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STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
TELANGANA, HYDERABAD.
ACADEMIC YEAR 2020-21 LEVEL - 2
Class: VIII Medium: English Subject: Social Studies
Name of the chapter: 3. Earth Movements and Seasons Worksheet No: 11
Name of the topic/concept: Changing Seasons
LEARNING OUTCOMES: Students
1. Explain about the impact of seasons on the human life.

2. Classify and explain about the seasons.
IMPORTANT POINTS:
i) The seasons has a great impact on the living things i.e., human beings, plants and
animals.
ii) It effects the life style of the living things i.e., Food habits, clothes, work, etc.
iii) According to Sanskrit Literature, a year has six seasons which are shown in the
following pictures. Each season is associated with certain agricultural operations
and festivals.
Vasanta Ritu/ Grishma Ritu/ Varsha Ritu/

Spring Season Summer season Rainy Season
Sharad Ritu/ Hemanta Ritu/ Shishira Ritu/
Autumn season Pre-winter season Winter season
ASSESSMENT:
1. What is the impact of the seasons on the living things?
2. Name the seasons according to the Sanskrit Literature.
3. Which season do you like the most? Why?
4. Choose the correct answers.
i) The season in which trees shed the leaves ( )
a) Summer b) Winter c) Rainy d) Autumn
ii) At the end of Shishira ritu we celebrate this festival ( )
a) Dipawali b) Holi c) Makar Sankranti d) Ugadi
5. Match the Part A with Part B
Part – A Part – B
1. Vasanta ritu ( ) a) beginning of rains for

agricultural operations.
2. Grishma ritu ( ) b) Vasanta Panchmi
3. Varsha ritu ( ) c) summer season
4. Sharad ritu ( ) d) Snowfall in Himalayan region
5. Shishira Ritu ( ) e) Deepawali

Name of the topic/concept: Climatic changes as per the location
LEARNING OUTCOMES: The pupil will be able to:
1. Locate the places situated on different latitudes and longitudes

2. Give reasons for the different seasons at different places.
3. Differentiate between the climate of their state with that of others.
IMPORTANT POINTS:
i) Sub-Polar and Temperate regions of the world experiences only 4 seasons i.e.
summer, spring, autumn and winter.
ii) The seasons vary from place to place. So are the climatic conditions.
iii) In our state we find floods but not the snow fall. Similarly, there are few places in
the world where there is no rain but they experience snow fall.
iv) In Northern countries, it snows heavily during winter and in summer the day is so
long that we can see the sun till midnight in few places like Norway.
v) Norway, the land of the midnight sun, is called so because the northern part of the
country is located above the arctic circle, where the sun shines 24 hours a day from
Mid-May to Mid-July.
vi) There are some places located to the south of the equator and their season cycle is
different i.e., when we have summer, they have winter and vice versa.
ASSESSMENT:
1. Differentiate between the climate in your state with that of the Northern and
southern continents.
2. Why is Norway called as “The land of midnight Sun”?

3. Look at the Figure and write the season each picture depicts.
4. With the help of atlas or globe locate the following places and fill in the blanks.
i) 60o N and 150o W _________________________
ii) 30 o N and 60 o E _________________________
iii) 45 o S and 150 o E _________________________
iv) 30 o S and 45 o W _________________________
v) 45 o N and 100 o E _________________________
5. Locate the following on the world map.
a) South Africa b) Land of Midnight sun
c) Australia d) India e) Chile

Name of the topic/concept: Factors effecting the seasons
i) Summarise the factors effecting the seasons.

ii) Differentiate between the climate near the equator and poles.
iii) Give reasons for the summer and winter solstices.
IMPORTANT POINTS:
The factors effecting the seasons are:
1. Curvature of the Earth: The curved shape of the earth makes the sun rays to fall
on both the sides of the equator differently. The regions around the equator are very
hot as the sun rays fall directly on it than the regions near the poles where the sun
rays fall slanting.
2. Earth’s Rotation on its Axis: Rotation is the movement of the earth on its axis. It
rotates around an imaginary line joining the north and south poles called as the Axis
of the Earth’s rotation. It takes 24 hours to complete one rotation from west to East
i.e. left to right. The rotation of the earth causes day and night.
3. Earth's ‘Tilt’ and Revolution Around the Sun: The earth revolves around the Sun
while rotating around its own axis. The motion of the earth around the Sun is called
‘revolution’. Each revolution takes about 365 days and 5.56 hours. This is the length
of a year on the Earth. The earth goes around the sun on the regular path called an
Orbit. This is called the Orbital Plane.
The earth’s axis of rotation does not stand vertical forming 90o angle but it is tilted
forming 66.5o angle. In other words, it is tilted by 23.5o (90o - 66.5o = 23.5o). While
revolving around the sun the earth’s axis remains tilted in the same direction
throughout the year pointing to the Pole star. This is called the Polarity of Axis. In
the pictures, you can see that, during some months (June) the Northern Hemisphere
is tilted towards the Sun while in some months, the Southern Hemisphere faces the
Sun. As a result, when the Northern Hemisphere has summer, Southern Hemisphere
has its winter. When six months later (December) the position changes, Northern
Hemisphere has winter and Southern Hemisphere has summer. You can also see
that in some months like March and September, it is the Equator which faces the
Sun directly and both the Northern and Southern Hemispheres get similar amount of
energy from the Sun.
Equinoxes: An equinox is commonly regarded as the time when the plane of

Earth's equator passes through the centre of the Sun. This occurs twice each year,
around 21 March and 23 September. In other words, it is the moment at which the
centre of the visible Sun is directly above the equator.
ASSESSMENT:
1. What are the factors effecting the seasons?
2. Write few lines about the rotation of the earth.
3. What is revolution?
4. Choose the Correct answer:
i) The movement of the earth causing seasons ( )
a) Revolution b) rotation c) spinning d) circumference
ii) The earth takes ______ hours to complete one rotation ( )
a)12 hours b) 36 hours c) 48 hours d) 24 hours
5. Look at the figure given below and answer the following questions. ( )
i) In which hemisphere is India located?
ii) When do India experience summer solstice? Why?
iii) What are equinoxes?
iv) How many times do equinoxes occur in the year? When?

Name of the topic/concept: Temperature Belts on the Earth
i) Identify the climate of the places on the tropical belt and temperate zone.
ii) Explains about the equinoxes, tropical belt and temperate belt.
iii) Gives reasons for the equinoxes, change in the temperature at different
latitudes.
IMPORTANT POINTS:
➢ When the solar rays strike the Earth’s surface, they fall straight in portions which
face the Sun directly and fall at an angle as you move away from that portion.
➢ The areas that receive sun rays directly are very hot that the areas that receives the
sun rays slantingly or at an angle.
➢ As a result of the tilt of the axis, the area which faces the Sun directly keeps shifting
throughout the year.
➢ In March, the Sun shines directly over the Equator, while in June, it shines directly
over the Tropic of Cancer in the Northern Hemisphere.
➢ In September, as the Earth travels further around the Sun, the Sun shines directly
over the Equator.
➢ In December, it shines over the

Tropic of Capricorn in the Southern
Hemisphere.
➢ March 21 and September 23 - Sun on

the Equator June 21 - Sun on the
Tropic of Cancer December 22 - Sun
on the Tropic of Capricorn March 21 and September 23 throughout the world, the
day and night are equal in size, so these are called equinoxes.
➢ There is belt called the Tropical Belt (Torrid Zone), within which the direct rays of
the Sun fall at some time of the year or the other which is extending from the Tropic
of Cancer to the Tropic of Capricorn. This belt gets the maximum heat energy from
the Sun.
➢ When we move northwards or southwards of the Tropical Belt, we reach a region

where it gets warm in summers but also very cold in winters. This is the Temperate
Zone. The northern portions of this region get snowfall in winters.
➢ If you move further north or south

of the Temperate Belt, you will
reach the Polar Region. The
seasons in this region are very
peculiar. That is, for six months
there is no Sunshine on the Poles.
For the next six months, it
constantly faces the Sun
throughout the 24 hours of a day, there is no night or darkness. A place which has
six months of day and six months of night.
ASSESSMENT:
1. What is tropical belt?
2. What are equinoxes?
3. When do the world observe equinoxes?
4. Choose the Correct answer:
i) Equinoxes throughout the world ( )
a) March 21 and September 23 b) December 22 and June 21
c) March 21 and June 21 d) September 23 and December 22
ii) It is extremely hot near _______________ ( )

a) Poles b) Tropic of Cancer
c) Equator d) Tropic of Capricorn
iii) Match Part A with Part B
1. 23.5o N ( ) a) Equator
2. 66.5 o S ( ) b) Tropic of Capricorn
3. 90 o N ( ) c) Tropic of Cancer
4. 23.5 o S ( ) d) North Pole
5. 0 o ( ) e) Antarctic Circle
5. Look at the figure given below and answer the following questions.
i) Write any three places falling in the Temperate Zone.
ii) Name the two places located on the north and south pole.
iii) On which latitude is India located?
iv) What is the name given to the 0o longitude and latitude?

Name of the chapter: 4. The Polar Regions Worksheet No: 15
Name of the topic/concept: The Tundra
LEARNING OUTCOMES:
• Be aware of the Polar region area.

• Understand why there is so much cold in the tundra area.
• Find the reasons for Six months of dark and six months of light in the tundra
region.
KEY POINTS:
The region which lies near the poles is called the “polar region”. The boundary of this
area is called the Arctic Circle. The northernmost parts of the continent are called the
Tundra region. That means a very cold area. The region has Summer and Winter seasons.
The Frozen rivers break up into large ice and float into the sea. These are called Icebergs.
The place where the sky seems to merge into the earth is called the horizon.
North and South Poles on the Globe The Arctic Circle

Icebergs The Horizon
ASSESSMENT:
I. Identify the correct answer.
1. Tundra means ____ ( )
a) Always warm area b) Always cold area
c) Always rainy area d) Equatorial area
2. The area where the earth and the sky intersect is called. ( )
a) The visual area b) The arctic region
c) Tundra region d) Horizontal or diagonal
II. Fill in the blanks.
3. Icebergs are ______________________________
4. The boundary of the visual area is called ______________________.
III. Map skills
5. Locate the northern and southern views on the globe.
Name of the topic/concept: Vegetation - The People of Tundra Region
LEARNING OUTCOMES:
• Find out the reasons for the lack of flora in the tundra.
• Understand about the collective life and nomadic life of the Tundra people.
KEY POINTS:
The Arctic region has vast treeless plains, icy seas, and barren, rocky islands. Due to low
sunlight in the tundra, only small plants that are of a particular type can grow. Due to the
cold, the floor paint is permanently frozen. This is called "Permafrost". The people who
live here are called Eskimos. The word Eskimo means "person with snow boots. The
traditional life of the Eskimos is like coping with the extreme conditions of the polar
region. They entered North America from Asia for the first time across the Bering Strait.
The Eskimos have two main groups: ‘Inuit’ and ‘Yupik’. Inuit means people or original
people. Eskimo teams are associated with seasonal activities and spend nomadic life
throughout the year. Sledges are used to transport dogs. Boats called ‘Umiaks’ are used
for water travel.
TUNDRA VEGETATION PERMAFROST

ESKIMOS SLEDGE VEHICLE
ASSESSMENT:
I. Write the answers to the questions.
1. How many groups of Eskimo people are there? Which they are.
II. Fill in the blanks below.
2. The word Eskimo means ______________________
3. Water-boarding boat is called------------------------------
4. A small cart pulled by dogs is called ___________
III. Find the correct answer
5. The Strait of Bearing lies between the continents of ( )
a) Asia-South America b) Europe-Asia
c) Asia-North America d) North America-South America
6. The word Eskimo means ( )
a) people b) all people
c) snow boots person d) all of the above
IV. Locate the following places on the world map.
7. a) Greenland b) Canada c) Alaska d) Siberia
Name of the topic/concept: Food, Hunting & Shelter
LEARNING OUTCOMES:
• Students explain the how eskimos collect food

• Students distinguish between eating habits of Eskimos and their local people
and eating habits.
• Understand the structure of their homes in accordance with the weather
conditions and available resources in the polar region.
IMPORTANT ITEMS:
Eskimos rely on hunting and fishing to gather food, hunt animals such as caribou and
whales with weapons such as benches, arrows and harpoons. Eskimos diet consists
mainly of meat, fish and fat. Vegetables are very rare. The ice is stored by burying the
food. Food is eaten raw. Sometimes boiled with oil lamps. Hunting on a wooden boat
called "Kayak". The houses they live in are called "Igloo", which means "shelter" and are
made of ice, whales' ribs, animal skins and.
Weapons used by Eskimos Igloo kayak

Whale Walrus Kaaribo
ASSESSMENT:
I. Fill in the blanks
1. The houses where the Eskimos live are called _____________. .
2. Igloo means ___________
II. Identify the correct answer.
3. Eskimos are not part of the activity. ( )
a) meat b) fish c) Fatty matter d) Vegetables
4. Non-Eskimo activity. ( )
a) fishing b) hunting
c) farming d) building homes with animal skins
III. MATCH THE FOLLOWING
5. i) Harpoon ( ) a) Cooking ingredients
ii) kayak ( ) b) polar region animal
iii) Caribou ( ) c) Seal a hunting weapon
iv) whale oil ( ) d) animal skin boat
A) i ~ c, ii ~ d, iii ~ b, iv ~ a B) i ~ a, ii ~ c, iii ~ d, iv ~ b
C) i ~ b, ii ~ c, iii ~ a, iv ~ d D) i ~ d, ii ~ a, ii~b, iv ~ c.
Name of the topic/concept: Clothing, Crafts, Religious and Recreation
LEARNING OUTCOMES:
• Analyzes the religious beliefs and entertainment of the polar regions.

• Recognize differences between students 'food rituals and students' food rituals.
IMPORTANT ITEMS:
Eskimos wear "muck looks" shoes, trousers, and head scarves. The pearls are designed by
cutting and combining colorful animal skins. Made of bone, ivory, wood, and soapstone,
they are made of weapons and equipment, not only small but small figures of men and
women. Eskimo religion is of particular interest in life, health, disease, hunger and death.
They believe in the supernatural power of "rock" and the spirits. Each individual family
or group has a taboo. Accordingly, they perform rituals such as 'eating shaman' at birth
and death. Wrestling, running, throwing harpoons, competing, telling stories, playing
games and playing daps are fun activities
Parkas Drums
Soapstone The Eskimos wear boots called “MUKLUKS”
Recreations
ASSESSMENT:
I. Write the answers to the following questions.
1. Parkas are
2. What are Eskimos fun activities?
3. What are weapons and toys made of?
4. Describe the customs and religious beliefs of the Eskimos?
II. Match the following.

