SECTION-II
Introduction The discipline of Social Sciences has immense potential for promoting love, affection, tolerance, acceptance, peace, harmony and interdependence in the nation. This section highlights some major thrust areas inherent in the different components of Social science Syllabus appli- cable at the Secondary School Stage. The teaching- learning Process relating to each of these themes or thrust areas is expected to motivate the students and mould their behaviour, outlook and attitudes in variety of ways. These have been formulated in the form of ex- pected learning outcomes for each of these themes.
For achieving these learning outcomes teachers have been advised to follow various participatory and explor- atory methods and techniques of instruction. This Sec- tion also gives details of some such methods dealing with that particular theme. Since the list of illustrations is only suggestive and not exhaustive, teachers are requested to develop more such illustrations, charts, models, etc., based on these activities. The purpose of this whole exercise is not is supply ready-made material but to exploit the highly imaginative and fertile minds of teach- ers for promoting this prime important cause of nation.
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Themes in Social Science for
promotion of Secular Values in Students
A. HISTORY: SECULAR TRADITIONS 1. Human development through interdependence.
2. Commonality of all religions.
3. Social Change through peaceful means.
4. Cultural heritage of India.
5. Global harmony and the role of India.
6. Secularism : Lessons for the future.
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B. GEOGRAPHY: LIVING TOGETHER IN DIVERSITY 1. Complimentarity of the physiographic divisions.
2. Human resource development.
3. Transport and communication Life lines of the nation.
C. ECONOMICS :JOINING HANDS FOR DEVELOPMENT 1. Education as an integral part of the Social infrastructure.
2. Rapid industrialization, Economic development and Cooperative efforts.
3. Inter-sectoral relationships in Indian Economy.
4. Industries of the masses : Small scale and cottage industries.
D. CIVICS : FOR A SECULAR POLITY 1. Citizen and Government.
2. Democracy : Soul of the nation.
3. Secularism and National integration.
4. Challenges before the nation: Communalism. Casteism and Regionalism.
5. Human Rights and Social Justice.
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A. HISTORY :
SECULAR TRADITIONS
THEME 1
Human development through interdependence
Learning Outcomes 1. Recognises the importance of interdependence of human species as the primary Conditions of development.
2. Appreciates values like co-operative, sharing and stresses mutual assistance for progress.
3. Infers that gradual development and change is possible only with the contribution of people from all walks of life and of all religions.
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Methods and illustrations
1. VISIT TO NATIONAL MUSEUM OR ARCHIVES IN DELHI. Aim : To enable the students a first hand experience and to realise that human develop- ment is possible by interaction among people and co-operation with one another.
QUESTIONNAIRE (To be distributed among students before the visit).
1. What are you seeing in the illustration of early man?
2. Why do they move in groups?
3. How did they defend themselves in the face of common danger?
4. What difference do you notice in the hall depicting harappan civilization?
(a)................... (b)................ (C)...................
(d)................... (e)................ (F)...................
5. What material did they use?
6. In which field did they have maximum development? (From your observations)
7. List the various items you find in use
8. Did all the people have the knowledge of making all the items? Yes / No
9. If no, how did they manage to make such beautiful crafts? Mark the correct answer (v).
(a) By division of labour (b) By specialization of skills (c) By using collective skills.
10. Did they know the use of money? Yes / No
11. How did they trade with one another?
12. What type of weights and measures do you notice? List them.
13. Do you think single individual could function under such a system? If not, what did they do to improve their conditions?
14. Did you notice any evidence of sea trade? List them.
15. If yes, with which countries did they have trade contract?
16. By this visit what can you conclude?
17. Not only people but even countries are interdependent - give examples.
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II. GROUP ACTIVITY
Group Activity 1 Students to be divided into number of groups representing weavers, farmers, artisans, traders etc., to present simple barter system prevalent in that period based on individual needs (different items may be displayed with symbols or pieces of paper bearing different names). They must indicate exchange rates, for example: (i) wheat for utensils (ii) pottery for agricultural implements (iii) cloth for ornaments. Student will be instructed to go to each group one at a time to collect what they need. Collection to be done through cooperation, sharing and exchanging. The group that collects the most in most organised manner and shortest time is the winner.
