A Report of the Committee constituted for Reviewing the Textbooks of Social Sciences / Political sciences, for Classes IX-XII constituted by NCERT
The Thorat Committee recommendations include removal of some cartoons and even changing 'Dalits' to 'SCs'
A Report of the Committee constituted for Reviewing the Textbooks of Social Sciences / Political sciences, for Classes IX-XII constituted by NCERT
CONTENTS
| |
Acknowledgement | 5 |
Executive Summary | 6 |
Section 1 - Terms of References | 7 |
Section 2 - Procedure followed by the Committee | 8-10 |
Section 3 - National Curriculum Framework, 2005 | 11-13 |
Section 4 - Guidelines developed by NCERT for preparation of the textbooks | 14-20 |
Section 5 - Guidelines used by the Committee for review of the textbook | 21-23 |
Section 6 - Recommendations – Immediate for the selective modification in the current year | 24-28 |
Appendix 1: General Recommendations to be considered for a future review. | 29-32 |
Appendix 2: Suggestions made by various Experts to be considered for a future review. | 33-34 |
Appendix 3: Letters received by the Committee | 35-37 |
Appendix 4: References | 38 |
ACKNOWLEDGMENT
The Committee would like to thank the following persons who have helped the Committee by sharing their views.
We thank all the thirteen subject experts who took out time from their busy schedule, went through the relevant textbooks and shared their views.
We also thank Prof. Hari Vasudevan, Chairperson, and Prof. Yogendra Yadav, and Prof. Suhas Palashikar Chief Advisors for the textbooks of Political Science for sharing their views with the members of the Committee.
We also thank Prof. Krishna Kumar former Director, NCERT, Prof. Parvin Sinclair, the present Director of NCERT and Prof. Savita Sinha former Head DESS for sharing their views. The discussion with them has brought considerable clarity on the procedure used by NCERT in preparation of the textbooks.
Finally we thank Prof. Saroj Yadav for the excellent support she provided to facilitate the work of the Committee. We also thank Smt. Geeta Dwivedi, PA for her hard work in typing the entire report.
EXECUTIVE SUMMARY
- removal of some cartoons,
- change in the “Note “below the cartoons Unni and Munni to bring clarity and improvement in the message and
- removal of some cartoons on Unni and Munni.
SECTION 1 :
Terms of References of the Committee
1.1 The NCERT had constituted a Committee “for reviewing the textbooks of Social Sciences/Political Science for Classes IX-XII with specific terms of reference on May 14, 2012. The terms of reference of the Committee are as follows:
The Committee, therefore, first undertook the review of the textbooks in Political Science. The Committee was given a limited time of one month only.Given the time constraints, the Committee followed a particular procedure to review the textbooks and to make suitable recommendations for modification in the current year. The procedure followed by the Committee is given in Section 3 and 5.
1.2 The Report is presented in six sections. Section 1 is introductory. Section 2 outlines the procedure used by the Committee to review the textbooks. Section 3 discusses the National Curriculum Framework, 2005. Section 4 gives the Guidelines laid down by the NCERT for preparation of the textbooks in Social Sciences and Political Science. Section 5 discusses the “Guidelines” used by the Committee to review six textbooks in Political Science. Section 6 contains the “Recommendations made by the Committee for suitable modifications in the textbooks for the current year.
