Status of Women Through Curriculum
ELEMENTARY TEACHERS HANDBOOK
NUEPA DC
D13265
NC^RT
TOjta wftw sftr srftretwi National Council of Educational Research and Training December 1932 Pausa 1904
F.D. 3T-DPG
<|) National Council o f Educational Research and Training, 1932
Published at the Publication Department by V. K. Pandit, Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110016, and printed at the Central Electric Press, Delhi 110007 Foreword
N cert has recently set up a Unit, concerned with the problems of women’s education in India. But prior to this, some work was done in the area of values concerned with the differential status of women in India. As a result of some of the deliberations in the conferences held in this matter, some values were identified, which will lead to'an equality of women in our society. In the ten year school curriculum, NCERT had already emphasised the need for a common curricu lum for all, including girls, so that women have an equal opportunity later on in matters of education. A change in the existing values of society, leading to an improvement in the status of women, is not very easy to bring about. But a beginning can be made, as has been attempted in this volume, by way of identifying the values which should be expressed through the teaching of languages, social sciences, biological sciences and mathematics textbooks and other instructional material used in our educational system at the school stage. I appreciate the services of the resource persons from the Department of Education in Science and Mathematics and Department of Education in Social Sciences and Humanities in helping the Women Education Unit to bring this work up to the level of its present status. We are also obliged to subject experts and teachers who participated in various group meetings and contribu ted to the development of this material. I particularly appreciate the contributions of Dr Sarojini Bisaria and other members of the project team. Smt. Janak Duggal has edited this volume and her work is specifically commendable for taking up this venture and developing the material in such a short period. Our efforts will be rewarded, if teachers and others react to this material and make constructive suggestions for further improvement. Sh ib K . M itra Director New Delhi National Council of March 1931 Educational Research and Training
Introduction
T he ten-year school caters for general education. This general education is ‘environmental studies’ at the primary stage, and, then, it grows into a system for* developing a wholistic approach to knowledge, relevant to the understanding of society and cultivation of scientific attitude. For ‘Education and Development’ the Education Commission Report provides for ‘no differentiation of the Curricula!, and the entire content is spelt out in relevance to both boys and girls undergoing the process, till Class 10. In this context, even at the formative stage of the curricula for the ten-year school, it was thought cogent to identify values commensurate with the status of women, and reflect the same through the textbooks and supplementary readers. This was taken care of by the National Seminar held in the year 1975. The outcome of the same became a public document and the textbook writers in all disciplines took note of the same. Considering the limitations of textbooks and supplementary reading materials, and the importance of human intervention of the teacher, it was thought necessary to develop a teacher’s handbook. This handbook is to take note of the identified values on the one hand and the disciplinary objectives on the other. In each area, the projection of the values for cultivating cogent attitudes in both the sexes has to be level-based for pupils and explicable through various teaching methods. The entire gamut of social sciences, natural, physical and biological sciences and mathe matics and, above all, languages has been put to such an exercise. A series of workshops and discussion groups were organised, wherein curriculum-framers, subject experts, teacher educators, teachers,' educational administrators and textbook writers were involved at different stages for the preparation of this Teacher’s Handbook. The Handbook includes projection designs in Languages (Hindi, English, Sanskrit and Urdu), Social Sciences (Geography, Civics and History), Mathematics and Sciences for teachers at the elementary stage. The Handbook is meant for the teachers to exercise their ingenuity in helping children interpret social facts from the point of view of cultivating scientific temper which alone is conducive to the status of women in the society. The Handbook may also provide guidelines to the teachers in forming proper attitude in children at quite early stages of their life, through the teaching of these subjects. The .material thus produced is being circulated for try-out and feed-back. Suggestions for improvement of the same, received well in time, shall be most welcome so that they are incorpo rated in the subsequent version of the Handbook,
Contents
F orew o rd ......
I ntroduction
P rojection D esigns I. Languages Hindi Sanskrit English Urdu II. Social Sciences Geography History Civics III. Mathematics ...... IV. Sciences
Appendices Appendix / : Recommendations of the National Seminar on the Status of Women : 1975-76 Appendix I I : (I) Contributors to the Development of the Material («) NCERT Consultants Dr. Sarojini Bisaria, Head
Km. Indira Kulshreshtha
Smt. Janak Duggal
Km. Prabha Puri
D r Surja Kumari p r o j e c t i o n d e s ig n s
I. Languages
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Sanskrit is not merely a means parts, and participated freely not only in the rituals but of communication but a repository of entire rich also in spiritual discussions, and discourses and were and glorious Indian cultural heritage. Rigveda is the oldest profound scholars comparing suktas and teaching in written document handed down to the modern world in Ashramas, accompanied warriors to the battle-fields, its pure form due to the extieme care taken to preserve it. looked after the administration of the Ashvamas and even Human speech finds its way through a particular language selected their life companions. Sita performed 9TFT which is termed as one of the most powerful media of for the enrichment of crops, Gargi and Maitrey participated expression. The teaching of a language enables a child in discussions,Vishchala and Kaikey went to battle-fields, not only to communicate with the society but it helps in the Arya Gautami managed the Ashrama of Karva and development of its personality as a whole when equipped accompanied Shakuntala to the palace of Dushyatit. with a vast vocabulary at its command and armed with a pen Vedic Mahila rishis like aTTT^fr, comparing. mightier than a sword can produce such literature which suktas can be cited as some of the examples not only projects the culture of the age but also inspires which can be referred to by the teachers for inspiring the others, bringing about complete transformation of society young minds. as had been done by Paramaguru Ramakrishna Parama Endowed with the Cultural heritage, a Sanskrit teacher hansa, Swami Vivekananda, Swami Dayananda and other can organise various co-curricular activities providing social reformers. Thus language on the one hand is a such learning experience as may help in developing proper mirror which reflects the culture and civilisation imbibed in attitudes for the attainment of the ideals underlying the its literature, and on the other hand it is a weapon with the nine identified values enumerated in the following pages. help of which changes can be brought about in society as Inter-house competitions, naming houses after Vedic has been done by Paramaguru Ramakrishna Paramahansa. mahila rishisr, arranging exhibitions depicting the high status of women in Vedic and Upanishadic ages, collection Fortunately, the Sanskrit teacher has an easy access to of stamps issued in honour of women who had done meri the Vedic Period When women enjoyed a very high status torious services in any field, and preparation of albums, in society. charts and models can provide such opportunities to boys Sanskrit being the oldest language serves as a mirror and girls to make them realise that they both are important and is called sflresr (meaning mirror and ideal) pro components of the society and together they have to share viding an insight into the rich cultural heritage of India. all responsibilities for the achievement of high ideals and It being the mother of all northern Indian languages, and national goals. sister language of the Indo-European family has been a The thematic content of the textbooks requires a very source of important information about the ancient world careful handling. The verses containing moral values and civilisation and Sanskrit literature has been providing good sayings selected from different master-pieces of litera source material for other literatures written in various ture could be illustrated through such examples as highlight modern Indian languages. the status of women. Similarly while teaching translation A Sanskrit teacher, therefore, has an important role to and composition teachers may select such sentences for play. The objective of teaching Sanskrit is not merely to translating into Sanskrit as go a long way in developing enable children to communicate their ideas in Sanskrit and such attitudes. Sentences like Mohan washes his clothes; converse freely expressing their feelings but to equip them Sita brings medicine for her brother; Mira’s mother with the ability to study the holy literature consisting of teaches in a school; her father helps her mother in kitchen; 9 her brother is a good singer, etc., could be used for trans piloting, swimming, horse riding, shooting etc. and boys lation papers, explaining grammatical usages. These will too motivated towards fine arts, home economics, drawing, indirectly create an atmosphere of equality and fraternity. painting, eto., so that there may not be any complexes or prejudices in the minds of the boys and girls against certain Besides this, the teacher teaching Sanskrit language has areas of professions. to be very careful in his/her own behaviour in the classroom situations. He/She should not be biased and prejudiced The general aim of education is the development of in any way while assigning duties, and other roles in the a child’s personality as a whole and just as a vehicle can various activities of the school, since arr^TT gTfprfr move on even wheels only, a nation can progress by leaps 3rPTT*r: the students a re . keen observers of all such and bounds only when men and women share equally the actions of the teacher. burden of national development. Then only the national goals and objectives can be achieved and the nation; can It may not be out of place to add that the teacher has prosper setting an ideal for the rest of the world as it had to focus the attention of the students to such references been in the past and described in the following saying: as highlight the status of women, e.g. the high place given to mother in Indian culture, even God is worshipped by saying vtwt, & & w iw m c n etc. Due emphasis is to be laid on the eradication of Let people all over the earth build their character and social evils like accepting bride price in the form of learn from the persons who were born earlier in this dowry, vulgar display of wealth, etc. Co-curricular country. activities like, essay-writing, letterwriting, debate, plays An attempt has been made in the following pages to etc., can be organised to inculcate a feeling of hatred provide brief suggestions and hints regarding the thematic towards such social evils. * content and learning experiences through which the desired A word is added about the vocational guidance, which is attitudes are to be developed and built with a view to bring now a-days one of the essential activities of the school. about the required changes in the society, which call be Girls can be inspired to enter professions like engineering, referred to as and when required by the teachers of Sanskrit. OBJECTIVES The following broad objectives ate to be kept in view while 7. Disapproval of sharing feelings against all activities teaching humanities with special reference to high lighting which could be considered as anti-social in matri the status of women through curriculum and textbooks in mony e;g, dowry and bride-price, etc. Sanskrit: 8. Emphasis on need-based consumption so that the ' 1. Development of the child as a co-sharer of all concept of women becoming prosperity symbdl responsibilities in the home and home manage must be rejected* ment. 9. Promotion of dighity of person so that women become self-reliant, self-propelled and self-directed 2. Development of the child having respect for dignity instead of accepting themselves as sex-symbols. of labour in the performance of roles inside and outsides the home. 10. Women should be viewed not in isolation but as a part of the total situation. 3. Equal commitment for work at home and outside 11. Some references have been given under thematic by both the sexes. Dependence of girls and women content, but they have to be used carefully in the as a traditional value to be rejected. selection of the content taking into Account the 4. Equal participation in the development of the development of the various attitudes for imbibing the value and achieving the national goals. Some nation through equal opportunities in all walks of life. times negative background is given to highlight the importance of desired objectives. Therefore 5. Consciousness of rights and abilities.. the way. of presentation of the content is very im portant, which should highlight the status of 6. Sharing of decision-making process at all levels women and in no case and under no circumstances from family to society. denigrate it. 10 SUGGESTIONS FOR TEXTBOOK-WRITERS AND EVALUATORS 1. The textbooks and the workbooks and other social reformers like Swami Dayanand, Swami supplementary materials in Sanskrit should not Vivekananda, Sri Aurobindo, Mata, Sharda Devi contain any references that denigrate the status of to be highlighted. women. 7. Care must be taken to see that the main objectives 2. Biographies of distinguished women in different of the new status of women is to generate a spirit walks of life with special reference to the high of cooperation with the other sex and not of con status enjoyed by women in Vedic period to be frontation. Vedic culture as depicted in included in the curriculum. Samanasya Sukta of Atharvaveda can be cited as an example. The spirit of all the members sharing 3. The various ideas about the subordination of the responsibilities of home and cooperating with womanhood favoured in the later post-Vedic each other in all walks of life to be highlighted. Sanskrit literature should be exploded. Contri At the same time no stigma should be attached to bution in the form of dedication, devotion to the divorce if it has to take place under compelling family to be highlighted. circumstances. 