5. A. Rock ( ) i. Weapons and equipment
B. Shamans ( ) ii. Supernatural
C. Taboo ( ) iii. Custom
D. Soapstone ( ) iv. Forbidden
Name of the topic/concept: Contacts with the Outside World
LEARNING OUTCOMES:
• Analyze the damage done to the Eskimos due to their relationship with
different economic and social forces.
• Describe the changes in the life of the Eskimos from 1576-78 to the end of the
1800s.
KEY POINTS:
The outsiders who saw the Eskimos for the first time were Vikings from Ireland.
The Europeans became increasingly accustomed to the Eskimos because of explorers'
efforts to find a north western route from the Pacific and Atlantic. Eskimos hunt animals
and sell skins for businessmen from the US and Europe. As a result, they took firearms,
weapons, equipment, and traded with them. This has led to extinction of animals such as
caribou and seal. With the arrival of outsiders, smallpox, tuberculosis, colds, whooping
cough, pneumonia, diphtheria, and dementia have brought dangerous diseases to the
Eskimos. The relationship between outsiders with Eskimos is called 'growth and fall'.
Poverty and disasters have occurred in the aftermath of growth in wealth, education and
employment. This resulted in the Eskimos having links with different social and
economic forces. With the availability of aviation, national highways, powerful ships and
satellite transmissions to the north, the Eskimo lifestyle is under severe pressure.
Hunting
Animal skins
Activity: Make a wall magazine by collecting images of animals in your area and polar
animals.
ASSESSMENT:
I. Answer the following questions.
1. How did the Eskimos hunting process change?
2. Explain the reasons for the "growth and fall" relationship between Eskimos and
outsiders?
3. Describe the impact of the Eskimo lifestyle on acute stress?
4. Outsiders who first saw the Eskimos were _________________.
II. Locate the areas given below on the map.
a) Ireland b) America c) Pacific Ocean d) Atlantic Ocean?

Name of the chapter: 5. Forests: Using and Protecting Worksheet No: 20
Name of the topic/concept: Importance of Forests
LEARNING OUTCOMES:
• Pupil able to explain the importance of Forests

• Students able to describe different types of produces available for the
livelihood.
FORESTS AND THEIR IMPORTANCE:
Forests mean many things to different people. They are the houses of wild animals,
snakes, insects & dangerous places like deep gorges, cliffs & rocks. Forests are sacred
places where deities are worshipped.
Forests act as shelters for tribes & grow their livelihood and grace animals and do podu
cultivation. So, in the simple Forest is a large tract of land covered by trees.
Forests grow almost everywhere in spite of arctic regions or Himalayas or sandy seas
coasts or rocky deserts.
Used as
shelters
Land
Sacred covered by
Place Trees
Forests
Agricultural
Used for & wooden
grasing furniture
animals tools
Food
Forest
Activity: See the above picture and write your comment as which side of the area would
you like to be and give reasons.
Deforested Area Afforested Area
ASSESSMENT:
1. What type of wooden tools do you use at your home?
2. Name some of the forests produces that you consume regularly.
3. Name the trees that you believe as a sacred one.
4. What are the merits of forests?
Name of the topic/concept: Types of Forests
LEARNING OUTCOMES:
• Students can classify different types of forests

• Students able to explain types of forest vegetation.
Types of Forests and Vegetation:
Forests are classified into four types which are given below.
Forests
Littoral
Evergreen Deciduous Thorny
and swamp
1. Evergreen Forests:
Found in regions with high rainfall & have a very warm climate such as equatorial
regions or regions like Kerala & Andaman in India have evergreen forest. Jamun, cans,
bamboos, kadam are some trees if the regions. Pine forests in Himalayas remain always
green, because of heavy snowfall.
2. Deciduous Forests:
Found in regions where it rains only for few months and is warm and dry for most of the
year. Forests of Telangana fall in this category as we get less rainfall. Deciduous forests
which receive more rainfall have the following kind of trees - Vegi, Ageisa, Maddi
(Arjuna, Bhandaru, Gittegi and Teak. Deciduous forests with less rainfall have trees like
Maddi, Teak, Velaga, Tuniki, Neem and Buruga. In Telangana we find deciduous forests
in Komaram Bheem, Adilabad, Manchirial, Nagar Kurnool, Jaya Shankar and in
Khammam districts.
3. Thorny Forests:
These forests grow in very dry area with little rainfall and high temperatures. Babul,
Tumma, Bulusu, Regu, Moduga, Neem are grown in these forests. We find them in
Nalgonda, Mahbub Nagar and Medak districts of Telangana.
4. Littoral and Swamp Forests:
These forests mostly grow on the sea coasts, on sandy beaches and marshy lands. Here
trees are adapted to salt waters. These are also called as man grove forests. Uppu Ponna,
Boddu Ponna, Urada Mada, Tella Mada is some typical vegetation of coastal regions.
Activity: Paste the picture if trees that are very commonly seen in Telangana.
ASSESSMENT:
1. Draw Telangana Map & locate the places where you found deciduous forests which
receive more rainfall.
2. Name the tress which you find in deciduous forests with less rainfall in Telangana.
3. Which districts in Telangana are famous for thorny forests?
Match the following:
1. Mangrove forests ( ) A) Deciduous forests
2. Thorny forests ( ) B) Equatorial regions
3. Vegi, Ageisa, Maddi (Arjuna) ( ) C) Grow most on sea coasts
4. Jamun, Canes, Bamboo ( ) D) Regu, Thumma, Modugu
5. Kerala and Andaman ( ) E) forests
Name of the topic/concept: Forests in Telangana
LEARNING OUTCOMES:
• Children able to understand the density of forest cover in Telangana map.
Forests in Telangana:
About 26,904 sq km of the region has been declared as forest by the govt. It is about 24%
of all land in the region of nearly one quarter of our state. Only 16.74% of our land has
tree cover to qualify as forest.
This means that, only 7% of our forest lands are open grounds with very few trees. Every
year about 30 sq km of forest are lost in our state.
Haritha haram:
Massive plantation programme held from 2015 to improve the forest cover is nothing but
Haritha haram. It is planned to plant about 230 crore saplings in 4 years plan, being
planted near the open spaces, on both sides of the roads, on all tank bunds and in all
public places like schools, colleges, Universities etc.
Increase green cover helps in high rainfall and abandon water sources, prevent soil
erosion. Thus, state government is seriously focussing on plantation of saplings. Because
preservation restoration and improvement of the natural and social environment is the
major issue all over the world.
Activity 1: Draw Telangana map and locate the districts which have deciduous forests.
Activity 2: Tell about your participation in Haritha haram held at your school.
ASSESSMENT:
1. What type of forest is located in your district?
2. Name the districts which have moderate dense forests.
3. Do our Telangana have very dense forests?
4. What is the total density of forest cover is the Telangana?
5. Which type of forests cover the largest area in Telangana?
Name of the topic/concept: Tribal people and Forests
LEARNING OUTCOMES:
• Pupil able to explain how forests and tribal people are inter related.
• Pupil able to describe the forest produces collected by the tribal people.
• Pupil able to explain the life of tribal before and after independence.
Tribal people and Forest:
It is very difficult to imagine forest in our country without the people who live in them
and use them. Forest provide the critical resources for the poor in our state to make a
living. Tribal collect minor forest produce called non timber forest produce (NTFP) and
sell them in local market for livelihood. More than 60% of forests of Telangana are
occupied by tribal people for livelihood.
Below is the mind map showing how tribal people use the forests..
Tribal people before and after the Independence:
Before After
1. Tribes treated the forest as their own Land used by the Tribal was treated as
sacred land and used without causing and forest belonging to the Government.
damage.
2. During the British rule they gradually Tribes were allowed to cultivate the land
lost their control and rights over the forest. but in return they had to pay very high
revenue.
3. Tribal were forced to do plantations of Tribal were harassed and got exploited
Tea, Coffee and rubber. constantly in the name of forest
conservation.
• Though before or after the Independence the innocent Tribal like Gonds, kolams etc
were targeted and were rendered homeless in their own homes.
Under the Nizam Government forest were classified as the following.
Forest
Reserved Protected
Forest in which no These could be

one could enter used by the people
Activity:
1. Paste the pictures of materials and things that are made by wood.
2. Collect various medicinal plants, roots and herbs that act as a medicine in our day to
day life.
ASSESSMENT:
Fill in the blanks:
1. Forest that no one could enter are called____________________ forests.
2. Expand NTFP_______________________
3. Name some of the forest produces collected by tribes__________,_____________,
_______________, ________________.
4. Podu cultivation is cultivated on_________________
a) Plains b) Plateaus c) Hills d) All the above
5. Who collected land revenue from tribes after Independence?
Name of the topic/concept: Forests Policies - 1988
LEARNING OUTCOMES:
• Pupil able to explain tribal people Vs forest

• Students able to explain the importance of forest rights act 2006.
National Forest Policy 1988
National forest policy 1988 declared that the primary task should be associate the tribal
people with the protection, regeneration and development of forests, NFP also provides
gainful employment to the people in and around the forests. In Telangana NFP is renamed
as CFM (community forest program) where the tribes are forced to give up their earlier
podu lands for the forest regeneration. During this period various Tiger sanctuaries were
established to protect wild life.
Community forest programme

Forests Rights Act 2006
According to forest rights act 2006, it is impossible to

preserve the forests without restoring the rights of tribes.
Forest rights have been passed for mainly three reasons.
➢ Conserve the forests and ensure livelihood and food

security for forest dwellers.
➢ To provide ancestral rights on forest lands.
➢ To provide access towards forest lands to forest
dwellers.
Activity:
❖ Survey few people nearby your area on their visit to tribal areas.
❖ Share your ideas on “how the tribes can be protected better in forest areas”
ASSESSMENT:
1. Write about the main causes of forest rights act 2006
2. National forest policy is also called ( )
A) Central forest policy B) Central fire policy
C) Community forest policy D) None
3. Write two slogans on “save forests”.
Name of the chapter: 6. Minerals and Mining Worksheet No: 25
Name of the topic/concept: Minerals
LEARNING OUTCOMES:
• Pupil enlist the minerals.

• Pupil explain the use of minerals in daily life
• Pupil differentiate Renewable and Non Renewable Resources.
• Pupil classify the minerals.
Minerals:
If you look around in your house you will find walls made of mud bricks or just mud
joined with cement and sand. It may be whitewashed with white lime. The floor may be
paved with Kadapa stones. Most of these are really minerals we get from the Earth -
mud, sand, lime, Kadapa stone or granite. We also find many objects made of metals like
iron, copper, lead, chrome, Aluminum, gold, silver, etc. These are metals which have
been separated or extracted from natural ores which are also minerals. We use fuels like
petrol, diesel, kerosene these are extracted from mineral oil called crude petroleum. Other
forms of fuel like coal and gas too are forms of minerals. In fact the ground water is also a
mineral therefore anything which we obtain naturally from under the earth is a
mineral.
Activity 1: Observe the surroundings and list out the objects and minerals used.
Sl.No. Objects Mineral
Types of Mineral Resources

These Minerals Resources are of 2 types. Renewable Resources and Non-Renewable
Resources. Renewable resources are those which can be regenerated. Like wood if
we cut a tree we can plant another tree and hope that it will yield the same amount of
wood after some years. But if we use up a rock outcrop for preparing granite blocks we
cannot plan another rock or make it in same way so they are known as Non Renewable
Resource which are not possible to regenerate. Most of the minerals are Non-
Renewable. These Non Renewable Resources are further divided into metallic, Non
Metallic and Energy Resources.
Can you list few renewable resources and non renewable resources?
The above classification tells us about the renewable and non renewable resources
ASSESSMENT:
1. What are the metals used in daily life?
2. Differentiate Renewable and Non Renewable Resources? With examples?
3. Which among the following are sources of renewable energy. ( )
a) sun b) water c) all the above d) none of the above
4. ………….. is a fossil fuels ( )
a) Natural gas b) Soil c) Copper d) Aluminium
5. Resources which can be regenerated are called as ……. ( )
a) non-renewable b) renewable c) metallic minerals d) air
6. Match the following
a) copper
b) granite
c) quartz
d) graphite
Name of the topic/concept: Minerals of Telangana
LEARNING OUTCOMES: The Student
• Pupil list the mineral resources found of Telangana

• Pupil locate the minerals in Telangana map.
CONTENT:
Telangana our state with varied geological bases, has a rich and wide variety of minerals
suitable for specific mineral industries.
Minerals in Telangana
Coal, iron ore, lime stone, dolomite, manganese, Quartz, Clay, barytes, uraniaum, black
and colour granites, marbles etc. Telangana is the only state in southern India that
contains vast deposits of coal & is mined by SCCL. Tan Brown Granite is the unique and
being exported on large scale to China and South Asian countries.
Activity: Observe the minerals in Telangana state below and answer following.
a) List out the mineral found in your district
b) Find the districts where the following minerals are found
1) Barytes ………, ………..
2) Coal ………, ………, ………, ………,
3) Granite ………, ………, ………, ………,
4) Iron ore ………, ………, ………,
5) Lime stone ………, ………, ………, ………, ………, ………,
6) Mica ………
ASSESSMENT:
1. What are the important mineral deposits in Telangana?
2. Which state is the only state in Southern India that contain vast deposits of coal?
3. Coal deposit are mined by …………….
4. Uranium is found in ………… district of Telangana.
5. Observe the table and locate the following minerals in Telangana map
Sl. No Mineral Deposits District
1 Iron ore Mahabubabad, Peddapalli, Manchiryal
2 Limestone Nalgonda, Padapalli, Vikarabad, Manchiryal
3 Tan Brown Granite Karimnagar
4 TandurBlue Lime Stone Vikarabad
Slab (shabhad stone)
5 Uranium Nalgonda
6 Coal Badradi -kathagudam(Singareni collieries
company limited )
Name of the topic/concept: Types of Mining
LEARNING OUTCOMES:
• Pupil explains what is Mining.

