i The Teaching of History The Paedo-centric Approach ii iii THE TEACHING OF HISTORY The Paedo-centric Approach S.P Pathak KANISHKA PUBLISHERS, DISTRIBUTORS NEW DELHI-110 002 iv KANISHKA PUBLISHERS, DISTRIBUTORS 4697/5-21A, Ansari Road, Daryaganj New Delhi-110 002 Phones :; 2327 0497, 2328 8285 Fax: 011-2328 8285 e-mail: kanishka@mantraonline.com First Published 2003 © S.P Pathak ISBN 81-7391-608-X PRINTED IN INDIA Published by Madan Sachdeva for Kanishka Publishers, Distributors, 4697/5-21A, Ansari Road, Daryaganj, New Delhi110 002; Typeset by Sunshine Graphics, Delhi, and Printed at Nice Printing Press, Delhi v ACKNOWLEDGEMENTS It gives me great pleasure and a sense of fulfilment to acknowledge the inspiration which I received from my teachers — Professor A.B.L Srivastava, an eminent historian and a lighthouse of knowledge, as an M.A student, and from Prof D.N Gaind who taught me about the nuances of the methods of teaching history It may be stated that these two eminent scholars perhaps never knew as to what sort of spark they had kindled in me I am also beholden to my wife Smt Kanchan Rani Pathak who always stood by my side and constantly encouraged me to complete this assignment and my grandson Ashutosh Trikha who typed the manuscript on computer I am also thankful to my publisher Messrs Kanishka Publishers, Distributors to give the final shape to this endeavour In the end I also thank all the scholars and friends from whom I borrowed ideas directly or indirectly S.P Pathak vi vii PREFACE Let us not forget the fact that history as a subject has earned a bad name for itself It is regarded as boring, listless, monotonous and a subject concerned with rote memory Students feel that they are supposed to mug up facts and then vomit them out at the time of the examination So where is the question of enjoying or imbibing or assimilating them? The present book is, therefore, an answer to this false perception of this lively subject An effort has been made to suggest to the teachers to follow the paedo-centric approach so that children may become co-travellers in the journey to discover the facts, so that they may be inspired to think about the situations and the problems in a logical way and then come out with their well reasoned out reactions This active involvement of children at every stage of learning history will surely infuse in them a positive and strong liking for the subject This approach — to think, to reflect, and attempt a solution in a given situation, is sure to place the subject of history at its high pedestal It is said that history is the queen of subjects, and this place, due to her, can be won back by her once again, if we sincerely and honestly follow this approach Here, I may assert that this approach is not time-consuming as is feared by many practicing teachers On the other hand, if teachers adopt this approach sincerely, then they can cover the whole course in the prescribed time allotted to them We perhaps forget, that if the interest of the learner is aroused in the subject and if he is inspired to act as a discoverer or explorer then the pace is automatically quickened and the learning so viii accrued, becomes permanently etched in his mind and surely this is what education demands I am sure that this book would be a source of great help to students of education and working teachers and the author would feel more than rewarded if our combined efforts enthuse and inspire the children to learn history and also learn from history AUTHOR ix CONTENTS Acknowledgements v Preface vii Chapter WHAT IS HISTORY Introduction What is History? Definitions History of Historiography Present Concept of History Is History Science or Art History as Art History Both Science and Art Message for Teachers Chapter HISTORY AND ITS RELATIONSHIP WITH OTHER SUBJECTS Introduction History and Geography History and Civics History and Economics History and Literature History and Science Message for Teachers x Chapter AIMS OF TEACHING HISTORY 16 Introduction Aims of Teaching History Development of Imagination Critical Thinking Moral Aim International Understanding Inculcation of Objectivity Source of Pleasure Conclusion Message for Teachers Chapter SYLLABUS OF HISTORY 25 Introduction Principles of Syllabus Construction Chronological Method Concentric Method Topical Method Regressive Method Syllabus of CBSE Its Appraisal Message for Teachers Chapter METHODS OF TEACHING HISTORY 34 Introduction Text-Book Method Question-Answer Method Lecture Method Project Method Unit Method Source Method Some Practical Difficulties Message for Teachers xi Chapter AUDIO VISUAL AIDS 62 Introduction Audio Visual Aids—Their Meaning Merits Kinds of Material Aids How to Use the Material Aids Message for Teachers Chapter CULTIVATION OF TIME AND SPACE SENSE 72 Introduction What is Time? How to Develop the Time Sense Space Maps How to Use the Map Use of Roll-up Maps Globe Conclusion Message for Teachers Chapter TEXT-BOOK 84 Introduction Importance Characteristics of a Good Text-Book Other Features Message for Teachers Chapter EVALUATION 92 Introduction Evaluation—Its Present Form Evaluation—Its Benefits Evaluation in History Evaluation Tests in History Continuous and Comprehensive Evaluation Conclusion Message for Teachers xii Chapter 10 HISTORY ROOM 105 Introduction Need Equipment Message for Teachers Chapter 11 THE HISTORY TEACHER 114 Introduction Academic Qualities General Message for Teachers Chapter 12 LESSON PLANNING 125 Introduction Aims Material Aids Preparation Presentation Recapitulation Home Work Conclusion Message for Teachers Chapter 12(a) LESSON PLANS 134 BIBLIOGRAPHY 156 Index 158 Chapter WHAT IS HISTORY INTRODUCTION In a curriculum we include several subjects and history is one of them For our purpose it would be worth while to address ourselves to the question as to why should we have history in the curriculum? It is a very valid and pertinent question But to comprehend this issue properly it would be advisable to consider it in a wider perspective.' Broadly speaking, education aims at the development of man's personality to the maximum But this development is to be attained in some social context This context has been amply explained and stated in our Constitution, which in most unambiguous terms says that we want to build a society in which each individual will be granted EQUALITY, LIBERTY, EQUAL OPPORTUNITY and JUSTICE and inculcate in him/her a sense of FRATERNITY So