BLOOM PUBLIC SCHOOL

Vasant Kunj , New Delhi

Lesson Plan
Subject: Social Science - Geography

Class: IX

Month: April No of Periods: 8

Chapter: India: Size and Location

TTT: 5Pds. WT: 3Pds.

Chapter 1 India: Size and Location

Location
Size
India and the World
India’s Neighbors

Learning Objectives The students will be able to understand :

Explain the Size and Location of India in the world
Elucidate how IST is calculated
Write about India’s neighbors and locate the same on the map

Resources NCERT ( India - Land and the People)

Extramarks- SLM
Mind Map ( Self Made)
Activities 1. On a political map of India locate the following :

Tropic of Cancer, Standard Meridian

2. On an outline map of India locate and label the States and

the capitals.

Materials used: NCERT book, Map, Pen and Pencil

Aim: Students will be able to locate important latitudes and

longitudes with appropriate symbols.

Class Work Oral Explanation

Location
Size
 India and the World
India’s Neighbours

Written

Notes for all the above mentioned topics:

Questions:

1: Which latitudinal line divides India into almost two equal

parts?

and

Name the island groups of India.

2:Where will you find young fold mountains in India?

3: How has the opening of Suez Canal helped India?

and

How have the various trade routes helped India overtime?

4: How were the Indian states organized before independence?

Home Work

Assessment Class Test

Period Wise Plan Content

Class Work

1 • Introduction - Mind Map

• Interaction-Introduction Pg. 1

India is one of the ancient civilizations in the World. It has

achieved multi-faceted socioeconomic progress during the last
five decades.

• Discussion- Location Pg. 1

India is a vast country. Lying entirely in the Northern

hemisphere the main land extends between latitudes 8°4'N and
37°6'N and longitudes 68°7'E and 97°25'E. The Tropic of
Cancer (23° 30'N) divides the country into almost two equal
parts.
 Written Work

• Notes
• 1: Which latitudinal line divides India into almost two
equal parts?

and

Name the island groups of India.

2 Class Work

• Lecture- Size Pg. 1 and 2

The land mass of India has an area of 3.28 million square km.
India’s total area accounts for about 2.4 per cent of the total
geographical area of the world. India has a land boundary of
about 15,200 km and the total length of the coast line of the
mainland including Andaman and Nicobar and Lakshadweep
is 7,516.6 km.

Written Work

• Notes
• 2:Where will you find young fold mountains in India?

3 Class Work

• Interaction- India and the World Pg. 2 and 4

The Indian landmass has a central location between the East

and the West Asia. India is a southward extension of the Asian
Continent. The trans Indian Ocean routes which connect the
countries of Europe in the West and the countries of East Asia
provide a strategic central location to India.

Written Work

• Notes
• 3: How has the opening of Suez Canal helped India?

and

How have the various trade routes helped India overtime?

4 Class Work

• Lecture- India’s Neighbors Pg. 4 and 5

 India occupies an important strategic position in South Asia.
India has 29 states and 7 Union Territories. India shares its
land boundaries with Pakistan and Afghanistan in the
northwest, China (Tibet), Nepal and Bhutan in the north and
Myanmar and Bangladesh in the east.

Our southern neighbors across the sea consist of the two island
countries, namely Sri Lanka and Maldives.

Written Work

• Notes
• 4: How were the Indian states organized before
independence?

5 • Activity

6 • Back Exercise

• In text Questions

7 • Extramarks - SLM

• Discussion - Homework Worksheet

8 • Class Test
 BLOOM PUBLIC SCHOOL
Vasant Kunj, New Delhi
Lesson Plan
Subject: Social Science-Political Science
Class: IX
Month: April No of Periods: 10
Chapter: What is Democracy? Why Democracy?
TTT: 5 periods WT: 5 periods

Chapter: 2 What is Democracy? Why Democracy?

Learning Objectives At the end of the chapter students will be able to:
State the meaning and features of Democracy
List and explain the arguments in favor of Democracy
Enumerate arguments against democracy.

Resources NCERT Book (Democratic Politics-I)

Extramarks- Mind Map, SLM
Activities --

Class Work CLASS WORK

Oral Explanation and Notes:

What is democracy?
• Why define democracy?
• A simple definition
Features of democracy
• Major decisions by elected leaders
• Free and fair electoral competition
• One person, one vote, one value
• Rule of law and respect for rights
Why democracy?
• Debating merits of democracy
• Arguments for democracy
• Arguments against democracy
Broader meaning of democracy

Written Work:
Q1. Define democracy.
Q2. Why can’t we describe Pakistan as a democratic country?
Q3. Which methods were adopted by the PRI in Mexico to
win the election?
 Q4. Write a short note on rule of law and respect for rights in
a democracy by citing the example of Zimbabwe.
Q5. ‘Democracy is not a magical solution for all problems’.
Explain by giving arguments against democracy.
Q6. Mention the various merits of democracy.
Q7. Compare the features of Democratic and Non Democratic
governments.

