Wednesday, 24 September 2014

Micro Teaching Lesson Plan



MICRO TEACHING LESSON PLAN

Skill                  : Blackboard writing                                       No. of students            :
Subject            : Social Science                                               Duration                      :
Topic               : Division of power                                          Date                            :
Class                : IX      
Teacher           : Ajina
Phase
Teacher Activity
Pupil Activity
Component of Skill
Introduction
Today let us to learn about division of power by the Govt. As you all know we have the central governments and state governments. The system by which the supreme powers of the country have been divided between the centre and the states according to the provisions of the constitution is called the federal system.







Development
  Federal System in the system by which the powers of the centre and those of the states are divided.



Completion

The teacher welcomes the students, teacher create an environment interactively, arrange the class properly and takes their numbers. After announcing the topic teacher writes the name of the topic.









Division of power
 On the black board in block letters and underlines it coloured chalk


This division of has been done in accordance with the 7th schedule of the constitution. The subjects are divided into union list, the state list and the concurrent list.

The subjects in the union list are those of national importance. The central govt. has the power to these subjects. The state list includes subject of local importance and the state legislators have the power to pass laws on the these subjects but the subjects that have to be handled at the same time by the centre and the states are included in the concurrent list
   Teacher writes the main points on the black board.
Students motivates and informally interact with the instructional aid (Black board)





















The subjects are divided into three union lists, state list and the concurrent list. The union list has 97 subjects, the state list has 66 subjects and the concurrent list has 47.
















Legibility of hand writing and neatness in black board work












Organisation and appropriateness of black board work.



































Summary of black board
Division of power
Federal system            - 7th schedule of the constitution
Union list, state list and the concurrent list
Union list                     - 97 subjects    – national importance
State list                      - 66 subjects    - local importance
Concurrent list            - 47 subjects    – subjects that have to be handles at the same time by                                                            the centre and the states

Monday, 22 September 2014

Online Assignment



 Name of the Subject               :         Theoretical base of Social Science                                                            Education
Name of the assignment Topic :      Challenges to Democracy Terrorism
Name of the Student               :         Ajina.M.A
Name of Option                       :         Social Science
Reg. No.                                  :         13368002 


