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TEACHERS’ MANUAL

POWER SHARINGPOWER SHARING

CBSE-i

Central Board ofSecondary Education

CBSE-iCLASS-X

UNIT I

POLITICAL SCIENCE

AcknowledgementsAdvisory

Shri Vineet Joshi, Chairman, CBSE

Dr. Sadhana Parashar, Director (Training), CBSE Ms. Abha Adams, Consultant, Step-by-Step School, Noida

Dr. Sadhana Parashar, Director (Training), CBSE

Ideators: Classes IX and XDr. Anju Srivastava Ms. Sarita Manuja Ms. Varsha Seth Prof. Chand Kiran Saluja

Mr. N K Sehgal Ms. Preeti Hans Ms. Sunita Tanwar Dr. Usha Sharma

Dr. Uma Choudhary Ms. P Rajeshwary Ms. S Radha Mahalakshmi Ms. Renu Anand

Ms. Anita Sharma Ms. Suganda Vallli Ms. Neelima Sharma Dr.Rajesh Hassija

Mr Mukesh Kumar

Material Developers: Classes IX - X

Conceptual Framework

Shri G. Balasubramanian, Former Director (Acad), CBSE

English :

Ms. Gayatri Khanna

Ms. Renu Anand

Ms. P Rajeshwary

Ms. Sarabjit Kaur

Hindi :

Ms. Sunita Joshi

Ms. Babita Singh

Ms. Veena Sharma

Mr. Akshya Kumar Dixit

CORE-SEWA

Ms. Vandna

Ms. Nishtha Bharati

Ms. Seema Bhandari,

Ms. Seema Chopra

Ms. Madhuchhanda

Ms. Reema Arora

Ms. Neha Sharma

Geography:

Ms. Meera Bharihoke

Ms. Parul Tyagi

Ms. Sudha Tyagi

Ms. Sonia Jarul

Ms. Neena Phogat

Mr. Nisheeth Kumar

History :

Ms. Sajal Chawala

Ms. Jyoti Sharma

Ms. Kamna Kurana

Ms. Shalini Chatarvedi

Mr. Dalia Haldar

Political Science:

Dr. Sangeetha Mathur

Ms. Ananya Roy

Ms. Sunita Rathee

Ms Amarjit Kaur

Ms. Nishu Sharma

Ms. Manisha Anthwal

Ms. Mamta Talwar

Mathematics :

Dr. K P Chinda

Dr. Ram Avtar

Sh. Mahender Shankar

Sh. J C Nijhawan

Ms. Rashmi Kathuria

Ms. Reemu Verma

Economics :

Ms. Anubha Malhotra

Ms. Vintee Sharma

Ms. Chaitali Sengupta

ICT

Ms. Guneet Kaur

Ms. Ritu Ranjan

Mr. Mukesh Kumar

Ms. Babita

Mr. Akashdeep

Chemistry :

Ms. Charu Maini

Ms. S Anjum

Physics :

Ms. Novita Chopra

Ms. Meenambika Menon

Biology :

Ms. Pooja Sareen

Ms. Neeta Rastogi

CORE-Perspectives

Ms. Madhuchhanda,

RO(Innovation)

Ms. Varsha Seth, Consultant

Ms. Neha Sharma

CORE-Research

Ms. Renu Anand

Ms. Gayatri Khanna

Dr. N.K. Sehgal

Ms. Anita Sharma

Ms. Rashmi Kathuria

Ms. Neha Sharma

Ms. Neeta Rastogi

Ms. Manjustha Bose

Ms. Varsha Manku

Dr. K.L. Chopra

CBSE-iCLASS-X • POLITICAL SCIENCE

UNIT-I • Power SharingTEACHERS' MANUALi

Chief Co-ordinator : Dr. Srijata Das, EO

Coordinators:

Ms. Sugandh Sharma, E O Dr Rashmi Sethi, E O Ms. S. Radha Mahalakshmi, E O

E OMr. Navin Maini, R O (Tech) Ms. Madhu Chanda, R O (Inn) Shri R. P. Sharma, Ms. Neelima Sharma,

Consultant (Science) Consultant (English)

Shri Al Hilal Ahmed, AEO Ms. Anjali, AEO Ms. Reema Arora, Mr. Sanjay Sachdeva, S O

Consultant (Chemistry)


UNIT-I • Power SharingTEACHERS' MANUALii

PrefaceThis International Curriculum initiated by Central Board of Secondary Education - (CBSE) is a

progressive step in making the educational content and methodology more sensitive and

responsive to the global needs. It signifies the emergence of a fresh thought process in

imparting a curriculum which would restore the autonomy of the learner to pursue the

learning process in harmony with the existing personal, social and cultural ethos.

The Central Board of Secondary Education has been providing support to the academic

needs of the learners worldwide. It has about 12500 schools affiliated to it and over 158

schools situated in more than 23 countries. The Board has always been conscious of the

varying needs of the learners and has been working towards contextualizing certain

elements of the learning process to the physical, geographical, social and cultural

environment in which they are engaged. The International Curriculum being designed by

CBSE-i, has been visualized and developed with these requirements in view.

The nucleus of the entire process of constructing the curricular structure is the learner. The

objective of the curriculum is to nurture learner autonomy, given the fact that every learner

is unique. The learner has to understand, appreciate, protect and build on values, beliefs and

traditional wisdom, make the necessary modifications, improvisations and additions

wherever and whenever necessary.

The recent scientific and technological advances have thrown open the gateways of

knowledge at an astonishing pace. The speed and methods of assimilating knowledge have

put forth many challenges to educators, forcing them to rethink their approaches for

knowledge processing by their learners. In this context, it has become imperative for them

to incorporate those skills which will enable young learners to become'life long learners'.

The ability to stay current, to upgrade skills with emerging technologies, to understand the

nuances involved in change management and the relevant life skills have to be a part of the

learning domains of the global learners. The CBSE-i curriculum has taken cognizance of

these requirements.

The CBSE-i aims to carry forward the basic strength of the Indian system of education while

promoting critical and creative thinking skills, effective communication skills, interpersonal

and collaborative skills along with information and media skills. There is an inbuilt flexibility

in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas

to cater to the different pace of learners.

