Lessonplan#1 Obstaclesinformingindependentindia

TheHistoryofHinduIndiaChapter5–21stCenturyIndia

LessonPlan#1–ObstaclesinformingIndependentIndia

LearningObjective:Studentswillbeabletoidentifyanddiscusstheobstacles,whichIndiaexperiencedduringtheirpost-­‐colonialformation,duetoavarietyofissuesincludinggeography,religion,andlanguage.

HINDUISMTODAY’STeachingStandards:

1.IdentifyconsequencesofIndia’sindependencefortheIndianpeopleandfor othercolonizedpeoples.

2.Describedifficultiesinunifyinganationwithmanydistinctpoliticaland linguisticregions.

Materials:

Dryeraseboardorchartpaper/marker

Text(previouslyassignedreading,section1)

Journals

MapCopiesfrompage63,83,andmapdenotingjustsomeofIndia’slanguages(

Worksheets(5.1,5.2)andHandouts

DoNow:(Directstudentstothemaponpage83,denotingthelinesofpartitionforEastandWestPakistan,ingreen.Orprint itoutforthemtouse)Askstudents tocomeupwith2-­‐3problemswhichtheythinkmightcomeupwithhavingthenew countryofPakistanseparatedontotwosidesofIndia.Havethemlisttheirreasoningintheirjournalsandbereadytodiscuss.Givethem5-­‐10minutestocompletethistask.

WholeGroupInstruction:

BasedontheDoNow,discusstheirresponses.Issuesthatmaycomeupinclude:geographicallimitations,language,customs,geographicalneedsspecifictoeachside,etc.

Reviewvocabularysuchas:partition,sovereign,socialist,secular.Havethispreparedinclassasstudentgleaninformationfrombook,orhaveprepared.Havethisinformationvisibletotheclasssothattheycanreferbacktodefinitionsthroughoutdiscussionandtomecopieddownlater.

Nextstudentswillworkingroupsof3-­‐4.Basedonthereadinginthetext,Chapter5,section1,andthemapreview/DoNow.HaveeachgroupcollectivelycompleteWorksheet5.1.

Usingmapsfromthe texts tosupply a visual context,studentswillengageinanexercise,whichwillencouragegroupdiscussionbasedaroundtheobstaclesIndia

facedsoonafterindependence(suchasissuesre.geography,thePrincelyStates,language,religion,etc).

Scaffolding:

Aftergroupshavecompiledtheirresponses,shareoutandlisteachgroup’srepliesonchartpaperforsharingandreview.Onepersonfromeachgroupcanactasthe‘presenter’forthegroup.

Timeallowing,leadthestudentsintoindependentwork,whichwilllookfurtherintotheconflictwithKashmirandIndianandPakistan.

IndependentWorkTimeand/orHomeworkWorksheet:

Passoutworksheet#5.2.AndfurtherreadingontheKashmirconflict.Instructstudentstoanswerthequestionsindependently.TheyshouldrefertoreadingonKashmironpage83inadditiontothesupplementalhandout.Mostofthiswillbedoneashomework.Teachershoulduseanytimeheretoassiststudentswhomightstillhavequestions.

Summary:

Wrapuptheclassbystatingsomethinglike“Independencetakesagreatdealofworkanddedication….consideringIndiawasundercolonialrulefornearly2decades,doyouthinkallthisworkwas/isworthit?”Allowstudentstorespond.

Whatissomethingelsethatyouworkhardat,whichyouthinkiswellworthit?Why?Discussonlyafewresponseswiththeclass,andthenhavestudentswrapup.

Homework:AboveResources:

Assessment:

FormalAssessment:Spotcheck“DoNow”workinstudentjournals,collectworksheetsforreviewbeforestudentsleaveclass.

Informalassessment:Participationandgroupwork/discussion.

WORKSHEET#5.1

Group Names______Date______

ObstaclesinUnification

GroupWork

1.WhywouldtheprincelystatesnotwanttojoinIndependentIndia?Did theyhaveafairenoughreasonnowthattheBritishweregone?

2.Whydidthenorthernregion(nowPakistanandBangladesh)wantautonomyfromtheNewIndia?

3.Howcouldvaryinglanguageshavecomplicatedissuesofunity?

4.Whataresomesolutionsthatmayhaveaidedthishighlymulti-lingualsociety?

HOMEWORK:WORKSHEET#5.2

Name______Date______

KASHMIRCONFLICTPASTANDPRESENT

SomeconflictsthatexistedduringIndia’spost-colonialformationstillexisttoday.OneofthemisthedisputebetweenPakistanandIndiaovertheIndianstateofKashmir.Re-readthepassageunderThePrincelyStates,onpage83intext,aswellasthepassagebelow.Then,respondtothequestions.Yourresponsesshouldbecompletedinessayform.

BackgroundontheConflictOverKashmir

ForStudentsTeachers

TheProblem:PakistanwishestocontrolallofKashmir.

WhyiscontrolofKashmirissoimportant?Thegeographyismostlyrural,withfiercemountains,deserts,andvalleys.Industryisundeveloped.Ifthisregionhasnaturalresourcessuchasoilorgoldorsilverinanyquantity,thishasnotyetbeendiscovered.

Whythefuss?

1.ControloftheIndusRiver.TheheadwatersoftheIndusRiverarelocatedin Kashmir.Whoevercontrolstheheadwaters,controlstheriver.TheIndusisvital.Itbringsgreenfertilelifewhereveritflows.TheIndusbeginsinKashmir,thenflows throughPakistan,thenflowsintomainlandIndia.IfIndiachose,sinceKashmirispartofIndia,theycoulddamtheIndusandchangetheflowoftheriver.Withoutfertilelandtogrowcrops,Pakistanwouldbecomeadesertanditspeoplewouldstarve. PakistandoesnottrustIndia,nordoesIndiatrustPakistan.Theywillnotsharecontrol oftheIndus.Theybothwanttotalcontrol.

2.ReligiousSites.BothPakistanandIndiahavesitesinKashmirthatareimportantto theirrespectivereligions.

*PakistanispredominatelyMuslim.KashmirispredominatelyMuslim.

*IndiaispredominatelyHindu.

