ICSE - St. Xavier Inter College Bhel, JhansiPreface This series ‘‘Prachi ICSE SOCIAL STUDIES’’ has been prepared as per the latest syllabus prescribed by the Inter-state Board

PRACHI

Promila Bishnoi M.Sc. (Geography) NET (Geography)

Ravindra Kumar M.A. (History & Political Science)

Strictly in accordance with the New Curriculum prescribed by the Council for the Indian School Certificate Examinations (CISCE), Nov. 2016

For Class 4

ICSE

Prachi [India] Pvt. Ltd.SMART BOOKS FOR SMART LEARNING

Edited by :

K.G. Sharma M.A. (History, Pol.Sci. & Sociology), B.Ed. Former Vice Principal, Directorate of Education, GNCT, Delhi

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Preface This series ‘‘Prachi ICSE SOCIAL STUDIES’’ has been prepared as per the latest syllabus prescribed by the Inter-state Board for Anglo-Indian Education and recommended by the council for the Indian School Certificate Examinations, New Delhi. This series contains three books of social studies for classes III to V.

While framing this series, we had in mind not only the requirements of the syllabus, but also the difficulties and problems faced by the students and the teachers. To meet these problems, we have tried to present the concepts of the subject in quite a lucid and student-friendly manner.

A sincere effort has been made through pictures, diagrams, maps, exercises, self assessments, etc. to enhance, enrich and systematize the knowledge which students will develop and gain through these books. This series aims at the development of an understanding of the social and cultural environment. The series has been specifically designed for the young learners to develop the learning experience both informative and goal-oriented.

Authors’ main vision behind incorporating the study tools is to enable the young learners to act effectively as a member of the family and community. This series is mainly designed to ensure the relevant transition from one class to the next in a way so as to enhance the continuous and cumulative development of knowledge.

At the end of each chapter, we have incorporated an appraisal column under different headings such as : Add to Your Knowledge, Quickies, Let Us Revise, Exercises, Brain Opener Questions (BOQs), Self-Assessment and Life Skills. All these heads carry valuable information and help the learners to improve their creative skills.

We have tried to present the series in a creative way and our aim is served when it meets the requirements of our students and teachers.

Further suggestions for the improvement of the book are warmly welcomed.

—AUTHORS

THEME 1 THE STORY OF THE PASTLearning outcomes :Children will be able to : l discuss the role and significance of historical

events in today’s context; l reflect orally and in writing on historical

events; l differentiate between ancient, medieval and

modern periods of history; l differentiate between archaeological and

literary sources; l discuss the importance of preservation of

sources to know history; l differentiate between the job of a historian

and an archaeologist.

Key Concepts/Concerns : l Story of the Past—History The need to study History Need to compartmentalise History into

Ancient, Medieval and Modern periods. l Evidences in History—Sources of history Archaeological sources. Literary sources : Books and paper

records. Need to preserve sources, job of a

historian and of an archaeologist.

THEME 2 ALMANACLearning outcomes :Children will be able to : l differentiate between the Gregorian and

Saka calendars; l draw a timeline and mark ad (ce) and bc

(bce) on it; l design a calendar on the basis of their

understanding of the rules; l sequence events and mark them on a

timeline; l identify and mark important dates on the

school calendar.

Key Concepts/Concerns : l Gregorian calendar. l Saka calendar. l Time-line (A.D. and B.C.). l Use of C.E. and B.C.E.

THEME 3 RESPONSIBILITIES OF A GOOD CITIZENLearning outcomes :Children will be able to : l discuss the term civic sense, and appreciate

its significance;

Key Concepts/Concerns : l Introduction to Civics Definition of : Civics, Civic sense,

Citizen. Importance of being a good neighbour

and a good citizen.

Syllabus

4

THEME 4 THE EARTH – ITS MOVEMENTS AND FORMSLearning outcomes :Children will be able to : l identify axis, rotation and revolution of the

earth; l explain causes of day and night and

seasons; l differentiate the four domains of the earth; l identify major landforms and water bodies; l locate oceans and continents on the map; l differentiate between physical and political

maps; l use signs and symbols on the map; l identify the purpose of using different

colour schemes on the map; l use scale and directions in mapping.

Key Concepts/Concerns : l Motions of the Earth : Concept of Axis Rotation – Day and night Revolution - Seasons l The Four Domains of the Earth : Lithosphere Hydrosphere Atmosphere Biosphere l Major Land Forms : Mountains, Plateaus and Plains, deserts Continents and oceans Water bodies : oceans, seas, lakes and

rivers l Types and elements of Maps : Types of maps (physical, political) Scale Sign and symbols; Use of colours.

l describe and reflect on the term citizen; l demonstrate respect towards public and

private property; l suggest measures for proper upkeep of

public property; l initiate responsibilities for solving issues in

school and in neighbourhood.

l Responsibilities of a good citizen : Participation in elections. Caring for public and private place for

example – schools, hospitals. Public transport, historical monuments, places of worship, parks, etc.

THEME 5 OUR STATELearning outcomes :Children will be able to : l locate the state they live in on the map of

India; l locate the capital, important cities,

landforms and rivers on the state map; l learn about the climate (seasons),

vegetation and agricultural crops; l appreciate the cultural heritage of the state

they live in.

Key Concepts/Concerns : l Location of States on the map of India. l Neighbouring States/water bodies. l State and its capital. l Important cities. l Land forms and rivers. l Climate l Vegetation l Agriculture—Types of crops.

5

THEME 6 INDIA – UNITY IN DIVERSITYLearning outcomes :Children will be able to : l identify the major physical divisions of

India; l locate major mountains, hills, rivers,

plateaus on the map of India; l identify similarities and differences in the

lives of people in India; l appreciate unity despite diversities in their

country.

