DELHI PUBLIC SCHOOL GHAZIABAD
CLASS – XII
LESSON PLAN SUBJECT:-ECONOMICS
INDIAN ECONOMIC DEVELOPMENT
CHAPTER-3 INDIAN CONOMY (ECONOMIC REFORMS SINCE 1991)
Unit
Class Transaction
Pre-requisite for the course
Assessment of qualifying
knowledge
Objective
Learning Outcomes
Transaction Methodology
(The teacher can use the
mentioned techniques, wherever
applicable, and can use any other
too.)
INDIAN ECONOMY (ECONOMIC REFORMS SINCE
1991)
Total: 6 periods
This lesson requires
1. What were the impact of economic plans on Indian
economy?
2. Achievements and failures of economic plans.
Written test
HW notebook
To enable the students to understand the concepts related to
New Economic Policy 1991.
KNOWLEDGE- Students will know and understand
To enable the students to know the Meaning of Economic
Reforms.
To enable the students to understand need for economic
reforms.
To enable the students to know the elements of New
Economic Policy.
To enable the students to understand the appraisal of LPG
Policies.
SKILLS- Students would be able to
Understand the Practicability of theoretical concepts.
Understand application based questions.
Transaction would proceed in the following manner-
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.
Introduction of the topic- ppt and Digital Content would be
shared
Guided practice followed by Independent Practice- NCERT
questions to be discussed in the classroom. Discussion on
HOTS.
 Techniques to be used:
Case studies
MCQ
Peer Assessment
HOTS
Any Other
COMPETENCY DEVELOPED AMONG STUDENTS:-
Communicative and collaborative
Resources Text Book:
CBSE Publication
Reference Book
DPSG Spiral
Previous year questions
Self Study, Home Work, Independent Practice: Students would do the given
Assignments questions in their H.W. notebooks as mentioned in the
monthly planner.
It is also advised that the students come to the class with
proper background knowledge of the topic under discussion.
They can refer to the resources stated above.
Assessments 3 UNIT TESTS 30 marks-UT-1, 35-UT-2,3 Marks each
MID TERM EXAMINATION
80Marks
HALF YEARLY EXAMINATION 80
Marks
PRE BOARD EXAMINATION 80
Marks
Addressing Classroom Diversity Due to various social backgrounds and multiple
intelligences, the classroom might be a diverse arena. The
following techniques can be used for various groups:
For High scoring students:
 Spiral Level 3 questions to be done
 Encouragement for referring other resources
For Lower scoring students:
 Spiral Level 1 to be completed
 Peer help to be provided
 Provide grade-up classes(PCC)
For differently abled students:
 Ignore spelling mistakes.
 Call parents at regular intervals
 Provide grade-up classes
 Encourage and motivate them at every level.

Marks The weightage would be given by CBSE.

LESSON PLAN INDIAN ECONOMIC DEVELOPMENT -CHAPTER- 3 ECONOMIC
REFORMS( 1991)

JULY

Session : 2019-20
Transaction hours: 6
Anticipatory set:
This course requires basic knowledge of following:
Inflation,budget deficit,economic policies and reforms

Objectives:
To make student understand the concept of unemployment, problems, causes and measures:
Introduction
Basic Concepts
a.Need for economic reforms
b.Meaning of economic reforms
c.Main features of economic reforms
i)Liberalisation
ii)Privatisation
iii)Globalisation
Need for faster industrial growth
iv)Effects of economic reforms.

Techniques to be used :
Lecture method
Group discussion
Peer assessment
Quiz
Case studies
HOTS and application based questions
Teaching aids used:
Black board, chalk, duster, NCERT Book, self prepared modules, recorded videos

DAY 1
Need for economic reforms
Meaning of economic reforms

GUIDED PRACTICE cases, HOTS and application based questions

SUMMARISE AND CHECK FOR UNDERSTANDING questions will be asked based on the
day’s teaching and doubts will be cleared.
COMPETENCY DEVELOPED AMONG STUDENTS:- Communicative and collaborative
DAY 2
Main features of economic reforms

GUIDED PRACTICE cases, HOTS and application based questions

SUMMARISE AND CHECK FOR UNDERSTANDING questions will be asked based on the
day’s teaching and doubts will be cleared.
COMPETENCY DEVELOPED AMONG STUDENTS:- Communicative and collaborative

DAY 3

Liberalisation – Meaning, Economic reforms under liberalisation

GUIDED PRACTICE cases and application based questions relating to the above topics
SUMMARISE AND CHECK FOR UNDERSTANDING questions will be asked based on the
day’s teaching and doubts will be cleared.
COMPETENCY DEVELOPED AMONG STUDENTS:- Communicative and collaborative

DAY 4
Privatisation – Meaning, Need for privatization , gains and imperative losses of
Privatization

GUIDED PRACTICE cases and application based questions relating to the above topics
SUMMARISE AND CHECK FOR UNDERSTANDING questions will be asked based on the
day’s teaching and doubts will be cleared.
COMPETENCY DEVELOPED AMONG STUDENTS:- Communicative and collaborative

DAY 5
Globalisation – Meaning, Policies promoting Globalisation

GUIDED PRACTICE cases and application based questions relating to the above topics
SUMMARISE AND CHECK FOR UNDERSTANDING questions will be asked based on the
day’s teaching and doubts will be cleared.
COMPETENCY DEVELOPED AMONG STUDENTS:- Communicative and collaborative

DAY 6
Appraisal of LPG policies

GUIDED PRACTICE cases and application based questions relating to the above topics
SUMMARISE AND CHECK FOR UNDERSTANDING questions will be asked based on the
day’s teaching and doubts will be cleared.
COMPETENCY DEVELOPED AMONG STUDENTS:- Communicative and collaborative

HomeWork : Assignment from Spiral