3.StrategicLocation.ForIndia,Kashmiractsasabuffer.ForPakistan,Kashmiroffers afertileroadwayintoIndiaforpossibleinvasion.

Resource: (

1.WhydoyouthinkthePrincelyStateswereabletokeeptheirwealthandprincelystandingduringtheBritishrulewhensomanyotherIndianpeopleweresuffering?

2.WhentheBritishleft,whywouldtheprincelystateswanttojointhenewlyunifiedIndia?

3.Whywouldsomeofthesestatesholdout(suchasKashmir)?

4.WhowasMaharajaHariSingh?AndwashewiseindelayinghisdecisiontojoinIndiainherindependence?Whyorwhynot?

5.AfterreadingthehandoutontheKashmirconflicttoday,whatdoyou thinkmightbesomestepstoapeacefulresolution?

TheHistoryofHinduIndiaChapter5–21stCenturyIndia

LessonPlan#2–FormingtheIndianConstitution

LearningObjective:Studentswillbeabletounderstandtheneedforaconstitution,andbegintocompareandcontrastelementsoftheIndianConstitution withelementsoftheUSConstitution.

HINDUISMTODAY’STeachingStandards:

3.DescribetheIndianconstitutionandpoliticalsystem.

Materials:

Dryeraseboardorchartpaper/marker

Text(previouslyassignedreading:section1)

Journals

HandoutsandWorksheets(5.3)

DoNow:Whatdoyouthinkaconstitutionis?Whatisthepurposeofaconstitutionforanycountry,orstateorschool?

Havestudentsrespondtothesequestionsintheirjournalsandbereadytodiscuss.

WholeGroupInstruction:

Beginbydefining-­‐constitution,elicitresponsesfromtheclassandcollaborateonwording.Onceanagreeddefinitionisflushedout,writethisdefinitiononchartpaper,orontheboard,foralltosee.Readaformaldefinitionsuchas

Aconstitutionisasetoffundamentalprinciplesorestablishedprecedents accordingtowhichastateorotherorganizationisgoverned.(

Bothdefinitionsshouldreaffirmtheclass’sunderstandingofaconstitution.

Next,havestudentsturntoapartnerandaskthemtodiscussthefollowingquestions:

1.WhywouldIndianeedaconstitutionatthistimeinhistory,post-­‐independence?

2.WhattypeofissueswouldIndia’sleadershavetodiscussinordertocreateapeacefulcountry,especiallygiventheirrecentpast?

Givethemabout5minutestodiscusswhilemonitoringconversations.Havethesequestionswrittenonthewallsomewhere.Interjectwherenecessary.

Bringtheclasstogetheragainandaskforindividualspeakerstoshareafewresponseswiththeclass.Whyaconstitution?Ifsomeofthetopicsbelowdonotcomeup,begintointroducetheconcepts:

Britishauthoritywerenowgone,whoseruleswerenottobefollowed?

Whatholidaysshouldbeobserved?

Whichcustomswilltheyfollow?

WilltherebeaPresidentofthecountry,oraRaj,oraPrimeMinister,oraQueen?

Howmanystateswilltherebe?

Whatlanguageshouldeveryonespeak?

Whatlawsshouldthisnewcountryimposeonitssociety?

Asstudentsbegintoanswer,havethemwritetheirbriefansweronpreparedchart paperinthefrontoftheclass.Asastudentwritesanswersonchartpaper,askforotherreasonwhyaconstitutionwasneeded.

Summary:

AfterindependenceIndianeededaconstitutionthatwouldconveyandprotectthevaluesthatIndiahadfoughtsohardtosecure.370millionpeopleweresetfreeaftertheBritishRajleftIndia,nowwasthetimetosecureIndia’sstrengthforfutureyearstocome.

Homework:

HavethestudentscompareandcontrastsomebasicfactsabouttheUSandIndiaconstitutions.Providethemwiththeinformationbelowsummarizingbothconstitutions.

ProvidethemwithaHomework/compareandcontrastsheetaswellasacopyfromtheWikipediaDictionary,summarizingfacetsofbothconstitutions.Encouragestudentstofindsupplementalresourcestoo.

Resources:

Assessment:

FormalAssessment:Spot-­‐check“DoNow”workinstudentjournals;collectworksheetsforreviewbeforestudentsleaveclass.

Informalassessment:Participationandgroupwork/discussion.

HomeworkReadingHandout

COMPAREANDCONTRASTCONSTITUTIONS:INDIAANDTHEUNITEDSTATES

TheConstitutionofIndiaisthesupremelawofIndia.Itlaysdowntheframework definingfundamentalpoliticalprinciples,establishesthestructure,procedures,powers, anddutiesofgovernmentinstitutions,andsetsoutfundamentalrights,directiveprinciples,andthedutiesofcitizens.Itisthelongest[1]writtenconstitutionofany sovereigncountryintheworld,containing450[Note1]articlesin24parts,12schedulesand 96amendments,foratotalof117,369wordsintheEnglishlanguageversion.[citationneeded]BesidestheEnglishversion,thereisanofficialHinditranslation.

TheConstitutionwasenactedbytheConstituentAssemblyon26November1949,and cameintoeffecton26January1950.[2]Thedate26JanuarywaschosentocommemoratethePurnaSwarajdeclarationofindependenceof1930.Withitsadoption,theUnionofIndiaofficiallybecamethemodernandcontemporaryRepublicofIndiaanditreplaced theGovernmentofIndiaAct1935asthecountry'sfundamentalgoverningdocument.

TheConstitutiondeclaresIndiatobeasovereign,socialist,secular,democraticrepublic, assuringitscitizensofjustice,equality,andliberty,andendeavourstopromotefraternity amongthem.Thewords"socialist"and"secular"wereaddedtothedefinitionin1976byconstitutionalamendment.[3]Indiacelebratestheadoptionoftheconstitutionon26 JanuaryeachyearasRepublicDay.[4]

Source:

TheConstitutionoftheUnitedStatesisthesupremelawoftheUnitedStatesofAmerica.ThefirstthreeArticlesoftheConstitutionestablishtherulesandseparatepowersofthethreebranchesofthefederalgovernment:alegislature,thebicameralCongress;anexecutivebranchledbythePresident;andafederaljudiciaryheadedbythe SupremeCourt.ThelastfourArticlesframetheprincipleoffederalism.TheTenth Amendmentconfirmsitsfederalcharacteristics.

