85233_MG - 48_222310362-MAGNOLIA-STUDENT-TEXTBOOK-EVS_II(SST)-G04-PART2 (NXPowerLite Copy)

EVS – II (SOCIAL STUDIES) TEXTBOOK – PART 2 4 Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________

Preface ClassKlap partners with schools, supporting them with learning materials and processes that are all crafted to work together as an interconnected system to drive learning. ClassKlap presents the latest version of this series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. The Magnolia series endeavours to be faithful to the spirit of the prescribed board curriculum. Furthermore, to facilitate comprehensive coverage, improved understanding of diverse themes and ease of implementation, the EVS curriculum has been split into EVS – I (Science) and EVS – II (Social Studies). Our books are split into two parts to manage the bag weight. They also strive to ensure inclusiveness in terms of gender and diversity in representation, catering to the heterogeneous Indian classroom. Our books also contain age-appropriate and easily relatable content that ensures that students can perceive social realities while imbibing the values of the Indian Constitution and human rights. There is also use of graphics, illustrations and pictures to help students to engage with concepts and ideas better. These objectives are integrated in the EVS – II (Social Studies) textbooks and workbooks to provide a holistic learning experience to students. The key features of the EVS – II (Social Studies) books are as follows.  Arrangement of concepts based on the RUAH model based on Bloom’s Taxonomy  Character and dialogue-based introductions to concepts to make EVS – II (Social Studies) concepts more relatable to students  V isually engaging formats for the organisation and presentation of information  In-text activities to assist memorisation and understanding  S ubject-related vocabulary building in every lesson  U se of timelines and historical maps to help students to develop timeline, map and globe skills  U se of maps and scenario-based questions in the workbooks  Integration of values and life skills  P romotes awareness and personal responsibility through dialogue and enquiry about the world around us Overall, this series aims to enhance social, cultural and analytical skills for the intuitive and harmonious growth of an individual in an interconnected and independent global community. – The Authors

Textbook Features Let Us Learn About Think Contains the list of concepts to be Introduces the concept/subtopic and covered in the lesson along with the arouses curiosity among students learning objectives Understanding Remembering Explains the aspects in detail that form Introduces new concepts to build on the the basis of the concept prerequisite knowledge/skills to understand Includes elements to ensure that students and achieve the objective of the topic are engaged throughout Application Connects the concept to real-life situations by giving an opportunity to apply what students have learnt Higher Order Thinking Skills (H.O.T.S.) Encourages students to extend the concept learnt to advanced application scenarios Amazing Facts Fascinating facts and trivia for students to establish a better real-life connect with the concept

Contents 4Class 6 Natural Resources: Forests������������������������������������������������������������������������������������������ 1 7 Natural Resources: Soil����������������������������������������������������������������������������������������������� 8 8 Indian History and Culture���������������������������������������������������������������������������������������� 14 9 The Indian Constitution��������������������������������������������������������������������������������������������� 21 1 0 Public Facilities���������������������������������������������������������������������������������������������������������� 26

Lesson Natural Resources: 6 Forests Let Us Learn About R forests as a natural resource. U the features of different types of forests found in India. A causes and effects of deforestation. h c onservation of forests. Think Rashi is excited. A student from Chikkamagaluru, Karnataka is visiting her school. Her name is Maya. Rashi: Maya, are you impressed with the buildings in the city? Maya: Well, they are not as impressive as what we have in Chikkamagaluru. Rashi: Really? What do you have in Chikkamagaluru? Maya: We have the Western Ghats. Kudremukh National Park, which is close to my place, is a UNESCO world heritage site. See how gorgeous it is! Maya shows Rashi some pictures. Kudremukh National Park Rashi: Wow! It is beautiful! Maya: You must visit me there! It is in an evergreen forest. Q. Which forest-rich state is Maya from? (A) Tamil Nadu (B) Karnataka (C) Maharashtra (D) Rajasthan 1

Remembering FORESTS AS A NATURAL RESOURCE A forest is an area covered with many trees and plants growing close to each other. Most forests grow naturally, that is, on their own. They are a home for a wide variety of animals and birds. A natural resource is anything that people can use which comes from nature. People do not make these resources but they use them. Example: air, water, wood, oil, iron, coal. Forests are one such important natural resource. Let us look at some things we get from forests. Things we get from forests Understanding Not all forests are the same. There are many different kinds of forests. They have various types of trees and plants. The five main types of forests found in India are as follows. 2

