CLASS. CBSE-i GEOGRAPHY. Unit-1 MYSTUDENTS MANUAL CITY HOME. Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi India

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1 CBSE-i GEOGRAPHY CLASS VI Unit-1 CITY MYSTUDENTS MANUAL HOME Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi India

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3 CLASS VI Unit-1 CBSE-i GEOGRAPHY MY CITY HOME STUDENTS MANUAL Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi India

4 The CBSE-International is grateful for permission to reproduce and/or translate copyright material used in this publication. The acknowledgements have been included wherever appropriate and sources from where the material has been taken duly mentioned. In case anything has been missed out, the Board will be pleased to rectify the error at the earliest possible opportunity. All Rights of these documents are reserved. No part of this publication may be reproduced, printed or transmitted in any form without the prior permission of the CBSE-i. This material is meant for the use of schools who are a part of the CBSE-International only.

5 Preface This International Curriculum initiated by Central Board of Secondary Education - (CBSE) is a progressive step in making the educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh thought process in imparting a curriculum which would restore the autonomy of the learner to pursue the learning process in harmony with the existing personal, social and cultural ethos. The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the varying needs of the learners and has been working towards contextualizing certain elements of the learning process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being designed by CBSE-i, has been visualized and developed with these requirements in view. The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture learner autonomy, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and whenever necessary. The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed and methods of assimilating knowledge have put forth many challenges to educators, forcing them to rethink their approaches for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will enable young learners to become 'life long learners'. The ability to stay current, to upgrade skills with emerging technologies, to understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the global learners. The CBSE-i curriculum has taken cognizance of these requirements. The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace of learners. The CBSE introduced classes I and X in the session as a pilot project in schools. It was further extended to classes II, VI and X in the session In the seesion , CBSE-i is going to enter in third year with classes III, VII and XI. The focus of CBSE-i is to ensure that the learner is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the constituents of this 'Core'. The Core skills are the most significant aspects of a learner's holistic growth and learning curve. The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF 2005) NCERT and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of whom are now global citizens. The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of empowerment with the help of the schools' administering this system strongly recommends that practicing teachers become skillful learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the Board. I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Dr. Sadhana Parashar, Director (Training) CBSE, Dr. Srijata Das, Education Officer CBSE, CBSE along with all the Officers involved in the development and implementation of this material. The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums provided on the portal. Any further suggestions for modifying any part of this document are welcome. Vineet Joshi Chairman, CBSE

