SCIENCE UNIT I POWER SHARING TEACHERS MANUAL

Transcription

1 Centra Board of Secondary Education CLASS-X POLITICAL SCIENCE UNIT I CBSE-i POWER SHARING TEACHERS MANUAL

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3 i Advisory Shri Vineet Joshi, Chairman, CBSE Dr. Sadhana Parashar, Director (Training), CBSE Acknowedgements Conceptua Framework Shri G. Baasubramanian, Former Director (Acad), CBSE Ms. Abha Adams, Consutant, Step-by-Step Schoo, Noida Dr. Sadhana Parashar, Director (Training), CBSE Ideators: Casses IX and X Dr. Anju Srivastava Ms. Sarita Manuja Ms. Varsha Seth Prof. Chand Kiran Sauja Mr. N K Sehga Ms. Preeti Hans Ms. Sunita Tanwar Dr. Usha Sharma Dr. Uma Choudhary Ms. P Rajeshwary Ms. S Radha Mahaakshmi Ms. Renu Anand Ms. Anita Sharma Ms. Suganda Vai Ms. Neeima Sharma Dr.Rajesh Hassija Mr Mukesh Kumar Materia Deveopers: Casses IX - X Engish : 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 Chemistry : Ms. Charu Maini Ms. S Anjum Physics : Ms. Novita Chopra Ms. Meenambika Menon Bioogy : Ms. Pooja Sareen Ms. Neeta Rastogi CORE-Perspectives Ms. Madhuchhanda, RO(Innovation) Ms. Varsha Seth, Consutant Ms. Neha Sharma CORE-Research Ms. Renu Anand Ms. Gayatri Khanna Dr. N.K. Sehga Ms. Anita Sharma Ms. Rashmi Kathuria Ms. Neha Sharma Ms. Neeta Rastogi Ms. Manjustha Bose Ms. Varsha Manku Dr. K.L. Chopra Mathematics : Dr. K P Chinda Dr. Ram Avtar Sh. Mahender Shankar Sh. J C Nijhawan Ms. Rashmi Kathuria Ms. Reemu Verma Economics : Ms. Anubha Mahotra Ms. Vintee Sharma Ms. Chaitai Sengupta ICT Ms. Guneet Kaur Ms. Ritu Ranjan Mr. Mukesh Kumar Ms. Babita Mr. Akashdeep Chief Co-ordinator : Dr. Srijata Das, EO Coordinators: Geography: Ms. Meera Bharihoke Ms. Paru Tyagi Ms. Sudha Tyagi Ms. Sonia Jaru Ms. Neena Phogat Mr. Nisheeth Kumar History : Ms. Saja Chawaa Ms. Jyoti Sharma Ms. Kamna Kurana Ms. Shaini Chatarvedi Mr. Daia Hadar Poitica Science: Dr. Sangeetha Mathur Ms. Ananya Roy Ms. Sunita Rathee Ms Amarjit Kaur Ms. Nishu Sharma Ms. Manisha Anthwa Ms. Mamta Tawar Ms. Sugandh Sharma, E O Dr Rashmi Sethi, E O Ms. S. Radha Mahaakshmi, E O E OMr. Navin Maini, R O (Tech) Ms. Madhu Chanda, R O (Inn) Shri R. P. Sharma, Ms. Neeima Sharma, Consutant (Science) Consutant (Engish) Shri A Hia Ahmed, AEO Ms. Anjai, AEO Ms. Reema Arora, Mr. Sanjay Sachdeva, S O Consutant (Chemistry)

4 ii Preface This Internationa Curricuum initiated by Centra Board of Secondary Education - (CBSE) is a progressive step in making the educationa content and methodoogy more sensitive and responsive to the goba needs. It signifies the emergence of a fresh thought process in imparting a curricuum which woud restore the autonomy of the earner to pursue the earning process in harmony with the existing persona, socia and cutura ethos. The Centra Board of Secondary Education has been providing support to the academic needs of the earners wordwide. It has about schoos affiiated to it and over 158 schoos situated in more than 23 countries. The Board has aways been conscious of the varying needs of the earners and has been working towards contextuaizing certain eements of the earning process to the physica, geographica, socia and cutura environment in which they are engaged. The Internationa Curricuum being designed by CBSE-i, has been visuaized and deveoped with these requirements in view. The nuceus of the entire process of constructing the curricuar structure is the earner. The objective of the curricuum is to nurture earner autonomy, given the fact that every earner is unique. The earner has to understand, appreciate, protect and buid on vaues, beiefs and traditiona wisdom, make the necessary modifications, improvisations and additions wherever and whenever necessary. The recent scientific and technoogica advances have thrown open the gateways of knowedge at an astonishing pace. The speed and methods of assimiating knowedge have put forth many chaenges to educators, forcing them to rethink their approaches for knowedge processing by their earners. In this context, it has become imperative for them to incorporate those skis which wi enabe young earners to become'ife ong earners'. The abiity to stay current, to upgrade skis with emerging technoogies, to understand the nuances invoved in change management and the reevant ife skis have to be a part of the earning domains of the goba earners. The CBSE-i curricuum has taken cognizance of these requirements. The CBSE-i aims to carry forward the basic strength of the Indian system of education whie promoting critica and creative thinking skis, effective communication skis, interpersona and coaborative skis aong with information and media skis. There is an inbuit fexibiity in the curricuum, as it provides a foundation and an extension curricuum, in a subject areas to cater to the different pace of earners. The CBSE introduced casses I and X in the session as a piot project in schoos. It was further extended to casses II, VI and X in the session In the seesion , CBSE-i is going to enter in third year with casses III, VII and XI. The focus of CBSE-i is to ensure that the earner is stress-free and committed to active earning. The earner woud be evauated on a continuous and comprehensive basis consequent to the mutua interactions between the teacher and the earner. There are some nonevauative components in the curricuum which

