DOCUMENT RESUME

ED 048 194 SP 007 081

TITLE Indian Civilization Resource Unit I, Grade 9.Providence Social Studies Curriculum Project.

INSTITUTION Providence Public Schools, R.I.; Rhode Island Coll.,Irovidence.

SONS AGENCY Office of Education (DHEW), Washington, D.C.Cooperative Research Program.

REPORT NO CRP-6-1195PUB LATE 69NOTE 29p.; Part of a set of resource units and curriculum

overview's for K-12 social studies

EDRS PRICE IDES Price ME-$0.65 HC-$3.29DESCRIPTORS *Curriculum Guides, *Grade 9, Non Western

Civilization, *Social Studies, *Urban TeachingIDENTIFIERS India

ABSTRACTGRADES OR AGES: Grade 9. SUBJECT MATTER: Social

Studies; Indian civilization. ORGANIZATION AND PHYSICAL APPEARANCE:The central part of the guide is divided into seven subunits, each ofwhich is laid out in three columns, one each for topics, activities,and materials. Other sections are in list form. The guide ismimeographed and staple-bound with a paper cover. OBJECTIVES ANDACTIVITIES: General objectives for the unit are listed on the firstpage. Eacl group of activities in the second column is related to atopic in the first column. INSTRUCTIO.AL MATERIALS: Ea,-:h group ofmaterials listed in the third column is related to one or moreactivities. In addition four appendixes contain curriculum materials.STUDENT ASSESSMENT: No mention. OPTIONS: The guide is prescriptive asto course content and timing. Activities and materials are optional.(RT)

PROVIDENCESOCIAL

STUDIESCURQICULUM

PROJECT

U S. DEPARTNICINT OF HEALTHEOUCATION & WELFAREOFFICE OF EL'UCATON

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPIN,0055 STATED CO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY

INDIAN CIVILIZATIONRESOURCE UNIT I

GRADE q

RI -LODE ISLAND COLLEGE

PROVIDENCE PUBLIC SCI400L6

TA E OF CC'T7E11,79

PAGEI. Introduction, 1

II. Aims 1

III. Generalizations 1

IV. Vocabulary 3

V. Development of Unit 4

A. Land, Climate, Resources 4

B. Time Sequence 7

C. People and .Ways of Living 10D. Institutions / 15E. Creative Expression and Contribution 20F. Economic Planning 21C. Contacts and Foreign Policy 23

Apoendicies:A, Physical Features of India 24B. Time Line of India 25C. Comparison of India 'A/itli Selected Countries . 26D. Government 27

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1

UNIT I. IADIAN CIVILIZATION

SUGGESTED TIME: 8-10 WEEKS

I . INTRODUCTION

The Resource Unit on Indian Civilization is designed tofollow the format set in grade eight; that is, key questionswill be raised that should be discussed in the study of anycivilization. The sequence of questions and the activitiespursued in answering them are left to the discretion of theteacher.

H. AIMS1. To develop an appreciati:m of Indian Civilization.2. To acquire an understanding'of the pattern of analysis

that may be applied to a study of any civilization.3. To acquire an understanding of the basic components and

important cv.Ints of Indian Civilization.

! I I . GENERAL IZAT IONS1. The subcontinent of India is linguistically, religiously,

and ethnically complex and diverse.

2. The native Dravidians were drisien south ddring the Aryan(Indo-European) invasions, about 2500-1500 B.C.

3. The caste system, long a facet of Indian life, (althoughdiscrimination based upon caste is now illegal), hastraditionally been based upon birth and largely definesone's occupation and social group.

4. Although the impact .1f the West, of Islw, and of laws

Aa since 1947 have weakened the caste system somewhat, itstill remains a powerful force in Indian life.

5. Hinduism is not only a religion but a philosophy of life.

a 6. During the Gupta period (320-647 A.D.) Indian culturespread through much of South Asia and her maritime powerled her to play a major role in this area.

7. The Muslim emphasis on the spiritual equality of individualshad a profound effect on Indian culture, leading first toconflict and finally to reform movements.

2

8. Western interest in Asia became pronounced in thesixteenth century.

9. The British gained the dominant control in India latein the eighteenth century and imported Western ideasand culture. Yet India remained predominately agricul-tural and the village continued as the center of Indianlife.

