3

INDEX

THE NCC

Ser Lesson
Subject Cat Page No
No Code
1. N1 Aims and Objectives of NCC SD/SW 03

2. N2 Organisation, Training and NCC Song SD/SW 05

3. N3 Incentives SD/SW 09
 4

LESSON PLAN : N 1
AIMS AND OBJECTIVES OF NCC

Period - One

Type - Lecture

Code - N1

Term - I (SD / SW)

_____________________________________________________________________________

Training Aids

1. Computer Slides, Charts, Pointer, Black board & Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) Aims of NCC - 15 Min

(c) Objectives of NCC - 15 Min

(d) Conclusion - 05 Min

INTRODUCTION

3. During First World War, Britisher‘s created the University Corps with an aim for second
line of defence and also to have a large pool of trained youth available for employment into the
Armed Forces. NCC in India was conceptualised and raised before independence, mainly with an
aim to groom the youth, boys and girls both, nurture them and channelise their energy towards
nation building by making them responsible citizen.

4. After independence, the present day NCC came into existence on 16 Apr 1948, through
XXXI Act of Parliament. NCC was formally inaugurated on 15 Jul 1948. The Girls Division of the
NCC was raised in Jul 1949. On 01 Apr 1950, Air Wing was raised, with one Air squadron each at
Bombay and Kolkata. The Naval Wing of the NCC was raised in Jul 1952, thus completing the true
representation of all services in the Corps.

5. Today the NCC has an enrolled strength of more than 13 Lakhs cadets and it basically
comprises of two divisions of all the three Services ie, the Senior Division / Senior Wing for boys /
girls from colleges and the Junior Division / Junior Wing for boys / girls from schools. The Motto of
NCC is ‗Unity and Discipline‘.

AIM

6. To acquaint the cadets about the Aims and Objectives of the NCC.

PREVIEW

7. The lecture will be conducted in following parts :-

(a) Part I - Aims of the NCC.

(b) Part II - Objectives of the NCC.

 5

PART I : AIMS OF THE NCC

8. The aims of NCC are mainly three fold:-

(a) To develop following qualities in the cadets :-

(aa) Development of Character.

(ab) Comradeship.

(ac) Discipline.

(ad) Secular Outlook.

(ae) Spirit of Adventure.

(af) Sportsmanship.

(ag) Ideals of selfless service among the youth of the country.

(b) To create a human resource of Organised, Trained and Motivated youth, to

provide leadership in all walks of life and always be available for the service of the nation.

(c) To provide a suitable environment to motivate the youth to take up a career in the
Armed Forces.

PART II : OBJECTIVES OF THE NCC

9. Objectives of the NCC are:-

(a) Reach out to the maximum youths through various institutions.

(b) Make NCC as an important part of the society.

(c) Teach positive thinking and attitude to the youths.

(d) Become a main source of National Integration by making NCC as one of the
greatest cohesive force of our nation irrespective of any caste, creed, religion or region.

(e) Mould the youth of the entire country into a united, secular and disciplined citizens
of the nation.

(f) Provide an ideal platform for the youth to showcase their potential in nation building.

(g) Instill spirit of secularism and united India by organizing National Integration Camps
all over the country.

(h) Reach out to the youths of friendly foreign countries through Youth Exchange
Programmes (YEP).

CONCLUSION

10. The NCC has come a long way and as a organization it has assumed a very important
place in the country in grooming the youths to be a leader of tomorrow. Living upto its motto i.e
―Unity and Discipline‖ it strives in its endeavour to meet all its objectives by bringing together the
vibrant youths of the entire country.
 6

LESSON PLAN : N 2
ORGANISATION, TRAINING AND NCC SONG

Period - One

Type - Lecture

Code - N2

Term - I (SD/SW)
______________________________________________________________________________

Training Aids

1. Computer Slides, Charts, Pointer, Black board & Chalk.

Time Plan

2. (a) Introduction - 01 Min

(b) Organisation - 25 Min

(c) Training - 10 Min

(d) NCC Song - 03 Min

(e) Conclusion - 01 Min

INTRODUCTION

3. The present day NCC came into existence on 16 Apr 1948, through XXXI Act of
Parliament. NCC was formally inaugurated on 15 Jul 1948, as soon as the schools and colleges
reopened after summer vacation. The Girls Division of the NCC was raised in Jul 1949. On 01 Apr
1950, Air Wing was raised, with one Air squadron each at Bombay and Kolkata. The Naval Wing
of the NCC was raised in Jul 1952, thus completing the true representation of all services in the
Corps. Today the NCC has more than 13 Lakh strength.

AIM

4. To teach the cadets about the NCC Organisation, Training and the NCC Song.

PREVIEW

5. The class will be conducted in following parts:-

(a) Part I - Organisation of NCC

(b) Part II - Training of NCC

(c) Part III - NCC Song

PART I : ORGANISATION OF THE NCC

Organisation

6. The NCC is a voluntary organization which is administered through the Ministry of Defence.
The Defence Secretary is overall in charge, who is responsible to the Govt of India for efficient
functioning of the NCC and other matters.
 7

7. At the Headquarters level, this organization is headed by an officer of the rank of

Lieutenant General who is responsible for the functioning of the NCC in the country.

8. There are 17 Directorates located in the state capitals headed by an officer of the rank of a
Major General / Brigadier or equivalent from the three Services. Depending upon the size of the
state and growth of NCC in the states, Directorates have up to 14 Group Headquarters under them
through which they exercise their command and control of the organisation in the state. Each
group is headed by an officer of the rank of Brig / Colonel or equivalent known as Group
Commander.

9. Each NCC Group Headquarters controls 5-7 NCC units / battalions, commanded by
Colonel / Lieutenant Colonel or equivalent. Each battalion consists of companies which are
commanded by the Associate NCC Officers (ANO) of the rank of Lieutenant, Captain or Major. In
all, there are 95 Group Headquarters in the country who exercise control over a network of 667
Army Wing Units (including technical and girls unit), 60 Naval Wing Units and 61 Air Squadrons.

10. There are two training establishments namely Officers Training School, Kamptee and
Women Officers Training School, Gwalior where professors and teachers from colleges and
schools are specially trained to impart training to the cadets as Associate NCC Officers (ANOs).

11. Organisation and structure of NCC is as under:-

HQ DG NCC
DG NCC (Lt Gen)
2 x Addl DGs (Mag Gen/Eqvl) and 5 x Dy DGs (Brig/Eqvl)

17 State Dtes OTA Gwalior OTA Kamptee

Army – 12,
Navy – 02,
AF - 03

95 – Gp HQs
Army – 85
788 Units Army – 667
Navy – 04
Inf- 417,
AF - 06
Girls- 115
Armd-22,
Arty-23,
Navy - 60 Sig-14,
Tech – 1, Air Force - 61
Engrs-13,
Med – 1, Flying - 50,
Med-13,
Dock – 1, Tech - 11
R&V-19,
Non Tech - 57 EME-8,
Compo-23,
 8

NCC Staff

12. NCC is staffed by the following:-

(a) Regular officers drawn from the three services

(b) Whole Time Lady Officers (WTLO), who are from NCC.

(c ) Associate NCC officers (ANO), who are professors and teachers.

(d) Girl Cadet Instructors (GCI), who are from NCC.

(e) Permanent Instructional (PI) Staff from army, navy and air force.

(f) Civilian Gliding Instructors.

(g) Civilian Staff.

PART II : TRAINING IN NCC

Importance of Training

13. Good and structured training is an essential part of any organization like NCC and hence it
is given due importance. A tremendous amount has been achieved by the corps through its well
regulated system of intensive training which includes Basic, Advance and Specialised training,
with major stress being laid on training camps.

14. Training Activities. Training activities of NCC can be broadly classified as under:-

(a) Institutional Training. Training organised in schools and colleges as parades on a

weekly / monthly basis.

(b) Camp Training. Formal training organized as camps of 10-12 days duration.

(c) Attachment Training. Formal training organized by attachment with army / naval /
air force units or with officer training academies like IMA and OTA.

(d) Naval Wing Activities. Seamanship, Navigation, Communication, Naval Warfare

are taught to cadets. Swimming, Scuba Diving and Wind Surfing are other interesting
activities.

(e) Air Wing Activities. Airmanship, Aero modeling, Navigation, Air Frames, Aero
Engines and Microlite Flying are taught to cadets.

(f) Remount & Vetinary Activities. This activity is primarily meant for horsemanship
and riding.

15. Types of Camps.

(a) Annual Training Camps (ATC). These are held within the state under the aegis of
respective NCC Directorates and are of 12 days duration for senior boys / girls and 10 days
for junior boys / girls.

(b) Centrally Organised Camps (COC). These are of an all India nature and are
planned by HQ DGNCC in consultation with the Directorates nominated to conduct them.
The centrally organized camps are :-

(i) Leadership Camps (Basic and Advance).

 9

(ii) Thal Sainik Camp (TSC).

(iii) Vayu Sainik Camp (VSC).

(iv) Nau Sainik Camps (NSC).

(v) Rock Climbing Camp.

(vi) National Integration Camps (NIC).

(vii) RDC and PM‘s Rally.

(c) Adventure Training and Sports. These include mountaineering, sailing, para
sailing, rafting, trekking, Valley of Flowers expedition, cycle expedition, desert safari,
shooting and showjumping activities.

16. Youth Exchange Programme (YEP). In this, selected cadets are sent to friendly foreign
countries for a 10 day visit.

PART III : NCC SONG

17. The official song of the NCC – ― Kadam Mila Ke Chal‖ was adopted in 1963. However, in
1974, a change was felt to catch the imagination of the youths and portray the the true feelings of
NCC. As a result the song was replaced by ―Hum Sab Hindi Hain‖ which kept on playing in RDCs
till the word ‗Hindi‘ was replaced by ‗ Bhartiya‘ in 1980. The NCC song depicts the feelings of unity
in diversity and exhorts everyone to march towards the single goal – all being INDIANS.

CONCLUSION

18. NCC as an organization has unified the youth, not only of our country, but has made
significant efforts to interact with the youths of other country through YEPs, thus expanding the
scope of its training and the ultimate goal of Unity.
 10

LESSON PLAN : N 3
INCENTIVES TO CADETS

Period - One

Type - Lecture

Code - N3

Term - I (SD/SW)
______________________________________________________________________________

Training Aids

1. Computer Slides, Chart, Pointer, Black board & Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) Incentives by Centre - 15 Min

(c) Incentives by States - 15 Min

(d) Conclusion - 05 Min

INTRODUCTION

3. Apart from grooming and preparing the youths for the future challenges in NCC, cadets are
given various benefits in terms of job opportunities, scholarships and financial assistance in time of
any tragedy while doing any NCC related activities. These incentives are announced from time to
time by the Central and State Govts. These incentives are in the field of employment as well as
academics and personal including medals, trophies, cash award etc. The best incentive being the
vacancy reserved for ‗C‘ certificate holders cadets for the commission as officer in the Indian army.

AIM

4. To acquaint cadets about Incentives given to the NCC the Centre and State Govts.

PREVIEW

5. The class will be conducted in following parts:-

(a) Part I - Incentives given by the Centre.

(b) Part II - Incentives given by the State.

PART I : INCENTIVES BY THE CENTRE GOVT

Concession in Employment

6. (a) For ‗C‘ Certificate Holders. Specific vacancies in the Army, AF and Navy are
reserved for NCC ‗C‘ certificate holders. For officers there is no UPSC written exams. After
application, the cadet is called directly for SSB interview, which he has to clear before final
selection as per the merit list. The following vacancies are reserved by each service as
officers :-

(i) Army. 64 seats per year at IMA and 100 seats per year at OTA.
 11

(ii) Navy. 06 seats per course through Naval SSB.

(iii) Air Force. 10% vacancies in all courses through Air Force SSB.
.
(b) 5-10% bonus marks for recruitment in ranks in Army, Navy and Air force.

(c) Bonus marks for employment in Para Military Forces and Department of
Telecommunication.

(d) Can apply for gazetted post in CRPF if third division degree held by the cadet.

(e) Preference in State Services and also in private sectors.

(f) Employment within NCC as Whole Time Lady Officer, Girl Cadet Instructor, Aero
and Ship Modeling Instructor.

Financial Assistance / Scholarships

7. Financial assistance and relief to cadets is provided by Cadet Welfare Society (CWS) in
case of any injury to the cadet or to the NOK, in case of any fatality during NCC related
activities. Details of the financial assistance are:-

NCC Death Permanent Temporary

Activities Cases Disability Disability

(a) High Risk 4,00,000/- upto 4,00,000/- upto 1,75,000/-

(b) Other Activities 3,50,000/- upto 3,50,000/- upto 1,75,000/-

8. Other benefits provided by the CWS are:-

(a) Scholarship to academically brilliant students.

(b) Grant of Best Cadet Award of Rs 3500/- and 2nd Best Cadet Award of Rs 2500/- at
each Group level.

(c) Conduct sports and adventure activities.

9. Scholarships.

(a) Cadets Welfare Society (CWS). CWS awards scholarship of Rs 6000/- per cadet
for 1000 NCC cadets every year.

(b) Sahara Scholarship. Sahara gives Rs 30,000/- for Professional and Other
categories and Rs 12000/- for SD/SW.

PART II : INCENTIVES BY STATE GOVTS

10. The State-Wise Incentives given to NCC cadets are given below:-

S. State Employment Benefits Admission in Educational

No Institutions
Preference for NCC ‗B‘/‘C‘  One seat reserved in degree and
certificate holders for diploma courses and 5% seats for
recruitment in Police LLB courses in Osmania University
1. AP Service and Transport  Seats in Govt. Polytechnics ,PG
Department Degree/ Diploma Courses and
Engineering Colleges
 0.25% seats in Medical Courses
 12

Bonus marks are awarded to NCC

Bonus marks to NCC ‗B‘ / Certificate holders for admission in
Bihar & ‗C‘ certificate holders in the various courses in the Universities
2. Police and Forest
Jharkhand of Patna, Ranchi, Mithila and
Department Bhagalpur
10% or one post,
whichever is higher,
reserved in non-gazetted
service in Police, Home
Guards, Forest and Excise
Department for NCC ‗C‘
3. J&K certificate holders. Similar
reservations are for Girl
Cadets in Police and as
nurses, receptionists and
telephone operators
10% seats in Medical, 5 in Non-
4. Karnataka allopathic, 50 in Engineering, 10 in
& Goa Technical, 8 in B.Ed., 3 in Post
Graduation and 47 in Polytechnics for
outstanding NCC Cadets
 Seats in Engineering Colleges,
Polytechnics, Ayurveda College,
Medical Colleges and Nursing
 Bonus marks for Pre-Degree
Kerala & Courses, Degree Courses, Post
5.
Lakshdweep Graduate Courses, B.Ed. Courses
and Teachers Training Course
 Weightage for admission to higher
studies
Preference to ‗C‘ certificate  Preference for admission to the
holders for recruitment in postgraduate/ professional/ degree
all state jobs colleges
6. MP  10 Marks being added to final marks
to NCC cadets selected for
participation in Republic Day Camp
 10 grace marks to NCC cadets
appearing at various degree
examinations by University of
Mumbai
 2% mark to NCC cadets by
Maharashtra University
 3 marks given for admission in
7. Maharashtra medical colleges
 10 seats reserved in Engineering
colleges for NCC cadets
representing State in the All-India
competition
 Weightage of 4 marks for admission
in ITI
Preference given to NCC  Two seats reserved in diploma &
‗B‘/‘C‘ certificate holders certificate courses in engineering &
NER-
8. for recruitment to Police tech. One seat each in Assam and
Assam
Service and Govt. Jobs Jorhat Engineering College
Arunachal Preference in recruitment Relaxation of 5% marks for admission
9. Pradesh to the State Police Service to educational institutions
 13

Reservation of 10% posts

10. Manipur
in the Police Department
Posts of women constable
11. Meghalaya in state police force
Preference to NCC ‗B‘ and Relaxation of 5% marks for admission
12. Nagaland ‗C‘ certificate holders in to educational institutions including
State Police Force technical institution under State Govt.
Preference to NCC ‗B‘ and
13. Tripura ‗C‘ certificate holders in
Police service and
Government jobs
Additional weightage of marks over and
Preference for recruitment
14. Orissa above the aggregate marks obtained for
to the State Police Force
admission in various colleges
Preference in Home Guard
15. Haryana Department and State
Police Force
Weightage for admission to various
16. H.P. courses of study in Himachal Pradesh
University
Weightage of marks given for admission
17. Punjab in various courses in State Govt.
Polytechnics, Colleges and Universities
Preference in State Police Weightage for the purpose of admission
18. Rajasthan
Force to various courses in
Consideration by Tamil
Nadu Public Commission
in Civil Services, exams One seat reserved in Under Graduate
Course in each college and one seat in
TN and Out of 12 marks for the any Post Graduate Course and
19. Andaman oral test in the B.T. and Polytechnic, where NCC Scheme is
Niccobar P.G. Assistant recruitment/ available
appointment in Tamil nadu,
½ mark is awarded for
NCC activities

Preference in all
Departments of A weightage of 2% of marks for B.A./
20. Pondicherry Pondicherry especially in B.Sc./ B.Com. course
Police

8% posts are reserved in Bonus marks/ weightage by various

State Government for part Universities for admission in various
time NCC officers and Degree, B.Ed. and Post Graduation
21. UP NCC cadets who become courses
disabled during the course
of training
One seat in each branch in Kumaon
Engineering College, GB Pant
Engineering College and Govt.
22. UK Polytechnics and two seats each in
Kumaon University and Garhwal
University for B.Ed.
 14

23. WB & Weightage being given for

Sikkim enrolment in Police. 20%
weightage is given to NCC
cadets for recruitment in
Home Guard

11. In the case of states like Delhi, Gujrat, Dadra Nagar Haveli, Chattisgarh and Mizoram,
incentives in the form of concessions for employment, education are not being given. However,
other incentives like scholarships and cash awards are being given in these States. The incentives
keep changing from time to time. Hence, the cadets must keep themselves aware of the incentives
published in various orders.

