Through

Indian Eyes

Teaching Strategies

Table of Contents

Part One: The Hindu Cycle

of Life

Introduction ………………………………… 3
The Joint Family…………………………… 6
Roles and Socialization …………………… 9
Finding a Marriage Partner………………… 11
Roles of Women...………………………… 14
The Caste System…………………………. 17
Romance, Devotion and Love……………. 22
Artha: Survival, Success and Power……… 24
The Hindu World View…………………… 26
The Hindu World View, continued………. 29
The Wheel of Life: Death………………… 30
Resources for Part One…………………… 31
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Part Two: The Historic Tradition

What is India? ………………………………… 33

The Muslims in India…………………………. 35
The British Raj……………………………….. 36
The Nationalist Movement…………………… 38
Resources for Part Two………………………. 40

Part Three: Modern India

Commitment to Democracy…………………. 43
Building a Pluralistic Nation………………… 45
India’s New Path to Economic Growth……… 49
Daily Life in the New Economy…………….. 51
Child Labor and Education………………….. 53
India in the Global Age……………………… 55
India in the New World Order………………. 58
The Modernity of Tradition…………………. 60

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PART ONE:
THE HINDU CYCLE OF LIFE

Introduction
Reading: “Introduction,” pp. 3-5

Inquiry Focus:
What are some of the ways in which cultures can be classified?
What is the relationship between the information we learn about a
culture and the evaluations we make of it?
How do our own value commitments influence our attitudes
toward other peoples and cultures?

Concepts:
Classification systems
Perceptions

Procedure:
1. Ask students to complete the following sentences:

a) When I think of India, the first thing that I see is ....

b) If I went to India, I would expect to see ....
c) India's greatest contribution to the world is ....
d) India's greatest weakness is …
e) Indians are especially good at … .
f) The biggest difference between Indians and Americans is ....
g) The most important change to take place in India in recent years
has been ....
Ask students to share their responses in small groups. After a few
minutes of small group discussion, bring all the groups back
together and elicit student answers to the questions.

Discuss:

How strongly do you feel about these answers?

Where did you get the information you used to answer these
questions?
What source was the most influential? Why?

Do you think your information is correct? Why?

2. Give each student a set of slips of paper with the name of a single
nation, culture, or people on each slip (e.g., Germany, England,

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Uganda, Apache Indians, Brazil, Trobriand Islanders, Acholi vil-
lagers, etc.)

a) Ask students to sort slips of paper into as many piles as they

can, using as many different categories as they can. For
example: Developed; Democratic;
b) List student categories on the board.
3. Discuss categories:

What criteria were did the students use to sort the countries?
Where did these criteria come from?

Do these terms imply a value judgment? Ask the students

what kind of judgments they were/are making.
4. Assign students different roles (e.g., tourist, business person,
artist, student traveler, archeologist, etc.) and show the class slides
or pictures of India. Each individual should write down what
she/he sees in each picture based on her/his role. Students should
consider what would be the most important aspect of the scene for
their role.
(Note: Subjects of pictures or slides should reflect the diversity of
India: animals, poverty, affluence, Hindu, Moslem, crowded cities,
village scenes, etc.)
a) Divide class into role groups (all students who were tourists,
all those who were business people, etc.). Have them combine
their impressions of the pictures or slides and write their
observations on a flipchart.
b) Post their flipcharts in front of the class for students to
examine. If time permits, each group can present their view of
India. "India is ...”
5. Discuss:

What criteria were you applying to India?

To what extent did your role influence your perceptions?
What might "blind" us when we try to study India? What
did you notice that the other groups did not notice?
Were your descriptions complete? What was left out? Can
we ever describe India completely?
What are some examples of ways America have been
described? Is this all of what America is?

How should we approach the study of India, or any other

country or culture?
6. Assignment/ Evaluation:

Write a short essay in which you develop a set of guidelines to

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use in learning about another country or culture. What should be
studied? How should it be studied? What kinds of things should
we look for?
Students might: also:
• clarify their understanding of classification systems by
examining the different ways in which items can be classified.
• analyze their value judgments by examining the reasoning
behind their classification systems.
• develop general guidelines or suggestions for ways to approach
the study of India and other country and culture.

Note to Teacher:
The study of other cultures is full of pitfalls. Perhaps the most
common danger is the tendency to appraise other ways of life on the
basis of our own standards of what a society should be like.
When, in referring to non-western nations, we use terms like
developing, underdeveloped, emerging, etc., we obviously have some
criterion in mind. That criterion is usually the level of technology in
the nation under study. Describing a nation in this way is quite all right
as long as we know and admit the basis for our appraisal. The problem
is that often the bases for our classification are not made explicit, and
we apply them as if everyone used the same criteria.
It is important to get at the problem of classifying other peoples at
the outset of the study of India. If most students use a classification
system based on technology, it is best to find that out before
attempting anything else. This is not to say that they are wrong in
using this system; rather, they should be made aware of what they are
doing. You might ask students to brainstorm a list of other criteria
(other than technology) for judging a country or culture. How well
does India stand up to these criteria? How well does the U.S. stand up
to these criteria? For students who do not have some preconceived
system of classifying other cultures, raising the concept of cultural
evaluation will be important in itself.

Try to include in this Unit the idea that perception is individual

and that one's personal view is often projected into a system of
evaluating others--frequently with little evidence.

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THE JOINT FAMILY

Readings:

"Families in India," pp. 7-97; and “Joint, Nuclear or Single,” pp. 11-
14

Inquiry Focus:
What is the composition of the Indian joint family? What is the
order of authority in the Indian joint family? How important is
the joint family in India?
What values and attributes are taught in the joint family and how
do these compare to values of the nuclear family?
What are Indian young people learning by imitating the adults in
their joint family? What do American young people learn by im-
itating adults in their nuclear family?
Concepts:
Joint family
Nuclear
family
Authority

Procedure:
1. Divide students into pairs. Give each student a blank
questionnaire form and have each student interview his/her
partner, asking for reactions to the following questions:
a) Your older brother tells you to clean his room.
b) Your younger brother tells you to clean his room.
c) Your grandmother tells you to do one thing and your mother
tells you to do the opposite.
d) Your friends insist that you stay late at a party but your father
has told you to be home by midnight.
e) Your aunt takes something of yours and gives it to her son.
f) Your cousin arrives and announces that he is going to live
with your family for a year so that he can work in your town.
g) Your father tells you that you must become an accountant
when you grow up.
h) Your mother tells you to do something that you consider
unfair.
Discuss reactions. Have students list common characteristics or
generalizations from their answers on the board.
2. Ask students to list members of their family who live with them
and those who lived in their parents' families when their parents
were children.
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a) Look at the diagram on page 11 of Through Indian Eyes. Ask
students to imagine the individuals who could be in their
joint family if it was similar to an Indian family. Have each
student draw a chart similar to the one on page 11 and list
specific individuals (by name) who would be living together.
b) Hang up student charts on board or wall and allow students
to look at them. Ask for two or three students to present their
joint family diagrams.
c) Discuss:
How would your families be different if you lived in a joint
family setup?

How do you think your relationships with family members

might change, or would they?
Who would be in charge in your joint family? Why?
Who is in charge in an Indian joint family? Why?
3. Additional Questions:
What are some differences between joint and nuclear
families? What things are similar?

How are families in America and India changing? What is

causing these changes?
How important should your family be in your life? Should
it have your first loyalty or do you owe your first loyalty
to yourself or someone/ something else?
What would you gain if you lived in a family like Babu's?
What would you have to give up?
Inquiry Evaluation:
Students might:
• analyze the composition of joint and nuclear families.
• develop generalizations about American and Indian family
values by comparing and contrasting different family
structures.
• increase their understanding of the family's role in
socialization and cultural diffusion by examining what is
taught in different families.

Note to Teacher:
This Unit focuses on the joint family, its size, composition, and
the values it requires and perpetuates. It is important for students to
understand the nature of a joint family and its primacy in Indian life.
Don't overlook the fact that a person is born into his family; he/she
does not choose it.
How is it that many people can live under one roof in relative
harmony? Encourage students to consider the lines of authority
(pecking order) necessary for a joint family to function. If each
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person could do as he/she pleased, what would result? In this
context, ascribed role as opposed to earned or individually chosen
role might be introduced.
In comparing the Indian joint family with the American nuclear
or single parent family, avoid suggesting that either is better.
Students should look for the advantages in each system. For
example, the joint family means lack of privacy and limited
individual choice, but it offers the lifelong economic and
psychological security of belonging. The nuclear family allows for
individual choice and for creative relationships, but it may put a
strain on family members and lead to alienation because so much is
asked from a limited number of human contacts. Furthermore, the
old have little place in the nuclear family and are often isolated and
cut off from their own children.

Resources:
Agarwal, S. K. Directory of Women Studies in India. Columbia,
Missouri: South Asia Books, 1991.
Kapadia, M Marriage and the Family in India .. London: Oxford
University Press, 1966.
Wiser, Charlotte and William. Behind Mud Walls. Berkeley:
University of California Press, 1984.

Audio-Visual Aids:
"Dadi's Family" (video), Indiana Univ./Univ. of MN/Univ. of PA,58
mins. "The Householder" (Merchant Ivory video), Meridian
Video, 1575 Westwood Blvd., Suite 303, Los Angeles,
California 90024 (800/5292300), 1 hr. 40 mins. (sale only).
"Kheturni Bayo: North Indian Farm Women," Indiana Univ./Univ.
of CA, 30 mins.
''Rana'' (Muslim female student in Delhi), Univ. of PA, 25 mins.
“Rice Harvest" (Women's roles in Bangladeshi village), Univ. of
PA, 26 mins.

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ROLES AND SOCIALIZATION

Readings:
"The Banishment of Rama," pp. 15-18; and "The Student Stage
of Life," pp. 19-22.

Inquiry Focus:
What is dharma?
How do we learn our roles in society?
What is the function of ideal types and role models in Indian
society? In American society?

Concepts:
Social status
Roles
Socialization
Dharma/ duty/ function

Procedure:
1. Divide students into groups. Ask each group to come up with a list
of three people they respect or admire a great deal. Write the
names on the board.
Discuss:
What types of people were listed? Why? What were/are
their attributes? What do you respect about them?

List attributes on the board.

Using the readings as a guide, ask students to develop a similar

list of attributes for that people in India might respect and
admire. Write these attributes on the board. Compare the lists:
What attributes are similar? Which are different?
2. Have students complete the “Dharma Worksheet” individually.
DHARMA WORKSHEET
a) What is dharma?
b) What is the dharma of:
a guru? an American teacher?
a son in India? an American student in high school?
a brother in India? your parents?
a warrior in India? an American woman?
a student in India? an Indian woman?
Have students share their answers.

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How do American learn how they should act? How did Rama learn
his dharma? How did Ravi Shankar learn his dharma?
3. Assignment:
Write an essay answering the following question: If you were the
student of an Indian guru, what would you have to change in your
life? Are these changes necessary for good learning to take place?
Option: What are the advantages and disadvantages of the guru
system?
Option: Develop a list of instructions for how to be a good
student. These instructions should include not only practical
things but also moral and ethical characteristics that make
contribute to being a good student.
Option: Write a story that can be used to teach children to be
good students. Include practical suggestions as well as moral
and ethical suggestions and remember that your story will be
used as an "ideal type" or archetype for younger children.