6 Advisory Conceptual Framework Shri Vineet Joshi, Chairman, CBSE Shri G. Balasubramanian, Former Director (Acad), CBSE Dr. Sadhana Parashar, Director (Training), CBSE Ms. Abha Adams, Consultant, Step by Step, School, Noida Dr. Sadhana Parashar, Director (Training), CBSE Ideators VI-VIII Ms. Aditi Mishra Ms. Preeti Hans Ms. Charu Maini Ms. Malini Sridhar Ms. Guneet Ohri Ms. Neelima Sharma Dr. Usha Sharma Ms. Leela Raghavan Ms. Sudha Ravi Ms. Gayatri Khanna Prof. Chand Kiran Saluja Dr. Rashmi Sethi Ms. Himani Asija Ms. Urmila Guliani Dr. Meena Dhani Ms. Seema Rawat Ms. Neerada Suresh Ms. Anuradha Joshi Ms. Vijay Laxmi Raman Ms. Suman Nath Bhalla Dr. Rajesh Hassija Mrs. Sonali Sinha Mrs. Avanita Bir Prof. Om Vikas Material Production Groups: Classes VI-VIII English : Ms. Neha Sharma Ms. Dipinder Kaur Ms. Sarita Ahuja Ms. Gayatri Khanna Ms. Preeti Hans Ms. Rachna Pandit Ms. Renu Anand Ms. Sheena Chhabra Ms. Veena Bhasin Ms. Trishya Mukherjee Ms. Neerada Suresh Ms. Sudha Ravi Ms. Ratna Lal Ms. Ritu Badia Vashisth Ms. Vijay Laxmi Raman Core - Research Ms. Renu Anand Ms. Gayatri Khanna Dr. N K Sehgal Ms. Anita Sharma Ms. Rashmi Kathuria Ms. Neha Sharma Ms. Neeta Rastogi Ms. Manjushtha Bose Ms. Varsha Manku Dr. K L Chopra Chemistry Ms. Poonam Kumar Mendiratta Ms. Rashmi Sharma Ms. Kavita Kapoor Ms. Divya Arora Physics : Ms. Vidhu Narayanan Ms. Meenambika Menon Ms. Patarlekha Sarkar Ms. Neelam Malik Biology: Mr. Saroj Kumar Ms. Rashmi Ramsinghaney Ms. Prerna Gosain Ms. Seema Kapoor Mr. Manish Panwar Ms. Vikram Yadav Ms. Monika Chopra Ms. Jaspreet Kaur Ms. Preeti Mittal Ms. Shipra Sarcar Ms. Leela Raghavan Mathematics : Dr. Ram Avtar Mr. Mahendra Shankar Ms. Deepa Gupta Ms. Gayatri Chowhan Ms. N Vidya Ms. Mamta Goyal Ms. Chhavi Raheja Hindi: Mr. Akshay Kumar Dixit Ms. Veena Sharma Ms. Nishi Dhanjal Ms. Kiran Soni CORE-SEWA Ms. Vandna Ms. Nishtha Bharati Ms. Seema Bhandari Ms. Seema Chopra Ms. Reema Arora Ms. Neha Sharma ICT Mr. Yogesh Kumar Chief Co-ordinator : Dr. Srijata Das, EO Coordinators: Ms. Nancy Sehgal Ms. Purvi Srivastava Ms. Babita Mahajan Ms. Ritu Arora Ms. Swati Panhani Ms. Chanchal Chandna Geography: Ms. Suparna Sharma Ms. Aditi Babbar History : Ms. Leeza Dutta Ms. Kalpana Pant Ms. Ruchi Mahajan Political Science: Ms. Kanu Chopra Ms. Shilpi Anand Economics : Ms. Leela Garewal Ms. Anita Yadav CORE-Perspectives Ms. Madhuchhanda Ms. Varsha Seth Ms. Neha Sharma Ms. Sugandh Sharma, EO Dr Rashmi Sethi, EO Ms. S. Radha Mahalakshmi, E O Ms. Madhuchhanda, RO (Inn) Mr. Navin Maini, RO (Tech) Shri Al Hilal Ahmed, AEO Shri R. P. Singh, AEO Ms. Anjali Chhabra, AEO Ms. Neelima Sharma, Consultant (English) Sh. R. P. Sharma Consultant (Science) Ms. Reema Arora Consultant (Chemistry) Mr. Sanjay Sachdeva, SO

7 Contents 1. Location: 1 Concept and its Meaning 2. Cardinal Direction: Definition and Tool of Spatial Geography 3. Map Reading: 4 Skill to Relate Exact Position of a Place with Help of given Reference 4. Latitude and Longitude: 9 Definition and Importance as Points of Reference.

8 UNIT-I MY HOME, MY CITY- WHERE I LIVE INTRODUCTION A map is a representation of a portion of earth s surface. The features found on the ground are represented by colours, symbols and conventional signs. A map provides information of various ground features like height of natural features, vegetation cover, settlements, rivers and routes of travel. A map can help to visualise in mind what the place looks like. Maps can lead to all sorts of discoveries. Explorers drew maps to record features of land they visited and yet due to lack of overall location perception Columbus reached America in search of route to India! The amazing world of maps helps us to understand how geography shapes the world. Empowered with the tools of scale and grid they help to find places and describe where they are. MY HOME, MY CITY-WHERE I LIVE - AN OVERVIEW Location of a place means the position of a place in relation to a locality say a suburb, town, city or country. It describes where a place is. It is important to know the location of a place in order to get ones bearings, to get a sense of belonging. 'Direction' tells more about the location e.g. which way? How to reach a particular place? Otherwise we would be lost. 1

