History and Social Science Class Seven Textbook PDF

Developed by the National Curriculum and Textbook Board as a textbook according to the National Curriculum 2022 for Class Seven from the academic year 2023 History and Social Science Class Seven Experimental version...

Developed by the National Curriculum and Textbook Board as a textbook according to the National Curriculum 2022 for Class Seven from the academic year 2023 History and Social Science Class Seven Experimental version Writers Abul Momen Professor Dr. Aksadul Alam Professor Dr. S.C. Majumder Dr. Debasish Kumar Kundu Dr. Sumera Ahsan Muhammad Rakibul Hasan Khan Jarin Akther Dr. Mir Abu Saleh Shamsuddin Md. Habibullah Siddipue Belal Uma Bhattacharjee Muhommod Nijam Banhi Bepari Sanjida Ara Editors Abul Momen Professor Dr. Aksadul Alam Translated by Abu Ula Muhd. Hasinul Islam Ahmed Karim Hasnain Tipu Sultan Md. Habibur Rahman Md. Kamal Hossain Sharif National Curriculum and Textbook Board, Bangladesh  Published by: National Curriculum and Textbook Board 69-70, Motijheel Commercial Area, Dhaka 1000 [All rights reserved by National Curriculum and Textbook Board, Bangladesh] First Published: December, 2022 Reprint: , 2023 Art direction Monjur Ahmed Illustration Pramathesh Das Pulak Tamanna Tasnim Supti Rehnuma Proshoon Yusuf Ali Noton Cover Rasel Rana Graphics Noor-E-Elahi K.M. Yusuf Ali For Free Distribution by the Government of the People’s Republic of Bangladesh Printed by:  Preface In this ever-changing world, the concept of livelihood is altering every moment. The advancement of technology, in accordance with knowledge and skill, has accelerated the pace of change. There is no alternative to adapting to this fast changing world. The reason is, the development of technology is at its zenith compared to any time in the human history. In the fourth industrial revolution era, the advancement of artificial intelligence has brought a drastic change in our employment and lifestyles and this will make the relationship among people more and more intimate. Varied employment opportunities will be created in near future which we cannot even predict at this moment. We need to take preparation right now so that we can adapt ourselves to that upcoming future. Although a huge economic development has taken place throughout the world, the problems of climate change, air pollution, migrations and ethnic violence have become much more intense than before. The epidemics like COVID 19 has appeared and obstructed the normal lifestyle and economic growth of the world. Different challenges and opportunities have been added to our daily life. Standing on the verge of these challenges and possibilities, implementation of sustainable and effective solutions is required for the transformation of our large population into a resource. It entails global citizens with knowledge, skill, values, vision, positive attitude, sensitivity, capability to adapt, humanity and patriotism. Amidst all these, Bangladesh has graduated into a developing nation from the underdeveloped periphery and is continuously trying to achieve the desired goals in order to become a developed country by 2041. Education is one of the pivotal instruments to attain the goals and there is no alternative to the modernization of our education system. Developing an effective and updated curriculum has become crucial for this modernization. Developing and revising the curriculum is a regular and vital activity of National Curriculum and Textbook Board. The last revision of the curriculum was done in 2012. Since then, a lot of time has passed. The necessity of curriculum revision and development has emerged. For this purpose, various research and technical exercises were conducted under the supervision of NCTB during the year 2017 to 2019 to analyze the prevalent situation of education and assess the learning needs. Based on the researches and technical exercises, a competency-based incessant curriculum from K-12 has been developed to create a competent generation to survive in the new world situation. In the light of the competency based curriculum, the textbooks have been prepared for all streams (General, Madrasah and Vocational) of learners for Class Seven. The authentic experience driven contents of this textbook were developed in such a way that teaching learning becomes comprehensible and full of merriment. This will connect textbooks with various life related phenomenon and events that are constantly taking place around us. This is to be mentioned here that this textbook has already been refined through a logical evaluation by the writers and the subject specialists after collecting opinion from the teachers and students via an interim tryout. We hope that learning will be profound and life-long now. Issues like gender, ethnicity, religion, caste, the disadvantaged and students with special needs have been taken into special consideration while developing the textbook. I would like to thank all who have put their best efforts in writing, editing, illustrating and publishing the textbook. If any one finds any errors or inconsistencies in this experimental version and has any suggestions for improving its quality, we kindly ask them to let us know. Professor Md. Farhadul Islam Chairman National Curriculum and Textbook Board, Bangladesh  Introduction We know that every one of you has a fresh mind and a very active brain. You have not only the power of imagination but also sharp intellect with which you discover different ways of thinking. All of you are born with some other faculties like the mind and brain. We want to talk about these in particular. We are talking about human senses. You have already known that we all have five special organs – eyes, ears, nose, tongue and skin. These organs function as the senses. We see with the eyes and this power is called eyesight while the organ is called visual sensory organ. Similarly, we hear with the ears and these are auditory organs. We smell with the nose which is the olfactory organ. We taste with the tongue and it is the gustatory organ. We feel touches with the skin and it is the tactile organ. They help us to recognize, understand and know something. This is why these senses are very important. Together with all these assets each of you have – Perpetual vitality Limitless curiosity Immense ability to enjoy, and A natural tendency to wonder. Modern educational specialists believe that the stress of examinations and memorization of answers hinders the development of these natural abilities. Rather, students need to use these abilities for learning new things, and this only can give good results. You are surely getting the notion about your own work after hearing these views. Of course, you are going to enjoy a lot of freedom in this system. However, do not forget that you have to take responsibility to enjoy your freedom. After all, study is your own job; it is for yourself. You will do your own work; that is a very good thing. The reality is, when you succeed in something, you can understand how much joy it brings. Therefore, learning in the new way will be a joyful journey, an expedition. In Rabindranath’s songs, we find a joyous melody of a journey. Education is the joyous song of an expedition that continues while you walk along humming a melody. You have just enrolled in Class Seven. You have gained experience from lessons in Class Six. Many of the lessons in the new class will be new, with many things unknown. This journey will be like an expedition for the unknown and new things. You will know, learn and do a lot while overcoming the challenges on the way. You will get endless joy as well. This does not require any additional cost. It is because you have your own mighty tools in your arsenal to meet challenges – curiosity, wonder, vitality, and the ability to be joyful. The senses play a supportive role in this process. The fun is that these are not like money – instead of being spent, these always grow. These are the resources of your mind and so the more you practice, the more they will shine, the more efficient they will be. Moreover, these will inspire you to uncover new abilities. Intellect is the first to call. You have to use your own intellect; you have to think. You need logic to think right. This is an area for practice – if you cultivate intellect, it will increase. You may have seen that if you prune the branches and leaves of some trees, the trees grow better and give more fruits. You need to sharpen your mind, sharpen your logic. Also, the senses have to be kept alert to increase their abilities. In this way, you will conquer the unknown. You will keep on spreading light in the darkness, and you will not even notice when many things have been grasped. Let this journey towards victory begin!  