Class-IX Social Studies
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Transcript of Class-IX Social Studies
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TEAM MEMBERS
MR. SUBRAMANIAN CO- ORDINATOR, VICE PRINCIPAL KV No. 1 CALICUT
MR. MADHUSOODANAN M TGT SST , KV KELTRONAGAR
MR.SATHEESAN P K TGT SST, KV No. 1 CALICUT
Mrs. LEENA MUKUNDAN TGT SST KV No.2 KANJIKODE
Mrs. REJIMOL SEBASTIAN TGT SST KV No.2 COCHIN
Mrs. LATHIKA DAS TGT SST KV PATTOM (Shift I)
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MESSAGE
HON’BLE COMMISSIONER
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F.31/Acad/DC/KVS(EKM) Dated: 02.08.2016
FOREWORD
“Excellence is a continuous process and not an accident” …..Dr. APJ Abdul Kalam
Academic excellence leads to expanding one’s knowledge base. It tantamounts to understanding concepts in subject studies with clarity and depth and the required skills to apply these to situations and problems with the objective of understanding the Universe better.
In its pursuit of excellence KVS has made available enormous resources in the form of support materials to students and teachers to equip and empower them so that it could facilitate tangible output. In this endeavor, study materials have been prepared to meet the requirement of the students of classes IX to XII for facilitating their understanding the subject better and to help themscore good marks. The support study materials are prepared to suit the needs of diverse nature of learners.
The Kendriya Vidyalaya Sangathan, Ernakulam Region is pleased to present the Support Study Material for Social Studies of Class-IX for the academic session 2016-17.
Concept mapping, model questions, sample answers and maps are included to guide the children on the path to success. These Study Material are intended tobe used constructively to enhance the teaching learning process and to help students improve the scores.
I appreciate the sincere efforts put forth by the teaching faculty in bringing out the study material in time and I am sure the students shall find them immensely useful. Suggestions, if any, are welcome which will help us to further fine tune the material.
(Dr. Uma Sivaraman)
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HOW TO USE THIS STUDY MATERIAL?Dear children,
This study material contains gist of the topics /units along with the assignments for self-assessment . Here are some tips to use this study material while revision during pre-boards and finally in board examinations.
*Go through the syllabus given in the beginning .Identify the units carrying more weightage .
*Suggestive blueprint and design of question paper is a guideline for you to have clear picture about the form of the question paper.
*Revise each of the topics /units and attempt the questions given for self-assessment.
*After revision of all the units, solve the sample paper,and do self-assessment with the value points.
*Must study the marking scheme or solution for CBSE previous years paper which will enable you to know the coverage the content under different questions.
*Underline or highlight key ideas to have bird’s eye view of all the units at the time of examination.
*Write down your own notes and make summaries with the help of this study material.
*Turn the theoretical information into outline mind maps.
*Make a separate revision notebook for diagrams and numerical as well.
*Discuss your ‘DOUBTS’ with your teacher or other students.
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Social Science Class 9 SyllabusCourse Structure
Unit Topic Term I Term II
I India and the Contemporary World - I 23 23
II Contemporary India - I 23 13 + 10 (OTBA)
III Democratic Politics - I 22 22
IV Economics 22 22
V Disaster Management - -
Total 90 90
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SUMMATIVE ASSESSMENT - 1 SYLLUBUS
SOCIAL SCIENCE
CLASS IX
SL NO NAME OF THE CHAPTER TOTAL MARKS
1 FRENCH REVOLUTION
232
RUSSIAN REVOLUTION OR NAZISM AND RISE OF HITLER
3 INDIA SIZE AND LOCATION
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4 PHYSICAL FEATURES OF INDIA
5 DRAINAGE
6 DEMOCRACY IN THE CONTEMPORAY WORLD
22
7 WHAT IS DEMOCRACY WHY DEMOCRACY
8 CONSTITUTIONAL DESIGN
9 STORY OF VILLAGE PALAMPUR
2210 PEOPLE AS A RESOURCE
TOTAL 90
SUMMATIVE ASSESSMENT –II Syllabus
Unit Chapters TOTAL
HISTORY1. Forest, Society & Colonialism2. Pastoralists in the Modern World.3. Peasants and farmers 23
History &Sport: The Story of CricketClothing: A Social History
GEOGRAPHY
1. Climate
2. Natural vegetation& wild life
3. Population
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POLITICAL SCIENCE
1. Electoral Politics
2. Working Institutions
3. Democratic Rights22
ECONOMICS
1. Poverty as a challenge
2. Food Security in India 22
TOTAL TN of Que. 30(MM:90)
TERM 1
HISTORY(FRENCH REVOLUTION)
CONCEPTS:In 1774, Louis XVI of the Bourbon family of kings ascended the throne of France.To meet its regular expenses, such as the cost of maintaining an army, the court, running government offices or universities, the state was forced to increase taxes.The French Society during the Late 18th Century was divided into three estates:1st Estate: Clergy, 2nd Estate: Nobility,3rd Estate: Big businessmen, merchants, court officials, peasants, artisans, landless labourers, servants, etc. Some within the Third Estate were rich and some were poor, and only members of the third estate paid taxes. The Struggle to Survive: The population of France rose from about 23 million in 1715 to 28 million in 1789. This led to a rapid increase in the demand for food grains and the price rose rapidly. The gap between the poor and rich widened. This led to subsistence crisis.Subsistence crisis–An extreme situation where the basic means of livelihood are endangered.
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The Growing Middle Class: Growing middle class consists of the prosperous merchants, traders (who earned their wealth through an expanding overseas trade and from the manufacturing of goods.) and those who got education and new ideas and the professionals like lawyers and administrative officials who formed a part of the third Estate. They believed that no group in society should be privileged by birth but on merit. Despotic Rule of Louiz XVI
He had drained the financial resources of France in wars. For the cost of his regular extravagant expenses, he increased taxes which were paid by the third Estate. The Role of Philosophers:Philosophers like John Lock, Jean Jacques Rousseau and Montesquieu propagated the ideas of having a society where people would enjoy freedom, equal laws and equal opportunities. Their ideas inspired the common people of France to realise their dream.Philosophers: John Lock – Sought to refute the doctrine of the divine and absolute right of the monarch. (Two Treatises of Government)Jean Jacques Rousseau - Proposing a form of government based on a social contract between people and their representatives. (The Social Contract)Montesquieu - A division of power within the government between the legislative, the executive and the judiciary (The Spirit of the Laws).Incidents leading to the outbreak of the revolutions are:Meeting of the Estates General (The Estates General was a political body to which the three estates sent their representatives.
On 5th may 1789 Louis XVI called for a meeting to propose new taxes. Representatives of three Estates reached there. Peasants, artisans and women were denied entry to the assembly. Voting in the Estates General in the past:Each estate had one vote. Demand for Universal Adult Franchise.Members of the third Estate demanded the power for each member to vote. King rejected the demand. They walked out of the assembly in protest.
Meeting of newly formed National AssemblyOn 20th June 1789 the members of the Third Estate assembled in the hall of an indoor tennis court of Versailles and declared themselves as the National Assembly and swore not disperse till they have drafted a constitution for France that would limit the powers of monarch. They were led by Mirabeau and Abbé Sieyès.Fall of Bastille Prison On 14th July 1789 the agitated crowd stormed and destroyed the state prison Bastille and released all the prisoners.Active Citizens : Only men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage were given the status of active citizens(entitled to vote).
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Passive Citizens: The remaining men and all women were classed as passive citizens.
Declaration of Rights: The Constitution began with a Declaration of the Rights of Man and Citizen. Right to life, freedom of speech, freedom of opinion, equality before law, were established as ‘natural and inalienable’ rights, that is, they belonged to each human being by birth and could not be taken away. It was the duty of the state to protect each citizen’s natural rights.
France becomes a Constitutional Monarchy: The National Assembly completed the draft of the constitution in 1791. Main objects - To limit the powers of the monarch and assigned to different institutions - the legislature, executive and judiciary. This made France a constitutional monarchy.
France Abolishes Monarchy and Becomes a Republic: Although Louis XVI had signed the Constitution, he entered into secret negotiations with the King of Prussia. The National Assembly declared war against Prussia and Austria in 1792. Thousands of volunteers joined the army. They saw this as a war of the people against kings and aristocracies all over Europe. They sang the patriotic songs ‘Marseilles’, composed by the poet Roget de L’Isle. The Marseillaise is now the National Anthem of France.
Members of Jacobin Club: Belonged to less prosperous sections of society. Leader - Maximilian Robespierre. These Jacabins came to be known as the sans-culottes, literally meaning ‘those without knee breeches’. Sans-culottes men wore in addition the red cap that symbolised liberty.
The newly elected assembly was called the Convention. On 21 September 1792 it abolished the monarchy and declared France a republic. Louis XVI was sentenced to death by a court on the charge of treason.( Executed On 21 January 1793 at the Place de la Concorde.) Treason – Betrayal of one’s country or governmentThe Reign of Terror: (The period from 1793 to 1794) – Robespierre’s policy - severe control and punishment. Enemies of the republic - ex-nobles and clergy, members of other political parties, even members of his own party who did not agree with his methods – were arrested, imprisoned. If the court found them ‘guilty’ they were guillotined. Robespierre’s government issued laws placing a maximum ceilingon wages and prices. Meat and bread were rationed. Peasants were forced to transport their grain to the cities and sell it at prices fixed by the government. Churches were shut down and their buildings converted into barracks or offices.
A Directory rules in France.The fall of the Jacobin government allowed the wealthier middle classes to seize power. A new constitution was introduced. It provided for two elected legislative councils. These then appointed a Directory,an executive made up of five members. This was meant as a safeguard against the concentration of power in a one-man executive. However, the Directors often clashed with the legislative councils.The political instability of the Directory paved the way for the rise of a military dictator, Napoleon Bonaparte.
WOMEN’S REVOLUTIONMost women of the third estate had to work for a living.Their wages were lower than those of men. To discuss and voice their interests - started their own political clubs and newspapers. Main demand- women must enjoy the same political rights as men.
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An important woman revolutionary in France - Olympe de Gouges.Protested against the Constitution and the Declaration of Rights of Man and Citizen as they excluded women from basic rights.In 1791, she wrote a Declaration of the Rights of Woman and Citizen. In 1793, she criticised the Jacobin government and she was executed. It was finally in 1946 that women in France won the right to vote. The laws introduced by the revolutionary Govt. for women: Schooling was made compulsory for all girls. Their fathers could no longer force them into marriage against their will. Marriage was made into a contract entered into freely and registered under civil law. Divorce was made legal.
THE ABOLITION OF SLAVERYOne of the most revolutionary social reforms of the Jacobin Regime was the abolition of slavery in the French colonies(The Caribbean – Martinique, Guadeloupe and San Domingo). There was a triangular slave trade between Europe, Africa and Americas. In the 18th century, there was little criticism of slavery in France. No laws were passed against it. It was in 1794 that the convention freed all slaves. But 10 years later slavery was reintroduced by Napoleon. It was finally in 1848 that slavery was abolished in the French colonies.NAPOLEON BONAPARTEIn 1804, Napoleon crowned himself emperor of France. He set out to conquer neighbouring European countries, dispossessing dynasties and creating kingdoms where he placed members of his family. He saw his role as a moderniser of Europe. He was finally defeated at Waterloo in 1815.He introduced many laws such as the protection of private property and a uniform system of weights and measures provided by the decimal system.
LEGACY OF FRENCH REVOLUTIONMost important of French Revolution was the ideas of Liberty, Equality and Fraternity. These ideas spread from France to the rest of Europe during the 19th century where feudal systems were abolished. Declaration of Rights of Man and Citizens.Freedom of Press and abolition of censorship.Abolition of slavery.It inspired the colonized people in their freedom movement to create a sovereign new state.
Important terms: The term Old Regime is usually used to describe the society and institutions of France before 1789. Livres– Unit of currency in France, discontinued in 1794 Clergy – Group of persons invested with special functions in the church Tithes – A tax levied by the church, comprising one-tenth of the agricultural produce Taille– Tax to be paid directly to the state Abbé Sieyès, originally a priest, wrote an influential pamphlet called ‘What is the Third Estate’? Chateau– Castle or stately residence belonging to a king or a noblemanManor– An estate consisting of the lord’s lands and his mansionReading political symbols :The broken chain: Chains were used to fetter slaves. A broken chain stands for the act of becoming free.The bundle of rods or fasces: One rod can be easily broken, but not an entire bundle. Strength lies in unity.Blue-white-red: The national
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colours of France.The Law Tablet: The law is the same for all, and all are equal before it.Emancipation – The act of freeing
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Immediate
Economical
Social
Jacobin Club Maxmillian Robespierre
French Revolution
Mirabeau & Abbe Sieyes
Severe Control and Punishment
Enemies of the Republic
John Locke – Two Treaties of Government
Refuse the doctrine of the divine and absolute right to the monarch.
TERM I PART – 1 : HISTORY
FRENCH REVOLUTION
Role Of Philosophers
Reign of Terror
Rousseau – Social Contract
A form of government based on social contract between people and their representatives
Montesque – The Spirit Of the Laws
A division of power within the government between Legislature, Executive and Judiciary.
A society based on freedom, equal laws and opportunities for all.
French Revolution
CAUSES
Guilty
Role Of Philosophers
Guillotined
Political
The Constitution of 1789
Members
Less prosperous sect section
Right to Life
Sans-culottes
Long Stripped trousers
Red Cap(Freedom)
Executive, Legislature,Judiciary
Active citizen(Vote) and Passive Citizen
Declaration of Rights of Men and Citizens
1791 Constitutional Monarchy
Declaration of Rights
Freedom of Speech
Constitution of France
Limited powers of
Freedom of speech & opinion
Equality before Law
Declaration of Rights
SHORT ANSWER QUESTIONS [3 MARKS]
Q.1. Describe the conditions that led to subsistence crisis in France. Ans.The population of France was on the rise. It rose from 23 million in 1715 to 28 million in 1789.This led to increase in the demand for food grains. The production of food grains could not keep pace with the demand and the price of bread which was the staple diet of the majority rose rapidly. The wages also did not keep pace with the rise in prices. The gap between the rich and the poor widened. This led to the subsistence crisis.
Q.2. Which three reforms were introduced by the Revolutionary Government to improve the condition of women in French Society?
Ans: Schooling was made compulsory for all girls. Their fathers could no longer force them into marriage against their will. Marriage was made into a contract entered into freely and registered under civil law. Divorce was made legal, Women could now train for jobs, could become artists or run small business.
Q.3.Describe the importance of Declaration of the Rights of Man and Citizen in France.
Ans: i)The Declaration of the Right of Man in France was a landmark decision in the history of France. ii) The constitution began with a declaration of the Rights of Man and Citizen. Rights such as the right to life, freedom of speech, freedom of opinion, equality before law, were established as ‘natural and inalienable’ rights. That is, they belonged to each human being by birth and could not be taken away. iii) It was the duty of the state to protect each citizen's natural rights. The declaration of the Right of Man and Citizens influenced revolutionary movements elsewhere too.
Q.4. Describe the role of the philosophers in the French revolution.Ans: In his Two Treatises of Government, John Locke sought to refute the doctrine of the divine and absolute right of the monarch. Rousseau carried the idea forward, proposing a form of government based on a social contract between people and their representatives. In The Spirit of the Laws, Montesquieu proposed a division of power within the government between the legislative, the executive and the judiciary. The ideas of these philosophers were discussed intensively in salons and coffee-houses and spread among people through books and newspapers. This paved the way to revolution that took place in 1789.LONG ANSWER TYPE QUESTIONS ( 5 MARKS ):
Q.1. “Ideas of liberty and democratic rights were the most important legacy of the French Revolution.” Explain the statement in the light of French Revolution. Ans: i) Ideasof Liberty, Equality and Fraternity and Democratic Rights. These ideas spread from France to the rest of the Europe during 19th century. ii) The 1789 constitution began with a Declaration of Rights of Man and Citizens. Right to life, Freedom of Speech, Freedom of Opinion, Equality before Law, were established as ‘natural and inalienable’ rights, that is, they belonged to each human being by birth and could not be taken away. iii) It inspired the people of Asia, Africa and Latin America to work on the idea of freedom. iv) In many colonized areas people started dreaming of ‘Sovereign Nation States’. v) Abolition of Feudal systems.
