Maharashtra Board Class 10 Geography Textbook PDF

GEOGRAPHY STANDARD TEN Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune.  Flora and Founa of India and Brazil Macaw Babul...

GEOGRAPHY STANDARD TEN Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune.  Flora and Founa of India and Brazil Macaw Babul Banyan Sunderbans (Mangroves) Alligator Crocodiles Leopard Orchids Flamingo Asiatic lion Swamp deer Puma Rosewood  The Coordination Committee formed by GR No. Abhyas - 2116/(Pra.Kra.43/16) SD - 4 Dated 25.4.2016 has given approval to prescribe this textbook in its meeting held on 29.12.2017 GEOGRAPHY STANDARD TEN The digital textbook can be obtained through DIKSHA App on a smartphone by using the Q.R. Code given on title page of the textbook and useful audio-visual teaching-learning material of the relevant lesson will be available through the Q.R. Code given in each lesson of this textbook. Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune.  The Constitution of India Preamble 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 of the Nation; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. NATIONAL ANTHEM  Preface Dear Friends, Welcome to Class Ten. You have learnt Geography as a part of Environmental Studies from Class Three to Class Five and through the Geography textbooks of Class Six to Class Nine. It gives me immense pleasure to place the new textbook for Class X in your hands. Many events occur around you. The engulfing nature keeps meeting you in the form of sunlight, rainfall and winter. The breeze is so pleasing to your body. You understand the explanations of such natural events through geography. Geography always tries to take you towards nature. In geography, the relationship between biotic factors and environment and interactions between various factors are studied. You have already learnt about various basic concepts related to earth. You have understood various elements related to your daily life through this subject. You will surely benefit in the future. We have also studied about economic, social and cultural interactions in this subject. Skills like observation, perception, critical thinking are important for this subject. Use them, nurture them. Maps, graphs, diagrams, informative boxes, tables, etc. are the means of studying this subject. Practice them to use them. An opportunity is given to you through this textbook. The format of the textbook is such that it revises the concepts you have learnt till Class nine. During this revision, concepts learnt in earlier classes will be helpful to you. Don’t forget them! A comparison of the characteristics of two countries- India and Brazil- has been presented in the textbook. You will certainly like it ! Your reviews are always taken positively. Please send them to us. Heartiest Greetings to all of You ! Pune Date : 18 March, 2018, Gudhipadva (Dr Sunil Magar) Director Indian Solar Year : Maharashtra State Bureau of Textbook 27 Phalgun, 1939 Production and Curriculum Research, Pune  Competencies Sr. Fields Components Competencies No 1. General 1.1 Location and Collecting and comparing information related to specific regions. Geography extent Asking a variety of questions related to given geographical information or thereof. Answering questions related to the extent and location of a region by showing them on maps or images. 2. Physical 2.1 Drawing conclusions regarding a region on the basis of geographical Geography Physiography information. Explaining the similarities and dissimilarities in physical factors between a region and its surrounding area. Answering various types of questions after comparison of geographical references. Finding out the factors behind a region’s uniqueness 2.2 Climate Collecting information with reference to regions to deduce conclusions Preparing questions related to a region with respect to other regions and finding out about them. 2.3 Drainage Commenting on the natural drainage and its correlation with physical features 2.4 Natural Examining and classifying patterns found in different regions. vegetation and Understanding and suggesting measures on environmental problems. Wildlife Reasons behind the location of habitats of natural vegetation and wild life in a particular region. 3. Human 3.1 Population Measuring ‘population’ and observing its trends Geography Examining the impact of economic, political, cultural and social processes on interrelationships, cooperation and conflicts in human populations Explaining factors affecting development of local and regional human communities. Finding out variables related to migration. Finding out the factors behind a region’s uniqueness 3.2 Settlements Relating that change in environment causes development in some places and problems in some regions Examining the physical factors and settlement patterns and correlating them Drawing conclusions with reference to cultural patterns, physical factors and economic interdependence 3.3 Land Use Commenting on the recent policies and programmes related to use of resources. Commenting on the future trend of land use and drawing conclusions. Differentiating between a region and its surroundings on the basis of similarities and dissimilarities in physical factors and their utility 3.4 Occupations Identify patterns of economic interdependence and interconnections Finding out physical factors affecting human activities Explaining the impact of physical environment of a region on its economy, cul- ture and trade Finding out the factors behind a region’s uniqueness 3.5 Transport and Explaining that various places in a region are connected because of freight, Communication services and technology. Knowing that the core of exchange, correlation and transactions are intertwined with human actions. Drawing conclusions with the help of maps 4. Practical Preparing questions related to a region with respect to other regions and finding Geography Field Visit out about them Using geographical tools for finding out answers Presenting the collected information  - For Teachers - P To begin with, get familiar with the textbook learning as much as possible by reorganizing the yourself. class structure frequently. P Please refer to textbooks of earlier classes before P Do not ask questions on statistical information. teaching this textbook. Instead, ask questions on their trends or patterns. P Please plan carefully and independently for the P The