4 CLASS WORK
EXPLANATION
Forms of Power Sharing:
• Horizontal division
• Vertical division
• Division among social groups
• Division among Political Parties, Pressure groups. (pg. no.8-9)

WRITTEN WORK:
Notes and Q6. ‘The system of horizontal power sharing is also called a
system of checks & balances.’ Discuss.
Q7. How is policy of reservation a power sharing arrangement?

5
• WRITTEN WORK
Back Exercise Q1,2-NCERT Book Pg. 10

• Discussion of Homework Worksheet

6
• Class Test
BLOOM PUBLIC SCHOOL
Vasant Kunj, New Delhi
Lesson Plan
Subject: Social Science-Economics
Class: X
Month: April No of Periods: 10
Chapter: Development
TTT: 5 periods WT: 5 periods

Chapter: 1 Development
Development
Learning The students will be able to :
Objectives • Understand the Concept of Development and Developmental
• Compare different countries and states on the basis of different criteria such
as given by the World Bank and UNDP
• Discuss the public facilities provided by government
• Understand the Concept of sustainable development
Resources •NCERT book
•Extra marks-(Mind Map)
Class Work ORAL Explanation:
• What Development Promises- Different People, Different Goal
• Income and other Goals
• National Development
• How to compare different countries or states
• Income and Other Criteria
• Public Facilities
• Sustainability of Development
Q1-13 of NCERT Book pg. no. 16-17
Written : Notes on above mentioned topics
Questions: Q Explain any three goals of an Adivasi from Narmada Valley.
Q Developmental goals can be contrasting as well as Conflicting. Justify.
Q Differentiate between Total Income and Per Capita Income
Q Kerala with lower per capita income has a better human development
ranking than Punjab. Hence per capita income is not a useful criterion at all
and should not be used to compare states. Do you agree? Discuss.
Q Is sustainable development essential for economic growth? Give reasons
and also suggest measures to achieve it.
Home Work Worksheet
Assessment Class Test
Period wise
plan
1 ORAL Explanation & Notes
• Concept of Development
• Meaning of a Developmental Goal
• Developmental goals of different people are different
pg no. : 3-4
WRITTEN WORK
•Notes : Concept of Development, Meaning of a Developmental Goal,
Developmental goals of different people are different
•Question and Answer
Q Explain any three goals of an Adivasi from Narmada Valley.
2 ORAL Explanation & Notes
• Developmental Goal- Contrasting and Conflicting
• Income and other goals- For development people look at a mix of goals
pg no. : 5-7
WRITTEN WORK
•Notes : Developmental Goal- Contrasting and Conflicting, Income and other
goals- For development people look at a mix of goals
•Question and Answer
Q Developmental goals can be contrasting as well as Conflicting. Justify.
3 ORAL Explanation & Notes
How to compare different countries or States- Income Criteria
• Total Income- Meaning and limitations
• Per Capita Income/ Average Income- Meaning and limitations
pg no. : 8
WRITTEN WORK
•Notes: How to compare different countries or States-Total Income- Meaning
and limitations, Per Capita Income/ Average Income- Meaning and limitations
•Question and Answer
Q Differentiate between Total Income and Per Capita Income
4 ORAL Explanation & Notes
• Limitations of Per Capita Income/ Average Income using a numerical
example pg no. : 9
WRITTEN WORK
•Notes: Limitations of Per Capita Income/ Average Income using a numerical
example
5 ORAL Explanation & Notes
Criteria apart from Incomes to compare different countries or States
• Infant mortality Rate
• Literacy rate
• Net attendance ratio
pg no. : 10-11
WRITTEN WORK
•Notes: Criteria apart from Incomes to compare different countries or States-
Infant mortality Rate, Literacy rate, Net attendance ratio
6 ORAL Explanation & Notes
• Public Facilities
• Human development Report- Given by UNDP
pg no. : 11-13
WRITTEN WORK
•Notes: Public Facilities, Human development Report- Given by UNDP
7 ORAL Explanation & Notes
• Human Development Index- Meaning and Components
• Other related concepts – Life Expectancy, Gross National Income, Body
Mass Index

