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DOCUMENT RESUME
ED 054 011 SO 001 276
TITLE Communities Around the World. A Village in India.Teacher's Resource Unit.
INSTITUTION Minnesota Univ., Minneapolis. Project Social StudiesCurriculum Center.
PUB DATE 69NOTE 243p.; Revised edition
EDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
EDRS Price MF-$0.65 HC-$9.87*Area Studies, *Community Study, Concept Teaching,*Cross Cultural Studies, Curriculum Guides, EconomicEducation, Elementary Grades, Human Geography,Interdisciplinary Approach, *Non WesternCivilization, Resource Guides, Resource Units,*Social Studies Units, Social Systems*India, Values Education
This resource unit was developed from materialsproduced and field tested by the Project Social Studies CurriculumCenter. It was designed to make progress toward the development ofthe following objectives: 1) conceptual: globalism, geographiclocation, diversity, interrelationships, change, cultural use of theenvironment, economics, culture, social organization, and socialprocesses; 2) generalizations evolving out of conceptual approach tothe study of India; and, 3) skills: rational problem solving,efficient information location, information gathering and evaluation,effective geographic skills with maps and globes, and theorganization, analysis, and evaluation of information. Attitudinalobjectives are: 1) curiosity about social data; 2) free examinationof social attitudes and data; 3) value objectivity; and, 4)appreciation of the cultural contributions oE other countries, races,and religions. Teaching strategies and educational media are listed,student activity sheets and textual materials developed by the Centeron village life are also included. Other documents in this series ofcurriculum guides are ED 051 027 through ED 051 033, ED 052 080through ED 052 082, SO 001 277 and SO 001 278. (VLW)
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Chelmsford Public Schools
Chelmsford, Massachusetts
O
U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.
COMMUNITIES AROUND THE WORLD
A Village in India
Teacher's Resource Unit
revised by
Leda Drouin Jean GureckiJune Gould Gail Hennicrar
Charles L. MitsakosSocial Studies Coordinator
This resource unit was revised following field testing in the Chelmsford PublicSchools from materials developed by the Project Social Studies Curriculum Center ofthe University of Minnesota under a special grant from the United States Office ofEducation.
1969
1
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OBJECTIVES
This unit is designed to make progress toward the developnobjectives:
CONCEPTS
1. Globalism.
2. Location.
PositionSituationSite
ElevationLandforms: plain, mountains,
plateau, river valleyClimate: temperature, seasonal
variations, precipita-tion, monsoon 8.
Water: ocean, riversVegetation: jungle, desert
3. Diversity.
4. Interrelationships.
Areal relationshipsTradeInterdependence
5. Change.
PhysicalMan-made
6. Cultural use of the environment.
7. Economic Concepts.
ScarcityAllocationEconomic Systems
CProdFactcOutpSpecLivirWage
Culture.
DiveNormCultCults
un3Chan
9. Social 0
ClasSoci-Fami
10. Social
SociReci
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OBJECTIVES
it is designed to make progress toward the development of the followingyes:
ation.
PositionSituationSite
ElevationLandforms: plain, mountains,
plateau, river valleyClimate: temperature, seasonal
variations, precipita-tion, monsoon 8
Water: ocean, riversVegetation: jungle, desert
ersity.
errelationships.
Areal relationshipsTradeInterdependence
nge.
PhysicalMan-made
tural use of the environmont.
nomic Concepts.
ScarcityAllocationEconomic Systems
MarketCommandTraditional reciprocalrelationships
MixedChange
ProductionFactors of productionOutputSpecializationLiving levelsWages
. Culture.
Diversity and uniquenessNorms and valuesCulture as learned behaviorCultural universals and psychic
unity of mankindChange
9. Social Organization.
Class and casteSocial mobilityFamily as institution
10. Social processes.
SocializationReciprocal exchange
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GENERALIZATIONS
1. Every place has three types of location:a position, a site, and a situation.
a. Places can be located at specificpoints on the earth's surface.
b. Places can be located in terms oftheir situation; situation describesa phenomenon in areal relationshipswith other phenomena with which itis associated, including distanceand direction from such phenomena.
6. Places in the i'tend to have grltemperature thacoast.
a. The ocean aof water doly as land.'
b. Winds whichbodies of wair to near
7. Rainfall is afftion, distanceand physical fewinds to rise.
c. Places can be located in terms ofsite, which relates a phenomenon tothe detailed physical setting of thearea it occupies. 8. Nature changes
earth through p2. Phenomena are distributed unequally over
the earth's surface, resulting in great 9. The topographydiversity or variability from one place limitations givto another. No two places are exactly technology.alike.
10. Man uses his pha. Unevenly distributed phenomena from terms of his cu
distinctive patterns on the map. ceptions, and 1
3. Temperature and seasonal differences arell. Specializationaffected in part by distance from the for interdependequator; temperature ranges are smallernear the equator than further away fromit.
4. Temperature is affected in part by eleva-tion; air is cooler at higher elevationsthan at lower elevations if latitude anddistance from the sea are the same.
5. Temperature is affected by physical fea-tures which block winds from certaindirections.
a. The peopleity dependdifferent ghelp each o
b. People in mworld depenin other cogoods and ssolving pro
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as three types of location:site, and a situation.
n be located at specificthe earth's surface.
6. Places in the interior of continentstend to have greater extremes oftemperature than places along thecoast.
a be located in terms of.cation; situation describeson in areal relationshipsphenomena with which it
ited, including distance_ion from such phenomena. 7.
be located in terms ofh relates a phenomenon toed physical setting of thecupies. 8.
distributed unequally overrface, resulting in great 9.ariability from one placeo two places are exactly
10.istributed phenomena fromre patterns on the map.
d seasonal differences arell.rt by distance from therature ranges are smalleror than further away from
affected in part by eleva-ooler at higher elevationselevations if latitude andthe sea are the same.
affected by physical fea-ock winds from certain
4
a. The ocean and other large bodiesof water do not heat up so rapid-ly as land.
b. Winds which blow over largebodies of warm water carry warmair to nearby land areas.
Rainfall is affected by wind direc-tion, distance from bodies of water,and physical features which forcewinds to rise.
Nature changes the character of theearth through physical processes.
The topography of a region may presentlimitations given a specific level oftechnology.
Man uses his physical environment interms of his cultural values, per-ceptions, and level of technology.
Specialization of individuals makesfor interdependence.
a. The people who live in one commun-ity depend upon each other fordiffereht goods and services andhelp each other solve problems.
*b. People in most societies in theworld depend on people who livein other communities for certaingoods and services and help insolving problems.
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12. Every economic system faces scarcity ora lack of enough productive resources tosatisfy all human wants.
13. Certain basic economic questions areanswered or decided in some fashion byevery society, although perhaps in noother way than by tradition. Thesequestions are: (1) What and how muchshall be produced of each good or ser-vice? (2) How much shall be producedin total? (3) How shall these goodsand services be distributed among thepopulation? (4) How shall these goodsand services be distributed among thepopulation?
14. Production satisfies human wants byconverting resources into goods andservices which people desire. Peoplewho perform services for others areproducing, just as are those who aremaking goods for which people are wil-ling to pay or exchange goods.
15. Economic systems differ as to how eco-nomic questions are resolved about whatand how much to produce, how it shallbe produced, and who shall get whatgoods and services.
a. The fundamental difference betweeneconomic systems is in how and bywhom basic economic decisions overallocation of resources are made.
b. In a private enterprise system, itis the market which serves largelyto resolve the questions of: Whatand how much shall be produced?How shall it be produced? and Whowill get what products and services?
c. In commandthe basic (I
are made b,
1) The alin a cdetermthe cellby fre
d. In a numberthe governsystem hasaffectingallocated.tems are btraditiontionshipsin the passome recipwhich affedegree.
1) In alltraditby whitain tthis eparticdemand
e. Economic smixed, witvate ownermade bothby consume
1) In allrelatiwith acomman
f. Most econoprocess of
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system faces scarcity orugh productive resources touman wants.
economic questions areecided in some fashion by, although perhaps in non by tradition. These
(1) What and how muchuced of each good or ser-ow much shall be produced) How shall these goodsbe distributed among the(4) How shall these goodsbe distributed among the
tisfies human wants bysources into goods andh people desire. Peopleervices for others arest as are those who arefor which people are wil-exchange goods.
ems differ as to how eco-ns are resolved about whatto produce, how it shalland who shall get whatices.
ental difference betweensystems is in how and byc economic decisions overn of resources are made.
ate enterprise system, itrket which serves largelye the questions of: Whatch shall be produced?it be produced? and Whohat products and services?
c. In command economies most ofthe basic economic decisionsare made by the government.
1) The allocation of resourcesin a command economy isdetermined basically bythe central planners, notby free consumer demand.
d. In a number of societies neitherthe government nor the marketsystem has been important inaffecting how resources areallocated. Such economic sys-tems are based largely upontradition and reciprocal rela-tionships which have grown upin the past. All societies havesome reciprocal relationshipswhich affect exchange to somedegree.
1) In all societies people havetraditional relationshipsby which they exchange cer-tain things with each other,this exchange is not affectedparticularly by supply anddemand.
e. Economic systems are usuallymixed, with both public and pri-vate ownership and with decisionsmade both by the government andby consumers.
1) In all systems reciprocalrelationships are combinedwith a market system or acommand system or both.
f. Most economic systems are in theprocess of constant change.
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16. At any specific time, the total economicoutput is affected by the quantity andquality of productive resources (land,or natural resources, labor, and capitalgoods), by the level of technology, andby the efficiency of the organizationalstructure.
a. Economic output is affected by thequality as well as the quantity oflabor.
b. Output is affect by the level oftechnology.
20
1) Output can be increased by tech-nological progress in the devel-21opment of tools and machines andpower to replace manpower.
c. The organizational structure of thetotal economy or of any large sectorof it (such as agriculture) affectsefficiency and so output.
17. Living levels do not rise unless outputof production grows at a faster ratethan population.
18. People tend to work hardest at thosejobs for which they receive the greatestincentives (monetary and non-monetary).
19. Status may be acquired by birth, achieve-ment, age, or some combination of these.
8
a. In societies with a caste system,people are born into certain occupa-tional groups and expect certainreciprocal relationships regardlessof their ability; in societies withgreater ability, they can hope torise further in the economic ladder,
but the
1) Memfol
b. Membersout ofthe casis moremobilit
. Castes haveone to theexchanges oresponsibil
. All people,live or toor religionthings in c
a. All peocertainalthougdiffere
b. Human bkinds osorrow,they maent waybe arou
c. Human bacquireaffectaction(gregar
d. Every cthe sattary bi
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total economicquantity andources (land,or, and capital2chnology, andorganizational
fected by thequantity of
ae level of
..:eased by tech -in the devel -21. All people, regardless of where they
ad machines and live or to what race, nationality,Ranpower. or religion they belong, have mar.y
things in common.
but they must achieve to do so.
1) Members of a caste usuallyfollow specific occupations.
b. Members of a caste cannot moveout of their caste, although asthe caste system changes thereis more likelihood of verticalmobility.
20. Castes have a fixed relationship,one to the other, which may involveexchanges of services and mutualrespolLcibilities and obligations.
:ucture of thely large sector_ture) affects)ut.
unless outputfaster rate
;t at thosere the greatest)on-monetary) .
birth, achieve-Ltion of these.
.ste system,
.ertain occupa-,ct certainps regardlessocieties withcan hope to.onomic ladder,
a. All people, everywhere, havecertain basic physical drives,although they satisfy themdifferently.
b. Human beings exhibit the samekinds of emotions (anger, fear,sorrow, hatred, love) althoughthey may express them in differ-ent ways and the emotions maybe aroused by different things.
c. Human beings everywhere haveacquired the need for positiveaffect (affection) and inter-action with other human beings(gregariousness).
d. Every culture must provide forthe satisfaction of the elemen-tary biological requirements
Cl
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such as food and warmth, and theneed for positive affect or gre-gariousness.
e In all societies people are ex-pected to behave in certain waysand not to behave in certain ways.They are expected to believe thatcertain things are good and certainthings are bad.
f. All cultures require a certainminimum of reciprocal behavior forcooperation to obtain subsistenceand other ends of social life.
g. Families in all societies delegatedifteLnt .r.zponsibilities andrights (or specific roles) todifferent family members; age andsex arm principles used in allsocieties to differentiate familyroles and organize these roles3.nto statuses.
h. All societies have some means ofsocializing children.
b. People indiffer aspeople tothey think
c. The strucdiffers fanother.
d. Families ueconomic feconomic fgreatly franother.
e. Although asome kindgious bellety to soc
23. Culture is leaevery societyculture in theup; this cultuhavior patternof their group
i. All societies have some laws (rules)which will be enforced throughforce if necessary.
24.22. Ways of living differ from one society
to another. Each culture (way of life)is different (unique).
a. Human beings have the potentialto exhibit extremely variable be-havior, depending upon theirnatural and cultural environment;they satisfy their drives andneeds differently.
1 0
a. People perof their cexperience
Although cultucertain partssist over long
a. Culture chchanges modrasticallthan in of
b. Changes inculture wiother aspe
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food and warmth, and ther positive affect or gre-ness.
societies people are ex-to behave in certain waysto behave in certain ways.e expected to believe thatthings are good aild certain
are bad.
tures require a certainof reciprocal behavior fortion to obtain subsistenceer ends of social life.
s in all societies delegatent responsibilities and(or sp3cific roles) tont family members; age andprinciples used in alles to differentiate familynd organize these rolesatuses.
ieties have some means ofzing children.
b. People in different societiesdiffer as to how they expectpeople to act and as to whatthey think good and bad.
c. The structure of the familydiffers from one society toanother.
d. Families usually have someeconomic functions, but theeconomic function differsgreatly from one society toanother.
e. Although all societies havesome kind of religion(s), reli-gious beliefs differ from soci-ety to society.
23. Culture is learned, not inborn. Inevery society human beings learn aculture in the process of growingup; this culture is the learned be-havior patterns shared by membersof their group.
ieties have some laws (rules)ill be enforced throughf necessary.
24.ing differ from one societyEach culture (way of life)
t (unique).
ings have the potentialit extremely variable be-depending upon theirand cultural environment;isfy their drives andLfferently.
1 0
a. People perceive things in termsof their culture and total lifeexperiences.
Although culture is always changing,certain parts or elements may per-sist over long periods of time.
a. Culture changes, although itchanges more rapidly anddrastically in some placesthan in others.
b. Changes in one aspect of aculture will have effects onother aspects.
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c. Some values are conducive to change; 5. Uses effsome make change difficult.
SKILLS
1. Attacks problems in a rational manner.
a. Sets up hypotheses.
2. Locates information efficiently.
a. Uses book index to locate informa-tion.
b. Uses library card catalog tolocate information.
c. Uses encyclopedias.
3. Gathers information effectively.
a. Reads to answer questions.
b. Reads for details.
c. Gains information by studyingpictures.
d. Gains information by studyingfilms.
e. Gains information by constructingmodels.
f. Interprets charts.
g. Interprets bar graphs.
h. Gains information by listening.
4. Evaluates information.
a. Differentiates between fact andopinion.
a. Comparea
b. Tell
c. Usesmaps.
d. Orier
e. Usesdist-
f. Diffscaland
g. Inte
1)
6. Organizesdraws con
a. Appliconce
b. Ident
c. Tests
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6 -
ucive to change; 5. Uses effective geographic skills.ficult.
tional manner.
ciently.
ocate informa-
talog to
ions.
studying
studying
constructing
listening.
fact and
a. Compares areas with knownareas.
b. Tells directions on maps.
c. Uses parallels on globes andmaps.
d. Orients map with globe.
e. Uses map scale to estimatedistances.
f. Differentiates between small-scale and large-scale mapsand knows when to use each.
g. Interprets map symbols.
1) Interprets map symbols interms of map legend.
6. Organizes and analyzes data anddraws conclusions.
a. Applies previously-learnedconcepts and generalizations.
b. Identifies differences in data.
c. Tests hypotheses against data.
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7
ATTITUDES
1. Is curious about social data.
2. Is committed to the free examinationof social attitudes and data. Searchesactively for different points of viewand interpretations.
3. Values objectivity.
4. Appreciates and respects the culturalcontributions of other countries, racesand religions.
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OBJECTIVES OUTLINE OF CONTENT
G. Is curious about socialdata.
S. Gains information bylistening.
S. Gains information bystudying films.
15
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TEACHING STRATEGIES
Initiatory Activities
1. Invite an Indian to set the stage for the study of a villain India. Use may be made of the artifacts in Window onIndia realia kit. If a resource person is not available,divide the class into small groups and distribute the artifacts. Ask each group to make a list of statements aboutIndia based on what these artifacts seem to tell them orquestions these artifacts raise.
2. The procedures for this activity are as follows:
a. Have a small group of children assume roles of anAmerican family. Ask them to show the family membersat work and at play during a typical day. Discuss therole play by asking questions such as: Do all of youdo these kinds of things? Do you think most familiesin this country do these same kinds of things? If youwere to visit India, would you find people living thisway? What might be the same? What might be different
b. View the film Mooti ... Child of New India or Ramu ofGanapatty Street. Before t e film tell children that a small group will be asked to assume rolesof an Indian family.
c. Have a small group of children assume the roles andillustrate a typical day of an Indian family.
d. Contrast and compare the two families.
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9
NG STRATEGIES EDUCATIONAL MEDIA
set the stage for the study of a villagebe made of the artifacts in Window onIf a resource person is not available,to small groups and distribute the arti-oup to make a list of statements aboutthese artifacts seem to tell them orifacts raise.
this activity are as follows:
oup of children assume roles of anAsk them to show the family members
play during a typical day. Discuss theking questions such as: Do all of youof things? Do you think most familiesdo these same kinds of things? If youndia, would you find people living thist be the same? What might be different?
ooti ... Child of New India or Ramu of. Before t e ilm is s own, tell chil-
11 group will be asked to assume rolesily.
oup of children assume the roles andpical day of an Indian family.
mpare the two families.
11)
Artifacts fromWindow on Indiarealia kit.
Indian students maybe contactedthrough the Deanof Students atLowell Technolog-ical Institute orthrough the WorldAffairs Councilin Boston
Films: Mooti ... Childof New India and Ramuof Ganapatty Street.
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G. Every economic system facesscarcity or lack of enoughproductive resources to satisfyall human wants.
-10-
1. Every -
system,one socin Inchthe oth
G. Certain basic economic questionsare answered or decided in some fashionby every society, although perhaps inno other way than by tradition.These questions are: (1) What andhow much shall be produced of eachgood or service? (2) How muchshall be produced in total? (3)How shall these goods and serviceshe distributed among the population?
G. Production satisfies human wantsby converting resources into goodsand services which people desire.People who perform services forothers are producing, just as are thosewho are making goods for which peopleare willing to pay or exchangegoods.
G. The fundamental difference betweeneconomic systems is in how and bywhom basic economic decisions overallocation of resources are made.
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omit system facesr lack of enoughresources to satisfy
wants.
sic economic questionsed or decided in some fashionociety, although perhaps inay than by tradition.tions are (1) What and.all be produced of eachrvice? (2) How muchroduced in total? (3)_ese goods and servicesated among the population?
satisfies human wantsng resources into goodss which people desire.perform services forproducing, just as are thoseing goods for which peopleto pay or exchange
ntal difference betweenstems is in how and byeconomic decisions overof resources are made.
Every society has some kind of economicsystems but economic systems vary fromone society to another, the systemin India differs from that in each ofthe other societies studied.
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3. Review the generalization that every society has some kind ofeconomic system. This pattern of arrangements involves theproduction, distribution, and use of goods and services andrefleete the Y*AMO tlind ebjeativea of the pnrtieullf!r eeeiiotytReview the basic economic questions which must be answeredin some way be every society.
4. Have all countries which you have studiedorganized their economic life in emactly the same way? Reviewwhat children learned about the economic systems studied earlierin the year.
a. In the United States (choices of individual buyers and sellers.)b. In Russia (government making many of the decisions).c. In the Trobriand Islands (customs and traditions.)
Ask: Have any two of the countries you have studied so far had thesame way of looking at the basic economic questions which must beanswered in one way or another in all societies?
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G. Every place has three types oflocation: a position, a siteand a situation.
Places can be located at specificpoints on the earth's surface.
Understands concepts of "peninsula f'"continent," and subcontinent."
I/. India is aSouth Asia,diversity.
A. Indiacausecause Ithe resmountaicalled
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free types ofIon, a site
Ited at specificla's surface.
its of "peninsula,'iubcontinent."
I/. India is a large country located inSouth Asia. It is a land of greatdiversity.
A. India is part of a peninsula. Be-cause of its great size and be-cause it is almost cut off fromthe rest of Asia by the Himalayamountains, this paninsual iscalled a subcontinent.
2 ri
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Locate India on the globe. What is its shape? Havechildren locate the Indian Ocean, Bay of Bengal,and the Arabian Sea. Define peninsula. Locateother peninsulas on the globe. Use Map SymbolsChart to clarify the geographic terms used in thislesson.
Ask: What is a continent? Explain that this peninsula isoften 'Jai/ad a subcontinent because of its greatsize and because it is almost cut off from Asia by theHimalaya mountains. Print out these mountains on aphysical map. What other countries have we studiedthis year? Let's compare their size in relation toIndia.
Pass out Student Activity Nos. 1, 2 and a piece ofwhite paper. Have children use key on sheet no. 1to color the countries. Then paste half sheet ofwhite paper on bottom of sheet no. 2 to make apocket. Cut out countries on No. 1 and completeexercises on sheet no. 2 Discuss results.
Study prints:Map Symbols andGe raph c TermsanNystrom and CO.
Appendix:Student Activitiesnumbers 1 and 2
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Tells directions on maps. B. India liesthe worldwest coast
G. Places can be located in terms of .tance to Itheir situation; situation describes from our ea phenomenon in-areal relationship shorter diwith other phenomena with which it going eastit associated, including distanceand direction from such phenomena.
G. Places can be located in terms ofsite, which relates a phenomenonto the detailed physical setting ofthe area it .occuDies.
S. pqpRELIptheses.
G. Temperature and seasonal differencesare affected in part by distancefrom the equator; temperature rangesare smaller near the equator thanfurther away from it.
S. p2222snAllellim112tes andlINP.3
24
C. About halfthe low IaTropic ofmost partthe same 1or Richmon
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B. India lies about half way aroundthe world from the U.S. From ourwest coast, it is a shorter, dis-
terms of Lance to India by going west;NI describes from our east coast, it is aiationship shorter distance to India byrl which it going east.distance-lhenomena.
C. but half of India is located inthe low latitudes, sou4:h of theTropic of Cancer. Thf, northern-most part of India lies at aboutthe sane latitude as San Franciscoor Richmond, Va.
terms ofanomenonsetting of
differencesiistanceIture rangesator than
and yjns.
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6. Ask: In what direction is India from the Soviet Unix'from the Trobriand Islands? From the U.S.? Why is itdifficult to decide in what direction it is from the ttAbout half way across the world, so closer to go easfrom some parts of the U.S. and to go west from someother parts). If children have difficulty with thisquestion, have them use a string and globe to measurecomparative distances from Washington D.C. to India bgoing both east and west. Then have them do thesame for San Fraacisco. Now ask: Would it be shortsus in our town to reach India if we went east or west'(Have a child measure on the globe.)
7. Say: Let's be a combination of Atlas,. Hercules, PaulBunyan and Pecos Bill and move India to the same lati-Western Hemiephers. Project a grid of latitude and lo!(See appendix for materials for making transparenciesUsing wall map, locate latitude and longitude of thefour countries studied this year. Then place eachcountry at the correct latitude and longitude onoverlay.
Ask: From what you know about our part of the UnitedStates, what kind of temperature would you expect Indto have? (Have the children volunteer what they knowabout Oklahome, Florida, Texas, Mexico. Review whatchildren have learned earlier about temperature andseasonal differences in terms of distance from the eaDiscuss winter in the 'Tropics.
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ction is India from the Soviet Union?id Islands? From the U.S.? Why is itede in what direction it is from the U.S.?(cross the world, so closer to go eastof the U.S. and to go west from somec children have difficulty with this last;em use a string and globe to measure theences from Washington D.C. to India byend west. Then have them do theIcisco. Now ask: Would it be shorter fora reach India if we went east or west?asure on the globe.)
combination of Atlas, Hercules, PaulBill and move India to the same latitude inrs. Project a grid of latitude and longitudematerials for making transparencies.)
locate latitude and longitude of thetudied this year. Then place eachorrect latitude and longitude on
you know about our part of the Unitedd of temperature would you expect Indiathe children volunteer what they knowelorida, Texas, Mexico. Review whatarned earlier about temperature andnces in terms of distance from the eguater.n the Tropics.
theon an overhead
Appendix:
Grid of latitude andLongitude
,Copy of countriesoutlined.
2"l
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S. Sets u2 hypotheses.
S. Applies previously-learned conceptsand generalizations.
S. Interpretsinp=1221s in terms of
G. Phenomena are distributed unequallyover the earth's surface, resultingin great diversity or variabilityfrom one place to another. No twoplaces are exactly alike.
G. Unevenly distributed phenomena formdistinctive patterns on the map.
G. Temperature is affected in part byelevation; air is cooler at higherelevations than at lower elevationsif latitude and distance from thesea are the same,
D. India can tphysical re
G. The topography of a region may presentlimitations given a specific levelof technology.
S. Uses map scale to estimate distances.
G. Temperature is affected by physical featureswhich block winds from certain directions.
1. 'Me Him
a. The150mil
b. ItthewineAs i
a. 'Et
Brai
d. ItrailCan
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-learned concepts3.
1pDls in terms of
Abuted unequallytrface resultingor variabilitymother. No twoalike.
A phenomena formIs on the map.
cted in part by'.,oler at higherlower elevationstance from the
i region may presentt specific level
estimate distances.
D. India can be divided into four mainphysical regions.
acted by physical featuresrom certain directions.
I. The Himalayan Mountain System,
a. The system is more than1500 miles long, 150-200miles deep.
b. It protects the valley ofthe Ganges from winterwinds blowing out of centralAsia.
c. It is the source of theBrahmaputra, Ganges, andIndus Rivers.
d. It causes the summer monsoonrains to fall on the Indo-Gangetic plain.
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Ask: What would you think if I told you that in thenorthernmost part of India there is snow all year aroundand sometimes there are blinding blizzards? (Allow timefor questions, guessing, and discussion as to why thismight be so.)
Show the class a physical map of the world. Ask: What doyou see that explains why thereis snow all year around insome places in India? (Review what children learned inearlier grades and reviewed in the unit on the SovietUnion about the relationship between elevation and temp-erature.)Now have children locate the Himalaya mountain systemon the map. Have them examine the elevation key. Thenask: How high would you estimate these mountains to be?How high are they compared to mountains in the U.S.? com-pared to mountains in South America? What problems wouldtheir height cause if you wanted to get to India from theSoviet Union by land? Discuss the concept of mountain pass,using a picture to illustrate. Locate passes in WestPakistan. Ask: Why would it be easier to go across theHimalayas today than many years ago? (Perhaps show picturesof snow-covered peaks in HimalAyan range.)
9. Using the scale of miles, measure the approximate lengthand depth of the Himalayas. Compare with the Rocky Mountainsystem and then with the caucasus mountains in the Soviet Physical maps of:Union. Ask t What effect would the Himalayas have on the India, U.S. , andcold winter blowing down from north Asia? U.S.S.R.
Raman, India, p.24for picture ofsnow-covered peakin the Himalayas.
30
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Understands concepts of "river source", 2. T"river mouth", "delta," "plain."
Understands concept orplateau", 3.
S. Inte..rets TIDIlaT12ols in terms ofTR_ evnd.
G. Phenomena are distributed unequally overthe earth's surface, resulting in 4a great diversity or variabilityfrom one place to another.
S. S...qsuallyEsV22ms.
S. tests hypotheses against data.
Understands concept of "desert.°
3.1
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cepts of "river source",delta," "plain."
Sept orplateau",
IITI2ois in terms of
stributed unequally overace, resulting iny or variabilityo another.
es.
as ainst data.
pt of "desert."
k
2. The Indo-Gangetic Plain.
a. The Ganges river eaters an areawhere 2/3 of India's people
b. The Plain is practicallylevel, with fertile, well-watered soil.
3. The Deccan Plateau.
a. This plateau is south of theVindhya Mountains.
b. It is 2,000 to 3,000 feet high.
c. It is cut off from the coastsby the Eastern and WesternGhats.
d. Rainfall varies from 10-30inches yearly.
. Southern Coastal Plain.
as Coastal areas are heavily popu-lated.
b. Malabar gets 80-200 inches ofrainfall yearly.
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0. Locate the Indus, Ganges and Brahmaputra rivers. 71eviewthe meaning of the word "source." Ask: In what directiondo these rivers flow? Why? Where are the "mouths" ofthese rivers? What is a "delta"? Find the Ganges delta.woat ie th= mcnging vf thc Ord "plainol" levrimtv th.m.Indo-Gangetic plain. Find the rivers of peninsulaIndia. Why might these rivers dry up in the summer whenthose in Northern India would not? (Perhaps show picturesof the plain and the Ganges River.)
1. Have children locate other mountains in India (Vindhya,!aster_" and Western Ghats) Ask! How high are these asoompared with the Himalayas?
Discuss the meaning of the word "plateau." Locate theDeccan plateau. How high is this region? (Perhapsshow a picture of the plateau region.)
2. Show a collection of pictures to illustrate that withinIndia are some of the world's hottest plains, dampestjungles, drieet deserts, and highest mountains. Havechildren try to figure out Where the pictures were taken.They should examine a physical map and try to relatethe pictures to this map.
3, Now read aloud the paragraph for Fairservis in whichhe describes the varied landscape. Have the childrenlook at a physical map of the sub-continent as you readthe description. Then ask: Were you correct in yourguesses about where some of these pictures might befound? Make sure that children can locate the desert onthe sub-continent. (Be sure to review the meaning of"desert.") Also have them locate the hot coastal plains.
3'
Study Prints:"Source,""Mouth""Delta". MapElymblAP on4GeF4TEIT-Termsharts, A.J.
Nystrom and Co.
Map of India.
Raman, Indiap. 16.
Raman, Indiapp. 10-16.
Study Printn:India,PideierV-571 TeachingLatkIAT1_1411j1ftiee4Saira*ard6tta
Faireervis,Indialast line p. 15to end of para-graph one onp. 17. Projectthe map on p.16afterwards.
StUdy Print:"Desert" MARc ols and-Geo-
c TermsC arks.Nystrom and Co.
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es and Brahmaputra rivers. Review"source." Ask: In what direction
Why? Where are the "mouths" ofa "delta" Find the Ganges delta.ohs' wiard "Ficano1" Lvventvind the rivers of peninsularivers dry up in the summer when
a would not? (Perhaps show picturesanger River.)
Cher mountains in India (Vindhya,mts) Ask: How high are these aslayas?
the word "plateau." Locate theigh is this region? (PerhapsEAateau region.)
ictures to illustrate that withingorld's hottest plains, dampestgr and highest mountains. faveout where the pictures were taken.7:11ysical map and try to relateap.
agraph for Fairservis in whichri landEcape. Dave the childrenof the suly-cc,ntinent as you readask: Were you correct in yourme of these pictures ne.ght hechildren can locate the desert onsure to review the meaning ofthem locate the hot coastal plains.
3:1)
Study Prints:"Source,""Mouth""Delta". MapYg *4%4
c4--R-11Thrmsarts, . .
Nystrom and Co.
Map of India,
Raman, Indiap. l5.
Raman, Indiapp. 10-16.
Study Prints:India,PidelerV3-7STral TeachingLiy Ong in IndiarIVer-gUrdett.
Pairservis,Indialast line p. 15to end of para-graph one onp. 17. Projectthe map on p.16afterwards.
Study Print:"Desert" Maparbols anoGeo-grifiEnYermsCharts. A.a.Nystrom and Co.
3 4
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S. Gains infosts!iantzEqtttLILAntinsI.
Orients mv with:112)15e.
S. Identifies directions on map.
S,
S. Gains it2fams1.4mlayEonstruction of models.
S. EaMP.ESlls man sVIL21sL.
S. Uses library card .clit_11,mpa locateinformation.
S. Uses enculspedias.
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14. To review India's geographic'regions, show film-strip The Geogra hic Back round. This filmstripmentions a floo p a n. Rea aioud a simpledescription Of one.
Filmstrip:Background
The Re ublA ReHouse, Inc
15. Give each child a copy of Student Activitiesnos. 3 and 4. Have each child orient his mapwith the globe and then label the directions Appendix:N,S,E, and W. Name the Indian Ocean, Bay ofBengal, and Arabian Sea. Have each child make Student Aa color key locating the following regions: 3.& 4
a. The Himalaya mountain system.
b. The ind&-Gangetic plain.
c. The Deccan plateau.
d. The eastern and Western Ghats.
e. The Coastal lowlands.
f. The desert region.
16. Have a committee make a large clay model of the physicalfeatures of India.
17. The more capable students may wish to do research on theHimalayas, mountain climbing, Mt. Everest in Nepal, KhyberPass in Afghanistan.
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ographic regions, show film-c Back round. This filmstripa n. Rea a cud a simple
py of Student Activitieseach child orient his mapthen label the directionsthe Indian Ocean, Bay ofSea. Have each child makeg the following regions:
tain system.
is plain.
eau.
Western Ghats.
lands.
on.
Filmstrip:"The GeographicBackground."
The Republic of India:A Regional Study, Eye GateHouse, Inc. Use frames 1-21.
Appendix:
Student Activities Numbers3.& 4
e a large clay model of the physical
udents may wish to do research on theclimbing, Mt. Everest in Nepal, Khyber
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1
a-22-
Sets up hypotheses. E. The Indian Subclimate.
S. Interprets charts.
S. Tests hypotheses against data
G. Phenomena are distributed unequallyover the earth's surface, re-sulting in great diversity orvariability, from one place toanother. No two places are exactlyalike.
1. India has
G. Places in the interior' of continentstend to have greater extremes of temp-erature than places along the coast.
G. The ocean and other large bodies ofwater do not heat up so rapidly aeland nor cool no rapidly as land.
a. The coolto Febalso d
b. There i- until
c. There ifrom LTthoughlittleseason.
G. Winds which blow over large bodies ofwarm water carry warm air to nearbyland areas.
G. Temperature and seasonal differencesare affected in part by distance fromthe equator; temperature ranges aresmaller near the equator than further fromit.
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E. The Indian Sub-continent has a variedclimate.
1. India has three seasons.
ainst data
tributed unequallysurface, re-diversity orone place tolaces are exactly
erior' of continentster extremes of temp-es along the coast.
er large bodies ofup so rapidly esrapidly as land.
over large bodies ofwarm air to nearby
seasonal differences.part by distance from
rature ranges areequator than further from
a. The coolest season is from Octoberto February. This time of year isalso dry in most parts of India.
b. There is a hot, dry season from Marchuntil June.
c. There is a season of heavy rainfallfrom June through September, al-though some parts of India receivelittle rainfall even during thisseason.
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18. Locate Delhi, Calcutta, Bombay, Madras, Karachi on thewall map. Discuss what we think of when we talk aboutweather and climate. Have the children hypothesizeabout the climate around these five cities. Which dothey think would have the greatest range in temperaturebetween different seasons? Why?
Complete Student Activities nos 5 & 6 with class.
4U
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autta, Bombay, Madras, Karachi on thes what we think of when we talk aboutte. Have the children hypothesizearound these five cities. Which doave the greatest range in temperatureseasons? Why?
ctivities nos. 5 6 6 with class.
40
Wall map.
Fersh, India andSouth Ara, p.lf
Appendix:
Student ActivitiesNos. 5,6.
41
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tt
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Understands concepts of "monsoon," "floods",and "dam".
