9 - Social Science - EM

Government of Tamil Nadu
REFRESHER COURSE MODULE

2021-2022
9
SOCIAL SCIENCE
Department of School Education
9th_Refresher Course_Social science_EM.indd 1 8/14/2021 01:15:11 PM

II

Content
S.No. Titles Page No.
Indian Domination of the English East India Company (Buxar,

1 1
Plassey War)
2 From Trade to Empire (Carnatic Wars) 4
3 From Trade to Empire - Mysore & Maratha War 7
4 Empire from Trade - Administrative System 10
5 Rocks and Soils 13
6 Hydrologic Cycle 16
7 Understanding Religious Secularism 19
8 Citizens and Citizenship 21
9 Revolution of 1857 24
10 Agricultural Policies of the Colonial Period 27
11 Social Reform Movements of the Colonial Period 30
12 Map Reading 33
13 Industries 36
14 Security and Foreign Policy 40
15 Development of Industries in India 43
16 Urban Changes 46
17 The Status of Indian women Over Time 48
18 Exploring the Continents ( Africa, Australia, Antarctica ) 51
19 Hazards 54
20 Public and Private Sectors 56
III

Indian Domination of the English East
1 India Company (Buxar, Plassey War)
Learning Outcome:
Explaining how the English East India Company became an aggressive power in India.
Learning Objectives
Learn about the wars that led to the emergence of the British East India Company as a
dominant power in India.
Motivation
What was the reason for the British came to India?
Name some British East India Company rulers of India.
What were the circumstances that cause the British to rule India?
Introduction:
Narrate the story about how the British established the business in India as a trader and how
did they control the Indian rulers by their influence.
Teacher Activity
1. Queen’s Permission – Jahangir’s acceptance - William Hawkins – Sir Thomas Roe - Establishment
of East India Company (Surat, Ahmedabad, Brooch) - Francis Day (Chennai) - Charles II
(Bombay) - Job Charnock (Calcutta) . (Narrating it in the form of a story)
2. Explain the events of the establishment of rule of the English East India Company with the help
of series cards.
1 IX STANDARED | SOCIAL SCIENCE

Black Hole Massacre
Battle of Plassey
The capture of business centres by Siraj ud Daulah
Reclimbing the centres by Robert Clive
Siraj's ud Daulahalliance with French
Robert Clive Defeat
Beginning of Brithis domination
Student Activity
1.
Queen's Permission - Jagannath - William Hawkins - Surat - Thomas Best, Captain Nicholas,
Downton - King James - Sir Thomas Roe - Establishment of the English East India Company
(Surat, Ahmedabad, Brooch) - Francis Day (Chennai) - Fort St. George - Charles II (Bombay) –
Job Charnock (Calcutta) - Suthanudi, Kalikattam, Govindapur - Fort William. Making notes with
the help of e-cards (based on events that took place during the British entering to India). (Small
group activity)
2. Find out the answers; (Group Activity)
•• Write an event that lead the British to made free trade rights in Bengal, Bihar and Orissa?
•• Why Mirzafar was replaced as the Nawab of Bengal instead of Mirqasim?
•• How did the British get the chance to rule Burdwan, Mitnapore and Chittong?
•• Why Mirqasim was angry with the British?
•• Where is Bauxar situated?
•• Who were participated in the Battle of Bauxar?
•• What was the reason that made Mirzafar as nawab once again?
•• What was the agreement of the Allahabad Treaty?
IX STANDARED | SOCIAL SCIENCE 2

3. Ask the students to explain about the Battle of Plassey with concept map. (Team Activity)
Political Power of the British
Treasury of Bengal Siraj-Ud-Daulah

(Power of Military)
Ali Vardhikhan
Battle of
French + Siraj-ud-daulah Vs.British Plassey
1757 Black Hole Tragedy
1756
The Capture of Chandranagore KazimBaxaar Business Centre

June 20, 1750
Treaty of ALinagar Robert Clive
Evaluation
1. Categorize as public sector and private sector. (Individual activity)
The name of Nawab of Dominant The

Commander Year
the war Bengal country winner
Battle of Siraj - Ud - England Robert Clive 1757 England

Plassey Daula
Battle of Mir - Qasim England Robert Clive 1764 England

Bauxar Suja – Ud -
Daula
Sha - Aalam
2. Guess and write What would happened if Jahangir had denied the British trade in India?
3. Time line: Draw a timeline with the help of a textbook - events from the arrival of the British in
India to the Battle of Bauuxar (1600-1765).
4. Fill in the blanks: (Note: Bauuxar, Plassey)

i. The battle created the base for British war ________________.
ii. The battle which got rights for British. ________________.

2 From Trade to Empire (Carnatic wars)
Learning Outcome
Explaining how the English East India Company became a dominant power.
Learning Objectives
Learn about the Carnatic wars and their aftermath
Analyse the values gained and lost by the English Empire and the French during the
Carnatic wars.
Understand how the wars in Europe had an impact on India.
Realize how the English Empire rooted its dominance on Indian soil as a result of the
Carnatic Wars.
Motivation : (Prepared in the form of quiz)

i. Name the Europeans who came to India.
ii. Why did Europeans come to India?
iii. Which was the first European country to reach India?
iv. Who were the Europeans who maintained their dominance in India till last?
v. Who was the first sailor to make a sea voyage to India?
vi. Which of today’s states was included in the part of older Karnataka region?
Introduction:
The Carnatic wars were an indirect domination match between the English East India
Company and the French East India Company, taking advantage of the disunity found
among the Indian kings.
Teacher Activity
1. Explain the cause and effect of the Carnatic wars using the videos at httpd: //youtu.be/
OPjdZm1IN-Q.
•• First Carnatic War (1746 – 1748)
•• Second Carnatic War (1749 - 1754)
•• Third Carnatic War (1756 - 1763)
2. Using the table to easily explain to the students about the Carnatic wars.

English Army Vs French Army
War First Carnatic War Second Carnatic War Third Carnatic War
Year 1746 – 1748 1749 -1754 1756 – 1763
Austrian War of War of Succession of The Seven Years War in

Reason
Succession Hyderabad, Karnataka Europe
Battle of Ambur (1749)

Civil War (1760)
Battle of Adyar 1746 France wins
Wars (English force victory)
French victory Battle of Arcot (1751)
France failed
Aix - la – chapel Treaty of Pondicherry Treaty of Paris

Agreement
(1748) (1755) (1763)
Student Activity
1. To show places like England and France on the world map and places like Karnataka Hyderabad,
Mysore, Pondicherry and Bengal on the Indian map and explain the importance of those places
to the students in a simple way.
2. Write the names of the wars, their years and treaties on the card and match them into two groups.
Wars / Treaty Years
Treaty of Pondicherry 1746
Battle of Adyar 1760
Battle of Ambur 1749
War of Vandavasi 1751
Arcot War 1763
Treaty of Paris 1755

Evaluation
1. The beginning and end of the years in which the Karnataka wars took place were given. Draw a
bar chart with this.
1762
1761
1760
1759
1758
1757
1756
1755
1754
1753
1752
1751
1750
1749
1748
1747
1746
1745
First Carnatic War Second Carnatic War Third Carnatic War
(1746-1780) (1749-1754) (1756-1763)
Note:
1. How many years did the First Carnatic war took place?
2. How many years did the Second Carnatic war took place?
3. How many years did the Third Carnatic war took place?
2. Answer the following areas
i. Who is known as the Arcot veerar?
ii. Who is called as Vanthavasi Veerar r _______________
iii. Which treaty ended the First Carnatic war?
iv. Where is Fort St. David located?
v. What was the reason for the Third Carnatic war?
3. Mark the locations of the Carnatic war on the map of India.