Key Concepts/Concerns : l India—Physical Divisions The Himalayas Northern Plains Peninsular plateau l Major Rivers of India Perennial and nonperennial (Krishna,

Kaveri, Mahanadi, Narmada, Indus, Ganges, Yamuna, Brahmaputra)

l People Population Language Festivals Food Habits l Unity in Diversity

THEME 7 POLLUTION – ITS IMPACT ON THE ENVIRONMENTLearning outcomes : Children will be able to : l discuss various causes of pollution in the

surrounding/environment; l enlist kinds of pollution (their causes and

effects). l identify the causes of pollution. l enumerate the effects of pollution. l sensitize the children about the importance

of preventing pollution. l suggest ways to reduce various kind of

pollution. l demonstrate sensitivity towards right

methods of waste disposal.

Key Concepts/Concerns : l Pollution – meaning l Causes, effects and prevention of pollution. l Waste disposal (Conserving the

environment, Reduce, Recycle and Reuse) l Case studies of air, water and noise

pollution.

6

THEME-1 The Story of the Past

1. Story of the Past—History … 9—14

2. Evidences in History—Sources of History … 15—23

THEME-2 Almanac

3. Almanac … 24—32

THEME-3 Responsibilities of a Good Citizen

4. Responsibilities of a Good Citizen—(1) … 33—39

5. Responsibilities of a Good Citizen—(2) … 40—47

THEME-4 The Earth—Its Movements and Forms

6. Movements of the Earth … 48—53

7. Domains of the Earth—Lithosphere and Hydrosphere … 54—63

8. Domains of the Earth—Atmosphere and Biosphere … 64—70

9. Major Landforms and Water Bodies … 71—79

10. Types and Elements of Maps … 80—86

THEME-5 Our State

11. Location of States on the Map of India … 87—93

12. States of India—(1) … 94—105

13. States of India—(2) … 106—114

14. Climate … 115—120

15. Natural Vegetation … 121—128

16. Agriculture—Types of Crops … 129—135

Contents

7

THEME-6 India—Unity in Diversity

17. India—Physical Divisions … 136—145

18. Major Rivers of India … 146—153

19. Unity in Diversity … 154—163

THEME-7 Pollution—Its Impact on the Environment

20. Pollution and Its Impact … 164—171

21. Conserving the Environment—Waste Disposal … 172—178

n Model Test Papers [1 & 2]

Model Test Paper—1 … 179—181

Model Test Paper—2 … 182—184

8

Story of the Past—History

History is the study of past events, particularly in human affairs. The term ‘History’ is derived from the Greek word ‘historia’ which means ‘finding out’. Thus, the study of history enables us to know about the past of any society or nation. It is the study of people, places, events, lifestyles, languages, cultures, religious beliefs and social and political order of a society. History gives us an insight into the problems, aspirations and subsequent achievements of people of any society. It also provides typically chronological and continuous record of important public events and institutions.

Our past time period has been divided into prehistory and history. The period of study before the invention of writing is termed as prehistory. Due to absence of writing, we do not have any literary records available for the study of prehistory. Our knowledge of prehistory mainly comes from the material remains from the past that include pottery, jewellery, coins, tools, weapons, sculptures, etc. Most of these remains are found deep in the ground and are excavated by archaeologists.

Therefore, the era before the invention of writing should be termed as preliterate. The records of preliterate societies are known as artefacts.

History refers to the period after the invention of writing. In early times writing was done mainly on palm leaves and the bark of birch trees. Inscriptions were also done on pillars, rocks, stones, clay, coins, copper plates and clay tablets. With the invention of paper, the writing and study of history became more comprehensive.

THE NEED TO STUDY HISTORY The study of history is very important for us. It helps us in the following ways :

(i) To Know our Past Most parts of social science other than history tell us about the world in the present. But, history helps us to understand how the present evolved. It teaches

1

THEME-1

9

ICSE Social Studies—410

us about the past which is important to understand the present. History is a systematic study of the past events. Actually, it is a continuous story of an event leading to another. Studying history is the key to know our present.

(ii) To Know about Human Culture and Civilization With the help of history, we come to know about the art, architecture, literature, customs, religions, etc. of different societies and cultures. Thus, it is helpful in gaining knowledge of the continuous development of human culture and civilization.

(iii) To Lead a Better Life History helps us to learn from the past experiences and moulds our future in a better way. Through history, we come to know about our ancestors, their struggle for existence, their problems and their achievements. This helps us a lot in understanding the present day problems and seeking their solutions in a better way. It provides comprehensive and chronological analysis of our past.

(iv) To Know about the Kings and Ordinary People History enables us to know about the kings and statesmen as well as the

Different Cultures and Civilizations

Ashoka ‘The Great’ The Gupta King, Chandragupta-IISilver Coins of

Chandragupta-IIGold Coins of

Chandragupta-II

ordinary people of different times. It presents before us the social structure of the society in the past.

Story of the Past—History 11

(v) To Develop Important Skills and Qualities The study of history helps us to understand the basic nature of our society. With the help of various examples, it cautions people from social evils like slavery, racialism, casteism, illiteracy, selfishness, etc. It also promotes the spirit of tolerance, co-existence and universal brotherhood.

(vi) To Know about the Evolution of Different Languages History enables us to know about the origin and evolution of different languages that we speak today. These languages and scripts help us a lot to understand our past.

NEED TO COMPARTMENTALIZE HISTORY INTO ANCIENT, MEDIEVAL, AND MODERN PERIODS The need to compartmentalize or periodize history into the ancient, medieval and modern periods is necessary to understand it in chronological order.

We know that the social, political, economic, cultural and technological changes did not occur simultaneously all over the world. Therefore, the process of compartmentalization has also been different. For example, the Renaissance period began in Europe from the 14th century ad. From the 14th century ad, the human beings were capable of making their own decisions. They were ‘modern’ in contrast to ‘medieval’ human beings.