Group Activity 2 Each group will take example of a person and make a list of the people he/she depends on in daily life like parents, teachers, friends, principals, doctors, buyers etc. Then make a list of the contribution each one has made in their lives.
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THEME 2
Commonality of All Religions
Learning Outcomes 1. Becomes aware that all religious faiths share common elements.
2. Respects all religions and encourages tolerance for others' views, religious practices and beliefs.
3. Appreciates that social good and social welfare should have priority over narrow sectarian views and interests.
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Methods and illustrations
I. GROUP DISCUSSION
Topics (a) Religion enobles man (b) Every religion leads to peaceful existence,
Discussion points i) Tenets of all religions leading to peace.
ii) Brotherhood of mankind.
iii) Tolerance and respect for views of others.
iv) The fundamental belief that there is no conflict between religions. (IX std. syllabus dealing with all religions may be taken for the study of this theme).
II. VISIT
III. OBSERVANCE OF VARIOUS RELIGIOUS FESTIVALS
IV. PROJECT
V. CHARTS
VI. SURVEY 39
SURVEY SHEET
(Opinions expressed will be kept secret and your identity will not be disclosed.)
You are required to put a tick () in the box which is closest to your opinion.
S.No. OPINION I care I don't It does not
deeply know matter
1. There are too many religious festivals that
interfere with efficient working conditions in
our society.
2. National holidays are to be celebrated not
religious festivals.
3. Only those celebrating a particular festival need
to observe a day off.
4. Temples, mosques, churches and the people
who look after them are leaders of public opin-
ion and must be heard.
5. Each of us must know, understand and prac-
tice rituals related to our faith like fasting,
pilgrimages and prayers.
6. When people of different faiths marry there is
every likelyhood of there being no one religion
which is sad.
7. Each parent has to make their children aware
of all religions and their rituals, myths, stories
etc.
8. Religious columns in newspapers forge unity.
9. Communal violence is instigated by people
who want to profiteer.
10. Religion is not a barrier but cultures are.
11. Violence need riot accompany communal dif-
ference but these differences are here to stay.
12. Politics can be free of communal biases.
13. Most politicians use communal disharmony to
gain cheap popularity.
14. Religion must be the basis for our constitution
and national values. Religion alone gives us a
stable life.
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VII. DRAMATISATION OF ANECDOTES FROM THE LIVES OF GREAT SAINTS
ONE-ACT PLAY LIVE AND LET LIVE
Cast
Ashoka, with subject/ courtiers Christ
Buddha Followers
Mahavira Family Members
Confucius Religious leaders with followers
Costume
Ashoka - Costume of a king Mahavira - White
Buddha - Saffron Christ - Robe with cross in hand
Followers/subjects - In present day clothes
Props
Throne Chairs
Placards with signs of 'Om', 'cross' 'we are one'.
Scene - 1
SET :- Throne, with some chairs on either side. Open seating space on ground for subjects. Ashoka on the throne.
Subject 1 :-Maharajadhiraja, the India in which we live today is not like it was in your time.
Subject 2 :-Violence, crime, cheating, stealing!
Subject 3 :-No solace from religion!
Ashoka :- I have invited Buddha, Mahavira, Confucius and Christ to come here and help in solving your problems, They are great people with great ideals. (They enter with followers. Ashoka stands)
"We welcome you, Lord Mahavira and Buddha. Sirs (to Confucius and Christ) welcome to India. It would have given me greater pleasure to have invited you when I was the emperor and when people lived in amity. Alas, those days are now gone!
Confucius :- I hear family relationships are breaking up, creating social discord?
Buddha :- I am pained to hear that man has forgotten the Eight Fold Path that I taught.