10. In the late '870's feelings of nationalism began tostir in India; in 1947 India became independent.

11. During this period (.1ate 1870's - 1947) India experiencedMuslim - Hindu ten ions; Ghandi and his ideal ofSatyagraha played a leading role; and there was an under-mining of traditional Indian manufacturing and craftsby cheaper western products.

12. As an independent country, Inlia has had to contendwith the problems of poverty, illiterar.:y, nationalinsecurity, and explosive population growth.

fq

3

I V VOC A BUL i\RY

Aryan Islam

Brahman Jainism

Buddhism jajmani

caste system Karma

Christianity Koran

cooperatives madras

cottage industries Mohenjo-D,,,ro

cremation Aoksha

Dharma monsoon

Dravidian lAxv,,na

five-year plan panchayat

Harian prophet

1.4.egira. reincarnation

Hinduism Sikhism

Indian rUtiT'

1+

. 71Z, VET, OPIViENT CF UNIT

A . CL id! , hiL (34 OURCES

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

Where is IndianCivilizationlocated?

What is the sizeof the Indian sub-continent?

What are the out-standing physicalfeatures of theIndian subconti-nent?

Using a wall map and theClassroom Atlas, point outthe location of India. Whatcountries and bodies of waterborder India? Why is thisarea often roferred to as asubcontinent? effecthave the Himalayan Mountainshad on India? What countrieF,comprise tic! subcontinent?Find trio number of square

miles covered by India. Howdoes its size compare withthe United States? withother .areas you have studied?

Use the Classroom Atlas toidentify miTET-TiWrs, moun-tains, plains, jungles,deserts, lakes, plateaus,and the like.

The class might then bedivid?d into several groupsto d; research and make mapsof the major physical fea-tures. One important ques-tion which should be answeredis: W,at effect have the vari-ous physical features had onthe development of India andPakistan?

A report might be preparedon the extent to which some ofthe water power of India hasbeen utilized and the potentialwater bower availble.

A large physical feature mapmight be prepared for the bul-letin board or as a group proj-ect a physical feature map ofsaw-dust might be prepared.

Allyn & Bacon:India pp. 7-10

Macmillan:India and SouthAsia pp. 5-14

McCormick-Mathers:Story of Indiapp. 92-105

Cambridge:India - Pakistanpp. 1-10, 21 -23

Fideler:India pp. 11-25

Scholastic:Subcontinent c,fIT-Ma pp. 10-17

Scott, Forasman:India op. 19-22,Y4-25

Laidlaw: Indiaand the_ WccldToday pp. 6-7

Rand McNally:India_ and South-east Asiapp.15;416

Filmstrip:SS-R-12-bIGeoll;rarhic Back-ground';

QUESTIONS SUGGESTED ACTIVITIES

What has been thesignificance ofthe great river sys-tems to India?

What types of cli-mate, rainfall,soil, and vegeta-tion are found inIndia?

On the Indian'subcontinent?

5

MATERIALS

India has three major riversystems: the Indus and itstributaries, the Ganges andits tributaries, and the Brah-maputra system. A group ofstudents might trace the sig-nificance of each river systemto the development of India anreport their findings to theclass.

Perhaps a lar3e map of Indiawith the three river systems oit might best illustrate to theclass the importance of theseriver systems to India.

India is divided into threeor four geographic areas:

1. Himalaya Mountain area2. Ganges (lowland) plain3. Deccan plateau4. Southern Coastal plain

(Some books omit division #4.)The class could be divided in-to three or four groups to re-port on the climate, rainfall,and vegetation of each area.

After the reports have beengiven the class should discusswhich area would be best suitedfor habitation, agriculture, industry, trade, etc. (Do thesame for the subcontinent.)

A special report should beprepared on the monsoons andthe importance of the monsoonsto the people of India and thesubcontinent.

7

QUESTIONS

6

SUGGESTE ACTIVITIES

What are the majorresources of India?

of the subconti-nent?

To what extent arethey being utilized?

MATERIALS

The class could be dividedinto three groups to reporton the amount, type, and use-fulness of

. mineral resourcesforest resources

. fuel and energy resourcesto be found in India and thesubcontinent.

Another group of studentsmight investigate the degreeto which various yaw materialsare utilized in the area.

