CLASS X
2018-19
SOCIAL SCIENCE
As Per CBSE Remodelled
Assessment Structure
Compiled by:
EDITORIAL BOARD
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Edition: 2018-19
Syllabus Covered:
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Contents
Unit–I History: India and The
The Contemporary
Contemporary World–II
1. The Rise of Nationalism in Europe ............................................... .3
2. The Nationalist Movement in Indo-China ................................. 28
3. Nationalism in India ............................................. ......................... 52
4. The Making of a Global World.............................................. ....... 87
5. The Age of Industrialisation ................................................. ..... 108
6. Work, Life and Leisure .................................................. .............. 123
7. Print Culture and the Modern World....................................... 138
8. Novels, Society and History .................................................. ..... 158
Unit–II Geography: Contemporary India–II
1. Resources and Development ............................................... ..... 179
2. Water Resources .................................................. ....................... 202
3. Agriculture ................................................... ................................ 213
4. Minerals and Energy Resources................................................ 230
5. Manufacturing Industries ..................................................... ..... 256
6. Life Lines of National Economy ................................................ 280
Unit–III Political Science: Democratic Politics–II
1. Power Sharing
Sharing..............................................................................305
..............................................................................305
2. Federalism .................................................... ................................ 317
3. Democracy and Diversity ............................................. .............. 333
4. Gender
Gender,, Religion and Caste .................................................. ..... 343
5. Popular Struggles and Movements
Movements..........................................355
..........................................355
[Chapterr 5 is to be done as Project Work
[Chapte
only and will not be evaluated in theory]
6. Political Parties ................................................ ............................ 369
7. Outcomes of Democracy ................................................ ........... 389
8. Challenges to Democracy ............................................... ........... 404
Unit–IV Economics: Understanding
Understanding Economic Development
Development
1. Development
Development ................................................... ............................ 415
2. Sectors of the Indian Economy ............................................... ..
..427
427
3. Money and Credit..................................................... ................... 450
4. Globalisation and the Indian Economy .................................... 469
5. Consumer Rights ............................................. ............................ 491
n
n
Examination Corner ...............................................................509
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Pre-mid Term Test Paper
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Mid Term
Term Test
Test Paper
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Post-mid Term
Term Test
Test Paper
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Model Question
Question Paper 1 (Solved) ................................... 539
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Model Question Papers
Papers 2-5 (Unsolved).......................... 548
Project Work ............................................................................557
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Disaster Management
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Political Science
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Economics
Syllabus
Course Structure Class – X
(Annual Examination)
Time: 3 Hours
Marks: 80
Unit No.
Unit
M ar ks
Periods
I
India and the Contemporary
World - II
20
60
II
Contemporary India - II
20
55
III
Democratic Politics - II
20
50
IV
Understanding Economic
Development
20
50
Total
80
215
Unit 1: India and the Contemporary World-II
60 Periods
Themes
In Sub-unit 1.1 students are required to
choose any two themes. In that sub-unit,
theme 3 is compulsory and for second
theme, students are required to choose
any one from the rst two themes.
Objectives
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In Sub-units 1.2 and 1.3, students are
required to choose any one theme from
each. Thus, all students are required to
study four themes in all.
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Sub-unit 1.1 : Events and processes: Any
one from 1 and 2 of the following themes:
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1. The Rise of Nationalism in Europe:
(a) The growth of nationalism in Europe
after the 1830s. (b) The ideas of Giuseppe
Mazzini, etc. (c) General characteristics of
the movements in Poland, Hungary, Italy,
Germany and Greece. (Chapter 1)
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The theme will discuss the forms in
which nationalism developed along with
the formation of nation states in Europe
in the post-1830 period.
Discuss the relationship/dierence
between European nationalism and anticolonial nationalisms.
Point to the way the idea of the
Formath required nation states became
generalized in Europe and elsewhere.
Discuss the dierence between French
colonialism in Indo-China and British
colonialism in India.
Outline the dierent stages of the antiimperialist struggle in Indo-China.
(i)
Syllabus
2. The Nationalist Movement in Indo-China:
Factors Leading to Growth of Nationalism
in Indo-China (a)French colonialism in IndoChina. (b) Phases of struggle against the
French. (c) The ideas of Phan Chu Trinh, Phan
Boi Chau, HO Chi Minh. (d) The Second World
War and the liberation struggle. (e) America
and the Vietnam war. (Chapter 2)
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3. Nationalism in India:
(a) Impact of First world war, Khilafat, NonCooperation and Diering Strands within
the Movement. (b) Salt Satyagraha. (c)
Movements of peasants, workers, tribals. (d)
Limits of Civil Disobedience. (e) The Sense of
Collective Belonging. (Chapter 3)
Sub-unit 1.2: Livelihoods, Economies and
Societies:
Any one of the following themes:
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4. The making of a Global World:
(a) The Pre-modern world (b) The Nineteenth
Century global economy, colonialism (c) The
Inter war Economy (Great Depression) (d)
Rebuilding the World Economy
5. The Age of Industrialization :
(a) Proto-industrialization and pace of
industrial change (b) Life of workers (c)
Industrialization in the colonies (d) Early
Entrepreneurs & workers (e) The Peculiarities
of Industrial Growth (f) Market for Goods
6. Work, Life & Leisure :
(a) Development of modern cities due to
Industrialization in London & Bombay (b)
Housing and Land Reclamation (c) Social
Changes in the cities (d) Cities and the
challenge of the Environment
Xam idea
Social Science–X
(ii)
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Familiarize the students with the
dierences between nationalist
movements in Indo China and India.
Discuss the characteristics of Indian
nationalism through a case study of Civil
Disobedience Movement.
Analyze the nature of the diverse social
movements of the time.
Familiarize students with the writings and
ideals of dierent political groups and
individuals, notably Mahatama Gandhi.
Show that globalizaton has a long history
and point to the shifts within the process.
Analyze the implication of globalization for
local economies.
Discuss how globalization is experienced
dierently by dierent social groups.
Familiarize students with the ProtoIndustrial phase and Early – factory system.
To make them understand, about the
process of industrialization and its impact
on labour class.
To explain them about industrialization
in the colonies in reference to Textile
industries.
Show the dierence between urbanization
in two dierent contexts. A focus
on Bombay and London will allow
the discussions on urbanization and
industrialization to complement each
other.
Sub-unit 1.3 : Everyday Life, Culture and
Politics. (Any one of the following themes):
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7. Print Culture and the Modern World:
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(a) The history of print in Europe. (b) The
growth of press in nineteenth century India.
(c) Relationship between print culture, public
debate and politics.(Chapter 7)
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8. Novels, Society and History:
(a) Emergence of the novel as a genre in the
west. (b) The relationship between the novel
and changes in modern society.
(c) Early novels in nineteenth century India.
(d) A study of two or three major writers.
(Chapter 8)
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Discuss the link between print culture and
the circulation of ideas.
Familiarize students with pictures,
cartoons, extracts from propaganda
literature and newspaper debates on
important events and issues in the past.
Show that forms of writing have a specic
history, and that they reect historical
changes within society and shape the
forces of change.
Familiarize students with some of the ideas
of writers who have had a powerful impact
on society.
Unit 2: Contemporary India-II
55 Periods
Themes
1. Resources and Development: Types
- natural and human; Need for resource
planning, natural resources, land as a
resource, soil types and distribution;
changing land-use pattern; land degradation
and conservation measures. (Chapter 1)
3. Water Resources: Sources, distribution,
utilisation, multi-purpose projects, water
scarcity, need for conservation and
management, rainwater harvesting. (One
case study to be introduced) (Chapter 3)
4. Agriculture: Types of farming, major
crops, cropping pattern, technological
and institutional reforms; their impact;
contribution of Agriculture to national
economy-employment and output.
Objectives
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Understand the value of resources and
the need for their judicious utilisation and
conservation.
Understand the importance of water as
a resource as well as develop awareness
towards its judicious use and conservation.
Understand the importance of agriculture
in national economy.
Identify various types of farming and
discuss the various farming methods;
Describe the spatial distribution of
major crops as well as understand the
relationship between rainfall regimes and
cropping pattern.
Explain various government policies for
institutional as well as technological
reforms since independence.
(iii)
Syllabus
Note : Content of pg no. 44-47 of
NCERT Textbook is to be deleted.
(Chapter 4)
5. Minerals and Energy Resources:
Types of minerals, distribution
(Note : on map only) use and
economic importance of minerals,
conservation, types of power
resources: conventional and
non-conventional, distribution
and utilization, and conservation.
(Chapter 5)
6. Manufacturing Industries:
Types, spatial distribution (Note:
on map only) contribution
of industries to the national
economy, industrial pollution
and degradation of environment,
measures to control degradation.
Note : Content mentioned on page
no. 74-75 of NCERT
NCERT,, Geography
Text book i.e. Aluminium Smelting,
Chemical Industries, Fertilizer
Industry, Cement Industry is not
required to be delivered in class
room during instruction.
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Discuss various types of minerals as well as their
uneven nature of distribution and explain the need
for their judicious utilisation.
Discuss various types of conventional and nonconventional resources and their utilization.
Discuss the importance of industries in the national
economy as well as understand the regional
disparities which resulted due to concentration of
industries in some areas.
Discuss the need for a planned industrial
development and debate over the role of
government towards sustainable development.
To explain the importance of transport and
communication in the ever shrinking world.
To understand the role of trade in the economic
development of a country.
7. Life Lines of National
Economy: Importance of
means of Communication and
transportation, Trade & Tourism
(Chapter 7)
Project / Activity:
•
Learners may collect photographs of typical rural houses, and clothing of people from
dierent regions of India and examine whether they reect any relationship with climatic
conditions and relief of the area.
•
Learners may
may write a brief report on various
various irrigation practices in the village and the change
in cropping pattern in the last decade.
Posters:
•
Pollution of water in the locality.
•
Depletion of forests and the greenhouse eect.
Note: Any similar activity may be taken up.
Xam idea
Social Science–X
(iv)
Unit 3: Democratic Politics–II
50 Periods
Themes
1 & 2. Power Sharing & Federalism: Why
and how is power shared in democracies?
How has federal division of power in India
helped national unity? To what extent has
decentralisation achieved this objective? How
does democracy accommodate dierent
social groups? (Chapter 1&2)
3 & 4. Democracy and Diversity & Gender,
Religion and Caste:
Are divisions inherent to the working of
democracy? What has been the eect of
caste on politics and of politics on caste? How
has the gender division shaped politics? How
do communal divisions aect democracy?
de mocracy?
(Chapter 3&4)
5. Popular Struggles and Movements (Note:
Ch-5 is to be done as project work only and
will not be evaluated in theory)
6. Political Parties: What role do political
parties play in competition and contestation?
Which are the major national and regional
parties in India? (Chapter 6)
7. Outcomes of Democracy: Can or should
democracy be judged by its outcomes? What
outcomes can one reasonably expect of
democracies? Does democracy in India meet
these expectations? Has democracy led to
development, security and dignity for the
people? What sustains democracy in India?
(Chapter 7)
Objectives
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Introduce students to the centrality of
power sharing in a democracy.
Understand the working of spatial and
social power sharing mechanisms.
Analyse federal provisions and institutions.
Understand the new Panchayati Raj
institutions in rural and urban areas.
Analyse the relationship between social
cleavages and political competition with
reference to Indian situation.
Understand and analyse the challenges
posed by communalism to Indian democracy.
Understand the enabling and disabling
eects of caste and ethnicity in politics.
Develop a gender perspective on politics.
Understand the vital role of struggle in the
expansion of democracy.
Analyse party systems in democracies.
Introduction to major political parties in
the country.
Analyse the role of social movements and
non-party political formations.
Introduction to the dicult question of
evaluating the functioning of democracies.
Develop the skills of evaluating Indian
democracy on some key dimensions :
development, security and dignity for the
people.
8. Challenges to Democracy: Is the idea of
democracy shrinking? What are the major
challenges to democracy in India? How can
democracy be reformed and deepened?
(v)
Syllabus
What role can an ordinary citizen play in
deepening democracy? (Chapter 8)
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Understand the causes for continuation of
democracy in India.
Distinguish between sources of strength
and weaknesses of Indian democracy.
Reect on the dierent kinds of measures
possible to deepen democracy.
Promote an active and participatory
citizenship.
Unit 4: Understanding Economic Development
50 Periods
Themes
1. Development: The traditional notion
of development; National Income and
Percapita Income. Growth of National Income
- critical appraisal of existing development
indicators (PCI, IMR, SR and other income
and health indicators) The need for health
and educational development; Human
Development Indicators (in simple and brief as
a holistic measure of development.
2. Sectors of the Indian Economy: *Sectors
of Economic Activities; Historical change in
sectors; Rising importance of tertiary sector;
Employment Generation; Division of SectorsOrganised and Unorganised; Protective
measures for unorganised sector workers.
(Chapter 2)
3. Money and Credit: Role of money in an
economy: Formal and Informal nancial
institutions for Savings and Credit - General
Introduction; Select one formal institution
such as a nationalized commercial bank and
a few informal institutions; Local money
lenders, landlords, chit funds and private
nance companies. (Chapter 3)
(Note : Ch-3 will also be evaluated in theory)
Xam idea
Social Science–X
(vi)
Objectives
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Familiarisation of some macroeconomic
concepts.
Sensitizing the child about the rationale
for overall human development in our
country, which include the rise of income,
improvements in health and education
rather than income.
It is necessary to raise question in minds
of the children whether the increase in
income alone is sucient for a nation.
How and why people should be healthy
and provided with education.
To make aware of a major employment
generating sector.
Sensitise the learner of how and why
governments invest in such an important
sector.
Familiarize the concept of money as an
economic concept.
Create awareness of the role of nancial
institutions from the point of view of dayto-day life.
4. Globalisation and the Indian Economy:
Production across countries, Foreign
trade and Interaction of Markets, what is
Globalization? Factors, WTO, Impact, Fair
Globalization (Chapter 4)
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5. Consumer Rights: ***How consumer
is exploited (one or two simple case
studies) factors causing exploitation of
consumers; Rise of consumer awareness;
how a consumer should be in a market;
market; role
of government in consumer protection.
(Chapter 5)
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Provide children with some idea about
how a particular economic phenomenon is
inuencing their surroundings and day-today life.
Making the child aware of his/her rights
and duties as a consumer.
Familiarizing the legal measures available
to protect from being exploited in markets.
Suggested Activities / Instructions:
Theme 2*: Visit to banks and money lenders / pawnbrokers and discuss various activities that
you have observed in banks in the classroom.
Participate in the meetings of Self Help Groups, which are engaged in micro credit schemes in
the locality of learners and observe issues discussed.
Theme 4**: Provide many examples of service sector activities. Use numerical examples, charts
and photographs.
Theme 5***: Collect logos of standards available for various goods and services. Visit a consumer
court nearby and discuss in the class the proceedings; Collect stories of consumer exploitation
and grievances from newspapers and consumer courts.
(vii)
Syllabus
Class – X
Project Work:
05 Periods (5 Marks)
Every student has to compulsorily undertake any one project on the following units / topics.
1. Disaster Management (Pertaining to class Xth curriculum of Disaster Management only).
OR
2. Popular Struggles and Movements
OR
3. Money and Credit
The project have been carefully designed so as to –
a) Create awareness in learners
b) Enable them to understand and co-relate all aspects of selected topic
c) Relate theory with practice
d) Relation of dierent aspects with life
e) Provide hands on experience
The distribution of marks over dierent aspects relating to Project Work is as follows:
S. No.
Aspects
Marks
1.
Content accuracy and originality
1
2.
Presentation and creativity
1
3.
Process of Project Completion : Initiative, cooperativeness,
participation and punctuality
1
4.
Viva or written test for content assimilation
2
The projects carried out by the students in dierent topics should subsequently be shared
among themselves through interactive sessions such as exhibitions, panel discussions, etc. All
documents pertaining to assessment under this activity should be meticulously maintained by
concerned schools. A Summary Report should be prepared highlighting:
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objectives realized through individual or group interactions;
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calendar of activities;
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innovative ideas generated in this process ;
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list of questions asked in viva voce
It is to be noted here by all the teachers and students that the projects and models prepared
should be made from eco-friendly products without incurring too much expenditure. The Proje ct
Report should be handwritten by the students themselves and comprise of not more than 15
foolscap pages. Records pertaining to projects (internal assessment) of the students will be
maintained for a period of three months from the date of declaration of result for verication
at the discretion of Board. Subjudiced cases, if any or those involving RTI / Grievances may
however be retained beyond three months.
Xam idea
Social Science–X
(viii)
Design of Question Paper
SOCIAL SCIENCE
Class – X (2018-19)
S.
No.
Very
Short
Answer
(VSA)
1 Mark
Short
Answer
(SA)
3 Marks
Long
Answer
(LA)
5 Marks
Total
Marks
%
Weightage
1.
Remembering (Knowledge based
simple recall questions, to know
specic facts, terms, concepts,
principles, or theories, Identify,
dene or recite, information)
—
2
2
16
20%
2.
Understanding (Comprehension
- to be familiar with meaning
and to understand conceptually,
interpret, compare, contrast,
explain, paraphrase, or interpret
information)
3
1
2
16
20%
3.
Application (Use abstract
information in concrete situation,
to apply knowledge to new
situations, use given content to
interpret a situation, provide an
example, or solve a problem)
2
3
2
21
26%
2
3
1
16
20%
—
2
—
6
08%
—
—
1
5*
06%
1×7=7
3 × 11 = 33
5×8
= 40
80
(26)
100%
4.
5.
6.
Typology of Questions
High Order Thinking Skills (Analysis
& Synthesis - Classify, compare,
contrast, or dierentiate between
dierent pieces of information,
Organize and/or integrate unique
pieces of information from a variety
of sources)
Creating, Evaluation and MultiDisciplinary (Generating new ideas,
product or ways of viewing things
appraise, judge, and/or justify)
Map skill
Total
* Map question of 5 marks having 5 items carrying 1 mark each.
(ix)
Syllabus
CLASS –X 2018-2019
LIST OF MAP ITEMS FOR SOCIAL SCIENCE
A. HISTORY - OUTLINE POLITICAL MAP OF INDIA
Lesson-3 Nationalism in India – (1918 – 1930).
For locating and labelling / Identication.
1. Indian National Congress Sessions:
Calcutta (Sep. 1920)
Nagpur (Dec. 1920)
Madras (1927)
Lahore (1929)
2. Important Centres of Indian National Movement
(Non-cooperation and Civil Disobedience Movement)
(i) Champaran (Bihar) - Movement of Indigo Planters
(ii) Kheda (Gujrat) - Peasant Satyagrah
(iii) Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha
(iv) Amritsar (Punjab) - Jallianwala Bagh Incident
(v) Chauri Chaura (U.P.) - calling o the Non Cooperation Movement
(vi) Dandi (Gujarat) - Civil Disobedience Movement
B. GEOGRAPHY
Outline Political Map of India
Chapter 1: Resources and Development
Identication only: Major soil Types.
Chapter 3: Water Resources
Locating and Labelling –
Dams:
(1) Salal
(2) Bhakra Nangal
(3) Tehri
(4) Rana Pratap Sagar
(5) Sardar Sarovar
(6) Hirakud
(7) Nagarjuna Sagar
(8) Tungabhadra. (Along with rivers)
Chapter 4: Agriculture
Identication only
(a) Major areas of Rice and Wheat.
(b) Largest / Major producer states of Sugarcane; Tea; Coee; Rubber; Cotton and Jute.
Xam idea
Social Science–X
(x)
Chapter 5: Mineral and Energy Resources.
Minerals: (Identication only)
(I) Iron ore mines:
Mayurbhanj
Durg
Bellary
Kudremukh
Bailadila
(II) Mica mines:
Ajmer
Beawar
Gaya
Hazaribagh
Nellore
(III) Coal mines :
Raniganj
Jharia
Bokaro
Talcher
Korba
Singrauli
Singareni
Neyvali
(IV) Oil Fields :
Digboi
Naharkatia
Mumbai High
Bassien
Kalol
Ankaleshwar
(V) Bauxite Deposits:
The Amarkantak plateau
Maikal hills
The plateau region of Bilaspur- Katni.
Orissa Panchpatmali deposits in Koraput district
(VI) Mica deposits:
The Chota Nagpur plateau.
Koderma Gaya – Hazaribagh belt of Jharkhand
Ajmer
Nellore mica belt
Power Plants:
(Locating and Labelling only)
(a) Thermal :
Namrup
Talcher
Singrauli
Harduaganj
Korba
Uran
Ramagundam
Vijaywada
Tuticorin
Rawat Bhata
Kakrapara
Tarapur
KaigaKalpakkam
(b) Nuclear:
Narora
(xi)
Syllabus
Chapter 6: Manufacturing Industries
Locating and Labelling Only
(1) Cotton Textile Industries:
Mumbai
Indore
Ahmedabad
Surat
Kanpur
Coimbatore
Burnpur
Durgapur
Bokaro
Jamshedpur
Raurkela
Bhilai
Vijaynagar
Bhadravati
Vishakhapatnam
Mohali
Noida
Jaipur
Gandhinagar
Indore
Mumbai
Pune
Kolkata
Bhubaneshwar
Vishakhapatnam
Hyderabad
Bangalore
Mysore
Chennai
Thiruvanantapuram
Madurai
(2) Iron and Steel Plants:
Salem
(3) Software Technology Parks:
Chapter 7: Lifelines of National Economy.
Identication Only: Golden Quadrilateral, North-South Corridor, East-West Corridor.
National Highways:
NH-1
NH-2
NH-7
Kandla
Mumbai
Jawahar Lal Nehru
Marmagao
New Mangalore
Kochi
Tuticorin
Chennai
Vishakhapatnam
Paradip
Kolkata
Haldia
Locating and Labelling:
Major Ports:
International Airports:
Amritsar (Raja Sansi)
Delhi (Indira Gandhi International)
Mumbai (Chhatrapati Shivaji)
Thiruvanantapuram (Trivandrum International Airport)
Chennai (Meenam Bakkam)
Kolkata (Netaji Subhash Chandra Bose)
Hyderabad (Rajiv Gandhi)
Note: Items of Locating and Labelling may also be given for Identication.
Xam idea
Social Science–X
(xii)
HISTORY
1. THE RISE OF NATIONALISM IN EUROPE
2. THE NATIONALIST MOVEMENT IN INDO-CHINA
3. NATIONALISM IN INDIA
4. THE MAKING OF A GLOBAL WORLD
5. THE AGE OF INDUSTRIALISATION
6. WORK, LIFE AND LEISURE
7. PRINT CULTURE AND THE MODERN WORLD
8. NOVELS, SOCIETY AND HISTORY
INDIA AND THE
CONTEMPORARY WORLD-II
The rise of nationalism
in europe
1
BASIC CONCEPTS � A FLOW CHART
CHANGES DURING THE 1789
FRENCH REVOLUTION
France was under
Absolute monarchy.
French became
the national
language.
The revolution transferred the
governmental power or ruling
power from monarchy to French
people or its citizens.
Uniform weights
and measures
were adopted.
Abolishment of
internal customs
duties and dues.
Ideas like ‘La Patrie’ (the
fatherland) and ‘Le
Citoyen’ (the citizen) were
adopted.
A centralized
administrative system
was established.
The Royal flag was
replaced by the
New French Flag.
National Assembly was renamed
as ‘Estate General’, which was
elected by the citizens.
NAPOLEON
(1769-1821)
Ruler of France
from 1799-1815.
Became the first
consul by assuming
absolute powers.
Napoleonic Code
(1804)
or
Civil Code
Simplification of
administrative
divisions.
Right to
property for
French citizens.
Abolishment of all
privileges based
on birth right.
Equality before law
Removed
restrictions on
guilds in towns.
Abolishment of
feudal system &
serfdom.
There was improvement
in transport and
communication system.
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GREEK REVOLUTION (1830)
Greek War of Since 15th cen.,
Independence Greece was part of
the Ottoman Empire.
Struggle for Greece’s
Support from the
Independence started with West European
the Growth of nationalism countries.
in Europe from the
Ottoman empire in 1821.
Greek culture and
literature inspired
the poets and artists
who supported the
revolution.
GERMANY REVOLUTION OF THE LIBERALS (1848)
831 elected
representatives
marched to take their
places in the
Frankfurt Parliament.
Drafted a
Constitution for a
German nation based
on constitutional
monarchy.
Prussian King
Friedrich Wilhelm
IV —rejected their
demands.
The parliament mainly took
interest in the workers and
artisans – as it was largely
dominated by the middle
class members.
Troops forcibly
disbanded the
assembly.
UNIFICATION OF GERMANY
(1866-71)
Efforts were made by
the middle class
Germans to write the
different regions of
German Confederation
into a nation-state.
These efforts were
suppressed by the
monarchy and
military and the
landowners in
Prussia.
The national
unification was taken
under by the
leadership of Prussia.
Otto-Von Bismark of
Prussia played the role
of a main leader in act
of nation-building.
The unification of Germany
established Prussian dominance
in Europe.
1871 – Kaiser William
I was declared as the
new Emperor of a new
Empire.
Currency, banking, legal and judicial
systems were introduced by the New
German Empire.
UNIFICATION OF ITALY
Mid 19th Century
Around 1830s
Was divided into 7
states.
For uniting Italian
Republic-Giuseppe
Mazzini program was
formed.
Only
Sardinia-Piedmont
Was ruled by an
Italian princely
house.
Young Italy – a secret
society was also
formed during this time.
North was ruled by
Austrian Habsburgs.
Failure of revolutionary
uprisings from
1831-1848 by King
Victor Emmanuel II.
Whereas the centre
was under Pope.
Count Cavour –Chief
Minister of Sardinia –
Piedmont – led the
movement for the
unification of Italy.
And the south was
under the Bourbon
Kings of Spain.
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Sardinia –
Piedmont’s force
marched into South
Italy and the
Kingdom of the Two
Sicilies and drove out
the Spanish rulers.
1859
Austrian forces
were defeated by
France + Sardinia
– Piedmont
alliance.
1861
Victor Emanuele
became the king
of United Italy
and Rome was
declared the
capital of Italy.
VISUALISING THE NATION
Artists in 18th and
19th centuries
personified nations.
Represented
country as a person
called ‘Allegory’.
Female figures
became an allegory
of the nation.
Germania wears a crown of
oak leaves as the German
oak stand for heroism.
During French Revolution,
artists used female allegory
to portray ideas like liber ty,
justice and republic.
Germania became
the Allegory of
Germany.
In French, she
was christened
‘Marianne’
In red cap, the tricolor
the cockade represented
liberty and the Republic.
BRITAIN
Before 18th century,
it was not a nation
state.
Constant growth in
power helped
Englishnation to
extend their control
over other nations and
islands.
England entrenched as
a nation. The power of
the monarchy was
taken over by the
English parliament.
An Act of the Union was
formed between
England and Scotland
by the United Kingdom
of Great Britain.
British Nation was formed –
which included various
symbols- flag, national Anthem
and the English language.
Scotland and Ireland
was dominated by
England in all aspects.
After the failed revolution led by
the Wolfe and his United
Irishmen (1798), British took
over Ireland forcibly.
IMPORTANT TERMS
1. Republic: It’s a state where the supreme power is held by the people and their elected
representatives. The president is either appointed through elections or nomination.
2. Democratic republic: It is a country that is both public and a democratic. It is the one
where ultimate authority and power is derived from the citizens.
3. Socialist Republic: This refers to any state that is constitutionally dedicated to the
establishment of socialism.
4. Socialism: It is an economic theory, system or movement, where the production and
distribution of goods is done, owned and shared by the citizens of a society.
5. Absolute monarchy: It is a type of a governmental form of monarchy in which all
governmental power and responsibilities arise from a monarch. Louis XIV of France is
the most famous example of absolute monarchy. (France is a good example of this. In
France, Louis XIV is exemplar of absolute monarchy, with his court central to French
political and cultural life during his reign.)
6. Utopia: an imagined place or state of things in which everything is per fect.
7. Nation-state: A sovereign state, resided by comparatively homogeneous group of people
who share a feeling of common nationality.
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8. Nationalism: Loyalty and devotion towards a nation.
9. Aristocracy: A class or group of people believed to be superior (as in rank, wealth, or
intellect).
10. Serf: a person in the past who belonged to a low social class and who lived and worked
on a land owned by another person.
11. Universal Suffrage: The right of all adult citizens to vote in an election.
12. Conservatism: Commitment to traditional values and ideas with opposition to change or
innovation.
13. Habsburg Empire: The Empire that ruled Austria, Hungary, including the Alpine region of
Tyrol, Sudetenland, and Bohemia.
14. Ottoman Empire: Turkish empire ruled by the Caliph – the spiritual and temporal head
of the Muslims.
15. Ideology: System of ideas reflecting a particular social and political vision.
16. Plebiscite: A direct vote by which all the people of a region are asked to accept or reject
a proposal.
17. Ethnic: It relates to a common racial, tribal or cultural origin or background that a
community identifies with or claims.
18. Allegory: when an abstract idea is expressed through a person or a thing. An allegorical
story has two meanings, one literal and one symbolic.
19. Romanticism: A cultural movement, which aimed at developing a particular form of
national sentiment and promote a feeling of collective heritage as the basis of a nation.
IMPORTANT EVENTS
1688
1789
1797
1801
1804
1815
1815
1815
1821
1830
1830s
1848
– Act of Union – Between England and Scotland- resulted in the formation of the
United Kingdom of Great Britain.
– The French Revolution occurred.
– Napoleon invades Italy, Napoleonic wars begin.
– Ireland was forcibly incorporated into the United Kingdom.
– Napoleonic Code or the Civil Code was introduced, abolishing privileges based
on birth. Upheld equality before law and secured right to property.
– Defeat of Napoleon by European powers–Britain, Prussia, Russia and Austria.
– The European powers met at Vienna to draw up a settlement for Europe. The
treaty of Vienna was signed.
– Conservative regimes were set up.
– Greek struggle for independence begins.
– The July Revolution sparked an uprising in Brussels, which led to Belgium breaking
away from the United Kingdom of Netherland.
– Giuseppe Mazzini had sought to put together a coherent programme for a
Unitary Italian Republic. Economic hardship in Europe.
– Revolutions in Europe
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1832
– Treaty of Constantinople was signed and Greece was recognised as an independent
nation.
1848 – Renunciation of the French Monarch.
1848 – 831 elected representatives marched towards the Frankfurt parliament and
drafted the constitution for a German nation.
1852-1860 – Chief Minister Cavour, became the Prime Minister of Piedmont of Italy.
1861 – Victor Emmanuel II became the King of United Italy.
1864 – Bismarck fought a war against Denmark and took control of Schleswig.
1867 – Habsburg rulers granted more autonomy to the Hungarians.
1870 – Prussia defeated France and occupied Alsace and Lorraine.
1871 – Final unification of Italy was achieved.
1871 – Unification of Germany. An assembly comprising the princes of the German
states, representatives of the army, important Prussian ministers (including the
Chief Minister Bismarck) gathered in the Hall of mirrors at Versailles to proclaim
the new German Empire headed by Kaiser William I of Prussia.
1905 – Slav nationalism gathers force in the Habsburg and Ottoman Empires.
1914 – Beginning of World War I.
NCERT Exercises
Q. 1. Write a note on:
(a) Giuseppe Mazzini
(b) Count Camillo de Cavour
(c) The Greek war of Independence (d) Frankfurt Parliament
(e) The role of women in nationalist Struggles
Ans. (a) Giuseppe Mazzini: He was an Italian revolutionary, who played an important role in
promoting the idea of unication of Italian state. He was sent into an exile at the age of 24
in 1831 for attempting a revolution in Liguria. He came to France in 1830 and founded two
secret underground societies, under the name of ‘Young Italy’ and ‘Young Europe’, which
aimed at infusing the spirit of fraternity among Italians. Their members were from Poland,
France, Italy and the German states. Mazzini roamed in England and France, but continued
writing articles, addressing and inspiring his countrymen. Mazzini laid the foundation
of Italy’s unication and inculcated the thoughts of patriotism among Italians duty and
sacrice. He was a poet, an idealistic thinker and a pioneer of revolution.
(b) Count Camillo de Cavour: In 1848, he was elected a member of the rst of Sardinia- Piedmont.
He was neither a revolutionary nor a democratic. He was convinced that economic progress
and powerful army were two vital forces for the unication of Italy. In 1852, he became the
Prime Minister and a new chapter opened in the history of Italy. He proved himself to be an
extraordinary diplomat and marvellous politician of his time. Like Mazzini and Garibaldi,
Cavour also was a true patriot and had determined to see Italy independent and unied.
(c) The Greek war of independence: An event that mobilised nationalist feelings among the
educated elite across Europe was the Greek war of Independence. The war of independence
took place from 1821-1829 among the Greek revolutionaries against the Ottoman Empire.
The Greek nationalists were inspired by the idea of Liberal nationalism. They got support from
the other Greeks living in exile and also from many Western European who had sympathies
for ancient Greek culture. There were poets and artists who hailed Greece as the cradle of
European civilisation. Finally, the Treaty of Constantinople of 1832 recognised Greece as an
Independent nation.
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(d) Frankfurt parliament: A large number of middle class professionals-businessmen and
prosperous artisans belonging to different regions of Germany came together in a political
association and decided to vote for an all-German National Assembly in the city of Frankfurt.
In 1848, 831 people were elected and decided to organise the Parliament at Frankfurt in the
Church of St. Paul. This Assembly drafted a Constitution for a German nation to be headed
by a monarch, subject to a parliament. When the deputies offered the crown on these terms
to Friedrich Wilhelm IV, King of Prussia, he rejected it and joined other monarchs to oppose
the elected assembly. The parliament was dominated by the middle classes, who resisted
the demands of workers and artisans and consequently lost their support. In the end, troops
were called in and the assembly was forced to disband.
(e) The role of women in nationalist struggles: Over the years, a signicant role was played
by women in the national struggle, all over the world. They were active participants, who
suffered the torture, stood in the protests, founded newspapers, taken part in political
meetings and demonstrations, spread the idea of Liberal nationalism and also formed few
revolutionary organisations. Though they were given either very little or no political rights;
an example being the Frankfurt parliament, where women were admitted only as observers
to stand in the visitor’s gallery.
Q. 2. What steps did the French revolutionaries take to create a sense of collective identity
among the French people?
Ans.
1 Ideas of La Patrie (the fatherland) and Le Citoyen (the citizen) popularised the notion of a
united community enjoying equal rights under a constitution.
2. A new French tricolour ag was chosen to replace the former royal standard.
3. The Estates General was elected by the body of active citizens and renamed the National
Assembly.
4. Poets composed new hymns, leaders took oath and martyrs were commemorated, all in the
name of the nation. It was through folk songs, folk poetry and folk dances that the true
spirit of the nation was popularised. Collecting and recording these forms of folk culture was
essential to the project of nation building.
5. To formulate uniform laws for all its citizens, a new centralised administrative system was
established.
6. A uniform system of weights and measures was adopted and internal customs duties and
dues were abolished.
7. Regional dialects were discouraged and French, as it was spoken and written in Paris, was
adopted as the common language of the nation.
Q. 3. Who were Marianne and Germania? What was the importance of the way in which they
were portrayed?
Ans. Marianne was mainly portrayed as a female gure, which was a given name for the French nation.
Likewise, Germania was a given name for the German motherland. They stood as personications
of the ‘Republic’ and ‘Liberty’. They mainly represented the idea of a nation in a concrete form.
Their main purpose was to install a sense of nationality among the citizens of the country. Artists
in the 18th & 19th centuries found a way out by personifying a nation. In other words, they
represented a country as if it were a person. They used female allegory during French revolution
to portray ideas of liberty, justice and republic. These ideas were represented through specic
objects or symbols like red cap representing liberty. In France, she was Christened Marianne, a
popular Christian name, which underlined the idea of a people’s nation. Statues of the Marianne
were erected in public squares to remind the public of the national symbol of unity. In visual
representation, Germania wears a crown of Oak leaves, as the German Oak stands for heroism.
Q. 4. Briey trace the process of German unication.
Or
[CBSE Delhi 2016]
Describe the process of unication of Germany.
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Ans. The middle class Germans united in 1848, to create a nation-state out of the numerous German
states. But the initiative was repressed by the combined forces of the Monarchy and big landlords
of Prussia. From then onwards, Prussia took over the initiative to unite Germany. This was carried
out by the Chief Minister of Prussia, Otto Von Bismarck, and Prussian army and bureaucracy. His
main objective was to unify Germany and this was done by three wars, which they fought over
7 years; with Austria, Denmark and France. The win led to Bismarck becoming the chancellor of
North Confederation in 1867. After the win, in the Royal Palace of Versailles, the King of Prussia
was crowned as the German Emperor. It symbolised the birth of a united Germany.
Q. 5. What changes did Napoleon introduce to make the administrative system more efcient in
the territories ruled by him?
Ans. There were several changes introduced by Napoleon in the administrative system, to make it
more efcient, they are as follows:
1. He established the Civil Code also known as the ‘Napoleonic Code’ in 1804. Due to this,
privileges based on birth were abolished.
2. The civil code also established equality before law and secured right to property.
3. He also simplied the administrative division. There was abolishment of feudal system and
peasants were freed from serfdom and manorial dues.
4. In towns, the guild system was removed. Transport and communication systems were improved.
5. New found freedom was thoroughly enjoyed by workers, peasants and artisans and new
businessmen.
6. Small scale producer of goods began to realise that uniform laws, standardised weights and
measures, and a common national currency would facilitate the movement and exchange of
goods–capitals from one region to another. Businessmen appreciated the benets of uniform
laws.
Q. 6. Explain what is meant by the 1848 revolution of the liberals. What were the political,
social and economic ideas supported by the liberals?
Ans. In 19th century Europe, the ideas of national unity were closely related to the ideology of
liberalism. The happenings of 1848 movements in France brought the renunciation of monarchy
and a republic, which was mainly based on the universal male franchise. While in countries like
France, food shortages and widespread unemployment during 1848 led to popular uprisings, in
other parts of Europe (such as Poland, Italy, Germany and the Austro-Hungarian Empire), men,
and women of the liberal middle classes came together to voice their demands for the creation of
nation-states based on parliamentary principles.
Frankfurt Parliament: In German regions, a large number of political associations of the
middle class professionals, businessmen and prosperous artisans came together in the city of
Frankfurt and decided to vote for the all German National Assembly. On 18th May, 1848, 831
elected representatives marched to take their places in the Frankfurt Parliament. They drafted a
constitution for a German nation to be headed by a monarchy, subject to a parliament.
Issue of Women: In the liberal movement, a large number of women had participated actively.
Women had formed their own political associations, and taken part in political meetings and
demonstrations. Despite that, they were denied the right to vote.
Social, Political and economic ideas were supported by the liberals which were mainly based on
the democratic ideas. Their demand was mainly, constitution with national unication- a nation
state with a written constitution and parliamentary administration. They wanted to abolish class
based partialities and birth rights from the society. Their national goal was to abolish serfdom and
pursue equality. Another signicant concept of the Liberians were ‘the right to property’, which
was important to build a nation based on political, social and economic freedom.
Q. 7. Choose three examples to show the contribution of culture to the growth of nationalism
in Europe.
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History: India and the
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Ans. A European cultural movement that aimed at developing national unity was Romanticism. It
created a sense of shared heritage and a common history. Emotions, intuition and mystical feelings
were some of the expressions used by the Romantic artists by which they tried to emphasise on
national sentiments of the people.
Folk songs, dances and poetry contributed to the popularising spirit of nationalism and patriotic
fervour in Europe. As folk culture was a major part of the lives of people, it carried a message of
nationalism to a large and diverse population. The Polish composer Karol Kurpinski celebrated
and popularised the Polish nationalist struggle through his operas and music, by turning folk
dances into nationalist symbols.
Another important factor which played a signicant role was language. For example, during
Russian occupation, the use of Polish came to be seen as a symbol of struggle against Russian
dominance. In this period, Russian language was imposed everywhere and Polish was even taken
out of schools. After the 1831 rebel against the Russians, large number of the polish clergy started
using language as a weapon of national resistance. This was done by using Polish language in
Church gatherings and religious instructions and refused to preach Russian.
Q. 8. By focussing on any two countries, explain how nations developed over the 19th century.
Ans. We would be taking Germany and Italy as our two examples:
O
Revolutionary uprising:
(i) the revolutions and uprisings of the masses in the 19th century was led by the educated,
liberal middle classes. An all-German National Assembly was formed in 1848, where
middle classes from various regions of Germany came together. However, on facing
opposition from the aristocracy and military, and on losing its mass support base, it was
forced to disband.
(ii) Unitary Italian Republic was established due the revolutions led by leaders like Giuseppe
Mazzini during the 1830s. Though the revolutionary uprisings of 1831 and 1848 failed
to unite Italy.
(iii) Political fragmentation: The present-day nations of Germany and Italy were divided
into separate regions and kingdoms, which were ruled by various princely houses till
the middle of the 19th century.
O
Unication with the help of army:
(i) After the Failures of the revolutions, the aristocracy and the army continued the process
of unication of German and Italian. The Chief Minister of Prussia Otto Von Bismarck
united Germany with the help of the bureaucracy and Prussian army. The German
empire was formed in 1871.
(ii) And important role was played by the Italian state of Sardinia-Piedmont similar to
that played by Prussia. The Movement was led by Count Camillo de Cavour, the Chief
Minister, to unite the different states of 19th century Italy in which he had the alliance
of France and the support of the army. The regions conquered by Giuseppe Garibaldi
and his Red Shirts joined with the northern regions to form a united Italy. The Italian
nation recognised in 1861 and in 1870, the Papal states joined in.
Q. 9. How was the history of nationalism in Britain unlike the rest of Europe?
Ans. O No British nation existed prior to the 18th century. The British Isles consisted of different
ethnic groups like the English, Welsh, Scot and Irish. Each group followed their own cultural
and political traditions. On the other side, due to the growth of wealth and importance of
power in the English state, could easily extend its inuence over the other states of islands.
National symbols like the English language, British Flag and National Anthem were promoted
to identify the nationality of the nation.
O
No Revolution: While in France, nationalism was developed through revolutions, in Britain, it
was the result of a long drawn out process.
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English Parliament: While other European countries like Germany, Italy, Netherlands,
Sweden, etc., had to wage wars either to gain independence or to unify their countries, Britain
accomplished this objective through Parliamentary Acts.
O
The British parliament played a major role in restraining the power of the monarchy in
1688, through various bloodless revolutions. England and Scotland formed an Act of Union
(1707) which laid the crux of the ‘United Kingdom of Great Britain’. English culture mainly
dominated the British nation, whereas Scotland’s distinctive culture and political institutions
were slowly and systematically supressed. Thus, unlike the rest of the Europe, nationalism
came in Britain from the decisions of the people in power and not by people’s desire to unite
or countrywide movements.
Q. 10. Why did nationalist tensions emerge in the Balkans?
Ans. One of the main reasons for the tension to emerge in Balkans was because the people aspired to
nationalism. During the 19th century, major portion of Balkans was under the Ottoman Empire.
They tried to adopt modern techniques to make changes in the internal backwardness of the state
but they did not succeed.
1. Ethnic Variation: The Balkans was a region of geographical and ethnic variations comprising
modern day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina,
Slovenia, Serbia and Montenegro. Their inhabitants were known as slaves.
2. Disintegration of Ottoman Empire: A large part of Balkans was under the control of
the Ottoman empire. The ideas of romantic nationalism in the Balkans together with
disintegration of the Ottoman Empire made this region very explosive.
3. Subjugation: Soon many foreign powers attempted to subjugate these newly independent
states. The Balkan people tried to claim independence by using history to prove that they
had once been independent. Hence, the rebellious nationalities struggled to win back their
long-lost independence.
4. Jealousy: There was a jealousy among the Balkan states and each hoped to expand their
boundaries at the expense of others. During this period, the ideology of Europe was changed,
the liberal feelings were narrowed down with limited ends. Intolerance followed among the
groups and they were ready to ght a war.
5. Power struggle: Russia, Germany, Austria, Hungary and Britain, the European powers were
interested to expand their own imperialism. Trade, colonies, naval and military powers were
some of the major factors which all the European powers were struggling for. They were all
very keen on controlling the hold of the other powers and extending their own.
O
VERY SHORT ANSWER QUESTIONS
(1 mark)
Q. 1. Who was Frederic Sorrieu?
Ans. Frederic Sorrieu was a French artist, who prepared a series of four prints, visualising his dream of
a world made up of democratic and social republics.
Q. 2. To which country did the artist Frederic Sorrieu belong?
[CBSE (Comptt.) 2017]
Ans. Artist Frederic Sorrieu belonged to France.
Q. 3. Why did French artist, Frederic Sorrieu prepare a series of print based on democratic and
socialist republics in 1848?
[CBSE Sample Paper-2017]
Ans. To depict his Utopian vision where the people of the world are grouped as distinct nations,
identied through ag and national costumes offering homage to the Statue of Liberty.
Q. 4. What does ‘Absolutist’ mean?
Ans. Precisely, a government or system of rule that has no restraints on the power exercised. In
history, the term refers to a form of monarchical government that was centralised, militarised
and repressive.
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History: India and the
Contemporary World–II
Q. 5. What was the concept of a ‘modern state’?
Ans. A centralised power exercised sovereign control over a clearly dened territory.
Q. 6. What does ‘Nation-state’ mean?
Ans. A nation state was the one in which the majority of its citizens and not only its rulers, came to
develop a sense of common identity and shared history or descent.
Q. 7. What do the ideas of ‘la Patrie’ and ‘le Citoyen’ emphasize?
Ans. The ideas of ‘la Patrie’ and ‘le Citoyen’ emphasised the notion of a united community enjoying
equal rights under a constitution.
Q. 8. Which new name was given to ‘The Estates General’?
Ans. ‘National Assembly’.
Q. 9. When did industrialisation begin in England and other parts of Europe?
Ans. Industrialisation began in England in the second half of the 18th century, but in France and parts
of German states, it occurred only during the 19th century.
Q. 10. Which new social groups emerged after industrial revolution?
Ans. A working class population, and middle classes made up of industrialists, businessmen,
professionals.
Q. 11. What is the origin of the word ‘Liberalism’? What did it mean?
Ans. The term ‘Liberalism’ is derived from the latin root ‘liber’, meaning free.
Q. 12. What was the meaning of the word ‘Liberalism’ for the new middle classes?
Ans. For the new middle classes, liberalism stood for freedom of the individual and equality of all
before the law. Politically, it emphasised the concept of government by consent.
Q. 13. What was the strong demand of the emerging middle classes in Europe during nineteenth
[CBSE (F) 2016]
century?
Ans. The strong demand of emerging middle class in Europe was freedom of markets and the abolition
of state imposed restrictions on the movement of goods and capital.
Q. 14. How did liberalism stand in the economic sphere?
Ans. In the economic sphere, liberalism stood for the freedom of markets and the abolition of state–
imposed restrictions on the movement of goods and capital.
Q. 15. What was Zollverein?
Ans. In 1834, a customs union or Zollverein was formed at the initiative of Prussia and was joined by
most of the German states.
Q. 16. Why was Zollverein formed?
Ans. To harness economic interests which lead to national unication of Germany.
Q. 17. Which countries met at Treaty of Vienna?
Ans. In 1815, representatives of the European powers—Britain, Russia, Prussia and Austria—who had
collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe.
Q. 18. Who hosted the Treaty of Vienna?
Ans. Austrian chancellor, Duke Metternich hosted this congress at Vienna in 1815.
Q. 19. What was the objective of Treaty of Vienna?
OR
What was the main aim of Treaty of Vienna 1815?
[CBSE (F) 2016]
Ans. The aim was to reverse most of the changes that had come about in Europe during the Napoleonic war.
The Bourbon dynasty, which had been deposed during the French Revolution was restored to power.
Q. 20. What was the main aim of revolutionaries of Europe during the years following 1815?
[CBSE Delhi 2016 ]
Ans. Aim of revolutionaries of Europe: To oppose monarchial forms of government.
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Q. 21. Who was Giuseppe Mazzini?
Ans. Giuseppe Mazzini was an Italian revolutionary born in Genoa in 1807. He became a member of the
secret society of Carbonari.
Q. 22. Which two underground societies were formed by Giuseppe Mazzini?
Ans. (i) Young Italy in Marseilles.
(ii) Young Europe in Berne.
Q. 23. How did Metternich describe Mazzini?
Ans. Metternich described him as ‘the most dangerous enemy of our social order’.
Q. 24. Who were liberal nationalists?
Ans. The liberal nationalists belonged to the educated middle class elite, among whom were the
professors, school teachers, clerks and members of the commercial middle classes.
Q. 25. What happened in the rst upheaval of France in July 1830?
Ans. The Bourbon kings, who had been restored to power during the conservative reaction after 1815,
were now overthrown by liberal revolutionaries, who installed a constitutional monarchy with
Louis Philippe at its head.
Q. 26. Name the Treaty of 1832 that recognised Greece as an independent nation.
[CBSE Delhi 2016 ]
Ans. Treaty of 1832: Constantinople Treaty.
Q. 27. Name the event that mobilised nationalist feelings among the educated elite across Europe
in 1830–1848?
[CBSE Delhi 2016 ]
Ans. Event that mobilized nationalist feelings: The Greek War of Independence.
Q. 28. Who supported Nationalists of Greeks in their Independence war?
Ans. Nationalists in Greece got support from other Greeks living in exile and also from many west
Europeans, who had sympathies for ancient Greek culture.
Q. 29. What was ‘Romanticism’ during the age of revolutions?
Ans. Romanticism was a cultural movement which sought to develop a particular form of nationalist
sentiment.
Q. 30. What were the ideas of Romantic artists and poets on nationalism?
Ans. Romantic artists and poets generally criticised the glorication of reason and science. Instead it
focused on emotions, intuition and mystical feelings. Their effort was to create a sense of a shared
collective heritage, a common cultural past as the basis of a nation.
Q. 31. What led to widespread pauperism in Europe?
Ans. The rise of food prices or a year of bad harvest led to widespread pauperism in town and country.
Q. 32. Why did weavers in Silesia revolt in 1845?
Ans. Weavers in Silesia had led a revolt against contractors who supplied them raw material and gave
them orders for nished textiles but drastically reduced their payments.
Q. 33. What changes were brought in France after the events of February 1848?
Ans. Events of February 1848 in France had brought about the abdication of the monarch and a republic
based on universal male suffrage had been proclaimed.
Q. 34. Who was Otto von Bismarck?
Ans. Bismarck was the Chief Minister of Prussia and was the architect of the unication of Germany.
He carried out this process of unication with the help of Prussian army and bureaucracy.
Q. 35. How was unication of Germany ultimately achieved?
Ans. Three wars over seven years with Austria, Denmark and France ended in Prussian victory and
completed the process of unication. In January 1871, the Prussian king, William I, was proclaimed
German Emperor in a ceremony held at Versailles.
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Q. 36. How was Italy fragmented before unication? Explain the political situation of Italy before
its unication.
Ans. Italians were scattered over several dynastic states as well as the multi-national Habsburg Empire.
During the middle of the 19th century, Italy was divided into seven states, of which only one,
Sardinia-Piedmont, was ruled by an Italian Princely house.
Q. 37. Under whom, various states of Italy were ruled? Mention the lineages who ruled Italy.
Ans. The north was under Austrian Habsburgs, the centre was ruled by the Pope, and the southern
regions were under the domination of the Bourbon Kings of Spain.
Q. 38. Describe the role of Giuseppe Mazzini in Italy’s unication.
Ans. Mazzini had sought to put together a coherent programme for a unitary Italian Republic. He had
formed a secret society, called ‘Young Italy’ for achieving his goal.
Q. 39. Highlight the contribution of Garibaldi in unication of Italy.
Ans. Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe
Garibaldi joined the ght. In 1860, Italy marched into south Italy and the Kingdom of two Sicilies
and succeeded in winning the support of the local peasants in order to drive out the Spanish
rulers.
[CBSE (AI) 2016]
Q. 40. Who was proclaimed the King of United Italy in 1861?
Ans. Victor Emmanuel-II was proclaimed King of United Italy in 1861.
Q. 41. Was there any British nation existing before the 18th century?
Ans. There was no British nation prior to 18th century. The primary identities of the people who
inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish. All of these
ethnic groups had their own cultural and political traditions.
Q. 42. How did British combine the various ethnic nations?
Ans. All of these ethnic groups had their own cultural and political traditions. But as the English nation
steadily grew in wealth, importance and power, it was able to extend its inuence over the other
nations of the islands.
Q. 43. How was Scotland gradually taken over by the British nation?
Ans. After the Act of Union between England and Scotland, England was able to impose its inuence
on Scotland. The growth of British identity meant that Scotland’s distinctive culture and political
institutions were systematically suppressed. The Catholics in Scotland suffered terrible repression
whenever they attempted to assert their independence.
Q. 44. How did Ireland become a part of United Kingdom?
Ans. Catholic revolts in Ireland against British dominance were suppressed. After a failed revolt led by
Wolfe Tone and his United Irishmen, Ireland was forcibly incorporated into the United Kingdom
in 1801.
Q. 45. How were the ideas of French Revolution propagated by the artists of that time?
Ans. French artists represented ideas of Liberty, Justice and Republic through symbols, female allegory
and specic objects like Liberty as red cap or broken chains, while Justice is generally blindfolded
woman carrying a pair of weighing scales.
Q. 46. What is an Allegory? State any one example to clarify the same. [CBSE Sample Paper-2016]
Ans. Allegory: When an abstract idea for instance; greed, envy, freedom, liberty is expressed through
a person or a thing. It is symbolic. Examples: Statue of Liberty, Marianne, Germania, etc.
Q. 47. Which female Allegory was invested by artists in France?
Ans. In France, the nation’s allegory was named ‘Marianne’, a popular Christian name, which underlined
the idea of a people’s nation.
Q. 48. What was the Allegory of Germany?
Ans. Germania became the Allegory of the German Nation. In visual representations, Germania wears a
crown of oak leaves, as the German Oak stands for heroism.
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14
Q. 49. Name the Balkan countries.
Ans. The Balkan Nations comprise of Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, BosniaHerzegovina, Slovenia, Serbia and Montenegro, which were inhabited mostly by Slavs.
Q. 50. Why were Balkan nations in trouble?
Ans. A large part of the Balkans was under the control of the Ottoman Empire. The spread of the idea
of romantic nationalism in the Balkans together with disintegration of the Ottoman Empire made
this region very explosive.
Q. 51. How did the Anti-imperialist movements begin?
Ans. The anti-imperialist movements that developed everywhere were nationalist, in the sense that
they all struggled to form independent nation states and were inspired by a sense of collective
national unity, forged in confrontation with imperialism.
Q. 52. Who remarked “when France sneezes the rest of Europe catches cold”. [CBSE (AI) 2016]
Ans. Metternich remarked, “when France sneezes, the rest of Europe catches cold.”
Q. 53. Who was proclaimed German Emperor in a ceremony held at Versailles in January 1871?
[CBSE (AI) 2016]
Ans. Kaiser William I of Prussia was proclaimed German Emperor in a ceremony held at Versailles in
January 1871.
Q. 54. What was the meaning of liberalism in early nineteenth century in Europe?
[CBSE (F) 2016]
Ans. LIBERALISM-stood for freedom for individual and equality for all before the laws.
SHORT ANSWER QUESTIONS
(3 marks)
Q. 1. What changes were introduced after the French Revolution in France?
Ans. A centralised administrative system was put in place and it formulated uniform laws for all citizens
within its territory. Internal custom duties and dues were abolished and a uniform system of weights
and measures was adopted.
Q. 2. What was the main aim of the revolutionaries behind the French revolution?
Ans. The revolutionaries declared that it was the mission and the destiny of the French nation to
liberate the people of Europe from despotism and to help other people of Europe to become
nations.
Q. 3. After becoming the Monarch what changes were introduced by Napoleon?
Ans. Napoleon had, no doubt, destroyed democracy in France, but in the administrative eld, he had
incorporated revolutionary principles in order to make the whole system more rational and
efcient.
Q. 4. How did Napoleonic trade benetted the businessmen and small scale producers?
Ans. Businessmen and small scale producers of goods, in particular, began to realise that uniform laws,
standardised weights and measures and a common national currency would facilitate the movement
and exchange of goods and capital from one region to another.
Q. 5. How did the local population react to the French Rule?
Ans. Initially, at many places like Holland and Switzerland, the French armies were welcomed. But
the initial enthusiasm soon turned to hostility and opposition as it became clear that the new
administrative arrangements did not go hand in hand with the political freedom.
Q. 6. What does ‘Liberalism’ stand for, since the french revolution?
Ans. Since the French Revolution, liberalism has stood for the end of autocracy and clerical privileges.
A constitution and representative government through parliament.
Q. 7. How was liberalism adopted in revolutionary France?
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Ans. Revolutionary France, marked the rst political experiment in liberal democracy. The right to
vote and to get elected was granted exclusively to property owning men. Men without property
and all women were excluded from the political rights.
Q. 8. What kind of conservative regimes were set up in 1815?
Ans. Conservative regimes did not tolerate criticism and dissent and sought to curb activities that
questioned the legitimacy of autocratic government. Most of them imposed censorship laws to
control what was said in newspapers, books, plays and songs and reected the ideas of liberty and
freedom. They were autocratic in nature.
Q. 9. What was Mazzini’s role in the unication of Italy?
Ans. Mazzini believed that god had intended nations to be the natural units of mankind. So, Italy could
not continue to be a patchwork of small states and kingdoms. It had to be forged into a single
unied republic within a under alliance of nation.
Q. 10. How did Polish use their language as a weapon of national resistance against Russia?
Ans. Polish language was used for church gatherings and all religious instructions. As a result, a
large number of priests and bishops were put in jail or sent to Siberia by Russian authorities as
punishment for their refusal to preach in Russian. The use of Polish came to be seen as a symbol
of the struggle against Russian dominance.
Q. 11. How did women retaliate for their rights in Germany?
Ans. Women formed their own political associations, founded newspapers and took part in political
meetings and demonstrations. Despite this, they were denied suffrage rights during the election
of the Assembly of Frankfurt Parliament.
Q. 12. How did Prussia outstrive in Germany?
Ans. The nation building process in Germany had demonstrated the dominance of Prussian state
power. The new state placed a strong emphasis on modernising the currency, banking, legal and
judicial systems in Germany.
Q. 13. Describe any three economic hardships faced by Europe in the 1830s.
[CBSE (AI) 2017]
Ans. Economic hardships faced by Europe in the 1830s :
(i) Enormous increase in population was seen all over Europe. In most countries, there were
more seekers of jobs than employment. Population from rural areas migrated to the cities to
live in over crowded slums.
(ii) Small producers in towns were often faced with stiff competition from imports of cheap
machine made goods from England.
(iii) In Europe, where the aristocracy still enjoyed power, peasants struggled under the burden of
feudal dues and obligations.
(iv) The rise of food prices as a result of bad harvest led to wide spread pauperism in town and
country . (Any three)
Q. 14. Explain the concept of liberal nationalism which developed in Europe in early 18th century.
Ans. Liberalism meant different things to different people.
Political liberalism:
O
It stood for equality before the law.
O
Revolutionary France marked the rst political experiment in liberal democracy in which right
to vote and get elected was granted exclusively to property-owning men.
O
Men without property, and all women were excluded from political rights.
O
Throughout the 19th and 20th centuries, women and non-propertied men organised opposition
movements demanding equal political rights.
Economic liberalism:
O
It stood for freedom of markets and the abolition of state-imposed restrictions on the
movement of goods and capital.
Xam idea
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Customs Union or ‘zollverein’ was formed in Prussia, joined by most of the German states.
O
The Union abolished tariff barriers and reduced the number of currencies from over thirty to
two.
Q. 15. What do you mean by conservatism? Highlight the main features of the beliefs.
Ans. Conservatism was a political philosophy that stressed the importance of the tradition and
preferred gradual development to quick change.
Features of the believers of conservatism:
O
They believed in established, traditional institutions of state and society.
O
They believed in a monarchy, the Church, social hierarchies, etc.
O
They did not propose a return to the society of pre-revolutionary days. Rather, they realised
that modernisation could in fact, strengthen the traditional institutions like the monarchy.
Q. 16. Write three features of the painting of Frederic Sorrieu.
Ans. Features:
O
Men and women walking across the statue of liberty offering homage.
O
Statue of liberty has a torch of enlightenment and Charter of the Rights of Man.
O
On the Earth lie the shattered remains of the symbols of absolutist institutions.
Q. 17. How was France responsible in spreading nationalism to other parts of Europe?
Ans. O Students and other members of educated middle classes began setting up Jacobin clubs like in
France, in European countries.
O
Their activities and campaigns prepared the way for French armies which moved into Holland,
Switzerland, Belgium and much of Italy in the 1970s.
O
With the outbreak of the revolutionary wars, the French armies began to carry the idea of
nationalism abroad.
Q. 18. Give a short note on the Habsburg Empire.
Ans. O It ruled over Austria-Hungary.
O
It was a patchwork of many different regions and people.
O
It included the Alpine regions — the Tyrol, Austria and the Sudetenland — as well as Bohemia,
where the aristocracy was predominantly German-speaking.
O
It also included the Italian-speaking provinces of Lombardy and Venetia.
Q. 19. Which conditions in France depicted their political liberalism?
Ans. O The right to vote and to get elected was granted exclusively to property-owning men.
O
Men without property and all women were excluded from political rights.
O
The Napoleonic Code went back to limited suffrage and reduced women to the status of a
minor, subject to the authority of father and husband.
Q. 20. Explain the role of romanticism in national feeling.
OR
“The development of nationalism did not come about only through wars and territorial
expansion. Culture played an important role in creating th e idea of the nation.” Elaborate
[CBSE Sample Paper-2016]
upon the statement.
Ans. O Romantic artists and poets created a sense of shared collective heritage, a common cultural
past, as the basis of a nation.
O
It was through folk songs, folk poetry, and folk dances that the true spirit of the nation was
popularised.
O
Emphasis was given on the vernacular language and the collection of folklore, to carry the
modern nationalist message to large audiences.
O
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Q. 21. Describe the Silesian weavers’ uprising.
Ans. In 1845, weavers in Silesia had led a revolt against contractors who supplied them with raw
materials and got nished goods. A crowd of weavers marched in pairs upto the mansion of their
contractors, demanding higher wages. They smashed their windowpanes and also plundered the
supply of cloth. As a result, the contractor ed away from his house with his family.
Q. 22. What kind of policy was followed by Bismarck? How did he manage to oust Austria from
the German federation?
Ans. O Bismarck followed the policy of ‘Blood and Iron’.
O
He was the architect of this process, which he carried out with the help of the Prussian army
and bureaucracy.
O
Three wars were fought for over seven years with Austria, Denmark and France, which ended
in the victory of Prussia and completed the process of unication.
Q. 23. Why did nationalist tensions emerge in the Balkans?
Ans. O A large part of Balkans was under the control of the Ottoman Empire.
O
Ideas of nationalism in the Balkans with the disintegration of the Ottoman Empire made this
region very explosive.
O
The rebellion nationalities in the Balkans thought of their struggles as attempts to win back
their long lost independence.
Q. 24. How was the concept of ‘Nationalism’ introduced by the French Revolution?
Ans. France was a full-edged territorial state in 1789 under the rule of an absolute monarch. The
political and constitutional changes that came in the wake of the French Revolution led to the
transfer of sovereignty from monarchy to a body of French citizens. The revolution proclaimed
that it was the people who would, henceforth, constitute the nation and shape its destiny.
Q. 25. What was the political status of Europe before the concept of ‘Nation States’?
Ans. O Germany, Italy and Switzerland were divided into kingdoms, duchies and cantons whose rulers
had their autonomous territories.
O
Eastern and Central Europe were under autocratic monarchies within the territories of which
lived diverse people. They did not see themselves, as sharing a collective identity or a common
culture. Often, they even spoke different languages and belonged to different ethnic groups.
Q. 26. Describe any three conditions that led to the formation of the British Nation State.
[CBSE Foreign-2017]
Ans. The conditions that led to the formation of the British Nation State were:
(i) The primary identities of the people who inhabited the British Isles were ethnic ones – such
as English, Welsh, Scot or Irish. All of these ethnic groups had their own cultural and political
traditions. But as the English nation steadily grew in wealth, importance and power, it was able
to extend its inuence over the other nations of the islands.
(ii) The English parliament, which had seized power from the monarchy in 1688 at the end of
a protracted conict, was the instrument through which a nation-state, with England at its
centre, came to be forged.
(iii) The Act of Union (1707) between England and Scotland that resulted in the formation of the
‘United Kingdom of Great Britain’ meant, in effect, that England was able to impose its inuence
on Scotland. The British parliament was henceforth dominated by its English members.
Q. 27. What do you understand by ‘Economic liberalism’?
Ans. In the economic sphere, liberalism stood for the freedom of markets and the abolition of stateimposed restrictions on the movements of goods and capital.
In German-speaking regions during Napolean’s rule, there were 39 states, each of it possessed its
own currency and weights and measures.
Xam idea
Social Science–X
18
A merchant travelling from Hamburg to Nuremberg to sell his goods had to pass through 11
customs barriers and pay a customs duty of about 5 per cent at each one of them.
Q. 28. How did liberal nationalism develop in Europe?
Ans. As conservative regimes tried to consolidate their power. Liberalism and nationalism came to be
increasingly associated with revolution in many regions of Europe such as the Italian and German
states, the provinces of Ottoman Europe, Ireland and Poland.
These revolutions were led by the liberal nationalists belonging to the educated middle class elite.
Among them, there were professors, school-teachers, clerks and members of the commercial middle
classes, who all believed in liberal nationalism and wanted to ght for it.
Q. 29. How were the feelings of nationalism kept alive by the people of Poland?
Ans. Poland had been partitioned at the end of the 18th century by the Great Powers—Russia, Prussia
and Austria. Even though Poland no longer existed as an independent territory, nationalist
feelings were kept alive through music and language. Karol Kurpinski, celebrated the national
struggle through his operas and music, turning folk dances like the polonaise and mazurka into
nationalist symbols.
Q. 30. What conditions prevailed in 1848 France?
Ans. (i) The year 1848 was the year of food shortages and widespread unemployment. It brought the
population of Paris on the roads.
(ii) Barricades were erected and Louis Phillippe was forced to ee.
(iii) A National Assembly proclaimed a Republic, granted suffrage to all adult males above the
age of 21 and guaranteed the right to work. National workshops to provide employment were
also set up.
Q. 31. Were anti-imperial movements nationalist? Could the anti-imperialists movements be
considered as nationalist movements?
Ans. Yes, the anti-imperial movements could be considered as nationalist as it was the struggle to form
an independent nation-states and were inspired by a sense of collective national unity, forged
in confrontation with imperialism. European ideas of nationalism were nowhere replicated, for
people everywhere developed their own specic variety of nationalism. But the idea that societies
should be organised into ‘nation-states’ came to be accepted as natural and universal.
Q. 32. ‘Ideas of national unity in the early nineteenth century Europe were closely allied to the
ideology of liberalism’. Support the statement with arguments.
[CBSE Sample Paper-2017, CBSE (Comp) 2017 ]
Ans. Liberalism
Liberalism stood for freedom for the individual and equality of all before the law. Politically, it
emphasized the concept of government by consent.
(i) Derived from’ liber’ means free
(ii) Stood for freedom for all and equality for all before the law
(iii) Politically –Govt. by consent
(iv) Universal suffrage, right to vote for all
(v) French revolution stood for the end of autocracy and clerical privileges, a constitution and
representative govt. through parliament.
(vi) Struggles for equal political rights.
(vii) It stressed on Economically, inviolability of private property.
(viii) Freedom of markets and abolition of state restrictions.
(ix) Any other relevant point
Q 33. The 1830s were years of great economic hardship in Europe. Explain how?
[CBSE Sample Paper-2016]
OR
19
History: India and the
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“The decade of 1830 had brought great economic hardship in Europe”. Support the
[CBSE (AI) 2016]
statement with arguments.
OR
What was the status of people in Europe during economic hardships in 1830s?
Ans. (i) There was enormous increase in population all over Europe. In most countries there were
more seekers of jobs than employment.
(ii) Population from rural areas migrated to the cities to live in overcrowded slums.
(iii) Small producers in towns were often faced with stiff competition from imports of cheap
machine-made goods from England.
(iv) In those regions of Europe where the aristocracy still enjoyed power, peasants struggled
under the burden of feudal dues and obligations.
(v) The rise of food prices or a year of bad harvest led to widespread pauperism in town and
country.
Q 34. How had the female gures become an allegory of the nation during nineteenth century in
Europe? Analyse.
[CBSE Delhi 2016 ]
Ans. The female gures as an allegory of the nation:
(i) Artists found a way out to represent a country in the form of a person.
(ii) Then nations were portrayed as female gures.
(iii) The female gure was chosen to personify the nation. It did not stand for any particular
woman in real life.
(iv) It gave the abstract idea of the nation a concrete form.
(v) Thus, the female gure became an allegory of the nation.
(vi) During the French Revolution, artists used the female allegory to portray idea such as Liberty,
Justice and the Republic.
Q 36. “Culture had played an important role in the development of nationalism in Europe during
eighteenth and nineteenth centuries.” Support the statement with examples.
[CBSE (F) 2016]
Ans. Culture
(i) Culture played an important role in creating the idea of the nation, art and poetry, stories and
music helped to express and shape nationalist feelings.
(ii) emotions, intuition and mystical feelings were not focused.
(iii) their effort was to shared collective heritage, a common cultural past, as the basis of a nation.
(iv) They criticized the glorication of reason and science.
(v) German philosopher Johann Gottfried popularised true spirit of nation through folksongs,
folk poetry and folk dance.
Q. 37. ‘The idealistic liberal-democratic sentiment of nationalism became a narrow creed with
limited ends.’ Support the statement in the context of Balkan nationalism in the early 19th
century.
[CBSE Sample Paper-2017]
Ans. The Balkans comprised modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia,
Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.
(i) The disintegration of the ruling Ottoman Empire and the spread of the ideas of romantic
nationalism made this area explosive.
(ii) The European subject nationalities started breaking from its control to declare independence.
(iii) The Balkan revolutionaries’ acts were directed to gain back the long-lost independence.
(iv) The Balkan States were ercely jealous of each other and wanted to gain more territory at the
expense of the other.
(v) There was intense rivalry among the European powers over trade, colonies, naval might and
military might. European powers such as Russia, Germany, England and Austro-Hungary
Xam idea
Social Science–X
20
were keen on opposing the hold of other powers over the Balkans for extending their own
area of control.
(vi) All these events ultimately triggered the First World War (1914).
Q. 38. Explain the dominance of landed aristocracy in Europe.
Ans. Socially and politically, a landed aristocracy was the dominant class in the continent. The
members of this class were united by a common way of life that cut across regional divisions.
They owned estates in the countryside and also town-houses. They spoke French for purposes
of diplomacy and in high society. Their families were often connected by ties of marriage. This
powerful aristocracy was, however, numerically a small group.
LONG ANSWER QUESTIONS
(5 marks)
Q. 1. Briey explain the process of unication of Italy.
Ans. (i) Political Fragmentation: Like Germany, Italy was also politically fragmented. During the
middle of the 19th century, Italy was divided into seven states, of which only one, Sardinia–
Piedmont was ruled by an Italian Prince.
(ii) Role of Mazzini: Giuseppe Mazzini made efforts to unite Italian Republic. He had formed a
secret society called ‘Young Italy’ for achieving his goal.
(iii) Role of Count Cavour: He was the chief minister who led the movement to unify Italy. He
formed a tactful diplomatic alliance with France and defeated the Austrian forces.
(iv) Role of Giuseppe Garibaldi: Garibaldi also formed armed volunteers. In 1860, they marched
into South Italy and the Kingdom of Two Sicilies and succeeded in driving out the Spanish
rulers.
In 1861, Victor Emmanuel II was proclaimed King of United Italy.
Q. 2. What conditions led to the development of a new middle class in Europe?
Ans. (i) In Western Europe and parts of Central Europe, the growth of industrial production and
trade meant the growth of towns and the emergence of commercial classes whose existence
was based on production for the market.
(ii) Industrialisation began in England in the second half of the 18th century, but in France and
parts of the German States, it occurred only during the 19th century.
(iii) In its wake, new social groups came into being, a working class population and middle classes
made up of industrialists, businessmen and professionals.
(iv) In Central and Eastern Europe, these groups were smaller in numbers till late 19th century.
(v) It was among the educated, liberal middle classes that ideas of national unity following the
abolition of aristocratic privileges gained popularity.
Q. 3. Who hosted ‘Vienna Congress’ in 1815 ? Analyse the main changes brought by the ‘Vienna
Treaty.’
[CBSE Delhi 2017 ]
OR
Describe the main clauses of the Treaty of Vienna of 1815.
Ans. The main clauses of the Treaty of Vienna signed in 1815 were:
Vienna Congress: The Congress was hosted by the Austrian Chancellor “Duke Metternich”.
(i) The Bourbon dynasty which had been deposed during the French Revolution was restored to
power.
(ii) France lost the territories it had annexed under Napoleon.
(iii) A series of states were setup on the boundaries of France to prevent French extension in future.
(iv) Kingdom of the Netherlands, included Belgium was setup.
(v) Prussia was given important new territories on its western frontiers.
Q. 4. What was Zollverein? Why was it formed?
21
History: India and the
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Ans. In 1834, the customs union of Zollverein was formed at the initiative of Prussia and was joined by
most of the German states.
(i) The union abolished tariff barriers and reduced the number of currencies from over thirty to
two.
(ii) The creation of a network of railways further stimulated mobility, harnessing economic
interests to national unication.
(iii) A wave of economic nationalism strengthened the wider nationalist sentiments growing at
the time.
(iv) Varied currencies and weights and measures were obstacles to economic growth, so the
creation of a unied economic territory allowing the unhindered movement of goods, people
and capital was needed. So, Zollverein was formed.
Q. 5. What kinds of conservative regimes were set up in 1815? What did liberals think about
them?
Ans. Conservative regimes set up in 1815 were autocratic.
(i) They did not tolerate criticism and dissent and sought to curb activities that questioned the
legitimacy of tyrannical governments.
(ii) Most of them imposed censorship laws to control what was said in newspapers, books,
plays and songs and reected the ideas of liberty and freedom associated with the French
Revolution.
(iii) The memory of the French Revolution nonetheless, continued to inspire liberals.
(iv) One of the major issues taken up by the liberal nationalists (who criticised the new
conservative order) was freedom of the press.
Q. 6. Give a brief description of the French Revolution of 1830.
Ans. The rst upheaval took place in France in July 1830. The Bourbon kings who had been restored to
power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries,
who installed a constitutional monarchy with Louis Philippe at its head. Metternich once remarked,
“When France sneezes, the rest of Europe catches cold.” The July Revolution sparked an uprising
in Brussels which led to Belgium breaking away from the United Kingdoms of the Netherlands.
Q. 7. Explain how folklore, folk songs raised the spirit of nationalism in Europe.
Ans. It was through folk songs, folk poetry and folk dances that the true spirit of the nation was
popularised. So, collecting and recording these forms of folk culture was essential to the project
of nation building. The emphasis on vernacular languages and the collection of local folklore was
not just to recover an ancient national spirit, but also to carry the modern nationalist message
to large audiences who were mostly illiterate. In Poland, they popularised their language, folk
stories, folk songs and folk dances to propagate nationalism among Polish people, who were
under the rule of Russia, Prussia and Austria.
Q. 8. How did the Polish language work as a symbol of struggle against Russian dominance?
Ans. Language too played an important role in developing nationalist sentiments.
After Russian occupation, the Polish language was forced out of schools and the Russian language
was imposed everywhere. In 1831, an armed rebellion against Russian rule took place which was
ultimately crushed. Following this, many members of the clergy in Poland began to use language
as a weapon of national resistance. Polish was used for church gathering and all religious
instructions. As a result, a large number of priests and bishops were put in jail or sent to Siberia
by the Russian authorities as punishment for their refusal to preach in Russia. The use of Polish
came to be seen as a symbol of the struggle against Russian dominance.
Q. 9. What do you understand by the term ‘allegory’? How did a female gure become an allegory
of a nation?
Ans. When an abstract idea is expressed through a person or a thing, it is called an allegory. It is the
personication of a country.
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While it is easy enough to represent a ruler through a portrait or a statue, it is difcult to give a
face to a nation. Artists in the 18th and 19th centuries found a way out by personifying a nation.
In other words, they represented a country as if it were a person. Nations were then portrayed as
female gures. The female form that was chosen to personify the nation did not stand for any
particular woman in real life, rather it would give an abstract idea of the nation in concrete form.
This is how the female gure became an allegory of the nation.
Q. 10. What conditions of Balkan areas led to World War I?
Ans. (i) As the different Slavic nationalities struggled to dene their identity and independence, the
Balkan area became an area of intense conict.
(ii) The Balkan states were ercely jealous of each other and each hoped to gain more territory
at the expense of others.
(iii) During this period, there was intense rivalry among the European powers over trade and
colonies as well as army and naval might.
(iv) These rivalries were very evident in the way the Balkan problems unfolded.
(v) Each power—Russia, Germany, England, Austria-Hungry—was keen on countering the hold
of other powers over the Balkans and extending its own control over the area. This led to a
series of wars in the region and nally the First World War.
Q. 11. Explain the Napoleonic Code.
OR
What were the advantages and disadvantages of the Napoleonic code?
Ans. Advantages:
(i) Established equality before law.
(ii) Abolished all privileges based on birth.
(iii) Simplied administrative divisions.
(iv) Granted the right to property to French citizens.
(v) Abolished feudal system and freed peasants from serfdom.
(vi) Eliminated restrictions on guilds in town.
(vii) Made efforts to improve transport and communication.
Disadvantages:
But this initial enthusiasm soon turned into hostility and opposition when it became visible
that the new administrative arrangements do not go hand in hand with the political freedom.
Censorship, taxation, forced conscription into the French armies required to conquer the rest of
Europe, all seemed to outweigh the advantages of the administrative changes.
Q. 12. Explain the nation building process of Germany.
[CBSE Sample Paper 2017]
OR
Examine the ‘Nation State Building’ process in Germany after 1848.
[CBSE (F) 2017, CBSE (Comptt.) 2017 ]
Ans. German Unication
(i) After 1848, nationalism in Europe moved away from its association with democracy and
revolution.
(ii) Nationalist sentiments were often mobilized by conservatives for promoting state power and
achieving political domination over Europe.
(iii) Nationalist feelings were widespread among middle-class Germans in 19 century.
(iv) In 1848 they tried to unite the different regions of the German confederation into a nationstate governed by an elected parliament.
(v) This liberal initiative to nation-building was repressed by the combined forces of the
monarchy and the military, supported by the large landowners (called Junkers) of Prussia.
(vi) Prussia took on the leadership of Otto von Bismarck, who became the architect of this process.
23
History: India and the
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(vii) Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory
and completed the process of unication.
(viii) In January 1871, the Prussian king, William I, was proclaimed German Emperor.
Q. 13. Analyse the measures and practices introduced by the French revolutionaries to create a
sense of collective identity amongst the French people.
[CBSE Delhi 2016 ]
Ans. Measures and practices introduced by the French revolutionaries for collective identity:
(i) The ideas of la patrie and le citoyen emphasized.
(ii) A new French ag, the tricolor was chosen.
(iii) The Estate General was elected by the active citizens.
(iv) The elected body of active citizens renamed as National Assembly.
(v) New hymns were composed.
(vi) Oaths were taken.
(vii) Martyrs commemorated.
(viii) A centralized administrative system was implemented.
(ix) Formulated uniform laws.
(x) A uniform system of weights and measures were adopted.
(xi) French became the common language of the nation.
Q. 14. In Britain, the formation of the nation-state was not the result of a sudden upheaval or
revolution. Validate the statement with relevant arguments.
[CBSE Sample Paper 2016]
Ans. In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution.
It was the result of a long-drawn-out process.
O
Role of ethnic groups: their cultural identities
O
Steady growth of the English nation steadily in case of wealth, importance and power, it was
able to extend its inuence over the other nations of the islands.
O
The Act of Union 1707—between England and Scotland.
O
The growth of the British identity.
O
Language and religious policies.
Q. 15. “Napoleon had destroyed democracy in France but in the administrative eld he had
incorporated revolutionary principles in order to make the whole system more rational
[CBSE (AI) 2016]
and efcient.” Analyse the statement with arguments.
Ans. Napoleon had destroyed democracy in France but in administrative eld he had incorporated
revolutionary principles in order to make the whole system more rational and efcient.
(i) All privileges based on birth were removed.
(ii) He had established equality before law.
(iii) Right to property was given.
(iv) Simplied administrative divisions were made.
(v) Feudal system was abolished and freed peasants from serfdom and manorial dues.
(vi) Guild restrictions were removed.
(vii) Transport and communication systems were improved.
Q. 16. “Nationalism no longer retained its idealistic liberal democratic sentiment by the last
quarter of the nineteenth century in Europe.” Analyse the statement with examples.
[CBSE (F) 2016]
Ans. Nationalism in Europe- The Balkans:
(i) During this period, nationalist groups become increasingly intolerant of each other.
(ii) Manipulations of the nationalist aspirations were there.
(iii) The Balkan was under the control of the Ottoman Empire.
(iv) Ideas of romantic nationalism spread in the Balkan.
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24
(v) They claimed for independence or political rights on nationality and used history to prove
that they had once been independent but had subsequently been subjugated by foreign
domination.
(vi) Russia, Germany, England, Austria-hungry were keen on countering the hold of other powers
over the Balkans.
(vii) This led to a series of wars in the region and nally the First World War.
HOTS (Higher Order Thinking Skills)
Q. 1. Which conditions were viewed as obstacles to economic exchange & growth by the new
commercial classes during Napoleon’s rule?
Ans. Following conditions were viewed as obstacles to economic exchanges & growth by the new
commercial classes:
(i) There was an enormous increase in population.
(ii) Feudal system, serfdom and manorial dues were taxing for the poor landless peasants.
(iii) There were no standardised weights and measures and neither a common national currency.
(iv) There was an increased taxation, censorship, forced recruitment into the French armies to
conquer Europe.
(v) There was no freedom to peasants, artisans, workers and new businessmen.
Q. 2. How was Europe closely allied to the ideology of liberalism?
Ans. (i) Ideas of national unity in early 19th century Europe were closely allied to the ideology of
liberalism.
(ii) The term ‘liberalism’ is derived from the Latin word ‘liber’ which means free.
(iii) For the new middle classes, liberalism stood for freedom for the individual and equality of all
before law.
(iv) Politically, it emphasised the concept of government by consent.
(v) Since the French Revolution, liberalism had stood for the end of autocracy and clerical
privileges, a constitution and representatives government through parliament.
Q. 3. “The Habsbury Empire that ruled over Austria-Hungry, was a patchwork of many different
regions and peoples.” Justify the statement with suitable examples.
Ans. O Eastern and Central Europe were under autocratic monarchies within the territories of which
lived diverse people.
O
They did not see themselves as sharing a collective identity or a common culture.
O
The Habsburg empire that ruled over Austria-Hungry, for example, was a patchwork of many
different regions and people.
O
It included the Alpine regions—the Tyrol, Austria and the Sudetenland— as well as Bohemia,
where the aristocracy was predominantly German speaking.
O
It also included the Italian speaking princes of Lombardy and Venetia.
O
In Hungry, half of the population spoke Magyar while the other half spoke a variety of dialects.
O
In Galicia, the aristocracy spoke Polish.
O
Besides these three dominant groups, there also lived within the boundary of empire, a mass
of subject peasant peoples — Bohemians, Slovaks to the north, slovens in Carniola, Croats in
the south and Romans to the east in Transylvania.
The only tie binding these diverse groups together was a common allegiance to the emperor.
Q. 4. “Vernacular language and local folklores carried modern nationalist message to large
audiences, who were mostly illiterate.” Justify with suitable examples.
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History: India and the
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Ans. O Vernacular languages and local folklores played an important role in creating the idea of
nation in Europe.
O
This was especially so in the case of Poland which had been partitioned by the great powers —
Russia, Prussia & Austria.
O
Karol Kurpinski of Poland celebrated the national struggle through his operas and music,
turning folk dances like the Polonaise, Mazurka into nationalist symbols.
O
After Russian occupation, the Polish language was forced out of schools and the Russian
language was imposed everywhere.
O
Many members of the clergy in Poland began to use language as a weapon of national
resistance.
O
Polish was used for church gatherings and all religious instructions.
O
As a result a large number of priests and bishops were put in jail or sent to Siberia by the
Russian authorities.
O
The use of Polish came to be seen as a symbol of struggle against Russian dominance.
Q. 5. Why was the issue of extending political rights to women a controversial one within the
liberal movement in 1848? What do these revolutions reveal about political conicts due
to gender differences?
Ans. O Parallel to the revolts of poor, unemployed and starving peasants and workers in many
European countries in the year 1848, a revolution led by the educated middle classes was
underway.
O
Events of February 1848 in France had brought about the abdication of the monarch and a
republic based on universal male suffrage had been proclaimed.
O
In other parts of Europe where independent nation states did not exist —such as Germany,
Italy, Poland, the Austro-Hungarian Empire—men and women of the liberal middle classes
combined their demands for constitutionalism with national unication.
O
The issue of extending political rights to women was a controversial one within the liberal
movement, in which large number of women had participated actively over the years.
O
Women had formed their own political associations, founded newspapers and taken part in
political meetings and demonstrations.
O
Despite this, they were denied suffrage rights during the elections of the Assembly.
O
When the Frankfurt Parliament was held in Church of St. Paul’s, women were admitted only as
observers to stand in visitor’s gallery.
Q. 6. Explain the statement “When France sneezes, the rest of Europe catches cold.”
Ans. O Most of the European countries followed France persistently.
O
The rst upheavel took place in France in July 1830.
O
The Bourbon kings, who had been restored to power during the conservative reaction after
1815, were now overthrown by liberal revolutionaries, who installed a constitutional monarchy
with Louis Philippe at its head.
O
‘When France sneezes, the rest of Europe catches cold’ was spoken by Metternich.
O
The July revolution sparked an uprising in Brussels which led to Belgium breaking away from
the United Kingdom of the Netherlands.
O
An event that mobilised nationalist feelings among the educated elite across Europe was the
Greek war of Independence.
Q. 7. ‘‘The rst clear expression of nationalism came with the ‘French Revolution’ in 1789.’’
Examine the statement.
[CBSE (AI) 2017]
Ans. “The rst clear expression of Nationalism came with the ‘French Revolution’ in 1789”:
(i) The political and constitutional changes that came in the wake of the French revolution led
to the transfer of sovereignty from the monarchy to a body of French citizens.
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Social Science–X
(ii)
(iii)
(iv)
(v)
(vi)
Sense of collective belonging with La Patrie (the fatherland) and Le Citoyen (the citizen).
Formation of National Assembly.
Hymns were composed and oaths were taken.
Centralised and uniform laws were introduced.
Internal customs duties and dues were abolished and a uniform system of weights and
measure were adopted.
(vii) French became the common language of the nation.
(viii) With the outbreak of the revolutionary wars, the French armies began to carry the idea of
nationalism abroad.
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. In which year the ‘Treaty of Vienna’ was signed?
2. In which years unication of Germany took place?
3. Who remarked “when France sneezes, the rest of Europe catches cold”?
4. Who was proclaimed the king of United Italy in 1861?
5. What was the ‘Treaty of Constantinople’ of 1832?
6. What type of conservative regime was set up in 1815 in Europe?
Short Answer Questions
[3 marks]
1. What was the impact of treaty of Vienna (1815) on European people? Write any three points.
2. Explain any four reasons how the initial enthusiasm of the people of France soon turned to
hostility after Napoleon’s takeover of France?
3. How did Romanticism seek to develop a particular form of nationalists sentiments during the
18th century? Explain.
4. ‘The decade of 1830 had brought great economic hardship in Europe’ support the statement with
arguments.
5. Describe the causes of the Silesian weavers’ uprising.
Long Answer Questions
[5 marks]
1. Explain the role of Giuseppe Mazzini in the unication of Italy.
2. Describe the stages of unication of Germany.
3. Highlight the strange case of Britain.
4. How did nationalism develop through culture in Europe? Explain.
5. Describe the 1848 revolution of the liberals. Highlight the political, social and economic ideas
supported by the liberals.
zzz
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History: India and the
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The nationalist movement
in indo-china
2
BASIC CONCEPTS � A FLOW CHART
THE FRENCH DOMINATION (1858)
French troop landed in Vietnam and slowly
established control.
After the Franco-Chinese war, French
assumed control over Tonkin and Anaam.
1887-French Indo-China was formed and
French colonies were established.
Colonies were considered essential supply
of natural resources and other goods.
French began building canals and draining
lands.
Followed by infrastructure projects to help
transport goods for trade, move military
garrisons and control the entire region.
Final link with Yunan in China was completed
in 1910.
THE DILEMMA OF COLONIAL EDUCATION
(FRENCH COLONISATION)
Not based only on
economic exploitation.
Driven out by the idea
of a ‘civilizing mission’.
Problem faced by them,
Elites in Vietnam were
powerfully influenced
by Chinese culture.
French suggested that
Vietnamese be taught
in lower classes and
French in higher
classes.
As many as two-thirds
of the students failed in
1925, in a population of
17 million, there were
less than 400, who
passed the examination.
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Students fought
against the colonial
government’s efforts to
prevent the Vietnamese
from qualifying for
white collar jobs.
The battle against the
French colonial
education became
part of the larger battle
against colonialism
and for independence.
HYGIENE, DISEASE AND EVERYDAY RESISTANCE
French decided to rebuild ‘Hanoi’ – as a new and modern city.
1903, Hanoi was stuck by a Bubonic plague.
The French part of Hanoi had well-laid out sewer system, while the ‘native quarter’
was not provided with any modern facilities.
Thus what was installed to create a hygienic environment in the French city became the cause of plague.
The large sewers in the modern city, were an ideal and protected breeding ground for rats.
1902- A rat hunt began. The French hired Vietnamese workers and paid them for the rats caught by them.
It could not prevent the Bubonic plague, which swept through the area in 1903 and in subsequent years.
RELIGION & ANTI-COLONIALISM
Vietnamese religious
beliefs were mixed of
Buddhism,
Confucianism & local
parties.
Christianity, introduced
by French missionaries,
was intolerant of this
easy going attitude.
An early movement
against the French
control and spread of
Christianity was the
scholars revolt in 1868.
Popular religious
movements Hoa – Hao
began in 1939.
The French tried to
suppress the movement
by declaring their leader
Hyunh Phu So mad and
put him in a mental
asylum.
Later, he was proven
sane, French sent him to
exile and his followers to
concentration camps.
Late 19th century,
resistance to French
domination was very
often led by Confucian
scholar – activists, who
saw their world
crumbling.
Phan Chu Trinh – he
was different from
the nationalist.
He accepted the
French revolutionary
ideal of liberty but
charged the French
for not abiding by the
ideal.
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History: India and the
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PARTITION OF VIETNAM
The French tried to regain control by using the emperor, Bao Dai, as their puppet ruler.
They were defeated in a battle i n 1954 at Dien Bien Phu.
In the peace negotiations in Geneva that followed the French defeat, the
Vietnamese were persuaded to accept the division of the country.
North was led by Ho
Chi Minh & the Communist.
Bao Dai’s regime was put in
power in the South.
Was soon overthrown
by Ngo Dinh Diem
Diem built a repressive &
authoritarian government.
He retained ordinance 10, a French
law that permitted Christianity
but outlawed Buddhism.
Anyone who opposed him
was called a communist
& was jailed and killed.
His dictator rule was opposed by a broad
banner of National Liberation Front (NLF).
THE ENTRY OF US INTO THE WAR
From 1965 to 1972,
millions of US army
personnel served in
Vietnam.
Despite advanced
technology and
good medical
supplies, casualties
were very high.
But they underestimated the
power of a small country.
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Thousands of US troops
arrived with heavy weapons
and powerful bombers–
B52S, Napalm, Agent Orange
and phosphorus bombs.
US feared, if Ho Chi Minh’s
government wins, it would be
a victory of communism.
Effects of war was
felt in US also,
many criticised US
decision to
interfere.
Hollywood made film, both
criticising as well as
appreciating US involvement.
University graduates
were forced to join army
but underprivileged
ones were preferred, not
elites.
US media and films
played a major role.
THE HO CHI MINH TRAIL
Ho Chi Minh was a
Trail or hidden
path, used by
Vietnamese to
fight against US.
Trail had immese
network of
footpaths and
roads.
WOMEN AS REBELS
Women enjoyed equality
in Vietnam.
They played no role in
public life.
During nationalist
movement a new image
of woman emerged.
A famous novel of that
Linh caused a scandal.
It showed a woman
leaving forced marriage
and married the man of
her choice, who was a
nationalist.
This rebellion brought a
new woman in
Vietnamese society.
About 20,000
North Vietnamese
daily travelled on
this route.
They had support
bases and
hospitals along
the way.
Mostly women
porters carried
goods.
But their efforts
failed, since they
were rebuilt very
quickly.
US regularly
bombed this trail
to disrupt
supplies.
Most of the trail
was partially in
Laos and
Cambodia.
HEROES OF
WOMEN AS
WOMEN AT
PAST TIME
WARRIORS
TIMES OF PEACE
Phau Boi Chau wrote a
play on the bravery of
Trung sisters against
Chinese domination.
Women were portrayed as
young, brave and dedicated.
After war, women worked
as workers.
Some of them shot down
jets with just twenty bullets.
Worked in agricultural
cooperatives, factories
and production units
rather than fighters.
After this play, Trung
sisters were glorified.
They were depicted in
paintings, plays and novels.
They were represented not
only as warriors but as
workers with hammer in one
hand and gun in the other.
It is believed that they
gathered a team of
30,000 to resist Chinese.
As casualties were rising
in war, more women
joined army.
Another rebel woman was
Trieu Au, orphaned in
childhood, lived with brother.
They nursed wounded
soldier and helped in
constructing tunnels.
On growing up, she left
home and went to jungles
and organised army
against Chinese.
They built six airships,
neutralised thousands of
bombs and transported
thousands of cargo.
She became a sacred
figure.
There were about 1.5
million women in the
army.
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History: India and the
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THE END OF WAR
US failed to
achieve its
objective.
Vietnamese
resistance could
not be crushed.
The NLF successfully
occupied Saigon Palace
on 30th April, 1975 and
unified Vietnam.
Thousands of young US
soldiers had lost their lives
and countless Vietnamese
civilian casualties.
US withdrew their
armies but fighting
continued between
Saigon regime and NLF.
It was the first
television war.
Real battle scence
were shown on
the daily new
channels.
A peace
settlement was
signed in Paris in
Jan. 1974.
Many Americans
protested against
US interference in
Vietnam.
IMPORTANT TERMS
1. Franco-Chinese War: The Franco-Chinese War lasted from 1884 to 1885. It ended with
China giving up its sovereignty over Annam and Tonkin. The treaty ending the war was
signed on June 9, 1885. These territories were later included into French Indo-China.
2. Confucianism: The system of ethics, education, and statesmanship by Confucius and
his disciples, stressing love for humanity, ancestor worship, reverence for parents, and
harmony in thought and conduct.
3. Syncretism: The attempted reconciliation or union of different or opposing principles,
practices or parties in a single philosophy or religion.
4. Concentration Camps: A place in which large number of people, especially political
prisoners or members of persecuted minorities were deliberately imprisoned in a relatively
small area with inadequate facilities; sometimes to provide forced labour or to await
mass execution.
5. Republic: A state in which supreme power is held by the people and their elected
representatives, and which has an elected or nominated president rather than a monarch.
6. Imperialism: A policy of extending a country’s power and influence through colonization,
use of military force, or other means.
7. Anti-imperialism: Views opposed to imperialism.
8. Communism: A theory or system of social organisation in which all property is owned by
the community and each person contributes and receives according to their ability and
needs.
9. Obscurantism: The practice of deliberately preventing the facts or full details of something
from becoming known.
10. Dictatorship: Is a form of government or social situation, where one person makes all the
rules and decisions without input from anyone else.
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32
IMPORTANT EVENTS
1868
– Scholar’s Revolt, led by the officials of the Imperial Court was an early revolt
against French control and spread of Christianity.
1887 – French Indo-China was formed.
1902 – The French part of Hanoi was hit by a rat menace.
1903 – Phan Boi Chau formed the ‘Revolutionary Society’.
1907-08 – Go East Movement – 300 Vietnamese students went to Japan to acquire modern
education.
1911 – Monarchy in China was overthrown by Sun Yat-Sen and an association for
Restoration of Vietnam was formed by Vietnamese students.
1930 – The Great Depression – led to unemployment in Vietnam.
1930 – Ho Chi Minh established the Vietnamese Communist Party, inspired by European
communist.
1939 – The ‘Hoa Hao’ movement began under the leadership of its founder, Huynh
Phu So.
1940 – Japan occupied Vietnam.
1946 – Huynh Phu So was sent free from a mental asylum but exiled in Laos.
1954 – The French were defeated at Dien Bien Phu.
1954 – Vietnam was divided into North and South Vietnam. Ho Chi Minh and Bao Dai
became rulers of North and South respectively.
Later foundation of National Liberation Front (NLF) was laid which fought for
the unification of the country under Ho Chi Minh government.
1965-72– US intervene in Vietnam due to the fear of alliance of Vietnam and Communism.
It led to a war.
1974
– Peace was restored.
1975
– North Liberation Front (NLF) occupied the presidential palace in Saigon and
unified Vietnam.
NCERT Exercises
Q. 1. Write a note on:
(a) What was meant by the ‘civilising mission’ of the colonisers?
Ans. (a) It was mainly an imperial disguise, by French, which allowed them to control the colonies. Just
as the British had done in India. The French in Vietnam claimed that they would introduce
modern and civilised way of living to the people. The French mainly considered that like the
Europeans, it was their responsibility to civilise the colonies even if this meant destruction
of local cultures, religion and traditions. Education was seen as one of the ways to civilise
the natives.
(b) Huynh Phu So: He was the founder of a revolutionary nationalist movement ‘Hoa Hao’. He
performed miracles and helped the poor. His criticism against useless expenditure had a
wide appeal. He also opposed the sale of child brides, gambling and the use of alcohol and
opium. He was declared insane and was called ‘Mad Bonze’, and was put in mental asylum by
the French colonisers. Later, he was relieved from the hospital but sent into exile to Laos and
many of his followers were sent to the concentration camps.
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History: India and the
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Q. 2. Explain the following:
(a) Only one-third of the students in Vietnam would pass the school-leaving examinations.
Ans. The French colonial administration followed a policy. According to the policy, they failed students
in their nal year examination so they could not opt or qualify for better paid jobs. Those who
were wealthy could afford enrolment in an expensive school and to add to that, very few would
pass the school leaving examination. In 1925, in a population of 17 million, there were less than
400 who passed the examination.
(b) The French began building canals and draining lands in the Mekong delta.
Ans. (i) The vast system of irrigations works- canal and earthworks were built to increase cultivation.
(ii) This was done looking to the thought to ‘civilise’ Vietnam on a European model.
(iii) But it was actually an economic idea that mainly meant. If there was an increase in rice
production, then there would be a subsequent export of rice to the international market.
(iv) Vietnam exported two thirds of its production and by 1931 had become the third largest
exporter of rice in the world.
(c) The government made the Saigon Native Girls’ School take back the students it had
expelled.
Ans. A problem cropped up in the Saigon Native Girls’ School in 1926. A Vietnamese girl refused to
vacate her front seat for a local French student. For this act, she and her supporting students were
expelled from the school. Soon it led to the beginning of the protests. When situation became
serious, the French government forced the school authorities to reinstate the girl back in school.
(d) Rats were most common in the modern, newly built areas of Hanoi.
Ans. (i) The French part of Hanoi was built as a beautiful and clean city with wide avenues and well
laid out sewer systems.
(ii) The refuse from the old city drained straight out into the river or, during heavy rains or
oods, overowed into streets.
(iii) The modern and apparently hygienic sewage system made by the French provided ideal
breeding grounds for the rodents, apart from being a good transport system as well, for the
rats.
(iv) The large sewers became a breeding and living space for the rats. Hanoi, despite its ‘modernity’
became the chief cause of the plague in 1903.
Q. 3. Describe the ideas behind the Tonkin Free School. To what extent was it a typical example
of colonial ideas in Vietnam?
Ans. Similar to the other colonisers, the French also assumed that they were responsible for providing
a better way of living. Thus the Tonkin Free School was opened to give Western education in 1907.
The subjects that were taught here were Science, French, Hygiene and other common subjects.
The students were encouraged to adopt Western styles of dressing. This school was a typical
example of colonial ideas in Vietnam on account of the aforementioned. It mainly rejected the
traditional Vietnamese education and lifestyle, and promoted the western ideas and way of living.
The school encouraged the adoption of western styles such as having a short haircut. For the
Vietnamese this meant a major break with their own identity since they traditionally kept long
hair.
Q. 4. What was Phan Chu Trinh’s objective for Vietnam? How were his ideas different from
those of Phan Boi Chau?
Ans. The objectives of the two nationalists, Phan Chu Trinh and Phan Boi Chau, were very different
from each other –
(i) Phan Chu Trinh (1871-1926) – He did not want to resist the French with the aid of monarchy.
He was mainly inuenced by the ideas of the West in terms of democracy and wanted to set
up a democratic republic of Vietnam.
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(ii) He accepted the French revolutionary ideal of liberty but charged the French for not abiding
by the ideal.
(iii) He demanded that the French set up legal and educational institutions, and develop
agriculture and industries.
(iv) Phan Boi Chau (1867-1940) – He went on to form a revolutionary society with Prince Cuong
De with the advice of Chinese reformer Liang Qichao Phan. Phan had written most inuential
book ‘The History of the loss of Vietnam’ . It became bestseller in Vietnam and China. His book
mainly reected two themes: the loss of sovereignty and the severing of ties with China due
to French policies.
Thus, we can say that Phan Boi Chau was in favour of monarchy and Phan Chu Trinh wanted a
republic.
Q. 5. With reference to what you have read in this chapter, discuss the inuence of China on
Vietnam’s culture and life.
Ans. (i) China is a large and close neighbour of Vietnam. It was obvious that the former would
inuence the latter.
(ii) Vietnamese lived under the shadow of powerful empire of China.
(iii) There were strong trade links due to sea trade as all trade between any part of Asia and China
had to pass through Vietnamese ports.
(iv) One can say that the two countries shared the similar religious beliefs, namely Buddhism
and Confucianism. These ideas were mainly spread by a Confucius, a great Chinese thinker,
religious leader and philosopher, who had deeply inuenced the social and cultural aspects
of Vietnam.
(v) After the development of the trans-Indo-China rail and road network developed, the
imperialist power wanted it as a link between North and South Vietnam and China.
(vi) This link brought the two neighbouring countries even more closer.
(vii) They were under imperialist rules for long, making them share cultural, religious, historical
and economic commoners.
Q. 6. What was the role of religious groups in the development of anti-colonial feeling in
Vietnam?
Ans. (i) In Vietnam, religion played an important role in the development of anti-colonial feelings in
the lives of the people.
(ii) This fact was well used by the imperialists to aid in their control over their colonies. Thinking
this, the imperialists imposed their religion on the Vietnamese locals.
(iii) However, anti-imperialist feeling arose in Vietnam against the French imperialist forces.
(iv) Vietnam followed Buddhism and Confucianism.The French wanted to convert the Vietnamese
into Christians. This led to revolts against the French intention in 1868. This revolt was
called the ‘Scholars Revolt’, which was followed by the killing of about 1000 Catholics.
(v) Huynh Phu So began a movement called Hoa Hao, but was declared insane by the French
Government.
(vi) Later, after getting freed from the mental asylum, he was sent in exile to Laos and his
followers were sent to the concentration camps.
Q. 7. Explain the causes of the US involvement in the war in Vietnam. What effect did this
involvement have on life within the US itself?
Ans. (i) The struggle for freedom by the Vietnamese people was a long drawn one.
(ii) They had to face three countries – The French, the Japanese and the USA.
(iii) There were many causes due to which USA had to get involved in the Vietnam War. The
unication of Vietnam was watched with fear by the US.
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(iv) The US government feared the spread and popularity of communism in Vietnam too. The US
was afraid how it would affect the other capitalist countries. With these thoughts, the US was
always ready to ght communist stronghold in any part of the world. The rise of communism
in Vietnam was seen as a threat and US stepped in to intervene.
(v) During this time, France was also facing insulting revolts from the Vietnamese. France being
a capitalist country, US felt it had to step in to save French honour, as one of the capitalist
brethren. And also, the French had been an ally of the USA in the World War II.
Q 8. Write an evaluation of the Vietnamese war against the US from the point of
(a) a porter on the Ho Chi Minh Trail
(b) a woman soldier
Ans. (a) The Vietnamese suffered a huge human and property losses, yet it never stopped their
struggle for freedom.
O
I am working as a proud porter for the war against the US on Ho Chi Minh Trail, which was a
great expansive network of roads and footpaths.
O
I have been carrying food items for the soldiers as well as war ammunition or other amenities
required by the troops.
O
Most of our porters were women. We are proud of our nation.
O
We can carry about 25 Kilos weight on our backs and about 70 kilos on our bicycles. I never
feared the deep valleys. Walking on the treacherous routes was dangerous as they are narrow.
O
Despite US bombing in our Ho Chi Minh trail to disrupt our supplies, we are able to rebuilt the road
so quickly that it almost annoyed the US soldiers.
I was not even afraid of being shot down by aircraft guns.
(b) a woman soldier:
O
O
I am one of the 1.5 million Vietnamese, brave women soldiers to ght our war against US
and get independence from this long lasting war. I am one of the women workers engaged
as porters, nurses and construction workers, spread in the regular army, the militia, the local
forces and professional teams.
O
I am working on the Ho Chi Minh trail, I can shoot a US Jet with few bullets.
O
I am powerful. Even after being a woman, I can carry a rie in one hand and a hammer in the other.
O
Fighting as seless soldier, I want to save my country.
O
I can single handedly kill the enemy. We women soldiers could construct six air strips,
neutralise almost thousands of bombs and can easily shoot down around fteen planes. We
have proved it.
I consider myself as a young, brave and dedicated soldier.
Q 9. What was the role of women in the anti-imperial struggle in Vietnam? Compare this with
the role of women in the nationalist struggle in India.
Ans. Women played a critical role in the anti-imperial struggle in Vietnam. Women who rebelled against
social conventions were idealised and rebel women of the past were likewise celebrated. Women
in Vietnam traditionally enjoyed greater equality than in China. As the nationalist movement
grew, the status of women emerged with a new image of womanhood. Trieu Au was one of the
popular gures in nationalist tales. Women were represented as brave soldiers and workers in the
1960s. They assisted in nursing wounded soldiers, constructing underground tunnels and ghting the
enemy. Remarkably, between 1965 and 1975, 70-80% of the youth working on the Ho Chi Minh trail
were women. They built six airstrips, neutralised tens of thousands of bombs, transported tens of
thousands of kilograms of cargo, weapons and food and shot down about fteen planes. Compared
to this very direct and active participation of Vietnamese women in the anti-imperial struggle, Indian
women did not play a very dynamic role in the nationalist struggle of India against Great Britain.
O
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Gandhiji was convinced that it was the duty of women to look after home and health, be good
mothers and good wives. For a long time, congress was reluctant to allow women to hold any
position of authority within organisation. It was keen only on their symbolic presence. They
followed Gandhian ideals of boycotting foreign goods and picketing liquor shops, but mainstream
politics was controlled by men; although there were some important women leaders like Sarojini
Naidu, Kamla Nehru and Kasturba Gandhi who were keenly involved.
VERY SHORT ANSWER QUESTIONS
(1 mark)
Q. 1. Which three independent countries were a part of Indo-China?
Ans. Laos, Vietnam and Cambodia.
Q. 2. Describe the Chinese inuence on Vietnam?
Ans. Vietnam was under the shadow of the powerful empire of China. Even when an independent
country was established in what is now northern and central Vietnam, its rulers continued to
maintain the Chinese system of government as well as Chinese culture.
Q. 3. How was the maritime silk route useful for Vietnam?
[CBSE 2015]
Ans. Vietnam brought in goods, people and ideas from China from maritime silk route.
Q. 4. French colonization of Vietnam was based on which two ideas?
[CBSE Sample Question 2016]
Ans. Economic exploitation and the Civilizing Mission.
Q. 5. How did the French control Vietnam?
Ans. The colonisation of Vietnam by the French brought the people of the country into conict with the
colonisers in all areas of life. The most visible form of French control was military and economic
domination but the French also built a system that t ried to reshape the culture of Vietnamese.
Q. 6. How was French Indo-China formed?
Ans. French troops captured northern region of Vietnam. After the Franco-Chinese war, the French
assumed control of Tonkin and Annam. In 1887, French Indo China was formed.
Q. 7. What helped French to increase production of rice in Mekong Valley?
Ans. The vast systems of irrigation work, canals and earthworks built mainly with forced labour,
increased rice production and allowed the export of rice to international market.
Q. 8. What according to Paul Bernard were the barriers to economic growth?
Ans. Barriers to economic growth according to Paul Bernard were: High population levels, low
agricultural productivity and extensive indebtness amongst the peasants.
Q. 9. How did French follow Japanese to ensure better productivity and employment?
Ans. (i) To reduce rural poverty and increase agricultural productivity by carrying out land reforms.
(ii) However, this could not ensure sufcient employment as the experience of Japan showed.
Thus, industrialisation was thought to be essential to create more jobs.
Q. 10. What was the fear in the mind of French regarding Education in Vietnam?
Ans. The French needed an educated local labour force but they feared that education might create
problems. Once educated, the Vietnamese may begin to question colonial domination. French
also feared that they might loose their jobs to educated Vietnamese.
Q. 11. How far did French want to restrict Chinese inuence from Vietnam?
Ans. The elites in Vietnam were powerfully inuenced by Chinese culture. To consolidate their
power, the French had to counter this Chinese inuence. So, they systematically dismantled the
traditional educational system and established French schools for Vietnamese.
Q. 12. Why did most of the Vietnamese students fail in the school learning examinations?
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Ans. It was largely because of a deliberate policy of failing students, particularly in the nal year, so
that they could not qualify for the better paid jobs.
Q. 13. Why was Tonkin free school established?
OR
What was the main aim to establish Tonkin Free School in Vietnam by French?
[CBSE (F) 2016]
Ans. The Tonkin free school was established in 1907 to provide a Western style education.