1.3 The Report also includes a list of “General Suggestions “for the consideration of the NCERT and Textbook Development Team for improvement in the content of six textbooks. These suggestions are given at Appendix I. The Report also includes the suggestions made by various “subject experts”, who were invited to give their views and suggestions for improvement in the contents of six textbooks. These suggestions are given at Appendix 2. The list of Memorandum /Letters received sent to the Committee are given in Appendix 3 and references in Appendix 4
SECTION 2
2.1 Procedure followed by the Committee for review of textbooks. The Committee used a specific procedure to review the “material” in the six textbooks .The Committee was required to review the textbooks firstly “from the point of view of identifying educationally inappropriate “materials” in them and secondly to provide alternative suggestions to be placed in the textbooks so that the material could be immediately made available to the learners.” The Committee was given only one month’s time. Given the time limit, the Committee decided to follow a procedure that would enable the completion within the one month time frame. Both tasks, namely reviewing the books to identify educationally inappropriate material and to make alternative suggestions, made it necessary for the Committee to go through the material carefully in a short time. It was made clear to the Committee that the” material” includes both written text and cartoons and other visuals used in the textbooks.The Committee was required to review six textbooks in Political Science for IX-XII. These six textbooks include
Class IX – Democratic Politics I
Class X – Democratic Politics II
Class XI- (1) Indian Constitution at Work and (2) Political Theory
Class XII – (1) Politics in India Since Independence and (2) Contemporary World Politics
These books run into several pages packed with written text, and visuals of various types, including cartoons and photographs. The Committee was particularly required take a careful look at the cartoons. The Committee discovered that in all, the six textbooks included 173 cartoons, and a number of photographs. The written text of six books runs into about 967 pages. Another feature of these six textbooks is that they cover different themes. The text books include the themes such as Political Theory, Indian Constitution, Democratic Politics, Politics in India since independence and Contemporary World Politics. The review of the six textbooks required careful study of the text and the visuals particularly the cartoons. Given different themes, which vary from theory, and more specialized subjects like Indian Constitution to contemporary Indian and World Politics, it was imperative for the Committee to seek the opinion of the subject/theme experts. Equally important was to seek the help of experts in use of cartoons as pedagogy.
2.1.1 Experts’ Views. The Committee in its first meeting held on May 22, decided to seek the opinion of subject experts in Political Science. The Committee Members suggested the names of experts which were approved by consensus. Altogether 13 experts were invited to give suggestions on the text and cartoons. The Committee particularly requested two experts who had some experience about the use of cartoons in teaching at the school level.
Experts were contacted over phone and on agreement, a set of textbooks (IX-XII) were sent to them. Since the time was very short the Committee decided to invite experts for two days for a review of the concerned texts. The experts worked on their own for two days, that is May 29 and 30, 2012 NCERT, New Delhi. At the end of the second day, an informal meeting was held with the experts in which the time to submit the comments was extended by three days. Each expert was expected to review the book in the area of his/her expertise. However some of them also reviewed more than two books. The experts reviewed the books as per the guidelines of NCERT and sent their comments. Some of the experts agreed to send their comments separately. Experts were required to review the textbooks using NCERT guidelines. However they were encouraged to share their views in general also.
2.1.2 Meeting with Chief Advisors. As desired by the Chairperson and Chief Advisors of Political Science Textbooks (Classes IX-XII), a meeting was held with Prof. Hari Vasudevan, Chairperson, and Prof. Yogendra Yadav, and Prof. Suhas Palashikar Chief Advisors for the textbooks of Political Science. The Advisors submitted a written statement to the Committee. The Advisors urged the Committee members to consider their views expressed in the letter.
2.1.3 Meeting with present and former NCERT officials. Beside the subject experts and Chief Advisors, the Committee members also held discussion with the former and present Directors and former Head of the Department of Education in Social Sciences. These include Prof. Krishna Kumar former Director, NCERT, Prof. Parvin Sinclair, the present Director of NCERT and Prof. Savita Sinha former Head DESSH (at present DESS). It is necessary to mention that the views given by 13 Experts were used by the Committee as resource material after due considerations.
2.1.4 Decision making process. The Committee also agreed on the procedure to arrive at a common view. Given the time constraint the committee decided to hold the meeting continuously for five days. The first two meetings held on May 22 and June 5, decided the working procedure, the Committee held separate meetings from 11 to 15 June 2012. All members, except Prof. Pandian participated in the proceedings of the meetings held during June11 to 15 June 2012. Prof. Pandian attended only two meetings of the Committee held on May 22 and June 5, in which the working procedure for the Committee was discussed. Prof. Pandian did not participate in the meeting held from June 11 to 15, 2012 which deliberated on the material in detail including the views of the 13 experts and also the memorandum submitted by the officials / organisations and Members of Parliament, which were forwarded to the Committee by the NCERT. It was only after a detailed face to face discussion between the members on all points that the Committee Members crystallized the suggestions and arrived at the common views on a number of issues and recommendations.