pg no. : 11-13
WRITTEN WORK
•Notes: Human Development Index- Meaning and Components, Other related
concepts – Life Expectancy, Gross National Income ,Body Mass Index
•Question and Answer
Q Kerala with lower per capita income has a better human development
ranking than Punjab. Hence per capita income is not a useful criterion at all
and should not be used to compare states. Do you agree? Discuss.
8 ORAL Explanation & Notes
• Concept of Sustainable Development – Example of Ground Water in India
pg no. : 14-16
WRITTEN WORK
•Notes: Concept of Sustainable Development – Example of Ground Water in
India
9 ORAL Explanation & Notes
• Concept of Sustainable Development – Example of Exhaustion of natural
resources

pg no. : 14-16
WRITTEN WORK
•Notes: Concept of Sustainable Development – Example of Exhaustion of
natural resources
•Question and Answer
Q Is sustainable development essential for economic growth? Give reasons
and also suggest measures to achieve it.
10 Class Test
BLOOM PUBLIC SCHOOL
Vasant Kunj, New Delhi
Lesson Plan
Subject: Social Science-History
Class: X
Month: May No of Periods: 10
Chapter: Work, Life and Leisure
TTT: 6 periods WT: 4 periods
Chapter 6 Work, Life and Leisure

The students will be able to:


• Distinguish between the pattern of urbanization in London
Learning Objectives and Bombay.
• Comprehend that urbanization and industrialization
complement each other.
• Appreciate the need for leisure and entertainment in urban
life.

• NCERT Text Book


• Extra marks smart class, Mind Map, SLM.
Resources

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

Written Notes:

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


2. “The city of London was a powerful magnet for migrant
populations.” Explain using suitable examples.
3. What were the changes took place in the work available to
women in London in late18th and early 19th and 20th
Centuries? Point out factors responsible for this change?
4. Why did the well-off Londoners support the need to build
housing for the poor in the nineteenth century?
5. Discuss the variety of steps taken to clean up or decongest
London.
6. Explain the different sources of entertainment which came up
in the 19th century in England to provide leisure activities.
7. ‘Bombay was a prime city of India’. Justify by giving
examples.
8. “City development everywhere occurred at the expense of
ecology and the environment.” Explain using suitable
examples
Home Work 1. Briefly describe the Housing facilities in Bombay in the19th
Century.
2. Write a short note on the ‘Reclamation Project’ in Bombay to
expand the city.

Day wise plan


• Characteristics of the city
Oral Explanation
• Towns and cities that first appeared along river valleys, such
Period 1 as Ur, Nippur and Mohenjo-Daro, were larger in scale than
other human settlements.
• Cities were modern-day metropolises, which combine
political and economic functions for an entire region and
populated.
.1 Industrialization and the Rise of the Modern City in
England
• The early industrial cities of Britain such as Leeds and
Manchester attracted large numbers of migrants to the textile
mills set up in the late eighteenth century.
• The city of London was a magnet for the migrant populations
due to the job opportunities provided by its dockyards and
industries.
• By 1750, one out of every nine people of England and Wales
lived in London. So, the population of London kept
expanding through the eighteenth and nineteenth centuries.
• During the First World War, London began manufacturing
motor cars and electrical goods.
• This increased the number of large factories, which in turn
increased the number of people coming to the city in search
of work. Pg.127-29