TheConstitutionwasadoptedonSeptember17,1787,bytheConstitutionalConvention inPhiladelphia,Pennsylvania,andratifiedbyconventionsinelevenstates.ThefirsttenamendmentsareknownastheBillofRights.TheConstitutionhasbeenamended seventeentimes(foratotalof27amendments)anditsprinciplesareappliedincourtsof lawbyjudicialreview.

TheConstitutionguidesAmericansocietyinlawandpoliticalculture.Itistheoldestcharterofsupremelawincontinuoususe,anditinfluencedlaterinternationalfigures establishingnationalconstitutions.RecentimpulsesforreformcenteronconcernsforextendingdemocracyandbalancingtheFederalbudget.

Source:

HOMEWORK:WORKSHEET#5.3

Name______Date______

COMPAREANDCONTRASTCONSTITUTIONS:INDIAANDTHEUNITEDSTATES

Refertohandouttofindanswers.

INDIA / UNITEDSTATES
Whenwastheconstitutionenactedoradopted?
Who/Which departmentapprovedit?
Whatistheofficialnameofthegovernment,accordingtoitsconstitution?
Howmanyamendmentsdoesthisconstitutionhave?Listoneamendmentfromthisconstitution.
Doesthiscountrycelebrateitsindependence?Ifso,listthedayofobservance.
(Independent Research…)
Whowerekeywriters/contributors tothisconstitution?

TheHistoryofHinduIndiaChapter5–21stCenturyIndia

LessonPlan#3–Economic,SecularandSocialDevelopmentsforIndia

LearningObjective:StudentswillbegintorecognizehoweconomicdevelopmentworksthroughabriefoverviewofIndian’spost-­‐independence,economicdevelopment.

HINDUISMTODAY’STeachingStandards:

6.ExamineIndia’spolitical,technological,economic,social,andsecular developmentssince1947.

Materials:

Dryeraseboardorchartpaper/marker

Text(previouslyassignedreading:section2)

Journals

HandoutsandWorksheets(5.4,5.5)

DoNow:Askstudentstore-­‐readthepassageonpage64:“TheBritishRaj”.Fromhere,directthemtofindtwowaysthattheBritishRajstrengthenedtheireconomyduringtheiroccupationofIndia.HavestudentswritethisintheirJournal.

WholeGroupInstruction:

BeginthewholegroupdiscussionrespondingtotheDoNowtask.Askstudentsforanswerstothequestion.OnewaytheBritishstrengthenedtheireconomywasallowingBritishgoodstotravel‘duty-­‐free’/withoutbeingtaxed,alloverIndia.TaxesthatshouldhavebeenpaidtoIndiawerelost.Also,duetoallthese“duty-­‐free’Britishproducts,native-­‐Indianindustriessuffered,againfurtherstrengtheningtheBritishRaj’spoweroverIndia.

Beforeyougoanyfurtherdefineeconomyfortheclass.

e·con·o·my

noun/iˈkänəmē/

1.Thewealthandresourcesofacountryorregion,esp.intermsoftheproductionandconsumptionofgoodsandservices

GuidethediscussionintoIndia’seconomy.Basedonthestudentsuptodatereadingofthetext,whataresomeeconomicresources/wealththatIndiapossesses,thenandnow.Listtheseresponsesonchartpaperorboardunder:India’seconomicresources.Somereplieswillincludenaturalresources,laborforce,buyingpower/consumerpower,manufacturedgoods,etc.

AftertheclasshascollectivelybrainstormedalistofIndia’sresourceshavethembreakupinto4groups(about4studentsineachgroup).

GroupworkwillincludesynthesizinganeraofIndia’seconomy.Theseera’sare:pre-­‐colonialperiod,colonialperiod,pre-­‐liberalizationperiodandpost-­‐ liberalizationperiod.Eachgroupwillhaveareadingbasedononetimeperiod/era.Theywilldiscussthereadingtogethertocomeupwithanswersfortheirworksheet.Onestudentwillanecdotegroupanswers,anotherstudentwillpresenttheirgroup’sfindingwhentimeisthrough.Thiswillprovidetheentireclasswithabriefsynopsisonallfourperiodsandtheshiftineconomicshiftsinhistory.

Summary:

SummarizetheimpactoftheBritishRajbyelicitingtheresponsesfromtheclass,whilereviewingthewealthofeconomicresourcesthatIndiapossesses.StudentsshouldcomeupwithdeductivereasoningastotheimportanceofIndia’seconomyandwhytheBritishvaluedIndiasomuch.Concludeclass.

Homework:

Usingthetextandindependentresearch,givethestudentshomeworksheettocompleteforthenextclass.(homeworksheet5.5)

Resources:Assessment:

FormalAssessment:Spotcheck“DoNow”workinstudentjournals,collectworksheetsforreviewbeforestudentsleaveclass.

Informalassessment:Participationandgroupwork/discussion.

HANDOUT/Group1

Pre-colonialperiod(upto1773)

ThecitizensoftheIndusValleycivilization,apermanentsettlementthatflourishedbetween2800BCand1800BC,practicedagriculture,domesticatedanimals,useduniformweightsandmeasures,madetoolsandweapons,andtradedwithothercities.Evidenceofwell-plannedstreets,adrainagesystemandwatersupplyrevealstheirknowledgeofurbanplanning,whichincluded theworld'sfirsturbansanitationsystemsandtheexistenceofaformofmunicipalgovernment.[20]

TheeconomicallyimportantSilkRoad(red)andspicetraderoutes(blue).ThespicetradebetweenIndiaandEuropewasthemaincatalystfortheAgeofDiscovery.[21]