The Committee also decided the procedure to arrive at the decision on the recommendations and other suggestions. The members agreed to take decisions based on “consensus”. In the event of differences, it was decided that the majority view would prevail. However, ultimately all the decisions were taken unanimously by five members present in the meetings. Thus recommendations and other suggestions were unanimously decided by all the five members. Since Prof. Pandian was absent on all the days of the meetings held from 11 to 15 June, 2012, in which substantive discussions were held and decisions arrived at, he was thus was not a party to the final decision. Since the Committee decided to submit the report as unanimous view of the members, no “Separate Note or Annexure” with differing viewpoint involving any individual member is appended to the report. The report is a unanimous view of five members present in the meetings held from 11 to 15 June 2012.
SECTION 3: National Curriculum Frameworks
3.1 NCERT has a mandate for developing the National Curriculum Framework (NCF) for school education and reviewing it periodically. The frameworks are evolved and reviewed through intensive consultation and deliberations by eminent scholars from different disciplines, policy makers, teachers, parents and other stakeholders. Until now the NCERT has developed the frameworks which have been revised at regular intervals. The framework was first put together in 1975. It was revised in 1988 and 2000. The latest revision was done in 2005. Based on the NCF’s recommendations and/guidelines model syllabi and textbook for various subject are developed.
Since six textbooks in Political Science under review are based on the Framework developed in 2005 NCF, it is necessary to understand the main features of the 2005 Framework as a back ground to the review of the six text books in Political Science.
3.2 National Curriculum Framework 2005: Some features
NCERT undertook the review of the NCFSE in 2000. 21 Focus Groups were set up to lay down the basics for the NCF 2005. The present National Curriculum Framework 2005 primarily focuses on five guiding principles. As a follow up of National Curriculum Framework 2005, the textbooks of various subjects including Social Sciences were developed by NCERT in phases. The National Curriculum Framework 2005 in its epilogue highlighted the following:
The former Director of NCERT in the foreword to the textbooks spell out the features of 2005 NCF. The former Director observed:
"The National Curriculum Framework ( NCF),2005 recommends that children’s life at school must be linked to their life outside the school .The principle mark of departure from the legacy of bookish learning which continue to shape our system and causes a gap between school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centric system of education outlined in the National Policy on Education (1986)”
(Indian Constitution at Work, foreword, page iv, 2006).
The Chief Advisors, Prof. Suhas Palshikar and Prof. Yogendra Yadav in their forward (A LETTER TO YOU) also spell out the special feature of NCF 2005. They observed:
“We were inspired to write this different kind of a textbook by the National Curriculum Framework 2005. It says that instead of just memorisation and repetition, emphasised should be laid on “developing concepts and the ability to analyse socio-political realities”.—– The new syllabi for Political Science recognise the need to deepen the students’ understanding of the provisions and the working of the Constitution making. That is why you would find more focus on the rationale and the real life consequences of the constitution.”
(Indian Constitution at Work, A LETTER TO YOU, page vi 2006).
Thus one of the distinguishing features of the NCF 2005 is that it attempts to link children’s life at school with their life outside the school and tries to reduce the gap between school, home and community and develop their ability to analyse socio-political realities.
The Chief Advisors in their letter to the Committee also referred to two more features of NCF 2005. First is that, it introduces a number of aids to get the students more interested in the subjects. It interacts with the students with the help of stories, illustrations, puzzles and cartoons. Thus it has increased the visual elements and introduced a new feature called ‘Plus Box”. The second feature the Chief Advisors emphasized in their letter given to the Committee relates to the preparation of textbooks as a collective exercise and not the work of single individual scholars. In their letter to The Review Committee, the Chief Advisors observed :
“This responsibility included recommending names for Textbooks Development Team (TDT) for each of the textbook and then working with these teams of teachers and scholars to conceptualise the books, write drafts of the chapters and finalize the contents for submission to the NCERT. It was through this unprecedented exercise in collective deliberation that these textbooks were developed in the years 2006 and 2007. You would (address to the NCERT review Committee) appreciate that the final outcome of a collective exercise for this kind does not have an “author”, however as Chief Advisors we were responsible for the final version that was submitted to the National Monitoring Committee and then accepted by the NCERT.”
