Know Your World 6

HISTORY
GEOGRAPHY
Social Studies for Pakistan
CIVICS
KHADIJA CHAGLA-BAIG
OXFORD
UNIVERSITY PRESS
OXJFORD
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Acknowledgements
Photographs: pp. 48, 53 (apple, orange), 63 (Lichen and moss), 68-9, 86 (wheat
field), and 106: Getty Images / Photodisc; p. 53 (banana): courtesy Mark Mason;
pp. 53 (The Earth) and 103: OUP Picture Bank, UK; p. 66 (K-2): courtesy Stuart
Orford; p. 70: © STOCKFOLIO / Alamy; p. 74 (windy weather): Getty Images I
Stockbyte; p. 79 (sheep): courtesy Corel; p. 80 (poultry farm): courtesy Raziq
Abdul; p. 82: courtesy Zahra Tanzeel; p. 90 (flare atop a gas well): courtesy
Public Relations Department, Pakistan Petroleum Limited; p. 91: Alamy Stock
Photo; p. 93 (Shahi Qila): courtesy Asad’s; p. 99: Corbis I Dave Bartruff; p. 107:
© MBI / Alamy Stock Photo
p. 49: courtesy NASA; pp. 51, 62 (limestone), 76, 86 (rice ready to be husked),
87 (cotton yarn), 88 (sunflowers), 90 (marble quarry, coal mine), and 118:
Wikmedia Commons; pp. 79 (flood victims), 92 (Quetta, Multan, Hyderabad), 93
(Sialkot, Faisalabad), 94 (Rawalpindi, Sialkot, Peshawar), 95 (Multan, Faisalabad,
Bahawalpur), 96 (Quetta, Hyderabad), and 112: courtesy Dawn
CONTENTS
1 Civilizations and Empires of South Asia

1
TEACHING OBJECTIVES LEARNING OUTCOMES
To familiarize students with South Asia Students should be able to:

To explain the importance of South Asia from ancient • identify South Asia with its modern
times to the present divisions on a map or globe.
• explain why South Asia played host to
newly arrived settlers.
2 The Indus Valley Civilization and the Aryans 5
To introduce the Indus Valley Civilization and the Aryans Students should be able to:
• describe the Indus Valley Civilization
and the Aryans.
• explain how these civilizations
influenced or connect to the present.
3 Buddha and Buddhism 12
To introduce Buddhism Students should be able to:

To explain how Buddhism began, and why it gained • describe the life of Buddha.
popularity; • explain his teachings.
To explain key concepts about Buddha and Buddhism
4 Persian Rule under the Achaemenid Dynasty

15
To introduce the Persian Empire and the Achaemenid Students should be able to:
Dynasty • explain the importance of Persia.
To discuss the Dynasty’s contribution to Persia and the • describe its influence on the world.
subcontinent
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5 Alexander the Great
19
To describe the arrival of Alexander on the subcontinent Students should be able to:
To discuss Alexander’s impact on the subcontinent • list the reasons for Alexander's invasion
of the subcontinent.
• explain the outcome of the invasion.
6 Seleucus and the Mauryans 23
To introduce the Mauryan Empire Students should be able to:

To explain its link to the Greeks • describe the Mauryan government and
To outline the reasons for its creation and rise under its interaction with the Greeks.
Chandragupta • describe and evaluate the Mauryans'
contribution to the development and
progress of the subcontinent.
7 The Kushans 30
To introduce the Kushan Empire and the establishment Students should be able to:
of their power on the subcontinent • explain the influence of Central Asians
on the subcontinent.
• evaluate their contribution to the
growth of the region.
8 The Guptas
33
To introduce the Gupta rule of the subcontinent Students should be able to:
• explain who the Guptas were, and how
their empire began.
8 describe their patronage of the
sciences, arts, and literature.
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9 The Subcontinent in the Eighth Century 38
To introduce the scattered kingdoms of the Students should be able to:

subcontinent • explain the significance of these smaller
kingdoms.
• describe the results of their policies.
10 The Arrival of Islam—Muhammad bin Qasim 40
To describe the advent of Islam in the subcontinent Students should be able to:
• explain the reasons for Muhammad
Bin Qasim's arrival in the subcontinent.
• explain how he made way for later
Muslims to consolidate their rule in
India.
11 From Rise to Fall: The Success and Collapse of Empires 45
To develop critical and analytic thinking skills and apply Students should be able to:
them to a study of the different empires • explain the reasons for the rise, the
growth, and fall of empires.
• analyse the performance of different
empires on the subcontinent.
Geography
12 The Universe, the Solar System, and the Earth 47
To introduce the composition of the universe Students should be able to:

• describe the position of the Earth in
the universe and the Solar System.
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13 Features and Movements of the Earth and Their Effects
53
To explain the shape, position, and movements of the Students should be able to:
Earth, and how they affect us • explain why different places receive
varying amounts of light and heat
throughout the year.
• explain why some places on Earth are
hotter or cooler than others.
14 Layers of the Earth 58
To describe the Earth’s layers, plate tectonics, and their Students should be able to:
effects • describe the activity and movements
below the Earth's surface.
• explain what happens as a result of
these movements.
15 Weathering and Erosion

62
To introduce the concepts of weathering and erosion Students should be able to:
• differentiate between weathering and
erosion.
• explain how weathering and erosion
take place.
• describe the results of weathering and
erosion.
16 Landforms—Mountains and Other Land Features

66
TEACHING OBJECTIVES
LEARNING OUTCOMES
To describe and explain different landforms on Earth,

Students should be able to:
focusing on land features
0 explain how landforms are formed.
To emphasise the importance of landforms
0 explain their importance for life on
— Earth.
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17 Weather and Climate
72
To explain the difference between weather and climate Students should be able to:
To explain the factors that influence the temperature of a • explain why different places in the
place world have different climates.
18 Agriculture and Livestock 76
To introduce agriculture and livestock Students should be able to:

• explain the importance of agriculture.
• identify factors affecting agriculture.
19 Agriculture in Pakistan 82
To introduce features and problems of agriculture and Students should be able to:
livestock in Pakistan • explain the importance of agriculture
for Pakistan.
• describe its various aspects.
20 Minerals and Natural Energy Resources 89
To introduce mining and its uses Students should be able to:

• explain what minerals and natural
energy resources are.
• explain the importance of mining and
minerals.
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' ।
21 Cities: the Jewels of Pakistan
92
To familiarize students with the names and features of Students should be able to:
some important cities of Pakistan • list the names and important features
of Pakistan's major cities.
• compare and contrast the salient
features of the cities.
22 Electricity and Power Plants 97
To introduce electricity as the main source of power; Students should be able to:
To explain different methods of generating electricity • explain how electricity is generated.
• identify the fuels required by different
power plants for producing energy.
Civics
23 Visiting Public Places
101
To explain how individual actions can affect people and Students should be able to:
property, both positively and negatively • describe how one should behave in
given situations.
• demonstrate and practise correct
behaviour.
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24 Gratitude
109
To explain the importance of showing gratitude to others Students should be able to:
To encourage students to show gratitude to others • explain the importance of showing
gratitude.
• identify situations that call for
gratitude.
• demonstrate appreciation of and
gratitude towards others in appropriate
situations.
25 Teamwork and Spirit 112
To introduce the concept of working together as a team Students should be able to:
in peace and harmony • explain the importance and benefits of
teamwork.
• demonstrate the ability to work as a
team member and / or team leader.
26 The National Anthem of Pakistan 117
To explain the background and importance of Pakistan’s Students should be able to:
national anthem • name the people who wrote and
composed the national anthem of
Pakistan.
• explain the meaning of the anthem’s
lyrics.
• explain and demonstrate the correct
manner in which to listen to the
national anthem.
Glossary
120
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Introduction
Know Your World Books 6-8 are part of an eight-book series for primary to lower
secondary classes.
The books include topics from history, geography, economics, civics, and culture.
They introduce students of lower secondary classes to new concepts and build
on some earlier concepts in detail. The basic idea is to enable the students to
analyse history and its influence on the present; recognize elements of the physical
world and their impact on our lives; and contribute towards creating a
compassionate, ethical society. The relevance of the content to the students’ own
lives is emphasized so that interest in learning is enhanced.
The books provide comprehensive information and learning structures. The

selection of content is based on relevance, importance, and objectivity. The
cheerful and lively layout of the book has been designed to ensure maximum
student engagement in learning.
Aini’s Notes-the adventures of Aini and her pet cat Goloo-in the History section
is a supplementary feature to clarify concepts, and strengthen understanding of
the historical background of major events. Aini’s Notes also attempts to provide
a people’s perspective from different eras, to reinforce the relevance of history to
our times as well as to maintain interest.
The Geography section covers topics relating to the physical geography of the
world and the economic geography of Pakistan. Illustrations and diagrams reinforce
and add to the concepts introduced in the text.
The choice of topics in the Civics section reflects the need of the hour for
students of this age. The underlying objective is to help develop a community with
good ethical standards and values. The topics will motivate and guide students to
behave in a conscientious and responsible manner. The chapters emphasize
awareness of the students’ own rights, the rights of others, and the consequences
of their actions.
All the books in the series include interactive tasks aimed at skills development-
critical and analytic thinking, and reasoning.
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CHAPTER 1
Civilizations and Empires of South Asia
South Asia is a fertile landscape supporting a huge population.
South Asia usually refers to the landmass in Asia that comprises Pakistan, India,
Bangladesh, Sri Lanka, Nepal, and Bhutan. This region is bound by the Arabian Sea
in the south-west, the Bay of Bengal in the south-east, Myanmar in the east, China
in the north-east, Afghanistan in the north-west, and Iran in the west. It is also
known as the Indian subcontinent. A subcontinent is a distinctive mass of land that
constitutes a large part of any continent.
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HISTORY
Timeline of arrivals in the subcontinent
Why did people settle on the subcontinent?

The Indian subcontinent is a region with abundant resources. A long coastline, river
systems, a favourable climate, flat, fertile terrain suitable for farming, and a wealth
of natural resources: these factors attracted people to settle in this area. The
subcontinent was always a prosperous region able to support large populations.
Why do we study the people of the subcontinent from ancient

times to the present?
It is important to study the history of the subcontinent from the time of the first
settlers to the present so that we can:
1. understand how people, countries, and systems have evolved.

2. know about the past of our own nation.
3. find out how culture and traditions have developed.
4. plan our future by learning from history.
Have you noticed that Pakistan is a country of many different cultures? How do
you think this has come about? The peoples who lived in the subcontinent during
different phases of history, came from many different regions of the world. They
brought their own ideas and practices with them. Hence, this area became a
melting pot for different religions, ethnicities, languages, traditions, lifestyles, etc.
Our culture, traditions, and society were shaped by the interaction of all these
groups throughout history. In this section, we are going to read about the people
who lived in this region from the earliest recorded time.
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HISTORY
Do y©u Kdoyv?
'CE, which stands for Common Era, has replaced the.use of AD, which indicated
the start of the calendar from the birth of Jesus Christ. CE shows the same
dates as the modern calendar but without referring to any religion. BCE (Before
Common Era) is now used to indicate dates previously shown as BC (Before Christ.)
Content review
1. Which modern countries make up the subcontinent?
2. Why was the subcontinent a suitable place for settlement?
3. How does studying different peoples living on the subcontinent help us

today?
Going further
Make a list of all the religions and languages of Pakistan. Why do you think there
is such a variety?
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AbnL’s Notes
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OXFORD
CHAPTER 2
The Indus Valley Civilization and The Aryans

Circa 7000 bce to 1600 bce
Location
The people of the Indus Valley are believed
to have been the first known settlers on the
subcontinent. The earliest traces of human
settlements in this area have been found at
Mehrgarh, a city in Balochistan. Archaeologists
think these small, elementary settlements are
from around 7000 bce. Little is known about
the lifestyle and culture of these people.
The next phase of life in this region is found in

the ancient cities of Mohenjo-Daro and Kot Diji
in Sindh, and Harappa in the Punjab, which date
back to around 2500 bce. Remains show that by
this time, an advanced civilization with
developed cities was flourishing in this area.
The Indus Valley Civilization seems to have

been located initially along the banks of the
ancient River Saraswati, which later changed
its course and dried up. From there, towns
and cities spread to other parts of the
subcontinent, especially around the River
Indus and its tributaries. The Indus Valley
Civilization stretched from Afghanistan (along
the Kabul River) as far as the Indian Punjab. A map of the Indus Valley Civilization
Clay figures, jewellery, and seals from the Indus Valley Civilization
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HISTORY
People and culture

The earliest people in the Indus Valley are known as Dravidians; they later moved
and spread to the southern parts of India and Sri Lanka. The Brahvi people in
Balochistan are Dravidians. Their language belongs to the group of Dravidian
languages.
Archaeologists are amazed at how developed the Indus Valley Civilization was.
They have discovered well-planned towns, houses, streets, drainage system, arts
and crafts, and writing. All the cities uncovered so far are built on the same pattern.
It seems to have been a peaceful civilization as there is no evidence of any war.

The sculpture of the No weapons have been found nor are there any drawings of battle scenes or such.
King Priest from The people traded along the Indus and used a common system of weights and
Mohenjo-Daro
measures. Taxes were part of their revenue system. It was a prosperous civilization.
Archaeologists have also discovered some seals showing an ancient form of writing.
Unlike the writings of the Ancient Egyptians and Sumerians, the Indus Valley writing
has still not been deciphered or decoded. The reason is that it does not resemble
any language of either ancient or modern times.
Mohenjo-Daro was a well-planned town; the main activity was trading.
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HISTORY
Aerial view: Mohenjo-Daro is located near Larkana in Sindh. The ruins were discovered
in 1922 ce.
How it ended
In addition to the writing, the other mystery about the Indus Valley is that no one
knows why it ended without any trace or without merging into another civilization.
Some historians suggest that the invading Aryans killed them. A mass grave
containing skeletons was discovered at one of the sites near Mohenjo-Daro which
suggests this end. Some suggest that a disease wiped out the civilization, and yet
others think that people moved away from this place for other reasons. However,
one thing is certain: the civilization was never revived.
Bronze statue referred to as the 'Dancing girl’ The writing on the seals has not been
understood.
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HISTORY
■Do you Know?

The Harappans were exceptionally good brick makers. They used kiln-fired bricks
to build their city. The bricks were all equal in size and proportions—28 cms long,
14 cms wide, and 7 cms high. Brick kilns in the Punjab today still produce bricks of
the same size and proportions.
The Aryans (circa 1750 bce)

The Aryans from the Ural Mountains near Russia entered this region around 1750
bce through the Hindukush mountains in the north of Pakistan. By 1500 bce, they
had settled down in a large area and followed their own way of life. Since they
were nomads from a mountainous region, they had no concept of agriculture and
depended on the local people to teach them farming. They progressed rapidly
however, and settled down in villages under rajas, giving up their nomadic ways.
They had strong religious beliefs.
The Aryans were originally

nomads from Central Asia.
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The Kshatriyas were the warriors— HISTORY
A Brahmin-priests the second highest caste.
made up the highest
caste.
Mohenjo-Daro
literally translated
means "land of the
dead.” Why do you
think historians
named the city
Mohenjo-Daro?
The Vaishyas
were traders
and farmers.
The Shudras were the
lowest caste. Their job
was to serve the other
three castes.
Much of the present day culture in India and Hinduism can be traced back to the
Aryans. The Aryans brought the infamous caste system to India. It began as a
system of recognizing people by their jobs. Groups of people were given certain
tasks and their families and children were expected to follow their example and
continue the family business. Over time, the system became rigid and unfair. The
priests who belonged to the highest caste—the Brahmins—banned changing the
caste into which anyone was born. The downtrodden, low-caste Shudras were the
unhappiest because the high-caste Brahmins considered them ‘unclean’ and
assigned all menial tasks to them. The Shudras were also kept away from religious
knowledge and rituals, which were forms of gaining respect and honour in those
days.
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HISTORY
The Aryans introduced the local people to metals including bronze and gold,
chariots, horses, and the use of the bow and arrow. A unique feature of the Aryans
was that they did not leave behind any artifacts, nor did they leave any grand
structures to depict their lifestyle. Instead, they left behind religious literature
called the Vedas. The Vedas tell us everything we know about the Aryan way of
life. The language they used was Sanskrit, which is the basis of modern Hindi.
A large number of people on the Indian subcontinent today are descended from
the Aryans.
Content review
I. Answer the following questions:
1. What was the first known settlement of the Indus Valley Civilization?
2. Why do we believe that the people of the Indus did not fight any wars?
3. What two questions about this civilization remain unanswered to date?
4. Write what you know about the Aryans.
5. How do we know about the Aryans7
6. What did the Aryans learn from the local people?
II. State whether each of the following statements is true or false. If

false, correct the statement:
1. The Aryans came from the Ural Mountains.

