BLOOM PUBLIC SCHOOL

Vasant Kunj, New Delhi

Lesson Plan

Class: X

Subject: Social Science- Geography

Month: June and July No of Periods: 8

Chapter: Chapter 2

Forest and Wildlife Resources

TTT: 4 WT: 4

Chapter

Forest and Wildlife Resources

� Flora and Fauna in India

� Classification Based on the International Union for

Conservation of Nature and Natural Resources (IUCN)

� Factors causing depletion of Flora and Fauna

� Conservation of Forest and Wildlife In India

� Types and Distribution of Forests and wildlife resources

� Community and Conservation

Learning Objectives At the end of the lesson students will be able to:

� State the meaning of Biodiversity and classify it

� List the factors causing depletion of Biodiversity in India

� Explain the need for conservation of Biodiversity

� Enumerate various types of forests and state the need to

conserve them.

Resources Extramarks- Mind Map, SLM

Activities Collage- Endangered Species

Class work Oral Explanation and Notes

� Flora and Fauna

� Classification Based on the International Union for

Conservation of Nature and Natural Resources

� Factors causing depletion of Flora and Fauna

� Conservation of Forest and Wildlife In India

� Types and Distribution of Forests and wildlife resources

Community and Conservation

Written:

1. “India is one of the world’s richest countries in terms of its vast

array of biological diversity” Support the statement with three facts.

2. List any two factors that have led to depletion of flora and fauna.

3. Why is the Himalayan Yew in trouble?

4. Write a short note on Project Tiger.

5. Differentiate between reserved forests and protected forests.

6. What are Sacred groves?

Homework Enclosed Below

Assessment Class Test

Period wise plan

1 • Interaction-Flora and Fauna( Pg. 14 and 15)

The variety of flora and fauna in a given geographical area is called

biodiversity of that area.

India is one of the world’s richest countries in terms of its vast array

of biological diversity, and has nearly 8 per cent of the total number

of species in the world (estimated to be 1.6 million).

• Discussion- Classification Based on the International Union

for Conservation of Nature and Natural Resources (IUCN)

(Pg. 15)

� Normal Species

� Endangered Species

� Vulnerable Species

� Rare Species

� Endemic Species

� Extinct Species

Written

Notes, Q1. “India is one of the world’s richest countries in terms of

its vast array of biological diversity” Support the statement with

three facts.

2 • Lecture- Factors causing depletion of Flora and Fauna

(Pg. 16 )

� Agricultural Expansion

� Enrichment Plantation

Written

Notes

3 • Lecture- Factors causing depletion of Flora and Fauna

(Pg. 17)

� Development Projects

� Mining

� Unequal Access to Resources

Written

Notes, Q2. Why is the Himalayan Yew in trouble?

Q3. List the factors that have led to depletion of flora and fauna.

4 • Interaction and Lecture- Conservation of Forest and

Wildlife In India (Pg. 18 and 19)

Conservation preserves the ecological diversity and our life support

systems – water, air and soil. It also preserves the genetic diversity

of plants and animals for better growth of species and breeding.

The Indian Wildlife (Protection) Act was implemented in 1972, with

various provisions for protecting habitats.

Written

Notes, Q4. Write a short note on Project Tiger.

5 • Interaction- Types and Distribution of Forests and wildlife

resources (Pg. 20)

� Reserved Forests

� Protected Forests

� Unclassed Forests

Written

Notes, Q5. Differentiate between reserved forests and protected

forests.

6 • Lecture- Community and Conservation(Pg. 21)

Many local communities have recognized that conservation can

secure their long-term livelihood. At many places, such

communities are coordinating with government officials in

conservation efforts.

Written

Notes, Q6. What are Sacred groves?

7 • Exercise Pg. 22

• Activity

• Extramarks

8 • Class Test

BLOOM PUBLIC SCHOOL

Vasant Kunj, New Delhi

Lesson Plan

Class: X

Subject: Social Science – Political Science

Month: June and July

Chapter: Chapter 2 No of Periods: 8

Federalism

TTT: 4 WT: 4

Chapter:

Federalism

� What is federalism?

� What makes India a federal country?

� How is federalism practiced?