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Q.2. Discuss the participation of women in political clubs, their activities and demands.Ans.From the very beginning, women were active participants in the events which brought about so many important changes in French society.Most women of the third estate had to work for a living. They worked as seamstresses or laundresses, sold flowers, fruits and vegetables at the market, or were employed as domestic servants in the houses of prosperous people. Most women did not have access to education or job training. Their wages were lower than those of men.One of their main demands was that women should be given the same political rights as men.Women were disappointed that the constitution of 1791 reduced them to passive citizens.
Q.3. Mention some of the important points of the declaration of Rights of Men and Citizens.Ans: 1. Men are born and remain free and equal in rights.2. The aim of every political association is the preservation of the natural and inalienable rights of man; these are liberty, property, security and resistance to oppression.3. The source of all sovereignty resides in the nation; no group or individual mayexercise authority that does not come from the people.4. Liberty consists of the power to do whatever is not injurious to others.5. The law has the right to forbid only actions that are injurious to society.HOTS
Q.1.What landmark decisions were taken by the National Assembly led by the Third Estate on 4th August, 1789?Ans.1- Louis XVI finally accorded recognition to the National Assembly and accepted the principle that his powers would be checked by a constitution.2. On 4 August 1789, the Assembly passed a decree abolishing the feudal system of obligations and taxes. Members of the clergy too were forced to give up their privileges3. Tithes were abolished and lands owned by the church were confiscated. As a result, the government acquired assets worth at least 2, billion lives.
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CHAPTER 2 SOCIALISM IN EUROPE AND THE RUSSIAN REVOLUTION
Liberals: Wanted a nation which tolerated all religions. They wanted to safeguard the rights of individuals against govt. They argued for an elected Parliamentary government.They were not democrats. They did not believe in universal adult franchise, that is, the right of everycitizen to vote. They felt men of property mainly should have the vote. They also did not want the vote for women.Radicals: Wanted a nation in which government was based on the majority of a country’s Population. They opposed the privileges of great landowners and wealthy factory owners. They were not against the existence of private property but disliked concentration of property in the hands of a few.Conservatives: They resisted change. After the revolution they started accepting change provided it was slow and had links and respected the past.Socialists: Against private property. Saw it as the root of social ills. Property would be controlled by society as a whole.Different views of socialistsSome believed the idea of co-operatives like Robert Owen. Some are of the idea that co-operatives could be encouraged by governments. Eg.Louis Blanc in France.Co-operatives were to be associations of people who produced goods together and divided the profits according to the work done by members.Views of Karl Marx &Frederich EngelsTo Marx Capitalists owned the capital invested in factories. The profit of capitalist was produced by the workers. To free themselves from capitalist exploitation workers had to construct a radically socialist society where all property was socially controlled. This would be a communist society.He was convinced that the workers would triumph in their conflict with capitalists.THE RUSSIAN REVOLUTION:The fall of monarchy in February 1917 and the events of October are normally called the TheRussian Revolution.The Russian Empire in 1914: In 1914, Tsar Nicholas II ruled Russia and its empire.Economy and Society:About 85% of the Russian people earned their living from agriculture. Industry was found in pockets. Prominent industrial areas were St. Petersburg and Moscow. Many factories were set up in the 1890s, when Russia’s railway network was extended, and foreign investment in industry increased. Most industry was the private property of industrialists. Government supervised large factories to ensure minimum wages and limited hours of work.Women made up 31 per cent of the factory labour, but they were paid less than men (between half and three-quarters of a man’s wage). The peasants cultivated most of the land. But the nobility, crown and the church owned large properties. Peasants were deeply religious. Peasants
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wanted the land of the nobles to be given to them. They refused to pay rent to the landlords and even murdered them.Condition of the Russian workers before the Russian Revolution.Both the foreign and Russian capitalist began to exploit the workers for their selfish ends. The workers had to work from 12 to 15 hours a day. Their wages were very low. Their conditions remained very miserable and they had no political rights and couldn’t form trade unions.Socialism in Russia: All political parties were illegal in Russia before 1914.
The Russian Socialist Democratic Labour Party was formed in 1900. It struggled to give peasants their rights over land that belonged to nobles. As land was divided among peasants periodically and it was felt that peasants and not workers would be the main force of the revolution. But Lenin did not agree with this as he felt that peasants were not one social group. The party was divided into Bolsheviks and Mensheviks. Bolsheviks believed that party should be disciplined. Mensheviks believed that party is open to all.
The 1905 Revolution: Russia was an autocracy. The Tsar was not subject to the parliament. Liberals wanted to end this state of affairs. They worked towards demanding a constitution during the Revolution of 1905.
Bloody Sunday: Prices of essential goods rose so quickly by 1904 that the real wages declined by 20%. There was a call for industrial action. When the procession of workers led by Father Gapon reached the Winter Palace it was attacked by the police and the Cossacks. Over100 workers were killed and about 300 wounded. The incident, known as Bloody Sunday, started a series of events that became knownas the 1905 Revolution. The First World War and the Russian Empire :Duringthe first world war Tsar Nicholas II was the Emperor of Russia. In Russia, the war was initially very popular but later the support grew thin. Russian armies lost badly in Germany and Austria. There were 7 million casualties and 3 million refugees in Russia. Affected the industry, life of the people.THE FEBRUARY REVOLUTION IN PETROGRAD :In the winter of 1917, Petrograd was grim. There was food shortage in the workers’ quarters.22 February: a lockout took place at a factory. Workers of 50 other factories joined in sympathy. Women also led and participated in the strikes. This came to be called the International Women’s Day. Voting to join the striking workers gathered to form a soviet or council. This was the Petrograd Soviet. A Provincial Government was formed by the Soviet and Duma leaders to run the country. Petrograd had led the February Revolution that brought down the monarchy in February 1917.AFTER FEBRUARY:Restrictions on public meetings and associations were removed. In April 1917, the Bolshevik leader Vladimir Lenin returned to Russia from his exile. He declared that the war be brought to a close, land be transferred to the peasants, and banks be nationalised. These three demandswere Lenin’s ‘April Theses’.
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Soviets were set up everywhere. Peasants and the socialist revolutionary leaders pressed for a redistribution of land. Land committees were formed and peasants seized land between July and September 1917.OCTOBER REVOLUTION:16th October 1917 — Lenin persuaded the Petrograd Soviet and Bolshevik Party to agree to a socialist seizure of power. A Military Revolutionary Committee was appointed by the Soviet under Lenin to organise seizure.The uprising began on 24th October. Pro-government troops were sent to take over telephone and telegraph offices and protect the Winter Palace. In response Military Revolutionary Committee ordered to seize government offices and arrest the ministers. All Russian Congress of Soviets in Petrograd approved the Bolshevik action. Heavy fighting in Moscow by December; the Bolsheviks controlled the Moscow - Petrograd area. The people involved were Lenin, the Bolsheviks, and troops.
Effects (Making a Socialist Society)Most industry and banks were nationalised in November 1917. Land was declared social property and peasants were allowed to seize the land of the nobility. Russia became a one party state. Trade unions were kept under party control. A process of centralized planning was introduced. This led to economic growth. Industrial production increased. An extended schooling system developed. Collectivisation of farms started.
The Civil War- When the Bolsheviks ordered land redistribution; the Russian army began to break up. Non- Bolshevik socialists, liberals and supporters of autocracy condemned the Bolshevik uprising. They were supported by French, American, British and Japanese troops. All these fought a war with the Bolsheviks.
Stalin and Collective Farming — Stalin believed that rich peasants and traders stocked supplies to create shortage of grains. Hence, collectivisation was the need of the hour. This system would also help to modernise farms. Those farmers who resisted collectivisation were punished, deported or exiled.
GLOBAL INFLUENCE:By the 1950s, it was recognised in the country and outside that everything was not in keeping with the ideals of the Russian revolution. Though its industries and agriculture had developed and the poor were being fed, the essential freedom to its citizens was being denied. However, it was recognised that social ideals still enjoyed respect among the Russians. But in each country the ideas of socialism were rethought in a variety of different ways.
SHORT ANSWER TYPE QUESTIONS [3 MARKS]:
Q.1.What was the vision of Robert Owen and Louis Blanc related to co-operatives?
Ans: Robert Owen (1771-1858), a leading English manufacturer, sought to build a cooperative
community called New Harmony in Indiana (USA).
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In France, for instance, Louis Blanc (1813-1882) wanted the government to encourage cooperatives and
replace capitalist enterprises.
These cooperatives were to be associations of people who produced goods together and divided the
profits according to the work done by members.
Q.2. Differentiate between the ideas of the liberals and radicals in Europe (take the time period as after the French Revolution).Ans.1-The liberal s did not believe in universal franchise. In contrast, radicals wanted a nation in which government was based on the majority of a country’s population.2‐ Liberals felt men of prosperity mainly should have the vote. They did not want the vote for women. On the other hand the radicals supported women’s suffragette movements and opposed the privileges of great landowners and wealthy factory owners. 3-They were not against the existence of private property but disliked concentration of property in the hands of a few.
Q.3. State any three features of the socialist theory propounded by Karl Marx.Ans: Marx argued that industrial society was ‘capitalist’. Capitalists owned the capital invested in factories, and the profit of capitalists was produced by workers. The conditions of workers could not improve as long as this profit was accumulated by private capitalists. Workers had to overthrow capitalism and the rule of private property and to free themselves from capitalist exploitation, workers had to construct a radically socialist society where all property was socially controlled. This would be a communist society.
Q.4. Describe the incident known as ‘Bloody Sunday’.Ans.1.Over 110,000 workers in St. Petersburg went on strike in 1905, demanding a reduction in the working day to eight hours, an increase in wages and improvement in working conditions.2. When this procession reached the Winter Palace it was attacked by the police and the Cossacks. 3. Over 100 workers were killed and about 300 wounded.This incident, known as Bloody Sunday, started a series of events that became known as the 1905 Revolution.Q.5. What was the impact of the First World war on Russian industry?Ans: Russia’s own industries were few in number and the country was cut off from other suppliers of industrial goods by German control of the Baltic Sea. Industrial equipment disintegrated more rapidly in Russia than elsewhere in Europe. By 1916, railway lines began to break down. Able-bodied men were called up to the war. As a result, there were labour shortages and small workshops producing essentials were shut down. Large supplies of grain were sent to feed the arm.(Any 3 p)
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LONG ANSWER TYPE QUESTIONS [5 MARKS]:
Q.1. What were the effects of First World war on Russian Empire?
Ans: Russia’s armies lost badly in Germany and Austria between 1914 and1916.
There were over 7 million casualties by 1917.As they retreated, the Russian army destroyed crops and
buildings to prevent the enemy from being able to live off the land.
The destruction of crops and buildings led to over 3 million refugees in Russia.
The war also had a severe impact on industry. Russia’s own industries were few in number and the
country was cut off from other suppliers of industrial goods by German control of the Baltic Sea. By
1916, railway lines began to break down. For the people in the cities, bread and flour became scarce.
Q.2. Describe the five causes of the February Revolution in Russia.Ans: On Sunday, 25 February, the government suspended the Duma. Politicians spoke out againstthe measure. Demonstrators returned in force to the streets of the left bank on the 26th. On the27th, the Police Headquarters were ransacked. The streets thronged with people raising slogans about bread, wages, better hours and democracy. The government tried to control the situation andcalled out the cavalry once again. However, the cavalry refused to fire on the demonstrators. By that evening, soldiers and striking workers had gathered to form a ‘soviet’ or ‘council’ in thesame building as the Duma met. This was the Petrograd Soviet. The next day the Czar abdicated on the advice of his military officers.
Q.3. What was the immediate consequences of the Russian Revolution? Ans.1. Most industries and banks were nationalised in November 1917.2. This meant the government took over the ownership and management. Land was declared social property.3. Peasants were allowed to seize the land of the nobility.4. In cities, Bolsheviks enforced the partition of large houses according to family requirements.5. They banned the use of old title of aristocracy.
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CHAPTER 3: NAZISM AND THE RISE OF HITLERCONCEPTS:
BIRTH OF THE WEIMER REPUBLIC: Germany fought the First World War (1914–1918) along with the Austrian empire and against the Allies (England, France and Russia). The Allies won defeating Germany and the Central Powers in 1918. A National Assembly met at Weimer and established a democratic constitution with a federal structure. Deputies were now elected to the German Parliament or Reichstag. The republic, however, was not received well by its own people largely because of the terms it was forced to accept after Germany’s defeat at the end of the First World War. Many Germans held the new Weimer Republic responsible for not only the defeat in the war but the disgrace at Versailles.
The Effects of the War-The war had a devastating impact on the entire continent both psychologically and financially. From being a creditor, Europe became a debtor. The supporters of the Weimer Republic(Socialists, Catholics and Democrats) were criticised and became easy targets of attack in the conservative nationalist circles. They were mockingly called the ‘November Criminals’. The First World War left a deep imprint on European society and polity. Soldiers came to be placed above civilians. Aggressive war propaganda and national honour became important. Democracy was indeed a young and fragile idea.
Political Radicalism and Economic Crisis: The birth of the Weimer Republic coincided with the uprising of the Spartacist League on the pattern of the Bolshevik Revolution in Russia. The Spartacists founded the Communist Party of Germany. As Germany refused to pay the war reparations, France occupied its leading industrial area, Ruhr. Germany retaliated with printing paper currency recklessly. The value of the mark collapsed. Prices of goods soared. There was hyperinflation.
The Years of Depression: The years between 1924–1928 saw some stability, yet it was built on sand. Germany was totally dependent on short term loans, largely from the USA. This support was withdrawn when the Wall Street Exchange crashed in 1929. On one single day, 24 October, 13 million shares were sold. This was the start of the Great Economic Depression. Factories shut down, exports fell, farmers were badly hit. German economy was hit badly. By 1932, industrial production was reduced, workers lost their jobs,
The Weimer Republic had some inherent defects: i) Proportional Representation ii) Article 48 which gave the President the powers to impose emergency, suspend civil rights and rule by decree.
HITLER’S RISE TO POWER
Hitler was born in Austria in 1889. He earned many medals for bravery in the First World War. The German defeat horrified him. The Treaty of Versailles made him furious. He joined the German Workers Party and renamed it National Socialist German Workers’ Party(The Nazi Party). Nazism became a mass movement only during the Great Depression. The Nazi propaganda
22
stirred hopes of a better future. Hitler was a powerful and effective speaker. He promised the people a strong nation where all would get employment. Undo the injustice of the Versailles Treaty and restore the dignity of the German people.
Hitler devised a new style of politics. Massive rallies, The Red banners with the Swastika, the Nazi salute, and the ritualised rounds of applause after the speeches.
The Destruction of Democracy — During the Great Depression that Nazism became a mass movement. Hitler achieved the highest position in the cabinet of ministries on 30 January 1933. Hitler now set out to dismantle the structures of democratic rule. The Fire Decree of 28 February 1933 suspended civic rights like freedom of speech, press and assembly. All political parties were banned.
Enabling Act (3rd March 1933): Established dictatorship in Germany. Gave Hitler all powers to sideline Parliament and rule by decree. All political parties and trade unions were banned except for the Nazi Party and its affiliates. The state established complete control over the economy, media, army and judiciary.
Reconstruction: Economist Hjalmar Schacht was given the responsibility of economic recovery. This was to be done through a state funded work creation programme. Hitler pulled out of the League of Nations in 1933, reoccupied the Rhineland in 1936 and integrated Austria and Germany in 1938 under the slogan: One people, one empire, one leader. He chose war as a way out of the Economic Crisis. Resources were to be accumulated through expansion of territory.
In September 1940 Germany invaded Poland. This started a war with France and England. USA resisted involvement in the war. But when Japan extended its support to Hitler and bombarded Pearl Harbour, the USA entered the war. The war ended in 1945 with Hitler’s defeat and the US bombing of Hiroshima and Nagasaki in Japan.
