Contemporary Global Challenges

Nuclear Disarmament

Nuclear disarmament refers to both the act of reducing or eliminating nuclear weapons and to the end state of a nuclear-free world, in which nuclear weapons are completely eliminated.

Proponents of nuclear disarmament say that it would lessen the probability of nuclear war occurring, especially accidentally. Critics of nuclear disarmament say that it would undermine deterrence.

To fully understand unilateral nuclear disarmament we must examine the weapon stockpiles of existing nuclear weapon states.

The nuclear weapon states at the present are:

1. The United States of America

The United States developed the first atomic weapons during World War II in co-operation with the United Kingdom and Canada as part of the Manhattan Project, out of the fear that Nazi Germany would develop them first. It tested the first nuclear weapon in 1945 ("Trinity"), and remains the only country to have used nuclear weapons against another nation, during the atomic bombings of Hiroshima and Nagasaki. At its Cold War height, the US nuclear arsenal is estimated to have contained over 32,000 warheads (in 1966).At the present the United States is supposed to possess 2,468 / 9,600 warheads.

2. Russia

The Soviet Union tested its first nuclear weapon ("Joe-1") in 1949, in a crash project developed partially with espionage obtained during and after World War II (see: Soviet atomic bomb project). The USSR was the second nation to have developed and tested a nuclear weapon. The direct motivation for their weapons development was to achieve a balance of power during the Cold War. It is estimated that the Russians currently possess 4,650 / 12,000 warheads.

3. The United Kingdom

The United Kingdom tested its first nuclear weapon ("Hurricane") in 1952, drawing largely on data gained while collaborating with the United States during the Manhattan Project. The United Kingdom was the third country in the world after the USA and USSR to develop and test a nuclear weapon. Its programme was motivated to have an independent deterrent against the USSR, while also maintaining its status as a great power. It tested its first hydrogen bomb in 1957, making it the third country to do so after the USA and USSR. It currently has <160 / 225 nuclear warheads.

4. France

France tested its first nuclear weapon in 1960 ("Gerboise Bleue"), based mostly on its own research. It was motivated by the Suez Crisis diplomatic tension vis-à-vis both the USSR and the Free World allies United States and United Kingdom. It was also relevant to retain great

power status, alongside the United Kingdom, during the post-colonial Cold War (see: Force de frappe). France tested its first hydrogen bomb in 1968 ("Opération Canopus").

5. China

China tested its first nuclear weapon device ("596") in 1964 at the Lop Nur test site. The weapon was developed as a deterrent against both the United States and the Soviet Union. China would manage to develop a fission bomb capable of being put onto a nuclear missile only two years after its first detonation. It tested its first hydrogen bomb ("Test No. 6") in 1967, a mere 32 months after testing its first nuclear weapon (the shortest fission-to-fusion development known in history).] The country is currently thought to have had a stockpile of around 240 warheads, though because of the limited information available, estimates range from 100 to 400.

6. India

India is not a Party to the Nuclear Non-Proliferation Treaty. India tested what it called a "peaceful nuclear explosive" in 1974 (which became known as "Smiling Buddha"). The test was the first test developed after the creation of the NPT, and created new questions about how civilian nuclear technology could be diverted secretly to weapons purposes (dual-use technology). It appears to have been primarily motivated as a general deterrent, as well as an attempt to project India as a regional power. India later tested weaponized nuclear warheads in 1998 ("Operation Shakti"), including a thermonuclear device. It is estimated that the indian arsenal contains upto 80-100 warheads.

7. Pakistan

Pakistan also is not a Party to the Nuclear Non-Proliferation Treaty. Pakistan covertly developed nuclear weapons over many decades, beginning in the late 1970s. Pakistan first delved into nuclear power after the establishment of its first nuclear power plant near Karachi with equipment and materials supplied mainly by western nations in the early 1970s. It is estimated to have 40-50 warheads.

8. North Korea

North Korea is said to possess a nuclear arsenal of about 10-20 nuclear warheads however it lacks sophisticated nuclear weapon delivery systems.

Treaties concerning Nuclear DisarmamentTreaties Year Description

Partial Test Ban Treaty (P.T.B.T.)

1963 Prohibited all testing of nuclear weapons except underground

Nuclear Non-Proliferation Treaty (NPT)

signed 1968, came into force 1970

An international treaty (currently with 189 member states) to limit the spread of nuclear weapons. The treaty has three main pillars: nonproliferation, disarmament, and the right to peacefully use nuclear technology.

Interim Agreement on Offensive Arms (SALT I)

1972 The Soviet Union and the United States agreed to a freeze in the number of intercontinental ballistic missiles (ICBMs) and submarine-launched ballistic missiles (SLBMs) that they would deploy.

Anti-Ballistic Missile Treaty(ABM)

1972 The United States and Soviet Union could deploy ABM interceptors at two sites, each with up to 100 ground-based launchers for ABM interceptor missiles. In a 1974 Protocol, the US and Soviet Union agreed to only deploy an ABM system to one site.

Strategic Arms Limitation Treaty (SALT II)

1979 Replacing SALT I, SALT II limited both the Soviet Union and the United States to an equal number of ICBM launchers, SLBM launchers, and heavy bombers. Also placed limits on Multiple Independent Reentry Vehicles (MIRVS).

Intermediate-Range Nuclear Forces Treaty (INF)

1987 Created a global ban on short- and long-range nuclear weapons systems, as well as an intrusive verification regime.

Strategic Arms Reduction Treaty (START I)

signed 1991, ratified 1994

Limited long-range nuclear forces in the United States and the newly independent states of the former Soviet Union to 6,000 attributed warheads on 1,600 ballistic missiles and bombers

Strategic Arms Reduction Treaty II (START II)

signed 1993, never put into force

START II was a bilateral agreement between the US and Russia which attempted to commit each side to deploy no more than 3,000 to 3,500 warheads by December 2007 and also included a prohibition against deploying multiple independent reentry vehicles (MIRVs) on intercontinental ballistic missiles (ICBMs)

Strategic Offensive Reductions Treaty (SORT or Moscow Treaty)

signed 2002, into force 2003

A very loose treaty that is often criticized by arms control advocates for its ambiguity and lack of depth, Russia and the United States agreed to reduce their "strategic nuclear warheads" (a term that remain undefined in the treaty) to between 1,700 and 2,200 by 2012.

Comprehensive Test Ban Treaty (CTBT)

signed 1996, not yet in force

The CTBT is an international treaty (currently with 181 state signatures and 148 state ratifications) that bans all nuclear explosions in all environments. While the treaty is not in force, Russia has not tested a nuclear weapon since 1990 and the United States has not since 1992

New START Treaty signed 2010 Not yet ratified by either Russia or the United States.

The Campaign for Nuclear Disarmament

The Campaign for Nuclear Disarmament (CND) is an anti-nuclear organization that advocates unilateral nuclear disarmament by the United Kingdom, and for international nuclear disarmament and tighter international arms regulation through agreements such as the Nuclear Non-Proliferation Treaty. It opposes military action that may result in the use of nuclear, chemical or biological weapons and the building of nuclear power stations in the UK.

CND was formed in 1957 and since that time has periodically been at the forefront of the peace movement in the UK. It claims to be Europe's largest single-issue peace campaign. Since 1958, it has organised the Aldermaston March, which is held over the Easter weekend from Trafalgar Square, London, to the Atomic Weapons Establishment near Aldermaston.

The Campaign's current General Secretary is Kate Hudson.

The CND symbol, designed by Gerald Holtom in 1958. It later became a universal peace symbol used in many different versions worldwide

It is widely believed that unilateral nuclear disarmament is not probable therefore the best option is to keep a tight check on existing nuclear stockpiles so that they do not fall into the hands of rogue sates or terrorist groups. It is also possible to convert nuclear weapons’ fuel into fuel for nuclear power plants therefore reducing the risk of accidental explosions and accidents.

