students` manual - CBSE

CBSE-i
CLASS
VI
Unit-2
STUDENTS' MANUAL
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
CBSE-i
Political Science
Rural & Urban Society - Part-I
STUDENTS' MANUAL
CLASS
VI
Unit-2
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
The CBSE-International is grateful for permission to reproduce
and/or translate copyright material used in this publication. The
acknowledgements have been included wherever appropriate and
sources from where the material has been taken duly mentioned. In
case anything has been missed out, the Board will be pleased to rectify
the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication
may be reproduced, printed or transmitted in any form without the
prior permission of the CBSE-i. This material is meant for the use of
schools who are a part of the CBSE-International only.
Preface
This International Curriculum initiated by Central Board of Secondary Education - (CBSE) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh
thought process in imparting a curriculum which would restore the autonomy of the learner to pursue the learning process in
harmony with the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has
about 12500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious
of the varying needs of the learners and has been working towards contextualizing certain elements of the learning process to the
physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to
nurture learner autonomy, given the fact that every learner is unique. The learner has to understand, appreciate, protect and
build on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and
whenever necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The
speed and methods of assimilating knowledge have put forth many challenges to educators, forcing them to rethink their
approaches for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those
skills which will enable young learners to become 'life long learners'. The ability to stay current, to upgrade skills with emerging
technologies, to understand the nuances involved in change management and the relevant life skills have to be a part of the
learning domains of the global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative
thinking skills, effective communication skills, interpersonal and collaborative skills along with information and media skills.
There is an inbuilt flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to
cater to the different pace of learners.
The CBSE introduced classes I and X in the session 2010-11 as a pilot project in schools. It was further extended to classes II, VI
and X in the session 2011-12. In the seesion 2012-13, CBSE-i is going to enter in third year with classes III, VII and XI. The focus of
CBSE-i is to ensure that the learner is stress-free and committed to active learning. The learner would be evaluated on a
continuous and comprehensive basis consequent to the mutual interactions between the teacher and the learner. There are some
non-evaluative components in the curriculum which would be commented upon by the teachers and the school. The objective of
this part or the core of the curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal
knowledge. This would involve trans-disciplinary linkages that would form the core of the learning process. Perspectives,
SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the constituents of this 'Core'. The
Core skills are the most significant aspects of a learner's holistic growth and learning curve.
The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF
2005) NCERT and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of
learners, many of whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an
exercise in providing the much needed Indian leadership for global education at the school level. The International Curriculum
would evolve building on learning experiences inside the classroom over a period of time. The Board while addressing the
issues of empowerment with the help of the schools' administering this system strongly recommends that practicing teachers
become skillful learners on their own and also transfer their learning experiences to their peers through the interactive platforms
provided by the Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Dr. Sadhana Parashar, Director (Training)
CBSE, Dr. Srijata Das, Education Officer CBSE, CBSE along with all the Officers involved in the development and
implementation of this material.
The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums provided on the
portal. Any further suggestions for modifying any part of this document are welcome.
