INDIVIDUALS & SOCIETIES

GRADE-VII

TERM 2

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 DISCLAIMER

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 Content Development Team
Ajay Kumar Choubey, Academic Coordinator, DBSE, Delhi
Anju Pathak, OSD Curriculum, DBSE, Delhi
Bhavana Singh, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Dr. Kumar Ravi Ranjan, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Mrituanjay kumar Pathak, Assistant Professor, DIET , SCERT ,Delhi
Alok Kumar Mishra, Assistant Professor, DIET , SCERT ,Delhi
Sanjay Kumar, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Sunita Bhateja, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Tarun Bhasin, Lecturer, Economics, DoE, NCT of Delhi
Vandana Gautam, Lecturer, History, DoE, NCT of Delhi
Malti Narang, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Rohit Kumar, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Shalu Gaur, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Sandeep Kumar Panchal, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Dr. Dharmender Dagar, Assistant Professor, DIET, SCERT,Delhi
Nasruddin, Assistant Professor, DIET, SCERT,Delhi
Ramesh Yadav, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Siddharth Upadhyay, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Dr.Naresh Kumar, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Pankaj Utreja, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Ramesh Morwal, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Manish Kumar Meena, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Lalit Kumar Sharma, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Balam Singh, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi
Kamna, TGT (Social Science), Mentor Teacher, DoE, NCT of Delhi

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 IT Support Team
Mr. Hari Om Graphic Designer DBSE, NCT of Delhi

Review Team
Dr. Shruti Jaiswal Assistant Professor DAK Degree College, Moradabad
Dr. Kanchan Singh Assistant Professor DAK Degree College, Moradabad
Ms. Sarita Dayal TGT (SST) DoE, NCT of Delhi
Ms. Pooja Bhatia TGT (SST) DoE, NCT of Delhi

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Dear students,

As the name suggests, I am your companion. You and I will explore the topics of
Individuals and societies together. You will participate in various activities in a
systematic manner through this manual.

You will get to know the essence of each unit by doing the several types of
activities provided in the manual, as per the teacher’s instructions.

I will help you keep a record of your activities. Your teacher will give you
feedback on your progress at the end of every week in the observation section.

You can also help me by giving your valuable feedback at the end of every week.
This will help me to improve myself and further strengthen our exploration.

You can provide feedback by responding to the following questions:

- What did I learn?

- What have I not understood?

- Where do I need help?

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 Table of Contents
UNIT 4: Interrelationship between climatic region and human life............................................................... 3
WEEK 1: Climatic regions & Human life..........................................................................................................6
Activity 1.1: Latitudes and Longitudes............................................................................................................ 6
Activity 1.2: Different Climatic Zones...........................................................................................................10
Activity 1.2(a) Reasons of Difference............................................................................................................10
Activity 1.2 (b) Countries names of Different Climatic zones.......................................................................13
Activity 1.3 Chart making (Suggestive activity)............................................................................................13
Activity 1.4: Team Pair Solo (Extended Learning)........................................................................................ 14
Activity 1.5 Map Activity.............................................................................................................................. 15
WEEK 2: The Amazon Basin............................................................................................................................17
Activity 2.1: Jigsaw Activity..........................................................................................................................20
Activity 2.2: Map Work..................................................................................................................................20
Activity 2.3: chart Making............................................................................................................................. 21
WEEK 3: The Ganga-Brahmaputra River Basin........................................................................................... 22
Activity 3.1: Map work.................................................................................................................................. 26
Activity 3.2: Rivers of India (Suggestive Activity)....................................................................................... 27
Activity 3.3: Rotating Learning Station......................................................................................................... 27
Activity 3.4: Team Pair Solo (Extended Learning)....................................................................................... 29
WEEK 4: The Hot and Cold desert.................................................................................................................. 30
Activity 4.1: Map work.................................................................................................................................. 31
Activity 4.2: Jigsaw Activity..........................................................................................................................34
Activity 4.3: Difference..................................................................................................................................35
Activity 4.4: Team Pair Solo (Extended learning)......................................................................................... 35
Activity 4.5: Map work.................................................................................................................................. 35
UNIT 5: MEDIA AND MARKET.................................................................................................................... 37
WEEK 1-2: Understanding Media................................................................................................................. 38
Activity1: Go round and round...................................................................................................................... 38
Activity 2: Concept mapping of Media ......................................................................................................... 39
Activity 3: New media or popular media ...................................................................................................... 41
Activity 4: Worksheet.....................................................................................................................................42
Activity 5: Interview (Supportive)................................................................................................................. 43
Activity 6: Discussion: Media- A Multifaceted Influence............................................................................. 44
Activity 7: Effects of media on society (Extended learning)......................................................................... 47
Activity 8: Discussion(Supportive)................................................................................................................ 49
Activity 9: Availing Democratic Rights through Protest............................................................................... 51
Activity 10: Editor’s Choice (Suggestive Learning)...................................................................................... 52

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WEEK 3: BRANDING AND ADVERTISING................................................................................................54
Activity 11: Prepare an advertisement for electronic media.......................................................................... 54
Activity 12: Identifying tag lines....................................................................................................................55
Activity 13: Advertisement............................................................................................................................ 57
Activity 14: Discussion.................................................................................................................................. 58
WEEK 4-5: MARKET.......................................................................................................................................60
Activity 15: Debate: Cost of Advertisement.................................................................................................. 60
Activity 16: Producing, selling (trading ) and buying ..................................................................................60
Activity 17: Production.................................................................................................................................. 61
Activity 18: Role play ................................................................................................................................... 62
Activity 19: Three types of retail shops ........................................................................................................ 63
Activity 20: Sameer: Seller of clothes............................................................................................................64
Activity 21: Exploring wholesale market ......................................................................................................66
Activity 22: Online market.............................................................................................................................66
Activity 24: Interview of a housewife ........................................................................................................... 68
Activity 25: Classification of Goods.............................................................................................................. 69
Activity 26: Debate........................................................................................................................................ 70
UNIT 6: CHANGE............................................................................................................................................. 71
WEEK 1-2: What, When and Why?................................................................................................................ 72
Activity1: Discussion.................................................................................................................................... 72
Activity 2: Periodisation.................................................................................................................................72
Activity 3: Division of History.......................................................................................................................74
Activity 4: Sources......................................................................................................................................... 75
Activity 5: Let's Explore Maps.......................................................................................................................76
Activity-6(a): New and old Vocabulary......................................................................................................... 81
Activity-6(b): Mleccha................................................................................................................................... 82
Activity 6(c): Who is a Foreigner?.................................................................................................................83

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UNIT 4: Interrelationship between Climatic Region and Human Life
MY LEARNING COMPANION

Hello students,

Greetings to all!

This companion is your own in the journey of exploration. We are sure that you must have enjoyed the entire
Individuals and Societies journey last year.

This year, we are going to make this journey even more exciting by engaging you in various activities in a
systematic manner through this manual.

The Student Companion for each unit starts with a pre-test which checks the previous knowledge of students
and their readiness to understand the unit.

You will get to know the essence of the unit plan and will understand the chapter by doing the distinct types of
activities according to the teacher’s instructions.

You will be able to keep a record of your activities and your teacher will keep giving you feedback on your
progress.

Not only this, but at the end of every week, you can self-reflect by answering simple questions like

– What did I learn?

– What have I not understood?

– Where do I need help?

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Unit title: Interrelationship between Climatic Region and Human Life
In the previous unit you read about the society, economy and culture. How human life is affected by his/her
society and also by the natural environment. Also, you got to know how the time influenced and nurtured
architecture, urban life, culture, religion and different social groups of any country.
This unit will help us to know about how we understand the world where we live. We will explore the natural
world and its laws; the interaction between people and the natural world; how humans use their understanding
of scientific principles; the impact of scientific and technological advances on communities and environments;
the impact of environments on human activity and how humans adapt environments to their needs.
You will have to heavily rely on your experiences to understand these topics. Thus try to be as reflective of
your experiences as you can and share them with the class.
We will also get acquainted with different climatic regions of the world - Tropical, Subtropical regions, and
Temperate Grasslands. How life is affected by different climatic regions. We will get to know about different
basins and deserts and their locations on the world map. Finally we will also compare all regions and zones.
Hope you will enjoy the journey!
Learning Objectives
You will be able to understand about:
1 Climatic regions & Human life: Life in tropical,subtropical regions, Temperate grasslands
2 How life is affected by different climatic regions
3 Amazon River basin
● know about Amazon Basin and Ganga Brahmaputra basin
● Locate and label the Amazon basin and the Ganga Brahmaputra basin on the world physical map.
● Elaborate about the Amazon and Ganga Brahmaputra river basin.
4 Hot and Cold deserts
● Know about hot and cold deserts.
● Locate and label the hot and cold deserts on the world physical map.
● Elaborate about the hot and cold deserts

Key concept Related Concept (s) Global Context

System Diversity and Sustainability Scientific and Technical

Innovation

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 Statement of Inquiry: Diversity and sustainability of natural systems are affected by innovations.

