Introduction

Why Social Science?

Landforms Timeline
and Life and Sources
Oceans and of History
Continents
India, That
Is Bharat
THEME A
India and the THEME B
Locating World – Land
Places on the Tapestry
and the of the Past
Earth The Beginnings of
People
Indian Civilisation

Social
The Value India’s
of Work
THEME E Science THEME C
Cultural
Economic Our Cultural
Roots
Life Around Heritage and
Us Knowledge
Traditions
Theme D
Economic Unity in
Governance
Activities and Diversity,
Around Us Democracy or ‘Many in
the One’ Introduction – Why Social Science?

Local Government Family

in Urban Areas and
Community

Local Government
in Rural Areas
Governance
1
 LET’S EXPLORE
Æ Observe the picture above. What do you notice?
ƒ Where does the water in the lake come from?
ƒ Who made the road and why?
ƒ What could be the activities of people living in
the small house? What could be their history?
Their future?
Æ Write down your answers and discuss them with your
classmates.
Æ Now, looking at the picture on the facing page, what
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questions come to your mind? Write them down.

Æ How do you propose to nd answers to the questions
related to these two images?

How are our questions above relevant to Social Science?

We live in the 21st century (i you do not know what this gure
really means, you will soon learn about it). Everyone agrees
that it is a particularly challenging time for humanity. On
2
the one hand, there is rapid progress in technology, which
is changing our lives in many ways. On the other hand, the
world is witnessing multiple wars, armed conficts and
rising social tensions, and our planet’s natural environment
is under great stress. We live in an age of great possibilities
but also great challenges.
The world over, more and more people wonder, “How do we
solve the problems facing humanity? How can our societies
learn to live in peace and harmony? How can we protect
this beautiful Earth which we all share — and protect it not
only for ourselves but also for all the species that live on it?”
Introduction – Why Social Science?

These fundamental questions are simple, but the answers

are not. They cannot be simple, because human societies
are very diverse and complex. I we wish to nd answers to
such questions and help build a better uture, we rst need
to understand our world, and human societies in particular.
That is what Social Science is all about.
You may wonder whether this is a ‘science’ like, say, physics
or chemistry. It is not. The discipline does use scientic
3
 methods wherever possible (you will see a few examples
in this textbook), but its focus — human society — is, again,
too diverse to allow the kind o set procedures and xed
results the sciences come up with.
Social Science has many subdisciplines: geography, history,
political science, economics, sociology, anthropology,
archaeology, psychology and a few more. You need not feel
intimidated by all these terms! While you will study some of
these subdisciplines in the Secondary Stage, in the Middle
Stage we have avoided this classication. Instead, we have
opted or ve broad themes. Let us briefy look at them.
(Note that the mind map at the start of this Introduction
includes chapters of both parts of this textbook.)

Theme A – India and the World:

Land and the People
This rst theme includes the basics o the geographical
world around us — some of the main features of our planet
and the way to represent them on a map. Why is this
theme important, when today we can get excellent maps
on a mobile phone? Because it deals with much more than
maps. It also asks how geographical features — oceans,
mountains, rivers, etc. — have shaped entire civilisations
throughout their histories. It is also, in India’s case, about
how its natural setting has contributed to giving this ancient
civilisation a unique identity.
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Theme B – Tapestry of the Past

A tapestry is a large piece of canvas-like cloth usually
kept as a wall hanging, with pictures and designs on it —
sometimes a historical narrative. Our tapestry is where
we will be painting scenes from the past, beginning with
India’s past. But why should we be at all concerned with the
past? Because it is the key to understanding the present, and
the chapters in this theme will often make this connection
4
clear. The past is a major source for our identities — it
helps us understand who we are and where we come from.
The past is still with us, in other words. And since history is
unfortunately not all about happy developments, it is useful
to understand where people, governments or rulers went
wrong, and why. Only then can we hope to avoid repeating
those errors.

Theme C – Our Cultural Heritage and

Knowledge Traditions
It has often been said that India has a rich and ancient
culture. True, but what are its main characteristics? Its
guiding principles? How has it manifested itself in India’s
history? And how can it help us to deal with issues of our
times? These are some of the questions that this theme is
exploring, with the objective that every student should
understand some of the cultural foundations of our
civilization and learn to appreciate their value.

Theme D – Governance and Democracy

Citizens of any country should know how their political
system functions. India, as the world’s largest democracy,
has an elaborate system working at dierent levels. What
are its chief characteristics and components? How do the
citizens participate in the overall governance? What are
their rights and also their duties or dharma? Are there
dierent systems in other countries, and, i so, o what
type? How are dierent countries supposed to interact?
Introduction – Why Social Science?