Q. 14. What kind of education was given in Tonkin Free School?
Ans. This education included classes in science, hygiene and French. Besides, science and western
education, Vietnamese also had to look modern.
Q. 15. How did Vietnamese teachers follow the French oriented curriculum?
Ans. Teachers did not blindly follow the curriculum. Sometimes there was an open opposition. At ofce
times, there was a silent resistance. While teaching, Vietnamese teachers quickly modied the
text and criticised what was stated.
Q. 16. In which school did the protest erupt when a girl student was expelled?
Ans. This incident took place in 1926 in Saigon Native Girls School.
Q. 17. What kind of parties and journals were formed by students of Vietnam to protest against
French?
Ans. By 1920s, students formed various political parties, such as ‘Party of Young Annan’ and published
nationalist journals such as ‘Annanese Student’ regularly.
Q. 18. What did French do to create a modern Vietnam?
Ans. French decided to rebuilt Hanoi. The latest ideas about architecture and modern Engineering
skills were employed to build a new and modern city. But that modern part of Hanoi was also
struck by bubonic plague in 1903.
Q. 19. What was ‘Rat Hunt’?
Ans. Rat hunt was started in 1902, the French hired Vietnamese workers and paid them for each rat
they caught.
Q. 20. What innovative ideas were discussed by Vietnamese to earn prot from Rat Hunt?
Ans. The bounty was paid when a tail was given as a proof that a rat had been killed. So the rat catchers
took to just clipping the tails and releasing the rats, so that the process could be repeated, over
and over again. Some people also began raising rats to earn a bounty.
Q. 21. What was scholar’s revolt?
Ans. It was started in 1868 against French control. This revolt was led by ofcials at the imperial court
angered by the spread of Catholicism and French Power. The French crushed this movement.
Q. 22. What was the main aim of the ‘Scholar Revolt’ of 1868?
[CBSE (AI) 2016]
Ans. The main aim of ‘Scholar Revolt’ of 1868 was to oppose French control and expansion of
Christianity.
Q. 23. Who led the ‘Scholar Revolt’ in Vietnam in 1868?
[CBSE (AI) 2016]
Ans. The ‘Scholar Revolt’ in Vietnam in 1868 was led by ofcials at the imperial court.
Q. 24. What were the syncretic traditions?
Ans. Syncretism aimed to bring together different beliefs and practices, seeing their essential unity
rather than their differences. In Vietnam, they combined Buddhism and local beliefs.
Q. 25. What was Hoa Hao Movement?
Ans. It began in 1939 and gained great popularity in the fertile Mekong delta area. It drew on religious
ideas popular in anti-French uprisings of the nineteenth century.
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Q. 26. Who was Phan Boi Chau?
Ans. Phan Boi Chau was a nationalist. He became a major gure in the anti-colonial resistance and
formed the ‘Revolutionary Society’.
Q. 27. Name the most inuential book of Phan Boi Chau.
OR
Name the writer who wrote the book ‘The History of the Loss of Vietnam’. [CBSE (F) 2016]
Ans. ‘The History of the Loss of Vietnam’ was written by Phan Boi Chau. He had written this book under
the strong inuence and advice of Chinese reformer Liang Qichao.
Q. 28. Who was Phan Chu Trinh?
Ans. He was also a nationalist. But he was against monarchy and opposed to the idea of resisting the
French with the help of the court. His desire was to establish a democratic republic.
Q. 29. How did China inspired Vietnamese nationalists?
Ans. In 1911, the long established monarchy in China was overthrown by a popular movement under
Sun Yat-Sen and a Republic was set up. Inspired by these developments, Vietnamese students
organised the Association for the Restoration of Vietnam.
Q. 30. Who were called the ‘electrical fuses’ of Vietnam?
Ans. The provinces of Naghe An and Ha Tinh were amongst the poorest, had an old radical tradition and
have been called ‘electrical fuses’. When the system was under pressure, they were the rst to blow.
Q. 31. Who was Ho Chi Minh?
Ans. Ho Chi Minh brought together the competing nationalist groups to establish the Vietnamese
communist party, later renamed as the ‘Indo-Chinese Communist Party’. He was inspired by the
militant demonstrations of the European Communist Parties.
Q. 32. Who fought against the Japanese control of Vietnam?
Ans. In 1940, Japan occupied Vietnam. So the league for the independence of Vietnam, which was
called ‘Vietminh’ fought the Japanese occupation and recaptured Hanoi in September 1945.
Q. 33. What challenges were faced by new Democratic Republic of Vietnam?
Ans. The French tried to regain control over Vietnam by using the emperor, Bao Dai as their puppet.
Q. 34. What led to the division of Vietnam after Independence?
Ans. In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were
persuaded to accept the division of the country. North and South were split. Ho Chi Minh and the
communists took power in the north while Bao Dai regime was put in power in the south.
Q. 35. Who had overthrown Bao Dai Regime?
Ans. The Bao Dai regime was overthrown by a coup led by Ngo Dinh Diem, who built a repressive and
authoritarian government.
Q. 36. To which country did Ngo Dinh Diem belong?
[CBSE (Comp) 2017]
Ans. Ngo Dinh Diem belonged to Vietnam.
Q. 37. How did Ngo-Dinh Diem become a dictator?
Ans. Anyone who opposed Ngo Dinh Diem was called a communist, was jailed and killed. He retained
‘Ordinance 10’, a French law that permitted Christianity but outlawed Buddhism.
Q. 38. Who opposed the dictatorial rule of Ngo Dinh Diem?
Ans. This dictatorial rule came to be opposed by a broad opposition united under the banner of the
National Liberation Front (NLF).
Q. 39. Why did US invade Vietnam?
Ans. US watched unication and alliances of North and South Vietnam with fear. US was against
communist system. The US was worried about communists gaining power. So, it decided to
intervene decisively, sending in troops and arms to Vietnam.
39
History: India and the
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Q. 40. What types of weapons were used by US in Vietnam?
Ans. They made use of powerful bombers of the time - B52s, chemical weapons - Napalm and Agent
Orange and phosphorous bombs.
Q. 41. Which lms had been made in support of US participation in the war?
Ans. John Wayne’s ‘Green Berets’ (1968). It was an unthinking propoganda lm that was responsible
for motivating many young men to die in the war.
Q. 42. Give an example of a Hollywood lm which was critical about US army.
Ans. John Ford Coppola’s ‘Apocalypse Now’ (1979) reected the moral confusion that the war had
caused in the US.
Q. 43. What was Ho Chi Minh Trail?
Ans. The trail, an immense network of footpaths and roads was used to transport men and materials
from North to the South. The trail had supported bases and hospitals along the way.
Q. 44. How were supplies carried in Ho Chi Minh Trail?
Ans. In the trail, supplies were transported in trucks but mostly they were carried by porters, who were
mainly women. These porters carried about 25 kilos on their backs, or about 70 kilos on their
bicycles.
Q. 45. What was the status of women in Vietnam, in comparison to China?
Ans. Women in Vietnam traditionally enjoyed greater equality than in China, particularly among the
lower classes, but they had only limited freedom to determine their future and played no role in
public life.
Q. 46. Who wrote the famous novel that caused a scandal in Vietnam?
Ans. The famous novel by Nhat Linh caused scandal.
Q. 47. Why did the novel of Nhat Linh cause a Scandal?
Ans. The novel caused a scandal because it showed a woman leaving her forced marriage and marrying
someone of her choice; someone who was involved in nationalist politics.
Q. 48. Who were Trung Sisters?
Ans. Trung Sisters had fought against Chinese domination in 39-43 CE. They gathered a force of over
30,000, resisted the Chinese for two years and when ultimately defeated, they committed suicide,
instead of surrendering to the enemy.
Q. 49. Name the writer who wrote a play based on the lives of Trung sisters.[CBSE Delhi, (F) 2016 ]
Ans. The name of writer: Phan Boi Chau
Q. 50. Who was Trieu Au?
Ans. She lived in the third century CE. Trieu Au was orphaned in childhood and lived with her brother.
On growing up she left home, went into the jungles, organised a large army and resisted the
Chinese rule. Finally, when her army was crushed, she drowned herself.
Q. 51. Why were Vietnamese women called great ghter?
Ans. Vietnamese women in military shot down planes. They were brave and dedicated. For instance, a
woman shot down a jet with just twenty bullets.
Q. 52. Who called the war as ‘The greatest threat to peace, to national self-determination, and to
international cooperation’?
Ans. Noam Chomsky.
Q. 53. When did the war between US and Vietnam end?
Ans. War ended with the peace settlement in Paris in June 1974. The NLF occupied the Presidential
palace in Saigon on 30th April 1975 and unied Vietnam.
Q. 54. What was the result of the peace negotiation in Geneva that followed the French defeat in
Vietnam?
[CBSE Delhi 2016 ]
Ans. The result of the peace negotiation in Geneva: The division of Vietnam/ Vietnam is divided into
two parts: North and South.
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Q. 55. What were the two bases of colonial economy in Vietnam?
Ans. Bases of colonial economy in Vietnam:
(i) Rice cultivation
(ii) Rubber Plantation
Q. 56. Who were called colons in Vietnam?
Ans. French citizens living in Vietnam were known as colons.
[CBSE Delhi 2016 ]
[CBSE (AI) 2016]
SHORT ANSWER QUESTIONS
(3 marks)
Q. 1. How did French try to strengthen their rule through education?
Ans. The French sought to strengthen their rule in Vietnam through the control of education. They
tried to change the values, norms and perceptions of the people, to make them believe in the
superiority of French civilisation and the inferiority of the Vietnamese.
Q. 2. How did hygienic environment that was created in the French city become the cause of
plague?
Ans. The large sewers in the modern part of the city, a symbol of modernity, were an ideal and protected
breeding ground for rats. The sewers also served as a great transport system, allowing the rats to
move around the city without any problem. And rats began to enter the well-cared-for homes of
the French through the sewage pipes.
Q. 3. How was education seen as one of the ways to civilise the natives of Vietnam by French?
Ans. (i) The French needed an educated local labour force but they feared that education might
create problems.
(ii) French citizens living in Vietnam, began fearing that they might lose jobs as teachers,
shopkeepers, policemen to the educated Vietnamese.
(iii) So they opposed policies that would give the Vietnamese full access to French education.
Q. 4. How did the French provide a western style of education to the Vietnamese?
Ans. (i) For modern education, the Tonkin Free School was started in 1907.
(ii) The education included classes in science, hygiene and French.
(iii) The school also encouraged the adoption of western styles such as having a short haircut to
look modern.
Q. 5. What were the challenges faced by the new Republic of Vietnam?
Ans. (i) The French tried to regain control by using the emperor, Bao Dai as their puppet.
(ii) Due to French attack, Vietminh’s army was forced to retreat to the hills.
(iii) After eight years of ghting, the French were defeated in 1954, at Dien Bien Phu.
(iv) The French soldiers including their commanders and generals were arrested.
Q. 6. Specify the role of women in the anti-imperialist movement in Vietnam.
Ans. (i) Women in Vietnam traditionally enjoyed greater equality than in China.
(ii) As the nationalist movement grew, the status of women emerged with a new image of
womanhood.
(iii) Writers and political thinkers began idealising women who rebelled against social norms.
(iv) In the 1930s, a famous novel by Nhat Linh caused a scandal because it showed a woman
leaving a forced marriage and marrying someone of her choice, who was involved in
nationalist politics.
(v) This rebellion marked the arrival of the new women in the Vietnamese society.
Q. 7. What led to the formation of French Indo-China?
Ans. (i) The most visible form of French control was military and economic domination and the
41
History: India and the
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French also tried to reshape the culture of Vietnamese.
(ii) French troops landed in Vietnam in 1858 and by the 1880s, they had established a rm grip
over the northern region.
(iii) After the Franco-Chinese war, the French assumed control of Tonkin and Annan, and in 1887,
French Indo-China was formed.
Q. 8. What, according to Paul Bernard, were the ways to develop the economy of the colonies?
Ans. Bernard was a writer and an eminent policy maker. He firmly believed that economy of the
colonies should be developed and argued that purpose of acquiring colonies was to make
profit. If the economy was developed and standard of living of the people improved, they would
buy more goods. As a consequence, the market would expand, leading to better prots for the
French business.
Q. 9. What was indentured labour?
Ans. O This was a form of labour widely used in the plantations from the mid-19th century.
O
Labourers worked on the basis of contracts, which gave boundless power to employers.
Employers could bring criminal charges against labourers and punish and jail them for any
non-fullment of contracts.
Q. 10. Describe any three efforts made by the French to suppress the movement inspired by
Huynh Phu So.
[CBSE (F) 2017]
O
Ans. The French tried to suppress the movement inspired by Huynh Phu So.
(i) They declared him mad, called him the Mad Bonze.
(ii) They put him in a mental asylum.
(iii) The doctor who had to prove him insane became his follower, nally in 1941 even the French
doctors declared that he was sane.
(iv) The French authorities exiled him to Laos and sent many of his followers to concentration
camps.
(v) Any other relevant points
Any three points to be described
Q. 11. State three ways in which the French were gloried in school textbooks.
Ans. (i) School textbooks gloried the French and justied colonial rule.
(ii) The Vietnamese were presented as primitive and backward, capable of manual labour but not
of intellectual reection; they were skilled copyists but not creative.
(iii) School children were told that only French rule could ensure peace in Vietnam.
Q. 12. What did the Vietnamese derive from the ‘Go East’ movement?
Ans. (i) In 1907-08, some 300 Vietnamese students went to Japan to receive modern education.
(ii) Their primary object was to drive out French from Vietnam and re-establish the Nguyen
dynasty, that had been removed by the French.
(iii) These nationalists looked for foreign arms and help.
(iv) Vietnamese students established a branch of ‘Restoration Society’ in Tokyo but after 1908,
the Japanese ministry arrested them and later, forced them to leave Japan.
Q. 13. Why was the Vietnam war called the rst television war?
Ans. (i) This was a war that had been called the rst television war, as battle scenes were shown on
the daily news programmes.
(ii) US people could see how thousands of young US soldiers had lost their lives and countless
Vietnamese civilians had been killed. So, people criticised the war.
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42
Q. 14. Give two arguments in favour and in against for language to be used as a medium of
instruction in Vietnamese school.
Ans. (i) Some policymakers emphasised the need to use the French language as the medium of
instructions. By learning the language, they felt, the Vietnamese would be introduced to the
culture and civilisation of France. In this way, the educated people in Vietnam would respect
French sentiments and work for the French, as they need workforce.
(ii) Others were opposed to French being the only medium of instruction. They suggested that
Vietnamese should be taught in lower classes and French in the higher classes. The few who
learnt French and acquired French culture were to be rewarded with French citizenship. So
that people set in centres to accept French culture through jobs.
Q. 15. Why was the bounty programme of Rat Hunt scrapped?
Ans. Vietnamese, who did this dirty work of entering sewers, found that if they come together they
could negotiate a higher compensation. They also discovered innovative ways to prot from this
situation. The bounty was paid when a tail was given as a proof that a rat had been killed. Clipping
of tails led to the releasing of rats after that and that process could be repeated over and over
again. The expenditure of the French became too high and the number of rats also did not reduce,
so they decided to scrap the bounty programme.
Q. 16. Which religions were followed by Vietnamese?
Ans. O Vietnam’s religious beliefs were a mixture of Buddhism, Confucianism and local practices.
O
Christianity was introduced by the French. Catholic missionaries had been active in winning
the converts.
O
People also followed some local practices like following Huynh Phu So, who was the founder
of Hoa Hao and performed miracles.
Q. 17. What was the signicance of movements against French by the Vietnamese?
Ans. Movements like Scholars Revolt and Hoa Hao, always had a contradictory relationship with
mainstream nationalism. Political parties often drew upon their support, but were uneasy about
their activities. They could neither control or discipline these groups, nor support their rituals
and practices. These movements were signicant in arousing anti-imperialist sentiments.
Q. 18. What does syncretic mean? How were these syncretic traditions followed by Vietnamese?
Ans. Syncretic aimed to bring together different beliefs and practices, seeing their essential unity
rather than their differences. The elites in Vietnam were educated in Chinese and Confucianism.
But religious beliefs among the peasantry were shaped by a variety of syncretic traditions that
combined Buddhism and local beliefs.
There were many popular religions in Vietnam that were spread by people who claimed to have
seen a vision of God.
Q. 19. What was the role of NLF in Vietnam?
Ans. (i) With the help of the Ho Chi Minh government in the north, the NLF or the National Liberation
Front fought for the unication of the country.
(ii) It was able to overthrow the Bao Dai regime in South Vietnam.
(iii) It defeated his dictatorial rule and brought peace in the country.
Q. 20. What types of weapons were used by US in the Vietnamese war?
Ans. (i) Thousands of US troops arrived equipped with heavy weapons and tanks and backed by the
most powerful bombers of the time, B-52.
(ii) The widespread attacks and use of chemical weapons like Napalm, Agent Orange and
phosphorus bombs—destroyed many villages and decimated jungles.
(iii) Napalm is an organic compound used to thicken gasoline for re bombs. The mixture
43
History: India and the
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burns slowly and when it comes in contact with surfaces like the human body, it sticks and
continues to burn.
Q. 21. Why do you think that US underestimated the power of a small country like Vietnam?
Ans. (i) The war between Vietnam and US grew out of fear among US policy planners that the victory
of the Ho Chi Minh government would start a domino effect—communist governments
would be established in other countries in the area.
(ii) They underestimated the power of nationalism to move people to action, inspire them to
sacrice for their home and family, live under horric conditions and ght for independence.
(iii) They considered the power of a small country to be too weak to ght the most technologically
advanced country in the world.
Q. 22. How did women participate as workers during war with the US?
Ans. Women were represented not only as warriors but also as workers; they were shown with a rie
in one hand and a hammer in the other. Whether young or old, women began to be depicted as
selessly working and ghting to save the country. As casualties in the war increased in the 1960s,
women were urged to join the struggle in large numbers. They helped in nursing the wounded,
constructing unground rooms and tunnels.
Q. 23. What were ‘electrical fuses’ of Vietnam?
Ans. The Great Depression of the 1930s had a profound impact on Vietnam. The prices of rubber and
rice fell, leading to rising rural debts, unemployment and rural uprisings, such as in the provinces
of Nghe An and Ha Tinh. These provinces were among the poorest, had an old radical tradition
and have been called the ‘electrical fuses’ of Vietnam.
When the system was under pressure they were the rst to blow. The French put these uprisings
down with great sternness, even used planes to bomb demonstrators.
Q. 24. What was the condition of colonial economy in Vietnam? Explain.
[CBSE Sample Question 2016]
Ans. (i) The colonial economy in Vietnam was, however, primarily based on rice cultivation and
rubber plantations owned by the French and a small Vietnamese elite.
(ii) Rail and port facilities were set up to service this sector. Indentured Vietnamese labour was
widely used in the rubber plantations.
(iii) The French, contrary to what Bernard would have liked, did little to industrialise the economy.
In the rural area s, landlordism spread and the standard of living declined.
Q. 25. Elucidate the signicance of Ho Chi Minh’s trail in the Vietnamese war.
[CBSE Sample Question 2016]
OR
Describe the Ho Chi Minh Trail features.
Ans. The story of the Ho Chi Minh trail is one way of understanding the nature of the war that the
Vietnamese fought against the US. It symbolised how the Vietnamese used their limited resources
to great advantage.
(i) The trail, an immense network of footpaths and roads, was used to transport men and
materials from the north to the south during Vietnamese war. From 1967 about 20,000
North Vietnamese troops came south each month on this trail which had support bases and
hospitals along the way.
(ii) In some parts, supplies were transported in trucks, but mostly they were carried by porters,
who were mainly women. These porters carried about 25 kilos on their backs, or about 70
kilos on their bicycles.
(iii) Most of the trail was outside Vietnam in neighbouring Laos and Cambodia with branch lines
extending into South Vietnam.
Xam idea
Social Science–X
44
(iv) The US regularly bombed this trail trying to disrupt supplies, but efforts to destroy this
important supply line by intensive bombing failed because they were rebuilt very quickly.
Q. 26. How did nationalism emerge in Vietnam through the efforts of different sections of society
[CBSE Delhi 2016 ]
to ght against the French? Analyse.
Ans. The Nationalism emerged in Vietnam:
(i) The colonization of Vietnam by French brought the people of the country into conict with
the colonisers in all areas of life.
(ii) Vietnamese began reecting on the nature of the loss. Nationalist resistance developed out
of this reection.
(iii) Teachers, students fought against the colonial government’s efforts.
(iv) Many religious movements were hostile to the western presence.
(v) Development in China also inspired Vietnamese nationalists.
(vi) Vietnamese students organized the association for the restoration of Vietnam and then the
anti-French independence movement changed.
Q. 27. “The Ho Chi Minh Trail became advantageous to Vietnamese in the war against U.S.”
[CBSE (AI) 2016]
Support the statement with arguments.
Ans. The Ho Chi Minh Trail became advantages to Vietnamese in the war against US.
(i) The trail symbolises how the Vietnamese used their limited resources to great advantages.
(ii) The trial, an immense network of footpaths and roads was used to transport men and material
from North to South.
(iii) It was improved in late 1950’s and from 1967 about 20,000 North Vietnamese troops came
south each month. The trial had support bases and hospitals along the way.
(iv) Mostly supplies were carried by much porters in their backs or on their bicycles.
(v) The US regularly bombing the trail to disrupt supplies but efforts to destroy this important
supply live by intensive bombing failed because they were rebuilt very quickly.
Q. 28. “French tried to solve educational problems in Vietnam in different ways.” Support the
statement with examples.
[CBSE (F) 2016]
Ans. French and Education
(i) French countered and dismantled the traditional education system of Vietnam.
(ii) They established French schools.
(iii) Introduced French language for Vietnamese.
(iv) Introduced deliberate policy of failing children.
(v) Their text gloried French culture and justied colonial rule.
(vi) Their education system introduced French, science and hygiene.
LONG ANSWER QUESTIONS
(5 marks)
Q. 1. Why did French want to extend infrastructure project in Indo-China?
Ans. O French wanted to develop infrastructure projects to help transport goods for trade, move
military garrisons and control the entire region.
Construction of a trans Indo-China rail network that would link the northern and southern
parts of Vietnam and China had begun.
The French built canals and drained lands in the Mekong delta to enhance cultivation. The
extensive and massive system of irrigation works—canals and earthworks. Those were built with
forced labour. This increased the rice production and strengthened the export of the rice in the
international market.
Q. 2. How was the French part of Hanoi differently built?
O
45
History: India and the
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Ans. O The French part of the Hanoi was built as a beautiful and clean city with wide avenues and a
well-laid out sewer system.
O
The latest ideas about architecture and modern engineering skills were employed to build a
new and modern city.
The refuse from the old city drained straight out into the river or, during heavy rains or oods,
overowed into the streets. Thus what was installed to create a hygienic environment in the
French city became the cause of plague.
Q. 3. “Rats were most common in the modern newly built areas of Hanoi.” How was the rat hunt
started in Hanoi?
Ans. (i) To get rid of rats, a ‘Rat Hunt’ was started in 1902.
(ii) The French hired Vietnamese workers and paid them for each rat they caught.
(iii) Rats began to be caught in thousands but still there seemed to be no end.
(iv) Those who did the dirty work of entering sewers found that if they came together, they could
get more money.
(v) The compensation was paid when a tail was given as a proof that a rat had been killed.
(vi) So the rat catchers took to just clipping the tails and releasing the rats, so that the process
could be repeated over and over again.
(vii) Ultimately, the French were forced to stop the bounty programme.
(viii) In spite of this arrangement, the plague swept through the area.
Q. 4. What was the impact of education on the Vietnamese elite?
Ans. (i) Students fought against the colonial government’s efforts to prevent the Vietnamese from
qualifying for white-collar jobs.
(ii) They were inspired by patriotic feelings and felt that it was their duty to ght for the society.
(iii) By the 1920s, students formed various political parties, such as ‘Party of Young Annan’ and
published nationalist journals like ‘ Annanese Student’.
(iv) The French tried to strengthen their rule through the control of education. They tried to
change the perception of the people and to make them believe in the superiority of the
French.
Q. 5. Analyse the role of ‘Hoa-Hao’ movement to arouse anti-imperialist sentiments in
[CBSE Delhi 2017 ]
Vietnam.
Ans. Hoa-Hao Movement:
(i) It drew on religious ideas popular in anti French uprising of 19th century.
(ii) The founder Hoa-Hua performed miracles and helped the poor.
(iii) He criticised against the useless expenditure and had a wide appeal.
(iv) Opposed the sale of child brides, gambling and the use of alcohol and opium.
(v) Political parties often drew upon their support, but were uneasy about their activities.
(vi) Signicance of these movements in arousing imperialist sentiments should not be
underestimated.
(vii) They could not control or discipline these groups nor support their rituals and practices.
Q. 6. Examine the impact of the ‘Great Depression’ of 1930s on Vietnam.
[CBSE (F) 2017]
Ans. Impact of Great Depression on Vietnam was terrible:
(i) The prices of rubber and rice fell.
(ii) This Led to rising rural debts.
(iii) Unemployment.
(iv) Rural uprisings took place, such as in the provinces of Nghe An and Ha Tinh.
(v) These provinces were among the poorest, had an old radical tradition, and have been called
the ‘electrical fuses’ of Vietnam.
O
Xam idea
Social Science–X
46
(vi) The French put these uprisings down with great severity, even using planes to bomb
demonstrators.
(vii) Ho-Chi-Minh brought together competing nationalist groups to establish the Vietnamese
communist party to ght the freedom.
Q. 7. Who was Ho Chi Minh? What was his contribution to Vietnam?
Ans. (i) Ho Chi Minh was a communist.
(ii) In 1930, he brought together competing nationalist groups to establish the Vietnamese
Communist Party.
(iii) He was inspired by the militant demonstration of the European Communist Parties.
(iv) In 1940, Japanese occupied Vietnam. So now they had to ght against the Japanese as well as
French.
(v) A league called ‘Viet Minh’ was formed to ght the Japanese and they got back Hanoi in 1945.
(vi) The Democratic Republic of Vietnam was formed and Ho Chi Minh became its Chairman.
Q. 8. Explain the situation and aftermath of US involvement in the war in Vietnam.
Ans. (i) US entry into the war proved costly to the Vietnamese as well as to the Americans.
(ii) They remained in Vietnam from 1965 to 1972.
(iii) Thousands of US troops arrived with heavy weapons and tanks and were backed by the most
powerful bombers of the time—B52.
(iv) They used Chemical weapons—Napalm, Agent Orange and Phosphorus bombs to destroy
Vietnamese villages.
(v) The US wanted to establish a democratic government in Vietnam.
(vi) The US watched the unication of North & South Taiwan with fear. It did not want the
communist to gain power so it intervened.
Q. 9. Explain the role of women in the anti-imperialist struggle in Vietnam. [CBSE (Comptt.) 2017]
Ans. Role of women in the antiimperialist struggle in Vietnam :
Heroes of past times : rebel women of the past were similarly celebrated. In 1913, the nationalist
Phan Boi Chow wrote a play based on the lives of the trung sisters who has fought against Chinese
domination . In this play he depicted these sisters as patriots ghting to save the Vietnamese
nation from the Chinese.
One of the most venerated was Trieu Au. She left home ,went into the jungles, organized a large
army and resisted Chinese rule.
Women as warriors: In the 1960’s , photographs in magazines and journals showed women as
brave ghters.
Women as workers: They helped in nursing the wounded , constructing underground rooms and
tunnels and ghting the enemy.
Q. 10. How did this long war between the US and Vietnam come to an end?
Ans. (i) US had failed to achieve its objective; the Vietnamese resistance could not be crushed.
(ii) Thousands of young US soldiers had lost their lives and countless Vietnamese civilians had
been killed.
(iii) It was the first television war as battle scenes were shown on daily news.
(iv) Writers such as McCarthy and actors like Jane Fonda even visited North Vietnam and praised
the heroic defence of the country.
(v) A peace treaty was signed in Paris, in January 1974 and on 30th April, 1975 the NLF unied Vietnam.
Q. 11. Which infrastructure projects were taken up by the French to enhance their trade in
Vietnam?
Ans. (i) French introduced infrastructure projects to help transport goods for trade, move military
garrisons and control the entire region.
47
History: India and the
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(ii) Construction of a trans-Indo-China rail network that would link the northern and southern
parts of Vietnam and China was begun.
(iii) This nal link with Yunan in China was completed by 1910.
(iv) The second line was also built linking Vietnam to Siam, via the Cambodian capital of Phnom
Penh.
Q. 12. How was Scholars Revolt of 1868 materialised?
Ans. (i) From the 18th century, many religious movements were hostile to the Western presence.
(ii) An early movement against French control and spread of Christianity was the Scholars
Revolt in 1868.
(iii) This revolt was led by ofcials at the imperial court angered by the spread of Catholicism and
French power.
(iv) They led a general uprising in Ngu An and Ha Tien provinces where over a thousand Catholics
were killed.
(v) Catholic missionaries had converted about 3,00,000 people by the middle of 18th century.
The French crushed the movement but this uprising served to inspire other patriots to rise up
against them.
Q. 13. What ideas did Phan Boi Chau and Phan Chu Trinh share in common and what did they
disagreed on?
Ans. Both Phan Boi Chau and Phan Chu Trinh were nationalists. Both of them wanted to free Vietnam
from colonial occupation.
Difference:
(i) Phan Boi Chau: He was a Confucian scholar. He formed a revolutionary society in 1903, with
Prince Cuong as the head. He wrote a book, The History of the Loss of Vietnam, which became
bestseller in Vietnam and China. He focussed on two topics in this book:
(a) the loss of sovereignty, and
(b) the severing of ties with China—ties that bound the elites of two countries within a shared
culture.
(ii) Phan Chu Trinh: He did not favour monarchy and opposed the idea of resisting the French
with the help of court. He wanted to establish a democratic republic. He was profoundly
inuenced by the west and did not want total rejection of western civilisation. He demanded
that the French set up legal and educational institutions and developed agriculture and
industries.
Q. 14. Write a short note on Ngo Dinh Diem.
Ans. (i) The Bao Dai regime of South Vietnam was overthrown by a coup led by Ngo Dinh Diem. Diem
built a repressive and authoritarian government.
(ii) Anyone who opposed him was called a communist and was jailed and killed.
(iii) Diem retained Ordinance 10, a French law that permitted Christianity but outlawed
Buddhism.
(iv) His dictatorial rule came to be opposed by a broad opposition united under the banner of the
National Liberation Front (NLF).
Q. 15. How did women join the Resistance Movement of Vietnam?
OR
Write an evaluation of Vietnamese war against the US from the point of a woman soldier.
Ans. Women helped in nursing the wounded, constructing underground rooms and tunnels and ghting
the enemy. Along the Ho Chi Minh trail, young volunteers kept open 2,195 kms of strategic roads
and guarded 2,500 key points.
They built six airstrips, neutralised tens of thousands of bombs, transported tens of thousands of
kilograms of cargo, weapons and food and shot down about fteen planes.
Xam idea
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48
Between 1965 and 1975, out of the 17,000 youths who worked on the trail, 70 to 80 per cent were
women. One military historian argues that there were 1.5 million women in the regular army, the
militia, the local forces and professional teams.
Q. 16. “U.S. entry into the war in Vietnam marked a new phase that proved costly to Vietnamese
as well as to the Americans.” Analyse the statement.
[CBSE Delhi 2016 ]
Ans. US entry into the war in Vietnam marked a new phase:
U.S entry into the Vietnam war proved costly to the Vietnamese as well as the Americans :
Both the sides faced high casualties, many died and wounded .Compulsory recruitment of the
people in the armed services .Minorities and working class families suffered. Thousands of US
troops arrived equipped with heavy weapons and tanks and backed by t he most powerful bombers
of the time. Many became disillusioned with what the US was doing and writers such as Mary
McCarthy and actors like Jane Fonda even visited North Vietnam and praised their heroic defense
of the country. The widespread questioning of government policy strengthened moves to negotiate
an end to the war.
(i) From 1965-1972 many (over 403100) US personnel served in Vietnam (7484 were women).
(ii) Many (about 47244) died in the battle and a large number of people (303704) were wounded.
(iii) Out of the wounded, 23014 were listed 100% disabled.
(iv) This phase of struggle with the US troops arrived equipped with heavy weapons and tanks
and most powerful bombs.
(v) Destroyed many villages and decimated jungles.
(vi) Civilians died in large numbers.
Q. 17. “The peace negotiations in Geneva followed the division of Vietnam that set in motion
a series of events that turned Vietnam into a battleeld.” Analyse the statement with
arguments.
[CBSE (AI) 2016]
Ans. “The peace negotiations in Geneva followed the division of Vietnam that set in motion a series of
events that turned Vietnam into a battleeld.
(i) In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were
persuaded to accept the division of the country, i.e., North and South.
(ii) The division set in motion, a series of events that turned Vietnam into a battleeld bringing
death and destructions to its people as well as the environment.
(iii) The Bao Dai regime was soon overthrown by a camp led by NGO Dinh Diem Diam built a
repressive and authoritarian government.
(iv) Anyone who opposed him was called a communist and was jailed and killed.
(v) With the help of Ho Chi Minh government in North the NLF fought for the unication of
the country. The US watched this alliance with fear. Worried about the communist gaining
power, it decided to intervene decisively sending in troops and arms.
Q. 18. “Women were represented as warriors as well as workers in Vietnam in the 1960s.” Analyse
the statement with examples.
[CBSE (F) 2016]
OR
Elaborate upon the role of women during war and peace in Vietnam.
[CBSE Sample Question 2016]
Ans. Vietnamese Women as warriors and as workers:
(i) Women joined the army and fought bravely against the American troops. They succeeded in
shooting down war planes.
(ii) They were dedicated workers. They carried rie on their back and worked in the eld.
(iii) Whether young or old, women began to be depicted as selessly working and ghting to save
the country.
(iv) As casualties in the war increased in the 1960s, women were urged to join the struggle in
larger numbers.
49
History: India and the
Contemporary World–II
(v) They were portrayed as young, brave and dedicated.
(vi) Stories were written to show how happy they felt when they joined the army and could carry
a rie.
(vii) Some stories spoke of their incredible bravery in single-handedly killing the enemy–Nguyen
Thi Xuan, for instance, was reputed to have shot down a jet with just twenty bullets.
(viii) Women in times of peace: By 1970s, as peace talks began, women were no longer represented
as warriors. Image of working women in agricultural cooperatives, factories and production
units began to predominate
HOTS (Higher Order Thinking Skills)
Q. 1. “During French Colonial rule, schools in Indo-China became important place for political
and cultural battles.” Justify the statement.
OR
Why did Vietnam raise battle against the French system of education?
Ans. (i) Schools became an important place for political and cultural battles.
(ii) The French sought to strengthen their rule in Vietnam through the control of education.
(iii) They tried to change the values, norms and perceptions of the people, to make them believe
in the superiority of French civilisation and the inferiority of the Vietnamese.
(iv) Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control
over its territory but its very identity; its own culture and customs were being devalued and
the people were developing a master slave mentality.
(v) The battle against French colonial education became part of the larger battle against
colonialism and for independence.
Q. 2. “The battle against French colonial education became part of the larger battle against
colonialism and for independence.” Explain.
Ans. (i) School textbooks gloried the French and justied colonial rule.
(ii) The Vietnamese were represented as primitive and backward capable of manual labour but
not of intellectual reection; they could work in the elds but not rule themselves; they were
skilled copyists but not creative.
(iii) Teachers and students did not follow the curriculum blindly.
(iv) While teaching, Vietnamese teachers quietly modied the text and criticised what was
stated.
(v) In 1926, a major protest erupted in the Saigon Native Girls’ School. A Vietnamese girl was
expelled from the school leading to protest. Seeing the situation getting out of control, the
government forced the school to take the students back.
(vi) Elsewhere, students fought against colonial government’s efforts to prevent the Vietnamese
from qualifying for white collared jobs.
(vii) By 1920s, students formed various political parties, such as the party of Young Annan and
published nationalist Journals such as the ‘Annanese students’.
Q. 3. Describe the major problems in the eld of education for the French in Vietnam.
Ans. (i) The French were faced with yet another problem in the sphere of education: the elites in
Vietnam were powerfully inuenced by Chinese culture.
(ii) To consolidate their power, the French had to counter this Chinese inuence.
Xam idea
Social Science–X
50
(iii) So they systematically dismantled the traditional educational system and established French
schools for Vietnam.
(iv) But this was not easy; Chinese the language used by elites so far, had to be replaced, French
or Vietnamese.
(v) French wanted educated local labour force but they feared that education might create
problems.
(vi) French citizens living in Vietnam, began fearing that they might lose jobs as teachers,
shopkeepers, policemen to educated Vietnamese.
(vii) So they opposed policies that would give the Vietnamese fall access to French education.
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Which countries are known as ‘Indo-China’ region?
2. Why did the ‘rat hunt’ begin in Vietnam in 1902?
3. Who is the author of ‘The History of the Loss in Vietnam’?
4. When did Vietnam get its formal independence?
5. Who led the ‘Scholar’s Revolt’ in Vietnam in 1868?
6. In which year was the ‘Hoa Hao’ movement launched?
7. By whom was the ‘Revolutionary society’ (Duy Tan Hoi) formed (1903)?
8. Which chemical weapons were used by the USA on Vietnam?
Short Answer Questions
[3 marks]
1. Explain any three steps taken by the French to develop cultivation in the Mekong delta.
2. Explain any three steps taken by the French in Vietnam for building colonial economy.
3. Give brief description of the ‘Scholars Revolt’.
4. How did students in Vietnam ght against the colonial government’s effect to prevent Vietnamese
from qualifying for ‘white-collar jobs’? Explain.
5. How did Japan and China inspired Vietnamese nationalists to set up a democratic republic?
Explain with example.
Long Answer Questions
[5 marks]
1. “The Ho Chi Minh Trail” became advantageous to Vietnamese in the war against the US.” How?
2. Which were the two major problems before the French in the eld of colonial education in
Vietnam? How did they try to solve these problems? Explain.
3. ‘Nationalism emerged through the efforts of different sections of the society to ght against the
French in Vietnam.’ Analyse the statement.
4. “The Peace negotiations in Geneva followed the division of Vietnam that set in motion a series of
events that turned Vietnam into a battleeld.” Analyse the statement with argument.
zzz
51
History: India and the
Contemporary World–II
nationalism
in india
3
BASIC CONCEPTS � A FLOW CHART
NATIONALISM
It involves a strong
identification of a group of
individuals with a political
entity defined in national
terms, i.e., a nation.
Modern nationalism in Europe
was associated with the
formation of nation-states.
In India, as in many other colonies,
the growth of nationalism is
connected to the anti-colonial
movement under the leadership of
Mahatma Gandhi.
THE FIRST WORLD WAR, KHILAFAT AND NON-COOPERATION MOVEMENT
The war played
an important
role in shaping
India s freedom
struggle.
’
Increase in defence
expenditure due to the war
led to the increase in taxes,
custom duties, prices and the
introduction of income tax.
During 1918–19 and 1920–21, food
shortages due to the failure of crops and
famines and epidemics, that took a heavy
toll of life, created resentment among the
people of India against the foreign rule.
Extreme hardships,
poverty and forced
recruitments in the
army made people
hostile to the British.
SATYAGRAHA
Satyagraha means
appeal for truth.
Mahatma Gandhi
introduced this
concept during his
stay in South Africa.
It is based on the
ideals of truth and
non-violence.
Xam idea
Social Science–X
January, 1915:
Mahatma
Gandhi
returned to
India from
South Africa.
52
Champaran (Bihar)
Satyagraha, 1916:
First Gandhian
mass-movement
in India against the
oppressive
plantation system.
Kheda Satyagraha,
1917: Gandhiji led the
movement in Kheda
district of Gujarat,
demanding relaxation
of the revenue tax
owing to the poverty
experienced by the
farmers because of the
outbreak of the plague.
Ahmedabad Mill
Strike, 1918:
Gandhiji organised
a Satyagraha
against the cotton
mill owners
demanding an
increase in the
workers’ wages
and bonus.
THE ROWLATT ACT (1919)
Passed by the
British
Government.
The Act gave the
government
enormous powers
for repressing
political activities
and allowed
detention of political
prisoners without
any trial for two
years
6 th April, 1919:
Gandhi started
the non-violent
civil
disobedience
movement for
opposing the
Rowlatt Act
with a
nation-wide
hartal.
A number of people had assembled at Jallianwala
Bagh in Amritsar for attending the annual Baisakhi fair.
Shops were closed
down, rallies were
organised and rail
workshop workers
went on strike.
Widespread
attacks on banks,
post offices and
railway stations
after police
attacked the
peaceful
procession.
Government
brutally
repressed the
nationalists.
Martial law
was imposed
and General
Dyer took
command.
Jallianwala
Bagh
Massacre,
13th April,
1919.
General Dyer surrounded the park and opened
fire on the crowd, killing hundreds of people.
AFTERMATH OF JALLIANWALA BAGH
The British used brutal repression,
seeking to humiliate and terrorise
people. People were flogged and
villages were bombed.
This violence
forced Gandhi to
stop the
movement.
Crowds took to the streets in many north
Indian towns. Strikes, clashes with the police
and attacks on government buildings were
extensively witnessed.
53
History: India and the
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NON-COOPERATION MOVEMENT BEGAN IN JANUARY 1921
Causes
Methods
Disagreements
Events
Khilafat issue:
After the First
World War,
the British
sought to
overthrow the
Khalifa, the
spiritual head
of the Islamic
world and the
Turkish
Emperor. This
was deeply
resented by
Muslims all
over the
world,
including the
Indians.
Surrendering
of
government
titles, boycott
of civil
services,
army, police,
courts and
legislative
councils,
schools and
foreign goods;
and a full civil
disobedience
campaign
was launched.
Few Congress
members
were not in
support of the
idea of
boycotting
the council
elections as
they wanted
to bring about
changes in
the system by
being in
power. C.R.
Das and
Motilal Nehru
formed the
Swaraj Party
within the
Congress to
argue for a
return to
council
politics.
March, 1919 (Bombay): Khilafat Committee was formed with
leaders such as Muhammad Ali and Shaukat Ali.
Rowlatt Act:
The
dissatisfaction
from the
Rowlatt Act and
the failure of the
Rowlatt Act.
Some leaders
feared the
movement to
turn violent.
Jallianwala
Bagh: The
atrocious
killing of
hundreds of
innocent
people by the
British at
Jallianwala
Bagh had
made the
Indian
masses
resentful
towards the
British rule.
September, 1920: Gandhi, in the Calcutta session of the Congress,
convinced other leaders of the need to start a non-cooperation
movement in support of Khilafat as well as for Swaraj.
December, 1920 (Nagpur): Non-cooperation programme adopted by
the Congress.
The Movement in the Towns: The students left government schools
and colleges, headmasters and teachers resigned, lawyers gave up
their legal practices and the council elections were boycotted in
most provinces except Madras. Foreign goods were boycotted,
liquor shops picketed and foreign cloth burnt in huge bonfires.
1921 and 1922: The import of foreign cloth dropped. M erchants and
traders refused to trade in foreign goods or finance foreign trade.
Production of Indian textile mills and handlooms went up.
Rebellion in the Countryside: The peasants had to do begar and
work without pay in the farms of oppressive landlords. The peasant
movement demanded reduction of revenue, abolition of begar and
social boycott of oppressive landlords. In Awadh, the peasants were
led by Baba Ramchandra. The houses of talukdars and merchants
were attacked, bazaars were looted and grain hoards were taken
over in many places. Local leaders told the peasants that Gandhiji
had declared that no taxes were to be paid and land was to be
redistributed among the poor.
October, 1920: The Oudh Kisan Sabha was set up headed by
Jawaharlal Nehru, Baba Ramchandra and a few others.
Revolt by Tribals: The government had closed large forest areas,
preventing people from entering the forest to graze their cattle or to
collect fuel wood and fruits. Alluri Sitaram Raju led the guerrilla
warfare in the Gudem Hills of Andhra Pradesh. The rebels attacked
police stations, attempted to kill British officials and carried on
guerrilla warfare for achieving swaraj.
Swaraj in the Plantations: Under the Inland Emigration Act of 1859,
the plantation workers were not allowed to leave the tea gardens
without permission. Thousands of workers defied the authorities,
left the plantations and headed home. They believed that Gandhi raj
was coming and everyone would be given land in their own villages.
February, 1922: Mahatma Gandhi decided to withdraw the
Non-Cooperation Movement because of its violent face in many
places and satyagrahis needed to be properly trained.
Xam idea
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54
SIMON COMMISSION
Constituted by
the Tory
government of
Britain under
pressure of mass
movements in
India.
Sir John Simon
was the
Chairman.
Commission did
not have any
Indian member.
All British.
Sought to look into
the demands of the
nationalists and
suggest changes in
the constitutional
structure of India.
Arrived in India in 1928.
Congress and the Muslim
League along with the other
parties received the
commission with black
flags and slogans ‘Go back
Simon’.
October 1929: The
Commission recommended
a ‘dominion status’ for India
in coming future and a
Round Table Conference for
discussing a future
constitution for India.
EFFECTS OF SIMON COMMISSION
December, 1929: Under the presidency of Jawaharlal Nehru, the Lahore
session of Congress formalized the demand of “Purna Swaraj”. 26th
January, 1930 was celebrated as the Independence Day.
1930: Dr. B. R. Ambedkar
established the Depressed
Classes Association.
CIVIL DISOBEDIENCE
MOVEMENT
Medium:
Gandhiji
chose salt as
the medium
for protesting
against the
British rule.
31st January,
1930: Gandhi
sent a letter
to Viceroy
Irwin.
Stating 11
demands
especially
abolition of
salt tax.
The
government
was asked to
accept the
demands by
11th March.
Salt
March
Spread
Governments
respose
Marked the
beginning of
the Civil
Disobedience
Movement.
Soon, the
movement
spread to the
entire nation.
April, 1930:
Abdul
Ghaffar Khan
was arrested
Peasants refused
to pay revenue
and chaukidari
taxes.
May, 1930:
Gandhiji was
arrested
Started from
Gandhi s
ashram in
Sabarmati to
the Gujarati
coastal town
of dandi.
’
6th April,
1930: violated
the law by
manufacturing
salt from sea
water.
violated forest
laws by
going into
reserved forests
for collecting
wood.
Colonial laws were
violated, salt was
manufactured in
numerous places.
Women and
children were
beaten by the
government
and peaceful
satyagrahis
were
attacked.
About
100,000
people were
arrested.
55
Gandhi-Irwin
Pact and end
of the
movement.
This pact
was a
consent to
the Round
Table
Conference
and the
government
agreed to
release the
political
prisoners
December,
1931:
Gandhiji went
to London for
the Second
Round Table
conference.
History: India and the
Contemporary World–II
IMPORTANT TERMS
1. Vernacular Act: the act through which the British government got extensive rights to
censor reports and editorials in the vernacular languages. It was created in 1878 to
curtail the freedom of the Indian press.
2. Boycott: The refusal to deal and associate with people, participate in activities, or buy
and use things; usually a form of protest.
3. Inland Emigration Act: It was an Act through which plantation workers were not permitted
to leave the tea gardens wihout permission.
4. Satyagraha: A non-violent method used by Gandhiji against the oppressor.
5. Khilafat movement: It was a movement by Indian Muslims alied with Indian Nationalists,
led by the famous Ali brothers, Mohammed Ali and Shaukat Ali to protest against the
injustice done to Turkey after World War I.
6. Non-cooperation Movement: This movement was launched by Gandhiji in 1920. Its aims
were to show the resentment to actions considered oppressive like Jallianwala Bagh and
Rowlatt Act.
7. Gandhi-Ir win Pact: It was an agreement signed in March 1931 under which the Civil
Disobedience Movement was called off.
8. Dandi March: Gandhiji, along with 78 of his followers, started from his Ashram at
Sabarmati to Dandi on the sea coast on foot, and broke the salt law by making salt.
9. Poona Pact: It was a pact which was signed between Gandhiji and Dr. B.R Ambedkar.
The Pact gave the depressed classes reserved seats in provincial and central legislative
councils.
10. Nationalism: It involves a strong identification of a group of individuals with a political
entity defined in national terms, i.e., a nation. A sense of national consciousness, exalting
one nation above all others and placing emphasis on its development and prosperity.
11. Colonisation: The action or process of settling among and establishing control over the
indigenous people of an area.
IMPORTANT EVENTS
1917
– Mahatma Gandhi launches the Champaran campaign in Bihar to focus attention
on the grievances of ‘indigo’ planters in April.
1919 – Rowlatt Bill introduced on Feb 16, 1919.
1919 – The Jallianwala Bagh tragedy took place on 13th April in Amritsar.
1920 – The Indian National Congress (INC) adopts the Non-Co-operation Resolution in
December.
1920-22 – Mahatma Gandhi suspends Non-Co-operation Movement on Feb 12 after the
violent incidents at Chauri Chaura.
1922-23 – ‘Swaraj’ Party was formed by Motilal Nehru and others on 1st January.
1925 – The Kakori Train Conspiracy case in August.
1928 – Simon Commission arrives in Bombay on Feb 3. An All-India hartal was called
on. Lala Lajpat Rai assaulted by police at Lahore.
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1929
1930
1931
1931
1932
1932
1935
1939
1942
1942
1942
1946
1947
1947
– Lord Irwin announced that the goal of British policy in India was to grant the
Dominion status to India. On 31st Oct. and Congress adopts the demand for
‘Purna Swaraj’.
– Mahatma Gandhi launches the Civil Disobedience movement with his epic Dandi
March (Mar 12 to Apr 6). First phase of the Civil Disobedience movement: Mar
12, 1930 to Mar 5, 1931.
– On 5th March, the ‘Gandhi lrwin’ pact was signed and the Civil Disobedience
movement was suspended.
– Bhagat Singh, Sukh Dev and Rajguru were executed on 23rd March.
– Gandhiji was arrested and imprisoned without trial on 4th January.
– Gandhiji in jail, begins his epic ‘fast unto death’ against the Communal Award on
20th September and ends the fast on 26th of the same month after the Poona
Pact.
– The Government of India Act 1935 was passed on 4th August.
– The Muslim League observes the resignation of the Congress ministries as
‘Deliverance Day’ on 22nd December.
– The INC meets in Bombay; adopts ‘Quit India’ resolution on 7th & 8th August.
– Gandhiji and other Congress leaders were arrested on 9th August.
– Quit India movement begins on 11th of August; the Great August Uprising.
– Jawaharlal Nehru takes over as Congress president on 6th July.
– Lord Mountbatten, the last British Viceroy and Governor General of India, sworn
in on 24th March
– Mountbatten Plan was made on 3rd June for the partition of India and the
announcement was made on June 4th that transfer to power will take place on
August 15th.
NCERT Exercises
Q. 1. Explain: (Write in Brief)
(a) Why growth of nationalism in the colonies is linked to an anti-colonial movement?
Ans. Colonisation affected people’s freedom, and nationalist sentiments rushed during the process
of struggle against the British domination. For people, the sense of oppression and exploitation
became a common bond, which gave rise to the nationalist ideas. Thus, the growth of nationalism
in the colonies is very much important to an anti-colonial movement.
(b) How did the First World War help in the growth of the National Movement in India?
Ans. There was forced recruitment in the rural areas of India by the British army during the First World
War. To nance the defence expenditure, high custom duties and income taxes were imposed.
This caused widespread anger among the rural and common people. At this stage, a new leader
appeared and suggested a new mode of struggle. Crops failed in many parts of India, during
1918-19 and 1920-21, which resulted in severe food shortage.
(c) Why were Indians outraged by the Rowlatt Act?
Ans. Rowlatt Act was passed in March 1919 by the imperial legislative.
(i) This had unbridled powers to the government to arrest and imprison suspect without trial
for two years maximum.
(ii) This had enabled the Government to suspend the right to ‘Habeas Corpus’ (a writ requiring a
57
History: India and the
Contemporary World–II
person to be brought before a judge or court), which had been the foundation of civil liberties
in Britain.
(iii) It caused a wave of anger among all sections and societies of India. It led to the rst countrywide agitation by M.K. Gandhi and marked the foundation of the Non-cooperation movement.
(d) Why did Gandhiji decide to withdraw the Non-Cooperation Movement?
Ans. (i) In February 1922, Mahatma Gandhi decided to withdraw the Non-Cooperation Movement.
He felt the movement was turning violent at many places and satyagrahis needed to be
properly trained before they would be ready for mass struggles.
(ii) Within the Congress, some leaders were by now tired of mass struggles and wanted to
participate in elections to the provincial councils that had been set up by the Government of
India Act of 1919. They felt that it was important to oppose British policies within the councils,
argue for reform and also demonstrate that these councils were not truly democratic.
[CBSE (AI) 2017]
Q. 2. What is meant by the idea of Satyagraha?
Ans. The idea of Satyagraha mainly implies a unique method of mass agitation that highlights the
powers of truth, and the need to search for truth. It focuses on non-violence and emphasis that if the
cause is true and the ght is against injustice then there is no need for coercion. Gandhiji believed in
the institution of dharma – non-violence and that it could led to national unity and harmony.
Q. 3. Write a newspaper report on:
(a) The Jallianwala Bagh massacre
Ans. On Baisakhi day, a large crowd of people, mostly from neighbouring villages, unaware of the
prohibitory orders in the city, had gathered in this small park to protest against the arrest of
their leaders, Saifuddin Kitchlew and Satyapal. The army surrounded the gathering under order
from General Dyer and blocked the only exit point and opened re on the unarmed crowd killing
around 1000. The incident was followed by uncivilised brutalities on the inhabitants of Amritsar.
The entire nation was stunned. Rabindranath Tagore renounced his knighthood in protest. Gandhi
was overwhelmed by the total atmosphere of violence and withdrew the movement in April 1919.
(b) The Simon Commission
Ans. There was a chorus of protest by all Indians against the appointment of an all-white, seven
member Indian Statutory Commission, popularly known as the Simon Commission (after the
name of its Chairman Sir John Simon) in November 1927. The Commission was to recommend to
the Government whether India was ready for further constitutional reforms and on what lines.
Set up in response to the nationalist movement, the commission was to look into functioning
of the constitutional system in India and suggest changes. But as reported, the commission did
not have a single Indian member. The Indian response was against the commission and the basic
notion behind the exclusion that foreigners would discuss and decide upon India’s tness for
self-government. This notion was seen as a violation of the principle of self-determination, and a
deliberate insult to the self-respect of Indians.
The Commission landed in Bombay in February 1928. On that day, a countrywide strike was
organised and mass rallies were held. Wherever the commission went, there were black ag
demonstrations, hartal and slogans of ‘Simon go back’.
Q. 4. Compare the images of Bharat Mata in this chapter with the image of Germania in chapter 1.
Ans. Abanindranath’s image of Bharat Mata shows her as imparting learning, food and clothing. A
mala is worn by her, which shows aesthetic quality. Devotion to this mother gure came to be
seen as evidence of one’s nationalism. One can say, it is similar to the image of Germania painted
by Philip Veit, where she is holding a sword, but also looks more feminine. Whereas the other
painting of Bharat Mata shows her more masculine in nature as it shows power and authority
which is denoted by lion and elephant beside her in the painting. The latter image is more
parallel to the image of Germania by Lorenz Clasen, where she holds a sword and a shield, and
Xam idea
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seems ready for a ght. In France she was Christened Marianne, a popular Christian name which
underlined the idea of a people’s nation. Her characteristics were drawn from those of liberty and
the Republic—the red cap, the tricolour, the cockade. Status of Marianne were erected in public
squares to remind the public of the national symbol of unity. Similarly Germania became the
allegory of the German nation. In a visual representations Germania wears a crown of Oak leaves,
as the German Oak stands for heroism.
Q. 5. List all the different social groups which joined the non-cooperation movement of 1921.
Then choose any three and write about their hopes and struggles to show why they joined
the movement.
Ans. The different social groups that joined the Non-cooperation Movements of 1921 were the urban
middle class comprising lawyers, teachers and headmasters, students, peasants, tribals and
workers.
O Peasants, Tribal and workers joined the movement from the countryside. They did so with
hopes of self-emancipation. Peasants rebelled against talukdars and landlords, who demanded
high rents and had to do begar or free labour.
O Tribal peasants – They revolted against the enclosure of large forest tracts by the British
government, which left them devoid of a livelihood as well as traditional rights.
O Plantation workers – They desired freedom to move about and retain links with the villages they
came from.
O All three believed that Gandhi Raj would come with the Non-Cooperation Movement, and this
would mark an end to their sorrows. Hence, they joined the anti-colonial struggle.
Q. 6. Discuss the salt March to make clear why it was an effective symbol of resistance against
colonialism.
Ans. Gandhi on January 31, 1930 sent a letter to the Viceroy Irwin, consisting 11 most essential
demands. Some of these were of general interest while others were specic demands of different
classes, from industrialists to peasants. The idea was t o make the demands wide-ranging, so that
all classes within the Indian society could identify with them and everyone could be brought
together in a united campaign. But the most unusual of the demand was the abolishment of salt
tax. The Salt March was an effective symbol of resistance against colonialism because it was
done in revolt against a commodity-salt, used by the rich and the poor alike. The tax on salt,
and the government monopoly over its production was a severely oppressive administrative
move. Gandhi’s letter was an ultimatum. According to which if the demands were not fullled
by 11th March, the congress would launch a civil disobedience campaign. Irwin was unwilling to
negotiate. So, Gandhi stated his famous salt march accompanied by 79 of his trusted volunteers.
The march was over 240 miles, from Gandhi’s ashram in Sabarmati to the Gujarati coastal town
Dandi and ceremonially violated the law, manufactured salt by boiling sea water. This marked the
beginning of the Civil Disobedience Movement.
Q. 7. Imagine you are a woman participating in the civil Disobedience Movement. Explain what
the experience meant to your life.
Ans. I participated in the National Movement for the rst time by being a part of the Civil Disobedience
Movement. It was feeling of pride for me. During Gandhi’s ‘Salt March’, I participated with
thousands of women who came out of their homes to listen to him. We also participated in
manufacturing salt, protest marches, picketed foreign goods and liquor shops. Women like me
who came from the high caste families also joined in the protests in the urban areas. We all took
part in the movements with great enthusiasm. We all stood by men and suffered physical blows
with them. Even though it did not bring us any status in the movements but we all contributed in
the struggle for freedom of our motherland. Even in Gandhi’s views, a women’s place was at home;
as mothers, and good wives. The Congress also on the other hand did not give us any position in
the organisation but we with all made our presence felt by our hard work and enthusiasm. There
59
History: India and the
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were many famous personalities amongst us like Sarojini Naidu, Kamla Nehru, Annie Beasant,
who contributed to the national movements.
Q. 8. Why did political leaders differ sharply over the question of separate electorates?
Ans. The political leaders represented the different classes and communities of the Indian society. The
question they mainly differed on was of separate electorate because of the difference in opinions.
The main purpose to secure separate electorates for them was for by showing favours to their
followers by reserving separate electoral seats for them. But Congress Party, especially Gandhi
had an opinion that having a separate electoral would slow down the freedom movement and also
adversely affect the unity of the country. His main fear was that the system of separate electorates
would give a push to communalism and divide the country into pieces.
VERY SHORT ANSWER QUESTIONS
(1 mark)
Q. 1. What is the meaning of ‘Begar’?
[CBSE (AI) 2017]
Ans. Meaning of Begar:
Labour that villager was forced to contribute without any payment.
Q. 2. Name the writer of the novel ‘Anandamath.’
[CBSE Delhi 2017 ]
Ans. Bankim Chandra Chattopadhyay
Q. 3. Who nanced the defence expenditure of World War I?
Ans. War was nanced by war loans and increasing taxes. Customs duties were raised and income tax
was introduced.
Q. 4. Why were people in rural areas angry with Britishers?
Ans. There was forced recruitment of soldiers in rural areas. Crops failed resulting in acute storage of
food, accompanied by inuenza epidemic.
Q. 5. When did Mahatma Gandhi return to India?
Ans. Mahatma Gandhi returned to India in January 1915. He had come back from South Africa.
Q. 6. Explain the ‘Idea of Satyagraha’.
OR
[CBSE (AI) 2017]
What is meant by Satyagraha?
Ans. The idea of Satyagraha emphasised the power of truth and the need to search for the truth.
Q. 7. How can battles be fought with Satyagraha?
Ans. Idea of Satyagraha suggested that if the cause is true, if the struggle is against injustice, then
physical force is not necessary to ght the oppressor. Without being aggressive, battle could be
won.
Q. 8. What was ‘Champaran Movement’?
Ans. It was the rst satyagrahi movement that took place in 1916, in which Mahatma Gandhi travelled
to Champaran to inspire the indigo planters to struggle against the oppressive plantation system.
Q. 9. Why did Kheda farmers protest against Britishers?
Ans. Affected by crop failure and a plague epidemic, the peasants of Kheda could not pay the revenue
and demanded that revenue collection be released.
Q. 10. What was Rowlatt Act of 1919?
Ans. It gave the British government enormous powers to repress political activities, and allowed
detention of political prisoners without trial for two years.
Q. 11. What was Mahatma Gandhi’s reaction on ‘Rowlatt Act’?
Xam idea
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Ans. Mahatma Gandhi wanted non-violent civil disobedience against such unjust laws, which would
start with a hartal on 6th April.
Q. 12. How did people react to Rowlatt Act?
Ans. Rallies were organised in various cities, workers went on strike in railway workshops and shops
were closed down. Alarmed by the popular upsurge, British started arresting the nationalists.
Q. 13. Why was Martial Law imposed in Amritsar?
Ans. Local leaders were picked up from Amritsar and Mahatma Gandhi was not allowed to enter Delhi.
On 10th April, the police in Amritsar red upon a peaceful procession, provoking widespread
attacks on banks, post ofces and railway stations, so Martial Law was imposed.
Q. 14. Why did General Dyer re on innocent people gathered peacefully in Jallianwala Bagh?
Ans. His object was, as he declared, was to ‘produce a moral effect’ and to create the feeling of terror
and awe in the minds of Satyagrahis.
Q. 15. What did British do to repress the Rowlatt Satyagrahis?
Ans. Satyagrahis were forced to rub their noses on the ground, crawl on the streets and do Salam to all
Sahibs. People were ogged and villages were bombed.
Q. 16. Why did Mahatma Gandhi join Khilafat issue?
Ans. Mahatma Gandhi now felt the need to launch a more broad-based movement in India. But he
was certain that no such movement could be organised without bringing the Hindus and Muslims
closer together. One way of doing this, he felt, was to take up the Khilafat issue.
Q. 17. Explain the Khilafat Movement.
Ans. Turkey was defeated in World War I and there were rumors that a harsh peace treaty was going to
be imposed on Ottoman Emperor—the spiritual head of the Islamic world. To defend the Khalifa’s
temporal powers, a Khilafat Committee was formed in Bombay.
Q. 18. Who were the two main leaders of the Khilafat Movement?
Ans. Two young brothers Muhammad Ali and Shaukat Ali started Khilafat Movement.
Q. 19. What resolution was passed at Calcutta session of Congress in September 1920?
Ans. At the Calcutta session of the congress in September 1920, Gandhiji convinced other leaders of
the need to start a Non-cooperation Movement in support of Khilafat as well as Swaraj.
[CBSE (AI) 2017]
Q. 20. Name the famous book written by Mahatma Gandhi.
Ans. Famous book written by Mahatma Gandhi is ‘Hind Swaraj’.
Q. 21. Why many Congress leaders were reluctant to boycott council elections?
Ans. They were reluctant to boycott council elections scheduled for November 1920, as they feared
that if they would join Non-cooperation Movement, it might lead to popular violence.
Q. 22. What decision was made in Congress session at Nagpur in December 1920?
Ans. At the congress session at Nagpur in December 1920, a compromise was worked out and the Noncooperation Movement was adopted.
Q. 23. Why were Council elections not boycotted in Madras?
Ans. The Council Elections were boycotted in most provinces except Madras, where the justice party,
the party of non-Brahmans felt that entering the council was one way of gaining some power —
something that usually only Brahmans had access to.
Q. 24. What was the impact of reduction of imports?
Ans. As the boycott movement spread and people began discarding imported clothes and wearing only
Indian ones, production of Indian textile mills and handlooms went up.
Q. 25. Under which agreement the Indian ‘Depressed Classes’ got reserved seats in the Provincial
and Central Legislative Councils in 1932?
[CBSE Delhi 2017 ]
61
History: India and the
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Ans. Poona pact
Q. 26. Why did people start buying mill cloth instead of Khadi?
Ans. Khadi cloth was often more expensive than mass-produced mill cloth and poor people could not
afford to buy the Khadi cloth.
Q. 27. Why did boycott of British Institutions pose a problem?
Ans. For the movement to be successful, alternative Indian Institutions had to be set up so that they
could be used in place of the British ones. But these were slow to come up and teachers and the
students started trickling back to government schools.
Q. 28. Why did Awadh Movement of Peasants begin?
Ans. The movement was against talukdars and landlords, who demanded from peasants exorbitant
rents and a variety of other taxes. Peasants had to do begar and work at landlords farms without
any payment.
Q. 29. What were the demands of peasants in Awadh?
Ans. The peasant movement demanded reduction of revenue, abolition of begar, and social boycott of
oppressive landlords.
Q. 30. How was ‘Oudh Kisan Sabha’ formed?
Ans. In June 1920, Jawaharlal Nehru began going around the villages in Awadh, talking to the villagers
and trying to understand their grievances. By October, the Oudh Kisan Sabha was set up headed
by Jawaharlal Nehru, Baba Ramchandra and a few others.
Q. 31. How was Awadh movement materialised?
Ans. As the movement spread in 1921, the houses of talukdars and merchants were attacked, bazaars
were looted and grain hoards were taken over.
Q. 32. Which movement of Andhra Pradesh did Mahatma Gandhi join in NCM?
Ans. In the Gudem Hills of Andhra Pradesh, a militant guerrilla movement spread in the early 1920s—
not a form of struggle that the Congress could approve.
Q. 33. Why was this movement started in Andhra?
Ans. Here in Gudem Hills, the colonial government had closed large forest areas, preventing people
from entering the forests to graze their cattle, or to collect fuelwood and fruits. This enraged the
hill people.
Q. 34. What do you know about Alluri Sitaram Raju?
Ans. Alluri Sitaram Raju was the leader of Andhra Movement. He claimed that he had a variety of
special powers: he could make correct astrological predictions and heal people, he could even
survive bullet shots.
Q. 35. To what extent was Raju inspired by Mahatma Gandhi?
Ans. Raju talked of the greatness of Mahatma Gandhi, said he was inspired by the Non-cooperation
Movement and persuaded people to wear khadi and give up drinking. But at the same time, he
asserted that India could be liberated only by the use of force and not non-violence.
Q. 36. What action was taken by the tribals of Gudem Hills in their movement?
Ans. The Gudem rebels attacked police stations, attempted to kill British ofcials and carried on
guerrilla warfare for achieving swaraj.
Q. 37. What did freedom mean to plantation workers in Assam?
Ans. For plantation workers in Assam, freedom meant the right to move freely in and out of the
conned space, in which they were enclosed and it meant retaining a link with the village from
which they had come.
Q. 38. What was Inland Emigration Act of 1859?
Ans. Under the Inland Emigration Act of 1859, plantation workers were not permitted to leave the tea
Xam idea
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62
gardens without permission and in fact, they were rarely given such permission.
Q. 39. How did plantation workers of Assam react to NCM call?
Ans. When they heard of the Non-cooperation Movement, thousands of workers deed the authorities,
left the plantations and headed home. They believed that Gandhi Raj was coming and everyone
would be given land in their own villages.
Q. 40. What was the tale of Assam plantation workers when they left?
Ans. They, however, never reached their destination. Stranded on the way by a railway and steamer
strike, they were caught by the police and brutally beaten up.
Q. 41. What was Chauri Chaura Movement?
Ans. It took place in Gorakhpur, Chauri Chaura, when a peaceful demonstrations in a bazaar turned
into a violent clash with the police. Then those demonstrators went to the police station, locked
the policemen inside and put the police station on re, burning about 11 policemen alive. Hearing
of the incidence, Mahatma Gandhi called off the Non-cooperation Movement.
Q. 42. Why Mahatma Gandhi decided to call off Non-cooperation Movement?
Ans. In February 1922, Mahatma Gandhi decided to withdraw the Non-cooperation Movement. He felt
the movement was turning violent in many places and satyagrahis needed to be properly trained
before they could be ready for mass struggles.
Q. 43. Who formed Swaraj Party?
Ans. C. R. Das and Motilal Nehru formed the Swaraj Party within the Congress to argue for a return to
council politics.
Q. 44. Which two factors shaped Indian Politics towards the late 1920s?
Ans. (i) The effects of worldwide economic depression.
(ii) Agricultural prices began to fall from 1926 and collapsed after 1930.
Q. 45. Why was countryside in turmoil by 1930?
Ans. As the demand for agricultural goods fell and exports declined, peasants found it difcult to sell
their harvests and pay their revenue. By 1930, the countryside was in turmoil.
Q. 46. Who was Sir John Simon?
Ans. Sir John Simon came from England and sent by new Tory government of Britain and forced a
statutory commission to look into functioning of the constitutional system in India.
Q. 47. Why was Simon Commission rejected in India?
Ans. The problem was that the commission did not have a single Indian member. They were all British.
Q. 48. How was Simon Commission greeted in India?
Ans. When Simon Commission arrived in India in 1928, he was greeted with the slogan, ‘Go back Simon’.
All parties, including the Congress and the Muslim League, participated in the demonstrations.
Q. 49. Why was demand for abolition of Salt tax made?
Ans. Salt was something consumed by the rich and poor alike, and it was one of the most essential
items of food. The tax on salt and the government monopoly over its production, Mahatma Gandhi
declared, revealed the most oppressive face of British rule.
Q. 50. How long was Dandi March and how much time did it take?
Ans. It was over 240 miles. Gandhiji walked for 10 miles a day and took 24 days to reach Dandi.
Q. 51. How did Mahatma Gandhi declare Civil Disobedience Movement?
Ans. On 6th April, Mahatma Gandhi along with his 78 followers and many other reached Dandi coast
and ceremonially violated law, manufacturing salt by boiling sea water. This marked the beginning
of the Civil Disobedience Movement (CDM).
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Q. 52. Why did rich peasant communities join CDM?
Ans. They were hard hit by the trade depression and falling prices. As their cash income disappeared,
they found it impossible to pay the government revenue demand. And the refusal of the
government to reduce the revenue demand led to widespread resentment.
Q. 53. How did poor peasants join CDM?
Ans. Poor peasants were not interested in the lowering of the revenue demand. As the depression
continued and cash income dwindled, the small tenants found it difcult to pay their rent. They
wanted the unpaid rent to the landlord to be remitted.
Q. 54. How did Business classes relate to the CDM?
Ans. They wanted protection against imports of foreign goods and a rupee-sterling foreign exchange
ratio that would discourage imports. They now reacted against colonial policies that restricted
business activities.
Q. 55. Which organisations did business classes form?
Ans. To organise business interests, Indian merchants and industrialists formed the Indian Industrial
and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and
Industries (FICCI).
Q. 56. Name some prominent Industrialists of that time.
Ans. Purshottamdas Thakurdas and G.D. Birla.
Q. 57. In what way women participated in CDM?
Ans. They participated in protest marches, manufactured salt and picketed foreign cloth and liquor
shops.
Q. 58. What was ‘Poona Pact’?
Ans. Poona Pact gave the Depressed Classes reserved seats in provincial and central legislative councils
but they were to be voted in by the general elections.
Q. 59. What was Muhammad Ali Jinnah’s proposal for Muslims?
Ans. Jinnah, one of the leaders of the Muslim league, was willing to give up the demand for separate
electorates, if muslims were assured reserved seats in the Central Assembly and representation in
proportion to population in the Muslim-dominated provinces of Bengal and Punjab.
Q. 60. Who created the rst image of ‘Bharat Mata’?
Ans. The rst image was created by Bankim Chandra Chattopadhyay.
Q. 61. Who was Bankim Chandra Chattopadhyay? He was a Bengali poet, writer & a journalist.
Ans. He wrote ‘Vande Matram’ as a hymn to motherland. Later it was included in his novel ‘Anandamath’
and widely sung during the Swadeshi movement in Bengal.
Q. 62. How was Bharat Mata depicted in the painting of Abanindranath Tagore?
Ans. In his painting, Bharat Mata was portrayed as an ascetic gure; she is calm, composed, divine and
spiritual.
Q. 63. What kind of Indian ag was introduced during Swadeshi Movement?
Ans. A tricolour ag (red, green and yellow) was designed. It had eight lotuses, representing eight
provinces of British India and a crescent moon, representing Hindus and Muslims.
Q. 64. What changes were brought in Indian ag by Mahatma Gandhi?
Ans. In 1921, Gandhiji had designed the swaraj ag. It was again a tricolor (red, green and white) and had
a spinning wheel in the centre, representing the Gandhian ideal of self-help.
Q. 65. How was reinterpretation of Indian History used as a symbol of Nationalism?
Ans. The British saw Indians as backward and primitive, incapable of governing themselves. In response,
Indians began looking into the past to discover India’s great achievement. The Nationalist
histories urged the readers to take pride in India’s great achievements in the past and struggle to
change the miserable conditions of life under British rule.
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Q. 66. Who wrote the song ‘Vande Mataram’?
[CBSE (F) 2017]
Ans. “Vande Mataram” was written by Bankim Chandra Chattopadhyay.
Q. 67. By what means does hand spun khadi provide large scale employment to weavers?
[CBSE Sample Question 2017]
Ans. It provides large scale employment to weavers as it is a cottage industry, can be set up at home.
SHORT ANSWER QUESTIONS
(3 marks)
Q. 1. How did the First World War create a new economic situation in India? Explain with
examples.
[CBSE (F) 2017]
Ans. First World war created a new economic situation:
(i) It led to a huge increase in defense expenditure.
(ii) Increase in taxes.
(iii) Custom duties were raised.
(iv) Introduction of income tax.
(v) Villages were called upon to supply soldiers and forced recruitment in rural area.
Q. 2. What was the Khilafat Movement?
Ans. (i) It was a movement started by the Ali brothers, Shaukat Ali and Muhammad Ali.
(ii) It was started to show their allegiance to the spiritual head of the Ottoman Empire, Khalifa.
(iii) To save Khalifa, who was deposed by the British after the World War I, a Khilafat Committee
was formed in India.
Q. 3. Why was Non-Cooperation Movement launched by Gandhiji ? Explain any three reasons.
[CBSE (Comp.) 2017]
Ans. Reasons for the launching of Non Cooperation Movement :
(i) To support khilafat agitation .
(ii) To protest against Rowlatt Act .
(iii) To redress the wrong done in Punjab .
(iv) The dissatisfaction from the government of India act of 1919.
(v) Demand for swaraj
Q. 4. Why did Mahatma Gandhi send eleven demands in his letter to Lord Irwin?
OR
What were the main demands of the 11 demands of Mahatma Gandhi to Viceroy Irwin?
Ans. (i) Mahatma Gandhi found in salt a powerful symbol that could unite the country.
(ii) Some of his demands were of general interest, others were specic demands of different
classes.
(iii) The idea was to make the demands wide ranging, so that all classes within the Indian society
could identify with them and could be united in a united campaign.
Q. 5. How was the Civil Disobedience Movement different from the Non-cooperation Movement?
Ans. (i) People were now asked not only to refuse cooperation with the British but also to break
colonial laws.
(ii) Thousands in different parts of the country broke the salt law, manufactured salt and
demonstrated in front of government salt factories.
(iii) Peasants refused to pay land revenue and chaukidari taxes, village ofcials resigned and in
many places forest people violated forest laws by entering into Reserved Forests to collect
wood and graze cattle.
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Q. 6. How did the Muslims respond to the Civil Disobedience Movement?
Ans. (i) Muslim response was lukewarm to the Civil Disobedience Movement.
(ii) After the Non-cooperation-Khilafat Movement declined, relations between the Hindus and
Muslims worsened as each community organised religious processions, provoking Hindu–
Muslim communal clashes and riots.
(iii) The important differences were over the question of representation in the future assemblies
that were to be elected.
(iv) When the Civil Disobedience Movement started, there was an atmosphere of suspicion and
distrust between communities.
Q. 7. Which three early satyagrahi movements were organised by Mahatma Gandhi?
Ans. (i) Champaran Movement (1916) in Bihar: To inspire the peasants to struggle against the
oppressive plantation system.
(ii) Kheda Movement (1917): To support the peasants of Kheda district of Gujarat, who could not
pay the revenue due to crop failure and a plague epidemic.
(iii) Movement in Ahmedabad (1918): To organise a satyagraha movement amongst cotton mill
workers against British atrocities.
Q. 8. Give a brief description of the Rowlatt Satyagraha.
Ans. (i) Rallies were organised, workers went on strike and shops closed down.
(ii) British administration clamped down on nationalists. Local leaders were picked up from
Amritsar and Gandhi was barred from entering Delhi.
(iii) Police ring on a peaceful procession at Amritsar provoked widespread attacks on banks,
post ofces and railway stations.
Q. 9. “Gandhiji’s idea of Satyagraha emphasized the Power of truth and the need to search
for truth.” In the light of this statement assess the contribution of Gandhiji towards
Satyagraha.
[CBSE (Comp.) 2017]
Ans. Contribution of Gandhiji towards Satyagraha :
The idea of satyagraha emphasized the power of truth and the need to search for truth . It
suggested that if the cause was true , if the struggle was against injustice , then physical force was
not necessary to ght the oppressor.
Without seeking vengeance or being aggressive , a satyagrahi could win the battle through non
violence. This could be done by appealing to the consciousness of the oppressor .People including
the oppressors had to be persuaded to see the truth , instead of being forced to accept truth
through the use of violence . By this struggle truth was bound to ultimately triumph. Mahatma
Gandhi believed that this dharma of non violence could unite all Indians. Based on the above
principle Gandhiji started non cooperation movement and later civil disobedience movement.
Q. 10. How was the sense of collective belonging developed during the freedom movement?
Explain.
[CBSE (AI) 2017]
Ans. Sense of collective belonging was developed during the freedom movement:
(i) It came partly through the experience of united struggles.
(ii) Variety of cultural process through which nationalism captured people’s imagination.
(iii) History and ction, folk lore and songs, popular prints and symbols all played a part in the
making of nationalism.
(iv) The identity of the nation was symbolized in a gure image ‘Bharat Mata’.
(v) Vande Matram was widely sung during the Swadesh movement in Bengal.
(vi) Icons and symbols helped in unifying people and inspiring in them a feeling of nationalism.
(vii) Ideas of nationalism also developed through a movement to revive Indian folk lore.
(viii) Folk tales were sung by bards in the villages to give a true picture of traditional culture.
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(ix) Re interpretation of history created a feeling of nationalism.
(x) The nationalist histories urged the readers to take pride in Indian great achievement in the
past and struggle to change the miserable conditions of life under British rule.
Q. 11. Why did Gandhiji decide to launch a nationwide Satyagraha against the proposed Rowlatt
[CBSE (Delhi) 2017 ]
Act 1919 ? Explain any three reasons.
Ans. Nationwide Satyagraha was decided to be launched against the proposed Rowlatt Act 1919
because:
(i) This act had been hurriedly passed through the Imperial Legislative Council despite the
united opposition of the Indian members.
(ii) It gave the government enormous powers to repress political activities.
(iii) Allowed detention of political prisoners without trial for two years.
Q. 12. How did Indians participate in the Non-cooperation Movement?
Ans. (i) They surrendered the titles awarded to them by the British government.
(ii) They boycotted civil services, army, police, courts and legislative councils, schools and
foreign goods.
(iii) Gandhiji felt that British were running their government with Indian cooperation only and if
Indians had refused to cooperate, British rule in India would have been collapsed.
Q. 13. Who was Baba Ramchandra?
Ans. (i) Baba Ramchandra led the peasant movement in Awadh.
(ii) He was a sanyasi, who had earlier been to Fiji as an indentured labourer.
(iii) He started the movement against talukdars and landlords, who demanded high rent and
taxes from the peasants.
Q. 14. What were the conditions of the Gandhi-Irwin Pact?
Ans. (i) Mahatma Gandhi signed the pact with Lord Irwin on 5th March, 1931.
(ii) Gandhiji agreed to participate in a Round Table Conference in England.
(iii) Government agreed to release all the political prisoners.
Q. 15. Why did the rich peasants refuse to participate in the Civ il Disobedience Movement, when
it was restarted in 1932?
Ans. (i) For them, the ght for Swaraj was a struggle against high revenue.
(ii) But they were deeply disappointed when the movement was called off in 1931 without the
revenue rates being revised.
(iii) So when the movement was restarted in 1932, they refused to participate, as their wishes
were not fullled.
Q. 16. How had the First World War created economic problems in India ? Explain.
[CBSE (Comp.) 2017]
Ans. The First World War created a new political and economic situation.
(i) It led to huge increase in defence expenditure which was nanced by war loans and increasing
taxes.
(ii) Through the war years prices increased-doubling between 1913 and 1918-leading to extreme
hardship for common people.
(iii) Villages were called upon to supply soldiers and the forced recruitment in rural areas caused
widespread anger.
(iv) In 1918-1920 and 1920-21, crops failed in many parts of India resulting in acute shortages of
food. This was accompanied by inuenza epidemic.
Q. 17. Which ideas of the Gandhian Programme were adopted by the industrial working class?
Ans. (i) Boycott of foreign goods
(ii) Movement against low wages
(iii) Movement against poor working conditions of the workers.
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Q. 18. How did B.R. Ambedkar lift the Dalits and take their cause to the British parliament?
Ans. (i) Dr. B.R. Ambedkar organised Dalits into the Depressed Classes Association in 1930.
(ii) He clashed with Mahatma Gandhi at the Second Round Table Conference by demanding
separate electorates for the dalits.
(iii) Dalits began organising themselves, demanded reserved seats in educational institutions
and a separate electorate which they could get only when they were politically empowered
and for that Dr. Ambedkar fully supported them.
Q. 19. “The Congress was reluctant to include the demands of industrial workers in its programme
of struggle.” Analyse the reasons.
Ans. (i) The industrial working class did not participate in the Civil Disobedience Movement in large
numbers, except in the Nagpur region.
(ii) As the industrialists came closer to the congress, workers stayed aloof.
(iii) But inspite of that, some workers did participate in the Civil Disobedience Movement,
selectively adopting some ideas of the Gandhian programme. But the congress was reluctant
to include workers’ demand as part of its programme of struggle.
(iv) It felt that this would alleviate industrialists and divide the anti-imperial forces.
Q. 20. Which two factors shaped Indian politics by the late 1920s?
Ans. (i) The rst was the effect of worldwide economic depression.
(ii) Agricultural prices began to fall from 1926 and collapsed after 1930. As the demand for
agricultural goods fell and exports declined, peasants found it difcult to sell their harvests
and pay their revenue . By 1930, the countryside was in turmoil.
Q. 21. Why did Gandhiji relaunch the Civil Disobedience Movement after the Second Round
[CBSE (F) 2017]
Table Conference ? Explain any three reasons.
Ans. Reasons for Gandhiji relaunching of Civil Disobedience Movement
(i) The negotiations with regard to India’s freedom broke down in the Second Round Table
Conference held at London.
(ii) Back in India, he discovered that the government had begun a new cycle of repression.
(iii) Ghaffar Khan and Jawaharlal Nehru were put to jail.
(iv) The Congress had been declared illegal.
(v) A series of measures had been imposed to prevent meetings, demonstrations and boycotts.
In such a situation he decided to relaunch the Civil Disobedience Movement.
Q. 22. Evaluate the ‘Satyagraha Movement’ of Gandhiji against the proposed Rowlatt Act, 1919.
[CBSE (F) 2017]
Ans. Satyagraha Movement Against The Rowlatt Act
(i) Gandhiji in 1919 decided to launch a nationwide satyagraha against the proposed Rowlatt
Act (1919).
(ii) Mahatma Gandhi wanted non-violent civil disobedience against such unjust laws, which
would start with a hartal on 6 April.
(iii) Rallies were organised in various cities.
(iv) Workers went on strike in railway workshops, and shops closed down.
(v) lines of communication such as the railways and telegraph would be disrupted.
(vi) The British administration decided to clamp down on nationalists.
(vii) Local leaders were put to jail.
(viii) On 13 April the Jallianwalla Bagh incident took place.
(ix) Crowd took to streets in many towns.
(x) Government started brutal repression.
(xi) At the Calcutta session of the Congress in September 1920 he felt the need to start a NonCooperation Movement in support of Khilafat as well as for swaraj.
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Q. 23. Evaluate the contribution of folklore, songs, popular prints etc., in shaping the nationalism
during freedom struggle.
[CBSE Delhi 2017 ]
Ans. Role of folklore:
(i) History and ction, folklore and songs, popular prints and symbols, all played a part in the
making of Nationalism.
(ii) Identity of India came to be visually associated with the image of Bharat Mata.
(iii) In the 1870s, Bankim Chandra Chattopadhyay wrote’Vande Mataram’ as a hymn to the
motherland.
(iv) Idea of Nationalism also developed through a movement to revive Indian folklore.
Q. 24. Why was the offer of dominion status by Lord Irwin rejected by Indian National Congress?
Ans. In an effort to win them over, the Viceroy, Lord Irwin, announced in October 1929, a vague offer of
‘dominion status’ for India in an unspecied future and a round table conference to discuss a future
constitution. This did not satisfy the Congress leaders. The radicals within the Congress, led by
Jawaharlal Nehru and Subhas Chandra Bose, became more assertive. The liberals and moderates,
who were proposing a constitutional system within the framework of British dominion, gradually
lost their inuence.
Q. 25. What were Mahatma Gandhi’s views on women’s participation in the national movements?
Ans. During Gandhiji’s salt march, thousands of women came out of their homes to listen to him. They
participated in protest marches, manufactured salt, and picketed foreign cloth and liquor shops.
Many went to jail. But Gandhiji was convinced that it was the duty of women to look after home
and health, be good mothers and good wives.
For a long time, the Congress was reluctant to allow women to hold any position of authority
within the organisation.
Q. 26. Why was Poona Pact signed?
Ans. Dr. B.R. Ambedkar was demanding separate electorates for dalits. Mahatma Gandhi believed
that separate electorates for dalits would slow down the process of their integration into society.
Ambedkar ultimately accepted Gandhiji’s position and the result was Poona Pact of September
1932. It gave the depressed classes reserved seats in provincial and central legislative councils,
but they were to be voted in by general electorate.
Q. 27. “When the Civil Disobedience Movement started there was an atmosphere of suspicion
and distrust between communities.” Why was it so?
OR
Why Muslims did not willingly participate in CDM?
Ans. Alienated from the Congress, large sections of Muslims could not respond to the call for a united
struggle. Many Muslim leaders and intellectuals expressed their concern about the status of
Muslims as a minority within India. They feared that the culture and identity of minorities would
be submerged under the domination of a Hindu majority.
Q. 28. “Ideas of nationalism also developed through a movement to revive Indian folklore.”
Elaborate.
Ans. In the late 19th century, Indian nationalists began recording folk tales sung by bards and they
toured villages to gather folk songs and legends. These tales, they believed, gave a true picture
of traditional culture that had been corrupted and damaged by outside forces. It was essential to
preserve this folk tradition in order to discover one’s national identity and restore a sense of pride
in one’s past.
Q. 29. What do you know about Natesa Sastri?
Ans. Many people were collecting ballads, folk tales and myths, etc. to revive Indian folklore. In
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Madras, Natesa Sastri published a massive four-volume collection of Tamil folk tales, The Folklore
of Southern India. He believed that folklore was national literature; it was ‘the most trustworthy
manifestation of people’s real thoughts and characteristics’.
Q. 30. How did Mahatma Gandhi uplift untouchables?
Ans. Mahatma Gandhi called the untouchables, ‘Harijans’ or the children of God, organised satyagraha
to secure their entry into temples and access to public wells, tanks, roads and schools. He himself
cleaned toilets to dignify the work of the sweepers (bhangi) and persuaded upper castes to change
their heart and give up the sin of ‘untouchability’.
Q. 31. How did the salt Satyagraha become an effective tool of resistance against British
colonialism in India during 1930? Explain.
[CBSE Sample Question 2017]
Ans. Salt satyagraha
(i) Mahatma Gandhi believed that salt could be a powerful symbol to unite the whole nation.
Poor peasants were against high revenue demand, trade depression, wanted remittance of
the unpaid rent.
(ii) Rich peasants were enthusiastic supporters of the Civil Disobedience Movement, organising
their communities, and at times forcing reluctant members, to participate in the boycott
programmes. For them the ght for swaraj was a struggle against high revenues.
(iii) Industrialist wanted protection against imports of foreign goods, rupee-sterling foreign
exchange ratio that would discourage imports, formed FICCI
(iv) Workers-against poor working conditions and low wages.
(v) Women-service to the nation as the sacred duty.
(vi) Salt was made was an act of civil disobedience.
(vii) Workers went on strike in railway workshops shops closed down.
(viii) Local leaders were arrested.
Q. 32. Who had designed the ‘swaraj ag’ by 1921? Explain the main features of this ‘swaraj ag.’
[CBSE Delhi 2016]
Ans. Mahatma Gandhiji designed the “Swaraj Flag” by 1921.
Features:
(i) It had tricolours-Red, Green and White
(ii) It had a spinning wheel in the center.
(iii) It represents the Gandhian idea of self-help.
(iv) It had become a symbol of deance.
Q. 33. “The Civil Disobedience Movement was different from the Non-Cooperation Movement.”
[CBSE Delhi 2016 ]
Support the statement with examples.
Ans. The Civil Disobedience Movement was different from the Non-Cooperation Movement:
Non-Cooperation Movement:
(i) The people were asked not to cooperate with the government.
(ii) Foreign goods were boycotted.
(iii) Liquor shops were picketed.
(iv) Foreign cloth burnt in huge.
(v) In many places merchants and traders refused to trade on foreign goods or nance foreign
traders.
(vi) Students left the government owned schools and colleges.
(vii) Lawyers gave up legal practices.
Civil Disobedience Movement:
(i) People were asked to break colonial laws.
(ii) The countrymen broke the salt law.
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(iii) Peasants refused to pay revenue and chaukidari tax.
(iv) Village ofcials resigned from their jobs.
(v) Forest people violated forest rules and laws.
Q. 34. Why did the different social groups join the Civil Disobedience Movement? Explain.
[CBSE (F) 2016]
Ans. Different social groups in The Civil Disobedience Movement
(i) Rich Peasantry Group—The patidar and jats demanded reduction in revenue and
participated in the boycott program.
(ii) Poor Peasantry Group— They wanted unpaid rent to be remitted , joined radical movement
led by the socialist and communist.
(iii) Business Class Group— Prominent industrialist like Purushottam Das, G.D. Birla formed
FICCI. They wanted protection against imports of foreign goods and rupee sterling exchange
ratio and refused to sell imported goods.
(iv) Working Class Group—Nagpur Workers adopted boycott of foreign goods, against low
wages and poor working conditions.
(v) Women—participated in the protest marches, manufacturing of salt and boycotted foreign
goods.
Q. 35. What type of ag was designed during the ‘Swadeshi Movement’ in Bengal? Explain its
main features.
[CBSE (AI) 2016]
Ans. During the Swadeshi Movement in Bengal the ag designed was Tricolour ag.
The two features of the ag were:
(i) The colour of the ag was — Red, Green and Yellow.
(ii) It had eight where representing eight provinces in British India.
(iii) It had crescent moon representing Hindus and Muslims.
Q. 36. “The plantation workers in Assam had their own understanding of Mahatma Gandhi and
the notion of Swaraj”. Support the statement with arguments.
[CBSE (AI) 2016]
Ans. The plantation workers in Assam had their own understanding of Mahatma Gandhi and notion of
Swaraj.
(i) For plantation workers in Assam, freedom meant the right to more freely in and out of the
conned space in which they were enclosed.
(ii) Swaraj meant relating a link with the village from which they had come.
(iii) Under the Inland Emigration Act of 1859 plantation workers were not permitted to leave the
Tea Gardens without permission.
(iv) When they heard of the Non-Cooperation movement thousands of workers dened the
authorities, left planations and needed home.
(v) They believed that Gandhi Raj was coming and everyone would be given land in their own
village.
Q. 37. Evaluate the role of business classes in the ‘Civil Disobedience Movement’.
[CBSE (AI) 2017]
Ans. Role of business classes in the ‘Civil Disobedience Movement’ :
(i) The business classes reacted against colonial policies that restricted business activities.
(ii) They wanted protection against imports of foreign goods and a rupeesterling foreign
exchange ratio that would discourage imports.
(iii) In order to organise business interest, they formed the Indian Industrial and Commercial
Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries
(FICCI) in 1927.
(iv) They gave nancial assistance for the movement.
(v) They refused to buy and sell imported goods.
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History: India and the
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LONG ANSWER QUESTIONS
(5 marks)
Q. 1. Briey explain the incident of the Jallianwala Bagh massacre and its effects on Punjab.
Ans. (i) On 13th April 1919, the infamous Jallianwala Bagh incident took place.
(ii) On that day, a crowd of villagers who had come to Amritsar to attend a fair gathered in the
enclosed ground of Jallianwala Bagh.
(iii) Being from outside the city, they were unaware of the martial law that had been imposed.
(iv) General Dyer entered the area, blocked the only exit point, and opened re on the crowd,
killing and wounding hundreds of people.
(v) His objective was to ‘produce a moral effect’ to create a feeling of terror and awe in the minds
of satyagrahis.
As the news spread, crowds took to the streets. There were strikes, clashes with police and attacks
on government buildings. The government responded with brutal repression. Seeing violence
spread, Mahatma Gandhi called off the movement.
Q. 2. “British rule in India would have been collapsed if Indians had not cooperated.” How did
this statement help in starting a mass movement in India against the British rule?
OR
Why did Mahatma Gandhi think of Non-cooperation only ?
Ans. (i) Mahatma Gandhi declared that British rule was established in India with the cooperation of
Indians and if they had refused to cooperate, British rule in India would have been collapsed
within a year.
(ii) He proposed that the movement should unfold in stages.
(iii) It should begin with the surrendering of titles that the government had awarded to the
Indians.
(iv) A boycott of civil services, army, police, courts and legislative assemblies, schools and foreign
goods would show their non-cooperation to the British Empire.
Mahatma Gandhi felt that in case the government used suppression, a full civil disobedience
campaign would be launched.
Q. 3. What action did the British government take after the famous Dandi March?
OR
What kind of repressive action was taken by British on the Civil Disobedience Movement?
OR
How did the Colonial Government repress the ‘Civil Disobedience Movement’ ? Explain.
[CBSE (AI) 2017]
Ans. (i) Worried by the developments, the colonial government began arresting the Congress leaders
one by one.
(ii) This led to violent clashes in many places.
(iii) A month later when Mahatma Gandhi himself was arrested, industrial workers in Sholapur
attacked police posts, municipal buildings, law courts and railway stations—all structures
that symbolised British rule.
(iv) A frightened government responded with a policy of brutal suppression.
(v) Peaceful satyagrahis were attacked, women and children were beaten, and about 1,00,000
people were arrested.
(vi) Abdul Ghaffar Khan, a devout disciple of Mahatma Gandhi was arrested (April 1930).
(vii) Angry crowds demonstrated in the streets of Peshawar facing armored cars and police ring,
many were killed.
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Q. 4. Differentiate between the reasons for the participation of the rich peasants and the poor
peasants in the Civil Disobedience Movement.
Ans. (i) Rich peasants were hit hard by the trade depression and falling prices, whereas the poor
peasants’ cash income dwindled and they could not pay their rents.
(ii) Refusal of the government to reduce the revenue demand led to widespread resentment
among the rich peasants, whereas the poor peasants wanted the unpaid rent to the landlords
to be remitted.
(iii) For the rich peasants, ght for swaraj was a struggle against high revenues and for the poor
peasants, their ‘no rent’ campaign.
(iv) Rich peasants were disappointed since revenue was not reduced and the poor peasants were
disappointed with the Congress as it was unwilling to support them.
Q. 5. How did large-scale participation of women in the Civil Disobedience Movement become
an important feature?
OR
Evaluate the role of women in the Civil Disobedience Movement.
Ans. There was a large scale participation of Women in Civil Disobedience Movement.
(i) During Gandhi’s salt march, thousands of women came out from their homes to listen to
him.
(ii) They participated in protest marches, manufactured salt and picketed foreign cloth and
liquor shops.
(iii) Many went to jail in urban areas.
(iv) They considered service to the nation as a sacred duty of women.
Yet, increased public role did not necessarily mean any radical change in the way the position of
women was visualised. And for a long time, the Congress was reluctant to allow women to hold
any position of authority within the organisation. It was keen only on their symbolic presence.
Q. 6. Did the dalits participate in the Civil Disobedience Movement?
OR
Examine the background of the Poona Pact of 1932 in the light of differences between
Gandhiji and Dr. B.R. Ambedkar.
Ans. (i) Initially, Congress had ignored the dalits for the fear of offending the sanatanis, the
conservative high-caste Hindus.
(ii) But Mahatma Gandhi believed that swaraj would not come even after a hundred years if
untouchability was not eliminated.
(iii) He called them ‘Harijans’ and he himself cleaned toilets to dignify the work of sweepers.
(iv) But many dalit leaders demanded reserved seats in educational institutions and a separate
electorate.
(v) So dalit participation in the Civil Disobedience Movement was limited.
Q. 7. What do you mean by sense of collective belongingness and how was it practised in India
by the Indians?
OR
“Nationalism spreads when people begin to believe that they are all part of the same
nation.” Support the statement.
[CBSE, 2015]
Ans. It means that people began to believe that they were all a part of the same nation and discovered
some unity, which bound them together.
(i) Main cultural processes:
1. Figures or images helped create an image with which people could identify the nation.
Devotion to this mother gure came to be seen as evidence of one’s nationalism.
73
History: India and the
Contemporary World–II
(a) It was with the growth of nationalism that the identity of India was associated with the
image of Bharat Mata.
(b) This image was first created by Bankim Chandra Chattopadhyay, who wrote the song
‘Vande Mataram’ in his novel Anandamath.
(c) Then Abanindranath Tagore painted the famous image of Bharat Mata. He was moved by
the Swadeshi movement.
(d) In this painting, Bharat Mata is portrayed as an ascetic gure; she is calm, composed
divine and spiritual.
(e) In subsequent years, the image of Bharat Mata acquired many different forms as it
circulated in popular prints and was painted by different artists.
(f) Devotion to this mother figure came to be seen as evidence of one’s nationalism.
(ii) Indian folklore:
(a) Ideas of nationalism also developed through a movement to revive Indian folklore.
(b) Folk tales were sung by bards in the villages to give a true picture of the traditional
culture, which was corrupted and damaged by outside forces.
(c) In Bengal, Rabindranath Tagore himself began collecting ballads, nursery rhymes and
myths to revive the folk culture.
(d) In Madras, Natesa Sastri published a four-volume collection of Tamil folk tales, The
Folklore of Southern India.
(iii) Icons and symbols (ag):
(a) During the Swadeshi Movement in Bengal, a tricolour flag
(red, green and yellow) was designed.
(b) It had eight lotuses, representing eight provinces of British
India and a crescent moon, representing Hindus and
Muslims.
(c) By 1921, Mahatma Gandhi designed the swaraj flag.
(d) It was also again a tricolour (red, green, white) flag and had a spinning wheel in the
centre, representing the Gandhian ideal of self-help.
(e) Carrying the flag, holding it aloft, during marches became a symbol of defiance.
(iv) Reinterpretation of history:
(a) The British saw Indians as backward, primitive and incapable of governing themselves.
(b) In response, Indians began looking into the past to discover India’s great achievement.
(c) They (Indians) wrote about glorious developments in ancient India in arts and
architecture, science and maths, religion and culture, law and philosophy, etc.
(d) This glorious time was followed by a history of decline, when India was colonised.
Q. 8. What were the reasons for the gradual slowing down of the Non-cooperation Movement in
the cities?
Ans. (i) Khadi cloth was often more expensive than the cloth produced in mills. Poor people could
not afford to buy khadi cloth.
(ii) Boycott of British institutions also posed a problem as there were no alternative Indian
institutions.
(iii) So students and teachers began trickling back to the government schools.
(iv) Even lawyers resumed work in the government courts.
Q. 9. What do you know about the peasant movement in Awadh?
Ans. (i) In Awadh, the peasant movement was led by Baba Ramchandra—a sanyasi, who had earlier
worked in Fiji as an indentured labourer.
(ii) The movement here was against talukdars and landlords who demanded high rents from the
peasants.
Xam idea
74
Social Science–X
(iii) Peasants had to do begar at landlords’ farms.
(iv) The peasant movement demanded reduction of revenue, abolition of begar and social boycott
of oppressive landlords.
(v) In many places nai-dhobi bandhs were organised by Panchayats to deprive landlords of the
services of even washermen and barbers.
(vi) Jawaharlal Nehru began talking to the villagers and formed Oudh Kisan Sabha.
(vii) Within a month, over 300 branches had been set up in the villages around the region.
(viii) As the movement spread in 1921, the houses of talukdars and merchants were attacked,
bazaars were looted and grain hoards were taken over.
Q. 10. What were the causes for launching Khilafat Movement in India?
Ans. (i) The First World War ended with the defeat of Ottoman Turkey.
(ii) There were rumours that a harsh peace treaty was going to be imposed on the Ottoman
emperor—the spiritual head of the Islamic world—the Khalifa.
(iii) To defend the Khalifa’s temporal powers, a Khilafat Committee was formed in Bombay in
March 1919.
(iv) A young generation of Muslim leaders like the Ali brothers, Muhammad Ali and Shaukat Ali,
began discussing with Mahatma Gandhi about the possibility of a united mass action on the
issue.
(v) Gandhiji saw this as an opportunity to bring Muslims under the umbrella of a unied
movement called ‘Khilafat and Non-cooperation Movement’.
Q. 11. Explain the importance of the ‘Salt March’ of Gandhiji as a symbol to unite the nation.
[CBSE (F) 2017]
Ans. Gandhiji’s salt march was undoubtedly a symbol to unite the nation because:
(i) All classes of Indian society came together as a united campaign.
(ii) Mahatma Gandhi broke the salt law with the march from Sabarmati to Dandi.
(iii) Thousands others in different parts of the country broke the salt law, manufactured salt and
demonstrated in front of government salt factories.
(iv) As the movement spread, foreign cloth was boycotted, and liquor shops were picketed.
(v) Peasants refused to pay revenue and chaukidari taxes.
(vi) Village ofcials resigned.
(vii) In many places, forest people violated forest laws – going into Reserved Forests to collect
wood and graze cattle.
(viii) The different social groups participated.
(ix) In the countryside, rich peasants and poor peasants were active in the movement.
(x) The business class workers of Nagpur and women also joined the Movement.
Q. 12. What were the effects of Non-cooperation Movement on the economic front?
[CBSE Delhi 2017 ]
Ans. (i) Foreign goods were boycotted, liquor shops picketed and foreign cloth burnt in huge bonre.
(ii) The import of foreign cloth halved between 1921 and 1922, its value dropping from ` 102
crore to ` 57 crore.
(iii) In many places, merchants and traders refused to trade.
(iv) As the boycott movement spread and people began discarding imported clothes and wearing
only Indian ones, production of Indian textile mills and handlooms went up.
Q. 13. How did business classes of India relate to Civil Disobedience Movement?
Ans. During the First World War, Indian merchants and industrialists had made huge prots and
became powerful. Keen on expanding their business, they now reacted against colonial policies
that restricted business activities. They wanted protection against imports of foreign goods, and
75
History: India and the
Contemporary World–II
a rupee-sterling foreign exchange ratio that would discourage imports.
The industrialists attacked colonial control over the Indian economy and supported the Civil
Disobedience Movement when it was rst launched. They gave nancial assistance and refused to
buy or sell imported goods.
Q. 14. How did the industrial working classes participate in Civil Disobedience Movement (CDM)?
Ans. (i) The industrial working classes did not participate in the Civil Disobedience Movement (CDM)
in large numbers as the industrialists came closer to the Congress, workers stayed aloof.
(ii) But in spite of that, some workers did participate in the CDM selectively adopting some of
the ideas of the Gandhian programme, like boycott of foreign goods, as part of their own
movement against low wages and poor working conditions.
(iii) There were strikes by railway workers and dock workers in 1930 and 1932 respectively.
(iv) In 1930, thousands of people wore Gandhi caps and participated in protest rallies and boycott
campaigns.
Q. 15. Why did the Muslims feel alienated from Congress during the Civil Disobedience Movement?
Ans. (i) Some of the Muslim political organisations in India were also lukewarm in their response to
the Civil Disobedience Movement.
(ii) After the decline of the Non-cooperation and Khilafat Movements, a large section of Muslims
felt alienated from the Congress.
(iii) The important differences were over the question of representation in the future assemblies
that were to be elected.
(iv) Muhammad Ali Jinnah, one of the leaders of the Muslim League, was willing to give up
the demand for separate electorates, if Muslims were assured reserved seats in the Central
Assembly and representation in proportion to population in the Muslim-dominated provinces.
(v) Negotiations over the questions of resolving the issue at the All Parties Conference in
1928 disappeared when M.R. Jayakar of the Hindu Mahasabha strongly opposed efforts for
compromise.
(vi) Many Muslim leaders and intellectuals expressed their concern about the status of Muslims
as a minority within India. They feared that the culture and identity of minorities would be
submerged under the domination of a Hindu majority.
Q. 16. How did people belonging to different communities, regions or language groups develop a
[CBSE Sample Question 2016]
sense of collective belonging?
Ans. (i) This sense of collective belonging came partly through the experience of united struggles
and growing anger among people against the colonial government.
(ii) But there were also a variety of cultural processes through which nationalism captured
people’s imagination:
(a) The identity of the nation symbolised in a figure or image of Bharat Mata created through
literature, songs, paintings, etc.
(b) Movement to revive Indian folklore to enhance nationalist sentiments.
(c) Role of icons and symbols in unifying people and inspiring in them a feeling of nationalism.
(d) Creating a feeling of nationalism was through reinterpretation of history.
Q. 17. Why did Gandhiji decide to launch a nationwide satyagraha against the proposed Rowlatt
[CBSE Delhi 2016 ]
Act 1919? How was it organised? Explain.
Ans. Satyagrah against the proposed Rowlatt Act 1919:
(i) The Rowlatt Act was hurriedly passed through the Imperial Legislative Council.
(ii) Indian members unitedly opposed it.
(iii) It gave government enormous powers to repress political activities.
(iv) It allowed detention of political prisoners without trials for two years.
Xam idea
Social Science–X
76
Organization of Satyagrah:
(i) Mahatma Gandhi wanted non-violent civil disobedience against such unjust laws.
(ii) It was started with a ‘Hartal’ on 6th April.
(iii) Rallies were organized in various cities.
(iv) Workers went on strike in railway workshops.
(v) Shops closed down.
Q. 18. Why did Mahatma Gandhi nd in ‘salt’ a powerful symbol that could unite the nation?
Explain.
[CBSE Delhi 2016 ]
Ans. Mahatma Gandhi found ‘salt’ a powerful symbol: Gandhiji sent a letter to Viceroy Irwin stating
eleven demands on 31st January 1930. The most stirring of all was to abolish the salt tax. Salt was
one of the most essential items of food. Irwin was unwilling to negotiate. So, Gandhiji started
famous salt march. The march was over 240 miles, from Sabarmati to Dandi. Thousands came to
hear Gandhiji wherever he stopped. He urged them to peacefully defy the British. On 6th April. he
reached Dandi and ceremonially, violated the law, manufacturing salt by boiling sea water.
Q. 19. How did a variety of cultural processes play an important role in making of nationalism in
[CBSE Delhi 2016 ]
India? Explain with examples.
Ans. Role of cultural processes in making of nationalism in India:
(i) The sense of collective belonging came partly through the experience of united struggles.
(ii) There were also a variety of cultural processes through which nationalism captured peoples’
imagination.
(iii) History, ction, folklore and songs, popular prints and symbols played a part in the making
of nationalism.
(iv) The identity of the nation is most often symbolised in a gure or an image.
(v) This helped to create an image with which people can identify the nation.
Q. 20. Why did Mahatma Gandhi decide to call off the Civil Disobedience Movement? Explain.
[CBSE (AI) 2016]
Ans. Mahatma Gandhi decided to call off civil Disobedience Movement because:
(i) Worried by the development of civil Disobedience movement the colonial government began
arresting the congress leaders one by one.
(ii) This led to violent clashes in many places.
(iii) When Khan Abdul Ghaffar Khan, a devoted disciple of Mahatma Gandhi was arrested (April
1930) angry crowds demonstrated in the street of Peshawar, facing armoured cars and police
ring. Many were killed.
(iv) A month later, when Mahatma Gandhi was arrested, industrial workers in Sholapur attacked
police force municipal building, law courts, railway stations and all other structures that
symbolised British rule.
(v) A frightened government responded with the policy of brutal repression.
(vi) The peaceful satyagrahi were attacked, women and children were beaten and about 1 lakh
people were arrested.
Under these circumstances, Mahatma Gandhi called off the Civil Disobedience Movement.
Q. 21. Why did Gandhiji launch the Civil Disobedience Movement? Explain any three reasons.
[CBSE (Comp) 2017]
Ans. Reasons to launching Civil Disobedience Movement:
(i) Economic depression of 1930 .
(ii) Arrival of Simon Commission without any Indian representative
(iii) Vague offer of Dominion status by the British , failed to satisfy Indians .
77
History: India and the
Contemporary World–II
(iv) Decisions taken in Lahore session of the Congress in 1929.
(v) Tax on salt by Britishers.
Q. 22. Why did Mahatma Gandhi relaunch the Civil Disobedience Movement with great
[CBSE (AI) 2016]
apprehension? Explain.
Ans. Mahatma Gandhi relaunched the Civil Disobedience Movement with great apprehension:
(i) In December 1931, Gandhiji went to London for the Round table conference, but the
negotiations broke down and he returned disappointed.
(ii) In India, he discovered that the government had begun a new cycle of repression.
(iii) Abdul Ghaffar Khan and Jawahar Lal Nehru were both in jail.
(iv) The Congress had been declared illegal.
(v) A series of measures had been imposed to prevent meetings, demonstrations and boycotts.
Q. 23. How had Non-cooperation Movement spread in cities? Explain.
[CBSE (F) 2016]
Ans. Non-cooperation movement in cities:
(i) The movement started with middle-class participation in the cities.