However, at the same time the Indian subcontinent was experiencing the ‘medieval’ period. Its main reason was that the changes in institutions, organizations and cultures, etc. did not take place at the same time.

The humanists used the word ‘modern’ for the period starting from the 15th century onwards in the western context.

How can we determine change of a period ? The answer to this question is—When there are major changes in different social, political, economic and cultural institutions that are altogether different from the previous ones, we can say that the period has changed. That is why, the periodization is not the same in different societies and countries.

In the western countries, this periodization may be as under : Upto 5th century ad —The Ancient Period 5th to 14th centuries ad —The Medieval Period 15th century onwards —The Modern Period


Add to Your Knowledge l Herodotus (5th Century bc) is called the father of history.

He was a Greek historian who was the first person to collect the materials systematically, test their accuracy and arrange them in a systematic manner.

Quickies l History : the study of past events, particularly in human affairs l Chronological : relating to the establishment of dates and time sequences l Prehistory : the period of time before written records l Excavate : to remove earth carefully and systematically from an area in order

to find buried remains l Archaeologist : the one who studies human history and prehistory through the

excavations of sites and the analysis of artefacts and other physical remains l Inscription : a thing engraved on a monument or in a book l Comprehensive : a large or wide-ranging scope l Compartmentalize : to divide into categories l Simultaneously : occuring at the same time l Renaissance : the revival of art and literature in the 14th-17th centuries

Let Us Revise History is the study of past events, particularly in human affairs. Prehistory is the period of time before written records were made. History helps us to understand how the present evolved. The need to compartmentalize history into the ancient, medieval and modern

periods is necessary to understand this subject in chronological order. The social, political, economic, cultural and technological changes did not

occur simultaneously all over the world.

However, historians have questioned the above mentioned periodization.

On the other hand, in the Indian context this periodization may be as under : Upto 7th century ad —The Ancient Period 8th to 17th centuries ad —The Medieval Period 18th century onwards —The Modern Period

Herodotus(484 bc – 425 bc)

Story of the Past—History 13

EXERCISES

A. Multiple Choice Questions (MCQs). Choose the correct option to answer the following questions correctly : 1. History is the study of (a) Past events (b) Future events (c) Present events

2. Prehistory is the period of time (a) Before written records (b) After written records (c) Both (a) and (b)

3. The Renaissance was the revival of art and literature in the (a) 7th-8th centuries (b) 10th-12th centuries (c) 14th-17th centuries

4. The modern period started in India during the (a) 16th century (b) 18th century (c) 20th century

B. Answer the following questions. 1. What is the difference between prehistory and history ?

2. State the advantages of studying history.

3. Explain the term the ‘Renaissance’.

4. Why do we compartmentalize history ? Explain.

C. Read the following statements carefully and mark (4) on the true and (8) on the false one.

1. History is the study of past events.

2. Aristotle is called the father of history.

3. History is the key to know our present.

4. The Renaissance period began in Africa.

D. Fill in the blanks with the help of the words given in the help box.

Herodotus, society, medieval, Greek

1. The word ‘history’ is derived from the _________________ word ‘historia’.

2. _________________ is called the father of history.

3. The study of history helps us to understand the basic nature of our _________________ .

4. In India, the _________________ period is marked between the 8th-17th centuries.


E. Correctly match column ‘A’ with column ‘B’. Column ‘A’ Column ‘B’

1. Period before the invention of writing (a) Pillars

2. Inscriptions were written on (b) Chronological record

3. History provides us (c) Europe

4. The Renaissance began in (d) Prehistoric

Brain Opener Questions (BOQs) 1. Give a brief introduction of the Archaeological Survey of India (ASI) along with

its main functions.

Self Assessment 1. Make a list of monuments of your state and try to find out whether they are

maintained by the Archaeological Survey of India or not. (take help from your teacher or parents).

Life Skills 1. In our country there are several tribes who are still food-gathers and not

food-producers. Collect information on any two of such tribes and write it in your notebook.

THEME-1

Evidences in History— Sources of History2

SOURCES OF HISTORY Suppose on a visit to the Taj Mahal, you are taken aback by its beauty and grandeur. Now, you want to know more about it. Then, what do you do ? You either take information from the guide appointed there, or turn over the pages of a history book or surf the internet. Here, the guide, the book and the internet become your sources of information for the study of the Taj Mahal. Similarly, to know about our entire past, historians take help of a number of sources.

These sources of history are broadly divided into two types—the archaeological and the literary.

ARCHAEOLOGICAL SOURCES In archaeology, we study about the human history and prehistory through the excavation of sites, analysis of artefacts and other physical remains. These remains may be in the form of buildings (architectural remains) or objects like pottery, ornaments, seals, tablets, etc. The scholars who study these remains are called archaeologists.

The archaeological sources are the most direct evidence for the study of history and prehistory. These are the original sources which cannot be tampered by human beings. Archaeology is the study of human history and prehistory through the excavation of sites and the analysis of artefacts and other physical remains.

These sources include :

(a) Inscriptions Inscriptions are generally engraved in stone and metal. Thus, they serve as the most original and reliable sources of information as it is not possible to alter the contents once engraved in the stone or metal.

The study of an inscription also enables us to determine the method of writing

15


prevalent in the period. The nature of this script helps us to decide the age of the inscription.

On the basis of their contents, inscriptions have been classified as administrative, religious, commercial, literary, donative and commemorative. The inscriptions of Ashoka were mainly administrative and religious as they speak of his victories in the battles and his conversion to Buddhism.

