SOCIAL SCIENCE: CLASS VIII
E-LESSON PLAN ON CHAPTER 9
PRESENTED BY: SWATI ARORA, TGT, HANSRAJ MODEL SCHOOL
CLASS
|
VIII
|
TOPIC
|
ESTABLISHMENT
OF COMPANY RULE IN INDIA
|
SUB TOPICS
|
·
Arrival of Europeans
·
Trading Companies
·
East India Company-Transition from
Trade to Territory
·
Carnatic Wars
·
Battle of Plassey
·
Battle of Buxar
·
Anglo-Mysore Wars
·
Anglo-Maratha Wars
·
Anglo-Sikh Wars
|
DURATION
|
12
periods
|
Learning
outcomes:
After
completing the lesson, the students will be able to:
1.
Chronologically explain
the coming of Europeans powers in India.
2.
Trace the change in
nature of EIC from trading to becoming an imperial power.
3.
Sequentially list the
important events in the modern period of the Indian history and explain their
interrelation.
4.
Compare and Contrast
the policy of Doctrine of lapse and Subsidiary alliance.
5.
Analyze the reasons for
the expansion of British rule and identify the weaknesses that led to British
domination in India.
Learning objectives:
Ò To enable the students to
identify the sequence in which Europeans came to India.
Ò To allow them to comprehend
the factors that facilitated the establishment of European trading centres and familiarize
them about the role of East India Company in establishing the dominance over
India.
Ò To apprise them with the factors
that led to the defeat of French in the hands of British.
Ò To apprise them about the
change in the governance of Bengal from Nawab Siraj-ud-Daulah to the
establishment of Dual government and finally its abolition under Warren
Hastings.
Ò To enable them to chronologically
identify the series of events that led to the defeat of Hyder Ali and Tipu
Sultan bringing an end to the mighty Mysore power.
Ò To enable them to critically
analyze the policies of British like Subsidiary Alliance and Doctrine of Lapse.
Ò To familiarize them with the changes in
governance of Punjab.
Content:
1)
Arrival of Europeans
and facilitating factors
2)
Products traded
from India by European trading companies.
3)
Trading Companies: English East India
Company and the three presidencies set up by Britishers.
4)
Transition of EIC from a Trading Company to an Imperial power.
5)
Wars and Battles: To introduce the wars each row would be
given one topic viz
1st Row: Carnatic Wars
2nd Row: Anglo-Mysore Wars
3rd Row: Anglo-Maratha Wars
4th Row: Anglo Sikh War
Teaching Strategy/Methodology:
1.
BRAINSTORMING AND
INDUCTIVE-DEDUCTIVE APPROACH:
In order to introduce
the lesson certain questions will be posed to the learners based upon their
understanding of the previous lesson i.e.; Modern Period. This will evoke in
them a spirit of inquiry.The responses given by the learners will be used to
introduce the lesson.
2.
Story Telling and
Lecture Method: To
explain the arrival of European powers and the background of different wars and
battles.
3.
Discussion and
Explanation of
various sub topics: Discussion on the
additional research links provided to them.
4.
Demonstration (PPT and
Videos): A
PPT on
the entire lesson will be used to supplement the textbook information and
Videos will be shown on different wars.
The following videos
will be shown for better understanding of the topics:
5.
Role play: Dramatisation of
personalities like Tipu Sultan, Maharaja Ranjit Singh, Bajirao,Mir Zafar etc
6.
Tabular Charts: On
wars will be displayed in the PPT. Students will be asked to make the same in
their notebooks so that they can easily identify the causes and consequences of
different wars. A question bank on the same will be given along.
7.
Reciprocal Learning and
Bulletin Board display: Students will be divided into groups and
ask to present different battles. They will make a chart on the same which will
be put up in the class for reference.
8.
Maps and pictorials: To
explain the arrival of Portuguese and significant places with respect to the
wars.
9. RECAPITULATION
· In the form of points
to remember. Teacher will summarize the entire lesson highlighting
important events and wars.