Introduction
            The concept of democracy has undergone considerable changes through the ages. The word democracy is derived from two Greek word demos and Kratia which menas people and power respectively. Hence, democracy means power of the people. Democracy is usually considered as “the government of the people, by the people and for the people.”
            Terrorism in India, a subject on which in the last one decade a lot has been written and spoken about. Terrorism has posed a threat to out national security than a conventional war. Terrorism’s capacity to destroy life, to destroy economy, to destroy soverignty of countries, is tremendous. So far, National response to terrorism in its varied from has been inadequate, of an ad-hoc character and generally ineffective. Moreover, in the present international security environment, proxy war and terrorism have become preferred means of hurting a neighbour’s social, political and economic well being. This is really the magnitude of the threat that we face today.
Terrorism:-
            Terrorism is one of the types of grave violences of the parrents world. Crossing the national boundariys terrorism has became a global. In the recent time, it has affected both the developed and developing countries. Everywhere, the phenominon of terrorism is understood as a problem capable of affecting not only national but also international politics. The 11th sept. 2001. plane attack on the twin towers of the world, Trade Centre, Newyork, USA stands as a powerful evidence to this fact. Progress achieved in the field of science and technology and particularly in IT has helped in making terrorism a global phenomena.
            Terrorism is totally opposed to democracy and humanity and couses bloodshed, destruction and anarchy allround. It is basically a violent-activity. It includes exploding of bomb, kidnapping, setting fire to houses, organising mass murders, black mailing, highjacking and such other dangerous and extremely violent activities.
Characteristics:
Basically a form of violence and is maniferled in the form of blatant criminal acts.
The etternal values of Indian culture such as love, truthfulness and non violence are essentially opposec to the gospel terrorism.
It is a weapon of black mail and curruption.
Terrorism in India:-
(a)    Naxalite Terrorism found in Bengal, Bihar and Andra.
(b)   Terrorism in punjab. Punjab terrorism however costed the life of prime minister Indira Gandhi who was assassinated in the year 1984
(c)    Terrorism in Assam
(d)   Terrorism in Kashmir
Impact of Terrorism on Society:
(i)      Crater law and order problems:
(ii)    Leads to uncertainly:
(iii)   Causes loss of life and property:
(iv)  Encourages smuggling
(v)    Retards Economic development:
(vi)  All developmental activities are disturhed:
Challenges to democracy- Terrorism
            Corruption is the mususe of public power for private profit. It involves behaviour on the part of officials in the public sector, whether politicians or civil servants, in which they improperly and unlawfully enrich themselves, or those close to them, by the misuse of the public power entrusted to them.
            There are two quite seperate categories of administrative corruption.: the first occurs where, for example, services or contracts are provided “according to rule” and the second, where transactions “are against the rule” In the first situation, an official is recieving private gains illegally for doing something which he or she is ordinarily required to do by law. In the second situation, the bribe is paid to obtain services which the official is prohibited from providing. “According to rule” and “against the rule” corruption can occur at all levels of govt hierarchy and range in scale and impact from “grand corruption” to more ordinary, small scale varieties.
            In practice, public attitudes can overshadow legal definitions of administrative corruption, and public opinion can define corruption in ways which will over ride law. If public opinion and legal definitions do not conform, the likelihood is that officials will act in accordance with the public view, and in so doin transgress the law. It is therefore crucial that the public be informed and enlightened as to the damage that corruption can cause.
            India is rated as one of the most corrupt countries in the world. Transparency International, which is a non govt organisation in Berlin, publishes annually the corruption perception index of countries. In the list for the year 2001, India is ranked least corrupt to the most corrupt.
Key challenges:-
            Democracies face accute dilemmas when confronting acts of violence which fall under the rubric of terrorism. Overreaction can alienate the population, damaging govt legitimacy as much as (or more than) the actions of small terrorist groups. At the same time, if govt, judiciary, policy and military prove incapable of unholding the law and protecting life and property, then their credibility and authority will be undermined. concreted acts of violence (or threats of such) are a challenge which demands steady, painstaking response, lest the state compromise its very legitimacy through the measures enacted and public confidence lost.
            Givem that events on and subsequent to 11 sept 2001 signify a new level of prominence for global prevention of terrorism, it is vital that debate and open forums promote consideration of both the patterns of violence and responses currently being played out on many levels in the international system. Democracies come in many shapes and sizes, and in varying degrees of maturity and performance. But national leaders currently face a critical juncture- reconciling the international legitimacy that is integral to democracy with the realities of military, economic and political power. In particular a re-militarized international security frame work in the wake of the 11 sept attacks threatens to marginalize democratic approaches to conflict management. More over, Some measures meant as response may undermine or compromise democracies in fragile or key stages of development.
            A reductionist approach to such completity threatens an era dangerously equivalent to that of cold war politics, where ideological alignment can obscure local realities of development need political aspirations for reform.
            The current challenge is two fold. First for govts and peoples to manage incidents, response, risk and prevention in a manner which upholds democratic principles of accountability, rights and balances, and the rule of law second, for development assistance and democracy promotion to be linked from, and not a by- product of, security needs and fear. Democracy is neither a banner under which to fight designated targets, nor a commodity that can be exported or imposed. It is most viable when shaped and rooted in context, matching specific relevance and needs, with genuine local/national owership. There is a need, for critical review of the impact of the global war on terror on development assistance and specific national demoratization process.

 Conclusion
            In conclusion, corraption in India exists because of the unfulfillment of the basic needs of the general population . To cradicate corruption, India has to impliment right macro economic policies rather than questioning the ethical stanclards of its population. Corruption in India can not be cradicated by questioning ethical standards of Removal of corruption can only be achieved by right macro economic policies and by reducing govt control. Honest political leadership is a must as a first step. Fresh ideas and entreprenurial spirits has to replace the beauracratic govt control for a wealthier society.