(b) Coins The study or collection of coins is called ‘Numismatics’. Coins serve as an important and reliable source for reconstructing our past. Coins generally give us information about the various kings that would have ruled in a particular territory, their names and chronology, their period of reign, the extent of their empires and their particular field of interest. They also furnish information about the prevalent languages, religions, trade and commerce and the state of prosperity of a kingdom or state. For example, the excavation of gold and silver coins from a territory indicates its commercial prosperity.

The coins of Samudragupta depict his love for the Veena.

(c) Monuments Any building, statue, or structure of historical significance is called a monument. It may include temples, forts, palaces, stupas, monastries, etc. Monuments generally reveal information about the art, architecture, religion and the social and

economic condition of the people in the period of their construction. For example, the excavation of Harappa and Mohenjo-daro gave us an entirely new insight into the details of the Indus Valley Civilization.

Coins of Samudragupta

Sanchi Stupa

Mohenjo-Daro

Ashokan Pillar Inscription in Brahmi Script at Lumbini

Evidences in History—Sources of History 17

(d) Artefacts Artefacts are objects made by human beings, especially one of cultural or historical interest. These objects refer to the works of art done by man in the past like paintings, sculptures, pottery, ornaments, tools, weapons and textiles. The artefacts gives valuable information about the social and religious customs, food habits, clothing and means of entertainment of the people in the past.

LITERARY SOURCES The literary sources of information for the study of history include religious literature, secular literature and the accounts of foreign travellers.

The books that were originally written by hand in the past are called manuscripts. They were written either on the palm leaves or the bark of birch trees.

(a) Religious Literature Literature that centres around religion is called religious literature. It is in the form of an epic or a play.

Most of the ancient Indian literature is religious in nature. The four Vedas viz., the Rig Veda, the Sama Veda, the Yajur Veda and the Atharva Veda, the two great epics the Ramayana and the Mahabharata, are religious in nature. These books provide us valuable information about the religious, economic and political life of the people in ancient times.

(b) Secular Literature Non-religious literature is known as secular literature. It has no religious or

spiritual basis and is available in the form of stories, poems, plays and biographies of kings.

The Arthashastra of Kautilya, the Ashtadhyayi of Panini, the Abhijnanasakuntalam of Kalidasa and Harshacharita of Bana are some prominent

Artefacts

A Part of the Manuscript of Mahabharata

Kautilya and his Arthashastra


secular literary works. They give us useful information about the social, economic and cultural life of people.

(c) Accounts of Foreign Travellers The accounts of foreign travellers also give us useful information about our past. The Greek ambassador Megasthenes came to the court of Chandragupta Maurya. He wrote a book on India called the ‘Indica’ which furthers our knowledge of the Mauryan times.

The Chinese travellers Fa-Hien (Faxian), Hiuen Tsang (Xuanzang) and I-Tsing (I-Ching) visited India during different times. They wrote valuable accounts of what they saw in India. Hiuen Tsang (Xuanzang) is called the ‘Prince of Pilgrims’ and his account is considered as the Gazetteer of India. He visited the court of Harsha.

Fa Hien (Faxian) visited India during the reign of Chandragupta-II while I-Tsing (I-Ching) visited India in the 671-695 ad.

Al-Biruni travelled widely in Punjab and parts of northern India. He wrote the Kitab-ul-Hind in Arabic.

Ibn Battuta wrote the ‘Rehla’ in Arabic. This book gives rich and interesting details about the social and cultural life in the subcontinent in 1333-1347 ad.

NEED TO PRESERVE SOURCES OF HISTORY The historical and archaeological sources are the keys to know our past. The beginning of human existence appeared on the earth’s surface 5.6 million years ago (mya).

The evidence of human fossils, stone tools and cave paintings help us to understand early human history. In the beginning human beings got food by hunting animals and gathering food produce. We find hunter-gatherer societies in some parts of the world even today.

The river valley civilizations were the storehouses of the archaeological evidence. There are numberless prehistoric, historic and archaeological evidence to tell the past. We have to keep these various sources of the ancient, medieval and modern periods intact.

Hiuen Tsang(Xuanzang)


Following steps can be taken in this regard :

l All types of sources should be kept and maintained scientifically. l All types of important structures should be maintained with utmost care. l In our country, main function of the Archaeological Survey of India (ASI) is

to explore, excavate, conserve, preserve and protect the sites of national and international importance.

l Article 49 of the Constitution of India says that it is the duty of the state to protect monuments, places and objects of national importance. These should be protected from spoilation, disfigurement, destruction, removal, disposal, or export.

JOB OF A HISTORIAN AND AN ARCHAEOLOGISTJob of a Historian A historian is an expert who writes, researches and studies about the series of past events. A historian is particularly concerned with human affairs of a particular period. Following are the main functions of a historian : (i) Objective and scientific treatment of an evidence. (ii) Ensuring information is authentic. (iii) Documents and other relevant materials must be analysed impartially. (iv) No room for prejudiced and biased views and speculations. (v) Preconceived hypotheses and assumptions must be avoided. (vi) Reading and locating historic documents. (vii) Systematic and chronological order of the historical evidence and events

must be followed. (viii) Educating people about historic locations or groups. (ix) Determining if a building has historic significance.

Job of an Archaeologist An archaeologist studies human prehistory and history through the excavation of sites and analysis of artefacts and other physical remains. Following are the main functions of an archaeologist : (i) To excavate or remove earth carefully and systematically from an area in

order to find buried remains. (ii) Archaeologists have discovered human fossils, stone tools and cave paintings.

All these findings help us to understand early human history.


Add to Your Knowledge l The Rig Veda is the oldest and principal Veda, composed in the 2nd millennium

bc containing a collection of hymns in early Sanskrit. The Rig Veda is a Sanskrit word coming from rc meaning ‘praise’, ‘shine’ and Veda meaning ‘knowledge’.

l The Sama Veda is a collection of liturgical chants chanted aloud at the sacrifice. Its material is drawn largely from the Rig Veda. The Sama Veda comes from Sanskrit word saman meaning ‘song’ and veda meaning ‘knowledge’.

l The Yajur Veda is based on a collection of sacrificial formulae. The Yajur Veda comes from Sanskrit word Yajus meaning ‘prose mantra’ and veda meaning ‘knowledge’.

l The Atharva Veda is a collection of hymns and ritual utterances and was added at a later stage to the existing veda material. Its origin is from sanskrit, Atharvan (the name of Brahma’s eldest son, said to be the author of the collection) + ‘veda’ meaning (sacred) ‘knowledge’.

Quickies l Archaeology : the study of human history and prehistory through the

excavation of sites and the analysis of artefacts and other physical remains l Engrave : to cut or design on the surface of a hard object l Donative : a donation which is given formally l Commemorative : memorial of an event or person l Conversion : the fact of changing one’s religion l Prosperity : to flourish financially l Monument : a statue, building, or other structure erected to commemorate a

famous person or event l Secular : denoting attitudes, activities, or other things that have no religious

basis l Birch : a slender, hardwood tree which contains thin peeling bark

(iii) The scientific methods of excavation carried out by archaeologists have opened the door to various civilizations.

(iv) Archaeologists have brought out numberless prehistoric evidences that helped us to know early human history.

(v) Conducting research and travelling to potential historic location. (vi) Cataloguing artefacts found.


l Epic : a long poem which is derived from ancient oral tradition l Fossils : the remains or impression of a very old plant, animal or human which

have turned into stone l Conserve : to protect an environmentally or culturally important place or

thing l Preserve : to maintain something in its original state l Spoilation : the act of stripping and taking out by force l Disfigurement : spoiling the attractiveness l Impartially : to treat all rivals equally l Prejudiced : showing a dislike that is not based on reason l Preconceived : an idea formed before having the evidence for its truth l Hypothesis : a proposed explanation made on the basis of limited evidence

as a starting point for further investigation l Assumption : a thing that is accepted as true without proof

Let Us Revise In archaeology we study about human history and prehistory through the

excavation of sites and the analysis of artefacts and other physical remains. The archaeological sources are the most direct evidence for the study of

history and prehistory. Inscriptions are generally engraved in stone and metal. The study or collection of coins is called numismatics. Any building, statue, or structure of historical significance is called a

monument. Artefacts are objects made by human beings, especially one of cultural or

historical interest. The literary sources of information include, religious literature, secular

literature and the accounts of foreign travellers. The historical and archaeological sources are the key to know our past. The main function of the Archaeological Survey of India (ASI) is to

explore, excavate, conserve, preserve and protect the sites of national and international importance.

A historian is an expert who writes, researches and studies about the whole series of past events.

An archaeologist studies human prehistory and history through the excavation of sites and the analysis of artefacts and other physical remains.


EXERCISES

A. Multiple Choice Questions (MCQs). Choose the correct option to answer the following questions correctly : 1. In the beginning, writing was done on the leaves of (a) Palm tree (b) Mango tree (c) Banana tree

2. The study of coins is called (a) Palmistry (b) Numismatics (c) Masonry

3. The Oldest Veda is the (a) Atharva Veda (b) Sama Veda (c) Rig Veda

4. Who was called the ‘Prince of Pilgrims’ ? (a) Fa-Hien (Faxian) (b) Hiuen Tsang (Xuanzang) (c) I-Tsing (I-Ching)

B. Answer the following questions. 1. What do archaeological sources consist of ? 2. What do you mean by religious literature ? What kind of information do they provide

us ? 3. Why should we preserve sources ? 4. Write down the main functions of a historian.


1. In archaeology we study about the human history and prehistory.

2. The study or collection of coins is called numismatics.

3. The Arthashastra was written by Bana.

4. Fa-Hien (Faxian) was a Japanese traveller.


Veena, monument, Megasthenes, stone, metal

1. Inscriptions are generally engraved in _________________ and _________________ .

2. The coins of Samudragupta depict his love for the _________________ .

3. Any building, statue, or structure is called a _________________ .

4. _________________ came to the court of Chandragupta.



1. Ibn Battuta (a) Ashtadhyayi

2. Panini (b) Kitab-ul-Hind

3. Al-Biruni (c) Abhijanansakuntalam

4. Kalidasa (d) Rihla

Brain Opener Questions (BOQs) 1. How did the potter’s wheel changed the art of pottery making ? Explain.

Self Assessment 1. Discuss the barter system in India. Why did it become obsolete ?

Life Skills 1. Collect the pictures of the National Flag and the State Emblem and paste them

in your scrapbook.

2. Write about the Flag Code of India, ad 2002.

THEME-2

Almanac3

Almanac is an annual calendar. It highlights important dates and statistical information such as astronomical data and tide tables.

PRESENT DAY CALENDARS(i) The Gregorian Calendar The Gregorian Calendar was introduced in October 1582 by Pope Gregory XIII. It was named after Pope Gregory XIII. It is a modification of the Julian Calendar.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

SUNDAY

There are four or five weeks in a month. Twelve months make a year. A year has 365 days. While, a leap year has 366 days. A leap year comes after every four years.

Seven months have 31 days each and four months have 30 days each. Find out their names. It should be noticed that February has 28 days. But in the leap year it has 29 days. The 29th day of February is known as the leap day and the month is termed as the leap month.

Pope Gregory XIII in an early 17th century engraving

24

Almanac 25

April SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

May SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

June SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

July SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

August SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

September SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

October SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

December SUN MON TUE WED THU FRI SAT

31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

November SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

February SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

March SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

January SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

LEAP YEAR CALENDAR

Structure of the Gregorian CalendarA year is divided into twelve months

S.No. Name Length in Days

1. January 31

2. February 28 (29 in leap years)

3. March 31

4. April 30

5. May 31

6. June 30

S.No. Name Length in Days

7. July 31

8. August 31

9. September 30

10. October 31

11. November 30

12. December 31


The Gregorian Calendar is a solar calendar. It is globally the most widely used civil calendar.

(ii) The Saka Calendar The Saka Calendar or the National Calendar is based on the Saka Era. It was adopted from 22nd March 1957.

It is used along with the Gregorian Calendar for the :

(a) Gazette of India;

(b) New Broadcast by All India Radio;

(c) Calendars issued by the Government of India;

(d) Government communications addressed to the public.

The Calendar Reform Committee introduced the Sake Calendar in 1957. This Committee was headed by famous astrophysicit Meghnad Saha. Pandit Jawaharlal Nehru, the first Prime Minister of India, expressed the need of a unifying calendar. The Saka Calendar has a deep connect with the history of our country. The adoption of the Saka Calendar as the National Calendar is a rich tribute to the scientific and advanced intellectual capabilities and abilities of the old time. The Saka Calendar is also used beyond India’s borders.

The Saka Calendar is based on the lunisolar reckoning of time. Like the Gregorian Calendar, the Saka Calendar comprises 365 days and 12 months. Chaitra is the first month of the year.

It begins on March 22 and consists of 30 days. In leaps years, Chaitra consists of 31 days and begins on March 21.

Meghnad Saha (Eminent Astrophysicist)

Head of the Calendar Reform Committee

Almanac 27

Structure of the Saka Calendar S.No. Month (Sanskrit) Length in Days Start date (As per the Gregorian Calendar)

1. Chaitra 30/31 March 22/21

2. Vaishakha 31 April 21

3. Jyeshtha 31 May 22

4. Ashadha 31 June 22

5. Shravana 31 July 23

6. Bhaadra 31 August 23

7. Ashwin 30 September 23

8. Kartika 30 October 23

9. Agrahayana 30 November 22

10. Pausha 30 December 22

11. Magha 30 January 21

12. Phalguna 30 February 20

If we want to convert years in ad to Saka years, 78 must be subtracted for a date till December 31 and 79 for dates later to that.

The Saka Era starts its year 0 in the year ad 78. To calculate leap year, we should add 78 to the Saka year. If the result is a leap year in the Gregorian Calendar, the Saka year shall be a leap year as well.

DIFFERENCE BETWEEN THE GREGORIAN CALENDAR AND THE SAKA CALENDARThe Gregorian Calendar

(a) The Gregorian Calendar is a solar calendar.

(b) The Gregorian Calendar is globally the most widely used civil calendar.

(c) January is the first month of the year. (d) February has 29 days during the leap

year.

The Saka Calendar

(a) The Saka Calendar is a lunisolar calendar.

(b) The Saka Calendar is the National Calendar of India. It is also used beyond India’s borders.

(c) Chaitra is the first month of the year. (d) Chaitra has 31 days during the leap year.


TIME IN HISTORY In history, we notice dates, years, decades, centuries, etc. For example, 273 bc or ad 711. But, what do they mean ? How are they calculated ?

These dates or years are counted from the assumed date of birth of Jesus Christ who was the founder of Christianity.

4,0003,0002,0001,0001,0002,0003,0004,000

bc ad

0

BIRTH OF CHRIST

bc

(before christ)ad

(anno domini)Timeline

BC-BCE bc stands for ‘Before Christ.’ All dates before the birth of Christ are expressed in bc. They are counted backwards. For example, 273 bc. It means 273 years before the birth of Christ. It is normally written in small capitals and placed after the numerals, as in 500 bc (not bc 500)

bce stands for ‘Before Common Era.’ For example, 273 bce.

AD-CE ad stands for the two Latin words, ‘Anno Domini,’ that means in the year of our Lord i.e., Christ.

All dates or years after the birth of Jesus Christ are expressed in ad. These years are counted forwards. For example, 2018 can also be written as ad 2018 i.e., 2018 years after the birth of Jesus Christ.

To find out the difference between two dates that are either both in bc or both in ad, we subtract the smaller date from the bigger one. For example, the time difference between 2,000 bc and 500 bc = 2,000 bc – 500 bc = 1,500 years. Similar is in the case of ad.

On the other hand, to calculate the time difference between two dates where one is in bc and the other is in ad, we add the two dates. For example, time difference between 500 bc and ad 1,500 = 500 years + 1,500 years = 2,000 years.

Jesus Christ

Almanac 29

ad is generally written in small capitals and should be placed before the numerals, as in ad 400 (not 400 ad). The reason being, ad is an abbreviation of ‘anno domini’ which means in the year of our Lord. However, when the date is spelled out, it is normal to write the second century ad (not ad the second century).

ce stands for the Common Era. For example, 2018 ce.

c. It stand for the Latin word ‘Circa’ which means approximately. It often precedes a date, For example, c. 1947.

BP Sometimes, BP i.e., Before Present is also used to denote past events.

Purpose of Time Denotation 1. The terms bc and ad are mentioned to denote the time of happening of a

particular event or events.

2. They also indicate the historical significance of events and activities.

For the convenience of study, we can say ad 2000 or 2000 ce as the present age.

In the same way, we can say 2000 bc or 2000 bce. It is used to indicate that a date is before the Christian Era or the Common Era.

Add to Your Knowledge l The Julian Calendar was introduced by

the authority of Julius Caesar in 46 bc. This calendar consisted of 365 days, every 4th year having 366 days. The Julian Calendar was replaced by the Gregorian Calendar. However, the Julian Calendar is still used by some orthodox churches. Dates in the Julian Calendar are occasionally designated ‘Old Style’.

