uó²sÁÔá sC²«+>·+ - båsÁ $<óTŠ \T

1. sC²«+>·eTTqÅ£” ‹<ŠT&Æ Õî eÚ+&ƒT³, <‘“ €<Šsô\qT, dŸ+dŸ\œ qT, C²rjáT |ŸÔ¿£eTTqT,C²rjáT ^ÔáeTTqT >šsÁ$+#áT³Ñ
2. C²rjáT kÍÇÔá+çÔá« bþs³eTTqÅ£” dŸÖÎÛ]“ï ºÌq –q•Ô<ŠsôÁ eTT\qT eTqdŸTàjáT+<ŠT –+#áT¿=“ y{ì“ nqTdŸ]+#áT³Ñ
3. uó²sÁÔá kÍsÁÇuó eTÔáÇ+, ׿£«Ôá, nK+&ƒÔqá T dŸeT]œ+#áT³ eT]jáTT dŸ+sÁ¿+Œì #áT³.
4. <ûXøeTTqT sÁ¿+ìŒ #áT³ eT]jáTT ¿Ã]q|ŸÚ&ƒT C²Ü¿ì de #ûjáTT{Ñ
5. uó²sÁÔá ç|ŸÈ\ eT<ó«Š eTÔá, uó²wŸ, çbÍ+rjáT, esÁZ yî$Õ <ó«Š eTT\qT n~ó>$· T+º, kÍeTsÁd«Ÿ eTTqT, kþ<ŠsÁ uó²eeTTqT
™|+bõ+~+#áT³, çdÓ\ï >šsÁe+ ÔáÐZ+#áT €#sÁeTT\qT $&ƒH&ƒT³Ñ
6. eTq –eTˆ& dŸ+dŸØÜú, dŸTdŸ+|Ÿq• dŸ+ç|Ÿ<‘jáÖ\qT >šsÁ$+º sÁ¿ìŒ+#áT³Ñ
7. n&ƒeÚ\T, dŸsdÁ TŸ à\T, q<ŠT\T, n&ƒ$ È+ÔáTeÚ\Ôà dŸVäŸ çbÍ¿£Ü¿£ |Ÿ]dŸs\qT ¿±bÍ& n_óe~Æ #ûjTá T³ eT]jáTT
dŸeTdŸï JeÚ\ jîT&ƒ\ ¿£sÁTD²çsÁÝÔá ¿£*Ð eÚ+&ƒT³.
8. XæçdÓjï Tá <Š¿£Î<¸‘“•, eÖqeԐy<‘“•, ›C²ãdqŸ T, dŸ+dŸØsÁD ÔáԐǓ• ™|+bõ+~+#áT¿=q³+Ñ
9. ç|ŸÈ\ €d¾ï“ dŸ+sÁ¿ìŒ+#áT³, V¾²+dŸqT $&ƒH&ƒT³Ñ
10. ç|ŸjTá Ԑ•\T, kÍ<óqŠ \ –q•Ôák͜sTT\qT “sÁ+Ôás+Á n+<ŠT¿=qTq³T¢>± yîj Õ Tá ¿ì¿ï ,£ dŸ$Tw¾¼ ¿±sÁ« sÁ+>±\“•+{ìýË çXâwÔ÷Ÿ á
¿ÃdŸ+, ¿£w¾ #ûjTá T³ çbÍ<¸$Š T¿£ ¿£seïÁ «yîT® eÚ+&ƒeýÉqT.
11. €sÁT qT+& |Ÿ<‘•\T>·T dŸ+eÔáàsÁeTT\ ejáTdŸTà ¿£*Ðq u²\T“¿ì ýñ<‘ u²*¿£Å”£ Ôá*¢ Ôá+ç& ýñ<‘ dŸ+sÁ¿ÅŒ£ ”£ “>±eÚq•
e«¿ìï Ôáq_&ƒ¦ ýñ<‘ dŸ+<ŠsÒÛqTkÍsÁeTT Ôáq dŸ+sÁ¿ÔŒì Tá “¿ì $<‘«sÁ̈qÅ£” ne¿±XøeTT\T ¿£*Î+#áeýÉqT.

(n~ó¿s£ DÁ + 51 A)

$<‘«VŸ²Å£”Ø #á³¼+
6 qT+& 14 dŸ+eÔáàsÁeTT\ |¾\¢\+<Š]¿ì –ºÔá “sÁÒÛ+<Š b*yîT+³¯ $<Š«q+~+#á&†“¿ì –<ûÝ¥+#á‹&q$. ‚~
@ç|¾ýÙ 1, 2010 qT+& neTýË¢¿ì eºÌ+~.
#á³+¼ ý˓ eTTU²«+Xæ\T:
· |¾\¢\+<Š]¿ì n+<ŠTu²³TýË bÍsÄXÁ æ\\qT @sÎ³T#ûjáÖ*.
· bÍsÄÁXæ\\Å£” eTò*¿£ edŸÔTá \qT ¿£*Î+#*.
· |¾\¢\+<Š]“ ejáTdŸTàÅ£” ÔáÐq ÔásÁ>·ÜýË #û]Î+#*.
· ejáTdŸTàÅ£” Ôá>·Z ÔásÁ>·ÜýË #û]Ìq ÔásÇÔá ÔÃ{ì y]Ôà dŸeÖq+>± –+&ƒ{²“¿ì ç|ŸÔû«¿£¥¿£ŒD ‚|¾Î+#*.
· ç|ŸÔû«¿£ nedŸs\T ¿£*Zq |¾\¢\Å£” kÍ<ó‘sÁD |¾\¢\ÔÃbͳT $<Š«¿=qkÍÐ+#á&†“¿ì Ôá>·TedŸÔáT\T @sÎ³T¢ #ûjáÖ*.
· ‹&ýË #ûsTÁ Ì¿Ã&†“¿ì bý²+{ì |Ÿ¯¿£Œ\T “sÁÇV¾²+#ás<ŠT. b³Te+{ì sÁTdŸTeTT, #¯¨\T edŸÖ\T #ûjáTs<ŠT.
· ‹&ýË #û]q |¾\\ ¢ |sÁT rd¾yj û Tá &ƒ+, n<û Ôás>Á Ü· ýË ¿=qkÍÐ+#á&+ƒ #ûjTá s<ŠT.
· |¾\¢*• Xæ¯sÁ¿+£ >±, eÖqd¾¿£+>± V¾²+d¾+#ás<ŠT.
· ejáTdŸTà “sœsÁD |ŸçÔá+, ‚ÔásÁ <óŠM¿£sÁD |ŸçԐ\T ýñeHû ¿±sÁD+ #ûÔá |¾\¢\Å£” ‹&ýË ç|ŸyûX擕 “s¿£]+#ás<ŠT.
· ÔáÐq nsÁ½Ôá\Tq• y]“ eÖçÔáyûT –bÍ<ó‘«jáTT\T>± “jáT$T+#*.
· |¾\¢\T “¹sÝ¥+ºq kÍeTsœ«\T kÍ~ó+#ûý² uË<óHŠ uó„«dŸq+, eTÖý²«+¿£q+ –+&†*.
· b*yîT+³¯ $<Š« |ŸPsÁj ï ûT«esÁÅ£” |¾\¢\Å£” bý²+{ì uËsÁT¦ |Ÿ¯¿£Œ\T “sÁÇV¾²+#ás<ŠT.
· |Ÿ<‘•\T>·T dŸ+eÔáàs\T |ŸPsÁïsTTq|ŸÎ{ì¿ìú, b*yîT+³¯ $<Š« |ŸPsÁïjûT«esÁÅ£” bÍsÄÁXæ\ýË |¾\¢\T ¿=qkÍ>·e#áTÌqT.
· ‹\VÓ²q esZ\Å£”, ç|ŸÜÅ£L\ |Ÿ]d¾Ôœ áT\qT b<ŠTs=Ø+³Tq• ‹+<‘\Å£” #î+~q |¾\\ ¢ T @ $<óŠyîT®q $e¿£ŒÔáÅ£” >·T]¿±Å£”+&†
#áÖ&†*.
· sC²«+>·+ýË bõ+<ŠT|Ÿ]ºq $\Te\Å£” nqT>·TD+>±, $<‘«sÁTœ\qT uó„jáT+, €+<ÃÞøqÅ£” >·T]#ûjáT“ ¯ÜýË y]
dŸsÁÇÔÃeTTU²_óe~Æ¿ì ÔÃ&ƒÎ&û bÍsÄÁ«ç|ŸD²[¿£ sÁÖbõ+~+#*.
 SOCIAL STUDIES
Class - 6
Textbook Development Committee
Editorial Board
Sri. S. Suresh Kumar IAS
Commissioner of School Education & State Project Director,
Samagra Shiksha AP, Amaravati.

Smt. Vetriselvi. K IAS

Special Officer, English Medium Project, O/o CSE, AP, Amaravati.

Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Director - SCERT, AP, Amaravati.

Sri. K. Ravindranath Reddy MA., B.Ed.

Director - Government Textbook Press, AP, Amaravati.

Editors
Dr. V. Subramanyam (Rtd.) Professor
Dept. of Anthropology, Andhra University, Visakhapatnam
Dr. D. Pulla Rao Professor
Dept. of Economics, Andhra University, Visakhapatnam
Dr. K. Suryanarayana Professor
Dept. of History & Archaeology, Andhra University, Visakhapatnam
Dr. N. Chendrayudu Asst. Professor
Dept. of Geography, S.V. University, Tirupati.
Dr. R. Parthasaradhi M.B.A., Ph.D.
Director I/C & Associate Professor and Head Sri Y.N. College, Narsapur.
Sri. K. Dasapathi Rao Rtd. Lecturer
IASE, SPSR Nellore Dt.
Sri. K. Lakshmi Narayana Principal
DIET, Dubacherla, West Godavari Dt.
Dr. M. Sai Kiranmayi M.A., M. Phil,Ph.D.
Head Training Department, S.G.E.C, Narsapur, W.G. Dist.
Dr. V.V.S. Naidu Prof. & HOD
Science and Humanities, S.G.E.C, Narsapur, W.G. Dist.

Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.

i
 © Government of Andhra Pradesh, Amaravati

First Published 2020

New Impression - 2021, 2022, 2023

All rights reserved

No part of this publication may be

reproduced, stored in a retrieval system, or
transmitted, in any form or by any means
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
which it is published and without a similar
condition including this condition being
imposed on the subsequent purchaser.
The copy right holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.

This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

Printed in India
at the A.P. Govt. Textbook Press
Amaravati
Andhra Pradesh

ii
 Co-ordinator

Dr. T. V. S. Ramesh Co-ordinator

Dept. of C&T, SCERT, AP.

Authors

Sri. Kunati Suresh SA

ZPHS, Urandur, Chittoor Dist.

Sri. K.S.V. Krishna Reddy Sri. M. Venkateswaralu

GHM, ZPHS, Ganti, East Godavari Dist.
Smt. Dr. D. Vani Prabha SA
ZPHS, Gorripudi, East Godavari Dist.
Sri. A.M. Srinivasa Rao GHM KVVR Sri. S. Rambabu SA
ZPHS,Ananthavaram, Prakasam Dist.
Sri. CM. Rafiq Jan SA
ZPHS, M. Chowtapalle, YSR Kadapa Dist.
Sri. T. Venkataiah
ZPHS, Pudi, Chittoor Dist.
Sri. V. Rajaiah SA
Govt. High School, Koilkuntla, Kurnool Dist.
Sri. S. Nagamallikarjuna SA
ZPPHS, Duvvuru, SPSR Nellore Dist.
GHM, ZPGHS, Epurupalem, Prakasam Dist.
Sri. K. Chiranjeevulu SA
ZPHS, Muchivolu, Chittoor Dist.
ZPHS, Garudabilli, Vizianagaram Dist.
Smt. M. Vasantha SA
GGHS, Proddatur, YSR Kadapa Dist.
Smt. S. Sairunnisa Begum SA
ZPGHS, Kondapalli, Krishna Dist.
Sri. P. Hari Kiran Kumar SA
Assessment Cell, SCERT.
Smt. T.S. Malleswari Lecturer (P)
SIET, SCERT, Andhra Pradesh

Illustrators
Sri. M. Vara Prasad Drawing Teacher
MNSMO High School, Repalle, Guntur Dist.
Sri. P. Ramachandra Rao MPPS, Jakeru, Vizianagaram Dist.
Sri K. Srinivasa Rao Drawing Teacher
ZPHS, Bondapalli (V & M), Vizianagaram Dist.

DTP & Designing

PVR Designers, Arundalpet, Vijayawada.

Star Media Services, Hyderabad.

iii
 Foreword
The Government of Andhra Pradesh has unleashed a new era in school education by
introducing extensive curricular reforms from the academic year 2020-21. The Government has
taken up curricular reforms intending to enhance the learning outcomes of the children with focus
on building solid foundational learning and to build up an environment conducive for an effective
teaching-learning process. To achieve this objective, special care has been taken in designing the
textbooks to achieve global standards.
As a part of the curricular reform, in order to support the designing of textbooks with
better pedagogical strategies, handbooks are given to teachers with elaborated lesson plans. Parental
handbooks are prepared to impart awareness regarding the teaching-learning process to the parent
community. QR codes are incorporated in the beginning of each lesson to enable learning outside
the classroom.
Semester system is going to be implemented from this academic year for 1 to 6 classes.
Social studies textbook has been developed in bilingual approach. There are twelve lessons in the
textbook. These lessons are developed based on six themes i.e., Diversity on the earth, Production
exchange and livelihood, Political systems and governance, social organisations and inequalities,
religion and society, culture and communications. This book will help the students to study different
aspects of our social life about diversity of land and people, how people get their livelihood, how
people acquire for their common needs and manage them, why all people in our society are not
equal, how people try to bring about equality, how people worship different Gods in different
ways, and finally how they communicate with each other and build a culture which is shared by
them.
We are grateful to Honourable Chief Minister Sri.Y.S. Jagan Mohan Reddy for being our
source of inspiration to carry out this extensive reform in the education department. We extend our
gratitude to Sri Botcha Satyanarayana, Honourable Minister of Education for striving towards
qualitative education. Our special thanks to Sri. Budithi Rajsekhar, IAS, Special Chief Secretary,
School Education, Sri. S. Suresh Kumar, IAS, Commissioner, School Education and State Project
Director, Samagra Shiksha, Smt. Vetriselvi.K, IAS, Special Officer, English Medium Project for
their constant motivation and guidance.
We convey our thanks to the textbook writers who studied curriculum from Chicago to
Singapore and recommended best practices across the globe to reach global standards. Our
heartfelt thanks to NCERT, SCERT of Kerala, Tamilnadu and Karnataka in designing the textbooks.
We also thank our textbook writers, editors, artists and layout designers for their contribution in
the development of this textbook. We invite constructive feedback from the teachers and parents
in further refinement of the textbook.

Dr. B. Pratap Reddy

Director
SCERT – Andhra Pradesh

iv
 eTT+<ŠTeÖ³
€+ç<óŠç|Ÿ<ûXÙ ç|Ÿuó„TÔáÇ+ 2020`21 $<‘« dŸ+eÔáàsÁ+ qT+& bÍsÄÁXæ\ $<‘« ç|ŸD²[¿£ýË $dŸïÔá
dŸ+dŸØsÁD\qT ç|ŸyXû ø™|³¼&+ƒ <‘Çs qeXø¿±“¿ì H+~ |Ÿ*¿ì+~. |Ÿ{wì y¼Ÿ Tî ®q |ŸÚH~ n¿£ŒsdŸ«ÔáqT “]ˆ+#û+<ŠTÅ£”
M\T>± nuó«„ dŸq |˜*Ÿ Ԑ\T ™|+bõ+~+#û HD«yîTq® uË<óŠHuó«„ dŸq $<ó‘H“• ç|Ÿu²ó ee+Ôá+>± neT\T #ûjTá &†“¿ì
$<‘« ç|ŸD²[¿£ dŸ+dŸØsÁD\Ôà ţL&q bÍsÄÁ« |ŸÚdŸï¿±\T sÁÖbõ+~+#sÁT.
$<‘« dŸ+dŸØsÁD\ýË uó²>·+>± eTTqT™|q•&ƒÖ ýñ“ $<ó+Š >± bÍsÄ«Á |ŸÚd¿Ÿï ±\ sÁÖ|Ÿ¿\£ ÎqÔÃbͳT HD«yîTq®
uË<óHŠ eP«VŸä\T neT\T |Ÿs#Á +û <ŠTÅ£” M\T>± –bÍ<ó‘«jáTT\ ¿ÃdŸ+ bÍsÄ«Á ç|ŸD²[¿£\T, ¿£sBÁ |¾¿\£ T sÁÖbõ+~+#sÁT.
u²\\T nuó²«dŸ+ #ûd+<ŠTÅ£” M\T>± esY؋T¿ù\T sÁÖbõ+~+#sÁT. ‚$ u²\\T Ôás>Á Ü· >·~ýË HûsTÁ ÌÅ£”q•
n+Xæ\qT |ŸÚq'XøÌsÁD #ûdTŸ Å£”Hû+<ŠTÅ£” <ÃVŸ²<Š|&Ÿ ԃ sTT. bÍsÄXÁ æ\ýË neT\eÚÔáTq• qÖÔáq uË<óHŠ uó«„ dŸq
eP«VŸä\qT ne>±VŸ²q #ûdŸTÅ£”Hû+<ŠTÅ£” Ôá*¢<Š+ç&ƒT\ ¿ÃdŸ+ Å£L&† ÿ¿£ ¿£sÁB|¾¿£ sÁÖbõ+~+#sÁT. $<‘«
dŸ+eÔáàsÁ+ çbÍsÁ+uó+„ ýË yîTT<Š{ì s +&ƒT Hî\\ bͳT u²\\qT bÍsÄXÁ æ\ýË dŸ+d¾<+Ɗ #ûd ¿±sÁ«ç¿£eÖ\qT
sÁÖbõ+~+º neT\T #ûjáT&ƒ+ ÈsÁT>·TÔáT+~. ‚~ u²\\T nuó„«dŸq yÔesÁD²“¿ì n\y³T|Ÿ&ûý² #ûdŸTï+~.
‡ $<‘« dŸ+eÔáàsÁ+ qT+& 1-6 Ôás>Á Ô· Tá \ýË ™d$TdŸs¼ TÁ $<ó‘H“• ç|ŸyXû ø ™|&ƒTÔáTH•+. kÍ+|˜T¾ ¿£XædïŸ
bÍsÄÁ« |ŸÚdŸï¿ ±“• ~Çuó²cÍ $<ó‘q+ýË eTTç~dŸT ïH•+. ‡ bÍsÄÁ«|ŸÚdŸï¿ £+ýË 12 bÍsĐ«+Xæ\T –H•sTT.
‡ bÍsĐ«+Xæ\T €sÁT ‚ÜeÔï\ €<ó‘sÁ+>± n_óe~Æ #ûjáT‹&†¦sTT. n$ uó„ÖyîÕ$<ó‘«\T, –ÔáÎÜï eÖ]Î& -
JeHÃbÍ~ó, sÈ¿¡jTá e«edŸ-œ |Ÿ]bÍ\q, k͜“¿£ dŸ+dŸ\œ T, ndŸeÖqÔá\T, eTÔáeTT - dŸeÖÈeTT, dŸ+dŸØÜ -
dŸeÖ#sÁ e«edŸ.œ ‡ bÍsÄÁ«|ŸÚdŸ¿ï +£ $<‘«sÁT\œ Å£” uóք $T, ç|ŸÈ\ yî$Õ <ó«Š +, ç|ŸÈ\T ÔáeT JeHÃbÍ~ó“ mý²
bõ+<ŠTԐsÁT, y] nedŸs\“ @ $<óŠ+>± rsÁTÌÅ£”+{²sÁT, dŸeÖÈ+ý˓ ndŸeÖqÔá\qT n~ó>·$T+º mý²
dŸeÖqÔáÇ+ kÍ~ó+#*, $$<óŠ eTԐ\qT mý² €#á]kÍïsTÁ , ÿ¿£]ÔÃÿ¿£sÁT dŸeÖ#s“• mý² |Ÿ+#áTÅ£”+{²sÁT,
dŸ+dŸØÜ“ mý² “]ˆkÍïsTÁ nHû $wŸjÖá \qT n<ó«Š jáTq+ #ûjTá T³Å£” dŸVäŸ jáT|Ÿ&Tƒ ÔáT+~.
bÍsÄÁXæ\ $<‘« dŸ+dŸØsÁD\T #û|Ÿfñ¼+<ŠTÅ£” “sÁ+ÔásÁ+ dŸÖÎÛ]ï“dŸÖï eTT+<ŠTÅ£” q&|¾+ºq >šsÁeújáT
eTTK«eT+çÜ esÁT«\T l yîÕ.jáTdt. È>·HŽ yîÖVŸ²HŽ Âs&¦ >±]¿ì VŸ²<ŠjáT|ŸPsÁÇ¿£ <óŠq«y<‘\T. >·TD²Ôሿ£ $<Š«qT
n+~+#û+<ŠTÅ£” “sÁ+ÔásÁ+ ¿£w¾ #ûdŸTqï • eÖq« eT+çÜesÁT«\T l u¤Ôáà dŸÔ«á HsjáTD >±]¿ì qeTdŸØ ÔáT\T.
ÔáeT neTÖ\«yîT®q dŸÖ#áq\T, dŸ\VŸä\Ôà bÍsÄÁ«|ŸÚdŸï¿£ sÁÖ|Ÿ¿£\ÎqýË ~X擹sÝXø+ #ûd¾q l ‹T&Ü sÈXâKsY
IAS bÍsÄX Á æ\ $<Š« ç|ŸÔ«û ¿£ ç|Ÿ<‘ó q ¿±sÁ«<Š]ô >±]¿ì, l mdt. dŸTs¹ wt Å£”eÖsY IAS ¿£MTwŸqsY, bÍsÄÁXæ\ $<Š«
eT]jáTT d¼{Ù çbÍCÉ¿ù¼ &îÕÂs¿£¼sY, dŸeTç>· ¥¿£Œ >±]¿ì, €+>·¢eÖ<óŠ«eT ç|ŸÔû«¿£ n~ó¿±]Dì leTÜ Â¿. yîç{ì™d*Ç IAS
>±]¿ì <óqŠ «y<‘\T.
n+Ôás¨rjáT ç|ŸeÖD²\Ôà ţL&q bÍsÄÁ«+Xæ\T sÁÖbõ+~+#û+<ŠTÅ£” d¾+>·|ŸPsY qT+& º¿±>à esÁÅ£”
$<‘« ç|ŸD²[¿£\qT n<ó«Š jáTq+ #ûdq¾ bÍsÄ«Á |ŸÚdŸ¿ï £ sÁ#sá TTÔá\Å£” <óqŠ «y<‘\T. ÔáeT neTÖ«\yîTq® dŸ\VŸä*ºÌq
&†öö eÖjáÖ >·TDesÁqÆ , ¿±HŽuçÉ s jáT֓e]à{ì, €d*¼ jáÖ y]¿ì ç|ŸÔ«û ¿£ ¿£ÔáÈÔã \á T. ¿¹ sÁÞ,ø Ôá$TÞøH&ƒT,
¿£s’³¿£, eTVŸäsh, sÈkÍïHŽ, VŸ²]jáÖD², #órá dï |t TŸ˜ &Ž scͼ\ $<‘« |Ÿ]XË<óqŠ ¿¹ +ç<‘\Å£” <óqŠ «y<‘\T.
bÍsÄ«Á |ŸÚdŸ¿ï £ sÁÖ|Ÿ¿\£ ÎqýË $XâwŸ ¿£w¾ #ûdq¾ sÁ#sá TTÔá\T, dŸ+bÍ<ŠÅ”£ \T, ºçÔ῱sÁT\T, &.{ì.|¾. ýñ`neÚ{Ù
&CÉՓ+>´ ysÁ+<Š]¿¡ ç|ŸÔû«¿£ <óqŠ «y<‘\T. ‡ bÍsÄÁ«|ŸÚdŸï¿£+™|Õ –bÍ<ó‘«jáTT\T, Ôá*¢<Š+ç&ƒT\ qT+& “sˆD²Ôሿ£
dŸÖ#áq\T, dŸ\VŸä\T kÍÇ>·ÜdŸTHï •+.
&†. _. ç|ŸÔ|t Âs&¦
dŸ+#\Å£”\T
sh $<‘« |Ÿ]XË<óqŠ ¥¿£ŒD² dŸ+dŸœ
v
 Our National Anthem | C²rjáT ^Ôá+
Jana-gana-mana-adhinayaka jaya he Èq>·DeTq n~óHjáT¿£ ÈjáTV²!
Bharata-bhagya-vidhata uó²sÁÔá uó²>·«$<ó‘Ԑ!
Panjaba-Sindhu-Gujarata-Maratha |Ÿ+C²‹, d¾+<óTŠ , >·TÈsÔá, eTssĐ,
Dravida-Utkala-Banga ç<‘$&ƒ, –ÔáØÞø, e+>±!
Vindhya-Himachala-Yamuna-Ganga $+<ó«Š , V¾²eÖ#á\, jáTeTTH, >·+>±!
uchchala-jaladhi-taranga –#áÌ\ È\~ó ÔásÁ+>±!
Tava Subha name jage, Ôáe Xø—uóH„ yûT C²¹>!
tave subha asisa mage, Ôáe Xø—uó„ €¥wŸ eÖ"¹>
gahe tava jaya-gatha. >±V² Ôáe ÈjáT>±<¸‘!
Jana-gana-mangala-dayaka jaya he Èq>·D eT+>·Þ<ø ‘jáT¿£ ÈjáTV²!
Bharata-bhagya-vidhata. uó²sÁÔá uó²>·« $<ó‘Ԑ!
Jaya he, Jaya he, Jaya he, ÈjáTV²! ÈjáTV²! ÈjáTV²!
jaya jaya jaya jaya he. ÈjáT ÈjáT ÈjáT ÈjáTV²!!
- Rabindranath Tagore - sÁM+ç<ŠH<¸Ž sĐ>·ÖsY

Pledge | ç|ŸÜÈã
India is my country. All Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
- Pydimarri Venkata Subba Rao
uó²sÁÔ<á Xû +ø H eÖÔáuóք $T. uó²sÁrjáTT\+<ŠsÖÁ H dŸ¬<ŠsTÁ \T.
HûqT H <ûX擕 ç|$TdŸTHï •qT. dŸTdŸ+|Ÿq•yîTq® , ‹VŸQ$<óyŠ Tî q® H <ûXø ysÁdԟ Çá dŸ+|Ÿ<Š HÅ£” >·sÇÁ ¿±sÁD+.
B“¿ì nsÁ½Ôá bõ+<Š&†“Â¿Õ dŸsÇÁ <‘ HûqT ¿£w¾ #ûkÍïqT.
H Ôá*<¢ +Š ç&ƒT*•, –bÍ<ó‘«jáTT*•, ™|<Š\Ý +<Š]• >šsÁ$kÍïqT. ç|ŸÜy]ÔÃqT eTs«<Š>± q&ƒT#áT¿=+{²qT.
È+ÔáTeÚ\|Ÿ³¢ <ŠjTá Ôà –+{²qT.
H <ûXø+|Ÿ³,¢ H ç|ŸÈ\|Ÿ³¢ dy“sÁÜÔà –+{²q“ ç|ŸÜÈã #ûdŸTïH•qT.
y] çXâjÖî _óe<ŠTýÆ ñ H €q+<‘“¿ì eTÖý+.
- ™|Õ&eTç] yî+¿£³ dŸTu²ÒseÚ
vi
 SOCIAL STUDIES
kÍ+|˜¾T¿£ XædŸï+
Class (ÔásÁ>·Ü)
-6
Semester (™d$TdŸ¼sY) - 1
Lesson No. Lesson Name Month Pages
bÍsÄÁ+.dŸ+. bÍsÄÁ+ |sÁT Hî\ |J\T
1. Our Earth in the Solar System June 2 - 29
kåsÁŔ£ ³T+‹+ýË eTq uóք $T pHŽ
2. Globe – Model of the Earth July 30 - 55
>â‹T - uó„Ö$T¿ì qeTÖH EýÉÕ
3. Maps July 56 - 77
|Ÿ³eTT\T EýÉÕ
4. Land Forms - Andhra Pradesh August 78 - 105
€+ç<óçŠ |Ÿ<Xû Ù - uóք dŸÇsÁÖbÍ\T €>·w§Ÿ ¼
5. Early life to settled life September 106 - 125
dŸ+#sÁ Jeq+ qT+& d¾sÆ Á Jeq+ ™d™|+¼ ‹sÁT
6. Early Civilisations September 126 - 147
Ô=* H>·]¿£Ô\á T ™d™|+¼ ‹sÁT

Teacher Corner Student Corner

 CHAPTER Our Earth in the
1 Solar system

Learning Outcomes

The students will be able to

understand the celestial bodies.
understand different components of the Solar System.
differentiate between Stars, Planets and Satellites.
recognise that the Earth is a unique celestial body.

Celestial Bodies

Sun Planets Satellites Asteroids Meteoroids Comets

Earth Moon

Solar System

Milky way / Galaxy

Universe

2
 n<ó‘«jáT+ kåsÁ Å£”³T+‹+ýË
1 eTq uó„Ö$T
nuó„«dŸq |˜Ÿ*Ԑ\T
$<‘«sÁT\œ ”
K>ÃÞø edŸTïeÚ\ >·T]+º ne>±VŸ²q bõ+<ŠTԐsÁT.
kåsÁ Å£”³T+‹+ý˓ $$<óŠ n+Xæ\ >·T]+º ne>±VŸ²q #ûdŸTÅ£”+{²sÁT.
q¿£çŒ Ԑ\T, ç>·VŸä\T eT]jáTT –|Ÿç>·VäŸ \ eT<óŠ« uó<ñ ‘“• >·T]ïkÍïsTÁ .
uó„Ö$T ÿ¿£ ç|ŸÔû«¿£ K>ÃÞø edŸTïeÚ n“ ç>·V¾²+#á>·\sÁT.

jáTT¹sqdt
n+>±sÁÅ£”&ƒT Hî|ŸP¼«HŽ
Xø—çÅ£”&ƒT
‹VŸ²dŸÎÜ

uó„Ö$T Xø“
‹T<ŠT&ƒT

K>ÃÞø edŸTeï Ú\T

dŸÖsÁT«&ƒT ç>·VŸä\T –|Ÿç>·VŸä\T ç>·V²Ÿ Xø¿ý£ ²\T –\Ø\T Ôÿ£#áT¿£Ø\T

uó„Ö$T #á+ç<ŠT&ƒT

kåsÁ Å£”³T+‹+
bÍ\|ŸÚ+Ôá / > ý²¿¡à

$XøÇ+

3
 In summer months we prefer to sleep on the terrace or in open air. At night
time what do we observe in the sky? The whole sky is visible with many twinkling
objects. Along with these bright objects, we also see the Moon on most of the days.
Let us know more about these bodies.

Fig 1.1 Sky during Night

Do you wonder why we can’t see the Moon and all the bright tiny objects
during day time? It is because, the very bright light of the Sun does not allow us to
see all these bright objects of the night sky. The Sun, the Moon and all those objects
shining in the night sky and other bodies like Earth etc., are called the celestial
bodies.
Some celestial bodies are very big and hot. They are made up of gases. They
have their own heat and light which they emit in large amounts. These celestial
bodies are called Stars. The Sun is a Star. Countless twinkling stars in the night sky
are similar to the Sun. But we do not feel their heat or light, and they look so tiny
because they are very far away from us.
Some celestial bodies do not have their own heat and light. They are lit by the
light of the Stars. Those are Planets, Satellites, Asteroids, Meteoroids, Comets etc.
The Earth on which we live is a Planet. It gets all its heat and light from the Sun,
which is our nearest star. If we look at the Earth from a great distance, it will appear
to be shining just as the Moon. The Moon that we see in the sky is a Satellite. It is the
companion of our Earth and moves around it. Like our Earth, there are seven other
Planets that get heat and light from the Sun. Some of them have their Moons too.

4
 yûd$Ÿ Hî\\ýË eTq+ $T<îÝ MT<Š ýñ<‘ €sÁT ‹jáT³ “ç<Šbþe{²“¿ì ‚wŸ|¼ &Ÿ ԃ +. sçÜ dŸeTjáT+ýË
€¿±Xø+ýË eTq+ @$T >·eT“kÍï+? €¿±Xø+ yîTTÔáï+ yîT]d edŸTïeÚ\Ôà ¿£“|¾dŸT+ï ~. ‡ yîT]d edŸTeï Ú\ÔÃ
bͳT eTq+ #á+ç<ŠT“• Å£L&† #ý² sÃE\T #áÖ&ƒe#áTÌ. M{ì >·T]+º eT]+Ôá Ôî\TdŸTÅ£”+<‘+.

ºçÔá+ 1.1. sçÜ |ŸP³ €¿±Xø+

|Ÿ>{· |ì PŸ ³ eTq+ #á+ç<ŠT&“, ç|Ÿ¿±Xøe+ÔáyTî q® ºq• edŸTeï Ú\qT m+<ŠTÅ£” #áÖ&ƒýeñ T“ MTÅ£” €XøÌsÁ«+
¿£\>·&ƒ+ ýñ<‘? dŸÖsÁT«“ jîTT¿£Ø #ý² ç|Ÿ¿±Xøe+ÔáyîT®q ¿±+Ü sçÜ |ŸP³ ¿£“|¾+#û €¿±Xø+ý˓ ‡
ç|Ÿ¿±Xøe+ÔáyTî q® edŸTeï Ú\“•+{ìú ¿£q|Ÿ&Ń ”£ +&† #ûdTŸ +ï ~. dŸÖsÁT«&ƒT, #á+ç<ŠT&ƒT, sçÜ €¿±Xø+ýË yîTsÁTdŸTqï •
edŸTïeÚ\T, uó„Ö$T n“•+{ì“ ¿£*|¾ K>ÃÞø edŸTïeÚ\T n+{²sÁT.
¿=“• K>ÃÞø edŸTeï Ú\T #ý² ™|<Š$Ý >±, yû&> ± –+{²sTT. n$ yjáTTeÚ\qT ¿£*Ð –+{²sTT. n$
kõ+Ôá+>± yû&, ¿±+ܓ ¿£*Ð –+& y{ì“ ™|<ŠÝ yîTTÔá+ï ýË $&ƒT<Š\ #ûkÍïsTT. ‡ K>ÃÞø edŸTeï Ú\qT
q¿£çŒ Ԑ\T n+{²sÁT. dŸÖsÁT«&ƒT ÿ¿£ q¿£çŒ Ôá+. sçÜ €¿±Xø+ýË eTqÅ£” ¿£q‹&û ýÉ¿Ø£ ýñq“• q¿£çŒ Ԑ\T dŸÖsÁT«&ƒT
e+{ìy.û ¿±ú eTqÅ£” y{ì yû& ýñ<‘ ¿±+Ü n+Ôá>± #ûs<Á TŠ . m+<ŠT¿£+fñ n$ eTqÅ£” #ý² <ŠÖsÁ+>±
–H•sTT. n+<ŠTe\¢ n$ #ý² ºq•$>± ¿£“|¾kÍïsTT.
¿=“• K>ÃÞø edŸTeï Ú\T kõ+Ôá+>± yû&“ , ¿±+ܓ ¿£*Ð –+&ƒeÚ. n$ q¿£çŒ Ԑ\ ¿±+Ü #ûÔá yî\T>·TԐsTT.
n$ ç>·VäŸ \T, –|Ÿç>·VäŸ \T, ç>·V²Ÿ Xø¿ý£ ²\T, –\Ø\T, Ôÿ£#Tá ¿£Ø\T. eTq+ “ed¾dTŸ qï • uóք $T ÿ¿£ ç>·V²Ÿ +.
eTqÅ£” <Š>sZ· >Á ± –q• q¿£çŒ ÔáyTî q® dŸÖsÁT«&ƒT qT+& uóք $T yû&, ¿±+ܓ bõ+<ŠTÔáT+~. eTq+ uóք $T“ #ý²
<ŠÖsÁ+ qT+& #á֝d,ï n~ #á+ç<ŠT&ý² yîTsÁTdŸTqï •³T¢ ¿£“|¾dŸT+ï ~. eTq+ €¿±Xø+ýË #á֝d #á+ç<ŠT&ƒT ÿ¿£
–|Ÿç>·V²Ÿ +. ‚~ eTq uóք $T¿ì ÔÃ&ƒT>± –+& <‘“ #áT³Ö¼ ÜsÁT>·TÔáT+~. eTq uóք $T eýÉ, dŸÖsÁT«& qT+&
yû&, ¿±+ܓ bõ+<û eTsà @&ƒT ç>·VŸä\T –H•sTT. y{ìýË ¿=“•+{ì¿ì –|Ÿç>·VäŸ \T Å£L&† –H•sTT.

5
 Let’s Do

Why can’t we see the moon and the other bright objects after the sunrise?
Let us observe celestial bodies:
Required material: Torch, sheet of plain paper, pencil and a needle.
Process:
1. Place the torch in the centre of the paper with its glass front touching the paper.
2. Now draw a circle around the torch.
3. Perforate the paper with the needle within the circled area.
4. Now place the perforated circle part of the paper on the glass front and
wrap the paper around the torch with a rubber band.
5. In a dark room, stand at some distance facing a plain wall. Switch off all
other lights. Now flash the torch light on the wall. You will see numerous
dots of light on the wall, which look like stars at night.
6. Switch on all the lights in the room. All dots of light will be almost invisible.
7. You may now compare the situation with what happens to the bright objects
of the night sky after the Sun rises in the morning.

Constellations
Have you ever noticed various patterns formed by different groups of stars
in the sky? Those are called ‘Constellations’. They were named after different
animals, objects and creatures depending on the shape they look. Ursa Major or Big
Bear is one such Constellations. One of the most easily recognisable constellation is
Saptarishi. It is group of seven stars.

Do You Know ?

In ancient times people used to

determine directions during the night with
the help of Stars. In the Northern Hemisphere
people determine the North direction with
the help of the North Star. It indicates the
north direction. It is also called the Pole Star.
It always remains in the same position in the
sky. We can locate the position of the Pole Star
with the help of Saptarishi (Ursa Major)
constellation. Fig 1.2 Saptarishi and the North Star

6
 eTq+ #û<‘Ý+
#á+ç<ŠT&“, ‚ÔásÁ ç|Ÿ¿±Xøe+ÔáyîT®q ºq• edŸTïeÚ\qT |Ÿ>·{ì|ŸP³ m+<ŠTÅ£” #áÖ&ƒýñeTT?
K>ÃÞø edŸTïeÚ\qT |Ÿ]o*<‘Ý+:
¿±e\d¾q edŸTïeÚ\T: {²sYÌ ýÉ{Õ Ù, Ôî\¿¢ ±ÐÔá+, ™|“àýÙ, >·T+&ƒT dŸÖ~.
ç|Ÿç¿ìjáT:
1. ÿ¿£ ¿±ÐÔá+ eT<ó«Š ýË {²sYÌýÉ{Õ Ù eTT+<ŠT uó²>·+ Ԑ¹¿³³T¢ “\uɳ+¼ &.
2. ‚|ŸÚÎ&ƒT {²sYÌ #áT³Ö¼ ÿ¿£ eÔá+ï ^jáT+&.
3. eÔï¿±sÁ ç|Ÿ<Xû +ø ýË dŸÖ~Ôà ¿±ÐԐ“¿ì sÁ+ç<ó‘\T yûjTá +&.
4. ‚|Ÿð&ƒT sÁ+ç<ó‘\T #ûdq¾ uó²>·+ >±E eTT+<ŠT uó²>·+ýË –+º $TÐ*q ¿±ÐԐ“• {²sYÌ #áT³Ö¼
sÁ‹ÒsÁT u²«+&ŽÔà ¿£³+¼ &.
5. N¿£{ì >·~ýË, kÍ<‘ >Ã&ƒÅ”£ m<ŠTsÁT>± ¿=+Ôá <ŠÖsÁ+ýË “\‹&ƒ+&. n“• ‚ÔásÁ ýɳ Õ q¢ T €|¾yjû Tá +&.
‚|Ÿð&ƒT >Ã&ƒ™|Õ {²sYÌýÉ{Õ Ù yî\TÔáTsÁT |Ÿ&ýû ² #ûjTá +&. sçÜ|ŸP³ q¿£çŒ Ԑ\T ç|Ÿ¿±¥dŸTqï •³T¢ MTsÁT
>Ã&ƒ™|Õ nHû¿£ #áT¿£Ø\ ¿±+ܓ #áÖkÍïsÁT.
6. >·~ý˓ n“• ýÉÕ³¢qT €HŽ #ûjáT+&. ¿±+Ü jîTT¿£Ø #áT¿£Ø\T <‘<‘|ŸÚ ¿£“|¾+#áeÚ.
7. –<ŠjÖá Hû• dŸÖsÁT«&ƒT –<ŠsTT+ºq ÔásÇÔá sçÜ €¿±Xø+ý˓ ç|Ÿ¿±Xøe+ÔáyTî q® edŸTeï Ú\Å£” @$T
ÈsÁT>·TÔáT+<à MTsÁT ‚|Ÿð&ƒT |Ÿ]d¾Üœ “ bþ*Ì Ôî\TdŸT¿Ãe#áTÌ.

q¿£çŒ Ôá sXø—\T
MTsÁT m|Ÿð&îÕH $$<óŠ q¿£çŒ Ԑ\ dŸeTÖVŸä\Ôà @sÁÎ&q qeTÖH\qT >·eT“+#s? y{ì“
»q¿£çŒ ÔásXø—\Tµ n+{²sÁT. n$ ¿£“|¾+#û €¿±s“• ‹{ì¼ $$<óŠ È+ÔáTeÚ\, edŸTeï Ú\, JeÚ\ |sÁq¢ T ™|{²¼sTÁ .
–sà yûTÈsY ýñ<‘ _>´ uñsY nHû~ n³Te+{ì ÿ¿£ q¿£ŒçÔá s¥. #ý² Ôû*¿£>± >·T]ï+#á<ŠÐq q¿£ŒçÔásXø—\ýË
ÿ¿£{ì dŸ|Ÿï]ü. ‚~ @&ƒT q¿£ŒçԐ\ dŸeTÖVŸ²+.

MTÅ£” Ôî\TkÍ ?

çbÍNq ¿±\+ýË ç|ŸÈ\T sçÜ dŸeTjáT+ýË

q¿£ŒçԐ\ dŸVŸäjáT+Ôà ~Å£”Ø\qT >·T]ï+#ûysÁT. –
Ôásï sÁ>Æ ÃÞø+ý˓ ç|ŸÈ\T –Ôásï Á q¿£çŒ Ôá+ dŸVäŸ jáT+Ôà –
Ôásï Á ~Å£”ØqT >·T]ï+#ûysÁT. ‡ q¿£çŒ Ôá+ –Ôásï Á ~Å£”ØqT
dŸÖºdŸTï+~. B““ »<óŠe q¿£ŒçÔá+µ n“ Å£L&† n+{²sÁT.
‚~ m\¢|Ÿð&ƒÖ €¿±Xø+ýË ÿ¹¿ d¾œÜýË –+³T+~. dŸ|]ïŸ ü
q¿£çŒ Ôá s¥ (–sà yûTÈsY) dŸVäŸ jáT+Ôà ‡ <óŠ e q¿£çŒ Ԑ“•
eTq+ >·T]ï+#áe#áTÌ.
|Ÿ³+ 1.2 dŸ|Ÿï]ü, <óŠe q¿£ŒçÔá+

7
The Solar System
We came to know that the Earth doesn’t have its own heat and light. Where does the
Earth get light and heat from? It is the Sun that gives the Earth light and heat. The Sun
is the closest Star to the Earth. So the Earth receives light and heat from the Sun. Not
only the Earth but also seven other Planets are moving around the Sun. The Sun, eight
Planets, Satellites and some other celestial bodies known as Asteroids and Meteoroids
form the Solar system. We often call it a solar family with the Sun as its head.
The Sun
The Sun is in the centre of the Solar System. It is
huge and made up of extremely hot gases. It provides
the pulling force that binds the Solar System. Each
member of the Solar System revolves around the Sun.
The Sun is the ultimate source of heat and light for the
Solar system. The surface temperature of the Sun is
around 60000C. But that tremendous heat is not felt so
much by us because it is far away from us. The Sun is
about 150 million kms away from the Earth. Fig 1.3 The Sun
Do You
Did You Know
Know ?
How big is the Sun? 13 lakhs Earths can fit inside the Sun.

Think & Respond

From the ancient times people worship the Sun as God. Give reasons.

Planets
There are eight Planets in our Solar system. According to their distance from
the Sun the order of Planets are: Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus and Neptune. All the eight Planets of the Solar system move around the
Sun in fixed paths. These paths are elongated. They are called orbits. The four Planets
nearer to the Sun are called Inner Planets. Those are Mercury, Venus, Earth and
Mars. The inner Planets are comparatively smaller in size and are composed of rocks.
The last four Planets are called as Outer Planets. Those are Jupiter, Saturn, Uranus
and Neptune. They are large and made up of gases and liquids. Mercury is the nearest
planet to the Sun. Venus is considered as Earth’s twin because its size and shape
are very much similar to that of the Earth. Jupiter is the biggest and Mercury is the
smallest planet.
To remember the order of eight planets around the sun.
My Very Educated Mother Just Served Us Noodles

8
kåsÁ Å£”³T+‹+
uóք $T dŸÇjáT+>± ç|Ÿ¿±¥+#á<“Š eTq+ Ôî\TdŸTÅ£”H•+. eT] uóք $T m¿£Ø&ƒ qT+& yû&, ¿±+ܓ bõ+<ŠTÔáT+~?
uóք $T¿ì ¿±+ܓ, yî\TÔáTsÁTqT ‚#ûÌ~ dŸÖsÁT«&û. dŸÖsÁT«&ƒT uóք $T¿ì <Š>sZ· >Á ± –q• q¿£ŒçÔá+. ¿±‹{ì¼ uóք $T
dŸÖsÁT«“ qT+& ¿±+ܓ, yû&“ bõ+<ŠTÔáT+~. uóք $T eÖçÔáyTû ¿±<ŠT, eTsà 7 ç>·VäŸ \T Å£L&† dŸÖsÁT«“ #áT³Ö¼
ÜsÁT>·TÔáTH•sTT. dŸÖsÁT«&ƒT, m“$T~ ç>·VäŸ \T, –|Ÿç>·VäŸ \T, ç>·V²Ÿ Xø¿ý£ ²\T, –\Ø\T n“ |¾\Te‹&û ¿=“• K>ÃÞø
edŸTeï Ú\T kåsÁ e«edŸqœ T @sÁÎsÁTkÍïsTT. dŸÖsÁT«&ƒT jáTÈe֓>± –q• B““ eTq+ kåsÁ Å£”³T+‹+ n“ |¾\TkÍï+.
dŸÖsÁT«&ƒT
dŸÖsÁT«&ƒT kåsÁ Å£”³T+‹+ eT<ó«Š ýË –H•&ƒT. ‚~ #ý² ™|<Š~Ý
eT]jáTT yû& yjáTTeÚ\Ôà ţL& –+~. ‚~ kåsÁ Å£”³T+u²“• ÿ¿£
ç¿£eT+ýË ‹+~ó+º –+#á>*· >¹ njáTkÍØ+Ôá Xø¿“ïì (Ôáq yî|Õ ÚŸ ý²>· >·\
Xø¿ìï) n+~dŸTï+~. kåsÁ Å£”³T+‹+ý˓ ç|ŸÜ dŸuó„T«&ƒT dŸÖsÁT«“ #áT³Ö¼
ÜsÁT>·TԐ&ƒT. kåsÁ Å£”³T+u²“¿ì nedŸsyÁ Tî q® yû&, ¿±+ܓ dŸÖsÁT«&ƒT
n+~kÍï&ƒT. dŸÖsÁT«“ –|Ÿ]Ôá\+™|Õ <‘<‘|ŸÚ 60000 ™d*àjáTdt –cþ’ç>·Ôá
–+³T+~. ¿±ú € $|Ÿ¯ÔáyîT®q yû& eTqÅ£” n+Ôá>± n“|¾+#á<ŠT.
m+<ŠT¿£+fñ n~ eTqÅ£” <ŠÖsÁ+>± –+~. uóք $T qT+& dŸÖsÁT«&ƒT dŸTeÖsÁT
15¿Ã³¢ ¿ìýËMT³sÁ¢ <ŠÖsÁ+ýË –H•&ƒT. ºçÔá+ 1.3 dŸÖsÁT«&ƒT
MTÅ£” Ôî\TkÍ ?
dŸÖsÁT«&ƒT m+Ôá ™|<Š~Ý ? dŸÖsÁT«“ýË yîTTÔáï+ 13 \¿£Œ\ uó„ÖeTT\T ‚$T&bþ>·\eÚ.