(ii) Thousands of students left government-controlled schools and colleges, headmasters and
teachers resigned, and lawyers gave up their legal practices.
(iii) The council elections were boycotted in most provinces except Madras.
(iv) Foreign goods were boycotted, liquor shops picketed, and foreign cloth burnt in huge
bonres. The import of foreign cloth halved.
(v) In many places. merchants and traders refused to trade in foreign goods or nance foreign
trade.
(vi) As the boycott movement spread, and people began discarding imported clothes and wearing
only Indian ones, production of Indian textile mills and handlooms went up.
Q. 24. How did the ‘First World War’ create a new economic and political situations in India?
[CBSE (F) 2016]
Explain with examples.
Ans. First world war create new economic and political situation in India
(i) It led to huge increases in defense expenditure which was nanced by war loans and
increasing taxes.
(ii) Custom duties were raised
(iii) Income tax introduced.
(iv) Through the war years prices increased-doubling between 1913 and 1918 – leading to
extreme hardship for the common people.
(v) Villages were called upon to supply soldiers.
(vi) Forced recruitment in rural areas caused widespread anger.
(vii) Crops forted in many parts of India resulting in acute shortage of food. This was accompanied
by inuenced evidences.
HOTS (Higher Order Thinking Skills)
Q. 1. Explain the measures taken by Gandhiji to eliminate the problem of untouchability.
[CBSE (AI) 2017]
Ans. Following methods were adopted by Gandhiji to eliminate untouchability:
(i) Mahatma Gandhi declared that swaraj would not come for a hundred years if untouchability
was not eliminated.
(ii) He called the ‘untouchables’ harijan or the children of God.
(iii) He organized satyagraha to secure their entry into temples and access to public well, tanks
roads and schools.
Xam idea
Social Science–X
78
(iv) He himself cleaned toilets to dignify the work of bhangi , the sweepers.
(v) He persuaded upper castes to change their heart and give up ‘the sin of untouchability’.
Q. 2. “Plantation workers had their own understanding of Mahatma Gandhi’s ideas and the
notion of ‘Swaraj’.” Support the statement.
[CBSE Delhi 2017 ]
Ans. Plantation workers had their own understanding of Mahatma Gandhi’s ideas and the
notion of ‘Swaraj’:
(i) Freedom meant the right to move freely in and out of the conned space.
(ii) Retaining a link with the village from which they had come.
(iii) Plantation workers were not permitted to leave the tea gardens without permission and in
fact they were rarely given.
(iv) When they heard of the Non-cooperation Movement, thousands of workers deed the
authorities, left the plantation and headed home.
(v) They believed that Gandhi Raj was coming and every one would be given land in their own
villages.
Q. 3. Analyse any three reasons for slowing down of Non-Cooperation Movement in cities.
[CBSE Delhi 2017 ]
Ans. Reasons for slowing down of Non-Cooperation Movement:
(i) The Indians could not boycott for a long time because, Khadi cloth was more expensive than
mass produced mill cloth and poor people could not afford to buy it.
(ii) The boycott of British institutions posed a problem as alternative Indian institutions had to
be set up so that they could be used in place of British ones.
(iii) Students and teachers began trickling back to government schools and lawyers joined back
work in government courts in the absence of alternate Indian Institutions.
Q. 4. Mention any three main proposals with reference to Non cooperation movement as
suggested by Mahatma Gandhi.
OR
Discuss various stages of the Non Cooperation Movement launched by Mahatma Gandhi.
[CBSE Sample Question 2016]
Ans. Three main proposals with reference to NCM as suggested by Mahatma Gandhi were following:
(i) It should begin with the surrender of titles that the government awarded.
(ii) He also proposed boycott of civil services, army, police, courts, legislative councils, schools
and foreign goods.
(iii) Then in case the government used repression, a full civil disobedience campaign would be
launched.
Finally at the congress session at Nagpur in December 1920, the Non cooperation programme was
adopted.
Q. 5. Which were the two types of demands mentioned by Gandhiji in his letter to Viceroy Irwin
on 31st January, 1930? Why was abolition of ‘Salt tax’ most stirring demand?
Ans. (i) On 31st January, 1930, Mahatma Gandhi sent a letter to Viceroy Irwin stating eleven demands.
(ii) Some of these were of general interest; others were specic demands of different classes,
from Industrialist to peasants.
(iii) The idea was to make the demands wide-ranging, so that all classes within Indian society
could identify with them and everyone could be brought together in a united campaign.
(iv) The most stirring of all was the demand to abolish the salt tax.
(v) Salt was something consumed by the rich and poor alike, and it was one of the most essential
items of food.
79
History: India and the
Contemporary World–II
(vi) The tax on salt and the government monopoly over its production.
(vii) Mahatma Gandhi declared and revealed the most oppressive face of the British rule.
Q. 6. Why did the initial enthusiasm of the merchants and industrialists fade away during the
later stage of Civil disobedience movement?
Ans. Enthusiasm of the merchants and Industrialists faded away during the later stage of CDM due to
following reasons:
(i) The industrialists attacked the colonial control over the Indian economy and supported the
Civil Disobedience Movement when it was rst launched.
(ii) They gave financial assistance and refused to buy or sell imported goods.
(iii) Most businessmen came to see Swaraj as a time when colonial restrictions on business would
no longer exist and trade and industry would ourish without constraints.
(iv) But after the failure of Round Table Conference, business groups were no longer uniformly
enthusiastic.
(v) They were apprehensive of the spread of militant activities, and worried about prolonged
disruption of business, as well as of the growing inuence of socialism amongst the younger
members of the congress.
Q. 7. Describe the cultural process through which nationalism captured people’s imagination.
Ans. (i) Nationalism spread when people begin to believe that they are all part of the same nation,
when they discover some unity that binds them together.
(ii) There were variety of cultural processes through which nationalism captured people’s
imagination.
(iii) Allegory of Indian nation– Bharat Mata helped create an image with which people can
identify the nation.
(iv) Devotion to this mother gure came to be seen as evidence of one’s nationalism.
(v) It was essential to preserve folk traditions, folk tales in order to discover one’s national
identity and restore a sense of pride in one’s part.
(vi) National Flag designed by Gandhiji as Swaraj ag, represented the Gandhian ideal of self
help. Carrying the ag, holding it aloft, during marches became a symbol of deance.
(vii) Reinterpretation of past also developed the interest of people in nationalist histories.
Q. 8. Observe the picture and answer the question that follow:
(a) Who painted this iconic painting?
Ans. Abanindranath Tagore painted in the year 1905.
(b) Why this painting is signicant?
Ans. This painting is signicant because of its historical value since it helped
in conceptualizing the idea of Bharat Mata (Mother India).
(c) How is Bharat Mata portrayed and what does ‘Mata’ emphasise
upon?
Ans. She has been portrayed as an ascetic gure and the mata in one hand
emphasises her ascetic quality.
Q. 9. Read the passage given in the box and answer the questions.
‘To the altar of this revolution we have brought our youth as incense’. Many nationalists thought that the struggle
against the British could not be won through non-violence. In 1928, the Hindustan Socialist Republican Army (HSRA) was
founded at a meeting in Ferozeshah Kotla ground in Delhi. Amongst its leaders were Bhagat Singh, Jatin Das and Ajoy
Ghosh. In a series of dramatic actions in different parts of India, the HSRA targeted some of the symbols of British power.
In April 1929, Bhagat Singh and Batukeswar Dutta threw a bomb in the Legislative Assembly. In the same year there was
an attempt to blow up the train that Lord Irwin was travelling in. Bhagat Singh was 23 when he was tried and executed
Xam idea
Social Science–X
80
by the colonial government. During his trial, Bhagat Singh stated that he did not wish to glorify ‘the cult of the bomb and
pistol’ but wanted a revolution in society: ‘Revolution is the inalienable right of mankind. Freedom is the imprescriptible
birthright of all. The labourer is the real sustainer of society … To the altar of this revolution we have brought our youth
as incense, for no sacrice is too great for so magnicent a cause. We are content. We await the advent of revolution.
Inquilab Zindabad!’
Source: NCERT
(a) What was the philosophy behind the Hindustan Socialist Republican Army (HSRA),
founded in 1928?
Ans. HSRA believed that the struggle against the British could not be won through non-violence.
(b) Do you think sometimes violence is necessary to win the struggle and independence?
Ans. Yes, I feel sometimes violence is necessary to defeat the oppressive opponent. It is not
necessary but sometimes justied. Ferocity is often regrettable, but not necessary an evil
when you are ghting for the country’s dignity and Independence. If the intend behind the
act is pious and good then violence can never be bad. However, violence must be tempered
by righteous ideals, or it will run wild and hurt the innocent.
In the old days, these ideals were known as ‘Chivalry’. C.S. Lewis dened Chivalry as ‘the only
possible escape from the world divided between wolves who do not understand and make
sheep who cannot defend, the things which make life desirable.’
Non-violence is admirable ideal in itself, but the price it demands is that you must either
accept to be the prey of wolves, or be forced to rely on the hunter for defense.’
Violence is warranted in certain situations, when your life or the life of a loved one is in danger
then you must do what is needed to protect yourself or others. And yes! I love my country.
Q. 10. “Not all social groups were moved by the abstract concept of ‘Swaraj’.” Support the
statement in the light of Civil Disobedience Movement of 1930s.
[CBSE (Comp) 2017]
Ans. Not all social groups were moved by the abstract concept of swaraj.
Untouchables, who from around the 1930s had begun to call themselves dalit or oppressed.
Many dalit leaders began organising themselves, demanding reserved seats in educational
institutions, and a separate electorate that would choose dalit members for legislative councils.
Political empowerment, they believed, would resolve the problems of their social disabilities.
Dalit participation in the Civil Disobedience Movement was therefore limited, particularly in the
Maharashtra and Nagpur region where their organisation was quite strong. Dr. B.R. Ambedkar
demanded separate electorates for dalits. The Poona Pact of 1932 gave the Depressed Classes
(later to be known as the Schedule Castes) reserved seats in provincial and central legislative
councils, but they were to be voted in by the general electorate.
The dalit movement, however, continued to be apprehensive of the Congress led national
movement. Some of the Muslim political organisations in India were also lukewarm in their
response to the Civil Disobedience Movement. After the decline of the Non-CooperationKhilafat movement, a large section of Muslims felt alienated from the Congress. When the Civil
Disobedience Movement started large sections of Muslims could not respond to the call for a
united struggle.Many Muslim leaders and intellectuals expressed their concern about the status
of Muslims as a minority within India. They feared that the culture and identity of minorities
would be submerged under the domination of a Hindu majority.
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History: India and the
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Map Questions
1. Locate and label the following on the given outline map of India:
[CBSE (AI) 2017]
(a) A place in Punjab where Jallianwala Bagh incident took place.
(b) A place in Bihar where Satyagraha movement of Indigo Planters took place.
[CBSE (F) 2017]
(c) The place from where the Civil Disobedience Movement started.
Ans.
(a)
Amritsar
Jallianwala Bagh
Incident
(b) Champaran
Movement
(c)
Dandi
Civil Disobedience
Movement
A
N
D
A
M
A
IN
(
D
IA
)
N
&
I(
N
D
L
A
N
IA CI
K
S
H
A
D
O
)
B
W
A
R
I
E
S
E
P
N
D
S
LANKA
Ans. (a) Amritsar (Punjab)
L
A
SRI
(b) Champaran (Bihar)
(c) Dandi (Gujarat)
Q. 2. On the given political map of India, locate and label the following:
[CBSE Sample Question 2017]
(a) Place where violence erupted during Non-Cooperation Movement leading to its withdrawal.
(b) Place from where Mahatma Gandhi started the Dandi March in 1930.
(c) Place where Indian National congress held its session in December 1929.
[CBSE (AI) 2017]
Ans.
Lahore
(c)
(a)
Chauri Chaura
(b)
Sabarmati Ashram
A
N
D
A
M
A
L
(
A
IN
(
D
IA
)
K
S
H
A
D
A
82
I IC
)
O
R
I
E
E
SRI
LANKA
Xam idea
Social Science–X
N
&
N
B
A
W
P
Ans. (a) Chaura Chauri
I
N
D
(b) Sabarmati Ashram
S
L
A
N
D
S
(c) Lahore
Q. 3. Locate and label the following places on the given political map of India.
[CBSE Sample Question 2016 ]
(a) Where Indian National Congress held its session in December 1920?
(b) Mahatma Gandhi broke the salt law here.
[CBSE (AI) 2017]
(c) Mahatma Gandhi organized satyagraha for cotton mill workers here.
Ans.
INDIA
(c)
Ahmedabad
(b)
Dandi
(a)
Nagpur
Ans. (a) Nagpur (Maharashtra)
(b) Dandi (Gujarat)
(c) Ahmedabad
Q. 4. On the given political map of India, locate and label the following:
(a) The place where the Indian National Congress Session was held.
[CBSE (F) 2017]
(b) The place associated with peasant’s satyagraha.
[CBSE Delhi 2017]
(c) The city associated with the Jallianwala Bagh incident.
[CBSE Delhi 2016]
Ans.
INDIA
Amritsar
(c)
Champaran
(b)
(a) Madras (Chennai)
‘
Ans. (a) Madras (Chennai)
(b) Champaran (Bihar)
(c) Amritsar (Punjab)
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Q. 5. On the given political map of India, locate and label the following:
(a) The place where cotton mill workers organised Satyagraha.
(b) The place related to the calling off the Non-Cooperation Movement. [CBSE Delhi 2017]
(c) The place where the Indian National Congress Session was held. (1927)
[CBSE (AI) 2016, CBSE Delhi 2017 ]
Ans.
INDIA
(b)
(a) Ahmedabad
Chauri Chaura
Calcutta (Kolkata)
(c)
Ans. (a) Ahmedabad (Gujarat)
(b) Chauri Chaura (Uttar Pradesh)
(c) Calcutta (Kolkata)
Q. 6. On the given political map of India, locate and label the following:
[CBSE (F) 2016]
(A) The place where the Indian National Congress Session was held.
(B) The place where the ‘No Tax Campaign’ was started.
(C) The place where peasants organized a Satyagraha.
Ans.
INDIA
Champaran
(c)
(b)
Bardoli
Ans. (a) Nagpur (Maharashtra)
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84
Nagpur
(a)
(b) Bardoli (Gujarat)
(c) Champaran (Bihar)
Q. 7. On the given political map of India, locate and label the following:
[CBSE (Comp) 2017]
(a) The place associated with the calling off ‘the Non-Cooperation Movement’ in 1922.
(b) The place where the Indian National Congress Session was held.
(c) The Place associated with the movement of Indigo planters.
Ans.
INDIA
(a)
Chauri Chaura
Champaran
(c)
Nagpur
(b)
Ans. (a) Chauri Chaura (UP)
(b) Nagpur (Maharashtra)
(c) Champaran (Bihar)
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Besides Gandhi, who were the main leaders of Khilafat Movement?
2. What do you understand by the term ‘Satyagrah’?
3. Why did the Non-Cooperation movement gradually slow down in the cities?
4. Name the leaders who founded the Swaraj Party.
5. What do you understand by the term ‘Poorna Swaraj’?
6. Who organised the Dalits into Depressed Class Association in 1930?
Short Answer Questions
[3 marks]
1. Why did Mahatma Gandhi decide to launch a nationwide Satyagrah against the proposed Rowlatt
Act 1919? Explain.
2. What were the circumstances which led to the Jallianwalla Bagh incident? Describe in brief the
reaction of the people immediately after the incident.
3. Why did Mahatma Gandhi nd ‘Salt’ a powerful symbol that could unite the nation? Explain.
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4. (a) What was the ‘Inland Emigration Act’ of 1859?
(b) What was the notion of Swaraj for the plantation workers in Assam?
5. Explain any three effects of the Non-Cooperation Movement on the economy of India.
Long Answer Questions
[5 marks]
1. Who launched the Khilafat Movement? Why was the movement launched?
2. “Dalit participation was limited in the Civil Disobedience Movement.” Examine the statement.
3. Explain the major factors which promoted the sense of nationalism in the Indians.
4. Explain the role of women in the Civil Disobedience movement.
5. Explain 4 points about Mahatma Gandhi’s Satyagrah.
Map Question
1. Two centres of Indian National Movement are shown on the political map of India by numbers
a and b. Identify these centres and write their correct names on the lines marked in the map.
1×2=2
INDIA
(a)
(b)
zzz
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The Making of
A Global world
4
BASIC CONCEPTS � A FLOW CHART
I. THE PRE-MODERN WORLD
Making of global world has a long history
of trade, migration of people in search of
work, movement of capital, etc.
Silk Route
Food travel
Silk routes over land
and sea knitting
together vast regions
of Asia, Europe and
Northern Africa.
Noodles travelled to become
spaghetti in Italy
Some common foods travelling were
potatoes, soya, groundnut, maize,
tomatoes, chillies, etc. These were
introduced in Europe and Asia after
Columbus discovered America


Conquest, Diseases and Trade
Indian Ocean—a bustling trade link
Expeditions to Americans brought
back precious metals in Europe to
enhance their wealth.
Conquerors also carried germs of
diseases like small-pox which proved
to be a deadly disease.



(16TH CENTURY) TRADE & CONQUEST
European sailors
found a sea route to
Asia and discovered
America.
Goods, people,
customs and
knowledge were the
few things due to
which Indian
subcontinent was
famous for in
trading.
A transformation
followed after the
discovery of
America, due to its
abundant lands,
minerals and vast
land.
In Peru and
Mexico–precious
metals were found,
especially silver
which helped
Europe in financing
its trade.
Portuguese and
Spain conquest and
colonization of
America followed
and the weapon
used by them was
small pox.
It spread deep into the continent, ahead even
of any Europeans reaching there. It killed and
decimated whole communities, paving way
for conquest.
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II. THE NINETEENTH CENTURY
Role of Technology
A World Economy Takes Shape






Abolition of ‘Corn Law’.
Due to the pressure of landed groups, there were
some restrictions from the government on the
import of food grains.
After the abolition of the law – it was easier to
import from food into Britain more cheaply than
it was to produce in the country.
The British farmers found i t difficult to complete
with the imports. Because of this, vast land was
left uncultivateed.
As there was a fall in food price – consumption
in Britain rose.
Higher incomes and food imports in Britain led
to a faster industrial growth.
Rinderpest (The Cattle Plague)





A fast spreading cattle plague in
Africa
Disease affected the fortunes of
thousands of people.
Europeans came to Africa to
establish plantations and mines.
Loss of cattle left Africans jobless
Employed by Europeans in the
mines and plantation sites.




Railways, steamships
and telegraph invented
Helped in transportation
of perishable goods
Trade in meat enhanced
Meat, a luxury, became
cheaper with
development of
refrigerated
transportation facilities






88


European conquests of
Asia and Africa as
colonies
Paper partition of Africa
in Europe only
Colonised societies were
exploited economically,
socially and were brought
into the world economy.




Thousands of Indian and Chinese migrated as labourers in African mines
and plantations and construction projects
Indians left their own country due to—decline in cottage industries, loss in
production of crops in dry regions
Became indebted, were forced to migrate in search of work
Recruitment was done by agents
Sometimes, agents forcibly abducted less willing migrants for their
commission, e.g., V.S. Naipaul, Chanderpaul, Ramnaresh Sarwan were all
Indian descendants of Indentured labour migrants.
Fine cotton of India exported to Europe
Tariffs imposed on import of cloth in Britain
Indian textile faced stiff competition
Then raw cotton was exported to Bri tish cotton
textile industries
Indigo and opium production increased in India to
finance tea from China
Multilateral settlement system worked in helping
the British balance its deficit
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Indentured Labour Migration from India
Indian Trade, Colonisation and the Global System

Late 19th century
Colonialism
Indian Entrepreneurs Abroad



Indian bankers and traders to finance export of
agriculture in Central and S.E. Asia
Developed sophisticated system to transfer money
over large distance
Established flourishing Emporia at busy ports
worldwide, selling local and imported curious to
tourists
III. THE INTER WAR ECONOMY
Wartime Transformations
Wartime Transformations
First World War
Britain a leading economy faced a
prolonged crisis
British under huge external debt
Allies
Central Powers
Britain
France
Russia
and USA
Germany
Austria-Hungary
Italy
Ottoman Turkey




War led to an economic boom but
post-war led to unemployment
In agriculture, after the I WW, wheat
production fell in Europe and increased
in Canada, America and Australia
Was the first modern Industrial war
Used tanks, machine guns, aircraft,
chemical weapons, etc.
Grain prices fell, rural incomes
declined leaving the farmers into debt
Millions died, reducing the able-bodied
workforce in Europe
The war transformed US from international
debtor to International creditor
Rise of Mass Production and Consumption







In US, war helped boost its economy
Important feature of economy was mass
production
Henry Ford was the pioneer in mass production
Followed Assembly Line Technique for its
success
This practice was widely followed in Europe also
Credit system introduced to increase purchasing
power
Led to boom in housing and consumer goods
The Great Depression








Began in 1929 in US
Because of fall in agro-products
Over production of agricultural products
Many countries got financed through loans from US
banks
Led to failure of some banks and collapse of currency
Prices fell, US also fell into its trappower
Led to boom in housing and consumer goods
Banks closed, unemployment leading to great
depression
India and The Great Depression






India’s exports and imports fell
Peasants producing for the world market were the worst hit
Peasants’ indebtedness increased and they sold their precious metals to meet their expenses
India became an exporter of precious metals (gold)
India gold export promoted global economic recovery and helped speeding up Britain’s recovery
Industrial investment grew in urban I ndia as govt. extended tariff protection to industries
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IV. REBUILDING A WORLD ECONOMY: POST WAR ERA
World War II
Bretton Woods Institutions
Allies
Central Powers
Britain
Nazi Germany
France
Italy
Soviet Union
and USA
Japan
It was a war over land, sea and air,
war waged for six years
3% of the world’s population was
killed; millions injured
Two Crucial Influences Shaped
Post-War Reconstruction
Emergence of the US
as dominant
economic, political and
military power
Dominance of
Soviet Union
and emergence
as world power
A conference was
held in July 1944 at
Bretton Woods in
New Hampshire USA
to deal with the
external surpluses.
The post war
International
economic system
is known as Bretton
Woods Systems
(IMF) International
Monetary fund and
World Bank were set
up to finance post war
reconstruction
IMF & World Bank
were known as
Bretton Woods Twins
USA had a special
right of Veto over the
key IMF & World Bank
NEW INTERNATIONAL ECONOMIC ORDER – NIEO
As most of the developing countries did not benefit from the fast growth of
western economies in 1950’s & 60’s, they organized themselves into groups.
Group of 77 or G-77 to demand new International economic order NIEO
It was mainly a system that would give them the main control over their
natural resources
It would have helped them in better access for their manufactured goods
in developed countries
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This system
was mainly
based on the
fixed exchange
rates
IMPORTANT TERMS
1. Isolation: Means the state of being alone. It may imply a condition of being apart from
all human beings or of being cut off from one’s usual associates.
2. Decimate: To destroy a large number.
3. Dissent: To differ in opinion, especially from the majority.
4. Perishable: Liable to spoil or decay.
5. Indentured labour: Is an employee (indentured) within a system of unfree labour, who is
bound by a contract (indenture) to work for a particular employer for a fixed period of
time.
6. Tariff: A tax or duty to be paid on a particular class of imports or exports.
7. Great Depression: The economic crisis period of low business activity in the U.S. and
other countries, roughly beginning with the stock-market crash in 1929 and continuing
through most of the 1930s.
8. International Monetary Fund: The International Monetary Fund (IMF) is an international
organization, created for the purpose of standardizing global financial relations and
exchange rates. The IMF generally monitors the global economy, and its core goal is to
economically strengthen its member countries.
9. World Bank: Is an international financial institution that provides loans to developing
countries for capital programs. It comprises two institutions: the International Bank for
Reconstruction and Development (IBRD), and the International Development Association
(IDA).
10. G-77: The G-77 is a loose coalition of developing nations, designed to promote its
members’ collective economic interests and create an enhanced joint negotiating capacity
of the United Nations.
11. NIEO: The New International Economic Order.
12. Fixed exchange rate: A type of exchange rate regime where a currency’s value is fixed
and under which the government or central bank ties the official exchange rate to
another country’s currency or to the price of Gold.
13. Floating exchange rates: a type of exchange rate regime in which a currency’s value is
allowed to fluctuate in response to foreign – exchange market mechanism.
14. Globalisation: It is a process by which businesses or other organisations develop
international influence or start operating on an international scale.
IMPORTANT EVENTS
1820-1914
1885
1890s
1914–1918
– World trade is estimated to have multiplied by 25 to 40 times.
– The European powers met in Berlin and demarcated the African continent
for respective powers.
– A fast spreading disease of cattle plague or rinderpest had a terrifying
impact on people’s livelihoods and the local economy.
– World War I (Inter-war economy)
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History: India and the
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1920s
1921
1923
1933
1939
1944
1947
1950s
– Agricultural overproduction was a major problem
– The practice of indentured labour was abolished
– US resumed exporting capital to the rest of the world and emerged as the
largest overseas lender.
– US went bankrupt and 4000 banks were closed.
– 1945 – World War II
– United Nations Monetary and Financial Conference at Breton Woods in
New Hampshire, USA.
– International Monetary Fund and World Bank began their operations.
– The Bretton Woods institutions began to shift their focus on.
NCERT Exercises
Q. 1. Give two examples of different types of global exchanges which took place before the
seventeenth century, choosing one example from Asia and one from the Americas.
Ans. (i) In China, India and Southeast Asia traded in Textiles, spices and Chinese pottery and in
return for gold and silver from Europe.
(ii) From America to Europe and Asia items like gold and foods – potatoes, soya, groundnuts,
tomatoes and chillies were exported.
Q. 2. Explain how the global transfer of disease in the pre-modern world helped in the
colonisation of America.
Ans. There was a global transfer of disease in the pre-modern world which helped in the colonisation of
America. The Native Americans were not protected from the disease that the colonisers (Spanish)
brought with them. As Americans were cut from the rest of the world for millions of years, they
were not immune to small pox and did not have any protection or medicine to cure it. It proved
deadly. These germs helped the foreigners to establish their domination over them by killing and
wiping out the whole community. It became easier for them to destroy army or capture them but
the disease could not be cured.
Q. 3. Write a note to explain the effects of the following:
(a) The British government’s decision to abolish the Corn Laws.
Ans. Agriculture sector faced a loss after the abolition of the Corn Laws but there was progress in the
industrial sector. Thousands of workers and cultivators became unemployed as food was being
imported cheaply into Britain. There was an increase in the consumption of food, which led the
rise in the industrial sector. The problem of unemployment was resolved by workers shifting to
various cities because of the availability of work in the industries. Around the world, in Eastern
Europe, Russia, America and Australia, lands were cleared and food production expanded to meet
the British demand.
(b) The coming of Rinderpest to Africa.
Ans. In the 1880s, the Rinderpest, a cattle disease arrived in Africa. A cattle was imported from British
Asia to East Africa which had rinderpest infection and soon after entering the East of Africa, the
infection moved to the west like a re in the forest. By the year 1892, it had reached till Africa’s
Atlantic coast. Along its way, it killed almost 90 per cent of the cattle. As Africans were depended
on it at a larger scale, it destroyed their source of livelihood. It became easier for the colonial
government ofcials, planters and mine owners to monopolise the scarce cattle resources. It was
also one of the reasons that forced Africans into the labour market. Europe took advantage of the
problem, conquered and subdued Africa.
Xam idea
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(c) The death of men of working-age in Europe because of the World War.
Ans. World War-I was mainly fought in Europe between the years 1914 to 1918. Millions of soldiers were
recruited from all over the world. The scale of death and destruction – 9 million dead and 20 million
injured – was unthinkable. Most of the killed and maimed were men of working age. In Europe, there
was a reduce in the able-bodied workforce due to the deaths and injuries of the war. This led to the
decline in the household incomes as the number of the people reduced in the family.
(d) The Great Depression on the Indian economy.
Ans. Between 1928 and 1934, there was a reduce in the Indian imports and exports by nearly half. It had
a major impact on the Indian economy, which led to the Great Depression. Wheat prices too fell by
50% during this time. The agricultural sector was badly hit by the Great depression compared to
the urban areas, as it dominated the livelihoods in rural lands.
(e) The decision of MNCs to relocate production to Asian countries.
Ans. There was a stimulation of world trade capital ow due to the decision of MNCs to relocate
production to Asian countries. This relocation was on account of low-cost structure and lower
wages in Asian countries. There was an increase in the employment, which benetted the Asian
nations and also resulted in a major economic transformation.
Q. 4. Give two examples from history to show the impact of technology on food availability.
Ans. Firstly, improvements in transport, like lighter wagons, larger ships and faster railways helped in
moving food more quickly and cheaply from a faraway farm to the nal market.
Secondly, the new developed transport, like refrigerated ships, enabled the perishable foods to be
delivered over the long distances.
Q. 5. What is meant by the ‘Bretton Woods’ Agreement?
Ans. The ‘Bretton Woods’ Agreement took place in July 1944 at Bretton Woods in New Hampshire, USA. To
preserve the global economic stability and full employment in the industrial world, ‘International
Monetary Fund (IMF)’ and the ‘World Bank’ were established. They mainly dealt with the debits of
member nations and external surplus, and also nanced the post-war reconstructions.
Q. 6. Imagine that you are an indentured Indian labourer in the Caribbean. Drawing from the
details in this chapter, write a letter to your family describing your life and feelings.
Ans. 4/12, Arima,
Trinidad
To
Sravesh Prakash,7, Ramgarh Colony,
Bahadurpur, Darbhanga,
Bihar
Respected Babuji,
I have signed a contract that I will work for ve years at a plantation and then return to India. I
had thought that it would help us to escape poverty and oppression of the village. But I was not
informed that the journey would be this long. Here, I met people who have been abducted and
treated as slaves. The living conditions at the plantations are tough. We have to work for 14 long
hours and have almost no rights. Workers can’t go on leave to meet family to nearby villages
without permission. Permission is hardly given. Some have even run away from here while some
nd comfort in art and music. I have not decided whether to stay here like some people after the
contract period is over or return home.
Your son,
Teeja
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History: India and the
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Q. 7. Explain the three types of movements or ows within international economic exchange.
Find one example of each type of ow which involved India and Indians, and write a short
account of it.
Ans. Firstly, ne cotton in Europe was imported from India. British cotton manufacturer started to
expand after the coming of industrialisation. Now industrialists pressurised the government to
restrict the cotton imports and protect the local industries. Britain started imposing duties on the
imported cloth and slowly, there was a decline in the inow of cotton from India.
Secondly, for many decades, another important export from India was Indigo. From 1820s, Opium
shipment grew rapidly and India became the single largest exporter. Britain established its
monopoly of trade by growing Indigo in India and exporting it to China, and the money earned by
the sale was invested in nancing its tea and other imports from China.
Flow Capital: It is the movement of money for short term or long term investments over long
distance. Groups of Indian nancers, traders like the Shroffs, Chettiars, etc. nanced agriculture
and plantations in various Asian and African countries, using their own funds on those borrowed
from European banks.
19th century saw the increase of food grains and raw material that were exported from India to
Britain and the rest of the world. But the value of British imports from India was much higher
compared to the value of British exports to India.
Thus Britain established a ‘trade surplus’ with India and used this surplus to balance its trade
debits with other countries. Due to this, India played a crucial role in the late 19th century world
economy.
Q. 8. Explain the causes of the Great Depression.
Ans. There were various factors which led to the Great Depression. The post-war global economy was
weak during that time. The problem began with the agricultural overproduction, which got worse
by the falling of food grain prices. Due to the fall in prices, the agricultural incomes declined.
Farmers began expanding their production and bringing even more produce to the markets to
maintain their annual incomes. This worsened the glut in the market, pushing down prices even
further. Most of the countries took loans from the US, but American overseas lenders were wary
about the same. As they decreased the amount of loans, the countries which were economically
dependent on the US loans faced an acute crisis. In Europe, it led to the failure of some major
banks and the currencies collapsed. The USA import duties were doubled in order to protect its
economy. All these factors played a major role in causing to the Great Depression.
Q. 9. Explain what is referred to as the G-77 countries. In what ways can G-77 be seen as a
reaction to the activities of the ‘Bretton Woods’ twins?
Ans. The World Bank and the IMF were known as the Bretton Woods twins, which commenced
nancial operations in 1947. The Western industrial powers controlled the decision making in
these institutions. The US controlled an effective right of veto over key IMF and World Bank
decisions. The Bretton Woods system saw the unprecedented growth of trade and incomes for
the Western industries nations. There was a vast growth in the Western economies during the
1950s and 1960s, though most of the developing countries did not benet from it. Therefore,
they all planned to organise themselves into a group – the Group of 77 (or G-77) and demanded
a New International Economic Order (NIEO). It was basically a system that would give a country
real control over its natural resources and provide with more development assistance, better
access for their manufactured goods and fairer prices for the raw materials in the markets of the
developed countries.
Xam idea
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94
VERY SHORT ANSWER QUESTIONS
(1 mark)
Q. 1. What were ‘silk routes?’
Ans. Silk routes were the vibrant pre-modern trade and cultural links between distant parts of the
world.
Q. 2. What kind of silk routes have been identied by historians?
Ans. Historians have identied several silk routes, over land and by sea, knitting together vast regions
of Asia, and linking Asia with Europe and Northern Africa.
Q. 3. What goods were exported and imported from silk routes?
Ans. Chinese Pottery, textiles and spices from India were exported to South East Asia and precious
metals—gold and silver, owed from Europe to Asia.
Q. 4. What kind of cultural exchanges were made through silk routes?
Ans. Christian missionaries travelled through these routes to Asia, Muslim preachers also used these
routes. Buddhism too spread to other Asian countries through intersecting points on the silk
routes.
Q. 5. How did food like ‘Noodles’ travel to various parts of the world and was adopted by different
names?
Ans. It is believed that noodles travelled west from China to become spaghetti and pasta in Italy.
Perhaps Arab traders took pasta to fth century Sicily, an island now in Italy.
Q. 6. Which common foods were introduced to our ancestors after Columbus discovered
America?
Ans. Potatoes, soya, groundnuts, maize, tomatoes, chillies, sweet potatoes, etc. were introduced in
Europe and Asia, only after Columbus discovered America.
Q. 7. How did dependency on potatoes kill the poorest peasants of Ireland?
Ans. Ireland’s poor peasants became so dependent on potatoes that when disease destroyed the potato
crop in the mid 1840s, hundreds of thousands people died of starvation.
Q. 8. What enhanced Europe’s wealth for trade in Asia?
Ans. Precious metals, particularly silver, from mines located in present day Peru and Mexico enhanced
Europe’s wealth and nanced its trade with Asia.
Q. 9. What is EI Dorado?
Ans. It was considered to be the fabled city of gold, for which many expeditions were set off to nd it.
Q. 10. How did germs of small pox help Europeans in their conquest of America?
Ans. Smallpox proved a deadly killer. Once introduced, it spread deep into the continent, ahead of any
European reaching there. It killed and decimated whole communities, paving the way for conquest.
Q. 11. Why did thousands of Europeans ee to America?
Ans. Poverty and hunger, overcrowded cities, deadly diseases, religious conicts led Europeans to ee
to America.
Q. 12. What were ‘Corn Laws’?
Ans. When the British government restricted the import of corn, as the demand for agricultural
products, went up, pushing up food grain prices. Under the pressure of landowners, government
formed laws called ‘Corn Laws’, restricting import of corns.
Q. 13. Who forced the government of Britain to abolish corn laws?
Ans. Unhappy with high food prices, industrialists and urban dwellers forced the government of Britain
to abolish Corn Laws.
Q. 14. What was the effect of abolition of corn laws?
Ans. British agriculture was unable to compete with imports. Vast areas of land were now left
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History: India and the
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uncultivated, and thousands of men and women were thrown out of work. They ocked to the
cities or migrated overseas.
Q. 15. Why did people migrate from Europe to Americas and Australia?
Ans. Demand for food increased and Europe which ultimately led to the need of capital and labour.
Since there was unemployment in Europe, people migrated to Americas and Australia in search of
a better future.
Q. 16. What was ‘global agricultural economy’?
Ans. It means food no longer came from a nearby village or town, but from thousands of miles away. It
was not grown by a peasant tilling his own land but by an agricultural worker, perhaps recently arrived
who was now working on a large farm that only a generation ago had most likely been a forest.
Q. 17. Which important inventions transformed 19th century world?
Ans. The railways, steamships, the telegraph, etc. were some means of transport and communication
which helped transforming 19th century world.
Q. 18. Why did perishable goods become a luxury beyond the reach of European poor?
Ans. Since perishable goods were difcult to be transported from one country to another, it became
an expensive affair. But refrigerated ships enabled the transport of perishable goods over long
distances.
Q. 19. How could frozen meat reach European market now in reduced cost?
Ans. (i) Now animals were slaughtered for food at the starting point in America, Australia or New
Zealand and then transported to Europe as frozen meat. This reduced shipping costs and lowered
meat prices in Europe.
Q. 20. What was Paper Partition?
Ans. In 1885, the big European powers met in Berlin to divide the countries of Africa between them.
The countries’ borders run straight as if they were drawn using a ruler. This event was called Paper
Partition.
Q. 21. What is Rinderpest?
Ans. Rinderpest was a fast spreading disease of cattle plague which had terrifying impact on the
livelihood of people and the local economy of Africa in 1890s.
Q. 22. What was the main problem for Europeans to establish mines and plantation in Africa?
Ans. Europeans were attracted to Africa due to its vast resources of land and minerals. But there was
an unexpected problem of shortage of labour willing to work for wages.
Q. 23. What methods were opted to recruit and retain labour in Africa?
Ans. (i) Heavy taxes were imposed which could be paid only if you are earning.
(ii) Inheritance laws were changed so that peasants were displaced from land.
(iii) Mine workers were also conned in compounds and not allowed to move freely.
Q. 24. How did Rinderpest reach Africa?
Ans. It was carried by infected cattle imported from British Asia to feed the Italian soldiers invading
Eritrea in East Africa. Entering Africa in the east, Rinderpest moved west like ‘forest re’.
Q. 25. How did loss of cattle make labour market strange?
Ans. The loses of cattle destroyed African livelihoods. Planters, mine owners and colonial governments
now successfully strengthened their powers and forced Africans into labour market.
Q. 26. Who was indentured labourer?
Ans. Indentured labourer meant a bonded labourer under contract to work for an employer for a specic
amount of time, to pay off his passage to a new country or home.
Q. 27. How were indentured labourers hired from India and China?
Ans. In the 19th century, hundreds of thousands of Indians and Chinese labourers went to work on
plantations, in mines and in road and railway construction projects around the world as indentured
labourers.
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Q. 28. Why were people from many Indian states forced to work as indentured labourers?
Ans. In these states, cottage industries declined, land rents rose, lands were cleared for mines and
plantations. All these affected the lives of the poor; they failed to pay their rents and became
deeply indebted and were forced to migrate in search of work.
Q. 29. What were the main destinations of Indian indentured migrants?
Ans. Caribbean islands (mainly Trinidad, Guyana and Surinam) Mauritius, Fiji, Ceylon and Malaysia.
Q. 30. What was ‘Hosay’?
Ans. In Trinidad, the annual Muharram procession was transformed into a riotous carnival called
‘Hosay’ (for Imam Hussain), in which workers of all races and religions joined.
Q. 31. What was Rastafarianism?
Ans. It was a protest religion which reected social and cultural links with Indian migrants to the Caribbean.
Q. 32. What was ‘Chutney Music’?
Ans. It was popular in Trinidad and Guyana. It was another creative contemporary expression of the
post-indenture experience, a form of cultural fusion.
Q. 33. Can you name some Indians whose descendents were migrant indentured labourers in
West Indies?
Ans. Nobel prize winning writer V.S. Naipaul, West Indies cricketers Shivnarine Chandrapaul and
Ramnaresh Sarwan, etc.
Q. 34. Who were Shikaripuri Shroffs and Nattukottai Chettiars?
Ans. They were amongst the many groups of bankers and traders who nanced export agriculture in
Central and Southeast Asia, using either their own funds or those borrowed from European banks.
Q. 35. How did British manage opium trade with China?
Ans. British grew opium in India and exported it to China and with the money earned through this sale,
it nanced its tea and other imports from China.
Q. 36. What was multilateral settlement system?
Ans. It was a system which allows one country’s decit with another country to be settled by its surplus
with a third country.
Q. 37. What were ‘home charges’?
Ans. Home charges included private remittances home by British ofcials and traders, interest
payments on India’s external debt and pensions of British ofcials in India.
Q. 38. Name the two power blocs of First World War.
Ans. (i) Allied Powers: Britain, France and Russia later on joined by the US.
(ii) Central Powers: Germany, Austria-Hungary and Ottoman Turkey.
Q. 39. Why was World War-I called the ‘First Industrial War?’
Ans. It was called the ‘rst industrial war’ since it saw the use of machine guns, tanks, aircrafts, chemical
weapons, etc. on a massive scale. These were all products of modern large-scale industries.
Q. 40. Why was Britain burdened with huge external debts after World War-I?
Ans. To nance war expenditures, Britain had borrowed liberally from the US. Post-war economic
recovery period proved very difcult. So, at the end of war, the Britain was burdened with huge
external debts.
Q. 41. Why unemployment emerged after World War I in Great Britain?
Ans. When the war ended, production contracted and unemployment increased. At the same time, the
government reduced bloated war expenditures to bring them into line with peace time revenues.
These developments led to huge job losses, so one in every ve British workers was out of work.
Q. 42. Who was the pioneer of the system of mass production in US?
Ans. A well-known pioneer of mass production was the car manufacturer Henry Ford.
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Q. 43. How did war production and higher wages lead to more sale of cars and other electronic
goods?
Ans. Due to higher wages more workers, could now afford to purchase durable consumer goods such as
cars, refrigerators, washing machines, radios, gramophone players, all through a system of ‘hire
purchase’ credit repaid in weekly or monthly instalments.
Q. 44. How was there a boom in the US economy?
Ans. Large investments in housing and household goods seemed to create a cycle of higher employment
and incomes, rising consumption demand, more investment and yet more employment and
incomes.
Q. 45. What was the Great Depression?
Ans. The Great Depression began around 1929 and lasted till mid-1930s. During this period, most parts
of the world experienced declines in production, employment, incomes and trade.
Q. 46. What was the rst and foremost reason for the economic crisis?
Ans. It was agricultural over production. As prices slumped, agricultural incomes declined, farmers
tried to expand production which pushed down the prices further leading to left over food grains.
Q. 47. What was the effect of withdrawal of US loans to Europe?
Ans. In Europe, it led to the failure of some major banks and the collapse of currencies such as the
British pound sterling.
Q. 48. What was the impact of economic crisis on US banks?
Ans. Unable to recover investments, collect loans and repay depositors, thousands of banks went
bankrupt and were forced to close.
Q. 49. How were jute producers of Bengal affected by economic crisis?
Ans. The jute producers of Bengal grew raw jute that was processed in factories for export in the form
of gunny bags. But as gunny exports collapsed, the price of raw jute crashed more than 60 per
cent.
Q. 50. Why did peasants indebtness increase during economic crisis in I ndia?
Ans. Indian peasants used up their savings, mortgaged lands, and sold whatever jewellery and precious
metals they had to meet their expenses.
Q. 51. Name the power blocks of World War–II.
Ans. (i) Allied Power: Britain, France, Soviet Union and US.
(ii) Axis Powers: Germany, Italy and Japan.
Q. 52. What was the estimated loss of World War–II?
Ans. Once again death and destruction was enormous. At least 60 million people, or about 3 per cent
of the world’s 1939 populations are believed to have been killed directly or indirectly as a result of
war. Millions more were injured.
Q. 53. What decision was taken at Bretton Woods in New Hampshire, USA?
Ans. The main aim of post-war international economic system was to preserve economic stability and
full employment in the industrial world. Its framework was agreed upon at the United Nations
Monetary and Financial Conference held in July 1944 at Bretton Woods in New Hampshire, USA.
Q. 54. What was Bretton Woods system?
Ans. The Bretton Woods system was based on xed exchange rates. In this system, national currencies,
for example the Indian rupees, were pegged to the dollar at a xed exchange rate. The dollar itself
was anchored to gold at a xed price of $35 per ounce of gold.
Q. 55. What was G-77?
Ans. Most developing countries did not benet from the fast growth the western economies experienced
in the 1950s and 1960s. Therefore, they organised themselves as a group—the Group of 77 (or
G-77)—to demand a new international economic order.
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Q. 56. What does NIEO mean?
Ans. By NIEO they meant a system that would give them real control over their natural resources, more
development assistance, fairer prices for raw materials, and better access for their manufactured
goods in developed countries’ markets.
Q. 57. What led to the collapse of the system of xed exchanged rates?
Ans. The rising costs of its overseas involvements weakened the US’s nances and competitive
strength. The US dollar now no longer commanded condence as the world’s principal currency.
It eventually led to the collapse of the system of xed exchange rates and the introduction of a
system of oating exchange rates.
Q. 58. Why did most of the TVs, mobile phones and toys come from China?
Ans. It is because of the low-cost structure of the Chinese economy, most importantly its low wages.
SHORT ANSWER QUESTIONS
(3 marks)
Q. 1. Show how the Silk Routes are a good example of pre-modern trade between different
countries of the world?
l
Ans.
Historians have identied several silk routes, over land and by sea, knitting together vast
regions of Asia, and linking it with Europe and Northern Africa.
Chinese pottery also travelled the same route, as did textiles and spices from India and South
l
East Asia.
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In return, precious metals like gold and silver owed from Europe to Asia.
Q. 2. What was the most powerful weapon that the Spanish used to conquer America?
l
Ans.
The most powerful weapon was the germs such as those of smallpox.
l
Because of their long isolation, America’s original inhabitants had no immunity against
these diseases that came from the Europe.
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Smallpox in particular, proved to be a deadly killer disease.
Q. 3. How did food travel from one country to another? Give some examples.
Ans. Food offers many examples of cultural exchange.
(i) Take spaghetti and noodles. It is believed that noodles travelled west from China to become
spaghetti or perhaps, Arab traders took pasta to fth-century Sicily.
(ii) Many of our common foods such as potatoes, soya, groundnuts, maize, tomatoes, chillies,
sweet potatoes, etc., were not known to our ancestors but these foods were introduced in
Asia and Europe after Christopher Columbus discovered America.
(iii) Sometimes, the new crops could make the difference between life and death. Europe’s poor
began to eat better and live longer with the introduction of the humble potato.
Q. 4. Why did thousands of people ee from Europe to America?
Ans. (i) Until the 19th century, poverty and hunger was common in Europe.
(ii) Cities were crowded and deadly diseases were widespread.
(iii) Religious conicts were common and dissenters were persecuted.
Q. 5. How did healthy trade practices lead to colonialism?
Ans. (i) In many parts of the world, the expansion of trade and a closer relationship with the world
economy also meant a loss of freedom and livelihood.
(ii) European powers in Africa divided this country amongst themselves with ‘paper partition’,
i.e., borders of these countries run straight as drawn by a ruler. This division was made
without the permission of these African countries.
(iii) Britain and France made vast additions to their colonies in the late 19th century. Belgium
and Germany became new colonial powers and US also became a colonial power by taking
over the colonies earlier held by Spain.
Q. 6. How did Europeans handle the problem of shortage of labour in Africa?
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Ans.
(i) Heavy taxes were imposed on Africans, which could be paid only by working for wages on
plantations and mines.
(ii) Inheritance laws were changed so that peasants were displaced from their lands. Only one
member of a family was allowed to inherit land, as a result of which the others were pushed
into the labour market.
Q. 7. How did agricultural economies go into a crisis, post war?
Ans. (i) Before the war, eastern Europe was a major supplier of wheat in the world market.
(ii) When this supply was disrupted during the war, wheat production in Canada, America and
Australia increased.
(iii) But once the war was over, production in eastern Europe was revived and there was
overproduction of wheat.
Grain prices fell, rural incomes declined and farmers fell deeper into debt.
Q. 8. Which factors were responsible for the economic depression of 1929?
Ans. (i) Agricultural overproduction: Agricultural overproduction led to the falling of agricultural
prices. As prices fell, agricultural income declined, farmers tried to expand their production
and sell more in the market to earn. This worsened the situation as prices further fell, leading
to farm produce rotting in the market with lack of buyers.
(ii) Withdrawal of US loans: Many countries nanced their investments through loans from
US But US overseas lenders panicked at the rst sign of trouble. US overseas loans had gone
upto $ 1 billion but it reduced to one quarter of that amount and countries depending on US
loans now faced an acute crisis.
Q. 9. How did the Bretton Woods system collapse giving birth to Globalisation?
Ans. (i) Despite years of stable and rapid growth, not all was well in the post-war world.
(ii) From the 1960s, the rising cost of US overseas involvement weakened its nancial and its
competitive strength.
(iii) The US dollar now no longer commanded condence as the world’s principal currency. It
could not maintain its value in relation to gold.
This ultimately led to the collapse of xed exchange rates and the introduction of a system of
oating exchange rates.
Q. 10. What agricultural changes took place in India?
Ans. (i) In west Punjab, in India, the British Indian government built a network of irrigation canals
to transform semi-desert wastes into fertile agricultural lands that could grow wheat and
cotton for export.
(ii) These were ‘Canal Colonies’, where areas were irrigated by the new canals and were settled
by peasants from other parts of Punjab.
Q. 11. How potatoes became the food for poor?
Ans. (i) Sometimes the new crops could make the difference between life and death.
(ii) Europe’s poor began to eat better and live longer with the introduction of humble potato.
(iii) Ireland’s poorest peasants became so dependent on potatoes that when disease destroyed
the potato crop in mid 1840’s, hundreds of thousands died of starvation.
Q. 12. State how America’s trade enhanced after its discovery.
Ans. (i) Before its discovery, America had been cut off from regular contact with the rest of the world
for millions of years.
(ii) But from 16th century, its vast lands and abundant crops and minerals began to transform
trade and lives everywhere.
(iii) Many expeditions were set off in search of EL Dorado, the fabled city of gold.
Q. 13. Why did people start migrating to the other continents from Europe?
Ans. (i) The demand for labour in places where labour was in short supply—as in America and
Australia—led to more migration.
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(ii) Nearly 50 million people emigrated from Europe to America and Australia in the 19th
century.
(iii) All over the world, some 150 million are estimated to have left their homes, crossed oceans
and vast distances over land in search of a better future.
Q. 14. Which factors helped in the development of global agricultural economy?
OR
What complex changes took place in the global agricultural economy by 1890?
Ans. (i) By 1890, a global agricultural economy had taken shape, accompanied by complex changes
in labour movement patterns, capital ows, ecologies and technology.
(ii) Food no longer came from a nearby village or town, but from thousands of miles away.
(iii) It was not grown by a peasant tilling his own land, but by an agricultural worker, perhaps
recently arrived, who was now working on a large farm that only a generation ago had most
likely been a forest.
Q. 15. What were Canal Colonies? Why were they built?
Ans. Canal Colonies were the areas irrigated by the new canals.
(i) In India, British built a network of irrigation canals to transform semi-desert wastes into
fertile agricultural lands for export.
(ii) Here people from other parts of Punjab were called and settled to grow wheat and cotton for
export.
Q. 16. Why were Europeans attracted to Africa?
Ans. (i) In the late 19th century, Europeans were attracted to Africa due to its vast resources of land
and minerals.
(ii) Europeans came to Africa hoping to establish plantations and mines to produce crops and
minerals for export to Europe.
(iii) They could get cheap labour also to work on lesser wages in the mines and plantation farms.
Q. 17. What were the main destinations of Indian indentured labourers?
Ans. (i) The main destinations of Indian indentured migrants were the Carribean islands mainly
Trinidad, Guyana, Surinam, Mauritius and Fiji.
(ii) Closer home, Tamil migrants went to Ceylon and Malaya.
(iii) Indentured workers were also recruited for tea plantations in Assam.
Q. 18. What was the role of Indian bankers in managing their funds?
Ans. (i) Bankers like Shikaripuri Shroffs and Nuttukottai Chettiars were amongst the many groups of
bankers and traders who nanced export agriculture in Central and South east Asia.
(ii) They used either their own funds or those borrowed from European banks.
(iii) They had a sophisticated system to transfer money over large distances, and even developed
indigenous forms of corporate organisation.
Q. 19. Why did the US become international creditor from international debtor?
Ans. (i) World War I led to the snapping of economic links between some of the world’s largest
economic powers which were now ghting each other to pay for them.
(ii) Britain borrowed large sums of money from US banks as well as from US public.
(iii) Thus the war transformed the US from being an international debtor to an international
creditor.
So, the US and its citizens owned more overseas assets than foreign governments and citizens
owned in US.
Q. 20. Why was there anxiety and uncertainty about work after World War I?
Ans. (i) The war had led to an economic boom, to a large increase in demand, production and
employment. When the war boom ended, production contracted and unemployment
increased.
(ii) At the same time, the government reduced bloated war expenditures to bring them into line
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with peacetime revenues.
(iii) These developments led to huge job losses—in 1921, one in every ve British workers was
out of work.
Indeed anxiety and uncertainty about work became an enduring part of the post war scenario.
Q. 21. Why was there a spurt in the purchase of electronic goods in the US?
Ans. (i) Mass production, lowered costs and prices of engineered goods. Due to higher wages, more
workers could now afford to purchase durable consumer goods such as cars.
(ii) Along with boom in car production, there was a spurt in the purchase of refrigerators,
washing machines, radios, gramophone players, although the system of hire purchase i.e.,
credit repaid in weekly or monthly instalments.
(iii) The demand for these goods was also fuelled by a boom in house construction and home
ownership, nanced once again by loans.
Q. 22. How did withdrawal of US loans affect different countries of the world?
Ans. (i) Europe: It led to the failure of some major banks and the collapse of currencies such as
British pound sterling.
(ii) Latin America: Here it intensied the slump in agriculture and raw material prices.
(iii) US: US attempted to protect its economy in the depression by doubling import duties, also
dealt with another severe blow to world trade.
Q. 23. In what ways were jute producers of Bengal affected by the economic crisis?
Ans. (i) Jute producers grew raw jute that was processed in factories for export in the form of gunny
bags.
(ii) But as gunny bag export collapsed, the prices of raw jute crashed by more than
60 per cent.
(iii) Peasants who borrowed in the hope of better times or to increase output in the hope of
higher incomes, faced ever lower prices and fell deep into debts.
Q. 24. Why did the Bretton Woods Institution begin to shift its attention more towards developing
countries?
Ans. (i) The IMF and the World Bank were designed to meet the nancial needs of the industrial
countries.
(ii) They were not equipped to cope with the challenge of poverty and lack of development in the
former colonies.
(iii) But as Europe and Japan rapidly rebuilt their economies, they grew less dependent on the
IMF and the World Bank.
Thus from the late 1950s, the Bretton Woods Institution began to shift its attention more
towards developing countries.
Q. 25. What is the difference between Fixed Exchange rates and Floating Exchange rates?
Ans. When exchange rates are xed and governments intervene to prevent movements in them, it is
called xed exchange rates.
While, when rates uctuate depending on demand and supply of currencies in foreign exchange
markets in principle without interference by governments, it is called oating or exible exchange
rates.
Q. 26. What two crucial inuences shaped post war reconstruction?
Ans. (i) US’s emergence as the dominant political economic or military powers in the western world.
(ii) Dominance of the Soviet Union. It had made large sacrices to defeat Nazi Germany, and
transformed itself from a backward agricultural country into a world power, when the
capitalist world was trapped in the Great Depression.
Q. 27. What was the aim of post war international economic system?
Ans. (i) Complete employment in the industrial world.
(ii) To preserve economic stability.
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LONG ANSWER QUESTIONS
(5 marks)
Q. 1. Why did the British government scrap the ‘Corn Laws’? What were its effects on Britain?
l
Ans.
Population growth from the late 18th century had increased the demand for food grains in
Britain.
As urban centres expanded and industries grew, the demand for agricultural products
l
increased, pushing up food grain prices.
l
Under pressure from landed groups, the government also restricted the import of corn.
l
The laws allowing the government to do this were commonly known as ‘Corn Laws’.
l
Unhappy with high food prices, industrialists and urban dwellers forced the abolition of the
Corn Laws.
Effects:
l
After the Corn Laws were scrapped, food could be imported into Britain more cheaply than it
could be produced within the country.
l
British agriculture was unable to compete with imports.
l
Vast areas of land were now left uncultivated and thousands of men and women were thrown
out of work. They ocked to the cities or migrated overseas.
Q. 2. Nineteenth century indenture has been described as a ‘new system of slavery’. Elucidate
with examples.
Ans. In the 19th century, hundreds of thousands of Indian and Chinese labourers went to work on
plantations, in mines and in road and railway construction projects around the world.
It was a world of faster economic growth as well as great misery, higher incomes for some
l
and poverty for others.
l
In India, indentured labourers were hired under contracts which promised return travel to
India after they had worked for ve years on their employer’s plantations.
l
Gradually, in India, cottage industries declined, land rents rose, lands were cleared for mines
and plantations. All this affected the lives of the poor; they failed to pay their rents, became
indebted and were forced to migrate in search of work.
l
The main destinations of Indian indentured migrants were the Caribbean islands, Trinidad,
Guyana, Surinam, Mauritius, Fiji and Ceylon and Malaya.
l
Recruitment was done by agents engaged by employers and paid a small commission.
l
Agents also sometimes tempted these migrants by providing false information about nal
destinations, modes of travel, nature of work and living and working conditions.
Sometimes, agents even forcibly abducted less willing migrants.
Q. 3. How did various cultures blended with the migrants and the inhabitants?
Ans.
In Trinidad, the annual Muharram procession was transformed into a carnival called ‘Hosay’,
l
in which workers of all races and religions joined.
The protest religion of ‘Rasta fasionism’ also reected social and cultural links with Indian
l
migrants to the Caribbean.
‘Chutney Music’, a fusion, popular in Trinidad and Guyana is another example of postl
indenture period.
These forms of cultural fusion are part of the making of the global world, where things from
l
different places got mixed and became something entirely new.
Q. 4. What was the role of Indian entrepreneurs abroad?
l
Ans.
Shikaripuri Shroffs and Nattu Kottai Chettiar were among the many group of bankers and
traders who nanced export agriculture in Central and South-East Asia, using their own funds
or the borrowed money from European banks.
l
They had a sophisticated system to transfer money over large distances and even developed
their own corporate organisation.
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Hyderabadi Sindi traders, however, ventured beyond European colonies.
l
They had established emporia at busy ports worldwide, selling local and imported artifacts
to tourists.
Q. 5. Why was the rst world war called the Industrial war or ‘World war’?
Ans. (i) The rst World War was the rst modern industrial war. In this war, machine guns, tanks, aircrafts,
chemical weapons were used on a massive scale.
(ii) Millions of soldiers were recruited from around the world and were brought to the front in
ships and trains.
(iii) About 9 million civilians died and 20 millions were injured.
(iv) Most of the killed and injured were men of working age, reducing the able-bodied workforce
in Europe.
(v) During the war, industries were reconstructed to produce war related goods.
(vi) Britain borrowed large sums of money from US banks. Thus, the war transformed the US from
being an international debtor to an international creditor.
Q. 6. “One important feature of the US economy in the 1920s was mass production.” Prove this
with an example.
l
Ans.
A well-known pioneer of mass production was the car manufacturer, ‘Henry Ford’.
He adopted an assembly line technique of a slaughter house.
l
l
He realised that the ‘assembly line’ method would allow a faster and cheaper way of producing
vehicles.
l
This method forced workers to repeat a single task mechanically and continuously.
l
This was a way of increasing the output per worker by speeding up the pace of work.
l
At rst, workers were unable to cope with the load of work but Henry Ford doubled the daily
wages.
l
This doubling of daily wages was considered ‘best cost–cutting decision’ he had ever made.
l
Later, this system of mass production was followed by many other countries. In the US, with
this system, car production rose from 2 millions to above 5 millions.
Q. 7. Explain how the US was most severely affected by the worldwide economic depression?
l
Ans.
With the fall of prices and prospect of depression, US banks also slashed domestic lending.
l
Farmers could not sell their production, households were ruined and businesses collapsed.
l
With falling incomes, many households could not repay what they had borrowed and were
forced to give up their homes, cars and other durable items.
l
Ultimately, the US banking system collapsed. Unable to recover investments, collect loans
and repay depositors, thousands of banks went bankrupt and were forced to close.
Q. 8. How does food offer long distance cultural exchanges?
Ans.
Traders and travellers introduced new crops to the lands they travelled. Even ‘ready’ food
l
stuff in distant part of the world might share common origins.
It is believed that noodles travelled west from China to become spaghetti or perhaps, Arab
l
traders took pasta to Sicily, an island of Italy.
l
Similar foods were also known in India and Japan, so the truth about their origins may never
be known, but they too travelled from one country to another.
l
This is how long distance cultural contacts in the pre-modern era were possible with the
travelling of various food items.
Q. 9. Give a brief description of how meat was transported to various parts of the world with the
development of technology.
l
Ans.
Till 1870s animals were shipped live from America to Europe and then slaughtered when
they arrived there.
l
Live animals took a lot of ship space and many in voyage, fell ill, lost weight or became unt
to eat.
l
Meat was hence an expensive luxury beyond the reach of the European poor.
l
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Then came the new technology, namely refrigerated ships, which enabled the transport of
perishable foods like meat over long distances.
Now animals were slaughtered for food at the starting point in America, Australia or New
l
Zealand—and then transported to Europe as frozen meat. This reduced shipping costs and
lowered meat prices in Europe.
Q. 10. What was the impact of colonialism on various colonies?
Ans. (i) Trade ourished and markets expanded in the late 19th century but it also led to loss of
freedom and livelihoods.
(ii) European conquests produced many painful economic, social and ecological changes through
which the colonised societies were brought into the world economy.
(iii) Rival European powers in Africa drew up the borders demarcating their respective territories,
being called as paper partition.
(iv) Britain and France made vast additions to their overseas territories in the late 19th century.
Belgium and Germany became new colonial powers.
(v) The US also became a colonial power in the late 1890’s by taking over some colonies that
were earlier held by Spain.
Q. 11. What was the role of agents in the recruitment of labour?
l
Ans.
Recruitment was done by agents engaged by employers and paid a small commission.
l
Many migrants agreed to take up work hoping to escape poverty or oppression in their home
villages.
l
Agents also tempted the prospective migrants by providing false information about nal
destinations, modes of travel, the nature of the work and living and working conditions.
Often migrants were not even told that they were to take a long sea voyage. Sometimes
l
agents even forcibly abducted less willing migrants.
Q. 12. Why did the inow of ne Indian cotton begin to decline in England?
Ans. Historically, ne cottons produced in India were exported to Europe.
(i) With industrialisation, British cotton manufacture began to expand and industrialists
pressurised the government to restrict cotton imports into Britain and protect local industries.
(ii) Tariffs were imposed on cloth imports into Britain, consequently the inow of ne Indian
cotton began to decline.
(iii) British manufacturers also began to seek overseas markets for their cloth.
(iv) Excluded from the British market by tariff barriers, Indian textiles now faced stiff competition
in other international markets.
Q. 13. State how Britain found it difcult to recapture the Indian market after World War I.
Ans. (i) Post war economic recovery proved difcult. Britain, which was the world’s leading economy
in the pre-war period, in particular, faced a prolonged crisis.
(ii) While Britain was pre occupied with war, industries had developed in India and Japan.
(iii) After the war, Britain found it difcult to recapture its earlier position of dominance in the
Indian market, and to compete with Japan internationally.
(iv) To nance war expenditures, Britain had borrowed liberally from the US.
This meant that at the end of the war Britain was burdened with huge external debts.
Q. 14. Workers at Ford factory could not cope with the stress of working on assembly line. How
did Henry Ford recover the workers?
Ans. (i) At rst, workers at the Ford factory were unable to cope with the stress of working on assembly
lines in which they could not control the pace of work. So they quit in large numbers.
(ii) In desperation, Ford doubled the daily wages to $ 5 in Jan. 1914. At the same time he banned
trade unions from operating in his plants.
(iii) Henry Ford recovered the high wage by repeatedly speeding up the production line and
forcing workers to work even harder.
(iv) So much so, he would soon described his decision to double the daily wage as the ‘best costl
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cutting decision’ he had ever made.
Q. 15. Did housing and consumer boom lead to prosperity in the US?
Ans. (i) The housing and consumer boom of the 1920’s created the basis of prosperity in the US.
(ii) Large investments in housing and household goods seemed to create a cycle of higher
employment and incomes, rising consumption demand, more investment and yet more
employment and incomes.
(iii) In 1923, US resumed exporting capital to the rest of the world and became the largest
overseas lender.
(iv) US imports and capital exports also boosted European recovery and world trade and income
growth over the next six years.
Q. 16. What was the effect of world economic crisis on rural India?
Ans. (i) The indebtedness of Indian peasants increased. They used up their savings, mortgaged lands
and sold whatever jewellery and precious metals they had, to meet their expenses.
(ii) In these depression years, India became an exporter of precious metals, notably gold.
(iii) Indian global economic recovery certainly helped speed up Britain’s recovery but did little
for the Indian peasants.
(iv) Rural India was thus seething with unrest when Mahatma Gandhi launched the Civil
Disobedience Movement at the height of the depression in 1931.
HOTS (Higher Order Thinking Skills)
Q. 1. Briey explain the two key lessons which economists and politicians draw out from interwar economic experience.
Ans. First
(i) An industrial society based on mass production cannot be sustained without mass consumption.
(ii) But to ensure mass consumption, there was a need for high and stable incomes.
(iii) Incomes could not be stable if employment was unstable. Thus stable incomes also required
steady, full employment.
(iv) But markets alone could not guarantee full employment. Therefore the government could
have to step in, to minimise uctuations of price, output and employment.
Second
(i) It is related to a country’s economic links with the outside world.
(ii) The goal of full employment could only be achieved if governments had power to control
ow of goods, capital and labour.
Thus the main aim of the post-war international economic system was to preserve economic
stability and full employment in the industrial world.
Q. 2. How does a multilateral settlement system work?
Ans. (i) By 19th century, British manufacturers ooded the Indian market. Food grain and raw
material exports from India to Britain and the rest of the world increased.
(ii) But the value of British exports to India was much higher than the value of British imports from
India. Thus Britain had a ‘trade surplus’ with India.
(iii) Britain used this surplus to balance its trade decits with other countries—the countries
from which Britain was importing more than it was selling to.
(iv) This is how a multilateral settlement system works — it allows one country’s decit with
another country to be settled by its surplus with a third country.
Q. 3. How were oating exchange rates introduced?
l
Ans.
Despite years of stable and rapid growth, not all was well in this post-war world.
l
From the 1960s, the rising cost of its overseas involvements weakened the US’s nances and
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competitive strength.
l
The US dollar now no longer commanded condence as the world’s principal currency.
l
It could not maintain its value in relation to gold.
This eventually led to the collapse of the system of xed exchange rates and the introduction
l
of a system of oating exchange rates.
Q. 4. How did the international nancial systems lead to periodic debt crisis in the developing
countries?
l
Ans.
From the mid-1970s, the international nancial system also changed in important ways.
l
Earlier, developing countries could turn to international institutions for loans and
development assistance.
l
But now, they were forced to borrow from western commercial banks and private lending
institutions.
l
This led to periodic debt crisis in the developing world, and lower incomes and increased
poverty, especially in Africa and Latin America.
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Which was the most powerful weapon used by the Spanish to conquer America?
2. What was the aim of Stanely in Africa?
3. In which factory, Henry Ford introduced the system of ‘Assembly Line’?
4. Which countries were considered as Axis power during the 2nd World War?
5. What does IMF stand for?
6. To which country, India was the single largest exporter of cotton in 1820s?
Short Answer Questions
[3 marks]
1. How did silk routes link the world? Explain with three examples.
2. Explain the impacts of scrapping of the Corn Laws.
3. Explain the impact of the First World War on Britain’s economy.
4. The rst World War was a modern industrial war. Explain.
5. “The Global transfer of diseases became instrumental in colonisation of Africa and South
America”. Explain.
Long Answer Questions
[5 marks]
1. What were the ‘Corn Laws’ and why were they abolished? What were the consequence of abolishing
the Laws?
2. How did Europeans try to recruit and retain labour? Explain any two methods.
3. Explain any 5 consequences of the Great Depression of 1929 on Indian economy.
4. Write any 3 factors responsible for indentured labour migration from India.
5. How did Britain balance its decit with the trade in India in the 19th century?
6. ‘The pre-modern world changed with the discovery of new sea routes of America’. Support the
statement with suitable examples.
zzz
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the age of
industrialisation
5
BASIC CONCEPTS � A FLOW CHART
BEFORE THE INDUSTRIAL REVOLUTION
Proto-industrialisation
The coming up of
the factory
The Pace of
Industrial Change
Manual Labour &
Steam Power
The life of
Workers
1730s – earliest
factories were
established in
England.
In Britain, cotton
and metals
became important
industries.
In Britain, there
was no shortage
of human labour.
The possibility for
a labour to get a
job depended on
the network.
Cotton was in
huge demand
The technological
changes were
slow.
Process of
production of
cloth became
The wages
were also low.
There was a
demand for
seasonal labour.
There was a fear
of unemployment
among the
labourers, also
due to
seasonality of
work.
more efficient
because of the
new inventions.
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Social Science–X
108
Compared to the
machine produced
cloth, there was a
demand of hand
made product
especially by the
elite.
Due to introduction
of new technology
demand for
infrastructure
opened major
employment
opportunities in
1840.
WEAVERS
THE AGE OF INDIAN TEXTILES
Indian cotton and silk goods dominated the international
markets in textiles, before the age of machine and
industries.
There was a direct control of the company on the weavers
through advances, gomasthas.
There was a clash between the weavers and the gomasthas.
There were bankers and merchants who were involved
in the network of export trade.
There was a breakdown in network of exports controlled
by Indian merchants because of the coming of the
European.
Migration of weavers followed due to this reason.
WHEN MANCHESTER CAME TO INDIA
There was a decline of textile exports from India
Due to this, major ports like Hoogly and Surat declined
and New ports came up like Bombay and Calcutta.
Duties were imposed on Indian textile imports due
to the pressure of Industrial groups in Britain.
There was an outbreak of Civil War i n America,
Britain turned to India.
FACTORIES COME UP
Till World War I, large sector of Indian industries was taken over by the European managing
Agencies
Indian Entrepreneurs like Dwarkanath Tagore, J.N. Tata, Seth Hukumchand, Dinshaw Petit were
coming up in the Industrial sector.
The workers came from nearby districts.
For that, a new system of ‘jobbers’ came i n who recruited new recruits.
Major industries were of tea and coffee plantation, mining, indigo and jute.
Over the war years, industrial production boomed.
The economy of Britain suffered due to the war.
Use of advertisement came in, and i t was also used as a way to inculcate the spirit of nationalism.
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IMPORTANT TERMS
1. Orient: The countries of the East of the Mediterranean, mainly referring to Asia. The term
originated from the western view point that saw this region as pre-modern, mysterious
as well as traditional.
2. Proto-industrialisation: Was a possible phase in the development of modern industrial
economies that preceded, and created conditions for the establishment of fully industrial
societies.
3. Industrialisation: It is known as a process in which an economy is transformed from
agricultural to manufacturing goods.
4. Industrial Revolution: During the late 1700s to early 1800s, Great Britain began with
industrial revolution which spread throughout the world. The period mainly refers to the
mechanisation of agriculture and textile manufacturing. It also includes building up of
steam ships and railroads.
5. Stapler: A person who ‘staples’ or sorts wool according to its fibre.
6. Fullers: A person who gathers cloth by pleating.
7. Carding: It is a process in which fibres, such as wool or cotton, are prepared prior to
spinning.
8. Spinning Jenny: Is a multi-spindle frame and was one of the key developments in the
industrialisation of weaving during the early Industrial Revolution. It was invented by
James Hargreaves.
9. Sepoy: It was a British pronunciation of a hindi word sipahi, which refers to an Indian
soldier in the service of the British.
10. Fly-shuttle: It is a mechanical device used for weaving and moved by the means of ropes
and pullies.
IMPORTANT EVENTS
1730s
1840s
1850s
1854
1860s
1874
1900
1900-1912
1917
1900-1940
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Social Science–X
– Earliest factories were established in England.
– Cotton textile came up as the leading sector in the first phase of
industrialisation.
– India saw a decline and desolation of cotton.
– Establishment of the first cotton mill in Bombay.
– Increase in the demand of Iron and Steel.
– First spinning and weaving mill of Madras was established.
– A popular music publisher, E.T. Paull produced a music book.
– Cotton prices in India doubled.
– First Indian jute mill in Calcutta was established.
– Handloom cloth production expanded.
110
NCERT Exercises
Q. 1. Explain the following:
(a) Women workers in Britain attacked the Spinning Jenny.
(b) In the seventeenth century, merchants from towns in Europe began employing
peasants and artisans within the villages.
(c) The port of Surat declined by the end of the eighteenth century.
(d) The East India Company appointed gomasthas to supervise weavers in India.
Ans. (a) The reason to attack the spinning jenny was that it speeded up the process of spinning and
therefore, it led to the reduction of labour demand, thus causing a fear of unemployment
among the women working in the woollen industry. By this time, they had survived on hand
spinning and now, new machines were taking over.
(b)
The market, raw material, employees and the production of goods in towns were
controlled by the trade and commerce guild. This led to creating problems for the
merchants who wanted to increase production by employing more men. Thus, they
turned to the artisans and peasants who lived in villages.
(c)
It was during the end of the 18th century when the port of Bombay got developed by
the European colonies. As the European colonisers got hold on the sea trade, the port of
Surat did not benefit them like earlier. They secured many concessions from local courts
as well as the monopoly rights of the trade. Therefore leading to the decline of the Surat
and Hoogly from where local merchants had operated. Export slowed down and local
banks were bankrupted there.
(d)
They were appointed for the following reasons –
(i) They eliminated the existence of traders and brokers and they established a direct control
over the weavers.
(ii) With means of advances and control, they dominated their dealings with other buyers.
Thus, making the weavers obligated to the British by taking loans and fees in advance.
Q. 2. Write True or False against each statement.
(a) At the end of the 19th century, 80 per cent of the total workforce in Europe was
employed in the technologically advanced industrial sector.
Ans. False
(b) The international market for ne textile was dominated by India till the 18th century.
Ans. True
(c) The American Civil War resulted in the reduction of cotton exports from India.
Ans. False
(d) The introduction of the y shuttle enabled handloom workers to improve their
productivity.
Ans. True
Q. 3. Explain what is meant by proto-industrialisation
Ans. (i) The word ‘proto’ means the rst or early form of something.
(ii) The period before building up of factories, goods were produced in England and Europe on a
very large scale.
(iii) During the proto-industrialisation, handmade products were produced for the industrial
market.
Q. 4. Why did some industrialists in nineteenth-century Europe prefer hand labour over
machines?
Ans. Due to the following reasons –
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History: India and the
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(i)
(ii)
(iii)
(iv)
The machines needed capital investments. They were costly, difcult to repair and ineffective.
Labours were available at lower wages.
Seasonal labour was required in seasonal industries only.
The demands of market for specic length, variety of colours and designs could not be
fullled by the machine made clothes. Handmade clothes were preferred by the elite.
Q. 5. How did the East India Company procure regular supplies of cotton and silk textiles from
Indian weavers?
Ans. (i) Appointed paid supervisors were called Gomasthas. They also collected examined cloth
quality of the weavers and collected supplies.
(ii) They also checked on the weavers from dealing with other buyers through a system of
advances and loans.
Q. 6. Imagine that you have been asked to write an article for an encyclopaedia on Britain and the
history of cotton. Write your piece using information from the entire chapter.
Ans. During the 17th and 18th century, there was trade in textile production among the merchants and
the rural people. A garment maker would buy wool from a wool stapler, then it would be taken
to the spinners, and later to the yarn weavers and for the nal product it would be taken to fuller
and dyers. The nishing centre for the goods was London. This phase in British manufacturing
history is known as proto-industrialisation. In this phase, the factories were only a network of
commercial exchange and not an essential part of the industry.
Cotton came up as the rst symbol of the new era of factories. During the late 19th century, its
production increased rapidly. Imports of raw cotton sky-rocketed from 2.5 million pounds in 1760
to 22 million pounds in 1787. The reason behind this were the invention of the cotton mill and
new machines and better management.
One of the new inventions during that time was the Spinning Jenny. Most inventions in the textile
production sector were met with disregards and hatred by the workers because machines implied
less hand labour and lower employment needs. Before such inventions, cotton and silk goods
were imported from India in vast numbers. There was a high demand of ne textiles of India in
England. After the East India Company gained political power, they exploited the weavers and
textile industry in India to its fuller potential. Manchester became the hub of cotton production.
Consequently, India turned into a major buyer of British cotton goods.
During the First World War, British were in a rush for providing for war needs. Hence, demand
for Indian textile rose again. There was a uctuation in the demand and supply in the textile
production.
Q. 7. Why did industrial production in India increase during the First World War?
Ans. There was an increase in the industrial production during the First World War in India due to the
following reasons –
(i) Britishers were involved in the production and supply of the war needs. Therefore, they
stopped exporting the British goods or clothes to the colonised countries like India.
(ii) India utilised that opportunity and started selling its goods, which led to the rise of industrial
production in India.
(iii) Indian factory owners also played a main role in providing war supplies to the British
colonial government like jute, cloth or army uniform, leather boots, and tents, horse and
mule saddles, etc.
(iv) This led to the increase in production of the old industries and the increased demands of
various products led to setting up of new industries.
(v) Due to increase in production, new workers were employed and there was increase in working
hours.
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112
VERY SHORT ANSWER QUESTIONS
(1 mark)
Q. 1. Name the book published by E.T. Paul?
Ans. Dawn of the Century.
Q. 2. How is history of industrialisation often related to First Factories?
Ans. When we talk of industrial workers, we mean factory workers. When we talk of industrial production
we refer to factory production. So, often we associate industrialisation with the growth of factory
industry.
Q. 3. What does ‘Proto Industrialisation’ mean?
Ans. Even before factories began to dot landscape in England and Europe, there was large-scale
industrial production, for an international market, which was not based on factories. This phase
of industrialisation is called proto industrialisation.
Q. 4. What were ‘trade guilds’?
Ans. These were associations of producers that trained crafts people, maintained control over
production, regulated competition and prices and restricted the entry of new people into the
trade.
Q. 5. Why did merchants turn to countryside?
Ans. Rulers granted different guilds the monopoly rights to produce and trade in specic products.
It was therefore difcult for new merchants to set up business in towns. So, they turned to the
countryside.
Q. 6. Who is a ‘Stapler’ and a ‘ fuller’?
Ans. (i) A person who staples or sorts wool according to its bre is called a stapler.
(ii) A person who fulls and gathers cloth by pleating is called fuller.
Q. 7. How did income from proto-industrial production supplement the shrinking income of
small farmers?
Ans. Many farmers had tiny plots, which could not provide work for all the members of the household.
So, merchants offered advances to produce goods for them. Peasants agreed as by working for the
merchants, they could remain in the countryside and continue to cultivate their small plots too.
Q. 8. Which place was known as ‘nishing centre’?
Ans. (i) London was known as a ‘finishing centre.’
(ii) Once the cloth was ready, the finishing was done in London before the export merchants
sold the cloth in the international market .
Q. 9. Who was a merchant clothier?
Ans. A merchant clothier got the work done from stapler, spinner, and fullers. This meant each clothier
was controlling hundreds of workers on the countrysides.
Q. 10. Who created the cotton mill?
Ans. Richard Arkwright created the cotton mill. Costly new machines were purchased, set up and
maintained in the mill.
Q. 11. How did introduction of cotton mill make supervision of workers easy?
Ans. Within the mill, all the processes were brought together under one roof and management. This
led to a more careful supervision over the production process, a watch over quality, and the
regulation of labour, all of which had been difcult to do when production was in the countryside
(villages).
Q. 12. Which two were the rst dynamic industries of Great Britain?
Ans. Cotton and metals. Cotton was the leading sector in rst phase of industrialisation followed by
iron and steel industries due to arrival of railways.
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History: India and the
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Q. 13. Had new industries totally replaced the traditional industries?
Ans. New industries could not easily replace the traditional industries. Textile was a dynamic sector, but
a large portion of the output was produced not within factories but outside, i.e., within domestic
units.
Q. 14. Which non-mechanised sectors of industries were grown with small innovations?
Ans. These non-mechanised sectors were—food processing, building, pottery, glass work, tanning,
furniture making and production of implements.
Q. 15. What was the drawback of new technology for merchants and industrialists?
Ans. New technology was expensive and merchants and industrialists were cautious about using it.
The machines often broke down and repair was costly. So, they were not as effective as their
manufacturer claimed.
Q. 16. Who improved the steam engine? Who manufactured the new model?
Ans. (i) James Watt improved the steam engine produced by Newcomen and patented the new engine
in 1781.
(ii) His industrialist friend Mathew Boulton, manufactured the new model.
Q. 17. Why did upper classes in Victorian Britain prefer things made by hand?
Ans. The aristocrats and the bourgeoisie preferred things produced by hand or handmade products,
which came to symbolise renement and class. They were better nished, individually produced
and carefully designed.
Q. 18. How were workers hostile to new technology?
Ans. Fear of unemployment made workers hostile to the introduction of new technology. When the
Spinning Jenny was introduced in the woollen industry, women who survived on hand spinning
began attacking the new machines. This conict continued for a long time.
Q. 19. From which pre-colonial ports was vibrant sea trade operated?
Ans. Surat on Gujarat coast, connected India to the Gulf and Red Sea Ports, Masulipatam on the
Coromandal Coast and Hoogly in Bengal had trade links with Southeast Asian ports.
Q. 20. How did Indian merchants and bankers help in the export of trade?
Ans. Many Indian merchants and bankers were involved in the network of export trade by nancing
production, carrying goods and supplying exporters.
Q. 21. Why did East India company want to establish its monopoly on the rights to trade?
Ans. The East India company proceeded to develop a system of management and control that would
eliminate competition between British, Dutch, French and Portuguese. It could also have full
control on its costs and ensure regular supply of cotton and silk goods.
Q. 22. Who was a ‘Gomastha’?
Ans. Gomastha was a paid servant, who would supervise weavers, collect supplies and examine the
quality of cloth.
Q. 23. Why were loans given to the weavers by the Gomasthas?
Ans. Once an order was placed, the weavers were given loans to purchase the raw material for their
production. Those who took loans had to handover the cloth they produced to the Gomasthas.
They could not take it to any other trader.
Q. 24. What was the prediction of Henry Patullo, a company ofcial about Indian textiles?
Ans. In 1772, Henry Patullo had ventured to say that the demand for Indian textiles could never reduce,
since no other nation produced goods of the same quality.
Q. 25. Which two problems were faced by cotton weavers in India?
Ans. (i) Their export market collapsed.
(ii) Local market shrank, being glutted with Manchesters imports.
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114
Q. 26. When did the rst cotton mill come up in India?
Ans. The rst cotton mill in Bombay came up in 1854 and it went into production two years later.
Q. 27. When was the rst jute mill set up in India?
Ans. Jute mills came up in Bengal, the rst being set up in 1855 and another seven years later in 1862.
Q. 28. Name the entrepreneurs or industrialists of India.
Ans. (i) In Bengal: Dwarkanath Tagore
(ii) In Bombay: Dinshaw Petit, Jamsetjee Nusserwanji Tata
(iii) In Calcutta: Seth Hukum Chand
(iv) In Calcutta: G.D. Birla
Q. 29. How did Dinshaw Petit and J.N. Tata establish their industrial empire in Bombay?
Ans. In Bombay, Parsis like Dinshaw Petit and J.N. Tata built huge industrial empires in India,
accumulated their initial wealth partly from exports to China and partly from raw cotton shipments
to England.
Q. 30. Name the European Managing agencies which controlled a large sector of Indian industries
after the First World War.
Ans. The Three of the biggest agencies were:
(i) Bird Heiglers & Co.
(ii) Andrew Yule & Co.
(iii) Jardine Skinner & Co.
Q. 31. How did European agencies control Indian industries?
Ans. These agencies mobilised capital, set up joint-stock companies and managed them. In most
instances, Indian nanciers provided the capital while European Agencies made all the investment
and business decisions.
Q. 32. Where did the workers come from, to work in cotton mills?
Ans. In Bombay, cotton industries workers came from the neighbouring district of Ratnagiri, while the
mills of Kanpur got most of their textile hands from the villages within the district of Kanpur.
Q. 33. Who was a jobber?
Ans. Very often the jobber was employed by industrialists to get new recruits. He used to be an old
trusted worker. He got people from his village, ensured them jobs, helped them settle in the city
and provided them money in time of crisis.
Q. 34. In which industries were European managing agencies interested?
Ans. They established tea and coffee plantations, acquiring land at cheap rates from the colonial
government and they invested in mining, indigo and jute.
Q. 35. Which products were produced by Indian factories during First World War?
Ans. As the war prolonged, Indian factories were called upon to supply what was needed i.e. jute bags,
cloth for army uniforms, tents and leather boots, horse and mule saddles and a host of other
items.
Q. 36. What was ‘y shuttle?’
Ans. It was a mechanical device used for weaving, moved by means of ropes and pullies. The invention
of y shuttle made it possible for weavers to operate large looms and weave wide pieces of clothes.
Q. 37. What were the benets of y shuttle?
Ans. Fly shuttles increased productivity per worker, speeded up production and reduced labour demand.
So, it helped weavers improve their productivity and compute with the mill sector.
Q. 38. Why was advertisement of the products made in India?
Ans. Advertisements make products appear desirable and necessary. They try to shape the minds
of people and create new needs. They played an important role in expanding the markets for
products and shaping a new consumer culture.
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History: India and the
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Q. 39. Why were labels used on cloth bundles?
Ans. The label was needed to make the place of manufacturer and the name of company familiar to the
buyer. The label was also to be a mark of quality.
Q. 40. Why did images of gods and goddesses appear on the labels?
Ans. Images of Indian gods and goddesses regularly appeared on the labels as if the association with
gods gave divine approval to the goods being sold. The imprinted image of Krishna or Saraswati
was also intended to make the manufacture from a foreign land appear familiar to Indian people.
Q. 41. Why were manufacturers printing calendars to popularise their product?
Ans. Unlike newspapers and magazines, calendars were used even by people who could not read. They
were living in tea shops and poor people’s homes as much as in ofces and middles-class apartments.
And those who hung the calendars had to see the advertisement day after day throughout the year.
Q. 42. Why do gures of important personages like nawabs and emperors appear on the
advertisement and calendars?
Ans. The message often seemed to say, “If you respect the royal gure, then respect this product. When
the product was being used by kings or produced under royal command, its quality could not be
questioned.
Q. 43. How did advertisements become a vehicle of the nationalist message of Swadeshi?
Ans. When Indian manufacturers advertised the nationalist message, it was clear and loud. If you care
for the nation then buy products that Indians produce.
Q. 44. Why is this period called as ‘Age of Industries’?
Ans. The age of industries meant:
(i) Major technological changes
(ii) Growth of factories
(iii) Making of a new industrial labour force.
SHORT ANSWER QUESTIONS
(3 marks)
Q. 1. How was cloth manufactured in England during the proto-industrial period?
Ans. Merchants were based in towns but the work was done mostly in the countryside.
l
A merchant clothier in England purchased wool from a wool stapler.
l
From there, it was carried to the spinners, then spun yarn was taken to the fullers and then
to the dyers.
l
The nishing was done in London before the export merchant sold the cloth in the
international market.
Q. 2. Why was the steam engine slow to be accepted by industries?
l
Ans.
James Watt improved the steam engine and patented the new engine. His industrialist friend,
Mathew Boulton manufactured the new model.
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But for years he could nd no buyers.
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Steam engines were used in cotton and wool industries, mining, canal and iron works.
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Steam engines were not used in any of the other industries till much later in the century.
So, even the most powerful new technology that enhanced the productivity of labour manifold
was slow to be accepted by industrialists.
Q. 3. How was infrastructure developed after the 1840s?
Ans. Building activity intensied in the cities, opening up greater opportunities of employment.
(i) Roads were widened.
(ii) New railway stations came up.
(iii) Railway lines were extended, and tunnels dug up.
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(iv) Drainage and sewers were laid.
(v) Rivers were embarked, and
(vi) Number of workers in the transport industry doubled.
Q. 4. How did the British establish a monopoly in cotton and silk trade?
OR
What steps were taken by East India Company to control the market of cotton and silk
goods?
Ans.
The company eliminated the existing traders and brokers to establish direct control over
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weavers. It appointed a paid servant called Gomasthas to supervise weavers, collect suppliers
and examine the quality of cloth.
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It prevented company weavers from dealing with other buyers. Once an order was placed, the
weavers were given loans to purchase the raw material. Those who took loans had to hand over
the cloth they produced to the Gomasthas only. They could not take it to any other trader.
Q. 5. Why was the ‘Jobber’ employed by Indian industrialists?
Ans.
Industrialists employed the Jobber, an old trusted worker.
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He got people from his village, got them jobs and helped them settle in the cities.
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l
Jobbers therefore, became persons with authority and power. He began demanding money
and gifts for the favour he did and started controlling the lives of the workers.
Q. 6. How did the ‘y shuttle’ help in improving the handloom production?
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Ans.
Fly shuttle was a mechanical device used for faster weaving.
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By the second decade of the 20th century, weavers were using looms with the y shuttle.
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It increased productivity per worker, speeded up production and reduced labour demand.
Q. 7. How did the small-scale industries predominate in India?
Ans. While factory industries grew steadily after the war, large industries formed a small segment of
the economy. Most of them were located in Bengal and Bombay.
Over the rest of the country, small-scale production continued to predominate.
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l
In some instances, handicrafts production actually expanded in the 20th century.
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While cheap machine-made thread wiped out the spinning industry in the 19th century,
handloom cloth production survived, despite problems.
Q. 8. Why was the industrial growth slow till the First World War?
Ans. (i) The war created a dramatically new situation, with the British mills busy with war production
to meet the needs of the army.
(ii) Manchester imports into India declined. Indian mills had a vast home market to supply.
(iii) As the war continued, Indian factories were called upon to supply war needs like jute bags,
cloth for uniform, boots, etc.
Q. 9. Why could Manchester never recapture its old position in the Indian market after the war?
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Ans.
Unable to modernise and compete with the US, Germany and Japan, the economy of Britain
crumbled after the war.
Cotton production collapsed and exports of cotton cloth from Britain fell dramatically.
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Within the colonies, local industrialists gradually consolidated their position substituting
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foreign manufacturers and capturing the home market.
Q. 10. What was the condition of the weavers in surviving the famines and competition?
OR
How could certain groups of weavers survive the competition with mill industries?
OR
How could you say that famines did not affect the sale of Banarasi or Baluchari saris?
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Ans.
Amongst weavers, some produced coarse cloth while others ner cloth.
The coarse cloth was bought by the poor and its demand uctuated.
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l
In times of bad harvests and famines, rural poor could not possibly buy the cloth.
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But the rich could buy this ner cloth, when the poor starved. So famines did not affect the
sale of Banarasi or Baluchari saris.
These weavers lived tough lives and worked for long durations. Very often, the entire family,
including women and children had to work to survive.
Q. 11. What does the picture indicate on the famous book ‘Dawn of the Century’?
Ans. (i) There is an angel of progress, bearing the ag of the new century, and is gently perched on a
wheel with wings, symbolising time.
(ii) The ight is taking her into the future.
(iii) Floating about, behind her, are the signs of progress—railway, camera, machines, printing
press and factory.
Q. 12. What picture is shown on the cover of two magicians?
Ans. (i) The one at the top is Aladdin from Asia, who built a beautiful palace with his magic lamp.
(ii) The one at the bottom is the modern mechanic, who with his modern tools weaves a new
magic; builds bridges, ships, towers and high-rise buildings.
(iii) Aladdin is shown representing the East and the past and the mechanic stands for the West
and modernity.
Q. 13. How were there clashes between gomasthas and weavers later on?
OR
“The establishment of political power by the East India Company resulted in ruination of
the Indian weavers”. Support the statement with suitable examples.
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Ans.
Earlier, supply merchants belonged to the same village and looked after the needs of weavers.
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The new ‘gomasthas’ were outsiders, with no social links with villagers.
They acted arrogantly and sometimes punished weavers for delay in supply.
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Prices received from the company were miserably low.
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Loans tied them to the British company.
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In many places, weavers deserted villages and migrated to other places for setting up their
own looms.
Q. 14. How did factories emerge on the landscape of England?
Ans. (i) In the early 19th century, factories increasingly became an intimate part of English landscape.
(ii) The new mills were so magical that the sight of those factories or developing new technology,
dazzled the people.
(iii) They concentrated their attention on the mills, almost forgetting the by-lanes and the
workshops where production still continued.
Q. 15. Where did the workers come from?
Ans. (i) In most industrial regions, workers came from the districts around. Peasants and artisans
who found no work in the village went to industrial centres in search of work.
(ii) About 50 per cent workers in the Bombay cotton industries came from the neighbouring
district of Ratnagiri, while the mills of Kanpur got workers from the villages within the
district of Kanpur.
(iii) Most often mill workers moved between the village and the city, returning to their village
homes during harvests and festivals.
Q. 16. “The system of advance proved harmful for the weavers.” How?
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Ans.
As loans owed in and the demand for ne textiles expanded, weavers eagerly took the
advances, hoping to earn more.
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Many weavers had small plots of land which were cultivated to take care of their family
needs. Now they had to lease out the land and devote all their time to weaving.
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Weaving required the labour of the entire family with children and women all engaged in
different stages of the process.
Now after losing land, the weavers became dependent on others for their food supplies and other
needs.
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LONG ANSWER QUESTIONS
(5 marks)
Q. 1. How did factories in England multiply in the late 18th century?
Ans. (i) British cotton industries boomed in the late 18th century.
(ii) A series of inventions in the 18th century increased the production process.
(iii) Processes of carding, twisting, spinning, and rolling were made faster.
(iv) Richard Arkwright created the cotton mill. Now the costly new machines could be purchased,
set up and maintained in the mill.
(v) Within the mill, all the processes were brought together under one roof and management.
(vi) This allowed a more careful supervision over the production process, a watch over quality
and the regulation of labour, all of which had been difcult to do when production took place
in the countryside.
Q. 2. How rapid was the process of industrialisation in Britain?
Ans. (i) The most dynamic industries in Britain were cotton and metal. Cotton was the leading sector.
With the expansion of railways in England and its colonies, the demand for iron and steel
increased rapidly.
(ii) The new industries could not easily displace traditional industries. Textiles was a dynamic
sector, but a large portion of the output was produced outside factories, within domestic
units.
(iii) The pace of change in the traditional industries was not set by steam powered cotton or
metal industries. Ordinary and small innovations were the basis of growth in many nonmechanised sectors such as food processing, building, pottery, glass work, etc.
(iv) Technological changes occurred slowly. New technology was expensive and merchants and
industrialists were cautious about using it. The machines often broke down and repair was
costly. They were not as effective as their investors claimed.
Q. 3. What kind of lives did the workers lead during Industrial Revolution?
Ans. (i) As news of possible jobs reached the countryside, hundreds left for the cities.
(ii) If one had a relative or a friend in a factory, he was more likely to get a job quickly.
(iii) Many jobseekers had to wait for weeks, spending nights under bridge or in night shelters.
(iv) Seasonality of work in many industries meant longer periods without work. After the busy
season was over, the poor were on the streets again.
(v) The period of employment, the number of days of work determined the average daily income
of the workers.
Q. 4. Why were the British worried about imports from other countries?
Ans. As cotton industries developed in England, industrial groups began worrying about imports from
other countries.
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They pressurised the government to impose import duties on cotton textiles so that
Manchester goods could sell in Britain, without facing any competition from outside.
Industrialists persuaded the East India Company to sell British manufactures in Indian
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markets as well.
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Export of British cotton goods increased dramatically in the early 19th century.
At the end of the 18th century, there had been virtually no import of cotton piece goods into
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India but by 1850, cotton piece goods constituted over 31 per cent of the value of Indian imports.
Q. 5. What problems did the cotton weavers face in India?
Ans. (i) Their export market collapsed.
(ii) Local market also shrank as it was ooded with Manchester imports.
(iii) Produced by machines at lower costs, the imported cotton goods were so cheap that weavers
could not easily compete with them.
(iv) By 1860, weavers could not get sufcient supply of raw cotton of good quality.
(v) When American Civil War broke out and cotton supply from the US was cut off, Britain turned
towards India.
(vi) As raw cotton exports from India increased, the price of raw cotton shot up.
Q. 6. Why did industrialists in India begin shifting from yarn to cloth production?
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Ans.
When Indian businessmen began setting up industries; they avoided competing with
Manchester goods in the Indian market.
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Since yarn was not imported by British in India, early cotton mills in India started producing
coarse cotton yarn rather than fabric.
The yarn produced in Indian spinning mills was used by handloom weavers in India or
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exported to China.
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As the Swadeshi Movement began, nationalists told people to boycott foreign cloth.
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Industrial groups organised themselves to protect their collective interests.
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From 1906, the export of Indian yarn to China declined since produce from the Chinese and
Japanese mills ooded the markets.
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So industrialists in India began shifting from yarn to cloth production.
Cotton piece goods production in India almost doubled between 1900 and 1912.
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Q. 7. How did the British market their goods in India?
Ans. (i) Advertisement of the product: Advertisements make products appear desirable and
necessary. They try to shape the minds of people and create new needs. During the Industrial
age, advertisements played a major role in expanding the markets for products.
(ii) Putting labels on the cloth bundles: The label was needed to make the place of
manufacture and the name of the company familiar to the buyers. When buyers saw ‘MADE
IN MANCHESTER’ written in bold on a label, they would feel condent about buying the
cloth.
(iii) Images of Indian Gods and Goddesses: It was as if association with Gods gave divine
approval to the goods being sold. Images of Krishna or Saraswati was intended to make the
manufacture from a foreign land appear somewhat familiar to the Indian people.
(iv) Printing calendars to popularise their products: Unlike newspapers and magazines,
calendars were used even by people who could not read. They were hung in the tea shops
and in poor people’s homes, just as much as in ofces and middle class houses.
Q. 8. Why did merchants turn to countryside, rather than setting up business in towns?
Ans. (i) Merchants supplied money to peasants and artisans, persuading them to produce for an
international market.
(ii) Demand for goods increased since the European powers had acquired colonies and sold their
goods in these colonies.
(iii) But merchants could not expand production within towns because the urban crafts and trade
guilds were very powerful.
(iv) Rulers granted different guilds the monopoly rights to produce and trade in specic products.
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It was therefore difcult for new merchants to set up business in towns. So they turned to
countryside.
Q. 9. In what ways the proto-industrial production helped the poor farmers in countryside?
Ans. (i) In the countryside, poor peasants and artisans began looking for merchants. This was a time
when open elds were disappearing and commons were closed.
(ii) Cottagers and poor peasants, who had earlier depended on common lands for their survival,
had to now look for alternative sources of income.
(iii) Many had small land holdings, which could not provide work for all the members of the
family.
(iv) So merchants came around and offered advances to produce goods for them, peasants eagerly
agreed.
(v) By working for the merchants, they could remain in the countryside and continue to cultivate
their small plots.
(vi) So income from proto-industrialisation supplemented their shrinking income from
cultivation and raised their standard of living.
HOTS (Higher Order Thinking Skills)
Q. 1. What was the Proto-industrialisation? Explain its importance.
Ans. Even before factories began to appear on the landscape of England and Europe, there was large
scale industrial production for an international market. This was not based on factories. Many
historians refer this phase as “Proto Industrialisation”. During this period, most of the goods were
manufactured by trained craftspersons for the international market.
(i) The Proto-Industrial system was a part of a network of commercial exchanges.
(ii) It was controlled by merchants and the goods were produced by a vast number of producers
working within their family farms, not in factories.
(iii) At each stage of production 20 to 25 workers were employed by each merchant. This meant
that each clothier was controlling hundreds of workers.
Q. 2. “Although wages increased somewhat in the 19th century, yet they could not improve the
welfare of the workers.” How far do you agree with the statement? Explain any two points.
l
Ans.
Although wages increased somewhat in the 19th century, yet they could not improve the
welfare of the workers.
Actually due to prices which rose during Napoleonic war, due to ination it hardly affected
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the improved wages of workers.
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During war period, unemployment also existed, so there was more need of employment than
the wages.
Q. 3. ‘Till the rst World War, industrial growth was slow’. Give reasons for this.
l
Ans.
The war created a dramatically new situation, with the British mills busy with war production
to meet the needs of the army.
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Manchester imports into India declined. Indian mills had a vast home market to supply.
l
As the war continued, Indian factories were called upon to supply war needs like jute bags,
cloth for uniform, boots, etc.
l
Unable to modernise and compete with the US, Germany and Japan, the economy of Britain
crumbled after the war.
Cotton production collapsed and exports of cotton cloth from Britain fell dramatically.
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Within the colonies, local industrialists gradually consolidated their position substituting
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foreign manufacturers and capturing the home market.
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SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Who invented the ‘Spinning Jenny’ and in which year?
2. When did the exports of British cotton goods increase dramatically?
3. Name the pre-colonial port which connected India to the Gulf countries and the Red Sea Ports.
4. Who were the Koshtis?
5. Name the Indian port which lost its importance during the colonial rule.
Short Answer Questions
[3 marks]
1. Explain how were Indian merchants and bankers involved in the export trade in the early 18th
century.
2. Highlight the position of weavers who produced coarse cloth in the 20th century.
3. How did the cotton weavers in India suffer due to Manchester import?
4. State any three functions of a Jobber.
5. Highlight any 3 benets of industrialisation on the society.
6. Analyse the contribution of Dwarkanath Tagore in the eld of industrial development.
7. How did handloom cloth production expand steadily in the 20th century? Explain.
Long Answer Questions
[5 marks]
1. By the rst decade of the 20th century, a series of changes affected the pattern of industrialisation
in India. Explain.
2. How was the life of Indian weavers were affected by Indian traders under company rule?
3. “The increase of labour in the market affected the lives of workers.” Explain the statement in
context of 19th century Britain.
4. Explain the reasons for the decline of Indian textile industry by the end of 19th century.
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Work, life
and leisure
6
BASIC CONCEPTS � A FLOW CHART
CHARACTERISTICS OF THE CITY
Cities – centres of political
power, administrative network, trade and industry,
religious institutions and
intellectual activity, and
supported various social
groups such as artisans,
merchants and priests.
There are three historical
processes that have shaped the
modern cities:
The rise of capitalism
Control of the colonial power over
the large parts of the world.
Development of democratic
ideals.
•
•
•
MARGINAL GROUPS
WOMEN
•
They were forced to work within the household
as they lost their jobs due to technological
developments.
Women took to tailoring, washing or matchbox
making to help their family income.
By the 20th century, women withdrew from the
domestic work and were employed in the
wartime industries.
CHILDREN
•
•
Large numbers of children
were pushed into low paid
work by their parents. Crime
rate increased.
The compulsory Education
Act of 1870 and the Factory
Act of 1902 kept children out
of industrial work.
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INDUSTRIALISATION AND THE RISE OF THE
MODERN CITY IN ENGLAND
The early industrial cities of
Britain such as Leeds and
Manchester attracted large
number of migrants to the
textile mills set up in the late
18th century.
Large number of people were
employed in 5 major types of industries:
Clothing and footwear
Wood and furniture
Metal and engineering
Printing and stationery
Precious products like surgical instruments,
watches, and objects of precious metals
•
•
•
•
•
London began to manufacture
cars and electrical goods,
during World War I.
The number of large factories
increased until they
accounted for nearly
one-third of all jobs in the city.
•
HOUSING
The migrant workers
were not provided
with factories or
workshops. Instead,
there were cheap and
unsafe tenements for
the new arrivals
provided by the
individual
landowners.
After the Russian Revolution, there was a widespread fear of social
disorder. A mass housing scheme was planned for the workers to in
London to suppress any chances of level.
New blocks of apartment started building. Open space was created to
reduce pollution and to decongest the localities.
During the World War I, there was a housing shortage. To overcome,
the problem attempts were made to control rent.
The conditions the
poor lived in were
unhygienic.
The British state took the responsibility for housing the working classes
between the two World Wars. Millions of housing and especially single
family cottages were constructed by the local authorities.
TRANSPORT IN THE CITY
10th January, 1863 – first
underground railway in the world
opened between Paddington and
Farrington street in London.
It somewhat solved the housing
problem as it carried a large mass
of people to and from the city.
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The London tube railway led to
massive shift of the poor in London,
between the two World Wars.
Large number of people lived outside
Central London and travelled to work
due to good railway network and
better-planned suburbs.
SOCIAL CHANGE IN THE CITY
Due to the Industrial
Revolution, men came to the
cities to work and women were
left in the villages.
19th century, Chartism
Movement demanded
the voting rights for all
adult males.
10-hour movement
demanded limited
hours of work in
factories.
From 1870s women
demanded voting
rights and right to
property.
This began to hammer the
institution of marriage and
slowly it tended to break down.
It created a new spirit of
individualism.
THE COLONIAL CITY – BOMBAY
Was a group of seven islands
During 1661 – There was a marriage alliance between the British prince with the Portuguese
princess and Bombay came under the British Control.
After coming under the East India C ompany – Bombay became the principal Western Port.
It also became one of the administrative and industrial centres of Western India.
By 1819 – Bombay became the capital of the Bombay Presidency after the Maratha defeat in
the Anglo-Maratha War.
1854 – First cotton mill was established in Bombay.
By mid 1950s, due to the rapid expansion of the city – there was a housing crisis and water
supply became acute.
Chawls consisted of mainly 70% of the people of Bombay.
Chawls were multi-storeyed structured buildings owned by merchants, bankers, building
contractors.
Town planning emerged from fear of social revolution and the fears about the plague epide mic.
The city of Bombay Improvement Trust was established.
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IMPORTANT TERMS
1. Metropolis: The capital or chief city of a country or region.
2. Urbanisation: It is predominantly the process by which towns and cities are formed and
become larger as more people are living and working in central areas.
3. Philanthropist: A person who seeks to promote the welfare of others, especially by the
generous donation of money to good causes.
4. Tenement: A run-down and often overcrowded apartment house, especially in a poor
section of a large city.
5. Asphyxiation: The state or process of being in the lack of supply of oxygen, which can
result in unconsciousness or death; suffocation.
6. Individualism: The habit or principle of being independent and self-reliant.
7. Presidency cities: The British government in India had developed three administrative
regions. These were known as ‘Presidencies’.
8. Anglo-Maratha War: There were three wars fought between the British East India
Company and Maratha Empire in India.
9. Dockyard workers: A person employed in a port to load and unload ships; a dock.
10. Chawls: Chawls were multi-storeyed buildings which had been built around the 1860s.
11. Depressed Classes: The Act introduced the term ‘Scheduled Castes’, defining the group
as ‘such castes, races or tribes, which appear to His Majesty in Council to correspond to
the classes of persons formerly known as the ‘Depressed Classes’.
12. Reclamation: The process of claiming something back or of reasserting a right.
13. Nuisance: A person or thing causing inconvenience or annoyance.
IMPORTANT EVENTS
1616
1819
1840s
1847
1854
1863
1863
1864
1870
1870s
1896
– Bombay came under the British Colonial control due to the marriage alliance
between Britain’s King Charles II to the Portuguese Princess.
– Bombay became the capital of the Bombay Presidency after the Maratha defeat
in the Anglo-Maratha War.
– Laws for controlling smoke in cities like Leeds, Manchester and Derby.
– Smoke Abatement Acts
– First cotton textile mill was established in Bombay.
– Calcutta became the first Indian city to get smoke nuisance legislation.
– First underground railways in the world opened between Paddingtion and
Farrington street in London.
– The Back Bay Reclamation Company won the right of reclaiming the Western
foreshore from the tip of Malabar Hills to the end of Colaba.
– Compulsory Education Act in Britain.
– Women demanded voting rights.
– Harishchandra Sakharam Bhatwadekar shot a scene of wrestling match in
Bombay’s hanging garden and it became the India’s first movie.
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1898 – The city of Bombay Improvement Trust was established.
1902 – Factory Act in Britain
1917
– Russian Revolution
1919-1926 – Women formed 23% of the mill workforce.
1925 – Bombay became the capital of India.
Late 1930s – Women’s jobs were increasingly taken over by machines or men.
19th century – Chartism Movement – demanding voting rights for all adult males.
(1838-1857)
NCERT Exercises
Q. 1. Give two reasons why the population of London expanded from the middle of the eightee nth
century.
Ans. Due to the job opportunities provided by its industries and dockyards, the city of London played
an important role in providing job opportunities for the migrated population. By the year 1750,
one out of every nine people of England and Wales lived in London. Therefore, there was an
expansion in the population of London during the 18th and 19th centuries.
London Started to manufacture electrical goods and motor cars during the First World War. It led
to an increase in the establishment of factories which resulted in a large and increasing number
of population coming to the city in search of work.
Q. 2. What were the changes in the kind of work available to women in London between the
nineteenth and the twentieth century? Explain the factors which led to th is change.
Ans. During the 19th and the 20th century, the primary work available for women was based on
industrial and technological advancement. Earlier the women mainly worked in households for
living which led to an increase in the number of the domestic workers. They began lodging out
rooms, took to tailoring, washing or making matchboxes. But with the coming of World War I,
women once again began working with the industrial sector.
Q. 3. How does the existence of a large urban population affect each of the following?
Illustrate with historical examples.
(a) A private landlord
(b) A Police Superintendent in charge of law and order
(c) A leader of a political party
Ans. (a) With the increase in the urban population, there was a wider need for living space for the
greater number of individual to stay. This raised a demand for places of residence which
beneted the private landowners who could now rent rooms at higher rates. During the 19th
century, this led to private landowners to take advantage of the large number of migrants
who came as tenants to the cities.
(b) As the population increased dramatically, there was an increase in the cases of crimes,
social conict and rebellion. As police are responsible for the law and order, it increased
the pressure of work on them. Due to mix migrant inux during the 19th century, it became
difcult for the police to control crime. In the 1870s, there were 20,000 criminals living in
London. And the job of the police was more multifaceted in catching down the pick pockets,
thieves, etc.
