09 Chapter 4

CHAPTER.
DEVELOPMENT OF VALUE-ORIENTED
CURRICULUM
4.1
ANALYSIS OF EXISTING CURRICULUM
it is indeed a matter of pity that inspite of the incredible

scientific and technological advancements in the
2l't century, still the future of
humanity is in danger and passing through the dark phase of 'value-crisis'. Values
which hold the threads of humanity are themselves loosening their ground. The
only remedy under this critical situation lies in oeducation'. But it is quite
discouraging to see the present status of education which makes every effort to
nourish the intellect of the child but at the cost of 'humanity'. No special efforts
are made to nourish the young minds with
the'soil of values' which stand as the
hallmark of a civilized societv.
In order to know to what extent the present school curriculum

meets the needs
of value-oriented education, the existing curricula of the schools
of P.S.E.B. was analysed with respect to :-
o
r
Social Values.
Moral Values.
Analysis was done with the help of following techniques:-
l.
Content Analysis
of
curriculum, proper analysis
Curricula.:- In order to develop value-oriented
of
the existing curricula of the 9th and lOth classes
the schools under P.S.E.B. was done.
All
of
the subjects of these classes were deeply
76
studied and examines by the investigator to find out to what extent value-oriented
topics find exposure through the channel ofthese subjects
Following is the list of subjects and the value-related
topics as being the part of these subjects:-
Deep analysis
of
these topics provided guidelines to the
investigator to frame value-oriented curriculum. Rather these constituted the very part
of value-oriented curriculum as framed by the investigator.
2,
Actual observations of the transactions of the curricula in the class-rooms
i.e. to observe to what extent the topics related to values find proper
exposure through healthy discussions in the class-rooms:- Only the presence of
value related topics in the curricula is not a guaranteed assurance for the proper
exposure
of values through class-room teaching. To judge to what extent the
topics related to values find proper exposure through healthy discussions in the
class-rooms, the actual observation of the transaction
of
value-related topics was
done. After observation the very fact that came to the forefront was that these
topics are taught just as the part of curricula and not with the sole motive of
the young minds with the 'soil' of 'values'. Such findings supported
the notion of the development of the value-oriented curriculum which would be
nourishing
value-based and directed towards the inculcation of values. need of the hour.
3.
Meeting the heads and the teachers :- Before the development of the valueoriented curriculum, the proper meetings with the heads and teachers
of
the
schools were organized by the investigator. The very purpose of the same was to
have their opinion regarding the importance as given
to 'values' in the school
curricula and their personal opinion regarding the need
of
value-oriented
curriculum.
After making a healthy discussion, the principals
and
staff of the schools shared their views with the investigator and opined that required
weightage to 'values' in the school curricula is not duly given in the context of the
present scenario where the
only hope for humanity lies in 'value-based education'.

77
Moreover, they expressed their willingness
for the inclusion of
curriculum in their regular school academic cunicula. This desire

expressed, especially in the case
further opined that energies
value-oriented
of theirs
was
of adolescents i.e. secondary school students. They
of adolescents, mind need to be channelised and if not,
they can lead to disastrous consequences. Value-based Education to be imparted

through value-oriented curriculum is the only 'silver
lining' around the dark clouds of
'value-crisis'.
Thus the principals and staff gave a positive response

for the proper inclusion
the development
of
'values' in the curricula itself which can be possible with
of ovalue-oriented curriculum,.
t
Thus on the basis of the above analysis, the following
conclusions were drawn :-
l.
No separate subject on ' Value Education' is introduced in the curricula of the

secondary classes of P.s.E.B. More stress is laid on stuffing the young minds
with intellect-based subjects but no such subject with value-based orientation

is introduced. No such provision in the curricula is made facilitating hearing
of the voice of one's own conscience.
2.
No special stress as required is laid on the discussion of the value-related

topics by the teachers. Rather these topics are taught just as other topics. No
special efforts are made to discuss these topics with the sole motive of value-
inculcation. Rather they are more concerned with finishing up of their syllabus
without realizing the full relevance of such value-based topics.

curricula, rather they are just taught for the purpose of teaching.
The heads of the institutions and the
staff
gave a positive response to the

inclusion of 'values' in the curricula. Rather they realized the need of ,values, in
the face of growing indiscipline, violence and other such and other
tendencies of the adolescents' mind .
78
such
It can be inferred from the above findings that the present school
curricula is concerned much with the development of the cognitive domain of the
'students' personality'. Every effort has been made through the existing curricula
to refine and sharpen the intellectual sensibilities of the learners but at the cost of
value-development
of the learners'
personality. Thus the existing curricula
simply ignores the 'values' which form the very base of the cognitive processes.
Even the principals and staff of the schools favour the inculcation of 'values' in
the school curricula for the complete development of adolescents' personality and
for the solution of the practical problems like indiscipline ,violence, disrespect for
elders and many
more as faced by the school authorities.
So keeping in mind the above stated findings and to facilitate
the
very
purpose
of
education i.e. 'modification
of behaviour', the Value-
Oriented Curriculum with specific objectives had been outlined.
4.2
VALUE
- ORIENTED CURRICULUM
Curriculum is termed as a set of learning experiences as provided
to the students for their all-round development, paving way for the modification
of their behaviour. All the experiences including formal and informal that
student gets in the learning environment comes under the domain of curriculum.
Throwing
critical glance at the present curriculum status, it is
wetl revealed that the present day curriculum of secondary classes (9th and lOth )
under P.S.E.B. does not attach any importance to values, which form the very
base of
education. " From
its content must
the
point of view of linking education to development,
emphasize
ethical
or moral education bosed on
austerity, self-restraint, and concernfor others". ( Naik, 1975,P.50)
79
Even the principals and staff

concern about
this missing
of the schools showed a
grave
element of curriculum , without which the aim of
'all-
round development' cannot be accomplished at all.
Adolescence period is a time in the life of students when they are

standing
at
a critical point where the pulls
of
negativity are causing a great strain

to their psychology. In this dark phase of their life, they need the light of ,values'
to soothen their frayed nerves and to guide them in the right direction. So this fact
of Value-Oriented Curriculum. Keeping in mind the dire need

Value-oriented curriculum, especially in the case of adolescents. the
generates the need
of
investigator developed the Value- Oriented Curriculum to facilitate the proper
utilization of energies of adolescents' mind which otherwise waver here and therecausing harm at the individual and societal level.
4.3
OBJECTIVES OF VALUE-ORIENTED
CURRICULUM
value-oriented curriculum was framed by keeping in mind the

following objectives by the investigator:-
I'
To enhance the all-over development of the students' personality as all-round
development involves the development
of all the aspects, namely, physical,

mental, social, moral and emotional under its domain, as reflected in the
following figure 3.01:-
80
Aspects of All-Round
Development
e9999
2.
To facilitate the modification of behaviour
The modification
of
behaviour,
in the true sense takes place with the knowledge of values.
3.
To make the students socially competent i.e. every action of theirs should be
embedded in social rules and regulations.
4.
To make the students morally sound so that they find themselves in
the
position to distinguish between the rights and wrongs of their life.

5.
To find the remedy of many educational problems like that of indiscipline
lack of responsibility and many more which are very much prevalent in every
sphere
of human activity nowadays.. And it cannot be denied that the mind
with values cannot go astray from the path of sociability and morality.
6.
To assist education in serving its real purpose. As the real purpose of

education lies
Knowledge
in producing human beings, exhibiting
humane qualities.
of values is s step towards the accomplishment of this very
purpose.
8l
To enable the students to critically analyse themselves in terms ofjudgement
of their behaviour. As the real
judgement can take place only with the
knowledge of values, forming the very base of judgement.

8.
To prepare the students for life itself. Because knowledge as well
as
application of values in life helps one to lead one's life in an efficient manner.
This will be beneficial for the individual himself as well as the society at
larse.
In the light of these objectives as framed, a complete frame-work
of Value-Oriented Curriculum was planned and finally Value-Oriented Curriculum

was developed by the investigator. During the developmental phase, the contents
the Value-Oriented Curriculum included
l.
2.
3.
4.
5.
6.
7.
8.
of
the followins items:-
Activities.
-}
Games.
Class-roomDiscussions.
Value- Based Lectures.
CreatingSituations.
Stories with Morals.
Value-BasedQuotations.
Sharing views of great personalities like Mahatma Gandhi, Mother Teresa,
Pt. Nehru and Abraham Lincoln who established themselves as ideals
exhibiting values.
9.
Acquainting the students with rich National culture by explaining the

meaning of National Anthem, the pride of every Indian.
10.
Acquainting the students with national problems and demanding solutions

based on values.
t. Imparting knowledge of rights along with responsibilities.
12. Providing the proper meaning

Peace,
of the different values like Responsibility,
Humility, co-operation , Honesty, Non-violence so that they can act
upon them in their life.
82
13. Meditation
Sessions, encouraging purity of thoughts.
14. Developing attitude of saying "No" to the wrong things of life which
need to
shunned completely.
15.
Asking students to maintain an Introspection Diary to have a critical

judgement of one's behaviour and actions as carried out in one's life.
1
16.
fill
Asking the students to
in the blanks with the 'value' words.
17. Organising debates on the value-based topics.
t8. Organising discussions on the value-based topics.

19.
Discussion on value-based topics as taken from students' prescribed books.
20. Comparative studies

students
of the men with and without
values
to enable
the
to realize the importance of values through comparison.
Different items were included in the Value-Oriented Curriculum

with the purpose of inculcation of social and moral values in the students, facilitating
their social and moral development. It is better to discuss the meaning of social and
moral development as follows:-
4.3.1
Social Development
Man is a social animal. By nature he is social and born with social

instincts. He is indebted to society for his life and development. The truth is that the
personality of an individual is not his own exclusive possession rather his personality
flourishes well by interacting with the social members. An individual, completely

isolated from society
will not survive for long. That is why, he is not expected to do
anything harmful to the society, of which he is an integral part . an individual without

society
is a figment of imagination.
83
Before discussing the meaning
of
social development,
it is better to
of society. Coming to the meaning of society, society is the
discuss the meaning
fellow-feeling, friendship, co-operation and sympathy among two or more members
who live together with common specific inherent interests, attitudes, capacities and
tendencies, feelings, bonds and aspirations which can be
fully developed in
the
>
society itself. Thus society is an organization of persons which guarantees securityto

the members for their individualty and existence. Emphasizing upon the relevance
society,
it can be stated that man is dependent on society for protection,
nurture, opportunity, equipment as well as the multitude
of
comfort,
of services which
society
provides. He is dependent upon society for the content of his thoughts, his dreams, his
appropriations even for many of his maladies of mind and body. His birth in society
brings with
it the absolute
need
of society itself. Thus individual and society
are
mutually complimentary and interdependent. One cannot exist without without other.
The tendency of being an acceptable member of the society

inherent in everyone. Thus without society, there is no human life. So
is
it is essential
for him to live with his fellow beings, be they relations or friends. Moreover the
tendency of gregariousness is very much there in every human being. Human history
is
a proof of his social nature, social feelings and social behaviour. Social contacts
and various types
of
being .To become an acceptable member of the society,

developed person.
A socially developed person has following qualities in his or her
behaviour as follows:-
l.
of a human
one needs to be a socially
social get-togethers are evidence of this basic desire
Co-operation
2. Non-violence
3. Patience
4. Duty-oriented attitude towards society.
5. Courtesy
6. Responsibility
7. Compassion
84
8. Concern for others

9. Tolerance
10. Selfless Service to mankind
I I . Faithfulness in the context of social duties.

12. Respect
13. sincerity
14. Unity
15. Social Sensitivity
16. Patriotism
Thus to be socially developed means to :-
t. Not only to be aware of social rules and regulations rather following them too
in
the true spirit. Every society frames certain code of conduct fot its proper
development and functioning.
A socially
developed person exhibits exhibits
the behaviour patterns within certain limits as prescribed by the society.

2.
Not to do anything harmfulto the society of which he is an integral part.
To co-operate to the maximum with other members of the society.
4. To be disciplines in one's desires and wishes and to keep them under control.
5.
To be prepared to sacrifice'one's personal interests for the sake of society at

large to facilitate the smooth functioning of society. It also stands for not to
give free reigns to one's arbitrary desires and consequent activities, causing
harm to the society.
6.
7
8.
9.
To adjust well with other members of the society.
To serve the society to the best of one's potentialities and abilities.