€ý˺+#á+&`dŸÎ+~+#á+&
çbÍNq ¿±\+ qT+& ç|ȟ \T dŸÖsÁT«“ <ûeړ>± uó²$+º |ŸP›dŸTHï •sÁT. ¿±sÁD²\T Ôî\|Ÿ+&.
ç>·VäŸ \T
eTq kåsÁ Å£”³T+‹+ýË m“$T~ ç>·VŸä\T –H•sTT. dŸÖsÁT«& qT+& y{ì <ŠÖs“•‹{ì¼ ç>·VŸä\
ç¿£eT+: ‹T<óTŠ &ƒT, Xø—çÅ£”&ƒT, uóք $T, n+>±sÁŔ£ &ƒT, ‹VŸ²dŸÎÜ (>·TsÁT&ƒT), Xø“, ‚+ç<ŠT&ƒT, esÁTDT&ƒT. kåsÁ
Å£”³T+‹+ý˓ m“$T~ ç>·VäŸ \T dŸÖsÁT«“ #áT³Ö¼ d¾sœ Á eÖsZýË¢ ÜsÁT>·TԐsTT. ‡ eÖsZ\T bõ&ƒeÚ>±
–+{²sTT. y{ì“ ¿£¿£Œ«\T n+{²sÁT. dŸÖsÁT«&¿ì <Š>sZ· >Á ± –q• H\T>·T ç>·VäŸ \qT n+ÔásÁ ç>·VäŸ \T n+{²sÁT.
n$ ‹T<óTŠ &ƒT, Xø—çÅ£”&ƒT, uóք $T, n+>±sÁŔ£ &ƒT. n+ÔásÁ ç>·VŸä\T ºq•$>± –+& sÞøßÔà ţL& –+{²sTT.
ºe] H\T>·T ç>·VŸä\qT u²VŸ²« ç>·VŸä\T n+{²sÁT. n$ ‹VŸ²dŸÎÜ (>·TsÁT&ƒT), Xø“, ‚+ç<ŠT&ƒT, esÁTDT&ƒT.
n$ ™|<Š$Ý eT]jáTT yjáTTeÚ\T, ç<Šy\Ôà ţL& –+{²sTT. dŸÖsÁT«“¿ì <Š>sZ· >Á ± –q• ç>·V²Ÿ + ‹T<óTŠ &ƒT.
Xø—çÅ£”&“ »uó„Ö$T¿ì ¿£e\ ç>·VŸ²+µ (msYï`{ìÇHŽ) >± |Ÿ]>·DìkÍïsÁT. m+<ŠT¿£+fñ <‘“ |Ÿ]eÖD+, €¿±sÁ+
uóք $T“ #ý² esÁŔ£ bþ* –+{²sTT. ç>·VäŸ \ýË ™|<Š~Ý ‹VŸ²dŸÎÜ, ºq•~ ‹T<óTŠ &ƒT.
dŸÖsÁT«“ qT+& ‚+^¢w§Ÿ ç>·VäŸ \ |sÁT¢ ç¿£eT esÁTdŸýË >·TsÁT™ï |³T¼¿=qT³Å£”
My Very Educated Mother Just Served Us Noodles

9
 Explore

10
Fig 1.4 Solar System

https://spaceplace.nasa.gov/menu/solar-system/
1.MERCURY One orbit around sun - 88 days
One spin on axis - 59 days
2.VENUS One orbit around sun - 255 days
One spin on axis - 243 days
5.JUPITER One orbit around sun - 11 years, 11 months about 12 years. One spin on axis - 9 hours 59 minutes,
number of moons 79
6.SATURN One orbit around sun - 29 years, 5 months. One spin on axis - 10 hours 40 minutes,
number of moons 82 (53 are confirmed, 29 are identified and yet to be named)

Browse the following website and know more about Solar system.
One orbit around sun - 3651/4 days One orbit around sun - 84 years. One spin on axis - 17 hours 14 minutes,
3.EARTH 7.URANUS
One spin on axis - 1 days number of moons 27
Number of Moons - 1
4.MARS One orbit around sun - 687 days 8.NEPTUNE One orbit around sun - 164 years. One spin on axis - 16 hours 7 minutes,
One spin on axis - 1 days number of moons 14
Number of Moons - 2
 nHûÇw¾+#á+&

11
ºçÔá+ 1.4 kåsÁÅ£”³T+‹+

https://spaceplace.nasa.gov/menu/solar-system/
¿ì+~ yîuٙd{Õ Ù XË~ó+º kåsÁŔ£ ³T+‹+ >·T]+º eT]+Ôá dŸeÖ#sÁ+ bõ+<Š+&.
dŸÖsÁT«“ #áT³Ö¼ ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 88 sÃE\T
1. ‹T<óTŠ &ƒT Ôáq#áT³Ö¼ ԐqT ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 59 sÃE\T
dŸÖsÁT«“ #áT³Ö¼ ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 255 sÃE\T
2. Xø—çÅ£”&ƒT Ôáq#áT³Ö¼ ԐqT ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 243 sÃE\T
dŸÖsÁT«“ #áT³Ö¼ ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 3651/4 sÃE\T
Ôáq#áT³Ö¼ ԐqT ÜsÁT>·T³Å£” |Ÿfñ¼¿±\+ 1 sÃE
3. uóք $T –|Ÿç>·VäŸ \ dŸ+K« 1
dŸÖsÁT«“ #áT³Ö¼ ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 687 sÃE\T
4. n+>±sÁÅ£”&ƒT Ôáq#áT³Ö¼ ԐqT ÜsÁT>·T³Å£” |Ÿfñ¼¿±\+ 1 sÃE
–|Ÿç>·VäŸ \ dŸ+K« 2
T³Ö¼ ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 11dŸ+eÔáàs\ 11Hî\\T. dŸTeÖsÁT 12 dŸ+eÔáàs\T
5. ‹VŸ²dŸÎÜ dŸÔáÖqsÁ#áTT«“³Ö¼#áԐqT ÜsÁT>·T³Å£” |Ÿfñ¼¿±\+ 9 >·+öö 56 “öö\T. –|Ÿç>·VŸä\ dŸ+K« 79
6. Xø“ dŸ Ö sÁ T «“ #á T³Ö¼ ÜsÁ
T>·T³Å£” |Ÿf¿¼ñ ±\+ 29 dŸ+eÔáàs\T.
Ôáq#áT³Ö¼ ԐqT ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 10 >·+öö 40 “öö\T. –|Ÿç>·VäŸ \ dŸ+K« 82 (<ŠM¿£]+#á ‹&q$ 53, >·T]ï+#á‹&q$ 29)
dŸÖsÁT«“ #áT³Ö¼ ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 84 dŸ+eÔáàs\T
7. ‚+ç<ŠT&ƒT Ôáq#áT³Ö¼ ԐqT ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 17 >·+öö 14 “öö\T. –|Ÿç>·VäŸ \ dŸ+K« 27
8. esÁTDT&ƒT dŸÖsÁT«“ #áT³Ö¼ ÜsÁT>·T³Å£” |Ÿf¿¼ñ ±\+ 164 dŸ+Ôáàs\T
Ôáq#áT³Ö¼ ԐqT ÜsÁT>·T³Å£” |Ÿfñ¼¿±\+ 16 >·+öö 7 “öö\T. –|Ÿç>·VŸä\ dŸ+K« 14
 Explore

Up to 2006 there were nine Planets in our Solar System, but now we have
only eight Planets. What was the 9th planet? What happened to it? Find
out the reasons with the help of your teacher.

Let’s Do
Observe the following picture and name the planets in the boxes given below.

Fig 1.5 Planets

The Earth
Our home planet the Earth is the third nearest
planet to the Sun. In size, it is the fifth largest planet. It is
slightly flattened at the poles and bulges in the middle. That
is why its shape is described as a Geoid. Geoid means an
Earth-like shape. The only natural satellite of the Earth is
the Moon. From the outer space, the Earth appears blue
because its two-thirds surface is covered by water. It is,
therefore, called a Blue planet. Fig 1.6 Earth

Think & Respond

What do animals and plants require in order to grow and survive?

12
 nHûÇw¾+#á+&
2006e dŸ+eÔáàsÁ+ esÁŔ£ eTq kåsÁ Å£”³T+‹+ýË 9 ç>·VŸä\T –+&û$. ¿±ú ç|ŸdTŸ Ôï +á 8
ç>·VäŸ \T eÖçÔáyTû –H•sTT. 9e ç>·V²Ÿ + @$T{ì? n~ @yîT+® ~? MT {¡#sá Y dŸVäŸ jáT+ÔÃ
Ôî\TdŸT¿Ã+&.
eT q+ #û<‘Ý+
¿ì+~ ºçԐ“• |Ÿ]o*+º ç>·VäŸ \Å£” nqT>·TD+>± ‚eNj&q ™|fÉ\¼ ýË y{ì |sÁq¢ T sjáT+&.

–ý²Ø çbÍ+Ôá+
dŸÖsÁT«&ƒT

ºçÔá+ 1.5 ç>·VŸä\T

uóք $T
eTq+ “ed¾dTŸ qï • uóք $T dŸÖsÁT«“ qT+& eTÖ&ƒe ç>·V²Ÿ +.
|Ÿ]eÖD+ýË ‚~ ×<Še nܙ|<ŠÝ ç>·V²Ÿ +. ‚~ <óŠ y\ e<ŠÝ ¿=~Ý>± dŸeTÔá\+>±
–+& eT<ó«Š ýË –uÉÒÔáT>ï ± –+³T+~. n+<ŠT¿¹ <‘“ €¿±s“• ›jîÖsTT&Ž>±
n_óe]’+#sÁT. ›jîÖsTT&Ž n+fñ uóք $T ý²+{ì €¿±sÁ+. uóք $T jîTT¿£Ø
@¿¿Õ £ dŸV²Ÿ È –|Ÿç>·V²Ÿ + #á+ç<ŠT&ƒT. u²VŸ²« n+Ôá]¿£+Œ qT+&, uóք $T ú\+
sÁ+>·TýË ¿£“|¾dTŸ +ï ~. m+<ŠT¿£+fñ <‘“ eTÖ&+³ s +&ƒT e+ÔáT\ –|Ÿ]Ôá\+
ú{ìÔà ¿£|Ο ‹& –+³T+~. ¿±‹{ì¼ B““ ú* ç>·V²Ÿ + n+{²sÁT.
ºçÔá+ 1.6 uó„Ö$T
€ý˺+#á+&`dŸÎ+~+#á+&
È+ÔáTeÚ\T, yîTT¿£Ø\T ™|sÁ>&· †“¿ì, J$+#á&†“¿ì @$T nedŸs+Á ?

13
 The Earth is the most suitable planet to
support life. It has four major components that
we call as the realms of the Earth - Lithosphere,
Hydrosphere, Atmosphere and Biosphere.
The first three components along with suitable
climate make life possible on the Earth.This is
called the Biosphere. Now let us have a look at
each of the spheres.

Fig 1.7 Spheres of the Earth

DidYou
Do YouKnow
Know?

Light travels at the speed of about 300,000 km per second. Yet even with
this speed, the light of the Sun takes about eight minutes to reach the Earth.

Lithosphere
The lithosphere is the land on which we live. It is the solid outer layer of the
Earth consisting of rocks and soils.
Hydrosphere
The hydrosphere consists of water bodies such as Oceans, Seas, Rivers, Lakes,
Ice caps on mountains, Tanks etc.,
Atmosphere
Atmosphere is the layer of air that surrounds the Earth. Different types of gases
make up the atmosphere. The major gases are Nitrogen (78%) and Oxygen (21%).
The other gases like Carbon dioxide, Hydrogen, Helium, Argon, and Ozone are
present in smaller amounts.
Biosphere
All living things existing on the land, in the water and in the air together called as
biosphere. It consists of plants, animals, bacteria and other tiny organisms. We
will learn more about these spheres in higher classes.

Think & Respond

How can you say that our Earth is a unique Planet in the Solar system?

14
 JeÚ\T J$+#á&†“¿ì nÔá«+Ôá nqTÅ£L\yîT®q
ç>·VŸ²+ uóք $T. ‚~ H\T>·T ç|Ÿ<‘ó q €esÁD²\T ¥ý²esÁD+,
Èý²esÁD+, yÔesÁD+, JyesÁD+ ¿£*Ð –+~. yîTT<Š{ì
eTÖ&ƒT €esÁD²\Ôà bͳT, ÔáÐq yÔesÁD+ ¿£*d¾ uóք $T™|Õ
JeÚ\T J$+#á&†“• kÍ<ó«Š + #ûkÍïsTT. B“Hû JyesÁD+
n“ |¾\TkÍï+. ‚|Ÿð&ƒT ÿ¿=Ø¿£Ø €esÁD+ >·T]+º
Ôî\TdŸTÅ£”+<‘+.
ºçÔá+ 1.7 uó„Ö$T jîTT¿£Ø €esÁD²\T

MTÅ£” Ôî\TkÍ ?
¿±+Ü ™d¿£qTÅ£” 3,00,000 ¿ìýËMT³sÁ¢ yû>+· Ôà ç|ŸjÖá DìdTŸ +ï ~. ‡ yû>+· Ôà ç|ŸjÖá Dì+ºq|ŸÎ{ì¿¡
dŸÖsÁT«“ ¿±+Ü uóք $T“ #ûsTÁ ¿Ãe&†“¿ì m“$T~ “$TcÍ\T |Ÿ&Tƒ ÔáT+~.
¥ý²esÁD+
¥ý²esÁD+ nq>± eTq+ “ed¾+#û uó„Ö$T. ‚~ sÞø—ß, Hû\\Ôà ţL&q uóք $T jîTT¿£Ø |˜TŸ qu²VŸ²« bõsÁ.
Èý²esÁD+
uó„Ö$T™|Õ >·\ È\ uó²>±ýÉqÕ eTVŸädŸeTTç<‘\T, dŸeTTç<‘\T, q<ŠT\T, dŸsÁdŸTà\T, |ŸsÁÇԐ\™|Õ >·\
eT+#áTbõsÁ\T, #îsTÁ eÚ\T yîTT<ŠýqÕÉ y{ìq“•+{ìú ¿£*|¾ Èý²esÁD+>± |¾\Te‹&ƒTÔáT+~.
yÔesÁD+
uóք $T #áT³Ö¼ $dŸ]ï +º –q• >±* bõsÁqT yÔesÁD+ n+{²sÁT. yÔesÁD+ýË $$<óŠ sÁ¿±ýÉqÕ
yjáTTeÚ\T –H•sTT. M{ìýË ç|Ÿ<‘ó q yjáTTeÚ\T qçÔáȓ (78%) eT]jáTT €¿ìàÈHŽ (21%). ‚ÔásÁ
yjáTTeÚýÉÕq ¿±sÁÒHŽ&ƒjáÖ ¿ïà&Ž, ™VÕ² ç&ÃÈHŽ, VÓ ²*jáT+, €sZHŽ, zCËHŽ Ôá Å£”Øe yîTTÔáï+ ýË
–+{²sTT.
JyesÁD+
uóք $T™|Õq, ú{ìýË, >±*ýË –+&û n“• sÁ¿±\ JeÚ\qT ¿£*|¾ »JyesÁD+µ n“ |¾\TkÍïsTÁ . ‚~ yîTT¿£Ø\T,
È+ÔáTeÚ\T, u²«¿¡¼]jáÖ, ‚ÔásÁ dŸÖ¿£ŒˆJeÚ\qT ¿£*Ð –+³T+~. ‡ €esÁD²\ >·T]+º ™|Õ ÔásÁ>·ÔáT\ýË
MTsÁT eT]+Ôá HûsÁTÌÅ£”+{²sÁT.

€ý˺+#á+&`dŸÎ+~+#á+&
eTq uó„Ö$T kåsÁÅ£”³T+‹+ýË ÿ¿£ ç|ŸÔû«¿£yîT®q ç>·VŸ²+ n“ MTsÁT mý² #î|ŸÎ>·\sÁT?

15
Satellites
A Satellite is a celestial body that
moves around the Planets in the same way as
the Planets move around the Sun. Mercury
and Venus do not have any Satellites. All the
other Planets have Satellites.
The Moon
Our Earth has only one natural satellite,
that is the Moon. Its diameter is only one-
quarter that of the Earth. It appears so big
because it is nearer to our planet than other Fig 1.8 Moon
celestial bodies. It is about 3,84,400 km away
from us.
Now you can compare the distance of the Earth from the Sun and that from the
Moon. The Moon moves around the Earth in about 27 days. It takes exactly the same
time to complete one spin. As a result, only one side of the Moon is visible to us on the
Earth. The Moon does not have conditions favourable for life. It has mountains, plains
and depressions on its surface. These cast shadows on the surface of the Moon.

Do You Know ?

Neil Armstrong, an American Astronaut, was the first man to step on

the surface of the Moon on 21st July 1969.

Explore
Who is the first Indian Astronaut to go into space?

Have you heard about Chandrayaan-1 and Chandrayaan-2. Try to know

about them and discuss in the class.

Man-made Satellite
It is an artificial body. It is designed by scientists to gather information about
the universe and the Earth for communication. It is carried by a rocket and placed in
the orbit around the Earth and other Solar bodies. Some of the Indian Satellites in
space are INSAT, IRS, EDUSAT etc.

16
–|Ÿç>·VäŸ \T
dŸÖsÁT«“ #áT³Ö¼ ç>·VäŸ \T ÜsÁT>·TÔáTq•fñ,¢ ç>·VäŸ \
#áT³Ö¼ ¿=“• K>ÃÞø edŸTeï Ú\T ÜsÁT>·TÔáTH•sTT. y{ìHû
–|Ÿç>·VäŸ \T n+{²sÁT. ‹T<óTŠ &ƒT, Xø—ç¿£ ç>·VäŸ \Å£” –|Ÿç>·VäŸ \T
ýñeÚ. $TÐ*q n“• ç>·VäŸ \Å£” –|Ÿç>·VäŸ \T –H•sTT.
#á+ç<ŠT&ƒT
eTq uó„Ö$T¿ì >·\ @¿տ£ dŸVŸ²È –|Ÿç>·VŸ²+
#á+ç<ŠT&ƒT. B“ y«dŸ+ uóք $T jîTT¿£Ø y«dŸ+ýË H\T>·e
e+ÔáT eÖçÔáyTû . ‚~ ‚ÔásÁ K>ÃÞø edŸTeï Ú\ ¿£+fñ eTq
ç>·VäŸ “¿ì <Š>Zs· >Á ± –+&ƒ&+ƒ e\¢ #ý² ™|<Š~Ý >± ¿£“|¾dTŸ +ï ~. ºçÔá+ 1.8 #á+ç<ŠT&ƒT
#á+ç<ŠT&ƒT uóք $T qT+& 3,84,000 ¿ìýËMT³sÁ¢ <ŠÖsÁ+ýË
–H•&ƒT.
‚|Ÿð&ƒT MTsÁT dŸÖsÁT«& qT+& eT]jáTT #á+ç<ŠT“ qT+& uóք $T jîTT¿£Ø <ŠÖs“• bþ\Ìe#áTÌ.
#á+ç<ŠT&ƒT uóք $T #áT³Ö¼ ÿ¿£kÍ] ÜsÁ>&· †“¿ì 27 sÃE\T |Ÿ&Tƒ ÔáT+~. ný²¹> Ôáq#áT³Ö¼ ԐqT ÜsÁ>&· †“¿ì
dŸ]>±Z n<û dŸeTjáT+ |Ÿ&Tƒ ÔáT+~. |˜*Ÿ Ôá+>± #á+ç<ŠT“ jîTT¿£Ø ÿ¿£ yî|Õ ÚŸ eÖçÔáyTû uóք $T™|Õ eTqÅ£” ¿£“|¾dTŸ +ï ~.
#á+ç<ŠT&™|Õ JeÚ\T J$+#á&†“¿ì nqTÅ£L\yîT®q |Ÿ]d¾œÔáT\T ýñeÚ. <‘“ –|Ÿ]Ôá\+ |ŸsÁÇԐ\T, yîT®<‘H\T
eT]jáTT >·T+Ôá\qT ¿£*Ð –+³T+~. #á+ç<ŠT“ –|Ÿ]Ôá\+™|Õ n$ ú&ƒ\qT ¿£\>·Ckñ ÍïsTT.

MTÅ£” Ôî\TkÍ ?
#á+ç<ŠT“ –|Ÿ]Ôá\+™|Õ n&ƒT>·T™|{ìq¼ yîTT<Š{ì e«¿ìï nyîT]¿±Å£” #î+~q úýÙ €sYˆ çkͼ+>´. ‚ÔáqT
21 pýÉ,Õ 1969 q #á+ç<ŠT“™|Õ n&ƒT>·T™|{²¼&Tƒ .

nHûÇw¾+#á+&
n+Ôá]¿£+Œ ýË¿ì yî[ßq yîTT<Š{ì uó²sÁrjáT yëeT>±$T mesÁT?
MTsÁT #á+ç<ŠjÖá HŽ ` 1, #á+ç<ŠjÖá HŽ `2 >·T]+º $H•s? y{ì >·T]+º Ôî\TdŸT¿Ãe&†“¿ì
ç|ŸjTá ܕ+#á+&, Ôás>Á Ü· ýË #á]Ì+#á+&.

eÖqe “]ˆÔá –|Ÿç>·VŸ²+

‚~ ¿£çÜeTyîTq® ~. $XøÇ+, uóք $T >·T]+º dŸeÖ#sÁ+ d¿£]+#á&†“¿ì ýñ<‘ dŸeÖ#sÁ ç|ŸkÍsÁ+
¿=sÁÅ£” XæçdŸyï ûÔ\áï T B““ sÁÖbõ+~+#sÁT. ‚~ sÂ¿{Ù <‘Çs rdŸTÅ£”yîÞßø ‹& uó„Ö$T eT]jáTT ‚ÔásÁ kåsÁ
edŸTeï Ú\ #áT³Ö¼ ¿£¿«Œ£ ýË –+#á‹&ƒTÔáT+~. n+Ôá]¿£+Œ ýË –q• ¿=“• uó²sÁrjáT –|Ÿç>·VäŸ \T ‚Hà{Ù, × €sY mdt
(IRS), m&ƒT«Xæ{Ù (EDUSAT) yîTT<Šýq ÕÉ $.

17
 Do
DidYou
YouKnow
Know?
Indian Space Research Organisation (ISRO) launches Satellites into space
from its launching station at Sriharikota. It was named as ‘‘Satish Dhawan
Space Centre (SDSC) Sriharikota High Altitude Range (SHAR)’’ in memory
of Satish Dhawan, former Chairman of the ISRO.

Fig 1.9 Launching of Satellite into space

Think & Respond

How are man-made Satellites useful to mankind? Discuss.

DidYou
Do YouKnow
Know?

On 24th September, 2014 Mangalyaan (Mars Orbiter Mission - MOM),

launched by the Indian Space Research Organization (ISRO), reached the
orbit of Mars to explore its atmosphere and topography. ISRO has now
become the fourth space agency in the world to reach Mars after the Soviet
Space programme, NASA and the European Space Agency.

Aster oids
Apart from the Planets and Satellites, there
are number of small rocky objects which also move
around the Sun. These bodies are called Asteroids.
They are found between the orbits of Mars and
Jupiter. Scientists are of the view that Asteroids are
parts of a Planet which exploded many years back.
Fig 1.10 Asteroid

18
 MTÅ£” Ôî\TkÍ ?
uó²sÁÔá n+Ôá]¿£Œ |Ÿ]XË<óŠH dŸ+dŸœ (ISRO) çoVŸ²]¿Ã³ý˓ Ôáq ç|ŸjÖî >· ¿¹ +ç<Š+ qT+& –|Ÿç>·VäŸ \qT
n+Ôá]¿£+Œ ýË¿ì ç|ŸyXû ™ø |&ƒTÔáT+~. ‚çkþ eÖJ #îsÕ ˆÁ HŽ dŸrdt <ó‘eHŽ C²ã|Ÿ¿±sÁœ+ B“¿ì »»dŸrwt <ó‘eHŽ dÎdt
™d+³sY (SDSC) çoVŸ²]¿Ã³ ™V²Õ €*¼³Ö«&Ž s¹ +CÙ (SHAR) µµ n“ |sÁT ™|{²¼sÁT.

sÂ¿{Ù ç|ŸjÖî >·+ sÂ¿{Ù Ü]Ð –|Ÿç>·VŸ²+

uó„Ö$T¿ì #ûsÁT³ ¿£¿Œ£«ýË¿ì
ç|Ÿy¥û +#áT³

ºçÔá+ 1.9 n+Ôá]¿£Œ+ýË¿ì –|Ÿç>·VŸä“• ç|ŸyûXø™|³¼&ƒ+

€ý˺+#á+&`dŸÎ+~+#á+&
eÖqe “]ˆÔá –|Ÿç>·VäŸ \T eÖqy[¿ì mý² –|ŸjîÖ>·|Ÿ&ƒÔsTT? #á]Ì+#á+&.

MTÅ£” Ôî\TkÍ ?
24 ™d™|+¼ ‹sY, 2014q n+>±sÁ¿£ ç>·V²Ÿ yÔesÁD+, dŸýœ ²¿£Ü“ nHûÇw¾+#á&†“¿ì uó²sÁÔá
n+Ôá]¿£Œ |Ÿ]XË<óŠH dŸ+dŸœ (ISRO) çbÍsÁ+_ó+ºq eT+>·Þj ø Öá HŽ (eÖsYà €]Ò³sY $TwŸHŽ -
MOM) n+>±sÁ¿£ ¿£¿«£Œ Å£” #ûsTÁ Å£”+~. ç|Ÿ|+
Ÿ #á+ýË kþ$jáT{Ù dÎdt çbþç>±+, HkÍ, jáTÖsÃ|¾jTá HŽ
dÎdt @CÉúà ÔásÇÔá n+>±sÁ¿£ ç>·VŸä“• #ûsÁTÅ£”q• H\Ze n+Ôá]¿£Œ dŸ+dŸœ>± ‚çkþ eÖ]+~.
ç>·V²Ÿ Xø¿£ý²\T
ç>·VŸä\T, –|Ÿç>·VäŸ \T ¿±Å£”+&†, dŸÖsÁT«“ #áT³Ö¼ Ü]¹>
ºq• sÜ edŸTeï Ú\T Å£L&† #ý² –H•sTT. M{ì“ ç>·VŸ² Xø¿ý£ ²\T
n+{²sÁT. ‚$ n+>±sÁ¿£ ç>·VŸ²+, ‹VŸ²dŸÎÜ ¿£¿£Œ«\ eT<óŠ«
¿£“|¾kÍïsTT. ‡ ç>·V²Ÿ Xø¿ý£ ²\T #ý² dŸ+eÔáàs\ ç¿ìÔ+á |*q
ç>·VŸ²+ jîTT¿£Ø uó²>±\T n“ XæçdŸïyûÔáï\ n_óçbÍjáT+.
ºçÔá+ 1.10 ç>·V²Ÿ Xø¿\£ +
19
Meteoroids
The small pieces of rocky or metallic bodies which move around the Sun are
called Meteoroids. Sometimes these Meteoroids come near the Earth and tend to
drop upon it. During this process due to friction with the air they get heated up and
burn. It causes a flash of light. Sometimes, a meteor without being completely burnt,
falls on the Earth and creates a hollow.

Comets
A Comet is a celestial object
made up of a head and a tail. The head
of a comet consists of solid particles held
together by ice and the tail is made of
gases. Halley’s Comet is the most famous
comet which comes close to the Earth
every 76 years. This comet appeared
in 1986 and will appear next in 2061. Fig 1.11 Comet

Galaxy
We can see a
white glowing path
across the sky on a
clear starry night. It
is a cluster of millions
of Stars. A galaxy is a
huge cluster of Stars.
Our Solar System is a
part of Milky Way or
Galaxy. In ancient
India it was imagined
to be a river of light
flowing in the sky.
Thus, it was named
Fig 1.12 Galaxy
Akash Ganga.

Universe
There are millions of galaxies that make the Universe. It is difficult to imagine
how big the universe is. The scientists are still trying to find out more and more
about it. We are not certain about its size but we know that all of us belong to this
universe.

20
–\Ø\T
dŸÖsÁT«“ #áT³Ö¼ Ü]¹> ºq• ºq• sÞøßqT –\Ø\T (Meteoroids) n+{²sÁT. ¿=“•kÍsÁT¢ ‡ –\Ø\T
uóք $T <Š>sZ· ÅÁ ”£ eºÌ <‘“™|Õ |Ÿ&b þԐsTT. ‡ ç|Ÿç¿ìjTá ýË >±*Ôà |˜TŸ sÁüD ¿±sÁD+>± n$ yû&¿î Øì , ¿±*bþԐsTT.
€ dŸ+<ŠsÒÁ +Û ýË ‚$ yî\TÔáTsÁTqT ¿£\T>·Ckñ ÍïsTT. ¿=“•kÍsÁT¢ |ŸP]ï>± ¿±*bþÅ£”+&† ÿ¿£ –ý²ØbÍÔá+ uóք $T™|Õ
|Ÿ&q |ŸÚ&ƒT >·T+Ôá\qT dŸw¾¼dTŸ +ï ~.

Ôÿ£#áT¿£Ø\T
Ôÿ£#áT¿£Ø n+fñ Ôá\, Ôÿ£Ôà ¿£“|¾+#û
K>ÃÞø edŸTeï Ú. Ôÿ£#Tá ¿£Ø jîTT¿£Ø Ôá\ eT+#áTÔÃ
¿£* d¾ –+&û |˜ŸTq ¿£D²\qT ¿£* Ð –+³T+~
eT]jáTT Ôÿ£ yjáTTeÚ\Ôà ÔájáÖsÁeÚÔáT+~.
V²© Ôÿ£#Tá ¿£Ø ç|ŸÜ 76 dŸ+eÔáàs\Å£” ÿ¿£kÍ]
uóք $T¿ì <Š>Zs· >Á ± edŸT+ï ~. ‚~ ºe]kÍ]>± 1986
dŸ+eÔáàsÁ+ýË ¿£“|¾+º+~. eTsÁý² ‚~ 2061
dŸ+eÔáàsÁ+ýË ¿£“|¾dTŸ ï+~. ºçÔá+ 1.11 Ôÿ£#Tá ¿£Ø
Â>ý²¿¡à
“sÁˆ \yîT®q €¿±Xø+ ýË
sçÜ dŸeTjáT+ýË Ôî\>¢ ± ç|Ÿ¿±¥+#û
eÖsZ“• eTq+ #áÖ&ƒe#áTÌ. ‚~
¿=“• ¿Ã³¢ q¿£çŒ Ԑ\ dŸeTÖVŸ²+.
Â>ý²¿¡à nHû~ nHû¿£ q¿£çŒ Ԑ\ÔÃ
Å£L&q ™|<ŠÝ dŸeTÖVŸ²+. eTq kåsÁ
Å£”³T+‹+ ‡ Â>ý²¿¡àýË ÿ¿£
uó²>·+. B“Hû »bÍ\|ŸÚ+Ôáµ n“
Å£ L &† n+{²+. çbÍNq
uó²sÁÔ<á Xû +ø ýË B““ €¿±Xø+ýË
ç|Ÿ e V¾ ² dŸ T ï q • ¿±+Ü q~>±
uó²$+#sÁT. n+<ŠTe\q B““
»€¿±Xø>+· >·µ n“ Å£L&† |¾\TkÍïsTÁ . ºçÔá+ 1.12 > ý²¿¡à
$XøÇ+
$XøÇ+ nHû~ ¿=“• ¿Ã{²¢~ > ý²¿¡à\ dŸeTÖVŸ²+. $XøÇ+ m+Ôá ™|<Š<Ý Ã }V¾²+#á³+ ¿£w+¼Ÿ . <‘“
>·T]+º eT]+Ôá Ôî\TdŸT¿Ãe&†“¿ì XæçdŸyï Ôû á\ï T ‚+¿± ç|ŸjTá ܕdŸTHï •sÁT. <‘“ |Ÿ]eÖD+ >·T]+º eTqÅ£”
KºÌÔá+>± Ôî*jáT<ŠT. ¿±“ eTqeT+<Šs+Á ‡ $XæǓ¿ì #î+~qysÁ“ eTqÅ£” Ôî\TdŸT.

21
 Think & Respond
Can you relate yourself with the Universe now?
You are on the Earth and the Earth is a part of the Solar
System. Our Solar System is a part of the Milky Way or
Galaxy which is part of the Universe. Think of the fact
that Universe contains millions of such galaxies. How do
you fit in the picture? How tiny you are? Think a while.
Fig 1.13 Earth and Universe

Glossary

Galaxy : the cluster of Stars

Asteroids : irregular shaped rocks between Mars and Jupiter
Meteoroids : small rocky or metallic bodies in outer space
Satellites : celestial bodies that move around the Planets
Orbit : the path in which the Planets move around the Sun
Geoid : Earth like shape
Lithosphere : outer rocky layer on the Earth
Hydrosphere : water layer on the Earth
Atmosphere : layer of gases above the Earth
Biosphere : layer of life on the Earth
Constellation : patterns of Stars

Improve Your Learning

1. How does a planet differ from a star?

2. What is meant by the ‘Solar System’?
3. Why is life not possible on all Planets?
4. Why do we always see only one side of the Moon?
5. What is the Universe?
6. Air and water are essential to live on the Earth. But now they are being polluted
by humans. What happens to the life of humans on this Earth if pollution
increases further?

22
 €ý˺+#á+&`dŸÎ+~+#á+&
‚|Ÿ ð &ƒ T MTsÁ T $Xø Ç +Ôà MTÅ£” >· \ dŸ + ‹+<ó ‘“•
ç>·V²¾ +#s? MTsÁT uóք $T™|Õ –H•sÁT. ‡ uóք $T kåsÁ Å£”³T+‹+ýË
ÿ¿£ uó²>·+. eTq kåsÁ Å£”³T+‹+ $XøÇ+ýË uó²>·yTî q® bÍ\|ŸÚ+Ôá/
> ý²¿¡àýË ÿ¿£ uó²>·+. $XøÇ+ \¿£ýŒ ²~ > ý²¿¡à\ dŸeTÖVŸ²+ nq•
dŸÔ«á + MTsÁT ç>·V²¾ +#sÁT ¿£<‘. MTsÁT ºçÔá+ýË mý² dŸ]bþԐsÁT?
MTsÁT m+Ôá ºq•ysÁT? ¿±d|ŸÚ €ý˺+#á+&. ºçÔá+ 1.13 uóք $T, $XøÇ+

|Ÿ<¿Š ÃXø+
Â>ý²¿¡à : ¿Ã{²¢~ q¿£ŒçԐ\ dŸeTÖVŸ²+.
ç>·VŸ² Xø¿£ý²\T : n+>±sÁŔ£ &ƒT, ‹VŸ²dŸÎÜ eT<ó«Š >·\ ç>V· ²Ÿ ¥~¸ý²\T.
–\Ø\T : dŸÖsÁT«“ #áT³Ö¼ Ü]¹> ºq• ºq• sÞø—ß.
–|Ÿç>·VŸä\T : ç>·VäŸ \ #áT³Ö¼ Ü]¹> K>ÃÞø edŸTeï Ú\T.
¿£¿£Œ« : dŸÖsÁT«“ #áT³Ö¼ ç>·VäŸ \T Ü]¹> eÖsÁZ+.
›jîÖsTT&Ž : uóք $T e+{ì €¿±sÁ+.
¥ý²esÁD+ : sÞø—ß, Hû\\Ôà ţL&q uó„Ö$T jîTT¿£Ø |˜TŸ q u²VŸ²« bõsÁ.
Èý²esÁD+ : uóք $T™|Õ >·\ È\ uó²>±\T.
yÔesÁD+ : yjáTTeÚ\ bõsÁ.
Jy esÁD+ : uóք $T™|Õ >·\ yîTT¿£Ø\T, È+ÔáTeÚ\T, ‚ÔásÁ Jes¥.
q¿£ŒçÔá sXø—\T : q¿£ŒçԐ\ qeTÖH\T.

MT nuó«„ dŸH“• yîTsÁT>·T|Ÿs#

Á Tá ¿Ã+&.
1. q¿£çŒ Ôá+ ¿£+fñ ç>·V²Ÿ + @ $<ó+Š >± _óq•yîTq® ~?
2. kåsÁ Å£”³T+‹+ nq>±Hû$T?
3. n“• ç>·VŸä\™|Õ Je+ m+<ŠTÅ£” kÍ<óŠ«+ ¿±<ŠT?
4. eTq+ ¿¹ e\+ #á+ç<ŠT“ jîTT¿£Ø ÿ¿£ yî|Õ ÚŸ eÖçÔáyTû m+<ŠTÅ£” #áÖ&ƒ>\· +?
5. $XøÇ+ nq>±Hû$T?
6. uó„Ö$T™|Õ J$+#á&†“¿ì >±*, úsÁT #ý² nedŸsÁ+. ¿±ú ç|ŸdŸTïÔá+ n$ eÖqeÚ\#û ¿£\Tw¾Ôá+
#ûjTá ‹&ƒTÔáTH•sTT. ¿±\TwŸ«+ ‚+¿± ™|]ÐÔû ‡ uóք $T™|Õ JeÚ\Å£” @$T ÈsÁT>·TÔáT+~?

23
7. Scientists are now trying to explore more about Moon and other Planets. Do
you think their efforts benefit us?
8. Observe the figure 1.4 and fill the table

Sl.No Name of the Planet Distance from the Sun No. of Moons

Project Work

1. Prepare a model of the Solar System.

Choose the correct answer

1. Though tremendous heat is emitted by the Sun, why do we receive
only limited heat? [ ]
A) The sun is very far from the Earth
B) The sun is very small compared to the Earth
C) The sun is very close to the Earth
2. The planet known as the Earth’s twin is ____ [ ]
A) Jupiter B) Saturn C) Venus
3. Which is the third nearest planet to the Sun ? [ ]
A) Venus B) Earth C) Mercury
4. All the Planets move around the Sun in a ____ [ ]
A) Circular path B) Rectangular path C) Elongated path
5. Asteroids are found in between the orbits of ____ [ ]
A) Saturn and Jupiter
B) Mars and Jupiter
C) Earth and Mars

Match the following

1. Blue Planet [ ] a. Mars

2. Farthest Planet to Sun [ ] b. Neptune
3. Fourth Planet from Sun [ ] c. Mercury
4. Nearest Planet to Sun [ ] d. Earth

24
 7. XæçdŸyï Ôû \ïá T ‚|Ÿð&ƒT #á+ç<ŠT&ƒT, ‚ÔásÁ ç>·VäŸ \ >·T]+º eT]+Ôá nHûÇw¾+#á&†“¿ì ç|ŸjTá ܕdŸTHï •sÁT. y]
ç|ŸjTá Ԑ•\T eTqÅ£” ç|ŸjÖî Èq+ #ûÅL£ sÁTkÍïjTá “ MTsÁT nqTÅ£”+³TH•s?
8. ºçÔá+ 1.4 kåsÁ Å£”³T+‹+ |Ÿ]o*+º ¿ì+~ |Ÿ{¿ì¼ q£ T “+|ŸÚeTT.
e.dŸ+K« ç>·VŸ²+ |sÁT dŸÖsÁT«“ qT+& <ŠÖsÁ+ –|Ÿç>·VŸä\ dŸ+K«

bçbç ÍCÉ
ÍCÉÅŔ£”£ ¼¼ |Ÿ|Ÿ““
1. kåsÁ Å£”³T+‹+ qeTÖH ÔájáÖsÁT #ûjáT+&.
dŸ]jîT® q dŸeÖ<ó‘q+ >·T]ï+#áTeTT.
1. dŸÖsÁT«&ƒT $|Ÿ¯ÔáyTî q® yû&“ $&ƒT<Š\ #ûdq¾ |ŸÎ{ì¿,¡ |Ÿ]$TÔá yû& eÖçÔáyTû eTq uóք $T¿ì m+<ŠTÅ£” #ûsTÁ ÔáT+~?
n) dŸÖsÁT«&ƒT uóք $T¿ì #ý² <ŠÖsÁ+>± –H•&ƒT [ ]
€) uóք $TÔà bþ*dï dŸÖsÁT«&ƒT #ý² ºq•~
‚) dŸÖsÁT«&ƒT uóք $T¿ì #ý² <Š>s·Z >Á ± –H•&ƒT
2. uóք $T¿ì ¿£e\ ç>·V²Ÿ + (msYàï {ìÇHŽ) n“ |¾\Te‹&û ç>·V²Ÿ +____ [ ]

n) ‹VŸ²dŸÎÜ €) Xø“ ‚) Xø—çÅ£”&ƒT

3. dŸÖsÁT«&¿ì eTÖ&ƒe dŸMT|Ÿ ç>·V²Ÿ + @~? [ ]

n) Xø—çÅ£”&ƒT €) uó„Ö$T ‚) ‹T<óTŠ &ƒT

4. n“• ç>·VäŸ \T dŸÖsÁT«“ #áT³Ö¼ ‚³Te+{ì ¿£¿Œ«£ ýË ÜsÁT>·TԐsTT ____ [ ]

n) eÔï¿±sÁ ¿£¿Œ«£ €) BsÁ#é Ôá Tá sÁçkÍ¿±sÁ eÖsÁ+Z ‚) bõ&Ð+|Ÿ‹&q eÔï¿±sÁ ¿£¿«Œ£

5. ç>·V²Ÿ Xø¿ý£ ²\T ‡ s +&ƒT ç>·VäŸ \ ¿£¿«Œ£ \ eT<ó«Š ¿£“|¾kÍïsTT ____ [ ]

n) Xø“, ‹VŸ²dŸÎÜ €) n+>±sÁŔ£ &ƒT, ‹VŸ²dŸÎÜ ‚) uóք $T, n+>±sÁÅ£”&ƒT

¿ì+~ y““ ÈÔá|ŸsTÁ #áTeTT
1. ú* ç>·VŸ²+ [ ] n) n+>±sÁÅ£”&ƒT
2. dŸÖsÁT«&¿ì <ŠÖsÁ+>± –q• ç>·VŸ²+ [ ] €) esÁTDT&ƒT
3. dŸÖsÁT«“ qT+º H\T>·e ç>·V²Ÿ + [ ] ‚) ‹T<óŠT&ƒT
4. dŸÖsÁT«“¿ì <Š>·ZsÁ>± –q• ç>·VŸ²+ [ ] ‡) uó„Ö$T

25
 Let’s Do
Solve the puzzle with the terms defined in the following statements
CROSS
1. The cluster of millions of Stars
2. The natural satellite of the Earth
3. The ringed planet (see figure 1.4)
4. The sphere of water
5. The celestial object that is made up of head and tail

DOWN
1. The shape of the Earth
2. The closest Star to the Earth
3. The path of the Planets that move around the Sun
4. The sphere of gases that surrounds the Earth
5. The small pieces of celestial bodies, move around the Sun between Mars and Jupiter

1 4 2

2 3

26
 ‚$ #û<‘Ý+
¿ì+<Š ‚eNj&q €<ó‘s\Ôà |Ÿ<‹Š +<󑓕 “+|Ÿ+&
n&ƒ¦+
1. ¿Ã{²¢~ q¿£çŒ Ԑ\ dŸeTÖVŸ²+
2. uóք $T jîTT¿£Ø dŸV²Ÿ È –|Ÿç>·V²Ÿ +
3. e\jáÖ\T ¿£*Ð –q• ç>·V²Ÿ + (ºçÔá+ 1.4 #áÖ&ƒ+&)
4. ú{ìÔà ţL&q €esÁD+
5. Ôá\, Ôÿ£ uó²>±\T ¿£*Ðq K>ÃÞø edŸTïeÚ
“\TeÚ
1. uó„Ö$T jîTT¿£Ø €¿±sÁ+
2. uó„Ö$T¿ì <Š>s·Z >Á ± –q• q¿£ŒçÔ+á
3. dŸÖsÁT«“ #áT³Ö¼ ç>·VäŸ \T Ü]¹> eÖsÁ+Z
4. uó„Ö$T #áT³Ö¼ €e]+º –q• yjáTTeÚ\ bõsÁ
5. n+>±sÁÅ£”&ƒT, ‹VŸ²dŸÎÜ eT<óŠ« dŸÖsÁT«“ #áT³Ö¼ ÜsÁT>·TÔáTq• ºq• K>ÃÞø edŸTïeÚ\T

1 2

5 4 5 3

3 2 1

27
 Let’s Do

1. You might have heard that people make human chains and run for world peace etc.
You can also make a Solar System and run for fun by using the following steps.
Step - 1: All children of your class can play this game. Assemble in a big hall or on
a playground.
Step - 2: Now draw eight circles on the ground. Draw all circles in the same manner.
Step - 3: Prepare 10 placards. Name them as Sun., Moon, Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus, Neptune.
Step - 4: Select 10 children in the following order and give each one of them a
placard.

Order of placard distribution

ü The Sun - tallest, The Moon - smallest; Mercury, Mars, Venus and Earth
(almost equal heights); Neptune, Uranus, Saturn and Jupiter taller than
the earlier four Planets but smaller than the Sun.
ü Now ask the children holding placards to take their places with the Sun
in the centre in their orbits. Ask the child holding the Moon placard to
keep the hand of the child holding the Earth placard always.
ü Now your Solar system is almost ready to go into action.
ü Now make everybody move slowly in the anti-clockwise direction. Your
class has turned into a small human replica of the Solar system.
ü While moving on your orbit you can also turn around. For every celestial
body the spin should be anti-clock wise except for Venus and Uranus
who will make the spin in the clock-wise direction

Field Visit

1. Observe the video of Planetorium in the QR Code.

Describe your experiences.
2. Visit SHAR which is located in SPSR Nellore Distirct.

28
 ‚$ #û<‘Ý+
1. ç|ŸÈ\T eÖqe VŸäsÁ+>± @sÁÎ& ç|Ÿ|+Ÿ #á Xæ+Ü ¿ÃdŸ+ q&#yû ]“ MTsÁT $Hû –+{²sÁT. n<û
$<ó+Š >± MTsÁT ¿ì+~ <ŠXø\qT –|ŸjîÖÐ+º kåsÁ Å£”³T+‹+>± @sÁÎ& |Ÿ]> &ƒTÔáÖ $HÃ<‘“• bõ+<Še#áTÌ.
yîTT<Š{ì <ŠXø : MT Ôás>Á Ü· ý˓ |¾\\¢ +<ŠsÖÁ ‡ €³ €&ƒe#áTÌ. ™|<ŠÝ VŸä\TýË ýñ<‘ €³ dŸ\œ +ýË n+<ŠsÖÁ #ûs+Á &.
s +&ƒe <ŠXø : ‚|Ÿð&ƒT uóք $T™|Õ 8 eÔï\T ^jáT+&. n“• eÔï\qT ÿ¹¿ |Ÿ<ÜƊ ýË ^jáT+&.
eTÖ&ƒe <ŠXø : |Ÿ~ n³¼eTT¿£Ø\qT ÔájÖá sÁT#ûjTá +&. y{ì™|Õ dŸÖsÁT«&ƒT, #á+ç<ŠT&ƒT, ‹T<óTŠ &ƒT, Xø—çÅ£”&ƒT,
uóք $T, n+>±sÁŔ£ &ƒT, ‹VŸ²dŸÎÜ, Xø“, ‚+ç<ŠT&ƒT, esÁTDT&ƒT n“ |sÁT¢ sjáT+&.
H\T>·e <ŠXø : |Ÿ~eT+~ $<‘«sÁT\œ qT m+|¾¿£ #ûd¾ ÿ¿=Ø¿£Ø]¿ì ÿ¿£ n³¼eTT¿£ØqT ‚eÇ+&.
n³¼eTT¿£Ø\ |Ÿ+|¾D¡ #ûjTá T ç¿£eT+
ü bõ&ƒyq Õî $<‘«]œ¿ì dŸÖsÁT«&ƒT, bõ{ì>¼ ± –q• $<‘«]œ¿ì #á+ç<ŠT&ƒT, <‘<‘|ŸÚ dŸeÖq mÔáTï >·\ q\T>·T]¿ì
‹T<óTŠ &ƒT, Xø—çÅ£”&ƒT, uóք $T, n+>±sÁŔ£ &ƒT |sÁT¢ >·\ n³¼eTT¿£Ø\qT ‚eÇ+&. dŸÖsÁT«“>± m+|¾¿£ #ûdq¾
$<‘«]œ ¿£H• mÔáTï ÔáŔ£ Øe>±, ™|Õ H\T>·T ç>·VäŸ \ ¿ÃdŸ+ m+|¾¿£ #ûdq¾ $<‘«sÁT\œ ¿£H• mÅ£”Øe mÔáTï >·\
eTsà q\T>·T]“ m+|¾¿£ #ûd¾ ‹VŸ²dŸÎÜ, Xø“, ‚+ç<ŠT&ƒT, esÁTDT&ƒT |sÁq¢ T Ôî*| n³¼eTT¿£Ø\qT ‚eÇ+&.
ü eT<óŠ«ýË dŸÖsÁT«&ƒT –+&ûý² eT]jáTT €jáÖ ç>·VŸä\ ¿£¿£Œ«\qT Ôî*| ^Ôá\ýË |¾\¢\qT “\‹&ƒeT“
#î|Ο +&. #á+ç<ŠT&“ Ôî*| n³¼eTT¿£Ø |Ÿ³T¼Å”£ q• |¾ýy¢ &“ uóք $T n³¼eTT¿£Ø |Ÿ³T¼Å”£ q• |¾\y¢ &
#ûܓ m\¢|ðŸ &ƒÖ |Ÿ³T¼Å£”“ –+&ƒeT“ #î|Ο +&.
ü ‚|Ÿð&ƒT kåsÁ Å£”³T+‹+ <‘<‘|ŸÚ d¾<ŠÆ+>± –+~.
ü ‚|Ÿð&ƒT n+<Š]ú HîeTˆ~>± e«Ü¹s¿£ dŸe«~XøýË (anti-clock wise) ¿£<\ Š eTq+&. MT Ôás>Á Ü· kåsÁ
Å£”³T+‹+ jîTT¿£Ø ºq• eÖqe ç|ŸÜsÁÖ|Ÿ+>± eÖ]+~.
ü ¿£¿«Œ£ ýË ÜsÁT>·TÔáÖ ÔáeT#áT³Ö¼ ԐeTT ÜsÁ>±*. ný² ÔáeT#áT³Ö¼ ԐeTTÜsÁ>& · +ƒ Å£L&† e«Ü¹s¿£ dŸe«
~Xø ýË ÜsÁ>±*. Xø—çÅ£”&ƒT, ‚+ç<ŠT&ƒT eÖçÔá+ dŸe« ~XøýË (clock wise) ÜsÁ>±*.

¹¿ŒçÔá dŸ+<ŠsÁôq
1. $VŸäsÁjÖá çÔáÅ£” yî[ßq|ŸÚ&ƒT ÿ¿£ bÍ¢“{Ë]jáT+qT dŸ+<Š]ô+#á+&,
Ôás>Á Ü· ýË MT nqTuóy„ “• $e]+#á+&.
2. ço bõ{ì¼ çoseTT\T Hî\Ö¢sÁT ›ý²¢ýË –q• lVŸ²]¿Ã³ sÂ¿{Ù ý²+º+>´ d¼wHŸ Ž qT dŸ+<Š]ô+#á+&.

29
 CHAPTER Globe - Model of
2
CHAPTER
2
the Earth

Learning Outcomes

The students will be able to

understand the Globe as a true

model of the earth.

understand Latitudes and

Longitu des, Poles and the
Equator.

understand the motions of the

Earth and how day and night,
seasons occur.

Globe - Model of the Earth

Globe Earth

Latitudes Longitudes Land & Movements

Water
Northern Western Continents Rotation Revolution
Hemisphere Hemisphere
00 - 900 N 00 - 1800 W & Oceans
Day
Southern Eastern
Hemisphere Night
Hemisphere
00 - 900 S 00 - 1800 E
Seasons Eclipses Solstices Equinoxes

30
 n<ó‘«jáT+
>â‹T`uó„Ö$T¿ì
2
CHAPTER
2
qeTÖH

nuó„«dŸq |˜Ÿ*Ԑ\T
$<‘«sÁT\œ ”
uó„Ö$T¿ì >â‹T KºÌÔáyîT®q qeTÖH n“ nsÁœ+
#ûdŸT¿=q>·\sÁT.
n¿Œ ± +Xæ\T, ¹ s U²+Xæ\qT, <ó Š  y\qT,
uó„ÖeT<󊫹sKqT >·T]+º nsÁœ+ #ûdŸT¿=q>·\sÁT.
uó„Ö #á\H\qT, sçr |Ÿ>\· T, ‹TTÔáTeÚ\T mý²
@sÁ Î &ƒ Ô sTT nHû $wŸ j á Ö “• nsÁ œ +
#ûdŸT¿=q>·\sÁT.

>â‹T`uó„Ö$T¿ì qeTÖH
>â‹T uóք $T

n¿Œ±+Xæ\T ¹sU²+Xæ\T uó„Ö$T & #á\H\T

úsÁT
–ÔáïssÁÆ >ÃÞø+ |Ÿ¥ÌeÖsÁÆ >ÃÞø+
K+&†\T & çuóe„ TD+ |Ÿ]çuóe„ TDeTT
0° - 90° N 0° - 180° W eTVŸädŸeTTç<‘\T |Ÿ>·\T
<Š¿ìŒD²sÁÆ >ÃÞø+ 0° ÔáÖsÁTÎ nsÁÆ >ÃÞø+ sçÜ
- 90° S 0° - 180° E
‹TTÔáTeÚ\T ç>·VŸ²D²\T €jáTH\T $wŸeÔáT\ï T

31
 Have you ever seen the world map?

Pacific Ocean
Pacific Ocean
Name the Ocean located on the left
side in the given world map?
Name the Ocean located on the right
side in the given world map?
Fig. 2.1 World map
You will observe the same Ocean on both sides of the map. It is the Pacific
Ocean. When you fold the world map, the two parts come together to one place.
Thus, we can say that the Earth is round in shape. It has been proved by the
ancient navigators during the 15th century and it is very much clear by Satellite
images. So, the Globe is a true model of the Earth.
In the previous chapter, you have read that our planet Earth is not a complete
sphere. It is slightly flattened at the North and the South poles and bulges in the
middle. Can you imagine how it looks like? You may look at a globe carefully in your
class room to get an idea. The globe is not static. It rotates as a top toy or a potter's
wheel. On a Globe, countries, continents and oceans are shown in proportionate size.
NORTH
Axis of the Earth A POLE
You notice that a needle is fixed through the globe
in a tilted manner, which is called its axis. Two points on
the globe through which the needle passes are two poles -
ie., North Pole and South Pole. The Globe moves around
this needle from West to East just as the Earth moves.
But, remember there is a major difference. The real Earth
has no such needle. Earth’s rotational axis is an imaginary A SOUTH
POLE
straight line which runs through the North and South Poles.