Worksheet 1

Topic: The treaties concerning nuclear disarmament

Learning objectives:

1. To discuss the important treaties which can keep a check on nuclear weapons.2. To understand the role of global associations in bringing down the numbers of nuclear

weapons. 3. To understand and justify t he Importance of nuclear treaties.4. To enhance teamwork and debating skills.

Task:

To Debate on the topic by dividing the class into two groups: one against and one for the motion:

“The Nuclear Treaties Signed Amongst the Countries Are Successful and the Role of Various Organizations in the Upkeep of Nuclear Disarmament”

To write a paragraph on the role of global organizations like the United Nations and The International Atomic Energy Agency on controlling the spread of these horrific weapons.

Strategies/guidelines for the teachers:

1. The students should be asked to conduct proper research before having the debate in class.

2. The paragraph should be such that the student captures the gist of the debate and adds his/her viewpoints on the subject.

3. The teacher may use this worksheet before teaching the chapter so as to develop interest and awareness of the topic beforehand.

Worksheet 2

Topic: Existing Nuclear States- Recapitulation

Learning Objectives:

1. To understand the spread of nuclear weapons across the globe.

Task: A Map Exercise

Colour the countries possessing nuclear weapons on the political map of the world.

Divide the class into groups of 4-6 each. Each group should take up one country discussing the capabilities and responsibilities of handling nuclear weapons.

Strategies/guidelines for the teachers:

1. Newspaper clippings can be used as a source material.2. The teacher should provide additional reading material and suggest websites.3. Video clippings can also be shown to children.4. This worksheet can be used as a recapitulating exercise.5. The teacher should use this worksheet after teaching the topic

Worksheet 3

Topic: Pop quiz

Learning objectives:

1. To develop awareness about nuclear disarmament and the people and events related to it.

Task:

Complete the following quiz as teams.

QUIZ

1. Which was the first country to detonate a nuclear weapon?

2. Which is the only time in history that nuclear weapons have been used against another country?

3. What was the attempt to first develop nuclear weapons called?

4. Which famous Jewish scientist pioneered the invention of the nuclear bomb?

5. Name four existing nuclear power plants in India.

6. Which is the most famous nuclear accident that has taken place in recent times?

7. Which is the only country in history to voluntarily destroy all nuclear weapons?

8. Which is the famous treaty which has been signed between the United Sates and Russia in 2010 concerning limitation of nuclear weapons and where was it signed?

9. Where did India’s First nuclear test take place?

10. Name two Asian countries that possess nuclear weapons.

Answers

1. USA 2. Japan (bombed during WW2)3. Manhattan Project 4. Albert Einstein 5. Narora, Kalpakkam, Kaiga, Tarapur 6. Chernobyl (Ukraine 1986) 7. South Africa 8. START (Strategic Arms Reduction Treaty) 9. Pokhran 10. India, Pakistan

Strategies/guidelines for the teachers:

1. The teacher can conduct this quiz in the class after a few periods of discussion2. This quiz must be taken in a short period of time and possibly as a competition between

teams as this will promote teamwork.

Worksheet 4

Topic: How Much Harm Can Nuclear Weapons Cause?

Learning objectives:

1. To fully comprehend the devastating effects of nuclear weapons.2. To understand the need for nuclear disarmament and nuclear appeasement.3. To improve language, communication, writing and thinking skills.

Task:

Read the following accounts and pen down your thoughts on why these weapons should be eliminated.

“A shattering flash filled the sky…. And the world collapsed around me.”- Komoto Nage, Hiroshima survivor.

“A huge cloud rose in the sky. The shockwave swept across the city. After it was all over my skin was hanging all around me and all the buildings were aflame.”

- Unknown, Nagasaki

This is an image of the nuclear explosion that took place on 26th April, 1986. Although it does not concern nuclear weapons it is an example to us all of how nuclear weapons have the potential to destroy life as we see it. The largest numbers of cancer patients come from the Ukraine because the radioactive fallout ruined the entire country and it even effected the generations to come as children are born with certain deformities. The radioactive cloud’s far reaching effects were felt even in the Scandinavian countries.

To answer the following questions in 60-80 words.

a) Do you think that all the nuclear states will voluntarily give up nuclear weapons? Give examples to support your answer.

b) Why do we need to proceed with disarmament? Give 4-5 points.

c) Give a few ways in which nuclear weapons and technology can be protected so that they don’t fall into the hands of terrorist groups or rogue states.

Strategies/guidelines for the teachers:

1. Students should be encouraged to share their opinion in front of the class.2. Newspaper clippings, documentaries, movies etc can be used to sensitize the students to

the suffering caused by nuclear warfare.

Worksheet 5

Topic: The Containment of Nuclear Conflict Leading To Unilateral Nuclear Disarmament

Learning objectives:

1. To improve the student’s knowledge of world affairs.2. To understand the political situations in context to this topic.3. To develop analytical skills.

Task:

To study the following cartoon and write down its message in about 50 words.

In this cartoon President Obama is shown as a messenger of peace whereas the Iranian president Mahmoud Ahmadnijenad harbors dreams of acquiring nuclear weapons.

To bring information on the delicate political and military situation in the Middle East and to write a paragraph on the consequences of Iran acquiring nuclear weapons. Also discuss ways in which this situation can be diffused

To enact a short skit on the problems pertaining to nuclear weaponry facing world leaders today.

Strategies/guidelines for the teachers:

1. The issue of Iran acquiring nuclear weapons is a delicate one. The teacher is recommended to sensitize the students on both the facets of the controversy: -What the other countries like U.S.A. say and what Iran says.

2. The teacher should encourage an open discussion of global issues in the class.

Worksheet 6

Topic: The role of Non Governmental Organizations in Nuclear Disarmament

Learning objectives:

1. To understand the impact that Non Governmental Organizations can deliver in bringing about nuclear disarmament.

2. To improve the creativity skills of students.

Task: To collect information and make a case study of about 5 sides on one organization campaigning for the end of nuclear weapons which should contain the following:-

1. Aims2. History3. Membership structure4. Current Activity

Strategies/guidelines for the teachers:

1. The teacher may provide preliminary inputs.2. This activity may be done either individually or in groups.

Worksheet 7

Topic: Nuclear war: How will it affect me?

Learning objectives:

1. To sensitize the student to the sufferings of the victims of nuclear war.2. To improve the writing skills of a student

Task: Imagine you are a victim of a nuclear war between two or more countries. Write about your surroundings, predicament, future and the widespread destruction of your city in about 200 words. You may take help from the accounts of the survivors of Hiroshima and Nagasaki.

Strategies/guidelines for the teachers:

1. The teacher should provide adequate information in the form of survivor accounts, articles, documentaries etc.

Ethnic Conflict

An ethnic group is a human population whose members usually identify with each other on the basis of common ancestry. People of an ethnic group are united by cultural practices, religious beliefs and historical memories. Ethnic diversity in a country or the whole world refers to the variety of different ethnic groups in the world. This ethnic diversity in a region may lead to ethnic conflicts which may be violent.

Ethnic conflict is the result of the inability to cooperate or get along with the members of another ethnic group. It is also sometimes connected to the feeling of nationalism among people. When this happens, the result is ethno nationalism, which may be cause for political instability and secession of the State. In many regions and many periods, one’s ethnic identity decided, and decides, his or her safety, political and financial status. Violent ethnic conflicts are the most evident form of ethnic conflicts, which has resulted in the death of many people. But another form of ethnic conflict, which is non-violent, is when ethnic diversity forms the basis of political, social or financial exploitation. This is more widespread but mostly overlooked.

Ethnic conflicts have occurred in many parts of the world. In Yugoslavia, it led to the splitting up of the country into six different countries. In Sri Lanka, the conflict between the Sinhalese and the Tamils caused a civil war in the country. The tensions between the Kyrgyz

and the Uzbeks have led to violence in Kyrgyzstan. Ethnic conflicts have also occurred in Myanmar, Africa, Afghanistan etc.

