THE CONSTITUTION OF INDIA

INDIA

PEOPLE AND ECONOMY

TEXTBOOK IN GEOGRAPHY FOR CLASS XII

12099 - INDIA PEOPLE AND ECONOMY

First Edition

Reprinted

Revised Edition

Reprinted

PD 70T HK

© National Council of Educational Research and Training, 2007, 2022

Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at India Binding House, A-98, Sector-65, Noida 201 301

ALL RIGHTS RESERVED

OFFICES OF THE PUBLICATION

DIVISION, NCERT

Publication Team

Cover and Illustrations

Layout

Cartography

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.

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.

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.

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

Abdul Shaban, Assistant Professor, Centre for Development Studies, Tata Institute of Social Sciences, Deonar, Mumbai

Archana K. Roy, Lecturer, Department of Geography, B.H.U., Varanasi

B. S. Butola, Professor, Centre for the Study of Regional Development, Jawaharlal Nehru University, New Delhi

G. Parimala, Dean, College Development Council, University of Madras, Chennai

M.S. Jaglan, Reader, Department of Geography, Kurukshetra University, Kurukshetra

P.K. Malik, Lecturer, Government College, Bahadurgarh, Jhajjar

Sucharita Sen, Associate Professor, Centre for the Study of Regional Development, Jawaharlal Nehru University, New Delhi

Sudeshna Bhattacharya, Reader, Department of Geography, Miranda House, University of Delhi, Delhi

Sutapa Sengupta, Lecturer (Selection Grade), Department of Geography, St. Mary's College, Shillong

MEMBER-COORDINATOR

Aparna Pandey, Lecturer, Department of Education in Social Sciences and Humanities, NCERT, New Delhi

The National Council of Educational Research and Training acknowledges the contribution of Kalpana Markandeya, Professor, Department of Geography, Osmania University, Hyderabad, and Pervez Ahmed, Lecturer, P.G. Department of Geography and Regional Development, University of Kashmir, Kashmir in the development of this textbook.

Special thanks are due to Savita Sinha, Professor and Head, Department of Education in Social Sciences 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, illustrations, cartoons and articles used in this textbook: Zaheen Alam, Lecturer, Dayal Singh College, New Delhi, for Fig.7.4; Swapnil Sakhare, Mumbai, for Fig. on page 100, 102; Centre for Dalit and Tribal Studies, TISS, Mumbai, for Fig. on page 102; Janhit Foundation, Meerut for Case Study on page 99; M.S. Jaglan, Reader, Kurukshetra University, for Fig. 6.1, 6.4, 6.5; R.K. Laxman (The Times of India) for cartoon on page 99; Shveta Uppal, NCERT, for Fig. 2.1, 2.2, 2.3, 3.10 and 7.7; Kalyan Banerjee, NCERT, for Figs. on page 15, 41; Directorate of Extension, Ministry of Agriculture I.A.R.I Campus, New Pusa, New Delhi, for Fig. 3.7, 3.8; The Times of India, New Delhi, for Fig. 3.2, 7.1 and for news items on page 12, 38, 63, 95, 96, 97, 99; The Hindu for Fig. 9.1 and for news items on page 63, 101; CCSHAU, Hisar, for Fig. 3.12; The Economic Times, New Delhi, for news items on page 57, 74, 82; Hindustan, New Delhi, for news items on page 38, 46, 63, 101; Dainik Jagran, Varanasi, for news item on page 38; Ministry of Mines, Government of India for Fig. 9.2 and a figure on page 53; Geological Survey of India for Fig. 5.4; ITDC/Ministry of Tourism, Government of India for Fig. 7.8; National Disaster Management Division, Ministry of Home Affairs, Government of India for a figure on page 48; Today for Fig.7.2; Competition Success Review, Year Book, 2006 for Fig. 7.5 and 7.6; Ministry of Shipping, Government of India for Fig. 8.3 and on page 86; Down to Earth, CSE, New Delhi for a figure on page 97. The Economic times for news items on page 38 energyworld.com for news item on page 63.

The Council also acknowledges the contributions of Ishwar Singh, DTP Operator; Ajay Singh, Copy Editor; and Dinesh Kumar, Computer In-charge, who have helped in giving final shape to this book. The contribution of the Publication Department, NCERT is also duly acknowledged.

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

Unit I

1. Population : Distribution, Density, Growth and Composition 1-14

Unit II

Unit III

Unit IV

Unit V

9. Geographical Perspective on Selected Issues and Problems 95-105

School Bhuvan-NCERT an Online web portal

Web based online e-learning Geo spatial portal School Bhuvan-NCERT (URL: http://bhuvan.nrsc.gov.in/governance/mhrd_ncert/) has been launched by NCERT and ISRO in collaboration to enhance geo spatial skills among students. This online e-learning portal includes thematic maps given in Geography textbooks. This portal enables students to use Geo-spatial technology for better understanding of concepts in Geography. Online activities available on the portal as Level 1, Level 2 and Level 3 encourage learners from Classes VI to XII to develop neighbourhood maps and their attributes on satellite imageries available on