Social Studies Class X Textbook PDF

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SC ER T TE LA NG AN A  b c c b EDUCATIONAL LOANS A In our country the young population is often not able to access higher education due to lack of funds. To alleviate this bottleneck the Educational Loan Scheme has been designed. The main objective of the scheme is to provide financial support from the banking system to students for pursuing AN higher education in India and abroad. The maximum loan limit for studies in India is 10 lakh while for overseas studies the limit is Rs. 20 lakh. A student to be eligible for this loan, should be an Indian national and should have secured admission to a higher education course in recognized institutions in India or abroad through entrance test / merit based selection process after completion of HSC(10+2 or equivalent). In other cases, NG appropriate criteria will be adopted by the banks based on reputation of the concerned institution and employment opportunity that the intended course offers. The eligible loan amount is arrived at by including all education related expenses such as Tuition fee, cost of books, boarding and lodging charges. The parents of the student should be joint borrowers along with assessment of future income of the student. LA The student or his parents are not required to service the loan during the duration of the course and the repayment of loan commences either six months after the student is employed or one year after the completion of the course which ever is earlier. There are no processing charges and to avail this scheme eligible students can approach any commercial bank. TE For details log on to RBI website: www.rbi.org.in and contact them at www.rbi.org.in/ scripts/helpdesk.aspx Banking Ombudsman Scheme, 2006 T Banking Ombudsman Scheme, 2006 enables settlement of complaints, grievances of bank customers against services rendered by the bank.This scheme was made available to bank customers by Reserve Bank of India to speed up the grievance redressal mechanism. Under this scheme, the ER An extraordinary life. complainant can make complaint to the Banking Ombudsman on a white paper or by online (www.bankingombudsman.rbi.org.) or by e-mail or by post giving the details like name, address, A life full of adventure, honour and glory. telephone number, bank account number, ATM or Credit Card number, reasons that lead to Where you are one among a million, complaint with connected supported documents for redressal. The bank customer should first and one in a million. lodge his/her complaint with the bank concerned and wait for 30 days. He/She can then approach SC Banking Ombudsman but within one year. All the Scheduled Commercial Banks , Regional Rural Banks and Scheduled Primary Co-operative Banks come under the purview of the scheme. There is no application fee, advocate fee, stamp charges and filing charges, while lodging complaint Be The Best to the Banking Ombudsman. If the award of the B.O. is not acceptable the complainant can challenge the award appellate authorities, i.e. to the Deputy Governor, Appellate authority, Consumer Education and Protection Department (CEPD), Reserve Bank of lndia, Mumbai. b c www.joinindianarmy.nic.in c b  SOCIAL STUDIES A Class X AN Editors Sri Arvind Sardana, Director, Prof. S. Padmaja, Dept.of Geography, Eklavya, Bhopal, M.P. Osmania University, Hyderabad. Prof. I.Laxmi, Dept. of History, Prof. G. Omkarnath, Dept.of Economics, NG Osmania University, Hyderabad. University of Hyderabad, Hyderabad. Prof. M.Kodandaram, Dept. of Political Sri C.N. Subramanyam, Science, P.G. College, Sec’bad, Hyd. Eklavya, Bhopal, M.P. Prof. A. Satyanarayana (Retd.), Dept. of Dr. I.Thirumali Senior Fellow, History, Osmania University, Hyderabad. ICSSR, New Delhi. Dr. K. Narayana Reddy, Asst. Prof. Prof. K.Vijaya Babu, Dept. of History, Dept.of Geography, O.U, Hyderabad. LA Kakatiya University, Warangal. Prof. Bhupendra Yadav, Azim Premji Dr. M.V. Srinivasan, Asst. Prof. University, Bangalore DESS, NCERT, New Delhi. Dr. K.K. Kailash, Sri K. Suresh, Dept. of Pol.Sc, University of Hyd, Hyd. Manchi Pustakam, Hyderabad. TE Dr. Chandra Shekhar Balachandran, Dr. Sukanya Bose, Consultant, The Indian Institute of Geography, Bangalore. NIPFP, New Delhi. Dr. N. Chandrayudu, Asst.Prof. Sri Alex. M.George, Dept. of Geography, S.V.University, Tirupati. Eklavya, Bhopal, M.P. Textbook Development Committee T Sri G. Gopal Reddy, Director, Sri B. Sudhakar, Director, SCERT, Telangana, Telangana Govt. Textbook Press, ER Hyderabad. Hyderabad. Dr. N. Upender Reddy, Professor & Head C&T Dept., SCERT, Telangana, Hyderabad. SC Published by the Government of Telangana, Hyderabad. Respect the Law Grow by Education Get the Rights Behave Humbly i Free distribution by T.S. Government 2019-20  A AN © Government of Telangana, Hyderabad. First Published 2014 New Impression 2015, 2016, 2017, 2018, 2019 NG All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means without the prior permission in writing of the publisher, nor be otherwise circulated in any form of LA binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. The copyright holder of this book is the Director TE of School Education, Hyderabad, Telangana. We have used some photographs which are under creative common licence. They are acknowledged at later (page vii). This Book has been printed on 70 G.S.M. Maplitho, T Title Page 200 G.S.M. White Art Card ER Free Distribution by Government of Telangana 2019-20 SC Printed in India at the Telangana Govt. Text Book Press, Mint Compound, Hyderabad, Telangana. ii  SOCIAL STUDIES Class X A Writers Smt. M. Satyavathi Rao, Retd., PGT Political Science, Oxford S S School, Vikaspuri, New Delhi. AN Dr. G. Anand, Asst. Prof. (C), Dept. of Geography, Osmania University, Hyderabad. Dr. S. Venkataratnam, Asst. Prof. (PT), Dept. of History, Nizam College (OU), Hyderabad. Dr. Venkateshwara Rao.T, Asst. Prof.(C), Dept. of History, PG College (OU), Sec-bad. Sri Madithati Narasimha Reddy, GHM ZPHS Peddajangampally, Y.S.R.Kadapa. NG Sri K. Laxminarayana, Lecturer, Govt. DIET, Angalur, Krishna. Sri M. Papaiah, Lecturer, SCERT, Telangana, Hyderabad. Sri Ayachithula Laxman Rao, S.A GHS Dhangarwadi, Karimnagar. Dr. Racharla Ganapathi, S.A. ZPHS Ladella, Warangal. Sri Undeti Ananda Kumar, S.A ZPHS Sujatha Nagar, Khammam. LA Sri P. Jagan Mohan Reddy, S.A ZPHS Pidchedu,Gajwel, Medak. Sri Gaddameedi Rathanga Pani Reddy, S.A ZPHS Janampet, Moosapet, Mahabubnagar. Sri Korivi Srinivasa Rao, S.A MPUPS P.R.Pally, Tekkali,Srikakulam. Sri. Kasam Kumaraswamy, S.A ZPHS Dowdepally, Adilabad. Sri P. Srinivasulu, S.A ZPHS Haveli Ghanpur, Medak. TE Sri N.C. Jagannath, GHS, Kulsumpura, Hyderabad. Smt Bandi Maria Rani, S.A M.P.U.P.S Chilukanagar, Rangareddy. Sri Vanguri Gangi Reddy, SA, ZPHS Kondurg, Mahabubnagar. Sri T. Prabhakar Reddy, SA, ZPHS (B) Shabad, Rangareddy. Sri N. Rajpal Reddy, SA, ZPPSS (B) Station Ghanpur, Jangoan. T Smt. Hemakhatri, IGNIS, Hyderabad. (Proof reading) Coordinators ER Sri M. Papaiah, Lecturer, SCERT, Telangana, Hyderabad. Smt. D. Vijaya Lakshmi, Lecturer, SCERT, Telangana, Hyderabad. Illustrators Sri Kurella Srinivas, GHM, ZPHS,Kurmedu, Nalgonda. SC Prof. Karen Hadyoc, HBSC, Mumbai. Sri P. Anjaneyulu, Geomapper, CESS-DCS, Hyderabad. Layout & Design Smt. Y. Vakula Devi, SKV Color Stream, Hyderabad. Sri Kannaiah Dara, SCERT, Telangana, Hyderabad. Smt. K. Pavani, Graphic Designer, Hyderabad. iii Free distribution by T.S. Government 2019-20  Letter to students A “Dear Young Friends, Most of you are growing up in the 21st Century and soon will be old enough to take up a AN profession and participate fully in public matters like voting in the elections. It is time you tried to understand the ideas, processes and systems which determine life in our times. These were shaped by people through very hard struggles, sacrifices and great acts of cooperative action. As the next century unfolds it will be your turn to shape our future in similar manner. We hope this book will help you to a small extent by going over with you how the people of the last century shaped their ideas, processes and systems. NG Your parents and teachers were witnesses and participants in this. As such they will surely have strong and differing views on many of these matters. While you try to understand the last century you also therefore need to understand why people hold such divergent views on it and come to your own conclusions. This book is in two parts. The first part deals with Resources Development and Equity and the second part with Contemporary World