5 iii woud be commented upon by the teachers and the schoo. The objective of this part or the core of the curricuum is to scaffod the earning experiences and to reate tacit knowedge with forma knowedge. This woud invove trans-discipinary inkages that woud form the core of the earning process. Perspectives, SEWA (Socia Empowerment through Work and Action), Life Skis and Research woud be the constituents of this 'Core'. The Core skis are the most significant aspects of a earner's hoistic growth and earning curve. The Internationa Curricuum has been designed keeping in view the foundations of the Nationa Curricuar Framework (NCF 2005) NCERT and the experience gathered by the Board over the ast seven decades in imparting effective earning to miions of earners, many of whom are now goba citizens. The Board does not interpret this deveopment as an aternative to other curricua existing at the internationa eve, but as an exercise in providing the much needed Indian eadership for goba education at the schoo eve. The Internationa Curricuum woud evove buiding on earning experiences inside the cassroom over a period of time. The Board whie addressing the issues of empowerment with the hep of the schoos' administering this system strongy recommends that practicing teachers become skifu earners on their own and aso transfer their earning experiences to their peers through the interactive patforms provided by the Board. I profusey thank Shri G. Baasubramanian, former Director (Academics), CBSE, Dr. Sadhana Parashar, Director (Training) CBSE, Dr. Srijata Das, Education Officer CBSE aong with a the Officers invoved in the deveopment and impementation of this materia. The CBSE-i website enabes a stakehoders to participate in this initiative through the discussion forums provided on the porta. Any further suggestions for modifying any part of this document are wecome. Vineet Joshi Chairman, CBSE

6 iv CLASS-X POLITICAL SCIENCE UNIT-I POWER SHARING CONTENTS 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

7 v POWER SHARING UNIT MATRIX TOPIC KNOWLEDGE UNDERSTANDING APPLICATION Power Sharing : Meaning and the Sharing power = Impementation in the A concept ideoogy Gaining power famiy, society and poitica system Need for Requirements for Mora and Acceptance of Power Sharing which Power Prudentia Reasons diversity in rea ife Sharing is desired Aiming for nationa integration Case Study Poitica Systems How socia Appication of the of Begium and differences principe in other Sri Lanka turn into divisions cases ike USA, How accommodation CANADA, LEBENON, eads to innovation INDIA etc. and nationa integration Forms of Power Sharing Observation and Anaysis Searching exampes Power Sharing Arrangements of power sharing in from the country of at different eves Horizonta and vertica origin/residence and of various systems, among socia types groups and poitica parties

8 1 SCOPE Democracy is the form of government which is essentiay based on the principe of sharing poitica power among poitica parties of a Nation beonging to diverse ethnic as we as regiona groups, majority community as we as minorities existing in the country. The purpose of this unit is to sensitize the students about the fact that a the Nations and societies have such diversities in their popuation. Even the countries which foow one anguage and one reigion are not competey homogeneous, and have some or the other kind of demographic diversity. A these diverse groups, if given recognition and acceptance, contribute positivey towards the growth and progress of their Nation. If not, then they may ead to civi strife. Therefore, it is required that we accept and accommodate such diversities and extend equa rights to them The unit aso intends to create an understanding and appreciation among students regarding benefits of power sharing for the society aong with the Nation. Students must reaize that sharing poitica power is not an easy task as, whichever community is in majority in whichever country, it aspires to contro poitica power and tends to impose its wi on the entire popuation, many a times ignoring the interests of the minority communities. This is natura human behaviour which takes pace even at the schoo, coege, oca and state eve. Denia of acceptance and ack of accommodation of the diversity often resuts in disputes, conficts and civi strife which are difficut to resove. Power sharing thus becomes an important component of a the true democratic systems for ethica as we as practica reasons. It is the possibe remedy for amost a the socio-poitica conficts and basicay promotes the idea of team work, constructive coaboration and peacefu co-existence instead of individua endeavour of a person, group or a community for the common coective 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. WHY TEACH THIS UNIT? Modern word today is fu of civi confict. Except for a few countries amost every Nation is entanged in a confict of one or the other kind among the majority and minority communities or varied ethnic and regiona groups. Democracy is the possibe soution to such probems, but ony on the condition of sharing poitica power among the warring groups beonging to various regions and ethnic communities of the respective nations. Through the case study of Begium and Sri Lanka, this unit wi enabe the students to not ony understand the poitica systems of these countries but aso to have an insight into their probems and ethnic conficts. This wi make the earners reaize that hatred, rigidity and ack of poitica wi to share power with the minorities and peope from diverse backgrounds resuts in even more hatred and even a bigger confict that may ead to disastrous