Factual Question:
● Explain the following terms:
River basin latitude Flora and fauna Rainforest
Conceptual Question:
● One room of your house is extremely hot in comparison to other rooms. What could be the possible
reason?
Debatable Question:
● Our lifestyle like eating habits, clothing,houses,occupation etc totally depends upon the geographical
region we live in. Debate.

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 WEEK 1: Climatic regions & Human life
Life in tropical,subtropical regions and Temperate grasslands
Today, we embark on a geographical journey to uncover the Earth's hidden coordinates through latitude and
longitude. Latitude, the horizontal lines, act as nature's ladder, guiding us north or south from the equator.
Imagine exploring different floors of the globe! Longitude, the vertical lines, form an intricate zipper,
measuring our distance east or west from the Prime Meridian. Think of it as navigating an immense map with
these coordinates as our guide. Together, latitude and longitude create a global address system, helping us
pinpoint locations precisely. Get ready to decode Earth's coordinates, unlocking the secrets of our world's
geography!

Activity 1.1: Latitudes and Longitudes

You very well know that the earth is divided into different
imaginary lines known as latitudes and longitudes.
Latitudes are 180 in total and run from North to South. They are
parallel to each other.
Longitudinal lines are 360 in total and run from East to West and they
touch each other on the North and South Pole.
Discuss the following pictures with each other and try to fill the
blanks.

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Activity 1.2: Different Climatic Zones
After having our discussion on latitudes and longitudes, let us understand the concept of different climatic
zones.
Do you ever feel a difference in temperature in your house,school,park or on the road? Complete the following
table as per your understanding or experience: -

S. No Place Temperature-Hot/Moderate/Cold

1 House (Bedroom)

2 House (Kitchen)

3 School (Playground)

4 School (classroom near shadow)

5 School (classroom with direct sunlight)

6 Park

7 Road

8 Mountain

9 Near River

10 Delhi

The climate of a region depends on many factors including the amount of sunlight it receives, its height above
sea level, the shape of the land, and how close it is to oceans. Since the equator receives more sunlight than the
poles, climate varies depending on its distance from the equator.
Reason behind the difference in room temperature is the uneven distribution of sun rays and heat due to the
temperature differences caused by the differences in radiation.
Activity 1.2(a) Reasons for the difference

S. No. Reason behind different climatic zones

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After doing this activity, we will get the idea that at one place temperature could be different due to the
exposure to heat and we can divide our home ,school, neighbourhood etc into different temperature zones.
Likewise our whole country and the world is divided into different climatic zones, namely Torrid zone,
Tropical zone,Temperate zone.
The earth has three main heat zones – Torrid zone, Temperate zone and frigid zone
Following are three videos for better understanding.

Climate Zones of the Earth - The Dr. Binocs

Show | Best Learning Videos For kids | Dr
Binocs

Climate Zones of the Earth | Weather and

Climate | Types of Climate Zones

पथ्
ृ वी के ताप कटिबंध - Heat Zones Of the Earth,
chapter 6, class 5

Divide yourself into small groups of five and complete the following worksheet to label the earth map with
different zones on the earth according to the following picture:

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1. Tropical
2. Subtropical regions
3. Temperate grasslands

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Activity 1.2 (b) Countries names of Different Climatic zones
List out the countries falling into different climatic zones after looking into the Atlas.

S.No Climatic Zones Lattitudes Countries Names

1 Torrid Zone (Also called

the Tropical Zone)

2 SubTropical

3 Temperate zone

4 Sub Temperate

5 Frigid Zone

Activity 1.3 Chart making (Suggestive activity)

Find out the names of different countries in groups falling into different zones and write it on chart papers and
display them in the classroom.

S No Climatic Zone Continent Country Name

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Activity 1.4: Team Pair Solo (Extended Learning)
Make charts depicting different zones on A4 sheets.
Find out details with the help of your teacher about different climatic zones namely Torrid,Temperate and
frigid zones in the correct column. (about 10 details each)
1) sunlight exposure
2) flora
3) fauna
4) people's skin tone
5) staple food that people eat
6) rainfall showing in mm
7) dresses
8) houses
9) occupation
10) size of tree leaves

S No Basis of Difference Torrid Zone Temperate Zone Frigid Zone

1 sunlight exposure

2 flora

3 fauna

4 people's skin tone

5 staple food that

people eat

6 rainfall showing mm

7 dresses

8 Houses

9 occupation

10 size of tree leaves

Drawing tutorials for Chart/Poster

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Before you turn it in the charts make sure that you have included:
● Headings on each side(Torrid,Temperate and Frigid Zone)
● 1) sunlight exposure 2) flora 3) fauna 4) people's skin tone 5) staple food that people eat 6) rainfall showing
mm 7) dresses 8) houses 9) occupation 10) size of tree leaves
● No white space because you’ve drawn such a complete scene.
● Labels on 5-7 details on each side explaining what you drew
● Information from the (TEXTBOOK) must be geographically accurate!)
● First name,last name and class with a section on the back.

Activity 1.5 Map Activity

Label and locate the countries on the following world political map according to their zones. Also find out
India comes under which Zone.

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Let's Summarise:
The earth is divided into three main climatic zones known as Torrid, Frigid, and Temperate zones, each
characterised by distinct temperature patterns. The Torrid zone, situated between the Tropic of Cancer and the
Tropic of Capricorn, experiences consistently high temperatures throughout the year due to direct exposure to
the sun. This region typically includes tropical rainforests and deserts.

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The frigid zone encompasses the areas around the Arctic and Antarctic circles, where temperatures are
extremely low, especially in winter. These areas receive limited sunlight, resulting in cold conditions and polar
ice caps.
The Temperate zone lies between the Torrid and frigid zones, featuring moderate temperatures and distinct
seasons. This zone includes a variety of climates, ranging from humid subtropical to subarctic, and is often
characterised by the presence of deciduous forests and diverse ecosystems. The Temperate zone experiences a
more balanced distribution of sunlight, leading to milder and more variable weather conditions.
Chapter 8 Human Environment Interactions The Tropical and SubTropical Interactions

https://ncert.nic.in/textbook.php?gess2=8-9
Chapter 9 Life in the Deserts

https://ncert.nic.in/textbook.php?gess2=9-9

WEEK 2: The Amazon Basin

Dear students, after understanding the different

climatic zones, let us get information about the
Amazon Basin which lies in Tropical climatic region
and:
The Amazon Basin, often referred to as the Amazon
Rainforest or the Amazon Jungle, is a vast and
ecologically diverse region located in South America.
It is primarily centred around the Amazon River and
its extensive network of tributaries. It is a typical
tropical or equatorial region as it lies between 10°N
and 10°S. Here are some key points about the Amazon
Basin:
Geography and Size: The Amazon Basin spans
across several countries in South America, including
Brazil, Peru, Colombia, and parts of Venezuela,
Ecuador, Bolivia, and other countries. It covers
approximately 7 million square kilometres (2.7 million
square miles), making it the largest tropical rainforest
in the world. source: WWF

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 Biodiversity: The Amazon Rainforest is often referred to as the
"lungs of the Earth" due to its significant role in absorbing carbon
dioxide and producing oxygen. It is also one of the most biodiverse
places on the planet, housing a vast array of plant and animal
species, many of which are found nowhere else. It is estimated that
around 10% of known species on Earth inhabit the Amazon
Rainforest. Source: Patgonia
Flora and Fauna: The Amazon Basin is home to a staggering
diversity of plant life, including numerous species of trees, shrubs,
and other vegetation. It's also inhabited by a wide variety of animal
species, such as jaguars, pumas, tapirs, capybaras, various species of
monkeys, and an incredible diversity of bird species. Source: World
Atlas

Indigenous Peoples: The Amazon Basin is home to

numerous indigenous communities, many of which have
lived in harmony with the forest for centuries. These
communities have a deep understanding of the
ecosystem and have developed sustainable ways of
utilizing its resources. Source: Ohchr
Threats and Conservation: The Amazon Rainforest
faces significant
threats from
deforestation,
primarily due to
activities such as
logging, agriculture
(particularly cattle ranching and soybean cultivation), and mining. These
activities lead to habitat loss, disruption of local ecosystems, and contribute