Vineet Joshi
Chairman , CBSE
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators VI-VIII
Ms. Aditi Mishra
Ms. Guneet Ohri
Ms. Sudha Ravi
Ms. Himani Asija
Ms. Neerada Suresh
Dr. Rajesh Hassija
Ms. Preeti Hans
Ms. Neelima Sharma
Ms. Gayatri Khanna
Ms. Urmila Guliani
Ms. Anuradha Joshi
Mrs. Sonali Sinha
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step by Step, School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ms. Charu Maini
Dr. Usha Sharma
Prof. Chand Kiran Saluja
Dr. Meena Dhani
Ms. Vijay Laxmi Raman
Mrs. Avanita Bir
Ms. Malini Sridhar
Ms. Leela Raghavan
Dr. Rashmi Sethi
Ms. Seema Rawat
Ms. Suman Nath Bhalla
Prof. Om Vikas
Material Production Groups: Classes VI-VIII
English :
Ms. Neha Sharma
Ms. Dipinder Kaur
Ms. Sarita Ahuja
Ms. Gayatri Khanna
Ms. Preeti Hans
Ms. Rachna Pandit
Ms. Renu Anand
Ms. Sheena Chhabra
Ms. Veena Bhasin
Ms. Trishya Mukherjee
Ms. Neerada Suresh
Ms. Sudha Ravi
Ms. Ratna Lal
Ms. Ritu Badia Vashisth
Ms. Vijay Laxmi Raman
Core - Research
Ms. Renu Anand
Ms. Gayatri Khanna
Dr. N K Sehgal
Ms. Anita Sharma
Ms. Rashmi Kathuria
Ms. Neha Sharma
Ms. Neeta Rastogi
Ms. Manjushtha Bose
Mathematics :
Dr. Ram Avtar
Mr. Mahendra Shankar
Chemistry
Ms. Poonam Kumar Mendiratta Ms. Deepa Gupta
Ms. Gayatri Chowhan
Ms. Rashmi Sharma
Ms. N Vidya
Ms. Kavita Kapoor
Ms. Divya Arora
Ms. Mamta Goyal
Ms. Chhavi Raheja
Physics :
Ms. Vidhu Narayanan
Hindi:
Ms. Meenambika Menon
Mr. Akshay Kumar Dixit
Ms. Patarlekha Sarkar
Ms. Veena Sharma
Ms. Neelam Malik
Ms. Nishi Dhanjal
Biology:
Ms. Kiran Soni
Mr. Saroj Kumar
CORE-SEWA
Ms. Rashmi Ramsinghaney
Ms. Vandna
Ms. Prerna Gosain
Ms. Nishtha Bharati
Ms. Seema Kapoor
Mr. Manish Panwar
Ms. Seema Bhandari
Ms. Vikram Yadav
Ms. Seema Chopra
Ms. Monika Chopra
Ms. Reema Arora
Ms. Jaspreet Kaur
Ms. Neha Sharma
Ms. Preeti Mittal
ICT
Ms. Shipra Sarcar
Ms. Leela Raghavan
Mr. Yogesh Kumar
Ms. Varsha Manku
Dr. K L Chopra
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Geography:
Ms. Suparna Sharma
Ms. Aditi Babbar
History :
Ms. Leeza Dutta
Ms. Kalpana Pant
Ms. Ruchi Mahajan
Political Science:
Ms. Kanu Chopra
Ms. Shilpi Anand
Economics :
Ms. Leela Garewal
Ms. Anita Yadav
CORE-Perspectives
Ms. Madhuchhanda
Ms. Varsha Seth
Ms. Neha Sharma
Chief Co-ordinator : Dr. Srijata Das, EO
Coordinators:
Ms. Sugandh Sharma, EO
Dr Rashmi Sethi, EO
Ms. S. Radha Mahalakshmi, E O Ms. Madhuchhanda, RO (Inn)
Mr. Navin Maini, RO (Tech) Shri Al Hilal Ahmed, AEO Shri R. P. Singh, AEO
Ms. Anjali Chhabra, AEO
Ms. Neelima Sharma,
Consultant (English)
Mr. Sanjay Sachdeva, SO
Sh. R. P. Sharma
Consultant (Science)
Ms. Reema Arora
Consultant (Chemistry)
Contents
Rural and Urban Society – Part-I
Life in the Rural and Urban Societies
Society: Its definition and its types
v
Comparative Analysis:
v
The differences between the urban and the rural society on the basis of:
v
a)
Living conditions.
b)
Educational facilities.
c)
Nature of employment opportunities.
d) Occupations in the rural and the urban society.
e)
Availability of communication facilities in the rural and the urban
society.
f)
Choices of goods and services in both the societies.
UNIT – II
RURAL AND URBAN SOCIETY (PART-I)
LIFE IN RURAL AND URBAN SOCIETY
A COMPARATIVE ANALYSIS
INTRODUCTION
DEFINITION OF SOCIETY AND ITS TYPES
Society is a condition of those living in companionship with others or in a community rather
than in isolation. It is a group of people related to each other on the basis of certain factors
such as social status, roles and social networks.