Inquiry Evaluation:
Students might:
• analyze the differences between the socialization of Indians
and Americans
• explore the differences between traditional Indian education
and modem American education and suggest ways in which
American education might be improved.
• examine the idea of dharma by applying it to their own lives.
Note to Teacher:
Indians use legends, folklore, and religious literature to instruct
the young on how they should act. "The Banishment of Rama"
illustrates how the hero of the Ramayana performs acts.
The guru is another important person whose role comes down
from ancient times and is still respected today. Help students to com-
pare the guru-student relationship with the relationship between
teacher and student in America. Be careful not to romanticize the
guru. He is not a tutor trying to help the student develop his
individual personality; the guru is handing down pure truth, and the
student is regarded as an empty vessel that must be filled. The guru is
also concerned with the "whole child." He is a moral example and
spiritual mentor as well as a teacher in the intellectual sense. A
teacher who cheats on his or her income tax or beats his or her
spouse would not be acceptable in the guru tradition.
Dharma, the idea of performing appropriate action rather than
following personal desires, is also introduced in this Unit and will
come up throughout this volume. Encourage students to apply this
concept in the following sections as well.

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FINDING A MARRIAGE PARTNER

Readings:

“Arranging a Marriage,” pp.23-28; "Viewing a Prospective Bride,"

pp. 29-33; “Arranging Marriages on the Internet,” pp. 35-38, and
“The Debate Over Dowry,” pp 39-42

Inquiry Focus:
How is the subordination of the individual to the interests of the
family manifest in arranged marriages?
How wide is the range of potential marriage partners in India?
How are marriages arranged?
What criteria, other than romantic attraction, should be applied to
a potential marriage partner?
What role does the dowry play in an Indian girl's life?

Concepts:
Marriage
Love
Dowry/Inheritance

Procedure:
1. After students have read “Arranging a Marriage” discuss what
concept of marriage emerges from the discussion between Umi
and her father. In what ways and for what reasons might Pom
have to sacrifice? What role do they think sacrifice plays in a
good marriage?
2. Discuss Chandran’s experience as it is told in “Viewing a
Prospective Bride.” How does his attitude about an arranged
marriage change?
3. Ask students to write their own marriage ad in which they
describe themselves and the partner they would like to have. Share
their ads with the class and discuss the criteria they used. What
qualities seem most important in their ads?
4. Have students read “Arranging a Marriage on the Internet” and
try looking for additional ads on web sites such as Shaadi.com.
How do these ads compare with the ads the students made for
themselves? What are the advantages and/or disadvantages of
using the Internet to find a marriage partner?
5. Have a brief discussion about how inheritance is determined in
American families. Explain what a dowry is and then ask students
to compare our ways of sharing our families’ wealth with the
Indian dowry system.
6. After reading “The Debate over Dowry” discuss why it is so
difficult to end the dowry system. Why are many Indian women
advocating reinstituting stridhan, a daughter’s traditional
inheritance rights.

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Possible Assignments:
1. Divide class into groups and have different groups research
statistics on marriage and divorce in India and the United States.
Each group should make a chart of its findings and present it to
the class. Charts can be posted on a wall for future reference.
2. Ask students to interview their parents and write a short essay
based on their parents' answers to these questions:
What first attracted your parents to each other and what
factors now seem most important to them about each other?
What type of person do you think they would choose as a
mate for you?
How do your parents' possible choices compare with your
own?

Inquiry Evaluation:
Students might:
• explore the differences in the marriage process in India and the
United States through a role play.
• clarify their understanding of marriage by making a list of
criteria for an ideal spouse and discussing different reasons for
marriage.
• analyze the role of the dowry in Indian and American
marriages.

Note to Teacher:
As you begin these lessons on marriage, help students keep in mind
the importance of the joint family in India and less importance assigned
to individual choice. Remind them that the bride usually comes to live
with her husband's family. However, now the newly married couple
often lives by themselves.
An arranged marriage conforms to the philosophy of dharma,
in which the individual follows an impersonally defined appropriate
set of actions rather than his or her personal choice. Free choice fits
our society's commitment to individuality. Beyond this point, it is an
open question which system works better. Many of the factors that
initially attract us to another person may be poor ones on which to
base a marriage. Romantic love is difficult to sustain over a lifetime.
Important questions are what are the criteria for a good husband or
wife? What is the basis for love? How does love differ from sex
appeal? How long does it take to really know and love someone?
Another important question is whether people should marry
across cultural 1ines. Has the United States really been a "melting
pot," or have the same races or ethnicities usually married the same
races or ethnicities?
Inheritance is another issue related to marriage. Since the
young women leaves her family and joins her husband’s family, what

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rights does she have to her family’s property and wealth? When and
how should she get her share?
Some of the questions this section raises naturally lead to a
discussion of the role of women. One such question is the reason for
marriage. Is marriage primarily for children? To pass on the cultural
tradition to the next generation? For personal self-fulfillment through a
meaningful relationship? A way to reduce the rent? Why do people get
married? India isn't the only country that wants to make sure its girls
get married and takes steps to help them.
Finally, it is important to help students grasp the enormous
impact of the new systems of communication, especially the internet.
One major internet marriage site boasts that it has arranged more than
a million marriages. The speed of travel and the internet mean that
young men and women have almost the whole world to choose from
and can easily investigate hundreds of marriage possibilities. In the
U.S. young people often meet their marriage partners in their own
towns, in school or work, offering a much smaller pool of possibilities.
Resources:
Divakaruni, Chitra Banerjee, Arranged Marriage. New York: Anchor
Books, 1995
Narayan, R.K. The Bachelor of Arts. Chicago:University of Chiago
Press, 1980
Movie: “Namesake”

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ROLES OF WOMEN

Readings:

"A Wife's Dharma," pp. 43-46; and "Stories My Mother Told Me,"
pp. 47-50.

Inquiry Focus:
What role (dharma) is assigned to women in India? Are there
separate roles for men and women? Are the roles the same in the
United States?
How are we taught our roles in society?
What is the difference between motherhood and womanhood and
how does each ideal affect women's roles in society?

Concepts:
Socialization
Motherhood
Womanhood Roles

Procedure:
1) Look back at the criteria developed in the last lesson for
marriage partners in India and the United States. Discuss:
From these criteria, what can you deduce about the roles of women
in Indian society? What is expected of women?
What can you tell about the roles assigned to American women?
What do we expect from women?
2) What are some current issues in America that reflect the debate
over the roles of women? What are the arguments?
3) Ask students to fill out the following sentence-completion list,
completing the sentences as best they can:
a) when I think of women’s work, I think of…….
b) When I think of men’s work, I think of…..
c) My definition of a woman is….
d) My definition of a man is….
e) A woman’s most important function in life is….
f) A man’s most important function in life is….
g) In my opinion, men/women (circle one) should take care of the
children because….
h) Women contribute to society by….

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i)Men contribute to society by…

j) It is natural for women to….

k) It is natural for men to….

l) Women should learn to….

m) Men should learn to….

4. Ask students to form groups of three to discuss their answers. Then

discuss their conclusions as a class. Have a student record the views
about roles of men and women on the board or on a flipchart. Try to
get a general idea of the students’ opinions.
Discuss:
Do male and female roles differ? How? Why?

Why do you think we assign different roles to men and women?

How are male and female roles the same or different in India?
Do male and female roles in India differ? How?

5. Possible assignments:
1. Watch TV for the next few nights and record all of the roles
for women that you see. Record what the characters say their
roles are and also what they are actually doing in the show.
Make a note of how many black, Hispanic, Asian, or other
women of color you see and what they are doing. Record your
findings on a chart that you design. Make sure to list the show,
the type of activity, the ethnicity of the women you watched and
whether there was a difference between what the women did and
said they did. What conclusions can you draw from this
information? What might this tell you about the way our society
socializes its citizens?
2. Write a research paper discussing the concept of Shiva-Shakti
and the dual nature of the Hindu universe. How is this concept
used in Indian life? How might the idea of Shiva-Shakti affect
male and female roles in society? How might this belief change
your life? What would change?
Inquiry Evaluation:
Students might:
• compare the roles of men and women in India and the United
States..
• explore their own values and assumptions about the roles of
men and women in general.
• identify and analyze the ways role socialization is perpetuated
or changed through the media.

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Note to the Teacher

Modern India is home to many women’s rights organizations and
Indian women regularly seek jobs in all jobs and professions. There
are more Indian women doctors per capita in India that in the U.S.
Also more lawyers and more members of the state and national
legislatures. Many Indian women look to Mahatma Gandhi as a very
important leader in the modern women’s rights movement. It is
unlikely that American women look to male leaders with this
admiration. Indian women seem to be more likely to think of male
and female as complimentary roles without the anger or hostility
toward men that some American women feel toward males.
Resources:
Jain, Devaki, ed. Indian Women. New Delhi: Ministry of Information
and Broadcasting, 1975.
Desai, Neera & Usha Thakkar. Women in Indian Society. New Delhi:
National Book Trust,2003
Forbes, Geraldine. Women in Modern India.New York: Cambridge
University Press, 2000
Jung, Anees, Beyond the Courtyard. New Delhi: Penguin Books,
2003
Kumar, Radha. The History of Doing: An Illustrated Account of
Movements for Women's Rights and Feminism in India 1800-1990.
New Delhi: Kali for Women, 1993.
Audio-Visual Aids:
"Breaking Barriers" (video), Information Service of India. "Chakori"
(video), Information Service of India.
"India: Women's Rights" (video), Kent State, 28 mins.
"Kamala and Raji" (Working women of Ahmedabad), (video), Univ.
of MN/ Univ. of PA, 45mins.
"Munni" (A girl's upbringing in traditional arts), Univ. of PA, 20
mins. ''No Longer Silent" (video), Indiana Univ./Univ. of MN,
56 mins.
"Spices" (video), Facets/Indiana Univ., 1hr. 38 min.
"Village Women of Bangladesh: Banessa's Courtyard" (video), Univ.
of PA, 55mins.
"Voices of Peasant Women" (video), Information Service of India.

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THE CASTE SYSTEM

Readings:
The Householder’s Dharma” pp. 51-54; "What Is Caste?" pp. 55-
61; A New Champion of India’s Dalits”, pp 63-65; Scheduled
Castes, Unscheduled Change”, 67-72.

Inquiry Focus:
What is the caste system?
What function is served by the caste system?
What steps have been taken in India to eliminate untouchability?
Is there a caste system in the United States?
Concepts:
Caste
Affirmative action
Ethnicity

Procedure:
1. Assign students “What is Caste?” In class, ask students to
imagine they live in a small Indian village. It has a land-based
economy, and there is very little mobility. What occupations
would they find in the village? As students to suggest certain
occupations, make nametags for them---e.g., Mr. Tailor, Ms.
Farmer, Mr. Carpenter, Ms. Animal Caretaker, Ms. Housewife,
Mr. Teacher, etc.
a) Explain the four main divisions of Indian society, what
Indians call varna (listed on page 55). Ask students to figure
out in which varna they belong. (For example, Mr. Farmer is
a vaishya; Mr. teacher is a Brahmin) Have them arrange
themselves into what they think is their appropriate Varna.
Have them discuss the characteristics of their particular
varna—that is, their jobs, their skills, what they contribute to
society. (Explain that occupation groups and varnas are
two different aspects of caste in India.)
2. Now ask students to get into groups of about six people each.
Have each group note the caste in their group and then come up
with a general definition of "caste.” List student responses on
the board. Discuss:

What are some possible bases for caste distinctions?

