Constitution of India - Fundamental Duties

PRACTICAL WORK IN GEOGRAPHY

11096 - PRACTICAL WORK IN GEOGRAPHY

First Edition

Reprinted

Revised Edition

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

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OFFICES OF THE PUBLICATION DIVISION, NCERT

Publication Team

Cover and Layout

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, 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.

TEXTBOOK DEVELOPMENT COMMITTEE

CHAIRPERSON, ADVISORY COMMITTEE FOR SOCIAL SCIENCE TEXTBOOKS AT HIGHER SECONDARY LEVEL

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

M. H. Qureshi, Professor, CSRD, Jawaharlal Nehru University, New Delhi

S.M. Rashid, Professor, Department of Geography, Jamia Millia Islamia, New Delhi

Sucharita Sen, Asstt. Professor, CSRD, Jawaharlal Nehru University, New Delhi

The following are applicable to all the maps of India used in this book

ACKNOWLEDGEMENTS

The National Council of Educational Research and Training acknowledges the contribution of Milap Chand Sharma, Reader, CSRD, JNU; Muzammil Husain Quasmi, Lecturer, IASE, Jamia Millia Islamia; Aruna Gordan, PGT, St. Thomas School, New Delhi and C. Pargi, PGT, KV, Neemuch in the development of this textbook.

Acknowledgements are also due to Savita Sinha, Professor and Head, Department of Education in Social Science and Humanities for her valuable support at every stage of preparation of this textbook.

The Council is thankful to the Survey of India for certification of maps given in the textbook. It also gratefully acknowledges the support of individuals and organisations as listed below for providing various photographs and other materials used in the textbook-

Milap Chand Sharma, CSRD, JNU for photographs of gentle slope, steep slope, concave slope, convex slope, conical hill, plateau, V-shaped valley, U-shaped valley, gorge, spur, cliff, waterfall and rapids in Chapter 5; Narendra Kumar Saini, Cartographer, JMI for box 1.1, Figures 1.1 and 6.1; Concept Publishing Company (Book : Fundamentals of Cartography by R.P. Misra and A. Ramesh), New Delhi for Figures 1.4, 1.5 and 1.6 and NCERT textbook (Remote Sensing by Meenakshi) for Figures 6.3 and 6.6; Survey of India for Figures 1.2, 1.3 and parts of toposheet on page nos. 66 and 68; National Atlas and Thematic Mapping Organisation for Figures 1.7, 1.8, 1.9, 1.10, 1.11, 1.12 and 1.13; Regional Remote Sensing Service Centre, Jodhpur for Figures 6.4; National Remote Sensing Agency, Hyderabad for Figures 6.9, 6.11, 6.13, 6.14, 6.15, 6.16, 6.17 and image on page no. 91 and Digital Globe Agency for Figure 6.10.

The Council also gratefully acknowledges the contributions of Anil Sharma, DTP Operator, Sameer Khatana and Amar Kumar Prusty, Copy Editors; Shrestha and Deepti Sharma, Proof Readers; Dinesh Kumar, Computer Station Incharge who have helped in giving a final shape of this textbook. The efforts of Publication Department, NCERT are also duly acknowledged.

THE CONSTITUTION OF INDIA

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.

CONTENTS

Constitution of India

Fundamental Duties

Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd Amendment) Act, 1976 (with effect from 3 January 1977).

*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from 1 April 2010).