Tsp t bk-6

The National Curriculum Framework (NCF) 2005 proposes that the teaching of social sciences should adopt not just interdisciplinary approach but also facilitate inquiry beyond the textbook. The Teacher’s Manual accompanying the critically-acclaimed series, Time, Space & People, for classes 6, 7 and 8 aims to assist the teacher to achieve this,and there by also converge with the broad objectives of the series itself.

The Teacher’s Manual has been especially written to meet the requirements of the new NCERT syllabus and the guidelines of the NCF. Innovatively designed, each manual comprises sections on history ,geography, and social and political life.

Using the ManualThis manual provides a suggested lesson plan and a gist of the teaching points of each lesson. In addition , the manual also contains the following features:

(a) Pre-teaching and motivational activities (b) Recapitulation of teaching points of each lesson (c) Key to the textbook exercises (d) Pointers for the Things to do section (e) Sections on vocabulary and definitions of key words (f) Links to websites for supplementary reference material,pictures and information (g) Hints to in-text questions and discussion topics (h) Stories for role-play and dramatization (i) Intergration of art and craft in lesson plans through making of charts, posters and audio-visual aids (j) Group activities to promote cooperative learning (k) Fun with History! and Fun with Geography! provide additional activities to the lesson

Some Tips on Planning and Teaching • The teacher must read the chapter in the textbook in conjunction with the manual while planning the

lesson.• A brief overview of the previous class will facilitate recall of the main points and establish continuity with

current lesson. The teacher must emphasize that social sciences is a process with elements of continuity and change.

• Extracts,fi rst-hand accounts and descriptions should be read aloud in class using the techniques of dramatization and role-play.

• Display maps and atlases should be used extensively while teaching history and geography. This gives students a better perspective of the region and location of the event.

• The activities suggested in the Things to do section must be undertaken when the relevant topic is being discussed. This will provide students with an immediate reinforcement of what is being taught, enable them to explore additional dimensions of the theme,and also bring in various modes of stimulus variation.

• Students should be encouraged to display their charts, posters and other tactile material prepared during the course of the lesson.

• Teachers can also conduct mini-exhibitions periodically. This can be planned at the beginning of the year to coincide with important dates of the calender and on the completion of signifi cant periods or key concepts. For example, in history,an exhibition can be conducted on the Mughal Period with charts,displays,models etc. Students should be encouraged to explore aspects of Mughal life such as

Preface

textiles,jewellery, music,art,dressing styles,etc,and form a link with contemporary trends.• Group activities and discussions should be conducted through presentations and overviews done by the

students themselves.• Students can maintain an activity book/scrapbook with a collection of their cuttings ,activity pages, etc.

It can also contain comments under the following headings: ÂWhat I didÊ; ÂWhat I LearntÊ; and ÂHow this helped meÊ.

The Central Board of Secondary Eduction has recently introduced the scheme of Continuous and Comprehensive Evaluation (CCE)as a part of its Examination Reforms Programme. Under this new scheme the learner is to be evaluated in both scholastic and co-scholastic areas, on a continuous basis throughout the year, covering all aspects of students’ development.

In order to improve the teaching -learning process and to have a balanced assessment system, the CCE stresses on Formative and Summative assessment.

Formative assessment is a tool used by the teacher to monitor a student’s progress continuously in a supportive environment. It involves regular feedback and a chance for the student to reflect on the performance,take advice and improve upon it. The assessment is based on a seven-point grading system followed by the descriptive remarks of the teacher about the positive and significant achievements of the student.It thus provides the platform for the active involvement of the students in their own learning and enables teachers to adjust teaching to take account of the results of the assessment.

Summative assessment is given periodically at the end of the course of learning. It measures how much a student has learnt from the course. It is usually a graded test,and marked according to a set of grades.

The series Time,Space &People and the Teacher’s Manual adhere to the CCE scheme as they aim at assessing a learner’s development in areas of learning such as knowledge,understanding/comprehension, applying,analyzing,evaluating and creating through ample exercises,extract questions,case studies,in-text and higher order thinking skill questions,activities,things to do and project work,thus covering both Formative and Summative assessment.

Tools and Techniques of Assessment under CCE

FORMAT

Oral Testing

Assignements/ Worksheets

Activities

Written Test

Project Work

Portfolio

Checklist

DESCRIPTION

Short answer questions,extract questions,case study,in text and higher order thinking skill questions that tend to evaluate the student’s communication and understanding of the concept

Exercises,additional exercises,vocabulary,definitions and case studies help to assess the learning of the syllabus

Individual or group activities which require students to create or take an action related to a particular concept or issue

Periodical tests which assess the students acquisition of knowledge

Students can either individually,in pairs or groups can work on a project which may also require the application of cocept or skill

A collection of student’s work over a period of time reflecting the learner’s growth and progress

Supervising and recording a student’s progress based on certain criteria such as self-awareness,creative and critical thinking, decisionmaking, interpersonal relationships,effective communication, dealing with stress,etc. Can be a list as well as narrative based on observation

STAGEFORMATIVE3

FORMATIVE

SUMMATIVE

FORMATIVE

FORMATIVE

FORMATIVE

The teachers can use the sections on vocabulary,definitions,additional exercises, extract questions, case studies, in-text and higher order thinking skill questions,activities, things to do, projects and fun with history and geography as a part of the Formative assessment. These are quite useful in evaluating the students’ thinking and communication skills, and understanding of the concept and also reflect the learner’s growth and progress. For the Summative assessment, the teachers will find the exercise at the end of every chapter,quite useful as these will help the teachers in assessing the students’ acquisition of knowledge.

Reporting Students’ AchievementThe assessment under CCE is based on a nine point grading system and the nine points and their equivalent performance scale in raw scores (in percentage) as follows:

A1 - 91 – 100

A2 - 81 – 90

B1 - 71 – 80

B2 - 61 – 70

C1 - 51 – 60

C2 - 41 – 50

D - 33 – 40

E1 - 21 – 32

E2 - 00 – 20

Overall, the manual’s approach is guided by a ‘learning-by-doing’ philosophy. Needless to say, the role of the teacher as an initiator and facilitator of this process cannot be overstated. It is thus hoped that through this endeavour, the teaching of social sciences will be revitalized and generate greater enthusiasm among students.

Preface 3

Coontent 6

HISTORY

1. History—When, Where and How? 7

2. The Age of Stone Tools and

Cave Homes 17

3. The Age of the First Farmers 24

4. The First Cities 30

5. Devotional Lore and Sacred Fires 36

6. Early Kingdoms and Ganasanghas 43

7. Emergence of New Ideas and

Religions 50

8. The First Empire and Ashoka 58

9. From Villages to Towns 67

10. Flowering of Religion and Commerce 75

11. India from the 4th Century to the

7th Century 82

12. Stories in Stone, Stories on Paper 88

GEOGRAPHY

13. Planet Earth and the Solar System 93

14. The Globe - Latitudes and

Longitudes 101

Contents

15. Rotation and Revolution 107

16. Reading Maps 111

17. The Realms of the Earth 116

18. Continents and Oceans 121

19. Major Relief Features of the World 125

20. India—Physical Features 129

21. India’s Climate 134

22. Natural Vegetation and Wildlife 138

SOCIAL AND POLITICAL LIFE

23. Understanding Diversity 142

24. Diversity and Discrimination 149

25. What is Government? 154

26. Basic Features of a Democratic

Government 160

27. Panchayati Raj 167

28. Rural Administration 173

29. Urban Administration 177

30. Livelihoods 181

31. Urban Livelihoods –

A Study In Contrast 186

History—When, Where and How?

LEARNING OBJECTIVES

Textbook: Refer to pages mentioned

Time required: 4 periods

VOCABULARYBanks land next to a river, lake, or channelRiver Large natural stream of waterDecided Made up their mindFurther comparative of farProbably Most likelyGenerations All the offspringSuited FitNative Produced in a certain placeOral SpokenOrally By word of mouthNevertheless in-spiteTradition CustomExcavate to dig outExcavations DugVault CompartmentVaulted Covered with an archChamber A room in a houseCemetery Graveyard.Lapis lazuli A blue, violet-blue, or greenish-blue semiprecious gemstoneChoker A tight-fitting necklace.Crescent The figure of the moon as it appears in its first or last quarter

EXPECTED LEARNING OUTCOME

• Familiarize the learner with the major developments to be studied• Develop an understanding of the significance of the geographical terms used during the time frame• Illustrate the sources used to reconstruct history

1

Monument An important bui ld ing or sculptureIntermingle to mix togetherBounded ConfinedConqueror VictoriousDenoted SignifiedReconstruction Create againPreferred favorite Passes (Mountain passes), low places in mountains

DEFINITIONS

Subcontinent – A large landmass, such as India, that is part of a continent but is considered either geographically or politically as an independent entity

Burial sites – burial area ,a place where many graves are found

Archaeological finds – material evidence, such as graves, buildings, tools, and pottery found by archaeologists

Mesopotamia – (meso: in the middle of) (potamia: rivers) an ancient region of southwest Asia between the Tigris and Euphrates rivers in modern-day Iraq. Probably settled before 5000 B.C., the area was the home of numerous early civilizations, including Sumer, Akkad, Babylonia, and Assyria. It declined

TEACHER’S MANUAL8

in importance after Mongol invaders destroyed its extensive irrigation system in A.D. 1258.

Bharatnatyam – is a classical dance form originating from Tamil Nadu

Archaeology – the scientific study of material remains (as fossil relics, artifacts, and monuments) of past human life and activities

Prehistoric – History of humankind in the period before recorded history.

Biography – An account of a person’s life written, composed, or produced by another:

Manuscript – A book, document, or other composition written by hand.

Secular literature – literature not specifically relating to religion or to a religious body:

Tablets – A slab or plaque, such as one of stone or ivory, with a surface that is intended for or bears an inscription.

TEACHING POINTS

Learning about the past (a) Ask students to bring photographs of their

grandparents. Divide students into pairs and let them exchange the photographs. Ask students to record information on different aspects (such as dress, culture, location etc) based on their observations from the photographs.

(b) Ask students what they can conclude from this activity.

HintsWe made some guesses about how our grandparents lived and dressed many years ago.

We got our information from a source (the photograph) and tried to deduce as much as we could. We looked at it from various points of view and our guesses were based on our own experiences of life so far.

Understanding what is history(a) Ask students the question: ‘What is History?’

Summarize the main ideas on the blackboard.

Main Ideas

• History is a study of the past. • History tells us about how people lived, dressed

and behaved many years ago.

• People who study history are known as historians. Historians make use of items from the past, such as books, coins, monuments or inscriptions as given in our activities.

• Every family has a history made up of events from the past, such as the day our parents got married; the day we moved into a new house, a family vacation that we remember etc.

• Just like families, countries too have a history made up of events from the past.

(b) Make students read the introductory section of the chapter. (Page 11)

Assessment – 1Purpose – Formative, Group Test; Type – Individual Assessment; Tool – Group DiscussionIn-text Questions (Page 11)

Close your eyes and think of an event that happened a week or ten days ago. (Possible responses: ‘I had a test at school’; ‘We went out for an ice-cream’; ‘I had a fight with my brother/sister’; ‘I got a new dress’ etc.)What is the earliest thing that you can remember?(Possible responses: ‘My first day at school’; ‘The day I got my favourite toy’, ‘The day my younger brother/sister was born’ etc.)When you say Ê50 years agoÊ, what does it mean to you?(Possible responses: ‘It is very long time ago, ‘We were not born as yet’; ‘A time when our grandparents were at school’ etc.)Can you imagine what your city might have looked like 1,000 years ago? Draw a picture and share it with the class.Teachers can refer to the following websites to guide students in this activity:www.kamat.com – an excellent source for timelines and material on Ancient, Medieval and British Indiawww.webindia123.com – contains material on the history of Indian states as well as sources of Indian history Discussion Points at the conclusion of the above activities• Events of the past become a part of our

memory.• History is a journey into the past and looks at

events and people that have had an impact on our lives. This could be as recent as yesterday, a week ago, a month ago, a year ago, fifty or hundred years ago or even thousands of years ago!

TEACHER’S MANUAL9

some important people and how our lives have become better as a result – for example, the invention of the electric bulb by Thomas Edison or how Gandhiji fought for our freedom.

Assessment – 4Purpose – Formative; Type – Individual Test; Tool – ProjectFun with History!

Students create their own historical record (Distribute the printable worksheet to each student.) Worksheet 1A.

How do we study history?(a) Revisit the ‘why History is Important’ Activity

with students. Explain to students that the source used in this activity was a photograph.

(b) Discuss the different types of sources available for the historians to reconstruct the history of a period.

Archaeological Sources(a) Explain how historians use archaeological evidence

to understand the life of people.

• Artefacts or materials found in the earth reveal how people lived in the past.

• For example, if a lot of expensive items were found such as silver vessels, gold coins, precious stones etc., it tells us that the people of that area were prosperous.

(b) Make students read the section on archaeological evidence in the textbook. (Page 13)

(c) Discuss the different types of archaeological sources.

History makes a connection between

the past and the present

History makes us think, question and express our views

We are all a part of history; who we

are is because of our history

History tells us about how people lived and behaved

in the past

We learn about our customs and

traditions (heritage)

Why do we study history?

Why do we study history?(a) Have a mind mapping activity with the class on

the reasons for studying history. (A mind map is a diagram used to represent various ideas around a central theme.)

Assessment – 2Purpose – Formative; Type – Group Test; Tool – DiagramOn the conclusion of this exercise, students can draw this diagram on a chart for the class display board.

(b) Make students read the section ‘Why study history’ (Page 12). Have a fifteen minute debate on the topic: ‘Is History Useful?

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Debate Hints

No, history is not useful because:

• We live in the present and we plan for the future, so we need not learn about the past.

• We need to learn a lot of unnecessary facts and remember many dates.

• It is not interesting – why do we need to learn about dead people?

Yes, history is useful because:

• Who we are and how we live is directly linked to our past (for example, we learn and study English because we were ruled by the British for nearly 200 years) – hence, we learn more about ourselves by studying history.

• It is a journey into the past. We understand changes and developments that have taken place in society over time. For this, it is necessary to remember some important dates of the past.

• We can learn about the contributions made by

ARCHAEOLOGICAL

(objects dug from the earth)

LITERARY

(written records)

Examples: tombs, monuments, inscriptions, coins,

pillars, vessels, pots etc.

Examples: manuscripts,

religious books, stories, accounts of

foreign travelers etc.

SOURCES OF HISTORY

TEACHER’S MANUAL10

Assessment – 5Purpose – Formative, Group Test; Type – Individual/Group Assessment; Tool – Oral Assessment i. Burial Sites

• Burial sites help archaeologists to learn a lot about a civilization because they contain a lot of daily life objects.

• For example, the ancient Egyptians used to bury the the dead with the objects used in daily life, such as clothes, vessels, jewellery etc.

In text Questions; Queen PuabiÊs Tomb (Page 13)Describe the pictures.(Hints: Shows the head of a woman decorated with a beautiful headdress with ribbons and leaves; she also has large earrings.)What does the headdress tell you about this queen and the crafts persons who made them?(Hints: Tells us that the queen was an important individual; she was rich and powerful. The elaborate nature of the headdress indicates that the craftsmen were well equipped and highly skilled.)How would you know that the body belonged to a rich person?(Hint: The use of precious metals and discovery of large amount of jewellery indicates a rich person.)

(d) Make students read the section on Queen Puabi’s tomb. (Page 13)

ii. Monuments

• Monuments refer to buildings, forts, palaces, tombs, places of religious worship etc.

• They tell us about the cultural and religious life of people.

• They also reveal the level of scientific development and artistic skill of the time.

In text Question (Page 14)

Can you tell at least one thing about the Taj Mahal just by looking at it?

(Hints: ‘It is made of marble’; ‘It is surrounded by beautiful gardens’; ‘The main building is surrounded by four pillars’; ‘It is a huge structure’.

(d) Make students read the section on monuments. (Page 14)

iii. Inscriptions

• Written records engraved on rocks, pillars, walls or coins are called inscriptions.

• They provide information on the names of kings, the period of their reign, their activities etc.

• The Ashokan pillars in Delhi, Vaishali and Sarnath are good examples of how inscriptions throw light on a king’s activities. (Refer to www.wikipedia.org for additional information on the pillars.)

(e) Make students read the section on inscriptions. (Page 14)

iv. Other objects

• Include toys, vessels, beads, pots, textiles etc.• These objects reveal the lifestyle of the people and

throws light on the level of economic and social development.

• (Teachers can use the example of the Indus Valley Civilization to illustrate how historians have used the archaeological evidence to reconstruct history as the script has not been deciphered.)

(f) Make students read the section on other objects. (Page 14-15)

Assessment – 6Purpose – Formative; Type – Group/Individual Assessment; Tool – DiscussionActivity 1: Play the Archaeologist

• When archaeologists undertake excavations, they have very little background information with them. Using the objects found, they make various conclusions.

• The objects found are like clues that help an archaeologist to piece together the past.

• In the activity, the layer that was laid down the first was the last to come out - this is an important rule of archaeology, wherein, the age of materials found are determined by the layer in which it was found. Hence, older materials are often buried deep into the earth.

Assessment – 7Purpose – Formative; Type – Individual Assessment; Tool – Source Based Question Activity 2 – Students read an inscription of an Ashokan pillar and write down what it reveals of his interests

• Ashoka loved nature and cared for animals.• He took good care of his subjects. He was a

good ruler who worked for the welfare of his kingdom.


Assessment – 8Purpose – Formative; Type – Group/Individual Assessment; Tool – Role PlayActivity 3 – Reconstruct ancient times from archaeological finds

• The city was well planned – evidence of high walls, probably to protect the city from outsiders.

• Remains of beads and jewellery suggest that the people were prosperous.

• High level of artistic skill as painted pots, statues and engraved tablets have been excavated.

• They probably followed some kind of religion – remains of what resembles a temple has been found.

Assessment – 9Purpose – Formative; Type– Individual Assessment; Tool – Project Activity 4 – Look for some inscriptions in your school premises. What do they tell you?

• They have the school emblem and motto – tells us what the school believes in.

• They carry the dates when the buildings were erected – reveals how old the school is.

• Sometimes, they may have the names of certain important people who founded the school or made significant contributions.

B Literary or Written Records(a) Recall the ‘Fun with History’ activity. Explain how

history can be studied with the help of written records.

Assessment – 10Purpose – Formative; Type – Group Assessment; Tool – Oral Assessment Discussion Points

• Written records are relatively younger than archaeological sources as humans learned to write only about 5000 years ago.

• Existence of different types of written records – religious literature, secular (non-religious) literature, accounts of travellers etc.

(b) Make students read the section on literary records. (Page 15)

(c) Explain the key features of each type.

Religious Literature

• Examples: Vedas, Puranas, Jataka Tales etc.• They give us a glimpse of the religious beliefs

of the people and how they worshipped their gods.

• Epics like the Ramayana and the Mahabharata are also valued for their information on social practices and traditions.

• Religious books are often written in the ancient scripts of Pali, Prakrit and Sanskrit.

In Text QuestionsThe Brahmi Script: Can you recognize any letter?(Hints: certain letters resemble ‘t, l, E, h, C, O, I, inverted Y, D, and inverted T of the English alphabet)Pushpaka Viman painted by Pandit Pant Pratinidhi in 1916. Describe the scene. What is happening?(Hints: people are watching a chariot descending from the sky; they all seem to be in great wonder at this event)What kind of dresses are the men wearing?(Hints: the soldiers are attired in a dhoti, shirt and a headdress; the others who seem to be important people are in a dhoti and upper garment.)Describe their expressions.(Hints: amazement, wonder, surprise)

Assessment – 11Purpose – Formative; Type – Individual Assessment; Tool – Story Telling Fun with History!

Teachers can refer to the website www.jatakkatha.com for a collection of stories on the Jataka Tales. Each student can read a different story and narrate it to the rest of the class.

(d) Make students read the section on religious literature.

Secular Literature

• E x a m p l e s : A r t h a s h a s t r a , S h a k u n t a l a , Silappadikaram, Manimekalai

• These texts are not religious in nature. They are plays, stories, essays and treatises.

• They tell us how common people lived, the food they ate, their clothes and the rules of society.

i. Biographies

• Examples: Harshacharita (written by Banabhatta about King Harshavardhana), Vikramankeva-


Charita (written by Billana about King Vikramaditya) and Prithviraja-Charita (written by Chand-Bardai about King Prithiviraj)

• Biographies throw light on the rule of a king, the extent of his kingdom, the laws of the land etc.

In Text Question

Court historians generally wrote all praise for the king. Why do you think they did so?

(Hints: They were employed and paid by the king and so they had to write in favour of him. Kings could often be cruel and punish a writer if he did not write good things about him.)

ii. Accounts of foreign travellers • Examples: Indika by Megasthenes, writings of

Fahien and Hieun Tsang• These books give us an outsiders’ view of India.• Useful for historians to compare with biographies

and can determine to what extent biographies are true.

In Text Question

Do you think we can rely completely on the accounts left by foreigners? Why?

(Hints: Though unbiased and an outsider’s view, they cannot be relied upon completely because of the cultural differences and the inaccuracy of interpretation and reporting.)

(e) Make students read the section on religious literature.

Geographical location(a) Explain how history and geography are closely

connected with the help of the following example. Tell students that most people who live in the desert are often nomads as they go in search of food and water.

In Text QuestionWhy did people live near rivers and forests?• Regular water supply for daily needs and

cooking.• People who lived near forests could hunt wild

animals for food and pick fruits from trees.• Eventually, all civilizations and settlements came

up near rivers.

(b) Make students read the section on geographical location (Page 17). Use a physical map of India to explain the location of various relief features.

Understanding how we give dates(a) Explain the former dating system used by

historians.

• Earlier, historians used the birth of Jesus Christ as the starting point of a new era.

• BC denoted ‘Before Christ’ – all events that occurred before the birth of Christ

• AD denoted ‘Anno Domini’ or ‘In the Year of our Lord’ meaning all events that have occurred after the birth of Jesus Christ.

• The modern system uses the term BCE or ‘Before Common Era’ (in place of BC) and CE or ‘Common Era (in place of AD).

Assessment – 12Purpose – Formative; Type – Group Assessment; Tool – Games Fun with History!

Play the “Timeline Game”. Select 7 students and hand over the flash cards with the dates and details of the following events:

2500 BCE Birth of the Harappan Civilization

1288 CE Marco Polo comes to India 563 BCE Gautama Buddha is born 1857 CE India’s First War of Independence 326 BCE Alexander the Great invades India 1942 CE Gandhiji launches the Quit India Movement 1950 CE India becomes a Republic

In a given amount of time (say 2-3 minutes), students must arrange themselves in a line (linking themselves by placing their hand on the shoulder of the person in front) in the correct chronological order of events.Teachers can source additional dates and events from the following link: http://www.kamat.com/kalranga/timeline/timeline.pdf

Recapitulation and Summary

• The definition of history and its importance• Why history is an important subject• Sources of history – archaeological and literary• The inter-connection between history and

geography• The dating system used in history


ANSWER KEY TO THE TEXTBOOK EXERCISES

Summative Assessment 1. Fill in the blanks:

a. jigsaw b. 5,000

c. Kalidasa d. monuments

e. Fahien and Hiuen Tsang

2. Answer in a few words:

a. In which lanugage are Budhist texts written?

Most Buddhist texts are written in Pali.

b. What are the two great epics of North India and South India?

Ramayana and Mahabharata are the two great epics of North and South India

c. What kind of books are Arthachastras and Dharmashastras?

The Arthashastra and the Dharmashastras are examples of secular literature.

d. Who wrote Harshacharita?

The Harshacharitha was written by Banabhatta.

e. Which book did Megasthenes write?

Megasthenes wrote the Indika.

3. Answer the questions on one or two sentences:

a. What is history? What do we learn in history?

History is the study of the people who lived in the past. History teaches us a variety of things such as how people lived, the food they ate, the clothes they wore etc. We also learn about how people behaved with one another.

b. Give any two reasons why we should study history.

Any two of the following reasons: We are all an important part of history, as

history is not only made by great people or those who lived thousands of years ago but also by each one of us.

We learn about our rich heritage and appreciate the hard work that has gone into making it.

History helps us see the connection between the past and the present.

By studying history, we learn to think, ask questions and express our views.

c. What are the two main sources of history?

The two main sources of history are archaeological evidences and literary (or written) records.

d. What are inscriptions?

Written records that are engraved on pillars, walls of temples, caves, forts, palaces and on clay or copper tablets are known as inscriptions.

e. Why are accounts written by foreign travelers important?

The accounts of foreign travellers are important because they give us an outsider’s view of our country. Sometimes, we cannot rely entirely on biographies or works written by scribes because they may not be completely true or accurate. Scribes were writers were employed and paid by the king himself, so their writings would praise the king and his work. Their writings also would not include the negative aspects of a king’s rule. Accounts of foreign travellers would help to confirm what biographies said were true.

ADDITIONAL QUESTIONS AND ANSWERS

Summative Assessment 1. Why should we study history?

We should study history for the joy and excitement of discovery.

2. How do historians reconstruct the past?

Historians reconstruct the past with the help of many things, which they put together.

3. Why is history like a mystery?

History is like a mystery because we still do not know the details of many things.

4. Why is history like time travel?

History is like time travel because; we travel way back and discover things.

5. Where is the Qutab Minar?

The Qutab Minar is in Delhi. (www.sights-and-culture.com)

6. Where is the Basilica of Bom Jesus?

The Basilica of Bom Jesus is in Goa. (the-never-ending- road.blogspot.com )


7. Is history only about remembering people?

No, history is much more than that. It helps us to see the connections between the past and the present. It also helps us to think, ask questions and express our views.

8. State the two periods into which history has been divided. Define the two periods.

Historians have divided history into two periods: a. prehistory b. history

Prehistory is that period of human development when human beings did not know how to read and write and so there are no written records available.

History is that period of human development for which written records are available. It is the period after writing was invented.

9. Define sources.

The places from where we get the material required to study history are called sources.

10. Name the two sources on which we depend to find out about the past.

The two sources on which we depend to find out about the past are:

a. Written material / literary material

b. Archaeological finds (material dug out from the past )

11. Name some people who help us to discover the mysteries of the past.

Historians Archaeologists

Geologists Physicists

12. Why do we have to depend totally on objects and materials to know about the prehistoric period?

We have to depend totally on objects and materials to know about the prehistoric period, because, humans did not know how to write in the prehistoric period and thus no written records are available.

13. Name some of the objects that people of the prehistoric period used and made.

Used Pots and pans Jewellery and clothes

Tools and weapons Made Sculptures out of clay or wood or stone

14. When did the people of the prehistoric period take shelter in caves? How did they spend their time there?

The people of the prehistoric period took shelter in caves when the days became shorter. They spent their time painting the walls inside.

15. What is archaeology?

Archaeology is the science of exploring and excavating old ruins and studying them.

16. Who are archaeologists?

Archaeologists are people who try to reconstruct the past life of the people by studying the evidence from excavations.

17. Why are archaeological finds-a very important source even for the historic period?

Archaeological finds are a very important source even for the historic period because archaeologists are able to study material remains from them.(www.hmns.org)

18. Describe Queen Puabi’s headdress.

The Queen Puabi’s headdress is made of:- gold leaves gold ribbons strands of lapiz lazuli carnelian beads a tall comb of gold chokers pair of crescent shaped earrings

19. Where is Ur?

Ur was in Mesopotamia. It is modern Tell el-Mukayyar, Iraq

20. What does the word Mesopotamia mean?

meso = middle and potamia = river, literally means ‘between two rivers’

21. Which are the two rivers?

Tigris and Euphrates22. Name the archaeologist who discovered the royal

tombs at the Ur site.

Leonord Woolley


23. How many burials were found at Ur?

1800

24. How were they classified?

Common and Royal.

25. How many royal burials are there?

16

26. Why were the burials classified as royal?

They were classified as royal based on their distinctive form,their wealth and the fact that they contained the burials of servants and other high ranking persons alongwith the main person.

27. Who was Tutankhamun?

The most famous Egyptian pharaoh was Tutankhamun. He died in his late teens and remained at rest in Egypt’s Valley of the Kings.

28. Why was the tomb of Queen Puabi an extraordinary find? Describe it.

a. The tomb of Queen Puabi was an extraordinary find because

i. it was intact ii. it had escaped looting through centuries

b. i. it featured a vaulted chamber, set at the bottom of a ‘deep death pit’

ii. the queen was found lying in a wooden box iii. she was identified by a cylindrical seal bearing

her name that was found on her body iv. the seal carved in cuneiform and written in

Sumerian,the world’s first written language.

29. How was the upper body of Queen Puabi covered?

Queen Puabi’s upper body was covered with strings of beads made of precious metals and semi precious stones stretching from her shoulders to her belt, while rings decorated all her fingers.

30. What are monuments?

Any building that is of historical significance is called a monument.

31. Name some monuments.

i. Red Fort in Delhi (www.planetware.com) ii. Shore Temple in Chennai

(www.indiapicks.com) iii. Taj Mahal in Agra (www.nomadicmatt.

com)

32. What do monuments tell us?

Monuments tell us about the religious, social and cultural life of the times in which they were built.

33. What are inscriptions?

Written records engraved on pillars,walls of temples,caves,forts,palaces and on clay or copper tablets, are called inscriptions.

34. What do inscriptions tell us?

Inscriptions tell us many things

i. names of kings ii. the size of their empire iii. the wars they fought iv. the peace messages they gave v. they tell us about names of people who built

temples vi. the men who died fighting in the first World

War (as in India Gate,in New Delhi) vii. stories viii. musical notes

35. Write a note on the Karthikeya temple found at Mamallapuram.

i. the remains of an ancient brick temple, possibly 2000 years old have been discovered on the beach near the Tiger Cave in Mamallapuram, 50 km from Chennai.

ii. the temple dedicated to Muruga also known as Karthikeya, is almost 2000 years old.

36. What objects can be found during excavations?

Coins, cooking vessels, pottery, jewellery, toys, grains can be found during excavations.

37. Why are coins particularly useful?

Coins are particularly useful, because

i. by looking at them we can tell the year in which they were made

ii. the religion of the ruler

iii. the interests of the ruler, for example Samudragupta’s coins tell us that he was fond of hunting (www.answers.com)

38. What did people write on, in the beginning?

In the beginning people wrote on

i. stone walls ii. palm leaves iii. barks of certain trees


39. What are manuscripts?

Manuscripts are very useful sources of information about the past. They are writtenon pieces of paper. They are found in many different languages and in different scripts. Some are preserved in libraries and museums.

40. Write a note on the Vedas.

The Vedas are very old religious texts in Sanskrit. They contain prayers, stories and rituals.

41. In which languages are the religious books of the Jains and the Buddhists written?

Jains: Prakrit Buddhists: Pali

42. Name the two Indian epics.

Ramayana, Mahabharata

43. What do we learn from the Ramayana and the Mahabharata?

The Ramayana and the Mahabharata tell us

i. about the position of women in society at the time when they were written

ii. about right and wrong actions iii. about one’s duties and responsibilities.

44. What are the Jataka tales?

The Jataka tales are interesting, folk stories about the Buddha.

45. Name some secular works of ancient Indian literature.

i. Dharmashastras contain rules which govern society

ii. Arthashastra contains guidelines on how to run the government

46. What do you know about Kalidasa?

Kalidasa lived in the Gupta period. He wrote many plays in Sanskrit. His most famous play is “Abhigyan Shakuntalam”...the story of Dushyant and Shakuntala.

47. Which language was used in South India in the ancient times?

Tamil 48. Name some Tamil epics.

Silappadikaram and Manimekalai49. Write a note on the Harshacharita.

Harshacharita is the biography of the famous ruler Harshavardhan and is written by Banabhatta.

50. Name some foreigners who wrote about ancient India.

Megasthenes Fa hein Hiuen Tsang

51. Write a note on Megasthenes.

Megasthenes lived in India for some time as the Greek Ambassador at the court of Chandargupta Maurya.He wrote Indika.

52. Write a note on Fa hein and Hiuen Tsang.

They both came to India to study Buddhism and wrote about their experiences here.

54. What do you know about Periplus of the Erythrean Sea?

The Periplus of the Erythrean Sea is an account by a Greek traveller, who describes the various parts of India as he journeyed from the Mediterranean sea to the Western coast of India.

55. Why are accounts written by foreign travellers important?

The uccounts written by foreign travellers areimportant because they give us another view ...an outside view of our country.

56. Why is it exciting to study about the lives of the people from the pre historic times to the 8th century CE?

It is exciting to study about the lives of the people from the pre historic times to the 8th century CE because we see the continuous intermingling of people and the exchange of ideas. This exchange contributed to the foundation of national cultures.

57. Why is India called a subcontinent?

India is called a subcontinent because it is almost as large as a continent.

58. ‘India is bounded by sea on three sides.’ Name the seas.

i. Arabian Sea to the West ii. Indian Ocean to the South iii. Bay of Bengal to the East

59. do the Himalayas protect us?

The Himalayas prevent the cold wind of Siberia from entering India.

60. Name the two kinds of rivers found in India.

i. snow fed ii. monsoon fed

The Age of Stone Tools and Cave Homes

LEARNING OBJECTIVESEXPECTED LEARNING OUTCOME

• Appreciate the skills and knowledge of hunter gatherers• Identify stone artefacts as archaeological evidence, making deductions from them

2

Textbook : Refer to pages


VOCABULARY

Nomadic Having a life of a nomad, Wandering

Palaeolithic Relating to early phase of stone age

Manuscript Handwritten document

Evolved Progressed and advanced

Migrate Move about

Perennial Continuing

Beast A large and dangerous animal

Scrape Scratch

Technique Method

Flake Chip

Core Central part

Shaft Narrow long part forming the handle of a tool

Bark The rough outer covering of tree trunk or branches

Expedition Journey taken by a group of people for a particular purpose

Altar A table on which religious offerings are made

Bonfire Large open-air fire as celebration

Engraving An art of carving a design on a hard surface

DEFINITION

Sentinelese – Tribal people who live in the island of Sentinel, south of the Andaman islands

History – Record of the pastHistorian – A person who studies and tells about

the past from old manuscripts, books and other records

Ice Age – The period of lower Palaeolithic age during which many parts of the earth were covered with ice and the climate was severely cold

Geologist – Scientist who studies the earth including the origin and the history of the rocks and soil of which the earth is made

Microliths – Small, sharp, pointed stone tools of the Mesolithic Age

Stone Age Factory – A site where prehistoric humans manufactured tools

TEACHING POINTSIntroduction(a) To create a feel of how life may have been in

prehistoric times, you can build a cave in the


corner of the classroom. Upturn some desks and cover it with crumpled brown paper. You can use a torch to generate some dim, but flickering light. You can have this for the entire period of time that this chapter is being taught for. At the end of the lesson, you can also exhibit all the materials that students have made.

(b) Ask a few students to sit inside the ‘cave’ and pretend that it is their home. Can they imagine living in such a home today? (Most students should answer in the negative!)

(c) Explain to students that in fact, there are small pockets of people, who live nomadic tribal lifestyles in India. The link http://andamandt.nic in/people.htm has more information and photographs that you can use, if time permits.

(d) Read the introduction of the lesson to the rest of the class (Page 19) and discuss the questions posed.

Assessment – 1Purpose – Formative; Type – Group Assessment/ Individual Assessment; Tool – Oral TestingIn Text Questions (Page 19)

� How would you react if you came across such people?

(Possible Responses: It would be strange; we would find them very different from us in their clothes, way of living, food habits etc.)

• Why do you think these people do not welcome strangers?

(Possible Responses: Just like we do not understand their lifestyle, probably, they do not relate to ours and would like to protect themselves; they do not want others to interfere in their life)

• Do you think they are missing out on life?The most obvious answer to this will be ‘yes’, as students will point out that there are no cinemas, malls, restaurants etc. But you can guide students to develop an alternative line of thinking, by pointing out that tribal groups are very close-knit, almost like a family, and have their own forms of recreation, games, and way of living. Just because others are ‘different’ does not make them inferior.

� Would you be able to live like them? Why?Most students would reply in the negative. (Possible reasons can include: it would be difficult to adjust to their kind of life; we are too used to certain

conveniences like getting food and vegetables from the supermarket; or eating junk food; having gadgets like the telephone, computer etc.)

You can extend this discussion by asking students to name three things in their modern life that they cannot do without and why they think so.

Life in Prehistoric Times(a) Introduce the concept of prehistory by explaining

the difference between the prehistoric and historic period.

• Prehistory refers to the period when human beings did not know how to read or write.

• The historic period refers to the period where there are written records of man’s activities

(b) The website www.becominghuman.org has an excellent interactive documentary on the hominids,their origins and culture. This can be shown to students before a discussion on the hominids and their life.

Who were the Hominids?

• Hominids were similar to human beings. Scientists think that humans evolved from hominids.

• Hominids learned to adapt to their environment and early human beings used the discoveries of the hominids.

Life of the Early Humans

• Early humans had to roam from place to place in search of food.

• They hunted animals for food and gathered fruits, nuts etc. from the forests. Hence, they were known as hunter-gatherers.

• Early humans led a nomadic life as they had to search far and wide for their food and water.

In Text Activity (Page 20)

Can you make out what the people in this picture are doing?

Hints

• They are trying to light a fire.• The picture also depicts the nomadic lifestyle of

the early humans

Discuss (Page 20)Besides books and records, are there other sources from which we can learn about the lifestyle of our ancestors ?


Discussion Points

• Fossils and bones• Pottery• Stone artefacts and tools like spears, axes, flakes,

flints etc• Cave Paintings

(c) Explain the extensive use of stones by humans in the Prehistoric era. Use pictures from the website www.wikipedia.org as a teaching aid.

Use of Stones

Main Ideas

• Use of stone tools to make spears, knives and arrows to hunt animals

• Stones used to scrape off the skins of animals and cut meat

• Stones used to cut trees for firewood

(d) Explain the two distinct techniques of making stone tools.

Stone on Stone Technique

• The use of one stone as the hammer on another piece of stone (core piece) that was shaped into the required size.

Pressure Flaking Technique

• The core stone was placed on the ground and the hammer stone placed on a bone which was on the core stone. The hammer stone then shaped the core stone into the desired size.

(e) Demonstrate how spears were made with the help of the following activity.

Making of a spear

Assessment – 2Purpose – Formative; Type – Group Assessment; Tool – ProjectFun with History!Divide the class into two groups – one group to make the shaft of the spear and the other to make the spear point. (If your class size is big, you could divide the class into more groups; however, ensure that the groups are paired to make the shaft and spear points.)Shaft Group• Use a long stick, a thin long pipe to make the shaft

of the spear.

Spear Point Group

• A spear point could be made using cardboard, wood or even soft flat chalk. Stick the spear point to the shaft to make the spear.

Display the spears in the exhibition.

In Text Question (Page 22)

What is the difference between the tool and a weapon?

HintsA tool is an instrument or a device that is used as an implement in our tasks. Example, an axe is a tool that is used to cut trees.A weapon is used to harm another creature or to defend oneself from harm.Is there any tool that can be used as a weapon?Yes, knives, axes etc. can be used as a tool and a weapon.

The Various Phases of Stone Age(a) Before commencing this section, make a timeline

to show the phases of the Stone Age.

(b) Prepare a slide show on the life of hunter-gatherers during the stone ages. The link

www.ulstermuseum.org.uk/.../stone-age/ is a very good source of pictures and information. If you do not have access to computer facilities at school to show this slide show, use overhead transparencies.

(c) Explain the meaning of the word Palaeolithic – Palaeo meaning ‘old’ and lithic meaning ‘stone’.

(d) The main features of the Lower, Middle and Upper Palaeolithic Age can be highlighted with the help of a table. Use the pictures of the textbook to show the different tools and the map of India to locate the places

Features Lower Palaeolithic Middle Palaeolithic Upper Palaeolithic

Tools Choppers, Hand axes Scrapers, Borers Blades, Burins

Location Valley of River Soan (Punjab) Banks of Narmada (Madhya Pradesh)

Bhopal (Madhya Pradesh) Chota Nagpur Plateau (Jharkhand)

The discovery of fire(e) The discovery of fire can be demonstrated with

the help of a role-play activity. Read the relevant


section on the discovery of fire and dramatize the story of the Iranian legend found in the Shahnama.

The Legend of PrometheusAccording to Greek mythology, Prometheus stole fire from Zeus, the king of the Gods and gave it to mortals (humans). As a punishment, Zeus ordered that Prometheus be chained to a rock, where his liver (which would be renewed daily) would be eaten daily by an eagle.

The Mesolithic Age(f) Explain the main features of the Middle Stone

Age or the Mesolithic Age. Use the pictures from the textbook to show the difference between Palaeolithic and Mesolithic tools.

Mesolithic Age - Climate become warm and dry. Heavy and crude tools of the Palaeolithic period were replaced by small pointed tools called microliths.


Carefully observe the differences in the size and shape of these (microlith) tools. What do you think the tools were used for ?

Hints

• The tools seem to be much sharper and smaller• They were probably fitted into small spears or

used as knives for hunting

Assessment – 3Purpose – Formative; Type– Individual Assessment; Tool – ProjectFun with History!

Visit this link:

h t t p : / / r o c k a r t . n c l . a c . u k / i n t e r a c t i v e /learningjourneys/interactive_learningjourneys_game.htm

Students can create their own rock panel by chiseling away on the rock surface!

Art of the Prehistoric Humans(a) Visit the fol lowing l inks for images of

Bhimbetka art.• http://asi.nic.in/asi_monu_whs_rockart_

bhimbetka_images.asp• www.bradshawfoundation.com

(b) Discuss the main features of Bhimbetka art using the images from the links above.

Main Features

• The paintings feature various animals such as deer, tigers, panthers, leopards, rhinos etc.

• In some pictures, the animals are chasing men and vice versa

• Men are depicted as matchstick figures carrying spears, arrows and slings

(c) Visit the following links for examples of prehistoric cave art in Europe.

• http://www.culture.gouv.fr/culture/arcnat/lascaux/en/

• http://www.culture.gouv.fr/culture/arcnat/chauvet/en/index.html

Case Studies – Ratnagiri and Hungsi Valley(a) Locate Ratnagiri and Hungsi on a map of India.

(Refer to the map on Page 24 of the textbook)

(b) Explain the reasons why the two sites are extremely significant to historians.

Ratnagiri

Discovery of a cave shelter with 54 Stone Age tools

Another cave in the area has cattle bones with chopping marks on them.

Hungsi

Discovery of a factory site in Isampur with 150,000 Stone Age tools dated 500,000 to 200,000 years ago.

Summary and Recapitulation

• Life in the prehistoric times• Use of stone tools• Phases of the Stone Age – Old, Middle and New

Stone Age• Art during the Stone Age

Summative Assessment 1

KEY TO THE TEXTBOOK EXERCISES (PAGE 23) 1. Answer the following quiz:

a. I discovered a palaeolithic tool at Pallavaram in Tamil Nadu in 1863. Who am I?

Robert Bruce Foote

b. I am a Stone Age human using small, sharp, pointed stone tools called microliths. To which phase of the Stone Age do I belong?

Mesolithic Age


c. I am one of the most spectacular Stone Age paintings sites in India. Where am I?

Bhimbetka

2. Answer the following questions in two to three sentences each:

a. What is prehistory?

Prehistory refers to that period of history when no written records of man’s life existed. Prehistory dates back to about 500,000 years ago beginning with the hominids from whom human beings are thought to have evolved. We rely on stone tools, fossils and cave paintings for information on the prehistoric period.

b. Why is the life of a palaeolithic human considered difficult and unsafe?

The life of the Palaeolithic human was regarded difficult and unsafe for the following reasons:

1. They had to wander from place to place in search of food and water – hence they needed to protect themselves from the danger of wild animals.

2. They had to adapt to the changing seasons and environment – this meant that they needed to make changes in their diet and lifestyle.

3. They had to rely on their own intelligence to cope with the life of being hunter- gatherers.

c. Why did the prehistoric humans move to places where good quality stone was available?

Stones were used extensively by prehistoric humans to make knives, spears, axes etc. These weapons were essential for them to hunt animals and protect them from harm. Since they were entirely dependent on stones for their living, they moved to places where good quality stone was available.

d. What is the difference between a factory site and a habitation site?

A factory site is a site where stone tools in various stages of production were manufactured. On the other hand, a habitation site was one where prehistoric humans may have lived for a particular period of time. However, a site could have functioned as a factory site and a habitation site.

3. Answer the following questions in five to six sentences each.

a. Why did the prehistoric humans move from place to place?

Prehistoric humans wandered from place to place for the following reasons:

1. They had not learnt how to grow fruits and vegetables. Hence, they had to roam from place to place to hunt animals.

2. Since plants and animals were available in limited supply, they had to move to places where they could gather fruits, nuts etc.

3. Prehistoric humans also had to move from place to place in search of water. Sometimes, the lakes and rivers were seasonal and would dry up. Hence, they had to go to other places.

4. They also had to move to different places in search of good quality stones as they were entirely dependent on stone tools in their day to day life.

b. How was fire useful to the early humans?

Fire was very useful to prehistoric humans. It helped to keep them warm during the cold winter nights and frighten away wild animals. It provided them with light in the harsh darkness of outdoor life. Moreover, they also learnt to use fire to cook the flesh of animals. Fire became so important that many legends and stories grew around the use of fire.

c. Why were caves good shelters?

Caves provided natural shelters from wind, heat, rain and wild animals. Caves were also useful because they were located in thick forests where wild animals and plants were available. This gave prehistoric humans an opportunity to find food easily. In many areas, there were streams flowing from cliff tops. Finally, the rocks of the cave shelters could be used to make stone tools.

d. Describe the food that early humans ate.

Early humans did not know how to grow fruits, grains and vegetables. Therefore, they depended on the wild animals that they hunted. These included deer, bison, rhinos, fish, panthers etc. In addition, they also gathered wild roots, fruits, berries, honey etc. from forests. Though historians believe that they used to eat raw flesh, it is likely that with the discovery of fire, the early humans gradually learnt to cook the flesh of the animals they hunted.


e. Why do you think early humans painted? What did their paintings show and why?

If we look at the early cave paintings, they depict a variety of scenes, such as men chasing animals, animals chasing men, children playing, people dancing etc. There are also paintings of people gathering fruits, honey, preparing food etc. Hence, it is likely that early humans wanted to depict their lifestyle and express their emotions through them. It is also possible that this was a form of leisure from their tiring work of hunting. Some historians also feel that early humans were afraid of animals, and by depicting them being hunted, it showed their success over animals.

POINTERS FOR THE THINGS TO DO SECTION (PAGE 27)

Purpose – Formative; Type– Individual Assessment; Tool – Diary1. Diary Entry• Had to travel far and wide to hunt for food• Climbed sharp rocks and crossed streams• Made yourself warm on the way by lighting

a fire• Spotted the boar and used your spear and blade• Was thrilled as you could go home with this

surprise

Purpose – Formative; Type– Individual Assessment; Tool – Map Work2. Map Work• Refer to the map on Page 24 of the text book to

complete this activity

Purpose – Formative; Type– Individual/Group Assessment; Tool – Tourist Brochure3. Tourist Brochure on Prehistoric sites

• Take an A4 size paper and fold it into three parts like this:

• Draw a picture similar to cave art on the front page along with a slogan to attract the attention of the reader.

• On the inner pages (3), write about the famous pre historic sites like Bhimketka, Ratnagiri, Hungsi etc.

• Don’t forget to include prices for the various tour packages along with the name and contact details of the tour guide. Do this on the outer pages of the brochure.

Purpose – Formative; Type– Group Assessment; Tool – Debate4. Organize a Debate: Prehistoric humans led a carefree and fun-filled

life.Yes, because

• They had no responsibilities like we have in the present day like getting a job, saving for the future etc.

• They were not limited to one place and could roam around at will.

• They could do as they pleased as there was no law to limit their actions.

No, because• They lived a very uncertain and dangerous life

and in harsh conditions.• They always had to defend themselves from wild

animals and the fury of nature.• They did not have the facilities and conveniences

that we have today that helps make our life easier.

5. Role of Women• Women probably looked after children and

hunted small animals.

Fold 1

Fold 2

Front P

age

Page 1

Page 3

Page 2

Page 4

Page 6


• They may have also looked for fruits, nuts and berries to eat.

6. Prepare a Skit• The short story given on Page 23 of the

textbook can be used as the basis for the enactment of the skit.


Name the following:

1. The characteristic tools of the Lower Palaeolithic Age were – blades and burins.

2. The Humans learned to light a fire in the - Palaeolithic Age.

3. The Mesolithic Age was followed by Neolithic Age.

4. India’s oldest stone tools were found in – Hunsgi and Baichbal valleys.

5. The first evidence of a cave shelter of human ancestors in India was found at– Ratnagiri in Maharashtra.

6. The three sub-periods of Stone Age are - Palaeolithic Period, Mesolithic Period and Neolithic Period.

Q1. Where is sentinel? Write in brief about the people living there.

Ans. Sentinel is an island, south of the Andaman Island. The people living here are tribes who live the most ancient, nomadic lifestyles known to man. Many still produce fire by rubbing stones, they fish and hunt with bow and arrow and live in leaf and straw community huts and don’t like people to come near them.

Q2. Why are there no books or any recorded history of the prehistoric people?

Ans. As we know that prehistory refers to the earliest period in the history of humans, when they did not know how to read or write. Hence, there are no books or manuscripts, recorded about that time.

Q3. Were hominids humans? What do scientists think about them?

Ans. Hominids were not human beings, but they were very similar to human beings. They do not exist

anymore but scientists think that human beings evolved or developed from them.

Q4. Which Age was called the Stone Age? Why?

Ans. We know that early humans used the stones available for defending themselves against wild beasts and also to kill them, they attached handles of wood to stones and made spears and arrows and used them to hunt animals for food. The stones were also used to scrape the skins of animals, cut meat and bones, for chopping trees and to clear forests. Since the early humans were entirely dependent on stones for their living, the Prehistoric Age was called the Stone Age.

Q5. Name and explain the techniques used to produce stone tools.

Ans. The stone tools were produced by two techniques -

1. Stone on stone technique – In this technique one hand of the tool-maker firmly held the pebble or core from the tool which was to be crafted, and the other hand held a stone which was used as hammer. This hammer stone was used to strike off flakes from the core stone till the required shape and size was obtained.

2. Pressure flaking technique – In this technique the core stone was placed on a firm surface or ground. The hammer stone was placed on a bone resting on the core stone, to remove flakes from the core stone. These flakes were shaped into tools.

Match the columns:Middle Stone Age Mesolithic Period

Ice Age Lower Paleolithic Age

Firdausi Shahnama

Ochre pigment Red hematite

White pigment Lime

Hunsgi Valley Isampur quarry

The Age of the First Farmers


• Appreciate the diversity of early domestication• Identify the material culture generated by people in relatively stable settlements• Understand strategies for analyzing these

3

Textbook: Refer to pages


VOCABULARY

Obscure difficult to understandPit hole in the groundSapling Seedling Certified qualifiedInscription writingFlourished increased, prosperedAbandoned desertedTrench channel dug in the groundGrind crushMortar heavy tool with rounded end used for grindingPestle grinderIntervening overruling, dominatingPlastered applied coat of plaster Antlers pair of branched horns of an adult male dearHearth fire place

DEFINITIONS

Celts – Prehistoric stone or bronze tools were called Celts.

Trenches – Long deep holes dug in the ground are trenches.

Agate – A hard stone with coloured bands on it is Agate.

Hearth – Floor at the bottom of a fireplace is hearth.

TEACHING POINTS

Introduction(a) Read the introductory section of the chapter and

discuss the questions that follow.

Assessment – 1Purpose – Formative; Type– Group Assessment; Tool – Group DiscussionIn Text Questions (Page 28)

If you were to find such stones, how would you react?