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to climate change. Efforts are being made by various organisations, governments, and indigenous groups to
conserve and protect the Amazon Basin through initiatives such as protected areas, sustainable resource
management, and advocacy for stronger environmental policies. (Pic Source: World Atlas)
Climate Impact: The Amazon Rainforest
plays a crucial role in regulating the Earth's
climate. Its trees absorb carbon dioxide
through photosynthesis and release oxygen,
helping to mitigate the effects of climate
change. Deforestation and forest degradation
in the Amazon contribute to carbon
emissions, potentially accelerating global
warming. (Source: Frontiers for Young
minds)
Biodiversity Research: The Amazon Basin
continues to be a focus of scientific research
and exploration due to its vast biodiversity. New species are
regularly discovered, and scientists study its ecosystems to gain
insights into various aspects of biology, ecology, and evolution.
Source: The Academy of Nature
Hydrological Importance: The Amazon River is the largest river
in terms of discharge and one of the longest rivers in the world. It is
a critical waterway for transportation, supports diverse aquatic life,
and has a major influence on the regional climate.
In summary, the Amazon Basin is a unique and ecologically
significant region with unparalleled biodiversity and a vital role in
global climate regulation. Protecting and sustainably managing this
area is of utmost importance for the well-being of the planet.

Activity 2.1: Jigsaw Activity

Dear Students, let's explore the Amazon Basin through the following Jigsaw group activity and work on the
following topics:
LIFE IN THE AMAZON BASIN
● EQUATORIAL REGION
● RIVER BASIN DRAINS
● CLIMATE
● RAINFORESTS
● PEOPLE OF THE RAINFORESTS

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Activity 2.2: Map Work
Label and locate the Amazon basin on the following world political map .

Activity 2.3: Chart Making

Find out the effects of deforestation in the Amazon Basin upon people, animals and plants and write it on chart
papers and display it in the classroom.
Effects of Deforestation

People Animals Plants

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 WEEK 3: The Ganga-Brahmaputra River Basin
Dear Students, as now we have basic information about The Amazon Basin, now we will understand about the
Ganga Brahmaputra basin which lies in the subtropical region that is situated between 10°N to 30°N latitudes.
Ref:

Chapter 8 Human Environment Interactions

The Tropical and SubTropical Interactions
https://ncert.nic.in/textbook.php?gess2=8-9

Chapter 9 Life in the Deserts

https://ncert.nic.in/textbook.php?gess2=9-9

The Ganges-Brahmaputra Basin, also known as the Ganges-Brahmaputra Delta, is another ecologically
significant region located in South Asia. It is formed by the confluence of two major rivers, the Ganges (also
known as the Ganga) and the Brahmaputra, along with their numerous tributaries. This deltaic region spans
across several countries, including India, Bangladesh,
Nepal, and Bhutan. Here are some key points about
the Ganges-Brahmaputra Basin:
Geography and Size: The Ganges-Brahmaputra
Basin is one of the largest river delta systems in the
world, covering an area of approximately 1 million
square kilometers (386,000 square miles). It extends
from the Himalayas in the north to the Bay of Bengal
in the south.
Source: Research Gate

River Systems: The Ganges and Brahmaputra are two of the

most important rivers in the region. The Ganges originates in
the Himalayas and flows through northern India before
entering Bangladesh and emptying into the Bay of Bengal.
The Brahmaputra also originates in the Himalayas but flows
through Tibet and then enters India and Bangladesh, where it
merges with the Ganges and eventually reaches the sea.
Source: IAS point

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Biodiversity: The Ganges-Brahmaputra Basin is home to a rich diversity of flora and fauna. The delta's
wetlands, estuaries, and mangroves support a variety of aquatic and terrestrial species, including numerous
species of fish, birds, and mammals.

Source: Ganga Action Parivar Source: Toppr

Agriculture and Livelihood: The fertile soils of the delta make it a prime agricultural region. The basin
supports the cultivation of rice, jute, tea, and various other crops, which are essential to the economies of India
and Bangladesh. Fishing is also a crucial livelihood for many people in the region.
Source : NCERT
Human Settlements: The Ganges-Brahmaputra Delta is densely populated, with millions of people living in
both urban and rural areas. Major cities like Kolkata in India and Dhaka in Bangladesh are located within the
delta.

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Challenges: The region faces various challenges, including flooding, riverbank erosion, and water scarcity
during the dry season. Cyclones and storm surges can also cause significant damage to infrastructure and
communities, particularly in coastal areas. Climate change and sea-level rise are exacerbating these challenges.
Source: Indiaspend
Environmental Concerns: The deltaic ecosystem is sensitive to changes in water flow, sediment deposition,
and salinity. Human activities, such as deforestation, dam construction, and land reclamation, can disrupt these
natural processes and lead to ecological imbalances.

Source: The Wire

Conservation and Management:
Efforts are underway to manage and
conserve the Ganges-Brahmaputra
Basin. These efforts include
measures to control flooding,
improve water management, protect
coastal areas through mangrove
conservation, and promote
sustainable agriculture practices.
Source: Reuters

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Cultural and Spiritual Significance: The Ganges is considered a sacred river in Hinduism, and its waters
hold spiritual importance for millions of people in the region. Many towns and cities along the Ganges have
historical and cultural significance.

Source: Learn Religions

In summary, the Ganges-Brahmaputra Basin is a vital and complex region that plays a significant role in the
economies, ecosystems, and cultures of South Asia. Balancing development and conservation efforts in this
region is essential to ensure the well-being of both human populations and the environment.

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Activity 3.1: Map work
Label and locate the states of Ganga Brahmaputra basin on the political map of India after looking into the
Atlas.

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Activity 3.2: Rivers of India (Suggestive Activity)
Find and list out all the rivers flowing in India with the help of Atlas.

S No River name State in which it flows Direction of their flow

Activity 3.3: Rotating Learning Station

Chapter 8 Human Environment Interactions The

Tropical and SubTropical Interactions
https://ncert.nic.in/textbook.php?gess2=8-9

Chapter 9 Life in the Deserts

https://ncert.nic.in/textbook.php?gess2=9-9

Divide into seven groups with handouts of following topics. Each group will read it carefully. Each group will
be given a pen of different colour.eg

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Group 1 - red colour
Group 2-green colour
Group 3-blue colour etc like this
Now, after reading the content (on Ganga-Brahmaputra Basin) from NCERT textbook, synthesise the
information on the below written topics in your related groups.
LIFE IN THE GANGA-BRAHMAPUTRA BASIN

1. TRIBUTARIES
2. AGRICULTURE
3. VEGETATION
4. WILDLIFE
5. NEARBY TOWNS

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6. TRANSPORT
7. COMMUNICATION

Activity 3.4: Team Pair Solo (Extended Learning)

Make charts depicting the difference between Amazon Basin and Ganga-Brahmaputra Basin on A4 sheets.
Drawing tutorials for Chart/Poster:
Before turn it on the charts, make sure that you have included:
● Headings on each side(Torrid,Temperate and Frigid Zone).
● 1) sunlight exposure 2) flora 3) fauna 4) people's skin tone 5) staple food that people eat
6) rainfall showing mm 7) dresses 8) Houses 9) occupation 10) size of tree leaves.
● No space because you’ve drawn such a complete scene.
● Labels on 5-7 details on each side explaining what you drew.
● Information from the textbook must be geographically accurate.
● First name,last name and class with a section on the back.

29
 WEEK 4: The Hot and Cold Desert
In the past two weeks we got to know about two places that lie in Tropical and Subtropical regions, now we
will move forward to know about the Sahara desert which is dominated by two climatic regimes: a dry
subtropical climate in the north and a dry tropical climate in the south and Ladakh which is a high-altitude
region popularly known as the cold desert and is located in the rain shadow region in North India.
THE HOT DESERT – SAHARA

Chapter 9 Life in the Deserts

https://ncert.nic.in/textbook.php?gess2=9-9

The Sahara Desert is the largest hot desert in

the world, spanning across North Africa. It
covers an area of approximately 9.2 million
square kilometers (3.6 million square miles),
making it almost as large as the entire United
States. The desert stretches from the Atlantic
Ocean in the west to the Red Sea in the east
and from the Mediterranean Sea in the north
to the Sahel region in the south.
Key characteristics of the Sahara Desert
include its extreme temperatures, with
daytime temperatures often exceeding 50°C
(122°F) during the summer months, and
dropping significantly at night. The desert is
also known for its vast sand dunes, rocky
landscapes, and sparse vegetation.
Despite its arid nature, the Sahara Desert is not entirely
devoid of life. Various animal species, such as camels,
desert foxes, and reptiles, have adapted to the harsh
conditions. Nomadic people, like the Tuareg and Berber
tribes, have lived in the Sahara for centuries, relying on
traditional methods of survival, such as camel herding
and trade routes.
The Sahara has a significant impact on regional climate
and weather patterns. Its high temperatures cause the air
to rise, creating a low-pressure system that draws in
moist air from the surrounding areas, which can lead to
occasional rain and even flash floods in certain regions.