To take responsibility
of protecting
public property.
To be ready to take initiatives in the way of bringing positive social changes.
10.To be responsible enough in carrying out one's social duties even in the
absence
ofany social check.
85
Thus social development can be shown as follows in the Figure

4.02
SOCIAL
DEVELOPMENT
a
Knowledge
social
rules.
of
Following
the social
rules.
No to antisocial
behaviour.
Exhibiting
behaviour
Adjustment with
patterns
social
members
within
certain
limits.
Going back to the history, during Ancient and Medieval society

times, religion had its way over society. Thus such education was imparted to
the
students which was religious in nature. Such religious education, in true
sense, was
not less than a boon for the society as religion has always a positive influence
on
one's personality. Coming back to modern society, where unfortunately
,
, science has
overpowered religion and morality, education too has focused upon intellectual
development of learners, turning them into robots, deprived of any social and
moral
sense' This is the reason why the society is suffering badly at the hands
of nonviolence, indiscipline, robbery , rape-attempts and murders etc. in every walk of
life.
So, in the present perspective, the need is to frame such
curriculum which satisfies the social needs of the learners and enables them to have
a
86
deep look into their social duties which they are supposed
to fulfill for being the
members of society. It is only through education by means of curriculum that the aim
of social development can be achieved to the optimum level. Thus education as
transforming agency, a mind-setter can work wonders in the social development of
the students. Such activities should be undertaken in the school premises which
reflect the social element. So education can prepare the students to adjust well in the
social set-up by way of following social rules through the medium of curriculum.
4.3.2 MoralDevelopment
A nation can never think of its prosperity until its people are the men of character,
men of virtues, men of values. Morality is the essence
of
humanity as it distinguishes
man from the race of savages. God has gifted us with 'conscience' which guides as to
choose
'right' in life
concerned
and to distinguish between 'rights' and 'wrongs'
of life. Morality
is
with human conduct in all areas of personal, professional and social life. Its
Hindi equivalent 'Naitikta' means acting according to 'Niti' that is 'principled conduct'.
It is a normative attitudinal value and a pattern of behaviour

value of goodness in human life. This moral goodness
is
aimed
at
realizing the
a fundamental virtue of
'good' human being and the basic constitutive principle of a 'good society'. All other
personal
and
societal values acquire meaning only
in the glow of moral values.
Therefore, moral values constitute the essential core of human values.
Coming to the meaning of morality, certain types of conduct like
lying, cheating, not keeping promises, being cruel, taking unfair advantage of one's
weakness are clearly immoral. They are universally recognized to be so. Their opposites,
truthfulness, honesty, kindness, helping others and treating them fairly, have always been
upheld as virtuous and moral. Evolution of principles for making moral judgements is
the task of ethics. While morality refers to the conduct itself, the principles for deciding
why something is moral, the factors to be considered in making moral judgemens, the
difficulties, constraints and limits to moral understanding and conduct, are in the domain
of ethics. Thus ethics may be called as the science of morality
87
The urge to meet one's needs, to
fulfill
one's desires, and to secure
individual good are basic human inclinations. However, unfettered individual pursuits
produce clash of interests. To resolve them, the community must have certain commonly
agreed norms to regulate the manner
rules to regulate smooth flow
of
of individual strivings. These norms are like traffic
vehicles on the road. Without them, there would be
chaos. These norms develop into moral codes, and
define a framework within which
individual pursuits are to be carried out. These moral codes act as powerful checks to
control aberrant behaviour.
To become a human being, we need to be morally developed. A

morally developed person is the one who exhibits the following qualities in his or her
behavioue:-
1.
Honesty
2. Truthfulness
3. Sympathy
4. Good character
5.
Sincerity towards duty
6. Not taking
7. Kindness
8. Humility
unfair advantage of others' weakness.
9. Sense of humanity
10. Listening to the voice
of one's conscience.
l. Self-control
12. Peace
13. Non-violence
14.
Moral courage
15. Faith in God

16. Forsiveness
88
Thus a morally developed person can be defined as:-
l.
The one who has the ability to choose right path in his life and is courageous
enough to
follow that path. He has the ability of resistance to temptation or
inhibition of behaviour which is regarded as wrong, although pleasurable.

Thus the morally developed person is the one who inhibits such impulses and
does not go
for the immediate satisfaction of desires which are rejected by
one's conscience
2.
The one who exhibits control

standard rather than
by
of
behaviour
reference
to the
by reference to
internalized
possible consequences
of
the
behaviour for the action.
3.
The one whose behaviour is carried out
by
reference to rules or principles
which are rationally accepted in the sense that reasons for accepting them are
understood and felt to be legitimate. In this sense, a morally developed person
is the one whose behaviour entails a moraljudgement.
Alongwith that, a morally developed person is the one who

has the
ability to make distinction between 'rights' and 'wrongs' of life. He listens to
the voice
of his conscience and
reacts by keeping
in mind the dictates of his
conscience. He is endowed with the ability and courage to accept 'virtues' of life and
rejecting the 'vices' as well. He never indulges himself in any activity which goes
against chastity rather he is a man of character. Finally, he exhibits morality in every
mode of behaviour. His morality gets reflected at every front of his life, may it be
personal, social or professional as well. His very identity revolves around the moral
aura.
89
Thus moral development can be described as follows in the

Figure 3.04
MORAL
DEVELOPMENT
il
Ability to
distinguish
b/w right &
wrong.
Listen to
the voice
Accepting
virtues &
rejecting
vices-
of
conscien-
Tobea
man of
character
ce.
Exhibiting
morality
in every
mode of
behaviour.
4.4
SUGGESTED ITEMS FOR VALUE.ORIENTED
CURRICULUM
The present study centered around the framing

Curriculum for the students of 9th and
1Oth
of
Value-Oriented
standard of P.S.E.B. During the developmental
phase of the curriculum, such items were included which catered to the social and
moral
90
development of the students. The guidelines for the same were based on the opinion of
the principals and staff of the respective schools. Some of the suggested items of ValueOriented Curriculum are siven vide Table No. 4.05
TABLE
4.05
SUGGESTED LIST OF ACTIVITIES
ACTIVITIES
Monday:-
Activity
l. Pull A Table with a Rope .

(Reflecting the value of co-operation)
Material:-
A Table and A Rope.

Method:-
A big table will be placed in the class-room. A rope will be tied to the table to pull it.
First of all, one student all alone will pull the table with the help of the rope which will be
quite difficult for him. Then some other students
the task. Their co-operation
will help
will
lot in the accomplishment of the task. Following
questions reflecting the importance of co-operation
l.
come ahead and help that student in
will
be asked from the class:-
How did you feel when you did the work all alone?
2. When did you find your work to be very easy?

3. (To the class) What have you learnt from this activity?
Activity
Room-Cleaning Activity. (Reflecting the value of honesty)

Material:-
A duster or paper.
91
Method:-
Two students will be asked to clean the window-panes of the class-room. The teacher
(investigator)
will
will do his duty

student will not be
leave the room after giving directions. One student
with honesty even in the absence of the teacher. Whereas another
honest towards his duty due to absence of any check. The investigator will
discussion with the students on the topic
have
of honesty along with asking questions on the
same as follows:-
l.
2.
Whom out of two students do you like the most and why?
Which kind of honesty do you like the best one
honesty due to any external
check or honesty without any external check.
Activity
Glass and Staircase
Activity (Reflecting the value of Responsibility)
Material:-
A glass of water.
Method:-
Two students will be engaged in this activity. Both of them will be given directions that
they have to carry a glass of water and come downstairs. But during this process, not a
single drop of water should fall on the ground. One student
responsibility whereas another student
drops of water
will do the work well with
will reflect irresponsible behaviour by letting
fallon the ground.
Following questions will be asked:-
l.
2.
Whom out of two students do you like the most and why?
Which kind of people can serve the society in the better way
responsible or
or irresponsible one?
3.
What have you learnt from this activity?

Discussion on the importance of the value
92
of responsibility will
be done.
the
Activity
Stealing Activity (Reflecting the value of honesty)
Material:-
A pen.
Method:-
will be sitting in a circle. All of them will be appearing for the class-room
test. One of the students from the group will steal another student's pen. But he will not
Ten students
reveal the theft as committed by him when asked for the same. Stealing and dishonesty
will
be criticized through discussions and asking questions. Following questions
will
be
asked:-
l.
2.
3.
4.
Name the value missing in this student?

What do you think about the thief?
Do you think that the thief can have peace of mind?

What can lead to inner contentment?
Activity
Collecting Cards Activity (Reflecting the value of co-operation)

Material:Cards
Method:One student
will
be asked to place cards on the table. Then he
cards from the table as soon as possible. He alone
will
be asked to collect the
will not be able to collect the cards
quickly. Then he will ask others to help him out in this work which will make the work
much easier. Following questions
will be asked along with the discussion on the
importance of the value of co-operation:-
l.
2.
3.
How did you feel on doing the work all alone?

What is the importance of co-operation at individual and national level?
( To the class) What have you learnt from this activity?
Tuesday:-
Activity
Handing Over Activity (Reflecting the value of humility)

Material:93
A glass of water.
Method:One student
will
ask
for
a glass of water from the another one to quench her thirst. This
activity will be carried out in two parts. In the first part, the glass of water will be handed
over with humility and another part will reflect lack of humility on the part of the giver
by way of handing over the glass of water
in
a very indecent and rough manner.
Following questions will be asked after this activity to the one asking for water:l.
How did you feel when the glass of water was handed over to you in a rough
manner?
2.
3.
Did you feel like drinking that glass of water?
what resolution did you make after this treatment meted out to you?
Moreover, the student who offered water will be asked about her opinion
to make her
realize on her own that she should never exhibit inhumility in her behaviour
as it reallv
pains others.
Activity 2
Hang on the
wall Activity (Reflecting the value of responsibility)
Material:-
A glass frame
Method:-
Two students will be asked to place a little glass frame on the wall. One doing
her duty
with the sense of responsibility and another one doing it carelessly, resulting in falling
down of the frame on the floor. Discussion will be held on the reasons of
the successful
completion of the work which lies in the varue of responsibility.
Activity
Move a Table Activity (Reflecting the value of co_operation)

Material:-
A table.
Method:-
one student will be asked to move a heavy table which will be difficult for her
to move
for being heavy one. Then she will ask her friends to help her in moving the
table. Their
94
help
will
make her work much easier. Discussion
will take place afterwards resulting in
realizing the importance of co-operation in life.
Activity 4
Clearing the Mess
Activity ( Reflecting the value of co-operation)
Material:-
Smalltorn up pieces of paper.

Method:Papers torn up
will
in small pieces will be kept in different corners of the room. One student
be asked to clean the room as quickly as possible. But cleaning the room all alone
will consume a lot of time. Then the student will
ask other students to help her. Their co-
will help in the quick completion of the work. Discussion on the importance of
operation
the value of 'co-operation'
will
be done.
Activity 5:Seat- Occupying
Activity (Reflecting the value of peace and humility)
Material:-
A Bench.
Method:-
Two students acting as passengers traveling
in a bus will wait for the seat in the bus to
settle down. When the seat gets free, both of them start quarreling to occupy the seat,
reflecting lack of humility and anti-peace behaviour.. Then the students will be asked to
perform the same activity with humility. Now they will not quarrel for the seat. Offering
to one another out of humility , finally they both settle down on one seat, giving
proof of their humility and love for peace. Finally, the students' opinion will be
seat
demanded regarding which behaviour they appreciate the most- peaceful and humble or
the one lacking these virtues.
Activity
Creativity Activity.( Reflecting the value
of
respect and humility)
No material requireC.
Method:95
Three students in the class
will
be asked to tell different uses of
the'wood'. All the three
will give their own opinions. First student thinks that his opinion is better than the second
of
one. But the third one gives his opinion while respecting the opinion
The students of the class
l.
2.
will
be asked
both of them.
following questions:-
whom out of first and third do you like the most and why?
What quality is possessed by the one whom you like?
Discussion on the importance of the value of 'respect' and
'humility' will
be done.
Wednesday
Activity
Tie Sticks Activity (Reflecting the value of duty).

Material:Small Sticks and a Thread.
Method:-
Two students will be involved in this activity. Both of them will be given the small sticks.
They will be instructed to tie the sticks in the form
One student
will do her work sincerely
of
bundles with the help of threads.
whereas another one
willjust look here and there
without giving a serious thought to her work. Then the students of the class will be asked
whom out of two they like the most and to give the reasons for the same. One doing her
duty
will
be appreciated. Thus the message as conveyed through this activity is that one
must be dutiful.
Activity
Strike Against
Activity (Reflecting the value of non-violence and
peace)
No material needed.
Method:-
Two students will be asked to act as customers moving in the market-place. They will
strike against one another. One out of them
Whereas another one
students
will
will
will start quaneling and blaming
resolve the matter peacefully without losing his temper. The
be asked whom out of these two, they like the most
peace and non-violence
the one reflecting
in his behaviour or the one exhibiting non-violence and anti-
peace behaviour. Finally the follower of non-violence and peace
Activity
another.
96
will
be appreciated.
Placing Things
Activity ( Reflecting the value of responsibility)
Material:Keys and a purse.
Method:-
Two students will be given purse and keys to place them at
will
place these two
will misplace
l.
2.
3.
at
proper place. One of them
an appropriate place and another due to irresponsible behaviour
these things. The students
will be asked the following questions:-
Which value is missing in the student who misplaced the things?