· A quiz would be
organized within the four rows to take an oral test.
· A short class test would be conducted after three four
days of finishing the lesson (two sets) and learners will cross check it for
their partners.
Tools/Aids/Resources
1.
Videos of Wars and events
2.
Assignments
3.
Pictures of important events and rulers
4.
Tabular Chart of Wars
5.
Concept Charts and maps
6.
Web links
Vocabulary and key terms:
1. Missionaries
2. Imperialism
3. Factories
4. Presidencies
5. Auxiliary Government.
6. Dual Government
7. Diwani
8. Recruitment
9. Subsidiary Alliance
10.Doctrine of Lapse
11.Treaty
12.Annexation
VALUES INCULCATED
1. Nationalism
and sovereignty
2. Unity
and integrity
3. Teamwork
and strong leadership
Assessment techniques: Activities
1. TABULAR
CHRONOLOGICAL CHART: On
Carnatic Wars, Anglo-Mysore Wars, Anglo Maratha Wars and Anglo Sikh War
highlighting the Years, Battling Forces, Reasons and Consequences.
2. PRESENTATION BY
STUDENTS: On different wars using charts and
Bulletin Board.
3. INTERDISCIPLINARY
ACTIVITY: A multidisciplinary activity will be
given to the students
SUBJECT
|
TASK
|
Social Science
|
Map Identification and labelling: An outline
political map of India will be used with certain important places (Related to
Wars) marked for identification.
|
English
|
Bio sketch of Tipu Sultan ‘The Tiger of Mysore’
|
Hindi
|
Writing a poem on Plight of British India
|
Art and Craft
|
Designing of photo album “LET US PEEP IN THE
PAST” on important personalities like Robert Clive, Dalhousie,
Siraj-ud-daulah, Mir Jafar, Peshwas, Maharaja Ranjit Singh etc.
|
4.
GROUP ACTIVITY: Group Enactment on
any one of the following
personalities depicting an instance of their life/characteristics and
personality traits/contributions etc.
a.
Tipu Sultan
b.
Maharaja Ranjit Singh
c.
Peshwa Baji Rao
d.
Siraj-ud-daulah
e.
Mir Jafar
4. ASSIGNMENTS: Separate
Assignments for Slow, Average and Gifted Learners(Listed after Rubrics)
Rubrics
1.
Tabular Chart: Neatness
(1 Mark), Presentation(1mark) and listing of all significant details(3Marks)
2. Presentation
by students: Originality (1Mark), Comprehension
(2 Marks) and Learning (1 Mark) and Creativity (1 Mark).
3. Interdisciplinary
Activity:
Map work: Correct locations and accuracy (3 Marks), proper
shading and key (1Mark)
4. Group
Activity/Dramatisation:
Ò Students
will work in Groups of 5 or 6.
Ò Time
duration of one enactment: 7 to 10 minutes.
Ò They
will be marked on the following basis:
a.
Relevance of Topic 1 mark
b.
Presentation and Creativity 2 marks
c.
Dialogues and
Script 2 marks
Total 5 marks
5. Assignments: Correctness
and understanding (5Marks)
Assignment 1(For all)
PART1: Complete the
following Web Chart based on Conquest of Bengal
Part 2: Complete the
following chart by filling relevant information related to Carnatic Wars.
Assignment 2
(For Slow learners)
Multiple Choice Questions:
Q1. ____________ was the clerk in the
East India Company who started building small army units at the three
presidencies of Bombay, Madras and Bengal.
a.
Robert Clive
b.
General Dupleix
c.
Lord Dalhousie
d.
Warren Hastings
Q2. The Portuguese had established
their colony at ________ by the 16th Century.
a.
Goa
b.
Pondicherry
c.
Arcot
d.
Madras
Q3. Who among the following is known as
the ‘Tiger of Mysore’?
a.
Hyder Ali
b.
Chanda Sahib
c.
Nazir Jung
d.
Tipu Sultan
Q4. Who among the following abolished
the dual government and gained complete control over Bengal in 1772?
a.