and India. Under the theme “Resources Development and LA Equity” we will explore how we have used the land in which we live and how we engage in productive activities. Did we properly use the land and its resources? The way we engaged in productive work and distributed its fruits among different people, was it just and sustainable? Under the theme “Contemporary World and India” we will explore the impact of major events of the last century. We will not only be studying what happened over the entire world, but also TE what happened in our own country including the recent past. People act not only because they are moved by different interests but also because they are inspired by different ideas. In the last century ideas like socialism, fascism, nationalism, liberalism greatly influenced the thinking and collective actions of people. We will be studying about some of these too. Textbooks at school level tend not to discuss contemporary events, policies and politics. This is not because it is too difficult to understand but because opinion about it is sharply divided and it is feared that this will generate conflicts. However, to live in a democratic world, we also need to T learn to handle our differences and conflicts rather than avoid talking about them. This book is a bold attempt at initiating our young adults to the world of political debates and differences. It will be successful only if the teachers, students and the political community take it in the right spirit, ER practice restraint and listen carefully to differing points of view with tolerance and understanding. It may turn out that this book seems to give a particular view point and not represent some other point of view in proper light. This is very difficult to avoid as textbook writers are human and have their own understanding. When such issues come to light it is important for the teachers to present the other view points too before the students and not treat the book as the only or correct source of information. The students too should be encouraged to read current newspapers, magazines SC etc; attend public meetings to get more perspectives on these matters. This book then should be seen as a starting point of enquiry rather than as the end of it. Books can only tell you what others thought and did. At the end of it you need to decide for yourself your understanding and what you want to do about the social problems you will be studying. You have the responsibility of both understanding the society and acting to make it better. We only hope that this book will help you in this. – Editors iv  ABOUT THIS BOOK A This book is a part of your Social Science Curriculum and a part of various things you would be doing to study the society around you. However, remember that it is only one small part of that curriculum. The Social Science Curriculum requires you to analyse and share in the classroom what AN you know. It requires you above all to ask questions – think why things are the way they are. It also requires you and your friends to go out of the class room to the market, to the village fields, to temples and mosques and museums and find out various things. You will have to meet and discuss with a number of people, farmers, shopkeepers, officials, priests and so on. This book will introduce you to a range of problems and enable you to study them and arrive NG at your own understanding of them. So, the most important thing about this book is that it does not have answers. In fact this book is not really complete. It can only be completed when you and your friends and teachers bring their own questions and experiences and discuss everything threadbare in the class. You may disagree with many things in this book - do not be afraid to say so - only give your reasons. Your friends may disagree with you, but try to understand why they have a different view. Finally arrive at your own answers. You may not even be sure of your answer - you may want LA to find out more before you make up your mind. In that case list your questions carefully and request your friends, teachers or elders to help you to find out. In this class we will be mainly studying India in the context of the contemporary world. The last hundred years have been years of momentous change in the world as two major World Wars were fought, scores of countries emerged as independent nations, and great experiments were done TE in order to build just, equitable and democratic world. India, after its independence pursued policies to harness the natural resources of the country for economic development to eradicate poverty, reduce dependence on other countries for food grains and industrial goods, and generate gainful employment within the country. Equally important, it embarked upon an ambitious project of developing India as the largest democracy in the world with guarantee of personal liberty and freedom. We will be studying both aspects of India’s development its economy, election process and its polity in this book. Since these issues affect us in T our own lives and affect different sections of the society differently, there are bound to be different view points about them. We need to learn in our class rooms how to engage with these different ER perspectives and understand them with sensitivity. This is necessary to strengthen our democratic fabric. As you study this book in the classroom, you will come across many questions - do stop and try to answer those questions or do the activity suggested before you proceed ahead. It is not so important to finish the lesson fast as it is to discuss the questions and do the activities. Many lessons will suggest projects which may take a few days to do. These projects will SC enable you to develop skills of social science enquiry and analysis and presentation - these are more important than remembering what is written in the lessons. Please remember that you don't have to memorise what is given in the lesson, but think about them and form your own opinion about them. Director, SCERT, Telangana, Hyderabad. v Free distribution by T.S. Government 2019-20  USING THIS BOOK: NOTE TO THE TEACHER AND STUDENTS A This textbook is not to be seen as the final authority, but has to be discussed, debated and questioned. In fact each chapter in this book provides opportunity for a systematic discussion on AN some of the main issues relating to a topic. It would be good if the teachers could ensure that the chapters are read out in the class and discussions conducted along the lines suggested. The language of the text: Efforts have been taken to write the text of this book in child friendly manner. However there are certain terms and jargons that will need explanation and clarification. Text is often trying to give examples that may be suitable to the concept that is discussed. Each NG chapter has central ideas, these are often provided as subheadings. In a classroom, you may be able to cover 2 or 3 subheadings in a period roughly. This textbook uses different style of writing, sometimes they are narratives like Narasimha and Rajeshwari in chapter 3, to make the students understand the difference between both of them with regard to their livelihood and working conditions. These narratives reflect the facts existing in LA the society. In chapter 8, the students understand the economy of a village by reading the case study of Rampur Village and compare the activities discussed here with their own village economy. There are also some tables, graphs like pie charts, bar graphs in chapters 6, 8, 11 and 12. These are for analysis and discussion so as to come to a conclusion on different issues. In earlier classes, you have come across natural disasters and a few Acts on Women Protection, TE a little bit about RTI and RTE. This year you could try to know about the agitations held for the formation of Telangana as a separate state in chapter 21. Use of in between questions and end text questions: You will note that there are questions in between the text. Do not leave out these questions. These are integral to the teaching learning process. These questions are of different types – some of them help you to recap, summarise, evaluating important ideas from the passages that you may have read out. Or they are for collecting T more information that is around the concepts discussed in the previous topic or sub-topic. Do not try to dictate the answers to these questions, allow the students to find the answers on their own. ER Allow them to have discussions amongst each other in trying to figure out the meaning of these questions