The following is an example of violent ethnic conflict:

Ethnic diversity is inevitable in any country, small or big. India, being a big country, has ethnic diversity and so do small countries like Belgium and Sri Lanka. Even countries like Germany, which had no significant ethnic differences, now are going through a rapid change with the migration of people from different countries, who bring their own culture to the

Yugoslavia: A Case Study

The Yugoslavian Wars (1991-1995) were a series of military campaigns fought in the former Socialist Federal Republic of Yugoslavia (with wars and ensuing infighting still continuing within the region). The wars were basically due to bitter ethnic conflicts among the peoples of Yugoslavia, mostly between the Serbs on one side and Croats and Bosniaks on the other; but also between Bosniaks and Croats in Bosnia . The wars ended in various stages, mostly resulting in full international recognition of new sovereign territories, but with massive economic disruption to the successor states.Often described as Europe's deadliest conflicts since World War II, they have become infamous for the war crimes they involved, including mass ethnic cleansing. They were the first conflicts since World War II to be somewhat of genocide in character and hence were the worst of its kind. The International Criminal Tribunal for the former Yugoslavia (ICTY) was established by the United Nations to prosecute these crimes.

Although tensions in Yugoslavia had been mounting since the early 1980s, 1990 proved the decisive year in which war became more likely. Serbs living in Croatia were discriminated against by Croatian civilians in some parts of Croatia. As Croatia broke away, Serbs in Croatia were afraid that the Croatians would expand the discrimination against them, which they did by forcing them out of their homes. Genocide of Serbs in Croatia convinced Serbians that they were not safe there. Many were bombed or shot. In the midst of economic hardship, the country was facing rising nationalism amongst its various ethnic groups. At the last 14th Extraordinary Congress of the League of Communists of Yugoslavia in January 1990, the Serbian-dominated assembly agreed to abolish the single-party system; however, Slobodan Milošević, the head of the Serbian Party branch (League of Communists of Serbia) used his influence to block and vote-down all other proposals from the Croatian and Slovene party delegates. This prompted the Croatian and Slovene delegations to walk out and thus the break-up of the party, a symbolic event representing the end of "brotherhood and unity".

The Yugoslav Wars may be considered to be three separate but related wars:

War in Slovenia (1991) Croatian War of Independence (1991–1995) Bosnian War (1992–1995)

Source: www.wikipedia.org

country. But ethnic conflict leading to secession is not inevitable. To think that ethnic diversity always gives rise to violent conflicts is wrong.

Ethnic diversity is inevitable in any country, small or big. India, being a big country, has ethnic diversity and so do small countries like Belgium and Sri Lanka. Even countries like Germany, which had no significant ethnic differences, now are going through a rapid change with the migration of people from different countries, who bring their own culture to the country. But ethnic conflict leading to secession is not inevitable. To think that ethnic diversity always gives rise to violent conflicts is wrong.

Worksheet 1

Topic: Ethnicity and conflict - Basics

Learning objective:

1. To develop thinking skills of the students.

Task: Discuss about the following briefly-

Do ethnic divisions inevitably generate violence? Why does ethnic diversity sometimes give rise to conflict?

Define ethnicity and conflict. What is your idea of a conflict? In your opinion, is ethnic conflict inevitable?

Strategies/Guidelines for the teacher:

1. The task is to be done individually by the students.2. After completion of the topic the teacher should discuss the above questions in the class

and ensure that every child participates in the discussion.

Worksheet 2

A few years ago, the political scientists James Fearon and David Laitin tried to find out how often ethnic conflicts occur. They used the best available data on ethnic diversity for every country in Africa to calculate the "opportunities" for four types of communal conflict between independence and 1979: ethnic violence (which pits one group against another), irredentism (when one ethnic group attempts to secede to join co-ethnic communities in other states), rebellion (when one group takes action against another to control the political system), and civil war (when violent conflicts are aimed at creating a new ethnically based political system). Fearon and Laitin identified tens of thousands of pairs of ethnic groups that could have been in conflict. But they did not find thousands of conflicts (as might have been expected if ethnic differences consistently led to violence) or hundreds of new states (which partition would have created). Strikingly, for every one thousand such pairs of ethnic groups, they found fewer than three incidents of violent conflict. Moreover, with few exceptions, African state boundaries today look just as they did in 1960. Fearon and Laitin concluded that communal violence, although horrifying, is extremely rare.  Source: www.foreignaffairs.com

Topic: Mutual harmony among different ethnic groups

Learning objectives:

1. To develop the skill of creativity among the students.2. To develop analytical skill.3. To recognize and emphasize on the need for world peace.

Task: Make a poster depicting mutual harmony among people belonging to different ethnic groups of the world.

Strategies/Guidelines for the teacher:

1. This activity is to be done individually.2. After completion of the task the teacher should assess the work and share the response

with the whole class. 3. The students should give their suggestions and views as to what steps should be taken so

that such a situation can be achieved.4. The posters can be displayed and discussed in the class.

Worksheet 3

Topic: Ethnic conflict – Causes, Effects and Solutions

Learning objectives:

1. To develop the skill of creativity in students.2. Analyzing their views on ethnic conflict and presenting them in the form of a play.3. To know more about the different basis and impact of ethnic conflict.4. To think about the possible solutions for ethnic conflict.

Task: Organize a role play showing various aspects of ethnic conflict. It can show the different reasons or basis for ethnic conflict, what it leads to and how these problems may be solved.

Strategies/Guidelines for the teacher: 1. The work is to be done in groups of 5-6 students each.2. Video clippings related to such issues can also be shown to children.3. The students should give their own suggestions and views as to what steps should be

taken by the government to ensure that situations of ethnic conflict are not seen.4. The roles taken may be those oppressed, the oppressors, social workers, the government

or other relevant characters.

Worksheet 4

Topic: Ethnic conflict - Sri Lanka and China

Learning objectives:

1. To improve the skills of debating.2. To study different examples of ethnic conflict in the world.3. To see how one can brace oneself against them.4. To know more about such issues through research.

Task:

Discuss the problem of ethnic conflict and the formation of the LTTE (Liberation Tigers of Tamil Eelam) in Sri Lanka.

Debate: “The demand for a new state made by the LTTE and the method adopted by them to meet their demand was justified.”

Discuss the recent ethnic conflict in Xinjiang district in China.

Strategies/Guidelines for the teacher:

1. The task is to be done individually by the students.2. The students may take the side of LTTE, the government or the general public affected.3. Relevant video clippings can also be shown to children.4. The teacher is advised to ask the students to do some reading and have a discussion on the

subject before the worksheet is done in the class.5. Articles related to these issues may be collected by the students from the internet,

newspapers etc.6. Students can read relevant text or research websites for more information about these

issues. The teacher may provide additional reading material and suggest websites.7. The students should give their suggestions and views as to what steps should be taken by

the government and the people to solve this problem according to them.

Worksheet 5

Topic: Ethnic cleansing and genocide

Learning objectives:

1. To study ethnic cleansing and genocide by discussing examples.2. Improving thinking and research skills.3. Developing the skills of reading and analysis in the students.

Task:

Discuss about:

The differences between ethnic cleansing and genocide ethnic cleansing of the Kashmir Pandits in Kashmir the problems of ethnic cleansing and genocide during Holocaust in Germany the problems faced in concentration camps, gas chambers, Ghettoisation etc

Try to read the book ‘Anne Frank: The diary of a Young girl’ or ‘The territorial management of ethnic conflict (only if the teacher thinks it is appropriate ‘. The students are to give a book review discussing its social relevance and relate it to the other tasks.

Strategies/Guidelines for the teacher:

1. Get ideas on how the children think about the books and see how they would have gone about getting changes in the society.

2. The task is to be done individually by the students.3. After completion of the task the teacher should assess the answers and then share the

response with the whole class. 4. Video clippings can also be shown to children.5. The teacher is advised to ask the students to do some reading and have a discussion on the

subject before the worksheet is done in the class.6. Articles related to these issues may be collected by the students from the internet,

newspapers etc.7. The students should give their suggestions and views as to what should be done to solve

these problems.8. Students can read relevant text or research websites for more information about such

problems. The teacher may provide additional reading material and suggest websites.