9 2 consequences. Students wi reaize that a country is the motherand/fatherand to both the majority as we 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 ive there permanenty. They have their sentiments attached to this and and are cuturay, historicay and psychoogicay associated with it. Therefore, they have an equa right and caim over the Nation which shoud not be denied to them. Students wi get to know various forms through which poitica power can be shared and peacefuy exercised in a Democracy whie accommodating various ethnic as we as regiona diversities and accepting them as an integra part of country's popuation. Moreover, today's chidren are going to be tomorrow's poitica eaders, visionaries and statesmen. This unit wi provide students with basic essons in confict management, probem soving and Nation buiding by power sharing; by invoving a the stakehoders in the decision making who are aso going to be affected by those decisions, not by appeasement, but by making them contribute constructivey towards Nationa poicies and programs; by creating mutua trust, faith and harmony. LEARNING OBJECTIVES The unit wi enabe earners to: Acquaint themseves with the poitica systems of Begium and Sri Lanka and understand the chaenges faced by them. Famiiarize students with the probems that arise in a country due to ack of power sharing. Recognize the need for sharing poitica power in a democratic setup. Understand the significance of power sharing through the case studies. Criticay examine various forms of power sharing in different democratic countries. TEACHERS NOTES I. This Unit has been structured in the foowing manner: Section 1 Section 2 This section deas with the idea and meaning of power sharing. It aso discusses the need and requirement of power sharing for mora and prudentia reasons. This part of the unit deas with the Case Study of Begium and Sri Lanka, power sharing pattern in these countries, differences and simiarities and

10 3 Section 3 resut of the poicies foowed in these countries with regard to accommodation of diversity. This section discusses four different forms of power sharing foowed in various Democratic countries. II. The activities given in the unit are of two types a) Warming up and fun activities b) Methodoogy/Strategy based activities Assessment criteria given for the worksheets can be foowed for the assessment of activities as we. III. Power sharing is not aways successfu in every situation and has its own imitations.

11 CBSE-i 4 INTRODUCTION In modern times, governing peope with ethnic diversities, regiona differences and a huge cutura variety is a chaenging task. It takes enormous effort, determined poitica wi and serious understanding on the part of the government in order to come to an equation with a the diverse groups and minorities of the Nation so as to govern them effectivey, to be accepted and respected by a of them. POWER SHARING: A CONCEPT WARMING UP ACTIVITY Ask the students to observe the given pictures and try to understand the ideas/messages which are being promoted commony by a of them. Let the students discuss and brainstorm on these ideas A these pictures represent diversity and its acceptance as we as accommodation by others. The pictures aso symboize the ideas - unity/ integrity, coaboration and team spirit. Tak about the significance of a these issues in daiy ife and the poitica system of a country and reate them to the concept of POWER SHARING.

12 5 A Democratic system of governance is the possibe soution to this probem, where the fina poitica power rests in the hands of the peope who eect their representatives from a the sections, casses, and categories of their society, and send them as representatives in the government to take important decisions on their behaf. A itte imbaance in this situation can ead to conficts, disputes, and socio-poitica strife, hence, an inteigent power sharing amongst the organs of the government at various eves, in various forms is seriousy required. It is actuay essentia to the basic design of a Democracy to have power sharing among a its stakehoders and caimants of poitica power. POWERPOINT PRESENTATION Activity- II Introduce the concept of Democracy and power sharing in the cass. Describe the meaning of important terms ike ethnic diversity, socia confict, civi war, etc. Prepare the room, if required, for showcasing the PowerPoint presentation, prepared beforehand Pay the presentation in parts, and pause in between to expain the important topics, one after another, with the hep of brainstorming on power sharing as a concept and continue with cass discussion. In order of re-enforce the concept of power sharing, give exampes from various countries (the ones mentioned in the student manua) and ask the students to note the important points in their notebooks as the presentation progresses. Draw the attention of students towards the reation between power sharing and confict resoution. Ask the student to brainstorm amongst them for 15 minutes on the situation in Begium and Sri Lanka and come up with their own suggestions and soutions. USE: Worksheet Number 1,2,3,4

13 6 POWER-SHARING : A Concept of accommodation : Power-sharing is a method, a powerfu strategy for setting a kinds of conficts, disputes, caims, regarding contro and use of poitica power in a Democratic system. It is the most potentia way out for resoving disputes over the issue of hoding most powerfu position in the poitica hierarchy. Instead of strugging and fighting over who shoud possess more poitica power and authority over the rest, power sharing depends and reies upon the joint exercise of poitica power. It promotes peacefu co-existence among diverse groups, ethnic Nationaities, and minority communities of a Democratic Nation and creates unity among them. Activity III This picture is a game reated to Indian Democracy. Observe it and try to find out what does it depict? Does it reate to any kind of power sharing? Expain. USE: worksheet 8 Source: Power-sharing aso aows the cross-cutting of socio-economic or cutura differences among the peope and convinces them to put forward their conficts 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.