Whom out of the two do you like the most?
What are the consequence-s of irresponsible behaviour?
Activity 4
Money Activity (Reflecting the value of honesty)
Material:-
A Hundred
Rupee Note.
Method:-
student
will find a hundred rupee note just lying on the table. In the first half of the
activity, she
will
have the note with herself without inquiring the real possessor of the
money. In the second half, she
will
ask others whose money
it is and will
return the
money whom it belongs to, reflecting her value of honesty. The students in the class
will
be asked when they like her- in the first or the second half. And reasons for the same
will
be discussed,
Activity
ultimately emphasizing the importance of value of honesty.
Placing Ball Activity (Reflecting the value of co-operation)

Material:Balls.
Method:-
A student will be asked to collect balls from the corners of the room and then to place one
ball each in the corners of the room all alone. Then two more students will be standing in
between the different corners of the room just to assist that student in his work. Due to
the help as provided by others, the work
will be done easily and quickly. The students
97
will
be asked to identify the value as hidden in this act and to discuss the importance
of
co-operation in the real life.
Activity
Award Activity (Reflecting the value of humility)
Material:Cerificates.
Method:-
Two students will be awarded for their excellent achievement in studies. One will
address
the audience in a very bragging tone, lacking humility and another in
a very humble and
polite tone. Following questions will be asked from the students of
the class:-
l.
2'
3.
Whom out of the two do you like the most and why?
Do you think that humirity has disgraced the achievement?
What lesson do you get from this activity?
Thursday
Activity
Examination Activity ( Reflecting the value of honesty)

Material:Papers and pens.
Method:The students
will
be asked to sit for their examination. The teacher (investigator)
will
ask
all of them to do their own work without doing cheating.. Everyone

will do his own work
till the teacher is there. The moment the teacher will go out, everyone except two
students
will indulge in cheating. After the activity is over, all the students will be asked whom
they like the most - the two students or other students. They will be
asked to justify their
choice , reflecting their preference for honesty.
Activity 2
Invitation Activity (Reflecting the value of Respect)
No Material Required.
Method:-
98
Two students will be involved in this activity. One student will invite another one to her
home. In the first half, the host
will give due
respect to the guest and in the second half,
no respect will be shown at all. Then the student who is not given due respect even after
invitation will be asked following questions:-
L
2.
3.
How did you feel when you were held in high esteem?
How did you feel when your friend did not show proper regard for you?
What lesson do you get from this activity? ( To
Activity
all the students.)
Carrying Luggage Activity (Reflecting the value
of humility and co-operation)
Material:Luggage
Method:-
One student
will act as a passenger, carrying luggage and coming down from the bus.
Two students will act as passengers who are doctors by profession., travelling in the same
bus. The
passenger
will
manage his luggage. One
ask the doctors (passengers in the same bus) to help him to
of the doctors will not help the
against his prestige. Another doctor
will
passenger as he considers it
come ahead to help the passenger. Discussion on
this activity will include following questions:-
l.Whom out of the two doctors do you admire the most and why?
2. Which value is conveyed through this activity?
Activity
Sympathy Activity
Material:-
A Few Rupees.
Method:The activity
will center around the bus scene. The passengers
person traveling
are traveling in a bus. One
in a bus is having no money to buy a ticket. As his purse has been
stolen. Noone helps him out
of this awkward situation. But one gentleperson out of the
passengers comes ahead, takes
pity on him and gives money for his fare. The poor person
99
has to go to the hospital where his son is under treatment. Discussion
will
be based on the
following questions:-
What difference do you find in the character of the 'good person' and other
passengers?
2.
on
3.
Which value gets reflected in the character of the good person when he took pity
the poor man?
What will happen if we all lose the attitude of sympathy?
Activity
Pouring Water Activity ( Reflecting the value of responsibility)

Material:-
Two Glasses of water.

Method:-
Two students will be the part of this activity. Both of them will be given two glasses of
water. One
will
be
full of water and another
one
will
be empty. What they have to do is to
pour the water from one glass to another one. But they
will be directed not to pour a
single drop of water on the floor during the process of pouring. One student
will do her
work perfectly while water will fall down on the floor in the case of another student.
After this activity, following questions will be asked from the rest of the class:-
l. Who out of the two deserves your
appreciation?
2. What quality do you appreciate in the first student?
-f
3. What lesson do you get from this activity?
Activity
Co-operation
Activity
Material:-
Purse.
Material:One of the students

but
will misplace her purse. She will be looking for the purse all alone,
will fail to trace it out which
adds to her worry. Then other students
will help her out
which will result in success. Following questions will constitute the part of discussion:-
l.How do you feel when noone helps you when you need help?
2. How do you feel on being helped?
100
3. What is the importance of co-operation in our life?
Friday
Activity I
Co-operation Activity.
Material:-
A Bundle of Books
Method:One student
will
be asked to carry a bundle of books and to come downstairs. His bundle
of books witl fall down on the ground. He will pick the books on his own. Noone will
help him. Then one student in the class will help him in collecting the books. Following
will
questions
1.
2.
3.
be asked from the students:-
What quality is possessed by the student who helped his friend?

Why do you like the student helping his friend?
What have you learnt from this activity?
Activity
Breaking Sticks Activity (Reflecting the value of unity)

Material:-
A Single Stick and a Bundle of Sticks.

Method:Three students
will
be given three sticks each to break which they
will do easily. Then a
will be given to them to break which they will fail to break. After the
activity is over, it will be co-related with the theme of 'unity'. The students will be made
bundle of sticks
to realize the importance of the value of unity in families, institutions and the nation at
large.
Activity
Truthfulness Activity
Method:-
Approximately five students will be required for this activity. The teacher will announce
the test to be taken next day. But students having not prepared for the test discuss the
different excuses to be presented before the teacher to avoid punishment. While others
l0l
are busy in giving lame excuses, one of
them without making any excuse
speaks the
truth and accepts that he has not prepared the test and asks for forgiveness. The teacher
allows only that student to sit in the class while others are expelled out
of
the class.
Following questions will form the part of the discussion:-
l.
What would have you done if you were at the place of the student who spoke the
truth?
2.
3.
4.
Which student do you like the most?

Which value is exhibited in the behaviour of the student whom vou like the most?
What is the moral of this activitv?
Activity 4
Responsibility Activity (Reflecting the importance of individual responsibility
in
a group
project)
Material:-
.l
Torn up Pieces of Paper and some Pieces of Chalks to create Mess.

Method:The students
will
be divided into two teams. Both the teams
will
be asked to clean the
corners of the room. The winning team is the one whose members do their work well by
realizing their individual responsibility. The other team
will lose as one of the members
of that team will not do his work sincerely. This will cause the failure of the team. The
discussion
will
center around the concept
of individual
responsibility'. In a group work,
everyone's sincerity and responsibility matters a lot. So everyone by realizing one's

importance
of contribution in a group project should be responsible enough in one's
duties.
Activity
Unity Activity
Method:Three students
will form part of this activity. Out of three
act as the best friends. The
while stating
this,
'A'
students,
two (A and B) will
third one will try to create misunderstanding between the two
to'A'that'B'
has
is not taken in. both
told him not to help'A' in his studies. But inspite of all
'A'
and
'B'
make promise to themselves that they will
t02
always remain good friends irrespective of the comments of others. The questions
asked
l.
2.
3.
4.
will
be as follows:-
Name the value as exhibited by
'A'
and
'B'.
What is the importance of unity in our personal life?

What is the importance of unity in our country?
What is the message as conveyed through this activity?
Saturday
Activity
Humility Activity.
Method:-
will be asked to pretend as a scientist and he will be asked to tell about his
latest inventions to others. First of all, he will talk in a bragging tone and then in a
student
humble manner. Following questions
will be asked from the student
acting
as
scientist:I.
What gave you real happiness _ your arrogance or the idea of serving others?
2. What expressions did you notice in the eyes of others when you were humble and
when you were not?
3. How can you give respect to others
by being humble or by being arrogant?
4. What have you learnt from this activity?
Activity
Co-operation Activity.
Material:Ten Candles and a Match-box.
Method:-
will be asked to lighten ten candles all alone which will take more time.
Then other students will assist him in the work. Their assistance will make his work
much easier and less time-consuming. The questions for the discussion will be as
One student
follows:-
103
l.
Which value gets reflected through this activity?
2.
How would you feel if someone helps you in your work?
5.
What is the significance of the value
Activity
of
co-operation at national level?
Humility Activity
Method:-
Two students will be involved in this activity. They will be asked to tell their positive
qualities, first in a very bragging tone that is in a very arrogant manner and then in a very
humble and polite manner. The questions for the discussion phase
l.
2'
3.
will
be as follows:-
How did you feel while speaking in a humble manner?
what difference did you feel in both the acts? (To the class.)
What is the lesson of this activity?
Activity
Unity Activity
No material required
Material:One of the students
will
stand up in the class and raise his voice against the head-raising
problem of 'value-crisis'. While stating that we all should stand against the evil, all the
students
will
raise their hands to
asked after this
l.
2.
join him in this struggle. Following questions will
activity:-
which value got reflected through the action of the students?
How did you feel when everyone supported you in this noble cause?( To the
student raising his voice against the problem of ,value-crisis,)
3.
4.
be
What would have you done if you were in the place of the students of the class?
( To allthe students) What did you learn from this activity?
Activity
Meditation Activity (Reflecting the value of peace).

No material required.
104
Method:-
All the
students
will
be asked to fold their hands, close their eyes and to do meditation for
five to six minutes. During meditation, no disturbance will take place. Pin-drop silence
will prevail. As we know that meditation
generates peace
in the minds. And
peace in
individual minds generates peace in the world at large. After the meditation, the students
will
be asked about their experiences.
Activity
Responsibi I ity
Activity.
Material:-
A handful of Rice
Method:-
Two students will be given a handful of rice. They will be asked to cover some distance
by walking, holding rice in hands. They will be instructed not to drop a single particle of
will do the work perfectly and will not let the single
particle of rice fall down. Whereas another will go on letting the particles of rice fall
rice on the floor. One of them
down on the floor. Discussion will be held by asking the following questions:-
Which value is missing in the second student?
2.
What do you learn from this activity?
LECTURES AND DISCUSSIONS
Monday
Lecture
Gandhian Principles
Material:B.B. and a few pieces of chalks.

Content:Gandhian principles namely :-
105
Non-violence,
Satyagrah, Means justifying ends, Social actions based on morality
reflecting values in their essence
will
be discussed by the investigator. It
will
be done to
make them realize the relevance of millennium-proof Gandhian principles to sustain age-
old values in the present set-up. The awareness of these principles will be created in the
students' minds by using lecture cum discussion method.
Lecture 2
India's Struggle for Freedom (From S.St. History, Class 9th) (Reflecting the value of
patriotism and love for the nation).

Content:-
This topic is all about Indian Freedom Struggle that how the freedom was got with the
sacrifices as made by patriots of the land. They had to face many hardships but still they
did not give up . this topic emphasizes upon the value of patriotism and unconditional
love for the nation.
Lecture 3
Man is a Social Being (From S.St. Civics , Class 9th) (Reflecting the social values like
sense
of duty, responsibility and patriotism).
Material:-
B.B. and a few pieces of chalks.

Content:The topic relates the importance of society for a man without which he cannot survive.
Moreover it concerns itself with the essential duties of a citizen. Thus this topic relates
with the social values, namely, sense of duty, sense of responsibility and patriotism which
one owe to the society for being its member.
Lecture 4
Meaning of Responsibility
Content:-
t06
The meaning of 'Responsibility'
will
be discussed as follows:-
l.
Responsibility is doing one's share.
2.
Accepting what is required and carrying out the task to the best of your ability.
J.
responsible person
fulfills the assigned duty by staying true to the aim . duties
are
Carried out with integrity and sense of purpose.
4.
5.
6.
7.
When one is responsible, there is contentment of having made a contribution.
As a responsible person, I have something worthwhile to offer and so do others.
A responsible person knows how to be fair, serving that each gets
a share.
Awareness of the fact that with rights, there are
responsibilities.
8.
Responsibility is not something that obliges us, but is also something that allows
us to achieve what we wish.
9.
10.
Global responsibility requires respect for all human beings.
Lecture
Responsibility is using our resources to generate positive change.

5
Reciting of National Anthem
All the students will be asked to recite National Anthem as a token of regard to the
nation. The meaning of National Anthem
will
be explained to them as follows:-
Thou (you) are the ruler of the minds of all people, dispenser of India's destiny. Thy
(your) name arouses the hearts of the Punjab, Sind, Gujarat, and Maratha of the Dravid
and Orissa and Bengal.
It echoes in the hills of the Vindyas and Himalyas, mingles in the
music of the Jamuna and the Ganges and is chanted by the waves of the lndian Sea. They
pray for the blessings and sing thy (your) praise. The saving of all people waits in thy
(your) hand, thou (you) dispenser of India's destiny, Victory, Victory, Victory to thee.
Tuesday
Lecture
Eight Social Blunders as given by Mahatma Gandhi.

Material:-
107

Content:-
Following eight social blunders will be discussed :-
L
2.
3.
4.
5.
6.
7.
8.
Wealth without work.

Pleasure without conscience.
)r
Knowledge without character.

Commerce without morality.
Science without humanity.
Worship without sacrifice.