Worksheet 6

Topic: Solving ethnic conflict- Role of the United Nations

Learning objectives:

1. To improve the skills of discussion and debate.2. To know more about the role of the United Nations.3. To understand the efforts of UN and other bodies to stop violent ethnic conflicts.4. To develop analytical skills.5. To promote an understanding of the challenges faced by United Nations.6. To appreciate the achievements of the United Nations.7. To vertically evaluate the need for an international organization for maintenance for

peace.

Task:

Debate: “UN can effectively solve the problems of ethnic conflict.”

Strategies/guidelines for the teacher:

1. Newspaper clipping can be used as a source material.2. The students should give their own suggestions and views as to what steps should be

taken to solve such issues.3. Students can read relevant text or research websites for more information about the

United Nations or other bodies fighting against ethnic conflict. The teacher may provide additional reading material and suggest websites.

Worksheet 7

Topic: Ethnic conflict - important people

Learning objective:

1. To familiarize with important contributions of a few leaders related to ethnic conflict

Task:

Identify the people in the given pictures with the help of the clues provided.

He was a German politician and the minister of propaganda of the person who spread anti-Semitism among people. He was the chief architect of the Kristallnacht attack leading towards genocide in Germany.

He was an independence activist who served as the first Prime Minister of Ceylon (now Sri Lanka) from 1947 to 1952.He is respected by Sinhalese and some Muslims.

However, Tamils were not happy with his citizenship laws that disenfranchised virtually all Tamils of recent Indian origin living in the central highlands. Under his family's leadership, Sri Lanka's economy flourished, and he is still known as "The Father of Sri Lanka".

Strategies/guidelines for the teacher:

1. Students can read relevant text or research websites for more information about the contributions of different leaders

2. The task is to be done individually.

Worksheet 8

Topic: Ethnic conflict – intensity and effects

Learning Objectives:

1. To study the intensity and effects of ethnic conflicts through personal experiences.2. To sensitize the students towards ethnic conflicts.

Task:

Ask your grandparents, or your neighborhood elderly, and find out interesting stories if they have seen or lived during such conflicts.

Make a survey table on its basis and compare which regions have had more issues and why?

Strategies/Guidelines for the teacher:

1. The task is to be done individually by the students.2. After completion of the task the teacher should assess the answers and then share the

response with the whole class.

Worksheet 9Topic: Ethnic conflict and daily life

Learning objectives:

1. To develop analytical skills.2. To relate their knowledge of ethnic conflict with their daily life.

Task: Reflect on the given cartoon and pen down your thoughts.

Strategies/Guidelines for the teacher:

1. The task is to be done individually by the students.2. The teacher should use this worksheet after teaching the topic.3. After completion of the task the teacher should assess the answers and then share the

response with the whole class.

Worksheet 10

Topic: Ethnic conflict – intensity and impact, condition of the people

Learning objectives:

1. To develop the thinking skills of the students.2. To understand the impact of such conflicts on different members of the society and their

condition.

Task: Divide the class into different ethnic groups of a country. Ask them to justify their positions.

Strategies/Guidelines for the teachers:

1. The task may be done in groups of 4-5 students each.2. Articles related to such issues written by people of different ethnic groups discussing their

positions may be collected by the students from sources such as the internet, newspapers etc.

Apartheid

Apartheid is the policy and the system of laws implemented and enforced by "White" minority governments in South Africa from 1948 till 1990; and by extension any legally sanctioned system of racial segregation. The first recorded use of the word, which means "separation" or literally "aparthood" (or "apartness") in Afrikaans and Dutch, is in 1917 during a speech by Jan Smuts, who became Prime Minister of South Africa in 1919 according to which apartheid was a social philosophy which enforced racial, social & economic segregation on the people of South Africa involving civil, social, political, legal & economic discrimination against nonwhites.

The term came into usage in the 1930s and signified the political policy under which the races in South Africa were subject to "separate development." For the purpose of implementing these policies, apartheid recognized 4 races: Bantu, or black African; Coloured, or mixed race; white, & Asian. Apartheid met with both international condemnation and spurred a resistance movement among black South Africans. Apartheid was defined as a crime in 2002 by the International Criminal Court; the United Nations had declared it a crime against humanity as early as 1973, though many nations still have not signed on to the convention.

Apartheid-a case study of South Africa

It was enforced by the National Party government in South Africa between 1948 and 1994, under which the rights of the majority 'non-white' inhabitants of South Africa were curtailed and minority rule by white people was maintained.

Racial segregation in South Africa began in colonial times; however, apartheid as an official policy was introduced following the general election of 1948. New legislation classified inhabitants into racial groups ("black", "white", "coloured", and "Indian"), and residential areas were segregated, sometimes by means of forced removals. From 1958, black people were deprived of their citizenship, legally becoming citizens of one of ten tribally based self-governing homelands called bantustans, four of which became nominally independent states. The government segregated education, medical care, and other public services, and provided black people with services inferior to those of white people.

Apartheid sparked significant internal resistance & violence as well as a long trade embargo against South Africa. Since the 1980s, a series of popular uprisings & protests were met with the banning of opposition & imprisoning of anti-apartheid leaders. As unrest spread & became more violent, state organizations responded with increasing repression and state-sponsored violence.

Reforms to apartheid in the 1980s failed to quell the mounting opposition, and in 1990 President Frederik Willem de Klerk began negotiations to end apartheid, culminating in multi-racial democratic elections in 1994, which were won by the African National Congress under Nelson Mandela. The vestiges of apartheid still shape South African politics and society.

Apartheid Legislation

National Party leaders argued that South Africa did not comprise a single nation, but was made up of four distinct racial groups: white, black, coloured, and Indian. These groups were split further into thirteen nations or racial federations. White people encompassed the English and Afrikaans language groups; the black populace was divided into ten such groups.

The state passed laws which paved the way for "grand apartheid", which was centred on separating races on a large scale, by compelling people to live in separate places defined by race (This strategy was in part adopted from "left-over" British rule that separated different racial groups after they took control of the Boer republics in the Anglo-Boer war. This created the so called black only "townships" or "locations" where blacks were relocated in their own towns). In addition, "petty apartheid" laws were passed.

Sharpeville Massacre

On 21 March, a group of between 5,000 and 7,000 people converged on the local police station in the township of Sharpeville, near Johannesburg, offering themselves up for arrest for not carrying their pass books. This was part of a broader campaign organized by the PAC.

Many of the crowd attended to support the protest, but there is evidence that the PAC also used intimidating means to draw the crowd to the protest, including the cutting of telephone lines into Sharpeville, the distribution of pamphlets telling people not to go to work on the day, and coercion of bus drivers and commuters.

By 10:00 am, a large crowd had gathered, and the atmosphere was initially peaceful and festive. Fewer than 20 police officers were present in the station at the start of the protest. Later the crowd grew to about 20,000, and the mood turned hostile. About 130 police reinforcements, supported by four Saracen armored cars, were rushed in. The police were armed with firearms, including Sten sub-machine guns. There was no evidence that anyone in the crowd was armed with anything other than rocks.

Sabre jets and Harvard Trainers approached to within a hundred feet of the ground, flying low over the crowd in an attempt to scatter it. The crowd responded by hurling stones, striking three policemen, and at about 1:00 pm the police tried to arrest a protestor. There was a scuffle, and the crowd advanced toward the fence. The shooting began shortly thereafter.