the mandate for education is as clear as crystal Education, therefore, should help the child to grow to his/her maximum potentiality so that he may be fully imbued with the above ideals Here our intention is not to philosophically analyse or discuss the above ideals, but to broadly highlight this universally accepted aim of education - growth to one's maximum potentiality Now history is included in our curriculum because in its own inimitable way, it also helps us to realise this goal We shall discuss it at appropriate place in this book However, presently we shall focus our attention on "What is history"? WHAT IS HISTORY? History has been defined by different scholars in different ways If we look at the genesis of the word "history" we will find that it has been derived from the Greek word "Historia", which means "information", or an inquiry to find out the truth Chambers 21st Century Dictionary defines it as "an account of past events and developments; a methodical account of origin and progress of a nation, institution, the world, etc." It is an account of the growth of man from the day when he appeared on the earth It is a record of what man did or thought DEFINITIONS At this juncture, it will be advisable to refer to some of the definitions of history given by some of eminent scholars Henry Johnson says, "History in its broadest sense, is everything that ever happened" Rabindra Nath Tagore says, "There is only one History -the History of Man" Jones says, "History is a veritable mine of life experiences and the youth of today studies history that he may profit by the experiences of the race" Carr says, "History is a continuous process of interaction between the historian and his facts It is an unending dialogue between the present and the past" Pt Jawaharlal Nehru says, "History is the story of man's struggle through the ages against nature and elements; against wild beasts and the jungle and some of his own kind who have tried to keep him down and to exploit him for their own benefit" We can give many definitions of history as given by great historians or scholars, but for our purpose it will be sufficient to say that it is the man's story in different facets of his life It is not confined to the story of the kings, nobles, the rich or haves but it is the story of all of us in a wider sense It gives us information as to how a savage - a food gatherer became a food producer; how the settled life began and, how progress was made in different fields of life - social, political, economic, cultural, etc., and how man arrived at the present level of the so-called growth or development So in short it is a narrative of the deeds, actions and thoughts of our ancestors right from the past to the present and this we study so that we may further build upon what they have left for us HISTORY OF HISTORIOGRAPHY Since we are dealing with history as a discipline, it is all the more incumbent upon us to have a brief but passing look at the history of historiography Western scholars say that Herodotus, a Greek scholar who lived in 5th Century B.C is the father of history He was the first person who tried to give a systematic account of the happenings of his times He travelled to different countries and carefully observed and collected information about people He also tried to gather information of the past This information he compiled in a systematic way and narrated it in his own words He simply tried to reproduce the information as it came to him He did not dilate over it Thucydides, another Greek Scholar, a contemporary of Herodotus, also collected information, but he narrated it with his own interpretation He tried to give his own considered views and comments on what he had gathered So he was not a mere chronicler However, slowly history was written to please the rulers or the patrons who employed or patronised the so-called historians To illustrate what has been said here, it would be not out of place to refer to Minahaj-us Siraj, the historian during the reign of Balban He painted Riyan who ousted Balban in the blackest of the black ink but when Balban was recalled he used hyperbole in his praise because he was a protege of Balban Khafi Khan the historian of Aurangzeb's reign condemned Shivaji whereas Maratha historians eulogised him So history by and large was not the real reproduction of what had happened, but what suited the historians to please their patrons In Europe too, by and large history was written in this very vein Napoleon, perhaps because of this, remarked that history was nothing but a 'fable agreed upon' So history was the handmaid of the ruler's wishes and objectivity or empiricism was by and large conspicuous by its absence It may be noted that because of such a state of affairs it was held in very low esteem It was regarded as a subject containing many lies It was considered as a figment of imagination on the part of the historian who was believed to weave fanciful stories around his patrons It is said that a king in a lighter vein asked his attendant to call his liars (historians) So history was considered as a tissue of lies, but in spite of it, even these writings contained some useful material and information for the discerning scholars to build up a true history from the narrative Anyway till the end of 18th Century history was not held in high esteem But in the 19th Century a perceptible change occurred Two German scholars, Niebuhr and Leopard Von Ranke tried to put history in its rightful place They pleaded for empiricism and objectivity in history They tried to make it scientific They applied scientific methods in the writing of history They wanted facts and information to be collected in a scientific way, properly and systematically classified and arranged and then interpreted not as per liking of the historian but as per the evidences culled from the information in a logical and dispassionate and objective manner In this context Ranke's contribution was very significant He emphasised on, finding out the veracity and validity of facts through a very close scrutiny His aim was to find out something particular or special from the common run of facts or from the general storehouse of truth His purpose was to reproduce the events scientifically in the form in which they happened As said above, in this process he would try to find out something special in these facts through analytical approach and impartial research and would then