Economic Development in India

Title: Economic Development in India

Author: Sarah White

Grade Level: 9 – 12

Subject/Content: Social Studies (Economics, AP Economics, Global Studies, Current Events)

Summary of Lesson: Students will take an in-depth look at the changing economy in India and its effects on the United States. They will explore the causes of the changes and create a political cartoon analyzing the changes.

Length: 1 – 2 days

Focus Question: How is globalization changing the economies of India and the U.S.?

Databases(s): Global Issues in Context


India's Changing Economy


  1. Allow for student access to Gale's Global Issues in Context database
  2. Make arrangements for students to hear podcasts. Teachers may wish to have students listen to any or all of these podcasts related to the topic:
    1. "About 1 in 5 IBM Employees Now in India"
    2. "Boeing to Bring Manufacturing Jobs to India"
    3. "India: The Emerging Giant"
  3. Copy student worksheet (found here)
  4. Provide students with general background information on globalization
  5. Teachers may choose to play additional podcats and / or video clips as part of the background on globalization

Steps / Activities by the teacher:

  1. Read "India's New Incarnation: As the Internet Bridges Distances, a Protectionist Nation Seizes the Chance to Deliver Skills to Market" found in the Gale's Global Issues in Context database
  2. Complete the worksheet provided
  3. Listen to podcast "India: The Emerging Giant." found in the Gale's Global Issues in Context database
  4. Complete follow-up writing

Outcome: Students will better understand the role of India on the changing economy of the U.S.

Related Activities: Students may research companies that have opened offices in India and compile a class list.

Standard Date: 10/10/2008

Content Standard(s):

  • Analyze the causes, consequences and possible solutions to persistent, contemporary and emerging global issues, such as health, security, resource allocation, economic development and environmental quality.
  • Identify and describe both current and historical examples of the interaction and interdependence of science, technology and society in a variety of cultural settings.
  • Make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place and human-environment interactions.
  • Analyze how science and technology influence the core values, beliefs and attitudes of society, and how core values, beliefs and attitudes of society shape scientific and technological change.
  • Analyze the role that supply and demand, prices, incentives and profits play in determining what is produced and distributed in a competitive market system.

Performance Indicators:

  • At Level 1, the student is able to:
    • Describe changes in India's economy
  • At Level 2, the student is able to:
    • Analyze the impact of the changes on the U.S. economy
  • At Level 3, the student is able to:
    • Discuss the future of the U.S. economy and how it will need to adapt or change in light of India's development

Computer Literacy and Usage Standards 9-12:

  • The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.
  • The student will use technology resources to improve problem solving and decision making skills and apply these skills to real world situations.

ISTE NETS for Students

  • locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • plan and manage activities to develop a solution or complete a project.
  • collect and analyze data to identify solutions and/or make informed decisions.
  • use multiple processes and diverse perspectives to explore alternative solutions.

Information Power; Information Literacy Standards 1- 4:

  • Standard 1: The student who is information literate accesses information efficiently and effectively.
  • Standard 2: The student who is information literate evaluates information critically and competently.
  • Standard 3: The student who is information literate uses information accurately and creatively.
  • Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

21st Century Skills:

  • Critical Thinking and Problem Solving
  • Information Literacy

18 Critical-Thinking Skills:

  • 2. Distinguishing relevant from irrelevant facts
  • Clarifying issues, conclusions, or beliefs
  • 11. Analyzing or evaluating actions or policies
  • 15. Identifying alternatives
  • 17. Generating or assessing solutions
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