MaritimetradewascarriedoutextensivelybetweenSouthIndiaandsoutheastandWestAsiafromearlytimesuntilaroundthefourteenthcenturyAD.BoththeMalabarandCoromandel CoastswerethesitesofimportanttradingcentresfromasearlyasthefirstcenturyBC,usedforimportandexportaswellastransitpointsbetweentheMediterraneanregionandsoutheast Asia.[22] Overtime,tradersorganizedthemselvesintoassociationswhichreceivedstatepatronage.However,statepatronageforoverseastradecametoanendbythethirteenthcenturyAD,whenitwaslargelytakenoverbythelocalParsi,JewishandMuslimcommunities,initiallyontheMalabarandsubsequentlyontheCoromandelcoast.[23] Furthernorth,theSaurashtraandBengalcoastsplayedanimportantroleinmaritimetrade,andtheGangeticplainsandtheIndusvalleyhousedseveralcentresofriver-bornecommerce.Mostoverlandtradewascarriedoutviathe KhyberPassconnectingthePunjabregionwithAfghanistanandonwardtotheMiddleEastandCentralAsia.[24] Althoughmanykingdomsandrulersissuedcoins,barterwasprevalent.Villagespaidaportionoftheiragriculturalproduceasrevenuetotherulers,whiletheircraftsmenreceivedapartofthecropsatharvesttimefortheirservices.[25]

AssessmentofIndia'spre-colonialeconomyismostlyqualitative,owingtothelackof quantitativeinformation.TheMughaleconomyfunctionedonanelaboratesystemofcoinedcurrency,landrevenueandtrade.Gold,silverandcoppercoinswereissuedbytheroyalmintswhichfunctionedonthebasisoffreecoinage.[26] Thepoliticalstabilityanduniformrevenue policyresultingfromacentralisedadministrationundertheMughals,coupledwithawell-developedinternaltradenetwork,ensuredthatIndia,beforethearrivaloftheBritish,wastoalargeextenteconomicallyunified,despitehavingatraditionalagrarianeconomycharacterisedbyapredominanceofsubsistenceagriculturedependentonprimitivetechnology.[27] Afterthedecline oftheMughals,western,centralandpartsofsouthandnorthIndiawereintegratedandadministeredbytheMarathaEmpire.AfterthelossattheThirdBattleofPanipat,theMarathaEmpiredisintegratedintoseveralconfederatestates,andtheresultingpoliticalinstabilityandarmedconflictseverelyaffectedeconomiclifeinseveralpartsofthecountry,althoughthiswas

compensatedfortosomeextentbylocalisedprosperityinthenewprovincialkingdoms.[28] Bytheendoftheeighteenthcentury,theBritishEastIndiaCompanyenteredtheIndianpoliticaltheatreandestablisheditsdominanceoverotherEuropeanpowers.ThismarkedadeterminativeshiftinIndia'strade,andalesspowerfulimpactontherestoftheeconomy.[29]

(Source:

HANDOUT/GROUP2

Colonialperiod(1773–1947)

CompanyruleinIndiabroughtamajorchangeinthetaxationandagriculturalpolicies,whichtendedtopromotecommercialisationofagriculturewithafocusontrade,resultingindecreasedproductionoffoodcrops,massimpoverishmentanddestitutionoffarmers,andintheshortterm,ledtonumerousfamines.[31] TheeconomicpoliciesoftheBritishRajcausedaseveredeclineinthehandicraftsandhandloomsectors,duetoreduceddemandanddippingemployment.[32] AftertheremovalofinternationalrestrictionsbytheCharterof1813,Indiantradeexpandedsubstantiallyandoverthelongtermshowedanupwardtrend.[33] TheresultwasasignificanttransferofcapitalfromIndiatoEngland,which,duetothecolonialpoliciesoftheBritish,ledtoamassivedrainofrevenueratherthananysystematiceffortatmodernisationofthedomesticeconomy.[34]

India'scolonisationbytheBritishcreatedaninstitutionalenvironmentthat,onpaper,guaranteed propertyrightsamongthecolonisers,encouragedfreetrade,andcreatedasinglecurrencywith fixedexchangerates,standardisedweightsandmeasuresandcapitalmarkets.Italsoestablishedawell-developedsystemofrailwaysandtelegraphs,acivilservicethataimedtobefreefrompoliticalinterference,acommon-lawandanadversariallegalsystem.[36] Thiscoincidedwith majorchangesintheworldeconomy–industrialisation,andsignificantgrowthinproductionandtrade.However,attheendofcolonialrule,Indiainheritedaneconomythatwasoneofthepoorestinthedevelopingworld,[37] withindustrialdevelopmentstalled,agricultureunabletofeedarapidlygrowingpopulation,alargelyilliterateandunskilledlabourforce,andextremelyinadequateinfrastructure.[38]

The1872censusrevealedthat91.3%ofthepopulationoftheregionconstitutingpresent-dayIndiaresidedinvillages,[39] andurbanisationgenerallyremainedsluggishuntilthe1920s,duetothelackofindustrialisationandabsenceofadequatetransportation.Subsequently,thepolicyofdiscriminatingprotection(wherecertainimportantindustriesweregivenfinancialprotectionbythestate),coupledwiththeSecondWorldWar,sawthedevelopmentanddispersalofindustries,encouragingrural-urbanmigration,andinparticularthelargeportcitiesofBombay,Calcuttaand Madrasgrewrapidly.Despitethis,onlyone-sixthofIndia'spopulationlivedincitiesby1951.[40]

TheimpactoftheBritishruleonIndia'seconomyisacontroversialtopic.LeadersoftheIndianindependencemovementandleft-wingpeoplewhoopposedIndia'sindependencemovement, economichistorianshaveblamedcolonialruleforthedismalstateofIndia'seconomyinitsaftermathandarguedthatfinancialstrengthrequiredforindustrialdevelopmentinEuropewasderivedfromthewealthtakenfromcoloniesinAsiaandAfrica.Atthesametime,right-winghistorianshavecounteredthatIndia'sloweconomicperformancewasduetovarioussectorsbeinginastateofgrowthanddeclineduetochangesbroughtinbycolonialismandaworldthatwasmovingtowardsindustrialisationandeconomicintegration.[41]

(Source:

HANDOUT/GROUP3

Pre-liberalisationperiod(1947–1991)