Which of these bases are accepted by Indians?

How do castes in India differ from upper, middle and
lower classes in the United States?

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What makes one caste higher than another in India? What makes
the classes in American different from each other?

Do we have something similar to a caste system in the

United States? What is it? What distinctions do we make
between people and how did this come about?

What effect do you think caste has on Indian people? What

effect do you think American distinctions based on race,
class, gender, etc. have on Americans?

3. Read “A New Champion of India’s Dalits” in class. Then discuss

the strategies and progress ex-untouchables have made

Why might untouchables (that is, ex-untouchables) be attracted to

Christianity or Buddhism?

What is the difference between ending untouchability and ending

the caste system?

Who was Dr. B. R. Ambedkar? What was his role in the writing
of the Indian Constitution?

What is the significance of the term “Dalits”? Why do ex-

untouchables want to be called Dalits rather than Gandhi’s term
Harijan (People of god)?

What symbols and behavior does Kumari use with crowds to

attract attention?

Compare Kumari’s ways of seeking celebrity with the strategies

American politicians use.

What other strategies are the Dalits using to raise their position
in Indian society?

4. The British classified all untouchables and tribal people

“scheduled castes”. Assign students to read “Scheduled Caste,
Unscheduled Change.” Have a general discussion about this true
story.

What restriction did Charlis face as a child? How did the

author’s friends treat Charlis? Why wouldn’t they eat the treats
Chalis’ mother made?
How did the family feel about sharing food with Charlis and
accepting food from him?
What factors helped Charlis overcome the stigma of
untouchability?

Based on the story about Charlis, in what ways have the lives of
ex-untouchables changed in India?

Encourage students to recall if they ever treated a newcomer to

the school of their neighborhood the way Charlis was treated.

Have students compare Charlis’ stuggle for respect with that of

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American groups (African Americans, Latinos, Muslims, etc.)
What do the readings about the Dalits and about Charlis suggest
about the position of former untouchables in India?

Assessment and Inquiry Evaluation:

Students might:
• analyze the caste system in India by comparing it to class, race
and gender distinctions in the United States.
• analyze the pros and cons of affirmative action in India and the
United States.
• examine the nature of ethnicity in America by comparing it to
the caste system in India.

Possible follow-up exercise:

Choose someone from your community or school who is from an
different country from yours and interview them. Try to get an
understanding of how this person's life changed when he or she came
to this country. You may use the following sample questions to get
started but try to think of additional questions also. You may present
your material as an oral report, a short essay, or as a portfolio of
different work.

SAMPLE QUESTIONS
Who are you? Where are you from?
What is your religion?
How long have you been in America? What is your favorite food?
Who is your favorite American?
What historical figure do you respect most? Why?
What changed in your life when you moved to America?
What are some of your customs that are different from American
customs? Do you still practice these customs in America?
What languages do you speak?
What is most unusual about America? What do you like? What
don't you like?

Note to Teacher:
It is important to stress that all societies everywhere have some basis
for social ranking and all societies are in some way hierarchical. Caste
is then one form of social hierarchy. Also students must understand
that caste has changed and is rapidly changing in modern India. In the
process caste is taking on new functions such as a basis for political
parties.
In these readings, we have avoided an easy definition of caste
because it is a living reality, not a system. It is important for students
to recognize the relationship between predetermined rules for how
caste members should act and the concept of dharma. For the universe
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to function, each physical object must perform its appropriate
function. For society to function, each caste must perform it dharma.
In the grand scheme of things, no on function is more important than
any other.

Encourage students also to see that the higher castes (Brahmins)

have greater restrictions placed upon their actions than the lower
castes. Lower castes may be materially better off, but they lack the
ritual purity of the upper castes.
There has always been flexibility in the caste system. Even the
traditional varna classifications (Brahmin, Kshatriya, Vaisya, and
Shudra) were more a classical ideal than a rigid reality. One
explanation for the establishment of castes was to accommodate the
new groups coming into the subcontinent. Today new occupations must
be accommodated as technology opens up new jobs.

Resources:
Agarwal, S. K Directory of Women Studies in India. Columbia,
Missouri: South Asia Books, 1991.
Beteille, Andre. Caste, Class and Power. Berkeley: University of
California Press, 1969.
Dumont, Louis. Homo Hieracichus: The Caste System and Its
Implications. Chicago: University of Chicago Press, 1981.
Gould, Harold. The Hindu Caste System: The Sacralization of a
Social Order. Columbia, Missouri: South Asia Books,
1987.
Fuller, C.J. Ed., Caste Today, Delhi: Oxford University Press,
1996
Hazri. Untouchable: The Autobiography of an Indian Outcaste.
New York: Praeger, 1951.
Jain, Deveki, ed. Women in India. New Delhi: Ministry of
Information and Broadcasting, 1975.
Jogesachandra, Ghosa. Hindu Women of India. Columbia,
Missouri: South Asia Books, 1984.
Kapadia, M. Marriage and the Family in India. London: Oxford
University Press, 1966.
Leonard, Karen. Social History of an Indian Caste. Berkeley:
University of California Press, 1978
Lynch, Owen. The Politics of Untouchability. New York: Columbia
University Press, 1972.
Marriot, McKim. Village India. Chicago: University of Chicago Press,
1968.
Mayer, Adrian C. Caste and Kinship in Central India: Village and Its
Religion. Columbia, Missouri: South Asia Books, 1986.
Srinivas, M N. The Dominant Caste and Other Essays. New York:
Oxford University Press, 1994.
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 21
Audio-Visual Aids:
"Caste and Class," Indiana Univ./Kent State, 23 mins.

"Caste at Birth" (video), Indiana Univ./Univ. of , Indiana

Univ./Univ. of MN, 52 mins.

"Principles of Caste," Indiana Univ./Univ. of MN, 24 mins.

''Rana'' (Muslim female student in Delhi), Univ. of PA, 25 mins.

"Rice Harvest" (Women's roles in Bangladeshi village), Univ. of
PA, 26 mins.

21
22
ROMANCE, DEVOTION AND LOVE
Readings:

"Karma in Classical India," pp. 73-76; and "Kama Poetry” pp,

77-79.
Inquiry Focus:
What is karma?
How does courtship in classical Hindu writings compare to
modem American courtship?
How do modem Indian attitudes toward karma differ from
modern American attitudes?

Concepts:
Kama
Romance
Love

Procedure:
1. Ask students to describe the dating process with which they
are familiar. Then have them compare their dating "ritual"
with the advice on seduction from the Kama-Sutra.

Where did you learn how to date? Where do you think

Indian young people learn about courtship?
Would the courtship ritual described in the Kama-Sutra
work for you today here in the U. S.? Why or why not?
How is classical Indian courtship similar to dating in the
U.S.? How is it different?

What might be something you would incorporate into your

dating "ritual" from this selection of the Kama-Sutra? Why?
2. Read the Kama poems aloud in class. Assign the students
to select and share examples of love poetry or romantic
lyrics to popular songs about love. What are the similarities
and difference in the poems and songs?
Help students understand that most of the Indian poems
about romance stress the feeling of separation of the man
and woman. Compare this separation with some popular
American songs about love.
3. Explain to the students that many of the Indian poems were
devotion poems written in praise of a god.
Inquiry Evaluation:
Students might:
• compare Hindu/Indian and American/Christian courtship
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rituals.
• collect and analyze data on American attitudes toward sex,
love, and marriage.
• compare data from India and America on modem attitudes
toward sex, love, and marriage.
Note to the Teacher:
Although pleasure is encouraged in Indian values, sexual
pleasure is seen as best enjoyed within marriage. Also, there are
many forms of pleasure besides sex such as good food, music,
art and social enjoyments.
Resources: Audio-Visual Aids:
"Courtesans of Bombay" (Merchant Ivory video), Facets/Univ.
of PA, 1 hr. 10mins.
"Home and the World" (Satyajit Ray video), Facets/Univ. of PA, 2
hrs. 20 mins.
See also “Namesake” and “Monsoon Wedding”

23
24

ARTHA: SUCCESS AND POWER

Readings:
“Artha: Survival and Success,” pp. 81-83; and Panchatantra (op-
tional outside reading).
Inquiry Focus:
What is artha? Why is it important?
What are the seven strategies Kautilya suggests political leaders
of small and weak states should use in order to survive to survive
and get ahead?

Concepts:
Power Success

Procedure:
1. Ask students what they want to do /be when they finish school.
List responses on the board. Ask which of the
occupations/professions/ activities listed have power or success
attached to them:
How are power and success tied to these occupations?
What kind of power is it?
How is the power gained?
Why is power important?
Discuss:

What is artha? List attributes on the board.

Why is artha important to Hindus? How important is it in

the United States?

Possible activities:

1. Divide the class into groups and assign each group one of the seven
ways to greet a neighbor. Ask each group to come up with a skit that
illustrates that strategy. You may suggest they think of something they
want their parents or teach to do and illustrate how they get them to do
what they want.
2 Assign students to look for historic examples of how leaders or
governments used one or more of the “Seven ways to greet a
neighbor” to survive and get ahead. Example should be drawn from
history or current events throughout the world. Student groups should
present their skits and or their historic examples to the class. Discuss:
24
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Which of the Seven Ways might be used the most?
In what ways are these seven strategies effective? Which do you
think are most effective?
Which of the strategies do you think might result in more power?
Why?
How do you define or measure success? Is it synonymous with
power?

Assignment:

Make a list of the 10 most successful people and the 10 most

powerful people in the world. Be sure you define what you mean
by power and success and explain the criteria used to select your
top 10 in each category.
Option: Read the Panchatantra and choose one or two fables that
seem relevant or interesting to you. Write a short essay
summarizing the fablers), explaining why you think they are
relevant today and what you think they can teach us. Also, give
examples of current situations that might be improved by the
lesson(s) taught in the fable(s).

Inquiry Evaluation:
Students might:
• analyze their definitions and assumptions about power and
success.
• Examine different strategies to gain power and success.
Note to the Teacher:
It is interesting to note that Artha in India encourages the pursuit of
money and power, these goals are not seen as bringing respect and
admiration. Money is more its own reward while respect is more often
accorded to those who renounce worldly goods (Gandhi) and those
who are spiritually realized.
Resources:
Ryder, Arthur. Panchatantra. Chicago: University of Chicago Press,
1956.
Sarma, Visnu. The Panchatantra. London, England: Penguin Classics,
2006

25
26

THE HINDU WORLD VIEW

Reading:
"The Hindu World View," pp. 85-.103

Inquiry Focus:
What is the meaning of “world view”?
What are the stages of life in Hinduism?
What are the goals of life for Hindus?
How do Hindus explain the concept of divinity?
What paths do Hindus use to experience moksha?

Concepts:
Worldview
Stages of Life
Samsara and Karma
Brahman and Moksha

Procedure:
1. Have students look at the chart on page 86 describing the Hindu
stages of life. Review the three goals they have already studied:
dharma, kama and artha. In what stages of life are these goals
appropriate? Can everyone attain every stage of life? Why or why
not? What might keep Indians from reaching all four goals?
2. Give students the following list of life goals or purposes and have
them rank these goals in order from 1 (most important purpose) to
5 (least important purpose):
LIFE GOALS
To gain material wealth_____________ _
To love and be loved ____
To achieve salvation ____

26
 27
To learn______
To carry on the species _____
Other (explain) _____
Ask students to share their answers and record them on the board
or on a flipchart. Discuss:
What is the purpose of life?
Where do we go when we die?
How do we determine what is good and what is bad?

