DOCUMENT RESUME ED 083 102 SO 006 330 TITLE India

DOCUMENT RESUME

ED 083 102 SO 006 330

TITLE India. Grade Eleven. [Resource Unit IV.] Project Social Studies. INSTITUTION Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center. SPONS AGENCY Office of. Education (DHEW), Washington, D.C. BUREAU NO HS-045 PUB DATE 68 NOTE 153p.

EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS Anthropology; *Area Studies; *Asian Studies; Comparative Analysis; Course Content; *Cross Cultural Studies; Cultural Factors; Developing Nations; Economic Decielopment; Educational Objectives; Grade 11; Instructional Materials; *Nonwestern Civilization; Resource Units; *Social Studies Units; Teaching Methods; Technological Advancement; Units of Study (Subject Fields) IDENTIFIERS India; Project Social Studies

ABSTRACT This unit on India is one of four resource units for an eleventh grade area studies course. The objectives for this unit are listed as to generalizations, and attitudes. A double-page format relates objectives to pertinent content, teaching procedures and instructional materials. The materials lead pupils to make comparisons between India and China and also between India and Western Europe in terms of the economic, political, and social systems. The unit is used as a vehicle to develop a number of anthropological concepts related to the cultural problems of introducing technological change into a society. The unit calls for testing a theory of economic growth as well as.a theory about which factors lead to revolutionary and which to reform movements. The introduction, concerned with the low living levels, compares the levels of living in India with those in China. Pupils are asked to do an independent study to decide if India has the geographic potential for as rapid economic growth as does China. A. teacher's guide for the entire course is SO 006 320. (Author/KSM) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCE° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

Grade Eleven Unit: India

RESOURCE UNIT

These materL71.3 !v3;- d-Velcped by the Projact.Social-Studies of the Universityof Minnesota under Center a special grant from theU.S.U Office of Education. (Project No. HS-0145)

1968

FILMED FROM BEST AVAILABLE COPY OBJECTIVES

This unit should make.prosTess toward developing the following:

GENERALIZATIONS a. Population distribution values and his technolo 1. Individuals know a foreign culture as climate, topography, an a set. of images and pictures created an area. for them by communicatcrs; they rEact to these images rather to the 7. Temperature is affected by real world and real people. from the equator, distance bodies, wind patterns, and 2. Perceptions are affected by people's tures which block winds fr cultural values and ideology. tions.

3. The world is a community of inter- 8. Rainfallis affected .by di dependent countries. Important hap- ies of water, air pressure penings in one part of the world af- direction; temperature, an fect other parts. tures which block winds ca

4. The into )tional system may be looked 9. Soil type in particular pl at as a s ies of power relationships. by the type of basic bed r vegetation, erosion, wind, a. Nations may pool their power be- well as by how man treats hind common goals in varying systems of alliances and combinations. 10. Man uses his physical envi cif his cultural values,pe 5. Foreign policy considerations are af- level of technology. fected by ideology, considerations of national self-Interest, perceptions a. The significance of loc of power relationships among count upon cultural developme tries, expectations about how other and outside of a countr nations will act, and domestic problems. b. The topography of a reg limitations given a spe 6. Population is.distributed unevenly technology. over the earth's surface. OBJECTIVES d make.progress toward developing the following:

a. Population distribution reflects man's values and his technology as well as know a foreign culture as climate, topography, and resources of ages and pictures created an area. communicators; they rEact ages rather tl:r1 to the 7. Temperature is affected by the distance and real people. from the equator, distance from warm water bodies, wind patterns, and physical fea- are affected by people's tures which block winds from certain direc iues and ideology. tions.

s a community of inter- 8. Rainfallis affected by distance from bod- ountries. Important hap - ies of water, air pressure systems, wind one part of the world af- direction, temperature, and physical fea- parts. tures which block winds carrying moisture.

tional system may be looked Soil type in particular places is affected 'es of power relationships. by the type of basic bed rock, the climate vegetation, erosion, wind, and glaciers as nay pool their power be- well as by how man treats the soil. mon goals in varying sys- alliances and combinations. 10. Man uses his physical environment in terms of his cultural values, perceptions, ar'1 icy considerations are af- level of technology. deology, considerations of lf-interest, perceptions a. The significance of location depends lati.onships among count upon cultural developments both within ctations about how other and outside of a country.

1 act, and domestic `p rob- b. The topography of a region may present limitations given a specific level of is distributed unevenly technology. rth's surface. ii- c. Climate sets up limitations upon b. Power for industry is ob .man's activities, given a specific the use of coal, oil,no level of technology uut man has water, wind, and nuclear learned to overcome many of the earlier 'imitations. 13. Changes in birth and death important effectsupcn soci d. Types of agriculture in a region depend upon man's cultural values, a. Living levels do not ris, perceptions, and teclogy as well put of production grows as upon climate, soils, and topog- rate than population. raphy. 14. Every economicsystem faces 11. Both man and nature change the charac- a lack of enough productive ter of the earth. (Man- cuts forest, satisfy all human wants. causes erosion, changes the course of rivers, transports phenomena, removes a. If productive resources the fertility of the soil by agricul- ployed, investment in ca tu.al practices or builds up the fer- for future productionre tility by other practices, builds dams, sacrifice in currentcon wells, and canals for irrigation, etc.) 1) The larger ..tne prodqc a. Biotic processes transform uncon- relationship to thep solidated earth mantle into soil and less the hardship inv 'help change the vegetational pattern. sumers in makinq the s investments) needed t b. Nature fills in seas. given growth rate.

12. Some things can be produced better in 15. Although there isno correla one place than another because of cli- population density and depen mate, resources, transportation routes, agriculture, non-inr!urtriall access to resources, access to markets, which are densely populated Os-e. low levels of living.

a. Coal and iron are needed to produce 16. Living levels in theU.S. ar steel Which is a basic product needed compared to those in mostco in industry. sets up limitations upon b. Power for industry is obtairied from tivities, given a specific the use of coal, oil, naturalgas,

. technology man has water, wind, and nuclear energy. to overcome many of the 'imitations. 13. Changes in birth and death ratescan have important effects upen society. agriculture in a region von man's cultural val s, a. Living levels do not rise unless out- ons, and tech dog s well put of production grows at a faster climate, soils, and topog- rate than population.

14. Every economic system faces sccreityor d nature change the charac- a lack of enough productive resources to _!arth. (Man- cuts forest, satisfy all human wants. ion, changes the course of isports phenomena, removes a. If productive resources are fully em- 4 of the soil by agricul- ployed, investment in capital goods ices or builds up the fer- for future production requires some L-her practices, builds dams, sacrifice in current consumption, ',:anals for irrigation, etc.)

1) The larger the prodqctive capacity i rocesses transform .uncon- relationship to the population, the d earth mantle into soil and less the hardship involved to con- age the vegetational pattern. sumers in making the savings (and investments) needed to achieve a illsin seas. given growth rate.

can be produced better in 15. Although there is no correlation between -Ian another because of. cli- population density and dependency upon -ces, transportation routes, agriculture, non-influEtrialized countries -sources, access to markets, which are densely populated tend to have low levels of living.

iron are needed to produce 16. Living levels in the U.S. are very high 'ch is a basic product needed compared to those in most countries. :ry. 17, At any specific time, the total eco- 18. Economic systems differas to.h nomic output is affected by the quan- tions are resolved about, what a tity and quality of productive re- much to produce, how it shall b sources (naturn1 productive resources, duced, and who shall get whatg labor, and capital goods), by the services. levels of technology, and by the efficiency of the organizational structure. a. The fundamental difference b economic systems isin how a a. Capital formation through saving is whom the basic economic deci a major means of increasing an eco- allocation of resources are nomy's total output over time be- than in who owns the resourc cause it increases productive capacity. b. Economic systems are usually with both public and private b. Labor productivity may rise both and with decisions made both from the activities of workers them- government and by consumers. selves and from the accumulation of capital and technological and man- c.In a number of societies nel agerial advance. government nor the market sy nates the allocation of reso c. The organizational structure of the Such economic systems are of total economy or of any large sec- heavily by tradition and rec tor of it (such as agriculture) af- relationships which have gro fects efficiency and so output. the past. In all systems re relationships are combined w Output can be increased by a more ket system or a command syst efficient combloation of productive resources (by theway in 19. A given culture is an integrate which production is organized.) based on fundamental postulates

2) The rationaluse of resources 20. Conflicts in which people feel calls for the use of more of fighting for ideals are likely those resources in large supply than these which involve onlyperson as a substitute for those in conflict may be fierce and aim short supply, even if a different compete annihilation or convers balance might increase outputper enemy. man hour. lc time, the total eco- 18, Economic systems differ as to how ques- is affected by the quan- tions are resolved about what and how ity of productive re- much to produce, how it shall be pro- rni productive resources, duced, and who shall get what goods and oital goods), by the serclices. hnology, and by the effi- organizational structure. a. The fundamental difference between economic systems isin how and by rmation through saving is whom the basic economic decisions over ans of increasing an eco- allocation of resources are made rather al output over time be- than in who owns the resources. ncreases productive cepa- b. Economic systems are usually mixed, with both public and private ownership uctivity may rise both and with decisions made both by the ctivities of workers them- government and by consumers. from the accumulation of d technological and man- c.In a number of societies neither the vance. government nor the market system dominates the allocation of resources. zational structure of the Such economic systems are affected omy or of any large sec- heavily by tradition and reciprocal (such as agriculture) af- relationsh!ps which have grown up in ciency and so output. the past. In all systems reciprocal rElationships are combined with a mar- can be increased by a more ket system or a command system or both. nt combination of produc- sources (by the way in 19, A given culture is an integrated whole, roduction is organized.) based on fundamental postulates or values. ional use of resources 20. Conflicts in which people feel that they arc or the use of more of fighting for ideals are likely to be fierce esources in large supply than those which involve only personal reasons, Re lig. bstitute for those in conflict may be fierce and aim at the upply, even if a different compete annihilation or conversion of the might increase output per enemy. r. -Iv-

a. Whether or not a religious group a. Members of a cast cannot will attempt to annihilate members their caste, althoughas of other groups or will adopt some system changes, there is of the beliefs of other religious hood of vertical mobility groups depends upon the basic beliefs and values of the religion. 1) Members ofa caste mus in the caste. 21. Conflict,with another group (as in war) leads to the mobilization of the 2) Members ofa caste usu energies of group members and hence specific occupations, to increased cohesion of the group. b. Castes have a fixed relat 22. Struggle may bring together otherwise to the other, which may unrelated persons and groups. Coali- i change of services andmu' tions and temporary associations will sibilities and obligation result from conflicts where primarily pragmatic interests of the participants c. Those at the upper levels are involved. fication system frequentl the justice of the system 23. Compromise is easier where there is not natural (justified an ideological perception of the issues, by rell lity). that is, where the issues are not moralized and seen as related t.,o other issues. Although culture is alwaysch tain parts or elementsmay pe long periods of time. 24. Social controlis enforced by social sanctions, formal and informal. a. Cultural traits may chnge suit of diffusion. 25. The structure of the familyvaries f.rom society to society. 1) Peoples whoar in cont other are likely to bor 26. Societies differin the relative num- traits from each other. ber of ascribed and achievedstatuses they provide and in the relativeem- phasi's they are given. b. Persistence of culturaltr suit from a lack ofexposu tions' which further change reluctance to change. -iv-

Dr not a relWous group a. Members of a cast cannot move out of empt to annihilate members their caste, although as the caste groups or will adopt some system changes, there is more likeli- eliefs of other religious hood of vertical mobility. epends upon the basic be- d values of the religion. 1) Members of a caste must marry within the caste. another group (as in to the mobilizationof the 2) Members of a caste usually follow group members andhence specific occupations. J cohesion of the group. b. Castes have a fixed relationship, one bring together otherwise to the other, which may involve ex- arsons and groups. Coali- change of services and mutual respon- emporary associationswill sibilities and obligations. conflicts where primarily Aterests of the participants c. Those at the upper levels of a strati- S fication system frequently rationalize the justice of the system as being 's easier where there is not natural (justified by religionor abi- :al perception of the issues, lity). ere the issues are not mor- :een as related 1-,oother is- Although culture is always changing, certain parts or elements may persist over long periods of time. ol is enforced by social ormal and informal. a. Cultural traits may change as a result of diffusion. n of the family varies f.rom ociety. 1) Peoples who are in contact with each other are likely to borrow cultural ffer in the relative num- traits from each other. )ed and achieved statuses and in the relative em- b. Persistence of cultural traits may re- Are given. sult from a lack of exposure to conditions which further change or from a reluctance to change. -v-

. 1) Certain facets of the social c. People change their culture if they structure may inhibit marked feel a red for change, if they social change ftnovation are di!....,atisfio.d th present aspects or at least make it difficult. of their culture,

a) Class structure may inhibit d. Some values are c:InIducive to change; social change because upper some make change difficult. class members who have power v.illfour the loss of 1) Wiy.:re people n6ie adopted a fatal- rights. istic attitude, change is much less llieely !n societies where b) The division of labor and the people believe that "a high de- responsibility among castes gree of mastery over nature and so- produces a mutually inter- cial conditionsis possible." dependent, very- stable, and slow-changing society. e. CNInges in one aspect of a culture will have effects on other aspects; 2) Change in society is likely to changes will ramify whether theiLare occur more frequently or more technological, in social organiza- readily in the less basic, tion,. in ideology, or whatever else less emotionally charged, more is apart of the cultural system.. instrumental or technical aspects than in such things as 1) Technological change may create basic values, primary group seric,us prcams in a society. relations, territorial and religious stability, and pres- 2) All the institutions in a society tige systems. are relotc.tJ; because of this relationship, a change in one insti- a) The more a social change tution is likely to affect other threatens or appears to institutions. threaten the traditional values of society, the a) Major shifts in the economic greater the resistance to basis of livelihood are almost that change and the greater always followed by significant its attendant cost in so- changes in the nature of family cial and personal disorgan- organization and rote of women. ization. -vi-

b) Although itis difficult to a country must analyze me to change a caste system, before selecting techniques, such systems do change as a result of economic and a. Outsiders may fail toink ideological changes. if they fail to fit the the value system of the '1) The more industrialized used. and urbanized the society, the greater the b. Those from another cultu mobility between classes. to induce technological fail to communicate with (2) Changes in the educa- of the underdeveloped co tional system may affect class structure; c. Securing participation b the more widespread the in all phases of the inn system of education, cess gives people a chanc the greater the mobili- a feeling or need for it ty between classes. them to work out adjustme own way. f. The greatest push to improve living levels Is more likely to come from d.It helps if someone with those above the bottom strata than thority and prestige can from those at the bottom. to be first in adopting a tion. g. Even when a major reorganization of .society takes place (such as r. re- e. Change is more likely to volution), not all of culture is is enforced; that 15if s completely modified. are applied to people one change, providing a need 1) People usually do not discard a which people do not feel trait completely; they are more ly. likely to modify it to fit into new situations. f. 111-considered attempts t change may backfire and a 28. To be successful, a person who tries tance to future attempts to introduce technological change in- -vi-

Although it is difficult to a country must analyze many factors to change a caste system, before selecting techniques to be used. such systems do change as a result of economic and a. Outsiders may fail to introduce change ideological changes. if they fail to fit the change into the value system of the society to be '1) The more industrialized used. and urbanized the society, the greater the b. Those from another culture who attempt mobility between classes. to induce technological change may fail to communicate with the people (2) Changes in the educa- of the underdeveloped country. tional system may affect class structure; c. Securing participation by the people the more widespread the in all phases of the innovation pro- system of education, cess gives people a chance to develop the greater the mobili- a feeling or need for it and enables ty between classes. them to work out adjustments in their own way. test push to improve living s more 11%ely to come from d.It helps if someone with great au- c've the bottom strata than thority and prestige can be induced se at the bottom. to be first in adopting an innovation. ;r1 a major reorganization of

takes place (such as F; re- e. Change is more likely to occur if it ), not all of culture is is enforced; that is if sanctions :ly modified. are applied to people one desires-to change, providing a need for change e usually do not discard a which people do not feel spontaneous- completely; they are more ly. y to modify it to fit into ituations. f. Ill-considered attempts to introduce change may backfire and arouse resis- 5sful, a person who tries tance to future attempts at change. e technological change in- 29. An individual brought up in one cul- b. Obstacles to communic ture and then thrust into another the belief that other (or returning from another), faces siders and/or enemies serious problems of adjustment to the new culture; the resulting cul- 1) Obstacles to commu ture conflict involves mental con- social as well as flict and tension. c. Effective political c 30. Imperialism, and particularly atti- pends both on technol tudes of superiority by members of on the skills of the the imperialist country, give rise to feelings of frustration; when 1) Effective politica combined with the diffusion of nation- depends in part up alistic ideas,it helps give rise to the population (li feelings of nationalism. least a common lan

31. Political revolutions are usually the d. Freedom is to a great result of multiple causes. ly determined; the in be taught what the op 32. Political scientists have long assumed one goes about exerci that there are social conditions which he should exercise th a society must meet before it can make a go of.democracy; they hardly agree 33. Ideologies are important on what they are, but most suggest com- tuf.e they give to the po mon values, a communication system, a stable society, a minimum economic well- the answers they being. Although literacy no longer situations, and the cues appears to be indispensible, there is a they suggest. need for a communication system of some sort. 34. Freedom's relationship t a close and obvious one; a. Democracy does not bear up well in tion of majorities, the societies in which basic dissatis- goals, and the ability t factions with the social and econom- democracy presupposes, a ic institutions prevail and become high degree of personal the fc g of political competition. ridual brought up in one cul- b. Obstacles to communication may create A then thrust into another the belief that other peoples are out- 'Jrning from another), faces siders and/or enemies. 'problems of adjustment to culture; the resulting Cul- 1) Obstacles to communication may !le nflict involves mental con- social as well as geographic. nd tension, c. Effective political communication de- lism, and particularly atti- pends both on technological skills and f superiority by members of on the skills of the population. erialist country, give rise ings of frustration; when 1) Effective political communication d with the diffusion of nation- depends in part upon the skills of ideas, it helps give rise to the population (literacy or at s of nationalism. least a common language). al revolutions are usually the d. Freedom is to a great extent cultural- of multiple causes. ly determined; the individual has to be taught what the options are, how al scientists have long assumed one goes about exercising them, why ere are social conditions which he should exercise them. ty must meet before it can make democracy; they hardly agree 33. Ideologies are important for the struc- they are, but most suggest com- ture they give to the political system, ics, a communication system, a ;ociety, a minimum economic well- the answers they give to ambiguous Although literacy no longer situations, and the cues for responses to be indispensible, there is a they suggest. r a communication system of some 34. Freedom's relationship to democracy is a close and obvious one; the organiza- '.:racy does not bear up well in tion of majorities, the competition in Sties in which basic dissatis- goals, and the ability to oppose which ions with the social and econom- democracy presupposes, all depend on a lstitutions prevail and become high degree of personal freedom. Fc s of political competition. H-

35. The community demands order and stabi- 39. Political decision-making is lity- -goals which may be incompatible many factors: permissabilit) with the demands of individuals. The resources, available time, continuing attempt to solve the dile.n- formation, and previous contra mas of this conflict is the central problem in all political philosophy and a. The decision-maker reacts in all attempts to create and modify from other decision-m9ker political institutions. lic opinion.

36. Government action may create the condi- b. The institutions of gover, tions for the enjoyment of freedom and, tute the arenas or the st basically,it may create the conditions in which the authoritativ or order and stability without which of the political process the freedom means nothing; it may also thus affect those lecisie curb non-governmental menaces to freedom. 40. The leadership ofany group maintain group cohesion and 37. Political power is unevenly distributed organize its strategies and through a population. tellectual leadership.

a. The unequal distribution of political a. The type of leader diffe power reflects the basic unequal dis- ent situations. tribution of resources, skills, and motivation in the society. 41.The separation of powers is and does produce instituti b. The unequal distribution of power and delay more often than d reflects the fact of political or- tary system does. ganization; individuals join into aggregates to increase their poli- 42. The political importance of tical power by joining it with depends largely on whetherr others. responsibility for declarin other two branches unconsti 38. Any decision isin part a product of the internalized values, the percep- 43. Feueralismpays greater hom tions, and the experiences of the per- tary systems to local diffe son making the decision. autonomy, but it also pays -y demands order and stabi- 39. Political decision-making is limited by which may be incompatible many factors: permissability, available ,ands of individuals. The resources, available time, available in- attempt to solve the dilem- formation, and previous commitments. conflict is the central 311 political philosophy and a. The decision-maker reacts to pressures -pts to create and modify from other decision-mlkers and to pub- lstitutions. lic opinion. action may create the condi- b. The institutions of government consti- le enjoyment of freedom and, tute the arenas or the structure with- it may create the conditions in which the authoritative decisions J stability without which of the political process are made; they means nothing; it may also thus affect those 'lecisions. rernmental menaces to free- 40. The leadership of any group must try to maintain group cohesion and must also 3wer is unevenly distributed organize its strategies and provide in- )pulation. tellectual.leadership.

Jai distribution of political a. The type of leader differs in differ- Elects the basic unequal dis- ent situations. of resources, skills, and )n in the society. 41. The separation ofpowers is intended to and does produce institutional deadlock Jai distribution of power and delay more often than the parliamen- the fact of political or- tary system does. pn; individuals join into 2s to increase their poll- 42. The political importance of the judiciary aer by joining it with depends largely on whether or not it has responsibility for declaring acts of the other two branches unconstitutional. n is in part a product of lized values, the percep- 43. Feueralism pays greater homage than uni- the experiences of the per- tary systems to local differences and the decision. autonomy, but it also pays the greater price in inconsistency and diversity. 2. Locates information effici

44. The number of poiiticL; ..1:rties in the a. Locates informotion by system will depend on the basic nature dcx in books. of the cohesions and conflicts in the society, on the structure, b. Uses Reader's Guide to and on the electoral system. mation.

45. One-party systems tend to develop a c. Uses reference books si competitiveness within the dominant and encyclopedias. party, but this factional competitiveness lacks the stability and 3. is effectivs12_91111. predictability of inter-party competition. a. beads for main ideas.

SKILLS inferences from and other charts. 1. Attacks problems in a rational manner,

4. bil.se:raewfsfeicrit a. Identifies and defines problems. a. Uses the atlas index t b. Consi rs the relevance of each of t social science disciplines and b. Compares areas with k uses the types of questions asked and the analytical concepts used in c. Draws inferences from the relevant disciplines to help him a number of map patter analyze the problem. area.

c. Identifies value conflicts. 5. Has a well-developed time

d. Considers possible hypotheses and/or a. Looks for relationship alternative courses of action. within one country and wide time framework. 1) Considers alternative courses of action, 6. Evaluates information and formiinn. 2) Sets up hypotheses. inconsistency and diversity. 2. Locatesinformation efficiently.

2r of politic; rties in the, a. Locates informotion by.using the in- ill depend on the basic nature dex in bookS. Dhesions end conflicts in the on the structure, b. Uses Reader's Guide to locate infor- le electoral system. mation.

bystems tend to develop a c. Uses reference books such as almanacs iveness within the dominant and encyclopedias. ut this factional competi- lacks the stability and 3. Is effectiin_22fayils_inforion. oility of inter-party compe- a. !'eads for main ideas.

b. Draws inferences from tables, graphs, and other charts. roblems in a rational manner. 4. Uses effective geogratic skills. ifies and defines problems. a. Uses the atlas index to locate places. rs the relevance of each of ocial science disciplines and b. Compares areas with known areas. the types of questions asked he analytical concepts used in c. Draws inferences from a comparison of elevant disciplines to help him a number of map patterns of the same ze the problem. area. ifies value conflicts. 5. Has a well-deeloped time sense. ders possible hypotheses and/or a. Looks for relationships among events native courses of action. within one country and within a world- wide time framework. nsiders alternative courses of tion. 6. Evaluates information_ andsources of in- To7niati :tt up hypotheses. -x-

a. Identifies assumptions. 2. Is committed to the freeex social attitudes and data. b. Distinguishes ...t:;r2,-.ce, and actively for different poin value judgments. 3. Values objectivity and desi c. Distinguishes dici- his values from affecting culty of proof. tion of evidence, although the important role of value d. Checks on the comp'et2ness of data, cess of making decisions ab which demand action. e. Checks on the bias and competency of authors. 4. Respects evidence F wher prejudices and preconceptic f. Looks for points of agreement and disagreement among sources of in- 5. Is sceptical of conventiona formation. demands that widely held a t4ons be judged in accordan 7. Organizes and analyzes information and dards of empirical validati draws conclusions. 6, Is sceptical of the finalit a. Applies concepts and generalizations considers generalizations a to new data. tentative, always subject t the light of new evidence. b. Tests hypotheses against data. 7. Evaluates information and s c. Generalizes from data. formation before accepting generalizations. d. Revises generalizations in the light of new data. 8. Values knowledge for the s as a me,,Is of man e. Considers possible consequences of world in which he lives. alternative courses of action.

9 Believe, that t.;. s ATTITUDINAL BEHAVIORS tribute to men's welfare b formation and explanatory 1. Is curious about social data. which help them achieve th -x- s assumptions. 2. Is committed to the free examinationof social attitudes and data. Searches shes and actively for diFferent points of view. gments. 3. Values objectivity and desires to keep shes his values from affecting his interpreta- proof. tion of evidence, although recognizing the important role of valuesin the pro- the comp'et2ness of data. cess of making decisions about problems which demand action. the bias and cc rpetency S. 4. Respects evidence -.:-;r1 when --.-radicts prejudices and preconceptions. points of agreement and cant among sources of in- 5. Is sceptical of conventional truths and demands that widely held and popular notions be judged in accordance with stan- Id analyzes information and dards of empirical validation.

6, Is sceptical of the finality of knowledge; oncepts and generalizations considers generalizations and theories as ta. tentative, always subject to change in the light of new evidence. otheses against data. 7 Evaluates information and sources of in- es from data. formation before accepting evidence and generalizations. eneralizations in the new data. Values knowledge for the sake of knowledge, as a me.ls of he;:,-,.; man the possible consequences of world in which he lives. ve courses of action. .. Bel rove that ik sciences can con- !ORS tribute to men's welfare by providing information and explanatory generalizations bout social data. which help them achieve their goals. 10. Is sceptical of theories of single causation and is equally sceptical of panaceas.

11. Appreciates and respects the cultural contributions of other countries, races, and religions.

12. Has a sense of responsibility.for taking informed action about problems confronting the nation.

13. Evaluates conditions on the basis of their effects upon individuals as human beings. OBJECTIVES OUTLINE OF CONTENT'

G. 'Individuals know a foreign culture I. India's future isimportant to tl as a set of images and pictures the free world. created for them by communicators; they react to these images rather than to the _real world and real people.

A. IS CURIOUS ABOUT SOCIAL DATA,

G. Every economic system faces scar- A. India has the second largest city or a lack of enough productive any country in the world, alt resources to satisfy all human wants. less than one-half the size o it should turn to communism, G. Democracy does not bear up wellin would be faced with a tremend societies in which basic dissatis prestige, potential manpower, factions with the social and econom- economic power. ic institutions prevail and become the focus of political competition.

G. The world is a community of interdependent countries. Important hap- penings in one part of the world affect other parts. ECTIVES OUTLINE OF CONTENT

know a foreign culture I. India's future is important to the futureof images and pictures the free world. them by communicators; o these images rather real world and real

BOUT SOCIAL DATA.

is system faces scar- A.India has the second largest population of ck of enough productive any country in the world, although itis satisfy all human wants. less than one-half the size of the U.S. If it should turn to communism, the free world es not bear up well in would be faced with a tremendous loss of which basic dissatis prestige, potential manpower, and potential h the social and econom- economic power. ons prevail and become political competition.

a community of inter- )untries. Important hap- )ne part of the world parts. -2- TEACHING PROCEDURES MATER!

1. Do one of the following to introduce the unit on India.

a. Give pupils an attitudes test on India. Have them Isaacs, discuss class results briefly, noting differences in opinion. Then tell class something about American attitudes toward India as described in Issacs' Images of Asia. Compare these attitudes toward India with the attitudes Issacs found about China. Discuss: Why do you think Americans were more favorable toward China? Note date of Isaacs' study and discuss: Do you think a similar study today would reveal the same results? Why or why not? Discuss the author's comment that "Ignorance leads to many of the misconceptions held."

b. Give pupils a word association test for the word "India." Then dis,:uss the different words which pupils associate with this country.

2. Point out that some people associate the wordtfamine Bourke-Whi and poverty with India. Show pictures of famine in Freedom, India. Have pupils read a brief account of a recent fam- Use Reade ine. Quote other brief descriptions. Discuss: Why is artic es the Indian government concerned about famines?Why should in recent we be concerned? (Focus upon both political and humane considerations.) -z- TEACHING PROCEDURES MATERIALS

le following to introduce the unit on India.

ils an attitudes test on India. Have them Isaacs, Images of Asia. :lass results briefly, noting differences in Then tell class something about American at- toward India as described in ,,} ;sacs' Images of ompare these attitudes toward India with the s Issacs found about China. Discuss: Why do k Americans were more favorable toward China? e of Isaacs' study and discuss: Do you think study today would reveal the same results? by not? Discuss the author's comment that ce leads to many of the misconceptions held,"

ils a word association test for the word Then discuss the different words which pu- ociate with this country.

'hat some people associate the word; famine Bourke-White, Halfway to , with India. Show pictures of famine in Freedom, op. 135, Ch. 16. e pupils read a brief account of a recent fam-Use Reader's Guide for other brief descriptions. Discuss: Why is articles aboutTam nes government concerned about famines?Why should in recent years. ,rned? (Focus upon both political and humane ons.) S. Sets up hypotheses.

G. Living levels do not rise unless output of production grows at a faster rate than population.

S. Compares areas with knownareas. -4-

3. Also ask: Suppose you lived in India, ,here there has been recurring starvation and semi-starvation for hundreds of years. What kinds of religious belief's do you think you would hold? (toward this life? towards a possible life after death? etc.)Have pupils set up hypoch- eses to check later. (If pupils refer only to Buddhism, rem Ind them that Buddh:-,inis not the dominant religion in India.)

4. Place on the chalkboard figures for India's population See p. 8 of Len in 1947 (est. 345 Million) when India became independent. tinent of Indi Now add the most recent estimates (or estimate of 434.8 on world.popul million in 1961). Have pupils figure out the total in- also McClellarl crea3e in population in these years. Compare this in- 46-46; crease with the population of the U.S. Compare India's Fersh, present population with the combined population of the Transition, p. U.S. and the U.S.S.R. Compare with the population of rent Firs tol, Western Europe and with China. Quote statistics in Fersh on the increase in population in India in one day or one week.

Read aloud several predictions about what the population of India will be ire a Few years and the growth each year. Discuss: What problems does this great growth pose for India?

5. Have pupils examine an equal-area map of the world. Ask: Equal-area ma How does India compare in size with the U.S.? Western Europe? the U.S.S.R.? China?

Have a pvpillook up number of square miles in India and Almanac. those other areas and make graphs to show the comparisons. -4- cipcse you lived in India, ',here there has g starvation and semi-starvation for hun- .s. What kinds of religious beliefs do you ild hold? (toward this life? towards a pos- ter death? etc.) Have pupils set up hypoch- later. (if pupils refer only to Buddhism, hat Buddhi,,c)is not the dominant religion

chalkboard figures for India's population See p.8 of Lengyel, Sub-Con- 345 Million) when India became independent. tinent of India for graph ost recent estimates (or estimate of 434.8 on wOTTUpopulations. See ,61). Have pupils figure out the total in- also McClellan ed., India, )ulation in these years. Compare thisin- pp, 46-46; he population of the U.S. Compare India's Fersh, India: Tradition in 'at:ion with the combined population of the Transition, p. 236; Cur- U.S.S.R. Compare with the population of rent History., Mch., )0 and with China. Quote statistics in Fersh !sein population in India in one day or one

,veral predictions about what the population be in a few years and the growth each year. it problems does this great growth pose For

xamine an equal-area map of the world. Ask: Equal-area map of world. 'a compare in size with the U.S.? Western J.S.S.R.? China?

look up number of square, miles in India and Almanac. ireas and make graphs to show the comparisons. S. applies previour1/:learnod concepts and generalizations to new data......

G. Democracy does not bear up wellin societies In which basic dissatis- factions with the social and economic instituti()ns preva!! :;r:.! become the focus of political competition.

HAS A SENSE OF RESPONSIBILITY FOR TAKING INFORMED ACTION ABOUT PROB- LEMBS CONFRONTING THE NATION. 6- 6. Now have pupils think once more of comparisons in population and size between India and the U.S., and between India and China. Discuss: Do you think India's large population would be more of a handicap or advantage to India? Why? Do we have any reason to worry about what happens to a cou::try with such a large population?

7. Now give pupils a series of figures (using chalkboard) Use as curre to illustrate poverty in India. e.g. life expectancy ble. For of compared with U.S., infant mortality rate compared with McClellan, e U.S., income per capita, average farm income, etc., no. 48, 51, 148- of beggars according to census figures, ay. size of India Agains farms as compared to football field, no. of people (ay. income) living (cooking and sleeping) in streets of cities, Global Hist. epidemic figures for recent years; no. of doctors and Statistical dentists per 100,000 people, etc. Show class the India and S. world consumption of daily calories per capita in dif- Wilcox, et.a ferent countries. Ask: How does India rank as com- the World To pared other countries? Discuss: Do you think peo- GNP per capi ple in is country should be at all concerned about Lamb,India, this poverty? Should we help with economic aid? sition, p. 2 Conf, Bd. Rol on Calorie C 1962. Meyer Geog.in Wor 71515-87 diet in world).

8. Do one of the following:

a. Discuss: On the basis of your present knowledge, why do you think Indiais important to us? Show pupils a world map and see if they can add to any points already rade. 6 s think once more of comparisons in popula- .Detween India and the U.S., and between e. Discuss: Do you think India's large Id be more of a hancicap or advantage to Do vie have any reason to worry about what YJ!,try with such a large population?

s a series of figures (using chalkboard) Use as current data as poss. poverty inIndia, e.g.life expectancy ble. For older data, see: U.S., infant mortality rate compared with McClellan, ed.,India, pp. 46 er capita, average farm income, etc., no, 48, 51, 148-149. Berkowitz, ording to census figures, av, size of India Against Time, p. 35 red to football field, no, of people (ay. income). Stavrianos, g and sleeping)in streets of cities, Global Hist., p. 5L :7. U.N. es for recent years; no. of doctors and Statistical Yearbook, Fersh, 00,000 people, etc. Show class the India and S. Asia, p. 101. ion of daily calories per capita in dif- Wilcox, et.al Economies of es. Ask: How does India rank as com- the World Today (tables- on countries? Discuss: Do you think peo- GNP per capita) pp.16-20. ,untry should be at all concerned about Lamb, India, A World In Tran- Should we help with economic aid? sition, p, 26'1. Nat'l. Ind. TEWITTr,. Road Map of Industr; on Calorie Consumption, Jan.2( 1962, Meyer and Streitelmeier, Geog.in World Society, p.345 (map of dietary deficiencies in world).

following:

the basis of your present knowledge, why India isimportant to us? Show pupils and see if they can add to any points al- -7-

G. The international system may be B. Underdeveloped countries, es looked at as a series of power and Africa, are watching the relationships. which China and India try to

ofliving;ifIndia proves I may well lead to communist g tries of the world.

S. Consti de rs hes and or arEe-rnative courses 6T-Wctio-n.

S. Identifies value conflicts.

S. Identifies assumptions. S. Cons iders the relevance of each of tfie sociascience disciplines and uses tie types "`of`qu sticris ask nd one a nary r!car' concepts us e-ci- intlie" .he I ;.-7 Ty z etheprob rem. -7-

onal system may be B. Underdeveloped countries, especially in Asia a series of power and Africa, are watching the success with which China and India try to raise their level of living;if India proves less successful, it may well lead to communist gains in other coun tries of the world,

Bible hypotheses and/ courses of action. due conflicts.

:s°121..j29s.

relevance of :aach of 76-i'ci.:&-iTTOT-iiiii-S-6iiU !'sOr-q-CiFSTIo.ri-S--E-s-VEirand !T-6-6FiceTt-Tiii-di-F-CF-6--

.TP11-n-e-S 't.'6 1.)..a.( -c,)- 111.i.;1a-nr.: )517.m. 8- b. Read Lenin's comment that "The Road to Paris lies through Peking and Calcutta." Discuss.

c. Prepare a bullet:n board showing the importanne of India to the free world or showing some current world problem related to India.

d. Read aloud or have pupils read a current news article on how India affects world affairs or the U.S.

9. Read aloud or have pupils read sections of Senator John Stavrianos, Kennedy's remarks about the importance of India. Be sure Auld Mist to discuss his comments about the danger facing the free Also see t world. if Chin should continue to improve its economic rate in 195

conditions faster than India does. Have pupils note date countries i of speech and suggest they try to find out during unit Economies whether the trend Kennedy noted has continued or whether p. 20 and t India has caught up with Red China. real incom

10. Tell pupils briefly about India's policy of nonaliyhment,- about our problems with India and-Pakistan over the Kash- mir dispute, and about the Indian-Chinese border dispute. Discuss: What possible alternatives can you think of right now For ds-Aling with India? What value conflicts do we face in our relations with India?

11. Road alomi conflicting viewpointson giving U.S. aid to India and on other policies we should follow inour deal- ings r,iithIndia. Discus.s: What goals do these people hold as they sugnest these policies?What assumptions are they waking?Havd pupils try to define their Own goals for our relations with India. Have them suyyest other policy alternatiN-es than those already quoted. Ask pupils to list kinds of information they think they need before -8- n's comment that "The Road to Paris lies eking and Calcutta." Discuss.

bulletin board showing the importanc,e0F the free world or showing some current world elated to'India. d or have pupils read a current news article dia affects world affairs or the U.S.

r have pupils read sections of Senator John Stavrianos, ed., Readings in... narks about the importance of India. Be sure World Histora, pp, 631-33. is coments obout the danger Facing the free Also see table on Ec, growth na should continue to improve its economic rate in 1950's of a no. of aster than India does. Have pupils note date countries in Wilcox, et.al., d suggest they try to find out during unit Economies of the World Today, trend Kennedy noted has continued or whether p. 20 and table of changes in ught up with Red China. realincome in Wilcox, p. 22.

briefly about India's policy of nonaliyhment, oblems with India and-Pakistan over the Kash- and about the Indian-Chinese border dispute. at possible alternatives can you think of r dealing with India? '.that value conflicts n our relations with India?