By studying this theme, we can become more responsible

citizens, understand how the organs of the government
unction, and learn to have a say in the policies that aect
us all, whether locally or nationally.

Theme E – Economic Life Around Us

No family can be happy without the essentials of daily
living — at least food, clothing, shelter, access to water in a
5
 rst stage; in a second, livelihood or adults and access to
education for the younger ones. Similarly, no country can
develop harmoniously without a sound economy. But how
does an economy work, especially in a huge country like
India? What exactly is money? Where does it come from?
How can it be increased? What economic activities can
people engage themselves in? How are natural and human
resources best managed? This theme will lay down some of
the important concepts and practices that will enable us to
answer these questions.
  
You will notice that there are many questions in the
preceding paragraphs. This is as it should be — Social
Science is also about the art of asking the right questions.
Only then can we start looking for the right answers. This
also explains the presence of ‘Big Questions’ at the start of
each chapter in this book.
You may also be intrigued to nd a game o chess and
some ancient Tamil poetry in chapters that apparently deal
with geography; a discussion on the uses o the sari in a
chapter on cultural heritage; the concept o sevā and the
mention of festivals in chapters focusing on economics.
This is deliberate. We believe in bringing elements from
diverse elds together (you will learn later that this is
called ‘multidisciplinarity’). This enriches our perspective.
Indeed, life constantly mixes numerous elements together,
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so why should we not?

By now, it should be clear that although Social Science
makes constant use of the past, it seeks to make sense of
the present so as to help us prepare a better future. It is an
exploration and an adventure.

6
 1

CHAPTER
Locating Places
on the Earth
The globe of the Earth stands in space, made up of water,
earth, fire and air and is spherical. ... It is surrounded by
all creatures, terrestrial as well as aquatic.
— Āryabhaṭa (about 500 CE)

1 – Locating Places on the Earth

1. What is a map and how do

The Big we use it? What are its main
Questions components?
2. What are coordinates? How can
latitude and longitude be used to
mark any location on the Earth?
3. How are local time and standard
time related to longitude? 7
 Imagine that you are visiting a city or the rst time. How
would you nd the places you want to visit? You might ask
a local person or help, or you might look at a map o the
city. In previous grades, you learnt a little about maps, and
in this chapter, we will study them in more detail.
Let us play a game. Examine the map o this small city
(Fig. 1.1). Imagine that you just got o a train at the railway
station, and you want to visit the bank marked on the
map. Which way would you go? Are there other possible
ways? Can you locate the public garden, the school and
the museum? I you want to proceed rom the bank to the
market, which way will you go? This is where a map comes
in handy!
India and the World: Land and the People
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Fig. 1.1. A map of an imaginary small city.

A map is like a treasure guide; it shows you where things

are and how to get to them. Notice the our arrows in the top
right corner o the map; we will soon see how they point to
8 some specic directions and make maps even more helpul.
 LET’S EXPLORE
Æ On the map in Fig. 1.1 given on page 8 —
1. Mark the hospital.
2. What is the meaning o the blue-coloured areas?
3. Which is arther away rom the railway station —
the school, the Nagar Panchayat or the public garden?
Æ As a class activity, orm groups o three or our students
each. Let each group try to draw a map o your school
and some o the streets or roads that lead to it, and a ew
neighbouring buildings. At the end, compare all the maps
and discuss.

A Map and Its Components

From this simple example, we understand that a map is a
representation, or a drawing, o some area — it may be a
small area (a village, a town, etc.), a bigger area (say, your
district or state), or a very large area like India or even the
whole world. In a map, you look at the surace as i you are
viewing it rom the top.
An atlas is a book or collection o maps.
As you will discover, there are several kinds o maps —
ƒ physical maps, which mainly show some natural
eatures such as mountains, oceans and rivers (see an
example in Fig. 5.2 in this textbook)
ƒ political maps, which show details o countries or
1 – Locating Places on the Earth