Class discussion: Whatother materials may be classi-fied as resources? Note thathuman beings can t)(: classifiedas a resource also. Capitalis another type of resourcewhich is very important.

A large raw material napmiGht be prepared for thebulletin board showing thelocaticn of -the major resourceto be found in India an:. thesubcontinent.

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LIC

QUESTIONS :;UGGESTED ACITVITTES MATERIALS

What is the lengthof Indian Civili-zation?

Uhat are some majordevelopments inIndian history?

The students might skim theirbooks to discover approximatelywhen Indian Civilization began.Dates,of course,will vary.Ruins uncovered indicate thatIndian Civilization dates backto about 3,000 B.C. (Tt shouldbe noted at the outset thatwhen referring to India before1947 Pakistan is also included.)

It should be explained tothe class that historiansdivide the history of an areainto periods in order to facil-itate their study. Cite thedivisions. that Stavrianos hasused as an ex=ple.

Another way of dividing Indianhistory is by dominant control:

, Prehistoric (3000-1590 B.C.). Hindu and Early Aryan(1500-1000 B.C.)

. Moslem (A.1'. 1200-1760). British (1733-1947)Indian Inpendence(1'47 to present)

Point out th:_ difficulty indetermining dats for earlyperiods.

The class might be dividedinto groups to research and re-port on these periods of Indianhistory. Each group could pre-pare a time line to illustratethe major events of each period.Information on the people, theircustoms, and institutions shouldbe given.

Another group of studentsshould report on the period be-tween 1,000 F.C.5 and 1200 A.D.What significent events occurred?Three empires during this periodwere the Maurya (125-184 B.C.),Kushan (50-220 A.D.), and theGupta (320-647 A.D.). Note that

Allyn & Bacon:India : -

pp. 13-1u

Scholastic.Subcontinent ofIndaa pp.37-78

Cambridge:In(Aa-Pakistanpp. 43- 93,98 -99

11.nd McNally:Inda and Southea St AETTapp. 148-167

McCormick-nthers:

Story of Indiapp. 196 130

Macmillan:Tndi-a and SouthAsiapp. -67

Lippincott:Men's Cultur_alheritagepp. 16- 15,30 -3239-42, 122-125

Fideler:India pp.26-55

Filmstrips:SS-R-12-a'Historic Back-grounC

SS-P-19-e'Rise of Civ-ilization inIndia

Transparencies:

"Ancient Eur-..isian Centersof Civilization

Tr :tin

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

the Gupta period marks a high!

Transparencies:point in which the arts, lit- 7R5S-56-cerature and medicine flour- 'Origins andished. Spread of Reli-

gions in EuropeAnother report should deal and Asia"

with the period of Buddhistdevelopment in India. Eow :TISS-56-dexpansive was Buddhism 3n "Ancient EmpiresIndia? IL neighboring count- of Europe andries? Asia (1400 B.C. -

;600 A.D.)"It should be brought out in

:lass discussion or by the trRSS-66-3teacher that conflict between 'Some Latertae Aryan (invaders) and pripires of AsiaDravidian (natives) led to ,(300 A.D.-1700 A.D.eventual establishment of thecaste system, a major feature (Teacher mightof Indian life. tefer to Oxford

niversity Press:A map might he drawn Civilization of

show the various areas domi- he Indus Valleynated by the controlling nd Beyondgroups in India through %heyears. Why did the changesin area occur? Located on the +

map should be such place!; as. Mohenjo-Daro. Harappa. Maurya, Kushan, and GuptaEmpires

. Areas of Persian andGreek contact

. Area of Moslem Conquest

Another map might be drawnto show British India and thenative states during the periodof British domination.

Some students might under-tak4 a project to reconstructin miniature the city of MohenjDaro.

10

9

QUESTIONS SUGGESTED ACTIVITIES 'MATERIALS

To what specificareas was Indiancivilizationspread?

Individual student reports,might be given on some of theimportant personalities inIndian history

. Asoka (Maury3

. Akbar (Mogul Emperor)

. Robert Clive

. Warren Hastings

. Mohandas Gandhi

. Ali Jinnah

. Jawaharlal Nehru

Indian Civilization wasspread to most of SoutheastAsia and is found in Bhutan,Ner;a1, and Ceylon also. Agroup of students could preparea report on areas into whichIndian Civilization had spreadteili g when and how it reache,_these areas. A map shouldprepared to accompany the report.