4. The legal rights of women in different spheres 8. The exercises should contain questions so as to should be emphasised with special references to focus the attention of the learner on the desired the legal rights as enjoyed by women in Vedic and values. post-Vedic period as well as in the present age! 5. The contribution of women writers, poets, ‘Rishis’ 9. The textbooks should also contain specific instruc of Vedic suktas to be highlighted. tions for the project work and other activities that may be undertaken for projecting the high 6. All corporate efforts made for raising women’s status of women enjoyed by them during Vedic status—suffrage movements, the work done by times. 11 Stage and Value Attitude to be Developed Thematic Content Learning Experiences Class Middle Sharing the The child- (Clasess V, responsi 1 maintains equally good and The thematic content should be 1. Stories vi, vn, bilities in healthy relationships with such as helps in the develop 2. Plays VIII) home and all the members of the ment of the given attitudes. 3. Dialogues home family, friends and teachers The following references are 4. Recitation competi manage whether male or female, old suggested: tions ment or young,-inside or outside 1. Verses to be selected with 5. Wall-magazines home. care and proper emphasis 6. Essay competitions 2. develops habit of moral be laid on the status of 7. Inter-house class judgement with regard to women, e.g. T O iTTcTT ^ room cleanliness one’s own actions and fw r cMfc importance competitions . shares all responsibilities of the world *ncTT simi 8. Inter-classroom deco equally, e.g. cooking, ser larly ration competitions ving meals, washing the to be emphasised. dishes, looking after babies, 2. (a) Stories of women going gardening, shopping, paying to battlefields e.g. fasWT bills, taking sick people to in the battle-field, -set right hospitals, etc. by (Vedas) srfepft f*TTT. 3. has an aesthetic sense and (b) Kaikeyi helping Dashratha. love for everything that is Passages showing the respect- good and beautiful and acts paid to women by Rama in accordingly. Ramayana e.g. Shabri, 4. has a sense of dedication Kaushalya and even Kaikeyi. and is willing to sacrifice 4. Equal respect for goddesses one’s own share for the like Lakshmi; Aditi, Surya, welfare of the family/ Sarswati, Vak, etc., along society irrespective of sex. with their gods. 5 understands that happy 5. Equal participation in the individual life depends on a performance of Yagnas. happy social life with equal Sita used to perform Shesva contribution from both the « Yagna for the enrichment of sexes. crops. Replica of Sita was 6. consciously avoids doing plaoed by Rama to com things which would infringe plete the Yagna. ' on the rights of women as' 6t Collections of sayings from - an equally responsible and Shatpath Brahmana 1/9/2/3 respectable member of the and Aitereya Brahmana family/society and politics 8/3/13 TOT f 3TPTT 3/3/1. of the country. V, VI-VIJ, Respect for The child— Some more suggestions can be VIII dignity of 1. recognises the multiplicity added for the development of labour in of jobs around him/her. these attitudes through: the perfor- 2. realises that no work is 1. references from Mahabha- Plays and tableaux mance of inferior and has no com- rata, Agyatvasa of Pandavas roles inside plexes against any type of job. wherein Bhim performed, and outside 3. experiences the jobs of the work of a cook etc. home achievement through work 2. Ramayana—Rama, Sita Filmstrips can be pre in different roles inside and and Lakshman helping each pared. outside the house. other in all the activities. 12 Stage and Value Attitude to be Developed Thematic Content Learning Experiences Class 4. feels a sense of pride in work done properly. 5. develops basic manipulative skills through the use of hands. 6. develops habits of careful ness, concentration, metho dical handling, economy in respect of expenditure in curred. 7. insists on keeping the en vironment clean. 8. is enthusiastic about acti vities in family, neighboui- hood, school and society. vi—y in equal com- The child— mitment for 1. cooperates and works at Situations where women Equal exposition to work at home and outside with had been confined to various skills of learn home and fellow workers of opposite homes only to be explod ing attitudes through outside sex as well. ed. administrative roles, Dependence 2. behaves in a manner which Reference to Vedic index managing different acti of girls and is acceptable as decent and showing women as teachers as vities of the school, women as a cultured and helps the illustrated in Kaushitaki organising class compe traditional fellow beings of opposite Brahman and Aiteraya Brah titions, decoration of value to be sex to grow simultaneously, man. classrooms with quota rejected 3. understands that cordial. Biographies of women in differ tions on equal com relationship is very essential ent fields—women pilots, en mitment for work. for the growth and develop gineers; stories of Nal-Dam- ment of society. yanti, Harish Chandra and 4. associates with friends of Shaivya; swimmers, players, opposite sex for learning sharing all joys and sorrows. new skills needed for per forming different roles satis factorily in the society. 5. understands the problems of other members of the family and helps in solving them. 6. adjusts himself to various difficult situations of life. 13 Stage and Value Attitude to be developed Thematic Content Learning Experiences Class V to VIII Equal The child— participa- 1. develops attitudes of love 1. Lessons may be written on 1. House competi tion in the and respect for the mother- Rani Durgawati, Lakshmi tions, celebra develop- land, Bai, Rani Hada of Rajpu- tions of birthdays ment of the . 2. is prepared to sacrifice his tana, Rani Didda of Kash of heroic ladies nation selfish interests for the sake mir; and contribution of 2 Patriotic songs in through of the country, Sarojini Naidu. Sanskrit may be equal 3. has respect for public pro- 2. Arya Gautami looking after composed opportuni- perty. the administration of Kan- 3. Filmstrips ties in all 4. understands his duty to res- va’s Ashram in his absence. 4. Participation in walks of pect the national symbols, 3. Verses like: games and sports, life 5. develops a sense of patriot (a) f sm tenf debates and cul ism and faith in socialism, tural activities. secularism and democracy. f^f spptot 3 amjnw' 6. protects the national pro perty and does not destroy (b) national songs like it. V—VIII Conscious- The child— ness of 1. is made aware of being Extracts from Manusmriti 9/26, Mock Parliaments, rights and viewed as a part of the total 3/56-57-59, 60, 61, 62, 9/28 N.C.C. and all other abilities situation. Camps, Girl Guides 2. is made aware of rights of Boy is equal to girl, Manu and Scouts equality as provided in the smriti (Manu) 13/45, 9/130, the Constitution. girl is entitled to father’s pro 3. is made aware of duties perty. Adoption of female ba corresponding to the rights bies as well: female babies were bestowed upon the indi also adopted and given the same vidual. love and affection, e.g. Sita by Janak, Shakuntala by Kanva. VI—VIII Sharing of The child— decision- 1. shares in solving the prob- 1. Reference to. Ramayana Monitoring the class, making lems. where Mandodari requests the funds, organisation proms at , 2, is able to take judicious' Ravana to leave Sita; Also ' of class activities, deco all levels decisions in the interest of had he listened to her, ration of -the class from the family, neighbourhood, Lanka would have been room, school, games- family to school. " saved from disaster. field. society 3. develops sense of leader 2. Vasistha suggested that Sita School parliament, ship. should take over the charge organising Sanskrit 4. does not exploit anybody of kingdom in the absence Kavi Sammelans, etc. materially, physically and of Rama. (Ramayana 2/37/ intellectually. 13-14). 3. Ravana also offered Lanka’s kingdom to Sita (Ramayana 3/55/26-17). / 4. Tara helped Bali and Sugriva in running the kingdom. 14 Stage and Value Attitude to be developed Thematic Content Learning Experiences Class VI—VIII Dis- The child— approval 1. develops a sense of equality Dowry system was unknown in Staging Sanskrit plays of all acti- with the opposite sex. Vedic times in the form it exists showing ill effects of vities con- 2. has no inferiority com- today. dowry, film slides sidered to plexes. be anti- 3. learns to be self-confident Svayamvara Pratha, story of social in and self-reliant. Savitri and Satyavan, revealing matrimony 4. learns to avoid ostentatious the strength of Savitri. —dowry, display of wealth and pros- bride-price, perity. etc. VI—VIII Need-based The child— consump- 1. develops a sense of hatred Passages from Niti Shatak, Posters, charts, three- tion, re- towards display of wealth, Vairagya Shatak, Hitopadesh, dimensional models, jection of 2. realises that rea^l wealth is Panchatantra. working and static the concept education and knowledge, models, projects of con- 3. takes care of mind and body Sense of Ideal motherhood in sumerism at all stages—as a child, as Shakuntalam, Act VII, IV-18. Transparencies, films leading to a boy/girl, and understands women the need for physical fitness Positive values to be derived becoming and. mental awareness— by condemning the Bahuvivah prosperity presence of mind, Pratha, low status in Katha symbol 4. desires to help others and is Sarit Sagar (Stories to be selec prepared for self-defence. ted very carefully) no obscene 5. develops proper attitude passages/stories to be selected. towards physical and mental health. VI—VIII Promotion The child— of dignity 1. feels in no way inferior/- Story of Rani Hada, Sati burn Equal opportunities, of perspn, superior to the opposite sex. ing herself after being insulted right from the begin women 2. feels pride in acquisition of by her father. ning in all the becoming new knowledge, skills, and activities of the school. self-confi- attitudes and gains self- Draupadi ?rsr, dent self- confidence. TO Students may prepare reliant, 3. behaves in a dignified way albums Of collections self-pro and commands respect, Sita in Lanka rebuking Ravana. of verses and poems pelled and 4. has strength to protect his/ highlighting the status self her prestige. Stories of Harish Chandra, of women. directed 5. believes in not being treated Shaivya. in isolation but as ah esteem Collection of stamps ed member of society and Passages from Vidur Niti 1/74/ depicting the charac contributes towards the 40, 5/38/10, 5)37/5, 13/46/59-61. ters. realisation of national goals. 15 ENGLISH INTRODUCTION T extbooks and Supplementary Readers at the school which are drawn largely from images of middle class, stage, should not contain any references to women that should be exploded. The realities about the attitudes of denigrate their status. The existing books should be various classes of the rural population towards women, evaluated and scrutinised from this point of view so as to some of which (attitudes) may be at variance with those delete all such references. However, as lqng as teachers of the urban middle class, should be brought to light. hav? to use the existing books they should 'take care to play down all such references, and endeavour to put things In projecting the desired status of women in society in the correct perspective. care should be taken to generate a spirit of cooperation, and not of confrontation with the other sex, even though In these readers, biographies of women such as freedom competition and confrontation are the facts of life which fighters, social workers, explorers, scientists, doctors, exist in the society at the moment. Such confrontation engineers, teachers, sportswomen and statesmen, should be is known to lead to hasty divorces resulting,in broken included. In addition to this a few accounts of other homes. While an ^awareness of these facts is desirable, it women like office-workers, farm workers, factory workers, should be seen that no stigma is allowed to be attached to housewives should also find place. Proper emphasis on separation and divorce,-if they have to take place. Like the role of such women should be laid in the teaching wise, let no stigmk be attached to spinsterhood, widow programme. The contributions of women writers, poets hood and re-maniage. and novelists should be given their due place. The legal rights of women should be emphasised. ’ The corporate efforts made for elevating the status of Women should be viewed not in isolation, but as an integral women highlighting equality like suffrage movements, part of the total human situation. The conventional the work of AlWC, University Graduate Women's Asso myths about the subordination of Indian womanhood, ciation, YWGA, could be highlighted by the teacher* 16 Class/Stage Major Idea Attitudes to be developed Through Reading Through Co-curricular and Extra-curricular Activities Middle I. Home- Equality of Sexes’. 1. Narrative pieces: Cooking, serving, clean* Stage Manage- This attitude could best be —stories ing, gardening etc. ment a developed by sharing: —anecdotes (Such activities can joint res- (a) In the home: washing —incidents, etc. start even earlier than ponsibility clothes; mending and stit- 2. Dialogues Class VII.) of both the ching; educating children; sexes looking alter babies, cattle and pets; taking care of old people and looking after guests; gardening; upkeep and repair of household appliances etc. (i.e. main taining a home which is comfortable and aestheti cally satisfying). (b) Outside the home: shop ping; running errands like paying bills; taking children to school, hospitals; tran sacting business at the post-office, bank, etc. NOTE: 1. The class mentioned under Column 1 is the class from which the inculcation of a certain major idea begins. :. Most of the co-curricular activities mentioned in Column 5 pre-suppose a co-eduoational pattern. 