G. Rainfall is affected by wind direction,distance from bodies of water, andphysical features which force winds to rise.
S. Applies previously-learned concepts andgeneralizations.
1
, \
;:; i
Understan.s con4ets of "MOnsooni" "flood,"0 ),
and "darn.,'.
I
G. Natipre chiegesAllocharacter of the earththrough pllYsical processes.
S. Applies previously-learned concepts 2. Teand _generalizations. of
in '
fro.G. Temperature and seasonal differences are
affected in part by distance from theequator; the temperature ranges are 3. Cowsmaller near the equator than furtherfrom it.
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"monsoon," "floods",
y wind direction,f water, andh force winds to rise.
arned concepts and
"Monsoonl" "flood,'
aracter of ete earth:saes.
arned concepts
nal differences areistance from theure ranges arefor than further:!
1) The summer monsoon is arain-bearing southwest wind.
2) 85% of India's rainfallcomes during the monsoonseason.
3) India is building dams tosave monsoon flood watersfor irrigation.
0
2. Temperature ranges from one timeof year to another are smallestin the southern part of India;Temperatures in North India tangefrom 56 degrees to over 100 degrees
Coastal regions have high humidity.
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19. Have pupils read pp. 101-104, Fersh, The Story ofIndia. What is the monsoon? Examine the annualsmall map on p.11 of Fersh, India and SouthAsia.. Discuss the meaning of the term 'annual",How does this map differ from the monsoon maps?
Read to the children the drama of the monsoon.What ways of making a living can you think of inwhich the amount of rainfall is very important?
20. Have each child show the direction of the southwestand northeast monsoons on an outline map. Capablestudents may do research on the more technicalaspects of the monsoons, the construction of dams,and flood control. Encourage the children to usedramatizations, quiz sessions, overhead projectors,tape recorders, interview techniques--anythingbut reading or telling their reports to the class.
21. Read to the children Fairservis, India, p. 30,last paragraph, to p. 31, last paragraph. Havechildren make a chalk drawing of the descriptionof the onset of the monsoon.
22. Review with the class the climatic chart (StudentActivity number 5). Ask: How much differencein temperature is there in January? How doesthe January temperature of the coolest city comparewith the January temperature in your town? How doesthe July temperature in your town compare with theJuly temperature in the warmest city? Which partof India seems to have the least seasonal range in
Fersh, The Storof India.fi-iFiETTndia andSouth Asia.
Zinkin, India EndHer Neighbors, pp.42-43.Canis, Around theEarth, pp. 280-282
Fersh, India andSouth AJia.
Watson, India-OldLand, New Nationpp. 32-33.
Fairservis,India, p. 30-31
Appendix:
Student Activity #5
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G. Places in the interior of continentstend to have greater extremes oftemperature than places along thecoast.
Understands the concept of"humidity."
G. Temperature is affected in partby elevation; air is cooler athigher elevations than at lowerelevations if latitude and dis-tance from the sea are the same.
S. Reads to answer questions.
S. Interprets map symbols; in terms F. India has rich deposits of some min-of map legend. erais, including iron, manganese,
mica, and bauxite. It has con-siderable deposits of coal',: butnot of a high quality for making
i steel. India has little oil.S. Gains information by studying
pictures.
A
45
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temperature? How can you explain this? Which cityhes the least rainfall? How does its rainfall comparewith the average rainfall in your town? How hot isit in Bombay during the --ainy season? What do youthink it would feel like to live in such a climate?(If chtldren live in an area of hot, humid summers,draw npon their experiences to review the conceptof humidity.)
23. Ask: How many seasons do we have? From whet youhave learned about India, how many seasons do youthink they have? Read to verify your guesses.
24. Show the class a map of mineral resources in India,or a chart showing its resources. Ask: DoesIndia 4:sem to have the resources needed for industry?
25. Show filmstrip The Geographic Background, frames 22to end.
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can you explain this? Which citynfall? How does its rainfall clmparerainfall in your town? How hot isnq the rainy season? What do youel like to live in such a climate?in an area of hot, humid summers,
xperiences to review the concept
asons do we have? From what yout India, how many seasons do youRead to verify your guesses.
map of mineral resources in India,g its resources. Ask: Doese the resources needed for industry?
ra hic Bat* round frames 22
'Persh, 1.121121t9IY_qtIndia,
Preston,Four,.Lands--Four Peoples, p.280.
Lengyel, The Sub-continent of IndiaF.757.7.
D'Souza, How PeopleLive in India, p. 15.
Filmstrip: TheGeographic 211A2mETEIA
The Republic of IndiaA qi-onii Study,Eye Gate House, Inc.
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"tOu
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S. Compares areas with known areas.
S. Interprets bar graphs.
G. India has an amore than one-U.S., with a p2 1/2 times th
1. The presentis nearly 5
2. 1/7 of thein India.
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G. India has an area only slightlymore than one-third the size of theU.S., with a population of around2 1/2 times that of the U.S.
1. The-present population of Indiais nearly 500,000,000.
2. 1/7 of the world's population livein India.
48
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26. Review the size of India.
Compare the size of India to U.S. and U.S.S.R. bythe world map and a cutout shape of India. Placecutout of India on India's location first, so thatchildren will be convinced of its size. Then placutout of India on the U.S. and over the U.S.S.R.
ESTIMATE India's size compared with the U.S. andHopefully, the children will discover that:India is about 1/3 the size of the U.S. and 9 tie,smaller than U.S.S.R.
Define population by asking if anyone knows whatand then formulate a definition from the satisfacinformation given.
Ask who remembers what the population of the U.S.(Population of the U.S. is over 200 million at thtime.)
What do you think the population of India mightTo show population dilemma in the world today,conduct Student Activity #7 or read sections of TCrowded World to the class.Project a pictograph of the population of the U.SU.S., and India on the overhead;
b
Which country has the largest population?What is India's population?How do you know this?
Allow ample time for discussion so that the childat the conclusion that although India is about th.the U.S., it has as many people as the Soviet UniUnited States combined.
Then place on top of the pictograph a transparentbars are used .to cover the pictures.
Does anyone know what we call this type of graph?before we can read this graph, (Change the Scale)are represented by each squaee?
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ize of India.
size of India to U.S. and U.S.S.R. by usingp and a cutout shape of India. Place the,dia on India's location first, so that the1 be convinced of its size. Then place the,dia on the U.S. and over the U.S.S.R.
lia's size compared with the U.S. and U.S.S.Rhe children will discover that:ut 1/3 the size of the U.S. and 9 timesU.S.S.R.
ation by asking if anyone knows what it isulate 4 definition from the satisfactory
given.
inbers what the population of the U.S. is?of the U.S. is over 200 million at the present
think the population of India might be?lation dilemma in the world today,eat Activity f7 or read sections of Thisd to the class.ctograph of the population of the U.S.S.R,dia on the overhead.
has the largest population?ia's population?now this?
time for diecussion so that the children arrive.fusion that although India is about the size oft has as many people as the Soviet Union end thees combined.
pn top of the pictograph a transparency in whiched.to cover the pictures.
know what we call this type of graph? That must tle eean read this graph, (Change the Scale) How pa, myrated by each square?
Appendix :
Student ActivitiesNos. 7, 7a, and 8.
Population ReferenceBureau, ThisCrowded World.
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S. Compares areas with known areas.
S. q21_22.221122I122ses. 3. Two-thirdnorthern
S. Interprets map symbols
S. Tests hypoths against data.
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U
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known areas.
3. Two-thirds of the population live on thenorthern plains.is
inst
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Which country has the largest population?How do you know this?Have a child roughly measure and make a comparison of thelength of the bars.
. Have the children look at a world map, and compare the sizesof the United States and India. Note the fact that Indiais approximately 1/3 the size of the United States. Let'spretend that our room is as large as the United States.
1. How could we make our room the size of India? (cut it in 1/3)Let's do it by placing a line of masking tape on the floor.Each child will move his desk and chair to the designated 1/3of the room.
2. What is the population of the U.S.A?
3. What is the population of India?
4. HOW many times larger,is the India population than the U.S.:e.'spopulation?
5. What do we have to do in order to give you 1/3 as much room?(divide room in 1/3's) Divide the space they are in withmasking tape. Children will now move, as much as they areable, into the newly divided area. Let them stay in that areafor the rest of the Social Studies period while they try towork and live in the confinement. Discuss with thtm theirabout this.
!8. Ask the children where they would expect to find ti.o. 1.1et pc!*p1-3'in India, based on what they know about the country. Pcw;yr.t pz';cp1(i?
Have them point out the suggesto:1 areas on the wall 7ollcvingthe discussion, give the children amp showing periationHelp them to interpret the mp symbols. They shr;ulda couple smaller areas that are twavily populLted) Eav:Fa
color the most heavily pcptlated areas to accenateHave the children hypothesize the fractional par'.; th13 Ofthe total population. (1/2, 1/4 etc.) show tite by ofsimple circle gran}, that rzpreil:an%s 2/3 of
--tivity 7,!7,
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S. Gains information by studying pictures
4. India's population includes variedPeoples.
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India. (Board or overhead) Recall that the total populationwas about 500 million.Help them to figure out how many people 2/3 represents.(Approx. 334million).
29. Study the picture on the cover of India, by Raman. Askthe children what they can discoveiiBatt the peopleof India from this picture. (Bring out differences inskin, clothing, etc.)
Put books: away and view filmstrip, The People of India,Tell children to note the following while viewing thefilmstrip:a. Kinds of clothing worn by the men.b. Kinds of clothing worn by the women.'c. Kinds of head gear worn by the people.d. Kinds of accessories worn by the people.e. Skin colorings of the people.
Raman, IndiaFilmstript"ThePeople of India"The Republic ofIndia: A RegionalSWy, Eye GateHouse, inc.
Allow the children the view the filmstrip again, permittingthem to take notes or make sketches of things they wishto remember. Also tell them that they're going to be asked Appendix:to illustrate what they've seen.
Have children illustrate (on 12x18) paper) what they have Student Activity:learned abouY the varied peoples of India. Either as one # 10.scene or as spearate illustrations. After illustrationshave been pomplete., distribute evaluation sheets, StudentActivity #10, and allow children to evaluate their illustrationsand total their scores.
30. Recall how most of tin land of India is used. Discuss the locationof farmers in the United States,, using squared paper or flannel frac-tional parts of a circle, show that 85% of the people live invillages. Show that 1/8 of all the people in the world live inIndian villages.
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S. Interprets graphs
S. Gains information bystudying films.
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III. Villages are higt
A. About 85% ofin villages.people in th
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n by
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III. Villages are highly important
A. About 85% of the people ofin villages. They make uppeople in the world.
in India.
India live1/8 on all
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31. Tell the children that they are going to study villages ofIndia. Using a circle graph on av overhead, show themthat over 85% of the people of India live in villagesand that this represents 1/8 of all the people in theworld. Todays film, Indiar Nation on the Move, helpsanswer these questions: ArounriTiitiiEUMFeSourcedoes villege life center? How much of the land isfarmed? what methods of farming are used? How im-portant is the monsoon to the villages? In That kindsof homes do villagers live?
Pionat
AStNc
View only second half of film.Following the film, go over the questions once again.Distribute Student Activities nos. 11 and 12.Have children read and analyze each phrase or sentence anddivide which is true and which is false.Direct children to cut out each square and fold on thedotted line. Data is then organized into true and falsecategories. All false data is to he rewritten correctly on ablank square. Finally paste all true squares on the out-line map; thus, having assembled all important facts learnedabout Indian Village life.
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that they are going to study villages ofircle graph on an overhead, show themthe people of India live in villagesresents 1/8 of all the people in thelm, India, Nation on the Move, helpstionss Around what natural resourcecenter? How much of the land isods of farming are used? How im-
nsoon to the villages? In what kindsigers live?
Film: India-Nationon the Move, Associ-ated fifirvices
Appendix:Student ActivitiesNos. 11 and 12.
half of film.m, go over the questions once againt Activities nos. 11 and 12.d and analyze each phrase or sentence andtrue and which is false.:o cut out each square and fold on thea is then organized into true and falsefalse data is to be rewtitten correctly on afinally' paste all true squares on the out-having assembled all important facts learned?age life.
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S. Gains information by listening.
S. Differentiates between fact and opinion.
G. In all societies people are expected tobehave in certain ways and not tobehave in certain ways: They are expectedto believe that certain things are goodand certain things are bad.
r. All people, regardless of where they liveor to what race, nationality, orreligion they belong, have many thingsin common.
S. Interprets maps.B. Life in a village
S. Sets up hypotheses. communities whichthe villages diffecountry to another
S. Tests hypotheses against data.
G. Every culture must provide for thesatisfaction of the elementarybiological requirements such asfood and warmth, and the need forpositive affect or gregariousness.
1. Houses are cluethey differ frto another.
a. Furnishing
b. Streets ar
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listening.
n fact and o inion.
le are expected tos and not tos: They are expectedin things are good
bad.
s of where they liveonality, orhave many things
B. Life in a village of India differs from othercommunities which we have studied; moreover,the villages differ from one part of thecountry to another.
nst data.
vide for thelementary
such ashe need for_gariousness.
1. Houses are clustered together; however,they differ from one part of the countryto another.
a. Furnishings are simple.
b. Streets are unplanned.
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32. As an introduction to life in the villages, discussweddings the children have seen or in which they haveparticipated. Ask: From where did the bridescome? How did the young couple meet? Where willtheir homes be?
Seed to the children "A Hindu Wedding." Discuss: Inwhat ways was Ranjit's and Nirmala's wedding like ourweddings? Who decides that they should marry? Whatis the difference between a fact and an opinion? Motis your opinion of an arranged marriage? What mightan Indian's opinion of an arranged marriage be? Welteould we have to know about Indians to answer thatquestion? What services did the Hindu priest performat the wedding? What do you think a tailor woulddo? a potter? a goldsmith?
For a more detailed description of a wedding, read aloeFeirservis, p. 40, paragraph 1 to p. 46.
33. Using an overhead projector, draw the village map fromPersh on p. 11. Discuss the clusters of houses, the4rregular streets, the shops, the well, the distanceethe villagers would have to go to high school, toa post office, etc. Examine the map on page 12. As77.1
What sources of water can you find? How large are theplots of land? Why do you think they are so emell?
Nave the children read Persh, The Story of India, pp.11-15 to verify their hypotheses. Tnea ask: How farfrom home do most villagers go? How do they get news?What happens at a fair? What do village women get at
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v.,
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introduction to life in the villages, discuss Fersh, Story of Inaiangs the children have seen or in which they have pp. 1 6.tcipated. Ask: From where did the brides? How did the young couple meet? Where willhomes be?
to the children "A Hindu Wedding." Discuss: innays was Ranjit's and Mirmala's wedding like ourngs? Who decides that they should marry? Whatw! difference between a fact and an opinion? What.ur opinion of an arranged marriage? What mightdian's opinion of an arranged marriage be? Whatwe have to know about Indians to answer thation? What services did the Hindu priest performe wedding? What do you think a tailor wouldpotter?' a goldsmith?
, more detailed description of a wedding, read aloudearvis, I): 40, paragraph 1 to p. 46. Pairservis, India
p. 40-46.
an overhead projector, draw the village map fromon p. 11. Discuss the clusters of houses, the Fersh, The Story of Indiatiler streets, the shops, the well, the distances pp. 11=1villagers would have to go to high school, tot office, etc. Examine the map on page 12. Ask: D' Souza, Now Peoplesources of water can you find? How large are the Live in India. pp039-41of land? Why do you think they are so smell?
the children read Persh, The Story of Ind pp.
to verify their hypotheses. isr ask: farhome do most villagers go? How do they get news?happens at a fair? What do village women get at the well
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G. Every culture must provide for thesatisfaction of the elementarybiological requirements such as foodand warmth, and the need for positiveaffect or gregariousness.
G. Human beings have the potential toexhibit extremely variable behavior,depending upon their natural andcultural environment; they satisfytheir drives and needs differently.
6
2. Farmlandsthe landpieces.
3. Well, riponds are
4. Cereal i
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rovide for theelementarynts such as foodneed for positiveness.
potential toriable behavior,natural and
; they satisfydifferently.
2. Farmlands surround the village, andthe land may be divided into tinypieces.
3. Well, river, irrigation canals andponds are sources of water.
4. Cereal is the basic food.
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besides water? Of what materials are village housesmade? How are they furnished? How do these villagescompare with other small towns you know about?
34. Have pupils read pp. 15-17 in Fersh or pp. 43-44 inD'Souza. Ask: What is a basic food? What is thebasis of most Indian meals? What is the hottest, mosthighly seasoned food you have ever eaten?
Prepare curry sauce and have a tasting session.
35. View film India and Her Food Problem, Ask childrenwhat sugge5iIFEW-EgirfflWrIa. solving theproblem.
36, Show the children the miniature brass cookingutensils from the Window on Indian realiakitoThen explain that the poorer people use claycooking utensils instead of brass. Have somepupils pantomine Indian villagers eating.
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materials ata village houses.ished? Row do these ',Wages1 towns you know about?
17 in Fersh or pp. 43-44 ina basic food? What is thels? What is the hottest, mosthave ever eaten?
have a tasting session.
Food Problem, Ask childrenve for solving the
niature brass cookingon India, realiakit.rer people use clayof brass. Have some
villagers eating.
Fersh, Story of Indiapp. 15-17
D' Souza, How PeopleLive in India, pp.43-44
Film: India and HerFood Problem, AtlantisProductions, Bailey/Film Associates.
Cooking utensils fromWindow on Indiarealiakit..
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G. The structure of the familydiffers from one society to
another
6 ,)
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5. The dhoti and sari are common formsof dress.
of the family C. The people in villages in India have aone society to joint family system.
1. Many households include grandparentsmarried sons, and their wives andchildren.
0
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37. Review types of dress shown in pictures made for thelesson on the varied peoples of India (filmstrip lesson)Show dolls from Window- on Tndia realia kit.Read pages 76-81 in India. Tell children that the mostcommon type of dress in India is the sari for the womenand the dhoti for the men. Direct children to cut outfigures and arrange the tissue paper or cloth to form asari on the woman figure and a dhoti on the man.Hair may be colored, features added, and accessoriesadded.
Directions for making sari and dhoti:
Sari: Take a piece of tissue paper 4 inches wide and 30inches long. Wrap once aroung the figure at the waist,starting and ending in the front. When pleat the front,about 8 pleats. With the remainder of the tissue, foldapproximately in half, lengthwise; drape over one shoulder;under opposite arm; over other shoulder from the back andunder opposite arm and tuck In at waist in back.
Dhotei: Take a piece of tissue paper 2 inches wide and10 -inches long. Wrap 2 or 3 times around waist. Startwrapping around on leg. Wrap each leg about 3 times,over-lapping each time around; go up and around the waistagain. Then wrap other leg in same manner. Finally, wrapexcess paper around waist and tuck in at waist in back.
38. Discuss with children the family structure in the U.S(usually parents and unmarried children) Then readand discuss Fersh's description of a "Joint Family."Ask: Why do you think Indian families might be veryinterested in whom their sons marry? Say: Let'ssee what the family structure is like in India bydoing the following activity:
71
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shown in pictures made for thepeoples of India (filmstrip lesson)
on India realia kit.. Te children that the most
n India is the sari for the womenmen. Direct children to cut outhe tissue paper or cloth to form are and a dhoti on the man.features added, and accessories
sari and dhoti:
tissue paper 4 inches wide and 30Ice aroung the figure at the waist,n the front. Then pleat the front,the remainder of the tissue, foldlengthwise; drape over one shoulder;
er other shoulder from the back andd tuck in at waist in back.
of tissue paper 2 inches wide and2 or 3 times around waist. Start
g. Wrap each leg about 3 times,e around; go up and around the waister leg in same manner. Finally, wrapaist and tuck in at waist in back.
the family structure in the U.S.unmarried children) Then readiescription of a "Joint Family."ak Indian families might be veryleir sons marry? Say: Let'sstructure, is like in India byactivity:
71
Raman, Indiapp. 79-81
Dolls from Window onIndia, realia kit.
Fersh, Story of Indiapp. 19-23.D'Souza, How PeopleLive in India, p. 39
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G. Families in all societies delegatedifferent responsibilities andrights (or specific roles) todifferent family members; age andsex are principles used in allsocieties to differentiate familyroles and organize these roles intostatuses.
G. Status may be acquired by birthachievement, age or some com-bination of these.
a
a. The famicooperat
b. The oldehousehol
c. Women aryoung ch
2. Indians feellarge famili
3. Because of ipopulation
D. The Caste Syste
1. The system i
G. In societies with a caste System, 2people are born into certainoccuOational relitionsips re- 3
gardless of their ability;in societies with greater mibility,they can hope to-raise further 4in the economic ladder, but theymust achieve to do so.
G. Members of a caste cannot moveout of their caste, although asthe caste system changes, thereis more likelihood of verticalmobility.
. Castes are ra
. Membership ivillagers.
. Caste is a pllive and work
5. The caste sysstrictly as i
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ieties delegateilities androles) to
mbers; age andused in allentiate familythese roles into
ft
a. The family group lives and workscooperatively.
b. The oldest man is the head of thehousehold.
c. Women are in charge of the home andyoung children.
2. Indians feel it is important to havelarge families.
3. Because of improved medical care, thepopulation is increasing rapidly.
red by birth D. The Caste System is important in the Villagesome com-
caste system,o certainonships re-bility;reater mibility,ise furtherder, but theySO.
cannot movealthough as
anges, thereof vertical
1. The system is thousands of years old.
2. Castes are ranked.
3. Membership in a caste is important tovillagers.
4. Caste is a plan by which villagers canlive and work together.
5. The caste system is not followed asstrictly as it used to be.
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Using chalk, mark off a section of the floor six fExplain that this is the approximate size of a rutBring out the point that this is all the land thatallowed no matter how many people there.are in thetwo children to the front, designating them to bethe father. Give a piece of chalk to each of theyindicate the placement of rooms and furniture inBe sure to caution the children to include only ththey consider to be absolutely essential to them,amount of space. Call up three more people to bethis family. Give each of them some chalk, and haplace to put their "beds ". (It may be necessary forchange the amount and kind of furniture that willpasses and these children grow up, and get marriestheir "spouses". These people now try to find sonLet them find whatever solution to their problemkeeping in mind that there is nowhere else for thbuild another house. Ask them to tell what some cwould be in trying to keep this family living ham_
39. On the chalkboard make a kinship chart showing theof a joint family. Have each child with the helpconstruct his own kinship chart.
40. Read Fersh's or Zinkin's description of the *castPoint out that not all authorities agree on the othat it is thousands of years old. On the chalkbmake a simple diagram of the five major groups ancastes belonging to each group. Point out how ruendogamy and commensality affect the lives of thehow caste assures a village of having all the kinit needs. Ask: Why are workers and craftsmen giamount at harvest? Why do they believe this is fwnnld thaw nrneinoo mevro AnA vie 'o IneActCan you think of ways in which the caste system ijoint family system? What would happen to a villwere cut off from his family and his caste? Whatif a person did not follow the family and casteproblems would learning one's family and caste cawould you do in this situation? Why do you thinkpeahmwa 6.1*-foranriv man *he. Vi_iimmara
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rk off a section of the floor six feet by six feet.is is the approximate size of a rural home in India.oint that this is all the land that a family iser how many people there are in the family. Callthe front, der3ignating them to be the mother and
ve a piece of chalk to each of them, and have themacement of rooms and furniture in their "house".ion the children to include only these things thato be absolutely essential to them, due to the limited. Call up three more people to be the children inive each of them some chalk, and have them find aeir"beds". (It may be necessary for them to remove ornt and kind of furniture that will remain.) Timee children grow up, and get married. Bring in
These people now try to find somewhere to sleep.hatever solution to their problem that they can,that there is nowhere else for them to move or to
ouse. Ask them to tell what some of the problemsing to keep this family living happily.
rd make a kinship chart showing the membersly. Have each child with the help of his parentswn kinship chart.
Zinkin's description of the "caste system."not all authorities agree on the origin ofsands of years old. On the chalkboard,iagram of the five major groups and the-manyg to each group. Point out how rules of
nsality affect the lives of the villagers,es a village of having all the kinds of workersWhy are workers and craftsmen given a fixed
st? Why do they believe this is fair? Whynrniiwgo mnra Anel ynnra renntia in 01iaf ways in which the caste system is like thestem? What would happen to a villager if heom his family and his caste? What would happennot follow the family and caste rules? Whatlearning one's family and caste cause? Whatthis situation? Why do you think you would
riv rnsart rngs TrorliAitt Vilissmcsra rin1
Zinkin, Indiaand Her Ne-I4N-bors, pp; 16-17.
Fersh, TheStory of Indiapp. 24-30
neqemi.People Live inIndia, pp. 48.79-80.
Film: Sectionof film deal-
wirh mares
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G. All cultures require a certain minimumof reciprocal behavior for cooperationto obtain subsistence and other ends ofsocial life.
G. In all societies people have traditionalrelationships by which they exchange certainthings with each other; this exchangeis not affected particulary by supply anddemand.
G. People tend to work hardest at thosejobs for which they receive the great-est incentives (monetary and non-monetary.)
G, Culture is learned, not inborn.
G. In all societies, people areexpected to believe that certainthings are goods and certain thingsare bad.
S. Interprets graphs.
G. Although all societies have somekind of religions, religious beliefsdiffer from society to society
A. APPRECIATES AND RESPECTS THE CULTURALCOL TnIBUTIONS OF OTHER COUNTRIES,RACES, AND RELIGIONS.
D. Most of the viHinduism.
1. Hinduism
2. It is bell
3. Every acti
4. Each persfollow (dh
S. Many Hind
6. Hindus arreligions
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uire a certain minimumhavior for cooperationtence and other ends of
people have traditionalwhich they exchange certainother; this exchangeparticulary by supply and
ork hardest at thosehey receive the great-monetary and non-
ed, not inborn.
1 people areeve that certainand certain things
ietieS have some
D. Most of the villagers believe inHinduism.
Hinduism is a way of life.
It is belief in reincarnation.
Every action bring results (Karma).
Each person has his own path tofollow (dharma).
Many Hindus cremate their dead.
Hindus are tolerant of otherreligions.
s, religious beliefsety to society
1.
2.
RESPECTS THE CULTURALOTHER COUNTRIES, 3.
IONS.4.
5.
6.
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MEE
41. Say: In order to understand why Indiana werewilling to do tho kinds of work their fathersdid, we will have to know something about theHindu religion. Have children read pp, 56-64in Fersh, The Story of India. Make a graphwhich shows that 85% of the Indian populationis Hindu. Ask: According to the Hindu reli-gion what determines the caste into which oneis born? How shall a person act so he canmove ahead in rebirth? How is "dharma" likeconscience? What is tolerance? What placedo animals have in the Hindu religion? Whatreasons did Chandi suggest for cows beingsacred?
7
India, NAssociatAppendixStudent14 and 1
Fersh,pp. 56
Raman,
D'SouzaIn Indi
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rstand why Indians weres of work their fathersow something about thechildren read pp. 56-64India. Make a grapht e Indian population
ding to the Hindu reli-he caste into which oneperson act so he carHow is "dharma" like
olerance? What placeHindu religion? Whatgest for cows being
India, Nation on the MoveAssociated 1Pilm ServicesAppendix:Student Activities nos.14 and IS
Fersh, The Story of Indiapp. 56-64.
Raman, India, pp. 36-37
D'Souza, How People LiveIn India, pp. 47-48.
'80
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S. Uses book index to locate information.
G. All societies have some laws (ruleswhich will be enforced through forceif necessary.)
G. Culture i8 learned, not inborn, Inevery society human beingi learn aculture in the process of growingup; this culture is the learned be-havior patterns shared by membersof their group.
A. VALUES OBJECTIVITY.
S. Interprets charts.
S. Sets up hypotheses.
8 1
E. The villageor village c
1. It is mad
2. It considmembers o
3. It considgroup eff
4. Each castcouncil.
5. Many decinowadaysor nation
F. Even thoughin the fieldnected to f
1. There are
a. Yearl
b. Most 1,
c. Most uof fo
2. There arebrations.
3. Indian cattentior
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locate information.
some laws (rulesced through force
not inborn. Inbeings learn aass of growingthe learned be-
by members
E. The village has a Panchayat Systemor village council.
1. It is made up of village elders.
2. It considers disputes betweenmembers of different castes.
3. It considers questions involvinggroup efforts.
4. Each caste also has its owncouncil.
5. Many decisions affecting villagersnowadays are made by the stateor national governments.
F. Even though all villagers do not workin the fields, life is closely con-nected to farming.
1. There are many hardships.
a. Yearly income is low.
b. Most villagers are illiterate.
c. Most will die before the ageof forty-five.
2. There are many holidays and cele-brations.
3. Indian children receive muchattention.
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42. Have children use the index to find all the vstory of Rama and Sita in the collection of boAfter reading, decide on episodes to be dramatactors, give an impromptu performance for the
43. Ask: Who governs our community at the local 1that members of the Indian village were expectthe rules of the joint family= and the familyrules. Have children read p. 33 of Fersh, TheIndia to find out, whose job it is to see thatare obeyed. Ask: What kinds of questions dothe village Panchayat may have to settle?
44. Draw and project the farmer's calendar on pageThe Story of India. Have children hypothesizeof intense wort, moderate work, and leisure.read pp. 34 - 38 in Fersh to test their hypoth
Discuss: Why is it good to have sons upon whofamily can depend? What are the hardships ofIn spite of these hardships, why do you thinkare happy and contented? Why might ros not bean Indian village? Why might an Indian villagin our community?
Have children study the age profiles on p. 38.reasons can you think of why the profile of thStates looks different than the profile of Ind
8,;
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he index to find all the versions of the Books on India.ita in the collection of books on India.de on episodes to be dramatized, chooseromptu performance for the class.
ur community at the local level? Recall Fersh, The StoxyIndian village were expected to obey of India, p. 33.int family, and the family to obey casteen read p. 33 of Fersh, The Stor of-hose job it is to see that la age rulesWhat kinds of questions do you thinkat may have to settle?
e farmer's calendar on page 34 of Fersh, Fersh, The StoryHave children hypothesize about periods of India, pp. 34
derate work, and leisure. Then have them - 38.Fersh to test their hypotheses.
good to have sons upon whom the jointWhat are the hardships of village life?ardships, why do you think most villagers_nted? Why might you not be happy inWhy might an Indian villager not be happy
the age profiles on p. 38. Ask: What'nk of why the pro:ale of the Unitedent than the profile of India?
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S. Gains information by studying films.
G. Every culture must provide for the satisfactionof the elementary biological requirements suchas food and warmth, and the need for positiveaffect or gregariousness.
G. Human beings everywhere have acquired the needfor positive affect (affection) the inter-action with other human beings (gregariousness).
G. Human beings exhibit the same kinds ofemotions (anger, fear, sorrow, hatredlove) although they may express them indifferent ways and the emotions may bearoused by different things.
A. IS COMMITTED TO THE FREE EXAMINATION OFSOCIAL ATTITUDES AND DATA. SEARCHESACTIVELY FOR DIFFERENT POINTS OF VIEWAND INTERPRETATIONS.
G. People perceive things in terms oftheir culture and total wife experiences.
G. People in different societies differas to how they expect pdople to actand as to what they think good and bad.
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45. Show the film, Village in India--Fifty MilesPoona.
46. Have capable children role-play a discussiona group of villagers and several political 1in India, about the advantages and disadvantthe caste system. (Include a leader who wishabolish the caste system.) They should consiwould happen if laws were passed to make thesystem illegal. Afterwards, discuss the poiview taken. To what degree were the childreprobable points of view of people in India rtheir own? How would people's values affectpoint of view on this question.
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a e in India--Fifty Miles from Film: Village inIndia - Fifty Milesfrom Poona, Bailey/Film Associates.
ren role-play a discussion betweenrs and several political leaderse advantages and disadvantage of(Include a leader who wishes tosystem.) They should consider what
aws were passed to make the casteAfterwards, discuss the points ofat degree were the children expressing
f view of people in India rather thanould people's values affect theirthis question.
87
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S. Differentiates between small-scale and-large scale and knowswhen to use each.
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/V. Villages intherefore, ione village ito see how a]interrelated.lies east of
S Reads for details, to e.:Iser questions. A. Rampur'shot summerwinters,considerenext.
G. Output can be increased by technologicalprogress in the development of tools 1. Rainfaland machines and power to replace manpower. inches
2. Canalsthe re'
S. Reads for details, to answer questions.
S. Gains information by studying pictures. B. Rampur ishighway;bullock c:
G. Man uses his physical environmentin terms of his cultural values, per-ceptions, and level of technology.
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all-knows
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IV. Villages in India differ considerably;therefore, it is useful to studyone village in more detail in orderto see how all aspects of life areinterrelated. The village of Rampurlies east of Delhi.
swer questions.
by technologicalsent of toolso replace manpower.
A. Rampur's climate includes extremelyhot summers, relatively warmwinters, and rainfall which variesconsiderably from one year to thenext.
swer questions.
ud in /ictures. B. Rampur is located two miles from ahighway; most transportation is bybullock cart.
1. Rainfall varies from 17 to 33inches a year.
2. Canals and wells supplementthe rainfall.
nvi ronmen t1 values, per-technology.
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47. Tell class: Now we are going to use all we havelearned about India and Indian villages in gen-eral and study a real village. This village is15 miles east of Delhi. Its name is Rampur.Will we be able to find this name on the wallmap? Check to find out. Why is it not there?Where could we go to find it?
While Rampur is being studied, groups of childrencan investigate life in three other villages throughCarl, Gidal, Schioat, Silverstone and Zinkin.
48. Have children discuss what they know about this regioits terrain, rainfall temperature, etc. Show map andpicture. Discuss: How do you feel on our hottestsummer days? What would it be like to work in 115degree temperature? Now have children read the firsttwo paragraphs in account of Rampur to find outabout Rampur's weather and climate. (Be sure togive each child a copy of the appropriate reading leeAsk: How much rain falls on Rampur? Read paragraphs 34. What does Rampur use to supplement the rainfall?show Persian well, Lewis, p. 34, handlever well,Raman, p. 97. Have children figure out how both workHave some mechanically-minded children volunteer tomake working models of the wells. Compose a wellsong in a minor key: a few simple notes and wordsthat describe the descent of the bucket into the welland. its return to the surface.
49. Review location of Rampur on the wall map. I3k: Fromwhat you have learned about the climate of differentparts of India, what type of climate would you expectRampur to have? Divide the class into 2 teams to compete for answers. Ask a series of questions on theoverhead giving a designated amount of points fcreach answer given. When answer is given, write itbeside the question. After all answers are given, chidren are to fill in the comparison sheet. (This sheethas the exact questions as teacher. The second columnis filled in by supplying the comparison of the questfor Chelmsford.)
1)0
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going to use all we haveA Indian villages in gen-eillage. This village is. Its name is Rampur.f this name on the wall
Why is it not there?[rid it?
Studied, groups of children1 three other villages throughAlverstone and Zinkin.
-ihat they know about this regiontemperature, etc. Show map and3o you feel on our hottestId it be like to work in 115have children read the first
Int of Rampur to find outand climate. (Me sure toof the appropriate reading level) .
f
Carl, Around the EarthGidal, My Village in IndiaSchloat, Uttam, A Boy of
IndiaSilverstone and Miller,
Bala--Child of IndiaZinkin, I11 and Her
Neighbors.