Fig: One the basis of occupation society is of two type
“Rural society” is a sparsely settled and primarily an agricultural region. In the rural society
the important activities are the production of foodstuff, fibers and raw materials. Rural areas
are large and isolated areas with low population density.
“Urban society” relates to or is concerned with a city or densely populated area with
developed civic amenities, industries and commerce rather than agriculture.
1
LET’S IDENTIFY!
Identify the kind of society in which you live in taking cues from the pictures and list
out any four things that you like and dislike about your society in the notebook.
Differences between urban and rural society
The differences between a rural life and a city life are remarkable. Both the rural life and the
city life have their advantages as well as disadvantages.
1. LIVING
In the rural life, we see an abundance of nature, simplicity and ease. It is free from
worries and anxieties of the world. Most of the rural households are very simple. Rural
areas are not crowded with concrete constructions all over. Houses are rather widely
spaced with ample room for fields and gardens. Rural areas are some of the only areas
fortunate enough to house the greens. People in the rural areas live in close proximity of
the nature. Apart from people, there are rooms for pets and grazing animals that help
maintain equilibrium in nature.
On the other hand, urban life provides us with all that we want to lead a comfortable and
luxurious life. Huge constructions, large housing complexes, skyscrapers are found in
most of the urban metropolitan cities. However, life in the city is very complex and
difficult. People lead a mechanical life.
2
A GOOD OLD WAY OF LIFE
There are the wise and the old, and the young, who want to learn,
There‟s the hard working not so olds, their fortunes try to earn,
Farming‟s got a grip on them, they know no other way,
Come hail or rain or sunshine, it‟s just another day,
From early in the morning, till after dark at night,
For crops and stock their caring, they are their delight.
Working hard day by day, in a green and pleasant land,
Don‟t have time to stand and stare, have a good look around,
Take in the beauty where, they work the fields the trees n lanes
All the years of care and sweat, well outweighs the pains.
It‟s just a good old way of life, their families there to rear,
Health and hope and happiness, the harvest brings good cheer.
OWED Fred Countryman
What kind of society the poet is talking about?
2. EDUCATION
A Rural School
An Urban School
3
URBAN AND RURAL EDUCATION: A COMPARATIVE ANALYSIS
There are many schools in cities and towns whereas sometimes the schools are
distantly located in the villages and the rural areas.
Transportation facilities are provided in the urban schools whereas children in the
rural areas have to walk miles to reach their schools due to which they might miss the
opportunity of getting education.
Basic amenities like safe drinking water, fans, lights etc. are not provided in some of
the schools in villages.
Education in the urban areas usually offers better and more advanced facilities. This
may be the reason why, in some countries rural children prefer to go to schools in
towns and cities. The governments all over the world are working towards the
implementation of various programs to make computer education a compulsory
program in rural schools as well.
Computer Education in Secondary Schools of Nigeria: A Case Study*
As a means of advancing information technology applications in the country especially the
rural areas, several schemes are undertaken by the state governments towards the
introduction of informatics to the school curriculum in the local government areas (LGA). By
1995, the state governments have extended the facilities to at least one secondary school in
each Local Government Area (LGA). There are presently 589 Local Government Areas in
Nigeria and about 6,000 secondary schools. To execute the program, a number of teachers
were trained for a couple of weeks either by a computer company or the Polytechnic,
depending on the cost considered reasonable by the government and in the case of the
Federal Government Colleges, by the National Teachers Institute (NTI). These teachers had
already started to return to implement the introduction of informatics to the educational
curriculum of schools.
However, out of the 18.7 million students in schools, less than 2 million have access to
formal computer activities except in a very few private primary and secondary schools
(about 1% of total number of schools) which are elitist in their set-ups and charge fees
ranging from N20, 000 to N250, 000 per annum compared with an average of N500 per
annum charged in public schools.
4
The Government of Nigeria to spread computer education has formulated a Computer Policy
which will not only address the need for more awareness but also ensure that sound basis for
computer education and utilization is laid out. For the past 5 years, the applications of
information technology activities especially those relating to education and training, have
been rising significantly amongst youths and other individuals. *only for reference
Advanced techniques like audio conferencing are used in many urban schools whereas
such facilities may be absent for students in the rural schools.