(Possible Responses)

• I would also be surprised and puzzled as to its use.

• I would show it to various people to find out more about it.

• I would try to find out more about the script inscribed on the stone.

What is Neolithic Age? Who made these celts?

Recall that prehistory is divided into various phases – known as the Old Stone Age (Palaeolithic), Middle


Stone Age (Mesolithic) and the New Stone Age (Neolithic). The Neolithic Age began in about 10,000 BCE and ended around 3000 BCE. In some places it continued until 1000 BCE. The Neolithic Age is known for the beginning of farming, where humans learnt to cultivate their own food.

Celts are prehistoric bronze and stone tools. Celts were probably made by humans of the Neolithic era. You can find pictures of celts using the link http://en.wikipedia.org/wiki/Celt_(tool)

What did they use them for?

Celts were designed in such a way that they could be fitted on to a wooden shaft and used to fell trees and shape wood. They were probably used to clear patches of land.

Life in the Neolithic Age(a) Visit the website http://www.sitesandphotos.

com/catalog/parent-88427.html for photographs of Neolithic settlements. This would be a good starting point to make students to understand the dramatic difference in the lives of people of this era.

Beginning of farming(b) Explain to students why the Neolithic Age is also

known as the Neolithic Revolution.

• Transition from hunting-gathering to self sufficiency in food production

• This led to the rise of settlements and eventually towns and cities

• Discovery of wheat grains at Mehrgarh, Gufkral, Burzahom and Chirand (Locate these places on the map on Page 24 of the textbook)

(c) Discuss the new changes in the life of the people: pottery, invention of the wheel and domestication of animals.

Pottery

• Used to store food grains, milk and water• Some of the remains of pottery found show that

they are beautifully painted and crafted

Invention of the Wheel

• A remarkable discovery as it enabled people to move from one place to another

• The potter’s wheel also helped early humans make their own pots

• Later, the spinner’s wheel was used to make thread

Domestication of Animals

• The first animal to be tamed was the ancestor of the dog

• Sheep and goats were also domesticated• Domestication helped Neolithic humans to have

a steady supply of meat and milk

Assessment – 2Purpose – Formative; Type– Group Assessment; Tool – ProjectFun with History!

Look up some pictures of Neolithic pottery using the following links:

www.historyforkids.org

www.oubliette.org.uk/Sixc.html (This has sketches of Neolithic pottery designs)

www.commons.wikipedia.org (You will need to type in the key words “Neolithic Pottery” in the search section of the website)

Divide the class into groups. Give each group a small clay pot and using the designs, let each group design their own Neolithic pottery. Remember the colours to be used are brown, black, yellow and red.

Case Study – The Abhuj Maria Tribe(a) Ask students to locate Bastar in Chhatisgarh in

their atlas.

(b) Discuss the main features of the Abhuj Maria tribe.

Main Features

• Live in complete isolation in an area of 1500 square feet

• Lead very simple lives in diet and dress• Men and women wear only a simple piece of cloth

around their waist and grow bananas, coarse grains and rice

• They practice shifting cultivation and depend heavily on hunting and gathering.

• The tribe believes in the collective ownership of land.


(c) You can find additional pictures of the Abhuj Maria tribes using the following link:

www.khorlo.com/chattishgarh.html

Assessment – 3Purpose – Formative; Type– Group Assessment; Tool – Group DiscussionIn Text Question (Page 31)

Do you think the Abhuj Maria still live in the Neolithic period? Why?

Suggested Points

• They still live in primitive conditions and grow simple food

• They have retained the same customs for so many years

• They rely a lot on hunting and gathering

Assessment – 4Purpose – Formative; Type– Group/Individual Assessment; Tool – Oral Testing/Group DiscussionIn Text Question (Page 32)

Underground pit houses are safer and more comfortable than houses on the surface or the ground.

Yes, because

• They are cooler in summer• Pit houses do not require brick and wood.• P i t h o u s e s p r o t e c t p e o p l e f r o m w i l d

animals and the coldNo, because• Drainage would be a problem

• It would require a lot of time and effort to construct a pit house under the ground

• Pit houses are only temporary shelters

Location- Baluchistan – Pakistan

Time Period- 6500 BCE

Crops- Wheat and barley

Domesticated Animals- Cattle, sheep and goats

Pottery- Not yet begun to make pottery

Ornaments- Seashell, limestone, turquoise, lapis lazuli, sandstone and polished copper

on Dwelling- Mud brick houses

BurzahomLocation- Kashmir, India

Time Period- 3000 BCE

Crops- Wheat, barley and lentils

Domesticated Animals - Dogs, cattle, buffaloes

Pottery- Handmade – shiny black colour, Crude handmade pots, bowls and vases of steel grey and brown

Ornaments- No information

Dwelling- Two phases of settlement

First Phase: Live in rectangular trenches plastered with mud, some pits have steps leading down

Second phase: Pits were covered and people lived in mud huts

Transition to the Chalcolithic Age(a) Explain the transition from the Neolithic to the

Chalcolithic (Chalco meaning “copper” and Lithos meaning “stone”) Age.

Main Features

• Chalcolithic Age – 1800 BCE to 800 BCE• Use of metal along with stone tools and

implements• Cultivated more cereals and the art of spinning

and weaving flourished• Inamgoan in Maharastra is one of the well known

Chalcolithic sites

Assessment – 6Purpose – Formative; Type– Individual Assessment; Tool – PuzzleFun with History!

At the end of the lesson, give the word search puzzle to your students with the important names of the Neolithic period.

Case Study – Mehrgarh and Burzahom(a) Divide students into two groups. Give each group

one of the case studies and ask them to collect information according to the table given below. Each group then goes on to make a presentation to the rest of the class.

Assessment – 5Purpose – Formative; Type– Group Assessment; Tool – PresentationFeature/Detail

Mehrgarh



• The Neolithic Revolution• The various inventions during the Neolithic

Age• A comparative study of two sites – Burzahom and

Mehrgarh• Transition to the Chalcolithic Age

POINTERS FOR THE THINGS TO DO SECTION

Purpose – Formative; Type– Individual Assessment; Tool – Diary Entry 1. Diary Entry• I was extremely sad and disappointed to see my

crops getting destroyed• Earlier, I was excited at the thought of a rich

harvest• Now, I will need to rely on hunting and gathering

to feed my family• To ensure that this is not repeated, I will build

some embankments to stop the flow of running water

• I will also plant some trees to arrest the flow of water

Purpose – Formative; Type– Individual Assessment; Tool – Map Work2. Map WorkThe important sites in India and Pakistan are:

• Mehrgarh • Gufrkal • Burzahom• Koldihwa • Mahagara • Hallur• Paiyampalli • Narsipur • MAski• HallurRefer to the map on Page 24 of the textbook to mark these places.

Purpose – Formative; Type– Individual Assessment; Tool – Debate3. Organize a DebateYes, people of the Neolithic Age enjoyed more comforts because

• Inventions such as the wheel, spinning and weaving would have helped them.

• They could grow their own food and thus lead a settled life.

• They learnt many new things such as building houses, domestication of animals etc.

• They had better tools to use.

No, people of the Neolithic Age did notenjoy more comforts because• They still had not mastered the art of farming and

had to also rely on hunting and gathering.• Though they knew how to grow crops, it could

have been destroyed by wild animals and natural Disasters.

• They still faced the danger of wild animals.• We do not know how if Neolithic communities

faced invasions from other tribes.

Purpose – Formative; Type– Group Assessment; Tool – Chart Work4. Chart WorkIn addition to the websites mentioned in the textbook, you may also use the following links for pictures and information:

www.chowk.com/articles/mehrgarhthe-lost-civililization

en.wikipedia.org/wiki/Mehrgarh

KEY TO THE TEXTBOOK EXERCISES (PAGE 35)

1. Answer the following quiz:

a. I am a famous Neolithic site in Kashmir. Here, people grew wheat and lentils and lived in pit houses. Can you guess my name?

Burzahom

b. I am a Neolithic site in Pakistan. I am close to the Bolan Pass. Guess my name.

Mehrgarh

c. I am an alloy of copper and tin. What am I? Bronze

d. I use stone and copper tools and implements. To which age do I belong?

Chalcolithic Age

e. I am a famous civilization belonging to the Chalcolithic Age. Guess my name.

Harappan Civilization

2. Answer the following questions in two or three sentences each.

a. Why did Neolithic people stop wandering or migrating from one place to another?

Neolithic people stopped wandering from place to place because:


• They learnt the technique of farming. Hence, they no longer needed to roam from place to place in search of food. They also had to remain in their settlements to tend to these plants.

• In addition to farming, the people also learnt to domesticate animals which gave them a steady supply of meat and milk.

• As settled life came into being, people lived in mud houses and pits. This meant that they did not have to wander to different places during the cold or hot seasons.

b. How were Chalcolithic people different from the Neolithic people?

The differences between the Chalcolithic and Neolithic people were:

Chalcolithic People/Neolithic People

Used bronze tools/Used stone implements

Cultivated more cereals like wheat, barley and lentil/Mainly cultivated wheat and barley

Used wheel turned pottery/Used hand made pottery

c. What are the differences between hand-made pottery and wheel-made pottery?

Wheel made pottery was more durable and stronger than handmade pottery. Wheel made pottery was also bigger than handmade pots. It was easier to make wheel made pots than hand made pots.

d. What are the characteristics of the Neolithic Age?

The characteristics of the Neolithic Age are:

• Introduction of farming • Beginning of settled life • Invention of the wheel that helped in making pots,

transportation and spinning of thread • Domestication of animals like sheep, goats and

cattle • Building of underground pits and mud houses • Growth of tribal life

e. Name the important animals domesticated by the Neolithic people. How were these animals useful to the people?

The important animals domesticated in the Neolithic Age were dogs, sheep, goats and cattle. These animals provided a steady supply of meat

and milk. They could also be used in agriculture and transportation.


a. Write a note on Neolithic tools.

The most important Neolithic tool was the celt. It was to fell trees. Neolithic tools were made of polished stone and bone. As farming began, tools also included ploughs, sickles and axes. Neolithic people also needed implements to crush grain. Hence, they used the mortar and pestle for this purpose.

b. Describe the burial practices of the Neolithic people.

Neolithic people believed in life after death. They had elaborate burial practices. Pits were dug to bury the dead. Some sites show burial grounds under the house or in the compound. Sometimes,animals such as dogs and wild animals were also buried along with humans.

c. Write a note on the Neolithic site of Mehrgarh.

Mehrgarh is an important Neolithic site found in Pakistan. It dates to about 6500 BCE. The findings in this site show that the first inhabitants cultivated wheat and barley and also had herds of cattle and sheep. Historians have also found bead ornaments made of seashell, limestone, turquoise, lapis lazuli, sandstone and polished copper. People in this settlement lived in mud houses.

d. Who are the Abhuj Marias? How is their society organized?

The Abhuj Marias are a tribe that live in Bastar in Chhatisgarh. They live in isolation and keep away from the outside world. The tribes believe in the collective ownership of land and live close to nature. The houses are built in two parallel rows with a broad space intervening where a common granary stands.

e. Describe the houses during the Neolithic Age.

Neolithic people lived in rectangular huts made of mud and reed. Slowly, they began to build houses made of timber and grass. In some places like Burzahom, the people lived in underground pits with steps leading to the floor of the pit. These pits protected the people from harsh cold, rain and extreme heat.


f. How did the Neolithic people store or preserve the grains that they grew?

In the early Neolithic period, people used baskets to store grains. They also built pits or trenches to store excess grains. Later they made hand made pots to store grains. With the invention of the wheel, wheel made pots enabled the people to build stronger and more durable pots with long necks to store milk and liquids too.

ADDITIONAL QUESTIONSQ. How did settling in one place help the Neolithic

people?

Ans. When the Neolithic people began to lead a settled life they did not have to move frequently from place to place in search of food, their food supply now became regular due to farming. Their population grew and some people became free to do other jobs. As their food supply increased, they could store them for next year

Q. Give the names of Neolithic sites where ancient grains were discovered by archaeologists.

Ans. The Neolithic sites where the archaeologists have discovered ancient grains are – Wheat grains at Mehragarh in Pakistan, Gufkral and Burzahom in Kashmir and Chirand in Bihar.

Rice grains at Koldihwa and Mahagara in Uttar Pradesh.

Lentils in Gufkral and Burzahom.

Millets at Hallur in Karnataka and Paiyampalli in Andhra Pradesh.

Q. Give the probable uses of wheel for the early humans.

Ans. People could have made wheeled carts to transport heavier things and even people. The wheel helped to make better pots. Later, the spinning wheel was made to spin thread.

Q. Describe the first period of settlement in Burzahom.

Ans. In the first period of settlement at Burzahom the people lived in pits dug into the ground. They used hard stone tools to dig round, oval, sometimes rectangular trenches. The sides of the trenches were plastered with mud, a thatch-mud roof plastered with twigs was put over the trench. Some pits had steps leading into them. Remains of ash, charcoal, pieces of pottery, sharp stone tools and tools made of bones and antlers were found inside.

Q. Write about the burials at the Burzahom site.

Ans. The burials were usually under the house floors or in the compounds. Most of the burials did not have any items placed with the body. Apart from human burials, burials of animals were also found, sometimes buried along with humans and sometimes on their own.

Fill in the blanks:

1. Celts were stone tools used during the Neolithic time.

2. Neolithic Age followed the Mesolithic Age.

3. Neolithic people also practiced fishing and hunting.

4. Groups that lived together became close-knit and soon developed into tribes.

5. Burzahom was the first Neolithic site to be discovered in Kashmir.

6. The Indus Valley or the Harappan civilization belongs to the Chalcolithic Period.

The First Cities


• Appreciate the distinctive life in cities• Identify the archaeological evidence of urban centres• Understand how this is used to reconstruct processes such as craft production

4

DEFINITIONS

Debris – Pieces left after something has been destroyed

Culture – The customs, arts, beliefs and ways of life of a group or a country

Seal – A piece of metal or clay with design on itType-site – A site that is considered to be the model

of a particular archaeological cultureSteatite – A type of sandstone used to make beads

and sealsDockyard – An area with DOCKS ( the place where

ships are loaded and unloaded in a port) and equipment for building and repairing ships

TEACHING POINTS

Introduction(a) Read the introduction aloud and discuss the

questions at the end of the section.


Where were these cities and how do we know about them?



VOCABULARY

Decade period of ten yearsStumble trip upArtisan skilled worker who makes things by handDecipher make sense of, decodeCrevices a narrow crack in a rock or wallMortar a small hard bowl in which substances are crushed with a pestleLittered scattered articlesFurrows long trench made by a ploughSpindle slender rod with tapered end used in spinningWhorl spiralTerracotta Brownish-red earthenware Embossed with a raised design on itDockyard portFigurines small statuesUrn a tall vase with a stem and baseEpidemic outbreak of an infectious diseaseCalamities sudden event causing great damage


Some of the main cities that made up the Harappan Civilization were:

• Harappa – now in Pakistan• Mohenjadaro - now in Pakistan• Lothal – in Gujarat• Kalibangan – in Rajasthan• Rangpur – in Gujarat• Kot Diji – is now in Pakistan• Dholavira – in Kachchh in Gujarat• We know that they were part of a civilization that

flourished around the river Indus. The remains of the civilization suggest that a highly evolved group of people who lived in planned towns, were engaged in trade and had a well developed socio-economic system that existed around 2500 BCE.

Can you name any other ancient city that you may have read or heard about?

Suggested Responses

• Athens in Greece• Babylonian Civilization• Cairo in ancient Egypt• Ur in Mesopotamia

Discovery of the Indus Valley Civilization(a) Explain the main events leading up to the discovery

of the Indus Valley civilization.

• Discovery of seals by Dayaram Sahni in 1921• Pottery discovered by workers in 1922• Excavation of the remains by R D Banerji of the

Archaeological Survey of India

(b) Use the map on Page 37 to explain the extent and main cities.

(c) Discuss how historians such as Kenoyer have charted the growth and evolution of the city with the help of a timeline.

Beginning of Harappa as a farming community

Harappa flourishes as a full grown city

Beginning of the decline of the Harappan civilization

3500 BCE

3300 BCE

3000 BCE

2500 BCE

2200 BCE

2000 BCE

1500 BCE

1000 BCE

500 BCE

(d) You can show the growth of the Harappan civilization in 3D format and a movie using the following link:

http://www.harappa.com/3D/index.html


Give any two differences between a city and a village.

Hints• A city is much bigger than a village in terms of

size and population.• A city has trade relations with neighbouring

towns and other cities. A village is usually self sufficient and does not have trade relations.

Archaeological Finds(a) Explain to students that the script of the Harappan

civilization is yet to be deciphered and thus historians need to rely on the archaeological evidences found.

(b) Discuss the main features of the Harappan script.

Features• Pictographic script• Script is mostly found in seals and tablets• Script is yet to be deciphered

Main Features of the Harappan Civilization• Use of burnt bricks baked in kilns and of a

standard size• Town planning – the city was divided into two

parts, the citadel (upper town) and the lower town

• Existence of granaries for storing surplus grains• Important buildings like the Great Bath – a sort

of swimming pool• Discovery of a type of Assembly Hall building

where people used to meet• Broad roads with covered drains• Excellent drainage system with tight brickwork

and wooden screens and slabs• Large spacious houses with a courtyard, well,

kitchen and garbage bins



Why do you think that granaries were close to the river?

Hints

• Most of the cultivated land would have been close to river beds

• Surplus grains would have been transported across rivers

Life of the People(a) The main features of the life of the people can be

explained with the help of a table.

Aspect of LifeDiet Features• Farmers cultivated many crops• Main crops cultivated were wheat, barley, rice,

fruits and vegetables• Fish, milk, poultry and milk products may have

also been consumedAspect of Life Animals Features• Goats, sheep, pigs, oxen and buffaloes were

domesticated• Seals show the knowledge of tigers, bulls, camels,

rhinos and elephantsAspect of Life Crafts Features• Pottery was red in colour with black designs• People knew how to spin thread with yarn

and woolAspect of LifeClothes & AccessoriesFeatures• Men wore a dhoti like garment with an upper

shawl• Women wore skirts and an upper shawl• Ornaments made of gold, silver, copper, bronze,

terracotta beads and shell have also been foundAspect of LifeTradeFeatures• Many weights and measures found

• Seals could have been used as stamps• Seals of the Harappan civilization found in

Mesopotamia• A dockyard found in Lothal• Trade carried on with Persian Gulf Region, Iran,

Central Asia

(b) Locate Iran, Central Asia, Afghanistan and the Persian Gulf on a map of the world. Connect the main cities of Mohenjodaro and Harappa with these regions.

Assessment – 4Purpose – Formative; Type– Group/Individual Assessment; Tool – PresentationFun with History!

You can enrich the explanation of the features of the civilization and the life of the people with a slide show entitled ‘Around the Indus in 90 slides’ using the link www.harappa.com/indus/1.html

Assessment – 5Purpose – Formative; Type– Group/Individual Assessment; Tool – Oral Testing/Group DiscussionDiscuss (Page 41)

List all the occupations of the people. Were some of these different from the earlier times?

• Farmers • Craftsmen• Artisans • Traders• Masons and builders • PottersDuring the early prehistoric period and the Neolithic Age, people were largely hunters and gatherers. Since they did not know how to cultivate food, they could not engage in other occupations.

Religious Practices(a) Explain that most of our knowledge regarding the

religion of the people comes from the seals and figures found. Use the illustrations in the textbook as well as the above mentioned slide show to teach this section.

• People worshipped trees and animals• Pipal tree, bull, representations of Mother Earth

were worshipped• A male deity considered to be Pashupati or Lord

of the Beasts surrounded by many animals was worshipped


Decline of the Civilization(a) Discuss the possible reasons for the decline and

end of the civilization.

• Flooding may have led to migration to safer areas

• Natural disasters like earthquakes and climate change

• Invasions by Central Asian tribes• Decline of trade and commerce

Assessment – 6Purpose – Formative; Type– Individual Assessment; Tool – Art WorkFun with History!

Distribute the colouring pages to your students and display their work or stick in their scrapbook or notebook. Students may also stencil their own art work using the pictures from the textbook.


• Discovery of the Indus Valley Civilization• Features of the Civilization• Life of the People• End of the Civilization



1. Fill in the blanks:

a. Harappa

b. Rakhigarhi and Dholavira

c. Dockyard

d. 2500 and 1500 BCE

e. Pictographic

f. Mohenjodaro

2. Answer the following questions in four to five sentences.

a. How do we know that the Harappan people had planned cities? Gove any two points to prove it.

The Harappan cities had a planned layout wherein the city was divided into two sections – the upper town called the citadel and the lower town. The citadel was built on a high platform and protected the city during floods. The lower town contained

important buildings such as the Great Bath, granaries and the town hall. The streets were also well laid out and broad. Roads and drains were paved with bricks and houses were built on either side of the streets.

b. How can we say that the Harappans had trade with other countries?

There is evidence to support the theory that the Harappans had trade with other cities. Weights and measures have been found. It is also believed that seals might have been used by traders to stamp their goods. Some Harappan seals have been found in Mesopotamia and Mesopotamian seals have been found in Harappa. The dockyard at Lothal confirms that the Harappans were familiar with ships. Hence, we can say that a brisk trade existed with the Persian Gulf region, Iran, Afghanistan and Central Asia.

c. Give any two features of the Great Bath that have impressed you the most.

The Great Bath was a large impressive structure found in Mohenjodaro. The two outstanding features of the Great Bath are:

• The bricks were tightly fitted to avoid seepage of water. The floor of the bath had five layers of brick and mortar. Even today, this structure holds water!

• It was well planned with changing rooms.

d. Describe any three features of the houses in this civilization which are found in our houses also.

The houses of the Harappan civilization were comfortable and well-planned. There are many features that are similar with present day houses.

• The house was built around a central courtyard and was usually two storeyed.

• All houses had a bathing area and was connected to drain pipes.

• Most houses had a well and also had dustbins to avoid littering of garbage.

e. What was so special about the drainage system?

It is believed that the drainage system at Harappa was one of the best in the ancient world. The


brickwork was tight to avoid leaking of dirty water. Wooden screens ensured that solid wastes were not washed away with the water. Drains were constructed on either side of the road and were covered with stone slabs. This helped it to be cleaned regularly.

f. Describe the seals found at Mohenjadaro. What were they used for?

Many different types of seals have been found at the Harappan civilization. They were made of terracotta, metal and steatite. They were square tablets. Almost all the seals had an image of a plant or an animal embossed on them. The seals also had a raised upper surface. Some kind of pictographic script is also found on the seals. It is thought that the seals could have been used by traders to stamp their goods.

g. Do you think the Harappans believed in life after death?

Some pictures show the Harappans burying the dead with pots and other belongings. This supports the theory that they believed in life after death. Skeletal remains and urns with ashes have been found. This suggests that the Harappans cremated the bodies and buried them.

h. Mention the possible reasons for the decline of this civilization.

The Harappan civilization came to an end around 1500 BCE. Some of the possible reasons for the decline of the civilization are:

• Periodic flooding led people to safer areas • Epidemics and natural disasters like earthquakes

led to the decline of the civilization • The decline of trade with other cities led to a fall

in prosperity • Invasions by Central Asian tribes


Purpose – Formative; Type– Individual Assessment; Tool – Diary Entry1. Diary Entry• Begin your entry with a date in the BCE era.• Start off with a note on what you did when you

woke up

• Imagine that you used a tablet-like structure for a slate. Copy some pictographic information as what you had been taught at school

• Mention a field visit by your teacher to the Great Bath and the Town Hall as you had a history lesson at school

• Write about the toys you played with when you come back and the homework you were given

• Describe the food you ate for dinner• Mention a few lines about your bedroom – maybe

it is decorated with artefacts and terracotta toys• Sign off with your ‘name’.

Purpose – Formative; Type– Individual Assessment; Tool – Find Out2. Make a list of the engineering skills of the

Harappans as given in the textbook. Did your predictions at the beginning of the lesson match with the clues given?

Purpose – Formative; Type– Individual Assessment; Tool – Art Work Design Activity3. To complete this activity, you can refer to the

website www.harappa.com/indus/1.html. The pictures and photographs will give you ideas to prepare motifs, seals and jewellery.

Purpose – Formative; Type– Individual Assessment; Tool – Write Letters4.(a) The Pakistan Embassy – you may give the

following reasons• You are studying the lesson and it will help you

to see history come alive• You are amazed by the advanced nature of the

civilization and would like to see the excavated remains

• The Indus Valley is an important part of your cultural heritage

• A visit will inspire you greatly and will enable you to enjoy history lessons

(b) Gujarat government asking for financial assistance

• Dholavira is one of the most important sites of the Indus Valley civilization

• Recent discoveries like the Rangbhumi and the citadel have gained the attention of historians

• As you are studying the chapter, it will enrich your knowledge of history


• A visit will inspire you greatly and will enable you to enjoy history lessons

Purpose – Formative; Type– Individual Assessment; Tool – Read the story of Sarang and Jeevai5. This is a story of two children in the form of a

colouring book, written by Dr. Jonathan Mark Kenoyer. Sarang is a fisherman’s son who lives in Harappa. He collects turtles as pets and watches the blind dolphins of the Indus from his father’s boat. Everyday, he helps prepare fish for the city market. Jeevai is a girl who lives near Mohenjodaro. She carries a pot on her head to collect milk from her buffalo, Neel. Jeevai’s father brings the milk to market in Mohenjodaro every day. The book is published by Oxford University Press. Request your library to purchase the book as a teaching resource.

ADDITIONAL QUESTIONS

A. Fill in the blanks:

1. The excavation site of Dholavira is, a small place in the Rann of Kachchh Gujarat.

2. The Harappan seals are made of terracotta, metal and steatite.

3. The writing on the seals have not been deciphered yet.

4. The bricks were made in the kilns.

5. The Harappan civilization came to an end around 1500 BCE.

B. Identify these:

1. An excavation site in the Rnn of Kuchchh - DHOLAVIRA

2. The largest structure in Mohenjodaro - GRANARY

3. A Harappan building which looked like Assembly hall - TOWN HALL

4. Residential area where the common people lived - LOWER TOWN

5. Bright blue stone - LAPIS LAZULI

C. Answer the following questions

Q1. Name the various excavation sites discovered by archaeologists.

Ans. The most important excavation sites are Harappa and Mohenjodaro now in Pakistan, Kalibangan in Rajasthan, Ropar in Punjab, Lothal in Gujarat, Banawali in Haryana, Alamgirpur in Uttar Pradesh and two new sites of Rakhigarhi in Haryana and Dholavira in Rann of Kachchh in Gujarat.

Q2. Why did the Harappan villages flourish? And what converted them to cities?

Ans. Harappa lay on a fertile plain. So, most of the people were farmers. Good land and a reliable food supply allowed the Harappan villages to flourish. But Harappan villages were converted into cities as they lay on the crossroads of several trade routes.

Q3. From where did the trader come and what all they brought along with them?

Ans. The traders came mostly from Baluchistan and Afghanistan and brought along with them copper, tin and lapis lazuli, from the south western sea coast, clam and conch shells, timber from Himalayas, semi-precious stones from Gujarat and silver and gold from Central Asia.

Q4. What was exported by the Harappan traders, and how were they paid?

Ana. The Harappan traders exported finely crafted Indus Valley products to Mesopotamia, Iran and Central Asia and they were paid in the form of more raw materials and precious metals.

Q5. How can you say that Harappan people wove cloth?

Ans. The Harappan people knew how to spin cotton into thread and then weave it into cloth as few spindle whorls and woven cotton had been found.

Q6. Write a short note on the religious practices of the Harappan people.

Ans. The Harappans worshiped trees and animals, pipal tree and the bull were their favourites. Many terracotta female images have been found which are believed to be the representation of the goddess of earth or mother.

In one of the figurines, a plant is shown growing from the stomach, this shows they might have worshipped the mother goddess for prosperity.

DEFINITIONGuru Dakshina – Fees for the knowledge the ‘guru’

or teacher has given to his disciplePatriarchal family – A family in which father or eldest

male is the head of the familySoma – Intoxicating drink extracted from a plantShrutis – Texts told or revealed to the authors of these

works by God himselfGurukul – A system of education in which the student

lives in his teacher’s home and helps him in his household works

TEACHING POINTS

Introduction(a) Read the story of Eklavya in the opening section of

the textbook and discuss the questions at the end of the section.


Do you feel angry with Dronacharya? Was he right or wrong?

(Possible Responses)

• Yes, we feel angry with Dronacharya because he was unfair with Eklavya. In order to protect

Devotional Lore and Sacred Fires


• Appreciate that different developments were taking place in different parts of the subcontinent simultaneously• Introduce simple strategies of textual analysis• Reinforce the skills of archaeological analysis already developed

5



VOCABULARY

Archery an art of shooting with a bow and arrowDisciple studentSkilled expertTranquility calmCustomary routineStunned taken abackRemorse regretUnruffled in controlRighteous moralHereditary inheritedPastoral ruralRitual rite, ceremonyIntoxicating stimulatingPhenomena occurrence of eventDoctrine policyYoked joined with a yokeInfer gather, assumeMenial unskilledStrategic planned, calculatedPrecise exact


Arjuna and ensure his superiority, he asked for Eklavya’s thumb which would ensure that he would never be able to use the bow and arrow again.

• No, Drona was not wrong because he was entitled to ask anything as his dakshina or fees.

Since Eklavya learnt his skills from Drona, he was entitled to give anything his teacher asked for as that was the custom of the time.

Do you know from which great book this story has been taken?

• The story is from the Mahabharata.

ORIGINS OF THE ARYANS

(a) Since there are conflicting opinions about the origins of the Aryans, discuss the main theories with the help of a mind map.

(b) Explain the broad division of the study of the Vedic Period.

Early Vedic Age(a) Begin this section by reading the hymns of the Rig

Veda. Explain to students that the Rig Veda is one of the main sources of information of the Early Vedic Age.

Rig Veda

• Collection of prayers in honour of many Hindu gods

• Consists of 10 mandalas or volumes

• We learn about society, political life and economy of the Early Vedic Age from the Rig Veda

• For many thousands of years, the Vedas were orally transmitted

Assessment – 2Purpose – Formative; Type– Group Assessment; Tool – GamesFun with History!

Play a game of Chinese Whispers with the class. Whisper a fairly long sentence in the first student’s ear and ask him to pass it on by whispering to his/her neighbour. When the final student has been told the sentence, ask him/her to say it out aloud. Was it the same sentence as the original? Were there any variations? If yes, explain to the class how difficult it was in ancient India to pass down volumes of books down the ages.

(b) Discuss the various aspects of the Early Vedic Age with the help of a chart. (Available on Page 2)

Political LifeRajan (King)Samiti Purohita Senani• Kingdom consisted of gramas or villages• A group of villages called the vishEducationGurukkul System• Students lived with the teacher and helped him

in his wor• Parents imparted skills to their children


What is the difference between the educational system of the Early Vedic times and that of the present day? Which system would you prefer and why?

Hints

In the Vedic Age, children had to live in the gurukul and stay at the teacher’s house. In addition to being taught, children also had to perform household chores. This is not the case in the present day.

The modern system is preferable because it offers educational opportunities for all instead of just the upper castes. Also, girls were not allowed to study in gurukuls.

Conflicting Theories

ORIGINS OF THE ARYANS 1500 BCE

Migrants from West Asia and Eurasia and were called Indo Aryans

Original inhabitants of India and descendants of the Harappans

VEDIC AGE

Early Vedic Age

(1500 – 1000 BCE)

Later Vedic Age

(1000 – 600 BCE)


Economic Life

• Transition from pastoral nomads to settled agriculturists

• Cow was the principal form of wealth• Wars fought over cows• Other professions included artisans, weavers,

pottersSocial Life

• Father was the head of the family• Women were educated and participated in family

affairs and rituals• Girls were married at a young ageFood

Cereals, grains, milk, honey, soma, meat

Religion

• Believed in nature gods• Indra (Rain), Agni (Fire), Varnua (Water), Vayu

(Wind), Usha (Sunrise) amd Surya (Sun)

Case Study – Inamgoan(a) Refer to Page 24 of the textbook and ask students

to locate Inamgoan on the map of India

(b) Discuss the main features of this site.

Main Features• People lived in Inamgoan between 1600 BCE to

700 BCE• Located on the banks of the river Ghod• Mud houses excavated thatched with grass - Refer

to Fig 1• Rich farmers lived in the centre of the settlement

which was fortified• Stone tools and pottery items found – red with

black designs - Refer to Fig 2• Crops such as wheat, barley and lentils found• Terracotta figurines found• Decline in farming in the later phase of this

settlement

Fig 1 Fig 2

(Source: www.4to40.com/.../inamgaon/house.gif)

Later Vedic Age(a) A chart similar to the Early Vedic Age can be

prepared. Display both charts as a comparative analysis on the display board.


What sort of jobs do you think would these slaves have performed for their owners? If a slave disobeyed his master, what would have happened?

Hints

The slave would have had to perform cleaning tasks and other chores of the household. If they disobeyed their master, they would have been beaten or killed.

Political Life

• King became very powerful and regarded as a representative of god on earth

• Kingdoms known as janapadas emerged• Sacrfices like the ashvamedha, rajasuya and

vajapeya performed• Women and assemblies no longer had a roleEducationContinuance of the Gurukul system

Economic Life• People lived in mud houses• Iron tools used for agriculture• Painted Grey Ware pottery found which was black

in colour and painted black• Emergence of the nagara and towns• Some form of trade as barter existed


Imagine a world without coins, paper money or credit cards. How would people buy and sell things in such a situation?

Hint

The barter system would have existed where people exchanged commodities based on need. It is also possible that some other item considered valuable such as cattle, beads or shells may have been used as money.


Society

• Father continued to be head of the family• Position of women declined• Caste became more prominent• Four main castes – Brahmins, Kshatriyas, Vaisyas

and Sudras• Four phases of a man’s life – brahmacharya,

grihasta, vanaprasthan and sanyasaFood

Rice, wheat, barley, soma, milk

Religion

• Prajapati or the Creator the most important deity

• Other deities were Rudra, Pushan • Growth of sacrifices and rituals

Megaliths(a) Using the following link: www.homepages.ucl.

ac.uk/.../images/megalith.jpgshow to show students pictures of megaliths.

(b) Explain the features of megalithic structures and their functions.

• They are large stone graves in which dead people were buried

• Mainly found in South India – Andhra Pradesh and Tamil Nadu (Refer to the map on Page 24 of the textbook

• Megaliths were made of large boulders• The dead person was buried with all his pottery

and belongings like axes, daggers, jewels, coins etc.

• Megaliths help historians understand the economic life of the people

(c) You will find pictures of megaliths around the world at this website: www.megalithic.co.uk

Assessment – 6Purpose – Formative; Type– Group Assessment; Tool – Drama Fun with History!

Read the stories enclosed with this lesson. Dramatize them in class.

You will also find many stories of Indian mythology in the Chandamama series. Visit their website www.chadamama.com to read them online!


• Origin of the Aryans• Early Vedic Age• Life in the Later Vedic Age• Megaliths and its features



1. Answer the following quiz:

a. I am one of the ancient sacred books of the Hindus. I am the first of a series of four books. Can you guess my name?

Rig Veda

b. I am the Hindu God of rain and thunder. Who am I?

Indra

c. I am the author of Ramayana. Who am I?

Valmiki

d. I am regarded as the most important deity of the Later Vedic Period. Who am I?

Prajapati

e. I am the author of Mahabharata. Who am I?

Ved Vyasa

2. Answer the following questions in two to three sentences each:

a. What were the main games and pastimes of the Early Vedic people?

The favourite pastimes of the Early Vedic people were hunting, chariot racing and horse racing. They also knew the game of dice. In addition, they used to play musical instruments like the veena and the drum. They loved singing and dancing.

b. Write a note on the dress and ornaments of the Early Vedic people.

In the Early Vedic Age, people wore clothes made of wool and cotton. Men and women wore an upper garment around their shoulders and a lower garment around their waist. They also wore earrings, necklaces, armlets and bangles.

c. What were the food habits of the early Aryans?

The diet of the people included cereals, vegetables, fruits, honey, milk and milk products. The people


also drank an intoxicating drink made from the soma plant. They also ate meat of different varieties.

d. What were the painted grey Ware sites?

Painted Grey Ware sites were those where wheel-made pottery which was grey in colour and painted with red and black geometric designs were found. Such pieces of pottery have been found at Hastinapur, Kausambi and Atranjikhera.

e. Why is the Later Vedic Period also called the Epic Age?

The Later Vedic period is also called the Epic Age because the famous epics such as the Ramayana and the Mahabharata are believed to have taken place during this period.


a. Who were the Aryans? When and how did they come to India?

The origin of the Aryans in India is debatable. Some historians believe that they came from West Asia and Eurasia and spoke Sanskrit. They say this on the basis of inscriptions found in Iran. Other historians believe that they were descendants of the Harappan people as their religious practices were similar. Initially, the Aryans settled in Punjab and Uttar Pradesh. The earliest record of their settlement is 1500 BCE.

b. How was the society of the Early Vedic people organized?

The basic unit of society was the family and the father was the head of the family. He was known as the grihapati. People preferred sons as they could fight wars. Women were educated and participated in rituals and assemblies. People lived in joint families, where two to three generations lived in the same family. The average age of marriage was 17 years.

c. What were the important rituals and sacrifices performed during the Later Vedic Period?

During the Later Vedic Age, the main rituals and sacrifices were the rajasuya, ashvamedha and vajapeya. The rajasuya was said to confer supreme power on the king. The ashvamedha sacrifice confirmed the supremacy of the king over

the neighbouring kingdoms. The vajapeya was a chariot race where the king’s chariot always won over his subjects.

d. Write a note on the site Inamgaon in Maharashtra.

Inamgaon is a settlement on the banks of the river Ghod that dates back between 1600 to 700 BCE. Archaeologists have dug about 100 mud houses thatched with grass. They have also unearthed pots, copper tools, jewellery and terracotta figures. Graves have been found where the body was placed towards the north. The body was buried along with vessels containing food and water.

e. What do you know about the caste system in the Later Vedic Period?

The caste system that emerged in the Later Vedic Age was based on occupation. Later, this became fixed on the basis of one’s birth. The four main castes were the Brahmins (priests), Kshatriyas (rulers and warriors), Vaisyas (traders and artisans) and the Sudras (uneducated menial caste). The caste system was also known as the varna system.


Purpose – Formative; Type– Individual Assessment; Tool – Diary Entry1. Diary Entry• Today I was asked to perform the ashwamedha

sacrifice• The king had set his horse around the neighbouring

kingdoms• All the lesser kings accepted our king as the

Supreme Ruler• We performed the rituals with soma, ghee,

milk etc.• Later, we sacrificed the horse

Purpose – Formative; Type– Individual Assessment; Tool – Organize a Debate2. The administrative system of the Early Vedic Age

is better than present-day IndiaYes, because

• The king was a first among equals and was elected by his peers.

• He had able people to assist him, including women.


• The administrative system was close knit and thus more efficient.

No, because

• In present day, India, everyone has equal rights, which was not the case in the Early Vedic Age.

• The main duty of the king was to fight wars and he did not look after the welfare of his subjects.

• Since the King’s post was hereditary, the best person need not have been chosen for the post.

3. Refer to the mentioned websites in the textbook.

Purpose – Formative; Type– Individual Assessment; Tool – Textual Analysis4. (a) This dialogue would have taken place in the

Northern region of India (b) Animals used – cows, horses Transportation – boats, chariots Religion – nature gods


A. Fill in the blanks:1. Dronacharya was the guru of Pandavas.2. Civilization of the Harappans ended around 1500

BCE. 3. Both Rig Veda and Avesta provide the same

names for many deities.4. The head of the family was called the grihapati.5. Ramayana and Mahabharata were the two great

epics of the Vedic Period.B. Match the columns:

a. Bhagvada Gita ‘Song of the Lords’

b. Veena Lute

c. Manu Smriti Laws of Manu

d. Sama Veda Music book

e. Purohita Priest

f. Dasa Slave

g. Megaliths Agni C. Answer in one word:a. Fees given to the Guru GURUDAKSHINAb. One of the oldest books of the world RIG VEDAc. Ages of the Vedas VEDIC AGE

d. Oldest religious text in Iranian language AVESTAe. He fought wars on behalf of the king SENANIf. The village headman GRAMANIg. This was supposed to confer supreme power on

the king RAJASUYA SACRIFICEh. Two famous towns of the Vedic Age HASTINAPUR, KAUSAMBI

QUESTION/ANSWERS

Q1. Name the texts composed by the Aryans.

Ans. The Aryans have composed four Vedas – Rig Veda, Yajur Veda, Atharva Veda, Sama Veda and the two epics Ramayana, Mahabharata.

Q2. Why is this period of the Aryans called the ‘Vedic Age’?

Ans. As we know the Vedas were written during this period by the Aryans and they contain a lot of information about the life of the people of this period, this age is called the ‘Age of the Vedas’ or the ‘Vedic Age’.

Q3. How were the Vedas passed from one generation to the other in the early times?

Ans. In the early times, for thousands of years the Vedas were passed from one generation to the next by word of mouth. The priests and teachers taught the students to memorize and recite the hymns, with great emphasis laid on the correct pronunciation of each syllable and word.

Q4. Describe in brief about the (a) Professional life of people in this period (b) Education in this period.

Ans. (a) The Rig Veda mentions different artisans and crafts, people including chariot makers, weavers, leather workers and potters. The metal workers produced weapons and other objects of copper and bronze.

(b) The teacher imparted education to the children in his home and often the students lived in the teacher’s home and helped


him in his household work. This system of education was called – Gurukul System. In many families the parents themselves taught their skills and crafts to the children.

Q5. Write in brief about each of the four Vedas.

Ans. The Rig Veda is a collection of prayers in honour of various hindu deities. It consists of ten volumes.

Yagur Veda contains prayers to different deities and also describes the religious rituals that have to be performed by the devotees.

Sama Veda is a music book which includes the Rig Vedic prayer songs set to music.

Atharva Veda furnishes prayers and rituals for the cure of different diseases.

Q6. Why were the rituals and sacrifices performed by the king? Name them.

Ans. The rituals and sacrifices were performed by the king to strengthen his position. They were Rajsuya, Ashvamedha and Vajapeya.

Q7. What is Ashvamedha sacrifice?

Ans. In the Ashvamedha sacrifice, a powerful king allowed his horse to freely roam the

neighbouring kingdoms and the king claimed control over all the territories visited by the horse. Later, the horse was killed at a special ceremony.

Q8. What was Vajapeya?

Ans. Vajapeya was a chariot race in which the king’s chariot always won against those of his subjects.

Q9. Name the stages a man passes through according to religious texts.

Ans. According to religious texts, a man passes through four stages or ashramas in his life. These are

1. Brahmcharya or student life2. Grihastha or life of a householder i.e. husband

and father3. Vanaprasthan or life of a hermit4. Sanyasa or complete renunciation of all worldly

pleasures

Q10. What are megaliths?

Ans. Certain communities adopted a distinct system of burying the dead. In this system the dead were buried in large stone graves which were called megaliths.

Early Kingdoms and Ganasanghas


• Introduce the concept of state and its varieties• Understand the use of textual sources in this context

6

Textbook : Refer to pages

Time required : 8 periods

VOCABULARY

Maternal related through the mother’s side of the family

Catapult propel, hurl

Whirled rotated

Thatched roof covered with straw, reeds or similar material

Husk dry covering of some seeds

Ploughshare main cutting blade of a plough

Yielded gave away

Geometric design with regular lines and shapes

Hoe long handed gardening tool Ambitious determined, motivated

Ambassador representative

Clan tribe, family

Hereditary inherited from the family

Acrobat trapeze artist

Ascetic frugal

Chaplain Member of the clergy attached to a chapel in private house

Moat wide ditch filled with water

DEFINITIONS

Wet rice cultivation – Saplings are first planted in nurseries and then transplanted into the fields, to save the plants and increase the produce

Republic – A kingdom governed by an elected head

Guild – The groups in which the crafts people had organized themselves

Bali – It was a compulsory payment like tax, made to the king

TEACHING POINTS

Introduction(a) Read the opening section and discuss the questions

at the end of the section.

Assessment – 1Purpose – Formative; Type– Group/Individual Assessment; Tool – Oral AssessmentIn Text Questions (Page 54)

What is a kingdom?

Hints

A kingdom is a territory ruled by a monarch or a king. The king expands his kingdom by fighting wars with his neighbours and defeating them. He might also need to protect his kingdom from invaders.


Can you think how a person could have become a king in ancient times? What happened in the Ramayana and the Mahabharata?

A person usually became the king by succeeding his father who was the previous king. A person could also become the king by fighting wars and defeating weaker kings. Since the king was considered as god’s representative on earth, his authority could not be questioned.

In the Ramayana, Rama became the king after serving his 14 years of exile, though he was supposed to succeed his father Dasaratha. In the Mahabharata, the Pandavas had to fight a bitter war against their cousins, the Kauravas, before winning back their kingdom.

How does a person become the Prime Minister in India today?

In India, there is a democratic process of choosing the Prime Minister. Elections are held every 5 years and the party that wins the maximum seats in Parliament chooses their leader to be the Prime Minister.

Janapadas (1000 BCE to 600 BCE)(a) Discuss the rise of janapadas in the period 1000

BCE to 600 BCE.

• Tribes in the Upper Ganga - Yamuna Doab gave names to their territories such as Kosala, Kuru Panchala or Videha. This came to be known as janapadas.

• A person could become king through war, bravery or by performing sacrifices like the asvamedha and the rajasuya sacrifice.

Mahajanapadas (600 BCE to 300 BCE)(a) Locate the 16 mahajanapadas on the map given

on Page 56 of the textbook.

(b) Explain the reasons why most of the mahajanapadas were located in eastern Uttar Pradesh and Bihar.

• Iron tools and implements were used to clear large areas of the Ganga Valley leading to settlements

• Growth of agriculture leading to surplus grains that could feed artisans and craftsmen

• Surplus also taken by the king as tax to build army and pay soldiers.

Rise of Magadha(c) Discuss the reasons for the rise of the Magadhan

Empire under Bimbisara and Ajatashatru.

(d) The administrative structure can also be explained using the following diagram.

Explain another type of political set up called ganasanghas.

• Clans like the Shakyas and the Vrijjis had this political set up.

• The rajas of each clan met at an assembly hall located at Vaishalli and discussed and debated issues.

• Each raja had his own army and storehouse.

Expansion of territory through

marriage

Fertile lands provided

timber and agriculture flourished

Rise of Magadha

Good administrative set up to collect taxes and keep the king informed

of happenings

Large collection of taxes enabled

the king to maintain a

standing army

SENAPATI

BALISADHAKAS

PUROHIT

KING

Commander of the Army Helps in

administration

AMATYA


(c) Explain the features of the economy during this period. You will find pictures of the coins of this period at the following link: www.coinnetwork.com/group/punchmarkedcoinsofindia

• Use of punch marked coins• Coins were made of silver and copper

Assessment – 5Purpose – Formative; Type– Individual/Group Assessment; Tool – Oral AssessmentIn Text Question (Page 58)

How important do you think was farming to the king and why?

Hints

Farming was very important to the king as it gave

• Ganasanghas ensured that the rajas were first among equals and no one individual could dominate.

• Women and labourers could not attend meetings.

Assessment – 2Purpose – Formative; Type– Individual/Group Assessment; Tool – Story Telling & Group DiscussionhFun with History!

Read the story enclosed along with this chapter to the class. Talk to them about the usefulness of folktales as a means of learning about the past!

Assessment – 3Purpose – Formative; Type– Group Assessment; Tool – Group DiscussionDiscuss (Page 57)

Do you find any difference between kingdoms and ganasanghas?

Hints

In a kingdom, an individual (the King) was all powerful and dominant. His word was law and he

had unlimited rights and powers. The kingdom was a large territory and the king was always

seeking to expand his empire.

In a ganasangha, the rajas were the first among equals. Decisions were taken through discussion and vote. No one individual was dominant. The ganasanghas comprised small clans who came together.

Life of the People

Assessment – 4Purpose – Formative; Type– Individual/Group Assessment; Tool – Story Telling(a) Have a reading session of the various Jataka tales.

You can access many stories using the following link: http://www.jatakkatha.com/index.htm

(b) You will now be able to elicit the main features of the life of the people and professions which can be explained with the help of a tree diagram.

Main Professions

Farmers Craftsmen Merchants

• Main oc cupation in villages• Crops such as rice, wheat, sugarcane and vegetables grown• Grains were offered as tax to the village headman

• Many occupations

such as weaving, metalwork and jewellery making existed

• Special pottery known as Northerm Black Polished Ware has been found.

• People having the same

occupation lived in the same town

• Guilds or shrenis came into being.

• Craftsmen taught their trades to their sons

• Jataka tales mention traders

• Merchants were prosperous and travelled in caravans and carts

• They traded in textiles, ivory objects

• They paid a tax on the sales they made

• Important seaports were Bri- ghukachha and Sopara (Refer to map on Page 56)


him surplus grain and taxes to maintain a standing army. It also ensured that other professions such as chariot making, tool making etc. could exist because these workers could be fed with surplus grain.

Section on the Arthasastra on guidelines for weavers

In Text Questions (Page 59)Do you agree with these guidelines? Why?HintsSome of the guidelines are acceptable such as extra rewards and wages for those who work on holidays. However, some of them are not, such as cutting off a woman’s thumb if she does not come to work.

Which of these guidelines are applicable even today?

Incentives for those who do good work and extra compensation for those who work on holidays are applicable even today. However, a worker is not given capital punishment if she does not come for work.

What do they tell you about the position of women in society?

It shows that women were not treated equally with men. They were confined to their houses and could be punished if they did not follow the rules of society.

ReligionThis period saw the rise of two new religions – Buddhism and Jainism


• The janapadas and the mahajanapadas• Rise of Magadha• Life of the people• Rigidity of the varna system



1. Answer the following ‘Who am I’ quiz:

a. I helped the king to collect taxes from the villagers.

Balisadhakas

b. I was a port town on the west coast.

Bhrighukachcha

c. I am a book of tales about the Bodhisattvas.

Jatakas

d. I am the group the craftspeople formed.

Shrenis

e. We were the people who helped the king to run the administration

Amatyas and Senapati

2. True or False. Rewrite the false statements correctly.

a. The Rajas performed sacrifices to become powerful – True

b. Champa was a port in Kosala – False

c. The balisadhakas were the priests – False

d. The earliest coins were made of copper – False

e. Most professions became hereditary during this period – True

3. Answer the following questions in two to three sentences each.

a. Which were the most powerful kingdoms of this period? Name some important cities.

Some of the most important cities of the period were Kashi, Kosala, Magadha and Avanti. The important cities were Rajgriha, the capital of Magadha, Champa, the port of Kosala and trading centres such as Tamralipti and Bhrigukachcha.

b. What were the three types of towns?

The three types of towns were:

• Craft towns

• Capitals of kingdoms like Rajgriha

• Port towns like Bhrighukachcha

c. How were jatis formed?

The craftspeople organized themselves into shrenis or associations based on the similarity of profession. These came to be known as jatis where the son learnt the profession from his father. Since the profession became hereditary, the son too had the same jati.

d. Which two religions arose during this period? Who were the teachers of these religions?

The two main religions that arose in this period were Buddhism and Jainism. Its teachers were


Gautama Buddha and Vardhamana Mahavira respectively.

4. Answer the following questions in four to five sentences each.

a. How was tax collected from the farmers? How did the king use it?

The farmers produced a large variety of grains, fruits and vegetables. One sixth of what the farmer produced was paid as tax to the king. The royal agent used to collect it as grains or in the form of money. The farmer could also use punch marked coins to pay the tax. The king was also assisted by the village headman in the collection of tax. The king used the tax collected to maintain a standing army, pay salaries and build roads.

b. How did towns arise?

