| What is the primary purpose of the textbook? | to understand the economic life around us and also to think about what we would mean by economic development for people | Features of this Textbook The purpose of the book is to understand the economic life around us and also to think about what we would mean by economic development for people. There are many examples and case studies that we have used both as an aid for conceptual clarity and to relate these ideas to real life. These have to be read and used, keeping this overall objective in view. The chapters start with Note for the teacher Note for the teacher Note for the teacher Note for the teacher Note for the teacher. Teachers could read this page before they start teaching a chapter. It contains the details of (i) the broad approach and content of the chapter; (ii) some pointers to how the chapter could be taught; and (iii) sources for additional details relating to different topics. | 53 | definition | 1.000 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | Features of this Textbook The purpose of the book is to understand the economic life around us and also to think about what we would mean by economic development for people. | 7 | page=7,block=0 | 0.700 | valid |
| How does Economics typically view development? | as a process of change in the economic life of the people, as producers or consumers of goods and services | This book introduces you to a simplified view of the process of development in the Indian economy. In Economics, we usually try to look at development as a process of change in the economic life of the people, as producers or consumers of goods and services. Sometimes, development is studied mainly as a phenomenon that acquired significance only with the growth of the modern industrial civilisation. This is because the state of development (or underdevelopment) of a country has often depended on outcomes of wars and conquests and on colonial exploitation of one country by another. in this book, we have not emphasised on the external factors. We have taken a long view of the process of development: a process that could have started before any external factors intervened or interrupted it. | 151 | definition | 0.980 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | In Economics, we usually try to look at development as a process of change in the economic life of the people, as producers or consumers of goods and services. | 5 | page=5,block=2 |
| What broader concept is economic development considered a part of? | a more general concept of human development | The process of development may also restart after such interruptions, and continue on independent lines after the period of subjugation ends. This has happened in the case of our own country, India. In this book the first beginnings of development are seen in terms of the emergence of agriculture, manufacturing and services as three distinct sectors of the economy. We have also tried to look at economic development not in isolation but as part of a more general concept of human development that includes the development of health and education and other indicators that, along with income, broadly define the quality of life of a people. In the first chapter, we will study how people actually perceive development and how it can be measured. There are various measures available for this purpose. | 451 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | We have also tried to look at economic development not in isolation but as part of a more general concept of human development that includes the development of health and education and other indicators that, along with income, broadly define the quality of life of a people. |
| What conditions were necessary for agriculture to develop significantly? | people started living in relative peace and in more or less fixed habitations | We will look at the extent to which some of the important developmental indicators help in understanding development and how the process may affect different people differently. Development as a process had probably started quite early in history. To begin with, perhaps no country could be distinguished as developed in the sense that we understand development. Perhaps the process would have started in most human settlements when people started living in relative peace and in more or less fixed habitations without which agriculture would not have been possible on any significant scale. Once agriculture began and developed, the extraction of other natural products, like mineral ores, probably was started. This latter process of recovering stones and other minerals is called ‘quarrying’. | 433 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | Perhaps the process would have started in most human settlements when people started living in relative peace and in more or less fixed habitations without which agriculture would not have been possible on any significant scale. | 5 |
| What does the National Focus Group on Examination Reforms aim to move away from? | an evaluation pattern that encourages rote-memorisation | (viii) Evaluation While addressing the need for reforms in education, the National Curriculum Framework 2005 and the Position Paper of the National Focus Group on Examination Reforms call for a change in the way questions are asked in examinations. The questions asked in this book make a departure from an evaluation pattern that encourages rote-memorisation to one that inculcates creative thinking, imagination, reflection and hones the analytical ability of learners. Based on the examples shown here, teachers can formulate additional questions. Questions that test the understanding of core concepts (a) GDP is the total value of _________ produced during a particular year. (i) all goods and services (ii) all final goods and services (iii) all intermediate goods and services (iv) all intermediate and final goods and services (b) Analyse the role of credit for development. | 304 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | The questions asked in this book make a departure from an evaluation pattern that encourages rote-memorisation to one that inculcates creative thinking, imagination, reflection and hones the analytical ability of learners. |
| What does the success of the National Curriculum Framework's efforts depend on? | the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | This principle marks a departure from the legacy of bookish learning, which continues to shape our system, and causes a gap between the 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- centered system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | 595 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. |
| What dual effects does development have on the economy? | not only higher levels of production in different sectors of the economy, but has some down sides too | Globalisation is an important phenomenon, which has influenced development and people around the world in various ways. The fourth chapter focuses on a particular dimension of globalisation that is economic in nature — the complex organisation of production. How multinational companies facilitate globalisation through trade and investment is also explained. Some important factors and institutions that facilitate globalisation also find place in this chapter. In the end, the chapter appraises the impacts of globalisation (positive and negative) on the Indian economy. The process of development leads to not only higher levels of production in different sectors of the economy, but has some down sides too. | 609 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | The process of development leads to not only higher levels of production in different sectors of the economy, but has some down sides too. | 6 | page=6,block=5 | 0.700 | valid |
| What is one key reason why other resources and sites of learning are ignored? | Treating the prescribed textbook as the sole basis of examination | We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. | 149 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. | 3 |
| What role can credit play in creating a vicious cycle? | a vicious cycle of indebtedness, poverty and debt-trap leading to increased poverty | Issues stressed in the discussion on credit are (a) pervasiveness of credit in economic life across a very large section of the population (b) the preponderance of informal credit in India and (c) role of credit in creating either a self-sustaining virtuous cycle of productive investment, higher income streams, higher standards of living leading to more productive investments contributing to development, or a vicious cycle of indebtedness, poverty and debt-trap leading to increased poverty. These ideas are presented through case studies. | 411 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | Issues stressed in the discussion on credit are (a) pervasiveness of credit in economic life across a very large section of the population (b) the preponderance of informal credit in India and (c) role of credit in creating either a self-sustaining virtuous cycle of productive investment, higher income streams, higher standards of living leading to more productive investments contributing to development, or a vicious cycle of indebtedness, poverty and debt-trap leading to increased poverty. | 6 |
| What role can credit play in creating a virtuous cycle? | a self-sustaining virtuous cycle of productive investment, higher income streams, higher standards of living leading to more productive investments contributing to development | Issues stressed in the discussion on credit are (a) pervasiveness of credit in economic life across a very large section of the population (b) the preponderance of informal credit in India and (c) role of credit in creating either a self-sustaining virtuous cycle of productive investment, higher income streams, higher standards of living leading to more productive investments contributing to development, or a vicious cycle of indebtedness, poverty and debt-trap leading to increased poverty. These ideas are presented through case studies. | 231 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jess2ps.pdf | Issues stressed in the discussion on credit are (a) pervasiveness of credit in economic life across a very large section of the population (b) the preponderance of informal credit in India and (c) role of credit in creating either a self-sustaining virtuous cycle of productive investment, higher income streams, higher standards of living leading to more productive investments contributing to development, or a vicious cycle of indebtedness, poverty and debt-trap leading to increased poverty. |