Index How to Make Logical Decisions 1 - 19 Ways to know Econmic History 20 - 31 Similarities and Differences between people 32 - 48 The Bengal Region and Independent Bangladesh: 49 - 64 In Search for Economic History Emergence of Independent Bangladesh in the Bengal Region over the Course of a Millennium 65 - 74 and Bangabandhu Sheikh Mujibur Rahman Foreign Friends of Liberation War 75 - 92 Socio-political Structures and Customs 93 - 118 Individual’s Stand and Role in a Changing 119 - 131 Context Sustainable Development and Our Role 132 - 158 About Wealth 159 - 175  How to Make Logical Decisions What did we do with our first fallen-out tooth? Today Rupa has come to class bringing with her a small item wrapped in paper. Everyone asks, ‘What have you hidden inside it? Open it for us.’ When Rupa unfolds the paper, a little white tooth appears. Rupa says, ‘My younger sister has recently lost her tooth. When going to bed, she kept it under her pillow. She thought that a fairy would come at night to take her tooth away and leave her a gift in return. She had watched such an event in a foreign cartoon.’ Anuching asks, ‘Will the fairy really appear?’ Rupa replies, ‘No, dear! My mother has brought a gift and left it under her pillow.’ Everyone bursts into laughter. Academic Year 2024 Now, everybody shares the memories of the tooth that fell out first. They speak about what they did with it. What did you do with your first fallen-out tooth? You may draw a picture of it and tell its story to your friends. 1  How to Make Logical Decisions The story of my first fallen-out tooth Let me write the story (with picture) of my first fallen-out tooth With my first fallen-out tooth, I… Let me draw a picture of it … As Khushi Apa enters the class, everyone asks, ‘Apa, does any fairy really come to take our teeth away? Apa, can the rats really take our teeth away?’ Khushi Apa says, ‘What do you think? There may be many questions in everyone`s mind about this. Let us find out the answers to these questions. At the same time, let us try to know the stories, sayings, and proverbs that are popular in our house and locality, and among our friends, neighbours and relatives.’ We learned in sixth grade that we need permission from the informant/respondent when collecting information. Let’s read the following rules: Getting permission from the respondent 1. The respondent must be informed about how long it may take. 2. The subject of the questions must be stated. 3. The respondent should be informed that no pressure would be put on them/him/her to give an answer to the questions. 4. The respondent should be informed that s/he is free to not answer any question. 5. The respondent should be informed that all his/her personal information (name, age, etc.) will remain confidential. Academic Year 2024 6. She should be informed that the obtained information will only be used for this purpose. At this stage, We will thoughly understand the trends of change in our own locality. Then we will search for the customs regarding fallen teeth. 2  History and Social Science The steps of inquiry at a glance Short description of the Steps Examples steps Determining The subject under inquiry For example, ‘Changes in our locality’ the topic of inquiry Our locality What was the condition of roads in the past in our locality? Past time Roads Sample inquiry-based questions for the We will write or make topic ‘Changes in Our Locality’ can be: specific questions related to Raising Question 1. What was the condition of the content determined in the specific roads in the past in our locality? previous step. We will find inquiry Question 2. What was the occupation of answers to these questions questions general people in the past in our locality? through these inquiry-based steps. Question 3. What festivals were observed in the past in our locality? Each inquiry question contains one or more key Finding For example, Question 1 – What was concepts. If we identify these out the key the condition of roads in the past in our concepts, it will help us concepts from locality? In this question, there are three understand where and how the questions key concepts: the needed information has to be collected. To whom or where do we have For example, Q 1 – What was the condition to go to find the answer to the of roads in the past in our locality? question we are looking for? To find the answer to this question, we For example, we may collect Selecting the can take help from the elder people of our Academic Year 2024 data from a museum or an data sources locality. Moreover, we can look at an old archive, a book or a magazine, map or we may read some relevant texts on a person who knows about the this subject. subject, an archaeological site, internet, video etc. 3  How to Make Logical Decisions For example, Q 1 – What was the condition Data collection method Determining of roads in the past in our locality? refers to the ways through the data which we collect data. For For this inquiry, we may invite some elder example, questionnaires, people of our locality to a meeting and we collection interviews, observation, group may discuss the issue there. We may get an method answer to our question from the discussion. discussions, etc. Otherwise, we can take interviews. For example, Q 1 – What was the condition In this step, we may collect of roads in the past in our locality? Data data from selected people or To know the answer to this question, we can Collection select 4/5 senior citizens, go to them and selected places by using a take their permission to conduct discussion selection method. sessions with them. We will write down or record their answers. The data we collect do not give us answers directly. By using the collected data, we may create We have to study and a map and identify the roads of the past Data Analysis organise them, or make some in it. Again, by collecting data from three calculations. Then, the data persons, we may write descriptions of the become meaningful. This main roads. process is called data analysis. For instance, for the above example (inquiry question 1), our result or finding may be: Earlier, there was After analysing data, we find the no road in the north-western part of our locality. answer to our inquiry question. This Now, a large and spacious road has been built there. answer is our result. This means we Therefore, the communication between the north and Results/Findings have reached a conclusion. the south has become easier. However, there were many small dirt roads in the past. They do not exist now. Nowadays, people travel less on foot. We may use different means to communicate the result that we have For the above example a picture can be imagined: Communicating obtained through the process of the result inquiry to everyone. For example, graphs, tables, pictures, videos, Academic Year 2024 written reports, dramas, etc. 4  History and Social Science Bellow is an outline of the search. This is how to proceed step by step. Presenting specific inquiry Selecting data Analysing data question collection source Identifying key concepts from the Drawing question conclusion Selecting inquiry Collecting data Presenting or topic Selecting data sharing the collection methods result Investigating amusing customs related to fallen-out teeth Today everyone will investigate the customs of fallen-out teeth. Rupa says, ‘It is almost the same in all families. They place the teeth under the pillow and wait for the fairy’s arrival.’ Sabbir says, ‘Aha! Rupa, is it possible to presume the result of the investigation beforehand?’ ‘This thought has come to my mind; that is why I’m sharing it with you,’ replies Rupa. Anuching adds, ‘Well, please stop for now. We rather start our inquiry. At the end of the investigation, we will understand whether our presumption is true or not.’ Inquiry-based task 1 Topic: Customs about falling of teeth Inquiry question: What kind of customs and stories about falling of teeth are prevalent in our family, locality or society? The key topics in the question: Our family, locality and society Customs related to first falling of teeth Existing stories and thoughts regarding falling of teeth Academic Year 2024 To whom or where to go to find information? (Data source): How do we know or collect data? (Data collection methods): Data collection: For this, we may use the following table. Together, all the members of the group have collected data from different people. 