1) 2) 3) Coniferous forests Evergreen forests Deciduous forests 4) 5) Thorny and scrub forests Tidal forests CONIFEROUS FORESTS • Location: Coniferous forests are found in regions such as the The tall and pointed trees of Himalayan and Nilgiri mountains. These regions are quite coniferous forests cold. It also snows on the Himalayas. • Features: The trees are pointed and narrow at the top and wider at the bottom. This prevents snow from remaining on their branches. The leaves are like needles so they do not collect snow. • Example: pine, cedar EVERGREEN FORESTS • Location: Evergreen forests are found in hot and wet regions of India. There is plenty of rain and sunshine on the Western Ghats, the hills of north-eastern India and on the Andaman and Nicobar Islands. • F eatures: These trees never shed their leaves completely and always look green. Hence, they are called evergreen forests. An evergreen forest Natural Resources: Forests 3

• Example: eucalyptus, rosewood DECIDUOUS FORESTS • Location: These forests grow in the Peninsular Plateau region A deciduous forest in of India. They are also found along the foothills of the summer the Himalayas. • Features: The trees in these forests live and grow in different kinds of weather. These trees have broad, flat leaves. They require lots of water. Hence, they lose their leaves during the dry season. • Example: gulmohar, teak THORNY AND SCRUB FORESTS • Location: Thorny and scrub forests are found in hot and dry An arid scrub forest areas. These include the deserts of Rajasthan and Gujarat, parts of Uttar Pradesh, Madhya Pradesh and Maharashtra. • Features: The rays of the Sun are very strong in these regions. There is very little rainfall. So, the trees and plants need to live with less water. They have leaves that have become thorns to make sure they do not lose water. Their roots are long because they have to penetrate deep into the soil to search for water. • Example: babul, keekar TIDAL FORESTS • Location: These forests are found where the land is flooded A tidal forest by sea water such as the river deltas of West Bengal. • Features: The roots of these trees grow upwards to come out of the water. They do this to get enough air. • Example: sundari, keora WHAT AFFECTS THE VEGETATION OF A PLACE? Factors such as temperature and rainfall of a region will determine the type of forest found there. • Since tall mountains in India are extremely cold, coniferous forests are found there. 4

• Hot climate and heavy rainfall lead to evergreen forests. • Scanty rainfall and high temperature make thorny and scrub forests grow in the desert. cold Grass Coniferous forest TEMPERATURE Deciduous forest hot 1) Evergreen forest 1 2) Tidal forest 3) Thorny and scrub forest 23 a lot of rainfall RAIN very little rainfall Factors affecting the vegetation of a place Application WHAT WILL HAPPEN IF FORESTS ARE DESTROYED? We have learned how forests are useful to people in many ways. Deforestation occurs when trees of a forested area of land are cut down but not replanted. This can have seriously bad effects on the environment. Why does deforestation occur? 1) Forests are cleared so that the land can be used for farms, buildings, roads and factories. 2) Trees from forests are used as raw materials to make products such as paper and rubber. 3) Forests are cut down for mining. When natural resources found under the Earth's surface, such as coal or minerals, are dug and brought out of the ground, it is called mining. Natural Resources: Forests 5

WHAT ARE THE EFFECTS OF DEFORESTATION? If forests are destroyed, all life forms on  Earth will be harmed. Let us read about some effects of deforestation. 1) Plants absorb carbon dioxide and give out oxygen. Destroying the forests changes the climate of that region. 2) The roots of trees hold soil firmly together. So, when it rains, the soil can quickly soak in all the water. But deforestation makes the soil loose, and when there is heavy rain, the water flows away quickly, carrying the top Deforestation layer of the soil. This causes soil erosion. In mountainous areas, deforestation leads to landslides. 3) Deforestation disrupts the water cycle. So, there is less rainfall and the water bodies dry up. Higher Order Thinking Skills (H.O.T.S.) Now that we have understood the harmful effects of deforestation, let us see how we can stop it. There are two ways to do this. REFORESTATION Reforestation means to plant trees again in an area where there was a forest earlier. It can also refer to planting trees in a place where the number of trees are decreasing. There are areas where trees have been cut down and the land is not used. We can plant trees there. AFFORESTATION Some places have land but no forests. Afforestation is the process of planting trees in a barren land without any trees to create a forest. 1) Ask your teachers, parents and grandparents the following questions. a) Do they remember parts of your town or city that used to be forests? b) Which animals lived there? 6