CONCLUSION

12. The youth of Independent India are extremely fortunate to have such an organization
existing in the country which devotes vast amount of financial and physical resources towards their
personality development, and thus is indeed a nursery for grooming of future leaders in various
walks of life. The NCC offers relaxation in the selection criteria for employment in various armed
forces, para-military forces as well as state government jobs; provides opportunities to work for
NCC either in the form of GCI or WTLO. The teachers of various schools and colleges can also
have the opportunities to be associated with any of the three wings i.e Army, Navy and Air force of
NCC and guide cadets.
 15

INDEX

NATIONAL INTEGRATION

Ser Lesson
Subject Cat Page No
No Code
Religions, Culture, Traditions and
1. NI-1 SD /SW 15
Customs of India.
National Integration Importance and
2. NI-2 SD /SW 19
Necessity.
Freedom Struggle and Nationalist
3. NI-3 SD /SW 22
Movement in India.
National Interests, Objectives, Threats
4. NI-4 SD /SW 27
and Opportunities.
Problems / Challenges of National
5. NI-5 SD /SW 31
Integration.

6. NI-6 Unity in Diversity. SD /SW 34

7. NI-7 National Integration Council. SD /SW 37

Images / Slogans for National

8. NI-8 SD /SW 41
Integration.

9. NI-9 Contribution of Youth in Nation Building. SD /SW 47

 16

LESSON PLAN : NI 1
RELIGIONS, CULTURE, TRADITIONS AND CUSTOMS OF INDIA

Period - Two

Type - Lecture

Code - NI 1

Term - I (SD/SW)
______________________________________________________________________________

Training Aids

1. Computer, Projector, Charts, Pointer. Black Board & Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) Religions and Culture of India - 35 Min

(c) Customs and Traditions of India - 35 Min

(d) Conclusion - 05 Min

INTRODUCTION

3 India is a multi religious democratic country. There are six major religions in India with
Hindus comprising of 83.5 %, Muslims 0.7 %, Christians 2.44 %, Sikhs 1.79 % and others 1.51 %.

4. The historical analysis has proved that religion has played an ‗obstructive role‘ in the rise of
nationalism. In ancient and mediaeval time it has worked as a system of exploitation. Under the
British rule, religion acted as a main barrier against national unity. The public has now realized the
fact that, religion is a private affair of an individual and it should not be mixed with political affairs of
the state. That is why most of the advanced democratic states have adopted secularism in their
constitution, which is a factor for unity in multi-religious societies like ours.

AIM

5. To acquaint the cadets about Religions, Culture, Traditions and Customs of India.

PREVIEW

6. The lecture will be conducted in following parts:-

(a) Part I - Religions and Culture of India.

(b) Part II - Customs and Traditions of India.

PART I : RELIGIONS AND CULTURE OF INDIA

Main Religions of India

7. Hinduism. Religion for the Hindus is experience or attitude of mind. It is not an idea but a
power, not an intellectual proposition but a life conviction. It is consciousness of ultimate reality.
Man becomes aware of God through experience. The source of Hindu thought is the Vedas. The
 17

Hindus believe in meditation and yoga. The goal of religious quest is earned by intellectual and
moral discipline. The Hindus believe in re-birth, spirit and salvation. Perfection in life as per
Hinduism is attained through knowledge of truth. The theory of Hinduism lays stress on Bhakti,
Karma and Re-birth.

8. Islam. Islam means ‗Submission‘ or resignation to Allah (God). The Quran, the highest
authority is revealed and created being the eternal word of God incarnate. All the prophets from
Adam to Mohammad and the books revealed to them are regarded as religious heritage of Islam.
Muslims have to bear witness to the oneness of God and message of Muhammed and have to
observe prayer five times daily with a weekly Juma prayer on Friday noon. They keep dawn to
dusk fast for purity of soul in the ninth month of Ramzan of the Islamic year. Muslims and who can
afford, make pilgrimage to Haj once in life time. The Islamic teaching highlights the purity of life,
charity to the poor and spread of brotherhood.

9. Christianity. Christianity was founded by Jesus Christ, commands the largest following in
the world. Christ was born in 4 BC in Judaea. He started preaching about the kingdom of God
when he was thirty. His activities roused the opposition of the Jewish high priests who accused
him. He was crucified on the orders of Pontius Pilate, the Roman Governor. Christianity preaches
charity, love and peace. The massage of Jesus Christ is given in the Holy Bible. Christianity is not
a religion but a way of life, which guides the actions and life for mental peace and love of
humanity.

10. Jainism. Jainism derives its name from Jaina (the Conqueror). Mahavira belonged to a
princely family in Vaishali. At the age of 30 he renounced the world and spent 12 years in
austerity and meditation in search of truth. At the age of 47, while meditating, he received
enlightenment. As per Jainism teachings, anger, pride, deception and greed must be counteracted
by the ten best virtues such as forgiveness, humility, straight forwardness, contentment,
truthfulness, restraint, austerity, purity, chastity and renunciation. To keep himself steady on path
of liberation and to destroy karma, a monk has to bear all the trouble that might cause him pains.
The monk has to practice austerity external and internal. It is pure meditation which ultimately
leads to liberation.

11 Buddhism. Buddhism was founded by Gautam Buddha who was son of Indian Prince
Suddhodan. The sorrow and suffering of the world tormented his heart and he abandoned his
house and started pursuit for enlightenment. Gautam found enlightenment while meditating under
a Pipal tree at the age of 42. Buddha preached that emancipation from cycle of re-birth i.e Nirvana
can be attained by path of self purification, with doctrine of love and mercy. Buddhism is
essentially a religion of kindness, humanity and equality. It denounces all claims to superiority on
grounds of birth or caste.

12. Sikhism. God the original Guru, imparted his message to his disciple Nanak, who having
absorbed the divine spirit became the Guru himself. The message is known as Gurmat. He who
follows the teaching of Gurmat is a pure person and known as Sikh. The same spirit was passed
on to the successive Gurus and ultimately the divine spirit has been passed onto the sacred script
of ‗Guru Granth Saheb‘. The teachings of Sikhism are that God is one. Equality in society and
leading a life of purity are important. The institution of Gurudwara and common kitchen (langar )
are noble examples of equality in Sikhism.

Culture of India

13. Dimensions of Indian Culture. Various races have been coming to India from time
immemorial. The civilizations of these races differed a great deal from one another. On entering
India, they had conflicts with the earlier inhabitants of the country. These conflicts affected their
respective cultures and through the process of assimilation and synthesis, Indian culture grew all
the more richer.
 18

14. Arrival of Various Races in India and their Effects.

(a) Negrito Race. According to J H Huntton, the oldest race reaching India was
Negrito. They were not very high from the point of view of civilization. They did not know
how to make use of the instruments made of stones and bones, how to cultivate the land,
how to make earthen wares or how to build houses. They are now found only in Andaman
Islands.

(b) Proto-Australiod Race. After the Negrito race, came the Proto-Australiod or the
primitive Australian race. They are specially found in Central India or in South - East India
in the present age. They are also called ‗Austric‘ in English and ‗Agneya‘ in Hindi. Santhal,
Munda, Birho, Asur, Kobra, Coorg, Jaung and such other tribes are related to the Proto-
Australoid race. The people of Australoid race influenced the material and religious life in
India. Indians learnt, how to cultivate the land with the help of pick - axe and to grow rice,
bananas, coconuts, brinjals, betel leaves, lemons, jamboo fruit and cotton from them. In the
religious field, they brought to India many things like the belief in rebirth, various fabulous
stories about the origin of creation, a myth about incarnation of God in a tortoise, belief
about the existence of Gods in stones, the worship of various creatures like snakes,
crocodiles, monkeys etc. The interesting stories in Mahabharat and Ramayan about
Vasuki, the ruler in ‗Patal Lok‘, the origin of the creation from snakes and eggs, interesting
stories about Ganesh, etc have been taken from the myths of this race. Perhaps, this very
race taught the Indians, how to count the dates according to moon phases and fixation of
sacred festivals etc.

(c) Dravidian Race. The people of Dravidian or Mediterranean race came to India after
the Proto-Australoid race. They were more civilized than the people of both the races which
came to India earlier. Under their influence new Gods and new methods of worship came
to the Indian religious field. In fact, the word ‗Pooja‘ (worship), belongs to Dravidian
language. The acceptance of an idol, as representative of some God, to offer it flowers and
tree leaves, to offer it vermilion and sandal paste, to burn incense before it to ring bells, to
sing to dance before it, to offer and accept sweets and such other ways of worship were
given to India by the Dravidians. The chief new Gods, who began to be worshiped under
the influence of the Dravidians, were Shiva, Uma, Kartikeya, Hanuman, Shitla and Ganesh
etc. Under the Dravidian influence, the number of Gods increased. Gods and Goddesses,
village God, family God and other Gods of Hindu religion supposed to be 330 million in
number, are all the result of their influence. The importance of the sacred places of worship
increased under the influence of the Dravidians. In the same way, they also preached the
worship of the trees, like workship of tulsi, banyan, peepal, bel and many others. It was the
Dravidians who gave Indians the festivals of Holi and Basant.

(d) Aryan Race. Aryans made the greatest contribution towards the development of
Indian culture. It is their tongue which is in use today in major parts of India. Their Vedas
are the main roots of Indian culture. The contribution of the Aryans towards the Indian
culture has been thus described by Dr Jadunath Sarkar as a feeling of sympathy and
adjustment, a wonderful evolution of science and philosophy, fixation of adjustment among
different castes through their principle of ‗Varna‘ system and the spread of civilization
among the demons and wild tribes through ‗Tapovan‘ system.

(e) Muslim Race. Muslims came to India after the Aryans. In his book titled ‗Influence
of Islam on Indian Culture‘, Dr Tarachand has written that the influence of Muslims on the
various parts of Indian life has been very great and this influence has been seen specially
on Hindu customs, on the very minute things of their family, on music, dress, cooking
methods, marriage traditions, festivals, fairs and on the institutions and manners of the
Maratha, Rajput and Sikh courts.

(f) Influence of the British. After the Muslims, the British deeply influenced all
aspects of Indian culture. The spread of English language brought hundreds of English
words into the Indian languages. The influence of western culture on the prose, novel,
 19

one-act plays and poetry, etc in Indian literature can be clearly seen. Western education
created a wave of reformation in the whole country. On the one hand, the ideas of equality,
freedom and nationality helped in uprooting the social evils like Sati custom, killing of
female child, child marriage and prohibition of widow marriage, on the other hand, they
created a political awakening in the country. The present form of administration in India is
the outcome of the great influence of the British ideology. The present economic
organization, joint stock companies, managing agencies, big factories, production through
machines, railways, telegraphs, telephone, aeroplanes and other means of conveyance
and communication were brought to India from the west. This influence has regularly been
on the increase and it is also needed for the country‘s progress, although its assimilation is
equally necessary.

PART II : CUSTOMS AND TRADITIONS OF INDIA

15. India is a multiracial, multilingual civilization with rich culture heritage and has provided
peaceful atmosphere for the development of many religions. Indian culture and customs are
influenced by these religions. The customs of India depict very colourful panorama. There are
certain customs which are prevalent in a particular religion and some are common to all religions
of the country.

16. Festivals. Indian festivals are famous in the world. Most of the festivals are related to the
change of weather and crop harvesting since India is an agro based economy. The most famous
Indian festivals are Diwali, Holi, Dussehra and Basant Panchami. There are certain festivals which
are prevalent in particular regions only like Bihu in Assam, Baishakhi in Punjab etc.

17. Customs and Traditions.

(a) Indian customs are of various types mostly related to local customs, caste customs
and family customs. There are different customs of Hindu marriage as compared to a
Muslim marriage or a Sikh marriage. Similarly, there are different customs of festival
celebrations. All these customs have been protected by law.

(b) Certain religious customs pertain to a particular religion only, like Mundan
ceremony in Hindus and Naming ceremony in Sikhs. These customs have religious value
and are a means of entertainment also.

(c) There are some customs regarding dresses and ornaments of women. These are
associated with particular regions, which give a very colorful dimension to Indian customs
and traditions. Similarly, all regions have their distinctive ornaments.

(d) India being a big country with different races and religions, has rich customs related
to festivals, religious ceremonies, dresses, marriages, architecture, painting, song, dance
and food habits. The customs and traditions of India though varied, has a binding force in
them, which ultimately serves as a unifying factor of Secular India.

CONCLUSION

18. India being a multi lingual, multi racial and multi religious secular society, has a vast pool of
customs and traditions. Today, most of the modern thinking has broken all barriers in society.
People have become more tolerant and celebrate most festivals, even if they happen to belong to
other religions and they whole heartedly join all celebrations.
 20

LESSON PLAN : NI 2
NATIONAL INTEGRATION : IMPORTANCE AND NECESSITY

Period - One

Type - Lecture

Code - NI 2

Term - I (SD/SW)
______________________________________________________________________________

Training Aids

1. Computer, Projector, Charts, Pointer, Black Board & Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) Importance of National Integration - 15 Min

(c) Necessity of National Integration - 15 Min

(d) Conclusion - 05 Min

INTRODUCTION

3. Indian civilisation is one of the oldest civilisations in the world. In the past people belonging
to different races and religions came and settled here. They brought with them their distinctive
language and life style. Different tribes with their distinct languages intermingled with various tribes
of our country. That is why our culture is described as an example of composite culture. It is made
up of all communities, races and religions.

AIM

4. To acquaint the cadets about National Integration, its Importance and Necessity.

PREVIEW

5. The lecture will be conducted in following parts:-

(a) Part I - Importance of National Integration.

(b) Part II - Necessity of National Integration.

PART I : NATIONAL INTEGRATION AND ITS IMPORTANCE

National Integration

6. National integration means a feeling of togetherness and unity among the people of a
country. It also means an atmosphere in which all citizens, irrespective of their caste, religion and
region live together peacefully. It refers to integration in all respects, social political, economic and
above all emotional. In an integrated country people share common goals. They all work together
and co-operate with each other for the prosperity of the nation.
 21

7. We must understand that national integration does not mean uniformity of all. It does not
stand for uniformity of religion, dress and food habits etc. It means both, preservation of diverse
cultures and, at the same time living and working in harmony with each other. No country or
society can survive if its people do not remain united. The feeling of togetherness and a sense of
belonging are absolutely necessary for a nation to survive. Such a feeling can only be generated
through the process of integration. Thus national integration is a positive concept which provides
strength to the people to fight against all evil forces. It provides a congenial condition in which
people can make good progress.

Importance

8. National integration has assumed greater importance in the recent years due to the fast
changing ethos and moral values in the society. The need for national integration was probably
never felt before as is felt today. The turbulent atmosphere and the deteriorating law and order
situation in the country due to various religious, social and political factors have led to the
realisation of the necessity of national integration.

9. The realisation of its importance in itself is a step in the desired direction. The Government
having appreciated the urgency and seriousness of the subject is taking positive steps towards
achieving the national integration. NCC, one of the prime organisations of the country training the
youth, the future of this great nation, makes the ideal ground to start with. National integration has
been made part and parcel of NCC training. Lot of emphasis is laid on national integration by
conducting national level camps and number of other activities where cadets from all over the
country participate.

PART II : NECESSITY OF NATIONAL INTEGRATION

10. National integration is necessary particularly in a country like India, where people with
different languages, religions, races and culture are required to be weaved together. The unity in
diversity of which we are proud of can only be maintained if, we have the understanding and
respect for each other‘s religion, customs and traditions. If we have to survive as a nation and
safeguard our sovereignty and national integrity, we have to remain united. National integration is
a pre-requisite for the survival and prosperity of any nation and hence needs no emphasis.
National integration is therefore a basic necessity for survival of any nation such as:-

(a) Maintenance of sovereignty and territorial integrity of the nation.

