222310065-VISA-STUDENT-TEXTBOOK-EVS_II-G05-PART1

ENVIRONMENTAL 5 STUDIES - II TEXTBOOK PART-1 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 the VISA NEP series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. Designed specifically for CBSE schools, the VISA NEP series endeavours to be faithful to the spirit of the National Curriculum Framework (NCF) 2005. Furthermore, to facilitate comprehensive coverage, improved understanding of diverse themes and ease of implementation, the EVS curriculum has been split into EVS – I and EVS – II. 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. The NCF 2005 advocates the creation of 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. The NCF also recommends the use of graphics, illustrations and pictures to help students to engage with concepts and ideas better. These objectives are integrated in the VISA NEP EVS – II textbooks and workbooks to provide a holistic learning experience to students. The key features of the VISA NEP EVS – II 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 ground EVS – II concepts in reality to make them 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, the ClassKlap VISA NEP 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 I Will Learn About I Remember Contains the list of concepts to Introduces new concepts to build on be covered in the lesson along the prerequisite knowledge or skills to with the learning objectives understand and achieve the objective of the topic I Think Pin-up Note Introduces the concept or Contains key retention points from the subtopic and arouses curiosity concept among students I Understand Train My Brain Explains the aspects in detail Checks for learning to gauge the that form the basis of the understanding level of students concept Includes elements to ensure that students are engaged throughout I Apply I Explore Connects the concept to Encourages students to extend real-life situations by giving an the concept learnt to advanced opportunity to apply what application scenarios students have learnt Be Amazed Connect the Dots Fascinating facts and trivia for A multidisciplinary section that students to establish a better connects a particular topic to real-life connect with the other subjects in order to enable concept students to relate better to it A Note to Parent To engage a parent in out-of-classroom learning of their child and conduct activities to reinforce the learnt concepts

Contents Class 5 1 Representing the Earth 1.1 Maps and Globes�������������������������������������������������������������������������������������������������� 1 1.2 Latitudes and Longitudes�������������������������������������������������������������������������������������� 7 2 All Kinds of Regions Make up the World 2.1 The Climatic Zones of the Earth���������������������������������������������������������������������������� 13 2.2 Life in the Different Climatic Zones���������������������������������������������������������������������� 19 3 European Expeditions to India 3.1 Colonial India�������������������������������������������������������������������������������������������������������� 26 4 The Revolt of 1857 4.1 The First War of Independence���������������������������������������������������������������������������� 33 5 The Freedom Struggle 5.1 Reforms after 1857 and the Partition of Bengal�������������������������������������������������� 40

Lesson Representing the Earth 1 I Will Learn About 1.1 R features of maps and globes. U differences between maps and globes and important lines on a globe. A using a map to make a globe. h getting familiar with globes. R latitudes and longitudes. 1.2 U the differences between latitudes and longitudes. A time difference and standard time. h using latitudes and longitudes to calculate time. Concept 1.1: Maps and Globes I 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 A globe front of you. Rashi: Maps? Why maps? 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 shall get the globe from the hall right away! 1

Q.  What does Rashi’s father want her to use 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 I Remember The huge size of the Earth makes it A globe is a small model Axis difficult for us to study it as a whole. To of the Earth. The metal rod make this easy, we represent the Earth on which a globe spins Axis in different ways. Two of the most is called its axis. It passes important tools for doing this are maps through the poles and the A globe and globes. centre of the globe. MAPS A map is 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. Some important types of maps and what they show are given below. Types of Maps Political Physical Thematic - borders of countries - landforms and water - information related to a and states bodies particular theme - national capitals and - the heights of different - Example: major crops, state capitals places rainfall in different parts -  other cities of the country and so on -  natural regions 2

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. How does a globe help us to study the Earth? • Since it is shaped like the Earth, a globe makes it easier to understand the shapes of continents and water bodies. • Since it is made to scale, the positions of places and the distances between them are also accurately shown. Features of globes 1) We can turn the globe on its axis to see any part of the Earth we want. 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. Axis 3) The globe shows some important points and lines. As the 23.5° 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. Tilt in the Earth's axis I Understand DIFFERENCES BETWEEN MAPS AND GLOBES Map Globe • A globe shows only one part of • We can see the whole Earth at a time on a world map. the Earth at a time. • It is the drawing of a place on Earth on • It is a small model of the Earth which a flat surface as seen from above. shows us what the Earth looks like. Representing the Earth 3

Map Globe • It can provide detailed information. • It does not provide detailed information • It cannot be used to study the rotation as it shows the whole Earth. and revolution of the Earth. • It can rotate on an axis, and so, can be • It is easy to carry around. used to study the rotation and revolution of the Earth. • 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. Axis North Pole Tropic of Cancer Equator Tropic of Capricorn Prime Meridian North South Pole Axis West East A globe South 1) The North and South Poles: They are two ends of the Earth’s axis. They are found at the top and bottom of a globe. 2) T  he 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. 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. 4

4) The Prime Meridian: It is an imaginary vertical 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 into the The Prime Meridian and the180° meridian northern and the southern hemispheres. divide the Earth into the eastern and the Train My Brain western hemispheres. 1) What is the use of scale on a map? 2) What is the meaning of three-dimensional? I Apply 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 5 Representing the Earth

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? I Explore (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 Be Amazed 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. 6