The teachers are given tools like laptops; printers etc. to provide notes and
information to the children in the urban schools while access to such facilities seem
lacking in the rural schools.
To improve the condition of rural education following steps are needed:
5
MAKE A WISH
My wish list would
include…….
What would be your wish list of changes that you would like to see
in both the rural and urban schools if you had the
authority/resources? Make a wish list and discuss in the class.
3. EMPLOYMENT OPPORTUNITIES/ OCCUPATIONS
Urban areas have a lot of employment opportunities in various fields like hospitality, IT,
entertainment etc. It is easier to find well paid and secure jobs in the urban areas rather
than in the rural areas.
The occupations that people get involved in have been classified in three classes. These are:
6
Urban
Urban
Occupations
Occupations
People in urban areas are mostly engaged in tertiary and secondary occupations.
Rural areas have less employment opportunities as the people are mostly engaged in the
primary occupations.
Rural
Occupations
Rural
Occupations
7
People staying in the rural areas mostly depend on agriculture and farming for their
livelihood. Rural society‟s economy is based on agriculture, farming, horticulture and small
scale businesses. Milk and milk products and poultry add to the income. Young people tend to
go to the factories which are situated within their village territories.
As there are varieties of occupation available in the urban areas and they are better paying
occupations, there is a tendency of the people to move towards the urban areas. This shifting
of people from one place to another in search of jobs and better living is called migration.
Migration
Migration is the movement of people from one place to another. Migration can be
international (movement between different countries) or intra-national (movement within a
country, often from rural to urban areas).
People have different motives for migration such as:
8
INTERNATIONAL MIGRATION: FACTS & FIGURES*
At the global level, international migrants numbered 191 million in 2005.
Roughly one- third of the migrants live in a developing country and came from another
developing country, while another one-third live in a developed country and originated
in a developing country. That is, “South-to-South” migrants are about as numerous as
“South-to-North” migrants.
Nearly six out of every ten international migrants (a total of 112 million) reside in
countries designated as “high income”. But these high income nations include 22
developing countries, such as Bahrain, Brunei, Kuwait, Qatar, the Republic of Korea,
Saudi Arabia, Singapore and the United Arab Emirates.
Nearly half of all migrants worldwide are women. In the developed countries they are
more numerous than male migrants.
In 72 countries, the number of migrants decreased between 1990 and 2005. Seventeen
nations accounted for 75 per cent of the increase in the migrant stock over that period
-- the US gained 15 million migrants, with Germany and Spain adding more than 4
million each.
People with tertiary education accounted for nearly half the increase in migrants older
than 25 years in the OECD (Organisation of economic cooperation and development)
countries during the 1990s.
Nearly 6 out of every 10 highly-educated migrants living in OECD countries in 2000
originated in developing countries.
Between 33 and 55 per cent of the highly-educated people of Angola, Burundi, Ghana,
Kenya, Mauritius, Mozambique, Sierra Leone, Uganda and the United Republic of
Tanzania live in OECD countries. That proportion is even higher, about 60 per cent, for
Guyana, Haiti, Fiji, Jamaica, and Trinidad and Tobago.
*Only for Reference
9
Migration has two aspects:
ASPECTS OF MIGRATION
Due to the disparity in the facilities available between the rural and the urban society, there
is a trend among the people living in rural areas to move to the urban societies and settle
there.
The idea of rural-to-urban migration (urbanisation) grew when people believed bustling
cities would offer higher paying jobs with more benefits and prospects for growth. More
was seen as necessarily better. In fact, people often traditionally felt they had to move
to thickly populated areas to get work experience and to develop a career. Rural areas
have typically been left with small populations to tend to agriculture or craft production,
though rural areas also have seasonal economies including, tourism. Rural industries based
on natural resources draw people into forestry, mining, and oil and gas exploration.
People uninterested in such work or trades tended to migrate to cities.