THE NAZI WORLD VIEW :Nazi ideology: There was no equality between people, but only racial hierarchy. Implemented an exclusive racial community of pure Germans by physically eliminating all those who were considered undesirable. They wanted a society of pure and healthy Nordic Aryans. Jews, gypsies, blacks, Russian, Poles, even certain Germans and abnormal were considered undesirable.
The other aspect of Hitler’s ideology related to the geopolitical concept of Lebensraum, or living space. Jews were the worst sufferers in Nazi Germany. Hitler believed in pseudoscientific theories of race which said that conversion was no solution to the Jewish problem.
It had to be solved through their total elimination. From 1933– 1938 — the Nazis terrorised, pauperised and segregated the Jews, compelling them to leave the country. The next phase, 1939–1945, aimed at concentrating them in certain areas and then killing them in gas chambers in Poland.
The Racial Utopia Genocide and war became two sides of the same coin. Occupied Poland was divided. Poles were forced to leave their homes and properties behind to be occupied by ethnic Germans brought in from occupied Europe.
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YOUTH IN NAZI GERMANY Hitler felt that a strong Nazi society could be established by teaching Nazi ideology to children. All schools were given German teachers. Children were divided into two groups — desirable and undesirable. Textbooks were rewritten, functions of sports in schools was to nurture the spirit of violence and aggression. Ten-year-olds had to enter Jungvolk. At 14, all boys joined ‘Hitler Youth’, they joined the Labour Service at 18.
The Nazi Cult of Motherhood — Women were told to be good mothers and rear pure blooded Aryan children. They were encouraged to produce many children. To encourage women to produce many children, Honour Crosses were awarded. A bronze cross was given for four children, silver for six and gold for eight or more. The Art of Propaganda —the Nazi regime used language and media with care and often to great effect. They used films, pictures, radio, posters, etc. to spread hatred for Jews Crimes against Humanity — People saw the world through Nazi eyes and spoke the Nazi language. At times even the Jews began to believe in the Nazi stereotypes about them. Knowledge about the Holocaust —It was only after the war ended that people came to know about what had happened. The Jews wanted the world to know about the atrocities and sufferings they had endured during the Nazi killing operations. They just wanted to live, even if it was for a few hours, to tell the world about the Holocaust.
SHORT ANSWER TYPE QUESTIONS [3 MARKS]:
Q.1. Describe what happened to Germany after its defeat in the World War I
Ans.1-World War I, ended with the Allies defeating Germany and the Central powers in November 1918. 2‐The Peace Treaty at Versailles with the Allies was a harsh and humiliating treaty. Germany lost its overseas colonies, a tenth of its population, 13 per cent of its territories, 75 per cent of its iron and 26 per cent of its coal to France, Poland, Denmark and Lithuania. 3‐The Allied Powers demilitarised Germany to weaken its power. Germany was forced to pay compensation amounting to 6 billion. The allied armies also occupied the resource – rich Rhineland.
Q. 2. “Politically, the Weimer Republic was fragile”. Explain the statement.Ans: Weimar constitution had some inherent defects, which made it unstable and vulnerable to dictatorship. One was proportional representation. This made achieving a majority by any one party an ear impossible task, leading to a rule by coalitions. Another defect was Article 48, which gave the President the powers to impose emergency, suspend civil rights and rule by decree. Within its short life, the Weimar Republic saw twenty different cabinets lasting on an average 239 days, and a liberal use of Article 48. Yet the crisis could not be managed. People lost confidence in the democratic parliamentary system, which seemed to offer no solutions.Q. 3. What were the three new styles of politics devised by Adolf Hitler?Ans: He understood the significance of rituals and spectacle in mass mobilisation. Nazis held massive rallies and public meetings to demonstrate the support for Hitler and instill a sense of unity among the people. The Red banners with the Swastika, the Nazi salute, and the ritualised rounds of applause after the speeches were all part of this spectacle of power.
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Q. 4. When was the enabling Act passed in Germany? What were its provisions?Ans: On 3 March 1933, the famous Enabling Act was passed. This Act established dictatorship in Germany. It gave Hitler all powers to sideline Parliament and rule by decree. All political parties and trade unions were banned except for the Nazi Party and its affiliates. Thestate established complete control over the economy, media, army and judiciary.
Q.5. What happened in schools under Nazism? Ans. 1. All schools were cleansed and purified. 1.This meant that teachers who were Jews or seen as politically unreliable were dismissed. 2.Children were segregated — Germans and Jews could not sit together or play together. 3.Later on the undesirable children — the Jews, the physically handicapped, gypsies — were thrown out of schools.
Q.6. ‘In my state the mother is the most important citizen.’ Discuss this statement made by Hitler. Ans.Though Hitler said that in my state the mother is the most important citizen, it was not true. All mothers were not treated equally. Women who bore ‘desirable’ children were entitled to privileges and rewards. They were given special treatment in hospitals and concessions in shops and on theatre tickets and railway fares.
LONG ANSWER TYPE QUESTIONS [5 MARKS]:
Q.1. What was the impact of the Great economic Depression on the German economy?
Ans: The German economy was the worst hit by the economic crisis. By 1932, industrial production was
reduced to 40 per cent of the 1929 level. Workers lost their jobs or were paid reduced wages. The number
of unemployed touched an unprecedented 6 million. As jobs disappeared. The middle classes, especially
salaried employees and pensioners, saw their savings diminish when the currency lost its value. Small
businessmen, the self-employed and retailers suffered as their businesses got ruined.
Q.2. What were the effects of the first World War on Europe?
Ans: The First World War left a deep imprint on European society and polity. Soldiers came to be placed
above civilians. Politicians and publicists laid great stress on the need for men to be aggressive, strong
and masculine. The media glorified trench life. The truth, however, was that soldiers lived miserable lives
in these trenches, trapped with rats feeding on corpses. They faced poisonous gas and enemy shelling,
and witnessed their ranks reduce rapidly. Aggressive war propaganda and national honour occupied
centre stage in the public sphere, while popular support grew for conservative dictatorships that had
recently come into being.
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Q.3. Describe in detail Hitler’s treatment of the Jews. Explain Nazi ideologies regarding the Jews.Ans.Once in power, the Nazis quickly began to implement their dream of creating an exclusive racial community of pure Germans by physically eliminating all those who were seen as ‘‘undesirable’’ in the extended empire were mentally or physically unfit Germans, Gypsies, blacks, Russians, Poles. But Jews remained the worst sufferers in Nazi Germany. They were stereotyped as ‘killers of Christ and usurers'. Until medieval times, Jews were barred from owning land. They survived mainly through trade and money lending. They lived in separately marked areas called ‘ghettos’. They were often persecuted through periodic organised violence and expulsion from land. All this had a precursor in the traditional Christian hostility towards Jews for being the killers of Christ. However, Hitler’s hatred of the Jews was based on pseudo-scientific theories of race, which held that conversion was no solution to ‘the Jewish problem’. It could be solved only through their total elimination.
HOTS: .Q.1. From whom did Hitler borrow his racist ideology? Explain. Ans. Hitler borrowed his racist ideology from thinkers like Charles Darwin and Herbert Spencer. Darwin was a natural scientist who tried to explain the creation of plants and animals through the concept of evolution and natural selection. Herbert Spencer later on added the idea of survival of the fittest. According to this idea, only those species survived on earth that could adapt themselves to changing climatic conditions. Darwin never advocated human intervention in what he thought was a purely natural process of selection. However, his ideas were used by racist thinkers and politicians to justify imperial rule over conquered peoples.
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GEOGRAPHY
CHAPTER-1
INDIA: SIZE AND LOCATION
Key Points-
The Tropic of Cancer,23030’N runs through the centre of India dividing the country intoalmost two
equal parts.
India is the 7thlargest country in the worldcovering 2.4% of the world’s total area.
There is a time lag of two hours between Gujarat in the west to Arunachal Pradesh in the west. Therefore
82 0 30’E longitude has been selected as the Standard Meridian of India passing through Mirzapur in
Uttar Pradesh. The time recorded in the Standard meridian is taken as time for the whole country.
Therefore the watches show the same time allover India.
Three marks questions27
Coastline-7516.6 kms
29 States and 7 UnionTerritories
Standard Meridian:82030’E Land Boundary
15200Kms
AREA-3.28m sq km
km
Andaman & Nicobar
Long 6807’E—97026’
E
Lat-804’N -3706’N
Lakshwadweep
Palk Strait
7th Largest Country
Q.1. Why 82°30′E has been selected as the Standard Meridian of India?
Ans.A globe has 24 time zones, each of 15 longitudes. Local time in each zone at the middle longitude
(divided by 7°30′) is taken as Standard Time. As 82°30'E is divisible by 7°30', a standard by all countries,
India selected this odd value
Q.2-The sun rises two hours earlier in Arunachal Pradesh as compared to Gujarat in the west but
the watches show the same time. How does this happen?
Ans.The local time difference arises because the sunrise is earlier in the east than in the west. However,
the watches show the same time because Indian Standard Time is reckoned from a single meridian
82o30′E that passes through Mirzapur in Uttar Pradesh.
Q.3. The central location of India at the head of the Indian Ocean is considered of great
significance. Why?
Ans.The location of India at the head of the Indian Ocean has helped India in establishing close contacts
with West Asia, Africa and Europe from the western coast and with South-east and East Asia from the
eastern coast.
Q.4. There a time difference of almost two hours from Arunachal Pradesh to Gujarat but the
watches show the same time.Why?
Ans.On account of the vast longitudinal extent of India there is a time lag of two hours in local time
between its western and eastern limits. Hence, for the sake of convenience a standard time is adopted for
the entire country. The central meridian of the country, 82°30′E longitude, has been selected as the
Standard Meridian of India. It passes through Mirzapur in Uttar Pradesh. The local time along this
meridian is taken as the time for the whole country.Hence the watches show the same time.
CHAPTER-2 28
1) HIMALAYAS-Parallel Ranges Himadri Himachal Shiwalik
PHYSICAL FEATURES
KEY POINTS
Theory of plate tectonics states that the earth crust is divided into 7 major and some minor plates
The movement of these plates leads to folding faulting and volcanic activities
There are three types of plate movements –
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Longitudinal Division- Kashmir Himalaya Kumaon Himalayas Nepal Himalayas Assam Himalyas
PurvanchalHills-Eg- Garo-Khasi –JaintiaNaga Hills, Mizo-Hills etc
3) PENINSULAR PLATEAU
Central Highlands Deccan Plateau
5) COASTAL PLAINS Eastern Coastal
Plain Western Coastal
Plain
2) NORTH INDIAN PLAIN
THAR DESERT
6) ISLANDS
Lakshdweep
Andaman&nicobar
Convergent,Divergent Transform.
The major physical divisions of India are
The Himalayas The northern plains The peninsular plateaus
The Indian desert The coastal plains The islands
The Himalayas
The Himalayas are young-fold Mountains which are the loftiest and one of the most rugged
mountain barriers of the world. The Himalayas are 2400 km long, 400 km to 150 km wide from
Kashmir to Arunachal Pradesh respectively.
The Himalayas have three parallel ranges namely:-
Great or Inner Himalayas also called Himadri.
Middle Himalayas or Himachal.Outer Himalayas or Shivalik
The Himalayas can be divided into four sections namely:- :
Punjab Himalayas — between Indus and Satluj.Kumaon Himalayas between Satluj and Kali,
Nepal Himalayas between Kali and Tista andAssam HimalayasbetweenTista and Dihang.
The Northern Plains
The Northern Plains spread over an area of 7 lakh sq. km, 240 km long and 240 km to 320 km broad
The rivers that flow to the plains from the mountains are involved in depositional work. Difference in
relief causes the Northern Plain to have four regions.They are:-
— Bhabar— lying at the foot of Shivalik, a narrow 8 to 16 km wide belt of pebbles.
— Terai— lying next to Bhabar, a wet and marshy area with wildlife and forests.
— Bangar— Older alluvium plain which rises above the level of the flood plains.
— Khadar— Younger alluvium of the flood plains.
The Peninsular Plateau:
*The Peninsular Plateau is the tableland formed due to the breaking and drifting of the Gondwanaland.*The plateau consists of two broad divisions, namely, the Central Highlands and the Deccan Plateau.
The eastward extensions of Peninsular Plateau are locally known as Bundelkhand andBaghelkhand.TheChhota Nagpur Plateau marks the further eastward extension drainedby the Damodar river.
The Deccan Plateau, a triangular mass, lies to the south of the river Narmada. The western and eastern edges of the Deccan Plateau are marked by the Western Ghats and the
Eastern Ghats respectively.The Western Ghats are higher than the Eastern Ghats. A distinct feature of the peninsular plateau is the black soil area known as Deccan Trap.
The Indian Desert The undulating sandy plain covered with sand dunes towards the western margins of the
Aravalli Hills is the Indian Desert. Cresent shaped dunes called barchans cover large parts of the Indian Desert.Luni is the only large river in this region.The Coastal Plains
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The narrow coastal strips flank the Peninsular Plateau. On the west the coastal strips are divided into Konkan(Mumbai-Goa), Kannad Plain and the Malabar coast from northern to southern part. On the east the coastal strip is divided into Northern Circarsand the Coromandal Coast from northern to southern part.
The Islands
The Lakshadweep Islands group in the Arabian Sea is close to Kerala. The Lakshadweep
Islands were formerly known as Laccadive, Minicoy and Amindive. The Andaman and Nicobar
Islands are an elongated chain of islands located in the Bay of Bengal. The Andamans and
Nicobar Islands are an elevated portion of submarine mountains.
THREE MARKS QUESTIONS
Q.1. Describe the Theory of Plate Tectonics. Ans.A plausible theory presented by earth scientists to
explain the formation of continents and ocean basins and the various landforms is the ‘Theory of Plate
Tectonics’. According to the theory, the crust of the earth has been formed out of seven major and some
minor tectonic plates. According to the earth scientists, millions of years ago, the world comprised of a
supercontinent ‘Pangaea’ surrounded by the primeval ocean ‘Panthalasa’. The present continents and
intervening oceans were formed due to splitting of the crust into plates due to convection currents and
drifting of these plates.
Q.2. Name the different major physiographic divisions of India. Write a note on any one of the physiographic divisions of India. (Important)
Ans.The major physiographic divisions of India are as follows: TheHimalayanMountains(ii)TheNorthernPlains(iii)ThePeninsularPlateau iv) TheIndianDesert(v)TheCoastalPlains(vi)TheIslandsThe Coastal Plains : The Peninsular Plateau of India is flanked by a stretch of narrow coastal plains to its west and east. The Western Coastal Plain is a narrow strip of plain stretching along the Arabian Sea lying to its west and flanked by the Western Ghats to its east. The northern part of the West Coast is called the Konkan (Mumbai to Goa), the central stretch is called the Kannad while the sourthern part is called the Malabar Coast.
Q3 Where are the Western and the Eastern Ghats situated? Write a small note on each. Ans.The Western and the Eastern Ghats are situated in the Peninsular Plateau region. The Western Ghats mark the western edge of the Deccan Plateau and lie parallel to the Western Coast.The Eastern Ghats mark the eastern edge of the Deccan Plateau. They stretch from the Mahanadi Valley to the Nilgiri Hills in the south. The eastern coastal plain runs to its east. The Western Ghats are continuous and regular and can be crossed only through passes like the Thal, Bhor and the Pal Ghats. They are comparatively high in elevation (average 900 to 1600 metres). No major river cuts across the Western Ghats. The Eastern Ghats are discontinuous and irregular. They are of relatively lower elevation (average 600 m). They are dissected by rivers draining into the Bay of Bengal.
4 Distinguish between Western and Eastern coastal plainsAns
Eastern coastal plains Western coastal plains
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Lies between eastern ghats and Bay of BengalBroad and level plainDrained by rivers like Mahanadi, Godavari,Krishna&KavariDivided into two parts- Northern Circar&Coromandal
Lies between Western ghat&Arabian seaNarrow plainDrained by rivers Narmada &TapiDivided into three parts—Malabar , Kannad&Konkon
Q.5 Describe 'Bhabar' and 'Terai'.
Ans. Bhabaris pebble studded formation situated at the base of mountains and plains parallel to the lopes
of the Shiwalik in the Himalayan region.
Teraiis a sloping land at the foothills of the Nepal Himalayas. The Terai receives heavy rainfall and is
densely forested.