Amazing Facts Some trees can live for thousands of years and grow to become more than hundred metres tall. The Hyperion, found in Northern California, is the tallest tree in the world, measuring nearly 116 m. It is as tall as a 30-storey building! New Words 1) UNESCO – United Nations Educational, Scientific and Cultural Organization 2) spice 3) prevent – the thing that we use to add different flavours to food 4) foothills – stop something from happening 5) penetrate – the smaller hills found near tall mountains 6) raw material – go into something with force and effort 7) soak – the resources used to make something – make something wet with water Natural Resources: Forests 7

Lesson Natural Resources: Soil 7 Let Us Learn About R d efinition of soil, layers of soil and types of soil found in India. U effects of soil on plant and animal life; soil erosion. A why we should preserve and protect soil. h m aking a mind map on how soil helps us. Think Rashi: Maya, what makes a forest grow? Why do some forests have very tall trees and other forests have shorter trees? Maya: See, like there are different kinds of forests, there are different kinds of soil too. The type of trees in a forest depends on the kind of soil found there. Rashi: How does this happen? A plant growing in soil Maya: There are many reasons why soil varies in different parts of the country. Q. What causes different types of forests to grow in different places? (A)  different soils (B)  different people (C)  different states (D)  different animals 8

Remembering We have learned that forests are one of the key natural resources. Another very important natural resource is soil. It is important for life on Earth. Soil is the upper layer of earth in which plants grow. It is a mixture of various materials such as humus, clay and rock particles. Soil can be used for the following. Soil used for farming Soil used for making bricks Soil used to make pots LAYERS OF SOIL Soil is made up of many layers. Let us see them in the diagram. Topsoil (made up of vegetation and is rich in humus) Subsoil (made up of clay, sand, silt and minerals) Broken down fragments (made up of rock fragments, little clay and minerals) Parent rock (rocks that break down to form soil) Layers of soil Natural Resources: Soil 9

TYPES OF SOIL IN INDIA There are six types of soil found in India. Let us find out more about these types of soil by using the two symbols given below. Where are they found?  W hat crops are grown in each type of soil? 10

Mountain soil Alluvial soil Red soil Black soil Laterite soil Arid soil Major soil types in India 11 Natural Resources: Soil

Understanding We now know about the different types of soil. Let us see how soil affects plant and animal life. Living beings depend, directly or indirectly, on soil. SOIL EROSION We learned how important soil is for plant and animal life. So, we need to protect our soil from soil erosion. Soil erosion is the washing (by water) or blowing away (by wind) of the top soil on the surface of the Earth. How can we preserve and protect soil? 1) P lant more trees. This is especially helpful in places where the soil is exposed to wind and flowing water. Planting trees creates a speed-breaker in the path of fast blowing winds across flat lands. These plants and trees can stop the wind from carrying the soil away. 2) Stop cutting trees. Trees and plants keep soil in place when water flows swiftly. The soil gets caught in the roots of the bushes rather than being washed away. 12

Application WHY SHOULD WE PRESERVE AND PROTECT SOIL? • M icroorganisms of different types live in soil. Each microorganism helps plants and other living things in its own special way. • The soil stores gases like carbon dioxide. During soil erosion, these gases are released into the air. These gases are often harmful to living things. Some gases such as nitrogen also help plants grow well. These need to be present in the soil. • Soil, especially topsoil, is an important natural resource especially for farmers. When the topsoil is carried away, it affects crops. Crops do not grow well in areas were topsoil is lost. • It can take approximately 100 years to form one inch of soil. This means that once topsoil is eroded, it cannot be replaced quickly. Higher Order Thinking Skills (H.O.T.S.) 1) Make a mind map to show the following. a) the things people get directly from soil b) occupations which depend on soil Amazing Facts There are more than 7,000,000,000 (7 billion) people on the entire Earth. In any handful of Earth, there can be up to 50,000,000,000 (50 billion) microorganisms. This means that there can be more microorganisms in a few handfuls of earth than people on Earth! New Words 1) humus – part of soil made up of decomposed plant and animal remains 2) microorganism – a living thing that can only be seen with a microscope 3) exposed – left open Natural Resources: Soil 13