Indianeconomicpolicyafterindependencewasinfluencedbythecolonialexperience,whichwasseenbyIndianleadersasexploitative,andbythoseleaders'exposuretodemocraticsocialismaswellastheprogressachievedbytheeconomyoftheSovietUnion.[38] Domesticpolicytendedtowardsprotectionism,withastrongemphasisonimportsubstitutionindustrialisation,economicinterventionism,alargepublicsector,businessregulation,andcentralplanning,[42] whiletrade andforeigninvestmentpolicieswererelativelyliberal.[43] Five-YearPlansofIndiaresembledcentralplanningintheSovietUnion.Steel,mining,machinetools,telecommunications,insurance,andpowerplants,amongotherindustries,wereeffectivelynationalisedinthemid-1950s.[44]

JawaharlalNehru,thefirstprimeministerofIndia,alongwiththestatisticianPrasantaChandraMahalanobis,formulatedandoversaweconomicpolicyduringtheinitialyearsofthecountry'sexistence.Theyexpectedfavorableoutcomesfromtheirstrategy,involvingtherapiddevelopmentofheavyindustrybybothpublicandprivatesectors,andbasedondirectandindirectstateintervention,ratherthanthemoreextremeSoviet-stylecentralcommandsystem.[45][46] Thepolicyofconcentratingsimultaneouslyoncapital-andtechnology-intensiveheavyindustryandsubsidisingmanual,low-skillcottageindustrieswascriticisedbyeconomist MiltonFriedman,whothoughtitwouldwastecapitalandlabour,andretardthedevelopmentofsmallmanufacturers.[47] TherateofgrowthoftheIndianeconomyinthefirstthreedecadesafterindependencewasderisivelyreferredtoastheHindurateofgrowthbyeconomists,becauseoftheunfavourablecomparisonwithgrowthratesinotherAsiancountries.[48][49]

Since1965,theuseofhigh-yieldingvarietiesofseeds,increasedfertilisersandimproved irrigationfacilitiescollectivelycontributedtotheGreenRevolutioninIndia,whichimprovedtheconditionofagriculturebyincreasingcropproductivity,improvingcroppatternsandstrengtheningforwardandbackwardlinkagesbetweenagricultureandindustry.[50] However,ithasalsobeencriticisedasanunsustainableeffort,resultinginthegrowthofcapitalisticfarming,ignoringinstitutionalreformsandwideningincomedisparities.[51]

(Source:

HANDOUT/GROUP4

Post-liberalisationperiod(since1991)

Inthelate1970s,thegovernmentledbyMorarjiDesaieasedrestrictionsoncapacityexpansionforincumbentcompanies,removedpricecontrols,reducedcorporatetaxesandpromotedthecreationofsmallscaleindustriesinlargenumbers.Healsoraisedtheincometaxlevelsatonepointtoamaximumof97.5%,arecordintheworldfornon-communisteconomies.However,thesubsequentgovernmentpolicyofFabiansocialismhamperedthebenefitsoftheeconomy, leadingtohighfiscaldeficitsandaworseningcurrentaccount.ThecollapseoftheSovietUnion,whichwasIndia'smajortradingpartner,andtheGulfWar,whichcausedaspikeinoilprices,resultedinamajorbalance-of-paymentscrisisforIndia,whichfounditselffacingtheprospectofdefaultingonitsloans.[52] Indiaaskedfora$1.8billionbailoutloanfromtheInternationalMonetaryFund(IMF),whichinreturndemandedreforms.[53]

Inresponse,PrimeMinisterNarasimhaRao,alongwithhisfinanceministerManmohanSingh,initiatedtheeconomicliberalisationof1991.ThereformsdidawaywiththeLicenceRaj,reducedtariffsandinterestratesandendedmanypublicmonopolies,allowingautomaticapprovalof foreigndirectinvestmentinmanysectors.[54] Sincethen,theoverallthrustofliberalisationhasremainedthesame,althoughnogovernmenthastriedtotakeonpowerfullobbiessuchastradeunionsandfarmers,oncontentiousissuessuchasreforminglabourlawsandreducingagriculturalsubsidies.[55] Bytheturnofthe20thcentury,Indiahadprogressedtowardsafree-market economy,withasubstantialreductioninstatecontroloftheeconomyandincreasedfinancialliberalisation.[56] Thishasbeenaccompaniedbyincreasesinlifeexpectancy,literacyratesand foodsecurity,althoughthebeneficiarieshavelargelybeenurbanresidents.[57]

WhilethecreditratingofIndiawashitbyitsnuclearweaponstestsin1998,ithassincebeenraisedtoinvestmentlevelin2003byS&PandMoody's.[58] In2003,GoldmanSachspredictedthatIndia'sGDPincurrentpriceswouldovertakeFranceandItalyby2020,Germany,UKandRussiaby2025andJapanby2035,makingitthethirdlargesteconomyoftheworld,behindtheUSandChina.Indiaisoftenseenbymosteconomistsasarisingeconomicsuperpowerandisbelievedtoplayamajorroleintheglobaleconomyinthe21stcentury.[59][60]

(Source:

WORKSHEET#5.4

Group Names______Date______

India’sEconomicShifts

Basedonthegroupreading,collectivelycompletethefact-findingsheetbelow.Ifyoudon’tknowaword,readaroundthewordtofindmeaning.Onepersonfromyougroupmaybethe‘dictionarylook-up’,IFnecessary.

EconomicPeriod:
Duration:
PositiveAspectsofthisperiod:1.
2.
3.
NegativeAspectsofthisperiod:1.
2.
3.
WasthisagoodeconomictimeforIndia?Explainwhatwasgoingontomakeitso.
Whowasinpowerduringthisperiod?

HOMEWORK:WORKSHEET#5.5

Name______Date______

INDIA’SDEVELOPMENT:AfterIndependence

Indiahasgrowninmanydifferentwayssince1947.AftertheBritishleft,Indiamadestridestoremainaunifiedandstrongcountry.BasedonthereadingfromyourtextinChapter5,Section2,summarizeeachformofdevelopmentin3-4sentences.
PoliticalDevelopments:
EconomicDevelopments:
ReligiousandSocialDevelopments:
DoyouthinkthatlifeforanaverageIndiancitizenisbetternowthanitwasbeforeindependence?Provideafewreasonstosupportyouranswer.