17 Ge n e r a l suggestions English is generally taught as a second language in Indian attending to the household duties such as lifting schools. The English teacher must look upon the school water from a well, cutting fuel, washing clothes in children just as students and not as boys and girls discrimi cooperation with men-folk in addition to mere nating on the ground of sex. The following are some of buying things in the market. the points which the teacher should keep in mind while 3. The teacher should graphically describe to the teaohing English. students how women participate in sports and games 1. Effective pictures and illustrations be shown to in Olympics. T.V. sets may be made use of in the children who are mostly from rural India that this respect. woman; is not merely a mother but she can be a 4. The textbooks should consist of lessons and pic teacher* a doctor, a professor, an engineer, an tures illustrating women working actively with men administrator, a politician, a diplomat, a captain in Defence Forces, like the Air Force, the Navy of a ship, a pilot of a plane, a social reformer or a and the Army as doctors, engineers etc. social worker like Mother Teresa, a freedom 5. The teacher should on occasions invite women fighter, a lover of wild animals, etc. The pictures writers, artists, musicians and such other talented and illustrations showing the women in the above personalities to talk to them or give performance capacities should abound on the walls of class before them showing their talent. rooms and in the textbooks, as well as the 6. There must be provision for newspapers, radio, Supplementary Readers. television etc. through which the different roles of 2. The teacher of English should guide and teach women along with men can be displayed. the students through visual aids like pictures, 7. Above all, textbooks should not contain anything puppets depicting women working in the fields as discriminatory or derogatory to women. hard as men, working in the hospitals side by side with the members of the other sex, working in 8. Last but not the least, the teachers should rise to factories side by side with men facing and hand the occasion to set right the prejudices that may ling heavy and dangerous machines for long hours, raise their ugly heads in the lines of the textbooks. X\£j*jj\»\ *-<^y£(j* U & u^^yf v?/- &Lb./fj(fxj'd LJU j I >H'/\ tfc^Jf'S'u' i _ £ L if.t-\j/s^fSJ-jjfuj/tSo ^ o x j^ y d O \j> i IrV l I £*? 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(/; U/)/iS L— ££-%”' JV U*U &Uj?'zS^H- J>v .2 X4 L . U c ^ y y > u I I f V o I &>I S u l f A .5 - ^ .i S i l f y ' U j i a j U t J3 II. Social Sciences GEOGRAPHY INTRODUCTION major resources of products entering into inter national trade. I n dia is a unique country and so are her problems. Today 8. To develop an ability to use the tools of geography it is a nation in transition, a nation on the move. The e.g. maps, globes, charts, atlases, photographs, metamorphosis is slowly and imperceptibly taking place etc. and education is now engaged in preparing the child for a type of society which does not yet exist and is yet to emerge. 9. To acquaint the students with elementary methods This preparation depends upon the ingenuity of the teacher of study by geography. and his capacity and capability to create such a climate 10. To help the student understand the interdependence that could be conducive to promote desirable changes in of various geographical regions. a child as to free him from the throttling influence of dero 11. To widen the awareness of the child of his place gatory practices and attitudes. The development of values in the world in relation to the universe in the con and attitudes is not an easy task and the teacher needs text of the technological advancement in the space certain directions and guidelines to accomplish the work age. assigned to him. The hints given in the pages that follow are a step towards this end so that the teacher is able to 12. To develop an awareness in the pupil of the rapidly present the true status of women, using fertile imaginative growing population and its impact on the quality approaches, applying new ideas and undertaking new of life. experiments. VALUES OBJECTIVES 1. Equality of opportunity in all productive work 1. To promote an understanding of the different contributes to national development and optimum elements of physical environment which affect participation of both sexes is a pre-requisite for man’s ways of living. nation-building. 2. To help the student realise that man everywhere 2. Dignity of labour is involved in every task under tries to make the best possible use of his environ taken for personal or collective good. ment including gifts provided by nature to satisfy 3. Understanding of the positive role and contri his needs. bution made to the socio-economic system by 3. To help the students appreciate the role of man, women in different regions of the world. armed with science and technology, in developing 4. Understanding the impact of economic develop the natural resources for raising the standard of ment on the status of women in different regions living of the people. and vice versa. 4. To help the students understand the variety of ways 5. Women’s participation is essential for socio-econo of living in different parts of the world, leading mic development in any region.. ultimately to the promotion of international under standing. 6. Rejection of the values of consumerism and emphasis on need-based consumption. 5. To help the pupil learn from the experiences of other people and understand their relevance to 7. Rejection of the values of dependence of women. India to find out how we in India can develop our 8. Rejection of the practices and tradition in society resources. which are derogatory to the interest of women. 6. To develop an appreciation of the value of co 9. Rejection of the conservative ideas about the operative effort at the local, national and world capacities and capabilities of women. level. * 10. Understanding the trends of sex-ratio, viz., labour 7. To acquaint the students with the political map force, wage policy and educational and other of the world, location of different countries and facilities. 37 Class Values and Attitudes to be developed Topic/Content/ Learning Evaluation Textual Material Experiences/ Activities I—II 1. To help the child appreciate equal res Our family Observation of: Observation and ponsibility of male as well as female —Work distri recording members of the family for a successful bution living. —Responsibilities at home 2. To “help the child appreciate the inter Our School Observation and Observation, changeability of roles in a family. Our Neighbour discussion questioning hood —many people work to maintain - a school or other institutions —all members of school are inter dependent Ill 1. To help the child understand the great 1. The world we 1. Discussion in diversity of physical environment and live in classroom resultant economic activities in differ 2. Life in 2. Organising ent regions stressing non-segregated neighbourhood exhibition social relationship of man and women. 3. Life in different 3. Showing films 2. To help the child understand the tra States ditional and contemporary force that 4. Means of trans 4. Visiting differ operates to the disadvantage and ad port and ent parts of vantage of women. communication regions 5. Depicting maps, photos showing the participation of women in different acti vities IV 1. To help the child appreciate the com 1. Our country— 1. Interviewing 1. Observation posite culture of our nation and help to natural regions different persons ' ' develop' aii attittide of esteem and res-' ,,,,,,, belonging to pect for all. different regions 2. To understand the positive contribu 2. Resources and 2. Use of pictorial 2. Oral tion made to the economic system by their develop charts and maps questioning women in different regions. ment 3. To analyse the nature of exploitation 3. Means of 3. Through class 3. Assignment of working people in general and wo transport and room discussion work men in particular and react to these communication 4. Celebration of conservative values in our society. national days/ festivals 5. Showing edu cational films 6. Organising/ visiting exhi bitions 38 Class Values and Attitudes to be developed Topic/Contentj Learning Evaluation Textual Material Experiences) Activities 1. To help the children understand contri 1. Studying the 1. Viewing life in 1. Assignment butions of various groups of men and globe and map different regions work women to the cultural, scientific and of the world political development of different re gions. 2. To appreciate the traditional as well as 2. Many ways of 2. Comparing 2: Collection modern values of life establishing the living different maps work balance between the two for over-all showing differ good of the society in every region. ent aspects with a view to highlight the relationship between man i and his chang ing environ ment 3. To bring out the interdependence of the 3. Our shrinking Gathering informa 3. Observation people of different regions/communities. world tion about different 4. Understanding regions from differ 4. Written and the changing ent sources and oral tests— world classifying them. recording the Studying the trade change in the pattern attitude of the child L To help the child understand the im I. Asia Discussions bring I. Written tests pact of economic development on the ing out difference/ status of women and vice versa. similarities in geo graphical pheno menon with a view to find out the rea sons for the same 2. Women are to be equal partners for a 2. Africa Exclusive use of 2. Map work healthy and successful development of diagrams/maps/ region. photographs, illus trating the status of women in its true perspective 3. Analysis of population characteristics 3. Australia Collecting informa 3. Discussions, of different countries emphasising the tion about different debates availability of opportunities for regions and their women. comparison 4. South America Preparation of 4. Observing the simple maps illus attitudinal trating the contri change in the bution of women in child’s beha different spheres viour and Class Values and Attitudes to be developed TopicJContentl Learning Evaluation Textual Material Experiences/ Activities Showing films of finding out the different regions/ degree of cultures/communi awareness ties highlighting the created role of women, thus providing a chance to the children to compare it with their own culture VIII 1. To help the child understand the im 1. Europe 1. Discussions 1. Written Tests pact of economic development on the bringing out status of women and vice versa. differences/simi larities in geo graphical pheno mena with a view to find out the reasons for the same. 2. Women to be equal partners in all the 2. India in detail 2. Extensive use of 2. Map work developmental and progressive acti diagrams/maps/ vities/movements in the region. charts/photo graphs, illustra ting the status of women Analysis of population characteristics of 3. Collecting 3. Discussions/ different countries emphasising the Information debates availability of opportunities for women. Equality ©f opportunity in all produc 4. Preparation of 4. Observing the tive work, contributions to national' simple maps attitudinal development and optimum participa illustrating the change in the tion of both the sexes is a pre-requisite contribution of child’s beha for nation-building. women in differ viour and fin ent spheres ding out the 5. Showing films of degree of aware different regions/ ness generated cultures/com munities high lighting the role of women, thus providing a chance to child ren to compare it with their own culture 6. Conducting all- India tours for this purpose 40 HISTORY INTRODUCTION OBJECTIVES H istory forms an important part of diversified curriculum 1. The status and the role of women in the historical of general education for the first ten years of schooling. development of the society must be projected. The course in history up to this stage is, therefore, aimed 2. Women’s contribution towards the growth of civi lization and culture is to be highlighted. at acquainting the pupil with important trends and deve-. 3. Various distorted facts of history relating to women lopments in the history of India and that of the world. have to be avoided. The teaching of history in a proper way provides scope to 4. The generic term ‘Man’ should be replaced with promote the status of women as desired. Moreover this terms like “human beings’, ‘individuals’, ‘persons’, ancient land of ours has a rich cultural heritage which "people’ or ‘society’ for a more wholistic approach. provides a vast explorable horizon for the students of 5. The status and the role of women in the develop history and a teacher can make use of all this for elevat ment of world culture is a global issue. ing the status of women. 6. The unique feature of our country, namely, unity in the midst of diversity, be properly emphasised. 41 FOR CLASSES I TO V Major Idea Content Attitude How 1. Women as well as men have Biographical narrations Cooperation Attitudes are caught played an important role in the of the past and present and not taught. We development of civilisation. of stories of eminent Scientific attitudes may deliver sermons and scientists, saints, poets, sermons and these may writers, social reformers not be of any use to the etc. students. We may have a rich content material but if it is not taught properly it may not become meaningful. Effective technique of * teaching is equally important. Story-tel ling, illustrations, cele bration of important days, i collection of pictures and writing brief notes under those pictures. Emphasis on patriotic songs, poems, dialogues etc., child- dren’s literature (pro duced by NBT and NCERT), scrap-books, etc. may be laid. 2. Women play important roles in Biographies of eminent (a) Interdependence Dramatisation, role-play the development of different as personalities from world between different ing pects of culture, viz., religion, lite history. members of the rature, art, science, political field, society etc. (b) Respect and pride -do- of one’s culture 3. (a) Women have participated Certain crucial phases of (a) Patriotism and urge -do- effectively in the freedom the history of freedom for liberation movement of India. movement in India. (b) The role of women from differ Emphasis on freedom (b) To promote national -do- ent parts of India to be high movement in North as integration lighted. * well as South, (c) Tolerance -do- 42 FOR CLASSES VI, VII AND Vm Major Idea Content Attitude How 1. If proper facilities are provided Different aspect^of the (a) Exploitation of 1. Lecture-cwm-discus- women can contribute as effective society and culture in women and other sion method ly as men in all-round develop different periods weaker sections of 2. Display material ment of the country. the society, inhu 3. Narration of stories man practices adop 4. Dramatisation and ted towards them in role-playing any period of his 5. Dialogues and dis- tory need to be cussions abhorred. 