states, boundaries, cities, etc. (or instance, a map o

India with all its States, Union Territories and their
capitals)
ƒ thematic maps, with a specic kind o inormation
(examples include Fig. 6.3 and Fig. 8.1 in this textbook).
In addition, there are three important components o
maps—distance, direction and symbols. You have already
9
 experienced the rst two while navigating the map in Fig.
1.1. Let us now dene them more precisely.
Have you ever wondered how a huge place can t on a small
piece o paper? It is all thanks to the map’s scale. Let us go
back to our map o a small city (Fig. 1.1). Each centimetre
on the map, as printed here, represents a certain distance
on the ground — let us suppose it is 500 metres; we say that
the scale is 1 cm = 500 m. Now, turn to the map o India in
Fig. 5.2 in Chapter 5 o this textbook. The scale is repre-
sented in the bottom let corner by a ruler with ‘500’ written
above its length and ‘km’ on the side. It simply means that
this ruler, which measures 2.5 cm in the printed map,
corresponds to 500 kilometres on the ground.
So, the actual distance between two points represented on
the map depends on the scale that the map is using.

LET’S EXPLORE
Æ Draw a simple map o a school’s playground. Let us
assume it is a rectangle, 40 m in length and 30 m in width.
Draw it precisely with your ruler on a scale o 1 cm = 10 m.
Æ Now measure the diagonal o the rectangle. How many
centimetres do you get? Using the scale, calculate the real
length o the playground’s diagonal, in metres.

Let us return to the our arrows at the top right

India and the World: Land and the People

o the small city’s map. They point to our

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directions, which are north, at the top, and,

North moving clockwise, east, south and west.
Northwest Northeast These are called the cardinal directions,
also cardinal points. Other than these,
West East intermediate directions are also used —
northeast (NE), southeast (SE), southwest
Southwest Southeast (SW) and northwest (NW). Most maps
South simply have an arrow marked with the
10 letter ‘N’, which points to the north direction.
 LET’S EXPLORE
Æ Consider the map o the small city again. Identiy the
correct and incorrect statements in the list below:
1. The market is north o the hospital.
2. The museum is southeast o the bank.
3. The railway station is northwest o the hospital.
4. The lake is northwest o the apartment blocks.
Æ Taking your school as the starting point, do you know
approximately in which cardinal direction your home is
located? Discuss with your teacher and your parents.

Symbols are another important component o maps. Our

map has small drawings o actual buildings and a ew
other elements, but there would not be enough space on the
map o a large city or a country to draw them all. Instead,
a symbol is used to represent these eatures — symbols or
dierent kinds o buildings (or instance a railway station,
a school, a post oce), or roads and railway lines, and or
natural elements such as a river, a pond or a orest. In that
way, numerous details can be shown in the limited space
available on a map.
To make maps more easily understood by a variety o users,
map makers use specic symbols. Dierent countries use
dierent sets o symbols. The Survey o India, a government
body, has xed a set o symbols or maps o India (or parts
o India). A small selection o them is shown in Fig. 1.2 on
1 – Locating Places on the Earth

page 12.

LET’S EXPLORE
Draw a rough map o your locality or your village, including
your home, school and a ew other important landmarks. Show
the cardinal directions and use a ew o the symbols shown in
Fig. 1.2 on page 12 to mark some important eatures.
11
 Railway Line: broad gauge,
metre gauge, railway station RS

Roads: metalled, unmetalled

Boundary: international,
state, district

River, well, tank, canal,

bridge

Temple, church, mosque,

chhatri

Post Ofce, Post & Telegraph

PO PTO PS
Ofce, Police Station

Settlement, graveyard

Trees, grass

Fig. 1.2. A selection of symbols commonly used in maps.

Mapping the Earth

Mapping the Earth is a little more dicult because our
planet is not a fat surace. It nearly has the shape o a
sphere. (We say ‘nearly’ because it is not a perect sphere,
but is slightly fattened at the poles. However, in practice,
we will consider it to be spherical.) Representing a sphere
accurately on a fat sheet o paper is not possible. To
India and the World: Land and the People

understand why, peel an orange in such a way that you

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have just three or our large pieces o the skin; then try and
fatten them on a table — you will see that you cannot do it
without tearing them at the edges.
Now, consider a globe, which is a sphere on which a map
is drawn. This may be a map o the Earth, the Moon, the
planet Mars, the stars and constellations in the sky, etc.
The physical object, like the one shown in the drawing on
the next page, is a sphere that is generally made o metal,
12 plastic or cardboard.
Here we will study the globe representing
the Earth’s geography. Because the globe
and the Earth have the same spherical
shape, a globe will better represent the
geography o the Earth than a fat map.
Let us now explore some o its eatures.

a) Understanding coordinates
Imagine a big market in a city or town, with
neat rows o shops, all the same size. You
want to meet a riend at a stationery shop
inside the market. But your riend does
not know where the shop is. So you would give directions
like, “Meet me at 6 pm at the 7th shop in the 5th row rom
the entrance.” This will allow your riend to precisely
determine your location.
Now, consider a chessboard.
To record moves by advanced
players, letters are placed
alongside the main pieces
(rom ‘a’ to ‘h’, see the image)
and numbers (rom 1 to 8) in
between the two sides. This
simple system allows players
to mark each square and
record every move. Here, the
white side has just opened the
1 – Locating Places on the Earth

game by moving the queen’s

pawn two squares orward (a
very common opening). So,
the pawn is said to have moved rom d2 to d4.

