202110345-MAGNOLIA_KA-STUDENT-TEXTBOOK-EVS_II(SST)-G05-PART1

EVS – II KA (SOCIAL STUDIES) TEXTBOOK – PART 1 5 Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________

Preface IMAX partners with schools, supporting them with learning materials and processes that are all crafted to work together as an interconnected system to drive learning. IMAX Program 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.  A rrangement of concepts based on the RUAH model based on Bloom’s Taxonomy  C haracter and dialogue-based introductions to concepts to make EVS – II (Social Studies) concepts more relatable to students  Visually engaging formats for the organisation and presentation of information  In-text activities to assist memorisation and understanding  Subject-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 5Class 1 Maps and Globes������������������������������������������������������������������������������������������������������� 1 2 Latitudes and Longitudes������������������������������������������������������������������������������������������� 8 3 The Climatic Zones of the Earth������������������������������������������������������������������������������� 15 4 Our Ancient Cities���������������������������������������������������������������������������������������������������� 22 5 The Vedic Age���������������������������������������������������������������������������������������������������������� 28 6 Rise of New Religions����������������������������������������������������������������������������������������������� 33

Hi, I am Rashi Jain. I live with Hi, I am Meher Irani. I live with my my parents. I have many parents and older brother, Morad. aunts, uncles and cousins Rashi and I do not go to the same whom I love to visit. My best school. Yet, we share what we friend is Meher Irani. We live learn with each other. We love in the same housing society spending time with Morad. He and have many adventures shows Rashi and me many together. interesting things. Join us on this exciting journey... Lesson FamMilaypasndand NeighGblooubrehosod 11Lesson Let Us Learn About R features of maps and globes. I Will Learn AboutU differences between maps and globes and important lines on a globe. • nucleAar , jmoainktinagnadgsloinbgel.e-parent familiehs . getting familiar with globes. • changes in family, neighbourhood and environment. 1

Think Rashi and her friends are planning a holiday. They are looking at travel magazines, when Rashi's father walks into the room. Mr Jain: Hi Rashi! What are you doing? Rashi: Hi Papa! We are looking through travel magazines and trying to decide where we should go on our next holiday. Mr Jain: That is great. But I do not see any maps or a globe in front of you. Rashi: Maps? Why maps? A globe Mr Jain: Well, maps are a great way to know about a place. They help you answer questions like, ‘How far away is the place?’ or ‘Where do I go from here?’ They even help you find places like railway stations, hotels and other landmarks. Whereas, a globe shows you where your holiday spot is on the Earth. Rashi: Oh! You are right! I will get the globe from the hall right away! Q. What does Rashi’s father want her to look at to plan her holiday? (A)  the internet and newspapers (B)  maps and a globe (C)  maps and her school textbooks (D)  a globe and a magazine Remembering The huge size of the Earth makes it difficult for us to study it as a whole. To make this easy, we represent the Earth in different ways. Two of the most important tools for doing this are maps and globes. MAPS A map is usually a two-dimensional drawing of a place on a flat surface as it appears from a position above. It shows where things are in that place. Maps can be of various types and sizes based on what the maps show. Different colours are also used to highlight the different features of maps. Nowadays, maps can also be used on phones. Some important types of maps and what they show are given. 2

Maps Political map Physical map Thematic map - boundaries of countries - landforms and water - information related to a and states bodies particular theme - national capitals, state - the heights of different - Example: major crops, capitals places rainfall in different parts of the country - other cities - natural regions and so on Features of maps GLOBES The word ‘globe’ comes from the Latin word ‘globus’, meaning ‘sphere’ or ‘something that is round’. A globe is a three-dimensional model of the Earth. It is shaped like the Earth and shows us how the Earth looks. The rod on which a globe spins is called its Axis axis. It passes through the poles and the centre of the globe. How does a globe help us to study the Earth? • Since it is shaped like the Earth, a globe makes it easier to understand Axis the shapes of continents and water bodies. A globe showing • Since it is made to scale, the positions of places and the distances its axis between them are also accurately shown. Maps and Globes 3

Features of globes Axis 1) We can turn the globe on its axis to see any part of the 23.5° Earth we want. Tilt in the Earth’s axis 2) The axis of a globe is not vertical. It is tilted at an angle of 23.5°. This shows the tilt of the Earth with respect to the path that it takes to go around the Sun. 3) The globe shows some important points and lines. As the shape of a globe is similar to that of the Earth, we can understand the positions of these lines and points much better on a globe than on a map. Understanding DIFFERENCES BETWEEN MAPS AND GLOBES Map Globe • We can see the whole Earth at a time on • A globe shows only one part of the Earth a world map. at a time. • It is the drawing of a place on Earth on a • It is a small model of the Earth which flat surface as seen from above. shows us what the Earth looks like. • It can provide detailed information. • It does not provide detailed information as it shows the whole Earth. • It cannot be used to study the rotation • It can rotate on an axis, and so, can be and revolution of the Earth. used to study the rotation and revolution of the Earth. • It is easy to carry around. • It is difficult to carry around. IMPORTANT POINTS AND LINES ON A GLOBE Look at the picture of the globe. Some important points and lines are marked on it. 1) The North and South Poles: They are the two ends of the Earth’s axis. They are found at the top and bottom of a globe. 2) The Equator: It is an imaginary line drawn around the middle of a globe to divide it into two equal parts or hemispheres. To the north of the Equator, is the northern hemisphere. Below the Equator, to the south, is the southern hemisphere. 4