Q.6. Which part of the Himalayas is known as Purvanchal? Write a short note on the Purvanchal Himalayas. Ans.The eastern hills and mountains of the Himalayas running along the eastern boundary of India are known as Purvanchal. They are located in the northeastern states of India. The river Brahmaputra marks the easternmost boundary of the Himalayas Beyond the Dibang gorge, the Himalayas bend sharply to the south and spread along India’s eastern border. They are known as Purvanchal. They run mostly as parallel ranges with valleys in between. They are mostly composed of strong sandstone, a sedimentary rock. The Purvanchal are less spectacular than the Himalayas and are of medium height. The hills and ranges are covered with dense forests.
FIVE MARKS QUESTIONS
1-. Write a note on the different parts of the Great Himalayan range.Ans.1The Himalayas are the one of the loftiest and most rugged mountain systems of the world. The mountain ranges ofthe Himalayas run in a west-east direction from the Indus to the Brahmaputra, stretching along the entire northern boundary of India. Geologically they are young and structurally fold mountain system.2.The Himalayas consists of three sections comprising parallel ranges running from west to east The nothernmost section is known as the Greater or Inner Himalayas. It is the most continuous section. The average height of these ranges is 6000 metres. All the prominent and loftiest peaks of the Himalayas are located here. Some of prominent peaks are the Everest (8848 m) in Nepal, Kanchenjunga (8598 m in Sikkim), Nanga Parbat (in Kashmir), Nanda Devi (Uttarakhand) and NamchaBarwa (in Tibet, near Arunachal Pradesh) and Dhaulagiri and Annapurna in Nepal.3.To the south of Himadri lie the rugged ranges of the Lesser Himalayas or the Himachal. Their average width is 50 km. The average height ranges between 3700 and 4500 metres. The PirPanjal range, the DhaulaDhar and Mahabharat ranges are important ranges. The famous valley of Kashmir, the Kangra and the Kullu Valleys in Himachal are located in this range.
4.The outermost range of the Himalayas is called the Outer Himalayas or the Shivaliks. They extend over a width of 10-50 km. They are discontinuous ranges. Their average height is between 900 and 1100 metres. They are composed of unconsolidated sediments, gravel and alluvium brought down by the rivers that rise in the northern ranges. Hence, they are the youngest section of the Himalayas.5.Longitudinal valleys known as duns lie between the Lesser Himalayas and Shivaliks, e.g., Dehra Dun,
32
Kotli Dun, Patli Dun. Q.2. Distinguish between the Northern Plains and the Peninsular Plateau.Ans. The Northern Plains
1 Geologically, the Northern Plains were formed in recent geological period. 2 Northern Plains are the most recent landform. 3 They are being formed and reshaped by the river systems. 4 It is a fertile, level land. 5 The Northern Plains are formed of alluvial deposits brought down by the rivers.
6 The Northern Plains are divided into three sections : (i) The Punjab Plains formed by Indus and its tributaries. (ii) The Ganga Plains in North India. (iii) The Brahmaputra Plain in Assam.7. The Northern Plains are covered with rich, fertile alluvial soil, ideal for high agricultural production.
The Peninsular Plateau 1. Geologically, the Peninsular Plateau is part of the Gondwanaland, the southern part of ancient
super-continent Pangaea. 2. The Peninsular plateau is part of oldest landmass. 3. It is one of the most stable land blocks. 4. It is a plateau or tableland with gently rising rounded hills and wide shallow valleys. 5. The Peninsular Plateau is composed of old crystalline igneous and metamorphic rocks. 6. The Peninsular Plateau is divided mainly into two broad divisions :
i) The Central Highlands and (ii) The Deccan Plateau. 7 A distinct feature of the Peninsular Plateau is the black soil area known as Deccan Trap. This soilis
ideal for growth of cotton.3 In what way each physical division is useful to us?Ans: Himayalayas— 1Source of perennial rivers
2 Rich in forest wealth and contains medicinal plants. Northern plains- 1) Granaries of India 2) Habitat for large number of peoplePeninsular plateau1) Storehouse of minerals.2) Plays crucial role in the industrialization of the nationCoastal plains and Island1)Provides site for fishing2)provides port facility and help in trade.
CHAPTER 3 DRAINAGE
33DRAINAGE
KEY POINTS
The term drainagerefers to the river system of an area. The area drained by a single river system is called
a drainage basin.
Water divide is upland such as a mountain that separates two drainage basins
DRAINAGE PATTERNS: 1-Dendritic drainage 2- Trellis drainage3-Rectangular drainage 4-Radial drainage DRAINAGE SYATEM IN INDIA It is divided into two major groups :
34
DRAINAGE PATTERNDRAINAGE BASIN
DRAINAGESYSTEMThe area drained by a single river
1. Dendritic 2. Trellis3. Rectangular4. Radial
Himalayan river Peninsular riverGanga
Indus Brahmputra
lakes
1. Rises from Gangotri
2. 2500kms long3. Important
tributaries: YamunaGandak,
Ghagara
1. Rises in Tibet near Mansarovar
2. 2900kms long
3. Important tributaries :ZaskarNubraSutlujBeas
1. Rises east of Mansarovar
2. Important tributaries:
3. Dihang4. Lohit
Natural artificial
1. created by nature
2. egsambar3. Dal4. Chilka
Created by manExample:Guru GOvindsagar
IMPORTANCE Regulates flow of water Prevents flood Help to generate hydel
power Moderate climate
Mahanadi Kaveri
Godavari Tapi
Krishna
Narmada
1-The Himalaya rivers 2- The Peninsular rivers1-The Himalaya rivers:-There are three main river systemcoming under it. They are:-(i)The Indus river system(ii) The Ganga river system (iii)The Brahmaputra river system 2-The Peninsular rivers:-There are six major river systems coming under it. They are:-
1. Narmada river basin 2.Tapi river basin 3.Mahanadi river basin 4 Godavaririverbasin5.Krishna river basin6.Kaveri river basin.
Ganga river system:-The two head waters of Ganga are Bhagirathi and Alakhnanda which meet at Devaprayag.It’s total length is 2500 kms.The important tributaries are Yamuna, Ghagara, Gandak,Kosi,Chambal, betwa and Son.Brahmaputra river system:- It originates from the east of Mansaroverlake in Tibet. It enters India in Arunachal Pradesh. Important tributaries are Dibang and Lohit.The Indus river system:- It rises in Tibet near Mansaroverlake. It’s total length is 2900 kms. Important tributaries are Zaskar, Nubra, Shyok, Ravi ,Beas, Sutluj, Jhelum and Chenab.Lakes:-There are two types of lakes. They are:- Natural lakes - these are formed by the action of wind, river, glacier etc. Examples are Wular in Kashmir, Sambar in Rajasthan Chilka in Orissa etc…Man made lakes:- these are made by man. Examples isGobindSagar in Punjab.Importance of lakes :- 1-A lakes helps to regulate the flow of a river.2-During heavy rainfall, it prevents flooding. 3-Lakes used for developing hydel power. 4-Lakes moderate the climate of the surroundings 5-Lakes help develop tourism and provide recreation.Importance of river:- Rivers have been of fundamental importance throughout the human history.The river banks have attracted settlers from ancient times.Using river for irrigation, navigation, hydro-power generation is of special significance
particularly to a country like India, where agriculture is the major source of livelihood of the majority of its population.Three marks questionsQ.1.Name the three Himalayan river system. Give two tributaries of each. Ans. Three Himalayan river systems are :(I) The Indus river system (ii) The Ganga river system (iii) The Brahamaputra river system.Tributaries :(i)Indus river system – Satluj, Beas, Ravi (ii) Ganga river system – Yamuna,Ghaghara, Gandak(iii) Brahmaputra river system – Dibang, Lohit, Kenula.Q.2.What are the differences between east-flowing and west-flowing rivers of the peninsular plateau? Ans.The major rivers of the peninsular the the Mahanadi, the Godavari, the Krishna etc. are flowing eastward and merges into the Bay of Bengal. Only the river Narmada and Tapti are flowing towards west and merge into the Arabian Sea. The essential differences between the two rivers are as follows
East-flowing Rivers 1 The east-flowing rivers have deltas at their mouth. 2 All rivers east-flowing drain into the Bay of Bengal. 3 All three rivers passed through a varied topography, i.e. hills, plains, plateaus etc. 4 Most rivers are fed by many east-west-flowinglong tributaries.eg Krishna, Kavery
35
West-flowing Rivers 1 The west-flowing rivers do not have deltas at their mouth. They form estuaries. 2 All west-flowing rivers merge into the Arabian Sea. 3 These rivers are flowed through the riftvalley. 4 A few small tributaries joining at right angles are only found. Eg Narmada,,Tapi
Q-3.What is the difference between tributary and the distributary? Write any three points.Ans.A smaller stream joining with the main stream is known as tributary. A tributary is generally carried water and silt to the main river. River Jamuna is an example of tributary of the river Ganga. A Distributary is formed at the lower course of the river when the main channel of the river gets blocked with silt which forced river to open branches. The Bhagirathi-Hooghly is a distributary of the river Ganga. The main function of the distributary is to distribute water through newly opened channels. The three basic differences between tributaries and distributaries are given below :Tributary
1 Tributaries can be found in three stages of the river – upper, middle and lower. 2 It is useful for irrigation and transportation all through. 3 It brings water and silt from its catchment area. 4 Tributaries are fast-flowing.
Distributary 1. It is only found in lower coarse of the river. 2. It only provides a network of transport in the lower course. 3. It deposits silt in its course. 4. Distributaries are slow-flowing. Q.4.What is a river basin? Explain brieflyAns.The area drained by a single river system, comprising a main river and its tributaries, is called its drainage basin or river basin.The term drainage describes the river system of an area. Small streams flowing from different directions come together to form the main river. It has number of tributaries and distributaries. The river ultimately drains into a large water body such as a lake or a sea or an ocean. The area drained by the main river, its tributaries and distributaries is termed as the river basin. The river Ganga has the largest river basin in India. The river Indus has a larger river basin but most of it lies outside India.
Q.5.Write a note on the river Krishna and its tributaries.Ans.Theriver Krishna rises from a spring near Mahabaleshwar. It flows eastwards to the Bay of Bengal. It has alength of about 1400 km, which makes it the second longest river of Peninsular India after Godavari which has alength of 1500 km.The Tungabhadra, the Koyna, the Bhima, the Ghatprabha and the Musi are important tributaries of the river Krishna.The drainage basin of the river Krishna lies in Maharashtra, Karnataka and Andhra Pradesh.
Five marks questions:-
Q.1. What are the differences between the Himalayan rivers and the Peninsular rivers?
Ans.The differences between the two main groups of rivers of India are as follows:
The Himalayan Rivers
1 The Himalayan rivers are perennial in nature. They are fed by the melting snow and glaciers of
the lofty ranges supplemented by monsoon rains. Hence, the rivers flow throughout the year.
2 The Himalayan rivers have long course from their sources in the mountains to the sea.
3. The Himalayan rivers rise in the Himadri, Himachal or Shivalik section of the Himalayas and form
the Northern Plains with their deposition of alluvium.
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4. The Himalayan rivers flow through geologically unstable areas and are of uncertain nature.
5. They perform intensive erosional activity in upper course. In middle and lower course they form
meanders, oxbow lakes, extensive flood-plains and well developed deltas.
The Peninsular Rivers 1 The Peninsular rivers are non-perennial in nature. They are fed by monsoon rains and have heavy flow during rainy season followed by reduced flow during dry season. So they are seasonal rivers2 The Peninsular rivers have shorter and shallower courses as compared to their Himalayan counterparts.3. Most of the rivers of Peninsular India originate in the Western Ghats and flow towards the Bay of Bengal.However, some of them originate in the Central Highlands and flow towards west.4. Peninsular rivers originate at much lower altitudes and flow through geologically stable areas.5The Narmada and Tapi are fault-guided rivers. The east-flowing rivers from large deltas.Meanders are not notablein these rivers.
Q.2.Write a note on the Ganga Drainage System.Ans.The Ganga is the longest and the most important river system of India. It has a total length of over 2500km. The headwaters of the Ganga are called the ‘Bhagirathi’. It is fed by the Gangotri Glacier. It is joined by the AlaknandaatDevaprayag in Uttarakhand.
At Haridwar, the Ganga emerges from the mountains and enters the plains area. She is joined by a number of tributaries like Yamuna, Gandak, Ghagara, Kosietc from the north and the Chambal, the Betwa and the Son the peninsular uplands.
The Ganga and its tributaries form a major portion of the northernplains. On account of water availability and fertile soil, it is the most important agricultural region of India. The Ganga develops large meanders in the plains.
The Ganga flows eastwards with the increased volume up to Farakka in West Bengal. The river bifurcates here. Its distributary, the Bhagirathi-Hooghly, flows through the deltaic plains to the Bay of Bengal. The mainstream flows southwards into Bangladesh. Here it is known as Padma. It is joined by the Brahmaputra. Further downstream it is known as Meghna.
Together they form the Ganga- Brahmaputra Delta, also known as Sunderbans delta. It is the world’s largest and fastest growing delta. Q.3.Write a note on the east-flowing and the west-flowing rivers of Peninsular India.
Ans.The Peninsular Plateau of India is marked by a large number of east-flowing rivers and a few west-
flowing rivers.
Most of the major rivers of Peninsular India such as the Mahanadi, the Godavari, the Krishna and the
Kaveri and their tributaries flow eastwards. They rise from the Western Ghats, the highlands of the
Deccan Plateau, flow towards east and drain into the Bay of Bengal. The east-flowing rivers have wide
basins. They form large deltas at their mouths.
Only two big rivers, the Narmada and the Tapi, with long courses flow westwards in Peninsular Plateau
region. They rise from the Satpura range and Amarkantak hills, flow westwards through faults and drain
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into the Arabian Sea. The west flowing coastal rivers are short and swift flowing.he west-flowing rivers
flow between highlands and have elongated courses. The Western Ghats form the main water divide in
Peninsular India. . They have trellis and rectangular drainage pattern. They flow through rift valleys.
They form estuaries at their mouths. The west-flowing rivers do not form deltas
Part 3: Political Science
CHAPTER 1: DEMOCRACY IN THE CONTEMPORARY WORLD38
MAIN POINTS TO REMEMBER:
TWO TALES OF DEMOCRACY
CHILE
1. Salvador Allende was the democratically elected President of Chile from 1970 to 1973.In September 1973 there occurred a military coup and Allende was assassinated.3. General Augusto Pinochet became military ruler. He established military dictatorship in Chile and all the democratic rights of the people were withdrawn and he continued for 17 years till the people expelled him through a referendum in 1988.4. Democracy was restored in 1990 and elections were held.POLAND
1.A communist government led by the Polish United Workers party was ruling Poland during 1980's2. There existed state ownership of resources, single party rule and restrictions on individual freedom.3. In August 1980, the shipyard workers went on strike and Lech Walesa emerged as the leader of the strike and it spread across many areas.4. At last the govt.had to sign a 21 point agreement known as Gdansk agreement and the trade union named SOLIDARITY was recognized.5. After many years of struggle in 1990 democratic elections were held in Poland and Walesa became the President in 1990. Two Features of Democracy
1‐Democrac,is a form of government that allows people to choose their own leaders. 2‐People have the freedom to express their views, freedom to organize and freedom to protest against injustice. Phases in the Expansion of Democracy 1. Early stage :
History of the modern democracy starts with the French revolution. During the early phase of democratic expansion voting rights were limited to propertied class. It was after a long struggle throughout 19th and 20th centuries the non propertied men and women secured the right to vote.
1. Decolonistation and spread of democracy.After Second World Wardecolonisation started and most of the colonies in Asia and Africa became independent by 1975. All these newly independent countries accepted democratic form of government. But many failed to continue as democracy for a long time. Eg. Ghana3.Democratic expansion after 1980.Large number of countries became democratic after 1980. The following factors helped in the rapid expansion of democracy during this period1.In most of the Latin American countries non democratic governments were replaced by democracy2. Disintegration of Soviet Union and end of Communist regime in Eastern Europe3. Establishment of democratic governments in Pakistan, Bangladesh,Nepaletc..