(b) Maintenance of peace and harmony.

(c) Growth and development of the nation.

(d) Eradication of poverty and illiteracy.

(e) Internal security and law and order.

(f) Culture and religious development.

(g) Economic and industrial growth.

(h) Attract foreign investment and increase import and export.

(j) Exchange of technological know-how and culture .

(k) Dignity and self respect as a nation.

(l) Welfare and well-being of the people.

 22

(m) Foreign relations and better standing among the nations of the world.

CONCLUSION

11. It is the duty of each and every citizen of our country to strive to achieve unity in spite of
diversity and further cement it. We must remember that there should be no divisions between
North and South or East and West of India. There is only one India of which we all Indians are
inheritors. We are Indian first and Indians last.
 23

LESSON PLAN : NI 3
FREEDOM STRUGGLE AND NATIONALIST MOVEMENT IN INDIA

Period - Two / One

Type - Lecture

Code - NI 3

Term - I / II (SD/SW)
______________________________________________________________________________

Training Aids

1. Computer, Projector, Charts, Pointer, Black Board & Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) The Indian Mutiny of 1857 - 20 Min

(c) End of East India Company - 20 Min

(d) Formation of Indian National Congress - 30 Min

(e) Conclusion - 05 Min

INTRODUCTION

3. In ancient times, people from all over the world were keen to come to India. The Aryans
came from Central Europe and settled down in India. The Persians followed by the Iranians and
Parsis immigrated to India. Then came the Moghuls and they too settled down permanently in
India. Chengis Khan, the Mongolian, invaded and looted India many times. Alexander the Great
too, came to conquer India but went back after a battle with Porus. Hue-en Tsang from China
came in pursuit of knowledge and to visit the ancient Indian universities of Nalanda and Takshila.
Columbus wanted to come to India, but instead landed on the shores of America. Vasco da Gama
from Portugal came to trade his country's goods in return for Indian species. The French came and
established their colonies in India.

4. Lastly, the Britishers came and ruled over India for nearly 200 years. After the battle of
Plassey in 1757, the British achieved political power in India. Their supremacy was established
during the tenure of Lord Dalhousie, who became the Governor- General in 1848. He annexed
Punjab, Peshawar and the Pathan tribes in the north-west of India. And by 1856, the British
conquest and its authority were firmly established. While the British power gained its heights
during the middle of the 19th century, the discontent among the local rulers, the peasantry, the
intellectuals, common masses as also of the soldiers who became unemployed due to the
disbanding of the armies of various states, became widespread. This soon broke out into a revolt
which assumed the dimensions of the 1857 Mutiny.

AIM

5. To acquaint the cadets about the Freedom Struggle and Nationalist Movement of India.
 24

PREVIEW

6. The Class will be conducted in the following parts:-

(a) Part I - Indian Mutiny of 1857.

(b) Part II - End of East India Company.

(c) Part III - Indian Nationalist Movement.

PART I : THE INDIAN MUTINY OF 1857

7. The conquest of India, which could be said to have begun with the Battle of Plassey
(1757), was practically completed by the end of Dalhousie's tenure in 1856. It had been, by no
means, a smooth affair as the simmering discontent of the people manifested itself in many
localized revolts during this period. However, the Mutiny of 1857, which began with a revolt of the
military soldiers at Meerut, soon became widespread and posed a grave challenge to the British
rule. Even though the British succeeded in crushing it within a year, it was certainly a popular
revolt in which the Indian rulers, the masses and the militia participated so enthusiastically, that it
came to be regarded as the First War of Indian Independence.

8. Introduction of ‗zamindari system‘ by the British, where the peasants were ruined through
exorbitant charges made from them by the new class of landlords. The craftsmen were destroyed
by the influx of the British manufactured goods. The religion and the caste system which formed
the firm foundation of the traditional Indian society was endangered by the British administration.
The Indian soldiers as well as people in administration could not rise in hierarchy as the senior
jobs were reserved for the Europeans. Thus, there was all-round discontent and disgust against
the British rule, which burst out in a revolt by the 'sepoys' at Meerut whose religious sentiments
were offended when they were given new cartridges greased with cow and pig fat, whose covering
had to be stripped out by biting with the mouth before using them in rifles. The Hindu as well as
the Muslim soldiers, who refused to use such cartridges, were arrested, which resulted in a revolt
by their fellow soldiers on 9 May 1857.

9. The rebel forces soon captured Delhi and the revolt spread to a wider area and there was
uprising in almost all parts of the country. The most ferocious battles were fought in Delhi, Awadh,
Rohilkhand, Bundelkhand, Allahabad, Agra, Meerut and western Bihar. The rebellious forces
under the commands of Kanwar Singh in Bihar and Bakht Khan in Delhi gave a stunning blow to
the British. In Kanpur, Nana Sahib was proclaimed as the Peshwa and the brave leader Tantya
Tope led his troops. Rani Lakshmibai was proclaimed the ruler of Jhansi who led her troops in the
heroic battles with the British. The Hindus, the Muslims, the Sikhs and all the other brave sons of
India fought shoulder to shoulder to throw out the British. The revolt was controlled by the British
within one year, it began from Meerut on 10 May 1857 and ended in Gwalior on 20 June 1858.

PART II : END OF THE EAST INDIA COMPANY

10. Consequent to the failure of the Revolt of 1857 rebellion, one also saw the end of the East
India Company's rule in India and many important changes took place in the British Government's
policy towards India which sought to strengthen the British rule through winning over the Indian
princes, the chiefs and the landlords. Queen Victoria's Proclamation of 1 November 1858,
declared that thereafter India would be governed by and in the name of the British Monarch
through a Secretary of State.

11. The Governor General was given title of Viceroy, which meant the representative of the
Monarch. Queen Victoria assumed the title of the Empress of India and thus gave the British
Government unlimited powers to intervene in the internal affair of the Indian states. In brief, the
British supremacy over India, including the Indian States, was firmly established. The British gave
their support to the loyal princes, zamindar and local chiefs but neglected the educated people and
 25

the common masses. They also promoted the other interests like those of the British merchants,
industrialists, planters and civil servants. The people of India, as such, did not have any say in
running the government or formulation of its policies. Consequently, people's disgust with the
British rule kept mounting, which gave rise to the birth of Indian National Movement.

12. The leadership of the freedom movement passed into the hands of reformists like Raja
Rammohan Roy, Bankim Chandra and Ishwar Chandra Vidyasagar. During this time, the binding
psychological concept of National Unity was also forged in the fire of the struggle against a
common foreign oppressor.

13. Raja Rammohan Roy (1772-1833) founded the Brahmo Samaj in 1828 which aimed at
purging the society of all its evil practices. He worked for eradicating evils like sati, child marriage
and purdah system, championed widow marriage and women's education and favoured English
system of education in India. It was through his effort that sati was declared a legal offence by the
British.

14. Swami Vivekananda (1863-1902) the disciple of Ramakrishna Paramahamsa, established

the Ramkrishna Mission at Belur in 1897. He championed the supremacy of Vedantic philosophy.
His talk at the Chicago (USA) Conference of World Religions in 1893 made the westerners realize
the greatness of Hinduism for the first time.

PART III : NATIONALIST MOVEMENT IN INDIA

Formation Of Indian National Congress (INC)

15. The foundations of the Indian National Movement were laid by Suredranath Banerjee with
the formation of Indian Association at Calcutta in 1876. The aim of the Association was to
represent the views of the educated middle class, inspire the Indian community to take the value of
united action. The Indian Association was, in a way, the forerunner of the Indian National
Congress, which was founded, with the help of A.O. Hume, a retired British official. The birth of
Indian National Congress (INC) in 1885 marked the entry of new educated middle-class into
politics and transformed the Indian political horizon. The first session of the Indian National
Congress was held in Bombay in December 1885 under the president ship of Womesh Chandra
Banerjee and was attended among others by Badr-uddin-Tyabji.

16. At the turn of the century, the freedom movement reached out to the common unlettered
man through the launching of the "Swadeshi Movement" by leaders such as Bal Gangadhar Tilak
and Aurobindo Ghose. The Congress session at Calcutta in 1906, presided by Dadabhai Naoroji,
gave a call for attainment of 'Swaraj' a type of self-government elected by the people within the
British Dominion, as it prevailed in Canada and Australia, which were also the parts of the British
Empire.

17. Meanwhile, in 1909, the British Government announced certain reforms in the structure of
Government in India which are known as Morley-Minto Reforms. But these reforms came as a
disappointment as they did not mark any advance towards the establishment of a representative
Government. The provision of special representation of the Muslim was seen as a threat to the
Hindu-Muslim unity on which the strength of the National Movement rested. So, these reforms
were vehemently opposed by all the leaders, including the Muslim leader Muhammad Ali Jinnah.
Subsequently, King George V made two announcements in Delhi: firstly, the partition of Bengal,
which had been effected in 1905, was annulled and, secondly, it was announced that the capital of
India was to be shifted from Calcutta to Delhi.

18. The disgust with the reforms announced in 1909 led to the intensification of the struggle for
Swaraj. While, on one side, the activists led by the great leaders like Bal Gangadhar Tilak, Lala
Lajpat Rai and Bipin Chandra Pal waged a virtual war against the British, on the other side, the
revolutionaries stepped up their violent activities There was a widespread unrest in the country. To
add to the already growing discontent among the people, Rowlatt Act was passed in 1919, which
 26

empowered the Government to put people in jail without trial. This caused widespread indignation,
led to massive demonstration and hartals, which the Government repressed with brutal measures
like the Jaliawalla Bagh massacre, where thousands of unarmed peaceful people were gunned
down on the order of General Dyer.

19. Jalianwala Bagh Massacre. Jalianwala Bagh massacre of 13 April 1919, was one of the
most inhuman acts of the British rulers in India. The people of Punjab gathered on the auspicious
day of Baisakhi at Jalianwala Bagh, adjacent to Golden Temple (Amritsar), to lodge their protest
peacefully against persecution by the British Indian Government. General Dyer appeared suddenly
with his armed police force and fired indiscriminately at innocent empty handed people leaving
hundreds of people dead, including women and children.

20 After the First World War (1914-1918), Mohandas Karamchand Gandhi became the
undisputed leader of the Congress. During this struggle, Mahatma Gandhi had developed the
novel technique of non-violent agitation, which he called 'Satyagraha', loosely translated as 'moral
domination'. Gandhi, himself a devout Hindu, also espoused a total moral philosophy of tolerance,
brotherhood of all religions, non-violence (ahimsa) and of simple living. With this, new leaders like
Jawaharlal Nehru and Subhash Chandra Bose also emerged on the scene and advocated the
adoption of complete independence as the goal of the National Movement.

The Non-Cooperation Movement

21 The Non-Cooperation Movement was pitched in under leadership of Mahatma Gandhi and
the Indian National Congress from September 1920 to February 1922, marking a new awakening
in the Indian Independence Movement. After a series of events including the Jallianwala Bagh
Massacre, Gandhiji realised that there was no prospect of getting any fair treatment at the hands
of British, so he planned to withdraw the nation's co-operation from the British Government, thus
launching the Non-Cooperation Movement and thereby marring the administrative set up of the
country. This movement was a great success as it got massive encouragement to millions of
Indians. This movement almost shook the British authorities.

Simon Commission

22. The Non-cooperation movement failed. Therefore there was a lull in political activities. The
Simon Commission was sent to India in 1927 by the British Government, to suggest further
reforms in the structure of Indian Government. The Commission did not include any Indian
member and the Government showed no intention of accepting the demand for Swaraj. Therefore,
it sparked a wave of protests all over the country and the Congress as well as the Muslim League
gave a call to boycott it under the leadership of Lala Lajpat Rai. The crowds were lathi charged
and Lala Lajpat Rai, also called Sher-e-Punjab (Lion of Punjab) died of the blows received in an
agitation.

Civil Disobedience Movement

23. Mahatma Gandhi led the Civil Disobedience Movement that was launched in the Congress
Session of December 1929. The aim of this movement was a complete disobedience of the orders
of the British Government. During this movement it was decided that India would celebrate 26th
January as Independence Day all over the country. On 26th January 1930, meetings were held all
over the country and the Congress tricolour was hoisted. The British Government tried to repress
the movement and resorted to brutal firing, killing hundreds of people. Thousands were arrested
along with Gandhiji and Jawaharlal Nehru. But, the movement spread to all the four corners of the
country and following this, Round Table Conferences were arranged by the British, and Gandhiji
attended the second Round Table Conference at London. But nothing came out of the conference
and the Civil Disobedience Movement was revived.
 27

24. During this time, Bhagat Singh, Sukhdev and Rajguru were arrested on the charges of
throwing a bomb in the Central Assembly Hall (which is now Lok Sabha) in Delhi, to demonstrate
against the autocratic alien rule. They were hanged to death on March 23, 1931.

Quit India Movement

25. In August 1942, Gandhiji started the 'Quit India Movement' and decided to launch a mass
civil disobedience movement 'Do or Die' call to force the British to leave India. The movement was
followed, nonetheless, by large-scale violence directed at railway stations, telegraph offices,
government buildings, and other emblems and institutions of colonial rule. There were widespread
acts of sabotage, and the government held Gandhi responsible for these acts of violence,
suggesting that they were a deliberate act of Congress policy. However, all the prominent leaders
were arrested, the Congress was banned and the police and army were brought out to suppress
the movement. Meanwhile, Netaji Subhash Chandra Bose, who stealthily ran away from the British
detention in Calcutta, reached foreign lands and organized the Indian National Army (INA) to
overthrow the British from India.

26. The Second World War broke out in September of 1939 and without consulting the Indian
leaders, India was declared a warring state (on behalf of the British) by the Governor General.
Subhash Chandra Bose, with the help of Japan, preceded fighting the British forces and not only
freed Andaman and Nicobar Islands from the Britishers but also entered the north-eastern border
of India. But in 1945, Japan was defeated and Netaji proceeded from Japan, through an
aeroplane to a place of safety but, met with an accident and, it was given out that he died in that
air-crash itself. "Give me blood and I shall give you freedom" - was one of the most popular
statements made by him, where he urges the people of India to join him in his freedom movement.

Partition of India and Pakistan

27. At the conclusion of the Second World War, the Labour Party, under Prime Minister
Clement Richard Attlee, came to power in Britain. The Labour Party was largely sympathetic
towards Indian people for freedom. A Cabinet Mission was sent to India in March 1946, which after
a careful study of the Indian political scenario, proposed the formation of an interim Government
and convening of a Constituent Assembly comprising members elected by the provincial
legislatures and nominees of the Indian states. An interim Government was formed headed by
Jawaharlal Nehru. However, the Muslim League refused to participate in the deliberations of the
Constituent Assembly and pressed for the separate state for Pakistan. Lord Mountbatten, the
Viceroy of India, presented a plan for the division of India into India and Pakistan, and the Indian
leaders had no choice but to accept the division, as the Muslim League was adamant.

28. Thus, India became free at the stroke of midnight, on 14 August 1947. Since then, every
year India celebrates its Independence Day on 15th August. Jawaharlal Nehru became the first
Prime Minster of free India and continued his term till 1964. Giving voice to the sentiments of the
nation, Prime Minister, Pandit Jawaharlal Nehru said, Long years ago we made a tryst with
destiny, and now the time comes when we will redeem our pledge, not wholly or in full measure,
but very substantially. At the stroke of the midnight hour, when the world sleeps, India will awake
to life and freedom. A moment comes, which comes but rarely in history, when we step out from
the old to the new, when an age ends and when the soul of a nation, long suppressed, finds
utterance.... We end today a period of ill fortune, and India discovers herself again.

CONCLUSION

29. Earlier, a Constituent Assembly was formed in July 1946, to frame the Constitution of India
and Dr Rajendra Prasad was elected its President. The Constitution of India which was adopted by
the Constituent Assembly on 26th November 1949. On January 26, 1950, the Constitution came
into force and Dr Rajendra Prasad was elected the first President of India.
 28

LESSON PLAN : NI 4
NATIONAL INTERESTS, OBJECTIVES, THREATS AND OPPORTUNITIES

Period - One

Type - Lecture

Code - NI 4

Term - II (SD/SW)
______________________________________________________________________________

Training Aids

1. Computer, Projector, Pointer, Black Board & Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) National Interests & Objectives - 15 Min

(c) Threats and Opportunities - 15 Min

(d) Conclusion - 05 Min

INTRODUCTION

3. India has inherited the federal structure from the Government of India act, 1935 ,
which prescribed a federal type union of autonomous provinces, whose governments were
to derive their powers directly from the crown. Such a decision was taken because,
during the post independence era, India was divided into various segments and
empowering them could hamper the democratic working of the country. It was also
believed that the sound economic development of the country required centralized planning
without any hindrance from the state. As India is a multi-lingual, multi-religious and multi-
racial country, we all Indians should rise above vested partisan interests and strive
towards the welfare of the country.