2. They were basically traders who came to buy and sell goods.
3. The Aryans introduced chariots and the use of bow and arrow to this
region.
4. The language of the Aryans was Urdu.
5. I he Aryans did not encourage religion.
Going further
a. What do you think happened to the people of the Indus Valley Civilization?
Make a list of all possible explanations that you can think of.
b. Did the Indus Valley region make any progress during Aryan times? Give reasons
for your answer.
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Auee’s Notes
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ruurereLrey cuLorey the edyes of the streetsfed by drcuLresfront' houses. I cunt,
souryrused, to see suuch a, weLL-yLcurened city so four bcuch Ln, tLwue.
The streets cure crowded. Men, cure wecurLny robes with woven,ycutterres.
Women, a,re hressed, Ln, shLrts. Ijoust ycussed, a,yroay of women, wecurLny _
Lowy ewrrLnys, wecdLwccs a,n,d, yewdmnts, cus weLL a,s bwnyLes, wLL mwde of
coLouurfuuL stones. They cuyyecur to be rLch LedLes.'
IrncuLL worhshoys LLwetke streets Ln, one a,rea, of the cLty. I see a,rtLsa,n,s
wucuhLny yottery, stone, bccuds, sheLL orn,a,wuen,ts, yLwecd, ea,rthen,wwrc,
stone tooLs, scuuLytuures, Mud, even,yoLd, Ltewus. AwuweLnyly, I
ccuwwot fLnsb cuny yovern,wuen,t buuLLd,Lnys: merchants cured,
LcurucLowners scene to ruun, the cLty. I cwn, sec ruo traces of__
yoLLce or curnty. It us cLecurty a, tLnee ofyecuce cured
yrosyerLty.__________ t_____ _______
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PRESS
HISTORY CHAPTER 3
Buddha and Buddhism

Circa 565 BCE to 485 BCE
In the previous chapter, you learnt that Hinduism has its roots in the religion of
the Aryans. Around the fifth century bce, another religion or way of life also
surfaced on the subcontinent and became widely accepted in a very short span
of time. This new religion was Buddhism.
How did Buddhism begin? What does Buddhism teach us? Let us read on to find
out.
The story ofPrince Siddharth

Prince Siddharth Gautama was the son of King Suddhodhana and Queen Maya of
a small kingdom in Nepal. As was the custom in those days, an astrologer was
The old man
The sick man
The ascetic—someone
who lives a life of
Prince Siddharth encountered
prayers away from the
an old man, a sick man, a
pleasures of the world
dead man, and an ascetic-
all for the first time, when he
ventured out of his palace. |
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HISTORY
consulted at the birth of the prince, who predicted that Siddharth would become
either a great leader or a very holy man. King Suddhodhana decided to train him
to become a great leader and issued strict orders for his upbringing, one of which
was that Siddharth was not allowed out of the palace under any circumstances.
He was provided with the best teachers and material comforts of every possible
kind, but shielded from knowledge of religion and human suffering.
Hence, Siddharth grew up in luxury without any first-hand knowledge of what went
on in the world. Twenty-nine years passed this way, until one day, out of curiosity,
Siddharth asked one of his men to show him what was outside the palace. He was
shocked by what he saw. His encounter with reality had a profcynd effect on
him and, after much thought, he left the palace and everything connected to his
life there, including his wife and infant son.
He spent many years wandering through the country and meditating in search of
inner peace. Two questions troubled him: he wanted to know why humankind
suffered, and how this suffering could be relieved. He finally found the answers to
his questions while meditating under a Bodhi tree, and found peace with himself.
He had realized that human beings suffered because of their greed. The only way
they could reduce this suffering was by getting rid of desires. He preached that
everyone should lead a balanced life and correct their lives, speech, and actions.
He also said that all people were equal and not divided or born into castes.
Siddharth’s message spread quickly and he became popular in a very short time.
People started coming to him with hope, and he guided them to achieve peace
and contentment within themselves. He was no longer known as Prince Siddharth-
now he was Gautama ‘Buddha’, the enlightened
one. His path of peace was called Buddhism.
Buddha also believed that all humans pass

through the cycle of rebirth or Samsara. This
means that after death, a person is reborn,
but as a different life form depending on the
quality of his/her actions in the previous life.
People who performed good actions could
reach the highest level of inner happiness,
where the cycle of rebirth would stop,
allowing them to rest in peace forever.
Buddha's followers compiled his teachings.
Statues of Buddha at a temple

in Myanmar
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HISTORY
The spread of Buddhism

One of the main reasons for the spread of Buddhism was the
unpopularity of the caste system. As news of a new
religion spread to the Shudras, they gladly converted cX
to Buddhism because it welcomed everyone and
j focused on a person’s behaviour.
^ tyujoj 4°
Buddha died in 485 bce, but his teachings spread | J '-XX /
in all directions. Northern India, Tibet, Nepal, and zX.
,O
Sri Lanka were the earliest centres of Buddhist A / T
% jW-. -x»r /
traditions and learning. Prominent Buddhist nations
of today include Japan, China, Cambodia, Myanmar,
Nepal, Tibet, Sri Lanka and Thailand. The eight-fold path is among the
basic teachings of Buddhism.
Do you Know?
Karma means all those actions of a person which affect his fate in this life
and the next.
Dharma means the eternal law which the universe follows. Good actions
which support the universal law are also known as dharma.
Nirvana is the state of perfect happiness where there is no suffering or desire.
Content review
1. What was Buddha's name?
2. In your own words, write about the event that changed Prince Siddharth’s
life.
3. Explain the difference between dharma and karma.
Going further
How did Buddhism change people’s lives?
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HISTORY CHAPTER 4
Persian Rule under the Achaemenid Dynasty

Circa 550 BCE tO 330 BCE
A map of the Persian Empire at its peak
Location
The famous Achaemenid Dynasty of Persia was founded by Cyrus the Great in the
sixth century bce. It was the largest empire the world had yet seen. At its peak, this
empire stretched from the Mediterranean Sea to parts of Afghanistan and Pakistan
as far east as the Indus. One of Cyrus’s most prominent successors, Darius the
Great (521-486 bce), also known as Darius I, annexed parts of northern India to his
great empire. It became its richest province.
The government
In history, Darius is known to be a ruler who was “strict but fair.” He divided his
empire into provinces called satrapies so that he could run their affairs efficiently.
He introduced many reforms, which led to the strengthening and popularity of
the empire. Constructing the Royal Road was one of his great achievements. This
road started from a place in Turkey and finally joined the famous Silk Route in
northern Pakistan. Darius also established a university at Taxila and set up a postal
system. He was a deeply religious man, and popularized the teachings of Zoroaster,
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HISTORY
The subcontinent became a melting pot for different ideas from many civilizations.
CWkngeH
a magus whom his followers, the Zoroastrians, believed to be a prophet of God.
Rulers like Cyrus and
However, he allowed the people of the places he conquered to worship as they
Darius had titles
wished and never forced them to follow any religion other than their own.
such as “the Great”
added to their
names. Why do you
Trade and culture
think they wanted The area known as Gandhara, which includes eastern Afghanistan, the valley of
these titles? Peshawar, and northwest Pakistan, became an important trading and cultural
centre under the Persians. It was on the major trade route between the ‘east
and west’ (east being the eastern part of the subcontinent, and China; west being
the Persian Empire.) It flourished because of trade, learning, and the exchange
16 OXFORD
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HISTORY
of ideas, and became a melting pot for different cultures. Taxila was the capital
city of this region. Charsadda and Peshawar were other important cities.
Persian rule in the subcontinent started to decline when a series of wars with the
Greeks weakened their empire. Rulers after Darius had become cruel and corrupt.
The empire finally ended with Alexander’s invasion. Alexander burnt down the
magruificent Persepolis—the capital city of the Persian Empire—to demonstrate
his might and victory.
Persian influences can still be found in the Balochistan and Khyber Pakhtunkhwa
provinces, especially in the language, cuisine, and culture.
Do K.DOAA??
The old name for Peshawar is Purushapura and it means 'the city of men’.
Content review
1. Name the three main cities of Gandhara under Persian rule.
2. What made Gandhara an important state?
3. How did Persian rule on the subcontinent come to an end?
II. Fill in the blanks to complete the sentences below:
1. The Achaemenid Dynasty was founded by
2. The capital of Gandhara was------------------------
3. Darius divided his empire into provinces called------------------------
Going further
Do you think it is a good idea to have many cultures in one place? Can you identify
some advantages and disadvantages of this?
OXFORD
UNIVERSITY PRESS 17
S'-
Aburiks NoteA
PeweyoliA: TsIua tbuuw, we- kawe, lawked, “BANG!” Uv tke, coddle, of P^rbuA
tkeo Gresort s ywrty'artkbsUAGfbiskskedyadacsT isv Pewey-olls, Pewbay. . -
'Pe-rsep'oltA artydtkls yalayCAusers aMsorvy Darbus’s yreyaotest ardvlteyotuyrod
kddbDU-DlkNttp A/W1 csutseAy why! The kisye budl wkeyre we boyi^led
(tkawkfukly bekikiGd a 19 woester koyk woodeA wlAwro, so M> ows wwtbcyed
OUA sbbyktly U/MMAU/odyades'CraAkbnyl') bs SKtrOyOrdblUlyrbly beyOyUstifuk
Gauyly-tuyres of two^keaded bedIs, loons, OyA-d eyaybestoy ikes eobuywss. ike
tubedwadbsM't- keAAmtek wbtk^rkstuu^ offl^kÂsaA^kMkAHskJsk Two
(ji'AAk btOykwajA w~vtk kskkocskey UMVUbgs on, tlveAso rises akoirey iaa. t kokt ’
kisow-koikr boisc^ 1stooktkeAes, isooistlv opAAbj Ayes lArlke^ CsOisbpkeyeky■froz.esb.
It was oedy whew tke>goiMjs soiAebkesktkat 1 woajobtak oust ofjsty tsaiuse>.
iksgons^s ureses Ibks as suAsvwAUA to irysasyss Tke^ kbyky-rbest omawmuaaL
VarbuA-—tkes Klsb^ of Ktn^sôMsk toêtkes^, atbtke' Pewbasts yrayek ko
tksd'yok AkAra-Ma/rka (tke-yre^tyod of sewbosv asvk wkkoisb). I usas
aMbazwk to seAstkast twasty MbbeskAAu/forekyAbyuyAts, asuk___
Ai'tsbaAwkots kbk (tot taka ywt ba tk&ysayeAs. I aotboak
tkat tkfiy_ stood tressysAAstfukly' ayaksat awakl wk'datka

\
' Pe-rsba^ yvayesd.
Pooi'b) awdaAsadorsfYOrtb 'differeAvt pAOirbstteA oftke,
essbydvescaisbe.forward to yAe^sesUk ybfts aeuitridiiAtesS to tke^
kiyty- lyustAokly ^y'Ottesd tkes IjMkk<d^ deylAyakboevaAu>OAby
tkesUA. Dressed bA twdbtboiud robe^s OAbdfbKAsjeswekry, tks
levdbaSA stood OlA/t as tks ISbOSt
. yweysAouA of tk&yrou/ys.
. Tkesbr trbbusts c>oiasbst^d of kewvy
ckuAvks ofyobd, stewed tools, uroolkeAb
clotk, kerbs, mu! MAsdbcbvtAA.
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CHAPTER 5
Alexander the Great

Circa 356 BCE to 323 BCE
A map of
Alexander’s
campaign
In the last chapter, we learned that the magnificent Persian Empire ended with the
invasion of Alexander the Great. Let us find out more about him.
Macedonia was a small kingdom in the north of Greece. One of its rulers, King
Philip, was a brilliant leader with an ambition to rule the entire world. He was killed
before he could succeed but he had already passed on his ambition and military
skills to his son, Alexander.
Tutored by the famous philosopher Aristotle, and trained by King Philip, young
Alexander inherited his father’s kingdom as well as his dream to conquer the
world. He wanted to be known as “the King of the World.” At that time, the
Persians ruled a large territory to the east. As Alexander launched a series of attacks
on the Persian Empire, it grew weak and finally succumbed to his superior force A bust of
and strategy. Alexander the Great
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HISTORY
t>©y©u
Know?
Alexandria Bucephalus is
a city Alexander
founded in memory of
his beloved horse
Bucephalus which had
died there. Archaeologists
suggest it was located
near the city of Jhelum
in the Punjab.
King Porus surrendering to Alexander after losing the battle
A_remarkable warrior
Alexander was an excellent warrior and commander. He was never defeated
throughout his career. He planned his battles carefully and used his loyal and
efficient soldiers cleverly to beat his opponents. He successfully used factors such
as the ground conditions, weather, and time of day, to his advantage. The phalanx
is an orderly formation in which soldiers stand close together; Alexander used this
formation to break many opponents’ defences. His success in conquering a large part
of the then-known world earned him the title of “Alexander the Great."
Alexander’s conquests extended from Greece and Egypt in the west to the
furthest province of the Persian Empire in the east—the Gandhara region
which we learned about in an earlier chapter. He advanced as far as the
Jhelum River in the Punjab, where he met King Porus who had refused
to surrender.
The brave King Porus ruled the Paurava people who lived by the
Jhelum and Chenab rivers. He had a formidable army of elephants
which the Greeks faced for the first time. Alexander defeated the king
with a clever attack. The armies had taken up their positions at the
opposite ends of the river. Alexander made his soldiers cross the river
from two places during a thunderstorm at night and attacked both
wings of Porus army instead of meeting them from the front. His
soldiers injured the elephants, causing them to turn around in panic
Alexander was eleven years old
when he tamed his beloved horse.
and stamp on their own men. King Porus was defeated after a heroic
fight.
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HISTORY
Despite this victory, Alexander could go no further. His officers, weakened by
fighting, fatigue, and monsoon rains on the subcontinent, were o
the verge of
revolt. On the advice of one of his most trusted generals, Alexander
did not push them any further and turned back. He wanted to
return soon with a stronger army, but his dream of conquering the
Do you Kdotv?
world remained unfulfilled when he died the following year. Alexander was only eighteen
when he became the
During his rule, Alexander spread Greek ideas and culture by leaving
commander'of his father’s army
his governors with teams of professionals, artists and philosophers
and twenty years old when he
in the cities he conquered or established (most of which were
became the king of Macedonia.
named or renamed Alexandria after him.) This is described as
He died at the age of thirty-
Hellenizing' the world. He established strong links between the
two.
east and the west.
As Alexander did not have an adult son to inherit his kingdom, his empire was
divided between three of his generals at the time of his death. The Indus Valley
region came under the rule of his Greek general Seleucus.
Content review
1. Who were Alexander's (i) father (ii) tutor?
2. What did Alexander inherit from his father?
3. Why was Alexander unable to conquer the subcontinent?
4. What happened to Alexander's empire after his death?
5. Which of these three options is the best definition of ‘Hellenization’?
i. become influenced by Greek culture and customs
ii. become Persian and follow Ahura Mazda's teachings
iii become Indian and adopt Indian culture
Going further
Imagine you are Alexander. What would you have done if you had
Alexander was an excellent
conquered the whole subcontinent?
warrior and leader.
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Abtus Notes
Nmat tkePJweujkebust: Abexwtdey ike, Qyewt bs sbttisiy btyybef beside w dead
koyse. Its w bewttifuk, stwssbue koyse wbtk wybewwbty bbwck eowt wtd w bsye
wkbtestyewkotbts byow. It seests to kwuedbed.ofbwttbebtjusbes. I tkbtk this
wttst be Buteydbwbous, tbve tbostfastous koyse bt kbstoyy. As we wye teas tke

•t
basbks of tke Tbisey jkebust, I ytess bt svtst kwu-e deed dustty tke Battbe of
Hydasyes betweet Abexwwdusy asbdKistyPoyus.
At obd sobdbey tebbs we tkestoyy of kowAbexstdeeyot tkbs koyse. He was otby
ebewetyeaws obd wket kbsfwtkey Kbty Pkbbbby wws yyesetted tkbs bewutbfwb
astistak wkbek to ote eowbd taste, Hbs fatkey wwttecb to setcb bt away but
Abesasbcbey asked bfke eotbk keeya bt. Tkeyotty psbtee kasb totboek tkat tke
asbistat wws_ afyatcb of bts owt skwcbow. Pbyst, ke syoke sootkbt^by to tke koyse
to ewbub bt cbowt; tket ttyted bt to fa.ee tke Skt so bt eotbcb to hotkey see bts
skasbow. Tke koyse eatstecb cbowt istubecbbately wtcb ottowet tkeyott^ ysbtee
to ybtke bt. Koty Pkbbbyy wtcb tke eyowds weye extueisbely butywessed. Tkey eoisbd
see tke atwkbtys of w ebewey asbd woytky bea^dey bt Abexsotdey adyewdy.
Busoeykakous was wbtk Abexasbdeyfyow tket ot.
- 77^gyeatyeteyak seevts oeeywkebwed wbtkyybef. He styokes_
Ri flk boubtyby tket stawds uyy to wddyess kbs wet.
^7^x5^ He asbtousboes tkaet tke koyse wtbb be busted wt tkbs syot

-------- asbdwebty tasted Abexasbdybaj Bussykakus udkb befottded
keye bt bts Msstovy. As yey kbs custoi/t, Abexwtdey wbbb beause
jw least ofastists ascd eyaftswetto bukbdtke cbty. Ayckteoboybsts
isbwodeyttbisbes wye tyybty tofbtd tke yevtwbts oftkbs ebty east
of tke Kbtey jkebust.

CHAPTER 6
Seleucus and the Mauryans

Circa 326 bce to 184 bce
In the last chapter, you learned that Alexander’s empire was divided among his
three generals after his death in 323 bce. Seleucus received the largest share of the
empire. His territory included the areas under Persian rule, from modern day
Anatolia (in Turkey) to Bactria (now known as the Balkh province in Afghanistan),
and the Indus Valley.
The rise of the Mauryans

Around the same time, an ambitious young man from the Punjab was organizing
an army to overthrow the last Nanda king of Magadha—present day Bihar and
Map of the
Mauryan Empire
OXFORD
UNIVERSITY PRESS 23
HISTORY
Challenge!
The peace agreement between Seleucus and Chandragupta was that
Chandragupta would give 500 war elephants to Seleucus, and Seleucus would
give him (a) his daughter as a bride and (b) his territories. This agreement
proved to be beneficial to both. Can you explain how and why?
Bengal. He was Chandragupta, the founder of the Mauryan Dynasty of India.