(Letter submitted by Prof Subhas Palshikar and Prof Yogendra Yadav dated May 28, 2012).
Thus the NCF 2005 differs from the NCFSE 2000 in three respects, namely that children’s life at school is to be linked realities to their life outside the school, use of visual aids such as stories, illustrations, puzzles and cartoons was to be increased to get students more interested in subjects and thirdly the preparation of textbooks was made a collective exercise. The Chief Advisors expected the NCERT Review Committee to take these features into consideration, while making recommendations for modification of the texts. SECTION 4 : Guidelines developed by NCERT for preparation of textbooks We now discuss the NCERT guidelines used by the Textbook Development Team and the Chief Advisors and finally by the National Monitoring Committee to finalized the textbooks. It is these guidelines which are used by the Review Committee also for the review of the textbooks.The NCERT guidelines are of three types. There are guiding principles of NCF 2005 which apply to all subjects. There are objectives which are used only for subjects in Social Sciences. Then there are objectives which are laid down for each of the text books in Social Science subjects. In this case it is Political Science. It is these guiding principles and objectives which are utilized by the Review Committee for the review.
4.1 Guiding Principles of NCF 2005. The following guiding principles were kept in view while preparing the textbooks for all subjects.
4.2 Other guidelines for the syllabus and textbooks.
4.3 Objectives for the preparation of textbook in Social Sciences
4.4 Objective for preparation of each textbook in Political Science
4.4.1 Class IX: Democratic Politics I
Themes | Learning Objective |
1. Democracy in contemporary world |
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2. What is democracy? Why democracy? |
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3. Designing of democracy in India |
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4. Electoral politics in democracy |
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5. Institutions of parliament democracy |
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6. Citizens rights in democracy |
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4.4.2 Class X: Democratic Politics-II
Themes | Learning Objective |
1. Working of democracy |
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2. Power sharing mechanisms in democracy |
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3. Competition and contestations in democracy |
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4. Outcomes of democracy |
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5. Challenges to democracy |
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4.3.3 Class XI: Political Theory : Learning Objectives
4.3.4 Class XI: Indian Constitution at Work : Learning Objectives
4.3.5 Class XII: Politics in India Since Independence: Learning Objectives
Enable students to be familiar with some of the key political events and figures in the post-independence period.
Develop skills of political analysis through events and processes of recent history.
Develop their capacity to link macro processes with micro situations and their own life.
Encourage the students to take a historical perspective of making sense of the contemporaryIndia.
4.3.6 Class XII: Contemporary World Politics Course: Learning Objectives
4.3.7 Guidelines used for cartoons
SECTION 5: Guidelines used by the Committee to review the Materials and Visuals
The Review Committee reviewed the six textbooks keeping in view the above mentioned guidelines and principles, namely guiding principles of National Curriculum Framework – 2005, objective of Teaching of Social Sciences at Secondary and Higher Secondary Stage and Specific objectives of teaching political science at Secondary and Sr. Secondary stage. Further the following criteria were also taken into consideration while reviewing the educational materials, consisting of both written text and visual including the cartoons.
5.1 Criteria to Review the Content of Textbooks
5.2 Guidelines used for review of cartoons
The general objection raised in Parliament and outside Parliament by some groups was that the use of cartoons is inappropriate in some textbooks. The letter by two Advisors to the Review Committee also mentions this. The Committee tried to get the guidelines for the use of cartoons by NCERT. It emerged from the discussion with the former Director of NCERT and Chief Advisors that no specific guidelines were laid down for the use of visuals including cartoons. The general guidelines used for the written text were also used for selection of cartoons. The Chief Advisors in the interactive meeting held on 28 May 2012 informed the Committee that the selection of the cartoons was generally left to the Textbook Development Team.