11

10

C. PEOAL AND .AYS OF LIVII \G

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What is the popu-lation of India?

of the subconti-nent?

Have several students findthe population of India andthe subcontinent in theirbooks or the Almanac. Notethat India is second only toChina in population. A studentshould determine the densityof population in India and re-port to the class on the mean-ing of the figure.

A population distributionmap should be madE, and basedon information a/ruady studied,the students should be able todetermine why the people livewhere they do. The class shoualso disousy.; whether or notIndia's population is rural orurban and why.

Several students might deter-mine the rate of populationgrowth, the life expectancyof an Indian, and the numberof doctors and hospital bedsavailable por Indian. Aninterpretive report on thesefigures or 3 olas3 discussionwould be helpful. A chartwith these figures on it shouldbe made for the bulletin boardor duplicated and passed out tothe students.

The teacher should lead adiscussion or have a reportgiven on the government'sattempts to reduce nwoulationgrowth through birth controlprograms.

12

Cambridge:India-Pakistanpp. 10-25, 106-108116-120, 127-128

McCormick-Mathers:Story of Indiapp. 8-23, 34-38,41-54, 147-152,160-162

Macmillan:India and SouthAsiapp. 15-17, 21-23,28-34, 83-87,97-107

Fideler: Indiapp. 73-108,121-128, 149-154

Scott, Foresman:India pp.-22-26

Scholastic:Subcontinent ofIndiaTFT-17-21, 32-25

Allyn 6 Bacon:India pp. 45-47

11

QUESTIONS SUCGESTLD ACTIVITIES MATERIALS

What types ofpeople inhabitIndia?

While eachgroup is dominantin the areamentioned, varioustypes are found inall parts of India.

From their study of thehistorical development ofIndia the class should havesome idea of the groups ofpeople to be found in Indiatoday:

. Indigenous to India arethe dark-skinned Dravid-ians (south)

. About 2500 B.C. the fair-skinned Aryans invadedIndia (north)

. Also to be found in Indiaare yellow-skinnedpeoples descended fromthe Chinese and Tibetans(northeast)There still exist inIndia about 25 millionprimitive tribesmen

From this brief survey thestudents will realize thatthere are a diversity ofpeoples in India. Besidesthe above-mentioned groupsthere are a variety of provin-cial types also. There hasbeen some fusion of the groupsbut each has tenr'ad to maintainits own customs and traditions.The students might make maps toshow the area in which eachgroup is concentrated.

A report might he preparedon the tribal peoples and thedescenetints of Chinese andTibetar peoples giving informa-tion o' when and how these peo-ple-came to India and some ideaof tte way they live today.

Because of the diversity ofits people India has e varietyof languages. There are fiftaerofficial languages and overeight-hundred minor languagesand dialects. However, atleast 75% of the people speakan Indo-Aryan language. Agroup of students might reporton the languages of India and

12

Filmstrips:87:=M-24-b"Bangalore India'

SS-H-24-c"Calcutta, India'

SS-M-10-a'Bombay, Gatewayto India"

SS-R-12-c"People of India"

SS-R-12-f"Agriculture-India'

SS-R-12-g"Natural Resourcesand Industries-India'

SS-F. -12-h"Important Cities -India"

SS-R-12-i"Other Impc,rtantUcties'

12

a

QUESTIONS SUGGESTED ACTIVITIES 'MATERIALS

What are themajor occupa-tional classi-fications ofIndia?

use a map to illustrate thediversity of languages. Classdiscussion should follow the re-port on the problems India facesbecause of its ethnic and lin-guistic diversity.

Another report or discussionshould center on the Englishlanguage and its place in India.Information should be given onLord Macaulay's Education Minuteissued in 1835 and recommendingthat English be the basis ofinstruction in India. What ef-fects did adaptation of the Eng-lish language have on businessand education in India? What isthe present status of Englishin India?

More than 70% of India's peo-ple are farmers. It ranks thirdin the world in the amount ofland devoted to agriculture.Yet poverty and hunger are stillmajor problems today. Reviewthe concept of underdeveloped ordeveloping. Recall with theclass facts about India's fast-

igrowing population. Discuss.other factors which have let! to.a shortage of food supply in India:

. monsoons. primitive farming methods. inefficient tools. lack of fertilizer. religious customs. size of farms

In connection with religious!customs discuss the role of thecaste system. What castes are'involved in farming? Are Indianssocially conscious of caste or sub-caste! distinctions? What role(s)in rural life are played by the

.outcastes? What is meant by the,term harijan?