Concept 1.2: Latitudes and Longitudes I Think Rashi: I have decided that I want to visit Australia. Mr Jain: That is 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. Q. What does Rashi’s father ask her to use to find the location of a place on the globe? (A) only latitudes (B) latitudes and longitudes (C) only longitudes (D) the internet I Remember Important latitudes and longitudes on a map of the world The North Pole and the South Pole marked on the globe show the northernmost and the southernmost points of the Earth. Representing the Earth 7

The Earth is divided into small Horizontal lines drawn Vertical sections. These sections make it easy parallel to the Equator Horizontal to find places on the Earth. The lines are latitudes. Vertical Horizontal and vertical lines which make these sections are lines that join the North called latitudes and longitudes. and South Poles are Latitudes and longitudes are longitudes. 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, which run from east to west around the Earth. 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. Latitudes 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 Prime south. They meet at the poles. They are 360 in number, 0° to Meridian 180° in the east and 0° to 180° in the west. These are known as meridians or lines of longitude. 1) 0° meridian: It is also called the Greenwich Meridian as it passes through a place called Greenwich in the United Kingdom. It is also known as the Prime Meridian. Longitudes 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. 8

The 0° and 180° meridians divide the Earth into the eastern and western hemispheres. 180° meridian International Date Line I Understand Latitudes FEATURES OF LATITUDES AND LONGITUDES Longitudes Latitudes • Are drawn horizontally on a map. • Form complete circles, except at the two poles, which are points. • Are parallel lines. The distance between them always remains equal. • 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. 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. Representing the Earth 9

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 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. Train My Brain 1) Name any three major latitudes. 2) Which latitude(s) get the most sunlight? I Apply Mr Jain lives in Pune. He wants to call up 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? He needs to do this because of the following reasons. 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 time: The time is different for different meridians. A country like India has many meridians. So, places on different meridians would be at different 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. 10

+5.5 GMT Standard times around the world I Explore (H.O.T.S.) 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 2° W is 11:52 a.m. 12 p.m. 2° E is 12:08 p.m. [2 × 4 = 8. [2 × 4 = 8. So, 12:00 p.m. - 8 minutes = 1 p.m. So, 12:00 p.m. + 8 minutes = 11:52 a.m.] 12 a.m. 12:08 p.m.] 3 a.m. 5° W is _________________ 5° E is _________________ 80° W is _________________ 80° E is _________________ 100° W is _________________ 100° E is _________________ Representing the Earth 11

Be Amazed Africa is the only continent that lies on both sides of the Equator and the Prime Meridian. It is the only continent in N the world that lies in all four hemispheres. W E S Connect the Dots Maths Fun Prayagraj (earlier Allahabad) is located near the 82° E meridian. New Delhi is located near the 77° E meridian. How many meridians are located between them? Which one is closer to the Prime Meridian? ______________________________________________________ English Fun Do you know how the tropics got their names? The Tropics of Cancer and Capricorn were named after the constellations of Cancer and Capricorn. A constellation is a set of stars that appears in a particular pattern in the sky. A Note to Parent Teach your child to use GPS-based maps available on smartphones. These maps use the latitudes and longitudes of places. You can ask your child to use these smartphone applications to record the coordinates of the places you visit. 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 12

Lesson All Kinds of Regions Make up the World 2 I Will Learn About 2.1 R weather, seasons and climate. U factors that affect the climate. A climate of India. h climatic zones and countries. 2.2 R vegetation and wildlife found in different zones. U features of vegetation and wildlife found in different zones. A effects of climatic zones on people. h climatic zones and the states of India. Concept 2.1: The Climatic Zones of the Earth I 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 that 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 13

I Remember 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 December to February in the northern hemisphere. However, between March and May, the temperature starts to increase in the northern hemisphere, and we feel hot. These cyclical changes in the weather, over the period of a year, are called seasons. In India, there are three main Revolution causes seasons 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 and experiences summer. However, the other hemisphere of the Earth 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 at this time. CLIMATE Climate is the weather conditions of an area We know that the Earth's revolution leads to seasons. recorded over a However, during a particular season, the climate does not long period. remain the same everywhere. For example, during winter, 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. 14

I Understand FACTORS AFFECTING THE CLIMATE OF A PLACE Some of the factors that affect the climate of a place are mentioned below. How distance from the Equator affects climate • Distance from the Equator: If a place is close to the Equator, the vertical rays of the Sun 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 sun rays are slanting and spread over a larger area. This area is much cooler. Therefore, places closer to the Equator are hotter than 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 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 summer. Coastal regions are more humid because of the evaporation of water from the seas and oceans. All Kinds of Regions Make up the World 15

CLIMATIC ZONES OF THE EARTH 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 North Frigid Zone •  the Temperate Zone •  the Frigid Zone North Temperate Zone Torrid Zone South Temperate Zone South Frigid Zone Climatic zones of the Earth The Torrid Zone Climate in the Torrid Zone Arctic Circle (66.5˚N) • ‘Torrid’ means ‘very hot’. Tropic of Cancer •  The climate is usually hot (23.5˚N) and humid. Equator (0˚) Tropic of Capricorn • There are no distinct (23.5˚S) changes in the temperature and seasons Antarctic Circle throughout the year. (66.5˚S) Winters are mild or cool. • This zone receives the vertical rays of the Sun. • Heavy rainfall is common. Regions in the Torrid Zone Train My Brain 1) Name the three main seasons of India. 2) What is sea breeze? 16

