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144 views112 pages

6 7 8th Social Science Lesson Plan Final Watermark

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com

LESSON PLAN
STD
6/ 7/ 8
SOCIAL SCIENCE
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TERM - II

SRI GANGA PUBLICATIONS

(A UNIT OF SHYAMALA GROUP)

Corporate Office : Registered Office :

No. 1, Sugar Mill Colony, New No. 59, 4th Avenue,
Salai Kumaran illam, Opp. to Govt. Boys Hr. Sec. School,
Madurai Road, Ashok Nagar,
Tirunelveli - 627001. Chennai - 600 083.
Phone : 0462 - 233 8899 / 233 8484 Phone : 044 - 2474 4484
Mobile : 94431 58484 / 95978 39822 Mobile : 94421 58484 / 94425 58484
Email : [email protected] Email : [email protected]

Website : www.suryapublications.in

Price : Rs.90/-

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Published By
B. ARUMUGAM
SRI GANGA PUBLICATIONS
(A unit of Shyamala Group)

OUR BANK DETAILS

TIRUNELVELI ACCOUNT
Account Name :4 SURYA PUBLICATIONS
Account Number :4 446971431
Bank Name :4 INDIAN BANK
IFSC Code :4 IDIB000T034
Branch Name :4 TIRUNELVELI JUNCTION
Account Name :4 SURYA PUBLICATIONS
Account Number : 510909010051752
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Branch Name : PALAYAMKOTTAI

CHENNAI ACCOUNT
Account Name :4 SRI GANGA PUBLICATION
Account Number : 928507483
Bank Name : INDIAN BANK
IFSC Code : IDIB000A031
Branch Name : ASHOK NAGAR

Account Name :4 SRI GANGA PUBLICATION

Account Number : 512020010022514
Bank Name : CITY UNION BANK
IFSC Code : CIUB0000230
Branch Name : PALAYAMKOTTAI

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PREFACE

We are pleased to know that our

publications play an important and key
role in helping the teachers on their
endeavour to mould and shape the future
generations of our country.
It is no doubt that this guide will
definitely assist you in your planning for
teaching in the class room.
This guide has also been meticulously
prepared in accordance with the new
syllabus.
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We fee
l grateful for your continous patronage
shown towards our publication so far.
We also thank for the cooperation of
www.thodakkakalvi.com team in the
preparation of this guide.
Yours
Ganga Publications
Tirunelveli.

iii

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CONTENTS
6th Standard
Vedic culture in North India and
1. 1
Megalithic culture in South India
2. Great Thinkers and New Faiths 7

3. From Chiefdoms of Empire 12

4. Resources 17

5. National Symbols 20

6. The Constitution of India 25

7. An Introduction 29

www.kalvkural.com 7th Standard

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1. Vijayanagar and Bahmini Kingdom 35

2. The Mughal Empire 40

3. Rise of Marathas and Peshwas 45

4. Resources 49

5. Tourism 54

6. State Government 59

7. Media and Democracy 64

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8th Standard
1 Educational development of India 69

2. Development of Industries in India 74

3. Migration and Urbanisation 79

4. Hazards 84

5. Understanding Secularism 89

6. Human Rights and UNO 93

7. Road Safety Rules & Regulations 99

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Details of School Working Days for the

Academic Year 2019-2020
Sat., Sunday Days of Working
Month List of Holidays
Holiday Holidays days

Jun 5 W Ramjan 1, 2, 8, 9, 15, 11 19

16, 22, 23,
2019
29, 30
Jully ? ? ? 6, 7, 13, 14, 8 23
20, 21, 27,
2019
28
Aug. 12 M Bahrith 3, 4, 10, 11, 11 20
2019
15 T Independence 18, 24, 25,

23 F Krishnajeyanthi 31
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17.08.2019 ?www.kalvkural.com
Saturday (Working day) www.kalvkural.com
Sept. 2 M Vinayagarsaturti 1, 7, 8, 14, 16 14
2019
10 T Muharam 15, 22

23 ?30 I Term Holiday

21.09.2019 ? Saturday (Working day)
Oct. 2 W Gandhi Jeyanti 5, 6, 12, 13, 11 20

7 M Saraswati pooja 19, 20, 26,

2019
8 Vijaydasami 27
T
Nov ? ? ? 2, 3, 9, 10, 9 21
16, 17, 23,
2019
24, 30
Dec. 24 ?31 II Term Holidays 1, 7, 8, 14, 14 17
15, 22
2019
21.12.2019 ? Saturday (Working day)

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Details of School Working Days for the

Academic Year 2019-2020
Sat., Sunday Days of Working
Month List of Holidays
Holiday Holidays days

Jan. 1 W New year 5, 11, 12, 18, 11 20

2020
15 W Thai Pongal 19, 25, 26

16 T Mattupongal

17 F Uzhavar day
04.01.2020? Saturday (Working day)
Feb. ? ? ? 1, 2, 8, 9, 15, 8 21
2020
16, 22, 23
Mar. 25 W Telugu new year 7, 8, 14, 15, 8 23
2020
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21, 22, 29 www.kalvkural.com
28.03.2020? Saturday (Working day)
April 6 M Mahavir Jeyanthi 4, 5, 11, 12, 18 12
2020
10 F Good Friday 19

14 T Tamil New Year

21 T III Term Holidays

start
May 1 M Summer - 31 -
Holidays
2020
31 S
Total Days 156 210

vii

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6
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LESSON PLAN

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History LESSON PLAN

1
Vedic culture in North India and
Megalithic culture in South India

¾¾ Nature of the Lesson : To know about the

various culture

¾¾ Format : Pair Study

¾¾ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Picture Chart
¾¾ Drawing chart, www.kalvkural.com
www.kalvkural.com Flash Cards,Rotating Cards.
www.kalvkural.com
¾¾ Mobile, QR Code, Videos

Learning Outcomes :
¾¾ To know the origin and migration of Aryans into
India.
¾¾ To identify the sources of study relating to the vedic
age.
¾¾ To understand the evolution of political, economic
and the religious structures in Rig Veda and Later
Vedic Societies.
¾¾ To locate the regions inhabited by both early and later
vedic people.
¾¾ To understand the megalithic /Iron age culture in
Tamil Nadu.

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

Motivation

¾¾ T eacher can ask some questions to motivate the

students.
¾¾ Teacher can ask about the Cattle Rearing.
¾¾ Do you know the Vedas? How do you know it?
¾¾ Do you know the Brahmins? What do they do in early
morning?

Introduction to lesson
¾¾ T eacher introduces the new lesson Vedic culture in
North India and Megalithic culture in South India.
¾¾ Teacher explains the types of Vedas, origin of Aryans,
archaeological sources, kinds of Vedic age and Vedic
culture.
¾¾ Teacher reads the difficult words (new words) and
underline it.
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Reading
¾¾ T
eacher gives the reading with proper pronunciation,
intonation and stress.

New Words
¾¾ Urbanization - the process of making an
area more urban
¾¾ Migration - relocation
¾¾ Classification - categorization
¾¾ Organization - company or firm
¾¾ Pottery - profession of making pot-
tery
¾¾ Excavation - revealing
¾¾ Antelope - a swift-running deerlike
ruminant
¾¾ Inscription - engraving
2

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Concept Map / Mind Map

TYPES OF VEDAS

ATHARVA
RIG VEDA YAJUR VEDA SAMA VEDA
VEDA

CLASSIFICATION OF VEDIC AGE:

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EARLY www.kalvkural.com
TWO PHASES www.kalvkural.com
LATER VEDIC
VEDIC PERIOD OF VEDIC AGE PERIOD

SHRUTI

VEDIC
TEXTS

SMIRTI

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

SHRUTI SMIRTI

FOUR VEDAS ITHIHASAS

BRAHMANAS PURANAS

RAMAYANA
ARANYAKAS
MAHABHARATHA

SHIVA PURANA,
UPANISHADS
VISHNU PURANA

SUTRAS

DHARMASUTRA,
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NARADASMRITI

Consolidation

¾¾ A ryans came from Central Asia they migrated

through Khyber pass of Hindu Kush mountain. They
spoke Indo-Aryan language speaking, Semi nomadic
Pastoralists.
¾¾ They reared cattles for their living.
¾¾ There are four types of Vedas. They are,
1) Rig 2) Yajur 3) Sama 4) Atharva
¾¾ Vedic literature is classified into two,
1) Shrutis 2) Smritis
Shrutis means listening and unwritten one.
¾¾ Smritis means definite and written Literature.
¾¾ Archaeological sources such as Iron material,
pottery from the archaeological sites in Punjab, Uttar
4

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Pradesh and Rajasthan.
¾¾ It shows the Vedic peoples life style, status of women,
religion, economic life and education.
¾¾ Vedic policy is divided into,
Kula Grama Vis Jana Rashtra
¾¾ Within the early Vedic society there were three
divisions,
¾¾ Vis
¾¾ Kshatriyas
¾¾ Brahmanas
Rig Vedic people knew the metals like Gold, Iron,
Copper, Bronze.
Some of the Megalithic / Iron Age archaeological
sites in Tamil Nadu are,
·· Adichanallur - Thoothukudi District
·· Keeradi - sivagangai District
·· Porunthal - Dindigul District
·· Paiyampalli - Vellore District
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Reinforcement
¾¾ Teacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
Teacher asks some questions to evaluate the students.
¾¾ What do you know about Megalithic?
¾¾ Define Shrutis.

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ Explain the status of women in Vedic Period.
¾¾ Name the four Vedas.

Remedial teaching
¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for reme-
dial teaching.

Follow up activity
¾¾ In Tamil Nadu map, mark the places given below,
·· Sivagangai
·· Erode
·· Dindigul
·· Thoothukudi

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History LESSON PLAN

Great Thinkers and New Faiths

¾¾ Nature of the Lesson : to know about faiths

¾¾ Format : Pair Study

¾¾ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Picture of Buddha, Mahavira.
¾¾ Matching Cards.
¾¾ Flash Cards
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Learning Outcomes :
¾¾ To learn the causes for the rise of new faiths in the
sixth century B.C.
¾¾ To have knowledge in the teachings of Mahavira and
Buddha.
¾¾ To know the similarities and dissimilarities between
Jainism and Buddhism.
¾¾ To understand the differences between Hinayana and
Mahayana Buddhism.
¾¾ To know the influence of Jainism and Buddhism in
Tamil Nadu.

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

Motivation

¾¾ Teacher can ask about religion and their festivals.

¾¾ Do you know about the Buddha Poornima?
¾¾ What would you do in Pongal?