try to present facts which are neither painted nor tainted Ranke himself tried to practise it while writing about France, the avowed enemy of his country — Germany; his patriotism did not come in his way of calling a spade a spade So the 19th Century witnessed a sea change in the writing of history A beginning was made to write history without injecting any biases into it However, in India, history continued to be written with a tangent and bias to serve the purpose of English rulers English historians in most of the cases painted Indians as backward, barbarians and uncivilised They regarded us as inferiors in every respect and called India as white man's burden James Mill's history of India is a compendium of vulgar abuses and denigration of Indians However, as discussed above in West a beginning had been made in the 19th Century to make it scientific PRESENT CONCEPT OF HISTORY History in its true sense is a study of man, his growth and development in all aspects — political, economic, social and cultural etc It is a true unalloyed account of what he has done and thought It is a scientific description of his achievements, successes, failures and shortcomings It is not confined to a region or a nation, it is concerned with the entire human race right from the day when man appeared on this planet It is a continuous and unending stream tracing the man's growth from barbaric stage to the present day Actually it is the memory of the race It is a continuum from the past to the present with its sight fixed on the future too History is not only confined to the political aspect of society It is not restricted to major political events or the achievement or great deeds of reputed conquerors, kings and rulers Now the history takes in its compass also the history related to the common man-history of the life style of people, their economic and social life too and its effect on the overall political life So, in brief, in the present-day-world, history has a very broad canvas and it takes in its embrace the progress of the man or the society in its myriad fields IS HISTORY SCIENCE OR ART A very interesting controversy about history is - whether it is Science or Art? For a student of history, it is essential to understand the implications of this controversy If we properly comprehend it, then our role as teacher will become very clear and our path to interact with children in the classroom will become easy and effective too One school of thought considers history to be science As stated earlier, Ranke of Germany was the advocate of this idea because till the 19th Century, history was written by and large, as a piece of fiction and the so-called chroniclers impregnated the facts and events with their biases and prejudices So it was more of a fiction It was not a true account of what had happened It was more of a distortion of the truth Naturally, this invited a lot of criticism and many an eyebrow were raised against it Many historians raised the banner of scienticism and empiricism in the writing of history According to them the role of historian was to reproduce the events as they occurred in a detached and unbiased manner They should be neutral in their approach History should not be written to please or displease any one It should present the past "as it actually was" So like a scientist he should collect his data, classify it and then interpret it in an objective and detached manner It is possible that truth may evade historian, but he should cling to truthfulness to the best of his ability in a relentless manner In short history should be given the treatment of a science HISTORY AS ART But a very strong reaction to scienticism in history also started in 19th and 20th Centuries Macaulay ridiculed this scienticism To him to collect the boney and lifeless events of the past and reproduce them in this lifeless way had no meaning In a way the scientific approach gives us the skeleton and skeleton never attracts any one, on the other hand it is repelling and abhorring If history is only to reproduce the facts of the past then it would never attract the young children pulsating with life because the dead presented in the dead form have no appeal The corpses not inspire Therefore the job of the historian is to infuse life into the dead skeleton which is the gift to us by our scientific approach We have to make it breathe, act, talk, dance, cry and relive The historian with his powerful narration, imagination and understanding of the human psychology can delineate the human emotions and motives which might have prompted the characters to act in a particular way, of course within the parameters of the facts collected by him The historian therefore must possess the most effective and powerful trait of weaving a powerful and interesting story pulsating with life around his facts in a captivating and fascinating style Johnson, perhaps, stated half the truth when he remarked, "The historian tells either what is false or what is true; in the former case he is no historian; in the latter he has no opportunity for displaying his abilities for truth is one; and all who tell the truth must tell it alike" But here he stopped half-way and did not take the argument to its logical conclusion We all know that the truth is one, but take the instance of an accident being witnessed by two people at the same moment from the same angle, but their description would vary considerably One endowed with a powerful expression and deeper understanding will delineate the same in a colourful and absorbing style, whereas the other one will present it in a lifeless and listless manner And so the difference is there Therefore a historian has got to be an artist He puts colours in a very skilful manner in the outline of his painting, the smile on the lips, expressions in the eyes and the glow on the cheeks, whereas the same painting will be a lifeless object in the hands of the other, because he simply reproduces the figure without putting life or expressions in it So a historian has got to be an artist Toynbee, therefore very aptly remarked, "Dull history is false history" In sum the scientist in the historian gives him basic facts and information, the truth, a clear outline of the past unalloyed and untainted, but the artist in him makes it lively and vibrant as it was when the event or the fact occurred HISTORY BOTH SCIENCE AND ART The above discussion amply proves the incontrovertible fact