With the growth of the economy and the flourishing of trade and crafts, many towns emerged. Some of them were craft towns that specialized in a certain craft such as weaving, basket making, chariot making etc. Others emerged as capital cities such as Rajgriha, the capital of Magadha. A few towns emerged as port towns or trading centres, such as Benares.

c. How was trade carried on? What were the goods traded?

Goods that were produced were carried over long distances by merchants who travelled by carts or sailed down rivers. All important cities were connected to one another. The important commodities that were traded were textiles, iron tools and ivory objects. Punch marked money was used in trade and accounts were maintained. Merchants also paid a sales tax on goods sold.

d. Why did Magadha become powerful?

Magadha became powerful for the following reasons:

• It benefitted from the fertile soil for agriculture

• The Ganga and Sone rivers provided water for daily needs

• Forests that were close by provided timber and elephants

• Iron and coal deposits were used to make tools

• The Ganga was controlled for trade and transport

• The king was able to collect tax and maintain a standing army

e. Why do we say that the varna system became more rigid?

As time progressed, the varna system became more rigid. People of one varna could not marry into another varna. Separate laws were made for the different varnas. The punishments for the sudras were more severe than the other varnas. Hence, the varna system slowly crystallized into one based on birth out of which one could not break of.


Refer to the textbook for Questions 1, 2 and 4

Purpose – Formative; Type– Individual/Group Assessment; Tool – Organize a debate or a speech3. I want to live in a republic because• I would not be under the rule of a king who could

be cruel and tyrannical to his subjects.• There would be equality among all the leaders

and decisions would be taken after discussion and voting.

• There would be collective ownership of land.• Leaders would be elected on the basis of their

merit and not on birthI want to live in a kingdom because• There would be a lot of economic prosperity.• The king would work towards expansion of

his kingdom and hence he would look after the welfare of his subjects.

• There would be opportunities for a lot of people to work and earn a living.

I want to live in modern India because• We do not live under the domination of one

person who seeks to expand his power and wage wars.

• There are well defined laws and rights for the people.

• Everyone is treated equally and enjoys the same rights.

• Women too are equal to men and cannot be discriminated.

• We can choose our own leaders based on merit.



Fill in the blanks:

1. Sacrifices like Rajsuya and Ashvamedha were used to gain control over large areas.

2. Buddhist texts were written in Pali Language.

3. Wet Rice cultivation and irrigation wells helped produce food surplus.

4. Senapati was the commander of the army.

5. Buddha belonged to the Shakya clan.

6. This period saw the rise of two new religions Buddhism and Jainism.

Write in one sentence about these

1. Ganasangh – Were governed by elected head

2. Gramanis – Were the headman of the villages

3. Purohita – Was the priest who also advised the king

4. Senapati – Was the commander of the army and he assisted the king in administration

5. Balisadhakas – The tax collectors were called the balisadhakas

6. Karmakaras – Were the labourers who worked on the land

Match the columns:

1. Vaishaali capital of Vrijjis

2. Bimbisara 544 BCE – 492 BCE

3. Jataka Tales 550 stories

4. Tax one sixth of the produce

5. Shrenis are also known as guilds

6. Rajgriha capital of Magadha

QUESTION/ANSWERS

Q1. Who was Ajatshatru?

Ans. Ajatshatru was the king of Magadha and son of Bimbisara.

Q2. What were the secret weapons used by Ajatshatru? How do we know?

Ans. The two secret weapons used by Ajatshatru for the first time were – a huge catapult that could throw stones and rocks and the other was something like a tank but was actually a chariot which had large attached rods that moved

and whirled around and caused immense destruction among the enemy. We know about these from the books written by Jainas.

Q3. How a person could have become a king in ancient times?

Ans. A person could become a king because of many reasons. He could have been elected. He could have become popular because of bravery in war or he could have simply used physical strength to defeat others.

Q4. How many kingdoms are mentioned in the Buddhist texts? Name the most powerful ones.

Ans. Sixteen Mahajanpadas or kingdoms and Ganasanghas or Republics are mentioned in the Buddhists texts. The most powerful ones were Kashi, Kosala, Magadha and Vrijjis.

Q5. Why did people move from the upper parts of the Ganga valley towards modern Uttar Pradesh?

Ans. During this period iron was used extensively and efficiently in Eastern Uttar Pradesh and Bihar to make stronger implements like the axe which helped in clearing the forests and the cleared grounds could be used for agriculture. With better agricultural tools made from iron like the hoe and iron ploughshare, more grains could be produced. So people moved from the Ganga Valley towards modern Uttar Pradesh and Bihar.

Q6. What helped in producing surplus food? How was the surplus food put to use?

Ans. Wet rice cultivation and irrigation along with the use of better agricultural tools like the hoe and iron ploughshare helped produce surplus food. The surplus food was used to feed people who lived in towns and were employed in producing textiles, pottery, glassware, metal and ivory objects. And often the surplus food was taken away as taxes by the king.

Q7. What could the king do with the taxes collected and why was it important to collect taxes?

Ans. With the taxes the king could build an army, pay the soldiers and employ many officers. Collecting taxes was important because with


an army and iron weapons, better chariots and carts, kings could fight wars and extend their territories.

Q8. Write a short note on Ganasanghas.

Ans. Ganasanghas or republics were another type of government found in the foothills of Himalayas, Punjab and North-west India. They either consisted of one clan like the Shakyas or a

group of independent clans with Rajas such as Virjjis. All the Rajas met at the assembly hall and debated many issues. They often voted to make a decision and each of the Raja maintained his own army and store house. The real power was with the group and not with one individual. The land was owned by the clan as a whole and was worked by karmakars.



VOCABULARY

Miser person who collects wealth and spends as little as possible

Grant funding

Philosophical relating to the study of reality and existence

Bestow give, grant

Renowned well known, famous

Amenities facilities

Status position, standing

Barter exchange

Revert go back to your old ways

Yearned longed, wanted

Sect group of people with different belief than the larger group

Ascetic strictly self disciplined

Tilling digging and turning over earth

Whisk beat

Nunneries religious houses of nuns

Gigantic huge

Sermon religious lecture

Parable fable, story

Virtues good values

Hailed called over

DEFINITIONS

Atmagnam – Knowledge of the atma Upanishad – A set of books written in Sanskrit

languageSvetambara – One of the sects of Jains who were

white-cladDigambara – A sect of Jains who were sky-clad or

nakedDhamma – Buddha’s teachingsSangha – A formal religious order which the Buddhist

devotees had to join to spread the teachings of Buddha

Vinayapitaka – A Buddhist work which gives rules for bhikshus

TEACHING POINTS

Introduction(a) Read the story of Nachiketa and discuss the


Emergence of New Ideas and Religions


• Outline the basic tenets of these systems of thought, and the context in which they developed and flourished• Introduce excerpts from sources relating to these traditions

7


Assessment – 1Purpose – Formative; Type – Individual Assessment; Tool – Oral Assessment

In Text Questions (Page 62)

Do you feel inspired by Nachiketa who defied death?

Hint

Yes, the story of Nachiketa is very inspiring because he displayed great maturity of thought. He was also unselfish in his wishes and asked for knowledge rather than material comforts.

What are the Upanishads?

(a) Explain the meaning of the Upanishads and its teachings.

• Meaning of the word Upanishads – ‘sitting near’

• Written in Sanksrit in the form of a dialogue between teacher and student

• Important Upanishads – Chandogya Upanishad, Kathopanishad and Taittriya Upanishad

• Called as shruti because they were believed to be told by God

• The Upanishads emphasize that God’s rewards are given to hardworking and honest people

• The importance of rituals are also mentioned in the text

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Story Telling & Group Discussion

Fun with History!

Read the following story from the Upanishads.

Ten students studied together and all of them one day had gone to attend a function in the neighborhood village. They crossed a river by foot when they went but when they were returning in the middle of the river, flash floods in came and with great difficulty they managed to reach the shore. In the riverbed after relaxing for some time the leader of the group

wanted to make sure that all the ten were there in the group and no one was washed away. He made a quick count of all but found that only nine were there. He was shell shocked. He asked all of them to line-up before him and counted by touching each one and still the number came up only to nine. So, yet another student offered to recheck and he changed positions with theleader and counted the same way that the leader did. He also got only nine in front of him. Sure that tragedy had struck them, they sat down and wailed loudly.

A wise man was passing that way. Taking pity on them he asked them what the problem was.Sobbing uncontrollably they narrated the whole story. The wise man understood the problem!First, he assured them that they had no cause for worry. Encouraged by his words, they took refuge in that wise man. He made them stand in a line and asked the leader to count each one. The leader did so and counted all his friends and the figure came to nine. At this point the wise man intervened and told the leader that the one who counted the nine students, that is, the leader himself was the tenth man. There was joy and happiness all around and they thanked the wise man who had solved their problem.

Discuss the message of the story.

Hint

It is to highlight the importance of the Self. The study of the Self is a study in itself. Through such simple stories, the Upanishads highlighted great philosophical truths.

Causes for the origins of new religious ideas and faiths

(a) Recall the previous chapters and the organization of the varna system. Also recall that with the passage of time the varna system became more rigid and inflexible.

(b) Explain the reasons for the rise of new religions around this period.


Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentDiscuss (Page 64)

Do you think the caste system is strong in present day India? Substantiate your answer with real life examples.

Hints

Yes, the caste system is still strong in present day India. We see so many groups exploited because they belong to backward castes. Marriages are still on the basis of caste. Political parties are also organized on the basis of caste and votes are caste along caste lines.

Vardhamana Mahavira and Jainism(a) Explain the story of Mahavira and how he founded

Jainism.

• Born in 540 BCE in Kundagrama in Bihar• Father Siddhartha was leader of a kshatriya clan

while his mother was a princess of theLichchavi clan

• Married to a girl called Yashoda, but he left home at the age of 30 and wandered for 12 years insearch of truth

• He attained true knowledge at the age of 42 and was thus called Mahavira or Great Hero

• He died at the age of 72 in 468 BCE in Rajgriha

(b) You can find pictures of Mahavira at the following link

http://en.wikipedia.org/wiki/Mahavira(c) Having discussed the background of Mahavira,

explain the triratna or the three essential teachings of Mahavira.

Teachings of MahaviraTriratna

• Right faith• Right knowledge• Right action

Other teachings

• Do not lie• Do not hurt other beings

Rules for Jain Monks

• Carry a whisk to gently brush insects out of the way

• Wear a cloth over the mouth so that one does not breathe insects

• Do not light a lamp or walk in the dark or put out a fire

(d) Explain the contribution of Jain literature andart.

• Jain literature written in Prakrit, the language of the common people

• Tamil epics such as Silappadikaaram and Jivika Chintamani deal with Jainism

• Statue of Gomateshwara, a Jain monk at Sravanabelagola

• Dilwara Temple at Mount Abu – a dream in marble

(e) You can find images of Jain art and architecture using the following link:

www.shunya.net/.../BHS/Sravanabelagola.htm

Rigidity of the Caste System

• Domination by theupper castes

• Vaisyas became prosperous due to trade and wanted a new religion that would give them a better position

• Sudras were being exploited and hence wanted to escape from this

Rapid Urbanization

• Growth of new cities like Kausambi, Vaishali and Kusinagar

• Use of money in trade led to a luxurious lifestyle

• People yearned for a simple lifestyle that discouraged luxury

Demands of Complex Rituals

• Rituals were in Sanskrit that could not be understood

• Complex rituals were expensive and time consuming

• People did not like the sacrifice of bullocks and cows as they were needed for agricultural purposes

Causes for the rise of new religions


Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIn text Question (Page 66)

Point out two important features of Jain architecture by looking at the pictures of these two temples.

Jain temples were intricately and richly carved inside.The exteriors of the temple were also richly carved and had bee shaped towers.

Gautama Buddha and Buddhism(a) Read the story of Gautama Buddha and how he

attained enlightenment.

Assessment – 5Purpose – Formative; Type – Individual/Group Assessment; Tool – Story Telling & Group DiscussionFun with History!

Read the anecdotes of Buddha and his life at the following site:http://www.buddhanet.net/bt_conts.htm. Alternatively, you can distribute them to the class and have a story telling session.

(b) On the completion of the above activity, you can now proceed to a discussion on the teachings of Buddha.

• Our present actions affect our future• People suffer on account of desire• If desire is conquered, people will be freed from

the cycle of birth and death

Eight Fold Path

• Right Observation • Right Determination• Right Speech • Right Action• Right Livelihood • Right Exercise• Right Memory • Right Meditation


Why did Buddha use simple everyday life situations to explain complex moral virtues?

The main reason for the birth of Buddhism was as a response to the complex teachings of Hinduism. Hence, Buddha wanted his teachings to be as simple

as possible. Another factor was also that many of the people who became his followers were not educated. Therefore, he needed to use simple examples to explain his ideas. This would enable them to grasp the essence of his message easily.

Assessment – 7Purpose – Formative; Type – Individual Assessment; Tool – Role PlayFun with History!

Let students choose one of the tenets of the eight fold path and try to practice it. Let each student spend the first five minutes of the lesson each day to share how he/she tried to practice it.

(c) Explain the three cornerstones of Buddhism – the Buddha, dhamma (teachings of Buddha) and the sangha (the religious order of the Buddhists)

(d) Read the rules for the bhikshus from the Vinayapitika.


Do you think that some of these rules would have been too difficult to follow?(Possible Response) Yes, some of the rules relating to how to eat food would have been difficult to follow.Does your mother ask you to follow some of the above? Which?(Possible Responses) Yes, the rules regarding not smacking one’s lips, making slurping noises,not speaking with one’s mouth full etc. are emphasized by our mother.

Buddhist literature(e) List the three main books of Buddhist literature

– Vinaya Pitaka, Sutta Pitaka and Abhidhamma Pitaka.

Assessment – 9Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIn Text Question (Page 68)

This is a beautiful sculpture of Buddha. Compare this


with the sculpture of Mahavira on Page 65. Do you notice any similarities?

Yes, both the sculptures show the personages to be cross legged and in a meditating position. They are also adorned in simple clothing. (Mahavira’s statue has no clothes). The hair style is also the same.

Buddhist art and architecture(f) To explain the main features of Buddhist

architecture, present a slide show on the main types of monuments and structures. You can find images at the following website:

www.buddhanet.net/gallery.htm(g) Explain the main features of stupas using the slide

show as you point out the main features.

• Stupa is a hemispherical mound containing the relics of Buddha

• Outer face is made of burnt brick• Stupa is crowned by a small square platform with

a number of umbrellas• A fenced path called the pradakshina path

encloses the hemisphere

(h) Explain the main features of chaityas and viharas. Use the pictures in the textbook to highlight the features.

• Chaityas are prayer halls, examples of which are found in Sanchi and Karli

• Viharas are monasteries where Buddhist monks lived

• Viharas consisted of long rows of small rooms each occupied by a monk


• Upanishads• Rise of Jainism – the Triratna• Rise of Buddhism – the Eight Fold Path• Buddhist literature, art and architecture


KEY TO THE TEXTBOOK EXERCISES (PAGE 70)1. Answer the following quiz:

a. I was born in the Lumbini forest and I attained enlightenment at Sarnath. Who am i?

Gautama Siddhartha

b. I am the last of the twenty-four Jain tirthankaras. Who am I?

Vardhamana Mahavira

c. I follow the Svetanbara sect. To which religion do I belong?

Jainism

d. I am the son of Jabali and the disciple of sage Gautama. Who am I?

Satyakama Jabala

2. Arrange the following events in chorological order, i.e. the order in which they occurred.

a. Composition of Upanishads b. Birth of Mahavira c. Birth of Buddha d. Enlightenment of Buddha e. Death of Buddha f. Death of Mahavira


a. What are the tripitakas?

The teachings of Buddha are compiled in three main books called the tripitikas. They are the Vinaya Pitaka, Sutta Pitaka and the Abhidhamma Pitaka.

b. What is the astangika marga?

The astangika marga is the eight fold path recommended by Buddha for his followers.They are: right observation, right determination, right speech, right action, right livelihood, right exercise, right memory and right observation.

c. What are stupas?

Stupas are hemispherical mounds built over the sacred remains of Buddha or some Buddhist monks like tooth, hair or nail. There is a small chamber where the relic is kept in a carved casket. The outer face of the stupa is made of burnt brick. In India, the most famous stupa is the Sanchi Stupa.

d. What are chaitya grihas?

The chaitya griha is a Buddhist prayer hall. These are large halls made of brick or wood. Sometimes, the hall is circular in shape.Sometimes, the chaitya griha would house astupa in the corner.

e. The Jains did not become soldiers or farmers. Why?


Mahavira emphasized non-violence andcompassion to all creatures. He held life verydear. Hence, the Jains did not become soldiers because they did not want to kill anyone. They also did not practice agriculture as they did not want to accidentally kill any of the minute organisms that lived in the soil.


a. How did the jains contribute to the growth of literature?

The Jains made a very valuable contribution to literature. After many centuries, when the teachings were transmitted by word of mouth, they were compiled in a place called Vallabhi, in Gujarat. The language adopted was Prakrit, the common language of the people. Jain literature included epics, dramas and novels and in different languages. Tiruvalluvar, the famous Tamil poet is believed to have been a Jain. The Tamil epics Silappadikaaram and Jivaka Chintamani also deal with Jainism.

b. Describe the childhood of Buddha.

Gautama Buddha was born in 563 BCE in Lumbini near Kapilavastu to a chieftain of the Sakya clan. He lost his mother when he was 7 days old and was brought up by his stepmother. An astrologer had predicted that at some point in his life, he would see four sad things that would make him an ascetic. To prevent this from happening, his father kept him in comfortable surroundings, where he would never see poverty and suffering.

c. What was the Buddhist Sangha?

The sangha was the formal religious order of the Buddhists. The members of the sangha hailed from different various castes, professions and communities. They had to follow the teachings of Buddha strictly. They also spent most of their time in prayer and meditation. Since they lived on charity, they were also known as ‘Bhikshus’ or beggars.

d. What are the Upanishads?

The word Upanishad means ‘sitting near’. The Upanishads are a set of books written in Sanskrit in the form of dialogues between a student and

his teacher. The authors were learned Hindu sages belonging to the Brahmana caste. Some of the important Upanishads are the Taittriya Upanishad, Chandogya Upanishad and Kathopanishad.


Purpose – Formative; Type – Individual/Group Assessment; Tool – Role Play1. Imagine that you are a Jain monk living during the

days of Mahavira. You have had a long discussion on religion with him. Describe the discussion or describe your daily life inside the cave shown on page 69.

• I had a discussion with Mahavira on the meaning of life and death. I asked him about why there is suffering and what the meaning of truth is. I also asked him how one can attain truth and true knowledge. I requested him to teach and guide me on the triratnas so that I too could conquer my desires.

• My day started at dawn – after a bath, I sat down for prayers. I meditated and tried tofollow the teachings of Mahavira. I practised the triratnas during the day. I read the teachings of Mahavira and walked to the surrounding areas to spread the message.

Purpose – Formative; Type – Individual Assessment; Tool – Map Work2. Refer to the attached map.3. Refer to the websites mentioned in the scheme of

work to get pictures.

Purpose – Formative; Type – Individual/group Assessment; Tool – Oral Assessment4. Hints(a) The Dalai Lama came to India in 1959 after the

Chinese invas ion of T ibet . (Refer to www.wikipedia.org for complete details of the incident.

(b) Buddhists can worship at home or at a temple. It is not essential for them to worship at a temple.

At home, a small room is set aside as a shrine. It contains an image of Buddha, candles andan incense burner. Worshippers may sit onthe floor bare foot facing an image of Buddha andchant. They will listen to monks chanting


from religious texts, perhaps accompanied byinstruments, and take part in prayers.

It’s common to use prayer beads to mark thenumber of repetitions of a mantra.Mantras mayalso be displayed on a prayer wheel andrepeated by spinning the wheel, or written ona prayer flag - in which case the prayer is repeated each time the flag moves in the wind. Prayer wheels can be tiny things that a Buddhist carries with them or enormous objects up tonine feet high found in monasteries. Thesephysical prayer devices are very common inTibetan Buddhist communities.

(c) Visit the website http://www.buddhanet.net/ audio-chant.htm for audiochants of Buddhistmantras.

5. Visit the following links for ideas: www.cca.edu/gallery/gmedia/919.jpg


Fill in the blanks

a. The Later Vedic Period extended from 1000 BCE to 600 BCE.

b. Upanishadas are philosophical saying of wise men.

c. The authors of the Upanishads were learned Hindu Sages.

d. Brahmanas who were priests and teachers claimed the highest status in society.

e. Jainism and Buddhism evolved as the most important and popular religions.

f. Vardhamana Mahavira was the founder of Jainism.

g. Dilwara Temple at Mt Abu has been described as ‘a dream in marble’.

h. Gautama Buddha was a contemporary of Mahavira.

i. Lord Buddha teaches that we should respect all religions and their beliefs.

Give an introduction of-:

a. Aryanakas and Brahmanas – Hindu scripturesb. Gargi – A woman thinker who actively participated

in debates held at the royal palaces.c. Satyakama Jabala – Son of a slave woman and the

disciple of a Brahmin sage Gautam

d. Trishala – Mother of Mahavira who was the princess of Lichchavi clan

e. Yasoda – Wife of Mahavira

f. Prakrit – The language of the common people

g. Shuddhodana – Father of Gautam Buddha, and a Sakya chieftain of Kapilavastu

h. Yashodhara – Wife of Siddhartha (Gautam Buddha)

QUESTION/ANSWERS

Q1. Give names of the important Upanishads.

Ans. Taaitriya Upanishad, Chandogya Upanishad and the Kathopanishad

Q2. Describe in brief the teachings of the Upanishads.

Ans. The Upanishad teachings highlight the awards that God bestows on honest, compassionate, generous, courageous and hard working people. It describes the importance of certain religious rituals.

Q3. What were the main causes of the origin of new religious ideas and faiths? Describe in brief.

Ans. The main causes for the origin of new religious ideas and faiths were-

1. The rigid caste based society- This division of society led to conflicts between people belonging to different castes, so the people felt a longing for a new religion that would put an end to their miseries.

2. Demands of complex rituals- which was time consuming and expensive, many poor people could not afford the dakshina or fees demanded by the brahmanas who performed the sacrifices on behalf of the others. Also the time period of new agriculture based economy had begun which required the use of bullocks. So the farmers were against the killing of cows and bullocks in Vedic sacrifices.

3. Rapid urbanization- People disliked the idea of coin money and the luxuries of city life and wanted to revert to simple lifestyle of the pre-iron age, and yearned for a religion that would encourage a simple lifestyle.


Q4. Write a short note on Mahavira.

Ans. Vardhamana Mahavira was the founder of Jainism. And the followers of this religion are called Jains. Mahavira was born in 540 BCE in a village called Kundapura near Vaishali in Bihar. He was married to a girl named Yasoda, but he was not interested in the life of a householder and at the age of 30 became an ascetic and wandered from place to place for the next 12 years. At the age of 42, he attained the highest spiritual knowledge or Kaivalya, he discontinued wearing clothes. And was now called-Mahavira (Great Hero) or Jina (Conqueror). He propagated his religion for 30 years in places as Kosala, Magadha, Mithila and Champa. He passed away at the age of 72 in 468 BCE at a place called Pavapuri near Rajagriha.

Q5. What were the teachings of Mahavira?

Ans. The teachings of Mahavira were simple, he stressed on three things – Right faith, Right knowledge and Right conduct or action.

Mahavira also told his followers not to speak lies, not to steal and not to kill any living beings. He laid great emphasis on non-violence and compassion. He did not attach any importance to religious ceremonies, rituals and sacrifices.

Q6. What were the rules followed by the Jain monks?

Ans. The rules followed by the Jain monks were –

• A jain monk must carry a whisk with which to gently brush insects out of the way so as to not tread on them while walking.

• He must wear a cloth over his mouth so as not to harm insects or minute organisms by breathing them in.

• He may never light a lamp at night, walk about in the dark, or put out fire.

Q7. Name the sects of Buddhism.

Ans. In the later times, Buddhism was divided into two sects –

• Hinayana (the lesser vehicle)

• Mahayana (the greater vehicle)

Textbook: Refer to pagesTime required: 8 periods

VOCABULARY

Mint a place where money is coinedMystified puzzledMotif designAnnex take possession and control ofUnification unionShrewd sharp, wiseSlaughtered butchered, killedDomain area of influenceCoronation crowning as the kingEdible safe to eatAmbassador representativeImpressive remarkableEspionage spying, intelligenceAbundant plentifulSustenance provisions

DEFINITIONSMotif – A decorative design or patternProclamation – An official statement about something

important that is to be made publicEspionage – The act of secretly getting important

information by using spiesStupa – A domed shaped structure of bricks and

stoneViharas – Monasteries or living quarters of the

Buddhist monks

TEACHING POINTS

Some important datesAlexander’s Invasion – 326 BCEAshoka - 272 BCEEnd of Mauryan Empire – 185 BCE

Introduction(a) Read the introductory section aloud to the class.

Discuss the questions at the end of the section.

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIn Text Questions (Page 71)

What is a script? In which language and script were most of AshokaÊs inscriptions written?

Hints

A script refers to the alphabets, letters or characters that make up a language. A script has an organized set of rules. Most of the Ashokan inscriptions were written in the Brahmi script.

Why did Princep find it difficult to decipher the script?• There was no other script that he could use to

match the Brahmi script• He had to study all the inscriptions for a clue• Finally, based on one word, ‘gift’, which appeared

in all inscriptions, he was able to decipher the script

The First Empire and Ashoka

EXPECTED LEARNING OUTCOME• Introduce the concept of empire• Show how inscriptions are used as sources

8


Alexander’s Invasion (326 BCE)(a) Introduce this section with a brief background of

Alexander.

• Alexander – one of the greatest conquerors of the world

• Hailed from Macedonia, in Greece• He became the king of Macedonia after his

father Philip and embarked on a campaign of conquest

• He conquered many regions including Egypt, Mesopotamia and invaded India in 326 BCE

(b) Discuss the events of Alexander’s invasion.

• Alexander invaded India in 326 BCE – the war lasted for two years

• Most famous battle was with Porus whose kingdom lay between the river Jhelum and Chenab (refer to the Atlas for these rivers)

• Defeated Porus but returned his kingdom• Before leaving India, he appointed governors to

look after the conquered territories

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – DramaFun with History!

Enact the following legend of the exchange between Alexander and Porus.

Alexander’s army reached the shores of Hydapses, the Greek name for the river Jhelum. The army was forced to halt because on the other side of the river was King Porus, a powerful king.Porus had with him a number of elephants, and when they trumpeted, the horses of the Macedonians took flight. The banks of the river were slippery, and the enemy was ready with arrows, should the king order his army to cross the river. Alexander had made up his mind to cross the Hydaspes, but first he wished to put Porus off his guard.Every night, Alexander ordered the trumpets to be blown to signal the Macedonian army to march. It advanced always to the edge of the river, while Porus, thinking the whole army was going to cross, commanded his elephants to be moved to the bank. Since this happened every night, Porus soon became careless, thinking that the Macedonians were cowards.But one stormy night, when the Indians

were not alert, Alexander and his army crossed the river. With great difficulty the others reached the other side. Though Porus fought bravely, he soon knew that he had been defeated. Alexander had seen how bravely his enemy had fought and wanted to speak to the brave warrior. When Alexander asked Porus how he wished to be treated, he answered, ‘As a king.’ Alexander was so pleased with this reply that he immediately returned the kingdom to the defeated Porus.

The Mauryan Rule(a) Introduce this section by reading the story of

Chandragupta Maurya and how he gained control of Magadha from the Nanda dynasty.

• Differing accounts of the origin and history of Chandragupta Maurya

• One story says that he belonged to the clan of Moriyas or peacock tamers, another version claims that he was the son of a Nanda prince and a slave

• Legend is that when Chanakya approached the Nanda king for help, he was insulted and he vowed revenge. He spotted Chandragupta on top of a mound playing a game with his friends. Impressed with his intelligence, he trained him in the art of statecraft and overthrew the Nanda dysnasty, laying the foundation of the Mauryan empire.

(b) Prepare a family tree outlining the details of the Mauryan dynasty. Display this on the board.

Assessment – 3Purpose – Formative; Type – Individual Assessment; Tool – Diagram

Chandragupta Maurya (321-297 BCE)

Bindusara (297-272 BCE)

Ashoka (272 – 232 BCE)

Dasaratha (232 – 224 BCE)

Lesser Mauryan Kings (224 - 185) BCE)


(c) Explain the expansion of the Mauryan Empire under Chadragupta with the help of the attached maps.

(d) Read the section about Ashoka and the Kalinga War. Discuss the end of section questions.


Ashoka does not write about himself in the first person. What does he call himself?King Piyadasi

Why was he so disturbed by the war?

• Deeply pained by the death and destruction that took place

• Hurt that brahmanas, saints and householders are separated, killed and injured

• Even those who are not affected get upset when they see friends and relatives wounded or killed

He decided to annex Kalinga. Do you think he did the right thing?• As a king, he did the right thing because Kalinga

gave him multiple advantages – he could complete the unification of his empire, gain access to the coast and helped him trade with South-east Asian countries.

• In a way, the Kalinga war changed the course of his life!

Assessment – 5Purpose – Formative; Type – Individual Assessment; Tool – ResearchFun with History!

Read more about King Ashoka on the website www.asoka.com

Edicts(e) Before explaining the section on the edicts, prepare

a slide show on the various edicts that have been found in India. Visit the link http://en.wikipedia.org/wiki/Edicts_of_Ashoka for images and information.

• An edict means a proclamation or an announcement

• The Ashokan edicts were issued on rock surfaces and polished pillars

• They were widely distributed throughout his empire (Refer to the map on Page 75 of the text book)

• They were written in the Brahmi script• They explained his concept on dhamma


How do our leaders speak to us today?

(Possible Responses): They speak to us through the media in the form of press conferences,interviews, speeches, advertisements, distribution of pamphlets etc.

Is it important for a ruler or a leader to talk to the people?

Hints: Yes, it is important, since he/she must know about the problems being faced by the people and their needs. If a leader is cut off from the people, then he/she is not a good leader,it means that he/she does not care about the welfare of the people.

Ashoka’s dhamma(f) Discuss the concept of dhamma.

• Dhamma refers to a code to lead a virtuous life• Ashoka wanted people to lead a peaceful and

tolerant life• This meant showing respect to elders, relatives,

friends, being kind to animals etc.• He wanted people of all groups to live in

harmony• As part of his dhamma, Ashoka planted trees,

built roads and guest houses and constructed hospitals.

(g) Read the edict on dhamma. (The complete text of all Ashokan edicts can be found at the website http://www.accesstoinsight.org). Discuss the end of section questions.


Give two examples to show that Ashoka cared a lot for animals.


• He issued orders to cut down the slaughter of animals

• He built hospitals for the medical treatment of animals

Who were the officers he appointed to go on inspection?

• Yuktas, Rajjukas and Pradesikas

What did the dhammamahamatras have to do?• They work for the establishment of dhamma,

the promotion of dhamma and the welfare and happiness of all those devoted to dhamma.

From the text, can you say something about the kind of ruler he was?• Ashoka was a caring and a kind ruler• He was also very systematic and organized• He worked hard for the spread of dhamma

(h) Ask students to prepare a map of the Ashokan Empire based on the map given on Page 75.

Assessment – 8Purpose – Formative; Type – Individual Assessment; Tool – Map WorkIn Text Questions (Page 75)

Name any two ancient towns and one modern town from the map.

• Ancient Towns - Mathura, Sravasti, Sarnath, Maski, Kapilavastu, Lauriya-Araraj (any two)

• Modern Towns – Peshawar

Can you locate one pillar and one rock edict of Askoka?• Pillar – Sanchi, Kausambi, Delhi (any one)• Rock Edict – Maski, Girnar, Barabar, Brahmagiri

(any one)

Name the three kingdoms in the south not included in his empire.• Chera, Chola and Pandya

(i) Explain the system of administration as advised by Kautilya in the Arthashastra.

• King was the most powerful person• He travelled extensively to get to know what was

happening in his empire• He was assisted by his ministers and officers• Tax collected was used to build roads, plant trees,

pay the army etc.• The empire was divided into four provinces

each under a prince. The provinces were further subdivided into districts and in turn into villages. The headman was the most important official in the village.

Assessment – 9Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionFun with History!

Read the following account from the Arthashastra on how the king should manage his day. Does it surprise you that the king was also given a timetable!

If a king is energetic, his subjects will be equally energetic. If he is reckless, they will not only be reckless likewise, but also eat into his works. Besides, a reckless king will easily fall into the hands of his enemies. Hence, the king shall ever be wakeful.

He shall divide both the day and the night into eight nálikas (1½ hours), or according to the length of the shadow (cast by a gnomon standing in the sun): the shadow of three purushás (36 angulás or inches), of one purushá (12 inches), of four angulás (4 inches), and absence of shadow denoting midday are the four one-eighth divisions of the forenoon; like divisions (in the reverse order) in the afternoon.

Of these divisions, during the first one-eighth part of the day, he shall post watchmen and attend to the accounts of receipts and expenditure; during the second part, he shall look to the affairs of both citizens and country people; during the third, he shall not only bathe and dine,but also study; during the fourth, he shall not only receive revenue in gold (hiranya), but also attend to the appointments of superintendents; during the fifth, he shall correspond in writs (patrasampreshanena) with the assembly of his ministers, and receive the secret information gathered by his spies; during the sixth, he may engage himself in his favourite amusements or in self-deliberation; during the seventh, he shall superintend elephants, horses, chariots, and infantry, and during the eighth part, he shall consider various plans of military operations with his commander-in-chief.At the close of the day, he shall observe the evening prayer (sandhya).During the first one-eighth part of the night, he shall receive secret emissaries; during the second, he shall attend to bathing and supper and study; during the third, he shall enter the bed-chamber amid the sound of trumpets and enjoy sleep during the fourth and fifth parts; having been awakened by the sound of trumpets during the sixth part, he shall recall to his mind the injunctions


of sciences as well as the day’s duties; during the seventh, he shall sit considering administrative measures and send out spies; and during the eighth division of the night, he shall receive benedictions from sacrificial priests, teachers, and the high priest, and having seen his physician, chief cook and astrologer, and having saluted both a cow with its calf and a bull by circumambulating round them, he shall get into his court.

The city of Pataliputra(j) Read Megasthenes’ account of the city of

Pataliputra. Discuss also the life of the people as described by him.

• People lived in villages, towns and forests depending on their profession

• Important cities were Pataliputra, Taxila and Ujjain where traders and crafts people lived

• Roads were well developed• Traders used punch marked coins with symbols

of birds, animals, arrows etc.• Farmers and traders paid taxes to the king.

Assessment – 10Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment In Text Question (Page 76)

Name the crops mentioned by him (Megasthenes).

• Millets, pulses, wheat, sesamum, fruits

What do you think is the most important thing he is saying in this extract?

(Possible Response): He is referring to the success of agriculture and how there was always an abundance of food. He is also referring to the prosperity of the region.

Art and architecture (k) Before discussing Mauryan art and architecture,

recall the meanings of stupa, chaitya and vihara from the previous chapter.

(l) Show pictures of Mauryan art and architecture, especially the Askokan pillars at Lumbini, Sarnath and Delhi. Explain the main features. Refer to the following link for more pictures.

• Pillars made of a single piece of stone• Highly polished• Was crowned with a carved capital

• The Ashokan pillar at Sarnath is the national emblem of India

Assessment – 11Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment In Text Question (Page 77)

Name three skills needed to make architectural marvels such as the Sanchi stupa.

Hints

• Craftsmanship• Skill of design• Skill of structural engineering

Assessment – 12Purpose – Formative; Type – Individual Assessment; Tool – Observation TestFun with History!

Make a list of all the places where you see the national emblem of India.(Hints: Currency notes, cover of Indian passport, coins etc.)

(m) Discuss the end of the Ashokan empire with the weaker successors and the possible reasons for the end of the empire.

• Breakaway of the outlying regions due to distance and difficulties in transport

• Enough taxes could not be collected to maintain the army

• Foreign attacks from the northwestern regions• End of the dynasty in 185 BCE when the last ruler

was killed by his senapati


• Invasion of India by Alexander• Rise of the Mauryan Empire• Reign of Chandragupta Maurya• Reign of Ashoka the Great• Ashokan Edicts and Dhamma• Mauryan art and architecture


KEY TO THE TEXTBOOK EXERCISES (PAGE 78–79)

1. Answer the following quiz.

a. Alexander dedfeated me but returned my kingdom. Who am I?

Puru/Porus


b. I was the adviser to Chandragupta and I wrote the Arthashastra. Who am I?

Kautilyac. I was sent by Seleucus to the court of Chandragupta

and I wrote the Indika. Who am I?

Megasthenes

d. We were sent to distant lands by Ashoka to spread his dhamma. Who are we?

Dhammamahamatras

e. I overthrew the last Mauryan king after killing him. Who am I?

Pushyamitra Sunga

f. I converted to Jainism and retired to South India. Who am I?

Chandragupta Maurya

2. Arrange the events in chronological order, i.e in the order in which they occured.

a. Alexander defeated Porus

b. Chandragupa defeated Seleucus

c. Bindusara succeeded his father

d. Ashoka fought the Kalinga War

e. Ashoka became a Buddhist

f. Pushyamitra succeeded the Mauryans


a. Why did Alexander turn back from north–western India?

It is said Alexander turned back from north western India because his soldiers were tired after fighting for 10 long years and they refused to march on. It is also possible that they heard of the powerful Nanda dynasty ruling in Magadh and did not want to go further.

b. Why did Ashoka attack Kalinga?

Kalinga was an independent kingdom with a flourishing trade. Ashoka wanted to conquer it because it would help in the unification of his empire. It would have given him access to the coast and also helped him trade with South-east Asian countries.

c. Why do we say that Ashoka spoke directly to his people?

It is said that Ashoka spoke directly to the people because he spread his message though edicts

carved on rocks and pillars. These were put up in public places. Moreover, he issued these edicts in Prakrit, the common language of the people.

d. What are edicts?

Edicts are royal announcements or proclamations. During Ashoka’s rule, he issued many edicts on administration, religion and dhamma. He also issued royal orders through the edicts.

e. Which were the main occupations of the people?

The main occupations of the people were agriculture and trade. Craftsmen and artisans also prospered due to many beautiful stupas and viharas that were built during this period.

f. Name the sources from which we come to know about the Mauryan rule.

The main sources of information about Mauryan rule are:

• Kautilya’s Arthashastra

• Megasthenes’ Indika

• Pillar and rock edicts issued by Ashoka

• Punch marked coins of the period

• Art and architecture of the period


a. Why did Ashoka give up war?

The Kalinga War changed the course of Ashoka’s life. Though he won the war, he paid a very heavy price for it. There was a lot of death and destruction, tremendous suffering and injuries caused to thousands of people. Ashoka was deeply affected by this. He gave up war altogether and became a Buddhist after the Kalinga War.

b. Describe the city of Pataliputra.

The city of Pataliputra was large, beautiful and very impressive. Towers and gateways along with a wooden wall surrounded the city. People’s houses were made of brick and wood, while the palace was made of stone. The roads were well developed and goods were brought in from different parts of the country to the capital.

c. What wa Ashoka’s dhamma?

Ashoka’s dhamma was a code of conduct for virtuous behaviour. Ashoka wanted his subjects to


lead a peaceful life and develop a tolerant attitude towards all religions. He also wanted his people to be kind and respectful to other animals and living creatures. As part of his dhamma, he built roads, planted trees, constructed rest houses and built hospitals for animals and human beings. He also protected certain animals from being killed and controlled the slaughter of other animals.

d. Describe Mauryan art.

During their reign, the Mauryans built many stupas, chaityas and viharas. The most famous stupa was built at Sanchi. The Mauryans also excelled in the art of sculpting stone figures especially female figures called yakshis. The polished Ashokan pillars were beautifully chiselled, shaped and polished. The capital of the pillar was crowned with the figures of bulls and lions. The most famous pillar is at the Sarnath Museum and has been adopted as India’s national emblem.


Purpose – Formative; Type – Individual Assessment; Tool – Diary Entry1. (This can be done in groups. Give each group one

task to be completed). Produce a newspaper on Ashoka’s time. You could include some of the following things:

(a) An interview for a soldier who fought the Kalinga War

Suggested ideas: The war was terrible – it had a terrible impact – many thousands killed – hundreds wounded and injured – death and destruction on a massive scale

(b) An interview with a child who was wounded Suggested ideas: I saw my parents being killed

and I was wounded trying to help them – not only my parents but also my relatives were killed – after the war, the king built many hospitals and I was sent there for treatment.

(c) An interview with Ashoka Suggested Questions: Tell us about your early

life – why did you decide to conquer Kalinga – what did you go through after the war – what is dhamma – why is dhamma important – how

has the message of dhamma been spread – what would you like to tell your subjects?

(d) Life of a woman bodyguard – quite interesting - the king travels in disguise to meet his subjects – this way he gets to see if his laws are being followed – I have visited many new places like Pataliputra, Ujjain and Taxila

Life of a spy – a spy is expected to know all the guidelines of the arthasastra – he is taught the various chapters of how to mingle with others – how to behave and how to extract information secretly - the art of making weapons and poisons are also taught to him.

Life of a farmer’s wife – the day starts early – we go to the fields for tilling and sowing – we grow fruits, cereals, rice and millets – we work hard in the field and enjoy good harvests – a bumper crop for many years.

Purpose – Formative; Type – Individual Assessment; Tool – Map Work2. Use the map on Page 75 as a reference.

Purpose – Formative ; Type – Group Assessment; Tool – Make a pamphlet on Sanchi or Sarnath3. In addition to the information given in the

textbook, you can also refer to the followingwebsites for information and pictures:

http://www.mptourism.comen.wikipedia.org/wiki/Sanchi

Purpose – Formative; Type – Individual/Group Assessment; Tool – Organize a debate4. (a) Ashoka was right in fighting the Kalinga

WarYes, because

• He was like any other king who was interested in expanding his empire.

• Conquering Kalinga would have helped him to unify his empire.

• Kalinga gave him access to the coast.No, because

• He already had a vast empire and did not need to conquer more land.

• The death and destruction caused was so massive

• He could have signed a treaty with the ruler of Kalinga to give him access to the coast.


4. Alexander returned the kingdom to Porus after defeating him.

5. Chandragupta founded the Mauryan dynasty.6. Bindusara was the son of Chandragupta.7. A stupa is a domed structure of bricks and

stone.8. Pushyamitra Sunga established the Sunga

dynasty.

QUESTION/ANSERSQ1. Who was the founder of Mauryan dynasty?

Name the famous rulers of this dynasty.

Ans. Chandragupta Maurya was the founder of the Mauryan dynasty. Chandragupta, Bindusar and Ashoka were the famous rulers of this dynasty.

Q2. Write in brief about Alexander’s invasion.

Ans. Alexander was the greatest conquerors of the world, he marched from Macedonia, in Greece, to north-western India, conquering all the countries on his way. His campaign lasted for two years. The most famous of his battles was with Porus or Puru whose kingdom lay between the rivers Chenab and Jhelum. He returned the kingdom to Porus after defeating him. He was unable to continue his march towards the east as his soldiers refused to go on. They were probably tired after fighting for so long or they might have heard about the great army of the Nandas. So Alexander left after appointing governors to look after the conquered territories.

Q3. When did Ashoka feel an inclination towards dhamma?

Ans. After the Kalinga war, Ashoka was so disturbed and pained by the heavy losses and the sufferings of the people that he came to feel a strong inclination towards dhamma.

Q4. How did Chandragupta overthrow Nandas? And who assisted him in doing so?

Ans. The Nandas were ruling Magadha when Alexander attacked India. Their rule had become unpopular, taking advantage of their weakness Chandragupta succeded in overthrowing them and founded a new dynasty called the Mauryan dynasty. He was guided and assisted in this by a shrewd and intelligent brhamana Kautilya or Chanakya.

(b) Ashoka did not have the right to tell people how to behave

Yes, because

• He forced people to follow dhamma because he felt guilty of his wrongdoings.

• Being a king, it would have been easy for him to manage with the rules of dhamma but it would have been difficult for the common man.

• Farmers and hunters would have lost their livelihoods because of his rules.

No, because

• He being a king had every right to exercise his rule over his subjects

• His rules were meant to develop compassion and tolerance among the people

• He looked after the needs of the people through his welfare activities.

(c) Life was better in the Mauryan times

Yes, because

• Trade and commerce prospered with the growth of towns and cities.

• The king looked after the welfare of his subjects.• The economy prospered as roads were built and

agriculture flourished.No, because

• The king formulated too many laws for the people.

• As the empire expanded, taxes were higher to maintain the army.

• Too many wars were fought leading to death and sufferings.

Purpose – Formative; Type – Individual Assessment; Tool – Punch-marked coins (Project)5. You can make this out of clay. Refer to the website

www.med.unc.edu for ideas.

ADDITIONAL QUESTIONSFill in the blanks

1. In 1915, it was confirmed that Piyadasi was the great Ashoka.

2. Ashoka fought only one war before giving up war for peace and tolerance.

3. After the Kalinga war, Ashoka felt a strong inclination towards the dhamma.


Q5. How do we know about the methods used by Chandragupta?

Ans. We know about Chandragupta’s methods from - The Mudrarakshasa, a classical play, which contains information about the methods Chandragupta adopted to make his army and how he planned the revolution to overthrow the Nandas.

Q6. Why was the rule of the three Mauryans most impressive?

Ans. The rule of the three Mauryans was most impressive as they were able to unite different groups of people into one large administrative unit.

Q7. Describe the ways taken up by Ashoka to spread his dhamma.

Ans. Ashoka never forced his dhamma on his subjects. The ways taken by Ashoka to spread his dhamma were-

• Everywhere in his domain he sent the yuktas, the rajjukas and the pradesikas on inspection tours every five years for the purpose of dhamma instruction and also to conduct other business.

• He sent his son Mahendra and daughter Sanghamitra, to Sri Lanka to preach his dhamma.

• He also sent his ambassadors to five rulers outside India.

• He held the third Buddhist council.

Q8. How do we know that Ashoka was an animal lover?

Ans. We can say that Ashoka was an animal lover by reading from many of his edicts, which say that –

The living beings were not to be slaughtered or offered in sacrifice.

He made provision for two types of medical treatment – medical treatment for humans and medical treatment for animals.

After 26 years of his coronation he declared various animals to be protected. He said that the husks hiding living beings were not to be burnt and the creatures not to be killed.

Q9. How do we know about the administration of the Mauryan period? Explain.

Ans. We know about the administration of the Mauryan period from Kautilya’s Arthashastra, which contains the guidelines on how the empire was to be governed and gives the details about the mauryan administration.

In the Mauryan period, the emperor was the most powerful person. He not only made decisions after consulting his ministers, but also traveled extensively to gain a first hand account of what was happening. He was assisted by several officers to collect taxes and keep accounts. The tax money was used for building and maintaining roads, wells, rest houses, irrigation projects and the army. The empire was divided into four provinces each under a prince. The provinces were further divided into districts and districts into villages. Officers collected taxes, worked as judges and kept records. There was an espionage system with the spies to bring information from the faraway places.

Q10. Write about the people of Mauryan Period.

Ans. In the large empire of the Mauryan period, there were people speaking different languages, following different food habits and doing different jobs. People lived in villages, towns and forests. Most of them were farmers, they paid taxes and constantly settled new lands for cultivation. People also traded and used coins and also paid taxes. The people of the forests were hunters.

Q11. How did the Ashokan Empire end?

Ans. The Ashokan Empire ended because –

• The successors of Ashoka could not control the empire which was too large.

• Various regions were isolated and communication was difficult, the outlying provinces broke away.

• Perhaps enough taxes could not be collected to maintain the large army with so many officers.

• A series of attacks from the north-west also weakened the empire.


VOCABULARY

Rendered turned into

Urbanization turning into a modern city

Transplantation relocation

Withered dried away

Veterinary that of the animals

Perennial returning

Oppressive unfair

Salutation greeting

Blacksmith one who makes things of iron

Guild association

Procuring getting hold of

Patronage backing and support

Vicinity surrounding area

Thriving successful

Slacking dropping

Merchandise goods for selling

Tributary branch

Excavation digging

Unearth uncover

Barter exchange

DEFINITIONS

Urbanization – To change from village or rural life to city or urban life.

Ring Wells – Vows of pots or ceramic rings placed one on top of the other, which were used as toilets or as drain pipes or garbage bins.

TEACHING POINTS

Introduction(a) Read the story of Ananthapindika from the Jatakas

to illustrate the new found prosperity of merchants. Discuss the questions at the end of the section.


How did the merchants become so wealthy?

It is likely that students may not be able to answer this question completely. However, try to recall some of the important points from the previous chapter, especially the flowering of trade and commerce during the Mauryan dynasty.

What caused small villages to develop into prosperous, thriving towns? Let us find out.

From Villages to Towns


• Demonstrate the variety of early urban centres – coastal towns , capitals, religious centres.• Illustrate the use of archaeological material including coins, sculpture and textual sources to reconstruct social and economic histories.

9


The Second Urbanization(a) Ask students what was the first wave of

urbanization. Recall the Harappan civilization, which is regarded as the first modern city.

(b) Explain the main features of the second urbanization.

• Use of Northern Black Polished Ware• Iron tools and implements• Burnt bricks• Metal money• Discovery of ring wells used as toilets and

drainpipes

Agriculture(c) Discuss the various factors that helped in the

improvement of agriculture, and which in turn led to the development of towns and cities.

• Iron axes helped in clearing forests and creating land for cultivation

• Use of the iron ploughshare that helped in tilling the fields

• New methods of cultivation such as transplantation of seeds

• New methods of irrigation such as wells, tanks, canals etc.


How would an ordinary person have helped in the construction of a canal?

Hints

• Would have carried the material required such as brick, mortar and stone

• Would have also helped in the laying of bricks and the construction process

(d) Read the section from the Arthashastra on the duties of the king and answer the questions at the end of the section.


Why do you think that certain people were exempted from taxes?

Hints

• They may have been exempt because they performed some important services. Forexample, the priest contributed to religion and the moral upliftment of people. The veterinarian looked after the health of animals like cattle needed in agriculture and horses required in the army.

• Also, the people exempt from taxes may have been in the direct service of the king andperformed duties on behalf of the king for the welfare of his subjects.

Which of the above are the most important duties of the king?

• Protecting the people by building forts• Building roads• Constructing canals for irrigation• Taking measures to ensure the safety of crops

Which of these are relevant even today?

All of the above are relevant today.

People in the villages(e) Explain the different sections of people in the

villages and in the towns. Remember, most of these have been covered in the previous chapters and is a summary of the same, so you need not devote too much time to this section.

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – DiagramHierarchy of Society in South India

Hierarchy of Society in North India

Vellalars (Rich Landlords)

Uzhavars (Farmers)

��

��

��

��

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��

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Kadasiyar (Landless Labour)

��

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Grama Bhojaka (Rich Landlords)

Grihapatis (Farmers)

Dasa Karmakara (Landless Labour)


(f) Discuss the importance of potters and the evidence of two types of pottery Black and Red Ware and Northern Black Polished Ware.

Guilds of craftsmen and merchants(g) Recall the organization of craftsmen and artisans

in the form of guilds. (This has already been taught in the previous lessons). You can add on a few points on how the guilds helped merchants and artisans.

• It organized trade activities on behalf of its members

• It provided technical training to the younger craftspeople

• It also procured raw materials for the members• Guilds helped in the marketing and selling of

goods• Often, the guilds functioned as banks where

wealthy people invested their money. This was used to give loans to craftspeople.

Emergence of towns and cities(h) Explain the different types of towns that emerged

and how they can be categorized.

Assessment – 5Purpose – Formative; Type – Individual Assessment; Tool – Oral AssessmentFun with History!

