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2019

First EditionFebruary 2006 Phalguna 1927

ReprintedDecember 2006 Pausa 1928

December 2007 Pausa 1929

January 2009 Magha 1930

January 2010 Magha 1931

January 2011 Magha 1932

January 2012 Magha 1933

December 2012 Agrahayana 1934

February 2015 Magha 1936

April 2016 Chaitra 1938

December 2016 Pausa 1938

January 2018 Magha 1939

PD 300T HK

© National Council of EducationalResearch and Training, 2006

` 55.00

Printed on 80 GSM paper with NCERT

watermark

ISBN 81-7450-497-4

ALL RIGHTS RESERVED

q No part of this publication may be reproduced, stored in a retrieval

system or transmitted, in any form or by any means, electronic,

mechanical, photocopying, recording or otherwise without the prior

permission of the publisher.

q This book is sold subject to the condition that it shall not, by way of

trade, be lent, re-sold, hired out or otherwise disposed of without the

publisher’s consent, in any form of binding or cover other than that in

which it is published.

q The correct price of this publication is the price printed on this page,

Any revised price indicated by a rubber stamp or by a sticker or by any

other means is incorrect and should be unacceptable.

OFFICES OF THE PUBLICATION

DIVISION, NCERT

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Manager

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Officer

Editor : M.G. Bhagat

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CoverShweta Rao

Illustrations and LayoutSarita Verma Mathur

Published at the Publication Divisionby the Secretary, National Council ofEducational Research and Training, SriAurobindo Marg, New Delhi 110 016and printed at Babloo BindingHouse, Patna Cold Storage, Shahganj,Patna - 800 006

(iii)

FOREWORD

The National Curriculum Framework (NCF), 2005, recommends thatchildren’s life at school must be linked to their life outside the school. Thisprinciple marks a departure from the legacy of bookish learning whichcontinues to shape our system and causes a gap between the school, homeand community. The syllabi and textbooks developed on the basis of NCFsignify an attempt to implement this basic idea. They also attempt todiscourage rote learning and the maintenance of sharp boundaries betweendifferent subject areas. We hope these measures will take us significantlyfurther in the direction of a child-centred system of education outlined inthe National Policy on Education (1986).

The success of this effort depends on the steps that school principalsand teachers will take to encourage children to reflect on their own learningand to pursue imaginative activities and questions. We must recognisethat, given space, time and freedom, children generate new knowledge byengaging with the information passed on to them by adults. Treating theprescribed textbook as the sole basis of examination is one of the keyreasons why other resources and sites of learning are ignored. Inculcatingcreativity and initiative is possible if we perceive and treat children asparticipants in learning, not as receivers of a fixed body of knowledge.

These aims imply considerable change in school routines and modeof functioning. Flexibility in the daily time-table is as necessary as rigourin implementing the annual calendar so that the required number ofteaching days are actually devoted to teaching. The methods used forteaching and evaluation will also determine how effective this textbookproves for making children’s life at school a happy experience, ratherthan a source of stress or boredom. Syllabus designers have tried toaddress the problem of curricular burden by restructuring and reorientingknowledge at different stages with greater consideration for childpsychology and the time available for teaching. The textbook attempts toenhance this endeavour by giving higher priority and space toopportunities for contemplation and wondering, discussion in smallgroups, and activities requiring hands-on experience.

The National Council of Educational Research and Training (NCERT)appreciates the hard work done by the textbook development team

responsible for this book. We wish to thank the Chairperson of the advisorygroup for Social Sciences textbooks at Higher Secondary Level, ProfessorHari Vasudevan and the Chief Advisor for this book, Professor TapasMajumdar for guiding the work of this committee. Several teacherscontributed to the development of this textbook; we are grateful to themand their principals for making this possible. We are indebted to theinstitutions and organisations which have generously permitted us todraw upon their resources, material and personnel. We are especiallygrateful to the members of the National Monitoring Committee, appointedby the Department of Secondary and Higher Education, Ministry ofHuman Resource Development under the Chairmanship of ProfessorMrinal Miri and Professor G.P. Deshpande, for their valuable time andcontribution. As an organisation committed to systemic reform andcontinuous improvement in the quality of its products, NCERT welcomescomments and suggestions which will enable us to undertake furtherrevision and refinement.

Director

New Delhi National Council of Educational20 December 2005 Research and Training

(v)

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ACKNOWLEDGEMENTS

Acknowledgements are due to Savita Sinha, Professor and Head,

Department of Education in Social Sciences and Humanities, for hersupport in developing this textbook.

The Council is also thankful to J. Khuntia, Senior Lecturer, Schoolof Correspondence Courses, Delhi University; T.M. Thomas, Associate

Professor, Deshbandhu College, Delhi University; M. V. Srinivasan andJaya Singh, Lecturer, DESSH, NCERT, for helping in finalising thetextbook.

Special thanks are due to Vandana R. Singh, Consultant Editor, forgoing through the manuscript and suggesting relevant changes.

The Council also gratefully acknowledges the contributions ofAmjad Husain and Girish Goyal, DTP Operators; Dillip Kumar Agasti,Proofreader; Dinesh Kumar, In-charge, Computer Station, in shapingthis book. The contribution of the Publication Department, NCERT, inbringing out this book is also duly acknowledged.

(vii)

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