(c) Due to the increase in population there was an increase in problems likes food, water,
housing etc. When these issues were taken up by the political parties then they became
political issues. It gets easier for political leaders to mobilise the masses to support them in
the political causes like it happened in the 19th century London.
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Q. 4. Give explanations for the following:
(a) Why well-off Londowners supported the need to build housing for the poor in the
nineteenth century?
(b) Why a number of Bombay lms were about the lives of migrants?
(c) What led to the major expansion of Bombay’s population in the mid-nineteenth century?
Ans. (a) The one room houses in London were mainly a breeding ground for diseases. It was also a
threat to public health and a re hazards, which became the cause of worry in the overcrowded,
badly ventilated, unhygienic homes. And there was also a threat of social disorder, which
followed after the Russian Revolution of 1917. To avoid the rebellion by the poor people,
housing schemes were supported and adopted.
(b) After the British administration replaced Surat with Bombay as its Western port, the latter
became an attractive destination for job opportunities. As there was an increase in trade and
industries, there was an increase in large number of migration. Most of the people in the lm
industry were migrants and wanted to portray the conditions of this class through lms.
(c) Following were some of the reasons for expansion of Bombay’s population in the mid 19th
century
Growth in trade of cotton and opium.
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Opening of many textile mills.
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Expansion of railways.
Q. 5. What forms of entertainment came up in nineteenth century England to provide leisure
activities for the people.
Ans. (i) For the upper classes, an annual “London Season” was one of the sources of leisure.
(ii) It comprised of an Opera, the theatre and classical music events.
(iii) Whereas for the working classes, pubs, discussions and meetings for political action served
same purpose.
(iv) There were libraries, art galleries and museums were provided another source of
entertainment.
(v) Music Halls and Cinema theatres too became quite popular with the lower classes.
Q. 6. Explain the social changes in London which led to the need for the Underground railway.
Why was the development of the Underground criticised?
Ans. The initial public reaction towards the Underground railways was negative. People criticized it
as for the construction of the underground railways, many houses were demolished. There were
many people who were not comfortable with the idea of travelling with smoke which lled the
underground railways. They were also known as ‘Iron Monsters’. Nonetheless, they were a huge
success as they enabled travelling easier for the people who lived far off.
Q. 7. Explain what is meant by the Haussmanisation of Paris. To what extent would you support
or oppose this form of development? Write a letter to the editor of a newspaper to either
support or oppose this, giving reasons for your view.
Ans. A-16, Villa colony,
20 April, 2017
Punjabi Bagh (East)
Delhi.
The Editor,
The Guardian,
Paris, France.
Respected Sir,
I would like to bring your and readers’ attention to the Haussmanisation. Haussmanisation of
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Paris was done by Baron Haussmann in the 18th century. He was appointed as the chief architect
of the new city by Louis Napoleon III. He laid out new streets, straight sidewalks, boulevards and
open avenues and planted full-grown trees. But I believe that his plan consisted of positives as
well negatives. He carried out forcible reconstruction in Paris to enhance the beauty of the city
and imposed order but his plan ended up displacing almost 350,000 people from Paris and made
them homeless. His work was criticised by the wealthy and poor during his lifetime but soon Paris
became a symbol of civic pride for the French. It became the centre of many new architectural,
social and intellectual developments that later inuenced other parts of the world till today.
Sincerely,
ABC
Q. 8. To what extent does government regulation and new laws solve problems of pollution?
Discuss one example each of the success and failure of legislation to change the quality of
(a) public Life
(b) private life
Ans. Laws passed by the government in terms of environment plays an important role in controlling
the rates of pollution in the city. Intensive public awareness programmes are carried out by the
government which aim at educating people about the needs to control pollution and how they
have to have a share in environmental governance.
Ans. (a) The Bengal Smoke Nuisance Commission, established as per the Bengal Smoke Nuisance Act
of 1905, was successful in controlling the industrial smoke in colonial Calcutta.
Ans. (b) The availability of one-room tenements and no housing facilities for major part of the
industrial revolution time period caused the family to get divided into smaller units. There
were cases where rural people had to leave their families behind and live alone in the urban
areas where they worked.
VERY SHORT ANSWER QUESTIONS
(1 mark)
Q. 1. Who wrote the novel, ‘The Gods Visit Earth’?
Ans. In 1880, Durgacharan Ray wrote the novel—‘The Gods Visit Earth’.
Q. 2. How much impressed were the Gods by the marvels of the city?
Ans. The Gods were so impressed by the marvels of the teeming metropolis that they decided to build
a museum and a High Court in Heaven.
Q. 3. Which aspects of Calcutta city disturbed the Gods?
Ans. The Gods were disturbed by its cheats and thieves, its grinding poverty and the poor quality
of housing for many. They were also perturbed at the confusion of caste, religions and gender
identities in the city.
Q. 4. What were the contrasting images of the city in Durgacharan Ray’s Novel?
Ans. The city seemed to offer a series of contrasting images and experiences—wealth, poverty,
splendour and dirt, opportunities and disappointments.
Q. 5. For what reasons were ancient cities known as?
Ans. Cities were known for the big centres of political power, administrative network, trade and
industry, religious institutions and intellectual activity and supported various social groups such
as artisans, merchants and priests.
Q. 6. What is a metropolis?
Ans. It is a large densely populated city of a country or state, often the capital of the region. They
combine political and economic functions for an entire region and support very large populations.
Q. 7. Why did people migrate from the rural areas to industrial cities of Britain?
Ans. The earlier industrial cities of Britain such as Leeds and Manchester attracted large numbers of
migrants to the textile mills set up in the late 18th century.
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Q. 8. What kind of people lived in London during 19th century?
Ans. London was a city of clerks and shopkeepers, of small masters and skilled artisans, of a growing
number of semi-skilled and sweated outworkers, of soldiers and servants, of casual labourers,
street sellers and beggars.
Q. 9. Which industries in London employed large number of workers?
Ans. Five major types of industries employing large workers were:
(i) Clothing and footwears
(ii) Wood and furniture
(iii) Metals and Engineering
(iv) Printing and stationery
(v) Surgical Instruments, watches and objects of precious metal.
Q. 10. What kind of criminals existed in London?
Ans. These were criminals who lived by stealing lead from roofs, food from shops, lumps of coal and
clothes drying on the hedges. There were also cheats, tricksters, pickpockets and petty thieves.
Q. 11. How did women increase family income in London?
Ans. A large number of women used their homes to increase family income by taking in lodgers or
through such activities as tailoring, washing or matchbox making.
Q. 12. Which acts kept children away from Industrial work?
Ans. (i) The Compulsory Elementary Education Act in 1870.
(ii) Factory Acts beginning from 1902.
Q. 13. What is a tenement?
Ans. Tenement is a run down and often overcrowded apartment house, especially in a poor section of a
large city. Individual landowners put up cheap and usually unsafe tenements for the new arrivals.
Q. 14. Why were one room houses seen as serious threat to public health?
Ans. They were overcrowded, badly ventilated and lacked sanitation.
Q. 15. What steps were taken to clean up London?
Ans. Attempts were made to decongest localities, green the open spaces, reduce pollution and landscape
the city.
Q. 16. What did architect Ebenezer Howard plan for London?
Ans. Architect and planner Ebenezer developed the principle of the Garden City, a pleasant space full
of plants and trees, where people would both live and work.
Q. 17. How did Raymond Unwin and Barry Parker design the city of Earswick?
Ans. There were common garden spaces, beautiful views and great attention to detail. In the end, only
well-off workers could afford these houses.
Q. 18. When was the rst underground railway section opened in London?
Ans. The very rst section of the Underground train in the world opened on 10th January, 1863 between
Paddington and Farrington Street in London.
Q. 19. What was the role of family during Industrialisation?
Ans. In the 18th century, the family had been a unit of production and consumption as well of political
decision making. The function and the shape of the family were completely transformed by life in
the industrial city.
Q. 20. What do you understand by the ‘theory of Individualism?’
Ans. It is a theory which promotes the liberty, rights or independent actions of the individual, rather
than of the community.
Q. 21. What were Chartism and 10-hour movements?
Ans. Chartism was a movement demanding the vote for all adult males and the 10-hour movement
limited the hours of work in factories.
Q. 22. How did wealthy Britishers use their leisure time?
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Ans. Several cultural events like the opera, the theatre and classical music performances were organised
for an elite group of 300–400 families in the late 18th century.
Q. 23. How did working class use their leisure time to relax?
Ans. Working class met in pubs to have a drink, exchange news and sometimes also to organise for
political action.
Q. 24. Who was Baron Haussmann?
Ans. The chief architect of the new Paris was Baron Haussmann.
Q. 25. What does Haussmanisation mean?
Ans. Haussmanisation means forcible reconstruction of cities to enhance their beauty and impose
order. The poor were evicted from the city to reduce the possibility of political rebellion and to
beautify the city.
Q. 26. Why were Presidency cities called multi-functional cities?
Ans. These were multifunctional cities as they had major ports, warehouses, homes and ofces, army
camps as well as educational institutions, museums and libraries.
Q. 27. How did Britishers get control of Bombay?
Ans. In 1661, control of seven islands of Bombay were passed into British hands after the marriage of
Britain’s King Charles II to the Portuguese princess.
Q. 28. How did British make use of Bombay City?
Ans. Bombay was the major outlet for cotton textiles from Gujarat. Later the city functioned as a port
through which large quantities of raw materials such as cotton and opium would pass slowly.
Bombay became an important administrative centre and then by the end of the nineteenth
century, a major industrial centre.
Q. 29. What was the Bombay Fort Area?
Ans. The Bombay Fort Area which formed the heart of the city in the early 1800s was divided between
a ‘native town’, where most of the Indians lived and a European or ‘white’ section.
Q. 30. Who lived in spacious bungalows in Bombay?
Ans. Richer Parsi, Muslims and upper caste traders and industrialists of Bombay lived in sprawling,
spacious bungalows.
Q. 31. What were ‘Chawls’?
Ans. Chawls were multistoreyed structures, which had been built like the tenements of London. These
houses were largely owned by private landlords like merchants, bankers and building contractors,
looking for quick ways of earning money from anxious migrants. It was a one-room tenement.
Q. 32. How were streets of Chawls used?
Ans. Streets were used for different types of leisure activities like magic of magicians, monkey players
or performances of acrobats.
Q. 33. Who was a jobber?
Ans. A jobber in the mills helped migrants to get jobs in the mills, settled disputes, organised food
supplies and also arranged informal credit for them.
Q. 34. What was the role of ‘The City of Bombay Improvement Trust’?
Ans. It was established in 1898. It focused on clearing of the poorer houses out of the city centre.
Q. 35. What does ‘reclamation’ mean?
Ans. It means attempting to make land suitable for building or farming. The reclaiming of marshy or
submerged areas or other wasteland for settlements, cultivation or other use.
Q. 36. Which was the earliest reclamation project of Bombay?
Ans. The earliest project began in 1784. In it, the Bombay Governor William Hornby approved the
building of the great sea wall, which prevented the ooding of the low-lying areas of Bombay.
Q. 37. How is Bombay depicted in the earliest lmy songs?
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Ans. In the lm CID (1956) hero’s buddy sings, “Ai dil hai Mushkil Jeena Yahan; Zara hatke zara bachke,
yeh hai Bombay meri Jaan ”, and in Guest House (1959) it was “Ziska Juta Usika Sar, dil hai chhote
bada shahar, are vah re vah teri Bombai”.
Q. 38. Which was Bombay lm Industry’s’ First lm?
Ans. Raja Harishchandra in 1913, was the rst lm of Bombay, directed by Dadasaheb Phalke.
Q. 39. How did coal in Industrial cities of London raise serious problems?
Ans. In industrial cities such as Leeds, Bradford and Manchester, hundreds of factory chimneys spewed
black smoke into the skies. People joked that most inhabitants of these cities grow up believing
that the skies were grey and all vegetations were black.
Q. 40. What was the main complaint of the people living around these cities?
Ans. People complained about the black fogs that descended on their towns, causing bad tempers,
smoke-related illnesses and dirty clothes.
Q. 41. What did the people do to make their cities smoke free in Britain?
Ans. They forced the government to make laws to control smoke in the city. But smoke was not easy
to monitor or measure, and owners got away with small adjustments to their machinery that did
nothing to stop the smoke.
Q. 42. What were the main pollutants of Calcutta?
Ans. High level of pollution was due to the use of dung and wood as fuel by the people. But the main
polluters were the industries and establishments that used steam engines run on coal.
Q. 43. When was the rst smoke nuisance law passed in India?
Ans. In 1863, Calcutta became the rst Indian city to get smoke nuisance legislation.
Q. 44. What was the impact of burning rice husk in Calcutta?
Ans. Residents complained that the air was lled with black soot which falls like drizzling rain from
morning till night, and it was impossible to live.
SHORT ANSWER QUESTIONS
(3 marks)
Q. 1. Give three historical processes which have shaped modern cities in decisive ways.
Ans. (i) The rise of industrial capitalism.
(ii) The establishment of colonial rule over large parts of the world.
(iii) The development of democratic ideas in many countries of the world.
Q. 2. How were the cities different from villages?
Ans. (i) Towns and cities that rst appeared on river valleys were larger in scale than any other
human settlements.
(ii) Ancient cities could develop only when an increase in food supplies was made.
(iii) Cities were often the centres of political power, trade and industry, religious institutions and
supported various social groups like artisans, merchants and priests.
Q. 3. What was the condition of children during the 18th and 19th centuries?
Ans. (i) Large number of children were pushed into low-paid work, often by their parents.
(ii) A child was forced into crimes as it was thought that he could earn more from stealing than
by making matchboxes a week.
(iii) It was only after the Compulsory Elementary Education Act, in 1870 and Factory Acts, in
1902 that children were kept out of industrial work.
Q. 4. What was the condition of poor labourers in London?
Ans. (i) Factory or workshop owners did not house the migrant workers; instead, individual
landowners put up cheap and unsafe tenements for the workers.
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(ii) A study shows that about one million Londoners were very poor and were expected to live
upto an average age of 29. These people were more than likely to die in a workhouse, hospital
or lunatic asylum.
(iii) Better-off city dwellers demanded that slums be cleared away.
Q. 5. What steps were taken to clean up London?
Ans. (i) Attempts were made to decongest localities, make the open spaces green, reduce pollution
and landscape the city.
(ii) Large blocks of apartments were built.
(iii) Demands were made for new ‘lungs’ for the city and the idea of Green belt around London
was offered.
Q. 6. What were the reasons for the breaking down of the family as an institution?
l
Ans.
Women of the upper and middle classes faced higher level of isolation.
l
Ties between members of the household loosened and among the working class, the
institution of marriage tended to break down.
Many social reformers felt that the family as an institution had broken down, due to working
l
women so they need to push these women back into their homes.
Q. 7. State how a city’s large population was both a threat and an opportunity.
l
Ans.
In the severe winter of 1886, when outdoor work came to a standstill, the London’s poor
exploded in a riot demanding removal of poverty.
l
Many shopkeepers closed their shops as thousands marched from Deptford to London. They
were dispersed by the police.
l
A similar riot occurred in 1887, which was also brutally suppressed by the police and what is
known as the Bloody Sunday of November 1887.
Two years later, thousands of dockworkers went on strike.
l
So, large masses could be drawn into political causes in the city. A large population in a city was
therefore, both a threat and an opportunity.
Q. 8. How did industrialisation change the form of urbanisation in the modern period?
l
Ans.
The earlier industrial cities of Britain such as Leeds and Manchester attracted large numbers
of migrants to the textile mills set up in the late 18th century.
l
In 1851, more than three-quarters of the adults living in Manchester were migrants from
rural areas.
The city of London was a powerful magnet for migrant populations.
l
Q. 9. What was the status of women folk in the conservative industrial towns?
Ans. (i) Women of upper and middle classes faced higher level of isolation, although their lives were
made easier by domestic maids.
(ii) Women who worked for wages had some control over their lives particularly among the lower
social classes.
(iii) As women lost their industrial jobs and conservative people railed against their presence in
public plans, women were forced to withdraw into their homes.
Q. 10. What was the role of a ‘Jobber’ in the chawls?
Ans. (i) He settled disputes.
(ii) He organised food supplies, or arranged informal credit for the people in chawls.
(iii) He also brought important information on political developments.
Q. 11. What changes were brought in London city after the Industrial Revolution?
Ans. (i) Older cities like London changed dramatically when people began pouring in after the
Industrial Revolution.
(ii) Factory or workshop owners did not house the migrant workers.
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(iii) Instead, individual landowners put up cheap and usually unsafe tenements for the new
arrivals.
Q. 12. How did Charles Dickens in his novel ‘Dombey and Son’ depict the massive destruction in
the process of construction of underground railway?
Ans. Dickens had depicted the process of construction in the following manner:
19th century London was a city of clerks and shopkeepers, of small masters and skilled artisans,
of soldiers and servants, of casual labourers, street sellers and beggars.
“Houses were knocked down; streets broken through and stopped; deep pits and trenches dug in
the ground; enormous heaps of earth and clay thrown up, there were a hundred thousand shapes
and substances of incompleteness, wildly mingled out their plans, upside down, burrowing in the
earth... .”
Q. 13. Describe the inux of migrants in Bombay.
Ans. (i) Bombay became the capital of Bombay Presidency in 1819 after the Maratha defeat in AngloMaratha war. The city quickly expanded.
(ii) With the growth of trade in cotton and opium, large communities of traders and bankers as
well as artisans and shopkeepers came to settle in Bombay.
(iii) The establishment of textile mills led to a fresh surge in migration.
Q. 14. How was ‘Marine Drive’ devised?
Ans. A successful reclamation project was undertaken by the ‘Bombay Port Trust’, which built a day
dock between 1914 and 1918 and used the excavated earth to create the 22 acre Ballad Estate.
Subsequently, the famous Marine Drive of Bombay was developed.
LONG ANSWER QUESTIONS
(5 marks)
Q. 1. Briey explain the rise of London as an industrial and modern city.
OR
“During the 19th century, the city of London was a powerful magnet for migrant
population.” Support the statement with examples.
l
Ans.
Industrialisation changed the form of urbanisation in the modern period.
l
The early industrial cities of Britain such as Leeds and Manchester attracted large number of
migrants to the textile mills set up in the late 18th century.
l
The city of London was a powerful magnet for migrant populations, even though it did not
have large factories.
l
London was a colossal city and its population expanded four-fold from 1 million to 4 million,
as the Industrial Revolution attracted more and more people.
Q. 2. ‘Bombay was a Prime City of India.’ Justify by giving examples.
l
Ans.
In the 17th century, Bombay was a group of seven islands under the Portuguese control.
l
In 1661, control of islands passed into British hands after the marriage of Britain’s King
Charles II to the Portuguese princess.
l
The East India Company quickly shifted its base from Surat, its principal western port, to
Bombay.
l
In the 19th century, the city functioned as a port through which large quantities of raw
materials such as cotton and opium would pass.
Gradually, it also became an important administrative centre in Western India, and then, by
l
the end of the 19th century, a major industrial centre.
Q. 3. Explain how a city like Calcutta faced the problem of environmental pollution.
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Ans.
Since the city was built on marshy land, the resulting fog combined with smoke, and generated
a thick black smog.
l
High levels of pollution was due to the huge population that used dung and wood as fuel in
their daily lives.
l
Main pollutants were the industries and establishments that used steam engines run on coal.
l
Rice mills of Tollygunge began to burn rice husk instead of coal, leading to black soot which
fell like drizzling rain.
Q. 4. How did crime grow in London? How were authorities able to control them?
Ans.
In London, there were about 20,000 criminals in the 1870s.
l
l
The police were worried about the law and order situation.
l
So the population of criminals was counted, their activities were watched and their ways of
life were investigated.
l
In mid 19th century, Henry Mathew, wrote several articles on the London labour and those,
who made their living from crime.
l
Many criminals were poor, who lived by stealing lead from roofs, food from shops, lumps of
coal and clothes drying on the hedges.
l
There were cheats and tricksters, pickpocketers and petty thieves, crowding the streets of London.
l
In an attempt to discipline the population, the authorities imposed high penalties for crime
and offered work to those, who were considered the ‘deserving poor’.
Q. 5. Describe the life in Chawls of Bombay.
l
Ans.
Chawls were multi-storeyed structures built and owned by private landlords such as
merchants, bankers and building contractors.
l
Each chawl was divided into smaller one-room tenements, which had no private toilets.
l
Many families could reside at a time in a tenement.
l
People had to keep the windows of their rooms closed even in humid weather due to close
proximity of lthy gutters, buffalo stables, etc.
l
Though water was scarce, and people often quarrelled every morning for a turn at the tap,
observers found that houses were kept quite clean.
Q. 6. How did people entertain themselves in the Chawls?
Ans.
Liquor shops and akharas came up in every empty spot.
l
l
Magicians, monkey players or acrobats used to perform their acts on the streets.
l
The Nandi bull used to come to predict the future.
l
Chawls were also the place for the exchange of news about jobs,strikes, riots or demonstrations.
Q. 7. How did various architects develop the concept of Garden City of London?
l
Ans.
Architect and planner Ebenezer Howard developed the principle of the Garden city, a pleasant
space full of plants and trees, where people would both live and work.
l
He believed this would also produce better quality citizen.
Following Howard’s ideas, Raymond Unwin and Barry Parker also designed the garden city of
l
New Earswick.
l
There were common garden spaces, beautiful views and great attention to detail. Well off
workers could afford these houses.
Q. 8. Did new spirit of individualism affect the family institution in cities?
l
Ans.
The city of London encouraged a new spirit of individualism among both men and women
and a freedom from the collective values that were a feature of the smaller rural communities.
l
Both men and women did not have equal access to this new urban space.
As women lost their industrial jobs, conservative people spoke against their presence in
l
public spaces, women were forced to withdraw into their houses.
l
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History: India and the
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The public space became increasingly a male preserve and home was seen as the proper place
for women.
So this theory of individualism promoted liberty, rights or independent action of the
individual, rather than of the community or the family.
Q. 9. What was the pace of development of cities in India in the early 20th century?
Ans. (i) In a sharp contrast to western Europe, the Indian cities did not mushroom in the 19th century.
(ii) The pace of urbanisation in India was slow under the colonial rule.
(iii) In the early 20th century, not more than 11 per cent of Indians were living in the cities.
(iv) A large proportion of these urban dwellers were residents of the three Presidency cities, the
multifunctional cities, having major ports, warehouses, homes and ofces, army camps as
well as educational institutions, museums and libraries.
Q. 10. Give a brief description of land reclamation in Bombay.
Ans. (i) The earliest project began in 1784. The Bombay governor William Hornby approved the
building of the great sea-wall which prevented the ooding of the low lying areas of Bombay.
(ii) Since then, there have been several reclamation projects.
(iii) The need for additional commercial space in the mid 19th century led to the formulation of
several plans both by government and private companies for the reclamation of more land
from the sea.
(iv) In 1864, the Back Bay Reclamation Company won the right to reclaim the western foreshore
from the tip of Malabar Hills to the end of Colaba.
(v) Reclamation often meant levelling of the hills around Bombay.
(vi) As the population continued to increase rapidly in the early 20th century, every bit of
available area was built over and new areas were reclaimed from the sea.
l
HOTS (Higher Order Thinking Skills)
Q. 1. Describe in brief how did ‘The city of Calcutta’ both amaze and confuse the Gods.
OR
Which features impressed the Gods when they visited Calcutta, as given in Durgaharan
Ray’s novel, “The Gods visit Earth.”
Ans. (i) In the novel, Brahma the creator took a train to Calcutta with some other Gods and was
highly impressed.
(ii) They were wonderstruck by the big-modern city—the train, the large ships on the river
Ganges, factories belching smoke, bridges and monuments and a number of shops selling a
wide range of commodities.
(iii) The Gods were so impressed by the marvels of the teeming metropolis that they decided to
build a Museum and a High Court in Heaven also.
(iv) The whole city was brimming with opportunities for trade and commerce, education and
jobs.
(v) Gods were disturbed by the city’s cheats and thieves, its grinding poverty and the poor quality
of housing for many who lived in Jhuggis.
(vi) Brahma himself was tricked into buying a pair of cheap glasses and when he tried to buy a
pair of shoes, he was greatly confused by the shopkeepers, who accused one another of being
swindlers.
(vii) The Gods were also perturbed at the confusion of caste, religion and gender identities in the
city.
(viii) All social distinctions that appeared to be natural and normal seemed to be breaking down.
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Q. 2. State the main reason behind town planning in Bombay. How did it differ from total
planning in London?
Ans. (i) From its earliest days, Bombay did not grow according to any plan and houses, especially in
the Fort area, which were scattered with gardens.
(ii) The Bombay Fort area which formed the heart of the city was divided between native town,
where most of the Indians lived, and a European or ‘white section’.
(iii) With the rapid and unplanned expansion of the city, the housing and water supply became
acute by the mid 1850s.
(iv) Like the European elite, the rich Parsis, Muslims and upper-caste traders and industrialists
of Bombay lived in spacious bungalows.
(v) In contrast, 70 per cent of the working class lived in thickly-populated chawls.
Q. 3. Why is Bombay a ‘city of dreams’ for some, while a city of hardship for others? Explain.
Ans. Bombay was a city of dreams:
(i) Bombay is even today called as ‘Maya Nagari’ ‘Mayapuri’ as it fullls the dreams of many
aspiring people to Join lm world in this city.
(ii) Since British established cotton textile Industries, it attracted lot of workers from nearby
regions for job opportunities.
Bombay was a city of hardships:
(iii) It’s a reclaimed elongated city located on a sea coast. It lacked housing facilities. Many
people lived in hardships in small one room accommodation called chawls.
(iv) It is a costly city which made the life of daily wage earner very miserable.
(v) People had to travel long distances to go to their work places.
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Name the designers of the Garden City of New Earswick.
2. Who wrote ‘The Butter Cry of Outcast London’?
3. In which year did the rst cotton mill set up in Bombay?
4. Which company won the right to reclaim the Western foreshore of Bombay in 1864?
5. Mention the unique feature of the ‘Fort area’ of Bombay in early 1800s.
Short Answer Questions
[3 marks]
1. Who are philanthropists? Explain any two steps taken to control crime in London in 1870s.
2. Why did housing become an important concern for the people of London in the early 20th century?
State measures to be taken to solve the problem.
3. Describe the people’s life conditions of Chawls in Bombay.
Long Answer Questions
[5 marks]
1. What steps were taken to clean London in the early and mid 20th century? Write 5 points.
2. Describe 5 problems of travelling in the underground railway of London.
3. Analyse the massive reclamation projects undertaken to develop Bombay.
zzz
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Print culture and
The Modern world
7
BASIC CONCEPTS � A FLOW CHART
THE ORIGIN OF PRINTING BOOKS
China, Japan &
Korea developed the
technology of the
earliest printing
press. From A.D.
594 onwards, books
in China were
printed by rubbing
paper.
China remained the
highest producer of
printed material by
printing vast
numbers of
textbooks for the
civil service
examinations held
for recruiting its
personnel.
Print was used
everyday by
merchants, and
academicians.
Shanghai became
the hub of new
print, culture,
catering to the
Western-style
schools.
Scribes were hired
to make copies of
the books.
PRINT COMES TO EUROPE
During the 11th century, Chinese paper reached Europe through the silk route.
Knowledge of print was brought in Italy by Marco Polo.
To increase the production of handwritten manuscripts, scribes or skilled hand writer s were employed
by wealthy or influential patrons and booksellers.
The handwritten manuscripts could not satisfy the ever increasing demand for books because the
manuscripts were fragile, awkward to handle and could not be carried around or read easily.
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By the early 15th century, woodblocks were being widely used in Europe for printing textiles, religious
pictures with simple, brief texts and playing cards.
In the 1430s, Gutenburg invented the printing press.
And the first book printed by him was the ‘Bible’. However, it took him 3 years to print 180 copies of Bible.
The layout and appearance of the printed books closely resembled the written manuscript.
1450-1550: In most countries of Europe, printing presses were setup. During the second half of the
15th century, the European market was flooded with 20 million copies of the pri nted books.
Multiple copies of the each book could be produced easily due to the decrease in time and labour.
The oral culture of hearing i n public was taken over by reading in public be cause common people now
had access to books.
Now there was an exchange in ideas, Oral culture entered print and printed material was transmitted
orally. Now ballads and folktales with profusely illustrated pictures were getting published by the
printers.
THE FEAR OF PRINT AND RELIGIOUS DEBATES
The people feared as
there was no control
on the content that
was printed and read.
It became simple to
spread irreligious, and
rebellious ideas
through print.
In 1517, many
practices and rituals of
the Roman Catholic
Church were criticized
by a religious reformer,
Martin Luther, who
wrote ‘Ninety-five
theses.’
Due to print, Luther’s
writings were
immediately
reproduced in vast
numbers and read
widely, which resulted
in division within the
Church and formation
of the Protestant
Reformation.
By 1558, due to the
effects of irreligious
ideas that were being
spread due to print,
The Roman Church
imposed various
controls over
publishers and
booksellers and began
to maintain an Index
of Prohibited Books.
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THE READING MANIA
There were various
schools set up in villages
by Churches of different
denominations
spreading literacy to
peasants and artisans.
There were new focus of
literature that appeared
like the almanacs or
ritual calendars with
ballads and folktales.
In England, penny
chapbooks were carried
by petty peddlers known
as chapmen.
PRINT COMES TO INDIA
The first Printing Press
was brought to India by
the Portuguese
Missionaries in the mid
16th century.
There were 50 books
printed in Konkani and
Kanara languages by
1674.
The first Tamil book
was printed by the
Catholic priests in
Cochin 1579.
‘Bengal Gazette’, a
weekly magazine was
edited by James
Plugustus Hickey
from 1780.
WOMEN AND PRINT
Many journals began
carrying writings by
women and explained
why women should be
educated.
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140
Due to the spread of
ideas through print,
conservative Hindus
believed that a literate
girl would be widowed
and Muslims feared the
educated women would
be corrupted by reading
Urdu romances.
From 1860s – Few
Bengali women such as
Kailashbashini Debi
wrote books highlighting
the experiences of
women.
IMPORTANT TERMS
1. Calligraphy: The art of producing decorative handwriting or lettering with a pen or
brush.
2. Bureaucracy: Relating to a system of government in which most of the important
decisions are taken by state officials rather than by elected representatives.
3. Illustration: To furnish (a book, magazine, etc.) with drawing, pictures or other artwork
intended for explanation.
4. Vellum: Fine parchment made originally from the skin of a calf.
5. Scribes: A person who serves as a professional copyist, especially one who made copies
of manuscripts before the invention of printing.
6. Platen: It is a small board, which is pressed onto the back of the paper to get the
impression from the type. It is used in letterpress printing.
7. Ballad: A poem or song narrating a story in short stanzas. Traditional ballads are typically
of unknown authorship, having been passed on orally from one generation to the next.
8. Taverns: Places where people gathered to drink alcohol, to be served food, and to meet
friends and exchange news.
9. Protestant Reformation: was a major 16th century European movement aimed initially
at reforming the beliefs and practices of the Roman Catholic Church.
10. Inquisition: a period of prolonged and intensive questioning.
11. Heretical: holding an opinion at odds with what is generally accepted.
12. Prohibited: that has been forbidden; banned.
13. Denominations: Sub-groups within a religion
14. Almanac: An annual publication giving astronomical data information about the
movements of the sun and moon, timing of full tides, etc.
15. Chapbooks: a small paper-covered booklet, typically containing poems or fiction.
16. Despotism: the exercise of absolute power, especially in a cruel and oppressive way.
17. Ulama: a body of Muslim scholars who are recognised as having specialised knowledge
of Islamic sacred law and theology.
18. Fatwa: ruling on a point of Islamic law given by a recognised authority.
19. Censorship: The suppression or prohibition of any parts of books, films, news, etc that
are considered obscene, politically unacceptable, or threat to security.
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IMPORTANT EVENTS
AD 594
AD 768-770
– Earliest print technology was developed in China, Japan and Korea.
– Buddhist missionaries from China introduced hand-printing technology
to Japan.
11th century
– Chinese paper reached Europe through the silk route.
15th century
– Woodblocks were being widely used in Europe for printing textiles,
playing cards and religious pictures with simple, brief texts.
1430s
– Johannes Gutenberg invented the printing press.
1450-1550
– Printing presses were set up in most countries of Europe.
1517
– Martin Luther, a religious reformer wrote ‘Ninety Five Theses’ criticizing
many of the practices and rituals of Roman Catholic Church.
1558
– The Roman Church troubled by effects of popular readings and
questionings of faith, imposed several controls over publishers and
booksellers and began to maintain an Index of prohibited books.
Mid-16th century – The first printing press came to Goa with Portuguese missionaries.
1674
– About 50 books had been printed in Konkani and in Kanara languages.
1780s
– Literature mocked the royalty and criticized their morality. This
resulted in the growth of hostile sentiments against the monarchy.
1780s
– James Augustus Hickey began the Bengal Gazette, a weekly magazine.
1810
– The first printed edition of the Ramcharitmanas of Tulsidas, a 16th
century text, appeared.
1820s
– The Calcutta Supreme Court passed certain regulations to control
press freedom and the company began encouraging publication of
newspapers that would celebrate the British rule.
1821
– Raja Ram Mohan Roy published the Sambad Kaumudi and the Hindu
orthodoxy commissioned the Samachar Chandrika to oppose his
opinions.
1822
– Two Persian newspapers were published, Jam-i-Jahan Nama and
Shamsul Akhbar. A Gujarati newspaper, the Bombay Samachar, was
also published.
1835
– Faced with urgent petitions by editors of the English and vernacular
newspapers, Governor-General Bentinck agreed to revise press laws.
Thomas Macaulay formulated new rules that restored their earlier
freedoms.
1860s
– Few Bengali women such as Kailashbashini Debi wrote books
highlighting the experiences of women.
1871
– Jyotiba Phule, the Maratha pioneer of ‘low caste’ protest movements,
wrote about the injustices of the caste system in his Gulmagiri.
1876
– Rashsundari Debi’s autobiography, Amar Jiban, was published. It was
the first full-length autobiography published in the Bengali language.
1878
– The Vernacular Press Act was passed, modelled on the Irish Press
Laws. It provided the government with extensive rights to censor
reports and editorials in the vernacular press.
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142
1880s
1907
1920s
1930s
– Tarabai Shinde and Pandita Ramabai wrote with passionate anger
about the miserable lives of upper-caste Hindu women, especially
widows.
– When the Punjab revolutionaries were deported, Bal Gangadhar Tilak
wrote with great sympathy about them in his Kesari.
– Popular works were sold in cheap series, called the Shilling Series in
England.
– Bangalore cotton millworkers set up libraries for educating themselves.
NCERT Exercises
Q. 1. Give reasons for the following:
(a) Woodblock print only came to Europe after 1295.
(b) Martin Luther was in favour of print and spoke out in praise of it.
(c) The Roman Catholic Church began keeping an Index of Prohibited books from the
mid-sixteenth century.
(d) Gandhi said the fight for Swaraj is a fight for liberty of speech, liberty of the press,
and freedom of association.
Ans. (a) During the 6th century, woodblocks were invented in China. After exploration, when Marco
Polo returned to Italy, he brought along the knowledge of woodblock print with him. The
print knowledge reached Europe after 1295.
(b) One of the main reasons for Martin Luther to support print was that it helped him popularise
and spread his ideas about religion. He criticised the practices and rituals of the Roman
Catholic Church by writing Ninety Five Theses in 1517. Due to the help of print, the writings
were reproduced in vast numbers and read widely. His translation of the New Testament was
also accepted and read by thousands of people. This led to a division within the church and
to the beginning of the Protestant Reformation. He also translated ‘The New Testament’ of
which 5000 copies were sold within a few days.
(c) From the mid-16th century, The Roman Catholic Church began keeping an index of
prohibited books. This was mainly done because the authority was being put in danger by
various individuals and typical readings and questionings of faith prompted by the easily
accessible popular religious literature. Therefore, the Church banned such books and kept
the record of such banned books.
(d) Liberty of speech, liberty of the press and freedom of association were considered the three
most powerful factors of expression and cultivation of public opinion by Mahatma Gandhi.
As these freedoms were denied, they were not compatible with the idea of self-rule and
independence. Therefore, according to him, ghting for these freedoms was essentially, a
ght for Swaraj or self-rule.
Q. 2. Write short notes on
(a) The Gutenberg Press
(b) Erasmus’s idea of the printed book
(c) The Vernacular Press Act
Ans. (a) The rst printing Press was invented by Johannes Gutenberg in 1430s. He used a contemporary
technological innovation, that he perfected by the presses of wine making, which required
the olive and wine presses. The rst book printed by him was the Bible and he made 180
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copies in 3 years. The lead moulds were used for casing the metal types for the letters of
alphabet. Later his technique was adopted by many countries around the world.
(b) He was a Latin scholar and a Catholic reformer. He was critical of the print medium as he
believed that some of the books provided valuable knowledge, the rest were simply a nuisance
for scholarship. He accused the printers of publishing books that were “stupid, slanderous,
scandalous, raving, irreligious and seditious”. According to him a large number of books
reduced the value of quality writing.
(c) It was based on the Irish Press Laws and passed in 1878. This act mainly gave the censorship
rights to the government. If a seditious report was published and the newspaper did not heed
to an initial warning, then the press was usually seized and there was conscation of the
printing machine and a complete violation of freedom of expression.
Q. 3. What did the spread of print culture in nineteenth century India mean to:
(a) Women
(b) The poor
(c) Reformers
Ans. (a) 19th century, the spread of print culture brought an educational reform for women in India.
The liberal families supported the education of women to study or read. Now women found
a new medium of entertainment, which had been restricted till now to a domestic life. Some
of the literate women started to write books and their autobiographies. Rashasundari Devi,
a young married girl wrote her autobiography “Amar Jiban” which was published in 1876.
Although the conservatives believed that education would make their women widows or
corrupt. This led to the counter reaction, as most of the oppressed women began to sudy and
read books and learnt writing in secrecy.
(b) During print culture in India, the poor benetted on account of the availability of low price
books and public libraries. There were many essays written against the caste discrimination
and its inherent injustices which enlightened the people and were read across the country.
The support and encouragement of the social reformers helped, the over-worked factory
workers set up libraries for self-education, and some of them even published their own
works. Some of the works were; “Kashibaba” and his “Chhote Aur Bade Sawal”.
(c) Print culture worked as an advantage for the popularity of social and religious reformers,
as it became easier for them to spread their views through books and newspaper across the
people. These ideas could then be debated upon by different groups of people. Reformists
used everyday languages of the common people, which created a wider platform to spread
their ideas.
Q. 4. Why did some people in eighteenth century Europe think that print culture would bring
enlightenment and end despotism?
Ans. People in Europe during the 18th century thought that print culture would bring enlightenment
and would led to end of despotism. Print culture led to easily and cheaply available literature and
therefore could not be restricted to the upper classes. This caused a fear among the clergy and the
monarch as they felt that it would mark an end to the blind devotion to the ruler. Rousseau and
Voltaire’s ideas of freedom, equality and brotherhood were reaching the common people and this
created a new culture of dialogue and debate among the working class.
Q. 5. Why did some people fear the effect of easily available printed books? Choose one example
from Europe and one from India.
Ans. Their main cause of fear due to easily availability of printed books was because the common
people would challenge the higher authorities. Another reason could be the spread of rebellions
and irregular ideas and thoughts.
The Roman Catholic Church in Europe tried to restrict the printed books through the Index
l
of Prohibited Books.
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144
Whereas, in India, Vernacular Act was imposed on people, which mainly restricted the Indian
presses and local newspaper to write against their colonisers.
Q. 6. What were the effects of the spread of print culture for poor people in nineteenth century
India?
Ans. In India, the poor people benetted from the print culture, due to the availability of low-price
books and public libraries.
l
Enlightening essays were written against caste discrimination and injustices. These were
read by the common people across the country.
l
Because of the support and encouragement of the social reformer, over-worked factory
workers set up libraries for self-education, and some also published their own works like,
Kashibaba and Chhote aur Bade Sawal.
Q. 7. Explain how print culture assisted the growth of nationalism in India.
l
Ans.
l
l
l
l
It assisted by providing easy access to nationalist ideals and ideas of quality and
freedom.
It became easier for the social reformers to spread their opinions through newspapers,
which sparked off public debates.
Te common people began questioning the authority due to the power of reasoning.
Te nationalist newspaper reported on colonial misrule and encouraged people to
participate in nationalist activities.
VERY SHORT ANSWER QUESTIONS
(1 mark)
Q. 1. What were the three countries where printing technology developed?
Ans. China, Japan and Korea.
Q. 2. Explain woodblock printing.
Ans. Paper was rubbed against the inked surface of woodblocks.
Q. 3. Explain ‘Calligraphy’.
Ans. It is the art of beautiful and stylised writing. Superbly skilled craftsmen could duplicate the beauty
of calligraphy with remarkable accuracy.
Q. 4. Why did Imperial state of China get books printed?
Ans. China had a huge bureaucratic system which recruited its staffs through civil service examinations.
Textbooks for this examination were printed in vast numbers under the sponsorship of the
imperial state.
Q. 5. What kind of books were written in China for new readership?
Ans. New readership in China preferred ctional narratives, poetry, autobiographies, anthologies of
literary master pieces and romantic plays.
Q. 6. Did women also read or write in China? Explain your answer.
Ans. Rich women began to read, and many women began publishing their poetry and plays. Wives of
scholar ofcials published their works and courtesans wrote about their lives.
Q. 7. Name the oldest printed Japanese book.
Ans. The oldest Japanese books printed in AD 868, is the Buddhist ‘Diamond Sutra’, containing six
sheets of text and woodcut illustrations.
Q. 8. What kind of hand-printed books were available in Japan?
Ans. Books on women, musical instruments calculations, tea ceremony, ower arrangements, proper
etiquette, cooking and famous places.
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Q. 9. Who brought woodblocks printing technology from China to Europe?
Ans. In 1295 Macro Polo, returned to Italy after many years of exploration in China. He brought
woodblock technology to Italy, from where it spread to other European countries.
Q. 10. What were the drawbacks of manuscripts?
Ans. (i) They were fragile.
(ii) They were awkward to handle, and
(iii) They could not be carried around easily.
Q. 11. By 15th century, for what purposes was woodblock printing used in Europe?
Ans. It was widely used in Europe to print textiles, playing cards and religious pictures with simple and
brief texts.
Q. 12. Who developed the rst known printing press?
Ans. Johann Gutenberg of Germany developed the rst-known printing press in the 1430s.
Q. 13. Who was Gutenberg?
Ans. Gutenberg was the son of a merchant and grew up on a large agricultural estate. From his
childhood, he had seen wine and olive presses.
Q. 14. Which was the rst book printed by rst printing machine?
Ans. The rst book Gutenberg printed was the Bible. About 180 copies were printed and it took three
years to produce them.
Q. 15. What were the advantages of printing press?
Ans. Printing reduced the cost of books. The time and labour required to produce each book came
down, and multiple copies could be produced with greater ease.
Q. 16. Who was Menocchio?
Ans. Menocchio was a miller in Italy, who began to read books that were available locally. He
reinterpreted the message of Bible and formulated a view of God and Creation that enraged the
Roman Catholic Church.
Q. 17. What are heretical ideas?
Ans. These were beliefs, which did not follow the accepted teachings of the Church. Heretical beliefs
were severely punished.
Q. 18. Who was Erasmus?
Ans. Erasmus was a Latin scholar and a Catholic reformer, who criticised the excesses of Catholicism
but kept his distance from Luther, expressed a deep anxiety about printing.
Q. 19. What was ‘reading mania’?
Ans. As literacy and schools spread in European countries, there was a virtual reading mania. It means
people wanted books to read and printers produced books in ever-increasing numbers.
Q. 20. Who were Pedlars?
Ans. Pedlars around villages, who roamed carrying little books for sale.
Q. 21. What were almanacs?
Ans. An annual publication giving astronomical data, information about the movements of the Sun
and moon, timing of full tides and eclipses, and much else that was of importance in the everyday
life of people.
Q. 22. What were chapbooks?
Ans. They were little books for sale, carried by Pedlars known as Chapmen in England to sell them for
a penny each.
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146
Q. 23. What were ‘Biliotheque Bleue’?
Ans. In France, Biliotheque Bleue were low priced small books printed on poor quality paper and bound
in cheap blue covers.
Q. 24. How did printing help thinkers and philosophers?
Ans. The writings of thinkers such as Thomas Paine, Voltaire and Rousseau were widely printed and
read. Thus, their ideas about science, reason and rationality found their way into the popular
literature.
Q. 25. How did print popularise the ideas of enlightened thinkers in France?
Ans. Print popularised the ideas of enlightened thinkers. They attacked the sacred authority of the
Church and the despotic powers of the state, thus, eroding the legitimacy of a social order based
on tradition.
Q. 26. What did cartoons and caricatures suggest?
Ans. Cartoons and caricatures typically suggested that the monarchy remained absorbed only in
sensual pleasures while the common people suffered immense hardships.
Q. 27. Where was Children Press set up?
Ans. A Children’s Press devoted to literature for children alone, was set up in France in 1857.
Q. 28. Who were Grimm Brothers?
Ans. The Grimm Brothers in Germany spent years compiling traditional folk tales gathered from
peasants.
Q. 29. Name the earliest best-known women novelists.
Ans. Jane Austen, the Bronte sisters and George Eliot.
Q. 30. What was typical about women novelists?
Ans. Their writings became important in dening a new type of woman; a person with will, strength of
personality, determination and the power to think.
Q. 31. Who perfected power driven Cylindrical Press?
Ans. Richard M. Hoe of New York had perfected the power-driven cylindrical press. This was capable of
printing 8,000 sheets per hour and was particularly used for printing newspapers.
Q. 32. In which language were manuscripts written in India?
Ans. Handwritten manuscripts were written in Sanskrit, Arabic and Persian as well as in various
vernacular languages.
Q. 33. On what material were manuscripts written in India?
Ans. Manuscripts were written on palm leaves or on handmade paper.
Q. 34. When did rst Printing Press come to India?
Ans. The rst printing press came to Goa with Portuguese missionaries in the mid 16th century.
Q. 35. What was Bengal Gazette?
Ans. Bengal Gazette was a weekly magazine that described itself as a ‘commercial paper, open to all,
but inuenced by none’.
Q. 36. Why did Governor General Warren Hastings persecute Hickey?
Ans. Hickey published a lot of gossip about the company’s senior ofcials in India. Enraged by this,
Warren Hastings persecuted Hickey and warned them not to damage the image of colonial
government.
Q. 37. Which was the rst Indian weekly published by Indians?
Ans. Indians began to publish Indian newspapers. The rst to appear was the Weekly Bengal Gazette,
brought out by Gangadhar Bhattacharya, who was close to Raja Rammohan Roy.
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Q. 38. Name the two Persian newspapers published in India.
Ans. (i) Jam-i-Jahanama
(ii) Shamsul Akbar
Q. 39 What do you understand by the terms ‘Fatwa and Ulama’.
Ans. (i) Ulama: Legal scholars of Islam and the Sharia (a body of Islamic Law).
(ii) Fatwa: A legal pronouncement on Islamic law usually given by a Mufti (Legal scholar) to
clarify issues on which the law is uncertain.
Q. 40. What was ‘Deoband Seminary’?
Ans. The Deoband Seminary founded in 1867, published thousands upon thousands of fatwas telling
Muslim readers how to conduct themselves in their everyday lives, and explaining the meanings
of Islamic doctrines.
Q. 41. Who published religions’ texts in vernaculars in India?
Ans. The Naval Kishore Press at Lucknow and The Shri Venketeshwar Press in Bombay published
numerous religious texts in Vernaculars.
Q. 42. Which new literacy forms entered the world of reading?
Ans. Lyrics, short stories, essays about social and political matters and novels were new literacy forms
which entered the world of reading.
Q. 43. Who produced visual images for the manuscripts in India?
Ans. Painters like Raja Ravi Verma produced images which could be reproduced in multiple copies after
print came into existence.
Q. 44. What was represented in caricatures and cartoons in India?
Ans. Some caricatures ridiculed the educated Indians’ fascination with western tastes and clothes,
while others expressed the fear of social change.
Q. 45. Who was Rashsundari Debi?
Ans. Rashsundari Debi was a young married girl in a very orthodox household, who learnt to read in
the secrecy of her kitchen. She wrote her autobiography called ‘Amar Jiban’. It was a full-length
autobiography in Bengali.
Q. 46. What do you know about Kailashbashini Debi?
Ans. She was a Bengali woman who wrote books highlighting the experience of women—about how
women were imprisoned at home, kept in ignorance, forced to do hard domestic labour and treated
unjustly by very people they served.
Q. 47. What kind of books were written by Tarabai Shinde and Pandita Ramabai?
Ans. They wrote with passionate anger about the miserable lives of upper-caste Hindu women
especially widows.
Q. 48. Which book was written by Jyotiba Phule?
Ans. Jyotiba Phule the Maratha pioneer of ‘low caste’ protest movements, wrote about the injustices of
the caste system in his book ‘Gulamgiri’.
Q. 49. Which writers have spoken about lower caste system?
Ans. Dr. B.R Amedkar from Maharashtra and E.V. Ramaswamy Naicker in Madras, better known as
Periyar, wrote powerfully on caste and their writings were read by people all over India.
Q. 50. Which mill workers were good writers also?
Ans. Kashibaba, a Kanpur mill worker wrote and published “Chhote Aur Bade Ka Sawal” in 1938 to show
the links between caste and class exploitation.
Q. 51. What was the Vernacular Press Act?
Ans. In 1878, the Vernacular Press Act was passed. It provided the government with extensive rights to
censor reports and editorials in the vernacular press.
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148
SHORT ANSWER QUESTIONS
(3 marks)
Q. 1. Describe in brief how printing developed in Japan.
Ans.
Buddhist monasteries from China introduced hand-printing technology into Japan around
l
AD 768-770.
l
The oldest printed Japanese book was the Buddhist ‘Diamond Sutra’ with woodcut illustrations.
l
Pictures were printed on textiles, playing cards and paper money.
Printing of visual material led to interesting publishing practices.
l
Q. 2. What was the apprehension of religious authorities and monarchs about printing?
l
Ans.
Not everyone welcomed the printed books and those who did also had fears about it.
l
It was feared that if there was no control over what was printed and read then rebellious
irreligious thoughts might spread.
l
If that happened, the authority of valuable literature would be destroyed.
Q. 3. Who was Mercier? What were his views about books?
Ans. Mercier was a novelist in the 18th century.
l
He declared that “the printing press is the most powerful engine of progress and public
opinion is the force that will sweep despotism away.”
In many of Mercier’s novels, the heroes are transformed by the acts of reading.
l
Mercier believed that power of print will bring down despotism.
l
Q. 4. How did the printing press help in collecting children as its new readership?
OR
What kind of printing material was printed for the children?
Ans. (i) Primary education had become compulsory from the late 19th century.
(ii) Publishing industry started production of school textbooks.
(iii) A children press was set up in France in 1857.
(iv) The Grimm brothers in Germany spent years compiling traditional folk tales.
(v) Anything that was considered unsuitable for children was not published.
(vi) Old fairy tales and folktales were written.
Q. 5. What was the Portuguese inuence on printing?
Ans. (i) The printing press rst came to Goa with the Portuguese missionaries in the mid 16th
century.
(ii) Jesuit priests learnt Konkani and printed several tracts.
(iii) By 1674, about 50 books had been printed in the Konkani and Kanara languages.
(iv) Dutch protestant in missionaries had printed 32 Tamil texts, many of them were translations
of older works.
Q. 6. What was the role of new ‘visual image’ culture in printing, in India?
l
Ans.
By the end of 19th century, a new visual culture had started.
With the increasing number of printing presses, visual images could be easily reproduced in
multiple copies.
l
Painters like ‘Raja Ravi Varma’ produced images for mass circulation.
Cheap prints and calendars were bought even by the poor to decorate the walls of their
houses.
Q. 7. Why is China called the major producer of printed material?
Ans. (i) The imperial state in China was, for a very long time, the major producer of printed material.
l
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History: India and the
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(ii) China possessed a huge bureaucratic system which recruited its personnel through the civil
service examinations.
(iii) Textbooks for this examination were printed in vast numbers, under the sponsorship of the
imperial state. From the 16th century, the number of candidates went up and that increased
the volume of print.
Q. 8. How did print revolution gradually spread in other European countries?
l
Ans.
During the hundred years, between 1450 and 1550, printing presses were set up in most
countries of Europe.
l
Printers from Germany travelled to other countries, seeking work and helped start new
presses.
l
As the number of printing presses grew, book production boomed.
Q. 9. Why was Menocchio executed?
Ans. Menocchio was a miller in Italy who began to read books that were available in his locality.
l
He reinterpreted the message of the Bible and formed his own views of God that enraged the
Roman Catholic Church.
l
Menocchio was declared a heretic and ultimately executed.
l
The Roman Catholics then imposed severe controls over publishers and booksellers, and
began to maintain an Index of Prohibited Books.
Q. 10. How did print culture affect women in the 19th century?
l
Ans.
Women became important as readers as well as writers.
l
Penny magazines were especially meant for women, as were manuals teaching proper
behaviour and housekeeping.
l
When novels began to be written in the 19th century, women were seen as important readers.
l
Some of the best known novelists had dened a new type of woman; as a person with will,
strength of personality, determination and the power to think.
Q. 11. Who brought the print revolution to British India and how?
l
Ans.
James Augustus Hickey began to edit the ‘Bengal Gazette’, a weekly magazine.
l
It was a private English magazine, not having British inuence on it, which introduced
English printing in India.
l
Hickey published a lot of advertisements, on import and sale of slaves. He also published
gossips about the company’s senior ofcials in India. Enraged by this, Governor General
Warren Hastings persecuted Hickey.
Q. 12. What kind of literature was printed in Punjab in the early 20th century?
l
Ans.
Folk literature was widely printed in Punjab.
l
Ram Chaddha published the fast selling Istri Dharam Vichar to teach women how to be
obedient wives.
‘The Khalsa Tract Society’ published cheap booklets with a similar message. Many of these
l
were written on qualities of a good woman.
Q. 13. What role did Battala play in printing technology, in Bengal?
l
Ans.
An entire area in central Calcutta—the Battala was devoted to the printing of popular books.
l
Here one could buy cheap editions of religious tracts and scriptures.
A lot of these books were illustrated with woodcuts and coloured lithographs.
l
l
Pedlars took the Battala publications to their homes, enabling women to read them in their
leisure time.
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Q. 14. What do you know about ‘wood-block’ printing?
Ans.
This was a system of hand printing.
l
Initially books in China were printed by rubbing paper against the inked surface of wood
l
blocks.
l
As both sides of the thin, porous sheet could not be printed, the traditional Chinese ‘accordian
book’ was folded and stitched at the side.
Q. 15. State how mechanical printing surfaced in China.
l
Ans.
The new readership developed in China which needed a new technology to print.
l
Western printing techniques and mechanical presses were imported in the late 19th century
as western powers established their outposts in China.
l
Shanghai became the hub of the new print culture and from hand printing there was now a
gradual shift to mechanical printing.
Q. 16. What type of books were printed in Japan?
l
Ans.
Printing of visual material led to interesting publishing practices.
l
In the late 18th century, illustrated collections of paintings depicted an elegant urban
culture, involving artists, courtesans and tea house gatherings.
l
There were books on women, musical instruments, calculations, ower arrangements, proper
etiquette, cooking and famous places.
Q. 17. How were handwritten manuscripts organised with their expanded demand?
Ans. (i) Production of handwritten manuscripts was organised in new ways to meet the expanded
demand of books.
(ii) Scribes or skilled handwriters were no longer solely employed by wealthy or inuential
patrons but increasingly by booksellers as well.
(iii) More than 50 scribes often worked for one bookseller.
Q. 18. What were the drawbacks of manuscripts?
Ans. (i) Manuscripts could not satisfy the everincreasing demand for books.
(ii) Copying was an expensive, laborious and time-consuming business.
(iii) Manuscripts were fragile, awkward to handle and could not be carried around easily as they
were big and heavy.
Q. 19. How did print technology enhance the production of books?
Ans.
Printing presses were set up in most countries of Europe after its invention by Gutenberg.
l
Printers from Germany travelled to other countries, seeking work and helping start new
l
presses. As the number of printing presses grew, book production boomed.
l
The second half of the 15th century saw 20 million copies of printed books ooding the
markets in Europe.
Q. 20. What are the advantages of printing presses?
Ans.
Printing reduced the cost of books.
l
The time and labour required to produce each book came down.
l
Multiple copies could be produced with great ease.
l
Q. 21. How did publishers persuade common people to welcome the printed books?
l
Ans.
The publishers had to keep in mind the wider reach of the printed work; even those who did
not read could certainly enjoy listening to books being read out.
l
So printers began publishing popular ballads and folk tales. Such books would be profusely
illustrated with pictures to create interest.
l
These were then sung and recited at gatherings in villages and in taverns in towns.
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Q. 22. What was the signicance of printing for people to spread their ideas?
Ans.
Print created the possibility of wide circulation of ideas and introduced a new world of debate
l
and discussion.
l
Even those who disagreed with established authorities could now print and circulate their
ideas.
l
Through the printed message, they could persuade people to think differently and move
them to action.
Q. 23. What was periodical press?
l
Ans.
The periodical press developed from the early 18th century, combining information about
current affairs with entertainment.
l
Newspapers and journals carried information about wars and trade.
l
It also gave news about the development in other places of the world.
Q. 24. How did the ideas of scientists and philosophers become more accessible to people?
l
Ans.
Ancient and medieval scientic texts were compiled and published and, maps and scientic
diagrams were widely printed.
l
When scientists like Isaac Newton began to publish their discoveries, they could inuence a
much wider circle of scientically minded readers.
l
The writings of thinkers such as Thomas Paine, Voltaire and Jean Jacques Rousseau were also
widely printed and read.
Thus their ideas about science, reason and rationality found their way into the popular
literature.
Q. 25. Give three types of arguments on the effects of print technology on French Revolution.
Ans. (i) The ideas of enlightenment thinkers: Collectively, their writings provided a critical
commentary on tradition, superstition and despotism. People argued for the rule of reason
rather than custom and demanded that everything be judged through the application of
reason and rationality. The writings of Voltaire and Rousseau were read widely and those
who read these books saw the world through new eyes.
(ii) Print created a new culture of dialogue and debate: People had become aware of the power of
reason and recognised the need to question existing ideas and beliefs. So new ideas of social
revolution came into being.
(iii) There was an outpouring of literature that mocked the royalty and criticised their morality:
Many cartoons and caricatures suggested that monarchy enjoys its own comforts, while
common people suffered. The literature was circulated underground and led to the growth
of hostile sentiments against the monarchy.
Q. 26. Were manuscripts used widely in everyday’s life in India?
l
Ans.
Manuscripts were not widely used in everyday’s life. Even though pre-colonial Bengal had
developed an extensive network of village primary schools, students very often did not read
texts.
l
They only learnt to write as teachers dictated portions of texts from memory and students
wrote them down.
l
Many thus became literate without even actually reading any kind of texts.
Q. 27. What was the role of cartoons and caricatures in Indian printing?
Ans. (i) By 1870, caricatures and cartoons were being published in journals, newspapers, commenting
on social and political issues.
(ii) Some caricatures ridiculed the educated Indians’ fascination with western clothes and tastes,
while others expressed the fear of social change.
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(iii) There were imperial caricatures highlighting nationalists as well as nationalist cartoons
criticising imperial rule.
Q. 28. How did interest for writing develop in mill workers?
Ans. (i) Workers in factories were too overworked and lacked in education to write much about their
experiences. But Kashi baba a Kanpur mill worker, wrote and published ‘Chhote Aur Bade Ka
Sawal’, to show the links between caste and class exploitation.
(ii) The poems of another Kanpur mill worker, who wrote under the name of ‘Sudarshan Chakra’
and published a collection of poems called ‘Sacchi Kavitayen’.
(iii) By 1930s, Bangalore cotton mill workers set up libraries to educate themselves, following the
example of Bombay workers.
LONG ANSWER QUESTIONS
(5 marks)
Q. 1. Describe how pedlars sold books around the villages in Europe.
Ans. (i) Booksellers employed pedlars, who roamed around villages, carrying little books for sale.
(ii) In England, penny chapbooks were carried by petty pedlars known as ‘chapmen’ and sold for
a penny, so that even the poor could buy them.
(iii) In France were the ‘Biliotheque Blene’, which were low-priced small books printed on poor
quality paper and bound in cheap blue cover, that were also sold by pedlars.
Q. 2. Trace the history of print revolution in India.
l
Ans.
The printing press rst came to Goa with the Portuguese missionaries in the mid 16th
century.
l
Books were printed in Konkani and Kanara languages.
l
Catholic priests printed the rst Tamil book, in 1579 at Cochin.
l
By 1710, Dutch protestant missionaries had printed 32 Tamil texts, many of them were
translations of older works.
l
By 1780, James Augustus Hickey began to edit the Bengal Gazette, a weekly magazine.
l
By the close of 18th century, a number of newspapers were published by Indians too. The rst
to appear was the weekly ‘Bengal Gazette’ brought out by Gangadhar Bhattacharya, who was
close to Rammohan Roy.
Q. 3. How did the British pass certain regulations to control freedom of press in India?
Ans. (i) By 1820s, the Calcutta Supreme Court passed certain regulations to control the freedom of press.
(ii) The Company began encouraging newspapers that would celebrate British rule.
(iii) Many editors gave urgent petitions to Governor General Bentick, who agreed to revise Press
Laws.
(iv) After the revolt of 1857, the attitude to freedom of press changed.
(v) Engaged Englishmen demanded control on the vernacular press as they were becoming
nationalists.
(vi) In 1878, the Vernacular Press Act was passed. It provided the government with extensive
rights to censor reports and editorial in the vernacular press.
(vii) From now on, the government kept regular check on the vernacular newspapers published in
different provinces.
(viii) When a report was judged as seditious, the newspapers were warned, and if the warning went
ignored, the press would be seized by the government and printing machinery conscated.
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Q. 4. How did the print revolution lead to the development of a reading mania in Europe?
Ans. As literacy and schools spread in European countries, there was a virtual reading mania that
developed.
(i) New forms of popular literature appeared to target new readers.
(ii) There were ritual calendars along with ballads and folk tales.
(iii) In England, penny chapbooks were carried by petty pedlars, known as chapmen and sold for
a penny, so that even the poor could buy them.
(iv) In France, these low-priced books were called ‘Biliotheque Blene’, as they were bound in
cheap blue covers.
(v) There were romances, histories, books of various sizes, serving different purposes and
interests.
(vi) Periodical press developed to combine information on current affairs with entertainment.
(vii) The ideas of scientists and scholars had now become more accessible to the common people.
(viii) Scientists like Isaac Newton began to publish their discoveries. Writings of thinkers like
Thomas Paire, Voltaire and Rousseau also affected the thinking of the people.
Q. 5. How did a new reading culture bloom in China?
Ans. (i) By 17th century, print was no longer used just by scholar ofcials. Merchants used print in
their everyday life, as they collected trade information.
(ii) Reading increasingly became a leisure activity.
(iii) The new readership preferred ctional narratives, poetry, autobiographies, anthologies of
literary masterpieces and romantic plays.
(iv) Rich women began to read and many women began publishing their poetry and plays. Wives
of scholar-ofcials published their works and courtesans wrote about their lives.
Q. 6. Was the new technology able to displace the existing art of producing books by hand?
OR
Why did printed books initially resemble written manuscripts in appearance and layout?
Ans. (i) In fact, printing books at rst closely resembled the written manuscripts in appearance and
layout.
(ii) The metal letters imitated the ornamental handwritten styles.
(iii) Borders were illuminated by hand with foilage and other patterns and illustrations were
painted.
(iv) In the books printed for the rich, space for decoration was kept blank on the printed page.
Each purchaser could choose the design and decide on the painting school that would do the
illustrations.
Q. 7. Was print able to shape the minds of people of France directly?
Ans. (i) There can be no doubt that print helped to spread the ideas but we must remember that
people did not read just one kind of literature.
(ii) If they read the ideas of Voltaire and Rousseau, they were also exposed to monarchical and
Church propaganda.
(iii) They were not inuenced directly by everything they read or saw.
(iv) They accepted some ideas and rejected others. They interpreted things their own way.
Print did not directly shape their minds but it did open up the possibility of thinking differently.
Q. 8. How were workers inuenced by the print revolution?
l
Ans.
Lending libraries had been in existence from the 17th century onwards.
l
In the 19th century, lending libraries in England became instruments for educating white
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l
l
collar workers, artisans and lower middle class people.
Sometimes, self-educated working class people wrote for themselves.
When their working hours were reduced, they could get time for self-improvement and self
expression. They wrote political tracts and autobiographies in large numbers.
Q. 9. Trace the development of Printing Technology in Europe.
l
Ans.
By the late 19th century, the press came to be made out of metal.
l
By the mid 19th century, Richard M. Hoe of New York had perfected the power-driven
cylindrical press. This was capable of printing 8,000 sheets per hour. This press was
particularly useful for printing newspapers.
l
In the late 19th century, the offset press was developed which could print up to six colours at
a time.
l
By 20th century, electrically operated presses accelerated printing operations.
l
Other developments were—Methods of feeding paper improved, the quality of plates
became better, automatic paper reels and photoelectric controls of the colour register were
introduced.
Q. 10. Which new strategies were opted by the printers and publishers to sell their products?
Ans. (i) Printers and publishers continuously developed new strategies to sell their products.
(ii) In the 19th century periodicals, serialised novels, gave birth to a particular way of writing
novels.
(iii) In 1920s, popular works were sold in cheap series called the Shilling Series in England.
(iv) The dust cover or the book jacket is also a twentieth century innovation.
(v) With the onset of Great Depression in the 1930s, publishers feared a decline in book
purchases. To sustain buying, they brought out cheap paperback editions.
Q. 11. Give a brief account of manuscripts of India.
OR
How were ideas and information written before the age of print in India?
Ans. (i) India had a very rich and old tradition of handwritten manuscripts—in Sanskrit, Arabic,
Persian as well as in various vernacular languages.
(ii) Manuscripts were copied on palm leaves or on hand-made paper.
(iii) Pages were sometimes beautifully illustrated. They would be either pressed between wooden
covers or sewn together to ensure preservation.
(iv) Manuscripts continued to be produced till well after the introduction of print, down to the
late 19th century.
(v) Manuscripts were highly expensive and fragile. They had to be handled carefully.
HOTS (Higher Order Thinking Skills)
Q. 1. How did the hearing public & the reading public become intermingled? Examine.
OR
How did a new reading public emerge with the printing revolution?
Ans.
l
l
l
Access to books created a new culture of reading. Earlier reading was restricted to the elites.
Before the age of print, books were not only expensive but they could not be produced in
sufcient numbers.
Now books could reach out to the wider sections of people. If there was a ‘hearing public’
earlier, now a ‘reading public’ emerged.
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Q. 2. “Printing is the ultimate gift of God & the greatest one”. Who said this? How did print help
to promote protestant Reformation?
Ans. Martin Luther was a religious reformer.
(i) He wrote Ninety Five Theses, criticising many of the practices and rituals of the Roman
Catholic Church.
(ii) A printed copy of this was posted on a church door in Wittenberg. It challenged the Church
to debate his ideas.
(iii) Luther’s writings were immediately reproduced in vast numbers and read widely, which led
to the division of the Church and the beginning of the ‘Protestant Reformation’.
(iv) Luther’s translation of the New Testament sold 5,000 copies within a few weeks.
(v) Deeply grateful to print, Luther said, “Printing is the ultimate gift of God and the greatest
one.”
(vi) Scholars believed that print helped in spreading the new ideas that led to Reformation.
Q. 3. “Printing technology gave women a chance to share their feelings with the world outside.”
Support the statement with any ve suitable examples.
Ans. (i) Lives and feelings of women began to be written in particularly vivid and intense ways.
(ii) Women’s reading, therefore increased enormously in the middle class homes.
(iii) Liberal husbands and fathers began educating their womenfolk at home and sent them to
schools when women’s school, were set up in the cities and towns after mid 19th century.
(iv) Many journals began carrying writings by women, and explained why women should be
educated.
Q. 4. “Print led to intense controversies between social and religious reformers and Hindu
orthodoxy”. Support this statement with example.
OR
How were social and religious reforms carried out with the help of printing in India?
Ans. (i) From the early 19th century, there were intense debates around religious issues.
(ii) Some criticised existing practices and campaigned for reform, while others countered the
arguments of reformers.
(iii) To reach a wider audience, the ideas were printed in the spoken language of the ordinary
people.
E.g.: Raja Rammohan Roy published the ‘Sambad Kaumudi ’ and the Hindu orthodoxy
published the ‘Samachar Chandrika’ to oppose his opinions.
Q. 5. “Print did not only stimulate the publication of conicting opinions among communities
but it also connected communities and people in different parts of India” support the
statement with examples.
Ans. (a) Folk literature was widely printed in Punjab.
l Ram Chaddha published the fast selling Istri Dharam Vichar to teach women how to be
obedient wives.
l The Khalsa Tract Society published cheap booklets with a similar message. Many of
these were written on qualities of a good woman.
(b) An entire area in central Calcutta—the Battala was devoted to the printing of popular books.
l Here one could buy cheap editions of religious tracts and scriptures.
l A lot of these books were illustrated with woodcuts and coloured lithographs.
l Pedlars took the Battala publications to their homes, enabling women to read them in
their leisure time.
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(c) Jyotiba Phule, the Maratha pioneer of ‘Low Caste’ protest movement, wrote about the
injustices in his Gulamgiri.
l
B.R. Ambedkar in Maharashtra and E.V. Ramaswami Naicker, wrote powerfully on caste and
their writings were read by people all over India.
Q. 6. Print played a signicant role in awakening sentiments of nationalism amongst the
Indians. Explain the statement with examples.
l
Ans.
Various nationalist newspapers reported on colonial misrule and encouraged nationalist
activities.
l
Attempt to disrupt nationalist writings, provoked militant protest.
l
This led to renewed cycle of persecution and protest.
l
When Punjab revolutionaries were deported, Bal Gangadhar Tilak wrote with great sympathy
about them in his Kesari.
This led to his imprisonment in 1908 and widespread protests all over India.
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. In Europe, who was the inventor of the printing press?
2. What was the basic objective of selling penny and chapbooks in England?
3. Who started to edit the Bengal Gazette weekly?
4. Name the author of Gulamgiri (1871).
5. How did Governor-General William Bentinck react to the petition led by editors of English and
Vernacular newspaper?
Short Answer Questions
[3 marks]
1. What was an ‘accordion book’? Describe any two features of hand printing in China.
2. Who was Marco Polo? What was his contribution to print culture?
3. How did Martin Luther’s writings bring reforms in religious eld? Explain.
4. How did books create a new culture of reading? Give three examples.
5. What is manuscripts and what were its shortcomings?
Long Answer Questions
[5 marks]
1. Which was the rst book printed by Gutenburg? Explain any 4 unique features of it.
2. What role was played by the print culture in bringing the French Revolution?
3. How did the print initiate public debates and affect the religious and social reforms? Explain.
4. Describe any ve strategies developed by the printers and publishers in the 19th century to sell
their products.
5. What restrictions were imposed by the Vernacular Press Act on the Indian Press? Explain.
zzz
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novels,
society and history
8
BASIC CONCEPTS � A FLOW CHART
THE RISE OF NOVELS
The first novel
took firm root
in England and
France.
New groups of lower
middle class people
such as clerks,
shopkeepers, along
with the traditional
aristocratic and
gentlemanly classes
in England and
France, formed the
readership for novels.
The authors were
freed from financial
dependence on the
patronage of
aristrocrats which
gave them
independence to
experiment with
different literary
styles.
The Publishing Market
Henry fielding’s ‘Tom Jones’
issued in six volumes with
three shilling each
Circulating libraries were an
easy access to books
Novel-first mass-produced
items to be sold
Rural area people got involved
with the character of novels
1836 Charles Dickens’,
‘Pickwick Papers’ was
serialised in a magazine
Magazines were cheap,
illustrated and attractive
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THE WORLD OF NOVEL
COMMUNITY AND SOCIETY
Novels about ordinary people
Thomas Hardy — wrote about traditional rural
communities of England, fast vanishing
19th century Europe entered industrial cage
Hardy’s ‘Mayor of Casterbridge’—life of a mayor
shown
Workers faced problems
The major can be both unpredictably generous
and cruel with his employees
Charles Dickens wrote about the terrible effects
of industrialisation
No math for his manager rival Donald Farfrae
as being even-tempered
His novel ‘Hard Times’ describes a fictious
industrial town
Hardy mourns the loss of more personalised
world that is disappearing
Oliver Twist-focused tale to a poor orphan,
adopted by a wealthy man to give a happy ending
Novel uses vernacular—language of common
people
Emile Zola’s ‘Germinal’ depicts harsh details of
miners’ lives
Novels bring together many cultures
WOMEN
Women began writing
about their own
experiences, about
family life due to which
they earned public
recognition.
Novels like Pride and
Prejudice by Jane
Austen, gave glimpse of
the world of women in
Britain’s rural society
during the early 19th
century.
Through these novels, not
only domestic role of women
but also the women rebel
were expressed and
popularised. Writers such as
Charlotte Bronte dealt with
the new woman rebel.
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NOVELS FOR THE YOUNG
Novels for young boys, who idealised a man was powerful, assertive,
independent and daring
Most novels were full of adventure
R.L. Stevenson’s ‘Treasure Islands’ Rudyard Kipling’s — Jungle book
became a great hit
G.A. Henty’s historical adventure novels for boys were widely popular
Love stories written for adolescent girls
‘Ramona’ — Helen Hunt Jackson, ‘What Katy Did’ — by Sarah
Chauncey Woolsey wrote romantic novels
Novels bring together many cultures
USE OF NOVELS
‘Vernacular’ novels
were seen as a
valuable source of
information on native
life and customs during
the colonial
administration.
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Books were mainly
translated in English
by the Christian
missionaries or the
British administrators.
160
Novels helped in
spreading of ideas of
nationalism. It
presented a glorified
account of the past.
It also brought a sense
of collective belonging
on the basis of one’s
language.
II. THE NOVEL COMES TO INDIA
The Novel in South India
The Novel in Hindi
Novel in Bengal
Started during colonial rule
Bharatendu Harishchandra
— pioneer of modern Hindi
literature
Domestic Novels dealt with social
problems and romantic relations
between men and owmen
First proper modern novel
written by Srinivas Das of
Delhi
Started during colonial rule
English novels translated
into Indian languages
O. Chandu Menon translated
Benjamin Disraeli’s novel—
Henrietta Temple in
Malayam
Quickly realising Indians
won’t understand their
culture, wrote a story in
Malayalam, ‘Indulekha’ First
Modern novel in Malayalam
Published in 1882, known as
Pariksha-Guru
Cautioned young men of
well-to-do families against
dangerous influence of bad
company and loose morals
Household of Bangla novelist
Bankim Chandra Chattopadhyay
would host a Jatra in his house to
read stories
Bankim read out his first
novel Durgeshnandini
Novel had a prose style of writing,
a new object of enjoyment
Characters find it difficult to
adapt a colonised society
Bankim’s prose was Sanskritised
Writer advises readers to be
worldly wise and practical
Making them capable of
transmitting both western
sciences and Indian wisdom
Novel acquired popularity in Bengal
Telling stories in a simple way
was the style of Sarat Chandra
Chattopadhyay—the most
popular novelist
Devaki Nandan Khatri, best seller — Chandrakanta
A romance with fantasies, propagated Hindi language and Nagri script
Premchand — Hindi novel reached its excellence
His novel ‘Sevasadan’ brought serious reflection on the lives of ordinary people and social issues
Issues like child marriage, dowry, exploitation of poor by upper rich class
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III. NOVEL IN COLONIAL WORLD
Problems of being Modern
Pleasures of Reading
Social novelist created hero or heroine with ideal qualities
Popular medium of entertainment with middle classes
Novels became most popular
Chandu Menon portrayed Indulekha as a beautiful woman,
with artistic talent, education in English and Sanskrit
In Tamil, there were detective and mystery novels
Madhavan, the hero was a member of English educated
class of Nayars from the University of Madras
First-rate Sanskrit scholar and dressed in western clothes
Characters like them show readers how Indian and foreign
lifestyles could be brought together in an ideal contribution
Novels introduced silent reading
Individuals sitting at home or travelling in trains
enjoyed them
Even in crowded room, novel offered a special world
of imagination into which the reader could slip
IV. WOMEN AND THE NOVEL
Women and children were not allowed to read novels as they were
easily corrupted
Young people read them in secret
Older women let their grandchildren read aloud to them
Soon women also began to write novels
Popularity of novels among women— stories of love where they could
choose or refuse their partners and relationships
Rokeya Hossein was a reformer
Widowed, started a girls’ school in Calcutta
Wrote satiric fantasy called Sultana’s dream
Shows a topsy turvy world in which women replaced men
In her ‘Padmarag’ also she showed the women to reform their conditions
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LOWER CASTE AND MINORITIES
There were novels
written on the condition
of the lower caste
characters by the
members of the upper
castes, e.g., Indirabai
and Indulekha.
A ‘lower caste’ writer
from Kerala, Pothere
Kunjambu, wrote a novel
called Saraswativijayam
which strongly attacked
on the caste oppression.
Vaikkom Muhammad
Basheer was one of the
early muslim writers
who wrote short novels
and stories. He wrote
about the details from
the everyday life of
Muslim households,
poverty, insanity and life
in prison.
V. THE NATION AND ITS HISTORY
Sense of Pan India belonging
Novel and Nation Making
Colonial historian depicted Indians as weak,
divided and dependent on the British
Premchand’s novels — filling with powerful
characters like aristocrates, landlords,
middle-level peasants, landless labourers, etc.
Nation wanted novels written on historcial bases
Premchand’s novels created a community
based on democratic values
In Bengal, historical novels written were about
Marathas and Rajputs to produce a sense of
Pan Indian belonging
His central character in ‘Rangbhoomi’ is
Surdas, a visually impaired beggar from
untouchable caste
Bhubed Mukhopadhyay’s Anguriya Binimoy’
was the first historical novel written in Bengal
Godan—is an epic of Indian peasantry. Story of
a peasant couple—Hori and his wife Dhania
Bankim’s ‘Anandmath’, a novel about a secret
Hindu militia that fights Muslims to establish a
Hindu Kingdom
Many novels reveal the problems of nations
having different communities
Priests, bureaucrats, landlords moneylenders all
made their life miserable
Yet this poor couple retain their dignity to
the end
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IMPORTANT TERMS
1. Gentlemanly classes: They were mainly those people who claimed noble birth and high
social position.
2. Epistolary: Relating to the writing of letters.
3. Serialised: Publish or broadcast (a story or play) in regular installments.
4. Vernacular: The language or dialect spoken by the ordinary people of country or region.
5. Hypocrisy: The practice of claiming to have higher standards or more noble beliefs than
is the case.
6. Satiric: Sarcastic, critical and mocking another’s weakness.
IMPORTANT EVENTS
1719 – Robinson Crusoe by Daniel Defoe
1749 – Tom Jones by Henry Fielding, was issued in six volumes prices at three shillings each.
1836 – Pickwick Papers by Charles Dickens- was a serialised magazine.
1852 – Karuna O Phulmonir Bibaran by Hannah Mullens
1854 – Hard Times by Charles Dickens
1885 – Germinal by Emile Zola
1857 – Yamuna Prayatnam by Baba Padmanji
1857 – Anguriya Binimoy by Bhudeb Mukhopadhyay
1861 – Muktamala by Lakshman Moreshwar Halbe
1865 – Mayor of Casterbridge by Thomas Hardy
1884 – Romona by Helen Hunt Jackson
1872 – What Katy Did by Sarah Chauncey Woolsey
1874 – Jane Eyre by Charlotte Bronte
1878 – Rajasekhara Caritamu by Kandukuri Viresalingam.
1882 – Pariksha-Guru by Srinivas Das.
1889 – Indulekha by O.Chandhu Menon. It was the first modern novel in Malayalam.
1892 – Saraswativijayam by Pothere Kunjambu, is about ‘lower caste’.
1894 – Treasure Island by R.L. Stevenson
1894 – Jungle Book by Rudyard Kipling
1905 – Sultana’s Dream by Rokeya Hossein
1916 – Sewasadan by Premchand
1916 – Ghare Baire by Rabindranath Tagore
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NCERT Exercises
Q. 1. Explain the following:
(a) Social changes in Britain which led to an increase in women readers.
(b) What actions of Robinson Crusoe make us see him as a typical coloniser?
(c) After 1740, the readership of novels began to include poorer people.
(d) Novelists in colonial India wrote for a political cause.
Ans. (a) As the families became wealthier, women of the middle classes in Britain were seen getting
more engrossed in reading and writing in their leisure time. Now novels also highlighted
the emotions of the women’s world, their identities, experiences and problems. Subjects of
novels could now be seen to speak from the women perspective.
(b) There are many examples where Robinson Crusoe is seen as a typical coloniser like, in a
shipwrecked on an island, where he treats the inhabitant coloured people as inferior beings.
He is also seen making a native his slave, whom he had rescued, without caring to ask him,
he gives the name ‘Friday’. Colonisers were seen as barbaric and primitive, and therefore
colonialism became their self-professed civiliser. Thus, the ideology of colonisers was
represented in the character of Crusoe.
(c) After 1740, because of the circulating libraries, low-priced books, and as the system of hiring
out of books by house, the poorer people were included in the novel readership. Now, it
became easier for the poor people to afford books as they were easily available and the cost
was low compared to earlier and there was no absence of lending libraries.
(d) Political cause was one of the major issues on the novelist of colonial wrote, as it served as
a powerful medium of expressing social defects and suggested remedies. As people from all
the diversities had access to novels, it became an easier mode to circulate and popularise
their ideas. It also brought a sense of national unity among the people, and a spirit to ght
against their colonisers.
Q. 2. Outline the changes in technology and society which led to an increase in readers of the
novel in eighteenth-century Europe.
l
Ans.
Printing played a major role in spreading novels and popularising them in a short span of
time. Due to this, there was an increase in the number of readers.
l
The creation of libraries, cost-cutting printing techniques and hiring out of books on an
hourly basis allowed readership to expand beyond the aristocratic class.
l
Different dimensions of the society were explored as the market for books grew and the
novelists were no longer bonded to the aristocratic patronage.
l
All this led to an obvious increase in the number of people who read books in the 18th century
Europe.
Q. 3. Write a note on:
(a) Oriya Novel
(b) Jane Austin’s Portrayal of Women.
(c) The picture of new middle class, which the novel ‘Pariksha-Guru’ Portrays.
Ans. (a) The rst serialised Oriya novel, “Saudamini” was written by Ramashankar Ray in 1877-78,
but it remained incomplete. Whereas, Orissa’s rst major novelist was Fakir Mohan Senapati.
He wrote “Chaa Mana Atha Guntha” that dealt with land and its possession. The novel mainly
highlighted the issues of the rural area which were an important part of the urban concerns.
(b) The novels written by Jane Austen portrayed the world of women in a genteel rural society of
the mid-19th century Britain. Women during that time, were encouraged to look for a good
marriage and nd a wealthy and propertied husband, and this was portrayed in her famous
novel ‘ The Pride and the Prejudice’. She wrote ‘it is the truth, universally acknowledged,
that a single man in possession of good fortune must be in want of a good wife’. The main
characters were also seen pre-occupied with marriage and money.
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(c) The novel ‘Pariksha-Guru’ portrays the difculties of the new middle class in adapting to
colonised society while preserving its cultural identity. It emphasises that Western ideals
must be inculcated, but without sacricing the traditional values of middle-class households.
The characters in this Hindi novel by Srinivas Das are seen endeavouring to bridge the two
different worlds of modern education and traditional ethics.
Q. 4. Discuss some of the social changes in nineteenth-century Britain which Thomas Hardy and
Charles Dickens wrote about.
Ans. Both the writers, Thomas Hardy and Charles Dickens wrote mainly about the effects of
industrialisation. Charles Dickens wrote about the industrial towns and the condition of the poor
people living in them – smoking chimneys, pollution, grim factories and exploited workers. He
also criticised the greed for the prots and the reduction of human beings into tools of production
in his novel, ‘Hard times’.
Whereas, Thomas Hardy, on the other hand, wrote about the traditional rural communities
of England which were vanished in the face of rapid industrial growth. There was change to
independent farming to employment of labourers and machines on large farms which could be
seen in Hardy’s popular work ‘The Mayor of Casterbridge’. Hardy, in his novel, demonstrated his
character of Michael Henchard, as a character who mourned for the loss of the personalised world,
even after knowing its problems and understanding the advantages of the new order.
Q. 5. Summarise the concern in both nineteenth-century Europe and India about women
reading novels. What does this suggest about how women were viewed?
Ans. In 19th century, women in Europe were revolutionary and progressive. They began reading and
writing novels. They wrote about family life and earned public recognition. They drew upon their
experience. But this change in the world of women folk was not appreciated by many. The male
dominated society feared that women would now neglect their traditional role as mothers and
wives. And the home would be in disarrangement and disorder.
India
In India too, women reading novels bore more or less similar fears. Women were seen as easily
corruptible and an imaginary world that the novel provided was seen as a dangerous opening for
the imaginations of its readers.
We can now infer that women in general were discouraged from reading novels and were viewed
as delicate and incapable of being independent. They (women) should be completely controlled
by the men in their families and bound to do their duties as wives and mothers. Few communities
felt that women who read novels would leave their domestic surroundings and aspire to be a part
of the outside world— the male domain. They were merely expected to marry a man who could
take care of their nancial needs while they maintained his household and remained subservient
to him.
Q. 6. In what ways was the novel in colonial India useful for both the colonisers as well as the
nationalists?
Ans. Colonial rulers found “vernacular” novels illuminating for the information they provided on
native customs and life. It was useful in the governance of this diverse country. Novels were used
by the Indian nationalists to criticise the colonial rule and instill a sense of national pride and
unity amongst the people.
Q. 7. Describe how the issue of caste was included in novels in India. By referring to any two novels,
discuss the ways in which they tried to make readers think about existing social issues.
Ans. Colonial rulers found ‘vernacular’ novels illuminating for the information they provided on native
customs and life. It was useful in the governance of this diverse country. Novels were used by the
Indian nationalists to criticise the colonial rule and instill a sense of national pride and unity
amongst the people.
O Chandu Menon in his book ‘Indulekha’tried to bring focus on the practice of marriages among
the ‘upper caste’ Hindus in Kerala by showing through his characters that reform is needed in
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practice of marriage within these castes. Potheri Kunjambu in his novel ‘Saraswativijayam’
criticized caste based oppression by showing that a ‘lower caste person’ can command respect by
educating himself and his community.
Q. 8. Describe the ways in which the novel in India attempted to create a sense of pan-Indian
belonging.
Ans. Novelists in colonial India wrote for the political cause as the novels provided a far reaching
medium to express social defects and their remedies. It also helped establish a relationship to
India’s past in the mind-set of the people and bring a sense of national unity among the people.
Since people from different regions and different walks of life could read novels, it was an easy
way to popularise anti-colonial ideas.
VERY SHORT ANSWER QUESTIONS
(1 mark)
Q. 1. How did novels produce a number of common interests among varied readers?
Ans. As readers were drawn into the story and identied with the lives of ctitious characters, they
could think about issues such as the relationship between love and marriage, the proper conduct
for men and women and so on.
Q. 2. Which new groups formed the new readership for novels in England and France?
Ans. New groups of lower-middle-class people such as shopkeepers and clerks, along with the
traditional aristocratic and gentlemanly classes in England and France formed the new readership
for novels.
Q. 3. How did Walter Scott contribute in developing literary style while writing novel?
Ans. Walter Scott remembered and collected popular Scottish ballads which he used in his historical
novels about the wars between Scottish clans.
Q. 4. Give an example of Epistolary novel.
Ans. Samuel Richardson’s ‘Pamela’, written in the eighteenth century, told much of its story through
an exchange of letters between two lovers. These letters tell the reader of the hidden conicts in
the heroine’s mind.
Q. 5. What was the benet of serialisation of novels in magazines?
Ans. Serialisation allowed readers to relish the suspense, discuss the characters of a novel and live for
weeks with their stories—like viewers of televisions soaps today.
Q. 6. How do novels touch the lives of common people?
Ans. Novels do not focus on the lives of great people or actions that change the destinies of states and
empires. Instead, they are about the everyday life of common people.
Q. 7. How did Charles Dickens’ novels depict the terrible effects of industrialisation?
Ans. Charles Dickens in his novel ‘Hard times’ describes Coketown, a ctitious industrial town, as a
grim place full of machinery, smoking chimneys, polluted rivers, people and buildings that all
looked the same.
Q. 8. What is depicted in Oliver Twist?
Ans. It is a tale of a poor orphan, who lived in the world of petty criminals and beggars but was later on
adopted by a wealthy man and lived happily ever after.
Q. 9. What is shown in Emile Zola’s ‘Germinal’?
Ans. It is a story in the life of a young miner in France, who explores the harsh conditions of miners’
lives. It ends with the strike by hero, which fails and his co-workers turn against him and all hopes
are shattered.
Q. 10. What could be seen in most of Thomas Hardy’s novels?
Ans. Thomas Hardy wrote about traditional rural communities of England that were fast vanishing.
The old rural culture with its independent farmers was dying out.
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Q. 11. What was the benet of novels in Vernacular languages?
Ans. Vernacular languages were spoken by common people. By coming closer to the different spoken
languages of the people, the novel produces a sense of a shared world between diverse people in
a nation.
Q. 12. Name the famous novel of Jane Austen.
Ans. ‘Pride and Prejudice’.
Q. 13. What is depicted in Jane Austen’s novels?
Ans. They make us think about a society which encourages women to look for ‘good’ marriages and nd
wealthy or propertied husbands.
Q. 14. What kind of novels were written for young boys?
Ans. Novels for young boys idealised a new type of man; someone who was powerful, assertive,
independent and have daring.
Q. 15. Name some important novels written for young boys.
Ans. R.L. Stevenson’s ‘Treasure Island’ and Rudyard Kipling’s ‘Jungle Book’ became great hits among
younger generation.
Q. 16. Which love stories became famous among the adolescent girls?
Ans. ‘Ramona’ by Helen Hunt Jackson and a series entitled ‘What Katy did’ by Sarah Chauncey Woolsey
were pretty popular among the adolescent girls.
Q. 17. What was the impact of colonialism on novels?
Ans. The novel originated in Europe at a time when it (Europe) was colonising the rest of the world.
The early novels contributed to colonialism by making the readers feel that they were part of a
superior community of fellow colonialists.
Q. 18. Give an early example of novel writing in India.
Ans. Banabhatta’s ‘Kadambari’ written in Sanskrit in the seventh century is an example.
Q. 19. Which was the earliest novel written in Marathi?
Ans. The earliest novel in Marathi was Baba Padmanji’s ‘Yamuna Paryatan’, which used a simple style
of storytelling to speak about the plight of widows.
Q. 20. Who has written ‘Muktamala’?
Ans. Lakshman Moreshwar Halbes wrote ‘Muktamala’.
Q. 21. How did translations of the novels help people?
Ans. Translations of novels into different regional languages helped to spread the popularity of the
novels and stimulated the growth of the novels in new areas.
Q. 22. Which was the rst Malayalam novel published in 1889?
Ans. ‘Indulekha’ was the rst Malayalam novel written in the modern form.
Q. 23. What was depicted in ‘Pariksha-Guru’?
Ans. Srinivas Das’s novel ‘Pariksha-Guru’ cautioned young men of well-to-do families against the
dangerous inuences of bad company and consequent loose morals.
Q. 24. Name the best-seller of Devaki Nandan Khatri.
Ans. His best-seller was ‘Chandrakanta’ – a romance with dazzling elements of fantasy.
Q. 25. Which novelist brought a change in Hindi novel writing?
Ans. It was with the writing of Premchand that the Hindi novel achieved excellence. He began writing
in Urdu and then shifted to Hindi, remaining an immensely inuential writer in both languages.
Q. 26. What is written in ‘Sewasadan’ of Premchand?
Ans. Sewasadan mainly deals with the poor condition of women in s ociety. Issues like child marriage
and dowry are woven into the story of the novel. It also tells us about the ways in which the
Indian upper classes used whatever little opportunities they got from colonial authorities to
govern themselves.
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Q. 27. How could novels be read in groups?
Ans. Bankim Chandra Chattopadhyay would host a jatra in the courtyard where members of the family
would be gathered. He also read his novel ‘Durgeshnandini’ to his friends in his room.
Q. 28. Why did Sarat Chandra Chattopadhyay become most popular novelist in Bengal?
Ans. By the twentieth century, the power of telling stories in a simple language made Sarat Chandra
Chattopadhyay the most popular novelist in Bengal and probably in the rest of India.
Q. 29. How did novels help in establishing relationship with the past?
Ans. Many of the old thrilling stories of adventures and intrigues set in the past. Through gloried
accounts of the past, these novels helped in creating a sense of national pride among their readers.
Q. 30. What kind of a character was of Indulekha of Chandu Menon?
Ans. Induleka was a woman of breath taking beauty, high intellectual abilities, artistic talent and highly
educated in English and Sanskrit.
Q. 31. How has Madhavan, the hero of Indulekha been presented?
Ans. Madhavan was a member of the newly English educated class of Nayars from the University of
Madras, a ‘First Rate Sanskrit Scholar’. He is dressed in western clothes but kept a long tuft of hair,
according to the Nayar Custom.
Q. 32. Who was Rokeya Hossein?
Ans. Rokeya Hossein was a reformer who, after she was widowed, started a girl’s school in Calcutta. Her
novel ‘Padmarag’ also showed the need for women to reform their conditions by their own actions.
Q. 33. Which novels show the life of upper caste people?
Ans. Novels like ‘Indirabai and Indulekha’ were written by members of the upper castes and were
primarily about upper-caste characters.
Q. 34. What is depicted in ‘Saraswativijayam’?
Ans. It is a mounting strong attack on caste oppression. This novel shows a young man from an
‘untouchable’ caste, leaving his village to escape the cruelty of his Brahmin landlord.
Q. 35. Who wrote ‘Saraswativijayam’?
Ans. Potheri Kunjambu, a ‘lower-caste’ writer from North Kerala wrote this novel.
Q. 36. Name the novel written by Advaita Malla Burman.
Ans. ‘Titash Ekti Nadir Naam’.
Q. 37. Which was the rst historical novel written in Bengal?
Ans. Bhudeb Mukhopadhayay’s ‘Anguriya Binimoy’ was the rst historical novel written in Bengal.
Q. 38. What do you know about Bankim’s ‘Anandamath’?
Ans. It’s a novel about a secret Hindu militia that ghts Muslims to establish a Hindu kingdom. It was
a novel that inspired freedom ghters.
Q. 39. What kind of characters are mostly depicted in Premchand’s novels?
Ans. In his novels, one meets aristocrats and landlords, middle-level peasants and landless labourers,
middle-class professionals and people from the margins of society.
Q. 40. Which character is highlighted in Premchand’s novel ‘Rangbhoomi’?
Ans. The central character of ‘Rangbhoomi’ is Surdas. He is a visually impaired beggar from a so-called
‘untouchable’ caste. Surdas struggled against the forcible takeover of his land for establishing a
tobacco factory.
Q. 41. Who are the main characters of Premchand’s novel ‘Godan’?
Ans. The novel tells the moving story of Hori and his wife Dhania, a peasant couple. Landlords,
moneylenders, priests and colonial bureaucrats—all those who hold power in society from a
network of oppression, rob their land and make them landless labourers. Yet Hori and Dhania
retain their dignity to the end.
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SHORT ANSWER QUESTIONS
(3 marks)
Q. 1. How did novels take its rst and rm root in England and France?
Ans. (i) New groups of lower middle class people like shopkeepers and clerks, along with traditional
aristocratic gentlemanly classes in England and France now became new readers of novels.
(ii) As readership grew, the market for books expanded and the earnings of authors increased.
(iii) This gave them independence to experiment with different literary styles.
In this way, most of the early and different styles of novels were written in England and France
with an increased readership.
Q. 2. What were the advantages of vernacular novels?
Ans. (i) They were written in the language of the common people.
(ii) By coming closer to the different spoken languages of the people, the novel produced a sense
of shared world between diverse people in a nation.
(iii) Novels may take a classical language and combine it with the languages of the streets and
can make them all a part of the vernacular that is used.
(iv) Novels bring together many cultures.
Q. 3. How did novels assist in the spread of silent reading?
Ans. (i) By the late 19th century and early 20th century, written texts were often read aloud for
several people to hear. Sometimes, novels were also read in this way, but in general, novels
encouraged reading alone and in silence.
(ii) Individuals sitting at home or travelling in trains enjoyed them.
(iii) Even in a crowded room, the novel offered a special world of imagination into which the
reader could slip into, and be all alone.
In this way, reading a novel was more like daydreaming.
Q. 4. How did women get involved in the writing of novels?
Ans.
The 18th century saw the middle classes become more prosperous, so women got more
l
leisure time to read as well as write novels.
l
Novels also began exploring the world of women—their emotions and identities, their
experiences and problems.
l
Many novels were about domestic life—a theme about which women were allowed to speak
with authority.
Q. 5. How did early novels contribute to colonialism?
Ans. The novel originated in Europe at a time when it was colonising the rest of the world. The early
novel contributed to colonialism by making the readers feel that they were part of a superior
community of fellow colonialists. On the other hand, Indian novelists wrote to develop a modern
literature for the country that could produce a sense of national belongingness and cultural
equality with their colonial masters.
Q. 6. How did novel writing skills develop in India?
Ans. (i) The modern novel form developed in the 19th century, as Indians became familiar with the
Western novel.
(ii) The development of the vernaculars, print and reading public helped in this process.
(iii) Some of the earliest Indian novels were written in Bengali and Marathi. They used the simple
style of storytelling.
Q. 7. How did Premchand revolutionise the writing of Hindi novels?
Ans. (i) Premchand began writing in Urdu and then shifted to Hindi; being one of the most inuential
writers in both languages.
(ii) His novels lifted the Hindi novel from the realm of fantasy, moralising and simple
entertainment to a serious reection on the lives of ordinary people and social issues.
(iii) He wrote in the traditional art of ‘Kissa-goi’.
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Q. 8. What is the contribution of Basheer in the writing of novels?
Ans. (i) Basheer’s short novels and stories were written in ordinary language that of a conversation.
(ii) With wonderful humour, Basheer’s novels spoke about details from the everyday life of a
Muslim households.
(iii) He also brought into Malayalam writing and themes which were considered very unusual at
that time—poverty, insanity and life in prisons.
Q. 9. How did G.A. Henty’s historical adventure novels for boys become popular?
Ans. (i) G.A. Henty’s novels were also wildly popular during the height of the British Empire.
(ii) They aroused the excitement and adventure of conquering strange lands.
(iii) They were set in Mexico, Alexandria, Siberia and many other countries.
(iv) They were always about young boys who witnessed grand historical events, get involved in
some military action and show what they called ‘English Courage.’
Q. 10. What kind of stories were taken for adoloscent girls in novels?
Ans. (i) Love stories written for adoloscent girls also rst became popular in this period, especially in
the US.
(ii) Some of the works of farmers for that period were Romana by Helen Hunt Jackson.
(iii) Sarah Chauncy Woolsey had also written “What Katy Did”. He wrote under the pen name
Susan Coolidge.
Q. 11. What do you know about earliest Indian novels?
Ans. (i) Some of the earliest Indian novels were written in Bengali and Marathi.
(ii) The earliest novel in Marathi was Baba Padmanji’s ‘Yamuna Paryatan’, which used a simple style
of story telling to speak about the plight of widows.
(iii) This was followed by Lakshman Moreshwar Halbe’s ‘Muktamala’. This was not a realistic
novel; it presented an imaginary ‘romance’ narrative with a moral purpose.
Q. 12. How did the characters of Pariksha Guru attempt to bridge two different worlds?
Ans. In the novel, we see the characters attempting to bridge two different worlds through their actions;
they take to new agricultural technology, modernise trading practices, change the use of Indian
languages making them capable of transmitting both Western sciences and Indian wisdom.
Q. 13. How did ‘Durgesh Nandini’ written by Bankim Chandra Chattopadhyay become popular?
Ans. (i) Besides the ingenius twists and turns of the plot and the suspense the novel was also relished
for its language.
(ii) The prose style became a new object of enjoyment.
(iii) Initially, the Bengali novel used a colloquial style associated with urban life. It also used
meyeli, the language associated with women’s speech.
This style was quickly replaced by Bankim’s prose, which was Sanskritised but also contained a
more vernacular style.
Q. 14. How did vernacular novels become a valuable source of information on native life and
customs?
Ans. (i) Such information was useful for Britishers in governing Indian society, with its large variety
of communities and castes.
(ii) As outsiders, the British knew little about life inside Indian households. The new novels in
Indian languages often had descriptions of domestic life.
(iii) They showed how people dressed their forms of religious worship, their beliefs and practices
and so on.
Q. 15. How did novels help in establishing a relationship with the past?
Ans. (i) Many novels told thrilling stories of adventure and intrigues set in the past.
(ii) Through glorious account of the past, these novels helped in creating a sense of national
pride among their readers.
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(iii) At the same time, people from all walks of life could read novels so long as they shared a
common language. This helped in creating a sense of collective belonging on the basis of
one’s language.
Q. 16. What were the reasons for the popularity of novels among women?
Ans. (i) It allowed for a new conception of womanhood.
(ii) Stories of Love—which were a staple theme of many novels—showed women who could
choose or refuse their partners and relationships.
(iii) It showed women who could, to some extent, control their lives. Some women authors also
wrote novels about women who changed the world of both men and women.
Q. 17. What do you know about Rokeya Hossein’s writings?
Ans. (i) Rokeya Hossein was a reformer who, after she was widowed, started a girls’ school in Calcutta.
(ii) She wrote a satiric fantasy in English called ‘Sultana’s Dream’ which shows a topsy turvy
world in which women take the place of men.
(iii) Her novel ‘Padmarag’ also showed the need for women to reform their condition by their
own actions.
Q. 18. What kind of marriage alliance is shown in ‘Indulekha?’
Ans. (i) This concerned the marriage practices of upper caste Hindus in Kerala, especially the
Nambuthiri Brahmins and the Nayars.
(ii) Nambuthiris were also major landlords in Kerala at that time, and a large section of the
Nayars were their tenants.
(iii) In late 19th century Kerala, a younger generation of English educated Nayar men who had
acquired property and wealth on their own, began arguing strongly against Nambuthiri
alliances with Nayar women.
They wanted new laws regarding marriage and property.
LONG ANSWER QUESTIONS
(5 marks)
Q. 1. Explain the picture of the newmiddle class families, which the novel Pariksha Guru portrays.
Ans. Srinivas Das’s novel published in 1882, was titled Pariksha Guru. It cautioned young men of wellto-do families against the dangerous inuences of bad company and consequent loose morals.
The world of colonial modernity seems to be both frightening and irresistible to the characters.
(i) In the novel, we see the characters attempting to bridge two different worlds through the
actions they take.
(ii) They adopted new agricultural technology, modernised trading practices, changed the use
of Indian languages, making them capable of transmitting both western sciences and Indian
wisdom.
(iii) The young were urged to cultivate the ‘healthy habit’ of reading the newspapers.
(iv) But the novel emphasised that all this must be achieved without sacricing the traditional
values of middle class household.
Q. 2. What kind of caste war is shown in Indulekha?
Ans. Indulekha was a love story but it was also about a caste issue.
(i) It is about the marriage practices of upper caste Hindus in Kerala, especially the Nambuthiri
Brahmins and the Nayars.
(ii) A younger generation of English-educated Nayar men who had acquired property and wealth
on their own, began arguing against Nambuthiri alliances with Nayar women. They wanted
new laws regarding marriage and property.
(iii) In Indulekha, Suri Nambuthiri, a foolish landlord comes to marry Indulekha. The intelligent
heroine rejects him and chooses Madhvan, an educated and handsome Nayar as her husband.
(iv) Suri Nambuthiri desperate to nd a partner for himself, nally marries a poorer girl and goes
away pretending that he has married Indulekha.
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(v) Another example is that of Potheri Kunjambu’s Saraswativijayam mounting an attack on
caste oppression. This novel shows a young man from an ‘untouchable caste’ who runs away
from his village to escape the cruelty of his Brahmin landlord.
(vi) Later on, he becomes a judge and returns to a local court as one. In the end of the trial, he
reveals his true identity and then Nambuthiri repents and tries to reform his ways.
Q. 3. How were the effects of ‘Industrial Revolution’ reected in the novels?
Ans. (i) When Industrial Revolution began, factories came up, business prots increased but workers
faced problems.
(ii) Cities expanded in an unregulated way and were lled with overworked and underpaid workers.
(iii) Deeply critical of these developments, novelists such as Charles Dickens wrote about the
terrible effects of industrialisation on people’s lives and characters.
(iv) His novel Hard Times depicts a ctious industrial town as a grim place full of machinery,
smoking chimneys and rivers polluted.
(v) Dickens criticised not just the greed for prots but also the ideas that reduced human beings
into simple instruments of production.
(vi) Dickens’ Oliver Twist is the tale of a poor orphan who lived in a world of petty criminals and
beggars. Oliver was nally adopted by a wealthy man and lived happily everafter.
(vii) Emile Zola’s Germinal was written on the life of a young miner and ends on a sad note.
Q. 4. What kind of novels were written for the younger generations?
Ans. Most of the novels for the young were full of adventure and love stories.
(i) Books like R.L. Stevenson’s Treasure Island and Rudyard Kipling’s Jungle Book became great
hits.
(ii) G.A. Henty’s historical adventure novels for boys were also popular during the height of the
British empire.
(iii) Love stories written for adolescent girls also became popular in this period.
(iv) In US Ramona by Helen Hunt Jackson and a series called, What Katy did by Sarah Woolsey,
who wrote under the pen name Susan Coolidge also were very popular.
Q. 5. What is the contribution of the novel to colonialism?
Ans. (i) The novel originated in Europe at a time when it was colonising the rest of the world.
(ii) The early novel contributed to colonialism by making the readers feel they were part of a
superior community of fellow colonialists.
(iii) The hero of Daniel Defoe’s Robinson Crusoe is an adventurer and slave trader. His ship
wrecked on an island; Crusoe treats coloured people not as human beings equal to him but
as inferior creatures. He rescues a ‘native’ and makes him his slave and calls him ‘Friday’.
(iv) Crusoe’s behaviour was not seen as unacceptable as most of the writers of that time saw
colonialism as natural.
(v) Colonised people were seen as primitive and barbaric less than human, and colonial rule was
considered necessary to civilise them, to make them fully human.
It was later in the 20th century that some novelists depicted the darker side of colonial occupation.
Q. 6. Describe the development of novels in Bengal.
l
Ans.
In the 19th century, the early Bengali novels lived in two worlds. Many of those novels were
located in the past, their character, events and love stories were based on historical events.
l
Another group of novels depicted the domestic life in contemporary settings. Domestic novels
frequently dealt with social problems and romantic relationships between men and women.
l
Novels were read individually. Sometimes, in a group also. The great Bangla novelist Bankim
Chandra Chattopadhyay would host a ‘jatra’ in the courtyard, where novels were read aloud
among family members.
l
The novel was also relished for its language. The prose style became a new object of
enjoyment. They also used Mayeli, the language associated with women’s speech.
Q. 7. How did novels present modernity in their vision?
Ans. (i) Social novelists often created heroes and heroines with ideal qualities, whom their readers
could admire and imitate.
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(ii) The characters in the novels show how to be modern without rejecting tradition; how to
accept ideas coming from the west without losing one’s identity.
(iii) Chandu Menon portrayed Indulekha as a woman of breathtaking beauty, high intellectual
abilities, artistic talent and with an education in English and Sanskrit.
(iv) Madhavan, the hero of the novel was a member of the newly English-educated class of Nayars
from the university of Madras. He was also a Sanskrit scholar. He dressed in western clothes
but had kept a long tuft of hair, according to the Nayar custom.
Characters like Indulekha and Madhavan showed readers how Indian and foreign lifestyle could
be brought together in an ideal combination.
Q. 8. Give a brief history of how ‘novel’ was born.
Ans. (i) In ancient times, manuscripts were handwritten. These circulated among very few people.
(ii) In contrast, because of being printed, novels were widely read and became popular very
quickly.
(iii) At this time, big cities like London were growing rapidly and becoming connected to small
towns and rural areas through print and improved communications.
(iv) As readers were drawn into the story and identied with the lives of ctitious characters,
they could think about issues such as the relationship between love and marriage, the proper
conduct for men and women and so on. So novel is a modern form of literature, born from
print, a mechanical invention.
Q. 9. What does epistolary mean? How were epistolary novels written?
Ans. Epistolary is written in the form of series of letters. The epistolary novel, used the private and
personal form of letters to tell its story. Samuel Richardson’s Pamela written in the 18th century
told much of its story through an exchange of letters between two lovers. These letters tell the
readers of the hidden conicts in the heroine’s mind.
Q. 10. What is the theme of Charlotte Bronte’s ‘Jane Eyre’?
Ans. (i) In Charlotte Bronte’s Jane Eyre, published in 1874, young Jane is shown as independent and
assertive.
(ii) While girls of her time were expected to be quiet and well behaved, Jane at the age of ten,
protests against the hypocrisy of her elders with startling bluntness.
(iii) She tells her Aunt who is always unkind to her; ‘People think you a good woman, but you are
bad. You are deceitful. I will never call you aunt as long as I live.’
(iv) Such stories allowed women readers to sympathise with rebellious actions. Often women
novelists dealt with women who broke established norms of society before adjusting to them.
Q. 11. What do you know about Devaki Nandan Khatri’s bestseller ‘Chandrakanta’?
l
Ans.
Chandrakanta is a romance with dazzling elements of fantasy—is believed to have contributed
immensely in popularising the Hindi language and Nagri script among the educated classes
of those times.
Although it was apparently written purely for the ‘Pleasure of reading’, this novel also gives
l
some interesting insights into the fears and desires of its reading public.
Q. 12. What types of characters are portrayed in Chandu Menon’s novel ‘Indulekha’?
l
Ans.
Menon portrayed Indulekha as a woman of breathtaking beauty, with high intellectual
abilities, artistic talent and with an education in English and Sanskrit.
l
Madhavan, the hero of the novel, was also presented in ideal colours. He was a member of the
newly English educated class of Nayars from the University of Madras.
l
He was also a ‘rst-rate’ Sanskrit scholar.