Mahavira:- My `Tri Ratna' seems to have disappeared into thin air. Can you believe in India, the land where we lived together in peace is now the victim of violence and brutal killings.
(Facial expression, showing tragedy)
Confucius, Buddha, Mahavira (together) :- How do we-change the situation? We cannot leave the world to be destroyed by human folly.
Ashoka to Confucius :- Sir, you must visit families which is the basic social unit. If the family has peaceful relationships, it can reduce social discord to a great extent.
Christ:- I shall once again preach love, even though they cruxify me again.
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Scene - 2 Family Scene :- Discord in the family, Aged parents, two sons, with their wives, one grand-child.
Son 1 :-It is time that we break off and live separately as we cannot stay together any longer.
Son 2 :-(together) Yes, we cannot live with you anymore. Divide the property and give each of us our share.
Father :- Go to hell! I will not give a pie to either of you. (Mother tries to stop them and is pushed aside by the father) Woman! don't talk and interfere in family matters.
Confucius enters He speaks - "Calm down my friends. Don't forget your responsibility to make one another happy.
(Confucius to father) You are the head of the family. You must treat your wife and children with love and respect. (To others) You must remember that you must not treat your elders with contempt. Patience and tolerance are the two golden rules of preventing discord (Hands over book of five classics) Read the 'Five classics' carefully, and you will understand how important it is to have peace in the family to bring about social harmony. (Confucius leaves followed by father with arms around sons. Mother, wife and grandchild follow).
Scene - 3 Leaders of five religious groups enter, with 2-3 followers each - Mullah, Pandit, Priest (father), Sikh granth, Buddhist Monk
Pandit :- Whatever you may say, my religion is the truest and the most noble.
Others (together):-How can you prove that? We say that ours is the best. (enter Buddha, Mahavira and Christ)
Friends (Pacify them) all religions are just different paths to the same, ultimate goal. So where is the reason for this discord?
(One of the followers): You are people from the past. Why should we listen to you now? You have no relevance for our lives.
Buddhist Monk :- Your greed for material wealth and your violent attitude has brought about wars and conflicts. If you want to save the world you have to follow our ideals which are the pillars on which the future of the world rests.
All saints together :- The ideals of love, peace, brotherhood and non-violence surpass time and are universal.
(Ashoka enters, and stands in the centre)
In the happiness of the people, lives the happiness of the ruler. The aim of every religion is service to mankind (All actors on stage, speak in chorus).
"Light has dawned on us and we solemnly resolve to walk on the path you have shown us" Actors on stage, hold up placards with signs of various religions and the slogans "We are one", Love, tolerance, brotherhood, no war, peaceful co-existence (placards).
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THEME 3
Human Resource Development
Learning outcomes Infers that violence begets violence, peaceful ends must be achieved through peaceful means.
Becomes aware that social change is inevitable. Aspirations of People determine the nature of social change.
Generalises that in modern society, social, political and economic equality must be ensured. Opposition of any kind leads to instability in the society.
Gives examples of various revolutions of the world, when determination of the people brought about successful political and social change.
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Methods & Illustrations
I. DEBATES
Topics 1. End justifies the means
2. Revolutions are synonymous with social change.
II. Movies based on the relevant themes or slides in overhead projector may be shown to the
students. List of CIET Movies
Title ACC No. Duration Language Age
1. Sahyog L-164 21 minutes Hindi 5-8
2. Ekta Ke Vardan M-8 10-30 Hindi 9-11
3. India's Common (36 cassettes
Cultural Heritage some cassettes are identified below)
1. Gautam Buddha
2. Guru Nanak
3. Samrat Ashoka
4. Bharatiya Utsav
Serial No. 249/C-60. Heritage of India
256 Cassette No. 256/C-60 Heritage of India
After showing the movie or slides, teachers should ask students to give their impression.
III. SPECIAL ASSEMBLY
IV. PROJECT WORK (a) Violent incidents in different parts of the country
(b) Number of cases where one violent incident led to other violent incidents.