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13

QUESTIONS SUGGESTED ACTIVITIES ATERIALS

Some of the more importantfarm crops raised in India are:

. rice

. wheat and other grains

. jute

. cotton

. tea

. peanuts

. sugar cane

. spices (pepper)A group of students should reporton the production of these cropsshowing with' maps where they aregrown and giving the amount and

;

value of the crop to the economy.Also included should be infor-mation on how the crops are ra:.sedand to what degree, if any, theyare exported. Also mention those

i foods and materials which are im-ported.

Another report might be givenon India's farm animals. It shouldbe pointed out that although theIndians raise a great number ofcattle, the Hindus believe it iswrong to kill these.

It might be interesting for astudent to compare the cattle pop -elation to the human population inIndia. In the same way the dog andcat population might be compared to

1 the human population in the UnitedStates. What do the figures tellus about the two civilizations?

An area of investigation for agroup is life in a farming village.The students should investigate andreport on the homes , clothing, food,and recreation of the people. Theimportance of the village in Indiansociety should be emphasized. Thestudents should consult NationalGeo raphic for articles on the Indianvi age.

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14

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What are thechief urbanareas ofIndia?

A group report should be pre-pared on the degree of manu-facturing carried on in India.Most of it is still in the formof "cottage industries" buttextile manufacturing is animportant industry.

Although most of. India'spopulation livesin villages, about93 million people live incities. Have the studentslocate some of the more im-portant of these in theirClassroom Atlas.

Reports might be prepared onsome of India's cities givinginformation on their population,history, and importance. Thesereports, together with picturesand maps, will give the studentsan idea of urban Indian life.

A panel discussion might beheld on urban problems in India.How do these differ from Indianrural problems? Investigationshould be made of some ofIndia's large metropolitancomplexes such as Calcutta,Bombay, and Dr.A.hi and informationgiven to the class.

15

D. I NST I TUT IONS

QUESTIONS SUGGESTED ACTIVITIES (MATERIALS

What are themajorpoliticalinstitutionsof India? ofPakistan?

How have thesedeveloped?

One group of students could in- Allyn & Bacon:vestigate and report on the poll- India pp. 20-39tical system and institutions ofearly India. What degree of cen- lAllyn & Bacon:

Ltral control existed at various 'Readings intimes? How important and power- World Historyful were the various local govern- pp. 595-596;ments? 598-600; 606-

615A second group of students should,

report on the development of the MacMillan:political system under British ruleolndia and South

AsiaWhat was the distinction between Al.la pp. 68-74the Native (or Princely) States andBritish India Scholastic:

1

Subcontinent ofA discussion based on the stu- India pp.60-90;

dents' reading should be held on then-T:1'36creation of Pakistan. Why was itcreated? When? What were the 'McCormick - Mather;events that led to separation? Story of India

)1:). 123-1421 The class might then look through'their books for information on the ideler: India.current political systems of India ee index underand Pakistan. They might then dis- Governmentcuss the development of these sys- I

items and any influence the British Cambridge:have had on structure. India-Pakistan

pp. S2-100;India's government can be classi- 160-165

fled as federal, republic, demo-crat.i_c, representative, and cabinet aidlaw: India(par3iamentary) in form. (Refer to =nd the World'AppeAdix D) Discuss the meaning of 'oda pp.27-32these terms with the class. (Theteacher should emphasize functionand not structure) Classify Pakis-tan in the same way. Also bringout the idea that just because a'government has a definite structure,it is not necessarily static andthat the problem of achieving aviable government is constant.

17

and McNally:ndia andoutheast Asia

Tr---P.

ilmstl,ip-R-12-e

ransportation;ommunication;rmed Forcesnd Government-ndia

16

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What are themajorreligiousinstitutionsof India?of Pakistan?

What has beenthe develop-ment of theseinstitutions?