present book has been prepared for constructivist activities in each chapter. Please do not teach and activity-based teaching. without planning. O Please do not teach the lessons in the book by just P The teaching-learning interactions, processes and reading them aloud. participation of all students is very necessary and P Follow the order of the chapters as given in the so is your active guidance. contents because the concepts have been introduced P Please use the geographical teaching aids in the in a graded manner to facilitate knowledge- school as required for the appropriate understanding building. of the subject. It is necessary to use the globe, the P Do not use the boxes titled ‘Do you know?’ for maps of the World, India and the State, atlases, evaluation. etc. P Use QR Code given in the textbook. Some websites P Though the number of chapters has been reduced have been given for reference at the end of the the number of periods required for each chapter chapter. Also, a list of references used is also has been given a thought. Abstract concepts are given. You as well as the students are expected to difficult to follow and therefore you are expected use these references. These references will surely to use the given number of periods fully. Do not help you to go beyond the textbook. Please bear in finish the chapter in short. This will help the mind that extra reading is always helpful for students to assimilate the content without feeling understanding any subject in depth. the ‘burden of learning’. P Use thought-provoking, activity-oriented, open- P Like other social sciences, geographical concepts ended, multiple choice questions for evaluation. too are not easy to understand. Major concepts of Some examples are given at the end of the chapters geography have a scientific base and they deal in the ‘exercises’. with abstractions. Encourage group work, learning P Use outline maps given on page numbers 35 and through each other’s help, etc. Facilitate peer 60 for photocopy. While preparing the textbook for Class X, the need Should have a coastline like India. of comparative study was taken into consideration. Should have a democratic form of government. It was envisaged that the textbook must contain at There should be some similarity in historical least two regions and that regional comparison background. between two states within a country must be avoided. The application of the concepts taught till Class Nine Considering the countries, it was obvious that India can be applied on the same level to both the countries. would be one country. But which country should be While studying the comparison of two countries will chosen as the second one was given a lot of thought. become noticeable and there will be an increase in Following criteria were considered for the same. respect for India. The country should not be very developed or On the basis of all the criteria above, Brazil was underdeveloped. selected. The application of the geographical concepts Should be located in a different hemisphere. on only one region loses its charm. Therefore, studying Shouldn’t be from the same continent.. two regions with respect to regional diversity, similarity Should be quite similar to India but also different and dissimilarity, etc. is necessary for its study. The from India in some cases. core of geography lies here. Therefore, it is expected Should have cultural and natural diversity like that the selection of Brazil along with India would be India. meaningful. Should be a member of international organizations along with India.  CONTENTS Expected Number Sr.No. Chapters Area Page No. of Periods 1. Practical Geography 1 10 Field Visit 2. General Geography 9 06 Location and Extent 3. Physical Geography 14 10 Physiography and Drainage 4. Physical Geography 25 09 Climate 5. Physical Geography 32 09 Natural Vegetation and Wildlife 6. Human Geography 38 08 Population 7. Human Geography 46 08 Human Settlements 8. Human Geography 52 08 Economy and Occupations 9. Human Geography 61 08 Tourism, Transport and Communication S.O.I. Note : The following foot notes are applicable : (1) © Government of India, Copyright : 2018. (2) The responsibility for the correctness of internal details rests with the publisher. (3) The territorial waters of India extend into the sea to a distance of twelve nautical miles measured from the appropriate base line. (4) The administrative headquarters of Chandigarh, Haryana and Punjab are at Chandigarh. (5) The interstate boundaries amongst Arunachal Pradesh, Assam and Meghalaya shown on this map are as interpreted from the “North-Eastern Areas (Reorganisation) Act. 1971,” but have yet to be verified. (6) The external boundaries and coastlines of India agree with the Record/Master Copy certified by Survey of India. (7) The state boundaries between Uttarakhand & Uttar Pradesh, Bihar & Jharkhand and Chattisgarh & Madhya Pradesh have not been verified by the Governments concerned. (8) The spellings of names in this map, have been taken from various sources. DISCLAIMER Note : All attempts have been made to contact copy righters (©) but we have not heard from them. We will be pleased to acknowledge the copy right holder (s) in our next edition if we learn from them. Note For Page 9 : The shades of the national flag may vary due to technical limitations. Front Cover : Shikara-Srinagar, The Himalayas and rivers, Tiger at Sunderbans, Ajanta Caves, Atlantic Ocean-Brazil, Green Anaconda, Carnival-Brazil, Aerial view of Rio de Janeiro city. Back Cover : Naldurg Fort- Osmanabad, Arabian Sea-Mumbai, Sinhagad and surrounding region, An Indian Rocket, Equatorial Forest-Amazon river.  