)nflicting viewpoints on giving U.S. aid to other policies we should Follow in our deal- Idia. Discuss: What goals do these people suggest these pol icies? What assumptions are Have pupils try to define their own goals ,t ions with India. Have them sujgest other natives than thOse already quoted. Ask pupils is of information they think they need before -9- A. VALUES KNOWLEDGE FOR THE SAKE OF KNOWLEDGE, AS A MEANS OF HELPING MAN UNDERSTAND THE WORLD IN WHICH HE LIVES.

A. VALUES OBJECTIVITY AND DESIRES TO C. U.S. citizens and citizens of KEEP HIS VALUES FROM AFFECTING HIS same things differently becaus INTERPRETATION OF EVIDENCE, ALTHOUGH ferent cultural backgrounds. RECOGNIZING THE IMPORTANT ROLE.OF VALUES IN THE PROCESS OF MAKING DE- CISIONS ABOUT PROBLEMS WHICH DEMAND ACTION.

A. IS COMMITTED TO THE FREE EXAMINA- TION.OF SOCIAL ATTITUDES AND DATA. SEARCHES ACTIVELY FOR DIFFERENT POINTS OF VIEW AND INTERPRETATIONS.

G. Perceptions are affected by people's cultural values and ideology.

A. HAS A SENSE OF RESPONSIBILITY FOR TAKING INFORMED ACTION ABOUT PROB- LEMS CONFRONTING THE NATION.

G. Cultural traits may change as a re- D. Other countries have borrowed sult of diffusion. of both material and nonmateri India in the past and may bort A. APPRECIATES AND RESPECTS THE CULTURAL the future. CONTRIBUTIONS OF OTHER COUNTRIES, RACES AND RELIGIONS. -9- DGE FOR THE SAKE OF A MEANS OF HELPING ID THE WORLD IN WHICH

IVITY AND DESIRES TO C. U.S. citizens and citizens of India view the ES FROM AFFECTING HIS same things differently because of their dif- N OF EVIDENCE, ALTHOUGH ferent cultural backgrounds. HEIMPORTANT ROLE.OF PROCESS OF MAKING DE- PROBLEMS WHICH DEMAND

TO THE FREE EXAMINA- .L ATTITUDES AND DATA. IVELY FOR DIFFERENT LW AND INTERPRETATIONS, are affected by people's les and ideology.

)F RESPONSIBILITY FOR AED ACTION ABOUT PROB. TING THE NATION,

its may change as a re- D. Other countries have borrowed much in the way fusion. of both material and nonmaterial culture from India in the past and may borrow much more in ND RESPECTS THE CULTURAL the future. NS OF OTHER COUNTRIES, ELIG1ONS. -10- coming to any conclusions about which policies U.S. should follow. What help can they get from the different .3o(,inl sciences? What kinds of questions would these social scientists _ask about India? What other reasons do have fcr studying India?

12. Point out that as pupils study India they may be shoLkod linkin, India Ci at times by what they consider unhygienic conditions and pp, dirt. To show that in part their reaction will be a cultural one, reed aloud a quotation about tha Indian reaction to "dirty" Americans.

13. Show tdhle,ifrcy.1 0 study of Iddiancollege student atti Cormack,She Wh tudi:s10,1.-wd the U.S. conecrnin9 Yhich aspects of West- Peacock,PP. orn culiure they like .1nd dis1M,-,. Rewind pupils that Indians our culture ilwou(jh their cultural values and perco7tion.i owl we tend:o do ;droe as we view their culture, Suwit that pupils try to see how Indians vir.m their culture and try io Find out why they react as they do to Western culturc!.

.1.1. In pupils that India producod the man whom some have cal led the greatest religioPs and political leader of the world in this ccntury -- Mr. Gandhi. fell pupils a few brief stories ,'bout him to arouse pupil interest. Ask: too you bre any ',/,-;yin which his id: as may have aflocted social and political events in this country? (Relate to ideas of pnn-violence.) -10- conclusions about which policies U.S. 5hnuld help can they get from the differonl )( ial It kinds of questions would these social about India?What other reasons do /ing India? t as pupils study India they may be shm,kod Linkin India Ch,,,rls not they consider unhygienic conditions find pp. 1 4 4-1-171.57- that in part their reaction will be a rep -.d aloud a quotation about the Indian -iirty" Americans.

rry-1 .1 study (A:Ihdioncollege student atti- Cormack, She Who Rides a the U.S. corcernia,j Aid, aspects of West- Peacock, p. Hey like and dislikP. Rcwind pupils that euiture Ihr-unjh their cultural values :r; aid' :e tend 0) do ude as we view their ;c it that pupils try to sec how Indians and try io Had out why they react ) Western culture. hot Indio pco(luc,:d the wan whom some have religious and po Mica] leader of the S cLntury-- Mr. Gandhi. fell pupils a few s .,bout him to aronse pupil interest. Ask: ay in whiLh his idLos may have affected olitical events in this country? (Relate to -violence.) A. IS CURIOUS ABOUT SOCIAL DATA. -12- 15. Read aloud a quotation from some authorityon India on some kinds of things which other countries have borrowed from India in the past (material and non-material) and ways in which he thinks U.S. and Western Europe might learn from India in the future.

16. Display books on India (on a tableor on the chalkboard See biblic railing). Or prepare a bulletin board display of book jackets of new books. Give pupils an annotated list of some of the books which they might like to read about India. -12- i quotation from some authorityon India on ,f things which other countries haveborrowed in the past (material and non-material)and h he thinks U.S. and Western Europemight learn ;r1 the future.

:s on India (on a table or on the chalkboard See biblftgraphy. )r prepare a bulletin board display of book -pew books. Give pupils an annotated list of books which themight like to read about 13- 11. Man uses his physical environment in terms of his cultural values, perc and_level of technology.

Note: if the class has studied the other three units of the course, they s be able at this time to be quite independent in applying generalizat that they have learned earlier to the study of the geography of Ind; Therefore, a different approach is used in this section of the unit that found in earlier units, Itis recommended for use unless this is taken out of order in the course. If the unit is taught out of the teacher may wish to use somewhat the same kinds of procedures s For earlier units in developing this section of the unit.

Since the approach-used in this part of the unit calls for indeper1d study focused upon just one question, the procedures to be used are scribed first. The general content and the generalizations be be a are placed on the pages following the procedures. The major activi listed first should help develop a series of skills which are liste the left-hand column.

Skills Objectives for PartI) of This Activities for Part II of This Uni Unit

S. Locates information by using the 1. Have students work individually index prepare written papers presenti about the following question: S. Uses recerence books such as alman- features of India, does India h acs andaCTZIC7KIds. to raise its levels of living a rapidly than Communist China ha S. Uses Reader's Guide to15sEte infor- come an important industrial na FatiFri: hold a brief discussion.)

S. Uses the atlas index to locate Pupils should use books, pamphl praFFs. such as those suggested in the Also have students use atlases, S. Draws inferences from a comparison acs, and encyclopedias. They s a nurriber67-2asterns offFE Reader's Guide to locate curren same area. 13 lis physical environment in terms of his cultural values, perceptions, of technology.

class has studied the other three units of the course, they should at this time to be quite independent in applying generalizations ley have learned earlier to the study of the geography of India. pre, a different approach is used in this section of the unit than and in earlier units. It is recommended for use unless this unit en out of order in the course. If the unit is taught out of order, acher may wish to use somevhat the same kinds of procedures suggested rlier unitiin developing this section of the unit. the approach-used in this part of the unit calls for independent focused upon just one question, the procedures to be used are de- d first. The general content and the generalizations be be applied aced on the pages following the procedures. The major activity first should help develop a series of skills which are listed in ft-hand column.

Ives for PartII of This Activities for Part II of This Unit formation btaling the 1. Have students work individually or in groups to 35ks. prepare written papers presenting their conclusions about the following question: Given the physical ence books such as alman- features of India, does India have the potential C7FTOTTFIF: to raise its levels of living as rapidly or more rapidly than Communist China has done and to be- 's Guide to locate infor- come an important indust'ri'al nation? (Perhaps hold a brief discussion.) tlas index to locate Pupils should use books, pamphlets, and articles such as those suggested ih the bibliography. Also have students use atlases, wall maps, alman- rehces from a coEparison acs, and encyclopedias. They should use the rET-map patterns or the" Reader's Guide to locate current information. -1-4- S. Sets up hypotheses. Call attention of the class to India and Pakistan were divide S. Draws inferences from tables, both achieved their independen 21apTis TirTof5Er25E7Ci7--- Have pupils locate each on a p fore they begin work. S. Checks on the completeness of data. Be.ffre pupils begin work, you S. Checks on the bias and co1petency brief discussion in which they tors and topics which they nee to answer the question. In cl able students, you may wish to cussion. Instead, you could m class as pupils work, asking q suggestions as needed.

2. Perhaps intersperse one or mor during the days when pupils ar papers.

a. Show the film The Gan es Ri route and history of t the ri in the Himalayas to its mou Bengal. (This 2-reel film McGraw-Hill.)

b. Have pupils read descriptio season and what it means to tures. (See Fersh, India a 14; Life, Sept. 8. 1961, pi

Now have pupils read (or you m description of the effect of f See Nair, Blossoms 'le Dust -1-4- ?theses. Call attention of the class to the fact that ndia and Pakistan were divided at the time '2nces from tables, both achieved their independence from Britain. other charts, Have pupils locate each on a political map before they begin work. ne com pleteness of data. Be?.7.3re pupils begin work, you r,,ay wish to hold a bias_and_cmpstency. brief discussion in which they identify the factors and topics which they need to investigate, to answer the question. In classes of very cap- able students, you may wish to omit such a discussion. Instead, you could move around the class as pupils work, asking questions and making suggestions as needed.

2. Perhaps intersperse one or more of these activities during the days when pupils are working on their papers.

a. Show the film The Gan es River which shows the route and history of t e river from its source in the Himalayas to its mouth in the Bay of Bengal. (This 2-reel film is distributed by McGraw-Hill.)

b. Have pupils read descriptions of the monsoon season and what it means to India. Show pic- ture!.. (See Fersh, India and S. Asia, pp. 13- 14; Life, Sept. 8. 171, pictures,`

Now have pupils read (or you might read aloud) a description of the effect of floods on farmers. See Nair, Blossoms in the Dust, pp. 70-72. -15- A. India's location has influenced

G. Temperature is affected by the dis- 1. India's location in relation tance from the equator, distance has combined with other feat from warm water bodies, wind patterns, of India an extremely hot cl and physical Features which block winds from certain directions. 2. India's location in relation systems and large bodies of G. Rainfallis affected by distance the monsoons an important in from bodies of water, air pressure life of the people. systems, wind direction, temperature, and physical features which block winds carrying moisture.

G. Temperature is affected by the dis- B.India's topography has been imp tance from the equator, distance number of reasons; however, man from warm water bodies, wind patterns, overcome some of the limitation and physical features which block tim by this topography earlier winds from certain directions. 1. The high mountains to the no G. Rainfallis affected by distance mountains to the west and ea From bodies of water, air pressure have affected rainfal 1patte systems, wind direction, temperature, and physical features which 2. The high.mountains to the no block winds carrying moisture, the cold winds from the cent

G. The topography of a region may pre- 3. The high mountains to the no sent limitations given a specific source For year-round water level of technology. northern rivers.

4.fhe terrain of the plateau re, most of the rivers unnavigab The rivers have provided 50U irrigation in India.

5.the large plains area has mac an extensive railroad system the continent. -15- A. India's location has influenced its climate.

".! is affected by the dis- 1. India's location in relationship to the equator i:he equator, distance has combined with other features to give most _,ter bodies, wind patterns, of India an extremely hot climate.

I Features which block :ertain directions. 2. India's location in relationship to pressure systems and large bodies of water have made 3ffected by distance the monsoons an important influence in the of water, air pfessure ,life of the people. id direction, tempera- )ysical features which carrying moisture.

is affected by the dis- B.India's topography has been important for a 'he equator, distance number of reasons; however, man has learned to titer bodies, wind patterns, overcome some of the limitations placed upon

I features which block him by this topography earlier in history. ,ertain directions, 1. The high mountains to the north and the lower affected by distance mountains to the west and east of the plateau of water, air pressure have affected rainfall patterns. id direction, tempera- lysical features which '2. The high mountains to the north have cut off carrying moisture. the cold winds from the central Asian plains.

)hy of a region may pre- 3.. The high mountains to the north have been a :ions given a specific source. For year-round water supplies on the Jinology. northern rivers.

4. fhe terrain of the plateau region has made most of the rivers unnavigable in this area. The rivers have provided sources for extensive irrigation in India.

5. the large plains area has made it easy to build an extensive rail cad system in this part of the continent. -16- G. Soil type in particular places is C. Soil has been affected by a ours affected by the type of basic bed soil quality varies from one p, rock, the cl imate, vegetation, another. erosion, wind, and glaciers as well as by how man treats the soil.

G. Biotic processes transform uncon- solidated earth mantle into soil and help change the vegetational pattern.

G. Nature fills in seas.

G. Man changes the character of the earth,

G. Types of agriculture in a region de- D. Types of agriculture ina regi pond upon man's cultural values, nation's cultural values, perc perceptions, and technology as well nology as well as upon climate as upon climate, soils, and topography. 1. Indian crops vary greatly d climate, topography, and soi G. Climate sets limitations upon -rfilm's activities, given a specific 2. The climate has made possibl level of technology but man has year in parts of India when learned to overcome many of the has been sufficient. earlier limitatiods. 3. India's agriculture has been G. Man uses his physical environment by the lack of water when th in terms of his cultural values, come. Some parts of India pOrceptions, and level of technol- much agriculture even in goo oigy. 4. India has developed a vast s and is building more dams, d water reservoirs to overcome lems of lack of water at cer year or in certain parts of -16- in particular places is C. Soil has been affected by a number of factors; / the type of basic bed soil quality varies from one part of India to :iimate, vegetation, another. Ind, and glaciers as how man treats the soil.

:esses transform uncon- arth mantle into soil ,range the vegetational

in seas.

the character of the

jriculture in a region de- D. Types of agriculture in a region depend upon a Ian's cultural values, nation's cultural values, perceptions, and tech- " and technology as well nology as well as upon climate, soils and relief, :Ilate, soils, and topog- 1. Indian crops vary greatly depending upon the climate, topography, and soil. :s up limitations upon vities, given a specific 2. The climate has made possible several crops a chnology but man has year in parts of India when the water supply overcome many of the has been sufficient.

3. India's agriculture has been affected adversely js physical environment by the lack of water when the monsoons fail to his cultural values, come. Some parts of India are too dry for and level of technol- much agriculture even in good monsoon years.

4. India has developed a vast system of irrigation and is building more dams, deep wells, and water reservoirs to overcome some of the problems of lack of water at certain times of the year or in certain parts of the country. -17- 5. India is introducing some ne proved seeds in many village

G. Coal and iron are needed to pro- E. India has fairly rich resources duce steel which is a basic prod- growth. uct needed in industry. 1. India is fairly rich in mine G. Power for industry is obtained from has not developed them to an the use of coal, oil, natural gas, water, wind, and nuclear energy. 2. India has a vast potential

3. India lacks enough trees to cooking fuel; therefore, cat used for fuel rather than fo tion.

G. Some things can be produced better F. The division of the Indian sub- in one place than another because two countries has created n''or of climate, resources, transporta- lems. tion routes, access to resources, access to markets, etc. 1. Each country lacks something by the other. G. The world is a community of interdependent countries. 2. Serious disputes have arisen bution of water on the river

G. Population distribution reflects, G. The population distribution is man's values and his technology rainfall and irrigation pattern as mell as climate, topography, largely a country of villages w and resources of an area. large cities.)

G. Population is distributed unevenly 1. One-third of the population over the earth's surface. six per cent of the land are -17- 5. India is introducing some new crops and improved seeds in many villages.

ron are needed to pro- E. India has fairly rich resources for industrial 4hich is a basic prod- growth. in industry. 1, India is ,fairly rich in mineral resources, but ndustry is obtained from has not developed them to any great extent. coal, oil, natural gas,

, and nuclear energy. 2. India has a vast potential of water resources.

3. India lacks enough trees to provide cheap cooking fuel; therefore, cattle dung has been used for fuel rather than for much fertiliza- tion. s can be produced better F. The division of the Indian sub-continent -- e than another because two countries has created n'Brous economir. prob- resources, transporta- lems.

, access to resources, arkets, etc. 1. Each country lacks something which is provided by the other. s a community of inter- ountries. 2. Serious disputes have arisen over the distribution of water on the rivers.

listribution reflects, G. The population distribution is closely related to s and his technology rainfall and irrigation patterns. (India is climate, topography, largely a country of villages with only a few

'.?.s of an area. large cities.)

is distributed unevenly 1. One-third of the population is crowdrd, into rth's surface. six per cent of the land area. _18- 2. Population densities in the Ga range from 1000 to 2500 per s

t-3N About 93 million Indians live rest in small vjllages;howeve population is growing about t asis the village population.

4. Cities have very large popula the city of Delhi, for exampl mated density of 136,000 peop mile or about twice that of M

G. Changes in birth and death rates H. India's growth in population is can have important effects upon year as a result of its large ba society. death rate rather than an extrem rate. A. RESPECTS ,VIDENCE EVEN WHEN IT CONTRADICTS PREJUDICES AND PRE- CONCEPTIONS.

G. Output must increase more rapidly I. India has already developed cons than population if living levels of certain types, but it lags be are to rise. tries and its rate of growth is not increasing rapidly enough as population increases to produce levels of living as yet. 18 2. Population densities in the Gangetic Valley range from 1000 to 2500 per square mile.

e-5\ About 93 million Indians live in cities, the rest in small vjllages;however, the urban population is growing about twice as fast now asis the village population.

4. Cities have very large population densities; the city of Delhi, for example, has an estimated density of 136,000 people per square mile or about twice that of Manhattan Island. birth and death rates H. India's growth in population is very large each portant effects upon year as a result of its large base and a falling death rate rather than an extremely high birth rate. IDENCE EVEN WHEN IT PREJUDICES AND PRE-

increase more rapidly I. India has already developed considerable industry tion if living levels of certain types, but it lags behind many countries and its rate of growth is low; growth is not increasing rapidly enough as compared to population increases to produce much increase in levels of living as yet. -19- OBJECTIVES OUTLINE OF CONTENT

A. IS CURIOUS ABOUT SOCIAL DATA, i 1 1. Although culture is always cha. or elements may persist over 1,

A, EVALUATES INFORMATION AND SOURCES A. India has a rich cultural h OF INFORMATION BEFORE ACCEPTING current economic underdevelc EVIDENCE AND GENERALIZATIONS. Lion helps create national I:

A. IS SCEPTICAL OF THE FINALITY OF 1. The sub-continent of Ind KNOWLEDGE: CONSIDERS GENERAL IZA- four major sites of the TIONS AND THEORIES AS TENTATIVE, of civilization; itscivi ALWAYS SUBJECT TO CHANGE IN THE from thatin Mesopotamia LIGHT OF NEW EVIDENCE, an advanced urban life.

G. Cultural traits may change through a process of diffusion. (People who are in contact with each other are likely to borrow cultural traits From each other.)

A. APPRECIATES AND RESPECTS THE CUL,' 2, India is noted for its ar TURAL CONTRIBUTIONS OF OTHER COUN- the develori.lent of religi TRIES, RACES, AND RELIGIONS.

G. Cultural traits may change through. 3. India has been noted For a process of diffusion, matics and some phases of OUTLINE OF CONTENT ABOUT SOCIAL DATA, IIl.Although culture is always changing, certain parts or elements may persist over long periods of time.

INFORMATION AND SOURCES A. India has a rich cultural history despite its TION BEFORE ACCEPTING current economic underdevelopment; this tradi- ND GENERALIZATIONS, tion helps create national pride.

AL OF THE FINALITY OF 1. The sub-continent of India was one of the CONSIDERS GENEKALIZA- four major sites of the early develorment THEORIES AS TENTATIVE, of civilization; its civilization borrowed JECT TO CHANGE IN THE from that in Mesopotamia and then developed EW EVIDENCE. an advanced urban life. rafts may change through ,)f diffusion. (People contact with each other to borrow cultural n each other.)

S AND RESPECTS THE CUL,' 2, India is noted for its art, literature, and RIBUTIONS OF OTHER COUN7 the deveiorent of religion. ES, AND RELIGIONS.

craits may change through 3. India has been noted For its work in mathe- )f diffusion. matics and some phases of science, -20- TEACHING PROCEDURES MATERIALS

1. Provide pupils with a list of possible student activities on the rest of the unit; have pupils add to this list. Then have each pupil list his first three choices for activities and turn in his list. Make assignments with a tentative schedule the next day.

2, Perhaps have several pupils read the Emergence of Civil- ization case study on the Indus Valley plus some addi- tional material on the ancient river valley civilization Enigmatic and problems faced by archeologists in studying this civ- UUSValley ilization. The pupils should emphasize diffusion of culture frcm Mesopotamia and to the invading Aryans as well ch.- as elements of culture which seem to have persisted in India. They should present their information to the class 1111§1:211Ch:4: Y; F either in writing or in an oral presentation.

3. A pupil might give .a report on "India: A Rich Cultural Spencer, 1, Past." He should project pictures to illustrate achievements in art and architecture and should point out relationship of religion to these art forms.

4. A pupil interested in math or science mightprepare a Spencer, chart showing Indian contributions to ''ath (including pp. 49-54: modern statistics) and science. DURES MATERIALS

'oils with a list of possible student activities ;t of the unit; have pupils add to this list. each pupil list his first three choices For ac- )nd turn in his list. Make assignments with a schedule the next day. ive several pupils read the Emergence,of Ellison, Case Studies in the 3se study on the Indus Valley plus sornr-Aaddi- Emergence of Civilization An erial on the ancient river valley civilization Enigmatic CivriTzation, tie In- =ms faced by archeologists in studying this civ- lyi-Torej. See also Sen,

. The pupils should emphasize diffusion of cul- Pageant of India's History, Mesopotamia and-Mthe invading Aryans as well ch.2-; -Spear, India, a Modern .5 of culture which seem to have persisted in History; Fairservis, India, y should present their information to the class Zfi. 4. writing orin an oral presentation.

light give a report on "India: A Rich Cultural Spencer, Made in India. should project pictures to illustrate achieve - rirt and architecture and should point out rela- 9f religion to these art forms. nterested in math or science might prepare a Spencer, Made in India, wing Indian contributions to ''ath (including pp. 49-54. atistics) and science. -21- A. EVALUATES INFORMATION AND SOURCES OF INFORMATION BEFORE ACCEPTING EVIDENCE AND GENERALIZATIONS.

A. IS SCEPTICAL OF THE FINALITY OF KNOWLEDGE; CONSIDERS GENERALIZA- TIONS AND THEORIES AS TENTATIVE, ALWAYS SUBJECT TO CHANGE IN THE LIGHT OF NEW EVIDENCE.

4. India was once one of the in the world; Western Euro with it to obtain its spic and its world famed cotton

G. The significance of location de- B.ITI'dia's location between the pends upon cultural developments on large bodies of water has both within and outside of a coun- trade purposes and for cultur try. diffusion of its culture to 0 However, the significance of G. Culture traits may change through depended upon the culture of a process of diffusion. the east and west of India.

G. People who are in contact with 1. India's physical features each other are likely to borrow considerable barrier to in cultural traits from each other. through the passes to the

S. Sets up hypotheses.

G. Culture traits may change through 2. Nevertheless, India was su a process of diffusion. of invasions of people who Such invasions resulted in G. People who are in contact with fusion and helped contribu each other are likely to borrow variety of peoples, langua cultural traits from each other. -21- ORMATION AND SOURCES N BEFORE ACCEPTING GENERALIZATIONS.

OF THE FINALITY OF NSIDERS GENERALIZA- ORIES AS TENTATIVE, T TO CHANGE IN THE EVIDENCE.

4. India was once one of the richest countries in the world; Western Europe wished to trade with it to obtain its spices, gold and silver, and its world famed cotton cloth.

3nce of location de- B. India's location between the east and west and iltural developments on large bodies of water has been important for )nd outside of a coun- trade purposes and for cultural borrowing and diffusion of its culture to other countries. However, the significance of this location has :s may change through depended upon the culture of other peoples to diffusion. the east and west of India.

-e in contact with 1. India's physical features have provided a. -e likely to borrow considerable barrier to invasion except ts from each other. through the passes to the northwest.

4leses.

:s may change through 2. Nevertheless, India was subjected to a number diffusion. of invasions of people who came to settle. Such invasions resulted in much cultural dif- -e in contact with fusion and helped contribute to the great -e likely to borrow variety of peoples, languages, and religions. ts from each other. -22-

5. A pupil might prepare a chart showing the goods which See World hi

Western Europe wanted from India when Europeans began and Spear, I ---44 seek trade routes to India. He should describe briefly the reasons for this desire for trade.

6. Have pupils examine a physical-political map of the In- dian sub - continent in relation to all of-its neighbors. sub-contineR Have voils note the location of the cultures they have neighbors. studie, '.artier. Then have them note the relative location of 'le Indian sub-continent to these other cultures. Ask: What significance do you think its location in relation to these other cultures may have had upon its history? How easy would it have been to invade India? How do you think invaders would have come during India's early history?

7. Have a group of students prepare a bulletin board on the Spencer, Mad invasions and empires established in India by the invad- Lamb, India ing conquerors. They should include a map showing the sition, c s extent of the different empires. They should also pre- Te77Fwean pare a chart showing how each invading group affected for win

life in India. (e.g. effects upon population composition,World, pp. 1 -22-

prepare a ;hart showing the goods which See World history textbooks e wanted from India when Europeans began and Spear, India. routes to India. He should describe brief- s for this desire for trade.

xamiTne a physical-political map of the In- Physical-political map of Indian in.ent in relation to all of its neighbors. sub-continent in relation to ,ote the location of the cultures they have neighbors. er. Then have them note the relative loca- ndian sub-continent to these other cultures. gnificance do you think its location in re- se other cultures may have had 'won its his- Asy would it have been to invade India? How invaders would have come during India's early

of students prepare a bulletin board on the Spencer, Made in India. i empires established in India by the invad- Lamb, Indig77757TUin Tran- s. They should include a map showing the sition, chs. 3-4. different empires. They should also pre- reii7Tgageant of India's His- showing how each invading group affected tory. Ewing, Our Wid-JFTF

. (e.g. effects upon population composition, World, pp. 142-167. -23- G. Although culture is always chang- C. Traditional aspects of Indian c ing, certain parts or elements still important today despite may persist over long deriods of like all cultures, Indian cultu time. ing.

S. Tests hypotheses against data. 1. Although India's population representatives of the three S. Sets up hypotheses. there has been much intermix color, however, has been one G. Obstacles to communication may be to discrimination. social as well as geographic. 2. People in India speak nearly

G. Obstacles to communication may j:fferent languages; these 1 create the belief that other peo- dialects grew up in part bec ples are outsiders and/or enemies. ent invasions and in part be relative isolation of many p G. Polit;cal ccient'sts have assumed particularly in ancient time, that there are social conditions which a society must meet before it can "make a go" of democracy; they hardly agree on what they are, but most suggest common values, a communication system, stable society, and a minimum economic well-being.

S. Looks for relationstiaamon -events 7iThriione country ana within a woFTd=wrde tiFie Framework, -23- store is always chang- C. Traditional aspects of Indian cultureare n parts or elements still important today despite the Fact that over long periods of like all cultures, Indian culture is changing. heses against data. 1. Although India's population is madeup of representatives of the three mainraces, otheses. there has been much intermixture. Skin color, however, has been one factor leading o communication may be to discrimination, ell as geographic. 2. People in India speak nearly two hundred o communication may J :Fferent languages; these languages and belief that other peo- dialects grew up in part because of differ- tsiders and/or enemies. ent invasions and in part because of the relative isolation of many parts of India, cientists have assumed particularly in ancient times. are social conditions iety must meet before it go" of democracy; they e on what they are, but t common values, a com- system, stable society, um economic well-being. elationships among events country and witin a tiFeTramework. -24- languages, religion, social stratification, etc.) Have Spear,Ind the group explain the bulletin board to the class. Be History. sure that they explain the term caste very briefly, even though it will be studied in more depth later. Have pupils check the hypotheses they set up in #6.

Or the students could prepare a dittoed map and chart for distribution to all members of the class. They should explain the material to the class and answer questions which other pupils may raise.

Discuss: What other factor or factors (besides invasions) might help explain thelarge number of languages and dialects in India today? (Cite number). What kinds of problems would you expect to arise in India because of this number of languages? (Ask further questions to get pupils to set up hypotheses related to problems of education, obtaining national unity, handling elections, etc,) Also ask: What problems do you think might arise because of the number of race.;in India? (Set up hypotheses to test through 'study of other historical material and present- day problems.)

3. Have a group of pupils prepare a parallel time line to show important landmarks in Indian history on one time- line, U.S. history on another, European history on another, Rassian history on a fourth, and Chinese history on a Fifth. Have pupils note time relationships among events in different countries. Discuss: Do you think any of the events in other countries had any effect upon what h.)ppened in India? -24- -eligion, social stratification, etc.) Have Spear, India: A Modern :plain the bulletin board to the class. Be Nistori. explain the term caste very briefly, even '.leyill be studied in more depth later. Have pu- he hypotheses they set up in #6.

-rits could prepare a dittoed map and chart for

1 to all members of the class. Chey should ex- Aerial to the class and answer questions which may raise.

'at other factor or factors (besides invasion) !xplain thelarge number of languages and dia- Te today? (Cite number). What kinds of prob- iou expect to arise in India because of this inguages? (Ask further questions to get pupils vpotheses related to problems of education, ob- ional unity, handling elections, etc,) Also )roblems do you think might arise because of )f racesin Ino:a? (Set up hypotheses to test dy of other historical material and present- c3.)

) of pupils prepare a parallel time line to ant landmarksin Indian history on one time- 11story on another, European history on another, ,ory on a fourth, and Chinese history on a pupils note time relationships among events

1 countries. Discuss: Do you think any of the other countries had any effect upon what !,.,I i.3? -25- G. A given culture is an integrated . Religion in India has affec whole, based on fundamental postu- of Indian life. lates or values. a, The Hindu religion is pr G. Some values are conducive to change has proved able to appea and some make change difficult. all classes and to incor other religions. G. People_changc their culture if they feel a real need for change, if I) The Hindu belief in r they are dissatisfied with present helped make man accep aspects of their culture. 2) The Hindu belief inm G. People usually do not discard a d:fferent interpretat trait completely; they_are more likely ligion makes it possi to modify it to fit into new situa- of many beliefs to ac tions. gion,

G. People who are in contact with each 3) The Hindu belief inn other are likely to borrow cultural had a tremendous effe. traits from each other. Indian history.

G. Conflicts in which people feel that 4) Hindu beliefs have of they are fighting for ideals are ture, diet, and healt likely to be fiercer than those which involve only personal reasons. Reli- b. Islam is the main religi gious conflict may be fierce and aim but it is also the faith at the complete annihilation or con- 50 million citizens in I version of the enemy. 1) In recent times it ha G. Whether or not a religious group will From among the Untouc attempt to annihilate members of other groups or will adopt some of the be- 2) Its belief in convers liefs of other religious groups depends has not been terribly upon the basic beliefs and values of Indian history. the religion. 3) Itis less tolerant than is the Hindu rel -25- reis an integrated 3. Religion in India has affected all aspects n fundamental postu- of Indian life. s. a. The Hindu religion is predominant; it re conducive to change has proved able to appeal to those of change difficult. all classes and to incorporate many other religions. their culture if they ced for change, if 1) The Hindu belief in reincarnation his atisfied with present helped make man accept caste status. eir culture. 2) The Hindu belief in many gods and in y do not discard. a d;fferent interpretations of the re- ely; they _are more likely ligion makes it possible for people to fit Into new situa- of many beliefs to accept the religion.

-e in contact with each 3) The Hindu belief in non-violence has rely to borrow cultural had a tremendous effect on modern each other. Indian history.

which people feel that 4) Hindu beliefs have affected agricul- iting for ideals are ture, diet, and health. fiercer than those which personal reasons. Reli- b.Islam is the main religion in Pakistan -t may be fierce and aim but it is also the faith of some 40 to te annihilation or con- 50 million citizens inIndia. ie enemy. 1)rn recent timesit has won converts a religious group will From among the Untouchables, nihilate members of other

1 adopt some of the be- 2) Its belief in conversion by the sword r groups depend has not been terribly important in ic be lnd values of Indian history.

3) It is less tolerant of other beliefs

. than is the Hindu religion. -26- k9. Have all pupils read about incl;a's major religions. Kennedy, He They should compare them. Discuss: Why might members 56. Russel of the Islam and Hindu faiths clash?Why did Buddhism and Ceylon, tend to die out in India? How was Hinduism related to Their Searc other aspects of the social system? T is Believ os, Glob Editors o Religions. 8; Burtt, e Comassiona Joe

Perhaps show the film Hinduism from the Great Religions Film: Hind Series. This film discusses the origins of Hinduism and 2 reels. describes its characteristics. It also deals with the caste system.

Have pupils read a selection about the Sacred Cow and Stavrianos the problems arising in India because of this Hindu be- History, pp 1 ief. -26- Hs read about India's major religions. Kennedy, Here IsIndia, pp. 39- ompare them. Discuss: Why might members 56. Russell, India Pakistan and Hindu faiths clash?Why did Buddhism and Ceylon, pp. 38-48.ThehT rutin India?How was Hinduism related to Their Search For God. Browne, of the social system? This Believing World. Stavriarr os,Train History, pp. 570-76. Editors of Life, World's Great Religions. Lamb, India, ch. 7- B; Burtt, ed., TeaFETTes_of_the ComEhassionate Spaa-r, India; Joe Brown, India, ch. 2.

the film Hinduism from the Gr Religions Film: Hinduism, film discusses the origins c ,nduism and 2 reels. characteristics. It also deals with the ead a selection about the Sacred Cow and Stavrianos, Readings in World arising inIndia because of this Hindu be- History, pp. 637-39. -27- c. Hinduism and Islam dif the matter of the numb version, tolerance of the eating of meat, mu prayer, and equality o differences have led t although peoples of bo worked together within

d. There are other religi Hinduismin India, alt began in India has alm These religious groups reform movements. Hin many of their beliefs, back to the Hindu fait groups from becoming v

e. There are also a numbe India and some believe oaster religion from a

S. Sets ,lip hypotheses.

G. A given culture is an integrated 4. In India the traditional whole, based on fundamental postu- the extended family; this lates or values. much of rural India. The has helped fragment farms. G. Some values are conducive tc change and some make change difficult.

G. The structure of the family varies from society co society. -27- c. Hinduism and Islam differ mainly over the matter of the number of gods, conversion, tolerance of other religions, the eating of meat, music at religious prayer, and equality of people. These differences have led to religious strife, although peoples of bo'h faiths have worked together within India.

d. There are other religions groups related to Hinduismin India, although Buddhism which began in India has almost died out there. These religious groups generally began as reform movements. Hinduism has adopted many of their beliefs, thus attracting some back to the Hindu faith and keeping the groups from becoming very large.

e. There are also a number of Christians in India and some believersin the old Zor- odster religion from ancient Persia. vpotheses.

llture is an integrated 4. In India the traditional form of family was ;ed on fundamental postu the extended family; thisis still true in -alues. much of ruralIndia. The type _of inheritance has helped fragment farms. r:s are conducive to change hake change difficult.

ure of the family varies to society. -28-

10. A pupil might prepare a bulletin board or chart on the topic: "India: A Nation of Diversity." Discuss: What possible advantages and disadvantages do you see to the degree of diversity found within India? kll. Have all pupils read about Indian liCe in 1800. They Ewing, Our should then discuss the chief characteristics of Indian pp. 169- culture, with a view to seeing how they changed or re- rianos, R mained very much the same during the next century and a tory, pp. half. Be sure to emphasize the extended family and inheritance system, the role of women, the caste system, the role of religion, village life, the importance of agriculture, handicrafts, and government. Discuss: What, -28-

night prepare a bulletin board or chart on the "India: A Nation of Diversity." Discuss: What advantages and disadvannges do you see to the F diversity found within India?

pupils read about Indian life in 1800. They Ewing, Our Wide,iin World, hen discuss the chief characteristics of Indian pp.169- 3. ee a so nav- with a view to seeing how they changed or re- rianos, Readings in World His- try much the same during the next century and a Iota, pp. 5938-660. ,e sure to emphasize the extended family and in- -e system, the role of women, the caste system, of religion, village life, the importance of ure, handicrafts, and government. Discuss: What -29- G. Social structure may make change difficult.

A. IS COMMITTED TO THE FREE EXAMINATION 5. India's caste system has t OF SOCIAL ATTITUDES AND DATA. a sense of security for in SEARCHES ACTIVELY FOR DIFFERENT provide stability and a sy POINTS OF VIEW AND INTERPRETATIONS. welfare in a country torn frequent lack of a strong G. Societies differ in the relative ever,it has also tended t number of ascribed and achieved tiative, to preserve ideas statuses they provide and in the among peoples, and to slow relative emphasis they are given, a. The caste system develo G. Those at the upper levels of a strat- early invasions by the ification system frequently rational- groups were conquered, ize the justice of the system as be- within the caste system ing natural (justified by religion or ability), b. Every society has some ment of relationships w G. Castes have a fixed relations,hip, regulates the modes of one to the other, which may Nivolve course among members of exchange of services and mutual India's system has been responsibilities and obligations, ple born into a certain

unable to move out of i G, Members of a caste cannot move out of their caste, although as the 1) The patterned structi caste system changes, there is more sible for people to likelihood of vertical mobility. it also enables them others will act and a. Members of a caste must marry ble for members of ti within the caste. function together ea b. Members of a caste usually follow specific occupatiuns. -29- cture may make change

TO THE FREE EXAMINATION India's caste system has tended t. promote ifTITUDES AND DATA. a sense of security for individuals, and to T'IVELY FOR DIFFERENT provide stabilit,, and a system of social 'IEW AND INTERPRETATIONS. welfare in a country torn by warfare and a frequent lack of a strong government; how- 'iffer in the relative ever, it has also tended to discourage ini- scribed and achieved tiative, to preserve ideas of inequality icy provide and in the among peoples, and to slow down changes. ,phasis they are given. a. The caste system developed during the c upper levels of a strat- early invasions by the Aryans. As new ystem frequently rational- groups were conquered, they were brought tice of the system as be- within the caste system. (justified by religion b. Every society has some patterned arrangement of relationships which defines or a fixed relationship, regulates the modes of everyday inter- )ther, which may involve course among members of the group, but services and mutual India's system has been rigid, with peo- ities and obligations. ple born into a certain class and almost unable to move out of it. .3 caste cannot move out ste, although as the !) The patterned structure makes it pos- m changes, there is more sible for people to know how to act; ..)f vertical mobllity. it al.so enables them to predict how others will act and so makes it possi- '_)f a caste must marry ble for members of the same society to e caste. function together easily. )f a caste usually follow occupativns. -30- features of village or social life would tend to slow down changes?