By 2005, 140 countries have held multi-party elections. More than 80 countries have made advances towards democracy since 1980.Stills there are many countries where people cannot elect their leaders. In Myanmar the elected leader Aung San SuuKyi has been imprisoned by the military rulers (1990). No amount of international support has helped in her release.
Democracy at Global Level The UN, the International Monetary Fund and the World Bank are global associations which are partially performing the work of a world government. UN through Security Council aims to maintain peace and security among the countries of the world. IMF and World Bank give loans and money to governments. They are not functioning in a democratic way. Five countries, US, UK, France, China and
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Russia have the veto power in the Security Council. The Constitution of World Bank says that its President should be always a US citizen and the International Monetary Fund is under the control of ten powerful nations, they enjoy 54% of the voting right in IMF. Promotion of Democracy Many powerful countries like the United States of America believe that democracy should be promoted in the world even by force. Powerful countries have launched attacks on non-democratic countries. Iraq is the biggest example. USA and its allies attacked and occupied Iraq without UN sanction, on the pretext of Iraq possessing nuclear weapons. In Iraq by overthrowing the dictatorial government of Saddam Hussein they established an interim government there. This is not a right way to expand democracy. The urge for democracy should come from the people and should not be imposed on them by outside powers. Important Terms:Censorship:A condition in which the freedom of expression is taken away. Citizen has to take prior permission from censor authorities of the government for making a speech or publishing news and viewsCoalition: An alliance of people, associations, parties or nations.Coup: A sudden overthrow of a government illegally.Martial law: A system of rules that takes effect when a military authority takes control of the normal administration of justice.Referendum: A direct vote in which an entire electorate is asked either to accept or reject a proposal.Veto-means the right of person, a party or a nation to stop a certain decision or law.Colony- Aterritory under the immediate political control of another state. Solidarity –Oneness of interests, aims, etc…
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SHORT ANSWER TYPE QUESTIONS [3 MARKS]
Q.1. Who was Allende? Ans.1. Allende was the founder leader of the Socialist Party of Chile, a country in South America. 1.He led the Popular Unity Coalition to victory in 1970 and became the President of Chile. As President he took several policy decisions to help the poor and the workers. Q.2. Why did rich, landlords and church turn against Salvador Allande?A: After becoming the President of Chile, Allende adopted many steps to help the poor such as reforms in education system, free milk of children and redistribution of land to landless. These policies turned the rich landlord and church against him.Q.3.Why did the workers of Lenin Shipyard in Gdansk go on strike in 1980? Ans.The workers the Lenin Shipyard in the city of Gdansk went on a strike on 14 Aug 1980. The factory was owned by the government. The workers went on a strike demanding the factory to take back a crane operator, a woman worker, who was unjustly dismissed from the service..states. Q.4. Security Council is not working in a democratic way. ExplainAns.The Security Council has 15 members – 5 permanent and 10 non-permanent members. This 15 member Security Council of the UN takes all the crucial decisions related to maintaining peace in the world. However, the real power is with the five permanent members; and they possess the veto power. So, Security Council doesn’t help much in making the UN a democratic body.
Q.5. Should a democratic country wage a war and invade other countries for establishing democracy there? Give your opinion stating at least one example. Ans.In my opinion, the democratic countries do not have any right to wage a war in order to establish democracy in non-democratic countries. The attack of US on Iraq, blaming it for possessing the weapons of mass destruction, was more because of its own ambition than establishment of democracy there. Moreover, unless people of a nation themselves are actively engaged in a struggle to make their society democratic, external help will be hardly of any help in establishing democracy.
Q.6. 'International Monetary Fund is not a democratic institution.' Justify this statement.Ans. (i) IMF is having 185 member states but they do not have equal voting rights. (ii) The vote of each country is weighed by how much money it has contributed to the IMF. (iii)Nearly half of the voting power is in the hands of only ten countries. All the important decision are taken by these countries and imposed them on other members. LONG ANSWER TYPE QUESTIONS [5 MARKS]
Q.1.What is the similarities and differences between Pinochet’s rule in Chile and the communist rule inPoland?
Ans.1- Pinochet, an Army General supported by the government of USA, led a coup in Chile in 1973 against Allende’s popularly elected government. With this, military dictatorship was established in Chile. Pinochet’s government tortured and killed several of those who supported Allende and wanted to restore democracy there. People were denied the political rights and freedom. His government openly supported the rich and powerful.
2‐In Poland, a Communist Party called Polish United Workers’ Party ruled in 1980. No other political party was allowed to function. The government of Poland was supported by Soviet Union. People were denied the
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fundamental political rights and freedom. This government claimed that they represent the workers and poorer section of the society
Q.2. What were the major demands of the democrats across the world during 19th century?Ans.1-During 19th century, struggles for democracy often centered round political equality, freedom and justice.
2‐There was a demand for right to vote for every adult citizen. Many European countries that were becoming more democratic did not initially allow all people to vote.
3‐In some countries, only people owning property had the right to vote. Often women did not have the right to vote.
4 ‐ Those struggling for democracy wanted “universal suffrage”, i.e. voting right for all adults – men or women, rich or poor, white or black.
Q3.In what ways a democratic country different from a non democratic country?Ans-{A} a democratic government is elected by the people while a nondemocratic government is not elected by the people.
{B}Under democracy people are given basic rights while under nondemocratic conditions people are not given basic rights. {C} in democracy there are regular elections though which people can change their government but not in nondemocratic conditions. {D}Under democracy the government works within the constitution but in nondemocratic country these conditions do not apply. {E] In democracy Parliament is supreme but under nondemocratic conditions, ruler is supreme.
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Chapter-2
What is Democracy? Why Democracy?
A simple definition of Democracy :Democracy is a form of government in which the rulers are elected by the people.
Summary definition of Democracy1. In a democracy the final decision making power must rest with those elected by the people.2. A democracy must be based on a free and fair election where those currently in power have a fair chance of losing.3. In a democracy, each adult citizen must have one vote and each vote must have one value.4. A democratic government rules within limits set by constitutional law and citizens’ rights
Why Pakistan under General Musharraf should not be called a democracy?.
1. In Pakistan, General Pervez Musharraf led a military coup and overthrew a democratically elected government and declared himself the ‘Chief Executive’ of the country.
2. Later he conducted a referendum which was based on malpractices and fraud. He changed his designation as President in 2002.
3. In August 2002 he issued a ‘Legal Framework Order’ that amended the constitution of Pakistan. According to this Order, the President can dismiss the national or provincial assemblies.
4. The work of the civilian cabinet is supervised by a National Security Council which is dominated by military officers.
5. After passing this law, elected representatives have some powers but the final power rests with military officers and General Musharraf himself. Because of these reasons Pakistan under General Musharraf should not be called a democracy.
Should we consider the elections held in China and Mexico are democratic elections? Give reasons. China
1. In China, single party system is practiced.2. Before contesting elections, a candidate needs the approval of the Chinese Communist Party.3. Only those who are members of the Chinese Communist Party or eight smaller parties allied to it were allowed to contest elections.4. The government is always formed by the Communist Party of China.
Mexico1. Since its independence in 1930, every election was won by a PRI (Institutional Revolutionary
Party).2. Opposition parties did contest elections, but the PRI uses many dirty tricks to win elections.
3. All those who were employed in government offices had to attend its party meetings.3. Teachers of government schools used to force parents to vote for the PRI. Media largely ignored the activities of opposition political parties except to criticise them.4. Sometimes the polling booths were shifted from one place to another in the last minute, which made it difficult for people to cast their votes. The PRI spent a large sum of money in the campaign for its candidates
Which are the countries that denied equal right to vote? How?1. In Saudi Arabia women do not have the right to vote.2. Estonia has made its citizenship rules in such a way that people belonging to Russian minority
find it difficult to get the right to vote.
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3. In Fiji, the electoral system is such that the vote of an indigenous Fiji has more value than that of an Indian-Fijian.
How is Zimbabwe government undemocratic and autocratic? Give reasons. 1. Zimbabwe has been ruled by ZANU-PF, the party that led the freedom struggle. Its leader, Robert Mugabe, is
popular but also uses unfair practices in elections.2. Over the years his government has changed the constitution several times to increase the powers of the
President and make him less accountable.3. Opposition party workers are harassed and their meeting disrupted. Public protests and demonstrations against
the government are declared illegal. There is a law that limits the right to criticise the President.4. Television and radio are controlled by the government and give only the ruling party’s version. The
government has ignored some court judgments that went against it and has pressurised judges.
What are the arguments put forward against democracy?
1. Leaders keep changing in a democracy. This leads to instability.2. Democracy is all about political competition and power play. There is no scope for morality.3. So many people have to be consulted in a democracy that it leads to delays.4. Elected leaders do not know the best interest of the people. It leads to bad decisions.5. Democracy leads to corruption for it is based on electoral competition.6. Ordinary people don’t know what is good for them; they should not decide anything.
What are the arguments put forward for democracy?
1. A democratic government is a better government because it is a more accountable form of government.2. Democracy improves the quality of decision making by consulting various people and institutions.3. Democracy provides a method to deal with differences and conflicts. In any society where people belong to different regions, speak different languages, practice different religions and have different castes.4. Democracy enhances the dignity of citizens by providing equality, fundamental rights and freedoms.5. Democracy is better than other forms of government because it allows us to correct its own mistakes.
BROADER MEANINGS OF DEMOCRACY
Two types of Democracy
1. Direct democracy- In which all the citizens of the country assemble in a place and directly take part in decision making.
2. Indirect democracy or Representative Democracy-In which people elect their representatives and those elected representatives make major decision. The majority of people rule through their elected representatives.
Why is Representative Democracy become necessary in the present world?
1. Modern democracies involve such a large number of people that it is physically impossible for them to sit together and take a collective decision.
2. Even if they could, the citizen does not have the time, the desire or the skills to take part in all the decisions.
What is an ideal standard democracy?
1. True democracy will come to a country only when no one goes hungry to bed.45
2. In a true democracy every citizen must be able to play equal role in decision making with equal right to vote, equal information, basic education, equal resources and a lot of commitment.
SHORT ANSWER TYPE QUESTIONS [3 MARKS]
Q.1.How can you say that every government that holds an election is not a democracy? Give an example to prove your point. Ans.It is true that every government that holds an election is not a democracy. In many dictatorships and monarchies, there are formally elected parliaments and governments but the real power is with those who are not elected. Pakistan under General Musharraf could not be called a democracy because people there elected their representatives to the national and provincial assemblies but the power to take final decision rested with army officials and with General Musharraf.
Q.2.In China, elections are held after every five years. Inspite of this, China does not have a democratic government. Why? Ans.In China, elections are regularly held after every five years for electing the country's Parliament. The Parliament has the power to appoint the President of the country. It has nearly 3,000 members elected from all over China. Some members are elected by the Army. Before contesting elections, a candidate needs the approval of the Chinese Communist Party. The government is always formed by the Communist Party.
Q.3. In which way is the right to vote denied in Saudi Arabia and Fiji? Ans.In Saudi Arabia women do not have the right to vote. In Fiji, the electoral system is such that the vote of an indigenous Fiji has more value than that of an Indian Fijian. In both the countries, the right to vote is denied as there is no political equality. In a democracy, each adult citizen must have one vote and each vote must have one value.
Q.4. ‘Democracy is based on consultation and discussion.’ Explain. Ans. Consultation and discussion help democracy prosper. A democratic decision always involves many persons, discussions and meetings. When a number of people put their heads together, they are able to point out possible mistakes in any decision. This reduces the chances of rash or irresponsible decisions. Thus democracy improves the quality of decision-making.
Q.5 Is it possible for any country to become a perfect democracy? Give reasons. Ans.No country is a perfect democracy as every democracy has to realise the ideals of democratic decision-making. This cannot be achieved once and for all. This requires a constant effort to save and strengthen democratic forms of decision-making. What we do as citizens can make a difference to making our country more or less democratic.
Q.6. Why is Democracy considered the best form of government? Give three reasons. Ans. Democracy is a more accountable form of government. (i) It improves the quality of decision-making (ii) It enhances the dignity of citizens. (iii)It allows us to correct its own mistakes.
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LONG ANSWER TYPE QUESTIONS [5 MARKS]
Q.1.What was the steps taken by Musharraf in Pakistan to empower himself? Ans.In Pakistan, General Pervez Musharraf led a military coup in October 1999. He overthrew a democratically elected government and declared himself the ‘Chief Executive’ of the country. Later he changed his designation to President and in 2002 held a referendum in the country that granted him a five year extension. This referendum was based on fraud and malpractices. In 2002, he issued a ‘Legal Framework Order’ that amended the Constitution of Pakistan. According to this order, the President could dismiss the national or provincial assemblies.
Q.2. On the basis of the various examples given in the chapter, state what should be the four features of a democracy? Ans.Four features of a democracy are – (i) Representatives elected by the people take all the major decisions. (ii) Elections offer a choice and fair opportunity to the people to change the current rulers. (iii)This choice and opportunity is available to all the people on an equal basis. (iv)The exercise of this choice leads to a government limited by basic rules of the constitution and citizens' rights.
Q.3 Enumerate the arguments given against democracy. Ans.Some of the arguments against democracy is as follows: (i) Leaders keep changing in a democracy. This leads to instability. (ii) Democracy is all about political competition and power play, with no scope for morality. (iii) Since so many people are to be consulted in a democracy, it leads to delays. (iv)Elected leaders do not know the best interest of the people; so it leads to bad decisions. (v) Democracy leads to corruption as it is based on electoral competition.
HOTS Q.1.Why has India never had a famine of the level which occurred in China in 1958-61? Ans.In China’s famine of 1958-61, nearly three crore people died. In those days India’s economic condition was not much better than China. Yet India did not have a famine of the kind China had. The reason was the difference in the economic policies of the two countries. Democratic government in India responded to the food shortage in a way that Chinese government did not. If China too had had multi-party elections, an opposition party and a press free to criticise the government, so many people would not have died in the famine.
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CHAPTER 3
CONSTITUTIONAL DESIGNNelson Mandela
Nelson Mandela was tried for treason by the white South African government. He and seven other leaders were sentenced to life imprisonment in 1964 for daring to oppose the apartheidregime in his country. He spent the next 28 years in South Africa’s most dreaded prison, Robben Island.
Apartheid1. Apartheid was the name of a system of racial discrimination unique to South Africa where the white European
minority discriminated the native black majority.2. The blacks were forbidden from living in white areas. They could work in white areas only if they had a
permit.3. Trains, buses, taxis, hotels, hospitals, schools and colleges, libraries, cinema halls, theatres, beaches, swimming
pools, public toilets, were all separate for the whites and blacks. This was called segregation.4. They could not even visit the churches where the whites worshipped.5. Blacks could not form associations or protest against the terrible treatment.
Struggle against the Apartheid1. Since 1950, the blacks, the coloured and Indians fought against the apartheid system. They launched protest
marches and strikes.2. The African National Congress (ANC) was the umbrella organisation that led the struggle against the policies
of segregation. This included many workers’ unions and the Communist Party.3. Many sensitive whites also joined the ANC to oppose apartheid and played a leading role in this struggle.4. Nelson Mandela was tried for treason by the white South African government. He and seven other leaders
were sentenced to life imprisonment in 1964 for daring to oppose the apartheid regime in his country. He spent the next 28 years in South Africa’s most dreaded prison, Robben Island
5. Several countries denounced apartheid as unjust and racist. But the white racist government continued to rule by detaining, torturing and killing thousands of black and coloured people.
End of Apartheid in South Africa
1. As protests and struggles against apartheid had increased, the government realised that they could no longer keep the blacks under their rule through repression. Discriminatory laws were repealed. Ban on political parties and restrictions on the media were lifted.
2. After 28 years of imprisonment, Nelson Mandela walked out of the jail as a free man. Finally, at the midnight of 26 April 1994, the new national flag of the Republic of South Africa was unfurled marking the newly born democracy in the world.
3. The apartheid government came to an end, paving way for the formation of a multi-racial government. Mandela, became the first president of new South Africa
How did South Africans make a democratic constitution?1. After the emergence of the new democratic South Africa, black leaders appealed to fellow blacks to forgive
the whites for the atrocities they had committed while in power.2. They build a new South Africa based on equality of all races, social justice and human rights.3. After two years of discussion and debate they came out with one of the finest constitutions the world has ever
had. This constitution gave to its citizens the most extensive rights available in any country.