Politics without principles.
Rights without
responsibilities.
Lecture 2
Meaning of Honesty.
Content:The meaning of 'Honesty'
will
be discussed as follows:-
.Honesty is telling the truth.
2. When I am honest, I am clear inside.

3.
A person worthy of confidence is honest and true.
4. There are no contradictions or discrepancies in thoughts, words or actions.

5 . Honest thoughts, words and actions create harmony.
6. It is the awareness of what is right and appropriate in one's role, one's behaviour and
one's relationship.
7. With honesty, there is no hypocricy or artificiality which create confusion and mistrust
in the minds and lives of others.
8. It makes
for a life of integrity
because the inner and outer selves are a
9. To use well what has been entrusted to you.

10.
l.
A deep relationship exists between honesty and friendship.

Greed is sometimes at the root of dishonesty.
108
mirror image.
12. There is enough

13.
for man's need but not enough for man's greed.
An honest person knows that we all are inter-connected.
14. To be honest
to one's real self and to the purpose of a task earns trust and inspires
faith in others.
Lecture
India as a Nation (From S.St. Civics, Class 9th ) (Reflecting value
of
unity, patriotism
and love for the nation).

Content:-
This topic throws light on need of national unity which is most desirable in the present
context. It also highlights the major problems, creating hinderance in the way of national
unity as Casteism, Regionalism,
Poverty, Corruption, Illiteracy etc. it creates awareness among the readers regarding how
they can solve these problems and maintain the unity of the country. Thus this topic
generates the value
^t
of patriotism, love for the nation, falling under the domain if social
values.
Lecture 4
Mind as a Product of Peace.

Content:The definition as given by UNESCO
will
be discussed by the investigator as follows:-
" Since wars begin in the minds of men, it is in the minds of men that defence of peace
must be constructed."
Thus to establish peace in the world, we need to convince human minds through the
teaching of value of peace. Whenever any war takes place in any corner of the world, the
cause
of the war is the human mind. So the minds need to be directed and channelised
t09
through the process of teaching of values. So to defend the security of the world atlarge,
we don't need to make outer boundaries. What we need most is to
fill the minds with
the
of peace.
essence
Wednesday
Lecture
Indian Problems and Remedy in Values.

Content:Lecture cum discussion method
will
be employed. First of all, the students
will
be asked
to mention the problems as faced by our country namely, poverty, lack of
unity,
intolerance and impatience, unemployment, corruption, selfishness etc. Then the students
will
be asked to suggest the ways to find solution of these problems with the help of
values.
All this will
be done to enable the students to realize the practical utility of
'values' in our life.

Lecture 2
Value of love as a great Transformer.
Material:B. B. and a few pieces of chalks.
Content:-
An incident from Abraham Lincoln's life will
" During
be discussed as
follows:-
Civil War, President of America, Abraham Lincoln was criticized

for having soft corner for the enemies and not destroying then as they deserve. In
the American
response to this allegation, Abraham Lincoln stated, reflecting the value
of love
Madam, am I not destroying them when I make them my friends. When they
--
will
,,
Why
become
my friends, enemity will be destroyed automatically". Thus the importance of value of

love to transform the negative tendencies of the world
Lecture
Meaning of Peace.
Material:-
il0
will
be discussed.

Content:-
Meaning of Peace will be discussed as follows:-
.
2.
I
Peace is more than the absence of war.
World peace grows through non-violence, acceptance, fairness and
communication.
3.
4.
5.
6.
7.
8.
9.
10.
I .
12.
13.
1
Peace begins
within each one of
us.
lf everyone in the world were peaceful, this world will be a peaceful world.
Authenticity of action depends upon authenticity of person.
Peace
is a calm
and relaxed state of mind.
Peace is inner silence

Peace consists
filled with the power of truth.
of pure thoughts, pure feelings and pure wishes.
lt is qualitative energy.
To stay peaceful requires compassion and strength.
Serenity is not the absence of chaos, but calmness of mind in midst of it.
Peace is the prominent characteristic of what we call
Peace must begin
" a civilized society".
with each of us through quiet and serious reflection on
its
meaning, new and creative ways can be found to foster understanding, friendships and
co-operation among all peoples
( Mr. Javier Perez de cuellar, former Secretary General of the United Nations)
Lecture 4
The First World War (From S.St. History , Class 9th
) (Reflecting value of peace nad
non-violence).
Content:-
The topic is concerned with the First World War (1914-18). It highlights the causes and
effects of the first world war on the humanity. The effects of the war are as follows:-
.
.
Killing of innocent people p\in large number.

Spreading of fatal diseases as the after-effects of war.
lll
Destruction of families, societies and nation at large.
Destruction of personal and public property.
{
Thursday
Lecture I
Meaning of Non-violence

Content:-
Non-violence is the principle of the Gandhian philosophy. It does not only mean to be
non-violent in actions but to be non-violent in thoughts as well. Not to think of ill-will of

others means to be non-violent in the true sense.
Lecture 2
Maintaining Introspection Diary.

The investigator
will
ask the students to maintain an 'introspection
diary' which will
be
the record of daily activities and schedule of every student. The main purpose is to
critically analyse one's actions in the light
of
values so.that demarcation between Dos'
and Donts' can be done bv the students themselves.
Lecture
Indian Awakening (From S.St. History , Class 9th ) (Reflecting the value of patriotism
and love for the nation.
Method:The topic is about the revolution

shackles
of slavery. It
of
1857 which was aimed to free the country from the
emphasizes upon the contribution
n2
of different groups of people
who worked hard for the mission of freedom. Thus the value of love for the nation and
that of patriotism get reflected through this topic.
Lecture 4
Meaning of Non-Violence.
Material:-
a few pieces of chalks.
B.B. and
Content:-
Meaning of non-violence will be discussed as follows:I
2.
3.
Non-violence implies not to think bad of others.
It means not to speak bad about others.
Opting for peaceful ways in every situation of life and not to opt for violent
means even in the midst of unfavourable circumstances.
4.
5.
Not to opt for quarrelsome ways to solve any sort of dispute.

Non-violence at personal level implies not doing bad
dealing with enemy
6.
in
to one's enemy rather
a peaceful manner.
Non-violence at national level implies not to indulge in war rather to solve the
international problems in a peaceful way.
7.
8.
g.
it means not to kill anYone.
lt
means not to hurt anYone.
Non-violence facilitates the path to truth and only solution to problems of life
personal, social, national and international.
10.
Non-violence means not
to destroy public property and personal property of
anyone.
Lecture
Fill in the Blanks with 'value words'.

Content:-
Fill in the blanks will be provided to the students which they are supposed to fill
usins'value words'. Fill in the blanks willbe as follows:l13
by
LWe should
others. ( Help)
2 .----------- persons can serve the society in the best possible manner. (Honest)
3. We can never solve our problems with the attitude of ------------ for others. (Nonviolence)
4. There should be no war. Rather there should be --------- in the world.( Peace)
5. We should -----------our country. (Love)
6. We should always speak the ------------
(truth).
Friday
Lecture
Debate on the topic "Relations are more important than
money".

Content:The entire class
will be divided into two groups.The topic of debate
be given to the students. The students
against the topic.
will
as stated above
will
be asked to give their opinions in favour of and
As per their choice, the class will be divided into two groups
supporting the notion and other one going against it. Finally, discussion
will take
one
place
along with the views of investigator, highlighting the importance of relations over money.
The lecture on the importance of relations will be given by the investigator.
Lecture 2
Quotations on values.

Content:-
Certain quotations reflecting values
will be delivered in the class-room by
investigator as fol lows:-
l.
' You must be the change you wish to see in the world'.
It will be explained as follows:-
n4
the
If you wantto eradicate certain evils from the society like drug-addiction, corruption
value-crisis, then we ourselves should take initiatives. As
and
it is well-quoted that charity
must begin at home. Until there is change in us, no change can take place in the world.
Thus, self-responsibility is at the core of all the changes in the world.
-l
2.
'Dream is not what you see in sleep. Dream is that does not let you sleep'.
If we wish
good things like the value of peace, non-violence, love, responsibility, co-
operation , patience etc.to be the part of this world, we should make conscious efforts to
realize these dreams. Dream should be too strong to let us rest for a while.
3.
'
We make choices and choices make us'.
As we move ahead in our life, we are confronted with certain situations which demand
acceptance or rejection of theirs. But the choices should be made on the basis of values.
We must make right choices and learn to say "No" to the wrong things of life. The right
choices make us what we are.
Lecture
Comparative Study: Comparison between Mahatma Gandhi, S. Bhagat Singh with
Hitler and Osama Bin Laden.

Material:-
'

Content:The students
will
be asked to compare Mahatma Gandhi and S. Bhagat Singh with Hitler
and Osama Bin Laden in the context of values. The values as exhibited by these men
values are as follows:Mahatma Gandhi's values:-
LNon-violene
2. Peace.
3. Service to humanity.
4.Truthfulness.
5.Dedication and Responsibility.

I 15
of
6.Commitment (for nation.)

7. Sympathy.
8. Value of love.
9.Selflessness.
S.Bhagat Singh's values:-
l.
2.
3.
4.
5.
6.
Responsibility.
Service to humanity.
Selflessness.
Love.
Dedication and Commitment.

Sympathy.
Following are the values as exhibited by Hitrer and osama Bin Laden:-
l.
2.
3.
4.
5.
Violence.
Selfishness.
Lack of Sympathy.
Lack of Humility.
Lack oflove.
After discussing this, the following questions will be asked from the students:l.Whom do you like the most and why?
a) Mahatma Gandhi and Bhagat Singh.
b) Hitler and Osama Bin Laden.
2. Which type of people can contribute positively in the development and prosperity of
the nation and the world at larse?
l) With values.
2) Without values.
Lecture
Meaning of Humility.
l16

Content:-
')l
l.
2.
Humility is based on self-respect.

With self-respect, there is knowledge of one's own strengths. With the balance of
self-respect and humility, there is an acceptance and appreciation
of
one's qualities from
the inside.
3.
Humility allows the self to grow with dignity and integrity
- not needing the proof
of an external show.
4.
5.
6.
{
Humility makes arrogance disappear.

Humility allows lightness in the face of challenges.
Humility as a value
- at its highest - allows selflessness and dignity in working
for a better world.
7.
8.
A person with humility listens to and accepts others.

Humility is staying stable and maintaining power on the onside and not needing to
control others on the outside.
9.
10.
IL
Humility eliminated the possessiveness that builds walls of arrogance.

Humility allows one to be great in the hearts of others.
Humility creates an open mind and recognition of the strengths of the self
others. Arrogance damages or destroys valuing the uniqueness
and
of others, and hence is a
subtle violation of their fundamental rights.
12.
The tendency to impress others, dominate or limit the freedom of others in order
to improve yourself diminishes the inner experience of worth, dignity and peace of mind.
Saturday
Lecture I
Lecture on 'Hard
Work (Doing one's Duty always Pays sooner or later').

Content:-
n7
The very theme
will
be co-related with the teaching of values to the students . As planting
a seed does not give immediate results. Rather
it demands some time till it
doctor treating his patients cannot expect immediate recovery. Recovery
sprouts. A
will take
place
after some time. Similarly, the act of teaching values to the students by the teacher cannot
bring immediate changes in the students' minds and behaviour. But slowly and slowly, it
will
start showing its effect and ultimately, positive changes
will
get reflected through the
personality of the students.
Lecture 2
Description of incident on 'Value of Honestv'.
Content:-
By desffibing the incident as follows, reflecting the importance of ,honesty,,

questions will be asked from the students:-
" In one country,
certain
there was a case that more than twenty children died in a fire because
of the inferior housing at a camp. The owners had received money to build proper
housing but did not use it for that purpose. Some of the money that pocketed was
used to
bribe the reporters not to report what they had done.
Following questions will be asked from the students:_
l.
2.
3.
4.
Name the value as missing in the owners?
What is the effect
of corruption
on the victims?
What is the effect of corruption on the generalwell-being of the country?
Examine short-term and long-term effects
of corruption on all the parties -
Builders, victims and the nation at large?
Lecture
Discussion on the theme of co-operation with the help of examples.

Content:-
il8
Through lecture and discussion method, the value of co-operation
will
the students. Two examples of Dowry System and the Problem

presented to the students. They
can be solved with the help
will
be discussed with
of Asthma will
be
be asked to give their views on how these problems
of co-operation and who are the people whose co-operation
we need to solve these problems.
As in
case
of the problem of
'Asthma', the co-operation between medical
authorities, health organizations, add companies and W.H.O.
is
needed.
In
case of
'Dowry System', the co-operation between families, social organizations, Govt, Law and
police is must.
Lecture 4
Discussion on 'Honesty' through questions.

Content:-
To enable the students to realize the importance of value of honesty, some questions
as
follows will be asked from the students:-
l.
2.
3.
4.
5.
6.
7.
8.
Why are people greedy?

What do they want?
What do they want for themselves?
What do they want for their family?
Do they want happiness and security?
Does being corrupt generate happiness and security in the long run?
Are all rich people happy?

