Bureaucrats, oversight, Administrators
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_History '''What are social sciences''']
[http://karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_History '''What are social sciences''']
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Philosophy '''Philosophy of Social Sciences''']
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Philosophy '''Philosophy of Social Sciences''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Pedagogy '''Teaching of Social Sciences''']
[http://karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Pedagogy '''Teaching of Social Sciences''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Curriculum_and_Syllabus '''Curriculum and Syllabus''']
[http://karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Curriculum_and_Syllabus '''Curriculum and Syllabus''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Topics '''Topics in Social Science''']
[http://karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Topics '''Topics in Social Science''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Social_Science_-_Textbooks '''Textbooks''']
[http://karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Social_Science_-_Textbooks '''Textbooks''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Question_Papers '''Question Bank''']
[http://karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Question_Papers '''Question Bank''']
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[[File:Economic Structure.mm|Flash]]
= Textbook =
= Textbook =
=Additional References=
=Additional References=
==How the topic is discussed in NCERT Books==
==How the topic is discussed in NCERT Books==
The topic is dealt with by telling about a village in India, the people,their occupations and relationships. This is a simple and easy to relate way of explaining complex concepts relating to the economy as well as the sectors of economy. It makes it less abstract for learners.
==Useful websites==
==Useful websites==
[http://en.wikipedia.org/wiki/Globalisation Wikipedia 'Globalisation'] discusses the changes in economic structures over the last 20-25 years globally and how these changes are impacting all economies. Must read, since this part is dealt in one line in the text book, while it is most important change happening in economic structures at present
[http://en.wikipedia.org/wiki/Globalisation Wikipedia 'Globalisation'] discusses the changes in economic structures over the last 20-25 years globally and how these changes are impacting all economies. Must read, since this part is dealt in one line in the text book, while it is most important change happening in economic structures at present
'''On the circular flow of income:
'''# http://www.tutor2u.net/blog/index.php/economics/comments/study-note-the-circular-flow-of-income
# http://www.econforkids.com/CE-Lesson7.pdf
# http://prezi.com/s3bdsmigutsy/circular-flow-of-income/
# http://4.bp.blogspot.com/-m7fwXKnIFjc/TzOk9kfA9WI/AAAAAAAAAI4/YtW42r6p6EI/s1600/flow.jpg
==Reference Books==
==Reference Books==
# Economics by Samuelson and Nordhaus, Eighteenth Edition, 2010
= Teaching Outlines =
= Teaching Outlines =
Dynamic analysis is useful in making predictions (for e.g., about economic output), which static analysis does not allow.
Dynamic analysis is useful in making predictions (for e.g., about economic output), which static analysis does not allow.
===Activity No # ===
===Activity No 1 household economic decisions ===
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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*Estimated Time
*Estimated Time
*Materials/ Resources needed
1 hour
*Materials/ Resources needed - Pen and paper
*Prerequisites/Instructions, if any
*Prerequisites/Instructions, if any
Ask the students about the questions that their parents try to answer when making household decisions relating to purchasing goods for the family
*Multimedia resources
*Multimedia resources
*Relevant local connections - people, places and materials
*Relevant local connections - people, places and materials
*Website interactives/ links
*Website interactives/ links
*Process
*Process
*What questions can you ask
*What questions can you ask
*Assessments - incorporating elements of CCE
*Question Corner
*Assessments - incorporating elements of CCE - Assessing application of economics to daily life
*Question Corner -
What are the three fundamental questions that economics tries to answer?
Are different household expenditure items different? What are the reasons for the differences
===Activity No # ===
===Activity No # ===
{| style="height:10px; float:right; align:center;"
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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*Estimated Time
*Estimated Time
Households (consumers) buy goods and services from firms (producers), in turn for selling factors of production; firms sell goods and services to households in turn for buying factors of production. Consumers offer factors of production such as land and labour, and receive rent and wages as payment. They use their income to buy goods and services produced by firms. Both, firms and households pay taxes to the government, and in turn receive basic goods such as roads, schools, hospitals and safety services. Thus, the above figure neatly summarizes the roles of the three fundamental players in an economy.