Home Work
Assessment Class Test

Period wise plan

1 CLASS WORK

• Introduction- Extra Marks- Mind Map

• Interaction and Notes-What is democracy? (Pg. 23, 24,

25)

Democracy is a form of government in which the rulers are

elected by people.

WRITTEN WORK

• Notes, Q1. Define democracy.

2 CLASS WORK

• Discussion and Notes- Features of democracy (Pg. 26,

27)

Case study- Pakistan- Military coup led by General Parvez

Musharraf in October 1999 overthrew the democratically
elected government. The work of the civilian cabinet is
supervised by a National Security Council which is dominated
by military officers.
The final power rests with military officers and General
Parvez Musharraf which makes Pakistan an undemocratic
country.

First feature- In a democracy the final decision making power

must rest with those elected by the people.

WRITTEN WORK
• Notes, Q2. Why can’t we describe Pakistan as a
democratic country?

3 CLASS WORK
 • Interaction and Notes - Features of democracy [contd.]
(Pg. 27, 28)

Case study- China- In China, elections are held every five

years called Quanguo Renmin Daibiao (National’s People
Republic) Before contesting elections, a candidate needs the
approval of the Chinese Communist Party.The govt. is always
formed by the Communist Party.

Case study- Mexico- Mexico holds election every 6 years to

elect its president. Every election was won by a party called
PRI (Institutional Revolutionary Party). Opposition parties did
contest elections but never managed to win. The PRI was
known to use many dirty tricks to win elections.

Second Feature- A democracy must be based on free and fair

election where those currently in power have a fair chance of
losing.

Democracy is based on a fundamental principle of political

equality.

Third Feature- In a democracy, each adult citizen must have

one vote and each vote must have one value.

WRITTEN WORK
• Notes, Q3. Which methods were adopted by the PRI
in Mexico to win the election?

4 CLASS WORK

• Lecture and Notes - Features of democracy [contd.]

(Pg. 29,30)

Case study- Zimbabwe- Zimbabwe attained independence

from White Minority rule in 1980. Since then the country has
been ruled by ZANU-PF, the party that led to the freedom
struggle. Its leader, Robert Mugabe, has been ruling the
country since independence. Though he is popular but also
uses unfair means in elections. This shows that even popular
governments can be undemocratic.

Fourth Feature- A democratic govt. rules within limit set by

constitutional law and citizen’s rights.

WRITTEN WORK
• Notes, Q4. Write a short note on rule of law and
respect for rights in a democracy by citing the example
 of Zimbabwe.
5 CLASS WORK

• Interaction and Notes - Why democracy? (Pg. 31,32)

Arguments against democracy-

Leaders keep changing in a democracy which leads to
instability.
Democracy is all about political competition and
power play.
Democracy leads to delay beacause of the no. of
people consulted.
Elected leaders do not know the best interests of the
people.
Democracy leads to corruption.
Ordinary people don’t know what is good for them.

WRITTEN WORK
• Notes, Q5. ‘Democracy is not a magical solution for all
problems’. Explain by giving arguments against
democracy.

6 CLASS WORK

• Discussion and Notes - Why democracy? [contd.] (Pg.

32,33,34)

Arguments for democracy-

Democratic govt. is a more accountable form of govt.
Democracy improves the quality of decision making.
Democracy provides a method to deal with differences
and conflicts.
Democracy enhances dignity of citizens.
Democracy allows us to correct its own mistakes.

WRITTEN WORK

• Notes, Q6. Mention the various merits of democracy.

7 CLASS WORK

• Lecture and Notes – Broader meaning of democracy

(Pg. 35, 36, 37)

The most common form that democracy takes in our times that
of a representative democracy. The majority of people rule
through their elected representatives.

A democratic decision involves consultation with and consent

 of all those who are affected by that decision.

An understanding of democracy as an ideal reminds us of why

we value democracy. It enables us to judge an existing
democracy and identify the weaknesses.

WRITTEN WORK
• Notes, Q7. Compare the features of Democratic and
Non Democratic governments.
Period 8
• Recapitulation- Extramarks SLM

Period 9 • Oral- Back Exercise - Pg. 37,38,39

• Discussion of Homework Worksheet

Period 10 • Class Test

Subject: Social Science-History

Class: IX
Month: April-May No of Periods: 15
Chapter: The French Revolution
TTT: 8 periods WT: 7 periods

Chapter: 1 The French Revolution

Learning Objectives The students will be able to:
• Develop a definition of the term revolution that characterizes
how it is different from a war.
• Familiarize students with the names of people involved and the
different types of ideas that inspired the revolution.
• Understand rise and fall of Napoleon Bonaparte.
Resources • NCERT Text Book
• Extra marks - Mind Map, SLM.

