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Lesson Plan/ Learning Plan Grade: VIII

Topic : Social Studies:

Chapter 4- Tribal, Dikus and the Vision of a Golden Age

Concept (If Applicable)

Mapping of skills/competencies/attitudes:

Competencies: Skills:

Critical Thinking (reasons effectively, makes Thinking skills,


judgements and decisions, uses systems thinking) Communication skills, Social
skills,
Communication (communicates clearly, uses and
manages information) Attitudes:

Collaboration (collaborates with others) Curiosity, confidence,


enthusiasm, cooperation
Creativity (Generates ideas)

Citizenship (Civic responsibility)

Character (Grit, Zest)

Lesson Plan Duration: 3 Days

Learning Engagements Debates, Discussions, PPTs, Role- play, Chain- notes


for Active Learning:

Questioning Technique/s Probing questions, intermittent questions, open- ended questions


to be Used:

Learning objectives:

By the end of the topic, the learners will be able to:


 Discuss about the life of tribal people during British era.
 Explain the policies of the colonial administration towards the tribal communities.

 Describe the forms of different tribal societies in the 19th century and their
relationship with the environment.
Connecting Prior Knowledge

Day 1 : Learning Engagement – Facilitator asks short intermittent questions regarding the
student’s knowledge of British arrival in India.

1. With what purpose did british come to india?

2. When did battle of Plassey happen?

3. How do we know about the colonial era?

4. Do we know everything about the colonial era or is something hidden?

Resources Required: Newspaper Clippings/ video on Indian tribes today (Main Bhi
Bharat - Tribes of India, PESA Act & Padaha system of Oraon
tribe)

Implementation of lesson plan - Stage 1

Day 1

(Learning Engagement 1)

Facilitator will show a very short video on the Indian tribes and after the video, will ask
several questions. A small discussion will follow. (Newspaper clipping can be used to take
students from known to unknown in case video cant be played. Newspaper clippings can
include various problems tribal people are facing today, some important achievement, etc.)

Do they have a different culture, religion?

Are these tribes aggressive by nature, or calm?

What about their political system? Do they have a chief? Are they democratic?

Did you get to know about some of the economic activities of tribal people? What sort of
activities do they engage in?

This question will lead us to the first topic at hand. Students will be able to identify the
economic activities of tribal groups and with the help of the facilitator, they will learn about
the 4 major ways of lives for tribals: jhum cultivation, Settled agriculture, Hunters and
gatherers, and herding.

Proceeding further

Day 2

(Learning Engagement 2)

Facilitator will ask the students to analyse the impact the arrival of british would have on the
tribal. Here chain notes will be used to understand the students’ understanding and then build
upon it. Each student will add on to the chain of thought of the previous students.

The thoughts will then be categorized into economic, social and political impacts.

Day 3

(Learning Engagement 3)

Case Study: Munda Tribe.

Learners will be asked on a prior basis, to find out various folk songs written in praise of Birsa
Munda.(Ahaa Moment)

This will then be further build upon in class through discussion and debate in class. The story
of Munda tribe and their struggle for freedom will thus come to light.

Learning Logs

Various Graphic Organisers.


Lesson Plan: Stage 2

Formatives/Unit test Using a Venn Diagram, Students are asked to compare and
contrast the policies of Government towards the tribal during
British era and in free India.

Creating a pamphlet of tribal heroes who led the tribal to


freedom. (India and outside).

Teacher Interventions  Remedial Classes

Extending the Lesson Students are grouped and asked to prepare a role play/ Skit
Further (including dance, music, theatre) on the tribes of India today,
displaying the various ethnic features of the tribal society.

Summative Assessment

4 UNIT TESTS 25 Marks each

HALF YEARLY EXAMINATION 80 Marks