� Decentralisation in India

Learning Objectives At the end of the chapter students will be able to:

� Understand the meaning of federalism

� Explain the two different kinds of federations

� Analyse federal provisions and institutions in India

� Explain how federalism is practiced in India

� Reflect upon the idea of decentralisation practiced in

India

Resources Extramarks- Mind Map, SLM

Activities Identify and shade three federal countries (other than India) on

a blank political map of the world.

Class Work Oral Explanation and Notes:

� What is federalism?

• ‘Coming-together’ federations

• ‘Holding-together’ federations

� What makes India a federal country?

� How is federalism practiced?

• Linguistic States

• Language Policy

• Centre-State Relations

� Decentralisation in India

Written Work:

Q1. Distinguish between ‘coming-together federation’ and

holding-together’ federation.

Q2. Describe the three-fold distribution of legislative powers

between the Union government and State government.

Q3. What special provisions are provided to some of the states

in India?

Q4. ‘Promotion of Hindi continues to be the official policy of

government of India.’ Elucidate.

Q5. Critically analyse the Centre-State relations prior to 1990

and after.

Q6. State the differences between the local government before

and after the Constitutional amendment of 1992.

Q7. State any two achievements and any two problems of the

Panchayati Raj system.

Home Work Enclosed Below

Assessment Class Test

Period wise plan

1 • Interaction and Notes-What is federalism? (Pg. 14,15)

Federalism is a system of government in which power

is divided among central authority and various

constituent units of the country. Usually federations

have two levels of government. One is the government

for entire country. The others are government at the

level of provinces or states that look after the day-to-

day administering of the state.

Federations are contrasted with unitary governments.

The key features of federalism are:

� There are two or more level of governments.

� Each tier of government has its own

jurisdiction.

� The fundamental provisions of the constitutions

cannot be unilaterally changed by one level of

government.

� Courts have the power to interpret the

constitution and the powers of the different of

levels of government.

� Sources of revenue for each level of

government are clearly specified to ensure its

financial autonomy.

� The federal system thus has dual objectives: to

safeguard and promote unity of the country,

while at the same time accommodate regional

diversity.

There are two kinds of routes through which

federations have been formed.

� ‘Coming-together’ federations

� ‘Holding-together’ federations

• Written- Notes, Q1. Distinguish between ‘coming-

together federation’ and holding-together’ federation.

2 • Discussion and Notes- What makes India a federal

country? (Pg. 16,17)

The Constitution of India clearly provided a three-fold

distribution of legislative powers between the Union

Government and the State Governments. Thus it contains three

lists:

� Union List

� State List

� Concurrent List

Some states like Jammu & Kashmir enjoy special status. There

are some units of the Indian Union which enjoy very little

power. These areas like Chandigarh, Lakshadweep, capital

city of Delhi, are called Union Territories. The Central govt.

has special powers in running these areas.

The judiciary plays an important role in overseeing the

implementation of constitutional provisions and procedures.

• Written- Notes, Q2. Describe the three-fold

distribution of legislative powers between the Union

government and State government.

Q3. What special provisions are provided to some of

the states in India?

3 • Interaction and Notes- How is federalism practiced?

(Pg. 19,20)

The real success of federalism in India can be attributed to the

nature of democratic politics in our country. This ensured that

the spirit of federalism, respect for diversity and desire for

living together became a shared ideal in our country. This was

done by:

� Creating Linguistic States- In 1947, the boundaries of

several old states of India were changed in order to

create new states. This was done to ensure that people

who spoke the same language lived in the same state.

This has actually made the country more united.

� Language policy- Our constitution didn’t give the

status of national language to any one language. Hindi

was identifies as the official language. But there are

many safeguards to protect other languages. Besides

Hindi, there are 21 other languages recognized as

Scheduled languages by the Constitution.

• Written- Notes, Q4. ‘Promotion of Hindi continues to

be the official policy of government of India.’

Elucidate.

4 • Lecture and Notes - How is federalism practices?

[contd.] (Pg. 20,21,22)

� Centre-state relations- For a long time, the

same party ruled both at the centre and in most

of the states. After 1990, there was a rise of

regional parties in many states. This was the era

of the beginning of coalition government at the

centre. This led to a new culture of power

sharing and respect for the autonomy of state

governments.

• Written- Notes, Q5. Critically analyse the centre-state

relations prior to 1990 and after.