Introduction to lesson
¾¾ T eacher introduces the new lesson Great Thinkers
and New Faiths.
¾¾ Teacher explains about the literary sources in sixth
century.
¾¾ To teach the Jainism and its Unique Teachings.
¾¾ To teach the Buddhism and the eight fold path.

Reading
¾¾ T
eacher reads the new words with proper
pronunciation,
www.kalvkural.com Stress and intonation then
www.kalvkural.com the
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students have to repeat the new words.
¾¾ Students read the paragraph individually or pairs.

New Words
¾¾ Enlightenment - understanding
¾¾ Founder - originator
¾¾ Rituals - ceremony
¾¾ Misery - unhappiness
¾¾ Monasteries - religious house
¾¾ Missionary - evangelist
¾¾ Organization - company or firm
¾¾ Monument - memorial
¾¾ Nevertheless - nonetheless
¾¾ Virtuous - righteous
¾¾ Superstitious beliefs - credulous

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Concept Map / Mind Map

JAINISM:

RIGHT
KNOWLEDGE

TRI- RATHNAS

RIGHT RIGHT
ACTION FAITH

BUDDHISM:

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RIGHT
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RIGHT VIEW
RIGHT
MEDITA-
THOUGHT
TION

RIGHT EIGHT RIGHT

KNOWL- FOLD PATH SPEECH
EDGE

RIGHT
RIGHT
LIVELI-
ACTION
HOOD
RIGHT
EFFORT

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

Consolidation

¾¾ Sixth Century is regarded as an important period for

intellectual awakening .
¾¾ Jainism is one of the world’s oldest living religions.
¾¾ A Tirthankara is one who revealed religious truth at
different times.
¾¾ Mahavira’s original name was vardhamana. He was
born at Kundhagrama near Vaishali. His parents are
Siddhrath, Trishala. He died at Pavapuri, Bihar.
¾¾ Digambaras and Svetambaras are two sects of
Jainism.
¾¾ Buddha’s original name is Siddhartha he was born on
Lumbini Garden, Nepal. His parents are suddhodana
and Maya Devi.
¾¾ He died at Kushi Nagar,up.
¾¾ Buddha delivered his first sermon at Deer Park in
Sarnath.
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¾¾ Ashoka, Kanishka and Harsha followed the Bud-
dhism.

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Evaluation
¾¾ Place the following words in the appropriate column.
¾¾ Words: Jina, Mahayana, Tirthankaras, stupas,
Nirvana, Digambara, Tripitakas, Agama.
Jainism Buddhism

Remedial teaching
¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses the particular topics.
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¾¾ Use topic relatedwww.kalvkural.com www.kalvkural.com
videos and QR Code videos for reme-
dial teaching.

Follow up activity
¾¾ Read any one story from Jatakas and write a similar
story on your own.
¾¾ Make a Venn Diagram to indicate similarities and
Dis-similarities of Jainism and Buddhism.
¾¾ Diagram is given below:

Jainism Buddhism

¾¾

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History LESSON PLAN

From Chiefdoms of Empire

¾¾ Nature of the Lesson :T

o know about the empire

¾¾ Format : Pair Study

¾¾ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Map, charts.
¾¾ Drawing chart, Flash Cards,Rotating Cards.
¾¾ Mobile, QR Code, Videos
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Learning Outcomes :
¾¾ To know the factors responsible for the rise of Jana-
padas and Mahajanapadas.
¾¾ To understand the evolution of Indian polity from
Chiefdoms to kingdoms.
¾¾ To recall the greatness of Mauryan Empire.
¾¾ To learn the main features of the administration and
the nature of the Society & economy during that time.
¾¾ To gain the knowledge on Ashoka’s policy of Dhamma.
¾¾ To examine the causes for the decline of Mauryan
Empire.

Motivation

¾¾ T
eacher can ask some questions about the king who
ruled India in EARLY AGE.
¾¾ Teacher can ask about Ashoka Pillar.

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Introduction to lesson
¾¾ T
eacher introduces the new lesson “ From Cheifdoms
of Empire”.
¾¾ Teacher explains about the various dynasty.
¾¾ To teach about various kings.
¾¾ To tell about the Administration of Mauryan Empire.

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, Stress and intonation then the
students have to repeat the new words.
¾¾ Students read the paragraph individually or pairs.

New Words
¾¾ Sanghas - community
¾¾ Dynasty - bloodline
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¾¾ Empire www.kalvkural.com
- kingdom www.kalvkural.com
¾¾ Administration - management
¾¾ Urbanization - the process of making an
area more urban
¾¾ Lithic - relating to stone
¾¾ Architecture - building design

Concept Map / Mind Map

NANDA HARYANKE

DYNASTY

MAURYA SHISHUNAGA

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

Consolidation

¾¾ Gana - Non monarchial states.

¾¾ Kingdom - Monarchies
¾¾ Sixteen Mahajanapadas dotted the Indo Gangetic
Plain in 6th Century B.C.
¾¾ Four Major Mahajanapadas,
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·· Magadha in Bihar www.kalvkural.com
·· Avanti in Ujjain
·· Kosala in Eastern Uttar Pradesh
·· Vatsa in Kausambi
Haryanka Dynasty:
¾¾ Rise to political Supremacy began with bimbisara.
Shishunaga:
¾¾ Kalasoka, a king of Shisunaga, Capital is Pataliputra.
Nanda:
¾¾ First Empire builders of India. First Ruler is
Mahapadma.
Maurya:
¾¾ Important kings are Chandragupta, Ashoka and
Bindusara.
Art:
¾¾ Indigenous Art, Royal Art, Ashoka Pillar and Rock
Edicts enlighten us on his ideas of Dhamma.
14

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
Teacher can ask some questions to evaluate the students.
¾¾ Who was the last emperor of Mauryan Dynasty?
¾¾ _______ was the founder of Mauryan Empire.
¾¾ What is a Stupa?

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Remedial teaching
¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activity
¾¾ Mark the Ashoka Empire region in Indian Map.

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Geography LESSON PLAN

Resources

¾¾ Nature of the Lesson : t o know about the resources

¾¾ Format : Pair Study

¾¾ Learning Skill : LSRW

Teachers Learning Materials
¾¾ Pictures related to resources
¾¾ Classroom objects.
¾¾ Videos related to renewable and non-renewable
resources.
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¾¾ Matching Cardswww.kalvkural.com www.kalvkural.com

Learning Outcomes :
¾¾ To introduce the meaning of resources.
¾¾ To familiarize with the different types of resources.
¾¾ To understand the need for conservation of resources.
¾¾ To understand the meaning of economic activities.

Motivation

¾¾ Teacher can ask questions about natural resources.

¾¾ To ask about 3R.
Introduction to lesson
¾¾ Teacher introduces the new lesson “Resources”.
¾¾ Teacher explains the types of Resources.
¾¾ Teacher explains about Resource Management.
¾¾ To teach about Conservation of Resources.
16

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, Stress and intonation then the
students have to repeat the new words.
¾¾ Students read the paragraph individually or pairs.

New Words
¾¾ Resources - assets or funds
¾¾ Manufacturer - maker or producer
¾¾ Commercial - trade
¾¾ Abundance - profusion
¾¾ Biotic - relating to living organisms
¾¾ Renewability - a natural resource
¾¾ Ownership - possession
¾¾ Distribution - giving out
¾¾ Management - administration

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Concept Map / Mind Map

PRIMARY
NATURAL

SECONDARY
MAN
MADE

TERTIARY
HUMAN

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

RESOURCES:
¾¾ UNIVERSAL
DISTRIBUTION
¾¾ LOCALIZED

OWNERSHIP

¾¾ COMMUNITY
INDIVIDUAL
¾¾ NATIONAL & INTERNATIONAL

Consolidation

¾¾ A nything that fulfills human needs can be called a

resource.
¾¾ Resources provided directly by nature are natural
resources.
¾¾ All living things are biotic resources.
¾¾ All non living things are abiotic resources.
¾¾ Collection of resources directly from nature is called
primary activities.
¾¾ Actual resources
www.kalvkural.com are being used at present.
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¾¾ Potential resources are not utilized at present.
¾¾ After consumption, resources can be renewed with
the period of time is called renewable resources.
¾¾ Non- renewable resources are resources that have
limited stock.
¾¾ Resources found in specific regions are called
localized resources.
¾¾ Natural resources when processed to meet man’s
needs are called man-made resources.
¾¾ People are also referred to as resources.
¾¾ Tertiary activities are those which render services to
production and distribution of goods.
¾¾ Careful use of resources is conservation of resources.
¾¾ When the present population’s needs are fulfilled: the
future generation’s needs will be met without
damaging the environment, sustainable development
take place.
18

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
¾¾ What is resources?
¾¾ How can resources be conserved?
¾¾ _________ resources are being used in the present.
¾¾ Collection of resources directly from nature is called
___________.
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Remedial teaching
¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses about the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activity
¾¾ Collect the pictures of Hunting, Fishing, Forestry,
Agriculture, Lumbering, mining.

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Civics LESSON PLAN

National Symbols

¾¾ Nature of the Lesson : t o know about our nation

¾¾ Format : Pair Study

¾¾ Learning Skill : LSRW

Teachers Learning Materials
¾¾ Drawing chart, Flash Cards, Rotating Cards.
¾¾ Mobile, QR Code, Videos
¾¾ Classroom objects.
¾¾ Matching Cards
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¾¾ Charts, National Symbol Picture www.kalvkural.com

Learning Outcomes :
¾¾ To know about the natural national symbols of India.
¾¾ To understand the importance of protect nature.
¾¾ To know the other national symbols and appreciate
them.
¾¾ To know the about different national festivals and
celebrate them with joy.

Motivation

¾¾ T eacher can ask some questions about National

Animal, birds.
¾¾ Teacher can make the students to sing National
Anthem.
¾¾ To recite the National Pledge.

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Introduction to lesson
¾¾ T
eacher introduces the new lesson “ national
Symbols”.
¾¾ Teacher explains the importance of national symbol.
¾¾ To explain about the national festivals.

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, Stress and intonation then the
students have to repeat the new words.
¾¾ Students read the paragraph individually or pairs.