From Trade to Empir -
3 Mysore & Maratha War
Learning Outcome:
Explain how the English East India Company became a dominant power
Learning Objectives
Find out the reasons for the Mysore wars for their supremacy between the British
and the French.
Analyse the role of the Maratha wars in establishing British domination.
Motivation
Prepare songs about Tipu Sultan with the help of websites.https://youtu.be/k6EPT1ATQZU.
Introduction:
Introduce the lesson by telling the historical stories of Hyder Ali and Tipu Sultan.
Teacher Activity
1. Interpretation by table.
The course of the war

Wars Reason Effect
(alliance)
The development of English + Maratha

Hyder Ali was
First Mysore War Hyder Ali and his empire + Hyderabad
defeated. Madras
1767 - 1769 friendship with the Nizam VS Haider
Agreement
French Ali
Violation of the Haider Ali +

Second Mysore War Mangalur
Madras Agreement. Hyderabad Nizam +
1780 - 1784 Agreement1784
Capturing Mahi Marathi VS English

Agreement of Year
1790-1792
SrirangaPaatinam 1792
Third Mysore War

Agreement Reason
Alliance
Tipu Sultan×
British+Marathasr+ Thiruvithangoor
Hyderabad Nizam Samastanam
Attack of Tipu Sultan
Fourth Mysore War
Tipu Sultan killed by Krishnarajaudayar ascends Tipu's family sent to

1799
Lord Wellesly the Mysore throne Vellore Fort
2. Showing and explaining the table
Anglo Maratha Wars
First Anglo Second Anglo Third Anglo

Maratha War Maratha War Maratha War
1775-1782 1803-1805 1817-1818
Warran Hastings English British x Marathas

× ×
{Bajirao II &Malhar
Marathas Marathas
(MahaThajiSinthiya) (YashvantharaoHolker) rao holkerIII}
The English East India Abolition of Peswa

Bassein Treaty Company became the Baji Rao II got 8 lakhs
dominant power pension per year.
Acceptance of the
subsidiary alliance.

Student Activity
1. Ask students to discuss the reasons for the defeat of the Indian kings by the British.
2. Divide students into two groups .One group tells some events of war and the another group
continue to report the effects of the war.
3. Mark the places where the wars against the British took place on the Map of India.
4. Make every student to tell the consequences of each war.
Evaluation
1 Match the following
i. T
reaty of Aix-la-Chapelle - First English Mysore War
ii. T
reaty of Salbai - First Carnatic War
iii. T
reaty of Paris - Third Carnatic War
iv. T
reaty of Srirangapatnam - First Maratha War
v. T
reaty of Madras - Third Anglo Mysore War
2 Map Activity;
Marking the following locations on the map.
(1) Mangalore, (2) Srirangapatna, (3) Parangipettai, (4) Salcette (5) Gwalior
3 Ask to collect the photos of Hyder Ali and Tipu Sultan.

Empire from Trade -
4 Administrative System
Learning Outcome
Explaining how the English East India appointment became a dominant force.
Explaining the principles of colonial administration on the tribal communities.
Learning Objectives
Explain to students about the formation of civic work and their responsibilities.
To make students aware of the divisions of the Judiciary and its powers.
Explain the changes made by the British in the Indian Army.
Distinguish the land reform policies introduced by the British.
Motivation: (Preparation based on questions)

i. Who is currently conducting Civil Service Examination in India?
ii. Who is the head of the district administration?
iii. Who is the leader of the three forces?
iv. Who are the students who want to join Indian Army? What is the reason?
v. Where is the Supreme Court of India located?
vi. In which Indian state was the first women's police station set up?
vii. Who is considered as the backbone of India?
Introduction:
Describe the civil service, military, justice and land reforms influenced by the British in India.
Introduce the lesson with ideas on the impact of the British in administrative reform processes
such as (military, police, civil service, land revenue) in today's context.
Teacher Activity
1. Teacher explains the duties of the District Collector, functions of the District and High
Courts and the subdivisions in the courts through video presentation.
2. Schedule and explain how the administrative system (civil service, military, police, judiciary)
was fundamental to the British for becoming a dominant force.
3. Teacher explains the Doctrine of Lapse policy and the Subsidiary alliance plan by using the
table.

Adninistrative Structure
Civil Work Military Police Department Judisicial Department

Give training for Lord Carenwallis Civil Boujdari
Seperated from military Indian Military introduced from Diwani Adalat
personnels. sir Eliza Imba to
Supreme court Adalat
Funtionalise Laws judge.
Collect taxes
Low income for

Lord Carenwallis- Indians
Increase the salary of
government employees
Denined higher Thiruvarur High

Lord Wellesley post for Indians court to restrict
Introduce training for actions against
government employees British.
Introduce competitive
examination
Conduct I.A.S. Exam in

India
Sathiyonthinath
Tagore- First Indian
to passed I.A.S
examination.
4. Prepare the table and compare the Revenue plans under British rule. (Permanant settlement
scheme 1765 , Ryotwari system 1820, Mahalwari system1822).
Standard Land Tax Plan 1765 Royal Tax System 1820 Mahalwari 1822
Lord Carrenwllis Thomas Manto Lord Benedict
The landlords collected taxes The government levied taxes Tax was levied on the basis of
from the peasants and handed directly from farmers village yield.
them over to the English
government
There is no direct contact be- One-third tax was levied. The village head acted as an
tween the government and intermediary between the
the people.
government and the people.

Student Activity
1. Discuss what is still being observed in the activities undertaken by the civil administration
during the British period.
2. Compare the civil service, the army, the police, the judiciary then and now in the administrative
system. (Parallel group activity)
3. Discuss the problems caused to Janshirani. by the British.
4. Discuss the comparison of English period land revenue schemes with existing agricultural tax
schemes.
Evaluation
1. Fill in the blanks
i. The Alinagar Agreement was signed in the year ______________
ii. The main reason for the Second Carnatic War ______________
iii. Who introduced the Doctrine of Lapse in India ______________
iv. Who finally defeated Tipu Sultan ______________
2. Specify as right / wrong
i. Siraj-ud-Daulah ascends the thrown of Bengal after the death of Alivarthikhan.
ii. Hector Monroe led the British army in the Battle of Plassey.
iii. Austrian war of Succession erupts in Europe led to the Carnatic war II.

5 Rocks and Soils
Learning Outcome
Justifying the use of natural resources in a reasonable manner such as water, soil, and
forest and growth in all areas.
Learning Objectives
Understand the nature of rocks and their types and uses.

Understand the importance of soil conservation.
Motivation
Show different types of soils to the students and ask them to name them.
By asking the following questions and prepare the students.
• How soil is formed?
• What are the components of soil?
Introduction:
Soil is a mixture of organic matter, minerals, gases, liquids and organisms. Explain the
components of the soil, types of the soil, the molecules of the soil, soil conservation its
importance, deforestation and conservation of forests.

Teacher Activity
1. Teacher can explain the formation of soil by showing the video in the internet.
2. Through the video the teacher can explain the different types of soil
(Alluvial soil, black soil, laterite soil, mountain soil and desert soil)
3. Growing forest that can protect the soil in our life activities such as controlling of overgrazing,
Dam construction, rotation of crops, strip cultivation, ploughing to equal height in the
ground, step cultivation, prevention of migratory agriculture, controlling the wind speed
by growing trees to prevent soil erosion can be written in colourful cards and given to the
groups and make them to say the importance of that and explaining them.
Student Activity
1. Identify and sort of erosion sites.
2. Retain and list out the benefits of soil in daily life.
3. Map work - mark the types of soils and available places on India outline map
4. How many vehicles are there in each house? How they work?
5. Discussing how our economy is being affected by the increase of vehicles [ Small Group Activity]
6. List out the activities related to soil conservation [ Individual Activity]
Evaluation
1. Fill the table using the pie diagram given
2. Explain the types of soil erosion with diagram.
3. Write any three natural resources found from the sedimentary rock .