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 In recent years, there has been increased interest in harnessing
the Sahara's abundant sunlight for solar energy projects. The
desert's vast open spaces and high levels of solar radiation make
it a potential source for renewable energy generation.
The Sahara Desert continues to be a region of both
environmental and cultural significance, drawing attention from
scientists, researchers, adventurers, and those interested in
understanding and exploring its unique characteristics.
video showing visuals should be shown so that students could
relate and imagine about the place
The following video link could be used.

https://youtu.be/P2GOAMQs8i0

Activity 4.1: Map work

(1) Locate the Sahara desert on the following physical map of the world.

31
(2) Write Short notes on:
(a) PEOPLE-nomadic tribes:
1. Bedouins

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32
 2. Tuaregs
—-----------------------------------------------------------------------------------------------------------------------------------
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(b) livestock such as goats, sheep, camels and horses.
—-----------------------------------------------------------------------------------------------------------------------------------
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(3) What is the impact of Climatic zone Diversity on the Environmental System?
—-----------------------------------------------------------------------------------------------------------------------------------
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—-----------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------

33
THE COLD DESERT - LADAKH

Ladakh is a region located in the northernmost part of India, in the state of Jammu and Kashmir. It is renowned
for its stunning landscapes, high mountains, rugged terrain, and unique culture. Here are some key points about
Ladakh:
Geography: Ladakh is situated between the Kunlun mountain
range to the north and the main Great Himalayas to the south. It is
often referred to as the "Land of High Passes" due to its numerous
mountain passes, some of which are accessible only during the
summer months. Source: General Tourism
Culture: Ladakh has a
distinct culture that is
influenced by both
Tibetan and Indian
traditions. The predominant religion is Tibetan Buddhism, and you
can find numerous monasteries (gompas) scattered across the
region. The people of Ladakh have a unique way of life, adapting to
the challenging climate and terrain. Source: RitiRiwaz
Natural Beauty:
The landscape of
Ladakh is
characterized by
barren mountains, deep valleys, high-altitude lakes, and
expansive plains.
Climate: Ladakh has a cold desert climate with extremely low
rainfall. Winters are harsh and cold, with heavy snowfall and
freezing temperatures, while summers are short and mild.
Source: Scout my trip

34
Environmental Concerns: The fragile ecosystem of Ladakh is
facing challenges due to climate change, increasing tourism, and
developmental activities. It's important to balance development
with environmental conservation in order to preserve the region's
unique natural beauty.
Ladakh's beauty, culture, and strategic significance have made it a
destination that captures the imagination of travelers and
researchers alike. However, it's important to stay updated on the
current situation, as geopolitical circumstances and local
conditions can change.

Activity 4.2: Jigsaw Activity

Dear Students, let's explore Ladakh through the following Jigsaw group activity. Discuss and share about what
you have read about the following topics and note down in your copies:
1. Karakoram Range
2. Zanskar Mountains
3. Karakoram
4. Indus
5. Gangri Glacier
6. Flora and Fauna
7. People

Activity 4.3: Difference

Differentiate between cold desert and hot desert:

35
 S.No. Basis of difference Cold Desert Hot Desert

Activity 4.4: Team Pair Solo (Extended learning)

Make charts depicting the difference between cold and hot desert on A4 sheets.
Drawing tutorials for chart/poster:
Before learners turn it in the charts make sure they have included:
● Headings on each side (Torrid,Temperate and Frigid Zone)
1) sunlight exposure 2) flora 3) fauna 4) people's skin tone
5) staple food that people eat 6) rainfall showing mm 7) dresses
8) houses 9) occupation 10) size of tree leaves
● No white space because you’ve drawn such a complete scene.
● Labels on 5-7 details on each side explaining what you drew.
● Information from the textbook must be geographically accurate.
● First name, last name and class with a section on the back.

Activity 4.5: Map work

Students will label and locate Ladakh on the map of India.

36
Summary
The actual climate in a specific region can be influenced by various factors, and there might be variations
within each category due to geographical features and local conditions. These climate types are determined by
factors like latitude, altitude, proximity to oceans, and prevailing winds. Each region has its unique
characteristics that shape the environment, weather patterns, and vegetation.

37
 UNIT 5: Media And Market
Hello Dear students,
Greetings to all!
This companion is your own in the journey of exploration. We are sure that you must have enjoyed the entire
Individuals & Society journey in Unit 4.
In Unit 5, we are going to make this journey even more exciting by engaging you in various activities in a
systematic manner through this manual.
The Student Companion for each unit starts with a very simple activity that generates an interest in you and
establishes your readiness to understand the unit.
As you proceed with and in various activities, you feel the essence of the Unit Plan and will understand the
unit by doing the different types of activities per the teacher’s guidance .
You will be able to keep a record of your activities and your teacher will keep giving you feedback on your
progression.

Not only this; but at the end of every week; you can do your self-reflection by answering simple questions like

— What did I learn?

— What have I not understood?

— Where do I need help with?

Let’s start

38
Media and Market
In this unit we are going to understand the dynamic intersection of media and the market, where
communication and commerce converge to shape the modern landscape. Media, a powerful force in today's
interconnected world, serves as the primary conduit for information, entertainment, and expression. It weaves
through every facet of our lives, influencing perceptions and fostering a sense of global connectivity.
Simultaneously, the market, a bustling arena of economic exchange, responds to and utilizes media to convey
messages, build brands, and facilitate transactions. Together, they form a symbiotic relationship, with media
acting as a mirror reflecting societal trends and the market responding and adapting accordingly.
Understanding this relationship is crucial in navigating the contemporary landscape where information flows
seamlessly, and consumer behaviours are shaped by the constant interplay between media narratives and
market dynamics. We will explore the intricate dance of media and market, where ideas and products
intertwine to create the fabric of our modern culture and economy.
Learning Objectives

You will be able to -

● Define and use various concepts and terminologies related to media.

● Investigate the processes of the media world.

● Expand the knowledge of the fourth important pillar of media and its important role in shaping
democracy.

● Critically analyse yellow journalism.

● Understand that branding is an important integral component of contemporary business strategies.

● Analyse how advertising influences the consumers’ behaviour.

● Know that effective branding and advertising is the necessity to foster brand loyalty, trust, and
recognition.

Key concept Related concept(s) Global context

Time, place and space Consumption, pattern and Identity Identities and relationships

Statement of Inquiry: Consumption patterns define identity and relationships, unfolding in the dimensions of
time, place, and space
Factual Questions:

1. What do you mean by Mass Media?

2. List three different products that are advertised during your favourite TV programme?

39
Conceptual Questions:

1. How does changing technology help the media to reach more people?
2. Why are goods sold in permanent shops costlier than those sold in the weekly markets or by roadside
hawkers?

Debatable Question:

1. While watching a cricket match on TV, the same advertisements are shown repeatedly . It is irritating
and of no importance .Debate the statement keeping in mind the producer and a consumer aspect .
It is unfair to bargain.

WEEK 1-2: Understanding Media

Activity1: Go round and round
Dear students! This is a very simple activity and also can be taken as ice-breaking but has a deep meaning that
talks about the need and importance of communication.
You all need to assemble in the open. Stand in two circles. One outer and the other inner. Students in the inner
circle will move clockwise when the music begins and outer circle students move vice versa. Students in the
inner circle will end up meeting one student in the outer circle when the music stops, start communicating now.
Music will be run three times and the same process will be followed every time.
Discussion
After coming to the class discuss the following points
1. What were you doing in the circle?
2. What did you discuss?
3. Is there any need for people to meet, socialise and communicate? If yes, then what is that need?
4. Is this a one-to-one communication process? (Yes/ No).Give at least two examples of one-to-one
communication from your real life.
5. What if a person wants to communicate with many people at a time or people sitting in different and
far-off locations?
Now, write your observation points about the relevance of media in the following conclusion sheet:

40
 Conclusion sheet

1.

2.

3.

4.

5.

6.

7.