1. FIELD VISIT Rahul is going on a field visit with his classmates and school teachers from Naldurg in Osmanabad district to Alibag in Raigad district. The school has engaged a special bus from State Transport for this purpose. Rahul and his classmates have organized this visit under their teachers’ guidance. Let’s find out how the students are experiencing the changes occurring in the relief, soil, vegetation and human settlements as they travel from Naldurg to Alibag. Go through the following conversation between the teachers and the students. Ujjani Reservoir N Figure 1.1 : The route of field visit Besides personal luggage and I-Cards, students are carrying the following items with them. Discuss l If you were a part of this field visit, what preparations would you make? l Suppose teachers ask you to plan the visit. Figure 1.2 : Items required for field visit How will you plan the DAY 1- 06:00 hours. details of the trip? Teacher : Dear students, now we have left Naldurg and are on our way to Solapur. We will have our breakfast at Solapur and lunch near Sinhagad, Pune. Now all of you should observe both the sides along the roads and note down observations in notebooks with reference to these points: l relief l water bodies l vegetation l soil, l agriculture l human settlement l settlement patterns. Rahul : Yes, Madam. I can see that we are experiencing undulating topography and somewhere in between Figure 1.3 : Nar-Madi we can find plains. We can also see some agricultural Waterfalls at Naldurg fields. 1 Sakshi : We can see small settlements along the roads. We can also see tea stalls, dhaabas, petrol pumps and other shops. Teacher : Yes Meena, your observations! Meena : Madam, are we going down the slope? Teacher : Correct! Now we are in the southern part of the Balaghat Ranges. They are the eastern off-shoots of the Sahyadris. Keep looking at the map given to Figure 1.4 : Mud and wood you and the topography outside. You can easily see the houses (dhabyachi ghare) changes occurring in the landscape. Now, tell me about the settlement patterns and housing types. Suraj : Madam, in rural areas, we see houses in a straight line along the road. The walls of the houses are made of clay while use of mud and wood is visible in making the roofs. Renuka : In this area, we can mainly see dry grass. Trees which have shed their leaves are visible in some places. Figure 1.5 : Roads and shops Teacher : Good observation, Suraj and Renuka ! Such settlements l What precautions will are called ‘linear settlements’. We have learnt that in you take continuously seventh standard. The houses which you saw are called during the field visit? mud and wood houses (dhabyaachee ghare). These are the traditional houses built by a specific method. The vegetation here belongs to the dry deciduous type. They shed their leaves during a specific season. (After some time, they reach Solapur city) Teacher : Now we have reached Solapur city. In urban areas, the population density is high. We see multi-storeyed houses. They are made of a mixture of cement, sand, rubble and Figure 1.6 : Vegetation of the water. They are constructed using bricks. Shops with semi-arid region modern amenities like shopping malls, big restaurants, l Collect more information etc. are found along the roads. about mud and wood (Students started observing the distinctive characteristics houses (dhabyachee of the urban area. After sometime, the teachers asked ghare). Rahul to distribute the breakfast packets among the students. They had their breakfasts.) Teacher : Now we are crossing Solapur city. Dear students, see the cultivation around. What do you see? Observe and tell. (Children observed on both sides of the road and started writing down their observations in their Figure 1.7 : Cultivation of pulses notebooks. This continued for a long time.) l Correlate pulse cropping Savitri : Madam, I find that the fields are greener here. When we with low rainfall. had left Naldurg, we had seen shrub crops and there was 2  some sugarcane but now I can see that it is mainly sugarcane being cultivated here. Teacher : Correct! When we had left Naldurg, we had seen cultivation of moog, urad and other pulses but now it is mainly sugarcane. This is because of the availability of irrigation facilities. Savitri : Yes, madam. We had crossed a canal some time Figure 1.8 : Sugarcane Field ago and now I can see a large reservoir here. Which is this reservoir, madam? (Near Indapur, the teachers asked the bus driver to stop at the side of the road. The students got down in a line and gathered around the teachers in a disciplined way) Teacher : Refer to your maps. As shown there, what you can see to our right are the backwaters of the Ujani Figure 1.9 : Ujani Dam dam built on the river Bhima. This dam is mainly Reservoir used for supplying drinking water. It is also used for l Obtain information power generation, fishing, irrigation, etc. (Some students regarding multi-purpose clicked pictures of the surroundings. They boarded the projects. bus and their journey started again.) Pooja : Madam, this seems to be a plain area. Teacher : Yes, we are going through a plain region. This is a part of the Deccan Plateau itself. As we go westwards, we will notice major changes in the relief and vegetation. (After few hours of journey, they left the main road near Hadapsar and turned towards Sinhagad. There were many big and small hotels at the foothills. They stopped at an open space at the roadside and had their lunch. They relaxed for a while.) Nazma : I also noticed that when we left Naldurg, trees like jujube (bor), babool etc. were visible any one should be there but here different trees are seen. Teacher : Good ! While crossing Naldurg, we saw semi-arid thorny type of vegetation. Change in type of vegetation is an indicator of change in the amount of rainfall in that area. We see that anjan (ironwood) , banyan and peepal trees are more in number here. Alright, now we have reached Figure 1.10 : Types of trees the foothills of Sinhagad. Now we will climb to the top l ‘Vegetation is an and you will see the off-shoots of Western Ghats. You indicator of difference will only carry your I-card, notebook, pen, binoculars, in precipitation’. What camera, cap, map and water bottle. Keep your luggage are the other indicators and other items in the bus itself. of difference in (When they started climbing the Sinhagad fort, it was precipitation? 