Organic
Matter 5%
Humus
80%
Organisms
80%
Mineral Water
Particles 25%
80%
Air Roots
25% 10%
Soil Air Water Mineral Organic Humus Organisms Roots

Composition Particles Matter
Percentage %
4. Draw and label the layers of soil.
5. State the number of trees in your school

6 Hydrologic cycle
Learning Outcome
Justifying the fair use of all natural resources such as water, soil and forest to
sustain growth in all areas.
Learning Objectives
Understand the nature of water conditions on earth

Understand the various components of hydrologic cycle
Motivation
Teacher discusses with the students about rainfall and origin of rivers.
Teacher : How does it rain?
Student : Rainfall is caused by evaporation of water from rivers and oceans.
Teache r : Name a river that flows in your district ?
Student : Vaigai
Teacher : Where does the river originate ?
Student : River originates from the mountains.
Introduction:
Explain the availability of total amount of water on Earth, freshwater, surface water.

Teacher Activity
1. Ask the Students to describe the irrigation systems used for agriculture in their places and
thereby explain the importance of water and the need of water for the basic needs.
2. Describe through pictures how water is being saved by various methods.
3. Explaining the six main components of hydrological cycle [ evaporation, condensation,
precipitation, infiltration, percolation, runoff ] with the help of a diagram.
4. Teacher explains the importance of water management through a video.
Student Activity
1. Group discussion on where [ agriculture or industry ] water is used properly.
2. List out the perennial and non perennial rivers among the following:
[ Indus, Ganga, Brahmaputra, Kaveri, Narmada, Tapti and Mahanadi ]
3. Make a simple rainwater harvesting model and explain it in group. [small group activity]
4. Group Activity
i. Prepare a picture album of rainwater harvesting and water management.
ii. Discuss difficulty in water management.
iii. Find solutions to water management problems.
iv. List out the role of individual and the family in water management.
Evaluation
I. Fill in the blanks
1. The amount of freshwater in the earth ______________
2. Salinity of sea water is ______________


3. Factor accelerating the hydrological cycle is ______________
4. About 71% of the earth surface is covered by water. In this ______________ % found as
fresh water and ______________ % as saline water in seas and oceans.
5. The main factor preventing soil erosion is ______________
6. ______________ is the main factor affecting the rate of evaporation.
II. Choose the correct word from the following
[ Infiltration, Evaporation, Transpiration, Condensation, Run off ]
1. The process of converting water vapour into water is known as ______________
2. The transition of water from liquid state to gaseous state is known as ______________
3. The process by which water content in the plants are released into the atmosphere in the
form of water vapour is ______________
4. Flowing water that is pulled by gravity across the land surface is called ______________.
5. Water penetrating through the soil at the surface of the ground is termed ______________

Understanding
7 Religious Secularism
Learning Outcome
Understanding with examples the socio-political problems found in the area where one
lives, depending on the fundamental duties and fundamental rights of the Constitution of
India.
Learning Objectives
Realize the meaning of secularism.
Know the rights guaranteed in the Constitution.
Describe the constitutional provisions relating to secularism.
Motivation
Ask students about religions they follow. Explain that what is secularism.
Introduction:
Secularism is the fourth most important right among our fundamental rights. Explain that
secularism means that a state or religion does not interfere with the beliefs of other religions
and respects other religions.
Sections of the Constitution:
Section: 25 - The right to accept, follow and propagate any religion
Section: 26 - Right to administer religious information
Section: 27 - Freedom of taxation for the propagation of any religion.
Section 28 -
The right not to attend worship and counselling events held at religious
institutions. Explain that the word secular was coined by the 42nd Amendment
in 1976.

Teacher Activity
1. Explain the religions and secularism practiced in India.
2. Explain the religious tolerance in early and medieval Indian history.
3. Explain to the students using the QR code that the Constitution of India has unique features
and that India is a secular country. QR code: E6S3D3
4. Discussion with students about all the festivals celebrated in India and its significance.
Student Activity
1. Discuss the importance of the religion that we follow. (Individual activity)
2. Draw a mind map and discussing the characteristics of a secular country. (Team activity)
3. Find out the news for the cause of violations featured in newspaper. (Small group activity)
4. Discuss news articles highlighting the importance of religious festivals celebrated in India.
(Parallel activity)
Evaluation
1. Which of the following describes India as a secular country?

A) Fundamental rights b) Basic duties
C) Government Ethical Policies d) Preface to the Constitution
2. Do the believes found in the religions, such as sacrifice and trampling fire, violate a fundamental
right?
3. Explain the need for secularism in a country like India.
4. Why is it important to separate religion from the state?
5. Which sections of the Constitution explain religious tolerance.

8 Citizens and Citizenship
Learning Outcome
Understanding with examples of the socio-political problems found in the area where one
lives, depending on the fundamental duties and fundamental rights of the Constitution of
India.
Detecting violations of their rights, protection and development using the knowledge of
fundamental rights in a particular situation.(E.g.) child rights
Learning Objectives
Understand the meaning and definitions of citizens and citizenship.
Know the basic knowledge about Indian citizenship.
Understand human rights and their importance.
Motivation
Explain the purpose of wearing uniform for school and the importance of equality among
students. Motivate students by asking the questions What are your responsibilities in this
society ?and who is a citizen?
Introduction:
Civics is the study of the government of a country, and the duties and rights of its people.
Gives details about the fact that the citizens of a country are entitled to enjoy all kinds of
civil and political rights. Explain about the Constitution of India, the acquisition and loss of
Indian citizenship, the rights and responsibilities of citizens and foreign citizenship.

Teacher Activity
1. Show video about citizen and citizenship through the textbook QR code HVUQYT on the
website. https: // Indian citizenship online. nic. / Home aspx.
2. Explain accordance with the extension of foreign nationals residing in India in the table given.
btaining citize Expansion
NRI Overseas citizen of India Card Holders
PIO Non Resident Indian
OCI Person on Indian Origin
3. Explain the five steps of obtaining citizenship under the Indian Citizenship Act with the
help of serial cards.
•• Obtain citizenship by birth
•• Obtain citizenship by descent
•• Obtain citizenship by registration
•• Natural citizenship
•• Citizenship obtained by merging territories.
4. Explain the rights of children by detailing the laws that help protect children using the table.
Laws Rules
Hindu Widow Legalizing Widows

Remarriage Act 1856 remarriage
Pocso Act 2012 Act to protect children from sexual offenses
Right to Education Act 2005 Compulsory free education for children between the ages of 6 and 14
5. Discuss with students about frequently heard child rights violations and freedom given to
children.

Student Activity: (Small group activity)
1 Explain the procedures for deprivation of Indian citizenship with the help of e-cards containing
renunciation of citizenship, termination of citizenship and denial of citizenship by commentary
on the provisions of Articles 5 to 11 of Part II of the Constitution of India.
2 Find out the answer (Small Group Activity)
•• The word ‘citizen’ is derived from which language?
•• State the rule number of the Indian Citizenship Act.

