RULES OF THE TRADING GAME 1. Display the symbols of your state.
2. You may export to two other states.
3. Trading agreements, disputes will be suddenly announced.
4. Your alliance must be kept through out the game.
ALLIANCE BETWEEN STATES
Red Green Blue
1. North Eastern states 1. Punjab 1. Madhya Pradesh
2. Rajasthan 2. West Bengal 2. Orissa
3. J & K 3. Gujarat 3. Andhra Pradesh
4. Karnataka 4. Maharashtra 4. Utter Pradesh
5. Goa, Delhi 5. Kerala 5. Tamil Nadu
These alliances indicate a special understanding between these states. Some times trade alerts are given by the teacher like
1. No trade between Red and others because of terrorism. 2. No trade between Blue and green because of floods.
DAY 1 : Students are required to trade goods by using the list of imports and exports of each state compiled from the statistical year book. A sample of the data base is shown here. One good goes to a maximum of 2 states.
1. State 2. Population 3. Area in sq. mtr.
4. Party controlling govt. 5. Chief Minister's name 6. Value of imports
7. Value of exports
a) Industries b) Crops c) Minerals d) Others (Live stock)
e) Handicraft Handloom f) Agro based Industries-Fishery, Forest Products)
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The aim is to trade among the exports and get all imports, Alerts to trading will be announced to stimulate barriers or differences. Stop trading for 3/4 minutes. The trading ends after the second period.
DAY 3 : Students will find that they cannot obtain or sell all these products at which point class discussion can be held on 1. Why were you able to export-import all the items. 2. Why not. 3. What was the barrier to your trade. 4. Why are the trade barriers. 5. What can be done to eliminate barriers. 6. What agreements would be needed to straighten trading.
V. CLASS SURVEY OR FIELD SURVEY INVOLVING COMMUNITY
IN THE NEIGHBOURHOOD Relevant questions to be asked.
1. What is the vocation of your father .................................................... 2. Is he living here since birth? Yes( ) No ( ) 3. If yes, was his grandfather living here since birth? Yes( ) No ( ) 4. If answer of question no.3 is No, then where has his grandfather come from ............. 5. What was the vocation of his grandfather ............................................... 6. Would you like to follow the same vocation as that of your father? Yes ( ) No ( ) 7. Choice of place of work in future. Same Place ( ) Some other place ( )
The groups may attempt the analysis of the survey, and infer that one can earn one's living in any part of the country. Draw one's own conclusion.
Alternatives If the survey is conducted in a village, the child may go to different families and enquire from them the number of persons who have gone to towns and cities for earning their living. He may also prepare a list of cities/towns to which people have migrated for jobs.
Conclusion 1. Freedom to earn one's living. 2. Dependence of rural and urban areas. 3. Income related to migration and effect on rural economy.
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THEME 2
Transport and Communication : Lifelines of the Nation and its Economy
Learning Outcomes 1. Infers that the modern rapid means of transport and communication act as the life lines of the economy.
2. Appreciates that the modern means of transport and communication bring diverse people of this vast country close to one another.
3. Understands that the modern means of transport and communication facilitate interaction between different parts of the country and among different countries of the world.
4. Concludes that modern means of transport cut across regional, ethnic, racial, linguistic, religions and social differences and berriers, bringing all people closer to one another.
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III. CHART Communication : (Listing and Classification Method)
The Chart can be prepared by the following method.
List 1 List 2
1. Meeting individual needs Newpapers, Magazines,
2. Making transport more effective Post & telegraph, Telephone,
3. Easy functioning of business houses and industries S.T.D, I.S.D., Courier
4. Defence Service, Wireless, Radio,
5. Effective Administration Television, Fax,
6. Educating masses. Telex etc.
Students may be advised to prepare this chart by grouping the various means of com- munication in list 2 under the six heads given in list 1. They may also use picture symbols for each type of communication. The same type of exercise can be attempted under the following heading-
a) Development of communication in chronological sequence b) Listing and grouping of personal and Mass communication c) Listing the means of communication where communication is one way and those means of communication which are two way and instantaneous e.g. telephone.
IV. ESSAY-WRITING
Topics
Essay Points
V. ONE-ACT PLAY "In a railway compartment" can be enacted by the students in their club-activity period. Following points can be highlighted in the scene.
i) Cosmopoliton nature of the passengers travelling in a single coach. ii) Communicating with each other. iii) Greeting in various local languages. iv) Observing different food habits, tasting, sharing and acquiring different food items. v) Sharing the joys and sorrows. vi) Development of friendship and fellow feelings.
V. DATA COLLECTION AND ITS INTERPRETATION :
MEANS OF TRANSPORT AND COMMUNICATION Source: (Data available from India Reference Book published by Publication Division, Govt. of India).