However, a massive urban-to-rural migration has also been occurring in Western countries
(Canada, U.S., and Northern Europe). This phenomenon is also extending into Asian-Pacific
countries. There are many reasons for this:
Desire for enhanced personal lifestyle and more leisure time
Wish for affordable land
Retirement options
Growing awareness and respect for environment.
10
4. TRANSPORT AND COMMUNICATION FACILITIES
Many rural areas are isolated from the city centers. They lack good transport and other
communication facilities. The condition of rural transport is still very poor in most of the
countries. Since transportation in the rural areas is not very frequent, people living there
trek to work, to school and even to avail medical facilities.
Rural Transport
An Urban Transport
In most of the societies, rural transportation network consists of local roads with limited
interconnectivity to rail and bus lines. Government operated transport methods are in
operation in most of the rural areas. Urban settlements contain highway infrastructure as
well as airports and light or heavy commuter rail.
The Palm Oil Industry in Indonesia: A CASE STUDY
According to the World Bank survey, Indonesia is one of the world’s lowest-cost vegetable oil
producers. Direct costs of production are far lower than international palm oil prices, and land
costs are low. However, foreign investment in the palm oil industry in Malaysia, where
production costs are much higher, has exceeded investment as compared to Indonesia. Even
though cost of land and labour is much higher in Malaysia, it has surpassed Indonesia
because of its better transport facilities.
The researchers identify the major disadvantages perceived by the industry side as possible
bottlenecks hampering the future development of the rural areas. These are:
 A shortage of port and storage facilities for palm oil products; and
 A shortage and poor maintenance of inland and offshore transport systems.
How do you come to school every day?
Enumerate the means of transport in your area.
11
Urban areas have the modern facilities of communication and are better connected to all the
means of transport. People living in cities can avail modern and new technology like internet,
I pads etc.
But many rural areas lack in the new and advanced means of communications. Many a times,
new technology does not reach the rural areas. Even if they do, there is a problem of
networking and signals.
COMMUNICATION FACILITIES IN RURAL AND URBAN SOCIETY
5. CHOICE IN GOODS AND SERVICES
As far as the availability of the goods and services in both the societies is concerned, we
see some differences. Considering the health services, leisure activities (television in
villages), the commodities, the technical advancement or any other civic amenities, the
standard of goods and services vary a lot. People in rural areas still have traditional
choices whereas people in the urban area have ample options in experimenting with new
goods and services.
In recent years, there has been a renewal of interest in the areas of health and
community development. Researchers focus their attention toward differences between
urban and rural health behaviors.
12
Fig: Urban hospitals
Fig: Rural hospitals
The medical facilities in the urban areas are tremendous. The most modern facilities are
available to the residents of the cities. They also have the facility of health insurance.
Though the rural residents lead a healthy life owing to the pollution free environment, one
finds limited access to health care if any need arises. In the developing and developed
world, many rural individuals must travel substantial distances for primary medical care.
Furthermore, some rural areas have a higher proportion of uninsured residents than urban
areas. Urban markets are flooded with all kinds of choices in eatables and other man made
items. Rural society does not have much choice in terms of goods available in the market.
They mostly depend on natural products, fruits and vegetables.
Fig: A Village Market
Fig: An Urban Mega Store
13
Thus, while the rural settlements are based more on the natural resources and events, the
urban population receives the benefits of man‟s achievements in the areas of science and
technology and is not dependent on nature for its day to day activities.
SOCIETIES IN PAKISTAN: CASE STUDY
Rural Societies
Pakistan is an agricultural country and 80% of its people constitute the rural population.
The villages, towns and small cities form the rural areas of Pakistan. Their main profession
is cultivation and ploughing. Village is the most important and pivotal centre of rural life of
Pakistan. These villages badly lack in civic amenities. There is no proper system of
drainage. The drinking water and electricity are not available in a large number of our
villages. There are no hospitals, schools, post offices and markets in most of the villages
making the life difficult and unhygienic. The village population, due to the difficult living
environs in the villages, keeps on migrating to urban areas where better facilities of social
life and brighter chances of earning sustenance are available.