Chandragupta had met Alexander once and was inspired by his leadership skills
and military tactics. He wanted to become a great leader himself. His trusted and
clever advisor Kautilya encouraged and supported him in his plans.
By 320 bce, Chandragupta Maurya had united much of the scattered empires of
India. With Kautilya’s help, he overthrew the Nandas and took control of the entire
region, making Pataliputra (modern Patna in Bihar, India) his capital. Now he looked
around to drive foreign powers from this region.
Schools, colleges, and roads were built all over the Mauryan empire.
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HISTORY
As we know, Seleucus was a foreigner, and he felt threatened by Chandragupta’s
rise to power and his intentions. He invaded India to regain the Punjab in 305 bce
but Chandragupta defeated him. Later Seleucus and Chandragupta reached a peace
agreement and Balochistan and almost all of present day Pakistan came under the
Mauryan rule.
The government
The Mauryan people and the empire were prosperous. People were made to
overwork and pay high taxes. Roads were built and toll was charged to pay for
maintenance. Laws were fair but firm. The police maintained order with strict
punishments. Chandragupta was known to be unreasonably strict. He had spies
everywhere in his empire who immediately informed him if people were unhappy
with him or his policies. On receiving any such complaint, he would have the
complainant tortured or killed.
Chandragupta died in 278 bce and his kingdom passed down to his son Bindusara.
Bindusara conquered Deccan and made it a part of the great Mauryan Empire. With
this, the entire subcontinent, apart from the Kalinga kingdom to the east, came
under Mauryan rule. After his death in 273 bce, Bindusara’s son Ashoka inherited
the kingdom.
Trade activities were supervised and heavily taxed. Spies were everywhere. It was a time of prosperity with strict
law and order arrangements.
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HISTORY
Ashoka the Great

Ashoka is known as the greatest ruler of the
Mauryan dynasty. At its peak, his empire
stretched from Ghazni in Afghanistan to Deccan
in the south of India.
Soon after his rise to power, Ashoka looked

towards the flourishing, prosperous kingdom of
Kalinga (modern Orissa) to gain control of its
riches. He conquered Kalinga after much
bloodshed in a fierce war. Hundreds of
thousands were killed, and even more people
were taken prisoner by Ashoka’s army.
The death and destruction he saw at Kalinga

changed Ashoka totally. Overcome by guilt, he
Ashoka regretted the death and destruction the war had turned to the peaceful path of Buddhism. He
caused at Katinga.
never went to war again.
Ashoka’s rule
Ashoka’s style of government differed from that of other rulers. He called his
subjects his children’ and sent representatives all over his kingdom to solve their
problems. He did not tax people heavily or unnecessarily and spent huge sums of
money on welfare projects. He lived a simple life and maintained a strong,
organized army for protection against enemy attacks.
Ashokas support and interest in Buddhism made it a popular way of life among
the people. He wrote edicts, built stupas and monasteries, and sent missionary
monks to all parts of his empire. His messages to his people regarding what he
was doing for them and how they should lead their lives, were carved on stones
and pillars found all over his empire.
The end of the empire

Ashoka’s sons and grandsons did not continue his legacy of good ruling, and
became unpopular. As a result, the empire became weaker. The caste system
crept back into the Indian society and Buddhism was no longer considered ‘a
favoured way of life. The glorious Mauryan dynasty came to an end in 185 bce
when the last ruler, Brihadratha, was killed by his own commander.
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HISTORY
Ashoka ruled a vast empire across the subcontinent.
Do you Know?
Kautilya—the famous cunning priest—had once been an advisor at the
Nanda court He left after one of the Nanda kings insulted him, for which
he swore revenge. He joined the university at Taxila, and when he met the
ambitious and determined student Chandragupta, he knew how he would
get his revenge! Together, he and Chandragupta planned to seize power in
Magadha.
OXIORJD
UNIVERSITY PRESS 27
HISTORY
Content review
1. Who was Chandragupta’s inspiration?
2. What is the new name of Pataliputra?
3. Who was Kautilya and what role did he play in the creation of the
Mauryan Empire?
4. What happened to Ashoka’s empire after his death?
II. Copy and complete the following table in your notebook. For each
ruler, give details of their achievements or failures with respect to
the points given on the left, e.g. religion, taxes, etc.
Chandragupta Ashoka
Religion
Attitude towards
people
Development in the
empire
Taxes
Name of successor
Going further
If you had a chance to rule a country, which ruler’s ideas would you follow-
Chandragupta’s or Ashoka's? Why?
28 OXFORD
UNIVERSITY PRESS
‘X/?;
Aistk’s Notes
_ ALLakabask: We^ a-re- Lib bite- cs>tbrbyasik of w forb. A fear Ubesb ase, stMbckbitg
- mtoimmL ctroLssusZ^f/Ze.meZ^ZZ&- c,^rZi/^W. A_wbMb (kressesk Lika
asbofflc-iaL is reackisbg ak-oiuk bite- ubsc-rLptLoib otb the- ooLwisub. “ALL isbesb
_ are- isiy c-lti/Ltkyesb. I MSb Lika Ojfarbliar to tltesib. As eae-ry fatkar tkesLres tka
_. gowk Mtnk tka kapptitess of bus ckbikskreîb, 1 wislt that ooLL wait slbowLtkbe,
kappy akways.” Titis Ls a I4tessagbfroi4t bite-great estsparor Asltoka bo bus
paopta. Heltas ereabeck wbOAtyswclt ooLisisbKs aaross Itis ItLibgckowb bo_■_

t
_ csfWMbvoMssbtb (bis oaisdoisb a^rsL/zcbvLeîrîsbîsbs to Ibis p'&opte.____
Tlbe, êsyle. sesMb yLeasesL Mbck cLcsy bhbesr (bMbds as tbsb offLcsa,L
oMSboiMbcss tbvist a, bbospbbat lASbLL bb bisbLb Lib tlbesr bounb isLorg tlse> roasL
tbuvttbbbgreat eMbp'&for luujust csrstrobct^ck. Tbsest asr iasMs (Utg eAre-ry
f^tb kbLoisbeters tbLong blbis roasbansL sbbasLy treas (tare^ beaib pkasbbesL itLL.
blbe^ way. __ ___ _________
Eoe^ryoKa is breabesL egwajLly. 'rbb^fe.W'offic'ba.Ls I se&ase, IdsbcLgeAbtLeMbe-ib
wbbo gore, Usbesbisbg gatLesubby bo bbb& grobbaws oh tbsr yrogbb.
1 aîsb to Lab tbtey wM baJce^ tlbe^ paoyLets regwests baskb to
tbsb Eisbparor Aslbolta. Most of tlbe- gesp'Lb I sea bvesa si's
BiAsLcLbbists: Tboey ase, ssostby traslars asbcL oraftswbesb.
Tajces wr& Low-witcL atL Icbisds of otoLebibca, evaib
bbtM-btubg aabiMboJs for foocL, is baîbibesL. Greek asuL
Cbiu-tesb trabcLe^rs ca/b be^searb Lit tlbe- nsa>rlcet. tkere is
paaca asuk ses-wrUy Ltb tha Lwtbtk.
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UNIVERSITY PRESS
HISTORY CHAPTER 7
The Kushans
Circa 50 ce to 250 ce
Carving from the Kushan period showing a busy street scene
The later days of the Mauryan Empire saw the arrival of many groups from the
north. Greek rulers from Bactria (now in Afghanistan) were the first to set up their
own empire. They were soon taken over by Shakas from Central Asia who mostly
ruled western India. The Kushans drove them out of the Indus Valley.
Arrival_ _ _
The Kushans were also from Central Asia. They arrived on the
subcontinent through the Hindukush Mountains, circa 50 ce.
They ruled a large territory for over two hundred years.
The Kushans entered under their ruler King Kadphises I, and his
son Kadphises II defeated the Shakas. It was under the rule of
Emperor Kanishka that the Kushan Empire reached its peak.
The empire
Kanishka (120-144 ce) is also called the Second Ashoka because of
his tolerance for other religions. He made Peshawar his capital,
and controlled the trade route between the east and the west,
i.e. the Roman Empire and China. Trade, art, architecture, and
culture flourished under his rule. The Kushan era is noted for the
rise of the Hellenistic influence on the subcontinent. A new style
of art known as ‘Greco-Buddhist art’ containing elements from
the Ancient Greek and Buddhist styles, developed during the
The Kushan Empire Kushan rule. Archaeologists have found several statues and
30 OXFORD
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HISTORY
Do Don Know?
Stupas are dome-shaped structures
‘ containing Buddhist relics. Kanishka
built a huge stupa near Peshawar.
‘ Archaeologists discovered it in 1908-
1909 ce. This stupa was said to be
600-700 metres high and its base—
which can still be seen—was 87 metres
wide. Chinese pilgrims in the seventh
century described this stupa as the
tallest in India. Archaeologists digging
at the site found important relics from
the Kushan era including pieces of
Under the Kushans, ties with the Roman Empire and China bones said to be those of Buddha.
were strengthened.
paintings of Buddha in this style, apparently ordered by Emperor Kanishka who

became a Buddhist himself. It is from Kanishka's period that people started
worshipping Buddha as a deity.
After Kanishka’s death, the Kushan Empire lasted for only a century as none of his
successors proved to be as capable a leader as their great ancestor.
Content review
1. Where did the Kushans come from?
2. For how many years did they rule the subcontinent?
3. Make a list of Kanishka’s contribution to the development and

progress of the subcontinent.
4. Why was the Kushan Empire short-lived?

The headless statue of Kanishka
Going further
Explain why it is important for rulers to maintain good ties with neighbouring
countries.
OXFORD
UNIVERSITY PRESS 31
Autb’s Notes
Peslusustur: Th&jre-^tB^ddd^^ oa-Usd bj ids Kuslso^s
KMsislsk-ci- Isosjoist e-isde-d. Tf-e- k-i-u-jj’s sjsok-e-jse-isofb Is
Z/Ze- ou-tcouse- iso tlse- tousts c-esvtre.____________________

s~
H-e- tells tlse-p-e-ople- tlsdt tk-e- usotslc<: a-t tlse-oonfe-re-n-c-e- ise-re-jsf-i-t______
iusto tuso jrou-ps. Tlse-jeou-j- ofln-di-iMb 'Msd Sd Lstsk-sts usoisles .____
a-yju-e-d tlsst Bu-ddlvs usa-s is Isu-uso-is te-a-c-lse-v usk-o a-cdsi-e-ise-d usisdoi^b
Mbdp-e-O-C-e- (Usd ta-U-Jjlvt Otde-lS to (to JOOcC desAs to Cbolviw& U/btlMMbtes
lusppuvess. Ths i4eofsles froiis C&fstrad Asiss, CIumss, Mvdjtjj'Mb_________
tnsistesL thsst tusLdlsis usiss otee- of tlse-jods udso Isced souse doimv to___
os leisusisie foi'us.__________________ /_____________ .
Tlse sp'olcesp-e-rsois sajs tdtst tks Icisj Ivas addounsd both-jmsjs to
pssctde tdus ousts foyus o^ Bisddddus, udetde- Ise- kdussed^ luss cdsosMV
to uxoi'dsijj' Bu-ddlbis ess a-jod. __ ____ ___ __ _ __ _________
Tlse- sp-ok-esp-eusois cd-so Lsin-tes tde C/ye-e-lc dutbststo tde- k-tisj’s co test,__
____^-L tlse- kdujj usMsts tlseus to btsidd sta-tu-e-s of Bu-ddfus
ISOUS, ISO sta-tu-es of___
a^l Bibddh-Ob h-a-ise- be-e-is usa-de-. Aldtlse- scud-stusps of

__ . ' __ Bisddlsa- tlsst use-fbisct let’ usodesis tbuses, usisst
tdebe-jiusiu-u-j y'tp £raW- lasousis
(U CfUe-c-o-Bu-dddisMi' bday^t.
OXTOPJD
UNIVERSITY PRESS
CHAPTER 8
The Guptas
Circa 320 ce to 500 ce
The Gupta Empire was founded by a warrior from a noble family of Magadh—
Chandragupta I, (not to be confused with Chandragupta Maurya of the Mauryan
empire.) Chandragupta (circa 320-335 ce) laid the foundations of a great empire.
He extended and strengthened the area under his rule, and acquired many titles
highlighting his prestige and power, one of which was the “King of Kings.” The
Gupta rule began around 320 ce, and included today’s Pakistan, India, Nepal,
Bangladesh, and Myanmar.
After his death in 330 ce, his son Samudragupta inherited the throne, and it is
during his rule that the’subcontinent experienced its 'Golden Era.’
Samudragupta (335-375 ce)

Samudragupta was a visionary leader
with excellent military skills. He is also
known as the ‘Napoleon of Asia’ because Huns
*
of the large number of wars he fought. White Huns
When he conquered places, he did not

fight the local rajas or rulers of smaller,
unimportant lands. Instead, he let them
continue to rule according to the laws of
his empire. This earned him respect and
popularity among the local people. He
maintained a large army as well as a navy
to guard the coasts. Arabian
Sea
Wisdom and learning were Samudragupta s
passions. Known to be a poet himself, he
commissioned Harisena, the greatest
Gupta Empire
poet of his court, to inscribe his praises
Magadha-Chandragupta
on one of Ashoka’s pillars in modern day
Tributary States
Allahabad, India. Much of what we know
Movement of the Muns
about Samudragupta’s achievements
comes from this inscription. The Gupta Empire stretched from Pakistan to Myanmar.
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HISTORY
Poets, sculptors, painters, playwrights, and musicians created outstanding art under the Guptas.
Samudragupta died in 375 ce and Chandragupta II

took over control of the glorious Gupta Empire as
its third king.
Chandragupta II (circa 375^415 ce)

Chandragupta II was one of the younger sons of
Samudragupta but the most able of them all. He is
also known as Vikramaditya which mean ‘brave’.
Like his father and grandfather, Chandragupta II

was a ruler with great foresight. Instead of fighting
many wars, he focused on development within his
empire. During his rule, hospitals and good roads
were built. Taxes were low and administration was
benign. As the Guptas controlled all the land
Gupta scientists presented the idea of zero. between the Bay of Bengal and the Arabian Sea,
they had control of the southern trade routes as
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UNIVERSITY PRESS
HISTORY
well. For this reason, trading with near and
distant regions including China, Southeast Travel log
Asia, and Rome was at its peak. It was a
time of prosperity and peace. I am Fa Hien, a Chinese traveller. I spent ten years (circa
400-410 ce) on the subcontinent when it was under
All Gupta rulers patronized learning: the rule of Chandragupta II. It was a region of peace
astronomy, mathematics, literature and prosperity and a perfect place for living. All kinds
(poetry, prose, plays), art, stone carvings of basic facilities were available. The rulers were strict
and sculpture thrived. to ensure that no crimes took place, but at the same
time, they were not cruel. The people were not
The poets, writers, playwrights, sculptors,
burdened by heavy taxes. Although Hinduism was the
and artists of this era created outstanding
main religion, Buddhism was also popular and was
art, some of which has survived the
practised freely. One thing disturbed me no end: the
centuries. The cave temples of Ellora and
caste system had surfaced once again, and the Shudras
Ajanta are famous for the remarkable
were again being mistreated and degraded by members
stone carvings from around this era.
of the other castes. They were shunned by the rest of
Kalidas and Harisen were two notable
society and were not allowed to take part in any social
poets of this empire.
activities.
The Gupta scientists presented the idea —from Fa Hien’s account of his travels
of zero and decimals. They also calculated

the value of pi. Later Arab scholars worked on the ideas of Indian scientists and
mathematicians. Indian forms of medicine and surgery also progressed during this
age and surgical instruments were invented. The game of chess is also believed to
have started during the Gupta reign.
Elaborate carvings in the caves of Ellora and Ajanta are a source of wonder and inspiration for modern historians and artists.
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UNIVERSITY PRESS 35
HISTORY
The decline of the Gupta Empire

Kumaragupta was Chandraguptas son and successor who ruled for forty years after
him. He had to keep two major enemies from destroying the empire—the Malwas
and the Huns. Despite his own efforts and those of his son Skandagupta to protect
the empire, the Huns finally defeated the Guptas in 510 ce. Thus ended the Golden
Age of India.
Do you KdowT Content review

In 499 ce, Aryabhata, a young astronomer at
the university of Nalanda near Pataliputra, 1. Name the modern countries that came
correctly argued that the Earth is round and under the Gupta rule.
rotates on its axis. This was against the 2. Who founded the Gupta rule in the
Brahmin teachings of the day. He also subcontinent?
calculated the length of the year quite close
3. Who was Fa Hien? How many years did he
to the modern estimate and correctly
spend on the subcontinent?
described the reason for eclipses.
4. What were the challenges faced by the
later Gupta rulers?
Going further
Copy and complete the table in your notebook. For each of the rulers, give details
of their achievements or failures with respect to the points given on the left, e.g.
religion, trade, etc.
Chandragupta 1 Samudragupta II Chandragupta II

Religion
Reforms,
development,
strengthening of
state
Learning and
education, arts,
architecture
Successors
Titles
36
Aistb’s Notes
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to be, a,n, enwirognse,n,t ofpraste, a,nsL Itarftlng.