(c) Incidents of humanitaian act and good will doing such carnage.
(d) Example of communal harmony and its effects on society. e.g. Phool walon ki sair, common places of worship.
(e) Suggestions to improve situation. Excerpts from essay, speeches may be included.
(f) List of scientists, social worker, soldiers of distinctions from diferent social groups and regions.
Project should be accompanied with a report bibliography (source of information, names of newspapers, etc.)
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The topics could be:
(a) Sarvodaya (b) Literacy campaigns in Kerela and West Bengal, (c) Chipko Andolan. (d) Aravalli Raksha Andolan. (e) Narmada Bachao Andalon.
V. STREET THEATRE 45
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THEME 4
Cultural Heritage of India
Learning Outcomes 1. Brings out the essential unity of Indian people inspite of various diversities.
2. Becomes aware about the synthesizing aspects of the cul- tural heritage if India.
3. Realizes that the Indian culture was enriched by the contribution of people of all religions and regions.
4. Recognises the contribution of various migrant ethnic groups and their assimilation in the development of a composite culture in India.
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Methods & Illustrations :
I. FIELD TRIPS
II. CLASS EXHIBITIONS, WALL MAGAZINES, ALBUMS
III. TRAVELOGUES
IV. DANCE OR MUSIC FESTIVALS.
V. ESSAY COMPETITION
VI. CLASSROOM ACTIVITY The teacher may choose four important historical places such as Konark, Sanchi Stupa, Ellora and Fatehpur Sikri. She/he has to write about 10 points for each of these on a (2 inch square) paper and fold them and number them up.
Next the class of 40 or so should be divided into 4 groups naming them after 4 monuments. Each should have 10 folded paper bills.
As the game starts group leader of each group looks for features related to their group. The group which collects all the 10 features of his group earliest is the winner.
Similar games may be organized by dividing the groups representing architectures, litera ture, painting and dancing.
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THEME 5
Global Harmony and the Role of India
Learning Outcomes 1. Identifies that in the present day context, global problems have become common concern for all.
2. Becomes aware that harmonious development depends on harmonious living of people of all nations, big or small.
3. Inculcates values of sharing and co-operation.
4. Feels the urge of solving global problems through coopera- tion and not through conflicts.
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Methods and Illustrations
I. DEBATES, GROUP DISCUSSION, PANEL DISCUSSION Suggested Topics.
(a) Role of third world in global economy. (b) Global warming and environmental degradation. (c) Nonalignment movement in the wake of global changes.
II. ENACTING THE SESSIONS OF THE MEETING OF U.N. GENERAL ASSEMBLY
OR SECURITY COUNCIL or N.A.M. EXAMPLE - A session in the Security Council may, be enacted with 15 members. 5 permanent members must have the names of their country written in front of them.
Session would start with the entry of chairman. A scene may be scripted on the issue of disarmament or may be regarding sanctions against Saddam Hussain of Iraq. The use of veto power may be shown.
This will highlight the importance of consensus on global issues.
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THEME 6
Secularism : The Lessons for Future
Learning Outcomes 1. Appreciates that the essence of secularism lies in Indian heritage.
2. Inculcates tolerance, brother-hood, respect for other's views and religious practices and beliefs.
3. Generalises that " united we stand and divided we fall".
4. Becomes aware that secularism is the strongest pillar of Indian democracy.
5. Overcomes narrow sectarian ideas.
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Methods & Illustrations Debates, discussion, etc. may be organized in class or as interclass or inter-house activities. Topics are to be chosen carefully by the teacher so that discussion should not turf] into disputes.
1. Highlighting people who stood for secular values for examples, Ashoka, Harsha, Akbar, Amir Khusaro, Kabir, Mia Meer, Dara Shikoh etc. Enacting scenes from their lives. High lighting their acts/sayings in common good. For example:
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II. Making albums, projects, wall magazines/posters on the theme.