Activity 2: Concept mapping of Media

Everything ranging from the stall at the local fair to the programme that you see on TV can be called as media.
Media is the plural form of the word ‘medium’ and it describes the various ways through which we
communicate in society.
Media is crucial in today's interconnected world, serving as a catalyst for information dissemination, public
discourse, and cultural influence. It acts as a watchdog in politics, empowering citizens with knowledge for
informed decisions. Economically, media fuels industries through advertising and global connectivity.
Culturally, it reflects and shapes societal values, contributing to a shared sense of identity. In essence, the
media's significance lies in its ability to inform, influence, and connect people, playing an indispensable role in
shaping the dynamics of modern societies.
Because media refers to all means of communication, everything ranging from a phone call to the evening
news on TV can be called media. TV, radio and newspapers are a form of media that reaches millions of
people, or the masses, across the country and the world at one time and, thus, they are called mass media.

41
Now make a concept map of media. For example-mass media, print media, electronic media, charts, tabloids,
magazines newspapers, television, internet etc.

42
43
Activity 3: New media or popular media

Recognise these logos

Many names can be given to them as popular, social, unconventional, etc. Based on your understanding of the
logos, suggest some names to them. See the logos one by one and channel a discussion on them. Now fill out
the worksheet regarding the use and misuse or advantages and disadvantages along with other facts related to
these brands.

New Media
Name of Media Type of Media Draw or paste Use and Misuse and
logo advantages disadvantages
WhatsApp
Facebook
Twitter
Youtube
Snapchat
Instagram
Yahoo messenger
Any other

44
Activity 4: Worksheet
Media broadly serves three purposes - Inform, Educate and Entertain. Write down various programmes that
you came across on electronic media or column heads of newspapers and categorise them into the following
table:

Worksheet
Name of the Name of the channel or Days or Inform Educate Entertain
programme newspaper/magazine timings (Give (Give (Give
they appear details) details) details)
India’s Got Talent Sony TV
Aap ki adalat India TV
Krishi darshan National TV
(Doordarshan)
Information regarding National TV
missing Persons (Doordarshan)
(Gumshuda)

Now, write down how media fulfils its purposes in the following conclusion sheet:

Conclusion sheet

1.

2.

3.

4.

5.

45
Activity 5: Interview (Supportive)
One student will be made an anchor and four will be interviewees. The anchor will one by one ask each of the
interviewees.
Q: Today, the media and advertising have a pervasive presence in the lives of children and young people.
How?

https://youtu.be/UXsomnDkntI
Fish bowl activity for reflection
Five students will keenly observe the interview and after the interview, these students will present their views
regarding the interview, that is what was spoken well and what additional points could have been spoken.
After this you all will write down the reflection in the conclusion sheet.

Conclusion sheet

1.

2.

3.

4.

5.

46
 Activity 6: Discussion: Media- A Multifaceted Influence
​ Power of Media as the 4th Pillar of Democracy:

● Essential in upholding democratic principles.

● Acts as a check on the government, ensuring transparency.
● Facilitates informed citizenry crucial for a functioning democracy.
​ Power of Printed Words or Power of Visuals:

● Printed words and visuals are potent tools for communication.

● Written media provides in-depth analysis.
● Visual media captures attention, shaping opinions effectively.
​ Media Hype:

● Involves exaggerated or sensationalist reporting.

● Affects public perception and can distort reality.
● Requires media literacy to distinguish hype from facts.
​ Building Narrative:

● Shapes public understanding of events.

● Constructs stories that influence societal attitudes.
● Narratives contribute to collective consciousness.
​ Setting Agenda:

● Determines issues given prominence in public discourse.

● Influences political and social agendas.
● Shapes public opinion on critical matters.
​ Right to Equality and Media:

● Media's portrayal can impact perceptions of different groups.

● Responsible media promotes inclusivity and challenges stereotypes.
● Vital for fostering a society based on the principles of equality.
​ Yellow Journalism:

● Involves sensationalism, exaggeration, and biassed reporting.

47
● Prioritises profit over accuracy.
● Raises ethical concerns and challenges media credibility.
Make small groups of 5-6 students and let's discuss the above aspects of media and explain these points with
an example in the following conclusion sheet:

Conclusion Sheet

1. Power of media as 4th pillar of democracy

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Power of printed words or power of visuals

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. Media hype
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. Building narrative
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

5. Setting agenda
_______________________________________________________________________________
_______________________________________________________________________________

48
 _______________________________________________________________________________
_______________________________________________________________________________

6. Right to equality and media

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

7. Yellow journalism
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Yellow journalism
Yellow journalism refers to the practice of sensationalising news stories,
often with a disregard for accuracy or fairness, in order to attract readers
and boost sales. While it may not be appropriate to encourage such
practices, it is important for students to be aware of instances where
journalism falls short of ethical standards. Here are a few examples of
controversial or sensationalist reporting in India:
● Jessica Lal Murder Case: In the early 2000s, the Jessica Lal murder
case received extensive media coverage. Some media outlets
sensationalised the case and portrayed the accused in a negative light
before the trial was completed, potentially influencing public opinion.
● Bollywood Gossip and Feuds: Some Indian tabloids and entertainment
news websites frequently engage in sensational reporting of
Bollywood celebrities' personal lives and feuds, often spreading unverified rumors and gossip.
School-Home-School Continuum: Find out two more examples of Yellow Journalism and write down its
impact on society in your notebooks.

49
Activity 7: Effects of media on society (Extended learning)
Dear students! you all need to collect newspapers and media news to identify where an agenda is set and the
hype is created. Make a collage of such news and write a report about it. How does this manipulation affect the
society and democracy at large?

Collage

News 1

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

News 2

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

News 3
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

50
B. Can you think of an issue that holds significance in your life but never featured in the media?
Also, explain any two reasons due to which the issue has never been featured in the media.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

51
Activity 8: Discussion(Supportive)
Different versions of news and priority of media houses.
Read out various news and discuss the priority and preferences of news in different media.
A. What is the need and consequence of the media ‘setting the agenda’ by reporting on the Fashion Week
rather than the slum demolitions?
B .We have often seen that the same news is reported differently by different newspapers or media channels.
Can you identify the reasons behind it? Do you think it is important to know both sides of the story? If yes,
then why?
Suppose you are the journalist for a newspaper. Write a balanced story from the two different newspapers'
reports. Also, write down the summary in your notebooks.

Conclusion sheet

What is the need and consequence of the media ‘setting the agenda’ by reporting on the fashion

week rather than the slum demolitions?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________.
Pretend that you are a journalist for a newspaper and write a balanced story from the two news reports.

Paste News 1 Paste News 2

52
Paste News 2

Balanced News

53
Activity 9: Availing Democratic Rights through Protest
Protests serve as a vital avenue for citizens to exercise
democratic rights. Embodying freedom of speech and assembly,
they empower individuals to voice concerns, challenge policies,
and advocate for change. From political activism to social justice
movements, protests amplify diverse voices, fostering a more
engaged citizenry. They contribute to public awareness,
influencing policy changes by drawing attention to pertinent
issues. Protests also strengthen solidarity, uniting citizens in their quest for justice and equality. Through
peaceful assembly, people actively participate in shaping the democratic landscape, ensuring their voices
resonate in the pursuit of a more equitable and responsive society.
Some of the ways in which we can do this is by writing letters to the concerned minister, organising a public
protest, starting a signature campaign, asking the government to rethink its programme, etc.
Organise a public protest rally in school to avail our fundamental rights enshrined in the Indian constitution’.
Invite the media through a press release and create a buzz about the points of protest. Also, write down which
right you are availing while doing so.
You all will be divided into groups, first the large group will demonstrate a rally and the remaining group will
report and create news. Set your news channel or paper's agenda and report about the event.

PRESS RELEASE
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

54
 ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

NEWS 1.

NEWS 2.

NEWS 3

NEWS 4

NEWS 5

Activity 10: Editor’s Choice (Suggestive Learning)

You must have seen that these days even an incident like a dog bites a man becomes a part of news. This is
happening because there is always a rush for exclusivity in every newspaper and channel.
You are an editor-in-chief of a renowned newspaper. Various issues are floating in your country and so are
events and protests. You need to prioritise and put the news on the front page, middle page and last page.
Some examples of news items are as follows:
1. Running inflation, especially the price rise of tomatoes and onions in the market.
2. A well-hyped movie is releasing today.
3. Petrol and diesel prices have shot up.
4. The Supreme Court has banned crackers this Diwali.
5. The milk supply in Delhi will remain blocked for the coming two days.
6. A big movie star exclusive interview.