that History is both Science and Art The science part of it gives the facts in their original and pure form They are unalloyed and without any biases or prejudices But the art part of it, paints them in the most presentable form without distorting the truth The art makes the facts vibrant with life MESSAGE FOR TEACHERS The above discussion has not been made only for academic purpose or information It has a clear and very articulate message for history teachers, who, in their classrooms, reproduce facts after facts, stuffing children's minds with them, with the sole purpose to finish the course in time, with the fond hope that they would mug them up and reproduce them in the final examination, which has become the only aim of our education In fact, it may be admitted that this causes irreparable harm to the subject, the child and to the society As we are talking about history, let us confess to the fact that if history is considered as a dull and boring subject then the blame lies on us - teachers Therefore, we the teachers of history must in our classrooms, through our approach as an artist, choosing the choicest of words and phrases and delineating the situation or events, in the most absorbing way, should infuse life in the subject matter We must realise that our task is most challenging as well as interesting and absorbing EXERCISE Q.1 What is History? Q Give a brief history of historiography Q 'History is a combination of art and science' Discuss Q What is the modern concept of History? Discuss Chapter HISTORY AND ITS RELATIONSHIP WITH OTHER SUBJECTS INTRODUCTION G.M Trevelyan says, "History is not a subject at all but a house in which all subjects dwell" This statement very clearly underscores the fact that history is at the centre of several subjects and has very close relationship with them In the present-day-world, at school stage we have introduced social sciences, which comprises History, Geography, Civics and Economics Even this dispensation clearly underlines the fact that these subjects are interrelated and therefore naturally have close relationship with history Besides we must understand that a man leads a life in different dimensions He effects and is effected by his total environment, which is social, cultural, economic, religious and political etc He is also effected by the geographical environment too So history which is a part of his very being has relationship with these aspects Koerner brings out this fact very well when he says, "Occupying as it does an intermediate position between the humanities and the social sciences, and employing both the qualitative approach of the humanities and the quantitative data of the behaviourist, it serves as a medium through which students can learn something of literature and arts on the one hand and politics, economics and social behaviour on the other" In sum it can be argued that history is a very important subject at the school 10 stage and that it has relationship with other subjects which touch our life very significantly in one way or the other HISTORY AND GEOGRAPHY History tells about man's progress with reference to time on this planet, whereas Geography studies about the planet We know that entire progress or development of man has occurred on this earth, which has been the stage for him to play his varied roles Thus history provides us with the action and Geography with the stage The influence of the space or the geographical environment on man is a common place knowledge We learn that civilisations grew near the banks of rivers The Indus, the Nile, the Euphrates and the Tiber rivers etc saw civilisations growing along their banks To take another example; the Turks, the Afghans etc from the Central Asia attacked India continuously, because India was a land of abundance, whereas in those regions life was very hard and tough Moreover our way of life, our social formations, our food habits, clothing etc too have direct relationship with our physical environment The effect of living in an island on the British people is well known How this tiny island was saved from Spain, France and Germany because of a small stretch of sea separating it from the main land is a well known fact of history and the contribution of its Geographical location too in this regard is an accepted fact Why did Shivaji take to guerrilla war-fare has much to with Geography Hence space is inextricably related with the history of man and so there exists very close relationship between History and Geography So the message for history teacher is loud and clear He must understand that without showing the space i.e., without showing the relevant location on the map and also its effect on the people, teaching of history would be a meaningless exercise, because without showing the students the stage on which the action took place would be tantamount to teaching in the air So this relationship which is in the very nature of this subject must be continuously and carefully established by the teacher in the classroom situation 11 HISTORY AND CIVICS Civics deals with administrative set up of a country, its various administrative institutions, its Constitution and also with several theories of the origin of State its functions etc and also everything related with our civil life Naturally, we get the information about the growth and development of all these institutions from history and also the way the rules functioned or could function under different dispensations History also gives an insight into the weaknesses and shortcoming of various types of administrative institutions and their strengths too We know through our study of history the despotism, dictatorship and monarchy tend to become very tyrannical; that when the ruler gets absolute power, then by and large, he also becomes absolutely corrupt and people suffer at his hands Then how the feudal system in league with the monarch or royalty exploit the subjects, is also a well known fact of history History tells us that capitalist system also fleeces the poor and then finally it brings home to us the fact that a Democratic set up with its weaknesses and shortcomings is much better a political dispensation than other dispensations though it is also used by the haves to meet their narrow ends So civics gives us an insight into various types of political set up with their merits and demerits and history by supplying the facts substantiates or refutes it Besides the political