What gives you real happiness?
On the basis of these questions, the importance of honesty to generate real

happiness and inner contentment
Lecture
will
be discussed.
Values as exhibited bv Pt. Jawahar Lal Nehru and Mother Teresa and their contribution
to the world.
il9
Content:-
A lecture will
be delivered to the students regarding the values as exhibited by J.L. Nehru
and Mother Teresa as
follows:-
Pt. Nehru's Values:-
l.
2.
3.
Peace
Patriotism
Non-violence.
Mother Teresa's Values:-
l.
2.
3.
4.
Peace
Social Welfare
Sympathy
Humility
Thus their contribution for the world at large
will be discussed and importance
of values as exhibited by them will be emphasized.
GAMES
Monday
Hand it Over Game (Reflecting value of Respect)
Material:-
Pen
Method:-
The investigator will ask six or seven students to stand in a row. The first student will
hand over the pen to the second one and second to third one and so on. The game
played in two rounds. In the first round, the pen

respect. In the second
will
will
be
be handed to one another out
of
round, pen will be handed over to one another
showing disrespect. Then the students who played the game
in
a manner
will be asked how they felt
when others showed respect and disrespect to them . This is how they can realize the
importance of respect in their life.
Tuesday
Co-operation Game.
120
Method:The students
will
be asked to stand in a circle by joining elbows. They
and stand together. More they
will
co-operate
successful in the game. Thus the students
will
will
be asked to sit
with each other, more they will
be made
be
to realize the importance of the
value of co-operation in life.
Wednesday
Catch a Ball Game. ( Reflecting the value
of co-operation)
Material:-
A Ball.
Method:Five or six students
will be asked to stand in
a row.
A ball will be given to them.
The
first student will pass on the game to the second one , second to the third one and so on.
anyone out of them misses the catching of the ball, that
co-operative they
will
If
be considered a foul. More
will be to each other, more effectively the game will be played.
Then
finally the discussion willtake place on the importance of value of co-operation.
Thursday
Ribbon
and a Balloon Game. (Reflecting the value of
co-operation and sense of
responsibility.)
Material:-
'
Ribbons and a Balloon.
Method:-
A team of students will be constituted in which two students each will form
pair. Their legs will be tied to one another. A balloon will be given to them to play with.
The balloons falling on the ground
will
legs tied can play the game properly
respective work with the sense

success
of
as
a foul. The students with their
only if they co-operate with each other and do their
of responsibility. After the game is over, the reasons of
of one team and failure of
importance
be considered
another team
value of co-operation.
t21
will be discussed, highlighting
the
Friday
Path Navigation Game.
Material:-
A Blindfold.
Method:One student
will be blindfolded. Another
student
will be asked to guide
and show the
way to the blindfolded student. The extent to which the another student guides the
blindfolded one depends on the responsibility of the guide. More responsible the guide
will
be, more effectively the way can be guided. After the game is over, the importance
of the value of responsibility will be discussed with the whole of the class.
Saturday
Count-off Game. (Reflecting the value of co-operation)

No MaterialNeeded.
Method:Ten students
will
The investigator
be asked to
form
a circle with gap in legs and holding hands together.
will count off One and Two. At the sound of one, they are to come
forward and to lean backward at the sound of two. They as a group will be successful in
the game, if all will co-operate properly by following the proper directions. They will be
asked the reason of their success in the game to make them realize the importance
of co-
operation.
CREATING SITUATIONS
Monday
A friend of yours is mocking at you as you are wearing torn up shoes. ( Reflecting the
value of Respect )
t22
The situation
will
be given to the students and one of them
react in this situation by reflecting the value

discuss the importance
of
will
be asked how he will
of respect. Finally, the investigator will
value of respect in reacting even to the situations reflecting
disrespect.
Tuesday
Two of your friends are angry with one another. They are not on talking terms. But they
both are in good terms with you. Now one of the friends pressurizes you not to talk to
another one. (Reflecting the value of Peace.)
The situation
will
of
will be asked how
peace. Following question
will
he will
be asked
from that student :-
LIf you get confronted with
such situation, how
will you
react by opting for the value
of
peace?
Wednesday
One of your acquaintances has told you that someone has told bad things about you.
(Reflecting the value of peace and respect.)
>
The situation
will

importance
of the value of
peace and respect
of
will
peace and respect. Afterwards, the
, in solving the problems of life will
be
discussed.
Thursday
Your friend has revealed your secret (of having only one pair of shoes with you) to others
which you never want to share with others. (Reflecting the value of peace and honesty.)
t23
No Material
Required.
will
The situation
of

value
of
will be asked how
peace and honesty
will
he will
peace. Afterwards, the importance
of the
be discussed.
Thursday
Your younger sister gets your shirt and now she has spoiled your shirt. (Reflecting the
value
of
peace)
The situation
will given to the students and one of them will
this situation by reflecting the value

peace in resolving the matters of
of
be asked how he
peace. Afterwards, the importance
will
react in
of the value of
life will be discussed.
Friday
There is a tough student in your class who always knocks over your books and pencils.
You have asked him to stop but he only laughs. (Reflecting the value
of
patience and
peace)
will be given to the students
The situation
and one of them

importance
of
the value of patience
and
peace
will
of
patience and peace. Afterwards, the
will
be discussed.
Saturday
One friend
of yours never helps you. But now he has asked you to drop him at the bus-
stand. (Reflecting the value of co-operation,
humility and forgiveness).
The situation
will
will be asked how he will
of co-operation,
humility and forgiveness.
Afterwards, the importance
of
the value
of
co-operation, humility and forgiveness will
be discussed.
124
STORIES AND POEMS

Monday
Story:Neighbour's Duty ( Reflecting the value
of
dutifulness and social service)
.'
The story
will
be narrated as follows:-
This story is based on a true incident. There was an officer named as Mr. Goswami Hari
Jivanlal. For being a Govt. Officer, he was provided a house. His family resided in that
house with all the facilities available to them along with security guards. On one night,
when Mr. Goswami had gone to Mirzapur on duty, his wife and four children were all
alone in the house along with security guards. Suddenly some decoits attacked them. The
lady of the house was terrified. When everything appeared hopeless to her, all
sudden , she saw her neighbour,
a pistol. On seeing
of
Mr. Kamlakar, a Govt. Officer coming to her house with
him with a pistol along with his guards, the decoits felt afraid and ran
away. Now the lady of the house thanked his neighbour as he had saved their life by
risking his own. In reply to that, he said that whatever he had done was his duty, a
.t
neighbour's duty.
Following questions will be asked from the students:-
.
2.
3.
I
Name the value as exhibited in the behaviour of Mr. Kamlakar?

What would have happened
if Mr. Kamlakar were not there to help the family?
What have you learnt from the story?
Poem:-
Character
of a Happy Man, a poem by Sir Henry Wotton. (Reflecting the value of
honesty, truthfulness, righteousness, faith
in God, lack of jealousy and good character).
(From English Reader, Class l0th)

Material:
125
The poem was explained as follows:-
The poem lists certain virtues and values which can make one happy and give one real
happiness of
life. Life without values and virtues can not be termed
as happy one. To be
happy in the real sense, one must be honest in one's dealings, truthful in one's words,
follower of God, follower of morality and righteousness in life, free ofjealous. All these
values make one a real human being.
Following questions were asked from the students:-
l.
2.
3'
What is needed to be happy?

What
will
happen if everyone in the world
will
be the possessor of values?
What do you think after knowing the idea as reflected through this poem, give
your personal views?

Poem:-
\
Excelsior (A poem by H.W. Longfellow) (Reflecting the value
of
dutifulness and hard
work) (From English Reader, Class 9th).

The poem gives a message of perseverance and to be committed to one's duty. It conveys
the message that one should keep marching towards one's goal with a fixed
determination, irrespective of difficulties and obstacles on face in the way of one's goal.
It is not important whether one succeeds or not rather the most important thing is the
sense
of commitment which one owes to one's duty. God always blesses such people.
The poem is about a young traveler who carries the banner of 'Excelsior'
till
the end
of
his life.'Excelsioromeans'higher and higher'. A young traveler in the poem is going

through a village and passing through snow and ice. Many people like an old man, a
maiden of the village, a peasant meet him on the way and they warn him against all the
odds and difficulties but he is
filled with the determination to go ahead and achieve his

aim. He does not give up in the face of obstacles and finally he dies but does not
compromise against his sense
of duty. Following
students:-
t26
questions
will be asked from the
I'
what do the old man, young maiden, peasant who meet the young traveller in
the
way, represent?
2.
3.
what special quality do you see in the young traveller?

What is the lesson that you learn from this poem?
v
Story:-
Sabse Bada Tap
( Reflecting the value of humility and respect for parents)
The story
will
There was a great saint named as Pippal from the ancestory
He did Tap and meditation
of Maharishi Kashyap.
for many years. He was blessed with a boon of being the
master of the entire world. This made him feel proud of his powers. One day, a bird came
to him and told him that the real Brahmin was the one who never felt proud and was very
humble. Then the bird gave him the reference

Kurukshetrta who was
of Kundal's
son, Sukarma from
great saint. Without doing any meditation, he became a grear
saint as he served his parents truly. Now the saint Pippal went to meet Sukarme who
welcomed him with great humility. To realize Sukarma's sense of service to his paren6
and to his guest, saint Pippal felt impressed. He made up his mind not to feelproud of his
knowledge and power. As now he had realized that one becomes great only and only with
great deeds.
l.
2.
3.
Which value was missing in the saint pippal?

Why do you appreciate Sukarma?
Name the two values as exhibited in the behaviour of Sukarma?
Tuesday
Story:The Emperor and the Flower Seed ( Reflecting the value
127
of
honesty and truthfulness)

The story
will
A king wanted to find a successor to his throne who would be honest enough to
rule in his kingdom. To choose the successor, he invited allthe people of his kingdom to
his palace and gave seeds to all. He asked all of them to come to his palace after the span
of one year with flowers being sprouted from the seed. One of the girls named as Serena
too was given the seed. She tried her best to let the seed sprout but it did not yield. On the
fixed day, all of the people reached the palace with beautiful flowers in their pots which
got bloomed with the help of the seeds as given to them. But Serena's pot was empty as
of her efforts, no flower could be sprouted.
inspite
helplessness and
When Serena expressed her
felt sorry, the emperor exclaimed :" I have found my successor
- the
person worthy of rulling after me". As the seeds given to all the people were roasted and
no flower could be bloomed out of them. All the people used different seeds and were
dishonest in their dealings. Serena was not dishonest and did what she was told. The
emperor appreciated Serena's truthfulness and honesty and finally she became the
empress of the kingdom.
l.
2.
3.
Which value was exhibited by Serena?

What would have you done if you were at Serena's place?
What is the moral of the story?
Story:Utawala So Bawla ( Reflecting the value
of
patience and love and regard for parents)

The story
will
The story is about the famous poet of Sanskarit whose name was Bharvi. He was
the only son of his parents. As he grew up, he became a world renowned personality
because
of his knowledge. But his father never appreciated him. Rather once he scolded
his son infront of his son's wife which made him feel upset. The son thought that his
father felt jealous of him. Once out of rage, he decided to
t28
kill his own father.
When he
-\
went to his parents' room, he overheard them. His mother, pointing towards the moon,
said to his father that no one could be as glorious as the moon is. But the father said :,,
The moon's glory becomes dull when compared with the glory of our son who is known
all around the world for his knowledge. There are so many black spots in the moon. But
our son is flawless". When the son heard it, he felt ashamed of himself for being so
impatient and not having any soft corner for his parents. He admitted his sin which he
was going to commit before his father and the father apologized him.
Finally, the questions will be asked from the students:-
l.
2.
Name the value as missing in the son?
What is the lesson of the story?
Poem:-
Death, the Leveller (A poem by James Shirley). (Emphasising the importance of good
deeds). (From English Reader, Class
l0th).
Material:B.B. and
The poem was explained as follows:The poem brings out the idea that death is inevitable as it
will
come to all
from king
to pauper and from rich to poor. So the man comes and exits from this world. The only
thing as remembered about a person after his or her death is the account of good deeds
).
and good values as exhibited. So
if
we want to live alive in the album of others'
memories after we die, the only way is to be the doer
of good deeds and the person of
values.
L
2.
3.
What do you mean by good deeds?

Name some good deeds?
What should be done by us before death approaches us?
129
Story:-
Satyavadi yudishtra (Reflecting the value of truthfulness)

The story
will
Guru Daronacharya was the guru of Kauravs and Pandavas. Once he taught
lesson
to his disciples that we should never be angry. When the Guru was to teach the
next lesson on the next day, he asked his disciples to tell him what he had learnt about the
previous lesson. When it came Yudishtra's turn, he did not say anything. For many days,
it
happened the same. The guru asked him the reason
lesson. To this, Yudishtra replied
why he could not memorise the
with humility that there was no use to learn anything till
we follow that thing in our life in true spirit. He further said that he had been trying to
control his anger but still he had not been successful fully. And without being successful
in that, how he could say that he had learnt the lesson fully. Thus Yudishtra spoke the
truth and his guru felt impressed with the truthfulness of his disciple.
1.
2.
3.
What do you think about Yudishtra after hearing this story?