Lesson Indian History and 8 Culture Let Us Learn About R w ays to learn about the past and timelines. U marking a timeline, important kingdoms and rulers of India. A important monuments built by past rulers. h why we need to protect our ancient monuments. Think Rashi shows Meher a timeline she drew on a chart paper. Meher: Rashi, what is this you have drawn? Rashi: It is a timeline showing the periods during which A timeline of ancient history different kings and queens ruled in India. I made it for a class project. Meher: Oh! I thought we could only draw timelines showing events from our own lives. Rashi: No, we can draw timelines showing all kinds of events of the past. Q: What can be shown on a timeline? (B)  only family events (A)  only school events (D)  all past events (C)  both school and family events 14

Remembering HOW DO WE LEARN ABOUT THE PAST? History is the study of the past. We learn about history from people, objects, materials and written stories of the past. These are called sources of history. We need to look at different sources to know and understand the history of a country. Some of the sources could be remains of very old cities, articles used long ago, stories written about kings and queens and monuments. These sources have helped us to learn about ancient civilizations that existed thousands of years ago. Example: the Indus Valley Civilization, that existed approximately 5000 years ago. It was discovered by archaeologists in the 1920s. They have used pots, jewellery, tools, buildings buried under the ground and so on to write the history of this civilization. The people of the Indus Valley Civilization were mostly farmers. Some of them were artists who made sculptures, seals, pottery and so on. There were metal workers who made gold jewellery and bronze figurines. The Indus Valley Civilization is also called the Harappan Civilization because the ruins of this civilization were first discovered in Harappa. MEASURING TIME IN HISTORY In class 3 you have studied that we use timelines to remember and understand the past. A timeline shows the important events of the past in the order in which they happened. Let us now read about how the years are marked on a timeline. towards 5000 BC towards 2000 AD 300 BC   200 BC   100 BC   1 BC   1 AD   100 AD   200 AD  300 AD A timeline showing BC and AD years BC is used to number years for events that happened before the birth of Jesus Christ and AD is used for events that took place after his birth. Thus, when events are marked on a timeline, BC and AD are used to number the years. Look at the timeline above to see how the years are marked. Old term Full form New term Full form BC Before Christ Anno domini BCE Before Common Era AD (‘the year of the Lord’ in latin) CE Common Era Indian History and Culture 15

Understanding HOW ARE EVENTS MARKED ON A TIMELINE? When counting years on the BC-side of the line, older years have greater numbers. In the BC years, as we show events progressing in time (by writing them from left to right), we number the years in descending order. The later events have smaller numbers. Study the timeline below on the life of Alexander the Great who was born before Christ’s birth. See how the years have been marked. THE LIFE OF ALEXANDER 400 BC 300 BC 356 BC 336 BC 326 BC Birth of Crowned Attack on India by Alexander's army Alexander as king This is not the same on the AD-side of the line. After the birth of Jesus Christ, the years are numbered in ascending order. Here, older years have smaller numbers. More recent years have larger numbers. Read about the life of Emperor Akbar in the timeline below and see how the events in his life are marked. THE LIFE OF EMPEROR AKBAR 1500 AD 1600 AD 1542 AD 1556AD 1569 AD Birth of Became Birth of Akbar king of the Akbar's son Salim Mughal (later Emperor Jahangir) Empire DYNASTIES AND EMPIRES OF INDIA India’s history spans thousands of years. In the past, it was made up of many kingdoms ruled by different rulers. Sometimes, empires were also formed. A group of kingdoms or countries ruled by a single person, a few people or government is called an empire. When the series of rulers or leaders who rule over a kingdom belong to the same family, it is known as a dynasty. Let us read about some great empires and emperors of India. 16