• Pupil differentiates types of mining.
• Pupil explain hazardous efforts of mining on environment &
• Pupil explain about mineral contribution to economy.
MINING:
Minerals can be taken out for use by humans through a process of mining or digging the
earth. They are several ways of mining.
Different types of Mining
1) Extracting the minerals just by making a large pit (or)
2) By blasting and removing minerals. - open cast mining.
3) By building under ground tunnel that lie very deep - underground mining.
4) By drilling deep tube wells. - drilling mining
Activity 1:
Give examples of drill mine minerals ……….., …………
Give examples of underground mining minerals ……….., …………
Give examples of open cast mining minerals ……….., …………
Activity 2: Read the topic under 'To whom do the minerals belong' and answer
Hazardous effect
Most of the mining process result in disturbing the surface area by cutting down forest
destroying fields and habitation, polluting water by washing minerals and dangerous
health conditions of workers as they are constantly exposed to accidents besides breathing
in poisonous substances causing long term health damage & over exploitation,
Mineral contribution to Economy

1) By providing Livelihood, Employs large number of people.
2) Builds new townships.
3) Providing raw material essential to every sector
4) Trading.
ASSESSMENT:
1. Mining through underground tunnels is called as …… ( )
a) drill mining b) underground mining c) open cast mining
2. Which among the following is a hazardous effect of mining. ( )
a) deforestation b) polluting water by washing minerals
c) only b d) a & b
3. Identify the following mine
……………………………………. mine
……………………………………. mine
……………………………………. mine
4. locate the following in the outline map of India.
A) Raniganj coal field B)Birbhum coal field,
C) Singareni coal fields D) Jharia
Name of the topic/concept: Open cast Mining
LEARNING OUTCOMES:
• Pupil will appreciate the availability of coal deposits in Telangana with

collective care taking of central & state government of India by SCCL.
• Pupil explain various stages in underground mining.
• Pupil explain the process of open pit mining.
UNDERGROUND MINING - SCCL:
We have extensive coal deposits in the districts of Peddapalli, Manchiryal, Bhadradi,

Adhilabad Jagityal & Jayashankar. Operated by SCCL singareni collieries company
limited Intially set up by private British mining company in 1886 then purchased by
Nizam of Hyderabad in 1920 present owned jointly by Government of India & state
Government of Telangana. Currently SCCL is operating 15open cast & 35underground
mines.
SCCL employs around 65,000 people provides them quality of drinking water, electricity
at normal charges, quarters, schools & hospitals as. Underground mining workers are not
only exposed to accidents but are also effected with Black lung disease a form of
tuberculosis & produces 1,500 tonnes of coal a day
Underground mine at Kotagudam - Yellandu
Soil, Rocks, Water - directed to a pool & pumped out of mine 200 ft or 300 ft down
Coal layer (seam) - we find electric lines, horse pipes carrying water, narrow rail track.
Walls of the mine are painted with dolomite to prevent oxidation & degradation of coal,
enhance reflection & give light.
Coal drilling area (face) - supervisor inspects and instructs for the day's mining. Holes
are drilled with pneumatic air compressor to plant the explosive rods and are detonated by
electrical device.
Blasting - strong rock like coal is broken. Broken coal is collected & transported through
conveyor belt with dumper machine to the ground level.
Open cast mining - jalagam Vengal Rao open cast mine
JVR open cast mine is Situated in Sattupally in Khammam district started in 2005 SCCL
has tested and determined the quality survey that the coal available underneath the
sattupally will last for about 50years
JVR open cast mining employees 700 people. About 10,000 tonnes of coal is mined every
day obviously at a much lesser cost. But displaces thousands of families, destroy scores
of habitations & causes loss of livelihood to locals, creates artificial hills of loose earth,
for instance lankapally reserved forest land have become barren.
Process
Most of the work is done by machines such as bull dozers, motor graders, shovels, drills,
water sprinklers, tipper trucks, dumpers different types of trucks to carry heavy loads of
coal.
Top soil & rocks - removed by showel & bulldozers
Series of benches are made - (benches are vertical sections of a mine from where the
coal is removed) have been laid all the mining area all the way down to the bottom of the
mine. Connecting all the benches
Blasting - coal is blasted in benches is lifted using shovels and dumpers & transported
through tipper trucks to Road
Activity: Collect the information on the process of mining in your district
ASSESSMENT:
1. Who initially set up SCCL ……………………
2. ……………… is painted to prevent oxidation
3. …………….. are vertical sections of mine from where the coal is removed
4. ……………. reserve forest has become barren due to JVR open cast mining
5. Explain the process of open cast mine?
6. What is more important
To reduce the cost of production or save the environment, why?
Name of the topic/concept: Exhaustion of mineral wealth
LEARNING OUTCOMES:
• Pupil explain the exhausting of minerals

• Pupil explain the results of left over used mines (mine tailing) Pupil explain
measures to exhausting minerals.
• Pupil analysis & interpret the need of new trends in mining.
Minerals resources have become an essential part of our lives. If such minerals get
exhausted then a drastic change would affect the entire world. At a glance minerals
resources development appear to be in conflict for instance, there is only a finite amount
of copper in the earth's crust thus, it can be argued that if we continue to mine we will
eventually exhaust the available supply of minerals.
Mine Tailing
Tailing are the waste products from mines. Many tailing are toxic and must be kept
perpetually isolated from the environment
1) Rainwater falling on the mine tailing becomes acidified and can create toxic
conditions in the run off.
2) Sulfide minerals newly exposed to oxygen and water near the surface create sulfuric
acid.
Measure to exhausting minerals
Discovery of previously unknown deposits development of previously known but under

developed deposits.
Adoption of better techniques of mining and minerals processing.
Activity: Collect the information on Progressive reclaimation, mine rehabilitation

and write a short notes
ASSESSMENT:
1. What is mine tailing?
2. List down the measure to be taken for exhausting minerals?
3. Quote slogans on mineral usage
4. Read the paragraph under the heading New trends mining industry and miners &
interpret your views.
Name of the chapter: 11. National Movement: The Early Phase 1885 - 1918 (Part-A) Worksheet No: 30
Name of the topic/concept: National Movement, Early Associations in 19 th century
LEARNING OUTCOMES:
• Pupil will explain the situations to form National Associations

• Leader’s efforts in setting up national associations are appreciated.
NATIONAL MOVEMENT, EARLY ASSOCIATIONS

The seeds of a new consciousness to English education were sown in the second half of
the 19th century. Educated Indians severely critisized British policies. They began to
come together and discuss these issues and also formed associations for this. In 1866,
Dadabhai Naoroji organized the “East India Association” in London to discuss the Indian
question. During 1866 to 1885, various leaders like Surendranath Banerjee, Justice M.G
Ranade, Badruddin Tyabji, K.C. Telang and G. Subramaniam organised associations in
Calcutta, Pune, Bombay and Madras to discuss the problems faced by Indians in those
Provinces.
These associations had nationalistic zeal and tried to unite the intellectuals. They worked
with the idea that the people be sovereign – a modern consciousness and key feature of
nationalism. Many of these intellectuals also led campaigns aganist some British policies
like taxes on textiles, racial discrimination aganist Indians, repressive laws aganist Indian
newspapers etc. They realised the importance of discussing the policies of the
government and organising campaigns to change them.
ASSESSMENT:
1. Learn about any association in your area and describe what association does?
2. ''Most educated Indians participated in the early phase of the national movement''.
Do you agree with this sentence? Why?
3. Identify the wrong statement. ( )
a) With the spread of English education a new consciousness was formed in India.
b) Educated intellectuals opposed British policies.
c) In 1866 The East India Association was formed in Mumbai.
d) The national associations tried to unite all the intellectuals.
4. Locate the following on the map of India
a) Mumbai b) Chennai c) Kolkata d) Pune
5. Fill the following blanks

a) East India Association was formed in ………………………. year
b) The capital city of Maharastra is ……………………...
Name of the topic/concept: Indian National Congress, The Moderate Phase 1885-1905
LEARNING OUTCOMES:
• Pupil will Explain the Aims of Indian National Congress.

• Pupil will describe the Moderate leaders Movement forms.
INDIAN NATIONAL CONGRESS, THE MODERATE PHASE:

Indian National Congress formed in 1885. The first session of was held at Bombay
in December. The session was presided over by W.C. Banerjee A.O. Hume, a retired
British official, played an important role in establishing the congress. The first major
objective of the congress leaders was to build a nationalist consciousness among the
diverse people of India and unite them. The second major objective of the early congress
was to create a common political platform or programme around which political workers
in different parts of the country could gather. The third major objective was to promote
democratic ideals and functioning in India. From 1885, The National Congress met every
year in December in different parts of the country. The number of delegates soon
increased to thousands.
Delegates of the first Indian National Congress meeting, 1885

During the first 20years (1885-1905) the congress was led by the leaders who are
known as Moderate Nationalists. The moderates urged the government to introduce a
number of reforms. They carried on their agitation through newspapers, public lectures.
They passed resolutions and led deputations to submit petitions to the government. In
short, it may be said that they adopted a policy of pray, petition and protest.
Leaders like Naoroji, Gokhale, R.C. Dutt and Ranade studied the economic impact
of the British rule. They drew attention to the problem of poverty and famines and blamed
it on the British policies of taxes, excessive land revenue, export of grains etc.
Moderated leaders were not able to persude the government to change, but in the
process formulated Indian opinion on important issues. This was very important for the
future growth of Indian national movement.
ASSESSMENT:
I. Answer the following questions
1. Explain the forms of Moderate leaders?
2. Describe the Aims of Indian National Congress?
3. “The Early Nationalists believe that the British were responsible for the poverty in
India” Do you agree with this statement? Give reasons
II. Choose the correct answer
1. Indian National Congress was formed in ( )
A) 1886 B) 1880 C) 1885 D) 1905
2. Capital City of Tamilnadu is ( )
A) Chennai B) Mumbai C) Kolkata D) Delhi
3. The first meeting of The Indian Congress was presided over by ( )
A) Dadabhai Naoroji B) Pheroze Shah Mehta
C) W.C. Banerjee D) Suredranath Banerjee
III. Match the following
1. Gopalakrishna Gokhale ( ) a)
2. DadaBhai Naoroji ( ) b)
3. Surendranath Banerjee ( ) b)
Name of the topic/concept: Extremist phase 1905-1920 (Swadeshi Movement)
LEARNING OUTCOMES:
• The partition of Bengal is understood to be a political conspiracy of the British

government.
• The manner in which Indian industries have been encouraged by the swadeshi
movement is appreciated.
EXTRIMIST PHASE, SWADESHI MOVEMENT:

With the start of the Swadeshi Movement around 1903, the Indian national
movement took a major leap forward. Women, students and a large section of the urban
and rural population of Bengal and other parts of India became actively involved in
politics for the first time. One major trigger for the movement was the proposal for the
partition of Bengal into East and West Bengal in 1903 by Curzon. British government
partitioned Bengal on October 16th of 1905.
That day was declared in Bengal as a day of mourning. In Calcutta, a hartal was
declared. People paraded on the streets singing “Vande Mataram”. Nationalists decided to
boycott English cloth and salt. Boycott and public burning of foreign cloth, picketing of
shops selling foreign cloth, picketing of shops selling foreign goods became common in
many important towns and cities throughout the country.
Lord Curzon Bankimchandra Chatterji

There was also a call for boycott of all government institutions like schools,
colleges. Industries of India in particular received a great impetus from the Swadeshi
Movement. The movement gave a stimulus to P.C.Ray’s Bengal chemical works, and
encouraged Jamshedji Tata of Bombay to open his famous steel plant in Bihar. The
movement also created tremendous demand for indigenous goods.
Mutnuri Krishna Rao started Krishna Patrika in 1902 in Machilipatnam. This
Patrika carried on its publicity for all the phases of India’s struggle for freedom.
ASSESSMENT:
1. How people from different regions reacted to the partition of Bengal?
2. “The Swadeshi movement created a great demand for domestic goods”
Describe?
3. Collect the pictures of any movement that took place in your area in recent
times and create an album?
II. Choose the correct answer
1. Vande Mataram song was written by ( )
A) Bankim Chadra Chatarjeee B) Ravindranath Tagore
C) Gandhiji D) Bhagat Singh
2. Factory established by Jamshedji Tata ( )
A) Aluminium factory B) Iron factory
C) Steel factory D) Bengal chemical works
3. Krishna Patrika was founded in ( )
A) Bengal B) Pune C) Mumbai D) Machilipatnam
1. Bihar ( ) a) Swadeshi Movement
2. 1903 ( ) b) Bengal chemical works
3. Partition of Bengal ( ) c) Steel factory
4. Praphulla Chandra ray ( ) d) lord Curzon
Name of the topic/concept: The Moderates and The Extremists
LEARNING OUTCOMES:
• Pupil will describe the reasons for the differences the Moderates and the
Extremists.
• Pupil will appreciate the hard work of the leaders who sacrificed their lives for
the country.
THE MODERATES AND THE EXITREMISTS:

In the Congress session 1905 the extremist Nationalists led by Tilak, Bipin
Chandra Pal and Lala Lajapat Rai were in favour of extending the movement to the rest of
India and to demand for full fledged freedom or ‘SWARAJ’. Bal Gangadhar Tilak gave
the famous slogan, “SWARAJ is my birth right and I shall have it’’.
They wanted to move away from the earlier strategy of submitting petitions to
government to the new strategy of mobilising the masses against the British rule and
forcing the British to give up and go. The old leaders, called ‘Moderate nationalists’,
wanted to continue on a more gradual pace of movement and felt that the masses were not
yet ready for a full scale movement for freedom and self rule. The difference between the
two sections of leaders grew and eventually led to a spilt of the Congress into two in the
Surat session of 1907.
Soon, the government came down heavily upon the Extremists and the activists of
the Swaraj movement. Most of the leaders like Tilak were imprisoned and exiled.
Gradually,The movement petered out. The national movement revived again in 1915
when Tilak came back from his exile and joined hands with Annie Besant to launch a
movement for ‘Home Rule’. The two factions of the congress united again in 1916
through the Lucknow Pact.
The First World War broke out in 1914 with Britain, France, Russia on one side
and Germany and its allies on the other side. Every one expected that after war the British
would accept the just demands for democratic rule in India and bring in the constitutional
reforms. However, this was not to be and the British introduced harsher laws.
ASSESSMENT:
1. Describe the reasons for the differences between the Moderates and the
Extremists.
2. If authorities do not agree to the just requests of people, what do you think
should the people do?
3. How British government supressed the Extremists movement?
II. Locate the following on the World map
1) Britain 2) France 3) Germany 4) Russia

1. France ( ) a) Surat Session
2. Bala Gangadhra Tilak ( ) b) Paris
3. 1907 ( ) c) First World War
4. 1914 ( ) d) Home Rule Movement
IV. Fill in the blanks
1. The two factions of the Congress united again in 1916 through the ……. pact
2. World War 1 lasted for ………………..years.
Name of the chapter: 11. National Movement: The Last Phase 1919-1947 (Part-B) Worksheet No: 34
Name of the topic/concept: Mahatma Gandhi, Rowlatt Act, Jalianwala Bagh Massacre
LEARNING OUTCOMES:
• Pupil will describe the non-violent movements organized by Gandhiji.

• Pupil explains the concerns against the Rowlatt Act.
• Pupil explains the reasons behind the formation of religious institutions.
Arrival of Mahatma Gandhi :
Mahatma Gandhi arrived in India in 1915 from South Africa. Having led Indians
in that country in non-violent struggles against racist restrictions, he was already a
respected leader and known internationally. He launched Champaran campaign in 1917,
Kaira protest movement in 1918 and participated in Ahmedabad textile workers agitation
in 1918. He became the most popular leader and the central figure of political activism.
Rowlatt Act and Jalianwala Bagh Massacre:
In 1919, Gandhi gave a call for satyagraha against the Rowlatt Act that the British
had just passed. The Act curb fundamental rights such as the freedom of expression and
strengthened police powers. On 6th April 1919, there were number of demonstrations and
hartals in the country and the government used brutal measures to
supress them. The worst example of these atrocities was the firing on
a meeting of unarmed people at Jalianwala Bagh in Amristar in
Punjab by General Dyer on 13 April.
On learning about the massacre, Rabindranath Tagore

expressed the pain and anger of the country by renouncing his
Knighthood given to him by the British government. During the
Rowlatt Satyagraha, Gandhiji tried to ensure that Hindus and Muslims were united in the
fight against the British rule.
Communal organisations sprang up in India in the early years of 20th century as

the tide of nationalism too was rising. Hindu Mahasabha was formed in 1915 with the
objective of uniting Hindus.
ASSESSMENT:
1. Do you think it is right to give the police such powers to suppress revolts?
2. Explain about Rowlatt Act?
II. Locate the following s in Indian Map
1. Punjab
2. Bihar
3. Gujarat
4. West Bengal
III. Choose the correct answer

1. Jalianwala Bagh Massacre ( )
A) 1918 B) 1917 C) 1919 D) 1920
2. The following not related to Gandhiji ( )
A) Chamapran campaign B) Kheda Protest
C) Ahmedabad workers agitation D) Home Rule
3. The objective of Hindu Mahasabha ( )
A) National Movement B) Separate electorates
C) Uniting Hindus D) Oppose partition of Bengal.
IV. Match the following
1. Jalianwala Bagh ( ) a) 1906
2. Muslim League ( ) b) Amristar
3. Rabindranath Tagore ( ) c) Rowlatt Act
4. Curbed the freedom of expression ( ) d) Knighthood
Name of the topic/concept: Khilafat agitation and the Non - Cooperation movement
LEARNING OUTCOMES: Pupil
• More details about the khilafat movement will be gathered and discussed in
class
• Explain the Non-cooperation Movement went
• Explain about Chirala-Perala movement.
Khilafat agitation:
In 1920, the British imposed a harsh treaty on the Turkish Sultan or Khalifa.
People were furious about this as they had been about the Jalianwala Bagh massacre.
Also, Indian Muslims were keen that the Khalifa be allowed to retain control over
Muslim sacred places in the erstwhile Ottoman Empire.
Non-Cooperation Movement:
Gandhiji supported their call, he started Non-Cooperation Movement against
“Punjab wrongs” (Jalianwala Bagh Massacre) the Khilafat wrong. The Non-Cooperation
Movement gained momentum throughout 1921-22. Thousands of students left the
government controlled schools and colleges. Many lawyers gave up their practice. British
titles were surrendered and legislatures were boycotted. The import of foreign cloth fell
drastically between 1920 and 1922. To this, Gandhi added a campaign for people to spin
their own cotton on a Charka. This is known as Khadi Movement.
A highlight of the non-cooperation movement was the famous Chirala Perala
movement in Andhra Pradesh. The government decided to convert this town into a
municipality and forced high taxes. About 15,000 people of the town, led by Duggirala
Gopala-Krishnayya, refused to pay the taxes and migrated to a new settlement called
Ramnagar and remained there for eleven months. There was a powerful movement of
non- payment of land revenue by the peasants.
Mahatma Gandhi was against violent movements. He abruptly called off the Non-
Cooperation Movement when, in February1922, a crowd of peasants set fire to a police
station in Chauri Chaura.
ASSESSMENT:
1. Explain how the Non Cooperation Movement went?
2. How did the Indians supported the Khalifat agitation?
3. Imagine your family in those who refuse to pay taxes in the Chirala Perala
movement and express your reactions?
4. “Gandhiji called off the movement after the violence in 1922 in Chauri
Chaura” How do you support it?
II. Fill in the blanks
1) Turkish sultan is called as …………………..
2) Chirala Perala movement was led by ………………….
3) Present Capital city of Andhra Pradesh is …………………….
1. Turkish Sultan ( ) a) Ramnagar
2. Charka ( ) b) Ottomam empire
3. Chirala Perala ( ) c) Khadi Movement

Name of the topic/concept: Civil Disobedience Movement, Salt Satyagraha
LEARNING OUTCOMES:
• Pupil will explain how the civil Disobedience movement went.

• Pupil will present Dandi March as a drama in classroom.
Civil Disobedience Movement:
The Indian National Congress met at Lahore in 1929 under the presidentship of
Jawaharlal Nehru. In this session, Congress declared that the attainment of “Purna
Swaraj” was its ultimate goal and it resolved to launch the Civil Disobedience Movement
to achieve Purna Swaraj. The Congress Working Committee decided with enthusiasm that
26th January should be observed as the day of “Purna Swaraj”.
Salt Satyagraha:
On March 12th , 1930 Mahatma Gandhi decided to break the government salt laws
(making salt very expensive for the common people) by manufacturing salt at Dandi, a
small village on the Gujarat sea-coast. The next morning, Gandhi and his 78 companions
began Dandi March.
Gandhiji at Dandi collecting salt Salt factory

Sarojini Naidu marching in front of Darshana
On 6th April, 1930 Gandhi reached Dandi, picked up a handful of salt and broke
the salt law as a symbol of the Indian people’s refusal to live under the British made laws
and therefore, under the British rule. A wave of enthusiasm swept the country. Salt laws
were broken at many places. The British government severely suppressed the movement.
The combined struggles of the Indian people bore fruit when the Government of
India Act of 1935 prescribed provincial autonomy and the government announced
elections to the provincial legislatures in 1937. The Congress formed government in 7 out
of 11 provinces.
ASSESSMENT:
1. Describe the Civil Disobedience Movement?
2. Why did people refused Salt laws?
3. Collect the pictures of salt making at coastal areas and present in class room?
II. Fill the below words correctly in the given blanks
Government of India Act, Lahore, Gujarat, village
1. Indian National Congress met at……………….. in 1929.
2. Sabarmati Ashram is in …………….. state.
3. Dandi is a ……………………
4. In 1937, Election to the state legislative Assemblies were held under the
……………………………. Act.
1. Purna Swaraj ( ) a) Ahmedabad
2. Gandhiji ( ) b) 1935
3. Sabarmati Ashram ( ) c) 1930 January
4. Government of India Act ( ) d) Dandi March

Name of the topic/concept: Quit India Movement-1942
LEARNING OUTCOMES:
• Pupil will describe the reasons for the resignation of the congress government
elected in 1937.
• Pupil will appreciate the effort of Gandhiji in Freedom Movement.
Quit India Movement - 1942:
After completing two years of congress governments formed in 1937, the second
world war broke out in 1939. Critical of Hitler, Congress leaders were ready to support
the British war effort. But in return they wanted that India be granted independence after
the war. The British refused to concede the demand. The Congress ministries resigned in
protest.
Congress working Committee met on 8th August 1942 at Bombay and passed a
resolution stating clearly that “British Rule in India must end immediately”. The Quit
India Resolution was passed; Mahatma Gandhi addressed these memorable slogan to
Indian people “Do or Die”.
In the early hours of August 9th,

1942, the Government arrested most of
the Congress leaders viz., Gandhi, Patel,
Nehru, Maulana Azad, Acharya Kriplani,
Rajendra Prasad and others. The people
protest with hartals, strikes, processions
all over the country. Unfortunately, the
movement turned violent.
Madras and Bombay were the most affected in this respect. The British authority
disappeared in parts of Uttar Pradesh, Bihar, Odisha, West Bengal, Maharashtra, Andhra
Pradesh. The British government severely suppressed this movement. Many people were
killed, thousands were arrested.
ASSESSMENT:
1. What are the possible reasons for Congress leaders to support the British in
World War II?
2. Why did Quit India Movement become popular?
II. Create a table to show the various efforts of Gandhiji in national movement
Event Gandhiji’s role
III. Locate the below states in India map beside
A) UttarPradesh
B) Bihar
C) West Bengal
D) Maharashtra
IV. Match the below pictures with their names by drawing a line
Bhagath singh
Maulana Azad
Subhash Chandra Bose
J.B. Kriplani
Name of the topic/concept: Years of Radical organisations
LEARNING OUTCOMES:
• Pupil will Explain the movement of Radical organisations.

• Pupil will appreciate Subhash Chandra Bose and INA movements.
Radical Organisation:
The period after 1940 was characterised by intensive activities of radical
organisations like the Communist party, trade unions, women’s organisations, kisan
sabhas and dalit organisations. The national movement which was till then dominated by
upper class people gained a new dimension and energy which eventually helped to throw
out the British rule. The Communists who were active in All India Kisan Sabha, a peasant
front and intelligentsia through All India People’s Theaters Association and All India
Students Federation led these movements from the background.
Subhash Chandra Bose:

Subhash Chandra Bose had been a Swarajist and a radical nationalist. He
organised the Indian National Army (INA) with the cooperation of Rash Bihari Bose in
Burma and Andamans. The INA consisted of more than sixty thousand soliders. He
received the help of the Japanese in this fight. On 21st October 1943, the provisional
Government of Independent India (Azad Hind) was set up in Singapore. On March 18,
1944 the INA crossed the frontiers of Burma and entered India with the slogan “Dilli
Chalo”- (on to Delhi).
In March 1944, the Indian Flag was hoisted in Kohima. But, with the change of
fortunes in the war, the launching of a counter-offensive by the British in the winner of
1944-45 and the final defeat of Japan in the Second World War the INA movement
collapsed. On August 23rd, 1945, Subhash Chandra Bose is reported to have lost his life
in an air crash while going from Bangkok to Tokyo.
ASSESSMENT:
1. Gather information about revolutionary societies in your area and describe the
activities they carry out?
2. Explain what qualities do you like most in Subhash Chandra Bose?
3. Collect the pictures of INA activities and prepare a album?
II. Locate the following Countries in World Map
1) Britain 2) Japan 3) Andaman and Nicobar 4) Burma (Myanmar)
III. Choose the correct Answer
1. In the below options, Which country was defeated in the second world war. ( )
A) Japan B) Britain C) America D) Russia
2. The capital city of Thailand is ( )
A) Beijing B) New York C) Bangkok D) Delhi
3. In 1943 INA formed the provisional Government in ………… ( )
A) Bangkok B) Singapore C) Burma D) Tokyo

Name of the topic/concept: Towards Independence and Partition
LEARNING OUTCOMES:
• Pupil will appreciate the efforts of the leaders involved in the Independence
movement.
• Pupil will explain the possible reasons for the partition of India.
Independence and Partition:

In 1940 the Muslim league passed a resolution calling for “Independent states” for
Muslims in the North Western and Eastern parts of the country due to the conflict
between Hindus and Muslims in the 1920s and 1930s, and a small majority in the 1937
elections, and the refusal of the congress to form a joint government.
Elections to the provinces were held again in 1946. The Congress did well in the
“General” constituencies but the League’s success in the seats reserved for Muslims was
spectacular. It persisted with its demand for “Pakistan”. In March 1946, the British
cabinet sent a three-member mission (Straford Cripps, Pethik Lawrence and Alexander)
to Delhi.
Jawaharlal Nehru addressing at Red Fort after Independence

As the proposal of the Cabinet Mission failed, the Muslim League decided on
mass agitations in support of its demand for Pakistan. It announced 16th August 1946 as
“Direct Action Day”. Appointed Viceroy in early 1947, Lord Moutbatten divided the
country into Muslim controlled Pakistan and Kind Majority terriotory into India. India
gained Independence on August 15, 1947. Pakistan gained Independence on August 14.
ASSESSMENT:
1. Describe the circumstances that led to the partition of the country?
2. Prepare a timeline chart of the Freedom struggle from 1885 to 1947?
3. Are all equal opportunities available in Independent India? Share your opinion
4. Comment on “Profit or Loss of Dividing a Country” ?
5. Draw outline map of India.
II. Match the following
1. Direct Action Day ( ) A) 1947 August 15
2. Independence day of Pakistan ( ) B) 1946 August 16
3. Independence day of India ( ) C) 1947 August 14

Name of the chapter: 7. Money and Banking Worksheet No: 40
Name of the topic/concept: Barter system and Exchange with money

 Explain about the barter system.
 Interpret the difficulties that arises due to barter system.
 Write the advantages of exchange with money.
 Understand the value of money.
IMPORTANT POINTS
i) The system of exchanging goods directly against other goods is called barter
system.
ii) Difficulties of barter system:
a) Difficult to find the person for exchange
b) Perishable goods cannot be exchanged with that of the non-perishable ones.
c) Difficulty of storing the goods
d) Values of the goods vary.
e) Lot of time is wasted in searching the person for the exchange.
f) Some goods are useful only for the limited period of time.
g) Difficult to determine the value of the goods.
h) It is very confusing.
i) It is not convenient sometimes to carry the goods.
iii) If we use money, for the exchange of goods, there will be no problem in
exchanging commodities.
iv) Advantages with the exchange of money are as follows.
a) It can be used anytime.
b) It is universally accepted.
c) It has the same value everywhere.
d) It can be borrowed and lent.
e) It is durable.
f) It is portable i.e. easy to carry.
Hence, Money is considered as an effective medium of exchange.
ASSESSMENT:
1. What is barter system?
2. Write the problems of the barter system.
3. Do you still have barter system in your area? If yes, please share it.
4. Can we exchange four bags of rice (25kgs in each bag) for 5 kgs of chicken? Why?
Justify your answer.
5. What are the advantages of exchanging with money?
i) The exchange of goods for goods ( )
a) gifts b) barter c) bribe d) fees
ii) A universally accepted medium of exchange ( )
a) paper b) pen c) money d) books