Households (consumers) buy goods and services from firms (producers), in turn for selling factors of production; firms sell goods and services to households in turn for buying factors of production. Consumers offer factors of production such as land and labour, and receive rent and wages as payment. They use their income to buy goods and services produced by firms. Both, firms and households pay taxes to the government, and in turn receive basic goods such as roads, schools, hospitals and safety services. Thus, the above figure neatly summarizes the roles of the three fundamental players in an economy.
===Activity No 1- Discuss video on circular flow of Income ===
{| style="height:10px; float:right; align:center;"
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''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
*Estimated Time
1 hour
*Materials/ Resources needed
*Prerequisites/Instructions, if any
*Multimedia resources
[http://www.youtube.com/watch?v=Hfz1bwK5C4o video] on circular flow of Income
Image of circular flow of Income
http://upload.wikimedia.org/wikipedia/commons/thumb/6/6a/DiagFuncMacroSyst.pdf/page1-360px-DiagFuncMacroSyst.pdf.jpg
*Relevant local connections - people, places and materials
*Website interactives/ links
Khan Academy video explaining the [https://www.khanacademy.org/economics-finance-domain/macroeconomics/gdp-topic/circular-econ-gdp-tutorial/v/circular-flow-of-income-and-expenditures 'Circular flow of Income']
{{#widget:YouTube|id=Hfz1bwK5C4o}}
*Process
*What questions can you ask
*Assessments - incorporating elements of CCE
Application of economics to daily life
*Question Corner
Within your own village or town, can you identify how incomes moves in circular ways across economic actors?
===Activity No # ===
===Activity No # ===
{| style="height:10px; float:right; align:center;"
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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*Estimated Time
*Estimated Time
*Question Corner
*Question Corner
==Key Idea 3 - Different Economic Systems ==
What are the key ideas to be covered
===Learning objectives===
To understand about the different types of economic systems
To be able to identify pros and cons of each type of system
===Notes for teachers===
What are some economic systems?
Free Market economy: this is a system where there is minimum to no interference from the government and economic decisions are made by buyers and sellers. This was popular in most parts of Europe and North America in the nineteenth century.
Command economy: in such an economy, the government plays a prominent role, and there is centralized control of the economy by the government. The most popular example used to the erstwhile Soviet Union, before it gave way to a market economy around 1990. China is a modern day example of a command economy.
Mixed economy: Today, there are few economies that are strictly one or the other but most are different combinations of both. Markets direct day-to-day economic life (as shown in the previous section) and the government acts a regulator and also collects taxes to provide basic services such as education and healthcare.
Most economies have elements of market as well as centralized control/planning, hence are mixed economies. [https://mikerivageseul.wordpress.com/2013/06/12/critical-thinking-mixed-economies-are-all-we-have/ Read a blog on this]
===Activity No 1 - Debate on which economic system is better ===
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''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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*Estimated Time
*Materials/ Resources needed
*Prerequisites/Instructions, if any
Division into two sides (market vs. command); students should be prepared with their research and arguments
*Multimedia resources
*Relevant local connections - people, places and materials
*Website interactives/ links
*Process
*What questions can you ask
*Assessments - incorporating elements of CCE
Successful understanding of the pros and cons of each type of economic system
*Question Corner
India has adopted the mixed economy model. How well has it worked for her development and growth? Identify the market and command elements in India's economy
===Activity No # ===
===Activity No # ===
{| style="height:10px; float:right; align:center;"
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|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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*Estimated Time
*Estimated Time
*Question Corner
*Question Corner
==Key Idea #==
==Key Idea 4 - Structural Transformation ==
What are the key ideas to be covered
What are the key ideas to be covered
===Learning objectives===
===Learning objectives===
Economic structures are dynamic and the changes impact society in different ways
===Notes for teachers===
===Notes for teachers===
===Activity No # ===
Any changes that involve transfer of resources from one sector to another are called structural changes. For example, India used to be primarily an agricultural country, but as the government started to allocate more resources to manufacturing and services, India's economic structure changed. Thus, such structural transformation is an important feature of the development process of an economy. A good example of such transformation at a global level is the Industrial Revolution in England in the 18th century, which resulted in a massive shift from agriculture-based economies to industry-based economies.