Think of modern day India. Name at least two towns of each category.For example, capital cities like Delhi, Mumbai, Chennai, Kolkata etc.

Case Study – Puhar or Kaveripattinam(a) Read about Puhar as described in the Sangam

texts.

• Small fisherman’s port• A Sangam poem describes how precious

merchandise was brought to the port• Large mansions with many rooms existed in

Puhar• Read about the plan of the city and discuss the



How can you say that Puhar was a flourishing city?

Hints

• There were day and night markets• It had a busy shipyard used by many travelers• The town had several warehouses

What are the two districts of Puhar mentioned in the Silappadikaram?

• Maruvurpakkam and Pattinapakkam

Reconstructing History through various sources(a) Locate Bhrighukaccha on the map. Refer to the

map given on Page 75 of the atlas.

(b) Discuss with students how this port is mentioned as Barygaza in the book ‘The Periplus of the Erythraenean Sea’. Read the extract given in the textbook and discuss the questions at the end of the section.


Why was it dangerous to navigate ships?

Hints

• It was very narrow and full of rocks

What were the items imported into Barygaza?• Wine, copper, tin, lead, coral, topaz, thin clothing,

bright coloured girdles, sweet clover,flint glass

Mention the special items imported for the king.• Singing boys, beautiful maidens, wines, finest thin

weaves, special ointments

Towns on important trade

routes like Nagarjunakonda,

Mathura, Amravati

Craft centres like Varanasi

Ports like Barygaza, Arikamedu,

Kaveripattinam, Korkai

Cities rich in minerals such as Kodumanal in Tamil Nadu

Towns of religious

significance like Ayodhya, Bodh

Gaya

Capital cities like Madurai,

Pataliputra, Ujjain, Sravasti

Categories

of Towns


Assessment – 8Purpose – Formative; Type – Individual Assessment; Tool – Story TellingFun with History!

Read about the legend of Bharuch or Barygaza.

You will find the various stories related to it in the website www.wikipedia.org

Case Study – Mathura(a) Introduce the study of the third city of Mathura

by locating it on the map. Recall the various reasons why Mathura is famous from the previous chapter.

• Importance of Mathura as a trading centre – one linking Taxila to Tamralipti and the other connecting North India to Western and South India

• Considered to be the birthplace of Lord Krishna• Centre for art and many sculptures of red

sandstone found• Many inscriptions have been found recording the

gifts and donations made by kings and queens

(b) You can find images of the Mathura School of art at the following link:

encarta.msn.com/.../mathura_buddha.html and http://en.wikipedia.org/wiki/Mathura.

Discuss the questions at the end of the section.

Assessment – 9Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIn Text Questions(Page 85)

Give three reasons for the importance of Mathura as a historical site.

Hints

• Mathura is important as it lay at the crossroads of two important trade routes

• It also has religious significance as the birthplace of Lord Krishna

• Mathura is also famous for a school of art known as the Mathura School of Art


• The Second Urbanization

• Factors leading to the growth of towns• Categories of towns• Case studies – Puhar, Barygaza and Puhar


KEY TO THE TEXTBOOK EXERCISES (PAGE 86)1. Answer the following quiz.

a. I earned my living by working on the fields of others. What am I?

Dasa Karmakara

b. I collected taxes from people. Who am I? Grama Bhojaka

c. I was an ancient port of Gujarat. What is my name?

Bhrighukaccha

d. I am a small fishermen’s village on the eastern coast of Tamil Nadu. Who am I?

Kaveripattinam

e. I am the birthplace of Krishna. What is my name?

Mathura

2. Say whether the following statements are True or False.

a. The first urbanization took place during the Vedic Age – False

b. The use of iron in India began around 1000 BCE – True

c. Barygaza is in Gujarat – True

d. Our knowledge of Puhar is based on architectural sources – False

e. The Peripuls of the Erythraean sea is a Roman Periplus – False


a. What were the most important duties of the king according to the Arthashastra?

According to the Arthashastra, the king’s most important duties were to construct reservoirs filled with water. If he could not construct them, he should provide the materials for their construction. The king also had to protect crops from being destroyed by thieves and cattle. He should also ensure that crops were not subject to high taxes.


b. Name the categories of farmers.

There were three main categories of farmers:

• The Grama Bhojaka who was the largest landowner and also the village headmen. He collected taxes on behalf of the king.

• The Grihapati who was a smaller, independent landowner.

• The Dasa Karmakara who was a landless labourer and worked on the farms of others.

c. I n I n d i a n h i s t o r y , w h a t i s ‘ s e c o n d urbanization’?

Around 100 BCE, many towns and cities emerged in different parts of India. This is referred to as the Second Urbanization because the first urbanization took place around the time of the Harappan civilization, dating back to 2500 BCE.

d. H o w w e r e g u i l d s b e n e f i c i a l t o t h e craftspeople?

Guilds were beneficial to merchants in many ways:

• It organized trade activities on behalf of its members

• It provided technical training to the younger craftspeople

• It also procured raw materials for the members • Guilds helped in the marketing and selling of

goods • Often, the guilds functioned as banks where

wealthy people invested their money. This was used to give loans to craftspeople.


a. What do you know about the agricultural conditions during the period of the ‘second urbanization’ in India?

Agriculture was the chief occupation of the people. Farmers used a variety of methods to practice agriculture and thus grew very prosperous. One method was the transplantation of seeds or small plants. Though the farmers were initially very dependent on irrigation, they soon used other methods of irrigation. These included wells, tanks and artificial lakes. The king also helped farmers by constructing canals. The king also took special measures to protect agriculture from high taxes, thieves and cattle.

b. What do we come to know from the Periplus?

The Periplus describes the navigation and trading opportunities from the Roman Egyptian ports along the coast of the Red Sea and others along East Africa and India. It gives us a lot of information of lands around the Indian Ocean. It describes the port of Bharuch in detail, including the goods that were imported and exported from there. For example, we come to know that it was difficult to navigate ships because the coast was narrow and rocky. We also get to know the special items imported for the king such as singing boys, wine, fine cloth etc.

c. Write a note on the Shrenis.

Shrenis refer to the guilds or the organizations that craftsmen were organized in during the ancient period. There were two kinds of guilds – the merchant guilds and the crafts guilds. The merchant guilds organized trade activities for its members. The crafts guilds provided technical training to the younger craftspeople. It also procured raw materials for the members. Guilds helped in the marketing and selling of goods. Often, the guilds functioned as banks where wealthy people invested their money. This was used to give loans to craftspeople. It was also common for guilds to make lavish donations and gifts to temples and monasteries.

d. Write a note on ancient Indian towns that lay on important trade routes.

The important towns that lay on trade routes were Mathura in Uttar Pradesh, Nagarjunakonda, Amravati and Kondapur in Andhra Pradesh and Sannati in Karnataka. These towns developed simply because they lay along these important routes. In fact, many of the ancient cities in Andhra Pradesh developed because of their location as a link to south eastern India with the western Deccan. These towns in Andhra lay on the banks of rivers and thus served as inland ports.

e. Mention the main features of the ‘second urbanization’.

The main features of the Second Urbanization are:

• Use of Northern Black Polished Ware • The use of iron tools and implements


• The use of burnt bricks • The use of metal money • Discovery of ring wells used as toilets and

drainpipe • Expansion of agriculture because of better tools

and improved irrigation


Purpose – Formative; Type – Individual Assessment; Tool – Diary Entry1. Hints

• Life at Kaveripattinam is very busy• Everyday one wakes up to the sound of horn of

ships coming in• Hustle and bustle of the market place• Night markets are very exciting• I love to visit the night market – one gets to see

different stalls selling unique and interesting items from foreign places

• One day, my father bought me a dress made of the finest weave

• I go to sleep every night dreaming of foreign lands

Purpose – Formative; Type – Individual/Group Assessment; Tool – Organize a debate

2. Archaeological sources are more useful than literary sources of history

Yes, because

• We can get to know about how people lived• A lot of information has been got even though

certain scripts have not been decipheredNo, because

• We get only partial information from archaeological sources

• There might have been many objects that have been lost or destroyed

• Archaeological sources cannot be tampered with unlike literary sources

• A complete account of the times cannot be pieced together from archaeological sources alone

Development of towns cannot take place without the development of villages

Yes, because

• Towns and villages are interlinked to one another

• Villages supply the food and raw material necessary for traders and craftsmen, otherwise they need to grow their own food to survive

• No town has emerged in history without the development of villages first

No, because

• The town can develop due to other factors – as a centre of trade, discovery of precious metals etc

• Many villages and towns are far away from one another – hence, it is possible that they developed independently

• Food can always be imported from other places. A town does not have to depend on the village for food.

I would have liked to live in a town during this time

Yes, because

• I would have experienced people lived in the past• I would have seen how trade with foreign

countries took place, seen interesting sights• It would have been exciting to see people

from foreign lands, conversing in different languages etc.

No, because

• Life would have been difficult and hard without modern conveniences

• Unless, one belonged to the royal or a rich person’s family, one would have to work very hard for a little money

• No one was safe in the town as there would always be the danger of robbers and thieves.

3. Refer to the information given in the textbook.

Purpose – Formative ; Type – Individual/Group Assessment; Tool – Read and answer (Oral Assessment)4. (a) The king should reside in a city surrounded

by strong walls to protect him from invaders.

(b) He should have horses and elephants so that he could use them in wars.


(c) The word ‘cars’ denotes chariots(d) The royal capital should be well stocked with

grain so that it could be used in times of a famine or if the capital was surrounded by enemies during war.

The historian would gather information about how the capital was structured and the strategies used at times of war. The historian would also get to know how kings used to prepare themselves for war.


Fill in the blanks

1. The change from rural life to city life is known as Urbanization.

2. Ring Wells were used as toilets or as drain pipes or garbage bins.

3. In India the use of iron began around 3000 years ago.

4. The village head man was called the grama bhojaka in North India.

5. Mathura was the capital of the Kushanas.

Match the columns

1. Urbanization turning into a city2. Dasa karmakara did not own land3. Muziris port is in Kerala4. Transcontinental crossing continents5. Tappaga and Cotymba large boats

Identify - Who am I?1. Silappadikaram – The Tamil Epic2. Cheran Senguttuvan – Chera King3. Ozene – Ujjain4. Herone – Rocks in the gulf near Bharuch5. Tappaga and Cotymba – well manned large

boats6. Shreni – guilds formed by traders and craftsmen

QUESTION/ANSWERS

Q1. Which were the two districts of Puhar mentioned in Silappadikaram?

Ans. The two districts of Puhar were – Maruvurpakkam near the sea and

Pattinappakkam to its west.

Q2. Describe the location of Kaveripattinam.

Ans. Kaveripattinam is a small fishermen’s village on the eastern coast of Tamil Nadu. It is located at the point where the Kaveri river flows into the Bay of Bengal.

Q3. How can you say that Puhar was a flourishing city?

Ans. We can say that Puhar was a flourishing city from the detailed description available in the Tamil epic Silappadikaram – The two districts of Puhar, Maruvurpakkam and Pattinappakkam were separated by a stretch of gardens and orchards where daily markets were held under the shades of trees. And the marketplace had both daily and night markets. The former being close to shore was preferred by the merchants and foreigners, the kings and nobles, rich traders and farmers, physicians, astrologers, members of the king’s army, court dancers occupied Pattinapakkam. Maruvurpakkam was inhabited by the fisher folk, weavers, silk-merchants, vendors, potters, grain merchants, jewelers and diamond makers, the town had several ware houses.

Q4. Why was it difficult to navigate ships coming to Bharuch?

Ans. It was difficult to navigate ships, because the gulf to Baryagaza or Bharuch was very narrow and very hard to navigate for those coming from the ocean as it was full of rocks called Herone.

Q5. What were the items imported into Barygaza?

Ans. The items imported into Barygaza were - wine, copper, tin and lead, coral and topaz, thin clothing and inferior sorts of all kinds; bright colored girdles, sweet clover, flint glass, gold and silver coins; and ointment.

Q6. Mention the special items imported for the kings in Puhar.

Ans. Special items imported for the kings were - very costly vessels of silver, singing boys, beautiful maidens for harem, fine wines, thin clothing of the finest weaves and the choicest ointments.

Q7. What was exported from Puhar?

Ans. Things exported from Puhar were – ivory, agate and carnelian, cotton cloth of all kinds, silk cloth, cloth yarn and long pepper.


Q8. Give three reasons for the importance of Mathura as a historical site.

Ans. Mathura’s importance lay in its location at the cross-roads of two major ancient trade routes – one linking Central Asia and Taxila now in Pakistan to the port of Tamralipti in eastern India and the other connecting North India with trade centers in western and southern India.

It was a religious center, as it was also the birthplace of Hindu God Krishna.

Mathura had been a centre of art and archaeologists have discovered several inscriptions in and around Mathura.

Q9. What do the inscriptions tell us about the people of Mathura?

Ans. The inscriptions tell us about the gifts offered to monasteries and temples by kings, queens, merchants and craftsmen. From these inscriptions we also come to know that there were colonies of goldsmiths, blacksmiths, weavers, basket makers and perfume makers in Mathura. The city was very big and was enclosed by strong fortifications. Farmers from neighbouring villages supplied food to the people of this city.

LEARNING OBJECTIVES


VOCABULARY

Deity GodSpecific exactScholar learned manExcavation diggingEmblem symbolCharred burntDepict describeInvade enter by forceReign time in powerScooped dug outHalted stoppedNavigation direction in findingPirates bandits of the seaCommodity article of tradeScrupulous carefulSustain keep goingFragment portionLucrative rewardingChiseled carvedRugged rough, rocky


• Introduce the idea of different contexts of contact between distant lands and the motivating forces (including conquest)• Examine the implications of journeys within the subcontinent• Illustrate the use of textual and visual material for reconstructing histories of such contacts

DEFINITIONS

Sangam – A gathering of Tamil scholars and poets was called sangam.

Vats – Large tanks or vessels where cloth is dyedTransit depots – Temporary storehouses

TEACHING POINTS

Introduction(a) Recall Sangam literature from Chapter 1. Explain

to students that Sangam literature can be classified into two categories: Agam (inner) and Puram (outer). While the former deals with the inner emotions and feelings of a person’s personality, the latter deals with aspects of heroism and bravery.

(b) Explain how the ecological classification of Sangam literature influenced the lifestyle and religion of the people.

(c) Read the introductory section that details this and discuss the questions that follow.


In which ecozone do you live?

10 Flowering of Religion and Commerce


This could raise a variety of answers depending on the location of your school.

Do you think that professions or occupations of people are influenced by the natural environment?

Hints

Yes, people living in the plains would most likely be agriculturists while those living in the desert cannot be farmers because the landscape does not suit them.

In which ecozone would you like to settle when you grow up? Give reasons for your answer.

This too could throw up a variety of answers. However, guide students to think of practical and logical reasons as to why they would like to settle in a particular area. Also point out the disadvantages of living in certain areas.

The Sangam Age(a) Locate Madurai on the map. Explain the meaning

of the Sangam Age and why it is so interesting to historians.

1. Scholars from different lands assembled at Madurai for academic discussions

2. This gathering is referred to as Sangam3. The Sangam was held between 200 and 300 BCE

(b) Explain the concept of Tamilakam. Draw a map of Tamilakam detailing the areas ruled by the Satavahanas, Cheras, Cholas and Pandya dynasty.

(Source: www.wikipedia.org)

The Cheras(a) Point out in the map the area over which the Chera

dynasty ruled.

(b) Explain the key features of the kingdom.

• Capital was Karur or Vanji• Located on the banks of the river Amravati• Chief port was the Muziris on the Malabar Coast• Emblem was the bow• Greatest ruler was Senkuttavan – invaded North

India and crossed the Ganga• Power of the Cheras declined after 2nd century

BCE

Case Study – Karur(a) Discuss the example of Karur to understand life

during the Sangam Age.

• Dates back about 2000 years ago• Many objects such as pottery, bricks, mud toys,

coins, ceramic vessels etc. excavated• Karur connected Muziris with Kaveripattinam• Coins from Greece and Rome have been found

confirming that it was a centre ofinternational trade

• Silappadikaram mentions that Sengukattuan ruled from Karur; Ptolemy also mentions it

The Cholas(a) Point out the area where the Cholas ruled in the

map.

(b) Discuss the main features of their empire.

• Kingdom had two capitals – Uraiyur and Kaveripattinam

• Uraiyur was known for its textiles while Kaveripattinam was a famous trading port

• Greatest ruler was Karaikala• Emblem was the Tiger

The Pandyas(a) Discuss the main features of the Pandya dynasty

after showing the main areas of their rule on the map.

• Capital was Madurai• Emblem – the fish• Most famous king was Nedunchezhian


Assessment – 2Purpose – Formative; Type – Individual Assessment; Tool – Art WorkFun with History!

You have read about the emblems of the Chera, Chola and the Pandya dynasties. Imagine that you were the royal artist at the court of one of these dynasties and were asked to design these emblems. Display your work.

The Satavahanas(a) Introduce this section by reading the inscription

of Gautami Balashri about her son Gautamiputra Satakarni.

He is the one….

...who crushed down the pride and conceit of the Kshatriyas (the native Indian princes, the Rajputs of Rajputana, Gujarat and Central India); who destroyed the Shakas (Western Kshatrapas),

Yavanas (Indo-Greeks) and Pahlavas (Indo-Parthians),... who rooted the Khakharata family (The Kshaharata family of Nahapana); who restored the glory of the Satavahana race.

(b) Explain that the Satavahanas also known as the Andhras were known as Dakshinapatha or the Lords of the South.

(c) Discuss the main features of the dynasty.

• Women enjoyed a special role in administration• They could hold property• Sculptures show women participating along with

men in rituals• Capital of the kingdom was Pratishthan• Hinduism and Buddhism were both practiced• Built many rock cut structures at Nagarjunakonda

and Amravati

(d) Visit the link http://en.wikipedia.org/wiki/Satavahana for more information and pictures of the Satavahana dynasty.

Invasions from the North West(a) This section contains a lot of minor details of the

many invaders such as the Indo-Greeks, Sakas, Parthians and the Kushanas.

(b) Hence, use the following chart to briefly touch upon these rulers.

GondophernesKushans

Invaders from the North West

Menander (165-145 BCE)

Rudraman (130-150 BCE)

Sakas

Indo Greeks

Parthians

Assessment – 3Purpose – Formative; Type – Individual Assessment; Tool – Diagram

(c) Discuss the contribution made by the Kushan king, Kanishka.

• Encouraged the growth of art and architecture• Ashvaghosha the famous Buddhist scholar lived

in his court – authored Buddhacharita• Kushanas patronized the Gandhara School of Art

(d) Visit http://en.wikipedia.org/wiki/Kanishka and http://en.wikipedia.org/wiki/Gandhara for images and additional information.

Impact of the foreign rule in India(e) Ask students to think about the possible impact of

the foreign invasions.

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment• Import of new forms of dress like long coats,

trousers, tunics, caps, helmets etc.• Trade between India and Central Asia increased

leading to greater prosperity• Spread of Buddhism to different parts of the

world

The Story of the Roman Trade(a) Recall what students have studied about the

foreign trade based on the account of Periplus.

(b) Explain the information given by literary works – Graeco-Roman and Tamil about Indo- Roman trade and the features of this trade.

• Romans first came to Africa and from there sailed to India

• First Romans came to the coast of Muziris in 300 BCE


• From Kanyakumari, they travelled to the Western Ghats and then on to the eastern coast (Show this on the attached map)

• The main goods exported from India were gems, silk, cotton, spices, sandalwood etc.

• The main goods imported were corals, wine and metals like gold and silver

• References in Tamil literature – the poem Purananuru

• Tamil poems refer to the Yavana lamp• Graeco-Roman works like Pliny’s Natural History

and Periplus Maris Erythraei also refer totrade• Many Roman coins found in India• These occur as hoards underground buried in

mud pots• Decline of Chera, Chola and Pandya dynasty led

to the decline of the trade

A Case Study – Arikamedu(a) Point out Arikamedu on the map. Mention that it

was an important port for the Romans who called it Poduke.

(b) Visit the links www.thepondicherry.com and http://en.wikipedia.org/wiki/Arikamedu. You will find many pictures of the Roman objects found at the site. Show these to students and discuss how archaeologists have excavated a warehouse-like structure containing many of these finds.

The Story of the Silk Route(a) Explain to students why the Silk Route was so

called.

• The Chinese were the first people to make silk around 5000 BCE

• They used to carry this as gifts to foreign lands• The routes that they used to take was known as

the Silk Route• It stretched for 7000 miles from China to Rome

through West Asia

(b) Show students the Silk Route on the map on Page 96.

(c) Ask students how Indians became involved in the Silk Route.

• Indians who lived near the Ganga played the role of middlemen.

• The Chinese would trade silk for precious stones and metals

• Kings also demanded tribute or a form of payment in return for the protection of merchants from thieves

Spread of Buddhism(a) Ask students if they know what a travelogue is. A

travelogue is a traveller’s account of the different places that he/she has visited.

(b) Talk about the travelogue of Fahien and Hiuen Tsang. Read Fahien’s description of crossing the Indus.

• Fahien came during the Gupta period and stayed for three years at Pataliputra

• Upon his return to China, he translated some important works that he carried with him alongwith an Indian monk, Buddhabhadra

• Hiuen Tsang lived in India for 14 years. He studied at the famous Nalanda University

• He translated many Buddhist texts• He wrote a book entitled Si-tu-ki

(c) Discuss with students that Indian scholars also travelled to other places such as Prabhakaramitra who reached China in 627 BCE.

(d) Conclude this section by talking about the spread of Buddhism to other countries such as Sri Lanka, Burma, Thailand and Indonesia.


• The Sangam Age• Rule of the Chera, Chola and Pandya Dynasty• Invaders from the north west• Trade through the Silk Route• Spread of Buddhism


KEY TO THE TEXTBOOK EXERCISES

1. Answer the following quiz.

a. I was a famous Satavahana king. My mother’s name was Gautami Balashri. Who am I?

Gautamiputra Satakarni

b. I was an ancient Chera ruler who invaded North India and crossed the River Ganga. Who am I?

Senkuttuvan

c. I built the Kallani Dam across the River Kaveri near Tiruchi in Tamil Nadu. Who am I?

Karaikala


d. Historians call me ‘Second Ashoka’. Who am I?

Kanishka

e. I was the Saka ruler who repaired the Sudarshana Lake in Kathiawar in Gujarat. Who am I?

Rudraman


a. What were the main items that the ancient South Indians exported to and imported from Rome?

The main items that south Indians imported were coral, wine, olive oil and metals such as gold and silver. In return, the main items that were exported were gemstones, silk, cotton, ivory, spices, sandalwood and peacocks.

b. What is the Silk Route?

The routes taken by Chinese traders to carry their silk to foreign lands came to be known as the Silk Route. The Silk Route was a route that stretched for about 7000 miles from China to Rome. It passed through West Asia.

c. What is the main attribute of the Gandhara School of Art?

The Gandhara School of Art was a blend of Indian and foreign influences. The art was Buddhist in theme but Graeco-Roman in style.

d. What do you know about the coins minted by the Kushanas?

The Kushans were known for their beautiful coins that were minted in gold and copper. These carried the imprint of the Kushan kings and were used extensively in trade.

e. Why did Hiuen Tsang visit India?

Hieun Tsang was not content with reading translations of Buddhist books in Chinese, so he came to India and lived here for 14 years. He studied at the famous Nalanda University and was honoured by the king Harshavardhana.

3. Answer the following questions in five to six sentences.

a. Who were the Indo-Greeks? Why is the rule of the Indo-Greeks very important in the history of India?

Following the decline of the Mauryas in the 2nd century BCE, India was invaded by many

foreigners from the North West. Among the first invaders were the Greeks who ruled the region in Northern Afghanistan known as Bactria. The Greeks who settled down in India were known as the Indo-Greeks. Their rule is very important because they were the first rulers to issue coins bearing the portraits of kings. Their rule was also important because a new style of art, blending Indian and foreign influences, known as the Gandhara School of Art emerged.

b. Why did the Roman trade decline in the 5th – 6th centuries CE?

Roman trade declined in the 5th centuries BCE for the following reasons:

• Europe learnt the art of rearing silkworms and hence the demand for Indian silks in Europe reduced.

• The decline of dynasties like the Sakas, Satavahanas, Cheras etc. who had supported this trade with the patronage also led to the decline of trade.

• The artisans fled from their homes and thus the ruling families and artists’ guilds that had sustained this trade were no longer available.

c. Write a note on art and literature during the reign of Kanishka.

Kanishka encouraged art and literature during his reign. Ashvaghosha, the famous Sanskrit scholar, lived in the court of Kanishka. He wrote two important works, the Buddhacharita and Saundarananda. Other scholars patronized by Kanishka included VAsumitra, Charaka and Nagarjuna. A new style of art blending Graeco-Roman elements and Indian styles emerged during the reign of Kanishka. It was known as the Gandhara School. The main themes of the art were Buddhist elements.

d. What are the two main sects of Buddhisn? What are the important differences between the two sects?

The two main sects of Buddhism were Mahayana Buddhism and Hinayana Buddhism. Mahayana Buddhists believed in the worship of Buddha and had elaborate rituals. The Hinayana sect believed in the old ways of worship and followed a simple style of rituals and worship. While Mahayana


Buddhism became popular in Central Asia, China, Korea and Japan, Hinayana Buddhism spread to Sri Lanka, Burma, Thailand and Indonesia.

e. How do we know that the Romans traded with Arikamedu? Explain with examples.

Arikamedu is a coastal site close to Pondicherry. The Romans called it Podouke. Archaeologists have excavated the site and discovered a brick structure that may have served as a warehouse. They have also found vats where cloth was dyed. Many Roman objects have been discovered. These include fragments of glass vessels, mud lamps, jars, semi-precious stones and pottery. From these findings, they have concluded that the Romans traded with Arikamedu.


Purpose – Formative; Type – Individual Assessment; Tool – Diary Entry1. Prepare a chart or a report on any one of the cities

along the Silk Route.Divide the class into four groups. Give each group one of the following places.

• Samarkhand• Qiemo• Shahrud• BaghdadGuide them to visit www.wikipedia.org for information and details.

Purpose – Formative; Type – Group Assessment; Tool – Prepare a brochure for a museum on the contacts between ancient India and Rome2. • To complete this task, prepare a map showing

the various trading centres in India. • Also visit the websites as mentioned earlier for

pictures on artefacts and information

Purpose – Formative; Type – Individual/Group Assessment; Tool – Textual Analysis3. (a) Muziris is a port located on the Malabar

Coast (b) It is described as overflowing with prosperity

because it was an extremely important centre of trade

(c) From the above passage, we learn that the trade between India and Rome was very prosperous.

Purpose – Formative; Type – Individual Assessment; Tool – Find out4. (a) The website www.indianexporters.com will

help students find out more about this. (b) This activity can be as group work. Visit the

l ink en.wikipedia.org/wiki/Silk for information on how silk is produced.

ADDITIONAL QUESTIONSMatch the following.

1. Muvendar Cheras, Cholas and Pandyas2. Satavahana kings Lords of Dakshinapatha 3. Mahayana Sect worshiped Buddha4. Hiuen Tsang Chinese traveler5. Teral Wine6. Buddhacharita Ashvaghosha

Fill in the blanks.

1. The gathering of Tamil Scholars was called Sangam.

2. Senkuttuvan was the greatest Chera ruler.

3. Two capitals of the Cholas were Uraiyur and Kaveripattinam.

4. The fish was the emblem of the Pandyas.

5. Augustus and Tiberius were Roman Emperors in the 1st century CE.

6. People of China were the first to make silk.

QUESTION/ANSWERSQ1. How do we know about the Sangam age?

Ans. Archaeological excavations, old coins and inscriptions tell us about the life and culture of the people in the sangam age.

Q2. Who were the Muvendar?

Ans. The Cheras, Cholas and Pandyas were called the Muvendar (‘three main kings’) of Tamilakam.

Q3. Name the categories of the Tamil poems.

Ans. The Tamil poems can be grouped into three main categories – the Pattupattu meaning ten lyrics, the Ettuthogal meaning eight anthologies and the Padinenkilkanakku meaning eighteen minor works.

Q4. Who demanded taxes from the traders passing through their lands? What did they offer in return?


Ans. The kings and traders living along the Silk Route demanded tributes and taxes from the foreign traders passing through their lands. In return, these kings offered protection to the traders against robbers.

Q5. Write about the importance of Arikamedu.

Ans. Arikamedu is a coastal site close to Pondicherry in South India. It is situated close to the spot where the river Ariyankuppam joins the Bay of Bengal. It is an important port for the Romans. They called it Poudouke. Many French, British, Indian and American archaeologists have excavated this site.

State their importanceUraiyur – Capital city of the Cholas and was famous for its fine cotton textiles.

Kaveripattinam – Served as the secondary capital city for the Cholas and was a major trading port and harbour.

Kallanai Dam across the river Kaveri near Tiruchi was built by Karikala the greatest Chola ruler.

Fahien was a Chinese who came to India, he stayed at Patliputra for 3 years learning Sanskrit and he returned to China after sailing to Sri Lanka from the eastern port of Tamralipti.

Buddhabhadra was an Indian Monk.

LEARNING OBJECTIVES


VOCABULARY

Exaggerated overstated

Velour plush woven fabric resembling velvet

Dynasty reign

Campaign drive

Ally friend

Prowess ability

Pike peak, summit

Dart rush

Afflicted caused problems

Cavalry soldiers who fight on horse back

Savage fierce and violent

Annoyance displeasure

Vanish disappear

Obscure difficult to understand

Genealogy family tree

Illustrious memorable

Glorious wonderful

Scribe engrave

Contingent group

Wharf landing stage, dockside


• Introduce the idea that strategies of expansion and their logic, differ• Explain the development of different administrative systems• Understand how prashastis and charitas are used to reconstruct political history

DEFINITIONS

Imperial – Related to an emperor or empireWharf – A flat area near the sea where a ship can load

or unloadPrashasti – The writings written in praise of the

kingGenealogy – List of family members, which help us

trace the descent of a familyUr – Village of the common type, where the people

of all castes lived.Nagaram – Village where the traders lived

TEACHING POINTS

Introduction

Assessment – 1Purpose – Formative; Type – Individual Assessment; Tool – Role Play(a) Divide the class into pairs or groups. Ensure that

the pairs consist of good friends who generally get along together. Ask each member of the pair to write about their partner (of the pair). Now using a draw of lots system, ask the students to pick up slips and depending on the person, whom they get, ask them to write about their classmate. Do the first account and the second account match. (In all probability, they should not!)

India from the 4th Century to the 7th Century11


(b) Read the opening section of the text and discuss the points raised at the end of the section. Explain how we cannot totally rely on biographies as they may be biased and exaggerated.

Guptas(a) Introduce the discussion of the Gupta Empire by

drawing a dynastic tree of the key rulers.

(b) Explain the main features of each king’s rule.

Chandragupta I

• Founder of the Gupta Empire• Married a Lichchhavi princess and took the title

of Maharajadhiraja

Samudragupta

• Information about this king comes through a prashasti or an edict of praise written by the court poet Harisena

• Inscription gives a list of the territories conquered and the kings who accepted Samdragupta as their overlord

• Some of the Himalayan states accepted his power and paid him tribute

• Samudragupta was also known to be a great lover of music and art

(c) Read the inscription written by Harisena and discuss the questions at the end of the section.


How many battles had he fought? What was his strength?

He had fought 100 battles. His strength was the prowess of his arm.Why does he call his woundsÊ confused Ê?

He calls his wounds confused as he does not know which weapon caused them – whether it was the arrow, spear, pike etc.

Do you think this is truly a glowing account? Why?

Chandragupta II (381 -413 CE)

Samudragupta (320 – 380 CE)

Chandragupta I (280 – 319 CE)

Yes, this can be considered as a truly glowing account because the king is compared to the various gods. He is spoken of in the highest terms. He is considered to be very virtuous and someone who always has the interests of his people at heart.

Can we believe everything a court poet says? Why?

It is difficult to believe everything a court poet says because he was employed by the king. He would naturally praise the king and be biased in his account. If he did not, he would always fear that the king would punish or kill him.


What do you think was the main difference between Ashoka and Samudragupta?

Hint

While both expanded their kingdoms, Ashoka went through a major change after the Kalinga War. He renounced war. Samudragupta, on the other hand was more zealous and ambitious and continued to expand his empire. He wanted to establish his complete supremacy all over India.

Chandragupta II

• Also known as Vikramaditya• He had friendly relations with the Deccan

kingdom• Daughter married a Vataka prince• Also a patron of arts and literature

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Story Telling and Group DiscussionFun with History!

Read about the legend of Vikram and Betal.The legendary tales of Vikram and the Vampire are an account in which the king tries to capture and hold on to a vampire. However, each time the vampire tells a confusing story and ends it with a question for the king. The king can be quiet only if he does not know the answer.The vampire threatens him that if he knows the answer but does not answer, his head will burst.Read the enclosed story and dramatize it.


Harshavardhana(a) Explain to students that our main information

about King Harshavardhana comes from a biography entitled Harshacharita written by a court historian Banabhatta. Also explain that another account is that of Hiuen Tsang, who was a guest of the king.

(b) Discuss the various aspects of his reign as described by these two writers.

• Shifted the capital from Thanesar to Kanauj• He built a large kingdom covering Punjab,

Kashmir, Uttar Pradesh, Bihar and Orissa• Empire was divided into uparika or provinces• These in turn were divided into vishaya or

districts• The king gave lands to monasteries• Officers were rewarded with land grants• Defeated rulers had to supply troops of soldiers

to the king


Do you think it was a good idea to give land grants? Did it weaken the king?

Hints

Land grants would have weakened the king if he was not strong and did not have an able set of officers to assist him. He would have also lost on the revenue from that land, which could have gone towards the payment of salaries, building of roads etc.

(c) On an outline map of India, draw the extent of Harshavardhan’s empire.

Source: www.wikipedia.org

Deccan and South India(a) Discuss with students that the Deccan region

and South India were largely full of conflict between two main dynasties – the Pallavas and the Chalukyas.

(b) Explain the main features of both dynasties.

Chalukyas

• Capital was at Badami• Well known ruler was Pulakesin II• He fought the Pallava kings, Mahendravarman

and Narasimhavarman

Pallavas

• Capital was Kanchipuram• Greatest rulers were Mahendravarman and

Narasimhavarman• Important port towns were Mahabalipuram and

Kaveritpattinam

(c) Explain the struggle for supremacy between the Pallavas and the Chalukyas.


Why did kings want to control the coasts?

Hints

Kings wanted to control the coasts as it gave them direct access to the sea. This would be extremely useful for trade. It would also help them in times of war as it would give them an access route to attack their enemies.

(d) Visit the website www.mahabalipuram.co.in for details of the rock cut caves and temples built by the Pallava kings.

Life of the people(a) Conclude this chapter by explaining the life of the

people.

• Three types of villages existed; Ur – where all castes lived; Sabha – an exclusive brahmana village given as a grant and Nagaram – where only traders lived

• Village Assembly managed affairs of the village and took decisions

• People paid 1/6 th of their income as tax


• Townspeople were comfortable and lived well• Caste system became rigid with the concept of

untouchability• Craftspeople designed coins and produced

polished stones and beads• Trade flourished with Iran, Arabia, Indonesia and

Cambodia

Recapitulation and Summary• Guptas – important developments• Reign of Harshavardhana• Pallavas and Chalukyas• Life of the people

Summative Assessment -1



a. W h i c h i n s c r i p t i o n t e l l s u s a b o u t Samudragupta?

We come to know about Samduragupta from a pillar inscription in Allahabad. This was composed by his court poet Harisena. The inscription is called a prashasti and praises his conquests and campaigns.

b. How was the empire divided?

The empire was divided into provinces called uparikas which were generally under princes. The provinces were subdivided into districts called vishaya under the vishayapati.

c. How were the officers paid?

Though officers were paid in cash, occasionally they were rewarded with land grants. The revenue paid from the land became their salary.

d. How do we come to know about Harsha’s rule?

We come to know about Harsha’s rule from two literary sources. One is the Harshacharita written by the court historian, Banabhatta. The other is the account of the Chinese Buddhist traveller, Hiuen Tsang who was a guest at the court of Harsha. He gives many details in his book Si-Yu-Ki.

e. In what type of houses did people live in towns and villages?

People lived in brick houses with drains and wells in the towns. In villages, they lived in thatched houses.

f. Name two women princesses mentioned. Who were they?

The Harshacharita talks about the daughter of Vikramaditya who married a Vataka prince and ruled the kingdom on behalf of her son, when her husband died. The second princess mentioned is in the pillar inscription at Allahabad, where Samudragupta is said to be the son of a Licchavi princess.

g. What are genealogies?

Genealogies are a list of family members that help us to trace the descent of a family. During the period 4th to 7th CE, many kings had their genealogies done and took pride in tracing the descent of their ancestors.

2. Write True or False and correct the false statements.

a. Harhsavardhana moved his capital from Kanauj to Thanesar – False

b. Pulakesin defeated the Pallavas twice – False

c. The Pallavas had their capital in Kanchipuram – True

d. Kaveripattinam was a famous port in Gujarat – False

e. 606 CE is in the 6th Century – False

f. Prasshastic are biographies of people – True


a. Why did the Pallavas fight the Chalukyas?

Pulakesin and his son, Pulakesin II, the Chalukyan kings wanted total control of the Deccan Plateau. Hence, they had a long drawn conflict with the Pallavas. While Pulakesin II defeated Mahendravarman, he was defeated in the next battle by Narasimhavarman and his capital, Badami, was also conquered. The struggle between the two dynasties continued until the middle of the 8th century when they both declined.

b. Which were the types of villages found in South India and what did the assemblies do?

There were three types of villages found in South India. The Ur was the village where all the castes lived. The Sabha was an exclusive brahmana village that was given as a grant.


The Nagaram was a village where traders lived.

The village assembly managed the affairs of the temple and controlled matters relating to irrigation, tanks and roads. Decisions were taken by majority votes.

c. Why did Samudragupta re turn some kingdoms?

Samudragupta returned some kingdoms to the kings who accepted his supremacy and paid him tribute in return. Rulers of kingdoms in Nepal and Assam paid him tribute. Others gave him presents of garuda tokens in gold and silver and their daughters in marriage. He also ensured that the rajas of the tribal people and the forests were forced to obey him.

d. What did Fahien say about some people in India?

Fahien says that the people in India lived comfortably and in peace. The people were prosperous. Men and women painted their nails and scented their body and hair. Society was divided into castes. There was one group of people, the untouchables who lived outside the town separately. The upper caste people felt polluted if they came in contact with these people and they were treated as impure. The untouchables carried dead bodies, slaughtered animals and did cleaning up jobs.


Purpose – Formative; Type – Individual Assessment; Tool – Diary Entry1. (a) My day starts very early – I get up and clean

my teacher’s house – fetch firewood and water – help out to prepare breakfast – lessons in the morning – in the afternoon, I press my teacher’s feet as he rests – collect fruits and complete other chores – in the evening, we are taught more subjects like mathematics, warfare and grammar – prepare dinner and go to bed.

(b) I am so fortunate to be learning the craft from my father – he is a master craftsmen – his goods are exported to Rome, China, Central Asia – kings order his crafts as gifts and presents – my father teaches me the craft as

he learnt it from his father – hours of hard work and intricate labour – teaches me the importance of paying attention to minute details – at the end of my training, I will need to design an object that will be reviewed by all the other craftsmen – if they like it and it is sold, it means I have passed the test – I am working very hard and am excited by the day when I will have my own workshop.

2. Refer to the map on Page 104 to complete this task.

Purpose – Formative; Type – Individual Assessment; Tool – Analysis – Samudraguta and Ashoka – A Contrast3. Samudragupta

• He was a brilliant general at war and conquered many territories

• Expanded the Gupta Empire and brought great prosperity to the kingdom

• Was able to sustain his ambition as a king unlike Ashoka who imposed his beliefs on the people

Ashoka

• Was a noble king as he renounced war• Undertook many welfare activities for the people

– built guesthouses, roads etc.• Was a true believer in dhamma and spread his

message directly to the people

Purpose – Formative; Type – Individual/Group Assessment; Tool – Debate & Group Discussion5. (a) Yes, it is fair to make villagers pay for soldiers

and government officers on tour as they are working for the safety and welfare of the villagers and the people of the kingdom. Their work would indirectly or directly benefit the people. They were taking great risks on their own safety for the people. No, it was not fair to make villagers pay for the soldiers and the government officers of the tour because it was the king’s duty to pay them. The king did not share the booty and wealth that he got when he conquered other territories. He used it for his own luxuries. The king was often interested in his own glory.

(b) Life in the forests was different because they had to be self sufficient and independent.


The people had to gather and hunt for their own food. They also had to protect themselves as they were isolated from the main city. They had to take precautionary measures against wild beasts and robbers. Also, they could preserve their customs and traditions as the rules of the king could not be enforced on them. Collecting taxes from them would be difficult.


Fill in the blanks

1. Chandragupta I took the title of Maharajadhiraj.

2. Harisena composed the pillar inscription in Allahabad, which is also called prashasti.

3. Harshacharita is the first properly written biography of a king.

4. The languages used in the Deccan and the south, between 4th to the 7th century were Sanskrit, Tamil and Kannada.

5. The two great rulers of the Pallavas were Mahendravarman and Narsimhavarman.

QUESTION/ANSWERS

Q1. What was the reason behind the conflict of the Deccan and South India?

Ans. The reason for the conflict was the aim to control the coastlines and the land between the various rivers.

Q2. Mention three authors who wrote about Harshavardhana.

Ans. Banabhatta, Hiuen Tsang and I-Tsing.

Q3. Write a short note on Pallavas.

Ans. The Pallavas were a local tribe who came to control Southern Andhra and Northern Tamil Nadu. Their capital Kanchipuram became a great centre of learning and a town of temples. The two great Pallava rulers were Mahendravarman and Narsimhavarman. Mahabalipuram and Kaveripattinam were their important port towns.

Q4. What were the administrative changes during this period?

Ans. Some administrative changes were that the king gave land grants to religious leaders, temples and monasteries. Most of the officers were paid in cash, but a few were rewarded occasionally by land grants. The revenue collected from the land became their salary. Land or villages given to brahmana was developed to extend cultivation. The Buddhist monasteries were given villages to maintain themselves.

Q5. Do you think ordinary people would have read and understood the Prashastis? Why?

Ans. No, the ordinary people would not have understood the Prashastis as the language in the inscription was difficult.

Q6. Who were the Samantas?

Ans. Samantas were the defeated rulers who had to supply contingents of army to the victorious kings. Also some of the officers who had been given land grants maintained an army called samantas.

Q7. What all did the craftsmen make during this period?

Ans. During this period, the craftsmen designed high quality coins, made utensils and implements, produced ivory work, prepared a variety of polished stones and beads, manufactured textiles and made red coloured pottery.

Rapid fire questionsQ1. Five items exported by India.

Ans. Pepper, pearls, sandalwood, precious stones and textiles

Q2. Countries India traded with.

Ans. Iran, Arabia, Africa, Indonesia and Cambodia

Q3. A major item of import.

Ans. Horses

Q4. Imperial title taken by the Gupta rulers.

Ans. Maharajadhiraj


VOCABULARY

Anklet ornament worn on the ankles

Trial testing

Anguish suffering

Raging uncontrolled

Fascinate charm

Humanity human kind

Vividly brightly

Skimming floating

Fragrance smell

Betrayal disloyalty

Hermit solitary person

Oppression domination

Moral ethically right

Accurate correct

Anatomy composition

Invade attack

Epidemic outbreak

Mural wall painting

DEFINITIONS

Free standing temples – Temples that stood by themselves and were not cut into rocks or caves

Deity – God or Goddess that people worshipMetallurgy – The study of metalsPie – 16th century Greek letter, value in Math = 3.14Mural – A very large image applied directly to a wall

or a ceilingMonolithic – Carved out of a single block of stone

TEACHING POINTS

Introduction(a) Read the opening story of Kannagi and Kovalan.

Try to dramatize this in the class. Ask students at the conclusion of the skit if Kannagi was correct in burning down the city of Madurai.


Do you think Kannagi was right in destroying Madurai? Why?

• It is difficult to answer an absolute ‘Yes’ or ‘No’ to this question. Naturally, Kannagi’s anger at the injustice committed to her husband was such

Stories in Stone, Stories on Paper


• Develop a sense of appreciation of textual and visual traditions of the period• Introduce excerpts from texts and visual material for analysis and appreciation

12


that she wanted to destroy the entire city. But her wrath may also have been unjustified as it resulted in the destruction of an entire city and so many people.

Stories on Paper(a) Introduce this section with the help of a small

activity. Read the following story to students aloud. Ask them what they can conclude from the story about the life and times of Somalika.

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentHints

• We get to know about the life of weavers• Existence of towns and cities• Religious beliefs of the times• Theory of karma is brought out in the story• Description of various cities

(b) Explain to students that historians too use literary sources to reconstruct history. Cite the examples of Manimekalai and the story of Anadal. Read the poem given in the text and discuss the questions at the end of the section.


Can you say why she was in a hurry to wake her friend? What was happening all around them?

• She was in a hurry to wake up her friend because she was missing all the beautiful sights and sounds of nature

• All around her were the sounds of the birds humming and talking, the sight of the cow girls skimming the yoghurt and the sweet fragrance of their flowers.

(c) Discuss the various forms of literary sources. Some of them have already been covered in the previous chapters. You can enliven this section by reading stories or excerpts from these books.

The Epics of India • Ramayana written by Valmiki• Mahabharata written by Vyasa – the longest poem

in the world

Puranas• 18 Puranas that were originally narrated and then

written down• Contain stories of the universe, solar system,

earth, continents etc.

Abhigyana Shakuntalam

• Written by Kalidasa who lived in the court of Chandragupta Vikramaditya

• Deals with love, betrayal, anger, humour and courage

(d) Have students enact the extract from Kalidasa’s work and discuss the questions at the end of the section.


As you finish reading this, what are your feelings?

One feels a sense of excitement and anticipation at the next phase of the story. There is a hint that the boy is destined to be somebody great.

What do you think were DushyantÊs innermost thoughts?

Perhaps, he had a nagging doubt that this might be his son. He was definitely curious and attracted by the boy and wanted to know more about him.

Find out how the story ends.

The story ends with the reuniting of Dushyanta and Shakuntala.

(e) Discuss with students stories that dealt with the common people.

Sudraka’s Mrichchhakatika• Written in Sanskrit in the 5th century CE• The hero is a simple businessman and the heroine

a dancer• The characters are victims of social injustice

Jatakas and Panchatantra tales• Jatakas are a set of Buddhist tales about Buddha

in his previous births• Panchatantras are a set of five books written by

Vishnu Sharma• They contain moral tales and teach values


(e) Read the story of The Musical Donkey. You will also find more stories of the Jatakas and the Panchatantra at the following websites www.panchatantra.org and www.jatakkatha.com. Also compare them with Aesop’s Fables, which you can read at http://www.aesops-fables.org.uk/. Ask students if they find any similarities between the three sets of stories.

Assessment – 5Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentHint

All the three books use animals as central characters to teach morals and virtues. Certain animals are given certain traits, such as, the fox as cunning, the lion as proud etc.

(f) Mention the other important books of the time.

• A book on dance and drama called Natya Shastra

• Aryabhatiya written by Aryabhatta – a book on mathematics and astronomy

• Panchasiddhantika written by Varahamihira• Charaka Samhita that gives details on the human

anatomy and treatment of illnesses• Susruta Samhita written by Susrata on surgeries

Stories in Stone(a) Discuss with students what is meant by ‘stories in

stone’. Explain that monuments also give us a lot of information on the history of India.

• Monuments built by princes and kings, merchants, rich landowners, craftsmen etc.

• Temples and monuments employed a large number of people

(b) Recall some of the important monuments covered in the previous chapters – stupas, viharas, chaityas etc.

(c) Discuss some of the important monuments.

Ajanta and Ellora Caves

• These caves located at Aurangabad contain some of the most elaborate paintings

• Paintings made from natural dyes

KailashanathaTemple• Largest monolithic rock structure

• Carved out of single piece of rock• Dedicated to Lord Shiva

Other important structures• Shore temple at Mahabalipuram• Free standing temples at Deogarh, Bhitargaon,

Aihole and Pattadakal

(d) You will find many images of the above mentioned monuments at the following links:

• www.shunya.net/.../Ajanta/Ajanta.htm

• www.columbia.edu/.../berger/berger.html


• Main literary sources and their contents• Importance of monuments as a source of history• Some important monuments


KEY TO THE TEXTBOOK EXERCISES1. Match the names in the first table with the names

in the second table.

A B

Panchasiddhantika Varahamihira

Natya Shastra Bharata

Susrata Surgery

Sudraka Mrcichhakatika

Shakuntalam Kalidasa

2. Write True or False and correct the false statements.

a. Andal wrote and sang humns in Tamil – True

b. The Shore Temple was built by the Chalukyas – False

c. Only kings could build temples – False

d. Artificial colours were used in the murals at Ajanta – False

e. The Ratha Temple is in Ellora – False

3. Answer the following in five to six sentences each.

a. Why were temples so important during this period?

Temples were important during this period because once constructed, the revenue collected from certain villages was used solely for their


maintenance. The temples also employed a large number of people to cook, wash and clean. Some people made garlands and jewellery while others sang and danced. Hence, the temple was not only a religious structure, it also performed an important social function.

b. How are free – standing temples different from the rock – cut temples?

The structural features of a free standing temple were different from a rock cut temple. It had a tower called the vimana and a room called a garbagriha where the deity was placed. Free standing temples offered more place for sculptures. There was also place for inscriptions that could detail the king’s history and coronation. Unlike rock cut structures that were carved from a single piece of rock, free standing temples were carved from many pieces.

c. What do we know about the Iron Pillar at Delhi?

The Iron Pillar is located at Mehrauli in Delhi. It is the best example of metallurgy during this period. It has still not rusted despite being exposed to all sorts of weather for so many centuries. It is an excellent testimony of the high skill and craftsmanship of the ancient times.

d. What was Charaka’s contribution to science?

Charaka wrote a book entitled Charaka Samhita. It provides a detailed anatomy of the human body with methods of diagnosis and treatment for hundreds of illnesses. It lists plant, mineral and animal substances required for the preparation of medicines. Being a treatise on Ayurveda, it gives us an insight into the depth of medical knowledge during the ancient period.

e. Why are the paintings of Ajanta so important?

The Ajanta Caves are the most elaborate examples of cave sculpture, architecture and painting. The murals illustrate the stories of Buddha. The brilliance of the paintings is such that it has been named by UNESCO as a World Heritage Site. The colours used in the paintings are completely natural and have been derived from plants and minerals.

f. What is so special about the Kailasanatha Temple?

The Kailasanatha temple is regarded as the jewel

in the crown of rock cut temples. Carved to represent Mt. Kailash, the home of Lord Shiva, it is the largest monolithic structure in the world. It has been carved from a single rock and finished as a free standing temple. It has been decorated with exquisite sculptures inside and outside.


1. Refer to the suggested websites in the textbook to complete this activity.

Purpose – Formative; Type – Individual Assessment; Tool – Textual Analysis2. The city of Devagiri is so colourful and

beautiful – everywhere there is an air of festivity– songs, dances in the palace – the message that I carry matches with the mood of joyand happiness – I see children playing on the streets without a care in the world – the busy marketplace also shows people buying and selling clothes, colourful beads etc. – the rain would be a delightful gift

Purpose – Formative; Type – Individual Assessment; Tool – Oral Assessment3. (a) Ganesha and Hanuman (b) The builders would have faced the problem

of darkness, which would have hampered their work. Since they would have used torches inside the cave, it would have been very hot and dusty as well.

