e- Lesson Plan
BY: ALKA
CLASS
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X
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TOPIC
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Nationalism
in India
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SUB-TOPIC
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·
India during World War-I
·
The Idea of Satyagraha
·
The Rowlatt Act
·
Rowlatt Satyagraha and Khilafat Movement
·
Why Non-Cooperation?
·
Withdrawal of Non-Cooperation
·
Simon Commission
·
Salt/Dandi March
·
Gandhi-Irwin Pact
·
Limits of Civil Disobedience Movement
·
The Sense of Collective Belonging
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DURATION
(No. of Periods)
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12
Periods
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LEARNING OUTCOME:
After reading this chapter the students
will be able to:
COGNITIVE DOMAIN:
§ Sensitize
learners about rise of Nationalism or National Consciousness
§ Analyze the nature of diverse social movements
of the time
§ Get
familiarized with the concept of our
National identity in Bharat Mata AFFECTIVE DOMAIN:
§ Enhance
the feeling of nationalism and patriotism
§ Develop rational thinking, truth and equality among
learners
PSYCHOMOTOR
DOMAIN:
§ Make
a comparative chart of the Nationalism in India and Indo-China
LEARNING
OBJECTIVES:
§ Describe
Colonial domination and Indian Resistance.
§ Focus
on the First World War and its impact
§ Describe
the idea of Satyagraha
§ Examine
the impact of Rowlatt Act and Jallianwallan Bagh Incident
§ Explain
Women’s role in India
§ Explain
common bonds and shared beliefs which gave rise to Collective Belonging
PREVIOUS KNOWLEDGE TESTING STRATEGY:
ü What
is Colonialism or Imperialism?
ü India
was a colony of which country?
CONTENT FLOW
Introduction: The
growth of modern nationalism is intimately connected to the anti-colonial
movement. People began discovering their unity in the process of their
struggle. .The First World War: The First
World War was a turning point in the history of India. https://www.youtube.com/watch?v=Q7jL3pcsrQo
The idea of Satyagraha: Satyagraha
emphasises the power of truth.
Early Satyagraha Movements: Champaran,
Bihar, 1916; Kheda, 1917; Ahmedabad, 1918.
Rowlatt Act: Satyagraha was a
successful tool of Gandhi. As a result Rowlatt Act, 1919 was hurriedly passed
through Imperial Legislative Council. It
was passed to repress political activities and allowed detention.
Jallianwallan Bagh Tragedy
Khilafat Movement
Why Non-Cooperation? : In
his famous book HIND SWARAJ Mahatma Gandhi declared that British rule was
established in India with the cooperation of Indians and had survived only
because of this cooperation.
Movement in Towns: The
movement started with middle-class participation in the cities.
Rebellion in Countryside: I: Peasant movement in Awadh II. Movement of Tribals in Andhra
Pradesh III. Swaraj in Plantations Withdrawal of Non-Cooperation Movement Factors shaping Indian Politics after
1920: Two
factors shaped Indian Politics after 1920-
i.
Effect of worldwide economic crisis
ii.
Fall in agricultural prices
Simon Commission
Salt/Dandi
March:
Mahatma Gandhi found in salt a powerful symbol that could unite the nation. On
6 April, he reached Dandi and manufactured salt by violating British law.
Limits
of Civil Disobedience Movement:
I.
Dalit
Participation:
II.
Muslims
The Sense of
Collective Belonging:
v Development of sense of collective
belonging
v Figure or image
v Indian folklore
v Icons and symbols
v Reinterpretation of History
TEACHING STRATEGY/ METHODOLOGY:
Sub
Topic
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Teacher
Strategy
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Teaching
Technique
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Resources/
Aids Used
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Introduction
of chapter
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Anecdote
Showing picture of Bharat Mata and
asking thought provoking questions so as to get the context of the chapters.
Time line depicting the major events
of the Nationalist Movement in India.