5  How to Make Logical Decisions Data analysis: Then, they sort similar types of data, for example, locality-based data, and data of different periods (collected from people of different ages). Communicating the result/conclusion: result/conclusion: Presentation: Robin along with his group-mates has presented data obtained from the inquiry process and the result using pictures – What do people of different regions do when they lose their teeth for the first time? They then share interesting stories related to falling of teeth. Others also present their inquiry-based work. Data collection table What do they do when Interesting thoughts From whom did we collect they lose their first or familiar stories data? tooth? related to teeth Sabiha Khatun (paternal grandmother of Fatema), Rajshahi After everyone’s presentation, Rupa concludes, ‘No, what I assumed wasn’t true. My assumption was not true. The customs about the lost teeth are not the same everywhere; rather they are quite diverse.’ Sabbir adds, ‘We have some assumptions like this about many other topics. However, these are our personal notions (or ideas) or thoughts. Through some inquiry-based tasks, we may verify these, and thus, we may modify our ideas.’ Academic Year 2024 6  History and Social Science Evaluating the group work of other friends We may try to understand our friends’ presentations with attention. The table below includes the expectations or ideal tasks for the inquirer. Considering the relevant things, write briefly in the following table how we can develop the inquiry process. Also, include the dos and don’ts of the process with an explanation, and the reasons behind it. Write in brief and short phrases in the table below. We will not forget to appreciate our friends’ work. We usually call it feedback. You can provide feedback for each step of the inquiry process comparing them with the ideals. For this, you can use phrases like ‘successfully completed,’ ‘partially completed’ and ‘needs more help. We will write one of these 3 opinions comparing their work to ideal work. Key Data Data issues collection Data analysis Inquiry source Data of the method questions collection Communicating inquiry (Has been able (Has been the result question (Has been to organise (Question/ able to (Has been able to data/ make questions is/ mention able to (Has presented (Has been select a necessary are specific, one or collect data the inquiry Ideals/ able to suitable calculations in Comments/ attractive, and more and kept a process and Expectations identify method an appropriate Feedback resolvable suitable record of the result in a clear the key for manner to through an data data source and interesting issues collecting answer/ inquiry-based source according to manner) from the data from solve inquiry study) to find plan) inquiry the data questions) out the question) source) correct answer) Group 1 Group 2 Group 3 Group 4 Group 5 Academic Year 2024 Evaluating the performance of own group members To provide feedback, we can use the phrases ‘successfully completed,’ ‘partially completed’ and ‘needs improvement.’ 7  How to Make Logical Decisions Name of Participation Helping other Respect for Opinions or group members others’ opinions feedback members (Actively (Whenever a (Always respected participated member needed the opinion of throughout the help, s/he helped friends, even if it inquiry process) that member out did not match with of his/her interest) his own) Anai Sumon Rupa Fatema Personal notions and its verification: reaching a logical conclusion After entering the class today, Anuching says, ‘Khushi Apa, what Rupa assumed yesterday is called a hypothesis or an assumption. I read it in a book.’ Rupa enquires, ‘What! What did you say? Is it a ‘hippopotamus’? Or what is it called?’ Hearing this, everyone burst out laughing. Khushi Apa says, ‘So, let Anuching conduct a small class on this topic today.’ The following is the gist of what Anuching has said: Hypothesis (or an assumption): Often, we presuppose (or assume) the result of an inquiry-based study even before collecting data. This is called a hypothesis. Usually, we think this way from our personal notions or common sense. Our assumption can be right or wrong. When we analyse the collected data for inquiry, we find out whether our assumption was right or wrong. If needed, we may rectify our ideas based on the findings then. This is how we reach a logical conclusion. Therefore, if someone questions my idea, I can explain that it is not a personal notion; rather, a logical conclusion has been drawn following scientific steps. Academic Year 2024 Let us try to compare personal notions with logical conclusions analysing Anuching’s words: 8  History and Social Science Personal Notion or Presupposition Logical Conclusion Students of Khushi Apa’s class now verify their various assumptions or personal beliefs through investigation whenever possible. You can do it too. Let’s do the task of verifying a prediction. For this, we will first make a prediction. For example, most people in our society live in nuclear families. We will all work together on this investigation. We will find out how many single and joint families there are among our own families and 4-5 families around us. We will keep in mind that the same family does not come multiple times in the census of our families and those of my classmates. Then, we will analyze the number we get and make a logical decision based on the results. We will write our obtained logical decision in the following table. Hypothesis Description of After-thoughts/logical Topics (or an inquiry-based conclusions assumption) task Family types of Most of the We collected Most of the students live in our classmates students belong information from nuclear families (75%). In this to the nuclear everyone in the case, the hypothesis was right. family. class about their family members. Academic Year 2024 9  How to Make Logical Decisions Analysis of or reflection on the steps of inquiry Neela and Ganesh have brought their self-made reflection diaries to the class. Reflection means thinking about your own works and analysing them well. Neela and Ganesh show to everyone what they have written in their diaries. If you want, you may also prepare a reflection diary of your own. They have written about each part in their diaries as the following: Two pages of neela`s Diary Selecting the data sources: area of Sunamganj, and Nazifa’s grandparents’ house is in Jashore. My inquiry question was: What If we had collected data from them, customs about fallen-out teeth are sources of data would have been prevalent in different areas? diverse. Another issue came to my mind – we collected data only from I selected five persons: my the elders. If we had collected data grandfather, Adnan’s grandfather, from our parents, uncle and aunts, Shihan’s grandmother, Sumon’s friends and their young siblings, the grandmother and Fatema’s customs of different periods would grandfather. Later I found that they have been reflected in the collected all belong to the North Bengal, that data. It is because the customs might is, they are from the northwest part have been different at different times. of Bangladesh. They are mostly Next time I have to think more about from Rajshahi, Pabna and Natore. people or information sources. However, Anuching’s grandparents’ home is in Bandarban, Nahid’s grandparents’ home is in the haor (large wetland) Academic Year 2024 10  History and Social Science Two pages of Ganesh`s Diary Data collection method residences. However, it became quite difficult to hear from every My inquiry question was: What participant in the group as they proverbs and stories about had different types of stories fallen-out teeth have become because they were of different widespread in different periods age groups. In the presence of in our country? elders, the youngers got fewer To find the answer to the opportunities to share their inquiry question, I arranged a stories. I thought it would have group discussion with people of been better if we had arranged different ages at Salma’s yard. I separate sessions for the young selected Salma’s place because and the old people. it was near all the participants’ Reflections will be useful at each step of your inquiry-based work. At the end of the year, you will discuss the research steps in a discussion session. Anai asks, "What do the children of other countries except our country do with their teeth?" Khushi Apa says, "Why don't you look for yourselves? Look for relatives, friends in foreign countries or the internet, books, and magazines." Inquiry-based task 2 Topic: Prevalent stories and customs about fallen-out teeth in various countries Inquiry questions: What do the children in other countries do when they lose their first tooth? Academic Year 2024 What are the prevalent stories about fallen-out teeth in different countries? Key ideas in the inquiry question: Data source: Data collection methods and strategies: 11  How to Make Logical Decisions Data collection: For this, we may use the following table. Data analysis: Results/Findings: Presentation/Communicating the results: Everyone followed the steps of investigation to find the answers to the questions. This time they presented their information in various ways. What are these prevalent rules and regulations in a society? Let us think Form pairs with friends Share our thoughts with others Khushi Apa says, ‘Do you have any questions about the customs of fallen-out teeth in your country and in various other countries? Aha! I see all of you have a lot of questions.’ What traditional activities follow the falling of teeth in different areas? What are they called? Do they have any specific names? What are the issues, other than the fallen-out teeth, for which such rules and regulations are prevalent in society? If they exist, what are they? Why and how are these rules and regulations created in a locality? Do these rules and regulations change over time? You too may think whether you have any relevant questions or not. The rules and regulations, and the manners and etiquettes that the people of a locality or a society follow for a long period are called prevalent customs. Usually, the collective beliefs of the people of that society and of that time are related to these customs. Exploration of various prevalent customs We have explored various customs of different regions regarding fallen-out teeth. In addition, there are various customs about other issues prevalent in different societies. Academic Year 2024 We can also inquire about them. We can inquire about the reasons why these customs were created in a certain society and in a certain period. We may formulate questions and look for answers to the questions by following the steps of inquiry. The elders may help us by providing data during this activity. 12  History and Social Science Inquiry-based task 3 Topic: Prevalent customs in the countries of the world including Bangladesh Some inquiry questions (examples): Why do we stand up when the teacher enters the classroom? When did it start? Why did this custom become a rule? In which countries is this custom prevalent? In which countries is this absent? Steps to be followed to find the answer to the question i.e.investigate Data source: Data collection methods and strategies: Data collection: Data analysis: Results/Findings: Presentation/Communicating the results: Do the prevalent customs of the society change over time? There is a story about students of China. In the past, the students of a place in China used to participate in the classes sitting with their backs to the teacher. They do not do it now. The previous custom has changed. Earlier they believed that it was disrespectful to sit facing the teacher. Now, with the passage of time, their belief has changed and their custom has also changed. Academic Year 2024 13  How to Make Logical Decisions Following the students of Khushi Apa, let us form several groups and explore the changes we can find in some specific customs of our own or other societies. We can explore changes in any other social structures such as educational institutions, laws, family, etc. Proceed as before following the steps of inquiry in a scientific process. Inquiry-based task 4 Let us start our task with an inquiry question. The question can be about finding out the changes in any custom over time in our society or in other country or society. Topic:: Changes in customs in different countries of the world including Bangladesh Topic Some inquiry questions (examples): How do the customs related to —————— have changed over time in our society? How do the customs related to ————— have changed over time in ———— society? How have changes in professions taken place in our locality? How have changes taken place in our country at different times? (You may take help from the Inquiry-based Reader of Class Six) What types of changes have taken place over time in the familial structure of our society? Key ideas in the inquiry questions: - 1) Data source 2) Data collection methods and strategies 3) Data collection 4) Data analysis 5) Result/ communicating the findings 6) Presentation Academic Year 2024 14  History and Social Science Mili’s Dream For the last few days, the class environment was in a mess. Everybody was humming and whispering with others about many things. Everybody seemed irritated about something. Today, after entering the class Khushi Apa asks, ‘What happened to you all? You all are quarreling a lot as if everybody is angry with each other. You were not like the way you are behaving these days; you have always lived in harmony. What happened then?’ Everybody starts speaking together creating a loud noise. Anai says, ‘Apa, Rupa has been taking away others’ belongings every day without taking permission from the owners. She has finished my lunch today.’ Ganesh adds, ‘She has taken my scale without informing me.’ Adnan says, ‘She has grabbed my pen.’ …. Rupa doesn’t reply to anyone’s complaints and stays silent. Nazifa says, ‘Khushi Apa, Shihan hasn’t stood up when you entered our class. He noticed when you entered.’ Nandini adds with excitement, ‘He doesn’t stand up when any teacher enters the class.’ Hearing these, Shihan does nothing but simpers. Everyone becomes very angry with him. At this moment Ganesh says, ‘Apa, Roni declared a moment ago that you would not take our class today.’ Shihan adds, ‘Yes, Roni is telling lies to everyone about many things.’ Hearing these, Roni scratches at his bushy hair on head in such a way as if he hasn’t done anything at all. These types of complaints against one another continue for some time. Khushi Apa says, ‘Let us examine every incident one by one.’ Apa adds, ‘Can you tell me what Roni has done?’ Everyone replies with a loud scream, ‘He tells lies the whole day.’ ‘So what?’ replies Khushi Apa. Hearing the reply of Khushi Apa, everyone becomes shocked. They say, ‘Telling lies is a very bad thing.’ Apa asks, ‘Who told you that Academic Year 2024 telling lies is a very bad thing? And when did s/he tell you this?’ Hearing the questions of Khushi Apa, everyone thinks that she probably has gone mad. What sort of questions are these? However, everyone becomes thoughtful about her questions. In fact, why do we not like lies? Why do we think lying is bad? Mili wakes up with palpitations in her heart. Then she sighs in relief and mumbles, 15  How to Make Logical Decisions ‘Thank God! It was a dream. What a strange dream I had!’ Next day Mili tells her friends and Khushi Apa about that interesting dream. Khushi Apa says, ‘Like the Khushi Apa who appeared in the dream, I have some questions to ask you.’ Many times important questions come to mind from jumbled stories like mili`s dream. You can find more topics for investigation from this. Open discussion: Why do we consider telling a lie to be bad? How, when and from whom did we learn that telling a lie is bad? What are some other things that we all generally like or dislike? What can we call them? Traits we usually like Traits we usually dislike 1. Speaking the truth 1. Disrespecting the elders 2. Punctuality Nandini now says, ‘In society, there are some traits that we consider good, especially when they are found in human beings. Again, in human beings, there are some other attributes that we consider bad. These are actually some values that prevail in our society. Just as there are certain norms in the society, there are certain values also.’ Anai asks, ‘Well, do social values (samajik mulyabodh) change like social norms (samajik ritiniti)?’ Academic Year 2024 Investigating the changeability of social values Now, we the students will form different groups. By following scientific steps, we will explore the changes in values over time and across places. 