3) The Tropics of Cancer and Capricorn: These are two imaginary lines drawn around the globe on either side of the Equator. The Tropic of Cancer is in the northern hemisphere, and the Tropic of Capricorn is in the southern hemisphere. Axis North Pole Tropic of Cancer Equator Tropiicc ooff CCaapprricicoornrn Prime Meridian North South Pole West East Axis South A few important points and lines on the globe 4) The Prime Meridian: It is a vertical imaginary line from the North Pole to the South Pole. There is another imaginary line on the other side of the Prime Meridian known as the 180° meridian. These two lines divide a globe into the eastern and western hemispheres. The Equator divides the Earth The Prime Meridian and into the northern and the the 180° meridian divide southern hemispheres. the Earth into the eastern and the western hemispheres. Maps and Globes 5

Application MAKING A GLOBE A globe can be made from a special map of the Earth like this one. The map is cut as shown in the picture. It is then folded around a sphere. Shape of a map for the globe After the map is folded around the sphere, the ends are pasted on the top and bottom of the globe as shown below. Map is folded around a sphere The completed globe A globe can only be made to show the entire Earth. We cannot use a map of a country, city or neighbourhood to make a globe. Do you know why? 6

Higher Order Thinking Skills (H.O.T.S.) 1) Look at a globe and point out the following. • the Equator • a continent in the southern hemisphere • a continent which is in all four hemispheres • the continent where India is located Amazing Facts The German geographer, Martin Behaim, made a globe more than 500 years ago that still exists. He was able to create the globe after travelling around the world. New Words 1) represent – show 2) two-dimensional – an object that has length and breadth 3) three-dimensional – an object that has length, breadth and depth 4) geographer – someone who is an expert at and continues to study geography Maps and Globes 7

Lesson Latitudes and 2 Longitudes Let Us Learn About R latitudes and longitudes. U features of latitudes and longitudes; grids and coordinates. A time difference and standard time. h using longitudes to calculate time. Think Rashi: I have decided that I want to visit Australia. Mr Jain: That’s interesting. Can you show me where it is on this globe? Rashi: I cannot see it. Mr Jain: You can use the latitudes and longitudes on the Australia on a globe globe to find places. Do you know where Australia is? Rashi: It is in the southern hemisphere. And it is to the east of the Prime Meridian. QQ. What does Rashi’s father ask her to use to find the location of a place on the globe? (A)  latitudes (B)  latitudes and longitudes (C)  longitudes (D)  the internet Remembering The North Pole and the South Pole marked on a globe show the northernmost and the southernmost points of the Earth. 8

Important latitudes and longitudes on a map of the world The Earth is divided into small sections. The lines which make these vertical sections are called latitudes and longitudes. Horizontal lines drawn parallel to the Equator are latitudes. Vertical lines that join the horizontal North and South Poles are longitudes. Latitudes and longitudes Horizontal and vertical lines are measured using degrees and the direction in which they fall. Example: 20° N is read as ‘20 degrees, north’. LATITUDES Latitudes are imaginary horizontal lines around the Earth which run from east to west. They are also known as parallels. This is because these lines do not meet each other at any point. The Equator: It is the longest latitude. It marks 0° on the globe. The Equator is an important latitude. Other than the Equator, there are four major latitudes. They are as follows. 1) Tropic of Cancer (23.5° N): It is also called the Northern Tropic. 2) Tropic of Capricorn (23.5° S): It is also called the Southern Tropic. 3) Arctic Circle (66.5° N): It is the northernmost major latitude that surrounds the North Pole. 4) Antarctic Circle (66.5° S): It is the southernmost major latitude that surrounds the South Pole. LONGITUDES Longitudes are imaginary lines that run from the north to the south. They meet at the poles. They are 360 in number, 0° to 180° in the east and 0° to 180° in the west. These are known as meridians or lines of longitude. Latitudes and Longitudes 9

1) 0° meridian: It is called the Greenwich Meridian as it passes through a place called Greenwich in the United Kingdom. It is also known as the Prime Meridian. 2) 180° meridian: On a globe, you will find this longitude opposite to the 0° meridian. At roughly 180° longitude lies another imaginary line called the International Date Line. It is used to calculate the dates around the world. The 0° and 180° meridians divide the Earth into the eastern and western hemispheres. 180° Meridian International Date Line Understanding FEATURES OF LATITUDES AND LONGITUDES Latitudes Longitudes Latitudes • are drawn horizontally on a map. • form complete circles, except at the two poles, which are points. • are parallel lines. They are always equidistant. • decrease in diameter from the Equator towards the poles. Longitudes • are drawn vertically on a map. • meet at the poles. • are closest to each other at the poles and farthest apart at the Equator. 10