HISTORY CHAPTER 9
The Subcontinent in the Eighth Century
The kingdoms of the seventh century are often referred to as the Middle or Classical
kingdoms of the subcontinent. In the years between 600—699 ce, there were many
small kingdoms ruled by various rulers, the greatest of whom was Harsha.
Harsha was a remarkable king who ruled the

empire from 606-647 ce. These years are
known as the ‘Golden Years of India’ because
of his good governance. He promoted
education and maintained peace and security
throughout his empire. He practised Buddhism
but allowed other people to follow other
religions. Do you remember that the Huns
destroyed the Gupta empire and gained
control of parts of the subcontinent? Harsha
defeated them and regained the lost
territories. Harsha's Empire shown in pink
38 OXFORD
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HISTORY
After Harsha’s death, his empire broke into several small kingdoms because he had
no heir. Less well-known rulers and dynasties continued to rule smaller areas
without making any significant contribution in the region. ’
The Brahmin Dynasty (632-712 ce)

Brahmin ruler Chach, who ruled from 632-683 ce, founded the Brahmin Dynasty
in Sindh. After his death, his brother Chander became the next king. After eight
years of rule, the kingdom passed to Chander’s nephew Raja Dahir.
During the Brahmins’ rule, Daibul was an important seaport. A

lot of trade between China, South India and Arabia was routed Do you Know?
from here. The Brahmin dynasty ruled this area when trade was We know much about Harsha’s
at its peak. However, they did not expand or develop their life from the account of Chinese
territories. They treated Shudras and Buddhists as inferior. tourist Hiuen Tsang. He recorded
There was no security in their land as the rulers protected his fourteen years of travelling
robbers and pirates. Their rule ended with the Muslim conquest through India in several books
in the eighth century led by Muhammad bin Qasim. You will which are a great source of
read more about it in the next chapter. information about this era.
Content review
1. Why is Harsha considered to be an important ruler?
2. For how many years did he rule?
3. What happened to his kingdom after his death?
4. Why were the Brahmin rulers unpopular?
Going further
a. Imagine you were living in the times of Harsha. What are some of the things
you would have enjoyed under his rule?
b. Imagine Harsha had a successor, as competent as himself and the early Gupta
rulers. Do you think things would have been different? How?
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UNIVERSITY PRESS 39
HISTORY CHAPTER 10
The Arrival of Islam-Muhammad bin Qasim

712 ce
In the previous chapters, you learned about arrivals on the subcontinent and the
rise and fall of empires. Did you ever wonder how and when (slam entered our
region?
All Arabian provinces traded with parts of the Indian subcontinent even before
the advent of Islam in this region. The map shows you the trade route from Arabia
all the way south to Sri Lanka.
After the death of Hazrat Muhammad^j^W^^^Jiwî^^J^j, Muslim rulers

expanded their empire in all directions. They sent out envoys with peace messages
and tributes, and fought a series of battles to expand the boundaries of Islamic
Arabia. Trade between Arabia and the subcontinent remained uninterrupted
throughout this time.
The sea-route between these two regions was a busy one. However, pirates often
attacked ships near the port of Daibul, looted all cargo, and imprisoned passengers.
Muhammad bin Qasim’s army

Trade through Arabian sea was
used sea route to enter Sindh.
disrupted by pirates.
40 OXFORD
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HISTORY
These pirates were under the protection of the Brahmin ruler of Sindh, Raja Dahir,
and so went about their work fearlessly.
In Arabia, Hajjaj bin Yousuf governed the eastern provinces. He was known for his
bravery and military skills. In 712 ce, the pirates seized a ship carrying the widows
and orphans of Muslim traders who had died in Sri Lanka. The ship was also
carrying gifts from the King of Sri Lanka to Caliph Walid in Damascus.
The families of the imprisoned people approached Governor Hajjaj bin Yousuf for
help. The Muslim governor had already been concerned about increasing attacks
on ships in this area. On receiving Raja Dahir’s final refusal to help, he decided to
take action himself. He prepared an expedition to Sindh under the leadership of
Muhammad bin Qasim.
Muhammad bin Qasim

Muhammad bin Qasim came down the Persian Gulf to
Daibul. He used siege engines to capture the city of
Daibul and marched on to face Raja Dahir. The raja was
killed in the battle that took place at Rawar across the
River Indus from Daibul. As news of his conquest reached
towns inside Sindh and the Punjab, the rulers surrendered
without much resistance. Muhammad bin Qasim now
Muhammad bin Qasim controlled Sindh and southern Punjab as far as the city
established Islamic rule of Multan.
in Sindh.
Muhammad bin Qasim had great governance skills.

He took the following steps to establish his rule:
• Taxes were imposed: Muslims payed zakat, non

Muslims paid jizya.
® Courts were set up to solve people’s disputes;
they were headed by Qazis.
• People were allowed to retain their religions and
jobs; there was no discrimination.
• New places of worship were constructed and old
ones repaired.
• The caste system was abolished and the Shudras
and Buddhists who did not convert to Islam were
treated with respect.
Muhammad bin Qasim was a great warrior.
HISTORY
Muhammad bin Qasim’s conquest had far reaching effects on the land and people
of this area. Islam received widespread acceptance. Trade started to flourish once
more as safety was restored to the sea-route. Exchange of ideas and learning
between the Arabs and Indians took place. There were inter-marriages between
Arabs and Sindhis which greatly influenced the culture, language, and traditions of
Sindh.
However, Muhammad bin Qasim’s conquest of Sindh started to weaken because

the Caliph soon recalled him. His successor, Sulaiman, brought things under control
once more. Sindh and southern Punjab have remained Muslim areas since.
Muhammad bin Qasim’s conquest of Sindh is regarded as the first wave of Muslim
rule in the Indus Valley, although his rule did not extend further into the Indian
Challenge!
Do you Know?
Muhammad bin Qasim was only
Bhambhore is a small town north
seventeen years old when his uncle
of Karachi where you can see ruins
gave him the important mission of
from the times of Muhammad bin
conquering Sindh. What does this
Qasim.
tell you about his skills?
The ruins of Bhambhore outside Karachi are believed to be the site of Daibul.
42 OXFORD
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HISTORY
subcontinent. Meanwhile, the Islamic empire was spreading northward to Central
Asia. Around two centuries later, Central Asia produced the Muslim soldiers who
entered the main Indian subcontinent and set up Muslim rule in this area. We will
study this second wave of Muslim conquerors in Book 7.
Content review
1. Who ruled the subcontinent initially in the eighth century?
2. Why were the pirates not scared of being captured and punished?
3. Write a few lines about the role each of these people played in the Muslim
conquest of Sindh.
i. Hajjaj bin Yousuf

ii Raja Dahir
hi. Muhammad bin Qasim
4. Do you think things would have been different had any of these men not
been there? How?
Going further
Imagine you were one of the passengers on the ship carrying gifts for the caliph,
and other cargo. Write a story about what happened and how you felt.
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UNIVERSITY PRESS 43
.. #■
HISTORY
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_ trftbtboo oftkbs reyboo.

• * ■■
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UNIVERSITY PRESS
HISTORY CHAPTER 11
From Rise to Fall

The Success and Collapse of Empires
From Mehrgarh in 6500 bce to Daibul in 712 ce, you have completed over 7000 years
of time travel back in history. You have now become familiar with empires
stretching between Greece in the west, India in the east, Indo-European territories
in the north, and the Arabian Sea and the Bay of Bengal in the south. You know
about the different peoples who lived in these regions, and how their existence
shaped our past and present.
You might have observed another interesting pattern in your journey back in time.
As you moved from one place to another, from the time of one ruler to another,
did you notice that they all grew from individuals to communities, civilizations,
and empires? Did you also notice that though they flourished for different lengths
of time, none of them -could go on forever? Let us study the reasons that led to
their rise and fall.
Rise Fall
® having enough resources to run the • death or illness of rulers
empire • weak, incompetent, or corrupt rulers
• development/welfare projects for • invasions by other stronger empires
people • unwise advisors and betrayal by
® strengthening of borders ministers
® strong defence ® rebellion, protests, and revolt by people
» encouragement and promotion of • natural disasters and epidemics
trade
• competent rulers
® wise ministers
® internal peace and control
® maintaining good relations with
surrounding states
• permitting religious freedom
.............
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HISTORY
Content review
Write down the reasons for the rise and fall of each of the listed rulers/
empires. The first one has been done for you as an example.
Civilization/Ruler/Empire Rise Fall
Indus Valley good town planning,
Aryans
Alexander
Chandragupta Maurya
Ashoka
The Kushans
The Guptas
Muhammad bin Qasim
Going further
If you were given a choice to go back in time, in which civilization or empire would
you choose to live, and why?
46 OXFORD
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CHAPTER 12
The Universe, the Solar System,

and the Earth
Countless stars and galaxies make up the universe.
The universe_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
When you look into the sky on a clear night, you see an endless, dark expanse
with countless stars. This is a part of the universe visible from the Earth. The
universe is an unlimited space containing dust, gas, rocks, empty space, planets,
and stars. Our Earth is a small planet in this vast universe.
There are many theories regarding the creation of the universe. Astronomers
present different theories about how it came into being, when it was created, and
how large it is. Of course, no one can answer these questions definitely. However,
we know for sure that the universe is home to innumerable stars and planets.
Many of these stars are found together in clusters called galaxies. Each galaxy is
made up of billions of stars. Stars are huge, hot, bright, heavenly bodies made up
OXFORD
UNIVERSITY PRESS 47
GEOGRAPHY
of gas and other matter that give out energy. They appear as small stars in the
night sky because they are at great distances from the Earth. Planets are celestial
bodies made up of gas, rock, or ice that orbit around stars. Other celestial bodies
include dwarf planets, comets, meteoroids, etc.
The Solar System_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

The Sun is also a star just like the stars we see in the night sky. It is the star around
which our planet Earth revolves. Seven other planets and smaller heavenly bodies
also orbit our star. Together the Sun and this group of planets are called the Solar
System. The Sun is the source of light and warmth for all the planets in our Solar
System, which is part of a galaxy called the Milky Way.
Pluto is no longer considered a planet An artist's view of the Solar System
Do you know?
Until 2006, the Solar System was known to consist of nine planets. Pluto, discovered, in 1919,
was the smallest planet and the furthest from the Sun. In 2006, astronomers discussed the
qualities of a planet. Most experts agreed that Pluto did not have all those qualities, for
example, its size. Therefore, it is now called a 'dwarf planet and not considered as
important.
——M—----------------------------
V
V
48 OXFORD
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Measuring distances in space
How far is one planet from the other?
How long would it take us to reach other
stars? Can we count the number of years
it would take us to travel to the Sun, if we
could actually make it? Most of us often
wonder about questions such as these.
The answer is quite discouraging. Even if

we could invent reliable space vehicles for
very long journeys, the distances in space Can we travel to other stars?
would take thousands of years to cover.
No human being can live for so long.
How do we measure distances in space? Just as we have miles and

kilometres for measuring distances on Earth, scientists use a
separate unit to measure distances in space. This unit of
measurement is called a light-year. It is the distance travelled by
light in one Earth year, which is calculated to be around
9,000,000,000,000 (9 trillion) kilometres.
The Earth_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The Earth is a round planet made of rock, third in line from the
Sun. It is the only planet discovered so far to have conditions
suitable for life. The most important of these conditions is its
distance from the Sun. It makes the temperature perfect for all
forms of life as we know it. What do you think would happen
to life if the Earth was too near or too far from the Sun?
Just as the Earth revolves around the Sun, a smaller body or

satellite revolves around the Earth. It is the Moon. The Moon
does not have any light of its own and the ‘moonlight’ that we
refer to is actually the Sun’s light reflected by it.
Gravity
Have you noticed that when you drop something, it falls to the
ground, and when you throw something up in the air, that too,
returns to the ground instead of staying up forever? This Centrifugal force
happens because the Earth pulls everything towards its centre, makes objects go
just like a magnet. This force is called gravity. straight when thrown.
UNIVERSITY PRESS
GEOGRAPHY
Centrifugal force
When we throw an object with force, it moves away from us in a straight line. This
is due to the centrifugal force. The centrifugal force makes objects go as straight
as possible until the force of gravity pulls them down.
How are these forces useful?

The force of gravity and the centrifugal force together strike a balance on Earth.
The Earth attempts to move in a straight line away from the Sun because of
centrifugal force. But the Sun’s gravity pulls the Earth towards itself. Because of
these two forces pulling the Earth in opposite directions, the Earth takes the
middle path and goes around the Sun in a circle. Centrifugal force keeps the Earth
moving and gravity keeps it in its orbit. If the centrifugal force did not pull the
Earth away from the Sun, the Sun’s gravity would draw the Earth into the Sun. And
if there was no gravity, the Earth would keep going in a straight line until it lost
strength.
What would happen if

gravity was absent?
50 OXFORD
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GEOGRAPHY
a. Comets are small, icy, celestial

bodies like snowballs. When a
comet gets close to the Sun, it
makes the most beautiful
sight. Its trail of gas lit up by
the Sun looks as if it has a
head and a tail.
b. Meteoroids are small rocky or

metallic objects from space
that keep colliding with the
Earth’s outer layer of gas.
Most of these burn up and
scatter. Those that survive the
impact and reach the ground
are called meteorites. When a
meteoroid enters the
atmosphere on its way to the
ground, its path lights up
briefly and it appears as a
shooting star.
Gravity also makes everything on Earth stay on Earth instead of floating off into
the skies. Gravitational pull also helps to regulate tides in oceans and seas. If there
was no gravity, what do you think would happen to people, buildings, mountains,
and rivers?
The Earth's marvels do not end here. In earlier classes, you learned how rotation
causes day and night and how revolutions give us seasons. In later chapters, you
will learn how revolution and the Earth’s tilt and bulge give us varying amounts of
sunlight, and hence seasons. You will learn many other interesting facts related to
the Earth.
The creation of the universe

The most famous theory regarding the creation of the universe is the Big Bang
Theory, put forward by Georges Lamaitre in 1927. It states that around 16 billion
years ago, matter was in a concentrated state. Then a mighty explosion scattered
all matter far and wide. When the gas and dust settled, it formed the stars, planets,
Georges Lamaitre
and other bodies that make up the universe. Do you agree with him?
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GEOGRAPHY
Content review
1. When did Pluto cease to be called a planet and why?

2. How many kilometres does light travel in one year?
3. What is a galaxy?
II. Explain the following terms:
1. Light year
2. Meteoroid
3. Comet
4. The Solar System
III. Explain the difference between:
1. A planet and a satellite

2. A meteorite and a shooting star
IV. Give one-word answers for the following:
1. A dwarf planet
2. A snowball-like celestial body with a 'head and tail’ _
3. Another name for our galaxy
4. The force that pulls objects away from the centre
Going further
Imagine life without gravity. What would it be like?
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UNIVERSITY PRESS
CHAPTER B
GEOGRAPHY B Features and Movements of the Earth
Have you ever noticed that during the summer, we have very long days and very
short nights? In winter, it is quite the opposite—very short days and very long
nights. Have you ever wondered why this happens? It happens because our Earth
has some very unusual characteristics or features—its shape, tilt, and movements.
Let’s see how these bring about seasons and different durations of day and night.
Shape
On the diagram of the Earth, observe the North Pole, the South
Pole, and the Equator.
The Earth bulges out from the middle. This bulging region
is the first to receive direct sunlight. It also receives
sunlight for the longest time in the day throughout the
year because it is the widest area of the Earth. Therefore,
it is also the hottest region on Earth.
The two poles receive very little sunlight because the Sun
is never overhead. Also, the sunlight reaches a very small
area because of the curve of the Earth. Hence, the poles
remain cold throughout the year.
The Earth is a round planet made of rock.
Which of these fruits have a shape like the Earth?
apple orange banana

GEOGRAPHY
Tilt_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The Earth is tilted on its axis. This is what it looks
like:
Can you see that when the North Pole leans

towards the Sun, the South Pole is tilted away from
it?
Remember:
• The North Pole and the South Pole do not face the Sun at the same time
because of the Earth’s tilt.
• Each hemisphere will experience the opposite season at any given time. So,
when the North Pole is tilted towards the Sun, the northern hemisphere has
summer and the southern hemisphere has winter. Similarly, when the South
Pole is tilted towards the Sun, the southern hemisphere has summer and the
northern hemisphere has winter.
The diagram below shows you how early or how late the Sun’s rays reach different
parts of the Earth because of its tilt and bulge.
Challenge
The Tropic of Cancer and Tropic of Capricorn are two imaginary lines
drawn on maps to help us determine climatic zones. Can you guess which
hemisphere these tropics are in by looking at the diagram?
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GEOGRAPHY
Movements of the Earth

The Earth is constantly in motion and moves
in two different ways. One movement is
called rotation and the other is called
revolution.
Rotation
The Earth spins like a top as it goes around
the Sun. This is called rotation. It takes
twenty-four hours for the Earth to make one
complete rotation. During rotation, half of
the Earth faces the Sun while the other side
faces away from it. This is how we get night
and day.
Revolution
The Earth is also circling around the Sun. This circling or orbiting of the Earth
around the Sun is called revolution. It takes the Earth 365 14 days, or one year, to
complete one revolution around the Sun.
Solstices and Equinoxes

Revolution, along with the tilt and bulge of the Earth, gives us
seasons, solstices, and equinoxes.
HUlNuil
Study the position of the Earth at four different times of the Do you know?
year. Notice the position of the overhead Sun in each stage.
We are all space travellers. The
What can you see?
Earth rotates on its axis at the
We can see the overhead Sun on:
speed of 1670 km per hour, and it
the Equator in March and September,
the Tropic of Cancer in June, and revolves around the Sun at the
the Tropic of Capricorn in December. speed of 107,000 km per hour. ,
What b an equinox?
Coming from the Latin words ‘equi’ meaning equal and’ nox’ meaning night, equinox
means equal night. It is one of the two dates in the year when the duration of day
and night is equal; this happens on March 21/22 and September 22/23 because the
overhead Sun is on the Equator, and the Equator divides the Earth into two halves.
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Autumn equinox
23rd September
Remember:
• spring equinox in the northern hemisphere (March 21/22) will be autumn

equinox in the southern hemisphere.
• autumn equinox in the northern hemisphere (September 22/23) will be spring

equinox in the southern hemisphere.
Pakistan is in the northern hemisphere When will it experience the spring

equinox?
Australia is in the southern hemisphere. When will it experience the spring

equinox?
What is a solstice?
A solstice is a period of unequal day and night; the two dates when we have the
longest day/shortest night and the shortest day/longest night. In the northern
hemisphere, we have the summer solstice (longest day/shortest night) on June
21/22, and the winter solstice (shortest day/longest night) on December 21/22.
Remember:
Summer solstice in the northern hemisphere (June 21/22) is winter solstice in the
southern hemisphere. The overhead Sun is on the Tropic of Cancer, which means
there will be light for a longer time in the northern hemisphere.
Winter solstice in the northern hemisphere (December 21/22) is summer solstice

in the southern hemisphere. The overhead Sun is on the Tropic of Capricorn, which
means the southern hemisphere will receive light for longer.
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Content review
L Give short answers:
1. Name the three characteristics of Earth that are responsible for varying amounts
of sunlight.
2. On which imaginary line does the Earth rotate?
3. How long does the Earth take to complete one rotation?
4. What is the Earth s circling around the Sun called? How long does it take to
complete one such circle?
5. On which date does the southern hemisphere have the shortest day?
DO. Fill in the blanks:
1. In summer, we have days and nights.
2. The Equator is the region of the Earth.
3. The word equinox means
4. When the North Pole is leaning towards the Sun. the South Pole is tilted
_____________ from it.
5. The northern and southern hemispheres experience seasons at any

given time.
Hi. State whether the following statements are true or false. Correct those that are
false.
1. Different amounts of sunlight reach different parts of the Earth.