DidYou
Do YouKnow
Know? Fig. 2.2 Globe

The oldest terrestrial globe was made in 1492 by Martin Behaim. Another
“remarkably modern looking” terrestrial globe of the Earth was constructed
by Taqi Al - Din at the Constantinople Observatory during the 1570s.
The World’s first seamless celestial globe was built by Mughal scientists
under the patronage during Mughal empire.
The word globe comes from the Latin word globus, meaning “sphere.”

Think & Respond

How does the earth rotate and revolve without any needle unlike the globe?
Discuss with the teacher.
All the celestial bodies are round in shape. Why ?

32
 MTsÁT m|Ÿð&îHÕ  ç|Ÿ|+Ÿ #á |Ÿ{²“• >·eT“+#s?

eTVŸädŸeTTç<ŠeTT

eTVŸädŸeTTç<ŠeTT
|Ÿd¾|˜¾¿ù
|Ÿ¿£Øq ‚eNj&q ç|Ÿ|Ÿ+#á |Ÿ³+ýË

|Ÿd¾|˜¾¿ù
m&ƒeTyî|Õ ÚŸ q ‚eNj&q eTVŸädŸeTTç<Š+ |s¹ $T{ì?
Å£”&y|Õî ڟ q –q• eTVŸädŸeTTç<ŠeTT |s¹ $T{ì?
ºçÔá+ 2.1 ç|Ÿ|Ÿ+#á |Ÿ³+
MTsÁT |Ÿ³+ jîTT¿£Ø s +&ƒTyî|Õ ŸÚý² ÿ¹¿ eTVŸädŸeTTç<‘“• >·eT“kÍïsTÁ . n<û |Ÿd¾|¿¾˜ ù eTVŸädŸeTTç<Š+. MTsÁT
ç|Ÿ|+Ÿ #á|{Ÿ ²“• ÔáÖsÁTÎ`|Ÿ&ƒeTsÁ\>± eT&ƒÔá™|{ìq¼ |Ÿð&ƒT Âs+&ƒT uó²>±\T ÿ¹¿ ç|Ÿ<Xû 擿ì ekÍïsTT. ¿£qT¿£ uóք $T
>·T+ç&ƒ+>± –+<Š“ #î|Ο e#áTÌ. 15e XøԐ‹Ý+ýË H$Å£”\T B““ <óŠ M¿£]+#sÁT. –|Ÿç>V· ²Ÿ #ójáÖ ºçԐ\T
Å£L&† B““ dŸÎwŸ+¼ >± “sÁÖ|¾kÍïsTT. n+<ŠTe\¢ >â‹T uóք $T¿ì ÿ¿£ KºÌÔáyTî q® qeTÖH.
¿ì+<Š{ì n<ó‘«jáT+ýË eTq uóք ç>·V²Ÿ + |ŸP]ï >ÃÞ²¿±sÁ+>± –+&ƒ<“Š n<ó«Š jáTq+ #ûXæsÁT. ‚~ –Ôásï ,Á <Š¿DŒì
<óŠ y\ e<ŠÝ ¿=~Ý>± #á<TŠ qT>± –+& eT<ó«Š ýË –_Òq³T¢ –+³T+<Š“ MTsÁT #á~ysÁT. ‚~ mý² –+³T+<à úeÚ
}V¾²+#á>\· y? MTÅ£” dŸs qÕ ne>±VŸ²q ¿£\>·&†“¿ì MT Ôás>Á Ü· >·~ýË >â‹TqT C²ç>Ô· >ïá ± |Ÿ]o*+#á+&. >â‹T
d¾sœ +Á >± ýñ<TŠ . n~ u¤+>·s+Á ýñ<‘ Å£”eTˆ] #áç¿£+ eýÉ ÜsÁT>·TÔáT+~. >â‹T™|Õ <ûXæ\T, K+&†\T, eTVŸädŸeTTç<‘\T
<‘eÖcÍ |Ÿ]eÖD+ýË #áÖ|Ÿe#áTÌ. –ÔáïsÁ
uó„Ö$T jîTT¿£Ø n¿£Œ+ A<óŠ e+
|Ÿ¿£ØÅ£” y* –q• >â‹TýË –ÔáïsÁ`<Š¿ìŒD <óŠy\qT ¿£\T|ŸÚÔáÖ
ÿ¿£ dŸÖ~ (Needle) d¾sœ +Á >± –+³T+~. <‘““ n¿£+Œ n+{²sÁT. >â‹TýË
dŸÖ~ ç|ŸjáÖDì+#û Âs+&ƒT _+<ŠTeÚ\T, s +&ƒT <óŠy\T n$ –Ôásï Á <óŠ e+,
<Š¿D Œì <óŠ e+. uóք $Tý² >â‹T |Ÿ&eƒ TsÁ qT+& ÔáÖsÁTÎÅ£” Ôáq n¿£+Œ ™|Õ
ÜsÁT>·TÔáT+~. ¿±ú uóք $T¿ì >â‹T¿ì ™|<ŠÝ Ôû&† @$T³+fñ “ÈyîTq® <Š¿DŒì
uóք $T¿ì >â‹TÅ£” –q•³T¢ dŸÖ~ (Needle) ýñ<TŠ . uóք $T jîTT¿£Ø çuóe„ TD
A<óŠ e+
n¿£+Œ –ÔáïsÁ, <Š¿ìŒD <óŠy\ >·T+&†bþjûT }VŸä¹sK n“ >·TsÁT+ï #áT¿Ã+&.
MTÅ£” Ôî\TkÍ ? 2.2 >â‹T
|ŸÚsÔáq K>ÃÞø >â‹TqT 1492ýË eÖ]¼HŽ uəV²Õ yŽT sÁÖbõ+~+#&ƒT. eTs=¿£ €<óŠT“¿£ K>ÃÞø >â‹TqT
¿±“kͼ+{Ù HÃ|¾ýÙ n‹¨¹sdz¯ q+<ŠT 1570 dŸ+eÔáàsÁ+ýË »»³¿ì`€ýÙ`~HŽµµ sÁÖbõ+~+#&ƒT.
ç|Ÿ|Ÿ+#á+ýË yîTT³¼yîTT<Š{ì nÔáTÅ£”\T ýñ“ K>ÃÞø >â‹TqT ÈVŸ²+^sY kÍçeÖÈ«+ýË yîTT|˜ŸTýÙ XægyûÔáï\T
sÁÖbõ+~+#sÁT.
>â‹ýÙ nHû |Ÿ<Š+ >â‹dt nHû ý²{ìHŽ |Ÿ<Š+ qT+& eºÌ+~. >ÃÞø+ n“ <‘“ nsÁœ+.
€ý˺+#á+&`dŸÎ+~+#á+&
>â‹T eýÉ mý²+{ì n¿£Œ+ ýñÅ£”+&† uó„Ö$T Ôáq #áT³Ö¼ ԐqT mý² ÜsÁT>·TÔáT+~ ? MT –bÍ<ó‘«jáTT\ÔÃ
#á]Ì+#á+&.
U>ÃÞø edŸTeï Ú\ú• >·T+ç&ƒ“ €¿±sÁ+ýË –+{²sTT. m+<ŠTÅ£” ?
33
 Axis
Let's Do
North Pole
Take a big round apple. Pierce a cycle spoke through
it. The spoke resembles the axis shown in a globe.
You can now move the apple around this axis from
left to right.
South Pole

Fig 2.3 Model of globe

Northern and Southern Hemispheres
The imaginary line running horizontally on the middle
of the Globe divides it into two equal halves. This line is
known as the Equator (0o latitude). The half that lies
north of the Equator is known as the Northern
Hemisphere and the half that lies south of the Equator
is known as the Southern Hemisphere.

Fig 2.4 Earth Hemispheres

Think & Respond

• In which Hemisphere is India located?

• Which hemisphere has the maximum number of Continents?
• In which Hemisphere is the Continent Antarctica located?

Complete the table with the help of World map, Globe or Atlas

Name the Continents in the Name the Continents in Name the Continents that
Northern Hemisphere the Southern Hemisphere are spread over Southern
and Northern Hemispheres

Name of the Oceans in the Name of the Oceans in Name the Oceans that are
Northern Hemisphere the Southern Hemisphere spread over Southern and
Northern Hemispheres

34
 n¿£+Œ
‚$ #û<‘Ý+ –ÔáïsÁ <óŠe+
ÿ¿£ ™|<ŠÝ >·T+ç&ƒ“ €|¾ýÙ rdŸTÅ£”+<‘+. <‘“ýË ™dÕ¿ìýÙ #á翱“¿ì –+&û
#áTeÇqT >·T#áÌ+&. ™d¿Õ ýì Ù #áTeÇ >â‹TýË n¿Œ±“• bþ* –+³T+~.
‚|Ÿð&ƒT ‡ n¿£+Œ #áT³Ö¼ €|¾ýÙqT m&ƒeTqT+& Å£”&¿ì Ü|ŸÎe#áTÌ.
<Š¿D
Œì <óŠ e+
2.3 >â‹T qeTÖH
–ÔáïsÁ, <Š¿ìŒD²sÁœ >ÃÞ²\T
>â‹TÅ£” eT<ó«Š uó²>·+ýË n&ƒ+¦ >± >â‹TqT s +&ƒT dŸeTuó²>±\T
#ûdŸÖï ÿ¿£ }VŸä¹sK bþÔáT+~. B““ »uó„ÖeT<󊫹sKµ (0o n¿Œ±+Xø+)
n+{²sÁT. uóք eT<ó«Š s¹ KÅ£” –Ôásï +Á >± –q• nsÁuÆ ²ó >±“• –Ôásï sÁÆ >ÃÞøeT“,
uóք eT<ó«Š s¹ KÅ£” <Š¿D
Œì +>± –q• nsÁuÆ ²ó >±“• <Š¿D
Œì ²sÁœ >ÃÞøeT“ n+{²sÁT.

2.4 uóք $T nsÁ>Æ ÃÞ²\T

€ý˺+#á+&`dŸÎ+~+#á+&
uó²sÁÔá<Xû ø+ @ nsÁÆ>ÃÞø+ýË eÚ+~ ?
@ nsÁÆ>ÃÞø+ýË >·]wŸ¼ dŸ+K«ýË K+&†\TH•sTT ?
n+{²]Ø{쿱 K+&ƒ+ @ nsÁÆ>ÃÞø+ýË –+~ ?
ç|Ÿ|Ÿ+#á|Ÿ³+, >â‹T ýñ¿£ n{²¢dŸT dŸVŸäjáT+Ôà ¿ì+~ |Ÿ{켿£qT |ŸP]+#á+&.
–ÔáïssÁÆ >ÃÞø+ýË –q• <Š¿ìŒD²sÁÆ >ÃÞø+ýË –q• –ÔáïsÁ, <Š¿ìŒD²sÁÆ
K+&†\ |sÁT¢ K+&†\ |sÁT¢ >ÃÞ²\ýË $dŸ]ï +º
–q• K+&†\ |sÁT¢

–ÔáïssÁÆ >ÃÞø+ýË –q• <Š¿ìŒD²sÁÆ >ÃÞø+ýË –q• –ÔáïsÁ, <Š¿ìŒD²sÁÆ >ÃÞ²\ýË

eTVŸädŸeTTç<‘\ |sÁT¢ eTVŸädŸeTTç<‘\ |sÁT¢ $dŸï]+º –q•
eTVŸädŸeTTç<‘\ |sÁT¢

35
Latitudes
If you observe the globe closely you can see some lines drawn parallel to the
Equator. These lines are Latitudes. They are parallel to each other and never meet.
Latitudes range from 0o to 90o to the North and 0o to 90o to the South of the Equator.
The 90o Latitude on the North is the North Pole and the 90 o Latitude on the South is
the South Pole. There are 90o Latitudes in North and 90o Latitudes in South. All the
Latitudes are circles except Poles.
North Pole, the Arctic Circle and the Tropic of Cancer are the important
Latitudes in the Northern Hemisphere. On the other hand, the South Pole, the
Antarctic Circle and the Tropic of Capricorn are the important Latitudes in the
Southern Hemisphere. The climatic division of the Earth can be studied with the
help of Latitudes.
Fill the table with the help of a Globe / Map
Latitude Degrees
North Pole
Arctic Circle
Tropic of Cancer
Equator 0o
Tropic of Capricorn
Antarctic Circle
South Pole

Fig. 2.5 Important Latitudes

Do
DidYou
YouKnow
Know
The imaginary circular lines parallel to the Equator are called latitudes. Latitude
is related to the Latin word latitudo, meaning "breadth, width, extent, size."

Think & Respond

Why do latitudes get smaller towards the poles? Which latitude is the biggest circle?

36
n¿Œ±+Xæ\T
MTsÁT >â‹TqT “¥Ôá+>± |Ÿ]o*+ºq³¢sTTÔû uóք eT<ó«Š s¹ KÅ£” dŸeÖ+Ôás+Á >± ^d¾q ¿=“• s¹ K\qT
#áÖ&ƒe#áTÌqT. ‚yû n¿Œ±+Xæ\T. ‚$ ÿ¿£<‘“¿=¿£{ì dŸeÖ+ÔásÁ+>± –+³Ö ÿ¿£<‘“¿=¿£{ì m|ŸÎ{ì¿¡ ¿£\eeÚ.
n¿Œ±+Xæ\T uóք eT<ó«Š s¹ KÅ£” –Ôásï +Á >± 0° qT+& 90° esÁŔ£ , <Š¿D Œì +>± 0° qT+& 90° esÁŔ£ $dŸ]ï +º
–+{²sTT. uóք eT<ó«Š s¹ KÅ£” –Ôásï +Á >± 90° n¿Œ±+Xæ\T, <Š¿D Œì +>± 90° n¿Œ±+Xæ\T –H•sTT. <óŠ y\T Ôá|Ο
n¿Œ±+Xæ\T nú• eÔïýñ.
–Ôásï Á <óŠ e+, €]Ø{ì¿ù e\jáT+, ¿£sØÁ ³¹sK\T –Ôásï sÁÆ >ÃÞø+ý˓ eTTK«yîTq® n¿Œ±+Xæ\T. s +&ƒe
yî|Õ ÚŸ q <Š¿D Œì <óŠ e+, n+{²]Ø{ì¿ù e\jáT+, eT¿£sÁs¹ K\T <Š¿D Œì ²sÁÆ >ÃÞø+ý˓ eTTK«yîTq® n¿Œ±+Xæ\T.
uóք $T jîTT¿£Ø yÔesÁD $uóȄ qqT n¿Œ±+Xæ\ dŸVäŸ jáT+Ôà n<ó«Š jáTq+ #ûjTá e#áTÌ.
>â‹T ýñ¿£ eÖ«|t dŸVŸäjáT+Ôà ¿ì+~ |Ÿ{켿£qT |ŸP]+#á+&.
n¿Œ±+Xæ\T &ç^\T
–ÔáïsÁ <óŠe+
€]Ø{ì¿ù e\jáT+
¿£sÁس¹sK
uó„ÖeT<󊫹sK 0o
eT¿£sÁ¹sK
n+{²]Ø{ì¿ù e\jáT+
<Š¿DŒì <óŠ e+
–ÔáïsÁ <óŠe+ - 90° N

€]Ø{ì¿ù e\jáT+ - 66½° N

¿£sÁس¹sK - 23½° N
uó„ÖeT<󊫹sK - 0°
eT¿£sÁ¹sK - 23½° S
n+{²]Ø{ì¿ù e\jáT+ - 66½° S
<Š¿ìŒD <óŠe+ - 90° S
2.5 eTTK«yîTq® n¿Œ±+Xæ\T
MTÅ£” Ôî\TkÍ ?
uóք eT<ó«Š s¹ KÅ£” dŸeÖ+Ôás+Á >± –q• }VŸäs¹ K\qT n¿Œ±+Xæ\T n+{²sÁT. n¿Œ±+Xø+ (Latitude) nqT |Ÿ<+Š
ý²{ì³Ö«&Ž (Latitude) nHû ý²{ìHŽ |Ÿ<‘“¿ì #î+~q~. B“ nsÁ+œ . yî&\ƒ TÎ, eT+<Š+, |Ÿ]~ó, |Ÿ]eÖD+.
€ý˺+#á+&`dŸÎ+~+#á+&
n¿Œ±+Xæ\T <óŠy\ yîÕ|ŸÚÅ£” yîÞâß ¿=\B m+<ŠTÅ£” ºq•$>± –+{²sTT? nܙ|<ŠÝ n¿Œ±+Xø+ @~?

37
Longitudes
We see certain lines drawn perpendicular
to the latitudes on the globe. These lines
connect the North and South poles. They are
called the Longitudes.

Eastern hemisphere
Longitudes are called Meridians. 0o

Western hemisphere
Longitude is called p r i me me r i d i an /
Greenwich. The line seen opposite to it is
called the International Date Line and found
at 180o longitude. Based on these two lines
the earth is divided into two Hemispheres;
the one on the eastern side of the Greenwich
is known as Eastern Hemisphere and the
Fig. 2.6 Longitudes
other as Western Hemisphere.

Do
DidYou
YouKnow
Know
The imaginary semi circle lines that join the North and South Poles are called
Longitudes. Longitude is related to the Latin word longitudo, meaning "length,
long duration."
Longitudes from the Greenwich to the International Date Line in the Eastern
o o
(0 to 180 E) are known as eastern longitudes and those from the Greenwich to
o o
International Date Line in the Western (0 to 180 W) are known as western
o o o
longitudes. Infact 180 E and 180 W longitudes are same as 180 which is called
International date line.
o o
There are 180 longitudes in east and 180 longitudes in west and in total
o
there are 360 longitudes including Greenwich. Calculating the exact location, time
and climate of that place can be done with the help of latitudes and longitudes. This
can be studied in detail in your next classes.

Facts about Latitudes Facts about Longitudes

Latitudes are parallel to each other
and never meet.
Latitudes help to measure the
distances located towards the North
or the South from the Equator.
Latitudes are invisible horizontal
lines that run parallel to the equator.
Longitudes are known as Meridians.
Longitudes measure the distance of
east or west of the prime meridian.
Longitudes are equal in length.
Longitudes are farthest at the
Equator and meet at the poles.
Longitudes are invisible vertical lines
that run North-South direction.

38
s¹ U²+Xæ\T
>â‹T MT<Š n¿Œ±+Xæ\Å£” \+‹+>± ^d¾q³T¢ –q• ¿=“•
¹sK\qT eTq+ #áÖkÍï+. ‡ s¹ K\T –Ôásï ,Á <Š¿ŒDì <óŠ y\qT
nqTdŸ+<ó‘“kÍïsTT. M{ì“ s¹ U²+Xæ\T n“ n+{²sÁT.
¹sU²+Xæ\qT eT<ó‘«VŸ²• ¹sK\T n+{²sÁT. 0°

ÔáÖsÁTÎ nsÁÆ>ÃÞø+
¹sU²+X擕 eTTK« s¹ U²+Xø+ / çbÍeÖDì¿£ s¹ U²+Xø+

|Ÿ¥ÌeÖsÁ>Æ ÃÞø+
(Prime Meridian) ýñ<‘ ç^“#Y s ¹ U²+Xø+ n“ n+{²sÁT.
‡ s¹ U²+X擿ì e«Ü¹s¿£ ~XøýË 180° ¹sU²+Xø+ –+³T+~.
B““ n+Ôás¨rjáT ~q¹sK (International Date Line)
n+{²sÁT. ‡ s +&ƒT s¹ U\ €<ó‘sÁ+>± uóք $T“ s +&ƒT
nsÁÆ>ÃÞ²\T>± $uó„›+#sÁT. ç^“#Y (Greenwich)
¹ s U²+X擿ì Ôá Ö sÁ T Î>± –q• nsÁ Æ > ÃÞ²“• Ôá Ö sÁ T Î
nsÁÆ>ÃÞøeT“, |Ÿ¥ÌeT+>± –q• nsÁÆ>ÃÞ²“• |Ÿ¥ÌeÖsÁÆ ºçÔá+ 2.6 s¹ U²+Xæ\T
>ÃÞøeT“ n+{²sÁT.
MTÅ£” Ôî\TkÍ ?
Œì <óŠ y\qT ¿£*| nsÁeÆ Ôï\qT s¹ U²+Xæ\+{²sÁT. ý²+г֫&Ž (Longitude) nHû
–Ôásï ,Á <Š¿D
|Ÿ<Š+ Longitudo nHû ý²{ìHŽ |Ÿ<‘“¿ì dŸ+‹+~ó+ºq~. “&$, e«e~ó, bõ&ƒeÚ n“ B“ nsÁ+œ .

ç^“#Y s¹ U²+Xø+ qT+& »n+Ôás¨rjáT ~q¹sKµ esÁŔ£ ÔáÖsÁTÎÅ£” –+&û s¹ U²+Xæ\qT (0o qT+& 180o
ÔáÖ) ÔáÖsÁTÎ s¹ U²+Xæ\T>±qÖ, ç^“#Y s¹ U²+Xø+ qT+& n+Ôás¨rjáT ~q¹sK esÁŔ£ (0o qT+& 180o
|Ÿ¥ÌeT) |Ÿ¥Ìe֓¿ì –+&û ¹sU²+Xæ\qT |Ÿ¥ÌeT ¹sU²+Xæ\T>±qT |Ÿ]>·D ìkÍïsÁT. ydŸïy“¿ì 180o
ÔáÖsÁTιsU²+Xø+, 180o |Ÿ¥ÌeT s¹ U²+Xø+ ÿ¿£f.ñ <‘“Hû 180o »n+Ôás¨rjáT ~q¹sKµ n+{²sÁT.
ÔáÖsÁTÎq 180o ÔáÖsÁTÎ s¹ U²+Xæ\T, |Ÿ&eƒ TsÁq 180o |Ÿ¥ÌeT s¹ U²+Xæ\T, n+Ôás¨rjáT ~q¹sKqT
¿£\T|ŸÚ¿=“ yîTTÔá+ï 360o s¹ U²+Xæ\T –H•sTT. n¿Œ±+Xø s¹ U²+Xæ\ dŸVäŸ jáT+Ôà ÿ¿£ çbÍ+Ôá KºÌÔáyTî q® –“¿ì“,
dŸeTjá֓•, oÔÃwŸd’ œ¾Ü“ Ôî\TdŸT¿Ãe#áTÌqT. B“ >·T]+º ÔásÁTyÜ Ôás>Á Ô· Tá \ýË $|ŸÚ\+>± Ôî\TdŸTÅ£”+{²sÁT.

n¿Œ±+Xæ\ >·T]+º ydŸyï \T s¹ U²+Xæ\ >·T]+º ydŸyï \T

n¿Œ±+Xæ\T ÿ¿£<‘“¿=¿£{ì m|ŸÎ{ì¿¡
¿£\eeÚ. dŸeÖ+Ôás+Á >± –+{²sTT.
uó„ÖeT<󊫹sK qT+& –ÔáïsÁ, <Š¿ìŒD²“¿ì
<ŠÖs“• ¿=\e&†“¿ì ‚$
–|ŸjîÖ>·|&Ÿ ԃ sTT.
n¿Œ±+Xæ\T uó„ÖeT<󊫹sKÅ£”
dŸeÖ+Ôás+Á >± –+&û n<ŠXø« s¹ K\T.
s¹ U²+Xæýñ eT<ó‘«VŸ²•¹sK\T
¹ s U²+Xæ\T, çbÍeÖDì¿ £ ¹ s U²+Xø+ qT+&
ÔáÖsÁTÎ, |Ÿ&eƒ TsÁ\Å£” <ŠÖs“• ¿=\TkÍïsTT.
s¹ U²+Xæ\ bõ&ƒeÚýË dŸeÖq+>± –+{²sTT.
s¹ U²+Xæ\T uóք eT<ó«Š s¹ K e<ŠÝ <ŠÖsÁ+>± –+&
<óŠy\ e<ŠÝ ¿£\TkÍïsTT.
¹sU²+Xæ\T n<ŠXø«+>± eÚ+&û “\TeÚ esÁTdŸ\T.
‚$ –Ôásï `Á <Š¿DŒì ~Xø\ýË –+{²sTT.

39
Identify and write down the Latitude and Longitude between the extents of
the given Andhra Pradesh map. You can take the help of Atlas.

Bay of Bengal

N
C

Map. 2.1 Andhra Pradesh political map

Movements of the Earth
There are many celestial bodies
in the universe such as Stars, Planets,
Satellites. The Earth is one of the
planets among them. Planets rotate
themselves while revolving round
the Sun. The Earth basically has two
movements. They are: Rotation and
Revolution. Earth moves on its own Fig. 2.7 Earth Rotation - Day and Night
axis from West to East at a speed of 1610 kilometers per hour. This movement is
called “Rotation”.

40
€+ç<óçŠ |Ÿ<Xû Ù |Ÿ³+ýË ‚eNj&q n¿Œ±+Xæ\, s¹ U²+Xæ\ $dŸsï DÁ qT >·T]ï+#á+&. MTsÁT n{²¢dTŸ dŸVäŸ jáT+
rdŸT¿=qe#áTÌqT.

‹+>±Þ²U²Ôá+
N
C

2.1 €+ç<óçŠ |Ÿ<Xû Ù sÈ¿¡jTá |Ÿ³+

uó„Ö$T jîTT¿£Ø #áýH\T
$XæÇ+Ôá s Þø + ýË nHû ¿ £ K>ÃÞø
|Ÿ < ‘sœ \ T, q¿£ Œ ç Ԑ\T, ç>· V Ÿ ä \T,
–|Ÿç>·VäŸ ý²¢+{ì$ mHÕ ¿£\eÚ. y{ìýË ÿ¿£
dŸÖsÁT«&ƒT

ç>·VŸ²+ uó„Ö$T. ç>·VŸä\T y{ì #áT³Ö¼ n$

ÜsÁT>·TÔáÖ dŸÖsÁT«“ #áT³Ö¼ ÜsÁT>·TԐsTT.
çbÍ<¸Š$T¿£+ >± uó„Ö$T¿ì Âs+&ƒT sÁ¿±ýÉÕq
#á\H\T –H•sTT. n$ çuóe„ TD+ eT]jáTT
|Ÿ]çuó„eTD+. uó„Ö$T Ôáq n¿£Œ+™|Õ ÔqT |Ÿ³+ 2.7 uóք çuóe„ TD+`|Ÿ>\· T`sçÜ
|Ÿ&eƒ TsÁ qT+& ÔáÖsÁTÎÅ£” >·+³Å£” 1610 ¿ìýËMT³sÁ¢ yû>+· Ôà ÜsÁT>·TÔáT+~. B“Hû »»çuó„eTD+µµ n+{²sÁT.

41
 Day and night are caused due to the Earth’s rotation. During rotation i.e.,
while the Earth moves on its own axis, only half of the portion of it receives Sun’s
rays and therefore, it appears bright. The other half remains in darkness. It means
that the half portion of the Earth hit by Sun’s rays has ‘day’ while the remaining
portion has ‘night’. In the process of Earth rotation, the portion hit by Sun’s rays
gradually goes into light and the light portion gradually goes into dark. That is why
day and night occur alternately. It takes 23 hours 56 minutes and 4.09 seconds
(about 24 hours) i.e., one day to complete one rotation.
The Earth while moving on its own axis also moves around the Sun. This
movement is called “Revolution.” The fixed and regular path through which earth
revolves around the Sun is called “Orbit.” The orbit is elliptical in shape. The length
of the Earth’s orbit is 965 million kilometers. Earth takes one year to complete one
revolution. It takes 365¼ days. Usually a year consists of 365 days only. The
remaining one-fourth of the day is added once in four years and that year is known
as “Leap Year.” Hence a Leap Year consists of 366 days. In a Leap year, we have
29 days in the month of February. But in a normal year we have 28 days in February.

Fig. 2.8 Revolution of the Earth and Seasons

From the figure 2.8 it is clear that the Earth is moving around the sun in an
elliptical orbit. Throughout its orbit, the earth is inclined in the same direction. A year
is usually divided into summer, winter, spring and autumn seasons. Seasons change
due to the change in the position of the Earth around the Sun.
Look at the Figure 2.8 You will see that on 21st June, the Northern Hemisphere is
tilted towards the Sun. The rays of the Sun fall directly on the Tropic of Cancer. As a
result, these areas receive more heat. The areas near the poles receive less heat as the
rays of the Sun are slanting. The North Pole is inclined towards the Sun and the places
beyond the Arctic Circle experience continuous day light for about six months. Since a
large portion of the Northern Hemisphere receives light from the Sun, it is summer in
the regions north of the Equator.

42
 uó„Öçuó„eTD+ e\q sçÜ |Ÿ>·\T @sÁÎ&ƒÔsTT. uó„Öçuó„eTD dŸeTjáT+ýË n+fñ uó„Ö$T Ôáq n¿£Œ+™|Õ
ԐqT Ü]¹>³|Ÿð&ƒT dŸÖsÁT«“¿ì m<ŠTsÁT>± –q• nsÁ>Æ ÃÞø+™|Õ yî\TÔáTsÁT|Ÿ& ¿±+Üe+Ôá+>±qT, $TÐ*q nsÁuÆ ²ó >·+
N¿£{ìýËqÖ –+³T+~. dŸÖsÁ«¿±+Ü|Ÿ&q nsÁÆuó²>·yûT |Ÿ>·\T, $TÐ*q nsÁÆuó²>·+ sçÜ. uó„Ö$T Ôáq #áT³Ö¼
ԐqT ÜsÁT>·TÔáTq•|Ÿð&ƒT ¿±+ÜýË –q• uó²>·+ ¿=~Ý¿=~Ý>± N¿£{ýì ˓¿ì, N¿£{ýì Ë –q• uó²>·+ ç¿£yTû |¾
yî\TÔáTsÁTý˓¿ì ÈsÁT>·TÔáT+~. n+<ŠT#ûÔHá û |Ÿ>\· T sçÜ ÿ¿£<‘“ ÔásTÁ yÔá ÿ¿£{ì dŸ+uó$„ kÍïsTT. uóք $T
ÿ¿£kÍ] Ôáq #áT³Ö¼ ԐqT Ü]Ðse{²“¿ì 23 >·+³\ 56 “$TcÍ\ 4.09 ™d¿£+&ƒT¢ (dŸTeÖsÁT 24 >·+³\T)
dŸeTjáT+ nq>± ÿ¿£ sÃE |Ÿ&Tƒ ÔáT+~.
uó„Ö$T Ôáq n¿£Œ+™|Õ ÔqT ÜsÁT>·TÔáÖ dŸÖsÁT«“ #áT³Ö¼ Ü]Ð se&†“• »»uó„Ö|Ÿ]çuó„eTD+µµ n+{²sÁT.
uó„Ö$T dŸÖsÁT«“ #áT³Ö¼ Ü]¹> “¯’Ôá eÖsZ“• »»¿£¿£Œ «µµ n+{²sÁT. ‡ »»¿£¿Œ£ «µµ BsÁeé Ôï¿±sÁ+ýË –+³T+~. ‡
¿£¿Œ£ « bõ&ƒeÚ 965 $T*jáTHŽ ¿ìýËMT³sÁT.¢ uóք |Ÿ]çuóe„ TD²“¿ì ÿ¿£ dŸ+eÔáàsÁ¿±\+ |Ÿ&Tƒ ÔáT+~. KºÌÔá+>±
#îbÍÎ\+fñ 3651/4 sÃE\ dŸeTjáT+ |Ÿ&Tƒ ÔáT+~. kÍ<ó‘sÁD dŸ+eÔáàsÁ+ýË 365 sÃE\T –+{²sTT. $TÐ*q
1
/4 sÃEqT H\T>·T dŸ+eÔáàs\¿=¿£kÍ] ¿£*|¾ € dŸ+eÔáàs“• »»©|ŸÚ dŸ+eÔáàsÁ+µµ n+{²sÁT. n+<ŠTe\q
©|ŸÚ dŸ+eÔáàsÁ+ýË 366 sÃE\T –+{²sTT. ©|ŸÚ dŸ+eÔáàsÁ+ýË |˜ç¾ ‹e] Hî\Å£” 29 sÃE\T, kÍ<ó‘sÁD
dŸ+eÔáàsÁ+ýË |˜ç¾ ‹e] Hî\ýË 28 sÃE\T eÖçÔáyTû –+{²sTT.

|Ÿ³+ 2.8 : uóք |Ÿ]çuóe„ TD+`‹TTÔáTeÚ\T

2.8 qqTdŸ]+º uóք $T dŸÖsÁT«“ #áT³Ö¼ BsÁé eÔï¿±sÁ ¿£¿Œ£ «ýË ÜsÁT>·TÔáTq•³T¢ dŸÎwŸe¼ TeÚÔáT+~.
¿£¿Œ£ « n+Ôá{² uóք $T ÿ¹¿ ~XøýË e+Ð –+³T+~. ÿ¿£ dŸ+eÔáàsÁ+ kÍ<ó‘sÁD+>± yûd$Ÿ ¿±\+, oԐ¿±\+,
edŸ+Ô῱\+, Xøs<Á Š ÔáTeÚ\T>± $uó›„ +#á‹&ƒTÔáT+~. dŸÖsÁT«“ #áT³Ö¼ uóք $T Ü]¹> d¾Ôœ Tá \ýË eÖsÁTÎse³+
e\q ‹TTÔáTeÚ\T @sÁÎ&ƒÔsTT.
2.8 ºçÔá+ýË pHŽ 21e ÔûBq –Ôásï sÁ>Æ ÃÞø+ dŸÖsÁT«“yî|Õ ÚŸ e+Ð –q•³T¢ MTsÁT #áÖkÍïsTÁ . ¿£sØÁ ³¹sK
MT<Š dŸÖsÁ«¿ìsD Á ²\T “³¼“\TeÚ>± |Ÿ&³ ƒ + e\q ‡ çbÍ+Ԑ\T mÅ£”Øe yû&“ ç>·V²¾ kÍïsTT. ‚<û dŸeTjáT+ýË
dŸÖsÁ«¿ìsD Á ²\T @³y\T>± <óŠ eçbÍ+Ԑ\™|Õ |Ÿ&³ƒ + e\q ÔáŔ£ Øe yû&“ ç>·V²¾ kÍïsTT. –ÔáïsÁ<Šó e+ dŸÖsÁT«“yîÕ|ŸÚ
e+Ð –+&ƒ³+ e\q €]Ø{ì¿ù e\jáT+ qT+& –Ôásï <Á Šó e+ esÁŔ£ |Ÿ>{· ¿ì ±\+ “sÁ+Ôás+Á >± 6 Hî\\T
–+³T+~. B“e\q –Ôásï sÁ>Æ ÃÞø+ýË mÅ£”Øe çbÍ+Ôá+ dŸÖsÁT«“ qT+& ¿±+ܓ bõ+<ŠTÔáT+~. n+<ŠTe\q
uóք eT<ó«Š s¹ KÅ£” –Ôásï +Á >± –q• çbÍ+Ôá+ýË yûd$Ÿ ¿±\+ @sÁÎ&ƒTÔáT+~.

43
 The longest day and the shortest night at these places occur on 21st June. In the
Southern Hemisphere all these conditions are reversed. It is winter season there. The
nights are longer than the days. This position of the earth is called the Summer Solstice.
On 22nd December, the Tropic of Capricorn receives direct rays of the Sun as
the South Pole tilts towards it. As the Sun rays fall vertically at the Tropic of
Capricorn, a larger portion of the Southern Hemisphere gets light. Therefore, it is
summer in the Southern Hemisphere with longer days and shorter nights. The
reverse happens in the Northern Hemisphere. This position of the earth is called
the Winter Solstice.
Equino x
On 21st March and September 23rd, direct rays of the Sun fall on the Equator
and the whole earth experiences equal day and nights. This is called an Equinox. On
23rd September, it is autumn season in the Northern Hemisphere and spring season
in the Southern Hemisphere. The opposite is the case on 21st March, when it is
spring in the Northern Hemisphere and autumn in the Southern Hemisphere. Thus,
you find days and nights and changes in the seasons occur because of the rotation
and revolution of the earth.
Eclipses
We have learnt that the Earth revolves round the Sun and the Moon revolves
round the Earth. While they so revolve, at times it happens that they come in a
straight line. Then either Solar Eclipse or Lunar Eclipse occurs. During the time of
eclipses it appears that a shadow is cast either on the Sun or on the Moon. They are
two types.
Solar Eclipse
A solar eclipse occurs when the Moon passes in a direct line between the Earth
and the Sun. The Moon's shadow travels over the Earth's surface and blocks out the
Sun's light as seen from Earth. Solar Eclipses occur only on new moon day, but not on
all new Moon days.
Lunar Eclipse
At any given time, only half of the Earth faces the Sun. The other half will be in
a shadow and is thus in darkness. A Lunar Eclipse occurs when the Moon passes
directly behind Earth and into its shadow. This can occur only when the Sun, Earth,
and Moon are exactly or very closely aligned with Earth between the other two.
During a total Lunar Eclipse, Earth completely blocks direct sunlight from reaching
the Moon. Lunar Eclipses occurs only on a full moon day. But lunar eclipse does not
occur on all full moon days. You can have a detailed study of eclipses from your
science textbook of class VI.

Do
DidYou
YouKnow
Know?

Do you know that Christmas is celebrated in Australia in the Summer season?

44
 ‚¿£Ø&ƒ pHŽ 21e Ôû~ |Ÿ>·{쿱\+ nÔá«~ó¿£+>±qT, sçÜ “&$ nÜ ÔáÅ£”Øe>±qÖ –+³T+~. ‚<û
dŸeTjáT+ýË <Š¿D Œì ²sÁ>Æ ÃÞø+ýË |Ÿ]d¾Ôœ Tá \T ‚+<ŠTÅ£” _óq•+>± –+{²sTT. ‚¿£Ø&ƒ #á*¿±\+ –+³T+~. |Ÿ>{· ì
dŸeTjáT+ ¿£+fñ sçÜ dŸeTjáT+ mÅ£”Øe>± –+³T+~. uóք $T jîTT¿£Ø d¾Üœ ‚ý² –+&ƒ{²“• »»yûdŸ$ njáTH+Ôá+µµ
(Summer Solstice) n+{²sÁT.
<Š¿D Œì <óŠ e+ dŸÖsÁT«“yî|Õ ÚŸ y* –+&ƒ³+ e\q &™d+‹sÁT 22e ÔûBq dŸÖsÁ«¿ìsD Á ²\T eT¿£ss¹Á K
MT<Š “³¼“\TeÚ>± |Ÿ&ԃ sTT. eT¿£ss¹Á K™|Õ dŸÖsÁ«¿ìsD Á ²\T “³¼“\TeÚ>± |Ÿ&³ ƒ + e\q <Š¿D Œì ²sÁ>Æ ÃÞø+ýË
mÅ£”Øe uó²>·+ ¿±+ܓ bõ+<ŠTÔáT+~. n+<ŠTe\q <Š¿D Œì ²sÁ>Æ ÃÞø+ýË yûd$Ÿ ¿±\+ (Summer) rçe+>± –+&
|Ÿ>{· ¿ì ±\+ mÅ£”Øe>±qÖ, sçÜ dŸeTjáT+ ÔáŔ£ Øe>±qÖ –+³T+~. ‚+<ŠTÅ£” _óq•+>± –Ôásï sÁ>Æ ÃÞø+ýË
–+³T+~. uóք $T jîTT¿£Ø d¾Üœ ‚ý² –+&ƒ{²“• »»oԐ¿±\ njáTH+Ôá+µµ (Winter Solstice) n+{²sÁT.
$wŸeÔáTï
eÖ]Ì 21 eT]jáTT ™d™|+¼ ‹sÁT 23 ÔûB\ýË dŸÖsÁ«¿ìsD Á ²\T uóք eT<ó«Š s¹ K™|Õ “³¼“\TeÚ>± |Ÿ&ԃ sTT.
‡ ÔûBýË uó„Ö$T n+Ôá{² sçÜ, |Ÿ>·\T dŸeÖq+>± –+{²sTT. ‡ Âs+&ƒT ÔûB\qT $wŸeÔáTï\T n+{²sÁT.
™d™|+¼ ‹sÁT 23e ÔûBq –Ôásï sÁ>Æ ÃÞø+ýË Xøs<Á Š ÔáTeÚ, <Š¿D Œì ²sÁ>Æ ÃÞø+ýË edŸ+Ôá‹TTÔáTeÚ –+{²sTT. B“¿ì
_óq•+>± eÖ]Ì 21q –Ôásï sÁ>Æ ÃÞø+ýË edŸ+Ôá‹TTÔáTeÚ, <Š¿D Œì ²sÁ>Æ ÃÞø+ýË Xøs<Á Š ÔáTeÚ –+{²sTT. B““ ‹{ì¼
uóք çuóe„ TD+ eT]jáTT uóք |Ÿ]çuóe„ TD+ e\q sçÜ, |Ÿ>\· T\ýË eT]jáTT ‹TTÔáTeÚ\ýË eÖsÁTÎ\T dŸ+uó$„ kÍïjTá “
eTq+ Ôî\TdŸTÅ£”H•eTT.
ç>·VŸ²D²\T
dŸÖsÁT«“ #áT³Ö¼ uó„Ö$T, uóք $T #áT³Ö¼ #á+ç<ŠT&ƒT ÜsÁT>·TÔáTH•jáT“ eTq+ #á<TŠ eÚÅ£”H•+. n$ ný²
Ü]¹>³|Ÿð&ƒT ÿ¹¿ dŸsÞÁ s¹ø K™|¿Õ ì ekÍïsTT. n|Ÿð&ƒT dŸÖsÁ«ç>·V²Ÿ D+ ýñ¿£ #á+ç<Šç>·V²Ÿ D+ @sÁÎ&ƒTÔáT+~. ‡ ç>·V²Ÿ D²\
dŸeTjáT+ýË dŸÖsÁT«“™|qÕ ýñ<‘ #á+ç<ŠT“™|Õq ú&ƒ|Ÿ&q ³T¢ ¿£q|Ÿ&ƒTÔáT+~. ç>·V²Ÿ D²\T Âs+&ƒT sÁ¿±\T.
dŸÖsÁ«ç>·VŸ²D+
uó„Ö$T¿ì, dŸÖsÁT«“¿ì eT<óŠ«ýË #á+ç<ŠT&ƒT edï dŸÖsÁ«ç>·VŸ²D+ dŸ+uó„$dŸTï+~. dŸÖsÁT«“ ¿±+Ü uó„Ö$T
MT<Š |Ÿ&ƒÅ”£ +&† n&ƒT¿¦ Ãe³+Ôà bͳT #á+ç<ŠT“ ú&ƒ uóք $T jîTT¿£Ø –|Ÿ]Ôá\+™|Õ ç|ŸjÖá DìdTŸ +ï ~. dŸÖsÁ«ç>·V²Ÿ D+
neÖydŸ« sÃEq eÖçÔáyûT dŸ+uó„$dŸTï+~. nsTTÔû n“• neÖydŸ« sÃE\ýË n~ dŸ+uó„$+#á<ŠT.
#á+ç<Šç>·V²Ÿ D+
@ dŸeTjáT+ýËHîÕH uó„Ö$T dŸ>·uó²>·+ eÖçÔáyûT dŸÖsÁT«“¿ì m<ŠTsÁT>± –+³T+~. $TÐ*q dŸ>·uó²>·+
ú&ƒýË nq>± N¿£{ýì Ë –+³T+~. #á+ç<ŠT&ƒT uóք $T jîTT¿£Ø yîqT¿£u²ó >·+ý˓¿ì ýñ<‘ uó„Ö$T ú&ƒý˓¿ì
yî[ßq|Ÿð&ƒT #á+ç<Šç>·V²Ÿ D+ dŸ+uó$„ dŸT+ï ~. dŸÖsÁT«&ƒT, uóք $T, #á+ç<ŠT&ƒT #ý² <Š>sZ· >Á ± eT]jáTT dŸÖsÁT«“¿ì,
#á+ç<ŠT“¿ì eT<ó«Š uóք $T KºÌÔá+>± eºÌq|Ÿð&û #á+ç<Šç>·V²Ÿ D+ dŸ+uó$„ dŸT+ï ~. båsÁ$’ T sÃE\ýË eÖçÔáyTû
#á+ç<Šç>·V²Ÿ D+ dŸ+uó$„ dŸT+ï ~. nsTTÔû n“• båsÁ$’ T sÃE\ýË #á+ç<Šç>·V²Ÿ D+ dŸ+uó$„ +#á<TŠ . ç>·V²Ÿ D²\
>·T]+º »6e Ôás>Á Ü· ™dHÕ àŽ µ bÍsÄ«Á |ŸÚdŸ¿ï +£ ýË $|ŸÚ\+>± #á<eŠ >·\sÁT.
Did
MTÅ£You
” Ôî\Know
TkÍ ?
ç¿ìde¼Ÿ Tdt yû&Tƒ ¿£\T €d*¼ jáÖýË yûd$Ÿ ¿±\+ýË ÈsÁT|ŸÚÅ£”+{²sÁT. MTÅ£” Ôî\TkÍ ?

45
 Let's Do

Fig 2.9 Example of Day and Night

Harika and Sahasra are two children living at places located on almost
opposite faces of the Earth. Harika lives in California in the USA and Sahasra lives
in Guntur in India. You can see that these places are located on opposite faces of
the Earth. While Harika is sleeping at night, Sahasra goes to school in the morning.
While Harika goes to school in the morning, it will be night at Sahasra’s place.
When it is day on one face of the Earth, the opposite face experiences night.
Thus day and night are experienced one after the other. Let us see how this
happens through a simple experiment.

Fig 2.10 Day and Night observation Fig 2.11 Day and Night occurrence
As shown in the picture, place a globe against any source of light. Now one
face will be illuminated and the other will be in the dark. Turn the globe. You can
see that the illuminated face gradually turns dark and the dark face gradually
turns illuminated. Do you know that the most important source of light and heat
for all life on Earth is the Sun? You have already learned that the shape of the
Earth is spherical and that it spins on its own axis. The part of the Earth facing
the Sun due to rotation gets illuminated and experiences day. As the opposite
face does not get sun light, night is experienced there. Day and night are
experienced one after the other due to the rotation of the Earth.

46
 eTq+ #û<‘Ý+

|Ÿ³+ 2.9 : sçÜ |Ÿ>·\TÅ£” –<‘VŸ²sÁD

VŸä]¿£, dŸVŸ²çdŸ ‚<ŠÝsÁT u²*¿£\T. MsÁT uó„Ö$T¿ì <‘<‘|ŸÚ n_óeTTK+>± –q• ç|Ÿ<ûXæ\ýË
“ed¾dTŸ Hï •sÁT. VŸä]¿£ nyîT]¿±ý˓ ¿±*b˜þ]•jáÖýËqÖ, dŸV²Ÿ çdŸ uó²sÁÔ<á Xû +ø ýË –q• >·T+³ÖsÁTýËqÖ
–+³TH•sÁT. ‡ ç|Ÿ<Xû æ\T uóք $T MT<Š <‘<‘|ŸÚ>± m<ŠTs <ŠTsÁT>± –q• ç|Ÿ<Xû æ\“ eTq+ >·eT“+#áe#áTÌ.
VŸä]¿£ sçÜ “ç<ŠbþÔáTq•|Ÿð&ƒT dŸV²Ÿ çdŸ –<ŠjTá +|ŸP³ bÍsÄXÁ æ\Å£” yîޗø ÔáT+³T+~. VŸä]¿£ –<ŠjTá +
bÍsÄXÁ æ\Å£” yîޗø ß dŸeTjáT+ýË dŸV²Ÿ çdŸ –+&û ç|Ÿ<Xû +ø ýË sçÜ neÚÔáT+~. uóք $T MT<Š ÿ¿£ ç|Ÿ<Xû +ø ýË
|Ÿ>{· ¿ì ±\+ –q•|Ÿð&ƒT, <‘“¿ì n_óeTTK+>± eÚq• ç|Ÿ<Xû +ø ýË sçÜ neÚÔáT+~. ‡ $<ó+Š >± ÿ¿£
ç|Ÿ<Xû +ø ýË |Ÿ>\· T, sçÜ ÿ¿£<‘“ ÔásTÁ yÔá ÿ¿£{ì ekÍïsTT. ‚~ mý² ÈsÁT>·TÔáT+<à ÿ¿£ ºq• ç|ŸjÖî >·+
<‘Çs #áÖ<‘Ý+.
–ÔáïsÁ<óŠe+

uó„ÖeT<󊫹sK
dŸÖsÁ«¿±+Ü

|Ÿ>\· T sçÜ

<Š¿D
Œì <óŠ e+
|Ÿ³+ 2.10 : |Ÿ>·\T`sçÜ |Ÿ]o\q |Ÿ³+ 2.11 : |Ÿ>·\T`sçÜ @sÁÎ&ƒ³+
ºçÔá+ýË #áÖ|¾q³T¢ >â‹T™|Õ ¿±+ܓ ç|Ÿd]Ÿ +|Ÿ#j
û Tá +&. >â‹T ÿ¿£y|Õî ڟ yî\TÔáTsÁTýËqÖ, eTsÃyî|Õ ÚŸ
N¿£{ýì ËqÖ –+³T+~. >â‹TqT Ü|ŸÎ+&. yî\TÔáTsÁTýË –q• ç|Ÿ<Xû +ø N¿£{ýì ˓¿ì, N¿£{ýì Ë –q•
ç|Ÿ<Xû +ø yî\TÔáTsÁTý˓¿ì ç¿£eT+>± eÖsÁ{²“• MTsÁT >·eT“+#áe#áTÌ. uóք $T MT<Š –q• dŸeTdŸï Jes¥
eTqT>·&Ń ”£ dŸÖsÁT«“ qT+& yî\Te&û yû&, ¿±+Ü eTÖ\+ n“ MTÅ£” Ôî\TkÍ ? uóք $T >ÃÞ²¿±sÁ+>±
–+<Š“ Ôáq n¿£+Œ ™|Õ Ôáq #áT³Ö¼ ԐqT ÜsÁT>·TÔáT+<Š“ ‚|ŸÎ{쿹 eTq+ Ôî\TdŸTÅ£”H•+. uóք çuóe„ TD+
e\q dŸÖsÁT«“¿ì m<ŠTsÁT>± –q• uó„Ö$T jîTT¿£Ø dŸ>·uó²>·+ ç|Ÿ¿±¥dŸTï+~. n_óeTTK+>± –q• dŸ>·uó²>·+ýË
dŸÖsÁ«¿±+Ü |Ÿ&ƒ¿£bþe³+ e\q N¿£{ì/sçÜ @sÁÎ&ƒTÔáT+~. uó„Ö$T jîTT¿£Ø çuó„eTD+ ¿±sÁD+>± |Ÿ>·\T,
sçÜ ÿ¿£<‘“ ÔásTÁ yÔá ÿ¿£{ì ç¿£eT+>± @sÁÎ&ƒTÔáTH•sTT.

47
 Glossary

Axis : an imaginary line about which a body

rotates
Equator : 0o latitude
Tropic of Cancer : 23½o Northern latitude
Tropic of Capricorn : 23½o Southern latitude
Arctic Circle : 66½o Northern latitude
Antarctic Circle : 66½o Southern latitude
North Pole : 90o Northern most part of the Earth
South Pole : 90o southernmost part of the Earth
Meridians : longitudes connecting North and South
Poles and shows mid-day
Greenwich / Prime meridian : 0o longitude
International Date Line : 180o degrees east and west
Latitudes : imaginary lines that runs parallel to the
Equator
Longitudes : imaginary lines that runs between the
North Pole and South Pole
Northern Hemisphere : the half of the earth that lies north of the
equator
Southern Hemisphere : the half of the earth that lies south of the
equator.
Eastern Hemisphere : half of the Earth that lies east of the Prime
Meridian.
Western Hemisphere : half of the Earth that lies west of the Prime
Meridian.
Seasons : seasons are divisions of the year, defined
by changes in weather.
Solar Eclipse : occurs when the Moon passes between the
Sun and Earth on one line.
Lunar Eclipse : occurs when the Earth moves between Sun
and Moon on one line.

48
 |Ÿ<¿Š ÃXø+
n¿£Œ+ : ÿ¿£ edŸTeï Ú Ôáq #áT³Ö¼ ԐqT ÜsÁ>&· †“¿ì –+&û
ÿ¿£ }VŸä¹sK
uó„ÖeT<󊫹sK : 0° n¿Œ±+Xø+
¿£sØÁ ³¹sK : 231/2° –Ôás ï Á n¿Œ±+Xø+
eT¿£ss¹Á K : 231/2° <Š¿D Œì n¿Œ±+Xø+
€]Ø{ì¿ù e\jáT+ : 66 /2° –Ôás
1
ï Á n¿Œ±+Xø+
n+{²]Ø{ì¿ù e\jáT+ : 661/2° <Š¿D Œì n¿Œ±+Xø+
–ÔáïsÁ <óŠe+ : 90° uó„Ö$T¿ì –ÔáïsÁ uó²>±q –q• ºe] çbÍ+Ôá+
<Š¿ìŒD <óŠe+ : 90° uó„Ö$T¿ì <Š¿ìŒD uó²>±q –q• ºe] çbÍ+Ôá+
eT<ó‘«VŸ²• ¹sK\T : –Ôásï Á <Š¿DŒì <óŠ y\qT ¿£\T|ŸÚÔáÖ –+&û s¹ U²+Xæ\T.
‚$ eT<ó‘«VŸä•“• dŸÖºkÍïsTT.
ç^“#Y / çbÍeÖDì¿£ ¹sU²+Xø+ : 0° ¹sU²+Xø+
n+Ôás¨rjáT ~q¹sK : 180° ÔáÖsÁTÎ eT]jáTT |Ÿ¥ÌeT s ¹ U²+Xø+
n¿Œ±+Xæ\T : uó „ Ö eT<ó Š «¹ s KÅ£ ” dŸ e Ö+Ôá s Á + >± ^já T ‹& q
}VŸä¹sK\T
s¹ U²+Xæ\T : –Ôáï sÁ, <Š¿ìŒD <óŠy\qT ¿£\T|ŸÚÔáÖ ^jáT‹&q
}VŸä¹sK\T
–ÔáïssÁ>Æ ÃÞø+ : uó„ÖeT<óŠ «¹s KÅ£” –ÔáïsÁ +>± –q• uó„Ö$T jîTT¿£Ø
nsÁÆuó²>·+
<Š¿DŒì ²sÁ>Æ ÃÞø+ : uó„ÖeT<óŠ «¹s KÅ£” <Š¿ìŒD +>± –q• uó„Ö$T jîTT¿£Ø
nsÁÆuó²>·+
ÔáÖsÁTÎ nsÁ>Æ ÃÞø+ : çbÍeÖDì¿£ s¹ U²+X擿ì ÔáÖsÁTÎ>± –q• uóք $T jîTT¿£Ø
nsÁÆuó²>·+
|Ÿ¥ÌeÖsÁÆ>ÃÞø+ : çbÍeÖDì¿£ s¹ U²+X擿ì |Ÿ¥ÌeT+>± –q• uóք $T
jîTT¿£Ø nsÁÆuó²>·+
‹TTÔáTeÚ\T : yÔesÁD+ýË eÖsÁTÎ\ €<ó‘sÁ+>± dŸ+eÔáàs“•
‹TTÔáTeÚ\T>± $uó›„ +#sÁT.
dŸÖsÁ«ç>·VŸ²D+ : dŸÖsÁT«“¿ì uó„Ö$T¿ì eT<óŠ«>± #á+ç<ŠT&ƒT yîÞø—ÔáÖ ‚$
eTÖ&ƒÖ ÿ¿£ dŸs ÁÞø¹ sK MT<ŠÅ £” eºÌq|Ÿ ð&ƒT
dŸÖsÁ«ç>·VŸ²D+ dŸ+uó„$dŸTï+~.
#á+ç<Šç>·VŸ²D+ : dŸÖsÁT«“¿ì #á+ç<ŠT“¿ì eT<óŠ«>± uó„Ö$T yîÞø—ÔáÖ ‚$
eTÖ&ƒÖ ÿ¹¿ dŸs ÁÞø¹ sK MT<ŠÅ £” eºÌq|Ÿ ð&ƒT
#á+ç<Šç>·V²Ÿ D+ dŸ+uó$„ dŸT+ï ~.

49
 Improve Your Learning

1. What is a Globe?
2. What are the movements of the Earth ?
3. Which movement of the Earth causes day and night ?
4. What happens when the Earth rotates?
5. Define the Earth Rotation and Revolution.
6. What is the true shape of the Earth ?
7. Which Latitude is known as the Tropic of Cancer?
8. Read the paragraph under the title ' Equinox ' and comment on it.
9. Create a table and list out the similarities and differences between Latitude
and Longitudes.
10. If India has day, it is night in America.What is the reason for this difference.
11. Take a ball and draw the latitudes and longitudes on the surface.
12. Prepare a note on the difference between Globe and an Atlas.
13. Find out latest leap year and coming leap year.
14. What preparations should be taken to watch Solar Eclipse safely?
15. It is difficult to understand geographical location time and distance in the
absence of the imaginary lines- Latitudes and Longitudes. Appreciate the
design of the imaginary lines of Latitudes and Longitudes.
16. Venu met some children from different cities in a youth festival. They were:
Geethika, John, Nihal and Uma. Venu collected some information about their
cities.Venu has given us certain clues. Can you find out the cities with the help
of an Atlas?
Geethika : A girl from a city with 19° Northern Latitude and 72° Eastern
Longitude co-ordinates.
The city name : ................................................................
John : A boy from a city with 12° Northern Latitude and 77° Eastern
Longitude co-ordinates.
The city name : ................................................................
Nihal : A boy from a city with 28° Northern Latitude and 77° Eastern
Longitude co-ordinates.
The city name : ................................................................
Uma : A girl from a city with 22° Northern Latitude and 88° Eastern
Longitude co-ordinates.
The city name : ................................................................

50
 MT nuó«„ dŸH“• yîTsÁT>·T|Ÿs#
Á Tá ¿Ã+&.
1. >â‹T n+fñ @$T{ì ?
2. uó„Ö$T¿ì >·\ #á\H\T @$?
3. uóք $T jîTT¿£Ø @ #á\q+ e\q sçÜ, |Ÿ>\· T @sÁÎ&ƒÔsTT ?
4. uó„Öçuó„eTD+ e\q @$T dŸ+uó„$dŸTï+~ ?
5. uóք çuóe„ TD+, |Ÿ]çuóe„ TD²\qT “sÁǺ+#á+&.
6. uóք $T jîTT¿£Ø KºÌÔáyTî q® €¿±sÁ+ @$T{ì ?
7. ¿£sØÁ ³¹sK n“ @ n¿Œ±+X擕 n+{²sÁT ?
8. bÍsĐ«+Xø+ý˓ »»$wŸeÔáTµï µ |sqT #á~$, y«U²«“+#á+&.
9. n¿Œ±+Xø, s¹ U²+Xæ\ eT<ó«Š kÍsÁÖ|Ÿ«Ôá\qT eT]jáTT uó<ñ ‘\qT |Ÿ{¿¼ì £ sÁÖ|Ÿ+ýË ÔájÖá sÁT #ûjTá +&.
10. ‚+&jÖá ýË |Ÿ>{· ¿ì ±\+ nsTTÔû nyîT]¿±ýË sçÜ neÚÔáT+~. ‡ e«Ô«k͓¿ì >·\ ¿±sÁD+ @$T{ì?
11. ‹+ܓ rdŸT¿=“ <‘“ –|Ÿ]Ôá\+™|Õ n¿Œ±+Xø, ¹sU²+Xæ\qT ^jáT+&.
12. >â‹TÅ£”, n{²¢dÅt ”£ eT<ó«Š Ôû&†qT Ôî\Î+&.
13. ‡eT<óŠ« ¿±\+ý˓ ©|ŸÚ dŸ+eÔáàsÁ+, suËjûT ©|ŸÚ dŸ+eÔáàs\qT Ôî\Î+&.
14. dŸÖsÁ«ç>·VŸ²D²“• dŸTsÁ¿ìŒÔá+>± #áÖ&ƒ{²“¿ì @ dŸH•VŸä\T #ûjáÖ* ?
15. }VŸäs¹ KýÉqÕ n¿Œ±+Xø, s¹ U²+Xæ\T ýñ¿b£ þÔû ÿ¿£ ç|Ÿ<Xû +ø –“¿ì, ¿±\eTT eT]jáTT <ŠÖs“• nsÁ+œ
#ûdŸT¿Ãe³+ ¿£wŸ¼eTjûT«~. }VŸä¹sKýÉÕq n¿Œ±+Xø, ¹sU²+Xæ\ sÁÖ|Ÿ¿£\ÎqqT n_óq+~+#á+&,
ç|ŸX+ø d¾+#á+&.
16. ÿ¿£ jáTTeÈq ~HÃÔáàe+ýË yûDT $$<óŠ q>·s\Å£” #î+~q ^Ü¿£, C²HŽ, “VŸäýÙ eT]jáTT –eT\qT
¿£*Xæ&ƒT. yûDT y] y] q>·s\Å£” dŸ+‹+~ó+ºq dŸeÖ#s“• d¿£]+º eTqÅ£” ‚#Ì&ƒT. yûDT
‚ºÌq dŸeÖ#sÁ+ €<ó‘sÁ+>± n{²¢dt dŸVäŸ jáT+Ôà € q>·s\qT ¿£qT>=q>·\s?
^Ü¿£ : 19° –Ôásï Á n¿Œ±+Xø+ 72° ÔáÖsÁTιsU²+Xø+ bþjûT ç|Ÿ<Xû +ø ýË –+&û q>·s+Á qT+& ‡
neֈsTT eºÌq~.
q>·s+Á |sÁT : ..................................................
C²HŽ : 12° –Ôásï Á n¿Œ±+Xø+ 77° ÔáÖsÁTιsU²+Xø+ bþjûT q>·s+Á qT+& eºÌq u²\T&ƒT.
q>·s+Á |sÁT : ..................................................
“VŸäýÙ : 28° –Ôásï Á n¿Œ±+Xø+ 77° ÔáÖsÁTιsU²+Xø+ <‘<‘|ŸÚ>± K+&+#áTÅ£”Hû ç|Ÿ<Xû +ø qT+&
eºÌq u²\T&ƒT.
q>·s+Á |sÁT : ..................................................
–eT : 22° –Ôásï Á n¿Œ±+Xø+ 88° ÔáÖsÁTιsU²+Xø+ <‘<‘|ŸÚ>± K+&+#áTÅ£”Hû ç|<Ÿ Xû +ø qT+& eºÌq u²*¿£.
q>·s+Á |sÁT : ..................................................

51
17. If an Astronaut from a space ship looks down to the Earth, can he/she see the
rotation of the Earth?
18. Why can't we sense the rotation and revolution of the Earth.

19. Choose the correct answer

i. The movement of the Earth around the Sun is known as ( )
A) Rotation B) Revolution C) Inclination
ii. Sun rays fall directly on the Equator on ( )
A) 21st March B) 21st June C) 22nd December
iii. Christmas is celebrated in summer in ( )
A) Japan B) Australia C) India
iv. The cycle of the seasons is caused due to ( )
A) Rotation B) Revolution C) Gravitation

20. Find and fill the latitudes and longitudes in the given table with the help of Atlas
and Globe.

S.No. PLACE LATITUDE LONGITUDE

1 Vijayawada

2 Kadapa

3 Tirupati

4 Visakhapatnam

5 Your Village

21. Find and fill the Latitudes and Longitudes extent of India and Andhra Pradesh in
the given table with the help of Google map or Atlas.

PLACE LATITUDE LONGITUDE

From To From To
India

Andhra Pradesh

Your district

Your Mandal

52
17. ÿ¿£ n+Ôá]¿£Œ Hê¿£ qT+& yëeT>±$T uóք $T yî|Õ ÚŸ qÅ£” #á֝dï nÔá&Tƒ /€yîT uóք $T jîTT¿£Ø çuóe„ TD²“•
#áÖ&ƒ>\· s ?
18. uó„Ö$T çuó„eTD+, |Ÿ]çuó„eTD²\qT eTq+ m+<ŠTÅ£” dŸTÎ ¥+#áýñ+ ?
19. dŸs qÕ dŸeÖ<ó‘H\qT m+|¾¿£ #ûjTá +&.
i. dŸÖsÁT«“#áT³Ö¼ uóÖ „ $T ÜsÁ>{· ²“• @eT+{²sÁT ? ( )
m) çuóe„ TD+ _) |Ÿ]çuóe„ TD+ d¾) e+>·&ƒ+
ii. uóÖ „ eT<ó«Š s¹ K™|Õ dŸÖsÁ«¿ìsD
Á ²\T “³¼“\TeÚ>± |Ÿ&û sÃE ( )
m) eÖ]Ì 21 _) pHŽ 21 d¾) &™d+‹sY 22
iii. ç¿ìdteTdt yû&ƒT¿£\T yûdŸ$ýË m¿£Ø&ƒ ÈsÁT|ŸÚÅ£”+{²sÁT. ( )
m) ÈbÍHŽ _) €d*¼ jáÖ d¾) ‚+&jáÖ
iv. ‹TTÔáTeÚ\T B“ ¿±sÁD+>± @sÁÎ&ƒÔsTT. ( )
m) çuóe„ TD+ _) |Ÿ]çuóe„ TD+ d¾) >·TsÁTԐǿ£sÁüD
20. n{²¢dTŸ ýñ<‘ >â‹T dŸVäŸ jáT+Ôà ¿ì+<Š ‚eÇ&q |Ÿ{¿¼ì ý£ ˓ ç|Ÿ<Xû æ\ n¿Œ±+Xø, s¹ U²+Xæ\qT ¿£qT>=“ |Ÿ{¿¼ì q£ T
“+|Ÿ+&.
e.Hî+. ç|Ÿ<ûXø+ n¿Œ±+Xø+ ¹sU²+Xø+
1. $ÈjáTy&ƒ
2. ¿£&|ƒ Ÿ
3. ÜsÁT|ŸÜ
4. $XæK|Ÿ³•+
5. MT ç>±eT+
21. >·Ö>·TýÙ eÖ«|t ýñ¿£ n{²¢dTŸ dŸVäŸ jáT+Ôà ‚eNj&q |Ÿ{¿¼ì ý£ ˓ uó²sÁÔ<á Xû +ø , €+ç<óçŠ |Ÿ<Xû Ù, MT ›ý²¢ eT]jáTT
MT eT+&ƒ\+ n¿Œ±+Xø, ¹sU²+Xæ\ |Ÿ]~ó“ ¿£qT>=“ |Ÿ{켿£qT “+|Ÿ+&.
e.Hî+. ç|Ÿ<ûXø+ n¿Œ±+Xø+ s¹ U²+Xø+
qT+& esÁÅ£” qT+& esÁÅ£”
1. uó²sÁÔá<ûXø+
2. €+ç<óçŠ |Ÿ<Xû Ù
3. MT ›ý²¢
4. MT eT+&ƒ\+

53
22. Observe the following pictures and fill the boxes with the name of the shaded
hemispheres.

Project Work

Draw a diagram of the Globe showing the Earth’s axis, the Equator,
Tropic of cancer and capricorn, Arctic circle and Antarctic circle.

54
22. ‡ ¿ì+~ ºçԐ\qT >·eT“+º sÁ+>·TýË #áÖ|¾q nsÁ>Æ ÃÞ²\ |sÁq¢ T >·&ý Ë sjáT+&.

bçbç ÍCÉ
ÍCÉÅŔ£”£ ¼¼ |Ÿ|Ÿ““

ÿ¿£ >â‹TqT ^d¾ uóք $T jîTT¿£Ø n¿£+Œ , uóք eT<ó«Š s¹ K, ¿£sØÁ ³¹sK, eT¿£ss¹Á K,
€]Ø{ì¿ù, n+{²]Ø¿ù e\jáÖ\qT >·T]ï+#á+&.

55
 CHAPTER
Maps
3
CHAPTER

Learning Outcomes

The students will be able to

understand the difference between a map and sketch.
understand the main components of a map, classify different
types of maps.
locate Continents, Oceans in a World map.

MAPS

Components Types Map Pointing

Directions, Scale, Location of

Symbols & Colours Continents & Oceans

Political Map Physical Map Thematic Map

56
 n<ó‘«jáT+
3
3
CHAPTER
|Ÿ³eTT\T
nuó„«dŸq |˜Ÿ*Ԑ\T
$<‘«sÁT\œ ”
|Ÿ³+, ºÔáTï ºçÔá+ eT<óŠ« uóñ<‘\T Ôî\TdŸTÅ£”+{²sÁT.
|Ÿ³+ý˓ eTTK« n+Xæ\qT Ôî\TdŸTÅ£”“, $$<óŠ sÁ¿±\ |Ÿ{²\qT
e¯Z¿]£ +#á>·\T>·TԐsÁT.
ç|Ÿ|Ÿ+#á|Ÿ³+ýË K+&†\T, dŸeTTç<‘\qT >·T]ï+#á>·\T>·TԐsÁT.

|Ÿ{²\T

n+Xæ\T sÁ¿±\T |Ÿ{²\qT >·T]ï+#áT³

~Å£”Ø\T, dØ\T, ºVŸä•\T eT]jáTT

sÁ+>·T\T K+&†\T, eTVŸädŸeTTç<‘\T >·T]ï+#áT³

sÈ¿¡jTá |Ÿ{²\T uó Ü¿£ |Ÿ{²\T $wŸjTá “¹s¥Ý Ôá |Ÿ{²\T

57
 In the previous chapter, we have learned how to use a globe as a model of
the Earth however, the Globe has some limitations as well. A Globe can be useful
when we want to study shape of the earth as a whole. But, when we want to study
the Earth horizontally as a part, such as a country, state, district, town, village and
world as a whole, it is of little help. In such a situation we use maps.
In this lesson you will learn about the sketch, map, components of a map and
types of a map. You will also learn to locate Oceans and Continents in a World map.
Sathwika happened to meet Mrudula at a science fare in Tirupati. They became
good friends. Sathwika lives in Tirupati while Mru dula lives in Nellor e.
Mrudula wanted to visit the house of Sathwika in summer vacation. She
asked Sathwika “How could I reach your house at Tirupati”? Sathwika sent a
sketch of her town showing her house. Mrudula could not reach Sathwika’s house
with the help of sketch.

Sketch:
A sketch is a drawing mainly based
on memory and spot observation
and not to scale. A rough drawing
is drawn withou t scale and
directions.
Map:
A map is a representation of the whole
Earth or a part of it, on a flat surface
according to it’s proportionate scale.
A map must have certain components
like direction, scale, symbols etc.

Fig 3.1 A model of a sketch Fig 3.2 A model of a map with

components

58
 >·Ôá n<ó‘«jáT+ýË uóք $T¿ì qeTÖHý² >â‹T“ mý² –|ŸjÖî Ð+#áe#ÃÌ HûsTÁ ÌÅ£”H•+. nsTTÔû
>â‹T“ –|ŸjÖî Ð+#á&+ƒ ýË ¿=“• |Ÿ]$TÔáT\T –H•sTT. uóք $T jîTT¿£Ø €¿£Ü“ ÿ¹¿ yîTTÔá+ï >± €<ó«Š jáTq+
#ûjÖá \“ nqTÅ£”q•|Ÿð&ƒT eÖçÔáyTû >â‹T –|ŸjÖî >·¿s£ +Á >± –+³T+~. ¿±ú <ûX+ø , sçwŸ+¼ , ›ý²¢, q>·s+Á `
‚ý² ÿ¿=Ø¿£Ø uó²>±“• >·T]+º Ôî\TdŸT¿Ãy\“ nqTÅ£”q•|Ÿð&ƒT >â‹T –|ŸjÖî >·+ ÔáŔ£ Øe. n³Te+{ì |Ÿ]d¾Ôœ Tá \ýË
eTq+ |Ÿ{²\qT –|ŸjîÖÐkÍï+.
‡ n<ó‘«jáT+ýË MTsÁT ºÔáTï |Ÿ³+ý˓ sÁ¿±\qT >·T]+º Ôî\TdŸTÅ£”+{²sÁT. ç|Ÿ|+Ÿ #á|³ Ÿ +ýË
eTVŸädŸeTTç<‘\T, K+&†\T >·T]ï+#á&+ƒ Å£L&† HûsTÁ ÌÅ£”+{²sÁT.
kÍÜÇ¿£ ÜsÁT|ŸÜýË ÿ¿£ ™dqÕ Tà yûTÞ²ýË eT<ŠT\qT ¿£*d¾+~. y]<ŠsÝ ÖÁ eT+º d•V¾²ÔáT\jáÖ«sÁT.
kÍÜÇ¿£ ÜsÁT|ŸÜýË “ed¾dŸÖï –+&ƒ>± eT<ŠT\ yÞøß~ Hî\Ö¢sÁT. eT<ŠT\ yûdŸ$¿±\+ ™d\eÚ\ýË kÍÜÇ¿£
yÞøß ‚+{ì¿ì yîÞ²ß\qTÅ£”+~. »»ÜsÁT|ŸÜý˓ MT ‚+{ì¿ì sy\+fñ mý²?µµ n“ kÍÜÇ¿£qT n&Ð+~. Ôáq
|Ÿ³¼D+ýË Ôáq ‚+{ì“ #áÖ|ŸÚÔáÖ ÿ¿£ ºÔáTï |Ÿ³+ |Ÿ+|¾+~. eT<ŠT\ € |Ÿ³+ dŸVŸäjáT+Ôà kÍÜÇ¿£ ‚+{ì¿ì
#ûsÁý¿ñ b£ þsTT+~.
ºÔáTï |Ÿ³+ : |Ÿ³+ :
ºÔáTï |Ÿ³+ nHû~ eTTK«+>± dØýÙ –|ŸjÖî Ð+#áŔ£ +&† |Ÿ³+ nq>± yîTTÔá+ï uó„Ö$T“ >±“ ýñ<‘ n+<ŠTý˓
>·TsÁTï –q• <‘“• ‹{ì¼ n|ŸÎ{ì¿£|ðŸ &ƒT |Ÿ]o*+º ^kÍïsÁT. ÿ¿£ uó²>·+ >·T]+º >±ú ÿ¿£ dŸeT –|Ÿ]Ôá\+™|Õ
‡ ºÔáTï |Ÿ³+ýË dØýÙ, ~Å£”Ø\T #áÖ|ŸÅ”£ +&†Hû ^jáTe#áTÌ. dØ\T¿ì nqT>·TD+>± #áÖ|Ÿ&†“¿ì –|ŸjÖî Ð+#û~.
~Å£”Ø\T, dØ\T, ºVŸä•\T yîTT<ŠýqÉÕ $ ‚+<ŠTý˓
eTTK«yîT®q n+Xæ\T.

eÖÂsسT¼
‚Þø—ß

‚Þø—ß
‚Þø—ß

<ŠT¿±D²\T
‹dt kͼ|t
‚Þø—ß

‚Þø—ß
‚Þø—ß

bõý²\T <ûy\jáT+

ºçÔá+ 3.1 ºÔáTï ºçÔá+ qeTÖH ºçÔá+ 3.2 eTTK« n+Xæ\Ôà dŸVŸä |Ÿ³+ qeTÖH

59
 Let’s Do

Why was Mrudula not able to reach her destination with the help of
above sketch?

Components of the map

The following are the main components of a map.
1.Directions 2. Scale 3. Symbols 4.Colours

Blue

Green

Yellow

Brown
Fig 3.3 Compass Fig 3.4 Scale Fig 3.5 Symbols Fig 3.6 Colors

Direc tions
If you stand just opposite to the Sunrise, that means you are seeing East
direction, and at your back is West, to your left is North and to your right is South.
Among these four directions North is treated as principal direction. That is why all
the maps contain North arrow with the letter N at the top right-hand corner. When
you know the North, you can find out other directions, for example east, west and
south. We have four major directions, North, South, East and West, which are called
cardinal directions. Other four intermediate directions are North-east (NE), South-
east (SE), South-west (SW) and North-west (NW). We can locate any place more
accurately with the help of these intermediate directions.

Fig 3.7 Directions - A model

60
 ‚$ #û<‘Ý+
eT<ŠT\ ™|Õ ºÔáT|ï ³Ÿ + dŸVäŸ jáT+Ôà m+<ŠTÅ£” ÔáqT yîÞßø e\d¾q #Ã{ì¿ì #ûsTÁ ¿Ãýñ¿b£ þsTT+~?

|Ÿ³+ý˓ n+Xæ\T
|Ÿ³+ý˓ eTTK«yîTq® n+Xæ\T
1.~Å£”Ø\T 2. dØ\T 3.ºVŸä•\T 4.sÁ+>·T\T
ú\+
€Å£”|Ÿ#áÌ
|ŸdTŸ |ŸÚ
>Ã<óTŠ eT
ºçÔá+ 3.3 ~Å£LຠºçÔá+ 3.4 dØ\T ºçÔá+ 3.5 ºVŸä•\T ºçÔá+ 3.6 sÁ+>·T\T
~Å£”Ø\T
MTsÁT –<ŠsTTdŸTqï • dŸÖsÁT«“¿ì m<ŠTsÁT>± “\‹&q³¢sTTÔû, MT m<ŠTsÁT>± –q•~ ÔáÖsÁTÎ~Å£”Ø, yîqT¿£
n+fñ M|ŸÚu²ó >·+ yî|Õ ÚŸ eÚq•~ |Ÿ&eƒ TsÁú, m&ƒeTyî|Õ ÚŸ –q•~ –Ôásï ~Á Å£”Øú, Å£”&y|Õî ڟ –q•~ <Š¿DŒì ~Å£”Øú dŸÖºdŸT+ï ~.
‡ H\T>·T ~Å£”ØýË¢qÖ –ÔáïsÁ~Å£”Ø“ ç|Ÿ<‘ó q~Å£”Ø>± uó²$kÍï+. n+<ŠTe\Hû n“• |Ÿ{²\ýËqÖ Å£”&#Üû yî|Õ ŸÚ ™|qÕ
N nHû n¿£s Œ +Á , u²D+ >·TsÁTï –+{²sTT. eTq¿ì –Ôásï ~Á Å£”Ø Ôî*d,ï $TÐ*q ~Å£”Ø\“ dŸT\uó+„ >± ¿£qT¿ÃØe#áTÌqT.
–<‘VŸ²sÁD ÔáÖsÁTÎ, |Ÿ&eƒ TsÁ, <Š¿ŒDì + eTqÅ£” ç|Ÿ<‘ó q+>± H\T>·T ~Å£”Ø\T –H•sTT. n$ –ÔáïsÁ+, <Š¿DìŒ +,
ÔáÖsÁTÎ, |Ÿ&eƒ TsÁ. M{ì“ ç|Ÿ<‘ó q ~Å£”Ø\T n+{²sÁT. M{ì¿ì eT<ó«Š dŸ+œ >± –+&û $TÐ*q H\T>·T ~Å£”Ø\T `
‡Xæq«+, €¹>•jáT+, HîsÕ TÁ Ü, yjáTTe«+. M{ì“ eTÖý\T n“ Å£L&† |¾\TkÍïsTÁ . ‡ eTÖ\\ dŸVäŸ jáT+Ôà @
çbÍ+Ôá+ jîTT¿£Ø –“¿ì“ nsTTH eT]+Ôá KºÌÔá+>± Ôî\TdŸT¿Ãe#áTÌqT.

ºçÔá+ 3.7 ~Å£”Ø\T ` ÿ¿£ qeTÖH

61
 Let’s Do

Go through the above 3.7 figure and fill the following table.

Direction Object
North

North- East

South

South- West

East Sunrise

South – East

West

North- West

Scale
It is another component of a map. The scale of a map is the ratio of a distance
on a map to the corresponding distance on the actual ground. A scale can be used to
figure out the distance between two locations on a map.

Fig 3.8 Map of a Village

62
 ‚$ #û<‘Ý+
™|qÕ ‚ºÌq 3.7 ºçԐ“• |Ÿ]o*+º ¿ì+~ |Ÿ{¿¼ì q£ T |ŸP]+#á+&.

~Å£”Ø edŸTïeÚ
–ÔáïsÁ+
‡Xæq«+
<Š¿DìŒ +
HîsÕ TÁ Ü
ÔáÖsÁTÎ dŸÖsë<ŠjTá +
€¹>•jáT+
|Ÿ&eƒ TsÁ
yjáTTe«+

dØ\T
‚~ |Ÿ³+ý˓ eTs=¿£ eTTK«yîTq® n+Xø+. uóք $T™|>Õ \· ydŸeï <ŠÖs“¿¡ |Ÿ³+ýË #áÖ|Ÿ‹&q
<ŠÖs“¿¡>\· “wŸÎÜïHû »dØ\Tµ n“ |¾\TkÍï+. |Ÿ³+ýË s +&ƒT çbÍ+Ԑ\ eT<ó«Š >·\ <ŠÖs“• ýÉ¿Øì +#á&†“¿ì »»dØýÙµµ
–|ŸjÖî ÐkÍï+.

ºçÔá+ 3.8 ÿ¿£ ç>±eT+ |Ÿ³+

63
 Let’s Do

Observe the given Fig. 3.8 and calculate the actual distance between
the following places using the scale.

i. The distance between PO and Raju’s house.

ii. The distance between Raju’s house and Puja’s house.
iii. The distance between Chiru’s house and the school.

Symbols
It is the third important component of a map. It is not possible to draw on a
map the actual shape and size of different features such as buildings, roads, bridges,
trees, railway lines or a well. So, they are shown by using certain letters, shades,
colours, pictures and lines. These symbols give a lot of information in a limited
space. With the use of these symbols, maps can be drawn easily and are simple to
read. Even if you don’t know the language of an area without asking someone for
directions, you can come to know the information from maps with the help of symbols.

Think & Respond

How do symbols give

us information?

DidYou
Do You Know
Know

Map makers are called

Cartographers.

Book of maps is called an

Atlas.

Fig 3.9 Map symbols

64
 ‚$ #û<‘Ý+
ºçÔáeTT 3.8“ |Ÿ]o*+º dØýٓ –|ŸjÖî Ð+º ¿ì+<Š #áÖ|¾q ç|Ÿ<Xû æ\ eT<ó«Š ydŸeï <ŠÖs“•
ýÉ¿Øì +#á+&.
i. bþdt¼ €|˜Ódt, sE ‚+{ì eT<óŠ« <ŠÖsÁ+.
ii. sE, |ŸPÈ ‚+{ì eT<óŠ« <ŠÖsÁ+.
iii. ºsÁT ‚\T¢, bÍsÄX Á æ\ eT<ó«Š <ŠÖsÁ+.

ºVŸä•\T
‚~ |Ÿ³+ý˓ eTÖ&ƒe eTTK«yîT®q n+Xø+. |Ÿ³+ýË uóe„ H\T, sÁVŸ²<‘sÁT\T, e+Ôîq\T, #î³T¢, s Õ\T
eÖsZ\T, u²$ e+{ì $$<óŠ n+Xæ\qT y{ì ydŸeï |Ÿ]eÖD+ eT]jáTT €¿±sÁ+ýË #áÖ|Ÿý+ñ . ¿±‹{ì¼ y{ì“
¿=“• n¿£sŒ \T, sÁ+>·T\T, ºçԐ\T, ^Ôá\Ôà dŸÖºkÍïsTÁ . ‡ ºVŸä•\T ÔáŔ£ Øe dŸ\œ +ýË m+Ôà mÅ£”Øe dŸeÖ#s“•
‚kÍïsTT. M{ì“ –|ŸjÖî Ð+#áT³ e\q |Ÿ{²\qT ^jáT&ƒ+, #á<eŠ &ƒ+ Å£L&† dŸT\uó+„ neÚÔTá +~. ÿ¿£ çbÍ+Ôá+ýË
eTqÅ£” uó²wŸ Ôî*jáT¿£bþsTTH me]ú dŸ\VŸä\T n&ƒ>·Å”£ +&†Hû |Ÿ{²“• –|ŸjîÖÐ+º ºVŸä•\ dŸVäŸ jáT+ÔÃ
dŸeÖ#s“• Ôî\TdŸT¿Ãe#áTÌqT.

€ý˺+#á+&`dŸÎ+~+#á+&
ºVŸä•\T eTqÅ£”
dŸeÖ#s“• mý² ‚kÍïsTT?

Did” You
MTÅ£ Know
Ôî\TkÍ ?
|Ÿ{²\qT ÔájÖá sÁT #ûd y]“
¿±süç>±|˜sŸ TÁ ¢ n“ |¾\TkÍïsTÁ .
|Ÿ{²\ dŸ+¿£\H“• n{²¢dt n“
|¾\TkÍïsTÁ .

ºçÔáeTT 3.9 |Ÿ³+ ` ºVŸä•\T

65
 Fig 3.10 A village map with symbols
Colours or patterns
When you look at a physical map which shows the ups and downs on the Earth,
you can see different colours. These colours represent different physical features.
The colours are used in a physical map. Patterns and Colours are also used in thematic
maps for different intensities.

Water Bodies (Rivers, High intensity

Blue
Seas, Oceans etc.)
Green Moderate intensity
Plains or Low-lands
Yellow Low intensity
Plateaus
Brown Very low intensity
Mountains
Fig 3.11 Colours used in physical maps Fig 3.12 Patterns used in thematic Maps
In some thematic maps, patterns are used instead of colours like shades and lines.

Types of Maps
Based on content or purpose, maps can be classified into three types. They are:
1. Political Map
2. Physical Map
3. Thematic Map

66
 u¤+&ƒ |Ÿ*¢

seÖ|ŸÚsÁ+ ¿£c͒|ŸÚsÁ+

q~
dØ\T : ÿ¿£ ™d+.MT
R 1 ¿ì.MT
ºçÔá+ 3.10 ºVŸä•\Ôà ÿ¿£ ç>±eT+ |Ÿ³+
sÁ+>·T\T ýñ<‘ qeTÖH\T
uóք $T™|Õ ¿£\ mÔáT|ï ýŸ ²¢\qT #áÖ|¾+#û uó Ü¿£ |Ÿ{²“• ¿£qT¿£ #áÖd¾q³¢sTTÔû MTsÁT $$<óŠ sÁ+>·T\qT
>·eT“+#áe#áTÌqT. ‡ sÁ+>·T\T $$<óŠ HîdÕ ]Ÿ ¿Z £ dŸÇsÁÖbÍ\Å£” çbÍܓ<ó«Š + eV¾²kÍïsTT. uó Ü¿£ |Ÿ³+ýË sÁ+>·T\T
–|ŸjÖî ÐkÍïsTÁ . $wŸjTá “¹s¥Æ Ôá |Ÿ{²\ýË sÁ¿s£ ¿Á ±\ rçeÔá\qT #áÖ|Ÿ&†“¿ì qeTÖH\T, sÁ+>·T\T Å£L&†
–|ŸjÖî ÐkÍïsÁT.
È\uó²>±\T (q<ŠT\T, dŸeTTç<‘\T, mÅ£”Øe rçeÔá
ú\+
eTVŸädŸeTTç<‘\T yîTT<Š\>·Tq$)
€Å£”|Ÿ#áÌ ÿ¿£ eÖ~] rçeÔá
yîT<® ‘H\T, |Ÿ\|¢ ڟ uóք eTT\T
|ŸdŸT|ŸÚ ÔáÅ£”Øe rçeÔá
|ÓsÁuÄ Öó„ eTT\T
>Ã<óŠTeT |ŸsÁÇԐ\T nÜ ÔáÅ£”Øe rçeÔá

ºçÔá+ 3.11 uó Ü¿£ |Ÿ{²\ýË y&û sÁ+>·T\T ºçÔ+á 3.12 $wŸjTá “¹s¥Ý Ôá |Ÿ{²\Ôà –|ŸjÖî Ð+ºq qeTÖH\T
¿=“• $wŸjTá “¹s¥Ý Ôá |Ÿ{²\ýË sÁ+>·T\¿ì ‹<ŠT\T>± ~<Š&Ý +ƒ , ^Ôá\T e+{ì qeTÖH\qT Å£L&† –|ŸjÖî ÐkÍïsTÁ .
|Ÿ{²\T ` sÁ¿±\T
|Ÿ³+ýË #áÖ|¾q n+Xø+ ýñ<‘ y{ì –|ŸjÖî >±“• ‹{ì¼ |Ÿ{²\qT eTÖ&ƒT sÁ¿±\T>± e¯Z¿]£ +#áe#áTÌ. n$
1. sÈ¿¡jTá |Ÿ{²\T
2. uó Ü¿£ |Ÿ{²\T
3. $wŸjTá “¹sÝ¥Ôá |Ÿ{²\T

67
1. Political maps
Maps showing villages, cities, towns, districts, states and countries with their
boundaries are called political maps. In figure 3.1 you can refer to the political map
of India with State and UT boundaries.

Map 3.1 Political map of India

68
1. sÈ¿¡jTá |Ÿ{²\T
ç>±eÖ\T, q>·s\T, |Ÿ³D ¼ ²\T, ›ý²¢\T, sçcͼ\T, <ûXæ\T y{ì dŸ]VŸ²<ŠT\Ý qT #á֝|$ sÈ¿¡jTá
|Ÿ{²\T. |Ÿ³+ 3.1ýË sçcͼ\T, ¿¹ +ç<Š bÍ*Ôá çbÍ+Ԑ\ dŸ]VŸ²<ŠTÝ\Ôà ¿£\ uó²sÁÔ<á Xû ø |Ÿ{²“• #áÖ&ƒ+&.

|Ÿ³eTT 3.1 sÈ¿¡jTá |Ÿ³+`uó²sÁÔá<Xû ø+

69
In figure 3.2 you can refer to the World political map with the boundaries of continents.
You can see large sheets of landmass and large water bodies on the World map. The
large landmasses are called Continents. And the large water bodies are called Oceans.
Asia, Africa, North America, South America, Antarctica, Europe, and Australia are
the continents, Pacific, Atlantic, Indian, Antarctic and Arctic are the Oceans.

Map 3.2 Continents and Oceans

Do
DidYou
YouKnow
Know Let’s Do

Asia is the largest continent in the Make a table with the states, UTs
world. India is a part of it. India and their capitals.
shares its land boundary with
neighbouring countries like Pakistan, S.No State/UT Capital
Afghanistan, China, Nepal,
Bangladesh, Bhutan and Myanmar.

2. Physical maps
These maps showing the physical features such
as Mountains, Plateaus, Plains, Oceans and
Rivers, Deserts etc.

Let’s Do
Go through the above physical map and
write some physical features of India.

Map 3.3 Physical map of India

70
|Ÿ³+ 3.2 ý˓ ç|Ÿ|+Ÿ #á uó Ü¿£|³Ÿ +ýË K+&†\“, dŸ]VŸ²<ŠT\Ý “ #áÖ&ƒe#áTÌqT. ç|Ÿ|+Ÿ #á |Ÿ³+ýË MTsÁT™|<ŠÝ
uóք uó²>·|ڟ |Ÿ\¿£\qT, ™|<ŠÝ È\uó²>±\qT >·eT“+#áe#áTÌqT. ‡ $Xæ\ uóք uó²>±\qT K+&†\T n“, È\uó²>±\qT
eTVŸädŸeTTç<‘\T n“ |¾\TkÍï+. €d¾jÖá , €ç|˜¿¾ ±, –Ôásï Á nyîT]¿±, <Š¿D Œì nyîT]¿±, n+{²]Ø{쿱, ×sÃbÍ,
€çd*¼ jáÖ K+&†\T ¿±>± |Ÿd|¾ ¿¾˜ ,ù n{²¢+{ì¿,ù V¾²+<ŠÖ eTVŸädŸeTTç<Š+, n+{²]Ø{ì¿,ù €]Ø{ì¿ù eTVŸädŸeTTç<‘\T.

|Ÿ³+ 3.2 K+&†\T, eTVŸädŸeTTç<‘\T

Did” You
MTÅ£ Know
Ôî\TkÍ ? eTq+ #û<‘Ý+
€d¾jÖá ç|Ÿ|+Ÿ #á+ýË ™|<ŠÝ K+&ƒ+ ¿±>± uó²sÁÔ<á Xû +ø sçcͼ\T, ¹¿+ç<ŠbÍ*Ôá çbÍ+Ԑ\T y{ì
n+<ŠTýË ÿ¿£ uó²>·+. uó²sÁÔ<á Xû eø TT bÍ¿ìkÍïH,Ž sÈ<ó‘qT\ |Ÿ{¿¼ì q£ T ÔájÖá sÁT #ûjTá +&.
€|Ÿé“kÍïH,Ž #îÕH, HûbÍýÙ, ‹+>±¢<ûXÙ, uó„Ö{²HŽ, sçwŸ¼+/ ¹¿+ç<ŠbÍ*Ôá sÈ<ó‘“
eTjá T HˆsY <û X æ\Ôà uó „ Ö dŸ ] VŸ ² <Š TÝ \ T çbÍ+Ôá+
|Ÿ+#áTÅ£”+³T+~.
2. uó Ü¿£ |Ÿ{²\T
|ŸsÇÁ Ԑ\T, |ÓsuÁÄ Ö„ó eTT\T, yîT<® ‘H\T, dŸeTTç<‘\T, q<ŠT\T,
m&†sÁT\T e+{ì uó >Ã[¿£ dŸÇsÁÖbÍ\qT >·Ö]Ì $e]kÍïsTT.

eTq+ #û<‘Ý+
‡ uó Ü¿£ |Ÿ{²“• |Ÿ]o*+º uó²sÁÔá<ûX+ø jîTT¿£Ø
¿=“• uó >Ã[¿£ dŸÇsÁÖbÍ\qT >·T]+º sjáT+&.
|Ÿ³eTT 3.3 uó²sÁÔ<á Xû ø uó Ü¿£ |Ÿ³+

71
3. Thematic maps
These maps are used to show the distribution of specific features such as
land use, temperature, rainfall, population, soils, natural vegetation, crops, minerals,
industries, railways, roads, waterways, etc.

Think & Respond

What does the map
indicate?

Why it is called a thematic

map?

Let’s Do

Collect different thematic

maps and display in your
class room. Discuss with
your friends.

Map 3.4 India - Major Crops (Thematic Map)

Maps based on scale

There are two types of maps based on scale.

a. Large-scale maps: These maps represent small areas. They can be divided into
Cadastral maps and Topographical maps. Cadastral maps show individual property.
Topographical maps show detailed surface features.

b. Small-scale maps: They represent large areas - World, Continents or Countries.

They are of two types - Wall maps and Atlas maps.
Wall maps are larger in size than the Atlas. They are used as teaching aids in the
class room and administrative purpose. They can show general and important
features, such as political divisions, physical features etc.

72
3. $wŸjTá “¹sÝ¥Ôá |Ÿ{²\T
‡ |Ÿ{²\qT uóք $T $“jîÖ>·+, –çcþ’ç>·Ô,á esÁübÍÔá+, ÈHuó², Hû\\T, n&ƒeÚ\T, |Ÿ+³\T,
K“C²\T, |Ÿ]çXøeT\T, s \Õ T eÖsZ\T, sÃ&ƒT¦ eÖsZ\T, È\ eÖsZ\T, e+{ì ¿=“• “]ÝwÝ ¼Ÿ n+Xæ\qT >·T]+º
$e]+#á&†“¿ì –|ŸjÖî ÐkÍïsTÁ .

€ý˺+#á+&`dŸÎ+~+#á+&
‡ |Ÿ³+ @$T dŸÖºkþï+~?
B““ $wŸjáT “¹sÝ¥Ôá |Ÿ³+ n“
m+<ŠTÅ£” |¾\TkÍïsÁT?

eTq+ #û<‘Ý+
$$<óŠ sÁ¿±\ $wŸjáT “¹sÝ¥Ôá
|Ÿ{²\qT d¿£]+º MT ÔásÁ>·Ü >·~ýË
ç|Ÿ<Š]ô+#á+&. MT d•V¾²ÔáT\ÔÃ
#á]Ì+#á+&.

|Ÿ³eTT 3.4 uó²sÁÔ<á ûXø+ ` eTTK« |Ÿ+³\T ($wŸjáT “¹sÝ¥Ôá |Ÿ³+)

dØ\T €<ó‘]Ôá |Ÿ{²\T

dØ\T €<ó‘sÁ+>± |Ÿ{²\T s +&ƒT sÁ¿±\T
n. ™|<ŠÝ ÔásÁVŸä |Ÿ{²\T: ‚$ ºq• çbÍ+Ԑ\qT >·T]+º Ôî*jáTCñkÍïsTT. M{ì“ uóք dŸ]VŸ²<ŠT\Ý qT Ôî*|
|Ÿ{²\T (cadastral maps), uó„ÖHîÕdŸ]Z¿£ |Ÿ{²\T (topographic maps)>± $uó›„ +#áe#áTÌqT. uóք dŸ]VŸ²<ŠT\Ý qT
Ôî*| |Ÿ{²\T e«¿ì>ï Ô· á €d¾¿ï ì #î+~q$ ¿±>± uóք HîdÕ ]Ÿ ¿Z £ |Ÿ{²\T uóք –|Ÿ]Ôá\+ jîTT¿£Ø $es\qT #áÖ|ŸÚԐsTT.
€. ºq• ÔásÁVŸä |Ÿ{²\T: ‚$ ™|<ŠÝ çbÍ+Ԑ\qT >·T]+º Ôî*jáTCñkÍïsTT - ç|Ÿ|+Ÿ #á+, K+&†\T ýñ<‘
<ûXæ\T. ‚$ s +&ƒT sÁ¿±\T ` >Ã&ƒ |Ÿ{²\T, n{²¢d.t >Ã&ƒ |Ÿ{²\T n{²¢dt ¿£+fñ |Ÿ]eÖD+ýË ™|<Š$Ý >±
–+{²sTT. y{ì“ Ôás>Á Ü· >·~ýË uË<óqŠ ¿=sÁŔ£ , |Ÿ]bÍ\H |Ÿs+Á >±qT –|ŸjÖî ÐkÍïsTÁ . n$ sÈ¿¡jTá
$uó²>±\T, uó >Ã[¿£ n+Xæ\T e+{ì kÍ<ó‘sÁD, eTTK«yîTq® n+Xæ\qT #áÖ|ŸÚԐsTT.

73
Uses of maps
• Maps help us to locate places like cities, districts, states and countries.
• They show the physical features such as mountains, plateaus, plains.
• They help us to know the major routes of transport such as roads, railways etc.
• They help us to understand the distribution of crops, minerals, soils etc.
• Maps help the Army at the time of war and for security reasons.
• Maps guide the tourists/travellers to their destination.
Do
DidYou
YouKnow
Know
GPS stands for Global Positioning Systems and it is an
important technology for locating objects on the Earth.

Web-based maps service provides detailed information

about geographical regions and sites around the world. In
addition to conventional road maps, that Maps offers aerial
and satellite views of many places.

Glossary
Map : Diagrammatic representation of an area of land or
sea showing physical features, cities, roads, etc.
Sketch : Drawing based on memory and spot observation and
not to scale.
Plan : Drawing a small area on a large scale.
Scale : Ratio between the actual distance on the ground and
the distance shown on the map with the help of scale.
Cardinal directions : Directionsofnorth,east,south,and west, denoted byN,E, S, W.
Intermediate directions : Direction between to cardinal directions (northeast,
southeast, southwest, and northwest)
Compass : Drawing circles and arcs and measuring distances
between points.

Improve Your Learning

1. What are the components of a map?

2. Why is the actual distance on the ground reduced on a map?
3. Explain the need of symbols in preparing maps.
4. Find out the scale used in your district map to show the distance between
your mandal head quarter and district head quarter?
5. How political maps are different from physical maps?
6. What is the importance of thematic maps?

74
|Ÿ{²\ e\q –|ŸjÖî >±\T
• |Ÿ{²\T q>·s\T, sçcͼ\T, ›ý²¢\T, <ûXæ\ e+{ì ç|<Ÿ Xû æ\qT >·T]ï+#á&†“¿ì eTq¿ì #ý² –|ŸjÖî >·¿s£ +Á .
• |Ÿ{²\qT –|ŸjîÖÐ+º |ŸsÇÁ Ԑ\T, |ÓsÁuÄ Öó„ eTT\T, yîT<® ‘H\ e+{ì uóք dŸÇsÁÖbÍ\qT #áÖ&ƒe#áTÌqT.
• ç|Ÿ<‘ó q sÁV²Ÿ <‘] eÖsZýÕÉq sÃ&ƒT,¢ s ÕýÇñ \qT >·T]+º Ôî\TdŸT¿Ãe&†“¿ì –|Ÿ¿£]kÍïsTT.
• |Ÿ{²\T |Ÿ+³\T, K“C²\T, Hû\\T |Ÿ+|¾D¡ >·T]+º ne>±VŸ²q #ûdTŸ ¿Ãe&†“¿ì –|Ÿ¿]£ kÍïsTT.
• |Ÿ{²\T jáTT<ŠÆ dŸeTjáT+ýË ™d“Õ Å£”\Å£” uóç„ <ŠÔá <Šcͼ« –|ŸjÖî >·¿s£ +Á .
• |Ÿ{²\T |Ÿs«³Å£”\T, ç|j Ÿ áÖD¡Å”£ \Å£” y] >·eT«+ #ûs&Á †“¿ì eÖsÁ<Z sŠ Áô¿£+>± –+{²sTT.
Did” You
MTÅ£ Know
Ôî\TkÍ ?
›.|¾.mdt nq>± ç|ŸdŸTÔï +á $XøÇ+ýË eTq+ –q• k͜H“• Ôî\TdŸTÅ£”Hû e«edŸœ
(Global Positioning System). uóÖ „ MTˆ<Š –+&û edŸTeï Ú\qT >·T]ï+#á&†“¿ì
‚~ #ý² eTTK«yîTq® kÍ+¹¿Ü¿£ e«edŸ.œ
yîuÙ €<ó‘]Ôá |Ÿ{²\ <‘Çs ç|Ÿ|+Ÿ #á+ý˓ n“• uó >Ã[¿£ çbÍ+Ԑ\T, ç|Ÿ<ûXæ\T
>·T]+º |ŸP]ï dŸeÖ#s“• bõ+<Še#áTÌqT. kÍ+ç|Ÿ<‘sTT¿£ |Ÿ{²\¿ì n<Šq+>±
‡ |Ÿ{²\ <‘Çs nHû¿£ ç|Ÿ<Xû æ\qT –|Ÿç>·V²Ÿ , $VŸ²+>· M¿£DŒ #ûjTá e#áTÌqT.

|Ÿ<¿Š ÃXø+
|Ÿ³+, eÖqºçÔá+ : çbÍeÖDì¿£ ¿=\Ôá\Ôà ^d¾q |Ÿ³+.
ºÔáTï |Ÿ³+ : |Ÿ]o*+ºq dŸýœ ²\T, dŸ+¹¿Ô\T >·TsÁTï –+#áTÅ£”“ dØ\T ýñŔ£ +&† ^d¾q |Ÿ³+.
ç|ŸD²[¿£ : $dŸïÔáyîT®q dØ\T™|Õ ºçÜ+ºq ºq• ç|Ÿ<ûX擕 dŸÖº+#áTq~.
¿=\‹<ŠÝ : Hû\™|Õ dŸV²Ÿ ÈyîTq® <ŠÖs“¿ì, |Ÿ³+ýË dŸÖº+ºq <ŠÖs“¿ì >·\ “wŸÎÜï“ Ôî\T|ŸÚq~.
~Å£”Ø\T : ÔáÖsÁTÎ, |Ÿ&ƒeTsÁ, –ÔáïsÁ+, <Š¿ìŒD ~Xø\T.
eTÖ\\T : s +&ƒT ~Å£”Ø\ eT<ó«Š >·\ ~Xø (‡Xæq«+, €¹>•jáT+, HîsÕ TÁ Ü, yjáTTe«+).
~Å£Lຠ: s +&ƒT _+<ŠTeÚ\T eT<ó«Š <ŠÖs“• ¿=\T#áT³Å£”, eÔï\T, s¹ K\T ^jáTT³Å£”
–|ŸjîÖÐ+#û |Ÿ]¿£sÁ+.

