o o z a

O
Bl v e ck
rie ac er s f Sw
nt k s f or an
Bl
ac & or th
k Sw W e
an hi ch S
te o
O o
rie
nt l B
New

wa Bl
ac
oo
n k
Sw
an
O
GettingAhead

rie 37
in Social Studies

nt
Bl .5
ac 0

Class 5
k Sw m
an m
x
 oo sid sou on
e rce
e in re on
ati

s
New

ase A rm
New

ple I T info

se L
GettingAhead

G ore
Class 1

rm
GettingAhead

Fo
in Social Studies

I
D

New Getting Ahead in Social Studies

in Social Studies

B
New GettingAhead in Social Studies
New GettingAhead in Social Studies is a series of 8 books from the primary
to the middle school level. This enriched and updated version of the popular
GettingAhead in Social Studies series reflects the new CBSE Uniform System
of Assessment.

Main Features:
 Thoroughly revised and updated text

 Concepts clearly explained using simple language, attractive

illustrations and accurate up-to-date maps

k s f or an  Looking Ahead lists the lesson objectives.

 Mind openes increase student participation and encourage them
to think
 Did You Know? presents interesting information relevant to the topic.
 New Words aid easy and complete understanding of new concepts
introduced.
 Excerises include a variety of questions to test and reinforce concepts.
 Multiple Choice Questions (MCQs) enable sound assessment.
D I G I T A L

Flip Book

Flip Book Plus

Question-paper
Generator

Teachers’
Animations

Glossary

Interactive

l
Resources Tasks

 HOTS questions encourage thinking and develop problem-solving skills.

Worksheets

• provides several tools for the effective teaching and

 A variety of enrichment activities such as Speak Out, Write Right,
Puzzle Time,Art Work, Role Play, Project Work, Model Making, Field Trip,
Find Out, Let’s Debate, and Making and Analysing Graphs are included. For Teachers For Students

o
 Life Skills and Values help students develop skills needed for everyday
life;they also teach and reinforce values.

e
 Hand On! present intresting and easy-to-do activies for students.
 Internet links provide interesting sites for students to learn more.
ac er s f Sw

Class 1
 Smart Books for Teachers that come equipped with a range of teaching aids.
 Teachers’ Resource Pack with Lesson Plans, Anwer Key, Question Bank,

learning of social studies

Worksheets and Graphic Organisers

Class 1

x
o
or th
• uses tried and tested methodology in the teaching
Cover Design: Trinity Designers & Typesetters For the new CBSE Uniform System of Assessment

m
hi ch
of social studies
Bl v e ck

sid sou on

m
s
e rce
e in re on
ati
New

ase A rm
• focuses on building concepts through the use of New

ple I T info

se L
GettingAhead

G ore
Class 2

rm
GettingAhead

Fo
in Social Studies

I
D
in Social Studies

New Getting Ahead in Social Studies

New GettingAhead in Social Studies is a series of 8 books from the primary
to the middle school level. This enriched and updated version of the popular

easy-to-understand examples, clear and simple

GettingAhead in Social Studies series reflects the new CBSE Uniform System
of Assessment.
S Main Features:
 Thoroughly revised and updated text

0
a

 Concepts clearly explained using simple language, attractive

illustrations and accurate up-to-date maps
 Looking Ahead lists the lesson objectives. D I G I T A L

language, rich illustrations and images, and

 Mind openes increase student participation and encourage them
to think Flip Book Animations

 Did You Know? presents interesting information relevant to the topic.

Flip Book Plus
 New Words aid easy and complete understanding of new concepts
introduced. Question-paper

.5
Generator Glossary
 Excerises include a variety of questions to test and reinforce concepts.
Teachers’ Interactive
 Multiple Choice Questions (MCQs) enable sound assessment. Resources Tasks

 HOTS questions encourage thinking and develop problem-solving skills.

Worksheets

abundant maps
 A variety of enrichment activities such as Speak Out, Write Right,
Puzzle Time,Art Work, Role Play, Project Work, Model Making, Field Trip,
Find Out, Let’s Debate, and Making and Analysing Graphs are included. For Teachers For Students

 Life Skills and Values help students develop skills needed for everyday
life;they also teach and reinforce values.
 Hand On! present intresting and easy-to-do activies for students.
 Internet links provide interesting sites for students to learn more.

Class 2
 Smart Books for Teachers that come equipped with a range of teaching aids.

37
 Teachers’ Resource Pack with Lesson Plans, Anwer Key, Question Bank,
Worksheets and Graphic Organisers

Class 2
te Besides goods, we also need certain You have seen how people do different

Main Features
ISBN 978-81-250-6029-1

services. Postal, telecom, medical, kinds of work to earn money. All

travel and entertainment are some of these people are important to us as
For the new CBSE Uniform System of Assessment
them. A number of people work to they provide us with the goods and
Cover Design: Trinity Designers & Typesetters

provide us with these services. services we need.

I now know
z

1. Work done by people to earn money is called occupation.

2. Farming and rearing animals are the main occupations of people living in villages.
3. Fishing is the main occupation of people living in the coastal areas.
4. Mining is an important occupation of people living in states that are rich in minerals.
5. A number of people work in factories to make the goods we use. Other people work to
make these goods available to us.
6. Many people work to provide useful services to us.
W

Words to remember
Exercises for
occupation: any work which helps us to earn money
poultry: animals like hens, ducks and geese kept on farms for their eggs and meat

Effective Assessment
cattle: animals like cows, buffaloes and goats kept on farms for their milk or meat
mining: digging up of minerals from inside the Earth
factory: a building where goods are made
C. Give one word for:
forest: a large area of land thickly covered with trees
1. Work done to earn money
2. Digging out minerals from the Earth Exercises for summative assessment
3. A person who mends shoes
4. A building where goods are made A. Fill in the blanks.
5. A large area of land thickly covered with trees 1. Metals are used to make ______________.
2. Besides eating fish, we also get ______________ from fish.
&

D. Answer the following questions.

an
1. Why do people need to have an occupation? 3. People working in ______________ take out minerals from the earth.
2. What is dairy farming? 4. The occupation of dairy farming provides us with ______________.
3. Give four ways in which wood is used. B. Pair these.
4. Why do so many occupations depend on mining?
o