III. Showing movies specially made for the purpose of showing brotherhood among different communities.
IV. Competitions on self,composed poem on the theme or on poster making.
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B. GEOGRAPHY
LIVING TOGETHER IN DIVERSITY
THEME 1
Complimentarity of Major Geographic Regions
Learning Outcomes 1. Relates the special contributions of each of the three major geographic regions of India towards an integrated national economy.
2. Appreciates how each region makes up its deficiency through the marketable surpluses of the other two regions.
3. Realises that the three major geographic divisions together make the whole country a fairly self-contained geographic entity and a big single market.
4. Recognises that as an Indian one can live and earn one's living in any part of the vast country.
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Methods and Illustrations
I. GROUP DISCUSSION
1. The Great Mountain Wall of the North a They act as climatic barrier and prevent the Monsoons from going beyond them. b. These Monsoons have a great role to play in the agricultural production of the country. c. Indian economy is mainly agricultural and depends upon the Monsoons. d. These snow clad mountains give rise to perennial rivers. These rivers are useful for generating hydo electricity e.g. Bhakra Nangal Dam. e. It provides water for irrigation. f. Its rivers bring fertile alluvial soil and form broad flood plains. g. The Himalayas are store house of wood and water.
2. The Great Plains of Northern India a. The Indo-Gangetic Plain is formed by the rivers-Indus, Ganges, Brahamputra and their tributaries. The Plains is a vast level agricultural field as the soil is extremely fertile. b. Varieties of crops are on this fertile soil in different seasons. c. It is the food bowl of the country. d. Supports a large population. The people are engaged in agriculture. e. The agriculture produce gives rise to agro-based industries-cotton textiles, Jute textiles, Sugar Industries etc. f. As the gradient is very low (1 in 300) a well-developed network of transport (roads/railways) communication is laid as the cost of construction is less. These are very important for the national economy and national integration.
3. The Great Peninsular Plateau (The Deccan Plateau and the Central Highlands)
a. The plateau is made up of hard igneous and metamorphic rocks. b. The plateau is a store-house of minerals. c. These minerals are very important for the Industrial growth of the country. d. The rocks are hard and therefore used for constructional purposes. e. The Black soil is highly favourable for the cultivation of cotton. f. Cotton industry is very important as the textile product is exported and the country earns a high foreign exchange for the country.
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The climate and soil conditions favour the growth of spices, coffee, rubber etc. These items are also exported after meeting the country's needs.
h. The minerals have given rise to industries not only in the plateau but throughout the country. This has given rise to industrial growth in the country.
II. FLOW CHART Depicting flow of goods among different geographic regions of Indian peninsula.
III. GAME Time : One period - indoor or out- door this game is helpful for revision.
1. Teacher to make chits of the three groups with names of teams written on each in such a way that the students are evenly distributed. Students be asked to pick a chit.
2. Once each child knows the team to which he/she belongs he/ she sits accordingly in A team B team C team (Himalayas) (Plains) (Plateau)
3. The team elects/selects group leader.
4. Each participant to. frame a relevant question or questions to be asked.
5. Group leader poses 5 questions (from question pool) to other 2 teams. 1 point for each correct question. If passed and correctly answered by the next team 1/2 mark awarded. If no answer is correct or passed then the team passing the question will answer and gain 1/2 point for itself.
The turn to pass 5 questions then goes to Team B. Repeat till all three teams have had their turn to ask.
Scorer at the end of one round can then call out the points gained by 3 teams. If time permits another round of questions can be asked.
IV. INDIA - A TRADING GAME The aim of this game is to enable students to explain how between states there is a
i) movement of goods, population and even cultures.
ii) formation of regions and changes to them based on economic forces.
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The students will need a large map of the country with states marked. For every state the capital must be marked. A list of products are also listed. The state day, symbol and language symbol make up the name tags of the business man from each state.
For every state the group assigned will prepare a chart like the one shown here.
Name of the State Sold to which State List of Import goods State Brought from
List of Export goods
1. 1.
2. 2.
3. 3.
4. 4.