Have pupils make a list of the characteristics of village liFe in 1800 to compare later with those for village life prior to independence.

*12. Now have pupils read about the caste system in more de- Lengyel, Sub` tail. Discuss the ad,:antages and disadvantages of the pp. 24-2677 system for the Indians as well as ways in which the sys- istan, Ceylopi tem grew up. phy, intt-e Zinkin,Tastl Lamb, India, India, fr, 5 PF e Is 1,-:d;

A pupil might imagine that a high caste Hinuu (Brahmin) leads a life of much evil and so according to his faith' is reborn as an Untouchable. He should imagine that he can remember about his former life on earth and that he tells the story of his reactions to a newspaper reporter who records them.

Show film North Indian which shows the interde- Film: North pendence of-dfirEF-6717&ii-les. InternaTiona 32 min., ieJ5 30- of village or social life would tend to slow ges?

Is make a list of the characteristics of vil-

- in 1800 to cowpare later with those for vil- prior to independence.

pupils read.about. the caste system in more de- Lengyel, Subcontinent of India, scuss the advantages and disadvantages of the pp. 24-26; RusseliTindfa, P6-R- )r, the Indians as well as ways in which the syr- istan, Ceylon, pp. 43=43; Mur- up. phy,In_ti-e Wnris OF Men, ch.3. Zinkir, CE:ste chs.1-3; Lamb, Indi.57eRTW India, p;,, KzhnedY, P.P:76-1s1,:dia, ch. 3; Trumbull,

As I See India, ch. 14.

light imagine that a high caste Hinuu (Brahmin) life of much evil and so according to his faith n as an Untouchable;He should imagine that he giber about his former life on earth and that he e story of his reactions to a newspaper reporter rds them. n North Indian Villa?. which shows the interde- Film: North Indian Vill6ge, of dirrerenf castes. Internail FTTFBureau, 32 min 1953-54. -31- G. The division of labor and responsi- 2) When governments br bility among castes produces a mu- conquered, the cast tually interdependent, very stable, pos' ible. -to carry and slow-changing society. with very little di

G. Social controlis enforced by social 3) Living together in sanctions, Formal and informal. of a caste provided ing which is lackir G. Class structure may inhibit social where people areme . change because upper class members tionships are not s who have power will fear the loss of rights. 4) The caste systempr programs not provid

5) The caste system, h initiative and much for discrimination,' the Untouchables.

6)In any culture ther conform to the prev, in Indian society ul time, this pressure From the threat ofi outcast than from al

S. Reads for main ideas. C. India is an excellent exampl(

western colonialism and the i tionalism.

1. British imperialism provi number of benefits while resources and people.

2. British colonialicm ledtt tural traits from the West India to the West. -31- ion of labor and responsi- 2) When governments broke downor were ong castes produces a mu- conquered, the caste system made it /terdependent, very stable, poslible.to carry on life in villages -changing society. with very little disruption.

)ntrolis enforced by social 3) Living together in a closely-knitgroup. Formal and informal. of a caste provided a sense of belong- ing which is lacking in many societies .ucture may inhibit social where people are more mckile and rela- !cause upper class members tilnships are not so close. rower will fear the loss 14) The caste system provided for welfare programs not provided by governments.

5) The caste system, however, discouraged initiative and much change and provided for discrimination, _especially against the Untouchables.

6)In any culture thereis pressure to conform to the prevailing practices; in Indian society up to the present time, this pressure has resulted more From the threat of making a person an outcast than from any formal laws.

main ideas. C. Indiais an excellent example of the impact of . western colonialism and the rising tide of nationalism.

1. British imperialism provided India with a number of benefits while also exploiting its resources and people.

2. British colonialism led to a diffusion of cultural traits from the West to. India and from India to the West. -32,,

*13. Quote Kipling's "White Man's Burden" to introduce the section on imperialism. Tell pupils they should try to decide whether or not British rule was the White Man's Burden or the Indian's burden in India, or a combination of both.

Now have pupils read different accounts "F the coming of the Oritish to India and of British rule. -31-

Kipling's "White Man's4Burden" to introduce the n on imperialism. Tell pupils they should try. co `whether or not British rule was the White Man's for the Indian's burden in India, or a combination h. ye pupils read different accounts of the coming of Ewing, Our Widening World, itish to India and of British rule. pp. 185-194; Spear, Taia; Lamb, India, ch. 5. -33- S. Distinguishes fact, inference, and value judgments.

S. Distinguishes differences in difficulty of proof.

S. Checks on the bias and competency of authors.

A. EVALUATES INFORMATION AND SOURCES OF INFORMATION BEFORE ACCEPTING EVIDENCE AND GENERALIZATIONS.

A. IS COMMITTED TL THE FREE EXAMINA- EION OF SOCIAL ATTITUDES AND DATA. SEARCHES ACTIVELY F DIFFERENT POINTS OF VIEW AND INTERPRETATIONS.

G. Change is more likely to occur if it is enforced, that is if sanctions are applied to people one desires to change, providing a need for change which people do not feel spontaneously.

G. Changes in one aspect of a culture will have effects cz.1 other. aspects; changes will ramify whether they are_ technological, in social organization, in ideology, or. whatever else is a part of the cultural system.

A. IS COMMITTED TO THE FREE EXAMINATION OF SOCIAL ATTITUDES AND DATA. SEARCHES ACTIVELY FOR DIFFERENT POINTS OF VIEW AND INTERPRETATIONS. -314- 14.(7;;,e pupils one exercise on fact, inference and value judgments and one on the difficulty of proof dealing with British rule in India,

15. Read -loud excerpts from British and Indian historians M. Lewis, TI on the period of colonial rule in India. (Or have pupils read longer account..) Discuss the difference in interpretations. Have puils evaluate the bias and competency of the authors.

16. Have some students who have read more extensively on Lewis, The British rule present a panel discussion or a debate on Stavrianos the top, "British Imperialism in India: Britain's 11_11§12E Y, pp Burden or India's Burden?" Or have them role-play a pafabTi, discussion among several Britisl- administrators and sev- Dear, New eral Indian nationalists about this question. n la igas Stavrianos, pp. 538-540 inside Asia

17. A pupil might draw two cartoons to illustrate the British and Indian views of the effects of British ruleon India, s one exercise on fact, inference and value and one on the difficulty of proof dealing sh rule in India,

excerpts from British and Indian historians M. Lewis, The British in India. iod of col-onial rule in India. (Or have pupils ±r account..) Discuss the difference in inter- Have pusils evaluate the bias and competency . hors.

students who have read more extensively on Lewis, The British in India. Ile present a panel discussion or a debate on Stavrianos, Readtnos in World "British Imperialism in India: Britain's pp.-VDV=Ug. 616-21. India's Burden?" Or have them role-play a Flit&heT1, India Without Fable. 1 among several BritisI administrators and sev- Dear, New Patterns of Democ- m nationalists about this question. rat 17-7177witz siVgnsL.Z,Z%!3'lATio pp.538-546,74V:33T. Gurither, Inside Asia, ch. 29,

ight draw two cartoons to illustrate the British views of the effects of British rule on. India, -35- G, Although culture is always chailg- irig, certain pacts or elements may persist olver long periods of time.

G. Persistence of cultural traits may result from a lack of exposure to conditions which further change or from a reluctance to change.

G. Political revolutions are usually 3. Nationalism inIndia develop the result of multiple causes. 'result of discrimination by

partly from the failure of t G. Cultural traits may change trhough solve economic problems, and a process of diffusion. of the spread of western ide ism, freedom, and democracy. G. Imperalism, and particularly attitudes of superiority by members of the imperalist country, give rise to feelings of frustration; when combined with the diffusion of na- tionalistic ideas,it helps give rise to Feelings of nationalism.

4.Independence in India came b rather than a violent revolu due in large part to Gandhi's nonviolence, a movement infl by the H ndu religion and in from the west. -35- ,7e is always chang- erts or elements may )ng periods of time.

cultural traits may ]ck of exposure. to :h further change or ice to change.

lutions are usually 3. Nationalism in India developed partly as a lultiple causes. result of discriminb:ion by colonial rulers, partly from the failure of the British to s may change trhough solve economic problems, and partly because iffosion. of the spread of western ideas of national- ise, freedom, and democracy. d particularly atti- Tority by members of country, give rise frustration; when he diffusion of na- .3as,it helps give Is of natdonalism.

4. Independence in India came by e peaceable rather than a violent revolution; this was a. due in large part to Gandhi's movement for nonviolence, a movement influenced in part by the Findu religion and in part by ideas from the West. -36- 18. Have a pupil give a report on life in e north Indian vil- Emerson, Voi lage in the 1920's. Or he might prepare a written sum- Wiser, BeF ;n, mary which could be dittoed and distributed to class members. He should include in his report or summary the characteristics needed to contrast the village of this period with that of 1800.

Or have a pupil give a report or prepare such a written summary on the village studied by Wiser in the 1930's. (He should omit that part of the book which describes life in the same village some years later.)

After the report has been given or after pupils have read the written summary, discuss: How had villa9e life changed since 1800? In what ways was it similar?

19. Have pupils read brief accounts of the movement for Ewing, Our W independence. Discuss factors giving rise to the move- pp.185- , ment. Lamb, India,

20. A pupil might read a biography of Gandhi and givea re- L. Fischer, G port on his life, beliefs, and tactics. ed., The Esse Eaton, an

a Swor . ea -36- cive a report on life in a north Indian vil- Emerson, Voiceless India. 1920's, Or he might prepare a written sum- Wiser, Behind-PETWFFT: auld be dittoed and distributed to class nem- Duld include in his report or summary the ics needed to contrast the village of this ,hat of 1800. ail give a report or prepare such a written le village studied by Wiser in the 1930's. nit that part of the book which describes ,ame village some years later.) wort has been given or after pupils have read summary, discuss: How had village life 1300? In what ways was it similar?

read brief accounts of the movement for Ewing, Our Widening World,

. Discuss factors giving rise to the move- PP. 185-201.., Lamb, India, ch. 6.

: read a b!ography of Gandhi and give a re- L. Fischer, Gandhi. L. Fischer, ife, beliefs, aild tactics. ed., The EsseTilliT Gandhi. EatonrterialTFT71erclithout a Sword: Peare, Mahatma Gandhi. -37- ,. Looks for points of agreement and disagreement among sources of information.

G. The greatest push to improve living levelsis more likel), to come from those above the bottom strata than from those at the br'.tom.

G. Technological change may create serous problems in a society.

G. Peoples who are in contact with each other are likely to borrow cultural traits from each other.

S. Tests hypotheses against data. -38- Or show the film Gandhi. Discuss Gandhi's arpeal to Film: Gan the people of India and his method or non-violence. 3 reels. (Compare the film with report if both are used.) Dis- cuss social reforrps as well as the goal or independence.

!I. pypils rcorl :)ook reports on bo '%s deal- See biblio ing with :ifferent leaders in the independence movement. Discuss some of the leader- and their social class ori-

. sins.

22. Have d pupil write an editorial which might have been writt-.:n by an Indian editor entitled "Boycott British Goods." Dis,:ussin class reasons for Indian reaction to British goods.

23. Have a panel discussion on "Non-Violent Civil Disobed- ience- Its Advantages and Disadvantages as a Weapon." Or hav a pupil compare the Southern Freedom Rides and Gandhi'. Non-Violence Weapon or give a report on "The Influence of Gandhi's Non-Violence Movement on the U.S."

24. Present briefly Smelser's theory of collectivebehavior Smelser, asit relates to movements of reformor revolt. (e.g. Behavior. ideas about factors which must be added togetherto 1,:ad either one: structural conduciveness, structural strain, growth and spread of a generalized tAlief,pre- cipitating factors, mobilization of participants forac- tion, and operation of social control,) After pupils understand his general theory about what kinds of dif- -38- e film Gandhi. Discuss Gandhi's appeal to Film: Gandhi, McGraw-H111, of India and his method ol non-violence. 3 reels.-- ne film with report if both are used.) Dis-

t reforms as well as the goal independence.

read and tlric :)ook reports on bo deal- See bibliography, Part V. ifferent leaders in the independence movement. me of the leaders and their social class ori-

il write an editorial which might have been an Indian editor entitled "Boycott British iscuss in class reasons for Indian reaction goods. lel discussion on "Non-Violent Civil Disobed- ,s Advantages and Disadvantages as a Weapon." pupil compare the Southern Freedom Rides and ,on-Violence Weapon or give a report on "The of Gandhi's Non-Vi6lence Movement on the U.S."

iefly Smelser's theory of co:,ective behavior Smelser, Theory of Collective tes to movements of reform or revolt. (e.g. Behavior. t factors which must be added together to lead one: sLructural conduciveness, structural owth and spread of a generalized belief, pre- factors, mobilization of participants foric- operation of social control.)After pupils his general theory about what kinds of dif- -39-

G. Even when a major reorganization D. Independence brought partition ra of society takes place such as a unified national state; nationali revolution), not all of culture is strong -nough to overcome religio completely modified. 1. Partition brought religious ri G. Compromise is easier where there problems which have made for p is not an ideological perception between the two newinations. of the issues, that is, where the issues are not moralized and seen as related to other issues.

G. The leadership of any group must try to maintain group cohesion and must also organize its strategies and provice intellectual leadership.

IS SCEPTICAL OF THEORIES OF SINGLE 2. The new government of Indiaco CAUSATION AND IS EQUALLY SCEPTICAL many of the same problems whit OF PANACEAS, India under British rule.

G. Although culture is always changing, certain parts or elements may persist over long periods of time. -39-

rjor reorganization D. Independence brought partition rather thana s place such as'a unified ational state; nationalism was not A all of culture is strong elough to overcome religious barriers. fled. 1. Partition brought religious riots and economic _asier where there problems which have made for poor relations logi,1 perception between the two newinations. that is, where the moralized and seen other issues.

of any group must n group cohesion and 'qiize its strategies tel leader-

[: THEORIES OF SINGLE 2, The new government of India continuedto face S EQUALLY SCEPTICAL many of the same problems which had faced India under British rule. reis always chang- .]rts or elements 'lay )ng periods of time. -40- ferences in each of these factors might mE:ke revolution mono likely than a reform movement, ask: Do you think than India's independence movement supports or refutes Smelser's theory?Why? Co you think that China's revolution supports or refutes the theory? Why? Do you think that the second revolution in Russia in 1917 sup- parts or refutes this theory?Why? Do you think that the English Revolution and the French Revolution support or refute his theory?Why?

25. Read aloud selections from Margaret Bourke-White's de- Bourke-White scription of the partition riots. Project some of her dom. Trumbul pictures: Or have a pupil tell the class about the TFUependence riots, about Gandhis attempts to stop them, and about Gandhi's death.

26. Have a student pretend to be a reporter coverirj Gandhi's* Bourke-White last fast. dom.

Or have a pupil write an editorial which might have appeared in an Indian newspaper entitled "Stop the Riots and Save Gandhi's Life."

27. Hold a summarizing discussion in which pupils note cultural change and continuity during the period bf history up to independence. Also discuss: Do you think getting rid of British rule and becoming independent could solve In- dia's problems?What problems do you think were upper- most in the minds of the leaders of the new government as India began its independence? What advantages did India -40- each of these factors might make revolution than a reform movement, ask: Do you think s independence movement supports or refutes heory?Why? Do you think that China's rev- ports or refutes the theory? Why? Do you the second revolution in Russia in 1917 sup- futes this theory?Why? Do you think that Revolution and the French Revolution sup- ute his theory? Why?

selections from Margaret Bourke-White's de- Bourke-White, Halfway to Free- f the partition riots. Project some of her dom. Trumbull, India Since Or have a pupil tell the class about the Independence, pp. 6-6. t Gandhis attempts to stop them, and about ath.

ent pretend to be a reporter covering Gandhi's Bourke-White, Halfway to Free- dom. upil write an editorial which might have ap- n. Indian newspaper entitled "Stop the Riots ndhi's Life." arizing discussion in which pupils note cultur- nd continuity during the period bf historyup ence. Also discuss: Do you thin.< getting ri-d rule and becoming independent could solve In- ems?What problems do you think were upper- minds of the leaders of the new government as its independence?What advantages did India -41-

S. Reads for main ideas. IV. India is trying to use economic piat solve its economic problems; however G. Every economic system faces scar- nomic system is not like the commun' city or a lack of enough productive in either the Soviet Union or in Ch resources to satisfy all human the economic system in the U.S. or wants. Europe.

G.I Living levels in the U.S,- .are very A. India's social and economic prob' high compared to those in most coun- interrelated. tries. 1. Living levels in villages area G.. Economic systems d;ffer as to how questions are resolved about what and how much to produce, how it shall be produced, and who shall get what goods and services.

G. Most economic systems are mixed economies.

G. In a number of societies neither the government nor the market system dominates the allocation of resources. Such economic systems are -affected heavily by tradition and reciprocal relationships which have grown up in the past. In all systems reciprocal relationships are combined with a market system or a nmand system or both. -41-

ideas. IV. India is trying to use economic planning to solve its economic problems; however, itseco- ;ystem faces scar- nomic system is not like the communist planning )f enough productive in either the Soviet Union orin. China nor like tisfy all human the economic system in the U.S. or in Western Europe.

1 the U,S,-..are very A.India's social and economic problems are o those in most coun- interrelated.

1. Living levels in villages are very low. s differ as to how esolvt.d about what produce, how it ed, and who shall get services. ystems are mixed econ- societies neither the the market system 'location of resour- omic systems are y by tradition and 'tionships which n the past. In all cal relationships th a market system stem or both. -42- have which some new nationsin recent years have not had? What cultural values and traits were favorable to she development of a successful, unified, and democratic government? .What ones would make success difficult?

1. Tell students that they will now turn to an examination of ways in which the Indian government has tried to raise living levels inIndia'.

Have all pupils read accounts of life in Indian villages Lengyel, Subc since independence. Although looking for signs of change pp. 32-35. and continuity in village life, they should focus pri- Pakistan Ce marily upon the questions: How would you rank Indian 37-38. Bothw villagers in terms of living levels?What differences Cows' and Cou do you find in living levels among different groups in Patterns of 0 the village? What seem to be the causes of any poverty PP. 107-118. which is found in the village? What kind'of economic Changes, ch. system seems to be operating in this village? (e.g. How Beals, Goal are the basic questions which must be resolved in any Case Studies society resolved in this village? How isit decided what pp. 10-15. S shall be produced and how much shall be produced? How ins in World are decisions made about how things will be produced? 644-51. Fers How is the question resolved as to who'shall get what tion in Trans part of the goods and services?) 206, 231-33. and South Asi After the class has read the material discuss these Fersh, Stor questions briefly. Or leave the discussion until after 1. Dube,Ind the showing of a film in activity #3. Village, Nat May, 1963. F ch. 2. Lewis

in Northern I -42- some new nations in recent years have not had? al values and traits were favorable to the of a successful, unified, and democratic gov- hat ones would make success difficult?

is that they will new turn to an examination which the Indian government has tried to rase :ls in India..

'pHs read accounts of life in Indian villages Lengyel, Subcontinent of India, endence. Although looking for signs of change pp. 32-35. Russell, India, Jity in village life, they should focus pri- Pakistan, Ceylon, pp. 28-34, 1 the questions: How would you rank Indian 37-38. Bothwell, Cobras. n terms of living levels?What differences Cows', and Courage. Dean, New in living levels among different groups in Patterns of Democracy inIndia, ? What seem to be the causes of any poverty pp. 107-118. Z1nkin, India 'undin the village?What kind of economic Changes, ch.1, pp. 88-90. is to be operating in this village? (e.g. How Beals, Gooalpur. Highsmith, is questions which must be resolved in any Case Studies in World Geog., ,olved in this village? How isit decided what PP.10-15. Stavrianos, Read- oduced and how much shall be produced? How ingsin World History, pp. )ns made about how things will be produced? 644-51. Fersh, India: Tradi- question resolved as to who'shall get what tion in Transition, pp. 202 - goods and services?) 206, 231-33. Fersh, India and South Asia, pp. 15-27. lass has read the material discuss these Fersh, Story of India, unit riefly. Or leave the discussion until after 1. Dube, India's Changing of a film in activity #3. Village. National Geographic, May, 1963. Fairservths, India, ch. 2. Lewis, Village Life in Northern India, chs 1-3. G. At any specific time, the total 2. The tradition of inheritance, economic output is affected by of tax collection, and the pro the quantity and quality of pro- interest rates have led to sma ductive resources (natural re- smaller farms. Land reform is sources, labor, and capital difficult because large landow goods), by the levels of tech- considerable political influen nology, and by the efficiency cause provincial governments h of the organizational structure. money to reimburse landowners taken away from them for redis G. Where people have adopted a fatal- istic attitude, change is much less likely than in societies where the people believe that "a high degree of mastery over nature and social conditions is possible."

G. Output can. be increased by a more 3. In areas of very small farms, efficient combination of produc- wasted and itis difficult to tive resources (by the way in which tive use of either farm animal production is organized.) machinery.

G. The organizational structure of the a. Scattered holdings decrease

total economy or of any large sec- make farm tools and labor I tor of it (such as agriculture) affects efficiency and so output. -43-

time, the total 2. The tradition of inheritance,the system is affected by of tax collection, .nd the prohibitive d quality of pro- interest rates have led to smaller and es (natural re- smaller farms. Land reform is made more and capital difficult because large landowners have levels of tech- considerable political influence and be- the efficiency cause provincial governments have too little tional structure. money to reimburse landowners for land taken away from them for redistribution. ve adopted a fatal- change is much less societies where the that "a high degree nature and social ossible."

increased by a more 3. In areas of very small farMs, labor is ;nation of produc- wasted and itis difficult to make effec- (by the way in which tive use of either farm animals or farm )rganized.) machinery. anal structure of the a. Scattered holdings decrease yields and Dr of any large sec- make farm tools and labor less efficient. h as agriculturc) ency and so output. -44-

2. A girl might read Nectar in a Sieve, a novel about life Markandaya, in an Indian village. She should write a report summarizing what the novel shows about life in an Indian village.

3. Show the film 50 Miles from Poona on life in .a village. Films 50 Discuss the levels of living shown and the problems Asian Earth facing farmers. Compare the film with data in books and pamphlets.

Or show the film Asian Earth which deals with the problems of farmers. Discuss: Why is the yield per a(re so (The teaert: low? What problems do farmers face if they don't own read a gene their own land?What indications does the film give of agriculture levels of living and health hazards?What kind of family India such structure is shown?What isthe attitude of the family :tween. Us an toward life ariathe. world around them? How would this attitude affect efforts to change conditions?How did the village in the Film compare with the villagesyou read about in Our books? 'Why is it difficult to bring about land reform in India?

4. Project a table on the size of farms in India in 1939 in Moomaw, Far one study of 192 farmsiv: Gujaral. Also project a chart 64-65, 4-., showing mortgaged land,a sketch of the scattered holdings of one farmer, and Also see, fi a table on the number of fami- Between Us lies having to travel different distancesbetween holdings. Cites Agu strips, p,

N6w liasie a pupil projecta chart he has made on the average farm size inIndia today as compared withthe -44-

tread Nectar in a Sieve, a novel about life Markandaya, Nectar in a,Sieve. n village. She should write a report summer - the novel shows about life in an Indian

lm 50 Miles from Poona on life in .a village. Film; 50111es from Poona. levels of living shown and the problems Asian Earth, AtPI, 22 reels. ers. Compare the film with data inbooks ts.

film Asian Earth which -Jeals with the prob- -ers. Discuss: Why isthe yield per acre so (The teaec,:r may wish to problems do farmers face if they don't own read a general account of and? What indications does the film give of agriculture problems in iving and health hazards? What kind of family India suchas MaOdn, Be s shown? What is the attitude of the family tweeh U$ and Hunger.) and the world around them? How would this fect efforts to change conditions? How did in the film compare with the villages you in your books? 'Why is it difficult out land reform in Ind ia? able on the size of farms in India in 1939 in Moomaw, Farmer Speaks, f 192 farms in Gujaral. pp. Also project a chart 64-65, 4-6, 74. tgaged land, a sketch of the scattered hole- Also see figures farmer, and a table on the number of fami- in. Mayadas, Between Us and Hunger, ch 5.. to travel different distances between hold- (Cites figures for size of strips, p. 39). pupil project a chart he has made,onthe m size inIndia today as compared with the -45- b. Small farms cannot afford the farmers need small irr; which do not need frequen are light enough to carry to another and to and fror

S. Generalizes from data.

G. Labor productivity may rise both from the activities of workers themselves and from the accumulation of capital and technological and managerial advance.

G. Both man and nature change the character of the earth. (Man cuts forests, causes erosion, changes the course of rivers, transports pheonomena, removes the fertility of the soil by agricultural practices or builds up the fertility by other practices, builds dams, wells, and canals for irrigation, etc.)

G. At any specific time, the total economic output is affected by the quantity and quality of resources (natural resources, labor, and capital goods), by the level b. Small farms cannot afford power machinery; the farmers need small improves; tools which do not need frequent repair and which are light enough to carry from one strip to another and to and from the village.

rom data. tivity may rise bath ivities of workers id from the accumula- . tal and tech. ological advance.

nature change the the earth. (Man

, causes erosion, ourse of rivers, leonomena, removes of the soil by practices or builds ity by other prac- dams, wells, and rigation, etc.)

is time, the total utis affected by and quality of re- ral resources, labor, oods), by the level -46- average farm size in the U.S.

Discuss: From what you have road and seen, do you think problems faced by farmers have changed ruch since-independence?How would the system of farm holdings affect efficiency? How easy would it be to introduce machines on the farms? Why?

Or have pupils examine table on farm holdings in the Lewis, Villa early 1950'sin Rampur. Ask the same types of ques- Northern Ind tions as suggested in the paragraph above.

5. Now discuss: In the light of what you have studied, how would you now explain the low productivityper acre? poverty among farmers? If you were Indian leaders, what would you try to do about poverty? What problems do you think you might have in carrying out such plans? -146- rm size in the U.S.

From what you have road and seen, do you lems faced by farmers have changed much pendence?How would the system of farm hold- t efficiency? How easy would it be to intro- nes on the farms?Why?

pits examine table on farm holdings in the Lewis, Village Life in I's in Rampu. Ask the same types of ques- Northern India, ch 3. uggested in the paragraph above.

s: In the light of what you have studied, you now explain the low productivity per erty among farmers? If you were Indian /hat would you try to do about poverty? ems do you think you might have in carrying lans? -47- of technology, and by the efficiency of the organizational structure.

S. Considers alternative courses of action.

S. Sets up hypotheses.

G. Living levels in the U.S. are very high compared to those in most countries.

S. Generalizes from data. -248-

6. Have a pupil write a letter which might have been written Mayadas, Be by an American farmer who visits an Indian village. He chs. 2,4, , should write another letter which might have been written by an Indian farmer who is brought to the U.S. to study American agriculture.

Have a pupil write an imaginary account of an American who has been criticizing the materialism in U.S. life today. He goes to sleep and dreams that he has been exiled by his government and now livesin an Indian village. The pupil should write the account of the dream.

8. Have a pupil give an oral report on the changes which a Wiser, Behi missionary found in a village from 1930 to 1960. He should explain Wiser's ideas about the causes for the changes.

9. Have a good student report (or read aloud excerpts) on Marriott, V changing occupational roles of caste members ina Mysore 1-10, 15-17 Village. Discuss factors leading to the changes.

10. Have pupils compare what they have read andseen about village life today or in recent times with village life in 1800 and in 1920 or 1930. What things seem to -48-

1 write a letter which might have been written Mayadas, Between Us and Hunger, can farmer who visits an Indian village. He chs. 2,4,6,8. e another letter which might have been written In farmer who is brought to the U.S. to study lriculture. it write an imaginary account of an American who -iticizing the materialism in U.S.life today. sleep and dreams that he has been exiled by his and now livesin an Indian village. The pupil e the account of the dream.

'1 give an oral report on the changes which a Wiser, Behind Mud Walls. found in a village from 1930 to 1960. He !ain Wiser's ideas about the causes for the

i student report (or read aloud excerpts) on Marriott, Village India, pp. cupational roles of caste members in a Mysore 1-10, 15-17. )iscuss factors leading to the changes.

compare what they have read and seen about e today or in recent times with village '0 and in 1920 or 1930. What things seem to G. Living levef's,in the U.S. are 4. Living levels in cities are very high compared to those in industrial workers. most countries.

S. Generalizes from data.

A. EVALUATES CONDITIONS ON THE BASIS OF THEIR EFFECTS UPON INDIVIDUALS AS HUMAN BEINGS.

5. Health conditions continue though death rates are fall

S. Generalizes from data. -49-

s in the U.S. are 4. Living levels in cities are very low for -Tared to those in industrial workers. es.

from data.

)NDITIONS ON THE BASIS ECTS UPON INDIVIDUALS NGS.

5. Health conditions continue to be poor,although death rates are falling.

from data. -50- be very much the same?What things seem to have changed? How can they account for the similarities and changes?-

11. Have a pupil read and report on the life of a cotton Brown, Ind spinner in India as described in Brown's India. Murphy, In Another might report on the study of the hopes and ch. 9. hostilities of text'le workers asFound in a UNESCO study.

12. A pupil might report on urban housing conditions prior Pradesh,

to and since independence. What problems did the new Russell, I government face? How successful hasit been in solving Ceylon, p. some of the housing problems? AFT-57p. 3 Civic Ed. Or have d pupil give an illustrated report on housing 71-75. Us and living conditions of worker as reported by Margaret Bourke-Whi Bourke-White just after independence. Freedom, c Lamb,Indi

13. Have a pupil write a series of letters which might See refere have been written by an American labor leader who visits and also B Indian factories and investigates labor and living con- Against ditions among workers. Ditto them and discuss them in Lamb, Indi class. Or have all pupils read about such conditions. 45. 'Myers_ the Indust.

14. Have a pupil prepare an ora', report on Health Problems Stavrianos, in India..1-le might project a table on what farmers in Man, pp.v3 1939 believed were causes of illness. Discuss: What Farmer Spe problems face India's government in trying to raise the armer s health level? India Chan -50- Ich the same? What things seem to have How can they account for the similarities es? pil read and report on the life of a cotton Brown, India, pp. 119-120. n India as described in Brown's India. Murphy,In the Minds of Men, ight report on the study of the -5-61-5-es- and ch. 9. es of text'le workers as found in a UNESCO

ight report on urban housing conditions prior Pradesh, nce independence. What problems did the new Russell, India, Pakistan, t face? How successful has it been in solving Ceylon, p.37. Gunther, Inside he housing problems? ATTETp. 337. Editors oT----- Civic Ed, Service, India, pp. pupil give an illustrated report on housing 71-75. Use Reader'nide. g conditions of worker as reported by Margaret Bourke-White, Halfway to ite just after independence. Freedom, chs. 6 & 14. Lamb,India, pp. 261-266.

pil write a series of letters which might See references for Activity #12 written by an American labor leader who visits and also Berkowitz, India , .ctories and investigates labor and living con- Against Time, pp. 62-64. rono workers. Ditto them and discuss them in Lamb, India, p. 286. Woytinsky, r have all pupils read about such conditions. india,:.The.Awakening Giant, p. 45. 'Myers:, Labor Erdblems in the Industrialization of India.

,pil 'prepare an oral report on Health Problems Stavrianos4:,Global History of He might project a table on what Farmers in Man, pp.,,,1565-67. Moomaw, eved were causes of illness. Discuss: What Farmer Speaks, p.146 (on Face India's government in trying to raise the farmers a fiefs). Zinkin, ?vel? India Changes, ch.11. -51-

S. Evaluates materialin terms of completeness of data,

A. EVALUATES CONDITIONS ON THE BASIS OF THEIR EFFECTS UPON INDIVIDUALS AS HUMAN BEINGS, S. Evaluates materialin terms of completeness of data.

G. it is difficult to compare real wages between countries because of differences in the importance of different types of goods for consumers, because of difficulties of assessing the comparative purchasing power of different monetary systems, and because of differences in the amount of socialized benefits provided by the different countries.

S. Evaluates materialin terms of 6. India still has a high rai completeness of data. G. Effectivt, political communication depends in part upon the skills of the populations (literacy or at least a common language). G. Low income, inadequate diet, poor 7. Low incomes, inadequate di health, and ignorance each help and ignorance each helps bring about the others, others. -51-

materialin terms o ass of ate.

CONDITIONS ON THE BASIS FFECTS UPON INDIVIDUALS EINGS. materialin terms of ass o ata

-icult to compare real aeen countries because antesin the importance knt types of goods for because of difficul- ssessing the comparative 9 power of differeot systems, and because of 2s in the amount of

-I benefits prOvided by rent countries.

materialin terms of 6. India still has a high rate of illiteracy. ;ss of data. oolitical communication depends on the skills of the populations pr at least a common language). inadequate diet, poor 7. Low incomes, inadequate diet, poor health, d ignorance each he1p5 and ignorance each helps bring about the t the others, others. -52- Cynthia Bowles India. Bartho Heart Has Seve

15. In their reading, pupils will have found various estimates of current life expectancy in India. Put some of these on the board. Now discuss: Why do these figures differ? Compare figures with life expectancy in U.S.

16. Have a pupil prepare a graph comparing income per capita in India, U.S., U.S.S.R., China, and Britain. (Review difficulties of making such comparisons.)

17. Give pupils figures for illiteracy in India. Discuss: Chart in Berkow What problems does this raise for Indian democracy? Do Against Time, p you think these figures are completely accurate?

18. Project the chart on"Vicious Cycle of Poverty" from the Berkowitz, Indi Berkovitz pamphlet. Have pupils try to explain the chart. Time, p. 40. Then have them try to make their own charts to show the same thing plus other factors they may have decided are -52- Cynthia Bowles, At Home in India. Bartholomew, MI TF Has Seventeen Rooms. ding, pupils will have found various esti- -ent life expectancy in India. Put some of board. Now discuss: Why do these figures are figures with life expectancy in U.S. prepare a graph comparing income pe-Ftcapita %, U.S.S.R., China, and Britain. (Review of making such comparisons.)

igures for illiteracy in India. Discuss: Chart in Berkowitz, India does this raise for Indian democracy? Do Against Time, p. 29. 5e figures are completely accurate?

'art on"Vicious Cycle of Poverty" from the Berkowitz, India Against phlet. Have pupils try to explain the chart. Time,p. 40. n try to make their own chdrts to show the Is other factors they may have decided are -53-

SCEPTICISM OF SINGLE FACTOR CAUSES . a. Low incomes make it impo IN THE SOCIAL SCIENCES. ers to buy the fertilize food, the medical care, they need.

b. Inadequate diet leads to

c. Poor health and medical difficult for farmers to fields efficiently and s production and lower inc

d. The high rate of illiter difficult to teach farme their lot.

G. Although there is no correlation B. India resorted to economic pl between population density and ment investments, community p dependency upon agriculture, non- foreign aid to stimulate prod industrialized countries which prove the welfare of the peopl are densly populated tend to have low levels of living. 1. Thera is no correlation bet nopulation and dependency Lcosever, underdeveloped cot. heavily populated have low

a. Industry can support mo square mile than can ag dustrial products can b food needed to feed the '..17% of the Indians, how

villages. Only of 1 ployed in factories.. -53- SINGLE FACTOR CAUSES a. Low incomes make it impossible for farm- SCIENCES. ers to buy the fertilizer, the land, the food, the medical care, or the schooling they need.

b. Inadequate diet leads to poor health.

c. Poor health and medical care make it difficult for farmers to work their fields efficiently and so lead to lower production and lower income.

d. The high rate of illiteracy makes it difficult to teach farmers how to improve their lot. ere is no correlation B. India resorted to economic planning, govern- elation density and ment investments, community projects, and Apon agriculture, non- foreign aid to stimulate production and im- :ed countries which prove the welfare of the people. )opulated tend to have )f living. 1. There is no correlation between density of population and dependency upon agriculture; however, underdeveloped countries which are heavily populated have low levegs of living.

a. Industry can support more people per square mile than can agriculture; industrial products can be sold for the food needed to feed the people. About '7,7% of the Indians, however, live in

villages. Only of 1 percent are employed in factories. -54- important in this vicious cycle. Project several and compare with the Berkowitz chart.

19. Ask: Is there any relationship between population density and dependency upon agriculture? (Be prepared project charts to illustrate that industrial countr may have high population densities and agriculL..al countries may have low densities.) Are densely populated countries always countries with low living levels? What makes a country overpopulated? (Review from earlier units.)

Perhaps show the film The Population Explosion which Film: The P focuses upon India. Discuss. sion, 1:3 min Reports-Dist Films, Inc. -54-

i 'this vicious cycle. Project several and the Berkowitz chart.

e any relationship between population ependency upon agriculture? (Be pre- ect charts to illustrate that industrial have high population densities and countries may have low densities.) Are ated countries always countries with low ? What makes e country overpopulated? earlier units.)

the film The Population Explosion which Film: The Population Explo- 'India. Discuss. sion, b.3 min., 1959. C.B.S. Reports - Distrib. by Carousel Films, Inc. 1501 Broadway, N.Y. -55- IS SCEPTICAL OF CONVENTIONAL TRUTHS b. Because of the great incr AND DEMANDS THAT WIDELY -HELD AND tion in this century, rea POPULAR NOTIONS BE JUDGED IN ACCOR- declining For some years. DANCE WITH STANDARDS OF EMPIRICAL VALIDATION. c. The new Indian government to increase industrial pr G. Living levels do not rise unless well as to improve agricul output of production grows at a tivitv. faster rate than population.

S. Considers alternative courses of action.

G. At any specific time, the total 2. Because of low living levels economic output is affected by sharp increase in taxes and the quantity and quality of pro- inability to produce much mo ductive resources, (natural re- for foreign export, India fa sources, labor, and capital goods), in getting capital from with by the levels of technology, and greatly increase investments by the efficiency of the organiza- raise living levels. Indust tional structure. requires riuch more rapital h does agricultural production. G. Capital formation through saving is organization and social chanc a major means or increasing an agriculLur,A roforws r-dy be j economy's total output over time CUlt Lo because it increases productive capacity.