The Temperate Zone Regions in the Temperate Zone The Frigid Zone Regions in the Frigid Zone I Apply 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 found in India, there are different plants and animals in each zone. All Kinds of Regions Make up the World 17

I Explore (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 Be Amazed North The poles experience six months of sunlight and Pole six months of darkness. Due to the angle of the Earth, each pole spends six months tilted towards South the Sun. So, for six months there is continuous Pole daylight at one pole while the other pole remains in the dark for those six months. 18

Concept 2.2: Life in the Different Climatic Zones I Think Meher: Morad, does it mean that you want to go to all the different countries just to experience the different climates? Morad: Yes, why not? Meher: Is the climate different in different places? Morad: Yes! Meher: I want to visit places where it snows. A region covered with snow I would love to play in the snow. Q. Why does Morad want to visit different places? (A) to experience different climates (B) to see the plants and animals found in different climatic zones (C) to click photographs of different animals (D) to play in the snow I Remember The rainfall received annually and the temperature in different climatic zones is different. Thus, there are different plants and animals in each zone. LIFE IN THE TORRID ZONE The higher the rainfall received by a region, Most of the Torrid Zone usually receives plenty of the denser is the forest. sunlight and rain. So, this zone is home to many plants The denser the forest, the and animals. In fact, a very large number of the world’s more variety of wildlife animals are found in this zone. found in the region. On the other hand, the world’s largest desert, Sahara, is also found in the Torrid Zone. All Kinds of Regions Make up the World 19

Vegetation Many dense forests grow in the Torrid Zone. These forests are home to a variety of trees such as rubber, bamboo, mahogany, sal and so on. Rubber trees Mahogany tree The trees that grow in the forests in the Torrid Zone have the following features. • They are tall. • They have broad leaves. • They do not completely shed their leaves during any time of the year. Wildlife Numerous animals are found in the Torrid Zone. Colourful birds such as toucans and macaws are found in this zone. Animals such as the elephant, sloth and poison arrow frog are also found here. Toucan Poison arrow frog LIFE IN THE TEMPERATE ZONE The climate of the Temperate Zone is mild. The animals and plants found in this zone are different from the ones found in the Torrid Zone. Most of the population of the Earth lives in the Temperate Zone as the climate is favourable. Vegetation There are usually two types of vegetation in the Temperate Zone — grasslands and forests. Some deserts such as the Gobi Desert in Asia and the Atacama Desert in South America are found in the Temperate Zone. 20

Grasslands: In the North and South Temperate Zones, vast areas are covered by grass. These areas are called the grasslands. The Prairies in North America and the Velds in South Africa are some grasslands found in the zone. Forests: Apart from the grasslands, forests are also found in the Grassland Temperate Zone. These forests are of two kinds — deciduous and coniferous. As you have learnt, deciduous forests have trees that shed their leaves in winter and regrow them in spring. Example: maple, walnut, oak On the other hand, coniferous forests have cone-shaped trees which grow close to each other at a uniform level. Example: fir, pine, cedar Maple Oak Fir Bobcat Wildlife Lichen In the North Temperate Zone, animals such as the grizzly bear, elk, bobcat, black bear and so on are found. In the South Temperate Zone, animals such as the llama, anteater and so on are found. During winters, some animals such as monarch butterflies migrate to warmer regions. Animals such as black bears hibernate. LIFE IN THE FRIGID ZONE The Frigid Zone is mostly covered with snow and ice throughout the year. Due to the extreme cold, only a few plant and animal species inhabit the Frigid Zone. Vegetation During summers, moss, lichen and some stunted plants grow here. All Kinds of Regions Make up the World 21

Wildlife The seal, polar bear, Arctic fox and reindeer are some of the animals found in the North Frigid Zone. Birds such as Arctic tern and snowy owl are also found here. No reptiles are found in this zone. Animals in the South Frigid Zone have to go to the sea for food. These include penguins and seals as well. Seal Polar bear I Understand The plants and animals found in the three different climatic zones have some particular features. Let us learn about them. THE TORRID ZONE: FOREST LAYERS The Torrid Zone receives plenty of sunlight and rain. So, the forests in this zone are dense with trees. The trees vary in height. So, we get to see layers in the forests. This is the topmost layer of the forest. The trees in this layer are very tall. So, they receive a lot of sunlight. This is the second layer. It consists mostly of tree tops and branches that form a canopy. This is the third layer. It consists of small trees, shrubs and creepers. This layer consists of roots, bushes and fallen leaves. It is very dark as little sunlight reaches this layer. Layers of a forest 22