Which value do you learn from this story?
What is the moral of the storv?
Poem:-
Where the Mind is Without Fear(

value
of
Poem by Rabindranath Tagore). (Reflecting the
freedom, broad-mindedness, courage, generosity, equality and courage). (From
English Reader, Class l0th)

The poem was explained as follows:-
The poem is in the form
of
a prayer as made to God that this country should be turned
into heaven where the value of freedom generates and broad-mindedness and equality
prevail. The people of the land should rise above narrow dimensions and free from the
sense
of discrimination
130
-\
on the basis of cast, colour. Creed and religion.
All
the evils should be shunned by the
men of the land and all the virtues be absorbed by them. Moreover the people of the land
should exhibit the value of generosity and should be kind to each other. No fear should
abode in the minds of the countrymen and they should be brave and courageous enough
in their thoughts and actions.
Importance of these values( as mentioned above)
to
secure the
future of the nation was discussed in detail.

Poem:-
The Ballad of Father Gilligan (A poem by W.B. Yeats) (Reflecting the value of hardwork and sense of dutv).
The poem conveys the idea that those who perform their duties sincerely and do
justice to their work are the true servants of God and are the blessed ones. God always
helps them as they do their duties to the best of their capabilities and capacities. God
personally appears in the world to save them from nay kind
of embarrassment and
difficulty. There is an old priest in the poem who feels extremely tired working day and
night among the poor people of his parish. He always stands by the dying people to offer
spiritual consolation. One evening he is too tired to attend to a call from a villager. He
falls asleep on his chair and gets up in the morning. On getting up, he runs fast to the
house of the dying man. The man is dead now and his wife thanks the priest for coming
again to their home. She tells the priest that her husband has died
priest offered last prayers for him. But
it is quite surprising
as
it
with alight
heart as the
is not the priest who has
come there at that time but God Himself has gone there to help the priest.
Who is there at the side of the dying person when the priest is at his home?
2.
Why does God help the priest?
3.
What is the message as conveyed by the poem?
r3l
Story:Fishes in Pond (Reflecting the value of patriotism)

The story
will
There were many fishes in a pond. Once some fishermen found that pond and
decided to catch fishes from there. There were three leaders
of the fishes in that pond.
One of the leaders suggested that the best option was to leave the pond and to find some
other place to reside. The second leader believing in fate decided to stay in the same pond
and to leave everything to the fate. The third one said that the pond was their motherland
and it was not wise to leave our motherland in the face of difficulties . rather the situation
should be tackled with intelligence. So the followers of the first leader left the pond. The
second group who believed in fate was caught in the
sense
net. The third group, reflecting the
of theirpatriotism tackled the situation wisely. They dived deep into the waterand
were not caught in the net.
Thus this group reflected a true sense of patriotism and gave the message that
in case of any difficulty, which we face in our nation, we should make sincere efforts to
solve that. Leaving the nation is no solution. Rather it becomes our duty to liberate the
nation from the clutches of these problems, being the true sons of the soil.
l.
Whose opinion do you appreciate the most out of three leaders?
2.
Which value is reflected in the third group of fishes?
What lesson have you leamt from this story?
J.
Wednesday
Story:-
Bed Number
29 by Tariq Rahman. (Reflecting the value of sense of sacrifice
selfless service to mankind). (From Supplementary Reader, class lOth)

The story was narrated as follows:-
132
and
The story describes a supreme sacrifice made by Naeem for the author. The author is a
painter. He loses his eye-sight in an accident. Maeem is the ward-mate of the author in
the hospital. He is also known as No.29 as being his bed-number. He describes beautiful
to the author and encourages him to paint. Now the author is operated for the
second time and he has spent all his money he has with him for his operation. But
scenes
unfortunately the operation goes unsuccessful. Naeem offers money to the author which
he refuses to accept. Naeem finds a rich person to buy his paintings with which the author
gets sufficient money to manage his third operation. On being able to see after the third
operation, the author wants to see Naeem but he has already left the hospital. The author
comes to know that the unknown customer
of
his paintings was no one else but Naeem
himself and moreover the paintings which he painted are just haphazard lines for which
Naeem pays heavily. Now left with no money for his own treatment, finally Naeem
leaves the hospital. Thus what Naeem has done for the author reflects his selfless love for
the author and great sacrifice which is rare to find nowadays.
l.
2.
Why do you like Naeem?

Name the value which gets reflected through the character of Naeem?
Story:-
A Gift for Christmas by O' Henry .(Reflecting the value of selfless love) (From English
reader, Class 10th)

Jim and Della are husband and wife. They are not very rich rather they need to spend
very carefully as per their resources. But they have great love for one another which adds
beauty to their otherwise omonotonous' life. There are two precious possessions in their
house
- Jim's gold watch and Della's long and beautiful hair. Now it is Christmas eve
and both of them want to present precious gifts to one another but their poor financial
condition acts as a hinderance. Both exhibiting selfless attitude get ready to part with his
or her most precious belonging. So Della sells her hair and gets a beautiful platinum
t33
chain for Jim's watch and Jim seels his gold watch to get a set of combs for Della. Thus
these gifts prove to be useless
for both of them. Butthey still they enjoy their Christmas
to the most
as the
feeling of love and selflessness make this day a memorable day for them.
Following questions were asked from the
l.
2.
students:-
a,
Why do Jim and Della sell their prized possessions?

What does the attitude of selling their prized possessions reflect about the nature
of Jim and Della?
3.
4.
Which thing is more important in life
- money or value of love?
What have you learnt from this lesson?
Story:Udarta (Reflecting the value
of sympathy)
Material:-

The story
will
Once there was a painter. He wanted to paint a picture of the person who had turned
poor after being rich. For that, he asked his rich friend to come to his studio and to pose
like a very poor person which could help him in painting his masterpiece. The friend
wore torn up clothes with his hair untidy to look
like
a beggar. When the friend was in
the studio, some followers of the painter came to the studio. One out of them gave a coin
to that posed beggar. After doing inquiry from the painter, the posed beggar came to
know that he was a very poor but a good boy. So instead of himself being so poor, he
helped that posed beggar as much as he could do. The rich man was impressed and
offered him with the cheque of Rs. 10,000/-.
l.
2.
3.
what do you feel about the poor boy who gave his coin to that posed beggar?
Why did the poor boy feel like giving coin to that posed beggar?
Whose character do you like the most
The discussion on the value of 'sympathy'
- the poor boy or the rest of the followers?
will
134
take place.
Story:The War of Troy, a story based on Homer's great epic'The Iliad'. (Reflecting the value
of non-violence as accurse to humanity) (From English Reader, class l0th)

'The lliad' is a great epic poem, written by a blind poet, Homer. It describes the famous
war of Troy which took place between the Greeks and the Trojans some 1200 years B.C.
the war was sparked off by the elopement of Spartan Queen Helan to Troy. This was
continued for ten years between the Greeks who lived on the main land and the people
of
Troy which is now in Turkey. Troy was finally defeated and Helan
was brought back to Sparta by her husband, Menelaus. The war caused
great havoc as
many people were killed and the property was destroyed. The city of Troy was set to fire
and was in ruins completely. Thus the war proved disastrous for all.
l.
2.
3.
What was the result of the war?
Who suffer the most when the wars take place?
Name the values which
are
needed
to put an end to the tendencies, initiating
wars?
Story:Three Great Indians (English Reader, Class 9th) (Reflecting the values
of
patriotism,
love for the nation, courage).

The lesson presents the life-history of three great Indians who still live alive in the album
of our memories by virtue of their great deeds. These great Indians are as follows:-
l.
.Sri Satguru Ram Sing Ji (Exhibiting the values
of
patriotism and love for the nation)
:- Sri Satguru Ram Singh Ji was the initiator of the 'kuka' movement and he stood against
r35
British rule and made every effort to liberate the nation from the clutches of slavery. He
gave the message of faithfulness in one God, leading a
life of honesty and
simplicity and helping the poor. He stood against all the social evils like child mariage,
female foeticide, taking of alcoholic drinks and non-veg foods, dowry system, religious
fanaticism, cow slaughter and casteism. He also raised his voice against the British policy
of 'Divide and Rule' and gave the slogan of 'Unite and Fight'.
3.
Rani Laxmi Bai (1834-1858) (Reflecting the values
of love for the nation.
patriotism and courage). No other woman warrior in the history of India has made such a
powerful impact on the minds of the Indian people as the Rani of Jhansi. She fought
bravely for the cause of freedom struggle and sacrificed her life for the nation at a very
tender age.
4.
Udham Singh (Reflecting the values
of love for the nation
and patriotism).
Udham Singh's name is linked with Jallianwala Bagh. He was the man who took his
revenge on General
O' Dayer, the British officer who ordered firing at Jalianwala
He took this massacre as a national insult and killed the

He was arrested
forthis and sentenced to
Bagh.
villain of the show in England.
death. Thus the great son of the soil sacrificed
his life for the sake of his nation.

Story:The Rainbow Flower (Reflecting the value
of social service
and sympathy)

The story
will
Once a
girl
was
blessed
with
a rainbow by an angel. She could ask for different
wishes from the petals of the flower. First
of all, she wished for different things for

herself which could make her life comfortable like a big house, gold and jewellery etc.
but the real contentment was missing. When the last petal was left, she decided to use it
for others. She saw a boy with crutches. She wished that the boy could walk properly on
his legs and the wish came true. Now the girl felt real happiness and satisfaction as she
realized that the
real happiness lies in moving from selfish attitude to that of
service to humanity.
136
selfless
l.
when do you appreciate the girl
2.
Where does real happiness lie
in selfish or selfless attitude?
3.
Which values are reflected in the girl?
4.
What is the moral of the storv?
in the first or the second phase of the story?
Story:Daya ki Devi
( Reflecting the value
of
social service and humility)
will be narrated as follows:- There is a hospital named as ,Devi Mai, in

Nasik. It has got a history. Devi was a widow . Her brother helped her and made her
join aNursingTrainingSchool andfinallyshegot ajobin asmallhospital.Theheadof
The story
the hospital
was a British lady, John Mary. Once a patient from the low
cast was
admitted in the hospital. She was given the bed to rest upon. This enraged John Mary as
the patients from the low cast were not allowed to lie on the beds. But Devi said that no
discrimination should be there on the basis of cast as we all are one. Devi was expelled
from the hospital. She established her own hospital with six beds in a room. There she
started serving and treating the poor patients. This selfless service made her famous with
the name of 'Devi
Mai'. Many people used to come to meet such
a noble soul. One day
in a long que of visitors, was standing John Mary. On seeing her, Devi Mai asked her to
come inside out of humility. Now John Mary apologized her for being so rude to her in
the past. And to rectify her mistake, she gave all her property to Devi Mai for her hospital
l.
2.
3.
What do you like in the character of Devi Mai?

What quality of Devi Maichanged that arrogant john Mary?
The value of social service and humility
Story:
t37
will
be discussed in detair.
Fire in Jungle
by Henny Trailes.(Reflecting
the value
of
dutifulness)

The story
will
There
was a gigantic fire in the forest. All the animals simply
and did nothing.
But
a little bird went to the sea and by
holding a small drop of water in
its beak started extinguishing the fire. And he did so many a times.
looked at the bird and asked him:
gazed at the flames
All the big
animals
" Little bird, tell us honestly, do you think that you can
extinguish the fire with these little drops?" The little bird answered:" I do what I must".
Just then an angel passed by and He produced a heavy rain as He
felt impressed by the
little bird's sense of duty. The fire went out.
l.
2.
3.
4.
5.
Whom do you like the most
the little bird or the rest of the animals?
What qualities do you appreciate in the little bird?
what would have you done if you were at the place of the little bird?
Why did the angel pour the rain?
Discussion on the value of dutifulness
will
take place.
Thursday
Poem:-
Sympathy
(A Poem by charles Mackay ) (Reflecting the value of sympathy)
(From
English Reader, Class 9th)