The CBSE introduced classes I and X in the session 2010-11 as a pilot project in schools. It was

further extended to classes II, VI and X in the session 2011-12. In the seesion 2012-13, CBSE-i is

going to enter in third year with classes III, VII and XI. The focus of CBSE-i is to ensure that the

learner is stress-free and committed to active learning. The learner would be evaluated on a

continuous and comprehensive basis consequent to the mutual interactions between the

teacher and the learner. There are some nonevaluative components in the curriculum which


UNIT-I • Power SharingTEACHERS' MANUALiii

would be commented upon by the teachers and the school. The objective of this part or the

core of the curriculum is to scaffold the learning experiences and to relate tacit knowledge

with formal knowledge. This would involve trans-disciplinary linkages that would form the

core of the learning process. Perspectives, SEWA (Social Empowerment through Work and

Action), Life Skills and Research would be the constituents of this 'Core'. The Core skills are

the most significant aspects of a learner's holistic growth and learning curve.

The International Curriculum has been designed keeping in view the foundations of the

National Curricular Framework (NCF 2005) NCERT and the experience gathered by the

Board over the last seven decades in imparting effective learning to millions of learners,

many of whom are now global citizens. The Board does not interpret this development as an

alternative to other curricula existing at the international level, but as an exercise in

providing the much needed Indian leadership for global education at the school level. The

International Curriculum would evolve building on learning experiences inside the

classroom over a period of time. The Board while addressing the issues of empowerment

with the help of the schools' administering this system strongly recommends that practicing

teachers become skillful learners on their own and also transfer their learning experiences

to their peers through the interactive platforms provided by the Board.

I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Dr. Sadhana

Parashar, Director (Training) CBSE, Dr. Srijata Das, Education Officer CBSE along with all the

Officers involved in the development and implementation of this material.

The CBSE-i website enables all stakeholders to participate in this initiative through the

discussion forums provided on the portal. Any further suggestions for modifying any part of

this document are welcome.

Vineet Joshi

Chairman, CBSE

POWER SHARING

CLASS-X

POLITICAL SCIENCE

UNIT-I


UNIT-I • Power SharingTEACHERS' MANUALiv

CONTENTSl

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INTRODUCTION

POWER-SHARING: CONCEPT OF ACCOMODATION

NEED FOR POWER-SHARING

CASE STUDY: BELGIUM AND SRI LANKA

COMPARISON AND CONTRAST

SOME OTHER EXAMPLES

FORMS OF POWER SHARING

HORIZONTAL

VERTICAL

AMONG SOCIAL GROUPS

AMONG POLITICAL PARTIES, INTEREST GROUPS AND MOVEMENTS

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UNIT MATRIX

TOPIC KNOWLEDGE UNDERSTANDING APPLICATION

Power Sharing :

A concept ideology Gaining power family, society and

political system

Need for Requirements for Moral and Acceptance of

Power Sharing which Power Prudential Reasons diversity in real life

Sharing is desired Aiming for

national integration

Case Study Political Systems How social Application of the

of Belgium and differences principle in other

Sri Lanka turn into divisions cases like – USA,

How accommodation CANADA, LEBENON,

leads to innovation INDIA etc.

and national

integration

Forms of Power Sharing Observation and Analysis Searching examples

Power Sharing Arrangements of power sharing in from the country of

at different levels Horizontal and vertical origin/residence

and of various systems, among social

types groups and political

parties

Meaning and the Sharing power = Implementation in the

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POWER SHARING


UNIT-I • Power SharingTEACHERS' MANUALv

SCOPEDemocracy is the form of government which is essentially based on the principle of sharing

political power among political parties of a Nation belonging to diverse ethnic as well as

regional groups, majority community as well as minorities existing in the country. The

purpose of this unit is to sensitize the students about the fact that all the Nations and

societies have such diversities in their population. Even the countries which follow one

language and one religion are not completely homogeneous, and have some or the other

kind of demographic diversity. All these diverse groups, if given recognition and acceptance,

contribute positively towards the growth and progress of their Nation. If not, then they may

lead to civil strife. Therefore, it is required that we accept and accommodate such diversities

and extend equal rights to them

The unit also intends to create an understanding and appreciation among students

regarding benefits of power sharing for the society along with the Nation. Students must

realize that sharing political power is not an easy task as, whichever community is in majority

in whichever country, it aspires to control political power and tends to impose its will on the

entire population, many a times ignoring the interests of the minority communities. This is

natural human behaviour which takes place even at the school, college, local and state level.

Denial of acceptance and lack of accommodation of the diversity often results in disputes,

conflicts and civil strife which are difficult to resolve. Power sharing thus becomes an

important component of all the true democratic systems for ethical as well as practical

reasons. It is the possible remedy for almost all the socio-political conflicts and basically

promotes the idea of team work, constructive collaboration and peaceful co-existence

instead of individual endeavour of a person, group or a community for the common

collective good.

There are various ways and forms in which power sharing can be exercised in different

countries. This unit discusses four main forms out of them.


UNIT-I • Power SharingTEACHERS' MANUAL1

WHY TEACH THIS UNIT?Modern world today is full of civil conflict. Except for a few countries almost every Nation is

entangled in a conflict of one or the other kind among the majority and minority

communities or varied ethnic and regional groups. Democracy is the possible solution to

such problems, but only on the condition of sharing political power among the warring

groups belonging to various regions and ethnic communities of the respective nations.

Through the case study of Belgium and Sri Lanka, this unit will enable the students to not

only understand the political systems of these countries but also to have an insight into their

problems and ethnic conflicts. This will make the learners realize that hatred, rigidity and

lack of political will to share power with the minorities and people from diverse backgrounds

results in even more hatred and even a bigger conflict that may lead to disastrous

consequences. Students will realize that a country is the motherland/fatherland to both –

the majority as well as the minority communities. Even if a community's forefathers came

from outside and were not the natives of the said country, the current generations have

been born and brought up in the same country and live there permanently. They have their

sentiments attached to this land and are culturally, historically and psychologically

associated with it. Therefore, they have an equal right and claim over the Nation which

should not be denied to them.

Students will get to know various forms through which political power can be shared and

peacefully exercised in a Democracy while accommodating various ethnic as well as regional

diversities and accepting them as an integral part of country's population.

Moreover, today's children are going to be tomorrow's political leaders, visionaries and

statesmen. This unit will provide students with basic lessons in conflict management,

problem solving and Nation building by power sharing; by involving all the stakeholders in

the decision making who are also going to be affected by those decisions, not by

appeasement, but by making them contribute constructively towards National policies and

programs; by creating mutual trust, faith and harmony.



LEARNING OBJECTIVESThe unit will enable learners to:

Acquaint themselves with the political systems of Belgium and Sri Lanka and

understand the challenges faced by them.