TheHistoryofHinduIndia Chapter5–21stCenturyIndiaLessonPlan#4–HinduIdeasToday

LearningObjective:Studentswillbegintodefineandidentifysomemetaphysicalconceptsastheyexistintheirsocietytoday.

HINDUISMTODAY’STeachingStandards:

9.AnalyzetheinfluenceofHindumetaphysics,theology,yoga,andmeditation intheWesternworldtoday.

Materials:

Dryeraseboardorchartpaper/marker

Text(readingassignment,Chapter5.3)

Journals

DoNow:Havestudentsre-­‐readpages90-­‐91inChapter5,section3.Givethemthetaskof1)definingmetaphysics,2)providingtwoexampleofitfromthebookand3)providingtwomoreexamplesthatarenotfoundinthebook,butarefromtheirownframeofreference(ie.Ideasfromtheirhomereligion,ideasaboutouterspace,orbeliefsaboutapetthatmayhavedied.Somethingthatoursensescannotvalidate,butthatwetrytounderstandandsometimesevenbelievetobevalid,eventhoughthereisnotangibleproof,justpossibility.)

WholeGroupInstruction:

AftertheDoNow,definethetermfortheclass,asitisstatedinthebookandalsosupplementwhereyoufeelappropriateforyourclass.Havethemcopythesedefinitionsintheirjournals.

Metaphysics–thestudyofrealitybeyondourfivesenses.(text:page91)OR

Metaphysics–thebranchofphilosophythatexaminesthenatureofreality, includingtherelationshipbetweenmindandmatter,substanceandattribute, factandvalue.(

Finddefinitionsthatyouareabletoworkwithasateacherkeepingabasicandobjectiveperspectiveforthestudentstoworkaround.Thisisaveryabstractconcept.AndremembertobringbackconversationtotheHindubeliefsandcustomsandtraditions.Itwillultimatelyprovideaframeworkunderwhichstudentscan examineandbegintounderstandsomebasicconceptshavingtodowithHinducustomsandpracticesandtheideaofmetaphysics.

Afterdefininganddiscussingthisterm,askstudentstocomeupwithametaphysicalhappeningorevent,usingourdefinitions.TheycangettheseresponsesfromtheDoNowexercise.Iliketheideaofouterspacestudy.Ashumansweonlyknowsomuchduetoobviouslimitations.Webelievewhatsciencecanshowus,butsomuchislimited.Whatareourbeliefsaboutthat?

Scaffolding:

Usingadiagramonchartpaper,allowthestudentstoshareouttheirideasonmetaphysics.Andcollectivelyassessiftheidea/conceptcanbeperceivedorexplainedthroughoursenses.

Example:

Idea:Lifeinouterspace CanIseeifthereislife?NoCanItasteifthereislife?NoCanIhearifthereislife?NoCanIfeelifthereislife?No

CanIsmellifitthereislife?No

Whataresomeofour‘ideas’aboutlifeinouterspace?Wheredotheycomefrom?

Wecollectassumptions/hypothesisthatmaybelogical.Weincorporateknowledgeandexperiencewhenconsideringareality.Orweopenlybelievesomethingornot.Technically,wouldthisbeametaphysicalconcept?CanweprovethatNOlifeexistsinouterspace?

Haveclassbreakupintopairsanddiscusstheirideasonlifeinouterspacewitheachother.Tellthemthatitisfinetodisagreewiththeirpartner.Theydon’tneedanexplanation,however,trytofosteranopen,‘anythingispossible’,areaforsafediscussion.Afterabout5-­‐6minutesofdiscussionbegintosummarize.

Summary:

SummarizethelessonbyaskingstudentsaboutHindubeliefs(coveredinchapter1).ManyHindubeliefsandpracticeshavebeenbroughttotheWestandwearenowbeginningtoadoptmany,eventhoughwearenotnecessarilyHindu.

2).Hindupeoplearespiritual/religiouspeople

3).TheideaoftolerancehasenabledHinduideastobewelcomedandacceptedall overtheWesternworldtoday.

Askthestudentstoclosetheirbooksandsitupstraightintheirchairsasifabookwasbalancingontheirhead.Askthemtoplacefeetdirectlyflatonfloorandhandsontheirlap.Havethemtakeafewslow,deepbreaths,exhalinganyold,stagnantairinside.Dimthelightsifpossibleandhavethemclosetheeyes(itisok,ifsomewhat tokeepthemopen,justdirectthemtoafocuspoint).Breathingnormally,direct themtocounttheirbreathsupto7,slowlyandsilently.Thenrepeat.Theremaybegigglingorrestlessnessatfirst,butjustlistentotheclassandjointhem.

Whentheyarethrough,theywillopentheireyes.Askthemhowtheyfeel.Thenexplainthatthiswasmeditation,anotherpracticefromHinduculture.

Letthestudentsknowthatthehomeworkwillgofurtherintotheseconceptsandthereadingsfromchapter5,section3.

Homework:

EachstudentwillbrieflydefinekeyHinduideaswhichhaveflourishedinthewesttoday.Thenidentifythebenefitsofthepractices.Lastly,theywillsharewheretheymayhavewitnessedtheseideasintheircommunities.Allsharedonthehomework sheet.(5.6)

Resources:Assessment:

FormalAssessment:Spotcheck“DoNow”workinstudentjournals,collectworksheetsforreviewbeforestudentsleaveclass.

Informalassessment:Participationandgroupwork/discussion.

HOMEWORK:WORKSHEET#5.6

Name______Date______

HinduIdeasToday:Metaphysics,Theology,YogaMeditation

RefertoChapter5,pages91-93tocompletethisworksheet.

1.Definemetaphysicsasyouunderstandit.Doyourbest.
2.WhatisyogatothemajorityoftheWest?
3.HowisyogadefinedtoHindus?
4.Whatismeditation?
5.WhatisthepurposeofmeditationtoHindus?
6.Doyouthinkyoucouldmeditate?(ifso,writedownhowmanyminutesyousucceededinquietmeditation.1minute?3minutes?)
7.Wasiteasyordifficult?Howdiditfeel?Explain.
8.Whatistheology?
9.Doesyourfamilyfollowaspecificformoftheology?Ifso,whatisit?
10.HaveyouseenanyoftheseorotherHinduIdeasofferedinyourcommunity?Where?