The poem reflects the idea sympathy shown to fellow-beings in distress can soothen their
hearts more than the money can do so. Thus the feeling
of sympathy as shown to others
can act as a balm on their frayed neryes. The poet says that when he was in sorrow and
distress had engulfed him,
a proud and rich man with no sign of sympathy in his
behaviour, offered him with money. After the poet was out of the distressful phase, he
returned the gold to the rich man. Again when the poet found himself in pain and grief, a
r38
poor man saw him. He bound the poet's head, gave him bread to eat and
he attended to
the poet day and night and made every effort to take care of him. Now the poet felt that
what the poor man had done for him could not be returned as it was all beyond giving
back. Thus sympathy as shown by the poor man had much higher value than the gold as
.(
given by the rich man.
l.
2.
How did the two men help the poet when he was in need?
What is the difference that you find in the attitude of the 'proud man' and .poor
man?
whose help as offered do you feel is the best one for the poet and why?
4.
What lesson do you learn from the poem?
Story:-
Rani Mehto by Bhisham Sahnie. (From Hindi Text-book , Class 9th) (Reflecting
the
value of hard work and honesty).
Material:B.B. and
The story
will
be narrated and discussed from value point of view as follows:-
The present story emphasizes the importance of the value
of 'hard work'. It states that
earning money with hard work gives us happiness and inner contentment whereas
snatching money from others by foul means always leads to adversity and the one doing
so is cursed. There is a king in the story named as Ban Bhatt who inspite of being a king
used
to earn his own living by doing work with his own hands. The moment he started
getting money from the oRoyal' account to satisfy queen's quest of gold, a curse fell on
him causing destruction of his kingdom and his personal life as well.
Story:F
Do Hath by Dr. Indu Bali (From Hindi Text book class 9tn; lReflecting the value of hard
work and sense of dutv.)
Material:B.B. and a few pieces of chalk. B.B. and a few pieces of chalks.
139
The story
will
be narrated and discussed from value point of view as
The story emphasizes the importance of 'hard

the concept
follows:-
work' in life along with throwing light on
of 'real beauty which lies in one's good qualities and not on external beauty.
A girl in the story named
as Neeru does her household
work all alone along with her
studies as her mother is no more. Now her hands appear to be very ugly. During the
annual day of the college, a special prize is announced for the one with hands which
reflect hard work as done with the hands. So the prize goes to Neeru whose hands are
beautiful in the real sense as they reflect the sense of duty and hard work with a sense of
commitment.
Story:-
Parda by Yashpal (From Hindi Text book , class l0th; lReflecting the value of
truthfulness)
The story
will
be narrated and discussed as follows:-
The story gives a message of truthfulness. Sometimes just in an effort to pose ourselves
superior and maintain our good reputation in the eyes of others, we go on telling lies. But
the moment our lies are exposed, that moment is too embarrassing to be tolerated. So we
should always speak truth.
Story:Where is Science Taking Us? by Dr. S.W. Pennywick. (Emphasising the importance
of
values) (Taken from English Reader, Class l0th)

The chapter deals
with
a very serious issue i.ie where science is taking us today.
It is an
of science where mind-boggling advancements have been done by science. Life has
really been made comfortable with the inventions of science. In the field of material
era
things, science has given its performance to the excellence by introducing machines in
every field of life. But in the field of non-material things,
it
has played a negative role.
The values of life which are the very essence of human civilization are simply ignored by
science. Science being practical does not take into consideration the human values like
charity, tolerance, understanding, forbearance, justice and mercy etc. without which all
140
the best things are bound to generate disastrous consequences. So the need of the times is
to embraces human values of life to make this world s worth-living place to live.
l.
2.
3.
Name some of the advancements as made by science?

What is the major thing as ignored by science?
What is needed in the present times to secure the future of human civilization?
Story:-
Some Glimpses of Ancient lndian Thought and Practices by Dr. D.V. Jindal (Reflecting
the value of charity, good character, sacrifice and equality) (From English Reader, Class
lOth)
Material:-
The chapter brings about the different instances, reflecting the great human values
as
exhibited by the people in the ancient India. Indian history is full of such examples which
reveal that the people of ancient lndia used to be the men
the entire
world. Following
of
values and set examples for
are the instances, reflecting values.
lst Instance:- (Reflecting the value
of
sacrifice). In a fight between the gods and demons,
demons were having an upper hand. In desperation, the gods approached Lord Vishnu to
suggest them the ways to defeat the demons. The Lord suggested that the only way to be
victorious was to prepare a sword made out

approached the sage
of
the bones
of
agreat saint. The gods
'Dadhichi' , a great saint and he did not even take a second to
sacrifice his life to give life to the gods.
2nd Instance:- (Reflecting the value of sacrifice
and
love for humanity).
sacrifice as made by the young son of Sh. Guru Gobind Singh
Supreme
ji will always appear in the
golden words in history. They chose to be bricked alive for the sake of faith , and the
canons of justice and true liberty. They sacrificed their lives
for the sake of humanity
whereas in the present scenario, the people can go the extent of

sake of selfish interests. What a difference!
t4l
killing each other forthe
3rd lnstance:- (Reflecting the value of charity, equality and unity of life). Going back to
the ancient tradition of the country,
it is well-known that the elder ones always consider it
as a part of their duty to feed the birds, animals and insects
as they believe that there ism
unity of life and just like us, they too have life in them. Thus rising above the narrow and
selfish domains has always been the tradition of this land.
4th Instance:- (Reflecting the value
of
charity). Since time immemorial, the concept of
'Vasudhev Kutumbukam' i.e. 'the entire universe as one family' was held
in
great
importance in Indian society. This concept works at the back of thr tradition of 'Langar'
in the holy temples and gurudwaras.
5th Instance:- ( Emphasising on the very truth that the real worth of man is not judged by
,l
his outer looks and physique rather by his inner qualities and values).
Once the king Janaka
of Maithil (present Bihar) called a meeting
of
the scholars to
discuss some serious issues. a well-known sage named as Ashtavakara (so called because
of his deformed body) was also invited. The way he entered, others made fun of him.
Ashtavakara got furious at this
and said to the king that he felt ashamed of being invited
to this assembly of skinners(a person who deals in animal skins, Charamkar). As it

only a skinner who measures intelligence or worth or status
of
is
a person from his skin or
physical outlook or structure. Thus this instance conveys the message that inner qualities
and values are the real identity
of
Bheel woman (a Shudra woman)
a person.
Lord Rama's eating of the tasted beryies of a
is a sufficient proof that no discrimation
existed in
ancient Indiaon the basis of cast, colour, creed and religion. The worth of the person was
recognized on the basis of one's values.here one is remonded of one incident from Swami
Vivekananda's life who said to the lady in America, where he went to deliver a lecture,
on laughing at his simple dress that he belonged to a country where the personality of a
man is not shaped by a tailor but by his or her intrinsic worth, character and values.
6th Instance:- (Reflecting the value of equality). Indian history
is
awitness that in the
ancient past, women were held in high esteem. No auspicious function was considered to
be complete without the presence of women who were considered as Devi (Goddess),
t42
Kanjak(a young unmarried girl child, fitted to be worshipped) and Ardhangini(better

half). But now the evil of 'female foeticide' is a big shame for the entire humanity which
goes against the principle of equality of gender.
7th Instance:- (Reflecting the value of good character and equality of gender). The
ancient history is full of examples where the people were men of character and they
considered values as the most prized possession
of their life. Once Chattarpati Shivaji
was waging a war against his enemy and during the war, the soldiers
a woman
of Shivaji captured
from his enemy's side. Shivaji being a man of character and values. Bowed his
head before that woman and
that , we must keep
respectfully restored her dignity as a mother. Along with
it in mind that great wars of Mahabharta and Ramayana were fought
to defend and uphold the honour of 'matrishakti', the powerful motherhood.

!
Such
incidents are a big blow to the approach of the modern man who supports the very idea
of 'female foeticide' and works in this direction.
Story:Foot-prints Without Feet (Reflecting the value of faith in God.

The story
will
The story is about a man whose life is passing through the dark phase of life and
now he shares his feelings with God. He says to God that during the happy phases of his
life, he has always seen two pairs of foot-prints on the sand, signifying the presence of
God with him. But now when he is amidst the dark phase of his
life, now only one pair
of foot-print is there. And the foot-prints of God are not seen there which means that
God has abandoned His child when he needs Him the most. To this God replies:" My
son, those foot-prints are mine as
am holding you in my arrns when you are in
difficulty." Thus God is always by our side and we should trust Him and His blessings.
Discussion on having faith in omnipotent and omniscient God
place.
t43
will
take
Story:-
Akeli by Manu Bhandari (From Hindi Text-book, Class l0th). (Reflecting the value of
selfishness and lack ofrespect and care for elders).
Material:-
will
The story
The present story reflects the feeling
of
loneliness as experienced by old people.
Soma bua, the main character of the story waits for the invitation
of a function which
is
going to be organized by her relatives. She waits for the whole day. She even buys a gift
for the host of the function. But no one bothers about her feelings and no one invites her.
She feels quite dejected and rejected. Thus the story stresses the fact
that old
people
should be duly respected and loved as they need it the most.
Friday:Story:Manushya Ka Mulya (Reflecting the value of honesty)
will
The story
Once
God Inder decided to test Maharaja Vikramaditya's intelligence. He gave three
heads of man to him and asked him to tell the price of these heads. Now the king was in a
fix. Finally he asked a Brahmin to find solution of this problem, if not he would be
killed. Now the brahmin's wife decided to die before her husband's death. Goddess
Parvati decided to help the brahmin's wife. Lord Shiva made her overheard their talk
about the price of the heads. Lord Shiva started telling the price of the heads to Goddess
Parvati as
follows:" You know what Parvati, one of the heads is such that if you put
inside a sleek rod and you move
it within the head, it will not come out from the mouth.
This head is priceless. The second head is one that on moving a sleek rod inside it, it will
come out of the mouth, then its price
moving the sleek rod within,
is
10,000/-
. and the third one is such that on
it will come out from the mouth, nose and eye.,, The
t44
significance of the price of these heads was discussed with Goddess parvati by Lord
Shiva.
Now all this was told to Brahmin by his wife. He went to the palace next day
and told everything about these heads to the king. He said that that in case of the first
head, the rod not coming out signified the honesty of the person that he would not reveal
anyone's secret. The second head with rod coming out
of the mouth signified the
dishonesty of the person that he would speak out the secrets of others. The third with rod
coming out of head, eye and nose as well signified that the person was not reliable at all.
He was a back-biter and could not keep secrets at all.
Maharaja Vikramaditya was impressed with the reply and the Brahmin was
rewarded heavily
l.
2.
Which value is appreciated in the story?

Discussion on the value of honesty
will
be done.
Story:Bhale Bachhe ( Reflecting the value
of
social service)

The story
will
There was a boy named as Ramesh. He was walking on the road and suddenly he
found a very big stone on the road. He"decided to remove the stone from the path as it
could
be a big trouble for the passer-bys. As the stone was too heavy for him to be
removed alone by him, he asked his friend Rakesh to assist him. With their
the task got accomplished.
joint efforts,
A man coming in the car saw the boys doing the work. He
offered them some money as a reward of their work. But they refused to accept it saying
that doing social welfare and helping others was their duty.
l.
Which value is reflected in the character of these two boys?
2.
What would have you done
What is the message of the story?
J.
if you were
145
at the place of these boys?
The value of social service
will
be discussed in detail.
Story:-
The Rule of the Road by A.G. Gardiner. (Emphasising the value of freedom within
limits). (From English Reader, Class lOth)

The lesson presents the idea that we all have the right to freedom but unlimited freedom
without any restraint can prove fatal to the society. So one while exercising one's liberty
must keep in mind that one's liberty should not interfere with others' right
of liberty.
Thus to be within limits is the duty of all and this is the way how the social
system can
work smoothly and systematically.

Importance of value of 'to be within limits' and opting this attitude in one's
real life
was discussed.
Story:The Grief by Anton Pavlovich
Chekhov. (Reflecting the value of lack of humanity and concern and sympathy
and the
value of selfishness in the world of today).
The story depicts the grief
of a cab driver, Lona whose young son has recently
died and his heart has become an abode of grief. Now he wants to share
his grief with the
passengers
of his cab so that he can feel a little relieved. But no one has time to listen to
his grief. One of the passengers reacts very sharply by stating that all
of us have to die
one day. Another passenger falls asleep when Lone is going to share
his grief with him.
Thus no one has any concern for his pathetic condition and no one sympathises
with him.
Finally, he opens his heart to his horse and feels relieved.

Following questions were asked from the students:_
l.What does a man need from others when in griefl
t46
-l
of
2. Which value is missing in the character
passengers, not
willing to listen to Lona's
griefl
What lesson do you get from this story?
Story:-
In the Flood by Thakazhi Sivasankara (from Supplementary Reader Book, class 9th
reflecting the value of faithfulness and giving message of selfless service)

The story
will
Once there
houses to
was a heavy flood in the village. The people started to leave their
find some safer place for their existence. ChennaParaya, the main character of
the story had a dog. He decided to leave the place.
All the family members
sat
in
a boat
but no one took notice of the dog who was left alone. The poor dog braved the heavy
rains all alone. One day, during rains, some thieves entered the house to get bananas from
the banana tree. But the dog out of his faithfulness to his master, bit the thieves. One of
the thieves hit the dog badly. The poor dog was
in
a big trouble. Fighting against all
these hardships, one day he left the world. When the rains were over, master of the house
came back. He found the dead dog in a miserable condition
with one of his ears eaten off
and his body got rotten up.
l.
Which value is reflected in the dog?
2.
Name the value as missing in the master of the house?
Whom do you appreciate the most
J.
- the animal or the man and why?
Discussion on the value of faithfulness and sense of selfless service
will
be
done.
Story:-
Main Aur Mera Desh by Kaniya Lal Mishr 'Prabhakar (From Hindi Text-book, Nibandh
Bagh, Class loth) (Reflecting the value
of
dutifulness towards our nation).