New Words
¾¾ Heritage - inheritance
¾¾ Independence - self government
¾¾ Republic
www.kalvkural.com - a state in which
www.kalvkural.com supreme
www.kalvkural.com
power is held by the people
¾¾ Aquatic - water / marine
¾¾ Astrophysicist - one who studies about
astronomy concerned with
the physical nature of
stars and other celestial
bodies
¾¾ Pledge - promise
¾¾ Constitution - charter
¾¾ Patriotism - nationalism
¾¾ Honour - privilege
¾¾ Democracy - government by the people

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

Concept Map / Mind Map

Tree -
Banyan

Animal -
Tiger

Bird -
Peacock

Fruit - Mango

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River - Ganges www.kalvkural.com

Flower - Lotus

River Animal - Dolphin

Microorganism - Lacti Bacillus

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Consolidation

¾¾ This lesson deals with the natural national symbols

and about the different national festivals.
National Flag:
·· It is tricoloured flag.
·· Top – saffron –Valoue,Sacrifice.
·· Middle – White -Honesty, Peace, Purity
·· Bottom – Green – Fertility
·· Ashoka Chakra – truth or peace.
·· Length : Width - 3:2 and 24 spokes.
National Emblem:
·· Four lions on top of Ashoka’s pillar.
·· Satyameva Jayate - Truth alone Triumphs.
·· Elephant – energy
·· Horse – speed
·· Bull – Hardwork
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·· Lion – Majestic www.kalvkural.com
National Anthem:
·· It represents Sovereignty, integrity of the nation.
National song:
·· Vande Matharam composed by Bankim
Chandra Chatterjee.
National Festivals:
·· Independence day – August 15
·· Republic Day – January 26
·· Gandhi Jayanthi – October 2

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ D ivide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
¾¾ T
eacher can ask some questions to evaluate the
students.
¾¾ Horse – energy.
¾¾ Bull - _________.
¾¾ 1947 – independence day 1950 __________.
¾¾ What do the colours in our flag represents?
¾¾ Who wrote the National Pledge?

Remedial teaching
¾¾ Teacher once again repeats the lesson’s concept.
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¾¾ Teacher discusses the particular topics.www.kalvkural.com
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activity
¾¾ Draw the national symbols of our country.

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Civics LESSON PLAN

The Constitution of India

¾¾ Nature of the Lesson : to know about the Indian

constitution

¾¾ Format : Pair Study

¾¾ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Pictures related to fundamental rights.
¾¾ Classroom objects.
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¾¾ Videos related to renewable resources.
¾¾ Matching Cards

Learning Outcomes :
¾¾ To know about the Constitution of India.
¾¾ To recognize the formation of our Constitution.
¾¾ To know the salient features of our Constitution.
¾¾ To know the fundamental rights and duties of the
citizen of India.

Motivation

¾¾ To ask some questions related to fundamental rights.

¾¾ To ask about our rights and duties.
¾¾ To ask about democracy.

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

Introduction to lesson
¾¾ Teacher introduces the new lesson “ The Constitution
of India”.
¾¾ Teacher explains the fundamental rights.
¾¾ To tell about the Democracy.

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, Stress and intonation then the
students have to repeat the new words.
¾¾ Students read the paragraph individually or pairs.

New Words
¾¾ Preamble - introduction
¾¾ Drafting Committee - select people from
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for a
certain purpose
¾¾ Secular - non - religious
¾¾ Religion - faith/belief
¾¾ Sovereign - ruler/ monarch
¾¾ Socialist - communist
¾¾ Liberty - independence
¾¾ Equality - fairness
¾¾ Fraternity - profession

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Concept Map / Mind Map

Right to
Right to Equality
Right to
Constitutional
Freedom
Remedies

Right
Educational against
Rights Exploitation

Right to
Cultural
Freedom of
Rights
Religion

Consolidation
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¾¾ 26 January is observed as our Republic Day.
th

¾¾ The Constitution is an authentic document

containing the basic ideas, principles and laws of our
country.
¾¾ The father of the Constitution of India is Dr. B.R
Ambedkar.
¾¾ The Preamble of our Constitution stresses on justice,
liberty, equality and fraternity.
¾¾ According to the Preamble, India is a sovereign,
socialist, secular, democratic republic.
¾¾ All citizens enjoy the freedom of worship.
¾¾ The Executive is collectively responsible for the
legislature.
¾¾ Fundamental rights are the basic human rights of all
citizens.
¾¾ Directive principles are certain guidelines which are
not mandatory.
27

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ U
niversal Adult Franchise is every Indian Citizen’s
right to vote when they attain 18 years of age.
¾¾ Every citizen has certain duties too.

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
¾¾ The father of Constitution of India is ___________.
¾¾ ________ protects our fundamental rights.
¾¾ What is Preamble?
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¾¾ Define Sovereign.
¾¾ An Indian Citizen has right to vote at __________.

Remedial teaching
¾¾ Teacher once again repeats the lesson’s concept.
¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activity

List your duties at

1) school
2) home
3) society

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Economics LESSON PLAN

An Introduction

¾¾ Nature of the Lesson : t o know about the Indian

Economics

¾¾ Format : Pair Study

¾¾ Learning Skill : LSRW

Teachers Learning Materials

¾¾ P ictures related to primary, secondary and tertiary
activity.
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¾¾ Classroom objects.
¾¾ Videos related to renewable resources.
¾¾ Matching Cards.

Learning Outcomes :
¾¾ Children understand the meaning of Sandhai.
¾¾ Get clear idea about the barter system.
¾¾ Gain knowledge of the various kinds of occupation.

Motivation

¾¾ Teacher can ask some questions about occupation.

¾¾ Teacher can ask the students to tell about Sandhai.

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

Introduction to lesson
¾¾ Teacher introduces the new lesson “Economics an
Introduction”.
¾¾ Teacher explain about different occupations in cities
and villages.
¾¾ Teacher tells about the trade.

New Words
¾¾ Consumer - purchaser
¾¾ Occupation - job
¾¾ Sector - quarter
¾¾ Commodity - item /material
¾¾ Settlement - agreement
¾¾ Trade - commerce
¾¾ Raw materials - the basic material from
which a product is made
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Reading
¾¾ T
eacher reads the new words with proper
pronunciation, Stress and intonation then the
students have to repeat the new words.
¾¾ Students to read the paragraph individually or pairs.

Concept Map / Mind Map

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Primary
Tertiary

Secondary

ACTIVITIES
Consolidation

¾¾ Farming is the main occupation in village.

¾¾ Sandhai is the place where the activities of buying
and selling the goods had done.
¾¾ The finished goods
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www.kalvkural.com market to
fulfill the daily needs of the consumer.
¾¾ Exchanging the goods for other goods are called
Barter System.
¾¾ Amount from income is left for future needs is called
Income.
Primary Activities:
¾¾ They are concerned with the production of raw
materials and industrial use. Agriculture, fishing.

Secondary Activities:
¾¾ Raw materials are converted into finished products.
Ex: Agro-based.

Tertiary Activities:
¾¾ People fulfill their daily needs. Ex: Transport,
Banking.

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
¾¾ What is barter system?
¾¾ What is savings?
¾¾ Which is the primary occupation in our district?

Remedial teaching
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¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses about the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activity

Stick the picture of primary, secondary, tertiary activity.

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7
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LESSON PLAN

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

LESSON PLAN
History
1 Vijayanagar and
Bahmini Kingdom
ÊÊ Nature of the Lesson :T
o know about the
famous Kingdom
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Drawing chart, Flash Cards, Rotating Cards.

¾¾ Mobile, QR Code, Videos
¾¾ Picture of Krishnadevaraya

Learning Outcomes :
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¾¾ To know the circumstances that led to the rise and
expansion of Vijayanagar and Bahmini Kingdom.
¾¾ To familiarise ourselves with the administration,
military organization and the economic life during the
time of their reign.
¾¾ To know the contribution of Vijayanagar and Bahmini
rulers to literature art and architecture.

Motivation

¾¾ T eachers can ask some questions to motivate the

students.
¾¾ Teacher shows the Krishnadevaraya picture and ask
about it.
¾¾ Students identify it and try to say some information
about ancient period kingdom.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2
Introduction to lesson
¾¾ T eacher introduces the new kingdom created by
Hasan Gangu Bahmani.
¾¾ In the south, Vijayanagar and Bahmani emerged as
two great kingdoms.
¾¾ Teacher explains these two kingdoms and its
Administration, Structure of Goverance,Economic
Condition, Agriculture, cottage industries, trade,
contribution to literature and Architecture,
education.
¾¾ Teacher reads the new words twice.

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the
students have to repeat the new words.
¾¾ Students to read
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www.kalvkural.com or pairs.
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New Words
¾¾ Conflict - dispute
¾¾ Spiritual - non-material
¾¾ Achievement - attainment
¾¾ Imprisonment - incarceration
¾¾ Dynasty - bloodline
¾¾ Subsequently - later
¾¾ Reservoirs - pool or lake
¾¾ Immigrate - migrate
¾¾ Manuscripts - document

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

Concept Map / Mind Map

VIJAYANAGAR EMPIRE

HARIHARA & BUKKA

HARIHARA II (SON OF BUKKA)

DEVARAYA I (SON OF HARIHARA)

DEVARAYA II

SALUVA NARASIMHA

VIRUPAKSHA RAYA II

KRISHNADEVARAYA
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Consolidation

¾¾ Harihara & Bukka founded the Vijayanagara empire.

¾¾ The vijayanagar located between the rivers Krishna &
Tungabhatra.
¾¾ There were four dynasties namely Sangama, Saluva,
Tuluva and Aravidu.
¾¾ Krishnadevaraya who reigned for 20 years was the
most illustrious rulers of the Tuluva dynasty. He was
the famous king also. He built huge irrigation tanks
and reservoirs for Agriculture.
¾¾ In Krishnadevaraya’s court, there were 8 eminent
luminaries in literature known as Astadiggajas.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2
¾¾ Amukkamalyada is considered a master piece in
Telegu Literature.
¾¾ Bahmani Kingdom was founded by Hasan Gangu in
1347.
¾¾ Hasan Gangu ruled for 11 years.
¾¾ Turquiose is a Semi-Precious stone sky blue in
colour. It was his treasure turquoise throne.
¾¾ Muhammed I opened institutions for the purpose of
education.
¾¾ Sultan Firoz, the eighth Bahmani King was a Linguist
and a pet.
¾¾ Mahmud Gawan’s world famous Madrasa in Bidar
with a large library.

Reinforcement
¾¾ Teacher explains
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www.kalvkural.com once
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again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
To ask some questions to evaluate the students.
a) _________ was the capital of Aravidu Dynasty.
b) Muhammed Gawan’s world famous Madrasa is
located at ________.
c) Where is Vijayanagar located?

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

Remedial teaching

¾¾ Teacher once again repeat the lesson’s concept.

¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activity

¾¾ Read the stories of Tenali Ramahrishna in classroom.

¾¾ Collect information about temples in Tamil Nadu with
the influence of Vijayanagara style.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

LESSON PLAN
History
2
The Mughal Empire

ÊÊ Nature of the Lesson :T

o know about the
famous kings and their wonders
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Drawing Charts, Flash Cards.