Special reports might be givenon the following areas:. Guided Democracy (Pakistan)Indian Mutiny of 1857

. Indian Political Parties

. Village Government(Pastand Present)

. Panchayat System. Independence and Separationof India and Pakistan

. Prime Minister Lal B. Shasterior Indira Gandi.

Discuss Indian nationalism ofthe ].ate 19th and 20th centuries.Also discuss some of the problemscurrently faced by India

. Illiteracy. Poverty. Language. Disunity

In class discussion comparethe political system of Indiaand Pakistan.

Most Indians are Hindus butmembers of other religious groupsare also found in India.

Hindu 83.5%. Muslim 10.5%. Christian 2.5%. Sikh 2.0%, Buddhist .75%. Jain .5%. Other .4%Have a student determine % of eacY

in Pakistan.. .

Several groups of,students mighteport on Hinduism as a religionnd as a way of life. They should

give information onOrigins and developments

. Basic tenets

. Effect on daily life

18

McCormick-MathersStory of Indiapp. 56-80

Macmillan:India and SouthTgra pp. 35-4q--

Allyn & Bacon!India pp.64-70

Allyn & Bacon:Readings in WorldHistoa pp.834-m--Fideler: IndiaPp. 39-44;86-14,136-143

Cambridge: India-Pakistan Dp77T=W-S

17

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What is thecompositionand positionof the familyin India today?In Pakistan?

What has itbeen in thepast?

Other groups might reportbriefly on Islam, Christianity,Buddhism, Sikhism, and Jainismin the same manner.

Following the reports a classdiscussion might be held todetermine the basic similaritiesand differences of these religions

A special report might begiven on Indian religious epicssuch as the R,,_mayana and theMahabharata; and on religiousholidays in India.

Discuss the religious reasonsfor the creation of Pakistan.Bring out the idea that in aMuslim state' the religiouSI andsecular can not be separatedas they can in a Christian state.

The students might to O:through their books to findinformation on the joint-familysystem, common in the villagesof India. Discuss the importanceof children in this family unit.Also discuss the advantages anddisadvantages of this system.

A special report might begiven on the position of women inIndia. How has the women'sposition changed through theyears? How does the life of avillage woman differ from thelife of an urban woman?

19

Scholastic:Subcontinent ofIndia bp.21-32

Rand McNally:India andSoutheast Asiabp.145-148;151-.153:156-158;182-163.195-196

Lippincott:Man's CulturalTeTaTiT2See index undervarious religion,

Golden Press.World's GreatReligions.Appropriatesections.

Filmstrip

Religion,Education,Literature, andArt-India.

Allyn & Bacon:India pp.56-59

Allyn & Bacon:Readings inWorld VaTtonypp. 652 -656

McCormick -Mat hersStory of Indiapp. 19-23;37

Macmillan: Indiaand South A-siapp. 25-27

Cambridge: India-Pakistan pp.130-132

18

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What is thecaste system?

Several students might reporton the changes in the family andthe position of the woman inIndian society. Anotherstudent might discuss theposition of the family and womenin Pakistan.

The students have probablydiscussed the caste system earlierand have some idea of what it is.At this point it might beworthwhile to have a gvdup offive (5) or six (6) studentsgive a comnletc report on thecaste system covering suchareas as:

. Origins and development

. Purpose

. Tie with religion

. Regulation of life and conduct

. Caste system today

After the reports the classmight discuss the value of theCaste System. How has it helpedE.nd hindered Indian socialdevelopment?

20

Rand McNally:India andSoutheast Asiapp. 174 181

Lippincott:Man's CulturalHeritagepp. 104-106

Macmillan:India andSouth Asiapp. 17-21

McCormick-Mathers:Story of Indiapp. 24-31;61

Scholastic:Subcontinentof Indiapp. 23-26

Allyn 6 Bacon:pn. 66-67

Cambridge: India-Pakistan pp.34-38

Lippincott: Man'sCultural Heritagepp. 102-104

Filmstrips:S.-C-9-e 'Rameshof IndiaSS-M-19-b VillageIn IndiaSS-V-1 villageIn IndiaSS-F-30-e Familyof India

19

QUESTIONS SUGGESTED ACTIVITIES

What type ofschools andeducation arefound in India?

To what degreeis educationcompulsory?

What institu-tions of higherlearning arefound in India?

What educa-tional insti-tutions arefound inPakistan?