Robert Clive
b.
Warren Hastings
c.
Lord Dalhousie
d.
Major Hector Munro
Q5. Match the following:
COLUMN A
|
COLUMN B
|
||
1
|
Vasco da Gama
|
A
|
British Trading Centres
|
2
|
Factories
|
B
|
Treaty of Srirangapatnam
|
3
|
Warren Hastings
|
C
|
Sindias and Bhosale
|
4
|
Third Anglo Mysore War
|
D
|
Abolition of Dual Government
|
5
|
Maratha Chieftains
|
E
|
Calicut
|
Q6. Name the battling sides during the
Carnatic Wars. What was the cause of the First Carnatic War?
Q7. Enlist any two steps taken by the
East India Company to gain political and economic control in India.
Q8. During which war was the Treaty of
Mangalore signed? What were the provisions of this treaty?
Q9. Who entered into a subsidiary
alliance during Second Anglo Maratha War? What was the result of this War?
Q10. How did the Second Anglo-Sikh War
help British to include Punjab, the last independent state of India into the
British Empire?
ASSIGNMENT 3 : HIGH ACHIEVERS/Ability learners (HOTS)
Multiple Choice
Questions:
Q1. How was Clive able to defeat
Siraj-ud-daulah, the nawab of Bengal, in the Battle of Plassey?
a.
He took the help of other Indian
rulers.
b.
He conspired with Mir Jafar, the
commander-in-chief of the nawab’s army.
c.
He captured the Mughal emperor Shah
Alam II and forced him to accept defeat.
d.
He made the British factory at Fort
William so strong that no one could capture it.
Q2. Which of the following became the
immediate cause of the Third Anglo Mysore War?
a.
Tipu Sultan invaded Travancore, which
was under the protection of the British.
b.
Nizams, Marathas and English made a
Triple Alliance.
c.
Hyder Ali attacked Arcot
d.
French were busy with French Revolution
Q3. East India Company transformed to
an imperial power in India because it wanted:
a.
To gain the governance of Bombay,
Madras and Bengal.
b.
To protect its trading interest from
other European traders.
c.
To extract the natural resources of
India.
d.
To defeat their main rivals French in
India.
Q4. Which of the following Treaty was
signed during the First Anglo Sikh War?
a.
Treaty of Srirangapatnam
b.
Treaty of Mangalore
c.
Treaty of Salbai
d.
Treaty of Lahore
Q5. What was the cause of the Third
Carnatic War? How did it crush the French ambitions of establishing an empire
in India?
Q6. ‘East India Company transformed
from a trading Company to an imperial power in India’. What steps were taken by
the company to facilitate this change?
Q7. How did Battle of Plassey help
British to consolidate their power in the rich province of Bengal?
Q8. Though Hyder Ali died during the
Second Anglo Mysore War, yet he bravely resisted the British during his life
term’. Justify this statement with suitable arguments.
Q9. Compare and Contrast the policies
of Doctrine of Lapse and Subsidiary alliance.
Q10. Explain the system of Dual
Government in Bengal.
ASSIGNMENT 4:
Differential
Assignment: Comparative Assignment for slow LEARNERS, average LEARNERS and high
achievers CONTD…..
SLOW LEARNERS
|
AVERAGE LEARNERS
|
HIGH ACHIEVERS/ABILITY LEARNERS
|
Q1. List the reasons that led to the expansion of
European Rule in India.
|
Q1. Discuss that factors that facilitated the
rise of imperialism in India.
|
Q1. ‘The political instability in India paved a
way for Imperialism’. In the light of this statement elaborate the factors
that led to the growth of European Rule.
|
Q2. Which goods were traded from India to Europe?
|
Q2. Why was the trading activity concentrated to
the Coastal regions?
|
Q2. ‘There was an element of rivalry witnessed
between different trading companies’. Give reasons.
|
Q3. Name the three presidency towns set up by the
English EIC.
|
Q3. How did EIC transcended its journey from a
trading company to an imperial power.
