DOCUMENT RESUME ED 065 441 SO 004 454 TITLE Teaching About India. A Guide for Ninth Grade Social Studies. INSTITUTION New York State Education Dept., Albany. Bureau of Secondary Curriculum Development. PUB DATE 72 NOTE 182p. EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Area Studies; *Asian History; Case Studies; *Cross Cultural Studies; Cultural Awareness; Grade 9; *Inductive Methods; Non Western Civilization; Resource Guides; Secondary Grades; *Social Studies; Teaching Guides IDENTIFIERS *India ABSTRACT The teaching and resource guide on India for ninth grade students is intended to supplement and enrich "Social Studies 9: Asian and African Culture." It is designed as a flexible set of suggestions for incorporating concepts, understandings, objectives, strategies, and available materials. Emphasis is upon inductive methods which encourage conceptual learning through the inquiry approach rather than a factual summarizing of content. Data is provided for student analysis and comparison, several case studies are included, and a variety of reference material is presented throughout. Teaching modules provide models in utilizing the instructional material. The guide is arranged into four major sections. 1)"The Village: Suggestions For a Case Study." Teaching suggestions on Hinduism and a model for the study of a village, along with an annotated multimedia listing of village study kits and monographs, are provided. 2) "Indials Goals: The Impossible Dream?" India's economy and related social structure based upon India's Third Year Plan is examined and analyzed through a teaching module technique. 3) "India Yesterday and Today." Modules presented relate to one or more of the understandings presented in the syllabus. 4) A bibliography of useful classroom materials is included. (SJM) 4.; ' "..e.'t:. ,, s t .. ' . .s, 'r .', ... , IN' ,' % 's ''' \ - s. Als \ i % 4, 4. .tsN14,_% ilk%)ik+1Olci\N,ilict 11.0 . ..,: , - 4 ft,IC" v--1 The University of the Stateof New York/The State EducationDepar Bureau of Secondary CurriculumDevelopment/Albany, 1972 Lrl ID U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEH REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- Lu INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. TEACHING ABOUT INDIA A Guide for Ninth Grade Social Studies THE UNIVERSITY OF THE STATE OF NEW YORK Regents of the University (with years when terms expire) 1984 Joseph W. McGovern, A.B., LL.B., L.H.D., LL.D., D.C.L., Chancellor New York 1985 Everett J. Penny, B.C.S., D.C.S., Vice Chancellor White Plains 1978 Alexander J. Allan, Jr., LL.D., Litt.D. Troy 1973 Charles W. Millard, Jr., A.B., LL.D., L.H.D. Buffalo 1972 Carl H. Pforzheimer, Jr., A.B., M.B.A., D.C.S., H.H.D.--- Purchase 1975 Edward M. M. Warburg, B.S., L.H.D. New York 1977 Joseph T. King, LL.B. Queens 1974 Joseph C. Indelicato, M.D. Brooklyr 1976 Mrs. Helen P. Power, A.B., Litt.D., L.H.D., 11.0. Rochester 1979 Francis W. McGinley, B.S., LL.B., LL.D. Glens Falls 1980 Max J. Rubin, LL.B., L.H.D. New York 1986 Kenneth B. Clark, A.B., M.S., Ph.D., Litt.D. Hastings on Hudson 1982 Stephen K. Bailey, A.B., B.A., M.A., Ph.D., 11.0. Syracuse 1983 Harold E. Newcomb, B.A. Owego 1981 Theodore M. Black, A.B., Litt.D. Sands Point President of the University and Commissioner of Education Ewald B. Nyquist Executive Deputy Commissioner of Education Gordon M. Ambach Deputy Commissioner for Elementary, Secondary, and Continuing Education Thomas D. Sheldon Associate Commissionerfor Instructional Services Philip B. Langworthy Assistant Commissionerfor Instructional Services (General Education) Biiqard F. Haake Director, Division of School Supervision Gordon E. Van Hooft Chief, Bureau of Secondary Curriculum Development Director, Division of General Education Ted T. Grenda Chief, Bureau of Social Studies Education Donald H. pragaw FOREWORD Teaching About India is intended to help the teacher of Social Studies 9:Asian and African CuZture Studies implement the teaching of Topic IV of that syllabus.To that end, it is oriented in terms of the understandings and concepts stressed in the course of study.As in other teaching guides in the revised social studies sequence, however, the organization of the guide is intended to promote an inquiry approach rather than a factual summarizing of content. To provide raw material for student analysis and comparison, several case studies or data collections are included, or references to such materials avail- able commercially are given.Most segments are set up as teaching modules to provide models in utilizing such material in learning about India and Indian culture. A moving force in the production of this guide has been the Department's Center for International Programs