6. Quotations (b) Tolerance and 7. Celebration of lm- democratic func portant days and tioning festivals (c) Developing critical Display and m^p attitude work 9, Chart-making 10 Visits to places of historical and national importance 11 Debates and decla mation contests 12. Talks in the mor ning assembly both by teachers and students 13. Extension talks/ lectures by V.I.P.’s. 2. In the past women could not Attemipts made to (a) Equality of Same activities as contribute as much as they should ameliorate the condi opportunity for all mentioned in 1 have because they were socially tions oil women in to 13 above and economically exploited by the differeint periods (b) Respect for manual 14. In co-educational society. labour schools opportuni ties may be provi (c) Interdependence of ded for equal parti different members cipation of boys of family/society and girls in various activities e.g. beauti fication of the school campus, running school cooperative shop, honesty shop, management of small savings scheme, etc. 3. There is a great importance o>f tthe (a) Reform and Bhakti (a) Scientific attitude 15. To depict contem social and economic emaneipmtiior Movements and porary picture of of women for the general p r o v e s legislations to re the Indian society, of a country and for hiunjoat move social evils novels and stories equality. like untouchability written by writers and caste-system, viz. Munshi Prem 43 Major Idea Content Attitude How sati pratha, child (b) Respect for human Chand, Rabindra marriage, infanti values nath Tagore, Ban- cide, children’s Jcim Chandra Chat- employment, waste terji, Sharat Chan ful spending on dra Chattopadhyaya post-death cere may be exposed to monies, etc. the children (b) Special mention of 16. Illustrations of social social reformers reformers such as and Sufi saints. Swami Dayanand Saraswati, Raja Rammohan Roy, Mahatma Gandhi, Ambedkar, Ishwar Chander Vidya- sagar, Keshav Chandra Sen, etc., may be given 4. In the struggle for independence of Fundamental Rights (a) Respect for 17. Biographies and our country women played an im and other provisions as national symbols autobiographies of portant role. provided in our Consti eminent social re- tution (b) Respect for secular formers ism and casteless 18. Contributions of society Madame Curie, Florence Nighting ale, Joan of Arc and Mother Teresa to human, m lfaie and happiness may be explained. (c) Tolerance and Activities mentioned democracy as a way at points 1 to 14 of life above. 19. Illustrations of freedom fighters such as Rani LakshmiBai, Madam Kama, Sarojini Naidu, Annie Besant, Smt. Indira Gandhi, Kasturba Gandhi, Capt. Lakshmi Bai of INA, etc., may be given. , 20. Study of the Indian Constitution 21. Acquaintance with the National Anthem and the National Symbols 44 civics; INTRODUCTION The following general values should be inculcated in the taken for mentioning the names of some of the less children through the teaching of Civics. known women whose contribution is quite consider able in the freedom struggle or administration of the 1. Emphasis should be laid on the proper projection country and in other spheres and seeing that they of the status of women in the political development are not neglected. of the nation. 7. While discussing the general rights, special mention 2. Any remark denigrating the status of women should of the rights of women should be made in order to be deleted. develop awareness of the legal rights of women. 3. The contribution of women should be viewed not 8. Through the teaching of Civics special emphasis is to in isolation but as an integral part of the total free- be made on the political and legal rights of women. dom-struggle, framing of the Constitution and the development of a free and modern India. 9. Womeh have to be made more and more politically 4. Women’s contribution towards the all-round deve conscious, specially in rural areas. lopment of the nation is to be highlighted. 10. It may be emphasised that the gap between theory 5. The role and contribution of some eminent women and practice in the enjoyment of legal and political rights has to be bridged. It is to be seen that women of India and other countries such as Ahilya Bai, enjoy these rights in reality. Razia Sultana, Rani of Jhansi, Sarojini Naidu, Aruna AsafAli, Indira Gandhi, Margaret Thatcher, 11. Other rights of women provided by the Charter of Smt, Baadetnaike, Smt. Golda Mier, etc., should be Human Rights may be highlighted. included. 12. Women’s role in eradicating social evils and customs 6. While referring to eminent women care has to be has to be emphasised. 45 Class Attitude Content Method (How ?) Evaluation III Awareness of the fact that the Civic amenities Through illustrations girls should be provided with given in the books and equal educational facilities by giving examples in along with boys. the classroom the major ideas can be explained to the students by the teachers. Women are as efficient workers Our school A chart showing a wo as men in all fields, as leaders Health facilities man participating in a or doctors or engineers or Fair price shops panchayat meeting may social workers. Post and Telegraph be shown in the olass. Village Panchayats IV Women have played important We govern ourselves The principle of equality role in freedom struggle. (0 Our struggle of sexes may be followed for freedom at the time of the elec («) Our Constitution tion of the House Cap Women have equal political {Hi) Our Union tains, President of the and legal rights and they exer Government Students Council or cise the same judiciously. (/v) Our national class monitors, etc., in festivals the school. Women’s active participation Students should not be with men in all walks of life is differentiated on the ba necessary. sis of sex. Capability to hold the office should be the basis of selection. Women can also project coun United Nations Example of Smt. Vijaya try’s image in international Lakshmi Pandit can be affairs in the right perspective. given. Girl students should effectively take part in the U.N. day celebra tion in the schools and so on. There should be equal educa In the ' scho&l whef e tional facilities and opportuni parent-teacher associa ties for boys and girls. tion has been formed the question of giving proper weightage to the education of girls may be discussed to inculcate desirable attitudes in the parents. VI To develop the attitude that we India is a vast country Political and physical By observing the be all are Indians without any dis with many religions, map of India haviour in the class* tinction of male or female. languages, castes, etc. room, playground and Charts at the time of func tions in the school. 46 Class Attitude Content Method (How ?) Evaluation Cooperation and mutual help Our daily needs like Examples of daily life make life easy. food, clothes, shelter cannot be met only by Short Stories ourselves without the help of others. Arrangement of various activities in the school To develop the idea in the Story of the primitive minds of students that both man and evaluation of men and women have contribu civilisation. ted to their best in the pro gress and development of the civilisation. To develop the sense that Family Through illustrations family is the basic,unit of civic and examples in the life and father and mother both classroom by the teacher contribute to the welfare of the family. To develop the attitude that The village women for the betterment of the so ciety, education for girls is as important as education for boys VII To show equal respect to wo How we made our Names of some less men freedom fighters who took Constitution known women freedom active part in the national fighters to be highlighted movement with men. along with the names of women like Sarojini Respect towards those women Naidu or Sucheta who were members of the Kripalani, etc., and Constituent Assembly. photographs of Vijaya Lakshmi Pandit, Sarojini Naidu as members of the Constituent Assem bly may be shown. To emphasise,the fact that men How we govern our In any illustration de and women of India are equally selves picting the Preamble responsible in achieving the or describing the chief goals of the Constitution. What our ideals are features of the Consti tution women should Chief features of our also be shown with Constitution men. To realise the fact that the Our Fundamental Rights In illustration highlight Each child may be Fundamental Rights guaran and Duties ing the Fundamental asked to bring infor teed by the Constitution are to Rights and Directive mation about the cases be enjoyed by men and women Principles women should in their locality where on equal footing. also be referred to. girls are denied educa tion. 47 lass Attitude Content Method {How ?) Evaluation Girls have equal rights with Directive Principles of In the Parent-teacher boys to have free and compul State Policy association meetings sory education up to the age of question of giving equal 14. weightage to the edu cation of girls may be discussed. To emphasise the fact that men Our law-making bodies Illustration showing wo and women work side by side men voters in the law-making bodies of the Our Parliament country. Photographs of women M.P.’s and M.L.A.’s Awareness of the fact that wo How laws are executed men are actively engaged in the administration of the country. Men and women get equal Our courts Photographs of women Students may be asked legal protection. jurists to narrate such cases when women have been given adequate legal protection. Women are competent enough Reference to cases where Students may be asked to occupy judicial posts. women have been given to find out the names of proper legal protection women judges in the by the courts. High Courts of the States. VIII To identify the problems of the Independent India, Supplementary material Through observation country and share the responsi achievements and in the form of stories, chart the change in bilities together. challenges poems, outlines, dramas behaviour of the stu or one-act plays should dents may be judged. be used by the teachers to inculcate desired atti tudes. To have faith in democracy -do- Extent of students’ help and democratic values. in organising and parti cipating in social and . educational , activities may be assessed. To be aware of their citizen -do- Visual illustrations, Participation in class ship rights. maps, chart of human and sphool election by rights, chart of legal both sexes may be To have sound belief that -do- and political rights of evaluated. better education'helps nations women, pictures of emi to progress. nent political and social women leaders to be To realise the fact that women’s -do- made available in the education is a must for the school or . should be in success of democracy. cluded in the textbooks. To realise that women are also -do- fit for professional and technical jobs. 48 Class Attitude Content Method (How ?) Evaluation To be aware that poverty leads Independent India, Stories of social evils Oral and written ques to the failure of democracy and achievements and should be narrated. tions women play an important part challenges. in fighting against it. Album of news-cultings Debates and lectures should be prepared and displayed. One-act plays should be Visits and interviews organised. Album of pictures pub Use of wall newspaper lished in newspapers should be prepared and displayed. To be aware that cooperation -do- Displaying progress Preparation of a de and participation is required charts of five year plans. velopment plan of for success. school or village To realise that men and women -do- Planning in family (role Siudy of developmen can serve the army and fight of women) through tal plans and explaining the war together. narrations. them To be aware that women can -do- Showing of films, film By writing poems and sacrifice and work hard for the strips on military train reciting the same defence of the country as well. ing, civil defence, etc. To be aware of our neighbour -do- By narrating heroic Debate and essay ing countries, their customs deeds of the armed competition and social and cultural heritage. forces and individuals. To have faith and respect to -do- -do- wards international organisa tions. 49 III. Mathematics MATHEMATICS INTRODUCTION OBJECTIVES M athem atics is the mirror of civilisation. The aims 1. Work at the domestic level is equally productive and and objectives of teaching mathematics have changed should be projected as a responsibility to be shared according to the needs of the society. In the ten-year by all members of the family. school curriculum, the aims of teaching mathematics 2. Dignity of work in all walks of life should be reflected are to enable the students to cultivate a mathematical way through exercises projecting computation of time, of thinking, to quantify their experience of the world around labour and energy consumed at each job. them, to understand the process of applying mathematics in real life situations, to stimulate them to study 3. Growing participatory role of women in all walks mathematics on their own and to develop a taste and of life must be reinforced and failure in participa feeling for mathematics. tion must reflect on loss of labour force. The aims mentioned above clearly indicate the sociali 4. Indications of social, economic and cultural changes sation of mathematics and organisation of day-to-day to be knit in mathematical exercises so as to imprint socialised arithmetical projects on experimental basis. change indicators for raising aspiration level. Keeping the above views in mind, an effort has been 5. Mathematics teaching must emphasise logical think made in this teacher’s handbook to highlight the status of ing so as to discover evils of dowry system and women on the basis of identified values. Problem-solving bride price and bring out the importance of small techniques have been used to solve the day-to-day domestic family norm from the point of view of family wel problems of economic values. The problems framed have fare. been made to root out the evils of the society e.g. the dowry 6. Decision-making competence in both boys and girls system, extravagant expenses on death ceremonies and should be equally developed through mathematics festivals. teaching. The problems in the book are suggestive in nature. It 7. In the context of equality of opportunities, to high is expected from the enthusiastic teachers to make more light, through mathematical data, the fact that such type of problems for practice in the classroom. The women can shoulder responsibilities equally. teachers are advised to highlight the identified