5 • Interaction and Notes – Decentralisation in India (Pg.

24,25)

When power is taken away from the Central and State

governments and given to local government, it is called

decentralization. A major step towards decentralization was

taken in 1992.

� Now it is mandatory to hold regular elections to

local government bodies.

� Seats are reserved for minority communities

like SCs, STs and OBCs.

� One-third of all positions are reserved for

women.

� State governments are required to share powers

and revenues with local govt. bodies.

• Written- Notes, Q6. State the differences between the

local government before and after the Constitutional

amendment of 1992.

6 • Discussion and Notes – Decentralisation in India

[contd.] (Pg. 26)

Constitutional status for local government has helped to

deepen democracy in our country. It was also increased

women’s representation. At the same time there are many

difficulties as well. While elections are held regularly, gram

sabhas are not held on regular basis. Most state governments

have not transferred significant powers and resources to the

local government bodies.

• Written- Notes, Q7. State any two achievements and

any two problems of the Panchayati Raj system.

• Activity

• Extramarks

7 • Back Exercise - Pg. 27,28

• Discussion of Homework Worksheet

8 • Class Test

BLOOM PUBLIC SCHOOL

Vasant Kunj , New Delhi

Lesson Plan

Class: X

Subject: Social Science- Geography

Month: July No of Periods: 7

Chapter: Water Resources

TTT: 3 WT: 4

Chapter

Water Resources

� Water: Some Facts and Figures

� Water Scarcity and Need for Water Conservation and

Management

� Multi Purpose River Projects and Integrated Water

Resources

� Rainwater Harvesting

Learning Objectives At the end of the lesson students will be able to:

� Explain the problem of scarcity of water and state the need

to conserve it.

� Write about various Multi Purpose river projects

� Explain the importance of Rainwater harvesting

Resources Extramarks- Mind Map, SLM

Activities • On a political map of India locate the following dams:

(1) Salal (2) Bhakra Nangal (3) Tehri (4) Rana Pratap

Sagar (5) Sardar Sarovar (6) Hirakud (7) Nagarjuna

Sagar (8) Tungabhadra

• On a physical map of India locate the following rivers:

(1) Indus (2) Chenab (3) Ganga (4) Narmada (5)

Mahanadi (6) Brahmaputra (7) Krishna (8)

Tugabhadra (9) Kaveri

Class Work

Oral Explanation and Notes

� Water

� Water Scarcity and Need for Water Conservation and

Management

� Multi Purpose River Projects and Integrated Water

Resources

� Rainwater Harvesting

Written:

1. How is Freshwater obtained? How does it become a renewable

resource?

and

2. Why does an area suffer from water scarcity although water is

available in ample amount to meets the needs of people?

3. Who proclaimed the dams as the ‘temples of modern India and

why?

4. Differentiate between traditional dams and multipurpose dams.

5. Write a short note on roof top rainwater harvesting.

6. Explain the importance of tankas.

Homework Enclosed Below

Assessment Class Test

Period wise plan

1 • Interaction-Water (Pg. 23)

� Out of total volume of water on earth; 97.5% exists in

oceans and seas.

� About 2.5% of total water is available as freshwater.

� 70% of total freshwater is present as frozen ice in icebergs

and glaciers.

� A little less than 30% of total freshwater is stored as

groundwater.

� India receives about 4% of global precipitation.

� India ranks 133rd in the world in terms of water availability

per person per annum.

� The total renewable water resources in India are estimated

at 1,897 sq km per annum.

� It is predicted that large parts of India will join regions with

absolute water scarcity; by 2025.

• Discussion- Water Scarcity and Need for Water

Conservation and Management (Pg. 24 and 25)

� Overexploitation of water, excessive use and unequal access

to water among different social groups are the main causes

of water scarcity.

Written

Notes and 1. How is Freshwater obtained? How does it become a

renewable resource?

and

2. Why does an area suffer from water scarcity although water is

available in ample amount to meets the needs of people?

2 • Lecture- Multi Purpose River Projects and Integrated Water

Resources ( Pg.26, 27 and 29)

India had a long tradition of building various structures to manage

water resources. Irrigation systems were built as early as during the

Mauryan Empire.

At present, many multipurpose dam projects had been built in India.

These dams serve many purposes.