Grids and coordinates Parallels of latitude and meridians of longitude cross one another at various points on the Earth. This forms an imaginary grid on the Earth’s surface which can be seen on a map or globe. Every place on Earth is located on a latitude and a longitude. Coordinates of a place tell us which latitude and longitude meet there. They can be used to locate any place on the Earth. Look at the given map to see how latitudes and longitudes form a grid on the Earth. Latitudes and longitudes on a world map THE RELATIONSHIP BETWEEN LATITUDES AND SUNLIGHT The tilt of the Earth along with its revolution has various effects. The most important effect is that all the latitudes do not get the same amount of sunlight. The Polar Circles receive very little sunlight. The Tropics receive more sunlight than the Polar Circles. The Equator receives the most sunlight. Different amounts of sunlight received at different latitudes 11 Latitudes and Longitudes

The latitudes between which the Sun appears directly overhead are the Tropic of Cancer (23.5° N) in the north and the Tropic of Capricorn (23.5° S) in the south. Application LONGITUDES AND TIME Mr Jain lives in Pune. He wants to call up to his cousin who lives in the United Kingdom. Before he calls, he checks his watch to calculate what time it is in London. He does not do this before calling his sister in Jaipur. Why does he need to do this? Just as the position of the Sun on a particular latitude determines the climate of the place, the position of the Sun on a particular longitude determines the time. When the Sun is directly overhead a meridian of longitude, the time at all places along it is 12 noon. This is local time of the place on the longitude. Every place on Earth has a local time. The longitude of a place can be used to determine its time. Places that lie along a particular meridian of longitude have the same local time. Let us read about how the local time of a place is affected by longitude. Time difference: Every country in the world uses a specific longitude to calculate the time for the people living there. The time for different countries is measured relative to the Greenwich Mean Time. It is commonly called GMT. Standard times around the world 12

Standard time: The time is different for different meridians. An expansive country like India has many meridians. So, places on different meridians would be have different local times. To avoid confusion, we have a standard time. A standard time is decided on the basis of a centrally located meridian of a region. In India, this centrally located meridian is the 82.5° E longitude. The standard time for the whole country follows the local time of this meridian. This is known as Indian Standard Time. International Date Line The International Date Line is an imaginary line that joins the North Pole and the South Pole. It roughly follows the 180° meridian. Unlike the 180° meridian, it does not pass through any country. The time difference between places on either of this line is exactly 24 hours. This means that if a traveller crosses this line from the west to the east, they will gain a day. On the other hand, if they cross it from the east to the west, they will lose a day. Higher Order Thinking Skills (H.O.T.S.) CALCULATING TIME 1) When the Sun is directly above a meridian, it is 12 p.m. (noon) at that meridian. It takes the Sun 4 min to move from 0° to 1° meridian, 1° to 2° meridian and so on. • So, when it is 12 p.m. at 0° meridian, it will be 12:04 p.m. at 1° E. We add minutes to the time for meridians to the east of 0°. • Similarly we subtract minutes for meridians to the west of 0°. So, it will be 11:56 a.m. at 1° W. Using a time zone map, fill in the table. The time at: Greenwich Time (0°) The time at: 12 p.m. 2° W is 11:52 p.m. 2° E is 12:08 p.m. [2 × 4 = 8 1 p.m. [2 × 4 = 8 So 12:00 am - 8 minutes = 11:52 So 12:00 am + 8 minutes = 12:08 p.m.] p.m.] 5° W is _________________ 5° E is _________________ 80° W is _________________ 12 a.m. 80° E is _________________ 100° W is _________________ 3 a.m. 100° E is _________________ Latitudes and Longitudes 13

Amazing Facts North Africa is the only continent that lies on both sides of the Equator and the Prime Meridian. It is also the only continent in the world that lies in all four hemispheres. West East South New Words 1) equidistant – at the same distance from one another 2) expansive – covering a large area or a wide space 14

Lesson The Climatic Zones of 3 the Earth Let Us Learn About R weather, seasons and climate. U factors that affect the climate; climatic zones. A climate of India. h climatic zones and countries. Think Meher: Morad, what are you doing with all these maps and magazines? Morad: I am making a list of all the amazing places that I want to visit. Meher: Which are the places you want to visit? Morad: I want to travel to Greenland, the Democratic Republic of Congo and ummm... Athens! But right now, I want to go to New Zealand. Meher: New Zealand will be much colder than Milford Sound, New Zealand Pune, right? After all, it is December. Q. Do you think it will be cold in New Zealand during December? (A) yes (B) no (C)  maybe (D)  do not know 15