Role of Nelson Mandela

Nelson Rolihlahla Mandela born 18 July 1918 served as President of South Africa from 1994 to 1999, and was the first South African president to be elected in a fully representative democratic election. Before his presidency, Mandela was an anti-apartheid activist, and the leader of Umkhonto we Sizwe, the armed wing of the African National Congress (ANC). In 1962 he was arrested and convicted of sabotage & other charges & sentenced to life in prison. Mandela served 27 years in prison, spending many of these years on Robben Island. Following his release from prison on 11 February 1990, Mandela led his party in the negotiations that led to multi-racial democracy in 1994. As president from 1994 to 1999, he frequently gave priority to reconciliation.

In South Africa, Mandela is often known as uTata Madiba, an honorary title adopted by elders of Mandela's clan. Mandela has received more than 250 awards over four decades, including the 1993 Nobel Peace Prize.

Worksheet 1

Topic: Apartheid at a Glance- Recapitulating Exercise

Learning Objectives:

1. To understand the system of racial discrimination under Apartheid.2. To know about important people, parties and incidents related to apartheid.

Task: Match these key terms in the first column with their respective definitions in the second column.

Apartheid People who were classified as mixed raceA.N.C The Party that introduced Apartheid after 1948Nelson Mandela The Prime Minister in 1948 that introduced ApartheidAfrikaner A system of separating different racial groupsDr Daniel Malan White South Africans that were originally from HollandThe National Party The African National CongressP.A.C A peaceful demonstration that ended in the death of 67 black

South Africans shot by the policeSharpeville The Pan Africanist CongressColoured One of the leaders of the ANC and President of South Africa

from 1994 – 1999

Strategies / activities:

1. The teacher should use this worksheet after teaching the topic as a recapitulating exercise.2. The task is to be done individually by the students.

Worksheet 2

Topic: The Structure of Apartheid

Learning Objectives:

1. To realize the magnitude of discrimination the non white communities were forced to endure.

2. To improve the knowledge of world affairs.3. To sensitize the students to the harsh policies of the Apartheid regime4. To improve the skill of writing in the students.

Task: Research and express your views on the following.

1. Do you think that this system of racial discrimination had a precursor in the British colonial rule imposed over South Africa? If so, give examples.

2. Describe the autocracies forced upon the black people of South Africa. Describe them in about 150- 200 words with respect to dress, settlements, work permits etc.

3. The white government stated that it was necessary to separate different communities for development purposes. Do you think the policy of Apartheid actually brought about development of non- white communities?

4. The international community condemned the system of Apartheid throughout its existence. However do you think that it did enough to fully erase the discriminative policies of the Government?

Strategies/ Activities:

1. This task is to be done individually by the students.2. The answers may be discussed in the class.3. Relevant video clippings may be shown to the students by the teacher.

Worksheet 3

Topic: Forms of discrimination under Apartheid

Learning Objectives:

1. To understand the great rift between different communities of South Africa

2. To improve the skills of thinking, analysis and creativity in the students.

Task: Extended writing

Observe the given picture and describe in your own words how the whites discriminated and ostracized the members of other race groups. Do you feel the white South African Government was justified in doing this?

Strategies/ Activities:

1. After completion of the task the teacher should read the write-up of the students and share the response with the whole class.2. The task is to be done by the students individually by the students.3. The students may collect other such pictures highlighting the racist policies of the Apartheid system and discuss them.

Worksheet 4

Topic: A case study – the Bantustans

Learning Objectives:

1. To develop the research skills of the students.2. To learn about the policies of Apartheid.3. To develop the comprehension skills of the students.4. To develop the skills of writing in the students.5. To understand the imbalanced development of the Black and white communities under the Apartheid regime.

Task: Comprehension exercise

The Bantustans (homelands)

The supporters of the ruling National Party argued that Apartheid meant ‘separate but equal development’ for each race in South Africa. However, they also argued that the blacks did not belong to one single race, but groups of different tribes such as the Zulu, Xhosa, Venda and Sotho. This meant that the whites would always be the majority in South Africa. In 1951 the government decided that each African tribe should have its own ‘Bantustan’ or homeland and set aside 13.7% of the land in South Africa to be used. Most of the farmland was poor quality and there were very few jobs inside the Bantustans. Some of the Bantustans

were very overcrowded and the people generally lived in very poor conditions. Africans living in the Bantustans also lost the few rights that they had in South Africa. The government set up a commission to recommend how to make the system work and it reported that £104 million would need to be spent on building industries in the Bantustans for the Africans to work in. In 1959 the Bantu Self-government Act was passed setting up 8 Bantustans (later there were 10). £500,000 was spent on trying to provide jobs.

1. Why do you think that the government used the phrase ‘separate but equal development’ to describe the policy of apartheid?

2. Explain the advantages that the whites would get by dividing the blacks into tribal groups.

3. Describe the conditions inside the Bantustans.

4. What would be the consequence of the government ignoring the commission’s recommendations for blacks living in the Bantustans?

Strategies/ Activities:

1. The teacher may give a short lecture on the importance of Bantustans in the South African history before starting the worksheet.

2. The students are to do the task individually.3. The students may do additional research on the Bantustans or other relevant topics.4. The students can discuss their views in the class.

Worksheet 5

Topic: The Struggle against Apartheid

Learning Objectives:

1. To improve the skills of comprehension, analysis and creativity in the students.2. To sensitize them to the plight of the native Africans.3. To know about the sanctions imposed on the white South African government by the

international community.

Task:

Read the accounts of people who struggled to put an end to apartheid.

“They hit us, they put us in jail, they threatened our families yet they could not break us. The thirst for our freedom was too great.”

Matumbe Osobo (ANC)

“The white oppressors have stolen our land. They have destroyed our families... We have the backbreaking toil and the poverty… In the factories, on the farms, on the railways, wherever you go, the hard, dirty, dangerous, badly paid jobs are ours.”

Manifesto of the ANC

“Only by meeting force with force can we win back our motherland... We have tried every way to reason with the white supremacists. For many years our leaders and organizations sent

petitions... We organized mass demonstrations, pass-burnings, peaceful stay-at-homes. What answer was given by the government? Strikers and demonstrators were shot in cold blood... Our leaders and spokesmen were banned, gagged, jailed, banished--even murdered. Our organization, the African National Congress, was outlawed.”

An unnamed survivor of the Sharpeville Massacre

Enact a role play showing the struggle of the black Africans to attain their independence and earn their rights.

Strategies/Guidelines:

1. The class may be divided into groups of 4-5 students each. 2. Different groups may represent the black Africans, the white Africans, the government of

Africa and other social workers. 3. They may even show the effect of the sanctions imposed on the white South African

government by the international community and the role they played in the freedom struggle by bringing about pressure on the White Government.

4. The students may be shown relevant video clippings.5. A class discussion may be done as to why the black Africans were justified in using

violent methods for achieving their independence.

Worksheet 6

Topic: The struggle against Apartheid

Learning Objectives:

1. To improve the skills of analysis, writing and discussion in the students.2. To improve the creative skills of the students3. To improve the research skills of the students

Task: Extended Writing

Today South Africa is known as the Rainbow Nation. What does this signify?

Strategies/ Activities:

1. The students are to do the task individually.2. The responses and views may be discussed in the class.3. The students may research and collect relevant articles or information.4. The students may make a poster depicting the same.

Worksheet 7

Topic: Nelson Mandela and Mahatma Gandhi- A comparison

Learning Objectives:

1. To know about the role of Nelson Mandela in the anti-apartheid struggle of South Africa and Mahatma Gandhi in the freedom struggle of India

2. To develop the skills of analysis and comparison in the students

Task: Draw parallels between the role of Nelson Mandela in South African anti-apartheid struggle and Mahatma Gandhi’s struggle for Indian Independence.

Strategies/Guidelines:

1. The task is to be done individually by the students.2. The students may collect more information in the form of articles, pictures, posters,

videos etc. related to the lives and roles of Mahatma Gandhi and Nelson Mandela.

Worksheet 8

Topic: Apartheid- Inequalities in the present day world

Learning Objectives:

1. To improve research skills.2. To improve the knowledge of current affairs in the world.3. To know about the problems faced by people all over the world due to inequalities on the

basis of race.