Indian Dynasties of the Past: Mauryas – Cholas Mauryas: 322 BC – 185 BC The Mauryan dynasty was the largest kingdom of its time in India. It was the first, united empire in India. King Ashoka was a great warrior and emperor from this dynasty. He captured many kingdoms till the Battle of Kalinga. After the Battle of Kalinga, Ashoka chose to spread the message of peace. Cholas: 300 BC – 1279 AD The Chola dynasty was one of the longest- ruling dynasties in the history of India. Under the leadership of Rajaraja Chola I, Rajendra Chola I and their successors, they reached new heights of excellence in art, religion and literature. The Kallanai dam in Tamil Nadu was originally built by the Chola kings. Satavahanas: 100 BC – 400 AD Simukha was one of the early rulers of the Satavahana dynasty. The Satavahanas ruled over a vast empire in the Deccan Plateau region. Gautamiputra Shatakarni was the greatest among the Satavahana kings. He defeated some foreign powers ruling India, and established himself as a powerful ruler. Guptas: 320 AD – 550 AD The Gupta Empire was called the Golden Age of India for many achievements in the fields of science, art and literature. The mathematician, Aryabhata, and the poet, Kalidasa, were of this period. The Gupta king, Samudragupta, built a large kingdom. He created a great army and a powerful navy. Indian History and Culture 17

Indian Dynasties of the Past: Kakatiyas – Marathas 1163 AD – Kakatiyas: 1323 AD Ganapati Deva and his daughter Rudrama Devi were famous among the Kakatiyas. Famous monuments like the Warangal Fort and the Thousand Pillar Temple were built during this period. 1336AD – Vijayanagara Empire: 1646AD The empire is named after its capital city of Vijayanagara, whose ruins surround present day Hampi in Karnataka. Krishna Deva Raya was the most famous among the Vijayanagara kings. He was also a poet and wrote Amuktamalyada. 1526 AD – Mughals: 1857 AD In 1526, Babur established the Mughal Empire. His grandson Akbar was one of the most famous Mughal emperors of India. He was tolerant towards other religions. The Mughal kings were able rulers. Some of them had great military talent while others were patrons of art and culture. 1674 AD – Marathas: 1818 AD Chhatrapati Shivaji Maharaj was a brave man who revolted against the Mughals and established the Maratha confederacy. He was a follower of Hinduism but was tolerant towards other religions. He is well known for his disciplined army and administration. 18 16/02/2022 5:35:04 PM 20-21_ML_SST_G4_TB_L8_Part 2.indd 18

Application Old buildings, monuments and structures are important sources of history. They can tell us much about our country’s empires and dynasties and the cultures of the times. Let us read about a few important monuments of different time periods of the past. Ashoka Pillar Brihadeeswarar Temple Mauryan Dynasty Chola Dynasty These were built by Built by Rajaraja Emperor Ashoka to Chola I, this is one of to pass orders and the largest temples in southern India. messages to the people of his kingdom. Amaravati Sculptures Ajanta Caves Satavahana Dynasty Gupta Dynasty The Amaravati These caves Stupa from 200 BC contain a variety is one of the largest of Hindu, Jain and Buddhist stupas built Buddhist paintings and sculptures. in India. Warangal Hampi Kakatiya Dynasty Vijayanagara Empire This was the ancient capital of These are the ruins of the ancient city the Kakatiyas. of Vijayanagara. Taj Mahal Sindhudurg Fort Mughal Dynasty Maratha Empire Built by Shah Jahan This fort was built by in memory of Chhatrapati Shivaji his wife, Maharaj on an Mumtaz Mahal. island off the coast of Maharasthra. Indian History and Culture 19 20-21_ML_SST_G4_TB_L8_Part 2.indd 19 16/02/2022 5:35:16 PM