Familiarize students with the problems that arise in a country due to lack of power

sharing.

Recognize the need for sharing political power in a democratic setup.

Understand the significance of power sharing through the case studies.

Critically examine various forms of power sharing in different democratic countries.

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TEACHERS NOTESI. This Unit has been structured in the following manner:

This section deals with the idea and meaning of power sharing. It also

discusses the need and requirement of power sharing for moral and

prudential reasons.

This part of the unit deals with the Case Study of Belgium and Sri Lanka,

power sharing pattern in these countries, differences and similarities and

Section 1 –

Section 2 –

result of the policies followed in these countries with regard to

accommodation of diversity.

This section discusses four different forms of power sharing followed in

various Democratic countries.

II. The activities given in the unit are of two types –

a) Warming up and fun activities

b) Methodology/Strategy based activities

Assessment criteria given for the worksheets can be followed for the assessment

of activities as well.

III. Power sharing is not always successful in every situation and has its own limitations.

Section 3 –



INTRODUCTIONIn modern times, governing people with ethnic diversities, regional differences and a huge

cultural variety is a challenging task. It takes enormous effort, determined political will and

serious understanding on the part of the government in order to come to an equation with

all the diverse groups and minorities of the Nation so as to govern them effectively, to be

accepted and respected by all of them.

WARMING UP ACTIVITY

Ask the students to observe the given pictures and try to understand the

ideas/messages which are being promoted commonly by all of them.

Let the students discuss and brainstorm on these ideas

All these pictures represent diversity and its acceptance as well as

accommodation by others. The pictures also symbolize the ideas - unity/

integrity, collaboration and team spirit.

Talk about the significance of all these issues in daily life and the political

system of a country and relate them to the concept of POWER SHARING.

POWER SHARING: A CONCEPT

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A Democratic system of governance is the possible solution to this problem, where the final

political power rests in the hands of the people who elect their representatives from all the

sections, classes, and categories of their society, and send them as representatives in the

government to take important decisions on their behalf. A little imbalance in this situation

can lead to conflicts, disputes, and socio-political strife, hence, an intelligent power sharing

amongst the organs of the government at various levels, in various forms is seriously

required. It is actually essential to the basic design of a Democracy to have power sharing

among all its stakeholders and claimants of political power.

POWERPOINT PRESENTATION

Introduce the concept of Democracy and power sharing in the class.

Describe the meaning of important terms like ethnic diversity, social conflict,

civil war, etc.

Prepare the room, if required, for showcasing the PowerPoint presentation,

prepared beforehand

Play the presentation in parts, and pause in between to explain the important

topics, one after another, with the help of brainstorming on power sharing as

a concept and continue with class discussion.

In order of re-enforce the concept of power sharing, give examples from

various countries (the ones mentioned in the student manual) and ask the

students to note the important points in their notebooks as the presentation

progresses.

Draw the attention of students towards the relation between power sharing

and conflict resolution.

Ask the student to brainstorm amongst them for 15 minutes on the situation in

Belgium and Sri Lanka and come up with their own suggestions and solutions.

USE: Worksheet Number – 1,2,3,4

Activity- II

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POWER-SHARING : A Concept of accommodation :

Power-sharing is a method, a powerful strategy for settling all kinds of conflicts, disputes,

claims, regarding control and use of political power in a Democratic system. It is the most

potential way out for resolving disputes over the issue of holding most powerful position in

the political hierarchy. Instead of struggling and fighting over who should possess more

political power and authority over the rest, power sharing depends and relies upon the joint

exercise of political power. It promotes peaceful co-existence among diverse groups, ethnic

Nationalities, and minority communities of a Democratic Nation and creates unity among

them.

This picture is a game related to Indian Democracy. Observe it and try to find

out what does it depict?

Does it relate to any kind of power sharing? Explain.

USE: worksheet – 8

Source: www.johnbatchelorshow.com

Power-sharing also allows the cross-cutting of socio-economic or cultural differences

among the people and convinces them to put forward their conflicts demands and

grievances in such a way that they become positive and constructive for the community and

the Nation. This can be done in a variety of ways.

Activity III

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One possible approach is to grant autonomy to the diverse groups, regional or ethnic, over a

few or all aspects of their own affairs. For instance, this freedom and autonomy can be

restricted just to the cultural issues, i.e., religion and education or it can be extended to

cover-up the socio-economic, and the political fields as well. At the extreme level, power

sharing can result in granting self-determination, and complete independence, allowing a

minority group to establish its own sovereign Nation state. In this case, power-sharing finally

leads to peaceful power-dividing.

Another approach to accommodation and power-sharing is much more inclusive and

integrative in nature. According to this approach, the task and responsibility of governance

is shared by elected leaders from regional, lingual, ethnic or minority group within the

country. They work jointly, cooperatively and more effectively for the making of better and

acceptable decisions, for the resolution of even the most serious issues involving ethnic

conflict, and socio-political strife. While exercising political power, taking important

decisions and making public policies, they all are expected to be ethnically, and regionally

neutral. This approach requires establishment of a well-structured free and fair electoral

system which encourages multi-ethnic collaboration and coalition within the political

system of the Nation. This generally leads to the establishment of Federalism.

Implementation of either of the methodologies on power-sharing is quite challenging as the

ethnic or regional groups holding political-power are usually unwilling to give up or

relinquish this power. On the other hand, the groups devoid of this power tend to demand a

substantial and considerable change in the system and claim a share in the exercise of

political power, which the dominant group usually does not accept. Here begins the conflict,

which at times, may lead to serious consequences. Rejection to power-sharing, and

extension of autonomy, often creates social hatred, and civil discord, which is very difficult

to deal with and resolve.

However, if the ethnic or minority groups promote their demands, in such a way that they

highlight joint benefit of all the communities, and focus on evolving a mutually acceptable

method of achieving autonomy, and self-determination for all the groups, they are likely to

be more successful in getting their demands fulfilled than they are, if they take a more

aggressive or competitive approach.

Civil conflict is like a curse for most of the countries of the world today, specifically the

developing ones, which have huge ethnic and regional diversity, where these groups are

even entangled in bloody wars or use violence to resolve the civil strife. This shatters the

economy of the country and destabilizes its political system. Even in the countries which are

peaceful, demand for the share in the political power is often made by the people belonging

to the potential ethnic groups and political parties. Such demands, if ignored, can be fatal.

