Board
CBSE
Grade
VII
Topic
On Equality
Lesson Plan
1
10 mins 25 mins 10 mins 15 mins
Lesson Plan
01
C.B.S.E. | GRADE: 7
th
45 mins
At the end of this module the students will be able to:
• State and explain the features of democracy
• Narrate and enact instances of inequality within the Indian democracy
• Brainstorm on the underlying reasons for the inequality in India
• Rectangular medium sized Post-its, Notebook
• Inequality, disparity, equal opportunities and democracy.
Recap the
forms of
government
through a
game.
Enact role plays
on the
inequalities in
India.
Deduce
through
questions
about
inequalities
experienced
by them.
Conduct a
survey on
inequalities
with their
parents.
Period - 2
Introduction
[Alert]
Core
[Informed]
Application
[Active]
Home+
Parents+
LEARNING
OUTCOMES
RESOURCES
• Class handout/s- 1
LEARNING
TOOLS
KEY WORDS
2
❖ In this section the students will through an activity
recap the forms of governments.
❖ Matching Game
❖ Elicit
• Name the three forms of government that you learned about in the last
period. For e.g.: Monarchy, Dictatorship.
❖ Ask one student to write the names on the board.
❖ Think-Pair-Share
❖ Ask students to pair up or be in groups of three
❖ Distribute three post-its to each pair/group
❖ Ask each pair/group to write one feature of the three forms of government
on each post-it. One for each government
▪ Let them come to the board and place it under the right heading.
❖ Discuss about the terms written by the students
10 mins
INTRODUCTION [Alert]
3
❖ In this section the students will interpret case studies in
group to comprehend equality and inequality in our
society.
25mins
CORE [Informed]
❖ Directed Activity:
❖ Divide the class into 6 groups.
o Distribute the(Class Handout -3) Story Card.
❖ Debrief:
▪ The key elements of a democratic government include people’s
participation, the resolution of conflict and equality and justice.
▪ Equality is the key feature of democracy and influences all aspects of its
functioning.
▪ The Constitution of India guarantees equality to all citizens. Despite this,
the daily lives of people in India are far from equal.
o Why do you think this is so?
o Varied answers. For e.g.: economic disparity, everyone does not get
equal opportunities for work.
▪ Today, let’s learn about the kinds of inequality in India.
4
o Each group will choose one of the three stories mentioned in the
textbook to enact such that two groups are doing one story. This
will bring out two different perspectives of the same story. For e.g.:
The first story on Kanta would have two conclusions. 1 – Kanta
accepts her fate. 2 Kanta will protest and make a difference.
o Each group will read their story and enact it with dialogues written
on their own.
o Time for putting together the dialogues – 10 mins
o Time for role play – 2 minutes each group
o Ask students to rate their own performance on a scale of 1 to 10 for
performance, originality and punch line.
❖ Suggestions
o Ask the students to be as creative and original as possible and also
include their own experiences into the enactment.
o Each group will give their opinion at the end of the enactment in
two to three sentences.
o Brainstorm:
o What is the difference between the three stories given?
o Varied answers: first one talks about opportunities on conditions
of living, second one on opportunities in education and the third
on talks about inequality based on caste.
5
o Do you think Kanta, Omprakash Valmiki, or the Ansaris feel that
they are living in an equal India?
o No
o Is there any way to stop or eliminate equality completely? Give
reasons for you answer.
o Varied answers. For e.g.: Yes, by making the citizens, alert and
aware of their rights and no, the citizens don’t want to change.
❖ In this section the students will analyze the concept of equality through questioning.
❖ Debrief:
▪ We saw in each of the stories how the main protagonists felt unequal even
if they are citizens of India which is known as the largest democracy in
the world.
▪ We are often discriminated against simply because of our caste, religion,
economic background, gender, language, geographical origins and
colour.
❖ Directed Activity:
▪ Pair up with your partner and find out the answers to questions like:
o Have you ever felt that someone was not treating you right?
o Yes/no
o Have you felt that because you are a boy or a girl then the behaviour of
adults around you changes?
o Yes/No
15mins
APPLICATION [Active]
6
▪ Activity information:
❖ Survey: At home ask your parents the same questions as above and make
a note of their answers in your notebook.
❖ Compare your answers with theirs and discuss with your partner in the
class the next day.
▪ Note to the teachers: Newspaper cut outs- classified sections
15 mins
HOME+ / PARENTS+
o Have you made anyone else feel bad about what they eat, wear, or because
of their physical features, whom they pray to etc.?
o Yes/No
o Describe how you are feeling and why.
o Write the answers in your respective notebook.