CONSTITUTION OF INDIA - Fundamental Rights

FUNDAMENTALS

OF

PHYSICAL GEOGRAPHY

11092 - FUNDAMENTALS OF PHYSICAL GEOGRAPHY

First Edition

Reprinted

October 2006, November 2007, December 2008, January 2010, January 2011, March 2012, January 2013, November 2013, December 2014, December 2015, March 2017, February 2018, February 2019, August 2019, July 2021 and November 2021

Rationalised Edition

Reprinted

March 2024 Chaitra 1946 June 2024 Jyaishtha 1946 December 2024 Agrahayana 1946

© National Council of Educational Research and Training, 2006, 2022

Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110016 and printed at Amar Ujala Limited, C-21, Sector-59, Noida (U.P.) 201301

ALL RIGHTS RESERVED

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Publication Team

Cover

Shweta Rao

Illustrations

Cartography

FOREWORD

The National Curriculum Framework (NCF), 2005, recommends that children's life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986).

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

These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also determine how effective this textbook proves for making children's life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The textbook attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience.

The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development committee responsible for this book. We wish to thank the Chairperson of the advisory committee for textbooks in Social Sciences, at the higher secondary level, Professor Hari Vasudevan and the Chief Advisor for this book, Professor M.H. Qureshi for guiding the work of this committee. Several teachers contributed to the development of this textbook; we are grateful to their principals for making this possible. We are indebted to the institutions and organisations

which have generously permitted us to draw upon their resources, material and personnel. We are especially grateful to the members of the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairpersonship of Professor Mrinal Miri and Professor G.P. Deshpande, for their valuable time and contribution. As an organisation committed to systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinement.

RATIONALISATION OF CONTENT IN THE TEXTBOOKS

In view of the COVID-19 pandemic, it is imperative to reduce content load on students. The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset. In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes. Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise.

Contents of the textbooks have been rationalised in view of the following:

This present edition, is a reformatted version after carrying out the changes given above.

THE CONSTITUTION OF INDIA

PREAMBLE

WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a $^{1}$ [SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC] and to secure to all its citizens :

EQUALITY of status and of opportunity; and to promote among them all

FRATERNITY assuring the dignity of the individual and the $^{2}$ [unity and integrity of the Nation];

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949 do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

TEXTBOOK DEVELOPMENT COMMITTEE

CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN SOCIAL SCIENCES AT THE HIGHER SECONDARY LEVEL

Hari Vasudevan, Professor, Department of History, University of Calcutta, Kolkata

CHIEF ADVISOR

M. H. Qureshi, Professor, Centre for the Study of Regional Development, Jawaharlal Nehru University, New Delhi

MEMBERS

MEMBER-COORDINATOR

ACKNOWLEDGEMENTS

The National Council of Educational Research and Training acknowledges the contribution of Ashok Diwakar, Lecturer, Geography, Govt. College, Sector-9, Gurgaon in the development of this textbook.

The Council also gratefully acknowledges the support of individuals and organisations as listed below for providing various photographs, and other materials such as articles used in this textbook: R. Vaidyanadhan (Fig. 5.3 and 6.1); N. S. Saini (Fig. 5.4, 5.7 and 6.4); Y. Ramesh and Krishnam Raju, VSVG, (USA) (Fig. 6.11); K.N. Prudhvi Raju (Fig. 6.2, 6.5, 6.7, 6.9, 6.12 and 6.15); ITDC/Ministry of Tourism, Govt. of India, (Fig. 11.1 and 11.2); Ministry of Environment and Forests, Govt. of India (Fig. 14.1, 14.2, 14.3); The Times of India, New Delhi (Photograph on earthquake destruction, Collage on tsunami on page 25 and global warming on page 109); Social Science Textbook for Class VIII, Part II (NCERT, 2005), (Photographs related to volcanoes on page 26-27).

Acknowledgements are due to Savita Sinha, Professor and Head, Department of Education in Social Sciences and Humanities for her support and finalising this textbook.

The Council also gratefully acknowledges the contributions of Ishwar Singh, Arvind Sharma and Anil Sharma, DTP Operators; Sameer Khatana and Amar Kumar Prusty, Copy Editors; Shrestha, Deepti Sharma and Bharat Sanwaria, Proof Reader; Dinesh Kumar, Computer Incharge, who have helped in giving a final shape to this book. The contribution of the Publication Department, NCERT are also duly acknowledged.

CONTENTS

FOREWORD iii

UNIT I : GEOGRAPHY AS A DISCIPLINE 1-12

UNIT II : THE EARTH 13-38

UNIT III : LANDFORMS 36-62

UNIT IV : CLIMATE 63-98

UNIT V : WATER (OCEANS) 99-113

UNIT VI : LIFE ON THE EARTH 114-120

GLOSSARY 121-124

CONSTITUTION OF INDIA

Fundamental Rights

Right to Equality

Right to Freedom

Right against Exploitation

Right to Freedom of Religion

Cultural and Educational Rights

Right to Constitutional Remedies

- by issuance of directions or orders or writs by the Supreme Court and High Courts for enforcement of these Fundamental Rights.