Need for power-sharing



Besides this, globalization has added fuel to the problem as what happens in a Nation, in a

particular part of the world, affects many other Nations – neighbouring or distant, that too

at times in a drastic manner. Justified peaceful claims, violent uprisings, rebellions, and

revolutions for a substantial share in the political hierarchy that emerge in one country are

quick to be seen in many other countries, within a short span of time.

In the modern era of highly advanced technology, where anything is possible – mass

destruction, or mass construction, the modern developments in transportation,

communication, education, and industrial advancement have exerted great pressure on the

political organizations of the Democratic countries. A desire for progress, and growth, a

good respectable standard of living, social-justice, cultural recognition, economic equality,

growing awareness among people, regarding interdependence have led to the demand for

political autonomy and self-determination among diverse communities of a country. People

want governments to be more responsive to the citizens, and their needs, they desire even

local and regional political units to give expression and recognition to their linguistic,

religious, and cultural background, which provides the necessary basis and foundation for a

community’s specific distinct identity. They don’t want this identity to be lost, or

suppressed. In such a condition, the main objective of the political system of the Nation is

not to eliminate diversity but rather to accommodate, reconcile, and manage social-

diversities in such a manner that they all feel important, being a part of the Nation, their

interests are well taken care of, their cultural identity well secured, making them to develop

a sense of belongingness, trust, and faith in the political system of the country.

In other words, power sharing is the recommended remedy for such societies which are

threatened by social conflicts. Thus, power sharing arrangements of the Democratic

countries aim to reduce the risk of civil conflict by guaranteeing potential land prospective

warring groups as well as parties, a positive role in the country’s government and further

reducing the chances of political competition and rivalry. It also reduces the risk of people’s

resort to violence; in case they don’t succeed in attaining political recognition,

acknowledgement and respect as a result of Democratic elections. The major aim of power-

sharing is to assure that each of the serious claimants; stake holders and political parties get

a significant, substantial benefit from cooperation and peaceful accommodation. Power-

sharing, thus helps in reducing the threat of a conflict by giving all potential parties (to any

dispute), a share in peaceful cooperation, and a set of mutual agreements and assurances of

social security, and the protection of their basic interests. Such arrangements are planned,

well calculated and constitutionalized specifically to limit the ability of the majority

community, a larger social group, or a party to misuse the political power or to exercise it for

sectional or divisive purposes.

So, on the basis of this discussion, we can conclude that power-sharing is genuinely desirable

and is primarily required for two main reasons – moral and prudential.



Activity –IVINFER THE CARTOONS

Source: www.ablueview.com

These are the cartoons depicting a situation of deep concern in United States of

America.

Observe each one of them carefully.

Try to find out the problem and its relation with the idea of power sharing and

accommodation.

What could be the reason behind urban violence and involvement of youth in

it?

Can you think of any other examples with similar kind of a problem? Explain.

Use: worksheet - 7, 10, and 11

Morally, power-sharing is the core essence of Democracy as Democracy cannot sustain in

absence of power sharing. A Democratic rule is all about sharing power with all those people

who are affected by its exercise, and who have to live with its effects. It is for this profound

reason that power-sharing is required. People of a country belonging to any of the regions,

areas, communities, or ethnic groups of the country have a right to be informed and

consulted, on how they are going to be administered and governed. A legitimate

government is peoples own government and is whole heartedly accepted by them. It

creates such arrangements, situations and opportunities where citizens, through active

participation, acquire a stake in the political system. These moral reasons highlight the very

deed of power-sharing as important and essential. They are sufficient enough to justify its

requirement.

The prudential reasons are based on careful calculation of gains and losses and are much

more practical and logical. So, practically, power sharing is a good option because it reduces

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Moral reasons

Prudential reasons



the possibility of civil strife and socio-political conflict. Since, civil conflict generally leads to

violence, loss of life and property as well as political instability; power sharing is a good

approach to maintain mutual trust and reliance among the claimants of political power as

well as the stakeholders and guarantees stability of the political system. Forcing upon the

will of the majority community on rest of the minorities of the Nation and compelling them

to abide by it may appear to be an attractive option in the short run, but in the long run it

creates tension, mistrust and unrest among the citizens and undermines the unity and

integrity of the of the Nation. Domination and suppression by majority is not just unfair,

exploitative and torturous to the minority but it also brings decline as well as deterioration

to the majority and the Nation as well. Hence, it is always judicious and sensible in a

Democracy to embrace power sharing arrangement.

COMPARE AND CONTRAST MATRIX

Divide the class into two groups and ask them to research upon political

situation in Belgium and Sri Lanka.

Ask group A to look for similarities in the political system of the two countries

and group B to look for differences.

With the help of student response, prepare a compare and contrast matrix on

the class board and explain the case studies in detail.

USE: Worksheet Number - 5

Belgium is a small country located in the Western Europe, which has a small territory with a

population little over one crore. Belgium has the Netherlands, France and Germany as its

immediate neighbours, which also share a deep connection with the historical past of this

country. This may be the reason which has made the ethnic composition of this country very

complex. According to the demographic data, 59 percent of the Belgians speak Dutch and

reside in the Fleming region in the North. Another 40 percent of them speak French and live

in Walloonia region towards the south. Rest 1 percent of the Belgians speak German. The

state of affairs is just opposite in the capital region of Brussels which has 80 percent of its

population as French speakers and 20 percent as Dutch speakers. The majority community

of the Nation is a minority in the National capital.

Language is a major political issue in Belgium. The Flemings did not enjoy equal rights and

status as the French speakers in the 19th and early 20th century. Actually, when in 1830 the

Activity V

SIMILARITIES DIFFERENCESl

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CASE STUDY: BELGIUM AND SRILANKA

BELGIUM



Nation was established under a census voting system, only around 1 percent of the adult

population, comprised of the nobility, rich middle class and higher clergy could vote. All of

whom were French, living in South Belgium, in the Walloonia region. A Flemish movement

struggled peacefully in order to attain equal rights and was successful in achieving most of

these. The Industrial Revolution that occurred in the late 18th and the 19th century further

increased the rift between the Northern and the Southern parts of Belgium. French

Walloonia experienced quick industrial boom and became economically prosperous and

politically dominant.

Dutch speaking people of the Flemish region remained limited to agriculture and other rural

activities, hence did not develop industrially. Because of this they started getting

economically and politically behind from the French speakers in Walloonia and Brussels,

who were technologically much advanced, economically well off and politically stronger.