theories describing different set ups - like monarchy, dictatorship, capitalism, democracy, totalitarianism etc explain their effects on the people's life, and history once again supplies the proof in terms of what happened under their dispensation History delineates or describes what actually happened In this way we find that civics and history are very intimately related with one another In short today's administrative structures and institutions and their actions would become the history of tomorrow, whereas their history would give us a better, deeper and thorough insight into their merits and demerits and thus help us to improve upon them Professor Seeley, therefore, said "History without Civics has no fruit, Civics without History has no root" 12 HISTORY AND ECONOMICS History brings out the fact that among other things, one of the constant struggle of man has been to improve his economic condition The fight between the haves and have-nots is a perennial one It started from the day when man became a producer of food and started hoarding it and began a settled life Karl Marx very rightly says that history of man is the history of class struggle or for that matter economic history It is the history of gaining more power and one of the attributes of power is the possession of wealth So economic gain is the root of all struggle To gain more and more wealth has been the constant endeavour of man, and this urge prompted him to wage wars, conquer new lands, establish colonies, make new discoveries and inventions The entire history of colonising other countries, and fleecing them shamelessly is a living proof of economic roots of history For instance, it was not for the sake of discovery alone, but also to find new markets, that the white man navigated the high seas putting his life at stake The white people started with the trade - an economic activity, and then gradually annexed the new territories, and turned them into their colonies, so as to get an absolute economic hold over them The underlying but clear purpose was to gain economically Sitting across a big table, the European powers with a pencil and measuring scale in their hand divided a big map of Africa into various regions and then shared them among themselves The purpose was plain and simple - to gain markets and also to use the wealth of these lands both in the form of natural resources and, for their own economic upliftment If we carefully read the slogan "No taxation without representation" raised by the American revolutionaries then we clearly see its economic overtones Even today man is waging the economic war relentlessly and the world is divided into the developed, developing and under-developed nations and the undeveloped nations are fighting hard to become developing nations and the developing ones are making efforts to become developed The ploy of liberalisation and globalisation today is also a covert step to exploit the under13 developed and developing countries economically The attack on Kuwait by Saddam Hussain and its defence by the USA, resulting in the Gulf War is another proof of economic undertones behind these events of great significance in our history Hence economic factors are also, inter alia, at the root of shaping the history of man To understand and comprehend Tr Thus we find that this plan also ended up in failure 144 Summary He raised a big army to extend his empire and here too he failed Q What happens to the authority of the king under such circumstances? How vessels react when they find that the king is nothing but a bundle of failures? Tr The centre became weak and revolts started taking place in many parts of the empire Q What would the king under these circumstances? Tr He tried hard to restore the prestige of the centre and set off to quell these rebellions, but died in 1351 while trying to put down the rebellion in Sindh (to show it in the map) His Estimate The teacher will put questions on the above and with their help deduce from the students his character and give in short the various attributes of his character so elicited from the children Summary A visionary, ambitious man much ahead of his times but very poor in executing his ideas Recapitulation Q How did Prince Juna Khan come to the throne of Delhi? Q What was his plan with regard to Doab? Q Describe his plan regarding the transfer of his capital Q Describe his plan of Token Currency Q What did he to annex new territories? Q Give in your own words the estimate of Muhammad Bin Tuglaq Home Work Write about various plans of Muhammad Bin Tuglaq Why did he fail? 145 LESSON PLAN CAUSES OF RUSSIAN REVOLUTION (Class X) (Note - Initial entries upto the General aims are a routine affair therefore we start the lesson plan from Specific Aims) Specific Aims To help students to learn: Why farmers were opposed to the Czar? Why labourers were discontented with their plight? How the life style and tyranny of the Czar provoked the people to rise against him? How the Czar's involvement in the First World War created dissatisfaction in the army? How did the thinkers and philosophers contribute to the revolution Material Aids Map of Europe, picture depicting the killing of labourers - men, women, children in 1905 by the soldiers of the Czar Previous Knowledge Children have read about the French Revolution They are also aware of the fact that revolts generally occur when the tyranny of the ruler transgresses all bounds and people also become conscious of this truth Preparation Q Why were people in France sick of the misrule of Louis XVI towards the end of the 18th Century? Q What sort of atrocities did he commit on the French People? Q What did people ultimately in retaliation? 