However the Chief Advisors in ‘A Letter to You’ in the books mentioned the importance of the cartoons in teaching. In the textbook titled Indian Constitution at work for Class XI, importance of cartoons has been pointed out. The Advisors write that “the cartoons are not there simply as comic relief. They tell about the criticisms, the weak spots and mear failures. They also help to learn both about politics and about how to think about politics. “Thus for these reasons, the Advisors emphasised the importance of cartoons in teaching. Chief Advisors observed:
"We cannot claim to be experts in educational psychology and it may be important to take experts’ view on whether or not students aged 15-18 should be exposed to cartoons. We simply shared and followed the spirit of NCF 2005 that invited us to bridge the gap between bookish leaning and the world outside the classrooms. Cartoons used in the Political Science textbooks do different things at different points in the text: entertain or engaged the readers, invite them to return to the text with a new range of questions or help them achieve critical distance vis-a-vis received wisdom, including that of the textbook itself.—-Exposing the students to these and other cartoons from all over the world encourage them to relates to the working of democracy. Elements such as cartoons, pictures and news papers clipping aim at situating the abstract point in the context of the actual processes that unfolded in the past or are unfolding in the contemporary movement. These are not visual distractions but integral to the design of these textbooks."
The former Director of NCERT and the Chief Advisors thus attributed great significance to the use of cartoons in teaching. This view indeed is supported by researchers as well. It is argued that sociologically, cartoons are a powerful means of providing social and political comments because so often they are unmasking and they reveal the contrast between perception and reality. Cartoons can be used with students to objectively analyse every day social behaviour and stimulus to reflections on attitudes. (Ziegler 1998, Witkin 1999, Khauan Wai Bing and Chua Hong Tam 2003, Taher Bahrani Rahmatollah Soltani, 2011) (see reference at the end).
However the views expressed by the Advisors did not mention about the precautions in the selection and use of the cartoons in teaching. The literature on the use of the cartoons revealed that while it recognised their usefulness in teaching, it also demand precaution in their use. There is a need for a careful balance with humour and the content that we would like our student to learn.” (Khauan Wai Bing and Chua Hong Tam 2003, Taher Bahrani Rahmatollah Soltani, 2011). The researchers have indicated precaution in few respects. The first precaution is about the careful selection of the cartoons keeping in view the goals of the specific subject. It is through the careful selection and use of appropriate and relevant cartoons that an element of humour can be introduced, where appropriate, without detracting from the intension of the teaching. The second precaution is that it is essential to practice using it at least once with a groups of learners before final inclusion in the textbook. According to experts, this will help to find out if the cartoon selected is going to work and in the expected way with expected results. If they do not produce the desire effects, then it might need to be scrapped or modified (Taher Bahrani Rahmatollah Soltani, 2011). The researchers also warn that, users has to guard against the overuse of cartoons or possible “unintended consequences”, particularly of caption humour, which are sensitive to certain groups of people in culturally diversified society. The expert further cautioned that there is also the risk of offending through misunderstanding with any joke being perceived as source of ridicule, sarcasm or as being racist or sexist in nature (Khauan Wai Bing and Chua Hong Tam 2003) . There is also likely to be differential response between the students due their background and language deficiency .It is for these risk elements that cartoons need to be used wisely. Wai and Tam argued that facilitators have to realize that what works for some people might not work for others. The researchers also caution about the overuse of cartoons and mentioned that ,” one has to be careful not to overuse cartoons or their effect will be diminished if not lost” .There is a needs to be a careful balance with humour and the content that we would like our students to learn, observed Wai and Tam ( 2003) .
In the absence of clear guidelines for the use of cartoons by NCERT, the review Committee has kept these insights in consideration in reviewing the cartoons in six textbooks in Political Science. The Committee used the following criterion to review the cartoons:
SECTION 6: Recommendations For Immediate Changes in the textbooks in Current Year
The Committee in the context of above mentioned analysis finds that the books under consideration have been prepared following a rigorous process using the NCF prescribed mandated pedagogical approach, NCERT guidelines for writing of textbooks especially of Social Sciences and Political Science. The procedure included conduct of workshops for Textbook Development Teams, interaction with stakeholders at different levels and review by high-level National Monitoring Committee consisting of senior academics and MHRD officials. Books were also reviewed by several State Governments appointed committees before their adoption by those State Boards.