This made minority French community relatively prosperous and influential, which was

resented by the Dutch, the majority community of Belgium, who got the benefit of

economic development quite late in the mid twentieth century after the Second World War.

It was in 1950s that the Flanders saw economic boom, while Walloonia at that time came to

an economic standstill. As the Flemings became educated, aware and economically sound,

they started demanding a reasonable and an equal share in the exercise of political power.

This led to emergence of tensions between the two communities. Lots of violence and

unrest prevailed during 1950s and early 1960s. The problem became more serious in Brussels

where the majority community of the Dutch speakers was in minority and minority

community of the French speakers was in majority.

Let us now compare this situation with the situation of another country, Sri Lanka, which is

an island Nation situated in South Asia, just a few kilometres away from the southern coast

of Tamil Nadu, a state in India. Its population is about two crore, which is quite varied and

diverse in nature. The major communities of Sri Lanka are the Sinhala speakers known as the

Sinhalese, who comprise 74 percent of the country’s total population, and the Tamil

speakers, who form 18 percent of the population. Tamils are further divided into two sub

groups; Sri Lankan Tamils or the native Tamils, 13percent and 5 percent Indian Tamils, whose

forefathers were brought from India as plantation workers by the colonial British. Sri Lankan

Tamils are concentrated in the North and the Eastern parts of the country and form majority

in these areas, but on the other hand they are a minority in rest of the country. These Tamils

are the followers of either Hinduism or Islam, whereas the majority community of the

Sinhala follows Buddhism. There are about 7 percent Christians in Sri Lanka, who are both –

Tamil and Sinhala.

We can easily imagine what could happen in these two countries. The Dutch community,

taking advantage of its majority in the population and ignoring the interests of minorities,

SRILANKA



could force its will on the French and the German people. It could grab the political power

completely and use it for the promotion of its own interests and suppress the French and

German speaking population. This would accentuate and aggravate the conflict among

these communities further leading to bitter and painful disintegration of the country. Both

the communities would scramble for control over Brussels. The same situation could take

place in Sri Lanka where Sinhala community has much greater majority and could easily

enforce its will on the entire population of the country.

Sri Lanka achieved its independence from British colonial rule in the year 1948. As per the

constitution, Sinhala community got an upper hand in the governance of the country, Indian

Tamils were not given the citizen rights and Sri Lankan Tamils were given the status of a

minority. Article 29(b) of the Sri Lankan constitution of 1948 gave special protection to

them. For around seventeen centuries the Sinhala people continued to maintain historical

awareness through various modes of transmission. The leaders of this community tried to

secure domination over the government by advantage of their majority in the population.

This resulted in the making of a popularly elected government which started following a

chain of measures to establish supremacy and hegemony of the Sinhala over the Tamils. All

these measures amounted to majoritarianism, with a belief that if majority community will

not rule in its own country then where else will it ever rules.

All this started with an All Sinhala Act passed in 1956. This act recognized Sinhala as the only

official language of Sri Lanka, thus ignoring and disregarding Tamil, which was the language

of the minority. Preferential policies were followed by the successive governments towards

Sinhala applicants and job seekers in the universities and government jobs respectively,

making it difficult for the Tamils to enter university and government jobs. Tamil population

was totally ignored. The problem worsened when a new constitution adopted Buddhism as

the official religion and directed the government to protect and foster it. Later in 1973,

article 29(b) of the constitution that protected the rights of the minorities, was also

scrapped off.

All these steps taken by the Sri Lankan government, one after another came as a shock to

the Tamil population and gradually strengthened the feeling of alienation amongst them.

They felt that no one was concerned about their interests. None of the major political parties

that were led by Buddhist Sinhala leaders were sensitive to their language and culture. A

kind of anxiety and distrust started entering their minds and made them feel insecure in their

own country. They felt deceived and cheated by their own government and the constitution

as they were denied equal political rights, equal education and job opportunities. Their basic

interests were ignored and they were discriminated against. All these actions and policies of

the Sinhala government led to resentment among the Tamils and as a result, relations

between the two communities soured and strained over the period of time.

SRI LANKAN policy of Majoritarianism





Sri Lankan Tamils started organizing themselves into political parties and associations to

take up the cause of their lost identity. They started struggles for recognition of Tamil as the

official language in the Tamil majority areas, for equality of opportunity in securing

education and jobs and for regional autonomy. Initially the demands were made peacefully,

following the constitutional methods. But all of the demands, categorically the one seeking

provincial autonomy for the Tamil majority areas were denied and rejected repeatedly. The

agony and the discontent kept on growing among the Sri Lankan Tamils and led to the

emergence of militant organisations like TULF and LTTE, significantly in 1980s, which started

demanding a separate independent Tamil Eelam (state) in Northern and Eastern parts of the

country. This led to the beginning of civil strife and Sri Lankan government responded to it

with brutal suppression. Hence, the distrust and enmity between the two communities

reached that a point where it turned into a wide spread socio-political conflict and soon took

the shape of a civil war. The separatist and militant nature of Tamil struggle since 1980s was

termed as terrorism by the Sri Lankan government and by 32 other Nations. The civil war

ended in the year 2009, but with the help of a full-fledged military offensive against the

militant groups, specially the LTTE. Though the Sri Lankan military won this war, but both the

sides faced severe casualties and losses in terms of human life and property. In fact, during

the 26 years of the civil war, thousands of the Tamils had been killed in the armed conflict,

many more were forced to leave the country as refugees, many became homeless and many

lost their livelihoods. This ethnic strife has not benefitted either of the communities. Neither

majority community of the Sinhala nor minority Tamils have been able to enjoy the benefits

of peaceful co-existence. Long civil strife caused a deep setback to the social, cultural and

economic life of the country and its excellent record of economic development, education

and health has been badly shattered.


Today Belgium has a framework of a Federal, Parliamentary, and Representative

Democratic, Constitutional Monarchy. The king is the constitutional head of the state and

the Prime Minister of Belgium is the head of the government in a multi-party system. The

federation is comprised of the cultural communities, political assemblies and territorial

regions. Unlike Sri Lanka, Belgium took a different path to resolve its ethnic conflict. Its

leaders recognized and accepted the existence of regional differences as well as cultural

diversities.