146 Statement of Aim The French Revolution was against the tyranny of the French Ruler In Russia too in 1917 a great revolution took place against the Czar and today we shall study about its causes Presentation Tr The condition of farmers in Russia was very pitiable They were living a very wretched life They had small farm lands and in many a case they were scattered and away from one another Q How does small pieces of land go against the interest of the farmer? Tr So the labour to be put in was much more than the return Besides the means of irrigation were costly and not satisfactory Q How would it effect the farmer? Tr Naturally it meant more cost and more labour with less returns Q What would be the net result on the economic conditions of the farmers? Tr They were therefore reduced to abject poverty and by and large they did not have enough to keep their body and soul together Q What inputs are needed to augment the yield even in today's context Tr So they also needed some facilities Q But what is needed to procure these facilities Tr As they were very poor they could not pay for them and so their condition was very pitiable But to add insult to injury they were taxed very heavily and tax was collected from them by using brute force? Q What would be the result of it? Tr So the farmers were a disgruntled, dissatisfied and frustrated lot and were the ready material to rise in revolt Summary Miserable conditions of farmers 147 Tr The Industrial Revolution started quite late in Russia It started towards the end of the 19th century As Russia did not have many resources it invited foreign investors to their country to set up industries Q What would be the design of the foreign investors? Tr They had the design to earn maximum profit and this led to the exploitation of the labour employed by them Q In such a situation what would be the plight of the labour? Tr So the foreign investors took more work from them and paid them less wages and also provided them with poor and remarkably bad facilities? Q In your opinion what would be the reaction of the labourers under the circumstances? Tr They formed their own organisations and raised their voice against the mill owners Summary The labourers were exploited and they were also a discontented lot Tr The Czar was tyrant He led a very luxurious life He had no concern with the extremely miserable life of his people He was also very ambitious and wanted to annex foreign territories Q To achieve this what would he Tr To raise a bigger army he imposed taxes on his people and spent lots of money on the wars which by and large were not productive Q So what sort of reaction people would have towards his policy? Tr He was despised by the people and they hated his rule which had become virtually unbearable The revolutionary spirit was getting momentum Being very much suppressed, oppressed and exploited the farmers and labourers took out a procession to present a petition to the Czar in St Petersburg Q How should a good and intelligent ruler act in such circumstances? Tr But Czar was a tyrant and a rank persecutor The procession was fired at and thousands of men and women and 148 even children were killed in cold blood This event took place on a Sunday so it is also known as Bloody Sunday Q What you think would be the reaction of people at this ghastly event? Tr Naturally it provoked the labourers, farmers and the oppressed people belonging to different sections of the society united together to stand against the atrocities of the Czar Summary Czar a tyrant, an autocrat, he oppressed and exploited his people - Bloody Sunday witnessed the killing of people Tr Czar as we have said earlier was ambitious He was an Imperialist and wanted to extend his empire (Use the map to show the territories he wanted to conquer) To realise this goal he jumped into the First World War) But his army was ill equipped and not well prepared for war Q What would be the result of such a venture? Tr The army incurred heavy losses and lakhs of soldiers were killed and the Czar got nothing in the bargain except shame and humiliation Q What would be the reaction of the soldiers? Tr So even the army was dissatisfied with him Summary So even the army was unhappy with him Tr It was the time when thinkers, philosophers and writers were propagating their views criticising the autocratic rule of the Czar Q What would be the effect on the people of such revolutionary ideas Tr Philosophers like Karl Marx had a great impact on the thinking of the people In this way these thinkers also prepared the ground for the revolution 149 Note (Teacher, if possible can present before the class some beautiful extracts from some historians or from some original works and then base his questions on them seeking the reaction of the children He may also ask students to collect some material concerning the subject matter from different sources such as novels, poems, stories, dramas or the books written on the subject and the same can be placed before the class for further discussion) Summary The thinkers and philosophers also inspired people to rise against the Czar Recapitulation Q.1 Why were the farmers discontented with the Government of the Czar? Q.2 What was the attitude of the labourers towards the Government? Q.3 How Czar and his style of life was responsible for the revolution? Q.4 Why were the soldiers unhappy with the Czar? Q.5 What was the role of philosophers in the revolution? Home Work Briefly write the causes of the Russian Revolution of 1917 Note The Teacher would tackle myriad answers of students given in response to his questions and would try to give a detailed, effective and absorbing account of the situation, or conditions or of the events through his narration The brief and sketchy narratives given in the above lesson plan are to give an idea to students about the approach and method An intelligent and 150 well informed teacher can give a graphic and beautiful description of the situation in an absorbing manner He can also supply the much needed details if needed through his oral interaction with the class 151 LESSON PLAN HARAPPAN CIVILISATION (Class X) (Initial entries upto General Aims are a routine affair, therefore we start the plan from Specific Aims) Specific Aims Children will be able to learn about the life of the people during the period of the Harappan Civilisation with regard to: Their Town Planning, Their Food, Their Religious Belief, etc Material Aids Charts and pictures of the remains of houses or cities, seals and pictures showing ornaments etc and the map of the Contemporary India Previous Knowledge Students know our present day life style Q.1 What sort of houses we see around us? Q.2 What sort of dresses we put on? Q.3 What we grow on our agricultural fields? QA What we eat? Statement of Aim All these things along with many others pertain to our way of life or indicate our civilisation Today we shall study about the Harappan Civilisation which flourished around 2500 B.C Presentation Tr In the year 1920 the Harappan Civilisation was discovered 152 It existed in Baluchistan, Sindh, Punjab, Gujarat, Rajasthan and Western Uttar Pradesh (the regions are to be shown in the map) It