Written

Notes and 3. Who proclaimed the dams as the ‘temples of modern

India and why?

4. Differentiate between traditional dams and multipurpose dams.

3 • Interaction and Lecture- Rainwater Harvesting (Pg.29 and

30)

Most of the rainwater just flows off without percolating down the

ground. This can be prevented by using rainwater harvesting.

Written

Notes and 5. Write a short note on roof top rainwater harvesting.

4 • Activity

5 • Interaction- Rainwater Harvesting (Contd.) (Pg.31 and 32)

Fortunately, in many parts of rural and urban India, rooftop

rainwater harvesting is being successfully adapted to store and

conserve water.

Written

Notes and 6. Explain the importance of tankas.

6 • Exercise (Pg. 33)

• Extramarks

BLOOM PUBLIC SCHOOL

Vasant Kunj, New Delhi

Lesson Plan

Class: X

Subject: SOCIAL SCIENCE (Economics)

Month: July-August No. of Periods: 11

Chapter 2: Sectors of the Indian Economy

TTT: 6

WT: 5

Chapter :

Sectors of the

Indian Economy

• Sectors of Economic Activities

• Comparing the Three Sectors

• Primary, Secondary and Tertiary Sectors in India

• Division of Sectors as Organised and Unorganized

• Sectors in terms of Ownership: Public and Private Sectors

Learning

Objectives

The students will be able to :

• Categorize the economy into various sectors on the basis of Economic

Activities, Nature of Employment and Ownership

• Compare Primary, Secondary and Tertiary Sectors in India

• Understand the features of Organised and Unorganised sectors of

employment

• Understand the division of sectors on the basis of ownership- Public

and Private

Resources •NCERT book

•Extra marks-(Question and Answers)

Class Work ORAL Explanation & Notes :Q1-24 of TB pg. no. 35-37

Written Work: Q Do you agree that the economic activities are highly interdependent?

Explain with the help of examples.

Q Why we do not include intermediate goods in the estimation of gross

domestic product?

Q Service sector in India employs two different kinds of people. Who

are these?

Q There has been a big change in the three sectors of economic

activities but a similar shift has not taken place in the share of

employment. Justify the statement.

Q Distinguish between open unemployment and disguised

unemployment.

7 • Class Test

Q Is it necessary to have the Public sector? Substantiate your answer by

examining the role of the government?

Home Work Worksheet : (enclosed at the end)

Assessment Class Test

Period wise plan

1 ORAL Explanation& Notes • Meaning of Sectors of Economy

• Meaning of Economic activities

• Division of Economy-Primary Sector, Secondary sector and Tertiary

Sector

• Interdependence of the Three sectors

pg no. : 19-21

WRITTEN WORK •Notes : Meaning of Sectors of Economy, Economic activities ,Division

of Economy-Primary Sector, Secondary sector and Tertiary Sector,

Interdependence of the Three sectors

•Question and Answer

Q Do you agree that the economic activities are highly interdependent?

Explain with the help of examples.

2 ORAL Explanation& Notes • Concept of Final and Intermediate goods

• Meaning and calculation of Gross Domestic Product pg.

no. : 22-23

WRITTEN WORK •Notes : Concept of Final and Intermediate goods, Meaning and

calculation of Gross Domestic Product

•Question and Answer

Q Why we do not include intermediate goods in the estimation of gross

domestic product?

3 ORAL Explanation& Notes • Historical changes in various Sectors

• Changing trends in the three sectors

pg. no. : 23-25

WRITTEN WORK •Notes: Historical changes in various Sectors, Changing trends in the

three sectors

•Question and Answer

Q Service sector in India employs two different kinds of people. Who

are these?

4 ORAL Explanation& Notes • Changing trends in the three sectors (contd.)

• Growing importance of tertiary sector in production

pg. no. : 23-25

WRITTEN WORK •Notes: Changing trends in the three sectors, Growing importance of

tertiary sector in production

•Question and Answer

Q There has been a big change in the three sectors of economic

activities but a similar shift has not taken place in the share of

employment. Justify the statement.

5 ORAL Explanation& Notes • Concept of disguised unemployment

• How to create more employment in various sectors

pg. no. : 26-29

WRITTEN WORK •Notes: Concept of disguised unemployment, How to create more

employment in various sectors

•Question and Answer

Q Distinguish between open unemployment and disguised

unemployment.