The constitution of a country is the source of all political power and authority and lays the

foundation of the political system of the Nation. All the laws, regulations or political

arrangements made by the legislature of a country have to be in accordance with the thconstitution. Hence, the constitution of Belgium, which was enforced on February 7 ,

1831has been changed several times. Between 1970 and 1993, it was amended by the political

leaders at least four times so as to develop a system which was acceptable to all the citizens,

ACCOMODATION: The path taken by Belgium

where there was no space for conflict, where all the lingual and cultural diversities were

accommodated, which would enable everyone to live together in harmony within the

boundaries of the country, where the differences were acknowledged, recognized and

accepted as an integral part of the society and not turned into divisions. The plan which they

worked out is however very complex, composite and different from other countries but at

the same time is very original, creative and cooperative in essence. Let us have a look at it.

The executive power in Belgium is held by the Prime Minister and his Council of Ministers

along with the secretaries of the state. Members of this Federal government are appointed

by the king from the political parties which form the government coalition. The number of

ministers in the council, inclusive of the Prime Minister, is 15, which cannot exceed. As per

the constitution, the total number of the Dutch and the French speaking ministers in the

council must remain equal. Some special laws require the support of majority of members

from each linguistic community. For any change in the constitution, approval of two thirds

majority from each of the linguistic group is required. Thus none of the communities can

make any decision unilaterally.

Belgium comprises of two main linguistic as well as political regions. They are - the Flemish

and Walloonia. Both of these regions have their own elected governments, each headed by

a Minister –President. Many powers of the Central government have been delegated to

these governments and they are not subordinate to the Central government in any case.

These regional governments have authority over transportation, public works, housing,

economic and industrial policy and environment etc. They depend on the system of revenue

–sharing for funds and can levy a few taxes as well.

Other than the Central and the Regional/State government, there is a third kind of

government elected by people belonging to each of the lingual community – the Dutch,

French and German regardless of where they live. This is the Community Government,

which has jurisdiction over cultural, educational and language related issues. The following

heads hold power in this regard: a) Minister-President of the Dutch community, b) Minister-

President of the French community, c) Minister – President of the German community.

Power sharing on the basis of community is an inclusive approach and creates a sense of

security and belongingness among ethnic minorities.

Establishment of Federal Government

Formation of Regional/State Governments

Setting up Community Governments



UNITED KINGDOM

LIBYA

CANADA

CONGO

SOUDI ARABIA

CHINA

INDIA



Government in the National Capital

Brussels, the national capital region has a separate government in which both the

communities have equal representation. Principle of accommodation allowed the French

speaking people to accept equal representation in Brussels as the Dutch community has

accepted equal representation in the central government. Besides this, Belgium is divided

into 10 provinces and 589 municipalities which work under the competency of the two main

regions.

We may find the Belgian model of power sharing very complex, confusing and complicated.

It actually is, even for its own people. But this arrangement to accommodate cultural and

lingual diversity, to make majority as well as minority communities equal share holders of

political power has been successful till now. It has helped in protecting interests and the

rights of people and has provided them with a sense of security. It has also helped in

avoiding civil strife and a bitter struggle for power between the two major communities and

has averted a possible partition of the country on the basis of language.

CLASS DISCUSSION

Pick up a country for discussion in the class and ask the students to research

upon various social, ethnic and regional differences or divisions existing in that

society.

On the basis of the research, discuss the reasons responsible for such a conflict

or the factors behind the establishment of social harmony.

Identify the losses/destruction/unrest caused due to such a conflict or the

Path of progress followed by the Nation due to its political harmony.

Analyze the attitude/ response of the government towards ethnic diversities

or minority communities in the respective country.

Share facts regarding any previous attempts to resolve the crisis or the

possible solutions.


Activity VI

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Comparison and Contrast

Activity-VII

What do we understand from the study of these two Nations? Belgium and Sri Lanka, both are Democracies. But both of them handled the problem of power sharing with ethnic diversities and minorities in quite a different manner. The people and their political leaders in Belgium realized that imposing the will of majority community on the entire Nation is actually exercising majoritarianism, the other version of internal colonialism. They understood that the only possible way to maintain unity and integrity of the Nation and to keep the country ahead on the path of prosperity was by respecting the feelings and interests of different communities and regions, by accepting cultural and lingual differences and by accommodating them in the political system of the country. Such a realization resulted in formation of innovative and practical power sharing arrangements which were acceptable to both the communities. Hence, the problem is somehow solved and peaceful co-existence prevails.

On the other side Sri Lanka emerged as a totally different and opposite case. It shows that when the majority community enforces its will on the Nation at the cost of the minorities, tries to dominate over others by ignoring their needs as well as interests and refuses to share political power, it can weaken the unity and integrity of the Nation. It not only hampers peace, violates human rights, results in the loss of hundreds and thousands of lives but also brings huge economic and socio-cultural loss to the country. Sri Lanka could have followed examples from various other countries of the world like Switzerland, Spain, Canada, India and Malaysia etc, which are multicultural as well as multi-ethnic and are all federations, which share real political power within the state at the National level and equitably between the constituting units at the regional level. For instance Tamils in India have Tamil Nadu inside the Indian Union, which actually is a federation, and follows the principle of accommodation. The Sri Lankans should also try to work out on a solution which is acceptable to both the communities and leads to a peaceful settlement of the conflict while satisfying their political aspirations. It is just a matter of power sharing.

SLIP PREPARATION AND PRESENTATION

Students will be asked to prepare many numbers of slips by using papers. Different

features of Sri Lankan Politics as well as Belgium politics will be written on these

slips. These slips will be exhibited on two separate Thermocol Boards one for

Belgium and the other one for Sri Lanka, in a puzzled manner on the wall of the

class room. Then the teacher would ask each student to note down the matching

points in the slips between the Sri Lankan and Belgium political scenario. Later on

the Teacher can ask one or two students to arrange the slips on the wall in a

matching manner between two Countries.




Forms of Power Sharing

Horizontal Power Sharing

Power sharing is relatively a contemporary idea and has evolved in contrast to the notion of

centralized, unified and undivided political power. For a long time it was believed that all

political power or the ruling authority must reside in one person or a group, having seat of

the governance at one place. People feared if decision making power was divided or

delegated, it could lead to confusions and great delays in taking decisions and their

implementation will not be easily possible. Enforcement of important, fundamental and

crucial decisions would become a problem. But these notions have changed with the

emergence and growth of Democratic government in various countries of the world.

Democracy rests on the basic principle that the people are the source of all political power.

They rule themselves through the institutions of self -governance and are equal before law.