MATERIALS

Information should be gathered ideler: Indiaand discussed on the development of p. 106-lif---education in India. What type ofeducation was found in India prior IlcCormIck-to British rule? What type of athers: Storyeducation did the British introduce?.pfindia

f154;U8-173

A group should research and re-port on education in India todaycovering:. Control of education. Elementary education. Secondary education. University education

, . Illiteracy. Adult literacy campaign

A student should discover the ageto which education is compulsory in.India, Indian concept of public and,private education, and attitude to-;ward education for females. He mighalso make a survey of selected coun -'tries to show how India compares wit

'these.

Brief reports might be made on somof the more important Indian univer:i

'sities. Also reports might be givenon Ram Mohan Roy, Rabindranath Tagordand Mohandas Gandhi in reference to

:their ideas about education.

acmillan:. ndia and Southp. 13-8-96

The class should name and discusssome of the major problems that Indiafaces in attempting to educate hercitizens. They should also discussthe fact that a large number of India`graduates are unemployed and prefernot to work in the villages but in thtcity.

A comparative report should begiven on the educational institutionsof Pakistan. The report should befollowed by class discussion.

ambridge:ndia-Pakistan

6

ibrary Books

lmanac

Is

2 i

E . CREAT IVE EIPRE39 ION & CCNTQUESTIONS SUGGESTED ACTIVITIES

What has been th= A group of students might pre-development of are a time line on developmentsthe arts and in:literature inIndia? . Literature

. Painting

. Sculpt.are

. ArchitiJcture

. Music

. Theater

'chat achieve-ments have theCndians made inscience andtechnology?

If possible the group mightollect pictures of Indiansculpture, painting, andrchitecture translations of

Indian literature and drama.nd recordings of Indian music,s for instance ravi Shapkaror the °Lass to heer ano sec.lie class might compare Indianrt and literature with theirwn.

Another group of students mightprepare a time line on developmentiin the sc:.ences and technology.

20

BUT ION

MATERIALS

After the reports have beengiven the class might determine,through discussion and readingspecific contributions whichthe Indians have made to theworld in the various fieldsstudied.

The teacher or a studentmight contact the museum atRhode Island School of Designto inquire as to the extent ofthe Indian collection and toplan a trip to the museum.Also ask .;.f there arc anyexhibits of Indian art availablewhich could be delivered toyour school.

Holt, Rinehart& Winston;A Graphic Guideto World Historyriiieeted pages)

Macmillan! Indiaand South Asiapp. 45-52

McCormick-Mathers:Story of Nationspp. S3-u0

Cambridge:India-Pakistanpp. 1213-170

Fideler: Indiapp. 11414-1177---

Scholastic:Subcontinent ofIndia pp. 100-102

ma11101:w'

21

. ECONUIC PLANNINGQUESTIONS SUGGESTED ACTIVITIES MATERIAI,S

What iseconomicplanning?

Why is itnecessary inIndia?

When was itinstituted?

Hoc! success-ful has itbeen to date?

As the class already knows,India is predominately agricultur-al. She is attempting to increaseher industrial output and todevelop her economy. Thus, thegovernment has utilized a seresof five-year plans since 1951.Have the class find in theirbooks the purposes and degree ofsuccess of these plans.

Follow the reading with adiscussion of the value ofsuch planning.

India has also been trying toraise agricultural productionthrough the Community DevelopmentPrograms, begun in 1952. Areport on this program, as wellas other efforts the governmenthas made to aid agriculture,should be given.

. Land reform

. Irrigation projects

. Cooperatives

Other reports should be givenon various agencies besides theIndian government, which havegiven financial and technicalassistance to India to aid hereconomic growth.

. Colombo Plan

. U.N. Agencies

. Ford Foundation

. Rockefeller Foundation

. World Bank

. International FinanceCorporation and DevelopmentFund

2'3

Macmillan:India and Southgsia pp. 108-121

Allyn & Bacon:India pp.41-55

Cambridge! India-Pakistani51757-71W-116:117-121

McCormick-MathersStop of Indiapp. 177-17T---

Scholastic:Subcontinent ofIn pp.90-175i

Allyn 6 Bacon:Readings in WorldHistory pp.524-6:3U

Fideler: Indictpp.120-121:126-128

Scott, Foresman:India: Struggleainst Time

-,T1 35-72

QUESTIONS

22

SUGGESTED ACTIVITIES MATERIALS

Mention should be made of thespecific manner in which theseagencies have helped India. Itshould also be pointed out to theclass that many countries havegiven aid to India includingthe United States and the USSR.