Name of the topic/concept: Currency

 List out the metals used as money in the olden days to the paper currency.
 Explain the advantages and disadvantages of the Metallic currency.
 Analyze the importance of plastic money in day to day usage.
 Explain about the paper currency and hundis.
 Arrange the metallic coins in order of their availability.
IMPORTANT POINTS
1. People in the olden days used various metals like copper, bronze, silver and gold
as a medium of exchange.
2. Advantages of Metallic currency:
a) Durability: Metals are durable for longer period of time. It will not be
perished easily. It can be preserved for longer period of time.
b) Acceptable: As all the metals were known to the people so, it was easily
acceptable by all without much difficulty.
c) Rare: As the metals were rare in nature it was easily accepted for exchange
of goods.
d) Scarce: It was scarcely available so people valued it a lot and used as
currency.
3. As the coin has two sides, similarly metallic coins had some disadvantages.
a) Weight: It was difficult to weight the metals as all the coins were of
different shape, size and weight.
b) Quality: The quality of different metals varies.
c) Purity: The purity of the metal was a doubtful.
d) Trust: The quality, the weight of the metal was not trusted easily. So it was
difficult to deal with metallic coins.
e) Safety: It was not safe to carry the metals. There was a danger of getting
robbed or stolen.
Various rulers started minting their own currency for name and fame like gold
coin of Roman period was called “Beasant”, silver coin of Mauryan period is called
“Pana”.
As it was not safe to carry metallic coins, people started keeping their valuables
with the goldsmith and he in return used to issue a receipt showing the value of their
deposits. They used to charge fees for these deposits. The receipt issued by the gold
smiths as paper currency was called as “Hundis”.These goldsmiths started acting as
bankers and would also give loans and had branches in many cities.
The early bankers in India such as Jagatseths of Bengal, Shahs of Patna,
ArunjiNathji of Surat, Chettiars of Madras enjoyed such wealth and reputation that their
receipts – paper money called hundis - were accepted throughout the country and outside
too.
ASSESSMENT:
1. What were the metals used as a medium of exchange?
2. Write any two advantages and disadvantages of metallic money.
3. What are hundis?
4. Why did people started using hundis?
5. Is the Metallic Coins still prevailing? Explain.
1. Jagatseths ( ) a) Surat.
2. Chettiars ( ) b) Chennai
3. Shahs ( ) c) Patna
4. Arun Nathjis ( ) d) Bengal
7. Fill in the Blanks

a) The standard currency, a gold coin of Roman period was_______________
b) A silver coin of Mauryan period was_____________
c) A paper currency given by gold smiths were called ___________________.
Name of the topic/concept: Currency

 Explain about the origin of the banks
 Classify the types of accounts.
 Appreciate the Schemes started by Government of India to start an account.
 Differentiate between the types of accounts.
IMPORTANT POINTS
1. The first bank was created in 1606, by the merchants of Amsterdam.. Even the
money can be transferred to another person through the bank.
2. Commercial Banks:
Banking is a business activity where money deposits are collected from the public,
and these deposits can be transferred from one person to another. Banks also give loans to
businessmen, industrialists, farmers and individuals. Such banks are called Commercial
Banks.
3. Cash Deposits
Deposits refer to the money that people keep in the banks. There are different
types of deposits.
a) Savings Deposits or Savings Accounts: The people can deposit their
monthly savings in the bank. So that it remains safe and can be withdrawn
whenever required.
b) Basic Saving Bank Deposit Account (BSBDA): It can have "zero" or very
low minimum balance. There are no restrictions like age, income, amount
etc. criteria for opening for individuals. Maximum four withdrawals
(including ATMs) is allowed. The services include deposit and withdrawal
of cash; receipt / credit of money through electronic payment channels or
cheques.
i) PM JAN DHAN YOJANA: PMJDY Scheme is the latest mega
scheme initiated by the Government of India in August 2014. The
new scheme aims to achieve financial inclusion by ensuring that
every poor household in the country to get easy access to credit and
open bank accounts, with zero balance. Under the scheme the
government is giving rupay debit card along with Rs 1 lakh accident
insurance coverage and over drafting facility.
ii) Small Account:

If 'Basic Savings Bank Deposit Account' is opened on the basis of
simplified Know Your Customer (KYC) norms, then the credit limit
is One lakh rupee per year, Maximum balance limit is Rs. 50,000,
amount of cash withdrawals limit is Rs. 10,000, the account is valid
up to one year which can be further extended for a year.
c) Current Account Deposits: These is mainly useful for business
class people who have multiple deposits and withdrawals in a day
for various business-related activities. There is no restrictions on the
number of withdrawals and deposits. Transactions can be made by
cheques. But there will be no interest paid on these types of
accounts however service charge will be collected from the account
holders.
d) Fixed Deposit: If a person can deposit his money for a particular
for either a year, two, five or seven years. The rate of interest paid
on these types of account is higher.
ASSESSMENT:
1. What is banking? Write the origin of banks.
2. Write few lines about PM JAN DHAN YOJANA.
3. Name the types of bank accounts.
4. Differentiate between current account deposit and fixed deposit.
i) The first bank was started in ( )
a) London b) Amsterdam c) Paris d) New York
ii) The money that people keep in the bank are called ( )
a) passbook b) lockers c) withdrawals d) deposits
iii) An account opened on the basis of know your customer (KYC) is ( )
a) Small accounts b) savings accounts
c) current account d) fixed deposit
iv) The account on which high rate of interest is paid ( )
c) current account d) fixed deposit
v) The debit card issued under PM JAN DHAN YOJANA ( )
a) Master b) rupay c) visa d) maestro
Name of the topic/concept: Banking services

 Know about the various mode of payments.
 Appreciate the services provided by the banks.
 Differentiate in between cheques and Demand Drafts.
IMPORTANT POINTS
1. Cheques:
Cheques are widely used for making payments and receiving money. Cheque
deposited into a bank account enables one to transfer the money into another
account. When you want to give money to someone, you write a cheque in that
person’s name. When you want to send money to someone, who lives in a
different place, you can send a cheque to the person by post. For business
purposes, where money is frequently received and paid, cheques are very
important as a medium for transactions. Transaction between one bank and
another is done through interlinked computers. This makes the whole system work
faster and in an easier manner. We may issue cheques though the sufficient money
is not available in our account but that cheque should not be valued.
2. Demand Draft (D.D.):
When you have to make payments to organisations in advance to avail the

services, you have to pay the money through a D.D. Banks collect some amount as
service charge and issue a DD. The D.D. enables the authorities to encash
immediately unlike the cheque. The cheque may sometimes be returned due to
insufficient funds, in case of D.D. there is no chance to return because the amount
is already paid, D.D. is acceptable for all payments.
3. Loans
A bank is a business enterprise. It has to pay interest to its depositors and bear all
the cost of running a bank and also make profit. Deposits are the source through
which money saved by people comes into the bank.
Banks also give loans to people. People will pay these loans back with interest.
Banks also give loans to the government and earn some interest. The interest
earned on loans given by the bank is the source of revenue.
Types of Loans
Banks give loans and advances to different sections of the public like traders,
industrialists, students (educational loans), farmers, artisans etc. Interest rate, security,
documents required and the mode of repayment are all part of the conditions for the loan.
Different types of loans provided by banks are home loans, educational loans, agricultural
loans, two-wheeler loans, car loans, small business loans, personal loans, gold loan, etc.
ASSESSMENT:
1. What are cheques?
2. Why do organizations prefer to collect fees through DD than cheque?
3. Write few lines about loans.
4. Name the types of loans given by banks.
5. Differentiate between cheque and Demand Draft (DD).
6. How are cheques safer than the cash?
i) The amount paid by the bank to its depositors ( )
a) interest b) fees c) penalty d) fine
ii) DD stands for ( )
a) Demand due draft b) demand draft
c) cheques d) deposit
iii) All the banks are interlinked with ( )
c) current account d) computers
Name of the topic/concept: Internet Banking

 Explain the importance of electronic media for banking transactions.
 List out different mode of digital payments.
 Discuss the advantages of internet banking.
IMPORTANT POINTS
Internet banking:
Now a days, Banking activity is being done with computers, internet and other
electronic means of communication which is known as electronic banking or internet
banking. Most of the banks provide debit card, credit card, net banking and mobile
banking services to their customers to use the banking services online.
Advantages of Internet Banking
 Helps in easy transfer of funds
 Investments, or repaying loans easy
 Payments of electricity, phone and other utility bills made easy.
 Time saving, Paper saving
 Avoids travelling, Easily accessible
DIGITAL PAYMENT
i) NEFT (National Electronic Funds Transfer): It is useful to an individual or an
organisation to transfer any amount of money from their account to another
account.
ii) RTGS (Real Time Gross Settlement): An individual or organisation can transfer
an amount of Rs.2 lakh and above to any other account.
iii) IMPS (Immediate Payment Service): Money can be transferred through a
mobile hand set, internet banking or through ATMs. Customer must have his
mobile number linked with his bank account to use these facilities.
iv) UPI (Unified Payment interface): The amount Can be transferred using VPA
(Virtual Payment Address) or Aadhar number. By entering any of these, we can
transfer the money that we wish to send instantly. Bharat Interface for Money
(BHIM) is an app that lets you make easy and quick payment transactions using
UPI.
v) USSD (Unstructured Supplementary Service Data): It is a kind of mobile
banking. It can be used on all phones including basic feature phones.
vi) Rupay Cards: National Payments Corporation of India has launched the Rupay
Card which offers numerous Rupay Card which offers numerous securities. All
account holders under Prime Minister Jan Dhan Yojana are eligible for Rupay
Cards.
For the first 4 services, IFSC and internet are necessary. But for USSD, without
IFSC and internet, transactions can be done.
IFSC (Indian Financial System Code): Each bank has a special 11-digit code. First
4 alphabets indicate bank code, remaining numbers indicate the branch.
ASSESSMENT:
1. How is internet banking useful to us?
2. Write any two advantages of Internet Banking.
3. Name few digital payment options.
4. Explain in detail about any two Digital payment options.
5. Match the Part A with Part B
1. IFSC ( ) a) debit cards
2. Rupay cards ( ) b) digital payment option using basic
mobile phone
3. RTGS ( ) c) using Virtual Payment Address (VPA)
4. UPI ( ) d) Amount transfer upto Rs. 2 lakhs.
5. USSD ( ) e) 11-digit code
Name of the chapter: 8. Impact of Technology on Livelihoods Worksheet No: 45
Name of the topic/concept: Changes in Technology
LEARNING OUTCOMES:
 Understand what kind of opposition the world faced in the beginning of
technology.
 Understand that technology leads to new products.
 Analyze what new discoveries have been made and what changes have taken
place as a result.
 Changes in working conditions after the introduction of the steam engine and
computers are appreciated. .
IMPORTANT POINTS
Technology leads to new products. It is called 'technology' if they use any knowledge for
their day to day life needs to improve the working method. When a new machine or
production method is first invented it is called 'innovation'. Major changes in production
patterns took place after the Industrial Revolution e.g. X-ray machines, looms, plastic,
etc. The "assembly line" introduced by Henry Ford produced a large number of factories.
Eg; Chemical products, radio, computer. The manufacture of new equipment and the use
of machinery will lead to new jobs. The manufacture of cars and buses using iron and
steel has increased the demand for drivers, mechanics and petrol bunks. But technology is
not always welcomed. Looms were opposed by text tiles artisans, and rice harvesters by
agricultural laborers. People felt that jobs would be lost even when the computer was
introduced. This 'technology' has had a profound impact on the three sectors of
agriculture, industry and services that affect the Indian economy.
Rubburolu mixer grainder rubber plastic

Activity: Observe what technology is in the objects you use in everyday lif Write a list
of items
i. Observe the following images and write A paragraph on how technology
has brought about changes in our lives
ASSESSMENT:
I. Write answers to the following questions.
1. Explain what 'technology' means?
2. Explain what innovation means?
3. What are the changes in the working method of factories due to steam engine?
4. ‘Assembly Line' approach was invented by______________________________
a. Steam engine ( ) i. Service sector
b. Harvesting machine ( ) ii. Industrial sector
c. Computer ( ) iii. Agriculture Sector

Name of the topic/concept: Technological changes in agriculture – impact
LEARNING OUTCOMES:
 Recognizes differences in agricultural practices before and after independence.
 Observes and analyzes changes in the thinking of agricultural laborers due to
changes in the order of agricultural production due to technological changes.
IMPORTANT POINTS
Pre-independence agriculture Agriculture after independence
1. Traditional method. 1. Technical method
2. Availability of water through rainfall, 2. DAMS, boreholes, motor pumps
ponds and rivers
3. Those who harvest the same crop in a year 3. Two or three crops are harvested in a year.
4. Make own seeds and conventional 4. Seeds prepared in research centers are
fertilizers. being treated with chemical fertilizers and
pesticides.
5. Bullock carts were used to transport 5. Using machines like tractor, combined
implements such as wooden plow, shovel harvester.
and hoe.
Increase in production: Larger quantities are being produced from the same area under
cultivation due to the use of technology.
Table: Foodgrain production in India is in the millions of tons
Period Production
2017-18 277
2018-2019 285
2019-2020 292
Changes in the production process not only increased production but also increased
employment opportunities for agricultural laborers. But do not believe in finding work
throughout the year. Traditional work was lost. Workers tended to work as day laborers
rather than as year-round laborers. This means that if any farmer pays a higher salary, the
freedom of the laborer to work for that farmer will be available.
Activity: Write a list of traditional agricultural implements and machines that came
after the technology was developed.
ASSESSMENT:
1. Read the paragraph on technological changes in agriculture and explain in your

own words the damage being done to society?
2. Has technology changed agriculture? Explain?
3. Convert the table of food grains production in India given above into graph form?
4. Identify false confessions in the sentences given below

a) Prior to independence, agriculture was rainfed. ( )
b) Equipment such as wooden plow and shovel have been used since
independence. ( )
c) Workers were given the freedom to decide what work to go for. ( )
5. Observe the pictures below and write your opinion in the form of a paragraph.
6. Write about future hardships caused by the use of chemical fertilizers and
pesticides.
7. Locate any 4 dams in India with the help of your teacher on the map given below.
Name of the topic/concept: Impact of technology
LEARNING OUTCOMES:
 Evaluates the change in agricultural practices due to the use of machinery.
 Explain how the rice harvesting machine has contributed to the increase in
employment migration.
 Provides appropriate advice and suggestions for enhancing employment
opportunities in rural areas.
IMPORTANT POINTS
Livestock consumption in agriculture is declining due to the use of modern machinery for
transporting tractors, ploughing, sowing, weeding and mowing. It is possible to use
modern farming methods only on large farms. So small farmers are not able to use these.
Went to work on other people's farms or in towns .The 'combined harvester' is a machine
that performs three tasks of mowing, threshing and separating grain. The rice harvester
not only works in a short period of time but also shortages of labour. No crop loss.
Farmers are able to plant a second crop. There were also changes in the work of the
workers. Driving a tractor, watering with pump sets, spraying with equipment, spraying
fertilizers, using machinery. Some are migrating to the cities for employment due to the
unemployment of laborers. The rice harvester is suitable only for large farmers. Due to
rent, small farmers and unskilled laborers are losing out.
Rice planting machine Rice threshing machine

Spray chemicals by drone Sugar cane mower
Activity: Write a list of jobs lost by farm laborers in your area and other work that
can be done for employment.
ASSESSMENT:
1. Write down what the combined harvester does?
2. What new employment does the government should provide to the workers who
have lost their jobs due to the use of machinery?
3. What are the Advantages and disadvantages machinery in agriculture ?
4. Analyze the graph given below.