and talk about possible answers. There are different types of questions used in the book: They (i) ask students to write their experiences; (ii) compare their experiences with that of the examples given in the text; (iii) compare two or three different situations given in the textbooks; (iv) SC are questions that ask students to give their opinion about the situation or case study (when these opinions are asked it need not be the same for all children, allow them to express their opinion) and (v) evaluate a particular situation given in the chapter. Teacher may adopt different strategies in using these questions in the classroom. Some questions may be written down in the notebook; others may be discussed in small groups; a few may be written as individual tasks. In all situations it is important to encourage the student to write in vi  her or his own words. Avoid instructing all children to write the answers in same style and structure. A There are certain boxes in the chapters. These are often additional information on the concepts discussed in the chapter. It is important to discuss them in the classroom, and AN conduct the activities around. Images used in the textbooks: We have also tried to use different styles of images like photographs, line drawings, cartoons and posters etc. These are taken from different historical points of time and from different sources. Hence just as different styles used in textbooks there is diversity in the images too. Many of the pictures have questions along with the NG captions – these may be discussed in the class as they will help you to draw the attention of students on the significance of images. Maps, tables and graphs: Maps in these books tell us about geographic, economic, political and historical aspects. They are used to present the information in an interesting manner. You will also find the use of tables and graphs. Reading tables and graphs are essential in Social Studies. These often provide much more clarity in explaining the concepts. LA Projects: There are different projects suggested in the book. It may not be possible for all projects to be undertaken. It is important to remember that we cannot teach all aspects of concepts merely by reading textbook. Projects thus enable students to interact with members of the society, collect new information, arrange and present them in their own manner. TE Making questions for an interview, planning for a visit to the bank, or creating a presentation that could include images, tabulated data or graphs based on the information they collected are also important in acquiring Social Studies skills. These encourage children to work together in groups and conduct exchange and share ideas. We can use content related maps, tables & graphs other than text book for practice and evaluation. T Discussions, conducting interviews, debates and projects are given in the middle of the running lesson and after the improve your learning. To develop social consiousness, sensitivity ER and positive attitude among the children is the purpose. Hence these must be taken up. ACKNOWLEDGEMENT We would like to acknowledge contributions of following individuals in various ways for different sections in of the book. KJ Joy SOPPECOM Pune, Dr. Ramani Atkuri Medical Practitioner Bhopal, Dr.Homen Thangjam SC Manipur University, Dr.Ajai Niumai Hyderabad Central University, Ranjan Rao Yerdoor Bangalore, and K. Bhagya Lakshmi Manchi Pustakam Hyderabad. We also acknowledge few passages from NCERT textbooks and illustrations drawn by Dr. Karen Haydoc. Some of the photographs used in the book are taken from flickr, wikipedia or other internet sources, under creative commons license as on 1 Dec 2013. vii Free distribution by T.S. Government 2019-20  ACADEMIC STANDARDS A Time should be spent in making sure that children comprehend the passages given in text. In between questions are useful in this context. These questions are of different types AN that would include the aspects reasoning, cause and effect, justification, mind mapping / concept mapping, observation, analysis, thinking and imagination, reflection, interpreting etc. The key concepts have been discussed sub-conceptwise in every chapter with examples and also given in the form of keywords. 1) Conceptual understanding (AS1) : Promoting learning of basic concepts through inquiry, NG discussion, reflection giving examples through case studies interpreting, observation etc. 2) Reading the text (given), understanding and interpretation (AS2) : Occasionally there are case studies about farmers, labourers in factory, or images that are used in text which do not directly convey the concept. Time should be given for children to grasp the main ideas, interpret images etc. 3) LA Information skills (AS3) : Textbooks alone cannot cover all different aspects of social studies methodology. For example children living in an urban area can collect information regarding their elected representatives or children living in the rural area can collect information about the way irrigation / tank facilities are made available in their area. These information may not exactly match with that of the textbooks and will have to be clarified. Representing TE the information that they have collected through projects are also an important ability. For example if they collect information about a tank – they may decide to draw an illustration or map etc along with written material. Or represent the information collected through images or posters. Information skill includes, collection of informatic tabulation / records and analysis. T 4) Reflection on contemporary issues and questioning (AS4) : Students need to be encouraged to compare their living conditions along with that of different regions or people from ER different times. There may not be a single answer to these situations of comparison. Giving reasons for certain happening process and justification of informatic and interpretative. 5) Mapping skills (AS5) : There are different types of maps and pictures used in the textbook. Developing ability related to maps as abstract representation of places are important. There are different stages of developing this ability, from creating a map of their classroom to SC understanding height, distance as represented in a map. There are illustrations, posters and photographs used in the textbook, these images often relate to the text and are not merely for visual effect. Sometimes there are activities like write a caption or read the images that are about architecture etc. 6) Appreciation and Sensitivity (AS6) : Our country has vast diversity in terms of language, culture, caste, religion, gender etc. Social studies does take into consideration these different aspects and encourages students to be sensitive to these differences. viii  CONTENTS A S. No Content Page No Month Part - I Resources Development and Equity AN 1 India: Relief Features 1-13 June 2 Ideas of Development 14-27 June 3 Production and Employment 28-43 July NG 4 Climate of India 44-57 July 5 Indian Rivers and Water Resources 58-70 August 6 India - Population 71-86 August 7 Settlements - Migrations 87-101 September 8 Rampur : A Village Economy LA 102-116 September 9 Globalisation 117-130 November 10 Food Security 131-144 December TE 11 Sustainable Development with Equity 145-161 December Part - II Contemporary World and India 12 World Between the World Wars 162-185 June 13 National Liberation Movements in the Colonies 186-201 July T 14 National Movement in India–Partition & Independence : 1939-1947 202-215 July ER 15 The Making of Independent India’s Constitution 216-231 August 16 Election Process in India 232-241 September 17 Independent India (The First 30 years - 1947-77) 242-257 October 18 Emerging Political Trends 1977 to 2000 258-275 November SC 19 Post - War World and India 276-291 November 20 Social Movements in Our Times 292-307 December 21 The Movement for the Formation of Telangana State 308-322 January Revision February ix Free distribution by T.S. Government 2019-20  OUR NATIONAL ANTHEM A - Rabindranath Tagore Jana gana mana adhinayaka Jaya he Bharatha bhagya-vidhata AN Punjab Sindh Gujaratha Maratha Dravida Utkala Banga. Vindhya Himachala Yamuna Ganga Uchchala Jaladhi taranga, Tava shubha name jage NG Tava shubha asisha mage Gahe tava jaya gatha Jana gana mangala-dayaka jaya he, Bharatha bhagya –vidhatha, Jaya he, jaya he, jaya he, Jaya jaya jaya jaya he LA PLEDGE - Pydimarri Venkata Subba Rao “India is my country; all Indians are my brothers and sisters. TE I love my country, and I am proud of its