Reference
Social Issues in India
Education in the emerging Indian society
-         Dr. K. Sivarajan
-         Internet


Innovative Lesson Plan

LESSON PLAN
Jurisprodential Inquiry Model
Name of the Teacher    :           Ajina M.A
Name of the School      :           G.G.H.S.S. Mithirmala
Subject                         :           Social Science
Unit                              :           tImf\n h¡-c-Whpw sNdp-¯p-\n¸pw
Topic                           :           C´y tImf-\n-bmbn amdp-¶p.
Date                 :           13-08-2014
Std                   :           VIII. A
Strength            :           46

Learning Objective       :           C´y tImf-\n-bmbn amdn-b-Xn-s\-¸-än-bpÅ [mcW
Issue                            :           kmwkvIm-cnI X\n-a-sb-¡p-dn¨pw AXnsâ kzX{´ hnIm-k-t¯bpw Ipdn-¨pÅ [B-c-W-¡p-dhv
Sub Issue                     :           \½psS kmwkvIm-cnI X\n-asb tImf\n hXv¡-cWw kzm[o-\n-¨n-«p-s­¶ Xncn-¨-dn-hn-Ãm-bva.
Content Analysis
            Terms               :           apKÄ km{am-Pyw, inYn-eo-I-c-Ww, I¨-h-S-¡-¼-\n-IÄ, Ncn-{X-Im-c³
            Place                :           C´y, Cw¥­v
            Facts                :         1. ]Xn-t\gmw \qäm-­n apKÄ km{amPyw XIÀ¶-tXmsS C´y-bn-emsI sIm¨p sIm¨p cmPy-§Ä hfÀ¶p.
                               2.]c-kv]cw Ie-ln¨p Ign-ªn-cp¶ Cu cmPy-§-fp-ambn hym]mc kuI-cy-§Ä t\Sp-sb-Sp-¡m³
                                  hntZi I¼-\n-IÄ¡v km[n-¨p. XpSÀ¶v cmPy-¯nsâ A[n-Im-cw. AhÀ ]nSn-s¨-Sp-¯p.
                                 3. C´y Cw¥-­nsâ tImf-\n-bm-hp-Ibpw C´y³ k¼¯v AhÀ tNmÀ¯n-sIm-­p-t]m-hp-Ibpw sNbvXp.
                                 4. hntZ-in-IÄ NqjWw sNbvX-Xnsâ ^e-ambn cmPyw ISp¯ £maw t\cnSpw
Concept                       :{_n«ojv `cWw C´y³ P\-X-bpsS PohnX coXn-bnepw kwkvIm-c-¯nepw amä-§Ä hcp-¯n-sb¶ Xncn-¨-dnhv   
Process Skill                 :           1. {_n«ojv B[n-]-Xy-¯nsâ t\«-§-sfbpw tIm«-§-sfbpw Ip«n hni-I-e\w sN¿p-¶p.
                                 2. hntZ-im-[n-]Xyw C´y³ kaq-l-¯n hcp-¯nb amä-§Ä Ip«n hne-bn-cp-¯p-¶p.
                                  3. {_n«ojv `cWw C´y³ P\bv¡v tIm«-§fpw t\«-§fpw Hcp t]mse D­m¡n F¶ \nK-a-\-¯n Ip«n               
                                     F¯n-t¨-cp-¶p.
Entry behaviour            :           C´ysb {_n«o-jp-ImÀ Ipd-¨p-\mÄ `cn-¨n-cp-¶-Xmbn Ip«n¡v Adn-bmw.
Syntax
Teacher Pupil interaction
Phase I
Orinetation
Teacher introduces the Learning Meterial










Phase II
Identifying Issues synthesis
facts into policy issues.