TheHistoryofHinduIndiaChapter5–21stCenturyIndia

LessonPlan#5–HinduCultureintheWestToday

LearningObjective:

1.StudentswillreviewthehistoryofIndianImmigrationtoAustraliaasONEexampleofIndianmigrationintheworld.

2.StudentswillexaminesomeofIndia’spowerknownas‘softpowers’andhardpowersandtracksomeoftheirdevelopmentintheWest.

HINDUISMTODAY’STeachingStandards:

10.DescribehowIndianculturefounditswaytotheWest,includingmedicine, moviesandfood.

Materials:

Dryeraseboardorchartpaper/marker

Text

Journals

Articleclasscopies:

Mapfrompage96&97intext,enlargedifpossible.Orrefertotext

Homeworksheetandreadings

DoNow:Referringtomaponpage96-­‐97intext,askstudentstofindthenumberofHinduspresentlyresidinginthecountryofAustralia.Makingsmartguesses,list3-­‐5reasonsyouthinkthatIndianpeoplemayhavemigratedthere.Listtheseresponsesinyourjournal.

WholeGroupInstruction:

DisplayafewAustraliafacts,writtendownonchartpaperfortheclasstosee.Aswell asa Map isavailable.

1.Australiaisaverylargecountry,howeveronlyhastheapproximatepopulationequaltotheSTATEofNewYork(notalotofpeople).

2.MostofthelandonAustraliaisuninhabitable,duetodesert-­‐likeconditions.

3.Australiaisalargeisland,notconnectedtoanyothercountries.

4.MostAustralianscomefromBritishancestors.

Beginthediscussion.WritedownsomeoftheresponsestheclassmayhaveinresponsetotheDoNow.List:“SomepossiblereasonsforthemigrationofIndianstoAustralia”.

Next,handoutthearticleon“HistoryofImmigrationfromIndia”.Asktheclasstoreadthisarticle,highlightingallthereasonsthatarementionedinthearticle,forIndianmigrationtothiscountry.

Aftergivingthemabout10minutestocompletethereadingandresearch,createanotherlistforreasonsbehindthemigration.“MorereasonsforImmigrationtoAustralia”.

Thisexercisewillhelpstudentsbeginformingideaaboutimmigrationontheirown, especiallygivenallthestudyonIndiaandHinduism.ThesupplementalreasoningwillfurtherprovideaperspectiveofIndian-­‐Hinduculturefromabroad.

Summary:

ThisexampleofIndianImmigrationtoAustraliaisonlyonestudywhichhelpsexplainthevariousreasonsIndianpopulationscanbefoundallovertheworld.Regardlessoftheextremelydifferentculture,geography,orclimate,Indiancultureandidentityhasremainednotonlystrongandintact,butpopulartopeoplefromotherculturesaswell.Thisisaphenomenonwewillreviewmoreinourhomeworkexercise.

Homework:

AfterreviewingthereasonsforIndia’simmigrationallovertheglobe,studentswill examinethe‘soft’and‘hard’powerthatIndiaandtheHinduculturewhetherfrom homeorabroad.

Studenthomeworkwillbetousepages98-­‐99fromthetext,aswellastworeadinghandoutstohelplistanddifferentiateIndia’s‘soft’and‘hard’powersintheworldtoday.

Resources:

teachers-­‐avoid-­‐the-­‐spiritual.html

Assessment:

FormalAssessment:Spot-­‐check“DoNow”workinstudentjournals;collectworksheetsforreviewbeforestudentsleaveclass.

Informalassessment:Participationandgroupwork/discussion.

HOMEWORK:WORKSHEET#5.7

Name______Date______

“SoftPowers”and“HardPowers”ofIndiaToday

Asourreadingdefined(pg.90),Hardpowerisanation’smilitaryand/oreconomicstrengthusedtoimpactinternationalaffairs.Softpowerreferstotheinfluenceofanation’sideas,culture andvaluesontheway othersbelieve, think andact.

Referringtoourlessonsfromthetext,thusfar,aswellastheexcerptsfromtwoarticlesbelow,respondtothequestionsthatfollow.

A.AfterreadingmoreaboutoneofIndia’ssoftpowers(yoga),canyoulist3reasonswhyitmightbepopularintheWest?

1.

2.

3.

B.List2or3othersoftpowerswhichIndiansharesallovertheworldtoday.

1.

2.

3.

C.ListtwoaspectsthathavestrengthenedIndia’shardpowersintheworld.(Refertoarticleortext,Chapter5).

1.

2.

D.WhathappenedafterIndiaadoptedfreemarketprinciplesandopenedupto alotmoreinternational trade?

CanyoumakeaconnectionbetweenIndia’ssoftpowersandhardpowersintheglobalworldtoday?Thinkaboutconceptssuchastolerance,theology,

andthe“SixkeyHinduIdeasforToday”(page98).Couldonepossibleaffecttheother?Writeinparagraphformhere.

DoyouthinkyouwouldwanttoshareinexperiencingsomeofIndia’sHindu culture(softpowers)?Ifsowhichfacetofitwouldyouliketotry?Why.

READINGHANDOUT

Excerptfrom: HistoryofYoga-ACompleteOverviewoftheYogaHistory

Writtenby:shaynebance

YogawasintroducedintheWestduringtheearly19thcentury.ItwasfirststudiedaspartofEasternPhilosophyandbeganasamovementforhealthandvegetarianismaroundthe1930's.Bythe1960's,therewasaninfluxofIndianteacherswhoexpoundedonYoga.OneofthemwasMaharishiMahesh,theYogiwhopopularizedTranscendental Meditation.AnotheroneisaprominentYogaGuruSwamiSivananda.SivanandawasadoctorinMalaysiaandhelateropenedschoolsinAmericaandEurope.ThemostprominentofhisworksishismodifiedFivePrinciplesofYoga,whichare:

1.Savasanaorproperrelaxation;

2.Asanasorproperexercise;

3.Pranayamaorproperbreathing;

4.Properdiet;and

5.DhyanaorpositivethinkingandMeditation

Sivanandawrotemorethan200booksonYogaandPhilosophyandhadmanydiscipleswhofurtheredYoga.SomeofthemwereSwamiSatchitanandawhointroducedchantingandYogatoWoodstock;SwamiSivananadaRadhawhoexploredtheconnectionbetweenpsychologyandYoga,andYogiBhajanwhostartedteachingKundaliniYogainthe70's.