14 7 One possibe approach is to grant autonomy to the diverse groups, regiona or ethnic, over a few or a aspects of their own affairs. For instance, this freedom and autonomy can be restricted just to the cutura issues, i.e., reigion and education or it can be extended to cover-up the socio-economic, and the poitica fieds as we. At the extreme eve, power sharing can resut in granting sef-determination, and compete independence, aowing a minority group to estabish its own sovereign Nation state. In this case, power-sharing finay eads to peacefu power-dividing. Another approach to accommodation and power-sharing is much more incusive and integrative in nature. According to this approach, the task and responsibiity of governance is shared by eected eaders from regiona, ingua, ethnic or minority group within the country. They work jointy, cooperativey and more effectivey for the making of better and acceptabe decisions, for the resoution of even the most serious issues invoving ethnic confict, and socio-poitica strife. Whie exercising poitica power, taking important decisions and making pubic poicies, they a are expected to be ethnicay, and regionay neutra. This approach requires estabishment of a we-structured free and fair eectora system which encourages muti-ethnic coaboration and coaition within the poitica system of the Nation. This generay eads to the estabishment of Federaism. Impementation of either of the methodoogies on power-sharing is quite chaenging as the ethnic or regiona groups hoding poitica-power are usuay unwiing to give up or reinquish this power. On the other hand, the groups devoid of this power tend to demand a substantia and considerabe change in the system and caim a share in the exercise of poitica power, which the dominant group usuay does not accept. Here begins the confict, which at times, may ead to serious consequences. Rejection to power-sharing, and extension of autonomy, often creates socia hatred, and civi discord, which is very difficut to dea with and resove. However, if the ethnic or minority groups promote their demands, in such a way that they highight joint benefit of a the communities, and focus on evoving a mutuay acceptabe method of achieving autonomy, and sef-determination for a the groups, they are ikey to be more successfu in getting their demands fufied than they are, if they take a more aggressive or competitive approach. Need for power-sharing Civi confict is ike a curse for most of the countries of the word today, specificay the deveoping ones, which have huge ethnic and regiona diversity, where these groups are even entanged in boody wars or use vioence to resove the civi strife. This shatters the economy of the country and destabiizes its poitica system. Even in the countries which are peacefu, demand for the share in the poitica power is often made by the peope beonging to the potentia ethnic groups and poitica parties. Such demands, if ignored, can be fata.

15 8 Besides this, gobaization has added fue to the probem as what happens in a Nation, in a particuar part of the word, affects many other Nations neighbouring or distant, that too at times in a drastic manner. Justified peacefu caims, vioent uprisings, rebeions, and revoutions for a substantia share in the poitica 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 highy advanced technoogy, where anything is possibe mass destruction, or mass construction, the modern deveopments in transportation, communication, education, and industria advancement have exerted great pressure on the poitica organizations of the Democratic countries. A desire for progress, and growth, a good respectabe standard of iving, socia-justice, cutura recognition, economic equaity, growing awareness among peope, regarding interdependence have ed to the demand for poitica autonomy and sef-determination among diverse communities of a country. Peope want governments to be more responsive to the citizens, and their needs, they desire even oca and regiona poitica units to give expression and recognition to their inguistic, reigious, and cutura background, which provides the necessary basis and foundation for a community s specific distinct identity. They don t want this identity to be ost, or suppressed. In such a condition, the main objective of the poitica system of the Nation is not to eiminate diversity but rather to accommodate, reconcie, and manage sociadiversities in such a manner that they a fee important, being a part of the Nation, their interests are we taken care of, their cutura identity we secured, making them to deveop a sense of beongingness, trust, and faith in the poitica system of the country. In other words, power sharing is the recommended remedy for such societies which are threatened by socia conficts. Thus, power sharing arrangements of the Democratic countries aim to reduce the risk of civi confict by guaranteeing potentia and prospective warring groups as we as parties, a positive roe in the country s government and further reducing the chances of poitica competition and rivary. It aso reduces the risk of peope s resort to vioence; in case they don t succeed in attaining poitica recognition, acknowedgement and respect as a resut of Democratic eections. The major aim of powersharing is to assure that each of the serious caimants; stake hoders and poitica parties get a significant, substantia benefit from cooperation and peacefu accommodation. Powersharing, thus heps in reducing the threat of a confict by giving a potentia parties (to any dispute), a share in peacefu cooperation, and a set of mutua agreements and assurances of socia security, and the protection of their basic interests. Such arrangements are panned, we cacuated and constitutionaized specificay to imit the abiity of the majority community, a arger socia group, or a party to misuse the poitica power or to exercise it for sectiona or divisive purposes. So, on the basis of this discussion, we can concude that power-sharing is genuiney desirabe and is primariy required for two main reasons mora and prudentia.