"Rampur" (3 reading levels)
15 on Rampur? Read paragraphs 3to supplement the rainfall?
is, p. 34, handlever well,ildren figure out how both work.minded children volunteer tothe wells. Compose a wellfew simple notes and words_nt of the bucket into the wellurface.
ur on the wall map. Ask: From]bout the climate of differentpe of climate would you expectthe class into 2 teams to con -series of questions on.the
nated amount of points foranswer is given, write it Appendix: Student Activityter all answers are given, chit- Number 16.comparison sheet. (This sheetas teacher. The second columnng the comparison of the gelation
91
and
"Rampur (3 reading levels)Lewis, Village Life in
Northern India, p. 34Ranan, India
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S. Compares areas with known areas C. Both village a
S. Reads for details-to answer questions 1. Homes are
S Gains
S. Reads for details to answer questions. 2. Buildingsfired brick
S. Cling information lying pictures.
G. Ways of living differ from one societyto another. Each culture (way of life)is different (unique).
G. All people, everywhere, have certainbasic physical drives, although theysatisfy them differently.
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ith known areas C. Both village and buildings are small.
s- answer questions 1. Homes are crowded on 16 acres.
studying pictures.
to answer questions. 2. Buildings are made of unbaked orfired brick.
by studying pictures.
iffer from one societyculture (way of lilfe)
ique).
rywhere, have certainrives, although theyferently.
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50. Discuss what it would be like to live 2 miles from a highway. What would 'a bullock cart track be like in a monsncHave children read pars graph 5 in "Rampur" to find outthe means of transportAtion available to the villagers o:nampur. For what reastns to villagers go to nearby towna'::To Delhi?
51, Identify some area in the children's community which isabout equal to 16 acres (Or use some area about half thitsize and ask the children to imagine an area twice thatsize). Refer to the population figure in paragraph oneof "Rampur" and tell the class that all of the homes of tpeople are crowded into an area about the same size (16 i
Show a map of house sites, Ask children to notice thestreets. Then have them read to find out what the twomain buildings in the village are Afterwards ask:What do you suppose the men do in these buildings?What else might you see in the village? (Show picturesof page 26 of Lewis and point out the piles of dungcakes and structures for storage of chaff.)
52. Read the description of village houses. (Show picture,Lewis p,21 cover picture, p. 320, interiosp. 20,21,51)
53. Now have the children read the rest of the section on"Village Scene" in "Rampur" to find out about thepeople of the village and their clothing. (Show picturesof women's clothing p. 13 and 14, menes clothing, p. 131)Contrast with other types of clothing in India.
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would be like to live 2 miles from a high-Id 'a bullock cart track be like in a monsoon?read paragraph 5 in "Rampur" to find outransportation available to the villagers ofLt reasons to villagers go to nearby towns?
rea in the children's comunity which is16 acres (Or use some area about half thisle children to imagine an area twice thato the population figure in paragraph one
I tell the class that all of the homes ofcled into an area about the same size (16
ouse sites, Ask children to notice thehave them read to find out what the twoin the village are. Afterwards ask:pose the men do in these buildings?you see in the village? (Show pic'.:ures
ewis and point out the piles of dungtures for storage of chaff.)
otion of village houses. (Show picture,r picture, p: 320, interiosp. 20,21,51)
"Rampur" (3 readinglevels)
TransportationChart from Windowon India, r;;a11ii
theseacres)
ildren read the rest of the section onin "Rampur" to find out about theit age and their clothing.(Show picturesicing p. 13 and 14, men's clothing, p. 131)ther types of clothing in India.
9 11
Lewis, Villa LifeIn Northern India
chousesites),p. 85 (picture)
"Rampur" (paragraphs1-4 of TheVillage Scene"
"Rampur" (paragraph5 of "The VillageScene"Lewis, Villa e Life
in Mort em India
"Rampur" ("VillageScene" Paragraphs 6-16
Lewis, Village Lifein Northern India
fl
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G. Specialization of individuals makesfor interdependence.
G. The people who live in one communitydepend upon each other for differentgoods and services and help eachother solve problems.
G. People in most socieites in theworld depend on people who life inother communities for certain goodsand services and help in solvingproblems.
G. Members of a caste usually follow speci-fic occupations.
G. Castes have a rixed relationship,on to the other, which may involveexchange of services and mutual re-sponsibilities and obligations.
G. At any specific time, the totaleconomic output is affected bythe quantity and quality of pro-ductivie resources (land ornatural resources, labor, andcapital goods,) by the level oftechnology, and by the efficiencyof the organizational structure.
G. Man uses his physical environment interms of his cultural values, perceptions,and level of technology.
D. There are twelvevillage; the Jatcaste.
E. A panchayat functlage.
P. Farming is the mepation of the vii
1. Rampur has two
2. Sugar can andchief crops.
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ndividuals makes
in one communityher for differentand help eachs.
aites in thele who life inr certain goodsip in solving
asually follow speci-
relationship,ch may involveand mutual re-
_bligations.
, the totalffected bylity of proland orabor, and_he level ofthe efficiencyI structure.
1 environment in1 values, perceptions,ogy.
D. There are twelve castes in thevillage; the Jats are the dominantcaste.
E.
P.
A panchayat functions in the vil-lage.
Farming is the most Important occu-pation of the village.
1. Rampur has two crop seasons.
2. Slgar can and wheat are thechief crops.
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54. Have children re-read paragraphs out of 'Rampur"on the Jats. Then ask: What caste is the mostimportant in Rampur? How do the fats maize aliving? No
On the chalk board write a list of the castesIn the village. Discuss the contribution of eachto the life of the village. Show picture of potter,Lewis, p. 68. Water carrier, p. 67, tailor, p.65. Ask: What goods and services might thevillagers need which are not supplied by theirvillage castes? Where can these aoods and servicesbe obtained?
55. Have children read the section on ''The 'canchayat.'Then show a picture of a panchayat spokesman(Lewis, p. 29) , Discuss his role in the panchayat,
56. Have children read the section of the story that tellsabout farming in Pampur. Stress that many othercrops are raised, but that sugar cane and wheatare the chief crops.
'Irtar4
Lewi
Rarr.11
Show the pictures in Lewis on pp. 31-32. Have Lewithe children try to figure out how the cane crusher %u
workds. How many of these can be found in the village? pTo whom do you think they belong? If a carpenterhad a field of sugar cane, why might he be able to
9*/)
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3 paragraphs out of "Rampur"What caste is the most
How do the Jats make a
rite a list of the castesiss the contribution of eachillage. Show picture of potter,arrier, p. 67, tailor, p.and services might theare not supplied by their'e can these goods and services
to section on "The 17anchayat.'Jf a panchayat spokesman:uss his role in the panchayat.
le section of the story that tellsmr. Stress that many other,ut that sugar cane and wheat
Lewis on pp. 31-32. Haveout how the cane crusher
:hese can be found in the village?they belong? If a carpentercane, why might he be able to
.LewiS, village _Lire inNorthern Inara.77768
°Rampur".
Lewis, Village Life inNorthern India p. 29.
"Kanpur" (section on"Farming"),
Lewis, Village Life inNorthern lndfapp. 31-32
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F4...7
sj!
Output can he increased by technologicalprogress in the development of toolsend machies and power to replacemanpower.
Yon uses his physical environmentin terms of hiz cultural values, per-ceptions, and level of technology.
The organizational structure of thetotal economy or of any lairle sector ofit (such as agricultura) affectseffieiency and so output.
Output can be increased by techno-logical progress in the developmentof tools and machines and power toreplace manpower.
3. Tools -
G. Every economic system faces scarcity or 4. Animal ca lack of enough productive resources fertilizto satisfy all human wnats.
1 Cl
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by technolo4icalrent of toolso replace
lvironmentI values, par-,::.echnology.
J'ninm of thelarqe sector of
1 affectsA
by techno-developmentd power to
3. Tools used are simnle.
aces scarcity or 4. Animal dung is used for fuel andtive resources fertilizer.ats.
101
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to use the machine? (Show picture in Lewis, p.33)Ask: What factors are important in determininghow large the crops will be?
57. Show the first seven frames of the filmstrip AgriculturAsk children to notice the wooden plow, sickles, rollc,for crushing grain, the method of threshing wheat. Whydo you suppose a farmer's tools are so simple? Discussthe size of his fields and the fact that they may notall be in the same place. Ask: What is chaff? Showpicture of mechanized chaff cutter (Lewis, p.36). Ask:How does it work? Study the diagram of the plow (p.34Lewis).
The film, India and Het Food Problem may be used agaiat this time to raver once the generalization beingdeveloped.
58. Have children re-read the last paragraph of the sectio!on "Farming" to find out why dung cakes are used forfuel. Asks,,How will the use of dung for fuel affectfarm output?
10 rf_,)
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how picture in Lewis, p.33)important in determining
ill be?
Frames of the filmstrip Agriculture.2 the wooden plow, sickle;TTErEiE--e method of threshing wheat. Whysr's tools are so simple? Discussand the fact that they may not
ace. Ask: What is chaff? Showchaff cutter (Lewis, p.36). Ask:
udy the diagram of the plow (p.34
er Food Problem may be used again75ice the generalization being
d the last paragraph of the sectionout why dung cakes are used forthe use of dung for fuel affect
102
Filmstrip:"Agriculture" The
Aof Tara:
A RegioliagtudyEye Gate House,Inc.
Lewis. VillageLife in NorthernInTra, pp. 34, 36
Film: India andHer Food ProblemAtlantls Pro-ductions, Bailey/Film Associates.
"Rampur"
103
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G. All societies have some means ofsocializing children
G. All people, regardless of wherethey live, or to wilat race, nation-ality, or religion they belong, havemany things in common.
G. Families in all societies delegatedifferent responsibilities andrights (or specific roles) todifferent family members; age andsex are principles used in allsocieities to differentiate familyroles and organize these roles intostatuses.
S. Gains inforlaalayftuetixn9
G. All societies have some mer...soealizing chi 1.'
10g
G. The viiiand onechildren
H. Ritualstages.
1. A Braperfosteps
2. The pin anof ma
3. Bonesto the
I. Both menboys workgirls worl
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some means ofn
ess of whereat race, nation-they belong, haven.
eties delegatelities androles) tors; age and
sad in allntiate familyese roles into
stcAyin9
0-MG Tie is C.41"
G. The village has one school for boysand one for girls. About half thechildren attend school.
H. Ritual is important at certain lifestages.
1. A Brahman is usually present toperform ritual acts at ceremonialsteps in the life cycle.
?. The principal ritual experiencein an individual's life is thatof marriage.
3. Bones of the deceased are carriedto the Ganges.
I. Both men and women work very hard;boys work with their fathers aadgirls work with their mothers.
10
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-59-.
59. Have children read the section on "Educatioask: According the story of Rampur, howits children go to school? Why do you suppboys than girls go to shcool? What mightren be doing if they don't go to school? Tkl
all villagers value education? View the fiIndia-Ramu of Ganapatty Street. Ask why Rameducatiaiso-highly.
60. Have children read the section on "Life CycHave them discuss some of the important evethe lives of their own families. Then tellstory of weddings in Rampur, as described i195 of Lewis. Try to emphasize the ritualof caste members. Ask: Why does a villagerdebt for his daughter's wedding?
61. Have children read the section of the storyDaily Round." Choose a group of volunteersplay the members of a family, in its daily a
62. Divide the class into interest groups to eart, music and literature of India. Groups.objects from the Window on India realia kitbooklet Three Fish, etc. Use the Videotape
63. Show the film Asian Earth.
64. Show the picture of a barber's son (p. 54,Ask: How did this boy learn to be a barberyou think he is serving this particular in_again the carpenter story told at the begithis unit and the questions the class recochart. Ask: Can you answer them now?
10r)
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d the section on "Education". Thenthe story of Rampur, how many of
o school? Why do you suppose moreo to uhcool? What might the child -..hey don't go to school? Why don'tue education? View the film,a atty Street. Ask why Rama valuedy.
d the section on "Life Cycle."some of the important events inown families. Then tell thein Rampur, as described in pp. 157 -to emphasize the ritual function
Ask: Why does a villager go intotiter's wed -ring?
d the section of the story "Theose a group of volunteers to role-of a family in its daily activities.
into interest groups to explore the'terature of India. Groups may useWindow on India realia kit, theh, etc. Use tfie Videotape, India
an Earth.
of a barber's son (p. 54, Lewis)S boy learn to be a barber? Why doserving this particular man? Reviewter story told at the beginning ofquestions the class recorded on the
you answer them now?
101)
"Rampur"Watson, India-Old Land
New Haffon,pp.56--61D' Souza, How PeopleLive in India,pp.53-54
Film: India -Ramu ofGanapatty StreetUrilliWiFiR. Education andVisual Arts.
"Rampur"
Lewis, Village Life inNorthern India pp:157-195.
"Rampur"
Window on India realiakit
Videotape: India, Chel-msford /TV
Doongaji and Lavangia,Three Fish.
Film: Asian Earth, At-lantis ProductionsBailey/Film Associ-ates.
Lewis, Villa e Life inNort ern In a, p. 4
107
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Sm.
S. Reads for details
G. In many societies neither thegovernment nor the market systemhas been important in affectinghow resources are allocated.Such economic systems are basedlargely upon tradition and re-ciprocal relationships whichhave grown up in the past. Allsocieties have some reciprocalrelationships which affect ex-change to some degree.
'0'
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V. In large pawhat, how,village levlationshipssome role ipeople. Mois playing
Understands concepts of "Subsistence"and "cash" crops.
Economic systems are usually mixed.
G. Most economic systems are in theprocess of constant change;
IOR
r
A. The castecal relat
1. ManyCOMMotherserviwhereto excontr
r.n
2. Jajmarand a
3. The aforce
4. FamilFamilnot p
5. Paymeceivegenerotherrent-taryremairgener,sumab3or ne
,r.
B. The marketseveral way
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ither thearket systemn affectinglocated.s are basedon and re-ps whichpast. Allreciprocalaffect ex-e.
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V. In large part, the economic decisions aboutwh-t, how, and for whom are resolved at thevillage level by traditional reciprocal relationships; however, the market also playssome role in the economic life of thesepeople. Moreover, the national governmentis playing an increasing role.
A. The caste system involves many recipro-cal relationships.
of "Subsistence"
usually mixed.
s are in thechange;
1. Many members of the Indian villagecommunity have an agreement withother members who perform differentservices or produce different goods,whereby these groups are enabledto exchange the products which theycontrol.
2. Jajmani alliances are between familiesand are inheritable.
3. The alliances are maintained and en-forced at the caste level.
4. Family A needs the services ofFamily B because it cannot or willnot perform these functions itself.
5. Payment for goods and services re-.;ceived under the jajmani systemgenerally is not in cash, but inother goods and services, grain,rent-free land, or other nonmone-tary benefits. The remunerationremains more or less constant fromgeneration.to generation, and pre-sumably is proportionate iG the sizeor needs of the receiving family.
B. The market affects the village economy inseveral ways.
10!-)
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65. Have children read the remainder of the story of thevillage of Rampur. Then have them reread Fersh, TheStory of India, pp. 28-30. Compare the two explan-ations. Say: Try to imagine how this system wouldwork with no money involved. What are things thatno family could do without? How could these thingsbe provided within the village? What specialistswould be needed? Why might villagers prefer pay-ment in grain rather than cash? (The pruehasing powerof money varies.) Would this system work if thefarmers specialized in a crop which couldn't begrown all over India, but which many Indians wanted?(Do the children understand the difference betweena "subsistence crop" and a "cash crop". Be sure tocairify.) How might those who raise "cash crops" selltheir goods? Point out'the role of men who buy thesecrops and resell them to other people.
110
"Rampur"Fersh, The Story of
Ind7-677557-70
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G. Changes in one aspect of a culturewill have effects on other aspects.
G. Every economic system faces scarcity orlack of enough productive resourcesto satisfy all human wants.
G. Living levels do not rise unless output of production grows at a faster 3. Therate than population. ti
foxthede
1
C. The oaffecwhichin th
1. Somo
2. Thrifewh
G. Output can be increased by technologicalprogress in the development of tools andmachines and power to replace manpower.
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aspect of a cultureis on other aspects.
system faces scarcity orproductive resourceshuman wants.
o not rise unless outon grows at a fasteration.
1. Farmers who raise "cash crops"will sell them to people whowish to buy and resell thesecrops to those in other partsof the country or even inother countries. The farmerswill get cash for their pro-ducts sold in this fashion.
2.Most villagers today need a fewthint's which cannot be producedin the village; they must havecash to buy them. Therefore,they may sell some of their ownproducts or services for alittle cash.
C. The older non-market economy has beenaffected by the growing populationwhich is outstripping food productionin the villages.
icreased by technologicaldevelopment of tools ander to replace manpower.
1. Some of the men have been forced tomove to the cities to earn a living.
2. The need to raise more food giverise to the need to buy commercialfertilizers to replace the dungwhich is used for fuel.
3. The need to increase food produc-tion also gives rise to the needfor increased irrigation facilitiesthe national government is helpingdevelop such facilities.
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66. ksk: Did you see anything in any of the films whyyou think that some of the villagers want some pnot produced in their own village? How could thget these products? Could they just exchange thservices or products for them? How could they geneeded to buy them? What would happen to the rrelationships in the village if many people beganmore goods from outside of their village?
67, Say: The population of India remained fairly conehundreds of years, but recently has hewn to grocerapidly. HOw do you think this it: crease in popWaffect the jajmani system? Why aee some of theRampur going to Delhi to find work? Will they befind work in 'Delhi? Why or why not?
684 Read Fershe ThpAtfIndia, p. 147-152 Findis meant by the teinion explosion." Wh:the numter of deaths per year going down? Why dUnited States have surpluses of f.00d but India dhave enough? What will India have to do to incre.food production? Why =Rill Indians have to chemi'izers? How will the -teed to buy such fertii-5717-the jajmani system? Who do you think has builtdams which are supposed to supply better and morirrigation systems?
11.3
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see anything in any of the films which makest some of the villagers want some productsin their own village? How could theyducts? Could, they just exchange theirroducts for them? How could they get moneythem? What would happen to the traditionalin the village if many people began to want-m outside of their village?
tation of India remained fairly constant for'war's, but recently has begun to grow verydo you think this increase in population willimani system? Why are some of the villagers ofto Delhi to find work? Will they be able toaelhi? Why or why not?
ie Ito of India, p. 147-152. Find out what Fersh, The Storyse term population explosion." Why are of India, pp. 147 -deaths per year going down? Why does the 152.have surpluses of food but India does nothat will India have to do to increase itsan? Why will Indians have to chemical fertil-ill the need to buy such fertilizer affectstem? Who do you think has built the bigsupposed to supply better and more
terns?
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G. Culture changes, although it changesmo_a rapidly and drastically insome places than in others.
G. Although culture is always changing,certain parts or elements may persistover long periods of time.
G. Some values are conducive to change;some make change difficult.
G. Economic output is affected bythe quality as well as thequantity of labor.
S. Gains information by studyingvActures.
D. Thedevsell
lagandgoncrc
PrPhith
Althoughof Indiasome largmany contlife andchange.
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though it changesastically inothers.
always changing,sments mar persistC time.
duci,,3 to change;fficult.
-ffected byas the
studying
D. The government set up a communitydevelopment program by which itsends Gram Set aks into the vil-lages to try to teach new methodsand ideaz to the villaqers_ Thegoal is to help villagers in-crease their production and im-prove their lot in other ways.This program is thus affectingthe economic,system.
V/. Although a great majority of the pcopleof India live in villages, India hassclae large cities. These cities offermany contrasts between an older way oflife and repid industrialization andchange.
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69. Read Fersh, pp. 152-154. Why do you think it mihard to persuade an Indian villager to change hiof living? What is the function of the "gram seWhy must he he patient? How is the government athe economic system by this program? (Perhaps cowith county agricultural agents in this country,children live in a rural area.) Use the Study pIndiaPeople and Problems, to show what Oxfam aother agencies are doing to aid India's developr
7(i. Have the class read and discuss Verpalle, The Viof Today, to learn how one group of Indians devea village,
71, Conduct Student Activities 17 and 18.
72. Remind the children that although a great majorithe people of India live in vinages, Cher are alarge cities:. of India. Show Important Cities anOther Ivortant Cities,These filmstrips presentcontrast of old and new, of poverty and of com-fortable conditions in India's cities. Then dithe class into five groups. Have each group invegate four questions from "Cities of India" andshare their findings with their classmates
11
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pp. 152 -154. Why do you think it might beuade an Indian vfl.lager to change his wayWhat is the function of the "gram sevak?"he patient? How is the government affectingsystem by this program? (Perhaps compareagricultural agents in this country, ife in .a rural area.) Use the Study prines,e and problems, to show what Oxfam andes are doing to aid India's development.
ss read and discuss Verpalle, The Villagelearn how one group of Indians developed
ent Activities 17 and 18.
hildren that although a great majority off India live in villages, ther are alsoof India. Show Important Cities and,ant Cities ,These filmstrips present a
and new, of poverty and of com-ditions in India's cities. Then divideto five groups. Have each group investi-estions from "Cities of India" andfindings with their classmates
11'i
Fersh, Story of Indiapp. 192154,
study Prints, IncRa--People and ProblemsOxfam Photographs.
Verpalle, Oxfamproject Stories,
Appendix: StudentActivities nos. 17and 18.
Fersh, Story of India44,45,107-M7---Filmstries:"Important"Cities," "Other Impor-tant Cities", TheRepublic of 1nd-1:i-ARegional Study, EyeGate House, Inc.
Appendix: "Cities ofIndia"
Raman, India, pp. 43,64-65, 7W-7-7-q, 81, 118,121-123, 125-127, 130-133, 351-154.
118
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G. Economic systems are usually mixed VIT.The Govewith both public and private owner- productiship and with decisions made both by throughthe government and by consumers. gram.
rang whiu.s.s. R.
G. Certain basic economic questions part uporelated to allocation are resolved ducers.in some fashion in every szJiety, built analthough perhaps in no other way plants athan by tradition. These questionsare s (1) What and how much of eachgood and service shall he produced?(2) How much shall be produced intotal? (3) How shill these goodsand services be distributed amongthe population?
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-66-
s are usually mixedc and private owner-ecisions made both byand by consumers.
conomic questionscation are resolvedin every society,s in no other wlyon. These questionsnd how much of eache shall be produced?all be produced inshall these goodsdistributed among
VII.The Government is trying to increaseproduction in India in other ways justthrough its community development pro-gram. It has set up a system of plan-ning which differs from that in theU.S.S.R., since it depends in largepart upon cooperation by private pro-ducers. However, the government hasbuilt and operatei some of its ownplants and projects.
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73. Now tell the class that the government is tryinhard to increase production in. India. It hasa government agency which sets up plans forproduction increases in industry an in agriculIt carries out some of these plans itnelf ingovernment owned and operated endeavors. Howeveit depends ,heavily upon persuading private ownsto cooperate with the plans.
Ask: How does the government affect the way inthe basic economic questions are answered in ID
Culminating Procedures:
74. Have children complete map skill activity and/tcrossword puzzle, Student Activities Nos. 19-2:
75. For a general look at India, view the videotape"From the Children of India: Namastey!"
76. Have the children make dioramas of village seerPaint a mural showing work that is done by hanror by animal power in the village of Rampur.
77. More capable students may do research on recente;:cavations in the Indus valley and make a timeline to show the great age of Indian civilizat2Other topics for research are the Taj Mahal, GNehru, Vinoba Bhave, Tagore.
78. Indite an Indian student to talk to the classvillage life in India.
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_lass. that the government tryingse production in India; It hasgency up:I.aans for-reases in industryand in agriculture.some of these plans itself in
ed and operated.endeavors. However,avily upon persuading private ownershdth the plans.'
the govevnment affect the way in whichomit questions are answered in India?
ocedures:
complete map skill activity and/orzle, Student Activities Nos. 19-22.
look at India, view the videotapeldren of India: Namastey!"
iren make dioramas of village scenes.showing work that is done by handpower in the village of Rainpur.
students may do research on recentn the Indus valley and make a timethe great age 'of Indian civilization.for research are the Taj Mahal, Gandhi,Bhave, Tagore.
ian student to talk to the class aboutin India.
121
Preston, Four LandsFour Peoples, pp. 275-2q0
Appendix! StudentActivities 19-22
Videotape: "From theChildren 01. India:Namastey", Childrenof Other Lands, 21'Classroom, Chelmsford,ITV
A--.1 a')
1 C.,
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S. Identifies differencAs in data.
G. Economic systems differ as to how economicquestions are resolved about what and howmuch to produce, how it shall be pro-duced, and who shall get what goods andservices.
G. In many societies neither the governmentnor a market system has been important inaffecting how resources are allocated.Such economic systems are based largelyupon tradition and reciprocal relation-ships which have grown up in the past.All socieites have some reciprocalrelationships which affect' exchange tosome degree.
G. In all societies people have traditionalrelationships by which they exchange certainthings with each 'other; this exchange isnot affected particularly by supply anddemand.
C. In command economies most of the basiceconomic decisions are made by thegovernment.
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7q. Use reference hooks to find out about Dasera timeand Diwali, the Feast of Lights. 13e potters andshape clay into an oval saucer about four incheslong and two inches deep. Fire in a kiln. Pourin some olive oil. Soak a wick in the oil and layit in a saucer. Have a festival! Contact ArtDepartment for assistance
9n Have pupils think back to different societies theyhave studied this year. What do the ecalomic.syltems have in common? Hera does the economicsystem of India differ from that in this country?from that in the U.S.S.R.? from that in the Trobriand Islands? Terhaps draw a triangle of thechalkboard, with one corner labelled marketeconomy, one corner labelled command economy, andone corner labelled traditional relationship:.Ask: 'Where would you place India as a wholecountry on this diagram? (Perhaps review theother units of the year by placing the U.S.,the U.S.S.R., and the Trobriand Islands on thediagram also.)
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s to find out about Dasera timeast of Lights. Be potters andoval saucer about four inches
?:8 deep. Fire An a kiln, PourSoak a wick in the oil and lay
Ive a festival! Contact Art3istance
back to different societies theyyear. What do the economicrton? How does the economic
:offer from that in this country?J.S.S.R.? from that in the Tro-_rhaps draw a triangle oil thene corner labelled market
labelled command economy, andd traditional relationships.you place India as a wholeagram? (Perhaps review theYear by placing the U.S.,the Trobriand Islands on the
1 1 J
Raman: India, Dp. 136-117-
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-70-
G. The allocation of resources in acommand economy is determinedbasically be the central planners,not by free consumer demand.
G. In a private enterprise system, itis the market which serves largelyto resolve the questions of: What andhow much shall be produced? How shallit be produced? and Who will getwhat products and services?
S. Generalizes from data.
G. Families usually have some economicfunctions, but the eoncomic functiondiffers greatly from one society toanother.
G. Although all societies have some kindof religion, religious beliefs differfrom society to society.
G. Ways of living differ from one societyto another. Each way of life (culture)is different.
G. All people, everywhere, have certainbasic physical drives, although theysatisfy them differently.
G. All cultures require a certain minimum ofrecAprocal behavior for cooperation toobtain subsistence and other ends ofsocial life.
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-71-
81, Say: You have now studied people in many parts ofthe world., (in grades 1-4) How do ways of lifediffer? How are people and societies alike?
127
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.........m.rEno-AG.,cmassmr=orrr,-
EDUCATIONAL MEDIA
BOOKS
Beals, Alan R., Giraip4142ttallipAnyillege.New York, Bo , ne an W nston,1962.
Brown, Joe David, and the Editors of Life,Life World Library-India, New York,Time Incorporated, 1467.
Caldwell, John C., Let's Visit India, NewYork, John DayF13771707------
Carls, Norman, Elaine M. Templin and FrankE. Sorenson, Knowing Our NeighborsAround the Earth, New York, HoltRIEgiiii7iidWhston, Inc. 1966.
Doongaji, Dolat, and A.K. Lavangia, ThreeFish, Oxford, England, Oxfam AdEgiffies,
D'Souza, Anthony, How Peo le Live in India,Westchester, Illinois, Bene is Press,1968.
Fairservis, Walter. A., Jr., India, Cleveland,World Publishing Co., 1-9-61-7-
Eersh, Seymour, India and South Aisa,NewYork, The MacMillan Co.. 1965.
Fersh, Seymour, The Story of India (KnowYour World Global Culture Series)Cincinnati, Ohio, McCormick-MathersPublishing Co., Inc., 1965.
Gidal, Sonia and Tom, My Village in IndiaNew York, Pantheon Books/Random House
' Inc., 1956
12
Lamb, BeatriceWorld in
on,FrederickliOers, 1
Laschever, BarnKnow IndiaM Cann Inc
Lengyel, Emil,In__ Sohd07-cei,
196
Lewis, Oscar, Vthem Indiage Boo s,1958.
Nair,- Kasum, BNew York,'Praeger,
Population RefThis Crowton,1969.
Preston, Ralph.Four LandLex ngtonD.C. Hea
Raman- T.A., IMichigan,Company,
Schloat, G.WerA Bo ofAlfre A.
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EDUCATIONAL MEDIA
South Indian Villa ean W nston,
ditors of Life,ia, New York,
sit India, New
mplin and Frankur Nei hborsYor , Ho tInc. 1966.
avangia, ThreeOxfam AciUrfies,
e Live in India,Bene lc Press,
India, Cleveland,own-
outh Aisa,New
7"5.
of India (Knowture Series)ormick-Mathers1965.
illage in Indiaoks/Random House
Lamb, Beatrice Pitney, Indian: AWorld in Transitioi7W473-taAion Revised, New York,Frederick A. Praeger, Pub-Ushers, 1968.
Laschever, Barnett D., Getting toKnow India, New YoiRTtbwardMcCann Inc.. 1966.
Lengyel, Emil, The Subcontinent ofIndia, Scholastic Book SeWear, 1967.
Lewis, Oscar, Village Life in Nor-;.hern India, New York, \IMF:-age Books/ Random House, Inc,1958.
Nair,-:Kasum, Blossoms In the 2EttE.New York, Frederick APraeger, 1961.
Population Reference Bureau,This Crowded World, Washing-ton, Columbia Books Publisher1969.
Preston, Ralph. C., and others,Four Lands, Four Peoples,Lexington, Massachv'etts,D.C. Heath and Co., 1969
Raman- T.A., India, Grand RapidsMichigan, The FidelerCompany, 1968.
Schloat, GMArren, 'UttameA Boy of India , New York,Alfred-A. Knopf, Inc. 1963.
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EDUCATIONAL MEDIA
BOOKS
Silverstone, Marilyn and Luree Miller, Bala,Child of India, New York, HastingsHouse Publishers, Inc., 196R.
Oxfam, Veerapalle-The Village of Today,Oxford, England, Oxfam EducationalDepartment, 1969.
Watson, Jane Werner, India-Old Land,Ne154Nation, Champaigii-7-1711iTeds,Garrand Publishing Company, 1966.
Zinkin, Taya, India and Her Nei hbours,New York, Fran- J.n Watts, 15J7T-r967.
FILMS
Asian Earth, Atlantis Productions,Bailey/Film Associates.
India and Her Food Problem, AtlantisProductions, Bailey/FilmAssociates.
India-Nation on the Move, AssociatedFilm Services.
India-Ramu of Ganapatt Street, UniversalEducation an Vi guar Arts.
Mooti...Child of New India,Atlantis Pro-ductions, Bailey/Film Associates.
Village in India--Fifty Miles from Poona,Bailey Film Associates.
FILMSTRIPS
The Republic of India: A Regional Studyseries, Eye Gate House, Inc.
P.EA3
A VI
S TU
Ind
Ind
Liv.
Mak
VI D.
"Fr(
Ind
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EDUCATIONAL MEDIA
yn and Luree Miller, Bala,a, New York, Hastingsers, Inc., 1968.
The Village of Today,d, Oxfam Educational
969.
r, India-Old Land, Newaigi3TariKETW7---shinq Company, 1966.
a and Her Neighbours,n Watts /5.077-1.967.
tis Productions,ssociates.
Problem, AtlantisBailey Film
e Move, Associated
patty Street, UniversalVisual Arts.
ew India,Atlantis Pro-ley/Film Associates.
Fifty Miles from Poona,associates.
tdia: A Regional Study;ate House, Inc.
REALIA/ARTIFACTS
A Window on India, an India Realiakit, Eddcational ResourcesCenter, p.o. box 857, RadioCity Station, N.Y., N.Y., 10019.
STUDY PRINTS
India, Fideler Visual Teaching.
India--People and Problems, OXFAM
LivinlIndia, Social Studies Pic-ture Packet, Silver Burdett.
np Symbols and Geographic TermsCharts, A.J. Nystrom and Co.,
VIDEOTAPES
"From the Children of India: NamasteyrChildren of Other Lands, 21*C assrois.,.or , ITV.
India, Chelmsford, ITV.
131
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QUESTINS A: OUT CITIES OF LDIA
1.
Explain wh7 omlAy is called the "G,ItewaT to India".
2.
Descri'ze the crowded slum area in 'Amba.:,' and explain how the government is
trying to improve this area.
3.
Describe the harbor in 7,ombay and explain why it is one of the finest natural
harbors in the world.
4.
Discuss the growth of Indies motion picture industry and explain the place
Of Eombay in this industry.
5.
What is a monopoly? Explain why Calcutta has almost a monopoly in the man-
ufacture of jute products.
6.
Explain why Calcutta is a leading port in India.
7.
Delhi is one of the most historic cities in India.
Explain why.
8.
What are some of the major industries of Delhi?
2.
Explain why HewDelhako capital of India; is one of the most modern and 'Lest
planned cities in India,
10.
If you had to live in one of the important cities in India which one would
you choose?
Why?
11.
Tell the story of the Taj Nahal in the city of Agra.
12.
Explain why many Hindus make an annual pilgrimage to the city of Allahatad.
13.
Explain why Amritsar is the holy city of the Sikhs.
14.
I3enares is a holy city of the Hindus.
Explain what is meant by a hol city ".
15.
Tell why Hindus from everywhere make a pilgrimage to Denares.
16.
Explain how and why Jaepur differs from most Indian cities.
17.
That are the local industries of DIPdras$ one of the leading cities in India?
18.
Explain why Simla is a popular hot - weather resort,
19.
Describe the Shalimar Gardens in the city of Sl'inagar.
20.
If you were touring India; which cities would you visit?.
Why?
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FOR
M A
RAMPUR, DELHI
The Setting
Rampur, a village with 1095 inhabitants, is located in Delhi State
about 15 miles west of the city of Delhi. Rampur and its adjoining
villages are dominated by the Jats, the principal landowners and
cultivators of the district. The Jat is famous in India for his skill
in farming*. The Jats, both men and women
are hard workers.
In the hot summer months from April to June the temperature in
Rampur may rise to:115*. The area is dry and relatively treeless.
Warm
winds blow across the area, starting in April, and fill
the air with
sand and duSt. /he monsoons come in July and August. More than half
the
average rainfall of the year comes during these months. The weather
finally gets cooler, and a dry wintry period from Octoberto January
follows.
The rainfall is very irregular fromyear to year, varying from
about 17 to 33 inches. Canals and wells supplement the rainfall. There
are eleven. Persian (bucket and wheel) wells for irrigating the fields
wound Rampur, and there are eighteen hand-lever wells.
The latter
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cultivators of the district. The Jat is famous in India for his skill
in farming. The Jats, both men and women are hard workers.
In the hot summer months from April to June the temperature in
Rampur may rise to:115*. The area is dry and relatively treeless. Warm
winds blow across the area, starting in April, and fill the air with
sand and dust. The monsoons come in July and August. More than half the
average rainfall of the year comes during these months. The weather
finally gets cooler, and a dry wintry period from October to January
follows.
The rainfall is very irregular from year to year, varying from
about 17 to 33 inches. Canals and wells supplement the rainfall. There
are eleven. Persian (bucket and wheel) wells for irrigating the fields
around Rampur, and there are eighteen hand-lever wells.
The latter
are small pits, the bases of which are plastered with mulberry sticks.
CT
A long beam with a bucket attached at one end is used as a lever to
draw water. There is a scarcity of drinking wells in the area
Rampur
has four--two for lower-caste untouchables and two for the higher castes.
Water not used for household purposes'or for drinking is obtainable
from the village pond where the animals drink. This pond is refilled,
when required, through the canals.