Remembering During the winter, it gets cold. It might be very cold one day and a little less cold another day. Similarly, it might be less windy one day and very windy the next day. This change in the day-to-day conditions of temperature, humidity and wind at a place is called weather. SEASONS The weather is cold between April March December and February in the May February northern hemisphere. However, between March and May, the June January temperature starts to increase in the northern hemisphere, and we feel hot. July December These cyclical changes in the weather, over a period of a year, August November are called seasons. In India, September October there are three main seasons Revolution causes seasons — summer, monsoon and winter. Some parts of the country experience spring and autumn. What causes seasons? You have learnt that there are two movements of the Earth — rotation and revolution. The revolution of the Earth around the Sun causes seasons. The Earth is tilted on its axis. So, while revolving around the Sun, one hemisphere of the Earth is tilted towards the Sun and receives the vertical rays of the Sun. Thus, this part gets more heat and light experiences summer. However, the other hemisphere is tilted away from the Sun and receives the slanting rays of the Sun. So, it gets less heat and light and experiences winter. Sometimes, while revolving, neither hemisphere is tilted towards the Sun. So, both hemispheres receive equal amounts of heat and light. We experience either spring or autumn. CLIMATE We know that the Earth's revolution leads to seasons. However, during a particular season, the climate does not remain the same everywhere. Climate is the weather conditions of an area recorded over a long period. For example, during the winter season, it is very cold in the Northern Mountains, but it is pleasant in the coastal plains. This is because many factors affect the climate of a place. 16

Understanding FACTORS AFFECTING THE CLIMATE OF A PLACE There are several factors that affect the climate of a place. Some of them are the following. How distance from the Equator affects climate • Distance from the Equator: If a place is closer to the Equator, the vertical sun rays fall directly over it and the heat spreads over a smaller area. This makes the area very hot. However, if a place is further away from the Equator, the rays of the sun are slanting and spread over a larger area. This area is much cooler. Therefore, places closer to the Equator are hotter than the places away from the Equator. • Height above the sea level: The higher you go, the cooler it gets. So, places located above sea level are much cooler than places located at sea level. For example, Shimla is cooler than Mumbai. • Distance from the sea: Places close to the sea have milder climate than those away from the sea as they experience sea breeze. • Wind and humidity: Wind and humidity also affect the climate of a place. For example, hot winds blowing from the Thar Desert make the climate of Delhi hot during the summer. Coastal regions are humid because of the evaporation of water from the seas and oceans. • Relief features: The type of landforms surrounding a place can affect the climatic conditions of that place. For example, the rain-bearing winds enter the Thar Desert from the west. There are no hills, mountains or natural barriers to stop them and thus, the Thar Desert receives very little or no rain. The Climatic Zones of the Earth 17

• Ocean currents: An ocean current is a large body of water in an ocean moving from one place to another. Ocean currents are responsible for moving warm water to the poles and cold water to the Equator. Cold currents which flow through a region make that region cooler while warm currents make it hotter. CLIMATIC ZONES OF THE EARTH You have read that depending on their closeness to the Equator, different regions receive different amounts of heat and light from the Sun. The Earth is divided into three climatic zones based on the amount of heat received from the Sun. These climatic zones are as follows. •  the Torrid Zone •  the Temperate Zone •  the Frigid Zone Climatic zones of the Earth North Frigid Zone The Torrid Zone North Temperate Zone Arctic Circle (66.5˚N) Torrid Zone Tropic of Cancer South Temperate (23.5˚N) Zone Equator (0˚) Tropic of Capricorn South Frigid Zone (23.5˚S) Climate in the Antarctic Circle Torrid Zone (66.5˚S) • ‘torrid’ means ‘very hot’. •  The climate is usually hot Regions in the Torrid Zone and humid. • There are no distinct changes in the temperature and seasons throughout the year. Winters are mild or cool. • This zone receives the vertical rays of the Sun. • Heavy rainfall is common. 18

The Temperate Zone Arctic Circle Climate in the (66.5˚N) Temperate Zone •  ‘Temperate’ means Tropic of Cancer (23.5˚N) ‘moderate’ or ‘mild’. Equator (0˚) Tropic of Capricorn •  There are four   (23.5˚S) seasons — summer, Antarctic Circle autumn, winter and (66.5˚S) spring. Regions in the Temperate Zone •  The changes between The Frigid Zone seasons are distinct but  Arctic Circle not extreme. (66.5˚N) •  T his zone experiences Tropic of Cancer (23.5˚N) slightly slanting rays of Equator (0˚) the Sun. Therefore, the Tropic of Capricorn climate is neither too hot (23.5˚S) nor too cold. Antarctic Circle •  Moderate rainfall is seen. (66.5˚S) Climate in the Regions in the Frigid Zone Frigid Zone •  ‘Frigid’ means ‘cold’. •  There are two seasons — winter and summer. •  W inters last for eight to nine months. Summers last for three to four months. •  T he rays of the Sun that reach here spread over a wide area. So, this zone receives very little sunlight and heat. •  The climate is extremely cold for most of the year. Mildly cold climate is seen during summers. The Climatic Zones of the Earth 19