Democracy cannot exist without the establishment of equality. Hence, in a true Democratic

set up, due respect is given to all the ethnic and diverse groups, views and opinions, that

exist in a society. Everyone has a right to participate in the making of the government

decisions and shaping public policies. Therefore it is imperative that the political power in a

Democracy should be shared and distributed among as many citizens as possible.

Concentration of power in one hand or a group of persons would lead to despotism,

majoritarianism or internal colonialism.

In modern times Democracy has become the preferred choice of people in most of the

countries of the world, where political power is shared in a variety of forms. Let us have a

looks at some of these arrangements.

It is the arrangement when political power is shared among various branches or organs of

the government such as Legislature, Executive and Judiciary. It allows Legislature to make

laws, Executive to execute or implement them and Judiciary to check their legitimacy,

validity and acceptance by people. All three of these organs of the government are placed at

the same level but exercise different jurisdictions. So, this type of an arrangement can be

called as the horizontal sharing or distribution of power. Political power in this system is

separated in such a way that all three of the organs remain independent in their working but

at the same time none of them can misuse or exercise unlimited power. Each organ checks

the others. It results in a maintaining an equilibrium or balance of power among these

institutions. For example, in a Democracy, ministers take important decisions regarding

their ministries and exercise political power but they are directly responsible and

answerable to the Legislature, i.e. Parliament and the State Assemblies. In the same

manner, although the judges of the Supreme Court or the High Court are appointed by the

Executive, and their number is regulated by a bill passed in the Parliament but they can check

the actions and functioning of the members of the Executive if a case has been filed against

any of them. Judges of the Supreme Court can also review the laws made by the Parliament

under their special power of the judicial review and can declare those laws to be null if they



are not in accordance with the constitution. This is how each organ of the [Type a quote from

the document or the summary of an interesting point. You can position the text box

anywhere in the document. Use the Text Box Tools tab to change the formatting of the pull

quote text box.]

e- Government exercises its own power and checks the others to strike a balance. Hence,

because of this reason the horizontal system of power sharing is also called as the system of

checks and balances.

Horizontal Power Sharing in USA

Political power can be shared among the governments at different levels –

a) The National government for the entire country which is called as the Federal

Government, in India it is called as the Union or the Central government

b) The state or the provincial government,

c) In some countries, the local self-government. This arrangement of power sharing is

called as Federalism.

In such a system certain powers of the central government are delegated to the state

governments and jurisdiction of the government at each level is clearly defined by the

constitution of the country. Separation of powers is done to prevent the over lapping of

powers which may lead to any confusion, dispute or a conflict. In India these powers are

separated in the form of three lists- union list, state list and the concurrent list.

In such a system, the states or provinces are an integral part of the country but remain

independent in their functioning and in any case are not subordinate to the central

Vertical system of Power Sharing





government. At local level the governmental power is shared at both, the rural as well as the

urban areas like villages, towns, cities and metropolises etc. the division of political power

from higher to the lower level is called as the vertical distribution of power. This can be the

best arrangement to accommodate regional and cultural diversities in the true sense.

Instructions to be given to students: Imagine yourself as a future politician or

bureaucrat and pen down the manner in which you would try to cater to the

democratic aspirations and claims of the people in your country and attempt to

bring about unity in diversity.

This is an arrangement where political power is shared among various social groups like

religious, lingual and regional ethnic groups etc. Community government in Belgium is a

good example of this kind of a government. Some countries extend legal and constitutional

provisions to provide proportional representation and special privileges to the weaker

sections of the society, like SC/ST/OBC and women in India. Their interests and rights are

secured in the form of reserved constituencies in the assemblies, and parliament of the

country, and by reservations of seats in collages, and government jobs. Such a system is

meant to give space to minorities, and diverse social groups in the government which were

exploited in the past, or would feel alienated from the government. This arrangement is

used to provide minority communities an equal, and a fair share in the exercise of political

power. At times this kind of power sharing is also called as consociationalism.

Fig : Power sharing among political parties, pressure groups and movements

Source www.guardian

Activity VIII

Power sharing among social groups



This type of power-sharing arrangement happens when in a Democracy, citizens are allowed

to form political parties in order to seek representation in the government at National,

provincial, or local level. These political parties contest elections, and enter into a political

competition. Citizens have a freedom to choose among these contenders for power, and

elect their representatives. This competition among political parties ensures that power

does not remain concentrated in one hand, and is shared among different political parties

that represent different regions, groups, and ideologies. These days, various parties share

political power directly, when they go for an alliance with two or more parties to contest

elections. When their alliance wins majority of seats in the elections, they form a coalition

government, and thus share power. One can find many interest groups in a Democracy like

those of the industrialists, traders, businessmen, industrial workers, farmers etc. They also

seek a share in the political power, either by participating in government committees or by

influencing the decision making process. Common people also share political power, when

they rise in to a popular movement like the movement for civil rights in the United States of

America, and the movement for Democracy in Nepal.

USE: Worksheet Numbers - 12, 13, 14 and 15

RECIPROCAL TEACHING

Divide the class in the group of five for the purpose of holding reciprocal

teaching.

Appoint one leader for each group and ask him /her to delegate the following

tasks to his/her group members like - research on the content, finding

innovative and relevant methodology to teach the chapter, gather relevant

pictures, cartoons and newspaper clipping, develop charts/wall magazine/

interactive bulletin board.

Provide options to different groups to teach the lesson through various

techniques—— skit/ role play/PPT/ Interactive session.

Ask groups to emphasize on the benefits of power sharing and drawbacks of

majoritarianism in their lesson plan.

Each group to prepare an individual questionnaire and distribute it amongst

the students for final recapitulation.

The teacher is required to act as a facilitator in this entire activity.

Activity IX

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ANSWERS FOR MCQS

1. Democracy is the possible solution for –

1. Youth problems

3. Civil and criminal cases

4. Administrative problems

2. An effective strategy to settle all kinds of disputes can be –

1. Rule by one political leader

3. Rule by the elites/aristocrats

4. Rule by the majority community

3. Which of the following statements is NOT true?

1. Article 29(b)of the Constitution of 1948 protected Sri Lankan minorities

2. In 1956 an All Sinhala Act was passed in Sri Lanka supporting Sinhalas

4. State protected and fostered Buddhism under the Act of 1956

4. Vertical division of political power refers to –

1. Power shared at one level of government

3. Power shared at two levels of government

4. Power shared among different organs of the government

5. Power sharing results in which of the following?

2. Overlapping social differences

3. Removing cultural differences

4. Diluting regional differences

6. In order to create political stability the political system of a country should –

1. Eliminate diversity

2. Ignore diversity

3. Promote diversity

7. Which of the following is the prudential reason to justify power sharing?

1. People have the right to be consulted for being ruled

2. People will be able to take political stands

3. People will increase participation in politics

2. Social strife (Answer)

2. Rule by sharing political power (Answer)

3. Regional autonomy was given to the Sri Lankan Tamils in 1973 (Answer)

2. Power shared at different levels of government (Answer)

1. Cross-cutting all differences (Answer)

4. Accommodate diversity (Answer)

4. People will be able to reduce social conflict (Answer)



SOLUTIONS (KEY) – CROSSWORD

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4. CIVIL WAR—Armed conflict among communities of a country.