Higher Order Thinking Skills (H.O.T.S.) NEED TO PROTECT MONUMENTS As we have seen earlier, monuments teach us about the events that happened in the past. They teach us about our history and we must preserve them. However, some people spoil these monuments by writing on them and throwing trash in the areas around them. Monuments are a part of the rich history of our country. Can you discuss with your class and come up with a poster to raise awareness to protect our monuments? Give your poster a slogan too. Amazing Facts The British Empire was the largest empire in the world. More than one-fifth of world’s population lived in the empire. India was also a part of the British Empire. New Words 1) monument – a statue or a building built to remember an important person or event 2) archaeologist – someone who studies the remains and artefacts 3) figurine – (historical things) of people who lived in the past 4) Latin – a small figure of clay or metal kept as a decoration 5) progressing – 6) tolerant – a very old language that was spoken in many parts 7) confederacy – of the world 8) culture – moving forward accept; not oppose a group of rulers that are united t he language, food, clothing and other habits of a group of people 20

LESSON 12 The Lesson The Indian Constitution Constitution 9 of India Let Us Learn About R definitions of 'constitution' and 'national symbols'. U fundamental rights and duties of a citizen. A the people who wrote the Indian Constitution. h the rules of games and sports. Think Rashi and Meher decide that both of them would make the rules of their games together. But Rashi has a few questions about making rules. So she asks her aunt, Priya, who is a professor. Rashi: Priya Aunty, can you tell me something? We have learnt that in earlier times the kings would make laws and rules for the people. Who does that now? Dr B R Ambedkar Priya Aunty: The Indian Constitution lays down all the rules and laws about how India should be governed. Dr Bhimrao Ambedkar and his team wrote the Constitution of India after working on it for around three years. Q. Is the Indian Constitution a written document? (A) yes (B) no 21

Remembering Just as our parents and teachers make rules for us, the government too makes rules for the country. These rules need to be followed by everyone living in the country, including the government itself. THE CONSTITUTION A constitution is a record of rules for the government and the citizens of a country. The Constitution of India is the supreme law of India. The Indian Constitution is the longest written constitution in the world. It is written in both Hindi and English. What does a constitution tell us? A constitution tells us about the following. • rights and duties of the citizens • the way a government should work • roles to be played by the courts and the police How was the Indian Constitution written? The Constitution of India Our constitution was written by Dr B R Ambedkar and a team of very educated leaders of India which included Rajendra Prasad, Sarojini Naidu and so on. They took about three years to write the constitution. The Constitution of India came into force on 26 January 1950. This is the day our country became a republic. So, we celebrate Republic Day on 26 January every year. NATIONAL SYMBOLS National symbols are symbols that represent a country. On 24 January 1950, just two days before India became a republic, the Constituent Assembly adopted 'Jana gana mana' as the national anthem of India. The national anthem is one of our national symbols. National flag National emblem National anthem (Lion Capital) (Jana gana mana) 22

National song National currency National animal (Vande mataram) (Indian rupee) (tiger) National bird National flower National fruit (peacock) (lotus) (mango) Understanding Let us read more about the Indian Constitution. PREAMBLE The Constitution of India begins by setting out its goals and aims. The introductory statement that tells us about the objectives of the Constitution in brief is called the Preamble. The Preamble says what we want our country to stand for. Example: The Preamble says that everybody is equal. People are free to express their thoughts and follow any religion they want. The Preamble to the Constitution of India in 1950 The Indian Constitution 23

FUNDAMENTAL RIGHTS FUNDAMENTAL DUTIES Fundamental Duties While our Constitution gives us rights, it also expects us to perform certain things that are known as Fundamental Duties. Some of these are as follows. 1) R espect the Constitution, the national flag and the national anthem. 2) Protect public property and never damage it. 3) Protect and improve our forests, lakes, rivers and wildlife. 4) Preserve our heritage sites such as museums and monuments. 5) Promote harmony and the spirit of common brotherhood among all the people of India. 24

Application About 300 people created the Indian Constitution. They discussed and debated every point before deciding anything. This is why it took nearly three years to complete writing the Constitution of India. Fifteen of those members were women. No women had been part of writing a constitution in any other country before this. A meeting of the members who The group of people who wrote the constitution were from were writing the Constitution different communities in India. Do you think this helped to ensure that the constitution was fair to all communities? Higher Order Thinking Skills (H.O.T.S.) 1) Choose a game you like. Discuss with your friends the rules that need to be followed while playing the game. What do you think will happen if the rules are not followed? Amazing Facts Did you know India has a national microbe? The National Microbe of India, Lactobacillus, is a national symbol of India. It is a good bacteria used in making yogurt. New Words 1) come into force – to start being followed; start being used 2) republic – a country where people choose their own government 3) caste – an old way of dividing people in Hindu society, based on occupation The Indian Constitution 25