16 9 INFER THE CARTOONS Activity IV Source: These are the cartoons depicting a situation of deep concern in United States of America. Mora reasons Observe each one of them carefuy. Try to find out the probem and its reation with the idea of power sharing and accommodation. What coud be the reason behind urban vioence and invovement of youth in it? Can you think of any other exampes with simiar kind of a probem? Expain. Use: worksheet - 7, 10, and 11 Moray, power-sharing is the core essence of Democracy as Democracy cannot sustain in absence of power sharing. A Democratic rue is a about sharing power with a those peope who are affected by its exercise, and who have to ive with its effects. It is for this profound reason that power-sharing is required. Peope of a country beonging to any of the regions, areas, communities, or ethnic groups of the country have a right to be informed and consuted, on how they are going to be administered and governed. A egitimate government is peopes own government and is whoe heartedy accepted by them. It creates such arrangements, situations and opportunities where citizens, through active participation, acquire a stake in the poitica system. These mora reasons highight the very deed of power-sharing as important and essentia. They are sufficient enough to justify its requirement. Prudentia reasons The prudentia reasons are based on carefu cacuation of gains and osses and are much more practica and ogica. So, practicay, power sharing is a good option because it reduces

17 10 the possibiity of civi strife and socio-poitica confict. Since, civi confict generay eads to vioence, oss of ife and property as we as poitica instabiity; power sharing is a good approach to maintain mutua trust and reiance among the caimants of poitica power as we as the stakehoders and guarantees stabiity of the poitica system. Forcing upon the wi of the majority community on rest of the minorities of the Nation and compeing them to abide by it may appear to be an attractive option in the short run, but in the ong 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, expoitative and torturous to the minority but it aso brings decine as we as deterioration to the majority and the Nation as we. Hence, it is aways judicious and sensibe in a Democracy to embrace power sharing arrangement. COMPARE AND CONTRAST MATRIX SIMILARITIES Activity V Divide the cass into two groups and ask them to research upon poitica situation in Begium and Sri Lanka. Ask group A to ook for simiarities in the poitica system of the two countries and group B to ook for differences. With the hep of student response, prepare a compare and contrast matrix on the cass board and expain the case studies in detai. USE: Worksheet Number - 5 CASE STUDY: BELGIUM AND SRILANKA BELGIUM DIFFERENCES Begium is a sma country ocated in the Western Europe, which has a sma territory with a popuation itte over one crore. Begium has the Netherands, France and Germany as its immediate neighbours, which aso share a deep connection with the historica past of this country. This may be the reason which has made the ethnic composition of this country very compex. According to the demographic data, 59 percent of the Begians speak Dutch and reside in the Feming region in the North. Another 40 percent of them speak French and ive in Waoonia region towards the south. Rest 1 percent of the Begians speak German. The state of affairs is just opposite in the capita region of Brusses which has 80 percent of its popuation as French speakers and 20 percent as Dutch speakers. The majority community of the Nation is a minority in the Nationa capita. Language is a major poitica issue in Begium. The Femings did not enjoy equa rights and status as the French speakers in the 19th and eary 20th century. Actuay, when in 1830 the

18 11 Nation was estabished under a census voting system, ony around 1 percent of the adut popuation, comprised of the nobiity, rich midde cass and higher cergy coud vote. A of whom were French, iving in South Begium, in the Waoonia region. A Femish movement strugged peacefuy in order to attain equa rights and was successfu in achieving most of these. The Industria Revoution that occurred in the ate 18th and the 19th century further increased the rift between the Northern and the Southern parts of Begium. French Waoonia experienced quick industria boom and became economicay prosperous and poiticay dominant. Dutch speaking peope of the Femish region remained imited to agricuture and other rura activities, hence did not deveop industriay. Because of this they started getting economicay and poiticay behind from the French speakers in Waoonia and Brusses, who were technoogicay much advanced, economicay we off and poiticay stronger. This made minority French community reativey prosperous and infuentia, which was resented by the Dutch, the majority community of Begium, who got the benefit of economic deveopment quite ate in the mid twentieth century after the Second Word War. It was in 1950s that the Fanders saw economic boom, whie Waoonia at that time came to an economic standsti. As the Femings became educated, aware and economicay sound, they started demanding a reasonabe and an equa share in the exercise of poitica power. This ed to emergence of tensions between the two communities. Lots of vioence and unrest prevaied during 1950s and eary 1960s. The probem became more serious in Brusses where the majority community of the Dutch speakers was in minority and minority community of the French speakers was in majority. SRILANKA Let us now compare this situation with the situation of another country, Sri Lanka, which is an isand Nation situated in South Asia, just a few kiometres away from the southern coast of Tami Nadu, a state in India. Its popuation is about two crore, which is quite varied and diverse in nature. The major communities of Sri Lanka are the Sinhaa speakers known as the Sinhaese, who comprise 74 percent of the country s tota popuation, and the Tami speakers, who form 18 percent of the popuation. Tamis are further divided into two sub groups; Sri Lankan Tamis or the native Tamis, 13percent and 5 percent Indian Tamis, whose forefathers were brought from India as pantation workers by the coonia British. Sri Lankan Tamis 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 Tamis are the foowers of either Hinduism or Isam, whereas the majority community of the Sinhaa foows Buddhism. There are about 7 percent Christians in Sri Lanka, who are both Tami and Sinhaa. We can easiy imagine what coud happen in these two countries. The Dutch community, taking advantage of its majority in the popuation and ignoring the interests of minorities,