•• Who is the first citizen of the country in order of priority?
3 Does anyone in your home or in your neighbourhood have foreign citizenship?
4 Make a list of taxes paid by your family.
5 Divide students into groups and ask the first group to discuss child violations, and the second
group to discuss if they are exercising children’s rights properly, and the third group to list out
their duties for their country..
Evaluation
I. Fill in the blanks.
i. The Constitution of India grants us ___________ citizenship.
ii. We call non-citizens of a country as ___________.
iii.
International Children 's Year ___________ Human Rights Day is celebrated on
___________.
iv. Child Helpline Number ___________
v. Right to Compulsory Education Act (RTE) enforced in the year ___________
II. Match the right ones.
i. If a person acquires foreign citizenship, his

- Denial of citizenship
Indian citizenship is revoked
ii. If an Indian citizen comes voluntarily obtains

foreign citizenship, his Indian citizenship is - Abandonment of citizenship
automatically disabled.
iii.
Fraudulent misrepresentation or acting outside
- Termination of citizenship
the Constitution

9 Revolution of 1857
Learning Outcome
Explaining the origin and nature of the revolution of 1857, how it spread across the country
and the experiences we have gained from it.
Learning Objectives
List out the causes for the 1857 revolution.
Know the locations and leaders of the 1857 revolution.
Find out the reasons for the failure of the 1857 revolution.
Understand the changes that took place in India after the 1857 revolution.
Motivation
Prepare the students by showing the video of the Great Revolution (1857) using the given
website [youtube] link. https: // youtu-be / 77ogj - 7QNVQ
Introduction:
Introduce the concepts of the lessons by explaining the causes of the great revolution, the
places where the revolution took place, the reasons for the failure and the changes that took
place in India.

Teacher Activity
1. Explain to the students the reasons for the great revolution with the help of mind map.
Doctrine of Lapse
Exploitation Proselytizing
Reasons
Enfield Rifle infanticide

Depression
2. Describing the origin and course of the revolution using notes.
•• March 29, 1857 Mangal Pandey refused to touch an Enfield rifle and killed a high-ranking
official in Barrackpore.
•• May 10, 1857 - Threatened prison break - Veterans released.
•• 1857 May 11 - Delhi - Declaration of Bahadurshah II as Emperor of India.
•• Lucknow - Kanpur - Jhansi, Barelly, Bihar created riots all over North India.
3. Explaining to the students about the locations where the revolution of 1857 took place, the
leaders who led it and the English officers who suppressed the rebellion.

Student Activity
1. Write the reasons for the revolution on piece of papers, put them in a box, and ask the students to
take and explain the reason one by one. (Individual activity)
2. Ask Students to select a place on the map of India where the revolution of 1857 took place and
explain about the way the riot took place, who led it, and how the riot was suppressed.
3. Ask students to act like BahadurshahII, Nana Sahib, Jhansirani, Kanwar Singh ,John Nicholson.
( solo acting).
4.
Divide students into groups ask students to discuss the main effects of the great revolution in class room.
Evaluation
1. Places where riot took place, and persons who lead.Find the wrongly matched pair.
i. Delhi - Bahadursha II
ii. Jhansi - Lakshmi Bai
iii. Bihar - Bahadur Khan
iv. Kanpur - Nanasakib
2. Mark the following places on the map of India.
¾¾ Delhi
¾¾ Jhansi
¾¾ Gwalior
¾¾ Meerut
¾¾ Barrackpore
3. Fill in the blanks. (The Revolt of 1857)
i. The place headed by Nana Sahib is ___________
ii. The English commander who captured Delhi ___________
iii. The Lord, who took immediate action to supress the riot ___________
iv. The place where the prison was broken is ___________
v. The name of the new Governor General is ___________

10 Revolution of 1857
Learning Outcome
Explaining the impact of colonial agrarian policies in different parts of the country, such
as the "Indigo Uprising".
Learning Objectives
Know the struggles of the farmers in medieval India.
Analyse how British agricultural policy affected the practices of Indian farmers.
Motivation
The teacher sings the song and motivate the students
(you tube link : https://youtube . be / aF3JOXYY1IM)
“அணைகட்டி நீரெறச்சி ஆனைகட்டி ப�ோரடிச்சி
அகிலாமல்லாம் ச�ோறுப�ோட்ட ஊருதுங்க – இப்ப
வண்டிக்கே தண்ணி இல்ல குடிக்கும் தண்ணி
கடலில் நாதியத்தும் நிக்கிற�ோம் நாங்க காட்டுக்குள்ளே!”
Gather information on modern techniques for crop growth currently in practice.Discuss

the issues faced by farmers and assistance given for farmers.
Introduction:
Introduce the lesson by sharing the ideas of Indigo cultivation to transform India into a
plant manufacturer to improve the economy of the British and the ideas of converting the
former landowners into cultivating farmers.

Teacher Activity
List out the agricultural revolutions that took place in medieval India by timeline. (1855
- 1930), the Santal Rebellion (1855 - 1856), the Indigo Rebellion (Avari Rebellion 1859-
60), the Pabna Rebellion (1873 - 76), the Deccan Rebellion (1875), the Punjab Peasant
Movement (1890 - 1900), Champaran Satyagraha (1917 - 18), Kedah (Kyra) Satyagraha
(1918), Moplah Rebellion (1921), Bardoli Satyagraha (1929 - 30) Explained it through
video presentation.
Describes the similarities and differences between the Chandal Rebellion (1855-56) and
the Deccan Rebellion (1875) and the Punjab Peasants' Movement (1890 - 1900), which had
similarities to the agricultural uprising in medieval India by using the following table.
Similarities / The Sanhal Punjab Peasant
Deccan Riots
Differences Rebellion Movement
Year of Event 1855 – 56 1875 1890 – 1900
Place Bihar Pune Punjab
High rate of
interest Local Money
Reason Urban Money Lenders
Expropriating Lenders
Urban Landlords
Santhal was
Deccan
declared by the Punjab Land Alienation
Relief Agricultural Relief
government as the Act
Act
Pargana
Teacher explain the effects of the three types of riots, the Pabna Rebellion (1873 - 76), the
Mapla Rebellion (1921), the Kedah (Kyra), and the Satyagraha (1918) by using notes.
Pabna Movement
Peasant Unrest in East Bengal
Started by Keshah Chandra Roy
Illegal tax collection by Zamindar
Association formed by Farmers
Raised legal awareness and legal right of farmers
There is no singnificance of violence
Kheda Satyagraha
Kheda district in Gujarat- Farmers forced to pay the centre tax
Under the leadership of Gandhiji local farmers started the No Tax Campaign
Farmers support
The government provided a solution
Maplah Rebellion
Peasants were supported by the landlords and the British government
In 1921 The Peasants revolted
The British government relentlessly suppressed the rebellion
The rebellion embraced defeat.
Show the Video depiction of the Indigo Rebellion and the uniqueness of the Champran
Satyagraha (1917-18). (http: // youtu .be / BKbZZK7YZCM.)

Student Activity
1. Individual activity
Mark the places where agricultural
uprisings are happened in the
Medieval India on the India map and
explain it.
2. Draw a mind map and illustrating the news related to the Santhal Rebellion, the Deccan Rebellion
and the Punjab Agricultural Associations. (Small group activity)
3. Perform role play on the three separate uprisings as Pabna Rebellion, Kedah Satyagraha and
Maplah Rebellion as separate characters.
4. Group description of the cause and effects of the Indigo Rebellion and the Champran Satyagraha.
(Group Activity)
Evaluation
1. Choose the correct answer and write

1. What is meant by 'Mahal' in Mahalwari system?
A) House b) Land c) Village d) Palace
2. In which area was the Mahalwari system performed?
A) Maharashtra b) Madras c) Bengal d) Punjab
3. Who among the following governors introduced the Mahalwari system?
A) Lord of Hastings B) Lord Cornwallis c) Lord Wellesley D) Lord William Painting

1. ___________ is an amended system of zamindar system.
2. The Mahalwari method is a project conceived in the mind of ___________
3. Indigo (Avuri) Rebellion took place in the year ___________
4. The Maplah Rebellion took place in the year ___________

Social Reform Movements
11 of the Colonial Period
Learning Outcome
Analyzing the problems of caste, women, widow remarriage, child marriage, social reforms
and the policies of the colonial administration and the laws passed to address these issues.
Learning Objectives
Awareness of the status of women in the Middle Ages
The role of social reformers in eradicating social evils in society.
Awareness of social evils against women and the laws enacted by the government to
eliminate it and uplift the status of women.
Motivation
Inquiring students about the status of women in their homes. Asking students about the
importance of motherhood and literacy for motivation.
Introduction:
Telling about the status of ancient women and contemporary women.