Application CLIMATE OF INDIA A large part of India lies in the Torrid Zone, while some parts of it lie in the Temperate Zone. Hence, India experiences different types of climatic conditions. Different landforms such as mountains, plains coasts and so on also affect India's climate. Due to the differences in the rainfall and temperature in the two climatic zones formed in India, there are different plants and animals in each zone. Climate in different parts of India The Himalayan ranges in India are always covered with snow as they are extremely high above sea level. The Thar Desert has a dry and hot climate. This is because the region has very few water bodies and receives scanty rainfall. The coastal areas are closer to the Equator than New Delhi. But they are cooler than New Delhi because they receive sea breeze. Higher Order Thinking Skills (H.O.T.S.) Look at the climatic zones map given in this lesson. Using an atlas, find out the zones in which the following countries are located. • Germany •  Saudi Arabia •  Singapore • Nigeria •  France •  Norway 20

Amazing Facts The Poles experience six months of sunlight and six months North of darkness. Due to the angle of the Earth, each pole Pole spends six months tilted towards the Sun. So, for six months, there is continuous daylight at one pole while the other South pole remains in the dark for those six months. Pole New Words 1) humidity – amount of moisture present in the air 2) cyclical – occurring in a repeated manner 3) monsoon – the season when India receives a lot of rain 4) spring – the season between winter and summer 5) autumn – the season when leaves of trees begin to fall 6) sea level – the level of the surface of the sea 7) sea breeze – slight wind that blows from the sea towards the land 8) evaporation – the process which water turns into vapour 9) scanty – very little The Climatic Zones of the Earth 21

Lesson Our Ancient Cities 4 Let Us Learn About R discovery of the ancient cities of Mohenjo-daro and Harappa. U extent, planning and economy of the Indus Valley Civilization. A the life and culture of the people of the Indus Valley Civilization. h decline of the Indus Valley Civilization. Think Rashi came back from school, and she was very excited. Rashi: Ma, do you know what our history teacher told us today? Mrs Jain: What did she say? Rashi: She said that we will play a detective game tomorrow. Mrs Jain: What detective game? Rashi: Teacher will give us some pictures of things used in two very old cities. We will have to say what kind of people used them and how they made those things. Mrs Jain: Which are those cities, Rashi? Rashi: Mohenjo-daro and Harappa, Ma. Q. Read the four options given below and tick the two very old cities Rashi speaks about. (A) Maharashtra (B) Harappa (C) Haryana (D) Mohenjo-daro 22

Remembering STUDYING HISTORY History is the study of past events. Studying history is important because we learn about our past which allows us to understand our present better. We know about our history from objects, materials, books and other remains of the past. These are called sources of history. These sources can give us exciting information about the past. Some of the sources could be very old Mohenjo-daro cities, towns, writing, art and religion of the people from the past. Discovering the sources of history can help us learn about ancient civilizations that no longer exist. The Indus Valley Civilization is one such civilization. We have learned many things about how people lived during those times from the remains left by them in these cities. Let us learn how the cities of the Indus Valley Civilization were discovered. DISCOVERY OF HARAPPA AND MOHENJO-DARO The city of Harappa was discovered by accident. People laying railway lines discovered thousands of bricks and other remains while digging. They used the things they found as part of the railway lines. Archaeologists came to know about these ancient remains and excavated the ancient city of Harappa. Later the city of Mohenjo-daro was also discovered. Archaeologists found out that the two cities of Mohenjo-daro and Harappa belonged to a civilization that existed at least 5,000 years ago. This civilization grew around the river Indus. Therefore, it was called the Indus Valley Civilization. Over time, other smaller towns and villages belonging to this civilization have been discovered as well. Understanding EXTENT OF THE INDUS VALLEY CIVILIZATION The Indus Valley Civilization grew in the fertile area of the Indus Valley. Food could be grown for a large number of people. So, the civilization spread beyond the Indus river valley. Towns from the Indus Valley Civilization have also been discovered in the Ghaggar-Hakra river system. These rivers have dried up but the remains of the past can still be found. Our Ancient Cities 23

Archaeologists have discovered other towns of this civilization in places far away from the Indus river. Towns and villages belonging to this civilization have been found in places as far as Balochistan (Pakistan) in the west and Uttar Pradesh (India) in the east. Many cities of the Indus Valley Civilization have been excavated. Here are some of them. 1) Harappa and Mohenjo-daro (Pakistan) 2) Kalibangan (Rajasthan, India) 3) Dholavira and Lothal (Gujarat, India) 4) Rakhigarhi (Haryana, India) The Indus Valley Civilization 24

TOWN PLANNING The towns and cities of the Indus Valley Civilization were well-planned. Wide roads, public wells and houses with more than one floor can be found in the cities. This civilization was one of the first to develop a proper sewage system with covered drains. The public bath at Mohenjo-daro is very famous. Six granaries have been found in Harappa. This tells us that food from the nearby areas was stored in this city. Lothal was famous for its harbour. ECONOMIC LIFE The primary occupation of the people in the Indus Valley region was agriculture. Making burnt bricks was an important occupation. They were also known for the following. 1) domesticating animals such as ox, buffalo, goat, A well in Mohenjo-daro sheep, pig, cat, dog, camel, donkey and so on 2) growing of cotton for the first time in the world 3) trading with many countries in Asia and across the Arabian Sea Application LIFE AND CULTURE The greatness of a society or a civilization depends on the quality of life its people lead. Let us look closely at the life of the people of the Indus Valley Civilization. We will then understand why it is called an advanced civilization. Social life The people of the civilization took part in many cultural activities. Women wore many ornaments such as necklaces, bangles, rings, ear studs, Bronze idol of a Clay idol of mother waistbands, anklets and so on. People played dancing girl goddess games with marbles, balls and dice. Bullfights were a pastime. Children would play with clay models and dolls. Our Ancient Cities 25