2. The Earth has no movement. It is a stationary planet.
3. The northern and southern hemispheres have the same season at the same time.
4. Both poles cannot face the Sun at the same time because of the Earth’s tilt.
5. Revolution gives us day and night.
6. The side of the Earth that faces the Sun experiences night.
IV. In your notebook, draw and label a diagram showing the solstices and equinoxes.
Find out about the festivals associated with solstices and equinoxes around the
world.
CHAPTER 14
GEOGRAPHY Layers of the Ear
Crust
Mantle
The Earth is made up of layers of rock. If we could slice up

the Earth, this is what it would look like.
These layers are the crust, the mantle, and the core.
Each layer has a different thickness and composition.
The crust
This is the outermost layer of the Earth carrying the
oceans and the land. It is a layer of rock about 5 to 10
kms thick under the oceans and between 30 and 50 kms
Outer core thick under the continents. The crust is the coolest and the
thinnest layer of the Earth. Compared to the rest of the Earth,
Inner core
it is as thick as the skin of an apple is to the rest of the apple.
The crust is broken into pieces called tectonic plates. These plates are constantly
moving because they are floating on a layer of molten rock just below the crust.
When these plates collide, it can result in earthquakes and volcanic eraptoomss. We
will discuss this in detail later.
The mantle
It is the second and the thickest layer of the Earth. Its appearance and texture is
like jelly or thick custard. About 2900 kms thick, the mantle is much hotter than
the crust. It is mainly made of silicon and magnesium, and contains other
minerals such as iron, aluminum, calcium, sodium, and potassium in
smaller quantities.
The core
Geologists divide the core into two parts: the inner core and the outer
core. The outer core lies below the mantle and is a liquid layer around
2,266 km thick. It is made of nickel and iron. The temperature of the outer
core ranges between 4000°C and 6100°C.
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GEOGRAPHY
As the name suggests, the inner core is the innermost portion of the Earth and is a
solid ball about 1220 km wide. It is also made of iron and nickel and is the hottest Challenge
of all layers. Geologists suggest that the inner core is almost as hot as the Sun.
The crust beneath
the oceans is
The Jithosphere and tectonic plates
called the oceanic
The crust and the mantle together are called the lithosphere. We live on the crust. What do
lithosphere. The lithosphere is undergoing constant physical and chemical changes. you think the
Some of these changes are slow, unnoticeable, and take place over a long time. crust beneath the
All changes in the lithosphere affect life on Earth. continents is
called?
We have already learned that the Earth’s surface is broken into pieces. These are
called tectonic plates, which are floating on the mantle. There are two types of
plates: oceanic plates and continental plates. The cracks between the plates are
called faults or plate boundaries.
Plate movements
Look at the map below. It shows all the major tectonic plates of the Earth.
Tectonic plates are constantly moving at very slow speeds. They move in three
different ways:
• convergent plates push into each other

o divergent plates move away from each other, and
a conservative plates slide past each other.
Tectonic plates float on the mantle.

GEOGRAPHY
Convergent plates
These push into each other at faults or
boundaries. When two convergent
continental plates crash into each other,
the land is pushed upwards into folds. It
rises above the ground to form mountains.
The Alps and the Himalayas were formed
in this way.
Take a piece of carpet or thick cloth and try pushing it inwards from both ends.
What will happen? The middle part of the carpet will rise up in folds. This is similar
to how the Earth’s major mountains were created.
Divergent plates
When plates pull away from each other,
they create wide gaps called rifts between
the plate boundaries. The Great Rift Valley
of Africa was created in this way in the
zone between the North American and the
Eurasian plates.
Conservative plates
Conservative plates slide past each other in opposite directions. The North
American and Pacific plates are an example. The San Andreas fault in California,
USA is a conservative plate boundary and a major earthquake zone of the world.
Plate boundary at San Andreas, US. The cracks illustrate how the ground has moved ahead on
one side due to plate movement.
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GEOGRAPHY
Earthquakes
The movement of the plates can be felt on the surface of the Earth. The plates
collide, push, and rub against each other. Sometimes they become locked as they
grind past each other. All these movements are felt as shakes and on the
surface of the Earth and are called earthquakes.
Challenge
A geologist is a person who:
• studies stars and space

o studies the structure and composition of the Earth
« studies weather and climate
Content review
1. Why do plates move?
2. How were the Himalayas formed?
Use the map to make a list of all the tectonic plates. Write down whether they
are convergent, divergent, or conservative.
CHAPTER 15
Weathering and Erosion
Weathering
Weathering is the natural wearing down of rock or rock surfaces into smaller
pieces. It changes the appearance of land surfaces. There are three types of
weathering:
1. Physical weathering
2. Chemical weathering
3. Biological weathering
Physical weathering
In physical weathering, rocks are broken down into
smaller pieces because of the changes in the atmosphere.
These changes may be in temperature and humidity.
During the day (or in very hot places), rocks expand
because of the heat. At night (or in cold places), rocks
contract. This expanding and contracting of rocks causes
them to crack and eventually break and crumble into
Temperature and humidity affect rocks. small pieces.
Have you ever noticed houses, buildings, and other

buildings along a beach? What do you observe?
Chemical weathering
All rocks are made of minerals. Some of these minerals
are soft and soluble. When they meet water, they
dissolve or crumble. This is known as chemical
weathering. Limestone is a soft rock, which easily
dissolves in water.
Limestone reacts to humidity and water.
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GEOGRAPHY
Biological weathering
Sometimes roots of plants find their way into cracks and
crevices between rocks. As they grow, they widen these
cracks. Eventually, the rocks break. In addition, animals
such as moles, rats, rabbits, worms, etc. make their
burrows in the ground. This creates spaces between
rocks, and causes the softer ones to crumble and mix.
Erosion_ _ _ Lichen and moss cover rocks and cause weathering.
In erosion, rock or rock debris is transported from one

place to another. This changes the appearance of the
land: new land surfaces are created; old ones are broken
down.
Land is eroded by the action of wind, moving water and

ice. These are often known as ‘agents of erosion’.
The action of wind

When winds blow at high speeds, they wear away rock
surfaces. This is known as sandblasting. In deserts and
other sandy areas, whirling winds pick up sand particles.
As they lose energy, they deposit these particles,
forming new sand dunes. Moving water erodes land.
Wind erodes rocks and blows sand away, changing the landscape.
GEOGRAPHY
Rivers and rainwater

break down rocks.
The action of moving water

Rivers flow down mountains at varying speeds. They flow fastest near their source,
usually near the tops of mountains. As they flow, they erode boulders, rocks, and
any other objects or material that is in the way. V-shaped valleys, canyons, gorges,
and waterfalls are examples of some landforms created this way.
The river slows down as it reaches its middle course and begins depositing its load,
starting with the heavier materials first. Finally, as it nears the sea, it slows down
even more and deposits its lightest load, which includes silt, sand, and other fine
particles.
Rainwater also breaks down soft rock and carries off sediment. Raindrops create
depressions in the land.
Coastal erosion is caused by the

action of waves. They crash into
mountains and cliffs, breaking them
down into boulders, rock debris, and
sand particles. Waves and tides
transport and deposit these materials
elsewhere.
Waves erode rocks through constant action.

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GEOGRAPHY
The action of glaciers

(moving ice)
Glaciers are bodies of moving ice,
sometimes also called ‘frozen rivers’.
They move at a much slower speed
than rivers. As they melt and flow,
they too erode, transport, and
deposit material. The action of
glaciers creates U-shaped valleys.
Challenge
Biological means concerning life.
Why do you think biological
weathering was given this name?
Moving glaciers carve out valleys.
umu
Content review
Do you know?
1. What is the difference between weathering and erosion?
Topography is the study of
2. Name and describe the three ways in which weathering the Earth’s surface and the
takes place. changes which take place
3. Name the agents of erosion. on it due to weathering
and other factors.
Going further
‘New land surfaces are created, old ones are broken down, as a result of erosion.’
Discuss the advantages and disadvantages of erosion with some adults. Write down
the points in your notebook.
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65
CHAPTER 16
Landforms
fountains and Other Land Features
Landforms are ‘natural shapes or features of the land'. Many of them are created
by erosion, some are created by plate movements. Land features include mountains
and hills, plateaus, plains, and deserts. Geologists categorize these according to
height, structure, composition, slope, type of soil, and climatic conditions.
Mountains
Mountains are the loftiest of the Earth’s landforms. They are sloping highlands,
usually well above 300 metres. There are many unusual features of mountains.
They are found in groups called mountain ranges, or stand alone as lone mountains.
They have pointed, round, or flat tops. Some mountains have steep slopes and it
Nanga Parbat is difficult to climb them. Mountains sometimes form a natural boundary between
countries and are the birthplaces of many important rivers. They also affect
weather and rainfall.
Mount Fujiyama
Koh-e-Ghizer, Shandur K2, the tallest peak in Pakistan, is the world s second highest mountain.
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GEOGRAPHY
How are mountains formed?

Mountains are formed in three ways:
8 by the pushing and folding of plates (fold mountains)

• by volcanic activity (volcanic mountains)
• by land rifting (fault and block mountains)
Fold mountains
middle to rise in folds.
Fold mountains are formed when two convergent continental
plates push into each other. The land is pushed up in folds forming
mountains. The Himalayas, Andes, and Alps are fold mountains.
Volcanic mountains
Volcanic mountains are created in different ways. Lava is molten
rock from the mantle of the Earth. Plate movement forces the lava
to come out through cracks in the crust or through volcanoes.
When this lava piles up, cools, and hardens, it forms rocks and
Lava cools down and hardens into
volcanic mountains. Some islands are actually the peaks of rock, forming mountains.
underwater volcanoes.
Fault and block mountains

Fault and block mountains are formed when two plates
move apart and a block of land is pushed up.
Hills
Block of land pushed up by the
High areas of land which are lower than 300 metres, are called hills. movement of the plates
They usually have rounded peaks. They have softer edges and a
rolling appearance and are usually covered with wild flowers, trees,
shrubs, and grasses.
GEOGRAPHY
Do you know?
Plateaus are called the
‘face of the Earth’ because
they cover about 45% of
the Earth's surface.
A plateau at the foot of the Jade Dragon Snow Mountain, China
Plateaus_ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Plateaus are areas of high land with flat, level tops. They are actually block mountains and are also
called table mountains because of their appearance. Plateaus are classified on the basis of (a) their
surroundings and (b) how they are formed.
Intermontanne plateaus are the highest plateaus of the world. They are found between mountains
or surrounded by mountains on all sides. The Tibetan plateau, and the plateaus of Bolivia, Peru,
and Mexico are intermontanne plateaus.
Piedmont plateaus have mountains on one side and a plain or sea on the other. The Colorado
plateau is one such plateau.
Continental plateaus are usually found near coastal plains, away from mountains. The Deccan
Plateau and the plateaus of Spain and Australia are continental plateaus.
The lava from repeated volcanic activity forms volcanic plateaus. This lava spreads over a large
area and hardens over time. The plateau of Columbia is a volcanic plateau.
Some plateaus are a result of the erosion of mountains by (a) running water, usually rivers and
(b) glaciers. Examples of such plateaus are the plateaus of Russia, Brazil, Finland, Greenland, and
Antarctica.
Wind erosion is another cause of plateau formation. The Potohar Plateau of Pakistan was formed
by wind erosion over many years.
Challenge
The Potohar (also spelt Potwar) Plateau In Punjab is one of Pakistan's two famous plateaus Look
at the physical map of Pakistan in Oxford School Atlas for Pakistan and locate Pakistan's second
plateau. Write down its name and the province in which it is located.
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GEOGRAPHY
Plains
Plains are flat lands. They are the best places for agriculture and farming. Plains
may be created by (a) erosion and deposition by rivers and glaciers (b) volcanic
activity. In Pakistan, the plains of Sindh and the Punjab, along the River Indus, are
the best regions for agricultural activity. Plains are covered by a variety of
vegetation ranging from grasses to trees. Grassy plains without any trees are called
steppes or prairies.
Major kinds of plains are as follows:
® Coastal plains, low-lying land by the sea

® Alluvial plains are formed by rivers which deposit mineral rich silt alongside
their banks. In some areas, rivers regularly outflow their banks and flood the
plains spreading rich alluvium across the land. Such plains are also referred to
as floodplains.
• Lacustrine plains are originally formed as the beds of lakes which have dried
up since.
® Lava plains, are formed by lava flowing from a volcanic eruption.
® Glacial plains—when glaciers slide downwards, they cut across the land and
smooth the terrain over forming plains.
Plains are fertile lowlands.

GEOGRAPHY
Deserts
Deserts are vast tracts of land that receive little
or no rainfall throughout the year. They are dry
and barren with hardly any vegetation except for
a limited variety of palm trees, cacti, and similar
Some areas in the desert are made of rock.
plants. Coarse, spaky grasses grow in some areas.
Rainwater in such an area fails to be absorbed and
forms a pool. Trees and vegetation grow around Deserts may be sandy or rocky. The temperatures
range from extremely hot during the day to
this water. This fertile spot is called an oasis.
freezing cold at night. The little rainfall that occurs
Humans, animals, and plants depend on this small
is of hardly any importance.
reservoir of water for their needs. Desert dwellers,
Deserts are both ‘hot’ and ‘cold.’ While hot deserts
nomads, and other travellers stay close to it.
are sandy and dry, cold deserts are covered with
ice and hence unable to support life. Hot deserts
are classified into three categories: extremely arid lands which remain without rainfall throughout
the year; arid lands which receive less than 250 mm (10 inches) of rainfall in a year; and semi-arid
lands which receive between 250 mm to 500 mm (10-20 inches) of rainfall annually.
Deserts may be formed by any of the following:
• Extreme heat from the Sun at the Equator creates hot winds which travel up towards the tropics
and produce dry weather as they descend. Sahara desert was formed like this.
• Lack of rainfall due to physical reasons like the climate of a place, location away from any large
water body, etc. The Gobi desert is an example.
• Rain shadow, when mountains block rain-bearing clouds from reaching a place, e.g., the Death
Valley, USA.
• Cold deserts, such as the Antarctic, are formed because ice and snow never melt and plants
cannot grow.
The biggest deserts of the world by area are the Antarctic Desert (Antarctica), Arctic Desert (Arctic),
Sahara Desert (Africa), Arabian Desert (the Middle East), Gobi Desert (Asia), and the Kalahari Desert
(Africa).
Deserts cover nearly

one-third of the
Earth's surface.
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GEOGRAPHY
Challenge
Which of the
following
mountain ranges
are in Pakistan?
a. Alps,
Himalayas
Chaghi Hills
b. Himalayas
Hindukush
Karakoram
c. Karakoram
Hindukush
Andes
Content review
1. On what basis are plateaus classified?
2. Make a list of all the plateaus.
3. Give three reasons why water is scarce in deserts.
4. Why is an oasis important for desert dwellers?
II. On the map given above,
i. Mark the following mountains using the appropriate numbers.
1. Kilimanjaro 2. Mont Blanc 3. Etna 4. K2 5. Fuji
6. Kenya Z Himalayas 8. Alps 9. Rockies 10. Andes
ii. indicate lone mountains with one triangle.
iii. indicate mountain ranges with four joined triangles.
Going further
a. In what ways are plateaus an important landform?
b. Imagine you are a desert dweller. A foreign tourist is passing through your oasis
and wants to stay with you and your people for a few days. What advice and
suggestions would you give him? How would you look after him?
CHAPTER 17
Weather and Climate
Weather is the condition of the atmosphere for any day including the temperature,
winds, clouds, and rainfall. The weather can be sunny, windy, rainy, or stormy in
one day.
Climate is the average condition of the weather in a place over a longer period,
usually thirty years. The climate of a place can be called hot, cold, or moderate.
It determines
(a) how people live, and

(b) the kinds of crops that can grow in a place.
Weather and climate affect the lives and activities of people.
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GEOGRAPHY
Factors that affect climate

The main reason for different climates in different places is temperature—varying
amounts of heat received in different parts of the Earth.
The variations in temperature in different places mainly depends on:
Distance from the Equator

Places closer to the Equator are hotter and more humid than other places on the
Earth, and also receive more rainfall. The polar regions are extremely cold with
hardly any sunshine.
Hot and humid

Malaysia lies close
to the Equator.
Distance from the sea

Coastal areas are generally cooler than land-bound areas, because the temperature
of the oceans remains the same throughout the year. In summer, places like Karachi
are hot during the day, but generally pleasant in the evenings because of the sea
breeze. On the other hand, Lahore, which is bound by land on all sides, remains
hot all through the day and night during the summer.
GEOGRAPHY
RainfeH
The temperature of a place changes significantly after rainfall. Just before the rain,
it becomes hot, humid and still, and becomes pleasant after the rainfall. Places on
or near the Equator experience this throughout the year.
Rainfall usually makes

the weather pleasant.
Wind direction
if wind blows from a colder place, it will have a cooling effect on the place it
reaches. On the other hand, if it blows from a hotter region, temperatures will rise
in the area it blows towards.
GEOGRAPHY
Altitude
Places located above sea level are cooler than places on or near sea level. In
Pakistan, people often travel to Murree, Swat, and other hill stations to escape the
scorching summer heat, because these places are located in the high mountains
where the temperature is lower.
Hill stations and higher

places are cooler and
pleasant in summer.
Content review
1. What is the difference between weather and climate?
2. What is temperature?
3. What are the factors that affect the temperature of a place?
a. Which of the factors mentioned affect Karachi’s temperature?
b. If you travel from Karachi towards the interior of Sindh, it gets hotter. What
causes this?
c. Do you think it is possible to grow mangoes at the North Pole?
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CHAPTER 18
GEOGRAPHY Agriculture and Livestock
Agriculture refers to farming or the cultivation of plants and animals to obtain

food. We need to grow crops because they are the basic source of our food
supply.
Ancient humans discovered the idea of agriculture thousands of years ago.