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A-2-
THE SETTING (continued)
There is bus service on the highway 2 miles from
the village.
People with milk or vegetables to sell in Delhi sometimes
catch the
bus on the main road. The train is cheaper -
5 annas for one-way fare
as against 6 for the bus.
(About 5 cents in American money.) Some
people walk to Delhi and back. Most transportatation in
and out
C.Z
of the village is by bullock cart. The villagers trade
with the
nearby towns where they sell their surplus grain and buy
supplies such
as tinter and brick for their houses.
There are 33 bullock carts in
the village. No one owns an automobile, but there are
60-70 bicycles
used by men who have jobs outside the village.
THE VILLAGE SCENE
The area of Rampur is 784 acres. The people live
tightly crowded
within 16 acres. There is no orderly arrangement of streets in Rampur.
There are no stores in Rampur, no police station, no post office, no
doctor.
The village streets are wide enough to accommodate abullock
cart. All the house drains come out into the street,
sometimes making
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1
as timber and brick for their houses.
There are 33 bullock carts in
the village. No one owns an automobile, but there are
60-70 bicycles
used by men who have :lobs outside the village.
THE VILLAGE SCENE
The area of Rampur is 784 acres. The people live
tightly crowded
within 16 acres. There is no orderly arrangement of streets in Rampur.
There are no stores in Rampur, no police station, no post office, no
doctor.
The village streets are wide enough to accommodate a bullock
cart. All the house drains come out into the street,
sometimes making
walking difficult. One main street runs east-west through the village.
Two or three others run roughly north and south. There are many
small
dead-end streets.
The two main buildings in the village are the men's club houses.
Some of the finer houses have handsome wooden doors with decorated
arches above them.
Around the village, and also in various open places within the
village itself, stand piles of dung caxes. Cone-shaped structures are
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A -3-
THE VILLAGE SCENE (continued)
used to store wheat and barley chaff for
animal feed.
Outside the village a mechanical cane crusher is
operated.
Beside the dung heaps and scattered trees one may see a
small shrine
dedicated to one of the village gods.
Within the village one rarely sees a solitary figure. Crowds
gather easily around the visitor and follow him down
the narrow
streets and in and out of the houses.Children
play boisterously in large
groups; men chat and smoke hookahs
together, while
women work wooden
spinning wheels at their doors or sit sewing together. Cows
and
bullocks wander about through the streets among the people.
An attractive sight in the mornings and late
afternoons is the files
of women, in small family groups, carrying water from
the well. Large
water pots are balanced on their heads; they walk
gracefully, often
singing as they go. The women wear full wide skirts of coarse
cotton
cloth. Some are blue with white and red or yellow spots, and some are
striped blue and red. They also wear a shirt and shawl. Some women
wear long baggy pajama-like trousers and a
long collarless blouse.
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gather easily around the visitor and follow him down the narrow
streets and in and out of the houses.Children play boisterously in large
groups; men chat and smoke hookahs together, while
women work wooden
spinning wheels at their doors or sit sewing together. Cows and
bullocks wander about through the streets among the people.
An attractive sight in the mornings and late afternoons is the files
of women, in small family groups, carrying water from the well. Large
water pots are balanced on their heads; they walk gracefully, often
singing as they go. The women wear full wide skirts of coarse cotton
cloth. Some are blue with white and red or yellow spots, andsome are
striped blue and red. They also wear a shirt and shawl. Some women
wear long baggy pajama-like trousers and a long collarless blouse.
Much of the women's clothing is brightly colored, and sometimes spangled
with rhinestones and little mirrors. Women alsowear heavy silver
jewelry on their arms, necks and ankles.
Men wear Western-type shirts, with the shirttails hanging down,
and either trousers or cotton "dhotis" (full, draped trousers.) They
wear turbans on their heads and sandals on their feet. In wintertime
both men and women may wear underwear, sweaters, and socks to keep
warm.
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WE VILLAGE SCENE (continued)
There are twelve castes in '.;he village:
Seventy-eight Jat
families, fifteen Brahman, twenty leather workers, teen sweepers,
seven potters, five water
carriers, four washermen, four carpentere,
three barbers, two calico printers or tailors, one
blacksmith and one
merchant.
Village houses are made of unbaked mud bricks, firedbricks, or
c.
combination of both. The fired brick homes are vastly
better than
shapeless homes of unbaked bricks. The mud homes are
quite uncomfortaule
during the rainy season, when cattle dung, urine, and
mud accumulate,
and the houses become hot, smelly and full of
mosquitoes. Chun:zs
of mud are thrown about by the swishing
of the cows' tails, .Ony a
few can afford a two-story house enabling
the family to sleep upstairs
away from the cattle. No house
in the village has a chimney.
A panchayat is a group of leaders who meet
to pass on judicial
cases or problems, or who convene to
plan some undertaking or coy use
of action in a matter requiring united
action. It functions to safe_
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merchant.
Village houses are made of unbaked mud bricks, fired bricks, or
combination of both. The fired brick homes are vastly better than tt-0
shapeless homes of unbaked bricks. The mud homes are quite uncomfortaule
during the rainy season, when cattle dung, urine, and mud accumulate,
and the houses become hot, smelly and full of mosquitoes. Chumzs
of mud are thrown about by the swishing of the cows' tails.. On_y a
few can afford a two-story house enabling the family to sleep u,stai3:s
away from the cattle. No house in the village has a chimney.
A panchayat is a group of leaders who meet to pass on judicii
cases or problems, or who convene to plan some undertaking or celtrse
of action in a matter requiring united action. It functions to sefe-
guard the interests of the landless tenants in the community, to
enforce tenancy legislation, and to act as the local agent for land
reform.
FARMING
There are two crop seasons in the agricultural year, the
autumn crop depending on the monsoon, and the dry-season crop, dependent
upon irrigation. Sugar cane is.the chief cash crop grown during the
first crop season. The chief crop of the second season is wheat.
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cools used for dry
-ivation are an ax and a spade for re-
moving weeds, a lash made of narrow strips of leather tied to a 2-
foot rod of bamboo, for steering oxen, an iron blade for cutting
grass and a plough.
Other items used are a log about four feet long
with 2 pegs for the attachment of ropes, a roller made of stone used
for crushing the mud lumps formed in the field after plowing, and a
bullock cart.
Some extra tools are needed for wet cultivation, particularly for
drawing water. There are two methods of drawing water from wells;
The persian wheel or thick jute rope and leather bag drawn over a
pulley by two bullocks yoked to the rope.
Another machine used by the villagers is the mechanical chaff
cutter. Every farming family in Rampur has one.
There are three iron sugar-cane crushers in the village, There is
one iron threshing machine.
Rampur's animal population includes one hundred three bullocks,
and bulls, about one hundred buffaloes, thirty eight cows, twenty
three goats, seven lambs, sixteen donkeys, one mule and one camel,
Cat le are valuable as draft animals, producers of milk, butter and
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Some extra tools
aye needed forwet cultivation,
particularly for
drawing water.
There are twomethods of drawingwater from wells;
The persianwheel or thick
jute rope and
leather bag
drawn over
apulley by two
bullocks yoked
to the rope.
Another machine
used by thevillagers is
the mechanical
chaff
cutter. Every
farming family in
Rampur has
one.
There are
three iron
sugar-cane crushers
in the village.
There is
one iron threshingmachine.
Rampur's animalpopulation includes
one hundredthree bullocks,
and bulls,
about one hundredbuffaloes, thirty
eight cows,
twenty
three goats,
seven lambs, sixteen
donkeys,
one mule andone camel.
Cattle are
valuable as
draft animals,
producers of milk,
butter and
ghi, and
because of theirdung. Dung is
used for two
purposes; as
fertilizer in
the fields and
as fuel. The
countryside is
almost tree-
less so dung
is a necessity
for fuel.
Its smoldering
fire is
excellent
for use withpottery cookingvessels. The
housewife
may go to the
fielt'r,
to the well,
or to spin in the
alley feeling
sure that the firewill
smolder on andgently simmer
the food.
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A ..6-
EDUCATION
There are two primary schools within the village, one for boys
and one for girls. There is a high school a few miles away. All
children, however, do not go to school. Of the 381 children ages
5-19 in Ramper, 147 boys and forty, girls attend school. The strugglci
to make a living is so serious, it may be hard to spare children
when their work is of real assistance to the family. When the vil/agel.
see educated
people who are unemployed, they sometimes question the
value of such training.
LIFE CYCLE
A Brahman connected with a family may officiate at vP_rius cere-
monies in the life of a person in Rampur: the first bath, the naming
ceremony, a boy's first hair-cut, and at marriage. Enormous amounts
of time
and money are spent on weddings. Most of the community is
involved in this ceremony. At death, the younger brother or son of tr,i.
dead man lights the crematory fire, then carries the ashes to the
Ganges. Thirteen days after a death, a ceremony is held at which
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value of such training.
LIFE CYCLE
A Brahman connected with a family may officiate at various cere-
monies in the life of a person in Rampur: the first bath, the naming
ceremony, a boy's first hair-cut, and at marriage. Enormous amounts
of time
and money are spent on weddings. Most of the community is
involved in this ceremony. At death, the younger brother or son of tr.,:
dead man lights the crematory fire, then carries the ashes to the
Ganges. Thirteen days after a death, a ceremony is held at which
Brahmans and children are feasted. Some months after a death, a feast
may be given to honor the dead man. People from many villages may be
invited.
THE DAILY ROUND
The men of Rampur work had and so do the women. A Jat house-
wife rises about 4:00 a.m. and grinds grain for the day. This may
take about two hours. There is never much floUr stored ahead of time.
Children generally work with their parents if they are not attending
school. They boy works with his father and the girl with hermother.
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THE DAILY ROUND (continued)
At dawn the housewife sweeps her house and perhaps collects cow
dung from the cattleshed, which she makes into cakes for fuel.
Then she goes to get water from the well, carrying two large pitchers
on her head, for she has to bring enough water to last until her
afternoon trip.
The women may work in the fields, but if there are children to
look after she stays at hove. Food is taken to the
men in the fields,
then the housewife has some time for herself. In the afternoon she
prepares food, gives fodder to the cows and bullocks at the house,
then goes on her second trip to the well.
The men come home from Ithe fields at sunset. Little boys bring
home the cows and bullocks which has been out to pasture and put them
in their sheds. After dinner, cots are pulled out for sleeping.
Men are seldom! seen at home; during the day they work in the fields.
They spend their spare time talking and smoking in the men's quarters
which may be many streets away. They also sleep in thesequaters.
ECONOMICS
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look after she stays
at home. Food is taken
to the men in the fields,
then the housewife has
some time for herself. In the
afternoon she
prepares food, gives fodder to the
cows and bullocks at the
house,
then goes on her second
trip to the well.
The men come home from'the fields at sunset.
Little boys bring
home the cows and bullockswhich has been
out to pasture and put
them
in their sheds. After
dinner, cots are pulled
out for sleeping.
Men are seldom! seen
at home; during the day
they work in the fields.
They spend their
spare time talking and smoking in
the men's quarters
which may bemany streets away. They also
sleep in these guaters.
ECONOMICS
Castes have traditionaloccupations. Each
caste is expected to
give certain services
to the families of othercastes. A carpenter
repairs tools,
a barber cuts hair; but theydo not necessarily
per-
form these services
for everyone. Eachman works for a particular
family or group of
families with which hehae hereditary ties.
His
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A -8-
ECONOMICS
His father worked for the same families before him, and his
son will
continue to work for them. The family or family head served
by an
individual is known as his "jajman," while the man who
performs
service is known as the jajman's "kamin." the jajman
pays his
kamins for their work in cash or grain. These
payments may be made
daily, monthly, or twice a year. Kamins may also receive free food,
clothing, house sites, use of tools, etc. The kamins often prefer
grain payments to cash.
If a Kamin leaves a village, he must
get someone to take his
place, usually a member of the same joint family. This does not happen
very often. If a jajman doesn't like his kamin's work it is hard to
replace him. The caste panchayat would punish a member who took
another's job. The jajmani system gives job
security.
The village laws of Rampur specify the kinds of work to be done
by the different castes and the rate of
pay.
e of Service
Rights Earned
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kamins for their work in cash or grain. These payments may be made
daily, monthly, or twice a year. Karains may also receive free food,
clothing, house sites, use of tools, etc. The kamins often prefer
grain payments to cash.
If a Kamin leaves a village, he must get someone to take his
place, usually a member of the same joint family. This does not happen
very often. If a jajman doesn't like his kamin's work it is hard to
replace him. The caste panchayat would punish a member who took
another's job. The jajmani system gives job security.
The village laws of Rampur specify the kinds el work to be done
by the different castes and the rate of pay.
Caste
Type of Service
Rights Earned
Carpenter
To repair farm tools
Blacksmith
Same as carpenter
Potter
Barber
To supply pottery
and give service
at weddings.
To shave and cut
hair; to attend
to wedding guests
80 pounds of grain
a year plus about
5 pounds at each
sowing season.
Same as carpenter
As much grain as the
pottery is worth.
Additional grain at
weddings.
At each harvest
as much grain as the
man can lift by him-
self. Additional grain
at weddings.
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ECONOMICS
Caste
Type of Service
Sweeper
LeatherwOrker
To prepare cow-dung cakes;
to.gather sweepings, to
remove dead mules and don7
keys; to collect cots and
give service at weddings.
If a man helps in farming
If he works whenever
his jajman wants him and
removes dead cattle.
A-9-
Rights Earned
Meals and grain twice
a day; at each harvest
as much gra3, n as the
man can lift by him-
self
and sm.;11 amounts
at weddings.
He gets 1/20 of the
proauce.
He gets 1/4 of the
produce and the
skins of the dead
cattle.
In addition to the above arrangement, a caste member will
exchange services with
a member of another caste. The tailor,
for instance, charges fixed rates in cash or grain for some castes,
but for the barber and washerman, he sews clothes free of charge
in return for their services.
Not all caste members fcllow their trade. In Rampur two car-
oenters are teachers, three Jats are carpinters, one of the Brahmans
is a tailor, one sells silk. Farming is open to all.
Washermen now have customers in Delhi. Some of the villagers
have gone to Delhi to look for work.
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RAMPUR, DELHI'
The Setting
FORM B
The village of Ran ur is fifteen miles west of Delhi.
About one thousand
people live in this village.
Here the most important caste is the Jat.
The;
own the land any, are the chief farmers.
The Jat is a good farmer and.
a hard
worker. During the summer months of April to June the
temperature may rise to 1150
The area is dry and has few
trees.,
Warm winds, starting in April, fill
the air
with sand and dust.
The monsoons come in Jul;: and August and bringhalf the
year's rainfall.
The weather finally gets cooler, anda dry wintry period from
October to January follows.
Because the rainfall varies from seventeen
to thirty-three inches, canals
and wells are needed to provide additionalwater.
There are eleven Persian
(bucket and wheel) wells and
eighteen hand-lever wells.
The latter are small
pits.
A long beam with a bucket attached at
one end is used as a /ever to draw
water.
There are four drinking wells in Rampur-- two for the untouchables and
two for' the higher castes,
There is a highway two miles from the village.
People with mil
or
vegetables to sell in Delhi sometimes catcha bus on this main road.
Sometimes
people walk to Delhi and back.
Most transportation in and out of the village
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worker. During the summer months of April to June the temperature may rise to 115(%
The area is dry and has few trees.
Warm winds, starting in April, fill the air
with sand and dust.
The monsoons come in July and August and bring half the
year's rainfall.
The weather finally gets cooler, and a dry wintry period from
October to January follows.
Evcause the rainfall varies from seventeen to thirty-three inches, canals
and wells are needed to provide additional water.
There are eleven Persian
(bucket and wheel) wells and eighteen hand-lever wells.
The latter are small
pits.
A long beam with a bucket attached at one end is used as a lever to draw
water.
There are four drinking wells in Rampur -- two for the untouchables and
two for: the higher castes*
There is a highway two miles from the village.
People with milk or
vegetables to sell in Delhi sometimes catch a bus on this main road.
Sometimes
people walk to Delhi and back.
Most transportation in and out of the village
is by bullock cart.
The villagers trade with the nearby towns where they sell
Ga
their extra grain and buy supplies.
There are 60 to 70 bicycles used by the
men who have jobs outside the village.
The Villa
The people live tightly crowded within sixteen acres.
Streets are not
arranged in an orderly. fashion.
There are no stores, no police station, no
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post office, no doctor.
The streets are wide enough for a cart.
All the house drains come
out on the streets.
One main street runs east-west through the village.
There are many small dead-end streets.
The two main buildings are the men's club houses.
Around the village stand piles of dung cakes.
Outside the village
a cane crusher is operated.
One may also see small shrines to the
village gods.
Within the village people are seldom alone,
Crowds follow a visitor
children play in large groups, men talk and smoke together, women spin it
their doorways or sit sewing together.
Cows and bullocks wander about
among the people.
Women carrying water from the wells are an attractive sight.
They
carry large nots on their heads, walking gracefully, often singing as
they go.
They wear full skirts, a shirt and shawl.
The skirts are
brightly colored.
Some women wear baggy trousers and a long blouse.
They wear heavy silver jewelry on their arms, necks, and ankles.
Men wear Western-type shirts, with the shirttails hanging down, and
either trousers or cotton "dhotis" (full, draped trousers).
They wear
turbans on their heads and sandals on their feet.
In wintertime, both
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cniiiaren
their doorways or sit
sewing together.
Cows and bullocks wander
about
among the people.
Women carrying water
from the wells are an
attractive sight.
They
carry large Dots on
their heads, walking
gracefully, often singing as
they go.
They wear full skirts, a
shirt and shawl.
The skirts are
brightly colored.
Some women wearbaggy trousers and a longblouse.
They wear heavy silver
jewelry on their arms,
necks, and ankles.
Men wear Western-type
shirts, with the shirttails
hanging down, and
either trousers or cotton
"dhotis" (full, draped
trousers).
They wear
turbans on their heads
and sandals on their
feet.
In wintertime, both
men and women may wearunderwear, sweaters, and
socks to keep warm.
There are twelve castes
in the village.
These families are:
78 Jat
15 Brahman
20 leather workers
10 sweepers
7 potters
5 water carriers
4 washermen
4 carpenters
3 harbors
2 calico printers and
tailors
1 blacksmith
1 merchant
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3
Houses are made of unbaked mud bricks, fired bridks1 or both.
The best
houses are made of fired bricks.
Those made of unbaked bricks are rather shape-
less.
The mad homes are quite uncomfortable during the rainy
season.
Cattle
make them smelly, they are hots muddy, and full of mosquitoes.
Very few families
can afford a two story house where they can sleep upstairs awa:.r from the oattlo.
No house in the village has a chimney.
nEmIaa
There are two crop seasons in the year.
The autumn crop depends on the
monsoons.
Sugar cane-iv the chief crop of this season.
The dry - season crop
depends on irrigation.
'Wheat is the main crop of this season.
Each farmer has an .ax and a spades
a lash for steering oxen, an iron blade
for cutting grass and a plough:
Farmers may share a log about four feet long
with two pegs for ropes,
a roller Made of stone used for crushing the mud lumps
in the field, and a bullock cart.
They need extra tools for drawing water for irrigation.
Every farmer in Rampur has a mechanical chaff cutter.
There are three
iron sugar-cane crushers in the village.
There is one iron threshing machine.
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Farming
There are two crop seasons in the
year.
The autumn crop depends on the
monsoons.
Sugar cane'is the chief crap of this
season.
The dry-season crop
depends on irrigation.
'Wheat is the main crop of this
season.
Each farmer has an ax and
a spade, a lash for steering oxen, an iron blade
for cutting grass and a plough;
Farmers may share a log about four feetlong
with two pegs for ropes,
a roller made of stone used for crushing the mud lumps
in the field, and a bullock cart.
The
-jneed extra tools for drawing waterfor irrigation.
Every farmer in Rampur has a mechanical
chaff cutter.
There are three
iron sugar-cane crushers in the village.
There is one iron threshing machine.
Cattle are used for field work.
The
produce milk, butter and ghi.
Their
dung is used as fertilizer and fuel.
There are vnr; fee trees in Rampur,
so
dung is a necessity as fuel..lt makes
a smoldering fire.
The housewife may go
Gi
to the fields, to the well,
or to spin in the elle:7 feeling sure that the fire
will smolder on and gently
simmer the food,
Schools
There is a school for boys and
one for girls in the village.
There is a
high school a few miles
away.
More boys
than
gir
lsgo to school.
About half
the children attend school.
riecause it is so hard to make
a living, many
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children help with the work at home.
1.112.11E221
A Brahman connected with the family serves at many ceremonies in the life
of a person in Rampur:
the first bath, the naming ceremony, a boy's first
haircut, and at marriage.
Much time and money are spent on weddings.
Most of
the 4iIlage has a part in this ceremony.
-When a man dies the younger brother or son lights the crematory fire then
carries the ashes to the Ganges river.
Thirteen days after a death, a ceremony
is held at which Brahmans and children are rested.
Some months after a death
a feast may be given to honor the dead man.
People from many villages may be
invited.
The Dail 7 Round
The nem of Rampur work hard and so do the women.
A Jap housewife rises aTcout
4:00 A.M. and grinds grain for the day.
This may take about two hours.
There is
never rach Xleur stored ahead of time. -Children work with their parents if they
are not in .school.
The boy works with the father and the girl with the mother.
At dawn the housewife sweeps her house and perhaps collects cow Armg from. the
cattleshed, which she makes into cakes, for fuel.
'Then she goes to get water from
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&en a man dies
the younger brotheror son Lights the
crematory fire then
carries the ashesto the Gangesriver.
Thirteen days after
a death, a ceremony
is held atwhich Brahmans
and childrenare feasted.
Some months
after a death
a feast may be given
to honor the dead
man.
People frommany villages
may be
invited.
The Daily Round
The nen ofRampur work hard andso do the women.
A Jae housewife
rises a-Nout
4:00 A.M. qadgrinds grain for
the day.
This may takeabout two hours.
There is
never much flour
stored ahead of time.
Children work with
their parentsif they
are not in school.
The boy works withthe father andthe girl with
the mother.
At dawn the
housewife
sweeps her house andperhaps collects
cow dung from, the
cattleshed, whichshe makes into
cakes for fuel.
Then she goes to
get water from
the well,
carrying two largepitchers on her
head, for shehas to bringenough
water to lastuntil her
afternoon trip.
The womanmay go to work in thefields, but if
there are childrento lbok
after she stays
at home.
Food is taken tothe men in thefields, then the
house-
wife has
some time for herself.
In the afternoon
she prepares food,
gives fodder
to the cows and
bullocks at the
house, then
goes on her second
trip to thewell.
The mencome home from the
fields at sunset.
Little boys bringhome the
cows
and bullockswhich have been
out to pasture
and put them in
their sheds.
After
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5
dinner cots are pulled out for sleeping.
Hen seldom are seen in the hone;
during the day they work in the home; during the day they work in the fields.
They spend their spare time taking and smoking in the ments quarters whichma:
CJ1
CZ,
many streets away.
They also sleep in these quarters.
Economics
Each caste is expected to give certain services to other castes.
A car-
penter repairs tools, a barber cuts hair; Lilt they do not have to do this
for
everyone.
Each man works for a particular family.
His father worked for the
same families before him, and his son vtl, do so.
The family head is called a
"jajnen."
The one who gives the service is called a nkanin."
The jajman pays
his kamins for their work in cash or grain.
Payment may he made daily, monthly,
or twice a year.
Kamins may also receive free food, clothing, land to builda
house on, use of tools, etc.
The kanims often prefer to be paid in grain rather
than mone:.
The village laws state the kinds of work to be done and how much shall
be
paid for the work.
The carpenter and blacksmith repair farm tools and get 80
pounds of grain a year plus about five pourids at each planting
season.
The
N1. , 1.,*q
+.1
nnnd rece-tver3 -e; much m'ain as the nots are
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L C)
Each caste is expected to
give certain services
penter repairs tools, a barber
cuts hair; but they do not
have to do this for
everyone.
Each man works for a particular
family.
His father worked for the
same families before
him, and his son mil do so.
The family head is called a
"jajman."
The one who gives the service
is called a "kamin."
The jajman pays
his kanirs for their work incash or grain.
Payment may be made daily$
monthly,
or twice a year.
Kamins may also receive free
food, clothing, land to build a
house on, use of tools, etc.
The kamins often prefer tobe paid in grain rather
than money.
The village laws state thekinds of work to be done and
how much shall be
paid for the work.
The carpenter and blacksmith
repair farm tools and get80
pounds of grain a year plus about
five pounds at each planting season.
The
potter supplies his jajman with
pots and receives as much
grain as the pots are
worth.
For his services at weddings
he receives more grain.
The barber shaves
and cuts hair and attends to guest
at weddings.
At each harvest he will re-
ceive as much grain as he canlift plus grain at weddings.
The sweeper makes
cow-dung cakes, gathers sweepings,
removed dead mules and
donkeys.
He also
serves at weddings.
For his service he receivesmeals and grain twice a day
and at harvest as much as he can
lift by himself.
He also gets grain- atweddings.
The leatherworker helps
the farmer and removes deadcattle.
For this he gets a
share of the crop depending upon
how much work he has done.
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6
A caste member will exchange serviceswith a member of another caste.
The
tailor, for instance, charges some castes for his services
but he sews clothes
free for the barber and washerman.
These two castes serve him without charge,
also.
Kat all caste members folrw their trade.
In Rampur two carpenter's are
teachers; three jets are carpenters.
One of the trahmins is a tailor; one
sells silk.
Farming iscven to all.
Uhshermen now have customers in Delhi.
Some of the villagers have gone to Delhi to look for work.
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FORM C
RAMPUR, DELHI
by
Andis Gustafson
The Setting
The village of Rajur is near Delhi, Most of the families
are eats. They ere good farmers and hard workers.
It .gets.very hot in summer. The air it filled with sand and
dust. The monsoons bring rain in July and August. It'is cool, dry,
and wintry from October to January.
The rain doesn't bring enough water for farming. The farmer
also uses water from canals and wells in his fields.
Two miles from the village is a highway. A bus runs on this
road. Some people walk to Delhi and back. Around the village,
people use bullock carts. No one owns .a car. Men who work outside
the village use bicycles.
The Village Scene
The village houses are close together. There are no stores,
no police station, no post office, no doctor in the village.
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14-
s- c
.aa
avru
ays-
acvw
situ
tc a
wo
a w srrslass W
a sar.YaaY
dust. The monsoons bring rain in July and August. Itis cool, dry,
and wintry from October to January.
The rain doesn't bring enough watar for farming. The farmer
also uses water from canals and wells in his fields.
Two miles from the village is a highway. A bus runs on this
road. Some people walk to Delhi and back. Around the village,
people use bullock carts. No one owns .a car. Men who work outside
the village use bicycles.
The Village Scene
The village houses are close together. There are no stores,
no police statiOn, no post office, no doctor in the village.
GIN
The streets are narrow. House drains come out on the streets.
(34
Around the village are piles of dung cakes. You would also
see a sugar Cane crusher and shrines to the village gods.
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The village Scene
(continued)
In the village, crowds follow a visitor. Children play in
large, noisy groups. Men talk and smoke together. Women spin in
their doorways. Cows wander among the people.
.Women carry large water pots on their heads. They carry
water from the wells. They wear bright-colored full skirts,
a
shirt and a shawl. Some wear baggy trousers anda long blouse.
They wear jewelry on their. arms, necks, and ankles.
Men wear western-type shirts, with the shirttails hanging
down. They wear either trousers or "dhotis." Theywear turbans
4-%
on their heads and sandals on their feet. In winter, both men and
women may wear underwear, sweaters, and socks to keep warm.
There are twelve castes in the village: Jet, Brahman, leather
worker, sweeper, potter, water carrier, washerman, carpenter,
barber, tailor, blacksmith, and merchant.
Houses are made of unbaked mud bricks, fired bricks or both.
The mud houses are uncomfortable in rainy weather. The cattlemake
them smelly. They are hot muddy and full of mosquitoes. No house
in the village has a chimney.
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C -
3-
FAR
MIN
G
There are two crop seasons in the
year. The main wet season
crop is sugar cane, The chief dry season crop is wheat.
Every farmer has an ax and a. spade. He has a plow and a lash
for steering oxen. He also has au iron blade for
cutting grass.
Farmers may share a log for smoothing a field,
a koller for
crushing lumps. they may also share a bullock cart.
Every farmer has a chaff cutter. There are three iron
sugar
can crushers in the village. Ther is one iron threshing machine.
Cattle are used for field work. They also give milk
Their
dung is used for fertilizer and fuel. It makes a smoldering fire.
The housewife
may go to the fields, to the well, or to spin in the
alley.
She feels sure that the fire will smolderon. It will gently
simmer the food.
SCH
OO
LS
There is a school for boys and one for girls in thevillage.
There is a high school a few miles away. Fewgirls go to school.
About half the village children
go to school.
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mismisszionsimms
C-
Farmers may share a log for smoothing a field, a koller for
crushing lumps. they may also share a bullock cart.
Every farmer has a chaff cutter. There are three iron sugar
can crushers in the village. Ther is one iron threshing machine.
dattle are used for field work. They also give milk. Their
dung is used for fertilizer and fuel. It makes a smoldering fike.
The housewife may go to the fields, to the well, or to spin in the
tiley.
She feels sure that the fire will smolder on. It will gently
simmer the food.
SCHOOLS
.There is a school for boys and one for girls in the village.
There is a high school a few miles away. Few gitls go to school.
About half the village children go to school.
LIFE CYCLE
The family's Brahman serves at ceremonies: The baby's first
bath, the naming ceremony, a boy's first haircut, and at marriage.
Much time and money are spent at weddings. Most of the village takes.
part.
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C-4-
LIFE CYCLE
(continued)
The ashes of a dead man are carried to the Ganges river by
a younger brother or son. Some months later a feast is given
to honor the dead man. People may be invited from many villages.
THE DAILY ROUND
The men of Rampur work hard. So do the women..A boy works
with his father. A girltworks with her mother. A housewife is up
before the sun to grind grain. She sweeps the house and collects
cow dung. Then she goes to the well.
She may go to the fields or look after the children. She takes
food to the men in the fields.
The men come home from the fields at sunset. Little boys bring
home the cows and bullocks.
At night cots are pulled out for sleeping. Men are seldom at
home. They have separate sleeping quarters.
ECONOMICS
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with his father. A girls :.works with her mother. A housewife is
up
before the sun to grind grain. She sweeps the house and collects
cow dung. Then she goes to the well.
She may go to the fields or look after the children. She takes
food to the men in the fields.
The men come home from the fields at sunset. Little boys bring
home the cows and bullocks.
At night cots are pulled out for sleeping. Men are seldom at
home. They have separate sleeping quarters.
ECONOMICS
Each barber works for one or more families. His father worked
Cr*.
for the same families, and his son will do so. At harvest the barber
is given as much grain as he can lift. He is given grain at weddings,
too. He will serve the tailor without pay. The tailor serves him with-
out pay. All the other castes have their families to work for,too
The man for whom another works is called a "jajman." The worker is
a "kamin.'
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C- -5 -
Economics (Continued)
All caste members do not follow their trade. In Rampuf
two carpenters are teachers. Three Jats are carpenters.
One of the
Brahmans is a tailor. Another sells silk. If they have land,
any caste may be farmers.
Some of the people in Rampur work for others. Washermen
have some customers in Delhi. Some men have gone to Delhi tolook
for work.
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STU
DE
NT
AC
TIV
ITY
01
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COLOR CHART
UNITED STATES GREEN
SOVIET UNION RED:
INDIA ORANGE
171
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STUDENT ACTIVITY # 2
SIZE
41rectione:
After you have colored the countries, cut them
out and answer the following statements.
1.
The United States is approximately
times bigger than
India.
2.
The U.S.S.R. is approximately_
times bigger than India.
3.
India is approximately
times bigger than the Trobriand
Islands.
Using one half sheet of 8s by 11" paper, make a pocket below to
hold all your countries.
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OH
IV{
JUUtPtap iiy zavyaum,sommsruo-Ly
India.
2.
The U.S.S.R. is approximately
times bigger than India.
3.
India is approximately
times bigger than the .Trobriand
Islands.
Using one half sheet of 80 by lift paper, make a pocket
below to
hold all your countries.
PAST
E
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tow
ior
e;
STU
DE
NT
AC
TIV
ITY
# 3
mow
.. #1/e
AC
\T
a ft
)
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SIUDENT ACTIVITY #14.
[03:7
The Himalaya mountain system.
The In do- Gangetic plain.
The desert region.
The Deccan plateau.
The Eastern and Western Ghats.
The Coastal Lowlands.
-
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it
Location
Delhi (N. Central
Calcutta (N. Eastern)
Bombay (W. Central)
Madras (S. Eastern)
Karachi. (W. Pakistan)
STUDENT ACTIVITY #5
CLIMATE OP INDIA
Hottest Month Rainfall Difference! iTemperature amount Temperature
4ATR4aIng
92
87 (May) 1
85* (May)
90
85* 1
1. 20-30 1.
2. 2.
3. 3.
4. 0 -100 4.
5. 0 -10 5.
MARCH, APRIL, MAY, JUNE DULY, AUGUST SEPTEMBER
1.
OCTOBER, NO
HOT RAINY
X Means time of the monsoon (June-summer, January- winter.)
t These temperatures are an average and not the highest or lowest.
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STUDENT ACTIVITY #5
CLIMATE OF INDIA
Hottest MonthTemperature
92'
87' (May)1
85* (May)
90
85' 1
1.
2.
3.
4.
5. )
Rainfallamount
1.
2.
3.
4.
D.Ifference inTemperature fromJanuary to June
AverageTemperature
20-30 58*
5e-100 67'
50-100 75*
50-100 77*8
0-10 5. 67'
I
MAY, JUNE JULY, AUGUST SEPTEMBER,I
I
OCTOBER; NOVEMBER DECEMBER, JAN,
RAINY
e monsoon (June-summer, January- winter.)
e are an average and not the highest or lowest.
COOL
170
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INDIA
STUDENT ACTIVITY #6
QUESTIONS
CLIMATE
What months make up the hot season?
(Color these light red)
What months make up the rainy season?
(Color these light blue)
What months make up the cool season?
(Color these light green)
4.
How many :_sasond does the country of India have and what are they?
Write in the difference in degree of temperature from JanUary to
June on your chart.
6.
Which city .has the greatest range in temperature?
7.
Which cities have the greater amount of rain?
Which one has the 3 esser amount?.
8.
In which months do we find monsoons?
Whir is it imnortant that the rainfall come at the warmest part of the
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How many seasond does the country of India have and khat are they?
Write in the difference in degree of temperature from January to
June on your chart.
6.
Which city has the greatest range in temperature?
7.
Which cities have the greater amount of rain?
.Which one has the ] esser amount?
8.
In which months do we find monsoons?
9.
Why is it important that the rainfall cone at the warmest part of the
year?
......
.e.
m
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STU
DE
NT
AC
TIV
ITY
f7
1.So
me
of th
e co
nsid
erat
ions
bas
ic to
the
prob
lem
s of
popu
latio
n m
ay
be in
trod
uced
by
a re
adin
g of
Mill
ions
of
Cat
s by
Wan
daC
a' g
.It
is n
otto
o di
ffic
ult t
o ha
ve c
hild
ren
thin
k in
term
sof
man
inst
ead
of c
ats.