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4. The South African constitution inspires democrats all over the world. A state denounced by the entire world till recently as the most undemocratic one is now seen as a model of democracy.
WHY DO SOUTH AFRICANS NEED A CONSTITUTION?
1. The black majority was keen to ensure that the democratic principle of majority rule was not compromised. They wanted substantial social and economic rights. The white minority was keen to protect its privileges and property.
2. After long negotiations both parties agreed to a compromise. The whites agreed to the principle of majority rule and that of one person one vote. They also agreed to accept some basic rights for the poor and the workers.
3. The blacks agreed that majority rule would not be absolute. They agreed that the majority would not take away the property of the white minority.
4. The only way to build and maintain trust in such a situation is to write down some rules of the country that everyone would abide by. These rules also determine what the elected governments are empowered to do and what they cannot do.
5. They agreed on some basic rules which will be supreme, that no government will be able to ignore these. This set of basic rules is called a constitution.
What is the role of constitution in a Democracy?
1. A Constitution generates a degree of trust and coordination that is necessary for different kind of people to live together.
2. A Constitution specifies how the government will be constituted, who will have power to take which decisions.3. A Constitution lays down limits on the powers of the government and tells us what the rights of the citizens are.4. A Constitution expresses the aspirations of the people about creating a good society.5. All countries that have constitutions are not necessarily democratic. But all countries that are democratic will
have constitutions.
PATH TO MAKING OF THE INDIAN CONSTITUTION(OR)
( Factors contributed to the making of our Constitution)
1. In 1928, Motilal Nehru and eight other Congress leaders drafted a constitution for India with the following features - universal adult franchise, right to freedom and equality and to protecting the rights of minorities
2. In 1931, the resolution at the Karachi session of the Indian National Congress dwelt on how independent India’s constitution should look like with the following features - universal adult franchise, right to freedom and equality and to protecting the rights of minorities.
3. The experience gained by Indians in the working of the legislative institutions of the colonial period proved to be very useful for the country in setting up its own institutions.
4. Indian constitution adopted many institutional details and procedures from colonial laws like the Government of India Act 1935.
5. Our leaders gained confidence to learn from other countries, but on our own terms. Many of our leaders were inspired by the ideals of French Revolution, the practice of parliamentary democracy in Britain, the Bill of Rights in the US and the socialist revolution in Russia.
India’s Constitution was drawn up under very difficult circumstances- How?1. At that time the people of India were emerging from the status of subjects to that of citizens.2. The country was born through a partition on the basis of religious differences. This was a traumatic
experience for the people of India. At least ten lakh people were killed on both sides of the border in partition related violence.
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3. The British had left it to the rulers of the princely states to decide whether they wanted to merge with India or with Pakistan or remain independent. The merger of these princely states was a difficult and uncertain task.
Who were the makers of the Indian Constitution?
1. The drafting of the document called the constitution was done by an assembly of elected representatives called the Constituent Assembly.
2. Election to the Constituent Assembly was held in July 1946. The Constituent Assembly that wrote the Indian constitution had 299 members. Its first meeting was held in December 1946. The Constituent Assembly worked in a systematic, open and consensual manner.
3. First some basic principles were decided and agreed upon. Then a Drafting Committee chaired by Dr. B.R. Ambedkar prepared a draft constitution for discussion.
4. Several rounds of thorough discussion took place on the Draft Constitution, clause by clause. More than two thousand amendments were considered. The members deliberated for 114 days spread over three years.
5. The Assembly adopted the Constitution on 26 November 1949 but it came into effect on January 26, 1950. To mark this day we celebrate January 26 as Republic Day every year.
Why should we accept the Constitution made by this Assembly more than fifty years ago?
1. Over the last half a century, several groups have questioned some provisions of the Constitution. But no large social group or political party has ever questioned the legitimacy of the Constitution itself.
2. The Constituent Assembly was elected mainly by the members of the existing Provincial Legislatures. This ensured a fair geographical share of members from all the regions of the country.
3. The Assembly was dominated by the Indian National Congress, the party that led India’s freedom struggle. But the Congress itself included a variety of political groups and opinions.
4. In social terms, the Assembly represented members from different language groups, castes, classes, religions and occupations.
5. Finally, the manner in which the Constituent Assembly worked gives sanctity to the Constitution. The Constituent Assembly worked in a systematic, open and consensual manner. More than two thousand amendments were considered.
Constituent Assembly Debates:
1. Every document presented and every word spoken in the Constituent Assembly has been recorded and preserved. These are called ‘Constituent Assembly Debates’.
2. When printed, these debates are 12 bulky volumes! These debates provide the rationale behind every provision of the Constitution.
3. These are used to interpret the meaning of the Constitution.
GUIDING VALUES OF THE INDIAN CONSTITUTION
Understanding of the overall philosophy of our Constitution can be done in two ways .
1. We can understand the overall philosophy of our Constitution by reading the views of some of our major leaders on our Constitution.
2. Mahatma Gandhi-He had spelt out what he wanted the Constitution to do: An India in which there shall be no high class and low class of people, all communities shall live in perfect harmony, no room for untouchability or the curse of the intoxicating drinks and drugs and Women will enjoy the same rights as men.
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3. Dr. B.R. Ambedkar-who played a key role in the making of the Constitution but he often bitterly criticised Mahatma Gandhi and his vision. In his concluding speech to the Constituent Assembly he stated his anxiety very clearly. In politics we will have equality and in social and economic life we will have inequality.
4. Jawaharlal Nehru- In his famous speech to the Constituent Assembly he stated that when the world sleeps, India will awake to life and freedom. Freedom and power bring responsibility. The service of India means the service of the millions who suffer. It means the ending of poverty and ignorance and disease and inequality of opportunity. The ambition of the greatest man of our generation has been to wipe every tear from every eye.
5. We can understand the overall philosophy of our Constitution by reading the preamble to the Constitution. The Constitution begins with a short statement of its basic values. This is called the Preamble to the constitution. Preamble of the Indian Constitution guides all the articles of the Indian Constitution.
Key words of the Preamble
Institutional design
A constitution is not merely a statement of values and philosophy it is mainly about embodying these values into institutional arrangements such as Office of the Prime Minister, President, Judiciary etc. Much of the Constitutional rules are about these arrangements.
Constitutional amendmentsIndian Constitution felt that it has to be in accordance with people’s aspirations and changes in society. Constitution makers made provisions to incorporate changes in the constitution from time to time. These changes are called constitutional amendments.
SHORT ANSWER TYPE QUESTIONS [3 MARKS]
Q.1. In which way was the system of ‘apartheid’ oppressive? Ans.The apartheid system was particularly oppressive for the blacks. They were forbidden from living in white areas. They could work in white areas only if they had a permit. Trains, buses, taxis, hotels, hospitals, schools and colleges, swimming pools, public toilets etc. were all separate for the whites and blacks. They could not even visit the churches where the whites worshipped. Blacks could not form associations or protest against the terrible treatment.
Q.2 what was the appeal made by the black leaders to the fellow blacks after the emergence of the new democratic South Africa? Ans.After the emergence of the new democratic South Africa, black leaders appealed to fellow blacks to forgive the whites for the atrocities they had committed while in power. They urged the people to build a new South Africa based on equality of all races, and of men and women, on democratic values, social justice and human rights.
Q.3 What is meant by the term ‘Constitution’? Ans.The constitution of a country is a set of written rules that are accepted by all people living in that country. It is the supreme law that determines the relationship among the people living in a territory (called citizens) and also the relationship between the people and government. It specifies how the government will be constituted and who will have the power to take different decisions.
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Q.4. Describe the advantages that Indians had when they participated in the legislatures which were set up as a result of the elections of 1937. Ans.Although the legislatures set up in India as a result of elections of 1937 were not fully democratic, the experience gained by Indians in the working of the legislative institutions proved to be very useful for the country in setting up its own institutions and working in them.
Q.5. Give a description of the composition of the Constituent Assembly. Ans :The Constituent Assembly was elected mainly by the members of the existing Provincial Legislatures. This ensured a fair geographical share of members from all the regions of the country. Congress, which was the dominant party in the Assembly itself, included a variety of political groups and opinions. It represented members from different languages, castes, religions, classes and occupations.
Q6.What did Ambedkar mean by ‘Contradiction’ in his concluding speech to the Constituent Assembly? Ans.In his concluding speech to the Constituent Assembly Dr.Ambedkar said that India was entering a life of ‘contradictions’ on 26th Jan 1950. By this he meant that in politics Indians would have equality but in social and economic life, there would be inequality. In politics India would be recognising the principle of one man one vote, with one value, but in social and economic life, the principle of one man one value would be denied.
LONG ANSWER TYPE QUESTIONS [5 MARKS]
Q.1. Regarding the constitution-making, what was the compromise reached at between the blacks and whites? Ans.1-The constitution of South Africa was drawn together by the party of whites which had rules through oppression and the party that led the freedom struggle. 2-The constitution gave to its citizens the most extensive rights available in any country. After long negotiations both parties agreed to a compromise. 3-The whites agreed to the principle of majority rule and that of one person one vote. They also agreed to accept some basic rights for the poor and the workers. 4-The blacks agreed that the majority rule would not be absolute. They agreed that the majority would not take away the property of the white minority.. Q2. In his speech ‘Tryst with Destiny’, Nehru said, ‘Freedom and power bring responsibility. ‘Explain what he meant by this. Ans.1-By saying that ‘Freedom and power bring responsibility’, Nehru meant that it is the responsibility of Indians to not relax with ease after having got the freedom, but to constantly strive to fulfil the pledges taken .2- He said that the service of India meant the service of the millions who suffered, it meant the ambling of poverty and ignorance and disease and inequality of opportunity. HOTS
Q.1 Why did the makers of the Indian constitution have anxieties about the present and the future of the country? Ans.1-The makers of the Indian constitution had anxieties because making of the constitution for a huge and diverse country like India was not an easy affair. 2-The country was born through partition on the basis of religious differences. 3-At least ten lakh people were killed on both sides of the border in partition related violence. 4- Another problem was that the British had left it to the rulers of the princely states to decide whether they wanted to merge with India or with Pakistan or to remain independent.
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ECONOMICS
CHAPTER -1 THE STORY OF VILLAGE PALAMPUR
Palampur is a small village having about 450 families. It is 3 km away from Raiganj — a big village. Shahpur is the nearest town to the village. Most of the people of this village are engaging in farming work and some are engaged in nonfarm activitiesMain Production Activities Farming is the main production activity in the village Palampur. Most of the people are dependent on farming for their livelihood. Non-farming activities such as dairy, small-scale manufacturing (e.g. activities of weavers and potters, etc.), transport, etc., are carried out on a limited scale.
Factors of Production (Requirements for Production of Goods and Services) Land, labour, physical capital and human capital are the basic requirements for production of goods and services which are popularly known as factors of production. Land includes all free gifts of nature, e.g., soil, water, forests, minerals, etc. Labour means human effort which of course includes physical as well as mental labour.
Physical capital is the third requirement for production. Physical capital includes fixed capital (e.g. tools, machines, building, etc.) and working capital (money in hand and raw materials such as seeds for the farmer, yarn for the weaver.)Human capital included the organizational skill to combine land, labour, and physical capital to produce goods
Important Changes in Farm Activities
Land area under cultivation is virtually fixed. However, some wastelands in India had been converted into cultivable land after 1960. Over the years, there have been important changes in the way of farming, which have allowed the farmers to produce more crops from the same amount of land. These changes include:
(a) Multiple cropping farming,(b) Use of modern farming methods.
Rapid increase in the production and productivity of land resulted from the use o HYV seeds fertilizers irrigation and machines are known as Green Revolution. Farmers of Punjab, Haryana and western Uttar Pradesh were the first to try out the modern farming methods in India.
Labour : After land, labour is the next basic factor of production. Small farmers provide their own labour, whereas medium and large farmers make use of hired labour to work on their fields.
Capital : After land and labour, capital is another basic factor of production. Modern farming requires a great deal of capital. All categories of farmers (e.g. small, medium and large) require capital. Small farmers borrow from large farmers or the village moneylenders or the traders who supply them various inputs for cultivation. The big farmers are using their own savings or loan from the banks to meet their capital needs
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Sale of Surplus Farm Products :Farmers produce crops on their lands by using the three factors of production, viz. land, labour and capital. They retain a part of produce for self-consumption and sell the surplus in the nearby market. That part of farm produce which is sold in the market is called marketable surplus. Small farmers have little surplus output. It is the medium and large farmers only who have substantial surplus produce for selling in the market. Non-farm activities Out of every 100 workers in the rural areas in India, only 24 are engaged in non-farm activities. There is a variety of nonfarm activities in the villages. Dairy, small scale manufacturing, transport, etc.,
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SHORT ANSWER TYPE QUESTIONS (3 MARKS) Q.1. what was the major impact of electricity on the farmers of Palampur? Explain. Ans. 1. Electricity in Palampur transformed irrigation system as electric-run tube wells could be used to irrigate much larger areas of land more effectively. Electric pump sets are used to draw water from tube wells. This helped to increase farm production in PalampurQ.2. what is the basic aim of production? What are the essential four requirements for production? Ans. Basic aim of production is to produce goods and services that we want. Four requirements for production of goods and services are: 1.Land and other natural resources like water, forests, minerals Labor, i.e. people who would do the work. 2.Labour.- the people who are willing to work. 3.Third requirement is physical capital, i.e. variety of inputs required at every stage during production. It includes both physical and working capital4.Fourth requirement is Human capital. Knowledge and enterprise to be able to put together land, labour and physical capital and produce an output.
Q.3. what do you mean by working capital? Ans. Raw materials and money in hand are known as working capital. Some money is always required during production to make payments and buy other necessary items. Working capital is related with day-to-day activities .They are used up in the production.
Q.4. Distinguish between multiple cropping and modern farming method? Ans.Growing more than one crop on a piece of land during the year is known as multiple cropping. For example, Jowar and bajra are cultivated in rainy season and wheat in winter season. Modern farming methods are the use of improved methods and techniques to be used in agriculture to increase yield per hectare. Use of HYV seeds, insecticides, pesticides, irrigation etc. is the part of modern farming methods.
Q.5. Modern farming methods require more capital. Why? Ans. Yes, modern farming methods include the use of HYV seeds, chemical fertilizers, electric tube well for irrigation, machines etc. All these demands higher investment in farming because they carry higher cost than traditional one.
Q.6. Whatare the major disadvantage associated with Green revolution? Explain. Ans.1. Biggest disadvantage associated with Green revolution is its bigger requirement of water and also chemical fertilisers and pesticides to produce best results. 2.Higher yields are possible only from combination of HYV seeds, irrigation, chemical fertilisers, pesticides etc. Chemical fertilizers and pesticides degrade our environment by killing the micro organisms in soil which in turn reduce the natural fertility of the soil and make the unfit for cultivation
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LONG ANSWER TYPE QUESTIONS (5 MARKS) Q.1. What are the different ways of increasing production on the same piece of land. Explain with the help of examples. ORState some steps for the optimal utilisation of land. Ans. Land area under cultivation is fixed. So, the ways of increasing farm produce on the same piece of land are:(i) Multiple cropping: It is the most common way of increasing production on a given piece of land. Under it, more than one crop is grown on the same piece of land during the year. Indian farmers should grow at least two main crops in a year. Some farmers have been growing a third crop also over the past twenty years (ii) Green Revolution and modern farming methods: It was brought in India in the late 1960s, the use of HYV (High Yielding Variety) seeds for increase in production of rice and wheat. It promised to produce much greater amount of grains on a single plant. (iii) Improving Irrigation: This helps the farmers to cultivate crops on their land throughout the year(iv) Use of chemical fertilizers and pesticides and machines like threshers, harvesters, tractors etc.: Q.2. Name and explain four factors of production. Ans. There are four requirements of production of goods and services. These requirements are known as factors of production. These are :(i) Land : By land we mean not only the level surface but all gifts of nature which are amenable to human control, such as water, forests, minerals etc. (ii) Labour : Manpower required to do the work. The mental and physical work done by people in an organisation comes under labour. (iii) Physical Capital : It means a variety of inputs required at every stage during production. They can be classified as :(a) Fixed capital : It includes tools, machines and building that can be used for production for many years. (b) Working capital : Money in land and raw material that has to be used in current products are included in working capital. (iv)Enterprise: It means need of knowledge and enterprise to put together all other factors of production and ability to sell the produce in the market. This is also called human capital. Q.3. Explain any two positive and two negative effects of Green Revolution. ORExplain two achievements and two drawbacks of Green Revolution in Indian agriculture.Ans. Green Revolution was started in the late 1960s with an aim of achieving self sufficiency in the production of grains like wheat and rice. Two positive effects and achievements of green revolution are:(i) Increase in productivity of grains: Use of HYV seeds produced much more amount of wheat and rice in comparison to traditional seeds. (ii) Modernisation of agriculture: HYV seeds required well-developed irrigation, use of chemical fertilisers and pesticides. Use of farm machinery has also encouraged in the green revolution which
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resulted in development and modernisaton of agriculture. It also increased the surplus in the field of agriculture. Two negative effects and drawbacks of Green Revolution:
(i) Decline in fertility of soil : Too much use of chemical fertilisers resulted in decline of fertility of soil. Farmers have to use more and more chemical fertilisers which increase the cost of production.