MT nuó«„ dŸH“• yîTsÁT>·T|Ÿs#

Á Tá ¿Ã+&.
1. |Ÿ³+ý˓ eTTK«yîTq® n+Xæýñ$?
2. uó„Ö$T™|Õ >·\ ydŸïe<ŠÖs“• |Ÿ³+ýË m+<ŠTÅ£” ÔáÐZ+º #áÖbÍ*?
3. |Ÿ{²\ ÔájáÖ¯ýË ºVŸä•\ €eXø«¿£ÔáqT $e]+#á+&.
4. MT ›ý²¢ |Ÿ³+ýË MT eT+&ƒ\+ ¿¹ +ç<Š ¿±s«\já֓¿¡, ›ý²¢ ¿¹ +ç<Š ¿±s«\já֓¿¡ >·\ <ŠÖs“•
¿=\e+&. ydŸïe <ŠÖs“¿¡, <‘“¿¡ >·\ “wŸÎÜï dŸVŸäjáT+Ôà |Ÿ³+ýË –|ŸjîÖÐ+ºq dØýÙ ¿£qT>=q+&.
5. sÈ¿¡jáT |Ÿ{²\¿¡, uó Ü¿£ |Ÿ{²\¿¡ >·£\ e«Ô«dŸyûT$T?
6. $wŸjáT “¹s¥Ý Ôá |Ÿ{²\ jîTT¿£Ø çbÍeTTK«Ôá @$T{ì?
75
7. What are the uses of maps in our daily life?
8. Locate all continents and oceans on the given world map.

Choose the correct answer

1) Maps showing distribution of forests are ___ ( )
A) Physical map B) Thematic Map C) Political map D) none of the above
2) The blue colour is used for showing___ ( )
A) Water bodies B) Mountains C) Land D) Plains
3) A scale is necessary component for___ ( )
A) Map B) Sketch C) Plan D) None.
4) A compass is used ____ ( )
A) To show symbols B) To find the main direction
C) To measure distance. D) To find height
5) The intermediate direction between the north and East is called ____ ( )
A) North-east B) South-east C) North- west D) South-west.

Project Work

Draw a sketch of your school.

Collect different maps and make a scrap book.
Draw a sketch map showing route from your home to school by
using appropriate symbols. (With the help of the Atlas)

76
7. “Ôá« J$Ôá+ýË |Ÿ{²\ jîTT¿£Ø –|ŸjÖî >·yûT$T?
8. ¿ì+<Š ‚eNj&q ç|Ÿ|+Ÿ #á |Ÿ³+ýË K+&†\T, eTVŸädŸeTTç<‘\T >·T]ï+#á+&?

dŸs qÕ dŸeÖ<ó‘H“• m+#áTÅ£”“ çu²Â¿{Ë¢ sjáT+&

1. n&ƒeÚ\ $dŸïsÁD“ Ôî*| |Ÿ{²\T .................. ( )
n) uó Ü¿£ |Ÿ³eTT €) $wŸjáT “¹sÝ¥Ôá |Ÿ³+ ‚) sÈ¿¡jáT |Ÿ³+ ‡) ™|ÕyûM ¿±eÚ
2. ú*sÁ+>·T.................“ dŸÖº+#á&†“¿ì –|ŸjîÖÐkÍïeTT ( )
n) È\ uó²>·eTT\T €) |ŸsÁÇԐ\T ‚) uó„Öuó²>·+ ‡) yîT<® ‘H\T
3. dØýÙ B“ý˓ ÿ¿£ €eXø«¿£yîT®q uó²>·eTT .................. ( )
n) |Ÿ{eTT €) ºÔáTºï çÔáeTT ‚) ç|ŸD²[¿£ ‡) @B¿±<ŠT
4. ~Å£Lຓ B“ ¿=sÁÅ£” –|ŸjîÖÐkÍïsÁT. ( )
n) ºVŸä•\qT #áÖ|ŸÚ³Å£” €) ç|Ÿ<‘ó q ~Å£”Ø\qT >·T]ï+#á&†“¿ì
‚) <ŠÖs“• ¿=\e&†“¿ì ‡) mÔáT“ï Ôî\TdŸT¿Ãe&†“¿ì
5. –ÔáïsÁ+, ÔáÖsÁTοì eT<óŠ« >·\ ~Å£”Ø“ ‚ý² |¾\TkÍïsÁT ( )
n) ‡Xæq«eTT €) €¹>•jáTeTT ‚) yjáTTe«eTT ‡) HîsÕ TÁ Ü

bç ÍCÉŔ£ ¼ |Ÿ“
MT bÍsÄXÁ æ\ ºÔáTºï çÔá+ ^jáT+&.
$$<óŠ sÁ¿±\ |Ÿ{²\qT d¿£]+º ÿ¿£ çkÍØ|t |ŸÚdŸï¿£+ ÔájáÖsÁT#ûjáT+&
dŸ]jîT® q ºVŸä•\qT –|ŸjÖî Ð+º MT ‚+{ìqT+º bÍsÄXÁ æ\¿ì yîÞßâ <‘] jîTT¿£Ø
ºÔáTºï çԐ“• ^jáT+&.(n{²¢dt dŸVäŸ jáT+ÔÃ)

77
 CHAPTER
CHAPTER Landforms -
4
4 Andhra Pradesh

Learning Outcomes

The students will be able to

understand the meaning of landforms.
understand about the different landforms where the people
are living.
understand the diversified lifestyles of the people of
different landforms.

Landforms - Andhra Pradesh

Landforms Major Landforms of Andhra Pradesh

Mountain/Hills Eastern Ghats

East Coastal
Deccan plateau plains
Plains
Diversified Life styles
Plateaus in different landforms

78
 n<ó‘«jáT+
CHAPTER
€+ç<óŠç|Ÿ<ûXÙ `
4
4 uó„ÖdŸÇsÁÖbÍ\T
nuó„«dŸq |˜Ÿ*Ԑ\T
$<‘«sÁT\œ ”
uóք dŸÇsÁÖbÍ\T nq>± @$T{Ë ne>±VŸ²q #ûdTŸ Å£”+{²&ƒT.
ç|ŸÈ\T “ed¾dTŸ qï • $$<óŠ uóք dŸÇsÁÖbÍ\qT >·Ö]Ì Ôî\TdŸTÅ£”+{²&ƒT.
$$<óŠ uóք dŸÇsÁÖbÍ\ýË “ed¾dTŸ qï • ç|ŸÈ\ $_óq• Jeq $<ó‘H\qT >·T]+º
Ôî\TdŸTÅ£”+{²&ƒT.

€+ç<óçŠ |Ÿ<Xû Ù ` uóք dŸÇsÁÖbÍ\T

uóք dŸÇsÁÖbÍ\T €+ç<óçŠ |Ÿ<Xû Ù ` ç|Ÿ<‘ó q uóք dŸÇsÁÖbÍ\T

|ŸsÇÁ Ԑ\T / ¿=+&ƒ\T ÔáÖsÁTÎ ¿£qTeT\T

ÔáÖsÁTÎ rsÁyîT®<‘q+
yîT<® ‘H\T <Š¿Ø£ HŽ |ÓsuÁÄ Ö„ó $T

|ÓsÄÁuó„ÖeTT\T $$<óŠ uóք dŸÇsÁÖbÍ\ý˓ $_óq• Jeq $<ó‘H\T

79
Part A: Landforms

Teja asked his grandpa. “Today our Social Studies teacher told us about
‘Jana Gana Mana’ the national anthem of our country. What does it describe
grandpa?” Grandpa answered “Yes, it describes the glory of our country. It was
written by Rabindranath Tagore. When we hear the national anthem we feel
proud.” Teja’s brother Sasi also joined them and asked his grandpa. “Grandpa, do
we have our state song?” Grandpa replied, “Yes, we have state song... ‘Ma Telugu
thalliki malle poodanda...’
“What does it describe?” Sasi questioned curiously.
“It describes the rivers and the rich heritage of our state and depends on
the relief of the region. Children like you must learn about all these things and
life styles which reflect patriotism and national integrity” grandpa replied.
“Relief of the region?” Teja repeated.
“Yes, it means the shapes of the surface of the earth. In other words we
call landforms. The lifestyle, food habits and dressing patterns are different
according to the region” Grandpa explained.
Sasi asked his Grandpa “How can we identify these landforms?”
He continued to describe the landforms and geographical features of
Andhra Pradesh. How do you identify that where is your town or village located?
Is it located on a plain land? Or elevated land ? Or highly elevated land? Or
nearby water body? When you answer these questions, you may recollect your
area location that is located in a plain land or elevated land or highly elevated or
nearby water body.
All these places where we live may not be having uniform landforms, it
may vary from high elevated to plain land even valleys. When we travel from one
place to another place we may observe different levels in land shapes like plain,
plateau, hill, mountain, valley etc. These land shapes are called as landforms.
Landforms can be mainly categorised into Plains, Plateaus and Mountains or
Hills. These main landforms may contain several micro landforms. The height of
the landforms are measured from Mean Sea Level (MSL).

80
bÍsY¼ m ` uó„ÖdŸÇsÁÖ|ŸeTT\T :
ԐÔájáÖ«! ‡sÃE eÖ kÍ+|˜T¾ ¿£ XæçdŸï –bÍ<ó‘«jáTT\T eTq C²rjáT^Ôá+ »Èq>·DeTqµ >·T]+º
#îbÍÎsÁT. n~ <û““ >·T]+º e]’dTŸ +ï ~? n“ ÔûÈ ÔÔᓠn&>±&ƒT. »»n~ eTq<ûXø $¥wŸÔ¼ ,á ç|ŸU²«Ü“µµ
$e]dŸT+ï ~. <‘““ sÁM+ç<ŠH<¸Ž sĐ>·ÖsY sÁº+#sÁT. eTq C²rjáT ^Ԑ“• $+³Tq•|ŸÚ&ƒT ÿÞø—¢ |ŸÚ\¿£]dŸT+ï ~µ.
n“ #îbÍÎsÁT ԐÔá. ÔûÈ ÔáeTTˆ&ƒT Xø¥ Å£L&† y] e<ŠÅÝ ”£ eºÌ ԐԐ eTqÅ£” sçwŸ¼ ^Ôá+ Å£L&† –+<‘ eT]
n“ n&>±&ƒT. €! eTq sçwŸ¼^Ôá+ »eÖ Ôî\T>·TÔá*¢¿ì eTýÉ¢|ŸP<Š+&ƒµ n“ #îbÍÎsÁT ԐÔájáT«.
»»n~ <û“ >·T]+º?µµ n“ Xø¥ m+Ôà ţ”ÔáÖVŸ²\+>± n&>±&ƒT.
»»n~ eTq sçwŸ¼+ý˓ q<ŠT\T, eTq sçwŸ¼ dŸTdŸ+|Ÿq• ysÁdŸÔáÇ+, HîÕdŸ]Z¿£ uó„ÖdŸÇsÁÖbÍ\ >·T]+º
Ôî\TÎÔáT+~. |¾\\¢ T $_óq• Jeq $<ó‘H\T <ûXuø ¿„ó ïìú, ׿£«Ôáú mý² ç|ŸÜ_+_kÍïjÖî e+{ì n“• $wŸjÖá \qÖ
Ôî\TdŸT¿Ãy*!µµ n“ ԐÔájTá « Èy_#Ì&ƒT.
»HîÕdŸ]Z¿£ uó„ÖdŸÇsÁÖ|Ÿ+!µ ÔûÈ eT°¢ n&>±&ƒT.
»»HîÕd]Ÿ Z¿£ uó„ÖdŸÇsÁÖ|Ÿ+ n+fñ uó„Ö –|Ÿ]Ôá\+ nHû¿£ sÁÖbÍ\ýË –+&ƒ&ƒ+ ` €jáÖ çbÍ+Ԑ\qT ‹{ì¼
ç|ŸÈ\ Jeq $<ó‘q+, €VŸäsÁ|ڟ n\y³T¢, eçdŸ<ï ‘ó sÁD _óq•+>± –+{²sTTµµ €“ ԐÔájTá « $e]+#sÁT.
»»eTq+ uóք dŸÇsÁÖbÍ\qT mý² >·T]ïkÍï+?µµ Xø¥ ԐÔájTá «qT n&>±&ƒT.
€jáTq uó„Ö dŸÇsÁÖbÍ\ >·T]+º, €+ç<óŠç|Ÿ<ûXÙ uó >Ã[¿£ dŸÇsÁÖb͓• >·T]+º $e]+#á&ƒ+
çbÍsÁ+_ó+#sÁT. MT |Ÿ³D
¼ + ýñ<‘ ç>±eT+ m¿£Ø&ƒ –+<à mý² >·T]ïkÍïsTÁ ? n~ yîT<® ‘q çbÍ+Ôá+ýË –+<‘?
mÔásï TTq çbÍ+Ôá+ýËH? eT¯ mÔásï TTq çbÍ+Ôá+ýËH? È\uó²>±“¿ì |Ÿ¿Ø£ Hû –q•<‘? MTsÁT ‡ ç|ŸX•ø \Å£”
dŸeÖ<ó‘q+ #î|Ο e\d¾ eºÌq|ŸÚ&Tƒ MTsÁT –+³Tq• çbÍ+Ôá+ yîT<® ‘qeÖ, mÔásï TTq çbÍ+ÔáeÖ ýñ¿£ È\uó²>±“¿ì
|Ÿ¿Ø£ q –H•s nq•~ >·TsÁTï #ûdTŸ Å£”+{²sÁT.
eTq+ “ed¾dŸTïq• uó„Ö$T dŸeTÔá\+>± ¿±ú @¿£¯Ü>± ¿±ú ýñ<ŠT. ¿=“•#ó¢ –q•Ü #î+~q
çbÍ+Ԑ\T, $Xæ\yîT<® ‘H\T qT+& ýËjáT\ esÁŔ£ ‡ n+Ôás\T –+&ƒe#áTÌqT. eTq+ ÿ¿£ çbÍ+Ôá+
qT+º eTs=¿£ çbÍ+Ԑ“¿ì ç|ŸjÖá Dì+#û³|ŸÚÎ&ƒT yîT<® ‘q+, |ÓsuÁÄ Ö„ó $T, ¿=+&ƒ, |ŸsÇÁ Ôá+, ýËjáT e+{ì $$<óŠ
sÁÖbÍ\qT >·eT“kÍï+. M{ìHû uóք dŸÇsÁÖbÍ\“ |¾\TkÍïsTÁ . uóք dŸÇsÁÖbÍ\T eTTK«+>± eTÖ&ƒT sÁ¿±\T>±
#î|ŸÎe#áTÌqT. n$ yîT®<‘H\T, |ÓsÄÁuó„ÖeTT\T ýñ¿£ ¿=+&ƒ\T, |ŸsÁÇԐ\T. ‡ ç|Ÿ<ó‘q uó„ÖdŸÇsÁÖbÍ\T nHû¿£
ºq• uó„ÖdŸÇsÁÖbÍ\qT ¿£*Ð –+{²sTT. ‡ uó„ÖdŸÇsÁÖbÍ\ mÔáTïqT dŸeTTç<ŠeT³¼+ €<ó‘sÁ+>± ¿=\TkÍïsÁT.

81
 Mountain

Hill
Plateau Plateau
Plain
Sea level
Sea level
Ocean
Fig . 4.1 Major Landforms

Think & Respond

1. List out the landforms from the above picture?

2. Name the landforms around your village/town.
Part - A : Major Landforms
Mountain
A mountain is a natural higher elevated
feature of the earth surface. The mountains
may have a small summit and a broad base. It
is considerably higher than the surrounding
area. Some mountains are even higher than
the clouds. As we go higher and higher
altitudes of mountains, the climate becomes
cold. India has several huge mountain ranges
Fig 4.2 Mountains
like Himalayas. In Andhra Pradesh state
majority of high landforms are hills.
Plateaus
A plateau is an elevated flat land. It is
a flat-topped table land standing above the
surrounding area. A plateau may have one
or more sides with steep and gentle slopes.
Some plateaus around the world exist at
such great heights that their climate is
harsh and living conditions are unsuitable.
Others, at much lower elevations, offer Fig 4.3 Plateau
more favourable conditions.
The height of plateaus often varies in a few hundred metres. The Deccan
plateau in India is the oldest plateau and it is of volcanic origin. The larger part of
Rayalaseema comes under Deccan plateau region.

82
 |ŸsÁÇԐ\T

¿=+&ƒ\T
|ÓsÄÁuó„ÖeTT\T |ÓsÄÁuó„ÖeTT\T
yîT<® ‘q+ dŸeTTç<Š eT³¼+
dŸeTTç<Š eT³¼+ dŸeTTç<Š+
ºçÔá+ 4.1 ç|Ÿ<ó‘q uó„ÖdŸÇsÁÖ|ŸeTT\T
€ý˺+#á+&`dŸÎ+~+#á+&
1. ™|Õ ºçÔá+ #áÖd¾ uó„ÖdŸÇsÁÖbÍ\ |sÁT¢ sjáT+&.
2. MT ç>±eT+/|Ÿ³D¼ + |Ÿ]dŸs\ýË –q• uó„ÖdŸÇsÁÖbÍ\ |sÁT¢ sjáT+&.
uó²>·eTT m ` ç|Ÿ<‘ó q uóք dŸÇsÁÖ|ŸeTT\T :
|ŸsÁÇԐ\T
uó„Ö –|Ÿ]Ôá\+™|Õ dŸVŸ²ÈyîT®q nÔá«~ó¿£ mÔáTï ¿£*Ðq
çbÍ+Ԑ\T |ŸsÁÇԐ\T. |ŸsÁÇԐ\T ¿ì+~ uó²>·+ ýË
$Xæ\+>±qÖ, ™|Õ uó²>·+ýË ºq• ¥Ks“• ¿£*Ð
–+{²sTT. |Ÿ]dŸs\ ¿£+fñ ‚$ u²>± mÔáTïýË, ¿=“•kÍsÁT¢
eT‹TÒ\ ¿£+fñ mÔáT>ï ± –+{²sTT. |ŸsÇÁ Ԑ\™|Õ mÅ£”Øe
mÔáTï¿ì yîÞ⢿=BÝ oÔÃwŸ’d¾œÜ #á\¢>± –+³T+~. uó²sÁÔá<ûXø+
V¾²eÖ\jáÖ\ e+{ì ™|Å£”Ø –q•Ôá |ŸsÇÁ Ôá çXâDT\qT ¿£*Ð
–+~. €+ç<óçŠ |Ÿ<Xû Ù sçwŸ+¼ ý˓ mÔásï TTq uóք dŸÇsÁÖbÍ\ýË ºçÔá+ 4.2 |ŸsÁÇԐ\T
mÅ£”Øe uó²>·+ ¿=+&ƒ\T.
|ÓsÁÄuÖó„ eTT\T
|ÓsuÄÁ „Öó eTT\T nq>± mÔáT>ï ± –+& dŸeTÔá\+>±
–+&û ç|Ÿ<Xû æ\T. ‚$ |Ÿ]dŸs\ ¿£+fñÉ mÔásï TTq dŸeT
–|Ÿ]Ôá\+ >·\ ‹\¢|sŸ TÁ |ŸÚ uóք eTT\T. |ÓsÁÄ uóք eTT\T ÿ¿£{ì
ýñ<‘ n+Ôá¿+£ fñ mÅ£”Øe yî|Õ ÚŸ \ “{²sÁT>± –+& dŸT“•ÔáyTî q®
y\T ¿£*Ð –+{²sTT. ç|Ÿ|+Ÿ #á+ýË nÔá«+Ôá mÔáTïýË –q•
¿=“• |ÓsuÁÄ Ö„ó eTT\ýË oÔÃwŸd’ ܜ¾ ¿£]qÄ +>± –+& “ydŸ
jîÖ>·«yîTq® |Ÿ]d¾œÔTá \T ýñeÚ. ÔáŔ£ Øe mÔáTïýË –+&û $TÐ*q
|ÓsuÁÄ Ö„ó eTT\ýË #ý² nqTÅ£L\ |Ÿ]d¾Ôœ áT\T –H•sTT. ºçÔá+ 4.3 |ÓsÄÁu„Öó eTT\T
|ÓsÄÁuó„ÖeTT\ eT<óŠ« mÔáTïýË ¿=“• e+<Š\ MT³sÁ¢ e«Ô«dŸ+ –+³T+~. nЕ|ŸsÁÇÔá eTÖý²“¿ì
#î+~q <Š¿£ØHŽ |ÓsÄÁuó„Ö$T uó²sÁÔá<ûXø+ýË nÜ çbÍNq |ÓsÄÁuó„Ö$T. sjáT\dÓeTý˓ n~ó¿£ uó²>·+ <Š¿£ØHŽ
|ÓsuÁÄ Ö„ó $T¿ì #î+~q~.
83
 Generally, plateaus are rich in mineral deposits. As a result, many of the
mining areas are located in the plateaus. Limestone, manganese, asbestos, iron
ore, gold, diamonds, graphite, dolomite, quartz and silica sand are the minerals
available in plateaus. The Deccan plateau is a lava plateau. The lava plateaus are
rich in black soil that are fertile and good for cultivation of cotton. Many plateaus
have scenic spots and are of great tourist attractions.

Do
DidYou
YouKnow
Know
· The Tibet plateau is the highest
plateau in the world with a
height of 4,000 to 6,000 metres
above the mean sea level.

In India huge reserves of iron,

coal and manganese are found
in the Chotanagpur plateau.

Map 4.4 Deccan Plateau Region of India

Plains
Plains are level lands with flat surfaces
which have maximum height of 200 metres
above the sea level. These are densely
populated areas. Because of fertile soils, the
plains are highly productive. Construction of
transportation is also easy in plains. Plains
are the most suitable areas for human
inhabitation as these flat lands are suitable
for building houses, as well as the cultivation.
Indo-Gangetic plains of India are world
famous. And several small delta plains are also
found in other river courses of India. Fig 4.5 Plain Region

Think & Respond

“The construction of a road is easy in plain areas”- Give the reason.

Why plain areas are densely populated? Write two reasons.
Generally the villages located in plains will have good employment and
standard of living-Why?
Which type of soils are more suitable for cultivation?
Look at the pictures of a mountain, a plain and a plateau and identify which
of them is similar to your region.

84
 kÍ<ó‘sÁD+>± |ÓsÄÁuó„ÖeTT\T K“ÈdŸ+|Ÿ<qŠ T ¿£*Ð –+{²sTT. n+<ŠTe\q mÅ£”Øe uó²>·+ >·qT\T
|ÓsÄÁuó„ÖeTT\ýËHû –+{²sTT. dŸTq•|ŸÚssTT, eÖ+>·údt, sÜHsÁ, ‚qT|ŸK“È+, ‹+>±sÁ+, eçC²\T, ç>±™|˜Õ{Ù,
&Ã\yîT{® Ù, ¿±«sY¼¨, d¾*¿± yîTT<Š\>·T K“C²\T |ÓsÄÁuó„Ö$T çbÍ+Ԑ\ýË \_ókÍïsTT. <Š¿£ØHŽ |ÓsÄÁuó„Ö$T ý²y |ÓsÄÁuó„Ö$T.
‡ ý²y |ÓsÄÁuó„ÖeTT\T |ŸÜï |Ÿ+&+#á&†“¿ì nqTÅ£L\yîT®q kÍsÁe+ÔáyîT®q q\¢¹s>·& Hû\\¿ì ç|Ÿd¾~Æ. |ÓsÄÁuó„ÖeTT\T
nHû¿£ dŸT+<ŠsÁ <ŠXæ«\Ôà ç|Ÿ<ó‘q |Ÿs«³¿£ €¿£sÁüD\T>± “*º –H•sTT.

MTÅ£” Ôî\TkÍ ?
· dŸeTTç<ŠeT³¼+ qT+& 4,000 qT+&
6,000 MT³sÁ¢ mÔáTï>·\ {ìuÉ{Ù |ÓsuÄÁ ó„Ö$T
ç|Ÿ|Ÿ+#á+ýËHû mÔîÕq |ÓsÄÁuó„Ö$T.

#óÃ{² H>·|PŸ sY |ÓsÁÄuքó $TýË ‚qTeTT,

u¤>·TZ, eÖ+>·údt “\Ç\T nÔá«~ó¿£+>±
¿£qT>=q‹&q$.
|Ÿ³+ 4.4 uó²sÁÔá<ûXø+ýË <Š¿£ØHŽ |ÓsÄÁuó„Ö$T çbÍ+Ôá+
yîT® <‘H\T
dŸeTTç<Š eT³¼+ qT+& >·]wŸ+÷ >± 200 MT³sÁ¢ mÔáTýï Ë
–+&û dŸeTÔá\ çbÍ+Ԑýñ yîT<® ‘H\T. ‚$ mÅ£”Øe ÈqkÍ+ç<ŠÔá
¿£*Ð –+&û çbÍ+Ԑ\T. kÍsÁe+ÔáyTî q® Hû\\T –+&ƒ&+ƒ e\q
yîT<® ‘H\ýË –ԐÎ<Š¿Ô£ á mÅ£”Øe. sÁyD² kå¿£s«\ “sˆD+
nqTeÚ>± –+³T+~. ‚+&ƒ ¢ “sˆD²“¿ì, |Ÿ + ³\T
|Ÿ+&+#á&†“¿¡ nqTÅ£L\+>± –+& Èq “ydŸjÖî >·«+>±
–H•sTT. uó²sÁÔ<á Xû +ø ýË >·+>± d¾+<ó֊ qB yîT<® ‘H\T ç|Ÿ|+Ÿ #á
ç|Ÿd~¾ Æ bõ+~q$. nyû¿±¿£ ‚ÔásÁ qB e«edŸ\œ yî+‹& @sÁÎ&q
ºq• &îý²¼ yîT<® ‘H\T nHû¿+£ uó²sÁÔ<á Xû +ø ýË –H•sTT. |Ÿ³+ 4.5 yîT®<‘q çbÍ+Ôá+
€ý˺+#á+&`dŸÎ+~+#á+&
»»yîT®<‘q çbÍ+Ԑ\ýË sÃ&ƒ¢ “sˆD+ dŸT\uó„+µµ ` ¿±sÁD+ #î|ŸÎ+&.
yîT®<‘q çbÍ+Ԑ\T m+<ŠTe\q mÅ£”Øe ÈqkÍ+ç<ŠÔáqT ¿£*Ð –+{²sTT? Âs+&ƒT ¿±sÁD²\T sjáT+&.
kÍ<ó ‘ sÁ D +>± yî T ®< ‘q çbÍ+Ԑ\ýË –+&û ç>±eÖ\T eT+º –bÍ~ó, Jeq ç|Ÿ já Ö D+ ¿£ * Ð
–+{²sTT.m+<ŠTe\q?
@ sÁ¿y£ Tî ®q Hû\\T e«ekÍjá֓¿ì mÅ£”Øe nqTÅ£L\+?
™|Õq –q• |ŸsÁÇԐ\T, yîT®<‘H\T, |ÓsÄÁuó„Ö$T ºçԐ\qT #áÖd¾ MT çbÍ+Ôá+ <û““ bþ* –+<à >·T]ï+#á+&.

85
Part B : Major Landforms of Andhra Pradesh
Let us learn about the Landforms of Andhra Pradesh
Our state is a paradise of greenery and granary with economically enriched
rural and agricultural background. It is situated in south-east direction and is one of
the 28 states of India. Andhra Pradesh is located in the east coastal line of India.
Chattisgarh, Odisha states are in the north,Tamilnadu is in the south, Telangana is
in the west and north-west and Karnataka is in the south west and Bay of Bengal is
in the east as boundaries of the state.
The length of coastal line of Andhra Pradesh is 972 kms. It is the seventh
largest state in India in area and tenth most populous state as per 2011 census.
Andhra Pradesh comprises - Coastal Andhra Pradesh and Rayalaseema.
1. Coastal Andhra Pradesh:There are 9 districts in coastal Andhra Pradesh along
the coast.This region has the fertile soils of Godavari, Krishna and Penna Delta and
the density of population is very high.
2. Rayalaseema: This region is a group of 4 districts in the southern region of the
state and rich in minerals and horticulture crops. This has become horticulture hub
now with highest per capita income.

N
Bay of Bengal
C

Map 4.6 Political Map of Andhra Pradesh

86
uó²>·+ _ ` €+ç<óŠç|Ÿ<ûXÙý˓ ç|Ÿ<ó‘q uó„ÖdŸÇsÁÖbÍ\T
€+ç<óçŠ |Ÿ<Xû Ù uóք dŸÇsÁÖbÍ\ >·T]+º HûsTÁ ÌÅ£”+<‘+
eTq sçwŸ+¼ |Ÿ#Ìá <ŠH\ dŸÇsÁ+Z ! ç>±MTD, e«ekÍjáT Hû|<Ÿ «Š¸ + ¿£*Ð €]œ¿+£ >± |Ÿ]|ŸÚw¾¼ #î+~q
<ó‘H«>±sÁ+. uó²sÁÔ<á Xû +ø ýË >·\ 28 sçcͼ\ýË ‚~ €¹>•jáT ~Å£”ØýË >·\ ÿ¿£ sçwŸ+¼ . uó²sÁÔ<á Xû |ø ڟ ÔáÖsÁTÎ
rsÁ yîT<® ‘H“• €qTÅ£”“ €+ç<óçŠ |Ÿ<Xû Ù sçwŸ+¼ –q•~. –Ôásï q #árdï |t TŸ˜ &Ž, ÿ&Xæ sçcͼ\T, <Š¿D
Œì ²q Ôá$TÞøH&ƒT,
|Ÿ¥ÌeÖq Ôî\+>±D², Hî‹Õ TTÜýË ¿£s’³¿£, ÔáÖsÁTÎq ‹+>±Þ²U²Ôá+ B“¿ì dŸ]VŸ²<ŠT\Ý T.
€+ç<óçŠ |Ÿ<Xû Ù rsÁs¹ K bõ&ƒeÚ 972 ¿ìýË MT³sÁT¢ ¿±>± 2011 ÈHuó² ýÉ¿Ø£ \ ç|Ÿ¿±sÁ+ ‚~ uó²sÁÔ<á Xû +ø ýË
$dÓsï ԒÁ á |Ÿs+Á >± @&ƒe ™|<ŠÝ sçwŸ+¼ , ÈHuó² |Ÿs+Á >± |Ÿ<eŠ ™|<ŠÝ sçwŸ+¼ . ¿ÃkÍï €+ç<óŠ, sjáT\dÓeT nHû
Âs+&ƒT çbÍ+Ԑ\qT €+ç<óŠç|Ÿ<ûXÙ ¿£*Ð –q•~.
1. ¿ÃkÍï €+ç<óŠ : €+ç<óŠç|Ÿ<ûXÙ rsÁçbÍ+Ԑ“• €qTÅ£”“ –q• 9 ›ý²¢\qT ¿ÃkÍï €+ç<óŠ>± |¾\TkÍïsÁT. ‡
çbÍ+Ôá+ >Ã<‘e], ¿£c͒, ™|H• &îý²¼\ e\q @sÁÎ&q kÍsÁe+ÔáyTî q® Hû\\qT, n~ó¿£ Èq kÍ+ç<ŠÔqá T ¿£*Ð
–q•~.
2. sjáT\dÓeT : ‡ çbÍ+Ôá+ K“C²\T, –<‘«q |Ÿ+³\T dŸeT~Æ>± –q• H\T>·T ›ý²¢\ dŸeÖVŸäsÁ+>±
swŸ¼+ýË <Š¿ìŒD çbÍ+Ôá+ýË –+~. ‚|Ÿð&ƒT nÔá«~ó¿£ Ôá\dŸ] €<‘jáT+Ôà –<‘«q |Ÿ+³\ ¹¿+ç<Š+>± eÖ]+~.

N
‹+>±Þ²U²Ôá+ C

|Ÿ³+ 4.6 €+ç<óŠç|Ÿ<Xû Ù sÈ¿¡jáT |Ÿ³+.

87
 Let’s Do Observe the Map 4.6 and fill in the blanks

A) The names of coastal districts from North to South

B) The Names of Rayalaseema districts

C) Write your village/town/city name :

Mandal :
District :
Neighbouring districts to your district :
Neighbouring states to your districts :

Andhra Pradesh State has varied relief features. They are Deccan Plateau in
the South West, Eastern Ghats towards the mid-Eastern part and East coastal plains
in the East where the land descends down into the Bay of Bengal. Our state has
mountains or hills, plains and plateaus as major landforms .
Mountains or Hills
In Andhra Pradesh
most of the high elevated areas
are in the form of hill ranges.
Here and there these hill ranges
are associated with mountains
having a height of more than
900 mts. In our state YSR
Kadapa, East and west Godavari
districts, Visakhapatnam,
Chittoor, Ku rnool and Hills / Mountains
Plateau
Vizianagaram districts have
Plain
stretches of hilly terrain where
we can see the pockets of 0 100 200kms
scattered hills called Eastern
Ghats. The rivers Godavari and Map 4.7 Landforms of Andhra Pradesh
Krishna divides the hills of
Andhra Pradesh as northern and southern parts. They vary in size from tallest to
average height. The northern portion of hill ranges of Andhra Pradesh represent more
height and mountain structure with average height of 1200 metres. Arma Konda
(Zindagada) in Araku valley is the highest peak in our state with 1690 metres. Even
the hills in the southern part of Andhra Pradesh also have some mountain structures.

88
 eTq+ #û<‘Ý+ |Ÿ³+ 4.6qT |Ÿ]o*+º ç¿ì+~ U²°\qT |ŸP]+#á+&.
A) –ÔáïsÁ+ qT+& <Š¿ìŒD+ esÁÅ£” ¿ÃkÍï ›ý²¢\ |sÁT¢

B) sjáT\dÓeT ›ý²¢\ |sÁT¢

C) MT ç>±eT+ / |Ÿ³¼D+ / q>·sÁ+ |sÁT :

eT+&ƒ\+ :
›ý²¢ :
MT ›ý²¢¿ì dŸ]VŸ²<ŠT\Ý T>± –q• ›ý²¢\T :
MT ›ý²¢¿ì dŸ]VŸ²<ŠT\Ý T>± –q• sçcͼ\T :
€+ç<óçŠ |Ÿ<Xû Ù uóք HîdÕ ]Ÿ ¿Z £ dŸÇsÁÖbÍ\ýË #ý² yî$Õ <ó«Š Ôá –q•~. Hî‹Õ TTÜ ~XøýË <Š¿Ø£ HŽ |ÓsuÁÄ Ö„ó $T, eT<ó«Š
ÔáÖsÁTÎ çbÍ+Ôá+ýË ÔáÖsÁTÎq ÔáÖsÁTÎ ¿£qTeT\T –+&, M{ì n+#áT\T ‹+>±Þ²U²Ôá+ yîÕ|ŸÚ¿ì y* –+{²sTT. eTq
sçwŸ+¼ ýË |ŸsÇÁ Ԑ\T / ¿=+&ƒ\T, yîT<® ‘H\T, |ÓsuÁÄ Ö„ó eTT\T ç|Ÿ<‘ó q uóք dŸÇsÁÖbÍ\T.
|ŸsÁÇԐ\T / ¿=+&ƒ\T
€+ç<ó Š ç |Ÿ < û X Ù ý ˓ mÔî í ï q
çbÍ+Ԑ\ýË nÔá«~ó¿ £ uó²>·+ ¿=+&ƒ\
esÁTdŸ\T>±Hû –H•sTT. nsTTÔû n¿£Ø&ƒ¿£Ø&ƒ
‡ ¿=+&ƒ\ esÁTdŸ\T 900 MT³sÁ¢ ¿£+fñ
mÅ£”Øe mÔáTï>·\ |ŸsÁÇԐ\Ôà ţL&† Å£L&
–H•sTT. yîmÕ dt€sY ¿£&|ƒ ,Ÿ ÔáÖsÁTÎ >Ã<‘e],
|Ÿ¥ÌeT >Ã<‘e], $XæK|Ÿ³•+, ºÔáÖsï TÁ ,
¿=+&ƒ\T - |ŸsÇÁ Ԑ\T
¿£sÖÁ •\T, $ÈjáTq>·s+Á ›ý²¢\ýˇ ¿=+&ƒ\ |ÓsÄÁuó„Ö$T
esÁTdŸ\T $ºÌÛq• çXâDT\T>± –+& ÔáÖsÁTÎ yîT<® ‘q+
¿£qTeT\T>± |¾\e‹&ƒTÔáTH•sTT. >Ã<‘e], 0 100 200kms
¿£c͒ q<ŠT\T €+ç<óçŠ |Ÿ<Xû Ùý˓ ¿=+&ƒ\qT
–ÔáïsÁ, <Š¿ìŒD uó²>±\T>± $&ƒBdŸTïH•sTT. |Ÿ³+ 4.7 €+ç<óŠç|Ÿ<ûXÙ uó„ÖdŸÇsÁÖbÍ\T
M{ìýË nÔá«~ó¿£ mÔîíïq$, ÿ¿£ eÖ~]
mÔásï TTqM Å£L&† –H•sTT. €+ç<óçŠ |Ÿ<Xû Ù
–Ôásï Á uó²>·+ý˓ ¿=+&ƒ\ esÁTdŸ\T mÅ£”Øe mÔáïsTTq$. ‚$ dŸTeÖsÁT 1200 MT³sÁ¢ dŸ>·³T mÔáTïýË |ŸsÁÇԐ\qT bþ*
–+{²sTT. 1690 MT³sÁ¢ mÔáTï>·\ nsÁÅ£”ýËjáTý˓ nsÃeT¿=+&ƒ (›+<Š>·&ƒ) eTq sçwŸ¼+ýË mÔáïsTTq ¥KsÁ+.
€+ç<óçŠ |Ÿ<Xû Ù <Š¿D
Œì uó²>·+ý˓ ¿=+&ƒ\T Å£L&† n¿£Ø&ƒ¿Ø£ &† ¿=“• |ŸsÇÁ Ôá “sˆD²\qT bþ* –+{²sTT.

89
 Do You
Did YouKnow
Know
Due to the construction of the Polavaram project, the submerged mandals of
Khammam district of Telangana state were annexed in Andhra Pradesh.
Vararamachandrapuram, Kunavaram, Chintoor and Bhadrachalam (except
bhadrachalam village) were annexed in Alluri Sitharamaraju district and
Boorgumpadu, Kukunuru, Velerupadu mandals were annexed in Eluru district.

S. No. Name of the hills Name of the district

1. Yarada and Ananthagiri hills Visakhapatnam
2. Bison hills and Papikondalu Eluru and Alluri Sitharamaraju
3. Mogalrajapuram, Kondapalli hills NTR
4. Berumkonda, Nagarjunakonda Guntur, Palanadu
and Kotappakonda
5. Velikondalu SPSR Nellore

6. Nallamala, Erramala Kurnool, Nandyala

7. Velikondalu and Palakondalu YSR Kadapa, Annamayya
8. Seshachalam and Horsely hills Chittoor, Trupati
9. Penukonda and Madakasira hills Ananthapuram, Sri Satya Sai

These hills are composed of charnockites and khandalite rocks. Arakuvalley,

Borra caves of Alluri Sitharamaraju district and Papikondalu of Eluru and Alluri
Sitharamaraju districts are the famous tourist places in these landforms.

Do
DidYou
YouKnow
Know
Lammasingi / Lambasingi, the interior
tribal hamlet in Chintapalli mandal of
Visakhapatnam agency, has recorded
single digit temperature in the winter.
It is also known as ‘Kashmir of Andhra
Pradesh’.

In hilly areas, the soils are uneven and sloped. Generally these soils are
red and rocky. Owing to their high elevation and the natural downward movement
of water, the soils are mostly well-drained and suitable for plantation of
beverage crops like Coffee and Tea.

90
 MTÅ£” Ôî\TkÍ ?
bþ\esÁ+ çbÍCÉÅ£”¼ “]ˆ+#á&+ƒ e\q Ôî\+>±D² sçwŸ¼+ý˓ KeTˆ+›ý²¢ý˓ eTT+|ŸÚ eT+&ƒý²\T
€+ç<óçŠ |Ÿ<Xû ÙýË $©q+ #ûjTá ‹&q$. esÁseT #á+ç<Š|ڟ sÁ+, Å£LqesÁ+, º+ÔáÖsÁT, uóç„ <‘#á\+ (uóç„ <‘#á\+
ç>±eT+ Ôá|Ο ) eT+&ƒý²\T n\Ö¢] dÓԐseTsE ›ý²¢ýËqÖ, ‹ÖsÁT+Z bÍ&ƒT, Å£”Å£”ØqÖsÁT, yûýsñ TÁ bÍ&ƒT
eT+&ƒý²\T @\ÖsÁT ›ý²¢ýËqÖ $©q+ #ûjTá ‹&q$.

e.dŸ+. ¿=+&ƒ\ |sÁT¢ ›ý²¢ |sÁT

1. jáÖs&ƒ, nq+ÔáÐ] ¿=+&ƒ\T $XæK|Ÿ³•+
2. uÉdÕ HŸ Ž ¿=+&ƒ\T, bÍ|¾ ¿=+&ƒ\T @\ÖsÁT, n\Ö¢] dÓԐseTsE ›ý²¢\T
3. yîTT>·ýÙsÈ|ŸÚsÁ+, ¿=+&ƒ|*Ÿ ¢ ¿=+&ƒ\T jáTHŽ.{ì.€sY
4. uñs+Á ¿=+&ƒ, H>±sÁTq¨ ¿=+&ƒ, ¿Ã³|ŸÎ¿=+&ƒ >·T+³ÖsÁT, |Ÿ\H&ƒT
5. yî*¿=+&ƒ\T mdt.|¾.mdt.€sY. Hî\Ö¢sÁT
6. q\¢eT\, mçsÁeT\ ¿£sÁ֕\T, q+<‘«\
7. yî*¿=+&ƒ\T, bÍ\¿=+&ƒ\T yî.Õ mdt.€sY.¿£&|ƒ ,Ÿ nq•eTjáT«
8. XâcÍ#á\+, VŸä]à© ¿=+&ƒ\T ºÔáÖïsÁT, ÜsÁT|ŸÜ
9. ™|qT¿=+&ƒ, eT&ƒ¿¥£ sÁ¿=+&ƒ\T nq+Ôá|ڟ sÁ+, l dŸÔ«á kÍsTT
‡ ¿=+&ƒ\T #sÕ¿{Õ Ù, U²+&ƒý{ÕÉ Ù sÞøÔ¢ à @sÁÎ&q$. n\Ö¢] dÓԐseTsE ›ý²¢ý˓ nsÁŔ£ ýËjáT,
u¤çs >·TVŸ²\T, @\ÖsÁT, n\Ö¢] dÓԐseTsE ›ý²¢\ý˓ bÍ|¾¿=+&ƒ\T ‡ HîdÕ ]Ÿ ¿Z £ dŸÇsÁÖ|Ÿ+ýË |sÁTbõ+~q
|Ÿs«³¿£ ç|Ÿ<Xû æ\T.

MTÅ£” Ôî\TkÍ ?
\eTˆd¾+Ð/\+‹d¾+Ð, $XæK|Ÿ³•+ eTq«
çbÍ+Ôá + ý˓ º+Ôá | Ÿ * ¢ eT+&ƒ \ +ýË
eÖsÁTeTÖ\ çbÍ+Ôá+. ‚¿£Ø&ƒ #á*¿±\+ýË
nÔá«\Î –cþ’ç>·Ô\á T qyîÖ<ŠeÚԐsTT. B““
»€+ç<󑿱oˆsYµ >± |¾\TkÍïsTÁ .

¿=+&ƒçbÍ+Ԑ\ýË Hû\\T m>·T&ƒT~>·T&ƒT>±qÖ, y\T>±qÖ –+{²sTT. kÍeÖq«+>± ‚$ sÜbõsÁÔÃ

Å£L&q mçsÁHû\\T. ‚$ #ý² mÔáTýï Ë –+&ƒ&+ƒ , úsÁT dŸV²Ÿ È+>± |Ÿý²¢“¿ì ç|ŸeV¾²+#áT³ #ûÔá, ‚¿£Ø&ƒ úsÁT
“\‹&ƒÅ”£ +&† ¿ì+<Š¿ì C²]bþe&ƒ+Ôà ‡ Hû\\T ¿±|˜,Ó ÔûjáÖÅ£” Ôó\ e+{ì bÍújáT|ŸÚ |Ÿ+³\Å£” nqTeÚ>±
–+{²sTT.
91
Podu (Jhum) Cultivation
Podu is an ancient tribal agricultural practice in the hilly regions. It is also
called Shifting or Jhuming cultivation. In this method, the people clear a patch of
forest land and use it to grow crops for a few years. And later shift to some other
place due to decrease in soil fertility. They cultivate jowar, maize etc., in this method
but now it is not in practice.
The huts on hilly areas are having large areas of backyards. They put up a
bamboo fence around the house. They level the land for their kitchen garden and
add organic matter to make it fertile. Maize, vegetables like beans, gourd, chillies
etc., are grown here which is the major source of their food and livelihood.

Think & Respond

Why hilly areas are suitable for plantation crops?

Discuss with your friends or teachers and write.

The produce from the podu lands or from the kitchen gardens is not enough
for the families to survive throughout the year. Therefore collection of forest produce
plays a vital role in their lives. There are no rivers or wells in this area. It is very
difficult to dig wells in the rocky hills. They fetch water from natural springs or
from small streams of downhill. Government has providing facilities for the people
living in hill. Araku coffee is world famous now.

Fig 4.8 Natural Spring

Think & Respond

· Name some forest products.

Have you visited any forest? If so describe your experiences.

92
bþ&ƒT (sÁaÖyŽT) e«ekÍjáT+
¿=+&ƒ çbÍ+Ԑ\ýË »bþ&ƒTµ nHû~ ÿ¿£ Ð]Èq e«ekÍjáT |Ÿ<ÜƊ . B“Hû »dŸ\œ eÖ]Î&µ e«ekÍjáT+ ýñ<‘
»sÁaÖyŽTµ e«ekÍjáT+ n“ Å£L&† |¾\TkÍïsTÁ . ‡ |Ÿ<ÜƊ ýË, ç|ŸÈ\T n&ƒ$ýË ¿=+ÔáçbÍ+Ԑ“• #á<TŠ qT #ûd¾ ¿=“•
dŸ+eÔáàs\ bͳT |Ÿ+³\T |Ÿ+&kÍïsÁT. ÔásÁTyÔá uóք kÍsÁ+ Ôá>·Z&ƒ+ e\q yû¹s dŸœý²“¿ì eÖsÁԐsÁT. C¤q•, yîTT¿£ØC¤q•
yîTT<Š\>·T |Ÿ+³\qT ‡ |Ÿ<ÜƊ ýË |Ÿ+&kÍïsTÁ . ‚|Ÿð&ƒT n~ €#ásD Á ýË ýñ<TŠ .
‡ n³MçbÍ+Ԑ\ýË –+&û >·T&™d\¿ì yîqT¿£ $Xæ\yîT®q ™|sÁ&ƒT –+³T+~. ‚+{ì#áT³Ö¼ yî<ŠTsÁTÔà ¿£+#î
“]ˆkÍïsÁT. ™|sÁ{ìÔó ¿=sÁÅ£” ‡ uó„Ö$T“ #á<ŠTqT #ûd¾ d+ç~jáT |Ÿ<‘sœ\qT ¿£*|¾ kÍsÁe+Ôá+>± ÔájáÖsÁT#ûkÍïsÁT.
€VŸäsÁ+>± –|ŸjÖî Ð+#á&†“¿ì eT]jáTT JeHÃbÍ~ó¿ì ç|Ÿ<‘ó q+>± yîTT¿£ØC¤q•, ºÅ£”Ø&ƒT, kõsÁ¿±jáT, $T]Ì yîTT<Š\>·T
Å£LsÁ>±jáT\qT ‚¿£Ø&ƒ |Ÿ+&kÍïsÁT.
€ý˺+#á+&`dŸÎ+~+#á+&
¿=+&ƒçbÍ+Ԑ\T bÍújáT|ŸÚ |Ÿ+³\ –ÔáÎÜï¿ì m+<ŠTe\q nqTÅ£L\+?
MT d•V¾²ÔáT\T eT]jáTT –bÍ<ó‘«jáTT\Ôà #á]Ì+º sjáT+&.
bþ&ƒT e«ekÍjáT+, ™|sÁ{ì Ôó\qT+& e#ûÌ ~>·T‹& M] Å£”³T+u²\T dŸ+eÔáàsÁ+ bõ&ƒeÚH J$+#á&†“¿ì
dŸ]bþ<ŠT. ¿±‹{ì¼ $$<óŠ sÁ¿±\ n³M –ÔáÎÔáT\ï d¿£sDÁ y] Jeq+ýË ¿¡\¿£uքó $T¿£qT bþw¾dTŸ +ï ~. ‡
çbÍ+Ԑ\ýË u²eÚ\T, q<ŠT\T ýñeÚ. sÞøÔ¢ à ţL&q ‡ ¿=+&ƒ\ýË u²eÚ\T ÔáeÇ&ƒ+ #ý² ¿£w+Ÿ¼ . ¿=+&ƒ ~>·Teq
–+&û ºq• y>·T\T, dŸV²Ÿ ÈyîTq® ú{ì }³\ qT+º ¿±ú MsÁT úÞø—¢ Ôî#Tá ÌÅ£”+{²sÁT. ¿=+&ƒ çbÍ+Ԑ\ýË
“ed¾+#û ç|ŸÈ\Å£” ç|Ÿu„óTÔáÇ+ kå¿£s«\T ¿£*ÎdŸT+ï ~. nsÁŔ£ ¿±|˜Ó ‚|Ÿð&ƒT ç|Ÿ|+Ÿ #á ç|Ÿd~¾ Æ bõ+~+~.

ºçÔá+ 4.8 ú{ì }³

€ý˺+#á+&`dŸÎ+~+#á+&
· ¿=“• n³M –ÔáÎÔáT\ï |sÁT¢ sjáTTeTT.
úyî|ðŸ &îÕH n&ƒ$¿ì yîÞ²¢y? yîÞâï MT nqTuóy„ “• sjáT+&.

93
 Do
DidYou
YouKnow
Know The Chenchus are a tribal group practising pre
agricultural mode of economy. Government of India
recognised them as a particular vulnerable Tribe. They
have been the inhabitants of the Nallamala forest area
since times immemorial. Traditionally, they are hunter-
food gatherers. They spread over the districts of
Kurnool, Guntur and Prakasam in Andhra Pradesh.
The government has been putting in a lot of
efforts to bring them into settled agriculture by
supporting their agricultural activity. Government is
also running a number of schools with residential
facility for promoting education among them.
Fig 4.9 Chenchu man hunting Government has also set up Integrated Tribal
Development Agency (ITDA) with headquarters at Srisailam in 1989. Their oral
literature is considered to be one of the most ancient records of human feelings and
thoughts (The chenchus 1943-Haimendorf).