6 ORAL Explanation& Notes

• How to create more employment in various sectors (contd.)

• National Rural Employment Guarantee Act 2005 (NREGA 2005)

pg. no. : 26-29

WRITTEN WORK •Notes: How to create more employment in various sectors (contd.),

National Rural Employment Guarantee Act 2005 (NREGA 2005)

7 ORAL Explanation& Notes • Characteristics of Organised and Unorganised sectors of

unemployment

pg. no. : 30-31

WRITTEN WORK •Notes: Characteristics of Organised and Unorganised sectors of

unemployment

8 ORAL Explanation& Notes • How to Protect Workers in Unorganised sector

pg. no. : 32

WRITTEN WORK •Notes: How to Protect Workers in Unorganised sector

9 ORAL Explanation& Notes

•Division of sectors on the basis of ownership- Private and Public sector

• Vital Role played by the Public sector in the economy

pg. no. : 33-34

WRITTEN WORK •Notes: Division of sectors on the basis of ownership- Private and

Public sector ,Vital Role played by the Public sector in the economy

•Question and Answer

Q Is it necessary to have the Public sector? Substantiate your answer by

examining the role of the government?

10 • Recapitulation

• Question answers discussion from extra marks

11 Class Test

BLOOM PUBLIC SCHOOL

Vasant Kunj, New Delhi

Lesson plan 2016- 17

Class X

Subject History

MONTH: June-July, 2016-17

Chapter: 6

Topic: Work, Life and Leisure

Cities in the Contemporary World No of Periods: 9

TTT: 6 WT: 3

Chapter: 6

Topic: Work, Life and

Leisure

1. Characteristics of the City

2. Social Change in the City

3. Politics in the City

4. The City in Colonial India

5. Cities and the Challenge of the Environment

Learning Objectives

• Distinguish between the pattern of urbanization in London

and Bombay.

• Comprehend that urbanization and industrialization

complement each other.

• Appreciate the need for leisure and entertainment in urban

life.

Resources

• NCERT Text Book

• Extra marks smart class, Mind Map, SLM.

• Topic wise question and Answer

• Internet research/Videos and images from the internet.

Class Work Written

1. Mention a few characteristics of ancient cities or towns?

(Prd1)

2. “The city of London was a powerful magnet for migrant

populations.” Explain using suitable examples.(Prd 2)

3. What were the changes took place in the work available to

women in London in late18th and early 19th and 20th

Centuries? Point out factors responsible for this change?

(Prd 3)

4. Why did the well-off Londoners support the need to build

housing for the poor in the nineteenth century?(Prd 3)

5. Discuss the variety of steps taken to clean up or decongest

London.(Prd4)

6. Explain the different sources of entertainment which came

up in the 19th

century in England to provide leisure

activities.(Prd7)

7. ‘Bombay was a prime city of India’. Justify by giving

examples.(Prd9)

8. Briefly describe the Housing facilities in Bombay in

the19th Century. (Prd10)

9. Write a short note on the ‘Reclamation Project’ in Bombay

to expand the city.(Prd13)

10. “City development everywhere occurred at the expense of

ecology and the environment.” Explain using suitable

examples (Prd14)

Day wise plan

Period 1-2

• Characteristics of the city Oral Explanation

• Towns and cities that first appeared along river valleys,

such as Ur, Nippur and Mohenjo-Daro, were larger in

scale than other human settlements.

• Cities were modern-day metropolises, which combine

political and economic functions for an entire region and

populated.

.1 Industrialization and the Rise of the Modern City in

England

• The early industrial cities of Britain such as Leeds and

Manchester attracted large numbers of migrants to the

textile mills set up in the late eighteenth century.

• The city of London was a magnet for the migrant

populations due to the job opportunities provided by its

dockyards and industries.

• By 1750, one out of every nine people of England and

Wales lived in London. So, the population of London kept

expanding through the eighteenth and nineteenth centuries.

• During the First World War, London began manufacturing

motor cars and electrical goods.

• This increased the number of large factories, which in turn

increased the number of people coming to the city in

search of work.

Pg.127-29

Written Class Work

1. Mention a few characteristics of ancient cities or towns?)

2. “The city of London was a powerful magnet for migrant

populations.” Explain using suitable examples.