Main occupation Dependant occupation

5. In what way do people working in transport services help us?
Dairy farming selling eggs
6. Why should we not waste paper?
Mining making sugar

Multiple choice questions

1. Poultry farming deals with the rearing of
a. hens b. crops c. cows
2. Mining is the main occupation in states which are rich in
a. forests b. minerals c. wildlife
Poultry farming
Crop farming
Wood cutting
making matchboxes
making milk products
making cars

a variety of questions that test a


Sw C.
1.
2.
Give one word for:
Work done to earn money
Digging out minerals from the Earth
3. Shopkeepers help us by 3. A person who mends shoes

child’s understanding of the chapter

k
a. making the goods we use b. buying things from us c. selling goods to us 4. A building where goods are made

HOTS
4. In the coastal areas the main occupation is 5. A large area of land thickly covered with trees

• true or false
a. fishing b. farming c. rearing animals
D. Answer the following questions.
ac
5. Trees are cut down for
1. Why do people need to have an occupation?
a. petrol b. plastics c. paper

• fill in the blanks

2. What is dairy farming?
3. Give four ways in which wood is used.

MCQs
4. Why do so many occupations depend on mining?
HOTS: Think and Answer
• word search 5.
6.
In what way do people working in transport services help us?
Why should we not waste paper?
Bl

• match the columns

• What qualities do you think people in the following occupations would need?
a. a pilot b. a farmer c. a fisherman
d. a soldier e. an engineer f. a librarian Multiple choice questions
• Reshma wants to be a nurse when she grows up. What qualities must she have in
her to be a good nurse? Think and discuss. • long answer 1. Poultry farming deals with the rearing of

• short answer
a. hens b. crops c. cows
2. Mining is the main occupation in states which are rich in

improve students’ understanding, a. forests b. minerals c. wildlife

nt


3. Shopkeepers help us by

analytical and problem-solving skills

a. making the goods we use b. buying things from us c. selling goods to us
4. In the coastal areas the main occupation is
a. fishing b. farming c. rearing animals
5. Trees are cut down for
rie

a. petrol b. plastics c. paper

HOTS: Think and Answer

give timely feedback and
• What qualities do you think people in the following occupations would need?

contribute to learning
a. a pilot b. a farmer c. a fisherman
O

d. a soldier e. an engineer f. a librarian

• Reshma wants to be a nurse when she grows up. What qualities must she have in

Chapter Overview
her to be a good nurse? Think and discuss.

an


Sw
LOOKING AHEAD TEXT
an

k
MIND OPENER
ac

gives the students an overview of is carefully graded to enable

Sw

the chapter understanding and is visually

draws students into the lesson and
Bl

appealing
prepares them for new learning
k

nt
ac

NEW
rie
Bl

NEW
O

LIFE SKILLS AND VALUES

nt

promote skills that help HANDS ON

WEB LINKS students lead healthy and
rie

productive lives reinforces concepts through

hands-on activities
o

provide access to interesting

O

additional information on the topic

NEW
n
wa
 oo
sid sou on
sid sou on

s
s

e rce
e rce

e in re on
e in re on

ati
ati
New New

ase A rm
ase A rm
New New

ple I T info
ple I T info

se L
GettingAhead

se L
GettingAhead

G ore
G ore
Class 3 Class 5

rm
rm GettingAhead GettingAhead

Fo
Fo in Social Studies in Social Studies

I
I

D
D

New Getting Ahead in Social Studies

New Getting Ahead in Social Studies
New GettingAhead in Social Studies is a series of 8 books from the primary
to the middle school level. This enriched and updated version of the popular
GettingAhead in Social Studies series reflects the new CBSE Uniform System
in Social Studies New GettingAhead in Social Studies is a series of 8 books from the primary
to the middle school level. This enriched and updated version of the popular
GettingAhead in Social Studies series reflects the new CBSE Uniform System
in Social Studies
of Assessment.
of Assessment.
Main Features:
Main Features:
 Thoroughly revised and updated text
 Thoroughly revised and updated text
 Concepts clearly explained using simple language, attractive
 Concepts clearly explained using simple language, attractive illustrations and accurate up-to-date maps

k s f or an
illustrations and accurate up-to-date maps
 Looking Ahead lists the lesson objectives.
 Mind openes increase student participation and encourage them
to think
 Did You Know? presents interesting information relevant to the topic.
 New Words aid easy and complete understanding of new concepts
introduced.
 Excerises include a variety of questions to test and reinforce concepts.
D I G I T A L

Flip Book

Flip Book Plus

Question-paper
Generator
Animations

Glossary
 Looking Ahead lists the lesson objectives.
 Mind openes increase student participation and encourage them
to think
 Did You Know? presents interesting information relevant to the topic.
 New Words aid easy and complete understanding of new concepts
introduced.
 Excerises include a variety of questions to test and reinforce concepts.
 Multiple Choice Questions (MCQs) enable sound assessment.
D I G I T A L

Flip Book

Flip Book Plus

Question-paper
Generator
Animations

Glossary

l
Teachers’ Interactive Teachers’ Interactive
 Multiple Choice Questions (MCQs) enable sound assessment. Resources Tasks Resources Tasks
 HOTS questions encourage thinking and develop problem-solving skills.
 HOTS questions encourage thinking and develop problem-solving skills.
Worksheets
 A variety of enrichment activities such as Speak Out, Write Right, Worksheets
 A variety of enrichment activities such as Speak Out, Write Right, Puzzle Time,Art Work, Role Play, Project Work, Model Making, Field Trip,
Puzzle Time,Art Work, Role Play, Project Work, Model Making, Field Trip, Find Out, Let’s Debate, and Making and Analysing Graphs are included.
Find Out, Let’s Debate, and Making and Analysing Graphs are included. For Teachers For Students

o
For Teachers For Students
 Life Skills and Values help students develop skills needed for everyday
 Life Skills and Values help students develop skills needed for everyday life;they also teach and reinforce values.

e
life;they also teach and reinforce values.
 Hand On! present intresting and easy-to-do activies for students.
 Hand On! present intresting and easy-to-do activies for students.
 Internet links provide interesting sites for students to learn more.
 Internet links provide interesting sites for students to learn more.
ac er s f Sw
 Smart Books for Teachers that come equipped with a range of teaching aids.