Data Regarding Railways 1951 1991
1. Total Route Length
2. Number of Passenger Coaches
3. Number of Passengers
4. Number of Wagons
5. Goods Transported
6. Number of Engines.
Data Regarding Motor Vehicles 1951 1991
1. Number of Buses
2. Number of Trucks
3. Number of Passengers
4. Road Length
Data Regarding Airways 1951 1991
1. Number of Air services
2. Number of Passengers
3. Number of Aerodromes
4. Goods Carried
Data Regarding Shipping 1951 1991
1. Number of Ships
2. Number of Passengers
3 Goods Carried
4 Number of Ports
5 Export (value)
6. Import (value)
Data Regarding Communication 1951 1991
1. Number of Post Offices
2. Number of Telegraph Offices
3. Number of Telephones
4. Number of STD
5. Number of Radios
6. Number of Television Stations
7. Number of Newspapers and Periodicals.
73 The comparative study of the above data should conclude that the inter communication of people belonging to the different parts of the country is increasing as a result or transport and communication over a period of 40 years (1951-1991).
VI. YOUTHS CAMPS, NCC CAMPS, NATIONAL INTERGRATION CAMP Here the students from different parts of the country live together and try to speak and understand other languages. They belong to various religions, have different food and clothing habits. After coming from these camps the students should be asked to narrate their experiences (Oral narration method).
Project report can be prepared in a questionnaire form. A class discussion should be arranged where students would explain how various misconceptions are being removed after interacting with the students and how to live together peacefully inspite of various diversity.
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THEME 3
Social Change Through Peaceful Means
Learning Outcomes 1. Appreciates that the human resources of a country, when well-developed, are its most basic resource.
2. Illustrates that it is the quality of the people which is the real asset of the country and not its huge numbers alone.
3. Explains that the country of human resources depends on their schooling (Literacy to begin with), nutritional and health status, life expectancy at birth vocational professional skills, corresponding job opportunities, work ethics and work habits.
4. Recognises that the human resources need to be carefully nurtured by the family, the school and the society at large.
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Methods and Illustrations
I. DEBATE Topic: QUANTITY VS QUALITY OF POPULATION
Points For-
1. Minimum Optimum number is needed to run the country. 2. Unlimited growth is not possible with limited resources. 3. Modern technological development can support larger population. 4. Large number of defence personnel. India is in a better position to depend on its vast frontier and coastline. 5. Larger population provide cheap labour, that is why multinational companies also are attracted to establish production plants in India. 6. Large population creates large demand. Hence a good market for establishing various industries.
Points Against-
1. If population exceeds the optimum number, it becomes a curse for the country. 2. Unlimited growth depletes resources. 3. Modern technological development with minimum number of people increases production in various fields, such as food, clothing, houses, medical, transport, communication etc. 4. Limited number of trained soldiers well-equipped with modern armaments and war machines are in a better position to defend the frontiers than a large number of soldiers. 5. Cheap labour cannot produce quality products as compared to well-trained skilled labourers. 6. Large population does not imply high purchasing power. 7. Any other relevant point.
Table from census can be used to bring out qualitative improvement. Other source Publica- tion of Ministry & Family Welfare'.
II. CASE STUDY
Interstate or Inter country Data can be collected regarding (i) Life rate (ii) Calorie intake (iii) Life expectancy (iv) Number of students passing out from professional and technical institutions such as Engineering Colleges; I.I.T., I.T.I., Medical Colleges, Agricultural Institute, Textiles Institutes, Business management Colleges, teachers training institute etc. (v) Job opportunities - by referring to number of jobs got through employment exchanges. And also by survey of classified advertisements in newpaper for the current vacancies. (vi) work ethics by noting the num- ber of working days available to workers/loss of mandays.
77 For Example, in This illustration, population characteristics, relating to Japan, India and Kerala have been tabulated.
Population characteristics Japan India Kerala
1. Average density of population per square kilometer 325 267 747
2. Birth rate 12 31 22
3. Death rate 8.0 10 6.5
4. Natural growth rate 0.4 2.1 1.5
5. Infant mortality rate 5.0 88 28
6. Life expectancy 79 60 69
7. Sex ratio 1038 927 1038
8. Adult female literacy rate 100 34 86
9. Age at marriage for female 25.5 18.3 22.20
10. Average number of children per woman 1.7 4.1 2.3
LITERACY RATE-KERALA AND INDIA 1951-1991
Census year Total Literacy % Male Literacy % Female Literacy %
Kerala India Kerala India Kerala India
1951 40.47 16.67 49.79 24.95 31.41 7.93*
1961 56.85 24.02 54.91 34.44 38.90 12.95
1971 60.42 29.45 66.62 39.45 54.31 18.69
1981 70.42 36.03** 75.26 46.62 65.73 24.73
1991 89.81 52.21 93.62 64.13 86.17 39.19