3  quite sunny at first, then it became cloudy. Later, it also started drizzling and students enjoyed eating steamed groundnuts, buttermilk and curd on the way. They clicked photographs of various physical features, the vegetation around, birds, the aerial view of Pune city and the various structures of the fort. Afterwards, teachers asked them to gather at one place) Teacher : We have now reached the fort of Sinhagad. How will you collect information about it? Neha : Madam, we saw a board at the entrance which gave us information about the Sinhagad Fort. We have also Figure 1.11 : Sinhagad Entrance Gate clicked its pictures. Teacher : Good, Neha. Now who will tell the differences in the relief features now? Qasim : Madam, we can see that now the undulating plains have turned into rugged topography with hills. This is a high hill. We are at a higher altitude and hence can even experience clouds. Teacher : Very good Qasim! You can notice many physical Figure 1.12 : Rocks ( debris) features like rock pinnacles, valleys and hills and layers l How will the terrain formed from volcanic eruption. Have you recognized the below appear to the rock found here? You might have seen some debris of birds from the sky? landslides at places while climbing. Now, tell me about the agricultural pattern around! Rahul : Madam, this is basalt , an igneous type of rock. We had learnt about it in Class 6. Mary : We saw mainly pulses being cultivated at the place where we live. Between Solapur to Pune , we saw sugarcane. Now we see mainly paddy fields. Teacher : Correct. It is because of the good amount of rainfall Figure 1.13 : Khadakwasla Dam as seen from Sinhagad here. Can you recall seeing a similar fort-like structure l Out of which process before? What difference do you see between both of has the plateau of them? Maharashtra formed ? Wahida : Madam, we can compare this with the Naldurg fort What is the main type itself. But it is not situated on a hill like Sinhagad. We of rock seen here? do not have to climb up a slope to see it. Teacher : Very good. Now, we have reached the top of the fort. This is a hill fort as it has been built on a hill. This was built with the view of security and to keep an eye on the surroundings. Naldurg is a fort on the land. All such forts are the heritage of our State. Come here and look down. The water body that you can see in front is the reservoir of the Khadakwasla Figure 1.14 : Layers of Rocks 4  dam which serves water to areas in and around Pune. Now we will go to the Kalyan Darwaja (Gate). Come here and see this structure. This is called Devtake. (sacred tank). Water coming from a natural spring gets stored here. Even today it serves water all the year round to the people who stay at the fort above. All students : (expressing surprise) : Oh my God! How can water be available continuously at this height since Figure 1.15 : Paddy cultivation centuries? l Gather information (The teachers took them to a stall which served pithla- about forts. Consider -bhakri. Students observed that there were many similar the following points stalls. Tourists were being served different food items for it- determination of location,period there. After spending little time at Sinhagad fort, students of construction, came down the foothills and boarded the bus. The bus construction style and started towards Pune city where they had an overnight security mechanism. halt. In the city, they had evening snacks and tea and got ready to roam in the markets.) Teacher : We will be visiting places in Pune like Shaniwarwada, and famous market places like Tulsibag and Mahatma Phule mandai (market). There are wholesale and retail markets here. You can do shopping here. Make sure you write down all your observations. (After the city-tour they had dinner and returned to the place of their night halt) DAY 2 - 07:00 hrs (After breakfast, they proceeded to Alibag) Figure 1.16 : Devtake Teacher : Now, we are on the Mumbai-Pune Expressway. Can you see the change in the relief again? We will stop at Rajmachi point near Lonavala. Tushar : Yes, madam. Even though we are driving on a plain road, we can see hilly regions all around. The frequency of houses is becoming less. (After Lonavala, they stopped at Rajmachi point and the teacher gave information about various relief features) Teacher : These are the slopes of the Western Ghats. We call these hilly areas Sahyadris too. From here you can observe the difference in slopes- the gentle slope to the east and the steep slope to the west. Towards the west, you can see many cliffs and waterfalls about which you have learnt in Class IX. This region is also the source of river Figure 1.17 : Food items at Ulhas, a major west-flowing river. Sinhagad 5  (The students took photographs of these features, it started raining again and their journey resumed.) Namdeo : (Looking at the map) Madam. We are crossing the Ghat section and now are we going to Khopoli? Teacher : Correct Namdeo, This is known as the Bhor or Khandala ghat in the Western Ghats. We will now Figure 1.18 : Rajmachi enter the western coastal plains of India. Observe the trees, soil and houses that you see. Shiv : Madam, we can see dense forests comprising of thick vegetation in the Ghats. We can see trees with broad leaves. We had seen such trees in the Sinhagad region too. Teacher : These are the teak trees. This region is a region of deciduous trees. There are many vanrais and devrais. (woodlands and sacred groves) Figure 1.19 : A waterfall in (After crossing the Ghats, the dense forest became Sahyadris sparse. Paddy fields and huge industrial estates were l Do you agree that regions now visible.) and necessities influence Nazma : Madam, I can feel a change in the weather. It is getting the difference in the hotter and I have started perspiring. means of livelihood? l Guess in which season Teacher : You feel the change in the air. Because of increase in of the year is the field humidity in the air, we start perspiring and skin becomes visit being undertaken? sticky. As we go near the sea, this will increase. Namdeo : Madam , it has started raining in this region. Also, the amount of rainfall seems to be more. It might be happening because of this. Teacher : Namdeo, correct observation. Because of heavy rainfall and nearness to the sea, this happens. Also, because of high rainfall, rice is the major crop here. Soon, we will reach the sea, Can you name the sea? All students : (together) the Arabian Sea ! Figure 1.20 : A 'Devrai’. Teacher : Good! After reaching Alibag, before we go to our lodges, we will visit the Talathi office. You can gather information on the basis of the questionnaire you have prepared in the school. Urmi : We will be asking him questions about the types of crops, soil types, cultivation of fruits and other cash crops. We are asking him how land revenue is collected in his/her office, land under irrigation, watershed programmes and other occupations in the Figure 1.21 : A Vanrai village. 