G. The larger the productive capacity in relationship to the population, the less the hardship involved to consumers in making the savings (and investments) needed to a - chieve a given growth rate. -55- OF- CONVENTIONAL TRUTHS b, Because of the great increase in popula- HAT WIDELY-HELD AND tion in this century, real income was NS.BE JUDGED iN ACCOR- declining some years. ANDARDS OF EMPIRICAL c. The new Indian government decided to try to increase industrial production as .do not rise unless well as to improve agricultural produc- duction grows at a tivity. han population. ernative courses of

)c time, the total . Because of low living levels which limit a yt is affected by sharp increase in taxes and because of an and duality of Pro- inability to produce much more at present rces, (natural re- for foreign export, India faces difficulties r; and capital goods), in getting capital from within India to of technology, and greatly increase investments in order to pncy of the organize- raise living le\els. Industrial production ure. requires much more rapital investment than does agricultural production. However, the t ion through saving is organization and social changes needed For of increasing an agriculLural reforms 1--oy be just ns diffi- al output over time cult to nchieve. creases productive

e productive capacity ip to the population, hardship involved to

making the. savings . nits) needed to a - n ,growth rate. -56- , 20. Project tables or quote figures to show that India's.. Myers, Labor realincome per worker was declining during.part of Industrialize the 20th century. Ask pupils to try to figure out the p. 10, reason For decline.

Ask: If you were leaders of the government, what .steps would you think crucial to raise living levels?

21, Ask: From what you have learned in other units, what must India do to be able to incrcae industrial pro -. duction greatly? Given the levels of living inIndia, how easy do you think it will be For India to get the capital needed to increase production? (Discuss possible sourcs or" savings which mitiht be tapped.) Where else wiyht India T-.!t help? Do you think the prob- lums or incroosing production in agriculture require

[11(.2 wount of'in,,:2stwent 1,3S th,,it nodded to increase indusLriol pruduci-ion? Why or why not? Discuss the siot:,.eut ihot India his unel:.ployed resources in adri- culrure. Whdt is ..ent?What are the problems involved in i.iu to industry? -56- es or quote figures to show that.india's.. Myers., Labor Problemsiii the

per worker was declining during part of . IndustrializafiOn orTiTaia, tury. Ask pupils to try to figure out the p. 10. ecline.

were leaders of the government, what you think crucial to raise living levels?

Mac you have learned in other units, what Jo to be able to incrnase industrial pro- It:1y? Given the levels of living inIndia, you think it will be for India to get the )d to increase produce ion? (Discuss Irces of savings which might be tapped. ) ight India get help? Do you think the prob- tt:osion prodntion in agriculture require oP inst.wr.mt: os that needed to increase )rodu(.tion ?Why or why not? Discuss the unerployed resourcesin ogri- otis, aont? What are the problems in- ining them to industry? -57- G. If productive resources are fully employed, investment in capital goods for future production requires some sacrifice in current consumption.

S. Reads for main ideas. 3. India is developing a mixed private enterprise operating government ownership. Tradit relationships between castes tant in the villages.

G. Economic systems are usually mixed, with both public and private ownership and with decisions made both by the government and by consumers.

S. Generalizes from ciata. k. Economic planning does not kind of quotas and controls.. G. Economic systems are usually mixed, Soviet Union; it 'depends up with both public and private owner- cooperation except for food ship and with decisions made both of famine. by the government and by consumers.

G. The fundamental difference between economic systems is in how and by whom the basic economic decisions. -57- e resources are fully .vestment in capital ture production re- sacrifice in current

in ideas. 3. India is developing a mixed economy with private enterprise operating along side government ownership. Traditional reciprocal relationships between castes remain impor- tantin the villages.

stems are usually mixed, iblic and private owner- Ji decisions made both rnment and by consumers.

14. , from data. Economic planning does not im.olve the kind of quotas and controls used in the stems are usually mixed, Soviet Union; it 'depends upon voluntary Jblic and private owner- cooperation except for food quotas in times ,1:1-1 decisions made both of gamine. rnment and by consumers. ntal difference between stems is in how and by sic economic decisions -58-

22. Have pupils read brief accounts of the way in whichthe -Berkowi-tz, Indian government has attacked economic problems through chs. 3-4. planning, a mixed economy, and community development Years of Fr projects. They should try to find out how the Indian engye , economic system differs from other systems they have pp. 94-10 . studied. S. Asia, pp India and t cox, et. the World T ean, in India, p India, ch.

23. Have a pupil report on the House of Tata to show an Frazer, "Re example of private enterprise. Tata".

24. Compare the mixed economy of Ihdia with that in U.S.S.R., Wilcox, et. China, Western Europe, and U.S L by examining ownership ofThe World I means of production and how basic economic decisions are ean, New made, (Be sure to include some, discussion of how tradi- rac in In tional reciprocal relationships among castes affect decisions in the villages of Indlia.) Perhaps place each of these countries on a three-dimensional triangle showing command economy, market economy, and traditional, reciprocal relationships at the 3 points of the triangle. -58-

read brief accounts of the way in which the -Berkowitz, India Against Time, rnment has attacked economic problems through chs. 3-4, Grimes, India,- 15 mixed economy, and community development Years of Freedom, pp. 22-37. They should try to find out how the Indian eel-, Subcontinent of India, stem differs from other systems they have pp. 94-103. Fersh, India and S. Asia, pp. 107,-121. Kublin, India and the World Today, ch 6. Wilcox, et. al., Economies of the Wonld Today. ch. 5. Dean, New Patterns of Democracy in India, pp. 106-11-..0. Lamb, India, ch.15.

1 report on-the House of Tata to show an Frazer, "Remarkable House of private enterprise. Tata".

mixed economy of India with that in U.S.S.R., Wilcox, et.al., Economies of .ern Europe, and U.S. by examining ownership of The World Today, chi. 5. `oduction and how basic economic decisions are Dean, New Patterns of Democ- ,ure to include some discussion of how tradi- racy in India, ch.7. iprocal relationships among castes affect de- 4-he villages of India.) Perhaps place each Juntries on a three-dimensional triangle show- economy, market economy, and traditional, relationships at r ie3 points of the triangle. -59- over allocationof resources are made rather than in who owns the resources.

S. Generalizes from data. 5. Although the three five year succeeded in greatly increasi S. Draws inferences from graphs. drought, the failureto reach planned goals, continuedpopu G. Living levels do not rise unless creases and wars with China a output of production grows at a hove kept the Five Year Plans faster Tate than population. as successful in raising livi people had hoped.

S. Draws inferences from tables, graphs and other charts.

S. Generalizes from data.

G. Executive decisions are limited by many factors: permissibility, available resources, available information, and previous commitments. -59- on of resources are han in who owns the

rom data. 5. Although the threefive year plans have succeeded in greatly increasing production, ces from gra h . drought, the failure to reach some of the planned goals, continued population in- do not rise unless creases and wars with China and Pakistan duction grows at a have kept the Five Year Plans from being han population. as successful in raising living levels as people had hoped.

ces from tables, er c arts

rom data.

isions are limited by permissibility, ources, available in- d previous commitments. -60-

25. Compare techniques of planning with those used by the U.S.S.R. and by China.

Then project graphs showing what happened to agricultural Bronson, As and industrial production during India's five year plans. 56; Wilcox,' Have pupils figure the percent of growth during these of the Won], years and compare it to the percent of population growth. Meyers, Lab' Discuss: Have the plans succeeded in improving living Industrial i; levels greatly? p. 700. Al Wilcox, Ind pp. 26, 3-27

26. Showpupils tables comparing planned growth and actual Malenbaum, growth for d4fferent plans. Have pupils note the degree dian Deve161 of success in achieving plans. 228-30; Wan West, p. 24; Ask: How does the emphasis upon heavy industry compare joy, Indust with that in Soviet and Chinese plans? How do you ac- Underdeveloi count for the difference? How can you account for the 167-172.. failure to achieve goals in all cases?What is the planned goal for per capita income at the end of third five year plan? Why do you think some people suggest that India should adopt Soviet and Chinese measures to raise living levels?

27. Hnve a group of students roleplay a discussion among In- Ward, India dian leaderson the next five year plan. They should dis-13,15; Lew cuss the weaknesses and strengths of the last plan, what India. Wilc they wish to emphasize in the next plan, how the capital OTTRe Wort can be raised to put the plan into effect, and how much cox, itla a public as against private investment should be made. 46-49. -60-

2chniques of planning with those used by the Ind by China. ect graphs showing what happened to agricultural Bronson, Asia in Ferment, p. trial production during India's five year plans. 56; Wilcox, et.al., Economies

is figure the percent of growth during these of the World Today, p. 1 3; compare it to the percent of population growth. Meyers, Labor Problems in the Have the plans succeeded in improving living Industrialization of India, eatly? p. 700. Also see figures in Wilcox, India and Pakistan, pp. 26, 32, 46-49.

ils tables comparing planned growth and actual Malenbaum, Prospects for In- r a4fferent plans. Have pupils note the degree dian Develorment, pp. 209, 212, s in achieving plans. 22d-30; Wara;THdia and the West, p. 242. Also see Mount- does the emphasis upon heavy industry compare joy, Industrialization and in Soviet and Chinese plans? How do you ac- Underdeveloped Countries, pp. the difference? How can you account for the 167-172. o achieve goalsin all cases?What is the oal for per capita income at the end of third plan?Why do you think some people suggest a should adopt Soviet and Ch'nese measures to ing levels?

roup of students roleplay a discussion among'tn-Ward, fndia and the West, chs. ers on the next five year plan. They should dis- 13, 15; Lewis, Qu.et Crisis in .weaknesses and strengths of the last plan, what India. Wilcox, et.al., Economies to emphasize in the next plan, how the capital 71Fe World Today, ch. 5; Wil- ised to put the plan into effect, and how much cox,Iitdia and Pakistan, pp. 32, against private investment should be made, 46-49, -61- G. The rational use of resources calls for the use of more of those resources in large supply as a substitute for those in short supply, even if a different balance might increase output per man hour.

G. At any specific time the total 6. India's inability to obtain en economic output is affected by the for investment makes progress, quantity and quality of productive large part upon foreign aid. resources, by the level of technology, and by the efficiency of the a. U.N. agencies have attempte organizational structure. living levels through techn health teams, and long-term G. Capital formation through saving

is a major means of increasing an b. The U.S., through private i economy's total output over time groups and through governme because it increases productive has tried to improve econom capacity. c. The U.S.S.R. has aided Ind G. The larger the productive capacity financially than the U.S. b in relationship to the population, spectacular ways. the less the hardship involved to consumers in making the savings (and d. Economic aid to be successf investments) needed to achieve a operation with India in the given growth rate. nancing, and execution of p

G. At any specific time the total economic output is affected by the quantity and quality of productive resources, by the level of technology, and by the efficiency of the organizational structure.

G. Mien changes the character of the earth. -61- resources calls of those re- apply as a sub- in short supply, t balance might r man hour.

me the total 6. India's inability to obtain enough cap,!...1 affected by the for investment makes progress dependent in ty of productive large part upon foreign aid. level of technol- ficiency of the a. U.N. agencies have attempted to improve ucture. living levels through technical aid, health teams, and long-term loans. through saving increasing an b. The U.S., through private individuals and Gtput over time groups and through governmental agencies, es productive has tried to improve economic levels.

c. The U.S.S.R. has aided India farless Dductive capacity financially than the U.S. but in several D the population,. spectacular ways. :hip involved to A the savings (and d. Economic aid to be successful involves co- A to achieve a operation with India in the planning, fi- nancing, and execution of projects. ime the, total i affected by the ity of productive level of technol- fficiency of the nicture. haracter of the -62-

28. Have a panel discuss the role of foreign aid in increas- Wilcox, et.al ing production in India. The panel should include a dis- the World Tod cussion of the role of the U.N., of the U.S. and of the omy, U.S. For U.S.S.R. It should mention community development programs of Civic Ed. only briefly, merely showing how some private groups in pp. 126-127, the U.S. have helped instigate and initiate such programs. Afterwards, compare the amount and type of aid from So- viet Union and U.S.

29. Show the film Bhakra Nangal or the great dam erected in Film availabl the Punjab. Discuss the importance of such projects for portation cos India and the role of foreign aid. formation Ser 2107 Massachu Or have a student report on this dam and tell about other Wash., D.C. projects of a similar variety. He should show pupils Readings, pp. maps showing dams and the extent of irrigation projects. atlases. -62-

el discuss the role of foreign aid in increas- Wilcox, et.al., Economies of tion in India. The panel should include a dis- the World Today, ch. 5, Pent- the role of the U.N., of the U.S. and of the omy, U.S. Foreign Aid. Editors It should mention community development programs of Civic Ed. Service, India, ly, merely showing how some private groups in pp. 126-127, 150. ave helped instigate and initiate such program.

, compare the amount and type of aid from So- and U.S.

ilm Bhakra Nan al on the great dam erected in Film available free for trans-

. Discuss t1 e importance of such projects for portation costs only from In- the role of foreign aid. formation Service of India, 2107 Massachusetts Av., W.W. student report on this dam and tell about other Wash., D.C. See Stavrianos,ed., f a similar variety. He should show pupils Readius, pp. 624,-25.. Use ng dams and the extent of irrigation projects. otiose's. . -63-

G. At any specific time the total e- 7. Projects to improve living I conomic output is affected by the instituted at the community quantity and quality of productive Community Development Progra resources, by the level of tech- and other foreign Foundation nology, and by the efficiency of the organizational structure. a. Community Projects involv fronts: improved agricul through improved seed and proved health; education; portation; rural credit s housing; cooperatives; an government forms.

G. Some values are conducive to change; b. Introducing technological some make planned change difficult. easy. Indian, American, have found that following G. Where people have adopted a fatalis- ples seems to promote acct tic attitude, change is much less whereas other actions seer likely than in societies where pee- sistance to change. ple believe Zhat a "high degree of mastery over nature and social con- 1) Some values are conduc ditionsis possible." some make planned chan -63- time the total e- 7. Projects to improve living levels have been is affected by the instituted at the community levelin the )ality of productive Community Development Program and by missions the level of tech- and other foreign Foundations. the efficiency of anal structure. a. Community Projects involve work on several fronts: improved agricultural production through improved seed and techniques;improved health; education;improved transportation; rural credit system; improved housing; cooperatives; and revival of local government forms.

e conducive to change; b. Introducing technological change is not ned change difficult. easy. Indian, American, and U.... workers have found that following certain princi- eve adopted a fatalis- ples seems to promote a:ceptance of change, hange is much less whereas other actions seem to arouse re- societies where peo- sistance to change. It a "high degree of ature and social con- 1) Some values are conducive to change; sible." some make planned change difficult. . Have a panel present a discussion of The Community De, Bothwell C velopment .PrOgram. Dr have all pupils read from a va- a rietydf sources on the program, Discuss the key lea- India Chang( tures of the program. Pijot Proec India, pp Patterns o.f UriMes,ind dom, pp,30: AmbassadOr)5 Roosevelt, ening East India and tl 94. viTser, ch. 11 pp. 626-J30:, Ind i.a 'The A ch.

31. Have a, j 1 t'11c: 1,as.s about :Work of private religious.. Moomaw, The

m i s s i o n s trY i ng to brj ng about changeS inHvi 1 lageS.- pp. 33 736; 2. 140. Felton the Land, pr

. Or sho'd the: F i loll -"r i.;,:nds of the Village on work. ag- Free rental icu i f or ivate foundations..; tion FilM

39 . 1',ve L :ler panel di., CU S 5 Problems of Introducing and Foster, Trac in i A; (-:ptrinc.o. I c'ino I oo i cal G ive pupi is '..Dnd the .122e y oF For Ois pinel since.it is a crilcial one aaa92 Meac 11%-.1) 1,..-;ve a fol -up discussion. Pre- and TechnOlt of p cob l e.16 of induc i ng change 181 192-I'Sic.

1 r. h liF 1..; P .j ?LS . give. soms the man-Problems :-)A1 { or Lud i es w1 th:de- case #4 StE occ,01Q...Ms' LC]ced jn onc r et e-s tuat ions in World His 70.:-Pentomy, 64- el p resent a discussion Of The Common ityDe- Bothwell, Cobras, Cows and rogram. Or have all oupl t sread from a va-;.. Courage, last ch.. Zinkin, urces on the program. Discuss the .key fee- India Changes_, ch.15. Mayer, he Program.: Pro'ect, India. McClellan, India, pp. 6-88. Dean, New Patterns of Dem.in India, c11.8.

Grimes, I nd i a, 15 Years of Free-

dom, pp. 30-x+3. Chester Bowles, Ambassador 's Report, ch.14. Roosevelt, India and the Awak- en ing East; pp. 123 -30. Ward, India and the West, pp. 186- 94, Wiser, Behind MudWalls,.

ch. 11. Stay r i anos, Readings, pp. 626-30, 614-15 Wotinsky, India 'The Awakening Giant,' ch.

pi 1 t:-:11 cla5s bout workof private religious MooMaw, The Farmer Speaks, trying to bring about changes in villages. 'PP 33 -36, 46-48, 94,97, 138 140. Felton, Hope Rises FroM the Land, `pp.- 777.1.03.

flU-ErT,:ods: of ViVllage on work of a Free rental frOMJ.ord FOunda- aid iyrT7EET(.5.6n-(.E.Cons,'the :tion Fi10 Div.i,477Aadison N.Y. 1953 filmr,-45:min.

prifical d i,;cuss,prob1 c,insof Introducing and Foster, Traditional Cultures n1(.;:= ti It_:Ci11101 t)rj c.31Change. G vepupils 'andthe I±EaCt:ofTechnical' For hs ;mile 1s t a cr i a 1one &12g2.; Mead,::CuLturinFETerns

! 1%.' 1';:+d iCo 1 1 c../ up discussion. p re - .-and Technological Change; pp. ,:s of 01-,..1) 1 of inducingchange AS-4:192,- 201. Nair, Bibs- F J g the:DUSpicer, man PrOblerrisinJeOhnicalthange, e tud i.es wi th case #4.S.ta%.rianos Readings of pi"oblms J.:icedin concrete s ituatipns. inWorld HiSt565:-664.569 Pentomy, UndeideVelQped Lands. -65- G. Change in_society is likely to oc- a) Ali cultures tend to

cur more frequently or more read- pects where change i ily in the less basic, less emo- others where itis n tionally charged, more instrumental or technical aspects than in b) Some cultures value such things as basic values, prim- change for their own ary group relations, territorial cultures are much mo and religious stability, and pres- change in many areas tige systems. people who reject no or view them with sc

c) Some societies are s those with new ideas; tend to change much those in which new id corned.

d) Where people have ado tic attitude, chant" likely than in sr et ple believe that "h mastery over nat,e a ditions is possitdie,"

0) Change in society is more frequently or mo the less basic, less charged, more instrum nical aspects than in as basic values, prim lations, territorial stability, and prestt G. The more a social change threatens f) The more a social cha or appears to threaten the tradi- or appears to threate tional values of the society, the tional values of the greater the resistance to that greater the resistant change and the greater its attend- change and the greate ant cost in social and personal cost in social and pe 4

-65- ety is likely to oc- a) All cultures tend to have some as- ently or more read- pects where change is valued and s basic, less emo- others where itis not valued. ed, more instrumen- al aspects than in b) Some cultures value "novelty and basic values, prim- change for their own sake."Such tions, territorial cultures are much more likely to stability, and pres- change in many areas than those of people who reject novelty and change or view them with scepticism.

c) Some societies are suspicious of those with new ideas; such societies tend to change much more slowly than those in which new ideas are wel- comed.

d) Where people have adopted a fa4alis- tic attitude, chance is much 1, likely than in sc eties where ,eo- ple believe that "high-degree of mastery over nat.e and social conditions is posskile."

e) Change in society is likely:to occur more frequently or more readily in the less basic, less emotionally charged, more instrumental technical aspects than in such tnings as basic values, primary group relations, territorial and religious stability, and prestige systems. ial change threatens f) The more a social change threatens threaten'the tradi- or appears to threaten the tradi- pf the society, the tional values of the society, the sistance to that greater the resistance to that greater its attend- change and the greater its attendant cial and personal cost in social and personal disor- disorganization. ganization.

g) Social changes, howev are desired by the pe can be assimilated wi ruption in the course tion movements. Chan not desired, even qui can be put into effec siderable social and

A. BELIEVES THAT THE SOCIAL SCIENCES 2) Attempts by outsiders to CAN CONTRIBUTE TO MEN'S WELFARE change may fall if the o BY PROVIDING INFORMATION AND EX- to study the existing cu PLANATORYGENERALIZATIONS WHICH in order to find out the HELP THEM ACHIEVE THEIR GOALS. isting practIccs.

G. Outsiders may fail to introduce a) Attempts by outsiders change if they fail to fit the change may failif t change into the value system of fail to study the exi the society to be changed. organization thorough make changes congruen G. Ill- considered attempts to intro- structures. duce change may backfire and a- rouse reiistance to future at- b) Outsiders may fail to temps at change. change if they fail t into the value system to be changed.

c) Ill-considered attemp change may backfire a sistance to future at change.

d) The innovator may fai analyze his own role social structure of t wishes to change. )n. ganization.

g) Social changes, however large, that are desired by the people involved, can be assimilated with little disruption in the course of revitaliza- tion movements. Changes that are not desired, even quite small ones, can be put into effect only at considerable social and personal cost.

THE SOCIAL SCIENCES 2) Attempts by outsiders to introduce E TO MEN'S WELFARE change may failif the outsiders fail INFORMATION AND EX-" to study the existing culture thoroughly ERALIZATIONS WHICH in order to find out the basis for sx* IEVE THEIR GOALS. isting practices.

fail to introduce a) Attempts by outsiders to introduce y fail to fit the change may failif the outsiders ne value system of fail to study the existing social o be changed. organization thoroughly in order to make changes congruent with existing d attempts to intro- structures. ay backfire and a- nce to future at- b) Outsiders may fail to introduce ge. change if they fail to fit the change into the value system of the society to be changed.

c) Ill-considered attempts to introduce change may backfire and arouse resistance to future attempts at change.

d) The innovator may failif he does not analyze his own role and place in the social structure of the group he wishes to change. e) Those attempting to change will fail if mouse a feeling that needed.

f) Those from another cu tempt to induce techn may fai' because they stand how the people developed country per things.

G. Those frcw another culture who g) Those from another cu attempt to induce technological tempt to induce tech change may fail to communicate may fail to communica with the people of the underde- ple of the underdevel veloped country. h) The attempt of outsi duce change may fail to remember that form diffused than functio

i) Attempts by outsiders change may Fail when made to transfer too assemblage of traits.

j) The innovator with lo must be aware that so wishes to introduce m with others he wishes in the context of the attempting to change, has ramifications thr tire culture; these a dictablein only a sm social scientists. e

f) Those from another culture who attempt to induce technological change may fail because they failto understand how the people of the underdeveloped country perceive certain things.

Dther culture who g) Those from another culture who at- juce technological tempt to induce technological change it to communicate may fail to communicate with the peo- le of the underde- ple of the underdeveloped country. -y. h) The attempt of outsiders to introduce change may failif they fail to remember that form is more easily diffused than function and meaning.

i) Attempts by outsiders to introduce change may fail when attempts are made to transfer too complex an assemblage of traits.

j) The innovator with long-range goals must be aware that some changes he wishes to introduce may ,nterfere with others he wishes to introduce in the context of the culture he is attempting to change, as any change has ramifications throughout an entire culture; these are still pre- dictablein only a small degree by social scientists. G. To be successful, a person who tries 3) To be successful, aperson 1..,J to introduce technological change to introduce technological c into a country must analyze many a country must analyze many factors before selecting techniques before selecting techniques. to be used. a) There are many helpfulto G. It helps if someone.with great in facilitating voluntary authority and prestige can be induced to be first in adopting an (1)It helps if someone w innovation. authority and prestig

induced to be first i G. Securing participation by the peo- an innovation. ple in all phases of the innovation process gives people a chance to de- (2)In situations of plan velop a feeling or need for it and tary change, success enables them to work out adjustments may be largely a resu in their own way. perception of the inn by the people he is t influence.

(3) Securingparticipatio people in all phases novation process give a chance to develop a need for it and enabl work out adjustments own way.

a) The nature of the innovat relevance to the best tec can be employed to facili tance.

(1)In situations where may be passed, aftF dual demonstrate to person, inde, 70.7. person who tries 3) To be successful, a person who tries logical change to introduce technological change into analyze many a country must analyze many factors cting techniques before selecting techniques.

a) There are many helpful techniques with great in facilitating voluntary change; ige can be in- n adopting an (1)It helps if someone with great authority and prestige can be induced to be first in adopting ion by the peo- an innovation. f the innovation ,e a chance to de- (2)In situations of planned volun- need for it and tary change, success or failure -k out adjustments may be largely a result of the perception of the innovatoroheld by the people he is trying to influence.

(3) Securing participation by the people in all phases of the innovation process gives people a chance to develop a feeling or need for it and enables them to work out adjustrents in their own way.

b) The nature of the innovation has relevance to the best techniques that can be employed to facilitate accep- tance.

(1) In situations where innovation may be passed, aft'- individual demonstrat;r person to person, inde, of the p -73- innovators, the proble ly one of presentation.

(2) In situations whe,re t need for the innovatio passed along independe the new alternative it quire specialized kno training, continuedr ships must be establis tween innovators and s

(3) Some innovators depend participation and grou ments such as communit ment programs.

G. Class structure may inhibit social 7. Despite promises by the government, change because upper class members form has lagged. Bhave, a disciple will fear loss of rights. hi, started a movement to obtain gi land for distribution to the landle

G. Every economic system faces scar- city or a lack of enough productive resources to satisfy all human wants.

G. Some values are conducive to change; some make planned change difficult. p-73- innovators, the problem is largely one of presentation.

(2) In situations where the felt need for the innovation can be passed along independently, but the new alternative itself require specialized knowledge and training, continued relationships must be established between innovators a,ld subjects.

(3) Some innovators depend on group participation and group adjustments' such as community development programs.

inhibit social 7. Despite promises by the government, land re- r class members form has lagged. Bhave, a disciple of Gand- fights. hi, started a movement to obtain gifts of land for distribution to the landless.

-Ari faces scar- lough productive / all human wants. iucive to change; range, difficult. 74.

3 . Show the film Bhooden Yatra on Bhave's walking tour to Film: Bhood obtain land gifts for the landless or have a pupil give utes, lnfor an oral report on Bhave. India.

Tennyson, I

Ask several students to assume the roles of a wealthy Indian landowner; a landless peasant, an agricultural expert from the U.S., and a Chinese economist. They should discuss India's progress in land reform.

34. Have an Indian student attending a local college tell the class about problems facing his country in the economic area and what his country is doing about them. Preferably, invite a student who is doing work in some technical field. -714-

m Bhooden Yatra on Bhave's walking tour to Film: Bhooden Yatra, 22 min- gifts for the landless or have a pupil give utes, Information Service of rt on Bhave, India. Tennyson, India's Walking Saint. students to assume the roles of a wealthy wner, a landless peasant, an agricultural the U.S., and a Chinese economist. They ss India's progress in land reform. an student attending a local college tell the problems facing his country in the economic t his country is doing about them. Preferably, dent who is doing work in some technical field. - 75 -

S. Generalizes from data.

G. Some values are conducive to change; 8. Indians consider the populatio some make change difficult. of India's most seri-.1s proble which could prevent s succes A. IS COMMITTED TO THE FREE EXAMINATION living levels. The v.,ulation OF SOCIAL ATTITUDES AND DATA. SEARCHES remains precarious ant' drought ACTIVELY FOR DIFFERENT POINTS OF VIEW. famine asit did durin.; the wi 66. Under the five yeaplans tried to plan for a rec.ed bi far the plans have not compl as much as the governmert had

S. Generalizes from data.

S. Applies previcusly-learned concepts and _generalizations to new data.

S. Revises generalizations in the light 7Tiew data. -75- m data.

conducive to change; 8. Indians consider th' population explosion one e difficult. of India's most sere-.4s problems -- a problem which could prevent s succt.ssin raising THE FREE EXAMINATION living levels. The p:ulation--food balance UDES AND DATA. SEARCHES remains precarious ant' drought can still bring 7FERENT POINTS OF VIEW. famine asit did durin; the winter of 1965- 66. Under the five yeeplans, India has tried to plan for a rec. ed birth rate; so far the plans have not ir;omplished nearly as much as the governmert had hoped. m data.

-learrthlconce.ts ions to nv,i

'zations in the light 35. Have a pupil give a reportcomparing Pakistan's economic Campbell, Pakista problems and development with those of India. Discuss Democracy, ch. reasons for similaritiesand differences. Pakistan Yesterda pp. 57-1:7; Wilc and Pakistan, pp. 61-64.

36. Tell pupils about Plan allotments of funds to try to re- McClellan, ed., I duce birth rate. Why does government think this program Trow, "India's Ha important?What difficulties stand in the way of the Control Program," program? Dec. 14, 1967, pp Dunbar, "India," 19, 1968, p. 37.

37. Now have a group of pupils compare the methods used by Gill, Economic De India to bring about economic progress with those used ch. 6; Pentomy by China and the U.S.S.R. Or have the class as a whole Lands, ch. 6. make this comparison.

Discuss: If you lived in an Liderdeveloped country of Asia or Africa, which system would appeal most to you? Why?What is the danger of assuming one system to be better than another just because it has higLer levels of living and productivity?

38. Say: Last year you studied Rostow's stages of economic t,wth and applied them to the United States. This year looked at these stages in connection with Britain. D ;ou think Rostow's stages can be applied at all to Ir ia? If so, what stage do you think India isin now? Hot canyou justify your claim?Does India exhibit some cha teristics which you could not fit into this stage? -76-

e a report comparing Pakistan's economic Campbell, Pakistan, Emerging elopment with those of India. Discuss Democracy ch. 6; Wilbur, larities and differences. palisital,Yesterday and Today., pp. 157-187; Wilcox, India and Pakistan, pp. 27-28, 33, 61-64.

at Plan allotments of funds to try to re- McClellan, ed., India. Why does government think this program Trow, "India's iJEiard Birth t difficulties stand in the way of the Control Program," Reporter, Dec. 14, 1967, pp. 35-36. Dunbar, "India," Look, March 19, '968, p. 37.

p of pupils compare the methods used by Gill, Economic Development, about economic progress with those used ch. 6; Pentomy, Underdeveloped e U.S.S,R. Or have the class as a whole Lands, ch. 6. ison.

u lived in an underdeveloped country of which system would appeal most to you? he danger of assuming one system to he ther just because it has higher levels roductivity?

you studied Rostow's stages of economic lied them to the United States. This year these stages in connection with Britain. stow's stages can be applied at all to what stage do you think India isin now? ;tify your claim? Does India exhibit some s which you could not fit into this stage? ao -77-

G. Changes in one aspect of a culture V. A culture is a logically, integrate will have effects on other aspects; sense-making whole; consequently, changes will ramify whether they change in any phase of it cannot oc are technological, in social organ- changing other phases of it. ization, or whatever else is a part of the cultural system. A. Major shifts in the economic basi are almost always, as in India, f G. All the institutions in a society significan changes in the nature are related; because of this rela- ganization and the role of women. tionship, a change in one institution islikely to affect other institutions.

G. Major shifts in the economic basis of livelihood are almost always followed by significant changes, in the nature of fami;y organization and role of women. -77-

spect of a culture V. A culture is a logically, integrated, functional, on other aspects; sense-making whole; consequently, any significant fy whether they change in any phase of it cannot occur without in social organ- changing other phases of it. ver else is a part ystem. A. Major shifts in the economic basis of livelihood are almost always, asin India, followed by ons in a society significan changes in the nature of family or- use of this rela- ganization and the role of women. e in one institu- affect other in-

he economic basis almost always ficant changes in ily organization -78- What stage do you think India was in prior to the period of English rule? Why do you think so? What stage do you think India was in at the end of English rule? Why dc you think so?Are there any characteristics which would make you doubt your classification of India at the end of English rule? (Have pupils examine their classification and Rostow's stages critically. For example, suppose pupils claim that India was at the end of the Eng- lish period or is at present in the takeoff stage. Have pupils look onc6 again at the characteristics of this stage as outlined in Rostow's book. Does or did India in the period in question satisfy all of these criteria? Has India's growth during the period in question been consistentenough to live up to the criteria which Ros- tow established?)

1. Have all pupils read books and other selections which Cynthia Bow de:cribe life among upper class Indians and the changes India. Sahg taking place among them. Some could read novels, some Chocolate C non-fictional accounts of changes, and some short sel- India. Guth ections. Discuss the changes and the factors which have bassador, S brought about these changes. It-1.s in Wor 5 Zinkin, chs. 4-5. M of Men, ch. -78- io you think India was in prior to the period :ule? Why do you think so?What stage do you was in at the end of English rule? Why do i? Are there any characteristics which would ibt your classification of India at the end -ule? (Have pupils examine their classifica- ,tow's stages critically. For example, sup- claim that India was at the end of the Eng- or is at present in the t'keoff stage. Have oncE again at the characteristics of this lined in Rostow's book. Does or did India idin question satisfy all of these criteria? growth during the period in question been lough to live up to the criteria which Ros- ,hed?)

)ils read books and other selections which Cynthia Bowles, At Home in 'e among upper class Indians and the changes India. Sahgal, Prison and allong them. Some could read novels, some Chocolate Cake. Rau, Home to )1 accounts of changes, and some short sel- India. Guthrie, Madame Am- iscuss the changes and the factors which have bassador, Stavrianos, Read- it these changes. ings in World History, pp. 652- 56Zinkin, India Chaaqes, chs. 4-5. Murphy, In the Minds of Men, ch. 4. -79- G. Although culture is always changing, certain traits or elements persist over long periods of time.

G. An individual brought up in one culture and thi.fli thrust into an.... other (or returning to another), faces serious problems of adjustment to the new culture; the resulting culture conflict involves mental conflict and tension.

G. Although itis difficult to change B. Transportation, housing, urban li a caste system, such systems do eral, and factory work all contri change as a result of economc and blurring of caste linesin the ct ideological changes. more, western ideas about the equ portun:ty for individuals have sp cated Indians and are forces for caste system.

G. Changes in the educational system 1. Technological changes make old may affect class structure; the obsolete and create the need f more widespread the system of edu- new types of jobs for which no cation, the greater the mobility betweenclasses. 2. Industrialization and horizont make it difficult for people t G. Culture traits may change by a caste members from passing the process of diffusion. different castes; furthermore, makes, it difficult to keep cas G. The more industrialized and urban- in the same way that they are ized tht, society, the greater the mobility between classes. 3. Changes in the caste system ha part from contact with culture ent kinds of stratification; c suited in part from diffusion ideas about democracy -- ideas equa!ity pf opportunity for in -79- is always changing, 3r elements persist is of time. rought upin one n thrust into an- n ing to another), roblems of adjust- culture; the re- conflict involves and tension.

difficult to change R. Transportation, housing, urban living ingen-' such systems do eral, and factory work all contribute to the u lt of economc and blurring of caste lines in the cities. Further- ages. more, western ideas about the equality of opportunity for individuals have spread to edu-. cated Indians and are forces for change in the caste system. educational system 1. Technological changes make old caste jobs s structure; the obsolete and create the need fcr labor in the system of edu- new types of jobs fo which no castes exist. ater the mobility s. 2. Industrialization and horizontal mobility make it difficult for people to prevent may change by a caste members from passing themselves off as usion. different castes; furthermore, urban living makes it difficult to keep castes separated rialized and urban- in the same way that they are in villages. y, the greater the n classes. 3. Changes in the caste system have resulted in part from contact with cultures with different kinds of stratification; change has resulted in part from diffusion of ideological ideas about democracy -- ideas whi!ch support equal.ity pf opportunity for individuals. - 80- 2. Project tables showing attitudes of college students to- COrmack, Sh ward marriage and the role of women. Discuss. Also cock, pp. quote passage from Lyons on reactions she found. tyanJust Hal PP. 7 -7 ''Have a pupil report briefly on problems facing young peo- in Action

ple of India because of these changes (see Riddle). Trumbull , I dence, pp. India Chang

3. Project tables showinr ttitudes of college students and Zinkin, families toward caste sk: What changes, if any, do you notice between the_ attitudes and attitudes during Zinkin, Ca the 19th century? Dean, Mew In India, p Have a pupil give a report on thanges in the Caste Sys- India 15 Y tem!' Be sure to discuss the degree of change, where pp. 39- 2. changes are most noticeable, and the causes of change. .of Men, pp. college stu See1,,;!10 Rld - 80- ies showing attitudes of college students to- Cormack, She Who Rides A Pea-

ge and the role of women. %Discuss. Also cock, pp. 8 -8 , 105-07; 1,10-11.. age from Lyons on reactions she found. tyonJustHalf a World Away, pp. 76-78. Riddle, Am Society ii report briefly on problems facing young peo- in Action, pp. 7-11 See also ia because of these changes (see Riddle). TrumEUTT India Since Indepen- dence, pp. 30-32. Zinkin, India Changes,, chs. 4-5.

tales showing attitudes of college students and Zinkin, India Changes, ch. 2, oward caste. Ask: What changes, if any, do pp. 81-87, 90-96, ch. 1(04 between these attitudes and attitudes during Zinkin, Caste Today, chs. 4-5. entury? Dean, New Patterns of Democracy In India, pp. 53740. Grimes, ' it give a report onthanges in the Caste Sys- India, 15 Years of Freedom ure to discuss the degree of change, where pp. 39-42. Murphy, jkl707- e most noticeable, and the causes of change. of Men, PP. 98-104.(Tabl -s on

colle9e students i.. CormaCk, Rides a Peacock, p.126. -81-

G. Changes i c .7'. aspect of a culture C. Changing economic life has .affected will have ei:;:e,.:ts on other aspects; degree the pervasiveness of religioi changes will ramify whether they ciety. are technolo9ical, in social organization, or whatever else is a part of the cultural system,

S. Generalizes from data. D. Cities are focal Ipints of change. and economic change begins among th G. The greatest push to improve levels classes and spreads downward to the of living is more likely to come inarticulate lower classes and oufw from.those above the bottom strata countryside. of society than from those at the bottom.