rich and varied heritage. I shall always strive to be worthy of it. I shall give my parents, teachers and all elders respect, and treat everyone with courtesy. I shall be kind to animals. To my country and my people, I pledge my devotion. In their well-being and prosperity alone lies my happiness.” T PREAMBLE OF THE CONSTITUTION ER WE, THE PEOPLE OF INDIA, having Solemnly resolved to constitute India into a SOVEREIGN, SOCIALIST, SECULAR, DEMOCRATIC REPUBLIC and to secure to all its citizens: JUSTICE, Social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; And to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity SC of the nation; IN OUR CONSTITUENT ASSEMBLY This twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Sovereign Democratic Republic” (w.e.f. 3.1.1977) Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Unity of the Nation” (w.e.f. 3.1.1977) x  CHAPTER India - Relief Features 1 A AN In this chapter, we shall study about the relief features of India. In the subsequent chapters such as Climate of India; Indian rivers and water resources; The population etc, we would examine the linkages with relief features. NG Mention any two places you would like to see in our country. Write the reasons for selecting those places. What are the relief features of Telangana and other regions that you have read about in earlier classes? Explain with the help of a wall map or your atlas. As you study further, use the atlas, wall maps and raised/relief maps available in your school. LA TE T ER SC Map 1: Location of India in the World Location Look at the world map above and write a few lines about India’s location with reference to the places marked on this map. Free distribution by T.S. Government 2019-20 1  The lines of latitude and longitude are used for accurately specifying location of any place or region. Use the atlas and correct the following statement: A “India is a very extensive country and lies totally in the Southern Hemisphere of the globe. The country’s mainland lies between 8 degree N and 50 degree N longitude and 68 degree S and 9 degree E latitude.” AN Why do we often use the term “Indian peninsula”? Examine the map 1 on the previous page and imagine that India is located in the Arctic Circle. How would your life be different? Identify Indira point on the atlas. What is special about this? NG Telangana lies between ……..and ……..N latitudes, and …… and ….. E longitudes. Using the scale given in your atlas, estimate the length of the coast line for Gujarat and Odisha. The geographical location of India provides its vast diversity in climatic conditions. This has led to a variety of LA vegetation and life forms along with Look at map 2 on the next page. advantages for growing many kinds of crops. Trace the boundary of India and colour Its long coast line and location in the Indian the line. TE Ocean enables trade routes as well as fishing. With the help of the scale given on the In class IX, you had read about latitudes map, find out the total land boundary and longitudes and the question of time and that India shares with Bangladesh. travel. From your atlas, examine the Indian longitudinal extension. For India the central longitude 82°30` E is taken as Standard Meridian which passes near Allahabad. This is the reference for Indian Standard T Time (IST) and this is 5½ hours ahead of Greenwich Mean Time (GMT). Which of these data are the ER Date Location _____ Location ____ sunrise and sunset timings 5 Jan Sunrise Sunset Sunrise Sunset for Ahmedabad and Imphal? 05:59 16:37 07:20 18:05 Explain your reason. SC Fig.1.1: View of Himalayas from Tibetan Plateau. Notice the absence of trees. Why? 2 Social Studies India - Relief Features  370.6`N A AN NG E LA E TE T ER SC N Map 2 : India – north-south, east-west extent and standard meridian Free distribution by T.S. Government 2019-20 3  Geological background Re-read, about the movement of the Earth’s crust from the class IX book. A Indian landmass, as part of Gondwana land, originated due to geological formations and several other processes like weathering, erosion and deposition. These processes, over millions of years, have created and modified the physical features AN as they appear to us today. World landforms originated from two giant lands namely Angara land (Laurasia) and Gondwana land. The Indian peninsula was part of Gondwana land. Over 200 million years ago Gondwana land split into pieces and the peninsular Indian plate moved towards North-East and collided into the much larger Eurasian NG Plate (Angara land). Owing to the collision and immense compression force, mountains evolved through a folding process over millions of years. The present form of the Himalayas is a result of this process. The breaking off from the northern corners of the peninsular plateau led to the formation of a large Basin. In due course of time, this basin slowly got filled LA with sediments deposited by the Himalayan rivers from north and peninsular rivers form south. This created the extensive, flat northern plains List the Himalayan rivers and the Peninsular rivers of India. The Indian landmass that helped the formation of North Indian Plain. displays great relief varia- The formation of Himalayas was __________ TE tions. The peninsular plateau million years ago while early hunter-gathering is one of the most ancient human beings emerged on earth _______ million land blocks on the earth’s years ago. surface. T ER SC Fig 1.2 : Himalayas, Northern plain and Thar desert as pictured by satellite 4 Social Studies India - Relief Features  Major Relief Divisions The relief features of Indian landmass can be divided into the following groups: A 1. The Himalayas 2. The Indo-Gangetic Plain 3. The Peninsular Plateau 4. The Coastal plains AN 5. The Desert 6. The Islands Look at Map 2 and the raised relief map in your school. Using your finger, trace the regions mentioned below: Follow the course of Godavari and Krishna rivers to identify the direction of the slope of Deccan plateau. NG Describe the entire course of the Brahmaputra River, with reference to landforms, heights, and countries. The Himalayas The Himalayan ranges run in the west-east direction in the form of an arch with LA a distance of about 2,400 kms. Their width differs from 500 kms in the western regions to 200 kms in central and eastern regions. It is broader in western region. There are also altitudinal variations across the regions. The Himalayas comprise three parallel ranges. These ranges are separated with deep valleys and extensive TE plateaus. The northern most range is known as Greater Himalayas or Himadri. This range is the most continuous consisting of the highest peaks with an average elevation of about 6100 mts above Mean Sea Level (MSL). Greater Himalayas are composed of snow and ice cover. You find glaciers here. T The seasonal cycles of accumulation of ice, movement and melting of glaciers are the sources of the perennial rivers. The portion of range found to the south of the Greater Himalayas is called “Lesser Himalayas” which has the most rugged relief. ER These ranges are mainly composed of highly compressed rocks. The height ranges from 3,700 to 4,500 mts. The Pirpanjal Locate the three ranges in your atlas. and Mahabharata ranges form the Locate some of the highest peaks in the important ranges of this region. raised relief map. SC The Lesser Himalaya ranges Trace the above regions in the raised consist of the famous valley of relief map and on the wall map with your Kashmir, Kangra and Kulu in Himachal fingers. Pradesh. This region is well known for Locate the following places on the many hill stations like Shimla, physical map of India in your atlas: Mussuorie, Nainital, Raniket etc. and Shimla, Mussuorie, Nainital and Raniket. are covered by evergreen forests. Free distribution by T.S. Government 2019-20 5  Fig 1.3 to 1.6 : Various views of Himalayas from Southern (Indian) side. Compare these with the view from Tibetan side in Fig 1.1 A AN The diagram below shows some typical vegetation in the Himalayas. NG The mountain has been divided into five levels of elevation. Some of the main types of trees are shown here. Fig: 1.3 LA Fig:1.5 Level 1 No Level 3 vegetation conifers TE Level 2 Only grass Level 4 T broadleaf Trees ER Fig:1.4 Level 5 Terai 1.3 The narrow steep valleys formed in Sikkim. 1.4 Identify terrace farming on SC Himalays and pebbles on drainage. 1.5 Sketch of different levels of vegetation in the Himalayas. 