6  (They reached Alibag in the afternoon and then visited the Talathi office. They collected information based on their questionnaires.) Teacher : Dear students. After lunch , we will go to the sea coast. How many of you will be seeing the sea for the first time? (Almost all of them raised their hands) Abeera : I am just trying to imagine what a breathtaking view Figure 1.22 : Teak Trees it would be to see the sea.! What will it look like? Or will there be just water! Teacher : True, Abeera, we will visit the beach now. We have already given clear instructions regarding precautions to be taken there. We will also visit a fort called Kolaba or Alibag fort here. We will have to take into account the timings of the high and low tides as this is little away from the coast in the sea. We have studied the work of sea waves in Class IX. We will also identify some of the landforms formed by sea waves. Can you name some of l What is the concept of them? 'Devrai’. All children : (almost together) beach…. sea caves…wave-cut platforms, sand bars…… Teacher : Good! You remember them well. (They visited the beach and the fort. Some of them also enjoyed sitting on horse-driven chariots and some of them enjoyed horserides.) Neha : Madam this fort is different from the first two. Teacher : Good Neha. Can you tell the difference between them? Figure 1.23 : Kolaba Fort Neha : Yes, Madam. This fort was constructed in water while other two were on land. Teacher : Good, this fort is built on a wave-cut platform. Because it is surrounded by sea water, it is called a sea-fort. l What precautions have to be taken while going Earlier, these forts were built for the security of the seas. to the sea coast? There are many such forts on the west coast. l What is the simplest Neha : Yes, I have heard names like Sindhudurg, Janjira earlier. method of understanding Teacher : Based on the information you have collected, can you the timings of the tides? tell what occupations are followed here? Rahul : Madam, fishing and agriculture, both the occupations are followed here. Teacher : Correct, Rahul! To which category do these occupations belong ? 7 Meena : Madam these are primary occupations. Teacher : True. Initially fishing was the main occupation. Later on, agriculture was also practiced in this region but away from the shore. Coconut, betelnut, jackfruit, banana and some spices are cultivated in the coastal plains. This is horticultural farming. Today, tourism has become an important occupation here. Figure 1.24 : Alibag beach (Afterwards, students spent some time playing on the sands of the beach and captured beautiful glimpses of l What type of the sunset in their cameras. After sunset, they came to photographs will you click with respect to the their lodges. They discussed important points to compile field visit? their field visit report. After returning to their lodge, they l On the basis of which had dinner and rested for the night at Alibag. Next day points will you write the in the morning, they had their breakfasts and left for tour report? their return journey.) l During field visit, how will you obtain various types of information? l Carry out a similar field visit in your region too. The above text is a sample of a field visit. Do not ask questions based on this very field visit. However, as per given exercises, field visit related questions can be asked in general. Exercise Answer in short : (1) Make a report on your field visit. (2) Prepare a questionnaire for a field visit to a factory. (3) How will you manage the litter during the field visit? (4) What items will you take with you for the field visit? (5) Outline the importance of field-visit. *** 8  Preface : achieve the learning outcomes. Through this Friends! Since 6th standard we have been we can learn the application of geographical studying ‘Geography’ as a separate subject knowledge. This year we will study all this as a part of the course ‘Social Sciences’. We with reference to two countries. have been introduced to various concepts, This year you will do the revision of all the processes and features related to the four concepts learnt till now. This study will help spheres of the earth. We have also studied you to provide an insight into geography and how settlements evolve, how humans have its application. It will help you to understand been using the natural resources for their natural and man-made events. livelihood, how have they processed the raw By applying geographical concepts, the resources into more usable items, how these characteristics of the region will be understood. goods are traded in local as well as global We understand how people in the region markets, etc. have adapted to the region. Problems arising Moreover we have been considering the due to over-exploitation of resources can be ill-effects of indiscriminate and exploitative understood. Degradation of environment and utilization of resources in our environment. measures to be taken against them can be To study geography, we need to develop thought about. Looking at the current trends, some skills like. you can understand the process of changes l observation l classification l differentiation occurring. You can predict what will happen l comparison l Graph, diagrams and map reading in the future. It will help you face natural l evaluation l analysis l drawing conclusions l presensation l Critical thinking and man-made disasters in a better way. To acquire such skills, we need to study Regional imbalances and the reason for it can regions using all the geographical concepts be understood and possible remedies can be and processes we have learnt till now and suggested. 2. LOCATION AND EXTENT Few hints and the flags of two countries are given below. Using them, identify these two countries. You can easily identify one of them and hope you can easily identify the other too. Clues- l The second largest populated country in l Famous for Samba dance- the world- l Known as the ‘coffee pot’ of the world- l Famous for spices in the world- l Football is a very popular sport here- l Cricket is a popular sport here- 9 Name of the Country : Republic of India of the mainland India. Fill in the degree values Name of the Capital : New Delhi in degrees in blank spaces -......° 4' N to......° Location, extent, and boundaries- 6' N latitudes and between......° 7' E to......° 25' India is located in the northern and eastern E longitudes. hemispheres of the Earth. It is located in the Indira Point is the southernmost tip of southern part of the Asian continent. India. It is located on 6°45' N parallel. With the help of figure 2.1, find the extent Observe figure 2.1. Identify the countries and water bodies around India and complete Make friends with maps ! the table in your notebook. 