¾¾ Rotating Cards
¾¾ Timeline scale, picture of Taj Mahal
¾¾ Computer, mobile, speaker for Q.R Code videos.
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¾¾ Newspaper, magazine www.kalvkural.com

Learning Outcomes :
¾¾ To know about the foundation and establishment of
Mughal Empire in India.
¾¾ To understand the administrative and religious policies
of the Mughal rulers.
¾¾ To gain the knowledge about the cultural contributions
of Mughals.

Motivation

¾¾ Teacher can ask some questions to motivate the stu-

dents.
¾¾ Do you know about Taj Mahal?
¾¾ Who built Taj Mahal?
¾¾ List out the seven wonders of the world.

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

¾¾ Teacher can show the timeline of the Mughal Emper-
ors.

Introduction to lesson
¾¾ T eacher introduces the new topic Mughal Empire.
¾¾ Babur was the founder of the Mughal Empire in
India.
¾¾ There were many Mughal Emperors ruled in India.
¾¾ There were Humayun, Akbar, Jahangir, Shahjagan
and Aurangazeb.
¾¾ In Mughal period, they introduced Mansabdari
system and their provincial administration ,army,
land revenue system, religious policy and art and
architecture.
¾¾ Mughal’s contribution to culture, notably to art and
architecture, are highlighted.

Reading
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¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the
students have to repeat the new words.
¾¾ Students read the paragraph individually or pairs.

New Words
¾¾ Prevailed - win
¾¾ Impressions - feeling
¾¾ Tradition - historical convention
¾¾ Dominance - supremacy
¾¾ Invasion - occupation
¾¾ Splendor - magnificence
¾¾ Vanquished - conquer

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

Concept Map / Mind Map

AURANGAZED SHAH JAHAN

(1658 – 1707) (1627 – 1658)

THE MUGHAL EMPIRE

AKBAR JAHANGIR
(1556 – 1605) (1605 – 1627)

HUMAYUN BABUR
(1530 – 1556) (1526 – 1530)

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Consolidation

¾¾ Zahir-ud-din Muhammed Babu, founded the Mughal

Empire.
¾¾ Babur was born on 14th February 1483.
¾¾ Babur defeated Ibrahim Lodi in the famous battle of
Panipat in 1526.
¾¾ Babur died in 1530.

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

¾¾ Humayun ruled Delhi after Babur’s death.
¾¾ Shershah defeated Humayun at Chausa in 1539.
¾¾ Humayun died in 1556.
¾¾ Sher Shah started the rule of sur dynasty at Agra. He
introduced an efficient land revenue system. He built
many roads, and standardized coins, weights and
measures.
¾¾ After that Akbar came to India.
¾¾ Akbar defeated Rana Uday Singh of Mewar and
captured the Fort of Chittoor in 1568 and then
Ranthambore in 1569.
¾¾ Akbar treated all the religious groups fairly with
generosity of spirit. He extended from Kashmir in the
north to Godavari in the South and from Kandahar in
west to Bengal in the east.
¾¾ Jahangir was interested in Art and Painting and
Gardens and flowers. His wife, Mehru-un-nisa, known
as Nur Jahan was the real power behind the throne.
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¾¾ Shah Jahan createdwww.kalvkural.com www.kalvkural.com
world famous Taj Mahal, Moti
Masjid, the Pearl Mosque at Agra, the great Jama
Masjid of Delhi.
¾¾ Aurangazeb, the last emperor of the Great Mughals.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

Evaluation
¾¾ Teacher can ask some questions to evaluate the
students.
¾¾ ___________ was the name of the horse of Rana
Pratap.
¾¾ The sufi saint who received Akbar’s atmost respect
was __________.
¾¾ How did Humayun recapture the Delhi throne in
1555?

Remedial teaching

¾¾ Teacher once again repeats the lesson’s concept.

¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.
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Follow up activity

¾¾ Mark the extent of Mughal Empire during the Reign

of Aurangazeb with special focus on important battle
fields.
¾¾ Collect and Paste the pictures related to Mughal
empires art and architecture.

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

LESSON PLAN
History
3 Rise of Marathas
and Peshwas
ÊÊ Nature of the Lesson : t o know the Maratha empire
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Drawing Charts, Flash Cards.

¾¾ Rotating Cards
¾¾ Picture of Shivaji.
¾¾ Computer, mobile, speaker for Q.R Code videos.
www.kalvkural.com www.kalvkural.com
¾¾ Newspaper, magazine www.kalvkural.com

Learning Outcomes :
¾¾ To trace the origin and the growth of Maratha Kingdom
with particular emphasis on the role played by shivaji
in strengthening it.
¾¾ To know about the administrative structure introduced
by Shivaji.
¾¾ To examine how far the Marathas were responsible for
the decline of the Mughals.
¾¾ To assess the role of Peshwas in carrying on Maratha
Power.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

Motivation

¾¾ T
eacher can ask some questions to motivate the
students.
¾¾ What was the contribution of Mughal Empire?
¾¾ Who came after the Mughal Empire to rule India?

Introduction to lesson
¾¾ Teacher explains the factors responsible for the rise
of Marathas.
¾¾ Teacher tells about the famous Maratha empire
‘Shivaji’ and his contribution in India. He was brave
and patronised art and architecture.
¾¾ Teacher describes about the other Maratha ruler
Shambhuji, Shahu Maharaja and Peshwas.

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Reading www.kalvkural.com www.kalvkural.com
¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the
students have to repeat the new words.
¾¾ Students to read the paragraph individually or pairs.

New Words

¾¾ Entitlements - right/ claim

¾¾ Transmission - transference
¾¾ Intervention - involvement
¾¾ Plundering - pillage
¾¾ Anticipated - expect
¾¾ Contributed - give/donate
¾¾ Tragedy - disaster

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

Concept Map / Mind Map

GAEKWAD AT
FAMILIES
BARODA

THE
PROMINENT
BHONSLE AT MARATHA HOLKAR AT
NAGPUR INDORE

SHINDE OR
PESHWA AT
SCINDHIA AT
PUNE
GWALIAR

Consolidation
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¾¾ The factors responsible for the rise and expansion of
Maratha rule are explored.
¾¾ Early life of Shivaji and the influences that worked on
him are traced.
¾¾ Shivaji’s military raids and victory over Bijapur
Sultan’s army inviting Aurangazeb’s intervention are
discussed.
¾¾ Confrontation of Shivaji with Aurangazeb and their
fallout in the Deccan are dealt with.
¾¾ Maratha administration under Shivaji is highlighted.
¾¾ Maratha affairs after the death of Shivaji under
Shivaji under Shambhuji and Sahu are analysed.
¾¾ Peshwas emerging de facto rulers and their
contribution to the continuance of Maratha power are
explained.
¾¾ Modernization of administration under the Peshwas
and the end of Maratha supremacy after the third
battle of Panipat are detailed.
47

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

Evaluation
¾¾ Teacher can ask some questions to evaluate the
students.
¾¾ How was the Prime Minister of Maratha Kings
Known?
¾¾ What was the backbone of Shivaji’s army in the
beginning? www.kalvkural.com
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¾¾ Who was called Chatrapati?

Remedial teaching

¾¾ Teacher once again repeats the lesson’s concept.

¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for reme-
dial teaching.

Follow up activity

¾¾ Mark the Maratha Empire with prominent cities and

forts an India map.
¾¾ Collect information about the Thanjavur Marathas
with special reference to their contribution to
education, art and architecture.

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

LESSON PLAN
Geography
4
Resources

ÊÊ Nature of the Lesson :

ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Pictures related to living things & non living things.

¾¾ Classroom objects.
¾¾ Videos related to renewable resources.
¾¾ Matching Cards
¾¾ World Map
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¾¾ Original objects www.kalvkural.com
like gold, silver etc., www.kalvkural.com

Learning Outcomes :
¾¾ To know the importance of resources.
¾¾ To describe the renewable resources.
¾¾ To understand the non-renewable resources.
¾¾ To identify the fossil fuel resources.

Motivation

¾¾ T
eacher can ask some questions to motivate the
students.
¾¾ What are the differences between students & benches?
¾¾ Why do you use Solar, Wind energy?
¾¾ Where do we get heat and light?
¾¾ Students identify some things around us and classify
them into living and non living things.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2
Introduction to lesson
¾¾ T eacher introduces the new lesson resources and its
types.
¾¾ Teacher explains the biotic and abiotic resources.
Resources are divided into two types. They are:
1) Renewable 2) Non-renewable
1) Renewable resources are wind, air, sun water.
2) Non- renewable resources are metallic, non-metallic
and fossil fuels.

Reading

¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the
students have to repeat the new words.
¾¾ Students to read
www.kalvkural.com the paragraph individually
www.kalvkural.com or pairs.
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New Words

¾¾ Utilization - uses
¾¾ Conservation - preservation
¾¾ Essential - crucial
¾¾ Commodities - item/material
¾¾ Dwelling - residence
¾¾ Exhaustion - extreme tiredness
¾¾ Emission - discharge
¾¾ Components - part
¾¾ Disinfecting - sterilize

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

Concept Map / Mind Map
RESOURCES

ABIOTIC BIOTIC
RESOURCES RESOURCES

RENEWABLE NON-RENEWABLE
RESOURCES RESOURCES

METALLIC NON-METALLIC FOSSIL FUEL

RESOURCES RESOURCE RESOURCE

RESOURCES RESOURCES

SOLAR ENERGY IRON

HYDRO POWER COPPER

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WIND ENERGY GOLD

BAUXITE

SILVER

MANGANESE

NON METALLIC RESOURCE FOSSIL FUEL RESOURCE

MICA COAL

LIMESTONE PETROLEUM

DOLOMITE NATURAL GAS

BAUXITE

GYPSUM

PHOSPHATE

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

Consolidation

¾¾ Natural resources fulfill the human’s head.

¾¾ Natural resources boosts up a nation’s economy.
¾¾ On the basis of origin, resources are divided into two
types.
1) Biotic 2) Abiotic
1) Biotic resources are called living things include for-
est, crops, birds, animals etc.,
2) Abiotic resources are also called non-living things.
It is divided into two types,
1) Renewable 2) Non-Renewable
1) Renewable resource is a resource which can be used
repeatedly and replaced naturally. Ex: solar energy,
wind energy.
Natural resources that once consumed and cannot
be replaced is called non-renewable resources. Ex:
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copper, bauxite etc.,
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2) Non-renewable resources can be divided into three
types:
¾¾ Metallic resource - iron,copper
¾¾ Non-metallic - mica, limestone
¾¾ Fossil fuel - coal, petroleum

Reinforcement
¾¾ Teacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to ex-
press their views about this lesson.
¾¾ Teacher conducts the Competition to find their specif-
ic skills.
52

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

Evaluation
Teacher asks some questions to evaluate the students.
• Define resource.
• ________ is produced from bauxite ore.
• Petroleum and its derivatives are called_________.