Researchers agree that the earliest humans were hunter-gatherers. This means they
hunted animals and gathered fruit to eat. In a later phase, humans developed
agriculture, which meant they had to stay in one place waiting for crops to grow.
This was how settlements and towns came about.
In the previous section, you learned that the climate of a place determines what
crops can be grown there. The availability of fertile land with a good supply of
water is essential for agriculture.
Plain fertile land supports agriculture.
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GEOGRAPHY
factors affecting agriculture
Suitable dimate
Climate determines the region, time, and type of crops that can be grown in a
place. For example, wheat requires a warm, dry climate. What would happen if you
tried to grow wheat in the North Pole area where there is snow throughout the
year and hardly any sunlight?
Flat land and fertile soil

Growing crops on flat land is easier than on a slope or rocky land. This is because
the water given to the crops can stand and be absorbed into the soil instead of
running down the slope. Riverbanks and flood plains are the most suitable areas
for agriculture. They have the most fertile soil and flat land. In Pakistan, the plains
of Sindh and the Punjab are the most suitable areas for agriculture.
Adequate water supply

Too much or too little water are both dangerous for crops. The water supply to
fields must be adequate. Some crops, such as rice, require three inches of standing
water, whereas beans and many similar crops do not require much water. Farmers
have to be very careful with the amount of water that they let into their fields.
Too much or too little water can destroy an entire harvest.
There are many ways of managing water. Rainwater, river water, or other forms of
fresh water are stored in reservoirs and supplied through canals, tube wells, and
sprinklers.
Climate, type of land, and soil condition affect the crops. Crops like rice need lots of water to grow.
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GEOGRAPHY
Waterlogged and saline land cannot be used for Careful use of pesticides protects crops.
farming.
Pests
Pests are living organisms that cause damage to agricultural produce. They include
weeds and parasitic organisms. Some examples are weevils, moths, some species
of worm, fungus, etc. Pesticides are often sprayed to fight or control pests but
their overuse can cause other damage to crops, humans, and animals.
Soil management
Soil is the top layer of the Earth in which plants can grow. It consists of broken
rock particles and contains minerals and nutrient. Nutrients are important parts of
the soil. They provide energy to plants.
Some crops use up more nutrients than others. Sometimes, one kind of nutrient
is required in a larger quantity. Before planting any new crop, farmers must test
the condition of the soil and then decide what nutrients it needs. Different kinds
of manure and fertilizers provide different nutrients. Some nutrients necessary for
plant growth are carbon, phosphorus, potassium, nitrogen, sulphur, calcium,
magnesium, silicon, sodium, and zinc.
Waterlogging and salinity

Soil that remains wet throughout the year is said to be waterlogged. All plants
require air and if the soil does not dry out fast enough, it becomes unsuitable for
growing crops.
Water contains many minerals, including salt in small quantities. In very hot places,
the rate of evaporation is very high and when the water in the soil evaporates, it
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GEOGRAPHY
The 2010 floods in

Pakistan destroyed crops
and displaced people.
leaves behind traces of salt, which accumulate over time: this makes the soil
salty—a condition called salinity. Crops cannot grow in saline soil. This is a major
problem for farmers in and regions. Experts are trying to find permanent,
inexpensive solutions to these problems.
Natural disasters
The most common natural disaster in Pakistan is flooding. It causes the greatest
damage to food crops. This results in food shortages and economic losses for
farmers. Flooding occurs when there is too much water in a river and it overflows
onto the land. The collective efforts of farmers and government can sometimes
control small floods and prevent damage.
Livestock farming
Livestock refers to all animals reared on farms for meat, dairy products, transport,
labour, and other purposes. Cattle, goats, sheep, oxen, horses, camels, and pack
animals (such as donkeys) are common livestock in Pakistan.
Cows are raised for their milk, meat, and Sheep are sheared to produce wool.
dung (used as biofuel).
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GEOGRAPHY
Chicken are raised in a

controlled environment
in poultry farms.
Poultry farming
Hens, ducks and geese are known as poultry and are raised on farms for meat and
eggs. A huge number of chickens are raised all over the world for both meat and
eSSs- Around the world, more than fifty billion chickens are raised every year.
Fish farming
Fish and some varieties of shellfish such as crabs, lobsters, and prawns are bred in
farms. Some fisheries raise young fish from eggs and then release them into rivers
and lakes to increase their numbers in an area. Such farms are called hatcheries.
Waste material from fish farms provides chicken feed for poultry farms.
GEOGRAPHY
Content review
B. Answer the following questions:
1. Why is agriculture important?
2. Why is flat land suitable for farming?
3. What are some of the sources of water?
4. What are the dangers of using pesticides?
5. Why is it important to replace nutrients in the soil before planting

new crops?
II. Choose the correct answer:

1. Natural or artificial lakes which store fresh water are called
canals barrages reservoirs
2. Chemicals used to kill disease-causing organisms in plants are called
medicines pesticides repellants
3. The most suitable place for growing crops is
a sand dune rocky hills flood plains
The 2010 floods in Sindh and the Punjab destroyed most of the crops growing in
the fields. What do you think must have happened to the:
i. quantity of crops,
ii. quality of crops,
iii. farmers,
iv. price and availability in the market?
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CHAPTER 19
Agriculture in Pakistan
Pakistan is an
agricultural country.
Pakistan is blessed with fertile flat land and a suitable climate for farming. The
floodplains of the Punjab and Sindh are the most favourable for growing a variety
of crops. However, this cultivable area is only 35 per cent of the total land area of
the country.
Land ^distribution
Forests
Forests are tracts of land where many trees grow. They contribute to the natural
environment of a place and are home to a variety of birds and animals. Forests are
an important geographical feature because
they influence the weather,

i. they provide food, herbs, wood, and other resources,
II. tree roots help to absorb water especially on slopes,
v. they prevent landslides and mudslides by acting as barriers.
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GEOGRAPHY
Unfortunately, people are cutting down forests for wood.
Wood is a major resource. In some areas, firewood is
burned as fuel. It is also used in constructing buildings, Land distribution m Pakistan
and making furniture, paper, and sports goods. Sometimes
forests are cleared and buildings are constructed in their
place.
Farmland
Farmland is the flat fertile land, usually along riverbanks,
that supports farming. It has all the factors suitable for
agriculture. Most of Pakistan’s farmlands are on the plains
of Sindh and the Punjab.
Scrub and wasteland

Scrub and wasteland are flat rocky areas with poor
quality soil. They are unsuitable for farming; however,
some hardy shrubs and coarse grass may grow there.
These are suitable grazing areas for cattle and other
livestock. Most scrub and wastelands are found in the
arid areas of Balochistan and some parts of Khyber
Pakhtunkhwa province.
Deserts and mountains cover the largest portion of

Pakistan’s land surface. Most of these areas are unsuitable
for agriculture. A large number of forests are found on
the slopes of many mountains. People living in mountains Date orchards abound in Sindh and the Punjab.
and deserts maintain small orchards and farms to meet
their need for food.
Climate _ __ ______ ____________

Pakistan has a diverse climate. In the north of Pakistan, the temperature falls belOW
zero degrees in winter while the southern areas experience mild winters. Summer
in the western and southern regions varies between very hot and moderate.
On average, Pakistan receives 137.5 mm of rainfall in the monsoon season every

year. In winter this average falls to 70.5 mm. Different parts of the country receive
varying amounts of showers. Rainfall provides only a quarter of Pakistan’s
agricultural requirements. The rest of the farmland is watered by irrigation.
GEOGRAPHY
Rivers and the irrigation system of Pakistan

The River Indus and its tributaries-the Ravi, Jhelum, Chenab, and Sutlej-flow
through Pakistan. The Indus flows down from the Himalayas in the north. Smaller
tributaries like the River Kabul and the River Swat meet the Indus at Attock. The
main tributaries join the Indus at Punjnad in the Punjab. From here it flows down
to the Arabian Sea.
Pakistan’s system of irrigation is one of the best in the world. It consists of a large
network of canals, constructed in the nineteenth century.
Meth oirrigation
minim
Dams and barrages
Dams are artificial lakes that store water from overflowing
Do you know? rivers and release controlled amounts back into rivers
whenever needed. Many dams have been built in valleys
Some major dams of Pakistan are: Tarbela on in the northern regions of Pakistan. Smaller dams and
the Indus in the Haripur Disrict, Khyber barrages are built near the floodplains. Barrages are
Pukhtunkhwa; Warsak on the Kabul river near floodgates used to stop or divert the flow of a river.
There is no reservoir attached to a barrage. Most
Peshawar, Mangla on the Jhelum river in Azad
barrages are located on the plains of Sindh.
Jammu and Kashmir; Khanpur on the Haro
river near Islamabad. Prominent barrages on
the River Indus include Guddu, Kotri, and

Sukkur in Sindh, and Jinnah, Rasul, Taunsa, and r
Chashma in the Punjab.
A view of Tarbela dam

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GEOGRAPHY
Canals
The huge network of canals in the Punjab and Sindh
carries water from the rivers to farms and fields. This
system covers about 73 per cent of all the agricultural
land in Pakistan. The total length of the canals in the
system is more than 58,000 kilometres. Canal
irrigation depends upon the amount of water in the
rivers.
Wells
Another method of irrigating fields is by digging
shallow wells to reach the underground water. A large
wheel-like structure called the Persian Wheel is used
to obtain water from these wells. Since these wells
are not deep, they soon dry up or become stagnant.
Tube wells are dug deep into the ground. A motor or

electric pump draws water from underground and
stores it in a reservoir from where farmers can send
A Persian wheel
it into the fields as required.
The karez system

The karez system is one of the oldest known irrigation
systems in the world. It is widely used in Balochistan.
To make a karez, a well is dug on high ground to tap
the underground water. When water is found, a
tunnel sloping downwards is dug from the water
source to bring that water to a target area downhill.
A series of narrow wells are dug at several points to
A tube well
help check the water flow.
Motherwell
Challenge
Which province
of Pakistan has
the most dams
Impervious layer and barrages?
Some people believe Iranians developed the karez system long ago.
GEOGRAPHY
Some important crops of Pakistan __________

Although all crops are important, some are more commonly used either as food
or for other purposes, such as making cloth out of cotton or flax. These crops are
grown in larger quantities.
Crops used commonly as food include wheat, rice, sugarcane, beans, lentils and
other grains, oilseed, fruit, and vegetables. All these crops grow in Pakistan.
Top (from left): paddy; rice ready to be husked Top (from left): wheat field; wheat stalk
Bottom (from left): rice grain; cooked rice Bottom (from left): wheat grain; chapati
Rice Wheat
Rice is the most popular food crop Wheat is the most popular grain crop
after wheat. It is part of the staple diet grown worldwide. It is most
in Pakistan, India, Bangladesh, China, and commonly used to make bread and is
other Asian countries. It is exported by the staple diet of many nations.
Pakistan to other countries. Pakistan Pakistan produces wheat in
produces the best quality basmati rice, abundance. Chapati and bread are
which is popular all over the world eaten throughout the country. Wheat
because of its fine flavour and aroma. is also used in cereals.
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Sugarcane GEOGRAPHY
Sugarcane is used for producing sugar. It is

a hard, fibrous fruit but very juicy. People
Cotton
enjoy chewing peeled, cut sugarcane. Sugar This is Pakistan’s most important cash
mills extract and process sugarcane juice to crop. Pakistan exports cotton in all
make sugar, both brown and white. The forms, from raw material to finished
husk of sugarcane is also used as animal cotton products. Pakistani cotton and
fodder and fuel. Jaggery and molasses are cotton products are among the finest
also obtained from sugarcane. in the world.
Top (from left): sugarcane field; sugarcane stalks Top (from left): cotton flower; cotton wool
Bottom (from left): refined sugar; ‘gur’ being made Bottom (from left): cotton yarn; cotton textile being
manufactured
mmml
Other important crops_ _ _ _ _ _ _ _ _ _ _ _
Maize, oilseeds, fruits, vegetables, and a variety of
pulses grow all over Pakistan.
Do you know? I
Sunflower seeds are processed to extract
sunflower oil, which is used in cooking. Crops grown for sale in the local or
Maize flour is commonly used in cooking. Parts of international market are called cash crops.
the plant are used as animal fodder. They are always in demand. These include
Lentils and pulses are called daal in Urdu. These cotton, rice, coffee, sugarcane, oilseed,
are good sources of protein and provide a soybean, etc. Sometimes, surplus food crops
common meal for most Pakistanis. are exported to earn extra revenue.
________ F
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GEOGRAPHY
Lentils, oil seeds, vegetables, and fruits are important food crops.
Content review
What is the difference between food crops and cash crops?
Activity
Ask your teacher to divide the class into groups, and pretend you all are
farmers. Based on what you have learned so far, plan a model farm. You can
add details about the climate, farming methods used, water supply
arrangements, and crops that will provide food and earn revenue.
Going further
What do you think would happen to a country if it grew only cash crops or only
food crops?
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CHAPTER 20
GEOGRAPHY
Minerals and Natural Energy Resources
Mineral resources in Pakistan
Minerals and natural energy resources are essential for industrial

growth. If good quality materials are available close to the
industries or within the country, the price of materials is lower;
this helps in the growth of industries. If these resources have to
be imported from other countries, it costs more to make
Do you know?
industrial goods from them and this affects their selling prices.
If the price of an item is too high, fewer people buy it and the A mine can be above or
producer suffers a loss.
below the ground, whereas a
Minerals are all natural substances found in the Earth. They are quarry is always above the
found as deposits and are known as ore in their natural form. ground.
The sites where mineral deposits are dug up are called mines or
quarries.
GEOGRAPHY
Gold, silver, platinum, uranium, zinc, and copper are precious metals. None of these
are mined in Pakistan, hence Pakistan needs to import them from other countries.
The minerals mined here are coal, natural gas, crude oil, chromite, dolomite,
gypsum, limestone, magnesite, rock salt, sulphur, and barite. A few small mines of
good quality precious stones like ruby, emerald, topaz and tourmaline are also
found in the northern areas.
Coal
Coal is found in abundance in Pakistan. The country’s largest coal mines are found
in Sindh, followed by the Punjab and Balochistan. However, the quality of coal is
not good, and it is only used in small industries. Coal deposits have recently been
discovered in the Thar area of Sindh. This discovery is expected to have a big
impact on fuel production in Pakistan.
A marble quarry A coal mine
Challenge
Can you think of
some common uses
of natural gas?
Mined coal being loaded for The flare atop a gas well signifies
the market active production.
Natural gas
Natural gas is found in Pakistan and is used for household, industrial, and commercial
purposes because of its low cost. The largest gas field is in Sui, Balochistan.
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GEOGRAPHY
Kinds of energy used in Pakistan

• Hydro Oil Gas @ Coal • LPG
Natural energy resources

include coal, natural gas, and
oil. These are used as fuel in
industries, residences,
vehicles, and in power plants
to produce electricity.
Source: Economic Survey of