AIM

4. To acquaint the cadets about the National Interests, Objectives, Threats and Opportunities.

PREVIEW

5. The lecture will be conducted in following parts:-

(a) Part I - National Interests & Objectives.

(b) Part II - Threats and Opportunities.

PART I : NATIONAL INTERESTS & OBJECTIVES

National Interests

6 Every nation, with whatever form of government, has certain political, social and economic
interests and objectives to achieve overall development, prosperity, progress, nationalism and
 29

international recognition. To attain such objectives certain national interests are pre-requisites,
which are as follows:-

(a) Sovereignty. Foremost interest of the nation is to be autonomous and remain

independent.

(b) Integrity. The nation should be full, indivisible and have a well-defined territory.

(c) Unity. The nation should be a secular union of states with political power
belonging to a central confederate authority, with united and undivided goals without
factional , sectarian or fanatical prejudices. It should be tolerant towards caste, colour,
creed, religion and language of each other.

(d) Security. The nation must ensure safety, territorial integrity and protection of the
state against external threat or subversion.

National Objectives

7. India is a developing country. It has made rapid progress in all the spheres after its
independence, viz, agriculture, industrialisation, urbanization etc. To visualise what India would
be in future in all spheres is not on easy task. While ultimate objectives and millennium goals
of the nation lie ahead, the basic objectives are found in the Directive Principles of State
Policy enshrined in the Constitution of India which took effect when India became Republic.
Directive Principles of State Policy lays down a code of conduct for the administrators of
India in the discharge of their responsibilities as agents of the sovereign nation. They
guide the path which will lead the people of India to achieve the noble ideals which the
preamble of the constitution proclaim justice, social, economic and political, liberty, equality
and fraternity.

8. There are 16 articles of the constitution from 36-51 that deal with the Directive
Principles of State Policy. Important ones out of these are as follows:-

(a) To ensure and protect a social order which stands for the welfare of the
people.

(b) Separation of judiciary from the executive.

(c) Protection of national monuments.

(d) Protection and improvement in environment, forests and wild life.

(e) Organise agriculture and animal husbandry on modern and scientific lines.

(f) Improvement of public health.

(g) Prohibition of intoxicating drinks and drugs.

(h) Promotion of educational and economic interests of weaker sections of the people.

(j) To have uniform code of law irrespective of caste, creed, colour or religion.

(k) Participation of workers and labourers in labour law.

(l) Promotion of cottage industries.

(m) Provision of maternity relief.

 30

(n) Education to all.

(o) Equal justice to all.

(p) Equal pay for equal work for both men and women.

(q) Adequate means of livelihood to all citizens.

9. Apart from the above Directive Principles, current objectives of our nation are as follows:-

(a) Self sufficiency in nuclear- power.

(b) Availability of reliable power supply for farming and industries.

(c) Production of goods for world markets.

(d) Balancing growth in both public and private sector.

(e) Modernization of villages, linking with roads and provision of electricity to all
villages.

PART II : THREATS AND OPPORTUNITIES

Threats

10. Certain factors stand against the all round integration of our nation, which impedes our
progress towards national integration. The cadets need to understand the following factors, in
order to successfully tackle them, and play their part in achieving the goals that align with national
interest:-

(a) Regionalism. Regionalism gives more importance to one‘s own region than to
one‘s nation. When regionalism is linked with language and religion it creates regional
interests rather than national interests. This creates parochialism among the people.

(b) Casteism. Casteism is a divisive force. One section considers another section as
inferior. They are exploited. Positions and opportunities are monopolized by a particular
section. It creates enmity among the other castes. Caste organizations interfere in politics.
They function as pressure groups and obtain benefits undeservedly. These factors prevent
national integration.

(c) Communalism. Communalism is not believing in any particular religion or

observing its rites. Excessive affinity to one's own religion transforms into hatred towards
other religions. Thus religious fanaticism arises. When religion, caste and race are used to
make social and political gains, it is called communalism. The real cause of communalism
lies in political and economic factors. The partition of India is an instance for the
intervention of religion in politics.

(d) Linguistic Claims. We have seen that the Indian constitution recognises 22
languages. Hindi is the official language and English is the link language. About 2000
languages are spoken by the various sections of the Indian people. Another problem faced
by India was the linguistic reorganization of the states. In 1956 the states were re-
organised on linguistic basis. Agitations are going on in many parts of India demanding
state re-organisation. Linguistic jingoism has become an important factor which hinders
national integration.
 31

(e) Extremism. The extremist movements going on in different parts of the country are
yet another challenge to national integration. You must have heard about naxalite
movement or Maoist movement. These movements quite often use violence, create fear in
public life, cause loss of lives of government personnel and people and destroy public
property. Mostly the youth participate in such movements. The basic reason for taking up
arms by the youth is the continuing state of socio-economic deprivations. Moreover, the
day-to-day humiliation, denial of justice, human rights violations, various kinds of
exploitation and political marginalization prompt them to join the Naxalite movement. But
the extremist activities have been threat to law and order and peaceful living of the people
residing in the affected areas.

(f) Social Disparity. Social disparity among the people of different communities,
castes and sometime within the community and caste causes tension and imbalance
among the people. Social disparity poses great threat to national integration.

Opportunities

11. The following opportunities must be exploited at all times to ensure National Integration:-

(a) Defence Forces & Central Police / Other Organisations. These organisations
provide us with a an opportunity to maintain National Integrity at all times since, these are
all India based organisations and consist of personal from the whole country, working,
eating, living and fighting together for the integraty of the country.

(b) National Level Games. Games like the Olympics, Asiad, Commonwealth etc,
provide an excellent opportunity to forment National Integration since players / athletes
form all over the country participate as ‗one team‘ – forgetting their regional / other
differences / considerations.

(c) NCC. NCC is an excellent organisation which propagates and maintains National
Integration is all aspects of training the youth through National Integration Camps,
Adventure Camps and the RDC.

CONCLUSION

12. India is a land of the great diversities and infinite varieties. It is a country with at least 18
major languages and over 400 important dialects. It is a land that has given rise to four of the
world‘s major religions. It is home to the world‘s second largest Muslim population. It is a society
with over 4,000 ethnic communities or castes or endogamous groups. India is thus a multi-
religious, multi-linguistic, multi-ethnic and multi-regional civilization without a parallel. Therefore, in
order for our nation to succeed and prosper, national integration is an important tool that this nation
needs to embark on.
 32

LESSON PLAN : NI 5
PROBLEMS / CHALLENGES OF NATIONAL INTEGRATION

Period - One

Type - Lecture

Code - NI 5

Term - II (SD/SW)
______________________________________________________________________________

Training Aids

1. Computer, Projector, Charts, Pointer, Black Board & Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) Major Problems / Challenges - 15 Min

(e) Suggested Measures - 15 Min

(d) Conclusion - 05 Min

INTRODUCTION

3. India is a country with innumerable diversities, an entity composed of many communities,

races classes, languages and sub cultures. In any such nation, there are many obstacles to the
achievement of national integration. In India, various hindrances are obstructing the growth of
national feeling, viz. casteism, communalism, linguistic fanaticism, social disparity, economic
inequalities and immorality, regionalism etc. India is a land of various races; various religious and
various languages. Still then, the Indians developed into one nation by the influence of common
territory, common history and common fight for freedom against the foreign rule.

4. When India came under the British, they followed the policy of ‗Divide and Rule‘ in order to
perpetuate their authority over India. Consequently, the racial, the religious and the linguistic
groups in the Indian nation first began to disintegrate emotionally and psychologically and then,
desired to disintegrate territorially. This resulted into division of India into Bharat and Pakistan.
Today, the integrity of the Indian nation is awfully threatened as the communal quarrels are fanned
by the hostile neighbours of India. Hence, the necessity of strong national Integration in India has
become so necessary at present.
AIM

5. To acquaint the cadets about the Problems / Challenges of National Integration in India.

PREVIEW

6. The lecture will be conducted in following parts:-

(a) Part I - Major Problems / Challenges of National Integration.

(b) Part II - Measures to Achieve National Integration.

 33

PART I : PROBLEMS / CHALLENGES OF NATIONAL INTEGRATION

7. Casteism. Caste is an imported part of our social fabric. This was developed in the past on
the basis of division of labour in the society. But now casteism has segregated the society. Unity
and integrity has become a dream in a caste ridden society. The feeling of socially neglected
scheduled castes under the suppression of upper caste ruined the sense of feeling and unity. It
becomes a problem for national integration.

8. Communalism. Religions antagonism has posed a serious challenge to national

integration in India. India is a multi- religious land. Political manipulation has projected one religion
against the other which resulted in communal riot, bloodbath, mutual, distrust and disintegration of
the country. Large scale illiteracy and superstition are responsible along with other causes for
raise communalism in the country. It is very difficult to promote national integration under these
situations.

9. Linguistic Fanaticism. Multi-linguism is one of the important characters of India. India has
fifteen officially recognized languages. There are about 1652 languages which are spoken in India
which shows its diversities. There is conflict and riots on the languages issue. People of one
language try to establish their language over others. When Hindi was declared as the national
language people of South India resented against this decision supporting English language.
Language issue became a barrier on the way of national integration.

10. Regionalism. There are several regions in India having their unique traditions, food habits,
dress and languages. Each regional differs from the other in one or other ways which leads to
disintegration of the country. People of one region compete with the person of other regions which
leads to conflict and riots. Land dispute, language problem are some of the reasons which pose
hurdle on the way of national integration.

11. Social Disparity. Social disparity among the people of different communities, castes and
sometime within the community and caste causes tension and imbalance among the people.
Social disparity poses great challenge to national integration.

12. Economic Inequalities. Economic standard of people in a state depends on the fertility of
land, resources available and manpower management. All the states are not equal in the above
matter which leads to economic backwardness of the people. Even in a state distribution of wealth
is not properly done. Day by day poor becoming poorer and rich become richest this causes
tension and conflict. It is a problem for national integration

PART II : MEASURES TO ACHIEVE NATIONAL INTEGRATION

13. Education.. Education of the masses can become a very powerful instrument of national
unity provided that it is used in the right manner.

14. Religious Tolerance. India is a multi religious country with various religious communities,
such as Hindus, Muslims, Sikhs, Christians, Buddhists, Jains and Parsies. Each community should
appreciate the coexistence of every other community, should promote love and communal
harmony in society by celebrating / observing important days of every other community. Each
community should help and share the religious festivals of every other community.

15. Linguistic Tolerance. India, is a multi-lingual country with linguistic groups speaking
different languages, such as Hindi, Urdu, Bangali, Oriya, Assamee, Marathi, Gujarati, Punjabi and
so on. Each linguistic group should respect the language of every other linguistic group. Every
Indian student should be given full facility to learn his own language wherever he is in India. The
work must be begun at the grass-root levels, for this, a band of honest and popular teachers must
work. From the impressionable age, boys and girls, must be taught and encouraged to mix with
each other.
 34

16. Use of Radio / TV. The services of the Radio and TV must be intelligently used. People of
different states must be introduced to each other's cultures and ways of life and common elements
should be stressed upon. But these will only create an atmosphere of goodwill and mutual
understanding. Other steps are necessary.

17. Government Initiative. At government level, it should be obligatory for members of the All
India Services to learn at least one language of a state other than that to which they may belong.
On the same principle an All India Educational Service should be organized so that teachers of
one State may serve in another at the popular level, political parties or organizations with a
communal or racial bias should be ruthlessly banned. Finally, all healthy cultural movements to
foster a national, all-India outlook should have to be encouraged.

CONCLUSION

18. We need national integration on permanent footing and this can be achieved by
enlightening our children. All the children, during their formative years, must be taught that we all
are Indians belonging to the one Motherland. We must not believe in separate identities. It is the
time to merge in one main stream. Unless we develop a sense of unity and leave our narrow
outlook, we might loose our independence.
 35

LESSON PLAN : NI 6
UNITY IN DIVERSITY

Period - One

Type - Lecture

Code - NI 6

Term - II (SD/SW)
______________________________________________________________________________

Training Aids

1. Computer, Projector, Charts, Pointer, Black Board& Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) Importance and Fundamentals of National Unity - 15 Min

(c) Relevance of NCC in Unifying India - 15 Min

(d) Conclusion - 05 Min

INTRODUCTION

3. India is a vast country with diversity in caste, religion, customs and traditions where people
from different ethnological groups having different languages or dialects, follow different rituals in
daily life and work together shoulder to shoulder. In spite of diversity in physical features and
social systems, there is unity in India. It is held together by many ties like territory, language,
culture, traditions, economic growth and inter-dependence
.
AIM

4. To acquaint the cadets about Unity in Diversity.

PREVIEW

5. The lecture will be conducted in following parts:-

(a) Part I - Importance and Fundamentals of National Unity.

(b) Part II - Relevance of NCC in Unifying India.

PART I : IMPORTANCE AND FUNDAMENTALS OF NATIONAL UNITY

Importance of National Unity

6. National unity is extremely essential for social peace and harmony. We can enjoy peace and
security, if there is a mutual trust and goodwill among all the sects of people of the country. No
progress can be made by the nation in any field if disruptive tendencies and divisive forces keep
on destroying the very fabric of national unity.

Fundamentals of Unity

7. Some of the essentials for National Unity are as given below:-

 36

(a) Language. Narrow minded love towards one‘s own language and negative feeling
towards others is a major hindrance to unity. No country can stand on the pillars of an alien
language. A language, instead of dividing, should be a unifying force. A via media
acceptable to all would go a long way in bringing about linguistic unity in the country.
Along with regional languages one national language should be fully developed.
Languages of different states should be encouraged in the educational institutions.

(b) Casteism. It is felt in offices and colleges, in politics and almost in all walks of life.
The feeling of belonging to an upper caste and hatred for the lower caste is not only an
offence against mankind it is a threat to India‘s unity. The system of casteism and
untouchability would eat into the very vitals of a society. Casteism should be tackled with
an iron hand. There should be no communal or special constituents. The minority
communities should be given their due share of advancement and communal favouritism
should be sternly dealt with.

(c) Education. In India about half of the total population is illiterate. An illiterate
person cannot understand what is good or bad for himself or his country. Literacy is an
important ingredient for unity. The pattern of education should be so oriented that it
encourages love, brotherhood and unity amongst various communities. There could be
exchange of teachers from one state to another and there should be no bar on the students
of one state for admission into the universities of other states. It would help to cement the
bonds of unity which is an essence of any nation.

(d) Communalism. Communalism means discriminatory feelings of an individual

against another on the basis of religion or caste. This also endangers the unity of our
country. Fundamentalism is the greatest challenge to India‘s unity. This has to be sternly
dealt with. The politicians who encourage provincialism and regionalism should be
debarred from elections as members of legislative bodies. All citizens should regard
themselves as Indians first and build unity between different sections of our society.

(e) Regionalism. India is a vast country where regional diversities exist. The feeling
of loyalty towards one‘s own state or region first is also a major hindrance in unity. People
from different parts of the diversified subcontinent should meet under a common wing of
national consciousness, forgetting the regional differences, sharing the feelings of
togetherness and realise the proud feeling in themselves of being part and parcel of a
common Indian diaspora.

PART II : RELEVANCE OF NCC IN UNIFYING INDIA

8. NCC creates awareness amongst youth about the diverse heritage of our country and
fosters national integration despite linguistic, cultural, religious and geographical barriers. It helps
cadets gain experience to live together, co-operate with each other and work in harmony with
cadets of other states whom they have not known before, thus helping in strengthening unity as
under:-

(a) Ethics and Social Values. These are very important values in day-to-day
activities on the ground and are the essentials of personality. NCC helps to cultivate these
values through which the spirit of unity and value of personal sacrifice are ignited in the
minds of cadets.

(b) Cultural and Traditional Values. Our country has diverse groups which have
been divided on grounds of religion, caste, creed and language. NCC organises various
camps and group activities where ample opportunity is given to the cadets to closely watch
the cultural and traditional shows of other regions. It provides the cadets with an
opportunity to appreciate each other‘s uniqueness and cultivate friendship.

(c) Discipline and Patriotism. A cadet is trained to give selfless service to society
and be available anytime for national cause. NCC can be described as the nation‘s
 37

disciplined, trained and motivated young force available for national service to provide
assistance in various places as well as provide future leadership and participation in all
walks of life.