Class 5
Class 3
 Smart Books for Teachers that come equipped with a range of teaching aids.
 Teachers’ Resource Pack with Lesson Plans, Anwer Key, Question Bank,
 Teachers’ Resource Pack with Lesson Plans, Anwer Key, Question Bank, Worksheets and Graphic Organisers
Worksheets and Graphic Organisers

x
Class 3 Class 5

sid sou on
o
ISBN 978-81-250-6032-1

s
e rce
ISBN 978-81-250-6030-7

e in re on
or th

ati
New

ase A rm
New

ple I T info

se L
GettingAhead

G ore
Class 4
  

rm
For the new CBSE Uniform System of Assessment

GettingAhead

Fo
Cover Design: Trinity Designers & Typesetters
For the new CBSE Uniform System of Assessment

in Social Studies

I
Cover Design: Trinity Designers & Typesetters

m
New Getting Ahead in Social Studies
New GettingAhead in Social Studies is a series of 8 books from the primary
to the middle school level. This enriched and updated version of the popular
GettingAhead in Social Studies series reflects the new CBSE Uniform System
in Social Studies

hi ch
of Assessment.

Main Features:
 Thoroughly revised and updated text

 Concepts clearly explained using simple language, attractive

illustrations and accurate up-to-date maps
Bl v e ck

 Looking Ahead lists the lesson objectives.

m
D I G I T A L
 Mind openes increase student participation and encourage them
to think
Flip Book Animations
 Did You Know? presents interesting information relevant to the topic.
 New Words aid easy and complete understanding of new concepts Flip Book Plus

introduced.
Question-paper
 Excerises include a variety of questions to test and reinforce concepts. Generator Glossary

 Multiple Choice Questions (MCQs) enable sound assessment. Teachers’ Interactive

Resources Tasks
 HOTS questions encourage thinking and develop problem-solving skills.
Worksheets
 A variety of enrichment activities such as Speak Out, Write Right,
Puzzle Time,Art Work, Role Play, Project Work, Model Making, Field Trip,
Find Out, Let’s Debate, and Making and Analysing Graphs are included. For Teachers For Students

 Life Skills and Values help students develop skills needed for everyday
S life;they also teach and reinforce values.
 Hand On! present intresting and easy-to-do activies for students.

0
 Internet links provide interesting sites for students to learn more.
a

Class 4
 Smart Books for Teachers that come equipped with a range of teaching aids.
 Teachers’ Resource Pack with Lesson Plans, Anwer Key, Question Bank,
Worksheets and Graphic Organisers

Class 4

.5
ISBN 978-81-250-6031-4

  

Cover Design: Trinity Designers & Typesetters For the new CBSE Uniform System of Assessment

37
HOTS: Think and Answer
te
Is the Moon a star? Give reasons for your answer.

Hands on!
1. Collect pictures of the eight planets and stick them in your scrapbook.
2. Take some old greeting cards. Paste silver paper on them. Make cut-outs of the
z

Moon and stars. Hang them as mobiles in your classroom.

Life skill
Enrichment Activities Understanding through observation
Do you know the word Solar comes from the word Sol that means “Sun”?
Find out from an adult at home if there are any solar appliances in your house or
W

neighbourhood, for example, solar cookers or solar street lights. Find out how these

Internet links
work. Why do you think it is good to use solar appliances?

help assess the understanding Weblinks

of the students in a more holistic [Link]/vision/universe/solarsystem/sun_for_kids_main.html
[Link]/esaKIDSen/SEMBTSWJDIE_ouruniverser_0.html

manner through
• spoken and written assignments enable students to use IT to
&

• art work

an
explore the topic in greater depth!
• simple projects
Hands on!
o

• presentations (IT) HOTS: Think and Answer

• model making, experiments
• discussions, field trips
Is the Moon a star? Give reasons for your answer.

Hands on!
1. Collect pictures of the eight planets and stick them in your scrapbook.
Sw Life skills
2. Take some old greeting cards. Paste silver paper on them. Make cut-outs of the
Moon and stars. Hang them as mobiles in your classroom. promote
k
Life skill

• decision making
ac

reinforces concepts through

Understanding through observation
Do you know the word Solar comes from the word Sol that means “Sun”?
Find out from an adult at home if there are any solar appliances in your house or
• problem solving
hands-on activities
neighbourhood, for example, solar cookers or solar street lights. Find out how these
• critical thinking
work. Why do you think it is good to use solar appliances?
Values • effective communication
Bl

Weblinks

• self management
[Link]/vision/universe/solarsystem/sun_for_kids_main.html
[Link]/esaKIDSen/SEMBTSWJDIE_ouruniverser_0.html
that teach students right
values and encourage them
to grow into good human
nt

beings
rie
O

an
NEW Sw
NEW
I NOW KNOW
an

k
DID YOU KNOW? summarises the lesson WORDS TO
ac
Sw

enables easy revision

provides the students with REMEMBER
Bl

interesting bits of information defines important words

k

related to the chapter that students may not be

nt

familiar with MCQs

ac

rie

provide timely
Bl

feedback and
ENRICHMENT ACTIVITIES
NEW EXERCISES
O

contribute to
self-learning
nt

include: speaking and creative

writing activities, word search and HOTS include a wide variety of
rie

puzzles, art time, find out, class

projects, presentations, group
improve students’ understanding,
analytical and problem-solving
questions—long and short answer
NEW
o
O

discussions, etc.
NEW skills
n
wa
 o ok
B
k s f or an

1
o
Contents
e
ac er s f Sw

x
o
o r th

m
hi ch
Bl v ze ck

m
1. The Globe — A Model of the Earth
S 1
2. Maps 9

0
Co si la

.5
3. Movements of the Earth 17

37
te
4. Climate 23
5. DRC — The Land of Dense Forest 31
6. Greenland — The Land of Ice and Snow 39
W

7. Saudi Arabia — The Land of Hot Sands 45

&

n
8. Grasslands of the Temperate Zone 52
9. Transport wa 59
kS
10. Communication 69
lac

3
11. Recording and Communicating Knowledge 77
B

12. Living Longer and Healthier Lives 85

nt
rie

13. The Age of Machines 94

O

14. Conserving Our Environment 101

an
15. Natural Disasters 109
Sw
16. Some People Never Die 117
an

k
ac
Sw

17. The United Nations 125

Bl

18. The British Raj and the First War of Independence 135
k

nt
ac

rie

19. The Struggle for Independence 142

Bl

20. Gandhiji Leads the Nation 148

nt
rie

21. Our Government 157

to
O

n
wa
kS
 o ok
Conserving Our

B
14
k s f or an

1
o
e Environment
ac er s f Sw

x
o
o r th

m
hi ch
Bl v ze ck

m
Looking Ahead
Mind opener
In this lesson you will learn about:
S

0
Co si la

At the end of the day, look at the garbage • What is the environment
bin in your kitchen. Is there a lot of waste in

.5
• Pollution and its control
it? There are tens of thousands of households • Waste generation and disposal

37
in your city. Can you imagine the amount of • Kinds of waste: biodegradable waste
te
waste generated by the city in a day? What and non-biodegradable waste
• Reducing waste and recycling
do you think happens to this waste? biodegradable waste
W

The environment is everything that makes up the surroundings of a living thing.

It consists of living and non-living things—air, soil, water, plants, animals and all
&

n
other natural resources. It also includes all the human-made things around us like

wa
buildings, cars and buses, roads and bridges. We get all the things we need in order
to live from the environment.
kS
Humans have found many ways of making their life comfortable. They have created
lac

good houses, work saving gadgets such as grinders and washing machines, means of
B

entertainment, good roads, medicines, methods of increasing food production, and fast
nt

means of transport and communication. However, in doing so, they have damaged
rie
O

an
Sw
an

k
ac
Sw

Bl
k

nt
ac

rie
Bl

O
nt

Our environment includes all the natural and human-made things that surround us
rie
to
O

101
n
wa
kS
 o ok
B
the environment in many ways. forests to build houses and factories, we
k s f or an
Pollution and its control
have damaged the environment.

1
Air pollution can be controlled by

o
e
ac er s f Sw
Human beings have, over the years,

x
reducing the burning of fuels, using

o
o r th
damaged the environment by polluting filters in factory chimneys to filter

m
hi ch
it. Pollution is the contamination or out harmful substances and by
Bl v ze ck

m
dirtying of the environment by the afforestation.
discharge of harmful substances into
S

0
Co si la

the air, water or soil. By damaging the Did you know?

.5
environment, we are destroying our Over the past few years the Earth has been

37
own future. We should, therefore, do all slowly heating up. This is called Global
te
Warming. It happens when there is an increase
we can to control pollution and protect in the amount of gases like carbon dioxide and
the environment. methane in the atmosphere. These gases trap
heat and light from the Sun in the atmosphere,
W

thereby increasing the Earth’s temperature.

Air pollution
Global warming is damaging our environment.
The burning of fuels in houses, factories Glaciers and the polar ice caps are melting
faster than ever. Some animals and plants that
&

n
and vehicles adds smoke and poisonous
could not handle the change have died.
substances in the air, causing air
pollution. The burning of carbon-based
wa
kS
fuels like wood and petrol increases
Water pollution
lac

the levels of carbon dioxide in the air. Wastes from our homes and factories
are dumped into rivers, lakes and seas
B

Increasing levels of carbon dioxide

in the air is believed to cause Global causing water pollution. This affects
nt

Warming and climate change. the plants and animals living in the
rie

water. Drinking polluted water causes

Trees take in carbon dioxide and give out
O

a number of diseases.
oxygen. Trees, therefore, recharge and

an
clean the atmosphere. By cutting down Water pollution can be reduced by Sw
an

k
ac
Sw

Bl
k

nt
ac

rie
Bl

Pollution destroys the Air pollution Air pollution on the roads of

nt

environment Beijing
rie
to
O

102
n
wa
kS
 o ok
B
k s f or an

1
o
e
ac er s f Sw

x
o
o r th

m
hi ch
Bl v ze ck

m
S

0
Co si la

.5
Untreated water from a factory pouring Dumping garbage
into a lake

37
te
treating sewage and wastes from The disposal of the waste produced in
factories before disposing them in water a city is a big environmental problem.
bodies. When waste is not disposed properly,
germs and diseases spread. The waste
W

Land pollution cannot be disposed in a river or a lake

Wastes are also often thrown or buried as it pollutes the water. Burning of
&

n
in land, causing land pollution. Land waste pollutes the atmosphere. If it is
pollution is also caused by excessive wa
buried in land, it pollutes the land and
kS
use of fertilisers and pesticides. When groundwater. Therefore, it is important
the fertilisers and pesticides are washed to dispose the waste properly.
lac

into the rivers, they also cause water

Kinds
B

pollution. of waste
nt

We generate two kinds of waste.

Land pollution can be reduced by
rie

managing garbage better and by Biodegradable waste: This is waste

O

controlling the use of fertilisers and obtained from plants and animals

an
pesticides. such as vegetable and fruit peels, meat
and bones, flowers, leaves and paper.
Sw
Waste generation and disposal Biodegradable waste rots and finally
an

k
Any material that is no longer useful to mixes with the soil.
ac
Sw

us is called waste. It can consist of fruit

Bl

Non-biodegradable waste: This is waste

and vegetable peels, old newspapers
k

that does not rot, such as plastic bags,

nt
ac

and magazines, cardboard boxes, plastic packaging materials, metal cans,

rie
Bl

plastic packaging material, glass bottles glass bottles and broken glass pieces.
O

and broken glass, metal cans, and many The two kinds of waste are disposed in
nt

other things. different ways.

rie
to
O

103
n
wa
kS
 o ok
B
k s f or an

1
o
e
ac er s f Sw

x
o
o r th

m
hi ch
Bl v ze ck

m
Biodegradable waste Non-biodegradable waste
S

0
Co si la

Reducing waste and disposing it waste can be reduced by reusing things

.5
properly are necessary to conserve the instead of throwing them away.