THE TEMPERATE ZONE: More Grass, fewer trees Not many trees are found in the grasslands. The climate of the grasslands is dry. So, when winds blow, the dry grass rubs against each other and catches fire. The fire destroys trees. But this grass has special roots that do not get destroyed by the fire. This allows the grass to grow back. THE FRIGID ZONE: STAYING ALIVE DURING EXTREMELY COLD WINTERS During the winters, it gets extremely cold in the Frigid Zone. No plants grow during this season as well. So, the animals living in the Frigid Zone have two ways to stay alive — migration and hibernation. Migration: During winters, many birds living in the Frigid Zone migrate — that is, they move to warmer regions. By doing so, the birds get food to eat and also remain warm. Example: Arctic tern Hibernation: During winters, it is not easy to find food. Hence, animals sleep through the season. This is called hibernation. During hibernation, the animals use the energy stored in their body only for activities such as breathing. Example: Arctic ground squirrel Train My Brain Arctic tern 1) Name any one tree found in the Torrid Zone. 2) Name any one animal found in the Temperate Zone. I Apply EFFECTS OF THE CLIMATIC ZONES ON HUMAN LIFE The differences in the climatic zones affect people and their lifestyles. Let us read how. Clothes People living in different climatic zones wear different types of clothes. The people living in the Torrid Zone wear more cotton clothes as the climate is hot and humid. Cotton allows the heat to escape easily. The people living in the Temperate Zone wear cotton clothes during summer and woollen clothes during winter. In the Frigid Zone, people wear very warm woollen clothes that cover most of the body due to the extreme climate. All Kinds of Regions Make up the World 23

Shelter The climatic zones also affect the kinds of houses that people live in. For example, the people in the Frigid Zone live in special houses called igloos. Although they are built using snow, they are very warm inside! The people living in the Torrid Zone make sure that their houses have Stilt houses slanting roofs. Such roofs allow the rainwater to flow off easily. Many people who live in this zone live in stilt houses because some areas of this region receive heavy rainfall. I Explore (H.O.T.S.) 1) Since India lies in both the Torrid and the Temperate Zones, we get to see a variety of plants and animals. For example, we find evergreen forests in the Andaman and Nicobar Islands and coniferous forests in the Himalayan region. Similarly, while camels are found only in the Thar Desert, we see animals such as snow leopards and yaks in the Himalayas. Can you list some new plants and animals that you have seen while visiting different places? 2) U sing an atlas, find the Indian states that fall in the Temperate Zone and the states that fall in the Torrid Zone. Be Amazed Migrating birds often use the Sun and stars for navigation. They may also travel long distances. Example: greater flamingos, bluethroats Connect the Dots English Fun What adjectives can you use to describe the climate of the Torrid Zone and the Frigid Zone? Think beyond the usual adjectives — hot, wet, humid, cold and frozen. (You can use a combination of two words.) 24

Science Fun The Emperor Penguin, found in the Frigid Zone, is a rare bird. After laying an egg, the female goes into the sea to hunt for food. It is the male who takes care of the egg until the baby penguin hatches from it. A Note to Parent It will be good learning for your child if they get to know about the effects of global warming. You can read articles and watch videos together. You can get started here: https://bit.ly/2rvoiZz New Words 1) vegetation – the plants found in a particular region 2) humidity – amount of moisture present in the air 3) cyclical – happening again and again in the same order 4) monsoon – the season when India receives a lot of rain 5) sea level – the level of the surface of the sea 6) sea breeze – slight wind that blows from the sea towards the land 7) evaporation – the process by which water turns into vapour 8) scanty – very little 9) inhabit – live in a place 10) stunted – not growing or developing as usual 11) layer – a thing or a material that lies over or covers another thing or material 12) canopy – a cover formed high above the ground by leaves and branches 13) stilt house – a house built on stilts — wooden or steel bars 14) navigation – that support a house the activity or process of finding a way to get to a place All Kinds of Regions Make up the World 25

Lesson European Expeditions 3 to India I Will Learn About 3.1 R the European traders who came to India. U the rise of the British rule in India. A the impact of the East India Company. h other parts of the world that the British ruled. Concept 3.1: Colonial India I Think Rashi and Meher are at Priya Bua’s place. She is Rashi’s bua (aunt). She is a professor of history in Mumbai. Rashi and Meher are amazed at the number of history books in her house. Meher: Aunty, why do you like history so much? Priya Bua: Oh! I love history for many reasons. I will tell you a little story to explain. Rashi loves to read her English books. But, did you know that till the seventeenth century, hardly anybody knew English in India! Rashi: Wow! Then how do we know English now? Priya Bua: In the late sixteenth century, the English came to Explorers India to sell goods here. In exchange, they wanted to take useful items back. Over time, they became the rulers of India. People in India thus learnt to speak in English. 26

Q. Why did the English come to India? (A) to read newspapers and history books (B) to meet Indian leaders (C) to sell their goods and take useful items back (D) to rule India I Remember At the beginning of the fifteenth century, Europeans An expedition is a long wanted to explore more of the world. So, explorers journey by a group of from countries such as Portugal, Britain, France and the people to a faraway place Netherlands, began expeditions. They also wanted to for a special purpose. find new sea routes to reach different countries in Asia, including India. WHY DID THE EUROPEANS WANT TO FIND NEW ROUTES TO REACH ASIA? Asia was well known for things that were not easily available in other parts of the world. The Europeans got the following goods from India and other Asian countries such as China. Spices Crops Cloth • pepper • tea • silk • nutmeg • coffee • cotton • cloves Europeans bought spices, crops and cloth from Asian countries 27 European Expeditions to India