Remedial teaching

¾¾ Teacher once again repeats the lesson’s concept.

¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activity
¾¾ M ark the metallic resources on the outline map of the
world.
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¾¾ Find the answerwww.kalvkural.com www.kalvkural.com
for crossword puzzle in your book.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

LESSON PLAN
Geography
5
Tourism

ÊÊ Nature of the Lesson :

ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Pictures related to various places.

¾¾ Classroom objects.
¾¾ Videos related to renewable resources.
¾¾ Matching Cards
www.kalvkural.com
¾¾ Tourist Map www.kalvkural.com www.kalvkural.com
¾¾ Original objects like gold, silver etc.,

Learning Outcomes :
¾¾ Define the concept of tourism.
¾¾ Appreciate the basic and geographical components of
tourism.
¾¾ Understand the types of tourism.
¾¾ To know about the tourist places in India.
¾¾ Explain the places of tourist attraction in Tamil Nadu.

Motivation

¾¾ Teacher can ask some questions to motivate the

students.
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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

• Do you know the Thanjavur Big Temple?
• How do you know it?
• What is the special features it have?
¾¾ Students tell the answer for above questions.

Introduction to lesson
¾¾ T
eacher introduces the new topic tourism.
¾¾ Teacher explains the basic components of Tourism.
There are 3 components,
1) Attraction 2) Accessibility 3) Amenities
¾¾ Teacher reads the lesson and say the new words.

Reading
¾¾ T eacher reads the new words with proper pronuncia-
tion, Stress and intonation then the students have to
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repeat the new www.kalvkural.com
words. www.kalvkural.com
¾¾ Students read the paragraph individually or pairs.

New Words

¾¾ Recreational - relating to
¾¾ Adventure - exploit
¾¾ Pilgrimage - crusade
¾¾ Accommodation - housing
¾¾ Accessibility - intelligibility
¾¾ Settlement - agreement
¾¾ Architecture - designer
¾¾ Perennial - everlasting

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

Concept Map / Mind Map

RELIGIOUS
TOURISM

RELIGIOUS CULTURAL
TOURISM TOURISM

TYPES OF
TOURISM

RECREAT
HISTORICAL
IONAL
TOURISM
TOURISM

ECONIMICAL
TOURISM
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Consolidation

¾¾ The word tourist is derived from an old English word

“Tourain”.
¾¾ There are three components of Tourism. They are
i) attraction ii) accessibility iii) amenities.
¾¾ Attraction includes natural attraction and cultural
attraction.
¾¾ There are six types of Tourism. They are Religious,
Cultural, Historical, Eco-tourism, Adventure and
Recreational Tourism.
¾¾ Inbound Tourism means Touring within the native
country.
¾¾ Outbound Tourism means Touring in foreign
countries.

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

¾¾ There are many types of Visa, Tourist Visa, Student
Visa, Employment Visa and Medical Visa.
¾¾ Pleasant weather, scenic beauty and historical and
cultural monuments are basic elements of Tourism
attractions.
¾¾ Landforms, water, vegetation, climate, animal life,
settlement features and culture are the geographical
components of Tourism.
¾¾ India is a country known for its gentle hospitality with
spicy food and culture.
¾¾ India being a multi-religious country, religious
tourism is the most popular type of tourism.
Ex: Rameswaram – Tamil Nadu.
¾¾ The beautiful hill stations in India are Kodaikanal.
¾¾ Many spectacular and wonderful water falls covered
by dense forest, huge walls of rock and lush green
trees.
¾¾ Wildlife and Birds Sanctuaries are located in India.
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¾¾ Marina Beech iswww.kalvkural.com
the second longest beechwww.kalvkural.com
in the
world.
¾¾ Tamil Nadu has many religious temples, hill
stations, waterfalls and sanctuaries.

Reinforcement
¾¾ Teacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to ex-
press their views about this lesson.
¾¾ Teacher conducts the Competition to find their specif-
ic skills.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

Evaluation
¾¾ Teacher can ask some questions to evaluate the stu-
dents.
• Gastronomy refers to an aspect of ________ tourism.
• Suruli falls is also called as ________.
• Expansion of TAAI __________.

Remedial teaching

¾¾ Teacher once again repeat the lesson’s concept.

¾¾ Teacher discusses about the particular topics.
¾¾ Use topic related videos and QR Code videos for reme-
dial teaching.

Follow up activity

¾¾ Collect the picture & information about the tourist

www.kalvkural.com
place in your www.kalvkural.com
surroundings. www.kalvkural.com
¾¾ Note the important hill stations in India Map.

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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

LESSON PLAN
Civics
6
State Government

ÊÊ Nature of the Lesson :T

o know about our local
government
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teachers Learning Materials

¾¾ Drawing Charts, Flash Cards.

¾¾ Rotating Cards
¾¾ Pictures related to Parliament and Court.
¾¾ Computer, mobile,
www.kalvkural.com speaker for Q.R Code videos.
www.kalvkural.com www.kalvkural.com
¾¾ Newspaper, magazine

Learning Outcomes :
¾¾ Recognize the difference between Parliament and State
Legislature.
¾¾ To understand the election Procedures.
¾¾ To know the powers and Functions of Governor and
Chief Minister.
¾¾ Wonder how the Government works.
¾¾ Identify the three main organs of the Government are,
• The Legislature
• The Executive
• The Judiciary

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

Motivation

¾¾ T
eacher can ask some questions to motivate the
students.
¾¾ Who is our Governor and Chief Minister?
¾¾ Our Governor belongs to which state?
¾¾ How many types of Government are there in India?

Introduction to lesson
¾¾ T eacher introduces the new topic “State
Government”.
¾¾ Teacher explains the structure of State Government
and its Functions.
¾¾ Teacher describes the election process and rules.
Then work nature of MLA, C.M, Governor, P.M and
President.
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Reading
¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the
students have to repeat the new words.
¾¾ Students to read the paragraph individually or pairs.

New Words
¾¾ Representative - typical
¾¾ Assembly - gathering
¾¾ Welfare - well being
¾¾ Territory - area of land
¾¾ Cabinet - cupboard
¾¾ Majority - larger part
¾¾ Inaugurate - initiate
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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

Concept Map / Mind Map

LEGISLATIVE
ASSEMBLY

UPPER HOUSE LEGISLATIVE

OR RAJYA ASSEMBLY
SABHA

TYPES OF
GOVERNMENT

CENTRAL STATE
GOVERNMENT GOVERNMENT
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PRESIDENT GOVERNOR
(HEAD) (HEAD)

PRIME CHIEF
MINISTER MINISTER

Consolidation

¾¾ India has 29 states and 7 Union Territories. Delhi is

our Capital Territory.
¾¾ India is the largest democracy country in the world.
¾¾ India is a Parliamentary democratic republic country.
¾¾ Central Government consists the President, the Prime
Minister and Council of Minsters to run the
Government.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2
¾¾ In the State Government has the Governor, the Chief
Minister and the other Ministers.
¾¾ The Election Commission of India conducts and
monitors the election. After the election the party
which gets the more number of MLA’s is declared as
the majority party.
¾¾ Finally the majority party form the Government.
¾¾ There are two houses in a State Legislature Assembly.
They are Lok Sabha and Rajya Sabha.
¾¾ The head of the State is the Governor and he is
appointed by the President for a period of 5 years.
¾¾ The High Courts are the highest judicial organ at the
State Level. State high courts have jurisdiction over
the whole state.

Reinforcement
¾¾ Teacher explains the concept of whole lesson once
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again. www.kalvkural.com www.kalvkural.com
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation

¾¾ Teacher can ask some questions to evaluate the stu-

dents.
¾¾ MLA’s are elected by ________.
¾¾ The overall head of the Government in the State is the
_________.
¾¾ The Governor is appointed by the __________.
¾¾ _________ is the highest judicial organ of the State.
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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

Remedial teaching

¾¾ Teacher once again repeat the lesson’s concept.

¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for reme-
dial teaching.

Follow up activity

¾¾ Make a list of the name of the Governor, Chief

Minister and other Ministers with their departments.
¾¾ Collect the election symbols in your country.

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

LESSON PLAN
Civics
7
Media and Democracy

ÊÊ Nature of the Lesson :T

o know the various media and
freedom
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW
Teachers Learning Materials

¾¾ Drawing Charts, Flash Cards.

¾¾ Rotating Cards
¾¾ Computer, mobile, speaker for Q.R Code videos.
¾¾ Newspaper, magazine
Learning Outcomes
www.kalvkural.com :
www.kalvkural.com www.kalvkural.com
¾¾ Define the concept of tourism.
¾¾ Appreciate the basic and geographical components of
tourism.
¾¾ Understand the types of tourism.
¾¾ To know about the tourist places in India.
¾¾ Explain the places of tourist attraction in Tamil Nadu.
Motivation

¾¾ To understand media and its classification.

¾¾ To know the ethic and responsibility of media.
¾¾ To study the gain of critical sense of the impact of
media on people’s lives and choices.
Introduction to lesson
¾¾ T
eacher introduces the content by showing
newspaper, magazines.
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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

¾¾ Media is very important for citizen.
¾¾ Citizen’s know all details about through media.

Reading
¾¾ T
eacher reads the new words with proper pronuncia-
tion, stress and intonation then the students have to
repeat the new words.
¾¾ Students to read the paragraph individually or pairs.

New Words
¾¾ Facilitating - make easy
¾¾ Propagate - grow
¾¾ Communication - transmission
¾¾ Ethic - relating to moral principles
¾¾ Entertainment - pleasure
¾¾ Contemporary - concurrent
¾¾ Democracy - self government
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¾¾ Sensational - www.kalvkural.com
amazing www.kalvkural.com

Concept Map / Mind Map

JUDICIARY

LEGIS TYPES OF
EXECUTIVE
LATURE FOUR PILLARS

MEDIA

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 GANGA  7 SOCIAL SCIENCE 3 in 1 TERM 2

BROADCAST
(FILMS & T.V)

PRINT
NARROWCAST (NEWSPAPER,
(CABLE, T.V) MAGAZINE)

CLASSIFICATION
OF MEDIA

SOCIAL WEB
(TWITTER, (GOOGLE
FACEBOOK) WEBSITE)

BROADCAST
(FILMS & T.V)

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Consolidation www.kalvkural.com www.kalvkural.com

¾¾ In ancient period, there were no innovative broadcast.