(ii) lowering the level of groundwater : Use of groundwater for cultivation with the help of tube wells have caused decline in level of ground water. Q.4. Differentiate between fixed capital and working capital. State any four points. Ans. Both fixed capital and working capital are the parts of physical capital required for production. (i) Fixed Capital:(a) It includes fixed factors of production which are used for years. (b) Tools and machines range from very simple tools such as a farmer's plough to sophisticated machines such as generators, turbines etc. (c) It includes tools, machines, buildings etc. (d) Theyare available for production many years(ii) Working Capital:(a) It includes variable factors of production which are needed to be arranged every time at the time of production. (b) Whatever money and raw material required for production are included in it. (c) It is required to be arranged according to the desired production. (d) They are used up in the production process
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CHAPTER: 2. PEOPLE AS RESOURCE
CONCEPTS
People as resource is a way of referring to a country’s working population in terms of their existing productive skills and abilities
Population (human beings) becomeshuman capital when it is provided with better education, training and health care facilities. Human Capital: Human capital is the stock of skill and productive knowledge embodied in human beingsHuman capital formation-when the existing human resource is further developed by becoming more educated and healthy it is called human capital formation. The quality of population depends upon the literacy rate, life expectancy and skills formation acquired by the people of the country.
Investment in Human capital in the form of education, training and medical care yields a return just like investment in physical capital. It will increase the productivity of the workers and increase their earnings. They also contribute to the social and national development.Eg: Development of Japan
Human beings perform many activities which can be grouped into economic and noneconomic activities.
Economic Activities: Economic activities refer to those activities of man which are undertaken for a monetary gain or to satisfy his/her wants. The activities of workers, farmers, shopkeepers, manufacturers, doctors, lawyers, taxi drivers, etc. fall under this category. It is further classified into market activities and non market activities.Market Activities and Non-Market Activities: Economic activities, i.e. production of goods and services can be classified into market activities and non-market activities. Market activities are performed for remuneration. Non-market activities are the activities carried out for self-consumptionNon-Economic Activities: Non-economic activities are ones that are not undertaken for any monetary gain. These are also called unpaid activities, e.g., the work of a house wife, helping the poor or disabled, etc. Classification of Economic Activities. Various economic activities can be classified into three main sectors thatis primary sector, secondary sector and tertiary sector. The primary sector includes activities like agriculture, forestry, animal husbandry, fishing, poultry, farming and mining. In this sector, goods are produced by exploiting nature. In the secondary sector, manufacturing (small and large) and construction activities are included. The tertiary sector (also called service sector) provides various types of services like transport, education, banking, insurance, health, tourism, etc. Role of Education in Human resource development: Education is the most important component of human resource development.
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Efforts taken to spread education in India1.There is a provision for providing universal access, retention and quality in elementary education2. Pace setting institutions like NavodayaVidyalaya established3.Vocational streams were introduced in High school
3. In view of its contribution towards the growth of the society, government expenditure on education as a percentage of GDP rose from 0.64% in 1951-52 to 3.98% in 2002-03.
Problem associated with the present education system in India1.Literacy rate among males is nearly 50% higher than females2. Great regional differences in the literacy rate3. Poor quality of schooling and high dropout rates
Recent efforts to improve the education system of India1. Introduction of SarvaSikshaAbhiyan- A programme to provide elementary to education to all children in the age group of 6-14 yrs2.Bridge courses and back to school programmes3.Mid Day Meal Scheme4.steps to increase enrollment in higher education- focuses on increasing access, quality, adoption of state specific curriculum modification etc…
Health.Health is another very important component of human resource development. Efficiency of workers largely depends on their health. There has been considerable improvement in the country’s health standard. For instance, the life expectancy at the time of birth in India rose from 37.2 years in 1951 to 63.9 years in 2001. Similarly, infant mortality rate has come down from 147 to 70 during the same time period.
Unemployment It is a situation in which a person, who is able and willing to work, is not able to find a gainful work. When we talk of unemployed people, we refer to those in the age group of 15-59 years.
Types of Unemployment in India.1.Seasonal unemployment occurs when people fail to get work during some months of the year (that is, during off-season). Farm labourers usually face this kind of problem. 2.Disguised unemployment is another kind of unemployment found in rural areas. Such kind of problem arises due to excessive pressure of population on agriculture. Disguised unemployment is a situation in which more number of workers is coming to do a work than the actual number of workers required. The extra workers are disguisedly unemployed.3. Educated unemployment- existing among the educated youths in the urban areas.
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A paradoxical man power situation in India is witnessed as surplus of man power in certain categories and shortage of manpower in othersConsequences of Unemployment:
(i) Unemployment leads to wastage of manpower resource.(ii) Develops a feeling of hopelessness and despair among the youth(iii) Unemployment tends to increase the economic overload that is dependence of the
unemployed on the working population. (iv) Unemployment may lead to increase in social unrest and tension. (v) Has detrimental impact on the overall growth of the economy
Unemployment situation in India Statistically unemployment rate is very less in India because of1. Large no. of people represented with low income and productivity are counted as employed2. Even the disguisedly unemployed in agriculture sector is considered as employed
Employment scenario in India1 .Agricultural sector remains as the largest contributor to employment.2. Surplus labourers in the agriculture has moved to tertiary and secondary sector
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SHORT ANSWER TYPE QUESTIONS (3 MARKS) Q.1. Differentiate between Market Activities and Non-Market Activities.Ans. Difference between Market Activities and Non-Market Activities.Economic activities can be classified into market activities and non-market activities. 1Market activities involve remuneration to anyone who performs the activity. These include production of goods and services for sale in the market. 2.On the other hand, non-market activities are the production activities performed for self-consumption. These include consumption and processing of primary products and own account production of fixed assets.
Q.2. Why is human resource the most important resource? What steps can be taken to improve the quality of human resource? How does an improved quality of human resource help in establishing a virtuous cycle? Ans. Existing 'human resource' is further developed by becoming more educated and healthy, which adds to the productive power of the country just like 'physical capital formation'. Human resource is considered as the most important resource of any nation. Steps to be taken to improve quality of human resource: Quality of human resource can be improved through better education, training, food and health facilities. The quality of population depends upon the literacy rate, health of a person indicated by life expectancy and skill formation acquired by the people of the country. Role of improved quality of human resource in establishing a virtuous cycle: Better contribution to productive power of country: Existing human resource with good educational background can acquire specific skills in a better way and can contribute to national productivity more efficiently. Higher earnings and greater contributions to society: Improved quality of human resources can give higher rates of return in future in the form of higher earnings and greater contributions to society. Q.3. How does unemployment has a detrimental impact on the overall growth of an economy? Ans. 1.Wastage of manpower resource: In case of unemployment, manpower which is an asset for an economy turns into liability because utilisationof manpower becomes nil. 2. Economicoverload: Unemployment tends to increase economic overload because dependence of unemployed on the working population increases. So the quality of life is adversely affected. 3. Unemployment leads to social waste: Inability of educated people who are willing to work to find gainful employment implies a great social waste.4. Increase in employment in an indicator of a depressed economy. Q.4.What is unemployment? Explain two types of unemployment prevailing in rural areas? Ans. Unemployment is said to exist when people who are willing to work at the prevailing wages rates cannot find jobs. Unemployment in rural areas:(i) Disguised unemployment: It is a situation in which more persons are working in a job than the actual number of workers required. For example, if 8 people are coming to do a work which can be done by 5 workers, the extra three workers are said to be disguisedly unemployed. Even if we withdraw these three extra persons from work the total production will remain unaffected. (ii) Seasonal Unemployment: Seasonal unemployment occurs when people are not able to find jobs during some months of the year. This kind of unemployment is generally found in agricultural sector. Q.5. What is Infant Mortality Rate? Why is infant mortality rate decreasing?
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Ans. Infant Mortality Rate (IMR) is the number of children that die before the age of one year as a proportion of thousand live children born in that particular year .Infant Mortality Rate is decreasing due to following reasons:(i) Increase in life expectancy due to improved medical facilities. (ii) Better protection of children from infection, ensuring nutrition along with mother and child care.
D. LONG ANSWER TYPE QUESTIONS (5 MARKS) Q.1. Explain some measures taken by government to improve literacy level in India. Ans. (i) Opening of NavodayaVidyalayas : Government has started to establish NavodayaVidyalayas in each district vocational streams have been developed to equip large number of high school students with occupations related to knowledge and skills. (ii) SarvaShikshaAbhiyan : It is a significant step towards providing elementary education to all the children of age group 6-14 years. It is an initiative of the central government in partnership with states, local government and the community for achieving the goal of universalisation of elementary education. (iii) Mid-day Meal Scheme : It is a programme aimed to encourage attendance and retention of children in schools and improve their nutritional status.iv) bridge courses and back to school programmev) Plan to increase the enrollment in higher education
Q.32. What is Human capital formation? How is it important for the development of society and nation? Ans. Human Capital can be defined as the knowledge, ability, skill and physical capacity of the people which help them to produce more. Human beings can be turned into resources only if their qualitative aspects are developed. Education and health are the major human resource inputs of a country. Human capital is beneficial both individually as well as socially. (i) Human capital contributes to the social development of the country. (ii) Human capital contributes to the economic development of the country. (iii) Human capital helps in proper utilisation of resources available or imported in the country. (iv) Human capital also contributes in the race of development from an underdeveloped to a developed nation.
Q.3. What is an economic activity? What are various activities undertaken in the primary sector, secondary sectorandtertiarysector?Ans. Economic activities: All such activities which give us some income are called economic activities. Pulling cycle-rickshaw, cleaning houses, selling vegetables and working in schools, factories, banks etc. are economic activities. Activities undertaken in Primary, Secondary and Tertiary sectors: (i) Primary Sector: Activities concerned with collecting or making available material provided by nature are included in primary sector like agriculture, poultry farming, mining, fishing etc. (ii) Secondary Sector : The activities which are associated with transforming raw material or primary products into commodities useful to man such as manufacturing etc.
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(iii) Tertiary Sector: The activities which are essential for running modern factories in a big way are termed as tertiary sector. Activities like trading, banking, health, education, insurance etc. are included in tertiary sector. Q.4. What is the role of education in human capital formation?Ans.Education has a vital role to play in human capital formation or in human resource development. It helps an individual to make better use of economic opportunities available before him. Education and skill are the major determinants of the earning of an individual in the market. Apart from these education has many other benefits such as, -· It helps a man to make all around development and opens the avenue of prosperity. · It uplifts his abilities as a skilled worker and enables him to earn better. · Education enables a man to get rid of bad habits. · It helps a man to acquire good habits and become an ideal citizen for his country. · Literate parents are aware of the benefits of education of their children. They are also conscious of proper nutrition and hygiene.
ERNAKULAM REGION
SUMMATIVE ASSESSMENT - 1
SOCIAL SCIENCE
CLASS IX
SL NO NAME OF THE CHAPTERTYPES OF QUESTIONS
TOTAL MARKSVSA SA LA MAP
1 FRENCH REVOLUTION 1(1) 1(3) 1(5) 1(3) 23
2 2(3) 1(5)
3 INDIA SIZE AND LOCATION 1(1) 1(3)
1(3)
23
4 PHYSICAL FEATURES OF INDIA 1(1) 2(3) 1(5)
5 DRAINAGE 1(1) 1(3)
6 DEMOCRACY IN THE CONTEMPORAY WORLD 1(3)
22
7 WHAT DEMOCRACY WHATS IS DEMOCRACY 2(5)
8 CONSTITUTIONAL DESIGN 1(1) 1(3) 1(5)
9 STORY OF VILLAGE PALAMPUR 1(1) 1(3) 1(5)
2210 PEOPLE AS A RESOURCE 2(1) 2(3) 1(5)
TOTAL 8(1) 12(3) 8(5) 2(3) 90
RUSSIAN REVOLUTION OR NAZISM AND RISE OF HITLER
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KENDRIYA VIDYALAYA SANGATHAN
SUMMATIVE ASSESMENT- 1
SOCIAL SCIENCE
CALSS IX
Time allowed: 3 Hours MARKS :90
GENERAL INSTRUCTIONS
1. The question paper has 30 questions. All questions are compulsory2. Marks are indicated against each question.3. Questions from serial number 1-8 are very short answer questions. Each question carries 1 mark
each. 4. Questions from serial number 9-20 are 3 mark questions. Answer of these questions should not
exceed 80 words each 5. Questions from serial number 21-28 are 5 mark questions. Answer of these questions should not
exceed 120 words each 6. Question number 29 and 30 are a map questions only. After completion , attach the map inside your
answer book
1.Who authored the book“Two treaties of Government ” 1
2.Which country share land boundary with Uttaranchal, Uttar Pradesh, Bihar, West Bengal and Sikkim.1
3. Name a salt water lake of Rajastan. 1
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4.Name the highest peak of Western Ghat. 1
5..Who was the Chairman of the Constituent Assembly of India? 1
6. What is the main activity carried out by people in Palampur? 1
7. Give the full form of SSA? 1
8.Which type of unemployment is common in Urban areas? 1
9. Which period is called “Reign of Terror” in France? Why? 3
10. What changes were brought about by the Bolsheviks immediately after
October Revolution? 3
OR
What were the main features of Treaty of Versailles?
11. Why did Kerensky government become unpopular? Give reasons 3
OR
Explain what role women had in Nazi Germany?
12. Why does India need a standard time? 3
13. How was Himalayas formed? 3
14. Distinguish between Eastern Coast and Western Coast. 3
15. What are the major differences between Himalayan Rivers and PeninsularRivers? 3
16. Church, landlords and rich turned against the government of Salvador Allande. Why?3
17. What are the major functions of a Constitution? 3
18. How did electricity help the villagers of Palampur? 3
19. What is the role of education in human capital formation? 3
20. Why is educated unemployment a peculiar problem in India? 3
21. What were the main causes of the French Revolution? 5
22. What was the global influence of Russian Revolution of 1917? 5
OR
What kind of education was given in Nazi schools?
23. What are the main features of the Northern Plains of India? 524. Why is democratic government a better government? 5
25. Give any five arguments against Democracy. 5
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26. Why is India called a sovereign socialist secular democratic republic? 5
27. Give a brief note about the factors of production. 5
28. What are the steps taken by the government of India to spread education? 5
29. Three features (A) ,(B)and (C) are marked on the political map of India. Identify
these features with the help of following information and write their correct
name on the lines mark in the map. 3X1=3
(A). Mountain Range.(B) Lake.
(C)The Island group of India lying in Arabian Sea.