Task:

Make a project on any one country where inequalities among the people still exist. Highlight the sufferings of the people.

Give suggestions as to what can be done to improve the situation.

Strategies/Guidelines:

1. Teacher to provide additional reading material and suggest websites.2. The teacher should use this worksheet after teaching the topic3. Newspaper clipping can be used as a source material.4. The projects can be displayed and discussed in the class for further knowledge5. Students will need guidance for research by the teacher.6. Class discussion on the topic by the teacher.7. Project to be done in a group of four.8. Children to collect information from various sources like- newspaper, photographs,

articles from magazines, internet, interviewing people working for tribes etc.9. A case study to supplement and build upon the Project.10. Criteria for evaluating the Project work may include content accuracy, originality,

presentation and creativity.11. Projects shared should be hand written and any print outs from the internet should be

discouraged.12. All the photographs are to be labeled and acknowledged.13. Only Eco-friendly material to be used.

Projects should be developed and presented in this order:

Cover page sharing the Project title, name and the student’s class and section. List of contents and the page numbers. Acknowledgement: Acknowledging the institution, offices and libraries visited and

people who have helped. Project overview: Purposes, Aim, Methodology and experience while doing the project. Chapters with the relevant headings. Summary and conclusions based on the findings. Bibliography: Should have the title, Author, Publisher, Year and the Publication, if website name of the website with the specific link which has been used.

Worksheet 9

Topic: The Struggle against Apartheid- A comparative study

Learning Objectives:

1. To improve the knowledge of world affairs2. To improve the skills of comparison of the students

Task: Draw parallels between the Indian Freedom Struggle and the campaign against Apartheid.

Strategies/Guidelines:

1. The task may be done individually or in pairs by the students.2. Relevant video clippings may be shown to the children.3. Related articles may be collected by the students.4. The responses and views may be discussed in the class.

Tribal Displacement

Who are tribal people?

It is estimated that there are more than 370 million tribal people spread across 70 countries worldwide. Practicing unique traditions, they retain social, cultural, economic and political characteristics that are distinct from those of the dominant societies in which they live. Spread across the world from the Arctic to the South Pacific, they are the descendants - according to a common definition - of those who inhabited a country or a geographical region at the time when people of different cultures or ethnic origins arrived. The new arrivals later became dominant through conquest, occupation, settlement or other means.

Among the tribal peoples are those of the Americas (for example, the Lakota in the USA, the Mayas in Guatemala or the Aymaras in Bolivia), the Inuit and Aleutians of the circumpolar region, the Saami of northern Europe, the Aborigines and Torres Strait Islanders of Australia the innumerable tribes of India including the Gonds and the Banjaras and the Maori of New Zealand. These and most other tribal peoples have retained distinct characteristics which are clearly different from those of other segments of the national populations.

Let us explore various tribal displacement issues with the help of some extracts.

The plight of the Aetas (Philippines Island)

Only a few of us urban dwellers appreciate the fact that the problems facing indigenous peoples go deeper than cultural discrimination. Indeed, being seen as tribal novelty and comic sidekicks are the least of their concerns.

How many of us are aware of the displacement and the injustice—let alone the indignity of subsisting on coins doled to them during the holidays —these families endure?

We know land grabbing and agrarian disputes happen in the movies. Landed tyrants lord it over poor farmers in more ways than one. In the real world, however, land grabbing is performed by an unlikely villain—our very own government.

The latest casualties in this real-life drama are some 3,000 Dumagats—the Aeta bands in the northern Sierra Madre—in Aurora province who are being evicted from their ancestral land by the Aurora Pacific Economic Zone and Freeport Authority. The zone expands to 12,427 hectares, covering most of the municipality of Casiguran, including sitios Dibet, Esteves, San Ildefonso, Cozo, and Culat.

This special economic zone is perfectly legal like in all perfect cinematic plots. It was created by Republic Act 10083 filed in 2007 by no less than Senator Edgardo Angara with Representative Juan Edgardo Angara, his son in the House of Representatives, and endorsed by the senator’s sister, Aurora Gov. Bellaflor Angara-Castillo.

That the Dumagats seem to be in for the show of their lives.

Fr. Edu Gariguez of the National Secretariat for Social Actions of the Catholic Bishops Conference of the Philippines says the setting is rife. “Whatever you’ll find in the movies;” Gariquez says, are here. “We have deceit and violence.”

The area is made up of rich arable and fishing grounds that it’s a waste of human capital to convert the 12,000-hectare area to an export zone, the priest adds.

Local journalists were also reported to have been harassed when they tried to inform the public about the proposal to convert the land and the establishment of the freeport three years ago.

***

Very little is known about the Aeta that most do not even know their groups. But the Aeta of the Sierra Madre are widely referred to as the Agta in Quezon and Aurora provinces. To the far north in Cagayan Valley region, they are known as Dumagats.

The Aeta of Central Luzon was called by the Tagalogs as Ita; the Pampangos, Baluga; and the Zambals, Ayta.

Atrocities against the Aeta are incessant through the centuries that it is quite alarming to see such violations still happening in the 21st century.

When the Americans came to colonize the islands in the early 20th century, their commonwealth government instituted the Bureau of non-Christian Tribes. In Cagayan province, an archived account detailing the actions of the first commissioner of this bureau documented a “development program”. This program established an orphanage for non- orphans that took away Agta children from their parents with the view that they were “being raised in the most deplorable way of life.”

Agta children were rounded up to live permanently in the orphanage where they were taught “civilities,” as the commissioner wrote in his reports. He said what he found in his post was a “newly found tribe of cannibals in the upper Sierra Madre.”

It was unknown if there were children who survived this captivity but there were oral stories passed on to generations among the Agta that many suffered and died. There were also a number of Agta mothers that were reportedly shot and killed outside the orphanage.

The Aeta remained obscured in the sidelines of the mainstream Filipino society that perhaps there were more atrocities that were committed against them as history unfolded.

During the fighting in the Second World War for the liberation of the Philippines in 1945, there were Aeta bands that aided wounded soldiers and participated in the guerilla warfare against the Japanese.

In the final air battle that followed the retaking of the Clark Airfield in Pampanga, the Aeta villages in the mountains surrounding the contested military installation played a critical role in rescuing downed American pilots.

As a show of gratitude, the Supreme Commander of the Allied Forces in the Pacific and the United States Armed Forces to the Far East, Gen. Douglas MacArthur, signed a memorandum granting exclusive privilege to the Aeta to scavenge freely in all American base dumps in the country.

The earliest documentation of feudal agriculture in the Agta territory was in the 1910s in Casiguran, Quezon, when a US Army officer took several Agta men and chained them together to clear a track of forest where the soldier intended to farm. In July 14, 1923, the Casiguran Municipal Council also passed a formal resolution, asking the national government to “suspend the advance” of the Agta farmlands within their “non-Christian” reservation out of fear that the “Christian” townsfolk will loose trade in the future.

Empowered with that resolution, many Unats charged in the forest reservation and threatened the Agtas to vacate their clearings as the government was forbidding them land ownership. The clearings were then inhabited by the Unats and more maneuvers were taken to keep the Agtas dependent on them that the Unats may extract cheap labor and lopsided trade with the Agtas.

The insurgency problem in the countryside during the 1960s also gave the Unats more reason to drive away the Agtas from their clearings with the help of the military. Tales were woven that Agtas of a particular hamlet, who have already cleared and are tilling a sizable forestland, supports the Communist Party of the Philippines-New People’s Army as assassins and spies, prompting the military to be suspicious and take direct actions against them with bloody results.

Next time you happen to pass by an Aeta roaming the streets, begging, remember: you don’t know even half the story.

Under The Colonial Rule

The British beginning in the 18th century added to the consolidation of feudalism in India, first under the jagirdari system and then under the zamindari system. Beginning with the Settlement imposed by the British in Bengal and Bihar, which later became the template for a deepening of feudalism throughout India, the older social and economic system in the country began to alter radically. Land, forest areas belonging to adivasis was rapidly made

the legal property of British-designated zamindars (landlords), who in turn moved to extract the maximum economic benefit possible from their newfound property and subjects without regard to historical tenure or ownership.