However, it took a long time to reach Asia by land. At times, the rulers of some places in Asia did not allow Europeans to travel through their kingdoms to reach another place. The Europeans believed that by finding new sea routes, they would be able to reach Asian countries easily. Then, they could increase trade with these countries. EUROPEAN TRADERS IN INDIA Vasco da Gama, a Portuguese explorer, was the first to discover a sea route to India from Europe. He reached Kozhikode (Calicut), Kerala in 1498. After his visit, Portuguese traders formed a group and got permission from their ruler to trade raw materials and finished products with the people of India. These groups of traders were called trading companies. Example: the Portuguese East India Company Soon, traders from other European countries also formed trading companies and came to India. These included the Dutch, followed by the British and the French. These trading companies also started setting up factories and trading posts all over India. Look at the given timeline to know about the trading posts and factories set up by the Europeans in India. Setting up European trading posts and factories in India 1502 ― The first Portuguese factory was established in Kochi (Cochin). 1605 ― Members of the Dutch East India Company came to India. 1615 ― The British East India Company set up a trading post in India. 1668 ― The first French settlement was set up in Surat. I Understand THE RISE OF THE BRITISH RULE IN INDIA By the end of the seventeenth century, the British as well as the Portuguese, the Dutch and the French had established trading posts all over India. However, many fights took place among these companies. 28

Why did the Europeans fight with each other in India? The spices, fine cloth and jewellery produced in India were in high demand in many parts of the world. All the companies were making huge profits by buying Indian goods at low prices and selling them abroad at high prices. Every company wanted to become wealthier and more powerful. This led them to fight with each other. For example, the British and the French fought the First Carnatic War in 1746. Ultimately, the British East India Company defeated all other European trading companies and gained control of many parts of India. INDIA BECOMES A BRITISH COLONY After defeating other European countries, the British decided to make India their colony. In other words, they decided to control and rule over India. They thought that by ruling India they could do the following. • buy raw materials from India at very low prices and give them to factories in Britain • sell the British goods to Indians in order to increase their profits How did the British establish their rule over India? During the eighteenth century, many small kingdoms ruled over different parts of India. The rulers of these kingdoms constantly fought among themselves for power and control of Indian territories. The British took advantage of these conflicts. They would give presents and money to one Indian ruler and promise to protect their kingdom from other rulers. In return, the ruler would look after the British soldiers positioned in the kingdom. The British would use this arrangement to interfere in the affairs of the kingdom, such as deciding the heir, making rules and so on. The British also waged battles against various Indian rulers. They had modern weapons and could defeat the Indian rulers easily. They would also wage battles against the rulers who refused to look after the British soldiers or follow the rules made by them. Anglo-Mysore War European Expeditions to India 29

Below are some important battles and wars fought and won by the British East India Company. Name of the battle Indian rulers who fought Battle of Plassey (1757) The Nawab of Bengal Siraj ud-Daulah Battle of Buxar (1764) The Nawab of Bengal Mir Qasim, the Nawab of Awadh Shuja ud Daula and the Mughal Emperor Anglo-Mysore Wars (four wars Shah Alam II from 1769 to 1799) Hyder Ali and his son, Tipu Sultan of Mysore Anglo-Maratha Wars (three wars from 1775 to 1818) Rulers of the Maratha Empire Through all these victories, the British East India Company had become very powerful in India. Train My Brain 1) Name the first person to discover a sea route from Europe to India. 2) Who fought the Anglo-Mysore wars? I Apply IMPACT OF THE BRITISH EAST INDIA COMPANY ON THE PEOPLE Impact on rulers The British made laws that allowed them to take over the kingdoms easily. One such law was that if a ruler did not have their own son, the kingdom would go under British rule after their death. In Bengal, the British took the responsibility of collecting portions of the revenue. In these ways, many rulers lost control over their kingdoms. Impact on artisans The British sent raw materials from India to factories in England. The British factory-made goods were cheaper than the hand-made goods of the Indian artisans. Hence, Indian artisans were forced to sell their goods at low prices in order to compete with the cheap imported goods. As a result, they suffered losses. 30

Impact on farmers The British imposed heavy taxes on farmers. They had to pay taxes even if the crops failed. This made farmers poorer. Impact on soldiers Many farmers and artisans joined the British Indian Army as sepoys because they had to quit their previous jobs. This came to be known as the sepoy army. Indian Sepoys I Explore (H.O.T.S.) Apart from India, the British ruled several other countries as well. The names of a few countries are given below. Use an atlas to locate these countries on a world map. Continent Country Asia – Brunei, Malaysia, Singapore, Sri Lanka Africa – Botswana, Zambia, Ghana, Kenya, Mauritius Europe – Cyprus, Malta Be Amazed The Italian explorer, Christopher Columbus, set out to discover India in 1492. Instead, he reached the Bahamas, a country located near North America. However, Columbus thought that he had reached India. Hence, he called the people living on these islands ‘Indians’. European Expeditions to India 31

Connect the Dots English Fun Just like the British culture influenced India, Indian languages also had an influence on English. Did you know that many English words are actually from Indian languages? Here are some of them: bungalow, chutney, cot, guru, pyjamas, loot and so on. Science Fun Nowadays, we use applications showing maps to find directions. These maps tell us the route, step-by-step! But in the earlier days, travellers and explorers used magnetic compasses to find directions. Here is a picture of a magnetic compass. A Note to Parent Point out to your child the streets, buildings and areas in your city that still have European or British names. Also show them buildings that were built during the British era. Doing so will allow your child to notice the European influence in present-day India. New Words 1) route – a way or path taken to reach a place or thing 2) Dutch – people of the Netherlands 3) Carnatic – the region of south India consisting of parts of modern-day 4) Anglo Karnataka, Kerala, Tamil Nadu and Andhra Pradesh 5) revenue – British 6) sepoy – money collected as taxes by a government – an Indian soldier serving under the British 32