.2 Marginal Groups Oral Explanation

Period 3 • As London grew, crime flourished in the mid-nineteenth

century, Henry Mayhew wrote several volumes on the

London labour, and compiled long lists of those who

made a living from crime.

• Andrew Mearns, a clergyman who wrote The Bitter Cry

of Outcast London in the 1880s, showed why crime was

more profitable than labouring in small factories.

• Many women, who were employed in the factories during

war years, lost their jobs and were forced to work within

households. Many of them tried to earn by renting their

homes or by other activities; like tailoring, washing or

matchbox making.

• Many poor children were forced into low-paid work, often

by their parents.

• Compulsory Elementary Education Act was passed in

1870 and the factory acts were passed in 1902. These acts

ensured that the children could be kept out of industrial

work.

1.3 Housing

• Individual landowners put up cheap, and usually unsafe,

Tenements for the new arrivals.

• According to a survey done by Charles Booth (a

Liverpool ship-owner) in 1887, about 1 million Londoners

were very poor.

• The life expectancy of the poor was 29 years; compared to

55 years among the gentry and the middle class.

• Charles Booth concluded that London needed to rebuild at

least 400,000 rooms to house its poorest citizens.

• The large number of one-room houses occupied by the

poor was seen as serious threat to public health.

• Those rooms were poorly ventilated and there was no

arrangement for sanitation.

• They also posed fire hazard.

• People living in poor conditions were also potential

hotspots for social disorder.

• To prevent the London poor, workers’ mass housing

schemes were planned. Pg.129-31

� Written Class Work

3. What were the changes took place in the work available to

women in London in late18th and early 19th and 20th

Centuries? Point out factors responsible for this change?

4. Why did the well-off Londoners support the need to build

housing for the poor in the nineteenth century

Period 4

1.4 Cleaning London Oral Explanation

• Architect and planner Ebenezer Howard developed the

principle of the Garden City, a pleasant space full of plants

and trees, where people would both live and work.

• He believed this would also produce better-quality

citizens. Following Howard’s ideas Raymond Unwin and

Barry Parker designed the garden city of New Earswick.

1.5 Transport in the city

• The very first section of the Underground in the world

happened on 10 January 1863 between Paddington and

Farrington Street in London.

• To make approximately two miles of railway, 900 houses

had to be destroyed. Thus the London tube railway led to a

massive displacement of the London poor, especially

between the two World War Pg.132-

34

Written Class Work

5. Discuss the variety of steps taken to clean up or decongest

London.

Period 5

1. Social change in the city Oral Explanation

• The city encouraged a new spirit of Individualism among

both men and women, and a freedom from the collective

values that were a feature of the smaller rural

communities.

• Most political movements of the nineteenth century, such

as Chartism and the 10-hour movement (limiting hours of

work in factories), mobilized large numbers of men

2.1 Men, Women and Family in the City

• The family became smaller and individualism increased.

The institution of marriage tended to break down among

the working class.

• Women of the upper middle classes in Britain faced

increasing levels of isolation. Many social reformers felt a

need to save the family by pushing the women back into

the home.

• Most of the political movements of this period were

largely participated by male. It took some time before

women could actively participate in political movements.

• The positive aspect of these changes was that the family

became the focus of the new market.

-

2.2 Leisure and consumption

• For wealthy Britishers, there had long been an annual

‘London Season’.

• Many new types of large-scale entertainment for the

common people came into being, some made possible with

money from the state.

• Libraries, art galleries and museums were established in

the nineteenth century.

• Music halls were popular among the lower classes, and, by

the early twentieth century, cinema became the great mass

entertainment for mixed audiences.

• British industrial workers were increasingly encouraged to

spend their holidays by the sea,

2. Politics in the City

• A large city population was both a threat and an

opportunity from political perspective.

• This was a period when many mass strikes and protests

erupted in the city.

• A riot occurred in late 1887 known as the Bloody Sunday

of November 1887.

• Some of them were brutally suppressed by the police.

• The State authorities worked towards reducing the

possibility of rebellion and enhance urban aesthetic

Pg.135-38

Written Class Work

6. Explain the different sources of entertainment which came

up in the 19th century in England to provide leisure

activities

Period 6

4. The City in Colonial India Oral Explanation

• A major chunk of the urban dwellers were living in the

three Presidency cities, viz. Bombay, Madras and Calcutta.

