FRONT PAGE: STUDENT COMPANION UNIT PLAN 2

SECOND PAGE: CONTENTS

Hello Dear students,

Greetings to all!

This companion is your own in the journey of exploration .We are sure that you must have
enjoyed the entire journey of Individuals & Society, last year.

This year, we are going to make this journey even more exciting by engaging you in various
activities in a systematic manner through this manual.

The Student Companion for each unit starts with a pre -test which checks the previous
knowledge of the students and their readiness to understand the unit.

The student gets to know the essence of the Unit Plan and will understand the chapter by
doing the different types of activities as per the teacher’s instructions.

You will be able to keep a record of your activities and your teacher will keep giving you
feedback on your progression.

Not only this; at the end of every week; you can do your self-reflection by answering simple
questions like

-What did I learn?

-What have I not understood?

-Where do I need help with?

STUDENT’S COMPANION- UNIT PLAN 2
INDEX
Let’s answer some readiness questions:
Before we move ahead let’s answer some questions. These questions are meant to just see what
you believe before reading the unit; They do not have any correct answer. Try answering the
same questions at the end of the unit and see has your answers to some questions changed?
 2- The phone you use along with all its parts was made in 1/2/3/many countries. (Tick
the correct one)
3- Farmers are poor because they are illiterate. (True/ False)
4- If you become a farmer, you will be more successful than other farmers. (True/ False)
5- Taking out a loan is good/bad/both good and bad. (Tick the correct one)
6- Spending time and money in traveling does not do any good to a nation. (True/
False)
7- Allowing foreign companies to set up factories only leads to the loss of a nation.
(True/ False)
8- Big dams look amazing and they are advantageous to everyone. (True/ False)
9- If one earns one must spend it, otherwise s/he is a miser. (True/ False)
10- I cannot travel alone; I will always need others’ help to travel to places I like. (True/
False)

Learning Objectives: - You will be able to

 ● Describe and explain the various aspects of population like distribution, density,
population change, national population policy.
● Explain the gender division of labour.
● Describe the differential status of health as well as access to health facilities
● Identify and discuss the different types of unemployment
● Explain the concept of people as resources.
● Define food security and identify who are food insecure.
● Identify the regions which are food insecure.
● Explain food sufficiency, buffer stock, minimum support price
● Evaluate the current status of public distribution system
● Explain the role of cooperatives in food security
● Evaluate the different schemes like Antyodaya Anna Yojna, Annapurna Scheme,
Targeted Public Distribution System

Statement of Inquiry: - Absolute and relative location have consequences on human economic
development
 Week-7
Activity-1 Take a look at the given question, reflect on these for 2- 3 minutes and record
your answers.
1. Total No. of classmates whose names you know?........

2.Total No. of classmates about whom you can give following information

a. Total number of family members….

b. Ages of their family members………
c. Educational qualification of their family members…….
d. Occupation of family members……..

(Family members are considered those who live under one roof and have one kitchen
)

Think about the data related to the large population and visit the website census of
India to explore more about the different aspects of population. Write the main points
of your observation and present them in groups.

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…
Activity-2:

(I) Pre-task: Visit your neighborhood and find the number of people living in your
area. If the home is in a multistorey building and different families live in different
storey, calculate the area of that multistorey building and total number of people living
in the building. Record the information below

(a). Area of the building…………

(b). Total number of people living in the building…………

(II) Class activity: (a). Convert the area into square kilometer

(b). Calculate the population density of your home or the building where you live

(c) Calculate the population density of Delhi (in terms of sq.yard) with help of
following figures

Population of Delhi- 16,787,941, Area of Delhi- 1484 KM or 1,774,849,228.7108 sq

yd

(d). How would you explain the difference between population density of your home
and Delhi

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
[e] The population density of China is less than that of India, even though China is the
most populous country. Why?

……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………………………………….
Activity-3:

Pre-task: Going through the population density map of India given on page 55 of
NCERT as well as the link to the following site. You can take help of this map as well.
Study the map carefully and frame questions on differences between population
density of different states and reasons. Come in pairs and write all the questions
framed by you. Discuss the probable answers, explain to the class, prompt them to
explore the correct answers. Make sure that factors like physical terrain, employment
opportunities, history, Location for trade, etc. which determine population distribution
are discussed in the questions. One probable question is framed for you as a hint.

Q1. Why is the population density of Delhi higher as compared to UP?

Q2.

Q3.

Q4.

Q5.
Activity-4:Dear champs ! You are a responsible enumerator . Note down how the
population in your locality has changed. List the number of people who have settled in
your area and number of people who left the area in the last 2 years, Number of
children who took birth and number of people who died in your immediate locality.