16  History and Social Science Inquiry-based task 5 Topic: Some inquiry questions (examples): What kind of values in the present times do the people of Bangladesh have about respecting the elders? What kind of values did they have earlier in this regard? Do the people of other countries have the same values that the people of Bangladesh have about respecting their elders? Or, are they different? Let us evaluate the work of friends’ group Ideal/ Inquiry The key Data Data Data Data Analysis Communicating Comment/ expectation question point source collection collection the results feedback → in the method (Has been able (The question (Has been (Has been to organise (Has presented question(s) is/ are specific, able to (Has been able to data/ make both the inquiry interesting (Has mention able to select collect data necessary process and and identified one or more a suitable and kept a calculations in the findings answerable the key suitable method for record of the an appropriate in a clear and through points data source collecting data source manner to attractive way.) inquiry.) in the to find out data from the according to answer/ question.) the correct data source) plan) solve inquiry answer) questions) Group 1 Group 2 Group 3 Group 4 Group 5 Academic Year 2024 Evaluation of the work of the members of own group We can give the feedback using the expressions like ‘successfully completed,’ ‘partially completed’ and ‘needs more improvement.’ 17  How to Make Logical Decisions Name of Participation Helping other Respecting others’ Feedback the group (Actively took part members opinion (Always members in the entire inquiry (Willingly helped respected the process) other members opinions of friends when they needed) even if they did not agree with his/her opinions) Anai Kankon Nahid Ganesh All the groups have presented the findings of their inquiry about the changes of social values in different ways. They all agree that: There are certain social values that are almost the same in countries all over the world. For example, telling a lie or stealing something is considered bad and getting along with everyone is considered good. Again, there are certain values that may vary from society to society and country to country. Even with the passage of time, various values prevailing in our society may also change. None of these values is absolute or constant. Practicing social norms and values in our life Now the friends sit in groups and make a list of some social norms and values that they want to practice. From there, they select 10 social norms and values that they want to practice in their daily life. For doing this, they first draw trees on coloured paper and cut the outlines of those trees. In this way, they get some paper-cut trees. They stick those trees on the wall of their classroom. These trees have branches but no leaves. Academic Year 2024 Whenever they do something related to some particular social norms and values, they write it on a coloured paper-leaf. Then they attach it to that particular tree writing their names below. At the end of the year, the trees become full of leaves. 18  History and Social Science A picture of such a tree is shown below: wi owi othe my rai et i I the et w that n n ll g ng r kn m old one ch I g I m from writin t boo help i gnmen It e d th enti whi n tookhe assi k t Kindness Honesty At the end of the year we will observe the trees well. The box below contains some questions for you to think about this tree. At the end of the year we will closely monitor the trees according to the questions. Let us think Which tree possesses more leaves? Which tree have I added more leaves to? Which tree have I added the fewest leaves to? What kind of norms and values have I been practicing more? Which norms and values do I need to practice more? How can I do that? Academic Year 2024 19  Ways to Know Economic History In a school in a city in Mofussil, there are three students - Abid, Ilin, and Renu. In the casual conversation outside the class, Ilin shows his friends some old coins that his father had collected. Everyone is amazed. They have never seen such coins before. What could be the value of such low-priced coins? One anna, one paisa, five paisa, ten paisa, fifty paisa, etc. There is a year written on each coin. The students’ curiosity is growing. They have many questions in their minds. What metal are the coins made of? Why does the value of the coins vary? Do the symbols and pictures on the coins have any history? When did the people of Bengal learn to use coins? 1856 1910 1973 Academic Year 2024 1974 1975 2012 There were different types of coins in use in Bengal and Bangladesh at different times. You can see pictures of some such coins above. 20  History and Social Science The students are looking for answers to these questions. Khushi Apa enters the class. Seeing the coins, she says that they are metal coins from British Bengal and Bangladesh. Metal coins have been in use in independent Bangladesh since January 4, 1973. Apa also identifies some coins from the time of British Bengal. B.N. Mukherjee, a historian, has written many books on coins. Showing some pictures from those books, Khushi Apa says that these are ancient coins found in various parts of Bengal. They are made of various metals - copper, silver, gold, etc. They have different names - cast copper coins, stamped silver coins, gold coins of Shashanka, Gupta imitation coins, Harikela coins, etc. These coins were issued by kings and emperors in succession. There was no letter or writing on the first coins. There were some symbols. The coins were also uneven. Not very smooth. Gradually, the shape, size, nature, weight, etc. of the coins were determined. The value of the coins increased. The kings and emperors expressed and propagated their power and sovereignty by issuing coins. Coins became indispensable for economic activities. In ancient times, people used to do their daily work by exchanging goods. They used to receive one product in exchange for another product through a mutual exchange process. But as human economic activities increased, the practice of exchanging goods or any material decreased. There was a need for an easily portable and exchangeable medium. The origin of coinage was mainly like this. In the beginning, stones, shells and beads were used as currency. Then came various types of metal coins such as copper, silver and gold. The first metal coinage was used in Greece around the 6th century BCE. Paper currency was first used in China around the 7th century CE. Then with the growth of the economy, there have been various dif- ferences in the type and nature of paper currency. Abid, Ilin, Chitrali Chakma, and many others have been listening to Khushi Apa’s words with deep attention and fascination. In their imagination, the world of history has become bigger now. Chitrali, who lives in the hilly area, often tells stories of how people survive in the big hills and the adverse environment of the hills. She tells them about the famous jhum cultivation of their area. Abid from Sylhet tells them stories of green tea gardens surrounded by small hills. The big hills standing on the horizon, the waterfalls coming down from the hills, Chitrali Chakma and Abid tell many stories about the landslides in the rainy season. They have heard many times about the people Academic Year 2024 and places that are washed away by floods caused by these landslides. Ilin has visited many places in Barisal with his father. She has seen how countless riv- ers flow through the plains. She has seen fishermen catching fish in small boats, and crops being irrigated by river water. The students think about various types of econom- 21  Ways to know Econmic History ic activities. The diversity and differences of language, religion, culture and politics in different regions are based on such economic activities in history. The students are now eager to know how the various natural diversity of Bengal has determined the nature and type of economic activities here through research. They are also interested to know about the use of natural resources and nature due to the increase in the size of human economic activities. Khushi Apa encourages everyone. She says that the scope of history is very large. Though all the past events that hap- pened in human life are connected by one thread, there are differences in perspective and understanding of them. Almost all the events in the history of mankind have social, cultural and political elements in them. But the most influential elements in history are geography and economics. You have learned how geography plays a significant role in historical investigation in grade six. In this investigation, you will learn that human history spread