0 0 0 0 0 '' 0 0 0 0 0 68 E. 72 76 80 82 30 84 88 92 96 100 36 0 INDIA AN N. ST JAMMU POLITICAL NI AND HA INDEX KASHMIR G International Boundary AF 320 C H I N A State Boundary C H I N A N HIMACHAL PRADESH National Capital A AB D.N.H. - Dadra and Nagar Haveli NJ T UTT D.D. - Daman and Diu PU Chandigarh A KHA RA- Py - Puducherry S A ND AN RY I U N A L P R A DES HA K T E SIKKIM CH New Delhi TA P NA H 0 28 U A R A AR L M P B H UTAN P R A J A S T H A N R A N D A S S LA D A G A E N A S MEGHALAYA R H IP U BIHAR A N M 24 0 I N D I A BANGLADESH ancer Tropic of C MIZO JHARKHAND TRIPURA 230 30'' N. WEST GUJARA BENGAL RAM T MADHYA PRADESH M Y A N M A R RH GA IS New Moore I. TT Daman (D.D.) ODISHA (INDIA) HA RA Diu 0 (D.D.) Silvasa D.N.H. 20 HT CH S A RA AH A M E A BAY OF BENGAL AN H ES S G AN D TEL A Yanam (Py.) PR N 0 16 A I A GOA R H D N Narcondam I. B A (INDIA) ANDAM AN AND NI COB A R KARNATAKA Barren I.(INDIA) A 0 12 PUDUCHERRY DU Mahe (Py.) (INDIA KE (INDIA) A Karaikal (Py.) ILN ) RA TAM LA AR I SL 0 8 0 200 400 600 AN S D Indira Point SRI LANKA Kilometres SUMATRA I N D I A N O C E A N (INDONESIA) 0 4 Figure 2.1 : India 10  Directions Neighbouring Countries/ Seas/Oceans With the help of figure 2.2, find the extent East of the mainland Brazil. Fill in the degree North values in blank spaces-....° 15' N to....° 45' S West latitudes and between to....° 47' W to....° 48' South W longitudes. Name of the Country : Federative Republic of Brazil Observe figure 2.2. Identify Brazil’s Name of the Capital : Brasilia neighbouring countries and oceans. Fill in the Location, extent and boundaries : chart given below in your notebook. Some part of Brazil lies in the northern Directions Neighbouring Countries/Oceans hemisphere while most of it lies in the southern North hemisphere. Also, it lies in the western West hemisphere in the northern part of the South South American continent. East Make friends with maps ! Figure 2.2 : Brazil 11 Historical Background: India Show the following elements in Fig 2.3. India was under the British rule for almost l Name all the continents and oceans of the one-and-a-half century. India got its independence world. in the year 1947. Despite facing several problems l Colour Brazil and India using different like three wars, famine situations in various parts colours and name them and similar issues after independence, India is a l Draw equator on the map and write its value major developing country of the world. India is in degrees. considered to be a global market too. Because l Show the symbol for direction. of various economic reforms from time-to-time, India’s economic development has paced up. Colours of Both The proportion of youth in India’s population Answer the following questions with is high. As this forms a major part of a working respect to the countries that you have studied. population , India is looked upon as a young country. Ø Out of the countries that you have coloured, which country is larger in size? Historical Background : Brazil For more than three centuries, Brazil Ø Which country has a larger latitudinal extent? was under Portuguese rule. Brazil gained its independence in 1822. From 1930 to 1985, for Ø How do the locations of Brazil and India more than a half century, it was under a populist differ in terms of their positions in their military government. respective continents? It has overcome global financial difficulties Ø How many states does each of the two in the late 20th century. Brazil is seen as a countries have? contributor to economic growth of the world and Ø Draw the flags of these countries in your an important market in the future. notebook. Ø Obtain information regarding the emblems of both the countries. Make friends with maps ! Figure 2.3 : World Outline Map 12  Do you know ? Give it a try. l We celebrate our Independence Day on F Find the difference between post- August 15, whereas Brazil celebrates her independence characteristics of India and Independence day on Sept. 07. Brazil. l India has federal parliamentary republic type of government, whereas Brazil has F The imperial power which ruled Brazil also federal presidential republic type of government. ruled a part of India. Find out when that part of India achieved independence ? l The name ‘Brazil‘ comes from ‘Pau Brasil’, a local wooded tree. Exercise Q 1. Are the sentences right or wrong. ? Rewrite (d) Which of the following shapes show the the wrong ones coastal part of Brazil correctly? (a) Brazil is mainly located in the Southern (ii) Hemisphere. (i) (iii) (b) Tropic of Capricorn passes through the (iv) middle of India. (c) The longitudinal extent of Brazil is less (e) Which of the following shapes show the than India. coastal part of India correctly? (d) Equator passes through the northern (iii) (iv) part of Brazil. (i) (e) Brazil has a coastline along the Pacific (ii) Ocean. (f) Considering hemisphere, which shape (f) Pakistan is a neighboring country to the correctly represents the hemisphere in which south east of India. N. S. India lies? (g) The southern part of India is called Peninsula. (i) N. (iv) Q 2. Answer in brief: (ii) (iii) (a) What problems did Brazil and India face after independence? S. (b) How are Brazil and India different from N. S. each other in terms of location? (g) Considering the hemisphere, which correctly (c) Describe the latitudinal and longitudinal represents the hemisphere in which Brazil extent of India and Brazil. mainly lies? Q 3. Select the correct option S. N. (a) India’s southernmost point is known as : (i) (iv) (1) Lakshadweep (2) Kanyakumari N. (ii) (iii) (3) Indira Point (4) Port Blair (b) These two countries in South America do not share their border with Brazil. S. (1) Chile-Ecuador N. S. (2) Argentina- Bolivia *** (3) Columbia- French Guiana (4) Surinam –Uruguay (C) Both the countries have........... type of government (1) Military (2) Communist (3) Republic (4) Presidential 13  3. PHYSIOGRAPHY AND DRAINAGE Figure 3.1 Observe the map given in figure 3.1 and Ø In which direction is the slope of the region answer the following questions: in the north shown in dark green? Ø In which direction does the region with an Ø Make a list of plateaus located in between altitude of more than 6000m lie in India ? Aravali ranges and Chhota Nagpur Plateau. Ø Look for the south-flowing river in the Ø Name the peak shown in the Eastern Ghats peninsular region. In which river basin Ø Which mountains demarcate the deep does it lie? plains of Brahmaputra? 