A group of students should in-vestigate economic conditions inPakistan. Uhat problems doesshe face? What is the govern-ment doing to alleviate problems?Compare the economic condition ofIndia and Pakistan in classdiscussion.

The section on economicplanning might be culminatedwith a class discussion ofIndia's present economic statusand forecasts for the futurepredicted by the experts. Whatproblems will continue to plagueIndia?

_

23

G. CONTACTS AND FOREIGN POLICY

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What contactshas India hadwith othercountries?

With the U.S.?

What type offoreign policyhas Indiapursued since1947?

Using a wall map and theClassroom Atlas thJ class cansee that India is a neighborof China and is also close toth,.? USSR. The class shoulddiscuss the implications thislocation has for India.

A special report should beprepared on India's relationswith Pakistan. What is thecurrent status of affairsbetween the two?

A student report could bemade on the relationshipsbetween India and the U.S.What policy has'India followed?Why? What types of :.id has theU.S. given to India?

Several students could rednrough books to determinetha trend in Indian foreignpolicy since 2947. The classmight then discuss the reasonsfor these policies.

. Close economic and politicalties with British Commonwealthcountries.Non-Alignment-"neutrality"

25

24

A. _PHYSICAL FhATUhhSOF INDIA

RIVERS MOUNTAINS PLAINS

Brahmaputra Eastern Ghats Ganges

Cauvery Himalayas Hindustan

Cinges Vindhya Range

Godavari Western Ghats

Indus

Jumna PLATEAUS n3ERT

Kistna Deccan Great Indian (Thar)

Narbada

Tapti

B. TIME

(It should be notedthat India was nota united group of"states". Therewere hundreds ofsmall kingdoms.)

,INE Oti INDIA

3000 to2500 B.C.

2000

2000-500

1000-500

563-483

25

Dravidians

Aryans migruce into India

Vedic Period

Epic Period

Guatama Buddha

Alexander the Great invades India

322 -185 Maurya dynasty (Asoka, 173-232)

A.D. Gupta dynasty established

Reign of Harsha

Moslems bring Islam to India

327-320

320606-647

1000's1192-1398

Turkish empire in India

1498 Vasco da Gama reaches India

1525 Babur invades India founds MogulEmpire

1600 East India Company chartered

1700's Fall of Moguls Empire

English Crowns controls India.1858

1869 f Mohandas K. Gandhi born

1876 Mohammed :iii Jinnah born

1047 India and Pakistan gain dominion'status

Gandhi Assasinated1948

1561 Portuguese routed from Goa

k.-1COMPAPISCN OF INDIA

VIriH 3ELhCri,l) COUNTRIES

Country

Pop.

Density

% of

pop.in

cities

& of

pop.in

rural

areas

People

per

doctor

People

per

hosp.

bed

Life

Span

-.1

People

per

tale-

phone

Peopld

per

radio,

People

per

auto

Literacy

(%)

Arable

Land &

Pasture

(%)

Ind!.a

351

17

83

5,200

2,000

M-32

909

W-32

177

1,447

15-20

53

United

States

50

70

30

795

101

70

31

397

Chena

(main-

land)

175

14

86

8,700

1,800

- - -- 2,009

144

19,393

45-50

29

Israel

287

76

24

400

150

1'[ -71

18

W-73

554

60-95

58

Jordan

45

38

62

5,800

590

71

12

250

1'6-20

1')

Soviet

Union

26

48

52

550

130

M-64

W-72

50

7364

90 -95

26

Source:

Scott, Fbrasman:

In the Americas and Beyond the Americas.

Note:

Have the pupils develop a chart for Pakistan using the same source.

27

GOVERMENT

structure ofgovernment federal

r

(

f

centralized

type ofcontrol

democratic-the people"-

the electorate

absolutistic-dictatorship ofone party or oneperson

1

head ofstate

monarchy-inherited

republic -elected

i

i

Ilimited

type ofparticipation direct representative

mode ofcentralgovernment

cabinet-'responsible' toa parlia..Tient

.

.

presidential'fixed elections"

29