LET’S EXPLORE
Using the same terms, write down your move i you play black
and respond with the same move. 13
 The system used in these two examples may be called a
system of coordinates. Thanks to their two coordinates,
the stationery shop as well as the chess square on the
chessboard can be precisely determined.
A similar system o coordinates is used in the world o maps
to determine the location o any place on a map. Let us see
how this system works.

b) Latitudes
Let us return to the globe. It is easy to identiy the North
Pole and the South Pole on it. Rotate the globe; while it
rotates, the xed points at the top and bottom are the two
poles. Halway between them is the Equator; note the circle
marking it (see Fig. 1.3).
Imagine that you stand on the Equator and travel towards
one o the poles; your distance rom the Equator increases.
Latitude measures this distance rom the Equator. At any
point o this travel, you can draw an imaginary line that
runs east and west, parallel to the Equator. Such a line is
called a parallel of latitude and it draws a circle around
the Earth. Again, it is easy to note on the globe that the
largest circle is the Equator, while the circles marked by the
parallels o latitude grow smaller as we move northward or
southward (Fig. 1.3).
Latitudes are expressed in degrees; by convention, the
India and the World: Land and the People

Equator is latitude 0° (zero degree), while the latitudes o

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the two poles are 90° North and 90° South respectively; this
is noted 90°N and 90°S.
There is a connection between latitude and climate. Around
the Equator, the climate is generally hot (it is also called
‘torrid’). As you travel away rom the Equator towards one
o the two poles (in other words, as your latitude increases),
the climate becomes more moderate (or ‘temperate’). And
closer to the North or South Pole, the climate grows colder
14 (or ‘rigid’). You will learn in Science why this is so, and
also why we experience dierent seasons in the course o
a year.

Fig. 1.3. This globe shows both parallels of latitude and

meridians of longitudes

c) Longitudes
Imagine now that you travel rom the North Pole to the South
Pole by the shortest possible line. Observe the globe: you
will see that instead o passing through Europe and Arica,
1 – Locating Places on the Earth

you could just as well pass through Asia — the distance

would be the same. These lines are called meridians of
longitude (Fig. 1.3). They are all hal-circles running rom
one pole to the other.
You will also learn in Science that the Earth spins on its
axis. To put it simply, let’s place a desk lamp a little away
rom our globe, ocused on it, and imagine that this is
15
 the Sun illuminating the Earth. Slowly rotating the globe
eastward, we can note that or some places on the Earth it
is morning, while or others it is mid-day, evening or night
— when it’s breakast time in one country, it’s lunchtime in
another and in a third country people are ast asleep! That
is why by measuring the longitude o a place, we will also
be measuring the time at that place. Let us see how.
To measure longitudes, we need to dene a reerence point
called the Prime Meridian (Fig. 1.3 on page 15). It is also
called Greenwich Meridian because, in the year 1884,
some nations decided that the meridian passing through
Greenwich, an area o London in England, would become
the international standard or the Prime Meridian. It is
marked as 0° longitude.
Just as latitude is a measure o the distance rom the
Equator i you travel towards one o the poles, longitude is
a measure o the distance rom the Prime Meridian i you
travel along the Equator. Longitude, too, is measured in
degrees. Westward or eastward, it increases in value rom
0° to 180°, with the letter ‘W’ or ‘E’ added. For instance,
using round gures, New York’s longitude is 74°W, while
Delhi’s is 77°E and Tokyo’s is 140°E.

DON’T MISS OUT

As you can see on the globe o meridians o longitudes, 180°W
India and the World: Land and the People

and 180°E are the same longitude; so this longitude is noted

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180°, omitting the letter W or E.

Latitude and longitude together are the two coordinates of

a place. With them, you are now able to locate any place on
Earth! You can now understand a statement such as “Delhi
lies at 29°N latitude and 77°E longitude” (these values are
rounded o, not exact).
Fig. 1.3 on page 15 shows the parallels o latitude and the
16 meridians o longitude together on the globe as blue lines.
All these lines together constitute a grid or the globe; they
are also called grid lines.