G. Government action may create the E. Despite Mcny handicaps, the ne,' .jo% conditions for the enjoyment of made progress on many social ,nt freedom and, basically,it may create the conditions of order 1. Untouchability is ,y t and stability without which the tion. Although discriroincion freedom means nothing;it may al- to some extent, the govurnment so curb non-governmental menaces hard to eliminate it. to freedom.

S. Selsig,_12/22theses. 2. Progressz.is being made in raisi rates which in turn is affectin

. Changes in one aspect of a culture progress. Educational reforms will have effects on other aspects; fecting social changes, changes will ramify whether they are technological in social organization, or whatever else is a part of the cultural system. -81- Dect of a culture C. Changing economic life has affected to some

on other aspects; degree the pervasiveness of religion in so- . -y whether they ciety. in social organ- ver else is a part /stem.

Jata. D. Cities are focal points of change. Most social and economic change begins among the upper to improve levels classes and spreads downward to the traditional likely to come inarticulate lower classes and outward to the the bottom strata countryside. rom those at the

may create the E. Despite Wzny handicaps, the no ' government h le enjoyment of made progress on many social ,nts. cally,it may ions of order 1. UntouchabiliLy is ,/ z.lhstitu- hout which the tion. Although discriwin ion still exists hing;it may al- to some. extent, the government is trying nmental menaces hard to eliminate it.

s. 2. ProgressLis being made in raising literacy rates which in turnis affecting economic pect of a culture progress. Educational reforms are also ef- on other aspects; fecting social changes. ify whether they are social organization, is a part of the - 82 - 4, Discuss: What impact would you expect the changing economic acid c;:.ste conditions to have upon the role of religion inIndia?

5. Review what pupils have learned about leaders in political, social and economic change in India, Where have toey come from? Why do -hey seem to come from urban groups and from upper anmiddle classes? Does this data swport the generalization.; developed in the unit on the U.S.S.R. that "Those who benefit more from the stratification system are most likely to oppose change?" What charges have such people cOosted? Whet changes have they promoted?

6. Tell the class that the India Consti ltion outlaws Un- touchability. Discuss: What other programs are aimed at raising the level of Untouchables? (Draw upon books which pupils have read.)

7. Project a graph showing changes in school attendance from Fel;h, India: 1947 to 1961, Discuss: What do you think would be some Transition,____ of the effects of this change? -82- L. ir!,act would you expect the iomic arid(..?_-;ste conditions to have .upon eligion inIndia?

upils have learned about leaders in politi- nd economir change in India. Where have m? Why do -hey seem to come from urban om upper ar' middle classes? Does this he generalization, developed in the unit R. that "Those who benefit more from the n system are most likely to oppose change?" have such people cWos!ed? What changes moted?

that the India Consti ,Ition outlaws Un- Discuss: What other programs are aimed e level of Untouchables? (Draw upon upils have read.)

h showing changes in school attendance from Fersh, Incl!a: Tradition in Discuss: What do you think would be some Transition, p. 225. s of this change? 83- S. Checks on completeness of data.

G. Changes in one aspect of a culture will have effects on other aspects; changes will ramify whethe, they are technological, in social organ ization, or whatever else is a part of the cultural system.

G. Changes in the birth and death rates 3. Health campaigns have made great p can have important effects upon a in eradicating epidemics. society.

G. Changes in one aspect of a culture 4. Religious differences have, to a g will have effects on other aspects; tent, been played down so that all changes will ramify whether they groups are working together, despi are technological, in social organ - religious clashes which marked ind izat ion, or whatever else is a part and a few clashes since then. of the cultural system.

G. Although culture is always changing, certain elements or traits persist over long periods of time.

S. Generalizes from data.

S, Considers alternative courses of action. .83- ,ss of data.

:t of a culture other aspects; whether they 1 social organ- else is a part tem.

and death rates 3. Healti campaigns have made great progress .effects upon a in er3dicating epidemics.

zt of a culture 4. Religious differences have, to a great ex- n other aspects; tent, been played down so that all religious whether they groups are working together, despite the 1 social organ- religious clashes which marked independence r else is a part and a few clashes since then. tem,

always changing, traits persist F time.

ta . ye courses of act ion. X14 - 8. Have a pupil make one graph comparing present-day lit- Statesmen's Year eracy in India and that in China, the U.S.S.R., Britain, and the U.S. Have him make another graph sk wing increased literacy in India since 1961. Disc Why is it difficult to make these comparisons?

9. Have a pupil give a report on changes in the educational Fersh, India and

system and effects of increased education and new educa- Grimes, India, 1 tional policies. Freedomi7T42 sky, India The Giant, ch. 5. E tiVTTEd. Service

10. Discuss: What are the causes of the declining death rate? Is the government's health program helping or hurting Indi-?

11. Have a pupil give an oral report on the government policies to reduce religious clashes.and the degree of success achieved.

12. Have several pupils role play an interview between an Ved'Mehta, Walk. American reporter and Indians who have traveled around Streets-,--t India and have written books about their reactions. Or TERFGa -- An have a pupil prepare a written mock interview on the same topic.

13. Have a group of students assume tie roles of the Indian cabinet to discuss needed social reforms in India today. (This can be an informal role-playing session, based up/ X14 - one graph comparing present-day lit- Statesmen's Yearbook. -Ind that in China, the U.S.S.R., Britain, ave him make another graph showing in- / in India since 1961. Discuss: Why is make these comparisons?

,/e a report on changes in the educational Fersh, India and S. Asia. cts of increased education and new educe- Grimes, India,15 Years of

. Freedom,5T5742-45. Woytin- sky, India, The Awakening, Giant, ch. 5. Editors of Civic Ed. Service, India, ch. 12. are the causes of the declining death pvernment's health program helping or

ve an oral report on the government pol- religious clashes and the degree of sue-

:pits role play an interview between an Ved Mehta,Wa1kinc the Indian .er and Indians who have traveled around Streets, 1959; Dom- Moraes, written books about their reactions. Or U6A-Taay.-- An Indian Journal, :repare a written mock interview on the 1966.

students assume the roles of the Indian :ass needed social reforms in India today. informal role-playing session, based up/ -85-

S. Reads for main ideas. VI. India has a parliamentary, federal sy ernment; however, the Indian system h ified greatly by Indian traditions an

G. Cultural traits may change through A. India's constitution is modelled a a process of diffusion. ument prepared for it by the Briti earlier date, and it has sections ble parts-of the U.S. constitution

G. Federalism pays greater homage than B. India's governmental structure is unitary systems-to local differences tem, but the central government ha and autonomy, but it also pays the power than do most central governm greater price in inconsistency and federal systems. On the other han diversity. government permits the state gover more power over carrying out feder than in many federal systems. -85-

leas. VI. India has a parliamentary, federal system of government; however, the Indian system has been modified greatly by Indian traditions and problems.

gay change\through A. India's constitution is modelled after the doc- fusion. ument prepared for it by the. British at an earlier date, and it has sections which resemble parts of the U.S. constitution.

greater homage than B. India's governmental structure is a federal sys- to local differences tem, but the central government has far more t it also pays the power than do most central governments within inconsistency and federal systems. On the other hand, the central government permits the state governments to have more power over carrying out federal policies than in many federal systems. -86- on earlieractivities.)

1. Have pupils read about the political system of India. Fersh, India and They should be asked to look for similarities and pp. 68-1/41Fersh, differences between the Indian system and the systems ditjon in Transit, of Britain and of the U.S, 222; LengyeTTSlib India, pp. 84-92; India:15 Years o pp. 9-21; Kublin, the World Today, rianos, Global Hi 30; Fers Stor pp. 140-142TTait Ed. Service, Indi 121.

2. Have pupils read excerpts from the Indian Constitution and from ti. Govt. of India Act of 1935, to show comparisons be 'en them, Discuss: Why do you think the newly independent country adopted a constitution which had been prepared by its former ruler?

3. Now have pupils read excerpts from the Indian Constitu- Stavrianos, Readi tion which resemble sections of the U.S. Constitution. Histor, .0: Discuss: Do these sections remind you of a./thing? sections dre lik What? Why do you think they were included in the In- ments. ) dian Constitution?

4. Hold a discussion in which pupils compare the federal system in India with the federal system in the U.S. and in U.S.S.R. and with the unitary system of Britain.

Now have two pupils who have read further and prepared Palmer, Indian P wall charts to illustrate comparisons, add to whatpu- tem. Chester Bowl pils have found in their brief readings. dor's Report, chs -86- ities.)

about the political system of India. Fersh, India and S. Asia, sked to look for similarities and pp.6h--24TA717-01F57Tral. een the Indian system and the systems dition in Transition, pp. 219- f the U.S. T22; LergyeTrUt5U5ntinent of India, pp. 84-92; Grimes, India:15 Years of Freedom, pp. 9-21; Kublin, la1g and the World Today, ch. 5; Stay- rianos Global-Hist., pp. 528- 30; F ,sh, Story of India, pp. .0-142; Editors of Civic Ed, S!rvice, India, pp. 112- 121,

excerpts from the Indian. Constitution 't. of India Act of 1935, to show com- them, Discuss: Why do you 'hink the it count-y adopted a constitution which d by it former ruler?

read excerpts from the Indian Constitu- Stavrianos, Readings in World pble sections of the U.S. Constitution. History., pp. -677-609 iSome se sections remind you of anything? sections are like U.S. docu- nu think they were included in the In- ments.)

)n in which pupils compare the federal with the federal system in the U.S. and with the unitary system of Britain. nuts who have read further and prepared Palmer, Indian Political Ays- Ilustrate comparisons, add to what pu- tem. Chester Bowles, Ambassa- in their brief readings. dor's Report, 10-11. -87- S. Generalizes from data. 1. The central government can cha boundaries and set up new stat Applies concepts and generalizations the consent of the state. to new data. ------2. The central government appoint S. Sets up hypotheses. ernors who must approve laws p legislatures and who appoint t the winning party to executive, governor can dissolve the stab Furthermore, the central govert give final approval to state 1(

3. The central ogvernment ;through dent) can step in and run a stE if it believes that an emergent such action. However, the lent control is strictly limited. 1

4. There is only one judicial syst the two in the U.S.

5. The central government, however state governments much mores con many countries in the carrying laws ant, economic plans. lndee( ern economists see this decentr, of carrying out economic plans stumbling blocks to the success planning in India.

6. The Indian government is trying old village community government

with the community development I -87- data. 1. The central government can change state boundaries and set up new states without and eneralizations the consent of the state.

2. The central government appoints state gov- es. ernors who must approve laws passed by state legislatures and who appoint the leader of the winning party to executive posts. The governor can dissolve the state legislature. Furthermore, the central government must give final approval to state legislation.

3. The central ogvernment (through the Presi- dent) can step in and run a state government if it believes that an emergen-y calls for such action. However, the length of such controlis strictly limited.

4. There is only one judicial system, unlike the two in the U.S.

5. The central government, however, permits state governments much more control than in many countries in the carrying out of federal laws and economic plans. Indeed, some western economists see this decentralized system of carrying out economic plans as one of the stumbling blocks to the success of economic planning in India.

6. The Indian government is trying to revive the old village community government-to help

with the community development r )grams. -88- Discuss: How suitable is the federal system inIndia Lamb, India, A for India's situation and problems? How easy would it sition, pp. 20 be to carry out centralized economic planning under Weiner, Party P this federal system? (Quote economists aboutsome of dia. these difficulties.)

5. Have a pupil compare the village communitygovernment Dean, New Patte system with local governments fortowns and cities in U.S. racy in'nla Lamb, In .a,a sition, pp. - 88- plitable is the federal system in .India Lamb, India, A World in Tran- .ration and problems? How easy would it sition, pp. 2-64:210; See also centralized economic planning under Weiner, Party Politics inIn- ->tem? (Quote economists about some of dia. es. )

npare the village community government Dean, New Patterns of Democ- ..31 governments for towns and cities in racy in India, pp. 96-98. Lamb, India, a World in Tran- sition, pp. 215-217. 89- 7. The central government, rather 0

states, has residual powers. .

8. Mr:ny Factors are respons i federal system.

a.India's great diversity of let races, religions, and region° combined with traditions unde rule to make a federal system ical to the transitional gove transitional government, inde ating under the old governmen pared by the British governme

b. The new government recognized sive tendencies in the countr to ensure enough power for th government to ensure its succ country's unity.

S. Applies concepts and generaliza- C. India has a Parliamentary system of

tions to new data. however,it differs somewhat both i and operation from the British syst S. Generalizes from data. so influential inits creation.

G. The separation of powers is intended 1. The Indian President has more po to anc' does produce institutional than the British monarch. He ha deadlock and delay more often than tut!onal power to assume control the parliamentary system does. cies both in the states and in t government. Sr far, he has used G. Political power is unevenly dis- in the states only at the sugges tributed through a population. Prime Minister. However, if a P wPee ever to be very weak and a G. The institutions nf government con- very strong, this tradition migh stitute the arenas or the strur cure powerful enough to keep the Pres within which the authoritative de- using his constitutional powers. cisions of the political process 0 -89- 7. The central government, rather than the states, has residual powers,

8. tihny Factors are responsible For this federal syst-

a. India's great diversity of languages, races, religions, and regional traditions combined with traditions under British rule to make a federal system seem logical to the transitional government. This transitional government, indeed, was operating under the old government act pre- pareJ by the British government.

b. The new jovernment recognized the divisive tendencies in the country and wished to ensure enough power for the central government to ensure its success and the country's unity.

and generaliza- C. India has a Parliamentary system of government; a. however,it differs somewhat both in structure and operation From the British system which was data. so influentialinits creation.

powers is intended 1. The Indian President has more potential power uce institutional than the Britisn monarch. He ;las the c,,nsti- ay more often than tutional power to assume control in emergen- y system does. cies both in the states and in the central government. So Far, he has used this power Is unevenly dis- in the state.; only at the suggestion of the a population. Prime Minister. However,if a Prime Minister were ever to be very weak and a President of government con- /ery strong, this tradition might not be ,as or the structure powerful enough to keep the Presic'ent from authoritative de- using his constitutional powers. olitical process -90-

6. Now have the same two pupils who analyzed the federal Palmer, system describe the difference between the Indian and tern. the. British Parliamentary Systems. They should use charts to help make these points.

iscuss: Some observers have argued that the President's role constitutes a danger to democracy. Do you agree or disagree?Why?What advz- tages and disadvantages are there to the parliamentary system of government?Why did the Irdian Parliamer' in the early years have less power than the British Parliament dDes, despite the fact that both are parliamentary f,; (ms of government: -90-

the same two pupils who analyzed the federal Palmer, Indian Political Sys- scribe the difference between the Indian and tem. sh Parliamentary Systems. They should use help make these points.

Some observers have argued that the President's titutes a danger to democracy. Do yL agree or Why? What advantages and disadvantages are the parliamentary system of government?Why did n Parliament in the early years have less power 3ritish Parliament does, despite the fact that parliaolentary fk;...s of government? -91- are made; theythus affect those 2, In a Parliamentary system, decisions. responsible to the Parliame years of the Indian governor popularity and prestige of Parliament little real cont Minister. This situation m that Nehru is dead.

3.The lower House, elected by re ;eis more important than elected primarily by state the two houses disagree, th body, with each legislator The more popular lower body upper body.

S. Applies concepts and eneratiza- 4.The Parliament has immense tions to new data. powers, including the right Constitution with the conse S. Generalizes from data. dent and without the consen

G. The politi:ai importance of the D. The Indian Judiciary has the ri judiciary depends largely on and can declare acts of Parlia whether or not it has responsibil- stitutional. However, the Par ity for declaring acts -f the other amend the constitution rather two branches unconstitutional. around the Court's decisions.

S. Applies concepts and generalizations 1. There is only one judicial to new data. the federal system of gover

2. The Indian Judiciary has fr American Supreme Court decis as Indian law in coming to d -91- 'y thus affect those 2. In a Parliamentary system, the executive is responsible to the Parliament. In the early years of the Indian government, the immense popularity and prestige of Nehru gave the Parliament little real control over the Prime Minister. This situation may well change r.c. that Nehru is dead.

3.The lower House, elected by universal suffrage is more important than the upper house, elected primarily by state legislatures. :f the two houses disagree, they vote as one body, with each legislator having one vote. The more popular lower body can outvote the upper body.

_!_p_ts and eneraliza- 4.The Parliament has immense constittiTonal data. powers, including the right to amend the Constitution with the consent of the Presi- rom data. dent and without the consent of the states.

1 importance of"the--- D. The Indian Judiciary has the right of review ends largely on and can der;lare acts of Parliament uncon- :t it has responsibil7 titutional. However, the Parliament can ring acts of the *other amend the constitution rather easily to get ,unconstitutional. around the Court's decisions.

iPts and generalizations 1. There is only one judicideMtem, despite the federal system of gi.Aernment.

2. The Indian Judiciary has frequently cited American Supreme Court decisions as well as Indian law in coming to decisions. -92-

7. Compare the method of amending the Indian Constitution with the methods of amending the British and the U. S. constitution. Ask: Which is easiest? Hardest? Given the great diversity and strong sectional interests in India, what are the advantages and disadvantages of the Indian system for India?

8. Have a pupil prepare a chcrt to show the Indian Judicial Tinker, Ind system as compared to the U.S. system (in terms of struc- pp. 172:174 ture). The pupil should te'l the class about the right Wilcox, Ind of judicial review in India. Then have the class discuss pp. 41-4 the following question: In which country (the U.S., India, or Britain) is the judiciary most powerful? -92-

e method of amending the Indian Constitution ethods of amending the British and the U. S. on. Ask: Which is easiest?Hardest? Given diversity and strong sectional interests in t are the advantages and disadvantages of the tem for India? il prepare a chart to show the Indian )udicial Tinker, India and Pakistan, compared to toe U.S. system (in terms of struc- pp. 172-174. e pupil should tell the class about the right W; cox, India and Pakistan,

I review in India. Then have the class discuss pp. 41-47; ing question: In which country (the U.S., India,

) is the judiciary most powerful? -93- S. A;p lies concepts and r,eneraliza- E. The British Constitution provi tions to new data. ber of rights which greatly re the American Constitution. Ho

S. Generalizes from data. not include a due process of 1 has been so important in exten G. Freedom's relationship to demo- this country. cracy is a close and obvious one; the organization of majorities, the competition in goals, and the ability to oppose which democracy presupposes, all depend on a high degree of personal freedom.

F. The political system has been Congress Party, although other have developed and many local are of some importance in prov

G. One-party systems tend to develop 1. The Congress party has provi a competitiveness within the dom- for India, but factional st inant party, but this factional the party have increased si competitiveness lacks the stability death. and predictability of iiir.er-party competition. a. The Congress Party has.t a mixed economy, dominat G. Ideologies are important for the .ist philosophy. It has structure they give to the political state and social equalit system, the answers they give to ambiguous situations, and the cues for responses they suggest.

G. Any decision isin part a product of the internalized values and perceptions of the persons making the decision. -93- is and cenaraliza- E. The British Constitution provides for a number of rights which greatly resemble those in the American Constitution. However, it does from data. not include a due process of law clause which has been so_important in extending rights in lationship to demo- this country. lose and obvious nization of major- ompetition in goals, ity to oppose which esupposes, all depebd gree of personal free-

F. The political system has been dominated by the Congress Party, although other national parties have developed and many local factional parties are of some importance in provincial elections. stems tend to develop 1. The Congress party has provided some unity eness within the dom-- for India, but factional struggles within but this factional the party have increased since Nehru's ess lacks the stability death.- oil ity of ii ter -party a. The Congress Party has .tried to establish a mixed economy, dominated by a social- re important for the ist philosophy. It has favored a secular ay give to the political state and social equality. answers they give to tuations, and the cues they suggest.

is in part a product of ized values and per-s, the persons making the -94-

9. Review with pupils the meaning of "due process" and the way in which the due process clause has been used in this country to broaden rights of American citizens. Rep i;id pupils of the rights in the Indian Constitution which they read about earlier. Discuss: Do you think the rights of citi:-ans are as fully protected as those of American citizens?Why or why not? How important are these rights in the Indian Constitution to the function- ing or a dk::%,ecratic government?

10. Have pupils assume the roles of leaders of different Palmer, T political parties in India. They should prepare brief System, C campaign speeches to be delivered at a large outdoor po- Lamb, lad litical meeting. These speeches should show the point of view of the different parties.

11. Perhaps have a pupil give a report on Nehru, comparing See bibli him with Gandhi.

Or show the film Jawahar!al Nehru from the Wisdc) Series.'Film: Jaw The film te:Is somethin Nehru's fight for indepen- 3 reels. dence as well as his ideas about world problems and See also problems facing India. 199-2C3. Discuss: Why were Nehru's values and beliefs so important to the new India? -94- th pupils the meaning of "due process" and the ich the due process clause has been used in this o broaden rights of American citizens. Remind the rights in the Indian Constitution which about earlier. Discuss: Do you think the citi7ens are as fully protected as those en citizens?Why or why not? How important are htsin the Indian Constitution to the function- dcr.:ccrati.c government?

ils assume the roles of leaders of different Palmer, The Indian Political

I parties in India. They should prepare brief System, Ch. 9. speeches to be delivered at a large outdoor po- Lamb,'India, pp. 229-249. neeting. These speeches should show the point of the different parties. have a pupil give a report on Nehru, comparing See bibliography. Gandhi. the film. Jawahat:Ial Nehru from the Wisdom Series. Film: JaWaharial Nehru, E.B.F., teils s.oFieTT1 ,f kairu's fight for indepen- 3 reels. well as his ideas about world problems and See also Lamb, India, pp. facing India. 199-203.

Whylwere Nehru's values and beliefs so. ,impor- he India? E- -95- G. The unequal distribution of power The Congress Part has reflects the fact of political elections, partly becau organization; individuals join into better organized allov aggregates to increase their politi- partly because of its r cal power by joining it with others. ing the country to inde

G. Struggle may bring together otherwise unrelated persons and groups. c. During the independence ,nd temporary associa- Congress Party was able tions will result from conflicts fering factions togethe where primarily pragmatic interests ing drive for independe of the participants are involved. different factions have of different goals. Mo G. One-party systems tend to develop a has many remaining fact competitiveness within the dominant In particular, the stat party, but this factional competi- always support the goal tiveness lacks the stability and party.. predictability of inter-party competition. d. Because of its ability national government and G. The number of political parties in the state governments d the system will depend on the basic years of independence, nature of the cohesions and conflicts has provided considerab in the society, on the government structure, and on the electoral sys- e. Nehru failed to permit tem. to arise to take his pl the party may nGt be ab dominate Indian politic of his reputation among Indian people.

2. No other national party has which can really providea at the national level. How four other national parties tant at the state level and within the national Parliam Congress Party policies. -95- 1 distribution of power The Congress Party has dominated national le fact of political elections, partly because itis far 9n; individuals join into better organized all over the country and to increase their politi- partly because of its reputation in lead- Dy joining it with others. ing the country to independence. ay bring together other- c. During the independence movement, the ated persons and groups. Congress Party was able to weld many dif- -rd temporary associa- fering factions together in the overrid- result from conflicts ing drive for independence. Since then, arily pragmatic interests different factions have split off because icipants are involved. of different goals. Moreover, the party has many remaining factions within it. systems tend to develop a --In particular, the state parties do not mess within the dominant always support the goals of the national this factional competi- party.. acks the stability and lity of inter-party com- d. Because of its ability to dominate the national government and control most of the state governments during the early of political parties in years of independence, the Congress Party will depend on the-basic has provided considerable unity for India. he cohesions and conflicts 'ety, on the government e. Neh'u failed to permit any strong leaders and on the electoral sys- to arise to take his place. Consequently, the party may not be able to continue to dominate Indian politics without a leader of his reputation among the masses of the Indian people.

2. No other national party has arisen as yet which can really provide a strong opposition at the national level. However, there are four other national parties which are important at the state level and which do operate within the national Parliament to criticize Congress Party policies. -96- 12. Have a pupil make and show the class a series of charts Palmer, Th comparing the success of the. Congress Party with that of System, -pp other parties for the national Parliament and for state Tinker, In elections. (Or the teacher could prepare these charts.) pp.65-67. Discuss: Do_you think that India can be calleda one- party state as some obsP- ,ers have claimed? Why or why not? -96-

I make and show the class a series of charts Palmer, The Indian Political success of the Congress Party with that of System, _pp. 222-230. for the national Parliament and forstate Tinker, India and Pakistan, Or the teacher could prepare these charts.) pp.65-67. you think that India can be called a one- s some obsPers have claimed?Why or why -97- a. The People's Socialist declining in strength.

b. The Jan Sangh party is Party which rejects we and industrialization.

c. The Freedom Party is in

of states., it favors i opposes the economic pc gress Party.

d. There are a number of s the state and local le\ appeal to caste, religi sectional loyalties, _.1 to hamper development c

G. Democracy does not bear_up well e. The Communist Party ,)ro in societies in which basic dis- position. It has loc.:3n satisfactions with the social and of one of the states, a economic institutions prevail and again. The Party has b become the focus of political com- rift between those who petition. Union, those who suppor who wish to develop a p it has also been weaken war with China. Howeve gain ccnsiderable suppo economic poverty and fa ment to show big gains The Communist Party may in the future if the ec( not solved. t -97- a. The People's Socialist Party has been declining in strength.

b. The Jan Sangh party is a Hindu communal Party which rejects western influences and industrialization.

c. The Freedom Party isimportant in a number of states. It favors free enterprise and opposes the economic policies of the Con- gress Party.

d. There are a number of smaller parties at the state and local level which tend to appeal to caste, religious, language, and sectional loyalties. These parties tend to hamper development of national unity.

does not bear up well e. The Communist Pgrty ,)rovides the chief op- iesin which basic dis- position. It has bLcn able to win control ons with the social and of one of the states, although it lost it institutions prevail and again. The Party has been weakened by a focus of political com- rift between those who support the Soviet Union, those who support China, and those who wish to develop a party free from both. It has also been weakened by the border war with China. However, it is able to gain considerable support because of the economic poverty and failure of the govern- mentto show big gainsin levels of living. The Communist Party may grow in importance in the future if the economic problems are not solved. - -98-

13. Have several pupils read about communism in. India and See Readers' present a panel discussion on "Communism: IsIt a Palmer, India Threat in India?" - -98-

1 pupils read about communism in India and See Readers' Guide. anel discussion on "Communism: Is It a Palmer, Indian Political System. ndia?" -99- S. Revises gcneralizations in the light of new data.

S. Applies concepts and generalizations G. The Indian government faces se to new data. in attempting to develop a dem nation.

G. Effective political communication 1. Illiteracy and the number .° depends both on technological guages handicap political d skills and on the skills of the tions are held under seriou population. the language problem makes cation difficult among poli G. Freedom is to a great extent cul- well as with the people of turally determined; the individual has to be taught what the options are, how one goes about exercising them, why he should exercise them.

G. The unequal distribution of political power reflects the basicun- equal distribution of resources, skills, and motivation in theso- ciety.

G. Ideologies are important for the 2. Differences in religion, la structure they give to the polit- class and regional loyaltie ical system, the answers they give cult to develop a real nati to ambiguous situations, and the China led to a great surge cuesfor responses they suggest. -99- alizations in the 1.h

ots and seneralizations G. The Indian government faces serious problems in attempting to develop a democratic, unified nation.

itical communication' 1. Illiteracy and the number of different lan- on technological guages handicap political democracy. Elec- the skills of the tions are held under serious handicaps and the language problem makes political communication difficult among political leaders as a great extent cul- well as with the people of all parts of India. mined; the individual fight what the options goes about exercising should exercise them.

Distribution of polit- ,flects the basic un- ution of resources, )otivation in tne so-

re important for the 2. Differences in religion, language, race, and give to the polit- class and regional loyalties make it diffi- the answers they give cult to develop a real nation. The clash with situations, and the China led to a. great surge of nationalism, ponses they suggest. -100- Read aloud a quotation from-anobserrer who has said that Weiner, one of thechief problems facing the government of India India. is the dev-!1')I-Irocnt of an effective opposition party atthe national 1./-0, Discuss: Do you think that such a party would have , wise during the early years of the new gov-

ernment? ' . "link it would be now? How easy do

you think . . it pc for such a party to develop? Do you think India will eventually develop a two party system such nsin the U,S or a multiparty system such as that found in a number. of European countries? Why?

Discuss: On the basis' of what you already know, what problems face the Indian government in trying to develop united and democratic India?

6.. Have .a pupil prepare an oral report .on how the Indian Trumbull, A elections are ;Or shoW' the film The Great Ex- Stavrianos, periment on the 1952 elections. History, pp. India and t DiscuSs: What.problems did politicians face? What .role did' they play in edutating voters_to.hts and demands of freedom? Why Would some people haVe much more pol it ppi221-2AFI ical Po,r than othersin India ment, Infor India, 1958 New Pattern

HaVe a PU0.1 repect on :themass media in India and, the Zinkin, effects of themaSS.:00ciia on political and social 62. -100- a quotation from an observer who hassaid that Weiner, Party Politics in chief problems facing the government of India India. -1,1,7o,ent of an effective opposition party at the Discuss: Do you think that such a party wise during the early years of the new gov- 4-11ink it would- be wiSc now? How easy do

i pc for, such a party to develop? Do you w111 eventually develop a two party system.such U,S, or a multiparty system such as that found er of European countries? Why? On the basis of what you already know, what ace the Indian government in trying to develop nd democratic India?

1 prepare an oral report. n how the Indian Trumbull, As 1 See India; ch.16. are conducted. Or show thefillii The 'Great Ex- Stavrianos, Readingsin World n the 1952eleetions, History, pp. 610-611.Robsevelt, India and the Awakening East, What problems did. politicians face? 'What:Tole pp. 108-110, Palmer, Indian ley in 'eddcat ing votersto,rights' and demands Political System. Lamb, India WhT:WOuld some..beoplehay&:-MuchH:more pP.221-22L .Fi lm: Great Exeefl than- others in India? ment, Information Service6f-

India, 1958, I reel.: Dean, New Patterns of Democracy in India, pp, 92-95.

il report on the mass media in India and the Zinkin, India Changes, c . 9., F the :mass mediaon political' and social life. McClellan, ed., lndig,PP. 59- 62. .101- G. Conflict with another group (as in but this nationalism did no war) leads to the mobilization of the crisis. Some observers the erierT'-: r.f c)rcup members and unity can be obtained only hence to cohesion of the even totalitarian ruler, al group. think that it can be obtain cratic means. G. Although cuILL.:e is always changing, certain parts or elements may persist over long periods of time.

G. Certain facets of the social structure may inhibit marked social chaalge and innovation.

G. Compromise is easier where there is not an ideological perception of the issues, that is, where the issues are not moralized and seen as related to other issues.

S. Anlli.=;concepts end cr.neraliza- 3. Political democracy may col tions to now data. conditions cannot be improv become worse off or see the G. Democracy does not bear up well in much better conditions are societies in which basic dissatis- tion. factions with the social and economic institutions prevail and become the focus of political competition.

G. Political revolutions are usually the result of multiple causes.

A. SCEPTICISM OF SINGLE-FACTOR THEORIES OF CAUSATION IN THE SOCIAL SCIENCES. -101- -;lother group (as in but this nationalism did not really outlast the mobilization of the crisis. Some observers predict that rrcup members and unity can be obtained only by a strongor ,- .d cohesion of the even totalitarian ruler, although others think that it can be obtained through democratic means. .e is always chang- 'arts or elements may ong periods of ti me.

of the social struc- it marked social IcNation.

easier where there logical perception that is, where the moralized and seen other issues.

Ls etrld aeneraliza- 3. Political democracy may collapse if economic ata. condi'ions cannot be improved. People who become worse off or see the possibilities for not bear up well in much better conditions are ripe for revolu- vhich basic dissatis- tion. the social and economic revail and become the tical competition. olutions are usually multiple causes.

SINGLE-FACTOR THEORIES IN THE SOCIAL SCIENCES. 102 - Show pupils a map showing the distribution of Hindus and Lengyel, S Moslems in India and Pakistan. Discuss: What problems P.31 (map do you think this distribution raises? Now show a map of other religious groups and discuss problems raised for unifying the notion.

Have pupils read about the effects of the Chinese border Wilcox, In clash upon Indian nationalism. They should also read pp. 40, 52 about problems which have risen in attempts to develop unity within India.

18. Discusslehru's statement: "What is on trial, in the last analysis, is whether democracy can solve the problems of mass poverty. Itis a trial perhaps never before made in such an atmosphere of urgency."

Have pupils review causes of revolutionas studied in previous units and earlier in this unit. Ask: Which of the causes.,if any, seem present in India at the present time? 102 - map showinc; the distribution of Hindus and Lengyel, Subcontinent of India, is and Pakistan. Discuss: What problems p.31 (map). this distribution raises? Now show a map 9ious groups and discuss problems raised for nation.

ead about the effects of the Chinese border Wilcox, India and Pakistan, di'an nationalism. They should also read pp. 40, 52-55. s which have risen in attempts to develop India.

iis statement: "What is on trial, in the is whether democracy can solve the prob- poverty. It i-s a trial perhaps never be- such an atmosphere -of urgency."

-eview causes of revolution as studied in .s and earlier in this unit. Ask: Which s,if any,-seem present in India at the 103- S. Identifies value-conflicts. 4. Because of internal and ext the government has several G. The community demands order and to oust a provincial govern stability -- goals which may be of communists o r to impriso imcompatible with the demands of cther critics without benefi individuals. The continuing attempt to solve the dilemmas of this conflict is the central problem in all political philosophy and in all attempts to create and modify political institutions.

S. Applies previously- learned concepts and generalizations.to new data.

S. Generalizes from data. 5. Some authorities predict a dictatorship if India suffe tary reverses such as those border war with China.

G. Any decision isin part a product of the internalized values, the perceptions, and the experiences of the person making the decision.

G. The decision-maker reacts to pressures from other decision-makers and to public opinion.

G. Political decision-making is limited by many factors: permissability, available resources, available time, -103- lue conflicts. 4, Because of internal and external threats, the government has several times stepped in demands order and to oust a provincial government in the hands goals which may be of communists or to imprison communists and with the demands of ether critics without benefit of trial. JThe continuing at- e the dilemmas of this he central problem in philosophy and in all reate and modify polit- tions.

lousl- learned conce ts 7ations to new data

rrom data. 5. Some authorities predict a possible military dictatorship if India suffers repeated military reverses such as those it faced in its border war with China.

n isin part a product nalized values, the and the experiences n making the decision.

-maker reacts to pres- ther decision-makers c opinion.

.cision-making is limited _ors: permissability, _sources, available time, 104- l9. Remind pupils of how the central government stepped in Palmer, India to take control away from communists in Kerala. Discuss: pp. 232-33. D Why were communists able to gain controlin those elec- of Democracy tions? Is such a situation likely to arise again? Lamb, India, Frazer,"Kerai Cite several examples of cases in which Indian govern- Chance." ment has imprisoned political opponents. Compare with the situation in other countries studied thus far. Discuss: Do you think this i.ake-over of the Kerala government and this imprisonment of opponents was justified? Why or why net?

20. Tell pupils about one prediction of a possible military take-over if the Chinese continued to make great %actor- ies in the border dispute.

Discuss: Do you think repeated military reverses would endanger democracy in India? What values in Indian culture have been opposed to large military expenditures? What other factors have made the government reluctant to spend much on defense?

21. Have a pupil give a reporton the present Prime Minister. Use Reader's C. of India. He should comment on the persgrO's background, information, views, and success.

Discuss: How do the characteristics of this leader compare with those of Gandhi and Nehru? (Is the person a charismatic leader? Is her strength one of organizational ability? etc.) Why do you think such a leader was able to gain power?At this time, does India seem to 'need a leader of the charismatic type or one with organizational strengths?Why? What factors have affected this leader's decision-making? 104- Is of how the central government stepped in Palmer,Indian Political System, trot away from communists in Kerala. Discuss: pp. 232-33. Dean, New Patterns mmunists able to gain controlin those elec- of Democracy inIndia, p: 206. such a situation likely to arise again? Lamb, India, pp. 210-211. Frazer, "Kerala Gets a Second

I examples of casesin which Indian govern- Chance." prisoner' political opponents. Compare with on in other countries studied thus far. o you think this take-over of the Kerala and this imprisonment of opponents was just- or why not?

about one prediction of a possible military f the Chinese continued to make great vi,ctor- border dispute. o you think repeated military reverses would mocracy in India?What values in Indian cul- een opposed to large military expenditures? factors have made the government reluctant ch on defense?

1 give a report on the present Prime Minister Use Reader's Guide to locate He should comment on the per&ges background, information. success. ow do the characteristics of this leader com- hose of Gandhi and Nehru? (Is the person a leader? Is her strength one of organization- etc.) Why do you think such a leader was n power? At this time, does India seem to need the charismatic type or one with organization- s? Why?What factors have affected this lead- on-making? -105- available information, and previous commitments.

G. The type of leader differs in different situations.

G. Political scientists have long assumed that there are social conditions which a society must meet before it can make a go of democracy; they hardly agre3 on what they are, but most suggest common values, a communication system, stable society, a minimum economic well-beiAg; Al- though literacy no longer appears to be indispensible, there is a need for a communication sstem of some sort.

A. IS SCEPTICAL OF CONVENTIONAL TRUTHS AND DEMANDS THAT WIDELY HELD. AND POPULAR NOTIONS BE JUDGED IN ACCOR- DANCE WITH STANDARDS OF EMPIRICAL VALIDATION.

G. Foreign poiicpconsiderations areVII. India's foreign policy, like that

affected by ideology, considera- , has been based upon its views of tions of national self-interest, to its best advantage, as well as perceptions of power relationships and the beliefs and attitudes of among countries, expectations about how other nations will act, and domestic problems. -105- -mation, and previous ader differs in dif- 3ns. mists have long as- re are social condi- society must meet ba- ke a go of democracy; ree on what they are, st common values, a system, stable society, omic Al- y no longer appears sible, there is a need ation system of some

F CONVENTIONAL TRUTHS AT WIDELY HELD AND S BE JUDGED IN ACCOR- NDARDS OF EMPIRICAL

, considerations areVII. India's foreign policy, like that of any nation, !eology, considera- has been based upon its views of what would be mai self-interest, to its best advantage, as well as upon ideology power relationships and the beliefs and attitudes of its leaders. s, expectations about ons will act, and do- is. 106-

22. Have a pupil read and report on Rossiter's discussion of Dean and Har democratic prospects in India despite the lack of condi- West and Non tions usually considered essential for the success of 233. Riddle, democracy. Remind pupils again of the quotation they in Action, beard at the beginning of the unit on India's getting Selig Harris only one chance for democracy. Quote other people on Dangerous De the dangers facing Indian democracy and the possibility of a totalitarian system coming to power.