(c) The job of carving would have been most difficult.


Fill in the blanks

1. Story of Kannagi is from the Tamil Epic Silappadikaram.

2. Ramayana the great Hindu epic was originally written by Valmiki.

3. Mahabharata the longest poem in the world was written by Vyasa.

4. Aryabhatta was the most famous astronomer and scientist of the ancient period.

5. In Ajanta the Murals illustrate the stories of Buddha.


6. Kailasanatha temple is carved to represent Mt Kailasa.

Identify who am I

1. I am the largest monolithic structure in the world – KAILASANATHA TEMPLE

2. I gave an accurate value of Pie – ARYABHATTA

3. I am an astronomer and wrote Panchasiddhantika – VARAHAMIHIRA

4. I am a surgeon of the ancient period – SUSHRUTA

5. I am one of the earliest free standing temples near Jhansi - temple at DEOGARH

QUESTION/ANSWERS

Q1. What kind of books were written in the ancient period?

Ans. Apart from fiction, many books were written in the ancient period on mathematics, religion, relationships, science, governance etc.

Q2. What are the stories on fiction? Why are they important?

Ans. Stories on fiction are imaginary but based on some event that happened in the ancient periods. They are important because they give us an idea about the period in which they were set.

Q3. Write a short note on Puranas.

Ans. Puranas are old-world stories which deal with the origin of the universe, a detailed description of the solar system, a description of the earth, its continents and mountain ranges, family tree of gods and rishis and royal families. There are eighteen puranas which were originally orally narrated and later written down.

Q4. Write about the works of Kalidasa.

Ans. Kalidasa was one of the greatest writers of India. He wrote in Sanskrit but in his plays women and

people of lower caste spoke in Prakrit. His poems and plays take us to the world in which he lived. There is love, anger, humor, betrayal, courage and a lot of drama in his works. But his writings also give us an idea about the life of the people. His greatest work was Abhijanashakuntalam.

Q5. Who wrote Mrichchakatika and what is it about?

Ans. Sudraka wrote the Sanskrit play Mrichchakatika. It is about common people. Its hero is a simple businessman and the heroine a dancer. The other characters of the play belong to lower castes, they are portrayed as honest sincere and vocal against the oppression of the king and are victims of social injustice.

Q6. What does Charaka Samhita says?

Ans. Charaka Samhita says: Life or Ayu is the combination (samyoga) of body, senses, mind and soul. Ayurveda is the most sacred science of life, beneficial to humans both in this world and the world beyond.

Q7. Give the description of hay fever given by Sushruta.

Ans. Sushruta describes hay fever in Sushruta Samhita like this – Sometimes pollens of poisonous flowers or grasses, drifted by the winds, invade a town or village, and produce a sort of epidemic cough, asthma, or fever, irrespective of all constitutional peculiarities.

Q8. With what kind of material were the Ajanta paintings made?

Ans. The base of the paintings at Ajanta was prepared with clay, cow-dung, powdered rock mixed with molasses. After applying this on the wall a coat of lime was plastered while wet. Then color was applied and the mural was polished by rubbing. The colors were made from plants and minerals.



VOCABULARY

Probe examine

Space an empty area

Region large area on earth

Astronaut pilot of spacecraft

Amazed surprised

Accompanied attached to

Heavenly celestial

Rocky stony

Sole lone

Imaginary unreal

Motions movements

Unique exclusive

Flattened depressed

Revolve go around

Support reinforce

Vegetation flora

Numerous infinite

Celestial heavenly

Expeditions campaigns

Ranging varying

DEFINITIONS

Gravity – The natural force of attraction exerted by a celestial body, such as earth, upon objects at or near its surface, tending to draw them towards the centre of the body.

Constellations – A formation of stars perceived as a figure or design, especially one of 88 recognized groups named after characters from classical mythology and various common animals and objects.

Solar system – The sun, together with the eight planets and all other celestial bodies that orbit the sun.

Satellites – A celestial body that orbits a planet; a moon.

Asteroid – One of the many thousands of small planets (minor planets) revolving around the Sun, mainly between the orbits of Mars and Jupiter.

Meteoroids – A solid body, moving in space, that is smaller than an asteroid and at least as large as a speck of dust.

TEACHING POINTS

A. Pre-Instructional Activities

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment(a) Ascertain how much previous knowledge students


• To understand the unique place of the earth in the solar system, which provides an ideal condition for all forms of life, including human beings

13 Planet Earth and the Solar System


possess about the planet earth and the solar system. This can be achieved by posing some simple questions:

• What is the name of the planet that we live on?

• How many planets are there in the solar system?

B. Introduction - Motivation Activity(a) In order to get students thinking about the solar

system and the way it functions, undertake the following activity:

Assessment – 2Purpose – Formative; Type – Group Assessment; Tool – Role PlayYou will need the following materials:

• A large yellow ball or balloon• A white ball/balloon• Eight balls or balloons of different colours• Cut outs of stars in silver foil• Chalk or markers to mark out the orbit of the

planetsActivity

1. Take the class outdoors (this will not be necessary, if there is sufficient space in the classroom). Place markers for the position of each of the eight planets. Mark the path of the eight planets.

2. Select a student to be the sun and give him/her the yellow ball/balloon.

3. Select eight students. Direct the eight students to their chosen places. Each ‘planet’ holds their respective ball/balloon.

4. The remaining students are given the cut outs of stars and take their place around the planets.

5. Each ‘planet’ will start walking in their respective orbit.

6. Point out to students that the sun is at the centre of the solar system and does not move. Rather, it is the planets that move around the sun.

7. Emphasize that planets never travel outside their fixed orbits.

8. After the students have completed one orbit, ask them to spin around while orbiting the second time. (You must be careful that students do not get dizzy doing this!)

9. Give all students a chance to a part of this activity and complete an orbit.

(b) Through this activity, you can explain the following concepts:

Universe: The Sun, Moon, Earth, stars, other heavenly bodies, dust, gases etc. all are found in a limitless vaccum called the universe. Another name for the universe is space.

Stars: Stars are heavenly bodies that shine by producing their own light.

Planets: Heavenly bodies that are constantly in motion. They revolve around the sun.

Sun: The sun is the biggest and brightest star. It is made up of hot gases, which produce light and energy. This light and energy makes life possible on earth.

Milky Way: Stars are found in groups or clusters called galaxies. The earth’s sun belongs to a galaxy called the Milky Way. The Indian name for the Milky Way is Akash Ganga.

C. Motions of the Planets Recall the motivation activity and ask the students what were the two actions the planets performed.

Hints

• The planets moved in their orbits during the first round.

• When the planets completed the first round, a new action was introduced, wherein the planets were asked to spin around and walk along their orbit.

(a) Explain to students that the two actions performed by the planets are termed as ‘revolution’ and ‘rotation’.

Explanation Points:

1. Every planet has its own path in space called an orbit.

2. The shape of the orbit is an elongated circle or an ellipse. (Draw an ellipse on the blackboard)

3. Planets never leave their own orbits; else they would collide with each other.

4. The orbit around the sun is called ‘Revolution’.5. All planets spin around an imaginary line that

runs through their centre known as an axis. The

Ellipse


second action that the planets performed is known as Rotation.

6. Rotation and Revolution occur together.

D. The Solar System(a) Explain to students that the family of eight planets

that go around the sun is called the solar system.

(b) Explain that the word planet means ‘wanderer’ because they are in constant motion.

(c) List the eight planets in order of their distance from the Sun:

• Mercury • Venus • Earth • Mars • Jupiter • Saturn • Uranus • Neptune

(d) Use the popular technique of mnemonics to help students memorize the order of the planets. (A mnemonic is a memory aid, using word associations to enable one to recall long lists).

(e) Example: My Very Energetic Mother Just Served Us Noodles

Assessment – 3Purpose – Formative; Type – Individual Assessment; Tool – Mnemonic GameFun with Geography!

Let each student construct their own mnemonic device to remember the order of the planets.

(f) Visit the website www.si.edu and www.nasm.edu to see the universe from space.

(g) Students can also take a virtual solar system walk if they visit the website www.njaa.org

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Chart Work(h) Make a chart of the solar system and show it to

your students.

(i) Make students draw this diagram in their notebooks. (Refer to the table on Page 119 of the textbook for details on the distance of the planets from the sun.)

(j) Complete the activity ‘Try this!’ found on page 118 of the textbook.

(k) Ask students what they concluded from this activity.

Assessment – 5Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentHints

• When the distance from the paper to the torch is doubled, the size of the beam decreases.

• The intensity of the light also decreases.• This tells us that the further the distance from the

sun, the colder it becomes.• This makes Mercury, the hottest planet, and

Neptune, the coldest planet. • Life is thus not possible on these two planets due

to the extreme temperature conditions.

(l) Explain the key features of each planet to students in terms of distance from the sun, time taken to complete an orbit, temperature and known satellites. (Refer to the chart on page 119 of the textbook for the same.)

Assessment – 6Purpose – Formative; Type – Individual/Group Assessment; Tool – Role PlayExtension Classroom Activity

• Divide students into nine groups. • Make one group the sun and the remaining eight

groups are allotted one planet each.• Tell each group that they are the ‘ambassadors’

of their planets. Each group must make a presentation in the class on the unique features of their planet and invite other ‘planets’ to visit them.

• Students can make masks, hats, bracelets etc. depicting the distinctive style of their planets.

Extension Homework Activity

• Students make postcards narrating their visit to a planet of their choice.

Sun

N U

Mars

V

M

J ES


E. Earth – A Unique Planet (a) Recall the ‘Try this!’ activity of the previous

section.

(b) Remind students that one of the reasons why it would not be possible to live on Mercury is that it is too hot (because of its closeness to the sun).

(c) Life is possible on earth dies to certain key factors.

Key Factors why life is possible on earth

• Suitable temperature – since earth is neither too close nor too far, it has a moderate temperature (averaging about 22º C) making it comfortable to live in.

• Availability of water to support plant, animal and human life.

• The presence of a layer of gases called the atmosphere. The atmosphere contains oxygen (vital for humans) and carbon dioxide (vital for plants).

(d) Explain the other features of planet earth.

Other features

• Earth is shaped like an orange.• It is slightly flattened at the two poles.• It is known as the ‘Blue Planet’.• Earth has one known satellite known as the

Moon.

F. The Moon (a) Define the term satellite to students.

A satellite is a heavenly body that ‘follows’ or accompanies a planet. It does not have any light of its own and also revolves around the sun.

(b) Recall that earth has one satellite called the moon.

(c) Show pictures of the moon and explain its key features.

Key Features of the Moon

• The Moon is the only known satellite of Earth.• It shines because of the reflected light of the

Sun.• It goes around the Earth in 27 days and 8 hours.• It also rotates once on its own axis.• The moon has many depressions called craters.• The moon has no water or atmosphere.• The first man to walk on the moon was Neil

Armstrong on 21st July 1969.

(d) Ask students to recall the night sky and ask them if they see the same shape of the Moon every night. (Students will reply in the negative.)

(e) To explain why we see different shapes of the moon, conduct the following activity

Assessment – 7Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation ActivityPhases of the Moon

You will need the following materials:

• A table lamp with the shade removed or a bulb on a stand

• 5 small white balls (preferably made with soft material)

• 5 sticks (about the length of a pencil)

1. Place the table lamp at the centre of the classroom.

2. Select five students and make them stand in a semicircle around the bulb.

3. Tell students that their heads are earth. (So, if it is midnight on earth, then their faces will be turned away from the bulb.)

4. Give one ball to eaczh student. Pierce each ball and insert the stick through it.

5. Ask students to move with their balls around the bulb.

6. The remaining students will note down their observations.

(f) Discuss the observations of students.

Discussion Points

• The angle between the moon and the sun’s rays determines how much we see of the moon, since the area of the moon that reflects light back to earth varies.

• When the moon is almost directly between the earth and the sun, the side facing the earth is unlit and is called the New Moon Phase.

• About a week later, is the Half Moon Phase, as only half the side of the moon facing the earth is lit.

• A week later is the Full Moon Phase, where the full side of the moon facing the earth is lit.

• About 5-6 days later, the lit area gets reduced to half a circle again.

• The cycle continues thereafter.


G. Other Celestial Bodies (a) Explain to students the other heavenly bodies

found in the solar system.

Asteroids: These are small bodies found in the gap between Mars and Jupiter. Ceres is the largest asteroid.

Meteoroids: These are small pieces of rock and dust. They are also known as ‘shooting stars’ because they fall to earth with a flash of light.

Comets: They appear as bright stars with a bright tail. Comets are made up of dust particles and frozen particles.

(b) Let students see the pictures of asteroids, meteoroids and comets in the textbook.

H. Recapitulation(a) Students read the lesson. Recap the main points.

• The sun, moon and planets are found in a large limitless space called the universe.

• There are eight planets that make up our solar system.

• The sun is at the centre of the solar system. Planets revolve around the sun.

• Planets have companions known as ‘satellites’.• Earth is the only known planet to have life because

of the suitable temperature, availability of water and the conducive temperature.


KEY TO TEXT BOOK EXERCISES1. Answer in one or two sentences each:

a. Which is the closest neighbour to our solar system?

The closest neighbour to our solar system is the Andromeda galaxy.

b. Which is the largest planet?

Jupiter, the fifth planet from the sun is the largest planet in earth’s solar system

c. Which is the most unique planet in the solar system? Why?

Earth is the most unique planet in the solar system. It is the only planet that is known to support life due to three important factors. They are the suitable temperature, availability of

b. Jupiter and Venus

water to support plant, animal and human life, and an atmosphere containing oxygen (vital for humans and animals) and carbon dioxide (vital for plants).

d. What is a satellite?

A satellite is a small heavenly body that accompanies or follows a planet. For example, the moon is a satellite of earth. Satellites do not have their own light. They revolve around the sun and shine through the reflected light of the sun.

e. What are asteroids and where are they found?

Asteroids are small bodies found in the gap between Mars and Jupiter. They range in size from a few metres to hundreds of kilometres in diameter.

2. Fill in the blanks with suitable words:

a. Saturn b. Light Years c. Stars d. Constellation e. Neptune

3. Distinguish between the following .Use a tabular form:

a. Star and Planet

Star• A star is a heavenly body that shines by producing its own light and heat.

Planet • Planets are heavenly bodies that do not have their own light. They revolve around the sun (the biggest star) and reflect the light of the sun.

Jupiter• It is gaseous and liquid in nature.• It is 778 million km from the sun.• It takes 11.9 years to orbit the sun.• I t h a s 6 3 k n o w n satellites.

Venus• It is rocky in nature.

• It is 108 million km from the sun.• It takes 225 days to orbit the sun.• I t h a s n o k n o w n satellite.

c. A Satellite and a Planet

Satellite• A satellite is a small heavenly body that accompanies a planet.

Planet• A planet is a heavenly body that along with a s a t e l l i t e r e v o l v e s around the Sun.


(Hint: Neptune has a temperature of -220 degrees Celsius and is 4496 million km from the sun. Since it takes 165 years to orbit, it would be affected first.

Mercury has a temperature of 350 degrees at daytime and -170 degrees at night. Since it takes 88 days to orbit, it would be affected last.

Point out that truly speaking, since earth is the only known planet to support life, it will be affected the worst. )



1. Name a natural satellite of the Earth.

Moon is a natural satellite of the Earth.

2. Why were the astronauts amazed by the view of the Earth from space?

The astronauts were amazed by the view of the Earth from space, because the beautiful blue oceans and swirling clouds made the earth look like a shimmering marble against a dark sky.

3. What are heavenly or celestial bodies?

The sun, the moon and all objects that shine in the night sky are called heavenly or celestial bodies.

4. Define space.

The expanse in which the solar system, stars, and galaxies exist is called the space. It is vast and limitless and is also called the universe.

5. Define stars. Also name the closest star.

Heavenly bodies that shine by producing their own light are called stars. There are millions of stars in the universe, but the closest is the sun.

6. How are distances in space measured?

Distances in space, which are very vast, are measured in light years. The distance covered by light in one year is called a light year. This measure is used as the sunlight travels very fast, covering a lot of distance, at a speed of 3,00,000 km. per second.

7. Define galaxy. Also name the galaxy to which the Sun belongs.

Stars are found in groups or clusters, which are

4. Mark True or False against the following statements:

a. The earth revolves around the sun from east to west – False

b. The Moon completes its rotation and revolution in the same time – True

c. All planets are celestial bodies – True

d. Saturn is the biggest planet – False

e. Neil Armstrong was the first man to walk on the surface of the moon – True

5. Match Column A with Column B to make correct statements:

Column A Column B

(a) 3 (b) 5 (c) 6 (d) 1 (e) 2 (f) 4

Things to do2. Collect the names and pictures of the first people

who went into space.

(Hint: Yuri Gagarin was the first person to travel in space. You can find his picture in Google images.)

Give the name of the spacecraft.

(Hint: Vostok 1)

Find out who was the young Indian astronaut on board the Spacecraft Columbia in 2003 and what happened to it eventually.

(Hint: Kalpana Chawla; the spacecraft disintegrated on its entry to the earth killing all members on board.)

5. Which planet would be affected first if the Sun suddenly died?

(Hint: Neptune as it is the farthest from the Sun)

Which planet would be affected last?

(Hint: Mercury, as it is the closest to the Sun)

Find out and list the differences between these two planets explaining why they would behave in different ways.


called galaxies. The sun belongs to a galaxy called the Milky Way or Akash Ganga.

8. How were the Sun and the planets formed?

No one really knows how the Sun and the planets were formed. Scientists think that a nebula (a swirling cloud of cosmic dust and gases )broke up into several areas of gas,which collapsed under gravity to form planets.

9. What is a satellite?

A satellite is a celestial body which moves around the planets in the same way as the planets move around the sun.

10. What does the word ‘Planet’ mean?

The word ‘Planet’ comes from the Greek word ‘planeta’, which means ‘Wanderers’.

11. Distinguish between Star and Satellite

Star 1. It is a celestial body, with its own heat and light. 2. They are very far from us and thus look very small

They also twinkle.

Satellite 1. They do not have their own heat and light. 2. They do not twinkle and look big

12. Distinguish between Comet and Asteroid.

Comet 1. Luminous heavenly body with a glowing tail. 2. Comets probably consist of ice, dust and frozen

gases.

Asteroid 1. Very small planet like solid body found between

the orbit of Mars and Jupiter. 2. Asteroids are pieces of some planet, which

probably exploded soon after its birth.

13. Why is the Earth called a ‘Blue Planet’?

The Earth appears blue because its two-third surface is covered by water. It is therefore called the Blue Planet.

14. Name the planets which have rings around them.

Jupiter, Saturn and Uranus have rings around them. These rings are belts of small debris.

15. Why do we see only one side of the Moon at all times?

The Moon revolves around the Earth (from West to East). The Moon also rotates on its axis. The time taken by the moon to complete one rotation and one revolution is the same, which is 27 days and 6 hours. This is why we always see the same face of the Moon.

16. Name the planets in order of their distance from the Sun.

1. Mercury 2. Venus 3. Earth

4. Mars 5. Jupiter 6. Saturn

7. Uranus 8. Neptune 17. Name three dwarf planets.

1. Pluto 2. Ceres (asteroid)

3. Xena (2003,UB 313) 18. What are the criteria that a dwarf planet has to

fulfil to be classified as a dwarf planet?

According to the IAU, a dwarf planet fulfils the following criteria:

1. It is in orbit around the sun

2. It is heavy enough to create its own gravity

3. It has not cleared the neighbourhood around its orbit

4. It is not a satellite of a planet. 19. What do the letters IAU stand for?

International Astronomical Union 20. Name the two motions of all planets.

Revolution and Rotation 21. Underline the correct answer.

a. The planet known as the ‘Earth’s Twin’ isi. Jupiter ii. Saturn iii. Venus

b. Which is the third nearest planet to the sun i. Venus ii. Earth iii. Mercuryc. All the planets move around the sun in a i. Circular path ii. Rectangular path iii. Elliptical pathd. The Pole Star indicates the direction to the i. South ii. North iii. East 22. Fill in the blanks.a. A group of stars forming various patterns is called

a constellation.

b. A huge system of stars is called a galaxy.


c. The Moon is the closest celestial body to our earth.

d. The Earth is the third nearest planet to the sun.

e. Planets do not have their own heat and light.

23. Why is the Earth a unique planet?

The Earth is a unique planet because it is the only planet known to have life, because the conditions to support life exist only on the earth as far as we know.

These are

• Suitable temperature

• Availability of water

• Breathable atmosphere

24. Write a short note on the Moon.

The moon is the brightest body in the night sky. It looks the brightest because it is closest to the earth. It shines because of the reflected light of the sun. It goes around the earth in 27 days and 8 hours. At the same time it also rotates once on its own axis. The time taken for a single rotation and revolution around the earth is the same, which is why we always see the same side of the moon.

25. Write a short note on the phases of the Moon.

The sun always illuminates half of the moon facing the sun (except during lunar eclipses, when the moon passes through the earth’s shadow). When the sun and moon are on opposite sides of the earth, the moon appears “full” to us, a bright, round disk. When the moon is between the earth and the sun, it appears dark, a “new” moon. In between, the moon’s illuminated surface appears to grow (wax) to full, then decreases (wanes) to the next new moon.

The edge of the shadow (the terminator) is always curved, being an oblique view of a circle, giving the moon its familiar crescent shape. Because the “horns” of the moon at the ends of the crescent are always facing away from the setting or rising sun, they always point upward in the sky. It is fun to watch for paintings and pictures which show an “impossible moon” with the horns pointed downwards.

(some of above information courtesy of NASA http://liftoff.msfc.nasa.gov)

The Sun-Moon angle is the angle defined by Sun->Earth->Moon with Earth (where you are) as the angle vertex. As the Sun-Moon angle increases we see more of the sunlit part of the moon. Note that if this drawing were to scale, then the Moon would be half this size and its orbit would be about 22 times larger in diameter and the sun would be about 289 times farther away than the Moon!

(http://fueledcobra.com/resources/moon-phases-diagram.gif)

26. Name some smaller celestial bodies found in the solar system.

Asteroids, meteoroids, and comets are smaller celestial bodies found in the solar system.

27. Define Asteroids.

Asteroids are thousands of small bodies that lie in the gap between Mars and Jupiter. They range in size from a few metres wide to the largest—Ceres, which is 690 km in diameter.

28. Define Meteoroids.

Meteoroids are small particles of rock and dust. They sometimes come closer to the earth and burn brightly. Some fall with a flash of light and are called shooting stars.

29. Define Comets.

Comets are small, fragile, irregularly shaped bodies composed of a mixture of dust particles and frozen gases. They have highly elliptical orbits that bring them very close to the sun and swing them deeply into space, often beyond the orbit of Pluto. They appear as very bright stars with a massive shining tail behind them. They glow when they come close to the sun.

View from Earth

First Quarter

Waxing Crescent

View from Earth

135

13545

45

0

90

90

180 A

B

C

D

Waning Crescent

Sunlight

Third Quarter

view from Earth

view from Earth

Earth

Waning Gibbous

Waxing Gibbous

Full New



VOCABULARY

Fascinate interest

Spherical round

Tilted slanting

Deflate collapse

Precise exact

Imaginary make believe

Pattern outline

Stretch span

Sphere ball shaped

Intersection junction

DEFINITIONS

Geoid – An object shaped like the earthMuseum – A place where various objects are

displayed for studyObservatory - An observatory is a place or location

used for observing earthly and/or celestial eventsMeridian - An imaginary curved line on the Earth’s

surface extending from the North Pole to the South Pole.

Grid – A pattern of intersecting lines.Satellite – An object revolving around a planet in an

orbit.

Bisect – divide something into two equal partsGlobe – spherical representation of the earth

TEACHING POINTS

A. Pre-Instructional Activity

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation Exercise & Oral Assessment(a) Before showing a globe to students, you can

demonstrate the shape of the earth by showing them an orange. Explain that the spherical shape of the orange is very similar to the shape of earth. (Depending on the number of students in the class, you can even distribute an orange to each student or pair of students. Else, you can ask each student to bring an orange.)

(b) Define the term ‘Geoid’ to describe the actual shape of the Earth. Use the orange to show and emphasize the flattened shape at the poles.

• The word Geoid means earth-shaped, denoting a spherical shape, slightly flattened at the poles.

B. Introduction(a) Show students a model of a globe. If possible,

display two globes to show students that though globes come in different sizes, their shape remains the same. You can also highlight that on the globe all the continents, oceans and countries are depicted in their relative sizes and correct shape.


• To understand two motions of the earth and their effects

14The Globe - Latitudes and Longitudes


(b) Do the following activity to explain the important terms and concepts related to the globe.

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation Activity & Oral AssessmentYou will need the following materials:

• A blue balloon• A permanent markerBlow up the balloon to represent earth. Use a permanent marker to show the axis and the North Pole and South Pole.

C. Meridians of Longitude

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation Activity & Oral Assessment(a) In order to explain the concept ‘longitudes’, use a

pumpkin because it has parallel lines running from North to South. Tell students that each line faces the sun in turns (which can be represented by a torch/bulb/candle). Hence, when that longitude faces the sun, it is 12 noon.

(b) Run your fingers along the pumpkin to show that two opposite ‘longitudes’ form one Great Circle. (All longitudes are thus equal semi-circles.)

(c) Explain to students that the longitude running through Greenwich at 0º, near London, was chosen as the Prime Meridian. Use a marker to mark this on the pumpkin. Mark the opposite ‘longitude’ as the International Date Line at 180º.

(d) Discuss the existence of 360 longitudes amounting to 360º with each degree taking 4 minutes to pass in front of the sun.

Teaching Points

• Longitudes run from North to South• The longitude that runs through Greenwich

is chosen as the Prime Meridian. The opposite longitude is the International Date Line.

• There are 360 longitudes, thus amounting to 360º.

(e) Discuss how longitudes can be used to calculate time.

• The Earth takes 24 hours to rotate on its own axis. Hence, it takes 4 minutes for each degree to pass in front of the sun.

(f) This can be demonstrated by rotating the pumpkin (Earth) around a torch, bulb or candle (Sun). This can be used to explain the concept of local time and standard time.

Local Time

• All meridians have their own specific time called local time. So, when meridians east of the particular longitude are 12 noon, the places west of it will be ahead of 12 noon.

Standard Time

• Every country adopts a central meridian whose local time is accepted all over the country as the Standard Time.

• In India, 82 12º is chosen as the standard time. This

passes through Allahabad and is five and a half hours ahead of Greenwich Mean Time.

(g) Locate Allahabad in the atlas and ask students to mark it on the map of India. Let students draw the longitude passing through Allahabad.

Assessment – 4Purpose – Formative; Type – Group Assessment; Tool – ProjectFun with Geography!

Take a complete week’s programme schedule of a children’s TV channel. Divide students into seven groups. Tell students to imagine that they are travelling to London for a week and they do not want to miss their favourite programmes. They must prepare the revised timings of the schedule.

(This activity can be modified to include other countries. You can also use airport schedules as an extension of this task.)

D. Parallels of Latitude(a) Students tend to get confused between latitudes

and longitudes. Since the pumpkin has been used to demonstrate longitudinal lines, use the following rhyme to make students remember that latitudes are horizontal lines that run from east to west.


Assessment – 5Purpose – Formative; Type – Individual Assessment; Tool – RhymesLatitudes RhymeLatitudes, Latitudes,This is my attitude,I run from east to west,Because I’m the best!

(b) Draw and mark the important degrees of latitude.

(c) Explain the three climatic zones with the help of the above diagram.

• Torrid Zone – lying between the Equator and the two Tropics

• Temperate Zone – lying between the Tropic of Cancer and the Arctic Circle in the northern hemisphere and the Tropic of Capricorn and Antarctic Circle in the southern hemisphere

• Frigid Zone – lying between the Arctic Circle and North Pole in the northern hemisphere and the Antarctic Circle and the South Pole in the southern hemisphere

(d) Show how a place can be located using the information of latitude and longitude. Using the coordinates, locate a place in the atlas using latitude and longitude.

Assessment – 6Purpose – Formative; Type – Individual Assessment; Tool – Latitude GameFun with Geography!Play the Latitudes Game!You will need the following materials:An enlarged map (or atlas)

North Pole

South Pole

Arctic Circle

Tropic of Cancer

Equator

66 12ºN

23 12ºN

23 12ºN

66 12ºS

0Tropic of Capricorn

Antartic Circle

Board pins or paper pinsSlips of paper with coordinates of different placesDivide the class into teams. Make slips with the coordinates of different places. (Ensure that you have a master list of the names of the places with coordinates for your reference). One member of the team must locate the place on the map displayed (or the atlas) and shout out the name of the place. Award points for the correct answer. The team with the maximum points wins!


• The shape of the earth is a Geoid.• To make the study of the Earth easier, imaginary

lines are drawn on its surface called longitudes and latitudes.

• Longitudes help us to calculate the local and standard time of a place.

• Longitudes and latitudes together help us to find the location of a place.


KEY TO TEXTBOOK EXERCISES

1. Answer in one or two sentences:

a. Give two disadvantages of globes.

The two disadvantages of globes are:

• Due to the different sizes of globes, it cannot show too many details of mountains, plateaus etc.

• Another disadvantage of globes is that it cannot depict an accurate representation of a small area like a town or city.

b. What is the true representation of the Earth?

The true representation of the earth is ‘Geoid’ which means ‘earth-shaped’. The earth is rounded like a ball but is flattened at the poles.

c. What are the limits of the Torrid Zone?

The Torrid Zone lies between the equator (0º) and the Tropic of Cancer (23 12ºN) and the equator and the Tropic of Capricorn (23 12ºS).

d. What is local time?

Local time refers to the specific time that all meridians of longitudes possess. The time at the meridian when it faces the sun is thus always 12 noon.

e. Which two lines are used for locating places?


The two lines used for locating a place are the latitude and the longitude.

f. Name two countries that have many time zones.

Russia and USA are two countries that have many time zones.

2. Fill in the blanks with suitable words :

a. southern b. torrid c. opposite

d. 24 e. prime

3. Distinguish between the following. Use a tabular form:

c. The North Pole and the South Pole are mere points – False

d. A grid is a pattern of lines drawn on the surface of the Earth – False

5. Explain with diagrams

a. Heat zones

Image taken from - www.mlahanas.de/Greeks/Atmospheric.htm

Explanation

A Torrid Zone • Lies between the Equator and the two Tropics • Very hot temperatures as it receives the direct rays of the Sun

B & C Temperate • Lies between the Tropic of Zone Cancer and the Arct ic Circ le in the northern hemisphere and the Tropic of Capricorn and Antarctic Circ le in the southern hemisphere • Moderate temperatures as it receives the slanting rays of the sun

D & E Frigid Zone • Lies between the Arctic Circle and North Pole in the northern h e m i s p h e r e a n d t h e Antarctic Circle and the South P o l e i n t h e s o u t h e r n hemisphere • Cold temperatures as it receives very little sunlight

a. Latitudes • I t i s the angular

distance of a place north or south of the equator measured from the centre of the earth

• There are 180 degrees of latitude.

Longitudes• I t i s the angular

distance east or westof the Prime Meridianmeasured from thecentre of the earth.

• There are 360 degreesof longitude.

South PoleE

North Pole

A

B

C

D

Arctic Circle

Tropic of Cancer

Equator0

Tropic of Capricorn

Antarctic Circle

66 12

ºN

23 12

ºN

23 12

ºN

66 12

ºS

b. Local Time • Each meridian has

its own specific time known as local time.

Standard Time• The central meridian,

whose local time is accepted by a country, is known as standard time.

c. Torrid Zone • It is the hot zone. • It lies between the

E q u a t o r a n d t h e Tropic of Cancer in the northern hemisphere.

• It lies between the Equator and the Tropic of Capricorn in the southern hemisphere.

• It has extremely hot temperatures.

Torrid Zone• It is the hot zone.• It lies between the

E q u a t o r a n d t h e Tropic of Cancer in the northern hemisphere.

• It lies between the A n t a r c t i c C i r c l e and the South Pole i n t h e s o u t h e r n hemisphere.

• It has extremely cold temperatures.

4. Mark true or false against the following statements:

a. The moon is the brightest body in the night sky – True

b. Latitudes are of equal length – False


b. Locating a place

(Picture Source: http://www.georgefcram.com/ education/gloact6.jpg)

To locate a place, imaginary lines are drawn on the surface of a globe to form a grid. Theeast-west lines are latitudes and the north-south lines are longitudes. Suppose you wantto locate a place, you would look for itsl a t i tude and long i tude . The po in t o fintersect ion between the la t i tude andthe longitude would be the location of the place.

c. The direction of one place from another

The direction of one place to the other can also be found in a way similar to the location by identifying the intersecting latitude and longitude and then marking a path. For example, here we shall mark the direction of New Delhi (located at the intersection of Longitude 72 degrees east and the latitude 27 degrees north) to New York (40.47 degrees north and 73.58 degrees west).

Step 2 – Look for the corresponding latitudes andlongitudes in the map. For example, theapproximate position of New Delhi to NewYork which is seen to be to the north westof New Delhi can be marked on the map inthe following way:

THINGS TO DO SECTION

Purpose – Formative; Type – Individual Assessment; Tool – Atlas Work

Purpose – Formative; Type – Individual Assessment; Tool – Oral Assessment2.

# City Longitude Time1 Moscow 37 36 E 4:00pm

2 Sydney 151 0 E 10:00pm

3 London 0 5 W 1:00pm

4 New York 71°51’W to 79°46’W 8:00am

5 Mumbai 72 51 E 5:30pm

Purpose – Formative; Type – Individual Assessment; Tool – Oral Assessment3. Five countries that lie in the Temperate Zone –

United Kingdom, USA, France, Belgium, Ireland, Wales, Russia (any five)

Five countries through which the Equator passesSao Tome and Principe, Gabon, Republic of the Congo, Democratic Republic of the Congo, Uganda, Kenya, Somalia, Maldives, Indonesia, Kiribati, Bakes Island, Ecuador, Colombia, Brazil (any five)

Purpose – Formative; Type – Individual Assessment; Tool – Project4. To complete this task, visit the website www.

http://gc.kls2.com/ This website will help you to map the desired

route and will also tell you the distance that is charted.

Purpose – Formative Assessment, Individual Assessment; Tool – Project (Discover your world)5. Ask students to visit www.wikipedia.org to

get information and pictures to complete this activity.



I. Choose the correct answers:

1. The latitude in the middle of Tropic of Cancer and Tropic of Capricorn is


a. Arctic circle b. Equator

c. Antarctic circle d. South Pole

2. The time taken to pass through 15 degrees longitude is

a. 60 minutes b. 4 minutes

c. 15 minutes d. 3 minutes

II. Fill in the blanks:

1. The distribution of temperature is not equal on the surface of the earth.

2. Greenwich Standard Time is known as International Standard Time.

3. The Sun rays fall slanting on the earth in the evening.

4. The 82 ½ degrees East longitude is the standard meridian in India.

III. Match the following:

1. Earth’s shape – geoid

2. Vertical rays – very hot

3. World surface – satellite images

4. Prime meridian – 0 degrees

IV. Answer the following:

1. How does the 0 degree longitude divide the earth?

The 0 degree longitude or Prime Meridian divides the earth into eastern and western hemispheres and also into time zones.

2. On what basis the Standard Time of a country is calculated?

The standard time for a country is determined on the basis of a chosen central meridian whose time is accepted across the entire country. It is then calculated on the basis of its distance from the Prime Meridian. For example,; the central meridian of India is exactly 5 ½ hours ahead of the Prime Meridian.

3. What is a time zone? How many Time Zones are there on the earth’s surface?

A time zone is a region covering 15 degrees of longitude and which takes exactly one hour to pass in front of the sun. There are a total of 24 time zones on the earth’s surface for the 24 hours of the day.

4. How is the Indian Standard Time calculated?

Indian Standard Time is calculated on the basis of 82.5° E longitude, which is near Allahabad in the state of Uttar Pradesh. The longitude difference to the Prime Meridian is an exact time difference of 5 hours 30 minutes. Local time is calculated based on this time difference.



VOCABULARY

Spin rotate

Tilt angled

Illumination lighting

Coincide match

Dawn morning

Dusk evening

Diffuse scattered

Freeze chill

Ellipse oval

Incline slant

Parallel corresponding

Hemisphere half of a sphere

DEFINITIONS

Twilight – Time of the day when the sun sets and is not visible but there is still some light.

Circle of illumination – The imaginary circle on the surface of the earth that divides the day from the night

Leap year – The year with 366 days instead of 365 is known as the leap year.

Season – A period of the year for a region when the temperature conditions are constant.

Equinox – The day in the year when the duration of the day and night are exactly equal

TEACHING POINTS

A. Pre-Instructional Activity(a) Recall the introductory activity of the solar system

and the rotation of planets.

(b) Conduct the activity given on page 131 of the textbook. Ask students what they concluded from this activity.

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment Possible Response

• The earth rotates around the sun• Only half of the earth’s surface faces the sun while

the other half is dark• This leads to the phenomenon of day and night

B. Rotation(a) Explain the concept of rotation.

• The earth rotates on its axis from west to east• Each rotation takes 24 hours (hence a day

constitutes 24 hours)

• The earth is tilted at an angle of 23 12º called the

inclination of the earth’s axis• The circle that divides day from night is called

the circle of illumination


• To understand two motions of the earth and their effects

15 Rotation and Revolution


(b) Demonstrate the phenomenon of dawn, dusk and twilight through the activity given on page 131.

(c) Draw the diagrams given on page 130 to illustrate the phenomenon of rotation.

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation Exercise & Oral Assessment(d) You can also show an animated simulation of

rotation by following this link:

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0404/es0404page01.cfm?chapter_no=visualization

C. Revolution

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation Exercise & Oral Assessment(a) To demonstrate the phenomenon of revolution,

show an animated simulation of how revolution takes place. You can access the following link:

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0408/e s0408page01.cfm?chapter_no=04

(b) Explain the concept of revolution as the second movement of the earth.

• The earth takes 365 ¼ days to complete a single revolution

• Hence a single year is taken as 365 days and the quarter day is added to the month of February to add on a full day every four years.

Assessment – 4Purpose – Formative; Type – Individual Assessment; Tool – Oral Assessment (Rhymes)Fun with Geography!

Learn the following rhyme to know how many months have 31 days and how many have 30!Thirty days has SeptemberApril, June and NovemberAll the rest has 31Except February aloneIt has 28 days every yearAnd 29 days every leap year!

D. Seasons

Assessment – 5Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation Exercise & Oral Assessment(a) Visit the following link for an excellent animated

simulation on how seasons occur:

http://edutube.org/en/video/what-causes-different-seasons-animation

(b) Using the above video, explain the various concepts related to seasons.

Summer Solstice: On June 21, the rays of the Earth fall directly on the Tropic of Cancer and the areas near the Tropic of Cancer receive more sunlight. In the northern

hemisphere, days are longer than nights and temperatures are high.

Winter Solstice: On December 21, the rays of the Earth fall directly on the Tropic of Capricorn and the southern hemisphere has longer days and shorter nights.

In the northern hemisphere, the days are shorter and the temperatures are lower.

Spring Equinox: On March 21, the direct rays of the sun fall on the equator and the whole world experiences equal day and night.

Autumn Equinox: On September 23, the direct rays of the sun fall on the equator and the whole world experiences equal day and night.


• The two main movements of the earth are rotation and revolution.

• Rotation leads to the phenomenon of day and night.

• Revolution leads to the phenomenon of seasons.




a. What is a leap year?

We take 365 days as a single year. A quarterday is added to the month of February to give one whole day every four years known as a leap year.


b. Why do Poles have a six-month day?

During the summer solstice and the winter solstice, the North Pole and South Pole respectively is inclined towards the sun. Hence, they have sunlight for 6 months and darkness for the remaining 6 months alternately.

c. What causes day and night?

Day and night is caused by the rotation of the earth. When the earth rotates on its own axis, one half faces the sun experiencing day, while the other half is in darkness, experiencing night.

d. What is the angle of inclination of the Earth’s axis?

The angle of inclination of the earth’s axis is 23 12 .


a. illumination b. equal

c. South d. Summer Solstice



a. Alaska is called the ‘Land of the Midnight Sun’ – False

b. Places near the equator have long hours of dawn and dusk – False

c. On 21 June, the rays of the Sun are vertical on the Tropic of Cancer – True

d. The earth rotates from east to west – True5. Explain with diagrams.

a. Seasons

Refer to the diagram given on page 132 of the textbook.

b. Day and Night

Refer to the diagram given on page 130 of the textbook.

THINGS TO DO

Purpose – Formative; Type – Individual/Group Assessment; Tool – Project1. Length of day in the following places If you visit the following website: http://www.timeanddate.com/worldclock/

astronomy.html?n=136, you will find the timings for sunrise and sunset of different cities in the world

Purpose – Formative; Type – Individual Assessment; Tool – Oral Assessment2. Sun City in South Africa experiences summer in

December. Hence, you will need the following things:

• Summer wear such as cotton trousers, light shirts, tops

• Beach hat• Sandals• Swimming trunks or swimsuit• Sunscreen• Camera with batteries



I. Choose the correct answers

1. The vertical rays fall at the Tropic of Capricorn on

Rotation• The spinning of the Earth on its axis is called rotation.• Rotation leads to the phenomenon of day and night.

Revolution• The movement of the Earth around the Sun is called revolution.• Revolution leads to the phenomenon of seasons.

Dawn• The period of diffused light before sunrise is called dawn.

Dusk• The period of diffused light after sunrise is called dusk.

Summer Solstice• It occurs on June 21.

• The Tropic of Cancer receives the direct rays of the Sun.

• T h e N o r t h e r n Hemisphere experiences longer days and shorter nights.

• The North Pole has 6 months of daylight.

Winter Solstice• It occurs on December 22.• The Tropic of Capricorn receives the direct rays of the sun.• The Southern Hemisphere experiences longer days and shorter nights.

• The South Pole has 6 months of darkness.


a. 21st June b. 22nd December

c. 21st March d. 23rd September

2. The earth completes one rotation on its axis in

a. 24 hours b. 10 hours

c. 24 hours 30 minutes d. 16 hours

II. Fill in the blanks:

1. In the month of June, July, August it is summer season in the northern hemisphere.

2. The earth’s rotation on its axis causes the day and night.

3. The earth’s axis makes an angle of 66 ½ degrees with its orbital plane.

4. In the month of March, April and May it is spring season in the Northern Hemisphere.

III. Give short answers

1. When is the winter season in the northern hemisphere?

The Northern Hemisphere experiences the winter for three months namely December, January, and February

2. Name the latitude where the vertical rays of the sun fall on 22nd December.

Tropic of Capricorn receives direct rays of the sun on 22 December

3. In what positions do both the hemispheres face the sun?

On the 21st of March the sun is overhead at the equator. The rays fall, vertically on the equator. Both the North and South Poles are equidistant from the sun. At this time both the hemispheres are facing the sun and the days and nights are equal



VOCABULARY

Flemish main language of northern Belgium

Grid net

Flat plane

Crease fold

Distortion deformation

Deduction reasoning

Survey study

Express communicate

Split divided

Intermediate in-between

Considered thought of

Vertical perpendicular

Traveller explorer

Symbols signs

Construct make

Conventional usual

DEFINITIONS

Mountain – A high landform with steep sides and a peak

Plateau – An elevated land form flat on the topRiver – A natural stream of water that empties into

an ocean or other water body

Plain – An extensive flat area of land Scale – A large area of earth reduced to something

smaller based on a particular valueArchitect – A person who designs and supervises the

construction of buildingsHabitat – The area or environment where an organism

is found

TEACHING POINTS

A. Pre-Instructional Activity(a) Tell students the Greek mythological tale of

Atlas.

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Story Telling and Oral AssessmentYou’ve probably seen an atlas. It’s a book of maps. But the word atlas also has a different meaning. It was someone’s name. Here’s the story of the first Atlas.

The ancient Greeks told tales about giant beings called Titans. One Titan was named Atlas. The Titans once fought with the Greek gods and lost. So, the gods punished the Titans. Atlas’ punishment was to hold the sky up on his shoulders. He held the sky up for years and years.

Once Atlas almost got free. A hero named Hercules came to see him. Hercules needed to find some golden apples. Only Atlas knew where they grew.


• To develop basic skills of map reading

16 Reading Maps


Atlas said, “I’ll get the apples if you hold up the sky while I’m gone.”

Hercules was almost as strong as a Titan. He could hold the sky up while Atlas went for the apples. But it was hard work.

Soon, Atlas came back. He saw Hercules with the sky on his shoulders. The weight of the sky made Hercules sweat and groan. Who would want to take back a job like that? Atlas thought, “I could leave Hercules here and walk away. Then I would be free forever.”

Hercules realized what Atlas had in mind. So Hercules thought of a trick. “This sky is so uncomfortable!” he said. “Hold it up for a minute while I put a pad on my shoulders. Then I’ll hold it up again.” So Atlas took the sky from Hercules.

But the minute Hercules was free, he ran away. So, Atlas had to keep holding up the sky forever. In time, he turned into stone mountains — the Atlas Mountains in northwestern Africa. Even now, Atlas still seems to carry the sky up on his shoulders.

About 500 years ago, Geradus Mercator made a book of maps. In the book, he told the story of Atlas. Ever since then, a book of maps has been called an atlas.

(Source: http://accelerateu.org/assessments /2005ELA4/StoryOfAtlas2.htm)

B. Introduction(a) Get students to start thinking about maps as a two

dimensional representation of a flat surface by performing the following activity.

Assessment – 2Purpose – Formative; Type – Individual Assessment; Tool – Hands-on ActivityYou will need the following materials:

Pencil

A4 size Paper

Pencil Box

Books and other stationery items

Ask students to draw an outline of their pencil box as placed on their desk. Now, ask them to place their books and stationery on their desk and try and fit it

on the A4 size paper. They will not be able to do so. Why? What are the conclusions one can draw from this activity?

Hints

• When students drew an outline of their pencil box, they mapped the actual size of their box. But when asked to do so for all the items on their desk, they were unable to represent the actual size of the various items.

• A map is a two dimensional representation of an area.

• Various features of an area are represented in a much smaller size

Ask students to represent the items on their desk in a smaller size. They can also use symbols to depict various items. What they have actually done is to map an extremely small area. Now ask them to imagine how a map of a country, continent or world is represented on a sheet of paper!

C. Types of Maps(a) Explain the different types of maps with the help

of wall maps.

• Physical maps: These maps show landforms such as mountains, plateaus etc.

• Political maps: These maps show countries, cities and towns.

• Thematic maps: These maps provide specific information such as rainfall, crop distribution, industrial locations etc.

D. Features of a map(a) Recall the introductory activity completed by

students. Explain to students that an essential feature of all maps is the distance representation through scale. This is important as no map can represent the actual size of any area.

(b) With the help of a wall map, explain how cartographers use a particular scale, for example ‘1cm = 10km’.

(c) Show students the second essential feature of a map which is the direction symbol.

Explain the four cardinal directions –north, south, east and west – and how this is depicted in a map. Use a wall map to point this out.

North


(d) With the help of wall maps, also explain the conventional symbols used in maps.

• Use of colours in physical maps – green for plains, yellow for deserts, brown for highlands etc.

• Use of conventional symbols to denote roads, railway lines, river banks

(e) Complete the activity given on page 138.

Assessment – 3Purpose – Formative; Type – Group Assessment; Tool – Project (Map Making)Fun with Geography!

Divide students into groups. Ask each group to make a map of one section of the school – such as the academic block, sports areas, auditorium, science centre etc.

Have the groups to exchange the maps and fill in the directions for each section of the map.

E. Sketches(a) Ask students to make a sketch of the route from

home to school.

(b) Explain to students the difference between a sketch and a map.

• A map is an accurate representation of a particular area in a scaled down size whereas a sketch is a rough drawing to show the location of a particular area.

F. Plans(a) Make a plan of the classroom along the lines of the

diagram shown on Page 139.

(b) Explain the main features of a plan.

• A plan shows the layout of an interior of a building.

• It shows the actual sizes of rooms, doors etc (using a scale)


• A map is a true representation of a flat area of the earth’s surface.

• There are three types of maps – political maps, physical maps and thematic maps.

• The essential features of every map are scale, direction and conventional symbols.




a. How far are two places A and B marked on a map if they are 500 km apart on the ground and the scale of the map is 1 cm represents 100km?

A and B are 5cm apart.

b. What is a map?

A map is a true representation of any area of the earth, big or small, on a flat surface.

c. What are cardinal points?

The four main directions – north, south, east and west are known as cardinal points.

d. Describe the different types of maps.

The three types of maps are:

• Physical maps: These maps show landforms such as mountains, plateaus etc.

• Political maps: These maps show countries, cities and towns.

• Thematic maps: These maps provide specific information such as rainfall, crop distribution, industrial locations, details of roads etc.

e. What is the difference between a plan and a sketch?

A sketch is a rough drawing to locate or show a place where we need to go. A sketch is not drawn to scale. A plan, on the other hand, shows us a complete layout inside a building. It is drawn to scale.

2. Choose the correct answer:

a. sketch b. small c. map

d. globe e. Large-scale

3. Give one word for the following:

a. A book containing maps

Atlas

b. Maps showing countries, towns and cities

Political map

c. The art of drawing maps

Cartography


Maps• A m a p i s a representation of any area on the earth on a flat surface. It does not show the shape of the earth in its true shape.

• A map shows smaller details such as plateaus, roads etc.

Globe

• A globe shows the true shape of the earth. A map shows smaller details such as plateaus, roads etc.

• A globe cannot show smaller details of the earth.

In the above diagram, there are two places – X and Y. To find the direction of village X from village Y, we first join the two places with a straight line. Then we draw a horizontal and vertical line at village X to indicate the cardinal points. We now see that village Y lies to the south east of village X.

b. Conventional symbols

Maps use a variety of signs and symbols which any traveller of the world can understand. This means that there is an international understanding for using the same symbols to show certain specific features in the same manner. These are called conventional symbols. Some common conventional symbols are shown in the box below.



1. What is cartography?

Cartography is the art of preparing maps.

2. What is an atlas?

An atlas is a book made from a collection of maps

3. What are the advantages of using maps?

There are many advantages of using maps. Some of them are –

• They can show accurate information of a small area

• They can be carried with great ease • Different types of maps – political, physical and

weather maps can be chosen to show various types of information

• Maps can be used to make comparisons or deductions. For example, a weather map can be placed on top of a physical map to find the details of the weather in a particular area.

4. What are the basic features of a map?

The basic features of any map are

NY

X

Cart Track

Unmetalled road

Lined well•

Plan

• A plan shows us a complete layout inside a building.

• A plan is drawn to scale with an accurate representation of doors, windows etc.

Sketch

• A sketch is a rough drawing to locate or show a place where we need to go.

• A sketch is not drawn to scale.

6. Explain with diagrams.

a. The direction of one place from another

d. The true shape of the Earth

Globe

e. The ratio between distances on the ground and on a map

Scale


a. A large-scale map shows a large area – True

b. Conventional symbols can be understood by people all over the world – True

c. The direction to the right of the north line is west – False

d. Globes are more useful than maps – True

e. Green colour on maps show highlands – False



• Distance or scale

• Directions or cardinal points

• Symbols or conventional signs

5. What is the main difference between large-scale and small-scale maps?

The main difference between large-scale and small-scale maps is that large scale maps show more details than the small scale maps.

6. What is the north line?

Every map has a vertical line at the top right or left corner of the map where ‘N’ is marked to indicate the north. This line is called the north line.

7. What do we need to fix the position of one point from another on a map?

We need both distance as well as direction to fix the position of one point from another on a map.

8. How can we measure the road distance between two places on a map when the road route twists and turns?

We can measure the distance by using a piece of string and laying it along the route and then measuring it.