However, the Government is very much alive to the problems of rural areas. The
Government is making sincere endeavors to improve the conditions of rural areas. Modern
facilities of health and communication are being provided in the rural areas. Roads,
dispensaries, schools, post offices and shopping centres have been provided at Government
level. The facility of drinking water and electricity has been made available to a number of
villages.
Urban Societies
The urban population of Pakistan represents about a third of the total. Two cities have a
dominating position – Karachi and Lahore. Since the 1960s, government policy has been
directed towards the dispersal of industry, which had become heavily concentrated in
Karachi. As a consequence, urban growth has been more evenly distributed among several
cities. Rapid and unplanned urban expansion has been parallel by deterioration in living
conditions, particularly in the housing conditions of lower income groups. Many services have
been provided by the local governance, like water supply, sewerage system, transport, etc.
The urban areas, unlike rural areas, are well-planned and well-built with modern residential
colonies. The big cities, which form the portion of our urban areas, are the centres of high
modern education. A large number of prestigious educational institutions are situated in the
14
big cities which attract the students from all parts of the country. The urban areas have
become the centre of social activity because of their multifarious aspects of social life. The
industrial progress and the location of Government and other departments in the urban areas
have made these areas prosperous and progressing.
CONCLUSION:
One must not forget that every coin has two sides to it. While rural living is rich in terms of
its relationship with „nature‟, urban life is upbeat in terms of technology and career
prospects. However, the falling humane qualities and a disrupted environmental balance
shadow the bright future of urban living.
Urban and rural areas are closely linked, each contributing to the other:
Urban areas are very important to rural households as
Funding flows for rural development as many migrants to urban areas help support
development in the rural settlements from which they moved
Accommodation and access to jobs or schools for rural family/kin/fellow villagers
Refuges for some of the poorest rural dwellers
More diverse labour markets and employment opportunities for those in nearby rural
areas
Access to many different branches of government (including access to justice) and
many public services
Rural areas are very important for many urban households:
A proportion of the urban poor derive some/all of their livelihood from meeting rural
demand
Many poor urban dwellers rely on seasonal employment in agriculture
Many poor urban dwellers move back to rural areas when times are particularly hard
Many urban dwellers are dependent on the rural dwellers for their food supply and the
handicrafts that adorn the houses of the people living in urban areas.
Many urban dwellers retain key assets in rural areas - and rely on rural dwellers to
protect their land, crops or livestock or to provide their children with homes (or even
access to schools when urban schools are bad or expensive)
15
GLOSSARY
Society: An extended social group having a distinctive cultural and economic
organization.
Metropolitan: Cities that have large surrounding urban and suburban areas.
Community: A group of interacting people, living in some proximity (i.e., in space,
time, or relationship).
Amenities: Something that contributes to physical or material comfort.
Infrastructure: The basic structure or feature of a system or an organisation.
Occupation: The principal activity in your life that you do to earn money.
Primary occupation: An occupation on which the worker utilizes the natural
resources directly is the primary occupation such farming, cattle rearing, dairy
farming, poultry, forestry and mining.
Secondary occupation: An occupation which involves the processing of the natural
products obtained from the people involved in primary occupation is called
secondary occupation.
Tertiary occupation: It involves the rendering of the services to the public by
skillful people is the tertiary occupation. The doctors, nurses, teachers, bankers,
etc are involved in tertiary occupations.
Migration: Migration (human) is the movement of people from one place in the
world to another for the purpose of taking up permanent or semi permanent
residence, usually across a political boundary.
Urbanisation: The movement of people from communities concerned chiefly or
solely with agriculture to other communities generally larger, whose activities are
primarily centered in government, trade, manufacture or allied interests.
Settlement: The act of settling or the state of being settled.
16
WORKSHEETS
WORKSHEET - I
Name _____________________
Class _________
Section_________
I.
1.
People who stay around me in a community constitute my _______________. Me, my
family and my community is an integral part of a bigger unit called a _______________.
2.
Some examples of the rural societies are __________________, _______________
and
______________________.
3.
Some examples of the urban societies are ______________________, _______________
and __________________.