In the context of India, we can see that structural changes involve four key processes:
Declining share of agriculture in Gross Domestic Product (GDP) and employment
Rural-urban migration which stimulates urbanization
Rise of industry- and service-based economy
Demographic transition from high birth and death rates (indicates poor health) to low birth and death rates (indicates better health)
Declining share of agriculture in GDP and Employment: This phenomenon is best explained with the help of a few tables found in this document. Chart 8 on page six shows that in all of the world, the share of services in GDP is greater than inustry and agriculture (2009). For India, in 2009-2011, the shares of agriculture, industry and services in GDP are 17.2%, 26.4%, and 56.4% respectively.
Though, in India 51.1% of the total employment is in agriculture which is still high. Thus we can see that India's structural transformation is not a typical situation. More information about India's structural transformation can be found here (this is advanced material).
Rural-Urban Migration: The findings of Census 2011 show that the urban population increased more than the rural population did. India's rural population today is 90.6 million higher than it was a decade ago. But the urban population is 91 million higher than it was in 2001. The Census states three possible reasons: migration, natural increase and inclusion of more areas as urban. The share of migration in these figures is not available, but it is estimated that between 1991 and 2001, more than seven million people quit agriculture as their main source of livelihood. And, figures from Census 2001 suggest that rural-rural migration was greater (53 million) than rural-urban migration (20 million). Work/employment and education are cited by male migrants as reasons to migrate and marriage for female migrants. Again, India's structural transformation is a peculiar case. The above paper talks about it in detail.
However, migration not a managed phenomena – migrants tend to be extremely vulnerable (eg in the construction industry)
Shift from high birth and death rates to low birth and death rates: India has seen a transition from a birth rate of 43.3 births (per 1000) from 1950-55, to 23.1 births (per 1000) in 2005-10. It has also experienced a reduction in death rates from 25.5 deaths (per 1000) in 1950-55, to 8.3 deaths (per 1000) in 2005-10.
===Activity No 1 - In-class discussion on migration ===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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*Estimated Time
*Estimated Time
*Materials/ Resources needed
*Materials/ Resources needed
Provide media articles on migration in Karnataka (you can use a search engine to collect media articles)
*Prerequisites/Instructions, if any
*Prerequisites/Instructions, if any
*Multimedia resources
*Multimedia resources
*Relevant local connections - people, places and materials
*Relevant local connections - people, places and materials
*Website interactives/ links
*Website interactives/ links
*Assessments - incorporating elements of CCE
*Assessments - incorporating elements of CCE
*Question Corner
*Question Corner
# Can you identify anybody in your village who has migrated into the city? What are some of the reasons you can think of?
# Is migration good or bad for the economy?
===Activity No # ===
===Activity No 2 - Discuss parents' professions ===
{| style="height:10px; float:right; align:center;"
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|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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*Estimated Time
*Estimated Time
*Process
*Process
*What questions can you ask
*What questions can you ask
Are there changes in professions in families over time? Why has this happened?
*Assessments - incorporating elements of CCE
*Assessments - incorporating elements of CCE
*Question Corner
*Question Corner
= Project Ideas =
= Project Ideas =
Find out about some of the taxes that the government collects from individuals and other entities. Collect secondary data (including from the Internet) to draw a simple picture of the Karanataka Government Tax collections across different taxes. Identify key sources as well as key expenditure items for 2011-12 and check the trend over the last 10-15 years
= Community Based Project =
= Community Based Project =
Draw the circular flow of income for your village economy using examples from what you observe around you. (tests understanding of the concept of interdependence and sources of income)
Talk to some of your village elders about the state of the village economy from their days and note down the differences between then and now. (tests understanding of structural transformation)
Note down which are the important sources of employment in your village and classify them into primary, secondary and tertiary. (tests understanding of the different sources of employment)
'''Usage'''
'''Usage'''
Create a new page and type <nowiki>{{subst:SS-Content}}</nowiki> to use this template
[[Category:Economics]]
[[Category:India]]
[[Category:Class_9]]