.2 Marginal Groups Oral Explanation


• As London grew, crime flourished in the mid-nineteenth
Period 2 century, Henry Mayhew wrote several volumes on the
London labour, and compiled long lists of those who made a
living from crime.
• Andrew Mearns, a clergyman who wrote The Bitter Cry of
Outcast London in the 1880s, showed why crime was more
profitable than labouring in small factories.
• Many women, who were employed in the factories during
war years, lost their jobs and were forced to work within
households. Many of them tried to earn by renting their
homes or by other activities; like tailoring, washing or
matchbox making.
• Many poor children were forced into low-paid work, often
by their parents.
• Compulsory Elementary Education Act was passed in 1870
and the factory acts were passed in 1902. These acts ensured
that the children could be kept out of industrial work.
1.3 Housing
• Individual landowners put up cheap, and usually unsafe,
Tenements for the new arrivals.
• According to a survey done by Charles Booth (a Liverpool
ship-owner) in 1887, about 1 million Londoners were very
poor.
• The life expectancy of the poor was 29 years; compared to
55 years among the gentry and the middle class.
• Charles Booth concluded that London needed to rebuild at
least 400,000 rooms to house its poorest citizens.
• The large number of one-room houses occupied by the poor
was seen as serious threat to public health.
• Those rooms were poorly ventilated and there was no
arrangement for sanitation.
• They also posed fire hazard.
• People living in poor conditions were also potential hotspots
for social disorder.
• To prevent the London poor, workers’ mass housing
schemes were planned. Pg.129-31
1.4 Cleaning London Oral Explanation
• Architect and planner Ebenezer Howard developed the
Period 3 principle of the Garden City, a pleasant space full of plants
and trees, where people would both live and work.
• He believed this would also produce better-quality citizens.
Following Howard’s ideas Raymond Unwin and Barry
Parker designed the garden city of New Earswick.
1.5 Transport in the city
• The very first section of the Underground in the world
happened on 10 January 1863 between Paddington and
Farrington Street in London.
• To make approximately two miles of railway, 900 houses
had to be destroyed. Thus the London tube railway led to a
massive displacement of the London poor, especially
between the two World War Pg.132-34

1. Social change in the city Oral Explanation


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

2.1 Men, Women and Family in the City


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

4. The City in Colonial India Oral Explanation


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

• The Presidential cities were multi-functional cities. These


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

Period 6 4.3 Housing and Neighbourhoods Oral Explanation


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

4.4 Land Reclamation in Bombay Oral Explanation


Period 7 • The Bombay governor William Hornby approved the
building of the great sea wall which prevented the flooding
of the low-lying areas of Bombay in 1784.
• In 1864, the Back Bay Reclamation Company won the right
to reclaim the western foreshore from the tip of Malabar Hill
to the end of Colaba
• By the 1870s, the city had expanded to about 22 square
miles. As the population continued to increase rapidly
• A successful reclamation project was undertaken by the
Bombay Port Trust, which built a dry dock between 1914
and 1918 and used the excavated earth to create the 22-acre
Ballard Estate. The famous Marine Drive of Bombay was
developed.
4.5 The City of Dreams: Cinema and Culture
• The first Hindi movie; Raja Harishchandra; was made by
Dadasaheb Phalke in 1913.
• By 1925, Bombay had become the film capital of India. In
1947, about Rs. 756 million was invested in about 50 films
which were produced in that year.
• By 1987, about 520,000 people were employed in the film
industry.
• Most of the people in the film industry were migrants from
different places. In a way, they also contributed to the
national character of the industry. Pg.144-47
Period 8 5. Cities and the Challenge of the Environment OE
• By the 1840s, a few towns such as Derby, Leeds and
Manchester had laws to control smoke in the city. The
Smoke Abatement Acts of 1847 and 1853, as they were
called, did not always work to clear the air.
• The high content of ash in Indian coal was a problem. Many
pleas were made to banish the dirty mills from the city, with
no effect.
• In 1863, Calcutta became the first Indian city to get smoke
nuisance legislation
• In 1920, the rice mills of Tollygunge began to burn rice husk
instead of coal, leading residents to complain.
• The inspectors of the Bengal Smoke Nuisance Commission
finally managed to control Industrial smoke. Controlling
domestic smoke, however, was far more difficulty Pg.148-49

Period 9 Extra Marks


Period 10 Class Test

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