|
Q3. ‘EEIC changed its objective from a trading
company to an imperial power’. Analyze the motive behind this change and
enlist the steps adopted by the company to execute it.
|
SLOW LEARNERS
|
AVERAGE LEARNERS
|
HIGH ACHIEVERS
ABILITY LEARNERS
|
Q4. Name the headquarters of French and EIC
during the First Carnatic War. Where did the trouble erupt between them?
|
Q4. ‘The death of Nizam of Hyderabad created
circumstances for Second Carnatic war’. Explain.
|
Q4. ‘The English victory during the three Carnatic Wars pushed French to a small Capital of
Pondicherry’. Elucidate.
|
Q5. Who were the battling forces during Battle of
Plassey?
|
Q5. How did the Battle of Plassey helped British
to consolidate their power in Bengal?
|
Q5. ‘The Betrayal of Mir Jafar gave British the
power to control the Rich province of Bengal’. Do you agree? Give suitable
arguments.
|
Q6. Explain the concept of Dual Government in
Bengal. Who abolished it?
|
Q6.List in contributions of Robert Clive in
establishing British rule in Bengal.
|
Q6. Trace out the pattern of expansion of British
Rule in India in the form of a flowchart listing important events.
|
ASSIGNMENT 5: REMEDIATION ASSIGNMENT
Multiple Choice Questions:
Q1. The Portuguese
sailor who landed in Calicut in 1498 was:
a)
Vasco da Gama
b)
Christopher Columbus
c)
Robert Clive
d)
General Dupleix
Q2. Where did the
trouble erupt between French and British during the First Carnatic war?
a)
Arcot
b)
Pondicherry
c)
Madras
d)
Chandernagore
Q3. The British signed
an alliance with aspiring Peshwa, _________________ during the First
Anglo-Maratha War.
a)
Baji Rao
b)
Jaswant Rao Holkar
c)
Madhav Rao II
d)
Raghunath Rao
Q4. __________
conspired with the British during Battle of Plassey which led to their
victory in Bengal.
a)
Mir Jafar
b)
Mir Qasim
c)
Siraj -ud -Daulah
d)
Shah-ud-Daulah
Q5. List any
three factors that heralded the age of imperialism in India.
Q6. Name the
three presidencies set up by the British in India.
Q7. How did the
death of Nizam of Hyderabad created circumstances that led to the Second
Carnatic War
Q8. Name the battling forces in the Battle
of Plassey, 1757. Who won the battle and
how?
Q9. ‘The French
ambitions of establishing an empire in India ended with this war’. Identify the
war and list its causes and result.
Q10. What was
the cause of defeat of strong Sikh army in the hands of British during the
First Anglo-Sikh war? What was the result of this War?
ASSIGNMENT 6: Extra Research and Extensions given
Students
will also be provided the following links for additional research and understanding:
Ò Vasco Da Gama’s voyage
Ò Sequence in which
Europeans came to India
Ò Tipu Sultan
Ò French Revolution
A discussion on the
same will be carried out in class.
Follow up and remediation:
FOLLOW UP:
Ò Conceptual errors in
assignments
Ò Lack of participation
during quiz
Ò Average performance in
class test
Ò Delay in submission of
written work
Ò Difficulty in
memorizing places
Ò Confusion between the
causes and consequences of different wars
REMEDIAL MEASURES TAKEN:
Ò PEER
LEARNING: Slow learners will be made to sit with
ability students and will be given time to clarify doubts and complete their
work in class.
Ò REINFORCEMENT:
Positive reinforcement would be provided
by means of appreciation and acknowledgement of their efforts.
Ò REPETITION
OF DIFFICULT TOPICS: The difficult concepts
and topics will be explained and discussed.
Ò REMEDIAL
CLASSES FOR SLOW LEARNERS: Extra time to slow learners during free
periods, zero period and recess to explain the difficult parts of the chapter.
Ò REMEDIATION
ASSIGNMENTS: a special remediation assignment
was used for further follow up of the remedial strategies.(Given under
assignments)
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