Name of the topic/concept: Technology - Industry
LEARNING OUTCOMES:
 Understand how the importance of looms has diminished due to the formation
of textile mills.
 Distinguish between the quality of textiles made in the mill and the quality of
textiles made on looms.
IMPORTANT POINTS
The British introduced textile mills in India. The Textile mills are like a factory with
hundreds of looms in a large area, employing hundreds of people in various sectors.
Weaving centers have only a few looms. Some people only work. These are maintained in
homes and in small sheds. There is a difference in the level of production for the loom
center and for the Textile mills. Mills produce quality fabric. Shirts, pants, sarees, dothis,
blankets and towels are made of yarn, synthetic, blended, wool and silk threads. Most of
the weaving centers are in Tamil Nadu, Maharashtra and Gujarat. The share of looms in
textile production in India has been increasing since the 1980s. There has been a solid
change in the textile industry.
Power Looms Textilemills

ASSESSMENT:
1. Analyze the pictographs given below.
2. Explain the differences between Textile mills and looms.
3. Analyze how the Textile mills have affected the Indian economy.
4. Locate Tamil Nadu, Maharashtra, Gujarat, Telangana and Andhra Pradesh on the
map of India.
Name of the topic/concept: Technology - Decline of Handloom
LEARNING OUTCOMES:
 As the yarn mills grow, the handloom industry responds to the decline.
 Understand the impact of the decline of the handloom industry on the
handicrafts.
IMPORTANT POINTS
Decline in handloom due to the effect of looms is a major change that is clearly visible.
Utilization of mechanical knowledge produces six times more labor per mill on looms
than on handlooms. Those who work in the looms are paid less. There will be no medical
facilities, pension and other social security. There are health problems like food security,
malnutrition, tuberculosis and asthma. Those who work in mills have monthly salaries.
Wages are paid according to the fabric produced in the looms.Mills have trade unions.
Most of the children of those who work here drop out in the middle. There is a new
market for handloom in traditional fabric and designs. However, due to lack of proper
support from the government and the change in public opinion, handloom workers are
migrating to other sectors.
Telangana State Handloom Co-operative Society (TSCO) is an organization set up for
the development of handloom in the state of Telangana. There are about 380 primary
handloom co-operative societies in the state of Telangana.Of these, about 13,000
handloom workers depend on handlooms for their livelihood. Tesco aims to provide work
for all of them. Pochampally, Gadwala, Narayanpet, Warangal & Karimnagar have
major handloom clusters. Tesco operates 9 branches in North India and 37 branches in
Telangana. Gadwal, Narayanpet, Pochampally and Sirisilla areas in Telangana are
famous for handloom.
Handloom Woven cloths in Pochampally
Chintakindi MALLESHAM Telangana Minister for

Invented ‘AASU machine” Textiles K. T. RAMARAO
(Recipient of Padma Shri Award) & Actress Samantha is brand
ambassador for Telangana handlooms.
One as a publicist for encouraging people to use the products or services of a particular
organization. Will be the leading person. They are called ‘Brand ambassador’.
Activity: Collect different types of handloom textiles from different states of India
and make an album
ASSESSMENT:
1. Inform the efforts being made by our government for the development of the
handloom industry.
2. Think and write about the impact of corona on the handloom industry.
3. TSCO Full Form ……………………………………………………………………
4. Who is the current Minister of Handloom & Textiles in our state ………………
…………………………………………………..
5. Locate Pochampally, Gadwala, Narayanpet and Sirisilla on the map of Telangana

with the help of your teacher.
Name of the topic/concept: Technological Changes in the Service Sector
LEARNING OUTCOMES:
 Understand the changes that have taken place in the service sector due to
technology.
 Analyzes the revolutionary changes that have taken place in the field of
information and news.
IMPORTANT POINTS
Technological changes also affect the service sector. All types of business activities in
agriculture and industry are also covered by the service sector. Emergency programs that
do not directly contribute to production also fall under the service sector. Eg: Teachers,
Doctors, Lawyers, Ironmen, Grocery Shop Owners are covered by the service sector. The
service sector needs people who look after deposits and accounts, those who do
administrative work and those who work in banks. The media helps in the rapid
expansion of the business.With the change in technology, information is rapidly
becoming available to everyone. India has the third largest telecommunications network
in the world. The change in telephone technology has greatly reduced the cost of
receiving information. The share of private companies in telecommunication services is
increasing. Many mobile phone manufacturing companies are being set up in India. Their
technology also requires new skills. New jobs have been created for the youth in
multinational companies, mobile phone manufacturing, sales, repairs, recharge / top-up
services.
* This Bar graph shows the increase in telephone usage in rural and urban areas.
Once upon a time people used to go to Now a days We take money

anywhere with the bank and take money with a
with a draw form. ATM CARD
A computer that works sitting A LAPTOP that can be

at home and in the office taken anywhere and operated
Old Type of Telephone Changes in mobile phones

ASSESSMENT:
1. What are the changes in the service sector due to technology?
2. Explain how employment opportunities in the service sector have increased?
3. Write the names of some of the professions in the service sector.
4. Expand the ATM with the help of your teacher
5. Fill in the table below.
Sl.No. Sector Older Newer Any impact on

technology technology livelihood/amount of
production/ increase or
decrease inhuman effort
1 Agriculture
2 Industry
3 Service
Name of the chapter: 9. Public Health and Government Worksheet No: 51
Name of the topic/concept: Facilities
LEARNING OUTCOMES:
 Student identifies the basic needs of human beings
 Student understand the importance of health care facilities
 Student gives examples for some epidemic diseases
 Students follow the prevention methods of some diseases.
IMPORTANT POINTS
Health care facilities
As citizens of a country, we expect the government to look after the basic needs of its
people. Since we consider all citizens to be equal, these basic necessities should be
available to people in all situations.
Activity 1: Mention some basic needs of human beings
……………………………………………………………………………………………..
……………………………………………………………………………………………..
In order to prevent and treat illnesses, we need appropriate facilities such as health
centres, hospitals, laboratories for diagnosis, ambulance services, blood banks etc. We
require qualified health workers, nurses, doctors, lab technicians etc. who can advise,
diagnose and treat illnesses. We also need medicines and equipment that are necessary for
treating patients. To prevent illnesses, in addition to vaccinations we need enough food,
safe drinking water, proper sanitation (safe disposal of faeces) and a clean environment.
Activity 2: Write the names of few hospitals, laboratories and ambulance services that
you see in your area.
Hospitals : _______________ ______________ ____________
Laboratories : _______________ ______________ ____________
Ambulance service : _______________ ______________ ____________
Health care system

India has a large number of doctors, clinics and hospitals. India also has the experience
and knowledge of running a public healthcare system. This is a system of hospitals and
health centres run by the government catering to a huge population scattered over lakhs of
villages. Moreover, there has been much advancement in medical sciences in the form of
technology and treatment procedures.
ASSESSMENT:
Answer the following questions
1. Write Practices that prevent disease and promote well-being
2. How poor environments impact health?
3. What come under health care system?
4. What steps can be taken to control mosquitos in your area?
Choose the correct answer.
1. Which of the following is an important part of public health? ( )

A. Environmental cleanliness B. Education
C. Preventive medicine D. All the above
2. These are very important in prevent illness ( )
A. Medicines B. Vaccination C. X-Rays D. blood tests
3. Which of the following is not a human basic need ( )
A. Education B. clean drinking water C. sanitation D. wide roads
4. The main aim of Mid-day meal is ( )
A. To help Dwakra groups B. Increase nutritious values among children
C. To improve standard of education D. to benefit the ration shops
Name of the topic/concept: Public health services
LEARNING OUTCOMES:
 Students classify the healthcare facilities
 Students use the services of public health care facilities if needed
 Identifies the role of ASHA workers and Anganwadi centres in public health
care system.
IMPORTANT POINTS
Healthcare services
healthcare facilities are divided into two categories: a) Public health services and b)
Private health services.
Public health services
The public health service is a system of health centres and hospitals run by the
government to provide treatment to all kinds of problems - from common illnesses to
special services in both rural and urban areas.
The Sub Centre covers a population of 5000 people, who may be in one or many villages
in a rural area. This Centre has Multi-Purpose Health Assistants (MPHAs) (Female and
Male). They are trained in dealing with common illnesses and provide immunization to
children, care for pregnant women, take steps to prevent diarrhoea and malaria. These
Centres work under the supervision of Primary Health Centres (PHC) located at the
Mandal level. Each Primary Health Centre covers a population of 30,000 (roughly five
Sub centre areas). For every 4 to 5 PHCs, there is a Community Health Centre which is a
30-bed hospital and has some specialists. Some surgeries are done at this level. At the
divisional level is the Area Hospital that has 100 beds. At the district level is the District
Hospital. Large cities have many government hospitals.
Activity 1:
i. Meet an ASHA worker of your village and interview about her services/duties
and write in your notebook
ii. Visit Anganwadi centre in your village and prepare a list of services it is providing
to the community.
One of the most important aspects of the public health system is that it is meant to
provide quality healthcare services either free or at a low cost, so that poor families can
seek treatment. Another important function of public health is to take action to prevent
the spread of diseases such as TB, malaria, jaundice, cholera, diarrhoea, chikungunya etc.
This has to be organised by the government with the participation of people, otherwise it
will not be effective.
ASSESSMENT:
1. In to how many categories the health care facilities are divided?
2. Mention the functions of public health system?
3. Explain the duties of Multi Purpose health Assistants.
4. How can we prevent the spread of diseases.
Match the following

1. PHC ( ) a. divisional level
2. Area hospital ( ) b. Disease
3. Malaria ( ) c. nutritious food for children
4. Anga ( ) e. Mandal level
Name of the topic/concept: Private Health System
LEARNING OUTCOMES:
 Students explain the different services provide by private health care system.
 Students differentiate the public health care system with the private health
care system.
IMPORTANT POINTS
Private health system
There is a wide range of private health facilities that exist in our country. In the
rural areas, one finds Registered Medical Practitioners (RMP). In rural areas, another
popular provider of healthcare is the untrained medical persons.
Urban areas have a large number of doctors, many of them provide specialised
services in their private hospitals and nursing homes. There are many private laboratories
which test blood, urine, stool or offer special facilities such as X-ray, ultrasound etc.
Medical shops are found in every corner of the country. As the name suggests, private
health facilities are not owned or controlled by the government.
Unlike the public health services, patients have to pay a lot of money for every
service that they avail. Public or government services are financed by taxes collected by
the government. Therefore, the fee people pay for public health services are often low. In
the case of private healthcare actual 'costs' and 'profits' enter the calculation and therefore
the fee are generally higher.
Private hospital Ultrasound machine

Activity -1
i. Visit a private hospital or a nursing home in your area and prepare a list of
specialised services they are providing.
ii. Interview some of your neighbours to know where they are getting health services
mostly and the fees they are paying.
Health Insurance
Medicine is too expensive for some chronic diseases for the ordinary people. So, if public
gets the health insurance, they may get qualitative services with the help of an insurance
scheme. And there are many insurance companies in the market, both in the public and
private sectors.
Activity - 2 Visit a health insurance agent and list out some health insurance schemes
1. ……………………………………
2. ……………………………………
3. ……………………………………
ASSESSMENT:
1. What differences do you find between private and public health services in your
area? Use the following table to compare and contrast these.
2. What do you mean by a private health care system?

3. Name the private health facilities found in most of the rural areas.
4. Where are private services, easily available?
Choose the correct answer.
1. Registered Medical practitioner serves mostly in ( )
A. urban areas B. Rural areas
C. Government Hospitals D. Private hospitals in cities
2. Government hospitals are financed by ( )
A. fees collected from the public B. taxes collected from the public
C. laying charges on the doctors D. funds collected from abroad
Name of the topic/concept: Basic public facilities
LEARNING OUTCOMES:
 Students understand the importance of public facilities for poor people.
 Students suggest some measures to prevent diseases.
 Students recognise the importance of clean drinking water and sanitation.
IMPORTANT POINTS
Basic public facilities
Water is essential for life and good health. We need water to meet our daily needs.
Safe drinking water can prevent many water-related diseases. India has one of the largest
number of cases of diseases caused by lack of clean water such as diarrhoea, dysentery,
and cholera. Over 1,600 Indians, most of them children below the age of five, reportedly
die everyday because of water-related diseases. These deaths can be prevented if people
have access to safe drinking water.
Basic public facilities

Activity -1
Like water, there are other essential facilities that need to be provided for everyone.
Name the basic public facilities provided in your village
…………………………………………………………………………………………..
…………………………………………………………………………………………..
The important characteristic of a public facility is that once it is provided, its
benefits can be shared by many people.
The Government’s Role
One of the most important functions of the government is to ensure that these
public facilities are made available to everyone. Many people who cannot afford to pay
for basic facilities will be deprived of the opportunity to live a decent life. This is against
the Constitutional promise for equal opportunities for all and the right to a decent life for
everyone.
Public facilities relate to people’s basic needs. Health expenses are also one of the
reasons for people to be trapped in debts that they cannot repay.Both central and state
governments are responsible for health facilities.
Activity-2: Prepare a list on how your family members have been utilising public
facilities.
ASSESSMENT:
I. State true or false.
1. 99% of Indian households have access to
safe drinking water. (True/False)
2. Right to water, health and education are a part
of the Right to Life. (True/False)
3. The important feature of a public facility is that once it is
provided, its benefits can be shared by many people. (True/False)
4. The basic public facilities are provided by private persons. (True/False)
II. Answer the following questions.
1. What are the diseases caused by the pollute water?
2. What are the important features of public facilities?
Column A Column B
(i) Polio (a) Public facilities
(ii) Cholera (b) constitutional right
(iii) Basic Needs (c) Water-borne disease
(iv) The Right to Life (d) Preventable disease

Name of the topic/concept: ……
LEARNING OUTCOMES:
 Students understand the importance of nutritious level for healthy life.
 Classify the food items as vitamins, proteins, carbohydrates Etc.
IMPORTANT POINTS
Status of Nutrition
Nutrition is nourishment or energy that is obtained from food consumed.
Healthcare doesn’t mean only treating diseases but ensuring the provision of the basic
needs. A large section of the population is living their life in a way that it may not be
noticed that these people are undernourished all the time.
People who are undernourished/ not eating adequately are not able to build the
minimum fat requirement from their food for normal activity. They may not be ill but will
often feel weak, tired and are likely to fall ill easily. This situation can be overcome by
adequate food and not by any special medicine. It is like a situation of invisible
starvation. They do get food to eat but less than what is required, therefore their starvation
is not visible..
Activity -1
What did you eat yesterday?
Breakfast
Launch
Dinner
getting the most out of your meals: The best meals have a balance of items from the
different food groups.
1/2 the plate is covered with fruits and vegetables.
1/4 of the plate grains, 1/4 the plate protein.
Drink fat-free or low-fat milk instead of soda or other sugary drinks. Avoid
oversized portions
Better nutrition means stronger immunity systems, less illness and better health.
According to the World Health Organisation (WHO), poor nutrition contributes to 1 out
of 2 deaths (53 percent) associated with infectious diseases among children below five in
developing countries. In Telangana and Andhra Pradesh about 33 per cent of the children
below 5 years of age were characterised as underweight. About 31 per cent of the women
and 25 per cent of men are undernourished.
ASSESSMENT:
Answer the questions.
1. What is nutrition?
2. Why we need better nutrition?
Fill in the blanks by correcting the jumbled words
1. Iron is found in (spainhc) …………………..
2. Protein is found in (eamt) …………….and (uples) …………….
3. Vitamins are found in (rfiust) …………….
4. Carbohydrates are found in (rcei) ……… and (whtea) …………….
Name of the chapter: 10. Landlords and Tenants under the British and the Nizam Worksheet No: 56
Name of the topic/concept: Zamindars and Peasants in Mughal times
LEARNING OUTCOMES:
 Pupil explains the role of zamindars in the Mughal period.
IMPORTANT POINTS
During the Mughal period, zamindars acted as the intermediaries between the government
and the peasants. They collected land revenue and local taxes from the farmers and
received a share in that. They represented the farmers problems to the government and
tried to enforce the regulations imposed by the governments on the peasants. In
Telangana, they lived in Gadis(Houses like small forts) and controlled the nearby villages
with small band of soldiers.
Zamindars cultivated some part of their own land with the help of labourers is called
Khudkhasht lands. And they gave another part of the land to peasants either for a share of
the produce or a fixed rent. Thus, zamindars were landlords and tax collectors.
Formers were two types: Independent land owning cultivators and tenants of the
landlords. In the villages, a large number of skilled artisans and service castes got their
livelihood from providing services to the farmers and landlords.
Activity 1: Observe the given pictures and choose the titles to them.
The king independent farmers zamindars khudkhasht land
1) …………….. 2) …………………. 3) ………………… 4) ………………..