Where did we come from?

(Push students to examine where their ideas come from beyond
their parents or school, etc.) Explain that all human societies have
tried to answer these questions in different ways. Religions and
cultures have arisen as a result of the answers different societies
develop for these questions. We've been looking at the ways that
Indian society and the Hindu religion have tried to answer these
questions. This lesson asks students to examine some Hindu
responses to these questions
3. Put on a skit in class. Keep it very simple, but be sure that there are
good guys and bad guys and that there is a part for everyone, even if
some are only walk-ons or trees or cats. These instructions are for
"Cinderella"; you can use any story.
a) Decide on a story (or prepare a script).
b) Assign the parts arbitrarily, by lot or chance.
c) Go through the skit.
d) Discuss with the class who were the best actors. Reassign
the good actors the good parts. Give those who didn't act so
well the poorer parts.

e) Go through the skit a second time. But this time whisper to

Cinderella's stepmother (the bad guy) to be nice to
Cinderella. (Or whisper to a walk-on part to disrupt the
action by speaking Cinderella's lines or somehow disturbing
the play.)
f) Go through the skit a third time. Then discuss:

On what basis were the parts reassigned?

How does this relate to the idea of karma? Of samsara?

(Putting on the play over and over again is like samsara.)

What happens when people play poorly or refuse to play

their parts in a skit?
What would happen in life if people refused to accept
their dharma? Ask students for examples of what happens
in real life when people refuse to play their expected roles.
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28
4 Give each member of the class a long strip of paper.
Ask them to list all the things they associate with good
on one side of the strip and all the things they associate
with evil on the other side. Now have them twist the
strip of paper into a modius strip (that looks like the
sign for infinity). What happened to the good and evil
lists?
Discuss:

How do Hindus explain good and evil? What do Hindus

believe is the relationship between good and evil?
4. Assignment:
Write an essay in which you answer the following questions
based on your beliefs and then compare your answers with those
offered by Hinduism:
a) Is life basically fair?
b) What happens to people after death?
c) What do you mean when you say "God"?
d) What is the basis on which you distinguish between right
and wrong?
Inquiry Evaluation:
Students might:
• examine their concepts of divinity by comparing their
concepts to the Hindu concept Oneness,.
• analyze the way in which religious beliefs affect everyday
life.

Resources:
See Resources at end of Part One.

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THE HINDU WORLD VIEW (continued)

Readings:
"The Hindu World View," pp. 116-128; and "Nataraj," pp.
129-131.

Inquiry Focus:
What is moksha?
What means are used to attain moksha?
What is the “message” of the Nataraj?

Concepts:
Moksha
Yoga
Divinity

Procedure:
1. Look at obituaries in the newspaper. List the types of
accomplishments that are mentioned. Are they the result of
seeking artha? karma? Dharma? power? money? social service?
Kindness? Generosity? Etc?
Make up an imaginary obituary for yourself. What things
would you like to have mentioned that you will have
accomplished?
Ask students to share their obituaries. List student responses
on the board that fit under artha or karma. What achievements
might fit under the heading dharma?
2. Discuss:

How does the goal of moksha compare to Jewish,

Christian, or Muslim ultimate goals?

Inquiry Evaluation:
Students might:
explore their goals for their lives by comparing their goals to the
Hindu goals and stages of life.

Resources:
See Resources at end of Part One.

29
 30

THE WHEEL OF LIFE: DEATH

Reading:
"Death: Lower the Body to the Ground,''' pp. 107-110.

Inquiry Focus:
What religious values are expressed in the ceremonies that attend
death?
How do Indian attitudes toward death compare to American at-
titudes?
What role do family and caste (biradari) play in the rituals that
accompany death?

Concept:
Death

Procedure:
1. Ask students if they have ever been to a funeral. If yes, ask them
to describe the ceremonies/rituals leading up to, during, and after
the death and funeral. If not, ask student to describe what they
think the procedure is based on what they know, have seen on
TV, or heard. Have them discuss the reasons for funeral services.
2. Ask students to describe the Hindu funeral ceremony/ritual. Dis-
cuss:

How is the Hindu ritual different or similar to rituals in

America performed by people of other religious faiths? By
people with no strong religious faith?

What role does the "caste brotherhood" (biradari) play in

Hindu funerals? How is this different or similar to the role
of the American family?

How does this reading illustrate the belief in samsara and

karma and ONEness with Divinity?

How important is the body in Hindu thought? In American

thought?

How do you want to be remembered when you die?

3. Assignment/ Evaluation:
Write an essay on one of the following topics:
a) Irawati Karve, an Indian sociologist, has written, "the joint
family is a community in itself which provides a person with
almost all physical and cultural necessities." Discuss what
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you think this quote means using specific examples from
the readings and from your own life.
b) Evaluate the statement, "In India you have to be connected."
In what ways are Indians connected to other people? Is it
possible to be just an individual? What would that mean?
c) Choose one (or both) of the following statements and support
it or refute it. Be specific:
"Indian society keeps everyone in his or her place."
"Indian society makes sure that everyone has a place."

RESOURCES FOR PART ONE

Some of the best books for students and teachers on Hinduism and
Buddhism include:
Hinduism:
Babb, Lawrence A. Redemptive Encounters: Three Modern Styles in the Hindu
Tradition. Berkeley: University of California Press, 1987.
Eck, Diana. Darsan. Seeing the Divine Image of India (2nd ed.). Cham-
bersburg, Pennsylvania: Anima Books, 1985.
Embree, Ainslee, ed. Sources of the Indian Tradition. New York: Columbia
University Press, 1988.
Hinnells, John E. and Sharpe, Eric J. Hinduism. Newcastle-upon-Tyne,
England: Oriel Press, 1972.
Hopkins, Thomas. The Hindu Religious Tradition. Belmont, California:
Wadsworth Publishing, 1971.
Ions, Veronica. Indian Mythology. New York: Peter Bederick Books, 1984.
Johnson, Donald and Jean. God and Gods in Hinduism. New Delhi:
Heinaman Publishers, 1972.
Mascaro, Juan, trans. The Upanishads. New York: Viking Penguin, 1985.
Miller, Barbara, trans. The Bhagavad-Gita. New York: Bantam Books,
1988.
Radakrishnan, S. The Hindu View of Life. New York: Macmillan, 1962.
Sen, K. M. Hinduism. New York: Pelican Books, 1986.

Buddhism

Conze, Edward. Buddhism: Its Essence and

Development. New York: Harper & Row, 1975.
Gard, Richard.. Sources of the Buddhist Tradition. New York: G. Braziller,
1966. Robinson, John. The Buddhist Tradition. Encino,
California: Dickinson Press, 1974.

Audio-Visual Aids:
"Altar of Fire" (Agnicayana Vedic sacrifice), Univ. of CA/Univ. of

31
32
PA, 57 mins.
"Buddhism: Footprint of the Buddha-India" (Long Search Series),
(video), Univ. of CA/Univ. of MN, 53 mins.
"Buddhism: The Middle Way of Compassion" (video and guide),
United Learning, 25 mins.

The Buddhist World" (Coronet), Kent State, 11 mins.

"The Cosmic Dance of Shiva" (video), Information Service of India.

"Four Holy Men: Renunciation in Hindu Society" (video),
Indiana Univ./Univ. of PA, 37 mins.
"The Fourth Stage: A Hindu's Quest for Release" (video), Indiana
Univ./Univ. of PA, 40 mins.
"The Frontier of Peace: Jainism in India" (video), Univ. of PA, 40
mins. "The Hindu World" (Coronet), Kent State, 11 mins.
"Hindu Worship" (Part I, II, and III), Univ. of PA, 20 mins. each.
Produced by Daniel Smith.

"Hinduism" (Great Religions Series), Kent State, 19 mins.

"Hinduism: An Ancient Path in the Modem World" (video and guide),
United Learning, 20 mins.

''Hinduism: The Many Paths to God," Univ. of MN, 26 mins.

''Hinduism: 330 Million Gods" (Long Search Series), Univ. of
CA/Univ. of MN, 54 mins.
"An Indian Pilgrimage: Kashi" and "An Indian Pilgrimage:
Ramdevra," (videos), Univ. of PA, 28 mins. and 24 mins.

"India's Sacred Cow," Indiana Univ./Univ. of CA, 28 mins.

"Krishna in Spring" (video), Information Service of India/Univ. of PA,
30 mins.

32
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PART TWO:
THE HISTORIC TRADITION

WHAT IS INDIA?

Readings:
"Introduction," pp. 113-117; "Indian History: Time Line," pp. 119-122; "The Discovery of
India," pp. 123-127; "Letters from Prison," pp. 129-132; "Ashoka," pp. 133-137; and
''Visitors Agree," pp. 139-141.

Inquiry Focus:
What is the essence of any nation?
How do people decide on their nation's essence?
How can history be used to change the way people look at themselves?
Who determines what will be remembered about the past? How does that matter? How does
history (what is remembered) affect the present?
What does the history of India tell us about the country? About the Indian people?

Concepts:
Classifications/ categories
The role and importance of history

Procedure:
1. Ask students to imagine that they have been asked to write a one-page essay on "What Is
America?" The essay will be used to introduce Indian, Japanese, and Chinese students to a
study of the United States. Tell the students that facts aren't as important in the essay as
trying to get to the "essence" or basic quality of American life.
2. After the essays have been collected and read, work with the students to help them
understand the categories they used in their essays. For example, if students frequently
mention our standard of living, number of cars, TV s, etc., help them understand that they are
stressing economic and technological items in their descriptions. If they discussed such
things as freedom of the press and religion, help them see that they are highlighting the ideas
of values.
Using the Time Line
3. Divide the class into groups. Give each group a span of years from the chapter "Indian
History: Tune Line" and ask them to fill in major events that were happening elsewhere in the
world. This can be done in the library or as homework.
4. Each group should come up with at least five to six other events, even if the events are not
important. Groups draw their part of the time line, adding in the additional events, and
present to the class.

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34

Discuss:
What do these time lines tell us about the world at certain times? About India? If you were
an Indian, what would you be proud of? Why?
If you were a Muslim talking about Indian history, what might you stress? If you were a
British person? An Indian nationalist?
How can history be used to change the way people look at themselves and their country?
What are some examples of different ways to look at American history? (Example:
Columbus "discovering" America from the perspective; of Native Americans, African
Americans, or Hispanic viewpoints, etc.)

Nehru’s Perspective
1. Divide the class in half and have each half read one of the articles by Nehru for
homework. In class, have the students share and discuss the reason Nehru is proud of his
country.
2. Have students discuss what things about the history of the Unite states make Americans
proud.
3. Have students read in class the statements made by ancient visitors that are on pages 139
to141. What aspects of India’s history that they mention might you add to Nehru’s list?
Emperor Ashoka
4. Ask students to pair off in 2’s or 3’s. Assign each small group one or two of Ashoka’s
edicts and be ready to share the ideas in those edicts with the rest of the class. Have the
groups share their insights with the class and then have the class evaluate Ashoka based
on the information in these edicts. Would they want to live under this kind of leader?
Why of Why not?