Art When it comes to art, clay idols of a mother goddess can be found in plenty. About 2,000 seals have been discovered. Beautiful pieces of art include the humped bull seal, a bronze idol of a girl dancing and the stone trunk of a man. Seal of Seal of an animal with Seal of an elephant a humped bull a single horn Religion It is believed that people worshipped a mother goddess. They also worshipped elements of nature such as the Sun, fire, Earth and water. Harappan people had their own scripts and language. Scholars cannot read Indus Valley the language used by them. script Higher Order Thinking Skills (H.O.T.S.) DECLINE OF THE INDUS VALLEY CIVILIZATION So you saw from the different sources found at many sites that the Indus Valley Civilization was an advanced civilization. This civilization lasted for about 1,000 years. Then, the Indus Valley Civilization started to decline and finally came to an end. There were many reasons for this. 1) frequent floods along the banks of the river Indus 2) scarcity of water due to uncertain rainfall 3) earthquakes 4) rise of population 5) lack of proper town planning in the later cities 26

Some historians believe climate change played a major part in the decline of the Indus Valley Civilization. Find out what climate change is and answer the following questions. 1) Do you agree that climate change led to the fall of the Indus Valley Civilization? Give reasons for your answer. 2) How do you think climate change has affected modern cities? Give two examples. Amazing Facts The people of the Indus Valley Civilization were the first in the world to build and use an artificial dockyard. In 1954, archaeologists discovered the world’s earliest known artificial dockyard in Lothal. It is located in present day Gujarat. New Words 1) remains – that which is left when parts have been taken away or destroyed 2) civilization – an advanced state of human society in which a high level of culture, science, industry and government has been reached 3) excavate – uncover by digging 5) sewage system – underground pipes that carry away the liquid and solid waste of a town or city 6) granary – a structure built to store grain 7) harbour – an area of water close to the land where ships can rest safely 8) seal – something such as a piece of wax or clay that has an official mark on it 9) trunk – the upper part of the body 10) scholar – a person who is knowledgeable usually from studying 11) dockyard – a place where ships are built, repaired or cleaned Our Ancient Cities 27

Lesson The Vedic Age 5 Let Us Learn About R the Vedas. U characteristics of the Vedic Ages. A e pics written in the Vedic Ages. h comparing the Vedic Ages with the present day. Think Rashi went to her friend Meher’s house. Meher’s grandfather was reading a book. Everyone lovingly called him Dadaji. Rashi: Dadaji, what are you reading? Dadaji: I am reading a very old book. It was written thousands of years ago. Rashi: Is it so old? Can you tell us more about it, Dadaji? Dadaji: This book is called the Rigveda. It tells us about the Vedic Age. Rashi: Dadaji, our teacher told us that we are going to read about the Vedic Age after we finish the lesson on the Indus Valley Civilization. Dadaji: Good. Will you tell me about it when your teacher finishes the lesson? Rashi: Sure, Dadaji. Q. Which book tells us about the Vedic Age? (A) Rigveda (B)  Alice's Adventures in Wonderland (C) The Jungle Book (D)  The Story of My Experiments with Truth 28

Remembering WHAT ARE THE VEDAS? The word 'veda' in Sanskrit means 'knowledge'. There are four Vedas — the Rigveda, the Yajurveda, the Samaveda and the Atharvaveda. The Vedas are the oldest available religious texts in India. They were written in Sanskrit. For a long time, they were not written down but memorised. The main parts of the Vedas are the 'Samhitas', the 'Brahmanas', the 'Aranyakas' and the 'Upanishads'. Understanding CHARACTERISTICS OF THE VEDIC AGE The Vedas were composed by people who probably came from the lands near Iran. Since the Vedas tell us about their society and culture, we call them the Vedic people. They came to India thousands of years ago and settled in the ‘Sapta Sindhu' region which was the northern plains of the Indus basin. The history of the Vedic period is divided into the Early Vedic Age and the Later Vedic Age. Let us learn about the different Vedic ages in detail. EARLY VEDIC AGE Social life: The family was the basic unit of society. The father A manuscript of the Vedas was the head of the family. A number of families together made up a clan. Guests were treated respectfully. The people loved music. The singing of hymns originated during this time. The games of dice and chariot racing were popular. The people drank 'sura' and 'soma'. Status of women: Women were respected in society. Some were educated and could study the Vedas. Some women like Ghosha and Lopamudra composed hymns in the Rigveda. Some also fought in battle. The Rigveda mentions women like Vishpala, Mudgalini and Vadhrimati who were warriors. Child marriage was not practised. Economic life: People practised agriculture and animal husbandry. A variety of crops like corn, rice and cotton were grown. They consumed rice, barley, fish and meat. The Vedic Age 29