CONCLUSION

9. It is the duty of each and every citizen of our country to strive to achieve total unity despite
of diversity in culture, language and religion. We must remember that there should be no divisions
between any religion or community. There is only one India of which, we all Indians are inheritors.
We are therefore - Indian first and Indians last.
 38

LESSON PLAN : NI 7
NATIONAL INTEGRATION COUNCIL

Period - One

Type - Lecture

Code - NI 7

Term - III (SD/SW)

______________________________________________________________________________

Training Aids

1. Computer, Projector, Charts, Pointer, Black Board & Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) Organisation & Composition of NIC - 10 Min

(c) Role and Functions of NIC - 20 Min

(d) Conclusion - 05 Min

INTRODUCTION

3. National integration is essential for any nation with socio-cultural, religious, linguistic and
geographical diversities. A unique feature of our country is that all the major religions of the world
are practiced here such as Hinduism, Islam, Christianity, Buddhism, Sikhism, Jainism, and
Zoroastrianism. There are more than one thousand languages that people of India speak. There
are also great varieties in costume, food habits, and social customs. Geographically, our land is
diverse and there are amazing differences in climate. Despite all these differences India is one
political entity. We have to co-exist with each other peacefully, respect the culture and religion of
our fellow Indians. This is possible only when national integration is realised in true sense of the
term. National integration is necessary also for the security and development of the nation.

4. The National Integration Council (NIC) originated in a conference convened by the then
Prime Minister Jawaharlal Nehru in September-October of 1961. The purpose was to find ways to
address the problems of communalism, casteism and regionalism The conference set up the NIC to
review national integration issues and make recommendations. The NIC met for the first time in
June 1962. The NIC was reconstituted and met again in August 2005. The new council had 103
members including twelve Chief Ministers, twelve Union Ministers and leaders of all the main
political parties.

AIM

5. To acquaint the cadets about the National Integration Council of India.

PREVIEW

6. The lecture will be conducted in following parts:-

(a) Part I - Organisation & Composition.

(b) Part II - Role and Functions.

 39

PART I : ORGANISATION & COMPOSITION OF NIC

7. In April 2010, the NIC was again reconstituted with 147 members. These included the
following:-

(a) Chairman - Prime Minister

(b) Members.

(i) Union Ministers - 14

(iii) Chief Ministers (States / UTs) - 30

(iii) Leaders of Political / Regional Parties - 13

(iv) National Commissions - 05

(v) Media Persons - 19

(vi) Representatives of Business - 10

(vii) Representatives of Labours - 02

(viii) Women Representatives - 08

(ix) Eminent Public Representatives - 45

8. Standing Committee. On 19 October 2010, the government established a Standing

Committee of the National Integration Council under the chairmanship of the Home Minister, with
four Union Ministers and nine Chief Ministers as members. The committee would decide on
agenda items for future council meetings.

PART II : ROLE AND FUNCTIONS OF NIC

9. The Supreme Court had commended the role of the National Integration Council, set up by
Prime Minister Jawaharlal Nehru ie, ―To find ways to counter problems that are dividing the
country including attachment to specific communities, castes, regions and languages‖. Other steps
that have long been kept pending are:-

(a) Stern action against ‗hate crimes‘. Hate campaigns are the incubators of communal
violence.

(b) Enacting of the Communal Violence Bill and ensuring that it takes care of the
concerns of the Christian community and does not further arm communal administrations
or further emboldens impunity of communalised police elements.

(c) Comprehensive relief and rehabilitation policies that wipe the tear from the eyes of
victims of communal violence and give them the opportunity of creating a new life.

(d) Adequate representation to all minorities and underprivileged groups in the police,
administrative and judicial systems.

(e) A thorough revamp of the education system, including a close watch on the recent
rash of communally motivated village and rural schools set up by political groups, so that
once again secularism, religious and cultural diversity and pluralism become the
cornerstone of our nation-building.
 40

(f) Above all, the State - Parliament, Supreme Court, and Executive - must ensure that
no one remains under the illusion, unfortunately very well founded at present that
communal politics, hate and the demonization of religious minorities can bring them
electoral dividends in an India of the Twenty-first Century.

(g) To make provisions under Fundamental Duties to reinforce national integration. The
following are important:-

(i) To abide by the Constitution and respect its ideals and institutions, the
National Flag and the National Anthem.

(ii) To cherish and follow the noble ideals which inspired our national struggle
for freedom.

(iii) To defend the country and render national service when called upon to do
so.

(iv) To promote harmony and the spirit of common brotherhood amongst all the
people of India and respect religious, linguistic and regional or sectional diversities.

(v) To renounce practices derogatory to the dignity of women.

(vi) To value and preserve the rich heritage of our culture.

(vii) To safeguard public property and to reject violence.

(viii) To strive towards excellence in all spheres of individual and collective

activity so that the nation constantly rises to higher levels of achievement.

10. Agenda Points of 15th NIC Meeting. The15th NIC meeting was held on 10 Sep 2011,
where in, some of the important agenda points emphasized and discussed by the Honorable
Prime Minister are under:-

(a) Continuously and creatively work towards securing in greater measure, the socio-
economic and other aspirations of all sections of society.

(b) Emphasing on a focused approach to end the pervasive feeling of alienation and
discrimination among minorities and marginalised sections of society, particularly the
scheduled tribes, scheduled castes and women.

(c) Promoting greater inclusiveness and social equity and ensuring that the law
enforcement and investigation machinery does not carry any bias, while discharging its
duties.

(d) Engaging the energy and initiative of our youths for constructive purposes.

(e) Providing opportunities to our youths to acquire skills, engage in nation-building and
social work, and interact more actively in sports, cultural and other character-building
pursuits. These need to be enhanced and encouraged.

(f) Creation of new opportunities for productive employment for our growing labour
force and emphasized provision of education and health care facilities on an adequate
scale assume great importance.

CONCLUSION
 41

11. National integration assumes greater importance particularly in a country like India where,
people with different language religions races and culture are required to be weaved together. The
‗unity in diversity‘ of which we are proud of can only be maintained if we have the understanding
and respect for each other‘s religions, customs and traditions. It is said that ―united we stand and
divided we fall‖. If we have to survive as a nation and safeguard our sovereignty and national
integrity, we have to remain united.
 42

LESSON PLAN : NI 8
IMAGES / SLOGANS FOR NATIONAL INTEGRATION

Period - One

Type - Lecture

Code - NI 8

Term - III (SD/SW)

______________________________________________________________________________

Training Aids

1. Computer, Projector, Charts, Pointer, Black Board& Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) Images of National Integration - 15 Min

(c) Slogans of National Integration - 15 Min

(d) Conclusion - 05 Min

INTRODUCTION

3. A Nation is a community which considers itself one. It is held together by many ties just
like territory, language, culture, economic inter dependence etc. Thus a Nation is a large group of
people, sharing the same culture, language or history and inhabiting a particular state or area.
India is a Nation sharing different culture, religion and history under one sovereign state. Indian
civilization is one of the oldest civilizations in the world. In the past people belonging to different
races and religions came & settled here. They brought with them their distinctive language and life
style. Different tribes with their distinct languages intermingle with various tribes of our country.
That is why our culture is described as an example of composite culture. It is made up of all
communities, races and religions.

AIM

4. To acquaint the cadets about National Integration through various Images / Slogans.

PREVIEW

5. The lecture will be conducted in following parts:-

(a) Part I - Images of National Integration.

(b) Part II - Slogans of National Integration.

PART I : IMAGES OF NATIONAL INTEGRATION

6. General. Images and posters have a very lasting and defining effect / impression on a
persons mind and keeps reminding him of what he has seen. This has a very positive effect on his
thinking and actions. Images / posters also have are very major impact on impressionable minds
of children and adolescents. That is the reason of putting up huge hoardings you see on the roads
and in towns / cities. It is one of the most effective method‘s of conveying a social message.
 43

7. Some of the important images related to National Integration are as under:-

44
 45

PART II : SLOGANS OF NATIONAL INTEGRATION

8. Just like images / posters, slogans also have a positive and lasting impression on the
minds. Some of the important slogans related to National Integration are as under:-
46
 47

CONCLUSION

9. Images, posters and slogans have a lasting impression on the minds of people. Hence it is
an important tool for promoting National Integration in India. The NCC Logo is itself an excellent
example of National Integration and is true to its image.
 48

LESSON PLAN : NI 9
CONTRIBUTION OF YOUTH IN NATION BUILDING

Period - One

Type - Lecture

Code - NI 9

Term - III (SD/SW)

______________________________________________________________________________

Training Aids

1. Computer, Projector, Cnarts, Pointer, Black Board & Chalk.

Time Plan

2. (a) Introduction - 05 Min

(b) Contribution of Youth in Nation Building - 30 Min

(c) Conclusion - 05 Min

INTRODUCTION

3. The youth of a nation are the backbone and the most powerful force within the nation.
They are the hope of the future and can shape the destiny of a country. History shows that
countries subjected to alien rule have without exception sought the help of youth in times of
crisis. The youth have also been instrumental in the change of governments, whenever
need for such a change has been felt. They have always been in the forefront in the
building of political, social and economic orders of a society. They play a positive role for
the cause of a nation and national integration. Today‘s generation faces greater challenges
in national building due to the force and pressure of internal politics and external conflicts.

AIM

4. To acquaint the cadets about the Contribution of Youth in Nation Building.

CONTRIBUTION OF YOUTH IN NATION BUILDING

National Integration

5. The youth act as a catalyst in an already vibrant country aspiring to find its rightful
place in the world politics and play a more effective role of a true leader. To help India
realise its dreams the youth can and ought to play a leading role in bringing together the
people of different states with diverse religions and integrate them emotionally, culturally
and geographically, contribute in extricating society from age old stigmas of casteism,
communalism, parochialism and regionalism, help preserve cultural heritage and infuse the
spirit of patriotism, thus keep the country together and defeat all separatist attempts by
unscrupulous elements.

Political Measures

6. Today‘s youth can contribute immensely to the politics of the country. If a nation does not
rejuvenate its political leadership profile it would be-come old in thought and slow in action.
The youth are the future of a nation and its future leaders. The opportunity provided at educational
 49

level to contribute to politics should be encouraged and the youth should learn and follow
clean and meaningful politics which can thereafter be translated into greater national aim.

Security

7. The nation today faces grave security concerns both externally and internally. This
intensifies when viewed with the fact that our country is a respected democratic country
with a secular base. The terrorist, fundamentalists are a grave danger to our unity. The
youth are the pulse and strength of the nation and with their alertness and their balanced
approach can help in bringing stability to the nation and help in thwarting selfish designs of
the enemy. The youth are a big force which if channelized correctly, can ensure and enhance the
security of the country.

Social and Cultural

8. The youth are the privileged persons in the society who can contribute to
development. Therefore they have a special responsibility and should actively participate in
the development plans of the nation. Youth should be acquainted with the major problems
facing the country. Firstly, they should study the basic problem of health, AIDS, environment,
nutrition, lack of education, economic backwardness, ignorance, dowry-deaths, casteism, and
superstitions /false beliefs of the masses. Our society is experiencing a constant change and
faces the conflicting ideologies of the past vis-a-vis the West. Our past with a shadow of
casteism, superstition and religious over tunes needs a balanced approach and the youth can
play a very important role in this regard and educate the general public about the
misnomers relating to superstition. The need to do away with the caste system and
encourage lateral, vertical and diagonal in mingling of people to mesh them into a true India n
network. They can establish good rapport with the people so as to involve them in active
participation in social work which will help to make society a better place to live in.

9. Further, the Government programmes such as ‗Clean and Green‘ are very good
opportunities for youth to join hands with their countrymen and give impetus in the process of
nation building.

10. India has a National Cadet Corps (NCC), National Social Service (NSS), National
Service Volunteer Scheme (NSVS) and other similar organization, which are an asset to our
Nation. Apart from these measures to channelise young energy into constructive channels,
following few steps can be taken.

(a) Films with social upliftment and nation building as theme would make a fair
contribution in instilling a healthy and progressive attitude in the youth. Non
Government Organisation (NGO) should also engage youth in such programmes
which strengthen nation building.

(b) There should be integration committees, composed of representatives of

various communities at village, city, district, state and national level. Youth should
be engaged in such committees to contribute in society. Youth to train themselves
effectively both in institutional and adventure activities, as such activities imbibe self
confidence, harmony and patriotism.

CONCLUSION

11. Young men and women are the reservoirs of unbounded energy and enthusiasm.
Youth should accept all the challenges faced by the country. Let the youth be put to best
use. For this, their energies, skills and talents have to be properly harnessed, channelised
and put to right use for the common good of the country.
 50

INDEX

DRILL

Ser Lesson
Subject Cat Page No
No Code
FOOT DRILL
Drill Ki Aam Hidayaten Aur Words of
1. FD 1 SD/SW 50
Command
2. FD 2 Savdhan, Vishram, Aram Se Aur Mudna SD/SW 53
Kadwar Sizing, Teen Line Banana,
3. FD 3 SD/SW 56
Khuli Line Aur Nikat Line Men March
Khade Khade Salute Karna, Parade Par,
4. FD 4 SD/SW 59
Visarjan aur Line Tod
5. FD 5 Tej Chal - Tham Aur Dhire Chal - Tham SD/SW 62

6. FD 6 Dahine, Baen, Age aur Piche Kadam Lena SD/SW 64

7. FD 7 Tej Chal Se Mudna SD/SW 67

8. FD 8 Tej Chal Se Salute Karna SD/SW 70

9. FD 9 Tej Kadam Taal Aur Tham SD/SW 73

10. FD 10 Tej Kadam Taal Se Kadam Badalna SD/SW 74
Teenon Teen Se Ek File Aur Ek File Se
11. FD 11 SD/SW 75
Teenon Teen Banana
ARMS DRILL
Rifle Ke Sath Savdhan, Vishram Aur Aram
12. AD 1 SD/SW 76
Se
13. AD 2 Rifle Ke Sath Parade Par Aur Saj SD/SW 78

14. AD 3 Rifle Ke Sath Visarjan Aur Line Tod SD/SW 79

15. AD 4 Bhumi Shastra Aur Uthao Shastra SD/SW 80

16. AD 5 Bagal Shastra Aur Baju Shastra SD/SW 82

17. AD 6 Salami Shastra SD/SW 84

18. AD 7 Squad Drill SD/SW 86
Nirikshan Ke Liye Janch Shastra Aur Baju
19. AD 8 SD/SW 87
Shastra
CEREMONIAL DRILL

20. CD 1 Guard Mounting SD/SW 89

21. CD 2 Guard Of Honour SD/SW 92

22. CD 3 Pl / Coy Drill SD/SW 95

23. CD 4 Instructional Practice SD/SW 96

 51

LESSON PLAN : FD 1
DRILL KI GENRAL HIDAYATEN AUR WORDS OF COMMAND

Period - One

Type - Lecture and Practice

Code - FD 1

Term - I (SD/SW)
______________________________________________________________________________

Training Aids

1. Drum and drummer, Pace and stick, Angle board, Back stick, Ghadi (samay suchak).

Time Plan

2. (a) Drill Ki General Hidayten - 20 Min

(b) Words of Command - 20 min

BHUMIKA

3. Shuru shuru mein fauj ke andar, drill ki sikhlai Germany ke Major General Dral ne 1666
mein shuru kiya tha, is uddesh ko samne rakhte hue ki, faujon ko control karne ke liye drill hi ek
aisa zariya hai, jisse discipline, turnout aur team spirit ki bhavna lai ja sakti hai. Yeh pichli ladaion
se sabit ho chuka hai ki, ladai ke maidan mein discipline ki buniyad rakhne mein, drill ne kafee
sahyog diya hai.

TARTIB

4 Is lesson ko do bhagon mein chalaya jayega.

(a) Bhag I - Drill ke General Hidayaten.

(b) Bhag II - Words of Command.

BHAG I : DRILL KI GENRAL HIDAYATEN

5. Drill Ki Paribhasha. Kisi procedure ko kramwar aur uchit tarike se karne ki karyawahi ko
‗drill‘ kahte hain.

6. Drill ke Prakar. Drill do prakar ki hoti hai:-

(a) Open Drill. Open drill field mein kiya jata hai.

(b) Close Drill. Close drill peace mein rahte hue, parade ground men ki jata hai.

7. Drill Ka Maksad. Drill ke nimnlikhit maksad hote hain:-

(a) Drill discipline ki buniyad hai.

(b) Drill se milkar kaam karne ki aur hukm manne ki aadat parti hai.

(c) Drill officers, JCOs aur NCOs ko command aur control sikhati hai.
 52

(d) Drill dress pahanna aur chalna phirna sikhati hai.

(e) Drill ko dekh kar kisi unit ke discipline aur morale ka pata lagaya ja sakta hai.

8. Drill Ke Usul. Drill ke teen usul hain:-

(a) Smartness (furti).

(b) Steadiness (sthirta).

(c) Coordination (milkar kaam karna).

9. Foot Drill Ke Usul. Shoot the foot forward (paon ko teji se age nikalna).

10. Drill Mein Buri Aadten. Drill mein buri adaten is prakar se hain:-

(a) Aankh ka ghumana (rolling of eyes).

(b) Koodna aur fudakna (hopping and jumping).

(c) Paon ko ghasit kar chalna (dragging of foot).

(d) Arion ko takrana (clicking the heel).

(e) Boot mein angulion ko harkat dena.

BHAG II : WORDS OF COMMAND

11. Ek sahi word of command nirbhar karta hai awaz ki ―tone aur pitch‖ pe. Durust word of
command ―clear aur unchi awaz ― men diya jata hai, taki uska turant amal kiya jaye. Ek ache word
of command dene ke liye nimnlikhit baten zaruri hain:-

(a) Loudnes (Swar). Word of command ki loudness is baat pe nirbhar karta hai ki
word of command kitne logon ko diya ja rah hai ya unki duri kitni hai. Word of command
dene ke liye, commander apne aap ko squad ki samne, bichon bich unki taraf muh kar ke
khada ho kar diya jata hai. Word of command hamesha – savdhan position men diya jata
hai.

(b) Clarity (Safai). Jeeb, lips aur danton ka sahi talmel ke sath clear word of command
diya jae. Sust word of command squad men tezi nahi paida karega.

(c) Pitch. Durust word of command ke liye sahi pitch ka hona zaruri hai.

(d) Timing. Word of command ki sahi timing uske turant amal ke liye bahut hi zaruri
hai. Ek word of command ke do bhag hoten hai ―cautionary‖ aur ―executive‖. Cautionary
aur executive ke bich char (four) tez kadam ka fasla hona chahiye. Tez chal men,
cautionary word of command, baen pair se shuru hota hai.

12. Words of Command. Drill men nimlikhit words of command diye jaten hain (Byan ke sath
Namuna):-

(a) Savdhan aur Vishram.

(b) Dahine Mud ya Baen Mud.

(c) Piche Mud ya Age Mud.

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(d) Dahine Dekh ya Baen Dekh.

(e) Tez Chal ya Dhire Chal aur Tham.

(f) Khuli Line Chal ya Nikat Line Chal.

(g) Line Ban, Sajja ya Visarjan.

(h) Dahine Salute, Baen Salute ya Samne Salute.

13. Abhyas. Ustad words of command ka ek ek kar ke abhyas karaye.

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LESSON PLAN : FD 2
SAVDHAN, VISHRAM, ARAM SE AUR MUDNA

Period - One

Type - Lecture and Practice

Code - FD 2

Term - I (SD/SW)
______________________________________________________________________________

Training Aids

1. Nil.

Time Plan

2. (a) Savdhan, Vishram, Aram Se - 15 Min

(b) Khade Khade Mudna - 15 Min

UDDESH

3. Is period mein khaali haath drill men Savdhan, Vishram, Aram Se aur Khade Khade Mudna
ki karyawahi sihkana hai.

TARTIB

4. Yeh Sabak do bhagon mein chalaya jayega:-

(a) Bhag I - Savdhan, Vishram, Aram Se – Bayan va Namuna.

(b) Bhag II - Khade Khade Mudna – Bayan va Namuna.

BHAG I : SAVDHAN, VISHRAM AUR ARAM SE

Savdhan

5. Zarurat. Jab drill ki koi bhi harkat karni ho toh hamesha savdhan position se hi shuru hoti
hai. Iske alawa, apne se senior ke saath baat karni ho to, savdhan position se hi baat ki jaati hai.

6. Bayan se Namuna. Jab word of command milta hai ―Savdhan‖ to baen paon ko 6 inch
uthate hue dahine paon ki aaedi ke saath baen paon ki aaedi milaen. Jab baen paon zamin par
lagta hai to shout karen ek. Savdhan position mein dekhne ki baten.

(a) Dono aedian mili hui aur toe ka angle 30 degree.

(b) Dono ghutne kase hue hon.

(c) Dono baju dahine aur baen taraf pant ki silai ke saath mile hue aur mutthi kudrati
taur par bandh ho.

(d) Pent kheencha hua, chhati uthi hui, kandhe pichhe kheenche hue, gardan collar ke
saath mili hui,chin upar aur nigah samne.
 55

Savdhan Position Vishram Position

Vishram Aur Aram Se

7. Zarurat. Jab senior ke saath baat khatam kar lete hain to, Vshram ki karyawahi ki jaati hai
ya drill ki harkat khatam hone par Vishram aur Aram se ki karyawahi karte hain.

8. Bayan se Namuna. Jab Savdhan position se word of command milta hai ‗Vishram" to
baen paon ko 6 inch upar uthate hue, 12 inch door lejate hue zamin par rakhen aur, saath hi, dono
bajuon ko pichhe le jaen, bayen haath niche aur dahina haath upar se pakden aur shouting karen
ek. Is position mein dekhne ki baten:-

(a) Dono aaedion ke beech 12 inch ka fasla.

(b) Dono ghutne kase hue.

(c) Dono haath pichhe bandhe, Bayen haath niche aur dahina haath upar se , angulian
niche ki taraf , dahina angutha baen anguthe ke upar se.

(d) Badan ka bojh dono paon par.

9. ‗Aram se‘ ke word of command par, kamar ke upar wale hisse ko dheela Karen lekin, paon
se harket nahin hogi.

10. Abhyas. Ustad pure squad ka ginti se ‗word of command‘ pe durust abhyas karaen.

BHAG II : KHADE KHADE MUDNA

Dahine Mudna

11. Zarurat. Jab hum ek jagah par khade hon aur 90 degree par dahine taraf apni simmat aur
formation ki badli karni ho to ―Dahine Mud‖ ki karyawahi ki jati hai.

12. Ginti aur Bayan se Namuna.

(a) Jab savdhan position se word of command milta hai ginti se mudna ‗dahine mud ek‘
to is word of command par dahine paon ki aaedi aur baen paon ke panje par dahine taraf
90 degree teji se ghoom jayen aur shout karen ‗ek‘. Is position mein dekhne ki baten -
dahina paon pura zamin par laga hua aur, badan ka bojh dahine paon par, baen paon ka
panja zamin par aur aedi uthi hui, dono tangen kasi hui hon.
 56

(b) Jab word of command milta hai ‗do‘ to is word of command par baen paon ko 6 inch
upar uthate hue dahine paon ke sath savdhan position mein lagaen aur shout karen ‗do‘. Is
position mein dekhne ki baten - Dahine taraf 90 degree par simmat ko badli ki hue ho.

13. Abhyas. Ustad pure squad ka ginti se ‗word of command‘ pe durust abhyas karaen.

Baen Mudna
14. Zarurat. Jab ham ek jagah par khade hon aur 90 degree par baen taraf apni simmat aur
formation ki badli karni ho to ―baen mud‖ ki karyawahi ki jaati hai.

15. Ginti aur Bayan se Namuna.

(a) Jab Savdhan position se word of command milta hai ‗ginti se mudna baen mud ek‘
to is word of command par baen paon ki aaedi aur baen paon ke panje ki madad se 90
degree, teji se ghoom jayen aur shouting karen ‗ek‘. Is position mein dekhne ki baten -
badan ka bojh baen paon par aur bane paon pura zamin par laga hua ho, dahine paon ka
panja zamin par aur aaedi uthi hui ho, dono tangen kasi hui.

(b) Jab word of command milta hai ‗do‘, to dahine paon ko 6 inch upar uthate hue baen
paon ke sath savdhan position mein lagaen aur shouting karen ‗do‘. Is position mein
dekhne ki baten - baen taraf 90 degree par simmat ko badli kiye hue ho.

16. Abhyas. Ustad pure squad ka ginti se ‗word of command‘ pe durust abhyas karaen.

Pichhe Mudna

17. Zarurat. Jab ham ek jagah par khade hon aur, 180 degree par piche ki taraf apni formation
ko kayam rakhte hue simmat ko badli Karen to, ―pichhe mud‖ ki karyawahi ki jaati hai.

18. Ginti aur Bayan se Namuna.

(a) Jab Savdhan position se word of command milta hai ‗ginti se mudna pichhe mud
ek‘ to is word of command par dahine paon ki aaedi aur baen paon ke panje par 180
degree par teji se ghoom jayen aur shouting karen ‗ek‘. Is position mein dekhne ki baten -
dahina paon pura zamin par laga hua, badan ka bojh dahine paon par, baen paon ka panja
zamin par aur aaedi uthi hui. Dono tangen kasi hui aur thai muscle apas men mile hue.

(b) Jab word of command milta hai ‗do‘ to baen paon ko 6 inch upar uthate hue dahine
paon ke saath savdhan position mein lagaen aur shouting karen ‗do‘. Is position mein
dekhne ki bat - 180 degree par simmat ko badli ki hui ho aur baki position savdhan.

19. Abhyas. Ustad pure squad ka ginti se ‗word of command‘ pe durust abhyas karaen.

Aadha Dahine Aur Baen Mudna

20. Zarurat. Jab khade khade squad se salute ka abhyas karwana ho ya iske alawa
dahine/baen squad banana ho ya disha badal ki karyawahi karna ho toh adha dahine / baen mud
ki karyawahi ki jati hai.

21. Ginti aur Bayan se Namuna. Ginti aur bayan se namuna usi tarah hai jaise aap dahine /
baen mud ka namuna dekh chuke hain, sirf itna fark hai ki adha dahine / baen mudne mein 90
degree ke bajay 45 degree par dahine/ baen ko simmat ki badli Karen.

22. Abhyas. Ustad pure squad ka, ginti se, ‗word of command‘ pe durust abhyas karaen.
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LESSON PLAN : FD 3
KADWAR SIZING, TEEN LINE BANANA,
KHULI LINE AUR NIKAT LINE MEN MARCH

Period - One

Type - Lecture and Practice

Code - FD 3

Term - I (SD/SW)
______________________________________________________________________________

Time Plan

1. (a) Kadwar Sizing - 15 Min

(b) Teen line Banana - 10 Min

(c) Khuli Line aur Nikat Line men March - 15 Min

UDDESH

2. Is period mein khaali haath drill men Kadwar Sizing, Teen File Banana, Khuli Line aur Nikat
Line men March sihkana hai.

TARTIB

3. Yeh Sabak ko teen bhagon mein chalaya jayega:-

(a) Bhag I - Kadwar Sizing.

(b) Bhag II - Teen File Banana.

(c) Bhag III - Khuli Line aur Nikat Line men March.

BHAG I : KADWAR SIZING

4. Zarurat. Kadwar sizing ki zarurat drill me hamesha hoti hai, khas kar ke Ceremonial Drill
ke liye. Is men pure squad ko ke line men khada karten hai taki Lamba sabse dahine khada ho aur
size wise chota uske baen khada ho. Kadwar ki hui parade aur squad, dur se dekhne main
achchhe aur sundar lagte hai.

5. Bayan.

(a) Kisi bhi formation mein khade squad ko ceremonial kadwar karne ke liye word of
command milta hai ―squad lamba dahine -chhota baen - ek line mein kadwar khada ho‖, to
pura squad line tod karke, sabse lamba jawan dahine, baki uske baen khade ho jayenge.

(b) Word of command milta hai ―squad ginti kar‖ to lambe se shuru karke - ek, do,
teen, char ki ginti karen. Is ke bad word of command ―visham ek kadam age aur - sam
kadam piche‖ par No 1, 3, 5 ek kadam age lenge aur, No 2, 4, 6 ek kadam piche lenge.

(c) Is ke bad word of command milta hai ―No 1 khada rahe, visham dahine aur sab
baen, dahine baen mud‖. Is word of command pe squad tej chal se bari bari se jawan No 1
ke piche milenge aur phir ‗in 3s‘ madhya, piche aur age khade honge. Yani No1 agli line
 58

(peheli rank ) ka 1 hoga, No 3 madhya line ka 1 hoga aur No 5 pichli line ka 1 hoga. No7 fir
No 2 rank ka No 1 hoga. Is trah se, squad kadwar ho jata hai, jis men lambe jawan dahine
aur baen hote hain aur bich men chote jawan hote hain.

6. Abhyas. Isi karyawahi ka ustad squad se ‗ginti se‘ abhayas karaen.

BHAG II : TEEN LINE BANANA

7. Zarurat. Jab nafri nau se jyada ho to teen file (line) banane ki karyawahi ki jaati hai.

8. Bayan.

(a) Jab word of command milta hai ―no 1 line ban‖ to seekhe hue tarike ke mutabik
karyawahi ki jayegi. Isi tarah No 2 bhi No 1 ke piche line ban karega aur fir No 3, No 2 ke
ek kadam piche jaakar tham karega aur ―up‖ bolega, milkar vishram karenge. Jab word of
command milta hai ‗No 4 line ban‘ to No 4 savdhan hokar march karke No 1 ke baen, baju
bhar ka fasla rakhte hue tham karega, ―up‖ bolega aur milkar vishram karenge. No 5
savdhan aur march karke No 2 ke baen aur No 4 ko cover karke tham karega, ―up‖ bolega
aur sabhi vishram karenge, no 5 line ban. Jab word of command milta hai ‗No 6 line ban‘ to
No 6 savdhan aur march karke No 3 ke baen aur No 5 ke cover karke tham karenga, ―up‖
bolega aur milkar sabhi vishram karenge. Baki nafri ko line ban karne ke liye karyawahi isi
tarah karte jayen.

(b) Agar squad ki nafri 11,14,17,20 ki ginti ki ho to hamesha baen se No 2 file aur
madhya line mein khaali jagah rakhi jayegi. Agar squad ki nafri 10, 13, 16,19 ki ginti ki ho
to baen se No 2 file madhya aur pichhli line mein khaali jagah rakhi jayegi. Agar squad do
ko dahine baen ki taraf munh karna ho to word of command ―squad teenon teen mein
dahine / baen chalega dahine / baen mud‖. Jab teen jawan age hon baki unke piche se
cover kiye hon, use teenon teen kahte hain, baki word of command aur karyawahi usi tarah
hai jaise ek file mein aap ko bata diya hai. Squad line tod.

10. Abhyas. Isi karyawahi ka ustad squad se ‗ginti se‘ abhayas karaen.

BHAG III : KHULI LINE AUR NIKAT LINE CHAL

Khuli Line Chal

11. Zarurat. Jab squad ko shastr qawaid karana ho, ya badi paradeon mein VIP ko nirikshan
karana ho toh ‗khuli line‘ ki karyawahi ki jaati hai.

12. Ginti aur Bayan se Namuna.

(a) Jab savdhan position se word of command milta hai ―ginti se chalna khuli line chal –
ek‖ to is word of command par baen paon ko 6 inch uthate hue 30 inch age dabaen aur
bolen ‗ek‘. Is position mein dekhne wali baten - baen paon 30 inch age poora laga hua,
dahine paon ka panja zamin par, aaedi uthi hui, dono tange kasi hui baki position savdhan.

(b) Jab word of command milta hai squad ‗do‘. Toh dahine paon ko 6 inch uthate hue
15 inch age len aur baen paon ko teji se uthate hue dahine paon ke saath savdhan position
mein milaen aur shout karen ‗do‘. Is position mein dekhne ki baten - pahle wali jagah se 45
inch ka fasla tai kiya hua aur position savdhan.

13. Abhyas. Isi karyawahi kaustad squad se ‗ginti se‘ abhayas karaen.

Nikat Line Chal

14. Zarurat. Jab nirikshan ho jata to march karne se pahle ‗nikat line‘ ki karyawahi ki jaati hai.
 59

15. Ginti aur Bayan se Namuna.

(a) Jab savdhan position se word of command milta hai ―ginti se chalna -nikati line
chal- ek‖ to is word of command par baen paon ko 6 inch upar aur age se uthate hue 30
inch pichhe dabean aur badan ka bojh baen paon par le jayen aur bolen ‗ek‘. Is position
mein dekhne ki baten - baen paon 30 inch pichhe pura laga hua, badan ka bojh baen par,
dahine paon ka eri lagi hui aur panja khara hua dono tange kasi hui baki position savdhan.

(b) Jab word of command milta hai squad ‗do‘. Toh dahine paon ko 6 inch upar uthate
hue baen paon se 15 inch pichhe barhaen aur bean paon ko teji se uthate hue dahine
paon ke saath savdhan position mein lagean aur shout karen ek ‗do‘. Is position mein
dekhne ki baten - pahli wali jagah se 45 inch ka fasla tai kiya hua aur position savdhan.

16. Abhyas. Isi karyawahi ka ustad squad se ‗ginti se‘ abhayas karaen.
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LESSON PLAN : FD 4
KHADE KHADE SALUTE KARNA, PARADE PAR, VISARJAN AUR LINE TOD

Period - One

Type - Lecture / Practice

Code - FD 4

Term - I (SD/SW)
______________________________________________________________________________

Time Plan

1. (a) Khade Khade Salute Karna - 10 Min

(b) Parade par - 10 Min

(c) Visarjan - 10 Min

(d) Line Tod - 10 Min

UDDESH

2. Is period mein khaali haath drill men Khade Khade Salute Karna, Parade Par, Visarjan aur
Line Tod ki karyawahi sihkana hai.

TARTIB

3. Yeh sabak ko char bhagon mein chalaya jayega:-

(a) Bhag I - Khade Khade Salute Karna.

(b) Bhag II - Parade par.

(c) Bhag III - Visarjan.

(d) Bhag IV - Line Tod.

BHAG I : KHADE KHADE SALUTE KARNA

4. Zarurat. Jab ham kisi jagah par khade hon aur, hamare samne se koi bhi salute lene wale
adhikari gujren to unhen izzat dene ke liye ‗khade-khade samne salute‘ ki karyawahi ki jaati hai. Isi
tarah, dahine salute va baen salute ki karyawahi ki jaati.

5. Ginti aur Bayan se Namuna.

(a) Jab word of command milta hai ―ginti se salute karna samne salute -ek‖ to is word
of command par dahine baju ko dahine taraf sidha uthate hue kandhe ke barabar layen aur
kohni se modte hue anguliyon ko sidhe aur milate hue kalme wali anguli ko dahine ankh ki
bhaown se 1 inch upar lagaen, shouting karen ‗ek‘. Is position mein dekhne ki baten -
dahine haath ki anguliyon aur angutha seedha aur mile hue, kalme wali anguli dahine ankh
ke bhown se 1 inch aur beech mein kalai se kohni tak 45 degree ke angle par, nigah
samne, baki position savdhan.
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(b) Jab word of command milta hai squad ―do‖ to, dahine haath ko nazdik ke raste se
teji se giraen, aur shout karen ‗do‘. Is position mein dekhne ki baten - position savdhan.

6. Abhyas. Ustad ke word of command pe squad isi kayawahi ka ginti se abhyas karen.

Samne Salute

BHAG II : PARADE PAR

7. Zarurat. Jab platoon ya troops kisi bhi formation mein drill ground ke kinare par khade hon
aur unhen parade mein hazir karne ke liye ‗parade par‘ kiya jata hai. Platoon ko parade par lane
se pahle dahina darshak mangwaya jata hai. Squad mein squad commander, platoon mein
platoon Hav, company mein CHM dahina darshak hota hai. Darshak ko cover nahin kiya jata hai.

8. Bayan se Namuna.

(a) Jab vishram position se word of command milta hai dahina darshak to is word of
command par savdhan hon, teen ka thahrao dete hue march karen aur 15 kadam par tham
karen aur dahine se saj karen. Is position se word of command milta hai darshak hilo mat
to vishram karen.

(b) Abhi word of command, ―squad parade par‖, to squad darshak ke baen aakar tham
karen, baju uthakar ‗dahine se saj‘ ki karyawahi karen, bari-bari baju giraen aur bari –bari
vishram karen. Baen wale dono jawan milkar vishram karen.

9. Abhyas. Ustad ke word of command pe squad isi kayawahi ka ginti se abhyas karen.

BHAG III : VISARJAN

10. Zarurat. Jab dubara fall in nahi karna ho aur officer parade par hazir hon to visarjan ki
karyawahi ki jaati hai.

11. Bayan se Namuna. Jab savdhan position se word of command milta hai ―squad / platoon
visarjan‖ to, dahine mud karke salute karen aur, teen kadam age lekar tham karen aur, sidhe age
nikal jayen lekin, sikhlai mein squad ke upar control rakhne ke liye dubara baen mud karen aur
savdhan position mein khade rahen.

12. Abhyas. Ustad ke word of command pe squad isi kayawahi ka ginti se abhyas karen
 62

BHAG IV : LINE TOD

13. Zarurat. Jab thodi der ke liye aram dena ho aur dubara fall in karna ho to ‗line tod‘ ki
karyawahi ki jaati hai.

14. Bauan se Namuna. Line tod ki karyawahi usi tarah hai jaise visarjan mein seekh chuke
hain - lekin line tod par salute nahin kiya jayega.

15. Abhyas. Ustad ke word of command pe squad isi kayawahi ka ginti se abhyas karen.
 63

LESSON PLAN : FD 5
TEJ CHAL - THAM AUR DHIRE CHAL - THAM

Period - One

Type - Lecture / Practice

Code - FD 5

Term - I (SD/SW)
______________________________________________________________________________

Time Plan

1. (a) Tej Chal –Tham - 20 Min

(b) Dhire Chal - Tham - 20 Min

UDDESH

2. Is period mein khaali haath drill men Tez Chal , Dhire Chal aur Tham ki karyawahi sihkana
hai.
TARTIB

3. Yeh sabak ko do bhagon mein chalaya jayega:-

(a) Bhag I - Tej Chal aur Tham – Bayan va Namuna.

(b) Bhag II - Dhire Chal aur Tham – Bayan va Namuna.

BHAG I : TEJ CHAL AUR THAM

4. Zarurat. Discipline ko kayam rakhte ha ek jagah se dusri jagah jane ke liye ‗tej chal‘ kiya
jata hai. Kadam ki lambai 30 inch hoti hai. Regiment / units ki kadam ki raftaar ek minute mein 120
kadam, rifle units 140, NCC cadets 116 kadam aur NCC girls cadets 110 kadam per minute hoti
hai. Lekin, shuru mein recruits 135 kadam ki raftaar se march karte hain.

5. Ginti aur Bayan se Namuna.

(a) Jab savdhan position se word of command milta hai ―ginti se chalna tej chal ek‖ to,
is word of command per baen paon ki aaedi 30 inch par age lagaen, dahina baju age
kandhe ki line mein, baen baju pura piche, mutthi kudrati taur par band rakhen, yahan tak
ke movement ko dekhen. Is position mein dekhne ki baten. - Baen paon ki aaedi zamin par
lagi hui, panja khada, dahina paon pura zamin par, badan ka bojh, dahine paon par, dono
tangen kasi hui, dahina baju age, kandhe ki line mein aur baen haath piche, mutthi kudrati
taur par band, baki position savdhan.

(b) Jab word of command milta hai ―squad do‖ to is word of command par paon aur
baju ki apas mein badli Karen, shout karen ‗do‘. Is position mein dekhne ki baten - dahine
paon ki aaedi lagi hui, panja khada hua, bayan paon pura zamin par laga hua aur badan ka
bojh baen paon par, bayan baju age dahina baju piche.

(c) Jab word of command milta hai ―squad ek‖ to paon aur bajuon ki phir badli karen. Is
position mein dekhne ki baten - jo isse pahle seekh chuke hain.
 64

(d) Jab word of command milta hai ―squad tham‖. Ye word of command us samay milta
hai jab bayan paon zamin par ho ya, dahina paon baen paon ko cross kar raha ho to,
dahine paon ko 30 inch par pura age rakhen, shout karen ‗khaali‘, phir baen paon ko upar
utha kar dahine paon ke saath dabaen aur‘ dahine paon ko teji se 6 inch uthate hue baen
paon ke saath savdhan position par lagaen, shout karen ‗ek-do‘. Is position mein dekhne ki
baten - position savdhan.

6. Abhyas. Ustad ke word of command pe squad ginti se abhyas Karen.

BHAG II - DHIRE CHAL AUR THAM

7. Zarurat. Badi parade mein, parade ke nirikshan ke liye VIP ke age jo pilot chalte hain woh
dhire chal se chalte hain. Kadam ki lambai 30 inch, kadam ki raftar, 1 minute mein 70 kadam hoti
hai.

8. Kadam Tol Kar Bayan se Numuna.

(a) Jab savdhan position se word of command milta hai, ‗kadam tol kar dhire chalna -
bayan paon age‘, to, is word of command par baen paon ko 15 inch age teji se, kadam tol
kar ruk jayen aur shout karen age. Is position mein dekhne ki baten - dahina paon pura
zamin par laga hua aur, badan ka bojh dahine paon par, bayan paon dahine paon se 15
inch age, zamin se alag, panja zamin ki taraf kheencha hua, baki position savdhan.

(b) Jab word of command milta hai ―age badh‖ to is word of command par baen paon
ko 15 inch aur age badha kar panja pahle zamin par lagaen aur shouting karen ‗badho‘. Is
position mein dekhne ki baten - bayan paon pura zamin par laga hua, badan ka bojh pura
baen paon par, dahine paon ka panja zamin par, aedi uthi hui, dono tangen kasi hui, baki
position savdhan.

(c) Jab word of command milta hai ―dahina paon age‖ to dahine paon ko 15 inch age
baen paon se nikalen aur shout karen ‗age‘. Is position mein dekhne ki baten jo aap baen
paon age mein seekh chuke hain uske ulta.

(d) Jab word of command milta hai, ―age badh‖ to dahine paon ko aur 15 inch age
badha kar panja pahle zamin par lagaen aur shouting karen ‗badho‘. Is position mein
dekhne ki baten, baen paon ke ulta.

(e) Jab word of command milta hai ―bayan paon age‖ to baen paon ko age len aur
shout karen ―age‖. Is position mein dekhne ki baten jo isse pahle seekh chuke hain.

(f) Jab word of command milta hai ―tham‖, ya word of command us samay milta hai jab
bayan paon dahine paon ko cross kar raha ho ya dahina paon zamin par laga ho toh baen
paon ko 15 inch age lekar ,uthakar dabaen aur teji se dahine paon ko 6 inch uthakar baen
paon ke saath milaen aur shout karen ―ek-do‖.

9. Abhyas. Ustad ke word of command pe kadam tol kar abhyas karen.

 65

LESSON PLAN : FD 6
DAHINE, BAEN, AGE AUR PICHE KADAM LENA

Period - One

Type - Lecture / Practice

Code - FD 6

Term - II (SD/SW)
______________________________________________________________________________

Time Plan

1. (a) Dahine Baju Kadam Lena - 10 Min

(b) Baen Baju Kadam Lena - 10 Min

(c) Age Kadam Lena - 10 Min

(d) Piche Kadam Lena - 10 Min

UDDESH

2. Is period mein khaali haath drill men Dahine, Baen, Age aur Piche Kadam Lene ki
karyawahi sihkana hai.

TARTIB

3. Yeh sabak ko cahr bhagon mein chalaya jayega:-

(a) Bhag I - Dahine Baju Kadam Lena – Bayan va Namuna.

(b) Bhag II - Baen Baju Kadam Lena– Bayan va Namuna.

(c) Bhag III - Age Kadam Lena - Bayan va Namuna.

(d) Bhag IV - Piche Kadam Lena - Bayan va Namuna.

BHAG I : DAHINE BAJU KADAM LENA

4. Zarurat. Jab khade khade squad ka dahine wale squad se bagali fasla jyada ho, to usko
pura karne ke liye ―dahina baju kadam‖ lene ki karyawahi ki jaati hai. Kadam ki lambai 12 inch aur
word of command se - 4 kadam tak dahina baju chal sakte hain. Lagatar word of command dekar
12 kadam tak. Agar isse jyada fasla ho toh dahine mud kar pura kiya jata hai.

5. Ginti aur Bayan se Namuna.

(a) Jab savdhan position se word of command milta hai ―ginti se chalna - ek kadam
dahina baju chal –ek‖ to, is word of command par dahine paon ko 6 inch upar uthate hue
12 inch ke fasle par dahine taraf dabaen aur shout karen ek. Is position mein dekhne ki
baten - aaedi se aaedi ka fasla 12 inch, badan ka bojh dono paon par baki position
savdhan.
 66

(b) Jab word of command milta hai ―squad do‖, to is word of command par baen paon
ko 6 inch upar uthate hue dahine paon ke saath savdhan position mein dabaen aur shout
karen ‗do‘,. Is position mein dekhne ki baten - position savdhan.

6. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas Karaen.

BHAG II : BAEN BAJU KADAM LENA

7. Zarurat. Jab khade khade squad ka baen wale squad se bagali fasla jyada ho gaya ho toh
usko pura karne ke liye baen baju kadam lene ki karyawahi ki jaati hai. Kadam ki lambai 12 inch
aur word of command se 4 kadam tak, lagatar 12 kadam tak ja sakte hain.

8. Ginti aur Bayan se Namuna.

(a) Jab savdhan position se word of command milta hai ―ginti se chalna ek kadam
baen baju chal – ek‖ to, is word of command par baen paon ko 6 inch upar uthate hue 12
inch ke fasle par baen taraf dabaen aur shout karen ‗ek‘. Is postion mein dekhne ki baten,
aaedi se aaedi ka fasla 12 inch, badan ka bojh dono paon par, baki position savdhan.

(b) Jab word of command milta hai ―squad do‖ to, dahine paon ko 6 inch upar uthate
hue baen paon ke saath savdhan position mein lagaen. Is position mein dekhne ki baten -
position savdhan.

9. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas Karaen.

BHAG III : AGE KADAM LENA

10. Zarurat. Jab khade khade squad ka agle squad se thoda jyada fasla ho jaye toh fasle ko
pura karne ke liye age kadam lene ki karyawahi ki jaati hai. Age kadam lene ke liye kadam ki
lambai 30 inch aur aakhiri kadam 15 inch. Word of command se age teen kadam tak ja sakte hain.

11. Ginti aur Bayan se Namuna.

(a) Jab savdhan position se word of command milta hai ―ginti se chalna ek kadam age
chal -ek‖ to, is word of command par baen paon ko 6 inch uthate hue 30 inch age lagaen
aur agle paon par sawar ho jayen shouting karen ‗ek‘. Is position mein dekhne ki baten -
baen paon 30 inch par pura age laga hua, badan ka bojh baen paon par, dahine paon ka
panja zamin par aaedi uthi hui, baki position savdhan.

(b) Jab word of command milta hai ―squad do‖ to, is word of command par dahine paon
ko 6 inch utha kar baen paon ke saath teji se savdhan postion mein dabaen aur shout
karen ‗do‘. Is position mein dekhne ki baten - position savdhan.

12. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas Karaen.

BHAG IV : PICHE KADAM LENA

13. Zarurat. Jab khade khade squad ka pichhle squad se thoda jyada fasla ho gaya ho toh
fasle ko pura karne ke liye piche kadam lene ki karyawahi ki jaati hai. Kadam ki lambai 30 inch aur
3 kadam piche ja sakte hain.

14. Ginti aur Bayan se Namuna.

(a) Jab savdhan position se word of command milta hai ―ginti se chalna ek kadam
piche chal - ek‖ to, is word of command par baen paon ko 6 inch upar uthate hue 30 inch
par pura piche dabaen aur shouting karen ‗ek‘. Is position mein dekhne ki baten - baen
 67

paon 30 inch par pura piche laga hua aur badan ka bojh baen paon par, dahine paon ki
aaedi lagi hui aur panja khada hua, baki position savdhan.

(b) Jab word of command milta hai ―squad do‖ to, is word of command par dahine
paon ko 6 inch upar uthate hue baen paon ke saath savdhan postion mein milaen, shout
karen ‗do‘. Is position mein dekhne ki baten - postion savdhan.

15. Abhyas. Ustad ke word of command pe, squad se, ginti se abhyas karaen.
 68

LESSON PLAN : FD-7

TEJ CHAL SE MUDNA

Period - One

Type - Lecture / Practice

Code - FD 7

Term - I / II (SD/SW)
______________________________________________________________________________

Time Plan

1. (a) Tej Chal se Dahine Mudna - 15 Min

(b) Tej Chal se Baen Mudna - 15 Min

(c) Tej Chal se Piche Mudna - 10 Min

UDDESH

2. Is period mein khaali haath drill Tez Chal se Mudne ki karyawahi sihkana hai.

TARTIB

3. Yeh sabak ko teen bhagon mein chalaya jayega:-

(a) Bhag I - Tej Chal se Dahine Mudna - Bayan va Namuna.

(b) Bhag II - Tej Chal se Baen Mudna - Bayan va Namuna.

(c) Bhag III - Tej Chal se Piche Mudna - Bayan va Namuna.

BHAG I : TEJ CHAL SE DAHINE MUDNA

4. Zarurat. Jab tej chal se march karte hue kisi simmat ko ja rahe hon, aur 90 degree par
apni simmat ya formation ko dahini taraf badli karni ho to, dahine mud ki karyawahi ki jaati hai.

5. Ginti aur Bayan se Namuna.

(a) Tej chal se word of command milta hai ―ginti se mudna dahine mud - ek‖, ye word
of command us samay milta hai jab dahina paon baen paon ko cross kar raha ho ya, baen
paon zamin par laga ho to, is word of command par dahine paon ko 15 inch age zamin par
rakhen aur chalti halat mein ruk jayen aur shouting karen ‗ek‘.Is position mein dekhne ki
baten - dahina paon zamin par, badan ka panja zamin par aur aedi uthi hui, baen baju age
dahina baju piche chalti halat mein.