55
 WEEK 3: BRANDING AND ADVERTISING
Branding and advertising are integral components of contemporary business strategies. Branding is the process
of creating a distinct and memorable identity for a product, service, or company. It involves crafting a unique
name, logo, and positioning to differentiate from competitors and establish a strong market presence.
Advertising, on the other hand, is the deliberate promotion of this brand through various channels to reach and
engage the target audience. It utilises creative communication to convey brand messages, build awareness, and
influence consumer behaviour. Effective branding and advertising foster brand loyalty, trust, and recognition.
In the digital age, online platforms, social media, and influencer marketing play pivotal roles in expanding
brand reach. Together, these elements create a cohesive narrative, shaping consumer perceptions and driving
success in today's competitive marketplace.

Activity 11: Prepare an advertisement for electronic media

Enact a video advertisement of the material given below. Divide into groups. Be careful about crispness,
preparing taglines, selecting actors or performers, dialogues and inculcating performing arts and music
advertisements through proper copyrighting. (Copyright is a legal concept that grants exclusive rights to
creators for their original works, preventing unauthorised use or reproduction. This protection covers various
forms of expression, such as literature, music, and art, ensuring creators have control over how their creations
are used and distributed).
Material:
● A pen
● A textbook
● A toothpaste
● A water bottle
● A school bag
● A mask
● A sanitiser

56
Activity 12: Identifying tag lines
Taglines in advertisements are succinct and memorable phrases designed to capture the essence of a brand or
product. They serve as powerful tools to reinforce brand identity and create lasting impressions. For instance,
Nike's "Just Do It" exudes empowerment and action, embodying the spirit of athleticism. McDonald's "I'm
Lovin' It" evokes a positive and enjoyable experience associated with their products. Taglines often convey a
brand's values, such as Apple's "Think Different," emphasising innovation and individuality. These short
phrases act as hooks, instantly connecting consumers to a brand's ethos and offerings. Memorable taglines
contribute to brand recall, influencing consumer choices and fostering brand loyalty. In the world of
advertising, these succinct statements play a crucial role in leaving a lasting imprint on the minds of
consumers, making the brand stand out in a crowded marketplace.
Examples
● Radio Mirchi: Mirchi Sunne Wale Always Khush!
● Red FM: Bajate raho
● Reliance: Karlo Duniya Mutthi Mein
● Star Plus: Rishte Wahi, Soch Nayi
● The Indian Express: Journalism of Courage
● Uncle Chipps: Bole Mere Lips, I Love Uncle Chipps
● Vicks: Vicks Ki Goli Lo Khich Khich Dur Karo
● Cadbury 5 star: Jo Khaaye, Kho Jaye
● 7up: I feel up
Students, you have to form different groups to collect taglines and a game will be played to identify the tag
lines. Conclude the game by establishing the relevance of taglines in strengthening the market value and
popularity of a brand:
1. Sasta nahi par sabse accha
2. Bas do minute
3. Zindagi ke saath bhi zindagi ke bad bhi
4. Jo biwi se kare pyaar vo.
5. Likhte likhte love ho jaye

57
 Conclusion Sheet

Relevance of taglines in strengthening the market value and popularity of a brand

https://diksha.gov.in/play/collection/do_3132190924613713

58
Activity 13: Advertisement
Advertisements are a double-edged sword with both advantages and disadvantages. On the positive side,
advertisements play a pivotal role in promoting products and services, fostering economic growth by driving
consumer spending. They inform consumers about new products, innovations, and discounts, facilitating
informed choices. Advertisements also create brand awareness, helping companies establish a strong market
presence. Moreover, advertising can be a source of revenue for media outlets, supporting free or subsidised
content. However, on the downside, advertisements can be intrusive and manipulative, influencing consumer
behaviour through psychological tactics. They contribute to societal issues like materialism and unrealistic
body image standards. Ad-blockers have become popular in response to intrusive online ads. Striking a balance
between informative and ethical advertising is crucial to maximise the benefits while minimising the negative
impacts on individuals and society.
We should purchase only those products that are advertised as they are of good quality and are presented and
informed well. Debate.

Points of debate
1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

5. ____________________________________________________________________________

Conclusion
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________

59
Activity 14: Discussion
We find many advertisements both ways - print and electronic - that are sometimes misleading to consumers,
exaggerating and raising eyebrows. A discussion should be made on the following ads; points of discussion
should be noted and a conclusion should be drawn on the activity.

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

https://youtu.be/9QoKRGNHBcY
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

60
https://www.youtube.com/watch?v=ONQJdYCfODw

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

https://youtu.be/X24xeOdLHqc

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Conclusion
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

61
 WEEK 4-5: MARKET
Activity 15: Debate: Cost of Advertisement
The cost to advertise on a TV channel varies from 1000 to 1,00,000 per 10 seconds depending on the
popularity of the channel and time. Is this worth it?
Debate on the cost of advertising and its worth.Then conclude and note down the concluding points.

Conclusion Sheet

1. ______________________________________________________________________________

2. ______________________________________________________________________________

3. ______________________________________________________________________________

4. ______________________________________________________________________________

5. ______________________________________________________________________________

Activity 16: Producing, Selling (Trading ) and Buying

Draw a concept map of these three economic activities

62
Activity 17: Production
We need various commodities and services to use and survive like milk, sugar, clothes etc. These things
previously undergo a long manufacturing process and finally, come to the market. This process is called the
production process. The stock of the final product or goods that come to the market for final use is called
production.
List down the various final produced commodities and also mention the intermediate goods needed for their
production.

Final Intermediate goods

commodity

Bread Flour Yeast Sugar Flour

Wooden Wood Iron fevicol Wood

Chair logs screws logs

Mobile
phones

notebook

Bread

Wooden
Chair

Understanding trading by identifying and locating various types of shops.

Traders and shopkeepers are those people who mediate between producers and consumers.
We usually associate ‘market’ with marketplaces, but buying and selling take place in diverse ways. Traders
are an important chain in regulating the market. Trade happens both in wholesale and retail markets.

63
Activity 18: Role play
Wholesale and retail shops
You all will be asked and helped by the teacher to create scenes, one of a wholesale market and the other of a
retail market.

Observation sheet

Conclusion sheet

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Record Sheet

WHOLESALE MARKET RETAIL MARKET

1. Big and giant in area. 1. Comparatively smaller.

2. Items in bulk sold in a shop. 2. Various items in shops.

3. Big amounts of money are being 3. Petty cash or small amounts online
transacted online or cash. involved for sale and purchase.

4. Heavy vehicle trucks are seen. 4. Light weight vehicle seen.

5. 5.

64
Activity 19: Three types of retail shops
Shops in neighbourhood
Shops in weekly markets
Shops in big malls
Fill the worksheet given below with the kind of shops found there:
https://shorturl.at/szSZ8

WORKSHEET

SHOPS IN SHOPS AT WEEKLY SHOPS AT MALLS

NEIGHBORHOOD MARKETS

1. 1.
1.
2. 2.
2.
3. 3.
3.
4. 4.
4.
5. 5.
5.

Let's Summarise:
Shops in neighbourhoods, weekly markets, and big malls cater to diverse consumer preferences and offer
distinct shopping experiences. Neighbourhood shops are typically small, local establishments that provide
convenience and a sense of community. They often offer essential goods and services, fostering a personal
connection with customers. Weekly markets are characterised by temporary setups where various vendors

65
gather regularly to sell a variety of products. These markets create a vibrant, bustling atmosphere and offer a
wide range of goods, often at competitive prices.

In contrast, shops in big malls are part of a larger retail complex, offering a comprehensive and curated
shopping experience. Malls house a diverse range of stores, from high-end brands to department stores,
providing shoppers with extensive choices and amenities like food courts and entertainment options. While
neighborhood shops focus on convenience and community, weekly markets emphasize variety and
competitiveness, and big malls prioritize a comprehensive and modern shopping environment.

Activity 20: Sameer: Seller of Clothes

Sameer is a small trader in a weekly market. He buys clothes from a
large trader in the town and sells them in six different markets in a
week. He and other cloth sellers move in groups. They hire a mini
van for this. His customers are from villages that are near the
marketplace. At festival times, such as during Deepavali or Pongal,
he does good business.Talk to a trader of your weekly market and
write an article on him and his economic activity.

(Source NCERT Page 84)

A trader from my weekly market

66
Activity 21: Exploring wholesale market
Every city has areas for wholesale markets. This is where goods first reach and are then supplied to other
traders. The teacher will ask the students to ask neighbours who might have come from different cities and ask
about the wholesale markets in those cities. Students can search through the internet as well.

Wholesale Markets in India

Name of the wholesale market City where it is located Commodities sold and purchased

1. Delhi

2. Meerut

3.

