D.A.
V POLICE PUBLIC SCHOOL, JIND
LESSON PLAN
CLASS- VII SUBJECT- SOCIAL SCIENCE
NO OF PERIODS-5 TERM-I
CHAPTER-11 (THE RISE OF SMALL KINGDOMS IN SOUTH INDIA)
Learning Outcomes Previous knowledge required:
The students will be able to: - What do you mean by Dynasty?
To develop an understanding of the connections
between political and economic processes. What do you mean by Kingdom?
To trace the pattern of political development and
military conquest. What is the difference between
kingdom and Dynasty?
To learn about the major achievements of the
Chola rulers and Pandya rulers of South India in
the various fields of governance. Who were Chalukyas and Pallavas?
Day-wise sub-topics: Teaching aids used:
History of Cholas. Collaborative learning
History of the Pandya’s. Mind map, graphic organizer, and
Governance in South India including flow chart.
administration, economy, and society. MI activity.
Governance in South India including religion, Storytelling.
education, art and architecture.
Discussion of book exercise including subjective
and objective questions.
DAY-WISE TEACHING METHODOLOGY
(Introduction, explanation, lesson development, Skills and activities, essential questions/examples/case
studies used/source-based references, C.W./H.W.)
DAY 1- HISTORY OF CHOLAS.
Brain Storming-The class would start with a discussion on what the students have already learnt in
the previous classes and hence what is it that they would learn now. They would also be told the
significance of the topic that they would be studying.
Introducing the topic with Ashoka’s addicts mentioned three main kingdoms of Cholas, Pandyas and
Cheras which saw some important developments in southern India and will study about them in
detail.
The beginning of the medieval period witnessed the expansion and rise in the Chola empire. The
Chola Kingdom extended from Nellore to Pudukotta and Mysore to Madras.
The founder of Chola kingdom was Vijayalaya who defeated Pallavas. Rajaraja I was the greatest
Chola king. He pursued a policy of conquest and conquered the Chalukya kingdom of Vengi and
captured Kerala and Madurai.
DAY 2- HISTORY OF PANDYAS.
The Pandyas ruled over Madurai, Tirunelvelli and parts of Travancore. The Pandya rule was started
by Kandungori. His son Maruvarman Avani Sulamani came into conflict with the Pallavas and
defeated them.
In the 11th century, they were compelled to submit to the supremacy of the mighty cholas, but in the
13th century they asserted their independence again under Jalavarman Sundara Pandya, who ruled
from 1251 – 1272.
The Pandya kingdom was plundered and looted by the Muslim invaders. This made the kingdom very
weak.
DAY 3- GOVERNANCE IN SOUTH INDIA INCLUDING ADMINISTRATION ECONOMY AND
SOCIETY.
ADMINISTRATION-The central administration was divided into different departments. The king ran the
administration with the help of his ministers. The kingdom was divided into provinces, known as
mandalams.
ECONOMY- The main source of income was land revenue. The economic condition of the people was
good. Their major occupations were agriculture, trade, and weaving.
SOCIETY-Caste system was deeply rooted in the society of south India. The Brahmins and Kshatriyas
dominated the lower castes.
Activity 1 - Take help from your parents’ teachers or Internet and find out the current stature of
governance in India.
Activity 2 - Mind Map of Administration of small kingdoms in South India: King, his officials,
Division of Empire.
DAY 4-GOVERNANCE IN SOUTH INDIA INCLUDING RELIGION EDUCATION ART AND
ARCHITECTURE.
RELIGION- Hinduism was the most popular religion of south India. Vedic sacrifices were quite common.
Kanchipuram was an important centre of studies of Sanskrit and regional languages like Tamil.
EDUCATION-The temples of south India were also the centres of culture administration and education.
Students could stay there for education.
ART AND ARCHITECTURE-The rulers of the southern kingdoms were great patrons of art and
architecture. They built several rock-cut temples.
DAY 5
Discussion of objective question of book exercise.
Discussion of subjective questions of book exercise.
SKILL REAL-LIFE SDG PBL ART MI
APPLICATION INTEGRATION
find out the
ACTIVITY differences in ● Art ● Kinesthetic
Map Skill- Collect the the temple ● Music ● Logical
pictures of the architecture of ● Drama ● Linguistic
Mark the North and
territories of the temples of South ● Creative ● Interpersonal
South India
following India and paste ● Visual
and illustrate writing
kingdoms on an
them in a them with the
offline map of
help of ● Diary Entry
India. scrapbook.
pictures.
1. Cholas
2. Pandyas
Integrated life Skills/values Life skills: - Critical thinking, collaboration, communication, creativity,
and responsible decision-making;
Values: -Respect for the nation, sensitivity, religious unity, brotherhood,
Unity, Equality etc.
KEYWORDS Edict, matha, patron.
ASSIGNMENT/S OR Based on MLM/Competency-based/source-based etc. assignment to be
MLMs given.
MODE OF DIAGNOSTIC Creative Writing, Speak Out, Research Work
ASSESSMENT
Questionnaire, assignments.
MODE OF INTERNAL ● MI Activity- Diary Entry, Speak Out, Creative Writing, Art and craft
ASSESSMENT work.
REMEDIAL MEASURES Recap of the key points of the chapter.
