Events in history are important to certain sections of society/ groups . Leaving out any part hurts their sentiments . In that milieu all events get compressed and codified in complex sentences which the child finds to comprehend.Even if a conscientious teacher makes an effort to reach the material to the children she has the bureaucratic sword hanging over her head……. finish the syllabus.History could be made more relevant by asking the children to identify the changes that have occurred in people’s lives since the stone age in all spheres of the life and the conditions in which they happened.This will initiate them into being aware of the struggles and triumphs (at the cost of the other?) of the groups of people and the achievements of the individuals of the generations before them and the birth of biases and prejudices people all over the world carry for each other.
How do we begin all these?
A child of class VIII was writing a persuasive essay on .. conserve electricity...... The boy comes for a rural area where there is no power for at least 10 hrs a day.When questioned about it he innocently said.. no.., people in the town have to run industries .. so they have 24 hrs power supply! Where did the child learn this? He has already sacrificed his share of power for the ( rich) brethren of the town even before he has experienced it!He thinks this is how it is !Can this be the starting point? Does any body dare deconstruct the child’s learning?How many dare tell him as to how should he acquire equal rights to power??( electricity!!).. clean water.. good health.. quality education??And when the statistics speak that 53% children drop out of school at Class VIII, what they learn is what they see or experience. These kids are not exposed to their rights as these lessons are taught in class X!