4.

5.

Activity 22: Online market

It is not always necessary that one has to go to the market to purchase goods. You can place orders for a variety
of things through the phone and these days through the internet, and the goods are delivered at your home.

“Online shopping is hot and happening whereas offline is pass”

Conduct a debate in the class. After the debate students fill the below given conclusion sheet where they write
the advantages and disadvantages of both the market type and also write down their real-life experiences of
shopping in both the modes.

67
 CONCLUSION SHEET

ONLINE MARKET OFFLINE MARKET

Advantages Disadvantages Any real-life Advantages Disadvantage Any real-life

experience s experience and
and incidence incidence

1. 1. 1. 1. 1. 1.

2. 2. 2. 2. 2. 2.

3. 3. 3. 3. 3. 3.

4. 4. 4. 4. 4. 4.

5. 5. 5. 5. 5. 5.

Consumption
Consumption is an economic activity where people buy goods and services from the market to satisfy their
needs. Every commodity has a utility value through which they satisfy human needs that is why the people buy
that commodity. In economic terms, it is called consumption, and the people, the consumers.

Activity 23: Understanding text and Framing questions

Sujata and Kavita were sent to buy groceries from their neighbourhood shop. This was the shop they usually
went to. It was crowded today. The shop owner managed the shop herself with two helpers. When they
managed to get into the shop, Sujata dictated a list to her. She in turn began asking her helpers to weigh and
pack the items. Meanwhile Kavita looked around…
On the top left shelf there were different brands of detergent cakes. Another shelf had toothpastes, talcum
powder, shampoo and hair oil. The different brands and different colours looked so attractive. On the floor lay
a few sacks.
It took almost 20 minutes to weigh and pack all the groceries. Then Sujata showed her “notebook.” The
woman noted the amount of Rs. 3000/- in the notebook and gave it back. She also noted the amount in her big
register. Then Sujata took the heavy bags out of the shop. Her family will pay for the purchases in the first
week of next month.
On the basis of the text given above, you need to frame questions that come to your mind.
https://ncert.nic.in/textbook.php?gess3=6-9

68
 Framing questions

Source: NCERT textbook, page 85

Q1. ……………………………………………………………………………………………………..

Q2 ……………………………………………………………………………………………………..

Q3 ……………………………………………………………………………………………………..

Q4 ……………………………………………………………………………………………………..

Q5…Why did Sujata carry a notebook? Do you think this system is useful? Can there be problems?
……………………………………………………………………………………

Activity 24: Interview of a Housewife

Shops in the neighbourhood are useful in many ways. They are near our home and we can go there on any day
of the week. Usually, the buyer and seller know each other and these shops also provide goods on credit. This
means that you can pay for the purchases later, as we saw in Sujata’s case, for example.
Interview a housewife in your neighbourhood and with framing different questions try to investigate consumer,
consumer rational behaviour while they shop.

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 Interview a housewife
Q1. Namaste Aunty.What is your name ?
………………………………………………………………………………………………………….

Q2. Where do you reside ?

………………………………………………………………………………………………………….

Q3. Do you enjoy home making or do you find it difficult ?

………………………………………………………………………………………………………….

Q4. What market do you go to for shopping ?

………………………………………………………………………………………………………….

Q5.
………………………………………………………………………………………………………….

Q6.
………………………………………………………………………………………………………….

Activity 25: Classification of Goods

Buyers are actually customers and buying is actually consuming. We purchase different kinds of goods from
the market. On the basis of their need, we can classify them into three categories- necessary goods,
comfortable goods and luxurious goods
Classify the goods you purchase as necessary, comfortable and luxurious goods.

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 Necessary Comfortable goods Luxurious good

1. 1.
1.
2. 2.
2.
3 3
3
4. 4.
4.
5. 5.
5.

Activity 26: Debate

Is a car a necessary, comfortable or luxurious good? Debate.
Teacher will initiate a debate and students' remarks and comments will be recorded and finally the conclusion
is put in a given sheet by all the students.

71
 Observation sheet

Points in debate

1.

2.

3.

4.

5.

Conclusion sheet

……………………………………………………………………………………………..………………
…………………………………………………………………………………………………………..…
………………………………………………………………………………………………………………
……………………………………………………………………………………………..………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Reference:

https://ncert.nic.in/textbook.php?gess3=6-9

https://ncert.nic.in/textbook.php?gess3=8-9https:
//diksha.gov.in/ncert/play/collection/do_31307361
013268480012698?contentType=TextBook

72
 UNIT 6: Change
Hello Dear students,

Greetings to all!

This companion is your own in the journey of exploration. We are sure that you must have enjoyed the entire
Individuals & Society journey in Unit 4 and 5.

In Unit 6, we are going to make this journey even more exciting by engaging you in various activities in a
systematic manner through this manual.

The Student Companion for each unit starts with a very simple activity that generates an interest in you and
establishes your readiness to understand the unit.

As you proceed with and in various activities, you feel the essence of the Unit Plan and will understand the
unit by doing the different types of activities per the teacher’s guidance .

You will be able to keep a record of your activities and your teacher will keep giving you feedback on your
progress.

Not only this; but at the end of every week; you can do your self-reflection by answering simple questions like

- What did I learn?

- What have I not understood?

- Where do I need help?

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Change
Imagine you have a time machine, and you can travel back to different periods in history. Now, history isn't
just about old stories and dusty facts. It's like a giant adventure story where things don't stay the same—they
change!
Change in history happens because people come up with new ideas, solve problems, and sometimes just want
to do things differently. Imagine if everyone stayed the same forever – life would be pretty boring, right?
Change keeps things interesting and helps us grow and improve.
So, when we study history, we're not just looking at old stuff. We're exploring how people lived, what they
discovered, and how the world around them transformed over time. It's like being a time detective, uncovering
the cool stories of how everything got to be the way it is today!
Remember, change is a big part of what makes history so exciting!

Learning Objectives:
This unit will help us to know about:
1. Developing the skill of Inquiry- based learning.

2. The concept of Change in context of history.

3. Understanding the causes and effects of the various historical changes.

4. Identifying the causes.of changes in maps due to changing time and technology.

Key Concept Related Concept Global Context

Change Significance, Identity and culture Orientation in Time and Space

Statement of Inquiry:

Significance of change over time varies with people from different cultures and identities studying it.

Inquiry Questions:

Factual Question

What is Change?

Conceptual Question

How do we know about change?

Debatable Question

Change is neither good nor bad. It depends upon who is studying the change. Do you agree?

74
 WEEK 1-2: What, When and Why?

Activity1: Discussion
Did you know that when we studied history, our books used to be divided into Ancient India, Medieval India
and Modern India. When our grandparents studied history, their history books used to be divided into Hindu
India, Muslim India and British India. Take a look at the title of your NCERT history books and write down the
title of the book below:

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Do you observe any change? Write down in the space given below

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Activity 2: Periodisation
Dividing history into different periods is known as periodisation. Have you ever wondered why we even need
to periodise history? Write your thoughts in the space given below:

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Dividing history into different periods helps us make sense of the vast and complex tapestry of
human events over time. This division allows historians and scholars to organise, analyse, and

75
understand the past more effectively. Several reasons contribute to the practice of dividing history
into distinct periods:
Chronological Order:
Dividing history into periods helps us arrange events in chronological order. It provides a structured
timeline, allowing us to understand the sequence of historical developments and how they relate to
one another.
Historical Significance:
Different periods often represent distinct phases of human development marked by significant events,
changes, or transitions. Recognizing and studying these periods helps us focus on key moments in
history.
Cultural and Social Changes:
History is characterised by cultural and social changes. Dividing history into periods allows us to
study the evolution of societies, customs, and beliefs over time. It helps us understand how cultures
have transformed and adapted.
Political and Economic Shifts:
Political and economic structures undergo significant changes across different periods. Dividing
history helps us examine the rise and fall of empires, the emergence of new political systems, and
shifts in economic models.
Technological Advances:
Technological progress often defines historical eras. Dividing history into periods allows us to trace
the development of technologies and innovations that have shaped human societies, from the
agricultural revolution to the information age.
Historical Context:
Each period has its own unique historical context. Dividing history helps us analyze events within the
context of their time, considering the social, political, economic, and cultural factors that influenced
them.
Teaching and Learning:
For educational purposes, dividing history into periods facilitates the teaching and learning process. It
enables educators to present history in a more manageable and structured way, allowing students to
grasp key concepts and themes.
Comparative Analysis:
Breaking history into periods facilitates comparative analysis. It allows historians to compare and
contrast developments, patterns, and trends across different times and regions, fostering a deeper
understanding of historical dynamics.
Periodization Theories:
Scholars often propose periodization theories, dividing history based on specific criteria. These
theories help provide frameworks for understanding historical developmenst, such as the "Ancient,"

76
 "Medieval," and "Modern" periods.
In summary, dividing history into different periods is a practical and analytical tool that aids in
comprehending the complexity of human experiences. It allows us to explore and interpret the past in
a systematic and meaningful way, providing insights into the forces that have shaped the world we
live in today.