Activity Map Work- On an outline map of France identify, locate and

label the following places
1. Bordeaux
2. Paris
3. Nantes
4. Marseilles

Aim of the activity- Students will be able to locate the places that
held importance in the French Revolution.
Material Used- NCERT Book, Map, Pen, Pencil.
Class Work Class Work:
 Oral Explanation & Notes:
• French Society During the Late Eighteenth Century
• The Outbreak of the Revolution
• France Abolishes Monarchy and Becomes a Republic
• Did Women have a Revolution? Did Women have a
Revolution?
• The Abolition of Slavery
• The Revolution and Everyday Life
Written Work:
1. Describe the circumstances leading to outbreak of revolutionary
protest in France.
2. Describe the contribution of French philosophers in the French
Revolution.
3. What was the system of voting in Estate General? What change
did the 3rd Estate want in the system?
4. How were the members of the National Assembly elected?
5. Why was Robespierre reign called as the reign of terror?
6. What steps were taken by the government to bring about
equality in French Society?
7. Explain Triangular Slave Trade carried on during 18th and 19th
century.
8. How would you explain the rise of Napoleon?

Home work
Assessment Class Test

Period wise plan Content

1 Class Work:
INTRODUCTION- Extramarks Mind map

Oral Explanation & Notes: The French society during the

eighteenth century Revolution.
• Louis XVI and his problems
• Louis XVI came to power in 1774 at the age of 20.
• Long years of war had drained the financial resources of
France. So the French treasury was empty.
• LouisXVI helped the thirteen American colonies to gain their
independence from the common enemy, Britain.
• France had taken 3 billion Livres loan from moneylenders who
began to charge 10% interest.
• To meet its regular expenses, such as the cost of maintaining an
army, the court, running government offices or universities, the
ruler was forced to increase taxes.

Social causes(or) Division in the French Society

• French society in the eighteenth century was divided into three

estates- Clergy, Nobility and Common People.(I, II and III
 Estates)
• Clergy and Nobility were 10% of the population but possessed
60% of lands. III Estate was 90% of the population but
possessed 40% of the lands.
• Clergy and Nobility enjoyed many privileges based on birth.
The church collected taxes from people.
• They were exempted from paying taxes. Nobles collected
feudal dues from III Estate people.
• Peasants were obliged to render services to the Clergy and
Nobility to work in their houses, fields, serve in the army or to
participate in building roads. (Pg.3-4)

Written Work: Notes and Q1. Describe the circumstances leading

to outbreak of revolutionary protest in France.

2 Class Work:
Oral Explanation & Notes: The Struggle to Survive
• The population of France rose from 23 million to 28 million in
1789.
• This led to a rapid increase in the demand forfood grains.
• Production of grains was less because drought or hail reduced
the harvest.
• Most workers were employed as labourers in workshops.
Owners of the workshops did not increase the wages of
workers. Leading to a subsistence crisis. (Pg. 4-5)

3 Class Work:
Oral Explanation & Notes: A Growing Middle Class Envisages an
End to Privileges
• The eighteenth century witnessed the emergence of social
groups, termed the middle class, who earned their wealth
through trade and professions.
• They were influenced by declaration of independence of the
USA.
• All of these were educated and believed that no group in
society should be privileged by birth
• They also believed that French society should be based on
freedom, equality and equal opportunities forall.
• The ideas of philosophers like John Locke, Rousseau and
Montesquieu were discussed intensively in salons and coffee-
houses and spread among people through books and
newspapers.
• The news that Louis XVI planned to impose further taxes
generated anger and protest against the ruler and system.
(Pg.5-7)
Written Work: Notes and Q2. Describe the contribution of French
philosophers in the French Revolution

4 Class Work:
 Oral Explanation & Notes: The outbreak of the Revolution
• Old regime had no power to impose taxes
• Estate Generals proposed new taxes
• Convocation of Estate General
• On 20 June they assembled in the hall of an indoor tennis court
in the grounds of Versailles. They declared themselves a
National Assembly and swore not to disperse till they had
drafted a constitution for France that would limit the powers of
the monarch. They were led by Mirabeau and Abbé Sieyè Fall
of Bastille
• On 14 July, the agitated crowd stormed and destroyed the
Bastille.
• Louis XVI finally accorded recognition to the National
Assembly and accepted the principle that his powers would
from now on be checked by a constitution. On the night of 4
August 1789, the Assembly passed a decree abolishing the
feudal system of obligations and taxes. Constitution limited the
power of the king. (Pg.8-9)
Written Work: Notes and Q3. What was the system of voting in
the Estate General? What change did the 3rd Estate want in the
system?