Inquiry Evaluation:
Students might:
• compare historic events in different parts of the world.
• examine the role of history and the uses of history in modem life.
Note to the Teacher:
It is almost impossible to cover all of Indian History even in a year’s course. India’s long history
is approximately 20 times longer than U.S. history, a course that most students have taken at least
three times. India may be the longest continual historical civilization and over the centuries India
has absorbed many new groups, new values and ideas and has adapted to new circumstances.
India, like all civilizations, has changed over time and is still changing. Students should be
helped to understand what living in such a long history means and that India has developed
original and creative ideas and practices in science, math, religion, literature, food and music and
that modern Indians see themselves within a very long sweep of time.

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THE MUSLIMS IN INDIA

Readings:
"The Muslims in India”, pp 143-146; and “Comparing Hindus and Muslims”, pp 181-187.

Inquiry Focus:
What attracted Muslims to the Indian Subcontinent?
What were the achievements of the Mughal Empire in India?
How did Muslim leaders successfully rule over their predominately Hindu subjects?
Why were Hindus attracted to Islam?

Concepts:
Conquest
Cultural synthesis

Procedure:

1. You may want o have student turn to the reading on pages 185-185 that compares Hindus
and Muslims and have students list some of the major differences between these two major
religious groups.

2. How might these differences make it difficult for Hindus to accept Muslim rulers? How
might these differences make it difficult for Muslims to rule the Indian subcontinent
successfully?

3. What strategies did Emperor Akbar use to try to rule peacefully and to integrate all his
subjects? Which strategies seem to have worked best? Why? Which did not work? Why?

4. Help students discover some of the ways Hindu and Muslim ideas merged together to enrich
the Mughal empire.

5. Divide the class into small groups and have each group research one of the five main Mughal
rulers – Babur, Akbar, Jahangir, Shah Jahan and Aurangzeb. (Groups might focus different
aspects.) Have each group make a report on their finding to the class.

Possible Evaluation Strategies:

* Beside the reports, assign students to prepare a conversation between a Muslim and a Hindu
during the Mughal Empire.
* Have students prepare a display of Mughal art & architecture.

35
36

THE BRITISH RAJ

Readings:
"The British Presence in India” pp. 147-152; "Macaulay's Minute on Education," pp.153-
156; "English Education in Action," pp. 157-159; and "History: Fact or Fiction," pp. 161-
167.

Inquiry Focus:
How did the British view their role in their Indian colony?
What did the Indians think of the British who ruled them?
Why and how might a national bias be manifested in a nation's textbooks?
Why might it be difficult for Hindus and Muslims to live together peacefully and to
cooperate?

Concepts:
Colonialism
Importance of a national language
Role of history
Who controls the memory of the past?

Procedure:
1. The following activity is intended to help students become aware of how various groups
might use history to serve their own purposes. Ask students to do the following exercise
(you may assign different questions to different students or choose one and ask the whole
class to work on it):

a) Imagine that you are an African-American. Describe Thomas Jefferson.

b) Imagine you are a recent Italian immigrant. Give an interpretation of the Puritans of
Massachusetts.
c) Imagine you are an Indian living in Indian under the British Raj. Describe what your life
is like.

d) Imagine that you are an Arab leader. Evaluate American aid to Israel.
e) Imagine that you are a Muslim in India. Explain partition.
f) Imagine that you are an Indian woman. Evaluate American dating and marriage
practices.
2. Survey your class to determine how many do not have English as their first language.
Encourage them to share some of their experiences trying to learn to speak English. What kinds
of nuances do they miss? Discuss:
Should some classes in school be bilingual? Should Spanish become a national language in
the USA? Why or Why not? Should the government print materials in several languages?
How important is language in creating a sense of national pride?

36
 37

History: Fact or Fiction

1. Announce that you are going to have an open-book quiz. Quietly (maybe by hand out slips of
paper), ask half the class to turn to the selection from the American textbook (pages 161-164);
ask the other half to turn to the selection from the Indian textbook (164-167). Tell both groups to
answer the following two questions solely on the basis of what they read in this assignment. (This
can be homework.)
a) What are five specific ways in which the British rule in India contributed to a sense of
unity among the Indian people and fostered nationalism.
b) Evaluate the statement: "The British ruled India fairly and aided India's development."
Now have the two groups exchange papers and have each group evaluate one of the papers
written by a member of the other group. Then discuss the readings.

What are some of the differences between the American and Indian texts? Similarities?

Why do the interpretations differ so markedly?

What generalizations might we make about history textbooks based on the basis of
these two readings?
3. Additional Activity: Show the film "A Passage to India," based on the book by E. M. Forster,
and discuss.

Inquiry Evaluation:
Students might:
• examine how history can be used by different parts of a society or nation.

• compare different versions of India's history or of American history.

Note to the Teacher:

You should help students understand that any major religion is much more than the sacred texts
that it produces. Islam, as a universal religion that accepts anyone, no matter what nationality,
race or class, is somewhat different in the various parts of the world where it finds followers.
Indian Islam has been shaped by geography, history and culture and has been much influenced by
Hinduism as well.

Resources

Metcalf, Barbara D. and Metcalf, Thomas R., A Concise History of India. Cambridge, UK:
Cabridge University Press, 2002
Vohra, Rambir: The Making of India. Armonk, NY: M.E. Sharpe, 2001

(Audio-Visual Aids):
"Heat and Dust," (Merchant Ivory video), Facets, 2 hrs, 10 mins., or rental
'The Jewel in the Crown" (BBC video), Facets, 8 cassettes, 12 hrs, 30 mins.
"A Passage to India" (RCA/Columbia video), Facets, 2 hrs, 43 mins,
“The River" (Jean Renoir video), Facets, 1 hr. 39 mins, "Shakespeare Wallah" (Merchant Ivory
video), Facets/Univ. of PA, 2 hrs.

37
38

THE NATIONALIST MOVEMENT

Readings:
"And Then Gandhi Came," pp. 169-172; "Satyagraha," pp. 173-175; and "The Salt March,"
pp. 177-180.

Inquiry Focus:
What is nationalism? How is a sense of nationhood created among people? How can they be
utilized in a movement?
What is the role of a traumatic incident like the Salt March in building national feeling?
What was Gandhi's concept of non-violence? How can it be applied to political action?
What symbols from the past can foster a sense of nationalism? How?
What influence has Gandhi had in other parts of the world?

Concepts:
Satyagraha
Nationalism

Procedure:
1. Have the class observe a football or basketball game or sit with the spectators for the
opposing team. Tell them to look for signs of a common brotherhood and loyalty. How
emotional are they? How do the cheerleaders and fans react? Discuss your observations
with other members of the class.

Why were the spectators separated into two sections?

How did the cheerleaders appeal to the crowd?
What symbols were used to remind the team of its identity or past glories?
The factors students noted at the game are examples of emotional appeals to group loyalty.
Alert students to look for some of these same appeals in the nationalist movement.
2. Discuss civil disobedience:

What is it? Who has practiced it? What do we know about the actions of these people?
(e.g., Gandhi, Martin Luther King, Thoreau. You might share an excerpt from
Thoreau's Civil Disobedience.)

Do you think civil disobedience is an effective strategy? Why or why not? Did it work
for Gandhi? Has it worked here in the USA?

Can you think of an issue that you feel strongly about where civil disobedience might
be effective? How would you go about using this strategy?

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3. Have students pick an issue that concerns them or divide them into groups and each group
pick a separate issue. Have each group decide on one single goal they would like to achieve
and write this as the heading on a piece of flipchart paper.
Ask students in each group develop a plan for using civil disobedience tactics to work
toward their goal. Each step of the plan should be listed under the goal. Students should also
make note of the types of resistance they think they might encounter in implementing their
action plans. This resistance should be taken into account.
Have students share their goals and plans with one another in the class.
Discuss:
How effective do you think civil disobedience would be in achieving your goal? Why
do you think this?

Would you be willing to take the responsibility (pay the price) that might come with
such disobedience?

What types of resistance do you think you might encounter? How have you planned to
handle this resistance?

How effective do you think this method has been in promoting nationalism or
patriotism?

Inquiry Evaluation:
Students might:
• discuss the meaning and ramifications of civil disobedience.
• develop a plan to achieve a goal through civil disobedience.
• analyze the usefulness and effectiveness of civil disobedience for achieving different
goals.

Noted to the Teacher:

Students should understand that India was one of the leaders in the decolonization movements
that began in 1947 and extended to the 1970s. They should also understand that the Indian
Nationalist movement combined many strands of strategy such as violence and non-violence and
fast and gradual roads to independence.

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ADDITIONAL RESOURCES FOR SECTION TWO

General Background
Allchin, Bridget and Raymond. The Birth of Indian Civilization: India and Pakistan Before 500 B.C.
Baltimore: Penguin Books, 1968.

Basham, A. L. The Wonder That Was India (Vol. I), Columbia, Missouri: South Asia Books, 1992
(reprint).

Bloomfield, Maurice. The Religion of the Veda. New York: AMS Press, 1969

Majumdiu; R. C., ed, History and Culture of the Indian People (Vols, 1-3), London: George, Allen &
Unwin, 1951.

Possehl, Gregory L., ed. The Harrapan Civilization. New Delhi: Mohan Primlani Pubishers, 1985.
Wheeler, Mortimer. Civilizations of the Indus Valley and Beyond. New York: McGraw-Hill, 1966.

The Mauryan Period

Brown, Percy. Indian Architecture (Vol. 1) Buddhist and Hindu Periods. Bombay: D. B.
Tarapovevala, 1956.
Majumdar, R C. , ed. History and Culture of the Indian People (Vol. 2) The Age of Imperial Unity.
London: George Allen & Unwin, 1951.

Mookerji, R K. Chandragupta Maurya and His Times (3rd ed.). Delhi: Motilal Banarsidass,196O.

Smith, Vincent A. The Edicts of Ashoka, Philadelphia: Coronet Books (M. Manoharial IA), 1992.

Thapar, Romila, Ashoka and the Decline of the Mauryas. London: Oxford University Press, 1961.

The Classical Age

Edwardes, Michael. Everyday Life in Early India. New York: Putnam, 1969.
Legge, James, trans. A Record of Buddhistic Kingdoms. New York: Dover Publications, 1965.
Majumdar, R C. History and Culture of the Indian People (Vol. 3) The Classical Age. New York: Dover
Publications, 1965.
Miller, Barbara. Theater of Memory: The Plays of Kalidasa. New York: Columbia University Press,
1984.
Mookerji, R K. The Gupta Empire (3rd rev. ed.). Bombay: Motilal Banarsidass,1959.
Sastri, K. A. Nilakanta. A History of South India. Madras: Oxford University Press, 1955.

The Historic Tradition

Al, Biruni, Alberuni's India (2 Vols.). Translated by E. C. Sachau. New York: W. W. Norton, 1971.

Basham, A. L, ed. A Cultural History of India. London: Oxford, 1975.

Chand, Tara. Influence of Islam on Indian Culture. Delhi: International Academy of Indian

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Culture, 1954.

Edwards, Mike. "Paradise on Earth: When the Moghuls Ruled India," National Geographic
Magazine. April 1985, pp. 463-493.

Habib, Irfan. The Agrarian System of Mughal India 1556-1707. London: Oxford University
Press, 1963.