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Interactive Method
Questioning Technique
Visual Intelligence
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PPT/ Audio Visual/Pictorial Chart
Library Resource
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The
First World War.
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The teacher will discuss hardships of
first world war through concept map and newspaper cuttings.
After so many years of independence do
we face hardships? Make a list?
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Problem Solving Task
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Concept Map, Newspaper cuttings
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The
Idea of Satyagraha.
Rowlatt
Act.
Khilafat
Movement
Formative
Assessment Task
Non-Cooperation
Movement.
Calling
off Non-Cooperation Movement.
Salt
March and Civil Disobedience.
Limits
of Civil Disobedience Movement.
Sense
of Collective Belonging.
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The teacher will show video on ‘To
what extent is the satyagraha advocated by Gandhi relevant in today’s time ?’
Pictures or newspaper clippings of
Nirbhaya’s peaceful demonstration.
Teacher will ask open ended reflective
questions.
Features of Rowlatt Act
Teacher
will ask students to imagine themselves as journalist and write a newspaper
report on Jallianwallan Bagh incident
By showing mind map.
Debate on ‘Whether Gandhi took right
decision to join the Khilafat Movement.’
QUIZ
1.The Jallianwallan Bagh incident took
place in city of ----.
2. What is pure soul force?
Role Play:
Assign each group a topic for role
play like movement in towns showing middle class participation etc.
Video clip on ‘indentured labour’.
Source telling the students how Nehru
described the meeting and ask question: What were Nehru’s feelings and how
did he change them?
Teacher will show letter of Gandhi
which was an ultimatum to Irwin.
Were Industrialists justified in
setting up of FICCI? How it help to develop present day business?
Group Discussion: Is Social
Stratification on basis of Caste justified ?
If
Gandhi was present today, what would have been his modern tools and
techniques in this communication
world.
Show illustration of Bal Gangadhar
Tilak and ask students what does temple church and masjid signify?
Compare the flag designed during
Swadeshi movement in Bengal with the Swaraj flag designed by Gandhi in 1921.
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Inductive Method
Questioning technique
Role Reversal
Mind map
Debate
Quiz Activity
Hands-on -activity
Group Discussion
Source based activity
Inductive Method
Brain teaser
Oral Discussion
Picture Illustration
Critical Thinking
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Map of India,
Video,
Internet resources.
NCERT page No. 59, Source B
NCERT book, page No.70, figure 11
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VOCABULARY: Forced Recruitment , Satyagraha ,
Rowlatt Act , Hartal , Boycott , Non-Cooperation , Picket, Begar , Purna Swaraj
, Depressed classes , Nationalism, Nation states , Collective belonging ,
Khalifa , Indentured labour , Khadi , Martial law , Dominion Status, Civil
Disobedience.
VALUES
Love
, Equality , Patriotism , Rational thinking , Human Rights, Social justice ,
Righteous conduct , Peace , Harmony , Non-Violence
ASSESSMENT TECHNIQUE
1.
Interdisciplinary/multidisciplinary
activities:
HISTORY: Theme-Satyagraha- Case
Analysis on ‘A pathway to sustainable development.’
POLITICAL SCIENCE: Power Sharing-Framing of policies
through Gandhian value to promote peace and co-existence.
GEOGRAPHY: Preservation of
resources at local level thereby empowering local communities. Case Study of
Chipko Movement.
HINDI: Poem writing
recitation on ‘Ahinsa’.
ENGLISH: Report writing
on how you would solve your everyday problem through non-violent ways.
INTERNATIONAL RELATIONS:
Resolving differences and conflicts through Gandhian principles of
non-violence.
RUBRICS: - Relevance of content
-
Presentation of information gathered
-
Creativeness
-
Analytical Skills
2.
ASSIGNMENT:
A.
For
high achievers-
Case Analysis
TOPIC:
Comparison between the colonial rules in India and Vietnam.
Learning Outcomes: The
students will be able to:
· Identify
similarities and differences of the colonial rules in both countries.
· Analyze
the development of nationalism in both the countries.