LET’S EXPLORE
I the globe or atlas in your class has well-marked latitudes
and longitudes, try to note down approximate values or the
latitude and longitude o (1) Mumbai, (2) Kolkata, (3) Singapore,
(4) Paris.

Greenwich
Meridian
Western Northern
Hemisphere Hemisphere

Equ
ato
r

Eastern
Hemisphere
Southern
Hemisphere

Fig. 1.4. This sketch shows how the Prime Meridian divides the Earth into
the Western and Eastern Hemispheres, while the Equator divides it into the
Northern and Southern Hemispheres.

DON’T MISS OUT

The Greenwich Meridian is not the rst prime meridian.
There were others in the past. In act, many centuries beore
Europe, India had a prime meridian o its own! (Fig. 1.5) It
1 – Locating Places on the Earth

was called madhya rekhā (or ‘middle line’) and passed through
the city o Ujjayinī (today Ujjain), which was a reputed centre
or astronomy over many centuries. Varāhamihira, a amous
astronomer, lived and worked there some 1,500 years ago.
Indian astronomers were aware o concepts o latitude and
longitude, including the need or a zero or prime meridian.
The Ujjayinī meridian became a reerence or calculations in
all Indian astronomical texts.
17
 The map shows a ew ancient Indian cities close to the Ujjayinī
meridian. Some are very close to it, while others are a little
away. That is because measuring longitude required accurate
timekeeping, which was not as precise then as it is today.

75.8°E

Kurukṣhetra

Rohitaka / Rohtak Delhi

Mālavangara / Nagar

Ujjayinī / Ujjain Kolkata

Māhiṣhmati / Maheshwar

Mumbai

Chennai
India and the World: Land and the People

Bengaluru
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Ancient city
Modern city

Kumārī / Kanyakumari

Fig. 1.5. The Ujjayinī prime meridian used in ancient Indian astronomy. Cities
marked with a circle are mentioned in astronomical texts as being on this
meridian (the modern name is given after the oblique bar).

18
 1 – Locating Places on the Earth

Fig. 1.6. This map, published by the Survey of India, shows the country’s
outline along with a few parallels of latitude and meridians of longitude.
India’s latitudes extend approximately from to 8°N to 37°N, and longitudes
approximately from 68°E to 97°E. (The two colours have been added.)

19
 Understanding Time Zones
Let’s make the globe rotate again rom west to east —
that is how our planet spins around its axis, making a ull
turn every 24 hours. A ull turn is 360°, so this means 15°
per hour (15 x 24 = 360). Let us now mark the meridians
o longitude every 15°. Moving eastward rom the Prime
Meridian, we get 0°, 15°E, 30°E, 45°E, and so on every 15°
up to 180°E. It is the same as adding one hour o local time
with each meridian — i it is 12 pm or noon at Greenwich, it
is 1 pm local time at 15°E, 2 pm at 30°E, and so on. But going
westward, it is the other way round — 11 am local time at
15°W, 10 am at 30°W, etc.

9 AM 10 AM 11 AM 12 AM 1 PM 2 PM 3 PM

15°
India and the World: Land and the People
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45° W 30° W 15° W 0° 15° E 30°E 45° E

Fig. 1.7. This graph shows longitudes at the bottom and the local time at the
top, with reference to the Prime Meridian at 0°. Each colour is a zone of 15°
centred on a meridian.

20
 LET’S EXPLORE
Two riends, one sitting in Porbandar (Gujarat) and the other
in Tinsukia (Assam), are speaking on the phone late aternoon.
The latter remarks that the sun has set in Assam and it’s
now dark. The ormer is surprised and says, “But it’s still ull
daylight here!” Explain why. And, as a class activity, calculate
the dierence in local time between those two cities. (Hint: for
now, consider the difference in longitude between Porbandar
and Tinsukia to be 30°; later, you can find out the precise value.)

The same method can be used to calculate the local time

o any place on the Earth. But it would not be convenient
or a country to use many local times! That is why most
countries adopt a standard time based on a meridian
passing through them. Indian Standard Time (IST) is 5
hours 30 minutes (also noted 5.5 hours) ahead o the local
time at Greenwich (called Greenwich Mean Time or GMT).

LET’S EXPLORE
Return to the two riends sitting in Gujarat and Assam. Use
this example to explain the dierence between local time and
standard time.