He dressed in western clothes, but at the same time, he kept a long tuft of hair, according to
l
the Nayar custom.
Characters like Indulekha and Madhavan showed readers on how Indian and foreign lifestyles
could be brought together in an ideal combination.
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Q. 13. Why did Indulekha decide to marry Madhavan out of the way?
Ans. (i) Suri Nambuthiri, the foolish landlord who comes to marry Indulekha, is the focus of much
satire in the novel.
(ii) The intelligent heroine rejects him and chooses Madhavan, the educated and handsome
Nayar as her husband and the young couple move to Madras, where Madhavan joins the civil
services.
(iii) Suri Nambuthiri, desperate to nd a partner for himself, nally marries a poorer relation
from the same family and goes away pretending that he has married Indulekha.
(iv) Chandu Menon clearly wanted his readers to appreciate the new values of his hero and
heroine and criticise the ignorance and immorality of Suri Nambuthiri.
Q. 14. What kind of life is depicted in the novel, “Titash Ekti Nadir Naam”?
Ans. (i) It is an epic about the Mallas, a community of sherfolk who live off shing in the river
Titash.
(ii) The story is about a child Ananta, whose parents were tragically separated after their wedding
night.
(iii) Ananta leaves the community to get educated in the city. The novel describes the community
life of Mallas in great detail, their Holi and Kali Puja festivals, boat races, bhatiali songs, their
relationships of friendship and animosity with the peasants and the oppression of the upper
castes.
(iv) Slowly the community breaks up and the Mallas start ghting amongst themselves as new
cultural inuences from the cities start penetrating their lives.
The life of the community and that of the river is intimately tied. Their end comes together;
as the river dries up, the community dies too.
HOTS (Higher Order Thinking Skills)
Q. 1. How did serialization of novels increase the popularity of novels and magazines?
Ans. (i) In a serialised novel, a story is published in instalments, keeping the suspense for the next
issue.
(ii) Serialisation allowed readers to relish the suspense, discuss the characters of a novel and live
for weeks with their stories.
(iii) This was possible since the magazines were illustrated and cheap and affordable.
Q. 2. “Novels were useful to different sections of the society.” Support your answer with suitable
example.
OR
“Premchand’s novels are lled with all kinds of powerful characters drawn from all levels of
society.” Support this statement by giving suitable examples.
Ans. Premchand’s novels are lled with all kinds of powerful characters drawn from all levels of society.
In his novels, one meets aristocrats and landlords, middle level peasants, landless labourers,
middle class professionals and people from poor families.
(i) The central character of his novel Rangbhoomi, Surdas is a visually impaired beggar from
untouchable caste. We see in this novel, the forcible takeover of his land for establishing
a tobacco industry. What is thought provoking is the industrialisation and its impact on
society and people.
(ii) Godan is an epic of the Indian peasantry. It is about a peasant couple. Landlords, moneylenders,
priests and colonial bureaucrats all these who hold power in society, are responsible for their
oppression. Yet the couple, Hori and Dhania retain their dignity to the end.
Q. 3. “Hindi novel achieved excellence with Premchand’s writings.” Support the statement with
examples.
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History: India and the
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OR
Explain how Sewasadan written by Premchand, lifted the Hindi novels from the realms of
fantasy.
Ans. (i) Premchand had picked up the lives of ordinary people and certain social issues, and depicted
them in his novel Sewasadan.
(ii) Sewasadan deals mainly with the poor condition of women in society; issues like child
marriage and dowry are woven into the story of the novel.
(iii) It also tells us about the ways in which the Indian upper classes used whatever little
opportunities they got from colonial authorities to govern themselves.
Q. 4. “The novel created space for minorities in the society”. Establish the validity of the
statement with the help of an example.
OR
What kind of novels were written for lower castes?
Ans. (i) Potheri Kunambu, a lower caste writer from Kerala, wrote a novel called, “Saraswati-vijayam’
in 1892, mounting a strong attack on caste oppression.
(ii) This novel shows a young man from an untouchable caste, leaving his village to escape the
cruelty of his Brahmin landlord.
(iii) He converts to Christianity, obtains modern education and returns as a judge in the local
court. Meanwhile, the villagers, thinking that the landlord’s men had killed him, le a case.
(iv) At the conclusion of the trial, the judge reveals his true identity and the Nambuthiri repents
and reforms his ways. This novel stresses the importance of education for the upliftment of
the lower castes.
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Who was Henry Fielding?
2. Which was the rst serialised novel?
3. Name the author of the novel ‘Robinson Crusoe’.
4. Who was the writer of novel-Pariksha-Guru? Why was it not so popular?
5. What was the issue addressed in the novel ‘Padmarag’?
Short Answer Questions
[3 marks]
1. Explain the reasons for the popularity of novels in the 18th century.
2. Name one famous woman novelist in 19th century England. Describe the different ways in which
women novelists portrayed women.
3. How did novels become popular in India? Explain.
Long Answer Questions
[5 marks]
1. Who was Charlotte Bronte? What was her contribution?
2. Highlight the contribution of Premchand in Hindi novel writing.
3. Describe the development of the novels written for the young generation of Europe with examples.
zzz
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GEOGRAPHY
1. RESOURCES AND DEVELOPMENT
2. WATER RESOURCES
3. AGRICULTURE
4. MINERALS AND ENERGY RESOURCES
5. MANUFACTURING INDUSTRIES
6. LIFELINES OF NATIONAL ECONOMY
CONTEMPORARY INDIA-II
Resources and
Development
1
BASIC CONCEPTS � A FLOW CHART
RENEWABLE RESOURCES
Resources whose
quantity is not
reduced due to use
and which can be
repeatedly used
without fear of
exhaustion are
termed as renewable
resources.
They can be renewed
or reproduced by
physical, chemical or
mechanical process.
Renewable resources
like sunlight, wind,
water are flow
resources, whose
stock is continuous
and are being used
since time
immemorial.
Biotic resources that
are renewable, may
be temporarily
diminished but may
be renewed again by
natural process and
proper management.
Example: Wind, water,
forests, etc.
NON-RENEWABLE RESOURCES
Substances whose
stock gets reduced
and are gradually
exhausted with use
are termed as
non-renewable
resources. They are
exhaustible
resources.
They cannot be
increased or
recovered.
Their quantity is more
or less fixed because
their formation takes
long geological period
of millions of years.
These resources can
never be renewed or
replenished.
179
Example: fossil fuels
like coal, petroleum
and minerals.
Geography:
Contemporary India-II
ON THE BASIS OF OWNERSHIP
Individual
Community
National
International
Owned privately by
individuals e.g.,
plots, house, car,
wells, etc.
Accessible to all the
members of the
community e.g., public
parks, picnic spots,
playgrounds, etc.
Technically, all the resources
available in the country are
national resources e.g., forests,
wildlife, land division and the
political territories
The oceanic resources
beyond 200 km of the
Exclusive Economic
Zone belong the
international
ON THE BASIS OF STATUS OF DEVELOPMENT
Potential
Developed
Stock
Reserves
Which are found in
a region but have
not been yet
utilised
Which are surveyed and
their quality, quantity
has been determined
for utilisation
Which have the potential to
satisfy human needs but
they do not have appropriate
technology to access them
Can be put into use with
the help of technical
know-how but their use
has not been started
DEVELOPMENT OF RESOURCES
Major Problems and Need for Sustainable Development
Need for Resource
Planning
Accumulation of resources in few hands dividing the society in
‘haves’ and ‘have-nots’
Indiscriminate use of resources leading to global warming, ozone
layer depletion and environmental pollution, land degradation
Resource planning needed for sustainable existence of all
forms of life
There are regions which
are rich in certain
resources and deficient in
some other resources
Arunachal Pradesh has
abundance of water but
lacks infrastructural
development
Sustainable economic development is development that
should take place without damaging the environment
The first International Earth Summit held in Rio de Janeiro in
1992, attended by 100 countries
Adopted Agenda 21 to achieve global sustainable development
and to combat poverty, disease from the world
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Rajasthan has abundance
of solar and wind energy
but lacks in water resources
RESOURCE PLANNING IN INDIA
A complex process involving
three processes
Conservation of
Resources
(i) Identification and inventory of resources
Vital for any development activity
(ii) Evolving a planning structure
Irrational consumption and
overutilisation lead to socio-economic
and environmental problems
(iii) Matching the resource development plan
with national development plans
Five year plans launched after independence
Indian resource development depends on
technology, quality of human resources and
historical experiences of people
LAND RESOURCES
Importance of Land
Relief Features
Land Utilisation
Perform all economic
activities on land
Variety of relief features in
India
Forests
It’s a natural resource
supporting natural
vegetation, wildlife, economic
activities, transport and
communication systems
Plains — Covering
43% area
Land not available for
cultivation—Barren and
wasteland
Mountains — Covering
30% area
Permanent pastures and
grazing lands
Plateaus — Covering
27% area
Land under miscellaneous
trees and culturable
wastelands
An asset of a finite
magnitude
Possesses rich resources in
all these relief features
Fallow lands and Net Sown
Area
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LAND RESOURCES
Land use Pattern of
India
Land
Degradation
Conservation of
Land
Determined by both physical
and human factors
Degraded land — 130 million
hectare. 28% forest
degraded, 56% water eroded,
certain human activities
Afforestation and proper
management of grazing lands
Land use data available only
for 93% area
Planting of shelter belts
Mining sites are abandoned
Control on overgrazing
Overgrazing and over
irrigation is responsible for
alkalinity
Thorny bushes to stabilise
sand dunes
Mineral processing like
cement industry, industrial
effluents
Control on mining activities
Proper discharge and disposal
of industrial effluents
SOIL AS A RESOURCE
ALLUVIAL SOIL
The entire northern plains
are made up of alluvial soil.
These have been deposited
by these important
Himalayan river systems.
Alluvial soil is also found
in the eastern coastal
plains particularly in the
deltas of
Mahanadi
river
Brahmaputra
Indus
Ganga
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Godavari
river
The alluvial soil consists of
various proportions of
sand, silt and clay.
Krishna
river
Mostly these soils contain
adequate proportion of
potash, phosphoric acid
and lime which are ideal for
the growth of sugarcane,
paddy, wheat and other
cereal and pulse crops.
Alluvial soils are described
on the basis of their age.
Kaveri
river
(Old) Bangar
(New) Khadar
has higher concentration
of ‘Kanker’ nodules
has less concentration of
‘Kanker’ nodules than Bangar
less fertile
than Khadar
is more fertile
than Bangar
BLACK SOIL
These soils are
black in colour
and are also known
as ‘regur’ soils.
They are ideal for
growing cotton
and is also known
as ‘black cotton’
soil.
This type of soil is
typical of the
Deccan trap
(Basalt) region,
spread over
northwest
Deccan plateau
and is made up of
lava flows.
The black soils are
made up of
extremely fine, i.e.,
clayey material
These soils are
sticky when wet
and difficult to
work on unless
tilled immediately
after the first
shower or during
the pre-monsoon
period.
RED AND YELLOW SOILS
These soils develop a
reddish colour due to
diffusion of iron in
crystalline and
metamorphic rocks.
It looks yellow when it
occurs in a hydrated form.
Yellow and red soils are
found in parts of Orissa,
Chhattisgarh, southern parts
of the middle Ganga plain
and along the piedmont zone
of the western ghats.
Red soil develops on
crystalline igneous rocks in
areas of low rainfall in the
eastern and southern parts
of the Deccan plateau.
LATERITE SOIL
The laterite develops
in areas with high
temperature and
heavy rainfall.
This soil is suitable
for cultivation with
adequate doses of
manures and
fertilizers.
These soils are
mainly found in
Karnataka, Kerala,
Tamil Nadu, Madhya
Pradesh and the hilly
areas of Orissa and
Assam.
After adopting
appropriate soil
conservative
techniques,
particularly in the hilly
areas of Karnataka,
Kerala and Tamil
Nadu, this soil is very
useful for growing
Tea and Coffee.
ARID SOILS
Arid soils range from
red to brown in
colour.
They are generally
sandy in texture and
saline in nature.
In some areas, the
salt content is very
high and common
salt is obtained by
evaporating the
water.
The bottom layer of
Kankar restricts the
infiltration of water.
183
After proper irrigation,
these soils become
cultivable as has
been in the case of
western Rajasthan.
Geography:
Contemporary India-II
Soil Erosion
Soil Conservation
Denudation of soil cover and subsequent
washing down is called soil erosion
Ploughing along contour lines—
Contour ploughing
Due to human activities like deforestation,
overgrazing, construction and mining
Steps can be cut on slopes—
Terrace farming
Natural forces like wind, water, glacier and
water lead to soil erosion
Strips of grass are left to grow between
crops called—strip cropping
Running water cuts through clayey soil and
forms gullies
Also caused due to defective method of
farming-ploughing in a wrong manner
IMPORTANT TERMS
1. Resources: A stock or supply of money, materials, staff, and other assets that can be
drawn on by a person or organization in order to function effectively.
2. Biotic: Relating to or resulting from living organisms. The biotic factors of an ecosystem
are all the living organisms that affect other organisms in an ecosystem and include
animals, plants, microorganisms, dead organisms, and even animal waste.
3. Abiotic: Devoid of life. Non biological factors, material or process which can affect living
or non-living organisms, like rocks, weather and sunlight.
4. Renewable Resources: It is a substance of economic value that can be replaced or
replenished in the same or less amount of time as it takes to draw the supply down.
5. Non-Renewable Resources: It is a resource of economic value that cannot be readily
replaced by natural means on a level equal to its consumption.
6. Natural Vegetation: It refers to the plants and other flora that make up the plant life in
the region.
7. Recycle: To convert (waste) into reusable material.
8. Individual Resources: These types of resources are owned by individuals, for instance,
people in rural areas own lands while in urban areas, people have their own houses,
plots, etc. to live in.
9. Community owned Resources: This type of resources can be accessed by all the
members of a community. This includes public parks, picnic spots, grazing grounds, and
playgrounds, etc. which are accessible by everyone living around.
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10. International Resources: The international Resource Panel is a scientific panel of exper ts
that aim to help nations use natural resources sustainably without compromising
economic growth and human needs.
11. Potential Resources: Resources found in a region but not being used at present.
12. Developed Resources: They are those resources which have been surveyed and identified
for their quantity and quality. Their development depends upon the availability of
technology.
13. Reserves: These are such materials that can be utilised with existing technology but their
use has not yet been started.
14. Conservation: The protection of plants and animals, natural areas, and interesting and
important buildings especially from the damaging effects of human activity.
15. Land Resources: It refers to the land available for exploitation, like non-agricultural lands
for buildings, developing townships, etc. Land resources (natural resources) (economically
referred to as land or raw materials) occur naturally within environments that exist
relatively undisturbed by mankind, in a natural form.
16. Degradation: The process in which the beauty or quality of something is destroyed or
spoiled: environmental degradation.
17. Stock: These are materials in the environment that can be utilised as resources but lack
of adequate technology hampers their usage.
18. Sheet Erosion: Loss of top layers of nutrient rich soil due to water (rain), loosening soil
particles and carrying them across the land.
19. Gullies: A ravine formed by the action of water.
20. Bad Land: It is a type of dry terrain where softer sedimentary rocks and clay-rich soils
have been extensively eroded by wind and water.
21. Soil Erosion: It is a naturally occurring process that affects all landforms. Displacement
of upper layer of soil.
22. Plateau: A large flat area of land that is high above sea level.
NCERT Exercises
Q. 1. Multiple choice questions.
(i) Which one of the following type of resource is iron ore?
(a) Renewable
(b) Biotic
(c) Flow
(d) Non-renewable
Ans. (d) Non-renewable
(ii) Under which of the following type of resource can tidal energy be put?
(a) Replenishable
(b) Human-made
(c) Abiotic
(d) Non-recyclable
Ans. (a) Replenishable
(iii) Which one of the following is the main cause of land degradation in Punjab?
(a) Intensive cultivation
(b) Deforestation
(c) over irrigation
(d) overgrazing
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Geography:
Contemporary India-II
Ans. (c) Over irrigation
(iv) In which one of the following states is terrace cultivation practised?
(a) Punjab
(b) Plains of Uttar Pradesh
(c) Haryana
(d) Uttarakhand
Ans. (d) Uttarakhand
(v) In which of the following states is black soil found?
(a) Jammu and Kashmir
(b) Gujarat
(c) Rajasthan
(d) Jharkhand
Ans. (b) Gujarat
Q. 2. Answer the following questions in about 30 words.
(i) Name three states having black soil and the crop which is mainly grown in it.
Ans. The three states are
O
Maharashtra
O
Madhya Pradesh
Gujarat
And the crop which is mainly grown on black soil is cotton.
(ii) What type of soil is found in the river deltas of the eastern coast? Give three main
features of this type of soil.
Ans. Alluvial soil is formed in the river deltas of the eastern coast. Its main features are O
O
Alluvial soil is rich in potassium and phosphoric acid and lime.
O
It has a high water retention capacity.
O
And it is highly fertile soil.
(iii) What steps can be taken to control soil erosion in the hilly areas?
Ans. ‘Shelter belt plantation’ and ‘Terrace farming’ can be done to prevent soil erosion in hilly areas.
(iv) What are the biotic and abiotic resources? Give some examples.
Ans. Biotic resources: Resources obtained from living organisms in our environment are called biotic
resources. Example – trees, animals, insects, etc.
Abiotic resources: Things composed of non-living things present in our environment are termed
as abiotic resources.
Example: earth, water, metals, etc.
Q. 3. Answer the following questions in about 120 words.
(i) Explain land use pattern in India and why has the land under forest not increased
much since 1960-61?
Ans. About 45 per cent of land is used as net sown areas, i.e., farming.
About 22 per cent of land is under forest and the rest of the land is used for various purposes; such
as housing, recreation and industrial activities.
The main reason that forest land has not increased since 1960-61 is that there is an increase in
population and subsequent increase in demand for resources.
(ii) How have technical and economic development led to more consumption of resources?
Ans. Technical and economic development involves more utilisation and exploitation of resources for
the purpose of present development. As the history of our colonisation shows, it was mainly one
of the higher levels of technological development of the colonising countries that helped them to
exploit resources of the regions and establish their own power over the colonies.
(i) Technological development has led to more industries and therefore use of natural resources
has increased.
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(ii) As means of transportation and communication are developing fast, they help in the mobility
of the resources.
(iii) Due to technological advancement, techniques of mining and quarrying are also improving,
leading to safer mining and more resources and more economic development.
(iv) Green Revolution led to the introduction of latest mechanical devices, fertilisers, HYV seeds,
etc., leading to more and more production and consumption of resources.
VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. Dene the term ‘Resource’.
Ans. Everything available in our environment, which can be used to satisfy our needs, provided, it
is technologically accessible, economically feasible and culturally acceptable can be termed as
‘Resource’.
Q. 2. What is the role of human beings in the development of a resource?
Ans. Human beings transform material available in our environment into resources and use them.
Q. 3. What are renewable resources?
Ans. The resources which can be renewed or reproduced by physical, chemical or mechanical processes
are known as renewable or replenishable resources. Example—water, forests, wildlife, etc.
Q. 4. What are non-renewable resources?
Ans. These resources cannot be renewed or replenished. They take millions of years in their formation.
Example—coal, mineral oil, iron ore, bauxite, etc.
Q. 5. Dene Individual Resources.
Ans. These resources are owned privately by individuals. Example—Plantation, pasture lands, ponds,
water in wells, etc. are resources owned by individuals.
Q. 6. Which resources are community owned resources?
Ans. These are resources which are accessible to all the members of the community. Example— Public
parks, picnic spots, cinema halls, playgrounds, etc.
Q. 7. What are National Resources.
Ans. Technically, all the resources available in a nation are categorised as National Resources.
Example—Minerals, wild life, forests, water resources, land of a nation, roads, railways.
Q. 8. Which resources are termed as ‘International Resources’?
Ans. There are international institutions which regulate some resources. These resources can be
utilised by any country of the world. Example—The oceanic resources beyond 200 nautical miles
of the Exclusive Economic Zone belong to open ocean and no individual country can utilise
without the unanimity of international institutions.
Q. 9. What are Potential Resources?
Ans. Resources which are found in a region but have not been utilised. Example—Wind and solar
energy can be generated in parts of Gujarat and Rajasthan (they are potential).
Q. 10. Dene Developed Resources.
Ans. Resources which are surveyed, their quality and quantity is determined and they are developed
for use. Example—Coal, mineral oil.
Q. 11. What do you understand by the term ‘stock’?
Ans. Stock is the materials in the environment, which have the potential to satisfy human needs but
human beings do not have the appropriate technology to access these. Example: Water can be
made with two gases—hydrogen and oxygen, but we do not have required technology to use it.
Q. 12. What are ‘Reserves’?
Ans. Reserves are the subset of the stock, which can be put into use with the help of existing technical
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‘know how’ but their use has not been started. These can be used for meeting future requirements.
Example—water in the dams, forests, etc is a reserve which can be used in the future.
Q. 13. What do you mean by sustainable development?
Ans. Sustainable economic development means development should take place without damaging the
environment and development in the present should not compromise with the needs of the future
generation.
Q. 14. When and where was the rst International Earth Summit held?
Ans. The rst International Earth Summit, held at Rio de Janeiro in Brazil in June 1992, where 100
heads of states met.
Q. 15. What was Agenda 21 of Earth Summit of Rio de Janeiro?
Ans. The agenda was to combat environmental damage, poverty, disease through global cooperation
on common interests, mutual needs and shared responsibilities.
Q. 16. Why is there a need of planning resources in India?
Ans. We need to have resource planning in India since India has enormous diversity in the availability
of resources. There are regions which are rich in certain types of resources but are decient in
some other resources. This calls for balanced resource planning at national, state and regional
levels.
Q. 17. What are the three processes involved in Resource Planning?
Ans. (i) Identication and inventory of resources across the regions of the country.
(ii) Evolving a planning structure with appropriate technology.
(iii) Matching the resource development plans with overall national development plans.
Q. 18. How are resources associated with colonialism?
Ans. (i) The history of colonisation reveals that rich resources in colonies were the main attractions
for the foreign invaders.
(ii) It was primarily the higher level of technological development of the imperial powers, that
helped them exploit the resources of the colonies.
Q. 19. Why is resource conservation important?
Ans. Irrational consumption and over-utilisation of resources may lead to socio-economic and
environmental problems. To overcome these problems, resource conservation at various levels is
important.
Q. 20. What is the importance of land as a natural resource?
Ans. Land supports natural vegetation, wild life, human life, economic activities, transport and
communication systems. Thus, land is a natural resource of utmost importance.
Q. 21. What are the main relief features of India?
Ans. India has land under a variety of relief features:
(i) Plains cover 43% of the land area.
(ii) Mountains account for 30% area and
(iii) Plateau regions cover about 27% of the area.
Q. 22. Which factors determine the use of land?
Ans. (i) Physical factors—topography, climate, soil types.
(ii) Human factors—Population density, technological capability and culture and tradition, etc.
Q. 23. What is Net Sown Area?
Ans. It is the actual area under cultivation. This area is cultivated once or twice in about two to three
years.
Q. 24. What is gross cropped area?
Ans. It is the actual area under cultivation along with the fallow land, which is left uncultivated for
fertility.
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Q. 25. What is waste land?
Ans. Waste land includes rocky, arid and desert areas and land put to other non agricultural uses
including settlements, roads, railways, industries, etc.
Q. 26. How does land degradation occur?
Ans. Continuous use of land over a long period of time without taking appropriate measures to conserve
and manage it, results in land degradation.
Q. 27. What is the percentage of land degradation in India?
Ans. In India, 28% of forest belongs to degraded area, 56% is water eroded area, 10% is wind eroded
area and the rest is affected by saline and alkaline deposits.
Q. 28. In which states is land degraded due to mining?
Ans. In states like Jharkhand, Chattisgarh, Madhya Pradesh and Odisha, deforestation due to mining
have caused severe land degradation.
Q. 29. In which states is over irrigation responsible for land degradation?
Ans. In the states of Punjab, Haryana and Western Uttar Pradesh, over irrigation is responsible for land
degradation due to water-logging leading to increase in salinity and alkalinity in the soil.
Q. 30. How is mineral processing responsible for land degradation?
Ans. The mineral processing like grinding of limestone for cement industry and calcite and soapstone
for ceramic industry generate huge quantity of dust in the atmosphere. It retards the process of
inltration of water into the soil after it settles down on the land.
Q. 31. Why is soil considered as a important resource?
Ans. Soil is the most important renewable natural resource. It is the medium of plant growth and
supports different types of living organisms on the earth.
Q. 32. Which factors help in the formation of soil?
Ans. Relief, parent rock or bed rock, climate, vegetation and other forms of life and time are important
factors in the formation of soil.
Q. 33. Which forces of nature help in the formation of soil?
Ans. Various forces of nature such as change in temperature, actions of running water, wind and
glaciers, activities of decomposes, etc. contribute to the formation of soil.
Q. 34. Which soils are formed at the foothills?
Ans. In the upper reaches of the river valley i.e., near the place of the break of slope, the soils are
coarse. Such soils are more common in piedmont plains such as Duars, Chos and Terai.
Q. 35. What is ‘Bangar’?
Ans. Bangar is a old alluvial soil. It has high concentration of kanker nodules in it.
Q. 36. What is ‘khadar’?
Ans. Khadar is a new alluvial soil. It has more ne particles and is more fertile than the bangar.
Q. 37. Why is alluvial soil called ‘fertile soil’?
Ans. Mostly alluvial soil contains adequate proportion of potash, phosphoric acid and lime which are
ideal for the growth of sugarcane, paddy, wheat and other cereal and pulse crops.
Q. 38. Which soils are called ‘black soils’?
Ans. Soils which are black in colour are called black soils or Regur soils. Since they are ideal for growing
cotton, they are also known as black cotton soils.
Q. 39. In which regions are black soils found?
Ans. Black soils cover the plateaus of Maharashtra, Saurashtra, Malwa, Madhya Pradesh and
Chhattisgarh.
Q. 40. What are the chief characteristics of black soil?
Ans. Black soils are made up of extremely ne, i.e., clayey material. They are well known for their
capacity to hold moisture.
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Q. 41. What is the main drawback of black soil?
Ans. This soil is sticky when wet and difcult to work on unless tilled immediately after the rst shower
or during the pre-monsoon period. This soil is also poor in phosphoric contents.
Q. 42. How are red soils formed?
Ans. Red soils develop on crystalline igneous rocks in areas of low rainfall in the eastern and southern
parts of the Deccan plateau.
Q. 43. How do these red soils look red or yellow in colour?
Ans. These soils develop a reddish colour due to diffusion of iron in crystalline and metamorphic rocks.
It looks yellow when it occurs in a hydrated form.
Q. 44. How are laterite soils formed?
Ans. The laterite soils are developed in areas with high temperature and heavy rainfall. This is the
result of intense leaching due to heavy rain.
Q. 45. Why is humus content in laterite soil low?
Ans. Humus content of the soil is low because most of the microorganisms, particularly the decomposers,
like bacteria get destroyed due to high temperature.
Q. 46. In which regions are laterite soils formed?
Ans. These soils are mainly found in Karnataka, Kerala, Tamil Nadu, Madhya Pradesh and the hilly
areas of Odisha and Assam.
Q. 47. What are the drawbacks of arid soils?
Ans. Due to dry climate, high temperature, evaporation is faster and the soil lacks humus and moisture.
The kanker layer formations in the bottom horizons restrict the inltration of water.
Q. 48. Give one characteristic of forest soils.
Ans. In the snow covered areas of Himalayas, these soils experience denudation and are acidic with low
humus content.
Q. 49. What is soil erosion?
Ans. The denudation of the soil cover and subsequent washing down is described as soil erosion.
Q. 50. How is soil eroded?
Ans. Soil is eroded due to human activities like deforestation, overgrazing and construction and mining,
etc. Natural forces like wind, glacier and water also lead to soil erosion.
Q. 51. What are gullies?
Ans. The running water cuts through the clayey soils and makes deep channels as gullies. The land
becomes unt for cultivation and is known as bad land.
Q. 52. What is sheet erosion?
Ans. Sometimes water ows as a sheet over large areas down a slope. In such cases the top soil is
wasted away. This is known as sheet erosion.
Q. 53. How does soil erosion take place due to defective methods of farming?
Ans. Ploughing in a wrong way, i.e., up and down the slope form channels for the quick ow of water
leading to soil erosion.
Q. 54. What is contour ploughing?
Ans. Ploughing along the contour lines can decelerate the ow of water down the slopes. This is called
contour ploughing.
Q. 55. How does Terrace farming help in checking soil erosion?
Ans. Steps can be cut out on the slopes making terraces. Terrace cultivation restricts erosion.
Q. 56. What is strip cropping?
Ans. Large elds can be divided into strips. Strips of grass are left to grow between the crops. This
breaks up the force of the wind. This method is known as strip cropping.
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Q. 57. Why are shelter belts grown?
Ans. Planting lines of trees to create shelter also work in a similar way. Rows of such trees are called
shelter belts. These shelter belts have contributed signicantly to the stabilisation of sand dunes
and in stabilising the desert in western India.
SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. Describe the process of resource planning in India.
Ans. Resource planning is a complex process. It involves the following process:
(i) Identication and inventory of resources across the regions of the country: It involves
surveying, mapping, qualitative and quantitative estimation and measurement of the
resources.
(ii) Evolving a planning structure: In it, we make appropriate use of technology, skill and
institutional set up for implementing resource development plans.
(iii) Matching the resource development plans: It matches the development of resources with
overall national development plans.
Q. 2. What is the importance of land?
Ans. We live on land, we perform our economic activities on land and we use it in different ways:
(i) Land is a natural resource and of utmost importance.
(ii) It supports natural vegetation, wildlife, human life, economic activities, and transport and
communication systems.
(iii) It is an asset of a nite magnitude. It is important to use the available land for different
purposes with careful planning.
Q. 3. For what purposes are land resources used?
Ans. Land resources are used for the following purposes:
(i) Forests
(ii) Land not available for cultivation: Barren and waste land; land used for buildings, roads, etc.
(iii) Other uncultivated land: Permanent pastures and grazing lands.
(iv) Fallow land: Left fallow for regaining the fertility of the soil.
(v) Net sown area: Where actual cultivation takes place.
Q. 4. What is the importance of soil as a resource?
Ans. (i) Soil is the most important renewable natural resource.
(ii) It is the medium of plant growth and supports different types of living organisms on the
Earth.
(iii) Soil helps in providing food to this Earth.
Q. 5. Distinguish between Khadar and Bangar.
Ans.
Khadar
Bangar
1. It is new alluvial soil.
1. It is an old alluvial soil.
2. It is more fertile.
2. It is less fertile.
3. It is found near the banks of rivers.
3. It is found farther away from the river.
4. It has ne particles.
4. It has kanker nodules in it.
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Q. 6. Give some important features of the black soil.
Ans. (i) Black soils are made up of extremely ne; clayey material.
(ii) They are well-known for their capacity to hold moisture.
(iii) They are rich in soil nutrients such as calcium carbonate, magnesium, potash and lime.
(iv) They develop deep cracks during hot weather, which helps in the proper aeration of the soil.
Q. 7. Name the states in which laterite soils are found and give any two characteristics of this
soil.
Ans. Laterite soils are found in Karnataka, Kerala, Tamil Nadu, Madhya Pradesh and in the hilly areas
of Odisha and Assam.
Chief characteristics:
(i) Humus content of the soil is low because most of the microorganisms, particularly the
decomposers like bacteria, get destroyed due to high temperature.
(ii) Laterite soils are suitable for cultivation with adequate doses of manures and fertilisers.
Q. 8. Explain the interdependent relationship between nature,
technology and institutions. Also make a diagram to represent
the same.
Ans. (i) Human beings interact with nature.
(ii) They use technology to transform material available in the
environment into resources.
(iii) They create institutions to accelerate their resource development.
Q. 9. Why was the Rio de Janeiro Earth Summit, 1992 held?
Ans. (i) In June 1992, more than 100 heads of states met in Rio de Janeiro, Brazil for the rst
International Earth Summit.
(ii) It was held for addressing urgent problems of environmental protection and socio-economic
development at the global level.
(iii) This convention adopted Agenda 21, for achieving sustainable development in the 21st
century.
Q. 10. What were the aims of Agenda 21 to achieve global sustainable development?
Ans. (i) It aimed at achieving global sustainable development.
(ii) The agenda was to combat environmental damage, poverty and diseases.
(iii) It can be achieved through global cooperation on common interests, mutual needs and shared
responsibilities.
Q. 11. Why are arid soils found to be non-productive?
Ans. (i) These soils are generally sandy in texture and saline in nature.
(ii) In some areas, the salt content is very high and common salt is obtained by evaporating the
water.
(iii) Due to the dry climate, high temperature, evaporation is faster and the soil lacks humus and
moisture.
(iv) The lower horizons of the soil are occupied by kanker, which restricts the inltration of water.
Q. 12. What is soil erosion? State how it can be prevented in deserts.
Ans. Soil erosion is denudation of the soil cover and subsequent washing down.
Planting lines of trees to create shelter prevents soil erosion. Rows of such trees are called shelter
belts. These shelter belts have contributed signicantly to the stabilisation of sand dunes and in
stabilising the desert in western India.
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Q. 13. Why do we need to conserve resources?
Ans. Resources are vital for any developmental activity. But irrational consumption and overutilisation
of resources may lead to socio-economic and environmental problems. To overcome these
problems, resource conservation at various levels is important.
Q. 14. Which factors affect the land use pattern of India?
Ans. (i) The land use pattern is determined by certain physical factors of the country such as
topography, climate and soil types. The availability of geographical area determines its uses
by the country. In India, we have various forms of land like plains, plateaus, mountains, etc.,
which are kept in mind before planning the land use pattern.
(ii) There are certain human factors also affecting the land use pattern. They include population
density of the country, technological capability and, culture and traditions of the country, etc.
The economic development of the country depends on the technological development of the
country thus leading to the planning of land use pattern.
Q. 15. How laterite soils are formed? Give any one negative and one positive aspect of the soil.
Ans. The laterite soils develop in areas with high temperature and heavy rainfall. This is the result of
intense leaching due to heavy rains.
(i) Positive Aspect: After adopting appropriate soil conservation techniques particularly in the
hilly areas of Karnataka, Kerala and Tamil Nadu, this soil is very useful for growing tea and
coffee.
(ii) Negative Aspect: Humus content of the soil is low because most of the micro-organisms,
particularly the decomposers like bacteria, get destroyed due to high temperature.
LONG ANSWER QUESTIONS
[5 marks]
Q. 1. What efforts were made for resource planning in the First Fi ve Year Plan?
Ans. (i) The availability of resources is a necessary condition for the development of any region. But
technological knowledge is an important prerequisite for it.
(ii) There are many regions in our country that are rich in resources but are economically
backward; whereas there are some regions which have a poor resource base but are
economically developed.
(iii) Resources can contribute to development only when they are accompanied by appropriate
technological development.
(iv) In India, development or resource development does not only mean the availability of
resources but also the technology, quality of human resources and the historical experiences
of the people.
Q. 2. What are the causes of land degradation? What are the ways to solve this problem?
Ans. Causes of land degradation:
(i) Mining sites are abandoned after the excavation work is done, leaving deep scars of
overburdening. In states like Odisha, Jharkhand, Madhya Pradesh, Chhattisgarh, deforestation
due to mining has caused severe land degradation.
(ii) Overgrazing in states like Gujarat, Rajasthan, Madhya Pradesh, and Maharashtra is one of the
main reasons behind land degradation.
(iii) Overirrigation and waterlogging lead to increase in salinity and alkalinity in the states of
Punjab, Haryana and western Uttar Pradesh, thereby leading to land degradation.
(iv) Mineral processing like grinding of limestone for cement industry and calcite and soapstone
for ceremic industry generate huge quantities of dust in the atmosphere. It stops the
inltration of water in the soil.
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(v) Industrial efuents as wastes have become a major source of land and water pollution in
many parts of the country.
Ways to check land degradation:
(i) Afforestation and proper management of grazing can help to check land degradation.
(ii) Planting of shelter belts help in checking the sand causing land degradation near the deserts.
(iii) Overgrazing can be checked and avoided.
(iv) Stabilisation of sand dunes by growing thorny bushes can also check land degradation.
(v) Proper management of waste land can be taken up.
(vi) Control on mining activities, so that mining does not affect the land and by relling the scars.
(vii) Proper discharge and disposal of industrial efuents and wastes after treatment can reduce
land and water degradation in industrial areas.
Q. 3. What is soil erosion? What are the main causes of soil erosion?
Ans. Denudation of the soil cover and subsequent washing down is known as soil erosion.
Causes of soil erosion:
(i) Due to human activities like deforestation, overgrazing, construction and mining, etc.
(ii) Natural forces like wind, glacier and water leads to soil erosion.
(iii) The running water cuts through clayey soils and makes deep channels as ‘gullies’. The land
becomes unt for cultivation, this process is called gully erosion and the land is called bad
land or ravines in the Chambal basin.
(iv) Sometimes, water ows as a sheet over large areas down a slope. It leads to the washing away
of the top soil. This process is called sheet erosion.
(v) Wind blows loose soil off at or sloping land, and is called wind erosion.
(vi) Soil erosion is also caused due to defective methods of farming.
Q. 4. What are the various methods of soil conservation?
Ans. Methods of soil conservation:
(i) Contour ploughing: Ploughing along the contour lines can check the ow of water down the
slopes. It is called contour ploughing. It can be practised on the hills.
(ii) Terrace cultivation: Steps can be cut out on the slopes making terraces. It restricts soil
erosion. It is practiced in western and central Himalayas.
(iii) Strip cropping: Large elds can be divided into strips. Strips of grass are left to grow between
the crops. This breaks up the force of wind. This method is called strip cropping.
(iv) Planting of shelter belts: Planting lines of trees to create shelter also checks the soil erosion.
Rows of such trees are called Shelter Belts. These shelter belts have contributed signicantly
to the stabilisation of sand dunes and in stabilising the desert in western India.
Q. 5. Dene the term ‘Resource’. Do you think that resources are free gifts of nature? Support
your argument.
Ans. Everything available in our environment which can be used to satisfy our needs, provided it is
technologically accessible and economically feasible and culturally acceptable can be termed as
‘Resource’.
Resources are not free gifts of nature.
These are a function of human activities. Human beings themselves are essential components of
resources.
They transform material available in our environment into resources and use them.
Q. 6. Classify resources on the basis of ownership with examples
Ans. (i) Individual Resources: These are owned privately by individuals. Many farmers own land
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which is allotted to them by government against the payment of revenue. Urban people own
houses, plots and other property. So plantation, pasture land, ponds, etc. are some of the
examples of resource ownership by individuals.
(ii) Community-owned Resources: These are resources which are accessible to all the members
of the community. For example, grazing grounds, burial grounds, village ponds, etc. and public
parks, picnic spots, playground, etc. are accessible to all people. Thus they are communityowned resources.
(iii) National Resources: All the resources within the nation are called national resources. All the
minerals, water resources, forests, wildlife, land within the political boundaries and oceanic
area upto 12 nautical miles from the coast and resources within the nation, belong to the
nation.
(iv) International Resources: There are international institutions which regulate some
resources. The oceanic resources beyond 200 kms of the Exclusive Economic Zone belong to
open ocean and no individual country can utilise t hese without the permission of international
institutions.
Q. 7. Classify resources on the basis of development with examples.
Ans. Classication of resources on the basis of development is as follows:
(i) Potential Resources: Resources which are found in a region, but have not been utilised are
called potential resources. For example, the western parts of India particularly Rajasthan and
Gujarat have enormous potential for the development of wind and solar energy, but so far
these have not been developed properly.
(ii) Stock: Materials in the environment which have the potential to satisfy human needs but
human beings do not have appropriate technology to access these, are included among stock.
For example, water is a compound of two inammable gases; hydrogen and oxygen, which
can be used as a rich source of energy. But we do not have the required technical know-how
to use them for this purpose. Hence, it can be considered as stock.
(iii) Developed Resources: Resources which are surveyed and their quality and quantity have
been determined for ulilisation are called developed resources. The development of resources
depends on technology and level of their feasibility.
(iv) Reserve: They can be put into use with the help of existing technical ‘know-how’ but their
use has not been started. These can be used for meeting future requirements. For example,
river water can be used for generating hydroelectric power but presently, it is being utilised
only to a limited extent. Thus, the water in the dams, forests, etc. is a reserve which can be
used in the future.
Q. 8. Why is land considered as an important resource? Explain with four facts in reference with
Indian land resource.
Ans. O India has land under a variety of features, namely; mountains, plateaus, plains and islands.
About 43 per cent of the land area in India is plain, which provides facilities for agriculture
and industry.
O Mountains account for 30 per cent of the total surface area of the country and ensure perennial
O
ow of some rivers, provide facilities for tourism and ecological aspects.
About 27 per cent of the area of the country is the plateau region. It possesses rich reserves
of minerals, fossil fuels and forests.
Q. 9. What is land degradation? What do you know about India’s degraded land?
Ans. Continuous use of land over a long period of time without taking appropriate measures to conserve
and manage it, has resulted in land degradation.
O
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India’s degraded land:
At present there is about 130 million hectares of degraded land in India. Approximately, 28 per
cent of it belongs to the category of forest degraded area. 56 per cent of it is water eroded area.
The rest is affected by saline and alkaline deposits. Some human activities such as deforestation,
overgrazing, mining and quarrying too have contributed signicantly to land deg radation.
Q. 10. By what name is black soil also known as? In which regions are black soils formed and
why?
Ans. These soils are black in colour and are also known as regur soils. Since black soil is ideal for
growing cotton, it is also known as black cotton soil.
It is believed that climatic conditions along with the parent rock material are the important
factors for the formation of black soil. The type of soil is typical of the Deccan Trap (Basalt) region
spread over northwest Deccan plateau and is made up of lava ows. They cover the plateaus of
Maharashtra, Saurashtra, Malwa, Madhya Pradesh, Chhattisgarh and extend in the South east
direction along the Godavari and the Krishna Valleys.
Q. 11. How are red and yellow soils formed? Why do they look red?
Ans. Red soils develop on crystalline igneous rocks in areas of low rainfall in the eastern and southern
parts of the Deccan Plateau.
These soils develop a reddish colour due to diffusion of iron in crystalline and metamorphic rocks.
It looks yellow when it occurs in a hydrated form.
Q. 12. Give any four characteristics of arid soils of India.
Ans. Arid soils range from red to brown in colour.
(i) They are sandy in texture and saline in nature. In some areas, the salt content is very high and
common salt is obtained by evaporating the water.
(ii) Due to dry climate, high temperature, evaporation is faster and the soil lacks humus and
moisture.
(iii) The lower layers of the soil are occupied by Kankar because of the increasing calcium content
downwards.
(iv) After proper irrigation, these soils become cultivable as has been in the case of western
Rajasthan.
Q. 13. Why do we need to conserve resources?
Ans. (i) The availability of resources is a necessary condition for the development of any region.
(ii) Resources are vital for any developmental activity.
(iii) But irrational consumption and over utilisation of resources may lead to socio-economic and
environmental problems.
(iv) To overcome these problems, resource conservation at various levels is important.
(v) If the present trend of resource depletion by a few individuals and countries continue, the
future of our planet is in danger.
Therefore, we need to conserve resources for sustainable existence of all forms of life.
Q. 14. How can the land be saved from degradation?
Ans. (i) After deforestation, afforestation can be done.
(ii) Proper management of grazing can be done.
(iii) Shelter belts can be planted to save the land from degradation.
(iv) Stabilisation of sand dunes by growing thorny bushes are some of the methods to check land
degradation.
(v) Proper discharge and disposal of industrial efuents and wastes after treatment can reduce
land and water degradation in industrial and suburban areas.
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HOTS (Higher Order Thinking Skills)
Q. 1. Explain the classication of resources on the basis of exhaustibility with the help of
examples.
Ans.
Renewable
Non-renewable
1. They can be renewed or
reproduced.
1. They occur over a very long geological
period of time.
2. They can be used over the years again and
again.
2. They get exhausted once used and cannot
be used again.
3. They are abundantly available.
3. They are available in limited quantity.
E.g., Solar and wind, energy, water, forests
E.g., Fossil fuels, and other minerals.
and wildlife, etc.
Q. 2. Examine the three major problems created as a result of indiscriminate utilization of
natural resources.
Ans. Resources are vital for human survival as well as for maintaining the quality of life. Its
indiscriminate use has led to the following problems:
(i) Depletion of resources for satisfying the greed of few individuals.
(ii) Accumulation of resources in few hands, which in turn divided the society into two segments,
i.e., haves and have-nots or rich and poor.
(iii) Indiscriminate exploitation of resources has led to global ecological crisis such as global
warming, ozone layer depletion, environmental pollution and land degradation.
Q. 3. “India is rich in certain types of resources but decient in some other resources.” Do you
agree with the statement? Support your answer with examples.
Ans. Resource planning is necessary in a country like India, which has enormous diversity in the
availability of resources.
Need:
O
There are regions which are rich in certain types of resources but are decient in some other
resources.
O
There are some regions which are self-sufcient and there are some regions which have acute
shortage of some vital resources.
Examples:
O The states of Jharkhand, Chhattisgarh and Madhya Pradesh are rich in minerals and coal
deposits.
O Arunachal Pradesh has abundant water resources but lacks infrastructural development.
O The state of Rajasthan has enough solar energy and wind energy but lacks water resources.
O
The cold desert of Ladakh has a very rich cultural heritage but is decient in water,
infrastructure and some vital minerals.
This calls for balanced resource planning at the national, state, regional and local levels.
Q. 4. “The Earth has enough resources to meet the need of all but not enough to satisfy the greed
of even one person.” How is this statement relevant to the discussion of development?
Discuss.
Ans. Gandhiji was very apt in voicing his concern about resource conservation.
O He said there is enough for everybody’s need and not for anybody’s greed.
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O
He regarded the greedy and selsh individuals and the exploitative nature of modern
technology as the root cause for resource depletion at the global level.
O He was against mass production and wanted to replace it with the production by the masses.
Q. 5. “Planning is widely accepted strategy for judicious use of resources in a country like India.”
Justify this statement with two relevant points and an example.
Ans. (i) An equitable distribution of resources has become essential for a sustained quality of life and
global peace.
(ii) If the present trend of resource depletion by a few individuals and countries continues, the
future of our planet is in danger.
(iii) Therefore, resource planning is essential for sustainable existence of all forms of life.
Sustainable existence is a component of sustainable development.
Examples: Some of the resources like coal, petroleum are available in limited quantity and for a
limited period of time. These resources are depleting fast. So, we need to plan the judicious use of
Resources.
Q. 6. Why is soil considered as a living system? Mention any two factors that are responsible for
soil formation.
Ans. The soil is a living system, it takes millions of years to form soil upto a few cms in depth. Relief,
parent rock, climate, vegetation and other forms of life and time are important factors in the
formation of soil. Various forces of nature such as change in temperature, actions of running
water, wind and glaciers, activities of decomposers, etc. contribute to the formation of soil.
Chemical and organic changes which take place in the soil are equally important.
Q. 7. Mention any two human activities which are responsible for the process of soil erosion.
Explain the two types of soil erosion mostly observed in India.
Ans. Denudation of the soil cover and subsequent washing down is known as soil erosion.
Causes of soil erosion:
(i) Due to human activities like deforestation, overgrazing, construction and mining, etc.
(ii) Natural forces like wind, glacier and water leads to soil erosion.
(iii) The running water cuts through clayey soils and makes deep channels as gullies. The land
becomes unt for cultivation, this process is called gully erosion and the land is called bad
land or ravines in the Chambal basin.
Two types of soil erosion are:
Gullies: The running water cuts through the soil and make deep gullies. There are scopes formed
on the land, which become unt for the use.
Sheet Erosion: When water ows down the slope and top soil is wasted away, this process is
called sheet erosion.
Q. 8. Do you think that resources are free gifts of nature as is assumed by many? Explain your
argument.
Ans. Resources are not free gifts of nature as:
(i) Resources are a function of human activities.
(ii) Human beings themselves are essential components of resources.
(iii) They transform material available in our environment into resources and use them.
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Map Questions
Q. 1. Mark any three soil types on the outlined map of India.
Ans.
1×3=3
Mountainous
or Forest soil
Arid soil
Alluvial soil
Black soil
Red and
Yellow soil
Map Key
Laterite soil
1.
Arid soil
2.
Black soil
3.
Laterite soil
4.
Red and Yellow soil
5.
Alluvial soil
6.
Mountainous
or Forest soil
Q. 2. On the given outline map of India, mark three states where laterite soil is found. 1 × 3 = 3
Ans.
INDIA
MADHYA PRADESH
ODISHA
K
E
R
A
L
A
Madhya Pradesh, Odisha, Kerala
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SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. State any one reason of the resources being overused.
2. Which is the most widespread relief feature of India?
3. Under which category of soil Bangar be classied?
4. How the arid soil can be distinguished from other soils?
5. How gross cropped area is different from Net sown Area?
Short Answer Questions
[3 marks]
1. ‘Sustainable Development’ is a new area of knowledge.’ Do you agree? Justify your answer.
2. Describe the three stages of resource planning in India.
3. What is the main cause of land degradation in Gujarat, Rajasthan and Madhya Pradesh? How can
it be checked?
4. Distinguish between renewable and non-renewable resources.
5. Suggest any six measures to solve the problem of land degradation.
6. Mention any two human activities which are responsible for the process of soil erosion. Explain
the two types of soil erosion mostly observed in India.
Long Answer Questions
[5 marks]
1. Explain the role of human in resource development.
2. Trace the features of alluvial soil with reference to its formation, area, classication and containing
minerals.
3. ‘Consequences of environmental degradation do not respect national or state boundaries.’
Support the statement with examples.
4. ‘Planning is widely accepted strategy for judicious use of resources in a country like India.’ Justify
this statement with two relevant points with an example.
5. Explain any four human activities which are mainly responsible for the land degradation in India.
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Map Work
1. On the given outline map of India, identify and mark the following.
(a) Major ‘arid soil’ area.
1×3 = 3
(b) Major ‘mountainous soil’ area.
INDIA
2. Identify and mark the three states where alluvial and red soils are found.
INDIA
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Water
Resources
2
BASIC CONCEPTS � A FLOW CHART
MULTIPURPOSE PROJECTS
Are meant to take various problems associated with river valleys in an integrated manner.
They help to control flood, check soil erosion, provide water for irrigation and drinking
purpose, generate electricity for industries, villages, cities, provide inland navigation, help
in preservation of wildlife and development or fisheries.
Damodar Valley
Corporation
Built on river
Damodar, beneficiary
states are Jharkhand
and West Bengal.
Bhakra-Nangal
Hirakud
Kosi
Chambal Valley
Built on Satluj,
beneficiary states are
Punjab, Haryana,
Rajasthan &
Himachal Pradesh.
Built on river
Mahanadi-beneficiary
state is Odisha.
Built on river
Kosi-beneficiary state
- Bihar and our
neighbouring
country-Nepal.
Built over river
Chambal –
beneficiary states are
Madhya Pradesh &
Rajasthan.
RAINWATER HARVESTING
Is a technique of increasing the recharge of groundwater by capturing and storing
rainwater by constructing wells, percolating pits and check dams.
Main objectives of the rainwater harvesting are:
To meet increasing demand of water
To reduce runoff.
To avoid the flooding of roads.
To augment the groundwater storage and raise the water table.
To reduce groundwater pollution.
To improve the quality of groundwater.
To supplement domestic water requirement during summer and long dry spells.
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ADVANTAGES OF MULTIPURPOSE PROJECTS
Irrigation
Hydroelectricity for
our
industries
and homes.
Water supply
for domestic
and
industrial
use,
regulating
flow of
water.
Flood
control
Recreational
facilities
Pisciculture
fish breeding
Inland
navigation
Soil
conservation
through
afforestation.
DISADVANTAGES OF MULTI PURPOSE PROJECTS
Their failure to fulfil
their basic objectives
like flood control and
the disadvantages
resulting out of
building of such
projects.
Regulating and
damming of rivers
affect the natural
flow of the rivers,
cause excessive
sedimentation and
adversely affect
aquatic life.
The reservoirs that
are created in the
floodplains overflow
and submerge the
existing vegetation
and soil
consequently leading
to their
decomposition.
Multi purpose
projects lead to large
scale displacement
of local communities
and to loss of their
livelihood.
Excessive use of
water, and
over-irrigation on
account of the
projects lead to land
degradation and
cause water borne
disease, pests and
pollution.
IMPORTANT TERMS
1. Hydrological Cycle: The sequence of conditions through which water passes from vapor
in the atmosphere through precipitation upon land or water surfaces and ultimately back
into the atmosphere as a result of evaporation and transpiration —called ‘hydrological cycle’.
2. Scarcity: The state of being scarce or in short supply; shortage.
3. Conservation: The protection of plants and animals, natural areas and interesting and
important buildings especially from the damaging effects of human activity.
4. Non-renewable Resources is a resource of economic value that cannot be readily replaced
by natural means on a level equal to its consumption.
5. Groundwater: Water held underground in the soil or in pores and crevices in rock.
6. Hydroelectric Power: A form of energy generated by the conversion of free-falling water
to electricity; the generation of electricity by using the motive power of water; also
called hydroelectricity.
7. Archaeology: The study of human history and prehistory through the excavation of sites
and the analysis of artefacts and other physical remains.
8. River Basin: The area of land drained by a river and its branches.
9. Dams: A barrier constructed to hold back water and raise its level, forming a reservoir
used to generate electricity or as a water supply.
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10. Industrialisation: The development of industries in a country or region on a wide scale.
11. Sedimentation: The process of settling or being deposited as a sediment.
12. Reservoirs: A large natural or artificial lake used as a source of water supply.
13. Decomposition: The state or process of rotting; decay.
14. Flood Plains: An area of low-lying ground adjacent to a river, formed mainly of river
sediments and subject to flooding.
15. Irrigation: The supply of water to land or crops to help growth, typically by means of
channels.
16. Rainwater Harvesting: The harvesting of rainwater simply involves the collection of
water from surfaces on which rain falls, and subsequently storing this water for later use.
Normally water is collected from the roofs of buildings and stored in rainwater tanks.
17. Soil Erosion is a naturally occurring process that af fects all landforms. In agriculture, soil
erosion refers to the wearing of a field’s topsoil by the natural physical forces of water
and wind or through forces associated with farming activities such as tillage.
18. Roof top Rainwater Harvesting: Rainwater harvesting is the technique through which
rain water is captured from the roof catchments and stored in reservoirs.
NCERT Exercises
Q. 1. Multiple choice questions.
(i) Based on the information given below, classify each of the situations as ‘suffering from
water ‘scarcity’ or ‘not suffering from water scarcity’.
(a) Region with high annual rainfall.
(b) Region having high annual rainfall and large population.
(c) Region having high annual rainfall but water is highly polluted.
(d) Region having low rainfall and low population.
Ans. (a) Not suffering from water scarcity
(b) Suffering from water scarcity
(c) Suffering from water scarcity
(d) Not suffering from water scarcity
(ii) Which one of the following statements is not an argument in favour of multi-purpose
river projects?
(a) Multi-purpose projects bring water to those areas which suffer from water scarcity.
(b) Multi-purpose projects by regulating water ow help to control oods.
(c) Multi-purpose projects lead to large scale displacements and loss of livelihood.
(d) Multi-purpose projects generate electricity for our industries and our homes.
Ans. (c) Multi-purpose projects lead to large scale displacements and loss of livelihood.
(iii) Here are some false statements. Identify the mistakes and rewrite them correctly.
(a) Multiplying urban centres with large and dense populations and urban lifestyles have
helped in proper utilisation of water resources.
(b) Regulating and damming of rivers does not affect the river’s natural ow and its
sediment ow.
(c) In Gujarat, the Sabarmati basin farmers were not agitated when higher priority was
given to water supply in urban areas, particularly during droughts.
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(d) Today in Rajasthan, the practice of rooftop rainwater water harvesting has gained
popularity despite high water availability due to the Rajasthan Canal.
Ans. (a) Multiplying urban centres with large and dense populations and urban lifestyles have caused
the over exploitation of water resources.
(b) Regulating and damming of rivers affects their natural ow and causes the sediment to settle
at the bottom of the reservoir.
(c) In Gujarat, the Sabarmati basin farmers were agitated when higher priority was given to water
supply in urban areas, particularly during the droughts.
(d) Today in Rajasthan, the practice of rooftop rainwater harvesting is on the decline due to the
Rajasthan canal.
Q. 2. Answer the following questions in about 30 words.
(i) Explain how water becomes a renewable resource.
Ans. All the water that is being used mainly ends up in the sea. From there on , it enters the hydrological
cycle in the form of water vapour. When precipitation occurs, it renews the freshwater. Therefore,
water is a renewable resource.
(ii) What is water scarcity and what are its main causes?
Ans. Water scarcity is the lack of sufcient available water resources to meet water needs within a
region. It is caused due to increase in population, which leads to growing demand for water and
unequal access to it.
(iii) Compare the advantages and disadvantages of multi–purpose river projects.
Ans. Multi-purpose river projects help in irrigation, electricity production, ood control, inland
navigation and sh breeding. Nevertheless, the reservoirs destroy local ora and fauna. Many native
villages are submerged and people lose their livelihood, with little or no hope of rehabilitation.
Q. 3. Answer the following questions in about 120 words.
(i) Discuss how rainwater harvesting in semi-arid regions of Rajasthan is carried out.
Ans. Tankas: They consist of traditionally constructed tanks for storing drinking water. They are big
and are a part of the well-developed rooftop rainwater harvesting system. The tanks are mainly
constructed inside the house or the courtyard, and are connected to the sloping roofs of the
houses through a pipe. The rst spell of rain is not collected as this water cleans the roof and the
pipes. The rainwater from the subsequent spells is collected. This water serves a reliable source
till the next rainy season after the other sources have dried up. The tanks also help in cooling the
houses as rooms built around them have generally low temperatures due to conduction.
(ii) Describe how modern adaptations of traditional rainwater harvesting methods are
being carried out to conserve and store water.
Ans. The rooftop method is considered to be a traditional method of rainwater harvesting, which is
becoming popular in India. In Gendathur village, Mysore, about 200 households have adapted
the rooftop rainwater harvesting method, thereby making the village rich in rainwater. The state
of Tamil Nadu has made it compulsory for all the houses to have rooftop rainwater harvesting
structures.
VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. How is freshwater obtained?
Ans. Freshwater is mainly obtained from surface run off and groundwater that is continually being
renewed and recharged through the hydrological cycle.
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Q. 2. What is water scarcity?
Ans. Water scarcity may be an outcome of large and growing population and consequent greater
demands for water and unequal access to it.
Q. 3. Explain the causes of water scarcity.
Ans. Water scarcity is caused by over-exploitation, excessive use and unequal access to water among
different social groups.
Q. 4. What was the method used in ancient period to conserve water?
Ans. Archaeological and historical records show that from ancient times, we have been constructing
sophisticated hydraulic structures like dams built of stone rubble, reservoirs or lakes, embankments
and canals for irrigation.
Q. 5. What is a dam?
Ans. A dam is a barrier across owing water that obstructs, directs or retards the ow, often creating a
reservoir.
Q. 6. What are the benets of dams?
Ans. Dams are built for irrigation, electricity generation, water supply for domestic and industrial uses,
ood control, recreation, inland navigation and sh breeding.
Q. 7. Why were multi-purpose projects launched after independence of India?
Ans. Multipurpose projects, launched after independence with their integrated water resources
management approach, were thought of as the vehicle that would lead the nation to development
and progress, overcoming the handicap of its colonial past.
Q. 8. Why have multipurpose dams come under great scrutiny?
Ans. Regulating and damming of rivers affect their natural ow causing poor sediment ow and
excessive sedimentation at the bottom of the reservoir, resulting in rockier stream beds and poorer
habitats for the rivers aquatic life.
Q. 9. How do dams create conicts between people?
Ans. In Gujarat, the Sabarmati–basin farmers were agitated and almost caused a riot over the higher
priority given to water supply in urban areas, particularly during droughts. Interstate water
disputes are also becoming common with regard to sharing the costs and benets of the multi-
purpose projects.
Q. 10. How are dams responsible for causing oods?
Ans. Ironically, the dams that were constructed to control oods have triggered oods due to
sedimentation in the reservoir. Big dams can be unsuccessful in controlling oods at the time of
excessive rainfall. Release of water from dams during heavy rains aggravate the o od situation.
Q. 11. What is the viable alternative of multipurpose projects?
Ans. Rising resistance against the multi-purpose projects, water harvesting system was a viable
alternative, both socio economically and environmentally.
Q. 12. How did people in ancient times exercise water harvesting system?
Ans. People had indepth knowledge of rainfall regimes and soil types and developed wide ranging
techniques to harvest rainwater, groundwater, river water and ood water in keeping with the
local ecological conditions and their water needs.
Q. 13. What were ‘Kuls’ or ‘Guls’?
Ans. These are the diversion channels for irrigational purposes. These are mainly used in western
Himalayas for water harvesting and agriculture.
Q. 14. How did people in West Bengal practise water harvesting?
Ans. In the ood plains of Bengal, people developed inundation channels to irrigate their elds.
Q. 15. What were ‘johads’ and ‘khadins’?
Ans. In arid and semi-arid regions, agricultural elds were converted into rain fed storage structures
that allowed the water to stand and moisten the soil. These were called ‘khadins’ in Jaisalmer and
‘Johads’ in other parts of Rajasthan.
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Q. 16. What are ‘tankas’?
Ans. Tankas were underground storing tanks of drinking water in arid and semi-arid regions of
Rajasthan. Tankas were big huge tanks for storing rain water from the roof top of all the houses.
Q. 17. What does ‘Palar Pani’ mean?
Ans. Rain water or ‘Palar Pani’ as commonly referred to in parts of Rajasthan, is considered the purest
form of natural water.
Q. 18. Is rain water harvesting practised these days in western Rajasthan? Support your answer.
Ans. These days, in western Rajasthan, sadly the practice of rooftop rainwater harvesting is on the
decline as plenty of water is available due to the perennial Rajasthan Canal, though some houses
still maintain the tankas since they do not like the taste of tap water.
Q. 19. How is Gendathur included as one of the rare villages to adopt rainwater harvesting?
Ans. In Gendathur, a remote backward village in Mysore, Karnataka, villagers have installed, in
their household’s rooftop rainwater harvesting system to meet their water needs. Nearly 200
households have installed this system and the village has earned the rare distinction of being rich
in rainwater.
Q. 20. Which state has made rooftop rainwater harvesting compulsory?
Ans. Tamil Nadu is the rst and the only state in India which has made rooftop rainwater harvesting
structure compulsory to all the houses across the state. These are legal provisions to punish the
defaulters.
Q. 21. What is bamboo drip irrigation?
Ans. In Meghalaya, a 200 year old system of tapping stream and spring water by using bamboo pipes,
is practised. It is called bamboo drip irrigation.
SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. What are the main causes of water scarcity?
Ans. (i) Overpopulation: Water scarcity may be an outcome of a large and growing population which
results in greater demand for water and unequal access to it.
(ii) Commercialisation of agriculture: After the success of the Green Revolution, farmers are
producing commercial crops. The commercial crops need more water for irrigation.
(iii) Urbanisation: Urbanisation is another factor for scarcity of water. Since new lifestyles have
developed in the urban cities overexploitation of water continues; there is water scarcity.
Q. 2. Explain ‘Narmada Bachao Andolan’.
Ans. l Save Narmada Movement is a Non-Governmental Organisation.
l It mobilised tribal people, farmers, environmentalists and human rights activists against the
Sardar Sarovar Dam, being built across the Narmada river in Gujarat.
l It focused on the environmental issues related to trees that would be submerged under the
dam water.
l Recently, it has refocused its aim to rehabilitate displaced people.
Q. 3. Give various methods of rainwater harvesting since ancient times.
Ans. (i) Guls or Kuls: In hilly and mountainous regions, people built diversion channels called Kuls or
Guls in the Western Himalayas. A Kul or Gul leads to a circular village tank, from which water is
released as and when required.
(ii) Inundation Channels: In the ood plains of Bengal, people developed inundation channels
to irrigate their elds.
(iii) Khadins and Johads: In arid and semi-arid regions, agricultural elds were converted
into rain fed storage structures that allowed the water to stand and moisten the soil, called
‘Khadins’ in Jaisalmer and ‘Johads’ in other parts of Rajasthan.
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(iv) Tankas: Cirular holes are made in the ground, lined with ne polished line. In Bikaner,
Phalodi and Barmer of Rajasthan, almost all the houses traditionally had underground tanks
or tankas for storing drinking water.
Q. 4. What is Gendathur village renowned for?
Ans. (i) The villagers of Gendathur village had installed in their household’s rooftop, rainwater
harvesting system to meet their water needs.
(ii) Nearly 200 households had installed this system and the village earned a rare distinction of
being rich in rainwater.
(iii) Gendathur receives an annual precipitation of 1,000 mm, and with 80 per cent of collection
efciency, every house can collect and use about 50,000 litres of water annually.
Q. 5. What do you understand by the term ‘scarcity of water’?
Ans. It is a situation where water is sufciently available to meet the needs of the people, but the area
still suffers from water scarcity.
(i) This scarcity may be due to bad quality of water.
(ii) There has been a growing concern that even if there is ample water to meet the needs of the
people, much of it may be polluted by domestic and industrial wastes, chemicals, pesticides
and fertilisers used in agriculture, thus, making it hazardous for human use.
Q. 6. What are the main factors of river pollution in India?
Ans. India’s rivers, especially the smaller ones have all turned into toxic streams. Even the big ones like
Ganga and Yamuna are far from being pure. The assault on Indian rivers is from the population
growth. It increases the pollution in the river and reduces the amount of water available for industries
and agriculture. Besides that, other culprits are the modernisation of agriculture, urbanisation and the
growth of industries. The chemical fertilisers and the efuents from industries on the river banks are
also responsible for its pollution.
Q. 7. What is a dam? What are the different types of dams?
Ans. A dam is a barrier across owing water that obstructs, directs or retards the ow, often creating a
reservoir, lake or impoundment.
Dams are classied according to their structure, intended purpose or height. On the basis of
structure and material used, dams are classied as:
(i) Timber dams
(ii) Embankment dams or masonry dams.
According to their height, dams can be categorised as:
(i) Large dams or major dams
(ii) Low dams
(iii) Medium height dams
(iv) High dams
Q. 8. Why did Jawaharlal Nehru proudly proclaim the dams as the ‘temples of modern India’?
Ans. Multipurpose projects launched after independence with their integrated water resources
management approach, were thought of as the vehicle that would lead the nation to development
and progress. Jawaharlal Nehru proclaimed the dams as the temples of modern India’ as it would
integrate the development of agriculture and village economy with rapid industrialisation and
growth of the urban economy.
Q. 9. Explain the river-water dispute between the states of India.
Ans. Krishna-Godavari dispute is due to the objections raised by the governments of Andhra
Pradesh and Karnataka. It is regarding the diversion of more water at Koyna by the Maharashtra
government for a multipurpose project. This would reduce downstream ow in their states with
adverse consequences for agriculture and industry. Similar disputes arise as Kaveri issue between
the states of Karnataka and Tamil Nadu, and Yamuna water dispute between Haryana and Delhi
governments regarding the use of water.
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LONG ANSWER QUESTIONS
[5 marks]
Q. 1. In what ways are intensive industrialisation and urbanisation responsible for water scarcity?
Or
“It is essential to conserve and manage our water resources.” Support the statement with
suitable examples.
Ans. (i) The ever increasing number of industries has made matters worse by exerting pressure on
existing freshwater resources.
(ii) Industries, apart from being heavy users of water, also require power to run them. Much of
this energy comes from hydroelectric power.
(iii) Multiplying urban centres with large and dense populations and urban lifestyles have not
only added to water and energy requirements but have further aggravated the problem.
(iv) In housing societies or colonies, we would nd that most of these have their own groundwater
pumping devices to meet their water needs. With the result, fragile water resources are being
overexploited and have caused their depletion in several cities.
Q. 2. How have multi-purpose projects and large dams been the cause of many new social movements?
Ans. (i) Narmada Bachao Andolan and the Tehri Dam Andolan, etc., were the movements to resist
large-scale displacement of local communities. Local people often had to give up their land,
livelihood and their control over resources for the greater good of the nation.
(ii) Irrigation has changed the cropping pattern from shifting to commercial crops. It is
responsible for salinisation of the soil. At the same time, it has its social impact by increasing
the social gap between the rich landowners and the landless poor.
(iii) Dams also created conicts between people wanting different uses and benets from the
same water resource. In Gujarat, the Sabarmati basin farmers were agitated over the priority
given to water supply in urban areas, particularly during droughts.
(iv) Interstate water disputes are also common with regard to sharing the costs and benets of
the multi-purpose projects. For e.g., Krishna-Godavari dispute, is due to the objections raised
by Karnataka and Andhra Pradesh governments regarding the diversion of more water at
Koyna by the Maharashtra government for a multi-purpose project.
Q. 3. What do you know about the ‘Bamboo-Drip Irrigation System’?
Ans. In Meghalaya, a 200 year old system of tapping stream and spring water by using bamboo pipes,
is prevalent.
l Bamboo pipes are used to divert perennial springs on the hilltops to the lower reaches by gravity.
l The channel sections made of bamboo, divert water to the plant site, where it is distributed
into branches.
l If the pipes pass roads, they are taken high above the land on the free branches.
l Reduced channel sections and diversion units are used at the last stage of water application.
The last channel section enables water to be dropped near the roots of the plant.
Q. 4. Give a brief description of ‘Hydrological Cycle’.
Ans. l Three-fourth of the earth’s surface is covered with water, but only a small proportion of it
accounts for freshwater that can be put to use.
l The process of hydrological cycle begin with the evaporation process due to heat of Sun on all
water bodies of the earth including seas and oceans.
l These minute particles of the water then get condensed. In this process of condensation,
clouds are formed with dust particles and pollen grains present in the atmosphere.
l When saturation takes place, then clouds precipitate in the form of rain or snow. This fresh
water then becomes surface run-off water, in the form of rivers, ponds and lakes. This water
again gets drained into sea or ocean and forms a hydrological process.
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HOTS (Higher Order Thinking Skills)
Q. 1. How does urbanization and urban lifestyle lead to over-exploitation of water?
Ans. Multiplying urban centres with large and dense population and urban lifestyles have not only
added to water and energy requirements but have further aggravated the problem. Fragile water
resources like groundwater are being overexploited and have caused their depletion in several
cities.
Q. 2. Highlight any three hydraulic structures as a part of water management programmes
initiated in ancient India.
Ans. l In the rst century BC, Sringaverapura near Allahabad had sophisticated water harvesting
system, channelling the ood water of river Ganga.
During the time of Chandragupta Maurya, dams, lakes and irrigation systems were extensively
built.
l Evidences of sophisticated irrigation works have also been found in Kalinga (Odisha),
Nagarjun-Konda (Andhra Pradesh), Bennur (Karnataka) and Kolhapur (Maharashtra).
l
l
l
In the 11th century, Bhopal Lake, one of the largest articial lakes of its time, was built.
In the 14th century, the tank in Hauz Khas, Delhi was constructed by Iltutmish for supplying
water to Siri Fort area.
Q. 3. Explain the ecological problems being faced due to multi-purpose river valley projects.
Ans. In recent years, the multipurpose projects and large dams have come under great scrutiny and
opposition for a variety of reasons:
(i) Regulating and damming of rivers affect the natural ow of rivers, causing poor sediment ow
and excessive sedimentation at the bottom of the reservoir, resulting in rockier streambeds
and poorer habitats for the rivers’ aquatic life.
(ii) Adverse environmental effects in the form of water-logging, salinity have led to the
degradation of soil. Cropping patterns of many regions have changed due to irrigation with
farmers shifting to water intensive and commercial crops.
(iii) Dams also fragment rivers, making it difcult for the aquatic fauna to migrate, especially for
spawning.
(iv) The reservoirs that are created on the oodplains also submerge the existing vegetation and
soil leading to its decomposition over a period of time.
Q. 4. Why is the practice of rooftop rainwater harvesting slowly declining in Rajasthan? Which
state has made rooftop rainwater harvesting compulsory?
Ans. (i) In Rajasthan, sadly the practice of rooftop rainwater harvesting is on decline.
(ii) It is due to availability of plenty of water from Perennial Rajasthan Canal.
(iii) New generation considers stored water of rainwater unhygienic so they don’t prefer to drink
that water.
(iv) Tamil Nadu is the state which has made rooftop rainwater harvesting compulsory.
Q. 5. ‘Rainwater harvesting system is viable alternative both ways socio-economically and
environmentally.’ Support the statement with three examples.
Ans. Keeping into view the disadvantages and rising resistance against the multipurpose dams, water
harvesting system is considered viable alternative both socio-economically and environmentally.
For example, rooftop rainwater harvesting is the most common practice in Shillong, Meghalaya.
Though this region receives the highest rainfall in the world, yet the state capital, Shillong faces
acute shortage of water. Nearly every household in the city has a rooftop rainwater harvesting
structure.
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Map Questions
Q. 1. Mark the following on the given outline map of India:
(a) Dam - Bhakra Nangal
(b) Dam - Hirakud
Ans.
1×3=3
(c) River - Mahanadi
INDIA
MAJOR RIVERS AND DAMS
PAKISTAN
CHINA
(TIBET)
(a) Bhakra
Nangal
r
Tropic of Cance
(b) Hirakud
(c) M
ahan
adi R
.
A R AB I A N
B AY O F
SEA
BENGAL
A
N
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A
L
M
A
IN
H
(
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IA
K
S
A
IN
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D
W
)
&
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IA
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B
A
R
P
I
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SRI
LANKA
INDIAN
L
OCEAN
A
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Q. 2. Locate the following dams and river on the given outline map of India.
1×3=3
(a) Salal dam
(b) Tehri dam
(c) Gandak river
Ans.
PAKISTAN
INDIA
(a) Salal
dam
MAJOR RIVERS AND DAMS
CHINA
(TIBET)
(b) Tehri
dam
(c
)G
an
da
k
R
.
er
Tropic of Canc
A R A B IA N
B AY O F
SEA
BENGAL
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SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. How is water conserved in hilly and mountainous regions?
2. Name some hydroelectric projects on Damodar river basin.
3. What are popularly termed as ‘Temples of Modern India’?
4. State the role of MNCs in depletion of fresh water.
5. Which river project faced the public agitation in Gujarat?
Short Answer Questions
[3 marks]
1. Explain any three causes for water scarcity in most parts of India.
2. What is the reason behind-Godavari water dispute? Name the multi-purpose river valley project
constructed on river Krishna?
3. How construction of larger dams have become controversial issues?
4. What is the importance of hydrological cycle on the earth?
5. What are the implications of pollution of river water?
Long Answer Questions
[5 marks]
1. How do increasing number of industries exert pressure on existing fresh water resources?
2. Why are different water harvesting system considered a viable alternative both ways, socioeconomically and environmentally in a country like India?
3. Why is groundwater a highly overused resource?
4. Describe the working of the rooftop rainwater harvesting being practised in India.
zzz
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Agriculture
3
BASIC CONCEPTS � A FLOW CHART
TYPES OF FARMING
Primitive Subsistence Farming
Intensive Subsistence Farming
Commercial Farming
Is practised on small patches
of land with the help of
primitive tools like hoe, dao and
digging sticks and
family/community.
It is a ‘slash and burn’
agriculture.
It is practised in areas of high
population pressure on land.
It is labour intensive farming,
where high doses of
biochemical inputs and
irrigation are used for obtaining
higher production.
The main characteristics of the
type of farming are used of
higher doses of modern inputs,
e.g. high yielding variety (HYV)
seeds, chemical fertilizers,
insecticides and pesticides in
order to obtain higher
productivity.
THREE MAIN CROP SEASONS OF INDIA
Kharif
Rabi
Zaid
It starts with the onset of the
monsoon and continues till the
beginning of winter (June-July
to September-October).
The Kharif crops include, rice,
maize, millet, cotton, jute,
groundnut, moong, urad, etc.
It starts with the beginning of
winter and continues till the
beginning of summer (Oct-Dec
to April-June).
The rabi crops include wheat,
barley, gram and oilseeds.
This is a short crop season in
between the rabi and kharif
season.
Crops like watermelons,
cucumber, some vegetables
and fodder crops are the major
crops.
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MAJOR CROPS OF INDIA
RICE
It is the staple food
crop of a majority of
the people in India.
It is a kharif crop
which requires high
temperature and high
humidity with annual
rainfall above 100 cm.
Rice is grown in the
plains of north and
north-eastern India,
coastal areas and the
deltaic regions of
canal irrigation and
tubewells have made
it possible to grow rice
in areas of less rainfall
such as Punjab,
Haryana and Western
U.P. and parts of
Rajasthan.
WHEAT
It is the main food
crop in north and
north-western part of
the country.
This rabi crop requires
a cool growing season
and a bright sunshine
at the time of ripening.
It requires 50 to 70 cm
of annual rainfall.
There are two
important wheat
growing zones in the
country- the Ganga
Satluj plains in the
north-west and black
soil region of the
Deccan.
The major wheat
producing states are
Punjab, Haryana, UP,
Bihar, Rajasthan and
parts of Madhya
Pradesh.
MILLETS
Jowar, Bajra and Rabi
are the important
millets grown in India.
It is a main-fed crop
mostly grown in the
moist areas which
hardly needs irrigation.
Rabi is a crop of dry
regions and grows
well on red, black,
sandy, loamy and
shallow black soils.
Karnataka is the
largest producer of
ragi followed by Tamil
Nadu.
MAIZE
It is a crop which is
used both as food and
fodder.
It is a kharif crop
which requires
temperature between
21°C to 27°C and
grows well in old
alluvial soil.
Major maize
producing states are
Karnataka, UP, Bihar,
Andhra Pradesh and
Madhya Pradesh.
PULSES
India is the largest
producer as well as
the consumer of
pulses in the world.
These are the major
source of protein in
vegetation diet.
Major pulses that are
grown in India are tur,
urad, moong, masur,
peas and gram.
Pulses need less
moisture and survive
even in dry
conditions.
Major pulses
producing states in
India are Madhya
Pradesh, UP,
Rajasthan,
Maharashtra and
Karnataka.
NON-FOOD CROPS
Rubber
It is an equatorial crop,
but under special
conditions, it is also
grown in tropical and
sub-tropical areas.
It requires moist and
humid climate with
rainfall of more than
200 cm and
temperature above
25°C.
It is mainly grown in
Kerala, Tamil Nadu,
Karnataka, and
Andaman and Nicobar
Islands and Garo hills
in Meghalaya.
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Fibre Crops
Cotton, jute, hemp and
natural silk are the
four major fibre crops
grown in India.
The first three are
derived from the crops
grown in the soil, the
latter is obtained from
cocoons of the
silkworms fed on
green leaves specially
mulberry.
Rearing of silk worms
for the production of
silk fibre is known as
sericulture.
Cotton
Cotton grows well in
drier parts of the black
cotton soil of the
Deccan plateau.
It requires high
temperature, light
rainfall or irrigation,
210 frost-free days
and bright sunshine
for its growth.
It is a kharif crop and
requires 6-8 months to
mature.
Cotton producing
states are MP,
Karnataka, Andhra
Pradesh, Tamil Nadu,
Punjab, UP & Haryana.
Jute
It is also known as
Golden fibre.
Jute grows well on
well-drained fertile
soils in the flood
plains, where soils are
renewed every year.
It requires high
temperature.
Major jute producing
states are Bihar,
Assam, West Bengal,
Odisha, Meghalaya.
IMPORTANT TERMS
1. Primitive Subsistence Agriculture is practised with small patches of land with the help of
primitive tools like hoe, Dao and digging sticks, and family/community labour. This type
of farming depends upon monsoon, natural fertility of the soil and suitability of other
environmental conditions to the crops grown.
2. Slash and Burn Agriculture is a method of agriculture used in the tropics, in which forest
vegetation is felled and burned, the land is cropped for a few years, then the forest is
allowed to reinvade.
3. Intensive Subsistence Agriculture is a method of agriculture, where farmers get more
food per acre compared to other subsistence farming methods. This allows farmers to
make the most of each harvest.
4. Plantation usually a large farm or estate, especially in a tropical or semitropical country,
on which cotton, tobacco, coffee, sugar cane, or the like is cultivated, usually by resident
labourers.
5. Commercial Farming: Farming for a profit, where food is produced by advanced
technological means for sale in the market.
6. Cropping Pattern means the proportion of area under various crops at a point of time.
7. Fodder Crops: Crops that are cultivated primarily for animal feed. By extension, natural
grasslands and pastures are included whether they are cultivated or not.
8. Tube Wells: A well consisting of an iron pipe with a solid steel point and lateral
perforations near the end, which is driven into the earth until a water-bearing stratum is
reached, when a suction pump is applied to the upper end.
9. Millets: A cereal grown in warm countries and regions with poor soils, bearing a large
crop of small seeds which are chiefly used to make flour.
10. Pulses are part of the legume family, but the term ‘pulse’ refers only to the dried seed.
Dried peas, edible beans, lentils and chickpeas are the most common varieties of pulses.
Pulses are very high in protein and fibre, and are low in fat.
11. Non-food Crops: An industrial crop, also called a non-food crop, is a crop grown to
produce goods for manufacturing, for example – of fibre for clothing, rather than food
for consumption.
12. GDP: Gross Domestic product is the total monetary value of goods produced and services
provided in a country during one year or over a specific time period.
13. Public Distribution System is a government-sponsored chain of shops entrusted with the
work of distributing basic food and non-food commodities to the needy sections of the
society at very cheap prices.
14. Food Corporation of India: FCI is a statutory body established via Food Corporation
Act 1964 to meet the following objectives of the Food Policy: Effective price support
operations for safeguarding the interests of the farmers. Distribution of food grains
throughout the country for public distribution system.
15. BPL (Below Poverty Line) is an economic benchmark used by the government of India
to indicate economic disadvantage and to identify individuals and households in need of
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Geography:
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government assistance and aid. It is determined using various parameters which vary
from state to state and within states.
16. MSP: Minimum Support Price is a form of market intervention by the Government
of India to insure agricultural producers against any sharp fall in farm prices.
MSP is price fixed by Government of India to protect the producer - farmers - against
excessive fall in price during bumper production years.
17. Globalisation: The process by which businesses or other organizations develop
international influence or start operating on an international scale.
18. Bio-diversity: The variety of plant and animal life in the world or in a particular habitat,
a high level of which is usually considered to be important and desirable.
NCERT Exercises
Q. 1. Multiple choice questions.
(i) Which one of the following describes a system of agriculture, where a single crop is
grown on a large area?
(a) Shifting Agriculture
(b) Plantation Agriculture
(c) Horticulture
(d) Intensive Agriculture
Ans. (b) Plantation Agriculture
(ii) Which one of the following is a rabi crop?
(a) Rice
(b) Gram
(c) Millets
(d) Cotton
Ans. (b) Gram
(iii) Which one of the following is a leguminous crop?
(a) Pulses
(b) Jowar
(c) Millets
(d) Sesamum
Ans. (a) Pulses
(iv) Which one of the following is announced by the government in support of a crop?
(a) Maximum support price
(b) Minimum support price
(c) Moderate support price
(d) Inuential support price
Ans. (b) Minimum support price
Q. 2. Answer the following questions in 30 words.
(i) Name one important beverage crop and specify the geographical conditions required
for its growth.
Ans. Tea is considered as an important beverage crop. The tea plant requires tropical or sub-tropical
climate and deep and fertile well-drained soil to grow, which is also rich in organic matter and
humus.
(ii) Name one staple crop of India and the regions where it is produced.
Ans. Rice is a staple food crop of India. It grows in the plains of north and north-east India, coastal
areas and the deltaic regions.
(iii) Enlist the various institutional reform programmes introduced by the government in
the interest of farmers.
Ans. ‘Minimum Support Policy’, ‘provision for crop insurance’ , ‘subsidy’ on agricultural inputs and
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resources such as power and fertilisers, ‘Grameen banks’, ‘Kissan Credit Cards’ and ‘Personal
Accident insurance scheme’ are some of the various institutional reform programmes introduced
by the government in the interest of farmers.
(iv) The land under cultivation has got reduced day by day. Can you imagine its
consequences?
Ans. An increase in population paired with declining area of land under cultivation could lead to
serious food grain shortages. This would result in increase in the imports of food grains, which
would cause the economy to reel under huge debts.
Q. 3. Answer the following questions in about 120 words.
(i) Suggest the initiative taken by the government to ensure the increase in agriculture
production.
Ans. Some of the initiatives taken by the government to ensure the increase in agriculture production
are –
O The Green and White revolution which aimed at improving Indian agriculture productivity.
O To ensure increase in agriculture production, the government prioritised collectivisation,
consolidation of holdings, cooperation and abolition of zamindari system.
O Land reform was the main focus of the First Five Year Plans.
O There were other benets introduced for the farmers like –
O Minimum support Price Policy
O Grameen Banks
O Kissan Credit Card
O Personal Accident Insurance Scheme
O Special weather bulletins
O Agricultural programmes Like ‘Krishi Darshan’ on national television.
(ii) Describe the impact of globalisation on Indian agriculture.
Ans. The impact of globalisation in India could be traced back to colonial times. There were two main
important export items from India – raw cotton and spices. There was a revolt in 1917 by the
Indian farmers in Champaran as they were forced to grow indigo in place of food grains in order
to supply ‘dye’ to Britain’s ourishing textile industry. Hence, globalisation has had its blessings
and curses for Indian agriculture.
Though the situation changed for the Indian farmers post liberalisation, they faced new challenges
in the form of competition from highly subsidised agriculture of developed nations.
(iii) Describe the geographical conditions required for the growth of rice.
Ans. Rice is a Kharif crop which is grown in the north and north eastern plains, coastal areas and
deltaic regions of India. It needs high temperature (above 25°C) and high humidity with annual
rainfall above 100 cm. It grows with the help of irrigation via canals and tube wells in the areas
with less rainfall.
VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. Why is India called an ‘agrarian’ country?
Ans. India is an agrarian country as two thirds of its populations are engaged in agricultural activities.
Agriculture is a primary activity, which produces most of the foods that we consume.
Q. 2. On what factors does primitive subsistence farming depend?
Ans. Primitive subsistence type of farming depends upon monsoon, natural fertility of the soil and
suitability of other environmental conditions to the crops grown.
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Geography:
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Q. 3. What is ‘Jhumming’?
Ans. ‘Jhumming’ is slash and burn agriculture, practised in north eastern states like Assam, Meghalaya,
Mizoram and Nagaland, etc. This type of shifting allows nature to replenish the fertility of the soil
through natural processes only.
Q. 4. Why there is excessive pressure on agricultural land?
Ans. Though the ‘right of inheritance’ has rendered land holding sizes uneconomical, the farmers
continue to take maximum output from the limited land in the absence of alternative service of
livelihood.
Q. 5. What is ‘plantation farming’?
Ans. In this type of farming, a single crop is grown on a large area. Along with production, processing
is also done in the nearby areas. So, the plantation has an interface of agriculture and industry.
Q. 6. Name the important plantation crops grown in India.
Ans. In India, tea, coffee, rubber, sugarcane, banana are important plantation crops.
Q. 7. Which factors are playing an important role in development of plantation?
Ans. A well developed network of transport and communication connecting the plantation areas,
processing industries and markets play an important role in the development of plantations.
Q. 8. Which main cropping patterns are followed in India?
Ans. India has three cropping seasons—rabi, kharif and zaid.
Q. 9. When are rabi crops grown?
Ans. Rabi crops are grown in winter from October to December and harvested in summer from April to
June.
Q. 10. Which crops are grown in rabi season?
Ans. Wheat, barley, peas, gram and mustard, etc. are grown in rabi season.
Q. 11. In which regions are rabi crops mostly grown?
Ans. These crops are grown in the states of north and north western parts such as Punjab, Haryana,
Himachal Pradesh, Jammu and Kashmir, Uttrakhand and Uttar Pradesh.
Q. 12. Which factors help in the production of rabi crops in North and North western regions of
India?
Ans. Availability of precipitation during winter months due to the western temperate cyclones as well
as green revolution helps in the production of rabi crops.
Q. 13. When are kharif crops grown?
Ans. Kharif crops are grown with the onset of monsoon in different parts of the country and these are
harvested in September or October.
Q. 14. Which are the important kharif crops?
Ans. The important kharif crops grown during this season are paddy (rice), maize, jowar, bajara, tur,
moong, urad, cotton, jute, groundnut and soyabean.
Q. 15. In which states of India are three crops of paddy grown?
Ans. In states like Assam, West Bengal and Odisha, three crops of paddy are grown in a year. These are
Aus, Aman and Boro.
Q. 16. What is Zaid Season?
Ans. In between the rabi and kharif seasons, there is a short season during the summer month known
as ‘zaid’ season.
Q. 17. Which crops are grown during Zaid season?
Ans. Some of the crops produced during zaid season are watermelon, muskmelon, cucumber, vegetables
and fodder crops.
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Q. 18. What are the climatic requirements for wheat?
Ans. Wheat requires cool growing season and a bright sunshine at the time of ripening. It requires 50
to 75 cms of annual rainfall evenly distributed over the growing season.
Q. 19. Which are the two important wheat growing zones of India?
Ans. These are two important wheat growing zones in the country—the Ganga-Satluj plains in north
west and black soil region of the Deccan.
Q. 20. Which are the major wheat producing states of India?
Ans. The major wheat producing states are Punjab, Haryana, Uttar Pradesh, Bihar, Rajasthan and parts
of Madhya Pradesh.
Q. 21. Which important millets are grown in India?
Ans. Jowar, bajra and ragi are the important millets grown in India.
Q. 22. What do you know about the millet, jowar?
Ans. Jowar is the third most important food crop. It is a rain-fed crop, mostly grown in the moist areas
which hardly needs irrigation.
Q. 23. In which states is jowar grown?
Ans. Maharashtra is the largest producer of jowar followed by Karnataka, Andhra Pradesh and Madhya
Pradesh.
Q. 24. What do you know about the ragi crop?
Ans. Ragi is very rich in iron, calcium, other micronutrients and roughage. It is a crop of dry regions
and grows well on red, black, sandy, loamy and shallow black soils.
Q. 25. Which regions are known for ragi production?
Ans. Karnataka is the largest producer of ragi followed by Tamil Nadu, Himachal Pradesh, Uttrakhand,
Sikkim, Jharkhand and Arunachal Pradesh.
Q. 26. In which states is crop bajra grown?
Ans. Rajasthan is the largest producer of bajra followed by Uttar Pradesh, Maharashtra, Gujarat and
Haryana.
Q. 27. What temperature is needed for maize?
Ans. Maize is a kharif crop which requires temperature between 21°C to 27°C and grows well in alluvial
soils.
Q. 28. Which factors contribute for increasing production of maize?
Ans. Use of modern inputs such as HYV seeds, fertilisers and irrigation have contributed to the
increasing production of maize.
Q. 29. Name the major maize producing states of India.
Ans. Karnataka, Uttar Pradesh, Bihar, Andhra Pradesh and Madhya Pradesh.
Q. 30. Name the major pulses grown in India.
Ans. The major pulses that are grown in India are tur (arhar), urad, moong, masur, peas and gram.
Q. 31. Why are pulses grown in rotation with other crops?
Ans. Being leguminous crops, all these crops except arhar help in restoring soil fertility by xing
nitrogen from the air. Therefore, these are mostly grown in rotation with other crops.
Q. 32. What are the climatic conditions required for sugarcane production?
Ans. Sugarcane grows well in hot and humid climate with a temperature of 21°C to 27°C and an annual
rainfall between 75 to 100 cms.
Q. 33. Name the major sugarcane producing states of India.
Ans. Uttar Pradesh, Maharashtra, Karnataka, Tamil Nadu, Andhra Pradesh, Bihar, Punjab and Haryana.
Q. 34. Name the states producing groundnut.
Ans. Andhra Pradesh is the largest producer of groundnut followed by Tamil Nadu, Karnataka, Gujarat
and Maharashtra.
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Q. 35. Who introduced tea cultivation in India?
Ans. Tea is an important beverage crop introduced in India, initially by the British. Today most of the
tea plantations are owned by Indians.
Q. 36. In which states are mangoes and bananas grown?
Ans. Mangoes are grown in Maharashtra, Andhra Pradesh, Uttar Pradesh and West Bengal. Bananas are
produced in Kerala, Mizoram, Maharashtra and Tamil Nadu.
Q. 37. What are the climatic conditions required for rubber production?
Ans. It is an equatorial crop, but under special conditions, it is also grown in tropical and subtropical
areas. It requires moist and humid climate with rainfall of more than 200 cms and temperature
above 25°C.
Q. 38. In which regions of India is rubber grown?
Ans. Rubber is mainly grown in Kerala, Tamil Nadu, Karnataka, Andaman and Nicobar Islands, Garo
hills of Meghalaya.
Q. 39. Which are the major bre crops of India?
Ans. Cotton, Jute, hemp and natural silk are the four major bre crops grown in India.
Q. 40. How is silk bre produced?
Ans. Silk is obtained from cocoons of silkworms fed on green leaves especially mulberry. Rearing of silk
worms for the production of silk bre is known as sericulture.
Q. 41. How is cotton associated with India?
Ans. India is believed to be the original home of the cotton plant. India is a third largest producer of
cotton in the world.
Q. 42. What are the climatic conditions for the growth of cotton plant?
Ans. It requires high temperature, light rainfall or irrigation, 210 frost-free days and bright sunshine
for its growth.
Q. 43. Which are the major cotton producing states of India?
Ans. The major cotton producing states are—Maharashtra, Gujarat, Madhya Pradesh, Karnataka,
Andhra Pradesh, Tamil Nadu, Punjab, Haryana and Uttar Pradesh.
Q. 44. Which bre is known golden bre?
Ans. Jute is known as golden bre.
Q. 45. In which regions is Jute grown?
Ans. West Bengal, Bihar, Assam, Odisha and Meghalaya are the major jute producing states of India.
Q. 46. What are the uses of Jute?
Ans. Jute is used in making gunny bags, mats, ropes, yarn, carpets and other artefacts.
Q. 47. Why is jute loosing its importance?
Ans. Due to its high cost, it is losing market to synthetic bres and packing materials, particularly the
nylon.
Q. 48. Why do we need technical and institutional reforms in agriculture?
Ans. Inspite of development of sources of irrigation, most of the farmers in large parts of the country
still depend upon monsoon and natural fertility in order to carry on their agriculture. For a
growing population, this poses a serious challenge. Agriculture needs some serious technical and
institutional reforms.
Q. 49. Which institutional reforms were introduced for farmers?
Ans. Collectivisation, consolidation of land holdings, cooperation and abolition of zamindari, etc. were
given priority to bring about institutional reforms in India.
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Q. 50. Which two revolutions, revolutionized Indian agriculture?
Ans. The Green Revolution based on the use of package technology and the White Revolution were
some of the strategies initiated to improve the Indian agriculture.
Q. 51. Which steps were taken by the Indian government for a comprehensive land development
programme?
Ans. Provision for crop insurance against drought, ood, cyclones, re and disease, establishment of
Grameen banks, Cooperative societies and banks for providing loan facilities to the farmers at
lower rates of interest were some important steps in this direction.
Q. 52. Which schemes were introduced by government for the benet of farmers?
Ans. Kissan Credit Card (KCC), Personal Accident Insurance Scheme (PAIS) are some schemes
introduced by government of India for the benet of the farmers.
Q. 53. What role is played by government to check the implantation of farmers by speculators
and middlemen?
Ans. The government announces minimum support price, remunerative and procurement prices for
important crops to check the exploitation of farmers by speculators and middlemen.
SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. What is primitive subsistence farming?
Ans. (i) It is practised on small patches of land with the help of primitive tools.
(ii) This type of farming depends upon the monsoons and natural fertility of the soil.
(iii) It is also called ‘slash and burn’ agriculture.
Q. 2. What is ‘slash and burn’ agriculture?
Ans. (i) In this agriculture, farmers clear a patch of land and produce cereals and other crops to
sustain their families.
(ii) When the soil fertility decreases, the farmers shift and clear a fresh patch of land for
cultivation.
(iii) This type of shifting allows nature to replenish the fertility of the soil through natural
processes.
Land productivity in this type of agriculture is low, as the farmers do not use fertilisers or any
modern inputs.
Q. 3. Describe the three cropping seasons of India.
Ans. (1) Rabi season:
(a) Crops sown in winters and harvested in summers.
(b) Some of the important rabi crops are wheat, barley, peas, gram and mustard.
(c) States growing rabi crops are: Punjab, Haryana, Himachal, Jammu and Kashmir,Uttarakhand
and Uttar Pradesh.
(2) Kharif season:
(a) Crops grown with the onset of monsoons and harvested in September or October.
(b) Important Kharif growing states are: Assam, West Bengal, coastal regions of Odisha, Andhra
Pradesh, Tamil Nadu, Kerala and Maharashtra.
(c) Crops grown during this season are: rice, maize, jowar, bajra, tur, moong, urad, cotton,
jute, groundnut and soyabean.
(3) Zaid season:
(a) It falls in between the rabi and kharif seasons.
(b) It’s a short season during the summer months.
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(c) Major crops grown are: watermelon, muskmelon, cucumbers, vegetables and fodder crops.
Q. 4. Which important millets are grown in India? Give a brief description about them.
Ans. Jowar, Bajra and Ragi are three important millets.
(i) Ragi: Ragi is very rich in iron, calcium, and other micro nutrients and roughage. It is a crop
of dry regions and grows well on red, black, sandy, loamy and shallow black soils. Karnataka
is the largest producer followed by Tamil Nadu.
(ii) Jowar: It is a rain fed crop mostly grown in the moist areas which hardly needs irrigation.
Maharashtra is the largest producer followed by Karnataka, Andhra Pradesh and Madhya
Pradesh.
(iii) Bajra: It grows well on sandy soils and shallow black soil. Rajasthan is the largest producer of
bajra followed by Uttar Pradesh, Maharashtra, Gujarat and Haryana.
Q. 5. What do you know about rubber plantation in India?
Ans. (i) Rubber is an equational crop but is also grown in tropical and sub-tropical areas.
(ii) It requires moist and humid climate with rainfall of more than 200 cm and temperature above
25°C.
(iii) It is grown in Kerala, Tamil Nadu, Karnataka, Andaman and Nicobar Islands and Garo hills of
Meghalaya.
India ranks fth among the world’s largest natural rubber producers.
Q. 6. What climatic conditions are required for growing cotton?
Ans. (i) Cotton grows well in drier parts of the black cotton soil of the Deccan Plateau.
(ii) It requires high temperature, light rainfall or irrigation.
(iii) It also requires 210 frost free days and bright sunshine for its growth.
It’s a Kharif crop and requires 6 to 8 months to mature.
Q. 7. Write any three changes in Indian agriculture after the Green Revolution.
Ans. (i) HYV seeds are used for better output of some major crops like wheat and rice.
(ii) For irrigation, canals are laid to provide water to all water scarce states.
(iii) Use of fertilisers, insecticides and pesticides has enhanced the production of various crops.
Q. 8. Differentiate between commercial farming and plantation farming.
Ans.
Commercial farming
Plantation farming
1. In this type of farming, crops are grown only 1. In this type of farming, a single crop is
for commercial purposes.
grown on a large area.
2. Farmers make use of higher doses of
modern inputs, HYV seeds, chemical
fertilisers, insecticides, etc.
2. Labour is employed to work in large tracts
of land, using capital intensive devices.
3. E.g.: Rice is a commercial crop in Haryana
and Punjab.
3. E.g.: Tea Gardens produce tea, and coffee
plantations produce coffee.
Q. 9. How is commercial farming practised in India?
OR
What is the main characteristic of commercial farming?
Ans. The main characteristic of this type of farming is the production of a commercial crop. In this type
of farming, High Yielding Variety (HYV) seeds, chemical fertilisers, insecticides, pesticides, etc.
are used to obtain higher productivity. The degree of commercialisation varies from one region to
another.
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Q. 10. Which oilseeds are grown in India and what are the uses?
Ans. India is the largest producer of oilseeds in the world. Different types of oilseeds are grown in
India. Main oilseeds produced in India are groundnut, mustard, coconut, sesame, soyabean, castor
seeds, cotton seeds, linseed and sunower. Most of these are edible and used as cooking medium.
However some of these are also used as raw material in the production of soap, cosmetics and
ointments.
Q. 11. What do you understand by ‘Bhoodan’ and ‘Gramdan’?
Ans. Some poor landless villagers demanded some land for their economic well-being. Vinoba Bhave
could not assure but promised to talk to the government regarding that. Suddenly Shri Ram
Chandra Reddy, stood up and offered 80 acres of land to be distributed among 80 landless villagers.
This act was known as ‘Bhoodan’. Similarly, some zamindars, owners of many villages, offered to
distribute some villages among the landless. It was known as ‘Gramdan’.
This Gramdan & Bhoodan movement was initiated by Vinoba Bhave. It is also known as the
‘Bloodless Revolution’.
Q. 12. Is India an agrarian country?
Ans. Yes, India is an agrarian country.
O Two-thirds of its population is engaged in agricultural activities.
O Agriculture is a primary activity, which produces most of the food that we consume.
O Besides foodgrains, it also produces raw material for various industries.
O
Moreover, some agricultural products like tea, coffee, spices, etc. are also exported.
LONG ANSWER QUESTIONS
[5 marks]
Q. 1. Distinguish between primitive subsistence farming and intensive subsistence farming.
Ans.
Primitive Subsistence
Intensive Subsistence
1. It is practised on small patches of land.
1. It is practised on bigger land holdings.
2. Primitive tools like hoe, dao and digging
sticks, and family community labour are
used.
2. Modern inputs like HYV seeds, chemical
fertilisers, insecticides, etc., to obtain
higher productivity are used.
3. In this type of farming, farmers depend on
the monsoons and natural fertility of the
soil.
3. In intensive subsistence, irrigation facilities
like tubewells and canal irrigation is used.
4. Land productivity in this type of
agriculture is low.
4. Land productivity is high as it is meant for
commercial purposes.
Q. 2. What type of climate is required for the production of sugarcane? What are the
by-products of sugarcane?
Ans. O It is a tropical as well as a sub-tropical crop.
O It grows well in hot and humid climate.
O It requires a temperature between 21°C to 27°C and an annual rainfall between 75 and 100
cm.
Irrigation is required in regions receiving low rainfall.
By-products:
It is the main source of sugar, gur (jaggery), khandsari and molasses.
O
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Q. 3. Give the characteristics of a crop used both as food and fodder.
Ans. O It is maize, which is a Kharif crop.
O It requires a temperature between 21°C to 27°C and grows well in old alluvial soil.
O Use of modern inputs such as HYV seeds, fertilisers and irrigation have contributed to the
increasing production of maize.
O Major maize producing states are: Karnataka, Uttar Pradesh, Bihar, Andhra Pradesh and
Madhya Pradesh.
Q. 4. Give main characteristics of intensive subsistence farming.
Ans. O This type of farming is practised in areas of high population pressure on land.
O It is labour-intensive farming where high doses of biochemical inputs and irrigation are used
for obtaining higher production.
O This type of farming is practised in the states of U.P., Haryana, Bihar, etc.
O Though the ‘right of inheritance’ leading to the division of land among successive generations
has rendered landholding size uneconomical, the farmers continue to take maximum output
from the limited land in the absence of alternative source of livelihood.
Q. 5. What type of farming is called plantation farming? Which factors are needed to promote
them in India?
Ans. Plantation is a type of commercial farming. In this type of farming, a single crop is grown on a large
area. The plantation also includes the processing of that crop in the nearby industries. Plantations
cover large tracts of land using capital intensive inputs, with the help of migrant labourers. All the
produce is used as raw material in respective industries. In India, tea, coffee, rubber, sugarcane,
banana, etc. are important plantation crops. Since the production is mainly for market, a well
developed network of transport and communication connecting the plantation areas, processing
industries and markets play an important role in the development of plantations.
Q. 6. What geographical conditions are needed for the second most important cereal crop of
India? Name some regions where it is grown.
Ans. Wheat is the second most important cereal crop of India. It is the main food crop in north and
north-western parts of the country. This rabi crop requires a cool growing season and a bright
sunshine at the time of ripening. It requires 50 to 75 cms of annual rainfall evenly distributed over
the growing season. There are two important wheat-growing zones in the country:
(i) The Ganga-Satluj plains in the north-west.
(ii) The black soil region of the Deccan.
The major wheat producing states are Punjab, Haryana, Uttar Pradesh, Bihar, Rajasthan and parts
of Madhya Pradesh.
Q. 7. How can you say that ‘India is the largest producer as well as the consumer of pulses in the
world’?
Ans. India is the largest producer as well as consumer of pulses in world. Since pulses are the major
source of protein in a vegetarian diet, these are used by most of the Indian population. They need
less moisture and survive even in dry conditions. Being leguminous crop, all these crops except
arhar, help in restoring soil fertility. Therefore, these are mostly grown in rotation with other
crops.
Major pulses grown in India are—tuvar, urad, moong, masur, peas and gram.
Q. 8. Give some main characteristics of coffee crop.
Ans. O India produces about 4 per cent of the world’s coffee production.
O Indian coffee is known in the world for its good quality.
O The Arabica variety, initially brought from Yemen, is produced in the country.
O Initially, its cultivation was introduced on the Baba Budan Hills in Karnataka and even today
its cultivation is conned to Nilgiri in Karnataka, Kerala and Tamil Nadu.
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Indian coffee variety is in great demand all over the world.
Q. 9. What does ‘Horticulture’ mean? Which crops are grown under horticulture in India?
Ans. Horticulture is the practice of production of both fruit and vegetable crops. India is a producer of
tropical as well as temperate fruits. Some of the major crops are:
(i) Mangoes: Many varieties of mangoes lie Safeda, Dussehri, Langda, Sindoori, etc. are grown
in Maharashtra, U.P., Andhra Pradesh and West Bengal.
(ii) Oranges: Nagpur and Cherrapunjee are famous for orange varieties of India.
(iii) Bananas of various qualities are grown in Kerala, Mizoram, Maharashtra and Tamil Nadu.
(iv) Lichi and Guava are famous in parts of Uttar Pradesh, Uttarakhand and Bihar.
(v) Pineapple in Meghalaya and Grapes are grown in Andhra Pradesh and Maharashtra.
(vi) Apples, pears, apricots and walnuts are mainly temperate fruits and are grown in J&K and
Himachal Pradesh and are in great demand all over the world.
(vii) Vegetables: India produces about 13 per cent of the world’s vegetables. It is an important
producer of peas, cauliower, onion, cabbage, tomato, brinjal and potatoes. There is a potato
institute in Shimla where study is made on various qualities of potatoes grown in India.
Q. 10. How did partition of the country in 1947 affect the jute industry?
Ans. O India is the largest producer of raw jute and jute goods and stands at second place as an
exporter after Bangladesh.
O The rst jute mill was set up near Kolkata in 1859 at Rishra.
O After partition in 1947, the jute mills remained in India but three-fourth of the jute producing
areas went to Bangladesh.
So due to partition, India had to start the production of jute and Bangladesh had set up industries
for the jute goods.
HOTS (Higher Order Thinking Skills)
Q. 1. Explain any three features of Indian agriculture.
Ans. O Two-thirds of India’s population is engaged in agricultural activities.
O Agriculture is a primary activity, which produces most of the food that is consumed.
O It also produces raw material for various industries.
O Some agricultural products like tea, coffee, spices, etc., are also exported to earn foreign exchange.
Q. 2. Why is there enormous pressure on land in intensive subsistence farming?
Ans. (i) Right of inheritance leading to the division of land among successive generations has
rendered land holding size uneconomical.
(ii) The farmers continue to take maximum output from the limited land, in the absence of
alternative sources of livelihood.
Thus, there is an enormous pressure on agricultural land.
Q. 3. Which crop is known as a ‘golden bre’? Explain any two geographical conditions essential
for the cultivations of this crop. Mention its four uses.
Ans. Jute is known as ‘golden bre’. It grows well on well-drained fertile soils in the ood plains
where soils are renewed every year. West Bengal, Bihar, Assam, Odisha, Meghalaya are the major
jute producing states of India. It is used in making gunny bags, mats, ropes, yarn, carpets and
other artefacts. Due to its high cost, it is losing market to synthetic bres and packing material,
particularly nylon.
Q. 4. “Agriculture is the mainstay of Indian economy.” Explain this statement.
Ans. O Agriculture has been the backbone of the Indian economy.
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Geography:
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Agricultural share in providing employment and livelihood to the population continues to be
as high as 63 per cent (2001).
O Government is providing facilities like irrigation, power,rural roads, market and mechanisation
subsidy on fertilisers.
Reduction of import duties on agricultural products have proved detrimental to agriculture in the
country.
Q. 5. Explain four technological reform initiatives taken by the government to ensure the
increase in agricultural production.
Ans. Technological reforms:
(i) Green Revolution in agriculture and White Revolution in milk were introduced.
(ii) Tractors, harvesters, threshers and tubewells, etc., and technological devices were introduced.
(iii) For better production, fertilisers, insecticides and pesticides were also produced.
(iv) The government also announced the minimum support price, which checks the exploitation
of farmers by speculators and middlemen.
Q. 6. Why do we need to have technical and institutional reforms in India?
Ans. O Agriculture has been practised in India for thousands of years.
O Sustained uses of land without compatible techno-institutional changes have hindered the
pace of agricultural development.
O In spite of development of sources of irrigation, most of the farmers in large parts of the
country still depend upon monsoon and natural fertility in order to carry on their agriculture.
O For a growing population, this poses a serious challenge.
O Agriculture which provides livelihood for more than 60 per cent of its population, needs some
serious technical and institutional reforms.
Q. 7. Suggest the initiatives taken by the government to ensure the increase in agricultural
production.
Ans. (i) The right of inheritance has led to fragmentation of landholdings. Therefore, collectivisation,
consolidation of landholdings, cooperation and abolition of zamindari, etc. were given
priority to bring about institutional reforms in the country after independence.
(ii) The Green Revolution based on the use of package technology and White Revolution were
initiated to improve the Indian agriculture.
(iii) Land development programme was initiated, which included provision for crop insurance
against famine, ood, cyclone, re and disease, establishment of Grameen banks, cooperative
societies, etc.
(iv) Kissan credit cards, Personal Accident Insurance scheme were introduced for the benet of
farmers.
(v) Special weather bulletins and agricultural programmes for farmers are run on the radio and
television.
(vi) To check the exploitation of farmers by speculators and middlemen, the government
announces minimum support price, remunerative and procurement prices for important
crops.
O
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Map Questions
Q. 1. Mark the following on the given outline map of India:
1. Major areas where rice is grown.
2. Major areas where wheat is grown.
1×3=3
3. Major areas where jowar is grown.
Ans.
INDIA
PAKISTAN
2. Wheat
1. Rice
ancer
Tropic of C
MYANMAR
A RA B IA N
B AY O F
SEA
BENGAL
3. Jowar
Map key
Rice
Wheat
A
N
D
Jowar
L
A
M
A
I
(
N
D
IA
)
H
K
S
A
&
IN
(
D
N
I
C
D
W
IA
E
E
P
A
N
O
)
B
A
R
INDIAN
SRI
OCEAN
I
S
LA
N
D
S
LANKA
1. Bihar, Odisha, West Bengal, Chattisgarh, Jharkhand.
2. Punjab, Uttar Pradesh, Haryana, Himachal.
3. Maharashtra, Karnataka, Andhra Pradesh, Telangana.
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Q. 2. ‘Mark the following on the given outline political map of India:
1. Major sugarcane producing states
2. One rubber producing state.
3. Major cotton producing states.
Ans.
HARYANA
3.
UTTAR
PRADESH
1.
MADHYA PRADESH
3.
MAHARASHTRA
1.
TELANGANA
1.
ANDHRA
KARNATAKA
PRADESH
1.
1.
TAMIL
2.
K
E
R
A
L
NADU
2. Rubber
3.
3. Cotton
A
1. Maharasthra, Telangana, Karnataka, Andhra Pradesh
2. Kerala
3. Haryana, Tamilnadu, Madhya Pradesh
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INDEX
1. Sugar Cane
1×3=3
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. What is commercial farming?
2. What term describes the system of agriculture, where a single crop is grown on a large area?
3. Which state of India is the leading producer of Jowar?
4. What is the position of India in sugarcane production in the world?
5. Which state of India is the leading producer of rubber?
Short Answer Questions
[3 marks]
1. Name the important beverage crop introduced by the British in India. Explain the geographical
conditions needed.
2. Explain any four characteristics of commercial farming in India.
3. Describe any four features of agriculture in India.
4. Write a short note on “White Revolution” in Indian context.
5. What are salient features of slash and burn agriculture?
Long Answer Questions
[5 marks]
1. Which crop is known as the “golden bre”? Explain two geographical conditions essential for the
cultivation of this crop. Mention its any four uses.
2. Explain the climatic conditions for the production of rice. Name any two major rice producing
states in India.
3. Discuss the challenges now agricultural sector faces in India.
4. What are the institutional reforms initiated by Government in agricultural sector? Explain their
necessity.
zzz
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Minerals and
energy resources
4
BASIC CONCEPTS � A FLOW CHART
DISTRIBUTION OF MINERALS
Iron
Ore
Basic mineral,
backbone of
industrial
development.
There are four
varieties.
Magnetite Haematite
Limonite
are found in
Jharkhand,
Chhattisgarh,
Andhra
Pradesh, Goa,
Odisha,
Karnataka
and
Maharashtra.
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Siderite
Manganese
Ore
Is used for
making iron
and steel and
preparing
alloys.
It is used to
manufacture
bleaching
powder,
insecticides,
paints and
batteries.
Found in
Odisha, A.P.,
Karnataka,
Goa, M.P.,
Maharashtra.
230
Copper
Bauxite
Limestone
Mica
Is used for
making
utensils,
electric wires
and alloys.
Found in
Rajasthan,
Madhya
Pradesh,
Jharkhand,
Gujarat,
Karnataka.
It is an ore
from which
aluminium is
obtained.
Aluminium is
used in
manufacturing
of aeroplanes,
utensils, and
other
household
goods.
Found in MP,
Odisha,
Jharkhand,
Chhattisgarh,
Maharashtra.
Is composed
of calcium
carbonate or
calcium and
magnesium
carbonates.
It is used in
the cement
industry,
smelting of
iron and in
chemical
industries.
found in MP,
Chhattisgarh,
AP,
Rajasthan,
Gujarat,
Karnataka,
Himachal
Pradesh.
It is used in
electrical and
electronic
industries.
MINERALS
These are homogeneous naturally occurring substances normally found in solid, liquid and gaseous state.
There are two types
Metallic
Ferrous
(contains Iron)
eg. Iron, Ore,
manganese ore,
Chromite, pyrite,
nickel and cobalt.
Non-Metallic
Non-Ferrous
(contains metals
other than iron)
e.g. gold, silver,
copper, lead, bauxite,
tin and magnesium.
They are
limestones,
nitrate, potash,
mica, gypsum,
coal,
petroleum
CONVENTIONAL ENERGY
Coal
is the main source of
power generation in
India.
It is used in the
manufacture of iron
and steel.
It is also used as a
raw material for the
chemical industry.
There are four types
1. Anthracite
2. Bituminous
3. Lignite
4. Peat
found in Jharia,
Jharkhand
Petroleum
Second most
important energy
source, raw materials
of a number of
industries.
Important offshore
oilfields-Mumbai,
Bassein and Aliabet.
Natural Gas
Environment friendly
fuel, raw material in
petrochemical
industry.
found in Andhra
Pradesh, Maharashtra,
Gujarat, Assam &
Andaman and Nicobar.
Electricity
Installed Capitality of
India.
Thermal Electricity: It
is obtained by using
coal, petroleum, and
natural gas found in
Assam, Jharkhand,
MP, Gujarat, UP,
Chhattisgarh and West
Bengal.
Hydroelectricity: It is
produced from water
released at a great
force from a high head
found in: Andhra
Pradesh, Karnataka,
Kerala, Odisha and
Punjab.
Nuclear Electricity: It is
produced from
uranium and thorium.
There are 6 nuclear
stations: Tarapur,
Kalpakkam,
Rawatbhata, Narora,
Kakrapara, Kaiga.
Pokharan is a Test
site.
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NON-CONVENTIONAL SOURCES OF ENERGY
(They are renewable resources for energy generation)
Solar Energy
Wind Energy
Biogas
Photovoltaic
technology converts
sunlight direct into
electricity.
Use: Solar energy is
used for cooking,
pumping, heating of
water, refrigerator and
street lights.
Biggest Solar Power
House in India: Thar
Desert.
Largest Solar Plant of
India: Madhopur near
Bhuj.
India has a wind
power potential of
20,000 MW.
Distributor: Tamil
Nadu, Andhra
Pradesh, Karnataka,
Gujarat, Kerala,
Maharashtra and
Lakshwadeep.
Largest wind Farm
cluster: It is of 150
MW and located in
Tamil Nadu, Gujarat
is very favourable for
wind farm.
Biogas – shrubs,
farm wastes, animal
and human wastes
are used to produce
biogas for domestic
consumption in the
rural areas.
Improved Chulas –
The chulas used in
the rural areas use
wood and cow dung
which emits smoke.
Other NonConventional Sources
Geo thermal energy
Tidal energy and wave
energy.
CONSERVATION OF ENERGY RESOURCES
Use the public transport system more frequently.
Switch off electricity whenever not required.
Use power – saving devices.
Check the power equipments regularly.
Use non-conventional sources of energy more frequently.
IMPORTANT TERMS
1. Minerals: A solid, naturally occurring inorganic substance.
2. Homogeneous similar in position, structure, and evolutionary origin but not necessarily
in function.
3. Igneous Rocks or magmatic rock, is one of the three main rock types. The others
being sedimentary and metamorphic, Igneous rock is formed through the cooling and
solidification of magma or lava.
4. Metamorphic Rocks: Rock that was once one form of rock but has changed to another
under the influence of heat, pressure, or some other agent without passing through a
liquid phase.
5. Peninsular Rocks also known as South Indian rock is a common species of magma found
on rocky hills in south India. An allied species of peninsular rock is found in the Eastern
Ghats.
6. Natural Gas: Flammable gas, consisting largely of methane and other hydrocarbons,
occurring naturally underground (often in association with petroleum) and used as fuel.
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7. Geologists: Geology is an Earth science. An expert or a student of geology is known as
a geologist.
8. Hydro Electricity is the term referring to electricity generated by hydropower; the
production of electrical power through the use of the gravitational force of falling or
flowing water.
9. Thermal Power is power generated by using heat.
10. Solar Energy: Energy obtained from the sun’s radiations.
11. Wind Power: Power obtained by harnessing the energy of the wind.
12. Non-metallic Minerals: Non-metallic mineral reserves consist of stone quarries and clay
and sand pits; chemical and fertiliser mineral deposits; salt deposits; deposits of quartz,
gypsum, natural gem stones, asphalt and bitumen, peat and other non-metallic minerals
other than coal and petroleum.
13. Alluvial Deposits: Sand, silt, clay, gravel, or other matter deposited by flowing water,
as in a riverbed, floodplain, delta. These material deposited by rivers is called alluvial
deposits.
14. Ferrous Minerals: Minerals that contain iron. These minerals play a very important role
in the development of the metallurgical industries of our country and contain iron. They
are iron based.
15. Metallurgical Industries: The industry, associated with extracting metals from ores,
refining them for use, and creating alloys and useful objects from them.
16. CNG: Compressed natural gas is a fuel which can be used in place of gasoline (petrol),
Diesel fuel and propane/LPG. CNG combustion produces fewer undesirable gases than
the fuels mentioned above.
17. Bio Gas: Gaseous fuel, especially methane, produced by the fermentation of organic
matter.
18. Tidal Energy is a form of hydropower that converts the energy of the tides into electricity
or other useful forms of power. The tide is created by the gravitational effect of the sun
and the moon on the earth causing cyclical movement of the seas.
NCERT Exercises
Q. 1. Multiple Choice Questions
(i) Which one of the following minerals is formed by decomposition of rocks, leaving a
residual mass of weathered material?
(a) Coal
(b) Bauxite
(c) Gold
(d) Zinc
Ans. (b) Bauxite
(ii) Koderma, in Jharkhand is the leading producer of which one of the following minerals?
(a) Bauxite
(b) Mica
(c) Iron Ore
(d) Copper
Ans. (b) Mica
(iii) Minerals are deposited and accumulated in the stratas of which of the following rocks?
(a) Sedimentary rocks
(b) Metamorphic rocks
(c) Igneous rocks
(d) None of the above
Ans. (a) Sedimentary Rocks
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(iv) Which one of the following minerals is contained in the Monazite sand?
(a) Oil
(b) Uranium
(c) Thorium
(d) Coal
Ans. (c) Thorium
Q. 2. Answer the following in about 30 words.
(i) Distinguish between the following.
[CBSE (F) 2017]
(a) Ferrous and non-ferrous minerals
(b) Conventional and non-conventional sources of energy
Ans. (a) Ferrous minerals are in the category of metallic minerals that contain iron (Fe). The
composition of iron varies from mineral to mineral. Pyrite is an example of ferrous mineral.
Non-ferrous minerals are the metallic minerals that do not contain iron (Fe). Gold (Au) is an
example of non-ferrous mineral.
(b)
Conventional
(i) They are the energy resources in use
since ages.
(ii) They make use of non-renewable
sources of energy.
(iii) They are expensive.
(iv) They can cause pollution; e.g., coal,
petroleum, natural gas, electricity, etc.
Non-conventional
They are in use recently.
They make use of renewable sources of
energy.
They are cheaper.
No pollution is caused by them; e.g., solar,
wind, tidal, geothermal, biogas, etc.
(ii) What is a Mineral?
Ans. Minerals are dened as solid, inorganic, naturally occurring substances with a denite chemical
formula and general atomic structure.
[CBSE (AI) 2017]
(iii) How are minerals formed in igneous and metamorphic rocks?
Ans. Minerals generally occur in igneous and metamorphic rocks. In most cases, they are formed when
minerals in liquid or molten and gaseous forms are forced upward through cavities towards the
earth’s surface, they cool and solidify as they rise in the cracks, crevices, faults or joints. The
smaller occurrences are called veins and the larger are called lodes.
(iv) Why do we need to conserve mineral resources?
Ans. Mineral resources form about 1% of Earth’s crust and require millions of years to form, therefore are
nite and non-renewable in nature. The continued extraction of ores will lead to increase in cost as
extraction comes from greater depths. There is also a decrease in quality along lower depths.
Q. 3. Answer the following questions in about 120 words.
(i) Describe the distribution of coal in India.
Ans. Coal known as ‘Gondwana coal’ is found in the Damodar valley, situated in Bengal and Jharkhand
region. Jharia, Raniganj, Bokaro are important coalelds while Godavari, Mahanadi, Son and
Wardha valleys also contain coal deposits. While tertiary coal occurs in the north eastern states of
Meghalaya, Assam, Arunachal Pradesh and Nagaland.
(ii) Why do you think that solar energy has a bright future in India?
Ans. India is a tropical country and therefore receives large amount of sunlight, which can be used
for Solar energy. States such as Rajasthan, Gujarat, among others have large tracts of wasteland
which receive huge amount of sunlight and therefore can be used to build large scale solar plants.
There has been an increased investment from the private sector and Foreign direct investment
into solar power technology, thereby reducing pricing of per unit electricity produced. The
government has subsidized the use of solar water heaters, solar lights, etc. which has increased
their usage in high altitude regions, such as Ladakh, among others. There has also been a shift in
government planning towards renewable sources of energy among which solar power has been
prioritized.
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VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. What are rocks?
Ans. Rocks are the combinations of homogenous substances called minerals.
Q. 2. What is the role of a geologist in studying about a mineral?
Ans. A geologist is interested in the formation of minerals, their age and physical and chemical
composition.
Q. 3. What is an ‘ore’?
Ans. The term ‘ore’ is used to describe an accumulation of any mineral mixed with other elements. The
mineral content of the ore must be in sufcient concentration to make its extraction commercially
viable.
Q. 4. What are ‘veins’ and ‘lodes’?
Ans. In igneous and metamorphic rocks, minerals may occur in the cracks, crevices, faults or joints.
The smaller occurrences are called veins and the larger are called lodes.
Q. 5. How are minerals formed in veins and lodes?
Ans. In most cases, they are formed when minerals in liquid molten and gaseous forms are forced
upwards, through cavities towards the earth’s surface. They cool and solidify as they rise.
Q. 6. Name the minerals obtained from veins and lodes.
Ans. Major metallic minerals like tin, copper, zinc and lead, etc. are obtained from veins and lodes.
Q. 7. In what form do minerals occur in sedimentary rocks?
Ans. In sedimentary rocks, minerals occur in the form of ‘beds’ and ‘layers’.
Q. 8. How are minerals formed in sedimentary rocks?
Ans. They are formed as a result of deposition, accumulation and concentration in horizontal states.
Q. 9. Name the minerals formed in beds and layers.
Ans. Sedimentary minerals include iron ore, coal, gypsum, potash salt and sodium salt.
Q. 10. What are ‘placer deposits’?
Ans. When minerals occur as alluvial deposits in sands of valley oors and the base of hills, then
deposits are called ‘placer deposits’.
Q. 11. Name minerals formed as ‘placer deposits’.
Ans. Gold, silver, tin and platinum are the most important ones among minerals formed as ‘placer deposits’.
Q. 12. Which minerals are derived from oceanic waters?
Ans. Common salt, magnesium and bromine are largely derived from ocean waters.
Q. 13. Which factors affect the economic viability of a reserve?
Ans. The concentration of minerals in the ore, the ease of extraction and closeness to the market play
an important role in affecting the economic viability of a reserve.
Q. 14. What are ferrous minerals?
Ans. Minerals which contain iron-content in it are called ferrous minerals.
Q. 15. What is Magnetite?
Ans. Magnetite is the nest iron ore with a very high content of iron upto 70 per cent. It has excellent
magnetic qualities, especially valuable in the electrical industry.
Q. 16. What is Haematite?
Ans. Haematite ore is the most important industrial iron ore in terms of the quantity used, but has a slightly
lower iron content than magnetite, i.e., 50-60 per cent.
Q. 17. Name the two types of iron-ore found in India.
Ans. Magnetite and Haematite.
Q. 18. In which places of Odisha-Jharkhand belt is iron ore found?
Ans. High grade Hematite iron ore is found in Badampahar mines in Mayurbhanj and Kendujhar district
and in Singhbhum District of Jharkhand, iron-ore is mined in Gua and Noamundi.
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Q. 19. Where are Bailadila hills located and why are they called so?
Ans. Bailadila hills are located in the Bastar District of Chattisgarh. These Bailadila hills look like the
‘hump of an ox’, hence they are called so.
Q. 20. Name the countries to which iron-ore is exported from Bailadila hills.
Ans. Iron-ore from these mines is exported to Japan and South Korea via Vishakhapatnam port.
Q. 21. Name the regions having iron-ore deposits in Karnataka.
Ans. Bellary, Chitradurga, Chikmaglur and Tumkur are the locations of iron-ore in Karnataka.
Q. 22. Where are ‘Kudremukh’ mines located?
Ans. The Kudremukh mines located in the Western Ghats of Karnataka are a 100 per cent export unit.
Kudremukh deposits are known to be one of the largest in the world. It is one of the largest iron
ore mines.
Q. 23. Why are they called ‘Kudremukh’ mines?
Ans. ‘Kudre’ in Kannada means horse. The highest peak in western ghats of Karnataka resembles the
face of a horse.
Q. 24. What do you know about iron-ore deposits of the Maharashtra Goa belt?
Ans. This belt includes the state of Goa and Ratnagiri District of Maharashtra. Though the ores are not
of a very high quality, yet they are efciently exploited and exported through Marmagao port.
Q. 25. What are the uses of Manganese?
Ans. Manganese is mainly used in the manufacturing of steel and ferro-manganese alloy. It is also used
in manufacturing of bleaching powder, insecticides and paints.
Q. 26. Which state is the major manganese producing state of India?
Ans. Orissa is the largest producer of Manganese ore in India. Other producer states are Madhya
Pradesh and Karnataka.
Q. 27. What are the non-ferrous minerals produced by India?
Ans. India’s reserves and production of non-ferrous minerals is not very satisfactory. However, these
minerals include copper, bauxite, lead, zinc and gold.
Q. 28. What are the uses of copper?
Ans. Being malleable, ductile and a good conductor, copper is mainly used in electrical cables,
electronics and chemical industries.
Q. 29. Name the leading producer of copper.
Ans. Balaghat mines in Madhya Pradesh, Singhbhum district of Jharkhand and the Khetri Mines in
Rajasthan are the leading producers of copper in India.
Q. 30. How is aluminium obtained?
Ans. Bauxite, a clay like, substance that has alumina in it, later forms aluminium.
Q. 31. What is the importance of aluminium?
Ans. Aluminium is an important metal because it combines the strength of metals such as iron with
extreme lightness and also with good conductivity and great malleability.
Q. 32. Which is the largest producing state of bauxite?
Ans. Odisha is the largest bauxite producing state in India. Panchpatmali deposits in Koraput district
are the most important bauxite deposits of Odisha.
Q. 33. Which mineral can split easily into thin sheets?
Ans. Mica is a mineral made up of a series of plates or leaves.
Q. 34. What are the uses of mica?
Ans. Due to its excellent di-electric strength, low power loss factor, insulating properties and resistance
to high voltage, mica is one of the most indispensable minerals used in electric and electronic
industries.
Q. 35. Name the mica deposits regions of India.
Ans. (i) Chotanagpur Plateau, Koderma, Gaya-Hazaribagh belt of Jharkhand.
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(ii) Ajmer in Rajasthan.
(iii) Nellore in Andhra Pradesh.
Q. 36. Name the major limestone producing states of India.
Ans. Andhra Pradesh, Madhya Pradesh, Rajasthan, Gujarat and Tamil Nadu are the major limestone
producing states of India.
Q. 37. What is the impact of mining on the health of miners?
OR
[CBSE (F) 2016]
How does mining affect the health of miners?
Ans. (i) The dust and various fumes inhaled by miners make them vulnerable to pulmonary diseases.
(ii) The risk of collapsing mine roofs, inundation and res in coalmines are a constant threat to
miners.
Q. 38. What is the impact of mining on the environment?
Ans. (i) The water sources in the region get contaminated due to mining.
(ii) Dumping of waste and slurry leads to degradation of land, soil and increase in stream and
river pollution.
Q. 39. What can be done to prevent mining from becoming a ‘killer industry’?
Ans. Stricter safety regulations and implementation of environmental laws are essential to prevent
mining from becoming a killer industry.
Q. 40. What is the result of continued extraction of ores?
Ans. Continued extraction of ores leads to increasing costs as mineral extraction comes from greater
depths along with reduction in quality.
Q. 41. How can we conserve minerals?
Ans. (i) Use of minerals in a planned and sustainable manner.
(ii) Improved technology can allow to use low grade ores at low costs.
(iii) Recycling of metals.
Q. 42. Why do we need energy?
OR
[CBSE (Comptt.) 2017]
Why is energy needed? Write one reason.
Ans. (i) It is needed to cook, to provide light and heat.
(ii) To propel vehicles.
(iii) To drive machinery in industries.
Q. 43. What are the conventional sources of energy?
Ans. It includes rewood, cattle dung cake, coal, petroleum, natural gas and electricity.
Q. 44. What do non-conventional sources include?
Ans. Non-conventional sources include solar, wind, tidal, geothermal, bio-gas and atomic energy.
Q. 45. What are the common sources of energy in rural India?
Ans. Firewood and cattle dung cakes are the most common sources of energy in rural India.
Q. 46. What problems do we face with the continued use of sources of energy in rural India?
Ans. (i) Continuation of these is increasingly becoming difcult due to decreasing forest area.
(ii) Using dung cakes too is being discharged because it consumes most valuable manure which
could be used in agriculture.
Q. 47. What are the uses of coal?
Ans. Coal is used for power generation to supply energy to industry as well as domestic needs.
Q. 48. How is coal formed?
Ans. Coal is formed due to the consumption of plant material over millions of years.
Q. 49. Name the types of coal found in India.
(ii) Lignite or brown coal
Ans. (i) Peat
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(iii) Bituminous
(iv) Anthracite
Q. 50. What kind of coal is peat?
Ans. Decayed plants in swamps produce peat, which has low carbon and high moisture content and low
heating capacity.
Q. 51. What is lignite?
Ans. Lignite is a kind of coal which is called brown coal. It is basically used for generation of electricity
since it has low coal content.
Q. 52. How is bituminous coal formed?
Ans. Coal that has been buried deep and subjected to increased temperature is bituminous coal. It is
metallurgical coal, which has special value for smelting iron in blast furnaces.
Q. 53. Where do we nd Gondwana age coal in India?
Ans. In Damodar Valley, West Bengal, Jharkhand, Jharia, Raniganj and Bokaro. The river valleys of the
Godavari, the Mahanadi, the Son and the Wardha also contain these coal deposits.
Q. 54. Where does tertiary coal occur in India?
Ans. Tertiary coal occurs in the North Eastern States of Meghalaya, Assam, Arunachal Pradesh and
Nagaland.
Q. 55. What are the uses of mineral oil?
Ans. It provides fuel for heat and lighting, lubricants for machinery and raw material for a number of
manufacturing industries.
Q. 56. What is the role of petroleum reneries in a ‘nodal industry’?
Ans. Petroleum are used for synthetic textiles, fertilisers and numerous chemical industries.
Q. 57. Name the oil bearing regions of India.
Ans. Mumbai high, Gujarat, Ankleshwar and Assam, which is the oldest oil producing state produces it
in Digboi, Naharkatiya and Moran-Hugrijan.
Q. 58. In which region is natural gas found in India?
Ans. Natural gas is found in Krishna-Godawari basin, Mumbai high, Gulf of Cambay and Andaman and
Nicobar Islands.
Q. 59. Who are the key users of natural gas?
Ans. The power and fertiliser industries are the key users of natural gas.
Q. 60. What are the full forms of CNG and LPG?
Ans. CNG: Compressed natural gas, used in Vehicles.
LPG: Liquied Petroleum Gas, used as cooking medium.
Q. 61. Why is electricity considered as an index to development.
Ans. Electricity has such a wide range of applications in today’s world that its per capita consumption
is considered as an index to development.
Q. 62. In which two main ways is electricity generated?
Ans. (i) By running water, which drives hydro turbines to generate hydro electricity.
(ii) By burning fuels such as coal, petroleum and natural gas to drive turbines to produce thermal power.
Q. 63. How is nuclear or atomic energy obtained?
Ans. Nuclear Energy is obtained by altering the structure of atoms. When such an alteration is made,
much energy is released in the form of heat and this is used to generate electric power.
Q. 64. Where do in India we nd atomic minerals?
Ans. Uranium and thorium are available in Jharkhand and Aravalli range of Rajasthan and Monazite
sands of Kerala are rich in thorium.
[CBSE (AI) 2017]
Q. 65. Name the best variety of iron-ore found in India.
Ans. Best variety of Iron Ore in India : Magnetite
Q. 66. What is the effect of rising prices of oil and gas?
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Ans. Rising prices of oil and gas and their potential shortages have raised uncertainties about the
security of energy supply in future which, in turn, has serious repercussions on the growth of
national economy.
Q. 67. What are the renewable sources of energy?
Ans. Solar energy, wind, tide, biomass and energy from waste material are all renewable sources of
energy and are also called non-conventional sources of energy.
Q. 68. How is solar energy trapped and used?
Ans. Photovoltaic technology converts sunlight directly into electricity.
Q. 69. What are the advantages of solar energy in India?
Ans. It is expected that use of solar energy will be able to minimise the dependence of rural households
on rewood and dung cakes which, in turn, will contribute to environment conservation and
adequate supply of manure in agriculture.
Q. 70. What is India’s status in the use of wind power?
Ans. India now ranks as a ‘wind super power’ in the world.
Q. 71. Which state in India has the largest wind farm clusters?
Ans. The largest wind farm cluster is located in Tamil Nadu from Nagercoil to Madurai.
Q. 72. Which other states of India are well known for effective use of wind energy?
Ans. Andhra Pradesh, Karnataka, Gujarat, Kerala, Maharashtra and Lakshadweep have important wind
farms.
Q. 73. What is used to produce biogas?
Ans. Shrubs, farm waste, animals and human waste are used to produce biogas for domestic consumption
in rural areas.
Q. 74. What are the two benets of Gobar Gas Plants for the farmers?
Ans. Twin benets to the farmers are:
(i) Energy and (ii) Improved quality of manure.
Q. 75. What are the benets of biogas?
Ans. Biogas is by far the most efcient use of cattle dung. It improves the quality of manure and also
prevents the loss of trees and manure due to burning of fuel wood and cow dung cakes.
Q. 76. In which region is tidal energy generated in India?
Ans. In India, the Gulf of Kachchh, provides ideal conditions for utilising tidal energy. A 900 MW tidal
energy power plant is set up here by the National Hydropower Corporation.
Q. 77. How is Geo-thermal energy produced?
Ans. Geothermal Energy refers to the heat and electricity produced by using the heat from the interior
of the earth.
Q. 78. Why does geothermal energy exist in the earth?
Ans. Geothermal energy exists because the earth grows progressively hotter with increasing depth,
where the geothermal gradient is high, high temperature are found at shallow depth.
Q. 79. Which are the two experimental projects of geothermal energy in India?
Ans. (i) Parvati Valley near Manikaran in Himachal.
(ii) Puga Valley in Ladakh.
Q. 80. How can we say that energy is a basic requirement for economic development?
Ans. Energy is a basic requirement for economic development as every sector of the national economy,
agriculture, industry, transport, commercial and domestic needs inputs of energy. The economic
development plans since independence require energy for operation.
Q. 81. What are the twin measures of sustainable energy?
Ans. (i) Promotion of energy conservation.
(ii) Increased use of renewable energy.
Q. 82. What are your duties as a concerned citizen to save energy?
Ans. (i) By using public transport system instead of individual vehicles.
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(ii) Switching off electricity when not in use.
(iii) Using power saving devices.
(iv) Using non-conventional sources of energy.
Q. 83. Why is copper mainly used in electrical cables and electronic industries?
[CBSE Sample Paper 2016]
Ans. Copper is mainly used because of being malleable, ductile and a good conductor of heat and
electricity.
Q. 84. Why are there a wide range of colours, hardness, crystal forms, lustre and density found in
[CBSE Delhi 2016]
minerals?
Ans. The ranges found in minerals are due to: Physical and Chemical conditions.
Q. 85. How do minerals occur in igneous and metamorphic rocks?
[CBSE Delhi 2016, CBSE (AI) 2017 ]
Ans. Occurrence of minerals: In igneous and metamorphic rocks minerals may occur in cracks, crevices,
faults and joints.
[CBSE Delhi 2016]
Q. 86. How do minerals occur in sedimentary rocks?
Ans. Occurrence of minerals in sedimentary rocks: In sedimentary rocks, a number of minerals occur in
beds or layers. They have been formed as a result of deposition, accumulation and concentration
in horizontal strata.
[CBSE (AI) 2016]
Q. 87. Why should the use of cattle cake as fuel be discouraged?
Ans. (i) It creates pollution.
(ii) It consumes most valuable manure which could be used in agriculture.
[CBSE (AI) 2016]
Q. 88. How are ‘Gobar gas plants’ benecial to the farmers?
Ans. ‘Gobar Gas Plants’ are benecial to the farmers in the form of energy and improved quality of
manure.
SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. Why is conservation of mineral resources essential ? Explain any three reasons.
[CBSE (Comp) 2017]
Ans. Conservation of mineral resources is essential because:
1. Minerals are indispensable part of our life.
2. It is available in limited quantity.
3. Takes millions of years to get formed.
4. They are nite and non renewable resources.
5. Continued extraction leads in increasing costs.
Q. 2. How can minerals be conserved?
Ans. (i) We must make use of minerals in a planned and sustainable manner.
(ii) Improved technologies need to be constantly evolved to allow the use of low grade ores at low
cost.
(iii) Recycling of metals, using scrap metals and other substitutes are steps in conserving mineral
resources for the future.
Q. 3. What is the importance of ferrous minerals?
Ans. Importance of ferrous minerals:
(i) They account for about three-fourth of the total value of the production of metallic minerals.
(ii) They provide a strong base for the development of metallurgical industries.
(iii) India also exports substantial quantities of ferrous minerals after meeting the internal
demands.
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Q. 4. Differentiate between ferrous and non-ferrous minerals, with examples.
Ans. Difference between ferrous and non ferrous minerals:
[CBSE (F) 2017]
Ferrous Minerals(Containing Iron Context)
Ferrous Minerals(Non Iron Context)
(i) Ferrous minerals account for about three
fourth of the total value of metallic minerals.
(i) India’s reserves and production of non
ferrous minerals is not very satisfactory.
(ii) They provide a strong base for the
development of metallurgical industries.
(ii) They play a vital role in a number of
metallurgical engineering electrical
industries.
(iii) Iron, manganese etc. are the examples.
(iii) Bauxite, lead, gold etc. are the
examples.
Q. 5. What types of iron ore are found in India?
Ans. India is rich in good quality iron ores.
(i) Magnetite: It is the nest iron ore with a very high content of iron up to 70 per cent. It has
excellent magnetic qualities and is valuable in the electrical industry.
(ii) Haematite: It is the most important industrial iron ore in terms of the quantity used but has a
slightly lower iron content than magnetite, i.e., 50 per cent.
Q. 6. How is mineral oil found?
Ans. It is an odorless and colourless oil that’s made from petroleum as a by product of the distillation
of petroleum to produce gasoline. In regions of folding, anticlines or domes, petroleum occurs
where oil is trapped in the crest of the upfold. The oil bearing layer is a porous limestone or
sandstone through which oil may ow.
Q. 7. What are the various uses of petroleum?
Ans. (i) Petroleum or mineral oil is the next major energy resource in India after coal.
(ii) It provides fuel for heat and lighting, lubricants for machinery and raw material for a number
of manufacturing industries.
(iii) Petroleum reneries act as nodal industry for synthetic textile, fertilizer and numerous
chemical industries.
Q. 8. Give a brief description of the HVJ pipeline.
Ans. (i) The 1,700-km long Hazira–Vijaipur–Jagdishpur cross country gas pipeline links Mumbai
High and Bassien with fertilizer, power and industrial complexes in Western and Northern
India.
(ii) This artery has provided an impetus to India’s gas production.
(iii) The power and fertilizer industries are the key users of natural gas.
Q. 9. How is nuclear energy or atomic energy produced?
Ans. l Nuclear energy is obtained by altering the structure of an atom.
l When such an alteration is made, much energy is released in the form of heat and this is used
to generate electricity.
l Uranium and thorium, which are available in Jharkhand and the Aravali ranges of Rajasthan,
are used for generating atomic or nuclear power.
The Monazite sands of Kerala is also rich in thorium.
Q. 10. What is the need of using non-conventional sources of energy?
Ans. (i) The growing consumption of energy has resulted in the country becoming increasingly
dependent on fossil fuels such as coal, oil and gas.
(ii) Rising prices of oil and gas and their potential shortages have raised uncertainties about the
security of energy supply in future, which has serious repercussions on the growth of the
national economy.
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(iii) Increasing use of fossil fuels also causes serious environmental problems.
Hence, there is a primary need to use renewable energy sources like solar, wind, tidal, biomass and
energy from waste material. They are called non-conventional sources of energy.
Q. 11. State the difference between a mineral and a rock.
Ans. Mineral: A mineral is a homogeneous naturally occurring substance with a denable internal
structure.
For example: Limestone, cuprite, etc.
Rock: A rock is an aggregate of different minerals.
For example: The rock granite contains the minerals—quartz, feldspar and mica.
Q. 12. What is Rat-hole mining?
Ans. Most of the minerals in India are nationalised and they can be extracted with due permission of the
government. But in most of the tribal areas of north-east India, minerals are owned by individuals
or communities. Mining of minerals like coal, iron ore, limestone, dolomite, etc., is done by family
members in the form of a long narrow tunnel, known as ‘Rat-hole Mining’.
Q. 13. Describe any three characteristics of ‘Odisha-Jharkhand belt’ of iron ore in India.
[CBSE Delhi 2017]
Ans. Odisha- Jharkhand Belt:
(i) In Odisha high grade hematite ore is found.
(ii) It is found in Badampahar mines in the Mayurbhauj and Kendujhar districts.
(iii) In the adjoining Singbhum district of Jharkhand hematite iron ore is mined in Gua and
Noamundi.
Q. 14. Which factors affect the economic viability of a reserve?
Ans. (i) The concentration of mineral in the ore.
(ii) The ease of extraction.
(iii) Closeness to the market.
Q. 15. What is biogas? Where in India are biogas plants set up and why?
Ans. (i) Shrubs, farm waste, animal and human waste are used to produce biogas.
(ii) Biogas plants are set up at municipal, cooperative and individual levels.
(iii) These plants are set up in rural areas since they provide twin benets to the farmer—(a) They
provide energy to the farmer. (b) Improved quality of manure is available.
Q. 16. What are rocks? How are they associated with minerals?
Ans. (i) Rocks are combinations of homogeneous substances called minerals.
(ii) Some rocks like limestone, consist of single minerals only, but the majority of the rocks
consists of several minerals in varying proportions.
(iii) Although over 2,000 minerals have been identied, only a few are abundantly found in most
of the rocks.
Q. 17. What is the role of a geographer and a geologist in the study of minerals?
Ans. (i) Geographers study minerals as part of the earth’s crust for a better understanding of
landforms. The distribution of mineral resources and associated economic activities are of
interest to geographers.
(ii) A geologist is interested in the formation of minerals, their age and physical and chemical
composition.
Q. 18. What are ‘placer deposits’?
Ans. l Certain minerals may occur as alluvial deposits in sands of valley oors and the base of hills.
l The deposits are called ‘placer deposits’, and generally contain minerals, which are not
corroded by water.
l Gold, silver, tin and platinum are the most important among such minerals.
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Q. 19. What are the chief characteristics of bauxite?
Ans. l Though several ores contain aluminium, it is from bauxite that a clay-like substance alumina
and later aluminium are obtained.
l Bauxite deposits are formed by the decomposition of a wide variety of rocks rich in aluminium
silicates.
l Aluminium is an important metal because it combines the strength of metals such as iron
with extreme lightness and also with good conductivity and great malleability.
Q. 20. What are the chief characteristics of mica?
Ans. (i) It is a mineral made up of a series of plates or leaves.
(ii) It splits easily into thin sheets.
(iii) These sheets can be so thin that a thousand plates can be layered into a mica sheet of a few
centimetres high.
(iv) Due to its excellent di-electric strength, low power loss factor, insulating properties and
resistance to high voltage, mica is one of the most indispensable minerals used in electric
and electronic industries.
Q. 21. Describe any three characteristics of Bellary-Chitradurga, Chikmaglur-Tumkur iron-ore
[CBSE (F) 2017]
belt in India.
Ans. Durg-Bastar-Chandrapur Belt
It lies in Chhattisgarh and Maharashtra.
(i) Very high grade hematites are found in the famous Bailadila range of hills in the Bastar
district of Chattisgarh.
(ii) The range of hills comprises of 14 deposits of super high grade hematite iron ore.
(iii) It has the best physical properties needed for steel making. Iron ore from these mines is
exported to Japan and South Korea via Vishakhapatnam port.
Q. 22. Where do we nd limestone and what are its uses?
Ans. (i) It is found in association with rocks composed of calcium carbonates or calcium and
magnesium carbonates.
(ii) It is found in sedimentary rocks of most geological formations.
(iii) Limestone is the basic raw material for the cement industry. It is essential for smelting iron
ore in the blast furnace.
Q. 23. What are the uses of energy resources?
Ans. (i) Energy is required for all activities. It is needed to cook, to provide light and heat.
(ii) It is used to propel vehicles.
(iii) It is also used to drive machinery in industries.
Q. 24. What are the various uses of coal?
Ans. (i) In India, coal is the most abundantly available fossil fuel.
(ii) It provides a substantial part of the nation’s energy needs.
(iii) It is used for power generation, to supply energy to industry as well as for domestic needs.
India is highly dependent on coal for meeting its commercial energy requirements.
Q. 25. Which State is the largest producer of manganese in India ? Mention any two uses of
[CBSE (Comp) 2017]
manganese.
Ans. Odisha is the largest producer of manganese:
Uses of manganese in India:
1. It is used in manufacturing of steel and ferro- manganese alloy.
2. These alloys are strong and are used in making giant machines .
3. It is also used in manufacturing bleaching powder .
4. It is also used in insecticides .
5. It is also used in manufacturing of paints.
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Q. 26. In which two geological ages did coal occur in India?
Ans. In India, coal occured in two geological ages—Gondwana and tertiary deposits.
(i) Gondwana is a little over 200 million years in age. The major resources of Gondwana coal,
which are metallurgical coal, are located in Damodar Valley (West Bengal, Jharkhand). Jharia,
Raniganj, Bokaro are important coalelds.
(ii) Tertiary deposits are only 55 million years old. Tertiary coals occur in the north-eastern states
of Meghalaya, Assam, Arunachal Pradesh and Nagaland.
Q. 27. What are the uses of petroleum or mineral oil in India?
Ans. l Petroleum is also an important energy source in India after coal.
l It provides fuel for heat and lighting, lubricants for machinery and raw materials to a number
of manufacturing industries. Mineral oil is used in lotions and moisturiser.
l Petroleum reneries act as a ‘nodal industry’ for synthetic textile, fertiliser and numerous
chemical industries.
Q. 28. What are the uses or importance of natural gas as a fuel?
Ans. (i) It is an important and clean energy resource found in association with or without petroleum.
(ii) It is used as a source of energy as well as an industrial raw material in the petrochemical industry.
(iii) As a source of energy, it is used in vehicles as Compressed Natural Gas (CNG). For cooking
purposes, it is used as liqueed petroleum gas (LPG).
(iv) It is considered an environment friendly fuel because of low carbon-dioxide emissions.
Q. 29. Why do we need to conserve mineral resources?
Ans. (i) Mineral resources are basic requirements for economic development.
(ii) Every sector of the national economy— agriculture, industry, transport, commercial and
domestic — needs inputs of mineral resources.
(iii) The economic development plans implemented since independence necessarily required
increasing amounts of minerals to remain operational.
As a result, consumption of minerals in all forms has been steadily rising all over the country
and we need to conserve it for the future.
Q. 30. How is mining activity injurious to the health of the miners and environment? Explain.
[CBSE, 2015]
OR
What are the hazards of mining?
Ans. (i) The dust and various fumes inhaled by miners make them vulnerable to pulmonary diseases.
(ii) The risk of collapsing mine roofs, inundation and res in coal mines are a constant threat to
miners.
(iii) The water resources in the regions get contaminated due to mining.
(iv) Dumping of waste and slurry leads to degradation of land, soil and increase in stream and
river pollution.
[CBSE Sample Question 2016]
Q. 31. Give a short account of the major iron ore belts in India.
Ans. Odisha-Jharkhand belt
Durg-Bastar-Chandrapur belt
Bellary-Chitradurga-Chikkamagaluru-Tumakuru belt
Q. 32. ‘Consumption of energy in all forms has been rising all over the country. There is an urgent
need to develop a sustainable path of energy development and energy saving’. Suggest and
[CBSE (AI) 2016]
explain any three measures to solve this burning problem.
OR
There is an urgent need to develop a sustainable path of energy development. Give two
broad measures for it. As concerned citizens, how can you help to conserve energy?
Xam idea
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244
[CBSE Sample Question 2016]
Ans. (i) “Consumption of energy in all forms has been rising all over the country. There is an urgent
need to develop a sustainable path of energy development and energy saving.”
(ii) Energy sector of the National economy, agriculture, industry, transport, commercial and
domestic needs input of energy.
(iii) With increasing population and changing lifestyles, energy consumption is increasing very
fast.
(iv) We are not self sufcient in energy according to demands therefore judicious use of limited
resources is essential.
Three measures to solve this burning problems are:
(i) We can do one bit by using public transport systems instead of individual vehicle.
(ii) Switching off electricity when not in use.
(iii) Using power saving devices or using non-conventional sources of energy.
(iv) Checking the power equipments regularly can help in saving of energy.
Q. 33. “India is an important iron and steel producing country in the world. Yet we are not
able to perform to our full potential.” Suggest and explain any three measures to get full
[CBSE (F) 2016]
potential.
Ans. India is an important iron and steel producing country in the world yet, we are not able to perform
to our full potential largely due to:
(i) High costs and limited availability of coking coal.
(ii) Lower productivity of labour.
(iii) Irregular supply of energy, and
(iv) Poor infrastructure.
Q. 34. ‘Natural gas is an important source of clean energy’. Support the statement with
[CBSE Sample Question 2017]
examples.
Ans. Natural gas
In a power decient country, natural gas is a precious gift.
(i) It can be used as a source of energy. It takes less time to build a power plant based on natural gas.
(ii) It can be used as an industrial raw material in petro-chemical industry.
(iii) It can be used in building the fertilizer plants and thereby encouraging the use of fertilizers.
It can boost agricultural production.
(iv) Through easy transportation of pipelines, its utility is further increased
(v) Use of Compressed Natural Gas (CNG) for vehicles to replace liquid fuels is gaining wide
popularity in the country.
Q. 35. Discuss the hazards of mining on the life of miners and on environment.
[CBSE Sample Question 2017]
Ans. (i) The dust and noxious fumes inhaled by miners make them vulnerable to pulmonary diseases.
(ii) The risk of collapsing mine roofs, inundation and res in coalmines are a constant threat to
miners.
(iii) The water sources in the region get contaminated due to mining. Dumping of waste and
slurry leads to degradation of land, soil and increase in stream and river pollution.
Q. 36. How we have to adopt a cautious approach for the judicious use of our limited energy
[CBSE (Comp) 2017]
resources? Explain.
Ans. Steps to adopt for judicious use of our limited energy resources :
1. Use public transport.
2. Switch off electricity when not in use.
3. Use power saving devices.
4. Use non conventional sources of energy.
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LONG ANSWER QUESTIONS
[5 marks]
Q. 1. How are bauxite deposits formed? In which regions is bauxite found?
Ans. l Bauxite deposits are formed by the decomposition of a wide variety of rocks, rich in aluminium
silicates.
l It is an important metal because it combines the strength of metals such as iron with extreme
lightness, with good conductivity.
l They are mainly found in Amarkantak plateau, Maikal hills and the plateau region of Bilaspur.
l Odisha is the largest bauxite producing state. Panchpatmali deposits in Koraput district
(Odisha) are the most important bauxite deposits in the state.
Q. 2. How is tidal energy produced?
Ans. l Oceanic tides can be used to generate electricity.
l Floodgate dams are built across inlets.
l During high tide, water ows into the inlet and gets trapped when the gate is closed.
l After the tide falls outside the oodgate, the water retained by the oodgate ows back to sea
via a pipe that carries it through a power-generating turbine.
Q. 3. Why should we use renewable energy resources ? Explain with arguments.
[CBSE (F) 2017]
Ans. We should use renewable energy resources because of the:
(i) Exhaustibility of non renewable resources.
(ii) Long years of geological formation of non renewable resources.
(iii) Causes less pollution.
(iv) Available in abundance.
(v) Environmental friendly.
(vi) Strong dependence on fossil fuels such as coal, oil and gas is a threat to our environment.
(vii) Rising prices of oil and gas and their potential shortages.
(viii) Uncertainties about the security of energy supply in future.
(ix) There is a pressing need to use renewable energy sources like solar energy, wind, tide, biomass
and energy from waste material.
Q. 4. In what forms do minerals occur?
Ans. Minerals generally occur in these forms:
(i) Igneous and metamorphic rocks: Minerals may occur in the cracks, crevices, faults or joints. The
smaller occurrences are called veins or lodes. In most cases, they are formed when minerals
in liquid, molten and gaseous forms are forced upward through cavities towards the earth’s
surface. They cool and solidify as they rise.
Example: Metallic minerals like tin, copper, zinc and lead, etc., are obtained from the veins
and lodes.
(ii) In sedimentary rocks: A number of minerals occur in beds or layers. They have been formed as
a result of deposition, accumulation and concentration in horizontal strata. Coal and some
forms of iron ore and sedimentary minerals include gypsum, potash salt and sodium salt.
(iii) Another mode of formation involves the decomposition of surface rocks, and the removal of
soluble constituents, leaving a residual mass of weathered material containing ores. Bauxite
is formed in this way.
(iv) Certain minerals may occur as alluvial deposits in the sands of valley oors and the base of
hills. These deposits are called ‘placer deposits’ and generally contain minerals which are not
corroded by water.
Example: Gold, silver, tin and platinum are most important among such minerals.
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246
(v) The ocean waters contain vast quantities of minerals, but most of these are too widely diffused
to be of economic signicance.
Example: Common salt, magnesium and bromine are largely derived from the ocean waters.
The ocean beds, too, are rich in manganese nodules.
Q. 5. What are the major iron ore belts in India?
Ans. (i) Odisha–Jharkhand Belt: In Odisha, high grade haematite ore is found in Badampahar mines
in the Mayurbhanj and Kendujhar districts. In the adjoining Singhbhum district of Jharkhand,
haematite iron ore is mined in Gua and Noamundi.
(ii) Durg–Bastar–Chandrapur Belt: It lies in Chhattisgarh and Maharashtra. Very high grade
haematite are found in the famous Bailadila range of hills in the Bastar district of Chhattisgarh.
It has the best physical properties needed for steel making; iron ore from these mines is
exported to Japan, South Korea via the Vishakhapatnam port.
(iii) Bellary–Chitradurga-Belt Chikkamagaluru: Tumakuru belt in Karnataka has large reserves of
iron ore. The Kudermukh mines located in the western ghats of Karnataka are a 100 per cent
export unit. Kudermukh deposits are known to be one of the largest in the world.
(iv) Maharashtra–Goa belt: It includes the state of Goa and Ratnagiri district of Maharashtra.
Though the ores are not of very high quality, yet they are efciently exploited. Iron ore is
exported through the Marmagao port.
Q. 6. What are the four main types of coal found in India?
Ans. (i) Anthracite: It is the highest quality hard coal. It is found in parts of Jammu and Kashmir.
(ii) Bituminous: This coal has been buried deep and subjected to increased temperatures. It is the
most popular coal in commercial use. Metallurgical coal is high grade bituminous coal which
has a special value for smelting iron in blast furnaces.
(iii) Lignite: It is a low grade brown coal, which is soft with high moisture content. The lignite
reserves are in Neyveli in Tamil Nadu. It is used for the generation of electricity.
(iv) Peat: Decaying plants in swamps produce peat, which has low carbon content and high
moisture content resulting in low heating capacity.
Q. 7. Differentiate between hydel power and thermal power.
Ans. Hydel power:
(i) It is generated by fast owing water.
(ii) It uses renewable resources.
(iii) Initially, its cost was high but later it became cheaper.
(iv) It does not cause any pollution.
Example: Bhakra Nangal project.
Thermal power:
(i) It is generated by using coal, petroleum and natural gas.
(ii) It uses all non-renewable resources.
(iii) Its cost is very high and its production is expensive.
(iv) It does cause pollution.
Example: Badarpur thermal plant of Delhi.
Q. 8. How are minerals formed in sedimentary rocks?
Ans. l In sedimentary rocks, a number of minerals occur in beds or layers.
l They have been formed as a result of deposition, accumulation and concentration in
horizontal strata.
l Coal and some forms of iron ore have been concentrated as a result of long periods under
great heat and pressure.
l Another group of sedimentary minerals includes gypsum, potash salt and sodium salt. These
are formed as a result of evaporation especially in arid regions.
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Geography:
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Q. 9. “India is fortunate to have fairly rich and varied mineral resources. However, these are
unevenly distributed.” Comment.
OR
‘‘Minerals are unevenly distributed in India.’’ Support the statement with examples.
[CBSE (AI) 2017]
Ans. l Minerals are unevenly distributed in various regions of India.
l Peninsular rocks contain most of the reserves of coal, metallic minerals, mica and many other
non-metallic minerals.
l Sedimentary rocks on the western and eastern anks of the peninsula, in Gujarat and Assam
have most of the petroleum deposits.
l Rajasthan with the rock systems of the peninsula, has reserves of many non-ferrous minerals.
l The vast alluvial plains of North India are almost devoid of economic minerals.
Q. 10. What are the uses of copper? Give distribution of copper in India.
Ans. (i) India is critically decient in the reserve and production of copper.
(ii) Being malleable, ductile and a good conductor, copper is mainly used in electrical cables,
electronics and chemical industries.
(iii) The Balaghat mines in Madhya Pradesh produce 52 per cent of India’s copper.
(iv) The Singhbhum district of Jharkhand is also a leading producer of copper.
(v) The Khetri mines in Rajasthan are also famous for copper reserves.
Q. 11. In which regions does petroleum occur in India?
Ans. l Most of the petroleum occurrences in India are associated with anticlines and fault traps in
the rock formations of the tertiary age.
l In regions of folding, anticlines or domes, it occurs where oil is trapped in the crest of the
upfold.
l The oil bearing layer is porous limestone or sandstone through which oil may ow.
l The oil is prevented from rising or sinking by intervening non-porous layers.
l Petroleum is also found in fault traps between porous and non-porous rocks.
Q. 12. Which regions are known for petroleum production in India?
Ans. (i) About 63 per cent of India’s petroleum production is from Mumbai High.
(ii) 18 per cent from Gujarat and 16 per cent from Assam.
(iii) There are three major offshore elds of western India, where oil is produced.
(iv) Ankleshwar is the most important oil eld of Gujarat.
(v) Assam is the oldest oil producing state of India. Digboi, Naharkatiya and Moran-Hugrijan are
the important oilelds in the state.
Q. 13. India now ranks as a ‘wind superpower of the world.’ Is it true?
Ans. l India is one of the world’s wind superpowers at present.
l The largest wind farm cluster is located in Tamil Nadu from Nagercoil to Madurai.
l Apart from these, Andhra Pradesh, Karnataka, Gujarat, Kerala, Maharashtra and Lakshadweep
have important wind farms.
l Nagercoil and Jaisalmer are well known for effective use of wind energy in the country.
l Since India has a long coastline, the coasts can easily be used for setting up effective windmills.
Q. 14. What is geothermal energy? In which regions have experimental projects been set up in
India?
Ans. l Geothermal energy refers to the heat and electricity produced by using the heat from the
interior of the earth.
l It exists because the earth grows progressively hotter with increasing depth.
l Where the geothermal gradient is high, high temperatures are found at shallow depths.
l Groundwater in such areas absorbs heat from the rocks and becomes hot.
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248
It is so hot that when it rises to the earth’s surface, it turns into steam. This steam is used to
drive turbines and generate electricity.
Two experimental projects: One is located in the Parvati valley near Manikaran in Himachal
Pradesh and the other is located in the puga valley, Ladakh.
Q. 15. Highlight the importance of petroleum. Explain the occurrence of petroleum in India.
[CBSE Delhi 2016]
Ans. Importance of Petroleum:
(i) Petroleum is the major energy source in India.
(ii) Provides fuel for heat and lighting.
(iii) Provides lubricant for machinery.
(iv) Provides raw material for a number of manufacturing industries.
(v) Petroleum reneries act as nodal industry for synthetic, textile, fertilizer and chemical
industries.
Its occurrence:
(i) Most of the petroleum occurrences in India are associated with anticlines and fault traps.
(ii) In regions of folding, anticline or domes, it occurs where oil is trapped in the crest of the
upfold.
(iii) Petroleum is also found in fault traps between porous and non-porous rocks.
Q. 16. Explain the importance of conservation of minerals. Highlight any three measures to
[CBSE (AI) 2016]
conserve them.
Ans. Importance of conservation of Minerals:
(i) Mineral resources are being rapidly consumed which takes millions of years to be created and
concentrated.
(ii) Mineral resources are nite and non-renewable
(iii) Continued extraction of ores leads to increasing costs as mineral extraction comes from
greater depths along with decreasing quality.
The three measures to conserve minerals are:
(i) It should be used in a planned a sustainable manner.
(ii) Improved technology needs to be constantly evolved to allow use of low grade ores at low
costs.
(iii) Some of the metals are recyclables.
(iv) Scrap of metal can be used and sore other substitute can be found.
l
HOTS (Higher Order Thinking Skills)
Q. 1. “Minerals are indispensable part of our lives.” Support this statement with suitable
[CBSE (F) 2016, CBSE (Comp) 2017]
examples.
Ans. Minerals are indispensable part of our lives:
(i) Almost everything we use, from a tiny pin to a towering building or a big ship, all are made
from minerals.
(ii) The railway lines and tarmac (paving) of the roads are made from minerals.
(iii) Cars, buses, trains, aeroplanes are manufactured from minerals and run on power resources
derived from the earth.
(iv) Even the food that we eat contains minerals.
(v) In all stages of development, human beings have used minerals for their livelihood, decoration,
festivities, religions and ceremonial rites.
Q. 2. Which type of minerals has provided a strong base for the development of metallurgical
industries in India. Explain with the help of examples.
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Geography:
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Ans. (i) Iron ore provides a strong base for the development of metallurgical industries in India. Iron
ore is the basic mineral and the backbone of industrial development.
(ii) Manganese is mainly used in the manufacturing of steel and ferro manganese alloy. Nearly 10
kg of manganese is required to manufacture one tonne of steel.
(iii) Aluminium or Bauxite is an important metal because it combines the strength of metals such
as iron with extreme lightness and also with good conductivity and great malleability.
(iv) Copper is a good conductor of heat and is therefore used for electric wires. It is also used in
metallurgical industry.
Q. 3. “India is fortunate to have fairly rich and varied mineral resources.” Elaborate the
statement.
Ans. l India is endowed with fairly abundant resources of Iron Ore. Iron ore from the mines of DurgBastar-Chandrapur are exported to Japan and South Korea via Vishakhapatnam Port.
l Coal is the most abundantly available fossil fuel. Bituminous coal which is most popular coal
in commercial use is abundantly available in India.
l By exporting these minerals, India is able to earn foreign exchange.
l Mica is also abundantly available in India. Due to its excellent di-electric strength, low power
loss factor, insulating properties and resistance to high voltage, mica is one of the most
indispensable minerals used in electric and electronic industries.
Q. 4. Which is the basic mineral and is the backbone of industrial development?
Or
What is the status of iron ore in India?
Ans. (i) Iron ore is the basic mineral and is the backbone of Industrial development.
(ii) India is endowed with fairly abundant resources of iron ore.
(iii) India is rich in good quality iron ores.
(iv) Magnetite is the nest ore with a very high content of iron up to 70 per cent. It has excellent
magnetic qualities, especially valuable in the electrical industries.
(v) Haematite ore is the most important industrial iron ore in terms of quantity used, but has a
slightly lower iron content than magnetite. (50-60 per cent).
Q. 5. Which is the second most important energy resource in India after coal? Mention its two
uses along with its deposits in India.
Ans. Petroleum or mineral oil is the second most important energy resource in India after coal.
Two uses:
(i) It provides fuel for heat & lighting, lubricants for machinery and raw materials for a number
of manufacturing industries.
(ii) Petroleum reneries act as a ‘nodal Industry’ for synthetic textile fertiliser and numerous
chemical industries.
Deposits of Petroleum:
(i) 63 per cent of India’s Petroleum production is from Mumbai High, 18 per cent from Gujarat &
16 per cent from Assam.
(ii) Ankleshwar is the most important offshore eld of Gujarat.
(iii) Assam is the oldest oil producing state of India.
(iv) Digboi, Naharkatia and Moran-Hugrijan are the important oil elds in the state.
Q. 6. Distinguish between Biogas and Natural Gas.
Ans.
Bio Gas
(i) Biogas is the man made energy resource.
(ii) It is prepared by using shrubs, farm waste,
animal and human waste.
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250
Natural Gas
(i) Natural gas is a natural resource.
(ii) It is found beneath the earth usually
above the oil.
(iii) It is produced for domestic uses.
(iii) It is basically used in Industries as raw
material.
(iv) Biogas is the most efficient use of cow dung, (iv) Compressed natural gas (CNG) is used
farm waste and animal waste.
as environment friendly fuel and is
gaining popularity in India.
Q. 7. ‘Why is there a pressing need to use renewable energy resources in India.’ Explain giving
[CBSE (Comptt) 2017]
any ve reasons.
Ans. (i) The growing consumption of energy has resulted in the country becoming increasingly
dependent on fossil fuels such as coal, oil & gas.
(ii) Rising prices of oil and gas and their potential shortages have raised uncertainties about the
security of energy supply in future, which in turn has serious repercussions on the growth of
the national economy.
(iii) Moreover, increasing use of fossil fuels also causes serious environmental problems.
(iv) Hence, there is a pressing need to use renewable energy sources like solar energy, wind,
tidal, biomass and energy from waste material. These are called non-conventional energy
resources.
Q. 8. “Energy saved is energy produced.” Justify the statement by giving any six measures to
[CBSE (Delhi) 2017]
conserve the energy resources.
Ans. We have to adopt a cautious approach for the judicious use of our limited energy resources.
As concerned citizens, we can do our bit by:
(i) Using public transport systems instead of individual vehicles.
(ii) Switching off electricity when not in use.
(iii) Using power saving devices like stars appearing in electronic industries.
(iv) Using CNG as fuel which is environmental friendly.
(v) Increased use of renewable energy.
(vi) Using of biogas for domestic consumption in the rural areas.
(vii) Using non-conventional sources of energy.
Q. 9. Why is Conservation of mineral resources essential? Explain any three methods to conserve
[CBSE 2015]
them.
OR
Why is it necessary to conserve mineral resources ? Explain any four ways to conserve
[CBSE (AI) 2017]
mineral resources.
Ans. Need for conservation of Minerals:
(i) We are rapidly consuming mineral resources that require millions of years to be created and
concentrated.
(ii) The geological processes of mineral formation are so slow that the rates of replenishment are
innitely small in comparison to its consumption.
(iii) Continued extraction of ores leads to increasing costs as minerals extraction comes from
greater depths along with decrease in quality.
(iv) Most of the minerals are unevenly distributed on the Earth’s surface.
Mineral resources are therefore nite and non-renewable.
Three methods to conserve Minerals:
(i) We must make use of minerals in a planned and sustainable manner.
(ii) Improved technologies need to be constantly evolved to allow the use of low grade ores at low
cost.
(iii) Recycling of metals.
(iv) Using scrap metals and other substitutes are steps in conserving ore mineral resources for the
future.
251
Geography:
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Map Questions
Q. 1. Identify and mark the following on the given outline map of India.
(a) One iron ore mine
(b) One coal mine
1×3=3
(c) One bauxite deposit region
Ans.
(b)
Jharia
(c)
Koraput
Ballary
(a)
(a) Ballary
(b) Jharia
(c) Koraput
Q. 2. Mark the following on the outline map of India:
(a) Ajmer : Mica Mines
(b) Kochi : Major Sea Port
(c) Bhadravati : Iron and Steel Plant
[CBSE (F) 2017]
Ans.
(a)
Ajmer
(c)
Bhadravati
(b)
Kochi
(a) Ajmer
Xam idea
Social Science–X
(b) Bhadravati
252
1×3=3
(c) Kochi
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Give an example of non-metallic mineral.
2. Which mineral is found in Kudremukh mines?
3. Name the industry which uses limestones as its basic raw material.
4. What are conventional sources of energy?
5. Which fuel is considered ‘environment friendly fuel’?
Short Answer Questions
[3 marks]
1. What are minerals? Give two examples. Also name any two carrier rocks of minerals.
2. Explain the formation of Bauxite and name the metal obtained from it.
3. Mention any three factors that determine the economic viability of a reserve.
4. What is geothermal energy? How can it be tapped?
5. Why should we conserve minerals and energy resources?
Long Answer Questions
[5 marks]
1. Which is the most abundantly available fossil fuel in India? Assess the importance of its different
forms.
2. How can biogas solve the energy problem mainly in rural India? Give your suggestions.
3. ‘Minerals are an indispensable part of our lives.’ Justify this statement with suitable examples.
4. How can solar energy solve the energy problem to some extent in India? Give your opinion.
253
Geography:
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Map Work
Q. 1. Locate and label the following on the given outline map of India:
(a) An Iron ore exporting port
(b) A location where bauxite is found
1×3=3
(c) Mumbai High Natural Gas Reserve
Q. 2. Identify and mark the following on the outline map of India.
(a) HVJ (Hazira-Vijaipur-Jagdishpur) Natural gas pipeline
(b) A Nuclear power station in Rajasthan
(c) A Nuclear power station in Tarapur
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254
1×3=3
Q. 3.
I. Locate and label the following features on the outline map of India political:
(1) Nellore Mica Mines
[CBSE Sample Question 2016]
II. Identify the features marked as A and B on the same given map of India political:
INDIA
(B)
(A)
zzz
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Manufacturing
Industries
5
BASIC CONCEPTS � A FLOW CHART
CLASSIFICATION OF INDUSTRIES
Is done on the basis of their main role, capital investment, ownership, source of raw
Large Scale Industries
Small Scale Industries
Heavy Industries
Light Industries
Employs large number
of labourers.
Employs a small
number of labourers.
Use heavy and bulky
raw materials.
Use light raw
materials.
IRON AND STEEL INDUSTRY
The iron
works of
Kulti,
Burnpur,
started
local
production
in 1870.
Xam idea
Social Science–X
modern
steel plant
was set up
at
Jamshedpur
in 1907.
256
Today
there are
10 primary
integrated
iron and
steel
plants and
around
200 mini
steel
plants in
the
country.
Raw
materials
used in this
industry
are iron
ore, coal,
limestone,
and
manganese
ore.
Only
Vishakapatnam
has a coastal
location.
These
plants are
managed
by the
steel
Authority
of India
Ltd. (SAIL).
India
produces
about 32.8
million
tonne of
steel and
ranks
ninth
among the
world
crude steel
producers.
ALUMINIUM SMELTING
Aluminium is a
good conductor of
heat and ele ctricity.
It is used as a
substitute of steel,
copper, zinc and
lead.
In the production of
one tonne of
aluminium, 6
tonnes of bauxite
and 18,600 kwh of
electricity is
required.
The 8 aluminium
plants in the
country are located
in Odisha, West
Bengal, Kerala,
Uttar Pradesh,
Chhattisgarh,
Maharashtra and
Tamil Nadu.
India produces over
600 million tonnes
of aluminium per
annum.
CHEMICAL INDUSTRY
Heavy inorganic chemicals
include sulphuric acid, nitric acid,
alkalis, caustic soda and soda
ash. They are widely spread
around the country.
Sulphuric acid
is used in the
manufacturer
of fertilizers,
synthetic fibre,
plastics, paints
and dyes.
Heavy organic chemicals include
petrochemicals, which are used in
the manufacture of synthetic
fibre, synthetic rubber, plastics,
dyestuffs, drugs and
pharmaceuticals. These chemical
plants are located near oil
refineries and petrochemical
plants.
The chemical industries
contribute 14% of the production
of entire manufacturing sector.
Soda ash is
used in the
manufacture of
glass, paper,
soap and
detergent.
MEASURES TO CONTROL
ENVIRONMENTAL DEGRADATION
Proper fuel selection
and utilization.
Use of oil instead of
coal in the industries.
Treatment of liquids in
three phases:
1. Primary treatment
by mechanical
processes.
2. Secondary
treatment by
biological process.
3. Tertiary treatment
by biological,
chemical and
physical process.
Pollution of land and
soil can be controlled
by three activities:
1. Collection of wastes
from different
places.
2. Dumping and
disposing the
wastes by land
filling.
3. Recycling of wastes
for further use.
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Geography:
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IMPORTANT TERMS
1. Agro-industry: Agriculture developed along industrial lines.
2. Agglomeration: A mass or collection of things; an assemblage.
3. GDP: Gross Domestic Product – the monetary total value of finished goods produced
and services provided in a country during one year.
4. Urbanisation refers to the population shift from rural to urban areas, ‘the gradual increase
in the proportion of people living in urban areas’, and the ways in which each society
adapts to the change.
5. Industrialisation: The development of industries in a country or region on a wide scale.
6. Public Sector Industries is the part of the economy concerned with providing various
governmental services. The composition of the public sector varies countrywise, but
in most countries, the public sector includes such services as the military, police,
infrastructure (public roads, bridges, tunnels, water supply, sewers, electrical grids,
telecommunications, etc.), public transport, public education, along with health care
and those working for the government itself, such as elected officials.
7. Private Sector Industries is the part of the economy, sometimes referred to as the citizen
sector, which is run by private individuals or groups, usually as a means of enterprise for
profit, and is not controlled by the State (areas of the economy, controlled by the state
being referred to as the public sector).
8. Mineral based Industries: Industries that use minerals as raw material are called mineralbased industries. The iron and steel industry is the basic industry on which all other
industries depend. The production and per capita consumption of steel is a measure of
a country's economic development.
9. Natural Product: A natural product is a chemical compound or substance produced by a
living organism—that is, found in nature. In the broadest sense, natural products include
any substance produced by life.
10. Aluminium Smelting is the process of extracting aluminium from its oxide, alumina,
generally by the Hall-Héroult process. Alumina is extracted from the ore ‘bauxite’ by
means of the Bayer process at an alumina refinery. Aluminium smelting is the second
most important metallurgical industry in India.
11. Fertilizer Industry or fertiliser is any material of natural or synthetic origin (other than
liming materials) that is applied to soils or to plant tissues (usually leaves) to supply one
or more plant nutrients essential to the growth of plants.
12. Environmental Degradation is the deterioration of the environment through depletion of
resources such as air, water and soil; the destruction of ecosystems; habitat destruction;
the extinction of wildlife; and pollution.
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258
NCERT Exercises
Q. 1. Multiple Choice Questions
(i) Which one of the following industries uses limestone as a raw material?
(a) Aluminium
(b) Cement
(c) Sugar
(d) Jute
Ans. (b) Cement
(ii) Which one of the following agencies markets steel for the public sector plants?
(a) HAIL
(b) SAIL
(c) TATA Steel
(d) MNCC
Ans. (b) Sail
(iii) Which one of the following industries uses bauxite as a raw material?
(a) Aluminium
(b) Cement
(c) Jute
(d) Steel
Ans. (a) Aluminium
(iv) Which one of the following industries manufactures telephones, computer, etc.?
(a) Steel
(b) Electronic
(c) Aluminium
(d) Information Technology
Ans. (b) Electronic
Q. 2. Answer the following briey in not more than 30 words.
(i) What is manufacturing?
Ans. Manufacturing is considered the production of a desired product after processing raw materials
through the use of machines and mechanical labour.
(ii) Name any three physical factors for the location of the industry.
Ans. The physical factors that affect the location of an industry are:
(a) Raw material should be available at low cost and in near distance.
(b) Availability of land.
(c) Location of market often inuences the location of industries. Generally, industries are
located near large centre of population which acts as a consumer of their products and as
source of human resources.
(iii) Name any three human factors for the location of an industry.
Ans. The three human factors for the location of industry are:
(a) Human labour needs appropriate climatic conditions to function and therefore industries
cannot be located in harsh environment. Skilled and unskilled labour from nearby regions.
(b) There should be transportation facilities available for commutation from work and home.
(c) Industries need to be located near a human settlement from where they can source the
required skilled labour.
(iv) What are basic industries? Give an example.
Ans. Basic industries supply the basic raw or primary material to secondary industries which
manufacture other goods. Iron manufacturing industries, coal production industries, etc. are
examples of basic industries.
(v) Name the important raw materials used in the manufacturing of cement.
Ans. The main raw materials used in the manufacturing of cement are: limestone, silica, alumina and
gypsum.
Q. 3. Write the answers of the following questions in 120 words.
(i) How are integrated steel plants different from mini steel plants? What problems does
the industry face? What recent developments have led to a rise in the production
capacity?
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Geography:
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Ans. An inte grated steel plant handles multiple activities within one complex—from raw materials, to
steel making, rolling, shaping, among other which makes these steel plants to be huge in size. A
mini steel plant is smaller as it produces mild and alloy steel of given requirements.
The problems faced by this industry are:
(a) The production costs are high due to high costs of basic materials such coke coal.
(b) In India, there is an irregular supply of electricity leading loss of time and added cost of
generating electricity.
(c) Steel industries are located in regions with poor infrastructure which increases cost of
transportation and other utilities.
(d) Recent developments that have led to a rise in the production capacity of this industry is
the entry of private players which have access to private capital investments and foreign
direct investments which has allowed quicker expansion and increased efciency through
oversight.
(ii) How do industries pollute the environment?
Ans. Industries pollute the environment through air, water, land and noise. Air pollution is caused
by the release of oxides of carbon and nitrogen into the air by paper factories, brick kilns, etc.
through burning of fossil fuels such as coal. Water pollution is caused by the discharge of organic
and inorganic industrial wastes into water bodies such as rivers by chemical industries, textile
industries, etc. Industries such as tanneries, wood manufacturing, etc. lead to soil erosion or
renders the soil infertile by dumping of waste products, cutting of trees, among other activities.
Noise pollution results from industrial and construction activities, whose high decibel level affect
the nearby areas.
(iii) Discuss the steps to be taken to minimise environmental degradation by industry.
Ans. The steps needed to be taken to minimise environmental degradation are:
Industrial wastes such as plastic, metal, etc. need to be recycled and re-used, thereby avoiding
the need to dump in water bodies and landlls. Industrial discharge needs to be treated on all
three prior to owing into sewage lines. Rainwater harvesting needs to be implemented to meet
water requirements, and ground water usage should be regulated by law. Smoke chimneys can be
tted with electrostatic precipitators, fabric lters, scrubbers and inertial separators to reduce
the discharge of air pollutants. Noise pollution can be reduced by the use of silencers. Silent
generators and redesigning of machinery can be done to reduce noise.
VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. Dene manufacturing.
Ans. Production of goods in large quantities after processing from raw materials to more valuable
products is called manufacturing.
Q. 2. How do manufacturing industries help agriculture?
Ans. Manufacturing industries not only help in modernizing agriculture, which forms the backbone of
our economy, but also reduce the heavy dependence of people on agriculture income by providing
them jobs in secondary and tertiary sectors.
Q. 3. What was the main philosophy behind public sector industries?
Ans. Public sector helps in eradication of unemployment and poverty. It also aimed at bringing down
disparities by establishing industries in tribal and backward areas.
Q. 4. How does manufacturing help in earning foreign exchange?
Ans. Export of manufactured goods expands trade and commerce and brings in much needed foreign
exchange.
Q. 5. What is the idea behind prosperity of the country?
Ans. Countries that transform their raw materials into a wide variety of furnished goods of higher
value are prosperous.
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260
Q. 6. What is the contribution of industries to national economy?
Ans. Over the last two decades, the share of manufacturing sector has stagnated at 17 per cent of
GDP—out of a total of 27 per cent for mining, quarrying, electricity and gas.
Q. 7. How does industrialisation and urbanisation go hand in hand?
Ans. Cities provide markets and also provide services such as banking, insurance, transport, labour,
consultants and nancial advice, etc., to industry.
Q. 8. What are agglomeration economies?
Ans. Many industries tend to come together to make use of the advantages offered by the urban centres
are known as agglomeration economies.
Q. 9. Where were manufacturing units located in Pre-independence period?
Ans. In the Pre-independence period, most of the manufacturing units were located in places from the
point of view of overseas trade such as Mumbai, Kolkata, Chennai, etc.
Q. 10. What are consumer industries?
Ans. Consumer industries are the industries that produce goods for direct use by consumers, e.g., sugar,
toothpaste, paper, sewing machines, etc.
Q. 11. Classify industries on the basis of ownership.
(ii) Private Sector
Ans. (i) Public Sector
(iii) Joint Sector
(iv) Cooperative Sector
Q. 12. Give one difference between public and private sectors.
Ans. (i) Public sector is owned and operated by government agencies, e.g., BHEL and SAIL, etc.
(ii) Private Sector—These industries are owned and operated by individuals or a group of
individuals, e.g., TISCO, Bajaj Auto Ltd., Dabur Industries.
Q. 13. Which twin states of India are known for cotton production?
Ans. Maharashtra and Gujarat are the twin states of India known for cotton production.
Q. 14. Why are more cotton textile mills located in Gujarat and Maharashtra?
Ans. Availability of raw cotton, market, transport including accessible port facilities, labour, moist
climate, etc., contributed towards its localisation.
Q. 15. Name the people who are provided employment opportunities by cotton textile industries.
Ans. Cotton farmers, cotton boll pluckers, workers engaged in ginning, spinning, weaving, dyeing,
designing, packaging, tailoring and sewing. People who have industries of chemical and dyes, mill
stores, packaging materials and engineering works.
Q. 16. What standard is India maintaining in weaving and spinning processes in India?
Ans. India has world class production in spinning, but weaving supplies low quality of fabric as it
cannot use much of the high quality yarn produced in the country.
Q. 17. What are the main problems faced by cotton textile industries?
Ans. Power supply is erratic; machinery needs to be upgraded, low output of labour and stiff competition
with the synthetic bre industry.
Q. 18. What is India’s status in jute production?
Ans. India is the largest producer of raw jute and jute goods and stands at the second place as an
exporter after Bangladesh.
Q. 19. Where was the rst jute mill set up?
Ans. The rst jute mill was set up in 1859 at Rishra near Kolkata.
Q. 20. What happened to jute production after partition?
Ans. After partition in 1947, the jute mills remained in India but three-fourth of the jute producing
area went to Bangladesh.
Q. 21. Give any two main factors responsible for the location of Jute industries in the Hughli
Basin.
Ans. (i) Proximity of the jute producing areas.
(ii) Inexpensive water transport.
261
Geography:
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(iii) supported by a good network of railways, roadways and waterways to facilitate movement of
raw material to the mills.
Q. 22. How does jute industry support the workers and farmers?
Ans. The jute industry supports 2.61 lakh workers directly and another 40 lakh small and marginal
farmers who are engaged in the cultivation of jute and mesta.
Q. 23. Give any two challenges faced by jute industry.
Ans. (i) Stiff competition in the international market from synthetic substitutes.
(ii) Competition from the other competitors like Bangladesh, Brazil, Philippines, Egypt and
Thailand.
Q. 24. What was the objective of National Jute Policy formulated in 2005?
Ans. In 2005, National Jute Policy was formulated with the objective of increasing productivity,
improving quality, ensuring good prices to the jute farmers and enhancing the yield per hectare.
Q. 25. Which are the main markets of jute?
Ans. The main markets of Jute are USA, Canada, Russia, United Arab Republic, UK and Australia.
Q. 26. Where does India stand in sugar production?
Ans. India stands second as a world producer of sugar but occupies the rst place in the production of
gur and Khandsari.
Q. 27. Name the regions where sugar mills of India are located.
Ans. There are over 460 sugar mills in the country spread over UP, Bihar, Maharashtra, Karnataka,
Tamil Nadu, Andhra Pradesh, Gujarat, Punjab, Haryana and Madhya Pradesh.
Q. 28. Why are sugar mills shifting to South India?
Ans. (i) It is so because the cane produced in these states has high sucrose content.
(ii) The cooler climate also ensures a longer crushing seasons.
Q. 29. What are the major challenges of sugar industries?
Ans. Challenges include the seasonal nature of industry, old and inefcient methods of production,
transport delay in reaching cane to factories and the need to maximise the use of baggage.
Q. 30. What ingredients are used to produce steel?
Ans. Iron ore, coking coal and limestone are required in the ratio of approximately 4:2:1. Some
quantities of manganese are also required to harden the steel.
Q. 31. What are mini steel plants?
Ans. Mini steel plants are smaller in size, have electric furnaces, use steel scrap and sponge iron. They
have re-rollers that use steel ingots as well.
Q. 32. What is an integrated steel plant?
Ans. An integrated steel plant is large, handles everything in one complex—from putting together raw
material to steel making, rolling and shaping.
Q. 33. What do you know about SAIL?
Ans. All public sector undertakings market their steel through Steel Authority of India Ltd. called
SAIL.
Q. 34. Why has Chotanagpur Plateau the maximum concentration of steel industries?
Ans. It is largely because of the relative advantages this region has like low cost of iron ore, high grade
of raw material in proximity and cheap labour.
Q. 35. What are the weaknesses of iron and steel industries?
Ans. (i) High costs and limited availability of coking coal.
(ii) Lower productivity of labour.
(ii) Irregular supply of energy.
(iv) Poor infrastructure.
Q. 36. What are the chief characteristics of aluminium?
Ans. It is light, resistant to corrosion, a good conductor of heat, malleable and becomes strong when it
is mixed with other metals.
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262
Q. 37. What are the main uses of aluminium?
Ans. Aluminium is used to manufacture aircraft, utensils and wires.
Q. 38. Name the eight aluminium plants of India.
Ans. (i) In Odisha (Nalco and Balco) (z)
(ii) West Bengal
(iii) Kerala
(iv) Uttar Pradesh
(v) Chhattisgarh
(vii) Tamil Nadu
(vi) Maharashtra
Q. 39. What are the two prime factors for the location of aluminium industries?
Ans. (i) Regular supply of electricity.
(ii) An assured source of raw material at minimum cost.
Q. 40. Which inorganic chemicals are produced in India?
Ans. Sulphuric acid (used to manufacture fertilisers, synthetic bres, plastics, adhesive, paints, dyes
stuffs), nitric acid, alkalies, soda ash (used to make glass, soaps and detergents) and caustic soda.
Q. 41. Which organic chemicals are produced in India?
Ans. Organic chemicals include petrochemicals, which are used for manufacturing of synthetic bres,
synthetic rubber, plastics, dye stuff, drugs and pharmaceuticals.
Q. 42. What are the uses of cement?
Ans. Cement is essential for construction activity such as building houses, factories, bridges, roads,
airports, dams and for other commercial establishment.
Q. 43. Which ingredients are used in the production of cement?
Ans. The industry requires bulky and heavy raw materials like limestone, silica, alumina and gypsum.
Q. 44. How is Gujarat a suitable location for cement production?
Ans. The industry has strategically located plants in Gujarat that have suitable access to the market in
Gulf countries.
Q. 45. Where was the rst cement plant set up in India?
Ans. The rst cement plant was set up in Chennai in 1904.
Q. 46. Which decisions of the government helped in the rapid production of cement?
Ans. Decontrol of price and distribution since 1989 and other policy reforms led the cement industry
to make rapid strides in capacity, process technology and production.
Q. 47. How did liberalisation policy of government help in the progress of automobile industry?
Ans. After the liberalisation, the coming in of new and contemporary models stimulated the demand
for vehicles in the market, which led to the healthy growth of the industry including passenger
cars, two and three wheelers.
Q. 48. What is the contribution of FDI in automobile industries?
Ans. Foreign Direct Investment brought in new technology and aligned the industry with global
development.
Q. 49. Why is Bangalore called as the ‘Electronic Capital’ of India?
Ans. Bangalore has been called as the electronic capital of India as it has lots of software companies
working there and thousands of employees working in those companies.
Q. 50. What does electronic industry cover?
Ans. The electronic industries covers a wide range of products from transistor sets to television,
telephones, cellular telecom, pager, telephone exchange, radars, computers and many other
equipments required by the telecommunication industry.
Q. 51. How is air polluted by industries?
Ans. Smoke is emitted by chemical and paper factories, brick kilns, reneries and smelting plants and
burning of fossil fuels in big and small factories that ignore pollution norms.
Q. 52. What does ‘Thermal Pollution’ mean?
Ans. Thermal Pollution of water occurs when hot water from factories and thermal plants is drained
into rivers and ponds before cooling.
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Geography:
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Q. 53. How do factories cause noise pollution?
Ans. Industrial and construction activities, machinery, factory equipment, generators, saws and
pneumatic and electric drills also make a lot of noise.
Q. 54. Classify industries on the basis of source of raw materials.
[CBSE Sample Paper 2016]
Ans. (i) Agro based industries
(ii) Mineral based industries.
[CBSE (AI) 2016]
Q. 55. Why has aluminium metal great importance?
Ans. Aluminium metal has great importance because:
It combines the strength of metals such as Iron with extreme lightness and also with good
conductivity and great malleability.
Q. 56. How is iron-ore transported from Kudremukh mines to a port near Mangaluru?
[CBSE (F) 2016]
Ans. Iron-ore is transported as slurry through pipelines.
[CBSE (F) 2016]
Q. 57. How did the ‘Bailadila’ Iron ore eld get its name?
Ans. The Bailadila hills look like the hump of an ox, hence ‘Bialadila’ name given to the iron-ore eld.
Q. 58. Name the mineral which is used to harden steel during manufacturing.
[CBSE Sample Paper 2017]
Ans. Manganese
SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. ‘‘Manufacturing sector is considered as the backbone of economic development of a
country.’’ Support the statement with examples.
[CBSE (F) 2017]
Ans. Manufacturing sector:
(i) It helps in modernizing agriculture .
(ii) Helps in providing jobs in secondary and tertiary sectors.
(iii) Reduces unemployment and poverty.
(iv) It brings down the regional disparities by establishing industries in tribal and backward areas.
(v) Export of manufactured goods expands trade and commerce.
(vi) It brings in much needed foreign exchange.
(vii) Example- Cotton textile, Iron and Steel industry, etc.
Q. 2. How can agriculture and industry go hand in hand?
Ans.
l
The agro industries in India have given a major boost to agriculture by raising its production.
It produces equipments like tractors, harvesters, threshers, etc.
l On the other hand, industries are run on agricultural products like cotton, sugarcane, jute,
edible oils, etc.
Q. 3. “Industrialization and urbanisation go hand in hand.” Validate the statement.
[CBSE Sample Paper 2016]
Ans. After an industrial activity starts in a town, urbanisation follows. Industry provides employment
to the people of the area. Population migrates from rural hinterlands to seek jobs, Housing
and transport facilities are developed to accommodate these people. Other infrastructural
developments take place leading to growth and development of the town into a city.
Sometimes, industries are located in or near the cities. Cities provide markets and services such
as banking, insurance, transport, labour, consultants and nancial advice, etc. to the industry.
Thus, industrialisation and urbanisation go hand in hand.
Q. 4. Analyse the role of the manufacturing sector in the economic development of India.
[CBSE (AI) 2017]
Ans. The Role of manufacturing sector in the economic development of India:
Xam idea
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264
(i) Manufacturing industries not only help in modernizing agriculture but also reduces the heavy
dependence of people on agricultural income.
(ii) Eradication of Unemployment and poverty.
(iii) Export of manufactured goods expands trade and commerce and brings in much needed
foreign exchange.
(iv) Countries that transform their raw material into a wide variety of furnished goods of higher
value are prosperous.
Q. 5. Classify industries on the basis of their main role. How are they different from each
[CBSE (F) 2016]
other?
Ans. (i) Basic or key industries: These industries supply their product or raw materials to manufacture
other goods; e.g., iron and steel, copper smelting and aluminium smelting.
(ii) Consumer industries: These are the industries that produce goods for direct use by consumers;
e.g., sugar, toothpaste, paper, sewing machines, fans, etc.
Q. 6. Which factors were responsible for the concentration of cotton textile industries in
Maharashtra and Gujarat?
Ans.
l
l
l
l
Raw cotton is easily available in and around that area because of the black cotton soil.
Transport including accessible port facilities for export of cotton goods.
Cheap and skilled labour is available around that area.
Favourable moist climate contribute towards its localisation.
Q. 7. What problems are faced by the cotton textile industry?
Ans. l Power supply remains erratic, thereby, affecting its production.
l
Machinery needs to be upgraded in the weaving and processing sectors particularly.
There is lower output of labour, since they are not skilled in their jobs.
l There is a stiff competition with the synthetic bre industry.
Q. 8. What efforts were made by the government to stimulate demands of jute in the market?
Ans. l In 2005, the National Jute Policy was formulated with the objective of increasing production.
l Efforts would be made to improve production and introduce some new products of jute-like
l
fabric.
Government can ensure good prices to the jute farmers, enhancing the yield per hectare.
Q. 9. Why do you feel that there are plans to shift sugar mills to South India?
l
Ans. Reasons to shift sugar mills:
(i) Sugarcane produced in these states have higher sugar content.
(ii) The cooler climate also ensures a longer crushing season.
(iii) The cooperatives are more successful in these states.
(iv) If sugarcane is transported from South to North India, due to delays in trains, sugarcane loses
its sugar content as it is a perishable good.
Q. 10. “Agriculture and industry are complimentary to each other.” Support the statement with
[CBSE (Comptt.) 2017]
three examples.
Ans. Agriculture and industry both depend on each other
(i) Agriculture supplies raw material for the manufacturing industries. Shortage of these raw
materials can spell doom for the industry.
(ii) Agriculture gets its basic inputs form the manufacturing industries.
(iii) In this way agriculture offers a big market for industrial products, fertilizers, water pumps,
tractors, farm equipment etc.
(iv) In short, agriculture and industry are not exclusive of each other they move hand in hand.
Q. 11. What are the challenges faced by the sugar industry?
Ans. Challenges:
(i) The industry is seasonal, so getting labour becomes difcult.
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Geography:
Contemporary India-II
(ii) India is still using old and inefcient methods of production, thereby, affecting its production.
(iii) There are transport delays in transporting sugarcane to factories, with the result that it loses
its sugar content.
(iv) There is a need to maximise the use of bagasse to face the problem of power break up.
Q. 12. Why does the Chotanagpur plateau have the maximum concentration of iron and steel
industries?
Ans. It is because of the relative advantages this region has for the development of this industry.
(i) Low cost of iron ore is available, since it is mined in this region.
(ii) Its high grade raw material is available in close proximity.
(iii) Cheap, hard and skilled labour is easily available.
(iv) There is a vast growth potential in the home market.
Q. 13. How is the information technology industry able to generate more employment?
Ans. Major impact of this industry has been on employment generation.
(i) Upto 31st March 2005, the IT industry employed over one million persons.
(ii) This number is expected to increase sharply in the coming years.
(iii) It is encouraging to know that 30 per cent of the people employed in this sector are women.
Q. 14. Explain with examples the interdependence of agriculture and industries.
[CBSE (Delhi) 2017]
Ans. Interdependence of agriculture and industry :
(i) The agro-industries in India have given a major boost to agriculture by rising its productivity.
(ii) They depend on the latter for raw materials.
(iii) They sell their products such as irrigation pumps, fertilisesrs, insecticides, pesticides and
PVC pipe, machines and tools etc. to the farmers.
(iv) Development and competitiveness of manufacturing industries has not only assisted
agriculturists in increasing their productions, but also made the production processes very
efcient.
Q. 15. Why did Mahatma Gandhi lay emphasis on spinning yarn and weaving khadi?
Ans. l Weaving is done by handloom, powerloom and in mills.
l The handspun khadi provides large-scale employment to weavers in their homes as a cottage
industry.
l
Mahatma Gandhi also wanted to propagate the use of the indigenous khadi material to revive
the jobs of jobless weavers during the British period.
Q. 16. Which major industries are responsible for water pollution?
OR
How are industries responsible for polluting freshwater? Suggest any three measures to
reduce the water pollution.
Ans.
l
[CBSE (F) 2017]
Water pollution is caused by organic and inorganic industrial wastes and efuents discharged
into rivers.
The main culprits are paper, pulp, chemical, textile and dyeing, petroleum reneries, tanneries
and electroplating industries that let out dyes, detergents, acids, salts and heavy metals like
lead and mercury, pesticides, fertilizers, synthetic chemicals with carbon, plastics and rubber,
etc., into the water bodies.
l Fly ash, phospo-gypsum and iron and steel slags are the major solid wastes in India.
Steps to minimize water pollution :
l
(i) Minimising use of water for processing by reusing and recycling it in two or more successive
stages. Harvesting of rainwater to meet water requirements.
(ii) Treating hot water and efuents before releasing them in rivers and ponds. Treatment of
industrial efuents can be done in three phases (a) Primary treatment by mechanical means.
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This involves screening, grinding, occulation and sedimentation. (b) Secondary treatment
by biological process (c) Tertiary treatment by biological, chemical and physical processes.
This involves recycling of wastewater.
(iii) Overdrawing of groundwater needs to be regulated legally.
Q. 17. How is land polluted?
Ans. l Land is polluted by wastes from nuclear power plants, nuclear and weapon production
facilities.
l
Dumping of wastes, especially glass, harmful chemicals, industrial efuents, packaging, salts
and garbage, makes the soil useless.
Rainwater percolates into the soil carrying the pollutants to the ground and the groundwater
also gets contaminated.
Q. 18. How can we compete in international market in manufacturing?
Ans. In the present-day world of globalisation, our industry needs to be more efcient and competitive.
l
Self-sufciency alone is not enough. Our manufactured goods must be at par in quality with those
in the international market. Only then, we will be able to compete in the international market.
Q. 19. What are ‘agglomeration economies’?
Ans. Cities provide markets and also provide services such as banking, insurance, transport, labour,
consultants and nancial advisors, etc., to the industries. Many industries tend to come together
to make use of the advantages offered by the urban centres known as ‘agglomeration economies.
Gradually a large industrial agglomeration takes place. So, it is basically coordination of various
industries’ in a city for the development of manufacturing industries.
Q. 20. Classify industries on the basis of capital investment.
Ans. Following is the classication of industries on the basis of capital investment:
(i) Small-scale Industries: A small-scale industry is dened with reference to the maximum
investment allowed on the assets of a unit. This limit has changed over a period of time. At
present, the maximum investment allowed is ™1 crore.
(ii) Large-scale Industries: If investment is more than ™1 crore on any industry, then it is known
as a large-scale industry.
Q. 21. Classify industries on the basis of bulk and weight of raw materials and nished goods.
Ans. Industries are classied on the basis of the weight of raw materials and nished goods in the
following manner:
(i) Heavy Industries: These industries use heavy raw materials and also produce heavy goods,
e.g., iron and steel, cement, ship-building, automobiles, etc.
(ii) Light Industries: These industries use light raw materials and produce light goods such as
electrical industries, e.g., watches, electric bulbs, paint brushes, etc.
Q. 22. How were cotton textiles produced in ancient India?
Ans. In ancient India, cotton textiles were produced with hand spinning and handloom weaving
techniques. After the 18th century, power looms came into use. Our traditional industries suffered
a setback during the colonial period because they could not compete with the mill-made cloth
from England.
Q. 23. How many cotton mills do we have in India?
Ans. Today, there are nearly 1,600 cotton and human made bre textile mills in the country. About 80
per cent of these are in the private sector and the rest are in the public and cooperative sectors.
Apart from these, there are several thousand small factories with four to ten looms.
Q. 24. What is the status of spinning and weaving in India?
Ans. While spinning continues to be centralised in Maharashtra, Gujarat and Tamil Nadu, weaving is
highly decentralised to provide scope for incorporating traditional skills and designs of weaving
in cotton, silk, jari, embroidery, etc. India has world-class production in spinning, but weaving
supplies low quality of fabric as it cannot use much of the high quality yarn produced in the
country. Weaving is done by handloom, powerloom in mills.
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Q. 25. To which countries are cotton goods exported?
Ans. India exports yarn to Japan. Other importers of cotton goods from India are USA, UK, Russia,
France, East European countries, Nepal, Singapore, Sri Lanka and African countries. We have a
large share in the world trade of cotton yarn accounting for one-fourth of the total trade.
Q. 26. How is jute industry associated with people?
Ans. The jute industry supports 2.61 lakh workers directly. Another 40 lakh small and marginal farmers
are engaged in cultivation of jute and mesta. Many more people are associated indirectly like in
preparation of various jute goods and further trading in jute items.
Q. 27. Why is the iron and steel industry called a heavy industry?
Ans. Iron and steel industry is called a heavy industry because all the raw material as well as nished
goods are heavy and bulky entailing heavy transportation costs. Iron ore, coking coal and
limestone are required in the ratio of 4:2:1 approximately. Some quantity of manganese is also
required to harden the steel.
Q. 28. Compare India’s steel production with that of China.
Ans. In the 1950s, China and India produced almost the same quantity of steel. In 2004, India was the
largest exporter of steel which accounted for 2.25 per cent of the global steel trade. Today, China
is the largest producer. China is also the world’s largest consumer of steel.
Q. 29. “Though India is an important iron and steel producing country in the world, yet we are
[CBSE (AI) 2017]
not able to perform to our full potential.” Why?
Ans. It is largely due to high costs and limited availability of coking coal. There is low productivity of
labour. Moreover, there is irregularity of supply of energy and of course, the poor infrastructure.
Q. 30. What efforts should be made to improve steel production?
Ans. (i) Liberalisation and Foreign Direct Investment have given a boost to the industry with the
efforts of private entrepreneurs.
(ii) There is a need to allocate resources for research and development to produce steel more
competitively.
(iii) We need to regularise the supply of energy and improve the infrastructure for better
production.
Q. 31. Name the aluminium smelting plants of India.
Ans. There are eight aluminium smelting plants in the country:
(i) Nalco in Odisha
(ii) West Bengal
(iii) Kerala
(iv) Uttar Pradesh
(v) Chhattisgarh
(vii) Tamil Nadu
(vi) Maharashtra
(vii) Balco in Odisha
Q. 32. What are the uses of chemical industries?
Ans. The chemical industry is its own largest consumer. Basic chemicals undergo processing to further
produce other chemicals that are used for industrial application, agriculture or directly for
consumer markets.
For example, sulphuric acid is used to manufacture synthetic bres and plastics or petrochemicals
are used for producing synthetic bres and synthetic rubber, etc.
Q. 33. Which ingredients are needed for the fertiliser production?
Ans. The fertiliser industry is centered around the production of nitrogenous fertilisers (mainly
urea), phosphatic fertilisers, and ammonium phosphate and complex fertilisers, which have a
combination of nitrogen, phosphate and potash. The potash is entirely imported as the country
does not have any reserves of commercially usable potash or potassium compounds in any form.
India is the third largest producer of nitrogenous fertilisers.
Q. 34. How many fertiliser industries do we have in India?
Ans. There are 57 fertiliser units manufacturing nitrogenous and complex nitrogenous fertilisers. There
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are 29 plants for urea, nine for producing ammonium sulphate as a by-product and 68 other small
units producing single super phosphate. At present, there are ten public sector undertakings and
one in cooperative sector at Hazira in Gujarat under the Fertiliser Corporation of India.
Q. 35. In which states do we nd fertiliser industries?
Ans. After the Green Revolution, the industry expanded to several other parts of the country. Gujarat,
Tamil Nadu, U.P., Punjab and Kerala contribute towards half of the fertiliser production. Other
signicant producers are: Andhra Pradesh, Odisha, Rajasthan, Bihar, Maharashtra, Assam, West
Bengal, Goa, Delhi, Madhya Pradesh and Karnataka.
Q. 36. What are the ingredients required for making cement?
Ans. Cement is essential for construction activity, such as building houses, factories, bridges, roads,
airports, dams and for other commercial establishments. This industry requires bulky and heavy
raw materials like limestone, silica, alumina and gypsum. Coal and electric power are needed
apart from transportation.
Q. 37. What is the status of production of cement?
Ans. This industry is doing well in terms of production as well as export. Improvement in the quality
has found the produce, a readily available market in East Asia, Middle East, Africa and South
Asia apart from a large demand within the country. Efforts are being made to generate adequate
domestic demand and supply in order to sustain this industry.
Q. 38. Where do we manufacture various automobiles in India?
Ans. At present, there are 15 manufacturers of passenger cars and multiutility vehicles, nine of commercial
vehicles, 14 of the two-wheelers and three-wheelers.
The industry is located around Delhi, Gurgaon, Mumbai, Pune, Chennai, Kolkata, Lucknow, Indore,
Hyderabad, Jamshedpur and Bengaluru.
Q. 39. What does the electronic industry cover?
Ans. The electronic industry covers a wide range of products from transistor sets to television,
telephones, cellular telecom, telephone exchanges, radars, computers and many other equipments
required by the telecommunication industry.
Q. 40. Name the regions where electronic industries are located.
Ans. Bengaluru has emerged as the ‘electronic capital’ of India. Other important centres for electronic
goods are Mumbai, Delhi, Hyderabad, Pune, Chennai, Kolkata, Lucknow, Coimbatore.
Q. 41. Name the software technology parks of India.
Ans. (i) Srinagar (J&K)
(ii) Mohali (Punjab)
(iii) Noida (U.P.)
(iv) Jaipur (Rajasthan)
(v) Gandhinagar (Gujarat)
(vii) Mumbai and Pune (Maharashtra)
(ix) Thiruvananthapuram (Kerala)
(vi) Indore (M.P.)
(viii) Bengaluru and Mysore (Karnataka)
(x) Chennai (Tamil Nadu)
(xi) Hyderabad (Andhra Pradesh)
(xii) Vishakhapatnam
(xiii) Bhubaneshwar (Odisha)
(xv) Guwahati (Assam)
(xiv) Kolkata (West Bengal)
Q. 42. Which industries are the main culprits of water pollution?
Ans. The main culprits are paper pulp, chemical, textile and dyeing, petroleum reneries, tanneries
and electroplating industries that discharges dyes, detergent, acids, salts and heavy metals like
lead and mercury pesticides, fertilisers, synthetic chemicals with carbon, plastics and rubber, etc.,
into the water bodies.
Q. 43. “The textile industry is the only industry in the country which is self-reliant and complete
[CBSE Delhi 2016]
in the value chain.” Justify the statement.
Ans. The textile industry is self-reliant and complete in value chain:
(i) It contributes signicantly to industrial production (14%).
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(ii) Employment generation (35 million persons directly - the second largest after agriculture).
(iii) Foreign exchange earnings (about 24.6%).
(iv) It contributes 4 per cent towards GDP.
Q. 44. Classify industries on the basis of source of raw material. How are they different from each
other?
[CBSE (AI) 2016]
OR
Classify industries on the basis of source of raw materials used.
Ans. On the basis of sources of raw material industries are classied as:
(i) Agro based: Agro based industries draw their raw materials from agricultural products.
For example, Textiles, Sugar, Coffee, Tea and Edible Oil, etc.
(ii) Mineral based: Mineral based draw their raw material from minerals.
For example, Iron and Steel industries, cement, machine holes, petrochemicals, etc.
Q. 45. Suggest any three steps to minimise the environmental degradation caused by the
industrial development in India.
[CBSE (Comptt.) 2017, CBSE (AI) 2016]
Ans. Three steps to minimise the environmental degradation caused by Industrial development in
India are:
1. Water Pollution
Energy lite of waste water discharged by one industry pollutes eight times the quantity of fresh water.
(i) Minimising use of water for procuring by reusing and recycling it in two or more successive
stages.
(ii) Harvesting of rain water can be dense to meet water requirement.
(iii) Treating hot water and efuents before releasing them in rivers and ponds.
2. Air Pollution
(i) Particulate matter in the air can be reduced by tting smoke stacks to factories with
electrostatic precipitators, fabric lters, scrubbers and inertial separaters.
(ii) Smoke can be reduced by using oil or natural gas instead of coal in the factories.
3. Noise Pollution
(i) Machinery and equipments can be used and generators should be tted with silencers.
(ii) Almost all machineries can be redesigned to increase energy efciency and reduce noise.
(iii) Noise absorbing material may be used apart from personal use of ear plugs and earphones.
LONG ANSWER QUESTIONS
[5 marks]
Q. 1. What factors are required to set up an in dustry in a region?
Ans. Factors required to set up an industry:
(i) Availability of raw materials: Raw materials should be easily available from nearby areas only.
(ii) Labour: Labour should be skilled and easily available from the neighbouring ar eas only.
(iii) Power supply: Without power supply, an industry cannot run, so it should also be available as
per the requirements.
(iv) Market: If it is a heavy material and a perishable good, market for the sale of the goods should
also be available in a nearby area only.
Q. 2. What are the major drawbacks for the cotton textile industry?
Ans. Major drawbacks:
l
India has a large share in the world trade of cotton yarn but its trade in readymade garments
is only 4 per cent of the world’s total.
l India’s spinning mills are competitive at the global level and capable of using all the bres
produced.
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l
But the weaving, knitting and processing units cannot use much of the high quality yarn that
is produced in the country.
There are some large and modern factories in these segments, but most of the productions
are in fragmented small units, which cater to the local market.
This mismatch is a major drawback for the industry. As a result, many Indian spinners export
l
cotton yarn while garment manufacturers have to import fabric.
Q. 3. Why are jute mills concentrated along the Hoogly river? Explain giving reasons.
OR
“Jute industry is concentrated in the Hugli basin”. Validate the statement with three
suitable reasons.
[CBSE Sample Paper 2017]
Ans. Reasons for concentration of jute mills along the Hoogly river:
West Bengal is the storehouse of jute. It produces the highest quantity of jute.
l The industry requires a lot of water which is easily available from the Hoogly river.
l Cheap labour is easily available because of migrating labour from neighbouring states of
Bihar and Odisha.
l Inexpensive water transport in the river Hoogly is available.
l
A large urban sector in Kolkata provides banking, insurance and loan facilities.
l Kolkata is a good harbour which can provide facilities for the export of jute products in
l
various parts of the world.
Q. 4. What is the contribution of manufacturing industry to the national economy?
Ans. l Over the last two decades, the share of manufacturing sector has stagnated to 17 per cent
of the GDP, which is required to be increased.
l The trend of growth rate in manufacturing over the last decade is around 7 per cent per
annum, whereas the desired growth rate is 12 per cent.
l Since 2003, manufacturing is once again growing at the rate of 9 to 10 per cent per annum.
l With proper policies of the government and efforts by the industry to improve productivity,
economists predict that manufacturing can achieve its target over the next de cade.
The National Manufacturing Competitiveness Council (NMCC) has been set up with this objective.
Q. 5. Classify industries on the basis of ownership.
Ans. On the basis of ownership, industries can be classied as:
(i) Public Sector: These industries are aimed and operated by the government agencies.
(ii) Private Sector: These industries are owned and operated by private entrepreneurs, e.g .,
TISCO, Bajaj Auto Ltd., Reliance Industries, Dabur Industries, etc.
(iii) Joint Sector: These industries are jointly run by the state and individual or a group of
individuals. Oil India Ltd. (OIL) is jointly owned by public and private sectors.
(iv) Cooperative Sector: These industries are owned and operated by the prod ucers or suppliers
of raw materials, workers or both. They pool in the resources and share the prots or losses
proportionately such as the sugar industry in Maharashtra, the coir industry in Kerala.
Q. 6. What is the status of India in jute production?
Ans. India is the largest producer of raw jute and jute goods and stands at second place as an exporter
after Bangladesh. There are about 70 jute mills in India. Most of these are located in West Bengal,
mainly along the banks of the Hugli river, in a narrow belt. The rst jute mill was set up near
Kolkata in 1859 at Rishra. After partition in 1947, the jute mills remained in India but threefourths of the jute producing areas became part of Bangladesh.
Q. 7. Explain any two main challenges faced by the jute industry in India. Explain any three
objectives of National Jute Policy.
[CBSE Delhi 2017]
Ans. Challenges faced by the jute industry:
(i) Stiff competition in the international market from synthetic substitutes.
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(ii) To stimulate the demand of the products need to be diversied.
(iii) Stiff competition from the other competitors like Bangladesh, Brazil etc.
Objective of National Jute policy:
(i) Increasing productivity
(ii) Improving quality.
(iii) Ensuring good prices to the jute farmers.
(iv) Enhancing the yield per hectare.
Q. 8. What is India’s status in chemicals production?
Ans. The chemical industry in India is growing fast and diversifying. It contributes approximately three
per cent of the GDP. It is the third largest in Asia and occupies the twelfth place in the world in
terms of its size. It comprises both large-scale and small-scale manufacturing units. Rapid growth
has been recorded in both inorganic and organic sectors.
Q. 9. What is the status of cement industry in India?
Ans. The rst cement plant was set up in Chennai in 1904. After Independence, the industry expanded.
Decontrol of price and distribution since 1989 and other policy reforms led the cement industry
to make rapid strides in capacity, process, technology and production. There are 128 large plants
and 332 mini cement plants in the country. India produces a variety of cement, which is needed
for domestic as well as international market.
Q. 10. What is the current position of automobile industry in India?
Ans. Automobile industry provides vehicle for quick transport of goods and passengers. Trucks, buses,
cars, motorcycles, scooters, three-wheelers and multi-utility vehicles are manufactured in India
at various centres. After the liberalisation, the coming in of new and contemporary models
stimulated the demand for vehicles in the market, which led to the healthy growth of the industry
including passenger cars, two and three-wheelers. The industry had experienced a quantum
jump in less than 15 years. Foreign Direct Investment brought in new technology and aligned the
industry with global developments.
Q. 11. Why are sugar mills concentrated in sugarcane producing areas? Explain any three
problems faced by sugar industry in India.
[CBSE Delhi 2016]
OR
Give reasons as to why the ideal location of sugar mills is near sugarcane producing areas.
Support the statement with reasons.
Ans. Sugar industries are concentrated in the sugarcane producing areas:
(i) Sugarcane is a perishable good, it looses its sucrose content if delays in transportation
occurs, so it needs to be in the nearby place.
(ii) Sugarcane is bulky and perishable, so transportation cost reduces.
(iii) Near it is to the production area, its production automatically increases.
(iv) The raw material used in the sugar mills, that sugarcane is bulky.
(v) In haulage, its sucrose content reduces.
Challenges:
(i) Seasonal nature of the industry.
(ii) Old and inefcient methods of production.
(iii) Transport delays in reaching cane to the mills.
(iv) Need to maximise the use of bagasse.
Q. 12. Analyse the role of chemical industries in the Indian economy.
Ans. Role of chemical industries in the Indian Economy :
(i) It contributes approximately 3 % of the GDP.
(ii) It is the 3rd largest in Asia and occupies the 12th place in the world.
(iii) It compromises both large and small scale manufacturing units.
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[CBSE (AI) 2017]
(iv) Rapid growth has been recorded in both inorganic and organic sector.
(v) Organic chemicals include petrochemicals which are used for manufacturing of synthetic
bers, rubber, plastics, and dye stuffs.
(vi) Inorganic chemicals include sulphuric acid, fertilizers, synthetic bers, plastics, adhesives,
paints etc.
(vii) The chemical industry is its own largest consumer.
[CBSE (F) 2017]
Q. 13. Suggest any ve measures to control industrial pollution in India.
Ans. Measures To Control Industrial Pollution
(i) Minimizing the use of water for processing by reusing and recycling it in two or more
successive stages
(ii) Harvesting of rainwater to meet water requirements
(iii) Treating hot water and efuents before releasing them in to rivers and ponds.
(iv) Treatment of industrial efuents can be done in three phases
(v) Primary treatment by mechanical means involves screening, grinding, occulation and
sedimentation. , Secondary treatment by biological process, Tertiary treatment by biological,
chemical and physical processes. This Involves recycling of wastewater.
(vi) Overdrawing of ground water needs to be regulated legally.
(vii) Particulate matter in the air can be reduced by tting smoke stacks to factories with
electrostatic precipitators, fabric lters, scrubbers and inertial separators.
(viii) Smoke can be reduced by using oil or gas instead of coal in factories.
(ix) Machinery and equipment can be used and generators should be tted with silencers.
(x) Almost all machinery can be redesigned to increase energy efciency and reduce noise.
(xi) Noise absorbing material may be used apart from personal use of earplugs and earphones.
HOTS (Higher Order Thinking Skills)
Q. 1. How is manufacturing sector considered the backbone of economic development of the
country? Explain any three points in this regard.
OR
“The economic strength of a country is measured by the development of manufacturing
industries.” Support the statement with arguments.
[CBSE Delhi 2016]
Ans. Manufacturing sector is considered as the backbone of economic development of our country due
to following reasons:
(i) Manufacturing Industries not only help in modernising agriculture, which forms the backbone
of our economy, they also reduce the heavy dependence of people on agricultural income by
providing them jobs in secondary and tertiary sectors.
(ii) Industrial development eradicates unemployment and poverty from our country. This was
the main philosophy behind public sector industries and joint sector ventures in India. It
was also aimed at bringing down regional disparities by establishing industries in tribal and
backward areas.
(iii) Export of manufactured goods expands trade and commerce, and brings in much needed
foreign exchange.
(iv) Countries that transform their raw materials into a wide variety of furnished goods of high
value are prosperous. India’s prosperity lies in increasing and diversifying its manufacturing
industries as quickly as possible.
Q. 2. “Agriculture gives boost to the Industrial Sector.” Support the statement with arguments.
Ans. Agriculture and Industry are not exclusive of each other.
(i) They move hand in hand.
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(ii) The Agro-Industry in India has given a major boost to agriculture by raising its productivity.
(iii) They depend on agriculture for raw material and sell their products such as irrigation pumps,
fertilisers, insecticides, pesticides, plastics and PVC pipes, machines and tools, etc. to the
farmers.