Hav
e th
e pu
pils
put
thei
r he
ads
on th
e de
sk a
ndra
ise
thei
r ha
nds
whe
n th
ey th
ink
one
min
ute
is u
p.T
ell t
he c
hild
ren
that
in th
e sp
ace
of
one
min
ute
85 b
abie
s ha
ve b
een
born
in th
e w
orld
- in
the
next
hou
r -
5000
.In
one
day
, 120
,000
add
ition
al p
eopl
e w
ill h
ave
been
add
ed to
the
popu
latio
n.T
hink
of
this
in te
rms
of f
ood,
she
lter,
and
clo
thin
g.A
t
this
rat
e ap
prox
imat
ely
how
man
y ba
bies
will
be
born
this
yea
r?C
onsi
der
wih
t tha
t all
thin
gs b
eing
equ
al th
at in
6 o
r 7
hund
red
year
s ea
ch p
erso
n in
the
wor
ld w
ould
have
onl
y 3-
10 f
eet t
o liv
e on
.T
hj
incl
udes
mou
ntai
ns a
nd o
cean
s.
It is
impo
rtan
t for
chi
ldre
n th
inki
ng o
f w
orld
pop
ulat
ion
tore
aliz
e
that
1/3
of
the
popu
latio
n if
und
erfe
d an
d 1/
3 of
the
popu
latio
n is
ill
fed.
It is
in th
ese
area
s th
at th
e bu
lk o
f po
pula
tion
is c
ente
red.
How
man
y ch
ildre
n kn
ow th
at o
ur c
ount
ry, n
o do
ubt t
houg
ht o
f as
bei
m
the
land
of
mild
and
hon
ey, w
ould
be
able
to s
uppl
y on
ly 1
cup
of
rice
pE
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popu
latio
n,T
hink
of
this
in te
rms
of f
ood,
sne
icex
, an
r:io
tnin
q,
this
rat
e ap
prox
imat
ely
how
man
y ba
bies
will
be
born
this
yea
r?C
onsi
der
wir
it th
at a
ll th
ings
bei
ng e
qual
that
in 6
or
7 hu
ndre
dye
ars
each
per
son
in th
e w
orld
wou
ld h
ave
only
3-1
0 fe
et to
live
on.
l'hi
incl
udes
mou
ntai
ns a
nd o
cean
s.It
is im
port
ant f
or c
hild
ren
thin
king
of
wor
ld p
opul
atio
n to
rea
lize
that
1/3
of
the
popu
latio
n if
und
erfe
d an
d 1/
3 of
the
popu
latio
n is
ill
fed.
it is
in th
ese
area
s th
at th
e bu
lk o
f po
pula
tion
is c
ente
red.
How
man
y ch
ildre
n kn
ow th
at o
ur c
ount
ry, n
o do
ubt t
houg
ht o
f as
bei
m
the
land
of
mild
and
hon
ey, w
ould
be
able
to s
uppl
y on
ly 1
cup
of
rice
Ix
pers
on if
it d
istr
ibut
ed a
ll its
sur
plus
foo
d to
all
the
wor
ld's
und
er-
nour
ishe
d pe
ople
.
2.A
sk c
hild
ren
to h
ypot
hesi
ze w
hat h
as b
roug
ht th
e ph
enom
enal
gro
wth
rate
in th
e w
orld
.
3.R
ead
"One
Man
's F
amily
."D
iscu
ss w
hat e
ffec
t the
gro
wth
of
popu
lati(
had
on th
e av
aila
bilit
y of
far
m la
nd f
or th
e M
iller
fam
ily.
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.MH
Z11
=M
IM=
E
in order to show the possible consequences of failing to meet the
population problem, read and discuss the "Challenge of Man's Future.
*Material in Appendix
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STUDENT ACTIVITY #7a
What type of graph did you make?
Which country has the largest population?
What is India's population?
What is the United States population?
What is the Soviet Unions population?
What must all graphs have in order to help you read them?
Did you enjoy this lesson? Why.. or Why Not
184
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,;
ONE MAN'S FAMILY
Z'in the eve of his ninety-fifth birthday, John Eli Miller died in a
farmhouse near Middlefield, Ohio, forty miles southeast of Cleveland.
To
mourn his passing he left perhaps tha largest number of living descendants
any American has ever had.
He was survived by five of his seven children, sixty-one grandchildren,
383 great-grandchildren and six great-great-grandchildren - grand total of
410 descendants.
John Miller saw with his own eyes a population explosion in his own life
time.
His data were not statistics on a graph or chart, but the scores of
children at every family gathering who ran up to kiss Grandpa - so many that
it confused the poor old man.
His confusion can be forgiven for there were
among them no less than fifteen John Millers, all named in his honor.
And
what young man, much less an old one, could remember just who their parents
were?
The remarkable thing about this great clan was that it started with-
family of just seven children.
This was actually a little smaller than the
.typical family among the Amish, who average 8.4 children.
Two of his children died in early life:
Samuel Miller, who left six
children when he die:1 at forty, and Lizzie (Mrs. Jacob Farnwald), who left
four when she died at twenty-eight.
During most of his life, therefore, John Miller's family was not un-
usually large.
He just lived long enough to find out what simple multi-
plication can do.
Of the sixty-three grandchildren born to John Miller's
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4iiijolimod to, survive him; all but six are now grown and
-Aniof.341 great-grandchildren born'to the families of his
fifty-five married grandchildren, only three had died, two in infanc.i, and
one in an accident.
All six of his great-great-grandchildren were born
during his last year and were healthy infants,
A major factor in the world-wide population crisis was vividly evident
in John Miller's family - nearly all the children born in the twentieth
century, who enjoy the benefits of modern medicine, are growing up to be-
come adults and to have families of their own.
A century ago, the ravages of smallpox, typhoid fever, tuberculosis,
diptheria, and the many fatalities at childbirth would have left a far
different picture in a large. rural family.
Even though the Amish live in
rural areas, they avail themselves of the benefits of medical care.
Most
Amish children are born in hospitals.
While the sharp reduction in infant mortality and childhood disease
is a happy development, it means population grows rapidly.
The Miller family offers a good example:
John Miller had seven
children
his childrel, averaged nine offspring; arld his married grand-
children had averaged six when he died.
Six married great grandchildren
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in John Miller's family
- nearly all the children born in the
twentieth
century, who enjoy the benefits ofmodern medicine,
are growing up to be-
come adults and to have families of their
own.
A century ago, the
ravages of smallpox, typhoid fever,
tuberculosis,
diptheria, and the
many fatalities at childbirth would
have left a far
different picture in
a large rural family.
Even though the Amish live in
rural areas, they avail
themselves of the benefits of
medical care.
Most
Amish children are born in
hospitals.
While the sharp reduction
in infant mortality
and childhood disease
s a happy development, it
means population grows rapidly.
The Miller family offers
a good example:
John Miller had seven
chil_iren; his children
averaged nine offspring; and
his married grand-
children had averaged sixwhen he died.
Six married great
grandchildren
had one each.
These were not unusually large
families among the Amish
no' among the rural families
of other Americanc in
the past century.
Yet
OC
this clan numbered 410
when Miller died.
At the end of his life, the
postman was bringing John
Miller word of
the birth of a new descendant
on the average of once
every ten days.
This
rate would have accelerated
to one every other day
as his more than three
hundred great-grandchildren
by their first wedding
anniversaries.
So great is the rate
of population growth thathad John Miller lived
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OC
3
one more decade he would have seen more descendants born to him than in
all his ninety-four years Of life.
He could have counted at least one
thousand living descendafts!
What did John Miller think about his family?
Did it worry him to
see it growing so large?
Indeed it did.
Significantly, his concerns were
the very ones that the population scientists, the economists, and the
sociolo:sts have been voicing.
He was not an educated man, for the Amish
still believe eight grades of education in a one-room country school is
sufficient.
But John. Miller summarized it in one simple question.
"Where
will they a)1 find good farms?"
In 1F390t it took just one farm to support John Miller and his family.
By 1920, his grown children acquired farms of their own.
When he died,
'his five surviving children lived on five farms, one with him on the old
farm, another on a neighboring farm, two more on farms in other Ohio
communities, and a fifth in Delaware.
His married grandchildren were
living on about fifty farms.
His eight married great-grandchildren were
living on eight more farms in five
different states.
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s-ee- rrgruvrriTT-7-77177777-
the very ones that the population scientists, the economists, and the
sociologists have been voicing.
He was not an educated man, for the Amish
still believe eight grades of education in a one-room country school is
sufficient,
But John. Miller summarized it in one simple question.
"Where
will they all find good farms?"
In 1890, it took just one farm to support John Miller and his family.
By 1920, his grown children acquired farms of their own.
When he died,
his five surviving children lived on five farms, one with him on the old
farm, another on a neighboring farm, two more on farms in other Ohio
communities, -nd a fifth in Delaware.
His married grandchildren were
living on about fifty farms.
His eight married great-grandchildren were
iivi_ng on eight more farms in five
different states.
And within the next twenty years, it will require at least 330 farms
for his other r.Treat-grandchildren, as they marry:
Some will take over old
farms now in Amish hands.
But most will have to buy farm,: now Occupied by
non-Amish farmers who will sell out to them. - if they can find such farms.
It was when the great-grandchildren started reaching the age of marriage
that this problem suddly mushroomed into a full-blown crisis.
These
Miller descendants were coming so fast, one every ten days during the last
year of his life, that John Miller could not be blamed for wondering whore,
twenty years hence, eighty acres of clood farmland was going to be found
every ten days.
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TH
E C
HA
LL
EN
GE
OF
MA
N'S
FU
TU
RE
A f
amily
of
10 p
eopl
e en
tere
d an
uni
nhab
ited
rive
r va
lley
abou
t 10,
000
squa
re m
iles
Lur
ing
the
Ston
e A
ge.
Seei
ng th
e ab
unda
nce
of g
ame,
veg
etat
ion
and
wat
er, t
hey
settl
ed.
The
ir to
ols
wer
e fi
re, s
tone
impl
emen
ts, s
ears
,an
d bo
ws
and
arro
ws.
The
y ga
tiere
d th
eir
food
and
hun
ted
anim
als.
The
y le
d a
happ
y lif
e of
plen
ty a
nd m
ail,
child
ren
wer
e bo
rn.
The
re w
ere
som
e de
aths
, of
cour
se, b
ydi
seas
e an
d ac
cide
nts,
but
aft
er 3
0 ye
ars
the
colo
ny n
umbe
red
20pe
rson
s;af
ter
60 y
ear;
ther
e w
ere
40 p
erso
ns, o
f w
hich
onl
yon
e, b
y th
en a
ver
y ol
dm
an, h
ad b
een
one
of th
e fi
rst s
ettle
rs; a
nd b
y th
e 12
0th
year
ther
e w
ere
160
pers
ons.
Hun
ters
'oul
d on
ly g
o ab
out 1
5 m
iles
sinc
e if
they
wen
t fur
ther
the
mea
t wou
ld s
pill
befo
re th
ey g
ot it
hom
e.B
y th
e 13
0th
year
, the
hun
ters
foun
d th
ey c
oild
not
get
eno
ugh
gam
e in
thei
r hu
ntin
g gr
ound
s to
fee
d th
ela
rger
num
ber
of p
eopl
e.Q
uarr
elin
g br
oke
out i
n th
e co
lony
and
som
e of
the
peop
le w
elt t
o ot
her
part
s of
the
valle
y an
d es
tabl
ishe
dse
ttlem
ents
of
thei
r ow
n.
By
the
210t
h ye
ar a
fter
the
firs
t gro
up o
f 10
peo
ple
cam
e in
to th
efe
rtile
val
lel
the
popu
latio
n ha
d pa
ssed
100
0 an
d th
ere
wer
e 10
set
tlem
ents
,
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plenty and mail, children were born.
There were some deaths, of course, by
disease and accidents, but after 30 years the colony numbered 20 persons;
after 60 years there were 40 persons, of which only one, by then a very old
mart, had been one of the first settlers; and by the 120th year there were
16a persons.
Hunters could only go about 15 miles since if they went further the
meat would spoil before they got it hkfme.
By the 130th year, the hunters
found they cold not get enough game in their hunting grounds to feed the
larger number of people.
Quarreling broke out in the colony and some of
the people welt to other parts of the valley and established settlements of
their own.
By the 210th year after the first group of 10 people came into the
fertile valley
,the population had passed 1000 and there were 10 settlements.
BY the 225th dear there were 15 settlements, 2000 people and all the land
in the valley was taken
up by family groups.
But there was
plenty of
fooe and the population was still growing.
In these valley settlements the people shared the work and shared the
food after ituras collected.
Once in a while 2 or more settlements would
band together and hunt
a large herd of game, but there was not much or-
ganizqtion aswc know it today.
The people were very careful not to go on
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2
the property of their neighbors.
They knew all about the living things
around them - the habits of the animals, the properties of the plants, the
poisonous or ion - poisonous nature of the grubs, termites, lizards, and other
possible foods..
They wert keen observers, agile and alert, and often showed great
ability to mate animal sounds.
They were strong and when hard times came,
they could laft a long time on very little food.
In times of plenty they
gorged themselves.
They moved around frequently and did not own much.
Most valuable to them were things useful in gathering food.
250 years after the fit people had come, people began to notice that
.the animal population began to get smaller.
Now tools were invented to
improve huntitg but there never seemed to be enough food gathered to feed
all the people.
New foods were tried.
Some they learned poisonous, but
they soon learned to eat many kinds of rodents, caterpillars, ants, termites,
larvae, snakes, and lizards.
People began to die sooner, particularly children.
In the 275th /ear
a family group left the valley and struck out across the desert to find a
better life.
During the following years and centuries many more family
:;1111e1MMIEN=
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they could last a long time on very little food.
In times of plenty they
gorged themselves.
They moved around frequently and did not awn much.
Most valuable to them were things useful in gathering food.
250 year; after the first people had come, people began to notice that
the animal population began to get smaller.
Now tools were inyinted to
improve huntiig but there never seemed to be enough food gathered
to feed
all the people.
New foods were tried.
Some they learned poisonous, but
they soon learned to eat many kinds of rodents, caterpillars, ants, termites,
larvae
snake;, and lizards.
People began to die sooner, particularly children.
In the 275th year
a family group left the valley and struck out across the desert to find
a
better life.
During the following years and centuries manymore family
groups were tip follow these first emigrants.
The population continued to grow, but slowly.
By the 300th year there
were 5000 persons and for the next 250 years the population went
up and
down bstweenk500 and 5500 depending
on the food supply.
People expected
to live a harft life with very little food.
There were tribal legends about
a time; long ago, when there had been plenty of food and the people
had been
happy and contented.
But few people believed these legends.
A religion evolved amoung the valley people.
They had a god who was
all pOwerful and who brought thunder and rain, good luck
or bad, plenty of
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food or none.
They worshipped the
sun, moon and stars.
They respected
their dead and viewed the body
and soul as two different
things.
They had'
magicians and believed that
these magicians could bring
good or evil to
People, make rain, and stop
storms.
During the 700th
year the people were struck by disease
and all but
1000 people were killed.
However, shortly after the
catastrophs came
another age of plenty.
The supply of edible animals
increased and for 100
years there wars enough food.
But the population
once again reached the limit that
the land could
support and hared times, which had
been forgotten,
came again to the valley.
Thus life went
on in the valley for several
hundred more years.
The
,
population usually
was around 500'O but from time
to time a sudden catastrophe
killed many people.
Then, a ti_me
came when strangers came into the
valley and brought with
them some domesticated
animals (sheep, goats,
cows) and simple farming
methods.
Soon animal domestication
and farming became
part of the lives of
most of the people in
the valley.
200 years after the
strangers entered the
valley the population
increased 5 times to 25000.
In still an (1-.11or 100
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years there was enough food.
But the population once again reached the limit that the land could
support and haml times, which had been forgotten, came again to the. valley.
Thus life went on in the valley for several hundred more years.
The
population usually was around:5000 but from time to time a sudden catastrophe
killed many people.
Then, a time came when strangers came into the valley and brought with
them some "domesticated animals (sheep, goats, cows) and simple farming
methods.
Soon animal domestication and farming became part of the lives of
most of the people in the valley.
200 years after the strangers entered the
valley the population increased 5 times to 25,000.
In still another 100
Years, it had reached 150,000.
For 200 more years life in the valley was
happier than it had been since the times, hundreds of years before when the
first family of food-gathers had entered anc3 made their homes.
In the (AA days no one had had much free time, but now, with farming
And domesticated animals, one man could feed more than his family alone.
Suddenly man had time' to do other things.
Some became tool-makers; others
became potters; others became spinners and weavers.
People learned better
ways of doing things.
1-eople no lonier needed tomove around so muchand small permanent
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4
`Aghich usually contained from 200-300
people.
TdaXly 3 of the villages changed into cities, each built around a
RO4100*'The cities were born on the river, which was their highway to bring
fobd for their many inhabitants.
Many different jobs were created by the
coming of the city. There were salesmen, (traders) tool-makers, government
,r)
workers, soldiers,sailors.
All trade went on at the temple.
Farmers and
craftsmen brought their products and received food and tools from the priests
in exchange.
Since farming had taken over from food-gathering, the religion of the
valley had changed.
The all-powerful god of magic and luck changed to a mother goddess of
the fertile earth.
The witch .doctors and magicians of the food-gatherers
were the ancient ancestors of the priests of the temples, built in honor of
the mother goddess.
Population of the valley continued to increase and irrigation systems
were built to make more land good for fanning.
The age of metals arrived
and the smith became a very important person, creating, it seemed magically,
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craftsmen brought
their products
and reeelvec,.
in exchange.
Since farming had
taken over fromfood-gathering, the
religion of the
valley had chAnged.
The all-powerful
god of magic
and luck changed
to a mother
goddess of
the fertile earth.
The witch .doctors
and magicians
of the food-gatherers
were the
ancient ancestors of
the priests of
the temples,
built in honor of
the mother
goddess.
Population of the
valley continued to
increase and irrigation
systems
were built to
make more land
good for
farthing.
The age of metals
arrived
and the smith
became a very
important person,
creating, it seemed
magically,
objects of metal
from piles of
stones.
Writing was invented.
Ships were
built and goods were
traded with
people from distant
lands.
P. few hundred years
after farming
had been brought to
the valley and
L.-
A25 hundred years
after the first
family of food-gathers
had come, the
-n
population reached
1,000,000.
The age of the
city had come and
there was a
surplus of food.
This surplus was never
large, since there were
always more
mouths to feed, but ever
since field farming
and particularly
the harnessing
of the ox to the
plo*, farmers could
produce more food
than they neededfor
their own
Just because they were
producing food for
city workers, you
shouldn't
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STUDENT ACTIVITY
*9
THE PEOPLE
The population
of the Republicof India is
about 490
million- -
about
and one-half
times the population
of the United
States.
Since India is
about one thirdthe size of
the UnitedStates, it is
a crowded land,
especially in the
towns.
There are large
areas, however, inwhich few
people live.
These are regionswhere it is
extremely wet
or extremely dry,
or
where the hills
and mountains
are very rugged.
Many different
groups make up India's
population. Several
million peoplebelong to primitive
tribes that
live in the
remote
hills and
jungles of India.
Many of these
tribes live inmuch the
same way as the
American Indians
did before
the white
men came.
However, some ofthe people
are gradually
settling in
farm villages.
The Hindus
are the most numerous
of the people
of India. They
follow Hinduism,
the religion
that Rama*
followed. There
are more
than 400 million
Hindus in India.
The Hindus
are divided intomany differentgroups. Some,
such as priests,
are considered to
be much betterthan others.
They belong
to the highest
class, or
caste, of Hindus.
They will
not marry
or even eat with
people of low
caste.
Many modern
Hindus do not
like the
caste system.
They
believe
it iswrong to force
a man to remain in
a certain class
because he
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THE PEOPLE (continued)
happened to be born
in that class.
This system is
being slowly
discontinued. The
constitution of the
Republic of India
forbids
discrimination
on the basis of
caste. Itguarantees that
every citizen
shall have equal
rights under the
law.
Although the largest
number of people
in India
are Hindus, there
are other religions
in the country.
AboUt fiftymillion Indians
are
Moslems. AlthoughBuddha wls
an Indian, todayfewer than
one out of
every one hundred
Indians is a Buddhist.
Some Indians
follow the
Sikh religion,
which combines
beliefs of bothHinduism and
Islam,
C.7)
the religion
of the Moslems.
In the regionsnear the Himalayas,
there are peoplewith varying
amountsoof Mongolian
blood. Some of
them are Buddhists,
but most of
them have adopted
some form of Hinduism.
Other peoples
with Modgolian
blood are found
along thenortheastern boarder.
You would find
it difficult
to recognize
a Christian,
a Hindu,
or a Moslem by his
features. However,
inIndia, the
kind of clothing
a person wears
may show what
religion he belongs
to. Some Hindus
of the highest
class alsowear marks on their
foreheads. These
in-
dicate their
beliefs.
India, like
the UnitedStates, is
a "melting pot"
of many kinds
of people.
That is what
makes thecountry so interesting
and the
streets of the
towns so colorful.
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STUDENT ACTIVITY #10
EVALUATION SHEET FOR ILLUSTRATIONS
OF
THE PEOPLE OF INDIA
Following is a check list for you to evaluate your own illustra-
tions of the people of India.
Check yes or no to answer each
question about your illustrations. Then give yourself one point
for each yes answer.
Finally, total your score.
YES
NO
1.
Did you include light-skinned people
as well as dark-skinned eople
2.
Did you show some men wearing Western
clothing; that is
clothing such as
that worn in the United States?
3.
Did you show a woman wearing.__!ari?
4.Ridt211show a man wearing a dhoti?
---___
5..__Did you who a man wearin
fez?
I;"4
i1
ST
-or
c4t t
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71nr
37s
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THE PEOPLE OF /NDIA
Following is a check list for you to evaluate your own illustra-
tions of the people of India.
Check yes or no to answer each
question about your illustrations. Then give yourself one point
for each yes answers
Finally, total your score.
YES
NO
1.
Did you include light-skinned people
as well as dark- skinned people
2.
Did you show some men wearing Western
clothing; that is, clothing such as
that worn in the United States?
3.
Did you shgyammia2Ly2211.1112!ari?
4.
Did you show a man wearing a dhoti?
5.
Did You who a man wearinga fez?
6.
Did you show a man wearing a turban?
7.
Did you show a man wearing a flat em-
brow dared hat?
,
.
R.
Did you show a man wearing a cone-
shaped hat?
9.
- -
Did you show a man wearing trousers
and a tight-fitting jacket?
10.
Did you show a man with very little
clothing; just a light wrap, similar
to a short skirt?
--
11.
.
Did you show some women wearing a lot
of iewelryy
12.
Did you show a woman wearing long
trousers, blouse and veil'?
13.
Did you show people heavily veiled,
such as the Moslems?
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STU
DE
NT
AC
TIV
ITY
FAC
TS
WE
KN
OW
AB
OU
T I
ND
IAN
VIL
LA
GE
LIF
E
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20A
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---
Every village
has a well
$
Monsoon is not
important to
farmers.
--- -,..
People belong
to castes
Village life
centers arounc
the water supp7ye..
Some
is dor
use c
"OverIrriw
usec
suppl_N,
wi-
rialan-Fillag
are well edu-
cated
s 10%
of people o-
ndia live in,
villages
The villagers
celebrate when
crops are good
Indian vil-
lages are
,slowly changin
Rice is plant
by hand
Live in mud-
walled
houses
Clothes are
washed in wash
ing machines
Land is divid d 40%
among family land
members
-rteClothes are
dried on the
ground
Spinning of
cloth is don:
by some women
MIIMINSIIm
Beds are
made of bamboo
and wood
Jugs of Thre
water are car- is d
ied on the hea s mac
of men.
20(,-1 21'
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Monsoon is not
important to
farmers.
People belong
to castes
Village life
centers aroun.
the water supp.y
Some threshing
is done by th-
use of aimal
s --15Fer 'TAT-
of people o-
ndia live in,
villages
The villager..
celebrate whe*t
crops are good
Indian vil-
lages are
.slowly changin
..
Irrigation is
used to
supply crop
. -...._
[ Live in mud-
walled
houses
Clothes are
washed in wash-
ing machines
Land is divid:d
among family
members
40% of the
land is farme .
NIIMINft MOWN. ostaNks Anoil
Spinning of
cloth is dons
IP some women
Beds are
made of bamboo
and wood
Jugs of
water are car-
ied on the hea.s
o men.
Threshing
is done by.
machines.
............ .arasim..
210
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STUDENT ACTIVITY #14
PUZZLE FUN
le
The four caste groups are supposed to have sprung from various parts of
the
of the first man, Brahman.
2.
is a large peninsula of Southern Asia.
3.
A seasonal storm is a
.111
.111
1111
4.
The name for the unfortunate people who do not belong to a caste.
5.
Your name is
6.
The name of the priestly caste that stands at the top of the social
pyramid.
7.
The name of the main religion of India.
8.
The name of a river that is about 1,557 miles long and begins in the
Himalayas.
9.
The four main social groups are called
10.
The Caste System is a
by which villagers
can live and work together.
11.
There are
major social groups called castes. (number;
Do you feel that membership in a caste is important to the villagers?
Yes or No
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/
..
1
i -
A Z
-
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Rampur
RAMPUR
STUDENT ACTIVITY #16
POINTS
Ccmparigon Chart
CHELMSFORD
It is a
It is located
1
The highest temperature may
rise to
1.
The cl,asest highway is how far
awa
Water is rovided by
2
The means of transportation
are
Are there any organizations
such as Police, firementetc.
If so, what are the
Women wear
3
Men wear
3
Houses are made of
1
The local leaders
are called
2
---
Cattle are useful because they
produce
3
_--
Approximately how many of the
Child---M152.tc)122lool?-
Do more boys than girls go to
school?
1
Who takes part in wedding cere
monies?
What type of ceremony is con-
ducted when a person dies?
______
A housewife gets, up at what
time?
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STUDENT ACTIVITY #16
Rampur
RAMFUR
POINTS
A housewife's daily duties
5
include
Men spend their day in what
manner?
(continued)
Comparison Chart
CHELMSFORD
How is the pay for services and
work determined?
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STUDENT ACTIVITY #17
1.
In order to give the children a feeling for change, do the following
activities.
a.
change the seating plan
b.
insist that children address their. classmates as Miss or Mr.
c.
have the children wear name tags Miss or Mr.
d.
have children place their names in the middleaTgar papers
rather than on the top.
e.
have children enter and exit by different doors
f.
insist that the children stand when speaking
2.
At the completion of the experiment discuss the following:
QUESTIONS:
Are you just as satisfied:doing it this way as you were doing it-your
own way?
Establish the purpose for each'situation.
Ask:
CT1
Are we still accomplishing the same purpose?
What are your reasons for objecting to the change?
Is change easy?
What questions do you have about the change?
Would you like to change?
(Try to have the children relate this to
their daily lives, i.e. moving,. change in school schedule.)
3.
To show the purpose of development taking place in the rural areas of
India, and to point out some of the barriers to change, have the children
Perform the play Ram Patil, Student Activity Number 17.
Have the children
watch and listen to the play twice,
The first time will be purely for
enjoyment.
The second time have them try to pinpoint the reasons for the
reluctance of the people to change.
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Characters:
Setting:
Pam:
SITA:
BULU:
CHANDU:
RAM:
LUXMI:
RAM:
STUDENT ACTIVITY #18
RAM PATIL
Ram
the father
Sita
the mother
Bulu
the son
Luxmi
the daughter
Chandu
the grandfather
A small village in India - -early in the morning.
.-
I/VE JUST COME FROM THE CENTER,
A MAN FROM THE STATE HAS JUST TOLD
US ABOUT A NEW WAY TO PLANT RICE.
HE WANTS ME TO TRY IT.
BUT RAM, WE DON'T HAVE VERY MUCH LAND.
IF THE RICE DOESN'T GROW,
WE WON'T HAVE ENOUGH TO EAT.
WHY DO WE HAVE TO TRY IT THE NEW WAY, FATHER?
WHY CAN'T WE KEEP
ON PLANTING RICE THE WAY WE ALWAYS HAVE?
I DO NOT THINK THAT WE SHOULD TRY IT.
WE SHOULD BE THANKFUL TO GOD
FOR WHAT WE HAVE.
EACH YEAR WE SEEM TO HAVE LESS RICE.
THERE MUST RE SOMETHING WRONG
SOMEWHERE.
THE MAN SAID THAT THE SOIL NEEDS FOOD JUST AS YOU CHILD
REN DO.
BUT WE HAVE ALWAYS ASKED GRANDFATHER WHAT TO DO.
WON'T WE DO WHAT
HE SAYS?
I'M AFRAID THAT NEXT YEAR WE WILL NOT HAVE ENOUGH RICE TO FEED OUR
GROWING FAMILY.
THE MAN FROM THE STATE HAS GONE TO SCHOOL Te) LEARN
HOW TO GROW BETTER RICE CROPS.
HE WANTS TO HELP US.
WE Mtr'? 00 AS
HE SAYS.
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STUDENTACTIVITY
#19
REVIEWPUZZLE
1.
Whatevery
Indianvillagemust
have.
2.
This is
the
month
of the
summer
monsoon.
3.
One of
themain
foods
grown in
India.
4.
Thepeople
in thevillagesbelong
to this.
5.
Aflaveringused in
Indian
food.
6.
One of
themost
famous
leaders
in
India.
7.
A style
of
headgear.
8.
This
iswhere
most of
thepeople
of
India
live.
9.
This is
the
name of
thehighest
caste.
10.
A heavy
rain
andwind
storm.
11.
The
mountain
regionof
India.
12.
The
lastmonth
of the
rainy
season.
13.
Amethodused
to
supplywater
to thevillages
and
fields.
14.
The
regionwhere
thebest
farmland
is
located.
15.
Agroup of
leaders
whomeet
and
decide
on the
village
problems.
16.
This
country
ruled
India
beforeshe
got she
got her
independence.
17.
Thesewomen
are
heavilyveiled
aftermarriage.
18.
Asacred
river
in
India.
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5.
Aflaveringused in
Indian
food.
6.
One of
themost
famous
leaders
in
India.
7.
A style
of head
gear.
8.
This iswhere
most of
the
people
of India
live.
9.
This is
the
name of
thehighest
caste.
10.
A heavy
rain
and wind
storm.
11.
The
mountain
region
of
India.
12.
The
lastmonth
of the
rainy
season.
13.
A methodused
to supplywater
to thevillages
and
fields.
14.
The
regionwhere
the best
farmland
is
located.
15.
Agroup of
leaders
who
meet anddecide
on thevillage
problems.
16.
Thiscountry
ruled
Indiabefore
she got
she got
herindependence.
17.
These
women
are heavily
veiled
aftermarriage.
18.
A sacred.river in
India.
00
19.
What
a man in
India
mightwear.
20.
This is
the main
religion
of
India.
21.
The
continent
on whichIndia
is
located.
22.
What
a woman
in Indiamight
wear.
23.
This
group of
people
never cut
their
hair.
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TU
DE
:A
.0V
I-
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STUDENT ACTIVITY #2I
MAP SKILLS - REVIEW
1.
Locate and label the Ganges River and the Brahmaputra River.
2.
Color the Mountain region of India light brown.
3.
Color the Northern Plain region light
green.
4.
Color the Plateau region light yellow.
N.)
5.
Locate and label in this way to show the Eastern Ghats and the Western
Ghats.
6.
Color red the two sections where most of the Moslems live, thatwas pax
of India until India won independence.
7.
Label the following:.
a.
Put an S on the regions where spices are
grown.
b.
Put an R on the regions where rice is
grown.
C.
Put an
I'on the regions where you would find fish.
d.
Put an
where you would' find wheat.
e.
Put an t where you would find citrus fruit.
8.
Put the numeral 8 where. you would find
Rampur.
9.
Put the numeral 9 where you would find thecapital city of India.
10.
If given the chance, would You like to live in India for
a short time.
Explain your answer.
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6.
Color red the two sections where most of the Moslems live, that was pax
of India until India won inde endence.
7.
Label the following:
a.
Put ar S on the regions where spices are grown.
b.
Put an R on the regions where rice is grown.
c.
Put an F on the regions where you would find fish.
d.
Put an
TTwhere you would find wheat.
e.
Put an C where you would find citrus fruit.
8.
Put the numeral 8 where you would find Rampur.
9.
Put the numeral 9 where you would find the capital city of India.
10.
If given the chance, would you like to live in India for a short time.
Explain your answer.
41
11.
a.
How are the Indian people like us?
h.
How are they different from us?
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JttILjV
`,;;Ci A
I
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00 fro. 60 ; CS
.
1 25 i Tu
4
i
1
1
.
.-. .
.
....-.... .
40.
i
1. --,-,
4
4 .
glis 165 4
,
1
/JO /5
.
a'A I/r / ea ' (14' /45'o c)c,- .
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LocationMean Jan.temperature
Meantemperaturein hottest
monthAverage between
these means
AnnualRainfall(Inches)
Delhi northcentral 58 92..(June) 34 27
Calcutta northeastern 67 87 (May) 20 63
Bombay west - central 75 85 (May) 10 71
Madras southeastern 77 90 (June) 13 51
Karachi -,:liest Pakistan 67 85 (June) 18 8
227
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Indi
ffer
ent
Indi
aby
Ber
nard
0,
Nos
site
r
The
oth
er d
ay,
a 24
-yea
r-ol
d In
dian
sal
esm
anw
asst
ruck
by
a tr
uck
on th
e bu
sy h
ighw
ay s
outh
of
New
Del
hi. F
or s
ix h
ours
,he
slo
wly
ble
dto
dea
th in
the
blaz
ing
sun
whi
lehu
ndre
ds s
trea
med
by
in c
ars,
on
bicy
cles
and
on f
oot.
Nob
ody
gave
him
wat
er, n
obod
yca
me
near
him
, nob
ody
repo
rted
his
plig
htto
the
polic
e po
st le
ss th
anha
lf a
mile
away
. Aft
er th
e sa
les-
man
die
d, a
rep
orte
r as
ked
som
e cu
riou
s on
look
ers
why
non
e ha
d ca
lled
for
help
. The
answ
er w
as: "
We
don'
t wan
t to
bein
volv
ed w
ith th
eau
thor
ities
."Si
x hu
ndre
d m
iles
east
of
New
Del
hi is
Bih
ar,
ast
ate
rich
in u
ntap
ped
unde
rgro
und
wat
er b
utpo
or in
its p
eopl
e. B
ihar
beca
me
fam
ous
thro
ugh
its s
uffe
ring
in tw
o su
cces
sive
year
s of
piti
less
dro
ught
. The
rain
sca
me
this
yea
r an
d th
ecr
op is
ade
quat
e.I
wen
t to
Bih
ar a
fter
the
fam
ine
to s
ee w
hat c
hang
es th
edi
s-as
ter
had
wro
ught
. In
the
villa
ges
betw
een
Patn
aan
dG
aya,
one
of
the
hard
est h
it di
stri
cts,
eart
hen
bund
sor
em
bank
men
ts h
ad b
een
built
eve
ryw
here
to tr
apth
e pr
ecio
us r
ain
wat
er. B
ut in
nea
rly
ever
y vi
llage
,th
ese
wor
ksw
ere
falli
ng a
part
, rid
dled
with
hol
es,
crum
blin
g. T
hey
had
been
bui
lt du
ring
the
fam
ine
by v
illag
ers
paid
with
rel
ief
mon
ey. N
ow th
at th
eem
erge
ncy
was
eve
r, th
e re
lief
fund
s ha
d st
oppe
d an
dno
body
was
look
ing
afte
r th
e bu
nds.
"W
hyca
n't y
oum
aint
ain
thes
e em
bank
men
tsw
ith y
our
own
volu
n-ta
ry la
bor,
" I
aske
d.A
gain
the
answ
ers
wer
e si
mpl
e."W
e ar
e to
o di
vide
dhe
re to
wor
k to
geth
er,"
or "
Why
shou
ld I
labo
rto
hel
p so
meo
ne e
lse.