Who was the first female doctor in India?
Who was the first woman Prime Minister of India?
Teacher Activity
1. Schedule and explain the major social evils against women and the consequent laws and the
social reformers who fought to remove them.
Social Evils Act Reformers

Female infanticide Bengal regulation of XXI , Raja Rammohan Roy
1804
Practice of Sati Regulation of XVII, 1829 Raja Rammohan Roy
Widow Remarriage Hindu’s Widow’s Ishwar Chandra

Remarriage Act, 1856 Vidhyasagar

The child marriage was The Native Marriage Act, B.M. Malabari
prohibited 1872
The age of Marriage The Sharda Act, 1930 Tarabai

was raised for Boys and
Girls
Devadasi System Devadasi abolition Act, 1947 Dr.Muthulakshmi, Moovalur
Ramamirdham
2. Telling about how social reformers ensured female education by using e- cards like puzzle
who am i?
The so-called forerunner of the Indian social reform movement.
Anti-conspiracy militant, 1829 Conspiracy theorist who caused Lord William Penting to
impose anti-conspiracy law - Rajaram Mohan Roy
Founder of a movement for female education, widow remarriage, abolition of polygamy, and
was responsible for the enactment of the 1856 Hindu Widow Remarriage Act. Establishment
of Girls’ Schools in Nadia, Midnapore, Higni and Burdwan Districts - Eeswara Chandra
Vidyasagar.
Publisher of Vivekavardini, Early Fighter for Women’s Liberation - Kandu Coolie
Veerasalingam
Who started the movement for the advancement of women in Bombay ?. Member of the
Widow Remarriage Society - M.G. Ranade
Journalist, Leaflet Publisher, 1884 Fighter for the Abolition of Child Marriage Movement -
BM Malabari
Founder of the Indian Employees Union Reformer in Primary Education, Girls’ Education
and Development of the Oppressed Classes - Gokhale
The best reformer in Tamil Nadu who supports mixed marriages will be called Vaikkom
Veerar Periyar – E.Ve. Ra “
Founder of Saradasakan for Hindu Widows in 1889 - Panditaramadai
Periyar is fascinated by ideas and is very interested in widowhood, remarriage and women’s
education - Dr. S. Dharmambal
Two women who spoke out against the goddess system - Dr. Muthuletzumi, Muvalur
Ramalingam.
3. Explain the following acts using concept maps for the advancement of women(marriage,
adoption, heir) enacted by the government.

Bengal Order Act XXI, 1804 – Female infanticide was outlawed.
1829 - Order system XVII- The practice of caste is illegal.
1856 Hindu Widows Remarriage Act- Widows allowed to remarry.
1872 Civil Marriage Act- Child marriage is prohibited
1930 Sharda Act- Raising the age of marriage
1955 Hindu Marriage Act- Age of marriage for men is 21 Age of marriage for women 18
Student Activity
1. Complete with the correct event using notes.
Social Evils Act Reformers

•• Female infanticide
•• Female infanticide(abortion)
•• Child marriage
•• Devadasi system
••
Sati - widow sacrifices herself by
sitting atop her deceased husband's
funeral pyre.
•• Jauhar (Joint Suicide)
2. Discussing images of social reformers. ( Group Activity )
3. Making students apply individually by e-cards about the social evils against women and the
meetings held to remove it. (Small group activity)
Evaluation
1. Match the following
i. Brahma Gnana Sabha - Italian traveler

ii. Sharda Sadan - Social Evil
iii. Woods Education Report - Annie besant
iv. Nicolo conti - Pandita Ramabai
v. Dowry - 1854

1. Women were honored in Rick Vedic period.
2. The Devadhasi system is a social evil.
3. Raja Rammohan Ray, a pioneer of the Indian social reform movement.

12 Map Reading
Learning Outcome
Drawing the proximity map showing scale, directions and properties with the help of
conventional signs and symbols.
Learning Objectives
Identify the components of maps
Know the methods of Representation of scale
Describe how signs and symbols are used on maps
Motivation
Make students to list what they have seen on the way to school from their houses.
Example : (Hospital, shops and industries , transport)
Then ask the students to draw a picture of the route map.
Introduction:
Explaining how the maps help students to easily and quickly identify continents, oceans,
different landscapes, physical and political divisions of the Earth’s surface with words,
colours and conventional symbols.
Teacher Activity
1. Showing some maps from Atlas, make the students to know the components of maps. [Title,
colour, note, direction etc ]. (Ensure atlas in students hand)
2. Teacher shows the India political and physical map of India or Tamil nadu to the students
and explains what are conventional signs used. Ask the students to draw the systems and
explain what it represents.
3. Two maps were drawn in two flash cards-2 km of land area is shown within 2 cm. 1 km of
land within 4 cm is shown(approximate map)Show each of the flash cards to the students
and make them to say the given information in the cards. The teacher ask the students
which one is in large scale and which is in small scale. Then the teacher explains that small
scale map gives less detail of large topography whereas large scale map gives more detail of
small topography.

Student Activity
1. Label the arrow locations on the map given below.
t
ir Kno
sh Pam
Ku
Hi
nd
u
INDIA - PHYSICAL DIVISIONS N
W E
S
Shimla
NGE
Kai
Mussourie hR
las
AN RA
an
Garwal ge
Ranikhet
SULAIM
Almora iver
Nainital Tsangpo R
Purvanchal
Darjeeling
Guru
shikhar Mount Abu
Dhupgarh
Paradip
Konka
n coa
Vishagapanam
m
ana
ilipat
ach
st
Arma Konda
Palani Hills
Not to Scale

2. With the help of the Atlas, identify and list the given conventional signs and symbols.
Conventional Signs and Symbols Names
PO
PS
3. List the neighbouring countries on the Eight sides of India [ East, West, North, South, North East,
North West, South East, South west ] with the help of the Atlas.
Evaluation
i. Maps are important _____ for geographers.
ii. Cardinal Directions are __________, __________, __________, __________
iii. Real shape of the earth is __________
iv. In map water bodies are present in __________ colour.
2.
With the help of Atlas explain the details given in the physical map of Tamil Nadu using
conventional signs and symbols.
3. Compare and contrast the aerial photography and satellite imageries.
4. List out the recent uses of Global Positioning System (GPS).

13 Industries
Learning Outcome
Classifying industries based on the raw materials, size, capital and ownership.
Learning Objectives
Identify the nature of the industries and the factors responsible for the location of industries.
Know the types of industries.
Classification of industries.
Motivation
Teacher make the students to say about the occupation of their parents and places where
they worked and materials used for their occupation. Example
Student 1 : Ajith : My father is doing carpentry at home.

Student 2 : Selvam : My father working as teacher in school.
Student 3 : Kumari : My father is a farmer. He cultivates paddy and cotton.
Student 4 : Sathish : My father works in an auto spare parts factory.
Introduction:
I. Based on raw materials Industries can be classified into

Agriculture based industries Mineral based industries Marine based industries and Forest
based industries
(Example : cotton textile, iron and steel industry, fish oil manufacturing unit and the furniture
industry)
II. Based on size

Based on size means based on capital invested industries. Based on capital, industries are
classified into Large scale industries and Small scale industries
(Example : Iron and Steel Industries, household Industries.)