9 DO IT YOURSELF Study the cartoon and answer the following questions: i) What is the importance of the sign board in this picture? ii) Why has the sign board brought a smile on the face of the traveller? There are four main directions also known as the cardinal directions. They can be seen marked on a compass. The sun rises in the east and sets in the west this gives us the two main directions and with their help we get to know the other directions. Cardinal directions Cardinal Directions We also have four sub directions or intermediate directions. For example, we can mark the direction between north (N) and east (E) as north-east (NE) similarly we have north-west (NW) south-east (SE) and south-west (SW) 2

10 North Star Location Intermediate Directions Source: There is another way to find directions is by seeing the position of the stars at night. In the Northern Hemisphere we can locate the north with the help of the constellation the Great Bear (also called Big Dipper). The last two stars in the cup shape of the great bear point to Polaris, the North Star, and this lies above the North Pole. If we are facing the North, South is behind us, East is to our right and West is to our left. THINK AND LIST OH GOD! I AM LOST!!! How can a person avoid getting lost? A good question and there is probably no simple answer (except never leaving home). However, there are some tried and true techniques that help. List out these techniques with the help of the content given above. 3

11 Sketches and Maps Sketch- It is a free hand rough drawing of an area giving approximate directions between two points of reference. It is not accurate but gives a fair idea of the direction to reach the point of reference. A sketch map showing the relative size of Arabia as compared to neighbouring countries Map: A map is a flat, representation of the earth or a part of the earth s surface on a flat piece of paper. It helps understand where we are in relation to other people and places. The most famous ancient maps of the world were made in the 2nd Century A.D by the Greek scholar, Claudius Ptolemy. We can read the map like a story only if we understand the language of the map. Therefore we need to know the basic elements or the basis of map making. The five basic elements of a map are the title, direction, scale, and key and grid system. Title: It introduces us to the map. All maps have a title telling the reader what the map is about. Example: Apache Peak Quadrangle, Arizona. Title of map encircled 4

12 Direction: Most Maps show directions with an arrow at the top right hand corner that point to the direction of the north, called a north line. Another symbol on the map that shows direction is the compass, sometimes called the compass rose. North line Compass Rose A compass is a devise consisting of a magnetic needle that always points north and south when it is at rest. The compass shows where north and south are, after which it is easy to find all other directions. It is a great device for navigators at all times. DO YOU KNOW? The true North Pole is right at the top of the world in the middle of the Arctic Ocean. A compass needle, a tiny magnet, doesn t point to true North but to an area in Northern Canada called Magnetic North. There is also a magnetic South Pole. The magnetic poles move slightly from year to year. Globe: A globe is a three-dimensional map of the earth represented on a sphere. 5

13 Scale: No feature of the earth's surface can fit on to a plain piece of paper. Actual size of an area cannot be shown on a map, so most maps are drawn on the basis of a relationship between sizes on land to size on map. This is known as the scale of a map. The scale of a map compares the size of the map with real size of a place. A scale is a ratio between distances on the map to a proportionate distance on the ground. Example: Scale: 1cm =250 km means that 1cm on the map represents a distance of 250km on the ground. The scale of the maps is generally shown at the bottom of the map. A map can be drawn to many different scales, depending on its purpose. Small Scale Map: They represent large areas of the earth. The purpose of such a map is to show a small amount of detail about a large area. Since they show large areas on a small piece of paper, they have to use a small scale e.g. 1cm =100km. 6

14 An atlas is an example of a small scale map as it shows large areas like countries and continents. Large Scale map: They represent a small area of the earth. Its purpose is to show large amount of detail about a small area. The scale used is large, eg 1cm =1km A road map, that shows streets and important buildings of a neighbourhood, is an example of large scale map. DO IT YOURSELF: BEING A MAP MAKER Make a Land Use Map Material required: local map, coloured paper, pen, scissors, and glue. 1. Use a map of your town to draw a simple sketch of your immediate surrounding area. 2. Find out what different buildings are being used for in the selected area. 3. Make a list of those being used for shops, homes, banks, etc. 4. Choose different colours for each type of land use. Then cut and paste coloured paper shapes to cover each building to show how it is used. 5. Finally, draw a key to explain a map. Map legend or key: explains the symbols used on a map. It is also called a map key because it unlocks the meaning of a map's symbols. 7