37
environment.
te
Recycle: Things that cannot be reused
can be used to make other useful things.
Reducing waste This is known as recycling. The waste
To conserve the environment, we should collector (kabadiwala), who often visits
W

follow the policy of the 4Rs—Refuse, our home to buy old newspapers,
Reduce, Reuse and Recycle. magazines, plastics, glass and metal
&

n
Refuse: Refuse things that add to wastes takes them to places where
garbage. For example, when you go wa
they are used to make new things. Old
kS
shopping, take your own cloth bag newspapers are used to make paper
bags. Plastic, metal and glass pieces are
lac

and refuse the plastic bag given by the

shopkeeper. melted in factories and made into new
B

things. Paper is also recycled. Recycling

Reduce: Reduce the use of things that
nt

can save resources as well as energy.

create garbage. We often buy more than
rie

we need and end up throwing out some If we follow the 4Rs policy in our daily
life we can help to keep the environment
O

of it. For example, if we buy too many

an
vegetables, some of them rot and have clean and healthy.
to be thrown away, thereby increasing
Sw
Recycling biodegradable waste
garbage. If you buy only as much as you
an

k
Biodegradable waste can be used to help
ac

need, you will reduce garbage.

Sw

the environment. It can be converted into

Bl

Reuse: Instead of throwing away plastic manure for plants by a process called
k

bottles, they can be used to store water.

nt

composting. It consists of burying the

ac

Empty jam or pickle bottles can be used

rie

waste in the soil for about two months.

Bl

to store things in the kitchen. Plastic It rots and changes into manure called
O

bags can be used again and again. Thus,

nt

compost, which is excellent for plants.

rie
to
O

104
n
wa
kS
 o ok
B
k s f or an
Did you know?
Residents of Anandwan, an institute started by Baba

1
o
Amte in Warora, Maharashtra, are experts at recycling

e
ac er s f Sw

x
waste. They collect plastic bags and other re-usable

o
o r th
trash. These are cut into small pieces till the plastic

m
feels like cotton. This ‘Plastic Cotton’ is used to fill

hi ch
mattresses and pillows.
Bl v ze ck

m
S

0
Co si la

.5
Paper, which is made from wood, can electricity also saves fuel.
be recycled. This saves more trees from

37
• Use alternate sources of energy, such
te
being cut.
as solar energy, as far as possible.
For example, install a solar heater on
Help reduce pollution the rooftop of your house. Alternate
W

You can help reduce pollution by doing sources of energy do not cause
the following things pollution like conventional sources of
energy do.
&

n
• Plant a tree for every tree cut down.
• Walk or cycle short distances to save wa
• Be careful about the use of pesticides
kS
fuel. Besides saving natural resources, and insecticides at home.
this also reduces pollution. • Manage your household waste
lac

• Do not waste electricity. Saving better.

B
nt
rie

I now know
O

1. Environment includes everything that makes up the surroundings of a living thing.

an
2. Pollution damages the environment. We must try to reduce pollution.
3.
Sw
We can reduce air pollution by burning less fuel, using filters in factories to filter out
harmful substances, and by afforestation.
an

k
4. Water pollution can be reduced by treating sewage and wastes from factories before
ac

disposing them.
Sw

Bl

5. Land pollution can be reduced by managing garbage better, and by regulating the use
k

of fertilisers and pesticides.

nt
ac

6. Biodegradable waste rots and mixes with the soil.

rie
Bl

7. Non-biodegradable waste does not rot.

O

8. To conserve the environment, the policy of Refuse, Reduce, Reuse and Recycle should
nt

be followed.
rie
to
O

105
n
wa
kS
 o ok
B
Words to remember
k s f or an
contaminate: to make impure or unclean

1
o
e
pollution: the contamination of the environment by the discharge of harmful substances
ac er s f Sw

x
into the air, water or soil

o
o r th
biodegradable: things that can rot, or be decomposed by biological agents like bacteria

m
hi ch
non-biodegradable: things that cannot rot or decompose
Bl v ze ck

m
compost: waste that rots and is used as manure for the plants
S

0
Co si la

Exercises

.5
37
A. Match the problems to their solutions.
te
1. Land pollution a. treating sewage
2. Broken glass disposal b. air filters in factories
3. Water pollution c. recycle
W

4. Air pollution d. reduce purchase

5. Fruits rotting at home e. proper disposal of garbage
&

n
B. Fill in the blanks.
1.
2. wa
Everything around us makes up our _______________ .
Burning of fuels causes _______________ pollution.
kS
3. Drinking polluted water can cause several _______________ .
lac

4. Waste paper is _______________ (biodegradable/non-biodegradable).

5. When you use a plastic bottle to store water in the refrigerator you are
B

_______________ (reusing/recycling) the bottle.

nt

6. Rotting of leaves can produce manure called _______________ .

rie

C. Answer the following questions.

O

1. What are the main causes of air pollution? How can it be reduced?

an
2. How can water pollution be reduced?
3. Write three ways in which we can contribute to reducing pollution.
Sw
4. Explain the difference between biodegradable and non-biodegradable waste. Give
an

k
three examples of each.
ac

5. How can ‘refusing’ result in reduction of garbage?

Sw

Bl

6. Give two examples of ‘reuse’.

k

7. How should waste like metal and glass pieces be disposed off?
nt
ac

8. What is composting? What are its advantages?

rie
Bl

O
nt
rie
to
O

106
n
wa
kS
 o ok
B
Multiple choice questions
k s f or an

1
1. Which of the following is biodegradable?

o
e
ac er s f Sw
a. leather belt b. silver foil c. iron nail d. plastic mug

x
o
2.
o r th
Which of these is not human-made?

m
hi ch
a. house b. bridge c. mountain d. telephone
Bl v ze ck

m
3. Which of these natural resources is most affected by increasing fuel consumption?
a. water b. air c. soil d. forests
S

0
Co si la

4. Saving electricity helps the environment by reducing consumption of

.5
a. water b. air c. fuels d. soil
5. Which of these will not rot even if left for a long time?

37
te
a. cloth bag b. plastic bag c. paper bag d. leather bag
6. When composting biodegradable waste, which of the following are you doing?
a. refusing b. reducing c. reusing d. recycling
W

Weblinks
&

n
Many websites are dedicated protecting our environment. Visit [Link]

wa
com/files/2008/04/[Link] to find a list of the top
fifteen green websites.
kS
On the site [Link] you can blog and receive free online newsletters
that offer tips on how people can help the environment.
B lac

HOTS: Think and Answer

nt
rie

• A clean river was found to become polluted after crossing a city. Explain why.
O

• Rising sea levels is one of the consequences of Global Warming. Why is that so?

an
How can the rising temperature of the Earth cause the sea level to rise? Sw
Enrichment Activities
an

k
ac
Sw

Bl

• Speak out: Talk about the measures we can take to save:

k

a. water b. electricity c. petrol d. trees

nt
ac

How many of these measures do you follow in your daily life? Discuss with your
rie

teachers and classmates.

Bl

• Write right: Write an article for a magazine on Global Warming. You can find out
nt

more about Global Warming from the Internet or from books in your library.
rie
to
O

107
n
wa
kS
 o ok
B
• Art work: Design a poster on the theme ‘Save the Environment’.
k s f or an
• Find out: What was the Chipko Movement? Find out more about it.

1
o
• Role play: Enact a play based on the Chipko Movement. A tree in your area is being

e
ac er s f Sw
cut. Enact a play about how you and your friends saved the tree.

x
o
•
o r th
Project work: Working in groups, do a project on any one form of pollution: air,

m
water or land. Either prepare a report or create a website based on your findings.

hi ch
Bl v ze ck

m
S

0
Co si la

Hands on!

.5
Make recycled paper

37
te
1. Take old newspapers and magazines. Tear them into
small pieces.
2. Take warm water in a bucket and add a little starch
to it. Soak the paper in the water for 5-6 hours.
W

3. Take the paper out of the water and pound it with

a mortar and pestle till it becomes soft and fluffy.
Add more starch to it to thicken it.
&

n
4. Spread this pulp on a fine wire mesh, and press it to squeeze out the excess water.
wa
Carefully turn the wire mesh upside down on a smooth surface, and put some
weights on it. Let the pulp dry for several hours.
kS
Once it dries up, your hand-made recycled paper is ready! You may not be able to
lac

write on the recycled paper, but you can draw on it.

B
nt

Life Skills and Values

rie
O

Make your own compost

an
To make a compost pit, select a cool, shaded
corner of the garden. Dig a pit, about 3 feet
Sw
deep. Put vegetable and fruit peels, leaves, paper,
an

flowers, etc. into the pit. Each time you add

k
ac

waste to the pit, cover it with a layer of dried

Sw

leaves or a thin layer of soil. When the pit is full,

Bl

cover it with a layer of soil and leave it for about

k

2 months.
nt
ac

The garbage will rot to form compost. Use it in

rie
Bl

your garden or in your flower pots.

O
nt
rie
to
O

108
n
wa
kS
 o ok
The British Raj and

B
18
k s f or an

1
o
e the First War
ac er s f Sw

x
o
o r th

m
hi ch of Independence
Bl v ze ck

m
S

0
Co si la

.5
Looking Ahead
Mind opener

37
In this lesson you will learn about:
Throughout history some countries have
te
• The arrival of the Europeans in India
tried to rule over other countries. What • The establishment of the British
do you think are the reasons for this? Empire in India
• The rising discontent among the
Indians
W

• The Revolt of 1857

European Traders
&

n
wa
Several hundred years ago, the Arabs and the Europeans traded with India. They traded
mainly over land. India at that time was a very rich country, famous for its spices, gold,
kS
pearls and silk. The first European to find a sea route to India was the Portuguese
lac

explorer Vasco da Gama. He

travelled around Africa and
B

landed at Calicut, in Kerala, a

nt

little over 500 years ago.

rie

The Portuguese started

O

trading with India, mainly in

an
spices. They were followed Sw
by the Dutch, French and
an

English traders. Soon, they

k
ac

started fighting against each

Sw

Bl

other to get a bigger share of

k

the trade for themselves.

nt
ac

rie

Finally, the British defeated

Bl

the others. The British

O
nt

formed the English East Vasco da Gama’s meeting with the Zamorin, the ruler of Calicut
rie
to
O

135
n
wa
kS
 o ok
B
India Company in the year 1600 for
k s f or an
trading in India. They made trading

1
centres in the western and eastern

o
e
ac er s f Sw
coasts. They bought mainly spices and

x
o
o r th
textiles from India. For some time their

m
hi ch
main concern was only trading.
Bl v ze ck

m
Did you know?
S

0
Co si la

The Portuguese established trading centres

.5
along the west coast of India. These centres
were called factories, because they were

37
te
the places where factors, or officials of the Mir Jafar with Robert Clive, the commander of
company, bought and sold goods for the the British Forces, after the Battle of Plassey
company. The factories were fortified, or made
strong, to protect them from attack. this battle, the British defeated Siraj-
ud-Daulah, the Nawab of Bengal, and
W

became very powerful in Bengal. Over

British Control the next 100 years they extended their
&

n
The wealth taken back to Britain by the control over most of India.
traders of the East India Company was
wa
Discontent among Indians
kS
used to fund the industrial revolution
in Britain. The British now needed a Soon there was widespread discontent
lac

steady supply of raw materials for their among the Indians. The officers of the
B

factories. They also needed a market East India Company used unfair means
to sell the goods being made by the
nt

to get rich. They did so at the cost of

rie

factories. the Indians. The farmers in India were

Soon the British were not content with forced to grow crops like indigo and
O

cotton, which provided the British with

an
being mere traders in India. They
wanted to control the land. Around 250 raw materials for their factories. The Sw
years ago, the Mughal Empire in India British purchased these at very low
an

k
had started declining. Several regional prices. As a result, the farmers suffered.
ac

They became poorer, while the British

Sw

kingdoms emerged. The British took

Bl

advantage of the constant fighting made huge profits.

k

nt

between them, and started gaining

ac

The mill cloth made by the British

rie

control over India. The first stage of the industries was sold in India. This was
Bl