is claimed that it flourished about 2500 B.C (Students may be asked to calculate the distance of time in relation to today i.e., about 4500 years back) Tr Now let us study about the various facets of this civilisation The excavations reveal that people were living in planned cities Q Of what material your houses are built? Tr Their houses were built of burnt bricks Q In order to have more space in the same area how we expand our house? Tr So they also in some cases had more than one storey in their houses Q What facilities or convenience you provide in your house? Tr They also had bath rooms in the house Q What provision you have for water supply in your house? Tr They used to have a well in it Q What arrangement is made to drain out water from the house? Tr They also had a drainage system All the waste and water was emptied into the underneath street drains and it was thus discharged into the river Q Today while planning a colony what we with regard to the laying of the roads ? Tr They also had wide roads which intersected one another at right angles and houses were built along the roads So in brief the towns were well planned In addition to this a great tank has been found in Mohanjadaro A flight of steps lead to the level of water and all around it were rooms (Map to be shown as well as the picture showing the bath may be shown) Q What does this denote? Tr So it seems that people used to come to these great baths, may be on some festivals and rooms might be used to change clothes or for women for a cover and so they had a concern for privacy Tr In the town we have found a citadel, built on raised ground and it also appears that there they had built some public buildings too 153 Q What does it indicate? Tr May be the affluent and influential people or the elite lived there Tr In the towns we have found granaries too Q So what does it indicate? Tr It means that they used to store the grain so that could be used through out the year and even when there is scarcity Tr At Lothal (map to be used) we have found a structure which looks like a dock yard Q What does this indicate? Tr It means that they knew how to make boats and also that they had relation with other countries and that they must have had trade relations with them B.B Summary Planned cities, houses had bath rooms, wells, good drainage system Great Bath, Citadel, granaries Lothal-dock Yard, trade relations with other countries Tr Now let us study about the life of the people Q What grains we grow for our food? Tr They grew wheat, barley and peas They also ate fish Q Of what stuff are our clothes made? Tr They grew cotton and perhaps used cotton cloth Q What domestic animals we rear? Tr They had goats, cows, buffaloes and perhaps elephants too, perhaps horse was not used Q What sort of pottery is made by us? Tr They used pottery made on the wheel They were also made of different sizes It was also used to store the grain Tr Models of carts and wheels and animals yoked to them have also been found Q What does it denote with regard to their sense of creativity? Tr They were artistic and also used the pottery for their day to day use Tr They also used metals and earthen pots The bronze figure of a dancing girl has also been found several seals 154 decorated with beautiful figures of animals such as bulls, rhinoceros tiger and elephants have been found Q Now what does all this tell us about their civilisation? Tr We also have the evidence of their trade relations with Mesopotamia On some seals some small boats have been drawn Q So think about them as traders Summary They grew wheat, barley, peas They used cotton fibre, had domestic animals, made potteries, used metals and seems to have trade links with Mesopotamia Q What religion you follow? What are your Gods and Goddesses? Tr They also seem to follow some religion A large number of seals depict the humped bull which might be considered sacred The impression of God-like form on a seal may be Lord Shiva The great bath may be used on auspicious occasions for religious bathing Q How we dispose off our dead? Tr Perhaps they buried or cremated their dead Tr Some of seals have some inscriptions on them But so far they have not been deciphered Tr We have no knowledge about their political system but it seems that they had some efficient system of governance Q As we have not been able to decipher their inscription, then how we interpret things about them Tr We try to infer things on the basis of common sense but the fact is that we have no definite knowledge about them Summary Not much known about their religion, they buried or cremated their dead The script is not yet deciphered They seem to have some efficient system of governance 155 Recapitulation Q What you know about their city planning? Q What is the significance of the Great Bath? Q What crops did they grow? Q What you know about their religion? Q What you know about their trade relation? Q What you know about their system of Government? Home Work Briefly describe the Harappan Civilisation 156 BIBLIOGRAPHY Carr, E.H., What is History; London; Macmillan&Co Ltd., 1961 Collingswood, R.G., The Idea of History, London: Oxford University Press, 1951 Dale Edgar, Audio Visual Methods in Teaching, New York: The Dryden Press, 1954 Drummond, H.A., History in Schools, Harrup, 1929 Findlay, J.J., History and its Place in Education, London: University of London Press, 1923 Ghate, V.D., Suggestions for the Teaching of History, Bombay: Oxford University Press, 1953 Ghosh, K.D., Creative Teaching of History, Calcutta: Oxford University Press, 1951 Hasluck, E.L., The Teaching of History, London: Cambridge University Press, 1926 Hill, C.P., Suggestions on the Teaching of History Towards World Understanding, Paris: UNESCO, 1954 Jarvis, C.H., The Teaching of History, London: Oxford University Press, 1932 Johnson, H., The Teaching of History in Elementary and Secondary Schools; New York: Macmillan, 1942 Keating, M.W., Studies in Teaching of History, London: Bluck 1910 Vajreshwari, R., A Handbook for History Teachers, Bombay: Allied Publishers, 1966 Wesley, E.B., Teaching Social Studies in Elementary Schools, Boston: D.C., Heath, 1946 157 Zevin, Jack, Social Studies for the 21st Century, London: LEA - 2000 "Programme of Education, 1986", Govt of India, Ministry of Human Resource Development, Department of Education "Report of the Secondary Education Commission", Govt of India, Ministry of Education, 1952 "Report