17
WORKSHEET- II
Name _______________________
Class _________
Section_________
The facilities provided by the
government for common people are
called civic amenities.We can list
out and illustrate at least four civic
amenities we enjoy in our society.
18
WORKSHEET- III
Name ___________________
Class _________
Section_________
Two pictures are given below. One is of an urban society and the other of a rural society.
Observe the two pictures and state at least three differences in the lifestyles of people in
urban and rural areas.
A Rural Society
An Urban Society
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
19
WORKSHEET- IV
Name _____________________
Class _________
Section_________
Write in about 50 words your observation of the two different systems of imparting
education in the pictures depicted below.
An Urban Classroom
A Rural Classroom
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
20
WORKSHEET -V
Name _____________________
Class _________
Section_________
There are so many choices available to the people in
urban society…… I can‟t decide which one to choose!!!
Let‟s find information about any 6 kinds of
occupations performed by the people in an urban
society and analyze the reasons for the choice of
such an occupation.
___________________________________________________
___________________________________________________
___________________________________________________
__________________________________
21
WORKSHEET-VI
Name _____________________
Class _________
Section_________
Draw or paste any two non farming activities undertaken by the people living in the
rural areas. Also write a few lines on the activities mentioned.
1.
2.
22
WORKSHEET -VII
Name ___________________
Class _________
Section__________
URBAN FOOD ITEMS
How does the eating habit of a rural area differ from that of an urban area?
Substantiate in three points and by pasting/ drawing the rural food items in the space
provided above.
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WORKSHEET -VIII
Name ____________________
Class _________
Section__________
“In a rural society, one finds poor means of transport and communication.”
A RURAL ROAD
Mathew lives in a city. He visited his grandparent‟s village last week and found many
loop holes in the means of transport and the communication system there and the
difficulties the children face in their pursuit of good education.
Imagine yourself as a village boy/girl and make a note of the difficulties you would face
in getting education in the village.
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RESOURCES
NCERT book grade6 (social studies)
www.associatedcontent.com/article/1074065/rural_vs_urban_pg4.html
http://www.differencebetween.net/miscellaneous/difference_between_urban_and_r
ural
http://dreamscentral.instablogs.com/entry/private-and-govt-schools-is-governmentcounting-on-the-income-tax-from-private-schools/
http://www.gkdschool.com/images/image3.jpg
http://www.fwi.co.uk/blogs/agribusiness/2009/01/
http://hoklife.com/2009/02/05/hong-kong-office-achieves-leed-gold/
http://www.albuquerque-tortilla.com/ABQ-About-FactoryTour2.htm
http://www.etftrends.com/2010/09/farming-your-agriculture-etf-options/
http://www.pbase.com/sayans/streets_of_hyderabad
http://zeldalily.com/index.php/2010/06/are-the-new-ipad-ads-sexist/
http://www.powerofpeace.com/node/3074http://www.google.co.in/imgres?imgurl=h
ttp://www.gadgets-club.com/images/i-mategadget1.jpg&imgrefurl=http://www.gadgets-club.com/tag/hi-techgadgets&h=412&w=425&sz=83&tbnid=c1pLf76a761oEM:&tbnh=122&tbnw=126&prev=/s
earch%3Fq%3Dhi%2Btech%2Bgadgets%26tbm%3Disch%26tbo%3Du&zoom=1&q=hi+tech+g
adgets&hl=en&usg=__5VXUwrogw-PnPhiMrMCx5RyiV4=&sa=X&ei=k8e2TdOhDInjrAfD6O3LDQ&ved=0CE4Q9QEwBg
nPhiMrMCx5RyiV4=&sa=X&ei=k8e2TdOhDInjrAfD6O3LDQ&ved=0CE4Q9QEwBg
http://www.buzzle.com/articles/purpose-of-society-why-is-society-important.html
http://www.scribd.com/doc/50028923/46/Rural-and-Urban-Society
Google images
http://web.mit.edu/urbanupgrading/upgrading/whatis/UrbanRural-Linkages.html
http://blog.dreambuilders.com.au/journal/2007/4/6/7-reasons-for-urban-ruralpopulation-shift.html
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CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India