The books not only cover new syllabi following NCF but also have been written following newly adopted pedagogical approach that includes extensive use of visuals, cartoons, story telling, puzzles, illustrations etc. The use of these various teaching techniques has been pursued with well intension. The purpose has been to be creative and engage students in a critical dialogue. The critical pedagogy enables the students to think on their own and be critically appreciative.
The books, as such, are well conceived. However, since the authors have used a new and alternate pedagogical approach for the first time in NCF 2005, they might not have been able to conduct adequate feedback studies from the concerned. They may have reasons to believe that the cartoons used were not offensive but only reflected of commonly perceived notions. In a society as vast and as diverse as India is, there can always be room for different understanding of the text and interpretation of visuals, and especially cartoons could be viewed differently by different segment of society. It is more so when, multiple sensitivities get involved. The sensitivities, genuine or perceived, have to be taken note of and addressed carefully. Best way for that can be pre-testing of texts and visuals in different setting such as rural- urban and various types of schools, discussion with different religious minorities and ethnic minorities, involvement of teachers and faculty from different social and religious background in textbook development, periodic updating, improving and redressing objections in an appropriate academic manner. NCERT, it is understood, is ceased of this matter. The Committee feels that an appropriate mechanism needs to be evolved for such periodic reviews. In the present case NCERT can initiate a comprehensive exercise to evaluate the new pedagogical approach and concerned issues and formulate an appropriate roadmap for revision of books, particularly Social Science subjects.
As this Committee neither had such a mandate, nor time for a comprehensive review of books and evaluation of pedagogical approach it has tried to address some of the currently highlighted issues. For that purpose, appreciating the hard work of the authors, approach and contents of the books, the Committee suggests removal or modification of some cartoons and visuals without prejudice towards any one. As during the course of interaction with several experts, stakeholders, received inputs and reading of books the Committee has been able to get a number of suggestions regarding general revision of books in terms of updating, carrying corrections, inclusion of some information. Laying emphasis on certain matters, providing space for thinkers or views etc. these are being submitted separately for consideration of NCERT and Textbook Development Team. The overall purpose remains to encourage an inclusive, purposeful and pluralist education system particularly at the national level. Textbook wise suggestions are given below.
6.4 Class XI Political Theory
No Comments
6.6 Class XII Contemporary World Politics
No changes are suggested for this year
APPENDIX 1: General Recommendations to be considered at the time of review textbook wise in the next year
The textbooks were written six years back and are due for revision in view of the developments in the country as well as in the world and also in terms of data. Following suggestions based on received inputs and reading of books can be considered at the time of general review of books.
Class IX Democratic Politics:
1.The data about the domestic as well as the international events be updated.
2. As far as possible examples fromIndiaor from local situation may be given.
3. Language and sentence construction for the book needs improvement as it is difficult for students to understand
4. The word Dalit should not be used. In that place SC should be used or it should be verified whether the replacement is legally fine.
Chapter 1
Class X Democratic Politics-II
Page No. 16- It seems to assume that the teacher is well trained, as at many places the concept, information need triangulation. The teacher’s assistance in education about the meaning of federalism is necessary. We have observed that there are examples which our students in India cannot relate to. This needs to be kept in mind.
There is need to discuss as to how cartoons and newspaper clippings should be used as sources of pedagogy
Class XI Indian Constitution at Work
The textbook should be concluded with positive aspects and limitation about the philosophy of constitution. The conclusion seems to focus on limitation with respect to procedure rather than main limitations of constitution. Some aspect related to the role of Dr. B.R. Ambedkar in framing the Constitution should be included at appropriate places.All cartoons in Hindi should be translated into English
Class XI Political Theory
No comments
Class XII Politics in India since Independence
Class XII Contemporary World Politics
Since this is a book on Contemporary World Politics and because rapid changes occurs in world politics, the book should be revised every five year.
APPENDIX 2 Other Suggestions given by Experts with whom the Committee interacted
Indian Constitution at Work
Class XII Politics in India since Independence
The shift in emphasis in various five year plans may also be incorporated at P-62 in order to keep the students updated with India’s planning.