values commensurate with the status of women through classroom 8. To help in the eradication of social evils such as activities, such as discussion* story-telling, dramatisation, dowry, death ceremonies, etc., by highlighting their etc. arithmetical aspects. In short, the teacher’s handbook provides a good scope 9. To minimise the allurement for gold, silver and for the mathematisation of the identified values of the valuables and to cultivate the attitude of increasing status of women. The efforts will be doubly awarded if the national resources by depositing the savings in our teachers use it in a right perspective for the benefit banks. of the womenfolk in particular and progress of the nation 10. The biographies of women mathematicians and in general, their contributions should be highlighted, 53 ELEMENTARY STAGE (Classes I—VIII) Projection of Ideas Commensurate with the Status of Women What Where When How 1 2 3 4 To minimise the domestic ex Class II While teaching On account of price rise, Hamida saved travagance by understanding addition of Money Rs. 10 on sugar, Rs. 4 on kerosene oil and its arithmetical aspects. Rs. 8 on ghee per month, by cutting her domestic extravagance. In all, how much did she save per month? Class in Multiplication By cutting extra domestic expenses Sadhna’s mother saved Rs. 60 per month, How much did she save in one year? To develop the capacity to solve Class III Measurement Sushma bought 5 litres of milk at the day-to-day life problems by rate of Rs. 2.50 per litre. How much did appropriate methods. she spend? Usha purchased 6 kg. of mustard oil at the rate of Rs. 12.50 per kg. How much did she haye to pay? Each member of the family to Class III Addition, Raju and Renu help their mother in home contribute according to his/her Multiplication management for 2 hours daily each. For might towards family prosperity how many hours per week do they help and welfare. jointly? Home management to be under Class III Hours and Minutes Due to mother’s illness, Mary and her stood as joint responsibility of all elder brother had to work at home daily the members of the family. for 2 hours 15 minutes and 3 hours 45 minutes respectively. How much more time ' did the elder brother work daily as com pared to his sister? To highlight through mathemati Class III Division Amer Chand, at the time of death, left cal illustrations, that both the a wealth of Rs. 48,000 for his two daugh sexes have equal rights in the ters and one son. If they shared equal family property. money, how much money did each get? To help in the eradication of Class IV Division Purnima’s father Gopal Singh was sen- social evils such as dowry, death tenced to a fine of Rs. 450 by a court for ceremony, etc., by highlighting the offence of offering a dowry at the time their arithmetical aspects. of her marriage ceremony and her father- in-law Mohan Lai to a fine of Rs. 1350 for the offence of accepting the dowry. How many times more did Mohan Lai have to pay in comparison to Gopal Singh? 54 1 2 3 4 Class IV While teaching Kamala deposited Rs. 1200 in a bank, Interest at the rate of 9% per annum. This money should have been spent on the death ceremony of her father-in-law. Opposing the community she decided to educate two handicapped children through a school. How much will each child receive per month? Class IV Interest, Percentage, (0 Balwant Kaur is employed in a Multiplication and bank and her monthly salary is Division Rs. 750 per month. She deposited 9 % of her salary in a Savings Bank Account. How much money does she deposit in 6 months. Class IV Division («) If Balwant Kaur wishes to pur chase a sewing-machine costing Rs. 675 find the period of her monthly saving. (i) To minimise the domestic Class V Interest During a year, Gauri saved Rs. 300 extravagance by understan from her pocket money. She deposited ding their arithmetical as this amount in a Savings Bank Account pects for 5 years at the rate of 5% per annum. How much interest will she receive? If she deposits the amount in a limited company for 5 years at 12$% per annum, how much interest will she receive? 00 Decision-making competence. Class V Interest To help minimise the allure On winning a lottery, Kalpana received ment for gold, silver and valu a prize of Rs. 10,000. She decided not ables so as to increase the national to purchase silver and gold jewellery resources by depositing savings from this amount and deposited it in a in a bank. nationalized bank for 5 years at the rate of 9 % per annum. How much interest will she receive in 5 years? To let children distinguish bet Class V Multiplication, The bank loaned the amount deposited by ween hoarding and use of money. Division Kalpana to the State Government for constructing a road. Now, Kalpana and her friends daily go to their school on this 3 km. long road on bicycles. If Kalpana cycles at 5 km. per hour how much time will she take in going to and returning from the school? To highlight through mathemati Class V Area, Division A farmer has two daughters and one cal illustrations that both the son. He has a rectangular field length sexes have equal right in the and breadth of which are 300 m . and 180 m. family property and pinpoint the respectively. He divides this field, equally, advantages of a small family. among the three children. Calculate the area of the field each will get? If the farmer had only one daughter and one son, what area of the field would they have got? 55 ' 1 2 3 4 To emphasise the usefulness of Class V Percentage Abida spends every day 3 hours in cooking joint responsibilities, participation food, 1 hour in washing clothes and 2 and equal commitment of all the hours in shopping. Her son Rahim and members of the family in the daughter Nuri take up the reponsibili- management of work at home and ties of washing clothes and 25% of the outside through mathematical cooking time respectively. How much illustrations. time does she spend now on the above household tasks daily? Calculate her leisure-time thus earned by the help from the children. To highlight the existence of Class VI Ratio and Mary works as an executive in a company equality of opportunities in all Percentage and her monthly salary is Rs. 1250. She walks of life leading to the spends 15% of her salary on her daugh realisation of the responsibilities ter’s Medical Course and 10 % of her salary to equal participation in the on her son’s Engineering Course. In all development of nation through what amount does she spend on their mathematical problems. studies per month? Also, calculate the ratio of the amounts spent on the two courses. To inculcate the habit of saving Class VI . Percentage Rukhsana works in a watch factory and regularly from the income to safe her monthly salary is Rs. 650. She saves guard the future of the family. 10% of her salary every month. What amount will she be able to save in one year? If she deposits this amount in a bank at 6 % simple interest per annum what amount will she receive at the end of 2 years? In the context of family welfare Class VI Ratio Aruna was married in 1970 at the age of programmes, to make them aware 25 years. The years of births of her of the proper age for marriage daughter and son are respectively 1973 and and child birth, through mathe 1975. What will be the ratio of the ages matical data and illustrations. of: (i) Aruna and her daughter in 1980? (/>;) Aruna. and her son in 1980? ^ ' To inculcate the habit of saving Class VII Ratio Prabha, Seema and Dolly are employed regularly. in a watch factory. Every month they save some amount from their salary. After some time Prabha’s amount is double that of Dolly and Seema’s amount is half that of Dolly. If the difference of the savings of Prabha and Seema is Rs. 180, find the amount that Prabha and Seema have. To help children appreciate the Class VII Area Ganga Din has a rectangular piece of idea that both the sexes have land which measures 360 m. by 170 m. equal rights in the family pro He distributes it equally among his two perty, through mathematical illus daughters and one son. If land revenue trations. has to be paid at Rs. 450 per hectare, find the revenue that each of them has to pay? 56 1 2 3 4 To let the children learn to mini- Class VII Ratio and Kamla spends Rs. 30 per month on sugar mise domestic extravagance by Proportion at a given price. The price is increased understanding its arithmetical in the ratio 5:6 and Kamla decides to curtail aspects. the consumption of sugar so that the monthly expenditure on sugar remains the same. Find the ratio of the two sugar consumptions. To highlight self-reliance and deci- Class VIII Rational Number Sunita spends two-fifths of her salary on sion-making by girls and women food, one-tenth on education of her two and, also, that, physically or children and one-fifth on rent. What ability-wise they are not the weaker part of her salary is she left with? sex, through mathematical illus Equations Hamida pays Rs. 17.10 for a ticket for trations. herself and her six-year-old son from Delhi to Agra. If children under twelve are charged half fare, find the single full fare from Delhi to Agra. Unitary Method Sunita drives a car at a uniform speed of 65 Km. per hour and covers a certain distance in 8 hours. How much time will she take for the return journey if the speed is reduced to 52 km. per hour? To let children learn to help in the Class VIII Compound Interest Resisting the society, Sheila deposited eradication of social evils such as an amount of Rs. 3,000, which was to be dowry, death ceremonies, bride spent on the death ceremony of her father- price, etc., by highlighting their in-law, in a bank at 5 per cent per annum arithmetical aspects. compounded half-yearly. What amount will she get at the end of one year? To help minimise the allurement Class VIII Simple Interest Amita was awarded a cash prize for bra for gold, sitoet atid valuables so very in encountering the dacoits in her as to increase the national resour village. She decided not to purchase gold ces by depositing the savings in a or silver jewellery from this amount and bank/post office. deposited it in a bank at 6 % annual rate of simple interest. If she got a total amount of Rs. 5600 from the bank after two years, find the cash prize that she had received? To highlight the importance of Class VIII Unitary Method Hamida, after spending 6 hours daily dignity of labour so that each and Percentage in house work, is able to spend 2 hours in member of the family might be stitching clothes and earns some money. able to contribute according to If her husband helps her in the house her/his might towards family pro work, she is able to save 25 % of her time perty and national welfare. spent on house work and thus is able to increase her family income by Rs. 120 per month. What is her total earning per month? To highlight the importance of Class VIII Simple Interest Mohan receives a sum of money as bonus sharing decision-making process from his factory. He decides to deposit this at all levels by both the sexes amount in a company where it will treble in 15 through mathematical illustrations. years. But his wife Savitri suggests to him to deposit it in a bank where it doubles in 7 years. Which is the better investment, interest being simple? 57 IV. Sciences SCIENCES PRIMARY CLASSES Value Unit/Topics Ideas to be Projected How to Project the Idea 1 2 3 4 Various functions performed The family (struc- A family should be projected The teacher may ask the child by different members of the ture of the family as a unit in which the various to find out about the jobs per- family are of equal impor- and functions of the jobs are performed by different formed by each member of tance. members of the members. The idea of the his family. The teacher may family) division of labour among the draw illustrations from small members of the rural/urban nuclear family, big joint family family should be pointed out. (both rural and urban) high lighting the functions per formed by the different members of the family (in cluding working mothers) to show that various jobs are of equal importance. Equality and equal abilities It is to be emphasised that the The teacher may show pic- for performing various func division of labour mentioned tures/film strips/slides of men tions by men and women. above is the fact quite often and women performing simi- reversed, men doing work at lar jobs. Examples may be home and women going out for drawn from the experience of marketing or for working itv pupils, the farm, factory or office. Equal importance should be The teacher should ask boys given to the work done by and girls to perform same mother and daughters in the jobs, e.g. bringing a glass of house, and father and sons out- water, cleaning the classroom, side. The roles can be inter- etc. changed or shared as and when need arises. Women should not feel inferior because they do household work. Boys should not feel that it is below their dig nity to do any household work normally. Physical attributes and differ- Our body The differences in size and Girls and boys should be ences do not reflect superio- weight are purely individual given equal opportunities to rity or inferiority. and are due to age, sex, environ- play same games. ment and heredity. Comple xion varies from individual to individual and is modified by the environment. These charac teristics do not make a person superior or inferior. These 61 1 2 3 4 differences establish indivi duality, and help performance of certain functions to different degrees. The teacher should not discriminate between boys and girls, but take note of individual differences in capa cities and aptitudes. Pets and domestic Physical attributes and differ Through discussion following animals ences do not reflect superio the text rity or inferiority in the animal world. In animal world there is no thing like superiority or in feriority based on structural differences of sex. Illustra tions of the cow and the bull, the cock and the hen perfor ming different roles which are equally important in their own system. In the same way in the case of dogs both the male and the female are equal. The school Equality of opportunity for Sometimes it is found that boys and girls in all walks of girls are not given opportu life. Sex-bias should be mini nity for participating in games mised in curricular and co- and sports and are compelled cuccioular activities by en to pasticipate in music and couraging both boys and girls dance. Sometimes girls feel to participate in maintaining shy and hesitant to participate the cleanliness of the school, in certain games and activities. looking after the lawn and The complex can be over tending the plants. come by encouragement to come