of the Education Commission, 1964-66", Govt of India, Ministry of Education "Report of the Indian University Education Commission", 1949, Govt of India, Ministry of Education 158 Index Academic Bodies 123 Achilles Heel of Educational System 94 Administrative Setup of a Country 11 Advocates of Concentric Method 28 Age-old Maxim 128 Aim of History 18, 21 Aims of Education 19 Aims of Teaching History 126 Ambit of Education System 101 American Revolutionaries 12 An Account of Past 24 An Apostle of Peace 135 Ancient Civilization 27 Annual Examination 93 A Record of Past 52 Archaeological Sources 55 Storehouse of 53 Attribute of a History Teacher 117 Attributes of Power 12 Audio Visual Aids—Meaning&Merits 63 Auditory Aids 68 Banks of Rivers 10 Basic Attributes of a Good Citizen 117 Basic Demand of National Identity 117 Battle of Plassey 75, 76 Beginning of the 13th Century and Middle of Twentieth Century 73 Bibliography 156 Black-Board Operation—Scheme of 102 Bounden Duty of History 74 Brief Teaching of History 133 Capitalist System 11 Carr2 Causes of Russian Revolution 145 Central Asia 10 Centre of Several Subjects Chamber 21st Century Dictionary Chauhan, Subhadra Kumari 14 Characteristics of Good Text-Book 85 Chronological Account of Events 27 Chronology of History 51 Classification of Sources 54 Clive 21 Combination of Easy Type and Objective Type Examination 103 Components of Good Lesson 125 Compulsions of Examination System 41 Concept of History Concept of Time 72, 82 Constituent of Core Curriculum at School Stage 19 Contribution of History Teacher 19 Deeds of Great Men, Religious Leaders, Saints, Nobles and Kings, etc 21 Definitions of History Democratic Style of Learning 47 Density of India 114 Downfall of the Nawab of Bengal 22 Easy Type of Written Examination 93 Economic Roots of History 12 18th Century History Empiricism and Objectivity 23, 87 English Rulers Entire System of Education 96 Essential Quality of History Teacher 115 European Powers 12 Evaluation Test in History 98 Events of the Past 27 Examination Boards 41 Father of History 159 Figment of Imagination First War of Indian Independence 14 Framers of the Syllabus 26 Function of the Teacher 44 Futility of Wars 23 German Scholars Gift of Forefathers 17 Gift of Scientific Invention 14 Good Education Basic Principle of 25 System of 31 Good History of Teacher 20 Good, C.V 45, 48 Grave Defects of the Examination System 93 Greek Mythology 42 Greek Philosopher 72 Greek World "Historia" Gulf War 13 Hall, Stanley Cultural Epoch Theory of 26 Theories 27 Handmaid of Rulers Wishes and Objectivity Harappan Civilization 116, 151 Heart and Centre of all Subjects 15 Herodotus, a Greek Scholar Historians 3, 6, 13, 41 English Job of the in the Past 53 Historical Novels, Stories&Dramas 13 History Both Science and Art and Economics 12 and Geography 10 and Literature 13, 14 and Science 14 Teachers 122 History of Colonising Other Countries 12 the Development of Mankind 73 Historiography India 32 Mankind 21 World 23, 32 Human Life 16 Important Visual Aids 67 Important Subject at School Stage 10 Industrialisation 14 Ingenious Teacher 39 Instruction in Ancient Times 84 Integral Part of Education 85 James Mill's History of India Job of Historian 54 Johnsons, Henry 2, Jones 'Kaal' 73 Kargil Area in Kashmir 18 Khan, Afzal 41, 79 Khan, Khafi Knowledge of the Past 17, 18 Koerner Kothari Commission 114 Land of Abundance 10 Lecture Method 43, 45 Advocates of 44 Lesson Plan 134, 140, 145 Literary Sources 53, 54, 56, 57, 70 Lord Krishna 17 Macaulay Man of Imagination 20 Mandate for Education Marx, Karl 12 Material Aids 64, 135 Expensive 110 Inexpensive 100 Kinds of 65, 66-67 Use of 69 Meaning of World "Syllabus" 25 Memory of the Race Message for Teachers 8, 10, 15, 24, 33, 70, 91, 103, 111, 123, 131 Methods of Teaching History 43 Ministry of Human Resource and Development 87 Modern Electronic Appliances 127 Modulation 121 Morrison, HC 49 Napoleon National Education Policy 1986 19, 118 160 Need of Entire Humanity 118 Lesson Planning 125 Nehru, Pt Jawaharlal Nineteenth Century 4, and 20th Century Objective Type Tests 99 Oldest Method of Teaching 35 Oral Test 98 Oral Traditions 58 Ploy of Liberalisation and Globalisation 12 Political Theories 11 Power of Imagination 39 Pre-Historic Period 27 Principles of Syllabus Construction 25 Printing Press 84 Project Method 45, 46 Limitations 47 Qualities of History Teacher 120,122 Quality of Education of a Country 114 Question-Answer Method 37 Critical Estimate 39 Objections 110 Precautions 42 Radhakrishnan Commission Report 93 Ranke Ranke, Leopard Van and Niebuhr Rajput Policy of Mughals 30, 31 Regressive Method 31 Religious Policy of the Mughals 27, Requirement of History Teaching 28 Role of Historian Memory in Life 17 of Teacher 46 Ruins of Lothal 68 Saddam Hussain 13 Scheme of Evaluation in History 99 Scientism in History Scott, Sir Walter and Charles 'Dickens' 13 Secondary Education Commission 93 Seeley, Prof 11 Shivaji 3, 41, 74 Silent Motion Pictures 68 Slides and 67 Siraj, Minahaj-us Social Aspect of History 30 Social Sciences 8, 9, 29 Source Method 52 Storehouse of Failure and Success 18 Study of History 23, 31 Syllabus of CBSE 31 System of Evaluation 92-93, 94 Tagore, Rabindra Nath Text-Book Features 90 History 87, 88 Writer 85, 86 Text-Book Method 35-37 Critical Estimate 36 Distorted Version 36, 37 Thucydides Time Line 67, 68 Features of a 77 Topical Method 29 Merits and Shortcomings 30 Travelyn, CM True Account of flappenings 21 Tuglaq, Muhammad Bin 140 Two Dimensional Device 78 Toynbee Ultimate Goal of Life 22 Underdeveloped and Developing Countries 13 Unit Method 48 Features of 51 Steps of 49-50 Use of Map 79, 80 Model 67 TV and Video 69 Voltair's Dramas and Alexander's Novel 13 Votary of Truth 22 Well-known Fact of History 11 Wesley, Edgar Bruce 63 Western Scholars Ziller l5 ... out the relationship of history with other subjects of the school curriculum Q Since history is closely related to other subjects in the school curriculum, bring out the role of the teacher in the. .. Sources The literary sources are also a source of information Historians in the past wrote about the events of their times; they gave us accounts of the deeds or misdeeds of the rulers or other... empiricism in the writing of history According to them the role of historian was to reproduce the events as they occurred in a detached and unbiased manner They should be neutral in their approach History