1. India and the Caste System in 200 B.C.E. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

2. Where does your family buy groceries? –There are many choices among grocery stores in most areas Mores and norms are a society’s virtues or values. Mores and norms are enforced by social pressures, but not strictly enforced or put into law. Customs are traditional ways of doing things. What would your family do if a new grocery store opened in the area? LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

3. In a market economy, the consumer chooses where to buy goods. Questions: 1.What is the occupation of parents ( or guardians or other relative)? 2.Will you have the same profession as your parents? LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

4. We live in market society where you have the opportunity to determine your career. In some societies, mores and customs determine these things. In some societies, these social “rules” can even determine your social status, whom you can associate with and your occupation. In some cases, these rules allow discrimination against social, ethnic, religious, and other groups. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

5. Question: 1.Can you identify some situations where individuals or groups discriminate in their economic choices, limiting their buying or selling to others in their group? –Preferential treatment within or against ethnic, social, economic or political groups. –Price discriminations: students discounts, senior discounts, ladies night LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

6. Discrimination: a prejudicial treatment of individuals based solely on their membership in a certain group or category. India’s Caste System: a social structure, socially or legally enforced that separates people on the basis of inherited social status. Within a caste system, people are expected to marry and interact only with people of the same social status. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

7. Questions to Activity 6.1 1.What was the caste system? 2.When did the caste system start? 3.What were the primary groups in the caste system? 4.How did the caste system affect individuals? 5.Does the caste system exist today? LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

8. The Caste System in Ancient India The Brahmins were the priests. The Kshatriya were the relatively small group of rulers and warriors. The Vaishyas were farmers, merchants, and traders. The Shudras were typically servants and farm workers, including mixed-race people and those who had different religions. The Dalits, the outcasts or untouchables, were not recognized as members of a caste. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

9. One important “rule” of the caste system was that individuals should interact primarily, if not solely with others of their caste with their caste. Food could only be purchased from someone of their caste Only those of specified caste could do certain kinds of jobs. There was some contact among caste levels which was necessary in daily commerce. Question 1.What are the possible results of caste- based limits on buying and selling? –Limited competition –Higher prices LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

10. The caste system resulted from several factors, including religious beliefs (the Vedas), dominance by a powerful group, the Aryans, and an economically diverse population. This set of norms, mores, and customs that were enforced socially and legally created a unique economic system in India Questions: 1.Did the caste system have any positive influences on the economy of the time? Everyone was clearer about their economic status and relationships Some economic historians argue that India’s stability and relatively high standard of living at the time was due to the caste system and the lack of widespread opposition. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

11. Characteristics of Economic Systems Market Economic System What to Businesses produce goods and services that produce?consumers are willing and able to buy for prices that will yield profits for the businesses. How toSeeking profits, business owners decide produce?what resourcesthey will use to produce goods and services. Individuals decide what occupations they will seek in the labor market. For whom Finished goods and services are distributed to produce?to individuals willing and able to buy them. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

12. Characteristics of Economic Systems Command Economic System What to A central planning authority (government produce?agency) decides what and how much of goods and services will be produced. How toA central planning authority (government produce?agency) decides what combinations of productive resources will be used to produce goods and services. The government may assign peopleto jobs. For whom A central planning authority (government produce?agency) decides who will receive the goods and services that are produced. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

13. Characteristics of Economic Systems Traditional Economic System What toThe goods and services produced today are produce?the same goods and services that were produced in previous generations. How to The productive resources used are the same produce?as in past generations. Occupations are determined largely by tradition and families. For whom Finished goods and services are traded within to produce?the group or distributed based on tradition. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

14. The Caste System in Ancient India The Brahmins were the priests. The Kshatriya were the relatively small group of rulers and warriors. The Vaishyas were farmers, merchants, and traders. The Shudras were typically servants and farm workers, including mixed-race people and those who had different religions. The Dalits, the outcasts or untouchables, were not recognized as members of a caste. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

15. Most economic systems are mixed economies. Mixed Economy: An economy with some combination of the characteristics of the three types of economic systems. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

16. Examples of mixed economies that are primarily identified as one of the three types: Market: United States Command: China Traditional: People in the remote of the Amazon River Valley. Question: 1.Why is the United States not a pure market economy? LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

17. Activity 6.3 –Work in pairs –Share your lists LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

18. Caste System (traditional / mixed) Athens (market) / Sparta (command) Incas (command) / Aztec (market) Feudalism (command) LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY