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'While elaborating the ideas provided in the chapter, the students whitethorn need to be familiarizes with a few fundamental concepts such(prenominal) as Gross Domestic harvest-feast, Employment etcetera Since the students may find this difficult to understand, it is needed to explain to them through display models. Several activities and exercises be suggested in the chapter to help the students understand how a persons activity could be placed -? whether in the elementary, secondary or tertiary, organized or unrealised, and public or private sector.You may encourage the students to guggle to various running(a) people around them (such as pass over owners, casual workers, vegetable vendors, store mechanics, national workers etc. ) to know more nigh how they live and work. Based on such information, the students can be encouraged to snap off their own severaliseification of stinting activities. another(prenominal) most-valuable issue to be highlighted is close to the problems ca utilise by the changes in the roles of sectors. The chapter has interpreted the example of unemployment and what the government can do to form it.The declining importance 18 of agriculture and maturation importance of industry and run should be cerebrate to the experience of the children by taking ore examples that they may observe in their day-to-day brio. Information derived from the media could be used for this purpose. You may encourage the students to bring important cuttings and stories from newspapers, which could be prominently displayed in storyboards, and encourage the class to discuss these issues. While discussing the unrealized sector, the samara issue of protecting the workers engaged in the sector should be highlighted.You may besides encourage the students to visit persons and enterprises in the unrealized sector and get a initiative hand experience from real life situation. Sources for Information The GAP data used in this chapter pertainin g to Gross Domestic Product at Factor Cost by Industry of Origin at 1993-94 prices is taken from sparing Survey. It is a valuable ascendent of GAP and other information relating to the Indian economy. For evaluation purposes, particularly to develop the uninflected ability of learners, teachers can refer to Economic Survey to get data for distinct years.You will find that people ar engaged in various economic activities. Some of these be activities producing verticals. Some others be producing services. These activities are happening around us every minute even as we speak. How do we understand these activities? One air of doing this is to group them (classify them) utilise some important criterion. These groups are excessively c alled sectors. There could be several slipway of classification depending on the purpose and what one thinks is an important criterion. At varied We begin by look ties. Mind of economic active first-string (Agriculture) Sector produces innat e(p) goods Secondary (Industrial) construct 20 There are more activities that are undertaken by directly using essential resources. Take, for example, the cultivation of like. It takes place indoors a crop season. For the growth of the like plant, we depend mainly, but not entirely, n natural factors like rainfall, sunshine and climate. The harvest-home of this activity, cotton, is a natural product. Similarly, in the case of an activity like dairy, we are subject on the biological process of the animals and availability Tertiary (Service) of fodder etc.The product here, milk, as well as is a natural product. Similarly, minerals and ores are overly natural products. When we produce a good by exploiting natural resources, it is an activity of the primary sector. Why primary? This is because it forms the base for all other products that we subsequently bring on. Since most of the natural helps develop products we get are from at that place sectors agriculture, dairy, fish ing, forestry, this sector is as well as called agriculture and related sector. The secondary sector covers activities in which natural products are changed into other forms through ways of manufacturing that we associate with industrial activity.It is the next trample after primary. The product is not produced by nature but has to be do and in that locationfore some process of manufacturing is essential. This could be in a factory, a workshop or at home. For example, using cotton fiber from the plant, we spin yarn and distort cloth. Using sugarcane as a raw material, we make sugar or guru. We convert earth into bricks and use bricks to make houses and buildings. Since this sector gradually became associated with the different kinds of industries that came up, it is as well called as industrial sector.After primary and secondary, there is a third category of activities that go under tertiary sector and is different from the above two. These are activities that help in the dev elopment of the primary and secondary sectors. These activities, by themselves, do not produce a good but they are an charge or a support for the outturn process. For example, goods that are produced in the primary or secondary sector would need to be transported by trucks or trains and then exchange in wholesale and retail shops.At times, it may be necessary to store these in godsons. We also may need to talk to others over telephone or organise letters (communication) or borrow funds from banks (banking) to help production and trade. Transport, storage, communication, banking, trade are some examples of tertiary activities. Since these activities generate services rather than goods, the tertiary sector is also called the service sector. Service sector also includes some essential services that may not directly help in the production of goods.\r\n'