Haid, Sir Wolseley, ed. The Cambridge History of India (Vol. 3) Turks and Afghans. Cambridge:
Cambridge University Press, 1928.

Ibn, Battuta. Travels in Asia and Africa (1325-1354). Translated by Ross Dunn. Berkeley:
University of California Press, 1990.

Ikram, S. M. Muslim Civilization in India. Edited by A. T. Embree. New York: Columbia

University Press, 1964.

Majumdar, R C., ed. History and Culture of the Indian People (Vols. 4-8). London: George
Allen & Unwin, 1961.

Owen, Sydney J. The Fall of the Mogul Empire (2nd ed.). Varanasi: Chowkhamba Sanskrit Series
Office, 1960.

Roe, Sir Thomas. The Embassy of Sir Thomas Roe to India (Rev. ed.). Edited by W. Foster.
London: Oxford University Press, 1926.

Sharma, Sri Ram. Mughal Government and Administration. Bombay: Hind Kitabs, 1951.

Smith, Vincent. Akbar, the Great Mogul. London: Oxford University Press, 1927

Sundaresan, Indu, The Feast of Roses. New York: Washington Square Press, 2003

Early Modern Period

Das, M. N. Studies in the Economic and Social Development of Modern India, 1848-56. Calcutta:
Government Printing, 1959.

Das Gupta, Anil C., ed. The Days of John Company, 1824-1832. Calcutta: Government Printing,
1959.

Dodwell, H. H., ed. The Indian Empire, 1858-1918. Delhi: S. Chand, 1964. Edwardes, Michael. The
Last Years of British India. London: Cassell, 1963.

Ed wardes, Michael. Plassey: The Founding of an Empire. New York: Taplinger Publishing, 1969.

Embree, Ainslie T. Charles Grant and British Rule in India. New York: Columbia University Press,
1962.

Gopal, S. British Policy in India, 1858-1905. Cambridge: Cambridge University Press, 1965.

Kincaid, Dennis C. British Social Life in India, 1608-1937. London: George Routledge & Sons Ltd.,
1939.

Lelyveld, David. Aligarh's First Generation: Muslim Solidarity in British India Princeton: Princeton
University Press, 1964.

Masani, Zareer. Indian Tales of the Raj. Berkeley: Univ of CA Press, 1988.

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Indian Nationalism

Brecher, Michael. Nehru: A Political Biography. Boston: Beacon Press, 1962.

Brown, Judith M. Gandhi's Rise to Power: Indian Politics, 1915-1922. Cambridge: Cambridge
University Press, 1972.

Chand, Tara. History of the Freedom Movement in India, 1750-1857. Delhi: International
Academy of Indian Culture, 1961.

Chaudhuri, Nirad C. Autobiography of an Unknown Indian. New York: MacMillan, 1951.

Collins, Larry and Dominique La Pierre. Freedom at Midnight. New York: Simon & Schuster,
1975.

Erikson, Erik. Gandhi's Truth: On the Origins of Militant Nonviolence. New York: W. W.
Norton, 1970.

Gandhi, Mohandas K. An Autobiography: The Story of My Experiments with Truth. Boston:

Beacon Press, 1957.

Heimsath, Charles H. Indian Nationalism and Hindu Social Reform. Princeton: Princeton
University Press, 1964.

Majumdar, R.C., ed. History and Culture of the Indian People (Pt. 2, Vol. 10). London: George
Allen & Unwin, 1965.

Audio-Visual Aids:

"India's History: Early Civilizations" (Coronet). Indiana Univ./Kent State, 11 mins.

"Akbar" (Great Moghuls Series video, narrated by historian Bamber Gascoigne), Univ. of PA, 30
mins.

"Aurangzeb" (see above), 25 mins. "Babur" (see above), 30 mins.

Earth, Film by Deepa Mehta

"India's History: Mogul Empire to Colonization" (Coronet), Indiana Univ./Kent State, 11 mins.

"The Miracle of Waters: Mahabalipuram" (video), Information Service of India.

"Being Muslim in India" (video), Univ. of PA, 25 mins.

"India: Islam," Univ. of PA, 35 mins.

"Indian Imperial Architecture," Junius/Kamur, Akarp 3, 24200

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PART THREE: MODERN INDIA

COMMITMENT TO DEMOCRACY

Readings:
"Introduction," pp. 231-235; "Indian Democracy: The Constitution" pp. 193-196; "Testing
Democracy," pp. 197-200; and “Indians go to the Polls, 201-205.

Inquiry Focus:
What are the characteristics of a democracy?
What rights should be guaranteed by a constitution?
How involved should the government be in the lives of its citizens?

Concepts:
Democracy Politics Welfare

Procedure:
1. Have the class investigate the guarantees of individual rights in a new nation. Divide the class
in half. Assign half of the students to make a list of the fundamental rights of each citizen in a
newly independent, democratic country (e. g. freedom of speech, right to own property, right
to choose one's job, etc.), Assign the other half to list what the government should be willing
to guarantee each citizen (e. g., medical care, education, safety, adequate food, etc.).
Write the lists in two columns on the board.
What are the differences/ similarities between the lists? Help students see how an
individual's rights might conflict with programs for social welfare.
2. In groups, or as a class, have students look at the ''Directive Principles of State Policy" on
pages 195-196.

If these are the goals of a country, how would you design a government to make sure
these goals were met?
What laws would you make?
What kind of system would it be?
How would you get people to vote for it?
Is this a democracy?
3. Discuss the idea of welfare. (The conflict between government intervention/protection of
human welfare and the desire for independence and the "work ethic" should come up in the
discussion about country goals. If it does not, ask students to think about what happens to
people who "fall through the cracks" of their plans for a system of government. How would
they take care of them? Or would they take care of them?)

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What is a welfare state? Name some countries that you believe are welfare states.

Is a welfare state democratic?

What are the benefits of welfare? What are some problems with welfare?

What is the current debate over welfare in the United States about? What are some of
the ideas being presented? What was President Clinton's plan? Did it work? Would it
work in India? Why or why not?

Inquiry Evaluation:
Students might:
• define their idea of democracy.
• examine the tension between fundamental individual rights and the social contract of
government.
• analyze the benefits and difficulties of welfare.
Note to the Teacher
Teachers should be careful not to use American Democracy as the criteria for the entire world.
India has adapted its own version of democracy that fits with her own traditions and values.
Political Parties often organize around caste groups is one example of the different styles of
democracy.
Resources:
The Emergency in India (Pamphlet). New Delhi: Educational Resources Center, October
1977. (New York State Education Department, Albany, New York 12234.)
Kaviraj Sudipta, Ed., Politics in India. Delhi: Oxford University Press, 1999
Audio-Visual Aids:
"Rule by Consent" (Post-independence political movement in India), Univ. of PA, 24 mins.
See also Resources at end of this Part Three.

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BUILDING A PLURALISTIC NATION

Readings:
"Historic Visions of India,” 207-209; “Clothing a Diverse Nation” 209 -211; Divisions
Within Indian Society,” 211-213; “Ethic Conflict and Civil Life,” 213-217; “Destruction of
the Babri Mosque,” 217-221; “Naseem”s Story,” 221-225; “The Struggle in Kashmir,” 225-
230; “What if all India Was Hindutva?; 230-231 and “What Being Hindu Means to Me.”
Inquiry Focus:
What major historic values of tolerance and pluralism can modern India draw upon?
How does Indian clothing reflect the country’s enormous diversity?
How do the different languages, castes, classes and religions challenge the concept of India
as “one people”?
How do ethnic and religious conflicts undermine the unity of modern, democratic India?
How do case studies such as the destruction of the Babri Mosque, the Gujarat riots and the
struggle over Kashmir illustrate the great challenge that ethnic and religious violence
pose to modern India?
How could an understanding of historic Hinduism contribute to a more pluralistic society?
What happens when our emotional and value commitments turn into anger and violence?
Can we avoid violence or is it a regular feature of human life and politics?
Concepts:

Ethnicity
Hindu Nationalism
Cultural pluralism
Primordial Politics

Procedure:
1. Pass out 3 x 5 cards or small pieces of paper and ask the students to answer the following three
questions:
What am I?
What else am I?
What else am I?
2. Ask students at random to answers the first question. Begin to establish categories on the
chalkboard as answers come in. For example, if a student says, "I am a Muslim," ask if
there are others who answered that they were a member of a religious group. One category
would then be "religion." If students respond, "I am Latino, African American, Italian
American, etc.," write the category "ethnic group." Other categories might be gender, ("I am
a woman"); age, ("I am a teenager"); occupational group, (“I am a student, I am going to be
a lawyer," etc.)
Some students will not identify themselves as a group member and might answer "I am me,"
"I am human," "I am alive," "I am funny," etc.
3. Try to establish categories similar to those in the readings, especially religion, race, and
ethnicity. If students cluster in these areas, begin a discussion of how important these

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"primordial identities" are to the students in the class. Some leading questions might be:
What would you do if a majority group in power said you had to give up being
(Catholic, Greek, Protestant, Spanish, etc.)? If you thought the U. S. Government was
trying to eliminate your (language, ethnic culture, etc.), what would you likely do?
Would you vote in an election for someone who strongly supported privileges for your
group? Do you know anyone who has voted on this basis?
(You might pause here to elicit a definition of politics that appeals to race, language,
religion, ethnicity, region, etc. If not, give the definition of "primordial politics" as the
attempt to gain the support of a particular group based on the direct appeal to that group's
race, religion, language, region, and/or ethnicity.)

Continue by discussing the following:

Do you think politics in the U.S. and in state and local elections often is based on primordial
politics?
Can you give some examples of these appeals? (e.g., Willie Horton in 1988; The 2008
Presidential election)
Ask the class what comes to mind when you show them pictures of a variety of Americans.
Why do you think we dress they way we do? (To indicate our job or professions? to attract
attention? to make a statement? etc.) What generalities do the students make about groups
that dress differently?

4. Have students look at the rupee note reproduced on page 212.

Discuss:
What can you deduce about the language situation in India by looking at this rupee note?
Why are there so many national languages? Why don't Indians just decide on one national
language?
Why is a common language necessary? Is it?
Why is language important? How would your life be different if you spoke English at
home but had to speak Spanish at school? (Bring up issue of "black" English and the
movement to make English the national language in the United States in response to the
influx of Spanish-speaking immigrants, especially in Florida and the Southwest.)

5. Discuss and analyze two or more of the readings for this section and raise questions
such as: What ideas or action that support tolerance and pluralism have existed in
Indian history and traditions?

How might the desire to get ahead in the workplace or politically cause people to
emphasize differences among various groups?

What groups seem to be more attracted to religious fundamentalism in India and in the
United States?

What is the best way to moderate the tendency to think one’s religion, ethnicity and
world view is superior to all others?

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For a discussion of clothing, show pictures of a cowboy, a waitress, an electrical worker,

a boy or girl with jeans and nose rings, a boy with very long hair, a farmer, business
woman, etc.

Possible Assignments:
Assign students to write a well-constructed essay on either of the following:
a) Write a short essay on your ethnic group. Describe what is required for member-
ship, what special characteristics you think it has (food, language, etc.). Give
specific examples. Also discuss the relationship of your group to the larger U.S.
society. Then describe your own experience with the issues of ethnic and religious
pluralism in India.
b) How would you suggest resolving the conflicts among the various ethnic and
religious groups in India? In describing your plan, make sure you take into
account the arguments for a common language, the importance of a common
national identity and the importance of tradition. You may also make comparisons
to the U.S. and the multi cultural issues we face here.