Natural gas is a cheap
Pakistan 2017-18
form of energy in
Pakistan.
Oil
Oil is the most precious of natural energy resources. Although work is in progress
to locate oil in Pakistan, no significant reserves have been found so far. Geologists
are working on potential sites hoping to strike oil one day. Pakistan buys petroleum
from countries in the Gulf region. There are many refineries in Pakistan which refine
crude oil into fuel grade oil.
Content review
1. What is the difference between a mine and a quarry?
2. Name some:
i. metallic minerals
ii. non-metallic minerals
iii. natural energy resources
3. Why are minerals and other natural resources important for a country?
4. why are natural energy deposits important for a developing country like
Pakistan?
Pakistan is largely dependent on neighbouring states for oil and petroleum

products. List all the ways in which the discovery of oil in Pakistan could help our
country.
CHAPTER 21
Cities: the Jewels of Pakistan
Airport building, Quetta
Noor Mahal, Bahawalpur
River Indus near the Jamshoro Bridge, Hyderabad
Quaid i-Azam's^1^ mausoleum, Karachi
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Yaadgar Chowk, Peshawar
Shah Faisal Mosque, Islamabad
Rawal Dam, Rawalpindi
Medical college building, Sialkot
Alamgiri Gate at the Shahi Qila, Lahore
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GEOGRAPHY
A city is defined as a large and densely populated urban area which may include
Challenge several smaller independent administrative districts.’
Who do you think Cities play an important role in a country’s social and economic growth. Let us
look at some cities of Pakistan.
Faisalabad is
named after?
Important cities of Pakistan _ _ _ _
Islamabad
Islamabad is the capital of Pakistan. With an area of 906 square kilometers (sq km)
and population of 2.0 million, it is Pakistan's tenth largest city. It is also the most
well planned city of Pakistan.
Islamabad is home to embassies, foreign envoys, and all federal government offices. It is
located in the Potohar Plateau region of northern Pakistan, at the foot of Margalla Hills.
A view of Islamabad
Rawalpindi
Rawalpindi is located in the Punjab and borders Azad Jammu and Kashmir and Khyber
Pukhtunkhwa. It is famous as a ‘garrison city’ because the military headquarters of
Pakistan s Armed Forces are located here. The city is also a popular shopping
destination for tourists travelling to Kashmir and Gilgit-Baltistan. Together, Rawalpindi
and Islamabad are called ‘twin cities’ because they are located next to each other.
Sculptures on the Mall
Road, Rawalpindi
Sialkot
Known as the ‘City of lqbal>^,’ Sialkot lies at the edge of the Punjab, near the River
Chenab. It covers an area of 3,016 sq km and has a population of nearly 3.8 million.
It is the birthplace of our national poet Allama IqbaUM^. Sialkot is an old city,
featuring in historical records from ancient times. The city is famous all over the
world for manufacturing sports goods, surgical and dental instruments, bicycles,
bicycle tyres, and tubes. It is the world’s largest producer of hand-sewn footballs.
Football factory, Sialkot
Sialkot is the second city in Pakistan after Karachi, which earns the most from exports
and international business. It has a dry port and an international airport.
Peshawar
It is the provincial capital of Khyber Pukhtunkhwa Province with an area of 1,257 sq km
and a population of over 4.26 million. One of the oldest living cities of Asiai Peshawar
served as a connection between south, central and west Asia in ancient times. Like
Iqra Chowk, Peshawar Sialkot, Peshawar too has witnessed all major and minor rules in the subcontinent. It
is located in a valley east of Khyber Pass where south and central Asia meet.
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GEOGRAPHY
Lahore
Lahore is the provincial capital of the Punjab and one of the most densely populated
cities of the world. It has an area of 1,772 sq km and a population of about 11 million.
It is also known as ‘the Paris of the East’, ‘the Pearl of Punjab,’ and ‘the cultural capital
of Pakistan’. Lahore is the economic, cultural, and social center of Pakistan as well as
the hub of fashion, entertainment, and political activity. Tombs and shrines of
prominent sufi saints, the Badshahi Mosque, Shalimar Gardens, and many other
buildings built by the Mughal emperors, bear witness to its glorious history.
Tomb ofJahangir, Lahore
Multan
Multan is located in the southern part of the Punjab on the east bank of the
Chenab River. It is spread over an area of 3,721 sq km with a population of
approximately 4.7 million. It is known as ‘Madinatul Auliya’ or the city of saints
because many great sufi saints and mystics are buried here. Multan’s handicrafts
are famous throughout the world. These include hand-embroidered clothes, blue
pottery, and decorative items made from wood and camel skin. In addition, it is a
major agricultural center of Pakistan. Mangoes grown in Multan are among the best
in the world. Tomb of Sufi saint
Bahauddin Zakariya,
Multan
Faisalabad
Faisalabad is located in the northeastern plains of the Punjab. It covers 5,856 sq km
with a population of about 7.8 million. It is the hub of cotton, cotton textile, and
other related industries in Pakistan. Initially, Faisalabad was an undeveloped area
used as a temporary shelter by gypsies. Sir Thomas B. Lyall, an Englishman,
developed it into a planned city in 1880. It was known as Lyallpur until 1977, when
the Government of Pakistan changed its name to Faisalabad. The city has been
designed around the famous Faisalabad clock tower. Eight major roads start from University of Agriculture,
the clock tower centre to cover eight different directions. Faisalabad
Bahawalpur
Bahawalpur is spread over 24,830 sq km and is home to 3.6 million people. It is

located on the southern bank of the Sutlej River on the outskirts of the Cholistan
desert. This region extends into the Thar Desert. Bahawalpur was a princely Rajput
state during colonial times. Many palaces belonging to the nawabs of that era are
still there. Bahawalpur is an agricultural city, being industrialized slowly. A large
number of cotton textile spinning, weaving, and support industries are based here.
Derawar Fort, Cholistan
The highlights of Bahawalpur are its palaces, Lal Suhanra National Park, and the
Desert, Bahawalpur
Cholistan Car Rally. The city is also famous for embroidery and handicrafts.
GEOGRAPHY
Quetta
Quetta is the provincial capital of Balochistan. Located near the Bolan Pass, it is
spread over 3,447 sq km and has a population of 2.2 million. Quetta is called ‘the
fruit garden or fruit basket of Pakistan as it produces the best variety and quality
of fresh and dry fruit. Quetta is located at a height of more than 6000 feet above
sea level—the highest among all major cities in Pakistan. It is home to several rare
Trucks carrying goods species of wild plants and animals.
pass through Quetta
Hyderabad
Hyderabad covers an area of 993 sq km with a population of 2.2 million. Alexander
the Great founded a city near Hyderabad on his way back to the Persian Empire.
Hyderabad is an important commercial and industrial center of Sindh. It is among
the biggest bangle manufacturers in the world. The city is deeply rooted in culture.
It is a center of learning for Sindhi language and literature.
Railway station,
Hyderabad Karachi
Karachi has grown from a quiet fishermens’ village to a bustling centre of business
and industry in the past three centuries. It is the largest city of Pakistan in terms
of size, population, and development. It is spread over an area of 3,527 sq km and
is home to around 15 million people. Located on the coast of the Arabian Sea,
Karachi is also known as the ‘city of lights’, ‘the bride of cities’, and ‘mini Pakistan’.
An international airport, a busy seaport, industrial zones, telecommunication
facilities, stock exchange, shopping centers, hotels, and restaurants add to the city’s
The Bandstand, Jahangir
importance as the commercial capital of Pakistan. Karachi is also counted among
Kothari Parade, Karachi
the biggest cities of the world.
Content review
1. Which city is known as the fruit basket and why?
2. Which urban center of Pakistan is a coastal city?
Going further
Source: Population
data based on Which city do you live in or live close to? What would life be like for you if this
Pakistan Census 2017 city did not exist in this place?
CHAPTER 22
Electricity and Power Plants
Electricity is the most important power resource for all nations. All electric and
electronic appliances and gadgets run on this power source. Our need for
electricity is increasing day by day. Can you imagine life without electricity?
special power plants are set up to produce electricity. Electricity is produced by

a machine called a dynamo, which is moved by another machine called a turbine,
a kind of water wheel. Steam, water, or wind power turns the turbines.
Different methods are used to generate the energy which moves the turbine. There
are three kinds of power plant in use in Pakistan: thermal power plants, hydel
power plants, and nuclear power plants.
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GEOGRAPHY
Thermal power plants

These plants burn oil, gas, and coal as fuel in huge boilers, to produce steam. The
heat and energy of the steam moves the turbines and dynamos. Hub Power, Kapco,
and Bin Qasim power plants are some important thermal power plants in Pakistan.
Stack
-w Rnilor rln im
Heat
Thermal power plants use oil, gas, or coal as fuel.
Challenge Hydel (hydroelectric) power plants

What do you Hydel power plants are usually located on dams. Turbines are positioned along the
think the term water course. The water falls with great pressure and moves the turbines. The
hydroelectric energy generated turns the dynamos to produce electricity. The main hydel power
means?
plants in Pakistan are located on Ghazi Barotha, Mangla, Tarbela, and Warsak dams.
Hydel power plants produce clean energy.
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Nuclear power plants

In nuclear power plants, a nuclear reactor produces controlled amounts of energy.
This energy is used to produce steam, which turns the turbines. Pakistan’s nuclear
power plants are located at Chashma and Karachi. Nuclear energy is clean because
it does not produce fumes from burning fuel. However, any accident that might
release radiation from a nuclear plant can cause immense damage to the
population and environment.
A nuclear power plant runs on energy produced by nuclear reactors.
Wind power
You might have seen small fan-like
structures on the roofs and
balconies of some houses. These
are called windmills. When a
strong wind blows, it moves the
windmills, creating energy by
wind power. These are useful for
powering small units in houses or
shops. A number of windmills
placed together to produce
electricity form a wind farm. It is
a clean form of energy since no
smoke or pollutant from burning
fuel is released into the air.
Windmills
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GEOGRAPHY
Solar power
Heat and energy from the Sun are used to power small appliances like garden lights
and batteries. Solar panels absorb and store energy and use it when required. Some
calculators also use solar energy. Solar energy is clean but the equipment used for
producing it is very expensive: this is why it is not used more commonly around
the world.
Content review
Which power plants produce clean energy?
Going further
a. Write about what life was like before electricity was discovered.
b. What type of a power plant is the most suitable for electricity generation in
Pakistan?
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CHAPTER 23
Visiting Public Places
Mosques, parks, restaurants, museums, libraries, shopping malls, markets, and other
such places are called public places. They are built for use by many people at the
same time. They may be owned and managed by one person; by a group of people;
or by the government, for our use and pleasure, in return, it is our duty to ensure
that we do not cause any kind of damage to the property, to its owner(s), or to
other people who may be rightfully using the place. The manner in which we
conduct ourselves in such places is of great importance. It reflects on our
upbringing and values.
A visit to any public place is usually an interesting experience. Sometimes in our

excitement, we forget to be careful and do things that might cause inconvenience
to other people or cause damage to public property. Do you think that is a good
thing to happen?
Remembering the three As can help us become cautious and responsible. They are:
• Awareness
® Attitude
o Action
Awareness
We need to be aware of the etiquette for visiting a public place. Etiquette means
a set of rules that one is expected to follow on social occasions and in all public
places. To avoid embarrassment, we should always gather information about the
right etiquette or the way to behave, before an upcoming occasion or visit.
Awareness comes from the knowledge that we receive from our homes and
schools. At home, we (earn from our parents and other members of the family. In
school, our teachers explain the difference between right and wrong.
Attitude
Attitude is a combination of what we know, and how we think and feel about things
once we know about them. It is the driving force that makes us choose how to act
in a particular way. A positive attitude will always guide us to do the right thing.
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In a public place, everything belongs to everyone equally, so we should respect

everyone’s rights. The right attitude in a public place is: be willing to cooperate,
help others, avoid petty arguments, and follow rules and instructions. A negative
attitude makes situations worse and causes unpleasantness among people. Other
people lose respect for a person with a negative attitude.
Action
Once we have received awareness and developed the right attitude towards a
certain situation, it is time for us to take suitable action. We should behave
properly in every situation, in the light of our awareness and attitude. This is the
most important of the A’s. This involves not troubling, annoying, or causing
inconvenience to anyone and not damaging any property. People around us will
respect us for doing this.
Visiting a mosque
<0
A mosque is a place of worship for Muslims. It is the house of Allah and must be
shown due respect. In a mosque, people offer their prayers, read the Quran, listen
to lectures, or have conversations with scholars and other people. Before visiting
a mosque, we should have a bath and put on clean clothes.
People meet in the mosque to pray and to discuss religious matters.
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When we enter a mosque, we should:
•' greet people cheerfully.
• sit down wherever we find a place. If we arrive late, we must not jump over
people in search of a place at the front: this disturbs others and is unfair
to those who arrived before us.
• avoid talking loudly. Avoid talking at all during the prayers and the sermon
unless there is an emergency.
• not eat, drink, or chew bubblegum, toffees, etc.
» not leave behind tissues, wrappers or other forms of litter.
• listen carefully to what is being said.
° not fidget or show restlessness.
• help people, especially the elderly, if required.
• not sit with our legs stretched out.
Visiting a museum
A museum is a building or place where works of art or other objects of value and
historic importance are kept and displayed. These objects are put on display for
us to see and learn from. A person looking after a museum or an art gallery is
called a curator. He or she takes great care of the exhibits.
Museums display objects of interest to a variety of people.
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\
CIVICS
When we visit a museum, we must:
• follow the guide and obey her/his instructions at all times.

• not touch or examine any object physically.
• stay silent: if we have any questions, we can ask the guide in a low voice
without disturbing others.
• look around carefully and try to remember as much as possible.
® stay in line and not push or shove other people.
Activity
Imagine you are the curator of the National Museum of Art and History. You
have paintings, coins, pottery, carpets, and jewellery from the times of the
Mauryan Empire on display under your care. Students from a school want to
come and visit.
a. What instructions would you send to the school to create awareness of

the museum's etiquette? What reasons would you give for these
instructions?
b. After the students have left, you discover that a vase has been knocked
over, there is a scratch on an ancient wooden box, and the students have
left a trail of litter behind. Other visitors have complained that there was
too much noise on the day these students visited.
i. Why do you think the students behaved in this way?

ii. How did you feel?
iii. Would you invite these students to your museum again?
Visiting a park
A park is a large, usually natural area of land reserved and developed for the
enjoyment of the public. It may have facilities for rest and recreation, etc. Most
parks have green lawns, flowerbeds, walking tracks, resting areas, benches, food
stalls, swings, and rides. Municipal organizations or other local groups usually own
and manage parks. Most parks display a list of rules at the entrances so that visitors
know what is expected of them once they are there. When we go to our
neighbourhood park, there are some points we should keep in mind.
• Read all notices and signboards for specific instructions.

3 Do not pick flowers or uproot any plants.
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Swings and rides in public parks should be shared fairly.
° Do not walk on the grass if it is forbidden.

• Most parks have dustbins or other forms of litter collection at many points.
We should make use of these and not leave our litter anywhere else.
• If we are on the walking track, we should walk in the specified direction.
• We should cooperate with others and avoid creating unpleasant situations
over small issues.
• We should treat people with respect and courtesy.
• If there are swings or rides, we must wait patiently for our turn, and be
quick to give a turn to other people.
Activity
You are visiting your favourite neighbourhood park. They have the most
amazing rides and swings.
a. You are queuing for your turn at the swing. The boy on the swing refuses
to get off. What would you do?
b. Walking past a rose bed, you pick a couple of flowers. The park keeper
sees you and scolds you for picking them. He says it is not allowed. How
would you deal with the situation?
Libraries enable people to read expensive and rare books.
Visiting a library ________________

A library is a place that stores a collection of books for a wide range of readers.
Readers can borrow books from the library for an agreed period and return them to
the library when they have read them. This saves the cost of buying books and makes
a book useful for a number of people rather than only one or two. Most libraries
have reading rooms too where you can sit down and read the books without taking
them home. Libraries often charge a small fee to help maintain the facility.
Libraries are maintained in schools, colleges, neighbourhoods and cities. We could

also set up a library in our house and encourage family, friends, and neighbours to
read books from our collection.
A library is a quiet area; people prefer to read in silence. Library etiquette includes:
• maintaining silence
° putting books back on the correct shelves or according to the librarian’s

instructions
° Library books should
o never be marked or underlined
o never be written in
o never be torn or damaged in any way
o always be returned on or before the due date.
• Reference books cannot be taken home

• Mobile phones must be switched off.
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The statements below relate to library etiquette. Put a tick on the right actions
and a cross on the wrong ones.
1. Before entering the library, Aalia remembered to switch off

her cell phone.
2. Kazim and Nazim were discussing the cricket match.
3. Umer yawned loudly.
4. Saadia put a book about the Aryans back on the history shelf.
5. Roha had to do a research project. She tore a picture out of
a magazine belonging to the library.
6. Mariam wanted to underline some beautiful verses in a poetry
book but Tina stopped her doing this.
7. Ali did not take the encyclopedia home because it belonged to the
reference section.
8. Saqib lost two of the library books he borrowed, but he saved his
pocket money and paid for them.
9. Noor forgot when her library books were due. The librarian fined
her, but she argued with the librarian saying it wasn’t her fault.
Visitingj restaurant
Restaurants are places that prepare and serve food. They can be situated inside
malls, or outside as independent businesses. Common rules for visiting restaurants
include:
o wait patiently for your turn

o do not jump the queue in a fast food restaurant
Observing good manners at a restaurant helps everyone have a good time.

CIVICS
o do not push, shove, or elbow other people

o if you have a complaint about your food or service, go back to the counter
and make your complaint without being rude or physical. If a waiter has
served you at your table, share your complaint politely with her or him. If
you think she or he cannot solve the problem, ask politely to see the
manager.
o listen to the other party’s viewpoint too
o do not litter
o do not touch or take anything that does not belong to you
o be polite at all times
Content review
1 Write down three advantages of following proper rules of etiquette in
public places.
2. (a) How are schools and other educational institutions a different kind of
public place? Do we need to follow proper rules here too?
(b) In your notebook, write down some behaviour rules that you follow in
your school.
3. Unwillingness to cooperate, arguing, and breaking rules: why are these

considered bad behaviour in public?
Going further
Suggest some more good manners for visiting a mosque or a park.
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CHAPTER 24
Gratitude is best expressed through action.
Gratitude means being thankful and appreciative. We can feel gratitude towards
God for what we have. We are also grateful to anyone who has done something
good for us. People usually express gratitude to other people through actions like
saying ‘Thank you’, giving gifts, sending flowers, hugging, or praising. However, the
expression of gratitude is not limited to these actions: gratitude is best expressed
through attitude and should be part of our lives at all times.
How can we show gratitude in everyday life?