9. How can you find out the north if a map does not have a north line?

The top of the map is considered to be the north when there is no north line printed on the map.


a. Scale is used to measure the distance between two points on a map.

b. Political maps show countries, cities and towns.

c. Imaginary lines called latitude and longitude form a grid on the surface of the earth.

d. Conventional symbols are used to represent specific features on a map.



VOCABULARY

Universe cosmosHospitable liveableRealms areasGenerations children of childrenBreakthrough advanceComponents partsLife-bearing allows lifeCoastline seashoreHemisphere half sphereLandmass piece of landDistinguished separateSteep verticalPeaks tipsFertile productiveEnvelope cover

DEFINITIONS

Lithosphere – Surface of the earth made up of landHydrosphere – Water covering the earth’s surfaceAtmosphere – Air that covers the earthCrust – Solid uppermost layer of the lithosphereAlluvial – Soil brought down by rivers into the

plains

Herding – Animals moving together in groupsMineral – Component of the Earth’s crustOrchard – An area used for the cultivation of fruit or

nut treesVineyards – An area used for the cultivation of

grapesPlantations – A large area used for the cultivation of

plants such as tea or riceIrrigation – The process of watering cropsGlaciers – Large masses of ice over landWater Cycle – Movement of water through the

different spheres of the earthHabitat – Area suitable for livingSustainable – Something that can be maintained for

a long time

TEACHING POINTS

A. Introduction

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment(a) Introduce the topic by asking students the

following questions:

• Why is earth the only planet that sustains life? (Get students to move to the expected answer:

because it sustains life through air and water)• What are the essential components that enable

us to live? (Air, water and food)

The Realms of the Earth


• To understand the interrelationship between the realms of the Earth

17


(b) Introduce the four main components that make up the realms of the earth.

• Lithosphere (Land)• Hydrosphere (Water)• Atmosphere (Air)• Biosphere (Life)

B. Lithosphere

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation Activity & Oral Assessment(a) Show an apple to students. Explain that the

lithosphere is like an apple. It contains a thin outer layer called the crust, an inner layer called the mantle and a deeper third layer called the core.

(b) Use the l ink: http://www.learner .org/interactives/dynamicearth/structure.html to access an animated simulation on the structure of the earth.

(c) While showing students this animation, explain the main aspects of the lithosphere.

• The word lithos means rock• The solid upper part of the lithosphere is also

called the crust (show in animation)• The crust consists of Sial (silica and aluminum)

and Sima (silica and magnesium)• The lithosphere comprises the seven main

continents over which are found many landforms such as mountains, plateaus, plains etc.

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Audio-Visual Videos & Oral AssessmentFun with Geography!

Visit the website http://www.mnh.si.edu/earth/main_frames.html for some excellent multimedia videos on the structure of the Earth.lms of the Earth

C. Hydrosphere(a) Conduct the activity given on page 143 of the

textbook.

(b) Use this as the basis of explaining the water cycle and importance of oceans.

• The continuous transference of water vapour into the atmosphere through evaporation and its condensation as rain is known as the water cycle.

Importance of Oceans

• Makes climate moderate• Provide transport• Supports marine life• Storehouse of minerals

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Audio-Visual Videos & Oral AssessmentFun with Geography!

Visit the website www.ocean.com for a treasure of videos on oceans and its riches!

D. Atmosphere(a) Ask students if they can see the air around them.

(They should say ‘No’!).

(b) Explain the main components of the atmosphere.

• Nitrogen – 78%• Oxygen – 21%• Argon, carbon dioxide, water vapour and other

gases – 1%• The atmosphere contains another important gas

called ozone which forms a protective shield against the harmful rays of the sun.

(c) Ask students why mountaineers carry oxygen cylinder when they climb mountains.

Explain that as height increases, pressure decreases and there is less oxygen in the atmosphere. Hence, in warmer regions, there is low pressure because the air gets hot and rises.

Assessment – 5Purpose – Formative; Type – Individual/Group Assessment; Tool – ProjectMake Your Own Barometer!You will need the following materials:• Balloon•A Glass Bottle or Jar•A Straw•A Rubber Band•Chart Paper


Cut off the stem of the balloon and wrap it around the mouth of the bottle. Tie the rubber band around the neck of the jar to hold the balloon in place. Stick the straw to the centre of the balloon. Fold the chart paper to make a column and use the straw as a sort of marker.

Observe how atmospheric pressure changes depending on the weather.

E. Biosphere

Assessment – 6Purpose – Formative; Type – Individual/Group Assessment; Tool – Audio-Visual Videos & Oral Assessment(a) This section can be taught by asking students

to look outside the window and explain the interdependence of all three realms which leads to the fourth realm – the biosphere.

(b) To explain the importance of conservation and protection of the environment, visit the website http://www.greenpeace.org/international/. You will get many interactive videos and information.


• There are four realms of the earth.• These are the Lithosphere (land), Hydrosphere

(water), Atmosphere (air) and Biosphere (life).• All the four realms of the earth are interconnected

and interdependent.• It is very important to conserve the environment

and avoid destroying the habitat through pollution and reckless damage.




a. Which are the two layers that form the crust of the Earth?

The two layers that form the crust of the earth are sial and sima. While sial is made up of silica and aluminum, sima is made up of silica and magnesium.

b. How many continents does the Earth have?

The Earth has seven continents. They are Asia,

Africa, Europe, North America, South America, Antarctica and Australia.

c. What percentage of total air is found near the surface of the Earth?

97% of the total air is found near the surface of the earth.

d. What do you understand by the term ‘physical government?

The habitat that comprises non-living elements such as air, land and water is known as the physical environment. It creates the actual realm for living being.

e. Which gases comprise the atmosphere?

The gases that form the atmosphere are nitrogen, oxygen, carbon dioxide, argon, oxygen and other noble gases.


a. Biosphere b. Wind c. Asia and Australia

d. Mountains e. High


a. Physical Environment

• It is formed of non- living elements such as air, land and water.

Biological Environment

• It consists of living e l e m e n t s s u c h a s plants,animals and human beings.

b. Lithosphere

• The surface of the earth which is made up of land, rock and soil is called the lithosphere.

• T h e l i t h o s p h e r e consists of continents, mountains, plateaus etc.

• The lithosphere makes up 29% of the earth

Hydrosphere

• T h e r e a l m o f t h e Earth that is made up of water is called the hydrosphere.

• T h e h y d r o s p h e r e consists of oceans, seas, rivers and lakes.

• The hydrosphere makes up 71% of the earth.


a. Wind moves from high – pressure areas to low – pressure areas – True


b. Ozone protects us from harmful ultraviolet rays – True

c. The crust of the Earth is of uniform thickness – False

5. Give reasons for the following:

a. We must protect the Earth.

• All the four realms of the earth are inter-dependent and result in a balanced life.

• Due to the recklessness and greed of humans, the environment has been ruthless exploited leading to an unnatural rise in global temperatures called global warming.

• Unless the causes of this are addressed, the future of the earth lies in great danger.

b. Atmospheric pressure decreases with height.

• Atmospheric pressure changes due to two factors – temperature and height.

• As one goes higher, the column of air in the atmosphere gets thinner and thus air pressure drops.

c. Oxygen is essential for life.

• Oxygen helps us breathe and sustains animals and humans.

• Humans will die without oxygen.


ADDITIONAL QUESTIONS AND ANSWERS 1. What makes life possible on Earth?

There is life on Earth because the environment suitable for life is formed by an interaction between the hydrosphere, lithosphere and atmosphere.

2. Name the seven major continents of the world.

The seven major continents of the world are – Asia, Europe, Africa, North America, South America, Australia and Antarctica

3. Name the highest mountain on the surface of the Earth.

Mount Everest is the highest mountain at a height of 8848 metres.

4. Name the deepest part of the earth’s surface.

The deepest part of the earth’s surface is in the Mariana Trench near the Philippines in the Pacific Ocean at a depth of 11034 metres below sea level

5. What are sial and sima?

Sial and sima are the layers of the earth’s crust. Sial stands for silica Aluminium which are its main elements while sima stands for Silica Magnesium. The continents have both sial as well as sima layers whereas the layer under the oceans is only sial.

6. Why is the northern hemisphere called the land hemisphere?

This is because the largest part of the earth’s landmass lies in the northern hemisphere.

7. What is the water hemisphere?

The southern part of the earth is made up mostly of water therefore it is known as the water hemishphere.

8. Why are plains more important for human beings?

Agriculture flourishes on the plains but does not do so well on the rocky slopes of the mountains. Therefore, plains are far more important for agriculture and also for human settlement in the form of large cities.

9. Distinguish between the three main landforms on the earth’s surface.

The thrre main landforms on the earth’s surface are mainly distinguished by their height.

Mountains – are the highest in elevation and some of them have steep slopes and high peaks. Most of them are found in ranges. For example, Himalayas in India, Rockies in America and Alps in Europe

Plateaus – are high tablelands that have broad and flat tops. The plateau of Tibet belongs to this category. Plateaus may vary in height from a few hundred metres to several thousand metres above the sea level.

Plains – are the lowest landforms and are flat and level regions. Most plains have been formed by alluvial soil brought by rivers and are very fertile. The plain formed by the river Ganga in India is an example of plains.

10. How do the oceans influence the world?

The oceans influence the world in the following ways:

• They make the climate moderate.• They provide transport ways for ships and

boats.


• They provide a habitat for marine organisms to give us seafood.

• They are a storehouse of many minerals like natural oil and salt.

• They provide water for the rains and allow the water cycle to run.

11. What is groundwater?

Water found below the surface of the earth which sometimes comes to the surface in the form of springs and wells is known as ground water.

12. What is the atmosphere?

Atmosphere is the envelope of air that surrounds the earth like a blanket. This air is made up of a mixture of different gasses.

13. How does wind form?

When the air heats up it rises, creating a low pressure area. Air from high pressure cooler areas rush to fill this low pressure area causing a wind.

14. What is a habitat?

Each living organism has its own range of requirements for a suitable environment to survive and exist comfortably. This environment is known as the habitat for that organism.


a. An unnatural rise in global temperature due to rise in carbon-di-oxide levels is also known as global warming.

b. Nitrogen gas is required for maintaining soil fertility and plant and animal growth.

c. 71 percent of the earth’s surface is covered by water.

d. The Earth’s crust is thicker under the continents than under the oceans.



VOCABULARY

Structure anything that has been formed of partsUniform the sameEvolution process of opening out or developingTowering rise to or reach a greater heightCrags a steep or rugged rock faceInky as dark as inkLandforms natural feature of earth surfaceRealms a field of activityWorn down exhaustedBarren a land, too poor to produce vegetationNumerous manyBleak bare and exposed to weather

DEFINITIONSTrenches – It is the deep depression of the ocean

floor.Peninsula – It is a landmass covered with water on

three sides.Fold mountains – These are the mountains formed by

the process of shifting the two major plates towards each other causing folds. These are relatively young in nature.

Fiery Ring of the Pacific – A great volcanic and earthquake belt that runs around the rim of the Pacific ocean.

Mid–Atlantic Ridge – A submerged mountain range

in the middle of Atlantic ocean with peaks that form islands.

Isthmus – It is a small land mass which separates two larger water bodies from each other, e.g. Panama

TEACHING POINTS

A. Introduction

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment(a) Recall the seven continents of the earth. Point out

the continents on a world political map.

(Asia, Africa, North America, South America, Europe, Oceania and Antarctica).

(b) Use the link:http://www.wwnorton.com/college/geo/egeo/animations/ch2.htm

To explain the formation of continents.

B. Continents

Assessment – 2Purpose – Formative; Type – Individual Assessment; Tool – Map Work(a) Discuss the main features of each continent.

(b) Use a world physical map (let students use their atlas simultaneously) to point out the main landforms and physical features.

Asia

• Largest continent

Continents and Oceans


• To understand the interrelationship of the realms of the earth

18


• Separated from Europe by the Caspian Sea• It is a continent of climatic contrasts• China and India which are found in Asia are the

two most populated countries

Africa

• Second largest continent• Separated from Europe in the north by the

Mediterranean Sea• Equator cuts the continent in the middle• Largest desert in the world – the Sahara Desert - is

found in this continent• Also known as the Dark Continent

North America

• Third largest continent• Discovered by Christopher Columbus• Separated from South America by the Isthmus of

Panama

South America

• The largest river in this continent is the Amazon• The Amazon Basin has the thickest forests in

the world - it has many varieties of plants and animals

Europe

• It is a small continent but has some of the most developed countries of the world

• It has an indented coastline• It has a mild climate and no great contrasts

Oceania

• It is divided into four parts – Australasia ( Australia and New Zealand ), Melanesia, Micronesia and Polynesia

• Australia is also known as the Dark Continent and looks like an independent continent

Antarctica

• It is a large frozen landmass around the South Pole

• It is uninhabited except for wildlife like penguins and seals.

(c) Visit the following link for additional facts, photos and maps on the continents.

• http://travel.nationalgeographic.com/places/continents/index.html

C. OCEANS

Assessment – 3Purpose – Formative; Type – Individual Assessment; Tool – Map Work(a) Use a world physical map to point out the main

oceans of the world and to discuss their features.

(b) You can use the video found on the link

http://videos.howstuffworks.com/hsw/23893-

charting-the-vast-oceans-ocean-floor-geology-video.htm to show students ridges found on the ocean floor.

(c) Explain the features of the five oceans of the world.

Indian Ocean

• It is triangular in shape• India is located at the head of this ocean• It also consists of the Arabian Sea and the Bay of

BengalAtlantic Ocean• It is shaped like the letter ‘S’• It is the busiest ocean in the world in terms of

trade and transportation• It has a submerged mountain range in the middle

called the Mid-Atlantic Ridge Pacific Ocean• It is the largest ocean in the world• It is bordered by volcanic mountains around its

edges called the Fiery Ring of the PacificArctic Ocean• Northernmost ocean• Located inside the Arctic Circle and hence is

frozen for most part of the yearAntarctic Ocean• Also known as the Southern Ocean• It is formed by the merging of the Pacific, Atlantic

and Indian Ocean

(d) Visit the website www.ocean.com for videos and information about the oceans of the world.


KEY TO TEXTBOOK EXERCISES1. Answer in one or two sentences:

a. Which Ocean in the World is the busiest ocean and why?

Atlantic Ocean is the busiest Ocean because it has a long coastline. It is bordered by Europe and Africa on the east and North America and South


America on the west. Hence, it receives a lot of traffic throughout the year in terms of trade and transportation.

b. What do you understand by the ‘Fiery Ring of the Pacific’?

The Fiery Ring of the Pacific refers to the new fold mountains that are found on the edge of the Pacific Ocean. These mountains have the maximum concentration of active volcanoes.

c. Europeans have always been masters of sea. Can you state some geographical factors which support this development?

Europe has an indented coastline. This gives it a natural advantage of a number of seaports and the finest harbours in the world. Hence, Europeans quite naturally have been masters of the sea.

d. Why is Mauna Kea called a ‘submarine mountain’?

Mauna Kea is found at the bottom of the ocean floor. It is the mountain range of ocean floor which rises above the surface to a height of 8900 metres, making it a submarine mountain.


a. Atlantic b. Mid-Atlantic c. Uninhabited

d. Australia e. Pacific


a. Africa and South America

Africa

• It lies in the northern hemisphere.

• It is the second largest c o n t i n e n t i n t h e world.

South America

• Most of the continent lies in the southern hemisphere.

• It is the third largest c o n t i n e n t i n t h e world.

b. Atlantic Ocean and Pacific Ocean

Atlantic Ocean

• It is half the size of the Pacific Ocean.• It is the busiest ocean in terms of trade and transportation.• It is shaped like the letter S.

Pacific Ocean

• It is the largest ocean in the world.• It is not as busy as the Atlantic Ocean.

• It is circular in shape.


a. Antarctica is completely lifeless – False

b. The Arctic Ocean is known as the Southern Sea – False

c. India and China are thinly populated countries of the world – False

d. South American is known as Down Under – False

e. The Atlantic Ocean is the largest ocean – False

5. Explain with diagrams:

a. Ocean floor

( h t t p : / / u s . f o t o l i b r a . c o m / i m a g e s /p r e v i e w s / 4 9 7 7 0 - o c e a n - f l o o r - d i a g r a m illustration.jpeg)

The bottom of the ocean floor is a flat sandy plain. But there are also mountains and deep valleys found at the bottom of the ocean. Some of these mountains, such as Mount Kea in Hawaii, are so high that they rise to the surface of the ocean as islands. The ocean floor also has deep trenches.

b. The Mid-Atlantic Ridge

(http://geomaps.wr.usgs.gov/parks/pltec/noaaMidAtlanticRidgeL.jpg)

In the middle of the Atlantic Ocean is a submerged mountain range called the Mid-Atlantic Ridge. It has several high peaks that form islands in the middle of the water. These islands are also volcanic in nature.



1. What are Continents?

Continents are the main land masses of the world which are surrounded on all sides by water.


2. Write a short note on Asia.

Asia is the largest continent of the world and most of it lies in the northern and eastern hemisphere. It occupies one third of the total land area of the earth. It extends from 800 North to 100 South and from 280 East to 1700 West. On the West side, it is separated from Europe by the Ural mountain ranges, Black Sea and Caspian Sea. It has the Arctic Ocean in the North, Pacific Ocean on the East and Indian Ocean on its South.

3. What do you mean by the term ‘Indian Subcontinent’?

India and its neighbouring countries are collectively called the Indian Subcontinent because even though they are a part of Asia, this region is different from the rest of Asia.

4. Why did several historians call Africa as the ‘Dark Continent’?

Africa was called the ‘Dark Continent’ because it was densely forested and large parts of it remained cut off from the rest of the world, for a very long time.


a. The Amazon basin has the thickest forests in the world.

b. Climatically Asia is a continent of contrasts.

c. The Sahara desert is the world’s largest desert.

d. Australia can be called the island continent

e. The Atlantic ocean is the busiest ocean in the world in terms of trade and transportation.

f. The Antarctic ocean is formed by the merging of the Pacific, Indian and Atlantic oceans.

g. Continents cover 29 percent of earth’s surface.

h. The average thickness of continent is about 60 km

i. Asia occupies 13 of the land area

j. Urals, Black Sea and Caspian Sea separate the two continents.

6. What do you understand by the term ‘water hemisphere’?

The southern hemisphere of the earth has more water than land so it is termed as the ‘water hemisphere’.

7. How did the Indian Ocean get its name?

India is located at the head of this ocean, which is why it has been named after this country.

8. Where will you find the deepest part of the earth’s crust ?

The deepest part of the earth’s crust lies in the Pacific Ocean near the Phillipines.

9. What do you understand by the ‘southern ocean’?

The Antarctic ocean is also known as the southern ocean because it lies at the extreme south of the earth. This ocean is formed by the merging of the Pacific, Indian and Atlantic oceans.

10. Why Australia is called Down Under?

The position of Australia is such that it is south of the mainland and is considered to be a continent of its own right.

11. Name the following:

a. Which is the continent having coldest and hottest places of the earth – Asia

b. Which ocean is called as Southern Ocean – Antarctic

c. Which is the largest desert of the world – Sahara

d. Which is the thickest forest of the world – Amazon

e. North and South America is separated by a narrow stretch of land – Isthmus of Panama

12. a. Name the four divisions of Oceania – Australasia, Melanesia, Micronesia and Polynesia

b. Name the shapes of the following:

i. Atlantic Ocean – ‘S’ type

ii. Pacific Ocean – Circular

iii. Indian Ocean – Triangular

iv. South America – Inverted Triangle

c. Tick the correct answer

i. The boundary between the continental shelf and ocean floor is always marked by

a. Continental Slope b. Abyssal Plain

c. Trench d. Seamount

ii. The best fishing grounds in the world are located in

a. Continental Shelves b. Abyssal Plain

c. Submarine Trenches d. Ocean Deeps



VOCABULARY

Elevation height

Distinctive making distinct

Displacement being displaced, the difference between the initial position of something ( as a body or geometric figure ) and any later position

Arid dry and dusty; without water

DEFINITIONS

Peak – The highest point of land.

Slope – The incline on two sides of a peak

Rift Valley – A long, narrow, flat floored valley caused by the collapse of earth’s crust between two faults.

Alluvial Plain – Plains formed by accumulation of silt.

George – A deep narrow trench in an upland area.

Vent – The opening through which lava and other materials come out of the volcano.

Crater – The funnel shaped depression at the top of volcano.

Caldera – It is a large crater formed by volcanic explosion.

TEACHING POINTS

A. Introduction

Assessment – 1Purpose – Formative; Type – Group Assessment; Tool – Simulation Exercise & Oral Assessment(a) Explain the formation of mountains with the help

of the following activity.

You will need the following materials:

• 1 sheet of chart paper• A desk pushed against the wall

Explain that shifts in the tectonic plates on the earth’s surface lead to the uplift and depression of the earth. Demonstrate this by slowly pushing the chart paper against the wall.

Notice how the papers fold successively as more pressure is applied.

Discuss (Page 153)

What is the difference between a mountain and a hill?

A hill is generally somewhat lower and less steep than a mountain. A mountain is generally higher and steeper than a hill.


• To understand the major landforms of the earth

19 Major Relief Features of the World


Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation Exercise & Oral Assessment(b) Discuss the various types of forces such as folds

and faults with the help of an animation found at the following link:

• http://www.classzone.com/books/earth_science/terc/content/visualizations/es1103/e s1103page01.cfm?chapter_no=visualization

• Fold Mountains – upfolds (anticlines) and downfolds (synclines)

• Himalayas, Rockies and Andes are examples of young fold mountains

• When young fold mountains get older over time, they become old fold mountains

• Urals and Aravallis are examples of old fold mountains

(c) Point out the above-mentioned mountains in a world physical map. Ask students to mark these places in an outline world map, while consulting their atlas.

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Simulation Exercise & Oral Assessment(d) Explain the formation of block mountains by

accessing the following link:

• http://www.uky.edu/AS/Geology/howell/goodies/elearning/module10swf.swf

• Uplifted blocks are called horsts• Dropped blocks are called graben• Intervening blocks form rift valleys

(e) View the video found at the following link to understand the formation of volcanic mountains.

• http://www.youtube.com/watch?v=nfziy_860GU&feature=related

• When hot molten magma erupts from the earth, it is known as a volcano.

• Such mountains where volcanoes occur are called volcanic mountains.

• Examples of volcanic mountains are Mt. Etna and Mt. Vesuvius

B. Plateaus(a) Explain the main features of plateaus.

• A plateau is a large elevated flat land caused by tectonic or volcanic action

• Also known as table land because it is shaped like a table

• Examples of plateaus – Chhotanagpur Plateau, Deccan Plateau in India

(b) Visit http://en.wikipedia.org/wiki/Plateau for images of plateaus.

C. Plains


(a) Ask students why most of the civilizations of the world have come up near river banks. Guide the discussion to the fact that plains have fertile soil that facilitated the growth of agriculture and hence settled life.

(b) Explain the main features of plains that make it one of the most populated regions in the world.

• Plains contain alluvium and silt which are very fertile.

• They are used for agriculture.• Some examples of plains are the Indo-Gangetic

plain, Nile basin and Yangtze plain

D. Relief Features and Lifestyle(a) Discuss with students how each relief feature

results in a different kind of lifestyle. Use a mind map to put up ideas.


• Landforms may be of different types such as mountains, plateaus and plains.

• The three main types of mountains are Fold

Relief Lifestyles

MountainsMining of precious

metals, wool, orchards

PlainsAgriculture, Settlements

PlateausMining of metals

and precious stones


Mountains, Block Mountains and Volcanic mountains.

• An elevated flat land is known as a plateau.• Low lying, flat lands are known as plains.• Different landforms result in different lifestyles.




a. What is the difference between a fold mountain and a block mountain?

Fold Mountains are caused by a collision between plates that causes great pressure leading to the folding and uplifting of large areas. On the other hand, Block Mountains are created when large areas are widely cracked or broken up by faults and displaced vertically.

b. What is a hot spot?

Places that experience a lot of volcanic activity are known as hot spots. There are many hot spots around the Pacific Ring of Fire.

c. What is a plain?

Plains are flat, low-lying regions with gentle slopes. Many plains have been formed by the accumulation of materials washed down from mountains and plateaus.

d. What are the principal features of a plateau?

A plateau is a large, elevated flat land, caused by tectonic or volcanic action. They are rich in minerals such as iron, gold and copper.

e. Which is the highest plateau in the world?

The Chang Plateau of Tibet is the highest plateau in the world. It is also called the ‘roof of the world’.


a. young-fold b. Indo-Gangetic

c. caldera d. alluvial


a. Plateau and plains

b. Young fold mountains and Old fold mountains

Plateaus

• It is a large, elevated flat land.

Young Fold Mountains

• High mountains with sharp peaks and steep slopes are known as Young fold mountains.

Old Fold Mountains

• When Young fo ld mountains get lower and smoother over time as a result of weathering action, it is known as Old fold mountains.

c. Volcanic mountains and block mountain

Volcanic Mountains

• Volcanic mountains are formed by the eruption of volcanic rock on the surface of the earth.

Block Mountains

• Block Mountains are created when large a r e a s a r e w i d e l y cracked or broken up by faults and displaced vertically.


a. New Fold Mountains are prone to earthquakes and volcanic eruptions – True

b. The Andes are found in Europe – Falsec. Fold mountains display synclines and anticlines

– Trued. Minerals are mostly found in plains – Falsee. Glaciers are often found on top of plateaus

– False

5. Explain with diagrams:

a. Landforms

(Source: www.fas.org)

The earth’s surface is not smooth at all places. It is elevated in certain places and low lying in others. The main types of landforms are mountains, volcanoes, plateaus and plains.

• It is formed by tectonic or volcanic action.

Plains

• It is a flat, low-lying region.

• It is formed by the a c c u m u l a t i o n o f m a t e r i a l s w a s h e d down by mountains and plateaus.


Mountains may be formed by folding, faulting or by the eruption of volcanic rock on the surface of the earth.

A plateau is a large, elevated flat land, caused by tectonic or volcanic action. Plateaus are rich in minerals such as iron, gold and copper.

Plains are flat, low-lying regions with gentle slopes. Many plains have been formed by the accumulation of materials washed down from mountains and plateaus. Plains are densely populated regions.

b. Volcano

(Source: www.kidscosmos.org)

The core of the earth is made up of very hot molten rock. When this material is forced to the surface of the earth due to intense pressure, it is called a volcano. The opening through which the lava and hot materials come out is known as a vent. The funnel like depression at the top is called a crater. A caldera is a large crater formed by volcanic explosion.


Purpose – Formative; Type – Individual/Group Assessment; Tool – Project• To complete tasks 1 and 2, students can refer to

the following websites for information, pictures and photos:

• www.nationalgeographic.com• www.wikipedia.org• www.encarta.com

Purpose – Formative; Type – Individual Assessment; Tool – Case Study3. A complete article on the Chipko Movement can

be found at the following link:• http://en.wikipedia.org/wiki/Chipko_

movement


ADDITIONAL QUESTIONS1. Fill in the blanks:

a. Anticlines are upfolds and Syncline are downfolds of fold mountain.

b. The intervening dropped blocks forms rift valley system.

c. The term volcano is derived from Greek God called Vulcan meaning God of Fire.

d. The mountains are formed by folding, faulting or by the eruption of volcanic rocks on the surface of the earth.

2. Answer the following:

a. Name the three major landforms found on the earth’s surface.

i. Mountain ii. Plateau and iii. Plains

b. State the types of mountain:

i. The Black Forest – Block Mountain ii. The Nilgiris - Residual Mountain iii. The Fuji Yama – Volcanic Mountain iv. The Andes – Fold Mountain

3. Complete the following table:

Name of the Highest Place Height in Continent Metres

Africa Mt. Kilimanjaro 5895

Antarctica Mt. Markham 4602

Asia Mt. Everest 8848

Australia Mt. Kosciusko 2230

Europe Mt. Elbrus 5633

North America Mt. McKinley 6194

South America Mt. Aconcagua 7022

4. Write a short paragraph on Mountains.

Mountains are formed by folding, faulting or by the eruption of volcanic rocks. They are of two types block and fold mountains. The glaciers on the mountain are sources of water. Various birds and animals have found their habitat in this region.

Livestock is a major activity in the region. However, in many cases agriculture and fruit orchids are another activities. Presence of scenic beauty, pollution free environment and snow peaks attracts many tourist to this region. Besides mountaineering, trekking, skiing, para gliding, rafting are the other adventure sports associated with mountain. The mountains act as the natural boundary for countries and control the climatic conditions. For example, in case of India, Himalayas act as a natural barrier.



VOCABULARY

Unravel solveMystery something that is difficult to understand or explainUnique special, different from othersMountainous hilly or rugged topographyCo exist exist at the same time or in the same placeSecular non religiousGovernance the action or manner of governing

DEFINITIONS

Indian Standard Time – Local time along the standard meridian of India – 82 1

2ºE which cuts through

Allahabad.Lagoon – A shallow area of salt water separated by

the sea by sandbar.Backwaters – A long stretch of water which is wider

than the lagoon.Estuary – Formation of a fertile land at the mouth of

river where the rich alluvial deposit carried by the river is deposited. The river channel bifurcates into a number of narrow streams.

Sand Dunes – Formation of sand in inverted C shape called as Barkhans locally. It is due to wind action in desert. These dunes often shift from one place to other.

TEACHING POINTS

To teach this lesson, ensure that a wall map of the physical map of India is displayed at all times.

A. Location and Size

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Map Work & Oral Assessment(a) Using the physical map, point out India’s location

at the head of the Indian Ocean.

(b) Explain why India is referred to as the subcontinent.

• India, along with Pakistan, Bangladesh, Nepal and Bhutan, forms a single entity.

(c) Discuss the main features of India’s location.

• India stretches between 8º4’N and 37º6’N latitude and between 68º7’E and 97º25’E.

• India’s neighbouring countries are Pakistan and Afghanistan to the west.

• Nepal, China and Bhutan are her neighbours in the north.

• Bangladesh and Myanmar are found on her east.

• India spans an area of 3,200,000 square kilometers.

• The southernmost tip on the Indian mainland is Cape Comorin or Kanyakumari.


• To comprehend broad physiographic divisions of India

20 India—Physical Features


B. Physical Divisions

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Map Work & Oral Assessment(a) Using the physical map, list out the main

physiographic divisions of India.

• Northern Mountain Wall• Northern Plains• Great Indian Desert• Peninsular Plateau• Coastal Plains and Islands

C. Northern Mountain Wall(a) Point out the main mountain ranges that make up

the northern mountain wall. Ask students to locate and mark these on an outline map of India.

• Karakoram Mountains• Mt Godwin Austen or K2• Himadri or Greater Himalayas• Himachal or Lesser Himalayas• Shiwaliks or the Outer Himalayas• Purvanchal Mountains

D. The Northern Plains

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Map Work & Oral Assessment(a) Point out the rivers Indus, Ganga and Brahmaputra

on the map of India. Make students mark these rivers in a rivers map of India.

(b) Explain to students that the basin of these three rivers form one of the most fertile plains in the world.

(c) Ask students to locate and mark the river Indus and its five main tributaries– the Satluj, Beas, Ravi, Chenab and Jhelum.

(d) Similarly, ask students to locate and mark Ganga and its tributaries – Yamuna, Ghaghara, Gomti, Gandak, Kosi and Tista.

(e) Have students locate and mark the Brahmaputra. Explain that the river Brahmaputra is known as Tsangpo in Tibet.

E. The Great Indian Desert

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Map Work & Oral Assessment

(a) Point out the Thar Desert in the map of India.

(b) Explain the main features of the Thar Desert.

• It is an extremely dry region.• Since, there is little water; there are few towns in

this region.• There are many sand dunes found in the Thar

Desert.

(c) Access the link http://en.wikipedia.org/wiki/ Thar_Desert for images and more information on the Thar Desert.

Discuss (Page 163)

Find out about the phenomena of the shifting dunes and the singing dunes and share it in class.

F. The Peninsular Plateau

(a) Point out the Peninsular Plateau on the physical map. Locate the Narmada river which divides the plateau into two parts – the Malwa Plateau in the north and the Deccan Plateau in the south.

(b) Discuss the main features of the Malwa Plateau and the Deccan Plateau.

Malwa Plateau

• It is bound by the Aravallis in the north-west and the Vindhyas in the south.

• In the east, it is known as Bundelkhand and Baghelkhand.

• In south Bihar, it is called the Chhotanagpur Plateau.

Deccan Plateau

• It is broad in the north and tapers towards the south.

• In the northern edge, it is given different names such as the Mahadeo Hills, Kaimur Hills and the Maikala Hills.

• The two edges of the Deccan Plateau form hill regions called the Eastern Ghats and the Western Ghats.


G. The Coastal Plains and Islands

Assessment – 5Purpose – Formative; Type – Individual/Group Assessment; Tool – Map Work & Oral Assessment(a) Point out the Konkan Coast and the Malabar Coast

on the Indian map.

(b) Discuss the main features of the Andaman and Nicobar Islands and the Lakshadweep Islands.

Andaman and Nicobar Islands

• There are 550 islands and they are volcanic in origin.

• The islands are separated by a channel called the Ten Degree Channel.

Lakshadweep Islands

• They are formed by the growth of coral islands.• The islands are inhabited by tribals who have their

own distinct lifestyles.• Many of the islands are uninhabited.

(c) Visit the official websites of the Andaman and Nicobar Islands and the Lakshadweep Islands.

• tourism.andaman.nic.in

• http://lakshadweep.nic.in


• There are five main physiographic divisions of India.

• These physical divisions are geographically interdependent on each other.




a. Which meridian has been chosen as the central meridian to give Indian Standard Time?

The longitude 8212

ºE is chosen as the central meridian to give Indian Standard Time.

b. Name the only active volcano in India.

Barren Island is the only active volcano in India.

c. How many distinct mountain ranges do you find in the Himalayas?

There are three distinct mountain ranges in the Himalayas

a. Himadri b. Himachal and c. Shiwaliks

d. Which is the driest part of India?

The driest part of India is the Thar Desert.

e. How are the eastern coastal plains different from the western coastal plains?

The eastern coastal plains are broader due to the formation of deltas by the four east flowing rivers, while the western coastal plains are narrower where the Narmada and the Tapi form estuaries.


a. 28 states and 6 Union Territories

b. 8848 metres

c. Lake Mansarovar

d. Ten Degree Channel

e. Backwaters

3. Mark True or False against the following statements

a. The river Mahanadi flows into the Arabian Sea – False

b. Bihar doesn’t have a coastline – True

c. The Nilgiris are also called the Blue Mountains – True

d. Kanyakumari is the southernmost tip of India – False

4. Distinguish between the following.

a. The Western and Eastern Ghats

Eastern Ghats

• These Ghats are found along the eastern side of the Deccan Plateau.

• The Ghats are low and discontinuous mountain ranges.

Western Ghats

• These Ghats are found along the western side of the Deccan Plateau.

• The Ghats are high and continuous mountain ranges.

b. The Andaman and Nicobar Islands and the Lakshadweep Islands

Andaman and Nicobar Islands

• The islands are of volcanic origin.

• There are a total of 550 islands.

Lakshadweep Islands

• The islands have been formed through the growth of corals.

• There are a total of 36 islands.


c. Himadri and Himachal

Himadri

• The Greater Himalayas are known as Himadri.• These mountain ranges are about 6000 metres above sea level.

Himachal

• The lesser Himalayas are known as Himachal.• They are about 1500- 3000 metres above sea level.

• Their main occupations are shifting agriculture and hunting – they also practice minor crafts

Read the article found at the following link: http://en.wikipedia.org/wiki/Thar_desert for complete information




a. Neighbouring Countries of India – Pakistan, Afghanistan, China, Nepal, Bhutan, Mynmar, Sri Lanka.

b. Seas around India – Arabian Sea, The Bay of Bengal and Indian Ocean

c. Ancient civilization – Indus valley civilizationd. Area of the country – 3,200,000 sq.kme. Land frontier of India – 15,200 kmf. Coastline of India – 7500 kmg. Highest peak of India – Mt. Kanchenjungah. Hills stations of India – Shimla, Mussoorie,

Darjeeling and Nainitali. Five major rivers of Punjab and Jammu &

Kashmir – Satluj, Beas, Ravi, Chenab and Jhelum

j. Tributaries of Ganga – Yamuna, Ghaghara, Gomti, Gandak, Kosi and Tista

k. Five main physical divisions of India: i. The Northern Mountain Wall ii. The Northern

Plains iii. The Great Indian Desert iv. The Peninsular Plateau v. The Coastal Plains and Islands.

l. The marshy regions at the base of Shiwaliks – Terai

m. Hill ranges of Purvanchal – Patkai Bum, Naga, Mizo, Lushai, Garo, Khasi and Jaintia Hills.

2. Distinguish between Western coastal plains and Eastern coastal plains.


a. Mt. Godwin Austen or K2

b. Sundarbans

c. Thar Desert

d. Pakistan


Purpose – Formative; Type – Individual Assessment; Tool – Projcet 1. To complete task 1, students can refer to the

following websites for additional information and images:

• www.wikipedia.org

• www.encarta.com

Purpose – Formative; Type – Individual Assessment; Tool – Case Study 2. Learn more about the Thar Desert.

Hints

How was it formed?

• Scholars say that the Thar turned into a desert around 2000-1500 BCE – the river Ghaghara that once flowed through it changed its course.

What kind of flora and fauna can be found there?

• Great biodiversity can be seen – wildlife like the Great Indian Bustard, gazelles and blackbucks – birds such as falcons, eagles and harriers – flora relating to scrub and thorn vegetation

What is the major occupation of the people?

• Agro forestry and eco tourism are the main occupations of the people

Names of some important tribes.

• Some of the important tribes are the Bhils, Minas, Lohars and Sahariyas

Western Coastal Plains

• Narrow in nature

• Only two west flowing rivers with low narrow estuaries i.e. Narmada and Tapi

Eastern Coastal Plains

• Broad in nature

• Formation of delta of East flowing rivers like Mahanadi, Godavari, Krishna and Kavery


3. Fill in the blanks.

a. India lies midway between Far East (China and Japan) and the West Asian Countries (Israel and Turkey)

b. The north-south stretch of India is 3200 Km while east-west stretch is 2900 km.

c. India is separated from Sri Lanka by Palk Strait and the Gulf of Mannar.

d. The southernmost point of the Indian mainland is Kanyakumari or Cape Comorin while the southernmost tip of India is Indira Point of Nicobar group of islands

e. The river Indus rises beyond Himalaya near Lake Mansarovar.

f. The tributaries joining the Ganga from the South are Chambal, Betwa, Son and Damodar

g. The Indira Gandhi Canal carries water from river Sutlej and irrigates northern part of the desert.

h. River Godavari is called The Ganga of the South.

i. River Narmada divides peninsular plateau into two parts – the Malwa plateau and the Deccan plateau.

j. The Ten Degree Channel separates the Andaman and Nicobar Islands

4. Explain the interdependence of the physical divisions of India.

India has five major physical divisions. There is a geographical interdependence between all these divisions. The mountain ranges control the climatic conditions of the Indian subcontinent and prevent the colder winds from Plateau of Tibet. They also act as a natural frontier and its steep slopes and deep valleys are not easy to cross for the enemies. The northern plains are excellent for agriculture and provide food for the population. The peninsular plateau regions are rich in minerals and provide industrial raw material for metallurgical industries like iron and steel, locomotives, besides industries like cement, chemicals also flourish in this region. The coastal plains are thickly populated areas where agriculture, industries and tourism are the major activities. The coastal plains attract many international tourists every year and our country earns foreign exchange. In spite of the diversity of physical regions, these regions promote cultural unity of the country.

• Rice cultivation, fruit farming and nature based tourism are important activities

• Variety of crops are cultivated, subsistence farming and religious based tourism are major activities



VOCABULARY

Oppressive hot and airless

Varied involving a number of different types or elements

Distinct noticeable difference

DEFINITIONS

Tropical Monsoon – The hot and wet climate experienced in India.

Monsoons – The seasonal winds blowing across the Indian subcontinent.

Western disturbances – Cyclone arriving from the north west.

Loo – Local, hot and dusty winds blowing over northern India.

Kalbaisakhi – Local thunderstorm in West Bengal and Assam in the month of April.

Mango showers – Local showers in Kerala which helps in ripening of mangoes.

TEACHING POINTS

A. Introduction


• To describe the influence of land, climate, vegetation and wildlife on human life

21

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment(a) Introduce the lesson by asking students the

following questions:

• If you want to visit a cold place in summer in India, where would you go?

(Suggested answers: Shimla, Kulu Manali, Ooty, Kodaikanal etc.)

• If you want to visit a warm place in winter in India, where would you go?

(Suggested answers: Chennai, Thiruvanthapuram etc.)

(b) Discuss with students why these places experience variation in climate by explaining the factors that influence climate.

Prevailing winds – if a place

receives cool winds, it tends to be

cooler

Factors influencing

Climate

Directionof mountains – if a

mountain slope faces the rain bearing winds,

it receives more rain

Altitude – the higher the altitude of

a place – the colder the temperature

Distance from the sea – the further

that one moves away from the sea, the climate

becomes more extreme

Latitude – places further from

the equator are colder than those closer to

the equator

India’s Climate


B. Seasons in India

Assessment – 2Purpose – Formative; Type – Group Assessment; Tool – Group Discussion(a) Start a discussion on the different seasons in India

by outlining the four main seasons and their main features.

Season – WinterMonths – December to FebruaryFeatures – • Temperatures become colder as thesun’s rays fall on the Tropic of Capricorn in the southern hemisphere • Rainfall is moderate to scanty • Places in the North like Delhi and Chandigarh become extremely coldTemperature – 10º – 25º CSeason – SummerMonths – March to May Features – • Temperatures start to rise with the sun’s rays falling on the northern hemisphere• Hot winds like the loo blow in Rajasthan • Mango showers in KeralaTemperature – 30º – 42º CSeason – MonsoonMonths – June to SeptemberFeatures – • A low pressure belt is formed in north and north west India during April due to the great heat • The south east trade winds get deflected and brings rainfall to the country • Arabian Sea branch brings rain in Kerala, Maharashtra, Karnataka etc. • Bay of Bengal branch brings rain in north and north east branch.Temperature – 25º to 35º CSeason – Retreating MonsoonMonths – October to NovemberFeatures – • In September, the sun moves away from the Tropic of Cancer and the temperature cools down. • Monsoon winds leave the Indian subcontinent and the temperature comes down again.

Temperature – 20º to 25ºC

Assessment – 3Purpose – Formative; Type – Group Assessment; Tool – ProjectFun with Geography!

Divide the class into groups. Ask each group to

make a presentation regarding a festival based on a certain season.

Visit the website http://www.festivalsofindia.in/ for ideas and information.

Students can then go on to make a festival calendar!


• Factors influencing climate – latitude, altitude, distance from the sea and direction of mountains.

• Main seasons of India – winter, summer, monsoon and retreating monsoon


KEY TO THE TEXTBOOK EXERCISES1. Answer in one or two sentences:

a. Which winds bring most of the rain to India?

The Monsoon winds bring most of the rain to India.

b. Name two places that experience maximum rainfall in India

Mumbai and Kolkata experience the maximum rainfall in India.

c. Why do the monsoons break into two branches?

Due to the shape of the peninsula, the monsoon breaks into two branches – the Arabian Sea branch and the Bay of Bengal branch.

d. Why has Rajasthan become a desert?

According to scientists, Rajasthan became a desert due to the diversion of the river Ghaghara at around 2000-1500 BCE. Hence, it is a region that receives very little rainfall.

e. Describe two factors that influence climate.

Two factors that influence climate are latitude and altitude. The further a place is away from the equator, the colder is its climate. Hence, places like Shimla are colder than Chennai. Altitude also affects the climate of a place. As one goes higher, the temperature of the place falls.


a. Konkan, Coromandel b. July c. Transitional d. 32ºC e. Kalbaisakhi and mango showers



a. Tamil Nadu gets most of its rain in winter – True

b. Delhi gets more rain than Kolkata – False

c. There is no mountain barrier in Rajasthan against which the monsoons may strike – True

d. Jammu and Kashmir gets a lot of rain from the monsoons – False

e. High pressure over the Indian land mass in summers attract the monsoons – False


a. South-west and north-east monsoons

(Source: http://wmmbb.files.wordpresscom/2007/08/monsoon-tracks.gif)

The heat in India becomes very intense by the months of April and May. This leads to a low pressure belt in the north and north western part of India. The south east trade winds of the southern hemisphere get deflected to the Indian peninsula in the south west direction. Due to the shape of the peninsula, they get deflected in two branches – the Bay of Bengal (eastern arm) and the Arabian Sea (western arm) branch.

b. Annual movement of the sun

(Refer to the diagram given on page 168 of the textbook)

Winter starts in December when the sun’s rays fall directly on the Tropic of Capricorn in the southern hemisphere. India, being in the northern hemisphere, begins to lose heat and temperatures fall. The winter season lasts from December to February.

As the sun’s rays fall on the equator in the third week of March, heat begins to reach the northern hemisphere. The direct rays move north of the equator and the Indian landmass begins to warm up. Summer lasts from March to May.

The heat in India becomes very intense by the months of April and May. This leads to a low pressure belt in the north and north western part of India. The south east trade winds of the southern hemisphere get deflected to the Indian peninsula in the south west direction. Due to the shape of the peninsula, they get deflected in two branches – the Bay of Bengal (eastern arm) and the Arabian Sea (western arm) branch. The monsoons bring heavy rain from June to September.

By the end of September, the sun’s rays are once again directly over the equator. The months of October and November are transitional months and are initially hot before beginning to cool down. The retreating monsoon lasts from October to November.

South west monsoons

• They bring rain in the period from June to September.

• They get deflected from the south east to the south west and divide into two branches – the Arabian Sea branch and the Bay of Bengal branch.

North east monsoons

• They bring rain in the period from December to January.

• They hit the Coromandel coast from the north east direction.

b. Loo and mango showers

Loo

• The hot dusty winds in Rajasthan that take place in summer are known as loo.

Mango Showers

• The local showers in Kerala that help in the ripening of mangoes are known as the mango showers.

5. Choose the correct options:

a. less than b. south-west

c. Arabian Sea d. Himalayas

6. Explain with diagrams

a. Monsoon winds in India


The cycle of the sun’s movement begins again in December.




a. The four major seasons of India are winter, summer, monsoon and retreating monsoons.

b. India is located within the tropical and subtropical latitudes.

c. Indian climate is also called as tropical monsoon climate.

2. Answer the following in brief:

a. What are the factors which influence the climate of India?

High mountains in the north and seas around Indian peninsula are the two major factors which influence the climate. Besides latitude, altitude, distance from the sea, direction of mountain and prevailing winds are other factors which influence the climate. However, the impact of these factors varies from place to place. In other words, impact of these factors are on local climate.

b. What is October heat?

In the last week of September, the sun starts moving away from the Tropic of Cancer to the Equator where the sky remains clear but the ground is still moist. This creates an uncomfortable weather condition which is called as October heat.

c. Distinguish between Weather and Climate

Weather

• I t i s the s tudy of atmospheric conditions for a short duration i.e. for a day or for a week

• It is influenced by any one of its predominant elements like temperature or humidity

d. Complete the following table:

Sr.No. – 1

Region with – Very heavy rainfall

Rainfall – More than 200 cm

Areas – Western Ghats, Western coastal plains, Purvanchal and NE hills

Sr.No. – 2

Region with – Heavy rainfall

Rainfall – 100-200 cm

Areas – Parts of Eastern India including Orissa and Madhya Pradesh, Ganga plain of Eastern UP,Bihar and West Bengal, Sub-Himalaya Punjab, parts of Western Himalaya, Coromandel coast, East coast of Tamilnadu

Sr.No. – 3

Region with – Moderate rainfall

Rainfall – 50-100 cm

Areas – Interior part of Ganga plain (UP, Haryana and Punjab), most of the Deccan plateau, Gujarat and Rajasthan

Sr.No. – 4

Region with – Low rainfall

Rainfall – Less than 50 cm

Areas – Thar desert and Kachchh, Northern Himalaya- Ladakh in Jammu & Kashmir, Lahaul and Spiti in Himachal Pradesh, Southern Haryana and South west Punjab

• It is unpredictable

• It is experienced over small areas of a country

• A place can experience different types of weather conditions in a year

Climate

• It is the study of the average weather conditions over a long period of time

• It is the collective effect of all its elements

• I t i s m o r e o r l e s s permanent

• It is experienced over large area of the continent

• A place can experience only one type of climate



VOCABULARYGreed strong wish to get something more, especially food or moneyRainforest thick forests growing in areas

with heavy rainfallDeciduous Trees hardwood treesConiferous Trees softwood treesAlpine Meadows pastures in high mountainous

regionDestruction the action of destroyingPreserve keep in its original stateRestore return to a previous condition

DEFINITIONSTreeline – The altitude above which trees cannot

growSnowline – The altitude beyond which snow never

meltsTidal Forest – It is a forest along the delta of rivers

due to mixing of fresh water from rivers and salt water from sea.

Project Tiger – A project to conserve and protect tigers in their natural surrounding.

Project Rhino – A project to conserve and protect rhinos in their natural surrounding.

Biosphere Reserves – An area where forests and wildlife are protected in their natural surrounding.


• To appreciate the need for conserving natural vegetation and wildlife

22

Vegetation zone – It is a natural division of the forest where common species are found. It is mainly influenced by the climatic conditions.

Forest Research Institute – It is at Dehra Dun in Uttarakhand where they do research on natural vegetation and train people to take care of forest.

Amphibians – Cold blooded animals which can live both on land and water.

Mammals – A warm blooded animal that has hair or fur.

TEACHING POINTS

Pre-Instructional Activity

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Presentation and Oral Assessment(a) You will find a lot of pictures of India’s fauna at

the following link:

• http://en.wikipedia.org/wiki/Fauna_of_India

(b) Use the search engine in the website www.wikipedia.org to find pictures of India’s vegetation.

(c) Make a slideshow of these pictures which you can use while explaining the lesson in class.

(d) Have a physical map of India displayed at all times to point out the regions of India’s vegetation.

Natural Vegetation and Wildlife


A. Introduction(a) List the main types of natural vegetation found in India.

• Tropical Evergreen Forests • Tropical Deciduous Forests • Thorn and Scrub Forests• Tidal Forests • Mountain vegetation

B. Features of the Natural Vegetation (a) Use a tabular format to explain the main features of each type of vegetation

C. Wildlife in India(a) Show the slideshow of wildlife in India.

(b) Discuss the various species of wildlife found in India.

(c) Discuss the importance of preserving wildlife in India.

• Construction of biosphere reserves, national parks and sanctuaries in India.

• Project Tiger and Project Rhino to protect endangered species.

• The first week of October every year is celebrated as Wildlife Week.

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Thematic ProjectFun with Geography!

• Ask students to visit the kids section of Project

Vegetation Type Rainfall Areas Trees

Tropical Evergreen

Forests (Rainforests)More than 200 cm Western Ghats

Mahogany, Ebony and Rosewood (Find pictures in

Tropical Deciduous

Forest (Monsoon Forests)150 to 200 cm

Ganga Plain Shiwalik Range Eastern slopes of Western Ghats Orissa, Madhya Pradesh, Chhatisgarh and Jharkhand

Teak, sal, sandalwood,

bamboo

Thorn and Scrub Forests Less than 50 cmPunjab Plains Gujarat and Madhya Pradesh RajasthanDry parts of Deccan

Kikar, babul, cacti

Tidal Forests100 cm

Ganga-Brahmaputra Delta, Delta of Mahanadi, Godavari, Krishna and Kaveri

Sundari Tree

Mountain Vegetation – Himalayan RangesPine, silver fir, deodar and spruce

Tiger at http://projecttiger.nic.in/kidslogin.asp. They can read stories, become members and learn more about the campaign.

