NCERT solutions for पोलिटिकल साइंस कॉनटेंपोरॅरी वर्ल्ड पॉलिटिक्स [अंग्रेजी] कक्षा १२ chapter 7 - Globalisation [Latest edition]

So many Nepalese workers come to India to work. Is that globalisation?

Go through newspapers for a week and collect clippings on anything related to globalisation.

Much of the Chinese stuff that comes to India is smuggled. Does globalisation lead to smuggling?

Isn’t globalisation a new name for imperialism? Why do we need a new name?

When we talk about ‘safety net’ it means that we expect some people to fall down because of globalisation. Isn’t that right?

Make a list of products of multinational companies (MNCs) that are used by you or your family.

Why are we scared of Western culture? Are we not confident of our own culture?

Make a list of all the known ‘dialects’ of your language. Consult people of your grandparents’ generation about this. How many people speak those dialects today?

It is true sometimes I like the new songs. Didn't we all like to dance a bit? Does it really matter if it is influenced by western music?

The activity enables students to understand how globalisation has penetrated our lives and the impact the all-inclusive nature of globalisation has on an individual, a community and a nation as a whole.

STEPS

• Students are to list the names of products - food products, white goods, and luxuries, they are familiar with.
• Students are to write down their favourite TV programmes.
• The teacher is to collect the list and consolidate.
• Divide the classroom (into convenient groups) and assign each group a number of items (depends on how exhaustive the list is) and TV programmes.
• Let students find out who are the manufacturers of the products they use everyday and the makers/sponsors of their favourite TV programmes.
• The teacher is to (by involving students) classify the names of manufacturers and makers/sponsors collected by students into three categories: exclusive foreign companies; exclusive Indian companies; and companies working in collaboration.

Ideas for the Teacher

• The teacher is to debrief the students focussing on: How globalisation has been impacting our lives.
• Drawing the attention of the students to different faces of globalisation. As we use more foreign goods, our own small-scale industries have been losing their customers and are closing down.
• The activity could be concluded by introducing students to the ongoing debates about the impact of globalisation on the developing and developed countries.

Which of the statements are TRUE about globalisation?

Which of the statements are TRUE about the impact of globalisation?

1. Globalisation has been uneven in its impact on states and societies.
2. Globalisation has had a uniform impact on all states and societies.
3. The impact of globalisation has been confined to the political sphere.
4. Globalisation inevitably results in cultural homogeneity.

Which of the statements are ‘True’ about causes of globalisation?

1. Technology is an important cause of globalisation.
2. Globalisation is caused by a particular community of people.
3. Globalisation originated in the US.
4. Economic interdependence alone causes globalisation.

Which of the statements are TRUE about globalisation?

1. Globalisation is only about movement of commodities.
2. Globalisation does not involve a conflict of values.
3. Services are an insignificant part of globalisation.
4. Globalisation is about worldwide interconnectedness.

Which of the statements are FALSE about globalisation?

What is worldwide interconnectedness? What are its components?

How has technology contributed to globalisation?

Critically evaluate the impact of the changing role of state in the developing countries in the light of globalisation?

What are the economic implications of globalisation? How has globalisation impacted on India with regard to this particular dimension?

Do you agree with the argument that globalisation leads to cultural heterogeneity?

How has globalisation impacted on India and how is India in turn impacting on globalisation?