¾¾ They used many folk form of communicating with
people in rural areas.
¾¾ Every individual person is a medium of expression.
¾¾ There are 5 types of media.
• Narrowcast media - cable, Television
• Broadcast Media - Films, T.V.
• Print Media - Newspaper, Magazine
• Web Media - Google Website and blogs
• Social Media - Twitter, Face book
¾¾ Personal Communication are meant for personal use,
like cell phone.
¾¾ Mass Communication are used for Communicating
with the masses. Ex: T.V,Radio.
¾¾ Media is a fourth pillar of Democracy.
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TERM 2 3 in 1  GANGA  7 SOCIAL SCIENCE

¾¾ The Media plays a prominent role in the formation of
public opinion.
¾¾ Ethics is a code of values which govern our lives. It is
very essential for moral and healthy life.
¾¾ Media is the backbone of democracy.
¾¾ Local Media in each locality gives importance to the
local problem of the public.

Reinforcement
¾¾ Teacher explains the concept of whole lesson once again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to ex-
press their views about this lesson.
¾¾ Teacher conducts the Competition to find their specif-
ic skills.

Evaluation
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¾¾ Teacher can ask some questions to evaluate the
students.
• ______ is the radio broadcast of the Government of
India.
• ______ invented Printing Press.
• Define media.

Remedial teaching
¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses about the particular topics.
¾¾ Use topic related videos and QR Code videos for reme-
dial teaching.

Follow up activity

¾¾ Prepare an album for the “Growth of Media”.

¾¾ Prepare an advertisement for Textile Shop.

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8
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LESSON PLAN

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

LESSON PLAN History
UNIT
1
Educational development
of India
ÊÊ Nature of the Lesson : o know about the
T
importance of Education
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teaching Learning Materials:

¾¾ Drawing chart, Flash Cards, Rotating Cards.
¾¾ Mobile, QR Code, Videos
¾¾ Pictures showing the importance of education
¾¾ Computer, mobile, speaker for Q.R Code videos.
¾¾ Newspaper, magazine
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Learning Outcomes :
¾¾ To know the ancient system of education in India.
¾¾ To understand the development of education in
medieval and modern India.
¾¾ Analyze the educational development during the
British rule.
¾¾ Discuss the importance of National Education policy.
¾¾ To understand the educational development in
Tamil Nadu.

Motivation

¾¾ T eacher can ask some questions to motivate the

students.
¾¾ Teacher shows the Gurukula system picture and
asks questions related to the picture.
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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ W
hat was the educational system followed by ancient
people?
¾¾ How is the teacher called in ancient period?

Introduction of the lesson :

¾¾ T eacher introduces the new lesson educational
development in India.
¾¾ Teacher explains the importance of education and its
growth from ancient period to modern period.
¾¾ Describes the viharas and universities in Buddhist
period.
¾¾ Teacher tells the educational information about the
medieval period and modern period.
¾¾ Teacher explains the National policy on education
and its main features.
Reading
¾¾ Teacher reads
www.kalvkural.com the new words with proper
www.kalvkural.com www.kalvkural.com
pronunciation, stress and intonation then the
students have to repeat the new words.
¾¾ Students to read the paragraph individually or pairs.
New Words
¾¾ Domestic school - home school
¾¾ Composed - calm/ collected
¾¾ Discovered - to find information
¾¾ Occasional - regularly
¾¾ Pioneers - a person who is one of the
first person to do
something
¾¾ Retirement - a act of leaving your job
¾¾ Institution - organization
¾¾ Depression - unhappiness
¾¾ Controversies - a lot of disagreement

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Concept Map / Mind Map

Ancient education Modern education
system system

Temple, Common
PLACE
Patashalas Building

Guru Teacher Teacher

Viharas, Higher
College
universities Studies

Oral Used books,

Teaching
Teaching notes etc.,

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Shishyas Pupil Students

Consolidation

¾¾ E ducation plays a vital role in shaping responsible

people.
¾¾ The concept of education might have originated from
the Vedas.
¾¾ Various disciplines such as history, logic,
interpretation, architecture, polity, agriculture, trade,
commerce, animal husbandry and archery were
taught.
¾¾ In ancient India, both formal and informal education
existed.
¾¾ Many Monasteries and viharas were set up for monks

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

and nuns to meditate, debate and discuss with the

learned for their quest for knowledge during this
period.
¾¾ Teachers had complete autonomy in all aspects from
selection of students to designing their syllabi.
¾¾ Medieval period witnessed a radical transformation
with introduction of muslim education in the Indian
subcontinent.
¾¾ In the later medieval era, the British come to India
and introduced English education.
¾¾ The Portuguese were the first Europeans who started
modern system of education in India.
¾¾ The first National education policy of 1968 marked a
significant step in the history of education in
post-independent India.
¾¾ Free education at the secondary school level was
introduced in 1964-65.

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Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Remedial teaching
¾¾ T
eacher can ask some questions to evaluate the
students.

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Match it:
1) National Education Policy - 2000 -01
2) Free Education - 1986
3) SSA - 1964
4) Dr.D.S.Kothari - 1964-65
5) Dr. Radhakrishnan - 1948

Remedial teaching
¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activities
¾¾ F ind out the historic importance of Nalanda, Taxila
and prepare a power point presentation on it.
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¾¾ Collect the pictures at ancient educational centres
and prepare an album.

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

LESSON PLAN
History UNIT
2
Development of Industries
in India
ÊÊ Nature of the Lesson : To know the various
Industries
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teaching Learning Materials:

¾¾ Drawing chart, Flash Cards, Rotating Cards.
¾¾ Mobile, QR Code, Videos
¾¾ Industries Pictures, art and craft picture
¾¾ Computer, mobile, speaker for Q.R Code videos.
¾¾ Newspaper, magazine
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Learning Outcomes :
¾¾ Acquit with the traditional crafts of India.
¾¾ Analyze the causes for the decline of Indian
industries.
¾¾ Understand the beginning of modern industries.
¾¾ Know the aim of five-year plans.
¾¾ Understand the phases of industrial development in
India.

Motivation
¾¾ T
eacher can ask some questions to motivate the
students.
¾¾ Have you all visited factory?
¾¾ Tell some name of factory?
¾¾ What is the use of Industry?
¾¾ What is necessary for Industry?
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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Introduction of the lesson :

¾¾ T eacher introduces the new lesson development of
Industries in India.
¾¾ Teacher explains about Industries and its
development.
¾¾ Teacher tells about Traditional crafts of India.
¾¾ Teacher tells about the producer and exporter.
¾¾ Teacher describes the works of labour.
¾¾ Teacher tells about the beginning of modern
Industries and its growth.

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the stu-
dents have to repeat the new words.
¾¾ Students to read the paragraph individually or pairs.
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New Words
¾¾ Handicrafts - a object made by such an
activity
¾¾ Patronage - support
¾¾ Acceleration - its ability to go faster
¾¾ Entrepreneur - someone who starts their
own business
¾¾ Confederation - an organization consisting
of different groups of
people working together
¾¾ Incredible - difficult to belief
¾¾ Indigenous - naturally existing in a
place
¾¾ Retrogression - the act of returning to an
older and worse state

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

Concept Map / Mind Map

Loss of royal
De -Industrialisation Patronage

Decline of Indian
Industries

Trading Policy Transition of

of the British Raw Materials

Competition of
Machine made goods

BASED

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HEAVY INDUSTRIES PLANTATION

MACHINE

Consolidation

¾¾ Crafts in India has a rich history.

¾¾ Before arrival of Machine, Handicrafts was the
second largest source of Employment in rural India
next to agriculture.
¾¾ The history of Indian industry dates back to the
history of human kind.
¾¾ The crafts in India has a rich history.
¾¾ Indian handicrafts that had made the country
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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

famous collapsed under the Colonical rule.

¾¾ The process of industrialization started in India from
the mid of 19th century.
¾¾ In India modern industrial sector in an organized
form started with the establishment cotton textile
industry.
¾¾ Confederation of Indian Industry is a
non-government, not-for-profit, industry-led and
industry-managed organization.
¾¾ From the mid 19th century, the process of
Industrialisation was started.
¾¾ Plantation industry was the first to attract the
Europeans.
Phases of industrial development:
1950’s to 1965 - Majority of Consumer goods were
produced
1965 to 1980 - development of Capital goods
1980 to till
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Industrial recovery www.kalvkural.com
1991 - economic Liberalisation

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
¾¾ T
eacher can ask some questions to evaluate the
students.

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

Match it:
Tavernier - Drain Theory
Dacca - paper mill
Dadabai Naoroji - Artisan
Bally Gunj - Muslin
Smiths - French Traveller
¾¾ Write about the Drain theory.
¾¾ How do handicrafts products differ from Machine
made products?

Remedial teaching
¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activities
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¾¾ Prepare an album of various industries.

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

LESSON PLAN
Geography UNIT
3
Migration and Urbanisation
ÊÊ Nature of the Lesson :T
o know about the
migration
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teaching Learning Materials:

¾¾ Drawing chart, Flash Cards, Rotating Cards.
¾¾ Mobile, QR Code, Videos
¾¾ Industries Pictures, art and craft picture
¾¾ Computer, mobile, speaker for QR Code videos.
www.kalvkural.com www.kalvkural.com
¾¾ Newspaper, magazine www.kalvkural.com

Learning Outcomes :
¾¾ T
o study the meaning, causes and consequences of
migration.
¾¾ To know the types of migration.
¾¾ To describe the concept of Urbanisation.
¾¾ To learn the origin and growth of Urbanisation.
¾¾ To understand the problems of Urbanisation.

Motivation

¾¾ T eacher can ask some questions to motivate the

students.
¾¾ Have you seen the birds fly from one place to other
place?

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ What is Urbanisation?
¾¾ Why does people move from Village to cities?
¾¾ What is the main problems in Urban areas?

Introduction of the lesson :

¾¾ T eacher introduces the new lesson migration and
urbanization.
¾¾ Teacher explain about Migration.
¾¾ To describe the factors or reasons for migration.
¾¾ To tell about the causes of Urbanisation.
¾¾ Teacher explains about Consequences of
Urbanisation.

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the
students have
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www.kalvkural.com
¾¾ Students to read the paragraph individually or pairs.