across the world due to economic activities. They led a nomadic life. They built settlements on new continents. Like different parts of the world, a class of elites also built colonies in India and Bengal. They seized wealth. They created a world of unequal distribution of wealth. This elite class travelled and spread across different parts of the world to expand their name, fame and wealth. They seized. This is the colonial system. They also claimed the credit for creating society, civilization and culture. At one stage of seizing trade, commerce and wealth, this elite class of people gave birth to politics and the state system. Simple Lesson: What is economic history? Land characteristics, soil fertility, climate, abundance of water and abundance of flora and fauna have greatly influenced the development of human settlements since prehistoric times. Since time immemorial, humans have sought to find the most suitable habitats for survival. People have developed their settlements, agriculture and industries using this land. Human settlements developed due to favorable geographical environment and fa- vorable opportunities for conducting economic activities. Economics has been di- rectly or indirectly connected with all events since the beginning of human history. Economic history is basically a branch of history that looks at history from an eco- nomic perspective along with reconstructing past economic activities. Economic Academic Year 2024 history deals with various aspects of human past economic activities, such as agri- culture, industry and commerce, and experiences of change and transformation. In addition, the discussion of how economics plays a key role in important political changes is also the subject of economic history. 22  History and Social Science Activity Let’s do it ourselves We see various elements around us every day such as houses, rivers, water bodies, fields, farms, factories, markets etc. These are deeply connected with human eco- nomic activities. Let’s fill in the table below to determine how these elements are related to economics- Element How It Is Related to Economic Systems River Rivers provide fish. Money can be earned by selling fish in the market. Farm Market Crop fields Road Factory Hill Woods/Jungle Abid, Ilin and Chitrali Chakma have many questions about how changes in economic conditions and successive transitions have influenced human history. Khushi Apa says that in the next class, students will explore what economic history is, what the sources of this history are, the characteristics of sources, their differences, and how history can be known from sources. Students will also learn about the problem of era division in economic history. Periodization in Economic History How to Divide the Eras in Economic History? The economic life of man has started since the time of advent. Primitive people lived in caves, their economy was based on hunting or gathering. Then came the Palaeolithic Academic Year 2024 or Old Stone Age, the Middle Stone Age and finally the Neolithic or New Stone Age. Humans have spread across the globe and developed different strategies and technolo- gies to survive in different environmental realities. They gradually built permanent habitats. After the era of the tribal economy, profession- al work developed. A food-gathering economy transformed into a production economy. 23  Ways to know Econmic History Humans caused the agricultural revolution and invented the wheel. They caused the urban revolution by surplus production. Then food production, industrial production, and global trade started. Some people also started competing to grab food and resources because of their power and competence. This is how the economic life of man has pro- gressed and changed in various ways with the change of environment and time. Academic Year 2024 Age of group hunting and foraging economy. Fragments of human life in the Paleolithic or Old Stone Age. Agriculture had not yet been invented. The age before the invention of agriculture is therefore called the age of hunting and gathering in economics. 24  History and Social Science You can see various examples of Old, Middle and New Stone Age tools and lifestyles in the above pictures. New classes began to emerge as a result of surplus production in the New Stone Age, such as merchant class, artisan class, business class etc. All of them were able to play an important role in the economy. Then humans entered the Copper, Iron and Bronze Ages. These ages start from about 4000 BCE. In Egypt and its surrounding areas, significant traces of the economic civilization that developed during these periods can be seen. Sumerian civilization developed a monetary trade and market economy. At the beginning of the historical period, the economy was largely global. A succession of campaigns by renowned warriors and rulers such as Alexander and Julius Caesar gave rise to multinational trade. Trade links between Asian countries and Europe were established. Historical sources attest to the introduction of gold and silver coins during this period. The beginning of economic thought happened during this time. Hesiod, Kautilya, Aristotle, Xenophon, Aristophanes etc. added various discussions related to economics in their books. Chronology of prehistory and history of Indian subcontinent, Bengal region and Bangladesh Appr. 35,000 Appr. 8,000 to to 12000 BEC 5,000 BEC Appr. 5,000 to 1,300 BEC Appr. 12,000 Appr. 4,000 to to 8,000 BEC 1,500 BEC Academic Year 2024 Paleolithic Age Mesolithic Age Neolithic Age Chalcolithic Age Harappan Age প্রত্নপ্রস্তর যুগ 25  Ways to know Econmic History Appr. 600 to Appr. 1,800 to 1,300 CE present Appr. 2,000 to Appr. 1,300 to 600 CE 1,800 CE Early historical period Early Middle Ages Middle Ages modern era One interesting thing to note is that the economic history of the ancient land of India was multifaceted. Agriculture, industry, trade and commerce were all based on a fa- vourable natural environment. In ancient times, India extended commercial and cultur- al links and contacts with the countries and islands of Southeast Asia. India had regular trade relations with Europe, China and the Arabian Peninsula. The monetary economy was introduced in India long ago. Economy of the Bengal Region: At a glance Due to the diverse natural environment in the eastern part of India, a water-depen- dent economic life and system was developed. The geographers later referred to this landmass, which was bounded by the natural boundary of the Bay of Bengal, as the ‘Bengal region’. The economy of this Bengal region has been completely self-reliant, and still is. Due to the river, forest and mountain, this regional landmass of Bengal has preserved its existence in isolation for a long time in history. The economy of this landmass has thus been built entirely by its own rules, remained bound by its own geographical realities for a long time, and gradually became connected to the world Academic Year 2024 market economy after falling into the hands of powerful and wealthy people from faraway lands. 26  History and Social Science Let’s Find Out How to Learn Economic History You all know that there is no way to learn history without sources. If you are asked, how did people live in the past? What were their clothes, food, technology, and liveli- hood? You might be able to imagine something based on your present experience. Your imagination might portray some aspects of human activities in the past, but that cannot be called history. History requires sources. And sources alone are not enough. You have to question the sources, verify and select them, and examine and evaluate them critically and systemat- ically. In various historical texts written at different times and in various travel accounts of different people, information can be found about the economic situation of a place or a country. Such information-based history contains many myths or fiction that are popular among people. According to these fictions, it cannot be assumed at all that there was a ‘golden age’ in any region or country in the past or that the prices of goods were very cheap. It is necessary to analyze various types of sources and research on how the economic situation of ordinary people was before making such a conclusion. Besides the main sources, other auxiliary sources have to be combined and scientifically and objectively analyzed and interpreted to make a logical conclusion about the past. This method and skill of learning and understanding history and economic history is the main duty of