"T
hese
tia.
unre
mar
kabl
e in
cide
nts
illus
trat
e a
dis-
turb
ing
and
little
disc
usse
d tr
ait t
hat
runs
all
thro
ugh
Indi
an li
fe. T
here
is h
ere
an o
verw
helm
ing
indi
ffer
-en
ce o
f m
an to
war
dm
an, a
n as
toni
shin
g' a
bsen
ceof
nGe)
aenc
ic b
eyon
d th
efa
mily
.It
driv
en c
ars
thro
ugh
the
diff
icul
t tra
ffic
of P
aris
, Rom
e,T
el A
viv,
Teh
eran
, Kar
achi
and
Col
ombo
.B
ut n
othi
ngm
atch
es th
e de
stru
ctiv
ean
arch
y of
Del
hior
Bom
bay.
Tru
cks,
bus
es,
auto
s, m
otor
sco
oter
s,bi
cycl
es a
ndpe
dest
rian
s re
lent
less
lypu
rsue
thei
r ow
n pa
th, h
eed-
less
of
othe
r pe
ople
.T
hey
wan
der
acro
ss la
nes,
cut
out i
nto
the
cent
er o
fst
reet
s, m
ake
left
turn
s fr
om th
eri
ght a
ndru
n th
roug
h st
op li
ghts
with
a jo
yles
s,so
lipsi
stic
aba
ndon
.T
his
is n
ot,
as s
omet
imes
sug
-ge
sted
, a p
halli
c im
puls
eof
a s
uppr
esse
dpe
ople
lib-
erat
ed in
a p
ower
ful
mac
hine
. The
sam
e bl
ind
indi
f-fe
renc
e m
arks
the
driv
erof
a b
ig lo
rry
and
the
ride
rof
a s
pind
ly b
icyc
le.
The
tone
isse
t by
auth
ority
.In
dia'
s in
depe
nden
tgo
vern
men
t was
enc
oura
ged
by it
sfo
rmer
Biti
tihm
aste
rs to
ere
ct im
pres
sive
new
bui
ldin
gs F
or it
s ad
-m
inis
trat
ion.
Bul
ky a
ndaw
kwar
d st
one
and
plas
ter
pile
s ha
vesp
rung
up
in th
e he
art o
f th
eca
pita
l. B
utth
eir
inte
nded
efi
ect
is d
imin
ishe
d by
the
arm
y of
mid
-dl
e- a
nd lo
wer
-lev
elof
fici
als
who
wor
kin
side
. The
yca
sual
lyfl
ipci
gare
tte s
tubs
, tea
-tim
ecr
umbs
and
chew
ed p
an le
aves
onto
the
floo
rs o
f th
eir
new
off
ices
.H
allw
ays
are
spec
kled
with
the
red
bete
lju
ice
spat
out b
y pa
sser
sby.
Poo
ls o
fur
ine
stai
nso
me
corn
ers.
Cou
rtya
rds
and
wal
ksar
e lit
tere
d w
ith tr
ash,
toss
edas
ide
by in
mat
es a
ndpu
blic
alik
e.1
re..a
ll a
conv
ersa
-tio
n w
ith o
ne h
igh
offi
cial
that
was
inte
rrup
ted
by h
i.:su
dden
nee
d to
expe
ctor
ate
from
the
near
est o
pen
win
dow
to th
e gr
ound
belo
w.
A n
ewly
arr
ived
vill
ager
who
squ
ats
by th
eci
tyro
adsi
de to
def
ecat
eor
uri
nate
is s
impl
y fo
llow
ing
the
conv
entio
ns o
f hi
sk.
omin
unity
.B
ut w
ithin
Ind
ian
citie
s th
emse
lves
, the
reis
littl
e ef
fort
toin
stru
ct p
eopl
ein
the
sani
tary
reci
iiire
men
ts o
f la
rge
aggl
omer
atio
ns.
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y no
ne)a
.do
n't w
ant t
o be
invo
lved
with
the
auth
oriti
es."
Six
hund
red
mile
sea
st o
f N
ewD
elhi
isB
ihar
,a
stat
e ri
ch in
unta
pped
unde
rgro
und
wat
er b
utpo
or in
its p
eopl
e.B
ihar
bec
ame
fam
ous
thro
ugh
itssu
ffer
ing
in tw
osu
cces
sive
year
s of
piti
less
drou
ght.
The
rain
sca
me
this
year
and
the
crop
isad
equa
te.
I w
ent
toB
ihar
aft
erth
e fa
min
eto
see
wha
tch
ange
s th
edi
s-as
ter
had
wro
ught
. In
the
villa
ges
betw
een
Patn
aan
dG
aya,
one
of th
eha
rdes
t hit
dist
rict
s, e
arth
enbl
inds
or e
mba
nkm
ents
had
been
built
ever
ywhe
reto
trap
the
prec
ious
rai
nw
ater
. But
in n
earl
yev
ery
villa
ge,
thes
e w
orks
wer
e fa
lling
apar
t, ri
ddle
dw
ith h
oles
,cr
umbl
ing.
The
y ha
dbe
en b
uilt
duri
ng th
efa
min
eby
vill
ager
spa
id w
ithre
lief
mon
ey. N
owth
at th
eem
erge
ncy
was
ove
r, th
ere
lief
fund
sha
d st
oppe
dan
dno
body
was
look
ing
afte
r th
ebu
nds.
"W
hyca
n't y
oum
aint
ain
thes
eem
bank
men
tsw
ithyo
ur o
wn
volu
n-ta
ry la
bor,
"I
aske
d.A
gain
the
answ
ers
wer
esi
mpl
e."W
ear
e to
o di
vide
dhe
re to
wor
k to
geth
er,"
or "
Why
shou
ld I
labo
r to
hel
pso
meo
ne e
lse.
"T
hese
two
unre
mar
kabl
ein
cide
nts
illus
trat
ea
dis-
turb
ing
and
little
dis
cuss
edtr
ait t
hat
runs
all
thro
ugh
Indi
an li
fe.
The
re is
here
an o
verw
helm
ing
indi
ffer
-en
ce o
fm
an to
war
dm
an, a
nas
toni
shin
gab
senc
e of
any
soci
alse
nse
that
exte
nds
beyo
ndth
e fa
mily
.It
is n
otac
cura
te to
say
that
Ind
iais
a ju
ngle
in w
hich
ever
y m
an's
hand
isra
ised
agai
nst h
isfe
llow
. Con
-sc
ious
and
delib
erat
ecr
uelty
occu
rs o
nly
som
etim
es.
Cas
te v
illag
ers
have
mai
med
or to
rtur
eder
ring
un-
touc
habl
es.
The
arm
y bu
rns
susp
ect t
riba
lvi
llage
s in
the
trou
bled
nort
heas
t and
repo
rted
killi
ng20
0 re
bel-
ling
Nag
atr
ibes
men
May
.17,
. But
this
is n
ot th
eco
rn-
mon
mod
e.T
hepr
evai
ling
cond
ition
her
eis
unc
on-
cern
, a la
ck o
fim
agin
ativ
efe
elin
g fo
rot
hers
.It
isdi
spla
yed
in d
ozen
sof
dai
lyev
ents
.I
hae
BE
RN
AR
D D
.N
OSS
ITE
Ris
cor
resp
onde
ntin
Iro
isfo
rT
heW
ashi
ngto
nPo
st.
Bes
ted,
a ph
allic
impu
lse
ofa
supp
ress
edpe
ople
lib-
erat
ed in
a po
wer
ful
mac
hine
.T
hesa
me
blin
d in
dif-
fere
nce
mar
ksth
e dr
iver
of a
big
lorr
y an
dth
e ri
der
of a
spi
ndly
bicy
cle.
The
tone
is s
et b
yau
thor
ity.
Indi
a's
inde
pend
ent
gove
rnm
ent
was
enc
oura
ged
by it
sfo
rmer
Bri
tish
mas
ters
toer
ect i
mpr
essi
vene
w b
uild
ings
for
its a
d-m
inis
trat
ion.
Bul
ky a
ndaw
kwar
dst
one
and
plas
ter
pile
s ha
vesp
rung
up
inth
e he
art
of th
eca
pita
l. B
utth
eir
inte
nded
efie
ct is
dim
inis
hed
by th
ear
my
of m
id-
dle-
and
low
er-l
evel
offi
cial
s w
how
ork
insi
de.
The
yca
sual
ly f
lipci
gare
ttest
ubs,
tea-
time
crum
bsan
dch
ewed
pan
leav
eson
to th
e fl
oors
of th
eir
new
off
ices
.H
allw
ays
are
spec
kled
with
the
red
bete
lju
ice
spat
out b
ypa
sser
sby.
Pool
s of
urin
e st
ain
som
e co
rner
s.C
ourt
yard
san
d w
alks
are
litte
red
with
tras
h,to
ssed
asid
e by
inm
ates
and
publ
ic a
like.
I re
..all
a co
nver
sa-
tion
with
one
high
off
icia
lth
atw
as in
terr
upte
dby
hi.:
sudd
en n
eed
to e
xpec
tora
tefr
om th
ene
ares
top
enw
indo
wto
the
grou
ndbe
low
.A
new
lyar
rive
dvi
llage
r w
hosq
uats
by
the
city
road
side
to d
efec
ate
or u
rina
teis
sim
ply
follo
win
g th
eco
nven
tions
of
his
ci,m
mtz
nity
.B
ut w
ithin
Indi
anci
ties
them
selv
es,
ther
e is
littl
eef
fort
toin
stru
ct p
eopl
ein
the
sani
tary
requ
irem
ents
of
larg
eag
glom
erat
ions
.In
deed
, it
is d
ubio
usif
the
effo
rt w
ould
wor
k w
ithou
ta
far-
reac
hing
chan
ge in
the
attit
udes
of o
neIn
dian
tow
ard
anot
her.
Mea
nwhi
le,
muc
h of
the
popu
latio
n.pa
rtic
ular
lyin
hot
Wea
ther
.su
ffer
s fr
omdy
sent
ery
and
all
the
othe
rde
bilit
atin
gdi
seas
esca
rrie
d by
flie
ssw
arm
ing
over
the
com
post
and
garb
age
heap
s."A
h, b
utth
at's
Asi
a,"
the
old
hand
ssa
y. I
t is
not,
ofco
urse
, as
Chi
naan
d Ja
pan
dem
onst
rate
dlo
ngag
o.C
lose
rto
hom
e.ne
ither
Cey
lon
nor
Paki
stan
suff
ers
from
any
thin
glik
e th
esa
me
lack
of
soci
alse
nsib
ility
.It
s ab
senc
ein
Ind
iaaf
fect
s su
chro
utin
em
atte
rsas
mai
ling
a le
tter
with
lo c
ents
wor
thof
stam
ps. U
n-le
ss th
ese
nder
sees
the
post
age
canc
eled
with
his
own
19
IV
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Ny
TH
E N
EW
RE
PT
IBLI
C
eyes
, he
cann
ot b
esu
re th
at a
cle
rk w
ill n
ot s
pong
eof
f th
e st
amps
for
him
self
. Any
bul
ky le
tter
or p
ack-
age
age
stan
ds a
goo
d ch
ance
of
bein
gri
fled
unl
ess
a re
g-is
trat
ion
cert
ific
ate,
docu
men
tary
evid
ence
ofits
tran
smis
sion
; is
purc
hase
d.
The
re is
som
ethi
ng a
bsur
din
the
pop
cult
imag
e of
Indi
a no
w a
t lar
ge in
the
Wes
t. N
ehru
, Gan
dhi,
Rav
iSh
anka
r, th
e M
ahar
ishi
Mah
esh
have
cre
ated
ava
gue
pict
ure
of a
gen
tle I
ndia
, rem
oved
from
wor
ldly
con
-ce
rns
with
a m
eani
ngfu
l if
impr
ecis
e sp
iritu
alm
essa
gefo
r af
flue
nt m
ater
ialis
ts.
Wha
t Gun
nar
Myr
dal c
alls
the
"dip
lom
atic
lite
ratu
re"
of A
mer
ican
off
icia
ls a
ndac
adem
ics
has
left
this
imag
eas
uns
ullie
d as
the
rose
in N
ehru
's c
oat:T
he p
lain
fact
is th
at s
ocia
l und
is-
cipl
ine
is a
tabo
o su
bjec
t.Po
lite
and
com
mitt
ed W
est-
erne
rs a
re n
ot s
uppo
sed
to d
iscu
ssit;
a f
ew I
ndia
nsdo
, but
eva
sion
and
eup
hem
ism
are
the
pref
erre
d st
yle.
Thi
s is
unf
ortu
nate
, for
the
lack
of
soci
alse
nse,
of
fello
w f
eelin
g, p
lays
a si
gnif
ican
t par
t in
Indi
a's
failu
reto
mod
erni
ze it
s ec
onom
y.
Som
e In
dian
wri
ters
like
Nir
ad C
.C
haud
huri
hav
eat
tem
pted
to e
xplo
re th
eso
urce
s of
Ind
ian
inse
nsi-
tivity
.T
heir
fin
ding
sar
e te
ntat
ive
but t
hey
sugg
est
that
the
root
s ar
e bu
ried
dee
pin
the
natio
n's
cultu
ral
hist
ory.
For
per
haps
4,00
0 ye
ars,
the
regi
on h
as b
een
inha
bite
d by
conq
uero
r an
d co
nque
red,
exp
loite
r an
dex
ploi
ted.
The
for
mer
hav
em
aint
aine
d or
der
in p
art
by c
reat
ing
a m
ulti-
laye
red
soci
al s
truc
ture
with
raci
stun
dert
ones
.
.The
cas
te s
yste
m it
self
appe
ars
to h
ave
begu
n w
ithth
e A
ryan
s w
ho p
oure
dac
ross
the
Gan
getic
pla
ins
from
the
nort
hwes
t. T
hein
vade
rs k
ept s
ubje
ct th
eea
rlie
r in
habi
tant
s of
the
Indu
s V
alle
y by
impo
sing
the
stri
ct d
ivis
ions
of
cast
e. T
he s
truc
ture
appe
ars
toha
ve b
ruta
lized
bot
hth
ose
on to
p an
d bo
ttom
.T
heca
ste
syst
em r
eser
ves
func
tions
for
diff
prpn
f
2po
licem
an's
. The
inst
itutio
nre
mai
ns u
nsha
ken
in m
ost
villa
ges
and
its d
ehum
aniz
ing
cons
eque
nces
spr
ead
thro
ugho
ut I
ndia
n lif
e.In
a c
urio
usw
ay, H
indu
rel
igio
n re
info
rces
this
stru
ctur
e. P
erha
ps u
niqu
eam
ong
the
wor
ld's
sac
red
book
s, th
e V
edas
do
not u
rge
the
equa
lity
ofm
an a
ndm
an. T
he m
ore
hum
anis
tic e
thic
s of
Bud
dha
may
hav
ete
mpe
red
this
spi
rit
at o
ne ti
me,
but
eve
ntua
lly, B
ud-
dhis
m w
as a
bsor
bed
in I
ndia
and
foun
d a
mor
e co
m-
fort
able
hom
e el
sew
here
in th
e E
ast.
The
line
s be
twee
nco
nque
ror
and
conq
uere
d w
ere
redr
awn
by s
ucce
ssiv
ein
vade
rs. M
ogul
sw
ere
fol-
low
ed b
y th
e B
ritis
h, a
nd a
llle
ft b
ehin
d a
lega
cy o
fsu
peri
or a
nd in
feri
or, I
ndep
ende
nce
was
sup
pose
d to
shat
ter
all t
his.
It h
as n
ot. T
he n
ewly
libe
rate
dci
vil
serv
ice,
for
exa
mpl
e, h
unge
red
for
all t
he r
ace-
prou
dou
ter
trap
ping
s of
the
Raj
. Tod
ay,
outs
ide
any
gov-
ernm
ent o
ffic
e, c
lust
ers
of "
peon
s"w
ait t
o op
en d
oors
for
thei
r m
aste
rs a
nd lo
wly
chap
rass
is s
cram
ble
afte
rco
ld d
rink
s an
d te
a. I
ndia
nw
rite
rs h
ave
freq
uent
lyno
ted
the
extr
aord
inar
y ru
dene
ssw
ith w
hich
man
yof
fici
als
trea
t citi
zens
,a
cari
catu
re o
f th
e B
ritis
h m
an-
ner.
Les
s co
mm
only
obs
erve
d is
the
disc
rim
inat
ion
infa
vor
of E
urop
eans
. Pet
ty c
lerk
sw
ill f
requ
ently
serv
e"w
hite
s" o
ut o
f tu
rn,
even
aga
inst
thei
r w
ill, a
nd d
e-sp
ite a
long
line
of
wai
ting
Indi
ans
who
got
ther
e fi
rst.
The
ron
hist
icat
ed o
ffic
ial
at th
e to
p is
usu
ally
be-
yond
this
cru
de r
acis
m,
or a
lmos
t so.
But
if h
is p
ar-
ents
adv
ertis
ed f
or a
bri
de w
hen
he f
irst
ente
red
gov-
ernm
ent s
ervi
ce, t
he c
hanc
esar
e th
at th
ey s
peci
fied
wha
t cas
te s
houl
d ap
ply
and
sugg
este
dth
eir
pref
er-
ence
for
a "
fair
ski
nned
mat
e. I
t is
unce
rtai
n ho
wfa
r re
mov
ed th
e m
ost w
orld
lyIn
dian
is f
rom
rac
ial
feel
ings
. Not
long
ago,
an
impo
rtan
t off
icia
l with
anin
tern
atio
nal r
eput
atio
nw
as ta
lkin
g pr
ivat
ely
of th
ere
belli
ous
and
liter
ate
trib
es in
nort
heas
t Ind
ia. H
esp
oke
cont
empt
uous
ly o
f th
e "s
avag
es"
and
sugg
este
d
![Page 232: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/232.jpg)
t e "
dipl
omat
ic li
tera
ture
" of
Am
eric
an o
ffic
ials
and
acad
emic
s ha
s le
ft th
is im
age
as u
nsul
lied
as th
e ro
sein
Neh
ru's
coa
t:The
pla
in f
act
is th
at s
ocia
l und
is-
cipl
ine
is a
tabo
o su
bjec
t. Po
lite
and
com
mitt
ed W
est-
erne
rs a
re n
ot s
uppo
sed
to d
iscu
ss it
;a
few
Ind
ians
do, b
ut e
vasi
on a
nd e
uphe
mis
mar
e th
e pr
efer
red
styl
e.T
his
is u
nfor
tuna
te, f
or th
ela
ck o
f so
cial
sens
e, o
ffe
llow
fee
ling,
pla
ysa
sign
ific
ant p
art i
n In
dia'
s fa
ilure
to m
oder
nize
its
econ
omy.
Som
e In
dian
wri
ters
like
Nir
ad C
. Cha
udhu
riha
veat
tem
pted
to e
xplo
re th
eso
urce
s of
Ind
ian
inse
nsi-
tivity
.T
heir
fin
ding
s ar
e te
ntat
ive
but
they
sug
gest
that
the
root
s ar
e bu
rled
dee
pin
the
natio
n's
cultu
ral
hl's
ory.
For
per
haps
4,00
0 ye
ars,
the
regi
on h
as b
een
inha
bite
d by
con
quer
or a
ndco
nque
red,
exp
loite
r an
dex
ploi
ted.
The
for
mer
hav
em
aint
aine
d or
der
in p
art
by c
reat
ing
a m
ulti-
laye
red
soci
al s
truc
ture
with
rac
ist
unde
rton
es.
The
cas
te s
yste
m it
self
appe
ars
to h
ave
begu
n w
ithth
e A
ryan
s w
ho p
oure
dac
ross
the
Gan
getic
pla
ins
from
the
nort
hwes
t. T
hein
vade
rs k
ept s
ubje
ct th
eea
rlie
r in
habi
tant
s of
the
Indu
s V
alle
y by
impo
sing
the
stri
ct d
ivis
ions
of
cast
e. T
he s
truc
ture
appe
ars
toha
ve b
ruta
lized
bot
h th
ose
on to
p an
d bo
ttom
. The
cast
e sy
stem
res
erve
s fu
nctio
nsfo
r di
ffer
ent
grou
psan
d en
forc
es it
s ho
ld b
yan
ela
bora
te n
etw
ork
of m
ar-
riag
e, e
atin
g an
d ot
her
tabo
osth
at s
trip
dig
nity
troi
nm
en. A
s C
haud
huri
has
obs
erve
d, th
ose
at th
e bo
ttom
tend
eith
er to
faw
non
thos
e at
the
top
or la
bor
unde
rth
em. i
n su
llen
and
mut
e re
sent
men
t.M
ost i
mpo
rtan
t, pe
rhap
s,is
cas
te's
cre
atio
n of
acl
ass
of u
nper
sons
, tho
se o
fno
cas
te, t
he u
ntou
chab
les.
Tod
ay, n
earl
yev
ery
Indi
an v
illag
e co
ntai
ns it
sse
p-ar
ate
and
mis
erab
le c
lust
er o
f ho
vels
fur
thos
e ou
tsid
eth
e ca
ste
orde
r. T
hus
mos
t Ind
ians
gro
w u
p al
ong-
side
a h
uman
grou
p se
en a
s de
nied
, as
obje
cts.
Inan
atte
mpt
to s
ofte
n th
is r
elat
ions
hip,
.Gan
dhi c
oile
da
new
term
for
unt
ouch
able
s, H
arija
nsor
"C
hild
ren
of G
od."
How
ever
, the
wor
d its
elf
refl
ects
the
patr
on-
izin
g of
a c
aste
fig
ure.
The
Indi
an c
onst
itutio
n, o
fco
urse
, has
out
law
2d u
ntou
chab
ility
. But
its w
rit i
nth
is s
ensi
tive
sect
or d
oes
not r
un a
s fa
r as
the
traf
fic
tnat
nea
otla
tinw
ith th
em w
n
redr
awn
by s
ucce
ssiv
e in
vade
rs.
Mog
uls
wer
e fo
l-lo
wed
by
the
Bri
tish,
and
all
left
beh
ind
a le
gacy
of
supe
rior
and
infe
rior
. Ind
epen
denc
ew
as s
uppo
sed
tosh
atte
r al
l thi
s.It
has
not
. The
new
ly li
bera
ted
civi
lse
rvic
e, f
or e
xam
ple,
hun
gere
d fo
ral
l the
rac
e-pr
oud
oute
r tr
appi
ngs
of th
e R
aj. T
oday
,ou
tsid
e an
y go
v-er
nmen
t off
ice,
clu
ster
s of
"pe
ons"
wai
t to
open
doo
rsfo
r th
eir
mas
ters
and
low
lych
apra
ssis
scr
ambl
e af
ter
cold
dri
nks
and
tea.
Indi
an w
rite
rs h
ave
freq
uent
lyno
ted
the
extr
aord
inar
y ru
dene
ssw
ith w
hich
man
yof
fici
als
trea
t citi
zens
,a
cari
catu
re o
f th
e B
ritis
hm
an-
ner.
Les
s co
mm
only
obs
erve
d is
the
disc
rim
inat
ion
infa
vor
of E
urop
eans
. Pet
ty c
lerk
sw
ill f
requ
ently
serv
e"w
hite
s" o
ut o
f tu
rn,
even
aga
inst
thei
r w
ill, a
nd d
e-sp
ite a
long
line
of
wai
ting
Indi
ans
who
got
ther
e fi
rst.
The
sop
hist
icat
ed o
ffic
ial
at th
e to
p is
usu
ally
be-
yond
this
cru
de r
acis
m,
or a
lmos
t so.
But
if h
is p
ar-
ents
adv
ertis
ed f
or a
bri
de w
hen
he f
irst
ente
red
gov-
ernm
ent s
ervi
ce, t
he c
hanc
esar
e th
at th
ey s
peci
fied
wha
t cas
te s
houl
d ap
ply
and
sugg
este
d th
eir
pref
er-
ence
for
a "
fair
ski
nned
mat
e. I
t is
unce
rtai
n ho
wfa
r re
mov
ed th
e m
ost w
orld
lyIn
dian
is f
rom
rac
ial
feel
ings
. Not
long
ago,
an
impo
rtan
t off
icia
l with
an
inte
rnat
iona
l rep
utat
ion
was
talk
ing
priv
atel
y of
the
rebe
lliou
s an
d lit
erat
e tr
ibes
inno
rthe
ast I
ndia
. He
spok
e co
ntem
ptuo
usly
of
the
"sav
ages
" an
d su
gges
ted
that
neg
otia
ting
with
them
wou
lddi
min
ish
the
dign
ityof
Ind
ia to
"so
me
Bon
go-W
ongo
."A
part
fro
m c
lass
, cas
te a
nd c
olor
, the
rear
e ot
her
forc
es th
at m
ake
Indi
ans
inse
nsiti
veto
thei
r fe
llow
s.O
ne o
f th
e m
ost p
ower
ful
may
be
the
inst
itutio
n of
the
join
t fam
ily. T
he o
blig
atio
nsto
rel
ativ
es a
re in
-te
nse
and
perv
asiv
e.In
the
villa
ges,
unc
les,
cou
sins
,si
ster
s an
d br
othe
rs g
ener
ally
live
und
era
sing
le r
oof.
Thi
s m
ay s
tren
gthe
n fa
mily
fee
ling
but i
t may
als
obr
eed
host
ility
or in
diff
eren
ce to
any
larg
er g
roup
.T
his
inw
ard
turn
ing
affl
icts
thos
em
ost i
n ne
ed o
fm
utua
l sup
port
, the
unt
ouch
able
s.In
a H
arija
n se
ttle-
men
t in
Bih
ar, I
was
rel
ucta
ntly
told
of
an o
ld w
idow
who
had
sta
rved
to d
eath
des
pite
the
dist
ribu
tion
offr
ee f
ood
in a
cas
te v
illag
etw
o rr
.;les
aw
ay. T
oo w
eak
to g
o fo
r th
e gr
ain
ratio
n he
rsel
f, s
he a
sked
a ne
ighb
orbo
y fo
r he
lp. T
he H
arija
nsw
ere
evas
ive
abou
t wha
tha
d ha
ppen
ed, b
ut a
ppar
ently
the
boy
had
used
the
![Page 233: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/233.jpg)
zz,
ratio
n fo
r hi
s ow
n fa
mily
. The
re w
asso
me
sham
e in
the
com
mun
ity a
bout
telli
ng th
is to
an o
utsi
di r
.i
titno
one
ser
ious
ly b
lam
ed th
e yo
uth.
The
se o
bser
vatio
ns a
re n
ot r
ecor
ded
out o
f m
alic
eor
wis
h to
sho
ck. I
bel
ieve
that
ther
e is
an
intim
ate
rela
tions
hip
betw
een
Indi
a's
disa
ppoi
ntin
g ec
onom
icpe
rfor
man
ce a
nd th
e .,i
fe s
tyle
of
the
Indi
an p
eopl
e.T
he d
iplo
mat
iclit
erat
ure
conv
entio
nally
attr
ibut
esIn
dia'
s st
atic
exp
ansi
on to
a w
rong
mix
of
econ
omic
polic
ies
negl
ect o
f ag
ricu
lture
, inf
atua
tion
with
hea
vyin
dust
ry, t
oo m
uch
or to
'Litt
le r
egul
atio
n of
ent
erpr
ise
and
the
like.
But
I s
uspe
ct th
at e
cono
mic
s is
too
nar-
row
a d
isci
plin
e to
exp
lain
wha
t has
hap
pene
d. A
clim
ate
of e
xtre
me
egoi
sm is
ill-
suite
d fo
r ec
onom
icde
velo
pmen
t.In
dia'
s ab
le e
cono
mis
ts d
raw
up
elab
orat
e de
velo
p-m
ent p
lans
; the
y go
larg
ely
unhe
eded
. Ind
eed,
the
plan
ners
hav
e ta
ken
a ho
liday
for
the
past
two
year
san
d th
eir
ab-e
nce
has
been
bar
ely
note
d. I
nevi
tabl
y,In
dian
adm
inis
trat
ion
is c
asua
l and
cap
rici
ous.
A f
ores
tof
reg
ulat
ions
to g
over
n in
dust
rial
gro
wth
has
spru
ngup
. Its
chi
ef f
ruit
are
the
licen
ses
that
det
erm
ine
the
and
deat
h of
a f
irm
.Pr
edic
tabl
y, li
cens
es a
rew
ante
d or
den
ied
in th
e sa
me
undi
scip
lined
Fas
hion
inw
hich
Ind
ian
peop
le b
ehav
e. F
avor
itism
and
bri
bery
,no
t the
pla
n's
requ
irem
ents
, dec
ide
who
get
s w
hat.
Inag
ricu
lture
, suc
cess
for
a f
arm
er to
day
depe
nds
on h
isab
ility
to o
btai
n cr
edit,
fer
tiliz
er, h
igh-
yiel
ding
see
dsan
d as
sure
d w
ater
. All
are
in s
hort
sup
ply.
Aga
in,
the
allo
catio
n of
thes
e cr
ucia
l inp
uts
has
muc
hm
ore
todo
with
a s
tron
g fa
rmer
's in
flue
nce
over
the
Irke
lcr
edit
coop
erat
ive
and
the
Blo
ck D
evel
opm
ent O
ffic
erth
an a
ny p
aper
pla
n.
The
Ind
ian
gove
rnm
ent a
nd it
s A
mer
ican
AID
pa-
tron
hav
e qu
ietly
wor
ked
out a
new
str
ateg
y th
at ir
n-
3fa
vore
d m
inor
ity C
ould
in ti
me
light
the
fuse
that
will
e\pl
ode
this
fra
gmen
ted
soci
ety.
The
dip
lom
atic
;ite
ratu
re is
dev
elop
ing
a ne
w li
neof
arg
umen
t to
coun
ter
this
fea
r.It
con
tend
s th
at th
edi
visi
ve f
orce
s th
emse
lves
wor
k ag
ains
t dis
orde
r.In
this
vie
w, t
aste
iti
<I
cem
ent,
insu
ring
sta
bilit
y:ev
ery
man
in h
is p
lace
and
the
plac
es a
re f
ixed
. But
this
app
ears
to b
e ba
sed
ona
fals
e hi
stor
ical
ana
logy
with
feu
dalis
m. S
tabi
lity
in th
e m
edie
val w
orld
and
ther
e is
incr
easi
ng e
vide
nce
that
itw
as f
ar le
ss s
tabl
eth
an th
e co
nven
tiona
l his
tori
cal v
iew
rest
ed o
n a
two-
way
flo
w. M
anor
lord
s an
d vi
llein
s ha
d du
ties
to-
war
d ea
ch o
ther
as
wel
l as
righ
ts. N
o su
ch r
e.'a
tion-
ship
exi
sts
here
. The
agg
ress
ive
Jat f
arm
er o
f H
arya
naha
s on
ly th
e m
ost s
hado
wy
of o
blig
atio
ns to
war
d th
ete
nant
s or
land
less
labo
rers
who
wor
k hi
s la
nd.
Perh
aps
now
here
is th
e la
ck o
f so
cial
coh
esio
n be
tter
dem
onst
rate
d th
an in
the
self
ish
agri
cultu
ral m
arke
ting
syst
em n
ow in
vog
ue. I
n th
e m
idst
of
the
reco
rd h
ar-
vest
, fam
ine
is r
epor
ted
in s
ever
al d
istr
icts
of
Ass
aman
d O
riss
a. T
he r
ich
yiel
ds o
f th
e Pu
njab
and
wes
tern
Utta
r Pr
ades
h ar
e un
likel
y to
rea
ch th
ese
peop
le; e
ach
stat
e or
gro
up o
f st
ates
hus
band
s its
ow
n su
pply
.It
is a
com
mon
plac
e th
at m
oder
n in
dust
rial
soc
iety
requ
ires
a m
easu
re o
f co
oper
atio
n an
d lo
yalty
. The
abse
nce
of th
ese
qual
ities
has
mor
e th
an a
n in
cide
ntal
effe
ct o
n th
e ne
glec
t of
mac
hine
ry a
nd th
e sh
oddy
outp
ut in
man
y In
dian
pla
nts.
The
pla
nner
s ha
ve s
etam
bitio
us g
oals
for
man
ufac
ture
dex
port
s, g
oals
that
mus
t be
reac
hed
if I
ndia
is to
ear
n he
r w
ay in
the
wor
ld.
But
bus
ines
smen
, res
pons
ive
only
tona
rrow
conc
eptio
ns o
f in
tere
st, a
dulte
rate
eve
ryth
ing
from
milk
to to
othb
rush
es to
aut
omob
iles;
thei
r w
orke
rs,
imbu
ed w
ith th
e sa
me
antis
ocia
l sen
se,
are
not l
ikel
yto
impr
ove
the
dism
al p
rodu
ct o
f th
eir
mas
ters
. Ind
ia's
nros
pect
s of
sel
ling
mor
e ab
road
are
ham
ere
ct a
s
![Page 234: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/234.jpg)
Indi
a's
stat
ic e
xpan
sion
toa
wro
ng m
ix o
f ec
onom
icpo
licie
s ne
glec
t of
agri
cultu
re, i
nfat
uatio
nw
ith h
eavy
indu
stry
, too
muc
h or
too
little
reg
ulat
ion
ofen
terp
rise
and
the
like.
But
I s
uspe
ct th
at e
cono
mic
sis
too
nar-
row
a d
isci
plin
e to
exp
lain
wha
t has
hap
pene
d. A
clim
ate
of e
xtre
me
egoi
sm is
ill-
suite
d fo
rec
onom
icde
velo
pmen
t.In
dia'
s ab
le e
cono
mis
ts d
raw
up e
labo
rate
dev
elop
-m
ent p
lans
; the
y go
larg
ely
unhe
eded
.In
deed
, the
plan
ners
hav
e ta
ken
a ho
liday
for
the
past
two
year
san
d th
eir
abse
nce
has
been
bar
ely
note
d.In
evita
bly,
Indi
an a
dmin
istr
atio
n is
cas
ual a
ndca
pric
ious
. A f
ores
tof
reg
ulat
ions
to g
over
n in
dust
rial
gro
wth
has
spru
ngup
. Its
chi
ef f
ruit
are
the
licen
ses
that
det
erm
ine
the
life
and
deat
h of
a fi
rm.
Pred
icta
bly,
lice
nses
are
gran
ted
or d
enie
d in
the
sam
e un
disc
iplin
ed f
ashi
on in
whi
ch I
ndia
n pe
ople
beh
ave.
Fav
oriti
sman
d br
iber
y,no
t the
pla
n's
requ
irem
ents
, dec
ide
who
gets
wha
t. In
agri
cultu
re, s
ucce
ss f
ora
farm
er to
day
depe
nds
on h
isab
ility
to o
btai
n cr
edit,
fer
tiliz
er, h
igh-
yiel
ding
seed
san
d as
sure
d w
ater
.A
ll ar
e in
sho
rt s
uppl
y. A
gain
,th
e al
loca
tion
of th
ese
cruc
ial
inpu
ts h
as m
uch
mor
e to
do w
ith a
str
ong
farm
er's
infl
uenc
eov
er th
e lo
cal
cred
it co
oper
ativ
e an
d th
e B
lock
Dev
elop
men
tO
ffic
erth
an a
ny p
aper
pla
n.
The
Ind
ian
gove
rnm
ent a
nd it
sA
mer
ican
AID
pa-
tron
hav
e qu
ietly
wor
ked
out
a ne
w s
trat
egy
that
im-
plic
itly
reco
gniz
es a
nd tr
ies
to e
xplo
it th
e la
ck o
f so
-ci
al c
ohes
ion.
her
e. U
nder
the
euph
emis
ticla
bel o
f"I
nten
sive
Agr
icul
ture
," a
del
iber
ate
effo
rtis
bei
ngm
ade
to c
hann
el th
esc
arce
res
ourc
es to
the
bigg
est
farm
s. O
nly
lip s
ervi
ce is
now
pai
d to
the
grea
t un-
fini
shed
task
s of
land
ref
orm
, ins
urin
g th
ese
curi
ty o
fth
e gr
eat m
ass
of te
nant
far
mer
son
the
land
they
till
and
dist
ribu
ting
land
to th
e la
ndle
ss.