People were free to practise any occupation of their choice. There were weavers, carpenters, blacksmiths, shepherds and potters. Priests and people who practised medicine were highly respected. Cattle was considered their most precious wealth. In a war, the victorious usually took away the cattle of the enemy. The wealth of a person depended on the number of cattle they had. After cattle, horses were considered the most important animals. Political life: The leader of a clan was called 'rajan'. The rajan usually came from the same family. The Vedic people also met in groups called 'sabha' and the 'samiti'. The rajan took the help of the sabha and the samiti to take important decisions. The rajan was also the judge. However, he had to consult the elders of the clan before passing a verdict. The rajan had to fight wars and safeguard the welfare and property of the people. Religious life: The Vedic people worshipped Indra, Surya, Soma, Yama and many other gods and goddesses. They performed many 'yajnas' (sacrifices). Agni (fire) was very important for them. Marriages were held in front of Agni. They also made offerings to their gods through Agni. LATER VEDIC AGE As the population in the Sapta Sindhu region increased, A yajna they began to move southwards. As they moved and settled in different places, their lives changed in many ways. Social life: Society was divided on the basis of occupations (varnas). They were Brahmana, Kshatriya, Vaishya and Shudra. This came to be known as the varna system. It became a very rigid system as people were not allowed to change their varnas. Status of women: The status of women began to decline. The birth of a girl child was not welcome. But some women continued to be educated. Gargi and Maitreyi were the great women scholars of this age. Political life: The rajans were keen on expanding their territories. The power of the rajan increased and the power of the sabha and samiti decreased. They set up kingdoms and conducted great sacrifices like Rajasuya, Asvamedha and Vajapeya to show off their power. Religious life: The religious rituals grew in number. The 16 'samskaras', which were rituals for events like naming, marriage, funeral and so on, grew during this time. Some of these rituals are still in practice. 30 30

Application EPICS OF THE VEDIC AGE Do you know about the great epics of India? Epics are long poems narrating the adventures of characters from history and myths. The great epics of India are the Ramayana and the Mahabharata. They were composed during the Vedic Age. Both the epics portray the richness of Indian culture and wisdom. The values upheld by these epics still guide many people around the world. • Find out who composed these epics. • There are a number of simpler versions of these epics. You can read them and write down the summary of one story from the epics. Analyse what values you can learn from it. A page from the Mahabharata Battle scene in the Ramayana Higher Order Thinking Skills (H.O.T.S.) 1) We have learnt about the two Vedic Ages. How was the Later Vedic Age different from the Early Vedic Age? Compare the present day with the Vedic Age. Ans. ������������������������������������������������������������������������������������ ������������������������������������������������������������������������������������ ������������������������������������������������������������������������������������ ������������������������������������������������������������������������������������ ������������������������������������������������������������������������������������ The TVheedVicedAigceAge 31 31

Amazing Facts The language of the Vedas has many similarities with the language of the Avesta. This was a religious text of the people of Persia (present day Iran). This similarity in language is what led historians to believe that the Vedic people came from the lands near Iran. New Words 1) precious – something of great value 2) verdict – a decision about an official matter 3) rigid – something that does not change easily 4) expand – increase in size 5) myth – story about gods, goddesses and heroes 32

Lesson Rise of New Religions 6 Let Us Learn About R the birth of Buddhism and Jainism. U the life and teachings of Mahavira and Gautama Buddha. A setting up of the Mahajanapadas. h the sects of Buddhism and Jainism. Think Meher came running to Rashi’s house. Meher: Rashi, where are you? Mrs Jain: What is the hurry about? Meher: Aunty, a Japanese uncle has come to my house. He works in my father’s company and Dadaji asked me to call Rashi. Rashi came out of her room. She took her mother’s permission and went to Meher’s house. Dadaji smiled when he saw Rashi. Dadaji: This is the girl I have been telling you about. She is full of questions. Rashi, you will be interested to know that Mr Chen Tao follows Buddhism. He is visiting Bodh Gaya. Rashi: What is Buddhism, Dadaji? Mr Chen Tao: Buddhism is a religion that follows the teachings of Buddha. He lived about 2,500 years ago. Here, take this comic book on Lord Buddha. You will like it. Rashi thanked Mr Chen Tao. She and Meher opened the comic book and started reading The Life of Lord Buddha. 33