The story
will
147
The story emphasizes the importance of our awareness towards our duties which we
owe to our nation. We should not be selfish enough

interests rather we should contemplate on the needs
to
think about our own selfish
of our country and make efforts in
the direction of need fulfillment of our nation. So this story reflects the love for one's
nation.
Saturday
Story:Imandari (Reflecting the value of honesty)
The story
will
Once the priest of a church withdrew Rs.28,000/- from the bank. He put
his bag of
money on his bike. When he was driving, unnoticed by him, his bag of
money fell down.
On the road side was sitting the daughter of a cobbler. She picked the
bag and took it to
her home. When her father saw the bag, he asked her to go the same place
where she had

picked the bag from. By the time, the priest came to know about
the missing of his bag.
When he came to the same place where he had passed through earlier
with his bag, he
found that girl coming to him with the bag holding in his hand. The priest got
the
bag and
found that
not
a single note was missing from the bag.
He felt impressed by the honesty of the girl. He decided to give Rs.3.000/to the girl as the reward of her honesty. But the parents of the girl refused
to accept the
reward. The parents said that their daughter had just done her duty.
Then the priest
managed on his own to reconstruct their house.
Following questions wilt be asked:LName the quality that you appreciate in the girl?
2.what would have you done if you were at the girl,s place?
3. What have you learnt from this story?
Discussion on the value of honesty
will
be done.
148
Poem:-
Sweet are the Uses of Adversity, a poem by William Shakespeare. (Reflecting the value
of patience and tolerance). (From English Reader, Class lOth)

The poem was discussed as follows:-
The poem is based on an optimistic note. The poem is an extract from a famous
Shakespearean comedy
banished duke
'As you Like it'. The words of the poem are spoken by the
to his lords and other followers who find the court life much better and
comfortable than the life in woods. The poem conveys the message that the adverse and
uncomfortable circumstances are
full of
opportunities and instead
of
blaming and
grudging against the adverse circumstances, one should be patient and tolerant and accept
them as challenges and come out as a man of victory. So the real test of one's courage
lies in adversity.
Story:The Last Leaf by O. Henry (From Class 9th, Supplementary Reader)

The story will be narrated as follows:Sue and Johnsy,
she made
two young artists lived together
in
a flat.. Johnsy fell seriously
it sure in her mind that she would not get well and die very soon. The
ill
and
reason
for the same was that there was an ivy creeper climbing half-way up the brick wall
opposite the window
of their room. Due to the blowing of strong wind outside,
the
creeper was shedding its leaves one by one. The very thing struck into Johnsy's mind that
on the falling of the last leaf of the creeper, she would die. Sue wanted a model for her
painting of an old miner. For that she called Behrman, a sixty-year old artist who lived on
the ground floor. His life-long aim to

discussed the matter
of
convinced that she would
paint
amaster-piecs was not fulfilled yet. Sue
Johnsy with Behrman and told him that now Johnsy was
die on the falling of the last leaf. It started raining heavily

t49
in
night and the winds started blowing. When Johnsy got up in the morning, she was
amazed to find the last leaf still existing there. The very view of the last leaf filled
Johnsy's mind with the 'spirit to live'. Now she started recovering. But the old painter
was dead. It was revealed to Sue and Johnsy that he died of Pneumonia when
he was
painting the leaf on the wall in the night
generated the spirit
of
rain and storms. Thus the ,leaf which
of 'hope' and 'life' in Johnsy
was the master-piece
of Behrman who
died to save Johnsy.
Story:Samta (Reflecting the value
of humility)

The story describes two different incidents as follows:_
Ist Incident:- This is based on a real incident of George Washington's life

. George
Washington who was the president of U.S.A. was riding on a horse. On
the way, he saw
some labourers who were trying to place heavy pieces
of wood on the roof. The woods
were too heavy to be placed on the roof. Their supervisor was standing
by their side. He
was verbally motivating them but did not assist them in their work.
To see that, George
Washington came ahead and asked the supervisor to help them. At this,
the supervisor got
furious and stated that he was the leader and was not supposed to help
the labourers and
do the work' Then George Washington helped the labourers with his
own hands which
made their work much easier. When the supervisor came to know
about the identitv
of
George Washington, he apologized to him.
l.
which value is reflected in the character of George washington?
2.
2nd
Incident:- once
a person names as Ishwarchander Vidyasagar was traveling by a
train' He was to deliver a lecture at some place. There were many passengers
in the train.
When he approached near the station, a young man in the train started
calling for .kuli, to
assist him to get the luggage out of the train. But when he found
Ishwarchander offered his help and carried the

150
no'kuli'around,
then
young man's suitcase. Suddenly.
the
crowd approached.lshwarchander with garlands in their hands to welcome him. As he
of honour. Now that young man felt ashamed of himself and realized that
to do one's duty on one's own and to help others is a quality and a great deed indeed.
was the guest
l.
Why do you appreciate Ishwar Chander Vidyasagar?
2.
Which value is missing in the character of the young man?
Finally, the value of humility will be discussed.

Story:Kam Yaan
Aaram (From Hindi Text-book, Nibandh Bagh, Class l0th) (Reflecting the
value of dutifulness and love for nation).

The Nibandh
will
This Nibandh
is
a sort of
message
for the young generation who believe in
earning money by exploiting others and do not prefer to do hard work. It also stresses the
idea
of 'love for nation' which can be expressed by doing one's duty for the nation. Thus
one must consider work as worship and do one's duty sincerely.
Story:Sh. Guru Nanak Dev Ji by
Dr. Sukhwinder Bath (From Hindi Text-book, Nibandh Bagh,
Class l0th) (Reflecting the value of love, equality and humanitarianism).

Nibandh will be narrated as follows:Sh. Guru Nanak Dev j i, the first Guru
voiced against social evils

superstitions etc.
Guruji
like
of Sikh was a great spiritual saint with values. He
discriminatory attitude against women, belief in
reflected the values
l5l
like love for all, equality
and
humanitarianism etc. such values are the need of the times in the context
of
present
scenario of value-crisis.
Story:Grooming of a Boy (Reflecting the value of honesty, faith in one's ownself and patience)
(From English Reader, Class 9th)

The story
will
The lesson is about Abraham Lincoln whose son is at school and Lincoln writes a
letter to his teacher to mould the boy in such a way that he grows up ro a good human
being, exhibiting good moral values in his behaviour. Abraham Lincoln
writes
letter
to the teacher in which he mentions the values he wishes to be inculcated in his son
which include the value of honesty, faith in one's ownself and patience and courage.thus
all these values and qualities put together will make his son a good human being.
Poem:-
No Men are Foreign (A Poem by James Kirkup) (Reflecting the value
of
equality, peace,
love and faith) (From English Reader, Class 9th)

The poet says that all men in the world, irrespective of the countries, they belong
to are equal. Dresses the men wear can be different but beneath the dresses, same human
bodies exist with no difference at
all. In every land, there is a common life. Thus all the

human beings should live together with no feeling of discrimination and all should
exhibit the feeling of love and faith for each other which will further generate peace all
around
l.
Which value is very much needed in the world
if
the world is to be made
beautiful
place
to live at?
2.
Which value will be lost if the sense of discrimation will prevail in our minds?
What message
J.
is
conveyed through this poem?
152
Story:The Bishop's Candlesticks Part i
-ii
by Norman McKinnell (Reflecting the value of love
and kindness (From English Reader, Class 9th).
Material:-{

The story
will
The story throws light on the very theme that
'love' and 'kindness'
as human values
act as powerful means of mind transformation. Minds cannot be transformed with hate
and positive values can lead to positive transformations. There is a convict in the play
who breaks into the Bishop's house. After being run away from the prison, now he feels
very hungry. Bishop being a man of God offers him food to eat and bed to sleep which is
not at all appreciated by the Bishop's sistero Persome. The convict suddenly views
candlesticks which appear to be very expensive. So he steals them and runs away but is
caught in the way by the police

instead
and is brought back at Bishop's house. Now Bishop
of assisting police to send the convict to hell i.e. prison, tells the police that the
convict is his friend and these candlesticks are a gift to the friend. This attitude of love
and kindness brings tears into the convict's eyes and his faith in humanity is restored and
goodness is revived. The Bishop guided him for the way through the forest
to
reach Paris
where he can start his new life. Thus the convict's heart is transformed because of love
and goodness as shown by the Bishop.
l.
2.
3.
Which value gets reflected in the character of the Bishop?

Which quality of the Bishop transforms the convict?
What have you done if you were at the place of the Bishop?
Story:The Happy Prince by Oscar Wilde (From English Reader, Class lOth ) (Reflectingthe
value of selfless service to humanitv).

The story
will
153
The story conveys the message that those who work for the welfare of humanity
and rise above the narrow feelings
of selfishness always find a special place in the heart
of God. There is a statue of happy prince in the city who always feels sad to view the
sufferings
of humanity. One day a swallow comes to him and he makes the bird his
messenger to help the people in distress. The statue of happy prince is
well furnished with
precious stones and gold. He gives away all stones and gold to the needy people. Now he
gives a very shabby look without any precious stones left on his body. The Mayor orders
his people to break the shabby statue. Meanwhile, the swallow who act as the messenger
in the service of humanity dies because of intensive cold. Now both prince and swallow
find a special place in the paradise as God blesses them both for their selfless service to
humanity.
l.
2.
3.
4.
Which value is reflected in the character of the happy prince?

Why do you appreciate the swallow?
Why are both the happy prince and swallow blessed by God?
what do you learn from the character of the huppy prince and swallow?
Story:-
How Much Land does a Man Need? By Leo Tolstoy. (Reflecting the value of greed as
accurse). )From Supplementary Reader, Class l0th)
Material:-

The story is about the sin of greed. Man's material needs are not too much but he is not
contended at all and wants to have more and more. He runs from one sinn to another
till
he meets with an end. The same idea is illustrated through the character of Pakhom who
had an insatiable greed for land. Once he said that
if
he would have a plenty
of land, he
would not fear even the devil. On hearing this, the devil decided to test his strength. The
devil decided to give as much as land to Pakhom as he wanted and get him into his
power. In course of time, Pakhom came to have 125 acres of land but still he was not
satisfied. Then
he came to know about the land of Bashkir people. There he could get for
1000 roubles as much as land as he could go round on his feet in one day. In his greed to
t54
acquire more and more land, he exerted himself too much but still he continued. Finally
he fell dead on completing the circuit.
heels was all that he needed and
A grave was dug for him. Six feet from head to
still he ruined himself for more and more. Thus greed is
a curse. Peace of mind can be had only with the sense
of satisfaction which comes from
within and not by hankering over worldly pursuits.

l.
2.
3.
4.
Which value is exhibited in the character of Pakhom?

What lesson do you get from this story?
What is needed to lead a peaceful life?
What would have you done if you were at Pakhom's place?
155

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CHAPTER.

ANALYSIS OF EXISTING CURRICULUM

it is indeed a matter of pity that inspite of the incredible

2l't century, still the future of

the'soil of values' which stand as the

hallmark of a civilized societv.

In order to know to what extent the present school curriculum

of value-oriented education, the existing curricula of the schools

of P.S.E.B. was analysed with respect to :-

Analysis was done with the help of following techniques:-

curriculum, proper analysis

Curricula.:- In order to develop value-oriented

the existing curricula of the 9th and lOth classes

the schools under P.S.E.B. was done.

the subjects of these classes were deeply

topics find exposure through the channel ofthese subjects

Following is the list of subjects and the value-related

topics as being the part of these subjects:-

these topics provided guidelines to the

of value-oriented curriculum as framed by the investigator.

Actual observations of the transactions of the curricula in the class-rooms

of values through class-room teaching. To judge to what extent the

value-related topics was

have their opinion regarding the importance as given

to 'values' in the school

curricula and their personal opinion regarding the need

After making a healthy discussion, the principals

only hope for humanity lies in 'value-based education'.

Moreover, they expressed their willingness

for the inclusion of

curriculum in their regular school academic cunicula. This desire

further opined that energies

of adolescents i.e. secondary school students. They

of adolescents, mind need to be channelised and if not,

they can lead to disastrous consequences. Value-based Education to be imparted

lining' around the dark clouds of

Thus the principals and staff gave a positive response

'values' in the curricula itself which can be possible with

No separate subject on ' Value Education' is introduced in the curricula of the

with intellect-based subjects but no such subject with value-based orientation

of the voice of one's own conscience.

No special stress as required is laid on the discussion of the value-related

without realizing the full relevance of such value-based topics.

The heads of the institutions and the

gave a positive response to the

personality. Thus the existing curricula

more as faced by the school authorities.

So keeping in mind the above stated findings and to facilitate

education i.e. 'modification

of behaviour', the Value-

Oriented Curriculum with specific objectives had been outlined.

critical glance at the present curriculum status, it is

education. " From

its content must

point of view of linking education to development,

or moral education bosed on

austerity, self-restraint, and concernfor others". ( Naik, 1975,P.50)

Even the principals and staff

of the schools showed a

element of curriculum , without which the aim of

round development' cannot be accomplished at all.

Adolescence period is a time in the life of students when they are

a critical point where the pulls

negativity are causing a great strain