(iv) Thus, development and competitiveness of manufacturing industry has not only assisted
agriculturists in increasing their production but also made the production processes very
efcient.
Q. 3. “The economic strength of a country is measured by the development of manufacturing
industries.” Give three arguments to support this statement.
Ans. (i) In the present day world of globalisation, one industry needs to be more efcient and
competitive, self sufciency alone is not enough.
(ii) One manufactured goods must be at par in quality with those in the international market.
Only then we will be able to compete in the international market and earn foreign exchange.
(iii) Countries that transform their raw materials into a wide variety of furnished goods of higher
values are prosperous like Japan and US are industrialised. India’s prosperity lies in increasing
and diversifying its manufacturing industries as quickly as possible.
Q. 4. “The textile industry occupies unique position in the Indian economy.” Justify.
OR
Explain the contribution of textile industry in the Indian economy.
[CBSE (F) 2017]
Ans. Textile Industry occupies unique position in Indian economy due to following reasons:
(i) It occupies a unique position in the Indian economy because it contributes signicantly to
the industrial production (14 per cent).
(ii) It employs about 35 million people directly and earns foreign exchange of about 24.6 per
cent. The second largest after agriculture.
(iii) The industry has close links with agriculture and provides a living to farmers, cotton ball
pluckers and workers engaged in ginning, spinning, weaving, dyeing, designing, packaging,
tailoring and sewing.
(iv) The handspun Khadi provides large scale employment to weavers in their haves as cottage
industry.
(v) India exports yarn to Japan and exports cotton goods to USA, UK, Russia, France, East
European countries, Nepal, Singapore, Sri Lanka and African countries. It helps in earning
foreign exchange about 24.6%.
(vi) We have a large share in the world trade of cotton yarn, accounting for one tenth of the total
trade.
(vii) One spinning mills are competitive at the global land and capable of using all the bres we
produce.
(viii) It contributes 4 per cent to our GDP. This industry is self-reliant and complete in the value
chain from raw material to the highest value added products.
Q. 5. Why have the demands of Jute products increased internally as well as globally?
Ans. The demand for jute products increased internally as well as globally due to following reasons:
(i) Jute is a biodegradable product and due to invasion of plastics, Jute is needed for being
environment friendly.
(ii) Many countries want to get rid of plastic bags and want to replace it with environment
friendly jute bags.
(iii) Jute industry also support a large number of marginal farmers who are engaged in cultivation
of Jute and Mesta in the countries like India and Bangladesh.
(iv) Internal demand has increased in India due to the Government’s policy of Jute Packaging.
Q. 6. “Production and consumption of steel is often regarded as the index of a country’s
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development.” Examine the statement.
Ans. (i) Iron and steel Industry is the basic industry. Since all the other industries —heavy, medium
and light, depend on it for their machinery.
(ii) Steel is needed to manufacture a variety of engineering goods.
(iii) It is also needed as construction material, defence, medical, telephonic, scientic equipment
and a variety of consumer goods.
Therefore, production and consumption of steel is often regarded as the index of a country’s
development.
Q. 7. Why is aluminium smelting industry close to power sector? Describe other important
factors for location of aluminium smelting. Why is this industry gaining importance? Give
reasons.
Ans. (i) Aluminium smelting industry is close to the power sector as regular supply of electricity is
the prerequisite for the industry.
(ii) 18,600 Kwh of electricity is needed per ton of bauxite ore for manufacturing aluminium.
Aluminium smelting plants in the country are located in Odisha, West Bengal, Kerala, Uttar
Pradesh, Chhattisgarh, Maharashtra and Tamil Nadu.
Aluminium Industry is gaining power due to following reasons:
(i) It is light, resistant to corrosion a good conductor of heat, malleable and becomes strong
when it is mixed with other metals.
(ii) It is used for manufacturing aircrafts, utensils and wires.
(iii) It has gained popularity as a substitute of steel, copper, zinc and lead in a number of industries.
Factors of Location
Bauxite, the raw material used in the smelters is a very bulky, dark reddish coloured rock.
Q. 8. Examine the impact of liberalisation on automobile industry in India.
Ans. (i) Automobiles provide vehicles for quick transport of goods, services and passengers.
(ii) This Industry had experienced a quantum jump in less than 15 years.
(iii) Foreign direct investment brought in new technology and aligned the industry with global
developments.
(iv) Now you have any latest automobile vehicle launched in any part of the world simultaneously
it is launched in our country.
(v) After liberalisation, the coming in of new and contemporary models stimulated the demand
for vehicles in the market, which led to the healthy growth of the industry including passenger
cars, two and three wheelers.
Q. 9. NTPC has set an example of a pollution-free industry. How is it possible? Explain.
Ans.
l
Optimum utilisation of equipments adopting latest techniques and upgrading existing
equipments.
l
Minimising waste generation by maximising ash utilisation.
l
Providing green belts for nurturing ecological balance.
l
Addressing the question of special purpose vehicles of afforestation.
l
Reducing environmental pollution through ash pond management, ash water recycling
system and liquid waste management.
l
Ecological monitoring, reviews and online database management for all its power stations.
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Map Questions
Q. 1. (A) Locate and label the following features on the political map of India.
1×3=3
(i) Cotton textile industries.
(B) Identify the features marked as A and B on the same given map of India political:
(a) Woollen Textile Industry
(b) Iron and steel plant
Ans.
INDIA
(B)
(a) Punjab
(b) Bokaro
(A)
(i) Coimbatore
(A) (i) Coimbatore
(B) (a) Punjab (b) Bokaro
Q. 2. Three features A, B and C are marked on the given political map of India. Identify these
features with the help of following information and write their names on the lines marked
in the map:
1×3=3
(i) A place where cotton textile industry is located.
(ii) A place where software technology park is located.
(iii) Iron and steel plant location.
[CBSE (F) 2017]
Ans.
INDIA
(i)
Ahmedabad
(ii)
Bhubaneshwar
(iii)
Bhadravati
(i) Ahmedabad
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(ii) Bhubaneshwar
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(iii) Bhadravati
Q. 3. Three features A, B and C are marked on the given political map of India. Identify these
features with the help of following information and write their names on the lines marked
in the map:
1×3=3
(i) Naraura – Nuclear Power Plant
(iii) Bhilai – Iron and Steel Plant
(ii) Tuticorin – Major Sea Port
[CBSE (F) 2017]
Ans.
INDIA
(i)
Naraura
(iii)
Bhilai
Nuclear Power Plant
Major Sea Port
Iron & Steel Plant
(ii)
Tuticorin
Q. 4. On the given Political outline map of India, locate and label the following with appropriate
symbols :
1×3=3
(i) Bhilai – An Iron and Steel Plant
(ii) Narora – A Nuclear Power Plant
(iii) Kandla – A major Sea Port
[CBSE (Comptt.) 2017]
Ans.
INDIA
(ii)
Naraura
(iii)
Kandla
(i)
Bhilai
(i) Bhilai
(ii) Naraura
(iii) Kandla
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SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. On what basis is the industrial sector classied into public and private sector?
2. Give an example of agro-based industry.
3. Which state is the leading producer of jute products in India?
4. Which sector has been a major source of foreign exchange for IT industry?
5. Which city has emerged as the ‘electronic capital’ of India?
Short Answer Questions
[3 marks]
1. What is manufacturing? How does manufacturing lead to value addition of the raw material?
Explain with the help of examples.
2. Mention any two challenges faced by the jute industry in India. State any one step taken by the
government to stimulate jute’s demand.
3. Describe any three main features of chemical industry.
4. Mention the negative impact of waste from the nuclear plant.
5. “Industrialisation and urbanisation go hand in hand”. Justify the statement by giving any three
arguments.
Long Answer Questions
[5 marks]
1. Explain any three physical factors and two human factors for the location of the industry.
2. How do industries pollute the environment? Give three reasons.
3. Which major industries are responsible for water pollution?
4. ‘Though India is an important iron and steel producing country in the world, yet we are not able
to perform to our full potential.’ Why?
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Map Work
Mark the following on the given outline political map of India:
Q
One each Iron and steel, cotton textile plant.
Q
1×3 = 3
One software technology park in Madhya Pradesh.
INDIA
zzz
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Lifelines of
National economy
6
BASIC CONCEPTS � A FLOW CHART
ROADS
A number of roads were built during the Mughal rule. Sher Shah Suri built the Grand Trunk Road
from Chittagong (now in Bangladesh) in the east to Peshawar (now in Pakistan) in the west.
Significance of Roads
Roads are cheap and easy, both
in construction and
maintenance.
markets, factories with farms
and help in providing door to
door service.
Roads are useful for short
distances, both for passengers
and goods.
THERE ARE SIX TYPES OF ROADS
Expressways
are highways
with 4 to 6 lanes
for
long-distances,
fast moving
one part of the
country to
another.
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National
Highways
Connect one
state with
another and are
of national
importance.
They are
constructed and
maintained by
the Central
public works
department
(CPWD).
280
State Highways
District Roads
Village Roads
Border Roads
are constructed
and maintained
by the state
public work
department
(PWD). They join
state capitals
with district
headquarters
and other places
of the district.
Connect the
district
headquarters
with other
places of the
district. These
roads are
maintained by
the Zila
Parishad.
Connect the
villages with the
neighbouring
towns and cities.
are constructed
and maintained
by the Border
Roads
Organization in
bordering areas
of country.
INLAND WATERWAYS
The Government has declared the following waterways as National Waterways.
National Waterways No. 1
The Ganga river between
Allahabad & Haldia (1,620 km).
National Waterways No. 2
National Waterways No. 3
The Brahmaputra between
Sadiya & Dhubri (891 km).
Kollam & Kottapuram
(168 km).
The Champakara Canal
(14 km).
The Udyogamandal
Canal (22 km).
Types of Airways
International Airports
Domestic Airports
Delhi, Mumbai, Kolkata, Chennai,
Thiruvananthapuram, Bengaluru,
Amritsar, Hyderabad, Ahmedabad,
Panaji, Guwahati and Cochin.
There are 63 domestic airports in
the country.
Airports are managed by Airport
Authority of India.
SEAPORTS
India has 12 major, 181 medium and minor seaports.
Major Ports on the West Coast
Major Ports on the East Coast
Kandala, Mumbai, Jawaharlal Nehru (Nhava Sheva),
Maunagao, New Mangalore and Cochin.
Kolkata, Haldia, Paradip, Chennai, Vishakhapatnam,
Ennore and Tuticorin.
Biggest Indian Port - Mumbai
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IMPORTANT TERMS
1. Transportation: The action of transporting someone or something from one place to
another.
2. Consumer: A person who purchases goods and services for personal use.
3. Communication: The imparting or exchanging of information by speaking, writing, or
using some other medium.
4. Topography: The arrangement of the natural and artificial physical features of an area.
5. Super Highways: A highway designed for travel at high speeds, having more than
one lane for each direction of traffic, a safety strip dividing the two directions, and
cloverleaves to route the traffic on and off the highway.
6. Sea Ports: A port harbour, or town accessible to a seacoast and providing accommodation
for seagoing vessels.
7. Tourism: The commercial organization and operation of holidays and visits to places
of interest.
8. State Highways are usually roads that link important cities, towns and district
headquarters within the state and connect them with National Highways or highways
of neighbouring states.
9. National Highways: Network of India is a network of highways that is managed and
maintained by agencies of the Government of India.
10. A Border Road Organisation (BRO) develops and maintains road networks in India’s
border areas and friendly neighbouring countries.
11. Railway Network: Rail transport is a means of conveyance to passengers and goods on
wheeled vehicles running on rails, also known as tracks. It is also commonly referred
to as train transport.
12. Trade: The action of buying and selling goods and services.
NCERT Exercises
Q. 1. Multiple Choice Questions:
(i) Which of the following extreme locations are connected by the east-west corridor?
(a) Mumbai-Nagpur
(b) Mumbai and Kolkata
(c) Silchar and Porbandar
(d) Nagpur and Siligudi
Ans. (c) Silchar and Porbandar.
(ii) Which mode of transport reduces trans-shipment losses and delay?
(a) Railways
(b) Roadways
(c) Pipelines
(d) Waterways
Ans. (c) Pipelines.
(iii) Which one of the following States is not connected by H.V.J. pipeline?
(a) Madhya Pradesh
(b) Maharashtra
(c) Gujarat
(d) Uttar Pradesh
Ans. (b) Maharashtra.
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(iv) Which one of the following ports is the deepest land-locked and well protected port along
the east coast?
(a) Chennai
(b) Paradip
(c) Tuticorin
(d) Vishakhapatnam
Ans. (d) Vishakhapatnam.
(v) Which one of the following is the most important mode of transportation in India?
(a) Pipeline
(b) Railways
(c) Roadways
(d) Airways
Ans. (c) Roadways.
(vi) Which one of the following terms is used to describe trade between two or more countries?
(a) Internal trade
(b) International trade
(c) External trade
(d) Local trade
Ans. (b) International trade.
Q. 2. Answer the following questions in about 30 words.
(i) State any three merits of roadways.
Ans. The three merits of roadways are:
(a) Roadways provide connectivity to the extreme parts of the country, even to such areas where
railways and other modes of transportation are not available. They can be formed on differing
topographies also, such as in jungles, over rivers, mountains, etc.
(b) Cost of construction and maintenance is much lower than other modes of transportation.
This allows different tiers of government and private operators to make roads and maintain
them as per their needs.
(c) Roads provide door to door service and is therefore is used as a means of access to other
modes of transport such as a link to railway stations, airports, ports, etc.
(ii) Where and why is the rail transport the most convenient means of transportation?
Ans. Railways are the most convenient means of transport in the Northern Plains of India. The at
terrain has eased the construction of rail tracks while dense population, agricultural and industrial
trade has favoured the growth of railways in this region. Rail transport is considered a convenient
mode of transportation as railways can transport larger number of goods and passengers over
long distances at economical cost and comfort.
(iii) What is the signicance of the border roads?
Ans. The Border Roads provide a link to the border frontiers and towns of our country. These roads
are required by armed forces to access and protect India’s border. The Border Road Organisation
under the Government of India constructs and maintains these roads.
(iv) What is meant by trade? What is the difference between international and local trade?
Ans. Exchange of goods, commodities or services between people, states or countries is termed as trade.
The exchange of commodities between two or more countries is termed as international trade.
Local trade is carried between cities, towns or villages within a particular region of a country.
Q. 3. Answer the following questions in about 120 words.
(i) Why are the means of transportation and communication called the lifeline of a nation
and its economy?
Ans. The means of transportation provide the main link to transfer and exchange goods quickly,
especially large goods over long distances. This provides an efcient means to source raw materials
and distribute nished products, thereby leading to faster trade routes. They also provide a larger
coverage in terms of area, which brings people of different regions within the country and the
world closer to one another. Therefore, the means of transportation allow faster access to large
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number of producers and consumers, thereby leading to a growth in trade and subsequently
development of the economy.
(ii) Write a note on the changing nature of the International trade in the last fteen years.
Ans. Trade relations among different countries and regions have increased in the past 15 years. Many
countries such as China, Brazil, South Africa, India, among others have increased their share of
international trade. In India, export of agricultural products, mining products, jewellery, chemicals,
etc., while import of petroleum products, gold, engineering products, etc. have increased in the
past decade. There has been a growth of trade of services and human resources in the global
market. India has emerged as an exporter of Information Technology and large semi-skilled and
skilled labour.
Quiz Drive
(i) Northern terminal of the North-south corridor.
(ii) The name of National Highway No. 1
(iii) The headquarter of the southern railway zone.
(iv) The rail gauge with a track width of 1 676 m.
(v) The southern terminal of the National Highway No. 7.
(vi) A Riverine Port.
(vii) Busiest railway junction in Northern India.
Ans. (i) Srinagar
(ii) Delhi-Dankuni (near Kolkata) (its the port of the Golden quadrilateral super highways).
(iii) Chennai central
(iv) Broad gauge
(v) Tuticorin
(vi) Port of Kolkata
(vii) Mughal Sarai
VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. Why do we need transportation?
Ans. Goods and services do not move from their supply locations to demand locations on their own.
The movement of these goods and services necessitates the need for transport.
Q. 2. Why is an efcient means of transport considered as a pre-requisite for fast development?
Ans. The pace of development of a country depends upon the production of goods and services as well
as their movement over space. Therefore, an efcient means of transport is a pre-requisite for fast
development.
Q. 3. How are transport, communication and trade complimentary to each other?
Ans. For a long time, trade and transport were restricted to a limited space. Today the world has been
converted into a large village with the help of efcient and fast moving transport. Transport has
been able to achieve this with the help of equally developed communication system.
Q. 4. What has contributed to the socio-economic progress of India?
Ans. Today, India is well linked with the rest of the world despite its vast size, diversity and linguistic
and socio-cultural plurality. Railways, airways, waterways, newspaper, radio, television, cinema,
internet, etc., have been contributing to its socio-economic progress in many ways.
Q. 5. Classify roads on the basis of their capacity.
(ii) East-west Corridors
Ans. (i) North-South Corridors
(iii) Golden Quadrilateral
(iv) National Highways
(v) State Highways
(vi) District Roads
(vii) Rural Roads
(viii) Border Roads
Q. 6. What is the extent of North-South Corridor of India?
Ans. North-South Corridor links Srinagar (Jammu and Kashmir) to Kanyakumari (Tamil Nadu).
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[CBSE Delhi 2017]
Q. 7. Name the southern terminal station of the ‘North-South Corridor.’
Ans. Kanyakumari
[CBSE Delhi 2017]
Q. 8. Name the river which is related to ‘National Waterways’ No. 1.
Ans. Ganga
Q. 9. How is East-West Corridor connected?
Ans. East-West Corridor is connecting Silchar (Assam) in the East to Porbandar (Gujarat) in the west.
Q. 10. What do you know about Golden Quadrilateral?
Ans. The government has launched a major road development project linking Delhi-Kolkata, ChennaiMumbai and Delhi by six lane super highway. It is looked after by National Highway Authority of
India.
Q. 11. Who looks after the National Highways of India?
Ans. National highways link extreme parts of the country. These are the primary road systems and are
laid and maintained by Central Public Works Department (CPWD).
Q. 12. What do you know about National Highway 1?
Ans. The historical Sher Shah Suri Marg is called National Highway 1. It is located between Delhi and
Amritsar.
Q. 13. Which places are linked by National Highway 2 and 3?
Ans. National Highway 2 links Delhi to Kolkata and National Highway 3 links Gwalior to Jhansi.
Q. 14. What do you know about National Highway 7?
Ans. National Highway 7 is the longest and traverses 2, 3, 6, 9 kms between Varanasi and Kanyakumari
via Jabalpur, Nagpur, Hyderabad, Bangalore and Madurai.
Q. 15. How is Mumbai and Delhi connected by road?
Ans. Delhi and Mumbai is well connected by National Highway 8.
Q. 16. What do you know about National Highway 15?
Ans. National Highway 15 covers most of the Rajasthan.
Q. 17. Who looks after State Highways of India?
Ans. State Highways are constructed and maintained by the State Public Works Department (PWD) in
states and union territories.
[CBSE (AI) 2017]
Q. 18. Name the river related to National Waterways No. 2.
Ans. The river related to National Waterway No.2 is River ‘Brahmaputra’.
Q. 19. What do you know about District Roads?
Ans. District Roads connect the district headquarters with other places of the district. These roads are
maintained by Zila Parishad.
Q. 20. What is ‘Pradhan Mantri Gram Sadak Yojana’?
Ans. Rural roads connecting villages to the towns received special impetus under Pradhan Mantri
Gram Sadak Yojana. Under this scheme, special provisions are made so that every village in the
country is linked to a major town in the country by all season motorable road.
Q. 21. What do you know about Border Roads Organisation?
Ans. Border Roads Organisation is a Government of India undertaking which constructs and maintains
roads of the bordering areas of the country. This organization was established in 1960 for the
development of the roads of strategic importance in the northern and north eastern border areas.
Q. 22. Classify roads on the basis of type of material used in them?
Ans. (i) Metalled Roads—May be made of cement, concrete or even bitumen of coal, therefore, they
are all weather roads.
(ii) Unmetalled roads—Are Kuccha roads, mostly used in rural areas and go out of use in the rainy
season.
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Q. 23. What does ‘Road Density’ mean?
Ans. The length of road per 100 sq. kms of area is known as density of roads.
Q. 24. What is the status of road density in India?
Ans. Distribution of roads is not uniform in the country. Density of all roads varies from only 10 kms.
in Jammu and Kashmir to 375 kms in Kerala with National Average of 75 km (1996-97).
Q. 25. Why is railways considered a principal mode of transport in India.
Ans. Railways are the principal mode of transportation for freight and passengers in India. Railway
also make it possible to conduct multifarious activities like business, sightseeing, pilgrimage
along with transportation of goods over longer distances.
Q. 26. When was the rst train in India launched?
Ans. The rst train steamed off from Mumbai to Thane in 1853, covering a distance of 34 kms.
Q. 27. What is the network of railways in northern plains?
Ans. The northern plains with their vast level land, high population density and rich agricultural
resources provided the most favourable condition for their growth.
Q. 28. What is the status of railways in hilly tracts?
Ans. In the hilly terrains of peninsular region, railway tracts are laid through low hills, gaps or tunnels.
Q. 29. How are Konkan railways materialised?
Ans. In recent times, the development of the Konkan railway along the west coast has facilitated the
movement of passengers and goods in this most important economic region of India. It has also
faced a number of problems such as sinking of track in some stretches and landslides.
[CBSE Sample Paper 2016]
Q. 30. What is a new arrival on the transportation map of India?
Ans. Pipeline transport network is a new arrival on the transportation map of India to transport liquids
as well as solids in slurry form.
Q. 31. What is the signicance of waterways?
Ans. Waterways are the cheapest means of transportation. They are the most suitable transportation
system for carrying heavy and bulky goods. It is fuel efcient and environment friendly mode of
transport.
Q. 32. Where are National Waterway 1 and 2 located?
Ans. (i) The Ganga river between Allahabad and Haldia is National Waterway 1.
(ii) The Brahmaputra river between Sadiya and Dhubri is National Waterway 2.
Q. 33. Where is National Waterway 3 located?
Ans. The West-Coast Canal in Kerala (Kottapuram—Kollam, Udyogamandal and Champakara canals)
forms the National Waterway 3.
Q. 34. How many ports do we have in India?
Ans. With a long coastline of 7516.6 kms, India is dotted with 12 major and 181 medium and minor
ports.
Q. 35. Name the rst sea port developed after independence on the western coast of India.
[CBSE (F) 2017]
Ans. First Sea Port developed after independence –Kandla
Q. 36. Write about the port developed in place of Karachi port, which has gone to Pakistan.
Ans. Kandla in Kutch was the rst port developed soon after the independence to ease the volume of
trade on the Mumbai port in the wake of loss of Karachi port to Pakistan after partition.
Q. 37. What are the benets of Kandla port today?
Ans. Kandla is a tidal port. It caters to the convenient handling of exports and imports of highly
productive granary and industrial belt stretching across the states of Jammu and Kashmir,
Himachal Pradesh, Punjab, Haryana, Rajasthan and Gujarat.
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Q. 38. What is the contribution of two ports of Mumbai?
Ans. Mumbai is the biggest port with a spacious natural and well-sheltered harbors. The Jawaharlal
Nehru Port was planned with a view to decongest the Mumbai Port and serve as a hub port for this
region.
Q. 39. What is the role of Goa port to Economy of India?
Ans. Marmagao Port of Goa is the premier iron ore exporting port of the country. This post accounts
for about 50% of India’s iron-ore exports.
[CBSE (F) 2017]
Q. 40. Name the State related to National Waterways No. 3.
Ans. State related to National Waterways No. 3 is Kerala.
Q. 41. Name the port and state which caters to the export of Iron-ore of Kudremukh river.
Ans. New Mangalore Port in Karnataka.
Q. 42. Where is Kochi port located?
Ans. Kochi is the extreme South-Western Port, located at the entrance of a lagoon with a natural harbor
in Kerala.
Q. 43. Which is the oldest articial Port of India?
Ans. Chennai is one of the oldest articial port of the country. It is ranked next to the one in Mumbai
in terms of the volume of trade and cargo.
Q. 44. Which is the deepest landlocked port of India?
Ans. Vishakhapatnam is the deepest landlocked and well protected port. This port was originally
conceived as an outlet for iron-ore exports.
Q. 45. Which is the Inland port of India?
Ans. Kolkata is an inland river port. This port serves a very large and rich hinterland of GangaBrahmaputra basin.
Q. 46. What role does Pawanhans Helicopter Ltd. play?
Ans. Pawanhans Helicopter Ltd. provides helicopter service to Oil and Natural Gas Commission in its
off shore operations to inaccessible areas and difcult terrains like the North-Eastern States and
the interior parts of Jammu & Kashmir, Himachal Pradesh and Uttaranchal.
Q. 47. Name the Sea ports of Eastern Coast in descending order.
(ii) Vishakhapatnam Port
Ans. (i) Haldia and Kolkata Ports
(iii) Chennai Port
(iv) Tuticorin Port
Q. 48. Name the Sea ports of Western Coast in descending order.
(ii) New Mangalore Port
Ans. (i)Kochi Port
(iii) Marmagao
(iv) Mumbai and Jawaharlal Nehru Ports
(v) Kandla Port
[CBSE (F) 2017]
Q. 49. Write the name of the international airport of Mumbai.
Ans. International Airport of Mumbai-Chhatarpati Shivaji Airport.
Q. 50. What do you know about Indian postal network?
Ans. The Indian postal network is the largest in the world. It handles parcels as well as personal letters
or written communication.
Q. 51. What is the status of telecom network of India?
Ans. India has one of the largest telecom networks in Asia. Excluding urban places, more than two
thirds of the villages in India have already been covered with Subscriber Trunk Dialing (STD)
telephone facility. There is a uniform rate of STD facilities all over India.
Q. 52. How are telecommunication facilities able to reach remote areas of India?
Ans. It has been made possible by integrating the development in space technology with communication
technology.
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Q. 53. What does ‘Mass Communication’ mean?
Ans. Mass communication provides entertainment and creates awareness among people about various
national programmes and policies.
Q. 54. What does Mass communication include?
Ans. It includes radio, television, newspapers, magazines, books and lms. All India Radio (Akashvani)
broadcasts a variety of programmes in national, regional and local languages for various categories
of people spread over different parts of the country.
Q. 55. What is the role of Doordarshan in mass communication?
Ans. Doordarshan, the national television channel of India, is one of the largest terrestrial networks in
the world. It broadcasts a variety of programmes from entertainment, educational and sports, etc.,
for people of different age groups.
Q. 56. What kind of newspapers and periodicals are published in India?
Ans. India publishes a large number of newspapers and periodicals annually. Newspapers are published
in about 100 languages and dialects. The largest number of newspapers published in the country
are in Hindi, followed by English and Urdu.
Q. 57. What do you mean by ‘trade’?
Ans. The exchange of goods among people, states and countries is referred to as trade.
Q. 58. What is ‘International Trade’?
Ans. Trade between two or more countries is called International Trade.
Q. 59. What does ‘balance of trade’ mean?
Ans. The balance of trade of a country is the difference between its exports and imports.
Q. 60. What is favourable balance of trade?
Ans. When the value of exports exceeds the value of imports, it is called a favourable balance of trade.
Q. 61. What does unfavourable balance of trade mean?
Ans. If the value of imports exceeds the value of exports, it is termed as unfavourable balance of trade.
Q. 62. Is it true that India’s trade has been superseded by Information and Technology?
Ans. India has emerged as a software giant at the international level and it is earning large foreign
exchange through the export of information technology.
Q. 63. How many people visit India as foreign tourists?
Ans. 5.78 million foreign tourists visited India in 2010. Tourism in India has grown substantially over
the last three decades. Foreign tourist’s arrivals in the country witnessed an increase of 11.8
per cent during the year 2010 as against the year 2009, contributing Rs 64,889 crore of foreign
exchange in 2010.
Q. 64. What are the benets of tourism?
Ans. Tourism promotes national integration, provides support to local handicrafts and cultural pursuits.
It also helps in the development of international understanding about our culture heritage.
Q. 65. What types of tourisms attract tourists to India?
(2) Ecotourism
(3) Adventure tourism
Ans. (1) Heritage tourism
(4) Cultural tourism
(5) Medical tourism
(6) Business tourism
Q. 66. Which states are important destinations of foreign tourists?
Ans. Rajasthan, Goa, Jammu and Kashmir and temple towns of foreign tourists in India.
Q. 67. Handling of exports and imports on a large scale is done conveniently from the Kandla
[CBSE Sample Paper 2017]
port. Why?
Ans. Kandla is a tidal port, hence large ship can enter and leave the port easily.
Q. 68. Which commodities are imported by India?
Ans. Commodities imported to India are petroleum and petroleum products, pearls and precious stones,
inorganic chemicals, coal, coke and briquettes, fertilisers, cereals, edible oils and newsprint.
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SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. ‘‘Tourism industry in India has grown substantially over the last three decades.’’ Support
[CBSE (AI) 2017]
the statement.
Ans. Tourism industry in India has grown substantially over the last three decades
(i) Foreign tourism arrival in the country had seen an increase contributing Rs 21,828 crore of
foreign exchange.
(ii) More than 15 million people are directly engaged in tourism industry.
(iii) Over 2.6 million foreign tourists visit India every year.
(iv) Tourism also promotes national integration and provides support to local handicrafts.
Q. 2. ‘‘The advancement of international trade of a country is an index of its economic
[CBSE (AI) 2017]
development.’’ Justify the statement.
Ans. ‘The advancement of international trade of a country is an index of its economic development :
(i) It is considered as the economic barometer of a country.
(ii) As the resources are space bound, no country can survive without international trade.
(iii) A favourable balance of trade of a country indicates economic development.
(iv) International trade helps in exchange of surplus goods with those of decit countries.
(v) Exchange of commodities and goods have been superseded by the exchange of information
and knowledge.
Q. 3. What are the problems faced by the Indian railways?
Ans. The Indian railways faces the following problems:
(i) Many passengers travel without tickets.
(ii) Thefts and damage of railway property has not yet stopped completely.
(iii) People stop the trains and pull the chain unnecessarily. This causes heavy damage to the railways.
Q. 4. What are the three important networks of pipeline transportation?
Ans. (i) From oileld in upper Assam to Kanpur via Guwahati, Barauni and Allahabad.
(ii) From Salaya in Gujarat to Jalandhar in Punjab via Viramgam, Mathura, Delhi and Sonipat.
(iii) Gas pipeline from Hazira in Gujarat connects Jagdishpur in Uttar Pradesh via Vijaipur in
Madhya Pradesh.
Q. 5. What are the advantages of waterways?
Ans. (i) Waterways are the cheapest means of transport.
(ii) They are most suitable for carrying heavy and bulky goods.
(iii) They are fuel-efcient and also environment-friendly mode of transport.
Q. 6. How does India account for the largest telecom network in India?
Ans. (i) More than two-thirds of the villages in India have already been covered with the Subscriber
Trunk Dialling (STD) telephone facility.
(ii) In order to strengthen the ow of information from the grassroot to the higher level, the
government has made special provision to extend twenty-four hours STD facility to every
village in the country.
(iii) There is a uniform rate of STD facilities all over India.
It has been made possible by integrating the development in space technology with communication
technology.
Q. 7. What are the advantages of using pipelines?
Ans. (i) Pipelines are used for transporting crude oil, petroleum products and natural gas from oil and
natural gas elds to reneries, fertilizer factories and big thermal plants.
(ii) Solids can also be transported through pipelines when converted into slurry.
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(iii) Initial cost of laying a pipeline is high but subsequent running costs are minimal. It rules out
transhipment loses or delays.
Q. 8. What is pipeline transportation? Write two merits and demerits of the same.
[CBSE Sample Paper 2016]
Ans. Pipeline transport network is the new mode of transport these days. In the past, pipelines were
used to transport water to cities and industries. Now, these are used for transporting crude oil,
petroleum products and natural gas from oil and natural gas elds to reneries, fertilizer factories
and big thermal power plants. Solids can also be transported through a pipeline when converted
into slurry.
Merits:
(i) Useful in transporting liquids and solid slurry from far away locations.
(ii) Subsequent running costs after laying down the network are minimal.
(iii) It rules out trans-shipment losses or delays.
Demerits:
(i) Initial cost of laying pipelines is high.
(ii) Pipelines can burst or can have leakage leading to wastage of valuable resource like water,
mineral oil, etc.
Q. 9. Why is air travel economical in north-eastern regions?
Ans. (i) Airways can cover very difcult terrains like high mountains, dreary deserts, dense forests
and long oceanic stretches with great ease.
(ii) North-eastern part of the country is marked with the presence of big rivers, dissected reliefs,
dense forests and frequent showers and oods and international frontiers, etc.
(iii) Air travel has made access easier to these undulating north-eastern states of India.
Q. 10. Give three advantages of personal communication.
Ans. (i) It keeps you in touch with your near and dear ones.
(ii) Long distance communication is also easier without physical movement of the communicator
or receiver.
(iii) It helps in integrating families.
Q. 11. Differentiate between personal and mass communication.
Ans.
Personal Communication
Mass Communication
1. It’s the communication between person to It’s the communication among masses.
person.
2. It provides necessary communication It provides entertainment as well as creates
between two people making man a social awareness among the masses.
animal.
3. We have letters, e-mails, SMSs, telephone It includes radio, television, newspapers,
and mobile phone facilities which also magazines, books, films, etc.
include STD and ISD services.
Q. 12. Which three highways are included in Super Highways of India?
Ans. (i) Golden Quadrilateral: The government of India has launched a major road development
project linking Delhi, Kolkata, Chennai, Mumbai and Delhi by a six-lane super highway.
(ii) The North-South Corridor: In the north, it links Srinagar of Jammu & Kashmir to
Kanyakumari in Tamil Nadu.
(iii) The East-West Corridor: It connects Silchar of Assam in the east to Porbandar of Gujarat in
the west.
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Q. 13. What are the major objectives of these Super Highways?
Ans. The major objective of these Super Highways is to reduce the time and distance between mega
cities of India. These projects have also helped in the economic development of the country. These
highway projects are being implemented by the National Highway Authority of India (NHAI).
Q. 14. What is the strategic importance of New Mangalore and Kochi ports?
Ans. (i) New Mangalore: This port is located in Karnataka and caters to the export of iron ore
concentrates from Kudremukh mines.
(ii) Kochi: Kochi is the extreme South-Western port, located at the entrance of a lagoon with a
natural harbour. This port is having the biggest ship building yard.
Q. 15. What kind of port is Port of Tuticorin?
Ans. Moving along the east coast, we can see the extreme South Eastern Port of Tuticorin. This port
has a natural harbour and rich hinterland. It has a ourishing trade handlings of a large variety of
cargoes to even our neighbouring countries like Sri Lanka, Maldives, etc. and the coastal regions
of India.
Q. 16. Name the major international airports of India.
Ans. (i) Delhi: Indira Gandhi International Airport
(ii) Amritsar: Raja Sansi International Airport
(iii) Kolkata: Netaji Subhash Chandra Bose International Airport
(iv) Mumbai: Chhatrapati Shivaji International Airport
(v) Chennai: Meenambakkam International Airport
(vi) Thiruvananthapuram: Nedimbacherry International Airport.
Q. 17. What is India’s status in the making of feature lms?
Ans. India is the largest producer of feature lms in the world. It produces short lms, video feature
lms and video short lms. The Central Board of Film Certication is the authority to certify both
Indian and foreign lms.
Q. 18. What commodities are exported by India?
Ans. Commodities exported from India are: agriculture and allied products, ores and minerals, gems
and jewellery, chemical and allied products, engineering goods and petroleum products. India has
emerged as a ‘software giant’ at the international level and it is earning foreign exchange through
the export of information technology.
Q. 19. Why do the movement of goods and services from one place to another require fast and
[CBSE Delhi 2017]
efcient means of transport ? Explain with examples.
Ans. Requirement of efcient means of transport:
(i) We use different materials and services in our daily life. Some of these are available in our
immediate surroundings, while other requirements are met by bringing things from other
places.
(ii) Goods and services do not move from supply locales to demand locales on their own. The
movement of these goods and services from their supply locations to demand locations
necessitates the need for transport.
(iii) The products come to the consumers by transportation.
(iv) The pace of development of a country depends upon the production of goods and services as
well as their movement over space.
[CBSE (AI) 2017]
Q. 20. Evaluate any three features of ‘Golden Quadrilateral’ Super Highways.
Ans. Three features of Golden quadrilateral Super Highways:
(i) It is the government project of major road development linking Delhi, Kolkata, Chennai,
Mumbai and Delhi.
(ii) It is six lane super highways.
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(iii) It has the objective to reduce the time and distance between the mega cities of India.
(iv) It is implemented by the NHAI for quick and comfortable movement of goods and passengers
in India.
Q. 21. “Information and Communication technology has played a major role in spreading out
production of services across countries.” Justify the statement with examples. [CBSE (F) 2016]
Ans. Technology stimulated the globalization process:
(i) Improved transportation technology has made much faster delivery of goods across long
distance at lower cost.
(ii) Goods are placed in the containers that can be loaded intact onto ships, railways, planes and
trucks.
(iii) Technology in the areas of telecommunication, computers, and internet has been changing
rapidly.
(iv) Telecommunication facilities are used to contact one another around the world.
Q. 22. “Airways is the most preferred mode of transport in North-Eastern states of India.” Give
[CBSE Sample Paper 2017]
three reasons to prove this preference.
OR
Why is air travel more popular in the North-Eastern states of India? Explain.
[CBSE (F) 2016]
Ans. Air travel is more popular in the north eastern states of India because:
(i) The north-eastern part of the country is marked with the presence of big rivers, dissected
relief and dense forests hence, it is difcult to construct roads and railway lines there.
(ii) There are frequent oods and international frontiers, which require immediate and quick
attention from the government authorities. Floods also damage roads and railway lines.
(iii) Air travel has made access to north-eastern part of the country easier and quicker.
LONG ANSWER QUESTIONS
[5 marks]
Q. 1. Examine with example the role of means of transport and communication in making our
[CBSE (AI) 2017]
life prosperous and comfortable.
Ans. Role of means of transport and communication :
Efcient means of transport are pre requisites for fast development.
(i) Today the world has been converted into a large village with the help of efcient and fast
moving transport.
(ii) We can proudly say that India is well linked with the rest of the world despite its large size.
(iii) Railways, Airways, Waterways, Newspapers , Radio , Television , Cinema and Internet etc have
been contributing to the socio-economic progress in many ways.
(iv) The trades from local to international levels have added to the vitality of its economy.
(v) It has enriched our lives and added substantially to growth and comfort.
Q. 2. What are the various means of mass communication used in India?
Ans. (i) It includes radio, television, newspapers, magazines, books and lms.
(ii) All India Radio broadcasts a variety of programmes in national, regional or local languages.
(iii) Doordarshan, the national television channel of India broadcasts a variety of programmes
ranging from entertainment, education to sports, etc.
(iv) India publishes a large number of newspapers and periodicals annually.
(v) Newspapers are published in about 100 languages and dialects.
(vi) India is the largest producer of feature lms in the world. It produces short lms, video feature
lms and video short lms.
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Q. 3. What is the importance of Indian railways?
Or
State any four merits of railways.
Ans. (i) Railways is the principal mode of transportation for freight and passengers in India.
(ii) Railways also makes it possible to conduct a number of activities like business, sightseeing,
pilgrimage along with transportation of goods over long distances.
(iii) Apart from being a means of transport, the Indian railways has been a great integrating force
for more than 150 years.
(iv) Railways in India binds the economic life of the country by developing industry and agriculture
through transportation. The Indian railways is the largest public sector undertaking in India.
Q. 4. Classify roads of India on the basis of their capacity.
Ans. (i) Golden Quadrilateral Super Highways: These projects are implemented by the National
Highway Authority of India (NHAI). There are three major Super Highways. Golden
Quadrilateral starts from Delhi, moves to Mumbai, Chennai, Kolkata and back to Delhi. The
North-South Corridor starts from Srinagar to Kanyakumari. The East-West Corridor connects
Silchar to Porbandar.
(ii) National Highways: These roads are laid and maintained by Central Public Works Department
(CPWD). A number of major National Highways run in North-South and East-West directions,
e.g., Sher Shah Suri Marg is called National Highway No. 1.
(iii) State Highways: Roads linking a state capital with different district headquarters are
known as state highways. These roads are constructed and maintained by States and Union
Territories.
(iv) District Roads: These roads connect the district headquarters with other places of the
district. These roads are maintained by the Zila Parishad.
(v) Rural Roads: These roads link rural areas and villages with towns. These roads are constructed
under the Pradhan Mantri Grameen Sadak Yojana.
Q. 5. What do you know about Kandla Port?
Ans. Kandla in Kachchh was the rst port developed soon after Independence to ease the volume of
trade on the Mumbai port. It is the only important port of Gujarat as after partition, the Karachi
port had become a part of Pakistan. It is a tidal port. It caters to the convenient handling of
exports and imports of highly productive granary and industrial belt stretching across the states
of Jammu & Kashmir, Himachal Pradesh, Punjab, Haryana, Rajasthan and Gujarat.
Q. 6. What is the contribution of Mumbai and Goa ports in the economy of India?
Ans. Mumbai is the biggest port with a spacious, natural and well-sheltered harbor. The Jawaharlal
Nehru port was planned with a view to decongest the Mumbai port and serve as a hub port for this
region.
Marmagao port of Goa is the premier iron ore exporting port of the country. This port accounts for
about fty per cent of India’s iron ore export.
Q. 7. What is the role played by the Eastern coastal ports of India in trade?
Ans. (i) Chennai: It is one of the oldest articial ports of the country. It is ranked next to Mumbai in
terms of volume of trade and cargo.
(ii) Vishakhapatnam: It is the deepest land-locked and well-protected port. This port was
originally conceived as an outlet for iron ore exports.
(iii) Paradip Port: It is located in Odisha and specialises in the export of iron ore.
(iv) Kolkata: It is an inland riverine port. This port serves a very large and rich hinterland of
Ganga-Brahmaputra basin. Being a tidal port, it requires constant dredging of Hoogly.
(v) Haldia Port: It was developed as a subsidiary port, in order to relieve growing pressure on the
Kolkata port.
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Q. 8. What are the advantages of airways?
Ans. l Today, air travel is the fastest, most comfortable and the prestigious mode of transport.
It can cover very difcult terrains like high mountains, dreary deserts, dense forests and also
long oceanic stretches with great ease.
l In north-eastern part of India, there are big rivers, dissected relief, dense forests and frequent
oods and international frontiers. In such situations, air transport is considered to be the best
option. Government of India has made special provisions to make air travel pocket friendly to
north-eastern states of India.
Q. 9. Which tourisms attract foreigners to India?
Ans. Foreign tourists visit India for heritage tourism, ecotourism, adventure tourism, cultural tourism,
medical tourism and business tourism. Agra (UP), Rajasthan, Goa, Jammu & Kashmir and temple
towns of South India are important destinations of foreign tourists. There is a vast potential of
tourism development in the north-eastern states and the interior parts of Himalayas, but due to
strategic reasons, these have not been encouraged so far. However, there lies a bright future ahead
for this upcoming industry.
Q. 10. Compare and contrast the merits and demerits of Roadways with those of Railways.
[CBSE Sample Paper 2016]
Ans. Roadways v/s Railways
(i) Construction cost of roads is much lower than that of railway lines and construction time is
also comparatively less.
(ii) Roads can traverse comparatively more dissected and undulating topography which is a
limitation in case of railways.
(iii) Roads can negotiate higher gradients of slopes and as such can traverse mountains like the
Himalayas, whereas the mountainous regions are unfavourable for the construction of railway
lines due to high relief, sparse population and lack of economic opportunities. Likewise, it is
difcult to lay railway lines on the sandy plains in the deserts, swampy or forested tracks.
(iv) Road transport is economical in transportation of few persons and relatively smaller amount
of goods over short distances whereas railways are suitable for transportation of large number
of people and goods in bulk, especially over long distances.
(v) Roadways provide door-to-door service, thus the cost of loading and unloading is much lower
but railways have not reached everywhere, still there are places which are yet to be connected
with the railways.
(vi) Road transport is also used as a feeder to other modes of transport such as they provide a link
between railway stations, air and sea ports. On the other hand, railways work as a life line for
the economic growth of a country as they carry raw materials and produced goods from one
part of the nation to another on a large scale.
[CBSE Delhi 2016]
Q. 11. What is trade? Explain the importance of international trade.
Ans. Trade: The exchange of goods among people, states and countries is referred to as trade.
Importance:
(i) International trade of a country is an index to its economic prosperity.
(ii) It is considered the economic barometer for a country.
(iii) As the resources are space bound, no country can survive without international trade.
(iv) Countries have trade relations with the major trading blocks.
(v) Exchange of commodities and goods have been superseded by the exchange of information
and knowledge.
Q. 12. ‘‘Dense and efcient network of transport is a prerequisite for trade.’’ Examine the
[CBSE (F) 2017]
statement.
Ans. Dense and efcient network of transport
l
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(i) They provide trade and connectivity facilities.
(ii) Railways, airways, water ways, etc. have been contributing to its socioeconomic progress in
many ways.
(iii) The trades from local to international levels have added to the vitality of its economy.
(iv) It has enriched our lives.
(v) It has added substantially to growing amenities and facilities for the comforts of life.
(vi) The world has been converted into a large village with the help of efcient and fast moving
transport.
Q. 13. “Roadways still have an edge over railways in India.” Support the statement with arguments.
[CBSE (Comptt) 2017, CBSE Delhi 2017, CBSE (AI) 2016 ]
OR
How do roadways score over railways in India?
Ans. Roadways still have an edge over railways in India:
(i) Construction cost of roadways is much lower than that of railways. Its maintianance is cheap
easy.
(ii) Roads can traverse comparatively more dissecting and undulating plains.
(iii) Roads can negotiate higher gradients of slopes and can traverse mountains like Himalayas.
(iv) Road transport is economical in transportation of few persons and small amount of goods
over short distances.
(v) It also provides door to door services.
(vi) Cost of loading and unloading is much lower.
(vii) Road transport is also used as a feeder to other modes of transport such as they provide link
between railway station, airports and sea ports.
(viii) It is useful for transport of perishable commodities.
Q. 14. Explain any ve major problems faced by road transport in India.
[CBSE (F) 2017, CBSE (AI) 2016]
Ans. Five major problems faced by road transport in India are:
(i) Keeping in view the volume of trafc and passengers, the road network is inadequate.
(ii) About 50% of the roads are unmetalled.
(iii) This limits their usage during the rainy season.
(iv) The National highways are also inadequate.
(v) Moreover, the roads are highly congested in cities.
(vi) Most of the bridges and culverts are old and narrow.
[CBSE (F) 2016]
Q. 15. Dene the term ‘tourism’. Why is tourism known as a trade? Explain.
Ans. The denition of tourism is “The cultural, recreational and commercial visits to places of interest
in a country is known as tourism”
Tourism is known as trade.
(i) Foreign tourist arrivals in the country contributing `64,889/- crore of foreign exchange in
2010.
(ii) More than 15 million people are directly engaged in the tourism industry
(iii) Tourism provides support to local handicrafts.
(iv) Foreign tourists visit India for medical tourism and business tourism.
(v) Helps in the growth of national income and integrity.
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HOTS (Higher Order Thinking Skills)
Q. 1. “Transport routes are called the basic arteries of our economy.” Support this statement
with examples.
Ans. l We use different materials and services in our daily life.
l Some of these are available in our immediate surroundings, while other requirements are
met by bringing things from other places.
l Goods and services do not move from supply locales to demand locales on their own.
l The movement of these goods and services from their supply locations to demand locations
necessitates the need for transport.
l Roads are very signicant in carrying goods from one place to another and serve for local,
national and international trade.
l Railways are the principal mode of transportation for freight and passengers in India. Railways
bind the economic life of the country as well as accelerate the development of industry and
agriculture.
l Pipeline transportation was used for water transportation only. Now these are used for
transporting crude oil, petroleum products and natural gas from oil and natural gas elds to
reneries, fertiliser factories and big thermal plants.
l Waterways are the cheapest mode of transport. They are most suitable for carrying heavy and
bulky goods.
l Air travel today is the fastest, most comfortable and prestigious mode of transport. Pawan
Hans helicopters Ltd. provides helicopter services to oil and natural gas commission in its
offshore operations to inaccessible areas and difcult terrains like the North eastern states
and interior parts of Jammu and Kashmir, Himachal Pradesh and Uttrakhand.
Q. 2. ‘Transport, communication and trade are complementary to each other’. Explain with two
examples.
Ans. The pace of development of a country depends upon the production of goods and services as well
as their movement over space. Therefore, efcient means of transport is a prerequisite for fast
development.
l For a long time, trade and transport were restricted to a limited space.
l With the development in science and technology the area of inuence of trade and transport
expanded far and wide.
l Today the world has been converted into a large village with the help of efcient and fast
moving transport.
l Transport has been able to achieve this with the help of equally developed communication
system.
l Therefore, transport, communication and trade are complementary to each other.
Q. 3. Why is the distribution of roads not uniform in India? Explain with examples.
Or
What problems are we facing with roadways in India?
Ans. Distribution of roads is not uniform in the country.
(i) Density of all roads varies from only 10 kms in Jammu and Kashmir to 552 kms in UP with
national average of 125 kms.
(ii) Keeping in view the volume of trafc and passengers, the road network is inadequate.
(iii) About half of the roads are unmettled and this limits their usage during the rainy season.
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(iv) The roadways are highly congested in cities and most of the bridges and culverts are old and
narrow.
Q. 4. “The distribution pattern of Indian Railway network is inuenced by the physiographic
factors.” Examine the statement.
OR
How do physiographic, economic and administrative factors inuence the railway network
[CBSE (Comptt) 2017]
in India?
OR
Analyse the physiographic and economic factors that have inuenced the distribution
[CBSE, 2015]
pattern of the railway network in our country.
OR
Explain with examples the conditions responsible for uneven distribution pattern of the
[CBSE (F) 2016]
railway network in India.
Ans. Physical and economic factors have inuenced the distribution pattern of the Indian
Railways Network:
(i) Northern Plains : Level land , high population density and rich agricultural resources provided
the development of Railways in these plains. However a large number of rivers requiring
construction of bridges across their wide banks posed some obstacles .
(ii) Peninsular region and the Himalayan region : The railway tracts are laid through low hills ,
gaps or tunnels .The Himalayan mountainous regions are unfavourable for the construction
of railway lines due to high relief , sparse population and lack of economic opportunities .
(iii) Desert of Rajasthan: It was difcult to lay railway lines on the sandy plain of western Rajasthan
which has hindered the development of railways .
(iv) Swamps of Gujarat, forested tracks of Madhya Pradesh, Chattisgarh, Odisha and Jharkhand
are also not suitable for the development of railways.
(v) The contiguous stretch of sahyadri could be crossed only through gaps or passes. Although
the development of Konkan railway along the west coast has facilitated the movement of
passengers and goods in the most important economic region of India. It has also faced a
number of problems such as sinking of track in some stretches and landslides.
(vi) Peninsular plateau rich in minerals promotes industrial development, encourage the railway
tracks.
Q. 5. Describe the measures taken for the quick delivery of mails in cities and large towns.
Or
How is classication of mails done by the postal networks of India?
Ans.
l
l
l
The Indian postal network is the largest in the world. It handles parcels as well as personal
written communication.
Cards and envelops are considered rst class mail and are airlifted between stations covering
both land and air.
To facilitate quick delivery of mails in large town and cities, six main channels have been
introduced recently. They are called: (1) Rajdhani Channel, (2) Metro Channel, (3) Green
Channel, (4) Business Channel, (5) Bulk Mail Channel & (6) Periodical Channel.
Q. 6. “No country can survive without international trade in the present Global world.” Explain
the statement.
Ans.
l
As the resources are space bound, no country can survive without international trade.
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l
l
Export and import are the components of trade.
International trade helps in exchange of surplus goods with those of decit countries through
foreign trade.
International trade helped India in increasing its productivity and improving quality of its
products and then exporting the manufactured goods.
l International trade had also helped India to import recent technology to improve its
productivity and the quality of the product.
l Government’s policy of globalisation and liberalisation had helped four folds in making its
place in the Global World.
Q. 7. Why is tourism considered a trade as well as an industry?
Ans. Tourism in India has grown substantially over the last three decades.
(i) Foreign tourists’ arrival in the country had seen an increase, contributing ` 64,889 crore of
foreign exchange.
(ii) More than 15 million people are directly engaged in tourism industry.
(iii) Tourism also promotes national integration and provides support to local handicrafts.
(iv) It also helps in the development of international understanding about Indian culture and
heritage.
(v) Foreign tourists visit India for heritage tourism, ecotourism, adventure tourism, cultural
tourism, medical tourism and business tourism.
(vi) Rajasthan, Agra (UP), Goa, Jammu & Kashmir and temple towns of South India are important
destinations of foreign tourists in India.
Q. 8. Means of transportation and communication called the lifelines of a nation and its
economy. Why?
OR
“Efcient means of transport are pre-requisites for the fast development.” Express your
[CBSE Delhi 2016]
views in favour of this statement.
Ans. (i) Movement of goods and services from their supply locations to demand locations necessitates
the need for transport.
(ii) The pace of a country depends upon the production of goods and services as well as their
movement over space.
(iii) Therefore, efcient means of transport and communication are prerequisites for fast
development.
Therefore, modern means of transport and communication serve as lifelines of our nation and its
modern economy.
l
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Map Questions
Q. 1. Locate and label the following features on the outline map of India:
1×3=3
(a) Tuticorin Port
(b) Rajiv Gandhi Airport
(c) National Highway-2
Ans.
Delhi
NH-2
(c)
Kolkata
(b)
Rajiv Gandhi Airport
(a)
Tuticorin Port
(a) Tuticorin Port (Tamilnadu)
(b) Rajiv Gandhi Airport (Hyderabad, Telangana)
(c) Marked in bold black line
Q. 2. Identify and mark the following on the given outline map of India:
1×3=3
(a) Two international Airports (with names)
(b) Golden quadrilateral
Ans.
(a)
Delhi
(Indira Gandhi
International Airport)
(a)
(b)
Golden Quadrilateral
(a)
Mumbai
(Chhatrapati Shivaji
International Airport)
(a) (i) Indira Gandhi International Airport (Delhi)
(ii) Chhatrapati Shivaji International Airport (Mumbai)
(b) Marked in bold black line
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Q. 3. Identify and mark the following on the given outline map of India:
(a) Salem – Iron and Steel Centre
(b) Kandla – Major Sea Port
(c) Hyderabad – Software Technology Park
Ans.
INDIA
(b)
Kandla
(c)
Hyderabad
(a)
Salem
(a) Selam (Tamilnadu)
(b) Kandla (Gujarat)
(c) Hyderabad (Telangana)
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1×3=3
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Which state has the highest road density?
2. Which port has been developed to decongest Kolkata Port?
3. Which port is the biggest with a spacious natural and well-sheltered harbour?
4. What is the length of coastline of India?
Short Answer Questions
[3 marks]
1. Explain any four merits and two demerits of air transport.
2. What is Balance of Trade? In which situations is it favourable and unfavourable.
3. Describe any three features of waterways in India.
4. Describe the signicance of tourism as a trade in India.
5. Explain the improvements made by Indian Railways in its functioning.
Long Answer Questions
[5 marks]
1. Describe any ve points of importance of mass communication.
2. Explain giving four reasons how tourism as an industry has a bright future in India.
3. “Advancement of international trade of a country is an index of its economic prosperity”. Justify
the statement with ve arguments.
4. Explain why road transport still need to be developed in India. What are the priority areas?
5. Why are border roads important for us?
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Map Work
[1 × 3 = 3 marks]
Mark the following on the given outline political map of India:
(a) East-West Corridor from Silchar to Porbandar
(b) Two sea ports on the west coast
INDIA
POLITICAL
zzz
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POLITICAL SCIENCE
1. POWER SHARING
2. FEDERALISM
3. DEMOCRACY AND DIVERSITY
4. GENDER, RELIGION AND CASTE
5. POPULAR STRUGGLES AND MOVEMENTS
[NOTE: CHAPTER 5 IS TO BE DONE AS PROJECT WORK
ONLY AND WILL NOT BE EVALUATED IN THEORY]
6. POLITICAL PARTIES
7. OUTCOMES OF DEMOCRACY
8. CHALLENGES TO DEMOCRACY
DEMOCRATIC POLITICS–II
Power
sharing
1
BASIC CONCEPTS�A FLOW CHART
BELGIUM
Geographical Position
•
•
Small country in Europe.
Shares borders with Netherlands,
France & Germany.
Area and population
•
Ethnic Composition
Smaller in area than the Indian
state of Haryana (population little
over one crore).
•
•
•
59% speak Dutch
40% speak French
1% speak German.
Capital
•
•
80% speak French
20% speak Dutch.
Note: In Brussels, the Dutch –speaking people are in minority, which is opposite of the rest of the country, where they are in
majority.
SRI LANKA
Geographical Position
•
A Smaller island in Asia, off the
southern coast of Tamil Nadu.
Population
•
About two crore people
(same as Haryana’s)
Ethnic Composition
•
•
•
Religion
74% Sinhalese speaking people,
18% Tamil speaking people,
13% are natives of Sri Lanka,
known as Sri Lankan Tamil.
•
•
Most of the Sinhala
speaking people are
Buddhists.
Most of the Tamils are
Hindus or Muslims.
Note: Majoritarianism in Sri Lanka
A belief that only the majority community should circle a country, make laws for everyone and with total disregard to the
V
wishes and needs of the minority.
ACCOMMODATION IN BELGIUM
Equal number of
Dutch and French
speaking Minister
in the Central
Government.
Special Laws to
become Acts
need majority
from each
language group.
State Government
are not made
subordinate to
central government.
A separate government
for Brussels, equal
representation for both
the linguistic groups.
A third government
called the Community
government elected by
the Dutch, French and
German speaking
people in change of
language, cultural and
educational issues.
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POWER SHARING
(Two reasons which make power sharing desirable)
Reasons
Moral
Prudential
•
•
•
•
Reduces the possibility of conflicts between different
social groups. Social conflicts led to violence, political
instability.
Prevents groups from overstepping their rights to enhance
their own power.
No single group can subvert the constitution power
sharing writes the nation.
When power is not shared, it oppressed the minority and
even the majority.
•
•
•
•
The spirit of democracy calls for power sharing.
People who are affected by the policies must have a hand
in shaping those policies
Citizens participation is a must
Moral reasons make power sharing essential and valuable.
POWER IS SHARED AMONG
Social
Movements
•
•
Force the
governments to
change Laws.
Dowry, early
marriage.
Different
organs of the
government
•
•
•
Legislative
Executive
Judiciary
Pressure
groups
They influence the
government and
force them to
change policies.
They are famous
workers and
industrialists.
•
Political
parties
•
•
•
•
Lead the
competition.
Coalition
governments
are formed if
any party
fails to get
the majority.
Parties have
to perform to
remain in
power.
Different
social groups
•
Religious
or
Linguistic
groups.
Among the
governments
at different levels
(a) Central or Union
Government,
State Government.
(b) Municipality and
Panchayats, Local
Self government
(known as federalism).
IMPORTANT TERMS
1. Majoritarianism: Rule by a majority, especially the belief that those constituting a simple
majority should make the rules for all the members of a group, nation, etc.
2. Ethic: A set of moral principles, especially ones relating to or affirming a specified group,
field, or form of conduct.
3. Minority: The smaller number or part, especially a number or part representing less than
half of the whole.
4. Majority: The greater number.
5. Native: A person born in a specified place or associated with a place by birth, whether
subsequently resident there or not.
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306
6. Community: A group of people living in the same place or having a particular characteristic
in common.
7. Accommodation: A convenient arrangement; a settlement or compromise.
8. Civil War: A war between the citizens of the same country.
9. Power Sharing: A policy agreed between political parties or within a coalition to share
responsibility for decision-making and political action.
10. Prudential: Involving or showing care and forethought, especially in business.
11. Democracy: A system of government by the whole population or all the eligible members
of a state, typically through elected representatives.
12. Community Government: A social group of any size whose member resides in a specific
locality, share government, and often have a common cultural and historical heritage.
13. Pressure Groups: A group that tries to influence public policy in the interest of a
particular cause.
NCERT Exercises
Q. 1. What are the different forms of power sharing in modern democracies? Give an example
of each of these.
Ans. In modern democracies, the people rule themselves through institutions of self-governance,
where the idea of power sharing has emerged in opposition to the notions of undivided political
power. The different forms of power sharing in modern democracies are:
(i) Power is shared among different organs of government such as legislature, executive and
judiciary in the form of horizontal distribution of power. Each organ exercises different
powers and checks and balances the power of others.
(ii) Federal division of power, where power is shared among different levels of government such
as Central, State and Municipal in form of vertical division of power. In India, the Union
Government, State government, Municipality and Panchayats form such a structure.
(iii) Community governments, where power is shared among different social groups such
as religious or linguistic groups. In Belgium, French and Dutch speaking people are
accommodated by given a fair share of power in government.
(iv) Political parties, pressure groups and movements inuence those in power by taking part
in coalition governments or participation in political committees. UPA and NDA Union
government are a form of power sharing among various political parties in India.
Q. 2. State one prudential reason and one moral reason for power sharing with an example
from the Indian context.
Ans. Tyranny of the majority undermines the unity of the nation therefore power sharing helps to
reduce the possibility of conict between social groups and ensures stability of the political order.
This is a prudential reason for power sharing. In India, seats in panchayat elections are reserved
for those from marginalized communities to ensure they have a stake in the political order.
Those who are affected by the exercise of power have the right to be consulted and acquire a
stake by sharing that power. This is the moral reason for power sharing. In India, the policy of
reservation in government recruitment ensures marginalized communities are given means to
become part of the structure of government.
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Q. 3. After reading this chapter, three students drew different conclusions. Which of these do
you agree with and why? Give your reasons in about 50 words.
Thomman: Power sharing is necessary only in societies which have religious, linguistic or
ethnic divisions.
Mathayi: Power sharing is suitable only for big countries that have regional divisions.
Ouseph: Every society needs some form of power sharing even if it is small or does not
have social divisions.
Ans. I agree with Ouesph’s statement that every society needs some form of power sharing even if it
is small or does not have social divisions. Even if small, power sharing allows a sense of equality
and belonging within the larger society. Power sharing also ensures that small social groups are
accommodated and divisions in society do not emanate in the future.
Q. 4. The Mayor of Merchtem, a town near Brussels in Belgium, has defended a ban on speaking
French in the town’s schools. He said that the ban would help all non-Dutch speakers
integrate in this Flemish town. Do you think that this measure is in keeping with the spirit
of Belgium’s power sharing arrangements? Give your reasons in about 50 words.
Ans. No, the measure is not in the spirit of Belgium’s power sharing arrangements. Belgium ensures
that both French-speaking and Dutch-speaking communities are accommodated equally. The
measure leads to the tyranny of the Dutch majority and would lead to marginalization of Frenchspeakers. This would lead to their division from society rather than integration.
Q. 5. Read the following passage and pick out any of the prudential reasons for power sharing
offered in this.
“We need to give more power to the panchayats to realise the dream of Mahatma Gandhi
and hopes of the makers of the constitution. Panchayati Raj establishes true democracy.
It restores power to the only place where power belongs in a democracy – in the hands of
the people. Giving power to panchayats is also a way to reduce corruption and increase
administrative efciency. When people participate in the planning and implementation of
developmental schemes, they would naturally exercise greater control over these schemes.
This would eliminate the corrupt middlemen. Thus, panchayati Raj will strengthen the
foundations of our democracy.”
Ans. Prudential reasoning means to be based on careful calculation of gains and losses. The prudential
reason for Panchayati Raj is that it restores power directly to the people, allows greater control
over developmental schemes and would increase administrative efciency. It would also reduce
corruption and eliminate the corrupt middlemen.
Q. 6. Different arguments are usually put forth in favour of and against power sharing. Identify
those which are in favour of power sharing and select the answer using the codes given
below. Power sharing:
A. reduces conict among different communities
B. decreases the possibility of arbitrariness
C. delays decision making process
D. accommodates diversities
E. increases instability and divisiveness
F. promotes people’s participation in government
G. undermines the unity of a country
(a)
(b)
(c)
(d)
Ans. (a)
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A
A
A
B
B
C
B
C
D
E
D
D
308
F
F
G
G
Q. 7. Consider the following statements about power sharing arrangements in Belgium and Sri
Lanka.
A. In Belgium, the Dutch-speaking majority people tried to impose their domination on
the minority French-speaking community.
B. In Sri Lanka, the policies of the government sought to ensure the dominance of the
Sinhala-speaking majority.
C. The Tamils in Sri Lanka demanded a federal arrangement of power sharing to protect
their culture, language and equality of opportunity in education and jobs.
D. The transformation of Belgium from unitary government to a federal one prevented a
possible division of the country on linguistic lines.
Which of the statements given above are correct?
(a) A, B, C & D
(b) A, B and D
(c) C & D
(d) B, C & D
Ans. (d)
Q. 8. Match list I (forms of power sharing) with List II (forms of government) and select the
correct answer using the codes given below in the lists:
1.
2.
3.
4.
(a)
(b)
(c)
(d)
List I
Power shared among different organs of
government
Power shared among governments at
different levels
Power shared by different social groups
Power shared by two or more political
parties
1
D
B
B
C
2
A
C
D
D
3
B
D
A
A
List II
A. Community government
B. Separation of powers
C. Coalition government
D. Federal Government
4
C
A
C
B
Ans. (c)
Q. 9. Consider the following two statements on power sharing and select the answer using the
codes given below:
A. Power sharing is good for democracy.
B. It helps to reduce the possibility of conict between social groups.
Which of these statements are true and false?
(a) A is true but B is false
(b) Both A and B are true
(c) Both A and B are false
(d) A is false but B is true
Ans. (b)
VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. With which countries does Belgium share border?
Ans. Belgium shares borders with Netherlands, France, Germany and Luxembourg.
Q. 2. What is the ethnic composition of Belgium?
Ans. 59 per cent of the populations lives in the Flemish region and speak Dutch language, 40 per
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Political Science:
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cent live in the Wallonia region and speak French, remaining one percent of the Belgians speak
German.
Q. 3. What is the ethnic composition of capital city Brussels?
Ans. In the capital city of Brussels, 80 percent people speak French while 20 percent are Dutch speaking
communities.
Q. 4. Why was the tension more acute in Brussels between two communities?
Ans. There was more tension in Brussels because the Dutch speaking people constituted a majority in
the country, but a minority in the capital.
Q. 5. What is the ethnic composition of Sri Lanka?
Ans. The Sinhala speakers are 74 per cent and Tamil speakers 18 per cent and among Tamils there are
two sub groups—Sri Lankan Tamils and Indian Tamils.
Q. 6. Which religions are followed by Sri Lankans?
Ans. Most of the Sinhala speaking are Buddhists, while most of the Tamils are Hindus or Muslims and
there are about 7 percent Christians, who are both Tamils and Sinhalas.
Q. 7. What could have happened if Dutch community had taken advantage of its majority in
Belgium?
Ans. In Belgium, the Dutch community could have taken advantage of its numeric majority and force
its will on the French and German speaking population. This would have pushed the conict
among communities further.
Q. 8. What kind of government was adopted by Sri Lanka?
Ans. Sri Lanka emerged as an independent country in 1948. The leaders of the Sinhala community sought
to secure dominance over government by virtue of their majority. As a result, the democratically
elected government adopted a series of majoritarian measures to establish Sinhala supremacy.
Q. 9. How did Sinhalese become the ofcial language of Sri Lanka?
Ans. In 1956, an Act was passed to recognise ‘Sinhala’ as the only ofcial language thus disregarding
Tamil.
Q. 10. Which religion is adopted as the state religion of Sri Lanka?
Ans. A new constitution stipulated that the state shall protect and foster Buddhism.
Q. 11. Why did Sri Lankan Tamils feel alienated from Sinhalese?
Ans. They felt that the constitution and government policies denied them even political rights,
discriminated against them in getting jobs and other opportunities and ignored their interests.
Q. 12. What were the demands of Political organisations of Tamils in Sri Lanka?
Ans. By 1980s, several political organisations were formed demanding an independent Tamil Eelam
(state) in northern and eastern parts of Sri Lanka.
Q. 13. What was the result of civil war in Sri Lanka?
Ans. As a result of civil war between two communities, thousands of people from both the communities
were killed. Many families were forced to leave the country as refugees and many more lost their
livelihoods.
Q. 14. What did Belgians do to bring the ethnic groups together?
Ans. The Belgian leaders recognised the existence of regional differences and cultural diversities.
Between 1970 and 1993, they amended their constitution four times so as to work out an
arrangement that would enable everyone to live together within the same country.
Q. 15. What was the division of power between Dutch and French speaking in Belgium?
Ans. The constitution prescribed that the number of Dutch and French speaking ministers shall be
equal in the central government. Thus, no single community can make decisions unilaterally.
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Q. 16. What was the division of power between Central and State governments of Belgium?
Ans. Many powers of the Central government have been given to State government of the two regions
of the country. The State governments are not subordinate to the Central Government.
Q. 17. What kind of government is there in Brussels?
Ans. Brussels has a separate government in which both the communities have equal representation.
The French speaking people accepted equal representation in Brussels because the Dutch speaking
community has accepted equal representation in the Central government.
Q. 18. What is the concept of ‘Community government’ of Belgium?
Ans. The ‘community government’ is elected by the people belonging to one language community—
Dutch, French and German speaking—no matter where they live. This government has the power
regarding cultural, educational and language related issues.
Q. 19. How did Belgium’s accommodation help to avoid civil war?
Ans. The new arrangements of the government helped to avoid civil strife between the two major
communities and a possible division of the country on linguistic lines.
Q. 20. What is the similarity between Belgium and Sri Lanka?
Ans. The similarity between Belgium and Sri Lanka is that both are democracies.
Q. 21. How did Belgians tackle the problems of different communities?
Ans. In Belgium, the leaders have realised that the unity of the country is possible only by respecting
the feelings and interests of different communities and regions. Such a realisation resulted in
mutually acceptable arrangements for sharing power.
Q. 22. How was Sri Lanka different from Belgium in making the decisions of their communities?
Ans. Sri Lanka showed us that if a majority community wants to force its dominance over others and
refuses to share power, it can undermine the unity of the country.
Q. 23. Which prudential reasons make power sharing desirable?
Ans. Power sharing is good because it helps to reduce the possibility of conict between social groups.
Power sharing is a good way to ensure the stability of political order.
Q. 24. What is the moral reason behind power sharing?
Ans. Power sharing is the very spirit of democracy. A democratic rule involves sharing power with
those affected by its exercise, and who have to live with its effects. People have a right to be
consulted on how they are to be governed.
Q. 25. What is the basic principle of democracy?
Ans. Basic principle of democracy is that people are the source of all political powers. In a democracy,
people rule themselves through institutions of self governance.
Q. 26. What is a good democracy?
Ans. In a good democracy, due respect is given to diverse groups and views that exist in a society.
Everyone has a voice in the shaping of public policies.
Q. 27. What is the horizontal distribution of power?
Ans. The power is shared among different organs of government such as legislative, executive and
judiciary.
Q. 28. Why is power sharing between different organs called horizontal distribution of power?
Ans. It is called horizontal distribution of power because it allows different organs of government
placed at the same level to exercise different powers.
Q. 29. Why is horizontal power sharing also called a ‘system of checks and balances’?
Ans. Each organ checks the other. This results in a balance of power among various institutions. In it,
ministers are responsible to parliament or state assemblies and judges are appointed by executive
but can check the functioning of executive or laws made by legislatures.
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Q. 30. What is vertical division of power?
Ans. Power can be shared among governments at different levels—a general government for the entire
country and government at the provincial or regional level. This is also called federal division of
power as well as vertical division of power.
Q. 31. How is power shared among different social groups?
Ans. Power is also shared among different social groups, such as the religious and linguistic groups.
Socially weaker sections and women are also represent in the legislatures and administration.
SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. What are the main principles of democracy?
Ans. l One basic principle of democracy is that people are the source of all political power.
l
In a democracy, people rule themselves through institutions of self-governance.
l
In a democracy, due respect is given to diverse groups and views that exist in a society.
Everyone has a voice in the shaping up of public policies.
Q. 2. Why was the minority French speaking community relatively rich and powerful?
Ans. l French speakers got the benet of economic development.
l
l
They were well-qualied and educated.
Because of their qualications and education, they were well-settled and thus, rich and
powerful.
Q. 3. How did the Tamils make efforts to gain power in Sri Lanka?
Ans. (i) Sri Lankan Tamils launched parties and struggles for the recognition of Tamil as the ofcial
language.
(ii) They also made efforts for regional autonomy and equality of opportunity in securing
education and jobs.
(iii) Several political organisations were formed demanding an independent Tamil Eelam (state)
in northern and eastern parts of Sri Lanka.
Q. 4. What is so special about the ‘community government’ in Belgium?
Ans. (i) Community government is elected by people belonging to one language community—Dutch,
French and German speaking, no matter where they live.
(ii) This government has the power relating to culture, education and language issues.
(iii) This kind of government helped to avoid civic strife between the two major communities.
Q. 5. Why has the idea of power sharing emerged?
Ans. The idea of power sharing has emerged in opposition to the notions of undivided political power.
For a long time, it was believed that all powers of a government must reside in one person or
group of persons located at one place. It was felt that if the power to decide is dispersed, it would
not be possible to take quick decisions and to enforce them. But these notions have changed with
the emergence of democracy.
Q. 6. What does ‘Ethnic’ mean?
Ans. A social division based on shared culture. People belonging to the same ethnic group, believe in
their common descent because of similarities of physical type or of culture or both. They need not
always have the same religion or nationality.
Q. 7. What does ‘Majoritarianism’ mean?
Ans. It means a belief that the majority community should be able to rule a country in whichever
way it wants, by disregarding the wishes and needs of the minority, e.g., Sri Lanka opted for
majoritarianism, in which majority Sinhalas rule the country.
l
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LONG ANSWER QUESTIONS
[5 marks]
Q. 1. What factors led to a civil war in Sri Lanka?
Ans. l Measures taken in majoritarianism gradually increased the feeling of alienation among Sri
Lankan Tamils.
l
They felt that the constitution and government policies denied them equal political rights,
discriminated against them in getting jobs and other opportunities and ignored their interests.
l
As a result, the relations between Sinhalas and Tamil communities got strained over time.
l
The Sri Lankan Tamils launched parties and struggles for the recognition of Tamil as an ofcial
language, regional autonomy and equality of opportunities in getting education and jobs.
l
By the 1980s, several political organisations were formed demanding an independent Tamil
Elam (state) in northern and eastern parts of Sri Lanka.
l
The distrust between the two communities turned into widespread conict. It soon turned
into a civil war. As a result, thousands of people of both the communities were killed.
Q. 2. How did the Belgium government solve its ethnic problem?
Ans. In Belgium, leaders recognised the existence of regional differences and cultural diversities. The
Belgian government accommodated its diverse ethnic population in the following manner:
l
Constitution says that the number of Dutch and French speaking ministers shall be equal in
the Central government. Thus, no single community can make decisions unilaterally.
l
Many powers of the Central Government have been given to the state governments, of
the two regions of the country. The state governments are not subordinate to the Central
government.
l
Brussels has a separate government in which both the communities have equal representation.
There is a third kind of government, called the ‘community government’. This government
is elected by the people belonging to one language community—Dutch, French and German
speaking, no matter where they live. This government has the power regarding cultural
education and language related issues.
These arrangements helped to avoid a civic strife between the two major communities and a
possible division of the country on linguistic lines.
l
Q. 3. What was the ethnic composition of Sri Lanka?
Ans. l The major social groups of Sri Lanka are: the Sinhala speakers (74 per cent) and the Tamil
speakers (18 per cent).
l
Among Tamils there are two sub-groups: Tamil natives of the country are called ‘Sri Lankan
Tamils’ and the rest, whose forefathers came from India as plantation workers during colonial
period are called ‘Indian Tamils’.
l
Sri Lankan Tamils are concentrated in the north and east of the country.
l
Most of the Sinhala-speaking people are Buddhists, while most of the Tamils are Hindus or
Muslims. There are about 7 per cent Christians, who are both Tamils and Sinhalas.
Q. 4. What kind of power sharing problems were faced by Belgians and Sri Lankans?
Ans. In Belgium, the Dutch community could have taken advantage of its numeric majority and force
its will on the Flemists and German-speaking population. This would have pushed the conict
among all these communities further. This could lead to a very messy partition of the country;
both the sides would claim control over Brussels. In Sri Lanka, the Sinhala community enjoyed an
even bigger majority and could impose its will on the entire country.
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Political Science:
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HOTS (Higher Order Thinking Skills)
Q. 1. How is ethnic composition of Belgium very complex? Explain.
Ans. The ethnic composition of this small country is very complex. Of the country’s total population,
59 per cent lives in Flemish region and speak Dutch language. Another 40 per cent people
live in the Wallonia region and speak French. Remaining one per cent of the Belgians speak
German. In the capital city Brussels, 80 per cent people speak French while 20 per cent are
Dutch speaking.
Q. 2. What measures were adopted by the democratically elected government of Sri Lanka to
establish Sinhala Supremacy.
Ans. (i) In 1956, an Act was passed to recognise ‘Sinhala’ as the only ofcial language; thus disregarding
Tamil.
(ii) The governments followed preferential policies that favoured Sinhala applicants for university
positions and government jobs.
(iii) A new constitution specied that the state shall protect and foster Buddhism.
Q. 3. Evaluate the steps which turned out to be milestones to establish majoritarianism in Sri
Lanka.
Ans. (i) Sri Lanka emerged as an independent country in 1948. The leaders of the Sinhala community
sought to secure dominance over government by virtue of their majority.
(ii) As a result, the democratically elected government adopted majoritarian measures to
establish Sinhala supremacy.
(iii) In 1956, an act was passed to recognise Sinhala, as the only ofcial language, thus disregarding
Tamil.
(iv) The government followed policies that favoured Sinhala applicants for university positions
and government jobs.
(v) With a new constitution, Buddhism was adopted as a state religion.
Q. 4. “Existence of Dutch and the French speaking people in Belgium created an ethnic tension.”
Elaborate the statement.
Ans. Causes of conict in Belgium:
(i) The minority French speaking community was relatively rich and powerful.
(ii) This was resented by the Dutch speaking community, who got the benets of economic
development and education much later.
(iii) This led to tension between the Dutch and French speaking communities.
Q. 5. Why was Brussels chosen as the headquarters during the formation of European Union?
Ans. l The Belgian leaders recognised the existence of regional differences and cultural diversities.
l
Between 1970 and 1993, they amended their constitution four times, so as to work out an
arrangement that would enable everyone to live together within the same country.
l
This arrangement was different from any other country and was very innovative, such as they
put the equal number of ministers in the central government from Dutch and French speaking
both.
l
They formed a community government which would be empowered to take up cultural,
educational and language-related issues of their community.
Q. 6. “Power sharing is the very spirit of democracy.” Justify the statement with four suitable
points.
Or
Why is power sharing desirable? Give any three prudential reasons.
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Ans. l Power sharing helps to reduce the possibilities of conicts between various ethnic groups
living in a society.
l
It helps in ensuring political stability, since a country can be run by all the communities
without giving preference to any majority community.
l
It also reduces violence and linguistic problems. In India, there is diversity in language but our
constitution gives equal weightage to all the languages.
l
Power sharing is actually being called the true spirit of democracy. It helps in bringing political,
economic, social and cultural stability to the nation.
Q. 7. Both Belgium and Sri Lanka are democracies but they follow different systems of power
sharing. Support the statement by giving these points of difference.
Ans. Both countries are democracies. Both have various ethnic groups living in their respective
countries.
Differences
(i) In Belgium, the leaders have realised that the unity of the country is possible only by
respecting the feelings and interests of different communities and regions. Such a realisation
resulted in mutually acceptable arrangement for sharing the power.
(ii) Sri Lanka shows us a contrasting example. It shows us that if a majority community wants to
force its dominance over others and refuses to share power, it can undermine the unity of the
country.
Q. 8. Explain the two main reasons why power sharing is important in a democracy.
Ans. The two main reasons are:
(i) Prudential Reasons: These lay emphasis on better outcomes of power sharing.
(a) Power sharing helps to reduce the possibility of conict between the social groups. Thus,
it ensures the stability of political order.
(b) Its absence results into imposition of will by majority community, which undermines the
unity of the nation.
(ii) Moral Reasons: These stress on power sharing as a valuable act because
(a) It is the very spirit of democracy.
(b) A democratic rule involves it with those affected by its exercise and who have to live with
its effects.
(c) A legitimate government is the one where citizens acquire a role in the system through
participation.
Q. 9. “Power is shared between different social groups.” Comment on this statement with the
help of an example.
Ans. Power may be shared among different social groups, such as the religious and linguistic groups. In
some countries, there are constitutional and legal arrangements whereby socially weaker sections
and women represent in the legislatures and administration.
There is a system of ‘reserved constituencies’ in our country. This type of arrangement is meant
to give space in the government and administration to diverse social groups who otherwise would
feel alienated from the government. This method is used to give minority communities a fair
share in power.
There is a government called “community government” in Belgium. This government is elected
by the people, belonging to one language or community—Dutch, French and German speaking,
no matter where they live. This government has the power regarding to culture, education and
language issues.
These arrangements help to avoid civic clashes and animosity between the two major communities
and possible division of the country on linguistic lines.
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SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Which two languages are generally spoken in Belgium?
2. Which major social group constituted the largest share in population of Sri Lanka?
3. What is majoritarianism?
4. In which year, did Sri Lanka achieve its independence?
5. Which country has adopted Buddhism as its ofcial religion?
6. Suggest the prudential reason why power sharing is good for democracy.
Short Answer Questions
[3 marks]
1. Describe the tension that existed between the Dutch and the French speaking people in Belgium.
2. Describe the way in which power can be shared among governments at different levels.
3. What were the measures taken in Sri Lanka to establish Sinhala supremacy?
4. What do you understand by the term power sharing? Explain.
Long Answer Questions
[5 marks]
1. Compare the ways in which the Belgium and the Sri Lankans have dealt with cultural diversity.
2. Explain the signicance of ‘Democracy’ in details.
3. What were the two main causes of resentment in Belgium in 1960? How was the conict solved?
4. Why is power sharing desirable? Give any three prudential reasons.
zzz
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federalism
2
BASIC CONCEPTS � A FLOW CHART
FEDERALISM
• Has two sets or
levels of
government, one
at a regional level
and two at the
national level.
• Two sets of
identities –
people belong to
the region as
well as the
country.
• Each region has
a separate
system of
government,
distinct powers
and
responsibilities.
• There are
different terms
of government.
Each has its
own jurisdiction
in matters of
legislation,
taxation and
administration,
central, regional
and local.
• No fundamental
provision of the
constitution can
be changed at
any level
arbitrarily.
Changes require
the consent of
both levels of
government.
• An independent
judiciary
prevents
conflicts
between centre
and states in the
exercise of their
powers.
• Sources of
revenue for each
level of
government are
clearly specified
to ensure
stability.
LEGISLATIVE POWERS
The union list
The state list
Concurrent list
• Has 97 subjects.
• Subjects of national interests –
defence, foreign policy, atomic energy,
banking, post and telegraph are
included in this.
• Only the union government can pass
laws on these subjects.
• Has 59 subjects.
• Subjects
like
police
local
governments, trade and commerce
within the state and agriculture are
included in it.
• Only the state governments can
pass laws on this list.
• Has 47 subjects.
• Both the centre and the
states can make Laws on
the subjects such as
education, forest, trade
unions, marriage, adoption
and succession.
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how
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IMPORTANT TERMS
1. Jurisdiction: The official power to make legal decisions and judgements.
2. Federal having or relating to a system of government in which several states form a
unity but remain independent in internal affairs.
3. Federalism: The federal principle or system of government.
4. State Government or provincial government is the government of a countr y subdivision
in a federal form of government, which shares political power with the federal or national
government.
5. Central Government: The central government is the political authority that governs an
entire nation.
6. Coming together Federation: It involves independent states coming together on their
own to form a bigger unit so that by pooling sovereignty and retaining identity, they can
increase their security.
7. Holding together Federation is a type of federation, where a large country decides to
divide its power between.
8. Constitution: A body of fundamental principles or established precedents according to
which a state or other organization is acknowledged to be governed.
9. Three List: The constitution clearly provides a three fold distribution of legislative powers
between Union Government and the State government. Thus, it contains three lists –
l
Union List in this list subjects of national importance are included, such as defence
of the country, foreign affairs, banking, communications, and currency.
l
State List: It includes subjects of state and local importance such as police, trade,
commerce, agriculture and irrigation.
l
Concurrent List: It includes subjects of common interest to both the Union and
state governments such as education, forest, trade unions, marriages, adoption and
succession.
10. Legislative: Having the power to make laws.
11. Legislature: The legislative body of a country.
12. Supreme Court: It’s the highest judicial court in a country or a state.
13. High Court: It’s the second highest judicial court in India.
14. Union Territory is a type of administrative division in the Republic of India. Unlike the
states, which have their own elected governments, union territories are ruled directly by
the Union Government (Central Government), hence the name ‘union territory’.
15. Linguistic: Relating to language or study of language.
16. Linguistic State: The States Reorganisation Act, 1956 was a major reform of the
boundaries of India’s states and territories, organising them along linguistic lines.
17. Coalition Government is a cabinet of a parliamentary government, in which several
political parties cooperate, reducing the dominance of any one party within that coalition.
18. Decentralisation: The transfer of authority from central to local government.
19. Panchayat: A village council
20. Municipal Council is the local government of a municipality.
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NCERT Exercises
Q. 1. Locate the following States on a blank outline map of India:
Manipur, Sikkim, Chhattisgarh and Goa.
Ans.
SIKKIM
MANIPUR
CHHATTISGARH
GOA
Q. 2. Identify and shade three federal countries (other than India) on a blank outline map of the
world.
Ans.
Russia
Brazil
Australia
Q. 3. Point out one feature in the practice of federalism in India that is similar to and one
feature that is different from that of Belgium.
Ans. One feature which is similar is that both countries practise ‘holding together’ federation model
where the power is divided between the constituent States and the national government. One
feature which is different is that in India, the National government holds more power as compared
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to the constituent States while in Belgium the state governments are not subordinate to the
Central Government.
Q. 4. What is the main difference between a federal form of a government and a unitary one?
Explain with an example.
Ans. Federal Government:
Federal government is a type of national government in which government has powers to delegate
the power to other elected members of the states and will have other tiers of government.
Unitary government is a kind of government system in which a single power controls the whole
government and will have only one tier of government. In India, there is a system of Central list,
State list and concurrent list which divides power among the Centre and State while in UK, the
Royal government is the sole power.
Q. 5. State any two differences between the local government before and after the constitutional
amendment in 1992.
Ans. The constitutional amendment of 1992 paved the way for further decentralization in India
by giving more power to the 3rd tier of government, panchayats and municipalities. The two
differences that occurred were:
(i) Elections were not held regularly but after the amendment, State Election Commission was
created to hold the elections regularly.
(ii) Marginalized communities had no provision for power sharing but after the amendment,
women, Scheduled Castes, Scheduled tribes and other backward classes were given reserved
seats in elected bodies.
Q. 6. Fill in the blanks:
Since the United States is a coming together type of federation, all the constituent States have
equal powers and States are strong vis-a-vis the federal government. But India is a holding
together type of federation and some States have more power than others. In India, the Union/
Central government has more powers.
Q. 7. Here are three reactions to the language policy followed in India. Give an argument and an
example to support any of these positions.
Sangeeta: The policy of accommodation has strengthened national unity.
Arman: Language-based States have divided us by making everyone conscious of their
language.
Harish: This policy has only helped to consolidate the dominance of English over all other
languages.
Ans. The statement by Sangeeta is correct. The policy of accommodation has strengthened national
unity. By accommodating major languages as national languages, safeguarded sentiments and
protected economic and social interests of the speakers. If like Sri Lanka, India would have
imposed Hindi as the sole national language, it would have alienated other languages and their
speakers thereby leading to divisions within the society.
Q. 8. The distinguishing feature of a federal government is:
(a) National government gives some powers to the provincial governments.
(b) Power is distributed among the legislature, executive and judiciary.
(c) Elected ofcials exercise supreme power in the government.
(d) Governmental power is divided between different levels of government.
Ans. (d) Governmental power is divided between different levels of government.
Q. 9. A few subjects in various Lists of the Indian Constitution are given here. Group them under
the Union, State and Concurrent Lists as provided in the table below.
A. Defence
B. Police
C. Agriculture
D. Education
E. Banking
F. Forests
G. Communications
H. Trade
I. Marriages
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Ans.
Union List
State List
Concurrent List
A, E and G
B, C and H
D, F and I
Q. 10. Examine the following pairs that give the level of government in India and the powers of
the government at that level to make laws on the subjects mentioned against each. Which
of the following pairs is not correctly matched?
(a) State government
(b) Central government
(c) Central and State governments
(d) local governments
State List
Union List
Concurrent List
Residuary powers
Ans. (d)
Q. 11. Match List I with List II and select the correct answer using the codes given below the lists:
List I
1. Union of India
2.State
3. Municipal Corporation
4. Gram Panchayat
(a)
(b)
(c)
(d)
1
D
B
A
C
2
A
C
C
D
3
B
D
D
A
List II
A. Prime Minister
B. Sarpanch
C. Governor
D. Mayor
4
C
A
B
B
Ans. (c) ACDB
Q. 12. Consider the following statements.
A. In a federation, the powers of the federal and provincial governments are clearly demarcated.
B. India is a federation because the powers of the Union and State Governments are specied
in the Constitution and they have exclusive jurisdiction on their respective subjects.
C. Sri Lanka is a federation because the country is divided into provinces.
D. India is no longer a federation because some powers of the states have been devolved
to the local government bodies.
Which of the statements given above are correct?
(a) A, B and C
(b) A, C and D
(c) A and B only
(d) B and C only
Ans. (c) A and B only
VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. How was Belgian government shifted from a unitary to federal form of government?
Ans. One of the key changes made in the constitution of Belgium was to reduce the powers of Central
government and to give these powers to the regional governments. The regional governments
were given constitutional powers that were no longer dependent on the Central Government.
Thus, Belgium shifted from a unitary to federal form of government.
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Q. 2. What form of government was existing in Sri Lanka?
Ans. Sri Lanka continues to be for all practical purposes, a unitary system where the national
government has all the powers. Tamil leaders want Sri Lanka to become a federal system.
Q. 3. What is ‘Federalism’?
Ans. Federalism is a system of government in which the power is divided between a central authority
and various constituent units of the country.
Q. 4. Who has power to make law?
Ans. Legislative.
Q. 5. What is ‘Unitary System’?
Ans. Under the unitary system, either there is only one level of government or the sub units are
subordinate to the Central government. The Central government can pass on orders to the
provincial or the local government.
Q. 6. What is Federal system of Government?
Ans. In a Federal system, the Central Government cannot order the state government to do something.
State Government has powers of its own for which it is not answerable to the Central Government.
Q. 7. What does ‘Jurisdiction’ mean?
Ans. The area over which government has legal authority. The area may be dened in terms of
geographical boundaries or in terms of certain kinds of subjects.
Q. 8. How can you say that, ‘Each tier of government has its own Jurisdiction?
Ans. The jurisdiction of the respective levels or tiers of government are specied in the constitution.
So, the existence and authority of each tier of government is constitutionally guaranteed.
Q. 9. What is the role of courts in our Constitution?
Ans. Courts have the power to interpret the Constitution and the power of different levels of
government. The highest court acts as an umpire if disputes arise between different levels of
government in the exercise of their respective powers.
Q. 10. How is nancial autonomy of each tier of government ensured?
Ans. Sources of revenue for each level of government are clearly specied in the Constitution to ensure
their nancial autonomy.
Q. 11. What are the dual objectives of a federal system?
Ans. The dual objectives of the federal system are to safeguard and promote unity of the country and
at the same time accommodate regional diversity.
Q. 12. Which two aspects are crucial for the practice of Federalism?
Ans. (i) Government at different levels should agree to some rules of power sharing.
(ii) They should also trust that each would abide by its part of the agreement.
Q. 13. What is ‘coming together federation’?
Ans. When independent states coming together on their own, form a bigger unit, so that by pooling
sovereignty and retaining identity, they can increase their security, this is called ‘coming together
federation’.
Q. 14. Explain the term together federation’?
Ans. When a large country decides to divide its power between the constituent states and the national
government, it is called ‘holding together federation’.
Q. 15. What are the examples of coming together federation?
Ans. USA, Switzerland and Australia. In it, all the constituent states, usually have equal powers and are
strong.
Q. 16. What are the examples of holding together federation?
Ans. India, Spain and Belgium are examples of holding together federations. In it, the central
government tends to be more powerful vis-à-vis the states.
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Q. 17. What was originally two tier system of government according to Indian Constitution?
Ans. The Constitution originally provided for a two-tier system of government, the Union Government
or what we call the Central Government representing the Union of India and the State governments.
Q. 18. Which third tier was added later on the system of Indian Government?
Ans. A third tier of Federalism was added in the form of Panchayats and Municipalities.
Q. 19. Which subjects are included in the union list?
Ans. Union list includes subjects of national importance such as defence, foreign affairs, banking,
communication and currency.
Q. 20. Why are these subjects included in the union list?
Ans. They are included in this list because we need a uniform policy on these matters throughout the
country. The union government also can make laws relating to these subjects in the union list.
Q. 21. Which subjects are included in the state list?
Ans. State list contains subjects of state and local importance such as police, trade, commerce,
agriculture and irrigation.
Q. 22. Give the subjects of Concurrent List.
Ans. The Concurrent list includes subjects of common interest to both the union government as well as
the state government, such as education, forests, trade unions, marriage, adoption and succession.
Both the union as well as the state governments can make laws on these subjects.
Q. 23. What happens, if there is a conict in the decision of state and Central Government?
Ans. Both the governments can make laws. If their laws conict with each other, the law made by the
Union Government will prevail.
Q. 24. What are residuary Subjects?
Ans. Subjects which do not fall into any of the three lists. In this subjects like computer software
and its related issues are included. Only Union Government has the power to legislate on these
subjects.
Q. 25. Is it true that all states in the Indian Union do not have identical powers? Explain.
Ans. It is true since some states of India enjoy a special status. Jammu and Kashmir has its own
constitution. Many provisions of the Indian Constitution are not applicable to this state without
the approval of the State Assembly. Similar special provisions exist for some other states of India
as well.
Q. 26. What are ‘Union Territories’?
Ans. These areas are too small to become an independent state but they could not be merged with any
of the existing states. These areas are called Union Territories. These territories do not have the
power of the state. The Central Government runs these areas.
Q. 27. Name the Union Territories of India.
Ans. Chandigarh, Lakshadweep Islands, Andaman and Nicobar Islands, Dadar and Nagar Haveli, Daman
and Diu, Puducherry and Capital city of Delhi.
Q. 28. Is it easy to make changes in the power sharing arrangement of India? Explain.
Ans. No. It is not easy to make changes in the power sharing arrangements of India. The Parliament
cannot on its own change this arrangement.
Q. 29. How are changes made in power sharing arrangement of a country?
Ans. Any change to it has to be rst passed by both the Houses of Parliament with atleast two-thirds
majority. Then it has to be ratied by the legislatures of at least half of the total states.
Q. 30. What is the role of judiciary in power sharing arrangement?
Ans. The judiciary plays an important role in overseeing the implementation of constitutional
provisions and procedures. In case of any dispute about the division of powers, the High Courts
and the Supreme Court make a decision.
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Q. 31. What is the reason for real success of federalism in India?
Ans. The real success of federalism in India can be attributed to the nature of democratic politics in
our country. This ensured that the spirit of federalism respect for diversity and desire for living
together became a shared ideal in our country.
Q. 32. How were the new states created in India after independence?
Ans. In 1947, the boundaries of several old states of India were changed in order to create new states.
This was done to ensure that people who spoke the same language lived in the same state.
Q. 33. What was the fear in forming linguistic states in India?
Ans. When the demand for the formation of States on the basis of language was raised, some national
leaders feared that it would lead to the disintegration of the country. But the experience has
shown that the formation of linguistic states has actually made the country, more united.
Q. 34. What is the language policy of India?
Ans. Our Constitution did not give the status of national language to anyone language. Hindi was
identied as the ofcial language. Besides Hindi, there are 21 other languages recognised as
Scheduled Languages by the Constitution.
Q. 35. What are the ofcial languages of the states?
Ans. States have their own ofcial languages. Much of the government work takes place in ofcial
language of the concerned state.
Q. 36. How has English been added as second ofcial language of India?
Ans. According to the Constitution, the use of English for ofcial purposes was to stop in 1965. However
many non-Hindi speaking states demanded that the use of English should continue. The central
government responded by agreeing to continue the use of English alongwith Hindi for ofcial
purposes.
Q. 37. Had promotion of Hindi shown any formation to the language? Explain.
Ans. Promotion of Hindi continues to be the ofcial policy of the Government of India. Promotion
does not mean that the Central Government can impose Hindi on states where people speak a
different language. Flexibility shown by Indian political leaders helped our country avoid the kind
of situation that Sri Lanka faced.
Q. 38. How does sharing power in reality depend on ruling parties and their leaders?
Ans. For a long time, the same party ruled both at the centre and in most of the states. But when the
ruling party at the state level was different, the parties that ruled at the Centre tried to undermine
the powers of the state.
Q. 39. What is a Coalition Government?
Ans. When no single party gets a clear majority in the Lok Sabha, the major national parties had to
enter into an alliance with many parties including several regional parties to form a government
at the Centre.
Q. 40. How does Coalition government lead to a new culture of power sharing?
Ans. Coalition government led to a new culture of power sharing and respect for the autonomy of State
Governments. This trend was supported by a major judgement of the Supreme Court that made it
difcult for the Central Government to dismiss State Government in an arbitrary manner.
Q. 41. What is the need for power sharing within the states?
Ans. A vast country like India cannot be run only through two tiers. States in India are as large as
independent countries of Europe. Many of these states are internally very diverse. Thus, there is
a need of power sharing within the states.
Q. 42. What do you understand by ‘decentralisation’?
Ans. When power is taken away from Central and State governments and given to local government it
is called decentralisation.
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Q. 43. What is the basic idea behind decentralisation?
Ans. The basic idea behind decentralisation is that there are a large number of problems and issues
which are best settled at the local level.
Q. 44. Why do we need local governments?
Ans. Local people have better knowledge of problems in their localities. They also have better ideas on
where to spend money and how to manage things more efciently.
Q. 45. How is local government the best way to realise principle of democracy of grass root level?
Ans. At the local level, it is possible for the people to directly participate in decision making. This helps
to inculcate a habit of democratic participation.
Q. 46. When was the major step towards decentralisation taken in our country?
Ans. A major step towards decentralisation was taken in 1992. The Constitution was amended to make
the third tier of democracy more powerful and effective.
Q. 47. Discuss the third tier of the decentralisation of power in India.
Ans. Now it is constitutionally mandatory to hold regular elections to the local government bodies.
Seats are reserved for SC, ST and Other Backward classes. Atleast one-third of all positions are
reserved for women.
Q. 48. What is Panchayati Raj?
Ans. Rural local government is popularly known as Panchayati Raj.
Q. 49. How is Gram Panchayat formed?
Ans. Each village in some states, has a Gram Panchayat. This is a council consisting of several ward
members, often called Panch, and a president or Sarpanch. They are directly elected by all the
adult population living in that ward or village.
Q. 50. What is a Gram Sabha? The panchayat works under the overall supervision of the gram
sabha.
Ans. All the voters in the village are its members. It has to meet at least twice or thrice in a year to
approve the annual budget of the Gram Panchayat and to review the performance of the Gram
Panchayat.
Q. 51. What is a Panchayat Samiti?
Ans. A few Gram Panchayats are grouped together to form a Panchayat Samiti or a Block.
Q. 52. How are members of Panchayat Samiti elected?
Ans. The members of Panchayat Samiti are elected by all Panchayat members in that area.
Q. 53. What is a Zila Parishad?
Ans. All the Panchayat Samitis or mandals in a district together constitute the Zila Parishad.
Q. 54. How are members of Zila Parishad elected?
Ans. Members of the Zila Parishad are elected on the basis of adult franchise from the district for a
term of ve years. It is headed by a president and a Vice-President. Zila parishad has minimum
of 50 and maximum of 75 members. There are seats reserved for SC/STs backward classes and
women. These councillors chosen by direct election from electoral division in the district.
Q. 55. What are Municipalities and Municipal Corporations?
Ans. Municipalities are local government bodies in smaller towns and Municipal Corporations are
meant for bigger towns.
Q. 56. Who are the chairpersons of Municipalities and Municipal Corporations?
Ans. Municipal chairman is the political head of the municipality. In a Municipal Corporation, such an
ofcer is called the Mayor.
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SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. What are the two levels of federalism?
Ans. Federalism has two levels of government:
(i) One is the government for the entire country that is usually responsible for a few subjects of
common national interest.
(ii) The others are governments at the level of provinces or states that look after much of the
day-to-day administering of their state.
Q. 2. What is the role of the judiciary in a federal system?
Ans. (i) The Judiciary plays an important role in overseeing the implementation of constitutional
provisions and procedures.
(ii) In case of any dispute about the division of powers, the High Courts and the Supreme Court
make a decision.
(iii) The Union and State governments have the power to raise resources by levying taxes in order
to carry on the government and the responsibilities assigned to each of them.
Q. 3. Why were the linguistic states created?
Ans. (i) The creation of Linguistic States was the rst and a major test for democratic politics in our
country.
(ii) Many old states had vanished and many new states had been created.
(iii) Areas, boundaries and names of the states had been changed.
(iv) In 1947, the boundaries of several old states of India were changed in order to create new
states.
(v) This was done to ensure that people who spoke the same language lived in the same state.
Q. 4. How is Panchayat Samiti formed and at what level?
Ans. (i) Panchayat Samiti is formed at the block level.
(ii) The members of this representative body are elected by all the Panchayat members in that
area.
(iii) A few Gram Panchayats are grouped together to form a Panchayat Samiti or Block or Mandal.
Q. 5. What is Panchayati Raj?
Ans. (i) Rural local government is popularly known by the name of Panchayati Raj.
(ii) It has been divided into three tiers or three levels.
(iii) At the village level, there is a Gram Panchayat; at the block level, there is a Block Committee
and at the district level, there is a Zila Parishad.
Q. 6. What difculties are faced during local government elections?
Ans. (i) While elections are held regularly and enthusiastically, Gram Sabhas are not held regularly.
(ii) Most State governments have not transferred signicant powers to the local governments.
(iii) Nor were they given adequate resources.
Q. 7. “The constitution did not use the word ‘Federation’ but the Indian Union is based on the
principles of federations.” Explain this statement.
Ans. The Constitution did not use the word ‘Federation’ but it has the division of powers into a threetier system of the central government, the state governments and the local governments. The
Constitution of India has also mentioned the distribution of legislative powers in the form of
three lists namely—Union, State and Concurrent. So each level of the government has its own
jurisdiction to legislate. But we have a centralised federation in which Union g overnment carries
more powers than the State governments. It is seen in such a way that Union government has 97
subjects, whereas State as well as Concurrent lists have much less number of subjects. Besides,
Union government also has the power to legislate on the residuary powers.
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LONG ANSWER QUESTIONS
[5 marks]
Q. 1. How did India emerge as a federal state?
Ans. l India had emerged as an independent nation after a painful and bloody partition.
l
Soon after independence, several princely states became a part of the country.
l
The Constitution declared India as a Union of States.
l
Although it did not use the word federation, the Indian Union is based on the principles of
federalism.
l
The Constitution originally provided for a two-tier system of government, the Union
government or Central government, representing the Union of India and the State governments.
Later, a third tier of ‘Panchayati Raj’ or local government was added.
Q. 2. How are Gram Panchayats formed?
Ans. Rural local government is popularly known as Panchayati Raj. Gram Panchayat is the smallest
unit at the village level.
l
l
Each village or a group of villages in some states has a gram panchayat.
l
This is a council consisting of several ward members often called Panch, and a President or
Sarpanch.
l
They are directly elected by all the adult population living in that ward or village.
l
It is a decision-making body for the entire village.
l
The panchayats work under the overall supervision of the gram sabha; all the voters in the
village are its members.
It has to meet at least twice or thrice in a year to approve the annual budget of the gram
panchayat and to review the performance of the gram panchayat.
Q. 3. Describe the three-fold distribution of legislative powers between the Union government
and State government.
Ans. It contains three lists:
(i) Union List: It includes subjects of national importance such as defence of the country,
foreign affairs, banking, communications and currency. They are included in this list because
we need a uniform policy on these matters throughout the country.
(ii) State List: The list contains subjects of state and local importance such as police, trade,
commerce, agriculture and irrigation. The state governments alone can make laws relating to
the subjects mentioned in the state list.
(iii) Concurrent List: Includes subjects of common interest to both, the Union government as
well as the State government such as education, forests, trade unions, marriage, adoption
and succession. Both the Union as well as State governments can make laws on the subjects
mentioned in this list. If their laws conict with each other, the law made by the Union
government prevails.
Q. 4. How is a Zila Parishad formed?
Ans. (i) All the Panchayat Samitis or mandals in a district together constitute the Zila Parishad.
(ii) Most members of the Zila Parishad are elected.
(iii) Members of the Lok Sabha and MLAs of that district and some of the ofcials of other district
level bodies are also its members.
(iv) Zila Parishad chairperson is the political head of the Zila Parishad.
Q. 5. How are constitutional changes made in a federal system?
Ans. l It is not easy to make changes to power sharing of power between the Union Government and
the State Government.
l
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l
The Parliament cannot on its own change this arrangement.
l
Any change to it has to be rst passed by both the houses of Parliament, with at least twothirds majority.
Then it has to be ratied by the legislatures of at least half of the total states.
Q. 6. What special provisions are provided to some of the states of India?
Ans. Most of the federations that are formed by ‘holding together’ do not give equal power to its constituent
units. All states in Indian union do not have identical powers. Some states enjoy a special status,
like Jammu & Kashmir which has its own constitution. Many provisions of the Indian Constitution
are not applicable to this state without the approval of the State Assembly. Indians who are not the
permanent residents of this state cannot buy land or house here.
Q. 7. Which territories in India do not enjoy the powers of a state?
Ans. There are some units of the Indian Union which enjoy very little power. These areas are too small
to become an independent state but which could not be merged with any of the existing states
as well. The areas like Chandigarh, Lakshadweep or the capital city of Delhi are called Union
Territories. These territories do not have the powers of a State. The Central Government has
special powers in running these areas.
Q. 8. How is power shared in a coalition government?
Ans. After 1990, there was the rise of regional political parties as well as the beginning of the era of
‘Coalition Governments’ at the Centre. Since no single party got a clear majority in the Lok Sabha,
the major national parties had to enter into an alliance with many parties including several regional
parties to form a government at the centre. This led to a new culture of power sharing and respect
for the autonomy of State governments. This trend was supported by a major judgement of the
Supreme Court that made it difcult for the Central Government to dismiss state governments in
an arbitrary manner.
Thus federal power sharing is more effective today than it was in the early years after the
Constitution came into force.
Q. 9. Which local government bodies exist for the urban areas?
Ans. Municipalities are set up in towns. Municipal Corporations are constituted in big cities. Both
municipalities and municipal corporations are controlled by elected bodies consisting of people’s
representatives. Municipal Chairperson is the political head of the municipality. In a municipal
corporation, such an ofcer is called the ‘Mayor’.
Q. 10. State any two achievements and any two problems of the Panchayati Raj system.
Ans. The Panchayati Raj system of India has been introduced by Balwant Rai Mehta Committee. Its
achievements are:
(i) The introduction of local governments has helped to deepen the roots of democracy in India.
(ii) It has increased representation of scheduled castes, scheduled tribes and women as well.
At the same time, its problems are:
(i) While elections are held regularly but gram sabhas, block committees and zila parishads do
not hold their meetings regularly.
(ii) Most of the state governments are not ready to provide powers to the local governments.
Neither they are ready to provide sufcient funds for their needs.
Q. 11. ‘Promotion of Hindi continues to be the ofcial policy of government of India.’ Elucidate.
Ans. l According to the Constitution, the use of English for ofcial purposes was to stop in 1965.
l
l
However, many non-Hindi speaking states demanded that the use of English should continue. In
Tamil Nadu, the movement took a violent turn.
l
The Central Government responded by agreeing to continue the use of English along with
Hindi for ofcial purposes. Many critics think that this solution favoured the English-speaking
elite.
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l
Promotion of Hindi continues to be the ofcial policy of Government of India.
l
Promotion does not mean that the Central Government can impose Hindi on states where
people speak a different language.
The exibility shown by Indian political leaders helped our country avoid the kind of situation
that Sri Lanka nds itself in.
HOTS (Higher Order Thinking Skills)
Q. 1. Distinguish between ‘coming together federation’ and ‘holding together federations’ with
examples. India comes under which type of federation?
Ans. Coming Together Federation:
It involves independent states coming together on their own to form a bigger unit, so that by
pooling sovereignty and retaining identity, they can increase their security.
E.g.: USA, Australia
In this category of federation, all the constituent states usually have equal powers and are strong
as a federal government.
Holding Together Federations:
Here, a large country decides to divide its power between the constituent states and the national
government. In this kind of federalism, Central government tends to be more powerful than the
states. Very often different constituent units of federation have unequal powers. Some units are
granted special powers.
For e.g. India, Spain, Belgium, etc.
Q. 2. Which ve provisions of the Indian constitution make India a full edged federation?
Explain.
Ans. l There are two or more levels of government.
l
Different tiers of government govern the same citizens, but each tier has its own jurisdiction.
l
The jurisdiction of the respective levels or tiers of government are specied in the constitution.
l
The fundamental provisions of the constitution cannot be unilaterally changed by one level
of the government.
l
Sources of revenue for each level of government are clearly specied to ensure its nancial
autonomy.
Courts have the power to interpret the constitution and the powers of different levels of
government.
So, an ideal federal system has both aspects—mutual trust and agreement to live together.
Q. 3. Explain how the federal experiment has been successful in the matter of formation of
states in India.
Or
What are the power sharing arrangements in our country? Explain with examples.
Ans. Our Constitution declared India as a Union of States. Indian Union is based on the principles of
federalism. The Constitution originally provided a two-tier system (at the central and the state
level) but later in 1992, a three-tier system (added up the third tier as local government) was
adopted.
The powers are divided between three levels by Union List, State List and Concurrent List
respectively.
The Union List includes 97 subjects like defence, foreign affairs, banking, etc. These subjects are
of national importance, so they are looked after by the Union government and they only legislate
l
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on these subjects.
The State List includes 66 subjects like police, agriculture, trade and commerce, etc. These subjects
are allotted to all the state governments and the state governments can legislate on them.
The Concurrent List includes subjects of common interests between the Centre and the State, e.g.,
education, forest, marriage, etc. Both the Union as well as the State governments can make laws
on their respective subjects but central government exercises an upper hand.
Q. 4. Critically analyse the centre–state relations prior to 1990 and after.
Ans. l For a long time, the same party ruled both at the centre and in most of the states. This meant
that State governments did not exercise their rights as autonomous federal units.
l
In those days, the Central government would often misuse the Constitution to dismiss the State
governments that were controlled by rival parties. This undermined the spirit of federalism.
After 1990, there was a rise of regional parties in many states. This was also the beginning of
the era of Coalition Government at the centre. This led to a new culture of power sharing and
respect for the autonomy of State Governments.
Q. 5. Explain the constitutional amendments of 1992 that compare local governments in India.
Ans. A major step towards decentralisation was taken in 1992. The constitution has amended to make
the third tier more powerful and effective.
(i) Now it is mandatory to hold regular elections for local government bodies.
(ii) Seats are reserved for Scheduled Castes, Scheduled Tribes and other backward classes.
(iii) At least one-third of all positions are reserved for women.
(iv) The State Election Commission monitors the elections of municipalities and local governments
of a state.
(v) The State governments are required to share some powers and revenue with local governments
bodies.
Q. 6. What is the rational decentralisation of power? Describe t he functions of rural local
government.
Ans. l The basic idea behind decentralisation is that, there are a large number of problems and issues
which are best settled at the local level.
l
l
People have better knowledge of problems in their localities.
l
They also have better ideas on where to spend the money and how to manage things more
efciently.
At the local level, it is possible for the people to directly participate in decision-making. This
helps to inculcate a habit of democratic participation.
Functions of Rural Government:
The local government is a three-tier structure. At the top is the District or Zila Parishad, few
blocks form a Zila, so blocks have Block or Mandal and then few villages form a block and a village
panchayat.
The smallest unit of our country is a village and at the village level, we have Gram Panchayat,
which is run by a head called ‘Sarpanch’ with his team of representatives.
A few Gram Panchayats fall under a Block. At Block level, we have a Panchayat Samiti or Block
Committee.
All Panchayat Samitis of a district are under a district having a local government called Zila
Parishad. Members of Lok Sabha and MLAs of that district also become the members of Zila
Parishad.
Q. 7. How challenge of language policy was adopted by the Indian federalism?
Ans. l A second test for Indian federalism is the language policy.
l
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l
Our Constitution did not give the status of national language to any one language.
l
Hindi was identied as the ofcial language.
l
But Hindi is the mother tongue of only about 40 per cent of Indians. Therefore, there were
many safeguards to protect other languages.
l
Besides Hindi, there are 21 other languages recognised as Scheduled Languages by the
Constitution.
l
A candidate in an examination conducted for the Central Government positions may opt to
take the examination in any one of these languages.
l
States too have their own ofcial languages. Much of the government work takes place in the
ofcial language of the concerned state.
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Give an example of a country which is an example of coming together federation.
2. Is India a ‘coming together federation’?
3. Write name of any two countries which is an example of holding together’.
4. What is Panchayati Raj?
5. Which state in India has a special status?
Short Answer Questions
[3 marks]
1. How have the centre-state relations been restructed to strengthened federalism?
2. What is Gram Sabha? Describe any four functions of a Gram Sabha.
3. Which features of Panchayati Raj do you like the most and why?
4. Why has federalism succeeded in India? Which three policies adopted by India have ensured this
success?
Long Answer Questions
[5 marks]
1. How are the powers divided between the states and the centre?
2. Explain the language policy in India.
3. State any two achievements and any two problems of the Panchayati Raj system in India.
4. How can a government attain nancial autonomy?
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3
Democracy and
Diversity
BASIC CONCEPTS � A FLOW CHART
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IMPORTANT TERMS
1. Democracy: A system of government by the whole population or all the eligible members
of a state, typically through elected representatives.
2. Diversity: Great deal of variety.
3. Civil Rights Movements: The civil rights movement was a struggle by African Americans
in the mid-1950s to late 1960s to achieve Civil Rights equal to those of whites, including
equal opportunity in employment, housing, and education, as well as the right to vote,
the right of equal access to public facilities, and the right to be free of racial discrimination.
4. Discrimination: The unjust or prejudicial treatment of different categories of people,
especially on the grounds of race, age, or sex.
5. Social Difference: The differences among the individuals on the basis of social
characteristics and qualities are known as social differences. Social differences are the
complex differences and they include class, race, culture, age, ability, sex, etc.
6. Social Divisions: They are categories such as class, race, gender and geographic location,
that indicate differences in lifestyle and experience.
7. Overlapping: Cover some part of the same area of interest.
8. Cross Cutting: It exists when groups on one cleavage overlap among groups on another
cleavage. ‘Cleavages’ include such things as racial, political, religious divisions in society.
9. Homogenous Society is a population that overwhelmingly shares certain traits or views.
These commonalities may include ethnicity, language, religion, cultural practices and
worldview. The opposite of homogeneous society, heterogeneous society, describes a
population with diverse traits and characteristics.
10. Migrants: A person who moves from one place to another in order to find work or better
living conditions.
11. Republic: A state in which supreme power is held by the people and their elected
representatives, and which has an elected or nominated president rather than a monarch.
NCERT Exercises
Q. 1. Discuss three factors that determine the outcomes of politics of social divisions.
Ans. The three factors that determine the outcomes of politics of social divisions:
(i) The perception of identity as held by people. It is difcult to accommodate people if they see
themselves as being isolated or separate from others. If people understand that they have
multitudes and overlapping identities, it would be easier to locate belonging and work and
stay together.
(ii) Political leaders, who raise demand for any community need to do so within the constitutional
framework and not at the cost of another community.
(iii) If the government shares power and accommodates the reasonable demands of the
marginalized communities, social divisions become less of a problem.
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Q. 2. When does a social difference become a social division?
Ans. In general, we belong to a community because we were born into it. This leads to us being born with
social differences that already exist. Social differences are also based on the choices we make due
to in our cultural and professional life. Social difference, which may cause one community to be at
a disadvantage as compared to another community, thereby leading to a feeling of discrimination.
This produces tension among the communities and are pitted against one another. This produces
social divisions.
Q. 3. How do social divisions affect politics? Give two examples.
Ans. An individual’s or a party’s success in politics depends upon its support and inuence among
the masses. This leads to competition among various individuals and parties to gain popularity
among the masses and if they try to compete by exploiting some existing social divisions whereby
turning social divisions into political divisions. This may lead to conict and even violence among
social and political communities.
In Northern Ireland, the population is divided with 53% Protestant Christians while 44% are
Roman Catholic Christians. This social division turned to political division. The Nationalist parties
represented the Catholics and demanded that Northern Ireland be unied with the Catholics
dominated country of Republic of Ireland. The Unionists represented the Protestants who wanted
to remain with Protestant dominated country of UK. This political division led to violence within
the UK, Ireland and Northern Ireland with much causality among civilians, militants and security
forces of the UK. Similarly in Yugoslavia, political competition along religious and ethnic lines led
to the breakup of Yugoslavia into six smaller countries.
Q. 4. Overlapping social differences create possibilities of deep social divisions and tensions. Crosscutting social differences do not usually lead to conicts.
Q. 5. In dealing with social divisions, which one of the following statements is NOT correct
about democracy?
(a) Due to political competition in a democracy, social divisions get reected in politics.
(b) In a democracy, it is possible for communities to voice their grievances in a peaceful
manner.
(c) Democracy is the best way to accommodate social diversity.
(d) Democracy always leads to disintegration of society on the basis of social divisions.
Ans. (d) is not correct.
Q. 6. Consider the following three statements.
A. Social divisions take place when social differences over lap.
B. It is possible that a person can have multiple identities.
C. Social divisions exist in only big countries like India.
Which of the statements is/are correct?
(a) A, B and C (b) A and B (c) B and C (d) Only C
Ans. (b) A and B
Q. 7. Arrange the following statements in a logical sequence and select the right answers by
using the code given below.
A. But all political expression of social divisions need not be always dangerous.
B. Social divisions of one kind or the other exist in most countries.
C. Parties try to win political support by appealing to social divisions.
D. Some social differences may result in social divisions.
(a) D, B, C, A (b) D, B, A, C (c) D, A, C, B (d) A, B, C, D
Ans. (a) D, B, C, A
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Q. 8. Among the following, which country suffered disintegration due to political ghts on the
basis of religious and ethnic identities?
(a) Belgium (b) India (c) Yugoslavia (d) Netherlands
Ans. (c) Yugoslavia
Q. 9. Read the following passage from a famous speech by Martin Luther King Jr. in 1963. Which
social division is he talking about? What are his aspirations and anxieties? Do you see a
relationship between this speech and the incident in Mexico Olympics mentioned in this
chapter?
“I have a dream that my four little children will one day live in a
Nation where they will not be judged by the colour of their skin
but by the content of their character. Let freedom ring. And when
this happens, and when we allow freedom ring—when we let it
ring from every village and every hamlet, from every state and
every city, we will be able to speed up that day when all of God’s
children—black men and white men, Jews and Gentiles,
Protestants and Catholics—will be able to join hands and sing in
the words of the old Negro spiritual: ‘Free at last ! Free at last!
Thank God Almighty, we are free at last! ’ I have a dream that
one day this nation will rise up and live out the true meaning of
its creed: ‘We hold these truths to be self-evident: that all men
are created equal’. ”
Ans. Martin Luther King Jr. is referring to the social division based on race among communities of
White Americans and Black African-Americans. He aspires for equality among the differing races
and also among different religious communities. He is anxious about the future of the children
that they will be judged on the basis of their skin colour, thereby be denied freedom to be treated
as equal to all. The actions of the three athletes show that they have united beyond their social
and racial differences. The athletes like Martin Luther King Jr. wanted to highlight the existence
of racial discrimination in the United States whereby the blacks are not treated as equal.
VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. Who were the two US athletes who won medals in 1968 Mexico Olympics?
Ans. Tommie Smith and John Carlos.
Q. 2. How did they protest in medal ceremony?
Ans. They received their medals wearing black socks and no shoes to represent Black Poverty.
Q. 3. How had these US athletes represented Black Power in the medal ceremony?
Ans. The black gloved and raised clenched sts were meant to symbolise Black Power.
Q. 4. What does ‘Black Power’ mean?
Ans. Black Power was a movement that emerged in 1966 to end racism in USA and advocate violence,
if necessary.
Q. 5. How did third athlete support the two American athletes?
Ans. The silver medalist, white Australian athlete, Peter Norman, wore a human rights badge on his
shirt during the ceremony to show his support to the two Americans.
Q. 6. Why did Afro-American wear black socks and no shoes?
Ans. By wearing black socks and no shoes, they tried to draw international attention to racial
discrimination in the United states.
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Q. 7. What was the result of this peaceful protest by Afro-American athletes in Olympics?
Ans. The International Olympic Association held Carlos and Smith guilty of violating the Olympic
spirit by making a political statement. Their medals were taken back. Back home, they were
subjected to a lot of criticism.
Q. 8. What happened to Peter Norman of Australia?
Ans. Norman too suffered for his action and was not included in the Australian team for the next
Olympics.
Q. 9. When did the Afro-American Athletes get recognition?
Ans. Their action succeeded in gaining international attention for the Civil Rights Movement in the
US. Recently, the San Jose State University, of which they were former students, honoured them
and installed their statue in the University Campus.
Q. 10. What was common among three athletes?
Ans. All of them were athletes and all won medals in Mexico Olympics.
Q. 11. What was difference between the three athletes?
Ans. Tommie Smith and John Carlos were black while Peter Norman was a white. Smith and Carlos
were from US while Norman was from Australia.
Q. 12. What is the origin of social difference?
Ans. These social differences are mostly based on accident of birth. Normally we don’t choose to belong
to our community.
Q. 13. What kind of social differences do we normally face in our society?
Ans. People around us are male or female, tall or short, have different kinds of complexions, have
different physical abilities or disabilities.
Q. 14. Which are social groups formed on the basis of our choice?
Ans. Some people are atheists, they don’t believe in God or any religion. Some people choose to follow
a religion other than the one in which they were born. These differences are based on our choices.
Q. 15. How do social differences overlap with other differences?
Ans. In our country, dalits tend to be poor, and landless. They often face discrimination and injustice.
Q. 16. How do social differences cross cut one another?
Ans. In it, the groups that share a common interest on one issue are likely to be in different sides on a
different issue.
Q. 17. What is the difference between overlapping and cross cutting social differences?
Ans. Overlapping social differences create possibilities of deep social divisions and tensions. Cross
cutting social differences are easier to accommodate.
Q. 18. Give one example of overlapping social differences.
Ans. In Northern Ireland, class and religion overlap with each other. Here Catholics are more likely to be
poor, they may have suffered a history of discrimination.
Q. 19. Give one example of cross cutting social differences.
Ans. In Netherlands, class and religion tend to cut across each other. Catholics and Protestants are
about equally likely to be poor or rich. So, there is no conict in Catholics and Protestants.
Q. 20. How are some homogeneous countries becoming multicultural?
Ans. Homogeneous countries are undergoing rapid changes with inux of people from other countries
of the world. Migrants bring with them their own culture and tend to form a different social
community and make a country multicultural.
Q. 21. How does social division affect politics?
Ans. If in a democracy, people start competing in terms of some existing social divisions, it can make
social divisions into political divisions and lead to conict, violence or over disintegration of the
country.
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Q. 22. What was the ethnic composition of Northern Ireland?
Ans. Population of Northern Ireland was divided into two major sets of Christianity: 53 per cent of
protestant and 44 per cent of Roman Catholics.
Q. 23. Which political party represented Catholics?
Ans. The Catholics were represented by Nationalist parties, who demanded that Northern Ireland be
unied with the Republic of Ireland, a predominantly catholic country.
Q. 24. How were Protestants represented by the political parties?
Ans. The Protestants were represented by Unionists, who wanted to remain with the UK which is
predominantly Protestants.
Q. 25. What was the result of this ethno-political conict of Northern Ireland?
Ans. Hundreds of civilians, militants and security forces were killed in the ght between Unionists and
Nationalists and between the security forces of UK and the Nationalists.
Q. 26. What was the result of Yugoslavia’s ethnic conict?
Ans. Yugoslavia did not have a happy end. Political competition along religious and ethnic lines led to
the disintegration of Yugoslavia into six independent countries.
Q. 27. Is it dangerous to have social divisions and politics mix together?
Ans. The politics and social divisions must not be allowed to mix. Wherever they exist, these divisions
are reected in the politics, but it is dangerous.
Q. 28. How does social division affect voting in a state?
Ans. Social division affects voting in most countries. People from one community tend to prefer sure
party more than others. In many countries there are parties that focus only on one community.
Q. 29. On which factor does the outcome of politics of social division depend?
Ans. The outcome depends on how people perceive their identities. If people see their identities in
singular and exclusive terms, it becomes very difcult to accommodate.
Q. 30. How do political leaders accommodate the demands of any community?
Ans. It is easier to accommodate demands that are within the constitutional framework and are not at
the cost of another community. For example, the demand for only ‘Sinhala’ was at the cost of the
interest and identity of the Tamil community in Sri Lanka.
Q. 31. How does the government react to the demands of different groups of a country?
Ans. In Belgium and Sri Lanka, if the rulers were willing to share power and accommodate the
reasonable demands of minority community, social divisions would have become less threatening
for the country. But if they try to suppress such a demand in the name of national unity, the end
result is often quite the opposite.
SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. How can you say that most countries of the world are multi-cultural?
Ans. l Social divisions of one kind or the other exist in most of the countries. It doesn’t matter
whether the country is small or big.
l
India is a vast country with many communities. Belgium is a small country with many communities.
l
Even countries like Germany and Sweden, which were highly homogenous, are undergoing
rapid change with the inux or coming of people from other countries.
Migrants bring with them their own culture and tend to form a different social community. So
most of the countries in the world are multi-cultural.
Q. 2. What problem was raised by Smith and Carlos of USA? With what gesture did they bring
international attention to the social problems in USA?
Ans. Receiving their gold and bronze medals, respectively; the American athletes wore black socks and
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no shoes to represent Black poverty. With this gesture, they tried to draw international attention
to the prevailing racial discrimination in the United States. The black-gloved and raised clenched
sts were meant to symbolise Black Power.
Q. 3. How did their actions prove successful?
Ans. (i) Their action succeeded in gaining international attention for the Civil Rights Movement in
the US.
(ii) Recently, the San Jose (Pronounced as ‘Saan Hoze’) University, of which they were former
students, honoured them and installed their statues in the University campus.
Q. 4. What was the result of this kind of protest in an Olympic game?
Ans. l The International Olympic Association held Carlos and Smith guilty of violating the Olympic
spirit by making a political statement.
l
Their medals were taken back. Back home, they were subjected to a lot of criticism.
l
Silver medalist, Norman from Australia, also suffered for his support and was not included in
the Australian team for the next Olympics.
Q. 5. On what basis are social differences created?
Ans. (i) Based on accident of birth:
(a) Normally, we don’t choose to belong to one community. We belong to it simply because
we were born into it.
(b) We all experience social differences based on accident of birth in our everyday lives.
(ii) Based on physical abilities or disabilities:
(a) There is discrimination based on gender; some are tall or short, have different kinds of
complexions or have different physical abilities or disabilities.
(b) All kinds of social differences are not based on accident of birth.
(iii) Differences based on choices:
(a) Some people are atheists, they do not believe in God or any religion.
(b) While some people choose to follow a religion other than the one in which they were
born into.
(c) Most of us choose what to study, which occupation to take up and which games or
cultural activities to take part in.
All these lead to the formation of social groups that are based on our choices.
Q. 6. What do you know about ‘Civil Rights Movement’ in the USA?
Ans. It refers to a set of events and reform movements aimed at abolishing legal racial discrimination
against Afro-Americans. It was led by Martin Luther King Jr. This movement practised nonviolent methods of civil disobedience against racial discriminatory laws and practices. In the
Mexico Olympics of 1968, US athletes Tommie Smith and John Carlos tried to draw international
attention to racial discrimination in the US by wearing black gloves to represent black power.
Q. 7. Give any three reasons to prove that Dalits were depressed in India.
Ans. (i) Dalits were poor and landless.
(ii) They often worked for wages and sometimes faced social humiliation in their work.
(iii) They were called ‘shudras’ during ancient times. They were generally involved in menial tasks
like that of sweepers and cleaners.
Q. 8. Write short notes on the following terms:
(i) Homogeneous Society (ii) Migrants.
Ans. (i) Homogeneous Society: A society that has similar kinds of people, especially where there are
no signicant ethnic differences.
(ii) Migrant: Anybody who shifts from one region or country to another region within a country
or to another country, usually for work or other economic opportunities.
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Q. 9. What was black power movement?
Ans. ‘African-American’, ‘Afro-American’, ‘Black American’ or ‘Black’ are the terms used to refer mainly
to the descendants of Africans who were brought into America as slaves between the 17th and
early 19th century. The Black Power Movement emerged in 1966 and lasted till 1975, which was a
militant anti-racist movement, advocating even violence, if necessary, to end racism in the US.
LONG ANSWER QUESTIONS
[5 marks]
Q. 1. Give examples to prove that social differences cross-cut each other.
Ans. (i) If social differences cross-cut one another, it is difcult to put one group of people against the
other.
(ii) It means the groups that share a common interest on one issue are likely to be on different
sides on a different issue.
(iii) In northern Ireland, class and religion overlap each other. A Catholic is more likely to be poor
and they suffer discrimination.
(iv) In Netherlands, class and religion tend to cross-cut each other. Catholics and Protestants are
both likely to be poor or rich. The result is that Catholics and protestants have had conicts
in northern Ireland, while they do not do so in the Netherlands.
That’s why cross-cutting social differences are easier to accommodate.
Q. 2. ‘But a positive attitude towards diversity and willingness to accommodate it do not come
about easily.’ Elucidate.
Ans. It is not easy to maintain positive attitude towards diversity and willingness to accommodate
it because People who feel marginalised, deprived and discriminated have to ght against the
injustices. Such a ght often takes the democratic path, voicing their demands in a peaceful and
constitutional manner and seeking a fair position through elections. Sometimes social differences
can take the form of unacceptable level of social inequality and injustice. The struggle against such
inequalities sometimes takes the path of violence and deance of state power.
Q. 3. ‘Social diversity can take different forms in different societies.’ Explain.
Ans. l Racial discrimination was practised in US and it ultimately led to Civil Rights Movement.
There were protests in the streets and US black athletes had protested against their racism in
the open in the medal ceremony of Olympics.
l
In Sri Lanka, the differences could be seen in the form of various religions followed in the
country and the languages like Sinhala and Tamil. There was a civil war in the country due to
importance being given to Sinhalas only.
l
In Belgium, people speak different languages like Dutch, French and German. But that country
opted for accommodation by giving due importance to all the languages.
l
Most of the social differences are based on the accident of birth but some of them are based
on choices also like some people choose to follow a religion which is different from the one in
which they were born.
HOTS (Higher Order Thinking Skills)
Q. 1. How do overlapping and cross cutting of differences create social division? Explain.
Ans. Overlapping:
l
Under this, a social difference overlaps with another difference.
l
People start feeling that they belong to different communities.
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They create possibilities of deep social divisions.
l
For example, difference between African Americans and Whites in the US is an overlapping
difference because the African Americans tend to be poor and homeless.
Cross-cutting:
l
Under this, a social difference cross-cuts another difference.
l
The group can share a common interest on one issue but are likely to be on different sides on
different issues.
l
These are easier to accommodate.
l
For example, in Netherlands, class and religion tend to cross-cut each other as Catholics and
Protestants are both likely to be poor or rich.
Q. 2. “Every social difference does not lead to social division.” Explain the statement.
Ans. l Social differences divide similar people from one another, but they also unite very different
people.
l
People belonging to different social groups share differences and similarities cutting across
the boundaries of their groups.
l
It is fairly common for people belonging to the same religion to feel that they do not belong
to the same community, because their caste or sect is different.
l
It is also possible for people from different religions to have the same caste and feel close to
each other.
l
Rich and poor persons from the same family, often do not keep close relations with each other
because they feel they are different.
Q. 3. “Reaction of the government to the demands of different groups is a crucial factor in
determining the outcome of social divisions.” Explain the statement.
Ans. Factors determining the outcome of social divisions are:
l
l
The outcome depends on how to perceive their identities. If people see their identities in
singular and exclusive terms, it becomes very difcult to accommodate.
l
It is easier to accommodate demands that are within the constitutional framework and are not
at the cost of another community. For example, the demand for only Sinhala was at the cost of
the interest and identity of the Tamil community in Sri Lanka.
In Belgium, the rulers were willing to share power and accommodate the reasonable demands
of minority community, social divisions became less threatening for the country. But if
government tries to suppress such a demand in the name of national unity, the end result is
often quite the opposite as we see in case of Sri Lanka.
Q. 4. The combination of politics and social division is very dangerous and explosive. Do you
agree? Support the answer with suitable examples.
Ans. Social divisions and politics really make a very explosive combination.
l
l
We have seen the case of Sri Lanka, where preference is given to Sinhalese, dejecting the Tamils
in the society as well as politics, which led to revolt and ultimately a civil war, which is creating
disturbance in the country.
l
In Northern Ireland, the Catholics were represented by Nationalist parties who wanted to join
the Republic of Ireland.
l
The Protestants were represented by Unionists, who wanted to remain with the United
Kingdom. This led to conict between them and hundreds of civilians, militants and security
forces were killed.
l
In Yugoslavia, the political competition along religious ending ethnic lines led to the
disintegration of Yugoslavia into six independent countries.
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Q. 5. “In a democracy, political expression of social division is very normal and can be healthy.”
Justify this statement with suitable argument.
Ans. (i) In a democracy, political expression of social division is very normal and can be healthy. In
such democracies, they allow all the marginalised social groups to express their opinion and
attend to their opinions too.
(ii) If there are conicts among various social group of a country, they often cross cut each other
and its intensity gets reduced. It further leads to the strengthening of democracy.
(iii) Conicts in social divisions sometimes became violent also. It led to the division of countries
too like Yugoslavia, but in democratic countries, these diversities are accommodated easily.
Q. 6. What are civil rights? Do you think that the movement started in the USA and led by
Martin Luther king was right? Write in short about the movement.
Ans. Civil rights are the rights of individuals to receive equal treatment (and to be free from
discrimination) in a number of settings of education, housing, employment and more. Yes the
movement started was indeed a positive step towards treating human beings with an honour.
Civil Rights Movements in the USA (1954–1968): It refers to a set of events and reform
movements aimed at abolishing legal racial discrimination against African-Americans.
Led by Martin Luther King Jr., this movement practised non-violent methods of civil
disobedience against racially discriminatory laws and practices.
SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. Name the two athletes who raised the issue of Civil Rights in the Mexico Olympics (1968).
2. Who are African-American?
3. Dene ‘homogeneous’ society.
4. Which division-caste or economic is unique to India?
5. What is ethnic composition of the Northern Ireland?
Short Answer Questions
[3 marks]
1. State any three important features of ‘Civil Rights Movement’ of the USA during 1954-1968.
2. Explain any two aspects concerning the origin of social differences.
3. What is meant by overlapping of social differences? Explain with the help of examples.
4. How are politics and social divisions in a society related to each other?
5. “We all have more than one identity and can belong to more than one social group.” Discuss the
statement with suitable examples.
Long Answer Questions
[5 marks]
1. How do overlapping and cross-cutting of differences create social-divisions? Explain.
2. What are the chief outcomes of the social division in the country in context of democracy and
elections?
3. How have social divisions resulted in a violent and bitter ethno political conict in Northern Ireland?
4. What penalty was imposed on Carlos, Smith and Norman for their action at the 1968 Mexico Olympics?
zzz
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Gender, Religion
and Caste
4
BASIC CONCEPTS � A FLOW CHART
COMMUNALISM
Communalism is
a situation where
one community
tries to promote
its own interest at
the cost of others.
The followers
of a particular
religion must
belong to one
community.
Communal
politics is
based on idea
that religion is
the basis of a
religious
community
Ultimate
result is
division on
the basis of
religion.
The demands of
one religion
formed in
opposition to
others when one
group tries to
dominate others.
The problem
becomes acute
when one religion
is presented as
superior to
others.
STATUS OF WOMEN IN INDIA
• India has a patriarchal society, a society that gives more power to man, values them more and considers them superior
to women.
• The literacy rate among women is 54% as compared to the 76% among men.
• Every year girls do better than boys in school results, but more girls dropout as parents want to spend their resources on
their son’s education.
• Though there is an Equal Wages Act which states that women should be paid equal wages for equal work, women are
still paid less for the same work.
• A women works an hour more than a man on an average, yet her work is neither valued paid.
• The percentage of elected women members in Lok Sabha has never even reached 10% of the total members.
CASTE IN ELECTORAL POLITICS
No parliamentary
constituency has only
one caste dominating it.
All Voters belonging to
one caste, do not vote
for the same party.
Sometimes more than one
candidate of the same
caste stands for elections
and sometimes the voters
may find no candidate of
their own caste.
The ruling party MPs and
MLAs lose elections
frequently. This could not
happen in all voters voted
according to caste.
POLITICS IN CASTE
Each caste group tries
to increase in numbers
by including sub-castes
or neighbouring castes.
New caste groups
come up, like
backward, and
forward caste groups.
Caste politics have
helped Dalit & OBC
castes to gain
better access to
decision making.
Various caste
groups get into a
coalition with
other castes
during elections.
343
Political parties make
demands, agitate
against discrimination
on the basis of caste.
They demand more
dignity, more resources,
more opportunities.
Political Science:
Democratic Politics–II
IMPORTANT TERMS
1. Caste: It is a social category to which a person belongs involuntarily.
2. Sexual Division of Labour: A term referring to the specialized gender roles of male
breadwinner and female housewife.
3. Feminism: The belief that women are and should be treated as potential intellectual
equals and social equals to men.
4. Feminist: A person who supports feminism.
5. Patriarchal relating to or denoting a system of society or government controlled by men.
6. Wages: A fixed regular payment earned for work or services, typically paid on a daily or
weekly basis.
7. Communalism: It means that people of the same religion have common cultural,
economic, political and social interests. Thus, religion based communities form as the
primary unit of society.
8. Communal Politics: Based on the idea that religion is the principal basis of social
community. Communalism involves thinking along the following lines; The followers of
a particular religion must belong to one community.
9. Outcast: A person who is expelled from the caste.
10. Urbanisation: An increase in a population in cities and towns. Urbanisation began during
the industrial revolution, when workers moved towards manufacturing hubs in cities to
obtain jobs in factories as agricultural jobs became less common.
11. Occupational Mobility refers to the ease with which workers can switch career fields to
find gainful employment or meet labour needs.
12. Caste Hierarchy is a class structure that is determined by birth. Loosely, it means that
in some societies, if your parents are poor, you’re going to be poor too. Same goes for
being rich.
13. Universal Adult Franchise: It means that the right to vote should be given to all adult
citizens without the discrimination of caste, class, colour, religion or gender. It is based
on equality, which is a basic principle of democracy.
14. MP: Member of Parliament.
15. MLA: Member of Legislative Assembly.
NCERT Exercises
Q. 1. Mention different aspects of life in which women are discriminated or disadvantaged in
India.
Ans. The different aspects of life in which women are discriminated or disadvantaged in India are:
(i) There are sex-selective abortions in India. A girl child is aborted due to preference of a male
child among several Indian parents and the assumption that a girl child will be a burden on
the economic wealth of the parents. The sex ratio in India is 927 girls to every 1000 boys
which have fallen to even 800:1000 in some parts of India.
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(ii) The literacy rate of women is only 54% as compared to 76% among men in India. Many girls
in India tend to leave their education midway because economically weak parents prefer to
spend their money for the education of their son as compared to that of their daughter. Also
money that can be invested for the education of a daughter is rather saved for her dowry and
marriage.
(iii) Women form a small portion among highly paid and valued jobs. Many girls are not able to
pursue higher education in India due to early marriage, inaccessibility to higher education
institutes or lack of money to pursue higher education. Therefore they do not have the
qualication to apply for high paying jobs.
(iv) There are instances of sexual harassment and domestic violence against women which deters
the formation of a supportive environment for a woman to pursue her ambitions and full
her dreams as per potential. There conditions are created due to assumption of women being
physically weaker, lack of protection from State agencies such as police and structure of the
patriarchal society.
Q. 2. State different forms of communal politics with one example each.
Ans. Religious identities are used to divide different religious communities. Social differences based
on religion lead social divisions when religious identity is used to stereotype one community.
This stereotype forms the basis of prejudice by another community thereby causing the second
community to believe they are superior or feel threatened. The Divide and Rule policy of the
British caused social differences among Hindus and Muslims to turn into Social Divisions.
There is political mobilisation based on religious divisions. It involves the use of religious symbols
to gather followers of one religion and then building fear of another community in order to divide
the followers of different religions. This causes social divisions to turn into political divisions
thereby leading to Communal Politics. This existed in Northern Ireland where the Protestants and
Catholics were politically mobilized by different political parties.
Communal politics often leads a desire for political dominance of one religious community over
another. This can take shape in form of dominance of the majority community or a desire for
separate political units for different religious communities thereby leading to conict and even
violence. Communal politics lead to the division of Yugoslavia and violence among different
religious groups.
Q. 3. State how caste inequalities are still continuing in India.
Ans. Caste continues in form of social traditions such as in marriage whereby people still marry
within their own caste or tribe. Access to education to caste groups that did not have it earlier
has progressed slowly in India thereby creating inequalities in literacy and jobs. The inequality
in access to jobs has further created gaps in wealth among caste groups. Disadvantaged caste
groups also had lower wealth such as land to pass to future generations which is reected today in
wealth inequality among caste groups. The belief that caste as the basis of social community has
caused social divisions among caste communities and therefore they are not united to struggle for
common interests.
Q. 4. State two reasons to say that caste alone cannot determine election results in India.
Ans. (i) No parliamentary constituency in the country has a clear majority of one single caste. So every
candidate and party needs to win the condence of more than one caste and community to
win elections.
(ii) No party wins the votes of all the voters of a caste or community. When people say that a
caste is a ‘vote bank’ of one party, it usually means that a large proportion of the voters from
that caste vote for that party.
Q. 5. What is the status of women’s representation in India’s legislative bodies?
Ans. The proportion of women in legislature has been very low. The percentage of elected women
members in Lok Sabha has never crossed 10% of total members. Their share in the state
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Political Science:
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assemblies has in general been less than 5%. Although there are more than 10 lakh elected women
representatives in panchayats and municipalities due to reservation of 1/3 of seats for women.
A Bill demanding reservation of at least 1/3 of seats in the Lok Sabha and State Assemblies for
women has been pending before the Parliament for more than a decade.
Q. 6. Mention any two constitutional provisions that make India a secular state.
Ans. The Constitution provides to all individuals and communities freedom to profess, practice and
propagate any religion, or not to follow any.
The Constitution prohibits discrimination on grounds of religion.
Q. 7. When we speak of gender divisions, we usually refer to:
(a) Biological difference between men and women
(b) Unequal roles assigned by the society to men and women
(c) Unequal child sex ratio
(d) Absence of voting rights for women in democracies
Ans. (b) Unequal roles assigned by the society to men and women
Q. 8. In India, seats are reserved for women in
(a) Lok Sabha
(b) State legislative assemblies
(c) Cabinets
(d) Panchayati Raj bodies
Ans. (d) Panchayati Raj bodies
Q. 9. Consider the following statements on the meaning of communal politics. Communal
politics is based on the belief that:
A. One religion is superior to that of others.
B. People belonging to different religions can live together happily as equal citizens.
C. Followers of a particular religion constitute one community.
D. State power cannot be used to establish the domination of one religious group over
others.
Which of the statements is/are correct?
(a) A, B, C, and D (b) A, B, and D (c) A and C (d) B and D
Ans. (c) A and C
Q. 10. Which among the following statements about India’s Constitution is wrong? It
(a) Prohibits discrimination on grounds of religion.
(b) Gives ofcial status to one religion.
(c) Provides to all individuals freedom to profess any religion.
(d) Ensures equality of citizens within religious communities.
Ans. (b) Gives ofcial status to one religion.
Q. 11. Social divisions based on Caste are peculiar to India.
Q. 12. Match List I with List II and select the correct answer using the codes given below the Lists:
1.
2.
3.
4.
List I
A person who believes in equal rights and opportunities for women
and men
A person who says that religion is the principal basis of community
A person who thinks that caste is the principal basis of community
A person who does not discriminate others on the basis of religious
beliefs
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List II
A.Communalist
B. Feminist
C. Secularist
D. Castiest
(a)
(b)
(c)
(d)
Ans. (b)
1
B
B
D
C
2
C
A
C
A
3
A
D
A
B
4
D
C
B
D
VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. What is sexual division of labour?
Ans. A system in which all the work inside the home is either done by the women of the family, or
organised by them through the domestic helpers.
Q. 2. How are boys and girls brought up in India for the division of labour?
Ans. Boys and girls are brought up to believe that the main responsibility of women is house work and
bringing up children.
Q. 3. How is sexual division of labour done in India?
Ans. In most families, women do all the work inside the home such as cooking, cleaning, washing
clothes, tailoring, looking after children, etc. and men do all the work outside the home.
Q. 4. Does women’s work get recognition?
Ans. The majority of women do some sort of paid work in addition to domestic labour, but their work
is not valued and does not get recognition.
Q. 5. Why are men tailored not to do the household work?
Ans. It is not that man cannot do housework; they simply think that it is for the women to attend to
these things. When these jobs are paid for, men are ready to take up these works. Like most tailors
or cooks in hotels are men.
Q. 6. What is the role of women in public division of labour?
Ans. Although women constitute half of the humanity, their role in public life, especially politics is
minimal in most societies.
Q. 7. What are feminist movements?
Ans. Women in different parts of the world organised and agitated for equal rights. These agitations
demanded enhancing the political and legal status of women and improving their educational and
career opportunities. These movements are called ‘feminist movements’.
Q. 8. What is the perception of a modern women now?
Ans. We now nd women working as scientists, doctors, engineers, lawyers, managers and college and
University teachers, which were not considered suitable for women earlier.
Q. 9. How do women in India lack in literacy rate?
Ans. The literacy rate among women is only 54 percent compared to 76 per cent among men.
Q. 10. Why is girl student’s dropout more in higher studies?
Ans. It is so because parents prefer to spend their resources for their boys’ education rather than
spending equally on their sons and daughters.
Q. 11. How far is it true that proportion of women among the highly paid and valued jobs is still
very small?
Ans. On an average an Indian woman works one hour more than an average man every day. Yet much
of her work often not valued and therefore not paid.
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Political Science:
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Q. 12. Has Equal Wages Act provided any comfort in women’s jobs?
Ans. In almost all areas of work, from sports and cinema, to factories and elds, women are paid less
than men, even when both do exactly the same work. So, Equal Wages Act doesn’t work.
Q. 13. Why is there a decline in sex ratio in India?
Ans. In many parts of India, parents prefer to have sons and nd ways to have the girl child aborted
before she is born. Such sex selective abortion led to a decline in child sex ratio.
Q. 14. What is country’s sex ratio at present?
Ans. At present, country’s sex ratio is 914 women per thousand males.
Q. 15. Why is it said that urban areas have become particularly unsafe for women?
Ans. Urban areas are unsafe for women. Women are not safe even within their own home from beating,
harassment and other forms of domestic violence. Even in work place, there is a sexual harassment.
Q. 16. What is the proportion of women in legislature of India?
Ans. In India, the proportion of women in legislature has been very low. The percentage of elected
women members in Lok Sabha has never reached even 10 per cent of its total strength. India is
among the bottom groups of nations in the world.
Q. 17. What is the proportion of women in India’s local bodies?
Ans. One third of the seats in local government bodies—in panchayats and municipalities are now
reserved for women. Now there are more than 10 lakh elected women representatives in rural and
urban local bodies.
Q. 18. “Religion can never be separated from politics” by Mahatma Gandhi. Elaborate the
Statement.
Ans. According to him, religions was not only particular religion like Hinduism or Islam but moral
values that inform all religions. He believed that politics must be guided by ethics drawn from
religion.
Q. 19. Why did human rights groups of India demand protection for religious minorities?
Ans. Human rights groups in our country have argued that most of the victims of communal riots
in our country are people from religious minorities. They have demanded that the government
should protect religious minorities.
Q. 20. What is the family laws’ role for women in different religions?
Ans. Women’s movement has argued that family laws of all religions discriminate against women. So,
they have demanded that government should change these laws to make them more equitable.
Q. 21. What is Communal politics?
Ans. Communal politics is based on the idea that religion is the principal basis of social community.
Q. 22. What does communalism lead to in its extreme form?
Ans. In its extreme form, communalism leads to the belief that people belonging to different religions
cannot live as equal citizens within one nation. Either, one of them has to dominate the rest or
they have to form different nations.
Q. 23. What is the most common expression of communalism?
Ans. The most common expression of communalism is in everyday beliefs. These routinely involve
religious prejudices, stereotypes of religious communities and belief in the superiority of one’s
religion over other religions.
Q. 24. How political mobilisation on religious lines are a form of communalism?
Ans. Political mobilisation involves the use of sacred symbols, religious leaders, emotional appeal and
plain fear in order to bring the followers of one religion together in the political arena.
Q. 25. What is the most ugly form of communalism?
Ans. The most ugly form of communalism is communal violence, riots and massacre. India and Pakistan
suffered some of the worst communal riots at the time of partition.
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Q. 26. What do you understand by secularism?
Ans. There is no ofcial religion for the Indian state. Our constitution does not give a special status to
any religion. All religions are treated equally by the law.
Q. 27. What are the provisions for a secular state according to the Indian constitution.
Ans. The constitution provides to all individuals and communities the freedom to profess, practise and
propagate any religion, or not to follow any.
Q. 28. What is the extreme form of caste system in India?
Ans. Members of the same caste group were supposed to form a social community that practised the
same or similar occupation, married within the caste group and did not eat with members from
other caste groups.
Q. 29. Mention some reforms of history against caste system.
Ans. Social reformers like Jyotiba Phule, Gandhiji, B.R. Ambedkar and Periyar Ramaswami Naiker
advocated and worked to establish a society in which caste inequalities are absent.
Q. 30. Which factors are responsible to bring changes in caste system in India?
Ans. With the economic development, large scale urbanisation, growth of literacy and education,
occupational mobility and the weakening of the position of landlords in the villages, the old
notions of caste hierarchy are breaking down.
Q. 31. What is occupational mobility?
Ans. Shift from one occupation to another, usually when a new generation takes up occupations other
than practised by their ancestors.
Q. 32. What does ‘Caste hierarchy’ mean?
Ans. It is a ladder like formation in which all the caste groups are placed from the ‘highest’ to the
‘lowest’ castes.
Q. 33. What is the role of Indian Constitution to remove caste system?
Ans. The Constitution of India prohibited any caste based discrimination and laid the foundations of
policies to reverse the injustices of the caste system.
Q. 34. How is caste system still prevailing in contemporary India?
Ans. Some of the older aspects of caste have persisted. Even now, most people marry within their own
caste or tribe. Untouchability has not ended completely despite constitutional prohibition.
Q. 35. Is it true that caste is the sole basis of social community?
Ans. According to this way of thinking, people belonging to the same caste belong to a natural social
community and have the same interests which they do not share with anyone from another caste.
Q. 36. How do political parties keep castes in their minds during elections?
Ans. When parties choose candidates in elections, they keep in mind the cast composition of the
electorate and nominate candidates from different castes so as to muster necessary support to
win elections. They make appeals to caste sentiments to gather support.
Q. 37. Does any one single caste get a clear majority of one single caste?
Ans. No, parliamentary constituency in the country has a clear majority of one single caste. So, every
candidate and party needs to win the condence of more than one caste and community to win
elections.
Q. 38. What do you understand by vote bank of a caste?
Ans. When people say that caste is a vote bank of one party, it usually means that a large proportion of
the voters from that caste vote for that party.
Q. 39. How does caste get politicised?
Ans. Each caste group tries to become bigger by incorporating within it the neighbouring castes or
sub-castes, which were earlier excluded from it.
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Political Science:
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SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. What would happen if politics and religion go hand in hand?
Ans. l Gandhiji used to say that religion can never be separated from politics. What he meant by
religion was not Hinduism or Islam but moral values that inform all religions. He believed that
politics must be guided by the morals and ethics drawn from religion.
l
Human rights group in one country has argued that most of the victims of communal riots in
India are people from religious minorities. They have demanded that the government should
protect religious minorities.
Women’s movements have argued that ‘family laws’ of all religions discriminate against
women. So they have demanded that the government should change these laws to make them
more equitable.
Q. 2. How can you say that women’s role in public life is minimal?
Ans. l Earlier, only men were allowed to participate in public affairs, vote and contest for elections
and public ofces.
l
l
Gradually, the gender issue was raised in politics.
l
Women in different parts of the world organised and agitated for equal rights.
l
There were agitations in different countries for the extension of voting rights to women.
l
These agitations demanded enhancing the political and legal status of women and improving
their educational and career opportunities.
More feminist movements have taken place for equality of women.
We now nd women working as scientists, doctors, engineers, lawyers, managers and college and
university teachers, which were earlier not considered suitable for women.
Q. 3. How are religious differences expressed in politics?
Ans. l A communal mind often leads to a quest for political dominance of one’s own religious
community.
l
l
Political mobilisation on religious lines is another frequent form of communalism.
l
Sometimes, communalism takes its most ugly form, in communal violence riots and massacres.
Q. 4. How can a relationship between religion and politics be established?
Ans. The relationship between religion and politics can be established by setting up the following
constitutional provisions:
(i) There is no ofcial religion. The Indian Constitution does not give special status to any religion.
(ii) The Constitution provides to all individuals and communities freedom to profess, practise
and propagate any religion, or not to follow any.
(iii) At the same time, the Constitution allows the state to intervene in matters of religion in order
to ensure equality within religious communities.
Q. 5. Do you agree that caste has not disappeared from contemporary India?
Ans. l Some of the older aspects of caste are continuing.
l
Even now, most people marry within their own caste or tribe.
l
Untouchability has not ended completely, despite constitutional prohibition.
l
The caste groups that had access to education under the old system have done very well in
acquiring modern education as well.
Those groups that did not have access to education or were prohibited from acquiring it have
naturally lagged behind.
Caste continues to be closely linked to economic status.
l
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Q. 6. What factors matter in politics other than caste?
Ans. l The voters have strong attachment to political parties which is often stronger than their
attachment to their caste or community.
l
People within the same caste or community have different interests depending on their
economic conditions.
Rich and poor or men and women from the same caste often vote very differently.
People’s assessment of the performance of the government and the popularity rating of the
leaders matter and are often decisive in elections.
Q. 7. What does ‘gender-division’ mean?
Ans. Gender division is a form of hierarchical social division seen everywhere, but rarely recognised
in the study of politics. It tends to be understood as natural and unchangeable. However, it is not
based on biology but on social expectations and stereotypes.
Q. 8. What do you understand by ‘sexual division of labour’? Give some examples.
Ans. It is a system in which all work inside the home is either done by the women of the family, or
organised by them through the domestic helpers.
It is reected in most of the families. Women do all the work inside the home such as cooking,
cleaning, washing clothes, tailoring, looking after children, etc. and men do all the work outside
the home.
It is not that men cannot do housework; they simply think that it is for women to attend to these
things.
l
In villages, women fetch water, collect fuel and work in the eld.
Q. 9. What does ‘feminist’ mean? What are feminist movements?
Ans. Feminist can be a woman or a man who believes in equal rights and opportunities for women and
men.
Feminist movements aim at equal rights and opportunities for women and men. More radical
women’s movements aimed at equality, both in personal and family life.
LONG ANSWER QUESTIONS
[5 marks]
Q. 1. What is communal politics? How is it preferred?
Ans. Communal Politics: It is based on the idea that religion is the principal basis of social community.
Communalism involves thinking that the followers of a particular religion must belong to one
community. Their fundamental interests are the same. Any difference that they may have is
irrelevant or trivial for community life. It also follows that people who follow different religions
cannot belong to the same social community. If the followers of different religions have some
commonalities, these are supercial and immaterial. Their interests are bound to be different and
involve a conict.
Q. 2. How is caste preferred in politics?
Ans. (i) No parliamentary constituency in the country has a clear majority of one single caste. So every
candidate and party needs to win the condence of more than one caste and community to
win elections.
(ii) No party wins the votes of all the voters of a caste or community. When people say that a
caste is a ‘vote bank’ of one party, it usually means that a large proportion of the voters from
that caste vote for that party.
(iii) Many political parties may put up candidates from the same caste. Some voters have more
than one candidate from their caste while many voters have no candidate from their caste.
(iv) The ruling party and the sitting MPs or MLAs frequently lose elections in a country. That would
not have happened if all castes and communities were frozen in their p olitical preferences.
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Q. 3. “The problem begins when religion is seen as the basis of nation.” Explain the statement
with an example.
Ans. When religion becomes the basis of nation, it becomes communalism.
When people of one religion consider themselves as superior to other religions, the problem
of communalism erupts. This problem of communalism takes another sharp turn when it gets
mixed with politics. The state power is used to establish domination of one religious group over
the other religion. The manner in which religion is used in politics is called ‘communal politics’.
Sometimes people also use politics to express their needs, interests as members of a particular
religious community.
Q. 4. What changes can be seen in the caste system in modern India?
Ans. Partly due to social reformers and political leaders’ efforts and partly due to other socio-economic
changes, castes and caste system in modern India have undergone great changes.
With economic development, large-scale urbanisation, growth of literacy and education,
occupational mobility and the weakening of the position of landlords in the villages, the old
notions of caste hierarchy are breaking down. Now most of the times, in urban areas, it does
not matter much who is walking along next to us on a street or eating at the next table in a
restaurant. The Constitution of India prohibited any caste-based discrimination. If a person who
lived a century ago were to return to India, he/she would be greatly surprised at the change that
has come about in the country.
HOTS (Higher Order Thinking Skills)
Q. 1. How does communalism threaten the Indian democracy? Explain.
Ans. l The most common expression of communalism lies in our everyday beliefs. These routines
involve belief in the superiority of one’s religion above other religions.
l
A communal mind often leads to a quest for political dominance of one’s own religious
community; it can take the form of a desire to form a separate political unit.
l
Political mobilisation based on religion is another form of communalism. This involves the
use of sacred symbols, religious leaders, emotional appeal to bring the followers of one religion
together in the political arena.
Sometimes, communalism takes its most ugly form in violence riots and massacres. India and
Pakistan suffered some of the worst communal riots at the time of partition.
Q. 2. ‘‘In politics, the focus on caste can sometimes give an impression that elections are all
about caste and nothing else.’’ Justify the statement.
Ans. l When parties choose candidates in elections, they keep in mind the caste composition of the
electorate and nominate candidates from different castes so as to get necessary support to
win elections.
l
l
Political parties and candidates in elections make appeal to caste sentiment to muster support.
Some political parties are known to favour some castes and are seen as their representatives.
Universal adult franchise and the principle of ‘one person one vote’ compelled political leaders
to gear up to the task of mobilising and securing political support.
Q. 3. Highlight the positive and negative impact of casteism with regard to political expression.
Give any three examples to justify the statement.
Ans. Positive Impact of Casteism
(i) With the economic development, large scale urbanisation growth of literacy and education,
occupational mobility and the weakening of the position of landlords in the village, the old
notions of caste hierarchy are breaking down.
l
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(ii) The constitution has prohibited any caste based discrimination and laid the foundation of
policies to reverse the injustices of the caste system.
Negative impacts of Casteism
(i) When parties choose candidates in election, they keep in mind the caste imposition of the
electorate and nominate candidates from different castes so as to get necessary support to
win elections.
(ii) Political parties and candidates in elections make appeal to caste sentiments to muster
support.
Q. 4. Write few measures to combat communalism in India.
Ans. Measures to Combat Communalism in India
Communalism can be combated through the following methods:
(i) Law should ban parties using religion in politics.
(ii) Socio-economic backwardness of the country should be removed so that people are not used
as vote banks.
(iii) Political parties should rise above narrow gains and stop fanning communal passions.
(iv) Educational institutions should inculcate secular values among students.
(v) The Election Commission should prepare a code of conduct for parties so that religion is not
used in politics.
(vi) Mass media, TV, radio, NGOs and people themselves should launch an enlightenment
movement so that public opinion is created against communal riots.
Q. 5. How is gender division understood in Indian society? How does political mobilisation of
women on this question help to improve women’s role in public life?
Ans. (i) Boys and Girls are brought to believe that the main responsibility of women is household
work and bringing up children.
(ii) Women do all work inside the house such as cooking, cleaning, washing clothes, tailoring,
looking after the children, etc. and men do all the work outside the house. It is not that men
cannot do such work they simply think that it is for women, to attend to.
(iii) Political mobilisation has helped to improve women’s role in public life.
(a) Now women are scientists, space astronauts, doctors, engineers, lawyer and college and
university teachers which were earlier not considered suitable for them.
(b) Despite certain improvement, Indian Society remains a male dominated and patriarchal
society. Women still face torture, discrimination in various ways.
(iv) In urban areas, poor women work as domestic helps in middle-class homes while middleclass women work in ofces.
(v) In fact, the majority of women do some sort of paid work in addition to domestic labour. But
their work is not valued and does not get recognition.
Q. 6. How does caste get politicised?
Ans. l Each caste group tries to become bigger by incorporating within it the neighbouring castes or
subcastes, which were earlier excluded from it.
l
Various caste groups are required to enter into a coalition with other castes or communities
and thus enter into a dialogue and negotiations.
l
New kinds of caste groups have come up in the political arena like ‘backward’ and ‘forward’
caste groups.
These castes play different kinds of roles in politics. As in the case of religion, politics based
on caste identity alone is not very healthy in a democracy.
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SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. What do you mean by ‘Feminist’?
2. What is meant by ‘sex ratio’?
3. How many seats are reserved for women in the local bodies in India?
4. Who said that religion can never be separated from politics?
5. Which act provides that equal wages should be paid for equal work to both men and women?
Short Answer Questions
[3 marks]
1. Suggest any two measures to integrate the people belonging to different ethnic group in a society.
2. What do you understand by casteism?
3. Describe any ve features of the caste system in India.
4. Beside caste, which other factors do matter in electoral politics? Explain.
Long Answer Questions
[5 marks]
1. What is communalism? How is communalism a hindrance in the functioning of our democracy?
Explain.
2. “In a democracy, political expression of social division is very normal and can be healthy”. Justify
this statement with suitable arguments.
3. What is meant by caste hierarchy? Explain the role of caste in Indian politics.
4. Discuss the reasons for the decline in the caste system.
5. It is inevitable to ignore the relationship between politics and religion. In what way does this
relationship impact modern day politics? Explain.
zzz
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Popular Struggles
and Movements
5
* This chapter will not be evaluated in theory.
BASIC CONCEPTS � A FLOW CHART
and took to streets. The
security forces could not
cope with more than a
lakh people demanding
democracy. They served
an ultimation to the king.
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BOLIVIA WATER WAR
Bolivia, a poor
country in Latin
America, sold its
municipal water
supply rights to a
multinational
company.
This they were
forced to do by
the World Bank.
The MNC
raised the
price of water
four times.
People who
earned `5,000
had to pay
`1,000 a month
for water.
People rose as
one man joined
by labour human
rights and
community
leaders in
January 2000.
This resulted, in
MNC officials
fleeing from the
city.
The government
bowed to the
people’s power and
the water supply was
restored to the
Municipality.
Strikes after
strikes occurred
which the
government
suppressed
brutally.
PRESSURE GROUPS
•
•
•
Pressure groups are formed when people of the common occupation,
interests, aspirations come together to achieve an objective or aim.
They attempt to influence government policies without seeking control or
political power.
Pressure groups influence policies, but do not take part in direct electoral
competition.
Examples: Narmada Bachao Aandolan, Women’s Movement.
IMPORTANT TERMS
1. Democracy: A system of government by the whole population or all the eligible members
of a state, typically through elected representatives.
2. Monarch: A sovereign head of state, especially a king or queen or emperor. He exercises
the highest authority and power.
3. Monarchy: A form of government with a monarch at the head.
4. Maoist: The political, social, economic, and military theories and policies advocated by
Mao Zedong, as those concerning revolutionary movements and guerrilla warfare.
5. Constituent Assembly (sometimes also known as a constitutional convention or
constitutional assembly) is a body or assembly of representatives composed for the
purpose of drafting or adopting a constitution.
6. MNC: Multinational company has facilities and other assets in at least one country
other than its home country. Such companies have offices and/or factories in different
countries and usually have a centralized head office where they coordinate global
management.
7. Mobilisation: The action of making something moveable or capable of movement.
8. Communism: A theory or system of social organization in which all property is owned
by the community and each person contributes and receives according to their abilities
and needs.
9. Communist: A person who supports or believes in the principles of communism.
10. FEDECOR is an organisation of human right activists, labour, community people. It was
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an organization formed in Bolivia which wanted the government to end the privatization
of water resources in the country.
11. Socialism: A political and economic theory of social organization which advocates that
the means of production, distribution, and exchange should be owned or regulated by
the community as a whole.
12. Socialists: A person who advocates or practices socialism.
13. Pressure Groups: A group that tries to influence public policy in the interest of a particular
cause.
14. Electoral Competition is relating to an election or to the process by which people are
elected.
15. Sectional Interest Groups: Groups seek to represent the common interests of a
particular section of society. As a result, members of sectional pressure groups are
directly and personally concerned with the outcome of the campaign fought by the
group because they usually stand to gain professionally and/or economically.
16. Public Interest Groups: They promote collective good as opposed to selective good. They
support or help groups other than their own members.
17. BAMCEF: The all India Backward and Minority Communities Employees Federation. It
is an organisation of employees from Scheduled Castes, Scheduled Tribes and other
backward classes and the minority communities in India.
NCERT Exercises
Q. 1. In what ways do pressure groups and movements exert inuence on politics?
OR
How do pressure groups and movements exert inuence on politics? Explain with
examples.
[CBSE 2015]
Ans. Pressure groups and movements exert inuence on politics by:
(i) They carry out information campaigns, organise public outreach programmes, le petitions
and use mass media to popularize their demands and gain support among masses.
(ii) They often organise protests like strikes, public disruptions, etc. to draw the attention of the
government.
(iii) They may participate in ofcial bodies and committees that offer advice to the government.
(iv) They seek to exert inuence on political parties through economic donations or by assuring
of votes of their supporters in elections. In some cases, they might become afliated to
political parties in form of trade unions, student unions, etc. and install individuals they
deem appropriate in decision making bodies of the political parties.
Q. 2. Describe the forms of relationship between pressure groups and political parties?
Ans. The relationship between political parties and pressure groups can take different forms, some are
direct and others very indirect:
(i) In some instances, the pressure groups are either formed or led by the leaders of political
parties or act as extended arms of political parties.
(ii) For example, most trade unions and students organisations in India are either established
by, or afliated to one or the other major political party. Most of the leaders of such pressure
groups are usually activists and leaders of party.
(iii) Sometimes political parties grow out of movements. For example, when the Assam movement
led by students, against the ‘foreigners’ came to an end, it led to the formation of the ‘Asom
Gana Parishad’.
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Political Science:
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(iv) In most cases, the relationship between parties and interest groups or movements is not so
direct. They often take positions that are opposed to each other. Yet they are in dialogue and
negotiation.
(v) Movement groups have raised new issues that have been taken up by political parties. Most
of the new leadership of political parties comes from interest or movement groups.
Q. 3. Explain how the activities of pressure groups are useful in the functioning of a democratic
government.
Ans. Pressure groups and movements counter the inuence of powerful individuals on the government
and of the government itself. Multiple pressure groups also ensure a balance of power whereby
if one group brings pressure on government to make policies in its favour, another may bring
counter pressure. This ensures the government knows about conicting interests and may bring
a solution that may accommodate these conicting interests.
Q. 4. What is a pressure group? Give a few examples.
Ans. Pressure groups are organisations that attempt to inuence government policies. These
organisations are formed when people with common demands, interests or opinions come together
to achieve a common objective. Interest groups try to promote the interests of a particular section
or group of society such as trade unions. Promotional groups or public interest groups promote
collective good beyond their members such environmental groups, etc.
Q. 5. What is the difference between a pressure group and a political party?
Ans. Pressure groups are organisations that attempt to inuence government policies but do not wish
control and share power in government like political parties. Pressure groups ensure inuence
through indirect means on government while political parties inuence the government through
direct means such as elections and representation in government. Political parties accommodate
members of differing interests and opinions while pressure is generally homogeneous in
membership.
Q. 6. Organisations that undertake activities to promote the interests of specic social sections
such as workers, employees, teachers, and lawyers are called ____________________ groups.
Ans. Sectional interest
Q. 7. Which among the following is the special feature that distinguishes a pressure group from
a political party?
(a) Parties take political stances, while pressure groups do not bother about political
issues.
(b) Pressure groups are conned to a few people, while parties involve larger number of
people.
(c) Pressure groups do not seek to get into power, while political parties do.
(d) Pressure groups do not seek to mobilise people, while parties do.
Ans. (c) Pressure groups do not seek to get into power, while political parties do.
Q. 8. Match List I (organisations and struggles) with List II and select the correct answer using
the codes given below the lists:
Ans.
List-I
List-II
1. Organisations that seek to promote the interests of a A. Movement
particular section or group
2. Organisations that seek to promote common interest
B. Political Parties
3. Struggles launched for the resolution of a social problem C. Sectional Interest Groups
with or without an organisational structure
4. Organisations that mobilise people with a view to win D. Public Interest Groups
political power
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1
2
3
4
(a) C
D
B
A
(b) C
D
A
B
(c) D
C
B
A
(d) B
C
D
A
Ans. (b) CDAB
Q. 9. Match List I with List II and select the correct answer using the codes given below the lists:
Ans.
List-I
List-II
1. Pressure group
A. Narmada Bachao Andolan
2. Long-term movement
B. Asom Gana Parishad
3. Single issue movement
C. Women’s movement
4. Political party
D. Fertilizer dealers’ association
1
2
3
4
(a) D C A B
(b) B A D C
(c) C D B A
(d) B D C A
Ans. (a) DCAB
Q. 10. Consider the following statements about pressure groups and parties:
A. Pressure groups are the organised expression of the interests and views of specic
social sections.
B. Pressure groups take positions on political issues.
C. All pressure groups are political parties.
Which of the statements given above are correct?
(a) A, B, and C (b) A and B (c) B and C (d) A and C
Ans. (b) A and B
Q. 11. Mewat is one of the most backward areas in Haryana. It used to be a part of district Gurgaon
and Faridabad. The people of Mewat felt that the area will get better attention if it were
to become a separate district. But political parties were indifferent to this sentiment. The
demand for a separate district was raised by Mewat Educational and Social Organisation
and Mewat Saksharta Samiti in 1996. Later Mewat Vikas Sabha was founded in 2000 and
carried out a series of public awareness campaigns. This forced both the major parties,
Congress and the Indian National Lok Dal, to announce their support for the new district
before the assembly elections held in February 2005. The new district came into existence
in July 2005.
In this example what is the relationship that you observe among movement, political
parties and the government? Can you think of an example that shows a relationship
different from this one?
Ans. The movement was a single issue and specic movement with the objective of creating a new
district of Mewat. The movement organised pressure campaigns through public awareness
activities. This forced the major political parties to accept to their demands.
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VERY SHORT ANSWER QUESTIONS
Q.1. When did extraordinary popular movement begin in Nepal?
Ans. In April 2006, Nepal witnessed an extraordinary popular movement.
Q. 2. What was the aim of popular movement of Nepal?
Ans. The popular movement aimed at restoring democracy.
Q. 3. Who was the constitutional Monarch of Nepal?
Ans. King Birendra was the constitutional Monarch of Nepal.
Q. 4. Why did King Gyanendra replace King Birendra?
Ans. King Birendra was killed in a mysterious massacre of the royal family in 2001, so king Gyanendra
replaced him.
Q. 5. Who dissolved the popularly elected parliament in February 2005 in Nepal?
Ans. King Gyanendra dissolved the popularly elected parliament in Feb. 2005 in Nepal.
Q. 6. Why did King Gyanendra dismiss the then Prime Minister and dissolve Parliament?
Ans. He was not prepared to accept democratic rule. He took advantage of the weakness and
unpopularity of the democratically elected government.
Q. 7. What does ‘SPA’ mean?
Ans. It means “Seven Party Alliance”.
Q. 8. What was the role of SPA in Nepal Movement?
Ans. All the major political parties in the parliament forced a Seven Party Alliance and called for a four
day strike in Kathmandu to start the popular movement to revive democracy.
Q. 9. Who were Maoists?
Ans. Those communists who believed in the ideology of Mao, the great leader of the Chinese Revolution
were called Maoists.
Q. 10. What were the three main demands of the protestors in Nepal?
Ans. (i) Restoration of Parliament.
(ii) Power to an all-party government.
(iii) A new constituent Assembly.
Q. 11. Who was made the new Prime Minister of interim government of Nepal?
Ans. Girija Prasad Koirala was chosen by SPA as the PM of the interim government of Nepal.
Q. 12. Where is Bolivia located?
Ans. Bolivia is a poor country located in Latin America (South America).
Q. 13. What was the main reason of Bolivia’s popular movement?
[CBSE Delhi 2017]
OR
Explain the main reason for ‘Bolivia Water War.’
[CBSE Delhi 2017]
Ans. (i) The government of Bolivia sold the rights of water supply to a multinational company.
(ii) The company increased the price of water by four times.
Q. 14. What was ‘FEDECOR’?
OR
What was the main role of ‘FEDICOR’ organisation in Bolivia?
Ans. It was an organisation formed by an alliance of labour, human rights and community leaders who
organised a successful four day general strike in Bolivia against MNC for water p rivatisation.
Q. 15. Give some examples of movements.
Ans. (i) Narmada Bachao Andolan
(ii) Movement for Right to Information
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(iii) Anti-liquor Movement
(iv) Women’s Movement
(v) Environmental Movement
Q. 16. Who are Sectional Interest groups?
[CBSE (F) 2017]
Ans. They seek to promote the interests of a particular section or group of society.
Q. 17. For whose interest do the public welfare interest groups work ?
[CBSE (F) 2017]
Ans. Public welfare groups work in favour of-All Sections of society.
Q. 18. What does ‘BAMCEF’ mean?
Ans. It is Backward and Minority Community Employees Federation.
Q. 19. What is the role of ‘BAMCEF’?
Ans. It is an organisation largely made up of government employees that campaigns against caste
discrimination.
Q. 20. What is the principal concern of BAMCEF?
OR
State the main aim of Backward and Minority Communities Employees Federation.
[CBSE (F) 2016]
Ans. Its principal concern is social justice and social equality for the entire society.
Q. 21. Which organisation led the protest against water privatisation in Bolivia?
[CBSE Delhi 2016]
Ans. The organisation which led the protest against water privatization in Bolivia: FEDECOR.
Q. 22. Distinguish between pressure groups and political parties by stating any one point of
distinction.
[CBSE (AI) 2016]
Ans. Pressure groups do not aim to directly control or share political power but political parties directly
control and share political power.
Q. 23. Name any two sectional interest groups.
[CBSE (AI) 2016]
Ans. Two Sectional interest groups are →
(i) Trade Union
(ii) Business Association
(iii) Professional bodies of—Lawyers, Doctors, Teachers, etc.
Q. 24. Give an example of any ‘pressure group’ of India which functions as a branch of ‘political
party.’
[CBSE Delhi 2017]
Ans. Trade unions/Students’ organizations, INTUC, AITUC, ABVP, NSU(I)
Q. 25. Differentiate between ‘Sectional interest groups’ and ‘Public interest groups’.[CBSE (F) 2016]
Ans. Sectional interest groups seek to promote the interest of a particular section.
Public interest groups promote collective rather than selective good.
Q. 26. Name any one political party of India which grew out of a movement.
[CBSE (AI) 2017]
Ans. Political party in India which grew out of a movement is :
1. Asom Gana Parishad
2. DMK (Dravida Munnetra kazhagam)
3. AIADMK ( All India Anna Dravida Munnetra Kazhagam)
4. AAP (Aam Admi Party)
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SHORT ANSWER QUESTIONS
Q. 1. How were the movements of Nepal and Bolivia water war different from each other?
OR
Differentiate between Nepal’s movement and Bolivia’s popular struggle. [CBSE Delhi 2017]
Ans. l The movement in Nepal was to establish democracy, while the struggle in Bolivia involved
claims on an elected democratic government.
l
The popular struggle in Bolivia was about one specic policy, while the struggle in Nepal was
about the foundations of the country’s politics.
l
Both these struggles were successful but their impact was at different levels.
Q. 2. “The struggle of the Nepali people is a source of inspiration to democrats all over the
world.” Support the statement.
Ans. (i) Nepal witnessed an extraordinary popular movement in April 2006. The movement aimed at
restoring democracy.
(ii) All the major political parties in the parliament formed a Seven Party Alliance (SPA) and
called for a ve day strike in Kathmandu.
(iii) On the last day of the ultimatum, the King was forced to concede to all the demands of the
SPA.
With the result an interim government was formed, becoming a source of inspiration to democrats
all over the world.
Q. 3. How are popular struggles undertaken in a democracy?
OR
Analyse the role of popular struggles in the development of democracy. [CBSE (AI) 2017]
Ans. l Democracy evolves through a popular struggle. It is possible that some signicant decisions
may take place through consensus and may not involve any conict at all. Democracy usually
involves conicts between those groups who have exercised power and those who aspire for a
share in power.
l
Democratic conict is resolved through mass mobilisation. Sometimes, it is possible that the
conict is resolved by using the existing institutions like the parliament or judiciary. But when
there is a deep dispute, very often these institutions themselves get involved in the dispute.
l
These conicts and mobilisations are based on new political organisations. But the
spontaneous public participation becomes effective with the help of organised politics. These
include political parties, pressure groups and movement groups.
Q. 4. “Popular struggles are integral to the working democracy.” Explain the statement in the
light of Bolivia’s struggle against privatisation of water.
[CBSE (Comptt) 2017]
Ans. The world bank pressurized the government to give up its control of municipal water supply.
The government sold these rights to a Multinational company for the city of cocha bamba. The
company immediately increased the price of water by four times. This led to a spontaneous
popular protest. The contract with the MNC was cancelled and water supply was restored to the
municipality at old rates. This came to be known as Bolivia’s water war. In January 2000 a new
alliance of labour, human rights and community leaders joined a four day political strike in the
city. The government agreed to negotiate and the strike was called off. Nothing happened and so
they protested again though they were brutally suppressed. Another strike took place in april and
the government imposed the martial law. The power of the people forced the ofcials of the MNC
to ee the city and made the government to concede to all the demand s of the protestors.
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Q. 5. How do pressure groups and movements inuence politics?
Ans. Pressure groups and movements exert inuence on politics in a variety of ways:
l
They try to gain public support and sympathy for their goals and their activity by carrying out
information campaigns, organising meetings, le petitions, etc. Most of these groups try to
inuence the media to give attention to these issues.
l
They often organise protests like strikes or disrupting programmes. Workers’ organisations,
employees’ associations and most of the movement groups often resort to these tactics in order
to force the government to take note of their demands.
l
Some persons from pressure groups or movement groups may participate in ofcial bodies
and committees that offer advice to the government.
Q. 6. What are movement groups? Give examples.
Ans. When an organisation starts a movement to achieve a specic goal or an issue, such organisation
is called movement groups.
(i) Narmada Bachao Andolan: The movement started due to a specic issue of displacement of
tribal people due to the construction of Sardar Sarovar Dam on river Narmada. They wanted
to stop this construction to get back to their homes.
(ii) Nepalese Movement: It was started by a Seven Party Alliance group to regain democracy in
Nepal which had been taken over by the ruling King Gyanendra. Its specic objective was to
regain democracy.
Q. 7. What are sectional interest groups? Describe their functioning.
[CBSE Delhi 2016]
Ans. Sectional interest groups:
The groups that seek to promote the interests of a particular section or a group of a society is
called sectional interest groups.
Functioning:
(i) They perform a meaningful role in countering the undue inuence of other groups.
(ii) They create awareness about the needs and concerns of their own society.
(iii) Their principal concern is the betterment and well-being of their members not society in
general.
Q. 8. What are public interest pressure groups? Describe their functioning.
[CBSE (AI) 2016]
Ans. Public interest groups are those that promote collective rather than selective interests.
Their functions is as follows:
(i) It aims to help groups other than their own members.
(ii) They represent some common interests that needs to be defended.
(iii) The members of the organisation may not benet from the cause that the organisation
represents. For example, A group ghting against bonded labour ghts not for itself but for
those who are suffering under such bondage.
(iv) For example, BAMCEF
Q. 9. Who led the protest against water privatization in Bolivia? Describe the ways of protest
adopted by that organization.
[CBSE (F) 2016]
Ans. Protest against water privatization in Bolivia:
FEDECOR (comprised local professionals, including engineers and Environmentalists), human
rights and community leaders
Ways of their Protest:
(i) Organised a successful four-day general strike in the city.
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(ii) Inuenced the decision through direct participation in competitive politics.
(iii) Created parties and formed governments.
(iv) Formed pressure groups for the protest.
Q. 10. How are issue specic movements different from generic movements? [CBSE Delhi 2016]
Ans. Difference between issue specic and generic movements:
(i) Issue specic movements seek to achieve a single objective within a limited time frame, while
generic movements seek to achieve a broad goal in the long term.
(ii) Issue specic movements tend to have a clear leadership and some organisation. But their
active life is usually short.
(iii) Generic movements share a broad objective and have a similar approach. Sometimes, these
broad movements have a loose umbrella organisation as well.
LONG ANSWER QUESTIONS
Q. 1. How did organisations in a democracy mobilise movements? Give examples.
Ans. Nepal:
l
In Nepal, the struggle involved many organisations other than political parties. All the major
labour unions and their federations joined this movement.
Many other organisations like the organisation of the indigenous people, teachers, lawyers
and human rights groups extended support to the movement.
Bolivia:
l
The protest against water privatisation in Bolivia was not led by any political party but by an
organisation called FEDECOR.
l
This organisation comprised of local professionals, including engineers and environmentalists.
l
They were supported by a federation of farmers, the confederation of factory workers’ unions,
middle class students from the University of Cochabamba and the city’s growing population
of homeless street children.
So, from both these examples, we can conclude that in a democracy, several different kinds of
organisations work behind any big struggle.
Q. 2. Differentiate between issue-specic movements and generic movements. Give an example
of an issue-specic movement and explain.
Ans. Issue-specic Movements:
(i) They achieve a single objective within a limited timeframe.
(ii) There is clear leadership.
(iii) They have some sort of an organisation, i.e., organisational features of order, stability,
leadership, etc. are visible in them.
(iv) Their active life is usually short, e.g., The Nepalese Movement for Democracy.
Generic Movements:
(i) They are more general movements that seek to achieve a broad goal in the long term.
(ii) They have independent leadership.
(iii) There is no single organisation that controls or guides such movements.
(iv) General movements are environmentalists’ movements or the women’s movements.
In India, Narmada Bachao Andolan is a good example of this kind of movement.
l
The movement started with the specic issue of the tribal people displaced by the creation of
Sardar Sarovar Dam on the Narmada River.
l
Its objective was to stop the dam from being constructed.
l
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Gradually, it became a wider movement that questioned all such big dams and the model of
development that required such dams.
l
Movements of this kind tend to have a clear leadership and some organisation. But their active
life is usually short.
Q. 3. Which organisation contributed in the protest against water privatisation in Bolivia?
[CBSE (F) 2017]
OR
“Pressure groups and movements exert inuence on politics in different ways.” Support
the statement with suitable examples.
[CBSE Delhi 2016]
OR
Analyse any ve ways by which ‘pressure groups’ can exert inuence on politics.
[CBSE (F) 2017]
OR
How do pressure groups and movements strengthen democracy ? Explain.[CBSE (AI) 2017]
OR
How do the pressure groups and movements inuence politics? Explain with examples.
[CBSE (Delhi) 2017]
Ans. l The protest against water privatisation in Bolivia was not led by any political party. It was led
by FEDECOR.
l
This organisation comprised of local professionals, including engineers and environmentalists.
l
They were supported by a federation of farmers who relied on irrigation, middle class students,
confederation of factory workers’ unions and the city’s growing population of the homeless
street children.
l
Most of these groups try to inuence the media.
l
Business groups often employ professional lobbyists or sponsor expensive advertisements.
l
Business groups often employ professional lobbyists.
l
Some pressure groups formed and led by the leaders of political parties.
l
Some political parties grow out of movements.
Q. 4. What can we conclude about democracy with reference to popular struggles and movements
like Bolivian water war? Explain in detail.
[CBSE Sample Question 2016]
OR
Explain with appropriate examples the relevance of ‘popular struggle’ of both Nepal and
Bolivia for democracy.
[CBSE (F) 2017]
Ans. Democracy evolves through popular struggles. It is possible that some signicant decisions may take
place through consensus and may not involve any conict at all. But that would be an exception.
Dening moments of democracy usually involve conict between those groups who have exercised
power and those who aspire for a share in power.
These moments come when the country is going through transition to democracy, expansion of
democracy or deepening of democracy.
Democratic conict is resolved through mass mobilisation. Sometimes it is possible that the
conict is resolved by using the existing institutions like the parliament or the judiciary.
These conicts and mobilisations are based on new political organisations where there is an
element of spontaneity in all such historic moments.
But the spontaneous public participation becomes effective with the help of organised politics.
Q. 5. Describe the popular struggle of Bolivia.
[CBSE (AI) 2016]
OR
l
What do you know about Bolivia’s water war?
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Ans. Popular struggle of Bolivia
(i) People’s struggle against privatisation of water in Bolivia power that struggles are integral
part of democracy.
(ii) The world Bank pressurised the government to give up its control of municipal water supply.
The government sold these rights to a multinational company which increased the price of
water by four times. Many people received monthly water bill of `1,000 in a country where
average income is around `5,000 a month.
(iii) In January 2000, a new alliance of labour human rights and community leaders organised a
successful gone day strike.
(iv) The government agreed to negotiate and the strike was called off.
(v) The police resorted to brutal regression when the agitations started in February followed in
April and the government imposed martial law.
(vi) But the power of people forced the ofcials of the MNC to ee the city and made the
government concede to all the demand of the protestors.
(vii) The contract with MNC was cancelled and the water supply was restored with the municipality
at old rates.
This popular struggle came to be known as ‘Bolivia’s Water War’.
Q. 6. Examine the role of pressure groups and movements in deepening democracy.
[CBSE (F) 2016]
Ans. Pressure groups and movements have deepened democracy.
(i) It reminds the government of the needs and concerns of ordinary citizens.
(ii) Put pressure on the rulers for the unhealthy activities.
(iii) It performs a useful role of countering undue inuence of the rich and powerful people.
(iv) One single group cannot achieve dominance over society.
(v) The government gets to hear about what different sections of the population want.
(vi) This leads to a rough balance of power and accommodation of conicting interests.
Q. 7. How are ‘movements’ different from interest groups ? Explain with examples.
[CBSE Delhi 2017]
Ans. Difference between interest groups and movements:
(i) Interest groups do not have a loose organisation whereas Movements have a loose
organisation.
(ii) Decision making of interest groups is formal whereas decision making of movements is
informal and exible.
(iii) They do not depend so much on spontaneous mass participation and formed by people with
a common interest and occupation. Movements depend much more on spontaneous mass
participation.
(vi) Interest groups seek to promote the interest of a particular section or a group of society
such as, trade unions/business association doctor etc. Whereas, the movements groups are
issue specic that seek to achieve a single objective within a limited time frame such as the
Nepalese movement for democracy/ Narmada Bachao Andolan etc.
(v) Interest groups promote collective rather than selective good such as BAMCEF(Backward
and Minority Communities Employees Federation) whereas the movement groups are more
general or generic movement that seek to achieve a broad goal in the very long term such as
women’s movement.
(vi) Interest groups represent some common or general interest that needs to be defended such
as FEDECOR whereas movement group are long term and involve more than one issue such
as environmental movement.
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HOTS (Higher Order Thinking Skills)
Q. 1. Inspite of some differences, the story of Nepal and Bolivia share some similarities. Explain
three of them.
Ans. Similarities between story of Nepal and Bolivia are following:
(i) Both these movements are the instances of political conict that led to popular struggles in
their respective countries.
(ii) In both cases, the struggle involved mass mobilisation. Public demonstration of mass support
clinched the dispute.
(iii) Both instances involved the critical role of political organisations.
Q. 2. Explain the inuence of mobilisation and organisation.
Ans. Any democratic conict can be resolved through the means of mobilisation and organisation.
They work together to win struggle.
(i) Take the instance of Nepal where call for indenite strike was given by SPAC or the Seven
Party Alliance in Nepal. This alliance included some big parties that had some members in
the parliament.
(ii) Protest was also joined by the Nepalese Communist Party which did not believe in
parliamentary democracy.
(iii) This party was involved is an armed struggle against the Nepali government and had
established its control over large parts of Nepal.
(iv) All the major labour unions and their federations joined this movement.
(v) So mass mobilisation takes place on the issues which appeal to a huge number of people from
different walks of life having a common interest. It provides full support to the organisation
and the movement.
Q. 3. Explain three most effective ways in which the pressure groups and movements inuence
the politics of a country.
Ans. Pressure groups and movements exert inuence on politics in a variety of ways:
(i) They try to gain public support and sympathy for their goals and their activities by carrying
out information campaigns, organising meetings ling petitions, etc. Most of these groups
try to inuence the media into giving more attention to them issues. For example, Anna
Hazare’s protest on Jan Lok Pal Bill.
(ii) They often organise protest activities like strikes or disrupting government programme.
Workers’ organisations Employees’ Association and most of the movement groups often
resort to then tactics in order to force the government to take note of their demands.
(iii) Business groups often employ professional lobbysts or sponsor expensive advertisements.
Some persons from pressure groups may participate in ofcial bodies and committees that
offer advice to the government.
Q. 4. Pressure groups good for democracy. How?
Ans. l Pressure groups have broadened democracy. Putting pressure on government is not an
unhealthy activity in a democracy.
l
Government may at times be inuenced by rich people. It is at this time that pressure groups
may play a useful role of converting these pressures and reminding the government of needs
and aspirations of the people.
l
Even sectional interest groups may play an important role. If one group’s pressure forces
the government to make policies in their favour, the other group will keep a check on this.
The government gets to know what people want. It leads to a rough balance of power and
accommodation of interests.
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SELF-ASSESSMENT
Very Short Answer Questions
[1 mark]
1. In which year did Nepal become a constitutional monarchy?
2. What was the aim of the Nepalese popular movement of April 2006?
3. What was the main role of FEDECOR organisation in Bolivia?
4. Which political party came to power in Bolivia in 2006?
5. What is the name of the alliance that was formed by all major political parties in the Parliament
of Nepal?
6. Suggest the main features which distinguishes a pressure group form a political party.
Short Answer Questions
[3 marks]
1. What is the full form of SPA? Explain any two demands of the SPA.
2. What are public interest pressure groups? Describe their functioning.
3. What does the term BAMCEF signify? Mention its two objectives.
4. How is a democratic conict resolved?
5. Explain the role of sectional interest groups in deepening of democracy.
Long Answer Questions
[5 marks]
1. Describe the ‘second popular movement for democracy’ of Nepal.
2. Which three conclusions can be drawn out from the movement of Nepal and the struggle of
Bolivia?
3. Explain any three types of pressure groups.
4. How did the struggle of the Nepali people become a source of inspiration to democrats all over the
world? Explain few values we can learn from it.
zzz
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6
Political
parties
BASIC CONCEPTS � A FLOW CHART
Parties contest elections by putting up candidates.
In some countries, candidates are selected by members and supporters of a party (e.g. USA)
In other countries, candidates are choosen by top party leaders (e.g. India)
Parties have different policies and programmes, voters choose from them.
The parties that lose elections play the role of opposition and voice different views and
criticise government for its failures and wrong policies.
They shape public opinion. Parties with the help of pressure groups launch movements for
solving problems faced by the people.
They provide people access to government machinery and welfare schemes. The local party
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PARTY SYSTEM
TWO - Party
System
ONE - Party System
• There is no competition
in this system.
• The lone party nominates
the candidates and the
voters have only two
choices.
1. Not to vote at all.
2. Write ‘yes’ or ‘no’
against the name of
the
candidate
nominated by the
party.
• This system has been
popular in communist
countries like China,
Korea and Cuba.
MULTI - Party System
When
the
power
changes between two
parties, it is called
Bi-party System
In such system, one
party comes to power
by winning majority
and
other
forms
opposition
If several parties compete for power and more than two parties have
a chance to come to power either on their own or by forming alliance,
it is called Multi-party System
When several parties join the hands for the purpose of running the
government, it is called an alliance or a front
Example—India: there were three major allainces in 2004
The National Democratic Alliance (NDA)—BJP ran it
The United Progressive Alliance (UPA) —Congress ran it
Example—USA & UK
The Left Front run by the Socialist or the Communist Parties of India
Other parties may exist
but only two political
parties are powerful in
it.
This system also allows a variety of interests and opinions to enjoy
political representation
Multi-party system appears messy and leads to political instability.
CHALLENGES FACED BY POLITICAL PARTIES
Lack of Internal
Democracy within
Parties
Dynastic
Succession
• Power concentrated in the
hands of few.
• No organizational meetings.
No keeping of membership
register.
• No internal, regular elections.
• Ordinary members do not
have access to information,
cannot influence decisions.
• Disagreement with the leader
leads to ouster from the party.
• Leaders on top have
unfair advantage to
favour people close to
them or family members.
• Top positions controlled
by family members in
most parties.
• Tendency seen all over
the world, even in the
older democracies.
Money
and
muscle power
Parties do not offer
a meaningful choice
to the voters
• During election, this
Power is very visible.
• Candidates who can
raise money are
nominated.
• Rich people and
companies who give
funds have influence
on policies.
• There is not much difference in
ideology among parties.
e.g.
labour
party
and
conservative party of Britain.
• The only difference is the details
of implementation matter than
fundamental principles.
• In India also there is not much
difference among parties on
economic issues.
EFFORTS MADE TO REFORM THE POLITICAL PARTIES
The Constitution
The supreme court
The election commission
• Was amended to prevent defection.
• Now MPs and MLAs lose their seat in
the parliament or a State Assembly if
they change party.
• Passed certain orders to reduce the
power of money and criminals.
• A candidate has to file an affidavit
giving details of his property and
criminal cases pending against him.
• Political parties are asked to file their
income tax returns.
They have to hold organizational
elections.
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IMPORTANT TERMS
1. Partisanship is a tendency to support a particular group, cause or viewpoint over another.
2. Election: A formal and organised choice by vote of a person for a political office or other
position.
3. Ruling Party or governing party in a democratic parliamentary system is the incumbent
political party or coalition of the majority in parliament that administers the affairs of
state.
4. Opposition Party: The opposition comprises one or more political parties or other
organized groups that are opposed to the government party or group in political control
of a city, region, state or country. It is the party that goes against another par ty.
5. Election Commission is a body charged for overseeing the implementation of election
procedures.
6. Two-party System is a party system where two major political parties dominate the
government. One of the two parties typically holds a majority in the legislature and is
usually referred to as the majority or governing party while the other is the minority or
opposition party.
7. Communism: A theory or system of social organization in which all property is owned by
the community and each person contributes and receives according to their ability and
needs.
8. Communist: A person who supports or believes in the principles of communism.
9. Multi-party System is a system in which multiple political parties across the political
spectrum run for national election, and all have the capacity to gain control of government
offices, separately or in coalition.
10. Alliance: A union or association formed for mutual benefit, especially between countries
or organisations.
11. Federal: Having or relating to a system of government in which several states form a
unity but remain independent in internal affairs.
12. Federalism: The federal principle or system of government.
13. Legislative Assembly is the name given in some countries to either a legislature, or to
one of its branch. The name is used by a number of countries, including member-states
of the Commonwealth of Nations and other countries.
14. Lok Sabha (House of the People) is the Lower house of India’s bicameral Parliament,
with the Upper house being the Rajya Sabha.
15. Rajya Sabha: Council of States is the upper house of the Parliament of India. Membership
of Rajya Sabha is limited by the Constitution to a maximum of 250 members, and
current laws have provision for 245 members.
16. Marxism: Marxism is a method of socioeconomic analysis that analyzes class relations
and societal conflict using a materialist interpretation of historical development and a
dialectical view of social transformation.
17. Internal Democracy also known as intra-party democracy, refers to the level and
methods of including party members in the decision making and deliberation within the
party structure.
18. Defection: The desertion of one’s country or cause in favour of an opposing one.
19. Affidavit: A written statement confirmed by oath or affirmation, for use as evidence in
court.
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Political Science:
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NCERT Exercises
Q. 1. State the various functions political parties perform in a democracy.
[CBSE Delhi 2017]
OR
Analyse the main functions of ‘political parties.’
[CBSE Delhi 2017]
Ans. The various functions of political parties in a democracy are:
(i) In most democracies, parties contest elections by nominating a person as their candidate in
the election.
(ii) Voters have their opinion and they choose a party which also follows the same. Parties put
forward a multitude of different policies and programme to ensure that more people identify
their opinion with the party and therefore support it.
(iii) Parties play a decisive role in making laws for a country. Candidates from the ruling party
form the majority members of legislature and executive. They generally implement laws with
respect to the opinions and policies the party had earlier stated.
(iv) Parties form and run governments. As we noted last year, the big policy decisions are taken by
political executive that comes from the political parties. Parties recruit leaders, trains them
and then make them ministers to run the government in the way they want.
(v) Those parties that do not form part of the government after the elections play the role of
opposition. They act as balance of power and opinion to the government.
(vi) Parties shape public opinion by raising and highlighting issues. Parties also raise issues of
matter to the public in front of the government.
(vii) Party members provide citizens access to government schemes. They are more approachable
than government ofcers since parties have to be responsive to people’s demands. This
ensures them support of the people in elections.
Q. 2. What are the various challenges faced by political parties?
OR
Examine the main ‘challenges’ before ‘political parties.’
[CBSE Delhi 2017]
Ans. Main challenges before political parties:
(i) Lack of internal democracy: All over the world, there is a tendency of political parties
towards the concentration of power in one or few leaders at the top. Parties do not keep
membership register. They do not regularly hold organisational meetings. They do not
conduct interval elections regularly. Ordinary members of the party do not have sufcient
information as to what happens inside the party. As a result, the leaders assume greater
power to make decisions in the name of the party.
(ii) Dynastic succession is related to the rst one: A rule in which the family’s generation
rules forever and there can be no change. This is against the democracy. This is one of the
major problems that political parties have to confront with and is a hindrance for ordinary
citizens, who aspire to join politics.
(iii) Money and muscle power: Rich people and companies who give funds to the parties tend to
have inuence on the policies and decisions of the party.
(iv) No meaningful choice: It means, in recent years, there has been a decline in the ideological
differences among parties in most parts of the world. Parties are no longer signicantly
different. Sometimes people cannot even elect very different leaders either, because the same
set of leaders keep shifting from one party to another. For example, the difference between
the labour party and the conservative party in Britain is very low.
(v) Casteism and religion have always been challenges.People prefer to vote for the representatives
of their own caste and religion.
Q. 3. Suggest some reforms to strengthen parties so that they perform their functions well.
Ans. Various reforms that can be taken to strengthen parties are:
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372
(i) There has to be a mechanism to check that the information given by a candidate for election
in his afdavit is correct and true.
(ii) There has to be a mechanism for elected members to dissent without needing to defect and
losing their seat.
(iii) Internal elections have to be held for all decision making positions of a party with a transparent
list of voters.
(iv) Initiatives have to be taken to stop the ow of illegal money to political parties during
elections.
Q. 4. What is a political party?
[CBSE Delhi 2017]
Ans. A political party is a group of people who come together to contest elections and hold power in
the government. A political party has three important components:
(i) Party Leadership
(ii) Party members
(iii) Party Followers.
Political parties contest elections and occupy political ofces to exercise political power.
Q. 5. What are the characteristics of a political party?
Ans. The characteristics of a political party are:
(i) There is one party system, where only one party is allowed to control and run the government.
(ii) When power usually changes between two main parties is called a two party system. Although
many other parties may exist, contest but only the two main parties have been winning
majority of seats to form government.
(iii) If several parties compete in elections and more than two parties have a chance of coming to
power, it is called a multi-party system.
(iv) Parties that have considerable support from people in only one of the States and have a
chance of winning elections in that State only are known as State Parties.
(v) Parties that have considerable support from people throughout the country and have a chance
of winning National elections are known as National parties. National parties may also have
contest elections in States.
Q. 6. A group of people who come together to contest elections and hold power in the government
is called a _________________________.
Ans. Political party.
Q. 7. Match List I (organisations and struggles) with List II and select the correct answer using
the codes given below the lists:
Ans.
List-I
List-II
1. Congress Party
A. National Democratic Alliance
2. Bhartiya Janta Party
B. State Party
3. Communist Party of India (Marxist)
C. United Progressive Alliance
4. Telugu Desam Party
D. Left Front
1
2
3
4
(a) C
A
B
D
(b) C
D
A
B
(c)
C
A
D
B
(d) D
C
A
B
Ans. (c) CADB
Q. 8. Who among the following is the founder of the Bahujan Samaj Party?
A. Kanshi Ram
B. Sahu Maharaj
C. B.R. Ambedkar
D. Jyotiba Phule
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Political Science:
Democratic Politics–II
Ans. A. Kanshi Ram
Q. 9. What is the guiding philosophy of the Bharatiya Janata Party?
A. Bahujan Samaj
B. Revolutionary democracy
C. Integral humanism
D. Modernity
Ans. D. Modernity
Q. 10. Consider the following statements on parties.
A. Political parties do not enjoy much trust among the people.
B. Parties are often rocked by scandals involving top party leaders.
C. Parties are not necessary to run governments.
Which of the statements given above are correct?
(a) A, B, and C (b) A and B (c) B and C (d) A and C
Ans. (b) A and B
Q. 11. Read the following passage and answer the questions given below:
Muhammad Yunus is a famous economist of Bangladesh. He received several international
honours for his efforts to promote economic and social development for the benet of the
poor. He and the Grameen Bank started jointly, received the Nobel Peace Prize for the 2006.
In February 2007, he decided to launch a political party and contest in the parliamentary
elections. His objective was to foster proper leadership, good governance and build a new
Bangladesh. He felt that only a political party different from the traditional ones would
bring about new political culture. His party would be democratic from the grassroot level.
The launching of the new party, called Nagarik Shakti (Citizens’ Power), has caused a stir
among the Bangladeshis. While many welcomed his decision, some did not like it. “Now I
think Bangladesh will have a chance to choose between good and b ad and eventually have
a good government,” said Shahedul Islam, a government ofcial. “That government, we
hope, would not only keep itself away from corruption but also make ghting corruption
and black money, a top priority.” But leaders of traditional political parties who dominated
the country’s politics for decades were apprehensive. “There was no debate (over him)
winning the Nobel, but politics is different – very challenging and often controversial,”
said a senior leader of the Bangladesh Nationalist Party. Some others were highly critical.
They asked why he was rushing into politics. “Is he being planted in politics by mentors
from outside the country,” asked one political observer.
Do you think Yunus made a right decision to oat a new political party?
Do you agree with the statements and fears expressed by various people? How do you want
this new party organised to make it different from other parties? If you were the one to
begin this political party, how would you defend it?
Ans. Yunus has done to what he believes will serve his purpose and aim to improve Bangladesh. The
support that he has earned from the people for his initiative of Grameen Bank may allow him to
win elections and bring change through political power.
People are entitled to their opinion. It is the duty of Yunus to assure the people and remove the
reasons of fear that some people may have.
The new party should have internal democracy. There should be transparency with regards to the
ow of money. Only those individuals should be nominated for elections that have no criminal
backgrounds. The party should also remain true to its ideological promises.
I would defend it through honesty.I would assure the people that I will form an effective government
by showcasing an honest and transparent political party. The policies and programmes would
ensure that interests of everyone will be accounted for and release a balanced vision of future for
Bangladesh.
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VERY SHORT ANSWER QUESTIONS
[1 mark]
Q. 1. What is the concept of political parties in rural areas?
Ans. If we travel to remote parts of our country and speak to the less educated citizens, we could
come across people who may not know anything about our constitution or about the nature of
our government. But chances are that they would know something about our political parties.
Q. 2. What do you understand by partisan?
Ans. A person who is strongly committed to a party, group or faction.
Q. 3. What do you understand by ‘Partisanship’?
Ans. It is marked by a tendency to take a side and inability to take a balanced view on an issue.
Q. 4. What are the components of a political party?
[CBSE (AI) 2016]
Ans. (i) The leaders (ii) The active members (iii) The followers
Q. 5. How do parties contribute in the making of law?
Ans. Formally, laws are debated and passed in the legislature. But since most of the members belong to
a party, they go by the direction of the party leadership, irrespective of their personal opinions.
Q. 6. How do parties run the government of a country?
Ans. Parties recruit leaders, train them and then make them ministers to run the government in the
way they want.
Q. 7. What is the role of opposition in a democracy?
Ans. Opposition parties voice different views and criticise the government for its failures or wrong
policies.
Q. 8. Is it true that political parties shape public opinion? Explain.
Ans. Yes, it is true as parties sometimes also launch movements for the resolution of problems faced by
people. Often opinions in the society crystallise on the lines parties take.
Q. 9. How much accountable are the parties to the people of any country?
Ans. Parties have to be responsive to people’s needs and demands. Otherwise people can reject those
parties in the next election.
Q. 10. At what level, there are non-party based elections in our country?
Ans. Non-party based elections are held in panchayats of many states in India.
Q. 11. How does it affect the Panchayat system?
Ans. Although, the parties do not contest formally, it is generally noticed that the village gets split
into more than one faction, each of which puts up a ‘panel’ of its candidates.
Q. 12. Why do larger societies need representative democracy?
Ans. As societies became large and complex, they also need some agency to gather different views on
various issues and to present these to the government. They need some ways to bring various
representatives together so that a responsible government can be formed.
Q. 13. Why are parties a necessary condition for a democracy?
Ans. People need a mechanism to support or restrain the government, make policies, justify and oppose
them. Political parties full all these needs. So, we can say that parties are a necessary condition
for a democracy.
Q. 14. What is one-party system?
Ans. In some countries, only one party is allowed to control and run the government. It is called oneparty system. E.g., China.
Q. 15. Is it democratic to have one-party system?
Ans. (i) We cannot consider one-party system as a good option because this is not democratic option.
(ii) Any democratic system must allow at least two parties to compete in elections and provide a
fair chance for the competing parties to come to power.
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Q. 16. Which organization does recognize ‘Political Parties’ in India ?
[CBSE (Comptt) 2017]
Ans. Political Parties in India are recognized by :
Election Commission
Q. 17. What is a Bi-party system?
Ans. In some countries, power usually changes between two main parties. Such a party system is called
bi-party system. E.g., UK and USA.
Q. 18. What is a multi-party system?
Ans. If several parties compete to power and more than two parties have a reasonable chance of coming
to power either on their own strength or in alliance with others, we call it a multi-party system.
Q. 19. Why did India adopt multi-party system?
[CBSE (AI) 2016]
Ans. (i) India is a large country and has social and geographical diversities.
(ii) It is easy to absorb different diversities in a multi party system.
Q. 20. What is an ‘alliance’ or a ‘front’?
Ans. When several parties in a multi-party system join hands for the purpose of contesting elections
and winning power, it is called an alliance or a front.
Q. 21. Name three major alliances of India.
Ans. (i) The National Democratic Alliance (NDA) formed by BJP.
(ii) The United Progressive Alliance (UPA) formed by Congress I.
(iii) Left Front formed by Communist Parties of India.
Q. 22. Give one merit of multi-party system.
Ans. This system allows a variety of interests and opinions to enjoy political representation.
Q. 23. Give one demerit of multi-party system.
Ans. The multi-party system often appears very messy and leads to a political instability.
Q. 24. How does a country choose a party system?
Ans. It evolves over a long time, depending on the nature of a society, its social and regional divisions,
its history of politics and its system of elections.
Q. 25. Why did India choose to have a multi-party system?
OR
Examine the reason to accept multi-party system in India.
[CBSE (F) 2017]
Ans. India has evolved a multi-party systems because the social and geographical diversity in such a
large country is not easily absorbed by two or even three parties.
Q. 26. What are national parties?
Ans. There are some country-wide parties, which are called national parties. All these units follow the
same policies, programmes and strategy that are decided at the national level.
Q. 27. Dene ‘regional parties’ on the basis of election commission of India.
Ans. A party that secures at least six percent of the total votes in an election to the Legislative Assembly
of a state and wins at least two seats is recognised as a state party.
Q. 28. How is a party recognised as ‘national party’ by the Election Commission of India?
Ans. A party that secures at least six percent of total votes in Lok Sabha elections or assembly elections
in four states and wins at least four seats in Lok Sabha is recognised as a national party.
Q. 29. When was INC formed? What is its symbol?
Ans. Indian National Congress was formed in 1885. Its symbol is ‘hand’.
Q. 30. Which coalition was formed by INC?
Ans. United Progressive Alliance (UPA) coalition government was formed by INC for the government
at the centre.
Q. 31. When was BJP founded? What is its symbol?
Ans. BJP was founded in 1980. Its symbol is lotus.
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Q. 32. Which coalition alliance was formed by BJP?
Ans. National Democratic Alliance (NDA) coalition was formed by BJP for forming government at the
centre level.
Q. 33. When was BSP formed? What is its symbol?
Ans. Bahujan Samaj Party was formed in 1984. Its symbol is Elephant.
Q. 34. Which classes are represented by BSP?
Ans. It seeks to represent and secure power for the Bahujan Samaj which includes the dalits, adivasis,
OBCs and religious minorities.
Q. 35. Name the ‘National Parties’ of India.
Ans. (1) Indian National Congress
(2) Bhartiya Janata Party
(3) Bahujan Samaj Party
(4) Communist Party of India (Marxist)
(5) Communist Party of India (CPI)
(6) National Congress Party (NCP)
Q. 36. Name any two regional political parties of U.P. (Uttar Pradesh).
[CBSE (F) 2017]
Ans. Two Regional Political Parties of UP
(i) S. P. (Samajvadi Party)
(ii) Rastriya Lok Dal
Q. 37. Name the regional parties of Jammu and Kashmir with its symbols.
Ans. (i) Jammu and Kashmir National Conference – Bird
(ii) Jammu and Kashmir National Panther Party – Cycle
(iii) Jammu and Kashmir People’s Democratic Party – Ink-pot and Pen
Q. 38. Name regional parties of Punjab, Haryana and Uttarakhand with symbols.
Ans. (i) Uttarakhand Kranti Dal—Chair
(ii) Punjab Shiromani Akali Dal—Weighing-scale
(iii) Haryana Lok Dal—Spectacles
Q. 39. Name regional parties of Maharashtra, Goa and Karnataka with their symbols.
Ans. (i) Maharashtra Shiv Sena—Bow and Arrow
(ii) Goa United Goan Democratic Party—Two leaves.
Q. 40. Name regional parties of Tamil Nadu with symbols.
Ans. (i) All India Anna Dmk—Two leaves
(ii) Dravida Munnetra Kazhagam—Rising Sun
(iii) Pattali Makkai Katchi—Mango
(iv) Marumalarchi Dravida Munnetra Kazhagam—Spinning Top
Q. 41. Name regional parties of West Bengal with symbols.
Ans. (i) Forward Block – Lion
(ii) Revolutionary Socialist Party – Spade and Shovel
(iii) Trinamool Congress – A pair of owers
Q. 42. Name regional parties of Bihar with their symbols.
Ans. (i) Janata Dal (U) – Arrow
(ii) Lok Jan Shakti Party – A hut
(iii) Rashtriya Janata Dal – Kerosene Lamp
Q. 43. Name regional parties of Andhra, Orissa and Sikkim with their symbols.
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Political Science:
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Ans. (i) Andhra Pradesh – Telugu Desam – A Bicycle
(ii) Andhra – Telangana Rashtra Samiti – A Car
(iii) Odisha – Biju Janta Dal – Sea Shell
(iv) Sikkim – Sikkim Democratic front – Umbrella
Q. 44. Name regional parties of Assam and Arunachal Pradesh with their symbols.
Ans. (i) Assam – Assam United Democratic Party – Lock and Key
(ii) Asom Gana Parishad – Elephant
(iii) Arunachal – Arunachal Congress – Two swords
Q. 45. How do money and muscle power tend to help the contestant of the elections?
Ans. Rich people and companies who give funds to the parties tend to have inuence on the policies
and decisions of the party.
Q. 46. It is said that, “No meaningful choice is given to the voters.” Explain.
Ans. It means, in recent years, there has been a decline in the ideological differences among parties in
most parts of the world. Parties are no longer signicantly different. Sometimes people cannot
even elect very different leaders either, because the same set of leaders keep shifting from one
party to another. For example, the difference between the labour party and the conservative party
in Britain is very low.
Q. 47. What is ‘defection’?
Ans. Changing party allegiance from the party on which a person got elected (to a legislative body) to
a different party.
Q. 48. What order is passed by Supreme Court to reduce the inuence of money and criminals?
Ans. Now it is mandatory for every candidate who contests elections to le an afdavit giving details
of his property and criminal cases pending against him. This new system has made a lot of
information available to the public.
Q. 49. If all the decisions of a political party are made by a single family and all other members
are neglected, then what challenge is being faced by that party?
Ans. If all the decisions of a political party are made by a single family and all other members are
neglected, then it is a challenge of dynastic succession.
Q. 50. Name any one political party that has national level political organisation but not
recognised as the national political party.
[CBSE Delhi 2016]
Ans. The political party that has national level political organization but not recognized as the National
Party: Samajwadi Party/Samata Party/Rashtriya Janta Dal.
Q. 51. Why is one party political system not considered a good democratic system?
[CBSE (F) 2016]
Ans. One party system has no democratic option.
SHORT ANSWER QUESTIONS
[3 marks]
Q. 1. What is meant by dynastic succession in politics?
Ans. A rule in which the family’s generation rules forever and there can be no change. This is against
the democracy. This is one of the major problems that political parties have to confront with and
is a hindrance for ordinary citizens, who aspire to join politics.
Q. 2. Assess the importance of political parties in democracy.
[CBSE (F) 2017]
Ans. Importance of Political Parties:
(i) Parties contest elections to form government.
(ii) Parties put forward different policies and programmes and the voters choose from them.
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(iii) A party reduces a vast multitude of opinions into a few basic positions which it supports.
(iv) Parties play a decisive role in making laws for a country.
(v) Parties recruit leaders, trains them and then make them ministers to run the Government.
(vi) Parties provide people access to government machinery and welfare schemes implemented
by governments.
Q. 3. What is a multi-party system? Why has India adopted a multi-party system? Explain.
[CBSE 2015]
Ans. (i) If several parties compete to power, and more than two parties have a reasonable chance of
coming to power either on their own strength or in alliance with other, we call it a multiparty system.
(ii) India has evolved a multi-party system. It is because the social and geographical diversity in
such a large country is not easily absorbed by two or even three parties.
(iii) Party system is not something any country can choose. It evolves over a long time depending
on the nature of society, its social and regional divisions, its history of politics and its system
of elections.
Q. 4. “Political Parties are a necessary condition for a democracy.” Analyse the statement with
examples.
[CBSE (Comptt) 2017]
Ans. Political parties are necessary condition for a democracy :
If political parties don’t exist then –
1. Every candidate in the elections will be independent.
2. No one will be able to make any promise to the people about any major policy changes.
3. The government may be formed, but its utility will remain ever uncertain.
4. Elected representatives will be accountable to their constituency for what they do in the
locality.
5. No one will be responsible for how the country will be run.
6. Political parties are important for representative democracies as they bring representatives
together to form the government.
7. It consists of people seeking to achieve their objectives through constitutional means and
aims at promoting national interest.
Q. 5. What is the difference between a national party and a state party?
Ans. There are three major differences between a national party and regional/state party:
(i) National parties have inuence all over the country or in several states of India. The inuence
of a state party is limited to a state or region.
(ii) National parties take interest in national as well as international issues; whereas regional or
state parties are interested in promoting regional/state interest only.
(iii) The national parties have to harmonise the national as well as state interests; whereas state
parties usually stand for greater autonomy for states.
Q. 6. What is the role of the opposition party in a democracy?
[CBSE (AI) 2017]
Ans. Those parties that lose elections play the role of opposition to the parties in power. Role played
by opposition is:
(i) It gives its own opinion which may oppose the ruling party.
(ii) Opposition party mobilises opposition to the government.
(iii) It puts its different views in the parliament and criticises the government for its failures or
wrong policies.
(iv) By doing this, it can keep a check on the ruling party, which is made to move on the track.
Q. 7. Give one merit and one demerit of a single-party system.
Ans. Merit: There is no competition between parties but there is competition between candidates.
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Demerit: One-party system is not a democratic option. Any democratic country must allow at
least two parties to compete.
Q. 8. What are the major differences between the policies of CPI(M) and CPI?
Ans.
Policies of CPI (M)
Policies of CPI
1.
Accepts democratic elections as a useful and Accepts parliamentary democracy as a
helpful means for securing the objective of means of promoting the interests of the
socio-economic justice in India.
working class, farmers and the poor.
2.
Critical of the new economic policies that Opposed to the force of secessionism and
allow free flow of foreign capital and goods communalism.
into the country.
3.
It was formed in 1964.
It was formed in 1925.
Q. 9. What are the main components of a political party?
Ans. (i) The leaders: A political party consists of leaders who contest elections and if they win,
perform the administrative job.
(ii) The active members: They are the ones who climb a ladder from being the follower and
become the assistants of the leaders to gain knowledge about the politics.
(iii) The followers: They are simply the ardent followers of the leaders and work under the able
guidance of the active members.
Q. 10. How do parties perform the job of making laws for the country?
Ans. l Parties play a decisive role in making laws for a country.
l
Formally, laws are debated in the form of rst, second and third readings and then by popular
voting, the bill is passed.
But since most of the members belong to a party, they follow what their leader says, irrespective
of their personal opinions.
Q. 11. How is a government of alliances formed?
Ans. l When several parties in a multi-party system join hands for the purpose of contesting elections
and winning power, it is called an alliance or front.
l
l
In India, there were three major alliances in 2004 parliamentary elections.
These were the National Democratic Alliance or NDA formed by BJP and its allies. Then the
United Progressive Alliance or UPA led by Congress and its allies. The third one was the Left
Front, which is formed by Communists or their parties like CPI and CPI(M).
Q. 12. How does a country choose a party system?
Ans. Party system is not something any country can choose:
(i) It evolves over a long time, depending on the nature of its society, its social and regional
divisions, its history of politics and its system of elections.
(ii) These cannot be changed very quickly.
(iii) Each country develops a party system that is conditioned by its special circumstances. No
system is ideal for all countries and all situations.
Q. 13. “Lack of internal democracy within parties is the major challenge to political parties all
over the world.” Analyse the statement.
[CBSE 2015]
Or
In what way lack of internal democracy is seen in the political parties?
Ans. l All over the world, there is a tendency of political parties towards the concentration of power
in one or few leaders at the top.
l
Parties do not keep membership register.
l
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380
They do not regularly hold organisational meetings.
l
They do not conduct interval elections regularly.
l
Ordinary members of the party do not have sufcient information as to what happens inside
the party.
l
As a result, the leaders assume greater power to make decisions in the name of the party.
Q. 14. What suggestions are often made to reform political parties?
OR
[CBSE (AI) 2016]
Suggest any ve effective measures to reform political parties.
Ans. l A law should be made to regulate the internal affairs of political parties. It should be made
compulsory for political parties to maintain a register of its members, to follow its own
constitution, to act as a judge in case of party disputes and to hold open elections to the
highest post.
l
It should