19 12 coud force its wi on the French and the German peope. It coud grab the poitica power competey and use it for the promotion of its own interests and suppress the French and German speaking popuation. This woud accentuate and aggravate the confict among these communities further eading to bitter and painfu disintegration of the country. Both the communities woud scrambe for contro over Brusses. The same situation coud take pace in Sri Lanka where Sinhaa community has much greater majority and coud easiy enforce its wi on the entire popuation of the country. SRI LANKAN poicy of Majoritarianism Sri Lanka achieved its independence from British coonia rue in the year As per the constitution, Sinhaa community got an upper hand in the governance of the country, Indian Tamis were not given the citizen rights and Sri Lankan Tamis were given the status of a minority. Artice 29(b) of the Sri Lankan constitution of 1948 gave specia protection to them. For around seventeen centuries the Sinhaa peope continued to maintain historica awareness through various modes of transmission. The eaders of this community tried to secure domination over the government by advantage of their majority in the popuation. This resuted in the making of a popuary eected government which started foowing a chain of measures to estabish supremacy and hegemony of the Sinhaa over the Tamis. A these measures amounted to majoritarianism, with a beief that if majority community wi not rue in its own country then where ese wi it ever rues. A this started with an A Sinhaa Act passed in This act recognized Sinhaa as the ony officia anguage of Sri Lanka, thus ignoring and disregarding Tami, which was the anguage of the minority. Preferentia poicies were foowed by the successive governments towards Sinhaa appicants and job seekers in the universities and government jobs respectivey, making it difficut for the Tamis to enter university and government jobs. Tami popuation was totay ignored. The probem worsened when a new constitution adopted Buddhism as the officia reigion and directed the government to protect and foster it. Later in 1973, artice 29(b) of the constitution that protected the rights of the minorities, was aso scrapped off. A these steps taken by the Sri Lankan government, one after another came as a shock to the Tami popuation and graduay strengthened the feeing of aienation amongst them. They fet that no one was concerned about their interests. None of the major poitica parties that were ed by Buddhist Sinhaa eaders were sensitive to their anguage and cuture. A kind of anxiety and distrust started entering their minds and made them fee insecure in their own country. They fet deceived and cheated by their own government and the constitution as they were denied equa poitica rights, equa education and job opportunities. Their basic interests were ignored and they were discriminated against. A these actions and poicies of the Sinhaa government ed to resentment among the Tamis and as a resut, reations between the two communities soured and strained over the period of time.

20 13 Sri Lankan Tamis started organizing themseves into poitica parties and associations to take up the cause of their ost identity. They started strugges for recognition of Tami as the officia anguage in the Tami majority areas, for equaity of opportunity in securing education and jobs and for regiona autonomy. Initiay the demands were made peacefuy, foowing the constitutiona methods. But a of the demands, categoricay the one seeking provincia autonomy for the Tami majority areas were denied and rejected repeatedy. The agony and the discontent kept on growing among the Sri Lankan Tamis and ed to the emergence of miitant organisations ike TULF and LTTE, significanty in 1980s, which started demanding a separate independent Tami Eeam (state) in Northern and Eastern parts of the country. This ed to the beginning of civi strife and Sri Lankan government responded to it with bruta suppression. Hence, the distrust and enmity between the two communities reached that a point where it turned into a wide spread socio-poitica confict and soon took the shape of a civi war. The separatist and miitant nature of Tami strugge since 1980s was termed as terrorism by the Sri Lankan government and by 32 other Nations. The civi war ended in the year 2009, but with the hep of a fu-fedged miitary offensive against the miitant groups, speciay the LTTE. Though the Sri Lankan miitary won this war, but both the sides faced severe casuaties and osses in terms of human ife and property. In fact, during the 26 years of the civi war, thousands of the Tamis had been kied in the armed confict, many more were forced to eave the country as refugees, many became homeess and many ost their iveihoods. This ethnic strife has not benefitted either of the communities. Neither majority community of the Sinhaa nor minority Tamis have been abe to enjoy the benefits of peacefu co-existence. Long civi strife caused a deep setback to the socia, cutura and economic ife of the country and its exceent record of economic deveopment, education and heath has been bady shattered. USE: Worksheet Number - 9 ACCOMODATION: The path taken by Begium Today Begium has a framework of a Federa, Pariamentary, and Representative Democratic, Constitutiona Monarchy. The king is the constitutiona head of the state and the Prime Minister of Begium is the head of the government in a muti-party system. The federation is comprised of the cutura communities, poitica assembies and territoria regions. Unike Sri Lanka, Begium took a different path to resove its ethnic confict. Its eaders recognized and accepted the existence of regiona differences as we as cutura diversities. The constitution of a country is the source of a poitica power and authority and ays the foundation of the poitica system of the Nation. A the aws, reguations or poitica arrangements made by the egisature of a country have to be in accordance with the th constitution. Hence, the constitution of Begium, which was enforced on February 7, 1831has been changed severa times. Between 1970 and 1993, it was amended by the poitica eaders at east four times so as to deveop a system which was acceptabe to a the citizens,