Inquiry Evaluation:
Students might:
• Prepare a portfolio that compares American diversity with India’s. The collection
should also illustrate how each nation is attempting to build an inclusive pluralistic
nation.
• Write a research paper on one of the following: The difference between class and
caste, Successful attempts at Muslim-Hindu cooperation; How politicians excite
Hindu-Muslim violence; A comparison of Indian and American affirmative action
programs.
• Ask students to create their own “We Are All One” poster for the United States.
Who would they put in the center of the picture? What kinds of diversity would they
illustrate around the center image?
• Assign students to write their own “What Being an American Means to Me” essay.
What issues do they think are most important? How does their statement compare
with the one Shashi Tharoor wrote about being a Hindu?
Note to the Teacher
Comparing India and the United States in building pluralistic nations and their attempts to build
one nation from many different groups is a natural teaching strategy. Within the United States,
ethnic groups are often political pressure groups as are caste groups in India. Democratic
politics in both nations also are stories of upward mobile lower groups into positions of power.
In India ex-untouchables (Dalits) are making important gains in achieving power. With the
election of Barack Obama as President of the United States, we see an enormous historic
struggle of African-Americans to a place of more equality.

Resources:
M.J. Akbar, India: The Seige Within: Challenges to a Nation’s Unity. New York: Penguin Books,
1985
Rajmohan Gandhi, Revenge and Reconciliation: Understanding South Asian History. New York:
Penguin Books, 1999

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Varshney, Ashutosh, Ethnic Conflict and Civic Life: Hindus and Muslims in India. New Haven
CT.: Yale University Press, 2003

Audio-Visual Aids:
"In the Name of God" (Growing temple/mosque controversy), (video), Indiana Univ./Univ. of
MN, 1hr.

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INDIA’S NEW PATH TO ECONOMIC GROWTH

Readings:
“A Rich Land Made Poor”, pp 237-238; “Which War Leads to Economic growth?” pp. 238-244;
“What was Wrong with Our Economic Policy?” pp. 244-247; “A Shift of Seismic Proportions”,
pp 247-250; “Daily Life in the New Economy” pp.251-253; “No One Saves for a Rainy Day
Now” pp 253-258; “Here Come the Zippies”, pp. 258-262; “Kitty Parties”, pp. 262-265

Inquiry Focus:
What is meant by development?
Is there a best way for nations to “develop”?
What is the difference between a planned economy and the so-called free market approach?
What have been some of the obstacles to Indian industrialization and economic
development? How are these obstacles being dealt with and overcome?
How is India’s new economic power changing Indian society?
Who seems to be benefiting the most from India’s new economic system and who is
benefiting least?
Concepts:
Development
Mixed economy
License Raj
Free Market economy
Gross Domestic Product
Economic Growth

Procedure:
1 Ask students to define development? Write the key words on board.
2 Ask students, in groups of three, to write as complete and specific a definition of
development as possible. Ask the groups to share their definitions.
Discuss:
Is economic development necessary? Why?
Where is development necessary?
Are there places in the U.S. that are more developed than others? Where are these
places? Why are they less developed?
3. Have students read “Rich Land Made Poor,” and “Which Road Leads to Development --.
The Nehru Way and the Gandhian Way”
Discuss:
How did being colonized by Great Britain affect India’s economic development from
1750 to 1947? Cite specific examples.

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What are the main differences between the Nehru and Gandhi approaches to
development? Why do you think each championed the approach he did? What were the
advantages and disadvantages of each approach?

4. Have students read “What Went Wrong with Our Economic Policy,” and “A Shift of
Seismic Proportions,” and introduce questions such as:
What crisis did the Indian economy find itself in 1991?
What is foreign exchange and why is it so important?
Why did Indian institute what became known as the License Raj? What was wrong with
the “License Raj”?
What did India’s economic reforms consist of?
How has India’s increasing prosperity enable it to play a new role in the world economy?
Note to the Teacher:
Students should understand the huge argument the newly independent states in Asia and Africa
after 1947 engaged in over the best path to economic power and independence. Since most of the
colonial powers were capitalist oriented, many people in the former colonies looked on
capitalism with suspicion. Many, like India chose a third way or mixed economic philosophy.
Only in the 1980s did many new nations adopt a more free market approach with the urging of
the United States and the World Bank and the IMF. Free market economics has only been tried
by India since 1991 and has led to spectacular growth, but at the same time to increased poverty
among farmers and other lower class groups.
Resources:
Joshi, Vijay and Little, I.M.D., India’s Economic Reforms, 1991-2001. New Delhi: Oxford
University Press, 2002

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DAILY LIFE IN THE NEW ECONOMY

Readings:
“Daily Life in the New Economy”; India’s Middle Class Takes Wing”; “Here Come the
Zippies”; and “Kitty Parties”.
Inquiry Focus
How has the rising economy affect average Indians?
What is the relationship between economic growth and personal values?
Hw are the values of Indian’s young people changing?
Concepts
Consumer society
Mass consumption
Upward mobility
A software power
Liberalization children
Procedure
1. Divide the class into three groups and ask each group to develop the main points
from one of the readings. In the discussion, have each group summarize the major points in
one of the readings and then open a general discussion.
2. What are the major changes Indian’s new middle class is experiencing? How are
their values and behavior changing?
3. Compare the activities and values of the Indian women discussed in these readings
with their own parents or adult friends. Do their mothers participate in anything like the
Kitty Parties? Is so, describe their activities. What examples can they cite of people
combining having a good time and charity?
Assignment:
Assign students to conduct a survey of selected classes or groups of students in their school.
Ask each student to answer three or four questions such as:
What do you want out of life?
What do you want your country to do for you?
What do you want to do for your country?
Have the class write up their findings and share them with other classes in the school.
How do the attitudes of the Indian Zippies compare with the attitudes in the students’
school? If the values are different, what do you think are the reasons for the differences?

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Note to the Teacher:

Here is another opportunity to compare India and the U.S. as they both have large middle
classes. India’s middle class is now about 300 million or the entire population of the U.S.
With the rise of the new middle class, India, like America, faces a crisis of meanings. With
the new consumerism in India, people can easily identify themselves as “I am what I buy.”
This materialism undermines historic values such as respect for elders and the value of
knowledge for knowledge’s sake. Young Indians are eager to “have it all,” as many
Americans believed before the great economic crisis of 2008. Both Indians and Americans
are searching for new ways to find human meanings in a consumer society. In both countries
many turn to fundamentalist religion, anti immigration and other primordial loyalties. Many
others are trying to retain the best of the past and integrate the old with the news.

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CHILD LABOR and EDUCATION

Readings:
“Working at Whatever Job They Can Find,” pp. 267-269; “The Little Match Girls,” pp. 269-270;
“Stop Trafficking Children,” pp. 270-274; “Is Elementary Education for All a Myth?” pp. 274-
277; India’s Poor Spurn State Schools for Private Education,” pp. 277-278; “Does English
Education Define the New Brahmins and New Dalits?” pp. 278-280.

Inquiry Focus:

How are education and child labor related in India?

Is India living up to its promise of universal education for all children?
How does family income relate to the quality of education for Indian children?
Why is child labor so widespread in India?
What is being done to eliminate child labor?

Concepts

Exploitaion
Human Rights
Inequality

Procedure:
Have students read “Working at Whatever Job They Can Find’, “The Little Match Girls” and
“Stop Trafficking Children.”

Have a group of students write a one act play based on the readings or else have the students in
groups of five or six students each role play the youngsters in the first two readings. The
characters might be Sub Dash Sada, Devli, and Om Prakash from the actual readings and several
others that are workers in making bricks, farming, maid service or sweepers.

Act out the skits.

After the performance(s), lead a class discussion during which the students summarize the
problems and possible solutions to child labor in India. You might ask:

Do you know any children who perform manual labor?

Does the U.S. hire child laborers? (Migrant workers, etc.)
Why are parents in India sometimes willing to have their children work instead of attending
school?
What laws does India have prohibiting child labor and why aren’t they being enforced?
How can India resolve its child labor problem? What role might we play in trying to stop
child labor?

Have different students read “Is Elementary Education for all a Myth?,” “India’s poor Spurn
State Schools for Private Education,” and “Does English Education Define the New Brahmins

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and New Dalits?” Ask students to share what they have learned from the readings. Then have
these groups share what they learned. (You could do this as a jig saw lesson, students might
make posters illustrating what they learned from the readings.)
Lead a discussion that addresses these kinds of questions:
What explains the vast differences in quality in the Indian educational system?
What explains the lack of financial support for Indian state schools?
Why doesn’t compulsory and free education enjoy massive support among all Indians?
Why are children from poor families not likely to go to school?
Why do so many poor Indians try to send their children to private schools?
Why do many parents sacrifice so much to pay to send their children to private schools?
What advantages do English speaking Indians have in the job market? How might Indian
leaders try to lessen the advantage knowing English brings?
Evaluation:

Write an essay comparing the quality of some Indian government schools with the educational
experience in their school.
Create a portfolio of pictures of child labor around the world including the United States. These
pictures can be obtained from the world-wide web, books and magazines.
Have class make a picture history of child labor around the world and install the exhibit in the
halls of you school.
Extension
Students may want to try and do something about child labor. If so, you can encourage them to
find out more information about it and write to organizations that are trying to stop this practice.
Consult Kids at Work.
Note to the Teacher:
Child labor is one of India’s greatest problems and American kids should readily identify with
youngsters like themselves who are forced to work long hours. The U.S. passed its first national
child labor law in 1936. This is an opportunity to review America’s experience with child labor at
Lowell and other New England textile factories. Child labor and lack of education are closely
related. If children work they don’t go to school. Explore how our desires for cheap goods such as
soccer balls, jeans and toys contribute to child labor around the world.
Resources:

David L. Parker with Lee Engfer and Robert Conrow, Stolen Dreams: Portraits of Working
Children. Minneapolis: Lerner Publications Company, 1998
Russell Freedman, Kids at Work: Lewis Hine and the Crusade against Child Labor. New York:
Clarion Books, 1994.
Francesco D'Adamo, Iqbal. Translated by Ann Leonori Atheneum Books for Young Readers,
New York, 2004

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INDIA IN THE GLOBAL AGE

Readings:
"The Bhopal Tragedy," pp 281-287; “A Village Dies”, 288-292; “A Night at the Call Center”
293-297; and “Global Warming’s Impact on the Indian Tradition”, pp. 296-297.
Inquiry Focus:
Winners and losers in globalization
Concepts
Globalization
Social Protest
Outsourcing
Procedure:
Part One: The Narmada Dam
Set up roll play for the class. You may have several groups of players so that all the students have
a chance to participate in the role play.
The players are:
A Government Aid Worker,
A local farmer
A Woman environmental activist,
The Village Headman from village that will be flooded by dam,
A local member of parliament,
A village school teacher,
A civil engineering firm’s representative.
Ask each group to record on flipchart paper what their concerns are about the Narmada dam
project. The statements should begin with "How to ... " (For example: An environmental activist
might list “How to get the government to stop cutting down the forests in central India”) Each
group should try to come up with at least five concerns.
Post the flipcharts with group concerns on the board and have each group share their concerns
about the dam. (Students should remain in character throughout.)
Have students examine the lists to see if there is any agreement between the lists.
After each group has shared its concerns, have each group elect one member to serve as their
representative to a negotiation over whether or not to stop the dam project. This negotiation
should take place in a fishbowl format with the negotiators/representatives in the center and the
rest of the class in a larger circle around them. Members of the groups may send messages to their
representative. One student should be selected as a moderator for the negotiation. The group
should try to come up with a decision about whether or not to stop the darn project.
(Note: Students may need extra time to prepare for this negotiation. This should
probably be a second-day activity.
What have been the results of the Narmada dam project? Who has benefited and who has been
hurt by the project?