British conquest of India was marked

O

cheaper and of better quality than the

nt

by the Battle of Plassey in 1757. In cloth made by local weavers, so more

rie
to
O

136
n
wa
kS
 o ok
B
k s f or an

1
o
e
ac er s f Sw

x
o
o r th

m
hi ch
Bl v ze ck

m
S

0
Co si la

.5
British traders in India
The first trading centre established by the

37
The Revolt of 1857—The First
te
British in India, at Surat, in 1613 (note how the
settlement is fortified with strong walls)
War of Independence
and more people bought it. As a result
of this, the Indian handloom industry Before the revolt started, there were
W

suffered and the workers became several months of tension among the
poorer. Traders also suffered because of Indian soldiers because of the new rifles
they had to use. To load these rifles,
&

n
the goods coming from Britain.
The British made unjust laws through wa
the soldiers had to bite off the ends of
greased cartridges. A rumour spread
kS
which they could take control of more
among the soldiers that the cartridges
and more kingdoms in India. One such
lac

were greased with the fat of cows and

law said that if a ruler died without a
pigs. The Hindus regard cows as sacred,
B

child, their kingdom would be taken

and Muslims regard pigs as unclean. So
nt

over by the British. This made the Indian

the rumour angered both the Hindu and
rie

rulers very unhappy.

the Muslim soldiers.
O

Many of the Indians—the farmers,

On 29 March 1857, an Indian soldier

an
workers, traders, and rulers—were
Mangal Pandey attacked a British Sw
angry and dissatisfied with the British
officer near Calcutta (now Kolkata).
rule. Whenever such a situation exists,
an

k
There was widespread discontent and
there are chances of a revolt or an
ac

anger among the Indian soldiers when

Sw

uprising. People forget their fears and

Bl

Mangal Pandey was hanged on 8 April

differences, and together rise against
k

1857. On 10 May 1857, Indian soldiers

nt
ac

the rulers. This is what happened in

in Meerut shot down their officers and
rie

India in 1857. A small incident started

Bl

took over Meerut. Then they marched

O

a revolt that quickly spread through the

to Delhi and persuaded the last Mughal
nt

population.
rie
to
O

137
n
wa
kS
 o ok
B
k s f or an

1
o
e
ac er s f Sw

x
o
o r th

m
hi ch
Bl v ze ck

m
S

0
Co si la

.5
37
Bahadur Shah Zafar Tantia Tope Nana Saheb
te
emperor Bahadur Shah Zafar to lead the First War of Independence, was
the revolt. finally crushed by the British. However,
W

The Revolt spread rapidly to other parts the British were alarmed by the Revolt.
of India. Different leaders led the revolt In 1858, the British Government decided
&

n
in different parts of India. Some of the to take India under its direct control. The
prominent leaders were Nana Sahib,
Tantia Tope, Rani Lakshmi Bai and
wa
rule of the East India Company ended.
A Viceroy was appointed to rule over
kS
Begum Hazrat Mahal. But the British India, on behalf of the Crown.
lac

had superior Though the Revolt failed, Indians were

B

weapons and inspired by the bravery of those who

greater military
nt

fought against the British. It made

strength. Many
rie

them realise the injustice of the British

Indians also
rule, and the value of freedom. It made
O

sided with the

them aware that if they stood united,

an
British. The
they could defeat the British and gainSw
Revolt of 1857,
Rani Lakshmi Bai of Jhansi independence.
also known as
an

k
ac
Sw

Bl

Words to remember
k

nt
ac

trade: the activity of buying and selling goods

rie

textiles: cloth or fabric

Bl

handloom: a loom, or cloth weaving machine, that is operated by hand

nt

revolt: an uprising of the people that attempts to overthrow the government

rie
to
O

138
n
wa
kS
 o ok
B
I now know
k s f or an

l
1. Vasco da Gama was the first European to find a sea route to India.

1
o
e
2. The British formed the East India Company in the year 1600 for trading in India.
ac er s f Sw

x
o
3. Taking advantage of the constant fighting between different kingdoms in India, the
o r th

m
British started taking control of India.

hi ch
4. The British made unjust laws, and used unfair means to get rich, at the cost of the
Bl v ze ck

m
Indians.
5. This made the Indians angry and dissatisfied with the British rulers.
S

0
Co si la

6. The Revolt of 1857, or the First War of Independence, was started in Meerut by the

.5
sepoys or Indian soldiers serving in the British army.
7. Bahadur Shah Zafar was made the leader of the revolt.

37
te
8. Nana Sahib, Tantia Tope, Rani Lakshmi Bai and Liaquat Ali were some prominent
leaders who led the revolt in different territories.
9. The Revolt was crushed but it marked the beginning of the Indian freedom struggle.
10. In 1858, the British Government took direct control of India.
W

Exercises
&

n
A. Fill in the blanks.
wa
1. The first European to find a sea route to India was _______________ .
kS
2. The British became very powerful in Bengal after the Battle of _______________ in
1757.
lac

3. The Revolt of 1857 started in the city of _______________ .

B

4. _______________ was declared the leader of the 1857 revolt.

5. The British _______________ took over the control of India from the East India
nt

Company.
rie

B. Write T for true and F for false sentences.

O

1. On his first trip to India, Vasco da Gama landed in the city of Calcutta.

an
2. The British bought cheap raw materials from Indians and sold them as finished goods
Sw
at high prices.
3. India became independent from British rule after the rule of the East India Company
an

k
ended.
ac
Sw

4. The British were able to take control of India because the rulers were always fighting
Bl

among themselves.
k

5. The Revolt of 1857 was the first war of independence fought by the Indians.
nt
ac

rie

C. Answer the following questions.

Bl

1. Which European country was the first to start trade with India?
nt

2. Name three other European countries that started trading with India.
rie
to
O

139
n
wa
kS
 o ok
B
3. Why did the countries trading with India fight among themselves? Who finally won
k s f or an
the fight?