14 Ø Give the relative location of the Nilgiri Amazon river basin located? Hills. Ø Observe the region with the altitude 500 Ø In which direction does the height of the to 1000 metres. Describe the locational Sahyadri hills increase? extent of this region shown in yellow with reference to direction. Ø The Vindhyas act as water divide between which two river basins? Ø What do the isolated regions shown in Observe figure 3.2 and answer the yellow indicate? following questions : Ø Besides the Amazon river basin, where else do you find regions with an altitude of less Ø What is the range of the altitude of Amazon river basin? than 200m? Ø Between which two highlands is the Ø Describe the plateau region with height of 200 to 500 m through which tributaries of Make friends with maps ! Amazon flow in your own words. Figure 3.2 15 Ø Which hill ranges lie to to the west of the in India. There are atolls in the Nicobar group Deccan Plateau? too. Brazil : Ø Enumerate the characteristics of the Western Ghats. Even a cursory look at the map will make you realize that a large part of Brazil Ø Compare the Eastern and the Western Ghats. is occupied by highlands, plateaus and small mountains. There are no very high and long Ø Why are the Western Ghats called a water extending mountains in the country. Except for divide? the northern Amazon basin and in southwest The Coastal Plains : India is blessed with along the upper parts of Paraguay basin, there a long coastline extending for approximately 7500 km. It lies to the western and eastern are no wide plains in the country. Even the part of the Peninsula. Its western and eastern coastal plains are restricted in their expanse. coastlines show remarkable dissimilarities. The physiographic divisions of Brazil are as The western coast borders the Arabian follows. Sea. It is by and large a rocky coast. At places, l The Highlands l The Great Escarpment spurs taking off from the Western Ghats have l The Coastal region l The Plains. extended right up to the coast. Its width is also l The Island groups : less. Rivers originating from Western Ghats are The Highlands : The southern Brazil short and swift and hence they form estuaries is occupied by an extensive plateau. It is and not deltas. differently described as Brazilian Highlands or The eastern coast borders the Bay of Brazilian Shield or Brazilian Plateau. Brazilian Bengal. It has formed as a result of depositional and Guyana Highlands together form the core work of rivers. Many east flowing rivers starting of South American continent. from the Western and Eastern Ghats meet this The main part of the Guyana highlands coast. Because of the gentle slope of the land, is in Venezuela and it extends upto French rivers flow at lower velocities and deposit the sediments brought with them at the coast. As a Guiana. In Brazil, it covers the states of result, deltas are found along this coast. Roraima, Para and Amapa in the north. The lower part of these highlands is found in Brazil. The Island group : India has many small and large islands along the coast of the But the highest peak of Brazil, Pico de Neblina, mainland. These are included in the coastal is 3014 m high and lies on the border between island group.. Besides, India has two large Brazil and Venezuela. group of islands, one each in the Arabian The regions to the east and south of the Sea and in Bay of Bengal. The islands in the Brazilian highlands have an altitude of more Arabian Sea are known as Lakshadweep than 1000m. But in other parts, the altitude whereas the islands in the Bay of Bengal are is between 500 to 1000m. The highlands called the Andaman and Nicobar Islands. gradually slope towards north and slopes are Most of the islands in Lakshadweep are not very steep. The tributaries of Amazon atoll islands. They are small in extent and not very high. flowing through this region make rapids and Islands in the Andaman group are mainly waterfalls. Towards the north the slopes are volcanic islands. They are large with hills in steep but not abrupt. A number of rivers take their interior parts of includes an island called off from the terminal portion of the highlands Barren Island which has the only active volcano and flow northwards to meet Atlantic Ocean. 17  Some major rivers like Uruguay, Paraguay meets the Atlantic Ocean here is Sao Francisco. and Parana originate from the southern slopes The Brazilian coast is characterized by a large of the highlands and enter Argentina. Its slope number of beaches and sand dune complexes. towards the east is steep and it appears in the The Brazilian coast is protected in some areas form of an escarpment. by coral reefs and atoll islands. The Great Escarpment : Though it The Plains : The plains in Brazil are occupies a very small area, the nature of its confined to two areas namely the Amazon basin slope and the effect it has on the climate makes in the north and Paraguay-Parana source region it a separate physiographic region. The eastern in the southwest. Amazon plains lying between side of the Highlands is demarcated because of the two highlands form the largest plain land the escarpment. In this region, the altitude of of Brazil. Amazon plains lying in the northern the escarpment is 790m. In some regions, the parts of Brazil generally slope eastwards. The height decreases gradually. The escarpment is Amazon basin is quite wide in the west (about very steep particularly from Sao Paulo to Porto 1300 km) and it narrows eastward. Its width Alegre. The escarpment act as a barrier to the is minimum where the Guyana Highlands and Southeast Trade winds giving rise to the rain- Brazilian Highland come closer. (240 km.) As -shadow area in the northeastern part of the the river approaches the Atlantic Ocean, the highlands. The region to the north of this area width of the plains increases. These are mostly is called ‘Drought Quadrilateral’. forested areas and largely inaccessible due The coasts : Brazil has a coastline of to frequent flooding and dense undergrowth. about 7400 km. One may divide that into two Most of the Amazon plains are covered by parts namely northern and eastern coast. The