15 Different maps may use different symbols but there are certain symbols that are used throughout the world. These are called conventional symbols. There is an understanding among the nations of the world regarding the use of these symbols. SOME IMPORTANT CONVENTIONAL SYMBOLS CONVENTIONAL SIGNS Source: fire.ca.gov 8

16 Grid system: A grid is a network of lines. The lines are numbered to give the position of each square. The horizontal and vertical network of lines is the lines of latitude (known as parallels) and longitude (known as meridians). They divide the world into Northern, Southern and Eastern and Western Hemispheres. The lines of latitude and longitude form the grid. A Grid Eratosthenes was the first to realise that any place in the world can be pinpointed precisely with the help of a network of lines forming squares on the map. This network is called a grid. The lines are numbered to give the position of each square. Lines of Latitude: Some important parallels are Equator at 0⁰, Tropic of Cancer at 23.5⁰ N, Tropic of Capricorn at 23.5⁰ S, Arctic Circle at 66.5⁰ N and Antarctic Circle at 66.5⁰ S. "The largest circle, the one equally distant from each of the poles, is called the equator. It is called 'zero' degrees latitude. (The '0' is shown in red on the diagram.) The other lines of latitude are numbered from 0 to 90 degrees going towards each of the poles. The ones going from the equator towards the North Pole (shown in blue) are 'North' latitude, and each of the numbers is followed by the letter 'N'. The ones going the other way, from the equator towards the South Pole (in shocking pink are 'south' latitude, and each of the numbers is followed by the letter 'S'). The equator (zero latitude) is the only one without any letter following the number. The poles are 90 0 N and 90 0 S. They divide the earth into various heat zones. Lines of Longitude: Some important meridians are the Prime Meridian at 0⁰ and the 180⁰meridian completing the whole circle dividing the earth into Eastern and Western Hemispheres Going towards the East, the lines are numbered from 1 to 180 degrees; going to the West, the lines are also numbered from 1 to 180 degrees, but going the other way. All the 'East' lines 9

17 between 0 and 180 (blue numbers) have the letter 'E' attached to them; all the 'West' lines between 0 and 180 (pink numbers) have a 'W' attached to them. The '0' and '180' degree lines (red numbers) do not have a letter attached to them. The 0⁰ meridian is also known as the Greenwich meridian. The longitudes help in calculating the time of a place as one move away from the Greenwich (0⁰). The time to the east of GMT (Greenwich Mean Time) is ahead of it while the time to the west of it is behind e.g. If the time at Greenwich is 12 noon then to the east of it, it will be post noon and to the west of it, the time will be pre noon. If we put both the latitude lines and the longitude lines together on the sphere, we will get the grid. Now we can locate places by giving their latitude and longitude. Source: btc.montana.edu Types of Maps: There are three main types of maps 10

18 TYPES OF MAPS Political maps are usually small scale maps which show different countries of the world. They also show parts of nations such as states and the borders between states and countries. A political map can show borders using lines. Countries and their parts are shown in different colours. Capital cities and important towns are also shown on political maps. 11

19 Physical maps are small scale maps which show the surface of the earth or parts of it. Land forms like mountains, valleys and plains, rivers and other relief features are shown on such maps. These maps use different colours for different relief features. Thematic maps represent particular features only, such as weather, roads, distribution of population, rainfall, wheat growing areas, minerals, etc. Topographical maps can be categorized as thematic maps. These are large scale maps which give detailed information of the relief of the land. 12

20 Atlas An atlas is a collection of maps of the world, the continents and the selected countries. Besides maps, an atlas may also include information and diagrams dealing with topics like the earth in space and geographical features and population data. An atlas is a guide to the world and can be used in many ways. You can look up places, find out the relief of the land, the resources available there, 13