Julius Caesar


Quickies l Astronomical : relating to astronomy (celestial objects, space and the

physical universe as a whole)

l Leap year : a year occurring once every four years. It has 366 days including 29 February as an intercalary day (a day or a month inserted in the calendar to harmonize it with the solar year, e.g., 29 February in leap years)

l Leap day : the intercalary day in a leap year, 29 February

l Solar : relating to the sun

l Centurial : relating to 100 years

l Astrophysicist : one who studies astronomy and the application of the laws and theories of physics for the interpretation of astronomical observations

l Lunisolar : employing a calendar year divided according to the phases of the moon, but adjusted in average length to fit the length of the solar cycle

l Eminent : a famous and respected person

l Convenience : the state of being able to proceed with something without difficulty

l Reckoning : the process of calculating something

Let Us Revise Almanac is an annual calendar.

The Gregorian Calendar was introduced in ad 1582 and was named after Pope Gregory XIII.

A year has 365 days whereas a leap year has 366 days.

February has 28 days, but in the leap year it has 29 days. The 29th day is known as the leap day.

The Gregorian Calendar is a solar calendar.

The Saka Calendar or the National Calendar is based on the Saka Era.

The Calendar Reform Committee, headed by famous astrophysicit Meghnad Saha, introduced the Saka Calendar in ad 1957.

The Saka Calendar is based on the lunisolar reckoning of time.

If we want to convert years in ad to Saka years, 78 must be subtracted for a date till December 31 and 79 for dates later to that.

Almanac 31

EXERCISES

A. Multiple Choice Questions (MCQs). Choose the correct option to answer the following questions correctly : 1. Almanac is (a) a fortnightly calendar (b) a half-yearly calendar (c) an annual calendar

2. The Gregorian Calendar was introduced in (a) ad 1582 (b) ad 1682 (c) ad 1782

3. In a leap year, the month of February has (a) 30 days (b) 29 days (c) 28 days

4. The Saka Calendar is the National Calendar of (a) Britain (b) China (c) India

B. Answer the following questions. 1. Differentiate between the Gregorian Calendar and the Saka Calendar. 2. Explain the following terms : (a) ad (b) bc (c) BP 3. When was the Gregorian Calendar introduced and by whom ? 4. What is a leap year ?


1. The Gregorian Calendar is a modification of the Saka Calendar.

2. The 29th day of February is known as the leap day.

3. The Saka Calendar was adopted from 22nd March 1957.

4. The month of Pausha has 31 days.


Meghnad Saha, Pope Gregory XIII, National Calendar, 366

1. The Gregorian Calendar was introduced by _________________ .

2. A leap year has _________________ days.

3. The Calendar Reform Committee was headed by _________________ .

4. The Saka Calendar is the _________________ of India.



1. The Gregorian Calendar (a) 4 years

2. A leap year comes after every (b) lunisolar calendar

3. The Saka Calendar is a (c) in the year ad 78

4. The Saka Era starts its year 0 (d) ad 1582

Brain Opener Questions (BOQs) 1. Write in brief about the adoption of the Saka Calendar as the National

Calendar.

Self Assessment 1. Design a calendar and mark days and events of your choice on it. 2. Identify and mark significant dates on your school Calendar.

Life Skills 1. Observe a day without a Calendar or clock and write your own narratives.

THEME-3

INTRODUCTION TO CIVICS The word ‘Civics’ is based on the Latin Word ‘Civis’ which means ‘of a citizen’.

Civics is the study of the rights and duties of citizenship along with working of various institutions of a government. In other words, civics touches the political and practical aspects of citizenship. It also teaches us the importance of being an active citizen in the community. It also help us to understand our role as members of a society. It makes us aware about the value of mutual cooperation and coexistence. As citizens of a country, civics makes us aware of our rights and duties. It also specifies that the rights granted by the government of a country always come with responsibilities.

In our Constitution, six Fundamental Rights and eleven Fundamental Duties have been mentioned. Taken together, their main objective is to holistically develop the citizens of India.

Thus, the study of civics is very important. It tells us that the rights and duties are not only reconcilable but also inseparable. Civics nourishes and promotes the democratic values among citizens. It ensures that for every right there is a corresponding duty.

DEFINITION OF CIVICS Civics is the science of citizenship. It is the study of the ways in which a society organizes and operates a state. It also comprises the study of civil law, civil code and the structure of the government.

CIVIC SENSE AND ITS SIGNIFICANCE Civic sense is a comprehensive concept. It is also termed as ‘social ethics’. In other words, we can say that the concept of civic sense is a set of moral and social principles.

Responsibilities of a Good Citizen—(1)4

33


The first lesson of civic sense starts from one’s home. Family is the primary group of society. It is characterized by intimate face to face association and cooperation. It is the most multifarious institution. It is also the most important socializing agency. It motivates children to adopt good civic habits, mannerism and etiquette. Children need to be taught civic sense from the very beginning.

If a child learns to maintain cleanliness at home, the same child will follow the general rules of cleanliness outside home as well.

Our school is a significant centre of learning the lessons of civic sense. Here, we learn about the basic qualities of tolerance, adjustment and mutual cooperation. Lack of civic sense gives a shabby look to our

surroundings.

Civic sense is the way of walking, talking and behaving in society. It is

the mirror of our society. If we adhere to the norms of civic sense, our society would

become liveable. It will also shine the future of the country.

We should not sit on the seats reserved for ladies, senior citizens and physically disabled persons in buses, metro trains and trains, etc. The incidents of road rage, parking row and hit and run clearly show lack

A family

Students sitting in a class in a disciplined manner

of civic sense. We should not move forward out of turn in a queue. A queue-jumper always creates public nuisance as he interferes with the rights of the public by jumping the queue.

In the end, we can say that the concept of civic sense is an asset to the country, society and community. It mirrors one’s personality as a whole.