QQ. What is Buddhism about? (B)  teachings of Buddha (A)  teachings of Chen Tao (D)  teachings of Rama (C)  teachings of Mahavira Remembering In the period between 600 BC and 400 BC, two new faiths became popular in India. These faiths were against the complicated rules and rituals of the Vedas. They focused on a simple life. These faiths were Jainism and Buddhism. Jainism was popularised by Mahavira, a Jain saint. Buddhism was founded by Gautama Buddha. After the Later Vedic Age, the varna system became very strict. This made the life of people in the lower varnas very difficult. Buddhism and Jainism did not believe in the varna system. This is why they became very popular and spread throughout India. Understanding Let us learn more about Jainism and Buddhism. MAHAVIRA Life Mahavira was born about 2,500 years ago near Vaishali in modern day Bihar. He was born to a rich Kshatriya family. His father Siddhartha was the head of a clan. His mother was Trishala Devi. Mahavira’s parents named him Vardhamana. Vardhamana left his home to seek spiritual knowledge. He spent 12 Mahavira's statue in years in meditation and achieved true knowledge. He had conquered Shri Mahavirji Temple all his desires and attachments, so he was called 'jina' or 'victor'. His at Karauli, Rajasthan followers were called Jains. Teachings Non-violence was the most important lesson that Mahavira Sculpture depicting Ahimsa, the taught his followers. Jainism tells its followers to never harm fundamental lesson of Jainism another living being. Jain monks sweep the ground they walk on to make sure they are not harming even the smallest animal. 34

The five principles of Jainism are called Mahavartas. They are Ahimsa (non-violence), Satya (truth), Asteya (to not steal), Aparigraha (to not possess) and Brahmacharya (to control senses). GAUTAMA BUDDHA Life Gautama Buddha was born as Siddhartha at Kapilavastu in Nepal. His father was the head of the Shakya republic. His name was Shuddhodana. His mother was Mayadevi. Gautama Buddha married Yashodhara and they had a son named Rahula. As a child he knew little about the suffering in the world. But after he Statue of Buddha grew up, he saw an old man, a sick man and a funeral procession. Seeing other people suffer made him sad. During this time, he also saw a person meditating who seemed to be at peace. So he understood that there were people trying to find ways out of suffering. Siddhartha decided that he wanted to end human misery and went in search for its causes. He left home in order to find an answer. During his travels, he met many thinkers and learned men. Though he followed what they said, none of them could satisfy his thirst for truth. Finally, one day, he sat under a peepal tree in Bodh Gaya to meditate. After meditating for a long time, he gained true knowledge. Since then, he has been called the 'Buddha' or the 'Enlightened One'. He was also called Tathagata and Shakyamuni. The Mahabodhi Temple In the beginning, Buddha had only five disciples at Sarnath near Varanasi. He travelled to Bihar and other places to preach. His reputation grew and many emperors became his disciples. Buddha attained nirvana at Kushinagara in Bihar. Teachings We learned that Buddha left his home to find the reasons for human A Buddhist symbol misery and solve them. By meditating, he discovered the Four Noble showing the Truths. These explained the cause of human suffering. To end suffering, Buddha spoke of Astangika-marga (the Eight Fold Path). These showed Eight Fold path how people could set themselves free from suffering. The Four Noble Truths a) The world is filled with suffering. b) The cause of suffering is desire. c) Suffering can be ended. d) Removing desire can end suffering. Rise of New Religions 35

Astangika-marga a) Right Understanding b) Right Intention c) Right Speech d) Right Action e) Right Livelihood f) Right Effort g) Right Mindfulness h) Right Concentration Buddha taught that karma (deeds done in the past) is responsible for one’s condition. Evil deeds in the past attract punishment. In order to avoid misery, one has to be truthful, be charitable, control desires, love others, be compassionate and practise non-violence. Buddha’s teachings are written in the Pali language. His teachings are contained in the Tripitaka. Application MAHAJANAPADAS During the time of Buddha, 16 large kingdoms called the Mahajanapadas were present in ancient India. The Mahajanapadas were helpful for the growth of Buddhism. Rulers of various Mahajanapadas such as King Bimbisara supported Buddhism. Map showing important Mahajanapadas 36

Mahajanapadas were of two types — ‘rajya’ and ‘gana’. The rajya was ruled by a single king. These kings often came from the same family. The gana was ruled by a council of people who elected one of their own as a ruler called the ‘ganapati’. Some famous Mahajanapadas were Magadha, Kosala and Vatsa. One of the most famous republics was Vajji, also known as Vrji. It was a union of many republics. The city of Vaishali in Mithila (modern day Bihar) was its capital. Vajji had a ruling group consisting of two houses with both senior and junior members. The two houses together formed the sabha. It took care of the administration. All matters related to the union were discussed in the sabha meetings. Higher Order Thinking Skills (H.O.T.S.) 1) Over time, the Jains and Buddhists were divided into different sects. Find out about the important sects of both religions. Mention the differences between them. Ans. ������������������������������������������������������������������������������������� ������������������������������������������������������������������������������������� ������������������������������������������������������������������������������������� ������������������������������������������������������������������������������������� ������������������������������������������������������������������������������������� ������������������������������������������������������������������������������������� Amazing Facts Buddhism has over 500 million followers worldwide. It is the one of the largest religions in the world. New Words 1) sects – groups within a religion who believe different things 2) faith – strong belief in someone or something 4) preach – spreading a religious message among a group of people 3) deed – a person's action Rise of New Religions 37