It is
con
ceiv
able
that
the
stra
tegy
will
wor
kth
is y
ear's
bum
per
har-
vest
is c
ited
as e
vide
nce
in th
e se
nse
that
sub
stan
tial
gain
s in
tota
l out
put w
ill f
inal
ly b
e re
gist
ered
.B
ut th
ew
iden
ing
gap
betw
een
the
spoi
lsm
enku
laks
at t
heto
p an
d th
e sc
ores
of
mill
ions
at t
he b
otto
mis
un-
likel
y to
fos
ter
soci
al c
ohes
ion.
The
rem
arka
bly
succ
essf
ul a
gric
ultu
ral
revo
lutio
nsin
Jap
an a
nd F
orm
osa
wer
e ba
sed
on a
dif
fere
nt p
rin-
cipl
e, g
reat
incr
ease
s in
yie
lds
by s
mal
lfa
rmer
s w
ithan
inte
nse
self
-int
eres
t in
culti
vatin
g th
eir
own
plot
s.T
o ig
nore
this
less
on a
nd c
onsc
ious
lyen
cour
age
a
with
feu
dalis
m. S
tabi
lity
in th
e m
edie
val w
orld
and
ther
e is
incr
easi
ng e
vide
nce
that
itw
as f
ar le
ss s
tabl
eth
an th
e co
nven
tiona
l his
tori
cal
view
rest
ed o
n a
two-
way
flo
w. M
anor
lord
s an
d vi
llein
s ha
d du
ties
to-
war
d ea
ch o
ther
as
wel
las
rig
hts.
No
such
rel
atio
n-sh
ip e
xist
s he
re. T
he a
ggre
ssiv
e Ja
t far
mer
of H
arya
naha
s on
ly th
e m
ost s
hado
wy
of o
blig
atio
nsto
war
d th
ete
nant
s or
land
less
labo
rers
who
wor
k hi
s la
nd.
Perh
aps
now
here
is th
e la
ck o
f so
cial
cohe
sion
bet
ter
dem
onst
rate
d th
an in
the
self
ish
agri
cultu
ral
mar
ketin
gsy
stem
now
in v
ogue
. In
the
mid
st o
f th
e re
cord
har
-ve
st, f
amin
e is
rep
orte
d in
sev
eral
dis
tric
ts o
fA
ssam
and
Ori
ssa.
The
ric
h yi
elds
of
the
Punj
aban
d w
este
rnU
ttar
Prad
esh
are
unlik
ely
to r
each
thes
e pe
ople
;ea
chst
ate
or g
roup
of
stat
es h
usba
nds
itsow
n su
pply
.It
is a
com
mon
plac
e th
at m
oder
n in
dust
rial
soci
ety
requ
ires
a m
easu
re o
f co
oper
atio
n an
d lo
yalty
.T
heab
senc
e of
thes
e qu
aliti
es h
asm
ore
than
an
inci
dent
alef
fect
on
the
negl
ect o
f m
achi
nery
and
the
shod
dyou
tput
in m
any
Indi
an p
lant
s. T
he p
lann
ers
have
set
ambi
tious
goa
ls f
or m
anuf
actu
red
expo
rts,
goa
ls th
atm
ust b
e re
ache
d if
Ind
ia is
toea
rn h
er w
ay in
the
wor
ld. B
ut b
usin
essm
en, r
espo
nsiv
e on
lyto
nar
row
conc
eptio
ns o
f in
tere
st, a
dulte
rate
eve
ryth
ing
from
milk
to to
othb
rush
es to
aut
omob
iles;
thei
r w
orke
rs,
imbu
ed w
ith th
e sa
me
antis
ocia
lse
nse,
are
not
like
lyto
impr
ove
the
dism
al p
rodu
ct o
f th
eir
mas
ters
. Ind
ia's
pros
pect
s of
sel
ling
mor
e ab
road
are
ham
pere
d as
muc
h by
this
und
isci
plin
ed p
erfo
rman
ceas
by
any
tari
ff b
arri
ers
in th
e ou
tsid
e w
orld
. But
agai
n, a
pow
er-
ful a
nd p
rivi
lege
d fe
w w
ill s
urvi
vean
d su
rviv
e ha
nd-
som
ely.
The
y kn
ow h
ow to
wea
ve in
and
out
of
the
web
of
cont
rols
to p
rote
ct th
emse
lves
from
for
eign
and
dom
estic
com
petit
ors.
The
grea
t com
plex
of
high
-ri
se lu
xury
apa
rtm
ents
spr
ingi
ngup
aro
und
Bom
bay'
sM
alab
ar H
ill a
nd f
inan
ced
by ta
x-ev
adin
gbu
sine
ssm
oney
is te
stim
ony
to th
e ab
ility
' of
a fe
w to
live
com
-fo
rtab
ly a
mid
st s
ocia
l ana
rchy
.In
dis
cuss
ions
of
Indi
a's
need
s an
dpr
oble
ms,
the
dipl
omat
ic li
tera
ture
has
cen
tere
don
suc
h qu
estio
ns a
san
ade
quat
ely
mot
ivat
ed p
rogr
am o
f bi
rth
cont
rol,
the
pros
pect
s of
the
Con
gres
s Pa
rty,
the
priv
ate
fina
ncin
gof
fer
tiliz
er p
lant
s an
d th
e re
quis
itequ
antu
m o
f fo
reig
nai
d to
ach
ieve
som
ethi
ng c
alle
d"t
akeo
ff."
I s
ubm
itth
at e
qual
ly r
elev
ant a
nd m
uch
mor
e re
sist
ant t
och
ange
are
the
indi
ffer
ence
, cal
lous
ness
and
self
ishn
ess
that
hav
e be
com
e im
bedd
ed in
Ind
ian
soci
ety.
![Page 235: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/235.jpg)
CA
N I
ND
IA M
AK
E I
T?
by R
ober
t R. R
. Bro
oks
it
4 4
wou
ld li
ke a
sim
ple
yes
or n
oan
swer
. No
long
lect
ure.
Is
In-
dia
goin
g to
mak
e it
or n
ot?"
The
que
stio
n ca
me
from
a v
ery
prom
-in
ent W
ashi
ngto
n ec
onom
ist w
ho f
ixed
me
with
a b
eady
eye
at a
coc
ktai
l par
-ty
the
day
afte
r I
had
retu
rned
fro
mliv
e r.
ars
in I
ndia
. Fiv
e ye
ars
is to
o.;f
1',
long
lot
sim
ple
answ
er, s
o I
said
,.o
t,
;,-:
"Ind
ia is
one
-six
th o
f th
e hu
man
rac
e..:?
..,:'"
_.
Is th
e hu
man
rac
e go
ing
to m
ake
it?"
The
re a
re a
bout
530
mill
ion
peop
le1.
ii
tit,
..;..
":*J
Ain
Ind
iam
ore
than
in a
ll of
Lat
in.,
Am
eric
a an
d A
fric
a co
mbi
ned.
The
yvt
4,e.
.. i
are
abou
t one
-six
th o
f th
e 3.
25 b
illio
nW
@b,
3pe
ople
on
eart
h, a
nd th
ey a
re o
ne-
thir
d of
the
peop
le in
cou
ntri
es th
eU
.N.
clas
sifi
esas
"les
s de
velo
ped.
"T
heir
eth
nic
and
cultu
ral v
arie
ty is
grea
ter
than
that
of
all t
he n
atio
nsof
Eur
ope.
The
ir e
cono
mic
ski
lls r
ange
from
hun
ting
with
a b
ow a
nd a
rrow
to th
e ex
port
of
mac
hine
tool
s.In
dia
was
put
toge
ther
in 1
947,
for
the
firs
t tim
e in
its
5,00
0-ye
ar h
isto
ry.
Nin
e pr
ovin
ces
and
600
auto
nom
ous
prin
cely
sta
tes
wer
e fu
sed
by th
ege
nius
of
Sard
ar P
atel
and
V. P
. Men
onin
the
cruc
ible
of
part
ition
.In
dia
is s
till a
nat
ion,
and
as
far
>'4
--..3
.,
ahea
d as
any
one
can
sees
ay tw
enty
-' `
ifi
ve v
eare
it w
ill r
emai
n a
fede
ral t
in.
,
![Page 236: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/236.jpg)
4-'a
t
..
4"-
12
'T
he q
uest
ion
cam
e fr
om a
ver
y pr
om-
inen
t Was
hing
ton
econ
omis
t who
fix
edm
e w
ith a
bea
dy e
ye a
t a c
ockt
ail p
ar-
:,ty
the
day
afte
r 1
had
retu
rned
fro
mfi
ve y
ears
in I
ndia
. Fiv
e ye
ars
is to
olo
ng f
or a
sim
ple
answ
er, s
o I
said
,"I
ndia
is o
ne-s
ixth
of
the
hum
an r
ace.
Is th
e hu
man
rac
e go
ing
to m
ake
it?"
The
re a
re a
bout
530
mill
ion
peop
leA
."in
Ind
iam
ore
than
in a
ll of
Lat
inA
mer
ica
and
Afr
ica
com
bine
d. T
hey
are
abou
t one
-six
th o
f th
e 3.
25 b
illio
npe
ople
on
eart
h, a
nd th
ey a
re o
ne-
thir
d of
the
peop
le in
cou
ntri
es th
e74
,44
,44.
:';''
U.N
.cl
assi
fies
as"l
ess
deve
lope
d."
,T
heir
eth
nic
and
cultu
ral v
arie
ty is
grea
ter
than
that
of
all t
he n
atio
nsof
Eur
ope.
The
ir e
cono
mic
ski
lls r
ange
from
hun
ting
with
a b
ow a
nd a
rrow
to th
e ex
port
of
mac
hine
tool
s.In
dia
was
put
toge
ther
in 1
947,
for
the
firs
t tim
e in
its
5,00
0-ye
ar h
isto
ry.
Nin
e pr
ovin
ces
and
600
auto
nom
ous
prin
cely
sta
tes
wer
e fu
sed
by th
ege
nius
of
Sard
ar P
atel
and
V. P
. Men
onin
the
cruc
ible
of
part
ition
.In
dia
is s
till a
nat
ion,
and
as
far
ahea
d as
any
one
can
sees
ay tw
enty
-fi
ve y
ears
it w
ill r
emai
n a
fede
ral u
n-io
n w
ith s
ubst
antia
l cen
tral
pow
er. N
oar
med
for
ce c
apab
le o
f ch
alle
ngin
gth
e ar
my,
air
for
ce, a
nd n
avy;
no
sepa
-ra
te f
orei
gn p
olic
y; n
o co
mpe
ting
ex-
tern
al r
even
ue c
olle
ctio
n; n
o di
spla
ce-
ss,
men
t of
cent
ral c
ontr
ol o
ver
inte
rsta
te0,
"tr
ansp
ort a
nd c
omm
unic
atio
nnon
eof
thes
e is
like
ly to
occ
ur in
the
fore
-_
seea
ble
futu
re.
-r_
For
a_ c
ount
ry w
ith m
ore
than
300
lang
uage
s, f
ifte
en m
ajor
scr
ipts
, ski
nco
lors
ran
ging
fro
m b
lue
blac
k to
ivor
y w
hite
, six
maj
or s
ocia
l cla
sses
,hu
ndre
ds o
f ca
stes
, tho
usan
ds o
f su
b-ca
stes
, ele
ven
maj
or r
elig
ions
, nin
em
ajor
pol
itica
l par
ties,
fou
r m
ajor
trad
e un
ion
mov
emen
ts, s
ixty
-sev
enun
iver
sitie
s, a
nd a
bout
two
mill
ion
colle
ge s
tude
ntst
his.
deg
ree
of n
a-tio
nal u
nity
aft
er tw
enty
-tw
o ye
ars
ason
e na
tion
is a
rem
arka
ble
phen
ome-
non. But
Ind
ian
polit
ics
is d
ecen
tral
izin
g_r
Rob
ert R
. R. B
rook
s is
Ori
n Sa
ge p
rofe
s-so
r of
eco
nom
ics
at W
illia
ms
Col
lege
.
SR
/AU
GU
ST
9, 1
969
![Page 237: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/237.jpg)
The
pro
cess
has
bee
n go
ing
on f
orse
ven
or e
ight
yea
rs. I
t bec
ame
ap-
pare
nt a
fter
the
deat
h of
Neh
ru in
1964
, and
str
ikin
g af
ter
the
loss
es o
fth
e C
ongr
ess
Part
y in
the
elec
tions
of
1967
.In
a v
ery
real
sen
se th
is is
not
are
trog
ress
ion,
but
a r
ecog
nitio
n. T
hece
ntri
fuga
l for
ces
inhe
rent
in th
e he
t-er
ogen
eous
mas
s of
Ind
ia w
ere
con
coal
ed b
y th
e un
ity r
equi
red
for
the
expu
lsio
n of
the
Bri
tish,
the
disc
iplin
ean
d id
ealis
m o
f th
e C
ongr
ess
Part
y,an
d th
e ch
aris
mat
ic p
erso
nalit
y of
Jaw
ahar
lal
Neh
ru.
Follo
win
ghi
sde
ath,
and
as
the
euph
oria
of
inde
-pe
nden
ce r
eced
ed a
nd th
e C
ongr
ess
lead
ers
grew
plu
mpe
r an
d ol
der,
the
loca
lan
dpa
roch
ial
diss
iden
ces
whi
ch h
ad b
een
ther
e al
l the
tim
ew
ere
reve
aled
. Ind
ian
unity
was
ahe
adof
its
time.
The
Uni
ted
Stat
es h
as a
ppro
xim
ate-
ly 2
00 m
illio
n pe
ople
spr
ead
over
fift
y st
ates
. The
fed
eral
pow
er is
rel
a-tiv
ely
grea
t. In
dia
has
mor
e th
an 5
00m
illio
n pe
ople
in o
nly
seve
ntee
n st
ates
.T
he f
eder
al p
ower
is r
elat
ivel
y sm
all.
One
of
thes
e In
dian
sta
tesi
f it
wer
e a
sepa
rate
cou
ntry
----
wou
ld b
e th
e ei
ghth
larg
est i
n th
e w
orld
, Oth
ers
are
near
-ly
as
larg
e. I
ndia
is, i
n po
litic
al f
act,
a gr
oup
of c
ount
ries
with
sep
arat
elin
guis
tic, m
ilita
ry, e
thni
c, a
nd d
ynas
-tic
his
tori
es. B
y an
y no
rmal
his
tori
cal
stan
dard
, its
fed
eral
uni
ty is
a m
irac
leor
, at l
east
, pre
mat
ure.
The
cen
ter
of p
oliti
cal g
ravi
ty, w
hen
it co
mes
tore
st, i
s bo
und
to b
e in
the
stat
es.
Des
pite
the
stro
ng p
ower
s ac
cord
ed
min
istr
atio
n. T
rain
ed to
mai
ntai
n or
-de
r an
d co
llect
taxe
s,it
has
been
calle
d up
on f
or d
iffi
cult
task
s in
soc
io-
econ
omic
dev
elop
men
t:co
mm
unity
prog
ram
s, a
gric
ultu
ral i
mpr
ovem
ents
,fa
mily
pla
nnin
g,in
dust
rial
gro
wth
,ex
port
pro
mot
ion.
The
civ
il se
rvan
tsar
e po
sted
fro
m s
tate
. to
stat
e, f
rom
stat
e to
cen
ter;
and
cen
ter
to s
tate
.T
heir
sho
rtco
min
gs a
re m
any
and
sad,
but t
he b
est a
rc s
uper
b an
d th
e w
orst
still
mai
ntai
n or
der,
obe
y co
mm
ands
,ke
ep r
ecor
ds, a
nd c
arry
on
the
indi
s-pe
nsab
le m
inim
al f
unct
ions
of
Jaw
.T
he th
ird
answ
er is
the
Con
stitu
,tio
nth
at p
resc
ribe
sst
ate,
cent
ral,
and
join
t pow
ers
enfo
rced
by
an in
-de
pend
ent.
judi
ciar
y, p
erm
ittin
g th
ece
ntra
l gov
ernm
ent t
o ta
ke o
ver
loca
lru
le if
sta
te a
utho
rity
col
laps
es a
ndpr
ovid
ing
Pres
iden
tial p
ower
s w
hich
coul
das
a la
st r
esor
tsu
pers
ede:
thos
e of
the
Parl
iam
ent i
f re
pres
enta
-tiv
e go
vern
men
t bec
ame
dead
lock
ed.
The
fou
rth
answ
er is
that
Ind
ian
polic
y is
pro
foun
dly
infl
uenc
ed b
y an
educ
ated
elit
ewid
ely
dist
ribu
ted
inal
l the
pri
ncip
al c
ities
; sha
ring
the
Eng
lish
lang
uage
; wan
ting
natio
nal i
n-de
pend
ence
, but
nee
ding
wor
ld -
wid
eas
soci
atio
ns a
nd a
ssis
tanc
e; d
edic
ated
to d
evel
opm
ent,
but a
ltern
atin
g be
-tw
een
hope
and
des
pair
,A
nd f
inal
ly, I
ndia
is la
ced
toge
ther
by s
uch
mun
dane
but
pra
ctic
al ti
esas
har
d-su
rfac
ed r
oads
, rai
lroa
ds, a
irlin
es,
tele
grap
h,te
leph
ones
,po
stal
syst
em, c
anal
s, e
lect
ric
pow
er li
nes,
and
an in
dust
rial
cap
acity
to p
rodu
cem
ost o
f th
e eq
uipm
ent t
hat e
nabl
esth
ese
serv
ices
to w
orkf
airl
y w
ell.
.8at
urda
yRev
ieze
Aug
ust 9
, 196
9
high
-qua
lity
iron
ore
, am
ple
low
-qua
l-ity
coa
l, an
d an
imm
ense
hyd
roel
ec-
tric
pot
entia
l, pa
rtia
lly h
arne
ssed
. Its
petr
oleu
m r
esou
rces
are
bei
ng d
evel
-op
ed in
Guj
arat
, and
exp
lora
tion
con-
tinue
s. I
t has
pho
spha
te r
ock
in R
ajas
-th
an, a
nd ir
on p
yrite
s fo
r su
lphu
r.It
has
a r
apid
ly g
row
ing
chem
ical
indu
stry
. It h
as b
een
prod
ucin
g te
x-til
es f
or a
cen
tury
. It m
akes
its
own
tele
phon
e eq
uipm
ent.
And
, sur
pris
ing-
ly, i
t mak
es a
ll si
zes
of m
achi
ne to
ols
of s
uffi
cien
t qua
lity
and
quan
tity
for
expo
rt to
"ad
vanc
ed"
coun
trie
s.B
ut th
ere
are
prob
lem
s: O
ne is
am
ultip
licity
ofec
onom
icco
ntro
lsth
at c
ause
s de
lays
, enc
oura
ges
mo-
nopo
lies,
dis
cour
ages
eff
icie
ncy
and
initi
ativ
e, a
nd in
vite
s th
e co
rrup
tion
of th
e re
gula
tors
by
the
regu
late
d.A
noth
er is
the
scar
city
of
man
ager
ial
skill
s an
d th
e th
inne
ss o
f ex
tern
alec
onom
ies
indi
spen
sabl
eto
larg
e-sc
ale
ente
rpri
ses.
Stil
l ano
ther
is th
epo
litic
izin
g of
the
labo
r m
ovem
ents
to a
deg
ree
that
con
trib
utes
mor
eto
dis
orde
r, v
iole
nce,
and
des
truc
tion
than
it d
oes
to th
e w
elfa
re o
f w
orke
rsan
d th
e pr
oduc
tivity
of
indu
stry
_ A
four
th is
bot
tlene
cks
in th
e su
pply
ing
of c
erta
in r
aw m
ater
ials
and
man
ysm
all p
arts
espe
cial
ly th
ose
whi
chha
ve to
run
the
gaun
tlet o
f ex
chan
geco
ntro
ls a
nd s
carc
e fo
reig
n ex
chan
ge.
But
the
grea
test
pro
blem
of
all i
sth
e la
ck o
f a
mas
s m
arke
t. Pe
ople
are
abun
dant
, but
thei
r in
com
es a
re to
olo
w to
exe
rt a
dem
and-
pull
on th
e ex
-pa
nsio
n of
indu
stry
.Po
pula
tion
appe
ars
to b
e gr
owin
gat
mor
e th
an 2
.5 p
er c
ent a
yea
r. T
his
![Page 238: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/238.jpg)
erug
ertc
Uoz
, Was
:, U
t t!l
ula
wer
e(O
n-ce
aled
by
the
unity
req
uire
d fo
r th
eex
puls
ion
of th
e B
ritis
h, th
e di
scip
line
and
idea
lism
of
the
Con
gres
s Pa
rty,
and
the
char
ism
atic
per
sona
lity
ofJa
wah
arla
lN
ehru
.Fo
llow
ing
his
deat
h, a
nd a
s th
e eu
phor
ia o
f in
de-
pend
ence
rec
eded
and
the
Con
gres
sle
ader
s gr
ew p
lum
per
and
olde
r, th
elo
cal
and
paro
chia
ldi
ssid
ence
sw
hich
had
bee
n th
ere
all t
he ti
me
wer
e re
veal
ed. I
ndia
n un
ity w
as a
head
of it
s tim
e.
The
Uni
ted
Stat
es h
as a
ppro
xim
ate-
ly 2
00 m
illio
n pe
ople
spr
ead
over
fift
y st
ates
. The
fed
eral
pow
er is
rel
a-tiv
ely
grea
t. In
dia
has
mor
e th
an 5
00m
illio
n pe
ople
in o
nly
seve
ntee
n st
ates
.T
he f
eder
al p
ower
is r
elat
ivel
y sm
all.
One
of
thes
e In
dian
sta
tesi
f it.
wer
e a
sepa
rate
cou
ntry
wou
ld b
e th
e ei
ghth
larg
est i
n th
e w
orld
. Oth
ers
are
near
-ly
as
larg
e. I
ndia
;., i
n po
litic
al f
act,
a gr
oup
of c
ount
ries
with
sep
arat
elin
guis
tic, m
ilita
ry, e
thni
c, a
nd d
ynas
-tic
his
tori
es. B
y an
y no
rmal
his
tori
cal
stan
dard
, its
fed
eral
uni
ty is
a m
irac
leor
, at l
east
, pre
mat
ure.
The
cen
ter
of p
oliti
cal g
ravi
ty, w
hen
it co
mes
tore
st, i
s bo
und
to b
e in
the
stat
es.
Des
pite
the
stro
ng p
ower
s ac
cord
edto
the
cent
ral g
over
nmen
t by
the
Con
-st
itutio
n, th
e su
bsta
ntia
l fin
anci
al r
e-so
urce
s of
the
natio
nal g
over
nmen
t,an
d th
e po
wer
ful,
mili
tary
and
pol
ice
forc
es a
t its
com
man
d, m
ost o
f th
ebi
g ba
rons
of
New
Del
lti a
re th
e po
-lit
ical
bos
ses
of th
e st
ates
.A
nd y
et, I
ndia
will
. no
t dis
solv
e.W
hy n
ot?
The
pri
ncip
al a
nsw
er is
: Hin
du c
ul-
ture
that
inex
haus
tible
com
plex
of
relig
ion,
myt
holo
gy,
liter
atur
e,es
-th
etic
s, tr
aditi
on, c
lass
', ca
ste,
str
ug-
gle,
sur
viva
l, re
pres
sion
, asp
irat
ion,
good
sen
se a
nd n
onse
nse,
abs
orpt
ion
and
reje
ctio
n, v
iole
nce
and
patie
nce
that
bin
ds th
e su
bcon
tinen
t int
o a
nono
rgan
ic b
ut c
ellu
lar
unity
.T
he s
econ
d an
swer
is th
e ci
vil a
d-SR
/AU
GU
ST 9
, 196
9
Nen
stio
lnT
anyz
na-T
;au,
but t
he b
est a
rc s
uper
b an
d th
e w
orst
still
mai
ntai
n or
der,
obe
y co
mm
ands
,ke
ep r
ecor
ds, a
nd c
arry
on
the
indi
s-pe
nsab
le m
inim
al f
unct
ions
of
law
.T
he th
ird
answ
er is
the
Con
stitu
-tio
nth
atpr
escr
ibes
stat
e,ce
ntra
l,an
d jo
int p
ower
s en
forc
ed b
y an
in-
depe
nden
t jud
icia
ry, p
erm
ittin
g th
ece
ntra
l gov
ernm
ent t
o ta
ke o
ver
loca
lru
le if
sta
te a
utho
rity
col
laps
es a
ndpr
ovid
ing
Pres
iden
tial p
ower
s w
hich
coul
das
a la
st r
esor
tsu
pers
ede
thos
e of
the
Parl
iam
ent i
f re
pres
enta
-tiv
e go
vern
men
t bec
ame
dead
lock
ed.
The
fou
rth
answ
er is
that
Ind
ian
polic
y is
pro
foun
dly
infl
uenc
ed b
y an
educ
ated
elit
ewid
ely
dist
ribu
ted
inal
l the
pri
ncip
al c
ities
;sh
arin
g th
eE
nglis
h la
ngua
ge; w
antin
g na
tiona
l in-
depe
nden
ce, b
ut n
eedi
ng w
orld
-wid
eas
soci
atio
ns a
nd a
ssis
tanc
e; d
edic
ated
to d
evel
opm
ent,
but a
ltern
atin
g be
-tw
een
hope
and
des
pair
.A
nd f
inal
ly, I
ndia
is la
ced
toge
ther
by s
uch
mun
dane
but
pra
ctic
al ti
esas
har
d-su
rfac
ed r
oads
, rai
lroa
ds, a
ir-
lines
,te
legr
aph,
tele
phon
es,
post
alsy
stem
, can
als,
ele
ctri
c po
wer
line
s,an
d an
indu
stri
al c
apac
ity to
pro
duce
mos
t of
the
equi
pmen
t tha
t ena
bles
thes
e se
rvic
es to
wor
kfai
rly
wel
l.O
f al
l the
se th
ings
that
wor
kfai
rly
wel
lthe
gran
dest
by
far
is th
e In
-di
an-m
ade
Mer
cede
s en
gine
and
cha
s-si
s. R
oari
ng d
own
mou
ntai
n cu
rves
from
Lad
akh
to K
ashm
ir, g
rind
ing
thro
ugh
the
sand
s of
Raj
asth
an, s
cut -
.th
ug a
s a
bus
or g
roan
ing
as a
truc
k,lu
mbe
ring
, car
ryin
g so
ldie
rs to
the
fron
t,ta
king
villa
gers
tom
arke
t,pi
ckin
g up
fis
hin
Tri
vand
rum
, or
mov
ing
oil
in G
ujar
atit
is e
very
-w
here
, a ty
rant
of
the.
roa
ds a
nd a
.te
stam
ent t
o th
e ub
iqui
ty o
f ch
ange
.T
he f
act t
hat t
his
engi
ne a
nd c
hass
isw
ith a
n en
dles
s va
riet
y of
car
rier
sm
ount
ed u
pon
them
are
mad
e in
In-
dia
sugg
ests
that
Ind
ian
indu
stri
alde
velo
pmen
t is
rem
arka
bly
adva
nced
.In
dia
has
limitl
ess
quan
titie
sof
I.,
7,I
1141
tele
phon
e eq
uipm
ent.
And
, sur
pris
ing-
ly, i
t mak
es a
ll si
zes
of m
achi
ne to
ols
of s
uffi
cien
t qua
lity
and
quan
tity
for
expo
rt to
"ad
vanc
ed"
coun
trie
s.B
ut th
ere
are
prob
lem
s: O
ne is
am
ultip
licity
ofec
onom
icco
ntro
lsth
at c
ause
s de
lays
, enc
oura
ges
mo-
nopo
lies,
dis
cour
ages
effi
cien
cy a
ndin
itiat
ive,
and
invi
tes
the
corr
uptio
nof
the
regu
lato
rs b
y th
e re
gula
ted.
Ano
ther
is th
e sc
arci
ty o
f m
anag
eria
lsk
ills
and
the
thin
ness
of
exte
rnal
econ
omie
sin
disp
ensa
ble
tola
rge-
scal
e en
terp
rise
s. S
till a
noth
er is
the
polit
iciz
ing
of th
e la
bor
mov
emen
tsto
a d
egre
e th
at c
ontr
ibut
es m
ore
to d
isor
der,
vio
lenc
e, a
nd d
estr
uctio
nth
an it
doe
s to
the
wel
fare
of
wor
kers
and
the
prod
uctiv
ity o
f in
dust
ry. A
four
th is
bot
tlene
cks
in th
e su
pply
ing
of c
erta
in r
aw m
ater
ials
and
man
ysm
all p
arts
espe
cial
ly th
ose
whi
chha
ve to
run
the
gaun
tlet o
f ex
chan
geco
ntro
ls a
nd s
carc
e fo
reig
n ex
chan
ge.
But
the
grea
test
pro
blem
of
all i
sth
e la
ck o
f a
mas
s m
arke
t. Pe
ople
are
abun
dant
, but
thei
r in
com
es a
re to
olo
w to
exe
rt a
dem
and-
pull
on th
e ex
-pa
nsio
n of
indu
stry
.Po
pula
tion
appe
ars
to b
e gr
owin
gat
mor
e th
an 2
.5 p
er c
ent a
yea
r. T
his
mea
ns a
n an
nual
add
ition
of
thir
teen
mill
ion
peop
le. T
he I
ndia
n go
vern
-m
ent i
s m
akin
g a
grea
ter
effo
rt th
anan
y ot
her
natio
n to
red
uce
its r
ate
ofpo
pula
tion
grow
th. T
he o
bjec
tive
is to
brin
g it
dow
n to
1.5
per
cen
t in
the
next
ten
year
s.In
abs
olut
e te
rms,
the
num
bers
of
loop
s in
sert
ed, c
ondo
ms
dist
ribu
ted,
and
vase
ctom
ies
perf
orm
ed u
nder
gove
rnm
ent a
uspi
ces
seem
ver
y la
rge.
But
, rel
ativ
e to
the
tota
l pop
ulat
ion.
they
are
pat
hetic
ally
sm
all.
Eve
n if
this
eff
ort w
ere
mul
tiplie
d m
anif
old
as it
will
bet
he r
ate
of g
row
thm
ay r
ise
for
seve
ral N
ears
bef
ore
itbe
gins
to f
ail.
The
re a
re tw
o re
ason
sfo
r th
is. F
irst
, the
dea
th r
ate
is s
till
high
com
pare
d to
dev
elop
ed c
oun- 13
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Des
pite
bir
th c
ontr
ol p
rogr
ams,
Ind
ia's
num
bers
con
tinue
to in
crea
se, w
hile
foo
d pr
oduc
tion
lags
.
trie
s, a
nd w
ill a
lmos
t cer
tain
ly c
on-
tinue
to d
rop,
bar
ring
mas
s st
arva
-tio
n. S
econ
dly,
Ind
ia's
eff
orts
dur
ing
the
past
twen
ty y
ears
to e
limin
ate
epid
emic
and
end
emic
dis
ease
s (e
spe-
cial
ly m
alar
ia)
have
bee
n su
cces
sful
in r
educ
ing
infa
nt a
nd c
hild
mor
talit
y.M
illio
ns o
f ch
ildre
n w
ho w
ould
oth
er-
wis
e ha
ve d
ied
fift
een
year
s ag
o ar
eno
w a
ppro
achi
ng c
hild
bear
ing
year
s.T
his
shar
p sh
ift i
d ag
e co
mpo
sitio
nw
ill te
nd to
rai
se th
e cr
ude
birt
h ra
te.
sim
ply
beca
use
ther
e ar
e m
ore
child
-be
arer
s pe
r th
ousa
nd o
f po
pula
tion
now
than
ther
e w
ere
ten
year
s ag
o.W
ith a
fal
ling
deat
h ra
te a
nd a
hig
hbi
rth
rate
, the
gro
wth
rat
e co
uld
rise
to 3
per
cen
t bef
ore
ii be
gins
to tu
rndo
wnw
ard.
Thi
s w
ould
be
very
dis
-co
urag
ing
to f
amily
pla
nner
s an
d to
thos
e w
ho w
ish
them
wel
l. W
ere
itno
t for
the
impr
essi
ve b
irth
con
trol
effo
rts,
the
incr
ease
in th
e gr
owth
rate
wou
ld b
e ev
en la
rger
.Fo
r th
e ne
xt te
n ye
ars,
the
prin
cipa
lho
pe o
f av
oidi
ng m
ass
star
vatio
n in
Indi
a is
an
annu
al in
crea
se in
dom
es-
ticfo
od o
utpu
tsu
ffic
ient
toke
epah
ead
of p
opul
atio
n gr
owth
and
to r
e-.
cm c
c th
e co
untr
y's
depe
nden
cy u
pon
86 p
er c
ent r
ural
, the
re c
an b
e no
mas
sm
arke
t For
indu
stry
unl
ess
risi
ng a
gri-
cultu
ral
prod
uctiv
itygi
ves
farm
ers
high
er in
com
es w
ith w
hich
to b
uy th
epr
oduc
ts o
f in
dust
ry.
And
alth
ough
incr
ease
dru
ral
in-
com
es w
ould
not
gua
rant
ee p
oliti
cal
stab
ility
in th
is a
ge o
f ri
sing
exp
ecta
-tio
ns a
nd s
eeth
ing
frus
trat
ions
, the
yar
e a
prer
equi
site
to a
ny p
ossi
bilit
y of
exte
ndin
g th
e de
gree
of
econ
omic
co-
oper
atio
n an
d in
terd
epen
denc
e fu
nda.
men
tal t
o ec
onom
ic p
rogr
ess.
The
sig
nsar
e cl
ear
that
Indi
a's
lead
ers
have
reco
gniz
ed th
is a
nd h
ave.
for
sev
eral
year
s, g
iven
agr
icul
ture
sup
er-p
rior
ity.
The
pro
blem
s, h
owev
er. a
rc e
nor-
mou
s. F
irst
is th
e po
litic
al p
robl
em.
The
No.
1 r
ule
in e
cono
mic
pla
nnin
g is
not t
o sc
atte
r sc
arce
res
ourc
es b
ut to
conc
entr
ate
them
at.
the
poin
ts o
fgr
eate
st p
rodu
ctiv
ity. T
his
runs
exa
ctly
coun
ter
to th
e eg
alita
rian
con
vict
ion
that
eac
h sh
ould
rec
eive
acc
ordi
ng to
his
need
that
eve
n th
e le
ast p
rodu
c-tiv
e. a
nd th
eref
ore
the
poor
est,
area
ssh
ook!
get
cen
tral
fun
ds a
nd a
ttent
ion.
Mor
eove
r. in
any
cou
ntry
as
loos
ely
inte
grat
ed a
s In
dia,
eac
h st
ate,
dis
tric
t,H
onk.
and
ownJ
o/pi
t is
in a
age,
and
tran
spor
tam
ong
othe
rs. T
heam
ount
of
plan
ning
, org
aniz
atio
n, in
-ce
ntiv
e, c
oope
ratio
n, p
atie
nce,
and
de-
term
inat
ion
requ
ired
ispr
odig
ious
.B
ut it
is I
ndia
's h
ope,
and
the
resu
lts,
afte
r se
vera
l yea
rs o
f pr
epar
atio
n an
def
fort
, sus
tain
the
hope
. It n
ow s
eem
slik
ely
that
bet
wee
n th
e cr
op y
ears
of
1967
-68
and
1968
-69,
incl
udin
g a
good
and
a po
or m
onso
on s
easo
n, f
ood
grai
nou
tput
incr
ease
d by
abo
ut 6
per
cen
tw
ell a
head
of
popu
latio
n in
crea
se.