• Start a nature club in your school. Learn more at the following link:

http://www.wwfindia.org/about_wwf/what_we_do/education/n_c/

• Celebrate Wildlife week with awareness programmes, campaigns, poster making competitions etc.


• India is a land of great biodiversity.• There are five main types of natural vegetation in

India.• India also has a wide variety of fauna.• The protection of biodiversity is very important.




1. Answer in one or two sentences :

a. Which is the main factor that affects the nature of natural vegetation in the Himalayas?

The main factor that influences the vegetation in the Himalayas is altitude. As one goes higher, the temperature falls, and so the plants and type of vegetation also changes.

b. Name two areas where tropical rainforest grow.

Tropical rainforests are found in the Western Ghats and the North eastern hills.

c. Which is the largest area of tidal forest in India?

The Sunderbans is the largest area of tidal forests in India.

d. How much rainfall is experienced in regions of thorn and scrub forests?

Scrub and thorn forests receive less than 50 cm of rainfall.

e. What are the uses of forests?

Forests have many uses:

• They provide timber and other forest productssuch as resin, honey, gums etc

• They attract rain

• They conserve soil and control floods

• They provide a habitat for wildlife

f. What efforts has the government made to protect wildlife in India?

The Government of India has banned hunting of wildlife. In addition, they have also set up wildlife sanctuaries, bio reserves and national parks, all over the country. Project Tiger and Project Rhino have been undertaken.


a. True b. False c. False d. True e. False3. Fill in the blanks with suitable words :

a. Chiru Goat b. Peacock c. Chestnut and Oak

d. Rainforest e. boat making

4. Match the following:




a. The Forest Research Institute is located in Dehra Dun.

b. The Sundarbans is famous for Royal Bengal Tiger.

Column A Column B

Tiger reserves 27

Species of mammals 372

Gir Forest LionBengal Tiger Sunderbans

Snowline Treeline

It is found at a eight of 4400 metres.

It is found at a eight of 3500 metres.

At the snowline, now never melts.

At the treeline, trees are not able to grow.

5. Distinguish between the following. Use a tabular form

a) Snowline and Treeline

Snowline Treeline

This vegetation is found at an altitude of 1800 to 3500 metres.

This vegetation is found at an altitude of 1000 metres.

The main trees found are pine, silver fir and deodar.

The main trees found are sal, bamboo and teak.

It is difficult to cut down these trees because they are found at great heights.

It is easy to cut down these trees because they are found at lower slopes.

b) Coniferous and Deciduous vegetation

Coniferous Vegetation


c. The snow leopard is found in extreme height of Himalayas.

d. The Gir National Park is a home for Asiatic Lion.

e. Elephants are found in Assam and Nilgiris while Rhinoceros are found only in Assam.

f. India has 372 species of mammals, 1278 species of birds, 446 species of reptiles and 204 species of amphibians

2. Answer the following:

a. What is natural vegetation?

It is the natural growth of plants without any interference or help from human activity.

b. What are the major categories of Natural Vegetation in India?

i. The Tropical Evergreen ii. The Deciduous Forest iii. Thorn and scrubs forest iv. Tidal forest and v. Mountain vegetation

c. What is tidal forest?

This type of forest is common in the deltas of all major Indian rivers. The fresh water of the river and the salty water of the sea mixed during the high tide. This creates a swampy condition suitable for growth of such forest. Sundarbans is the largest tidal forest where Sundari tree is a typical variety.

3. Complete the following table:

Natural Vegetation

Type of Forest

Tropical Evergreen

Tropical Deciduous

Thorn and scrub

Tidal forest

Areas where it is found

Western Ghats, North eastern Hills and Andaman & Nicobar Islands

Most of Ganga Plain, Shiwalik Range, Eastern slopes of Western Ghats, Parts of Orrisa, Madhya Pradesh, Chattisgarh and Jharkhand

The plains of Punjab, Parts of Gujarat and Madhya Pradesh, Rajasthan and drier part of Deccan

Delta regions of all main Indian rivers such as Ganga-Bramhaputra delta, Mahanadi, Godavari Krishna and Kaveri Delta

Species

Mahogany, Ebony, Rosewood

Teak, Sal, Sandalwood, Bamboo

Kikar or babul

Sundari is the well known species of Sundarbans

Sr.No.

1.

2.

3.

4.

Rainfall

More than 200 cm

100 -200 cm

Less than 50 cm

Average

Type of Forest

Tropical deciduous forests

Subtropical mixed deciduous and coniferous forests

Coniferous forests

Alpine meadows

Species

Bamboo and Sal

Chestnut and Oak

Pine, Silver fir, Deodar and Spruce

Variety of scrubs and bushes along with grassland

Sr.No.

1.

2.

3.

4.

Height

1000 metres

1800 metres

Between 1800 to 3500 metres

Beyond 3500 metres but upto 4400 metres

Mountain Vegetation

LEARNING OBJECTIVES



VOCABULARY

Diversity variationCustom traditionBelief principleBid sayDelicious tastyFactors featuresIntermingling mixingDisaster catastropheFeature qualityRemarkable noteworthyUnited togetherBrief short

DEFINITIONS

Diversity – The fact or quality of being diverse; different


• To enable students to understand and appreciate various forms of diversity in their everyday environments

• To develop a sensitivity towards pluralism and interdependence

• To understand how prejudice can lead to discrimination

• To understand the difference between diversity and inequality

• To recognize that there are multiple identities within ourselves that we use in different contexts and that these can come into conflict with each other

• To understand that the constitution compels us to respect diversity

23

A point or respect in which things differ.

2. Variety or Multiformity – „Charles Darwin saw in the diversity of species the principles of evolution that operated to generate the species: variation, competition and selection‰ (Scientific American)

a. Economic factors – The basic elements affecting financial matters such as labour, interest rates, government policy, management and taxation.

b. Caste system – The Indian caste system describes the social stratification and social restrictions in the Indian subcontinent, in which social classes are defined by thousands of endogamous hereditary groups, often termed as jatis or castes.

c. Gender – Gender comprises a range of differences between men and women, extending from the biological to the social

d. Heritage – Something that is passed down from preceding generations; a tradition.

Understanding Diversity


TEACHING POINTS

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentWhat is diversity?

Diversity exists in our everyday environment. The teacher could use a few pictures of

a) Diverse peoples

b) Scenes from rural and urban life

c) Flora and fauna found in the northern regions and southern regions of India etc. Anything to enable students to point out that there are DIFFERENECES between/among the pictures. These differences are an indication of DIVERSITY, which is the key word.

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIdentifying diversity

The exercises in the yellow box could be undertaken in class.

The students should be able to identify the facts that

a) No two students are the same.

b) Yardsticks to classify people are not the same

c) Each, as an individual, has multiple identities on the basis of the yardsticks used to classify them

d) Realize the inevitable fact that, no matter how different, each depend on the other

e) Variety lead to the richness of the class character

The students too, would be able to derive conclusions, besides realizing the fact that it is difficult to divide students into water-tight compartments of study. The motive is to encourage the thought process. There is great diversity among people.

A reading of the recollections should strike a chord. Students could be encouraged to recount a similar experience. The motive of the extract is to help the students to identify the various differences that exist in all likelihood among children at this age.

Assessment – 3Purpose – Formative; Type – Group Assessment; Tool – Group DiscussionDiscuss (Page 179)

a) Sukhpreet is a bold girl, she is an extrovert. She is not intimidated by the new environment. Asah is quiet, shy and calm. Zainab, however, is a pampered child, used to having her own way. Probably, she throws tantrums to manipulate her parents.

b) Sukhpreet has dimple and long hair which was neatly tied into a plait. Asah has short, straight black hair, a pale face, narrow eyes and a lovely smile.

c) The children wore identical clothes—the school uniform, parents wore different types of attire.

d) Sukhpreet’s father wore a turban indicating he was a Sikh. Asah’s description enables you to realize that she is from the north-east “She looked very different from the others.” She had ‘narrow eyes’. Zainab addresses her mother as ammi. She is a Muslim.

Economic and Social differences

You could point out to the students how, in a school situation, the group formed are reflection of diversity. Students could for a change sit with their friends. A few probing questions would enable students not only to recognize but also to verbalize these differences.

Assessment – 4Purpose – Formative; Type – Group Assessment; Tool – Group Discussion1. Name your friends.

2. Find out the states to which they belong.

3. Which religion do they follow? What is the name of their place of worship?

4. Which language is spoken at home?

5. Is the food that they eat, different from yours in any way?

6. Do they celebrate any festival distinct from yours?


The responses may be varied depending upon the social composition of the class. Yet, these are differences that children do not take note of. Since these constitute the very cause for discord and conflict in society, it is essential to analyze diversity even further.

Question : Are you different?/Are you similar?

The response : “Yes” / No

Question : Did this difference come in the way of your relationship?/ Did they prevent you from getting closer?

The response : “No”

Question : Are there any differences you have observed that make you feel that differences did not create closeness among people?/presented closeness among people?

Responses : Rich look down upon the poor… may be “teachers favouring intelligent students.” etc. The student here has to be familiarized with the caste system and gender differences about which students at this age are not exactly familiar.

The teacher could, in brief, narrate Dr B.R. Ambedkar’s childhood experience given on page 188.

He/She could give students time to reflect.

A popular serial on television based on social issues, for example ‘Balika Vadhu’ could be used to highlight the issue of gender bias. (Note: the difference in treatment of Anandi, the main protagonist, and her husband Jadhishia)

They i.e. the students could be asked to comment on both.

Thus they should know:

1. a) The caste system as a practice prevalent only in India.

b) It led to a division of people into groups.

c) These groups were organized in a hierarchy on the basis of a job done by them. In this way they all depended upon each other.

d) This system was dictated by birth. A person’s choice of job was determined by the family he/ she was born into.

e) This division created a ranking system of people, So that some enjoyed a high position and some a low one.

2. Society had built a division between men and women by deciding their status and role. This led to gender differences e.g. the man would earn, the woman would stay at home and look after the children, the old and the sick. The men would enjoy, naturally a higher position, and woman an inferior one.

3. The students have the knowledge that social differences exist among people. But this leads to a further division — a more harmful one. People who enjoy a low position cannot enjoy all the facilities the state gives to the people. They are poor because they cannot get equal control of the wealth of society. Women do not work because society does not favour.

Hence, social differences lead to economic differences which deny some people, the opportunity to develop at par with the others.

Assessment – 5Purpose – Formative; Type – Group Assessment; Tool – Group DiscussionThe wealth of society

The students can be asked to visualize wealth as money that belong to the society. They can be asked a few questions.

a) Who do you think owns this money – men orwomen?

Ans: Men do

b) Why?Ans: Because they work

c) Do all men own the money?Ans: Poor men do not own money.

d) Why?Ans: Some do not work. Some do work which is not

considered good.

The consequence is a difference among people on the basis of economic factors. Opportunities of access to health, wealth, education and power are deiced to them.


Reasons for diversity in IndiaMain points:

• Geography – gave rise to a unique culture.

• Natural wars and disasters exposed people to external influences.

Effect of diversityMain points:

• It enriched our way of life

• It showed peoples’ capacity to adapt and adopt


Assessment – 6Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentCan you name any three famous classical dance forms found in India? Where did they originate?

Three classical dance forms

• Kathak – North India• Bharatanatyam – South India (esp Tamil

Nadu)• Manipuri – North east India


All of you must have seen a picture of the Taj Mahal. Can you identify the different styles used in it ? Where did those features come from ?

• Taj Mahal – it is an amalgamation of many influences.

• Indo – Islamic, Persian and Turkish influences. Identify one language spoken in India which

grew as a result of foreign influence.• Urdu

Our struggle for freedom• Our struggle formed the basis for unity• People fought against unjust British rule to create

a new India.• Songs and symbols united the people


KEY TO TEXTBOOK EXERCISES1. Answer the following questions:

a) ‘The diversity in India enriches life.’

Discussion points.

i) Wide expanse and diverse geography impact flora, fauna, people, livelihood, food habits, dress habits, etc.

ii) Invasions in the past leading to a rich blend of various cultures, traditions and languages.

iii) Multiple religions co-exist in India. Knowledge from history and geography could

help students identify distinctive facts about India, that it is a Kaleidoscope of colours, not uniform or monotonous.

b) Songs associated with the freedom struggle

Students sing several such songs at the time of assembly.

1. Bande Mataram 2. Mohe rang de basanti chola 3. Sarfaroshi ki tamanna ab hamare dil mein hain –

Ramprasad Bismil 4. Odi lla yaad papa – Subrahmaniam Bharati 5. Kadam-Kadam milayija – Netaji (INA)

c) Origin of the Indian National Flag and the Indian National Anthem.

The National Flag of India was adopted in its present form during an ad hoc meeting of the Constituent Assembly held on the 22 July 1947, twenty-four days before India’s independence from the British on 15 August 1947. The national flag, adopted in 1947, is based on the flag of the Indian National Congress, designed by Pingali Venkayya. The flag is a horizontal tricolour of “deep saffron” at the top, white in the middle,and green at the bottom. Jana Gana Mana (Bengali: ÊÚ ·Ì ̃ Ú Jôno Gôno Mono) is the national anthem of India. Written in highly Sanskritized Bengali, it is the first of five stanzas of a Brahmo hymn composed and scored by Nobel laureate Rabindranath Tagore. It was first sung at the Calcutta Session of the Indian National Congress on 27 December 1911. The song was adopted as the school song by the Doon School in 1935. Jana Gana Mana was officially adopted by the Constituent Assembly as the Indian national anthem on January 24, 1950.[1]the bottom.

d) India is a land of unity in diversity.

People speaking different languages, following different religions, belonging to different regions,


eating different food – no matter how different they are, people in India are one.

e) Heritage is something I have inherited from my ancestors. I have an individuality. My personality is shaped by several influences that make me what I am. The religion I follow, the language I speak, the region to which I belong, my caste group… each of these determine my character.


a) diversity b) geographical

c) inequality d) classroom

e) transport and communication

3. Try this activity:



ESSAY TYPE QUESTIONS

Q 1. Draw up a list of the different festivals celebrated in your locality. Which of these celebrations are shared by members of different regional and religious communities?

RELIGION WISE LIST

Hindu Festivals

• Holi • Makar Sankranti • Lohri • Pongal • Maha Shivratri • Vasant Panchami • Ram Navami • Guru Purnima • Rath Yatra • Ganesh Chaturthi • Onam • Janmashtami • Raksha Bandhan • Navratra • Dusshera • Karva Chauth • Diwali • Bhai Dooj • Govardhan Puja

Christian Festivals

• Christmas • Easter

• Good Friday

Muslim Festivals

• Muharram • Id-ul-Zuha (Bakri-id)

• Shab-I-Barat • Id-ul-Fitr (Ramzan Id)

• Milad-Un-Nabi • Barawafat

• Giaravahin Sharif

Q 2. Write a note on the festivals of the Buddhists.

Buddhists have festivals centered on Buddha and the Bodhisattvas. It is said that most of the festivals were started by Buddha himself. However, in India, one doesn’t see much of the hype centered on these festivals as in other religions. Festivals are more religious and spiritual than social in nature. The festivals are a way of reminding themselves of the righteous path they need to follow.

Festivals

• Buddha Purnima • Hemis Gompa

• Losar • Ullambana

Q 3. Write a note on the festivals of the Sikhs.

The Sikhs celebrate their festivals in their own individual ways along with some of the major festivals of the Hindus like Holi, Dusshera and Diwali. The festivals unique to the Sikhs have little to do with worship of God. Instead, the events celebrate the achievements in the lives of the 10 Sikh gurus and their teachings who is the most important person in Sikhism. The birthdays of the first and the last gurus, Guru Nanak and Guru Gobind Singh, are celebrated with all the pomp of festivals.

Bhakti is central to the religion and therefore most of their festivities are accompanied by lot of music and song. Its festivals are marked by the singing of gurbani or holy songs, and readings from the holy book.

Festivals:

• Guru Nanak Jayanti • Guru Purab

• Holla Mohalla • Lohri

Q 4. Write a note on the festivals of Sindhis.

• Name of the festival: Chaliho

Place and community: Chailo or Chailo Sahib is a festival of the Sindhi Community.

Month: Chailo Sahib is a forty day fast observed by the Sindhis in the months of July-August. They pray to Lord Jhulelal for forty days and after the fast is over they celebrate the occasion as Thanks Giving Day with lots of gusto and festivities.

Background: Mirkshah Badshah, a Muslim invader of Sindh was a tyrant and a religious


fanatic. He troubled the people of Thatta and wanted them to convert to Islam. The Hindus prayed to Varun Devta or the God of Water by observing penance on the banks of the river for forty days. On the fortieth day, Varun Devta heard their prayers and promised them to save them from the tyrant. The answer to the prayers of the Hindus was Jhulelal. Since majority of the population of Thatta was of Sindhi Community, Chailo Sahib became a festival of the Sindhis.

• Activities: In order to thank God for rescuing them from the hands of the tyrant, the Sindhis observe Chailo Sahib even today with all devotion and faith. During those forty days, the following rules are followed by all Sindhis:

• No sleeping on bed, but on floor • Avoiding consumption of white items like

rice, curd or milk • No fried eatables • No shaving or cutting hair • Avoiding non-vegetarian food • Wearing simple clothes • No use of soap or oil • No wearing leather belts or shoes

• The fast begins by tying a sacred thread by the Poojari. People lead a “brahmacharya” way of life and every morning Akho ie. rice and sugar are offered during morning prayers. During the evening devotees attend kirtan in the temples. One can keep a fast for the first 10 days, 21 days or 40 days according to one’s capacity. After completion of forty days, on the forty-first day Bahirana Sahib is worshiped and a procession is taken out.

Sindhis always greet each other with “Jhulelal Bera-Hee-Paar” signifying that with the blessings of Lord Jhulelal the boat they will overcome all challenges and hardships.

• Name of the Festival: Cheti Chand

Place or Community: Cheti Chand is Sindhi New Year and celebrated by the Sindhis all around the world.

Month: Cheti Chand is observed on the first day of the month of Chaitra. Chaitra is known as Cheti in Sindhi, hence Cheti Chand.

Description: Cheti Chand is Sindhi New

Year which falls on the same day as that of Gudi Padwa which is the New Year day in Maharashtra and Ugadi in Karnataka and Andhra Pradesh. Cheti Chand is celebrated in honor of the birth of Jhulelal, the patron saint of the Sindhis. It is celebrated with pomp and gaiety by the Sindhi Community. Many people take Baharana Sahib consisiting of Jyot, Misiri, Phota, Fal, Akha to the nearby river. An idol of Jhulelal Devta is also carried along.

On Sindhi New Year day if you want to wish a Sindhu a Happy New Year, you can say “Cheti Chand jyon Lakh Lakh Wadayun Athav”. In response the other person can wish you “Tohan khe bhi Cheti Chand jyon Lakh Lakh Wadayun Athav”.

Q 5. Write a note on the Festivals of the Jains.

The Jains celebrate several festivals all round the year. The festivals are connected with the births and deaths of the Tirthankaras. The important festivals are Paryushana practised by the Svetambara sect of the Jains, Mahavir Jayanti is celebrated as the birth anniversary of Mahavir and Mahamastak Abhishek meaning ‘the grand ceremonial head anointing of Bahubali’ celebrated in the town of Shravanabelagola in Karnataka.

Festivals: • Mahavir Jayanti • Paryushana • Mahamastak Abhishek • Deep Diwali

Q 6. Write a note on the Parsi Festivals.

Parsi community is a relatively small community in India compared to Hindus, Parsis or Christians. They mostly are concentrated in Gujarat and Mumbai. It is precisely because of its small number that Parsi festivals are not visible. The Zoroastrian religion is founded on the three tenets of ‘Good thoughts, good words and good deeds. ‘ The Zoroastrians are particular and careful about their religion and their festivals are also structured to reflect the chief aims of Zoroastrianism.

Festivals • Gahambars • Jamshed Navroz (Parsi New Year) • Khordad Sal • Zarthost No Deeso


Q 7. Choose two regions in India and conduct a study of the historical and geographical factors that influence the diversity found there. Are these historical and geographical factors connected to each other? How?

Let us try to understand what we mean when we say that historical and geographical factors influence the diversity of a region. We can do this by reading about life in two different parts of the country, Kerala and Ladakh.

Ladakh is a desert in the mountains in the eastern part of Jammu and Kashmir. Very little agriculture is possible here since this region does not receive any rain and is covered in snow for a large part of the year. There are very few trees that can grow in the region. For drinking water, people depend on the melting snow during the summer months. People here keep sheep and sheep in this region are special because they produce pashmina wool. This wool is prized and pashmina shawls cost a lot of money. The people in Ladakh carefully collect the wool of the sheep and sell this to traders from Kashmir. Pashmina shawls are chiefly woven in Kashmir. The people eat meat and milk products like cheese and butter. Each family owns some goats, cows and dzos (yak-cows).

Being a desert did not mean that Ladakh did not attract its share of traders. It was considered a good trade route as it had many passes through which caravans travelled to what is today called Tibet. These caravans carried textiles and spices, raw silk and carpets.

Kerala is a state in the southwest corner of India. It is surrounded by the sea on oneside and hills on the other. A number of spices like pepper,cloves and cardamoms are grown on the hills. It is spices that made this region an attractive place for traders. Jewish and Arab traders were the first to come here. The Apostle of Christ, St. Thomas is believed to have come here nearly 2000 years ago and he is credited

with bringing Christianity to India. Many Arab traders also came and settled down here. Ibn Battuta, who travelled here a little less than seven hundred years ago, wrote a travelogue in which he describes the lives of Muslims and says that they were a highly respected community. The Portuguese discovered the sea route to India from Europe whenVasco da Gama landed with his ship here. Due to all these various historical influences, people in Kerala practise different religions such as Judaism, Islam, Christianity, Hinduism and Buddhism. The fishing nets used here look exactly like the Chinese fishing nets and are called cheena-vala. Even the utensil used for frying is called the cheenachatti, and it is believed that the word ‘cheen’ could have come from China. The fertile land and climate are suited to growing rice and a majority of people here eat rice, fish and vegetables.

Q 8. Find out which is the poem sung after the Jallianwalla massacre, which according to you, reflects India’s essential unity.

The poem is

DonÊt forget the days of blood, O friend

In the midst of your happiness remember to shed a tear for us

The hunter has torn away every single flower

Do plant a flower in the desert garden dear friend

Having fallen to bullets we slept in Jallianwalla Bagh

Do light a lamp on this lonely grave O friend

The blood of Hindus and Muslims flows together today

Do soak your robe in this river of blood dear friend

Some rot in jails while others lie in their graves

Do shed a few tears for them O friend.

Q 9. Who coined the phrase, “unity in diversity” to describe the country?

Nehru, coined the phrase, “unity in diversity” to describe the country.

LEARNING OBJECTIVES



VOCABULARY

Diversity varietyConstitution instrument of governmentPreamble prefaceIndignity humiliationSquat sit on your heelsLiberty freedomFraternity brotherhoodEquality fairnessJustice impartialityDalit outcasteInequality disparity Discrimination biasBackward hesitantCaste social group

DEFINITIONS

Stereotype – Stereotype is a fixed idea that many people have of a particular type of thing or person but which is often not true.


• To enable students to understand development of stereotypes and prejudices.• To make students realize the negative effects of discrimination and inequality on the progress and development of a country• To enable students understand our struggle for freedom and our striving for equality

24

Prejudice – Prejudice is an opinion about some or something not based on reason or experience.

Untouchability – It is a practice in which people are discriminated on the basis of their caste or social background.

TEACHING POINTS

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment

Main points

The opening extract makes students aware of the fact that stereotypes and prejudices play a very important role in their lives.

Stereotypes and prejudices• A stereotype is a fixed idea or image that many

people have of a particular type of thing or person but which is often not true.

• We tend to judge people according to beliefs and patterns of behaviour with which we are familiar.

• Disharmony is the result of discrimination which arises because we look down upon others.

Diversity and Discrimination


Prejudices• It is an opinion about someone or something which

is not based on reason or experiences.

• It leads to unfair behaviour.

• All the statements given are incorrect. They are based on prejudices.

Since, they are based on prejudices we must know more about the culture of other people.

Creating stereotypesMake students read the extract and analyse the pictures that accompany it.

Assessment – 2Purpose – Formative; Type – Group Assessment; Tool – Group Discussion


What made Zainab feel worthless and helpless after she saw the pictures?

• Zainab did not like dolls. She wanted to become a pilot.

The pictures tried to convey a particular message. What is it?

• The pictures depicted women in traditional roles. Mother working in the kitchen implied that a woman’s place is at home. Asha playing with dolls, conveyed the idea that she must play the role of a nurturer, like her mother. Her brother must emulate the behaviour of their father, as is did not from the game he plays.

Had you illustrated the book, what changes would you have made?

• Probably, not depicted men and women in traditional roles.

How have things changed now?

• Women aim for professions now, which in the past were completely dominated by men.

• Women play hockey, cricket, football now.

Conclusion• Prejudices lead to backwardness of some groups

and take away from them opportunities of growth.

• In the absence of an opportunity, people are not able to show their potentials.

Discrimination and inequality• Prejudices and inequality lead to denial of

opportunities to people and their backwardness.

• The grounds for discrimination are religion, race, caste, sex and even wealth leads to discrimination among people.

• Discrimination is a denial of the essence of democracy as it prevents brotherhood among people.

Discrimination



Why do you think all eyes are on the writer?

• The girl is not like the rest.Point out the words in the poem which show the attitude of other people.

• ‘snickers, sheers and laughter, discrimination too taunted from on after…’ There lines indicate the attitude of other people towards the girl.

Why do you think the others ignore the writer, even though she is not in pain? What is the pain she suffers from ?

• The fact that the girl is not like the rest makes them ignore her, even though she is in pain. The pain of being different – She could be of a different colour or country.

What is the question the writer asks at the end of the poem ?

• If everybody belonged to one nation she wonders why discrimination is being carried out against her.

Can discrimination be defended on any reasonable grounds ?

• No.

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Group Discussion and Written Work

Sit in groups of four. Try to find out examples of discrimination around you. Identify the reasons for discrimination. Write a short speech urging students not to discriminate against anyone


• Among students the grounds for discrimination are

a) wealth b) colour c) intelligence d) material possessions

Allow the students to write a speech in group in class. A leader of the group can then give the speech in class.

Discrimination and the Caste system• Caste system was the division of people into

groups on the basis of occupations.

• This led to a hierarchy. Some were divided a place in the caste structure because they did work which was polluting nature. Hence they were the outcastes. They are today known as the scheduled castes/dalits.

• Dr BR Ambedkar was a prominent dalit leader.


In text Questions (p 188)

How was Dr Ambedkar made to sit in class ?

• He was made to sit in a corner all by himself.Give two instances from school to show that discrimination was carried out against him.

1. The separate piece of gunny cloth on which he squatted was not touched even by the servant who cleaned the school.

2. He could not touch the tap when he was thirsty. A touchable person had to open the tap.

How did you react when you read about these incidents ?

• It should shock the students.Give two examples of discrimination that Dr Ambedkar faced at home.

1. No washermen washed their clothes so his sisters washed them.

2. His hair was also cut by his sister as no barber would cut his hair.

How do you think these incidents influenced Dr Ambedkar ?

• Probably these incidents made him determined to prove that he had potentials surpassing a touchable.

Our struggle for freedom and equalityMain points

• Our struggle was a united struggle to fight not only

a) colonialism but also

b) for equality.

• Hopes of the people were enshrined in the preamble

• Democratic declarations do not lead to a democratic state. People too must be tolerant in their attitudes and must value equality.

Striving for equalityMain points

• Equal rights and opportunities have been granted to people.

• Untouchablity is an offence. People who practice it will be punished.

• Government jobs are open to all.

• Government protects the marginalised.

• Freedom of religion is given to all. India is a diverse country.

• Inspite all these features, India has not been able to exterminate inequality.

• People must be tolerant and support government measures to uplift the backward.

• Change is possible only if we change ourselves first.

Assessment – 6Purpose – Formative; Type – Individual/Group Assessment; Tool – Project

Project Work (page 189)

Do as instructed.


KEY TO TEXTBOOK QUESTIONS

1. Answer the following questions:

a. What is a prejudice?

Prejudice is an opinion about some or something not based on reason or experience.


b. Give some negative consequences of prejudice.

The negative consequences of prejudices are:

1. It may lead to conflict in society.

2. Destruction of peace

3. It may hamper growth and development.

c. How does prejudice lead to discrimination?

It is because of preconceived notions and misconceptions that people discriminate in a society.

d. You may have come across other stereotypes in daily life. Recall them. You could especially try to analyze advertisements to find out how they use a stereotype to give a message.

For example, discrimination on the basis of gender.

e. Why does stereotyping lead to backwardness of certain groups? Support your answer with examples from daily life.

Due to preconceived notions and misconceptions people deny equal opportunities to others and because of this deprivation some groups are marginalised and they become backward. For example, dalits are denied equal opportunities.

f. What are scheduled castes?

Scheduled castes are the marginalised groups that are provided benefits of reservations by the state of India.

g. Discrimination of both kinds would be faced by certain regions, some religious groups, and tribals. Go to your library. Read newspapers and magazines and identify examples of each. Complete a list and discuss in class.

Class activity

h. Mention provisions given in the Constitution which promote equality.

The provisions are as follows:

1. Reservations for backward classes

2. Untouchability is made a punishable offence.

i. What would you suggest to create a society where there is no prejudice and discrimination? You could write a poem to express your thoughts.

The following measures can be taken:

1. Spreading awareness amongst people by mass media

2. Giving equal treatment to all.

2. Fill in the blanks :

(a) Untouchability

(b) Race, caste and gender

(c) Prejudices and Stereotypes

(d) Equality

(e) Secular

SUMMATIVE ASSESSMENT 2

ADDITIONAL QUESTIONS1. Which language is our national language ?

Our national language is Hindi.

2. What are communal riots ?

People killing each other in the name of religion, is called communal riots.

3. Explain briefly the term ‘unity in diversity’.

In spite of following different beliefs and lifestyles, the spirit of belonging to the same country is called Unity in Diversity.

4. What does diversity add to our lives?

Diversity adds a lot of things in human lives. Different kinds of food, different festivals, different languages from different parts of India give a new look to the people about the rich heritage of India.

5. What do you mean by inequality? Give an example.

Inequality means imbalance of availability of the resources and opportunities for different people. The caste system is an example of inequality.

6. What do you mean by equality ?

Equality means all men are equal to be protected by law; all are free to follow their religion, language, and festivals and to express themselves freely. Everyone has freedom to do work of their own choice. There is no discrimination on the grounds of religion, caste, language, gender or birth.


7. Explain briefly caste system in our country.

In the caste system, the people were placed in a sort of social ladder. Those who placed themselves at the top of this ladder were called upper castes, and others who were at the bottom were called lower caste people.

8. Write a short note on Dr. Bhim Rao Ambedkar.

Dr. Bhim Rao Ambedkar (1891-1956) is considered as the father of the Indian constitution and was also the well-known leader of the Dalits. He fought for the rights of the Dalit community. His initiation led to end untouchability and discrimination with Dalits. He also urged the Dalits to take up education and get different kinds of government jobs. Later in his life he converted to Buddhism because it was the religion based on equality. He asked Dalits to fight against caste system and for respect of all.

LEARNING OBJECTIVES



VOCABULARY

Government administrationImplementation executionAuthority power/InfluenceMonarchy rule of king/queenHereditary inherited/TransmissibleUnion mergerResources assets/Capital Representative delegate Legislature parliamentExecutive administrative

DEFINITIONS

Term of government – The period for which a particular government is elected.

Democracy – A form of government by the people, of the people and for the people.

Representative democracy – A form of government where decisions are taken by delegates, elected by the people, on their behalf.

Universal Adult Franchise – A right that enables all the adult citizens to vote.

Chartist Movement – A movement by the British workforce in 1832 for getting political concessions.


• To acquire an understanding of why a government is required• To recognise the need for universal adult franchise

25

Central Government – The government at the centre, making policies that have to be followed uniformly throughout the country.

State Government – The government at the state level, making policies applicable within its jurisdiction.

Local Government – The lowest level of government, entrusted with welfare functions.

TEACHING POINTS

Introduction(a) The students must understand the meaning and

significance of the term government.

(b) They must know the importance of rules and regulations in our life.

(c) They will also learn about the types of government, different organs and levels of government in India and the importance of right to vote in a democracy.

Assessment – 1Purpose – Formative; Type– Individual/Group Assessment; Tool – Group DiscussionRules in our life:

The text starts with an extract that describes a class room situation. Ask students to read it. This should be followed by a discussion.

What is Government?


Discuss (Page 191)

Why are rules and regulations necessary?

To maintain order in a class, rules and regulations are necessary.

Who maintains discipline in your class ?

In the absence of the teacher, the monitor maintains discipline in the class.

How is discipline maintained ?

The teachers/monitors are given the authority. They can exercise power to ensure that rules and regulations are followed by the students. They can punish students, when, they do not follow rules.

Need for a governmentHighlight the following points and explain each one of them.

• It is essential to have leaders to bring about cooperation among people. Leaders prevent conflict. Kings were leaders in the past.

• As population grew, life became more complex and as a result interdependence among people increased.

• Patterns of government changed. Ultimately this gave rise to a government of the people.

• Government thus is either a person, or a group of people who rule the country.

Functions of the government

Assessment – 2Purpose – Formative; Type– Individual/Group Assessment; Tool – Mind MappingHave a mind mapping activity with the class on the functions performed by the government, explaining each point.

Organs of governmentIllustrate the composition of the government on the black board through this diagram.

Assessment – 3Purpose – Formative; Type– Individual/Group Assessment; Tool – Group DiscussionDiscuss (Page 192)

• Mr. Pyarelal will be punished by the police. The police form a part of the executive branch of the government.

• The law is not in accordance with the constitution. The girls will get protection from the judiciary.

Levels of government in IndiaIt is important for children to visualize the several subdivisions into which a territory is divided.

They can be asked to look at a map of India and identify the number of states and union territories into which it is divided.

Each state is further divided into smaller units known as districts

Each box indicates a district.

Districts are composed of cities (large towns), towns and villages.

Three levels of government are found in India

Central/Union Government

Organs of Government

Legislature Executive(It makes laws. Laws are made

• to satisfy the general people

• to regulate the behavior of the people)

(It implements or puts in to practice all the laws made by the legislature.)

(It gives justice to the people. It protects people against unjust rule and sees that the government is carried out according to the laws of the land.)

Judiciary

It extends cooperation with

other countries and maintains relations

with the M

It undertakes relief measures at the time calamity

strikes

It builds roads, bridges and

provides transport to people

It brings about development in the country

It maintains law and order

It protects the boundaries of

the country It manages the resources of the people

It works for the welfare of the

people

What the Government

does


It is located in Delhi. It takes decisions for the whole country and establishes relations with other countries.

State government

Each state has a government of its own. Decisions made by it apply only to the people, living in that state.

Local self-government

It is found in the cities, towns and villages of India. Local self-government involves people living in cities, towns and villages. They take decisions related to matters that concern them.

Each government has power. This power has been given to it by the constitution of the land.

Assessment – 4Purpose – Formative; Type– Individual/Group Assessment; Tool – Group DiscussionIn-text Questions (Pages 192 – 193)

Which level of government will take decision related to sanitation in your city?

This decision related to sanitation will be taken by the local government.

A lot of money and technical help is required to start a project in India, such as building dams or constructing waterways. Help is required from a foreign country. Which government will enter into talks with the government of a foreign country to get help?

It is only the central government that can enter into relations with other countries of the world.

With whom will you talk a foreign power to check on terrorists from troubling the country?

This is the function of the Central government.

A law is passed by the government of Bihar. To whom will the law apply?

The law passed by the government of Bihar will relate only to the people living within the state.

Types of GovernmentThere are many types of governments found all over the world.

Assessment – 5Purpose – Formative; Type– Individual/Group Assessment; Tool – Oral AssessmentIn-text Questions (Page 193)

Name some countries which have monarchs. Are the monarchs in those countries powerful ?What kind of role do they play ?

Britain. No, the King/Queen has powers only for namesake.

In 2006, violence broke out in a neighbouring country of India. The people fought to reduce the powers of the monarch and to bring about reforms. Name the country. Also try to find out the kind of changes that have taken place.

Nepal. Nepal again faces a constitutional crisis. The 8 month old Maoist government resigned and the PM wanted the Maoist rebels to be absorbed in the army. The Army chief refused. The PM felt that it was undemocratic on the part of the President to stop the government from sacking the army chief.

Rights in a democracyEmphasise the requisites of a democracy to the students.

Post Monarchy Present Democratic• [A king and Queen ruled. When the ruler died, his./ her.

• Although they had advisors to guide them, they took their won decisions]

Today, however, many kings have power only in name. They have to follow the advice given to them by their ministers.

• P e o p l e c h o s e t h e i r government at the time of elections.

• T h e y c o n t r o l t h e i r government . So , th is government is responsible to the people who chose it.

• They remove i t f rom power if they are unhappy at the way it functions.

• The government has a term. A term is a period for which it must last. In India it is for 5 years. This period must neither be too much or too little. It must just be sufficient for the government to prove its worth to the people.


• Most countries have a representative democracy. This means that people do not rule directly as the country is large in size. People choose leaders who rule on their behalf and elect their representative to the legislature.

• Some rights are given to people to help them control the government they choose.

(i) They can express their views and criticize their government . This wi l l ensure the responsibility of the government towards its people.

(ii) People are considered equal because then only can they be free

(iii) All people who are 18 years of age and citizens of the country get the right to vote This is known as “universal adult franchise”.

Assessment – 6Purpose – Formative; Type– Individual/Group Assessment; Tool – Group DiscussionDiscuss (Page 194)

How does the choice of government differ in a monarchy and a democracy ?

In a monarchy, it is the son/daughter of the King/Queen who inherits the position. In a democracy, it is the people who have power. They choose their government, control it and if required, remove it from power.

Why are people given the right to vote in a democracy ?

Democratic states follow the principle of universal adult franchise by which all are considered equal and are given the right to vote. However, they must be adults and citizens of the country.

History of the right to voteThe right to vote was not given to all people in the beginning. People had to struggle to get the right to vote for all.

Two movements associated with this struggle are as follows:

a) The Chartist Movement– this gave men the right to vote.

b) The Suffragette Movement– this was a struggle by women to get the right to vote at the time of elections. It started in the US in 1848.

Ask students to read the reasons listed in the book. They could also discuss the reasons to ascertain whether they are reasonable arguments.

The student can then trace the years when universal adult franchise was accepted in different parts of the world.

Year Country 1893 New Zealand 1902 Australia 1920 USA 1928 Great Britain 1945 France 1971 Switzerland 1952 India

They must also realize that its popularity lies in the fact that it is government of the people. It gives people the power to organize themselves into unions to highlight their grievances. In this way, people can influence the action of the government and make it work, according to their liking.

Assessment – 7Purpose – Formative; Type– Individual Assessment; Tool – Oral AssessmentQuestions based on poems (Page 196)

The NUC has made a demand from whom ? What is their demand ?

It has made a demand from the parents. They want an increase in their pocket money.

What have they decided to do to get their demand met ?

They would not blow their noses, go late to bed, eat ice-cream and chips at the time of breakfast and not touch the cabbage served to them. They would not allow their earholes and nails to be inspected by parents. They would also not do their homework. Their performance would compel the teacher to comment that they “could do better” in their report cards. They would also not put back their toys after playing.

When would they put their plan of action into force if their demands are not met ?

Their plan would be put into force from that day onwards.


When did the NAP respond to their demand ? Why ?

The NAP gave a quick reply to the threat of the children as they saw it as a serious situation.

Why, does the NAP say that it is unable to meet the demands of the children ?

It stated that it was not able to meet the demand because an increase in wages was slow, compared to the rise in prices.

What does the parent body intend to do if the children do not give up their demands ?

The parents threatened that they would have to resort to violent measures if the children did not give up their claims.

Do you think the children would have succeeded ?

No



1. Answer the following questions :

a. State the functions of the legislature.

The legislature makes laws to satisfy the general needs of the people and to regulate the behaviour of the people.

b. Kings and queens inherit their positions. Do you think this is democratic?

No. Democracy implies a government which is chosen by the people through elections. It is controlled by the people. The people also remove it from power, if they are dissatisfied by it. A monarch inherits his/her position, and thus, is not a democratic choice.

c. What do you understand by the principal of Universal Adult Franchise?

When all adult people, regardless of their caste, religion and economic condition are given the right to vote, it is known as universal adult franchise.

d. How are rights of people protected in a democratic government?

Citizens appeal to the judiciary, which protects their rights.

e. Find out how many general elections have taken place in India.

15 general elections have taken place in the country with the last elections held in May 2009.

f. What happened in the period between 1971-77? What was the result of this development?

An Emergency took place in the country. During the emergency the rights and liberties of the people were taken away by the government.

g. Which was the major issue that brought down the governments in 1989 and 2004?

1989 - Corruption (Bofors issue), 2004 – India shining an extravagant campaign, that took the shine off the NDA.

2. Match the following :

a) Suffragette

b) Legislature

c) Representative democracy

d) Judiciary

e) Union government



1. Is India a democratic country?

Yes, India is a democratic country as its government is formed by the representatives, elected by the people and vote casted on the basis of universal adult franchise. Laws are made by the parliament which consists of people’s representatives.

2. What is meant by ‘Universal Adult Franchise ?

Universal adult franchise means all people above 18 years of age in the country have the right to vote, regardless of their religion, caste, birth or gender.

3. Who is the head of the government in a monarchical form of government?

In a monarchical form of government king or queen is the head of the state. He/she has the power to make decisions and to run the government.


4. What was the demand of suffrage?

The term suffrage means ‘right to vote’. There were movements in 1920s in several countries by the people called the suffragettes. They demanded the right to vote for all women as well as get their voices heard. They chained themselves to railings in the public places. At last women got suffrage in USA in 1920 and in UK in 1928.

5. Who gives the government the power to make decisions and enforce laws?

The answer of this question depends on the type of government that exists in a country. For example, in a democracy it is the people who give the government this power.

6. Write a note on democratic government.

In a democratic government, people have the power to elect their leaders. India is a democracy where people choose their representatives through the election process and those who win the election with a majority, form the government. In a democracy, people do not participate directly.

7. List five ways in which you think the government affects your daily life.

The government affects our life daily in the following five ways: -

(1) Build roads and school (2) To reduce the price of things (3) Supply of electricity (4) Running of postal services (5) Railway services

8. Explain the different levels of government.

The government at different levels are as follows:

1) Local level – means its decision making covers your village, town or locality. It is named as Gram Panchayat or Municipality or Municipal Council.

2) State level – covers an entire state like Haryana or Assam etc. A state government governs own state, does not interfere with the others.

3) National level – Its decision making, covers the entire country.

LEARNING OBJECTIVES



VOCABULARY

Niggers negroes/Coloured people

Barbarism ruthless/Uncivilised treatment

Apartheid being apart

Tyrant dictator

Conflict clash

Segregation isolation

Racism discrimination on the basis of race/ colour

Regime government

Opposition opponent in parliament

Gender sex

Equity fairness

DEFINITIONS

Apartheid – It was a policy of racial segregation followed in South Africa.

Constitution – It is a legal document containing a set of rights and responsibilities for the citizens as well as the government.

Equality of opportunity – It is a right that provides equal opportunities to all, irrespective of one’s socio-economic background.


• To appreciate the need to make decisions with collective sanction• To understand key elements that influence the functioning of democracy

26

Sex ratio – It is the ratio of females per 1000 males in a given population.

TEACHING POINTS

Introduction• The students need to understand the importance

of social equality for a progressive society.• They will also learn about the essential features

of a democracy.• Understand the term ‘Apartheid’ and its role in

freeing South Africa from the shackles of age old practice of racism.

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentSocial EqualityThe teacher will ask the students to read the extract by W. E. B Du BoisIn-Text Questions (Page 198)The sentenceÊ those who do not want youÊ, shows that the writerÊs table companion was a person of which ÊcolourÊ ?He was “white” in colour.Which reason was given to the writer to prevent him from staying at the hotel ?He was told that it was a hotel meant only for white people.What was the fault of the writer ?The writer was a non-white.

Basic Features of a Democratic

Government


• The motive of the extract is to familiarize students with racialism where discrimination takes place among people. If discrimination exists, it means that there is no social equality. Such a government would not be a democratic one.

Apartheid • List out the important points on the blackboard

and explain them.• Policy of ‘racial segregation’ or ‘separateness’

followed in South Africa.• Denial of opportunities to the non-whites.• Struggle of people to eradicate this practice.• The role played by Nelson Mandela and the

African National Congress in this struggle.Emphasise the fact that inequality is inconsistent with democracy. The lesson will try to draw out all the features that are essential for a democracy.

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Group Discussion Representative Democracy

Ask the students the question : What is representative democracy ?

Summarise the main idea on the blackboard.

• This system was devised by James Madison.• Do not conclude that if a government is elected

by the people it is a democratic government. Though elections gave rise to the rule of Hitler in Germany, he ruled in an undemocratic manner. Therefore, methods have to be adopted to prevent this.

Discuss (Page 199)A summary of the book ‘The Diary of Anne Frank’ can be narrated. This will give an understanding of how Hitler misused his democratic powers to become an autocrat. Students will also get to know how the ‘Nazi Death Camps’ also known as ‘Concentration Camps’ grossly violated the right to live for some sections of the society, especially for the Jews.

System of checks and balancesA democratic system must not change into an undemocratic one. How is this ensured?

Main Ideas

• The government is run according to provisions contained in the constitution.

• Some provisions aim to provide protection to the marginalised.

• The second house acts as a check. It checks the house elected by the people.

• Power is divided among all levels of the government.

• Local government ensures that people’s participation is there even at the lowest level.

• A court system exists, which is not controlled either by the legislature or the executive. It sees that the law is followed by everybody. So it protects people against injustice.

Assessment – 3Purpose – Formative; Type – Individual Assessment; Tool – Oral AssessmentIn-Text Questions (Page 199)

What is representative democracy?

A system of government where people do not rule directly is known as representative democracy. People elect their representatives, who rule on their behalf. People control their government and can also remove it from power, if they are unhappy with its performance.

Representative Democracy

A government where representatives chosen by people rule

It is found in large countries with vast populations

In such a government the legislature has 2 houses

Legis lature

House-I

Its composition differs from country to country

House-II

Its composition differs from country to country

The representatives belong to different political parties

The part which wins one more than half the seats forms the government


How is the government formed?

Elections take place at regular intervals. Political parties field their candidates at the time of elections. The party which gets the majority of seats in the legislature, forms the government.

Mention some ways in which a check is exercised on a democratic government to prevent it from ruling in an unfair manner.

Government cannot rule in an unfair manner. The government runs according to the provisions contained in the constitution. The students can mention any of the points mentioned above.

Participation through elections and other means of participationYou can ask students a few questions based on information they already have.

(a) Why do we need a government?

(b) Each government is given a term. Why?

(c) How do people judge the effectiveness of the government?

(d) Elections involve people. But, elections take place at regular intervals. How are people involved during the term of the government?

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Group DiscussionDiscuss (Page 200)

Why do you think television is a better means of expressing opinion in India than the newspaper?

Television is both audio-visual, hence it has greater appeal than a newspaper. An illiterate person is unable to read a newspaper. But, such a person would not face this problem with television.

Read the newspaper. Identify an issue which has caused dissatisfaction among the people. What were the steps taken by the government to resolve the issue?

Pick up an issue relevant to the period when the lesson is being done. Moderate a discussion in class.

Emphasise : The success of a democratic government depends upon aware and alert citizens who react to situations and respond to them. They are not passive.

Project work (Page 200)• Spreads information – reports on different issues

in the newspapers by correspondents.• Provides an opportunity for an exchange of

views – letters to the editor• Gives an authoritative opinion – editorial /

articles by guest writers• Helps in social reform – pick up any article based

on an issue of human interest/social interest.

They can go on strike

They can take part in protest marches

They can launch signature

campaigns

They can use the media–

Ultimately emphasise – the success of a democratic government depends upon aware and alert citizens who react to situations and respond to them.

They are not passive.

The students can undertake the activity radio, magazines, newspaper, interro.

Project work p 200

• Spreads in formation reports on different issues in the newspapers by correspondents.

• Provides an opportunity for an exchange of views letters to the editor.

• Gives an authoritative opinion editorial/articles by guwriters.

• Helps in social reform pick up any article based on an issue fo human interest/social interest

Ways in which people can show their displeasure and control government during its term

Cau

ses

and

con

seq

uen

ces

of

con

flic

t Cau

ses

for

Con

flic

tReligion

Race

Caste

Gender

Region

Language

Wealth

Rural-urban differences

A sense of injustice among people of a particular group

An unfair division of opportunities and resources

Intolerant people who create mischief


Causes and consequences of conflictCauses for conflict

Consequences of conflict

• Conflict leads to disharmony• It leads to violence• It affects peace and development• Creates mistrust among people

Students could identity any other relevant cause and consequence of conflict. They could also be encouraged to identify any concrete incident as an example, and discuss it. This is dependent upon the interest and awareness level of the students.


Point out factors which cause conflict in India.• Religion, caste, race, gender, region, language,

wealth, rural-urban differences, the feeling of a sense of injustice among people of a particular group, mischief-mongers, unfair divisions of opportunities and resources. All these factors lead to conflict.

Why is conflict harmful for people ?• Conflict leads to disharmony. It affects peace

and development. As it causes mistrust among people, it often results in violence.

Settlement of conflictsRole of the police and the courts in resolving conflicts.

Assessment – 6Purpose – Formative; Type – Individual Assessment; Tool – Oral AssessmentIn-Text Questions (Page 201)

Identify a cause for conflict in your class. How did you resolve that conflict ?

Dialogue with students will enable students to realize that though there is always a cause for conflict, it is imperative to control them e.g.

• A student can identify any cause for conflict in class.

– Monopolization of the first row by a group of students

– A group of students being a source of distraction in class etc.

The complaint must have been made to the teacher who must have changed the seats of the naughty students, and asked the students to occupy the first row in rotation.

Find out principles common to all religions that emphasizes brotherhood and tolerance. You can refer to your history textbook.

• Identity students who belong to different religious faiths. Ask them to find about their religious beliefs. Hold a group discussion. Since all religions believe in brotherhood and tolerance, why do the beliefs lead to conflict in society?

You have read about Emperor Ashoka in history. How did he solve the problems which took place as a result of conflicts in his kingdom ?

• Ashoka never forced his religious beliefs on his subjects. He devised a code to live a virtuous life, gave up violence and adopted measures in the field of administration to unite people of different groups, to form one united administrative unit.

If you were the Prime Minister of India for one month, how would you deal with the problem of conflicts ?

• Allow students to use their imagination for this one!

Essentials of democracyStudents can identify the essential requirements of democracy through discussion.

religion

race

gender

region

language

wealth

rural-urban differences

A sense of injustice among people of a particular group

Intolerant people who create mischief

An unfair division of opportunities and resources





a. Go to your school library. Do research. Prepare a file on people from the lower castes or economic status who have distinguished themselves in various fields. Focus on difficulties faced, the attitude of people and their struggle to achieve what they did.

Names of Prominent Dalit Achievers:

1. Sri Ravidas Ji was a religious leader, revered by most Hindus as a Saint, by the Radhasoami organization as a Saint and as a Bhagat by Sikhs. Today his birth anniversary is celebrated as Shri Ravidas Jayanti.

2. Bhimrao Ramji Ambedkar (April 14, 1891–December 6, 1956), also known as Babasaheb, was an Indian nationalist, jurist, a Dalit political leader and a Buddhist revivalist. He was also the chief architect of the Indian Constitution. Born into a poor untouchable family, Ambedkar spent his whole life fighting against social discrimination, the system of Chaturvarna – the Hindu categorization of human society into four varnas – and the Indian caste system. He is also credited with having sparked the Dalit Buddhist movement. Ambedkar has been honoured with the Bharat Ratna, India’s highest civilian award.