All these standard times are organized in time zones, which

broadly ollow the zones o 15° in the graph (Fig. 1.7). But let
us consider the world map below (Fig. 1.8). We can see that
the lines dividing the time zones are not ully straight. This
1 – Locating Places on the Earth

is because they have to respect each country’s standard time

and, thereore, tend to ollow international borders. The
numbers written inside some countries are the numbers o
hours to be added to GMT to get their standard times i they
have a positive sign, or subtracted rom GMT i they have a
negative sign.

21
 Fig. 1.8. A world map of the time zones, showing the standard times (with
respect to GMT) for a few countries. (Note that international borders are
approximate, not exact.)

DON’T MISS OUT

From the above explanation, it may seem as i every country
has one standard time. That is not always the case. Some
countries, like Russia, Canada or the USA, are too large to have
a single time zone. The USA has six time zones and Russia has
11 — which means that travelling across Russia rom east to
west, you will need to readjust your watch 10 times to align
India and the World: Land and the People

with the local time!

Exploring Society: India and Beyond

Similarly, the globe in Fig. 1.9, centred on India, shows

standard times with respect to GMT or a ew countries.
Finally, while the Prime Meridian was xed at Greenwich,
the opposite line — at approximately 180° longitude — is
called the International Date Line.
As you can see on the map, the +12 and the –12 time zones
touch each other at this line. I you cross it by ship or plane,
22 you need to change the date in your watch. I you cross it
 Fig. 1.9 A few time zones (with respect to GMT) in Africa and Eurasia.

travelling eastward, you subtract a day (say, rom Monday

to Sunday); i you cross it travelling westward, you add a day
(rom Sunday to Monday). We said that the International
Date Line is ‘approximately’ at 180° longitude, as it deviates
in places to avoid dividing some countries into two dierent
days!

Before we move on ...

1 – Locating Places on the Earth

Æ Maps are a very useul tool to represent an area o the Earth,

whether small or large. The main components o maps are
distance, direction and symbols.
Æ Every place on the Earth has a location which can be
precisely dened with the help o a grid o latitudes and
longitudes — imaginary lines running rom east to west
(parallel to the Equator) and north to south (rom pole to
pole) respectively. 23
 Æ Longitude also marks the time and denes the time zones.
Æ The International Date Line is located approximately at 180
degrees longitude, opposite the Prime Meridian. Crossing
the International Date Line changes the date by one day.

Questions, activities and projects

1. Returning to page 10 and to Fig. 5.2 in Chapter 5 o this

Estuary: textbook, taking the scale to be 2.5 cm = 500 km, calculate
The place
where a the real distance rom the estuary o the Narmada River
river meets to the estuary o the Ganga river. (Hint: round off your
the sea.
measurement on the map to an easy number.)
2. Why is it 5:30 pm in India when it is 12 pm or noon in
London?
3. Why do we need symbols and colours in the map?
4. Find out what you have in the eight directions rom your
home or school.
5. What is the dierence between local time and standard
time? Discuss it in groups, with each group writing an
answer in 100 to 150 words. Compare the answers.
6. Delhi’s and Bengaluru’s latitudes are 29°N and 13°N; their
longitudes are almost the same, 77°E. How much will be
the dierence in local time between the two cities?
7. Mark the ollowing statements as true or alse; explain
your answers with a sentence or two.
India and the World: Land and the People

Æ All parallels o latitude have the same length.

Exploring Society: India and Beyond

Æ The length o a meridian o longitude is hal o that o

the Equator.
Æ The South Pole has a latitude o 90°S.
Æ In Assam, the local time and the IST are identical.
Æ Lines separating the time zones are identical with
meridians o longitude.
Æ The Equator is also a parallel o latitude.
Æ Solve the crossword below.
24
 Locating places on Earth

1 2

6 7

8 9

10 11

Across Down
1. Lets you squeeze a huge 2. A measure o the distance
area into your map rom the Prime Meridian
4. A convenient sphere 3. These two together allow
5. The longest parallel o us to locate a place
1 – Locating Places on the Earth

latitude 6. What latitudes and

6. The place the Prime longitudes together create
Meridian is attached to 7. The time we all ollow in
8. So convenient to nd your India
way 9. These two are poles apart
10. A measure o the distance 11. An abbreviation or a
rom the Equator line across which the
day and date change 25
 Exploring Society: India and Beyond

26
India and the World: Land and the People

Nodles

*‘Noodles’ is our abbreviation for ‘Notes and Doodles’!