III. Based on ownership
Industries are owned and operated by the government they are public sector Industries
.Example : BHEL Industries are owned and operated by individuals or group of individuals
they are private sector industries .Example : Bajaj Auto Industries are owned and operated
jointly by the government and individuals or group of individuals are joint sector Industries
.Example : Maruti Udyog Industries are owned and operated by the producers or suppliers
of raw materials or workers both are Cooperative sector industries . Example : Amul
Teacher Activity
Explaining the five basic economic activities.
Primary Secondary
Quinary
Tertiary Quaternary
Teacher explains the type of industries through videos. Video QR J6H9V3
Classify the professions of the parents mentioned by the students.
i. As Ajith’s father is doing carpentry with low investment, it is small scale, secondary
economic activity and it is owned and operated by himself so it comes under private
sector industries.
ii. As selvam’s father is a government school teacher, it is quaternary economic activity and
it comes under public sector.
Explain the classification of industries based on raw materials, size, capital and ownership.
Student Activity
1. Complete the table with the help of the given hints

(Livestock, Pasture, Services Department, Television, Education, Judiciary, Fishing, Agriculture,
Food Gathering, Stone Breaking)
Types Example
Primary
Secondary

Tertiary
Quaternary
Quinary
2. Fill in the table.
Occupation Status Size Ownership
Mother
Father
3. Complete the given table
Raw Materials Finished Goods
Cane
Flowers
Trees
Iron
Copper
4. Complete the Table
Industries Types of Industries Ownership
Milk production

Cement Factory
Oil refinery
Reliance
Indian Synthetic
Rubber Company
Evaluation
i. Example for Marine based industries is ___________
ii. Motorcycle factor is ___________ type of industries
2. Write down the appropriate sector. (Private / Public / Joint / Cooperative)
i. SBI ___________
ii. Pandian Grama Bank ___________
iii. Reliance ___________
iv. Aavin ___________
v. Maruti Official Department ___________
vi. Bajaj Auto ___________
vii. BHEL ___________
viii. SAPL ___________
ix. ISRPL ___________
x. Indian Oil Sky Tanking Ltd ___________

14 Security and Foreign Policy
Learning Outcome
Analysing the important activities in the development process of the country.
Learning Objectives
Know about Indian Armed Forces and Auxiliary Forces
Acquire knowledge on Indian foreign policy
Know about India's relationship with neighbouring countries
Motivation
Ask students to list out what a family’s development depends on? .
Based on the responses of the students, If the economic growth of the family is based on
the security income, Ask the students to list out the reasons for the economic growth of the
country.
Introduction:
The security of the country is essential not only for peace but also for economic development.
The Indian Defence Forces comprises of Army, Navy and Air ,various paramilitary forces
and various service companies. India is pursuing a policy of asymmetry to strengthen the
country's friendships and create new opportunities for growth and security. That is, to make
students aware that the security forces and foreign policy play an important role.

Teacher Activity
1. Showing the video about three forces.
¾¾ Telling students to watch the parade of troops and listening to in television and tell
their experiences.
¾¾ Explain about Indian Armed Forces and Auxiliary Forces.
2. List the neighbouring countries of India and explain on the map.
¾¾ Ask the students to list Indian neighbourhoods
¾¾ Ask Students to read the countries on the list and the teacher shows them on the map
of India and explains about India’s friendship with its neighbouring countries.
3. Explain the table of Indian Foreign Policy
4. Teacher discuss the importance of the following dates such as January 15, February 1, March
10,October 7,October8, December 4 and December 7
Student Activity
1. Making students pretend to be part of the Indian Defence Forces.
2. Mark the neighbouring countries of India
i. For SAARC Member States - Yellow
ii. For BCIM member countries - red
iii. For BIMSTEC member countries - purple
iv. For BBIN Member States - Pink
(Note: If there is more than one system in a country, use all colour to match)

Evaluation
Goal Organization
i. Fostering Brotherhood - BIMSTEC
ii. Passenger cargo and Energy Development - BCIM
iii. International Trade - SAARC
iv. Telecommunication - BBIN
2 . Read the note and find the answer
Circle the countries that share land borders with India and square the countries that share
maritime borders.
Sri Lanka
Pakistan
Bhutan
China
Myanmar
Maldives
Bangladesh
Nepal

15 Development of Industries in India
Learning Outcome
Analysing the development of pre-colonial urban centers and handicrafts in India.
Learning Objectives
Know about the industries excel in functioning during the colonial period of India.
Analyse of the growth and decline of traditional handicrafts in India.
Motivation
Ask following question to the students “What is our primary occupation ?” and Ask each
student what career your mother and father are pursuing. Ask each students what career
your neighbours and the persons in your surrounding areas are pursuing and explain about
the industrial development.
Introduction:
Introduce the lesson by highlighting the status of handicrafts, cottage industries and
industries that excelled in medieval India.
Teacher Activity
1. Explain about traditional handicraft industries of India through concept map (growth,
decline)
மட்பாண்டங்கள் பருத்தி மாஸ்லின் கம்பளி
செய்தல் பட்டு
நெசவுத்தொழில்
நகை வேலை உல�ோக வேலை
இந்திய பாரம்பரிய
கைவினை வெங்கலம்
தங்கம் வெள்ளி த�ொழில்கள் தகரம்
ச�ௌராஷ்டிரம்
சிலை வடிவமைப்பு தந்த வேலை மர வேலை சிலை வடிவமைப்பு
கலை நயமிக்க வீட்டு
கற்கள் - க�ோயில் உபய�ோகப் ப�ொருட்கள்
யானை தந்தம்
கலைப்பொருட்கள்

2. Explain the reasons for the fall of the industry with notes.
1. Lack of support from the rulers. Vulnerability of artisans.
2. Becoming a manufacturer raw Industrial Revolution, England, Weavers

materials exporter. More, Invention of machines.
3. Competition for machine-made
Foreign lust.
materials.
4. The trade policy of the British. Unrestricted trade.
5. Destruction of the Business Center. Crash industry crash.
Construction of Railways, Roads, Suez

6. Transport development.
Canal.
3. Illustrate with examples to students how modern industries (plantation industries, machine
based factories, heavy industries) were started.
Plantation Industries: Tea & Coffee, Jute, Indigo (Dark Blue)
South India Bengal Kolkata
Machine based factories:
1. Cotton - Spinning Mill - Bombay
2. Jute - Rishra - Higley River
3. Paper Mill - Calcutta - Polygonji
Heavy Industries: Small - Steel Factory Tata - TISCO
Jamshedpur - Iron and Steel Plant.
Coal Mining Chemical - As a result of World War

Student Activity
1.
Match the following flash cards and find the appropriate answers and explain them.
(pair group activity)
Muslin Bronze Tin Wool Silk
Dhaka Saurashtra Bangladeshh Kanpur Kanchipuram Banaras
2. Discuss with your team members and answer the following questions. (Group Activity)
a. What is the cause of the impact on the artisans?
b. Why are so many raw materials being transported from India to England?
c. What is the name of British trade policy? Explain it.
d. Which is the largest transportation in the world? What is the reason for this to be in India?
e. Where is the Suez Canal? How it helps in the growth of industries?
3. Describe the locations of modern factories on the map of India and the functions of those factories.
4. Mark the following places on the map of India. (Individual activity)
(New Delhi, Calcutta, Rishra, Guldi, Bombay, Dhaka, Kanpur, Ahmedabad, Assam)
Evaluation
Goal organization
i. Theory of Wealth Exploitation - Polyganch
ii. The origin of cotton production is India - French Traveler
iii. English Trade Policy - Free Trade
iv. Paper Mill - DadabaiNaoroji
v. Tavernier Edward baines

16 Urban Changes
Learning Outcome
Analysing the decline of pre-colonial urban centres and handicrafts in India and the decline
of new urban centres and factories
Learning Objectives
Understand the origin and development of new cities in medieval period.
Analyse the urbanization during British rule
Motivation:(By asking questions)

What you know about Harappa and Mohanjadaro?
What you know about a port?
Where did the British establish their trade centres in India?
Introduction:
Introduce evolution of cities in different ways at different stages through the folding card.
Teacher Activity
1. Urbanization during British rule - Explain to the students using flash cards in the classroom
about the paralysis of the industry, the reduction of urbanization and the development of
new urban centres.
2. Colonial Urban Development – Illustrate using pictures about port cities, military
settlements, hill stations, railway cities.
3. Write the year on the top card and the description on the next card . Explain to the students
in three stages about British rule and the development of local council in India.