ASSESSMENT:
1) Match the following
A) Landlords [ ] a) Houses like small forts
B) Tenants [ ] b) Zamindars self-cultivated land
C) Gadis [ ] c) Zamindars, having own land
D) Khudkhasht [ ] d) Peasants, who cultivated zamindars land
2) Explain the roll of zamindars during the Mughal period?
A. _________________________________________________________________
_________________________________________________________________
3) Why do you think the zamindars kept the soldiers and small forts?
A. _________________________________________________________________
_________________________________________________________________
4) How many types of farmers are there in our villages? Who are they?
A. _________________________________________________________________
_________________________________________________________________
Name of the topic/concept: Permanent settlement: changes introduced by the British
LEARNING OUTCOMES:
 Pupil explains the permanent settlement.
 Pupil analyses the implementation and results of permanent settlement.
IMPORTANT POINTS
When the British gained control over India, they werekeen to increase the land revenue as
much as possible tofinance their trade and wars. the companyGovernor General
Cornwallis introduced permanent settlement in 1793 to increase cultivated landby the
farmers and to encourage investment in land on the cash crops like cotton, indigo,
sugarcane etc., which were more demand in the market.
By the terms of settlement, zamindars were given the powers to collect the revenues
agreed upon in auctions. Therefore, it was also called zamindari system. They have to
pass on 90% of the amount to government, retaining 10% as collection charges. The
amount to be paid was fixed permanently, it was not to be increased in future. However
zamindars continuously increased the revenue and change the cultivators who did not
meet the demand.
The result: In the earlier years of the settlement, zamindars failed to pay revenue which
was fixed so high, lost their zamindaris. There were no remissions of revenue in times of
crop failure and famine.. Old zamindars were rapidly replaced by the new ones.
Activity 1: List out the food crops and cash crops grown in your area.
Food Crops: ________,________,_______
Cash Crops: ________,________,_______
Activity 2 : Meet any five farmers of your village and ask them what type of problems
they are facing in cultivation.
ASSESSMENT:
1. Multiple Choice Questions
A) Which does not belong to cash crop? [ ]
a. Cotton b. Sugarcane c. Indigo d. Paddy
B) The Governor General, who introduced permanent settlement in India ____ [ ]
a. Robert Clive b. Cornwallis c. Wellasly d. William Bentik
C) ______benefited in the early years of the settlement. [ ]
a. Company b. Zamindars c. Farmers d. Tenants
D) Permanent settlement is also called ______. [ ]
a. Jagirdari System b. Ryotwari System
c. Zamindari System d. Mahalwari System
1. What were the objectives of permanent settlement?
2. What is the difference between land revenue and rent?
3. Are the Land owners and the Cultivators same in your area? Support your answer.
Name of the topic/concept: Commercialisation and exploitation of the peasants
by the zamindars and moneylenders
LEARNING OUTCOMES:
 Pupil analyses the causes for the debt trap of the farmers.
IMPORTANT POINTS
At the time of company rule, peasants fled the countryside due to the high rate of revenue
or barrowed money from moneylenders in order to pay their land revenue. If they could
not repay their loans on time, the money lenders went to court to get their land auctioned
to recover the loan money.
Another reason for the debt trap was an increase in export of agricultural produce, the
agricultural prices were determined by international market. The ryots of Ganjam who
had pinned their hopes on reaping huge profits from cotton crop suddenly became
paupers. Not only that,Rice became scarce since cotton was grown on the fields where
previously paddy was cultivated. The scarcity of rice hit all the sections of the population.
Thousands of people died of hunger in the famine known as Ganjam Famine. Due to
impoverishment, many people were forced to migrate to countries such as South Africa,
Fiji, Mauritius, Burma, Malaysia and the Caribbean islands as indentured labourers and
coolies as there was a need of work on the sugarcane and cotton plantations
During the colonial period the peasants were forced to do vetti (work without wages) on
the zamindar’s fields. Many peasants could not cultivate their own fields properly. They
could not improve their fields as they had fear that the zamindars immediately increases
the rent or they can be evicted from their land at any time..
Activity 1: Write down the countries, which have labour migrations from our country.
ASSESSMENT:
1) Multiple choice questions.
A) Peasants were unable to pay………………. and fled the countryside. [ ]
a) land revenue b) rent c) interest d) electricity bills
B) …………….. Was not the cause for farmers debt trap. [ ]
a) High revenues b) Heavy interest
c) Fluctuations in crop prices d) Labour migrations
C) Severe famine was occurred in………………… region, in 1865. [ ]
a) Krishna delta b) Godavari delta c) Ganjam d) Rayalaseema
D) Work without wages is called …………………… [ ]
a) vetti b) services c) migration d) contract labour
2) How did the land revenue lead to peasants losing their lands to the moneylenders?
3) Have you heard any fluctuations in crop prices recently? Analyse the causes for
fluctuations.
4) In view of Ganjam famine, write down the consequences of famines?
5) Why did not the peasants improve their fields in the colonial period?
6) In what way can a government help to prevent famines even in times of crop
failure?
Name of the topic/concept: The Ryotwari system and developmental activities
LEARNING OUTCOMES:
 Pupil explains the benefits of Ryotwari system.
 People admires the foresight of the British to construct dams.
IMPORTANT POINTS
By the early 19th century company introduced Ryotwari system in entire South India and
later in Western India to meet the expenses of administration and investments in trade.
Riot means cultivator. The Ryotwari means peasant tenure. It was decided to collect
revenue from the actual cultivators/owners of the land.
Under this system the peasants and their field was identified, a survey number was given
to their land and the tax per acre was decided based on the yield, price situation,market
condtions and the cultivated crop. Before the cultivation commenced in 1801-02,Munro
made necessary advances to the Ryots. In that year saw a bumper crop and very good
revenue.
To control severe famines in delta region an anicut across the Godavari river at
Dahawaleswaram in 1849 and another anicut across the Krishna River at Vijayavada in
1854 were built. After 1857 the Kurnool-Kadapa Canal was built to bring waters to the
dry areas of Rayalaseema.
In the early periods of the Ryotwari system farmers were suffered with high land revenue,
it was revised for 20 to 30 years. Soon however as prices rose faster than the land revenue
and Ryots found it more profitable to employ tenants to cultivate their lands and receive
rent 3-7 times more than the land revenue.
As a result they too did not have any interest in investing to improve agriculture.
Activity: Write some of the names of projects taken by Telangana Government to
improve irrigation.
Sir Arthur Cotton Dhawaleshwaram barrage
ASSESSMENT:
1. Match the following:-
A) Thomas Munro [ ] a) A cultivator
B) Arthur Cotton [ ] b) Petty chiefs
C) Ryot [ ] c) Ryotwari System
D) Palegars [ ] d) Dhawaleswaram Project
2. Why did the company introduce the Ryotwari system?
3. Was the Ryotwari system benefited to the farmers? Justify your answer.
4. What is the main purpose of constructing anicuts?

Name of the topic/concept: Doras and peasants of Hyderabad state and, Famines
LEARNING OUTCOMES:
 Pupil explains the way of exploitation by Jagirdars and Inamdars in the Nizam
rule.
 Pupil analyses the causes of the peasant movements during the colonial
period.
IMPORTANT POINTS
In the Hyderabad state under the Nizam rule Jagirdars, Samstandars and Inamdars
collected revenue from the landsunder them, and gave a small part to the Nizam as
‘Peshkash’ and kept the remaining with them for the administrative purpose. In the
Hyderabad state there were about 1500 Jagirs spread over 6535 villages and 14
Samsthanams over 497 villages. About 1400 villages were directly under the Nizam as
his personal Jagir (called sarf-e-khas).
The Nizams followed the British policies, they tried to collect maximum land revenue
through deshmukhs, and it resultedin desertion of lands by peasants andcomplete decline
of agriculture.
The large landlords were called doras lived in gadis. They had vast lands cultivated by
tenants and also lands directly cultivated with forced labour. They acted as moneylenders
and settled all village disputes. Other village officials like patwaris and smaller landlords
had to abide by their orders
High taxes, rents, continuous famines, food grains exportation, artificial scarcity of food
grains created by large traders led to acute distress, grain riots in many Andhra districts
and troops were sent to quell the violence during the later half of the 19th century.
During the colonial period, the peasants in different parts of the country formed ‘Kisan
Sabhas’ to carry their agitation forward against landlords, merchants and state officials.
They demanded abolition of landlordism, reduction of land revenue and control over
money lenders.Eg: The deccan riots of 1860s, Rampa fituris, Moppila agitations, Awadh
peasant movement in 1920-22 (UP). The British government helped the Zamindars to
suppress the revolts. In the 20th century the peasants joined the national movement in
large numbers.
Activity: Ask your elders and make a list of problems that are facing by your village
farmers.
ASSESSMENT:
1. Match the following:-
A) Peshkash [ ] a) revenue collector
B) Sarf-e-kash [ ] b) revenue paid to Nizam
C) Deshmukh [ ] c) A land grant by Nizam
D) Jagir [ ] d) Personal land by Nizam
2. Among all forms of exploitation, the peasants hated ‘vetti’ the most. Can you
explain why?
3. How was a dora different from an ordinary landlord?
4. What were the demands of peasant movements?
5. Locate the following places in the outline map of India.
a) Ganjam b) Hyderabad c) Awadh d) Rayalaseema
Name of the chapter: 12. Freedom movements in Hyderabad State Worksheet No: 61
Name of the topic/concept: Early years of Nationalism Feudal
LEARNING OUTCOMES:
 Analyzes the role of the Congress in mobilizing nationalism in the state of
Hyderabad.
 Students appreciate the work done by Aghornath Chattopadhyay & Mulla
Abdul Khayyum.
CONTENT
Hyderabad, in South India, was a princely state ruled by the Nizams with British policies.
British viceroyalty residents interfered in the administration. Aghornath Chattopadhyay
started nationalism in Hyderabad. The state of Hyderabad has Marathi, Kannada, Telugu
and Deccan Urdu speakers. Mullah AbdulQayyum is a Congress supporter. He founded
'Anjuman-e-Maref' with the aim of improving the social, intellectual and economic life
of the people. Newspapers like Hyderabad Telegraph, Deccan Standard and Muslim-e-
Safiq promoted nationalism. The Congress gained popularity in Hyderabad with the
support of evangelicals such as the Reverend Gilder. Founded in 1892, the AaryaSamaj
has produced many nationalist leaders.
Mir Osman Ali Khan The residence of Wanaparthy province

Lieutenant Colonel Kirk Patrick
The Nizams were initially governors under the Mughal emperors and ruled with the help
of jagirdars and princes. Telangana had princely states like Vanaparthi, Gadwal and
Kolhapur. They did not allow democratic systems such as local bodies and legislatures.
VII-Nizam Mir Usman Ali Khan opposed the Congress-led national movement. Several
farmanas (KING ORDERS) were issued prohibiting political activities in the state.
Activity 1: Note the map in the textbook page number - 138. Mark the following
areas on the map with the help of your teacher.\
1) Surf-i-Khas 2) Paigan 3) Jagir 4) Sansthan
5) Your current district is in the Nizam --------- area.
Activity 2: Gather information about the newspapers of the Nizam period.
Activity 3: Write the names of some other states in the Telangana region given in your
textbook
Activity 4: Find important Nizam princely states on the map of Telangana
ASSESSMENT:
1) ………………….. Viceroy residents interfere in the administration. ( )
a) Nizam b) Resident c) Mughals
2) ………….. The beginning of nationalism in the state of Hyderabad. ( )
a) Mulla Abdul Qayyum b) Aghoranath Chattopadhyay
c) Reverend Gilter
3) Arya Samaj in Hyderabad was established in the year ………………. ( )
a) 1888 b) 1892 c) 1982
4) What are the languages spoken in the state of Hyderabad?
5) The Nizam who opposed the national movement?
6) What is the meaning of the Urdu word Farmana?
7) For what purpose was Anjuman-e-Moroff founded?
8) Which dailies promoted nationalism in Hyderabad?
9) An example of democratic systems?