and Comparative Studies and its "Indian office," the Educational Resources Center in New Delhi which this Department has cosponsored with the University of California under a grant from the United States Office of Education. Norman Abramowitz of the Center for International Programs and Comparative Studies and Janet Gilbert of this Bureau were assigned to ERC in 1967, for several months, to initiate collection of data and generally explore the possibilities of identifying curriculum material on location. Frank M. Keetz, social studies teacher at Bethlehem Central High School, Delmar; James A. Loebell, assistant principal, Huntington High School; and Edward J. McGreevy, supervisor of Social Studies, Niagara Falls; who served as writer-consultants for this publication, are all alumni of the Center's various overseas seminars. Som Kaul, research director of ERC, served as a short-term consultant on the project and directed alast minute field collection of data to give the discussion of change in Indian economic and social factors a current cast.Mrs. Sharda Nayak of the Educational Resources Center staff reviewed some of the preliminary materials and made suggestions of other items to include. Ronald A. Rehner, social studies teacher at Thomas A. Edison High School, Elmira Heights, also made a significant contribution in developing the transparencies segment of this publication. The manuscript was reviewed for accuracy and comprehensiveness by Professor Brijen K. Gupta of the University of Rochester; Professor Charles H. Heimsath, American University, currently serving as director of Educational Resources Center, New Delhi; and Professor Donald Johnson, New York University. Corrections and additions to the resource listings were made in consonance with their critical reviews. General planning of the publication was initiated under the direction of Mildred A. McChesney, re- tired, formerly Chief, Bureau of Social Studies Education.Donald H. Bragaw, Chief, Bureau of Social Studies Education, read the final manuscript and offered valuable suggestions concerning the project. Janet M. Gilbert, Bureau of Secondary Curriculum Development, had general charge of the project and pre- pared the manuscript for printing. Gordon E. Van Hooft Director, Division of SchooZ Supervision ...,' .... , . , ,, ^ , .. , . 1 , . , , , .t 11/474. -V ; ;4112., 5 5 ) 4 A CONTENTS PAGE FOREWORD GLOSSARY vi HOW TO USE THIS GUIDE 1 THE VILLAGE: SUGGESTIONS FOR A CASE STUDY 3 SELECTION OF APPROPRIATE MATERIALS 3 MATERIALS FOR TEACHING ABOUT HINDUISM AND TRADITIONAL INDIAN VALUES 7 MODEL FOR THE STUDY OF A VILLAGE , 9 INDIA'S GOALS: THE IMPOSSIBLE DREAM9 13 INDIAN ECONOMIC POLICY 14 INDIA'S 5-YEAR PLANS 16 HOW WELL DID INDIA DO 18 SUMMARY: HOW DID INDIA to DURING THE THIRD 5-YEAR PLAN? 39 INDIA IN COMPARISON WITH OTHER NATIONS 50 LESSON MODULE CCMPLEXITY OF DECISION MAKING 53 INDIA YESTERDAY AND TODAY 63 WATER HAS EXERCISED A DECISIVE INFLUENCE 64 THERE MUST BE ROOM FOR EXPRESSION OF MANY ASPECTS OF DIVERSITY 77 RECENT CHANGES IN THE STATUS OF WCMEN 105 BRITISH UNIFICATION OF INDIA HELPED CREATE INDIAN NATIONALISM 126 SOCIAL CHANGE MAY HAVE TO PRECEDE ECONOMIC CHANGE 130 RAPID URBAN DEVELOPMENT IS BRINGING CHANGE 149 BIBLIOGRAPHY 167 GLOSSARY (TERMS USED IN THE SOURCE MATERIALS IN THIS GUIDE. BUT NOT DEFINED WITHIN THE ARTICLE ITSELF) ahimsa - belief that it is wrong to destroy life ashram - a religious retreat; a hermitage bhavan - house; often used as part of the name of a publishing firm chapatti - an unleavened bread like a pancake that is an important part of the Indian meal charpoy - a cot with a wooden frame strung with rope choZi - women's blouse worn under sari Congress - political party which has had majority status since India gained her independence crore - unit of value equal to 10 million dhoti - a loin cloth worn by men sometimes draped long or tucked up in a shorter style duppata - a scarf orveil worn draped across the front of the Kamiz by Punjabi women ghat - a landing along the river; often applied to a ceremonial burning area hartal - a general strike hectare - a unit of land measure equal to 2.47 acres kamiz (kameez) - overblouse or tunic worn with salwar by Punjabi women and some other young Indian women kurta - man's shirtworn with pajama-type trousers, particularly as informal at-home attire kutcha - construction material which is temporary or less lasting, as in a kutcha house Zakh - unit of value equal to 100,000 Lok Sabha - lower house of Indian parliament; the "House of the People" mantra - Vedic hymn mohalla - a neighborhood or ward in a city namhaZ - mother's native village (see Mar and sasural) pan - a substance chewed for pleasure; made of betel leaf panchayat