3. Ilaiyaraaja (born Gnanadesikan on June 2, 1943) is a critically acclaimed Indian film composer, singer, lyricist and the first Asian Composer to score a Symphony. He is a gold medalist from Trinity College of Music, London. In a career spanning more than 30 years, he has composed over 4,500 songs, providing film scores for more than 900 Indian films in various languages. He is based in Chennai, the fourth largest city in India and the centre of the Tamil film industry.

4. Diwan Bahadur R Srinivasan (1860–1945), also known as Rettamalai Srinivasan was a Dalit activist, politician and freedom fighter from the Indian state of Tamil Nadu. He is remembered today as one of the pioneers

of the Dalit movement in India.

5. Ayyankali (1863–1941) was a leader of the Indian lower caste Dalits known as the Untouchables. He pioneered many reforms to improve the lives of the Dalits.

6. Birsa Munda (1875–1900) was a tribal leader and a folk hero, belonging to the Munda tribe. He was the person behind the Millenarian movement that rose in the tribal belt of Bihar ( modern day Jharkhand) during the British Raj, in the late 19th century. It made him an important figure in the history of the Indian independence movement.

7. Kanshi Ram was a prominent dalit leader who formed the Bahujan Samaj Party in 1984.

8. Mayawati (born January 15,1956) is an Indian politician and is currently the Chief Minister of Uttar Pradesh. She has also been the Chief Minister for three other short tenures in the past. Currently, her party holds the absolute majority in the state.

9. Jagjivan Ram

10. Meira Kumar, cabinet minister in the UPA government.

11. K.G. Balakrishnan, the first dalit Chief Justice of India.

These are names of some prominent dalit achievers. Ask students to do the necessary research to get the required information and display it on the class board. Divide the class into groups for this activity.

b. On the basis of your findings prepare an argument. The topic is: Merit does not lie in one’s gender or caste. It lies in one’s capacity to achieve the impossible. Hence equal opportunities be provided to all.

It is not on the basis of caste and gender that we determine the merit of a person. Any one, who has the ability to achieve objectives, has merit. Therefore, equal opportunities should be provided to all.

People of the lower caste and women have not been able to make inroads into certain areas. This is not because they lacked capability but because


they were considered unsuitable and hence unacceptable. Stereotypes were responsible for depriving them of opportunities and so prevented them from competing with the rest. However, when given the chance they proved their worth. In the science examinations held in 2008, the three toppers were women. In May 2009, ten out of twenty five were women and thirteen physically challenged also succeeded among the general category. Students can expand the idea.

c. Analyze an advertisement, film or popular TV serial to show how it projects women.

The teacher can pick up any advertisement, film or popular TV serial watched and liked by the students.

• The Barbie doll was supposed to have 36-24-36 dimensions and was fair in colour in the past. A current report states the new preference is for size zero Barbie dolls.

d. Think of a situation when you were denied an opportunity in spite of having the capacity. What did you feel? Write a poem to express your feelings.

Leave it to the discretion of the students. Ask them to illustrate it. The good ones can be put up for display.

e. Make groups of five to six children. Prepare an advertisement to promote the interests of the girl child.

Once again, encourage the creativity of the children.

f. Analyze why all the means of communication are not within the reach of the common man.

Internet, newspaper and electronic media – all are controlled by the rich. Poor have little access to them. When they do possess them they are unable to communicate the needs of the common people, as they promote the interest of the group they represent, i.e. the rich and the middle class.

g. Name sections of society which have been exploited for centuries.

Women, children, scheduled castes, scheduled tribes and socially and educationally backward classes of people

h. Do you feel dialogue among groups can resolve conflicts?

Yes, because when both the parties face each other they try to resolve their differences through sharing of ideas. This does not necessarily mean that they will reach a conclusion. A dialogue succeeds when both sides are determined to find a solution and are willing to compromise.

i. Prepare a street play on any factor that creates disunity in India. Enact it in class.

Divide students into groups. The play, directed and enacted by them could be presented in the assembly.

2. Fill in the blanks.

(a) term / tenure (b) seats in the legislature (c) upper house (d) apartheid (e) Nelson Mandela

3. It is necessary because

• We pay taxes to maintain the body.

• People discussion can only lead to balanced decisions.

• Criticism for the sake of criticising democracy. The role of the opposition is to control the government with a healthy discussion.

• The leaders do not set good example for people.



1. List three ways in which the non-whites were discriminated against the whites.

a) Non-whites were not allowed to vote . b) Non-whites could not use hospitals meant for

the white people. c) Buses and trains were separate for non-whites.

2. Who played a major role to stop untouchability in India played a major role to stop untouchability in India?

Dr. B.R.Ambedkar played a major role to stop untouchability in India.


3. What special provisions were marked by the Government to stop untouchability?

The government banned untouchability by passing laws and by ensuring equal rights to education, transport and medical facilities for the downtrodden people.

4. What are the three ways in which people can express their views about the actions of the government?

There are three ways in which people can express their views :

a) Newspapers

b) Television

c) Rallies etc.

5. What do you understand by Apartheid?

Apartheid means separation on the basis of race. South African people were divided into white, black, Indian and coloured races. According to the law, these races were not allowed to mingle with each other, to live near each other or even to use common facilities.

6. Why do you think we need the government to find solutions to many disputes or conflicts?

We need the government to find solutions for disputes because it is the government which makes laws for us. It is responsible for helping to resolve conflicts. So the government plays an important role in getting representatives of concerned communities to meet, try and arrive on a solution.

LEARNING OBJECTIVES


VOCABULARYLivelihood livingTattered tornCommittee working groupPermutation variationGram village

DEFINITIONSGram Sabha – Gram Sabha is an assembly of the

village.Sarpanch – Sarpanch is the head of the village body.Gram Panchayat – The lowest unit of the Panchayati

Raj system.Block Samiti – A cluster of hundred villages come

together and form a Block Samiti.Panch – The decision makers in a village.

TEACHING POINTS

Introductiona) Make the students understand that with authority,

comes responsibility.


• To understand local level of government functioning• To understand the working of the Panchayati Raj and appreciate its importance• To gain a sense of who performs what role within the local administration• To understand how the various levels of administration at the local level are interconnected• To understand the intricacies involved in the local administration’s provision of water

27

b) Empowerment at the local level helps to sort problems better.

c) Discussion gives the opportunity to express oneself.

The Gram SabhaMain Ideas

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionExercise: Ask students to reflect and identify problems and issues of conflict in class. Subject them to discussion. The teacher must play the role of a moderator. After a ten minute discussion the teacher can ask the following questions:

� What is the motive of the discussion ?Response: To solve the problem.

� Why did I involve you all in the discussion ?Response: Because it is related to our problems. We identified them.

� How will your involvement help ?

Response: We can find solutions to our problems

Panchayati Raj


only when we are able to express our viewpoints. When all of us are consulted, the decision taken will be acceptable to all groups.The narrative describing Asah, Sukhpreet andZainab’s trip can be read.

The main points gleaned from this description are: • The village assembly known as the Gram Sabha is

made up of all adult villagers. • The purpose of this assembly is to discuss issues

that concern the village. • The function of the assembly is to enable villagers

to: (i) Take the lead in solving their own problems (ii) Approve all plans made for their own

development (iii) Take part in programmes made by the

government to develop the area

(iv) Take decisions after discussion

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIn- Text Questions (Page 204)

What is the Gram Sabha ?

The Gram Sabha is the village assembly.On the basis of the above, point out the functions performed by the Gram Sabha.

The Gram Sabha involves people in finding solutions to their problems. The people approve plans made for their development, take part in programmes made by the government to develop their area. Decisions related to the village are made after discussion.Why do you feel that villagers themselves are the best judges of what their village needs ?

Villagers, being inhabitants of the area, know the problems of people living in their area and understand their needs better.

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionDiscuss (Page 204)

Importance of Discussions

• It gives everybody an opportunity to express their viewpoint

• When everybody talks, it is possible to reach to a decision.

• This provides the minority the opportunity to highlight their grievances.

• The decision taken is a wise one, as it is able to take the best of the majority and minority opinions.

• Such a decision will be more readily followed by everybody, since all have taken a part in making it.

• Any other relevant point.

The Gram PanchayatTo help the students to picture the system, draw this diagram on the blackboard.

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIn – Text Questions (Page 205)

The students will read the description of the meeting given on pages 204–205 and then answer the questions.

Identify two issues that caused happiness among the villagers.

The villagers were happy with the functioning of the ration shop. They were also pleased because all the school buildings had been cleaned and painted.

Which issues caused discontent in the gathering ?

The discontent was due to the fact that the village faced a water problem. Some people were not allowed to draw water from the few wells that existed in the village.

What according to you, could be the reason why some people were not allowed to use the well ?

Probably, they belonged to the lower castes, so they were not allowed to draw water from the wells.

Composition of the Village Government

Legislature Gram Sabha

All Adult Villagers are its Members

Executive Gram Panchayat

• It is made of 5 or more members.• These members are elected by the Gram Sabha.• It has a head, known as the Sarpanch, who is also elected by the Gram Sabha.• It is elected for a term of 5 years, but can be removed earlier.

Judiciary Nyay

Panchaya


As a student of science and geography, what other methods could you suggest, to solve the problem of water shortage in the village ?

Water harvesting

Panchayati RajThe various levels of administration at the local level are interconnected.

Main Ideas

• Panchayati Raj implies a three-level structure which was introduced by the 73rd Amendment Act.

• The Gram Panchayat constitutes the lowest unit. It covers a village or a group of villages.

• The Block Samiti constitutes the next level. It covers almost a hundred villages. An officer known as the Block Development Officer ensures that all decisions made by it, are followed.

• The Zila Parishad is found at the district level. It sees that the activities of the Panchayat Samitis are carried out properly. It also distributes funds fairly among all the Gram Panchayats.

• The structure at every level is linked to the next level. In this way the problems of people at the lowest level are communicated to the government at the highest level.

Election in the villages• To describe the concept of ward, tell them that

for the purpose of elections the village is divided into small parts. Each part must have equal population.

For example, if a class (VI-A) has 42 students sitting in 6 rows of 7 children each, the first 3 rows could constitute 1 ward. The students sitting in these rows will elect 1 representative. Similarly, students sitting in the next 3 rows constitute the second ward. They, too, will elect 1 representative. So, the class sends 2 representatives to the administrative body–Gram Panchayat. A representative to the executive body is known as a Panch.

• The Panchayat Samiti is made up of 5–30 members. Its composition differs from region to region. This is because some villages have more population than the others. The size of the Gram Panchayat will be more if the population is bigger.

• If VI A, B, C, and D constitute the Gram Sabha and have 189 students in all. It will elect 189 ÷ 21 = 9 Panchas.

• The Gram Sabha also elects the President who is known as the Sarpanch.

• An official, appointed by the government, known as the secretary keeps a record of the meetings of the Gram Sabha.

Assessment – 5Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIn-Text Questions (Page 206)

What is a ward?

A ward is a small unit into which a village is divided for the purpose of elections. A representative is elected from each ward.

Who elects the Sarpanch?

The Gram Sabha elects the Sarpanch.

What is the function of the secretary?

The secretary keeps a record of the meetings of the Gram Sabha.

Who has the right to vote? Find out.

A citizen of India, who is 18 years of age, has the right to vote.

Role of the Gram Panchayat• It sees that rules made by the Gram Sabha are

followed.• They implement plans made for the development

of the village.• They impose taxes and collect them from people

living in the village.• They see that roads, water sources, drainage,

school buildings etc. are well kept.The Gram Sabha checks the working of the Gram Panchayat.

The Gram Panchayat functions for 5 years. The Gram Panchayat, however, can be removed earlier.

Have a mind mapping activity with the class. Display the information in the class.

Zilla Parishad

(Found at the district level)

Block Samiti

(Hundred villages make a Block)

Gram Panchayat

(Found in the village)


The villager was not able to approach the Panchayat office for the following reasons.

(i) The Sarpanch behen said that the talati was absent (ii) She had to attend a wedding (iii) The Panchayat office was locked

How does the Sarpanch defend herself ?She claimed that since it was the marriage season, they had to often go out and so might have missed some applicants.

Discuss the report in the class. How democratic are Panchayats in their functioning?

This report is an indication of the fact that Panchayats are not exactly democratic in their functioning.

(a) Discrimination is practiced against Muslims. The Panchayat has failed to keep in touch with them after the riots and has denied them their opportunities.

(b) Job cards were given to the upper castes because they are averse to labour. The other castes were not informed about the scheme.


KEY TO TEXTBOOK EXERCISES a) What is the Gram Sabha ?

The Gram Sabha is the assembly of the village, where all the adult members vote.

b) State the functions of the Gram Sabha.

The Gram Sabha is a permanent body which provides the people of the village a forum to discuss their problems. It elects the Pradhan and Panchas of the Panchayat and has the powers to remove them. It controls the working of the Gram Panchayat. It decides the developmental policies of the village and also passes the annual budget of the Gram Panchayat.

c) Describe the composition of the Gram Panchayat.

The Gram Panchayat is a body made of 5–30 members. Its President is known as the Sarpanch. Other members are known as the Panchas.

d) How does the Panchayati Raj system give power to people ?

This system ensures involvement of people in

In–Text Questions (Page 207)What functions does the Gram Panchayat perform?

The Gram Panchayat enforces rules. It implements plans made for the development of the village. It ensures that roads, water sources, drainage, school-buildings are well-maintained. It imposes taxes on people and collects them.

Do you think the Gram Panchayat can become very powerful ?

It is controlled by the Gram Sabha as it is accountable to it. Whether it is a powerful body or not depends upon the quality of the people.

Sources of IncomeMoney for administration is got from many sources. Use a diagram to give information to the students. This way the students are able to retain the information better.

Assessment – 6Purpose – Formative; Type – Individual/Group Assessment; Tool – A Case Study & Oral Assessment A Case study

In-Text Questions (Page 208)

According to this report, which communities face discrimination?

Minority community-Muslims

Why was it not possible to call the villagers for the Gram Sabha meeting?

People were scattered so they could not be called. Besides that, the Sarpanch felt that they might not be interested.

Why was the villager not able to approach the Panchayat office?

Taxes on houses

Sources of Income

DonationsTaxes on

market places

Funds given by government


decision making at the lowest level. It is a three-tier structure. Each tier is linked with the next tier. Thus, the people are able to communicate their needs to the government at the highest level.

e) Study newspapers and magazines. Find out the strengths and weaknesses of the Panchayati Raj system. You could include a few case studies to prove your stand.

Strengths

• Gives people power by involving them in decision making.

• The marginalized, through reservation are able to get their voices heard.

• Needs of the people can be communicated to the government as the body provides representation to the people who can fulfil this purpose.

Weaknesses

• Caste plays a very important role in its functioning.

• Rich people dominate the body. • It suffers due to lack of communication between

the bureaucrats and people living in the village.

f) A negative report–the case study given above ( on page 208) taken from the Indian Express, points out to the influence of caste and religion even in politics of the village. This is a danger foreseen by Ambedkar even at the time of making the constitution.

For Reservation will improve

• The marginalised are people who need a voice. This body provides them the forum.

• If they unite they can make their voice be heard. Unity is potential strength.

Against Reservation will not improve

• The example given in the case study goes to prove that power still remains in the hands of the higher castes.

• There have been many instances when the Panchayat itself has been responsible for acts of atrocities against the lower castes. http: llen. Wikipedia.org/wiki/caste-related_violence_ in_India.

h) Describe the three levels of the Panchayati Raj System.

Gram Panchayat lowest level

Block Samiti intermediary level

Zila Parishad highest level

i) If you look at the composition of the Panchayati Raj System, what distinctive features do you notice about it ?

Expand each point.

It takes democracy down to the lowest level.

It is linked in a manner whereby needs of the people can be communicated to the government.

It empowers the marginalized.

It ensures that power is not concentrated at the highest level.

2. Hold a class debate :

It is unfair to reserve seats for women in the village government.

For

1. Merit demands that competent people get opportunities. Women are not competent

2. In a democratic society the competition is free and open. Whey don’t women fight for these opportunities?

3. When women elect candidates who represent them they automatically get a voice.

Against

1. How can we conclude that women are incompetent, when we do not give them an opportunity?

2. Women are backward because it was considered that their place is at home. Men got a head start. Women were left behind. Society needs to make up for what women have suffered. It is fair to reserve seats for them.

3. On issues that concern them women need to be given a voice.


(a) Panchayati Raj system

(b) Discussion

(c) Zila Parishad

(d) Wards

(e) Sarpanch




1. Who elects the head or the President of the Panchayat?

All the members of the Gram Sabha elect the Sarpanch who is the President of the Panchayat. His tenure is for five years.

2. Which is the f irst t ier of democratic government?

The Panchayati Raj System is the first tier or level of democratic government.

3. Describe the formation of a Panchayat.

Each village Panchayat is divided into wards i.e., division into smaller areas. Citizens of each ward elect a representative who is known as the Ward Member or Panch. All the ward members together make a Panchayat.

4. How many levels are involved in Panchayati Raj System?

There are three levels or tiers involved in Panchayati Raj System which are the Gram Sabha, Panchayat Samiti and Zila Parishad.

5. What do you understand by Block level governance?

Block level governance is the second level of Panchayati Raj and is also called the Janpad Panchayat or the Panchayat Samiti. The Panchayat Samiti has many Gram Panchayats under it.

6. What i s the const i tu t ional s ta tus of Panchayats?

Together with the guidelines set by the Constitution; each state in the country has its own laws with regard to Panchayats. The idea is to make available more and more space for people to participate in the government and express their opinions.

7. What are the main developmental activities carried out by the Gram Panchayat?

The important works that Gram Panchayat should carry out are as follows:

1. The construction and maintenance of water sources, roads, drainage, school buildings and other common property resources.

2. Levying and collecting local taxes.

3. Executing government schemes related to generating employment in the villages.

4. Recent government programme of Employment Guarantee Scheme is executed with the help of Gram Panchayat.

8. Where does the Gram Panchayat get its funds from?

The sources of funds of Gram Panchayat are as follows:

1. Through the collection of taxes on houses, market places, etc.

2. Government scheme funds received through various departments of the government- through the Janpad and Zila Panchayats.

3. Through donations by people for community works etc.

9. What are the main developmental activities carried out by the Gram Panchayat?

The important works that Gram Panchayat should carry out are as follows:

1. The construction and maintenance of water sources, roads, drainage, school buildings and other common property resources.

2. Levying and collecting local taxes.

3. Executing government schemes related to generating employment in the villages.

4. Recent government programme of Employment Guarantee Scheme is executed with the help of Gram Panchayat.

LEARNING OBJECTIVES



VOCABULARY

Inconvenience problem

Tussle fight

Profusely copiously, in large amounts

Thanas police stations

Patwari revenue Collector

Succession inherit / Take over

Amendment modification

Juggle cope with

TEACHING POINTS

The big fight

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionRead the introductory extract loudly. Then make the students answer the question that follow.


• To develop an understanding of how the local government works in the village• To understand the role of officials in carrying out the administration at the local level• To develop awareness of existing institutions that can help a citizen to make the government function better

28

In-Text Questions (Page 210)

Why did the big fight take place?

The fight took place over land which belonged to Akhtar. It had been occupied by his rival.

What is the function of the police?

The police is the civil force which has been recruited to control crime.

Will the police listen to me ? Why was Akhtar doubtful about the police?

Akhtar was a poor man. He felt that his grievances would not get a just hearing at the police station.


It depends. An honest police officer would not discriminate between the rich and the poor. The fact that he/she stood for what is fair and just, would compel them to look into the merit of the case and ensure that justice was done. It would not matter if Sandeep’s mother had not gone with him /Akhtar.

A corrupt officer would favour the side from whom he / she would benefit. For some, the presence of an

Rural Administration


intermediary who belonged to the same social class would definitely make the difference.

The composition of the police administrations and maintenance of land records.

Main points

• The civil force which has been recruited by the state to detect crime and prevent it, is known as the police. Thus, it maintains law and order. It is not necessary to know the composition in detail.

• The patwari maintains records related to land revenue in a village.

• People who work on land pay taxes to the government. The rate of this tax is based on the quality of the land and its size.

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionIn – Text Questions (Page 211)

What would be the consequence if programmes made by officials were not enforced ?

It would not be able to bring about development if programmes made by officials were not enforced.

How is the rate of tax on land fixed ?

The quality of the land and the size of the land owned by activator are kept in mind when the rate of the tax on land is fixed.

Who is a patwari ?

The patwari maintains records related to land in the village. He also collects revenue from the people.

Why do you think tax must be collected from cultivators of land ?

Money got from people in the form of taxes is used to make programmes for the benefit of the people.

District CollectorThe head of the civil administration in a village is the district collector. He supervises the

• Collection of land revenue in the district• The maintenance of land records. Present the

information in the form of a visual so that the children can comprehend the different levels at which revenue is collected.

On conclusion of this exercise, the students can draw this diagram in their notebooks.

Assessment – 4Purpose – Formative; Type – Group Assessment; Tool – ProjectThe patwariProject work

• Peace – which is possible only through the maintenance of law and order.

• It is necessary to have complete information about resources at disposal. We can then only know how to use them.

• We must know about the level of development in the different regions. This would enable us to bring about balanced development in the country.

• We must have information about the institutions we possess. Then only we can use them to bring about development.

All this information will be compiled by administrations. They are involved with the day to day administration of the country.

The extract should be read in class. It makes students aware about the need to maintain records. Good records are necessary because: (i) Information is essential to help calculate the tax

(ii) Information helps administration to bring about reform. A government that responds to the needs of the people and gets the support of the people.

(iii) Records help in the smooth sale of the land.

Assessment – 5Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionIn –Text Questions (Page 212)

District

(head of civil administration in district–Deputy Commissioner

or District Collector

Sub-divisional Magistrate

Tehsildar(helped by Naib-Tehsildar)

Kanungos

Patwari

Sub-divisions

Tehsil/Talukas

Pargana (A number of villages)

Villages


The extract gives three reasons why land records must be maintained. Can you think of other reasons why they are necessary ?

i) Inheritance of land is made easy if there are papers to support ones claims.

ii) When we take loans, it is necessary to show land as a possession. This land is mortgaged if we are unable to pay the loan.

What does the tehsildar do ?

The tehsildar maintains land records and collects revenue in the tehsil or taluka.

Why is it essential for the patwari to update the land records ?

To bring about reform it is essential to update the land records. Updated land records clearly state what the level of development is. The state can then take measures to strengthen the weak ones.

Functions of the patwari

• Maintains and updates land records• Collects revenue in a village

Tehsildar

• Supervises the work of the patwari• Solves all disputes related to land• Collects revenue in a taluka/tehsil

An interesting fact

Ancestral property belonged only to men. With the passing of the Hindu Succession Amendment Act 2005, women too, have acquired this right. This right only applies to Hindu women.




a. What does the police do after a matter is reported at the Police Station?

It carries out an inquiry into the incident, so that further action can be taken.

b. Describe the composition of the police administration in a district.

The head of the police is known as the superintendent of police. A Deputy superintendent

of police is in charge of a circle. An inspector of police supervises the work of the police station. Sub-Inspectors, Assistant Sub-Inspectors, head constables and constables, work under his supervision.

c. How do you think the Hindu Succession Amendment Act, 2005 will affect the lives of women? Discuss.

It will give them ownership of ancestral property. Thus, it will enable women to become the cultivators of their own land.

It could lead to friction in the family in the future. The disputes over land will involve son and daughters. It should lead to an end to the dowry system.

d. What are the functions of the village patwari?

The village patwari maintains land records, updates them and collects revenue from land.

2. Match the following:

a. The head of civil administration - is the Deputy Commissioner

b. The Kanungo collects revenue - in parganas

c. The Hindu Sucession Amendment Act, 2005 - gives women the right to acquire property.

d. There are ten police stations - in every circle.


a. The District Collector is a member of the Indian Police Service.

False – The District Collector is a member of the Indian Administrative service.

b. The patwari looks after revenue collection in a tehsil.

False – The patwari looks after revenue collection in a village

c. There are around five to six circles in a district.

correct statement – True

d. Women did not have the right to own any property before the Hindu Succession Amendment Act, 2005.

correct statement – True


e. Land revenue is fixed on the basis of the size of the land.

False – It is also fixed on the basis of the quality of the land.



1. What is the Hindu Succession Amendment Act 2005?

According to the Hindu Succession Amendment Act 2005, not only the sons but the daughters and their mothers can have equal share in the land. Identical laws apply to all States and Union Territories of the country.

2. Who is the head of a district and who are his subordinates?

The head of a district is the District Collector. He is responsible for all administrative works and under him are the revenue officers who are known as tehsildars.

3. What are the functions of the Tehsildars?

Tehsildars have to hear disputes of various kinds including land disputes. They also supervise the work of the Patwaris, ensure that records are kept

and land revenue is collected. They make sure that the farmers can easily get a copy of their land record, students can obtain their caste certificates and people can get their income certificates, etc.

4. What are the responsibilities of a Patwari?

Patwari is responsible for a group of villages. He/she maintains and updates the records of the village. The land maps and the corresponding details are kept by the Patwari. The Patwari generally has ways of measuring agricultural fields. The Patwari is also responsible for organising the collection of land revenue.

5. How are the districts devided into subunits in matters related to land?

For maintaining matters related to land, districts are divided into sub-units and these sections of a district are known by different names such as tehsils, talukas, qasbas etc.

6. How new technology is used for keeping land records?

In some states, land and its related records are now being computerised and in addition kept at the Panchayat office so that they are more easily accessible and updated on a regular basis.

LEARNING OBJECTIVES



VOCABULARY

Truant strikeWoes anguishGrievance complaints Amenities facilitiesPetition appealTax dutyCouncil assemblyResponses replies

DEFINITIONSServices – Things that the government provides to fulfil

basic needs of the people.Assembly – A company of persons collected together

in one place, and usually for some common purpose,esp. for deliberation and legislation.

Resources – The total means available for ceonomic and political development, such as mineral wealth, labor force, and armaments.

TEACHING POINTS


• To develop an understanding of how the local government works in a city• To understand the difference in the administrative functions of officials in the urban set up• To create an awareness regarding the organogram of the government in a city, both big and small, in area and population

29

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionRead A blue Monday in class

A blue Monday

Initiate a discussion, by asking students to identify amenities or services used by Mary that were responsible for Mary reaching late to school.

– Water/electricity/transport – Recall – all this point- it would be appropriate

to recollect government in rural areas.Present the information in the form of an illustration on the black board.

Main IdeasRural Government

Panchayat System

Legislature

(Gram Sabha)

• All adult voters are members of the Gram Sabha.

• There is direct Rule by the people in the villages.

Executive

(Gram Panchayat)

• 5-30 members are elected by the Gram Sabha.

Urban Administration


Urban Government

Legislature

• Adult voters vote to elect representatives to the general council.

• The representatives are known as councillors.

• They are elected from wards into which a city is divided. It is not Direct Rule by the people in the Towns/Cities.

Executive

(Mayar)

• Bodies in large are known as municipal corporation.

• In small towns, they are known as municipal councils.

Composition of the Municipal body

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionIn Text Questions (Page 215)

What is the assembly in the city known as?

They are known as councils.

How are the members of the general council addressed?

The members of the general council are addressed as the councillors.

What is the function of the council?

The council makes laws for people living in that city/town.

Who executes the policies of the council ?

The mayor executes the policies of the council.

• Each committee performs a function committee related to a particular field.

• Groups of councillors before members of these committee.

• Thus committees take decisions related to: • Sanitation facilities • Disposal of garbage • Supply of water and electricity • Providing health facilities • Primary schools • Maintain record of births and deaths

• Provide transport (in some cities) • Set up public libraries and museums

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Project - Oral Assessment & Group DiscussionProject work (Page 216)

Divide students into groups of equal number of students. Give them ten minutes for preparation.

Sources of income

In - Text Question (Page 217)

Why does it cost more to maintain services in a city than a village?

Cities are larger in size and more people live in it. A vast network of public facilities and services are required in cities.

Mention some sources of income for local bodies in cities.

The local bodies get income from many sources. Some of these sources are property tax on houses and land, education tax, rent from municipal buildings, fee for registration of births and deaths, toll tax on bridges and roads, octroi on goods coming into the city, profession and business tax, water tax etc.

How does everybody pay taxes in some form or the other?

Some taxes are direct. However some taxes are indirect. For example, if we buy a good from the

Functioning of Urban Bodies

Town

Workcommittee

Public healthcommittee

Rural areacommittee

Standingcommittee

Educationcommittee

General purpose

committee

Water supply and sewage committee

Property tax on houses and land

Octroi on Goods

coming into the city

Sources of Income

Water tax

Vehicle tax

Toll tax on bridges and roads

Fee for registration

of birth and death

Rent from municipal buildings

Education tax

Profession and business

tax


market, the tax is included in the price of the product, in some form. In this way, all people pay taxes.

What is property tax?

Property tax is the tax that we pay, because we own property.

Project

Bring newspaper clippings to class. Read one or two letters as an example to your students. Teach them the format of how to write an official letter. Divide them into groups and make them write these letters. Display them on the class board.

METHODS OF REDRESSING GRIEVANCES AGAINST MUNICIPAL BODIES


KEY TO TEXTBOOK EXERCISES 1. Answer the following questions :

a. How is the Municipal Council different from the Gram Sabha?

The Gram Sabha is composed of all adult voters in the village. Voters elect their councillors to the municipal council.

b. What do Councillors keep in mind when they make plans for development?

Councillors always keep in mind the interest of their voters when they make plans.

c. Describe how elections to the Municipal Council take place.

The city/towns are divided into small parts known as wards. Voters from a ward, elect their representatives to the Municipal Council.

d. Specify the manner in which the functions of the General Council are carried out.

The members of the General Council form committees. Each committee is responsible for a particular area of work. For example, members of the public Health committee have to take care of health facilities.

e. What decisions are taken by the committees of the Municipal Council?

Each committee takes decisions related to its area of functioning. For example, the public health committee will take decisions regarding health.

f. Suggest methods you can adopt to highlight grievances against the Municipal Council.

We can use many methods to express our grievances. We can meet our councillors with our demands, write letter to the editor of a newspaper, hold protest marches, organise dharnas, sign petitions, approach a lok adalat, and in some cases even go to a consumer court.

g. Make a list of all the facilities your local body provides you.

Allow the students to draw up the list after reading the chapter.

h. Who executes the functions of the municipal body? You could organize a meeting with the person and interview him/ her about the difficulties they face in providing the daily needs of the people.

The municipal commissioner.

i. Find out how your municipal body disposes of garbage. Present a report to class.

j. What is the role of the local body in providing facilities to slums? Aren’t the slum dwellers also inhabitants of the city and entitles to similar facilities? Find out.


a. grass root/lowest

b. councillor

c. committees

d. octroi duty

e. a message on mobile

people can

meet their representative with their demands

write letters to the press

organise dharnas

hold protest marches

sign petitions

approach a lok adalat

some issues can be taken to consumer court




1. Why Urban Administration is important?

Urban administration is necessary to provide the basic amenities like street lights, garbage collection, water supply, keeping the streets and the markets clean, collecting of house tax and water taxes, etc. They are responsible for cleaning of city drainage system, maintenance of parks and market. It had made possible for regulating the urban development and local management of civic facilities.

2. How does Municipality or Municipal Corporation get its money?

For providing and running several services, the Municipality needs a lot of money. The Municipal Corporation collects it in diverse ways. A tax is a sum of money that people pay to the government for the services the government supplies. People who own homes have to pay a property tax as well as taxes for water and other services. The larger the house the more the tax, i.e., tax according to quantity. Property levies however form 25-30 percent of the total money that a Municipal Corporation earns. There are also taxes for education. Even taxes like entertainment tax on tickets etc. are also levied. Rich people account for property taxes while wider population pays more general taxes.

3. State any five functions of the Municipalities.

The five functions of the Municipalities are as follows:-

a. supply of adequate drinking water

b. providing and maintaining drainage and sewage systems

c. maintenance of public street lighting,

d. construction and maintenance of bus terminals, roads and bridges

e. maintenance of birth and death records

4. What are the functions of Ward Committee?

The important functions of Ward Committee are as follows:-

a. Supervision of the overall municipal work

b. Water and sanitation requirements

c. Identification of slums and their up gradation

d. Public health – information dissemination

e. Environment protection

f. Supervision of public physical infrastructure like hospitals, schools and roads.

5. Explain the composition of the Ward Committee.

The Ward Committee is a committee that includes the councillor and a few residents of that ward. It is designed so as to be representative of the people residing in that ward. The ward councillors are elected by the people.

Livelihoods

LEARNING OBJECTIVES



VOCABULARY

Livelihood livingScattered sprinkledFrequently regularlyChorus togetherOccupation professionDebt liabilityMilling grinding

DEFINITIONS

Animal Husbandry – farming that involves keeping animals to produce food

Weeding – removing wild crops from the fieldPrimary occupation – jobs related to landSecondary occupation – jobs involving processing of

primary goodsTertiary occupation – jobs involving rendering of

services

TEACHING POINTS

Livelihoods


• To understand the conditions that underline and impact life strategies of various groups of people• To understand that these conditions and opportunities for making a living are not equally available to all

30

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Audio-Visual Aids and Oral Assessment

Preparation by the teacher and the students:

Collection of:

(a) Newspaper and magazine cuttings(b) Extracts from books(c) Pictures(d) Films, film strips, slides

The teacher may select any of the above aids according to their availability and / or procurability.

For example, if you have pictures of people at work, they could be shown to students, of course some pictures must be of people working on land, some in manufacturing units and some in offices.

Here, a few questions would help students to draw out a distinction, such as some are working on land, some working in factories / cottage industries, using machines to do their work. Machines might be simple or sophisticated ones. The rest are people working in offices, in the services sector.

The motive is to help students classify all people who work, into 3 categories of occupations.


(d) With the high growth in population and other sectors not having developed much, people had no choice, but to work on land.

Ayesha’s reportMain ideas

• Reforms have improved the condition of people in villages.

• Better seeds, pesticides and fertilizers are now available to people.

• Cooperative and rural banks provide loans to farmers.

• Better irrigation facilities are given to people.• Electrification of villages has taken place.• Agriculture being the main occupation, some

cultivate small land holding while others work on land of rich farmers.

• Migration of people takes place to towns and cities in search of livelihood.

• Caste influence is strong on occupation so there are barbers, potters, carpenters, sellers of paan, dhobis – all following traditional jobs.

• People also carry out fishing, annual husbandry and forestry and in agro-based industries in people’s homes.

• There are artisans and people who make handicrafts for which there is little demand.

3 Categories of Occupations

Primary

People work on land in

occupations like fishing, mining,

farming and forestry

Secondary

People use machines to change raw materials into goods. People

work in factories of cottage industries

Tertiary People belong

to services they work in fi elds like transport, trade, communication,

banking, insurance etc.

Life of Farmers

Farmers with Little Land

1. Small holdings were owned by them and they worked on their own land2. They could not adopt modern methods of agriculture and lacked irrigation facilities.3. Work on land being seasonal, in months between sowing the crop and harvesting it, they would migrate to cities and seek some occupation to earn a livelihood.4. When crops failed they were indebted to moneylenders when they bought seeds, fertilizers, pesticides etc. They relied on the same money lenders5. They carried out other allied occupations like selling milk jaggery etc.

Landless Peasants

1. They did not have land but worked on land that belonged to the others.2.3. In lean seasons, they sought temporary livelihood in towns and cities.4. They led a life of great misery

Large Farmers

1. Owned vast landholdings, but did not work on it. They employed landless peasants and paid them wages to work on their land.2. They adopted all the modern methods and technologies.3. They carried out other activities like trading, owned mills and shops as well.

Assessment – 2Purpose – Formative; Type – Individual Assessment; Tool – Written AssessmentThe students then, could do the activity prescribed on page 221. They could be given a work sheet in this format. The information gathered could be tabulated. It could then be presented in the form of a pie chart and displayed on the class bulletin board.

S. No. Name of Occupation of Name of student parents sector

1 (i)

(ii)

Occupations in the village

The students should read the account. Through a discussion, the main points should be highlighted. This could be done in the form of an illustration, which should later be copied by the students in their answer books.


The students must have already concluded that farming is the most important occupation in the villages and why is it so.

(a) India was under colonial rule for a long time. The colonial powers did little to develop the other sectors.

(b) Policies made by the British favoured British industries. Thus, raw materials from India were used to feed British factories.

(c) The failure of government to bring about development till the 1970s and use of technology, induced people to work in agriculture.



Mention some changes which have taken place in the village.

Cooperative and rural banks have been set up. Irrigation facilities have improved. Electrification of several villages has taken place. Villages have been linked to towns and cities by roads.

Find out what a cooperative bank does in a village.

Cooperative banks provide credit to farmers at low rates of interests.

Name other occupations followed by villagers that may not be related to agriculture. Why do people follow these occupations ?

People work in cottage industries. Artisans make handicrafts that are sold in the town. They have to earn a living. They might be skilled craftsmen.

Enumerate some occupations that are related to agriculture.

People cultivate land. Many follow occupations related to land such as fishing, animal husbandry and forestry.

Some facilities introduced in villages point out to a newer variety of occupations. Name some.

Seeds, pesticides and fertilizers. People must be working in cooperatives and also in cooperative banks, which provide loans to people.

There must be electricians also.

With roads being constructed and villages linked to towns and cities, need arose for drivers for transport services like buses, trucks, vans etc.




a. Mother says, ‘unless things change…, Bhola would continue farming.’ What changes need to take place and in which sector, to bring about a difference?

Development needs to take place. Changes must take place in the secondary and tertiary sectors.

b. What difficulties were faced by farmers who owned small plots of land?

P4 type information ‘farmers with little land’

c. Why do small farmers and peasants who worked on land migrate to cities at certain times of the year?

There was no work for them on land at certain times of the year. After sowing the crop, they were required only at the time of harvesting.

d. Fishing is another occupation followed by the people in the coastal areas. You must have heard about the tsunami which struck India and affected the fishermen. Gather information. Describe a day in the life of the family of a fisherman.

Here are some points related to fishing. You can give it to the students.

PROBLEMS FACED BY FISH CULTIVATORS

i. Epizootic ulcerative syndrome (EUS) of fish and white-spot disease of cultured shrimp. EUS has caused significant production losses in many of the culture-based capture fisheries in reservoirs, lakes, beels (floodplain lakes cut off from river meanders), brackish waters and irrigation tanks.

ii. There is lack of prevention, diagnosis and treatment of diseases in rural aquaculture.

iii. In less than ten years, serious viral diseases and environmental issues have threatened the industry. As more than 80% of the farms are owned by small operators, there has been a significant socio-economic impact on small-scale farmers in coastal regions. Continuous crop failures, high lease values and erosion of profits have forced some operators to abandon their shrimp farms.

e. What is a cottage industry? Make a list of the commodities that could be produced in such industries.

Some industries are located in the homes of the


people. Raw materials acquired from land are used to make products. Simple tools are used for this purpose. Matches and bidis are made at home. Students can draw out a list of other products.

f. Who comprise the large farmers?

Initially, land was owned by the higher castes. It is not so now. Land is owned by people who belong to the middle castes. People in services also buy land for cultivation. They comprise the large farmers.

g. What is the importance of the secondary and tertiary sectors in the development of a country? Take the example of a country in the West and compare conditions in India to arrive at conclusions. You can look at books, magazines and even surf the internet.

The development of a country is reflected in the occupational structure of a country. Occupational structure indicates the percentage of population which is engaged in the primary, secondary and tertiary sectors. If there is an increase in the secondary and tertiary sectors, lesser people will rely on agriculture for livelihood. This shows that the economy has developed e.g. better transport leads to swift movement of goods and services. Thus, how developed a country is determined by the growth of the services sector. Students can refer to the world development report to get a comparative understanding of the occupational structures in high income countries. Barely 7% of the people are engaged in the primary sector and more than half the population is engaged in the tertiary sector.

2. Write T(Tertiary) P(Primary) S(Secondary)

Bank clerk - T

Insurance Agent – T

Automobile engineer – T

Petrol pump owner – T

Teacher – T

Doctor – T

Bus Driver – T

Mining Engineers–S

In low income countries more than half the population depends on agriculture for a living. Less than 20% of the workforce is engaged in the tertiary sector.



1. What is a private debt?

It means loans which an individual takes for his/her personal consumption from other people or institutions.

2. What is agriculture?

The term agriculture is derived from Latin word ‘ager’ or ‘agri’ meaning soil and culture meaning cultivation or tilling of soil.

3. B r i e f l y e x p l a i n t h e t e r m s e a s o n a l unemployment.

Seasonal unemployment is found basically in agricultural sectors. In industrial sectors, people are employed normally for all the days in the year. But, this is not true for agriculture. This is due to the fact that agricultural operations require labour only during certain seasons. In between the seasons, the workers in agriculture remain idle or have no productive work to be engaged in.

4. What is tsunami ?

Tsunami is a cycle of waves, generated in a body of water by an impulsive disturbance that vertically displaces the water column. Earthquakes, landslides and volcanic eruptions can cause tsunamis. Tsunamis can savagely attack coastlines, causing devastating property, damage and loss of life.

5. Apart from farming, what other occupations do the rural people depend upon?

The people in the rural areas depend upon collection from the forest, animal husbandry, dairy produce, fishing etc. For example, in Central India, both farming and collection from the forest are important sources of livelihood. Collecting


mahua, tendu leaves, honey, to be sold to traders, is an important source of additional income.

6. What are the three main problems being faced by Indian farmers today?

The three problems faced by the Indian farmers are as follows:-

a. Lack of availability of water for irrigation. The high yielding variety of seeds, chemical fertilizers, insecticides, pesticides etc. are very expensive which the farmers find it difficult to purchase.

b. Most of the farmers have small holdings which are uneconomical.

c. In case of a crop failure, it becomes difficult in paying the loans taken from the banks and private money lenders. In order to pay the debts, they are compelled to sell their produce at cheaper rates.

LEARNING OBJECTIVES



VOCABULARY

Occupation vocation

Spur encourage

Kiosk stall

Logo symbol

Angling fishing

Impeccable flawless

DEFINITIONS

Labour Chowk – A place where labourers are hired.Migrants – People moving from one place to

another.

TEACHING POINTS

Assessment – 1Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionThe students should read the extracts in class. The teacher could list out the main points on the black board with the help of students.


• To understand the conditions that underline and impact life strategies of various groups of people• To understand that these conditions and opportunities for making a living are not equally available to all

31

Main points

The life of a rickshaw puller

• A migrant to a large city• Worked for daily wages• Life was difficult. The day he got no work, he

got no money to meet his daily needs

Life on the streets

• Mainly migrants• Sold objects of low value. Picked up jobs

according to their abilities.• Lived in slums or on the pavement• People did not like them because they added to

the noise and congestion on the street.• Social welfare organisations tried to promote

their cause.• They were people like vendors, cabdrivers etc.

Extracts on page 228 and 229 try to help students to visualize the life led by these people and problems faced by them.

Assessment – 2Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIn – Text Questions (Page 228)

What is the name of the vendor ? Where does he sit ?

(a) The name of the vendor is Ram Chander. He sits on the pavement.

Urban Livelihoods – A Study In

Contrast


• Leads a tough existence• Gets daily wages

Assessment – 4Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral Assessment & Group DiscussionIn –Text Questions (Page 230)

Which features are common to all occupations mentioned in this account?

• Common features of the occupations mentioned above are as follows:

– They all work for daily wages. This means that when they do not get work, they have no money.

– They lead a difficult existence. – They are all migrants – They lack skills or education – Live in slums or on pavementsWhat according to you would be the factors that drive people to leave villages and look for work in the cities ?

• Most of them rely on agriculture for existence. Agriculture is seasonal; hence they are not employed for a large part of the year. Besides, with machines being introduced for agricultural purposes, they are no longer required to work on land. They lack skills and education. So they cannot get alternative employment. Thus, they have to leave the villages in search of livelihood.

In the market areaMain points

• Shops big and small existed in the market place.• Employment was given to many people. The

nature of their work differed.• Unlike vendors, owners of shops had taken a

license from the municipal corporation to carry out their business. Some owned shops, some paid rent on shops.

• Workers were paid a monthly salary and got a day’s leave each week.

• Products were of great variety and came from different parts of the country to satisfy the buyers.

Banks – Work in the bank

• People carried out different activities in the bank

• Regular timings were followed in the bank

Name the product he sells.

(b) He sells footballs for his livelihood.Which factors have prompted people to buy footballs from him ?(c) It being the season for the world cup, soccer fans

like to buy the colour imitations being sold on the pavement. Besides, the footballs are cheap.

From where has he bought his footballs ? How much has he paid for each football ?What is the price at which each football is sold to customers ?(d) He buys his footballs from Basti Shekhanin

Jalandhar. He bought them in a price range of Rs 30–40. He sold it for Rs 100–150.

Is what he earns enough for him ?How do you know ?(e) Chander claims that he only earns enough to

make a living.Which factors made him to decide to sell footballs ?(f) He feels that it is easier to deal in balls rather

than any other goods. It is easy to carry them on the bicycle backseat and to transport them to the place where he sells them.

This cabbie is driven by a craze for crosswords

Assessment – 3Purpose – Formative; Type – Individual/Group Assessment; Tool – Oral AssessmentIn-Text Questions (Page 230)

When does Pallab Mishra set out for work? Why?• Pallab sets out for work before sunrise because

a busy start to a day means good business. He gets good business if he starts early.

Which factors compelled him to take up taxi driving?• His mother suffered from cancer. The salary was

spent on her treatment. He started driving a taxi to help his father.

Why does he like his job?• He feels free like a bird.How much does he earn in a day?• He earns about Rs 350 in a day.

Life of a domestic helpMain points

• Is a domestic help• Lives in a slum


• People worked five and half days in a week and enjoyed all the national holidays and annual leave. They got medical leave also and many attractive benefits.

• They were paid a regular salary. A part of this money was kept aside in a fund which could be used by them after they retired from service.

Work in the factory areaMain Points

• These people sit at traffic intersections waiting for some one to provide them work.

• They do work like digging, loading and unloading. They build roads, lay telephone cables and dig pipelines.

• They were paid daily wages, hence, got no money when they got no work.

• They slept on pavements and kept their tools and money for safe keeping with shopkeepers.


What was unusual about people who earned daily wages ?

• They waited daily at the labour chowk to get work.

What is a labour chowk ?

• These are traffic intersections in factory areas. This is where labourers sit to get work.

Surf the net. Get more information about the conditions in which people live at the labour chowk.

• Ask students to surf the net and then display the information on charts which can be displayed in class.

Work in Factories (Clothes Factory)Main Points

• Since clothes are made both for local and international markets, several workers are required.

• To meet orders from a foreign country work has to be completed on time, so extra help is required.

• Extra help is required during busy periods.Workers work beyond the required 8 hours, so they get more money for working extra. Factories work in two shifts.

• Once the order is completed workers are left with no work. They have to look for other work then.

• Factories do not provide good conditions of work in some cases. On the basis of these accounts bring about the distinction among all kinds of employments.


Over populated country with limited resources cannot grant conditions and opportunities, equally to all.

The information given above can be used to develop ideas.




a. Col lec t informat ion about upcoming professions.

Some upcoming professions are:

Retail management, radio jockey, fashion designing.

b. Bharati is a worker in a garment factory. Give an account describing the nature of her work.

Use information from the text related to factory workers. On this basis write an account describing Bharati’s work.

Regular employment

• A person who has a permanent job and is given a fixed regular payment, fixed hours of work.

• They work on fixed days and have fixed hours of work.

• They enjoy special benefits.

• All professionals and people who work in offices belong to this category like bank workers etc.

Self-employment

• A person who works for oneself.

• They do not earn a fixed amount of money. Income varies according to the work they get.

• Their hours of work are not fixed. Example: rickshaw pullers, cab drivers, vendors on the street, big shop owners.

Wage employment

• A person who gets payment for work on daily, weekly basis. Example: domestic helpers, labourers, people who work in factories.


c. How is a self-employed person different from one who has regular employment?

A self-employed person works for self. Such a person does not earn a fixed regular payment.

d. Distinguish between regular employment and wage employment. Give examples.

People with regular employment, i.e., with a permanent job get a fixed regular payment. They work on fixed days and have fixed hours of work and enjoy special benefits. All professionals and people who work in offices belong to this category, like bank workers.

People who get payment for work on daily weekly basis are employed for wages. Domestic helps, labourers, people who work in factories belong to this category of workers.

e. Highlight how urban life is interlinked to rural life.

One example to show that urban life is interlinked to rural life.

f. The two chapters point out to a different aspect of diversity in India. Do you think this diversity could be the major cause of conflict?

• The chapters point out to the diversity that exists in the field of livelihoods in rural and urban areas. It makes us aware of the inter dependence that exists between rural and urban areas.

• Whereas livelihoods in rural areas centre on agriculture, they satisfy the needs of the people who depend upon agriculture, carried out in villages.

Several services that sustain life in cities are provided by people from villages e.g.– domestic help, vendors, labourers etc.

• Migration adds to the diversity and makes large cities cosmopolitan.

• Movement of people in search of livelihood leads to resentment in some parts of the country as people of those areas feel that migrants are taking away from them their due share of goods and opportunities. (Newspaper clippings can be used to illustrate the point)

• Slums increase in great number in cities. This puts a strain on resources and leads to congestion on the streets.

• Students can add more relevant points to substantiate the sector.

g. Give examples to show interdependence among people.

Examples of interdependence among people.

Your student goes to school. Let us see how many people have contributed to make her day at school pleasant.

Parents – transport – school (teachers, books, lunch box)

Work out the chain of people involved.

2. Write True or False for the following statements. Rewrite the false statements correctly :

a. Rickshaw pullers do not own a fixed amount of money every month. (True)

b. Garment factories make clothes for both local and international markets. (True)

c. All bank employees do not get equal salaries (True)

d. Buying and selling involves a chain of activities. (False)

e. The owners of shops take a license from the municipal corporation to carryout business. (False)



1. Who is a street vendor?

Vendor is a retail salesperson without an

Agriculture in villages

leads to growth of food grain

It is then sold in the market in

urban areas

Food grain is sold to

wholesalers

This is bought by retailers


established place of business. Vendors sell things that are regularly prepared at home by their families. For example, those who sell food or snacks on the streets, prepare most of these at home.

2. Who is a casual worker?

Casual worker is a worker who is employed on a temporary basis with generally limited entitlements to benefits and little or no security of employment. The main feature is the absence of a continuing relationship of any stability with an employer, which could lead to their not being considered ‘employees’ at all.

3. What are the working conditions of the non-permanent workers?

The working conditions of the non-permanent workers are very depressing. They are given very minimum pay for their work and if they complain about their pay, they are asked to leave the job. There is no job security or protection if there is ill treatment. They are also expected to work for very long hours. For example, in the cloth mill units the workers work on day and night shifts, with each shift lasting 12 hours. One worker works on one machine for 12 hours and then is replaced by another on the same machine for the next 12 hours.

4. What are the main problems faced by the vendors?

The main problem the vendor’s face is:

a. Shops are usually temporary in structures.

b. Dismantling of their shops any time by the police.

c. They have no security.

d. There are certain parts of city where these vendors are not allowed to enter.

5. What is the problem with street vendors? What solutions were suggested in their favour?

Street vending till recently was looked upon only as an obstruction to traffic and to people movement. Though with the efforts of many organisations, it is now recognised as a general benefit and as a right of people to earn their livelihood. The government is considering about amending law that banned street vendors, so that they have a place to work and that there is also a free flow of traffic and people. Hawking zones have been suggested for towns and cities together with permission to mobile vendors to move freely. Hawkers need to be a part of communities which work for their welfare and rules.

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