Lesson Public Facilities 10 Let Us Learn About R public facility and public property. U important public facilities and their functions. A the need to protect public facilities. h the steps to safeguard public facilities. Think Rashi went to her friend’s house. There, she met her friend’s uncle. Chetan Uncle had brought many books for her friend. Chetan Uncle: Do you have a library in your school? Rashi: Yes uncle, we go to the library once a week. Chetan Uncle: You should then visit the public library in your A library town, Rashi. You will get to see many books there. Rashi: What is a public library, uncle? Chetan Uncle: The government provides various facilities for the public. Just as we have transport, hospitals or water, there are libraries for the public as well where anyone can go and read books. There will be a children’s section too. You should ask your papa to take you there. You will surely enjoy your visit. Rashi: Thank you uncle. I will ask Papa to take me. 26

Q. Who provides various facilities for the public? (A) libraries (B)  schools (C)  the government (D)  Chetan uncle Remembering WHAT ARE PUBLIC FACILITIES? No matter where we stay, we are all dependent on some things in our daily life. We need water for drinking, washing, irrigation and so on. It is necessary to clear the garbage in our neighbourhood every day. We need public libraries to read books. We need roads, street lights, schools, hospitals, parks and gardens. All these are known as public facilities. Since they are provided in public places and for the benefit and use of the public, they are also called public property. Public facilities are important to make our lives easy and comfortable. They address the basic needs of the people. Any society would need these facilities to meet its basic needs. Example: Imagine your town or city without roads or street lights or public transport. Do you not think that would make your life difficult? The most important feature of a public facility is that once it is provided, its benefits can be shared by many people. For example, a school in the village will allow many children to get an education. Understanding Given that public facilities are so important, someone must carry the responsibility of providing these to the people. This ‘someone’ is the local government body. The local government body is meant to ensure that these public facilities are made available to everyone and are well-maintained. If the public facilities are damaged, they have to be replaced or repaired. If you stay in an urban area, the municipalities or municipal corporations are the urban local government bodies responsible for the public facilities. However, if you stay in a rural area, the Gram Panchayat is responsible for the public facilities. Street lights, water supply, playgrounds and so on are some of the public facilities taken care of by municipal corporations. Let us look at a few more examples of public facilities that are found in cities. Public Facilities 27

Water supply Public Facilities in a City Roads and bridges Clearing of garbage Fire fighting services Hospitals Parks, gardens and playgrounds Street lights Bus stands 28

Application PROTECTING PUBLIC PROPERTY Public property belongs to all citizens. If public property is destroyed, then each of us loses something valuable. We must use public facilities only as much as we need. We should also see that they are not damaged or spoiled. We get services in the form of street lights, water pipelines, roads, hospitals and so on. They are maintained by the government using our money. We pay the money to the government in the form of different taxes. So if public property is destroyed, it is the people’s money that is being wasted. We need to protect them by following some rules. • We should keep public places clean and beautiful and not litter them with waste. • We should not damage public facilities like public parks, buses and so on. • We should prevent water from being wasted. • We must be careful that books in the public library are not damaged while using them. Let us look at another type of property called private property. We have already learned that public property is owned by the government. However, private property is owned by an individual or a certain group of individuals. For example, a family home and the land on which it is built are private property. No one outside the family has the right to occupy or use them. Higher Order Thinking Skills (H.O.T.S.) You have read about public facilities. Read the two given situations and discuss with your classmates what steps you would take to look after public facilities. 1) You see a public tap on the road near your house. The tap is broken and the water is being wasted. Broken public tap 29 Public Facilities

2) Y ou are on your way to the school in the morning. You notice that the street lights on your lane are still lit. Street light lit during the day Amazing Facts Chongqing in China has the world’s largest public washroom. It has 1000 toilets in a four storey building and is spread over an area of more than 32,000 square feet. That is the size of around 15 tennis courts! New Words 1) urban – of or having to do with a city or town 2) rural – of or having to do with a village 30