tropical rainforests. northern coast extends from Amapa province The other plains in Brazil are located to in the north to Rio Grande do Norte in the east. the southwestern part of the highlands. They This can be called as the North Atlantic coast. form the source region of Paraguay and Parana From there, the eastern coast extends towards rivers. The source region of Paraguay slopes the south. towards the south while the source region of The northern coast is characterized by Parana slopes towards the southwest. mouths of many rivers including the Amazon. Pantanal is one of the largest wetlands in Therefore this region is a low-lying region. On the world. It lies towards the southwest part of this coast lie the Marajo island, Marajo and the highland areas. It is a region of swamps Sao Marcos Bays. Marajo is a large coastal and marshes in northwestern Mato Grosso do island located between the mouths of River Sul in Brazil and it extends into Argentina too. Amazon and River Tocantins. Islands : Besides the mainland, some The eastern coast receives large number islands are also included in Brazil. They can of smaller rivers. The only major river which be classified into coastal islands and marine islands. Most of the coastal islands have formed due to deposition. Marine islands were a part of Do you know ? the mainland. They are more than 300 km away Praia do Cassino or Casino Beach is the from the mainland in the Atlantic Ocean. These southernmost beach of the Brazilian coast on the islands are mostly rocky and they are the top South Atlantic Ocean. It is considered to be the of the submerged mountains. The islands near longest sandy beach in the world. It is a continuous the coast of the South Atlantic Ocean are coral beach extending for more than 200 km islands and they are called atolls. 18  l Any other point(s). Colours of Both Some more information : Figures 3.1 and 3.2 show the physiography Ganga Amazon River of India and Brazil. Use the maps and the indices River to answer the following. Total catchment 10,16,124 70, 50, 000 l Compare the indices of both the maps. area ( in sq.km) Ø In which parts do the areas with highest Total length of 2,525 6,400 altitude lie in both the countries, river ( in kms) respectively? Water discharge 16 , 648 2,09,000 Ø In which country is the range of altitude ( Cu.m. per sec ) higher? Geographical explanation Ø Compare the highest range of altitudes given in both the countries. What difference do you see? Brazil : Ø In which direction is the slope of the Drainage of Brazil : As far as the drainage Amazon river basin region? in Brazil is concerned, there are three major Ø In which direction is the slope of the Deccan river Basins. Plateau of India ? l Amazon Basin Ø Tell the regions of rain shadow in both the countries. l Paraguay-Parana system in the southwest l Considering the distribution of altitude, direction of slope of land and other l Sao Francisco in the eastern part of characteristics of physiography, write 10 highland and other rivers at the coasts sentences each about the physiography of India and Brazil. Amazon basin : Amazon collects its headwaters from the eastern slopes of Andes Mountains in Peru.. Amazon River receives huge discharge. DRAINAGE : This is about 2 lakh m3/s. As a result, Amazon washes off the load supplied to it from the Try this. catchment. Consequently, sediments are not deposited even at the mouth. A dense network of Maps showing major rivers of Brazil and distributaries, which is a characteristic feature India are shown in figure 3.3 and 3.4. Take of river mouth areas, is by and large absent in two tracing papers and prepare drainage basin the mouth region of Amazon. Instead we find a maps of Amazon and Ganga. Name the basins. series of islands developed along the mouth of Write a comparative note on the basins of Amazon beyond the coast line in to the Atlantic Ganga and Amazon river. You may consider following points for the comparison. Ocean. It will be interesting to note that at the l Size of catchment area (consider the map) mouth the width of Amazon channel is 150 l Their relative location within respective km. (Take into consideration a place which is countries 150kms away from your home. You will get an l Headwater regions of rivers. idea of the width). Most of the course of the l Orientation of the rivers Amazon river is suitable for navigation. l Major tributaries and their orientation. 19  Make friends with maps ! Figure 3.4 : Brazil - Drianage Paraguay-Parana system : These two north for a distance of about 1000 km over the rivers are located in the southwestern part of plateau and then takes a sharp eastward turn Brazil. Both the rivers form the catchment of to enter the coastal strip along the Atlantic River Plata in Argentina. These two rivers Ocean. The river is navigable for a distance and river Uruguay in extreme south of the of about 250 km in its downstream reaches. highlands collect their headwaters from the Coastal Rivers : Brazil has a number southern portion of the highlands. of short coastal rivers. The coastal area Sao Francisco : It is the third important being densely populated these rivers attain river of Brazil. The entire basin of this river is significance. River Paraniba and River within Brazil. It occupies the eastern portion Itapecuru flowing northwards meet the North of the highlands. The river flows towards the Atlantic Ocean. The rivers that enter South 20 Atlantic Ocean collect their headwaters along Himalayan drainage : Most of the major the escarpment. River Puraguaco enters the rivers in the Himalayas originate from various Atlantic Ocean near Salvador town. glaciers. In summers when glaciers melt, the India : discharge of water increases in summer. They flood during monsoons too. They are perennial Drainage of India : Rivers in India are largely rivers. classified according to their source region into Himalayan and Peninsular rivers. The drainage covers two major river systems such as Indus river system and Ganga river system. Indus and its tribuatries Make friends with maps ! R. Sh N. Lake Wular yo k INDIA R. Ind us MAIN RIVERS AND LAKES s du R. In Ch R. en lum ab R. Jhe R. Ravi 0 200 400 600 R. Be as vi Kilometres ab Ra en R. Yamnotri Lake Rakas R. Satluj Ch tluj Gangotri Lake Mansarowar R. a R. S har hagg R. Tsangpo R. G R. us Dih Ind R. R. R. Su R. Manas R. Sha ang Ya ba m ns R. R un iri.G R. T Go a rada