Now you know that periodisation of history is done to signify broad changes. However it is very much
dependent upon the historian which aspect of change S/he gives more significance. Let us understand the
periodisation of our history.
Activity 3: Division of History
We read earlier that our grandparents read history which was divided into Hindu India, Muslim India and
British India. They read the history books written by British historians. When British historians wrote our
history they divided it into three phases or periods 1- Hindu India 2- Muslim India and 3- British India.
What was the main criterion through which they divided our history into 1- Hindu India 2- Muslim
India and 3- British India? Write in the space given below.
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The division of Indian history into Hindu India, Muslim India, and British India reflects an attempt
by historians to categorise and analyse different phases of India's past based on the religion of the
ruler. Britishers came from a culture which practised monotheistic religion which adhered to one
book like bible to christians. Furthermore they had mainly encountered people who practised
monotheistic religions like Islam. On the similar lines they tried to understand Indian society and
termed them as Hindu society.
You have read in previous classes about Jainism, Buddhism, Alvars, Naynars, etc. Even today
Buddhists, Jains, Sikhs, Parsis are considered to be of different religions. Thus periodisation depends
upon who is doing the periodisation and what they find to be more significant.
This periodization is not universally accepted, and historians today use alternative frameworks based
on different criteria.

Activity 4: Sources
Read the following excerpt from your grade 6 book in box give below

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 One past or many?
Did you notice the title of this book, Our Pasts? We have used the word ‘pasts’ in plural to draw
attention to the fact that the past was different for different groups of people. For example, the lives of
herders or farmers were different from those of kings and queens, the lives of merchants were
different from those of craftspersons, and so on. Also, as is true even today, people followed different
practices and customs in different parts of the country. For example, today most people living in the
Andaman Islands get their own food by fishing, hunting, and collecting forest produce. By contrast,
most people living in cities depend on others for supplies of food. Differences such as these existed in
the past as well. Besides, there is another kind of difference. We know a great deal about kings and the
battles they fought because they kept records of their victories. Generally, ordinary people such as
hunters, fishing folk, gatherers, farmers or herders did not keep records of what they did. While
archaeology helps us to find out about their lives, there is much that remains unknown.
Our Pasts-1, p.6

After reading the above box, answer why it is difficult to divide history into some periods?
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In activity 4 you read that it is often difficult to know about the past of common people as few written records
are available to infer their lives. However, through archaeology historians are trying to infer about the lives of
common people. Historians use many sources to learn about history. Historians still rely on coins, inscriptions,
architectural writings and material from excavations to gather information. By excavating the land, we have
found many types of old utensils, weapons, tools and bones etc., after studying which historians collect
information. Historians have found many manuscripts and documents in the archives, after studying which
they have got important information about history. Sometimes these manuscripts become difficult to read and
understand because they are handwritten. There were no printing presses in those days, so the clerks or
copyists used to copy manuscripts by hand. The same goes for copying manuscripts. While making copies, the
clerks used to make minor changes, some words and some sentences. Copies of copies continued to be made
century after century, and eventually different copies of the same original text became very different from each
other. Such a serious problem has arisen because today we rarely find the original manuscript of the author. We
have to rely entirely on copies made by later authors. So historians have to study different copies of the same
text to get an idea of what the original author wrote.
Activity 5: Let's Explore Maps
Let us try to study maps to infer about changes which happened in the past.
Maps Changing
Over Time merchants, sailors, and travellers made maps of all the places they visited. Merchants used to
travel far and wide for business. They used to collect all the necessary information about there and make road
maps to facilitate the movement.

78
You will be familiar with Christopher Columbus and Vasco da Gama who discovered the sea routes from
Europe to America and India and prepared maps of these routes. As we gathered more and more information
about the world.

Christopher Columbus
Source: News 18 and Pixel
Maps also expanded and changed. Let’s explore how:

79
 Map 1 source: NCERT
Map 1 Made by the Arab geographer Al-Idrisi in 1154 AD. It is part of a world map showing the Indian
subcontinent.

80
 Map 2 source: NCERT

Map 2 was created by a French cartographer in 1720 AD. You will find this map more familiar. It also belongs
to the Indian subcontinent.
Observe the above two maps carefully and complete the following table.

Question Map1 Map 2

Which place is this map

from?

What difference do you

see between the two
maps?

81
 Which of the two maps
would have been made
first?

Guess in what period

these maps were made?

Difference between the maps

Both the maps are of the same area but there is a lot of difference between them. Can you spot these
differences? In the map of Al-Idrisi, you saw how much the map of India changed in about 600 years.
Information about the subcontinent had changed significantly during this period. In this way maps have also
changed due to changes of thousands of years. In Al-Idrisi's map, South India is where we will find North
India today and the island of Sri Lanka is up. The names of the places are given in Arabic and there are also
some familiar names, such as Kannauj of Uttar Pradesh. Map 2 was created approximately 600 years after the
first map was created. Information about the subcontinent had changed significantly during this period. This
map will seem more familiar to us. It is surprising to see the fine details of it, especially the coastal areas. The
sailors and merchants of Europe used this map for their sea travel. But now let's look at the interior. Do they
have the same details as the beach side? Look at the path of the Ganges, how is it depicted? What do you
think are the reasons for the difference in detail and detail between the coastal and the hinterland in this map?
Another thing that is equally important is that by the second era the science of cartography had also changed a
lot. When historians study documents, maps and writings of bygone eras, it is important for them to keep in
mind the context of that information, their different historical backgrounds.
You have seen how much the map of India has changed in about 600 years. Information about the
subcontinent had changed significantly during this period. In this way maps have also changed due to changes
of thousands of years.

82
● Compare Map 3 of India with Map 2. What similarities and differences do you find in both the maps?

83
 Similarities Differences

● How did the maps change with the change of time?

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● What are the difficulties faced by cartographers while making maps?

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Activity-6(a): New and old Vocabulary

Contexts have changed over time as in terms of information. Historical records are found in many languages. For
example, the Persian language of the Middle Ages is different from the modern Persian language. This variation
is not only in terms of grammar and vocabulary, but the meanings of the words have also changed over time.
Take another example of the word Hindustan. Today we take it in the sense of the modern nation state 'India'.
When the Persian historian Minhaj-i-Siraj used the word Hindustan in the thirteenth century, it meant the areas
situated between Punjab, Haryana and Ganga-Yamuna. He used the term in a political sense for the areas which
came under the jurisdiction of the Sultan of Delhi. With the spread of the sultanate, the areas under this term also
increased. But the word Hindustan never included South India. In contrast, in the early sixteenth century, Babur
used the term Hindustan to describe the subcontinent's geography, animals, birds, and the culture of its

84
inhabitants. This usage was somewhat similar to the word 'Hind' used by the fourteenth century poet Amir
Khusrau.

● Indicate on the above map the places which were called Hindustan in ancient times.
Activity-6(b): Mleccha
Talk to your elders and find out the meaning of the word Mleccha (म्लेच्छ). You can write down the meaning
below.
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Do you know that in many historical records the famous astronomer Varahamira has been
called Mleccha. In early mediaeval times it used to refer to foreigners.
What differences do you observe between the meaning of the word Mleccha today and
the early mediaeval period?
Source: IndiaNetZone

85
Activity 6(c): Who is a Foreigner?
For us today it means a person who is not from our country. In the Middle Ages, any unknown person who
came to a village who was not a part of that society and culture was called a foreigner. Such a person can be
called Pardesi in Hindi and Ajnabee in Persian. Therefore, a forest dweller was foreign to a city dweller, but
two farmers living in the same village were not foreign to each other even though they belonged to different
religious or caste traditions.
Whom would you call a foreigner today? Give examples.
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Let’s summarise
Vocabulary transforms as societies evolve, incorporating new ideas, technologies, and cultural influences. Old
words may acquire novel meanings or fade into obsolescence. Globalization and technological advancements
introduce terms that resonate across borders. Language reflects societal shifts, capturing the spirit of an era and
adapting to meet communication needs, ensuring its vitality and relevance through the passage of time.

86