forward and participate in such activities. On the playground mixed teams should be encouraged. In the class the boys and girls should not be segregated in seating arrangement. Joint responsibility and equal Plants and animals Both men and women partici The children should be en participation of sexes. around us pate equally in looking after couraged to work on a com kitchen garden and pets. mon plot and raise plants and also look after their pets. Physical attributes and diffe Living things Physical attributes and diffe Through discussion rences do not reflect superio rences do not reflect superiority rity or inferiority. or inferiority in the animal world. In the animal world there is nothing like superio- 62 1 2 3 4 rity or inferiority based on struc tural differences of sex. Illustrations of the cow and the bull, the cock and the hen performing different roles which are equally important in their own system. In the same way in the case of dogs both the male and the female are equal. This should be the operational mode of human societies. Similarity exists between the Our body, food and. In gross physiology no appa- Through discussion and dis sexes in their fundamental health rent differences exist between section of a frog, if feasible functions. the sexes e.g. respiration, nutri tion, circulation, nervous coordination, etc. Need-based food for the Whatever food is available to Through discussion members of the family. the family, it should be distri buted according to the needs of the individual members. Wo men should not ignore their own food requirements. Special food requirements for pregnant women, nursing mothers, grow ing children, ailing members of the family. All individuals of society are Erosion and how to Problems created by over-graz Through activities given in jointly responsible for the check it ing and indiscriminate felling the book (chapter) maintenance of the environ of trees should be highlighted. ment. It may be pointed out that both men and women are responsible for this. Therefore, both men and women should be aware of the danger and take active steps to restore and maintain the en vironment. Need-based food for the Our body and food There is a basic similarity in Through discussion of the text members of the family. the skeletal and muscular struc ture in men and women. Basic food requirements are also simi lar for the growth and develop ment of male and female human body. 63 1 2 3 4 Similarity exists between the There are differences in the Through discussion of the text sexes in their fundamental bone and muscular structure in functions. boys and girls. These merely enable them to do different acti vities with various degrees of efficiency. For running a home, collective output is more im portant than individual output. This difference specializes them for particular jobs, all of which are equally important. The various types of food are equally necessary for growth and maintenance of the body of all. Keeping the house is the joint Our health and Washing of clothes, cleaning of Illustrate through examples responsibility of all the mem sanitation utensils to be shared by both mentioned in the chapter. The bers of the family. boys and girls. The job of children should be encouraged cleaning is not for women only. to participate in various types While cleaning jobs at home of jobs. are done by women, in restau rants, roads, lawns and public places it is often the males who do them. The roles can be reversed as and when neces sary. Conlrol and prevention of Men and women tend to rely Through discussion following communicable diseases is a upon superstitions about some the text. joint responsibility of all the communicable diseases. This members of the community ignorance should be removed by and family members. providing scientific informa tion. Although mothers can be tender nurses, especially for their own Children,'they should however be informed about the hazards of communicable di seases and their prevention. 64 MIDDLE SCHOOL : CLASSES Vl-Vil Value Topic Ideas to be projected How to Project It 1 2 3 4 Basic knowledge and skill is Measurement All members of the family in The teacher may project the equally required and applied cluding women use various ideas through following dis by men and women. types of measurements. Measu cussion: Parents go shopping. ring the quantity of food, Shopkeepers measure articles length of cloth, reading of of daily requirement. The thermometers, etc., demand mother takes out measured the same degree of accuracy. quantities for daily use. Does In the use of thermometer, she measure accurately? When administration of medicines, and why does she need to mea tailoring, crafts, using precious sure accurately? When the metals and many others, a high cloth is cut either in the house degree of accuracy is required. by the mother/sister or by tailor, is it necessary to measure accurately? Children may be asked to find out the different types of measurement Respect for the skills of mea carried out by each member surements used by mothers and of the family. grandmothers should be culti vated. Separation of Most of the methods of sepa The teacher may draw exam substance ration of substances of daily ples of various methods of use (house/shops/fields) are separation from the daily life, applied equally by men and e.g. women. (1) Use of sieve for cleaning grains (2) Handpicking of grains (3) Filtration of tea and coffee (4) Precipitation: (i) for making paneer (ii) for purification of water by using alum (5) Separation of butter from butter milk (6) Decantation of clean sur face water from a pot of muddy water which has been allowed to settle. Decantation of tea when a strainer is not available. (7) Evaporation for making kheer andkhoya from milk. The drying of wet clothes. 65 1 2 3 4 Motion, force and The laws of motion, force and Some examples of applica pressure pressure are equally applicable tion of motion, force and pres to all. The basic knowledge sure in the household are listed and skills pertaining to these below and may be used as principles are required by both illustrations: men and women in their daily (a) Motion: Churning of life, e.g. men and women both milk by churner is an participate either jointly or example in which the individually in almost all sports hands move in linear and games which require physi motion whereas the wheel cal ability. moves in rotational mo tion. In sewing-machine the rotational motion of wheel is converted to translatory motion of sewing-needle. Grinding- wheel and the swing (,Jhoola) are examples of vibrational motion. (b) Force: For frictional force the examples of scrubbing, striking match, sharpening knife and clean ing vessels should be cited. (c) Pressure: Cooking by pressure, use of knife and cutters, syringe (Vichkari\ handpump, cycle pump and grinding stone, etc., should be used as illus trations. In illustrating motion, force and pres sure through games and sports, women’s events may be highlighted. It may be mentioned that achieve ment will differ from indi vidual to individual. Simple Machine Use of simple machines, e.g. Women drawing water from scissors, tongs, etc., may be well, using spinning-wheel, stressed keeping in view that sewing-machine, common ba these things are equally used by lance, grinding-stones and men and women. wheel, etc., should be used as examples. Children may be made to note down the various .simple machines used by the family members, cate gorising them as used by both sexes, used by women only and by men only. 66 1 2 3 4 (a) Equality in ability and The Living World Man in this chapter is a human Just as the heart and the brain qualities of men and (Dangers for spe being in general. Most of the are equally important and women. cies, Uniqueness of abilities are equally well exhi complementary for the func man) bited by men and women. tioning of the body as a whole (b) Biological differences do Structure and func Biological differences need not even though they perform not mean inequality. tions in plants and mean inequality. Men and different physiological func animals (Parts of women contribute to society tions, in the same way men and some common ani equally but may not be in women are both equally neces mals) identical manner. sary for the perpetuation of the human society. Other exam ples to make the points clear can be cited from the illustration of a maize plant, where if the male flowers are removed, seeds cannot be formed. Hence both male and female flowers are need ed for seed formation. Example of domestic hen etc., Need-based provision of food Food and health Women are important as The teacher may ask the child for the members of the family. they look after the diet of the ren to make a list of the family. Each person should things they and their mothers know the importance of the take at the breakfast, lunch and balanced diet. Women who dinner and then analyse what prepare and serve food to the nutrients they are getting. 'whole family neglect their own diet. It is the duty of all the family (including the woman herself) to see that food is distributed according to the need of the per son. Growing children, preg nant women, nursing mothers and sick persons need special diet. Responsibility for maintain Man’s dependence Men and women are dependent Through discussion of the ing the balance of nature on plants and ani not only on plants and animals content of the text. rests on all the members of mals and the ba but also on other members of the the community. lance in nature society. It is the equal res ponsibility of both men and women to maintain the balance of nature. Wasteful exhibitionistic use Energy Economy in use of fuel/energy Through discussion of the text as against need-based con in the household is a joint res ual material. Economy in sumption. ponsibility. energy consumption may be emphasised. 67 1 2 3 4 Numerous attributes of hu Adaptability to Physical attributes such as body Discussion of textual contents, man body develop as adapta environment weight, skin colour, height, etc., tions or as individual traits. are the attributes which develop in response to the climate, topo graphy, altitude, etc., as indi vidual traits. Basic knowledge and skills Pressure and Principles of pressure and buo- Examples of certain techniques are equally required and app buoyancy yancy have universal applica- used in the household, wherein lied by men and women. tion. These applied aspects the principles of buoyancy and relate to daily life and specia- pressure are applied may be lised activities are undertaken given. For example, the by both men and women. checking of eggs by immersing them in water. The rotten eggs float because the upward thrust due to buoyancy of water on eggs is more than the downward thrust of eggs. In the case of good eggs the downward thrust exceeds the upward thrust of buoyancy. The reason is the difference of mass/volume in the eggs in the two cases, the rotten eggs containing more gas due to decomposition. In the deep frying of pur is, jalebis and pakoras, etc., at first the materials sink in the hot oil as they have high water content (water is heavier than oil) which increases the volume. While frying the material be comes lighter and hence floats. The cook thus knows that the material has been fried. The need and capability of Heat and its effects Imperceptibly, both men and The idea may be projected imbibing scientific attitude women follow all or some of through discussion. For are equal in men and women. the methods of science such as example, women in the kit- experimentation, observation, chen develop knowledge and logical conclusions and appli- skill through experiences, use cations in their daily life. The of various types of vessels, the idea that women are less scien- shape and size of vessel to be tific/objective is basically used for a particular purpose wrong. The apparent super- and the correct temperature stitions, prejudices, etc., are and time required for such pro- only due to their social isola- cesses as setting of curd. They tion. in fact observe and perform experiments to adjust the time, placement of the material in response to temperature to get satisfactory results. 1 2 3 4 Certain traditional practices Transfer of heat Some of traditional uses and The following example may have been time-tested and it practices are time-tested and be given: Use of cast iron is not necessarily true that the have not to be discussed with frying-pan as opposed to stain modern version of the same out reason. Similarly all tra less steel ones; iron saves fuel is always better or vice versa. ditional practices should not wastage as it is a better conduc be accepted blindly. tor of heat than steel and pre vents localised heating. The use of iron vessels also results in food getting supplemented with micro-quantities of iron which is necessary for health. However, excessive and pro longed use may result in health injury. Stainless steel has the advantage that it is easily cleaned. Therefore, one should investigate the scientific background of a particular tradition and weigh the ad vantages and disadvantages be fore accepting or rejecting it. Some examples of time- tested techniques used in traditional cooking are the following: the use of ash or leaving of the soot on the bottom of the cooking pot ensures more absorption of heat. The use of wooden han dles for kitchen spoons ‘tawa’ and frying pans demonstrate the difference of conductivity of heat in metals and wood. Awareness of the occupa Light and optical Men and women, whether they An awareness for preserving tional hazards and preven instruments work outside the home or in and care of the eyesight has to tive measures concern both side, may develop same dis be created even among those men and women. abilities but due to different who only do housework. The reasons. Both men and wo poor light develops bad eye men need to take equal care. sight. Similarly a woman or It is usually observed that in craftsman may do so by clean the case of men time-to-time ing grains or doing needle check-up of the eyes is done work in improper light. Na whereas the women who work tural weakening of eye sight in the house are usually neg due to age is often neglected lected. Men and women both by women. need regular physical check-up. Men and women have equal Vibrating bodies Difference between male and Illustration of singers and musi potentials. and sound female voice is because of the cians of both sexes to be given pitch and is not a sign of such as Bade Gulam AliKhan, superiority or inferiority. Subhalaxmi, Gangabai Hangal, 69 1 2 3 4 Male and female singers are Amir Khan, Begum Akhtar, both liked equally by the au Mubarak