E - LESSON PLAN
CLASS
|
VIII
|
TOPIC
|
THE
UNION GOVERNMENT
|
DURATION
(no. of
periods)
|
6
|
EXPECTED LEARNING OUTCOMES
After
reading this chapter students will –
1. Appreciate
the need for a federation in India.
2. Analyze the
jurisdiction of union and state government.
3. Understand
divisions of subjects as mentioned in the three lists with special reference to
residuary subjects.
LEARNING
OBJECTIVES
The
students will be able to –
1.
Explain the meaning of federation.
2.
Identify the different levels of Government in India and its organs.
3. Familiarize with
the organization of the Union Government
4. Establish the
link between the Union government and its organs i.e., executive, legislature
and judiciary.
5. Examine the various
dimensions of federal politics in India
CONTENT
1.
Meaning of federation
2.
Union Government and its organs i.e., Legislature, Executive & Judiciary
3.
Jurisdiction of Union and State governments
TEACHING STRATEGY / METHODOLOGY
K-W-L-H Technique, Graphic Organizer, Compare and
Contrast Matrix, Audio – Visual, Explanation cum Discussion, Visit to the
Parliament
§ Meaning
of Federation and the reasons of India opting for a federal form of government would
be explained through the K-W-L-H Technique.
KWLH
What We Know
K
|
What We Want
to Find Out
W
|
What We Learned
L
|
How Can We
Learn More
H
|
Students
will Recall what they KNOW on the
subject
|
Helping
students determine what they WANT
to learn
|
Helping
students to identify what they LEARN as they read
|
Helping
students HOW they can learn more
from other sources
|
§ The three organs of the Union Government i.e.,
Legislature, Executive & Judiciary will be explained through a GRAPHIC ORGANIZER.
Students will be
introduced with new vocabulary like Union Government, National Government,
Parliament, etc. The use of
pictures of the Parliament House and a video of a parliament session, pictures
of the Supreme Court and the Rashtrapati Bhawan will help students get a broad
picture of the organization and composition of the Union Government of India. Later a visit to
the Indian parliament would further help in comprehending the subject.
§ With
the help of a Compare and Contrast Matrix students will be explained the Jurisdiction of Union and State Governments on the basis of
three lists. The matrix would be developed on the white board and explained.
Compare and Contrast Matrix
THREE LIST
LISTS
PARAMETERS
|
UNION
LIST
|
STATE
LIST
|
CONCURRENT
LISTS
|
RESIDUARY
SUBJECTS
|
Power
to Legislate
|
||||
Importance
|
||||
No.
of Subjects
|
||||
E.g.
of Subjects under the Lists
|
TOOLS/ AIDS/ RESOURCES
§ Graphic Organizer
§ K-W-L-H
§ Compare and Contrast Matrix
§
Video on Parliament Session -
§ Pictures of the Parliament House,
Supreme Court, Rashtrapati Bhawan
§ Visit to Indian Parliament would be organized
§ Assignment
VOCABULARY
§ Federalism
§ National Government / Union Government
§ State Government
§ Parliament
§ Local self- bodies
§ Jurisdiction
§ Union List
§ State List
§ Concurrent List
§ Residuary Subjects
VALUES
§ Respect for rule of law and the constitution
§ Coordination
§ Cooperation
§ Welfare of the people
ASSESSMENT TECHNIQUE
Think
pair share / Square – The students will share ideas, explore a question or
solve a problem in a group of two or a larger group and discuss their ideas on
the following topics : - 
In India the central government is more powerful
than the state government
Discuss any five subjects from the Union List which
according to you should have been in the State List. Justify your choice
with arguments
Why have subjects like railways, defence and foreign
affairs been included in the Union List and not in the State List? Support your
case with reasons.
RUBRICS FOR THE ABOVE ASSESSMENT
ü Relevance of
content (3)
ü Effective
communication skills (3)
ü Confidence (2)
ü Discipline of
the groups (2)
INTERDISCIPLINARY
ACTIVITY
On
DIVISION OF SUBJECTS: THREE LISTS
§ ENGLISH – Write a letter to
the chief minister of your state drawing his attention to the poor health and
sanitation in your area due to the ongoing strike of municipal workers and an
urgent need for the redressal of the same.
§ ECONOMICS – The
students will represent the number of subjects in the three list provided by
the Indian constitution through a Histogram
§ POLITICAL
SCIENCE – Organize a debate in the class in which students will speak for
and against the topic –
‘The division of subjects in the Union List,
State List and the Concurrent List has made the Central Government dominating
over the states in every respect’.
§ ART & CRAFT –
Design currency notes of different denomination of the Indian rupee.
RUBRICS
FOR THE ABOVE ACTIVITY
Histogram
–
§ Accuracy
should be maintained while making histogram (4)
§ Relevance
– the data should be related to the list as given in the Indian constitution
(4)
§ Accuracy
of the data. (2)
Organize a debate –
§ Organization
and Clarity – Viewpoints and responses are outlined both clearly and orderly (3)
§ Use
of Arguments – most relevant reasons given in support (3)
§ Use
of Rebuttal – arguments made by others are responded to and dealt with
effectively. (2)
§
Presentation
style – Tone of voice, use of gestures and level of enthusiasm are convincing
to audience. (2)
ASSIGNMENT
Assignment
for Differentiated Learning
QUESTIONS
FOR HIGH ACHIEVERS
|
QUESTIONS
FOR AVERAGE SCORERS
|
QUESTIONS
FOR WEAK STUDENTS
|
Q1. Examine
the composition of the Union Government of India.
|
Q1. Which
organ of the Union Government makes laws? State its composition.
|
Q1. Name the
three organs of the Union Government.
|
Q2. ‘The Union
and the State Governments have a definite jurisdiction of legislative
powers’. Do you agree with the statement? Justify the statement with relevant
arguments.
|
Q2.
Differentiate between the Union List and the State list.
|
Q3. State the
three lists which divide the powers between Union and State government.
Mention any two subjects under each list.
|
RUBRICS
FOR ASSIGNMENT –Accuracy in solving the assignment.
REMEDIAL
MEASURES –
§ Remedial
assignment based on the common errors would be given to the students with
lesser difficulty level.
§ Adopting new
techniques like the use of mnemonics and flow charts to explain that content
which is easier for the students to grasp.
§ Teacher will take remedial classes.
§ Practice
can be given for correcting the spelling mistakes
§ Peer
groups can be made to help the weak students
§ Correction
of the mistakes should be done in the notebooks.
§ In
cases, where there is an improvement they would be appreciated in front of the
class.
SUBMITTED BY:-
MEENAKSHI
TANKHA
DAV
PUBLIC SCHOOL
SECTOR-14
GURGAON -
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