Discuss: What things do you think might help promote democracy? hinderiit? (Tell pupils to keep these factors in mind when they consider U.S. policies in the next section of the unit.)

1. Have all pupils read accounts of India's relations with Grimes, Indi other countries and U.S. policies toward India and Pak- dom, pp. 7 istan. They should try to identify the factors affect- continent of ing foreign policy decisions. Fers 82. Kub in, Today, Fore' n Poli PP. Wilcox, Ind' 65-76. 106-

1 read and report on Rossiter's discussion of Dean and Harootunian, eds., prospects in India despite the lack of condi- West and Non-West, pp. 226 - ly considered essential for the success of 233. Riddle, ed., Am. Society Remind pupils again of the quotation they in Action, pp. 115-120, Quote e beginning of the unit on India's getting Selig Harrison, India: The ance for democracy. Quote other people on Dangerous Decades. facing Indian democracy and the possibility tarian system coming to power.

hat things do you think might help promote hinderiit? (Tell pupils to keep these fac- d when they consider U.S. policies in the n of the unit.)

Ipils read accounts of India's relations with Grimes, India: 15 Years of Free- tries and U.'S. policies toward India and Pak- dom, pp. 47-9, Lengyel, Sub- ey should try to identify the factors affect- continent of India, pp. 107122. n policy decisions. FeT.T7-India and S. Asia, pp. 75- 82. Kublin, India and the World Today, cis. 11=9. Macridis, ed., Foreign Polic in World Politics, pp. am WUTg77671-6, Wilcox, India and Pa-Titan, pp. 65-76. 107 - h. Britain's relations with Indi despite the earlier struggle pendence. India became a rep within the British Commonweal tain a number of privileges a the Commonwealth. It set a p been followed by some of the which have gained freedom sin

A. IS COMMITTED TO THE FREE EXAMINA- B. The policy of non-alignment w TION OF SOCIAL ALTITUDES AND DATA. on ideology but was also aime SEARCHES ACTIVELY FOR DIFFERENT from anyone possible, at cons POINTS OF VIEW. for economic development, and ties with powerful neighbors. G. Foreign policy%considerations are affected by idology, considerations of national self-interest, perceptions of power relationships among countries, expectations about how other nations will act, and domestic problems. 107- m. Britain's relations with India have been good, despite the earlier struggle over Indian independence. India became a republic but remained within the British Commonwealth in order to retain a number of privileges available within the Commonwealth. It set a pattern which has been followed by some of the other countries which have gained freedom since World War

TO THE FREE EXAMINA- B. The policy of non-alignment was based in part up- AL AND DATA. on ideologybutjwas also aimedat obtaining help IVELY FOR DIFFERENT. from anyone pos-ible, at conserving resources EW. for economic development, and avoiding hostilities with powerful neighbors. cy:.,considerations are idolo9y, considerations self - interest, percep- ter relationships among -xpectations about how will act, and domes- -108- 2. Tell the class about India's goodrelations with Brit- Palmer, Indian, ain. Discuss: Why do you think these relations have pp. '259-n, In been good, after India had just won a long struggle to Since Independ, get independence from.Britain?

3. Read aloud Nehru's comments on non-alignment. Discuss. McClellan, ed. the reasons for the pcJicy in terms of ideology and In- Westein in Rid dia's sel-;nterests. Loicipare with the U.S, foreign Soc.in Action policy in the early days of our country. Perhaps have pupils read excerpts from Westein's comments about "We, too were once a 'New Nation.'"

Perhaps have a pupil draw a series of cartoons showing American and Indian views of Nehru's policy of non-alignment.

4. Havea phipil.study India's attitudes toward the Soviet. Lamb, India, p Union (and China during the early years of independence.) Indian137ft. S He should prepare charts to showreasons for India's po..; 25.6. Dean, New

tition toward each country. in India, pp. 1 77-17117--a-nd the -108- ss about India's goodrelations with Brit- Palmer, Indian 1'blit. System, s: Why do you think these relationS have pp. 259-Z5. Trumbull, India sifter India had just won a long struggle to Since Independence, pp. 53-54. fence from Britain?

ehru's comments on non-alignment. Discuss! McClellan, ed., India, p. 97. for the r:%licy in terms of ideology and In- Westein in Riddle, ed., Am. .nterests. k;owipare with the U.S. foreign Soc. in Action, pp. 110-115. ie early days of our country. Perhaps have excerpts from Westein's comments about "We, ;e a 'New Nation.'"

a pupil draw a series of cartoons showing Indian views of Nehru's policy of non-align-

1.study lridia's attitudes toward the Soviet Lamb, India, pp. 300-304. Palmer, hina during the early years of independence.) Indian Polit. System, pp. 251- epare charts to show reasons for India's po- 258- .Dean, New Patterns of Dem. d each country. in India, pp. 177-179. Berkes, India and the Communist World." -109-

G. Executive decisions are limited by C. Despite India's urging of pea many factors: permissability, the U.N.,it has been relucta available resources, available in- tlement of the Kashmir disput formation, and previous commitments. Goa.

G. Foreign policy considerations are affected by ideology, considerations of national self-interest, perceptions of power relationships among countries, expectations about how other nations will act, and domestic problems.

A. SCEPTICISM OF PANACEAS.'

S. Identifies value-conflicts.

S. Identifies and defines problems.

G. Nations. may pool their power behind common goals in varying systems of alliances and Combinations.

D.In the dispute over Kashmir, t is caught between its desire t its desire to keep Pakistan o Free World.

S. Identifies and defines problems. E. Faced with invasion by China, military aid as well as econo S. Condiders possible consequences of alternative causes of action. -109 - ecisions are limited by C. Despite India's urging of peaceful measures in 3: permissability, the U.N.,it has been reluctant to accept a set- esources, available in- tlement of the Kashmir dispute, and it invaded and previous commitments. Goa. icy considerations are ideology, considerations self- interest, percep- Aier relationships among expectations about how ns will act, and domestic

)F PANACEAS.'

Jalue-conflicts. and defines problems.

ppol their power behind in varying systems of )d combinations.

D. In the dispute over Kashmir, the United States is caught between its desire to aid India and its desire to keep Pakistan on the side of the Free World.

and defines problems. E. Faced with invasion by China, India accepted military aid as well as economic aid. )ssible consequences of causes of action. -110 - 5. Tell the classabout the invasion of Goa. Discuss: How did thisinvasion jibe with Nehru's ideological commitments? Why do you think India invaded Goa?

6. Have a panel present a discussion of theKashmir Dispute. Trumbull, IN Discuss the reasons for the positions taken by both sides dence, pp. 5' to the dispute and the relationshipof India's policy to Polite Systel ideological commitments. Also discuss: Why does the Clellan, ed. Kayhmire dispute create a problem for U.S. ? 106. "Jammu Sept., 1962. Or have several pupils role play a discussion between Dean, New Pa. the Secretary General of the U.N., and ambassadors from India,7131377 India and Pakistan on the Kashmir dispute. Pakistan, Ye pp. 220-227. Pakistan, pp

7. Have an Indian and a Pakistinian student in this country discuss the relations between their two countries and between their country and the U.S.

8. Have a pupil prepare a bulletin board display on the Frazer, "Stri

border clash between India and China. He should tell HiMalayas." 1

the class more about the clash. Or have him just pre- II n,, pp. 1, sent an illustrated report on the clash. -110 - ass about the invasion of Goa. Discuss: s invasion jibewith Nehru's ideological Why do you think India invaded Goa?

A present a discussion of the Kashmir. Dispute. Trumbull, India Since Indepen- reasons for the positions taken by both sides dence, pp. 50 -53, Palmer, Indian pute and the relationship of India's policy to System,-pp, 246-48; Mc- i commitments. Also discuss: Why does the Clellan, ed.,India, pp. 100- ispute create a problem for U.S.? 106. "Jammu & Kashmir" Focus Sept.,1962. Use Readers' Guide .'eral pupils role play a discussion between Dean, New Patterns of Dem. In ]ry General of the and ambassadors from India, pp. 191-201. Wilbur, 'akistan on the Kashmir dispute. Pakistan, Yesterday and Today, pp. 220-227. Tinker, India and Pakistan, pp. 209-214. idian and a Pakistinian student in this coun- the relations between their two countries their country and the U.S.

it prepare a bulletin board displayon the Frazer, "Struggle for the sh between India and China. He should tell Himaliayas." McClellan, ed., nore about the clash. Or have him just pre- India, pp. 109-112. iustrated report on the clash. S. Identifies value-conflicts:

A. IS COMMITTED TO THE FREE EXAMINA- F. The United States has sent both TION OF SOCIAL ATTITUDES AND DATA. economic aid to India and Pakis SEARCHES ACTIVELY-FOR DIFFERENT believe that the U.S. cannot of POINTS OF VIEW. dia's democracy fail, but theU serious problems in attempting

S. Identifies and defines problems.

S. Identifies value-conflicts. ue-conflicts:

70 THE FREE EXAMINA- F. The United States has sent both militaryand L ATTITUDES AND DATA. economic aid to India and Pakistan.Many people JELY FOR DIFFERENT bel'eve that the U.S. cannot affordto let In- V. dia's democracy fail, but the U.S.is faced with serious problems in attempting to help India.

i defines problems. ue conflicts. -112- 9. Have two students role play an interview between an Ameri- can reporter and a diplomat from Pakistan on Pakistan's relations with China. Ask: What value conflict does the U.S. face in such a situation?

10. Have a pupil report on Bowles, Ambass-,dor's Report. He Chester Vowle5, should read later comments by Bowles also. He should de-Beport."Returr scribe Bowles reactions' to Indian problems. his beliefs ArTIETiTador'sti about what American policy should be, his descriptions of Times,,Nov. 1( kind of aid given by U.S. and his beliefs about India's future.

Or have two pupils role-play an interview between Bowles and a newspaper man on these topics.

11. Remind the class of the huge quantities of wheat sent to India during its terrible drought years of the middle 1960's. Discuss: Should and can the U.S. continue such aid?

12. Have a group of students pretend to be a committee of Pentony, ed.,i the State Department discussing technical aid to India. pp. 139-146. The committee should discuss specific kinds of projects McClellan,

as well as some of the problems facing any attempt to 151. . ed1 put such projects into effect.

If possible, have someone who has been to Indiaon a technical aid mission describe his work to the class.

13. A pupil might write two editorials which might appear in different American newspapers. One might be entitled "For More Aid to India" andone might be headed "Stop Aid to India." ts role play an interview between an Ameri- nd a diplomat from Pakistan on Pakistan's 1 China. Ask: What value conflict does the uch a situation? report on Bowles, Ambassador's Report. He Chester Bowles, Ambassador's ter comments by Bowles also. He should de- Report."Return to India: The reactions' to Indian problems, his beliefs METiTador's Views," N.Y. -rican policy should be, his descriptions of Times, Nov. 10, 1963, p. 20. 'yen by U.S. and his beliefs about India's

Ails role-play an interview between Bowles er man on these topics. ass of the huge quantities of wheat sent to its terrible drought years of the middle uss: Should and can the U.S. continue such

of students pretend to be a committee of Pentony, ed., U.S. Foreign Aid, artment discussing technical aid fo India. PP. 139-146. should discuss specific kinds of projects McClellan, ed., India, pp. 145- e of the problems facing any attempt to 151. ects into effect. ave someone ,rho has been to India on a tech- sion describe his work to the class..

write two editorials which might appear in rican newspapers. One might be entitled to India" and one might be headed "Stop ,113-

S. General izeg 'from data.

S. Identifies value- conflicts. S. Di stinquishes between inferences and value judgments. --114 - Or have all pupils write an essay on the question: If you were a member of the U.S. Foreign Relations Committee in the Senate, how would you react to a bill for increased economic aid to India?

14. Have pupils blaginethat a TV station has called together reporters from various television networks, newspapers, and magazines. The reporters have been stationed in India and are asked tl discuss the question: What hope for India?

Or read aloud sections of Dean's analysis of tremendous Dean, New Pa accomplishments in India in overcoming problems. Dis- in India, ch cuss: Would you agree or disagree? (Tell the class when the book was written.)

15. Give pupils the same attitudes test given during the initiatory stages of the unit. Compare class results for the two tests. Discuss reasons for changes or lack of change in attitudes. Also discuss reasons for differences among the class. Are they because of value conflicts or differences in interpretation of data?

16. Give unit test which includes questions calling forcom- parisons with other countries studied duringyear. --114 - pupils write an essay on the question.: If ember of the U.S. Foreign Relations Committee a, how would you react to a bill for increased to India?

egincthat a TV station has called together Dm various television networks, newspapers, The reporters have been stationed in e asked tl discuss the question: What hope

i sections of Dean's analysis of tremendous Dean, New Patterns of Democracy Its in India in overcoming problems. Dis- in. India, ch. 1. you agree or disagree? (Tell the class K was written.)

:he same attitudes test given, during the Cages of the unit. Compare class results tests. Discuss reasons for changes or lack attitudes. Also discuss reasons for dif- ng the class. Are they because of value differences in interpretation of data?

5t which includes questions calling for com- h other countries studied during year. -115- BIBLIOGRAPHY ON INDIA (See key to reading difficulty below.) le Texts for Pupils ** Fersh, Seymour. The Story of In( let). Wichita: McCormick-Mathel Berkowitz, Monroe, India Against Time. Co., 1965. (Area Studies in Ec. Progress Pamphlets), Chicago: Scott Foresman Distributor, Kohn, Clyde F. and Dorothy W. Di 1963. The World Today. New York: McG 1963, ch. 54. Editors of Civic Education Service. India, World's Biggest Democracy. (CES Kublin, Hyman. India and the Wol Regional Series Booklet). WasEington, (Foreign Relations Series Booklo D.C.: Civic Education Service, 1967. Forest: Laidlow Brothers, 1963.

Ellison, Jack. Case Studies in the Emer- Lengyel, Emil. The Subcontinent gence of Civilization, an Enigmatic (Scholastic Mulli:Book Series 1:q Civilization: The Indus Valley. Chicago: New York: Scholastic Book Servic Anthropological Association Study Pro- ject, 1964 ed. Russell, Alexander M. India, Ceylon. (Booklet). 'Edinburgh: Ewing, Ethel B. Our Widening World. and Boyd, 1953. Chicago: Rand McNally, 1961. Part II. (Also available in booklet form). Stavrianos, Leften S. A Global Man. Boston: Allyn and Bacon, *Fersh, Seymour. India and South Asia, 9. (Culture Regions of the World Series Booklet). New York: Macmillan, 1965. Wilbur, Donald M. Pakistan Yes Today. (Booklet). New Yor: Ho Fersh, Seymour. India: Tradition in hart, .'Winston, 1964. Transition. (Paper reprint in booklet form from Goals of Democracy Annual, II. Useful College Geography Textbo 1963). New York: Macmillan, 1962. * - Easy Reading #Cressey, George B. Asia's Lands ** - Very Easy Reading ples. New York: McGraw Hill-. # - For Better Readers e 'non, chs. 28-32. ## - Difficult Reading -115 - BIBLIOGRAPHY ON INDIA (See key to reading difficulty w.)

** Fersh, Seymour. The Story of India (Book- let). Wichita: McCormick-Mathers Publ. India Against Time. Co., 1965. c. Progress Pamphlets). -esman Distributor, Kohn, Clyde F. and Dorothy W. Drummond. The World Today. New York: McGraw-Hill, 1963, ch. 54. :ducation Service. gest Democracy. (CES Kublin, Hyman. India and the World Today. )oklet). Washington, (Foreign Relations Series Booklet). River :ion Service, 1967. Forest: Laidlow Brothers, 1963.

;e Studies in the Emer- Lengyel, Emil. The Subcontinent of India. ion, an Enigmatic (Scholastic Multi-Book Series Booklet). Indus Valley. Chicago: New York: Scholastic Book Services, 1961. sociation Study Pro- Russell, Alexander M. India, Pakistan, Ceylon. (Booklet). Edinburgh: Oliver Jur Widening World. and Boyd, 1953. 1961. Part II. booklet form). StaVrtanos, Leften S. A Global History of Man..Boston: Allyn and Bacon, 1962. Unit idia and South Asia. 9.

Macmillan, 1965. Wilbur, Donald M. Pakistan, Yesterday and Today. (Booklet). New York: Holt, Rine- ldia: Tradition in hart, .& 'Winston, 1964. er reprint in booklet f Democracy Annual, II. Useful College Geography Textbooks Macmillan, 1962. #Cressey, George B. Asia's Lands and Peo- ples, New York: McGraw Hill . Most recent ng ed ition, chs. 28-32. ers rig -116

i; Deasy, George F., Greiss, Phyllis, Mil- /Grimes, Paul. India: 15 Yej ler, E. Willard, and Case, Earl C. The (Headline Series GTE' New World's Nations, Philadelpnia: Lippin- Policy Association, 1954. cott, 1950r. ch. 18. I /Wilcox, Wayne A.India and # Ginsburg, Norton, ed, 11-=..Pattern of line Series Booklet). New Asia. Englewood Cliffs: Policy Association, 1967.

Zinkin, Taya. Caste Today. #Meyer, Alfred H. and Streitelmeier, ford U. Press, 1962. John H. Geo rah In World Society. Phil- adelphia: Lippincott, 19 3. Parts of ch. IV. Non-Fiction Books (Other t 30. and Books of Readings)

#Wheeler, Jessie H., Jr., Kostbade, J. *Bartholomew, Carol. MHea Trenton, and Thoman, Richard S. Regional Rooms. New York: Macmillan Geography of the World. New York: Holt, 1955. ch. 17. Brown, Joe David. India (Li brary). New York: Time Inc 111. Other Booklets (illustrated).

#Beals, Alan R. r2 cka 1 ASouth Indian **Bothwell, Jean. Cobras, C Village. (Case Studies in Cultural An- Farm Life in North India. t 'thropol'ogy). New York: Holt,Rinehart, McCann, inc., 19567TPTEtor & Winston, 1962. Bourke-White, Margaret. Hal //Campbell, Robert D. Pakistr2.. Emergina New York: Simon & Schuster, Democracy (SearchligTi_rJ:k a j. photographs). Princeton: Van Nostrand, 1963. *Bowles, Chester, Ambassador //Gill, Richard T. Economic Development: York: Harper, 1957. Past and Present.Troundations of MoTern Ec. Series Paperback). Englewood Cliffs: #Cormack, Margaret L. She Wh °rentice Hall, 1963, ch. 6.. cock, )ndian 'ents an

London: Asia f lishing Hou -116- F., Greiss, Phyllis, Mil- 1Grimes, Paul. India:15 Years of Freedom, rd, and Case, Earl C. The (Headline Series 1.5217 New York: Foreign ns, Philadelphia: Lippin- Policy Association, 1954. h. 18. ;'f Wilcox, Wayne A.India and Pakistan (Head- ton, ed, of line Series Booklet . New York: Foreign od ionLIce:1-faT1, Policy Association, 1967.

Zinkin, Taya. Caste Today. New York: Ox- H. and Streitelmeier, ford U. Press, 1962. a h In World Society. Phil- pincott, 19.3. Parts of ch. IV. Non-Fiction Books (Other than Biography and Books of Readings) ie H., Jr., Kostbade, J. *Bartholomew, Carol. My Heart Has Seventeen ihoman, Richard S. Regional Rooms. New York: Macmillan, 1959. the World. New York: Holt, Brown, Joe David. India (Life World Lik. brary). New York: Time Incorporated, 1961. (illustrated).

Sopa] A _South !ndian **Bothwell, Jean. Cobras, Cows, Courage- - e Studies in Cultural An- Farm Life in North India. New York: Coward New York: Holt, Rinehart, McCann, Inc., 195ETfictorial). 62. Bourke-White, Margaret. Halfway to Freedom. ert D. Pakistn: New York: Simon & SchusterT7949.-Plany photographs). n Nostrand, 1963. *Bowles, Chester, Ambassador's Reports New T. Economic Development. York: Harper, 1954. eQt.Trouriagri of Morn i3W-back). Englewood Cliffs: #Cormack, Margaret L. She Who Rides a Pea- , 1963, ch, 6. cock, Indian Students and SociaT-Change. London: Asia T3ZETIWITITIGUre71761. -117- #Dean, Vera Michels. New Patterns of De- Rostow thesis.) For teacher mocracy in India. Cambridge, Mass: Har- vard U. Press, 1959. ##Harrison, Selig. India: The ades. Princeton: Princeton ##Douglas, William O. We the Judges,. Studies in American and Indian Consti- #Isaacs, Harold Robert. ScH tutional Law From Marshall to Maherja. Minds: American Images of CI Garden City: Doubleday, 1956, New York: John Day, 1958.

##Oube, S. C.India's Changing Villages. **Kenncly, Jean. Here Islndi Ithaca: Cornell U. Press, 1957. Scribners, 1954 ed. (Pictori

Emerson, Gertrude, Voiceless India. New ##Lamb, Beatrice Pitney. Indi York:. Doubleday, 1931. Transition. (Paperback), N Praeger, 1963. Fairservais, Walter A., Jr. India. Cleveland: World Publishing Co., 19 ##Lewis, John P. Quiet Crisis Economic Development an Felton, Ralph A. Hope Rises From the Anc or Paper ac New Yor Land. New York: Friendship Press, 1955. 1962. PP. 77-103. #Lewis, Oscar. Vill e Life **Fitch, Florence M. Their Search for God, India.,;New York: Vintage, Ways of Worship in the Orient. New York back). Lothrup, Lea, and Shepherd, 1947. (Well illustrated). Lyon, Jean, Just Half a Wor Search For the'New India. Foster, George M. Traditional N Cultures 1954. and the Impact of Technorogi-calChance. New York: Harper, 1962. ##Malenbaum, Wilfred, Pros ec Development. Free Press o #Gunther, John. Inside Asia.New York: Harper, 1939. ##Marriott, McKim (ed.) Villa Studies in Little Communities ##Hagen, Everett E. On the Theory of Chicago U. Press, 1955. Social Change. Homewood: liOrseyPress, T96T-, see appendix for critiqueof -117- nels. New Patterns of De- Rostow thesis.) For teachers only. ia. Cambridge, Mass: Har- 1959. ##Harrison, Selig. India: The Dangerous Dec- ades. Princeton: Princeton U. Press, 1900. 01 O. We the Judges, 1-ican and Indian Consti- #Isaacs, Harold Robert. Scratches on our om Marshall to MaFe-Fri. Minds: American Images of China and India. )ubleday, 1956. New York: John Day, 1958.

Jia's Changing Villages. **Kennedy, Jean. Here IsIndia. New York: U. Press, 1957. Scribners, 1954 ed. (Pictorial). ide, Voiceless India. New ##Lamb, Beatrice Pitney. India, A World In (, 1931. Transition. (Paperback). New York: Praeger, 1963. Ater A., Jr. India. d Publishing Co., 19 ##Lewis, John P. Quiet Crisis in India, Economic Development and American Polic Hope Rises From the (Anc or Paperbac New Yor : Poub eay Friendship Press, 1955. 1962.

#Lewis, Oscar. Villgge Life in Northern M. Their Search for God, India.,I.New York: Vintage, 1958. Paper- in the Orient. New York back). nd Shephard, 1947. (Well Lyon, Jean. Just Half a World Away, My Search For the New India. New York: Crowell, . Traditional Cultures 1954. Technological Change. 1962. ##Malenbaum, Wilfred. Pros ects For Indian

Development. Free Press of G encoe, 9 . Inside Asia. New York: ##Marriott, McKim (ed.) Village India: Stud -i-es in Little Commonities. CETEggo: T. On the Theory of Chicago U. Press, 1955. lcmewood: Dorsey Press, !ix for critique of -118-

Mayadas ,C. BetWeen Us and Hunger. #Murphy,, Gardner. I ri.The Min Bombay: Geoff rey Cumber age, Oxford U. Study of Human. Behavior and Press ,1954, -IF-Tridra York: Basic B inlayer, Albert, and others.Pi lot Pro- .I/Myers, Charles A.Labor Pro ject, India.Berkeley: U. oTri.iTrfoi- Indus tr ia 1 izat ion Of --In-cria nia Press,1958.. ass.:'Harvard Press; 19 ittic.0 1 el 1 an, Grant S. ,ed. India (Ref c,r - Nair, Kusum. BlosS'ornsI n Th ence Shelf, VO1...-22 A°. 1). New yonk: Human FactorIn Indian OTTEI H.W. W i lson Co. ;1960. York: PraegerT-19E2;

#Meade, Margaret..Cul tura 1 -Patterns #-Palmer, Norman D. The Ind ia and -Technological. Change,.TP7.43-6T--- tem- (Paperback)...Bos ton: -"R"o back ).---Ne7,775-1ZTFreTCtor r= Books, T9-61, Mehta, ,Ved.Walking' The Indian. Streets. *Rau,- Santha. Rama.. Boston:..Litt re B rown, Harper

Kitc he] t:e Without Fable. *Roos'eyelt-.E-Jeanor. India N. w :. York: !op , I East. NeW York: 'Harp-e-r,

Mc.)orna'"., I V/ ; r roy)s . New York: "Mos tow, , The Stages of- Acjrii I1:1.1 r n1. M sons.,fnc.,1'957,: (PaPe (-back ). 'T167-YEFF7ii. University Pr-ess, 1962. , T. h F riflerSpe.),Ics Ca 1- C. rta: Gc of f rd *Sahga 1,Npyantara, Pr i son a Prt,:ss, 1949. Cake. New York: Al f rea rnop

, Dom, (inc Away - An Indian-. *Sen, Gertrude Emerson. The Jou rnal. n : . 1-1a-nemann ;1-960. d ia History.New York: Da it oy, , _Alan B,Indrislr ia1 iration' and ifiiSmelser, Nei IJ. Theory of rdc.,.ve1c.)0ed havior. New York: F.-FeeP7---Cs Library,- (Fo teacher 1 y) -118- Between Us and Hunc)er.-. rey. Cumber iege, Oxford U, #Murphy, Gardner. In TheMinds ofMen, The Study of HumanB h-c.7).T.6"a-rTa7S-6E-ral-Te

and otherS.P i lot .Pro- Berkeley: :, U. or. Cal i fo.r-. //Myers, Charles A.:Labor Problems In The 9.58.,. Industrial izat I on.01:--In-d-1-57-7.75mfir d-ge, c:Fss : liarvara-0. Pres-s71958. rant S., .ed..India .(Refer- Nair, Kusurn. V61., . 22 ,:rNo....y- New York: -. Blossoms In The Dust: The .196(L--. HuMan Factor InIndian Deve Fdpment. New York: Praeger,, 19-677 1-et.-.Cul tura l.. Patterns ca 1Change. #Palmer, NorMan D. The Indian-PoliticalSys- 'rciork:'171-Ent61-7 Books . tem (Paperback).Boston:1787g-hton Mi.ftIln, Walking TheIndianStreets. t I e-B r own *Rau,- Santha Rama..HoMe To India. , Harper., 1945. New York: .te 'Ind is WI thou . *Roos eve 1 t ,Eleanor. 1 nd a -and the. Awakening East.New York: Harper,15-3.. Cns74---5. Deep- Fur rbws.. New York.: 1957, ilRostow, W M The Stages of EconomicGrowth; (Paperback ), r Univers i ty Press : ThP Farr-;e r Ca I - ,1962. : rord *Sahgal,IOyantara,Prison and Chocolate Cake. New, York': AlFT-Fdrn-scii3f, 194;

Aviay AnI NJ ;-3n *Sen,Gertrude Emerson,The Pageant of In- d ia 's History.New York:T-5v' a ffEICaT,--79+8, 1.ndus t r i a 1 izat i-On' and ii#Smelser, Neil J.Theory of Collective -e'S"..--(-P-S1561-'15iRT.) ..--- havior. Be- : 1 ns on -0.-niversityLIhrarY, !Jew York: Fi-eePT-Z-S-K-FfGMTE6F7 T 7 6 3 7. Forteacher,,, on 1l y.y. )) -1l9- #Spear, Percival. India: A Modern His- V. Biography tory. Ann Arbor: U. of Michigan i7R-s, 1961. Apsler, Alfred. Fighter For Jawaharlal Nehru.---Noik-t *Spencer, Cornelia. Made in India. New York: Knopf, 1946. #Brecher, Michael. Nehru, A i phy. (Paperback). #Tinker, Hugh. India and Pakistan (Paper- 1962 ed. back). New York: Praeger; *Edwards, Michael. Nehru, A Pi Robert. As I See India. New York: William SloanET956. phy. New York: Viki-FIT,-196T: *Eaton, Jeanette. Gandhi, FigF ##Ward, Barbara. India and the West. Sword. New York: Norton, 1964E3. New York: 11)-1--1Ti-

#Weiner, Myron. #Fischer, Louis. Gandhi. (Mel Party Politics in New York: Mentor,"-T9 947 India. Princeton: Princeton U. Press, 195t. *Guthrie, Anne. Madame Ambassc of Vijaya1_alashirni`'Ia`ndit, #Wilcox, Clair, Weatherford, Willis,and "fir Hunter, Holland. Economies of the World Today: Their OrganTYWElYFTUTTMTIVi-6-617-- *Peare, Catherine 0, -5TIUPertormance.--TPaperVaCk). Maha6na C 757k7BarcouTT 1962. York: Holt, 1950. Shanhani, Ranjee. Wiser, William and Charlotte. Behind Mr. Gandhi. Mud Walls, 1930-1960. (Paperbadq. Macmillan-, 1961. Berkeley: UniVel--sTfi of California Press, 1964 ed. *Tennyson, Haliam. India's Wal The Story of Vinoba-8EdV"6-,G3 -0666TedbY;-1955. Noytinsky, W.S. India, TheAwakening Giant. New York-ER.546-, 1957.-- V I. Fictiun- Zinkin, Taya. .India Changes. New York: Oxford U. *Markandaya, Kamaia, Nectar Pre-ss-;-r95-Ef. York: John Oay, 1954.--(10 -119 - 'al. India: A Modern His- V. Biography rbor:- U: of Michigan irFUNs, Apsler, Alfred. fighter For Independence, Jawaharlal Nehru.--N'6W. Yt rki`Aessrinr;- 1963. Melia. Made in India. New 1946. #Brecher, Michael. Nehru, A Political Biogra- phy. (Paperback). -11o5 to'Fi--8656"iiii PFess, India and Pakistan (Paper- 1962 ed. (ork: Praeger, r9.677.- *Edwards, Michael. Nehru, A Pictorial Biogra-

)ert. As I See India. New phy. New York: vian-67-1.96-2; n Sloane, 1951, *Eaton, Jeanette. Gandhi, Fighter Without A 3.. India and the West. Sword. New York: liowoo,-Ig5ov-- rtorITT564 ed. #Fischer, Louis. Gandhi. (Mentor Paperback). 1. Party Politics in New York: Mentor,W47 Teton: Princeton U. Press, *Guthrie, Anne.,Madame Ambassador, The Life of Vijaya 1;f6,VIYi5Fk7.11-6-r'; r, Weatherford, Willis, and )nd. Economies of the World 0 r ganinfrdirT fleVETT5151fielir *Peare, Catherine 0. Mahatma Gandhi. Now fEle .--m016Wekr.--NUC4--- York: Molt, 1950. T7 1962. Shanhani, Ranjoe. Mr. Gandhi. No York: fin and Charlotte. Behind Macmillan, 1961. )30-1960. (Paperbacq. of California *Tennyson, Hallam. Sai . :d. The Story of Vinoballia\ie. G3rd6n N-OW DonbTeddi: -1955. ,S. India, The Awbkt:Injpg ork":"H5713e-F;TD57: VI Fiction.

, India Changes, New York: *Markandaya, Kamaia. Nectar Seive. New York: John Day, 1954.--1-0 -015-erliack). -120-

VII. Collections of Readings (Vary in diffi- Niehoff, Arthur H.', ed. A Ca Lulty) Change. Chicago: Aldine,

Burtt, C.A., ed. The Teachings of the Pentony, DeVere E., ed. The Compassionate Buddha.---(Mentor Paper- .., . Lands: A Dilemma of the Inter 175-Ekl: New York: New American Library, raT)e76-aEkT"--rin Francisco : 1955. Pentony, DeVere E., ed. Unit Dean, Vera Micheles and Harootunian, eign Aid: Readings in the Harry 0. , eds. West and Non-West, New Wealth. (Paperbatk). an ra Perspectives (Paperback). New VETWT-- 1960. Horl, Rinehart, and Winston, 1963. Riddle, Donald H., ed. Ameri Embree, Ainslee T., ed. 1857 In India, Action. St. Louis: Webster Mutiny or War of Independence? (PFot Graw Rill, 1965. (Readings: lens in Asian Givilization-755Erback). and Unit 3, Nos. 2-3). Boston: Heath, 1963. Spicer, Edward H., ed. Human Fischer, Louis, ed. The Essential Technological Change. New Gandhi. (Vintage papFFENEWT. New York: Sage Foundation, 2. Case VinUgge Books, 1963. Stavrianos, Leften S., ed. R Highsmith, Richard M., Jr., ed. Caste History. Boston: Allyn Bacon Studiesin World Geography, Occupance drid Erql-e- yin.Atlases i.:66d-CTit-FsiP.Feritice-Hall, 1961. Case No. 2. India in Maps. Public Divisi Tnformatiaiia-nd Broadcasting, Lewis, Martin D., ed. The British In India, 1950. India, Imperialismor TrtMTEEThiT1715-rob- !ern's' r=615e-SifT iviTization r - Indian Agricultural Atlas. E back). Boston: D.C. Heath, 1962. Statistical Adviser, Riliistry Agriculture, Government of In Macridis, Roy C., ed. Foreign Policyin World Politics (Pap-e-7-5ackTEng-TeTioor art ce - Ha 1 1 , 1962. pp. 291- 310. -120- Readings (Vary in diffi- Niehoff, Arthur H., ed. A Casebook of Social Change. Chicayo:

The Teachjpgs, of the Pentony, DeVere E., ed. The Underdeveloped uddha:---(Mentor Paper- Lands: A Dilemma of the International tconomy. New American Library, TP-a-i5e"Fba-EkT;"ra-h-Trr--ancrg"-EF: --C-fiTnd igo:-

Pentony, DeVere E., ed. United States For- eles and Harootunian, eign Aid: Readings in the Problem Area of West and Non-West, New Wealth. Paperback.). San Francisco: Candler, aperbeck). NTWY5iTT-- 1960. and Winston, 1963. Riddle, Donald H., ed. American Society in T., ed. 1857 In India Action. St. Louis: Webster Division of Mc- f IndependeFE67--(FF6E7 Graw Hill, 1965. (Readings: Unit 1, No. 2 iv rizat ion --pgrCerback). and Unit 3, Nos. 2-3). 1963. Spicer, Edward H., ed. Human Problems in ed. The Essential Technological Change. New York: Russell lye papei=b7a-c-k-T.-1 ew York: Sage Fou716517557T952. Case 4. 1963.- Stavrianos, Leften S., ed. Readings in World 'ard M., Jr., ed. CasOe History. Boston: Allyn Bacon, 196T, Unit 9. d Geography,'Occupance --se-----(.15-6.15-6-05-67.:.EZ)-."-TrigTe- VIII. Atlases

FFit ice-Hal 1 , 1961. Case India in Maps. Public Division, Ministry of Tilformati5F1ind Broadcasting, Government of ed. The British In India, 1950. iism or Truste.eThiliTTY.6b- n -CT-TiTri31-1-6r713-615E r - indi'an Agricultural Atlas. Economic and D.C.Heath, 1962. Statistics. -Adviser,-MinTstry of Food and Agriculture, Government of India, 1958. ed. Foreign Policy in .(Pap-e-Tback). EnO-Frooa- ce-Hall, 1962. pp. 291- -121- IX. Articles and Newspapers and Leaflets *Scofield, John, "India: Subcor Crisis," National Geographic, Focus- - pp. 599-661. "India's Population Problem," Vol. V, No. 2, Oct., 1954. #Trow, G.W.S. "India's Haphazi. trol Program," Reporter, Dec.

"India's Languages and Religions," . pp. 35-36. Vol. VI, No. 6.,Feb., 1956. ##Weiner, M., "Parties inIndiar "Jammu and Kashmir," Vo. XIII, No. 1, In Harry Eckstein and David Al Sept, 1962. Comparative politics, A Reader of Glen'ETZT-17576-377137-705-712. India News (8 page weekly paper published by Embassy of India, 2107 Mass. Av.,N.W., Washington 8, D.C.

#Berkes, Ross N. "India and the Communist World," Current History, Mch., 1959, pp. 146-152.

*Frazer, J.E., "Kerala Gets a Second Chance," Readers' Digest, April, 1960, pr. 225 plus.

*Frazer, J.E., "Remarkable House of Tata." Readers' Digest, April, 1963, pp. 248-751.

*Frazer, J.E., "Strugsiz: for the Hima- layas," Readers' Digest, Jan.1962, pp. 170-74.

*"IndiaIn Crisis," National Geographic, May, 1963.