Lesson The Revolt of 1857 4 I Will Learn About 4.1 R the effects of the British policies on Indians. U the main events of the Revolt of 1857; reasons for failure of the revolt. A the results of the revolt. h some revolutions of the twenty-first century. Concept 4.1: The First War of Independence I Think Morad, Meher and Rashi are going to watch a movie. Rashi: What is this movie about? Morad: It is about Mangal Pandey. He was a soldier who took part in a revolt against the British. Mangal Pandey and the Revolt of 1857 Meher: I think it will be a very interesting movie. Morad: Yes! You will get to learn about an important person in India’s fight for freedom. Q. Did the Indians revolt against the British? (A) yes (B) no 33

I Remember EFFECT OF THE BRITISH POLICIES ON THE PEOPLE We have previously read about how the policies of the British East India Company (EIC) affected Indians. Let us read about a few of them in more detail. Many Indian rulers reached out to the British to Battle during the Revolt of 1857 protect their interests. For example, Rani Lakshmi Bai of Jhansi wanted her adopted son to be the ruler. Nana Sahib, the adopted son of Peshwa Baji Rao II, wanted to get his pension. However, the British refused their requests. The EIC also said that after Bahadur Shah's death his son would not become king. The British started making other laws too. They promoted English language education. They set up churches and schools all over the country. This made many Indians feel that the British were trying to destroy their culture and religion. When people refuse to accept the laws and The sepoys were unhappy with the low wages and poor decisions of their rulers, it condition of work. They were also angry about the conditions is called a revolt. of farmers and artisans in their families and villages. As time passed, the anger of the Indians increased. Finally, some Indians decided to rise against the British. They revolted. This revolt, which took place in 1857, was the first time Indians demanded freedom from the British. Hence, it is also called the ‘First War of Independence’. I Understand Let us read more about the events during the First War of Independence. In 1857, the British army had introduced a new rifle. The cartridges to be used in the rifle were greased with the fat from cows and pigs. Before using the bullets, the soldiers had to bite open the greased cartridges. Mangal Pandey 34

The Hindus considered cows to be holy, and the Muslims considered pigs to be unholy. Thus, neither Hindus nor Muslims in the army wanted to bite open the greased cartridges. This led to more dissatisfaction among the sepoys. In March 1857, a young soldier named Mangal Pandey tried to urge other sepoys to revolt and attacked British officers in Barrackpore. He was captured and hanged to death. In April 1857, some sepoys in Meerut refused to use the bullets. They were dismissed from service and put in jail. The next day, other sepoys released the imprisoned sepoys. They attacked and killed British officers. They set buildings on fire and declared war. Similar incidents happened in other parts, including Delhi. The Bahadur Shah Zafar soldiers urged Bahadur Shah Zafar to be their leader, and he accepted their request. He wrote to the other Indian rulers to come forward and fight the British. People from different sections of society joined the revolt. The leaders of the revolt also came from different classes and communities. Among them were Nana Sahib who led the revolt in Kanpur, Rani Lakshmi Bai from Jhansi and Tantia Tope of the Maratha kingdom. Bakht Khan, a soldier from Bareilly, took charge of the forces in Delhi. In Bihar, Kunwar Singh, a landlord led the rebel sepoys. Bakht Khan Rani Lakshmi Bai Tantia Tope But, the British fought back with all their power. They captured Delhi, and Bahadur Shah Zafar was exiled to Rangoon. Rani Lakshmi Bai died fighting the British in 1858. The other leaders were either captured or killed. Many of the sepoys and rebels were put to death. Whole villages were burnt down. The British were able to suppress the revolt. The Revolt of 1857 35

Some important centres of the revolt REASONS FOR FAILURE Lack of leadership The revolt lacked strong central leadership. The leaders of the revolt fought only for their territories. There were no national leaders who could unite the rebels. This made it easy for the British to defeat the different groups of rebels. Poor organisation Different groups fought small battles against local British authorities. Their efforts were not organised. The British, on the other hand, were properly organised which helped them to defeat the rebels. Outdated weapons The Indian people used very old weapons. They also did not have enough weapons. The British used modern weapons and also the money to buy more ammunition. No support from other parts The revolt did not spread to all parts of the country. Example: A large part of south and west India did not take part in the revolt. This enabled the British to crush the revolt easily. 36

Train My Brain 1) In which year did the revolt take place? 2) Name any one city where the revolt took place. I Apply CONSEQUENCES OF THE REVOLT The Revolt of 1857 affected both the British and the Indians. Effects on the British The Revolt of 1857 came as a shock to the British. They felt that they might lose their control over India. To secure their control over India, the British made several changes. Some of the changes were as follows. • N ew ruler: Instead of the British East India Company, the Queen of England and the British government became the new rulers of India. • New laws: When the Queen began to rule, new laws were introduced to keep the British in power. For example, the number of British soldiers in the army was increased. • More taxes: The British increased taxes on goods and land. This ensured that the Indians remained poor and powerless. Effects on the Indians • Rise of patriotism: Indians were inspired by the bravery of rulers such as Rani Lakshmi Bai and Kunwar Singh. They became more patriotic. • Importance of unity: Indians realised that if they united, they could defeat the British and become free. The Revolt of 1857 37

I Explore (H.O.T.S.) Revolts are still happening around the world. The twenty-first Protests during the revolution in century started with many revolutions. Egypt in 2011 One such revolution was the revolution in Egypt in 2011. The Egyptian people demanded that President Hosni Mubarak step down. They were unhappy with his presidency. There were many complaints of corruption against him. Later, he was also sent to prison for ordering the killing of hundreds of protesters. A few other revolts of the twenty-first century happened in countries such as Syria, Libya, Nepal and so on. Read about these and find out the causes and effects of these revolts. Be Amazed There is a very famous poem in Hindi written by Subhadra Kumari Chauhan titled 'Jhansi Ki Rani'. It tells the entire life story of Rani Lakshmi Bai. You can hear the poem on http://imax.pro/jhansi-ki-rani Connect the Dots Maths Fun Queen Victoria of England became a queen in 1837. She died in 1901. Calculate the number of years she ruled. 38

Science Fun This is how the Hindu and Muslim soldiers of the British Indian army had to load their rifles. Paper case Powder Bullet Step 1: The soldier Step 2: He poured the Step 3: He took the Grease tore open the powder down the ramrod from its slot end of the muzzle of the rifle. Then beneath the rifle barrel A greased cartridge with he inserted the bullet and pushed the paper, cartridge his teeth. still wrapped in the bullet and powder to the cartridge paper into bottom of the barrel. the muzzle. A Note to Parent Rani Lakshmi Bai was an Indian queen and warrior. She was one of the most important leaders of the Revolt of 1857. Ask your child to find out about other female warriors and leaders who fought against the British. New Words 1) cartridge – a small case that contains a bullet 2) greased – having a small amount of oil or fat on something to make it work smoothly 3) ammunition – bullets or things that are fired from a gun 4) muzzle – the open, circular end of a rifle through which a bullet comes out The Revolt of 1857 39

Lesson The Freedom Struggle 5 I Will Learn About 5.1 R changes in Indian society after 1857. U the rise of Indian National Congress and their demands. A the Partition of Bengal and its effects. h how caste system still exists in Indian society. Concept 5.1: Reforms after 1857 and the Partition of Bengal I Think Morad is excited about going to a fair that promotes khadi goods. Meher and Rashi are reading about the fair on a pamphlet. Meher: Wow! There are so many things at the fair. Morad: Yes, there are bags, clothes, decorative items and so on. They look lovely. Rashi: These are not like the things that I normally see in the shops. Morad: Yes, these things are made by using hands Indian leaders wearing khadi and simple tools. They are made from khadi. They are not produced in a factory. Rashi: What is khadi? Does it take lot of time to make things from khadi? 40

Morad: Yes. It does. Yarn from cotton is spun on a spinning wheel known as a charkha. Cloth made from this yarn is called khadi. The charkha was an important symbol during our fight for freedom. Meher: Why? Morad: Indian leaders wanted everyone in India to buy goods made by Indian artisans and not goods made in British factories. Q. What was an important symbol during India's freedom struggle? (A) khadi (B) clothes (C) charkha (D) bags I Remember CHANGES IN SOCIETY AFTER THE REVOLT OF 1857 As we read earlier, the British government ruled over India after 1857. But, the situation did not change much. They ruled strictly for the benefit of Britain. The British believed that they were superior and the Indians were inferior. But, the spark had been set after the Revolt Reformation is a type of movement of 1857. The more the British tried to suppress the by people who want to improve Indians under their rule, the more the people society. wanted to be free. This great desire for freedom was felt by many Indians. Different people attempted to achieve it in different ways. Let us read about a few people and their approaches. Reformation of Society Social reformers tried to improve society by challenging the existing customs and beliefs. Raja Ram Mohan Roy felt that if Indians wanted freedom, they should Swami Vivekananda prove that they deserved it. He wanted Indians to give up their bad habits and customs. He wanted everyone, including women to be educated. Swami Vivekananda also felt the same way. He believed that service to others was service to God. He urged the Indians to fight against evils of the society with courage and strength. The Freedom Struggle 41

Reformation in Literature Writers protested against the British rule through their plays, novels, poems and songs. Dinabandhu Mitra published a play, Nil Darpan. The play exposed how the British forced the Indian farmers to grow indigo and sell it at low prices. Through this play, people became aware of how Indian farmers suffered. Bankim Chandra Chatterjee wrote a poem, 'Vande Mataram'. It became the national song of India. Rabindranath Tagore composed our national anthem, 'Jana gana mana', which sings of the unity of the people of India. Similarly, Subramania Bharati inspired the people of Tamil Nadu with patriotic songs and poems in Tamil. The British government punished the editors of newspapers and Subramania Bharati magazines, every time their publications spoke against them. Yet it did not stop Indians from publishing articles against the British. I Understand RISE OF THE INDIAN NATIONAL CONGRESS Apart from bringing about changes in society and protesting through writings, Indians also formed organisations to unite Indians. This happened when the Indian National Congress or INC was formed in 1885. It was India's first political party. A political party is a group of people who have come together to achieve some goals by becoming a part of the government. The first meeting of the Indian National Congress was held in Bombay. Community leaders from various parts of India attended this meeting. Some famous leaders of the Indian National Congress were Rahimtulla Sayani, Badruddin Tyabji, Dadabhai Naoroji, Pherozeshah Mehta, Gopal Krishna Gokhale, Surendranath Banerjea and so on. As the political movement grew, more people joined. The Indian Dadabhai Naoroji National Congress worked hard to educate the Indian people about their rights. At first, members of the Congress did not openly challenge the British policies. It pointed out the misery of Indian people to the British government and asked for reforms. 42