1.6 View of the Mawkdok Dympep Valley in Meghalaya. Fig: 1.6 6 Social Studies India - Relief Features  The southern most range of the Himalayas are the Shivaliks. Shivaliks extend over a width of 10-50 kms and have an altitude varying between 900 and 1100 mts. These ranges are called by different names in different regions: Jammu hills in A Jammu region; Mishmi hills in Arunachal Pradesh; Cachar in Assom etc. These parts consist of thick gravel and alluvium. The valleys lying between the Lesser AN Himalaya and Shivalik ranges are called as Duns. Dehradun, Kotli Dun and Patli Dun are some of the prominent Duns. The eastern most boundary of the Himalayas is the Brahmaputra valley. In Arunachal Pradesh beyond the Dihang valley, the Himalayas take hair pin bend to the south and act as the eastern boundary of India and run through the north eastern NG states. These divisions are known as ‘Purvanchal’ and mostly composed of sedimentary sand stones. Regionally, the Purvanchal are known as Patkai hills, the Naga hills, Manipuri hills, Khasi and Mizo hills. Locate the following ranges in the physical map of India. Hills State/ states Purvanchal LA Patkai Naga hills Manipuri hills TE The formation of the Himalayas influences India’s climate in various ways. These act as barriers protecting the great plains of India from the cold winds of central Asia during severe winter. The Himalayas are the reason for summer rains and monsoon type of climate in regions that are beyond the Western Ghats of India. In its absence, this region would have remained drier. The Himalayan Rivers T have a perennial flow since these are fed by the glaciers and bring a lot of silt, making these plains very fertile. ER The Indo-Gangetic Plain The interaction of the three Himalayan rivers, Indus, Ganga and Brahmaputra and their tributaries resulted in the formation of great northern plains. In the beginning (about 20 million years ago), it was a shallow basin that was gradually filled with varied alluvial soil that these rivers brought from the Himalayas. SC The Indo-Gangetic Plains broadly consist of three divisions : 1. The Western Part 2. The Central Part 3. The Eastern Part 1) The western part was formed by the Indus and its tributaries, the Jhelum, the Chenab, the Ravi, the Beas and the Sutlej flowing from the Himalayas. Most of the Indus river basin is located in Pakistan leaving minor portion of Punjab and Haryana plains in India. In this region, the ‘Doab’ features dominate the fertile land between the two rivers. Free distribution by T.S. Government 2019-20 7  Fig 1.7 : Block diagram of Central Highlands, The Himalayas Gangetic plains and Himalayas A Central Highlands The Gangetic plains AN Fig : 1.7 Cross Section of Northern Platau, the Gangetic plain, and the Himalaya’s NG 2) The central part is known as the Ganga plain. It extends from the rivers Ghaggar to Teesta. This part is mainly spread in the states of Uttar Pradesh, Bihar and partly in Haryana, Jharkhand and West Bengal. Here, the river Ganga, Yamuna and their tributaries Sone, Kosi etc drain. 3) The Eastern part of the plain exists mostly in the Brahmaputra valley of LA Assom and the river Brahmaputra is mainly responsible for its formation. The Himalayan rivers, while flowing down, deposit gravel and pebble sediments in a narrow belt of 8 to 16 kms width found parallel to foot hills of Shivaliks. This feature is known as ‘Bhabar’. Bhabar is porous in nature. Small rivers and streams TE flow underground through Bhabar and reappear in lower areas and form a swampy and marshy region called Terai. The region had thick forests and rich variety of wild life. However, owing to migration at the time of India’s partition, most of the Terai zone has now been cleared and used for agricultural operations. Fine alluvial plain regions are found towards the South of the Terai region. T ER SC Fig 1.8 : A Village on the Brahmaputra Valley in Assom 8 Social Studies India - Relief Features  The Peninsular Plateau The Indian plateau is also known as the peninsular plateau as it is surrounded A by the sea on three sides. It is mainly composed of the old crystalline, hard igneous and metamorphic rock. Large amounts of metallic and non metallic mineral resources are found in the Indian plateau. It has broad and shallow valleys with AN rounded hills. The topography of the plateau is slightly tilted towards east and the Western and Eastern Ghats form the western and eastern edges respectively. The southernmost tip of the plateau is Kanyakumari. The peninsular plateau consists of two broad divisions, namely, the central high lands (Malwa plateau) and the Deccan Plateau. On the physical map of India, NG adjunct to and south of the Gangetic plains and north of the river Narmada, you can identify central highlands. Prominent plateaus here are Malwa plateau on the western side and towards the east, there is the Chotanagapur plateau. In comparison to the Gangetic plains, the plateau region is dry. The rivers are not perennial. The irrigation for the second crop depends on deep tube wells and tanks. Identify rivers that flow LA on the Northern side of central high lands. Chotanagapur plateau is rich in mineral resources. The portion of peninsular plateau lying to the south of Narmada, a triangular landmass, is called the Deccan TE plateau. Satpura range forms the Locate the following on the physical map of Deccan plateau’s north edge while India and on the raised relief map: Malwa the Mahadev, the Kaimur range and plateau, Bundelkhand, Bhagelkhand, a portion of Maikal range are the Rajamahal Hills and Chotanagapur plateau. eastern edges. Western Ghats, Using an atlas, compare the relative heights Eastern Ghats and Nilgiris form T of above plateaus with that of Tibetan plateau. western, eastern and southern boundaries respectively. ER Bay of Bengal Arabian Ocean SC Western Deccan Plateau Eastern Western Ghats Eastern coastal Coastal plain Ghats plain Fig 1.9 : Block diagram of Peninsular plateau Free distribution by T.S. Government 2019-20 9  The Western Ghats Map 3 : Peninsular plateau, ghats and hills lie parallel to the West Coast. The structure of the A Western Ghats is continuous with a few AN passes as the gateways to the coastal plains. The Western Ghats are higher than the Eastern Ghats. Thus, for the Deccan plateau region, west-east Bay of Bengal NG slope is seen (Fig 1.9). The Western Ghats extend for Arabian Sea 1600 kms. Near Gudalur, the Nilgiris join the Western Ghats and they rise to over a height of about 2000 mts. The LA famous hill station Udagamandalam, popu- Indian Ocean larly known as Ooty, is located in the Nilgiris. Doda Betta (2637 mts) is its highest peak. Western Ghats TE include the, Palani (Tamilnadu), Annamalai and Cardamom (Kerala) hills. Anaimudi (2695 mts) of Annamalai hills is the highest peak in south India. The Eastern Ghats extend from Mahanadi valley in the north to Nilgiris in the south. However, the Eastern Ghats are not continuous. Rivers that originate in Western Ghats like Godavari and Krishna cut across the plateau and join the Bay of Bengal. The average height of the Eastern Ghats rarely T exceeds 900 mts. The highest peak in Eastern Ghats Look at the raised/relief is Aroma Konda found at Chinthapalli (1680 mts., in map of India and compare Andhra Pradesh). Nallamalas, Velikondas, Palakondas ER the relative height of the and Seshachala are some of the hilly tracts of Eastern Western and Eastern Ghats Ghats. One of the remarkable features of the as well as Tibetan plateau peninsular plateau is black soils formed due to volcanic and Himalayan peaks. activity. SC Fig 1.10 : Annamalai Hills in Western Ghats 10 Social Studies India - Relief Features  The Thar Desert The Thar Desert is located on the leeward side of Aravalis and receives A very little rainfall, ranging from 100 to 150 mm per year. The desert consists of an undulating sandy plain and rocky outcrops. It occupies much of western Rajasthan. It has an arid climate with very low vegetation cover. Streams appear during rainy AN season and disappear soon after. ‘Luni’ is the only river in this area. These internal drainage rivers fill into the lakes and do not reach the sea. Indira Gandhi canal, is the longest canal in the NG country (650kms), waters part of Thar Desert. Hence, several hectares of desert land have been brought under cultivation. LA Fig 1.11 : A Settlement in Thar Desert The Coastal Plains The southern part of the peninsular plateau is bordered by narrow coastal strips along the Arabian Sea on the west and the Bay of Bengal on the east. The TE western coast starts from the Rann of Kutch and ends at Kanyakumari. It is narrower than the east coast. This plain is