Difference between revisions of "Economic Structure"

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== Concept Map ==
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_History '''What are social sciences''']
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|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Philosophy '''Philosophy of Social Sciences''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Pedagogy '''Teaching of Social Sciences''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Curriculum_and_Syllabus '''Curriculum and Syllabus''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Topics '''Topics in Social Science''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Social_Science_-_Textbooks '''Textbooks''']
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Social_Science:_Question_Papers '''Question Bank''']
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== Textbook ==
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= Concept Map =
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To add textbook links, please follow these instructions to:
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== Teaching Outlines ==
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=Additional References=
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==How the topic is discussed in NCERT Books==
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==Useful websites==
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==Reference Books==
  
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===Concept 1: Structural Transformation===
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= Teaching Outlines =
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'''Please describe the key ideas to be conveyed in this section.  Also broken down in details by each idea'''
  
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====Definition====  
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==Key Idea #==
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Large-scale transfer of resources from some sectors to others in a system, necessitated by fundamental changes in its policies or objectives. (http://www.businessdictionary.com/definition/structural-transformation.html)
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What are the key ideas to be covered
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===Learning objectives===
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===Notes for teachers===
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===Activity No # ===
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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*Estimated Time
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*Materials/ Resources needed
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*Prerequisites/Instructions, if any
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*Multimedia resources
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*Relevant local connections - people, places and materials
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*Website interactives/ links
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*Process
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*What questions can you ask
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*Assessments - incorporating elements of CCE
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*Question Corner
  
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====Meaning====: Structural transformation is an important feature of the development process and is the cause and effect of economic growth. The four key process of structural transformation are:  
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===Activity No # ===
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Declining share of agriculture in GDP and employment
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Rural-urban migration which stimulates urbanization
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Rise of industry- and service-based economy
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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Demographic transition from high birth and death rates (indicates poor health) to low birth and death rates (indicates better health)
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*Estimated Time
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*Materials/ Resources needed
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*Prerequisites/Instructions, if any
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*Multimedia resources
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*Relevant local connections - people, places and materials
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*Website interactives/ links
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*Process
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*What questions can you ask
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*Assessments - incorporating elements of CCE
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*Question Corner
  
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====More background====
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==Key Idea #==
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General - Timmer lecture [http://iis-db.stanford.edu/pubs/22133/Timmer_wendt_lecture.pdf]
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What are the key ideas to be covered
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For Indian context - EPW paper[http://www.epw.in/review-rural-affairs/stunted-structural-transformation-indian-economy.html]
 
  
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====Useful Tables====
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===Learning objectives===
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===Notes for teachers===
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===Activity No # ===
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{| style="height:10px; float:right; align:center;"
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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|}
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*Estimated Time
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*Materials/ Resources needed
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*Prerequisites/Instructions, if any
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*Multimedia resources
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*Relevant local connections - people, places and materials
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*Website interactives/ links
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*Process
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*What questions can you ask
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*Assessments - incorporating elements of CCE
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*Question Corner
  
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Agricultural Productivity
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===Activity No # ===
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1. FAO Stats [http://www.fao.org/docrep/018/i3107e/i3107e01.pdf]
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Page 4 - Charts 1 and 2
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Page 8 - Chart 6
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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Page 9 - Maps 4 and 5
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Page 15 - Map 9
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*Estimated Time
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Page 24 - Table 1 (Population and Structure - share of agricultural population)
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*Materials/ Resources needed
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Page 32 - Table 3 (Economy - shares of agriculture, industry and services to GDP)
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*Prerequisites/Instructions, if any
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Page 44 - Table 6 (Labour composition of agriculture)
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*Multimedia resources
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2. EPW Paper
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*Relevant local connections - people, places and materials
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Page 2 - Figure 1
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*Website interactives/ links
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Page 3 - Table 1
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*Process
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*What questions can you ask
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*Assessments - incorporating elements of CCE
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*Question Corner
  
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Migration
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==Key Idea #==
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[http://censusindia.gov.in/Census_And_You/migrations.aspx]
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What are the key ideas to be covered
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[http://www.thehindu.com/opinion/columns/sainath/census-findings-point-to-decade-of-rural-distress/article2484996.ece]
 
  
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''*Discuss*: Have you seen many youth migrate from your village? Can you think of some effects this has on their families and the village economy?''
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===Learning objectives===
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===Notes for teachers===
  
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Shares of agriculture, industry and services to GDP:
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===Activity No # ===
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[http://data.gov.in/visualize.php?inst=a6ca4ca77a76fb61a9d676e56d39d210&nid=11045]
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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|}
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*Estimated Time
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*Materials/ Resources needed
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*Prerequisites/Instructions, if any
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*Multimedia resources
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*Relevant local connections - people, places and materials
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*Website interactives/ links
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*Process
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*What questions can you ask
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*Assessments - incorporating elements of CCE
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*Question Corner
  