• The Presidential cities were multi-functional cities. These

cities had major ports, warehouses, homes and offices,

army camps, educational institutions, museums and

libraries.

• Because of being the hubs of business and political

activities, these cities grew in population.

4.1 Bombay: The Prime City of India?

• In the seventeenth century, Bombay was under Portuguese

control.

• It was a group of seven islands. In 1661; after the marriage

of Britain’s King Charles II to the Portuguese princess; the

control of Bombay passed into British hands.

• After that, the East India Company shifted its base from

Surat to Bombay.

• Initially, Bombay was the major outlet for cotton textiles

from Gujarat. Later, in the nineteenth century, it became

the transit hub for large quantities of raw materials; like

cotton and opium.

• By the end of the nineteenth century, Bombay became a

major industrial Centre.

4.2 Work in the City

• Bombay became the capital of the Bombay Presidency in

1819, after the Maratha defeat in the Anglo-Maratha war.

• Bombay dominated the maritime trade of India till well

into the twentieth century. It was also at the junction head

of two major railways. The railways encouraged an even

higher scale of migration into the city.

Pg.140-42

Written Class Work

7. ‘Bombay was a prime city of India’. Justify by giving

examples.

Period 7 4.3 Housing and Neighbourhoods Oral Explanation

• From its earliest days, Bombay did not grow according to

any plan, and houses, especially in the Fort area, were

interspersed with gardens.

• The Bombay Fort area which formed the heart of the city

in the early 1800s was divided between a ‘native’ town,

where most of the Indians lived, and a European or ‘white’

section.

• In contrast, more than 70 per cent of the working people

lived in the thickly populated chawls of Bombay.

• The Census of 1901 reported that ‘the mass of the island’s

population or 80 per cent of the total, resides in tenements

of one room.

• Caste and family groups in the mill neighborhoods were

headed by someone who was similar to a village headman.

Sometimes, the jobber in the mills could be the local

neighborhood leader. Pg.142-44

Written Classwork

8. Briefly describe the Housing facilities in Bombay in

the19th Century.

Period 8

4.4 Land Reclamation in Bombay Oral Explanation

• The Bombay governor William Hornby approved the

building of the great sea wall which prevented the flooding

of the low-lying areas of Bombay in 1784.

• In 1864, the Back Bay Reclamation Company won the

right to reclaim the western foreshore from the tip of

Malabar Hill to the end of Colaba

• By the 1870s, the city had expanded to about 22 square

miles. As the population continued to increase rapidly

• A successful reclamation project was undertaken by the

Bombay Port Trust, which built a dry dock between 1914

and 1918 and used the excavated earth to create the 22-

acre Ballard Estate. The famous Marine Drive of Bombay

was developed.

4.5 The City of Dreams: Cinema and Culture

• The first Hindi movie; Raja Harishchandra; was made by

Dadasaheb Phalke in 1913.

• By 1925, Bombay had become the film capital of India. In

1947, about Rs. 756 million was invested in about 50 films

which were produced in that year.

• By 1987, about 520,000 people were employed in the film

industry.

• Most of the people in the film industry were migrants from

different places. In a way, they also contributed to the

national character of the industry. Pg.144-47

Written Class Work

9. Write a short note on the ‘Reclamation Project’ in Bombay

to expand the city.

5. Cities and the Challenge of the Environment OE

• By the 1840s, a few towns such as Derby, Leeds and

Manchester had laws to control smoke in the city. The

Smoke Abatement Acts of 1847 and 1853, as they were

called, did not always work to clear the air.

• The high content of ash in Indian coal was a problem.

Many pleas were made to banish the dirty mills from the

city, with

no effect.

• In 1863, Calcutta became the first Indian city to get smoke

nuisance legislation

• In 1920, the rice mills of Tollygunge began to burn rice

husk instead of coal, leading residents to complain.

• The inspectors of the Bengal Smoke Nuisance

Commission finally managed to control Industrial smoke.

Controlling domestic smoke, however, was far more

difficulty Pg.148-49

Written Class Work

10. “City development everywhere occurred at the expense of

ecology and the environment.” Explain using suitable

examples.

Period 9 Class Test