#Kuriyan, George, "Industrial Progress in India," Current History, Mch., 1959, pp. 15 8 -164. -121- papers and Leaflets *Scofield, John, "India: Subcontinent in Crisis," National Geographic, May, 1963, pp. 599-661. on Problem," Vol. V, #Trow, G.W.S. "India's Haphazard Birth-Con- trol Program," Reporter, Dec. 14, 1967, s and Religions," pp. 35-36. eb., 1956. ##Weiner, M., "Parties in Indian Politics," ," Vo, X111, No. 1, In Harry Eckstein and David Apter, eds., Comparative politics, A Read_ er, Free Press of Glencoe, 1963, pp. 705 712. e weekly paper published ia, 2107 Mass. Av.,N.W.,

India and the Communist

stor , Mch., 1959, rata Gets a Second Digest, April, 1960, markable House of Digest, April, 1963, ruggle for the Hima- Dig_e,st Jan. 1962,

National Geographic,

'Industrial Progress t History, Mch., 1959, -122 -

ECONOMIES OF INDIA*

Bon Ho Koo

INTRODUCTION

Economic development of India stands at a widen rather than narrow since critical juncture in the tumbling; world of the Cold II.And the risk remains that, War today: India is important to the West because. turned by a world-wide revolto it is regarded as the foremost of the world's poorer neutrals; it has a majcr strategic stake in the eco- In this sense, the economi nomic fortunes of these economically underdeveloped has international socio-politic countries that have tried to remain neutral in the as her own. East-West power struggle. In this paper, three point If the economic development of India should cussed: fail, the formidable forces of divisiveness already First, that are India's basic p in evidence in India would. be in full control and to economic development? India's democratic constitutional habit would be Second, what economic strategie broken; she would find her way by taking a totali- authorities used to eliminate ti tarian method. Many other economically underde- lead to a modern industrial soc veloped neutral countries would also look for their Third, what are their economic economic development by totalitarian methods. The the Five-Year Plans?What are Cold War would, then, be at the stake against the Western Powers. PART I GENERAL ECONOMIC NATU Apart from the problem of the Cold War, the OBSTACLES TO ECONOMIC.

very poverty of the underdeveloped countries INDIA . al one would present a fundamental long-run threat to the security of rich countries. The in- 1. An Economic Landscape of In come gap between the economically advanded and the economically backward countries has continued to To begin, with in thinking a lems of India, it may be usefUl two countries -urban India and Written during the summer.of 1964. ECONOMIES OF INDIA*

Bon Ho Koo

INTRODUCTION ralopment of Ihdia stands at a widen rather than narrow since the end of World War in the tumbling; world of the Cold II. And the risk remains that the rich would be is important to the West because turned by a world-wide revolt of the poor. the foremost of the world's poorer major strategic stake in the eco- In this sense, the economic development of India these economically underdeveloped has international socio-political importance as well ve tried to remain neutral in the as her own. truggle. In this paper, three points will be briefly dis- nic development of India should cussed: °le forces of divisiveness already First, what are India's basic problems and obstacles dia would be in full control and to economic development? 2. constitutional habit would be Second, what economic strategies have the Indian find her way by taking a totali- authorities used to eliminate the obstacles and to any other economically underde- lead to a modern industrial society? )untries would also look for their Third, what are their economic achievements under ant by totalitarian methods. The the Five-Year Plans?What are their prospects? ien, be at the stake against the

PART IGENERAL ECONOMIC NATURE AND SOME MAJOR problem of the Cold War, the OBSTACLES TO ECONOMIC DEVELOPMENT IN e underdeveloped countries INDIA ?resent a fundamental long-run Arity of rich countries. The in- 1. An Economic Landscape of India the economically advanded and the lard countries has continued to To begin with in thinking about the economic problems of India,. it may be useful to think her as two countries--urban India and rural India. ng the summer of 1964. -123-

Urban India: Though it comprises less than skilled and middle-class income g: 15 per cent of the entire Indian population, urban side is becoming wider and wider. India is the sector which counts much. It contains the three to four million (less than one per cent of Rural India: It is rural In the population) that speak English.From this group country as a whole unmistakably a come the leaders in politics and business. The great country. It has a population of cities have urban facilities and systems, more or The per capita income is about $3 less like those of any European or American city. rural population lives in small v There are some thirtylarge universities.Associ- of about 690 people each. -There ated with these universities are hundreds of col- of these rural villages. A villa leges: There are a growing number of technical cally of a cluster of mud huts. schools. In each of the great cities there is a windows, no tables, no chairs, no large circle of highly educated persons and a con- kind; only a few blankets and sow siderable number of resident foreigners engaged in The Indian peasants till a worn -c commerce and industry. tive methods and obtain for their yield per acre of any country in Url)an India, on the other hand, much more than in European or American cities, has its unbearably The population of India is seamy side--undescribable slum, filth, and poverty. of 8 or 9 million a year. This Many prefer to sleep on the sidewalks and thousands is occuring in a country that ha are simply "pavement dwellers." It is estimated and exhausted by centuries of ba that 250,000 people sleep on the pavement every Hindi, about 85 per cent of the1 night in the city of Bombay. strict vegetarian. Half-starred cumbs easily to disease. The av Urban India has the social stratification com- life is thirty-two years. mon to all large cities to an intensified degree.

There are . the very rich and the miserably poor. Therefore, India is a count- There is a small and growing middle class-people contrasts--rich and poor, urban who earn a family income of $800 or $900 per year. and industrial India has its wea This is several times the average family income. its universities, its banks, its There is also a growing class of skilled and semi- steel mills, its textile Indust skilled workers attached to the larger plants and dustrialiern, and along with this firms.They have typically better incomes than the And then there is rural India wi mass of unskilled labor and those attached to the villages--steeped in ignorance, numerous small industries. The gap between the masses of unskilled labor on the one side and the 2. Unfavorable Socio-Cultural a -123-

Though it comprises less than skilled and middle-class income groups on the other entire Indian population, urban side is becoming wider and wider. r which counts much. It contains million (less than one per cent of Rural India: It is rural India that makes the at speak English. From this group country as a whole unmistakably an underdeveloped n politics and business.The great country. It has a population of some 350 million. facilities and systems, more or The per capita income is about $35 per year. The any European or American city. rural population lives in small villages consisting rty large universities.Associ- of about 690 people each. There are about 600,000 ivt:rsities are hundreds of col- of these rural villages. A village consists typi- a growing number of technical cally of a cluster of mud huts. There are no of the great cities there is a windows) no tables, no chairs) no furniture of any ghly educated persons and a con- kind; only a few blankets and some pots and kettles. )f resident foreigners engaged in The Indian peasants till a worn-out soil by primi- 3try. tive methods and obtain for their labor the lowest yield per acre of any country in the world. on the other hand, much more than erican cities, has its unbearably The population of India is growing at the rate cribable slum, filth, and poverty. of 8 or 9 million a year. This population increase cep on the sidewalks and thousands is occuring in a country that has a soil depleted ent dwellers."It is estimated and exhausted by centuries of bad farming.The le sleep on the pavement every Hindi, about 85 per cent of the population, are of Bombay. striot vegetarian. Half-starved, the peasant suc- cumbs easily to disease.The average length of has the social stratification com- life is thirty-two years. cities to an intensified degree. very rich and the miserably poor. Therefore) India is a country of incredible and growing middle class-people contrasts--rich and poor, urban and rural.. Urban income of $800 or $900 per year. and industrial India has its wealth, Its culture, imes the average family income. its universities, its banks, its commerce) its ;rowing class of skilled and semi- steel mills, its textile industry, its growing in- ttached to the larger plants and dustrialism, and along with this its urban poverty. typically better incomes than the And then there is rural India with its 600)000 mud i labor and those attached to the 7fl 2ages--steeped in ignorance, squalor, and disease. dustries. The gap between the

ed labor on the one side and the 2. Unfavorable'Socio-Cultural and Institutional , Conditions for Economic Development families are desirable and necess some children will survive to mai In India there were and still are present some The average income of India will social climates that are incompatible with economic the population grows faster than development.By and large, the effort to economize goods and services.Accordingly and to work) the effort to save, the effort to im- growth in India is a deterring fa prove technical knowledge, and the effort to 'have development. progress are very low.Also the idea of family planning is not widely known.These unfavorable Redundant Unskilled Labor Forces human attitudes are, in one way or another, cul- Disguised. Unemployment: turally inherited. India has a surplus of untra Some beliefs of Hinduism do not encourage ef- bout 80 per cent of the populatio fort3 to improve one's lot in this world. A man's to read and write. Many of them position in life is thought to be fixed by his life because the existing jobs are lim in a previous incarnation. Accordingly many Indi- not have any particuler skills to ans are disinterested in material gains-and the Many of the others are seemingly hard work which are required to generate and sus- the form of "disguised unemployme tain the motivation to have a proper economic ex- agriculture;-that is, the margina pansion. Popular apathy and fatalism are inherent. these laborers over a wide range close to it. The caste system also interferes with national unity and economic progress.One is born into a 4. Vicious Circle of Poverty & caste and it_is not possible to change caste iden- Income Ratio tification in this life. In India as in most typical 3. Population Problems tries., there is present the vicio ertj which impedes.conothic devel The Critical Population Growth: In India) the try is to save for economic devel problem of population growth is ever present and have enough income to make saving getting worse.. This is due in part to the rapid come is low if productivity of la strides that have been made in reducing the death productivity of labor is low if s rate in India.Unfortunately) however) the number n:ent &e low. Therefore) if India of new births each year has not been reduced. It development, she must somehow bre is difficult to overcome the belief that large cious circle of poverty. Many ec -124-

.or Economic Development families are desirable and necessary to insure that some children will survive to maintain the family. re were and still are present some The average income of India will not increase if hat are incompatible with economic the population grows faster than the production of and large, the effort to economize goods and services.Accordingly the fast population effort to save, the effort to im- growth in India is a deterring factor to economic howledge) and the effort to have development. low. Also the idea of family idely known. These unfavorable Redundant Unskilled Labor Forces, Unemployment) and re, in one way or another, cul- Disguised Unemployment:

India has a surplus of untrained laborers. A- of Hinduism do not encourage ef- bout 80 per cent of the population does not know how one's lot in this world.A man's to read and write. Many of them cannot find any job is thought to be fixed by his life because the existing jobs are limited and they do :arnation. Accordingly many Indi- not have any particular skills to create new jobs. sted in material gains and the Many of the others are seemingly employed but in .re required to generate and sus- the form of "disguised unemployment" especially in pn to have a proper economic ex- agriculture; that is, the marginal productivity of ' apathy and fatalism are inherent. these laborers over a wide range may be zero or very close to it. stem also interferes with national c progress. One is born into a 4. Vicious Circle of Poverty & the Low Saving- Lot possible to change caste iden- Income Ratio .s life, In India as in most typical underdeveloped coun- 'roblems tries) there is present the vicious circle of poverty which impedes economic development. If a coun- Populatttn Growth: In India) the try is to save for economic development: it must (tion growth is ever present,and have enough income to make saving possible; but in- 'his is due in part to the rapid come is low if productivity of labor is low; and been made in reducing the death productivity of labor is low if saving and invest- Tnfortunately) however, the number ment amlow. Therefore, if India is to have economic ityear has not been reduced. It development, she must somehow break out of this vi- :vercome the belief that large cious circle of poverty. Many economists) however, -125- point out that this domestic saving bottleneck is its breakthrough to modernizatior, not merely because of low income but also because depressing the working class, or of many other impedimenta to private saving and income differences between rich f investment--the extended. family systm, the infla- planning is dominated by the ides tion, and the international dembnstration effect. control and government enterpriae within a social democratic framer

PART II THE INDIAN STRATEGY FOR ECONOMIC DEVELOP- The Industrial Policy Resol MENT classified all industries into t In the first category, the futur 1. General industries was to be the exclusi of the state. Included were suc In 1951, soon after independence, the Indian arms production, atomic energy, governient launched a series of five-year plans. shipbuilding, railways, telephon Currently (1964) India is in the middle of its third second category, the state was e Five-Year Plan, began in 1962.These plans, the initiative in establishing n however, are quite different from the five-year plans enterprises. Private enterprise of the Soviet Union and the Chinese Communists.In supplement these efforts. This India there is no attempt to plan every detail of the and sea transport, aluminum and economy or to dictate what consumers must purchase. products. The third category in In the Soviet Union and Mainland- China, the states maining industries.Their futur forced the people to consume less so that more re- left to the private sector. Thi sources may be used directly to build capital goods. dustries into categories, howeve In Communist China, furthermore, the state mobilized a good part of the farm popplation which was pres- Perhaps the essential diffe ent as disguised unemployment and seasonal unemploy- economies of the United States ment for dam building, irrigation, and construction U.S. prefers private enterprise of factories. Under the. Indian plans, however, the introduce government supervision government decides what portion of available re- where it is indicated. India p sources should be used for producing consumer enterprise to promote a socialis 'goods. There is no attempt to dictate every de- 'Still it welcomes private initia tail of the national econOmy, Another objective if it is felt that this contribu of economic planning in India is to-avoid human ment of the economy. misery, social upheaval and class conflict which Western nations experienced during the period of the Industrial Revolution, India hopes to achieve -125- is domestic saving bottleneck is its breakthrough to modernization without further e of low income but also because depressing the working class, or, without widening ediments to private saving and incone differences between rich and poor. Indian xtended family system, the infla- planning is dominated by the idea that government ernational demonstration effect. control and government enterprise should operate within a social democratic framework.

STEAMY FOR ECONOMIC DEVELOP- The Industrial Policy Resolution of 1956 classified all industries into three categories. In the first category, the fUture development of industries was to be the exclusive responsibility of the state. Included were such industries as after independence, the Indian arms production, atomic energy, iron and steel, ed a series of five-year plans. shipbuilding, railways, telephones, etc. In the India is in the middle of its third second category, the state was expected. to take hich began in 1962.These plans, the initiative in establishing new, state-owned 0 different from the. five-year plans enterprises.Private enterprise was expected to on and the Chinese Communists. In supplement these efforts.This list included road attempt to plan every detail of the and sea transport, aluminum and certain electrical bate what consumers must purchase. products.The third category included. all the re- x.,:and Mainland China, the states maining industries.Their future was, in general, to consume less so that more re- left to the private sector. This division of in- ed directly to build capital goods. dustries into categories, however, is flexible. a, furthermore, the state mobilized a farm population which was pres- Perhaps the essential difference between the lnemployment and seasonal unemploy- economies of the United States and India is that the ling, irrigation, and construction U.S. prefers private enterprise but is willing to ler the Indian plans, however, the introduce government supervision and even ownership p what portion of available re- .where it-is indicated.. India prefers governmental used for producing consumer enterprise to promote a socialist pattern of society. ao attempt to dictate every de- Still it welcomes private initiative and enterprise aal economy. Another objective if it is felt that this contributes to the advance- ing in India'is to avoid human ment of the economy. ieaval and class conflict which cperienced during the period of solution. India hopes to achieve PART THE FIVE-YEAR PLAIO to pay for g,00ciscoming in from, - 1953, the wholeplan vas. revise . The First P.1 (1951-52 to 7;!:)55,56) vas a on major projects. stilmphasis was mec-il:st one L.iCi. it 1:.-;.1-.ce with-the im- he .2-1-eoret" projects--steel mills -piediateobectivet.3 .of railwayb and p

a A:I.-U-1°132h gOal.s of the Secor -.Top.:Pr'Lority was ge.fnuine progreths was still: made. given te.-agritluitOre'and'-tO irriultion lid rise, steel capacity was in powerprojeCt.6.. Ori tbr.i.whoic?, this- plan..vna a., tural production shoWed some gal slic.ccos, sw42Taz is;c National brae expect00:to e rZbout 11. In the Third Plan, the inve per cent.. over tqc.ive...years..-and core or less similar to that of crease was 18 pOr _cent The.OutplItof food ..11,:cains There was, however, more eriphasi Wns.-.increased by11 million') i c L,, netthe planned the cost of social services. Th 7;1: tons.- .T11e- total increase in agriculture,ou Ro 3360i :(2,:coreo cent a year (which is nearly "ttfi. the Second Plan). The total inv

r4; r:t,r1 b on c: c::::;:3 of rt.; Plan, would be Rs. 10,200 crores, -J'auch as the aggregate investment 1,1c,1-0.! au Qi;:rffi; tenyears of planning. of hecl..i;/ ti..16 tke :Thc..dtt 19 Where willthemoneycome f r of the funcLs (about r billion d

(.17='!a 1,'6r , five-year space of the Third Pla _ . -rh.eo.l.thi- ,I..1(I..0.-c!;5.(11.ritii:t1.con, side India.The bulk of it will States. However, almost all of nations of the world, both the W tor:o i.;112; theSoviet-bloc countries, will 1.1112 (10.1.c: ntI-ns new. thing to the task of modernizing t -The other two-thi4rds should come &.! 'The , -7.ch, -into' other do..-1:,,:ntic sources of funds. (11'4'.1:1. c ilt; notY-ield..the". good bit. of political courage. Pre4ects:were,.,,. ni hiz-LherAnd--ex- ."--pOc'tS. lower .t1 anp14-nned.,I.OAS, not .available. -126-

to pay for goods corning in from other countries. .In 1953, the whole plan was revised, with cutbacks made 1 (1951 cts a on onjor 121';jeets. Emphasis was put on completing ,L?-1. t,heUr.- the "core proje:cts--steel mills, coal mining, and

C . : ;:oderiliLat.ion of railways and ports.

: a : A3thu.,rt Lcals of the Second. awl were not met, Top ixiority was genuine progress was still made. Per capita income

4%.2 to lan:e ivrjr.,1f.ion and did rise, steel capacity was increased, and agricul- w'rc,1:21 pl;!n vas a tural production showed some gains. 4C:r0 culTiiGocd. c-.;,,..:Ta,(:h,r, 4' P2.7,o1)t, 13 In the Third Plan, the investment pattern was :,,C7.5CE; ',he actual .,:ore or less similar to that of the Second Plan. 'Thec.,11-',, put of ,tnins There w..s, however, more emphasis on agriculture at 1 otllion tesl net the plenr..ed the cost of social services.The Plan calls for a e..30, Led irivestfleit dorLnc, total increase in agriculture output of about 6 per

3:';60 cent a year (which is nearly twice as much as under the Second Plan). The total investment in the Third oC FicfA Plan would be Rs. 10,200 crores, which is nearly as ,;et. much as the aggregate investment during the first ten years of planning.

6., 1 ift.:e ,,1..01t 19 Where will the money come from? About one-third 1.er the funds (about51-billiondollars) during the five-year space cf the Third Plan must come from out- "nd side India. The bulk of it will come from the United States. However, almost all of the industrialized nations of the world, both the Western nations and c 11y, pcc the Soviet-bloc countries, will contribute some- oenew thing to the task of modernizing J.:'e Indian economy. 'we; 1.: r 0A.13eC ted The other two-thirds should come from taxes and nid. vinn can into other domestic sources of funds. This will take a To,x,Ation Oid yield the good bit of political courage. of LIAr! 1;ciojrc!ts were c:ro hl,.her and ex- 1 1,1,ned. Furs ,lot available -127-

SUMMARY AND PROSPECTS

Under the Pive-Yerr Plans, national income of India is estimated to have increased by about 3 to 3.5 per cent per annum and per capita income by 1.5 per cent per annum. Net investment-income ratio has increased from 6.4 per pent during 1950-51 to about 8 per cent in 1963.

These figures are quite remarkable if they are compared to the development in India during any period prior to 1950.However, it was inadequate from the point of view of raising the standard of living of the people.

The Indian government's assumption of an ac- tivist role in the venture of economic development is immensely popular in the country.But the de- signers and authorities of the plans have been dis- appointingly timid thus far, especially in the effective mobilization of domestic disguised unemployment--namely in realization of disguised saving potential into effective saving.The government authorities have not been bold in a campaign for birth control, in suppressing the international demonstration effect, and in creating a new social climate favorable to economic development. -128- BIBLIOGRAPHY

Books: Albert 0. Hirschman, The Development. Yale Un: Monroe Berkowitz, India.Strgle Against Time. CurriculumToucel7nc., 1964. W.A. Lewis, The Theory of For an overview of Inaien econc,aly, this Homewooa, Ill., Richal pamphlet is recommended for both teachers 1955. and students. P.T. Baner. and B.S. Yamey, C. WilcoxD. Weatherford, Jr.) and H. Underdeveloped Countri Hunter, Economies of the World Today. Co., Ltd., London; 19! Harcourt, Brace & World) Inc., New York, 1962. This pamphlet is also recommended Max Weber) The Protestant for both teachers and students. of Capitalism.

John P. Lewis quiet Crisis in India, Economic Development and American Policy. The Brookings institution,Washington, Articles: 1962, This book is highly recommended for t;ie teachers. V.V. t3hatt, "A Decade of the Indian Experience Wilfred Malenbaum. Proopectz for Indian De- _ . May 1962. velopment. Free Press, 1962. K. Krishna, "Progress Rep M.R. Sinha (ed.), A Decade of Economic Develop- Far Eastern Economic ment and Planning in India.Asian Studies Press, 1902,

.-For the general understanding of economic problems of underdeveloped countries, the following books are recomended for teacher8.

Ret,nar Nurkee, Problems of Capital Format_ ion in UndGrdeveloped COuntries.Oxford Press, 1953. -128- BIBLIOGRAPHY

Albert 0. Hirschman, The Strategy of Economic Development. Yale University Press, 1958. cwitz, India,Strgle Against 71Arriculum Inc., 196 4. W.A. Lewis, The Theory of Economic Growth. _:verviow of Indien economy, this Homewood, Ill., Richard D. Irwin, Ind., .t is recommended for both teachers 1955. idents. P.T. Barer and B.S. Yamey, The Economies of W.D. Weatherford, Jr., and H. Underdeveloped Countries. James Nisbet & Economies of the World Today. Co., Ltd., London, 1957. :t, Brace & World, Inc., New York, This pamphlet is also recommended Max Weber, The Protestant Ethic and the Spirit .n teachers and students. of Capitalism.

:Ls,.guiet Crisis in India, Economic 7;ient and American Policy. The -.;s institution, Tiashington, D.C., Articles: This book is highly recommended

: teachers. V.V. Bhatt, "A Decade of Planned Development: the Indian Experience," Econmia Internazionale, .enbalm, Prospects for Indian De- May 1962. nt. Free Press, 1962. K. Krishna, "Progress Report on India's Plan," (ed.), A Decade of Economic Develop- Far Eastern Economic Review, October 11, 1962. 01 Planning in India. Asian Studies 1962.

,tilderstanding ot economic problems ,d countries, the following books for teachers.

-ae, Problems of Capital Formation ,:developed Countries. Oxford Press, GOVERNMENT AND INTERNATIONAL RELATIONS OF INDIA*

W. A. St. .n

Why ilthe2211Sical system and the Communist camp. The count international relations of India or171.7 second largest population portance in the present -day world? the face of the earth. in is often referred to as th India .is symbolic of many of the pro- democracy) is of great sig found changes taking plrce in the world is by no means the only or Loday and problems curre,tly facing that consideration in gauging t country are typicalin many respects of the importance. India's leade problems faced by the entire so-called under- part to the fact that it b developed world. India is widely recognized, early in the post-war per( not only in Asia but throughout the world, ceded in Asia only by the as the foremost of the economically under- also to the internation developed "ions that have adopted a neutral for India by its first and position , 'e East-West power conflict the late Jawaharlal Nehru. thereby tryiny to remain free of commit- result of indigenous develo ment to the foreign policy posture of either which were under way early bloc. Indiais, therefore, in this sense the dependence period and which leader of a large group of nations most of increasing scale. India be which were, before World War II, within with an impressive reservoi the colonial domain of several European leadership and a large inte powers and which retain a Western orien- The competency and integrit tation and strong connections with the service is- well aboveavera West. These nations are presently faced developed world. It has an with problems of immense proportion of financial institutions. connected with economic and social develop- fore viewed as being ready ment, and the establishment of stable expansion and has had almos political systems. development planningon a s These qualities render inev India's population of 450 million (cur- nations faced with similar rently increasing at the rate of approxi- velopment should look to In mately 9 million per annum) constitutes and direction. All of the one-third of the total population of all render India of first-.rate the underdeveloped nations outside the crucial consideration lies Written-during7fiesummer of 1964: GOVERNMENT AND INTERNATIONAL RELATIONS OF INDIA*

W. A. St. John olitical system and the Communist camp. The country comprises the lations of India of im- second largest population concentration on present:day world? the face of the earth. India's size (it is often referred to as the world's largest bolic of many of the pro- democracy) is of great significance but this king pirce in the world is by no means the only or even the crucial ms currugly facing that consideration in gauging the country's calin many respects of the importance. India's leadership is due in y the entire so-called under- part to the fact that it became independent India is widely recognized, early in the post-war period (1947), pre- but throughout the world, ceded in Asia only by the Philipines.lt is due of the economically ender- also to the international image created s that have adopted a neutral for India by its first and able Prime Minister, East-West power conflict the late Jawaharial Nehru. It is also the o remain free of :omit- result of indigenous development efforts ign policy posture Of either which were under way early in the post-in therefore, in this sense the dependence period and which continue on an e group of nations -most of increasing scale. India became independent re World War II, within with an impressive reservoir of sophisticated ain of several European leadership and a large intellectual elite. retain a Western orien- The competency and integrity of its civil g connections with the service is well above averaga in the inder- ions are presently fared developed world. It has an advanced complex immense proportion of financial institutions. India is there- conomic and social develop- fore viewed as being ready for rapid economic tablishment of stable expansion and has had almost a decade of s. development planning on a systematic basis. These qualities render inevitable that other nation of 450 million (cur- nations faced with similar voblems of de- g at the rate of approxi- velopment should look to India for guidance per annum) constitutes and direction. All of the above factors total population of all render India of first-rate importance, but the ed nations outside the crucial f-onsideration lies in the fact that

g the summer of 1964. India is attempting to develop and to meet Government of lc her manifold problems by adhering to a political system of parliamentary democracy. I would divide a study of The significance of thisis seen in the of India into two main parts. arguments put forth in many quarters (some would cover the nature of the within lndia) that problems of the type and stitutionel system, the forma magnitude faced by a country like India government and the powers and can be met only by totalitarian methods government institutions. and in the fact that Lhina, India's great The focus on the politicalproces Asian neighbor and rival, is attempting to in which government bodies fu surmount similar difficulties by resorting nature of the political party to undemocratic means. Two great and popu- role of social forces in the lous Asian nations are in this sense pitted governing. against each other (competing with each other) in the race for economic and social The Indian constitutional advancement and betterment, each following Western in type but the gover radically different procedures and each in response to social forces committed to fundamental philosophies dia- liarly Indian. To look at th metrically opposed. If the. Indian experiment fails there is great danger that much provisions would lead one to to be a democracy in the West of the underdeveloped world will lose faith an examination of the politic in constitutional processes and adopt the reveals many differences betw view that Western defflocratic forms are not system and the familiar featu well suited to rapid development. The democracy. West therefore has a vital stake in the success of present Indian efforts and The roots of the Indian c American self- interest judged in terms of system are found in a number national security gives India a major claim by the British Parliament des upon American attention, Much American gradually increase self-gover concern with respect to India is a reflection The Government of India Acto of Fear of China and also grows out of a most significant and served a mounting realization that the security of the drafting of the constitut rich countries will be increasingly The act of 1935 served as the threatened if tha welfare yap between stitution from the time India economically advanced and economically dependent in 1948 until then backward countries continues to widen became effective in 1950. rather than narrow. Th fluence injected in thisway to develop and to meet Government of India ms by adhering to a pc.- arliamentary democracy. I would divide a study of the government thisis seen in the of India into two main parts. The first in many quarters (some would cover the nature of the Indian con- problems of the type and stitutional system, the formal structure of a country like India government and the powers and functions of totalitarian methods government institutions. The second would t China, India's great focus on the political process, the ways rival, is attempting to in which government bodies function, the ifficulties by resorting nature of the political party system and the ans. Two great and popu- role of social forces in the process of are in this sense pitted governing. (competins; with each for economic and social The Indian constitutional structure is tterment, each following Western in type but the government functions t procedures and each in response to social forces which are pecu- mental philosophies dia- liarly Indian. To'look at the constitutional If the Indian experi- provisions would lead one to believe India s great danger that much to be a democracy in the Western sense, but ped world will lose faith an examination of the political process processes and adopt the reveals many differences between the Indian democratic forms are not system and the familiar features of Western rid development. The democracy. a vital stake in the Indian efforts and The roots of the Indian constitutional irest judged in terms of system are found in a number of acts passed gives India a major claim by the British Parliament designed to ntion. Much American gradually increase self-government in India. ;let to India is a reflection The Government of India Act of 1935 was the find also grows out of a most significant and served as a model for ion that the security of the drafting of the constitution of 1950. 11 be increasingly The act of 1935 served as the interim con- welfare gap between stitution from the time India became in- need and economically dependent in 1948 until the new constitution s continues to widen became effective in 1950. The British influence injected in this way coupled.with the Western orientation of Mr. Nehru, the nation have different N chief architect of the new constitution, and cultural background! was largely responsible for its Western interests. They adhere features. and therefore demand a ( local autonomy. There The documcnt contains a lengthy section tory of sfi.'r:tionnlkm an( on fundamental rights following the example British rule the Indian of the American Bill of Rights and similar divided into two main provisions found in the constitutions of and the princely states many other countries. Constitutional partition in 1947 (divi. guarantees include freedom of religion and continent into India an the right to equality and liberty, freedom were 562 princely state of speech and association, freedom from all parts of the sub-co arbitrary arrest and detea.tion and freedom almost two-fifths of th from discrimination on gro&ids of religion, princely state was gove caste or sex. The constitution also a- ruler with the advice o bolishes untouchability and prohibits its who was usually the eff practice. (Untouchability is an aspect of power though much defer the age-old Indian caste system which divides prerogatives of the tra people into social groups or "Castes" on a British India was divid hierarchical basis. Untouchables--people .there being eleven at t without caste--are at the very bottom of One of the major tasks the social hierarchy and are allowed to at the very threshold o perform only the most menial tasks.) Such that. of -consol idat ing a provisions while laudatory in themselves Indian states since it call for sweeping changes in attitudes absurd to'have thought based on longstanding traditions which into scores of independ cannot be brought about by legislation was required in the mid a lone. and federalism provided

India is a federal union of fifteen India has a part is states plus a number of union territories government both at the administered by the central government. government and in the s It is natural that the Indian system should tive power at the Cent be federal because of the diverse quali- body known as the Coun ties of the country and historical members of which are d reasons. People in various parts of the lature. The ministers -ientation of Mr. Nehru, the nation have different language, religious t of the new constitution, and cultural backgrounds and different asponsible for its Western interests. They adhere to various traditions and therefore demand a certain degree of local autonomy. There is also a long his- ant contains a lengthy section tory of F.r:tion:-.1:,:m and localism. Under 1 rights following the example British rule the Indian subcontinent was an Bill of Rights and similar divided into two main parts--British India and in the constitutions of and the princely states. At the time of entries. Constitutional partition in 1947 (uivision of the sub- dude freedom of religion and continent into India and Pakistan) there 3quality and liberty, freedom were 562 princely states, of various size in association, freedom from all parts of the sub-continent and comprising est and detention and freedom almost two-fifths of the total area. Each nation on grounds of religion, princely state was governed by a hereditary The.:constitution also a- ruler with the advice of a British resident ,uchability and prohibits its who was usually the effective source of intouchability is an aspect of power though much deference was paid to the ndian caste system which divides prerogatives of the traditional ruler. ,ocial groups or "Castes" on a British India was divided into provinces, basis. Untouchables--people there being eleven at the time of independence. - -are at the very bottom of One of the major tasks which had to be faced erarchy and are allowed to at the very threshold of independence was the most menial tasks.) Such that of consolidating and integrating the 'lie laudatory in themselves Indian states since it would have been ping changes in attitudes absurd to have thought of dividing India jstanding traditions which into scores of independent nations. Unity )ught about by legislation was required in the midst of wide diversity and federalism provided the logical answer.

a federal union of fifteen India has a parliamentary system of a number of union territories government both at the level of the central by the central government. government and in the states. Real execu- 1 that the Indian system should tive power at the Center is vested in a ecause of the diverse quail- body known as the Council of Ministers the country and historical members of which are drawn from the legis- ople in various parts of the lature. The ministers with the most im- portfolios constitute the cabinet. The Central Gover The Prime Minister is not only the chief minister in the cabinet but is also the The establishment of a leader of the party or coalition of parties necessitates a division of supported by a legislative majority. The central covernment and the executive is, therefore, not independent or The Indian :DristIt.;:!on doe separate from the legislature as in the way as to give a przpcndera United Sta\tes. The form follows the the central government. Di British model with power vested in the caused by sharp regional an Parliament consisting of two houses. The differences coupled with th lower house which enjoys a preponderence facilitate economic plannin of power is a popularly elected body with scale caused India's politi' elections conducted on the basis of uni- design a highly centralized versal adult suffrage. while allowing for consider omy, would vest ultimate co Indian political leaders decided soon center. While modern condi after independence that India should be a centralized tendencies in m republic with an elected President as head the Indian system goes fart

of state instead of vesting that position direcUon than many, both i

in a Governor-General acting as a repre- granted to the Center and i sentative of the British Crown, That India ness of central authorities is a republic is not so significant in Some observers have suggest itself. Its significance liesin the system is actually unitary fact that India was the first former tendencies and principles. British Commonwealth, The question was liament is empowered to all: therefore raised as to whether a nation of any state or states invo which did not recognize the British Sover- power has been exercised se eign as head of state could be a Commonwealth Central government under ce member. Flexibilit of Commonwealth arrnnge- may enact legislation on an ments was manifested in the decision that in the list of powers which India could remain as a member after beLo,ning grants to the states and rc a republic by recognizing the sovereign (powers not enumerated) are as head of the Commonweal1h. A number of Center unlike most Foderatic other Commonwealth members have since United States where residual Followed in India's footsteps and have be- vested in th constituent lit come republics, i.e. Ghana, Niguria, provisions of the constituti Tanganyika. central government (i ..e.th ios constitute the cabinet. The fCentral Government ter is not only the chief cabinet but is also the The establishment of a federal system arty or coalition of parties necessiiat,Js a ::;vision ofpower between the legislative majority. The central covernment and the constitutent units, arefore,not independent or The India-;.-insttt.:Lien does so in such a 'le legislature asin the way as to give a pr'zpenderance of power to The form follows the the central government. Divisive tendencies ith power vested in the caused by sharp regional and linguistic isting of two houses. The differences coupled with the desire to ..:11 enjoys a preponderence facilitate economic planning on a national )pula-ly elected body with scale caused India's political leaders to cted on toe basis of uni- design a highly centralized federation which, Ffrage. while allowing for considerable local autonomy, would vest ultimate control at the cical leaders decided soon center,. While modern conditions have caused -ice that India should be a centralized tendencies in most federations, n elected President as head the Indian system goes farther in this i of vesting that position direction than many, both in terms of powers .neral acting as a repre- granted to the Center and in terms of willing- British Crown, That India ness of central authorities to exercise them. not so significant in Some observers have suggested that the Indian jnificance liesin the system is actually unitary with some federal was the first former tendencies and principles. The central par- [ialth. The question was liament is empowered to alter the boundaries i as to whether a nation of Gny state or states involved and this [cognize the British Sover- power has been exercised several times. The 'state could be 'a Commonwealth Central government under certain conditions lity of Commonwealth arrange- may enact legislation on any matter enumerated sted in the decision that in the list of powers which the constitution as a member ofi:er becrhoing grants to the states and residual powers ,eognizing the sovereign (powers not enumerated) are vested in the ommonwealth. A number of Center unlike most rderations including the th members hive since United St.ites 'There residul powers are a's footsteps and have hc- vested in the constituent units. Emergency i.e. Ghana, Ni(,.!ria, provisions of the constitution enable the central government (i.e. the President) to take over the administration of a state important legislative me if evidence indicates that there is a and discussion is usual] threat to national security or if there high level. Most of its is a financial emergency or a breakdown elected by the state leg of state constitutional machinery. for six year terms, one- Leaders in the constitutent assembly which retiring every two years drafted the constitution realized that represented in accordanc centrifugal forces in Indian society would A few members are cppoin divide and pull the country apart if The Councilis not subje central power were not adequate to prevent it. The House of the Peo effective legislative po The machinery of the central government approximately 500 member consists of a bicameral legislature, and on the basis of universe executive branch headed by a President and The normal term is five Prime Minister, and a judiciary headed by subject to dissolution b the Supreme Court which provides a single any time in accordance w judicial system for the entire nation. liamentary procedure. L follows closely that use The le- islature or parliament is com- House of Commons. Full pcsed of a Jpper house, the Rajya Sabha or for debate and a questio Council of ,..ates and a lower house, the provides occasion for so Lik Sabha or House of the People. The re- latinglmeetings. Most o lationship between them is similar to introduced are governmen that between the House of Lords and the and supported by the Exe House of Commons in Great Britain. The bills must originate in Council of Statesis weak, being unable to Speaker decides all case effectively oppose any measure favored by whether a billis a mone the lower house (House of the People). It between the two houses was created primarily for the purpose of solved in a joint sittin establishing bicameralism which Indian of each house having one leadership favored on the basis of general of the People with twice principle. Also, federal countries are as the upper chamber is usually bicameralin order to allow repre- have its way. These pro sentation of the constituent units as with the fact that nearl such. Though lacking significant power, members sit in the lower the upper house has initiated a number of Indian Parliament in eff cameral body. dministraZion of a state important legislative measures and debate icates that there is a and discussion is usually conducted on a nal security or if there high level. Most of its 250 members are emergency or a breakdown elected by the state legislative assemblies tutional machinery, for six year terms, one-third of the members constitutent assembly which retiring every two years. Each state is titution realized that represented in accordance with population. ces in Indian society would A few members are appointed by the President. the country apart if The Councilis not subject to dissolution. ere not adequate to prevent The House of the People, the fountain of effective legislative power, consists of ry of the central government approximately 500 members directly elected icameral legislature, and on the basis of universal adult suffrage. h headed by a President and The normal term is five years though itis and a judiciary headed by subject to dissolution by the President at rt which provides a single any time in accordance with regular par- for the entire nation. liamentary procedure. Legislative procedure follows closely that used in the British ture or parliament is com- House-of Commons. Full opportunity is given er house, the Rajya Sabha or for debate and a question period each day es and a lower house, the provides occasion for some of the most stimu- use of the People. The re- lating meetings. Most of the important bills een them is similar to introduced are government bills originated e House of Lords and the and supported by the Executive. All money s in Great Britain. The bills must originate in the House and the esis weak, being unable to Speaker decides all cases of doubt as to ose any measure favored by whether a billis a money bill. Differences (House of the People). It between the two houses on any bill are re marily for the purpose of solved in a joint sitting with each member oameralism which Indian of each house having one vote. The House red on the basis of general of the People' with twice as many members o, federal countries are as the upper chamber is therefore able to atin order to allow repre- have its way. These provisions combined e constituent units as with the fact that nearly all of the cabinet acking significant power, members sit in the lower house renders the has initiated a number of Indian Parliament in effect virtually a uni- cameral body., The Parliament isIndia's major delib- President's death or removal erative body and lawmaking isits main (A new ,,resident must be e4 function. Whilte its powers are limited months of the date of vacan by the federal nature of the constitution The Vice-President serves as and by the power of the Supreme Court to chairman of the Council of S declare most types of legislation uncon- the basis of his personalit stitutional, it nevertheless enjoys ex- exert considerable influent tensive powers and performs a variety councils. of functions. It can amend the constitution with the assent of the President The Council or Minister and in many matters without approval of the sinister asits head functi states, and it can change state boundaries. executive and is,in accord The Cabinetis responsible to the Parliament of the constitution, collet' (i.e. the lower house) and the government to the House of the People. must therefore seek house approval for its ship between the Council of programs and financial needs. the legislative is designed with the traditional system The Executive Branch consists of the democracy whereby the execu President, Vice-President, the Prime Minister from and is responsible to ' and the Council of Ministers. The President branch. Ministers head the as chief of state in practice occupies a government and each bears r position similar to that of the Sovereign administering his departmen in the British system. The constitution the top civil servants who gives full executive power to the President of the bureaucratic structu butin accordance with accepted parliamen- on the functions of governm tary procedure the Prime Minister exercises the entire country. effective executive power acting for the President. In the event of an unstable Unl!ke the United State cabinet or a weak Prime Minister, the a federal court structure a President could assert himself and function state courts, India has a s as the real executive. Members of the system. The system is head Parliament and of the state legislatures act Court of India. There is a jointly to elect the President for a five each state and other lower }car term. local areas. Courts perfor judicial functions. The Su The Vice-President has few powers but terprets the meaning of cc succteeds to the presidency in case of the visions and can declare t is India's major delib- President's death or removal from office, lawmaking isits mein (A new president must be elected within six its powers are limited months of the date of vacancy in that office). ture of the constitution The Vice-President serves as ex-officio of the Supreme Court to chairman of the Council of States and may on of legislation uncon- the basis of his personality and ability ievertheless enjoys ex- exert considerable influence in government id performs a variety councils. can amend the con- le assent of the President The Council of Ministers with the Prime 2rs without approval of the Minister as its head functions as the real an change state boundaries. executive and is,in accordance with terms 2sponsible to the Parliament of the constitution, collectively responsible nouse) and the goyernment to the House of the People. The relation- eek house approval for its ship between the Council of Ministers and ancial needs. the legislative is designed in accordance with the traditional system of parliamentary e Branch consists of the democracy whereby the executive is drawn President, the Prime Minister from and is responsible to the legislative of Ministers. The President branch. Ministers head the departments of ein practice occupies a government and each bears responsibility for to that of the Sovereign administering his department working through ystem. The constitution the top civil servants who occupy the apex tive power to the President of the bureaucratic structure which carries e with accepted parliamen- on the functions of government throughout he Prime Minister exercises the entire country. ive power acting for the he event of an unstable Unlike the United States which has both k Prime Minister, the a federal court structure and a system of assert himself and function state courts, India has a single judicial utive. Members of the system. The system is headed by he Supreme f the state legislatures act Court of India. There is a Hinh Courtin the President for a five each state and other lower cot Ls in the local areas. Courts perform 3 customary judicial functions. The Su le Court in- asident has few powers but terprets the meaning of cc ,utional pro- presidency in case of the visions and can declare ation void if found unconstitutional but it cannot play decides which leader comma] the significant role in constitutional de- support in the state legis velopment played by the United States that person to be chief mi Supreme Court since the Indian constitution party has a clear majority can be so easily amended. The Parliament this power is signi-f-i-can-t. has several times amended the constitution dismiss a minister if he b to negate court decisions. is in the national interes the legislative assembly a Policies and programs of the Indian elections. Each bill pass government are administered by a vast legislature must be sent t bureaucracy headed by the Indian Adminis- for his signature. He may trative Service which provides highly recommendations for change competent administrative leadership in the the President of India for manner of the. Indian Civil Service in the The role of the governor i days of British rule. Before independence to the power of the nation the Civil Service played a major role in state affairs. Considerab policy making as well asin administration given in India to governme It was organized along highly centralized level and to strengthening hierarchial lines responsible ultimately the village council which to the British Viceroy who was the repre- of local self-government i sentative of the crown. After independence Panchayat is an ancient in the administrators became-answerable to which Ghandi attached grea Indian ministers-at both the national and seemingly inconsistent wit state levelsin which policy making re- centralized state, the Con sponsibilities are vested. attempted to make the Panc unit of government. As t State and Local Government village administration and Community Development dog Government at the stet( levelis similar development plans itis ma in form to that found at the Center. The needs of a modern welfare relationship between the state legislatures and the chief ministers and their cabinets The Political P corresponds to the relationship between the national parliament and the Prime Minister Conditions in India de and Cabinet. Each state has a governor of the political process; appointed by the President of India who acts versity, the caste system, as an important instrument of national regionalism, religious tra authority within the state. The governor poverty, inadequate commun tutional but it cannot play decides which leader commands greatest ole in constitutional de- support in the state legislature and selects by the United States that person to be chief minister. When no ce the Indian constitution- party has a clear majority in the legislature amended. The Parliament this power is significant. The governor can amended the constitution dismiss a minister if he believes to do so ecisions. is in the national interest and can dissolve the legis;ative assembly and call for new programs of the Indian elections. Each bill passed by the state Jministered by a vast legislature must be sent to the governor id by the Indian Adminis- for his signature. He may send it back with qhich provides highly recommendations for change or passit on to E,trative leadership in the the President of India for final approval. flan Civil Service in the he role of the governor is further testimcvi; -ule. Before independence :o the power of the national government in played a major role in state affairs. Considerable attention is well as in administration givcl in India to government at the village along highly centralized level and to strengthening the Panchayat, , responsible ultimately the village council which is the basic unit ceroy who was the repre- of local self-government in India. the crown. After independence Panchayat is an ancient institution to became answerable to which Ghandi attached great importance:--Mlie at both the national and seemingly inconsistent with the idea of a Which policy making re- centralized state, the Congress Party has re vested. attempted to make the Panchayat an effective unit of government. As the c ief agency of -3nd Local Government village administration and cooperation in Community Development programs and other t the state levelis similar development plans itis made to serve the round at the Center. The needs of a modern welfare state. been the state legislatures sisters and their cabinets The Political Process ne relationship betweer the cnt and the Prime Minister Conditions in India determine the nature ch state has a governor of the political process; linguistic di- President of India who acts versity, the caste system, sectionalism and instrument of national regionalism, religious traditions, illiteracy, the state. The governor poverty, inadequate communications all join together to determine the political features been so great. The Congres of the country. outgrowth of the Indian Nati the leading nationalist mov India has a large number of political struggle for independence. parties, five of which are national parties independence period an exter with strength in various parts of the zational network was establi