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Birth and Death Rates
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===Activity No # ===
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1. Demographic Indicators
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{| style="height:10px; float:right; align:center;"
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Page 16 - Tables 1.2.1 - 1.2.6
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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|}
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*Estimated Time
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*Materials/ Resources needed
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*Prerequisites/Instructions, if any
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*Multimedia resources
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*Relevant local connections - people, places and materials
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*Website interactives/ links
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*Process
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*What questions can you ask
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*Assessments - incorporating elements of CCE
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*Question Corner
  
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[http://data.gov.in/visualize.php?inst=e090129cda76f045504c4c0c46229c9a&nid=4627]
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= Project Ideas =
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[http://data.gov.in/visualize.php?inst=53577095241fe11ec48e9efcecdd1751&nid=4629]
 
  
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===Concept 2: Sources of Income===
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= Community Based Project =
  
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Market: It is a place where buyers and sellers interact to determine prices and exchange goods and services.
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'''Usage'''
  
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Factor market: a place where factors of production (land, labour, physical capital and human capital) are bought and sold
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Create a new page and type <nowiki>{{subst:SS-Content}}</nowiki> to use this template
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Product market: where producers sell their goods and services to consumers
 
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[referenced Samuelson and Nordhaus, 18th edition]
 
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Useful Links:
 
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http://www.tutor2u.net/blog/index.php/economics/comments/study-note-the-circular-flow-of-income
 
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http://www.econforkids.com/CE-Lesson7.pdf
 
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http://prezi.com/s3bdsmigutsy/circular-flow-of-income/
 
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http://4.bp.blogspot.com/-m7fwXKnIFjc/TzOk9kfA9WI/AAAAAAAAAI4/YtW42r6p6EI/s1600/flow.jpg
 
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''*Think*: Where do you think your parents’ salary or wages fits in the above diagram?
 
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*Do*: Find out about some taxes that the government collects from individuals and companies.
 
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*Do*: Draw the circular flow of income for your village economy using examples from what you see.
 
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*Discuss*: Using examples from your knowledge of history, discuss the evolution of the role of government in an economy''.
 
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===Concept 3:Sources of Employment===
 
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[insert table about employment by sector in India]
 
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[insert unemployment stats]
 
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*Do*: Classify your friends’ and acquaintances’ jobs into the three sectors.
 
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*Discuss*: What trends do you observe in the unemployment tables? Discuss possible explanations.
 
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*Discuss*: Can you identify anyone who is an NREGA beneficiary? Why do you think the program was introduced? Talk to them about the kind of walk the program offers, its impact on their decision to migrate (or not)
 
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===Concept 4: Static vs. dynamic economy===
 
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Static economy: is one in which normal economic activities (production, consumption, etc.) take place but there is no change in the size of the economy or in the level of national output, stock of capital, prices and employment. Such an economy is not realistic but is useful for theoretical analysis. Another feature is that the variables used in this analysis are in the same point of time. A static economy is therefore a timeless economy. The purpose of using such a model is to understand relationships between related variables under static conditions.
 
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Dynamic economy: is one in which economic forces and factors are constantly changing. Such a model takes time into account and is therefore useful to predict the future course of an economy.
 
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Differences:
 
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http://books.google.co.in/books?id=ChuoPjW9NXcC&pg=PA34&lpg=PA34&dq=static+economy+dynamic+economy&source=bl&ots=mR9baKunpc&sig=PB5VqxD11tlmzM6DMPAInRzERKk&hl=en&sa=X&ei=3N_fUd2IDcuPrgfnpYDADQ&ved=0CDoQ6AEwAjgK#v=onepage&q=static%20economy%20dynamic%20economy&f=false
 

Revision as of 17:13, 23 November 2013

What are social sciences

Philosophy of Social Sciences

Teaching of Social Sciences

Curriculum and Syllabus

Topics in Social Science

Textbooks

Question Bank

While creating a resource page, please click here for a resource creation checklist.

Concept Map

Textbook

To add textbook links, please follow these instructions to: (Click to create the subpage)

Additional References

How the topic is discussed in NCERT Books

Useful websites

Reference Books

Teaching Outlines

Please describe the key ideas to be conveyed in this section. Also broken down in details by each idea

Key Idea #

What are the key ideas to be covered

Learning objectives

Notes for teachers

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
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  • Website interactives/ links
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Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
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  • What questions can you ask
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Key Idea #

What are the key ideas to be covered

Learning objectives

Notes for teachers

Activity No #

  • Estimated Time
  • Materials/ Resources needed
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  • Multimedia resources
  • Relevant local connections - people, places and materials
  • Website interactives/ links
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Activity No #

  • Estimated Time
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  • Multimedia resources
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  • Website interactives/ links
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  • Assessments - incorporating elements of CCE
  • Question Corner

Key Idea #

What are the key ideas to be covered

Learning objectives

Notes for teachers

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Relevant local connections - people, places and materials
  • Website interactives/ links
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Activity No #

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Project Ideas

Community Based Project

Usage

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