5 Class Work:
Oral Explanation & Notes: France Becomes a Constitutional
Monarchy
• Louis XVI finally recognized the National Assembly and
accepted the constitution.
• The National Assembly completed the draft of the constitution
in 1791. Its main object was to limit the powers of the monarch.
• The Constitution of 1791 vested the power of making laws to
the National Assembly, which was indirectly elected by active
citizens.
• The Constitution began with a Declaration of the Rights of Man
and Citizen.(Pg.10-13)
Written Work: Notes and Q4. How were the members of the
National Assembly elected?

6 Class Work:
Oral Explanation & Notes: France Abolishes Monarchy and
Becomes a Republic
• Constitution of 1791 gave political rights only to the richer
sections of society. Political clubs became an important rallying
point for people. The most successful of these clubs was that of
the Jacobins, which got its name from the former convent of St
Jacob in Paris.Their leader was Maximilian Robespierre.
• On the morning of August 10 they stormed the Palace of the
Tuileries, massacred the king’s guards and held the king
himself as hostage for several hours.Convention established.
(Pg.14-16)
7 Class Work:
Oral Explanation & Notes: The Reign of Terror
• The period from 1793 to 1794 is referred to as the Reign of
Terror because Robespierre followed a policy of severe control
andpunishment.
• Robespierre`s government issued laws placing a maximum
ceiling on wages and prices. Meat and bread were rationed.
• Peasantswere forced to transport their grain to the cities and sell
it at prices fixed by the government.
• Equalitywas also sought to be practiced through forms of
speech andaddress.
• Churches were shut down and theirbuildings converted into
barracks or offices. (Pg.no. 16)
Written Work: Notes and Q5. Why was Robespierre reign called
as the reign of terror?

8 Class Work:
Oral Explanation & Notes: Directory rules France
• The fall of the Jacobin government allowed the wealthier
middle classes to seize power. A new constitution was
introduced which denied the vote to non-propertied sections of
society.
• It provided for two elected legislative councils. These then
appointed a Directory, an executive made up of five members.
(Pg.16-17)
Written Work: Notes and Q6. What steps were taken by the
government to bring about equality in French Society?

9 Class Work:
Oral Explanation & Notes: Did Women have a Revolution?
• Most women did not have access to education orjob training.
• From the very beginning women were active participants in the
events of revolution.
• But women were not provided basic rights and voting right in
the new constitution.
• In order to discuss and voice their interests women started their
ownpolitical clubs and newspapers.
• The Society of Revolutionary and Republican Women was the
most famous of them.
• Their main demands were equal political rights, right to vote,
right to be elected to the Assembly and to hold political office.
• The revolutionary government introduced laws that helped
improve the lives of women.
• During the Reign of Terror, the new government issued laws
ordering closure of women`s clubs and banning their political
activities. (Pg.18-20)
10 Class Work:
Oral Explanation & Notes: The Abolition of Slavery
• The colonies in the Caribbean Martinique, Guadeloupe and San
Domingo were important suppliers of commodities such as
tobacco, indigo, sugar and coffee.
• The slave trade began in the seventeenth century. French
merchants sailed from the ports of Bordeaux or Nantes to the
African coast, where they bought slaves from local chieftains.
• The National Assembly did not pass any laws, fearing
opposition.
• It was finally the Convention which in 1794 legislated to free
all slaves in the French overseas possessions. Napoleon
reintroduced slavery.
• Slavery was finally abolished in French colonies in 1848.
(Pg.21-22)
Written Work: Notes and Q7. Explain Triangular Slave Trade
carried on during 18th and 19th century
11 Class Work:
Oral Explanation & Notes: The Revolution and everyday life
• One important law that came into effect soon after the storming
of the Bastille in the summer of 1789 was the abolition of
censorship.
• In the Old Regime all written material and cultural activities
books, newspapers, plays – could be published or performed
only after they had been approved by the censors of the king.
(Pg 22)
12 Class Work:
Oral Explanation & Notes: Conclusion
Rise and fall of Napoleon.
• In 1804, Napoleon Bonaparte crowned himself Emperor of
France.He introduced many laws such as the protection of
private property and a uniform system ofweights and measures
provided by the decimal system.
• Soon the Napoleonic armies came to be viewed everywhere as
an invading force. He was finally defeated at Waterloo in 1815.
• Many of his measures that carried the revolutionary ideas of
liberty and modern laws to other parts of Europe had an impact
on people long after Napoleon had left. (Pg.no. 22-23)
Written Work: Notes and Q8. How would you explain the rise of
Napoleon?

13 • Written- Back Exercise Question No. 3 (NCERT book Pg.

24)
14 • Extramarks- SLM
• Map Work

15 • Class Test