1688-1882 1882-1920
Formation of a
In 1870 Lord Ribbon
municipality with the post
was the father of the local
of mayor in Chennai.
body
1920-1950
Formation of Local
Government in Independent
India in 1947
4. Make the students to see the history of Chennai (Madrasapattinam) through https // you
tube / 98i / wcyoutube
5. Use the table and explain the advantages and disadvantages of the impact of the Industrial
Revolution on Indian industries.
Student Activity
1. Divide the students into three groups and ask each group to discuss about the occupations like
Agriculture, handicrafts, and production industries. ( Group activity)
2. Make the students to tell the names of the town formed during the development of the colonial
city and its special character by using note cards.
3. Watch the story of the origin of Madrasapattinam in Youtube and tell it in the class.
4. Discuss the advantages and disadvantages of the impact of industrial revolution in India.
Evaluation
1. Railways was introduced in India in the year ____________
2. Who is called as the 'Father of Local Council' of India ____________
3. In 1919 ____________ Government of India Act was introduced in the Provinces.
4. ____________ was responsible for the formation of the municipality.
1. Cities have flourished in India since prehistoric times.
2. The British gained political dominance after the Battle of Plassey.
3. Fort St. William is located in Chennai.

The Status of
17 Indian Women Over Time
Learning Outcome
Analysising laws relating to caste, women, widow remarriage, child marriage, and social
reform.
Learning Objectives
Know the status of women during British period.
Realize the social evils of female infanticide, child marriage, sati and Devadashi etc.
Recognize the contribution made by social reformers.
Analyse of the status of women in independent India.
Motivation:(By asking questions)

Create Curiosity by asking the following questions.
¾¾ Name the women who involved themselves in the freedom struggle movement.
¾¾ Name the female reformers.
¾¾ Tell about the social evil inflicted on women.
¾¾ Name the leaders who fought for the development of women.
¾¾ Name some Laws currently enacted for women.
Introduction:
ஆணும் பெண்ணும் நிகரெனக் க�ொள்வதால் அறிவில�ோங்கி இவ்வையும் தலைக்குமாம்…..
Start the class with the song and prepare the students. Because of various discrimination, gender
equality remains still a question. "Women who were portrayed as the moon. Now a days they
are going to the moon and make achievements. Explain What is discrimination against women?
Eliminate this from birth, growth and in economy too.

Teacher Activity
1.
Get to know about the women freedom fighters through video (Jhansi Rani - Marathi)
(Rudrama Devi - Andhra) (Velunachchiar - Sivagangai) (Chennamma - Karnataka)
(Mangammal - Madurai) (Dr. Muthulatsumi, Dr. S. Dharmambal) Moolaloor Ramamurthy .
Narrates about the charities they have done.
2. Demonstrates about social reformers through video and explains their role in women’s
development (Raja Rammohan Roy, Easwara Vidaya Sahar, MG Ranade, BM Malabari, Periyar
E. V. Ra Bhopal Krishna Gokhale)
3.
Discussion among students about the social evils against women and the laws enacted to
eradicate it.
Student Activity
1. Perform a role play about Veeramangai Velunachchiar, Janshirani, Durgavathi Devi, Thillaiyadi
Valliyamai. (Individual activity)
2. Discuss about social evils (female infanticide, child marriage, devadashi system and sati). (Group
activity)
3. Writing down the laws and the years they were passed on a separate piece of paper. Match the
following.
S. No. Laws Years
1 Hindu Widows Remarriage Act 1856
2 Marriage law 1872
3 Sharda Act 1930
4 Abolition of Devadasi Act 1947
5 Women’s Protection Act 1993
6 Inheritance Act 1956
7 Dowry Prevention Act 1961
8 Domestic Violence Prevention Act 2006
9 Maternity Welfare Act 1961
10 Pocso act 2012

Evaluation
1. Find out the odd one.
A) Child marriage
B) Sati
C) Devadasi system
D) Widow remarriage
1. In 1819 the spread of Christianity was formed by _____________ .groups.
2. _____________ who belongs Sivagangai bravely fought against British.
3. Founder of Indian Employees Union _____________
3. Choose the correct answer.
1. Bedunpalli founded in the year_____________ by J.E.D. Bedun.
A) 1848
b) 1849
c) 1850
d) 1851
2. Which commission recommended to start the primary schools for girls in the year 1882.
A) Woods
b) Wellabie
c) Hunter
d) Muttiman

Exploring the Continents
18 (Africa, Australia, Antarctica)
Learning Outcome
Marking the directions on the flat surface.
Marking the continents and oceans in the world map.
Learning Objectives
Identify the geographical locations of Africa Australia and Antarctica
Develop the Mapping skills
Motivation
Draw the Model of the world map.
Call out 10 students and ask them to stand in a circle. Students must stand in the appropriate
directional area to indicate directions.
Ask the next 10 students to stand and say the names of the continents one by one. (Asia,
North America, South America, Europe)
Introduction:
Teacher make the students to recall already known location of the four continents such
as Asia, Africa, Australia and Antarctica and its special names and the oceans around them.

Teacher Activity
1. The teacher explains the directions of each continent and ocean with the world map. Then
make the students to mark them on the world outline map.(World outline map, directions
on map, continents and oceans)
2. Explain the location of continents and oceans in three dimensions. Through this make the
students to know the location of continents in east and west of the pacific ocean.(Explain it
using globe)
3. Ask students to get the details of Africa, Australia and Antarctica by internet. (Internet
Activity )
4. Draw and explain the physical divisions and oceans in the outline map of Africa and
Australia.
5. The teacher explains the continents, Straits, Isthmus, bays, rift valleys and coral reefs with videos.
Student Activity
1. Ask the students write about the ecosystem around the school and house. And make them to
write down the districts surrounding their own district.
N N N
W House E W School E W
Village/
E
District
S S S
2. Mark and differentiate the 7 continents and 5 oceans on world outline map by using colours.
(group activity )
3. Quiz- Who am I? ( group activity )
� I am called as Dark Continent. Who am I ?
� I am the largest continent in the world. Who am I ?
� I am an Island Continent. Who am I ?
� I located in the west of the Pacific Ocean. Who am I ?
� I am a continent located at the south east of the Pacific Ocean. Who am I ?
� Researches ongoing on the poles where I am located. Who am I ?