New Words
¾¾ Migration - movement from place to another
¾¾ Emigration - the process of leaving a country
to live permanently
¾¾ Immigration - the act of someone coming to live
in a different country
¾¾ Slums - a very poor and crowded area
¾¾ Consequences - a result of a particular action or
situation
¾¾ Transhumance - new technology available
¾¾ Voluntary - given willingly

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Concept Map / Mind Map

REASONS FOR MIGRATION:

PULL FACTORS PUSH FACTORS

HEALTH CARE PUSH FACTORS

MONEY CLIMATIC DISASTERS

JOBS FARMERS LIFE

EDUCATION WAR

CITY LIFE POVERTY

PLACE

FOOD
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TYPES OF MIGRATION:

BASED ON ¾¾ INTERNAL MIGRATION

ADMINISTRATION ¾¾ INTERNATIONAL MIGRATION

BASED ON ¾¾ VOLUNTARY MIGRATION

WILLINGNESS ¾¾ INVOLUNTARY MIGRATION

¾¾ SHORT TERM MIGRATION

BASED ON
¾¾ LONG TERM MIGRATION
DURATION
¾¾ SEASONAL MIGRATION

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

Consolidation

¾¾ Common pattern of migration is from rural to urban.

¾¾ Migration takes place due to natural, economic,
socio-cultural, demographic and political causes.
¾¾ Urbanisation is the result of rural to urban
migration, natural growth of population and
reclassification of rural areas into urban areas.
¾¾ Problems of urbanization are mainly owing to over
population, inadequate infrastructure, industrial
development and increase in number of vehicles.
Factors of Migration:
Ecological or natural causes: it causes under natural
ones.
Economic causes: it is due to economic problems
Socio-cultural causes: Migration of women after
marriage
Demographic causes: Over population
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Political causes: Colonization, war, government
policies.
Causes of Urbanisation:
¾¾ Population growth.
¾¾ Rural to urban migration
¾¾ Reclassification of rural areas to urban areas.
Consequences of Urbanisation:
¾¾ Housing and slums.
¾¾ Over crowding
¾¾ Water supply, Drainage and sanitation
¾¾ Transportation
¾¾ Pollution

Reinforcement
¾¾ T
eacher explains the concept of whole lesson once
again.
82

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

¾¾ T eacher helps the slow learners to improve their

learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
¾¾ T eacher can ask some questions to evaluate the
students.
¾¾ ________ is the major push factor operating in rural
areas.
¾¾ Urbanisation is determined by ________ number of
factors.
¾¾ Define Migration.
¾¾ Discuss the problems of Urbanisation.
¾¾ Name any 2 pull factors of migration.
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Remedial teaching
¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activities
¾¾ P repare a survey about who came from other states
with reasons.
¾¾ Prepare a survey about who were sent to other places
for various reasons.

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

LESSON PLAN
Geography UNIT
4
Hazards
ÊÊ Nature of the Lesson : to know about the
disasters
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teaching Learning Materials:

¾¾ Drawing Charts, Flash Cards.
¾¾ Rotating Cards
¾¾ Hazards chart, manmade and natural disaster
¾¾ Computer, mobile, speaker for Q.R Code videos.
¾¾ Newspaper, magazine
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Learning Outcomes :
¾¾ T o learn the meanings of hazard, disaster and
catastrophe.
¾¾ To describe the major types of hazards, their causes
and effects.
¾¾ To develop awareness regarding hazards and related
prevention measures.

Motivation

¾¾ T
eacher can ask some questions to motivate the
students.
¾¾ Ask about the Tsunami.
¾¾ Teacher can ask about flood.
¾¾ To ask about harmful effects of pollution.
84

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

¾¾ Why does the drought occur?

¾¾ INTRODUCTION TO THE LESSON:
¾¾ Teacher introduces the new lesson “Hazards”.
¾¾ Teacher tells about the Hazards(disaster).
¾¾ To describe the Causes of disaster.
¾¾ To tell about the Natural and manmade disaster.
¾¾ To tell about the Prevention on Disaster.
¾¾ To explain about the pollution.
¾¾ To explain about the Drought.

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the
students have to repeat the new words.
¾¾ Students to read the paragraph individually or pairs.

New Words
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¾¾ Hazards - dangers or threats
¾¾ Disaster - an event leads to damage or seri-
ous difficulty
¾¾ Occurrence - happening
¾¾ Landslide - falling earth
¾¾ Siltation - the sand or soil that blocks
somethings
¾¾ Flammable - burning
¾¾ Pollutants - a substance that pollutes

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

Concept Map / Mind Map

NATURAL DISASTER MANMADE

NATURAL MANMADE

EARTHQUAKE EXPLOISIONS
FLOODS HAZARDOUS
CYCLONE WASTE

STORMS POLLUTION
DROUGHTS DAN FAILURES

LANDSLIDES WAR
TSUNAMI TERRORISM
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Consolidation

¾¾ H azards are defined as the phenomena that pose a

threat to people, structures or economic assets and
which may cause disaster.
¾¾ There are three types of hazards namely natural
hazards, human-made hazards and socio-natural
hazards.
¾¾ Natural hazards are earthquakes, floods,
cyclonic storms, droughts, landslides, tsunamis,
volcanic eruption etc.,
¾¾ Human-made hazards are explosions, hazardous
wastes, pollution of air, land and water, dam
collapses, wars or civil conflicts, terrorism etc.
¾¾ Socio-natural hazards are caused by the combined
effect of natural forces and misdeeds of human.

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Major Hazards in India:
Earthquake : It is a violent termor in the earth’s
crust sending out of a series of shock
waves in all direction,
Seismic zone : Zone V,IV,III,II.
Floods : Caused by heavy rainfall.
Cyclonic Storm: Strong wind circulating around a low
pressure area in atmosphere.
Drought : Lack of Water.
Landslide: rapid downward movement of rock,
soil, vegetation down the slope due to
gravity.
Pollution of air: Contamination of air by hazardous
gases.
Prevention:
¾¾ Hazard identification
¾¾ Vulnerability assessment
¾¾ Decayed action www.kalvkural.com
www.kalvkural.com may increase the Economic losses.
www.kalvkural.com

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the competition to find their
specific skills.

Evaluation
¾¾ T
eacher can ask some questions to evaluate the
students.
¾¾ Define Hazard.

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ Discuss the effects of Water Pollution.

¾¾ List out the frequent Hazards and Occasional
Hazards.
¾¾ Mention the types of Drought.
¾¾ Write about Earthquake.

Remedial teaching
¾¾ Teacher once again repeats the lesson’s concept.
¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activities
¾¾ Prepare an album of Natural Disaster.
¾¾ Prepare an album of manmade Disaster.

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

LESSON PLAN
Civics UNIT
5
Understanding Secularism
ÊÊ Nature of the Lesson : to know the various symbols
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teaching Learning Materials:

¾¾ Drawing Charts, Flash Cards.
¾¾ Rotating Cards
¾¾ Religious Symbols
¾¾ Computer, mobile, speaker for Q.R Code videos.
¾¾ Newspaper, magazine
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Learning Outcomes :
¾¾ To understand the meaning of secularism.
¾¾ To know the importance of secularism.
¾¾ To develop the appreciation of the rights guaranteed
in the Constitution.
¾¾ To analyze the importance of secular education.
¾¾ To discuss the constitutional provisions related to
secularism.

Motivation

¾¾ T eacher can ask some questions to motivate the

students.
¾¾ To ask about some duties and responsibility of every
citizen.

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ To ask about some religious people.
¾¾ To ask about some religious festival.

Introduction of the lesson :

¾¾ T eacher introduces the new lesson “understanding
secularism”.
¾¾ To explain about secularism.
¾¾ To tell about objectives of secularism.
¾¾ To tell about the characteristic features of secular
state.
¾¾ To tell about Constitution.
¾¾ To explain about the various ‘law’.

New Words
¾¾ Liberty - freedom
¾¾ Neutrality - a neutral position
¾¾ Toleration - acceptance
¾¾ Fraternity - group
¾¾ Discrimination - different treatment
¾¾ Spiritualism - souls, spirits & ghosts

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Concept Map / Mind Map

LIBERTY

CHARACTERISTIC
OF SECULAR STATE

NEUTRALITY EQUALITY

Consolidation

¾¾ India is the land of multi-religious country. Hence

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there is a need for www.kalvkural.com
tolerance of all religions.
¾¾ S ecularism is the belief that no one should be
discriminated on the basis of religion.
¾¾ Secularism is very essential for the smooth
functioning of a democratic country.
¾¾ A secular state is one in which the state does not
officially promote any one religion as state religion.
¾¾ The Indian Constitution allows individuals the
freedom to live by their religious beliefs and practices.
¾¾ The Indian state works in various ways to prevent
religious domination.

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
¾¾ Teacher helps the slow learners to improve their
learning.

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ D ivide the class into groups. Each group has to

express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation
¾¾ T
eacher can ask some questions to evaluate the
students.
¾¾ What is Secularism?
¾¾ State the objectives of Secularism.
¾¾ Why do we need secular education?
¾¾ _________ is a lack of belief in god and gods.

Remedial teaching
¾¾ Teacher once again repeat the lesson’s concept.
¾¾ Teacher discusses
www.kalvkural.com the particular topics.
www.kalvkural.com www.kalvkural.com
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activities

¾¾ Collect the pictures related to secularism.

¾¾ Draw the symbols and signs representing secularism.

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

LESSON PLAN
Civics UNIT
6
Human Rights and UNO
ÊÊ Nature of the Lesson : to know the rights of Human
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teaching Learning Materials:

¾¾ Drawing Charts, Flash Cards.
¾¾ Rotating Cards
¾¾ Computer, mobile, speaker for Q.R Code videos.
¾¾ Newspaper, magazine

www.kalvkural.com www.kalvkural.com
Learning Outcomes : www.kalvkural.com
¾¾ Understand human rights.
¾¾ Understand the relationship between rights and
responsibilities.
¾¾ Know the importance of human rights.
¾¾ Understand that human rights belong to everybody.
¾¾ Appreciate the meaning and significance of the
Universal Declaration of Human Rights, 1948.

Motivation

¾¾ T
eacher can ask some questions to motivate the
students.
¾¾ To ask about students duties in school.
¾¾ To ask about child rights.
¾¾ To ask about women’s rights.

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

Introduction of the lesson :

¾¾ T
eacher introduces the new lesson “Human Rights
and UNO”.
¾¾ Teacher explains about the Human Rights.
¾¾ To explain about the kinds of Human Rights.
¾¾ To describe the human rights Commission.
¾¾ To tell about Child Rights.
¾¾ To explain about Legislature and Provisions.

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the
students have to repeat the new words.
¾¾ Students to read the paragraph individually or pairs.

