Indian Constitution

Course Information

Institution: Gujarat Technological University

Field	Details
Course Code	DI02000061
Program	Diploma in Engineering
Level	Diploma
Branch	All
Academic Year	2024-25
Semester	2nd
Category	MNC-AU
Prerequisite	-
Rationale	This course will survey the basic structure and operative dimensions of Indian Constitution. It will explore various aspects of the Indian political and legal system from a historical perspective highlighting the various events that led to the making of the Indian Constitution. It will also socio-political equations. The various challenges faced by the constitution and the corresponding coping mechanisms would also be discussed. Broadly, the students would be exposed to the working of various institutions, offices and political debates ensuing from the operation of the Indian constitution in the last five decades.

Competency

The purpose of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Follow policies, processes, duties, rights and federal structure of Indian constitution as responsible citizens and engineer of the country.

Course Outcomes

The practical exercises, the underpinning knowledge and the relevant soft skills associated with the identified competency are to be developed in the student for the achievement of the following COs:

List salient features and characteristics of the constitution of India
Follow fundamental responsibilities, privileges, rights and duties as responsible citizen and engineer of the country
Differentiate between state and central administrative setup of the country
Explain major constitutional amendment procedures and emergency provisions in the country
Explain judicial setup and electoral process of the country

Teaching and Examination Scheme

Teaching Scheme (Hours)			Credits	Assessment Pattern (Marks)				Total
L	T	PR	C	Theory ESE (E)	Theory PA/CA (M)	Tutorial/Practical PA/CA (I)	Tutorial/Practical ESE (V)	Marks
2	0	0	0	0	0	50	0	50

Suggested Practical Exercises

Not applicable

Major Equipment/Instruments Required

Not Applicable

Affective Domain Outcomes

The following sample Affective Domain Outcomes (ADOs) are embedded in many of the above mentioned COs and PrOs. More could be added to fulfil the development of this course competency.

Work as a leader/a team member
Follow constitutional duties and responsibilities
Follow ethical practices
Practice environmental friendly methods and processes

The ADOs are best developed through the laboratory/field based exercises. Moreover, the level of achievement of the ADOs according to Krathwohl's 'Affective Domain Taxonomy' should gradually increase as planned below:

Valuing Level in 1st year
Organization Level in 2nd year
Characterization Level in 3rd year

Underpinning Theory

The major underpinning theory is given below based on the higher level UOs of Revised Bloom's taxonomy that are formulated for development of the COs and competency. If required, more such higher level UOs could be included by the course teacher to focus on attainment of COs and competency.

Course Content

Unit	Unit Outcomes (UOs)	Topics and Sub-topics
Unit I: Constitution and Preamble	1a. Explain the meaning of preamble of the constitution 1b. List the salient features of constitution 1c. List the characteristics of constitution	1.1 Meaning of the constitution of India 1.2 Historical perspective of the Constitution of India 1.3 Salient features and characteristics of the Constitution of India 1.4 Preamble to the Constitution of India
Unit II: Fundamental Rights and Directive Principles	2a. Enlist the fundamental rights 2b. Identify fundamental duties 2c. Follow fundamental responsibilities as an engineer 2d. Differentiate between fundamental rights and directive principles 2e. Identify fundamental duties and responsibilities applicable to a practicing engineer	2.1 Fundamental Rights under Part-III (Details of exercise of rights and Limitations) 2.2 Fundamental duties and their significance 2.3 Relevance of Directive Principles of State Policy under part-IV
Unit III: Federal Structure	3a. Draw the structure of governance in India 3b. Differentiate between state and central administrative setup of the country	3.1 Federal structure and distribution of legislative and financial powers between the Union and the States 3.2 Union Executive-President, Prime minister, Parliament and the Supreme Court of India 3.3 State Executive - Governor, Chief Minister, State Legislator, and high Court 3.4 Local Administration - District Administration, Municipal Corporation, Zila Panchayat
Unit IV: Governance and Amendments	4a. Enlist the constitutional amendments 4b. Infer the purposes of various amendments	4.1 Amendment of the Constitutional Powers and Procedure 4.2 Major Constitutional Amendment procedure - 42nd, 44th, 74th, 76th, 86th and 91st 4.3 Emergency provisions
Unit V: Judicial System and Election Commission & National Green Tribunal	5a. Perform judicial review for societal welfare 5b. Abide by the judicial provisions 5c. Adopt the electoral procedures with respect to citizenship 5d. Abide by greening laws 5e. Identify the topics/subtopics in a given engineering course where greening laws are affecting significantly	5.1 The Indian Judicial System 5.2 Judicial Review 5.3 Election Commission 5.4 National Green Tribunal

Unit No.	Unit Title	Teaching Hours	Distribution of Theory Marks			Total Marks
			R Level	U Level	A Level
I	Constitution and Preamble	04	04	04	0	08
II	Fundamental Rights and Directive Principles	08	03	02	10	15
III	Federal Structure	07	02	03	06	11
IV	Governance and Amendments	05	02	02	04	08
V	Judicial System and Election Commission	04	02	02	04	08
	Total	28	13	13	24	50

Suggested Student Activities

Other than the classroom and laboratory learning, following are the suggested student-related cocurricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course. Students should conduct following activities in group and prepare reports of about 5 pages for each activity. They also collect/record physical evidences for their (student's) portfolio which will be useful for their placement interviews:

Prepare a report on Mock court hearing
Visit to courts
Arrange Mock Parliament
Visit to Local Bodies
Visit to Courts
Visit to Legal Service Authority
Design games and simulation
Group discussions on current print articles
Prepare college/posters on current constitutional issues
Learning through cases

Important Legal Cases for Reference

A.K. Gopalan Case (1950): Indian Kanoon
Shankari Prasad Case (1951): Indian Kanoon
Berubari Union case (1960): Indian Kanoon
Golaknath case (1967): Indian Kanoon
Kesavananda Bharati case (1973): Indian Kanoon
Indira Nehru Gandhi v. Raj Narain case (1975): Indian Kanoon
Maneka Gandhi case (1978): Indian Kanoon
Minerva Mills case (1980): Indian Kanoon
Indra Sawhney and Union of India (1992): Indian Kanoon
Samatha and State of Andhra Pradesh (1997): Indian Kanoon
Justice K.S.Puttaswamy(Retd) vs Union Of India And Ors.: Right To Privacy (2017): Indian Kanoon
L Chandra Kumar Case (1997): Indian Kanoon
Habeas Corpus Case (1976): Indian Kanoon
Aruna Shanbaug Case (2011): Indian Kanoon
Romesh Thapar Case (1950): Indian Kanoon
M.C. Mehta And Anr vs Union of India & Ors on 20 December, 1986 Bhopal Gas Tragedy: Indian Kanoon
M.C. Mehta vs Union Of India & Ors on 30 December, 1996 Taj Mahal: Indian Kanoon
M.C. Mehta vs Union Of India on 15 November, 2019 Delhi Pollution: Indian Kanoon
Samit Mehta v. Union of India & Ors.; National Green: Case Mine

Suggested Special Instructional Strategies (If Any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics
Guide student(s) in undertaking micro-projects
'L' in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes
About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature is to be given to the students for self-learning, but to be assessed using different assessment methods
With respect to section No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities
Guide students on how to address issues on environment and sustainability

Suggested Micro-Projects