21 14 where there was no space for confict, where a the ingua and cutura diversities were accommodated, which woud enabe everyone to ive together in harmony within the boundaries of the country, where the differences were acknowedged, recognized and accepted as an integra part of the society and not turned into divisions. The pan which they worked out is however very compex, composite and different from other countries but at the same time is very origina, creative and cooperative in essence. Let us have a ook at it. Estabishment of Federa Government The executive power in Begium is hed by the Prime Minister and his Counci of Ministers aong with the secretaries of the state. Members of this Federa government are appointed by the king from the poitica parties which form the government coaition. The number of ministers in the counci, incusive of the Prime Minister, is 15, which cannot exceed. As per the constitution, the tota number of the Dutch and the French speaking ministers in the counci must remain equa. Some specia aws require the support of majority of members from each inguistic community. For any change in the constitution, approva of two thirds majority from each of the inguistic group is required. Thus none of the communities can make any decision uniateray. Formation of Regiona/State Governments Begium comprises of two main inguistic as we as poitica regions. They are - the Femish and Waoonia. Both of these regions have their own eected governments, each headed by a Minister President. Many powers of the Centra government have been deegated to these governments and they are not subordinate to the Centra government in any case. These regiona governments have authority over transportation, pubic works, housing, economic and industria poicy and environment etc. They depend on the system of revenue sharing for funds and can evy a few taxes as we. Setting up Community Governments Other than the Centra and the Regiona/State government, there is a third kind of government eected by peope beonging to each of the ingua community the Dutch, French and German regardess of where they ive. This is the Community Government, which has jurisdiction over cutura, educationa and anguage reated issues. The foowing heads hod 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 incusive approach and creates a sense of security and beongingness among ethnic minorities.

22 15 Government in the Nationa Capita Brusses, the nationa capita region has a separate government in which both the communities have equa representation. Principe of accommodation aowed the French speaking peope to accept equa representation in Brusses as the Dutch community has accepted equa representation in the centra government. Besides this, Begium is divided into 10 provinces and 589 municipaities which work under the competency of the two main regions. We may find the Begian mode of power sharing very compex, confusing and compicated. It actuay is, even for its own peope. But this arrangement to accommodate cutura and ingua diversity, to make majority as we as minority communities equa share hoders of poitica power has been successfu ti now. It has heped in protecting interests and the rights of peope and has provided them with a sense of security. It has aso heped in avoiding civi strife and a bitter strugge for power between the two major communities and has averted a possibe partition of the country on the basis of anguage. CLASS DISCUSSION Activity VI CANADA LIBYA INDIA CHINA SOUDI ARABIA UNITED KINGDOM CONGO Pick up a country for discussion in the cass and ask the students to research upon various socia, ethnic and regiona differences or divisions existing in that society. On the basis of the research, discuss the reasons responsibe for such a confict or the factors behind the estabishment of socia harmony. Identify the osses/destruction/unrest caused due to such a confict or the Path of progress foowed by the Nation due to its poitica harmony. Anayze the attitude/ response of the government towards ethnic diversities or minority communities in the respective country. Share facts regarding any previous attempts to resove the crisis or the possibe soutions. USE: Worksheet Number - 11

23 16 Comparison and Contrast What do we understand from the study of these two Nations? Begium and Sri Lanka, both are Democracies. But both of them handed the probem of power sharing with ethnic diversities and minorities in quite a different manner. The peope and their poitica eaders in Begium reaized that imposing the wi of majority community on the entire Nation is actuay exercising majoritarianism, the other version of interna cooniaism. They understood that the ony possibe way to maintain unity and integrity of the Nation and to keep the country ahead on the path of prosperity was by respecting the feeings and interests of different communities and regions, by accepting cutura and ingua differences and by accommodating them in the poitica system of the country. Such a reaization resuted in formation of innovative and practica power sharing arrangements which were acceptabe to both the communities. Hence, the probem is somehow soved and peacefu co-existence prevais. On the other side Sri Lanka emerged as a totay different and opposite case. It shows that when the majority community enforces its wi on the Nation at the cost of the minorities, tries to dominate over others by ignoring their needs as we as interests and refuses to share poitica power, it can weaken the unity and integrity of the Nation. It not ony hampers peace, vioates human rights, resuts in the oss of hundreds and thousands of ives but aso brings huge economic and socio-cutura oss to the country. Sri Lanka coud have foowed exampes from various other countries of the word ike Switzerand, Spain, Canada, India and Maaysia etc, which are muticutura as we as muti-ethnic and are a federations, which share rea poitica power within the state at the Nationa eve and equitaby between the constituting units at the regiona eve. For instance Tamis in India have Tami Nadu inside the Indian Union, which actuay is a federation, and foows the principe of accommodation. The Sri Lankans shoud aso try to work out on a soution which is acceptabe to both the communities and eads to a peacefu settement of the confict whie satisfying their poitica aspirations. It is just a matter of power sharing. Activity-VII SLIP PREPARATION AND PRESENTATION Students wi be asked to prepare many numbers of sips by using papers. Different features of Sri Lankan Poitics as we as Begium poitics wi be written on these sips. These sips wi be exhibited on two separate Thermoco Boards one for Begium and the other one for Sri Lanka, in a puzzed manner on the wa of the cass room. Then the teacher woud ask each student to note down the matching points in the sips between the Sri Lankan and Begium poitica scenario. Later on the Teacher can ask one or two students to arrange the sips on the wa in a matching manner between two Countries. USE: Worksheet Number - 6