Begum, Sidheswari dience. They also have equal Devi, Hirabai Barodekar. potentiality to play on instru Ravishankar, Joya Biswas, ments. Allaudin Khan, Rajan (Mrs.) D.K.’Pathmal; M.L. Vasantha- kumari, J.N. Balsubra- manium, etc. Basic knowledge and skill Water, Acids, bases Kitchen ha's all the character- The teacher may give exam are equally required and and salts istics of a chemistry laboratory. ples from daily experience of applied by men and women. For this reason women as much household activities: as men need knowledge in these —removing the stamp by areas (water, acids, bases and various methods. salts) as they are of everyday —cleaning the brass and use to them, e.g. the making copper by lemon tamarind *sherbet, pickles, jams, jellies, (acids). etc., setting of curds, use of soaps, detergents and proper use of vessels. The two sexes also are required to know their ap plication for specialisation jobs like laboratories, factories and workshop. There is equal responsibility Human population The teacher should define the Through discussion based on and contribution of both term ‘population’ and project the textual material sexes in maintaining the the equial roles played by men population level. They haVe and women in the maintenance an equal role in decision of the population level. There making. fore, the two sexes should have equal rights in decision making process in all matters. Preservation and judicious Pollution Both sexes should be aware of Through discussion use of natural resources is the the roles they play in causing joint responsibility of men and controlling pollution and and women. ' ' the r ole they canplay in harness ing the natural resources to the best of their advantage. The perception and appeal of Light and colour The use of colours varies Project through discussion and colours are the same for both from pefson to person and is through examples sexes. The difference is cul not a symbol. In our society ture bound. mainly women use col'our for The teacher should emphasise make-up whereas there are the judicious use of colours societies, as for example some in eatables and soft drinks. tribal societies, where the co lour is used by men for dress and decoration. There are colours which are harmful to the human system and should be avoided. There should not 70 1 2 3 4 be any stigma attached to the use and rejection of such co lours. We use colours for in terior and exterior decoration. The blending of colours should satisfy the aesthetic sense, as for example, in the process of dyeing. The use of electricity and Electricity Examples of household electri Electric iron, heater, room maintenance of electrical gad cal gadgets and appliances heater, mixers should be shown gets is the joint responsibility Electrical energy should be cited where men and which are used in day-to-day of the family members. women can use them with life. Means of conserving equal efficiency. Stress should energy through simple acts— also be laid to encourage wo like switching off lights, fans, men to undertake the day-to- heaters etc. when not required day maintenance of these appli may be mentioned. In village ances. The conservation of situation earthen oven, multi energy is a joint responsibility. purpose choola etc. can be mentioned as a means of con serving heat by using little fuel. Given an opportunity women Structure of atom Madame Curie worked along can contribute to science with her husband and because equally as men. her husband realised her poten tial and gave her encouragement to work it was easier for her to prove her potentialities. Simi larly her daughter Irene Juliot Curie also worked with her hus band Frederic. Other women scientists are Dixie Lee Ray, Liza Meither. Nuclear energy and Both boys and girls should be The teacher should illustrate Radiation made aware of the health the point by the help of photo hazards from radiation in gene graphs and pictures. ral and X-rays in particular, especially for the pregnant wo men. Howeyer unfounded fear of radiation should be dis couraged. Basic complementarity of the Reproduction Lower forms of life are sex- Through discussion. sexes. free, yet they reproduce. High light the reasons that have led to sex dimorphism. Advantage of sex dimorphism etc. should be discussed. 71 1 2 3 4 General similarity of cell and Cells and tissues Differences in gross structures Through discussion of text tissue system despite diffe are not accompanied by essen and showing charts rences at individual level. tial differences in cell and tissue structure. Difference between the male and the female is con trolled at chromosomal level. All gametes produced by wo men are alike, but those pro duced by men are of two types. As such it is the male gamete who is responsible for the birth of boys and girls; blame on wo men is therefore uncalled-for. Social taboos and misconcep Reproduction For instance menstruation is a Through discussion: Exam tion regarding female physio natural phenomenon in women ples from plants like maize logy sometimes demean the who are normal. She should etc. (mentioned already) status of women. however take care of her hy giene during this time as she is prone to certain infections dur ing this period. Highlight the reasons that have led to sex dimorphism. Ad vantage of sex dimorphism etc. should be discussed. Basic complementarity of the The teacher need not entertain sexes any inhibition while teaching about reproductions. Heredity is determined by Growth and deve- The similarity and the differen- Through discussion follow both parents. lopment ces between children and their ing the text parents are controlled by the genes that they carry. Both the mother and the father are equally involved in deter mining the characteristics of a '■ ^hild.' Men and women* are equally responsible for the birth of children with genetic dis order. Several genetic defects are the result of chromosomal variability. Women should not alone bear the blame for such disorders. Basic complementarity of the Organic evolution In organic evolution both fe sexes. males and males have survived through selection. The diffe rences between the sexes have been perfected and accepted in evolution. Any discrimination between the sexes is therefore artificial. 72 1 2 3 4 Home Management is a joint Materials The concept of consumerism Example: Different waste responsibility of all the family leading to women becoming material should go in differ members. prosperity symbol must be re ent containers. jected and need-based con Example: Chutneys and sumption must be emphasised. other sour materials are not stored in brass vessels. Materials-II 1. Judicious disposal of waste As for example, some pre materials by men and wo cious metals like silver and men is as important as their gold find use in medicine and use. electronic industries. Dis 2. Traditionally women are play of precious stones and conscious of the fact that metals do not raise the status different type of materials of a person and also it is not are to be stored in different a prosperity symbol. Indis vessels. criminate use of synthetic fibres 3. Conspicuous display of gold should be discouraged. The or other precious metals teacher can demonstrate the is against the national deve inflammability of different lopment. types of fibres. He can dis Indiscriminate use of synthetic cuss the ideas to be projected fibres should be discouraged. through examples. Pieces of As for example use of synthetic different fibres can be burnt clothes in the kitchen can lead and the result matched. to fire accidents. Similarly plastic materials should be kept away from fire. Equality of opportunity in all Agricultural Agricultural operations are The teacher may illustrate the walks of life for equal parti practices and facilitated by the cooperation idea by citing the example of cipation in the development implements of men and women. This is both men and women working of the nation. equally true for the household in the farm. Our crops job. Transplantation, husking, etc., are mostly done by women, Improvement of while men plough the field, crop production women sow the seeds. 73 APPENDICES Appendix I RECOMMENDATIONS OF THE NATIONAL SEMINAR ON THE STATUS OF WOMEN 1975-1976 The three-day national seminar on Identification of Values Commensurate with the Status of Women for Incorporation in School Textbooks which was held under the joint auspices of the NCERT and the A.N.S. Institute of Social Studies, finalised the following items at the summing up sessions of the seminar. Objectives Demography Keeping in view the decline of females in the sex ratio in the coun I. In the educational system, areas of home management should try’s population which reflects neglect of the female population, it be projected as joint responsibility of all the members. need adequate projection that womenfolk is as important as menfolk^ II. Dignity of labour must find reflection while taking care of the Geography roles performed so that men and women develop respect for the roles performed inside and outside home. Role diversification should be taken care of in area studies in the light of geo-ecological conditions. III. Dependence of girls and women as a traditional value must be rejected, from which it follows that emphasis has to be laid History on equal commitment for work at home and outside, by both 1. True status of women in historical development must be pro the sexes. jected. IV. Equality of opportunity in all walks of life must lead to the 2. Women’s contribution towards the growth of civilisation is to realization of the responsibility to equal participation in the be highlighted. development of the nation. 3. Distorted versions of facts of history relating to women have V. Women should be able to attain their fulfilment by getting to be avoided. conscious of their rights and abilities. Sociology VI. Decision-making process at all levels from family to society 1. Family should be treated in such a way as to bring out its func being shared by both the sexes must be emphasised. tioning as a corporate system with joint responsibility. VII. Systematic understandings and campaigns against all prac 2. Family as an institution should not be underplayed in respect of tices degrading sexes in matrimony e.g. dowry and bride price the changing status of women. must be organised. 3. As marriage is the foundation of a healthy family life, variety VIII. The concept of consumerism leading to women becoming of different marriage systems should be understood so that the prosperity symbol must be rejected and need-based consump mutual understanding and spirit of partnership is developed tion must be emphasised. between the couple. IX. Women should not be projected as sex symbols and dignity 4. All rituals including dowry and bride price degrading the status of persons is to be promoted so that women become self- of women should be avoided. reliant, self-propelled and self-directed instead of being conti Science ' nuously protected. 1. Science education should be environment-based. In the light of these objectives the literature at the school level must 2. Science and technology do not degrade status of women as it be scanned and new literature must emerge with these values being has been proved that genetically or ability-wise women are not reflected. the weaker sex. Political Science 3. The teaching of science be made imperative for girls. 4. Scientific knowledge of human physiology is a must for boys 1. Awareness of citizenship rights, duties and abilities, that women and girls. effectively participate in public life. 5. Age of marriage, must be carefully planned. 2. Adequate projection of women’s role in the freedom movement. 6. Science education should be supported by parent education so 3. Awareness of legal rights of women. that the incongruence between school teaching and its appli Economics cation at home is reduced. Concept of work be redefined so that domestic work is also consi 7. Obscurantism with regard to sex, food, etc., should be removed. dered a productive economic activity, there by discouraging sex dis 8. Those women who take professional training should see that parity in gainful employment. their talents are not wasted. 77 Mathematics 3. The various myths about die subordination of Indian women drawn from images of middle class should be exploded. The 1. Work at the domestic level is equally productive and should be reality about the bulk of the women about the Indian country projected as a responsibility to be shared by all members of the side should be brought to light. family. 4. The legal rights of women in different spheres should be empha 2. Dignity of work in any walk of life should be reflected through sised. exercises projecting computation of time, labour and energy consumed at each, job. 5. The contributions of women writers, poets and novelists should be highlighted. 3. Growing participatory role of women in all walks of life must be reinforced and failure in participation must reflect on loss 6. All corporate efforts made for raising women’s status, suffrage of labour force. movements and the work of the AIWC should be highlighted. 4. Indications of social, economic and cultural changes to be knit 7. Care must be taken to see that the main objective of the new in mathematical exercises so as to imprint change indicators for status of women is to generate a spirit of cooperation with the other sex and not of confrontation. While cooperation, com raising aspiration level. petition and conflict occur in all societies,the conflict between 5. Mathematics teaching must emphasise logical thinking so as to sexes or between the generations should not be highlighted. discover evils of dowry system and bride price and bring out the These books should also contain a corrective description of all importance of small family norm from the point of view of broken homes resulting from hasty divorce, if it has to take family welfare. place. 6. Decision-making competence in both boys and girls should 8. Women should be viewed not in isolation but as part of the be equally developed through mathematics teaching. total situation. 7. In the context of equality of opportunities, to highlight through mathematical data that women can shoulder responsibilities, Fine Arts equally. 1. Any disabilities suffered by women in the domain of music 8. To help in the eradication of social evils such as dowry, death either in learning or practising it, should be done away with. ceremonies, etc., by highlighting their arithmetical aspects. In painting, sculpture and dance women should not be pro 9. To minimise the allurement for gold, silver and other valuables jected as sex symbols. The purpose of these arts should be to enable women to realise themselves. and to increase the national resources by depositing in the saving banks. 