Time required: 2-3
days for preparation and one period for presentation.
Procedure: 1.Divide the
high achievers in pairs.
2. Instruct the students to collect
information, pictures and make charts on the given topic.
3. Each pair may be allotted
2-3 minutes to speak.
Assessment
Criteria: - Content
-Explanation
-Confidence
-Presentation
Follow up: The charts
should be displayed in class.
B.
FOR
GENERAL LEARNERS
I.
Read the paragraph given below and
answer the following questions:
“Revolution
is the inalienable right of mankind. Freedom is the….. Birthright of all…… to
the altar of this revolution we brought our youth as incense, for no sacrifice
is too great for so magnificent a cause. We are content. We await the advent of
revolution. Inquilab Zindabad.”
A.Do
you agree with the statement that ‘revolution is the inalienable right of
mankind’?
B.What
slogan did they adopt? What does it mean?
II.
1. Why is ‘Poona Pact’ important?
2.
Explain how the peasants and workers interpreted “Swaraj.
III.
Multiple Choice Questions:
1.
What did the term ‘picket’ refer to?
A.Stealing
from shops b.Import of goods
C.Protest
by blocking shop entrances d.Boycott
of clothes and goods
2.
What led to the Civil Disobedience Movement?
a.
Arrival of the Simon Commission
b.Working at the farm without payments
C.Violation
of salt tax by Gandhi d.Fall
in demand for agricultural goods
3.
The resolution of Poorna Swaraj was adopted at which session?
a.
Karachi Congress b. Haripur Congress c.
Lahore Congress d. Lucknow Congress
IV.
Find out names of authors of following books:
a.
Anandmath
b.
Hind Swaraj
c.
The Folklore of Southern India
C. FOR SLOW
LEARNERS
I. Complete the following timeline and
arrange them in chronological order:
I. Complete the following timeline and
arrange them in chronological order:
EVENTS
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DATES
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1. First
world war started
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2. First
Satyagraha started by Gandhi
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3.Jallianwallan Bagh Incident took place
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4.Chauri
Chaura Incident took place
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5.Khilafat movement
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6.Gandhi Irwin Pact
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7.Ambedkar establishes Depressed Classes
Association
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8.Congress Purna Swaraj
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II.
Match the Following:
A
B
a. Khadi
To strike work
b.Satyagraha
Handspun and handwoven cloth
c.Begar
Complete Independence
d.Hartal
Forced labour
e.Purna
Swaraj Soul force based on truth
III.Identify me:
a. A
British army officer who ordered firing in Amritsar?
b. A
nationalist leader associated with Khilafat movement?
c. A
sanyasi who became a peasant leader and set up the Kisan Sabha in Awadh?
d. Known
as “Frontier Gandhi”?
FOLLOW
UP/REMEDIAL STRATEGY: The teacher will
conduct remedial class for those whose performance will be below average. He /
she may:
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Simplify the difficult
content of the subtopics and distribute it to students in the form of handouts.
-
Explain the terms and
concepts again.
ANNEXURES
I.
CALLING OFF NON-COOPERATION MOVEMENT: SOURCE
“They
behaved as brave men, calm and unruffled in the face of danger. I do not know
how they felt but I know what my feelings were. For a moment my blood was up,
non-violence was almost forgotten – but for a moment only. The thought of great
leader, who by God’s goodness has been sent to lead us to victors, came to me
and I saw kisans seated and standing near me, less excited, more peaceful than
I was.”
THE TEACHER WILL ASK
QUESTION:
Q. What were Nehru’s
feelings and how did he change them?
II. GANDHI’S LETTER – AN ULTIMATUM
‘On
the 11th day of this month (March) I shall proceed with such
co-workers of the Ashram I can take to disregard the provisions of the salt
laws……………..
It
is open to you to frustrate my design by arresting me. I hope there will be
tens of thousands ready in a disciplined manner, to take up the work after
me…………………..
JAI GURUJI
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