APPENDIX 3 Letters received sent to the Committee are given in
Sl. | Name of organization | Subject | Date |
1. | Office of the District Magistrate Nasik) (Dist-Nasik State-Maharashtra)Additional District Magistrate, Nashik (signed by 13 persons) | Cartoonist image published in 11th Std. Political Science book. Ref: Representation of Shri Rahul Tuplondhe and other, Atyachar Virodhi Kruti Samit Nashik on 04/04/12 | Received on 23/04/12 |
2. | Delhi Scheduled Castes Welfare Association (Regd.) | Strong protest over publication of sacrilegious ‘cartoon’ showing Dr. B.R. Ambedkar on a snail labelled Constitution, cracking a whip, behind by Jawaharlal Nehru, Prime Minister | Received on 14/05/12 |
3. | SAHMAT Safdar Hashmi Memorial Trust (signed by 15 academicians) | Statement on cartoon controversy | Received on 18/05/12 |
4. | Dr. H.S. Sinha, Former Member of K.U. Court and former Chairman, Philosophy Deptt., Amolak Ram Colony, Gamri Road, Kurukshetra | Vulgarity and Indecorum in NCERT books | Received on 30/05/12 |
5. | nf{k.k gfj;k.kk fodkl yksd eaPk jsokMhCkkck lkgsc vacsMdj | dkVZwu vkSj nfyr jktuhfr dh vlfg”.kqrk ckjsfnukad | 4 twu 2012 dks izkIr fd;k |
6. | Ms. Kum Kum Lamba A.D.E. (Schools) | Strong protest over publication of sacrilegious ‘cartoon’ showing Dr. B.R. Ambedkar on a snail labelled Constitution, cracking a whip, behind by Jawaharlal Nehru, Prime Minister | Received on 6 June 2012 |
7. | Received from MHRD Letter from Shri Thol. Thirumaavalavan, MP (LS) | regarding objectionable cartoon in the NCERT textbooks. | Received on 07/06/12 |
8. | T. Sivakumar | Politics in India Since Independence Class XII P-153 | By email on 9 June 2012 |
9. | Baba Saheb Ambedkar Memorial Action Council (A joint front of social organisations) | Protest over publication of sacrilegious ‘cartoon’ showing Dr. B.R. Ambedkar on a snail labelled Constitution, cracking a whip, behind by Jawaharlal Nehru, Prime Minister | Received on 13/06/12 |
10. | Dr. B.R. Ambedkar Vichar Manch (Regd.), Shri R.L. Kain, General SecretaryRetd. DANICS Officer, Social Activist, RTI faculty with UNCT of GNCT of Delhi and Delhi, Politcal Trainign College, New Delhi Research Scholar at National Archives & Jawaharlal Nehru | Protest over publication of sacrilegious ‘cartoon’ showing Dr. B.R. Ambedkar on a snail labelled Constitution, cracking a whip, behind by Jawaharlal Nehru, Prime Minister | Received on 13/06/12 |
11. | Body for the Management of Temple and Samadhies of Swami Chhotey Das and Ram Dass (Regd.) | Protest over publication of sacrilegious ‘cartoon’ showing Dr. B.R. Ambedkar on a snail labelled Constitution, cracking a whip, behind by Jawaharlal Nehru, Prime Minister | Received on 13/06/12 |
12. | Shri Ganeshamurthi, Member of Parliament Lok Sabha Erode-Tamil Nadu | Cartoon in the NCERT book, distorting history and hurts the sentiments of people of Tamilnadu | Dated 8 June 2012 |
13. | Shri Vaiko General Secretary M.D.M.K | Cartoon in the NCERT book, distorting history and hurts the sentiments of people of Tamilnadu | Received from Prof. M.S.S. Pandian by mail on 08/06/12 |
14. | Shri P.L. Punia, Member of Parliament, Chairman National Commission for Scheduled Castes | Copy of the letter received from MHRD Deptt. of School Education and Literacy along with photocopy of the Constitution Addressed to Hon. HRD Minister |
Appendix 4: References