Plateaus
The plateau area of Andhra Pradesh belongs to eastern Deccan Plateau and
Rayalaseema region comes under this landform. This plateau region is located in low
rainfall receiving region. Here we can observe low and uncertain rainfall and many
times rain failure is a common feature. So, this area is drought - prone region.
The soils in this plateau region consists of black, laterite, red loamy sand
soils. The areas of Kadapa, Kurnool have black soils. As the soils in Rayalaseema
plateau region also has red soils in patches and they cannot hold much water, so
many fields were left uncultivated. The saline soils of plateau areas also contain
more lime and salt which are unsuitable for cultivation.
As rainfall is low, the people of the plateau region have to store rainwater
and use underground water. Long ago, the people of this region dug tanks to store
the rain water. Plateaus are suitable for such tanks because of natural depressions
and small hills. While tanks store rain water, wells help people to use underground
water. In recent years bore wells are used for irrigation instead of open wells. It is
very expensive to dig bore wells in the plateau. Very few farmers can afford to
invest so much money. Only 5-10% farmers with considerable land have bore wells.
The rest depend on rainfall only. With the growing number of bore wells the
underground water levels are decreasing day by day.

Fig 4.10 Black soil Fig 4.10 Red soil

94
 MTÅ£” Ôî\TkÍ ?
e«ekÍjáT |ŸPsÁÇ €]œ¿£ e«edŸqœ T €#á]dŸTqï • #î+#áT\T ÿ¿£ Ð]Èq
dŸeTÖVŸ²+. uó²sÁÔá ç|Ÿuó„TÔáÇ+ M]“ ÿ¿£ “]ÆwŸ¼ VŸä“¿£sÁ Ôî>·>±
>·T]ï+º+~. ysÁT çbÍNq ¿±\+ qT+& q\¢eT\ n³M çbÍ+Ôá
“ydŸT\T. kÍ+ç|Ÿ<‘jáT¿£+>± ysÁT yû³>±Þø—ß. MsÁT €+ç<óçŠ |Ÿ<Xû Ùý˓
¿£sÖÁ •\T, >·T+³ÖsÁT, ç|Ÿ¿±Xø+ ›ý²¢\ýË y«|¾+#sÁT.
ç|ŸuT„ó ÔáÇ+ M]“ d¾sœ Á e«ekÍjáT+ýË¿ì rdŸTÅ£”se&†“¿ì y]
e«ekÍjáT ¿±sÁ«¿£ý²bÍ\Å£” eT<ŠÝÔáT ‚eÇ&ƒ+ <‘Çs #ý² ç|ŸjáTԐ•\T
#ûk þï+ ~. y]ýË $<Š«qT çbþÔáàV¾²+#á& †“¿ì ç|Ÿuó„T Ôá Ç+ nHû¿£
bÍsÄXÁ æ\\qT “ydŸ kå¿£s«\Ôà q&ƒT|ŸÚÔÃ+~. ç|ŸuT„ó ÔáÇ+ 1989
dŸ+eÔáàsÁ+ýË lXè\Õ +ýË ‚+fÉç> {Ù&Ž Ð]Èq n_óe~Æ dŸ+dŸœ jîTT¿£Ø
|Ÿ³+ 4.9 #î+#áT eT“w¾ yû{²&ƒ³+ ç|Ÿ<‘ó q ¿±s«\já֓• @sÎ³T #ûd+¾ ~. y] eTòÏ¿£ kÍV¾²Ôá«+ eÖqe
uó²y\T eT]jáTT €ýË#áq\ jîTT¿£Ø |ŸÚsÔáq ]¿±sÁT¦\ýË ÿ¿£{ì>± |Ÿ]>·Dì+#á ‹&ƒTÔáT+~. (The chenchus
by - Haimendorf |ŸÚdŸ¿ï +£ €<ó‘sÁ+>±)
|ÓsÁÄuÖó„ eTT\T
€+ç<óçŠ |Ÿ<Xû Ùý˓ |ÓsuÁÄ Ö„ó $T çbÍ+Ôá+ <Š¿Ø£ HŽ |ÓsuÁÄ óք $Tý˓ ÔáÖsÁTÎuó²>±“¿ì #î+~q~ ¿±>± sjáT\dÓeT
‡ çbÍ+Ôá+ýË ¿£\<ŠT. ‡ çbÍ+Ôá+ýË esÁübÍÔá+ ÔáŔ£ Øe>± –+³T+~. ‚¿£Ø&ƒ n\Î, n“¥ÌÔá esÁübÍÔá+Ôà u²³T
#ý²kÍsÁT¢ ndŸ\T esÁüyTû Å£”sÁe¿£bþe&ƒ+ dŸsÇÁ kÍ<ó‘sÁD+. n+<ŠTe\Hû ‚~ ¿£sTÁ eÚ|&Ó Ô á çbÍ+Ôá+>± –q•~.
‚¿£Ø& Hû\\T q\¢s¹ >·&, ýñ³s {Õ Ù, mçsÁH\û \T eT]jáTT ‚dŸT¿£H\û \ sÁ¿±“¿ì #î+~q$. ¿£&|ƒ ,Ÿ ¿£sÖÁ •\T
›ý²¢ýË¢ q\¢s¹ >·& Hû\\T ¿£\eÚ. sjáT\dÓeTçbÍ+Ôá+ýË n¿£Ø&ƒ¿Ø£ &ƒ –q• mçsÁeT{ì¼ Hû\\Å£” ú{ì“ “\Ç
–+#áTÅ£”Hû kÍeTsÁ«œ + ýñ¿b£ þe&ƒ+Ôà uóք $T“ kÍ>·T #ûjáTÅ£”+&†Hû e~*yûkÍïsÁT. |ÓsÄÁuÖó„ $T çbÍ+Ԑ\ýË n¿£Ø&ƒ¿£Ø&ƒ
–+&û #ê&ƒT Hû\ýË¢ mÅ£”Øe>± dŸTq•+, ¿Œ±sÁ\eD²\T –+{²sTT ¿±‹{ì¼ € Hû\\T |Ÿ+³\T |Ÿ+&+#á&†“¿ì
nqTÅ£L\+>± –+&ƒeÚ.
|ÓsÄÁuó„Ö$T çbÍ+Ԑ\ýË esü\T ÔáÅ£”Øe>± Å£”sÁe&ƒ+ e\q MsÁT esÁü|ŸÚú{ì“ “\Ç #ûdŸTÅ£”+{²sÁT.
uóք >·sÒÁ ÛÈý²\qT y&ƒTÅ£”+{²sÁT. |ŸPsÁÇ¿±\+ýË esÁü|ڟ ú{ì“ “\ǖ+#áT¿Ãe&†“¿ì #îsÁTeÚ\T ÔáyÇû ysÁT. |ÓsuÄÁ քó $T
çbÍ+Ԑ\ýË dŸVŸ²È+>± –+&û n>±<ó‘\T, ºq• ¿=+&ƒ\e\q #îsÁTeÚ\qT “]ˆ+#á&ƒ+ dŸT\uó„+. ºq• ºq•
#îsÁTeÚ\T ú{ì“ “\Ç#ûjáT&†“¿ì –|ŸjÖî >·|&Ÿ Ôû, qÖÔáT\T ç|ŸÈ\T uó„Ö>·sÁÒÛ Èý²\qT y&ƒT¿Ãe&†“¿ì
–|ŸjîÖ>·|Ÿ&ƒÔsTT. ‚{¡e\¿±\+ýË ÂsÕÔáT\T mÅ£”Øe>± qÖÔáT\Å£” ‹<ŠT\T >=³¼|ŸÚ u²eÚ\qT y&ƒTÔáTH•sÁT.
nsTTÔû |ÓsÄÁuó„Ö$T çbÍ+Ôá+ýË >=³¼|ŸÚu²eÚ\qT ÔáeÇ&ƒ+ #ý² KsÁTÌÔà ţL&q|Ÿ“. ¿=~ÝeT+~ ÂsÕÔáT\T eÖçÔáyûT
mÅ£”Øe <óŠH“• B“¿=sÁÅ£” yîºÌ+#á>·\T>·TÔáTH•sÁT. mÅ£”Øe uó„ÖeTT\Tq• 5`10 XæÔá+ ÂsÕÔáT\Å£” eÖçÔáyûT
>=³¼|ŸÚ u²eÚ\TH•sTT. $TÐ*q ysÁT esÁü+™|ÕHû €<ó‘sÁ|Ÿ&ƒTÔáTH•sÁT. ™|sÁT>·TÔáTq• >=³¼|ŸÚu²eÚ\ dŸ+K« e\q
uó„Ö>·sÁÒÛ È\ eT{²¼\T ÔáÐZbþÔáTH•sTT.

|Ÿ³+ 4.10 q\¢¹s>·& Hû\\T |Ÿ³+ 4.10 mçsÁHû\\T

95
 In the plateau regions of Andhra Pradesh, the rainy season is from June to
November. It rains very low and is also very unreliable. Drought is a recurring
phenomenon. As rainfall is low, farmers frequently lost their crops and the
government declares some mandals as ‘drought hit’.
In this landform only one crop will be cultivated in the Kharif or monsoon
season. Millet crops like - ragi, sama, varagu,korra, sorghum etc., pulses and
groundnut. Wherever irrigation facilities are available paddy, sugarcane and fruit
orchards are sown here.
Recently farmers shifted to cultivation of commercial crops like groundnuts
and chillies instead of millets. Sometimes crops like sorghum, red gram and maize
are cultivated in groundnut fields as mixed crops. In order to tackle the diseases
and to improve the soil quality recently the farmers are changing to some new
practices like contour bunding, organic farming etc. They tried to repair and restore
the old tanks and spring channels to irrigate the lands. As water is scarce, some
farmers started growing orchards of mango, sapota, sweet lime etc. These orchards
require water only in some seasons and give regular returns every year. Wherever
irrigation facilities are available plantation crops like banana, papaya, guava,
pomegranate are cultivated.

Do
DidYou
YouKnow
Know

Due to scanty rain fall and depletion of underground water, some parts of
Ananthapuram district are facing severe water scarcity. Eg. Rayadurgam,
Kalyanadurgam areas. Finally the soils of this region gets transformed to
rocky soils and there is a threat of desertification.

Think & Respond

· What are the major changes in the cropping pattern of this region?
· What are the problems we may face in future by digging more number of
bore wells? Find out and discuss the causes and possible solutions.
· Compare the rainfall in the coastal plains and in the interior plateau.

Plains
In Andhra Pradesh, the plains are situated in coastal districts. These are
stretching from Srikakulam district in the North to SPSR Nellore district in the South.
These are known as coastal plains.

96
 €+ç<óçŠ |Ÿ<Xû Ù |ÓsuÁÄ Ö„ó $T çbÍ+Ԑ\ýË pHŽ qT+& qe+‹sÁT esÁŔ£ esü¿±\+. esÁü+ ÔáŔ£ Øe, n+Ôá>±
qeTˆ<ŠÐq~>± –+&ƒ<TŠ . ¿£sTÁ eÚ Ôás#Á Tá >± |ŸÚqseÔáeTjûT« ç|Ÿç¿ìjTá . esÁü+ #ý² ÔáŔ£ Øe>± –+&ƒ&+ƒ ,
s ÔÕ Tá \T Ôás#Á Tá >± |Ÿ+³ qwŸb¼ þÔáÖ –+&ƒ&+ƒ Ôà ç|ŸuT„ó ÔáÇ+ ¿=“• eT+&ƒý²\qT ¿£sÁTeÚ¿ì >·TsÁjTû « çbÍ+Ԑ\T>±
ç|Ÿ¿{£ +ì º+~.
‡ uóք dŸÇsÁÖ|Ÿ+ýË K¯|˜t ýñ<‘ esü¿±\+ýË ÿ¿£Ø |Ÿ+³ eÖçÔáyTû |Ÿ+&ƒTÔáT+~. s ÔÕ Tá \T s>·T\T,
kÍeT\T, n]¿£\T, ¿=çsÁ, C¤q• e+{ì ºsÁT<ó‘H«\Ôà bͳT yûsTÁ Xøq>·, |Ÿ|ðŸ <ó‘H«\T Å£L&† kÍ>·T#ûkÍïsTÁ .
kÍ>·Tú{ì kå¿£s«\T –q•#ó e], #îsÅÁ ”£ , |Ÿ+&ƒ¢Ôó\ kÍ>·T Å£L&† ÈsÁT>·TÔáTq•~.
‚{¡e\ ¿±\+ýË ÂsÕÔáT\T ºsÁT<ó‘H«\¿ì ‹<ŠT\T>± yûsÁTXøq>·, $T]Ì e+{ì y«bÍsÁ |Ÿ+³\ kÍ>·T¿ì
eÖsÁTÔáÖ –H•sÁT. ¿=“•kÍsÁT¢ C¤q•, ¿£+~, yîTT¿£ØC¤q• |Ÿ+³\“ yûsTÁ Xøq>· #û\ eT<ó«Š ýË Å£L&† |Ÿ+&dTŸ Hï •sÁT.
Ôî>T· Þøq¢ T n]¿£³&¼ †“¿ì, uóք kÍsÁ+ ™|+#á&†“¿ì ‡ eT<ó«Š ¿±\+ýË ¿=+<ŠsTÁ s ÔÕ Tá \T >·³T¢ “]ˆ+#á&+ƒ d+ç~jáT
e«ekÍjáT+ ý²+{ì ¿=Ôáï |Ÿ<ÔƊ Tá \Å£” eÖsÁTÔáTH•sÁT. e«ekÍjáT uóք eTT\Å£” úsÁ+~+#á&†“¿ì |ŸÚsÔáq
#îsTÁ eÚ\T, y>·T\qT |ŸÚqsÁT<Š]Æ +#\“ ç|ŸjTá ܕdŸTHï •sÁT. ú{ì dŸeTdŸ« e\q ¿=+<ŠsTÁ s ÔÕ Tá \T eÖ$T&,
dŸbþ{², ‹ÔïsTT Ôó\qT ™|+#á&+ƒ çbÍsÁ+_ó+#sÁT. ‡ |Ÿ+&ƒ¢ Ôó\Å£” ¿=“• ¿±ý²ýË¢ ú{ì kå¿£s«Á +
¿£*Νdï n$ ç|ŸÜdŸ+eÔáàsÁ+ |˜\Ÿ kÍjá֓• ‚kÍïsTT. ú{ì dŸ<TŠ bÍjáT+ –q•#ó nsÁ{,ì u¤bÍÎsTT, C²eT,
<‘“eTˆ yîTT<Š\>·T |Ÿ+&ƒÔ¢ ó\qT Å£L&† ™|+#áTÔáTH•sÁT.

Did” You
MTÅ£ Know
Ôî\TkÍ ?
nÔá«\Î esÁübÍÔá+, uóք >·sÁÒÛ Èý²\T Ôá>·TeZ TTK+ |Ÿ³¼&+ƒ Ôà nq+Ôá|ŸÚsÁ+ ›ý²¢ý˓ ¿=“• çbÍ+Ԑ\T
rçe ú{ì ¿=sÁÔáqT m<ŠTs=Ø+³TH•sTT. –<‘: sjáT<ŠTsÁZ+, ¿£Þ²«D<ŠTsÁZ+ yîTT<Š\>·TçbÍ+Ԑ\T.
‡ çbÍ+Ԑ\ý˓ Hû\\T ç¿£eT+>± sÜeTjáT+>± eÖ]bþe&ƒyûT ¿±¿£ m&†¯¿£sÁD eTT|ŸÚΠţL&†
bõ+º –+~.

€ý˺+#á+&`dŸÎ+~+#á+&
‡ çbÍ+Ôá+ýË e«ekÍjáT |Ÿ<ÔŠÆ Tá \ýË ç|Ÿ<‘ó q+>± eºÌq eÖsÁTÎ\T @$T{ì?
uó$„ wŸ«ÔáTýï Ë mÅ£”Øe dŸ+K«ýË uËsÁTu²eÚ\qT ÔáeÇ&ƒ+ e\q eTq+ m³Te+{ì dŸeTdŸ«\qT
m<ŠTs=Øqe\d¾ se#áTÌqT? ¿±sÁD²\T, kÍ<óŠ«yîT®q |Ÿ]cÍØs\T ¿£qT>=“ #á]Ì+#á+&.
¿ÃkÍï yîT<® ‘q+, |ÓsuÄÁ քó $T çbÍ+Ôá+ý˓ ç>±eÖ\ýË esÁübÍÔá+ d¾œÜ“ bþ\Ì+&.

yîT<® ‘H\T
€+ç<óçŠ |<Ÿ Xû ÙýË yîT<® ‘H\T ¿ÃkÍï›ý²¢ýýË $dŸ]ï +º –H•sTT. eTq sçcͼ“¿ì –Ôásï q –q• ço¿±Å£”Þø+
qT+º <Š¿D Œì ²q –q• mdt.|¾.mdt.€sY Hî\Ö¢sÁT ›ý²¢ esÁŔ£ $kÍïsyÁ Tî q® rsÁyTî <® ‘q+ –q•~. B““ ¿ÃkÍï
rsÁyTî <® ‘q+ n+{²sÁT.

97
 Plain areas are important for agriculture because, the alluvial soils are
deposited as sediments. They are deep and fertile, and the flatness facilitates the
mechanization of crop cultivation. On the other hand, they support grasslands which
provide fodder for livestock.
In Andhra Pradesh, two main rivers Godavari and Krishna form a very big
plain in the form of delta. This delta area has formed due to continuous deposition
of sediments by the rivers the Godavari and Krishna. Widest plains are found in
erstwhile Krishna and Godavari districts. The plains found in Guntur, Bapatla, Krishna,
NTR and Godavari districts are famous for rich fertility and principal crops like paddy,
sugarcane, chillies, turmeric etc. In Guntur, Baptla, Palanadu districts the uplands
have clayey black soils which are more suitable for cotton and chilli crops.

Think & Respond

Name the main rivers that flow through the plains of Andhra Pradesh.
What are the districts that come under the Krishna and Godavari deltas?
Name the two main cities from where the two deltas begin. Find out the
names of at least two rivers that join the Krishna river.

The delta plains are treasure houses for food

grains and are called rice granary of South India.
The location of this delta can be observed in fig
4.11. In these plains, the underground water
sources are very rich and can be found at a depth
of only 15 to 25 feet. Underground water irrigation
is common in uplands where canal irrigation is not
possible. The farmers of these areas particularly
uplands have been changing their cropping patterns
Fig 4.11 Delta
towards commercial and cash crops like vegetables, fruits, tobacco etc. However the
paddy crop has been cultivated extensively. The paddy monsoon crop is called Kharif
and winter crop as called Rabi.

Think & Respond

· What are the reasons for the changes in cropping pattern?
· Why coastal deltas are rich in fertility?
· Why agriculture is a main occupation in the plain areas?

98
 ‚¿£Ø&ƒ ne¹¿ŒbÍ\e\¢ @sÁÎ&q ÿ+ç&ƒTHû\\T –+&ƒ&+ƒ #ûÔá yîT<® ‘q çbÍ+Ԑ\T e«ekÍjáT¿£+>±
çbÍ<ó‘q«ÔáqT dŸ+Ôá]+#áTÅ£”H•sTT. ýËÔîÕq, kÍsÁe+ÔáyîT®q Hû\\T, #á<ŠTHîÕq –|Ÿ]Ôá\+ e\q |Ÿ+³kÍ>·TýË
jáÖ+çr¿£sÁDÅ£” nqTeÚ>± –+³T+~. n+Ôû¿±¿£ |ŸXø—eÚ\Å£” <‘D²>± –|Ÿ¿£]+#û >·&¦ uó„ÖeTT\T>± Å£L&†
–|Ÿ¿£]kÍïsTT.
€+ç<óŠç|Ÿ<ûXÙý˓ Âs+&ƒT ç|Ÿ<ó‘q q<ŠTýÉÕq >Ã<‘e], ¿£c͒ q<ŠT\T ™|<ŠÝ &îý²¼ yîT®<‘H“• @sÎ³T
#ûdTŸ Hï •sTT. >Ã<‘e], ¿£c͒q<ŠT\T “sÁ+ÔásjáT+>± ne¹¿bŒ Í\qT yûT³yûjTá &ƒ+ e\q ‡ &îý²¼ yîT<® ‘q+
@sÁÎ&+~. |ŸPsÁÇ|ŸÚ ¿£wŸ’, –uó„jáT >Ã<‘e] ›ý²¢ýýËqÖ ‡ yîT®<‘q+ $dŸï]+º –+~. >·T+³ÖsÁT, u²|Ÿ³¢,
¿£wŸ’, jáTHŽ.{ì.€sY, >Ã<‘e] ›ý²¢\T kÍsÁe+ÔáyTî q® Hû\\¿¡ eT]jáTT e], #îsÅÁ £”, $T]Ì, |ŸdTŸ |ŸÚ |Ÿ+³\¿ì
ç|Ÿd¾~Æ. >·T+³ÖsÁT, u²|Ÿ³¢ ›ý²¢\ý˓ yîT³¼ çbÍ+Ԑ\ýË >·£\ q\¢¹s>·& Hû\\T |ŸÜï, $TsÁ|Ÿ |Ÿ+³\Å£”
nqTÅ£L\yîT®q$.
€ý˺+#á+&`dŸÎ+~+#á+&
· €+ç<óçŠ |Ÿ<Xû Ù yîT<® ‘q çbÍ+Ôá+ýË ç|ŸeV¾²+#û eTTK«yîTq® q<ŠTýñ$?
· ¿£wŸ,’ >Ã<‘e] &îý²¼\ýË @ ›ý²¢\TH•jîÖ >·T]ï+#á+&.
· &îý²¼\T çbÍsÁ+uóe„ TjûT« çbÍ+Ôá+ýË >·\ s +&ƒT eTTK« q>·s\ |sÁT¢ sjáT+&. ¿£c͒q~ýË
¿£*d s +&ƒT q<ŠT\qT >·T]ï+#á+&.
‡ &îý²¼ yîT®<‘H\T €VŸäsÁ<ó‘H«\Å£” Ð&ƒ¦+>·T\ e+{ì$.
M{ì“ <Š¿D Œì uó²sÁÔ<á Xû |ø ڟ <ó‘H«>±sÁ+>± |¾\TkÍïsTÁ . ºçÔá+
4.11ýË &î ý ²¼ jî T T¿£ Ø –“¿ì “ |Ÿ ] o*+#á + & . ‡ >Ã<‘e] &îý²¼
yîT<® ‘qçbÍ+Ԑ\ýË uóք >·sÒÁ ÈÛ \ eqsÁT\ \uó«„ Ôá n~ó¿£+>±
–+&ƒ&ƒyûT ¿±Å£”+&† 15 qT+& 25 n&ƒT>·T\ ýËÔáTýËHû
\uó„«eTeÚԐsTT. ¿±\Te\ <‘Çs kÍ>·T #ûjáTýñ“ yîT³¼ ¿£c͒ &îý²¼
uó „Ö eTT\Å£ ” uËsÁ Tu²eÚ\ <‘Çs kÍ>· Tú{ì “ n~ó¿ £ + >±
$“jîÖÐdŸTHï •sÁT. ‡ çbÍ+Ԑ\ý˓ s ÔÕ Tá \T eTTK«+>± yîT³¼ ºçÔá+ 4.11 &îý²¼
çbÍ+Ԑ\ s ÔÕ Tá \T Å£LsÁ>±jáT\T, |Ÿ+&ƒT,¢ bõ>±Å£” yîTT<Š\>·T
y«bÍsÁ/q>·<TŠ |Ÿ+³\yî|Õ ÚŸ yîTT>·TZ #áÖ|ŸÚÔáTH•sÁT. nsTTq|ŸÎ{ì¿¡ ‡ çbÍ+Ôá+ýË e]“ $dŸï Ôá+>± |Ÿ+&kÍïsTÁ .
esü¿±\|ŸÚ |Ÿ+³“ »K¯|˜tµ>±qÖ, oԐ¿±\|ŸÚ |Ÿ+³“ »sÁ;µ n“ |¾\TkÍïsÁT.

€ý˺+#á+&`dŸÎ+~+#á+&
· |Ÿ+³ $<ó‘H\ýË eÖsÁTÎ\T se&†“¿ì ¿±sÁDyûT$T{ì?
· ¿ÃkÍïyîT®<‘H\T m+<ŠTe\q $T¿ìØ* kÍsÁe+ÔáyîT®q$?
· e«ekÍjáT+ yîT< ® ‘q çbÍ+Ԑ\ýË m+<ŠTe\q ç|Ÿ<ó‘qeÜï>± –q•~?

99
 The eastern coastal plain of Andhra Pradesh is narrow, except in the Krishna-
Godavari delta, minor delta plains like the Vamsadhara in Srikakulam and the Penna
in Nellore districts. These plains are having famous lakes like Kolleru (fresh water)
and Pulicat (salt water). Kolleru lake is located in West Godavari and Pulicat lake is
in SPSR Nellore district.
The entire plain area in Andhra Pradesh is a gift to agriculture and farmers.
Here the main occupation is agriculture and more than one crop can be cultivated
in major parts of the plain regions. Hence, this area is known for population and
settlement density.

Do
DidYou
YouKnow
Know
Cash Crop
It gives more income or profit to the farmer. It is also known as commercial
crop. Ex: Groundnut, turmeric, sugarcane, tobacco etc.

Food Crop
Food crop is a crop grown for consumption. Ex: Paddy, millets, vegetables
etc. They are also sold for cash if they are surplus.

Aquaculture
‘The rearing of aquatic animals for food is known as aquaculture.’ Ex: Fish,
prawn, shrimp, crabs etc. Recently most of the farmers in coastal districts are
shifting to aquaculture. Most of the paddy growing fields are converted into
aquaculture ponds. This transformation resulted in water pollution and
contamination of water ponds in paddy cultivated area.

Diversity in lifestyles
We find all these landforms in different parts of Andhra Pradesh and we can
find diverse situations in different regions. Physical and climatic features determine
the economic activities of a region. People living in the plains thrive on agriculture,
while people in the coastal areas depend on fishing for their livelihood. Basket weaving,
fishing, pig rearing, work in poultry and rice mills etc. are the non-farming activities
in plains, whereas sheep herding, charcoal batti, making of cement bricks are in plateau
regions.
In mountainous regions, rearing of animals and collection of forest produce
like fruits, gum, honey etc., is undertaken. Hilly landscapes are supported by
favourable climatic conditions for the cultivation of coffee and tea. Bamboo is
abundant in forest and they make baskets, winnowing fans, chicken coops, etc.,
and sell them in the market. Paper mill agents employ them to cut Bamboo and it
gives good income to these tribal people.

100
 €+ç<óçŠ |Ÿ<Xû Ùý˓ ÔáÖsÁTÎ rsÁ yîT<® ‘q+ ¿£c͒>Ã<‘e] &îý²¼ýË Ôá|Ο ço¿±Å£”Þø+ý˓ e+Xø<‘ó sÁ, Hî\Ö¢sTÁ ý˓
™|H• &îý²¼ çbÍ+Ԑ\ýË ‚sÁTÅ£”>± –+³T+~. ‡ yîT<® ‘H\ýË ç|Ÿd~¾ Æ bõ+~q ¿=ýñs¢ TÁ (eT+ºú{ì dŸsdÁ TŸ à),
|ŸÚ*¿±{Ù (–|Ÿðú{ì dŸsdÁ TŸ à) dŸsdÁ TŸ à\T ¿£\eÚ. ¿=ýñs¢ TÁ dŸsdÁ TŸ à |Ÿ¥ÌeT>Ã<‘e] ›ý²¢ýËqÖ, |ŸÚ*¿±{Ù dŸsdÁ TŸ à
mdt.|¾.mdt.€sY Hî\Ö¢sÁT ›ý²¢ýËqÖ ¿£\<ŠT.
€+ç<óçŠ |Ÿ<Xû ý٠˓ ‡ $Xæ\ rsÁyTî <® ‘q+ s ÔÕ Tá \Å£”, e«ekÍjá֓¿ì >=|ŸÎ ¿±qT¿£ e+{ì~. ‚¿£Ø&ƒ e«ekÍjáT+
ç|Ÿ<‘ó qeÜï eÖçÔáyTû ¿±¿£ yîT®<‘q çbÍ+Ôá+ý˓ #ý²uó²>·+ýË ÿ¿£{ì ¿£+fñ mÅ£”Øe |Ÿ+³\qT |Ÿ+&kÍïsÁT.
n+<ŠTe\Hû ‡ çbÍ+Ôá+ n~ó¿£ ÈHu󲿡, ÈqkÍ+ç<ŠÔ¿á ¡ Å£L&† ™|{ì+¼ ~ |sÁT.

MTÅ£” Ôî\TkÍ ?
q>·<TŠ |Ÿ+³
‚~ s ÔÕ Tá ¿ì mÅ£”Øe €<‘jáÖú•, ý²uó²ú• ‚#ûÌ~. M{ì“ y«bÍsÁ/yDìÈ« |Ÿ+³\T>± Å£L&† e«eVŸ²]kÍïsTÁ .
–<‘: yûsTÁ Xøq>·, |ŸdTŸ |ŸÚ, #îsÅÁ £”, bõ>±Å£” yîTT<Š\>·Tq$.
€VŸäsÁ|+Ÿ ³
€VŸäsÁ |Ÿ+³\T kÍeÖq«+>± $“jîÖ>·+ ¿=sÁÅ£” kÍ>·T #ûd$.
–<‘: e], ºsÁT<ó‘H«\T, Å£LsÁ>±jáT\T yîTT<ŠýqÕÉ $. M{ì“ Å£L&† $“jîÖ>±“¿ì bþ>± $TÐ*q y{ì“ neTTˆÔsÁT.
€¿±Ç¿£\ÌsY (È\d<Š«+)
€VŸäsÁ+ ¿=sÁŔ£ È\#ás\qT ™|+#áT³qT (kÍ>·T #ûjTá T³qT) »€¿±Ç¿£\ÌsYµ n+{²sÁT. –<‘: #û|\Ÿ T,
s=jáT«\T, |ÓÔá\T yîTT<Š\>·Tq$. ‚{¡e*¿±\+ýË ¿ÃkÍï ›ý²¢ýË¢ #ý²eT+~ ÂsÕÔáT\T €¿±Ç¿£\ÌsY yîÕ|ŸÚ
yîTT>·TZ #áÖ|ŸÚÔáTH•sÁT. e] |Ÿ+&+#û bõý²\qT #ý²uó²>·+ #û|\Ÿ #îsTÁ eÚ\T>± eÖsÁTdŸTHï •sÁT. ‡
sÁ¿£yîT®q eÖsÁTÎ ú{ì ¿±\TcÍ«“¿ì, Ôá<‘Çs e] |Ÿ+&+#û bõý²\¿ì úsÁT n+~+#û #îsÁTeÚ\ý˓ úsÁT
¿£\Tw¾Ôá+ ¿±e&†“¿¡ ¿±sÁDeTeÚÔÃ+~.
Jeq $<ó‘H\ýË yî$Õ <ó«Š Ôá
€+ç<óçŠ |<Ÿ Xû Ùý˓ ‡ uóք dŸÇsÁÖbÍ\ ¿ì+<Š $dŸ]ï +ºjáTTq• $$<óŠ çbÍ+Ԑ\ýË $_óq•yîTq® |Ÿ]d¾Ôœ Tá \qT
eTq+ >·eT“kÍï+. uó >Ã[¿£ eT]jáTT oÔÃwŸd’ ܜ¾ |Ÿ]d¾Ôœ Tá \T ÿ¿£ çbÍ+Ôá+ jîTT¿£Ø €]œ¿£ ¿±sÁ«¿£ý²bÍ\™|Õ
ç|Ÿu²ó y“• #áÖ|ŸÚԐsTT. yîT<® ‘H\ýË –+&û ç|ŸÈ\T ç|Ÿ<‘ó q+>± e«ekÍjáT+ MT<Š €<ó‘sÁ|&Ÿ ԍ ,û ¿ÃkÍï rsÁ
çbÍ+Ԑ\ý˓ ç|ŸÈ\T #û|\Ÿ T |Ÿ³&¼ +ƒ y] ç|Ÿ<‘ó q eÜï>± eT\#áTÅ£”+{²sÁT. ‹T³¼\T n\¢&+ƒ , #û|\Ÿ T |Ÿ³&¼ +ƒ ,
|Ÿ+<ŠT\ ™|+|Ÿ¿+£ , ¿ÃÞø¢ b˜Ís\T, s dÕ ŸT $T\T¢\ýË |Ÿ“#ûjTá &ƒ+ yîT<® ‘q çbÍ+Ԑ\ýË e«ekÍjûTÔásÁ ¿±sÁ«¿£ý²bÍ\T
¿±>± >=çÂs\ ™|+|Ÿ¿+£ , u¤>·TZ ¿±\Ì&ƒ+, d¾yTî +³T ‚³T¿£\ ÔájÖá ¯ yîTT<Š\>·T |ŸqT\T |ÓsÁÄuքó $T çbÍ+Ԑ\ýË
#û|&Ÿ ԃ sÁT.
|ŸsÇÁ Ôá çbÍ+Ԑ\T, ¿=+&ƒ\ ™|qÕ |ŸX—ø eÚ\ ™|+|Ÿ¿+£ , |Ÿ+&ƒT,¢ ›>·TsÁT, ÔûHî e+{ì n³M edŸTeï Ú\qT
d¿£sÁD #ûkÍïsTÁ . ¿=+&ƒy\T\T ¿±|˜,Ó {¡ yîTT<Š\>·T |Ÿ+³\ kÍ>·T¿ì nqTÅ£L\yîTq® oÔÃwŸd’ ܜ¾ “ ¿£*Ð
–+{²sTT. n&ƒ$ýË yî<TŠ sÁT dŸeT~Æ>± \_ódTŸ +ï ~ ¿£qT¿£ Ð]ÈqT\T ‹T³¼\T, #û³\T, <ÃHî\T yîTT<Š\>·T
edŸTeï Ú\qT ÔájÖá sÁT #ûd¾ y{ì“ eÖÂsØ{ÙýË neTTˆÔsÁT. ¿±ÐÔá+ $T\T¢\ ç|ŸÜ“<óŠT\T M]“ yî<TŠ sÁT q]¹¿
|Ÿ“ýË $“jîTÐ+#áT¿Ãe&ƒ+ e\q Ð]ÈqT\T eT+º €<‘já֓• bõ+<ŠTԐsÁT.
101
 The tribal people follow distinct culture of their own. They do not destroy the
forests they use. Their lifestyle is eco-friendly. They possess good knowledge about
forest and they need freedom to live in forest.
Diversity in landforms also impacts the flora and fauna of a region, occupation
and food patterns. The plant and animal wealth of a place depends upon the natural
habitat and the climate that prevails in that region. Food, clothing, occupation and
livelihood of the people is closely connected with the regional physical surroundings
and climate.

Glossary
Landform : is a natural feature on the Earth’s surface
Terrain : a stretch of land, especially with regard to its
physical features.
Agent : a person who acts on behalf of another person
or group
Spring : a spring is a point at which water flows from
an aquifer to the Earth’s surface.
Drought : prolonged shortage of water due to rainfall
failures
Drought prone area : the areas which are often likely to occur
droughts
Alluvial Soils : the soils formed with silt brought by rivers, very
fertile lands
Orchards : fruit gardens
Uplands : a little bit high land in the plain area

Improve Your Learning

1. What is a landform?
2. Into how many categories landforms are divided?
3. How is delta formed?
4. Why do plain areas have dense settlements?
5. Compare the various types of soils prevailing in different land forms.
6. Why did the government declare some mandals as drought-hit ?
7. “Physical and climate features determine the economic activities of a region”-
Explain ?
8. Are all the lands in your village agriculturally productive? If not give reasons.

102
 Ð]ÈqT\T y]¿ì eÖçÔáyTû ç|ŸÔ«û ¿£yTî q® _óq• dŸ+dŸØÜ“ ¿£*Ð –+{²sÁT. ysÁT –|ŸjÖî Ð+#áTÅ£”Hû
n&ƒeÚ\qT ysÁT HXøq+ #ûdTŸ ¿ÃsÁT. y] Jeq $<ó‘q+ |Ÿs«esÁDV¾²Ôá+. n&ƒeÚ\qT >·Ö]Ì dŸ+|ŸPsÁ’
ne>±VŸ²q“ ¿£*Ð –+{²sÁT ¿£qT¿£ n&ƒ$ýË dÇ#óÌá >Û ± “ed¾+#á&†“• ysÁT ‚wŸ|¼ &Ÿ ԃ sÁT.
‚ý² uó„ÖdŸÇsÁÖbÍ\ý˓ yîÕ$<óŠ«Ôá\T € çbÍ+Ôá+ý˓ dŸVŸ²È JeC²\+, eÔáTï\T, €VŸäsÁ |Ÿ<ŠÆÔáT\™|Õ
ç|Ÿuó²e+ #áÖ|ŸÚԐsTT. € çbÍ+Ôá+ý˓ dŸVŸ²È €ykÍ\T, oÔÃwŸ’d¾œÔáT\™|Õ n¿£Ø& e¿£Œ, È+ÔáT dŸ+|Ÿ<Š\T
€<ó‘sÁ|&Ÿ  –+{²sTT. €VŸäsÁ+, ed<ïŸ ‘ó sÁD, eÔáT\ï T, y] JeHÃbÍ<óTŠ \T çbÍ+rjáT+>± –+&û uó >Ã[¿£
|Ÿ]dŸs\T, oÔÃwŸd’ ܜ¾ Ôà #ý² <Š>sZ· Á dŸ+‹+<󑓕 ¿£*Ð –+{²sTT.
|Ÿ<¿Š ÃXø+
uóք dŸÇsÁÖ|Ÿ+ : uóք $T –|Ÿ]Ôá\+ ™|Õq $dŸ]ï +º –q• $$<óŠ uóք uó²>±\T.
uó„Öuó²>·+ : ÿ¿£ ç|Ÿ<Xû +ø jîTT¿£Ø uó >Ã[¿£ d¾Üœ “ Ôî\T|ŸÚÔáT+~.
eT<ó«Š e]ï : ÿ¿£ e«¿ìï ýñ<‘ dŸeTÖVŸä“¿ì ç|ŸÜ“~ó>± e«eVŸ²]+#ûy&ƒT.
ú{ì }³ : uó„Ö$T –|Ÿ]Ôá\+ ™|Õ¿ì –_¿ì e#ûÌ ú{ì C²&ƒ
¿£sÁeÚ : dŸTBsÁyé Tî q® esüu²ó e+ e\¢ @sÁÎ&ûdܜ¾
¿£sÁeÚÅ£” >·TsÁjûT« çbÍ+Ôá+ : Ôás#Á Tá >± Å£sTÁ eÚ\T e#ûÌ ç|Ÿ<Xû +ø
ÿ+ç&ƒT eT{ì¼ Hû\\T : qBç|ŸyVŸ²+ yûT³ yûjáT³+ e\q @sÁÎ&q kÍsÁe+ÔáyîT®q Hû\\T.
–<‘«qeH\T : |Ÿ+&ƒ¢Ôó\T
yîTsÁ¿£ uóք eTT\T : yîT<® ‘q çbÍ+Ԑ“¿£H• ¿=+#î+ mÔáT>ï ± –q• ç|Ÿ<Xû æ\T.

MT nuó«„ dŸH“• yîTsÁT>·T|Ÿs#

Á Tá ¿Ã+&.
1. uó„Ö dŸÇsÁÖ|Ÿ+ nq>±Hû$T?
2. uóք dŸÇsÁÖbÍ\qT m“•sÁ¿±\T>± $uó„È+#áe#áTÌqT?
3. &îý²¼ mý² @sÁÎ&ƒTÔáT+~?
4. yîT®<‘q çbÍ+Ԑ\ýË m+<ŠTe\q ÈqkÍ+ç<ŠÔá n~ó¿£+>± –+³T+~?
5. $_óq• uóք dŸÇsÁÖbÍ\ý˓ $$<óŠ sÁ¿±\ Hû\\qT bþ\Ì+&?
6. ç|ŸuT„ó ÔáÇ+ ¿=“• eT+&ƒý²\qT ¿£sÁeÚ |Ó&ԍ á çbÍ+Ԑ\T>± m+<ŠTÅ£” >·T]ïdTŸ +ï ~?
7. »»uó >Ã[¿£ eT]jáTT oÔÃwŸ’dܜ¾ |Ÿ]d¾Ôœ Tá \T ÿ¿£ çbÍ+Ôá+ jîTT¿£Ø €]Æ¿£ ¿±sÁ«¿£ý²bÍ\qT “sÆ]kÍïsTT.µµ
$e]+#á+&.
8. MT ç>±eT+ýË –+&û n“• çbÍ+Ԑ\Ö e«ekÍjáT¿£ ~>·T‹&“ ‚#ûÌyûH? MT Èy‹T neÚqT, ¿±<ŠT
@<îÕH ÔáÐq ¿±sÁD²\T sjáT+&.

103
9. Do you think it is important to preserve the lifestyle of tribals? Why?
10. Why kitchen garden is more important for the tribal people?
11. Why agriculture is a profitable trade in plains? Explain.
12. The highest peak in eastern ghats is _____________.
13. Large part of _______________is located in Deccan plateau.
14. In plain areas _______crop is extensively cultivated.
15. Hills of Eastern Ghats are composed of __________.
16. In hilly areas people fetch water from __________
17. __________ soils have high content of lime and salts
18. Plain areas receive rainfall in __________
19. Plateaus are rich in __________ ( )
A.Vegetables B. Minerals C. Population D. crops
20. Black soils are fertile and good for __________ cultivation ( )
A. Cotton B. Millets C. Vegetables D.Wheat
21.There are __________ districts in coastal Andhra Pradesh. ( )
A.6 B. 4 C. 9 D. 5
22. __________ is known for droughts and famines. ( )
A.Rayalaseema B. Coastal Andhra
C. Northern Andhra D. Deccan Plateau
23. Fill this table with appropriate information

Mountains
Feature Plain Plateau or hills

Soils
Crops
Rainfall
Occupation

Project Work

1. Make a poster of landforms.

2. Make the clay moulds of different landforms.

104
9. Ð]ÈqT\ Jeq $<ó‘H“• |Ÿ]sÁ¿ìŒ+#á&ƒ+ eTTK«yîT®q~>± úeÚ uó²$dŸTïH•y?
10. Ð]ÈqT\ ™|sÁ{ìÔó m+<ŠTe\q eTTK«yîTq® ~?
11.yîT<® ‘q çbÍ+Ôá+ýË e«ekÍjáT+ m+<ŠTÅ£” ý²uó<„ ‘jáT¿£yTî q® eÜï $e]+#á+&.
12.ÔáÖsÁTÎ ¿£qTeT\ýË mÔásï TTq ¥KsÁ+ .................
13.______ýË #ý²uó²>·+ <Š¿Ø£ HŽ |ÓsuÁÄ Ö„ó $TýË ¿£\<ŠT.
14.yîT<® ‘q çbÍ+Ԑ\ýË............. |Ÿ+³ mÅ£”Øe>± |Ÿ+&+#á‹&ƒTÔáT+~.
15.ÔáÖsÁTÎ ¿£qTeT\ý˓ ¿=+&ƒ\T......................#û @sÁÎ&q$.
16.¿=+&ƒ çbÍ+Ԑ\ý˓ ç|ŸÈ\T ...................... qT+º úsÁT Ôî#Tá ÌÅ£”+{²sÁT.
17.______Hû\\T mÅ£”ØeXæÔá+ dŸTq•+, ¿Œ±s\qT ¿£*Ð –+{²sTT.
18.yîT<® ‘q çbÍ+Ԑ\T ...................... Å£”]d Hû\\T
19.|ÓsuÁÄ Ö„ó eTT\T M{ì¿ì ç|Ÿd~¾ Ý ( )
n) Å£LsÁ>±jáT\T €) K“C²\T ‚) ÈHuó² ‡) |Ÿ+³\T
20.q\¢¹s>·& Hû\\T @ |Ÿ+³Å£” kÍsÁe+ÔáyîT®q$ ? ( )
n) |ŸÜï €) ºsÁT<ó‘H«\T ‚) Å£LsÁ>±jáT\T ‡) >Ã<óŠTeT.
21. ¿ÃkÍï €+ç<ó‘ýË ______ ›ý²¢\T ¿£\eÚ. ( )
n) 6 €) 4 ‚) 9 ‡) 5
22. __________ çbÍ+Ôá+ ¿£sÁTeÚ ¿±³¿±\T ¿£*Ðq çbÍ+Ôá+>± uó²$+#áe#áTÌ. ( )
n) sjáT\dÓeT €) ¿ÃkÍï €+ç<óŠ ‚) –Ôáïs+ç<óŠ ‡) <Š¿Ø£ qT |ÓsuÁÄ Ö„ó $T
23. ‡ ¿ì+~ |Ÿ{켿£qT dŸÂsÕq dŸeÖ#sÁ+Ôà “+|Ÿ+&.

n+Xø+ yîT ®<‘q+ |ÓsÄÁuóք $T |ŸsÇÁ Ԑ\T / ¿=+&ƒ\T

Hû\\T
|Ÿ+³\T
esÁübÍÔá+
eÔáT\ï T

bçbç ÍCÉ
ÍCÉÅŔ£”£ ¼¼ |Ÿ
|Ÿ““

1. uó„Ö dŸÇsÁÖbÍ\T bþdŸs¼ Y ÔájÖá sÁT#ûjáT+&

2. $$<óŠ uóք dŸÇsÁÖbÍ\ €¿£ÔáT\qT eT{ì¼Ôà ÔájáÖsÁT#ûjTá +&.

105
 CHAPTER
CHAPTER
Early Life to
5
5 Settled Life
Learning Outcomes

The students will be able to

know about nomadic life of early people, food gathering, usage of fire.
discuss how better the stone tools were used by the early people.
realise how the farming gradually led to the early civilisation.

From Early life to settled life

Early life Domestication Settled Life

Nomads Fire Using stone tools

Food gathering Rearing animals Building houses

Growing plants

106
 n<ó‘«jáT+
CHAPTER dŸ+#sÁ Jeq+
5
5 qT+& d¾œsÁ Jeq+
nuó«„ dŸq |˜*Ÿ Ԑ\T
$<‘«sÁTœ\T...
€~ eÖqeÚ\ dŸ+#sÁ Jeq $<ó‘q+, y] €VŸäsÁ d¿£sÁD $<ó‘q+, ysÁT “|ŸðqT
–|ŸjÖî Ð+ºq $<ó‘q+.
ÔáeTÅ£” nqTÅ£L\+>± ysÁT sÜ |Ÿ“eTT³¢qT –|ŸjÖî Ð+ºq $<ó‘q+.
e«ekÍjáÖ_óe~Æ ç¿£eT+>± H>·]¿£Ô\á €$sÒÛy“¿ì mý² <‘] rd¾+<à Ôî\TdŸTÅ£”+{²sÁT.

dŸ+#sÁ Jeq+ qT+& d¾sœ Á Jeq+

€~eT Jeq+ eTºÌ¿£ #ûdTŸ ¿Ãe&ƒ+ d¾œsÁ Jeq+

dŸ+#sÁ Jeq+ “|Ÿð sÜ |Ÿ“eTT³¢ –|ŸjÖî >·+

€VŸäsÁ d¿£sÁD |ŸXø—bþwŸD ‚+&ƒ¢ “sˆD+

|Ÿ+³\ / yîTT¿£Ø\ ™|+|Ÿ¿£+

107
107
 We take food everyday such as boiled rice, chapathi, fruits, grain, milk and
meat etc. But have you ever thought how humans discovered food? Which fruits and
vegetables could we eat and which ones were poisonous? Do you know that before we
started growing food, humans used to gather edible products from nature? Let us
take a look at history to understand how we evolved from collectors of food to
producers of food.

Fig 5.1 Fig 5.2

Life of early people
Let’s Do
List out the activities of early people in the above pictures.

Early People
Thousands of years ago the people who lived in the sub-continent were called
as hunter-gatherers. The name hunter-gatherers came from the way in which they
got their food. They gathered fruits, edible roots and tubers, nuts, seeds, leaves,
honey, wild grains that grew naturally in the forests. They hunted animals and
birds, caught fish, gathered eggs for food.
The hunting and gathering of food was not easy to do. To collect plant
products, you need to find out which plants or parts of the plants are edible. People
should have knowledge about the seasons when the fruits ripen. Even to hunt, the
hunters need to know the nature of hunted animals very well. To hunt animals or
birds, people need to be alert, quick and have lot of presence of mind. The early
people, over many generations, had learnt about all those things and taught them
to their children, through songs and stories. They covered their bodies with skins of
animals and leaves.

108
 ç|ŸÜsÃE eTq+ €VŸäsÁ+>± nq•+, #ábÍr, |Ÿ+&ƒT,¢ <ó‘H«\T, bÍ\T, eÖ+dŸ+ yîTT<Š\>·T y{ì“ rdŸTÅ£”+{²+.
eÖqeÚ\T €VŸäs“• mý² ¿£qT>=H•sà MTÅ£” Ôî\TkÍ? mý²+{ì €VŸäsú• |Ÿ+&+#áŔ£ +&† eÖqeÚ\T ç|Ÿ¿£ Ü qT+&
€VŸäs“• d¿£]+#û ysÁ“ MTÅ£” Ôî\TkÍ? eTq+ ÜHû |Ÿ+&ƒT¢, Å£LsÁ>±jáT\ýË @$ $wŸ|ŸP]ÔáyîT®qyÃ, @$ $wŸ|PŸ ]Ôá+
¿±yà MTÅ£” Ôî\TkÍ? M{ì¿ì dŸeÖ<ó‘q+>± eTq+ #á]çÔáqT |Ÿ]o*+º eÖqeÚ&ƒT €VŸäsÁ d¿£sÁD <ŠXø qT+& €VŸäsÁ
–ÔáÎÜï <ŠXÅø ”£ mý² #ûsTÁ Å£”H•&à #áÖ<‘Ý+.

|Ÿ³+ 5.1 €~ eÖqeÚ\ Jeq $<ó‘q+ |Ÿ³+ 5.2

‚$ #û<‘Ý+
™|Õ ºçԐ\qT |Ÿ]o*+º €~ eÖqeÚ\T #ûdTŸ qï • |ŸqT\ C²_ԐqT ÔájÖá sÁT #ûjTá +&.

€~ eÖqeÚ\T
¿=“• yû\ dŸ+eÔáàs\Å£” |ŸPsÁÇ+ uó²sÁÔá –|ŸK+&ƒ+ýË “ed¾+#û ç|ŸÈ\qT €VŸäsÁ d¿£sÁD yû³>±Þø—¢ n“
|¾*#ûysÁT. ysÁT €VŸäs“• dŸ+bÍ~dŸTqï • |Ÿ<ÜƊ “ ‹{ì¼ y]“ ný² |¾*#sÁT. ysÁT n&ƒeÚ\ qT+º ç|Ÿ¿£ Ü d¾<+Ɗ >±
\_ó+#û |Ÿ+&ƒq¢ T, Üq&†“¿ì –|ŸjÖî >·|&Ÿ û yûsq¢Á T, <ŠT+|Ÿ\qT, ¿±jáT\qT, Ð+È\qT, €Å£”\qT, ÔûHqî T, n&ƒeÚ\ýË
dŸVŸ²È+>± ™|]¹> n³M <ó‘H«\qT d¿£]+#ûysÁT. €VŸäsÁ+ ¿=sÁÅ£” ysÁT È+ÔáTeÚ\qT, |ŸÅ£Œ”\qT yû{²&ûysÁT.
#û|\Ÿ qT |Ÿfy¼ñ sÁT. >·T&ƒq¢ T d¿£]+#û ysÁT.
‡ yû³, €VŸäsÁ d¿£sÁD n+Ôá dŸT\uó„yîT®q $wŸjáT+ ¿±<ŠT. #î³T¢ ýñ<‘ yîTT¿£Ø\ <‘Çs €VŸäsÁ d¿£sÁD
#ûjáÖ\+fñ y{ì uó²>±\ýË <û“• Ü+{²sà Ôî*d¾ –+&†*. |Ÿ+&ƒT¢ @ ¿±\+ýË |Ÿ¿±Ç“¿ì ekÍïjîÖ Ôî*jáÖ*.
yû{²&ƒ{²“¿ì, € çbÍ+Ôá+ýË dŸ+#á]+#û È+ÔáTeÚ\T, |ŸÅ£Œ”\ n\y³T¢, Jeq $<ó‘q+ yû³>±Þø¢Å£” Ôî*d¾ –+&†*.
yû{²&û dŸeTjáT+ýË nç|ŸeTÔáÔï á #áTsÁTÅ£”<Šq+, @¿±ç>·Ôá –+&†*. ‡ $wŸjÖá \qT €~ eÖqeÚ\T ÔáeT |ŸP]ÇÅ£”\
qT+& bͳ\ sÁÖ|Ÿ+ýË, ¿£<¸Š\ sÁÖ|Ÿ+ýË Ôî\TdŸTÅ£”HûysÁT. y{ì“ ÔáeT dŸ+ÔáÜ¿ì Ôî*jáTCñdysÁT. €~ eÖqeÚ\T
È+ÔáT #ásˆ\qT, €Å£”\qT <ŠTdŸT\ï T>± y&ûysÁT.
109
109
 Let’s Do
List the items that you eat which are not grown but collected from the wild.