21 GLOSSARY Cardinal Points: The major directions, North, South, East and West of the compass. Conventional symbols: The symbols that are used to show various features on the map. Globe: A three dimensional model of the Earth. Grid: A grid is a series of evenly spaced imaginary lines that intersect with one another at right angles. One set of lines are distributed across the globe horizontally, and one set of lines are distributed vertically. Intermediate Directions: Apart from the four major directions, there are four intermediate directions that help in locating a place viz., North-East, South-East, North-West and South- West. Large Scale Map: A map that depicts a small territory is referred to as a large scale map. A large scale map only shows a small area, but it shows it in great detail. Latitude: Angular distance of a place North or South of the equator. They are also called parallels. Longitude: Angular distance of a place East or West of the Prime Meridian. They are also called meridians. Map: A representation of the curved surface of the Earth or a part of it on a flat sheet of paper according to a given scale. North Line: The vertical line with an arrow at the top, marked with the letter N, indicating the North direction. Physical Map: Maps that show natural features on the Earth s surface like rivers, mountains, plateaus etc. Plan: A detailed drawing of a very small area using a very large scale. Political Map: Map that show boundaries of countries states, cities and towns. 14

22 Scale: The relation between the map distance and the corresponding distance on the ground. Sketch: A rough drawing showing few features of an area without using a scale. Small Scale Map: A map depicting a large area called a small scale map. A small scale map shows more territory, but it is less detailed. Thematic Map: Map that is based on a particular theme or a topic like vegetation, population, rainfall etc. 15

23 WORKSHEET NO.1 Name Class Section Q1. Below is a cartoon strip. Read it and answer the questions that follow: 1. What is the character in the cartoon struggling to know? 2. Why is he getting confused? 3. What according to you is the right way to answer his question? 4. What are the main requisites for reaching/moving out of a place? 16

24 WORKSHEET NO.2 Name Class Section 1. For each direction in the compass rose, write something that is located in that direction from your home. 17

25 WORKSHEET NO.3 Name Class Section 1. Given below are the two images. Both are the maps of regions in China. Look at them closely and find out the differences between the two.(clues are present on the two images) 18

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27 WORKSHEET NO.4 Name Class Section 1. Follow the directions and answer the questions below. Source: http// 1. Colour the water in light blue, colour the mountains in purple, colour the land in light green, and colour the key in yellow. 2. What is the name of the largest island above? 3. What is the name of the ocean in the map? 4. Which island is at the farthest west? 5. Which island is at the farthest south? 6. Draw a red "X" at latitude 20 o N, longitude 157 o W. 7. About how many miles is it from Hilo to Captain Cook? 8. What direction would you travel to go from Hilo to Mauna Kea? 20

28 2. Dot to Dot Mystery Map Connect the dots to draw the borders to find the map of the country. Then use a globe or atlas to figure out which country you have drawn. 21

29 WORKSHEET NO.5 Name Class Section 1. Label the Latitude and Longitude: Using the terms given below, label latitudes and longitudes on the world map. 90º N 45º N 0º Latitude 45º S 90º S 180º W 135º W 90º W 45º W 0º Longitude 45º E 90º E 135º E 180º E 22

30 WORKSHEET NO.6 Name Class Section Answer the following questions and mark the locations. i. Draw a red line along the equator (0 degrees latitude). ii. iii. iv. Draw a purple line along the Prime Meridian (0 degrees longitude). In which ocean is the location 10 degrees S latitude, 75 degrees E longitude located? Mark it on the map with a blue "X" and write the name of the ocean. In which ocean is the location 30 degrees N latitude, 60 degrees W longitude located? Mark it on the map with a blue "Y" and write the name of the ocean. v. Mark the following cities on the map in red: a) LA. Los Angeles: 34 N, 118 W b) LO. London: 51 N, 0 W c) MO. Moscow: 55 N, 37 E d) MU. Mumbai: 19 N, 72 E e) NY. New York: 40 N, 74 W 23

31 RESOURCES Social Science Text Book for Class 6 NCERT A Text Book of Geography 6 Rita Rajen Knowledge Navigator Physical Geography Class 9 academic.brooklyn.cuny.edu/geology/leveson/core/linksa/latlong - menu.html http// 24

32 CENTRAL BOARD OF SECONDARY EDUCATION Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi India