CLASS
VI
CBSE-i
Unit-1
GEOGRAPHY
MY
CITY
HOME
STUDENTS’ MANUAL
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
CLASS
VI
Unit-1
CBSE-i
GEOGRAPHY
MY
CITY
HOME
STUDENTS’ MANUAL
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
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.
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 12500 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 2010-11 as a pilot project in schools. It was further extended to classes II, VI
and X in the session 2011-12. In the seesion 2012-13, 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
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators VI-VIII
Ms. Aditi Mishra
Ms. Guneet Ohri
Ms. Sudha Ravi
Ms. Himani Asija
Ms. Neerada Suresh
Dr. Rajesh Hassija
Ms. Preeti Hans
Ms. Neelima Sharma
Ms. Gayatri Khanna
Ms. Urmila Guliani
Ms. Anuradha Joshi
Mrs. Sonali Sinha
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step by Step, School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ms. Charu Maini
Dr. Usha Sharma
Prof. Chand Kiran Saluja
Dr. Meena Dhani
Ms. Vijay Laxmi Raman
Mrs. Avanita Bir
Ms. Malini Sridhar
Ms. Leela Raghavan
Dr. Rashmi Sethi
Ms. Seema Rawat
Ms. Suman Nath Bhalla
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
Mathematics :
Dr. Ram Avtar
Mr. Mahendra Shankar
Chemistry
Ms. Poonam Kumar Mendiratta Ms. Deepa Gupta
Ms. Gayatri Chowhan
Ms. Rashmi Sharma
Ms. N Vidya
Ms. Kavita Kapoor
Ms. Divya Arora
Ms. Mamta Goyal
Ms. Chhavi Raheja
Physics :
Ms. Vidhu Narayanan
Hindi:
Ms. Meenambika Menon
Mr. Akshay Kumar Dixit
Ms. Patarlekha Sarkar
Ms. Veena Sharma
Ms. Neelam Malik
Ms. Nishi Dhanjal
Biology:
Ms. Kiran Soni
Mr. Saroj Kumar
CORE-SEWA
Ms. Rashmi Ramsinghaney
Ms. Vandna
Ms. Prerna Gosain
Ms. Nishtha Bharati
Ms. Seema Kapoor
Mr. Manish Panwar
Ms. Seema Bhandari
Ms. Vikram Yadav
Ms. Seema Chopra
Ms. Monika Chopra
Ms. Reema Arora
Ms. Jaspreet Kaur
Ms. Neha Sharma
Ms. Preeti Mittal
ICT
Ms. Shipra Sarcar
Ms. Leela Raghavan
Mr. Yogesh Kumar
Ms. Varsha Manku
Dr. K L Chopra
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
Chief Co-ordinator : Dr. Srijata Das, EO
Coordinators:
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)
Mr. Sanjay Sachdeva, SO
Sh. R. P. Sharma
Consultant (Science)
Ms. Reema Arora
Consultant (Chemistry)
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:
Definition and Importance as Points of Reference.
9
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
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
North Star Location
Intermediate Directions
Source: www.survivaltopics.com
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
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
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.
Compass Rose
North line
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
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
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
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
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 900 N and 900 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
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
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
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
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
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
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
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
WORKSHEET NO.2
Name ___________________
1.
Class_________
Section________
For each direction in the compass rose, write something that is located in that direction
from your home.
17
WORKSHEET NO.3
Name ___________________
1.
Class_________
Section________
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
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
19
WORKSHEET NO.4
Name ___________________
1.
Class_________
Section________
Follow the directions and answer the questions below.
Source: http//www.enchantedlearning.com
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 20oN, longitude 157oW.
___________________________
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
___________________________
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
WORKSHEET NO.5
Name ___________________
1.
Class_________
Section________
Label the Latitude and Longitude:
Using the terms given below, label latitudes and longitudes on the world map.
90º N
180º W
45º E
45º N
135º W
90º E
0º Latitude
90º W
135º E
45º S
45º W
180º E
90º S
0º Longitude
22
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.
Draw a purple line along the Prime Meridian (0 degrees longitude).
iii.
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.
iv.
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
RESOURCES
Social Science Text Book for Class 6 NCERT
A Text Book of Geography 6 – Rita Rajen
Knowledge Navigator – Physical Geography Class 9
www.worldmapsonline.com
academic.brooklyn.cuny.edu/geology/leveson/core/linksa/latlong - menu.html
http//www.enchantedlearning.com
24
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India