DEMANDS OF THE INDIAN NATIONAL CONGRESS Given below are some of the demands of the Indian National Congress. Freedom of speech Members of the and expression by municipal council to 1 allowing Indians to 2 be elected by the publish their views in people instead of the newspapers and magazines freely British government 3 Money for hospitals To know how revenue and schools 4 was being spent by the government Hence, we can conclude that they discussed the different issues in Indian society. Dadabhai Naoroji showed how the British robbed India of its wealth. He blamed them for India being poor. Some Congress leaders such as Bal Gangadhar Tilak, Bipin Chandra Pal and Lala Lajpat Rai felt that the British would not listen to the demands of the Congress. So, strong actions needed to be taken. They argued that people must fight for Swaraj which means ‘self-rule’. Tilak encouraged the people with the slogan, ‘Swaraj is my birthright and I shall have it!’ Train My Brain 1) When was the INC founded? 2) Name any one important leader of the INC. The Freedom Struggle 43

I Apply As we read earlier, different Congress leaders had different ideas about how to fight against British rule. So, they formed into two groups which came to be known as the 'moderates' and the 'extremists'. The moderates wanted to cooperate with the British government. On the other hand, the extremists wanted to rise against the British government. PARTITION OF BENGAL At the beginning of the twentieth century, the Indian freedom movement had gained strength. Most Indians were convinced that the British rule was not good for the Indian people. The British tried to crush and kill the freedom movement in different ways. One of the things they tried was to divide the Hindus and Muslims in Bengal. They did not want them to be united. Therefore, they divided Bengal into two parts in 1905 with the Hindus in one part and the Muslims in the other part. This was called the Partition of Bengal. The Partition of Bengal angered people all over India. Large public meetings and demonstrations were organised. Lal-Bal-Pal (Lala Lajpat Rai, Bal Gangadhar Tilak and Bipin Chandra Pal) called upon people to rebel and overthrow the government. Bal Gangadhar Tilak Lala Lajpat Rai Bipin Chandra Pal This led to the Swadeshi movement. This movement opposed the use of British goods. It encouraged the use of Indian goods such as clothes made of khadi. To fight for Swaraj, extremists urged the boycott of British institutions and goods. Despite all these efforts, the partition took place. The British government suppressed the opposition with all its might. But, six years later the partition was cancelled. Effects of the Partition • The Rise of the Revolutionaries: Many people felt that use of violence was the only way to overthrow the British. So, some of them became revolutionaries. Khudiram Bose, a revolutionary, tried to assassinate a British judge. 44

He was hanged at the age of eighteen. A few revolutionaries also tried to make bombs and other weapons in secret. • Formation of the Muslim League: The All India Muslim League was formed in 1906. This party wanted to protect the rights of Muslims in India. Later, they called for the formation of a separate state. • Split in the Congress: The moderates felt that the extremists were too violent in their methods of protest. So, the Congress split into two groups in 1907. I Explore (H.O.T.S.) What do you want to be when you grow up? Do you want to be a firefighter, an artist, a lawyer, a photographer or something else? Today, people in India can choose the work that they want to do. But many centuries ago, people did not have this choice. Earlier, the Indian society was divided into different castes. Castes were determined by the occupations of the people. Find out more about different castes. Also, find out about the discriminations faced by people of lower caste. Today, the laws in India treat everyone as equal. Does that mean that there is no division in our society based on caste? Unfortunately, the division still exists. Let us read about some actions that show us how this divide still exists in India. • In many families, the members are not allowed to marry someone from a different caste. • In many households, different utensils are used by maids, gardeners, drivers and so on. Have you seen any such actions around you? Would you like these practices to be part of the society that you live in? If not, discuss with your friends how you can change them. Be Amazed The Indian National Congress is the oldest political party in India. After India became independent, the Congress became the ruling party. The Congress was continuously in power for nearly 30 years after Independence. The Freedom Struggle 45

Connect the Dots English Fun Many Indian writers and poets wrote in English. They wanted readers from around the world to understand the sufferings of Indians due to the foreign rule. Example: Jayanta Mahapatra was the first person to win a national award for writing poetry in English. Science Fun The Swadeshi movement asked people to buy khadi cloth. Khadi is a completely natural fibre. Make a list of three other natural fibres that people use to make cloth. 1) ____________________________________ 2) ____________________________________ 3) ____________________________________ A Note to Parent Encourage your child to know more about the Swadeshi movement. Explain to them the importance of indigenous means of production. Ask them to find out if anyone in their family participated in such movements. Narrate their story. New Words 1) yarn – thick thread 2) artisan – a worker who has special training to make things 3) suppress – prevent or control by force 4) indigo – a plant used to make dark blue dye 5) patriotic – having or showing great love or devotion to one’s country 6) boycott – not use or buy something as a protest 7) assassinate – kill an important person for political reasons 46