Adivasi lands sometimes experienced an influx of non-local settlers, often brought from far away (as in the case of Muslims and Sikhs brought to Kol territory) by the zamindars to better exploit local land, forest and labour. Deprived of the forests and resources they traditionally depended on and sometimes coerced to pay taxes, many adivasis were forced to borrow at usurious rates from moneylenders, often the zamindars themselves. When they were unable to pay, they became bonded labourers for the zamindars. Often, far from paying off the principal of their debt, they were unable even to offset the compounding interest, and this was made the justification for their children working for the zamindar after the death of the initial borrower. In the case of the Andamanese adivasis, long isolated from the outside world in autonomous societies, mere contact with outsiders was often sufficient to set off deadly epidemics in tribal populations, and it is alleged that some sections of the British government directly attempted to destroy some tribes.

Land dispossession and subjugation by British and zamindar interests resulted in a number of adivasi revolts in the late eighteenth and early nineteenth centuries, such as the Santal hul (or Santal revolt) of 1855-56. Although these were suppressed ruthlessly by the governing British authority (the East India Company prior to 1858, and the British government after 1858), partial restoration of privileges to adivasi elites (e.g. to Mankis, the leaders of Munda tribes) and some leniency in tax burdens resulted in relative calm, despite continuing and widespread dispossession, from the late nineteenth century onwards.

Occupations & Lifestyle of the Santhals: The Largest Indian Tribal Community

Occupations:

In the primitive stage, hunting and food gathering were the main means of subsistence of the Santhals.  They also engage in fishing and agriculture and making musical equipments, mats and baskets from plants.

Culture:

Santhalis have a rich culture. Their culture is well-depicted in the paintings and artworks of their houses. They also love music and dance. Their culture has been influenced by mainstream Indian and western culture. Tamak and Tumdah are the two drum instruments that the Santhals use to accompany their dance. The line sequence dance by Santhal women clad in red bordered white saris is famous. Bamboo-made flute with seven holes (Tirio) is also an important music instrument of the Santhals. Korom, hotok, bohok, Phet Banam, Junko, Singa are some other musical instruments of the Santhals. The Santhal dance and music traditionally revolves around Santhal religious celebrations. Name of many Santhali music tune has been derived from the traditional ritual they were once attached to. For instance, the Sohrai tunes were sung at the time during Sohrai festival. Santhali culture has been subject to study by many scholars and anthropologists and Christian missionaries like Reverend Paul Olaf Bodding. They, like various other tribes inhabiting the forest, have a special affinity for it. They consider the forest, lands, mountains and all parts of the earth to be their mother and hence, find themselves responsible for taking care of it. Hence, it is important that to maintain the balance of nature, these communities are conserved.

Causes and Effects of Tribal Displacement- The Frontline Jan 3 2006 Extracts

January 2 2006, Kalinganagar, Orissa .Twelve tribal people were killed in a police firing at the site of a then upcoming TATA steel plant. this led to the surfacing of the ugly face of tribal displacement in Orissa due to the new economic policy that branded industrialization as the solution to all of Orissa’s poverty.Coming at a time when the Naveen Patnaik government was planning to allow a host of companies to set up steel plants and alumina refineries in the State, the incident at the Kalinga Nagar industrial complex, triggered widespread protests across the State.

"We will not part with our land and homes to make space for industries," says a determined Surendra Jaraka of Bamiagotha village.

Apart from the firing, what has reinforced tribal resistance is the plight of those displaced by irrigation, power or industrial projects awaiting compensation and rehabilitation for long in different parts of the State.

As such, large-scale mining activities in the State have affected the tribal people badly. Most of the iron ore mines and deposits are located in the tribal-dominated Keonjhar and Sundargarh districts. With continuous mining activities, the tribal people of these districts have lost their homes and, with the destruction of forests and water sources, their livelihood. Tribal people constitute nearly 22.21 per cent of the total population of the State. Sixty-two tribal communities of Orissa have been designated as Scheduled Tribes, of which 13 have been recognised as primitive tribal groups. Orissa continues to be one of the poorest States; 73 per cent of its tribal families live below the poverty line (BPL), and of them 87 per cent live in the southern districts of Koraput, Ganjam and Phulbani. Deprivation and denial of access to and rights over land seem to be the major reasons for poverty and disempowerment among the tribal people who own only around 13 per cent of the total land area in this Schedule V (provisions in the Constitution as to the administration and control of the scheduled areas and Scheduled Tribes) areas.

Worksheet 1

Topic: Tribes across the world- varying lifestyles and conditions

Learning objectives:

1. To know more about the different lifestyles adopted by the tribes in different continents.2. To know about the role of the government in conservation of tribes.

Representatives of NGOs demonstrating against the January 2 Police firing at the Kalinga Nagar industrial area in which 12 tribal people were

killed.

Task:

Divide the class into 6 groups each representing the tribes of the 6 different continents (excluding Antarctica). Ask them to make a comparative study discussing their similarities & differences on the basis of dress, food, occupations, customs and problems.

Discuss the steps taken by the government in various countries for the progress of the tribes.

Strategies/guidelines for the teacher:

1. The students should give their own suggestions and views as to what steps should be taken by the government according to them.

2. The students may discuss the reasons for differences and similarities in their lifestyles according to the difference in the locations.

3. Newspaper clipping can be used as a source material.4. The teacher will provide additional reading material and suggest websites.5. Video clippings can also be shown to children.6. The students may locate these tribes on a political map of the world.

Worksheet 2

Topic: Tribes-need for conservation

Learning objectives:

1. To evaluate the significance and contribution of tribes in an environment.2. To recognize the need for conservation of tribes.3. To develop analytical and essay writing skill

Task:

Write in about 500 words the need for conservation of tribes.

Strategies/guidelines for the teacher:

1. The students are to write the essay individually.2. After completion of the task the teacher should assess the answers and then share the

response with the whole class. 3. The teacher should use this worksheet after teaching the topic as a recapitulating exercise.4. Video clippings can also be shown to children.

Worksheet 3

Topic: Tribal displacement- causes and effects

Learning objectives:

1. To develop the skill of creativity in students.2. Presenting the analysis of the topic in the form of a cartoon

Task:

Design your own cartoon reflecting your views on tribal displacement.

Strategies/guidelines for the teacher:

1. The task can be done individually or in pairs by the students.2. The teacher should use this worksheet after teaching the topic3. After completion of the task the teacher should assess the answers and then share the

response with the whole class4. Class discussion on the interpretation of the cartoons presented by the class

Worksheet 4

Topic: Tribes – Features and locations

Learning objectives:

1. To familiarize with the special features of various tribes across the world.2. To relate their knowledge of tribes with their map skills and improve them.

Task:

Solve the crossword by filling in the names of various tribes around the world based on their special features and their locations.

1

2

3

4

5

6

7

8

9

10

Where, there are 2 clues given, they are separated by a comma.

Clues:

Down1 Un-contacted tribe of the Andaman, Sentinel Island

Across1 Leather bags, “Burkineji” was the name given by European settlers2 Survived the 2004 tsunami due to folklore, Andaman3 Veiled desert travellers, Arabic4 A Volkswagen SUV, Desert tribe of the Sahara..

5 The women are famous for covering themselves with otjize, a mixture of butter fat and ochre, Namibian6 Women are famous for wearing neck rings, Malaysian7 The aboriginal inhabitants of the Canary Islands8 This tribe inhabit an extremely dry and desolate area of southwest Ethiopia.9 The indigenous peoples of Sri Lanka10 Indonesian Tribe, Name means “Debt Slave”

Locate these on the political map of the world.

Strategies/guidelines for the teacher:

1. The teacher is advised to ask the students to do some reading and have a discussion on the subject before the worksheet is done in the class.