(b) Jab word of command milta hai ‗squad do‘ to, is word of command par baen paon
ko dadam taal ki halat main age uthaen, aur baju savdhan ki halat mein le jayen shout
karen ‗do‘. Is position mein dekhne ki baten, dahina paon pura zamin par, badan ka bajh
dahine paon par, baen paon kadam taal ki halat mein baki position savdhan.

(c) Jab word of command milta hai ―squad teen‖ to, dahine paon ki aaedi par dahine
taraf 90 degree par ghoom jayen aur baen paon ko savdhan position mein lagaen aur
 69

dahine paon ko teji se 15 inch age kadam tol ki halat mein nikalen aur shouting karen teen.
Is position mein dekhne ki baten - baen paon pura zamin par laga hua badan ka bojh baen
paon par dahina paon 15 inch age kadam tol ki halat mein baki position savdhan.

(d) Jab word of command milta hai ―squad char‖ to, dahine paon ko 15 inch age aaedi
lagate hue tej chal ko shuru karen aur shout karen ‗badho‘. Squad char badho tham khaali
ek-do. Jaise the.

6. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas karaen.

BHAG II : TEJ CHAL SE BAEN MUDNA

7. Zarurat. Jab tej chal se march karte hue kisi bhi simmat ko ja rahe hon, aur 90 degree par
apni simmat ya formation ko baen taraf badli karni ho to, baen mud ki karyawahi ki jaati hai.

8. Ginti aur Bayan se Namuna.

(a) Tej chal se word fo command milta hai ―ginti se mudna baen mud – ek‖, ye word of
command us samay milta hai jab baen paon dahine paon ko cross kar raha ho ya dahine
paon ki aaedi zamin par lag rahi ho toh baen paon ko 15 inch age zamin par rakhen aur
chalti halat mein ruk jayen, shouting karen ek. Is position mein dekhne ki baten - baen
paon pura zamin par badam ka bojh baen paon par dahine paon ka panja jaimn par aedi
uthi hui, dahina baju age baen baju piche chalti halat mein.

(b) Jab word of command milta hai ―squad do‖ to, is word of command par dahine paon
ko kadam taal ki halat mein age uthaen aur baju savdhan position mein layen, shoutkaren
‗do‘. Is position mein dekhne ki baten - baen paon pura zamin par laga hua badan ka bojh
baen paon par, dahina paon kadam taal ki halat mein, baki position savdhan.

(c) Jab word of command milta hai ―squad teen‖ to, baen paon ki aaedi par baen taraf
90 degree par ghoom jayen aur dahine paon ko savdhan position mein lagaen aur baen
paon ko teji se 15 inch age kadam tol ki halat mein, baki position savdhan.

(d) Jab word of command milta hai ―squad char‖ to, baen paon ko 15 inch age aedi
lagakar tej chal shuru karen aur shout karen badho. Squad char badho - squad tham khaali
ek-do.

9. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas karaen.

BHAG III : TEJ CHAL SE PICHE MUDNA

10. Zarurat. Jab tej chal se march karte hue kisi bhi simmat ko ja rahe hon, aur 180 degree
par formation ko kayam rakhte hue simmat ki badli karni ho to piche mud ki karyawahi ki jaati hai.

11. Ginti aur Bayan se Namuna.

(a) Tej chal se word of command milta hai ―ginti se mudna piche mud –ek‖, ye word of
command us samay milta hai jab baen paon dahine paon ko cross kar raha ho ya dahine
paon ki aedi zamin par lag rahi ho toh baen paon ko khaali jane den, dahine paon ko 15
inch age lagate hi chalti halat mein ruk jaen, shout karen ‗khaali ek‘. Is position mein
dekhne ki baten - dahine mud ke No 1 movenemt ki tarah.

(b) Jab word of command milta hai ―squad do‖ to, dahine paon ki aaedi par 90 degree
dahine taraf ghoom jayen aur baen paon ko dahine paon ke saath savdhan postion mein
lagaen, shout karen ‗do‘. Is postion mein dekhne ki baten, 90 degree dahine turn kiya hua,
baki postion savdhan.
 70

(c) Jab word of command milta hai ―squad teen‖ to, is word of command par baen paon
ke panje par dahine taraf 90 degree par aur ghoom jayen, saath hi dahine paon ko 6 inch
utharkar savdhan position mein lagaen aur shout karen teen. Is position mein dekhne ki
baten - position savdhan.

(d) Jab word of command milta hai ―squad char‖ to, postion aur direction ko durust
karne ke liye baen paon ko 6 inch upar uthate hue dahine paon ke saath savdhan postion
mein lagaen. Is podition mein dekhne ki baten - 180 degree piche turn kiya hua baki
postion savdhan.

(e) Jab word of command milta hai ―squad panch‖ to, dahine paon ko 30 inch age
nikalkar tej chal ki karyawahi shuru karen aur shout karen ‗badho‘. Squad panch - badho
tham kaho ek-do.

12. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas karaen.
 71

LESSON PLAN : FD 8
TEJ CHAL SE SALUTE KARNA

Period - One

Type - Lecture / Practice

Code - FD 8

Term - I / II (SD/SW)
______________________________________________________________________________

Time Plan

1. (a) Tej Chal se Samne Salute Karna - 10 Min

(b) Tej Chal se Dahine Salute Karna - 15 Min

(c) Tej Chal se Baen Salute Karna - 15 Min

UDDESH

2. Is period mein khaali haath drill Tez Chal se Salute karne ki karyawahi sihkana hai.

TARTIB

3. Yeh sabak ko teen bhagon mein chalaya jayega:-

(a) Bhag I - Tej Chal se Samne Salute Karna - Bayan va Namuna.

(b) Bhag II - Tej Chal se Dahine Salute Karna - Bayan va Namuna.

(c) Bhag III - Tej Chal se Baen Salute Karna - Bayan va Namuna.

BHAG I : TEJ CHAL SE SAMNE SALUTE KARNA

4. Zarurat. Jab hamein kisi Officer ya, JCO se baat karni ho ya, unhone hamen apne paas
bulaya ho to unhen izzat dene ke liye tej chal se samne salute ki karyawahi ki jaati hai.

5. Ginti aur Bayan se Namuna.

(a) Tej chal se word of command milta hai ―ginti se salute karna samne salute – ek‖ ye
word of command usi tarah milta hai jaise tej chal mein tham karte hain.Is position mein
dekhne ki baten - position savdhan.

(b) Jab word of command milta hai ―squad do‖ to, is word of command par ek bar
khade khade samne salute ki karyawahi karen. Squad do - ek-do-teen-ek. Is position mein
dekhne ki baten, ek bar khade khade samne salute ki karyawahi ki hui, baki position
savdhan.

(c) Jab word of command milta hai ―squad teen‖ to, is word of command par dubara
salute karen. Squad teen, ek-do-teen-ek. Is position mien dekhne ki baten - position No 2
ki tarah.
 72

(d) Jab word of command milta hai ―squad char‖ to, is word of command par piche mud
karen. Squad char - ek-do-teen-ek, (dubare piche mud karen). Is position mein dekhne ki
baten - 180 degree direction ki badli ki hui baki position savdhan .

(e) Jab word of command milta hai ―squad panch‖ to, baen paon se tej chal shuru
karen aur shout karen ‗badho‘. Squad panch - badho -squad tham khaali ek-do.

6. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas karaen.

BHAG II : TEJ CHAL SE DAHINE SALUTE KARNA

7. Zarurat. Jab tej chal se march karte hue kisi bhi simmat ko ja rahe hon, dahine taraf koi
salute lene wale adhikari milen to unhen izzat dene ki liye dahine salute ki karyawahi ki jaati hai.

8. Ginti aur Bayan se Namuna.

(a) Tej chal se word of command milta hai ginti se salute karna dahine salute ek, ya
word of command us samay milta hai jab dahina paon baen paon
ko cross kar raha ho ya baen paon ki aedi zamin par lag rahi ho,
toh dahine paon ko khaali aur baen paon ki aedi lagte hi dahine
salute karen aur chalti halat mein ruk jaen, shout karen ‗kahli
ek‘.Is postion mein dekhne ki baten - baen paon ki aedi zamin
par panja khada, dahina paon pura zamin par, badan ka bojh
dahine paon par, dono tange kasi hui, salute seekhe hue tarike
se kiya hua, nigh puri dahine taraf, baki position savdhan.

(b) Jab word of command milta hai ―squad do‖ to, dahine
paon se do ki ginti shuru karte hue panch ki ginti tak march karen
aur ruk jayen. Sqad do - do-teen –char-panch. Is position mein
dekhne ki baten, panch kadam ka jaimni fasla tai kiya hua baki
position No 1 ki tarah.

(c) Jab word of command milta hai ―squad teen‖ to, dahine
paon ki aedi ka lagna chehre ko age lena salute ko girana ek
saath karen aur shout karen ‗down‘. Squad teen - down. Is
position mein dekhne ki baten, dahine paon ki aedi 30 inch age
lagi hui panja khada badan do bojh baen paon par, slaute giraya
hua, baki position savdhan.

(d) Jab word of command milta hai ―squad char‖ to baen paon se tej chal ki karyawahi
shuru karen aur shout karen badho. Squad char - badho squad tham - khaili ek-do.

9. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas karaen.

BHAG III : TEJ CHAL SE BAEN SALUTE KARNA

10. Zarurat . Jab tej chal se march karte hue kisi bhi simmat ko ja rahe hon, baen taraf koi
salute lene wale adhikari milen toh unhem izzat dene ki liye baen salute ki karyawahi ki jaati hai.

11. Ginti aur Bayan se Namuna.

(a) Tej chal se word of command milta hai ―ginti se salute karna baen salute -ek‖, ye
word of command us samay milta hai jab dahina paon baen paon ko cross kar raha ho ya
baen paon ki aedi zamin par lag rahi ho, toh dahine paon ko khaali aur baen paon ki aedi
lagte hi baen salute karen aur chalti halat mein ruk jaen, shouting karen khaali ek.Is
postion mein dekhne ki baten - baen paon ki aedi zamin par panja khada, dahina paon
 73

pura zamin par, badan ka bojh dahine paon par, dono tangent
kasi hui, salute seekhe hue tarike se mutabik kiya hua, nigah puri
baen taraf, baki position savdhan.

(b) Jab word of command milta hai ―squad do‖ to, dahine
paon se march ko jari karen aur panch ki ginti karke ruk jayen.
Squad do - do-teen –char-panch. Is position mein dekhne ki
baten, panch kadam ka jaimni fasla tai kiya hua baki position No
1 ki tarah.

(c) Jab word of command milta hai ―squad teen‖ to, dahine
paon ki aedi ka lagna chehre ko samne lana salute ko girana ek
saath karen aur shouting karen down,. Squad teen - down. Is
position mein dekhne ki baten - dahine paon 30 inch age, aedi
lagi hui panja khada baen paon pura zamin par, badan do bojh
baen paon par, slaute giraya hua, baki position savdhan.

(d) Jab word of command milta hai ―squad char‖ to, baen paon se tej
chal ki karyawahi shuru karen aur shout karen ‗badho‘. Squad
char - badho- squad tham -khaili ek-do. Baen Salute

12. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas karaen.
 74

LESSON PLAN : FD 9
TEZ KADAM TAAL AUR THAM

Period - One

Type - Lecture / Practice

Code - FD 9

Term - II (SD/SW)
______________________________________________________________________________

Time Plan

1. (a) Tez Kadam Taal aur Tham - 10 Min

(b) Abhyas - 30 Min

UDDESH

2. Is period mein khaali haath drill Tez Kadam Taal aur Tham ki karyawahi sihkana hai.

TARTIB

3. Yeh sabak do bhag mein chalaya jayega:-

(a) Bhag I - Tej Kadam Taal aur Tham - Bayan va Namuna.

(b) Bhag II - Abhyas.

BHAG I : TEZ KADAM TAAL AUR THAM

4. Zarurat. Covering, dressing aur fasle ko pura karne ke liye khade khade Tez Kadam Taal
aur Tham ki karyawahi ki jaati hai.

5. Bayan se Namuna.

(a) Jab savdhan position se word of command milta hai ―tez kadam taal‖ to, is word of
command par baen paon ko teji se age aur upar uthane, aur teji se baen paon zamin par
dabaen, aur aedi ko zamin par savdhan position mein layen, jab aedi jameen par lag jaati
hai toh dahine paon ko teji se upar 12 inch uthate hue baen paon ki tarah jameen par
lagaen. Isi tarah paon ki apas mein badli karte jayen,

(b) Jab word of command milta hai ―squad tham‖, ye word of command us samay milta
hai jab baen paon zamin par lag raha ho ya dahina paon pura utha hua ho to, dahine paon
ko teji se savdhan position me dabaen aur shout karen ‗up‘.

BHAG II : ABHYAS

6. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas karaen.

 75

LESSON PLAN : FD 10
TEJ KADAM TAAL SE KADAM BADALNA

Period - One

Type - Lecture / Practice

Code - FD 10

Term - II (SD/SW)
______________________________________________________________________________

Time Plan

1. (a) Tez Kadam Taal se Kadam Badalna - 10 Min

(b) Abhyas - 30 Min

UDDESH

2. Is period mein khaali haath drill Tez Kadam Taal se Kadam Badalne ki karyawahi sihkana
hai.

TARTIB

3. Yeh sabak do bhag mein chalaya jayega:-

(a) Bhag I - Tej Chal Kadam Taal se Kadam Badalna.

(b) Bhag II - Abhyas.

BHAG I : TEJ KADAM TAAL SE KADAM BADALNA

4. Zarurat. Jab tej kadam taal kar rahe hon aur, agar kisi jawan ka dusre jawan se kadam tut
jaye to, kadam badal ki karyawahi karke kadam milaya jata hai.

5. Bayan se Namuna.

(a) Jab tej kadam taal se word of command milta hai ―kadam badal‖, ya word of
command us samay milta hai jab baen / dahina paon zamin par ho to, is word of command
par jis paon ko do bar kadam taal karna ho us paon par kadam aur dusre paon par badal
bola jayega (jis paon ko do bar kadam taal kiya ho us paon par shout karen baen,
baen/dahina, dahina).

(b) Word of command - tej kadam taal, baen dahina kadam badal- baen baen dahina
squad tham -ek-do. Is position mein dekhne ki baten, tej kadam taal se kadam badal ki
karyawahi ki hui baki position savdhan.

BHAG II : ABHYAS

6. Abhyas. Ustad ke word of command pe, squad se ginti se abhyas karaen.

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LESSON PLAN : FD 11
TEENON TEEN SE EK FILE AUR EK FILE SE TEENON TEEN BANANA

Period - One

Type - Lecture / Practice

Code - FD 11

Term - II (SD/SW)
______________________________________________________________________________

Time Plan

1. (a) Teeon Ten se Ek File Banana - 15 Min

(b) Ek File se Teeon Ten Banana - 35 Min

UDDESH

2. Is period mein khaali haath drill Teeon Ten se Ek File Banana aur Ek File se Teeon Ten
Banana ki karyawahi sihkana hai.

TARTIB

3. Yeh sabak do bhag mein chalaya jayega:-

(a) Bhag I - Teeon Ten se Ek File Banana.

(b) Bhag II - Ek File se Teeon Ten Banana.

BHAG I : TEENON TEEN SE EK FILE BANANA

4. Zarurat. Jab teenon teen mein march karke ja rahe hon to, kisi tang raste se ya pul ya
lecture hall mein jana ho to, ek file banane ki karyawahi ki jaati hai aur jab pul ya tang raste ko
cross kar liya jata hai toh ek file se teenon teen banaya jata hai.

5. Bayan. Jab teenon teen se word of command milta hai ―ek file bana - agli line tej chal‖ to,
agli line (sabse baen wali line) tej chal ki karyawahi shuru karti hai. Jab agli line ka baen wala
(sabse aakhiri) jawan Madhya line ke paas se gujarta hai to, madhya line tej chal ki karyawahi karti
hai. Isi tarah pichhli line tej chal se karyawahi karti hai.

6. Abhyas. Ustad ke word of command pe, squad se abhyas karaen.

BHAG II : EK FILE SE TEENON TEEN BANANA

7. Bayan.Jab ek file se word of command milta hai ―squad teeno teen banaye ga - Madhya
aur pichhli line tej chal‖ to, Madhya aur pichhli line dono tej chal karke apni apni jagh jayenge. Rifle
ke bayonet stud par charhaen. ―Squad sangeen - ek-do-teen-char‖. Is position mein dekhne wali
baten, baen haath ki charon angulian sidhe angutha mila hua, baen baju seedha, sangeen rifle
mein laga hua. ―Squad savdhan‖ to, is word of command par rifle ko piche khinchte hue savdhan
postion mein layen. Is position mein dekhne ki baten, position savdhan.

6. Abhyas. Ustad ke word of command pe, squad se abhyas karaen.