Phase III
Taking a position
one or two student
volunteer to the position












Phase IV
Exploring the stances














Phase V
Refining and qualifying position



Phase IV
Testing Factual assumption
behind position

\n§Ä ]g-Èn-cmP kn\na I­n-«pt­m F¶v A[ym-]nI tNmZn-¡p-¶p. B Nn{X-¯nsâ IY F´mWv kqNn-¸n-¡p-¶-sX¶v Ah-tcmSp tNmZn-¨-dn-bp-¶p.
    B Nn{X-¯n hntZ-im-[n-]-Xy¯ Ipdn¨pw AXn-t\m-SpÅ FXnÀ¸p-Isf Ipdn-¨p-amWv ]d-bp-¶-Xv. AXn {]Xn-]m-Zn-¡p¶ hntZ-in-bÀ Bcm-sW¶p tNmZn-¨-dn-bp-¶p. {_n«o-jp-Im-cpsS B[n-]-Xys¯ XpSÀ¶v \½psS kaq-l-¯n Fs´ms¡ amä-§Ä h¶p-sb¶v NÀ¨-bn-eqsS Is­-¯m³ A[ym-]nI Bh-iy-s¸-Sp-¶p.
·        {_n«o-jp-ImÀ C´ysb Ah-cpsS tImf-\n-bm-¡n.
·        C´y³ k¼¯v sImÅ-b-Sn-¨p.
·        Irjn hmWn-Py-h¡-cn-¨p.
·        ]pXnb hyh-km-b-§Ä Bcw-`n-¨p.
·        ]pXnb hnZym-`ymk k{¼-Zm-b-§Ä sIm­p-h-¶p.


Group A : C´y-bpsS A[n-Imcw ]nSn-s¨-Sp-¯p.
Group B : ]pXnb hyh-km-b-§Ä Bcw-`n-¨p.




Ip«n-IÄ c­v {Kq¸p-I-fmbn Xncnªv NÀ¨-bn GÀs¸-Sp-¶p.


Group A
Group B
·        C´y-bn tImf\n Øm]n¨p
·        C´y-bpsS kwkvImcw XIÀ¶p
·        Cw¥ojv hnZym-`ymk¯neqsS {]mtZ-inI `mj-Isf Ah-tl-fn-¨p.
·        hÀ¤ hyhØ sIm­p h¶p.
·        ]pXnb `c-W-{Iaw sIm­p h¶p.
·        ]pXnb kwkvImcw ImgvN h¨p.
·        Cw¥ojv hnZym-`ymkw sIm­p h¶-Xn-eqsS C´y-¡msc hnZym-k-¼-¶-cm-¡n.
·        PmXn-hy-hØ Ah-km-\n-¸n¨p








Hmtcm {Kq¸nsâ ]n¶n-eqÅ \ne-]mSp hyà-am-¡m³ A[ym-]nI Bh-iy-s¸-Sp-¶p.


Group A
Group B
·        C´ybpsS A[n-Imcw ]nSn-s¨-Sp¯p
·        C´ysb tImf-\n-bm¡n
·        C´y-bpsS kz¯v sImÅ-b-Sn-¨p.
·        \m«p-cm-Py-§sf X½n ASn-¸n-¨p.
·        cmPy-¯nsâ kam-[m\w \in-¸n-¨p.
·        IÀj-Isc Zpcn-X-¯n-em-¡n.
·        Cw¥ojv hnZym-`ymkw sIm­p h¶p.
·        kmaq-lnI A\m-Nm-c-§Ä¡v FXnsc {]hÀ¨n-¨p.
·        Irjn hmWnPyh¡-cn-¨p.
·        KXm-KX kuI-cy-§Ä hÀ[n-¸n-¨p.
·        ]pXnb `cW ]cn-jvIm-c-§Ä sIm­p-h-¶p.

Ip«n-IÄ¡v Ah-cpsS A`n-{]m-b-¯n hyXymkw Ds­-¦n ]d-bm³ A[ym-]nI Bh-iy-s¸-Sp-¶p.
A`n-{]m-b-¯n amä-ap-s­-¦n aäv {Kq¸n-te¡v tNcm³ A[ym-]nI Bh-iy-s¸-Sp-¶p.


{_n«o-jp-Im-cpsS hchpw B[n-]-Xyhpw \½psS cmPy-¯n\v tZmj-I-c-ambn XoÀ¶p-sh-¦nepw Ht«sd KpW-I-c-amb {]hr-¯n-Ifpw AhÀ sNbvXn-«p-­v.
cmPy-¯nsâ ]ptcm-K-Xnbv¡v Bh-iy-amb Ht«sd kw`m-h-\-IÄ AhÀ \ÂIn-sb-¦nepw \½psS cmPys¯ [mcmfw NqjWw sN¿p-Ibpw sNbvXp.


Social System
Moderately Structured
Principle of reaction
Teacher’s reaction are mostly probing. He/she questions the relevance consistency and specificify of students opinions and view points.