uneven and broken by hilly terrain. It can be divided into three parts: 1) Konkan Coast – this is the northern part. It touches Maharashtra and Goa. 2) Canara coast – this is the middle part. It includes coastal plains of Karnataka. T 3) Malabar coast – this is the southern part, mostly in the state of Kerala. ER Fig 1.12 : Sundarban Mangrove SC Free distribution by T.S. Government 2019-20 11  Bay of Bengal plains are wide and have a large surface On the physical map of structure. It stretches from Mahanadi in Odisha to Cauvery India, identify the delta delta in Tamil Nadu. These plains are formed by rivers A regions. How is their height Mahanadi, Godavari, Krishna and Cauvery and are very similar or different? How fertile. These coastal plains are known by different names do they compare in relation AN locally : Utkal coast (Odisha) Circar coast (Andhra to the Indo-Gangetic plains? Pradesh) Coramandal coast (Tamil Nadu). Like the Indo-Gangetic plains, these deltas too are agriculturally developed. Coastal zone also enables rich fishing resources. Lakes like Chilka in Odisha and Kolleru and Pulicat in Andhra Pradesh are other important features of the coastal NG plain. The Islands There are two groups of Islands - Andaman and Nicobar Islands stretched in Bay of Bengal and Lakshadweep Islands in the Arabian Sea. Andaman and Nicobar Islands is LA an elevated portion of submerged mountain parts running from Myanmar Mountain Arkan Yoma. In Andaman and Nicobar Islands, Narkondam and Barren islands are of volcanic origin. The southernmost tip of India is found in Nicobar Island TE A Nicobar Pigeon and called as Indira point which was submerged during the 2004 Tsunami. Lakshadweep Islands are of coral origin. Its total geographic area is 32 sq.kms. This group of islands is famous for a great variety of flora and fauna. In conclusion, it is important to note that there is a vast diversity in the landforms in which Indian people live. Some areas are irrigated by the mighty rivers flowing from the Himalayas and some by the rainfed rivers from Western ghats and its T forests. Many places are located in the river valleys and others in the mountains. ER Fig 1.13 : Coral Reefs SC Keywords Perennial river Coral reefs Coastal plains Peninsula Laurasia Dun Angara land Gondwana land Shivalik Purvanchal 12 Social Studies India - Relief Features  Improve your learning 1. The sun rises two hours earlier in Arunachal Pradesh as compared to Gujarat in the A west. But the clocks show the same time. How does this happen? (AS1) 2. If the Himalayas weren’t situated where they are now, how would the climatic AN conditions of the Indian sub continent be? (AS1) 3. Which are the major physiographic divisions of India? Contrast the relief of the Himalayan region with that of the peninsular plateau. (AS1) 4. What is the influence of the Himalayas on Indian agriculture? (AS1) 5. Indo- Gangetic plains have a high density of population. Find the reasons. (AS1) NG 6. On an outline map of India, show the following: (AS5) (i) Mountain and hill ranges – the Karakoram, the Zaskar, the Patkai Bum, the Jaintia, the Vindhya range, the Aravali, and the Cardamom hills. (ii) Peaks – K2, Kanchenjunga, Nanga Parbat and the Anaimudi. (iii)Plateaus - Chotanagapur and Malwa LA ( iv)The Indian Desert, Western Ghats, Lakshadweep Islands 7. Use an atlas and identify the following: (AS5) (i) The Islands formed due to Volcanic eruption. (ii) The countries constituting the Indian Subcontinent. TE (iii) The states through which the Tropic of Cancer passes. (iv) The northernmost latitude in degrees. (v) The southernmost latitude of the Indian mainland in degrees. (vi) The eastern and the western most longitudes in degrees. (vii) The place situated on the three seas. (viii)The strait separating Sri Lanka from India. T (ix) The Union Territories of India. (x) The states in which Himalayas are extended to ER 8. How are the Eastern coastal plains and western coastal plains similar or different ?(AS1) 9. Plateau regions in India do not support agriculture as much as the plain regions – what are the reasons for this? (AS1) 10. Read about the Himalayas, Islands and Coastal plains and prepare a detailed table. (AS3) SC 11. “Himalayas play a vital role in India’s development,” comment. (AS2) Project Using the raised relief map and physical maps in your atlas, make clay/ sand models of India on the ground. Use different types of sand or soil to mark different types of relief features. Ensure that the heights of the places are proportional and rivers are marked. Look at the vegetation map in your atlas and try to use leaves and grasses to decorate them. May be over the year, you can also add other features of India into them. Free distribution by T.S. Government 2019-20 13  CHAPTER 2 Ideas of Development A AN We all have many aspirations about what we would like to do and how we would like to live. Similarly, we have ideas about what a country should be like. What are the essential things that NG we require? Can life be better for all? Can there be more equality? Development involves thinking about these questions and about the ways in which we can work towards achieving these goals. This is a complex task and LA in this chapter, we shall make an effort to understand development. What Development Promises – TE Different People, Different Goals Let us try to imagine what development or progress is likely to mean to different persons listed in Table 1. What are their aspirations? T You will find that some columns are Fig 2.1 : Without me they cannot develop; partially filled. Try to complete the Table. In this system I cannot develop! ER You can also add any other category of persons. Table 1 : Developmental Goals of Different Categories of Persons Category of Persons Developmental Goals/ Aspirations Landless rural labourers More days of work and better wages; local school that is SC able to provide quality education for their children; no social discrimination and they too can become leaders in the village. Prosperous farmers Assured high family income through higher support prices for their crops and through hardworking and cheap labourers; should be able to settle their children abroad. 14 Social Studies Ideas of Development  Farmers who depend only on rain for growing crops. A A rural woman from a land owning family Urban unemployed youth AN A boy from a rich urban family A girl from a rich urban family She gets as much freedom as her brother and is able to decide what she wants to do in life. She would like to be able to pursue her studies abroad. NG An Adivasi from mining fields A person from the fishing community in the coastal area Having filled Table 1, let us now examine it. Do all these persons have the LA same notion of development or progress? Most likely not. Each one of them seeks different things. They seek things that are most important for them, i.e., which can fulfil their aspirations or desires. In fact, at times, two persons or groups of persons may seek things which are conflicting. A girl expects as much TE freedom and opportunity as her brother and that he also shares the responsibilities in the household work. Her brother may not like this. Similarly, to get more electricity, industrialists may want construction of more dams. But this may submerge the land and disrupt the lives of people who are T displaced such as the tribals and ER farmers. They might resent this and may just want small check dams or tanks to irrigate their land. SC Fig 2.2 : How do we understand development if we ○ ○ ○ ○ think of human history on a time scale? Who is developed? Number as hunter gatherers (about 200,000 years). Number of years since we began agriculture (12,000 years ago). Number of years since modern Industries started (from about 400 years ago) Free distribution by T.S. Government 2019-20 15  Whose Development ? If, even the idea of what A constitutes development can be varied and conflicting, then certainly there can be many AN differences about ways in which developoment happens. The ongoing protest over the Kudankulam Nuclear Power Project in the Tirunelveli NG district of Tamil Nadu is one such conflict. The government of India set up the nuclear Fig 2.3 : Protest at Kudankulam Nuclear Power Project power plant in this quiet coastal town of fisher folks. The aim is to generate nuclear power to meet the growing energy needs of the country. The people in the region LA have protested on the grounds of safety, security and livelihood. A long struggle has ensued. Scientists, environmentalists, social activists who have been critical of the project, have stood by the people and supported their protest. Letters of protests to the government state “You are unable or unwilling to appreciate that in nuclear energy, we are confronted not only with an immense power, TE but also an incredible potential for destruction. We want our coast and country protected from the radioactive peril. Stop the project. Look to renewable energy as an alternative.” The government has responded that the plant has followed all the safety measures and, despite protests, is going ahead with the project. So, two things are quite clear from the above discussion: T (1) Different persons can have different developmental goals and (2) What may be development for one may not be development for the other. It may ER even be destructive for the other. Read this newspaper report. … “A vessel dumped 500 caused nausea, skin dealing in petroleum and tonnes of liquid toxic rashes, fainting, metals contracted a local SC wastes into open-air diarrhoea etc. After a company of the Ivory dumps in a city and in the month, seven persons Coast to dispose the toxic surrounding sea. This were dead, twenty in waste from its ship.” happened in a city Abidjan hospital and twenty six (Adapted from article by in Ivory Coast, a country thousand treated for Vaiju Naravane 16 in Africa. The fumes from symptoms of poisoning. September, 2006, The the highly toxic waste A multinational company Hindu) 16 Social Studies Ideas of Development  Now answer the following questions: Who are the people who benefited and who did not? A What should be the developmental goal for this country? What can be some of the developmental goals for your village or town or AN locality? What are the issues of conflict between government and the people living in regions of nuclear power plant? Do you know of any such controversy around development projects/policies? NG Find out the debates on either side. Income and Other Goals If you go over Table 1 again, you will notice one common thing: what most people desire are regular work, better wages, and decent price for their crops and LA other products that they produce. In other words, they want more income. Besides seeking more income – one-way or the other, people also seek things like equal treatment, freedom, security and respect from others. They resent discrimination. All these are important goals. In fact, in some cases, these may be TE more important than more income or more consumption because material goods are not all that you need to live. Money or material things that one can buy with it is just one factor on which our life depends. But the quality of our life also depends on non-material things mentioned above. If it is not obvious to you, then just think of the role of your friends in your life. You may desire their friendship. Similarly, there are many things that are not easily measured but they mean a lot to our lives. T These are often ignored. Therefore, it will be wrong to conclude that what cannot be measured is not important. ER Consider another example. working reliable near If you get a job in a far off place, pension family you would try to consider many equal wages factors apart from income. This SC could be facilities for your family, working atmosphere or opportunity to learn. In another case, a job may give you less pay but may offer regular employment that enhances your sense of security. Another job, Free distribution by T.S. Government 2019-20 17  however, may offer high pay but no job security and also leave no time for your family. This will reduce your sense of security and freedom. A Similarly, for development, people look at a mix of goals. It is true that if women are engaged in paid work, the family income increases and their dignity in AN the household and society increases. However, at the same time if there is respect for women, there would be more sharing of housework and a greater acceptance of women working outside. A safe and secure environment may allow more women to take up a variety of jobs or run a business. Hence, the developmental goals that people have are not only about better NG income but also about other important things in life. Why do different persons have different notions of development? Which of the following explanations is more important and why? a. Because people are different. LA b. Because life situations of different persons are different. Do these two statements mean the same thing? Justify your answer. a. People have different developmental goals. b. People have conflicting developmental goals. TE Give some examples of where factors other than income are important aspects of our lives. Explain some of the important ideas of the above section in your own words. How to Compare Different Countries or States T When we compare different things, there could be similarities as well as differences. Which aspects do we use to compare them? Let us look at the students ER in a class itself. How do we compare different students? They differ in their height, health, talents and interests. The healthiest student may not be the most studious one. The most intelligent student may not be the friendliest one. So, how do we compare students? The criterion we may use depends on the purpose of comparison. We use different criteria to choose a sports team, a debate team, SC a music team or a team to organise a picnic. Still, if for some purpose, we have to choose the criteria for the all-round progress of children in the class, how do we do it? Usually, we take one or more important characteristics of persons and compare them based on these characteristics. For comparing countries, their income is considered to be one of the most important attributes. Countries with higher income are more developed than countries with lower income. This is done based 18 Social Studies Ideas of Development  on the understanding that more income means more access to things that human beings need to fulfill their basic requirements. Whatever people like and should A have, they will be able to get with greater income. So, greater income itself is considered to be one important goal. AN Now, what is the income of a country? Intuitively, the income of the country is total of the income of all the residents of the country. This gives us the total income of the country. However, for comparison between countries, total income is not such a useful measure. Since countries have different populations, comparing total income will NG not tell us what an average person is likely to earn. Are people in one country better off than others in a different country? Hence, we compare the average income which is total income of the country divided by total population. The average income is also called per capita income.LA This criterion is used in the World Development Report brought out by the World Bank to classify countries. Countries with per capita income of US $12,055 and above per annum in 2017 are called high income countries or rich countries. Those with per capita income of US $995 or less per annum in 2017 are called TE low-income countries. Until less than a decade ago, India came in the category of low income countries. Now it falls under the category of middle income countries. As the per capita income in India rose faster than that of many countries, its position was improved. We will read more about growth of incomes of people in India in the next chapter. T The rich countries, excluding countries of West Asia and certain other small countries are generally called developed countries. ER While ‘averages’ are useful for comparison, they also hide many disparities. For example, let us consider two countries, A and B. For the sake of simplicity, we have assumed that they have only five citizens each. Based on data given in Table 2, calculate the average income for both the countries. SC Table 2 Comparison of two countries Country Monthly income of citizens (in Rupees) I II III IV V Average Country A 9500 10500 9800 10000 10200 Country B 500 500 500 500 48000 Free distribution by T.S. Government 2019-20 19  Will you be equally happy to live in either of these countries? Are both equally developed? Perhaps some of us may like to live in country B if we are assured of being its fifth citizen but if it is a lottery that decides our citizenship number then A perhaps most of us will prefer to live in country A. Though both the countries have identical average income, country A is preferred because it has more equitable AN distribution. In this country, people are neither very rich nor extremely poor, while most citizens in country B are poor and one person is extremely rich. Hence, while average income is useful for comparison, it does not tell us how this income is distributed among people. Country with no rich and no poor Country with rich and poor NG We made the chairs and we use them LA Give three examples where an average is used for comparing situations other than the examples given here. Why do you think is average income an important criterion for development? Explain. TE Suppose the records show that the average income in a country has been increasing over a period. From this can we conclude that all sections of the economy have become better? Illustrate your answer with an example. From the text, find out the per capita income level of middle-income countries as per World Development Report, 2016. T Write a paragraph on your notion of what India should do or achieve to become a developed country. ER Income and other Table : 3 Per Capita Income per annum of Selected States criteria State Per Capita GSDP Per Capita GSDP HDI ranking When we looked for 2016-17 ranking for 2015 at individual aspira- (in Rs.Lakhs) 2016-17 tions and goals, we Haryana SC 2.15 7 9 found that people not only think of better Himachal income but also have Pradesh 1.82 12 3 goals such as security, Bihar 0.66 33 21 respect of others, equal treatment, freedom etc. Similarly, when we think of a nation or a region, we may think of other equally important attributes besides average income. 20 Social Studies Ideas of Development  What could these attributes be? Let us examine this through an example. Table 3 gives the per capita income of Haryana, Himachal Pradesh and Bihar. We find that out of the three, Haryana has the highest per capita income and Bihar is at the A bottom. This means that, on an average, a person in Haryana earned Rs.2.15 lakhs in one year whereas, on an average, a person in Bihar would earn only around AN Rs. 0.66 lakhs. So, if the per capita income were to be used as the measure of development, Haryana would be considered the most developed and Bihar the least developed state of the three. Now, let us look at certain other data pertaining to these states given in Table 4. Table : 4 Some Comparative data of Selected States NG State IMR per 1000 Literacy Rate (%) Net Attendance Ratio for (2016) (2011) Secondary Stage (2013-14) Haryana 33 77 61 Himachal Pradesh 25 84 67 LA Bihar 38 64 43 Terms used in the Table 4: IMR - Infant Mortality Rate. Out of 1000 live children born. (the number of children who die within one year) Literacy Rate: It measures the percentage of literate population in the 7 and above age group. TE Net Attendance Ratio for Secondary Stage (NAR) : NAR is taken for classes IX and X. First column of the table shows that in Himachal Pradesh, out of 1000 children born alive, 25 died before completing one year of age. In Haryana, the number of children dying within one year of birth is 33. In Bihar, the number is 38. T Public Facilities How is it that the average person in Haryana has more income than the average ER person in Himachal Pradesh but lags behind in these crucial areas? The reason is money in your pocket cannot buy all the goods and services that you may need to live well. So, income by itself is not a completely adequate indicator of material goods and services that citizens are able to use. For example, normally your money SC cannot buy you a pollution free environment or ensure that you get unadulterated medicines, unless you can afford to shift to a community that already has all these things. Money may also not be able to protect you from infectious diseases, unless the whole of your community takes preventive steps. Actually, for many of the important things in life the best way, also the cheapest way, is to provide these goods and services collectively. Just think: will it be cheaper Free distribution by T.S. Government 2019-20 21  to have collective security for the whole locality or for each house to have its own security guard? What if no one other than you in your village or locality is interested in studying? Would you be able to study? Not unless your parents could afford to A send you to some private school elsewhere. So, you are actually able to study because many other children also want to study and because many people believe AN that the government should open schools and provide other facilities so that all children have a chance to study. Even now, in many areas, children, particularly girls, are not able to achieve secondary level schooling because government/ society has not provided the required facilities. Some states have lower Infant Mortality Rate because they have adequate provision of basic health care and educational facilities. Similarly, in some states, NG the Public Distribution System (PDS) functions well. If a PDS shop, i.e. ration shop, does not function properly in such places, the people there are able to get it rectified. Health and nutritional status of people of such states is certainly likely to be better. Isn’t it surprising that a small country in our neighbourhood, Sri Lanka, is much ahead of India in every respect and a big country like ours has such a low LA Look at the data in Tables 3 and 4. Is Haryana as ahead of Bihar in literacy rate etc. as it is in terms of per capita income? Think of other examples where collective provision of goods and services is cheaper than individual provision. TE Does availability of good health and educational facilities depend only on the amount of money spent by the government on these facilities? What other factors could be relevant? For a family in rural areas in Tamil Nadu and combined Andhra Pradesh in 2009- 2010, rice purchased from ration shops account for 53 and 33 per cent respectively. T The rest they buy from markets. In West Bengal and Assom, only 11 and 6 per cent of rice was purchased from ration shops. Where would people be better off and why? ER Human Development Report When we realise that even though the level of income is important, it is an inadequate measure of the level of development, we begin to think of other criterion. There could be a long list of such criteria but then it would not be so useful. What we need is a SC small number of the most important things. Health and education indicators, such as the ones we used in comparison of Kerala and Punjab, are among them. Over the past decade or so, health and education indicators have come to be widely used along with income as a measure of development. For instance, Human Development Report published by United Nations Development Programme (UNDP) compares countries based on the educational attainment of the people, their health status and per capita income. 22 Social Studies Ideas of Development  It would be interesting to look at certain relevant data regarding India and its neighbours from Human Development Report 2017. A Table : 5 Some data regarding India and its neighbours for 2017 Per Capita Life Literacy Human AN Country income in expectancy Rate Development $ at birth Index (HDI) Sri Lanka 11,326 75.5 92.6 76 India 6,386 68.8 74.04 130 NG Pakistan 5,331 66.6 60.0 150 Myanmar 5,567 66.7 93.1 148 Bangladesh 3,677 72.8 61.5 136 Nepal 2,471 LA 70.6 64.7 149 Notes to Table 5 Per Capita Income is calculated in US Dollars for all countries so that one can compare. It is also done in a way so that every dollar would buy the same amount of goods and services in any country. Life expectancy at birth denotes the average expected length of life of a person at the time of TE birth. Literacy Rate The number of people aged 7 years and above who can read and write with understanding in any language per 100 members. HDI stands for Human Development Index. HDI ranks in the above table are out of 189 countries in all. T ER SC Very High High Low Medium No data Map 1 : World map showing HD Index. Identify various patterns in different continents. Free distribution by T.S. Government 2019-20 23  rank in the world? Table 5 also shows that though Nepal has less than half the per capita income of India, it is not far behind India in educational level. In terms of life expectancy at birth, it is in fact ahead of India. A Many improvements have been suggested in calculating HDI and many new components have been added to the Human Development Report. But, by pre- AN fixing “Human” to “Development”, HDR has made it very clear that what is happening to citizens of a country is very important in development. People, their health and their well-being are most important for the development of a