6. MAJORITARIANISM—A belief that the majority community should rule.

11. FLANDERS—Residents of Flemish region

12. CHECKS AND BALANCES—Power Sharing among government organs at same level.

14. PRUDENTIAL—A decision made after proper calculation of losses, and gains.

15. CONSOCIATIONALISM—Power sharing among social groups and communities.

16. COMMUNITY GOVERNMENT—Third type of government in Belgium.

1. INDIAN TAMILS—Did not get Citizenship rights in Sri Lanka.

2. ALIENATION—Feeling among the Sri Lankan Tamils as a result of Majoritarianism.



3. WALLOONIA—French majority area in Belgium.

5. ALL SRI LANKANS ACT—Act passed in Sri Lanka in 1956.

7. ACCOMMODATION—Principle of accepting ethnic diversities.

8. BRUSSELS—Capital of Belgium

9. FEDERALISM—Government at different levels.

10. SINHALA—Majority community of Sri Lanka

13. COALITION—Government formed by an alliance of two or more parties.

Eclipse Crossword will guide you through the entire process of creating your first puzzle.

Just click Start, then Programs, and then Eclipse Crossword.

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2. Third type of government in Belgium

3. Did not get Citizenship rights in Sri Lanka.

5. Power Sharing among government organs at same level.

8. A decision made after proper calculation of losses, and gains.

10. Act passed in Sri Lanka in 1956.

12. Government at different levels.

14. Principle of accepting ethnic diversities.

15. A belief that the majority community should rule.

16. Power sharing among social groups and communities.

1. Capital of Belgium

4. Residents of Flemish region

6. Armed conflict among communities of a country.

7. Government formed by an alliance of two or more parties.

9. Feeling among the Sri Lankan Tamils as a result of Majoritarianism.

11. Majority community of Sri Lanka

13. French majority area in Belgium.

2. COMMUNITY GOVERNMENT—Third type of government in Belgium

3. INDIAN TAMILS—Did not get Citizenship rights in Sri Lanka.

5. CHECKS AND BALANCES—Power Sharing among government organs at same level.

8. PRUDENTIAL—A decision made after proper calculation of losses, and gains.

10. ALL SRI LANKANS ACT—Act passed in Sri Lanka in 1956.

12. FEDERALISM—Government at different levels.

Answers for Crossword

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14. ACCOMMODATION—Principle of accepting ethnic diversities.

15. MAJORITARIANISM—A belief that the majority community should rule.

16. CONSOCIATIONALISM—Power sharing among social groups and communities.

1. BRUSSELS—Capital of Belgium

4. FLANDERS—Residents of Flemish region

6. CIVIL WAR—Armed conflict among communities of a country.

7. COALITION—Government formed by an alliance of two or more parties.

9. ALIENATION—Feeling among the Sril Lankan tamils as a result of Majoritarianism.

11. SINHALA—Majority community of Sri Lanka

13. WALLOONIA—French majority area in Belgium.

5. All assessment with regard to the Worksheets shall be done in marks and then to be

converted into Grades.

6. To be selected by the teacher as per the nature of the worksheet.

GRADE GRADE POINTS GRADE POINTS PERFORMANCE TO

(out of Five) (out of 10) BE MARKED AS

A 4.1-5.0 8.1-10 EXCELLENT

B 3.1- 4.0 6.1-8.0 V. GOOD

C 2.1- 3.0 4.1-6.0 GOOD

D 1.1-2.0 2.1-4.0 FAIR

E 0-1.0 1.1-2.0 NEEDS IMPROVEMENT

7. Following assessment criteria to be applied for the worksheets numbers – 1,3,8

GRADE PARAMETER - If the child ………

A/ Excellent Answers all the questions correctly with the required detail/explanation/

content with examples/ evidences/ illustrations.

B/ V. Good Attempts all the questions and does not provide required explanation for

any one of the answer.

C/ Good Fairly attempts all the questions and does not provide necessary

explanation.

D/ Fair Attempts very few questions and does not furnish with necessary and

relevant information.

E/ Needs ImprovementDoes not attempt any of the questions or answers all the

questions incorrectly.

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ASSESSMENT CRITERIA FOR WORKSHEETS

NOTE:



Following assessment criteria to be followed for worksheets number – 2, 7

No. of points Parameter – If the child...

1 point Identifies the statement with the related topic of the concerned worksheet

2 points Develops well-reasoned arguments to support his interpretation and explanation.

1 point Presents his view point / explanation with suitable illustration/examples.

1 point exhibits excellent writing skills with no grammatical skills

5 points Total

8. Total all the points and grade students’ performance as per the above mentioned assessment criteria.

9. The following assessment criteria to be used for work sheet no. - 6,12

No. of points Parameter – If the child is ….

2 Able to draw valid inferences and conclusions from the article

2 Able to correlate the situations and their outcomes

1 Able to critically evaluate the response of the government

5 points Total

10. Total all the points and grade students’ performance as per the above mentioned assessment criteria.

11. The following assessment criteria to be used for work sheet no.5

No. of points Parameter - If the child is able to ….

1 Demonstrate the ability to write well organized news report/article/diary entry with a proper format

2 Effectively use the examples to justify his/her stand on the issue

2 critically able to analyze and evaluate the situation

5 Total these points and convert them into respective grades.

12. Assessment criteria for Work sheet no. 9

N0. of points Parameter – If the child is able to……

1 Recognize and identify the social conflict in both the countries

2 Systematically explore the traces and underline the basic objectives of the struggle/accommodation

1 Establish a co relation between the two

1 Locate/ evaluate/ and /synthesize information from variety of sources and is successfully able to analyze the outcomes of struggle in both the countries

5 points Total

Total these points and convert them into respective Grades.



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