4. Mark the following in the Africa outline map
¾¾ Equator, Mount atlas, Sahara, Eastern Highlands, Mediterranean sea, Atlantic Ocean,
Indian ocean , Suez Canal , Kilimanjaro
5. Mark the following in the Australia outline map
¾¾ Great Dividing range, great barrier Reef, Tasmania, Tropic of Capricorn, Pacific Ocean,
great Australian Sandy desert, Indian ocean, Sydney, Canberra
6. Make the students to discuss about the characteristics of Straits,Isthmus, bays, rift valleys and
coral reefs
Evaluation
1. Colour the world map with the hints given below.
S. NO HINTS COLOUR
i White continent White
Always united but we divide As

Light green (north)
ii North and South because of
Dark green (south)
Panama Canal
The sea which separates North

iii and South America in the west, Light blue
Europe and Africa in the East
Continents located in North

iv Two different colours
East of Africa
Largest and smallest Island

v Red
Continent

19 Hazards
Learning Outcome
Describing the causes of disaster and hazard mitigation measures in forest fire, landslide
and industries.
Learning Objectives
Explain hazard and disaster.
Give in detail about the types and causes of hazards.
Create awareness about the hazards and the preventing measures.
Motivation
The teacher ask the student about the precautionary measures taken at home or village/
town during heavy rains.
Introduction:
The teacher describes the natural disaster published in the newspaper and describes the
ways how would students can protect themselves in various times of disaster.
Teacher Activity
1.
Teacher demonstrates the natural and man – made disasters through videos.
2.
Discuss the need for natural disaster prevention measures.
3.
Ask the students to list the role of humans in forest fire and accidents in factories.
4.
The teacher discusses about the hazards occurred in the last 5 years in Tamilnadu

[ 2015 flood, 2016 Vardah cyclone, 2017 okhi cyclone, 2018 Gaja cyclone, fire accident in
kurangani, water scarcity, 2019 covid-19, 2020 covid- 19 ]
5.
Observe and discuss about Indian Seismic zones by observe the map of India.

Student Activity
1. Make a list of frequent and occasional hazards happened in student’s environment.
2. Identify the natural / man-made hazards / disasters given the list below. (Earthquake, forest fire,
tsunami, road accident, avalanche, volcanic eruption, drought, flood, industrial, medical waste,
plague, hurricane, war, storm).
3. Make a list of disaster prevention measures.
4. Classify the main causes of floods (weather causes, natural causes, human causes).
5. List the seismic zones in India, the areas where they occur .And list out the destructions it
caused.
Evaluation
I. Fill in the blanks
1. Mitigation means _____________
2. One of the most important gas that pollutes the air is _____________
3. Disaster caused by deforestation _____________
4. The disaster happened in the Indian Ocean in 2004 was _____________
5. Types of risks are __________, __________, __________.
6. Drought is caused by _____________ in India.

20 Public and Private Sectors
Learning Outcome
Explaining the role of government to regulate economic activities
Learning Objectives
Know about various indicators of socio-economic development.
Understand the importance of the public sector.
Recognize the difference between the public and private sectors.
Motivation
Teacher ask the following questions, Who administers your school? Who runs small
business in your home-town? And make the students to understand the difference between
government and private sector.
Introduction:
The sector in which the government involves the activities of providing the goods and
services to the public is generally called ‘the public sector ‘.
The sector which is controlled by individuals or companies , which is a part of national
economy is called ‘the private sector’.
Public Sector PrivateSector
Departmental undertaking Solo Proprietorship
Statutory Corporation Partnership
Hindu joint Family business
Co operative
Government Companies Public (Ltd)
Company
Private (Ltd)
Multinational corporations

Teacher Activity
1. Match the given words with the correct Public Sectors and explain it.
i. Aviation - Southern Railway
ii. Security - AIR India
iii. Heavy engineering - Department of Atomic Energy
iv. Railway - Bharath Heavy Electrical Ltd
v. Nuclear power - Army, Navy, Air force
2. Students understand the difference between the two public and private sectors through the
given Code. QR code: PIR888
3. Explain the role of government in the development of Socio-economic activities by showing

GDP, Think tank, NITI Aayog, NHPS
Student Activity
1 . Categorize as public sector and private sector. (Individual activity)
Business Department
i. Fertilizer Factory Sindhiri
ii. Reliance
iii. BSNL
iv. JIO
v. Nuclear power

2. Discuss the differences between Public sector and Private sector.
3. Colour the diagram sector wise:

{Total GDP in shares (2018-19) }
Agriculture 15.87% - Blue
Services 54.40 % - Yellow
Industries 29.73% - Red
4 . Discuss and summarise the steps taken by the government regarding the ‘smart city plan. in the
city near where you live.
Evaluation
I. Find something different.
1 Government-owned enterprises are referred to in the table of _________________
2. _________________ is a mixture of capitalism and socialism .
3. Creating employment is the purpose of a _________________

NOTE

NOTE

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Government of Tamil Nadu

REFRESHER COURSE MODULE

Department of School Education

9th_Refresher Course_Social science_EM.indd 1 8/14/2021 01:15:11 PM

9th_Refresher Course_Social science_EM.indd 2 8/14/2021 01:15:11 PM

S.No. Titles Page No.

Indian Domination of the English East India Company (Buxar,

2 From Trade to Empire (Carnatic Wars) 4

3 From Trade to Empire - Mysore & Maratha War 7

4 Empire from Trade - Administrative System 10

5 Rocks and Soils 13

7 Understanding Religious Secularism 19

8 Citizens and Citizenship 21

10 Agricultural Policies of the Colonial Period 27

11 Social Reform Movements of the Colonial Period 30

14 Security and Foreign Policy 40

15 Development of Industries in India 43

17 The Status of Indian women Over Time 48

18 Exploring the Continents ( Africa, Australia, Antarctica ) 51

20 Public and Private Sectors 56

9th_Refresher Course_Social science_EM.indd 3 8/14/2021 01:15:11 PM

1 IX STANDARED | SOCIAL SCIENCE

9th_Refresher Course_Social science_EM.indd 1 8/14/2021 01:15:11 PM

The capture of business centres by Siraj ud Daulah

Reclimbing the centres by Robert Clive

Siraj's ud Daulahalliance with French

Robert Clive Defeat

Beginning of Brithis domination

2. Find out the answers; (Group Activity)

•• Why Mirzafar was replaced as the Nawab of Bengal instead of Mirqasim?

•• Why Mirqasim was angry with the British?

•• Where is Bauxar situated?

•• Who were participated in the Battle of Bauxar?

•• What was the agreement of the Allahabad Treaty?

IX STANDARED | SOCIAL SCIENCE 2

9th_Refresher Course_Social science_EM.indd 2 8/14/2021 01:15:11 PM

Political Power of the British

Treasury of Bengal Siraj-Ud-Daulah

The Capture of Chandranagore KazimBaxaar Business Centre

Treaty of ALinagar Robert Clive

1. Categorize as public sector and private sector. (Individual activity)

The name of Nawab of Dominant The

Battle of Siraj - Ud - England Robert Clive 1757 England

Battle of Mir - Qasim England Robert Clive 1764 England

4. Fill in the blanks: (Note: Bauuxar, Plassey)

3 IX STANDARED | SOCIAL SCIENCE

9th_Refresher Course_Social science_EM.indd 3 8/14/2021 01:15:11 PM

Motivation : (Prepared in the form of quiz)

IX STANDARED | SOCIAL SCIENCE 4

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Year 1746 – 1748 1749 -1754 1756 – 1763

Austrian War of War of Succession of The Seven Years War in

Battle of Ambur (1749)

Aix - la – chapel Treaty of Pondicherry Treaty of Paris

Wars / Treaty Years

Treaty of Pondicherry 1746

Battle of Adyar 1760

Battle of Ambur 1749

War of Vandavasi 1751

Arcot War 1763

Treaty of Paris 1755

5 IX STANDARED | SOCIAL SCIENCE

9th_Refresher Course_Social science_EM.indd 5 8/14/2021 01:15:11 PM

2. Find out the answers; (Group Activity)

1 Match the following

3 Ask to collect the photos of Hyder Ali and Tipu Sultan.

3. Discuss the problems caused to Janshirani. by the British.

Understand the nature of rocks and their types and uses.

By asking the following questions and prepare the students.

Understand the nature of water conditions on earth