Name of the topic/concept: Language and religion - The Last Nizam
LEARNING OUTCOMES:
 Explains the influence of language & religion in increasing nationalism.
 Mir Osman Ali Khan appreciates the modernization of the administrative
system.
CONTENT
The Nizams are Deccan Urdu speakers. The official language and medium of instruction
is Urdu. 90% of the superiors were Muslims. But there are a large number of Hindus who
speak Telugu, Kannada and Marathi. Schools were not set up on the suspicion that private
Telugu schools would become centers for anti-Nizam sentiments. Under Tilak's
leadership, language and religion became important during the extremist nationalist
movement. Mir Osman Ali Khan, the last ruler of the state of Hyderabad, tried to
modernize the administrative system under the influence of the British.
Irrigation schemes:
 Nizam Sagar, Ali Sagar

 Branches : Railways, Roads, Electricity, Flight.
 State Bank of Hyderabad established in 1941 and Archaeological Department
established in 1914.
Many new projects Balagangadhar A Gallery in the

were designed by Tilak State museum
Engineer M. Visvesvarayya
Osmania Hospital City Central library High Court
S.No PROVINCE %
1 Hyderabad 9.3
2 Travancore 47.7
3 Baroda 23
4 Mysore 12.2
Literacy Percentage - In 1941
Important construction
 • Osmania hospital • osmania university • highcourt • central library • unani

hospital • jubli hall • Hyderabad Museum
Important industries of the Nizam period
 • Singareni mines, • Azam Zahi Mill, • Sirpur Paper Mills, • Nizam sugar factory
Activity 1: Know the current situation of these industries and write a report
 Hyderabad State Rupee "Sikka". This is the only country that has its own coins and
rupee
Activity 2: Collect Hyderabadi Rupees & Sikka (pictures) and make an album
Acttivity 3:Write 10 words of Urdu that you use in your daily life as part of your
mother tongue
1. __________ 2. __________ 3. __________ 4. __________ 5. __________
6. __________ 7. __________ 8. __________ 9. __________ 10. __________

ASSESSMENT:
I. Write answers to the following questions
1) Do you support the feudal system of the Nizam, and why?
2) Define these
A) Deshmukhi……………… b) Jagirdar ………………….
3) Majority of the people in the state …………… ( )
a) Muslims b) Hindus c) Christians d) Mughals
4) The Nizams were initially …………… regional governors of the emperors
a) Mughals b) Krishnadevaraya c) Deshmukhs d) Golconda
5) Muslims spoken by the Nizam rulers of Hyderabad state ……… ( )
a) Telugu b) Kannada c) Marathi d) Deccan Urdu
6) Match The following
1. The official language of facts ( ) a. Assembly
2. Nizam Rupee ( ) b. High literacy
3. Travancore ( ) c. Telugu
4. Town Hall ( ) d. Sicca
( ) e. Urdhu
Name of the topic/concept: Andhra JanaSangh-Library Movement-
Andhra Mahasabha
LEARNING OUTCOMES:
 Explains how the Andhra Jana Sangh contributed to the development of the
Telugu language through the library movement
 Analyzes the possible reasons for the coexistence of educational and social
reforms in the objectives of the Andhra Mahasabha.
CONTENT
In 1901, Sri Krishnadevaraya Andhra Language nilayam was established in Hyderabad by
Komaraju Lakshmana Rao along with Nayani Venkata Rangarao and Ravi Chettu
Rangarao. The Telugu language was discriminated against in the state of Hyderabad. The
struggle for the proper position of Telugu began in 1921 when Vivekawardhini was
insulted by a man for reading a resolution in Telugu in college in Hyderabad. Madapati
Hanumantrao formed the Andhra Jana Sangh in 1924.
Objectives of the Andhra Jana Sangh: - To establish libraries and reading rooms and to
encourage students and scholars. Collection of Telugu manuscripts. Promoting Telugu
literature. They also set up more than 4000 schools (many of which had to close due to
opposition from the government).
Suravaram Pratapa Reddy Sri Krishna Devaraya

Andra Bhasha Nilayam
Establishment of Andhra Mahasabha (A.M.S) …… 1930. Its primary purpose is to
further enhance educational facilities. Bringing in educational social reforms. Suravaram
Pratapareddy, the editor of Golakonda magazine, stirred up national sentiments among
the people. Kaloji, Dasarathy Krishnamacharya and Dasarathy Rangacharya fought for
the independence of Hyderabad with their literature. The Communists demanded land
reforms, an end to Vettichakiri and an end to the exploitation of the aristocracy.
Kaaloji The first meeting of the Daasharathi

Andhra Mahasabha
Activity 1: Visit the local library in your village and read the books you like and write
a list of those books and the things you like in them.
Activity 2: Organize a Library Festival at your school. Write a report
Activity 3: Read the Andhra Mahasabha demands in your textbook and write in your
note book. Also think about why the Andhra Mahasabha demanded
educational and social reforms
ASSESSMENT:
I. Write the answers to the following questions.
1) What is the reason for starting the struggle for the right position of Telugu?
2) What are the demands of the communists?
3) Write the intentions of the Andhra community?

4) Those who ignited national sentiments among the people through the magazine
________________________________
5) Poets involved in the freedom struggle through their literature _________________
_______________________________________
II. Match The Following
1. Madapati Hanumantrao ( ) a) Golconda Magazine
2. 1901 ( ) b) Andhra Maha Sabha
3. Suravaram Pratapareddy ( ) c) Sri Krishnadevaraya Andhra

Language Home,
4. 1930 ( ) d) Andhra Jana Sangh

Name of the topic/concept: Hyderabad State Congress
LEARNING OUTCOMES:
 Students will be able to state the reasons that led to the formation of the State
Congress in the State of Hyderabad
 Students appreciate the efforts made by the State Congress to fulfill the
aspirations of the people of Hyderabad State.
CONTENT
The Indian National Congress functioned only in British India. Did not work directly in
the monarchical states.
The common people in these monarchical states faced more oppression and injustice and
wanted to join the freedom movement of India. In such kingdoms state congresses were
formed and fought for democratic rights and reform representative government.
Hyderabad State Congress … 1938. The Nizam banned 'Vandemataram' which
motivates everyone in line with nationalism. This led to a large-scale movement by
school and college students.
Prominent leaders: Swami Ramananda Tirtha- Prominent leader, Ramakisan B. Rao,
jamalapuram kesavaravu, K. V. Rangarao, J. V. Narasingarao,
Dr. M. Chenna Reddy. - Later became the Chief Minister of Joint Andhra Pradesh. (1978-
80 & 1989 -1990)
PV Narasimha Rao - Later became the 9th Prime Minister of India (1991-1996)
P.V . NarsimhaRao Ramanandathirtha Marri Chenna Reddy

State Congress Demands:
They want fundamental rights to be granted to the people and repeal the directives issued
threatening the freedom of speech, community, press and religious processions. They
wanted a rule of law to be made by elected representatives. In 1942, they launched a
satyagraha in line with the All India Quit India movement. The government dissolved the
state Congress and arrested them. As Indian independence approached in 1946, the
Hyderabad State Congress launched a movement to end the Nizam's rule for
incorporation into the Republic.
Activity 1 : Find out about the establishment of the Indian National Congress and its
objectives with the help of your teacher and write a report. .
Activity 2 : Collect the complete song of Vande Mataram and present it in the form
of a chart in the classroom.
Activity 3 : Collect pictures of the above mentioned leaders and make an album.
ASSESSMENT:
1) What are the reasons for people in the monarchical states to participate in the
Indian freedom movement?
2) Write a short report on the Hyderabad State Congress
3) What was the evolution after the Nizam banned the singing of 'Vandemataram'?
4) The year of the Quit India Movement ____________________________
5) Hyderabad State Congress prominent leader _______ later became the

then Chief Minister of Andhra Pradesh ( )
A) J V Narasimha Rao B) Dr. M. Chenna Reddy.
C) Madapati Hanumantrao D) P. V. Narsimha

Name of the topic/concept: Telangana Armed Struggle (1946-1951)
LEARNING OUTCOMES:
 Describes the activities of farmer associations
 Explains the reasons for stopping the Telangana armed struggle.
 Compares the activities of vacationers and farmers' associations
 Students question the need for Telangana to continue the armed struggle even
after the annexation of Hyderabad to India..
CONTENT
From 1929, farmers' unions were formed to fight against the exploitation of Patel,
Patwaris, Deshmukhs, revenue and police officers.They give a radicalprogramme aganist
Vetti ana put foewerd the demand ofland to the tillers (This is called 'Dunnevaniki
Bhoomi')
Farmers' unions campaigned against illegal feudal exactions, levy systems, evictions of
tenants and excessive land rent. With the death of Doddikomarayya on July 4, 1946, the
'Telangana armed struggle' sparked off. The Nizams and Deshmukhs tried to suppress the
movement with violence. Guerrilla squads were formed to protect the villages and Gram
Raj committees were set up to resolve villager’s problems. Culture group formed to sing
Burrakathas with the messege of the struggle .Vetti was abolished by running a Parallel
government and “People’s courts”. They fought for the formation of 'Visalandhra' in the
Telangana region along with along other Telugu speaking regions. Ittehadul Muslimeen
formed a volunteer force called “Razakars“ to protect the rule of Nizam and the
domination of Muslims.
Razakars Force Doddi Kommaraiah
The razakars attacked peasant sanghams of Telangana , communists millitants , burned

villages and taking women hostages to create fear psychosis among the general public.
The Telangana armed struggle continued even after the merged. It was suppressed by the
ceased in the Indian armed forces and it gradually declined by 1950.
Activity 1 : Gather information related to Doddi Komurayya

Activity 2 : Read in the textbook what is the actions of the parallel government and the
people’s court and write it in your note book.
Activity 3 : Make an album with some more pictures related to the Telangana armed
struggle.
ASSESSMENT:
1) What are the reasons for the formation of farmer associations?
2) What are the main activities of the farmer association?
3) What are the results of the Telangana armed struggle?
4) An organization called Ittehadul Muslimeen formed an organization of volunteers
called …………… to protect the dominance of Muslims in Hyderabad and the
Nizam's rule.
5) The famous Telangana armed struggle began with their death ( )
A) Raavi Naarayana Reddy B) Arutla Ramachandra Reddy
C) Chaakali Ilamma D) Doddi komuraiah
6) In which year the State of Hyderabad was annexed by the Government of
Independent India through police action. ( )
A) 1947 B) 1948 C) 1950 D) 1945
Name of the topic/concept: Merger with INDIA
LEARNING OUTCOMES:
 Students understand that Hyderabad has finally merged with the Indian Union
 Students describe the immediate effects of the merger on Nizam.
 Explains the various reasons for the further intensification of the aspiration for
a separate state of Telangana.
CONTENT
When India gained independence in 1947, Mir Usman Ali Khan, the last Nizam, wanted
Hyderabad to be an independent state, while the common people and the state political
establishment wanted an end to the Nizam's rule.
When the Indian government decided to end this anarchy, the then Home Minister Sardar
Vallabhbhai Patel sent an armed force to Hyderabad under the name 'Operation Polo'.
Hyderabad finally merged with India on September 17, 1948.
The immediate result of the Hyderabad merger
 The Nizam continues as ruler until the establishment of democracy is complete.

 Abolition of Jagirdars, Deshmukh, and watans.
 Initiating the process of democratic elections.
The rule of law came to an end on January 26, 1950 when the Constitution of India came
into force. Elections were held in 1952. An elected government was formed in the state of
Hyderabad and Burgula Ramakrishna Rao became the first Chief Minister of the state.
Mir Osman Ali Khan remained the Rajpramukh until 1956. The establishment of the state
of Andhra Pradesh in 1956 was based on a gentlemen's agreement. Violating the
provisions of this agreement, Telangana has intensified its aspirations for a separate state
due to discrimination by the ruling parties in the fields of irrigation, education and
employment.
Leaders involved in the INDIAN ARMY

gentlemen's agreement (Operation Polo)
Operation Polo The Nizam Nawab cordially

invited Patel after the merged of Hyderabad
Activity 1: Know the contents of the gentlemen's agreement and write a report.
Activity 2: Make an album with some pictures related to Operation Polo.
ASSESSMENT:
1. What is the immediate outcome of the Hyderabad merger?
2. India has always been an independent country. ( )
A) 1947 B) 1950 C) 1945 D) 1951
3. Identify the person ( )
A. Ramananda Tirth B) Burgula Ramakrishna Rao
C) Sardar Vallabhbhai Patel D) Nehru
4. The ruling parties in the Telangana region discriminated in this field ( )

A) Irrigation B) Education C) Employment D) All of the above
5. Who continued to be the Rajpramukh of Hyderabad ( )
A) Mir Usman Ali Khan B) Prime Minister
C) Vallabhbhai Patel D) Ramanand
6. ___________ was established in 1956 by the State of Andhra Pradesh. ( )
A) Last Nizam B) Gentlemen's Agreement
C) Governor D) Razakars
7. First Chief Minister of Hyderabad State . ……………….
8. The main event that took place on 17th September 1948……………………..
9. 'What is the purpose of Operation Polo' …………………………………………
10. The Nizam's rule in Hyderabad ended on ………………………………………..

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STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

LEARNING OUTCOMES: Students

1. Explain about the impact of seasons on the human life.

Vasanta Ritu/ Grishma Ritu/ Varsha Ritu/

2. Name the seasons according to the Sanskrit Literature.

3. Which season do you like the most? Why?

4. Choose the correct answers.

i) The season in which trees shed the leaves ( )

a) Summer b) Winter c) Rainy d) Autumn

ii) At the end of Shishira ritu we celebrate this festival ( )

a) Dipawali b) Holi c) Makar Sankranti d) Ugadi

5. Match the Part A with Part B

1. Vasanta ritu ( ) a) beginning of rains for

2. Grishma ritu ( ) b) Vasanta Panchmi

3. Varsha ritu ( ) c) summer season

4. Sharad ritu ( ) d) Snowfall in Himalayan region

5. Shishira Ritu ( ) e) Deepawali

LEARNING OUTCOMES: The pupil will be able to:

1. Locate the places situated on different latitudes and longitudes

2. Why is Norway called as “The land of midnight Sun”?

i) 60o N and 150o W _________________________

ii) 30 o N and 60 o E _________________________

iii) 45 o S and 150 o E _________________________

iv) 30 o S and 45 o W _________________________

v) 45 o N and 100 o E _________________________

5. Locate the following on the world map.

a) South Africa b) Land of Midnight sun

c) Australia d) India e) Chile

LEARNING OUTCOMES: The pupil will be able to:

i) Summarise the factors effecting the seasons.

Equinoxes: An equinox is commonly regarded as the time when the plane of

2. Write few lines about the rotation of the earth.

i) The movement of the earth causing seasons ( )

a) Revolution b) rotation c) spinning d) circumference

ii) The earth takes ______ hours to complete one rotation ( )

a)12 hours b) 36 hours c) 48 hours d) 24 hours

i) In which hemisphere is India located?

ii) When do India experience summer solstice? Why?

iii) What are equinoxes?

iv) How many times do equinoxes occur in the year? When?

LEARNING OUTCOMES: The pupil will be able to:

➢ In December, it shines over the

➢ March 21 and September 23 - Sun on

➢ When we move northwards or southwards of the Tropical Belt, we reach a region

➢ If you move further north or south

ii) It is extremely hot near _______________ ( )

2. 66.5 o S ( ) b) Tropic of Capricorn

4. 23.5 o S ( ) d) North Pole

i) Write any three places falling in the Temperate Zone.

iii) On which latitude is India located?

iv) What is the name given to the 0o longitude and latitude?

• Be aware of the Polar region area.

North and South Poles on the Globe The Arctic Circle

TUNDRA VEGETATION PERMAFROST

• Students explain the how eskimos collect food

Weapons used by Eskimos Igloo kayak

1. The houses where the Eskimos live are called _____________. .