Number of Number of children Number of

people who people who who took people who
have settled left the area birth in the died in your
in your area in the last 2 last 2 years area in the
years last 2 years

Once you have collected the above mentioned data, with the help of discussion in the
classroom and reading in NCERT book elaborate the factors which derived the
population change.

1.
2.
3.
4.
5.
Activity 5: MIND MAPPING
Think of the huge population of India as the 2nd largest in the world. Draw a mind map on
various ideas and thoughts coming regarding the population.

Categorize your responses under two categories i.e. population as a liability and population as
an asset. Draw a mind map on various ideas and thoughts coming regarding the population.

Population as a liability Population as an asset

Activity 6: Debate on “Large population is an opportunity or a threat to a nation.” Write down the main
arguments presented during debate.

1.

2.

3.

4.

5.

Wonder questions

1) In what ways population is an asset to an economy.

………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..

2) In what ways is population a liability to an economy ?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…

3) How does the human resource channelise the other resources like land and capital ?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
.

4) How does education contribute to human capital formation ?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
..

5) In what ways does good health contribute to human capital formation ?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
 Week-8
Learning Objectives

You will be able to -

● Explain the gender division of labor with proper statistics.
● Describe the differential status of health as well as access to health facilities
● Describe the differential status of education as well as access to education facilities.
● Identify and discuss the different types of unemployment
● Explain Conceptualize and summarize the content of people as resource a
● Elaborate the need and importance of education and health in richness of resource

Activity - 1 Listing various occupations.

Occupations which are Activities which manufacture Activities which help and
directly related to Nature or or convert products from their support any other types of
using nature directly in the original form for human use . economic activities in their
production process. production.

Activity-2
Visit a village or colony located near to your residential area and note down the various activities
undertaken by the people of that village or colony. If this is not possible, ask your neighbor what
is their profession? In which of the three sectors will you categorize their work? Say whether
these activities are economic or non-economic activities: For example
Vilas sells fish in the village market.
Vilas cooks food for his family.
Sakal works in a private firm.
Sakal looks after his younger brother and sister.

Give examples appropriate to each column

Economic Activity Non-economic activity Sectors

Primary Activity

Secondary Activity

Tertiary Activity
Activity-3 You will ask the following questions to three generations viz. 5 people from your
grandparent generation, 5 from your parents generation and 5 from your peers.

1- Which jobs are suitable for males

2- Which jobs are suitable for females

List their responses in following tables

Generation
Jobs suitable for males Jobs suitable for females

Grand parent Generation

Parent generation

Peers

Write briefly about understanding how the gendered division of labor has changed across generations?

Activity -4
Read the case studies given in NCERT textbook page No.

Dear champs, Read the given case studies carefully to gain insight upon.

Story of Sakal
There were two friends Vilas and Sakal living in the same village Semapur. Sakal was a
twelve-year old boy. His mother Sheela looked after domestic chores. His father Buta Chaudhary
worked in an agricultural field. Sakal helped his mother with domestic chores. He also looked
after his younger brother Jeetu and sister Seetu. His uncle Shyam had passed the matriculation
examination, but was sitting idle in the house as he had no job. Buta and Sheela were eager to
teach Sakal. They forced him to join the village school which he soon joined. He started studying
and completed his higher secondary examination. His father persuaded him to continue his
studies. He raised a loan for Sakal to study a vocational course in computers. Sakal was
meritorious and interested in studies from the beginning. With great vigor and enthusiasm he
completed his course. After some time he got a job in a private firm. He even designed a new
kind of software. This software helped him increase the sale of the firm. His boss acknowledged
his services and rewarded him with a promotion.

Story of Vilas
Vilas was an eleven-year old boy residing in the same village as Sakal. Vilas’s father Mahesh
was a fisherman. His father passed away when he was only two years old. His mother Geeta sold
fish to earn money to feed the family. She bought fish from the landowner’s pond and sold it in
the nearby mandi. She could earn only Rs 150 a day by selling fish. Vilas became a patient of
arthritis. His mother could not afford to take him to the doctor. He could not go to school either.
He was not interested in studies. He helped his mother in cooking and also looked after his
younger brother Mohan. After some time his mother fell sick and there was no one to look after
her. There was no one in the family to support them. Vilas, too, was forced to sell fish in the
same village. He, like his mother, earned only a meager income.

Now visit a nearby village or a slum area/colony and write down case studies of any boy or girl
of your age. Present and discuss the case studies in class and bring out the lack or contribution
of education in their lives.
Activity-5 Data Interpretation (NCERT Textbook page no 21)

1) Has the literacy rates of the population increased since 1951 ?

2) In which year India has the highest literacy rates ?

3) Why is literacy rate high among males of india?

 4) Why are women less literate than men ?Does this fact affect society as well?