1
4. What gave the British an opportunity to start gaining control over India?

o
e
ac er s f Sw
5. Explain why the Industrial Revolution in Britain was bad for the weavers in India.

x
o
6.
o r th
Give one example of an unjust law made by the British to take over kingdoms in

m
India.

hi ch
Bl v ze ck

7. Why were the Indian soldiers unhappy with the new rifles?

m
8. Why were the British able to crush the Revolt of 1857?
S

0
Co si la

.5
Multiple choice questions

37
te
1. Which of these countries traded with India about 500 years ago?
a. Britain b. Portugal c. French d. all of these
2. One of the main items the European traders bought from India was:
W

a. furniture b. jewellery c. spices d. arms

3. The Indian soldier who started the revolt against the British was
a. Tantia Tope b. Nana Saheb c. Rani Lakshmi Bai d. Mangal Pandey
&

n
4. The Mughal Emperor who participated in the First War of Independence was
a. Bahadur Shah Zafar b. Akbar c. Humayun wa d. Shah Jahan
kS
5. Who did the British defeat in the Battle of Plassey?
a. Tantia Tope b. Nana Saheb c. Rani Lakshmi Bai d. Siraj-ud-Daulah
B lac

Weblinks
nt

[Link]
rie

[Link] - freedom fighters of 1857

O

an
HOTS: Think and Answer Sw
an

k
• ‘Even though the Revolt of 1857 did not succeed, it taught the Indians an important
ac

lesson.’ Explain.
Sw

Bl
k

nt
ac

Enrichment Activities
rie
Bl

• Speak out: Speak on the topic ‘United we stand, divided we fall’. You could give
nt

examples from this chapter to prove your point.

rie
to
O

140
n
wa
kS
 o ok
B
• Write right: Imagine it is 1857, and you are a soldier in the British army. Create
k s f or an
a pamphlet inviting other soldiers to join the revolt you and your friends are

1
planning. It should list the reasons why you are revolting and what you are

o
e
planning to do after the revolt.
ac er s f Sw

x
o
•
o r th
Art work: Paint a picture of the Revolt of 1857, or of any of the leaders of the

m
Revolt.

hi ch
Bl v ze ck

• Find out: Find out the names of the leaders who led the revolt at the following

m
places.
S

0
Co si la

1. Delhi 2. Kanpur 3. Lucknow 4. Gwalior 5. Jhansi

.5
• Role play: Working in groups, write a play about Mangal Pandey and his role in the
Revolt of 1857, and enact it in class.

37
te
• Project work: Do a project on any of the leaders of the Revolt of 1857. You could
present it as a report or prepare a website.
W

Hands on!
&

n
wa
On a map of the world, trace the route taken by Vasco da Gama to travel from Lisbon
in Portugal to Calicut in India.
kS
lac

Life Skills and Values

B
nt

Strength in Unity
rie

The British started off as trading partners of India but were able to rule India
because of the constant fighting between the different kingdoms in India. What
O

important lesson for life does this give us?

an
If we work together, our strength increases. But if we fight among ourselves, we Sw
become weak. Others can then take advantage of us.
an

k
ac
Sw

Bl
k

nt
ac

rie
Bl

O
nt
rie
to
O

141
n
wa
kS
 o
New

o
GettingAhead

B
k s f or an
in Social Studies

o l
e
ac er s f Sw
CLASS 5

x
o
or th The

m
The National Education Policy (NEP) 2020 emphasises

hi ch
New GettingAhead
certain crucial parameters based on content and pedagogy.
Bl v e ck

m
in Social Studies series
The New GettingAhead in Social Studies series provides is mapped perfectly to
S
a rich range of exercises and activities for each of the the National Education

0
a

Policy 2020.
parameters. Here is a quick reference guide to some of the

.5
examples in this book.

37
te
The NEP parameters Features Page nos.
z

The 4Cs
W

21st Century Skills Enrichment Activities 7, 67

Communication
A broad set of skills, Mind Opener 157
knowledge, work habits and Hands on! 38, 124
&

an
character traits that are Collaboration
Enrichment Activities 29
o

important for success in the Sw

21st century Higher Order Thinking Skills 21, 142
Critical Thinking
Mind Opener 45
k
Creativity Enrichment Activities 57, 67, 133
ac

Social and Emotional Learning Life Skills and Values 44, 76, 116
Bl

Enrichment Activities 67
Experiential/ Multiple Intelligences
nt

Constructivist Hands on! 134, 147

Approach
rie

Learners construct their

O

knowledge, based on what The NEP parameters Features Page nos.

an
they already know, through
experience or by doing Experiential/Constructivist Sw 16, 22, 100
Approach Hands on!
and reflection
an

k
ac
Sw

Bl

The NEP parameters Features Page nos.

Integrated
k

nt

Approach
ac

Subject Integration Enrichment Activities 16, 67

rie

An approach to teaching and

Bl

Art Integration Hands on! 57, 68, 84

learning that works by
O

connecting knowledge and Health and Wellness Life Skills and Values 51
nt

skills across the curriculum, Values Life Skills and Values 124, 147, 162
rie

by bringing real life Life Skills Life Skills and Values 16, 68, 93, 100
o

examples to the
O

classroom
n
wa
 oo
Sustainable

B
k s f or an The NEP parameters Features Page nos.
Development Goals

l
A framework of 17 global goals Sustainable

o
Lesson Text 101–108

e
designed to be a blueprint to Development Goals
ac er s f Sw

x
achieve a better and more

o
or th
sustainable future for all

m
hi ch
Bl v e ck

m
S

0
a

.5
India Knowledge

37
A strong focus on ancient
te
The NEP parameters Features Page nos.
knowledge from India,
Know more about India Lesson Text 142–147 traditional values,
z

modern developments
and future aspirations
W
&

an
Digital Integration
o

The use of digital tools to

enhance and support the
Sw
teaching–learning process
k
ac
Bl

ICT/Digital resources
nt
rie

Teachers’ Smart Book - E-book, Animations, Presentations, Picture Galleries, Interactive Tasks, Embedded Questions, Lesson Plans,
Student Book Answer Key, Concept Maps, Chapter Audio (classes 1-5), Worksheets with Answer Key,
O

Question Bank, Question Paper Generator

an
Sw
Teacher Empowerment
an

k
Teachers’ Portal - Lesson Plans, Question Banks, Worksheets with Answer Key, Student Book Answer Key
ac
Sw

Teachers’ Resource Book - Lesson Plans, Question Banks, Worksheets with Answer Key, Student Book Answer Key
Bl
k

nt
ac

rie
Bl

O
nt

Follow us at
rie

OrientBlackSwanSchools
o
O

3-6-752 Himayatnagar, Hyderabad 500 029, Telangana, INDIA

n

customercare@[Link] | [Link]
wa