We should take five minutes out every day to find something to be thankful for.
If we look around us carefully, we will find a number of good things we hardly ever
notice. Observe things like the air we breathe, the trees that give us shade from
the Sun, the roads and vehicles that make our travel easier. Since these things make
our lives easier and comfortable, we can show our gratitude by taking care of these
things so others can also use and benefit from them.
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CIVICS
Let us think about our family, home, loving adults, and friends. Imagine how
our lives would be if any or all of these things were not there. Once we begin
to appreciate the presence of these people in our lives, we will be able to
show our gratitude by being more thoughtful and kind towards them.
• We should be grateful for little things. They can make a big difference in
anyone’s life.
• In good times, we must show our gratitude by being kind to those who may
not have as much as we have. In bad times, we can show our gratitude by
being patient. We must never complain or be envious of what others have.
• We should always be content with what we have. Remember that there

will always be someone in the world who will have more than we have. At
the same time, there will always be many more who will have less than we
have. So why compare and worry?
• When someone does us a favour, we must never forget it. We should do

them a kind deed in return as best as we can. It can be either something
they ask us to do for them or we can do something on our own to show
our appreciation.
• When we do someone a favour, we must not keep account of it or mention

it repeatedly. If that person is grateful to us, we should accept his/her
thanks and not keep reminding him/her of that favour. If s/he does not
acknowledge our favour, we should not feel bad or speak ill of him/her.
3 When given a position of responsibility, we must use it for the right

purposes and not misuse our powers.
Great thoughts on gratitude

• Gratitude is the best attitude. —Author Unknown
Gratitude is an opener of locked-up blessings. — Marianne Williamson (author)
As we express our gratitude, we must never forget that the highest appreciation is not to
utrer words, but to live by them. -John Fitzgerald Kennedy (former President, USA)
When eating bamboo sprouts, remember the man who planted them. -Chinese proverb
• Feeling gratitude and not expressing it, is like wrapping a present and not giving it.
—William Arthur Ward (author)
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Content review
0. Answer the following questions:
1. What is gratitude?
2. Make a list of all the people you should be grateful to and say why.
II. Complete the table below by adding your own experiences. Some
have been done for you.
My reaction Gratitude/ What 1 gained/ What 1 should

Ingratitude lost have done
1 sulked because 1 should have
my mother tried to
could not take understand her
me to my point of view,
friend’s house. and be
supportive of
her in her
problems.
My aunt sent gratitude
me some
chocolates and 1
shared them
with my siblings.
Going further
“I was complaining that I had no shoes; then I saw a man who had no feet.” Write
a paragraph on this sentence.
CHAPTER 25
Teamwork and Spirit

CIVICS
Look at this famous acronym for TEAM.
T Together
E Everyone
A Achieves
M More
Whatjsj team?_ _ _ _____ __

A team is a group of people working together as a unit to achieve a common goal.
Teamwork helps us meet targets that cannot be achieved by a single person’s
efforts. A team can be family members, students in a classroom or school, a sports
team, a team of professionals, a group of friends, and others.
Teamwork leads to big achievements.
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As a member of any team, we must always:
Respect others
All team members must respect their leader and other members. This creates an
atmosphere of peace and harmony. It makes everyone feel good about him/
herself, so they give their best to the effort. Showing respect to other people
makes them respect us. Remember, a person who takes the initiative to respect
others and continues to do so, is an honourable person.
Be committed and loyal

If we belong to a team, we must be committed and loyal to its goals, and stick
together through good and bad times. Sincerity is one of the key factors that lead
teams and individuals to success. We must never let down our team for our own
personal gains. Always demonstrate team spirit and encourage others to put in
their best.
Share information willingly

A sincere and committed team member will share ideas and information with his
peers. Well-informed teams make it to the top. Sharing does not mean that we do
somebody else’s work for them. It means that we have knowledge and the
greatness to let others benefit by it. If someone has information that we might
All team members use their sets of skills to achieve a common goal.
OXFORD
113
CIVICS
not have, we can ask him or her to share it with the team and give full credit for
this gesture. Using another person’s work without his knowledge and permission
is wrong.
Be reliable and consistent in effort

A team member should be someone dependable. Sometimes work involves
deadlines and targets which have to be met at certain times. An active and
consistent worker will help his team achieve targets by completing all assigned
tasks on time. This increases the worth of a person.
Communicate effectively
Communication is a two-way process, which involves listening and speaking.
Everyone has a right to speak and in turn, it becomes their duty to listen when
others are speaking. This helps in the transfer of ideas. When it is our turn to speak,
we must make sure we pass on our thoughts and ideas clearly. When we are
listening, we must pay attention to the speaker’s words and expressions to grasp
his/her meaning.
Offer help and support without complaining

Let us take a look at our hands. Are all fingers the same size? Do all of them look
the same? They do not. In the same way, teams have members with different
capabilities, which means each member has his own strengths and weaknesses.
Sensible team members complement each other’s strengths and provide back up
for weaknesses.
We must always help in solving problems and suggest alternatives if things go

wrong. If a situation seems to be beyond control, we must adjust ourselves and
make the best of it. Instead of criticizing our leader, we can be far more helpful
by offering assistance, support and advice to her or him. If we disagree on any
issue, we should sort things out reasonably, and think and act positively.
Accept fflustekes
If something goes wrong because of a lapse or incorrect action on our part, we

must be quick to realize and accept our mistake. The next step is to apologize and
make an effort to compensate for it. Transferring the blame on someone else or
making up excuses will spoil our image. It will also do nothing to solve the problem.
We cannot solve a problem without accurately identifying the problem first.
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Remember there is no T in the word ‘team’.
If you are chosen as leader, here is what you should remember:
’ Be respectful, encouraging, and fair to all the members of your team.
• Value their opinions and suggestions and show your gratitude. If you
disagree with, or dislike what is being said, make an effort to voice your
opinion politely and use words that do not offend anyone. Never criticize
anyone’s actions in public or in harsh tones.
• Be forgiving when someone makes a mistake but gently point out what
went wrong so that it does not happen again.
° Never insult anyone in private or in front of others.
• Always be ready with alternatives and solutions.
° Always encourage your team to put in their best. Hope for success but also
prepare them for failure and learn the ways to cope with this.
• If your opponent or rival team performs better, be gracious to compliment

them. Do not resent them for their victory. Spread this message through
your team as well.
• If you are unable to perform your duties, do not feel small if you handover
the charge to someone you feel is more competent or suitable. It will save
you bigger embarrassments later on.
Team leaders are chosen because they have been good team members. If you are
not chosen as a team leader, do not be disappointed or angry. You might get a
chance some other time.
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UNIVERSITY PRESS
CIVICS
Content review
1. Describe in your own words your idea of a team.
2. Study each of these cases/issues and complete the table in your notebook.
How you dealt

Issue How you felt about it
with it
Your teammate made fun of

your suggestion in public.
You have done research for

a group project and two
members from your group do
not have any knowledge of the
topic.
Your leader scolded you for

being late although it was your
teammate’s fault.
You were playing with your

pencil while instructions were
being given out and missed
some important details.
You forgot to bring what you

were asked to and because of
that, your team lost points.
Your team has lost all its

matches in the last two years
and your best friend suggests
that you join a different team.
Going further
a. Prefects, captains, and monitors are leaders of different teams. If you were
appointed as one, what important points would you keep in mind?
b. Someone else from your class is appointed as a leader. How should you feel
and behave towards that person?
116 OXFORD
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CHAPTER 26
The National Anthem of Pakistan
Bbossod, bo tdo sawrod, ba,nob

Ha,ppy bo tdo boiMvtoow rotobm,
Tdoio ynobob of kwyk, rosobu-o
0 LmuVof PaddwtMV!
Bbossod bo tdo corvtro offobtk,

Tloo ordor oftkds sawrod bawd.
Is tkw waykt oftlvo brotboorlurod of tkw poopbo
May tdo n,a,tbon,> tkw coowvtry, Mud, tkw state,
dkdwo bn,gbory eworbawtbny!
Bbossod, bo tkwyoad, of owr Mwbbtbon,

Tdofbay of tkw crosoont Mtd, sta,r
Loowbo tdo way to yroyross a,n,d,porfootbon,

Indoorprotor ofooor put, ybory of oior prosotvb
ln,spbra,tbon, of otorfwtMo!
dk^btor of CjocL, tk,o Cfborbotos awd, Miykdy!
Lyrics of the anthem handwritten by the poet Translation
——-------- ■ — 1----
A national anthem is a patriotic song of pride and devotion, adopted by a nation

as part of its adertoty. It is played on important days, historical events, official
functions, and other such occasions. The words are motivational, and usually
describe the nation’s values and objectives, dreams for the present and future,
achievements and struggles in its history. The purpose of an anthem is to inspire
respect, love, solidarity, and patriotism for one’s country. All citizens respond to
the national anthem in a similar way. Therefore, a feeling of unity and solidarity
is achieved and reinforced every time it is played. Abul Asar Hafeez
Jallundhari
OXFORD
CIVICS
The national anthem of Pakistan is “Pak sarzameen shaad baad.” Abul Asar Hafeez
Jallundhari wrote the lyrics of our national anthem and Ahmed G. Chagla composed
the tune in 1950.
Ahmed G. Chagla
Music score of the national anthem
mmmmm
Do you know?
The etiquette for listening to the national anthem is:
0 Stand straight with your arms by your side.
° Sing the anthem with others in a moderate tone, with fervour and enthusiasm.
0 Do not fidget or be distracted.
Before and after the anthem, think about what you can do to serve your country.
118 OXFORD
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An unusual feature of our anthem is that Mr. Chagla composed
the tune before the lyrics were written. The lyrics are mostly
Persian words used in Urdu language. The lyrics of the national
anthem are our prayers and praise for our country. We should
always sing it with pride, respect, sincerity, and love for our land.
Here is how some people feel when they hear or sing the
national anthem.
Aliya: Respect, importance, etiquettes, love, all together make

me rise from my seat every time I hear it.
Mora Whenever I sing the national anthem, I feel great love for
Pakistan in my heart. I strongly believe I started loving and
respecting my country as a child because of the anthem.
Standing straight in respect while listening to the words—it is a
great feeling.
v\v
Narfal I want to move back to Pakistan every time I hear it.
Samira I sing it with great gusto and my heart bursts with pride.
I am proud to be Pakistani, I am glad I have a beautiful country
I can call my own and say I was born there. We must know and
respect the etiquettes
Fayria I get a lump in my throat! I feel so overcome with emotion. of listening to the
national anthem.
Ahmed A feeling of sacrifice, belonging, ‘oneness’ and ownership
comes to mind. It reminds me of the power we have within
ourselves to shape our country and ourselves.
Content review
1. What is a national anthem?
2 Name the composer and the writer of the national anthem of Pakistan.
3. In what year did Pakistan formally adopt its anthem?
4. What language is used in the lyrics of our anthem?
Going further
Our national anthem is played on important occasions. How does that affect our
national spirit?
OXFORD
/r
V Glossary
Chapter 1 stupas—dome-shaped structures containing

evolved—developed gradually or naturally Buddhist artifacts
melting pot—an environment in which monastery—a building where monks live and
work
different people and ideas are mixed
together missionary—a person who is sent to another
country to spread religious ideas
Chapter 1
Chapter 7
flourishing—growing or developing strongly
tolerance—allowing something without
evidence—anything that gives people reason
obstructing or interfering especially
to believe something
regarding other people’s beliefs and
revenue—a country’s income from taxes
behaviour
deciphered—worked out the meaning of
elements—parts that make up a whole thing
something written in code or unusual
deity—a god or goddess
language
revived—brought back to life Chapter 8
chariot—a horse-drawn vehicle with two
wheels visionary—a person with foresight and wisdom
in planning things
Chapter 3 benign—kind
playwright—a drama writer
encounter—an unexpected meeting
profound—very deep sculptor—a person who makes shapes by
meditating—thinking deeply and quietly carving wood or stone, or by casting metal
Chapter 4 Chapter 9
annexed—took (territory) by conquest governance—the action of ruling as an

magus—a member of the Zoroastrian authority
priesthood of the ancient Persians inferior—lower in position
Chapter 5 Chapter 10
inherited—received money, property, or title envoys—official representatives

when the previous owner died siege engine—a device designed to break
succumbed—gave way to something through city walls in wars
overpowering
Chapter 12
revolt—rebel
Hellenizing—spreading the ancient Greek expanse—a wide and open space or area
culture innumerable—too many to be counted
celestial—of or relating to the sky
Chapter 6
impact the striking of one body against
tactics—a plan for attaining a particular goal another
representatives—people chosen to act or colliding—crash together with violent impact
speak on behalf of others marvels—things that cause a feeling of wonder
concentrated—gathered together in one place
120 OXJORD
UNIVERSITY PRESS
ChapterB Chapter 22
tilt—a sloping position
fumes—strong-smelling smoke or gas
bulge—an outward curve radiation—energy that is radiated or
hemisphere—half of a sphere or the globe transmitted in the form of rays or waves or
particles
Chapter 15
molten—reduced to liquid form by heating Chapter 23

eruption—burst out etiquette—the rules of correct behaviour
jolts—shakes with sudden sharp movements sermon—a talk given by a preacher
fidget—make small restless movements
Chapter 16
exhibit—object shown in public
wearing down—gradual breaking down courtesy—polite behaviour
through use or stress
crumble—break or fall apart into fragments
Chapter 24
crevice—a narrow opening in a rock or wall appreciative—expressing thanks
canyons—a deep valley formed by a river acknowledge—admit that you have received
running through or noticed something
gorge—a narrow valley with steep sides
sediment—fine particles of solid matter that Chapter 25
float in water or settle down on the initiative—taking action to begin a new
bottom process
debris—the remains of something that has consistent—having a regular pattern or style
been destroyed or broken up complement—make a thing complete
alternatives—choices available instead of
Chapter 17
something else
categorize—place into a set of similar things lapse—a slight mistake or failure
composition—a mixture of ingredients compensate—make up for a loss or injury
Chapter 19 Chapter 26
cultivate—to grow crops identity—who or what a person or thing is

adequate—sufficient motivational—inspiring a person to do
accumulate—pile up something
arid—dry objective—what you are trying to reach or
achieve
Chapter 20
solidarity—unity or support for each other
orchard—a piece of land planted with fruit because of a common opinion
trees bounteous—given or giving freely
diverse—of several different kinds resolve—great determination
interpreter—someone who translates what is
Chapter 21
being said for speakers of another language
ore—rock with metal or other useful fervour—feeling of great warmth and intensity
substances in it gusto—great enthusiastic enjoyment
potential—capability or resources available for
development
OXFORD
UNIVERSITY PRESS
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HISTORY

Oxford University Press is a department of the University of Oxford.

1 Civilizations and Empires of South Asia

TEACHING OBJECTIVES LEARNING OUTCOMES

To familiarize students with South Asia Students should be able to:

2 The Indus Valley Civilization and the Aryans 5

TEACHING OBJECTIVES LEARNING OUTCOMES

3 Buddha and Buddhism 12

TEACHING OBJECTIVES LEARNING OUTCOMES

To introduce Buddhism Students should be able to:

4 Persian Rule under the Achaemenid Dynasty

TEACHING OBJECTIVES LEARNING OUTCOMES

TEACHING OBJECTIVES LEARNING OUTCOMES

6 Seleucus and the Mauryans 23

TEACHING OBJECTIVES LEARNING OUTCOMES

To introduce the Mauryan Empire Students should be able to:

TEACHING OBJECTIVES LEARNING OUTCOMES

TEACHING OBJECTIVES LEARNING OUTCOMES

TEACHING OBJECTIVES LEARNING OUTCOMES

To introduce the scattered kingdoms of the Students should be able to:

10 The Arrival of Islam—Muhammad bin Qasim 40

TEACHING OBJECTIVES LEARNING OUTCOMES

11 From Rise to Fall: The Success and Collapse of Empires 45

TEACHING OBJECTIVES LEARNING OUTCOMES

TEACHING OBJECTIVES LEARNING OUTCOMES

To introduce the composition of the universe Students should be able to:

TEACHING OBJECTIVES LEARNING OUTCOMES

14 Layers of the Earth 58

TEACHING OBJECTIVES LEARNING OUTCOMES

15 Weathering and Erosion

TEACHING OBJECTIVES LEARNING OUTCOMES

16 Landforms—Mountains and Other Land Features

To describe and explain different landforms on Earth,

TEACHING OBJECTIVES LEARNING OUTCOMES

18 Agriculture and Livestock 76

TEACHING OBJECTIVES LEARNING OUTCOMES

To introduce agriculture and livestock Students should be able to:

TEACHING OBJECTIVES LEARNING OUTCOMES

20 Minerals and Natural Energy Resources 89

TEACHING OBJECTIVES LEARNING OUTCOMES

To introduce mining and its uses Students should be able to:

22 Electricity and Power Plants 97

TEACHING OBJECTIVES LEARNING OUTCOMES

TEACHING OBJECTIVES LEARNING OUTCOMES

TEACHING OBJECTIVES LEARNING OUTCOMES

25 Teamwork and Spirit 112

TEACHING OBJECTIVES LEARNING OUTCOMES

26 The National Anthem of Pakistan 117

TEACHING OBJECTIVES LEARNING OUTCOMES

The books provide comprehensive information and learning structures. The

Civilizations and Empires of South Asia

South Asia is a fertile landscape supporting a huge population.

Timeline of arrivals in the subcontinent

Why did people settle on the subcontinent?

Why do we study the people of the subcontinent from ancient

1. understand how people, countries, and systems have evolved.

2. Why was the subcontinent a suitable place for settlement?

3. How does studying different peoples living on the subcontinent help us

to yet bach to ow own, tbwe. _________________________ ■ ______

Atfbrst, the%ha.nybny scenery cvrowuL ws owyaLbecb we. I eoicbcb tebb - __

to yet bach to ow own, tbwe. ___________________ ■

yrosyerLty.________ t_ _____