historians. Various Sources or Elements of Different Histories Various types of elements can be analyzed to know different types of histories. History can be of different types. For example, environmental history, social history, cultural history, economic history, political history etc. It is not that a historian has only to rely mainly on economic sources to reconstruct economic history. There is a direct connec- tion between economic history and other historical subjects. For the lack of any written sources, in order to know the economic history of prehis- toric times we have to rely mainly on stone tools and archaeological sites obtained by excavating any archaeological site - such as graves, dwellings, bones, pottery, stone tools and other metals such as copper, iron tools and weapons. Academic Year 2024 We find written sources in history from the time when Sumerian civilization invented cuneiform writing and Egyptian civilization invented hieroglyphic writing. A law book has been found in the Mesopotamian civilization that has brought much information on the history of that era to light. Some ideas about the economic life of all civilizations of Mesopotamia are also found in these sources. For knowing the history of ancient 27  Ways to know Econmic History India, various things used by people such as coins, various literary instruments, land deeds issued by emperors or kings (stone inscriptions, copper plates etc.), books writ- ten in praise of kings or any aristocrats of that time society, travelogues etc. are used as sources. A distinguished scholar and economist of ancient India named Kautilya wrote a book called ‘Arthashastra’ which is still used in the world of knowledge and science. Let’s give an example from the history of the Bengal region. Around 1200 CE, a book called ‘Krishi Parasara’ was written in the geographical area of Bengal-Bihar. The book con- tains a detailed discussion of agriculture in eastern India. The book describes when and how to sow crops and irrigate them and it also describes festivals after harvesting crops. The book has been worked on by Dr. Riasuke Furui, a Japanese historian specializing in the ancient history of the Bengal region. He has verified and selected information from this book. He has also provided a lot of information about the various limitations of the book. This is the real norm of writing history. Historical information should not be obtained directly from any kind of old source or book. Scientific research methods must be used. One must be aware of the limitations of the source. It is necessary to examine extensively who wrote the source, and when and why they wrote it. Only then can logical conclusions be drawn. Academic Year 2024 Arthashastra script written on palm leaves 28  History and Social Science Copper plate engraving Punthi written in old Bengali script Academic Year 2024 Hieroglyphic script written on papyrus The meanings of some hieroglyphic scripts are provide inEnglish 29  Ways to know Econmic History Fully developed cuneiform script Inscriptions carved on the walls of mountain caves Different types of silver and copper coins have been found in various archaeological sites in Bengal. You can see some stamped silver and copper coins in the picture. Apart from silver and copper, various types of valuable and cheap metals were used Academic Year 2024 to make coins in ancient times. These coins had various symbols such as birds, boats/ ships, fish, sun, etc. We will also learn about their exchange medium in various chapters of economic history. 30  History and Social Science From 1800 CE onwards, sources have increased in the Indian subcontinent. In partic- ular, there is a tendency to preserve government documents, news and periodicals. At the same time, many objects used by people in ancient times are being preserved in museums. A proper scrutiny and interpretation of these sources is necessary to write a history. Why Should We Learn History and Economic History? History is a subject that determines the future in the light of the past. If one wants to understand the present, one must understand the past. And in this regard, critical re- search-based historical studies can help. Suppose a group of people are facing various natural and man-made challenges in a particular area of the world. Sometimes through friendship, sometimes by fighting against lies and abuses, and sometimes by discovering new technological or other in- ventions, they have gained various experiences of survival. These experiences obtained at different times in different regions have created separate presents for people. If a person’s ability and skill in their past work are not remembered, then that person has no present and no future to dream. That person’s survival becomes meaningless. Like history, it is also necessary to know and comprehend economic history. Economic history is a science-based description of how all people living in a particular region together mixed and matched their economic lives in the past. Remember, history finds all our collective memories. It brings experience to the fore. This experience can help ensure people’s economic security and protect lives and nature. If people in the past endangered nature in order to live or do economic activities, and if it is known from the study of past history, in the future they can abstain from doing those activities. Academic Year 2024 31  Similarities and differences between people Bedey Girl The annual sports programme of the school is ahead. There is a lot of speculation about it among everyone. ‘I will run three hundred meters race!’ ‘I will play cock fighting!’ ‘The pot breaking game is the most fun!!’ There is a heated discussion at tiffin time. Salma: I will dress up as Begum Rokeya in ‘Dress as You Like’. Sheehan: I will dress up as ‘Bangabandhu’. I will wear my grandfather’s black glasses with thick frame. I will raise the index finger of my right hand and give the 7th March Speech. I can speak the speech a little and I will learn it better by rehearsing. Mamun: I will dress as a shepherd. Tying a towel around the head, I will play the flute. I can play the bamboo flute. Mili: I will dress up as a Bedey girl. Sanjida Apu of Class Eight in our school is from a Bedey family. She has said that she will groom me. Adnan: Will Sanjida Apu groom me as a snake charmer if I request her? Mili: I’ll ask her. Of course, she will help. Adnan: Then I will dress up as ‘Baburam Sapude’ the famous snake charmer. I also have a toy snake-charming flute. Everyone starts making great plans about who would dress up as what and how they would dress up as they wish. Someone will dress up as a Chakma girl; someone will dress up as Rabindranath Tagore; someone else will dress up as Einstein; some other student will dress up as Pritilata while someone will be a freedom fighter. They are so amused in their discussion that they do not notice when the bell has rang for the class and when Khushi Apa has entered the classroom. Khushi Apa: What is so funny? You seem to be enjoying it a lot. Hachcha: We were talking about the sports festival. There was an enjoyable discussion about who would dress up as what. Khushi Apa: Really! Wow, that would be great fun! After that, they start telling the details to Khushi Apa. They talk about who they will dress up like and how they will dress up. Khushi Apa comments that they have made amazing plans. When she comes to know that Mili wants to dress as Bedey girl, she says that a fleet of Bedeys has arrived in her area for a few days. Anai asks, ‘What is Academic Year 2024 the meaning of Bedey fleet (beder bahar)? Khushi Apa replies, ‘All the Bedeys do not live in built houses like the way the Bedeys of our area do. Many Bedeys with their families travel to different parts of the country by boat.’ Hearing this, the whole class starts requesting, ‘We want to visit the Bedey fleet. Please take us there.’ One morning, they go with Khushi Apa to visit the Bedey fleet. 32  History and Social Science Let us see the lifestyle of the Bedeys They go towards the river. Rows of boats are lined up along the banks of the river. Many people of different ages are on the boats and on the riverbank. Khushi Apa’s group watches them while walking by the riverbank. A girl comes towards them. She asks Khushi Apa, ‘Are you looking for someone?’ Khushi Apa says, ‘We have come to meet your community. I had a conversation with your Sarder (chief) yesterday.’ The girl says, ‘Come, let me take you to the Sarder.’ Everyone follows the girl to meet the Sarder. Khushi Apa introduces her students to the Sarder and Ganesh starts the conversation. 33  Similarities and Differences between Humans Ganesh: I have never seen you before. Is your house far away? Sarder: This boat is our house. The members of twenty-five families living here belong to this home. We travel on the river with our homes all the year round. We stay in one place for a while and move to a new place. Ayesha: How amusing! How long have you been on the boat? Sarder: No one can exactly tel how many hundred years we have been on the boat. I was born on the boat; my parents were also born on the boat, and their parents were also born on the boat. Some say we lived in Myanmar before our nomadic life, and some say we lived in India. Again, some say that the Santals of this country are our ancestors. 34  History and Social Science Francis: You must have a lot of trouble when it rains! Again, when it does not rain and the water in the river becomes low, it is still difficult for you. Yet, life on board the boat must be a joy of different kinds. Sarder: You are right. There are joys as well as hardships in the life on a boat. However, for hundreds of years, we have been living in boats, and the world on land has advanced so far. When we come down to the shore, we see them all right. However, we cannot adapt well to that world. For this reason, many people are leaving their life of Bedeys and moving to other professions. Many people have left the boat and started living on land. Mamun: Are there more Bedeys like you in this country? Sarder: Of course! But I don’t know how many. They must be several hundred thousands in number. Khushi Apa: I read in the newspaper that there are eight lakh Bedeys in Bangladesh. But all of them do not lead similar lives. Sarder: You are right, Apa. Not all Bedeys live in boats. Everyone’s profession is not the same. We catch fish, show snake charming, and sell various medicines and amulets. We are called snake charmers. The ‘Gain’ Bedeys sell fragrant spices. There are also ‘Shandar’ Bedeys who sell women’s bangles, ribbons and ornaments. The ‘Bazikar’ Bedeys show magic and perform in circuses. Some other Bedeys find lost things in ponds; some earn by monkey shows, and some do fortune-telling of people using parrots. Nevertheless, all Bedeys know tantra-mantra (ritual magic) and jadu-tona (magic spells). Mili: I saw some girls walking and shouting - ‘We show snake charming… remove tooth worms.’ I want to meet them. Sarder: I don’t understand whom you saw. According to the customs of our society, girls go for income-generating activities. It’s quite late and many have gone out, but not all are gone yet. If you want, you can talk to anyone present in the boats. Roni: Women earn; then what do men do? Sarder: According to the custom of our society, the groom sits on a high branch of a tree during the wedding. Then the bride comes and promises him that she will take responsibility of his expenses for the rest of his life. Then the groom comes down from the tree. Therefore, girls are the earners, and boys do the work of childcare, cooking and housing. The men catch fish, catch snakes from the forest, and sometimes perform snake-charming shows. Fatema: This custom of your marriage is quite amusing! What else happens in a marriage? Academic Year 2024 While they are talking with the Sarder, many of the Bedeys come and stand around them. A boy from among them says, ‘The Bedeys marry within their own community. Since we are Muslims, we are married in the Muslim way. However, there is no invitation, food and drink, and the giving and receiving of gifts at the wedding. At the time of the marriage ceremony, we all sing and dance together. There is much merriment.’ 35  Similarities and Differences between Humans In the meantime, a small boy comes and stands beside them. A snake is wrapped around his neck. Anwesha and Sumon feel shaken seeing the snake all of a sudden. Seeing this, a Bedey man starts scolding the boy. The boy also says something but the students cannot understand the conversation of these two. Robin: What are they saying? Sarder: Since you have been scared to see the snake around the boy’s neck, his father has scolded him saying, ‘If you scare people like this, Mother Manasha will be angry.’ Robin: But I have not understood a word of them. Sarder: Our own language is called ‘Thaar’. Since they spoke in that language, you could not understand anything. They talk for a while more. Mili talks to some Bedey girls standing there. Suddenly an aged woman begins to fall down; she is fainting. Some people get hold of her. A clamor spreads out among the Bedeys. Four or five people put her in their arms. Some bring water while some give her air. A woman says, ‘How long have you been ill? I told you to lie on the boat while I go outside and return in a minute. You didn’t even listen to me. Now tell me what your children would say to me after returning from work.’ The Sarder comes forward pushing the crowd aside. He asks everyone to stay calm and stand aside. They all stand back a little as the chief said, but no one leaves. There is anxiety in everyone’s eyes. The Sarder says, ‘We have to send Chourani Begum to the hospital.’ He sends two to call a rickshaw van. He instructs two others to bring one or two clothes of Chourani Begum, some water and dry food. Everyone catches hold of the lady and lifts her into the van. Two people board the van with her. Shihan says, ‘Shouldn’t we contact her children?’ A girl of their age in the Bedeys fleet gets surprised and says, ‘There are so many of us; the Sarder is here. Why do we have to tell her children separately!’ An older boy explains, ‘In fact, we all share the happiness and sorrows of everyone here. Everyone comes forward at one’s peril. Our Sarder is the guardian of all. He gives us advice and instructions and we follow them. If there is any dispute between us, the Sarder arbitrates and settles it.’ They stay there for a while more. They also look inside the boats. All the belongings of their family have been arranged in a neat manner. All in such a small boat! After the walk, Khushi Apa along with them returns to the classroom. Academic Year 2024 Characteristics of the Bedey community After coming back to the class, Khushi Apa asks, ‘How did you like the fleet of Bedeys that we visited?’ They say that they all liked it very much. 36  History and Social Science Khushi Apa: Tell me why you liked it. Saba: Bedey life sounds very exciting to me! How they take their houses with them and wander in the river for a lifetime! Bushra: We travel once or twice a year, but they travel all the year round! Goutam: They all rush to the danger of one as if all of them were one family. I like this very much. Rupa: What amazing courage they have! They catch snakes and perform snake- charming shows! Even their children can play with snakes! Khushi Apa: You have noticed a lot! So, let’s make a list of what remarkable things we have seen in the fleet of the Bedeys. We will do the task in several groups. They do the task after getting into several groups. After completing the task, each group reads out their list. When the same point appears in the list of more than one group, it is marked separately. It is kept on the list of one group and excluded from those of other groups. After this Khushi Apa says, ‘This time we will write each point, in brief, on a separate piece of paper and write those in big letters.’ Khushi Apa gives each group a piece of colour paper. A large poster paper is hung in the classroom. At the end of everyone’s writing, the paper pieces written by all the groups are pasted from top to bottom of the poster paper. Khushi Apa says, ‘Can we find in the Bedey group any significant feature that we have put on the list?’ The students say, ‘We can find one or the other characteristic of the Bedey group from each point.’ After discussing the names of the characteristics, each group writes the name of each characteristic next to the point they have written. In this way, students create a new list by combining the list of all the groups. The list looks like the following: What we have seen Characteristics A group of twenty-five families One group of people Academic Year 2024 They call themselves ‘Bedey’ Sense of identity They see one’s problem as everybody’s problem and solve it Sense of unity together 37  Similarities and Differences between Humans They speak in a separate language among themselves. Also, everyone can speak Bangla. You certainly find more diversity among people. The