Alth
ough
all
of th
e in
puts
res
pons
ible
for
this
agr
icul
tura
l gro
wth
are
impo
r-ta
nt, t
he m
ost i
mpo
rtan
t, af
ter
wat
er,
is c
hem
ical
fer
tiliz
atio
n. I
ndia
n fo
odou
tput
per
acr
e is
am
ong
the
low
est i
nth
e w
orld
. Mos
t of
the
arab
le la
nd h
asbe
en f
arm
ed f
or tw
o or
thre
e th
ousa
ndye
ars
and
has
been
pro
gres
sive
ly d
e-pl
eted
. The
bio
logi
cal c
ycle
for
res
tor-
ing
soil
fert
ility
is in
adeq
uate
for
hig
hyi
elds
, and
is b
led
outw
ard
by th
e us
eof
cow
man
ure
as a
fue
l ins
tead
of
asa
soil
nutr
ient
. Onl
y ch
emic
al f
ertil
iz-
ers
(sol
uble
nitr
ogen
, pho
spha
te, p
o-ta
ssiu
m, a
nd tr
ace
min
eral
s), p
lus
som
e or
gani
c m
ater
ial t
o m
aint
ain
the
fria
bilit
y of
the
soil,
can
rai
se I
ndia
'sfo
od (
)moo
t fas
t eng
:utth
to f
eed
its
![Page 240: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/240.jpg)
trie
s, a
nd w
ill a
lmos
t cer
tain
ly c
on-
tinue
to d
rop,
bar
ring
mas
s st
arva
-tio
n. S
econ
dly,
Ind
ia's
eff
orts
dur
ing
the
past
twen
ty y
ears
to e
limin
ate
epid
emic
and
end
emic
dis
ease
s (e
spe-
cial
ly m
alar
ia)
have
bee
n su
cces
sful
in r
educ
ing
infa
nt a
nd c
hild
mor
talit
y.M
illio
ns o
fch
ildre
n w
ho w
ould
oth
er-
wis
e ha
ve d
ied
fifte
en y
ears
ago
are
now
app
roac
hing
chi
ldbe
arin
g ye
ars.
Thi
s sh
arp
shift
in a
ge c
ompo
sitio
nw
ill te
nd to
rai
se th
e cr
ude
birt
h ra
te,
sim
ply
beca
use
ther
e ar
e m
ore
child
-be
arer
s pe
t- th
ousa
nd o
f pop
ulat
ion
now
than
ther
e w
ere
ten
year
s ag
o.W
itha
falli
ng d
eath
rat
e an
d a
high
birt
h ra
te, t
hegr
owth
rat
e co
uld
rise
to 3
per
cen
t bef
ore
it be
gins
to tu
rndo
wnw
ard.
Thi
s w
ould
be
very
dis
-co
urag
ing
to fa
mily
pla
nner
s an
d to
thos
e w
ho w
ish
them
wel
l. W
ere
itno
t for
the
impr
essi
ve b
irth
cont
rol
effo
rts,
the
incr
ease
inth
e gr
owth
rate
wou
ld b
e ev
en la
rger
.F
or th
e ne
xt te
n ye
ars,
the
prin
cipa
lho
pe o
f avo
idin
g m
ass
star
vatio
n in
Indi
a is
an
annu
al in
crea
se in
dom
es-
ticfo
od o
utpu
tsu
ffici
ent
toke
epah
ead
of p
opul
atio
n gr
owth
and
to r
e -
duce
the
coun
try'
s de
pend
ence
upo
nun
cert
ain
food
impo
rts.
Wha
t arc
the
hope
s?T
he k
ey to
Indi
a's
futu
rean
d in
deed
to th
at o
f tw
o-th
irds
of th
e hu
-m
an s
peci
esis
ris
ing
prod
uctiv
ity in
agric
ultu
re. A
ll po
litic
al d
ogm
as, p
arty
slog
ans,
pla
nnin
g st
rate
gies
, and
mod
-el
s of
eco
nom
ic g
row
th s
hriv
el to
ir-
rele
vanc
e in
the
face
of t
his
fact
.T
here
can
he
no in
dust
rializ
atio
nw
ithou
t a s
urpl
us o
f foo
d fr
om fa
rmer
sto
feed
indu
stria
l wor
kers
. Thi
:re
can
be n
o ur
bani
zatio
n w
ithou
t a s
urpl
usof
food
in th
e co
untr
ysid
e to
feed
the
city
. The
re is
littl
e pr
ospe
ct o
f abs
orb-
ing
the
unem
ploy
ed a
nd u
nder
em-
ploy
ed e
xcep
t on
the
farm
s. In
a n
atio
n
14
80 p
er c
ent r
ural
, the
re c
an h
e no
mas
sm
arke
t for
indu
stry
unl
ess
risin
g ag
ri-cu
ltura
lpr
oduc
tivity
give
s fa
rmer
shi
gher
inco
mes
with
whi
ch to
buy
the
prod
ucts
of i
ndus
try.
And
alth
ough
incr
ease
d ru
ral
in-
com
es w
ould
not
gua
rant
ee p
oliti
cal
stab
ility
in th
is a
ge o
f ris
ing
expe
cta-
tions
and
see
thin
g fr
ustr
atio
ns, t
hey
are
a pr
ereq
uisi
te to
any
pos
sibi
lity
ofex
tend
ing
the
degr
ee o
f eco
nom
ic c
o-op
erat
ion
and
inte
rdep
ende
nce
fund
a-m
enta
l to
econ
omic
pro
gres
s. T
he s
igns
are
clea
r th
atIn
dia'
s le
ader
s ha
vere
cogn
ized
this
and
hav
e. fo
r se
vera
l7.
ears
, giv
en a
gric
ultu
re s
upep
riorit
y.T
he p
robl
ems,
how
ever
, arc
eno
r-m
ous.
Firs
t is
the
polit
ical
pro
blem
.T
he N
o. 1
rul
e in
eco
nom
ic p
lann
ing
isno
t to
scat
ter
scar
ce r
esou
rces
but
toco
ncen
trat
e th
em a
tth
e po
ints
of
grea
test
pro
duct
ivity
. Thi
s ru
ns e
xact
lyco
unte
r to
the
egal
itaria
n co
nvic
tion
that
eac
h sh
ould
rec
eive
acc
ordi
ng to
his
need
that
eve
n' th
e le
ast p
rodu
c-tiv
e. a
nd th
eref
ore
the
poor
est,
area
ssh
ould
get
cen
tral
fund
s an
d at
tent
ion.
Mor
eove
r, in
any
cou
ntry
as
loos
ely
;iteg
rat e
d as
Indi
a,ea
ch s
tate
, dis
tric
t,bl
ock,
ant
i vill
age
panc
hayt
it is
ina
stro
ng P
ositi
on to
dem
and
its s
hare
.B
ut s
catte
ratio
n is
the
path
to th
ew
i lde
rnes
s.T
he g
over
nmen
t sho
wed
cou
rage
infa
cing
up
to th
is d
ilem
ma
by s
hifti
ngits
em
phas
is fr
om th
eun
iver
saliz
edC
omm
unity
Dev
elop
men
t Pro
gram
toth
e In
tens
ive
Agr
icul
tura
l Dis
tric
t Pro
-gr
am t
IAD
P1.
It c
ompr
omis
ed b
y pu
t-tin
g at
leas
t one
inte
nsiv
e pr
ogra
m in
each
sta
te. B
ut in
so
doin
g, it
trie
d to
pick
the
mos
t lik
ely
dist
rict.
The
IAD
P is
an
effo
rt to
pul
l tog
ethe
ral
l the
inpu
ts r
equi
red
for
high
pro
-du
ctiv
ity:
good
land
,w
ater
, goo
dse
eds,
fert
ilize
rs,
pest
icid
es,
cred
it,pr
ice
ince
ntiv
es, d
ryin
g fa
cilit
ies,
sto
r-
age,
and
tran
spor
tam
ong
othe
rs. T
heam
ount
of
plan
ning
, org
aniz
atio
n, in
-ce
ntiv
e, c
oope
ratio
n, p
atie
nce,
and
de-
term
inat
ion
requ
ired
ispr
odig
ious
.B
ut it
is I
ndia
's h
ope,
and
the
resu
lts,
afte
r se
vera
l yea
rs o
f pr
epar
atio
n an
def
fort
, sus
tain
the
hope
. It n
owse
ems
likel
y th
at b
etw
een
the
crop
yea
rs o
f19
67-6
8 an
d 19
68-6
9, in
clud
ing
a go
odan
d a
poor
mon
soon
sea
son,
food
gra
inou
tput
incr
ease
dby
abo
ut 6
per
cen
tw
ell a
head
of p
opul
atio
n in
crea
se.
Alth
ough
all
of th
e in
puts
res
pons
ible
for
this
agr
icul
tura
l gro
wth
are
impo
r-ta
nt, t
he m
ost i
mpo
rtan
t, af
ter
wat
er,
is c
hem
ical
fert
iliza
tion.
Indi
an fo
odou
tput
per
acr
e is
am
ong
the
low
est i
nth
e w
orld
. Mos
t of t
he a
rabl
e la
nd h
asbe
en fa
rmed
for
two
or th
ree
thou
sand
year
s an
d ha
s be
en p
rogr
essi
vely
de-
plet
ed. T
he b
iolo
gica
l cyc
le fo
r re
stor
-in
g so
il fe
rtili
ty is
inad
equa
te fo
r hi
ghyi
elds
, and
is b
led
outw
ard
by th
e us
eof
cow
man
ure
as a
fuel
inst
ead
of a
sa
soil
nutr
ient
. Onl
y ch
emic
al fe
rtili
z-er
s (s
olub
le n
itrog
en, p
hosp
hate
, po-
tass
ium
, and
trac
e m
iner
als)
, plu
sso
me
orga
nic
mat
eria
l to
mai
ntai
n th
efr
iabi
lity
of th
e so
il, c
an r
aise
Indi
a's
food
out
put f
ast e
noug
h to
feed
its
peop
le.
Indi
a's
cons
umpt
ion
of fe
rtili
zer
has
incr
ease
d si
xfol
d. fr
om 2
00,0
00 to
ns o
fni
trog
en in
196
2 to
1,2
00,0
00 in
196
8.S
ince
it d
oes
not p
ay lo
use
hea
vy d
oses
of fe
rtili
zer
unle
ssth
e ot
her
inpu
tsar
e pr
esen
t --
espe
cial
ly w
ater
and
the
new
see
ds w
hich
acc
ept a
larg
e fe
rti-
lizer
app
licat
iont
he in
crea
sed
fert
i-liz
er c
onsu
mpt
ion
is a
goo
d in
dex
ofpr
ogre
ss in
oth
er a
spec
ts o
f int
ensi
veag
ricul
ture
. Sup
ply,
dem
and,
and
dis
-tr
ibut
ion
of fe
rtili
zer
have
bee
n ke
ep-
ing
a re
ason
ably
eve
n pa
ce w
ith o
nean
othe
r. T
he ti
me
is w
ell p
ast w
hen
criti
cs q
uest
ione
d th
e In
dian
farm
ers'
acce
ptan
ce o
f che
mic
als.
And
Indi
aS
R/A
UG
US
T 9
, 19E
9
![Page 241: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/241.jpg)
now
has
in p
rodu
ctio
n or
con
stru
ctio
nab
out t
wo
mill
ion
tons
of
nitr
ogen
capa
city
. The
goa
l is
..fiv
e m
illio
n to
nsby
197
5,If
the
nitr
ogen
goa
l is
reac
hed
and
isba
lanc
ed w
ith p
hosp
hate
and
pot
as-
sium
pro
duct
ion
or im
port
s. I
ndia
can
be s
elf-
suff
icie
nt in
foo
d by
197
5 in
term
s of
pro
vidi
ng th
e pr
ojec
ted
popu
-la
tion
for
that
yea
r w
ith a
mor
e ne
arly
adeq
uate
cal
oric
inta
ke a
nd p
rote
inco
nten
t. B
ut th
is is
a v
ery
larg
e "i
f."
Am
ong
the
elem
ents
to b
e co
nsid
ered
are
the
follo
win
g:
I) A
con
tinua
tion
and
impr
ovem
ent
of th
e pr
esen
t pol
icy
of in
vitin
g W
est-
ern
busi
ness
to c
olla
bora
te w
ith I
ndia
npu
blic
and
pri
vate
fir
ms
in a
rap
id e
x-pa
nsio
n of
fer
tiliz
er p
rodu
ctio
n.
2) T
he d
evel
opm
ent o
f pr
ivat
e sy
s-te
ms
of f
ertil
izer
dis
trib
utio
n an
d sa
les
prom
otio
n in
com
petit
ion
with
the
gove
rnm
ent-
spon
sore
d co
oper
ativ
es.
3) E
xpan
sion
of
the
IAD
P to
add
i-tio
nal d
istr
icts
, vith
esp
ecia
l em
phas
ison
rel
iabl
e w
ater
sup
plie
s.
4) P
atie
nce
and
visi
on o
n th
e pa
rt o
fW
este
rn e
nter
pris
e in
see
ing
the
oppo
r-tu
nity
, des
pite
mad
deni
ng d
elay
s an
dfr
ustr
atio
ns, p
rese
nted
by
the
vast
Indi
an m
arke
t for
agr
icul
tura
l inp
uts.
5) D
evel
opm
ent o
f in
dige
nous
ex-
trac
tion
and
refi
ning
of
phos
phat
e an
dsu
lphu
r.
6)C
ontin
ued
expa
nsio
n an
dlin
-pr
ovem
ent o
f th
e re
sear
ch a
nd e
xten
-si
on s
ervi
ces
of th
e un
iver
sitie
s an
dgo
vern
men
t age
ncie
s to
rop
e w
ith th
em
ultit
ude
of p
robl
emsv
irus
, bac
teri
a,fu
ngus
, soi
l def
icie
ncy
of tr
ace
nutr
i-en
ts, a
nd b
low
dow
n---
whi
ch in
evita
bly
follo
w th
e in
trod
uctio
n of
new
see
dsin
to a
lien
soil.
7) P
rici
ng, t
axat
ion,
and
land
-ten
ure
polic
ies
that
pro
vide
sec
urity
for
in-
vest
men
t in
land
and
ince
ntiv
es to
cove
r th
e ri
sks
of n
ew m
etho
ds.
8) E
noug
h fo
reig
n ex
chan
ge to
buy
the
fert
ilize
r an
d its
ingr
edie
nts
until
Indi
n ca
n pr
oduc
e m
ost o
f th
em it
self
.
Des
pite
a 1
968
gain
of
9 pe
r ce
nt in
expo
rts
over
196
7, I
ndia
had
a f
orei
gn-
exch
ange
gap
of
$1.4
-bill
ion
last
yea
r./m
ho h
as s
uffe
red
cons
ider
able
infl
a-tio
n, e
spec
ially
as
a re
sult
of f
ood
shor
t-ag
es c
ause
d by
the
terr
ible
dro
ught
sof
1965
-67,
and
the
1965
war
with
Paki
stan
. But
the
infl
atio
n ha
s be
en f
arle
ss th
anth
at o
f m
ost d
evel
opin
gco
untr
ies,
and.
rela
tivel
ysp
eaki
ng,
Indi
a ha
s be
en f
isca
lly te
mpe
rate
, if
not
cons
erva
tive.
The
Ind
ian
gove
rnm
ent c
oura
geou
s-ly
dev
alue
d ru
pees
fro
m 4
.75
to 7
.50
to th
e do
llar
in 1
966,
btu
the
wor
ld
dem
and
for
Indi
a's
basi
c ex
port
s is
so in
elas
tic th
at th
e de
valu
atio
n on
lysl
owly
ass
iste
d in
pro
mot
ing
expo
rts.
The
rup
ee is
pro
babl
y st
ill o
verv
alue
dby
per
haps
20
to 2
5 pe
r ce
nt, b
ut a
nad
ditio
nal d
eval
uatio
n w
ould
'be
very
risk
y po
litic
ally
and
wou
ld a
ccom
plis
hlit
tle in
exp
ort p
rom
otio
n.In
dia
has
the
mos
t rig
orou
s sy
stem
of im
port
con
trol
s of
luxu
ry g
oods
and
cons
umer
dur
able
s of
any
non
-com
mu-
nist
cou
ntry
. Alth
ough
this
cre
ates
abl
ack
mar
ket i
n sm
uggl
ed c
onsu
mer
good
s an
d in
vite
s co
rrup
tion
of th
e ex
-ch
ange
and
cus
tom
s co
ntro
llers
, the
scar
city
of
impo
rted
car
s an
d ot
her
dura
bles
is v
isua
l tes
timon
y to
the
gene
ral e
ffec
tiven
ess
of th
e co
ntro
ls.
On
the
othe
r ha
nd, I
ndia
has
gre
atly
rela
xed
its im
port
con
trol
s ov
er r
awm
ater
ials
, spa
re p
arts
, and
com
pone
nts
for
high
-pri
ority
indu
stri
al d
evel
op-
men
t.In
add
ition
to th
e m
illio
ns o
f to
ns o
fP,
L.-
480
food
gra
ins
sent
by
the
Uni
ted
Stat
es in
196
8 fo
r ru
pee-
repa
ymen
t, In
-di
a ha
d to
spe
nd S
250-
mill
ion
for
food
impo
rts
to a
vert
hun
ger.
The
fer
tiliz
er,
phos
phat
e, a
nd p
etro
leum
impo
rts
wer
e al
l dir
ecte
d pr
imar
ily a
t exp
and-
ing
food
pro
duct
ion.
In
the
cold
fig
ures
of th
e fo
reig
n ex
chan
ge g
ap th
e tr
agic
need
for
foo
d is
icy
clea
r. W
hen
and
ifIn
dia,
with
its
own
reso
urce
s, c
anno
uris
h its
soi
l and
fee
d its
peo
ple
the
gap
will
dis
appe
ar. B
ut u
nles
s th
e ga
pis
tille
d fo
r th
e ne
xt y
ears
with
for
eign
A la
nd w
ith to
o m
uch
of th
e ar
chai
c an
d tr
aditi
on -
bou
nd, t
oo li
ttle
of th
e m
oder
n an
d ad
vanc
ed.
![Page 242: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/242.jpg)
prom
otio
n in
com
petit
ion
with
the
gove
rnm
ent-
spon
sore
d co
oper
ativ
es.
3) E
xpan
sion
of
the
IAD
P to
add
i-tio
nal d
istr
icts
, with
esp
ecia
l em
phas
ison
rel
iabl
e w
ater
sup
plie
s.
4) P
atie
nce
and
visi
on o
n th
e pa
rt o
fW
este
rn e
nter
pris
e in
see
ing
the
oppo
r-tu
nity
, des
pite
mad
deni
ng d
elay
s an
dfr
ustr
atio
ns, p
rese
nted
by
the
vast
Indi
an m
arke
t for
agr
icul
tura
l inp
uts.
5) D
evel
opm
ent o
f in
dige
nous
CX
-
A la
nd w
ith to
o m
uch
of th
e
-
4'4
41:a
4
SR/A
UG
UST
9, 1
369
c\po
rts
over
196
7, I
ndia
had
a f
orei
gn-
exch
ange
gap
of
$1.4
-bill
ion
last
yea
r.In
dia
has
suff
ered
con
side
rabl
e in
fla-
tion,
esp
ecia
lly a
s a
resu
lt of
foo
d sh
ort-
ages
cau
sed
by th
e te
rrib
le d
roug
hts
of19
65-6
7. a
nd th
e19
65 w
ar w
ithPa
kist
an. I
lut t
he in
flat
ion
has
been
far
less
than
that
of m
ost d
evel
opin
gco
untr
ies,
and,
rela
tivel
ysp
eaki
ng,
Indi
a ha
s be
en f
isca
lly te
mpe
rate
, if
not
cons
erva
tive.
The
Ind
ian
gove
rnm
ent c
oura
geou
s-ly
dev
alue
d ru
pees
fro
m 4
35 to
7.5
0to
the
dolla
r in
196
6, b
ut th
e w
orld
arch
aic
and
trad
ition
-bou
nd, t
oo li
ttle
of
<.
tt,.
`ti
oittP
,
In a
dditi
on to
the
mil
how
, 01
tons
01
P.L
.-48
0 fo
od g
rain
s se
nt b
y th
e U
nite
dSt
ates
in 1
968
for
rupe
e-re
paym
ent,
In-
dia
had
to s
pend
S25
0-m
illio
n fo
r fo
odim
part
s to
ave
rt h
unge
r. T
he f
ertil
izer
,ph
osph
ate,
and
petr
oleu
m im
port
sw
ere
all d
irec
ted
prim
arily
at e
xpan
d-in
g fo
od p
rodu
ctio
n. T
o th
e co
ld f
igur
esof
the
fore
ign
exch
ange
gap
the
trag
icne
ed f
or f
ood
is ic
y cl
ear.
Whe
n an
d if
Indi
a, w
ithits
ow
n re
sour
ces,
can
nour
ish
its s
oil a
nd f
eed
its p
eopl
e th
ega
p w
ill d
isap
pear
. But
unl
ess
the
gap
is li
lted
for
the
next
yea
rs w
ith f
orei
gn
the
mod
ern
and
adva
nced
.
r "A
Yt
4,
0.
15
![Page 243: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/243.jpg)
at.
re
't
ITT
-spo
nsor
ed p
hone
pla
nt in
Ban
galo
refo
reig
n fu
nds
aid
indu
stri
al e
xpan
sion
.
econ
omic
ass
ista
nce,
ther
eis
little
hope
that
Ind
ia c
an m
ake
it.D
urin
g th
e pa
st tw
enty
yea
rs, t
heU
nite
d St
ates
has
loan
ed o
r gr
ante
dab
out 3
9-bi
llion
toIn
dia
incl
udin
gab
out
34.5
-bill
ion
inP.
L.-
480
food
grai
ns f
rom
our
for
mer
ly e
mba
rras
s-in
g fo
od s
urpl
us. I
ndia
is th
e la
rges
tgr
oss
bene
fici
ary
of o
ur a
id, b
ut h
asre
ceiv
ed b
y fa
r th
e sm
alle
st p
er c
apita
assi
stan
ce. T
he la
rges
t. an
nual
am
ount
loan
ed b
y th
e U
.S. t
o In
dia
was
5.4
35 -
mill
ion,
or
abou
t 87
cent
s a
head
thre
e ye
ars
ago.
Sin
ce th
en, o
ur h
elp
has
shar
ply
.dec
lined
to a
pro
babl
e$2
50-m
illio
n in
fis
cal '
68-'6
9.N
on-U
.S. l
oans
to I
ndia
, pri
ncip
ally
from
the
Uni
ted
Kin
gdom
, Wes
t Ger
-m
any,
Jap
an, t
he W
orld
Ban
k, a
ndE
aste
rn b
loc
coun
trie
s, h
ave
been
on
S
i
shor
ter
mat
urity
and
toug
her
term
sth
an o
urs.
Unl
ess
thes
e cr
edito
rs a
c-ce
de to
an
exte
nded
mor
ator
ium
on
the
3500
-mill
ion
now
ann
ually
ow
ed, t
here
is n
o pr
ospe
ct o
f cl
osin
g th
e ga
p an
dlit
tle p
oliti
cal p
ossi
bilit
y th
at o
ur C
on-
gres
s w
ill in
crea
se f
orei
gn a
id f
unds
whi
ch a
re v
itiat
ed, i
n pa
rt, b
y re
pay-
men
ts to
oth
ers.
If
a m
orat
oriu
m is
nego
tiate
d, th
e ga
p w
ill b
e re
duce
d to
$900
-mill
ion.
Of
this
, the
U.S
. sha
resh
ould
be
abou
t $65
0-m
illio
n.W
hy "
shou
ld"
we
doan
ythi
ng?
Indi
a's
"tee
min
g m
illio
ns"
will
not
pos
ea
thre
at to
us
in th
e fo
rese
eabl
e fu
ture
.Sh
ould
we
pour
in m
ore
mon
ey to
sal
-va
v, w
hat w
e've
alr
eady
sen
t? I
t wou
ldbe
che
aper
to w
rite
itof
f. W
e do
n't
need
Ind
ia's
nat
ural
res
ourc
es. D
oes
Indi
aof
fer
attr
activ
e m
arke
ts a
ndop
port
uniti
es f
or in
vest
men
t? Y
es, i
nth
e lo
ng r
un, b
ut f
car
the
next
twen
tyye
ars
it w
ill b
e ju
st a
s pr
ofita
ble
and
alo
t mor
e pl
easa
nt to
dea
l with
Can
ada
and
wes
torn
Eur
ope.
rve
n w
ith s
ub:
long
tim
e, if
eve
r. B
oth
the
Sovi
et a
ndC
hine
se C
omm
unis
t Par
ties
in I
ndia
are
utte
rly
irre
leva
nt to
the
prob
lem
sof
the
Indi
an m
asse
s. T
hey
are
brut
ally
capa
blew
ith th
eir
com
bina
tions
of
unem
ploy
ed in
telle
ctua
ls a
nd h
ired
plug
ugl
ieso
f ob
stru
ctin
g pa
rlia
men
-ta
ry g
over
nmen
t, de
stro
ying
pro
pert
y,an
d vi
olen
tlyim
pedi
ng p
rodu
ctio
n,es
peci
ally
in W
est B
enga
l. B
ut th
ey a
rea
long
way
fro
m b
eing
abl
e to
cop
e w
ithIn
dia'
s ar
my-
and
cen
tral
gov
ernm
ent.
So, a
gain
, why
sho
uld
we
be c
once
rned
abou
t the
cou
ntry
's f
utur
e?In
dia'
s pe
ople
com
pose
nea
rly
(mo-
hair
of
the
popu
latio
n in
less
-dev
el-
oped
cou
ntri
es o
utsi
de o
f th
e co
mm
tani
si. b
loc.
It i
s a
siza
ble
sam
ple
of th
efu
ture
. At
pres
ent r
elat
ive
rate
s of
popu
latio
n gr
owth
, the
less
-dev
elop
edco
untr
ies
\Sit!
soon
hav
e liv
e-si
xths
and
then
sev
en-e
ight
hs o
f to
tal w
orld
pop
-ul
atio
n. W
hat k
ind
of c
ompa
ny d
o w
ew
ant a
s W
e ri
de o
ur ti
ny p
elle
t thr
ough
spac
e? D
o w
e w
ant t
o be
sur
roun
ded
by m
iser
able
mas
ses
cons
umed
by
hung
er, m
iser
y, e
nvy.
hat
red,
vio
lenc
e,an
d di
sint
egra
ted
into
the
prim
ary
biol
ogic
al u
nits
fro
m w
hich
we
bega
nou
r lo
ng a
scen
t 10,
000
year
s ag
o? O
rw
ould
we
like
to m
ake
a re
lativ
ely
smal
l fin
anci
al b
et o
n th
e ho
pe th
atm
an c
an s
omed
ay a
chie
ve th
e di
gnity
for
whi
ch w
e us
ed to
thin
k he
was
dest
ined
?Fi
ve y
ears
ago
we
wer
e pr
ovid
ing
econ
omic
and
mili
tary
ass
ista
nce
to th
ele
ss-d
evel
oped
cou
ntri
es a
t the
rat
e of
abou
t $4.
5- b
illio
n a
year
. Thi
s ye
ar, a
ta
muc
h hi
gher
GN
P, w
e w
ill o
ffer
less
than
hal
f as
muc
h. I
f w
e an
d ou
r lik
e-m
inde
d fr
iend
s w
ere
to lo
an I
ndia
$900
-mill
ion
in th
e co
min
g ye
ar, a
ndof
fer
the
sam
e av
erag
e pe
r ca
pita
rat
eof
ass
ista
nce
to a
ll th
e re
st o
f th
eun
derd
evel
oped
cou
ntri
es. i
nclu
ding
Chi
na, t
he to
tal b
ill w
ould
be
less
than
$4-b
illio
n, e
xclu
ding
deb
t rep
aym
ent.
The
U.S
. sha
re o
f th
is s
houl
d no
t be
mor
e th
an $
.3-b
i ll
with
$65
0-m
illio
n
![Page 244: DOCUMENT RESUME - ERIC · DOCUMENT RESUME. ED 054 011. SO 001 276. TITLE Communities Around the World. A Village in India. Teacher's Resource Unit. INSTITUTION Minnesota Univ., Minneapolis](https://reader033.vdocuments.us/reader033/viewer/2022042223/5eca262ca08ad574d416de0f/html5/thumbnails/244.jpg)
ITT
-spo
nsor
ed p
hone
pla
nt in
Ban
galo
refo
reig
n fu
nds
aid
indu
stria
l exp
ansi
on.
econ
omic
ass
ista
nce,
ther
eis
little
hope
that
Indi
a ca
n m
ake
it.D
urin
g th
e pa
st tw
enty
yea
rs, t
heU
nite
d S
tate
s ha
s lo
aned
or
gran
ted
abou
t$9
- bi
llion
toIn
dia
incl
udin
gab
out
$4.5
- bi
llion
inP
.L.-
480
food
grai
ns fr
om o
ur fo
rmer
ly e
mba
rras
s-in
g fo
od s
urpl
us. I
ndia
is th
e la
rges
tgr
oss
bene
ficia
ry o
f our
aid
, but
has
rece
ived
by
far
the
smal
lest
per
cap
itaas
sist
ance
. The
larg
est a
nnua
l am
ount
loan
ed b
y th
e U
.S. t
o In
dia
was
$43
5 -m
illio
n, o
r ab
out 8
7 ce
nts
a he
adth
ree
year
s ag
o. S
ince
then
, our
hel
pha
s sh
arpl
y de
clin
ed to
a p
roba
ble
$250
-mill
ion
in fi
scal
'68
-'69.
Non
-U.S
. loa
ns to
Indi
a, p
rinci
pally
from
the
Uni
ted
Kin
gdom
, Wes
t Ger
-m
any,
Jap
an, t
he W
orld
Ban
k, a
ndE
aste
rn b
loc
coun
trie
s, h
ave
been
on
Pro
duct
ion
of c
hem
ical
s is
up.
shor
ter
mat
urity
and
toug
her
term
sth
an o
urs.
Unl
ess
thes
e cr
edito
rs a
c-ce
de to
an
exte
nded
mor
ator
ium
on
the
3500
mill
ion
now
ann
ually
ow
ed, t
here
is n
o pr
ospe
ct o
f clo
sing
the
gap
and
little
pol
itica
l pos
sibi
lity
that
our
Con
-gr
ess
will
incr
ease
fore
ign
aid
fund
sw
hich
are
viti
ated
, in
part
, by
repa
y-m
ents
to o
ther
s. It
a m
orat
oriu
m is
nego
tiate
d, th
e ga
p w
ill b
e re
duce
d to
$900
-mill
ion.
Of t
his,
the
U.S
. sha
resh
ould
be
abou
t $65
0-m
illio
n.W
hy "
shou
ld"
we
doan
ythi
ng?
Indi
a's
"tee
min
g m
illio
ns"
will
not
pos
ea
thre
at to
us
in th
e fo
rese
eabl
e fu
ture
.S
houl
d w
e po
ur in
mor
e m
oney
to s
al-
Yaw
l.. w
hat w
e've
alre
ady
sent
? It
wou
ldbe
che
aper
to w
rite
it of
f. W
e do
n't
need
Indi
a's
natu
ral r
esou
rces
. Doe
sIn
dia
offe
r at
trac
tive
mar
kets
and
oppo
rtun
ities
for
inve
stm
ent?
Yes
, in
the
long
run
. but
for
the
nest
twen
tyye
ars
it w
ill b
e ju
st a
s pr
ofita
ble
and
alo
t mor
e pl
easa
nt to
dea
l with
Can
ada
and
wes
tern
Eur
ope.
Eve
n w
ith s
ub-
stan
tial U
.S. g
over
nmen
t gua
rant
ees,
priv
ate
U.S
. inv
estm
ent w
ill, f
or a
long
time,
pro
vide
onl
y a
smal
l por
tion
ofth
e fu
nds
need
ed to
mak
e In
dia
self-
suffi
cien
t.D
o w
e ne
ed a
pow
erfu
l cou
nter
pois
eto
Chi
na in
Sou
th A
sia?
In o
ld-f
ash-
ione
d di
plom
atic
term
s, p
erha
ps y
es.
The
dep
artu
re o
f the
Brit
ish
from
the
perip
hery
of t
he In
dian
Oce
an fr
omC
apet
own
to S
inga
pore
left
a va
cuum
that
Indi
a ou
ght t
o fil
l. B
ut th
e C
hi-
nese
hav
e pr
oble
ms
of th
eir
own.
The
yar
e no
t lik
ely
to c
limb
the
Him
alay
asto
acq
uire
Indi
a's
food
def
icits
. The
yw
ill m
ake
bord
er tr
oubl
eind
eed
they
are
busi
ly a
t it i
n N
epal
, in
Ass
atn,
and
in B
urm
a. B
ut In
dia
is in
a fa
r be
tter
posi
tion
to c
ope
with
bor
der
trou
bles
now
than
it w
as in
196
2.In
dia
will
not
turn
com
mun
ist f
or a
Nai
l.1.
1
thei
r se
ven
- ei
ghth
s of
tota
l wor
ld p
op-
ulat
ion.
Wha
t kin
d of
com
pany
do
we
wan
t as
«e r
ide
our
tiny
pelle
t. th
roug
hsp
ace?
Do
we
wan
t to
be s
urro
unde
dby
mis
erab
le m
asse
s co
nsum
ed b
yhu
nger
, mis
ery,
env
y. h
atre
d, v
iole
nce,
and
disi
nteg
rate
d in
to th
e pr
imar
ybi
olog
ical
uni
ts fr
om w
hich
we
bega
nou
r lo
ng a
scen
t 10,
000
year
s ag
o? O
rw
ould
we
like
to m
ake
a re
lativ
ely
smal
l fin
anci
al b
et o
n th
e ho
pe th
atm
an c
an s
omed
ay a
chie
ve th
e di
gnity
for
whi
ch w
e us
ed to
thin
k he
was
dest
ined
?F
ive
year
s ag
o w
e. w
ere
prov
idin
gec
onom
ic a
nd m
ilita
ry a
ssis
tanc
e to
the
Jess
-dev
elop
ed c
ount
ries
at th
e ra
te o
fab
out $
4.5-
bill
ion
a ye
ar. T
his
year
, at
a m
uch
high
er G
NP
, we
will
offe
r le
ssth
an h
alf a
s m
uch.
If w
e an
d ou
r lik
e-m
inde
d fr
iend
s w
ere
to lo
an In
dia
$900
-mill
ion
in th
e co
min
g ye
ar, a
ndof
fer
the
sam
e av
erag
e pe
r ca
pita
rat
eof
ass
ista
nce
to a
ll th
e re
st o
f the
unde
rdev
elop
ed c
ount
ries.
incl
udin
gC
hina
, the
tota
l bill
wou
ld b
e le
ss th
an34
-bill
ion,
exc
ludi
ng d
ebt r
epay
men
t.T
he U
.S. s
hare
of t
his
shou
ld n
ot b
em
ore
than
$3-
billi
onw
ith $
650-
mill
ion
for
Indi
a.W
ill In
dia
mak
e it?
Will
the
hum
anra
ce m
ake
it? It
dep
ends
.
Indi
a In
196
8 ha
d a
fore
ign
ex-
chan
ge d
efic
ienc
y of
$1,
400-
mill
ion,
and
ther
e is
littl
e pr
ospe
ct o
f cl
osin
gth
e ga
p in
the
next
fiv
e ye
ars.
The
prin
cipa
l con
trib
utor
s to
the
defi
cit
are
as f
ollo
ws:
Mill
ions
:
Rep
aym
ents
of
capi
tal a
ndin
tere
st o
n lo
ans
from
wes
tern
Eur
ope
Food
impo
rts
Fert
ilize
rPe
ieoi
eiim
Phos
phat
eN
onfe
rrou
s m
etal
sA
ll ot
her
$ 50
025
025
0fbv 15 118
167
TO
TA
L$1
,400
16S
R/A
UG
US
T 9
. 196
9