New Words
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¾¾ Declaration
- announcement
¾¾ Inherent
- essential
¾¾ Justice
- fairness
¾¾ Inalienable
- inevitable
¾¾ Prohibition
- forbidding and banning
things
¾¾ Harmony - music
¾¾ Heir - inheriting

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Concept Map / Mind Map

CIVIL SOCIAL

HUMAN
RIGHTS

ECONOMIC
POLITICAL

CULT
UTUR
AL

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Consolidation

¾¾ H uman rights are freedoms that all human beings

are entitled to enjoy. They include civil, political,
economic, social and cultural rights.
¾¾ Human rights are inherent, inalienable,
interdependent and indivisible.
¾¾ One of the greatest achievements of the United
Nations is the creation of comprehension body of
human rights law.
¾¾ The Universal Declaration of Human Rights was
adopted by the UN General Assembly in 1948.
¾¾ Human rights are based on dignity, justice and
equality.
¾¾ National level and State Level Human Rights
Commissions were established to ensure the

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

protection of human rights.
¾¾ T he protection of human rights is everyone’s
responsibilities.
Child Rights Act:
¾¾ Right to Education Act.
¾¾ The child Labour Act.
¾¾ The Juvenile Justice Act.
¾¾ POSCO Act 2012.
Human Rights Commission(HRC):
¾¾ It uses setup for the promotion of Human Right.
¾¾ National & State HRC is the two types of
Commission.

Reinforcement

¾¾ T eacher explains the concept of whole lesson once

again.
¾¾ Teacher helps
www.kalvkural.com the slow learners to improve
www.kalvkural.com their
www.kalvkural.com
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.

Evaluation

¾¾ T
eacher can ask some questions to evaluate the
students.
¾¾ Article 24 of Indian Constitution Prohibits___________.
¾¾ UNO was established in the year __________.
¾¾ What is Child line number?

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Remedial teaching
¾¾ Teacher once again repeats the lesson’s concept.
¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.

Follow up activities
¾¾ W
rite about the UNO countries and mark the place in
a map.

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

LESSON PLAN
Civics UNIT
7
Road Safety Rules & Regulations
ÊÊ Nature of the Lesson : to know the rules of road
ÊÊ Format : Pair Study
ÊÊ Learning Skill : LSRW

Teaching Learning Materials:

¾¾ Drawing Charts, Flash Cards.
¾¾ Rotating Cards
¾¾ Pictures to show the road safety rules and signs
¾¾ Computer, mobile, speaker for Q.R Code videos.
¾¾ Newspaper, magazine

www.kalvkural.com www.kalvkural.com
Learning Outcomes : www.kalvkural.com
¾¾ Understand the importance of road safety.
¾¾ Analyze the causes for the road accidents.
¾¾ Recognize the safety measures to be followed while
driving.
¾¾ Develop skills to identify and respond to traffic
hazards.
¾¾ Can move confidently and safely on road.

Motivation

¾¾ T
eacher can ask some questions to motivate the
students.
¾¾ Have you seen the three colour signals?
¾¾ What does the three colour represents?
¾¾ Where should we wear Helmet?
¾¾ Ask about different colour of number plates.

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Introduction of the lesson :

¾¾ T eacher introduces the new lesson “ Road Safety
Rules and Regulations”.
¾¾ Teacher can explain the importance of Road Safety.
¾¾ Teacher describes the reasons for the road
accidents.
¾¾ To explain the Safety measures followed in Road.
¾¾ To tell about different kinds of Traffic Signs.
¾¾ To explain about our Indian traffic Rules.
¾¾ To tell about Road Safety Week

Reading
¾¾ T
eacher reads the new words with proper
pronunciation, stress and intonation then the
students have to repeat the new words.
¾¾ Students to read the paragraph individually or pairs.
www.kalvkural.com
New Words www.kalvkural.com www.kalvkural.com
¾¾ Consequences - not important
¾¾ Infrastructure - things in order to work
efficiently
¾¾ Tailgating - the art of driving too
closely behind the vehicle
in front
¾¾ Pedestrian - a person who is walking in
an area where vehicles go
¾¾ Distraction - confusion
¾¾ Mandatory - compulsory
¾¾ Informatory - lot of useful information
¾¾ Cautionary - giving a warning
¾¾ Strategy - a skill of planning such
situations
¾¾ Federation - a group of organizations

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

Concept Map / Mind Map

REASONS FOR ROAD

ACCIDENT

WEATHER CONDITION OVER SPEEDING

ROAD CONDITION DRUNKEN DRIVING

AVOIDING SAFETY DISTRACTION OF

GEARS DRIVERS

RED LIGHT JUMPING

TRAFFIC SIGNS
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MANDATORY CAUTIONARY INFORMATORY

SIGNS SIGNS SIGNS

Consolidation

¾¾ R oad safety is primarily meant about the protection

and security of all road users.
¾¾ Road accidents are undesired events. The loss of life
or serious injury results in the loss of livelihood.
¾¾ Traffic signs are to regulate traffic, warn about
hazards and to guide the road user.
¾¾ There are three types of traffic signs such as
mandatory signs, cautionary signs and informatory
signs.
¾¾ The ministry of Road transport and highways has

100

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

taken a number of steps to prevent road accidents.
¾¾ T he rule of the Road regulation was brought into
effect from July 1,1989.
¾¾ To strengthen the awareness on road safety systems,
rules and regulations, Ministry of Transport and
Highways Road Safety Week every year.
Main Reasons for Road Accidents:
¾¾ Over speeding
¾¾ Drunken Driving
¾¾ Distraction of Drivers
¾¾ Red Light Jumping
¾¾ Road Condition
¾¾ Weather Condition
Safety Measures:
¾¾ Always keep to the left.
¾¾ Slow down on bends and turn.
¾¾ Use helmets
¾¾ Never exceed the
www.kalvkural.com speed limits.
www.kalvkural.com www.kalvkural.com
¾¾ Maintain the distance
¾¾ Park the vehicles in Correct place.
¾¾ Follow the Road Signs.
¾¾ Cross the road at Zebra Crossing
¾¾ Never use Cell Phones
¾¾ Wear Seat belts.
Different Traffic Signs:
¾¾ Mandatory
¾¾ Cautionary
¾¾ Informatory
Traffic Signals:
¾¾ Red - stop
¾¾ Amber - do not pass through or start until
green shows
¾¾ Green - You may go

101

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

Traffic Rules in India:
¾¾ It is mandatory for the driver to slow down at all inter
junctions and pedestrian crossing.
¾¾ On one-way road the driver should allow the
overtaking vehicle through the right. Never park the
vehicle in reverse on a one-way street.
¾¾ The Motor Vehicle Act 1988 passed by the Parliament
which came into force in 1989 is applicable to the
whole of India.
¾¾ On a two-way road, the driver must drive on the left
side of the road.
¾¾ It is our responsibility to give way to emergency
vehicles such as Army convoy fire engine and
ambulance.

Reinforcement
¾¾ T eacher explains the concept of whole lesson once
again.
www.kalvkural.com www.kalvkural.com www.kalvkural.com
¾¾ Teacher helps the slow learners to improve their
learning.
¾¾ Divide the class into groups. Each group has to
express their views about this lesson.
¾¾ Teacher conducts the Competition to find their
specific skills.
Evaluation
¾¾ T
eacher can ask some questions to evaluate the
students.
Match it:
Pollution under control certificate - Zebra crossing
One-time tax for new car - Comic book on
road safety
Pedestrian - 6 months
Brasilia Declaration - 15 years

102

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TERM 2 3 in 1  GANGA  8 SOCIAL SCIENCE

Swachha Safer - Global Conference
¾¾ Always keep _________ while driving.
¾¾ For emergency, Call ________ for Ambulance service.
¾¾ Expand ABS.
¾¾ When did Setu Bharatam started?
¾¾ Pedestrian can cross the road only at _________.
What does the picture tells:

(i)

(ii)

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(iii)

Remedial teaching
¾¾ Teacher once again repeats the lesson’s concept.
¾¾ Teacher discusses the particular topics.
¾¾ Use topic related videos and QR Code videos for
remedial teaching.
Follow up activities
¾¾ Draw the Traffic Signals
¾¾ Prepare the rules and regulations for Road Safety.

103

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 GANGA  8 SOCIAL SCIENCE 3 in 1 TERM 2

NOTES

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104

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6 7 8th Social Science Lesson Plan Final Watermark

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6 7 8th Social Science Lesson Plan Final Watermark

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SRI GANGA PUBLICATIONS

Corporate Office : Registered Office :

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OUR BANK DETAILS

Account Name :4 SRI GANGA PUBLICATION

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We are pleased to know that our

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3. From Chiefdoms of Empire 12

6. The Constitution of India 25

www.kalvkural.com 7th Standard

1. Vijayanagar and Bahmini Kingdom 35

2. The Mughal Empire 40

3. Rise of Marathas and Peshwas 45

7. Media and Democracy 64

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2. Development of Industries in India 74

3. Migration and Urbanisation 79

6. Human Rights and UNO 93

7. Road Safety Rules & Regulations 99

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Details of School Working Days for the

Jun 5 W Ramjan 1, 2, 8, 9, 15, 11 19

23 ?30 I Term Holiday

7 M Saraswati pooja 19, 20, 26,

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Details of School Working Days for the

Jan. 1 W New year 5, 11, 12, 18, 11 20

14 T Tamil New Year

21 T III Term Holidays

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History LESSON PLAN

¾¾ Nature of the Lesson : To know about the

¾¾ Format : Pair Study

¾¾ Learning Skill : LSRW

Teachers Learning Materials

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ T eacher can ask some questions to motivate the

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Concept Map / Mind Map

CLASSIFICATION OF VEDIC AGE:

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

FOUR VEDAS ITHIHASAS

¾¾ A ryans came from Central Asia they migrated

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

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History LESSON PLAN

Great Thinkers and New Faiths

¾¾ Nature of the Lesson : to know about faiths

¾¾ Format : Pair Study

¾¾ Learning Skill : LSRW

Teachers Learning Materials

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ Teacher can ask about religion and their festivals.

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

Concept Map / Mind Map

RIGHT EIGHT RIGHT

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 GANGA  68 SOCIAL SCIENCE 3 in 1 TERM 2

¾¾ Sixth Century is regarded as an important period for

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TERM 2 3 in 1  GANGA  6 SOCIAL SCIENCE

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History LESSON PLAN

¾¾ Nature of the Lesson : To know about the

¾¾ T eacher can ask some questions to motivate the

¾¾ A ryans came from Central Asia they migrated

¾¾ Nature of the Lesson : to know about faiths

¾¾ Nature of the Lesson : t o know about the resources

¾¾ Teacher can ask questions about natural resources.

¾¾ A nything that fulfills human needs can be called a

¾¾ Nature of the Lesson : t o know about our nation

¾¾ T eacher can ask some questions about National

¾¾ This lesson deals with the natural national symbols

¾¾ Nature of the Lesson : to know about the Indian

¾¾ To ask some questions related to fundamental rights.

¾¾ The Constitution is an authentic document

¾¾ Nature of the Lesson : t o know about the Indian