country, although the Congress Party alone parts of the country which 1 extends its organizational units through- has been able to duplicate. out all of India. Most parties have a ship of Mr. Nehru was 0 SOIIC regional or local base appealing to lin- strength to the Party. fh guistic, communal, religious or caste of many factions and encomfv: interests and reflecting the diverse nature range of viev, This Featur of Indian society. A two party system of, from the independence moveffic

the type found in the United States and of the over-riding goal of i Britain is quite out of the question for dive,gent groups joined toge India. Sixteen parties were officially, split off later to form new recognized in the 1962 election and there others remaining tied to the were a large number of small, local groups to share in the fruits of p which were active politically. There were To the extent that the Party also a large number of independent candi- unified it has been due larg dates. ical skill of Mr. Nehru; Hi question whether the Party m The Congress Party has been continuously the absence of a towering fi dominant on the national scene since inde- vide the necessary cohesive pendence. Though it has never received a Congress Party has been the majority of popular votes in national Western, modernizing app roac elections, its distribution of strength ment of India. The Party's throughout the country has given it a com- ship under the guidance of M fortable majority in the House of the People. moted the 'idea of a secular In the election of 1962 the Congress Party attempted to foster industri received 48% of the popular vote and won 355 a series of Five-Year Plans seats out of a total of 494. Congress Party a socialist approach with em dominance has provided India with an element creased equality of opportun of stability needed in the early years of in the forces of division and f dependence but has also been a factor pre- within India in the name of venting a healthy party system from devel- and greater national unity. oping since its preponderance of power has leaders have not always foll e the political features been so great. The Congress Party isthe outgrowth of the Indian National Congress, the leading nationalist movement during the e number of political struggle for independence._During the pre- ch are national parties independence period an extensive organi ious parts of the zational network was established in all ,e Congress Party alone parts of the country which no of..:: 2,Irty itional units through- has been able to duplicate. Also die 1:,ader lost parties have a ship of Mr. Nehru was i sohece o ;Holonnd se appealing to lin- strength to the Party. Ei e PorLy is cumpod eligious or caste of many factions and encorlipa.ises a wide ting the diverse nature range of views. This feature ;s carry-over A two party system of from the independence movement when,in face le United States and of the over-riding goal of independence, of the question for divergent groups joined together, some having .ies were officially. split off later to form new parties but 62 election and there others remaining tied to the Party in order of small, local groups to share in the fruits of political power. )1itically. There were To the extent that the Party has remained of independent candi- unified it has been due largely to the political skill of Mr. Nehru. His death poses the question whether-the Party might split in -ty has been continuously the absence of a towering figure who can pro- onal scene since inde- the necessary cohesive power. The has never received a Congress Party has been the mainspring of a votes in national Western, modernizing approach to the develop- .ribution of strength ment of India. The Party's central leader- ry has given it a com- ship under the guidance of Mr. Nehru has pro- the House of the People. moted the idea of a secular state, has ,962 the Congress Party attempted to foster industrialization throigh popular vote and won 355 a sEries of Five-Year Plans, has advocated t of 494. Congress Party a socialist approach with emphasis' on in- fed India with an element creased eqqality of opportunity and has fought in the early years of in- the forces of division and fragmentation lso been a factor pre- within India in the name of centralization rty system from devel- and greater national unity. State and local )onderance of power has leaders have not always followed the. leadership at the Center. Some are less in 1960 when the Communis Western in their views and resist the It appeals to divisive gr centrallizing modernizing tendencies, and caste interest and ca .appealIng instead to regional, caste, adverse conditions such a religious,..and linguistic interests. Di- of West Bengelin which visiye forces within Indian society are largest 'city is located_ thus reflected in the. Party- itself and plagued with complex prob hamper progress toward achievement of housing, sanitation and t leadership goals. part from natural disa and the influx_of more th The four national partiesin addition Hi.ndu refugees from East to Congress are the People's Socialist Chinese invasions of indi Party,, the Communist Party, the Jan Sangh 1959 and again in 1962 we and' the Freedom Party. Indian Communist Party it split by factionalism, wt The People's Social ist Party formed of following Russian lead within the Congress mo%,,ement before World disposed toward the Chine War Is I seceded from that body. in 1948 and others Favoring:more inde appeared to be developing into the chief type communism. in spite opposition party when it polled 10% of the culties the party finds m popular vote in the 1952 election. This in India asit seeks its was the largest vote polled by any party the midst of adverse cond other than the Congress. However, its plague- India and poses a strength has since declined and it polled tutional government in th only 7% of the popular vote in the election of 1962:, its decline has been due in part The Jan Sengh is a Hit to inadequate leadership and in part to which stands opposed to t espousal of the socialist theme by Congres, secular, Western influenc the dominant party. fested themselves in lndi selves uncomfortable in a (,L, L Party whi le polling only system, members seek to p 11-2/ of cis,: '.,(31.2'`in 1962 is the chief oppo- Hindu values and traditio ,; ,t i dcrilb 1 e strength in large-scale planning and L %%Ion c.ontrol of the and would substitute cott 1 st-,1Le oF Ker,11.ain 1957 reduce dependence on fore ,jht int(:rvi-72ntion Lhc financial aid. The party 1'962 elections made it th he Center. Some are less in 1960 when the Communists lost control. r views and resist the It appeals to divisive groups, to linguistic )dernizing tendencies, and caste interest and capitalizes on .ad to regional, caste, adverse conditions such as exist in the state linguistic interests. Di- of West Bengelin which' Calcutta, India's ;ithin Indian society are largest city islocated. The region is in the Party itself and plagued with complex problems of inadequate toward achievement of housing, sanitation and transportation arising is. in part from natural disaster such as floods and the influx of more than three million itional parties in addition Hindu refugees from East Pakistan. The the People's Socialist' Chinese invasions of Indian territory in lunist Party, the Jan Sangh 1959 and again in 1962 were a blow to the 1 Party. Indian Communist Party itself, already split by factionalism, with some in favor .s Socialist Party fo..med of following Aussian leadership, with others 4ress movement before World disposed toward the Chinese camp and still from that body in 1948 and others favoring more independent Indian- develo,iing into the chief type communism. In spite of allits diffi- ty when it polled 10% of th- culties the party finds much fertile soil

) the 1952 election. This in India asit seeks its own advantage in vote polled by any party the midst of adverse conditions which Congress. However, its plague India and poses a threat to consti- ince declined and it polled tutional government in that country. popular vote in the election !ecline has been due in part The Jan Sangh is a Hindu communal party leaderL.hip and in part to which stands opposed to the cosmopolitan, socialist theme by Congress,. secular, Western influences which have mani- Irty, fested themselves in India. Finding themselves uncomfortable in a Western type polling only system, members seek to promote orthodox n 1962 is the c:Iief oppo- Hindu values and traditions. They oppose I1 (i.,J'..-,ider;ible strength in large-scale planning and industrialization IL wntrol of the a -id would substitute cottage industry and -!1(J. o Kerala in 1957 reduce depen4ence on foreign technical and ;iii: ')Y financial aid. The party's strength in the 1962 elections made it the chief opposition in two states. It has 14 seats in the and narrow communal ideolc national House of the People. Its future groups enjoy some support, strength will depend upon the quality of tics are characterized by its leadership and the extent to which forces tugging end pullinc the Congress Party's national leaders can a marked lack of consensus succeed,in the absence of Nehru's influ- clination on the part of r ence and prestige, in furthering the interests and loyalties, tc modernizing concepts in India's develop- purpose. ment. When the constituent The Freedom Party came into being in base elections upon univer 1)59 in opposition to the socialist orien- the decision was looked ur tation of the Congress Party. The Party and observers abroad as appeals to some business groups and non- India became a testing grr communal conservative elements who desire ability of universal adult an alternative to the Congress. It opposes country largely illiteratg governmnt-sponsored farm cooperatives, religious, linguistic and public enterprise, government regulation ences, and totally lackinc of private industry and large scale traditions of a democrati planning in general. It espouses private nation-wide general elect enterprise, individual freedom and a dim- with approximately one-ha ..Inition of central government power. It is voters going to the polls the largest single opposition party in four They ha've been conducted states and in the 1962 election polled manner and have shown that nore votes than any opposition party except preparing th2 electoral m. the Communists. fying the process through and through adequate supe In addition to the national parties a ing places, masses of ill large number of parties and political group- exercise sufficient judgm ings exist at the state and local level. system. Election campaig They are usually built around leading per- vigorous and attract wide sonalities and appeal to communal, caste, dates with a national ori religious, ideological and sectional loyal- along with-those who make ties. There are a number of left-wing very narrow and local gro socialist parties hardly distinguishable Party, due to its superio in ideology from the Communists. Other organizational network, h groups emphasize narrow sectional interests far to, consistently trium A

It has14 seats in the and narrow communal ideology. All of the of the People.' Its future groups enjoy some support, and Indian poli- .epend upon the quality of tics are characterized by a plethora of and ',ne".extent to which forces tugging and pulling in all directions, rty's national leaders an a marked lack of consensus, and little in- absence of Nehru's influ- clination en the part of many to orient their ge,in- furthering the interests and loyalties to a common national cepts in India's develop- purpose.

When the constituent assembly decided to Party came into being in base elections upon universal adult suffrage, ion to the socialist orien- the decision was looked upon by Indian leaders ongress Party. The Party and observers abroad as "an act of faith." business groups and non- India became a testing ground of the work- vative elements who desire ability of universal adult suffrage in a to the Congress. It oppOses country largely illiterate, fragmented by sored farm cooperatives, religious, linguistic and sectional differ- se, government regulation en-.es, and totally lacking experience in the istry and large scale traditions of a democratic society. Three lerl. It espouses private nation-wide general elections have been held Jividual freedom and a dim- with approximately one-half the eligible ral government power. It is voters going to the polls (54% in 1962). igle opposition party in four They have been conducted in an orderly he 1962 election polled manner and have shown that with due care in 1 any opposition party except preparing the electoral machinery, simpli- fying the process through the use of symbols, and throJgh adequate supervision at the poll- 1 to the national parties a ing places, masses of illiterate voters can f parties and political group- exercise sufficient judgment to justify the the state and local level. system. Election campaigns are cole.ful, ly built around leading per- vigorous and attract wide attention. Candi- appeal to communal, caste, dates with a national orientation are heard ological and sectional loyal- along with those who make their appeal on re a number of left-wing very narrow and local grounds. The Congress ies hardly distinguishable Party, duc to its superior and widespread Dm the Communists. Other orgaoizational network, has been able thus ze narrow sectional interests far to consistently triumph but the campaigns provide opportunity for many candidates with great and has so overshadow appeals to local passions to further the and tendencies. The machin forces of disunity. A continuing problem ment tended to revolve arou is that of bringing about a greater national Minister until his death in consensus in a badly fragmented society. the ruling party and thus di formulation of public polic Many observers have felt that after in the national legislature Nehru's departure from the political scene, the actual exercise of powe the disparate grot.s would assert them- by that body was somewhat c selves increasingly and the lack of con- legislature was inclined to sensus would become even more apparent. Minister's wishes without gi Certainly allthe. ingredi' Its of further the full play of forces wit fragmentation are present and it remains to was the architect of foreig be seen whether the forces of localism will spoi.esman for India in all 1 triumph over attempts to further national foreign and domestic. His unity no.v that Nehru with ;Os great prestige great that his word on any and w:db following has passed from the would go far to settle the scene. the strength of the confide great bulk of the Indian po The Indian system must be looked upon as his leadership. it is doub an experiment. There is no assurance that successor or successors wil the existing constitutional arrangement, of such great trust and pro lacking deep roots in Indian traditions and working of the system and t experience, twill continue. A great many forces within it will be pu Indians question both the nature of the The basic question is wheth system and its objectives. Some would enough adhesive qualities t favor a monarchical arrangement which they together asit faces the ma believe would be more in line with Hindu of development, both econom traditions. Many question the program of centralized planning and development of Indian Internation large-scale industry. A large number do not believe in political parties and speak India is the leading na of "partyless dem-cracy" without defining aligned" or "uncommitted" w its meaning. In a very real sense the of a large group of underde existing system has not yet hada chance which have refused to join to be tried and tested. This is because associated with either of t the influence o-Ptir. Nehru has beenso blocs, India's influence on ity for many candidates with great and has so overshadowed other forces passions to further the and tendencies. The machinery of govern- ,ty. A continuing problem ment tended to revolve around the Prime ling about a greater national Minister until his death in 1964. He led adly fragmented society. the ruling party and thus directed-the formulation of public policy. His influence ,rs haN, felt that after in the national legislature was such that e from ,ne political scene, the actual exercise of power and initiative .oups would assert them- by that body was somewhat curtailed. The igly and the lack of con- legislature -Is inclined to echo the Prime :ome even more apparent. Ministcr's wishes without giving vent to le ingredients of further the full play of forces within it. Nehru .e present and it remains to was the architect of foreign policy and the forces of localism will spokesman for India in all important matters, .empts to further national foreign and domestic. His prestige was so Iehru with his great prestige great that his word on any question or issue ng has passed from the would go far to settle/the matter, such was the strength of the confidence which the great bulk of the Indian population had in ystem must ')e looked upon as his leadership. It is doubtful that his There is no assurance that successor or successors will enjoy a position istitutional arrangement, of such great trust and prominence, and the ,tsin Indian traditions and working of the system and the multitude of continue. A great many 'forces within it will be put to the test. both the nature of the The basic question is whether there will be bjectives. Some would enough adhesive qualities to hold the country cal arrangement w;iich they together as it faces the manifold problems more in line with Hindu of development, both economic and social. y question the program of ning and development of Indian International Relations stry. A large number do oli%ical parties and speak India is the lead!ng nation in the "non- mucracy" without defining aligned" or "uncommitted" world. As leader a very real sense the of a large group of underdevt.loped nations has not yet had a chance which have refused to join or become closely tested. This is because associated with either of the great power -r. Nehru has been so blocs, India's influence on the international scene has been very great. Its ,influence is cloSd p'roxim based upon moral and psychological factors peace and f r ii?.nds hip. w.ith rather than on economic or military powers. tp be !,dl Se on p roc t lea]g

India has insisted upon following an inde in y cJorriesf:I c p l of? 1 ems an pendent approach to controversial issues, connec Led w!.th I n ternal--ci sometimes seeming to side with one or the plaCC:A pr ior c on

other, but always claiming to base its and .r!..;ou cc:es: ;4 .pql i cy position upon moral and ethical cons ider- ships wi th both blRcs obv ations and. upon Indian judgment as to of reso4rc..-:s de the-best means to furt'ier world peace and (5)I rid i.a had been F rill 1 y tranqui 1i ty. principles of peace wi Lk: which seen rather n 'ebu lou

x L-1-:(-11:fla 1 y India 's -pol icy of non-al 1 ignment is are n 1.

based on a 'number of considerations. 10 rsh i p Li se hr iri. i (1) While a great nation in-terms of terri Panchs heel(or f i yp pr-ind tory and population, India is economically enunciated in a -t rea ty

and militarily weak and must -'therefore . de- They a re (a ) Mutual respe

pend upon moral suasion rather than material ej qnty of each; ) nonagi might to make her influence felt. -(2) While i n ter ference in each. Ot he India's commitment to democratic ideals, ffa ( d ). mu tua 1 equal to individual freedom, to the rule of law, CO -ex i s tence to Western democratic institutions and pro cesses give her a Western stance, she never- th norla 1i ynnle.n t

theless harbors an emotional feel ing against Mr Neh r'u ro1 1 owed every

the. West. Thisis due to India's own recent' to 05 is i 1 a t of> p e r Lion colonial history; to the fact that Western 19 61(3 r i SOf A

powers have often Found it impossible to :-.30prior i

adhere to Indian's viewpoi.nts with >respect (..::01.11"1 I: I. tti Cyr I to colonial areas, and to general misgiving f3alidiln 3 (:,-)111,:er:-..;nc. n 195 :regarding Western policies. Extens=ion of 1;;:. control beyond its borders by the Soviet C.:01_11)1:r- ); II: !;(.1fw:: Un ion and the domination ofi is satel 1i tcs -.shi have ,had little impact on the Indian people-;-=

They haye experienced Western imper ial ism, ::;1.tc,.; , but the Soviet brand seems quite remote and CO.y 1 Oft', 11,13 (;."1:14:3::f

, )1) of1 ittle consequence. (3) The Fact that I ncli a , -;.101: 1 Indian territory borders on China and is in sup:)or s pr; eery: Its influence is close proximity I:the..;-:SoViet. Uni-on renderS. 1 and psychological factors peace .and Friendship with these*tbuntries economic or military powers: tO be e.on`pr.-..3(ktrical' ground. (4) The ted UpOn following roany domesti.e-p-roblemS and the,-great burdens tocontroversial. connecOd. development ;have" ng td-side with One or the pl.aced a energies ys to base its and .ro,sour.,(Ms -N policy of paCe:'and'.fr=iehd... oraland-ethiCa1 .consider- ships with boLh-:blocs obviate the ElTheation. Indian. judgment as to of :.scarcp resourceserg defense 'production.. to:fui-ther world peaCe and (5) JrldOia .had ,bclenji-rmjy. comm-itted to prinCipAes:of peace with other countries Which ',e in rather nebolous tous but which icy of non-al lignment is are exi;renie ly mcaning Fol to the.Indian er of considerations; leadership -4hes,epr'ir;ci;ies (mown as at nation inTterms of terri Panchshcel(or pc-irn were first. cion,-India is economically enneiated in a 'troaty:'With..China in 1954: oeak- and must therefore de- They are ,(a) MutuJi respect for the soVer ,suosion rather than material eignty of each; (o) influence-felt. (2) While inteerence in eachea other-,'s ent to democratic ideals, internal affaT'rS.-; (dtmutOal (e) 'Peaceful reedom, to the ruleof c0-7exi.s..tc=nce. cratic institutions and pro- a Western stance, she never. Wi'th nbnalignment as a basIC.tenet, an emotional feeling against Mr. NerLLfoljowed:every: avenue open-to-hinY is due to India'-s own recent ss te On and ci-A.;poon obj ectiVCS to the fact that Western anion g (1..1 r (1S andAI- ri ca He en Found it impossible to 51)1)0 r n*:pe.nde.1:iCe.!TIM/e:nen 111 C hr g'sviewpoints with respect coun 0 rrhe. i)0115I'S as, and to general misgiving f t:Ile Banduno 1955 i:njoyedCOn7 rn policieS. Extension of S its borders by the Sovier- eountriy-,, omination of its satellites sh:ip 1)' Ii The irnpact on the Indian peop10.. in ienced Wes_tern s ()me !,J1,..111 1),.riiida and. 3rand seems quite relootend quence. (3) The Fact that lndia, N61:: ,711.1 - y borders on China and is in suppol-Led p,).11e j toward Communist China. Arab nations have by a Hindu Maharajah. disagreed withIndia on the Israeli question by tribesmen from Pak Nevertheless India has been in a position of Maharaja's accession leadership among countries outside the two troops from India-ent big power blocs. the tribesmen. This send in regular army A large part of India's foreign policy waged between India a is based on her relations with Pakistan, 'inited Nations was ab her closest neighbor. The un- fire early in 1949. satisfactory relations between the state fell on the these two countries are rooted in Cease-fire line. The their common history and the sudden break significant Vale of K which came ith partition of the sub- Kashmir and one of the continent,iroducing a long list of con- vacation areas, remai tentious issues. The communal past with The United Nations Se its history of conflict between the Muslim that a plebiscite be and Hindu communities, the tragedy of erence between Indian partition with its loss of life and dis- part of the people li location of millions of people are still at first agreed, but living memories to the people of both Pakistan forces be wit countries. Since independence and partition refused to do so unles feelings of suspicion .1nd distrust have been troops. This India r perpetuated by specific isues related,to the position that Paki economic dislocations, settlement of prop- and Indian troops were erty claims of people forced to move from Kashmir's protection. one country to another, division of assets been possible.on condi between the 'wo countries, trade relations, plebiscite could be h currency excJange, territorial boundary claims all of Kashmir, problems and general differences on policies be willing to settle f in foreign affairs. side of the cease-fire maintains that the Mus The issue which has headed the list and if allowed to choose, which has had a profound emotional impact The Kashmir dispute is in both countries has been the dispute over that relations between Kashmir. A semi-autonomous princely state will continue to be st before independence, Kashmir has a pre- settled. Just before dominantly Muslim population but was ruled Nehru released Sheik A '1st China. Arab nations have by a Hindu Maharajah. invas'on of Kashmir h India on the Israeli question. by tribesmen from Pakistan following the India has been in a position of Maharaja's accession to India resulted in long countries outside the two troops from India entering Kashmir, to oppose )cs. the tribesmen. This caused Pakistan to send in regular army units, and warfare was )art of India's foreign policy waged between India and Pakistan until the )er relations with Pakistan, United Nations was able to arrange a cease- neighbor. The un- fire early in 1949. Approximately 1/3 of relations between the state fell on the Pakistah side of the countries are rooted in ceaz,e-fire line. The rest, including the history and the sudden break significant Vale of Kashmir, the heart of th partition of the sub- Kashmir and one of the world's most beautiful -oducing a long list of con- vacation areas, remained on the Indian side. es. The communal past with The United Nations Security Council suggested ,F conflict between the Muslim that a plebiscite be held to determine pref- :munities, the tragedy of erence between Indian and Pakistan on the h its loss of life and dis- part of the people living in Kashmir. Nehru .111ions of people are still at first agreed, but only on condition that es to the people of both Pakistani forces be withdrawn first. Pakistan Jinc,e inck,pond(.nce and partition, refused to do so unless India also withdrew h( uspicion .1,1d distrust have been troops. This India refused to do, taking .y specific is.,.v75 related to the position that Pakistan was the invader ocations, settlement of prop- and Indian troops were necessary for )17 people forced to move from Kashmir's protection. Agreement has not o aoother, division of assets been possible on conditions under which a m) countries, trade relations, plebiscite could be held. While India Inge, territorial boundary claims all of Kashmir, she would doubtless general differences on policies be willing to settle for that part on her fairs. side of the cease-fire line. Pakistan maintains that the .Muslim majority would, which has headed the list and if allowed to choose, side with Pakistan. a profound emotional impact The Kashmir dispute is of such significance ries has been the dispute over that relations between India and Pakistan 2mi-autonomous princely state will cortinue to be strained until it is ndence, Kashmir has a pre- settled. Just before his death Prime Minister slim population but was ruled Nehru released Sheik Abdulleh,'the Kashmiri leader who had been imprisoned in 19)3 when within her borders and is i he seemed to move away from favoring Indian apparent lack of discrimina rule and advocated autonomy for Kashmir. race or color. Also the So This was an obvious attempt to seek a vigorous opposition to West solution to a problem, the seriousness of and colonia'ism isin confo which was increased when the Chinese in- Indian position. India doe vasion of 1962 caused India and Pakistan Soviet Communism as a threa leaders to realize the importance of a itis viewed in the West. united front. There is, however, no in- has supported India's posit dication to date that agreement is near. In 1955 Khrushchev asserted on Kashmir was not necessar India's relations with the United States solidified Nehru's uppositi have been strained by relations between this country and Pakistan. When Pakistan Until 1959 India mainta became a member of SEATO in 1953, Nehru, friendship with Communist C who was always critical of reliance on that it would be possible t collective security arrangements, took the her near neighbor in spite position that the cold war had been brought difference. India consiste to the subcontinent. Pakistan's membership China's attempts to gain Un in the Bagdad Pact, now the Central Treaty membership and followed a c Organization (CENTO), and several bilateral policy toward China. When defense agreements with the United States troops suppressed a rebelli have also been bitterly opposed by India against the Chinese in 1959 which feels that Pakistan's strengthened troopsin October of that y military position constitutes a threat to frontier post in India's No India. The United States argues that mili- Agency, relations with Chin tary aid such asit has extended to Paki- rapidly. Many Indians bega stan is for defensive purposes exclusively, on India's course in foreig but India does not accept that view. By 1962 the effects of India's friendship toward the Soviet Tibet began to wear off and Union is based on a number of factors. that the Chinese had any fu India is impressed with the U.S.S.R.'s against them. Butin Octob rapid economic development, and many Indians Chinese struck again, this believe it could well serve as a model for intensity in Ladakh in the Inrlia. Indians believe that the U.S.S.R. Northeast Frontier Agency. offers fair treatment to minoritygroups Nehru requested military ai been imprisoned in 1953 when within her borders and is impressed with ove away from favoring Indian apparent lack of discrimination baled on ated autonomy for Kashmir. race or color. Also the Soviet Union's vious attempt to seek a vigorous opposition to Western imperialism problem, the seriousness of and colonialism isin conformance with the eased when the Chinese in- Indian position. India does not look upon caused India and Pakistan Soviet Communism as a threat in the way line the importance of a it is viewed in the West.Also the U.S.S.R. There is, however, no in- has supported India's position on Kashmir. te that agreement is near. In 1955 Khrushchev asserted that a plebiscite on Kashmir was not necessary. This statement Nations with the United States solidified Nehru's opposition to a plebiscite. fined by relations between nd Pakistan. When Pakistan Until 1959 India maintained a policy of r of SEATO in 1953, Nehru, friendship with Communist China, believing critical of reliance on that it would be possible to coexist with urity arrangements, took the her near neighbor in spite of ideological the cold war had been brought difference. India consistently f..,:vorted inent. Pakistan's membership China's attempts to gain United Nations Pact, now the Central Treaty membership and followed a conciliatory CENTO), and several bilateral policy toward China. When Chinese Communist eats with the United States troops suppressed a rebellion in Tibet bitterly opposed by India against the Chinese in 1959 and Chinese at Pakistan's strengthened troopsin October of that year cv.:,...pied a on constitutes a threat to frontier post in Northeast Frontier ited States argues that mili- Agency, relations with China deteriorated as it has extended to Paki- rapidly. Many Indians began to express doubts fensive purposes exclusively, on India's course in foreign policy. not accept that view. By 1962 the effects of the action in iendship toward the Soviet fibet began to wear off and Indians doubted on a number of factors. Oat the Chinese had any further designs ssed with the U.S.S.R.'s against them. But in October of 1962 the development, and many Indians Chinese struck again, this time with great id well serve as a model for intensity in Ladakh in the West and the s believe that the U.S.S.R. Northeast Frontier Agency. In late October eatment to minority groups Nehru requested military aid from the United Nations and Great Britain. Both countries the majority are non-W responded, Ah the United States sending Asia and seven in Afri small arms and transport plans. On of countries which hav November 21st, the Chinese announced a since 'Adia have becuo cease fire and pulled back from much of in the Commonwealth of the territory which they had occupied. advantages and makes i India's relations with China con never role 1r1 cr..3 world scen again be as friendly as they were before otherwise be possible. 1959, and India will be compelled to allocate more of her resources for de- India has utilized fensive armaments. The Chinese action United Nations to broa casts considerable doubt on India's ability vices and virtues of h to maintain her own national security with- power struycle. n out adequate defensive organization and ported the cause of th weapons. nations and has been a the Uniu.:1 Nations Though there existed in India consider- powers such as Portuga able bitterness toward Great Britain,.arising countries have not alw out of the colonial period, Indian leaders same policies but, to nevertheless felt at the time of independence has prevailed among th that it would be advantageous to maintain given much credit for commercial and cultural links with Britain "Countries such as Indi through membership in the British Common- and militarily weak, a wealth. However, connection with the ative of United Nation British Monarchy seemed to be inconsistent in that body all with full national sovereignity, and Indian more or less equal. 1 leaders desired that the country become a forum where they can a republic. Under a formula produced at known and influence I: a Commonwealth Conference in 1959,it became possible for a republic to maintain Commonwealth membership by recognizing the English sovereign as the symbolic head of the Commonwealth. India became a republic in195'0. This began a new phase in the evolution of the Commonwealth. Prior to this time all members were Western countrNes. There are now 18 members, and Great Britain. Both countries the majority are non-Western with four in ith the United States sending Asia and seven in Africa. Also a number .nd transport planes. On of countries which have become indepenc:crit t, the Chinese .E.nnounced a since India have becuna republics. Membership nd pulled back from much of in the Commonwealth offers trade and commercia :y which they had occupied. advantages and makes it possibl° ^Ily a tions with China c..,nnever role in world scene greater friendly as they were before otherwise be possible. dia will be compelled to ke of her resources for de- India has utilized her memL..-,:ip h! the ments. The Chinese action United Nations to broadcast her views on the :erable doubt on India's ability vices and virtues of both sides i- t.1 t-:r7at her own national security with- power strilycle. sh? nas consisLc. , defensive organization and ported the cause of the under-developed nations and has been a leader of mox:erlentsin the Nation3 here existed in India consider- powers such as Portugal. Asian and African ess toward Great Britain, arising countries have not always support *he olonial period, Indian leaders same policies but, to Lnc unity felt at the time of independence has prevailed among them, India must be d be advantageous to maintain given much credit for playing a leading role. nd cultural links with Britain Countries such as India, thatarc c::-.on,_:mically ership in the British Common- and militarily weak, are especially appreci- ever, connection with the ative of United Nations membership because rchy seemed to be inconsistent in that body all . as tional sovereignity, and Indian more or less equal. it provid,:c; thiri with red that the country become a forum where they can make their views Under a formula produced at known and influence: th Conference in 1959,it be- e for a republic to maintain membership by reco ?nizing the reign as the symboltc head of aith. India became a republic is begin a new phase in the the Commonwealth. Prior to

1 members were Western There are now 18 members, and BIBLIOGRAPHY

Kahin, George Mc:Turman, ed. Major Govern- A good account of t ments of Asia (Cornell, 196fl. the Indian system, Thii66k contains a section on India government, the par and explains the basic features of foreign relations a Indian government and some of the Written before the political forces inI,,dian s3ciety. of 1962.

Lamb, Beatrice Pitney. India, A World in Philips, C. H. Politics Transition (Praeger, 1-963-7; India (Praeger, 19 A 350 page paperback--covers Indian A brief account des history before the British period; ships between India the effects of British rule; the in- politics. fluence of religion, caste and language; education; politics and government and Spear, T.G.P. India, A economic development. Very useful. ( Univ. of Michigan

A good history of I Lewis, John P. Quiet Crisis inIndia (Double- ence. day, 1964). The emphasis is on economic develop- Tinker, Hugh. Indi( ment, the five-year plans and American Analysis, TPra policy toward India. It is a paper- A-/ou page pap bac back of 375 pages and is helpful in subcontinent and fe explaining India's strategic importance and Pakistan share as well as problems of economic devel- chapter on problems opment. in India.

Levi, Werner. Free India in Asia. (Univ. Ward, Barbara. India an of Minn., 1-9571: Norton, 1964 . The book is now dated but good for the impact of India on the rest of Asia The book explains f during the early years of independence. India toward the We pullin the opposit Palmer, Norman D. The Indian Political book also deals wit System (Houghton WW1 NTT-1961). achieve economic gr of the Chinese atta points and Indian p BIBLIOGRAPHY le McTurman, ed. Ma or Govern- A good account of the basicnature of ia (Cornell, 19 3 the Indian system, the structureof ,ak contains a section on India government, the party system, elections' lains the basic features of foreign relations and economicplanning, government and some of the Written before the national election , al forcesin Indian society. of 1962.

ce Pitney. India, A World in Philips, C. H. Politics and Society In on (Praeger, 19UT: India (Praeger, 1962j. age paperback--covers Indian A brief account describing relation- before the British period; ships between Indian society and ects of British rule; the in- politics. of religion, caste and language; on; politics and government and Spear, T.G.P. India, A Modern History c development. Very useful. ( Univ. of Michigan, 1961). A good history of India. Useful refer- P. Quiet Crisis in India (Double- ence. ?64 ). )hasisis on economic develop- Tinker, Hugh. India oci Pakistan, 'rick:al :he five-year plans and American Analysis 'Pre er, 19172-r. toward India. It is a paper- A2ou page papback focusing on the 375 pages and is helpful in' subcontinent and features which India ling India's strategic importance and Pakistan share in common. Has a ' as problems of economic devel- chapter on problems of nation-building in India.

Free India in Asia. (Univ. Ward, Barbara. India and the West. (W.W. 175521. Norton, 1967:07 51. is now dated but good for the of India on the rest of Asia The book explains forces which pull the early years of independence. India toward the West and those which pullin the opposite direction. The -Ian D. The Indian Political book also deals with India's efforts to (Houghton Wrif 1 in,-1961). achieve economic growth, and the effects of the Chinese attacks on India's viewpoints and Indian policy.