5) How would you calculate literacy rate in India?

6) What is your projection about India's literacy rate in 2020?

7) Prepare bar diagram/multiple bar graph/pie diagram or any other statistical data presentation
tool on any topic with data of your choice?

Activity-6 Data Interpretation(NCERT Textbook page no -24)

Q1 Have you ever visited a govt. Hospital ? Narrate the scenario in class.

Q2 What other facilities would you like to have in a govt. hospital ?

Q3 Have you got vaccinated for corona ? Where ? share your experiences.

Have you ever visited a govt. Hospital ? Narrate the scenario in class.
What facilities would you like to provide in a hospital ?

Have you got vaccinated for corona ? Where ? share your experiences.

Do you think the government hospitals and dispensaries have done commendable work for vaccination
in India for corona?
Activity-7 Teacher will discuss types of unemployment in India i.e. Seasonal, frictional,
disguised and educated with help of NCERT BOOK in unemployment section p-24-26. After this
students will classify the types of unemployment that people in given scenarios face with reasons
for classification.

1- Worker in firecracker industry

2- Person having B.Tech degree and working as a sweeper

3- Workers working in shops located on Chardham

4- Person having B.Ed. degree and teaching private tuition

5- Person whose job became redundant as the production of his company decreased because of
low demand of the product it was manufacturing

6- Workers sitting on labour chowk but getting work occasionally

7- 5 people working on land but the same work can be equally efficiently done by 3 persons

8- Rohit is Phd. but he is not getting a job as an assistant professor.

9- People selling ice-creams.

10. A person taken out of job due to prevailing economic depression.

Seasonal frictional disguised Educated

Activity-8 Write the main arguments presented during debate on ‘unemployed people are less
talented, less skilled and lazy to work’
Week 9: Food Security in India

Activity 1:

Ask Your parents what they felt regarding following questions when lockdown was announced for the 1st time
on 23rd march, 2020. Write down the main points below

1- Will food be available in the nation?

2- Will food be available in a nearby store?

3- Will they be able to afford it?

Activity-2 Read the table below

In 1943 Bengal faced a huge famine. Almost 4 million people are said to have died during the famine.
Initially it was believed that the deaths happened due to shortage of rice during this period. You have
already studied the table given above. Do research on your part and answer was decline in rice
production the main reason behind the bengal famine of 1943. Furthermore elaborate that out of 3
factors i.e. availability, accessibility and affordability which factor was most responsible for deaths
during bengal famine.

Role play

Students will be distributed in groups and will be helped to write a script and dialogues on the theme of
natural disaster that is famine. Students will show the various aspects of a famine or unnatural
(asamanya kaal) economic time where the following situation comes.

1) Shortage of food products

2) Huge demand on customers part to stock things

3) Running or galloping Inflation

4) Failure of public distribution system

5) Failure of govt international trade for food products

6) Hunger,unemployment ,chaos

Fish bowl activity for conclusion

( like Fish in the bowl

A team of observers will sit in front of every role play and after the play will come forward on stage and
discuss what went well and which learning was missed .

The teacher with the agreement of students then conclude the idea of food security’’

Activity -3 Diagram analysis

Graph : Production of Foodgrains in India (Million Tonnes)

Source: Department of Agricultural, Cooperation and Farmers Welfare, Annual Report,

2018–19.
Study the Graph and answer the following questions:

(a) In which year did our country cross the 200 Million tonne per year mark in foodgrain
production?

(b) In which decade did India experience the highest decadal increase in foodgrain
production?

(c) Is production increase consistent in India since 2000–01?

d) Is less production of food grain the major cause of famine ?

 e) Production of grains is progressively increasing throughout the years but still Indias is
food insecure .Why ?

Activity-4 Report your observation of ration shop below

1)Timing and days of opening.

2) Availability and stock of items.

3) Behaviour of shopkeepers.

4) availability and accessibility of ration.

5)Convenience and difficulties of card holders.

6)Price and quality of items distributed to the prices of the same in the open market.
Activity-5

The PDS has proved to be the most effective instrument of government policy over the years in
stabilising prices and making food available to consumers Justify your argument quoting
examples for the data or from real life inflation situations when few things go out of reach and
there is huge hue and cry among customers.
Activity-6

1) Hunger is prevalent despite overflowing granaries.Do you agree?

2) Wastage of foodgrains at the Buffer godowns surprise you ? Search a newspaper article
in support of your worries and paste it below.

3) It is a harsh reality that FCI godowns are overflowing with grains, with some rotting away
and some being eaten by rats.What should be done to have a.proper distribution so as
to.avoid wastage?
Activity 7 - Debate

India exports its food grains while in Global Hunger Index it stands at 101st position out of
116 “- justify your arguments