2. The fact that men also have a share in performing arts like dance 10. The biographies of women mathematicians and their contri (both folk and classical) should be highlighted. butions should be highlighted. 3. A better image of an artist should be projected as nowadays many Uinviable stereotypes are associated with artists such as Humanities painters, dancers, poets or film stars. 1. Textbooks and supplementary readers in English, Hindi and 4. Efforts should be made to inculcate love for fine arts among regional languages at the school stage should be scrutinised both men and women. Such children’s literature as magazines from the point of view of the status of women so as to delete for boys and girls should also be scanned after eliminating aft references that denigrate theit status. references denigrating the status of women. Though this falls 2. In the supplementary readers as well as in language readers outside the sphere of the tasks set for the seminar, it was felt biographies of women in different walks of life, such as freedom that children are influenced in a big way by such literature and fighters, sports women, explorers, statesmen and scientists efforts must be made at whatever level possible to influence the should be included. mass-media and children’s journals in this direction. 78 Appendix 11 (I) CONTRIBUTORS TO THE DEVELOPMENT OF THE MATERIAL Languages 12. Smt. Sarla Bhat /. English Higher Secondary School Nawa Kadal 1. D r. J. Sethi Srinagar (J & K) Director Regional Institute of English 13. SomaZalpuri Chandigarh Higher Secondary School 2. Smt. Pratibha Nath Nawa Kadal E-33, East of Kailash Srinagar (J & K) New Delhi 14. ChuniJotshi 3. Ashok Mathur Higher Secondary School Govt. High School Nawahatta REN. (Distt. Nagaur) Srinagar (J & K) Rajasthan 15. Smt. N. Kumar 4. Dr. D.C. Aggarwal D.E.O., T.V. Branch Department of English Directorate of Education University of Rajasthan Defence Colony Jaipur (Rajasthan) New Delhi 5. D.P. Kharb 16. Bhajan Singh Principal Govt. Basic Training School Kendriya Vidyalaya Verka (ASR) Delhi Cantt. 17. Km. K.D. Bisaria 6. H.C. Katyal Principal Principal Govt. Girls Training School Bhartiya Vidya Bhawan’s Public School Barelli (U.P.) BHEL, Ramchandrapuram 18. Smt. Kumudini P. Bharshankar Hyderabad (A.P.) Teacher 7. Smt. P.V. Mehrotra Central Institute of Education Ethel Gordon Jr. College of Education University of Delhi 424, Rasta Peth Delhi Pune 8. Smt. Sushma Verma 19. D. Rudracharya State Institute of Education Lecturer, S.I.E. Roopnagar D.S.E.R.T. Delhi Basavanagudi 9. Atifa Rifat Bangalore S. Master English 20. Chhaya Day Govt. Hr. Sec. School Research/doctoral KothiBagh Candidate/Solurribia, University Srinagar (J & K) Indian Institute of Education 10. Manzoora Yasin Pune S. Master English 21. Smt. Sarla Zutshi Higher Secondary School Higher Secondary School Kothi Bagh Nawahatta Srinagar (J & K) Srinagar (J & K) 11. Shameem Akhtar S. Master English II. Hindi Govt. Hr. Secondary School 1. Smt. NasiraSharma Amiakadal Jawaharlal Nehru University Srinagar (J & K) New Delhi 79 2. Dr. (Km.) Rama Singh 111. Sanskrit Reader University of Jodhpur 1. Dr» Phohpendra ICuiriar Jodhpur (Rajasthan) 19/22* Shakti Nagar Delhi 3. Dr. Anil Upadhya Delhi College 2. Dr. H.N. Mishra Ajmeri Ciate B-23/3, Shakti Nagar New Delhi Delhi 3. Smt. Urmila Bhatia 4. Dr. Baldeo Prasad Mehrotra Govt. Girls Hr. Sec. School No.2 State Institute of Hindi Kidwai Nagar Varanasi (U.P.) New Delhi 5. Jaipal Singh ‘Tarang’ 4. Dr. Vidyavidhi Pandey Jamia Millia Islamia 2/10-B, Jangpura B New Delhi New Delhi 6. Smt. Kiran 5. Smt. S.P. Goel Central School State Institute of Education Indian Institute of Technology Roop Nagar, Delhi New Delhi 6. Dr. Raj Lakshmi Verma 7. Dr. Madhur Malti Singh Deptt. of Sanskrit University of Delhi University of Allahabad Delhi Allahabad (U.P.) 8. Smt. Mohini Shah 7. Km. S.A. Nachane Govt. Girls Hr. Secondary School M.S. University of Baroda Nawakadal Baroda (Gujarat) Srinagar (J & K) 8. Smt. Khemlata Bai 9. Smt. Prana Swaroop S.M. Girls Hr. Sec. School Govt. Hr. Secondary School Kothi Bagh Kothi Bagh Srinagar (J & K) Srinagar (J & K) 9. Smt. Khemlata Kaul 10. Smt. Prabha Kaur S.M. Girls Hr. Sec. School Govt. Girls Hr. Secondary School Nawakadal Amirkadal Srinagar (J &*K) Srinagar (J & K) 10. Dr. Ranjana Tiwari 11. Smt. Urmil Luthra Lecturer in Sanskrit Municipal Corporation .of Delhi Allahabad University Delhi Allahabad 12. Gauri Dutt Sharma 11. Dr. Rama Shankar Vyas Principal Senior Research Fellow Govt. Junior Training College Deptt. of Sanskrit and Pali Agra Faculty of Arts 13. Dr. A.K. Pandey Banaras Hindu University W.B.T.I. Tansen Road Varanasi , Gwaljor (M;P.). 14. Dr. (Km.) S. Kapoor IV. Urdu Asstt. Professor 1. Begum Agha Ashraf Ali State Institute of Education Dy. Director, Girls Education Madhya Pradesh Srinagar, Kashmir Bhopal 15. Dr. (Km.) Swadesh Nayar 2. Salma Firdous Principal Senior Master in Urdu Govt. Girls Sr. Sec. School Higher Secondary School Netaji Nagar Kothi Bagh New Delhi Srinagar (J & K) 16. Smt. Gian Wati Johri 3. Qurat-U-ain Govt. Girls School Master (Pol. Science) Amethi (U.P.) Higher Secondary School 17. K.D. Pandey Kothi Bagh, Srinagar Kendriya Vidyalaya 4. Halima Mufti I.I.T. Govt. Hr. Sec. School New Delhi Sopore, (J & K) 80 5. Tahina Gowker 19. Prof. Sajida Zaidi Master (Urdu) Deptt. of Education Higher Secondary School Aligarh Muslim University Amira Kadal, Srinagar Aligarh 6. Shahzada Yaseen 20. Khalid Mahmood Principal Jamia Hr. Sec. School Hr. Secondary School Jamia Nagar Amira Kadal New Delhi Srinagar (J & K) 21. Shrimati Razia Sajjad 7. Zubeda Khatoon Jawaharlal Nehru University Headmistress New Campus Girls High School New Delhi Chattabal Social Sciences Srinagar 1. B.L. Kaul 8. SadigaAziz State Institute of Education Master Srinagar (J & K) Girls Higher Secondary School 2. Km. Abha Mathur Nawakadal, Srinagar Govt. College Ajmer (Rajasthan) 9. Hassmer Akhtar 3. Dr. Satish Bajaj Principal Punjabi University Higher Secondary School Patiala (Punjab) Nawakadal, Srinagar 4. C.L. Verma 10. Afaq Ahmed Kendriya Vidyalaya Lecturer Delhi Regional Engineering College 5. C.S. Krishna Srinagar State Institute of Education 11. Dr. Mohammad Ayub Delhi Department of Urdu 6. K.G. Tiwari Kashmir University Asstt. Professor Srinagar S.I.E., Madhya Pradesh 12. MaulanaHai Bhopal (M.P.) Principal 7. S.K. Parakh Safa Kadal School Lecturer Srinagar, Kashmir V.S.P.S. College Ajmer (Rajasthan) 13. Shaharyar Deptt. of Urdu 8. S.K. Inani Aligarh Muslim University Headmaster Aligarh Govt. Secondary School Chauru 14. Smt. Shafiqua Farhat Jaipur (Rajasthan) Deptt. of Urdu 9. M.M. Dixit M.L.B. Girls College P.G.T. Bhopal (M.P.) Demonstration School 15. M.K. Usmani R.C.E. Jauria Hr. Secondary School Ajmer (Rajasthan) Jamia Miliia Islamia 10. ShriRastogi New Delhi Sawan Public School 16. Dr. (Km.) Sughra Mehdi Delhi Deptt. of Urdu 11. Prof.UrmiUaPhadnis Jamia Miliia Islamia Jawaharlal Nehru University New Delhi New Delhi 17. Dr. Shafiqur Rehman Kidwai 12. Smt. Rastogi Centre of Indian Languages Sawan Public School Jawaharlal Nehru University Delhi New Delhi 13. Prof. S.C. Tela 18. Dr. Qaxnar Rais Principal Deptt. of Urdu S.J.T. College University of Delhi Ranawas, Pali Delhi (Rajasthan) 81 14. Prof. Sheila Bhalla 2. Dr. Aruna Kapoor Jawaharlal Nehru University Jamia Millia Islamia New Delhi New Delhi 15. P.P. Jalan 3. Smt. S. Narula Lecturer Lecturer Deptt. of Economics University of Rajasthan Banaras Hindu University Jaipur Varanasi (U.P.) 4. S.L. Jain Lecturer si 6. J.C. Sharma Teacher Training College Lecturer, Deptt. of Economics Ajmer V.S.P.S. College Ajmer (Rajasthan) 5. Dr. M.C. Gupta Mathematics Department 47. Prof. M.L. Sharma University of Rajasthan Head, Deptt. of Sociology Jaipur Veterinary College Hissar (Haryana) 6. P.K. Ahuja Lecturer in Mathematics 18. Dr. K. Gopal State Institute of Education Institute of Advanced Study Bhopal Meerut University Meerut 7. Smt. J. Mushran Lady Irwin Hr. Sec. School 19. K.L. Gupta New Delhi Lecturer ■Govt. College 8. Banwari Lai Ajmer Deptt. of Mathematics University of Rajasthan 20. Dr. (Km.) Sunitee Dutt Jaipur Prof. of Education Faculty of Education (C.I.E.) 9. Dr. Asha Rani Singhal Delhi Reader in Mathematics Centre of Advanced Studies 21. Dr. (Smt.) P. Vijayavargiya Meerut University Lecturer Meerut (U.P.) State Institute of Education Madhya Pradesh 10. O.P. Vinodha Bhopal Deptt. of Mathematics University of Rajasthan 22. Smt. Krishna Kiimari Jaipur Evaluation Officer State Institute of Education 11. R.K.Jain Gurgaon Principal Central School 23. Smt. Sohinibahen Rajasthan, Jaipur Lecturer College of Women 12. B.K. Garg Ellisbridge Central School Ahmedabad Rajasthan Jaipur 24. Smt. M.N.K. Dalai Education Cblle'ge for Women 13. M.M. Dixit ,Ellisbridge P.G.T. Ahmedabad Demonstration School Regional College of Education "25. J.S. Deol Ajmer Senior Lecturer State Institute of Education 14. T.C. Gupta Solan A.V. Aids State Institute of Education 26. Joginder Kumar Lecturer Gurgaon State Institute of Education 15. M. Sarvamangala dGurgaon Lecturer DSERT Mathematics Bangalore 1. Prof. K.C. Sharma 16 Smt. D. Kaplash Head Headmistress Deptt. of Mathematics Delhi Public School University of Rajasthan ‘F’ Block, East of Kailash Jaipur New Delhi 82 17. N.N. Shrivastava 9. R.K. Mehta Lecturer Sardar Patel Vidyalaya State Institute of Education New Delhi Jabalpur (M.P.) 10. Dr. Jaweed Ashraf 18. Smt. Nagam Krishnan Associate Professor Junior Teacher School of Life Sciences Delhi Public School Jawaharlal Nehru University East of Kailash New Delhi New Delhi 11. Dr. (Smt.) Anjali Mukeijee 19. Dr. K.L. Ariya Associate Professor Lecturer in Mathematics School Environmental Science Regional College of Education Jawaharlal Nehru University Ajmer New Delhi Science 12. Smt. V.B. Mani 1. Smt. Anima Bannerjee Senior Lecturer in Biology T.G.T. State Institute of Science Education, Punjab Kendriya Vidyalaya 1010/22-B 1.1.T., New Delhi Chandigarh 2. Smt. Rekha Bahai P.G.T. 13. Dr. R.S. Ambasht Kendriya Vidyalaya Reader in Botany 1.1.T. Banaras Hindu University New Delhi Varanasi 3. S. Peswani 14. Krishan Murari Goyal P.G.T. Junior Lecturer Kendriya Vidyalaya Govt. Teacher Training College 1.1.T. Ajmer New Delhi 15. Dr. K.B. Singh 4. Dr. D.P. Mittal Professor Jr. Science Counsellor State Institute of Science Science Branch Education Link Road, Karol Bagh Allahabad (U.P.) New Delhi 16. N.S. MadhavaRao 5. B.S. Tanwar Lecturer Sc. Science CouaseUot DSERT Hakikat Nagar Bangalore Delhi 6. S.B.S. Tyagi 17. Dr. T.P. Sahari Instructor Lecturer Science Institute S.I.S.E. Lajpat Nagar IV Jabalpur (M.P.) New Delhi 18. L.D. Kapoor 7. Smt. Jai Shree Sharma Lecturer Scientist (C.S.I.R.) State Institute of Education Deptt. of Chemistry Gurgaon University of Delhi, Delhi 19. Dr. (Smt.) Sushma Merh 8. Dr. (Smt.) Bharati Bhatt Coordinator Biology & Agricultural Division Population Education Project Bhabha Atomic|Research Centre National Institute of Educational Planning and Administration* Bombay New Delhi 83 (ii) NCERT CONSULTANTS Languages 6. Smt. Sanyukta Luthra Lecturer English Department of Social Sciences and Humanities 1. Km. S.K. Ram NCERT Reader New Delhi Deptt. of Education in Social Sciences and Humanities 7. Dr. R J.R . Sharma NCERT Lecturer New Delhi Department of Social Sciences and Humanities 2. Smt. Mamta Agarwal NCERT Lecturer New Delhi Deptt. of Measurement and Evaluation 8. Dr. Ramjanam Sharma NCERT Lecturer New Delhi D.E.S.S.H. 3. Smt. Nirmala Vaidyanathan NCERT Deptt. of Education in Social Sciences and Humanities New Delhi NCERT New Delhi Sanskrit 4. Km. Shiela Subramanian 1. Dr. K.K. Mishra . Deptt. of Education in Social Sciences and Humanities Reader NCERT Deptt. of Social Sciences and Humanities New Delhi NCERT 5. Ragunath New Delhi Lecturer 2. Dr. M.G. Chaturvedi Deptt. of Education in Social Sciences and Humanities Reader NCERT Centre for Educational Technology New Delhi NCERT Hindi New Delhi 1. Prof. KXj . Rastogi 3. B.V. Mohale Non-Formal Education Lecturer NCERT Deptt. of Social Sciences and Humanities New Delhi NCERT 2. Dr. N.K. Singh New Deihi Reader 4. Smt. Urmila Khungar Deptt. of Social Sciences and Humanities Deptt. of Social Sciences and Humanities NCERT NCERT New Delhi New Delhi 3. Dr. (Smt.) V.S. Anand Reader Urdu Primary Curriculum Development Cell 1. Shri Mujataba Husain NCERT Editor (Urdu) New Delhi Publication Department 4. Dr. B. L. Bachhotia NCERT Lecturer New Delhi Department of Social Sciences and Humanities 2. Km. Naheed Jamal NCERT Publication Department New Delhi NCERT 5. Shashi Kumar Sharma New Delhi Lecturer 3. Dalilul Rehman Usmani Department of Social Sciences and Humanities Publication Department NCERT NCERT New Delhi New Delhi 85 Social Sciences 13. Ramesh Chandra 1. Prof. B.S. Parakh Reader Head Deptt. of Education in D.E.S.S. H Social Sciences and Humanities NCERT NCERT New Delhi New Delhi 2. K.L. Joshi 14. Smt. Janak Duggal Reader Lecturer D.E.S.S. H Women Education Unit NCERT NCERT New Delhi New Delhi 3. Km. Kamala Seshan 15. Dr. (Smt.) Sushma Merh Lecturer C.S.I.R. Scientist (Pool) Evaluation and Measurement Unit Population Education Unit NCERT NCERT New Delhi New Delhi 4. D.P. Gupta 16. K.S. Chacko Research Associate Research Associate D.E.S.S. H. Population Education Unit NCERT NCERT New Delhi New Delhi 5. Akhtar Hussain 17. Dr. Sarojini Bisaria Lecturer Head C.E.T. Women Education Unit NCERT NCERT New Delhi New Delhi 6. Dr. G.L. Adhya IS. B. Rangarajan Reader Junior Research Fellow D.E.S.S. H. NCERT NCERT New Delhi New Delhi 19. Dinesh Sharma 7. Arjun Dev Junior Research Fellow Reader NCERT D.EfS.S. H. New Delhi NCERT 20. Km. Prabha Puri New Delhi Lecturer 8. S.H. Khan Women Education Unit Reader, P.C.D.C. NCERT NCERT New Delhi New Delhi 21. Dr. S.K.Saini 9. Smt. Indira Aijun Dev Lecturer Lecturer D.E.S.S. H D.E.S.S. H NCERT NCERT , New Delhi , , , , New Delhi 10. Dr. D.S.Muley Mathe/natics Reader D.E.S.S. H 1. Dr. Surja Kumari NCERT Lecturer in Mathematics New Delhi Women Education Unit NCERT 11. A.C. Sharma New Delhi ' Lecturer D.E.S.S.H. 2. Dr. A.R. Sahu * NCERT Lecturer in Mathematics New Delhi D.E.S.M. NCERT 12. Smt. Supta Das New Delhi Research Associate D.E.S.S. H. 3. Mahendra Shankar NCERT DESM, NCERT * New Delhi New Delhi 86 4. B. Rangarajan 3. Dr. B. Ganguli Junior Research Fellow Reader NCERT DESM New Delhi NCERT 5. M.S. Bhatnagar New Delhi DESM NCERT 4 K B Gupta New Delhi Lecturer Science D.E.S.S. H. NCERT 1. Dr. S. Bhattacharya New Delhi Reader DESM NCERT 5. B.L. Pandit New Delhi Lecturer 2. Dr. D. Lahiry D.E.S.S. H. Reader NCERT DESM, NCERT Nsw Delhi New Delhi NUEPA DC D13265 87