2. The task may be done individually or in pairs by the students.3. An enlarged map can be provided by the teacher.4. Class discussion on the special customs and features of other tribes around the world. The

students may do additional research themselves. The teacher may also suggest books or websites.

Worksheet 5

Topic: The Maasai tribe- a case study

Learning objectives:

1. To develop their analytical skills 2. Relate the lifestyle of a tribe with their own3. To learn more about tribes and relate the problems faced by them

Task: On the basis of the text provided, answer the questions that follow:

The Maasai people

Solutions: 1S A M B U R U

2

ON G E

3

BE D O U I N

4T U A R E G5

HI M B A

6

PA D A U N G

7

GU A N C H E S

8

GA L E B

9

VE D D A H

10

SE M A N G

E

The Maasai are an ethnic group of semi-nomadic people in Kenya & northern Tanzania. Due to their distinctive customs, dress & residence near many game parks of East Africa, they are among the most well known of African ethnic groups. They speak Maa & are educated in the official languages of Kenya & Tanzania: Swahili & English. Their lands in Kenya were cut by 60% when the British evicted them to make room for settler ranches, wildlife reserves & national parks. They run cattle farms in deserts & scrub lands but also invade the habitats of endangered lions. They stood against slavery & lived alongside most wild animals with refusing to eat game & birds.

Maasai society is strongly patriarchal in nature, with elder men, sometimes joined by retired elders, deciding most major matters. Oral law covers many aspects of behaviour. Normally payment in cattle settles matters. The Maasai are monotheistic, and call God Enkai or Engai.

As historically nomadic & semi-nomadic people, they have traditionally relied on locally available materials & indigenous technology for housing. Traditional lifestyle centres around their cattle constituting their primary food source. Cattle & children measure a man's wealth. Maintaining a traditional pastoral lifestyle has become difficult due to modern influences. Many projects are trying to help leaders preserve their traditions also balancing the education needs of their children for the modern world. Many have moved away from the nomadic life to responsible positions in commerce and government. The emerging forms of employment include farming, business (selling traditional medicine, running shops, buying & selling minerals, selling milk and milk products by women, embroideries) & wage employment.

Young boys are sent out with calves & lambs. Childhood for boys is mostly playtime, except the ritual beatings to test courage & endurance. Girls are to handle chores such as cooking & milking. Every 15 years, a new & individually named generation of Morans/Il-murran (warriors) will be initiated. Killing a lion gives one great value in the community.

Their traditional diet consisted of meat, milk & blood from cattle. Animal fats or butter are used in cooking, primarily porridge, maize & beans. Soups are maybe the most important use of plants for food. Fruits, taken as snacks, constitute a major part of the food. Cattle blood is mixed with milk to prepare a ritual drink for special celebration & nourish the sick. Recently, the Maasai have grown dependent on food such as maize meal, rice, potatoes, cabbage.   

Clothing varies by age & location. Red is favoured. Blue, black, striped, checkered cloths & multicolored African designs are worn. The clothing is called Matavuvale. Animal-skin, calf hides & sheep skin were replaced with commercial cotton cloth in the 60s. They wear  shukas (colourful pieces of cloth), cow hide sandals & carry wooden clubs. They are known for their intricate jewelry. Women wear beaded ornaments in both the ear lobe & smaller piercings at the top of the ear. Both men & women wear wooden bracelets. They articulate their social identity & position through body ornaments & painting.

The Maasai continue to live their inevitable mundane life irrespective of the hardships they face due to industrialization and those who are indifferent to cultural needs and are bound to displace them.

Source: en.wikipedia.org

Q. Based on the given text, make a comparison between their lifestyle and the one you follow.

Strategies/guidelines for the teacher:

1. Students should attempt the questions individually.2. The teacher should use this worksheet after teaching the topic3. Video clippings can also be shown to children.4. After completion of the task the teacher should assess the answers and then share the

response with the whole class

Worksheet 6

Topic: Tribal displacement- important leaders

Learning objectives:

1. To familiarize with important contributions of a few leaders related to tribal displacement

Task:

Identify the people in the given pictures with the help of the clues provided.

Born on March 7, 1920, she is a Native American scholar, educator, tribal leader, author, and activist committed to preserving her Cahuilla history, culture and language. Her knowledge of tribal affairs has prompted US state and federal legislative committees to seek out her testimony. For many years, she served on the Riverside County Historical Commission, which selected her County Historian of the Year in 1986. In 1987, she was recognized as "Elder of the Year" by the California State Indian Museum. Governor Jerry Brown appointed her to the California Native American Heritage Commission in 1982. She was the first Recipient of the

Smithsonian Institution National Museum of the American Indian Art and Culture Award (1994) and the California Indian Heritage Preservation Award by the Society for California Archaeology (2000). She was also the first Native American woman inducted into the National Women's Hall of Fame in Seneca Falls, New York (1993).

Source: www.wikipedia.org _____________________________________________________________________

He was born in 1874. He organised his first protest march for remission of forest dues. It was at this time the great famine of 1895 broke out. He is presently being worshipped as 'Bhagaban' in the newly created State of Jharkhand. Though lived a very short span of 25 years, he aroused the tribal mind-set and mobilised them in a little town of Chhotnagpur and was a terror for the British Rulers. True to his greatness and achievements to free the tribals, he was called 'Dharti Abba'. He compelled the Britishers for the spread of the Chhotnagpur Tenancy Act, 1908. He wanted

the tribals to end the rule of the queen and re-establish their own kingdom. He died in Jail in 1900.

Source: www.orissa.gov.in

Strategies/guidelines for the teacher:

3. Students can read relevant text or research websites for more information about the contributions of different leaders

4. The task is to be done individually.

Worksheet 7

Topic: Tribal lifestyle- Past and present

Learning objectives:

1. To relate the history of the tribes with the larger history of the world understanding the impact of the changes in the society on their life and vice-versa

2. Improving research skills3. To deepen the knowledge and understanding of the role of the tribes through the years.4. To give students in depth knowledge of the lives of various tribes, including its

comparison between the past and present, through research.

Task:

Research on any one tribe and trace its history through the years. Suggest solutions to the problems faced by the tribes.

Strategies/guidelines for the teacher:

1. Teacher to provide additional reading material and suggest websites.2. The teacher should use this worksheet after teaching the topic3. Newspaper clipping can be used as a source material.4. The projects can be displayed and discussed in the class for further knowledge5. Students will need guidance for research by the teacher.6. Class discussion on the topic by the teacher.7. Project to be done in a group of four.8. Children to collect information from various sources like- newspaper, photographs,

articles from magazines, internet, interviewing people working for tribes etc.9. A case study to supplement and build upon the Project.10. Criteria for evaluating the Project work may include content accuracy, originality,

presentation and creativity.11. Projects shared should be hand written and any print outs from the internet should be

discouraged.12. All the photographs are to be labeled and acknowledged.13. Only Eco-friendly material to be used.

Projects should be developed and presented in this order: Cover page sharing the Project title, name and the student’s class and section. List of contents and the page numbers.

Acknowledgement: Acknowledging the institution, offices and libraries visited and people who have helped.

Project overview: Purposes, Aim, Methodology and experience while doing the project. Chapters with the relevant headings. Summary and conclusions based on the findings. Bibliography: Should have the title, Author, Publisher, Year and the Publication, if

website name of the website with the specific link which has been used.

Worksheet 8

Topic: Tribes - Measures for progress

Learning objective:

1. To develop the skill of creativity in the students.2. To relate their views about the conditions of tribes with the actual situation in the country.3. To know about the role of the society and the government in the progress of the tribes.

Task:

Enact a role play showing what may be done by the society or the government to improve the condition of the tribes. The characters may include social workers, the government and the tribes.

Strategies/Guidelines for the teacher:

1. This activity may be done in groups of 6-7.2. A class discussion or interactive session discussing the measures which have already been

taken for the progress of the tribes.3. Newspaper clipping related to such issues may be collected