Uptothisday,Yogacontinuestoproliferateandspreaditsteachings,crossingtheboundariesofcultureandlanguage.

Source:

TheHistoryofHinduIndiaChapter5–21stCenturyIndia

LessonPlan#6–HinduReligionintheWestToday

LearningObjective:StudentswillbegintoidentifyanddiscussthewaysthattheHinducultureandreligionexistinthewesttoday.

HINDUISMTODAY’STeachingStandards:

9.AnalyzetheinfluenceofHindumetaphysics,theology,yogaandmeditationin theWesternworldtoday

Materials:

Dryeraseboardorchartpaper/marker

Text

Journals

Articleclasscopies:

Homeworksheetandreadings

DoNow:ReferringtothelessonsinTheHistoryofHinduIndia,thusfar,instructthestudentstolistoneortwoaspectsoftheHinduculture,whichtheywouldsayisatthecoreofthewaytheyconductthemselvesinsociety.WHATdoesaHindubelievein?Assurethemthatnoanswerswillberightorwrong,butaskthemtobereflectiveforamomentandthinkquietlybeforetheywritedowntheirresponsesintheirjournal.Theyshouldbereadytodiscuss.

WholeGroupInstruction:

Asthestudentsfinish,instructonestudentstobethescribe.He/shewillwriteallresponsesonchartpaperlistorboard.HaveashareoutabouttheDoNow:WhatdoesaHindupersonbelievein?Whatconceptstotheyliveby?(answerswillrangefromSiva/God,torespectforallreligions,toAhimsa.Asyouflush-­‐outtheanswersandclarifytheideas,havescribewritethemdownonchartpaper.

Pauseatthispoint.Thechartshouldbefullofanswers.Collectivelydefinecultureandreligion.Usethetextsdefinition,however,alsofindsupplementaldefinitionswhichwillaidindrawingparallelsinregardstobeliefs,behavior,andvalues.

cul·ture (kl ch r)

n.1.a.Thetotalityofsociallytransmittedbehaviorpatterns,arts,beliefs,institutions,andallotherproductsofhumanworkandthought.

re·li·gion (r-l jn)

n.1.a.Beliefinandreverenceforasupernaturalpowerorpowersregardedascreatorandgovernoroftheuniverse.b.Apersonalorinstitutionalizedsystemgroundedinsuchbeliefandworship.

2.Thelifeorconditionofapersoninareligiousorder.

3.Asetofbeliefs,values,andpracticesbasedontheteachingsofaspiritualleader.

4.Acause,principle,oractivitypursuedwithzealorconscientiousdevotion.

Atthispointaskstudentstoworkwithonepartner.Havethemdiscusstheideaofcultureandreligionmorethoroughlywiththeirpartner.Theywillalsorespondtoacompareandcontractworksheet(5.8).

Scaffolding:

Afterstudentshavecompletedtheworksheet.Collectivelyrespondtothefirst2-­‐3Ideasfromthetext.Presentideaslike“doesonehavetobeanyreligion”livebyAhimsa?”.“Whatsocietywouldnotsupportreverencefortheenvironment?”Thepurposeoftheexerciseistofindthegreyareabetweencultureandreligion.

Furthermore,toremoveanysortoftabooorreluctancetodiscusssuchideas.

Summary:

SomuchofIndia’ssoftpowersandhardpowerslieinthisveryidentityofculture, onewherereligionisaHUGEpart.

Homework:

DistributeandassignthereadingfromNewsweek:WeareallHindusNow,byLisaMiller.Usingthisarticleandthephotographsandinformationonpages98-­‐99,havestudentscompletehomeworkworksheet(5.9).

Resources:

Assessment:

FormalAssessment:Spot-­‐check“DoNow”workinstudentjournals;collectworksheetsforreviewbeforestudentsleaveclass.

Informalassessment:Participationandgroupwork/discussion.

Worksheet5.8Names______/______Date______

SIXKEYHINDUIDEASFORTODAY

Turntopage98inthetextandfindSixKeyHinduIdeasforToday.Theadjoiningphotosdisplayedconveymanyoftheseideasastheyhaveflourishedintheworld. Aretheseideasculturaloraretheyreligious?Both?Neither?Usephotostohelpexplain.Provideabriefresponse.

1.Respectforallreligions

2.ThepresenceofGodineveryoneandeverything

3.Ahimsa,doingnoharm

4.ReverencefortheEnvironment

5.Karma,theresultofouractions,returnstous

6.Life’spurposeisGodRealization

HOMEWORKWORKSHEET5.9

Name______Date______

YOURSAY:HinduCultureandReligionintheWest

Pleasechoose3ofthequestionsbelowtorespondtoinshortessayform.Useseparatepieceofpaper.

1.Inthearticle“WeareAllHindusNow”writtenbyLisaMiller,theauthor findsafewremarkableparallelsbetweentheAmericanchanging cultureastheyadoptmanyHinduideals.Canyoupointouttwoofthesementionedinherarticle?WhysoyouthinkAmericafreelyadoptstheseideas?

2.Thereisadifferencebetweentoleratinganideaorbeliefandrespectingit.Bothareveryimportant,especiallywhenwedon’tknowalotabout aculture.Canyouexplainyourunderstandingof thedifference?

3.Onpage99,thereisaphotoofPresidentBarackObamacelebratingDiwaliintheWhiteHouse.HeisnotHindu.Whatisthesignificanceof hisactionshere?TotheHindupeopleandortotheworld?

4.ThereissomuchtolearnabouttheHindureligion.Somehow,asLisa Miller’sarticleeludes,thewesternpopulationsareadoptingmanyof theHinduIdeasontheirown,withlimitedknowledge.Agreatexampleofthisisinthepopularityofthepracticeofyoga,mediationand alternativemedicine(softpowers).Howmightthesesoftpowersinfluencethewest?