24 17 Forms of Power Sharing Power sharing is reativey a contemporary idea and has evoved in contrast to the notion of centraized, unified and undivided poitica power. For a ong time it was beieved that a poitica power or the ruing authority must reside in one person or a group, having seat of the governance at one pace. Peope feared if decision making power was divided or deegated, it coud ead to confusions and great deays in taking decisions and their impementation wi not be easiy possibe. Enforcement of important, fundamenta and crucia decisions woud become a probem. But these notions have changed with the emergence and growth of Democratic government in various countries of the word. Democracy rests on the basic principe that the peope are the source of a poitica power. They rue themseves through the institutions of sef -governance and are equa before aw. Democracy cannot exist without the estabishment of equaity. Hence, in a true Democratic set up, due respect is given to a 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 pubic poicies. Therefore it is imperative that the poitica power in a Democracy shoud be shared and distributed among as many citizens as possibe. Concentration of power in one hand or a group of persons woud ead to despotism, majoritarianism or interna cooniaism. In modern times Democracy has become the preferred choice of peope in most of the countries of the word, where poitica power is shared in a variety of forms. Let us have a ooks at some of these arrangements. Horizonta Power Sharing It is the arrangement when poitica power is shared among various branches or organs of the government such as Legisature, Executive and Judiciary. It aows Legisature to make aws, Executive to execute or impement them and Judiciary to check their egitimacy, vaidity and acceptance by peope. A three of these organs of the government are paced at the same eve but exercise different jurisdictions. So, this type of an arrangement can be caed as the horizonta sharing or distribution of power. Poitica power in this system is separated in such a way that a three of the organs remain independent in their working but at the same time none of them can misuse or exercise unimited power. Each organ checks the others. It resuts in a maintaining an equiibrium or baance of power among these institutions. For exampe, in a Democracy, ministers take important decisions regarding their ministries and exercise poitica power but they are directy responsibe and answerabe to the Legisature, i.e. Pariament and the State Assembies. In the same manner, athough the judges of the Supreme Court or the High Court are appointed by the Executive, and their number is reguated by a bi passed in the Pariament but they can check the actions and functioning of the members of the Executive if a case has been fied against any of them. Judges of the Supreme Court can aso review the aws made by the Pariament under their specia power of the judicia review and can decare those aws to be nu if they

25 18 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 Toos tab to change the formatting of the pu quote text box.] e- Government exercises its own power and checks the others to strike a baance. Hence, because of this reason the horizonta system of power sharing is aso caed as the system of checks and baances. Horizonta Power Sharing in USA Vertica system of Power Sharing Poitica power can be shared among the governments at different eves a) The Nationa government for the entire country which is caed as the Federa Government, in India it is caed as the Union or the Centra government b) The state or the provincia government, c) In some countries, the oca sef-government. This arrangement of power sharing is caed as Federaism. In such a system certain powers of the centra government are deegated to the state governments and jurisdiction of the government at each eve is ceary defined by the constitution of the country. Separation of powers is done to prevent the over apping of powers which may ead to any confusion, dispute or a confict. In India these powers are separated in the form of three ists- union ist, state ist and the concurrent ist. In such a system, the states or provinces are an integra part of the country but remain independent in their functioning and in any case are not subordinate to the centra

26 19 government. At oca eve the governmenta power is shared at both, the rura as we as the urban areas ike viages, towns, cities and metropoises etc. the division of poitica power from higher to the ower eve is caed as the vertica distribution of power. This can be the best arrangement to accommodate regiona and cutura diversities in the true sense. Instructions to be given to students: Imagine yoursef as a future poitician or bureaucrat and pen down the manner in which you woud try to cater to the democratic aspirations and caims of the peope in your country and attempt to bring about unity in diversity. Power sharing among socia groups Activity VIII This is an arrangement where poitica power is shared among various socia groups ike reigious, ingua and regiona ethnic groups etc. Community government in Begium is a good exampe of this kind of a government. Some countries extend ega and constitutiona provisions to provide proportiona representation and specia privieges to the weaker sections of the society, ike SC/ST/OBC and women in India. Their interests and rights are secured in the form of reserved constituencies in the assembies, and pariament of the country, and by reservations of seats in coages, and government jobs. Such a system is meant to give space to minorities, and diverse socia groups in the government which were expoited in the past, or woud fee aienated from the government. This arrangement is used to provide minority communities an equa, and a fair share in the exercise of poitica power. At times this kind of power sharing is aso caed as consociationaism. Fig : Power sharing among poitica parties, pressure groups and movements Source