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Part Two: The Bhopal Tragedy

Have students read “The Bhopal Tragedy” and hold a class discussion about this tragedy..
Some focus questions might be:
Why did this explosion happen? Could it have happened in an American city?
What kinds of injuries have those in the area suffered?
What has been the attitude of the Union Carbide Company thus far?
What role have lawyers taken in these cases and what have been the results and effects on
average people in Bhopal and the surrounding area?
Part Three: Call Centers
Have students read “A Night at the Call Center” and organize a class discussion with these
questions in mind:
Have you or anyone in your family gotten an Indian voice on the phone when you called
customer service? What was the experience like?
Why have so many American businesses and government agencies outsourced customer
service jobs to India?
What has been the impact in the U.S. of so many service jobs being outsourced to India?
Why are customer service jobs at call centers so sought after by young Indians?
How have call centers helped to build an expanding middle class among young people in
India?
Inquiry Evaluation:
Students might:
Write an essay valuating different positions and arguments for and against the Narmada dam
project.
Analyze the impact of the world’s large dam projects such as the Narmada, Three Gorges, and
Hoover Dam, etc.
Write a short play and present it to the class on a “Night at the Call Center” or some other aspect
of outsourcing customer service to India.
Note to the Teacher:
This is the opportunity to take up the whole topic of globalization. Some argue that globalization
is making most of the world’s people better off. Others insist that globalization is enriching a
minority of big businesspeople, but impoverishing the majority of people. There is an honest
disagreement on this topic and students should appreciate the defenders such as Thomas
Freedman and the critics such as Arundhati Roy. At this point there is no consensus on the
benefits of globalization so it is best to problemitize this hot issue.
Readings
Morehouse, Ward and M. Arun Subramanian. The Bhopal Tragedy: What Really Happened and
What It Means for American Workers. Croton-on-Hudson, NY: Learning Research Institute
for International Development, 1986
Bhagat, Chetan. One Night at the Call Center. New Delhi: Rupa & Co. 2006
Roy, Arundati. “The Cost of Living” NY: Modern Library, 1999.

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Mitchell Levy Ed, Happy About Outsourcing: Positive Impact Stories from Executives Who Have
Offshored and Outsourced

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INDIA AND THE NEW WORLD ORDER

Reading:
“India Goes Nuclear,” “India Seeks World Power Status,” “India and the United States Forge a
New Relationship,” “Prime Minister Singh and President Bush Announce Their Mutual Support,”
“India’s Place in the New World Order.”
Inquiry Focus:
India as a new political and economic world power
Concepts:
Nuclear Power
World power
Bi Lateral Relations
Procedure:
Part One:
After students have read “India Goes Nuclear” and “India Seeks World Power Status” set up a
role play. Have students play: President Clinton, Prime Minister Vajpayee, Senator John McCain,
Indian Foreign Minister Jaswant Singh, and Madeline Albright, the American Secretary of State.
Make believe that it is May, 1998, just after India made its first nuclear bomb test.
Scene one: Indian PM Vajpayee and his Foreign Minister Singh discuss how they will present to
the United States their case for being recognized as a nuclear power.
Scene two, President Clinton, Secretary of State Albright and Senator McCain discuss what their
response will be to India’s nuclear bomb test.
Scene Three: A general discussion and debate among all characters in one room. (Students
should recognize that U.S finally recognized India as a nuclear power in 2008, ten years after the
initial test, and agreed to sell India nuclear fuel.
Part Two:
Have students read “India and the United States Forge a New Relationship” and “India’s Place in
the New World Order,” and raise the following questions:
• What was the Clinton Administration’s policy toward India? How did the Bush
administration change the Clinton policy toward India?
• How did President Bush’s trip to India in 2006 radically change the policy toward India that
America had been followed since 1954? Why did the United States under Bush make this
significant change in policy?
• What were Bush’s reasons for changing this policy?
• What was the U.S. Congress’s reaction to the changed policy?
• What areas of mutual cooperation were set forth in the Bush-Singh agreement?
Evaluation:
Write an essay on how Indo-American relations have changed since 1954 and the major reasons
that each nation was willing to change their policies toward one another

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Prepare a briefing paper for the president on why or why not the U.S. should support India as a
new nuclear power?
Write a briefing paper for the American president who was elected in 2008 outlining the policy
the United States should have toward India. Be sure to mention India’s relationship to Pakistan
and the question of Kashmi.
Have your students continue to follow the relationship between these two major powers.
Note to the Teacher:
No doubt India has had one of the worst images among Americans of all the peoples of the world.
It is therefore difficult to get students to take the new Indian world power seriously. With decades
of publicity about India as poverty ridden, cows wandering the streets and arranged marriages
among children, it is most difficult for teachers to overcome this negative view. Often computer
programmers who have had their jobs outsourced to India insist that once American managers
find out that Indians can’t do sophisticated work, the jobs will return. Indian power is here to stay
and the U.S. Government recognizes this fact. Can the American population in general come to
accept this fact also?

Resources:
Leventhal, Paul. Nuclear Power and the Spread of Nuclear Weapons
Madan Lal Goel, “Indo-American relations in a new light.” (Lecture delivered at the 1999
Annual Meeting of the Indian Association of Asian Studies.

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THE MODERNITY OF TRADITION

Readings
“A New Home in America” pp. 311-315; “Bollywood is India’s Cultural Ambassador” pp. 315-
320; and “A Marathon Not a Dash”, pp 320-326.
Inquiry Focus:
How tradition and modernity interact and form a synthesis?
Concepts:
Modernization
Bollywood
The Modernity of Tradition
Procedure:
Part One: “A New Home in America.”
Have students read, “A New Home in America.” Conduct a class discussion focusing on the
following points:
• How did Suketu compare his Indian and New York schools?
• What did he miss most about India?
• What were the major problems he faced in New York?
• How did (do) Indo American kids try to recreate India in New York?
• When Suketu returned to Bombay, how had his friends changed? Why did he feel that
he could no longer live in India?
You may want to have your students view the film “Namesake” and compare the experience of
the family in that film with Sujetu’s experience. This reading and film would be appropriate for
any unit exploring the immigrant experience in the United States.
Part Two: “Bollywood is India’s Cultural Ambassador”
If possible, show at least a part of a Bollywood film such as such as “Swades” to your class. (You
can fast forward through some of the dances, etc.)
Lead a discussion about the film. In what ways is it different from films made in the US?
What are the themes and values, such as the importance of the family, that the film maker(s) is
trying to convey? How does he or she make these values apparent? How are these values
different from values expressed in other films your students have watched and enjoyed?
Now have the students read “Bollywood is India’s Cultural Ambassador”
Discuss with them the various insights in this reading such as the ways Bollywood films convey
tradition and modernity; uphold traditional values; challenge stereotypes; and affirm pluralism.
You might also have student watch the Mira Nair films “Monsoon Wedding,” or “Namesake” and
have the class discuss and evaluate the film using the insight presented in the Bollywood article.
How do these films attempt to reconcile tradition and modernity?
Part Three: “A Marathon and Not a Dash.”

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Before your students read this last article, ask each student to make a chart with two columns.
Have them label one column “Tradition” and the other column “Modernity”.
Now ask them to write things about their life or American life in general that seem traditional and
things that they do or think that seem modern. You may or may not want to share these lists at
this point or wait until later in the lesson.
Have students Read “A Marathon and Not a Dash.”
Ask each student to make a chart with two columns. Label one column “Tradition” and the other
column “Modernity”.
Ask the students to choose statements from Mr. Murthy that seem to seem either traditional or
modern and write them down on their sheets under the appropriate column. Have students share
their lists in class.
Assign students to write a short essay identifying how Mr. Murthy combines seemingly different
values in a coherent way.
Summary
Conduct an open discussion about tradition and modernity including in life in the United States.
Encourage students to identify members of their family and/or friends who represent “traditional”
vales and those who advocate “modern” ones.
In what ways have these people combined seemingly different values in meaningful ways? Have
students share personal experiences as well.
Students may wish to speculate on what new may emerge that will make some of their “modern”
ideas seem very traditional and in what ways so called old ideas may become very relevant and
important in the future.
Note the Teacher:
Many Americans tend to think of tradition and modernity as polar opposites and that modernity
will someday overwhelm all traditions. Arranged marriages will give way to free choice
marriages, extended families will become nuclear and individualism will overwhelm group
loyalties. This in brief, is the assumption that India will become just like us. However, recent
scholarship demonstrates that all societies that are modernizing are doing it within their own
historic and cultural traditions more like tradition and modernity. India is a good example how
thinkers can combine age-old values with new global skills. Narayana Murthy, the founder of
Infoys, is a good example of combining ideas and values that many Americans may think are
totally contradictory.
Resources
Meera Mitra, N. R. Narayana Murthy, It's Only Business: India's Corporate Social
Responsiveness in a Globalized World - New Delhi, Oxford University Press, 2007
Amartya Sen, Development as Freedom. New York Anchor Books, 1999
Hindi Film, “Swades

RESOURCES TO PART THREE

Akbar, M. J. India: The Seige Within. Harmondsworth: Penguin, 1985. Ashby, Philip H. Modern
Trends in Hinduism. New York: Columbia University Press, 1974.
Frankel, Francine. India's Political Economy, 1947-1977. Princeton: Princeton University Press,
1978.

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Frankel, F. and Rao, MS., eds. Dominance and State Power in Modern India:
Decline of a Social Order (Vols. I and II), New York: Oxford University Press, 1991 and 1994.
Guha, Ranajit, ed. Subaltern Studies (Vols, 1-4). New Delhi: Oxford University Press, 1983-86.
Gupte, Pranay. Vengeance: India After the Assassination of Indira Gandhi. New York: W. W. Norton,
1985.
Hardgrave, Robert L. and Kochanek, Stanley. India: Government and Politics in a Developing Nation.
(4th ed.), New York: Harcourt Brace, 1986.
Jaffrelot, Christophe, The Hindu Nationalst Movement in India. New York: Columbia University
Press, 1996
Januzzi, F. Tomasson. India in Transition: Issues of Political Economy in a Plural Society. Boulder,
Colorado: Westview Press. 1989.
Kapur, Rajiv. Sikh Separatism: The Politics of Faith. London: George Allen & Unwin, 1986.
Masani, Zareer. Indira Gandhi: A Biography. New York: Cromwell, 1976. Masselos, Jim, ed. India:
Creating a Modern Nation, New Delhi: Sterling Publishers, 1990.
Menon, V. P. The Story of the Integration of the Indian States. Calcutta: Orient Longmans, 1956.
Metha, Ved. The New India. New York: Penguin Books, 1978.
Misra, B. B. The Indian Political Parties. New Delhi: Oxford University Press, 1976.

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