Nomadic life
The hunter-gatherers lived in small societies. They lived in caves or under
tree-shades or rock shades. In search of food, they moved from place to place.
Such people are called nomads. Men, women and children participated in hunting
and gathering. They shared the food with all the members of the group. Let us know
what forced them to move from one place to the other.

Reasons for moving

The hunter-gatherers led a nomadic life. They consumed all the available food
from plants and animals of a particular place and later moved on to another place in
search of food. Usually animals moved from place to place for various reasons and
hence this made the hunter-gatherers also to move along with them for hunting.
Plants and trees bore fruits in different seasons. Thus, people had to move along
with the seasons in search of food and survival. People, plants and animals need
water to survive. Most of the water bodies like lakes, ponds, streams dry up during
the summer. Thus, people move to other places in search of water during the dry
seasons.
Finding out About Fire
The hunter-gatherers discovered fire. It let them cook their food, making it
safe to eat. They used fire to keep off wild animals, to light the caves and to harden
the wood. Fire had many uses to the life of hunter gatherers. So, they considered it
sacred.

Think & Respond

How did the early people discover fire? Discuss with your teacher and write.

How do we know about those people?

We know about the hunter gatherers from some of the tools found. They
had a wide range of tools made out of stone, wood and bone. They used those tools
to scrape animal skins and to clean the skins. They used stone tools to cut animal
flesh and bones. They dug soil for edible tubers and roots with these tools. They
prepared spears and arrows for hunting. They hunted animals easily with these tools.

110
 ‚$ #û<‘Ý+
MTsÁT ÜHû €VŸäsÁ+ýË n&ƒeÚ\ qT+&, ç|Ÿ¿£Ü d¾<ŠÆ+>± \_ó+#û y{ì C²_ԐqT ÔájáÖsÁT #ûjáT+&.

dŸ+#sÁ Jeq+
€~ eÖqeÚ\T ºq• ºq• dŸeTÖVŸä\T ýñ<‘ >·T+|ŸÚ\T>± –+&ûysÁT. ysÁT >·TVŸ²\ýË, #î³¢ ú&ƒ\ýË
ýñ<‘ sÜ k͜es\ýË “ed¾+#ûysÁT. €VŸäsÁ+ ¿ÃdŸ+ ysÁT ÔásÁ#áT>± ÿ¿£ çbÍ+Ôá+ qT+& eTs=¿£ çbÍ+Ԑ“¿ì
yûÞâ¢ysÁT. ‚³Te+{ì y]“ »dŸ+#sÁ JeÚ\Tµ n“ n+{²sÁT. |ŸÚsÁTwŸ§\T, çdÓï\T, |¾\¢\T €VŸäsÁ d¿£sÁDýË bÍý¤ZHû
ysÁT. €VŸäs“• y] dŸeTÖVŸ²+ý˓ ýñ<‘ >·T+|ŸÚý˓ ç|ŸÈ\+<Š]Ôà |Ÿ+#áTÅ£”Hû ysÁT. ysÁT m+<ŠTÅ£” dŸ+#sÁ
Jeq+ >·&bÍsà n+<ŠTÅ£” ¿±sÁD²\qT Ôî\TdŸTÅ£”+<‘+.
dŸ+#sÁ Jeq+ >·&ƒ|Ÿ&†“¿ì ¿±sÁD²\T
€~ eÖqeÚ\T dŸ+#sÁ Jeq+ >·&|ysÁ“ eTq+ Ôî\TdŸTÅ£”H•+. ÿ¿£ çbÍ+Ôá+ýË yîTT¿£Ø\ <‘Çs,
È+ÔáTeÚ\ <‘Çs \_ó+#û €VŸäsÁ+ |ŸP]ï>± nsTTbþjûT+Ôá esÁÅ£” ysÁT n¿£Ø&û –+& ÔásÇÔá €VŸäsÁ+ ¿=sÁÅ£” eTs=¿£
çbÍ+Ԑ“¿ì yîÞâ¢ysÁT. kÍ<ó‘sÁD+>± $$<óŠ ¿±sÁD²\ e\¢ È+ÔáTeÚ\T ÿ¿£ çbÍ+Ôá+ qT+& eTs=¿£ çbÍ+Ԑ“¿ì e\dŸ
yîޗø ÔáT+{²sTT. €VŸäsÁ nHûÇwŸDýË uó²>·+>± €~ eÖqeÚ\T y{ì“ yû{²&ƒTÔáÖ yîÞy¢â sÁT. ¿=“• ç|ŸÔ«û ¿£ ¿±\eTTýËHû
#î³T¢ |Ÿ+&ƒ“¢ kÍïsTT. ÔáeT eTqT>·&ƒ ¿ÃdŸ+, €VŸäsÁ d¿£sD
Á ýË uó²>·+>± €~ eÖqeÚ\T |Ÿ+&ƒT¢ <=]¹¿ çbÍ+Ԑ“¿ì
yîÞy¢â sÁT. eÖqeÚ\T, È+ÔáTeÚ\T, yîTT¿£Ø\T, J$+#á&†“¿ì úsÁT nedŸs+Á . yûd$Ÿ ¿±\+ýË ú{ì eqsÁT\sTTq
dŸsdÁ TŸ à\T, Å£”+³\T, q<ŠT\T, m+&bþԐsTT. ¿±eÚq úsÁT \_ó+#û çbÍ+Ԑ“¿ì €~ eÖqeÚ\T e\dŸ yîÞy¢â sÁT.
“|ŸðqT ¿£qT¿ÃØe&ƒ+
€~ eÖqeÚ\T “|ŸðqT ¿£qT>=H•sÁT. “|ŸðÔà €VŸäs“• e+&ƒT¿=“ ÜHû $<ó‘H“¿ì H+~ |Ÿ*¿ì+~.
çÅ£LsÁ eT>±\qT Ôá]$TyûjTá &†“¿ì, ԐeTT “ed¾+#û >·TVŸ²\ýË yû&“ , yî\T>·TqT “+|Ÿ&†“¿ì, #î¿Ø£ qT >·{|¼ì sŸ ºÁ
–|ŸjîÖÐ+#á&†“¿ì “|Ÿð y]¿ì –|ŸjÖî >·|Ÿ&+~. ‡ $<ó+Š >± “|Ÿð €~ eÖqeÚ\Å£” nHû¿£ $<ó‘\T>±
–|ŸjîÖ>·|Ÿ&+~. ¿±eÚq ysÁT “|ŸðqT |Ÿ$çÔá+>± uó²$+#sÁT.

€ý˺+#á+&`dŸÎ+~+#á+&
€~ eÖqeÚ\T “|ŸðqT mý² ¿£“™|{ì¼ –+{²sà MT –bÍ<ó‘«jáTT\ dŸVŸäjáT+Ôà #á]Ì+º sjáT+&.

€~ eÖqeÚ\ >·T]+º eTq+ mý² Ôî\TdŸT¿Ã>·\+ ?

|ŸÚsedŸTï ÔáeÇ¿±\ýË \_ó+ºq (<=]¿ìq) |Ÿ“eTT³T¢ <‘Çs eTq+ €~ eÖqeÚ\ >·T]+º Ôî\TdŸT¿Ãe#áTÌ.
ysÁT sÞø¢ÔÃqT, ¿£çsÁ\ÔÃqÖ, meTT¿£\ÔÃqÖ ÔájÖá sÁT #ûdq¾ |Ÿ“eTT³¢qT $dŸï Ôá+>± –|ŸjÖî Ð+#sÁT. ‡ |Ÿ]¿£s\qT
ysÁT È+ÔáTeÚ\ #ásÁˆ+ rjáT&†“¿ì, #ásÁˆ+ Xø—çuó„+ #ûjáT&†“¿ì –|ŸjîÖÐ+#sÁT. sÜ |Ÿ“eTT³¢qT È+ÔáTeÚ\
eÖ+dŸ+, meTT¿£\T ¿ÃjáT&†“¿ì y&†sÁT. uó„Ö$TýËqT+º €VŸäsÁ+>± –|ŸjîÖÐ+#û <ŠT+|Ÿ\qT, yûsÁ¢qT Ôá$Ç
rjáT&†“¿ì ‡ |Ÿ]¿£s\qT –|ŸjîÖÐ+#sÁT. È+ÔáTeÚ\ yû³Å£” $\T¢, n+‹T\qT (<óŠqTdŸTà, u²D²\qT) ÔájáÖsÁT
#ûdŸT¿=H•sÁT. ‡ |Ÿ]¿£s\Ôà y] yû³ dŸT\TeÚ>± k͹>~.

111
111
 A. The earliest stone tools
B. These stone tools made many years later.
C. These stone tools made even later.
D. These stone tools made about 10,000 years ago.
E. Pebbles used as stone tools.
Fig 5.3 Different types of stone tools

Belum caves
Archaeologists are the scientists
who study the past by digging up old places
where people lived and taking out remains
of their lives like tools, bones, pots, buildings
etc. Archaeologists have recovered a large
number of stone tools from the caves of
Kurnool district. There are hundreds of
caves in Kurnool district near Betamcherla
and Banaganapalli. These caves seem to
have been used by stone tool using hunter-
gatherers as resting place for thousands
of years.
Fig.5.4: Entrance of Belum Caves in Kurnool
district
Animal bones, stone tools especially microliths and also tools made of bones
have been found in them. Tools made of bones are found only in these caves in the
entire Indian Subcontinent.

Fig. 5.5: Bone tools found in Muchatla Chintamanu, Gavi cave, Kurnool.

Rock Paintings
The hunter-gatherers lived in caves or rock shelters. They painted pictures
of humans, animals and hunting scenes on the surface of the rocks. Different colour
stones were ground and mixed with animal fat to prepare these colours. They used
bamboo brushes to paint on rocks.

112
 A. çbÍNq sÜ |Ÿ“eTT³T¢
B. #ý² dŸ+eÔáàs\ ç¿ìÔá+ ÔájáÖsÁT#ûd¾q sÜ |Ÿ“eTT³T¢.
C. ÔásÇÜ ¿±\+ýË ÔájáÖsÁT #ûd¾q sÜ |Ÿ“eTT³T¢.
D. 10,000 dŸ+eÔáàs\ ç¿ìÔá+ ÔájáÖsÁT#ûd¾q sÜ |Ÿ“eTT³T¢.
E. sÜ |Ÿ“eTT³T¢>± –|ŸjÖ î Ð+ºq >·T\¿£sÞø—¢.

|Ÿ³+ 5.3 $$<óŠ sÁ¿±\ sÜ |Ÿ“eTT³T¢

uÉ\ÖyŽT >·TVŸ²\T
çbÍNq ¿±\+ýË ç|ŸÈ\T “ed¾+ºq ç|Ÿ<ûXæ\ýË
Hû\qT Ôá$Çq|Ÿð&ƒT <=]¿ìq |ŸÚsÔáq kÍeTçÐ, meTT¿£\T,
bÍçÔá\T, uóe„ H\T, neXâcÍ\qT n<ó«Š jáTq+ #ûdy]“
»|ŸÚsedŸTï XæçdŸyï Ôû \ïá Tµ n+{²sÁT. |ŸÚsedŸTï XæçdŸE
ï \ã T
¿£sÖÁ •\T ›ý²¢ >·TVŸ²\ýË €~ eÖqeÚ\Å£” #î+~q nHû¿£
sÜ |Ÿ“eTT³¢qT ¿£qT>=H•sÁT. ‡ ›ý²¢ýË uñÔ+á #ás¢Á,
‹q>±q|Ÿý¢É çbÍ+Ԑ\ýË ¿=“• e+<Š\ >·TVŸ²\T –H•sTT.
$çXæ+Ü rdŸT¿Ãe&†“¿ì, sÜ |Ÿ“eTT³¢qT <‘#áT¿Ãe&†“¿ì
‡ >·TVŸ²\qT €~eÖqeÚ\T ¿=“• yû\ dŸ+eÔáàs\T
–|ŸjÖî Ð+#sÁT.
È+ÔáTeÚ\ meTT¿£\T, sÜ |Ÿ“eTT³T¢ eTTK«+>±
dŸÖ¿£ŒˆsÜ |Ÿ]¿£s\T, meTT¿£\Ôà #ûd¾q |Ÿ“eTT³T¢“. ‡ |Ÿ³+.5.4: ¿£sÁ֕\T ›ý²¢ý˓ uÉ\ÖyŽT >·TVŸ²\ ç|ŸyûXø
>·TVŸ²\ýË |ŸÚsedŸTï XæçdŸïyûÔáï\T ¿£qT>=H•sÁT. meTT¿£\Ôà eÖsÁ+Z
#ûd¾q |Ÿ“eTT³T¢ ‡ >·TVŸ²\ýË Ôá|Ο uó²sÁÔá –|ŸK+&ƒ+ýË
m¿£Ø&† <=sÁ¿£ýñ<TŠ .

|Ÿ³+. 5.5: ¿£sÖÁ •\T ›ý²¢ eTT#á̳¢ º+ÔáeÖqT >·$ >·TVŸ²\ýË \uó«„ eTsTTq meTT¿£\Ôà #ûdq¾ |Ÿ“eTT³T¢.
ºçÔá ¿£Þø
€~ eÖqeÚ\T >·TVŸ²\ýËqÖ, sÜ k͜es\ýËqÖ “ed¾+#ûysÁT. >·TVŸ²\ >Ã&ƒ\™|Õ, sÜk͜es\™|Õ
€~ eÖqeÚ\T È+ÔáTeÚ\qT, ysÁT yû{²&û dŸ+|˜ŸT³q\qÖ ºçÜ+#sÁT. ysÁT ¿=“• sÁ¿±\ sÁ+>·T sÞø¢qT |¾+& #ûd¾,
È+ÔáTeÚ\ ¿=eÚÇqT ¿£*|¾ ºçԐ\T yûjTá &†“¿ì nedŸsÁyîT®q sÁ+>·T\qT ÔájáÖsÁT #ûdŸTÅ£”HûysÁT. ºçÜ+#á&†“¿ì yî<ŠTsÁT
Å£”+#î\qT –|ŸjîÖÐ+#ûysÁT.

113
113
 For a long period our ancestors led
Chintakunta is in Muddanur Mandal
their life as hunter-gatherers. Now let us
of Y.S.R. Kadapa District. There are
study how such people transformed
ten rock shelters near it which have
themselves as farmer-herders and search
paintings of early people. There are
reasons for that change.
more than 200 paintings in white
Transforming to farming and herding
and red colour. But there are only
More than 12,000 years ago, the
ten white paintings. In the red
world had started becoming warmer. This
colour paintings, humped oxen are
was also known as the period of the great
found in only one cave, which is
development for humans. In this period,
locally called Eddula Aavula Gundu.
humans evolved from food gatherers to
In the remaining paintings, we can
growers. This climate change led to an
see pictures of deer, stag, fox,
increase in plants, trees, grass lands and
rabbits, birds, human being, etc.
overall greenery. On the other hand
animals like buffalo, ox, sheep, goat, deer
etc., which depend on grass started
increasing in number. Man used to
domesticate those animals.

Think & Respond

How does the changing climate affect
the human life at present? Discuss with
Fig. 5.6 your teacher, friends and write.

Do
DidYou
YouKnow
Know

Stone
Stone AgeAge Period

Palaeolithic Age 2.6 million years BCE

(Old stone age) to 10,000 BCE

Mesolithic Age 10,000 BCE

Fig: 5.7 (Middle stone age) to 8000 BCE
Fig. 5.6, 5.7: The pictures of men with
bow, arrow and oxen drawn by the Neolithic Age 8000 BCE
earliest people found in Chintakunta caves to 3000 BCE
(New stone age)
in YSR Kadapa district

114

º+ÔáŔ£ +³ ç>±eT+ eTT<ŠÝqÖsÁT eT+&ƒ\+ YSR
¿£&ƒ|Ÿ ›ý²¢ý˓~. ‚¿£Ø&ƒ |Ÿ~ sÜ k͜es\TH•sTT.
‡ sÜ k͜es\ýË €~ eÖqeÚ\T ^d¾q ºçԐ\T
¿£qT>=H•sÁT. msÁT|ŸÚ, Ôî\T|ŸÚ sÁ+>·T\ýË 200 ™|>Õ ±
ºçԐ\TH•sTT. y{ìýË |Ÿ~ ºçԐ\T eÖçÔáyTû
Ôî\T|ŸÚ sÁ+>·TýË –H•sTT. msÁT|ŸÚ sÁ+>·T ºçԐ\ýË
–q• eTÖ|ŸÚsÁ+ m<ŠTÝ ÿ¹¿ ÿ¿£ >·TVŸ²ýË –+~. ‡
>·TVŸ²qT k͜“¿£+>± m<ŠT\Ý T ` €eÚ\ >·T+|ŸÚ n“
n+{²sÁT. ‚+¿± $TÐ*q sÞøߙ|Õ ›+¿£, <ŠT|¾Î,
q¿£Ø, Å£”+<û\T, |ŸÅ”Œ£ \T, eÖqeÚ\ ºçԐ\qT eTq+
>·eT“+#áe#áTÌ.
‚ý² dŸTBsÁé ¿±\+ bͳT €~ eÖqeÚ\T yû³>±Þø—
¢>± ÔáeT JeH“• >·&b ÍsÁT. ÔásÇÜ ¿±\+ýË MsÁT e«ekÍjáT
<‘sÁT\T, |ŸXø—bþwŸ¿±\T>± mý² eÖssÃ, n+<ŠTÅ£” <ÃVŸä<Š+
#ûdq¾ ¿±sÁD²\qT eTq+ ‚|Ÿð&ƒT Ôî\TdŸTÅ£”+<‘+.
€VŸäsÁ d¿£sDÁ qT+& e«ekÍjáT<‘sÁT\T, |ŸXø—bþwŸÅ”£ \T>±
eÖsÁTÎ
<‘<‘|ŸÚ 12,000 dŸ+eÔáàs\ ç¿ìÔá+ ç|Ÿ|Ÿ+#á
yÔesÁD+ýË >=|ŸÎ eÖsÁTÎ\T dŸ+uó$„ +#sTT. ‡ eÖsÁTÎ\T
eÖqe J$Ôá+ýË n_óe~Æ¿ì dŸÖº¿£>± #î|Ο e#áTÌqT. ‡
¿±\+ýË €~ eÖqeÚ\T €VŸäsÁ d¿£sÁD<‘sÁT\ qT+& €VŸäsÁ
–ÔáÎÜï<‘sÁT\T>± eÖssÁT. ‡ yÔesÁD eÖsÁTÎ\ e\¢
yîTT¿£Ø\T, #î³T¢, >·&¦ uó„ÖeTT\T ™|]Ð Ôá<‘Çs |Ÿ#áÌ<Šq+
$dŸï]+º+~. >·&¦ÜHû È+ÔáTeÚ\sTTq m<ŠTÝ\T, >=çÂs\T,
yûT¿£\T, ›+¿£\T yîTT<Š\>·T y{ì dŸ+K« ç¿£eT+>± ™|]+~.
eÖqeÚ\T ‡ È+Ôá T eÚ\qT eTºÌ¿£ #û d Ÿ T ¿Ãe&ƒ +
çbÍsÁ+_ó+#sÁT.

€ý˺+#á+&`dŸÎ+~+#á+&
yÔesÁD eÖsÁTÎ\T ç|ŸdŸTïÔá+ eÖqeÚ\ J$Ԑ\qT @
$<óŠ+>± ç|Ÿuó²$Ôá+ #ûdŸTïH•sTT? MT –bÍ<ó‘«jáTT\T,
|Ÿ³+: 5.6 d•V¾
²Ôá
T\ ÔÃ# ]á Ì+º dŸ
e Ö<ó á+& .
‘ q+ y j T

Did
MTÅ£”You Know
Ôî\TkÍ ?
sÜ já
Stone TT>·+
Age ¿±\+
bÍÔá sÜ jáTT>·+ BCE 2.6 $T*jáTHŽ
(bÍ*jîÖ*~¸¿ù jáTT>·+) dŸ+eÔáàs\ qT+& BCE
10,000 dŸ+eÔáàs\ esÁÅ£”
eT<ó«Š sÜ jáTT>·+ BCE 10,000 dŸ+öö\ qT+&
|Ÿ³+: 5.7 (yîTkþ*~¸¿ù jáTT>·+) BCE 8000 dŸ+öö\ esÁÅ£”
|Ÿ³+. 5.6, 5.7: YSR ¿£&|ƒ Ÿ ›ý²¢ý˓ ¿=Ôáï sÜ jáTT>·+ BCE 8000 dŸ+öö\ qT+&
º+ÔáŔ£ +³ýË €~eÖqeÚ\T ^ºq $\T¢ (“jîÖ*~¸¿ù jáTT>·+) BCE 3000 dŸ+öö\ esÁÅ£”
n+‹T\T <óŠ]+ºq eÖqy¿£ÔáT\T, m<ŠTÝ.

115
115
Growing plants
As the greenery increased,
people started observing the places
where edible plants could be found,
how seeds broke off stalks, fell on
the ground and new plants sprouted
from them. This gradual process
allowed man to start planting the
seeds they wanted and growing
them for food. This was the Fig 5.8 Domesticated crops

beginning of farming. They cultivated different crops such as rice, wheat, barley,
lentil, green-gram, black-gram etc.

Rearing Animals

Gradually animals
started coming to the places
where man grew crops to eat
the grass. They attracted
animals by leaving food for
them. The animals that are
relatively gentle were
selected for br eeding.
Animals such as sheep, goats,
buffaloes, oxen, and pigs lived
in herds and most of them ate
grass. These animals
provided milk, meat and some
Fig 5.9 Domesticated animals and insects
would even carry loads. People
protected those animals from the wild animals. This was how they became herders.

Think & Respond

• How did the early men become herders?

• How can you say that the rearing of animals paved the way to a settled life
of the early humans?

116
 |Ÿ+³\T |Ÿ+&+#á&+ƒ sÐ|Ÿ+³ e]|Ÿ+³
ç¿£eT+>± |Ÿ#áÌ<Šq+ $dŸ]ï +#á&ƒ+Ôà @
çbÍ+Ԑ\ýË €VŸäs“¿ì nqTyîÕq yîT T¿£Ø \T
™|sÁT>·TÔáTH•jîÖ, $ÔáïH\ qT+º ¿=Ôáï yîTT¿£Ø\T
mý² yîTT\¿ÔáTïÔáTH•jîÖ eÖqeÚ\T, |Ÿ]o\q >Ã<ŠTeT|Ÿ+³ ºÅ£”Ø&ƒT |Ÿ+³
#ûjTá &ƒ+ çbÍsÁ+_ó+#sÁT. ÔáeTÅ£” ¿±e\d¾q
Ð+È\qT @sÁT¿=“, y{ì“ $Üï, €VŸäsÁ|ŸÚ
yî T T¿£ Ø \T>± |Ÿ + & + #á & ƒ + ç¿£ e Tç¿£ e T+>±
Hû s ÁT ÌÅ£ ” H•sÁ T . ‚~ e«ekÍjá ֓¿ì H+~
|Ÿ*¿ì+~. eÖqeÚ\T e], >Ã<óTŠ eT, u²¯¢, |Ÿ|Ÿð\T, |Ÿ³+ 5.8 |Ÿ+&+ºq |Ÿ+³\T / |Ÿ+³\ sÁ¿±\T
™|dŸ\T, ™dq>·, eTTq>· |Ÿ+³\qT |Ÿ+&+#sÁT.

|ŸXø—bþwŸD
eÖqeÚ\T “ed¾dTŸ qï • çbÍ+Ԑ\Å£” Å£”¿£Ø €eÚ >·TçÂs
€VŸäsÁ+ ¿=sÁÅ£” È+Ôá TeÚ\T se&ƒ+
çbÍsÁ+_ó+#sTT. ysÁT ÔáeT “ykÍ\ m<ŠTÝ
<Š>·sZ ÅÁ £” e#ûÌ È+ÔáTeÚ\Å£” €VŸäs“•
n+~+º y{ì“ eTºÌ¿£ #ûdŸT¿Ãe&ƒ+ >¹ <î
çbÍsÁ+ _ó +#sÁT . m+|¾ ¿£ #û dŸ T ¿=q• ÿ+fÉ
È+ÔáTeÚ\ÔÃHû |ŸXËÔáÎÜï >±$+#ûysÁT. m<ŠTÝ
>·TçsÁ+
‚ý² eTºÌ¿£ #ûdq¾ È+ÔáTeÚ\ýË >=çÂs\T,
yû T ¿£ \ T, m<Š T Ý \ T ý²+{ì >· &  ¦ ÜHû |Ÿ+~
È+ÔáTeÚ\T, >·T+|ŸÚ\T>± “ed¾+#û |Ÿ+<ŠT\T |Ÿ³+ 5.9 eTºÌ¿£ #ûdTŸ Å£”q• È+ÔáTeÚ\T, ¿¡³¿±\T
eTTK«yî T ®q $. €~ eÖqeÚ\T eTºÌ¿£
#ûdŸT¿Ãe&†“¿ì È+ÔáTeÚ\qT ¿£²sÁ eT>±\ qT+& ¿±bÍ&ûysÁT. ‡ $<ó+Š >± eÖqeÚ\T e«ekÍjáT, |ŸXø—bþwŸÅ£”\T>±
eÖsÁTÎ #î+<‘sÁT.

€ý˺+#á+&`dŸÎ+~+#á+&
· €~ eÖqeÚ\T |ŸX—ø bþwŸÅ”£ \T>± mý² eÖssÁT ?
· »»|ŸXø—bþwŸDµµ €~ eÖqeÚ\ d¾œsÁ JeH“¿ì H+~ |Ÿ*¿ì+<Š“ úeÚ mý² #î|ŸÎ>·\eÚ ?

117
117
Towards a settled life
As people started farming, they realised
that seeds took some time to grow – days,
weeks, months, and even years. This meant
that people had to stay in a place for a long
time taking care of the plants, watering them
and protecting them from birds and animals.
This had to be done till the grain ripened. After
that, the grain had to be stored carefully for
future use as food and seed. The early people,
to store grain, used large clay pots or woven Fig 5.10 Life style of the farmer-herders
baskets or dig-pits into the ground.
Animals increase in number naturally if they are properly taken care of. They
provide milk, meat and other dairy products. Due to these reasons, people began
to settle down in convenient places for longer time. The farmer-herder people lived
in the huts or houses made of mud and grass. In some places, people built pit-
houses in the ground with steps leading into them along with some cooking tools
inside and outside the houses. These may have provided shelter in cold weather.

Fig 5.11 Pit House

Think & Respond

· Compare the life styles of the modern farmers with the early farmers-herders.
· What will happen if we don’t store food-grains?

118
d¾œsÁ Jeq+
€~ eÖqeÚ\T e«ekÍjáT+ #ûd dŸeTjáT+ýË ¿=“•
$wŸjáÖ\T >·eT“+#sÁT. $ÔáïH\ qT+& yîTT¿£Ø\T se&ƒ+, y{ì
qT+& |Ÿ+³ #ûÜ¿ì se&†“¿ì ¿=“• sÃE\T, ¿=“• ys\T, ¿=“•
Hî\\T ýñ<‘ ¿=“• dŸ+eÔáàs\T |Ÿ&Tƒ ÔáT+<Š“ >·eT“+#sÁT. |Ÿ+³\Å£”
úsÁT ™|³¼&†“¿ì, È+ÔáTeÚ\T, |ŸÅ”Œ£ \ qT+& y{ì“ ¿±bÍ&ƒ{²“¿ì
|Ÿ+³ |Ÿ+&û ç|Ÿ<Xû æ\ýË ç|ŸÈ\T “ydŸ+ @sÁÎsÁ#Tá Å£”H•sÁT. |Ÿ+&+ºq
<ó‘H«“• uó$„ wŸ«ÔáTï nedŸs\Å£” “\Ç #ûdŸT¿Ãe&†“¿ì #ás«Á \T
rdŸ T¿=H•sÁT . €VŸ äsÁ “\Ç\qT €VŸäsÁ+ >±, $Ôá ïH\T>±
y&ƒT¿=H•sÁT. €VŸäsÁ “\Ç\ ¿=sÁŔ£ eT{ì¼ bÍçÔá\qT, >·+|Ÿ\T / |Ÿ³+ 5.10 e«ekÍjáT ` |ŸX—ø bþwŸD ç|ŸÈ\
‹T³¼\T ýñ<‘ Hû\ eÖ[>·\qT –|ŸjîÖÐ+#sÁT. Jeq $<ó‘q+
eTºÌ¿£ È+ÔáT eÚ\qT C²ç>·Ô áï >± ¿±bÍ&ƒT ¿=+fñ n$ nqÜ ¿±\+ýËHû ÔáeT dŸ+ Ôá ܓ e~Æ
#ûdTŸ ¿=+{²sTT. ‚$ eÖ+dŸ+, bÍ\T, bÍ\ |Ÿ<‘sœ\T n+~kÍïsTT. ‡ ¿±sÁD²\ e\¢ €~ eÖqeÚ\T #ý² ¿±\+ bͳT
ÿ¹¿ ç|Ÿ<Xû +ø ýË “ydŸ+ –+&ƒ³+ çbÍsÁ+_ó+#sÁT. eT{ìÔ¼ Ã, >·&Ô¦ à #ûdq¾ >·T&™d\ýË, ‚+&ƒý¢ Ë “ed¾+#á&+ƒ çbÍsÁ+_ó+#sÁT.
¿=“• çbÍ+Ԑ\ýË uóք >·VŸä\qT “]ˆ+#sÁT. y{ìýË¿ì yîÞ&¢ø †“¿ì yîT³T¢ @sÎ³T #ûdTŸ ¿=H•sÁT. e+³ #ûdTŸ ¿Ãe&†“¿ì
‚+{ì ‹jáT³, ýË|Ÿ\ @sÎ³T¢ –+&û$. ‹VŸQXæ ‚ý²+{ì ‚+&ƒT¢ #á*¿±\+ýË sÁ¿ŒD £ ‚#ûÌ$>± –+&ƒe#áTÌ.

|Ÿ³+ 5.11 uóք >·VŸä\T

€ý˺+#á+&`dŸÎ+~+#á+&
· €<óTŠ “¿£ s ÔÕ Tá \ Jeq $<ó‘H“•, H{ì e«ekÍjáT, |ŸX—ø bþwŸÅ£”\ Jeq $<ó‘H\Ôà bþ\Ì+&.
· €VŸäsÁ <ó‘H«\qT “\Ç #ûdŸT¿Ã¿£bþÔû @eTeÚÔáT+~ ?

119
119
 Let’s Do

Apart from food, list out the other things that we get from the animals.
Make a list of animals and birds that are reared in your area.

Animals Birds

Stone tools used by the farmer-herders

The early farmers needed to
clear forests by cutting trees. They
developed new kinds of stone tools which
were called Neolithic stone tools by the
archaeologists. The ear ly farmers
selected the right kind of stone which was
ground on rock to give it an axe like edge.
This axe head was then fixed to a wooden
handle and was used to cut trees etc.
This period of early agriculture is called
the Neolithic period. Mortars and pestles
were used for grinding grain and other Fig 5.13 Stone tools excavated in
plant products. Many earthen pots, Nandra village in Madhya Pradesh
some decorated, have been excavated.
These earthen pots were probably used
for cooking and to store food-grains.

Fig 5.15 An old pot. what do you think could

have been stored in this pot?
Fig 5.14 Archaeologists excavated in
Navasa in Maharashtra

120
 ‚$ #û<‘Ý+
È+ÔáTeÚ\ qT+& €VŸäsÁ+ ¿±Å£”+&†, eTq+ bõ+<û ‚ÔásÁ edŸTïeÚ\T @$ ?
MT çbÍ+Ôá+ýË ™|+#áT¿=Hû È+ÔáTeÚ\T, |ŸÅ£Œ”\ C²_ԐqT ÔájáÖsÁT #ûjáT+& ?
È+ÔáTeÚ\T |ŸÅ£Œ”\T

e«ekÍjáT, |ŸXø—bþwŸÅ£”\T –|ŸjîÖÐ+ºq sÜ |Ÿ“eTT³T¢

€H{ì e«ekÍjáT<‘sÁT\Å£” n&ƒeÚ\qT #á<ŠTqT
#ûjTá &†“¿ì |Ÿ“eTT³T¢ nedŸseÁ TjáÖ«sTT. M{ì“ qMq
sÜ |Ÿ“eTT³T¢>± |ŸÚsedŸTï XæçdŸyï Ôû \ïá T n+{²sÁT. €H{ì
e«ekÍjáT <‘sÁT\T nqTyîqÕ sÜ“ eTs=¿£ sÜ™|Õ kÍq
™|³¼&ƒ+ <‘Çs >=&ƒ¦Þø—¢ ý²+{ì |Ÿ]¿£s\qT ÔájáÖsÁT
#ûdŸT¿=H•sÁT. ‚ý² kÍq™|{ì¼q >=&ƒ¦Þø¢Å £” ¿=jáT«™|{ì¼
_Ð+#ûysÁT. M{ìÔà #î³q¢ T q]¹¿ysÁT. ‡ ¿=Ôáï sÜ
|Ÿ“eTT³¢Ôà e«ekÍjáT+ #ûdq¾ ¿±ý²“• qMq ¥ý²jáTT>·+
ýñ<‘ ¿=Ôáï sÜ jáTT>·+ n+{²sÁT. sÁT‹TÒsÃ\T, sÿ£*ÔÃ
<ó‘q«+qT eT]jáTT ‚ÔásÁ yîTT¿£Ø\ –ÔáÎÔáT\ï qT <Š+#ûysÁT.
n+<ŠeTsTTq u¤eTˆ\qT ºçÜ+ºq eT{ì¼ Å£”+&ƒ\T |Ÿ³+ 5.13 eT<ó«Š ç|Ÿ<Xû Ù sçwŸ+¼ ý˓ q+ç<Š ç>±eT+ýË
ÔáeÇ¿±\ýË ‹jáT³|Ÿ&†¦sTT. ‹VŸQXæ ‡ eT{ì¼ bÍçÔá\qT ÔáeÇ¿±\ýË ‹jáT³ |Ÿ&q sÜ |Ÿ“eTT³T¢
e+³Å£”, <ó‘H«“• “\Ç#ûjáT&†“¿ì –|ŸjîÖÐ+º
–+&ƒe#áTÌqT.

|Ÿ³+ 5.15|ŸÚsÔáq Å£”+&ƒ

B“ýË @$T “\Ç –+#áT¿=HûysÁ“ uó²$dŸTïH•sÁT? |Ÿ³+ 5.14 eTVŸäsçwŸ¼ý˓ qMq çbÍ+Ôá+ýË |ŸÚsÔáÔáÇ
XæçdŸyï Ôû \ïá T yî*¿ì rd¾q |Ÿ“eTT³T¢
121
121
 Think & Respond
Prepare a list of articles that are using for cooking and storing in modern days.

During the late Neolithic age, people made more technological advances. Tool
makers created better farming tools according to their needs. By the beginning of
the Bronze Age, communities extended to different parts. More complex cultures
called civilisations began to develop among these communities. Four of the great
valley civilisations - Mesopotamia, Egypt, India and China emerged. You will study
about the Indus valley civilisation in India in the next chapter.

Important Rock Art

Sites in Andhra Pradesh

1. Vinukonda
2. Naidupalli
3. Singarayakonda
4. Kavali
1 5. Nandipadu
17
15 16 2 6. Srikalahasti
14
3 7. Renigunta
8. Venbakandriga
13 4
12 9 5 9. Chintakunta
10
11 10. Dappale
6 11. Tenegal
7
12. Budagavi
13. Velpumadugu
8
14. Adoni
15. Kalavabugga
16. Kethavaram
17. Bollaram

Map 1: Important Rock Art Sites in Andhra Pradesh

122
 €ý˺+#á+&`dŸÎ+~+#á+&
e+³ #ûjTá &†“¿ì, <ó‘q«+ “\Ç #ûjTá &†“¿ì €<óTŠ “¿£ ¿±\+ýË y&ƒTÔáTq• |Ÿ]¿£s\qT |s=Øq+&.
qMq sÜ jáTT>· ¿±\+ýË ç|ŸÈ\T kÍ+¹¿Ü¿£+>± eTT+<Š+È yûkÍsÁT. ÔáeT nedŸs\Å£” nqT>·TD+>± ¿=Ôáï
sÁ¿£eTsTTq |Ÿ“eTT³¢qT ÔájáÖsÁT #ûdŸT¿=H•sÁT. ¿±+dŸ«jáTT>· çbÍsÁ+uó„ ¿±\+ H{ì¿ì ‡ e«ekÍjáT, |ŸXø—bþwŸ¿£
dŸeTÖVŸä\T <ûXø+ý˓ $$<óŠ çbÍ+Ԑ\Å£” $dŸï]+#sÁT. dŸ+¿ì¢wŸ¼yîT®q €#sÁ e«eVŸäs\T, dŸ+ç|Ÿ<‘jáÖ\Ôà ţL&q
H>·]¿£Ô\á T ‡ dŸeTÖVŸä\ýË n_óe~Æ #î+<‘sTT. ç|Ÿ|+Ÿ #á y«|Ÿ+ï >± qBýËjáT H>·]¿£Ô\á T yîTdŸ|{Ÿ Ë$TjáÖ,
‡›|t¼, d¾+<óŠÖýËjáT(uó²sÁÔá<ûXø+) eT]jáTT #îÕH\ýË e]œý²¢sTT. ÔásÁTyÜ bÍsÄÁ+ýË MTsÁT uó²sÁÔá<ûXø+ýË e]œ*¢q
d¾+<ó֊ ýËjáT H>·]¿£Ôqá T >·Ö]Ì #á<TŠ eÚԐsÁT.

€+ç<óçŠ |Ÿ<Xû Ù ý˓ eTTK«yîTq®

sÜºçÔá ¿£Þ²k͜es\T

1. $qT¿=+&ƒ
2. HjáTT&ƒT|Ÿ*¢
3. d¾+>·sjáT¿=+&ƒ
4. ¿±e*
1 5. q+~bÍ&ƒT
17
15 16 2 6. l¿±ÞøV²Ÿ d¾ï
14
3 7. ¹sDì>T· +³
8. yû+‹¿£+ç&>·
13 4
12 9 5 9. º+ÔáŔ£ +³
10
11 10. <‘|Ÿ*¢
6 11. {ì“>·ýÙ
7
12. ‹T&ƒ>$ ·
13. yû\TÎeT&ƒT>·T
8
14. €<Ó
15. ¿£\e‹T>·Z
16. ¿¹ ÔáesÁ+
17. ‹ý²¢s+Á

eÖ«|t 1: €+ç<óçŠ |Ÿ<Xû Ùý˓ eTTK«yîTq® sÜ ºçÔá ¿£Þ² k͜es\T

123
123
 Glossary
Hu nter-gatherers : the people who depend upon hunting and gathering
produce from the forest.
Herders : animal rearers.
Archaeologist : a scientist who studies human history by digging up
human remains and artifacts.
Settled life : living permanently at one place.
Stone-tools : tools made by stones for different purposes.
Mortars and pestles : tools used to grind grains and plant products.
Bronze : an alloy of copper and tin metals.
Domestication : the process in which people grow plants and rear
animals.

Improve Your Learning

1. List out the products of the forests.

2. What do you know about nomadic life?
3. How do we use fire today?
4. Prepare a list of the food items eaten by the early people and the modern
people. Do you notice any similarities or differences?
5. “The earliest human life became easier by domesticating animals and
plants.” Do you agree or not? Support your answer.
6. If there is no grinding stone, how would it affect our food habits?
7. What tools do you use for cutting fruits? What would they be made of?
8. Where did the early people store food-grains?
9. List out three ways in which the present lives of farmers and herders are
different from that of the early people.
10. How did the life style of farmer-herder lead to early civilisations?
11. Locate the following Rock Art sites in the map of Andhra Pradesh:
A. Chintakunta. B. Adoni C. Kavali
D. Nayudupalli E. Velpumadugu F. Srikalahasti

Project Work
Collect the information about rock painting sites. Write a report and
exhibit it in your class.
Collect some pictures of ancient people and prepare an album.

124
 |Ÿ<¿Š ÃXø+
yû³-€VŸäsÁ d¿£sÁD #ûdysÁT : n&ƒeÚ\ qT+& ç|Ÿ¿£Ü d¾<ŠÆ+>± \_ó+#û edŸTïeÚ\T, È+ÔáTeÚ\T,
|ŸÅŒ£”\qT yû{²&ûysÁT.
|ŸX—ø ¿±|ŸsTÁ \T : |ŸXø—eÚ\qT ™|+#ûysÁT.
|ŸÚsÔáÔáÇ XæçdE Ÿï &ã Tƒ : ÔáeÇ¿±\ýË <=]¿ìq |ŸÚsÔáq kÍeTçÐ, ‚Ôás\qT n<ó«Š jáTq+
#ûdysÁT.
d¾sœ JÁ eq+ : ÿ¿£ #ó “ed¾+#á&+ƒ .
sÜ |Ÿ]¿£s\T : $$<óŠ nedŸs\Å£” sÜÔà #ûdq ¾ |Ÿ“eTT³T¢.
sÃ\T-sÿ£* : e«ekÍjáT –ÔáÎÔáTï\qT <Š+#á&†“¿ì –|ŸjîÖÐ+#û$.
¿£+#áT ýËVŸ²+ : sÐ, {ìHŽ ýËVŸä\ $TçXøeT+.
eTºÌ¿£ #ûdŸT¿=qT³ : ¿±e\d¾q yîTT¿£Ø\qT, È+ÔáTeÚ\qT ™|+#áT¿Ãe&ƒ+.

MT nuó«„ dŸH“• yîTsÁT>·T|Ÿs#

Á Tá ¿Ã+&.
1. n&ƒeÚ\ qT+& \_ó+#û –ÔáÎÔáTï\qT |s=ØqTeTT.
2. dŸ+#sÁ Jeq+ nq>±Hû$T ?
3. Hû&Tƒ eTq+ “|ŸðqT <û“¿ì –|ŸjÖî ÐdŸTHï •+ ?
4. Hû{ì eÖqeÚ\T, €~ eÖqeÚ\T Üq• €VŸäsÁ |Ÿ<‘sÆ\ C²_ԐqT ÔájáÖsÁT #ûd¾, <‘“ýË MTsÁT
>·eT“+ºq bþ*¿£\qT, uó<ñ ‘\qT sjáT+& ?
5. “È+ÔáTeÚ\qT eTºÌ¿£ #ûdŸT¿Ãe&ƒ+, yîTT¿£Ø\qT ™|+#á&+ƒ <‘Çs €~ eÖqeÚ\ Jeq+ dŸTKeTjáT+nsTT+~”
B“Ôà úeÚ @¿¡u$„ó kÍïy ? MT Èy‹TqT dŸeT]œ+#á+&.
6. e+³Å£” sÁT‹TÒsÃ\T ýñq³¢sTTÔû eTq+ ÜHû €VŸäsÁ|ڟ n\y³T¢™|Õ m³Te+{ì ç|Ÿu²ó e+ ¿£\T>·TÔáT+~ ?
7. |Ÿ+&ƒT¢ ¿ÃjáT&†“¿ì MTsÁT m³Te+{ì |Ÿ“eTT³¢qT –|ŸjÖî ÐdŸTHï •sÁT? n$ yû{Ôì à ÔájáÖsÁT #ûkÍïsÁT ?
8. €~ eÖqeÚ\T <ó‘H«“• yû{ìýË “\Ç #ûdysÁT ?
9. qMq ¥ý²jáTT>· e«ekÍjáT, |ŸX—ø bþwŸÅ”£ \Å£”, ç|ŸdTŸ Ôï á €<óTŠ “¿£ jáTT>· e«ekÍjáT ` |ŸX—ø bþwŸÅ”£ \Å£” eT<ó«Š
>·\ Ôû&†\qT sjáT+&.
10. qMq ¥ý²jáTT>· e«ekÍjáT |ŸX—ø bþwŸÅ”£ \Å£”, Jeq $<ó‘q+, H>·]¿£Ô\á €$sÒÛy“¿ì mý² <‘] rd¾+~ ?
11. ¿ì+<Š ‚ºÌq sÜ ºçÔá ¿£Þ² k͜es\qT €+ç<óŠç|Ÿ<ûXÙ |Ÿ³+ýË >·T]ï+#á+& :
A. º+ÔáŔ£ +³ B. €<Ó C. ¿±e* D. HjáTT&ƒT |Ÿ*¢
E. yû\TÎeT&ƒT>·T F. ço¿±ÞøV²Ÿ d¾ï

· bçbç ÍCÉ
ÍCÉÅŔ£”£ ¼¼ |Ÿ
|Ÿ““
sÜ ºçÔá ¿£Þ² k͜es\Å£” dŸ+‹+~ó+ºq dŸeÖ#s“• d¿£]+º, ]bþsY¼qT ÔájáÖsÁT
#ûd,¾ Ôás>Á Ü· >·~ýË ç|Ÿ<]Š ô+#á+&.
€~ eÖqeÚ\ ºçԐ\qT d¿£]+º, €\Ò+ ÔájáÖsÁT #ûjáT+&.

125
125
 CHAPTER
Early
6
CHAPTER

6
Civilisations
Learning Outcomes

The students will be able to

understand Harappa and Mohenjo-daro civilisations.
understand the city planning, economic life, literature,
social life, art, religion and trade.
understand Aryan culture and political organisations of
early Vedic age and later Vedic age.

Early Civilisations

Indus Civilisation
Advent of Aryans
2500-1700 BC
1500-500 BC
Harappa

Mohenjo-daro Early Vedic age Later Vedic

1500-1000 BC age
Other Sites 1000-600 BC

126
 n<ó‘«jáT+
Ô=* H>·]¿£Ôá\T
6
CHAPTER

nuó„«dŸq |˜Ÿ*Ԑ\T
$<‘«sÁTœ\T...
VŸ²sÁbÍÎ, yîTTVŸ²+CË<‘sà H>·]¿£Ôá\ >·T]+º nsÁœ+ #ûdŸTÅ£”+{²sÁT
d¾+<óŠÖ ç|ŸÈ\ |Ÿ³¼D “sˆD ç|ŸD²[¿£, €]Æ¿£ Jeq+, kÍ+|˜¾T¿£ Jeq+, ¿£Þø\T, eTÔá+,
y«bÍs\ >·T]+º Ôî\TdŸTÅ£”+{²sÁT.
€sÁT«\ >·T]+º, Ô=* eT]jáTT eT* yû<Š ¿±\+ý˓ sÈ¿¡jTá e«edŸœ\ >·T]+º
Ôî\TdŸTÅ£”+{²sÁT.

Ô=* H>·]¿£Ôá\T
d¾+<ó֊ H>·]¿£Ôá €sÁT«\ s¿£
ç¿¡.|ŸP. 2500`1700 ç¿¡.|ŸP. 1500`500
VŸ²sÁbÍÎ

yîTTVŸ²+CË<‘sà Ô=* yû<¿Š ±\+ eT* yû<¿Š ±\+

ç¿¡.|ŸP. ç¿¡.|ŸP.
‚ÔásÁ dŸýœ ²\T 1500 `1000 1000 `600

127
127
 Son : “Father, have you seen today’s newspaper ? I really wonder.”
Father : “What happened my son?”
Son : “There is a news item on excavation. While workers were digging the
earth to lay foundation to construct the house, an idol of Lord Siva and
some gold coins were found. How is it possible?”
Father : “This is possible.Even in our country such things were found at
Mohenjodaro. In 1850s British engineers were laying a railway line
between Karachi and Lahore in the British India. They found thousands
of bricks. They decided to use those bricks for the foundation of the
railways. They did not realise that they were 5000 years old. In 1920’s
the archaeologists finally realised that there was a very ancient
civilisation. It is called the Indus valley civilisation / Harappan
civilisation.”
Son : “Father, I don’t know about that civilisation. Can you explain me?”
Father : “Why not? I will explain you.”

Indus Valley Civilisation

India has a long history. It has a rich culture and tradition. India is a living
musuem of the ancient world and its lost civilisations. Most historians thought that
Indian history began with the Vedic period until the last century. The excavations
of Mohenjodaro and Harappa in 1920’s pushed back our history by atleast 2000
years. They found an excellent and advanced civilisation earlier to the Vedic period.
It is called Indus valley civilisation/Harappan civilisation.
Fig 6.1 Remains of the Indus valley town

Indus valley civilisation developed along the Rivers Indus and Ghaggar-Hakra.
The traces of these rivers are found by the satellite images and other sources. The
sites of this civilisation spread over more than 1500 places in Punjab, Haryana,
Gujarat, Rajasthan, Western Uttar Pradesh and Maharashtra. They are also found
in Afghanisthan and in the provinces of Punjab, Sindh and Beluchistan of Pakistan.
The Harappan civilisation flourished between 2500 – 1700BC.