Responsibilities of a Good Citizen–(1) 35

CITIZEN The term ‘citizen’ means a legally recognized subject or national of a state who is either native or naturalized. Being a citizen, a person owes allegiance to its government and is entitled to its protection.

RESPONSIBILITIES OF A GOOD CITIZEN Following are the important responsibilities of a good citizen :

(i) To Abide by the Constitution and its Spirit : The first and foremost responsibility of every citizen of India is to abide by the Constitution. It is the responsibility of a citizen to honour Constitution’s ideas and institutions—the National Flag and the National Anthem.

(ii) Allegiance : Every citizen must be loyal and trustworthy to the state.

(iii) To Pay Taxes : It is the prime responsibility of a citizen to pay taxes honestly.

(iv) To Cast Vote : Right to vote is the pivot of a democratic country. A citizen should cast his vote judiciously.

(v) Obedient to the Laws : A citizen should always be law-abiding and should follow the rules and laws of the land.

(vi) To Uphold and Protect the Sovereignty, Unity and Integrity of India : Every citizen must uphold the authority of the state to govern itself. He/she must learn to live together in harmony and must be true to the nation.

(vii) To Protect and Improve the Natural Environment : Every citizen must do the needful in order to protect the natural environment including forests, lakes, rivers and wildlife.

(viii) To Safeguard Public Property and Abjure Violence : Every citizen of the country must safeguard public property and abandon violence of any kind. He/she must aim for a peaceful life.

IMPORTANCE OF BEING A GOOD NEIGHBOUR AND A GOOD CITIZEN “Love thy neighbour as thyself”.

A neighbour is a person who lives next door or very near to the person referred to.

A citizen is a legally recognized subject or national of a state who is either native or naturalized.


The basic characteristics of a good neighbour and of a good citizen are identical.

Both are complementary to each other. Everyone wants to a have an ideal neighbour. A good neighbour should always be helpful, sociable, sympathetic and well-behaved.

The qualities of a good neighbour are the same as those of a good citizen. Both of them should be of tolerant and adjustable nature.

Both should have positive attitude and comprehensive horizon of thinking. Mutual faith, cordial relations and the principle of “live and let live” should be the guiding elements of their relationship.

There should be no room for resentment and envy between good neighbours and good citizens. They should be sensitive to each other’s feelings and views.

Add to Your Knowledge l With a set of responsibilities comes along the Fundamental Rights which

are defined as the basic human rights of all citizens. These rights are : Right to Freedom, Right to Equality, Right to Freedom of Religion, Cultural and Educational Rights and Right against Exploitation.

Quickies l Coexistence : existing at the same time or in the same place

l Holistically : intimately interconnected and understandable only by reference to the whole

l Reconcilable : capable of being reconciled or compatible

l Nourish : to provide substance necessary for growth

A good neighbourhood and its citizens


l Corresponding : similar or matching

l Intimate : closely familiar

l Multifarious : of various types

l Shabby : in poor condition due to lack of care

l Adhere : to believe in and follow

l Public nuisance : an act that is illegal because it interferes in the rights of public

l Naturalize : to admit (a foreigner) to the citizenship of a country

l Allegiance : loyalty

l Judiciously : done with good judgement or sense

l Law-abiding : obedient to the laws

l Sociable : friendly

l Tolerant : showing willingness to allow the existence of opinions that one does not necessary agree with

l Resentment : bitter indignation at having been treated unfairly

l Envy : a feeling of hate and jealousy

Let Us Revise Civics is the study of the rights and duties of citizenship.

In our Constitution, six Fundamental Rights and eleven Fundamental Duties have been mentioned.

Civics tells us that the rights and duties are not only reconcilable but also inseparable.

Civic sense is a comprehensive concept. It is also termed as ‘social ethics’.

Civic sense is the way of talking, walking and behaving in society.

The term ‘citizen’ means a legally recognized subject or national of a state.

Being a citizen, a person owes allegiance to its government and is entitled to its protection.

Love thy neighbour as thyself.

A neighbour is a person who lives next door or very near to the person referred to.

The qualities of a good neighbour are the same as those of a good citizen.


EXERCISES

A. Multiple Choice Questions (MCQs). Choose the correct option to answer the following questions correctly :

1. Civics is the study of (a) Rights (b) Duties (c) Both (a) and (b)

2. How many Fundamental Duties have been mentioned in the Constitution of India ? (a) 10 (b) 11 (c) 15

3. Civic sense is a set of (a) Moral Principles (b) Social Principles (c) Both (a) and (b)

4. A good neighbour should be (a) Tolerant and Adjustable (b) Uncooperative (c) Unfriendly

B. Answer the following questions. 1. What do you understand by the term ‘Civics’ ?

2. Civic sense is necessary for every citizen. Explain your answer with suitable examples.

3. Mention any four responsibilities of a good citizen.

4. What is the importance of being a good neighbour and a good citizen ? Discuss.


1. Civics makes us aware of our rights and duties.

2. Rights and duties are separable.

3. Civic sense mirrors one’s personality as a whole.

4. Citizens must uphold and protect the sovereignty, unity and integrity of India.


political, practical, home, loyal, six

1. There are _________________ Fundamental Rights in our Constitution.

2. Civics touches the _________________ and _________________ aspects of citizenship.

3. The first lesson of civic sense starts from one’s _________________ .

4. Every citizen must be _________________ to the state.



1. Civics is the science of (a) Social ethics

2. Civic sense is termed as (b) Obedient to the laws

3. Citizens must be (c) Complementary to each other

4. A neighbour and a citizen are (d) Citizenship

Brain Opener Questions (BOQs) 1. “Local issues can be solved best by local people”. Discuss with suitable

examples.

Self Assessment 1. Man is a social animal. Society is a must for his existence. Discuss.

Life Skills 1. Analyse the need of creating community awareness on cleanliness and value

for work.