128
 Å£”eÖsÁT&ƒT : HH•, ‡ sÃE ysï |ŸçÜ¿£ #á~ys ? HÅ£” #ý² €XøÌsÁ«+>± n“|¾+º+~.
Ôá+ç& : @+ È]Ð+~ ?
Å£”eÖsÁT&ƒT : çÔáeÇ¿±\ >·T]+º ÿ¿£ ysÁï –+~. ÿ¿£ ‚+{ì “sˆD²“¿ì Å£L©\T |ŸÚH<ŠT\T ÔáeÚÇ#áT+&ƒ>±,
¥eړ jîTT¿£Ø $ç>·V²Ÿ +, ‹+>±sÁT HDñ\T ‹jáT³|Ÿ&†¦sTT.
Ôá+ç& : n~ kÍ<ó«Š yûT. eTq <ûXø+ýË Å£L&† ný²+{ì$ ‹jáT\Î&HsTT. 1850 ýË ç_{¡wt ‚+ÈúsÁT¢
¿£sN ý²VŸ²ÃsÁT q>·s\ eT<óŠ« ÂsÕ\T eÖsZ\T yûjáTT³Å£” ÔáeÇ¿±\T ÈsÁT|ŸÚÔáT+&]. €
ÔáeÇ¿±\ýË yûý²~ sÞø—ß <=]¿ìq$. s \Õ T eÖsZ\T yûjTá T³Å£” € sÞøßqT –|ŸjÖî Ð+#\“
“sÁ’sTT+#sÁT. € sÞø—ß nsTT<ŠT yû\ dŸ+eÔáàs\ ç¿ìÔá+eq• dŸ+>·Ü n|ŸÚÎ&ƒT Ôî*jáT<ŠT.
1920 dŸ+eÔáàsÁ+ýË |ŸÚsedŸTï XægyûÔáï\T n¿£Ø&ƒ >=|ŸÎ H>·]¿£Ôá –+&û<Š“ ç>·V¾²+#sÁT.
B“Hû d¾+<óŠÖýËjáT H>·]¿£Ôá n“ VŸ²sÁbÍÎ H>·]¿£Ôá n“ n+{²sÁT.
Å£”eÖsÁT&ƒT : Hq•, € H>·]¿£Ôá >·T]+º HÅ£” Ôî*jáT<ŠT. ¿=+#î+ $esÁ+>± #î|ŸÎsÁÖ ?
Ôá+ç& : KºÌÔá+>± $e]kÍïqT.

d¾+<ó֊ ýËjáT H>·]¿£Ôá

uó²sÁÔ<á Xû æ“¿ì ™|<ŠÝ #á]çÔá –q•~. eTq <ûX擿ì dŸTdŸ+|Ÿq•yîTq® dŸ+dŸØÜ eT]jáTT H>·]¿£Ôá ¿£\<ŠT, çbÍNq
ç|Ÿ|Ÿ+#á #á]çÔáýË uó²sÁÔá<ûXø+ ÿ¿£ dŸJe edŸTï ç|Ÿ<ŠsÁôqXæ\. 19e XøԐ‹Ý+ esÁÅ£” uó²sÁÔá<ûXø #á]çÔá yû<Š¿±\+ýËHû
çbÍsÁ+uó„yîT®q<Š“ $XøÇd¾+#ûysÁT, 1920 dŸ+eÔáàsÁ+ýË VŸ²sÁbÍÎ, yîTTVŸ²+CË<‘sà çbÍ+Ԑ\ýË È]|¾q ÔáeÇ¿±\
e\q eTq<ûXø #á]çÔá Âs+&ƒTyû\ dŸ+eÔáàs\ ç¿ìÔáyûT çbÍsÁ+uó„yîT®q³T¢ Ôî*d¾+~. yû<Š¿±ý²“¿ì eTT+<û eTq <ûXø+ýË
ÿ¿£ n<ŠTÒÛÔyá Tî q® €<óTŠ “¿£ \¿£D
Œ ²\T >·\ H>·]¿£Ôá –q•<Š“ Ôî*jáT eºÌ+~.
|Ÿ³+ 6.1 d¾+<ó֊ ýËjáT |Ÿ³D
¼ + jîTT¿£Ø neXâcÍ\T

d¾+<óŠÖ q~ eT]jáTT |˜ŸÖ>·ZsY ` VŸ²ç¿± qB çbÍ+Ôá+ýË d¾+<óŠÖýËjáT H>·]¿£Ôá $¿£d¾+º+~. ‡ q<ŠT\T

ç|ŸeV¾²+ºq >·TsÁT\ï qT –|Ÿ>· VŸ² <ŠXæ«\T eT]jáTT ‚ÔásÁ €<ó‘s\ <‘Çs ¿£qT>=q&ƒ+ È]Ðq~. |Ÿ+C²uÙ
VŸ²]jáÖH, >·TÈsÔY, sÈk͜HŽ eT]jáTT eTVŸäshý˓ dŸTeÖsÁT 1500 ç|Ÿ<ûXæ\ýË ‹jáT³|Ÿ&q~. n+Ôû >±¿£
€|˜|t TŸ˜ “kÍÆH.Ž |Ÿ+C²uÙ, d¾+<ó֊ , uÉ\ÖºkÍïHŽ (bÍ¿ìkÍïH)Ž çbÍ+ԐýË¢ Å£L&† ‡ H>·]¿£Ôá ‹jáT³|Ÿ&+ ~. VŸ²sÁbÍÎ
H>·]¿£Ôá ç¿¡.|ŸP.2500 ` 1700 dŸ+eÔáàs\ eT<óŠ« $¿£d¾+º+~.

129
129
 Civilisation is an advanced stage of human society, where people live with a
reasonable degree of organisation comfort and can think about things like art and
education.

City planning
The cities of the Harappan
civilisation were well planned. They were
protected by forts. They had wide roads,
public wells. In Mohenjo-doro, ‘the Great
Bath’ (a great tank for public bath) was
found. There are rooms on all sides. It was
used during religious congregations. Six
large granaries and quarters for labourers
were found in Harappan cities. Lothal was
a popular harbour in those days. Fig 6.2 The Great bath of the Indus valley
civilisation at Mohenjo-daro
Drainage system
They had a well-planned underground drainage system which shows
the importance given to cleanliness and public health.

Think & Respond

1. Do you find any difference

between the planning of
Indus cities and the present
cities? How?

2. Was Indus drainage system

more advanced? How?

Fig 6.3 Drainage system in the

Indus Valley Civilisation

Hou ses
The Harappan people built their
houses with dried or baked bricks.
There were two storeyed buildings
also. Every house had a well for water
and bath rooms with pipes that
carried waste into the main drains.
Fig 6.4 Houses in the Indus Valley

130
 eÖqeÚ&ƒT çbÍeÖDì¿y£ Tî q® kå¿£s«\qT nqTuó$„ dŸÖï $<Š« eT]jáTT ¿£Þ\ø >·T]+º €ý˺+#á >·\T>·TԐ&ƒT.
eÖqe dŸeÖÈ+ jîTT¿£Ø |ŸÚsÃ>·$T+ºq ‡ <ŠXøHû »H>·]¿£Ôáµ n+{²sÁT.
|Ÿ³¼D ç|ŸD²[¿£
VŸ²sÁbÍÎ H>·]¿£Ôá ¿±\+ H{ì dŸ>s· \“•jáTT
ç|ŸD²[¿±‹<ŠÆ+>± “]ˆ+#á‹&q$. q>·s\Å£” sÁ¿£ŒD>±
¿Ã³\T –+&û$. |Ÿ³D¼ ²\ýË $Xæ\yîTq® sÁV²Ÿ <‘sÁT\T ¿£\eÚ
eT]jáTT ç|ŸÈ\+<Š]¿¡ eT+ºú{ì ¿=sÁŔ£ u²eÚ\T –+&û$.
yîTTVŸ²+CË<‘sÃýË >=|ŸÎ k͕qy{ì¿£ (ç|ŸÈ\T n+<ŠsÖÁ
k͕H\T #ûjTá &†“¿ì $Xæ\yîTq® ¿=\qT) ¿£\<ŠT, B“¿ì
H\T>·T yîÕeÚ\ >·<ŠT\T ¿£\eÚ. |Ÿ$çÔáyîT®q eTÔá dŸyûTˆÞøH\T È]¹> sÃE\ýË ç|ŸÈ\+<ŠsÁÖ ÿ¿£ #óţ” #û]q|ŸÚÎ&ƒT
‡ k͕qy{ì¿£qT –|ŸjÖî ÐkÍïsTÁ . VŸ²sÁbÍÎ q>·s+Á ýË €sÁT ™|<ŠÝ <ó‘H«>±s\T eT]jáTT ¿±]ˆÅ£”\Å£” “ydŸ
dŸeTT<‘jáÖ\T ¿£\eÚ. ýË<¸‘ýÙ q>·s+Á ýË nÜ ™|<ŠÝ H꿱çXøjáT+ ¿£\<ŠT.
eTTsÁT>·T ú{ì bÍsÁT<Š\ e«edŸœ
y] ¿±\+ýË eT+º ç|ŸD²[¿±‹<ŠyÆ Tî ®q uóք >·sÒÁ eTTsÁT>·T ú{ì bÍsÁT<Š\ e«edŸœ ¿£\<ŠT. ‡ e«edŸœ |Ÿ]Xø—
çuó„ÔáÅ£” eT]jáTT ç|ŸC²sÃ>±«“¿ì d¾+<óŠT ç|ŸÈ\T ‚ºÌq çbÍeTTK«ÔáqT Ôî*jáT#ûdŸTï+~.

€ý˺+#á+&`dŸÎ+~+#á+&
1. d¾+<ó֊ ýËjáT H>·]¿£Ô ¿±\+H{ì |Ÿ³D ¼
ç|ŸD²[¿£\Å£”, ç|ŸdŸTïÔá |Ÿ³¼D ç|ŸD²[¿£\Å£”
@yîÕH Ôû& †\qT úeÚ >·eT“+#y?
nsTTÔû mý²+{ì Ôû&†\qT >·eT“+#eÚ ?
2. d¾+<óÖ
Š ¿±\+H{ì ú{ì bÍsÁT<Š\ e«edŸœ
nÔá«+Ôá €<óŠT“¿£yîT®q<ûH ? mý² ?
|Ÿ³+ 6.3 d¾+<ó֊ ýËjáT H>·]¿£Ô ¿±\+ H{ì
uó„Ö>·sÁÒÛ eTTsÁT>·T ú{ì bÍsÁT<Š\ e«edŸœ
>·VŸä\T
VŸ²sÁbÍÎ ç|ŸÈ\T m+&q eT]jáTT u²>± ¿±*Ìq
‚³T¿£\Ôà ‚Þø—ß ¿£³T¼¿=HûysÁT Âs+&ƒT n+ÔádŸTœ\
uóe„ H\qT Å£L&† “]ˆ+#áT¿=HûysÁT. ç|ŸÜ ‚+{ì¿ì
ÿ¿£ u²$ eT]jáTT k͕H\>·~ –+&û~. ‚+{ìý˓
e«sœ\qT ™||Õ ÚŸ \ <‘Çs ç|Ÿ<‘ó q eTTsÁT>·T ¿±\TeýË¿ì
|Ÿ+|ysÁT.
|Ÿ³+ 6.4 d¾+<ó֊ ýËjáTý˓ ‚Þø—ß

131
131
Economic life

Fig 6.5 Economic activities of the Harappans

Weaving cotton and woollen clothes were the main occupations. They are
credited for growing cotton for the first time. Production of baked bricks was another
occupation. They rear cattle, goats, pigs, dogs, camels and donkeys. They carried
out trade activities through the port Lothal in the Arabian sea with Mesopotamia,
Egypt, Iran etc.

Let’s Do

Compare the economic activity of Indus people with the present.

Economic activity Indus times Present

Exports

Imports

Crops

Domestication of animals

Crafts

132
€]œ¿£ Jeq+

|Ÿ³+. 6.5 VŸ²sÁ|Ο HŽ\ €]œ¿£ ¿±sÁ«¿£ý²bÍ\T

|ŸÜï eT]jáTT qÖ\T ekÍï\qT HûjTá &ƒ+ € ¿±\+ý˓ ç|Ÿ<‘ó qeÔáT\ï T. |ŸÜ“ï yîTT³¼yTî T<Š³ |Ÿ+&+º~ M¹s.
¿±*Ìq ‚³T¿£\qT ÔájáÖsÁT#ûjáTT³ M] yûs=¿£ eTTK«eÜï. |ŸXø—eÚ\T, yûT¿£\T, |Ÿ+<ŠT\T, Å£”¿£Ø\T, >·Ti²À\T eT]jáTT
>±&<Š\qT ™|+#ûysÁT. n¹s_jáÖ dŸeTTç<Š+ý˓ ýË<¸‘ýÙ H꿱çXøjáT+ <‘Çs yîTdŸ|Ÿ{Ë$TjáÖ, ‡›|ŸÚ¼ eT]jáTT
‚sHŽ <ûXæ\Ôà d¾+<óŠÖ ç|ŸÈ\T u²>± y«bÍsÁ+ #ûdysÁT.

‚$ #û<‘Ý+
d¾+<óŠÖýËjáT ç|ŸÈ\ €]œ¿£ ¿±sÁ«¿£ý²bÍ\Å£”, ç|ŸdTŸ Ôï á €]Æ¿£ ¿±sÁ«¿£ý²bÍ\Å£” bþ*¿£\T
€]œ¿£ ¿±sÁ«¿£ý²|Ÿ+ d¾+<ó֊ ç|ŸÈ\ ¿±\+ ç|ŸdTŸ ïÔ¿á ±\+
m>·TeTÔáT\T
~>·TeTÔáT\T
|Ÿ+³\T
eTºÌ¿£ #ûdTŸ ¿=“ ™|+#áT¿=Hû È+ÔáTeÚ\T
#ûÜ eÔáTï\T

133
133
Social life
Both men and women were
fond of decorating themselves.
Women used ornaments like
necklaces, armlets, finger rings,
bangles, ear rings, nose studs etc.
They knew cosmetics and used
perfumes.

Fig 6.6 Social life of the Indus

Let’s Do valley civilisation
IF

Compare the metals used in the Indus civilisation with the present day.

Metals used in Indus Valley

Metals used now
Civilisation

Food and crops

Agriculture was their main
occupation. They grew wheat, barley, peas,
lentils, mustard etc.,

Entertainment
Dance, chess, music, marbles and
dice were their entertainments. Bull fighting Fig 6.7 Bullockcart
was their major entertainment. Children had
dolls and toy bullock carts etc.

Art
Small idols of Ammatalli (Mother
Goddess) made of clay have been found in
large numbers. The statue of dancing girl and
the stone idol of the beard man are excellent
artifacts.
Fig 6.8 The King Fig 6.9
or the Priest Dancing girl

134
kÍ+|˜¾T¿£ Jeq+
dÓï\T, |ŸÚsÁTwŸ§\T Å£L&† n\+¿£sÁD |Ÿ³¢
çXø<ŠÆ #á֝|ysÁT. dÓï\T ¿£+sĐuó„sÁD²\T, yîÖ#ûÜ
€uós„ DÁ ²\T, #ûÜ yûÞßø Å£” ]+>·T\T, >±E\T, #î$
]+>·T\T, eTTÅ£”Ø |ŸÚ&ƒ¿£\T <óŠ]+#ûysÁT, dÓï\Å£”
n\+¿£sD Á kÍeTçÐ >·T]+º, |Ÿ]eTÞøç<Šy«\
>·T]+º Ôî\TdŸT.

‚$ #û<‘Ý+ |Ÿ³+. 6.6 d¾+<ó֊ H>·]¿£Ôá ç|ŸÈ\ Jeq $<ó‘q+

d¾+<ó֊ H>·]¿£Ôá ¿±\+ý˓ ç|ŸÈ\T –|ŸjÖî Ð+ºq ýËVŸä\qT ç|ŸdTŸ Ôï +á eTq+ –|ŸjÖî Ð+#û ýËVŸä\Ôà bþ\TÌeTT.

d¾+<ó֊ ýËjáT H>·]¿£Ôá ç|ŸÈ\T ç|ŸdŸTÔï +á

–|ŸjÖî Ð+ºq ýËVŸä\T –|ŸjÖî ÐdŸTïq• ýËVŸä\T

€VŸäsÁ+ eT]jáTT |Ÿ+³\T

e«ekÍjáT+ ç|Ÿ<‘ó q eÜï, >Ã<óTŠ eT, u²¯¢,
€eTT<‘\T, ‹sĐú\T, ¿±jáT <ó‘H«\T yîTT<ŠýqÕÉ
|Ÿ+³\qT |Ÿ+&+#ûysÁT.
$HÃ<‘\T
H³«+, #á<sŠ +Á >·+ €&ƒ³+, dŸ+^Ôá+, >ð\T, |Ÿ³+. 6.7 m<ŠTÝ\ ‹+&
bͺ¿£\T €&ƒ³+ d¾+<ó֊ ç|ŸÈ\ $HÃ<‘\T. m<ŠT\Ý
bþ{¡\T M] jîTT¿£Ø ç|Ÿ<‘ó q $HÃ<Š+. |¾\¢\T u¤eTˆ\T
eT]jáTT m<ŠTÝ\ ‹+&ƒ¢ u¤eTˆ\Ôà €&ƒT¿=HûysÁT.
HîÕ|ŸÚD²«\T
ºq• ºq• neTˆÔá*¢ $ç>·VŸä\qT eT{ì¼ÔÃ
n+<Š+>± ÔájÖá sÁT#ûdysÁT. H³«¿£Ôïî $ç>·V²Ÿ +
eT]jáTT u²>± >·&ƒ¦+ (|ŸPC²]) ™|+ºq e«¿ìï jîTT¿£Ø
sÜ $ç>·VŸ²+ e+{ì$ ‡ ¿±\+ýË ¿£“|¾+#û$.
|Ÿ³+ 6.8 |ŸPC²] |Ÿ³+ 6.9 H³«¿£Ôïî

135
135
Religion
They worshipped Pashupathi
(Siva) and mother Goddess. Peepal and
neem trees, sun, fire, earth, water, and
snakes were also worshipped. Fire pits –
yagnavatikas are found in Kalibangan
and Lothal. The symbols of Swastika ( )
are most commonly found.

Scr ipt Fig 6.10 Pashupathi

Harappans had developed their

own unique script and language. The
scholars could not decipher it yet. Fig 6.8 The Indus valley script

Weights and measures

Harappans were the first to
develop a system of standardised
weights and measures. The fire baked
bricks were uniform in size. The
measurements and weights of Indus
people also moved to Persia and
Central Asia. Fig 6.11 Weighing tools

Fig 6.12 Tools they used

136
eTÔá+
d¾+<óŠÖ ç|ŸÈ\T |ŸXø—|ŸÜ (¥eÚ&ƒT) eT]jáTT
neTˆÔá*¢“ |ŸP›+#ûysÁT. yû|Ÿ#î³T¼ eT]jáTT s$
#î³T¼qT |ŸP›+#ûysÁT. uóք $T, úsÁT, €¿±Xø+, nЕ
eT]jáTT yjáTTeÚ\qT |ŸP›+#ûysÁT. ¿±*uó„+>·HŽ
eT]jáTT ýË<¸‘ýÙ çbÍ+Ԑ\ýË nЕ |{ì¿\£ T nq>±
já T Èã y {ì ¿ £\ T –+&û $ . ( )dŸÇ d¾ ï ¿ ù >· T sÁ T ï q T
kÍ<ó‘sÁD+>± –|ŸjîÖÐ+#ûysÁT.
*|¾ |Ÿ³+ 6.10 |ŸX—ø |ŸÜ
d¾+<ó֊ ç|ŸÈ\T ÔáeT<îqÕ ç|ŸÔ«û ¿£ *|¾“, uó²wŸqT
n_óe~Æ #ûdTŸ ¿=H•sÁT. “|ŸÚDT\T Å£L&† ‡ *|¾“
‚+ÔáesÁÅ£” nsÁœ+ #ûdŸT¿Ãýñ¿£bþjáÖsÁT. |Ÿ³+ 6.8 d¾+<ó֊ ç|ŸÈ\T y] *|¾
Ôá֓¿£\T, ¿=\Ôá\T
çbÍeÖDì¿£yîT®q Ôá֓¿£\qT, ¿=\Ôá\qT
yîTT³¼yîTT<Š³–|ŸjîÖÐ+º+~ VŸ²sÁbÍÎ ç|ŸÈýñ. M]
¿±\+ýË ¿±*Ìq ‚³T¿£\ú•jáTÖ ÿ¹¿ $<óyŠ Tî q® ¿=\Ôá\qT
¿£*Ð –+&û$. M] Ôá֓¿£\qT, ¿=\Ôá\qT |Ÿ]üjáÖ,
eT<ó«Š €d¾jÖá <ûXæ\ýË Å£L&† –|ŸjÖî Ð+#ûysÁT.

|Ÿ³+ 6.11 Ôá֓¿£\ |Ÿ]¿£s\T

¿±+dŸ«+Ôà #ûd¾q >=&ƒ¦*, ‹+>±sÁ+, yî+&Ôà #ûd¾q €uó„sÁD²\T ¿±+dŸ«+Ôà #ûdq¾ ‹ýÉe¢ TT

eT{ì¼ bÍçÔá\T eT{ì¼ eTTç<Š\T sÐ bÍçÔá\T

|Ÿ³+ 6.12 ysÁT –|ŸjÖî Ð+ºq edŸTeï Ú\T

137
137
 Do
DidYou
YouKnow
Know

Think & Respond

Do you find any similarities among these ancient civilisations ?

In what ways are the Indus civilisation more advanced among them?

Causes of the decline

The theory that Aryan invasion was the cause of destruction of the Indus
civilisation but it was rejected by Martimar Wheeler. Archaeologists thought that,
change in the course of the Indus River and floods led this civilisation to decline. And
some others believed that the drying up of the Indus River and its tributaries made
the people leave this area. And it is now accepted that several factors led to the
decline of the Indus valley civilisation.
Vedic Period
Advent of Aryans
There are various theories about the origin of Aryans. Some historians are
of the opinion that Aryans came from outside the country i.e Central Asia, Arctic
region, East of Alps etc. Some historians say that Aryan is not a race. It is an Indo-
European linguistic group. Some argue that they are the natives of India.
The Vedic culture flourished on the plains of rivers Indus and Saraswati and
later in the plains of the rivers Ganga and Yamuna. The period in which the Vedic
literature was formed is called the Vedic period. The river Ghaggar - Hakra which
disappeared in the Thar desert of Rajasthan is believed to be the ancient river
Saraswati. The Rigveda mentioned about the river Saraswati many times.

138
 MTÅ£” Ôî\TkÍ ?

€ý˺+#á+&`dŸÎ+~+#á+&
™|Õ |Ÿ{¿¼ì ý£ Ë H>·]¿£Ô\á eT<ó«Š mý²+{ì bþ*¿£\qT úeÚ >·eT“+#eÚ ?
$TÐ*q H>·]¿£Ô\á ¿£H• d¾+<ó֊ H>·]¿£Ôá @jûT $<óeŠ TT\T>± |ŸÚsÃ>·$T+ºq~ ?
|ŸÔáH“¿ì ¿±sÁD²\T
€sÁT«\ <Š+&ƒjáÖçÔá\T d¾+<óŠÖ H>·]¿£Ôá |ŸÔáH“¿ì ¿±sÁDeTHû d¾<‘Æ+Ôá+ ¿£\<ŠT. nsTTÔû »eÖ]¼eTsY M\sYµ
nHû #á]çÔ῱sÁT&ƒT B““ n+^¿£]+#áý<ñ TŠ . d¾+<ó֊ q~ Ôáq ç|ŸyVŸ²eÖsZ“• eÖsÁTÌ¿Ãe&ƒ+ e\q eT]jáTT esÁ<\Š e\q
d¾+<óŠÖ H>·]¿£Ôá |ŸÔáqyîT®q³T¼ uó²$dŸTïH•sÁT. d¾+<óŠÖ q~ eT]jáTT <‘“ –|Ÿq<ŠÁT\ýË úsÁT ýñÅ£”+&† m+&bþeÚ³
e\q n¿£Ø& ç|ŸÈ\T € çbÍ+Ԑ“• e<Š* yîÞ²ßsÁ“ ¿=+Ôá eT+~ #á]çÔ῱sÁT\T uó²$kÍïsÁT. d¾+<óŠÖýËjáT H>·]¿£Ôá
|ŸÔHá “¿ì nHû¿£ ¿±sÁD²\T –H•jáT“ ‚|ŸÚð&ƒT n+<ŠsÖÁ n+^¿£]dŸTHï •sÁT.

yû<Š ¿±\+
€sÁT«\ çbÍsÁ+uó+„
€sÁT«\ |ŸÚ³T¼ |ŸPsÃÇÔásï \ >·T]+º nHû¿£ d¾<‘Æ+Ԑ\T ¿£\eÚ. €sÁT«\T eT<ó«Š €d¾jÖá , €]Ø{ì¿ù çbÍ+Ôá+
eT]jáTT €ýÙÎà |ŸsÁÇԐ\ý˓ ÔáÖsÁTÎ uó²>·+ qT+º e#ÌsÁ“ ¿=+ÔáeT+~ #á]çÔ῱sÁT\ n_óçbÍjáT+. €sÁT«\T ‚+&Ã
jáTÖsÃ|¾jáTHŽ dŸeTÖVŸä\Å£” #î+~qy¹sq“ ÿ¿£ n_óçbÍjáTeTÖ ¿£\<ŠT. ¿=+ÔáeT+~ #á]çÔ῱sÁT\ýË €sÁT«\ dŸÇdŸœ\+
uó²sÁÔá<ûXøyûT nHû n_óçbÍjáTeTT ¿£\<ŠT.
€sÁT«\ H>·]¿£Ôá d¾+<ó֊ eT]jáTT dŸsdÁ ǟ r qB yîT<® ‘q çbÍ+Ԑ\ýË $¿£d+¾ º+~. yû<Š kÍV¾²Ôá«eTT
€$sÁÒ$+ºq ¿±ý²“• yû<Š ¿±\+ n+<ŠTsÁT. <¸‘sY m&†]ýË ‚+¿ìbþsTTq q~Hû dŸsÁdŸÇÜ n+{²sÁT. ‹TT¹>Ç<Š+ýË
dŸsÁdŸÇÜ q~ >·T]+º |Ÿ\TkÍsÁT¢ ç|ŸkÍï$+#á&ƒ+ È]Ð+~.

139
139
Sources to know about Aryans
The Vedic literature is the major source to know about the Aryans.

S ou r c e s

Literary Archaeological

Vedas Epics Iron Pottery

Rig Veda
Yajur Veda
The Ramayana
Sama Veda
Atharvana Veda

Brahmanas
The Mahabharata
Aranyakas
Upanishads

Vedic Literature
The term Veda means “superior knowledge” in Sanskrit. It is the knowledge
of knowing one-self or self realisation. Vedas are called Srutis. They are the universal
truths discovered or realised by the learned people. They form the bedrock of Indian
philosophy and Yoga. The vedic texts contain deeper spritual and scientific knowledge.
The vedic traditions are still continued and are still unbroken. In the modern period
Swamy Dayananda Saraswathi gave a call “Go back to the Vedas” Research on Vedas
is carried out in many foreign and Indian universities. Four major Vedas constitute
the Vedic literature. They are – Rig Veda, Yaju r Veda, Sama Veda and
Atharvana Veda.
1. Rig Veda is a collection of Vedic hymns composed by Rishis.
2. Yajur Veda is details of rules to be followed during sacrifices.
3. Sama Veda is a collection of songs. The origins of Indian music are traced to it.
4. Atharvana Veda is a collection of spells and charms.
Beside the Vedas, there were Brahmanas, Upanishads, Aranyakas and epics -
Ramayana and Mahabharata.
Brahmanas - Prose about vedic hymns, rituals and philosophies.
Aranyakas - Deal with mysticism, rites and rituals.
Upanishads - Philosophical texts dealing with soul, mysteries of nature.
Classification of Vedic Period
The period of Vedic Civilisation (1500-500 BCE) is divided into two broad parts –
1. Early Vedic Period (1500-1000 BC), also known as Rig Vedic Period.
2. Later Vedic Period (1000- 600 BC).
We will study the following features of the Vedic Civilisation under these two periods.

140
€sÁT«\ >·T]+º Ôî\TdŸT¿Ãe&†“¿ì €<ó‘s\T
€sÁT«\ >·T]+º Ôî\TdŸT¿Ãe&†“¿ì ç|Ÿ<ó‘q €<ó‘sÁ+ yû<Š kÍV¾²Ôá«+

€<ó‘s\T
yvˆjáT €<ó‘s\T |ŸÚsedŸTï €<ó‘s\T
yû<‘\T ‚ÜVŸäkÍ\T ‚qTeTT ‚ÜVŸäkÍ\T
‹TT¹>Ç<Š+
jáTE¹sÇ<Š+
kÍeTyû<+Š seÖjáTD+
n<ósŠ ÇÁ D yû<+Š
çu²VŸ²ˆD²\T
nsÁD«¿±\T eTVŸäuó²sÁÔá+
–|Ÿ“wŸÔáTï\T

yû<Š kÍV¾²Ôá«+
dŸ+dŸØÔá uó²wŸýË yû<eŠ Tq>± –q•ÔáyTî q® C²ãq+ €ÔáˆC²ãqyûT yû<eŠ TT. yû<‘\qT XøÔáT\T n“ Å£L&†
n+{²sÁT. |Ÿ+&ÔTá ýÉqÕ ysÁT ¿£qT>=q• |ŸseÁ T dŸÔ«ýñ yû<‘\T. uó²sÁrjáT jîÖ>±Å£” yû<‘ýñ €<ó‘s\T. yû<‘\ýË
ýËÔîqÕ €<ó‘«Üˆ¿£ eT]jáTT Xædj ïÓ áT $C²ãq+ ¿£\<ŠT. yû<Š ¿±\|ŸÚ kÍ+ç|Ÿ<‘jáÖ\T ‚|ŸÎ{ì¿¡ n$ºÌÛq•eTT>±
¿=qkÍ>·TÔáTq•$. €<óTŠ “¿£ ¿±\+ýË kÍÇ$T <ŠjÖá q+<Š dŸsdÁ ǟ Ü »yû<Š ¿±ý²“¹¿ eTsÁý² yîÞ²ß*µ n“ |¾\T|ŸÚ“#ÌsÁT.
yû<‘\ MT<Š uó²sÁrjáT eT]jáTT ‚ÔásÁ <ûXæ\ $XøÇ$<‘«\jáÖ\ýË |Ÿ]XË<óŠq\T ¿=qkÍ>·TÔáTH•sTT. yû<Š kÍV¾²Ôá«eTTýË
H\T>·T ç|ŸeTTK yû<‘\T ¿£\eÚ. ‹TT¹>Ç<ŠeTT, jáTE¹sÇ<ŠeTT, kÍeTyû<eŠ TT, n<ósŠ ÇÁ D yû<eŠ TT.
1. ‹TT¹>Ç<ŠeTT : ‹TTwŸ§\T dŸ+¿£\q+ #ûdq¾ XË¢¿±\ dŸeTT<‘jáT+.
2. jáTE¹sÇ<ŠeTT : jáTÈãjÖá >±~ ç¿£ÔTá eÚ\ýË bÍ{ì+#áe\d¾q “jáTeÖ\ >·T]+º Ôî*jáT#ûjTá TqT.
3. kÍeT yû<e Š TT : ‚~ bͳ\ sÁÖ|Ÿ+ýË –q• çbÍsÁœq\ jîTT¿£Ø dŸ+¿£\q+. uó²sÁrjáT dŸ+^ÔáeTT
jîTT¿£Ø eTÖý²\T ‚+<ŠTýË ¿£\eÚ.
4. n<óŠsÁÇD yû<ŠeTT : ‚~ XË¢¿±\T eT]jáTT bͳ\ dŸ+¿£\q+. yû<‘ýñ ¿±¿£ çu²VŸ²ˆD²\T, –|Ÿ“wŸÔáTï\T,
nsÁD«¿±\T eT]jáTT seÖjáTD eTVŸäuó²sÁԐ\T ¿£\eÚ.
çu²VŸ²ˆD²\T : yû<‘\ý˓ XË¢¿±\T, ç¿£ÔTá eÚ\T eT]jáTT ÔáԐÇ\ >·T]+º >·<«Š sÁÖ|ŸeTTýË ¿£\<ŠT.
nsÁD«¿±\T : $<‘«y<ŠeTT, ç¿£ÔáTeÚ\T, dŸ+kÍØs\ >·T]+º Ôî*jáTCñjTá TqT.
–|Ÿ“wŸÔáTï\T : €Ôáˆ, ç|Ÿ¿£Ü jîTT¿£Ø sÁVŸ²kÍ«\ >·T]+º Ôî*jáTCñd eÖÔ᏿£ ç>·+<¸‘\T.
yû<¿Š ±\+ ` e¯Z¿s£ DÁ
yû<Š ¿±ý²“• ‡ ¿ì+~ $<ó+Š >± e¯Z¿]£ +#áe#áTÌqT
1. Ô=* yû<Š ¿±\eTT (ç¿¡.|ŸP. 1500 ` 1000)
2. eT* yû<¿Š ±\eTT (ç¿¡.|ŸP. 1000 ` 600)
yû<¿Š ±\|ŸÚ H>·]¿£Ôá \¿£DŒ ²\qT ™|Õ s +&ƒT ¿±ý²ýË¢qÖ #á<eŠ e#áTÌqT.

141
141
Early Vedic Period
Social Life: The family is the basic unit of the society. The father was the head of
the family. Joint family system was in practice. The prisoners of war called dasas and
dasyas were like slaves. Monogamy was the usual practice.
Position of women : Women held a respectable place in their society. They studied
Vedas. There were no child marriages or Sati. Women had the choice to choose
their husbands in swayamvaram. Widow re-marriage was in practice. Learned women
like Ghosha, Apala, Lopamudra, Indrani, Vishvavara etc were great Vedic scholars.
Women participated with their husbands in all religious ceremonies.
Dress : They wore Vasa (dhoti), Adhivasa (upper cloth) as we wear today. The
garments were embroidered with gold. Women used ear-rings, neck-laces, bangles,
and anklets as we do today. Women oiled and combed hair which were plaited or
braided. Men kept beard and moustache.
Amusements: Chariot racing, hunting, boxing, dancing and music were some of the
amusements. Three types of musical instruments like percussion, string and wind
were used by the singers.
Education: Great importance was given to
education. There were gurukulas. Entire
institutions were given freedom in their
teaching learning process. They were taught
the art of war fare, philosophy, agriculture,
animal husbandry and handicrafts.
Food and crops : Rice, barley, bean and Fig 6.13 Chanting Vedas
sesame formed their food. They also ate
bread, cake, milk, butter, curd and fruits.
Religion : They believed that God is one and he can be worshipped and realised in
many forms i.e., Agni, Varuna,Yama, Vayu etc. They believed that the same
consciousness existed in the whole universe. Every being is born with a divine
consciousness. They performed Yagnas.

Write the names of religions in our country?

Think & Respond (You will learn about religions in detail in chapter-11)

Varna system
There was no caste discrimination in early vedic period. No restriction on
inter caste marriages. People were allowed to choose their profession.

142
Ô=* yû<Š ¿±\+
Å£”³T+‹yûT dŸeÖC²“¿ì çbÍ<¸Š$T¿£ n+>·+. Ôá+ç& Å£”³T+u²“¿ì ™|<ŠÝ. –eTˆ& Å£”³T+‹ e«edŸœ neT\TýË
–+~. jáTT<ŠÝ UÉBÕ \qT <‘dŸT\T n“ |¾*#ûysÁT. <‘dŸT\qT u²“dŸ\T>± #á֝dysÁT. ÿ¹¿ uó²sÁ«qT ¿£*Ð –+&ƒT³ ‡
¿±\+ýË kÍ<ó‘sÁD+>± –+&û~.
d\ïÓ k͜q+ : dŸeÖÈ+ýË d\ïÓ Å£” >šsÁe+ –+&û~. d\ïÓ T yû<‘\T n<ó«Š jáTq+ #ûdysÁT. u²\« $yVŸä\T ¿±“,
dŸrdŸVŸ²>·eTq+ ¿±ú neT\TýË ýñ<ŠT. dÓï\T ÔáeT uó„sÁïqT dŸÇjáT+esÁ+ <‘Çs m+|¾¿£ #ûdŸT¿=HûysÁT.$Ôá+ÔáTeÚ\T
Ü]Ð $yVŸ²eTT #ûdTŸ ¿=Hû |Ÿ<Ü݊ ¿£\<ŠT. |˜TŸ ËwŸ, nbÍý², ýËbÍeTTç<Š, ‚+ç<‘Dì, $wŸÇesÁ e+{ì $<‘«e+ÔáTýÉqÕ d\ïÓ T
>=|ŸÎ yû<Š |Ÿ+&ÔáT\T ‡ dÓï\T ÔáeT uó„sÁï\Ôà bͳT n“• <ó‘]ˆ¿£ ¿±sÁ«ç¿£eÖ\ýË bÍý¤ZHûysÁT.
yûwŸ <ó‘sÁD : ykÍ (<óÃeÜ) €~ykÍ (Xø¯sÁeTT ™|Õ uó²>±““ ¿£|🠿=Hû~) ç|ŸdTŸ Ôï +á eTq yûw<Ÿ ‘ó sÁDqT bþ* –+&û$.
<ŠTdŸT\ï qT ‹+>±sÁT <‘sÁ+Ôà ţ”fñy¼ sÁT. d\ïÓ T #î$ ]+>·T\T, ¿£+sĐuó²sÁD²\T, >±E\T eT]jáTT ¿±* |Ÿ{\¼¡ T
<óŠ]+#ûysÁT. dÓï\T Ôá\Å£” qÖHî sdŸTÅ£”“ È&ƒ\T yûdŸT¿=HûysÁT. |ŸÚsÁTwŸ§\T >·&†¦\qT, MTkÍ\qT ™|+#áTÅ£”HûysÁT.
$HÃ<‘\T : sÁ<¸Š|ŸÚ |Ÿ+<û\T, yû³, eT\¢jáTT<‘Æ\T, H³«+ eT]jáTT dŸ+^Ôá+ yîTT<ŠýÉÕq$ ¿=“• $HÃ<‘\T. eTÖ&ƒT
sÁ¿±ýÉÕq dŸ+^ÔáysTT<‘«\T (<óŠÇ“, Ôá+çÜ, yjáTT) –|ŸjîÖÐ+#ûysÁT.
$<Š« : $<Š«Å£” mÅ£” Øe çbÍ<ó‘q«+ ‚#ûÌ >·TsÁTÅ£”ý²\T
–+&û$.uË<óHŠ  nuó«„ dŸq ç|Ÿç¿ìjTá \ýË n“• $<‘« dŸ+dŸ\œ Å£”
|ŸP]ï dÇ#áÌÛ –+&û~. $<‘«\jáÖ\ýË jáTT<ŠÆ Ôá+çÔá+, yû<‘+Ôá+,
e«ekÍjáT+, |ŸX—ø eÚ\ ™|+|Ÿ¿+£ eT]jáTT VŸ²dŸ¿ï Þ£ \ø qT Hûs¹ ÎysÁT.
€VŸäsÁ+ eT]jáTT |Ÿ+³\T : _jáT«+, u²¯¢, ;HŽà eT]jáTT qTeÚÇ\T
d¾+<óTŠ ç|ŸÈ\ €VŸäsÁ+. ysÁT s=fÉ,¼ ¿¹ Å£”\T, bÍ\T, yîq•, eT›¨>·
eT]jáTT |Ÿ+&ƒT¢ ÜHûysÁT. |Ÿ³+ 6.13 yû<+Š #á<eŠ ³+
eTÔá+ : €sÁT«\T <ûeÚ&ƒT ÿ¿£Ø&û n“ qyûTˆysÁT. <ûeÚ&“ nHû¿£ $<ó‘\T>± €s~ó+º #ûsTÁ ¿Ãe#á̓ qyûTˆysÁT.
ç|Ÿ|Ÿ+#áeT+Ԑ ÿ¹¿ #îÕÔáq«+ (€Ôáˆ) y«|¾+º –+³T+<Š“ qyûTˆysÁT. ç|ŸÜ e«¿ìï <ûeړ n+XøÔà ȓˆ+#&ƒ“ M]
qeTˆ¿£+. MsÁT jáTC²ã\T #ûdysÁT.

uó²sÁÔá<ûX+ø ýË –q• eTԐ\ |sÁq¢ T sjáTTeTT (11e n<ó‘«jáT+ýË

€ý˺+#á+&`dŸÎ+~+#á+& eTԐ\ >·T]+#î $esÁ+>± Ôî\TdŸTÅ£”+{²sÁT.)

esÁ’e«edŸœ
Ô=* yû<Š¿±\+ýË m³Te+{ì Å£”\ $e¿£ŒÔá ýñ<ŠT. Å£”ý²+ÔásÁ $yVŸä\™|Õ m³Te+{ì “w<óŠ+ ýñ<ŠT. ç|ŸÈ\T
ÔáeT eÔáT\ï qT dÇ#áÌÛ>± m+|¾¿£ #ûdTŸ ¿Ãe#áTÌqT.

143
143
Political life
The chief of the clan was called Rajan and there was no dictatorship. Kingship was
not hereditary. The king was asserted by the assemblies of ‘Sabha’ and ‘Samiti’.
The king looked after the welfare of the people.

Think & Respond

How are our public representatives elected?

Later Vedic period

As time passed by the Vedic people migrated to the plains of Ganga and Yamuna
from the plains of rivers Indus-Saraswati. They crossed the mountain ranges of
the Vindhyas and moved towards south.
Political changes
During the later Vedic period, the king became more powerful. Even Sabha and
Samithi lost their importance. The scope of the king was widened. The kingship
became hereditary. The kings performed rituals like Aswamedha and Rajasuya to
expand their kingdom.
Social changes
The asrama system started. The asrama system of brahmacharya, grihastha,
vanaprastha and sanyasa started during this period. The position of women was
lowered. The varna system came into existence. Child marriage and sati started
during this period. Polygamy started among aristocrats and kings during that period.
Religious life
Religious ceremonies became complex and complicated. The Yagnas and Yagas were
performed frequently. The Gods Brahma, Vishnu, Siva, Ganesh and Skanda were
worshipped. The Goddesses Lakshmi, Saraswathi, Parvathi and other deities got
importance.
Epics
The Ramayana and The Mahabharatha are two great epics. These two great epics
have guided the life and art of Indian life. The Ramayana (Adi kavya ) was written by
Maharshi Valmiki in Sanskrit. The Ramayana depicts Rama as an ideal ruler, ideal
brother, ideal son etc. Seetha stood as an ideal women. The Mahabharata was written
in Sanskrit by sage Vedavyasa.The Mahabharata is a victory of dharma over adharma.

Let’s Do

List out the names of famous books and its writers from your school library.

144
sÈ¿¡jáT Jeq+ :
€sÁT«\T Ôî>·\T>± “ed¾+#ûysÁT. Ôî>·\ HjáTÅ£”&“ »sÈdµt n+{²sÁT. sE “jáT+Ôáý²>± |Ÿ]bÍ*+#ûy&ƒT
¿±<ŠT. sÈ]¿£+ e+XøbÍsÁ+|Ÿs«Á + ¿±<ŠT. sEÅ£” |Ÿ]bÍ\H $wŸjTá eTTýË dŸ\VŸä\T ‚#ûÌ+<ŠTÅ£” »dŸuµ„ó eT]jáTT
»dŸ$Tܵ nqT s +&ƒT dŸu\„ó T –+&û$. sE ç|ŸÈ\ jîTT¿£Ø dŸ+¿¹ eŒ ֓• #á֝dy&ƒT.
€ý˺+#á+&`dŸÎ+~+#á+&
Hû&Tƒ eTq ç|ŸC² ç|ŸÜ“<óTŠ \T mý² m“•¿£ ¿±‹&ƒTÔáTH•sÁT ?

eT* yû<Š ¿±\+

¿±\+ >·&# û ¿=\B yû<¿Š ±\|ŸÚ ç|ŸÈ\T d¾+<ó֊ , dŸsdÁ ǟ Ü yîT<® ‘q çbÍ+Ԑ\ qT+º >·+>±, jáTeTTq, yîT<® ‘H\ yî|Õ ÚŸ
ÔásÁ*yîÞ²ßsÁT. ysÁT $+<óŠ« |ŸsÁÇԐ\qT <‘{ì <Š¿ìŒD² |Ÿ<¸Š+ yîÕ|ŸÚqÅ£” yîÞ²ßsÁT.
sÈ¿¡jTá eÖsÁTÎ\T
eT* yû<Š ¿±\+ýË sE eT]+Ôá Xø¿eïì T+ÔáT&îHÕ &ƒT. »dŸuµ„ó eT]jáTT dŸ$TÔáT\T ÔáeT çbÍ<ó‘q«ÔáqT ¿ÃýËÎjáÖsTT.
sÈ]¿£+ ysÁdŸÔáÇ+>± eÖ]+~. sE\T Ôáq sC²«“• $dŸï]+#á&†“¿ì nXøÇyûT<¸Š, sÈdŸÖjáT jáÖ>±\T #ûdysÁT.
kÍ+|˜T¾ ¿£ eÖsÁTÎ\T
€çXøeT e«edŸœ çbÍsÁ+uóy„ Tî q® ~. n$ H\T>·T sÁ¿±\T çuVŸ²ˆ#ás«Á +, >·VŸ²k͜çXøeT+, yqç|ŸkÍÆçXøeT+ eT]jáTT dŸH«dŸ+
M] ¿±\+ýË çbÍsÁ+uóy„ Tî q® $. d\ïÓ k͜q+ ~>·C²]+~. esÁe’ «edŸœ çbÍsÁ+uóy„ Tî +® ~. u²\« $yVŸä\T eT]jáTT
dŸrdŸVŸ²>·eTq+ M] ¿±\+ýË çbÍsÁ+uó„eTjáÖ«sTT. sE\T eT]jáTT –q•Ôá esZ\ ç|ŸÈ\ýË ‹VŸQuó²sÁ«ÔáÇeTT
çbÍsÁ+uóy„ Tî q® ~
eTÔá Jeq+
eTÔá |ŸsÁyîT®q ¿±sÁ«ç¿£eÖ\T dŸ+¿ì¢wŸ¼eTjáÖ«sTT. jáTC²ã\T, jáÖ>±\T ÔásÁ#áT>± #ûdysÁT. $wŸ§’eÚ, ¥eÚ&ƒT, dŸØ+<óŠT&ƒT
yîTT<ŠýÉÕq <ûeÔá\qT |ŸP›+#ûysÁT. \¿¡Œˆ, dŸsÁdŸÇÜ, bÍsÁÇÜ yîTT<ŠýÉÕq ‚ÔásÁ <ûeÔá\T çbÍeTTK«Ôá bõ+<‘sÁT
‚ÜVŸäkÍ\T
seÖjáTD+, eTVŸäuó²sÁԐ\T nHû$ Âs+&ƒT >=|ŸÎ ‚ÜVŸäkÍ\T. ‡ Âs+&ƒT ‚ÜVŸäkÍ\T uó²sÁrjáT Jeq $<‘H“¿ì,
¿£ÞøÅ£” eÖsÁZ<ŠsÁôyîT®q$. seÖjáTD²“• (€~ ¿±e«+) dŸ+dŸØÔá+ýË y©ˆ¿ì sÁº+#sÁT. seÖjáTD+ýË çoseTT&“
€<ŠsÁôbÍ\Å£”&>±, €<ŠsÁô kþ<ŠsÁT“>±, €<ŠsÁô Å£”eÖsÁT“>±, dÓÔáqT €<ŠsÁô eTV¾²Þø>± e]’+#sÁT. eTVŸäuó²sÁԐ“•
dŸ+dŸØÔá+ýË yû<yŠ «dŸT&ƒHû ‹TTw¾ sÁº+#&ƒT. n<ósŠ ˆÁ +™|Õ <ósŠ ˆÁ + kÍ~ó+ºq $ÈjáT+yûT »eTVŸäuó²sÁÔ+á µ>± #î|Ο ‹&+~.

‚$ #û<‘Ý+

MT bÍsÄÁXæ\ ç>·+<¸‘\jáT+ý˓ ç|ŸeTTK ç>·+<¸‘\ |sÁT¢ sd¾, y{ì sÁ#ásTTÔá\ |sÁT¢ sjáTTeTT.

145
145
 Glossary
Civilisations : the stage of human social and cultural
development and or ganisation that is
considered most advanced.
Su b-Continent : a large area of land that is part of continent.
Trade : the action of buying and selling goods and
services.
Vedas : holy books of Hindu religion.
Brahmanas : the lengthy commentaries of vedas.
Upanishads : a series of Hindu sacred treatises.
Barter System : to exchange goods for other things rather
than for money.
Improve Your Learning

1. Write the similarities between Indus and Vedic civilisations.

2. Who participated in the excavations of the Indus valley civilisation?
3. Describe the economic life of Indus people.
4. How did the Indus people build their houses?
5. The drainage system of Indus was exemplary. How?
6. “Devotion of God is belief” comment on Indus peoples dieties.
7. How many Vedas are there? What are they?
8. “Veda means a superior knowledge” comment on it.
9. Write about the social life of the early Vedic period.
10. What do you know about the political life of the early Vedic period?
11. What is the importance of epics?
12. Locate the following rivers on the out line map of India.
a) River Indus b) River Ganges c) River Yamuna
13. What were the reasons for the decline of Indus valley civilisation?

Project Work

Make a project on the similarities of Indus civilisation and

Vedic civilisation

146
 |Ÿ<¿Š ÃXø+
H>·]¿£Ôá : eÖqeړ jîTT¿£Ø kÍ+|˜¾T¿£, kÍ+dŸØÜ¿£ sÁ+>±\ýË –q•ÔáyîT®q d¾œÜ.
–|ŸK+&ƒ+ : K+&ƒ+ýË –q• $Xæ\yîT®q uó²>·+.
yDìÈ«+ : edŸTeï Ú\T eT]jáTT de\ neTˆ¿£+ eT]jáTT ¿=qT>Ã\T #ûd ç|Ÿç¿ìjTá .
yû<‘\T : V¾²+<ŠÖ eTÔá |Ÿ$çÔá ç>·+<¸‘\T.
çu²VŸ²ˆD²\T : yû<‘\™|Õ $|ŸÚ\+>± #ûdq¾ y«U²«H\T.
–|Ÿ“wŸÔáTï\T : V¾²+<ŠÖ eTÔá+ jîTT¿£Ø |Ÿ$çÔá ç>·+<¸‘\T.
edŸTï eÖ]Î& |Ÿ<ŠÆÜ : &ƒ‹TÒÅ£” ‹<ŠT\T edŸTïeÚ\qT |ŸsÁdŸÎsÁ+ eÖsÁTÌ¿=Hû $<ó‘q+.

MT nuó«„ dŸH“• yîTsÁT>·T|Ÿs#

Á Tá ¿Ã+&
1. d¾+<ó֊ ýËjáT H>·]¿£Ôá eT]jáTT yû<HŠ >·]¿£Ô\á eT<ó«Š bþ*¿£ý$ñ ?
2. d¾+<ó֊ ýËjáT H>·]¿£Ôá ÔáeÇ¿±\ýË bÍý¤Zq•<îesÁT ?
3. d¾+<ó֊ ç|ŸÈ\ €]Æ¿£ JeH“• $e]+|ŸÚeTT
4. d¾+<óŠÖ ç|ŸÈ\ ‚+&ƒ¢ “sˆDeTT @{ì¼~ ?
5. d¾+<ó֊ ç|ŸÈ\ eTTsÁT>·T ú{ìbÍsÁT<Š\ e«edŸœ ç|ŸX+ø dŸújáTyîTq® ~ mý² ?
6. »»uó„>·e+ÔáT“ MT<Š uó„¿ìï nHû~ ÿ¿£ qeTˆ¿£+µµ d¾+<óŠÖç|ŸÈ\ <ûeÔá\ >·T]+º y«U²«“+#áTeTT
7. yû<‘ýɓ• ? n$ @$ ?
8. »»yû<eŠ Tq>± –ÔáØwŸy¼ Tî q® (–q•ÔáyTî q® ) C²ãqeTTµµ y«U²«“+#áTeTT.
9. Ô=* yû<¿Š ±\eTT H{ì ç|ŸÈ\ kÍ+|˜T¾ ¿£ JeH“• $e]+|ŸÚeTT.
10. Ô=* yû<Š ¿±\eTT H{ì ç|ŸÈ\ kÍ+|˜¾T¿£ JeqeTT >·T]+º ú¹¿$T Ôî*jáTTqT ?
11. ‚ÜVŸäkÍ\ jîTT¿£Ø çbÍeTTK«Ôá @$T{ì ?
12. uó²sÁÔá<ûXøeTT jîTT¿£Ø neÚ{Ù ýÉÕHŽ eÖ«|týË € ç¿ì+~y{ì“ >·T]ï+#áTeTT.
m) d¾+<ó֊ q~ _) >·+>±q~ d¾) jáTeTTH q~
13. d¾+<ó֊ ýËjáT H>·]¿£Ôá |ŸÔHá “¿ì ¿±sÁD²ýñ$ ?

bçbç ÍCÉ
ÍCÉÅŔ£”£ ¼¼ |Ÿ
|Ÿ““

d¾+<óŠÖ ýËjáT H>·]¿£Ôá, yû<Š H>·]¿£Ôá\ bþ*¿£\™|Õ ÿ¿£ çbÍCÉÅ£”¼ ÔájáÖsÁT#ûjáTTeTT.

147
147
 ASIA MAP

148
 WORLD MAP

149
149
150