30.On the political map of Europe locate the following 3x1 = 3
1. France
2. Austria
3. Paris
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Term IIHISTORY
CHAPTER 4 - FOREST SOCIETY AND COLONIALISM
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CONCEPTS:
DEFORESTATION:Disappearance of forests is referred to as deforestation. Under the colonial rule it became very systematic and extensive. Between 1700 and 1995, the period of industrialisation, 13.9 million sq km of forest or 9.3 per cent of the world’s total area was cleared for industrial uses, cultivation, pastures and fuel wood.Why Deforestation:1) As population increased over the centuries and the demand for food went up, peasants extended the boundaries of cultivation by clearing forests. In the colonial period, cultivation expanded rapidly for a variety of reasons. 2. The British encouraged the production of commercial crops like jute, sugar, wheat and cotton for their industries as raw material.
3. The demand for these crops increased in nineteenth-century Europe where food grains were needed to feed the growing urban population and raw materials were required for industrial production. 4. The British thought that forests were unproductive land as they yielded neither revenue nor agricultural produce. Cultivation -land could yield agricultural products and revenue, and enhance the income of the state. 5. Oak forests in England were disappearing. There was no timber supply for the ship builder industry. Forest resources of India were used to make ships for the Royal Navy. By the 1820s, search parties were sent to explore the forest resources of India. Within a decade, trees were being felled on a massive scale. 6. The spread of Railways from the 1850s created a new demand. It required two things: land to be cleared to lay railway tracks,wood as fuel for locomotives and for railway line sleepers.7. Plantations:Large areas of natural forests were cleared for tea, coffee and rubber plantations. Thus land was given to planters at cheap rates. COMMERCIAL FORESTRY:The British were worried that the use of forests by local people and the reckless felling of trees by traders would destroy forests.German expert Dietrich Brandis as First Inspector General of Forests in India.Brandisrealised that a proper system had to be introduced to manage the forests and people had to be trained in the science of conservation. He set up the Indian Forest Service in 1864 and helped formulate the Indian Forest Act of1865. The Imperial Forest Research Institute was set up in Dehradun in 1906. Scientific forestry was taught there. In scientific forestry, natural forests which had lots of different types of trees were cut down. In their place, one type of tree was planted in straight rows. This is called a plantation After the Forest Act was enacted in 1865, it was amended twice, once in 1878 and then in 1927.The Forest Act 1878 divided forests into three categories-reserved, protected and village forest.The villagers were dissatisfied with the Forest Acts. They were now forced to steal wood from the forests. If they were caught, they were punished. How were the Lives of People AffectedThe Forest Act meant severe hardship for villagers across the country. After the Act, all their everyday practices – cutting wood for their houses, grazing their cattle, collecting fruits and roots, hunting and fishing – became illegal. People were now forced to steal wood from the forests, and if they were caught, they were at the mercy of the forest guards who would take bribes from them.
How did Forest Rules Affect Cultivation?
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Shifting cultivation or Swidden agriculture was the agricultural practice in many parts of Asia, Africa and South America. In shifting cultivation, parts of the forest are cut and burnt in rotation. Seeds are sown in the ashes after the first monsoon rains, and the crop is harvested by October-November. Such plots are cultivated for a couple of years and then left fallow for 12 to 18 years for the forest to grow back. The colonial foresters did not favour this system as it made it difficult for the government to calculate taxes. When a forest was burnt, there was the added danger of the flames spreading and burning valuable timber.
Therefore, the government decided to ban shifting cultivation. As a result, many communities were forcibly displaced from their homes in the forests.Hunting and Forest Laws: The forest laws forbade the villagers from hunting in the forests but encouraged hunting as a big sport. They felt that the wild animals were savage, wild and primitive, just like the Indian society and that it was their duty to civilise them.
New Trade and New Employment: New opportunities opened in trade as the forest department took control of the forests, Many communities left their traditional occupations and started trading in forest products. theMundurucu peoples of the Brazilian Amazon who lived in villages on high ground and cultivated manioc, began to collect latex from wild rubber trees for supplying to traders. Gradually, they descended to live in trading posts and became completely dependent on traders.In India, we have records of adivasi communities trading elephants and other goods like hides, horns, silk cocoons, ivory, bamboo, spices, fibres, grasses, gums and resins through nomadic communities like the Banjaras.
Rebellion in the ForestForest communities rebelled against the changes imposed upon them. The people of Bastar were one such group. The initiative was taken by the Dhurwas of the Kanger forest where reservation first took place. The people of Bastar believe that each village was given its land by the Earth, and in return, they looked after the earth by making some offerings at each agricultural festival. In addition to the Earth, they showed respect to the spirits of the river, the forest and the mountain.
The British sent troops to suppress the rebellion. It took them three months to regain control. A victory for the people of Bastar was that the work on reservation was suspended and the area was reduced to half.
Some villages were allowed to stay on in the reserved forests on the conditionthat they worked free for the forest department in cutting and transporting trees, and protecting the forest from fires. Subsequently, these came to be known as ‘forest villages’.Forest Transformations in Java: The Kalangs: The Kalangs of Java were a community of skilled forest cutters and shifting cultivators.They rose in rebellion against the Dutch in 1770 but their uprising was suppressed.
Scientific Forestry in Java: Forest laws were enacted in Java. The villagers resisted these laws. Forest timber was used for ships and railway sleepers. The Dutch government used the ‘balandongdiensten’ system for extracting free labour from the villagers.
The blandongdiensten system.
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The Dutch first imposed rents on land being cultivated in the forest and thenexempted some villages from these rents if they worked collectively to provide free labour and buffaloes for cutting and transporting timber. This was known as the blandongdiensten system.
Samin’s Movement: Samin of Randublatung village (a teak forest village) questioned the state ownership of forests. A widespread movement spread. They protested by lying on the ground when the Dutch came to survey it and refusing to pay taxes and perform labour. World Wars and Deforestation: The world wars had a major impact on forests. The forest department cut freely to meet the British demands. The Dutch followed the scorched earth policy of destroying saw mills, burning log of teak so that the Japanese could not benefit from it. The Japanese forced the villagers to cut down forests, when they occupied the area.
New Developments: Conservation and preservation of forests has now become the focus rather than timber. It has also been realised that if forests are to survive, the local community needs to be involved. There are many such examples in India where communities are conserving forests in sacred groves. This looking after is done by each member of the village and everyone is involved.
Tea/Coffee plantations — The colonial state thought that forest land was unproductive. Large areas of natural forests were hence cleared to make way for tea, coffee and rubber plantations to meet Europe’s growing need for these commodities. The colonial government took over the forests and gave vast areas to European planters at cheap rates. The areas were enclosed and cleared of forests and planted with tea or coffee.
Adivasis and other peasant users — Adivasis and other peasant users do not cut down forests except to practice shifting cultivation or gather timber for fuel. They also gather forest products and graze their cattle. This does not destroy the forests except sometimes in shifting agriculture. In fact, now the new trends that promote forest conservation tend to involve local villagers in conservation and preservation. The adivasis and other peasant communities regard the forests as their own and even engage watchmen to keep a vigil over their forests.
SHORT ANSWER QUESTIONS Q.1. Why did the colonial government ban shifting cultivation?Ans: The colonial government regarded the practice of shifting cultivation as harmful for the forests.They wanted to use the land to grow trees for railway timber rather than for cultivation of crops.They were afraid that burning activity could be dangerous as it could burn their valuable timber also.It was difficult for the government to calculate the tax.
Q.2. How are forest produce useful for the forest people?
Ans.. Fruits and tubers are nutritious to eat, especially during the monsoons before the harvest has come in. Herbs are used for medicine, wood for agricultural implements like yokes and ploughs, bamboo
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makes excellent fences and is also used to make baskets and umbrellas. A dried scooped-out gourd can be used as a portable water bottle. Almost everything is available in the forest – leaves can be stitched together to make disposable plates and cups. The siadi (Bauhinia vahlii) creeper can be used to make ropes, and the thorny bark of the semur (silk-cotton) tree is used to grate vegetables. Oil for cooking and to light lamps can be pressed from the fruit of mahua tree. (Any 3 points)
Q.3. Write a short note on Scientific Forestry.Ans: In scientific forestry, natural forests which had lots of different types of trees were cut down. In their place, one type of tree was plantedin straight rows. This is called a plantation. Forest officials surveyed the forests, estimated the area under different types of trees, and made working plans for forest management. They planned how much of the plantation area to be cut every year. The area cut was then to be replanted so that it was ready to be cut again in some years.
Q.4. What was the ‘Scorched Earth Policy’ followed by the Dutch in Java during the Second World War?Ans: In Java, just before the Japanese occupied the region, the Dutch followe ‘a scorched earth’ policy, destroying sawmills, and burning huge piles of giant teak logs so that they would not fall into Japanese hands. The Japanese then exploited the forests recklessly for their own war industries, forcing forest villagers to cut down forests.
Q.5. Who were the Kalangas? Why were they so valuable?Ans: The Kalangs of Java were a community of skilled forest cutters andshifting cultivators. They were so valuable because without their expertise,it would have been difficult to harvest teak and for the kings to build their palaces. When the Dutch began to gain control over the forests in the eighteenth century, they tried to make the Kalangas work under them. In 1770, the Kalangas resisted by attacking a Dutch fort at Joana, but the uprising was suppressed.
Q.6. Briefly describe the Saminist Movement in Indonesia.Ans: Around 1890, SurontikoSamin of Randublatung village, began questioning state ownership of the forest. He argued that the state had not created the wind, water, earth and wood, so it could not own it. Soon a widespread movement developed. Amongst those who helped organise it were Samin’s sons-in-law. By 1907, 3,000 families were following his ideas. Some of the Saminists protested by lying down on their land when the Dutch came to survey it, while others refused to pay taxes or fines or perform labour.
LONG ANSWER QUESTIONS:Q.1. Explain the features of scientific forestry practiced by the Dutch in Java.Ans: Dutch enacted forest laws in Java, restricting villagers’ access to forests. Wood could only be cut for specified purposes like making river boats or constructing houses, and only from specific forests under close supervision. Villagers were punished for grazing cattle in young stands, transportingwood without a permit, or travelling on forest roads with horse carts or cattle.
Q.2. How did the British exploit the forest resources of India for their economic development?Ans: First, the British directly encouraged the production of commercial crops like jute, sugar, wheat and cotton. Second, in the early nineteenth century, the colonial state thought that forests were unproductive, that
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had to be brought under cultivation so that the land could yield agricultural products and revenue, and enhance the income of the state. By the early nineteenth century, oak forests in England were disappearing. This created a problem of timber supply for the Royal Navy. They sent search parties to explore the forest resources.The spread of railways from the 1850s created a new demand. Railways were essential for colonial trade and for the movement of imperial troops. To run locomotives, wood was needed as fuel, and to lay railway lines sleepers were essential to hold the tracks together.Large areas of natural forests were also cleared to make way for tea, coffee and rubber plantations to meet Europe’s growing need for these commodities.
Q.3. Why did the people of Bastar rise in revolt against the British? Explain. Ans: The colonial government proposed to reserve two thirds of the forest, stop shifting cultivation , hunting and collection of forest produce. Some villagers were allowed to stay on the reserve forests on the condition that they worked free for the forest department in cutting and transporting trees and protect the forests from fires.People of other villages were displaced without any notice or compensation.Villagers had been suffering due to increased land rents and frequent demands for free labour and goods by colonial officials.
CHAPTER 5Pastoralists in the Modern World
1..Nomadsare people who do not live in one place but move from one area to another to earn their living. 2. Nomadic pastoralists move with their herds of goats and sheep, or camels and cattle. 3.Bugyalsare vast natural pastures on the high mountains, above 12,000 feet. They are under snow in the winter and come to life after April. At this time the entire mountainside is covered with a variety of grasses, roots and herbs.4 By monsoon, these pastures are thick with vegetation and carpeted with wild flowers.
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5. The GujjarBakarwals of Jammu and Kashmir are great herders of goat and sheep. 6. In winter, when the high mountains were covered with snow, they lived with their herds in the low hills of the Siwalik range. The dry scrub forests here provided pasture for their herds.7.By the end of April they began their northern march for their summer grazing grounds.8. Several households came together for this journey, forming what is known as a kafila.9. They crossed the PirPanjal passes and entered the valley of Kashmir. 10.With the onset of summer, the snow melted and the mountainsides were lush green. The variety of grasses that sprouted provided rich nutritious forage for the animal herds.11 By end September the Bakarwals were on the move again, this time on their downward journey, back to their winter base.12.When the high mountains were covered with snow, the herds were grazed in the low hills.13.In a different area of the mountains, the Gaddi shepherds of Himachal Pradesh had a similar cycle of seasonal movement. They too spent their winter in the low hills of Siwalik range, grazing their flocks in scrub forests. 14. By April they moved north and spent the summer in Lahul and Spiti. When the snow melted and the high passes were clear, many of them moved on to higher mountain15. G.C. Barnes gives a description of the Gujjars of Kangra:16.A. GujjarMandap is found on the high mountains in central Garhwalwherethe Gujjar cattle herders live 17.Gujjarmandapsaremade of ringal– a hill bamboo – and grass from the Bugyal. 18. On the way they stopped once again in the villages of Lahul and Spiti, reaping their summer harvest and sowing their winter crop. 19. Then they descended with their flock to their winter grazing ground on the Siwalik hills..20.In Garhwal and Kumaon areas the Gujjar cattle herders came down to the dry forests of the bhabarin the winter, and went up to the high meadows – the bugyals– in summer. The pattern of cyclical movement between summer and winter pastures was typical of many pastoral communities of the Himalayas, including the Bhotiyas, Sherpas and Kinnauris. 21.Bhabar – A dry forested area below the foothills of Garhwal and Kumaun22Bugyal – Vast meadows in the high mountains23. The pastoralists operated not only in the mountains but also in the plateaus, plains and deserts of India.24. Dhangars were an important pastoral community of Maharashtra.25 With the onset of the monsoon the Dhangars left the Konkan and the coastal areas with their flocks and returned to their settlements on the dry plateau. 26. Kharif– The autumn crop, usually harvested between September and October27. Rabi– The spring crop, usually harvested after March28. Stubble – Lower ends of grain stalks left in the ground after harvesting29The Gollasherded cattle.30 The Kurumas and Kurubasrearedsheep and goats and sold woven blankets. 31. Banjaras a well-known group of graziers are found in the villages of Uttar Pradesh, Punjab, Rajasthan, Madhya Pradesh and Maharashtra. 32. In the deserts of Rajasthan lived the Raikas.33. MaruRaikas, settlement is called a dhandi.34. From the mid-nineteenth century, Waste Land Rules were enacted in various parts of the country. By these Rules uncultivated lands were taken over and given to select individuals..35. By the mid-nineteenth century, various Forest Acts were also being enacted in the different provinces. 36. Through these Acts some forests which produced commercially valuable timber like deodar or salwere declared ‘Reserved’.
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37. In 1871, the colonial government in India passed the Criminal Tribes 38.The title Maasai derives from the word Maa. Maa-sai means 'My People'. The Maasaiare traditionally nomadic and pastoral people who depend on milk and meat for subsistence. The Maasai cattle herders live primarily in East Africa:Maasai believed that tilling the land for crop farming is acrime against nature. Once you cultivate the land, it is no longer suitable for grazing39. One of the problems the Maasais have faced is the continuous loss of their grazing lands. 40. Before colonial times, Maasailand stretched over a vast area from north Kenya to the steppes of northern Tanzania.41. In 1919 Tanganyika came under British control. It attained independence in 1961 and united with Zanzibar to form Tanzania in 1964.42.TheMaasai Mara and Samburu National Park are in Kenya and SerengetiPark is in Tanzania. 43.White settlers and European colonists saw pastoralistsasdangerous and savage – people with whom all contact had to beminimised. Cutting off all links was, however, never really possible,because white colonists had to depend on black labour to bore mines and build roads and towns
Three Marks Questions: Q.1. Describe the life of Dhangars of Maharashtra.
1. The Dhangar shepherds - stayed in central plateau of Maharashtra during the monsoon.2. By October, they harvest their bajraand move west to Konkan. 3. The Dhangar flocks manure the fields and feed on stubble. 4. The Konkani peasants- give them rice. On set of monsoon leftKonkan and return to the dry
plateau. Q.2. How did the life of pastoralists change under the colonialrule? Under colonial rule, the life of pastoralists changed dramatically. 1.Their grazing grounds shrank, 2. Their movements were regulated and they had to pay more revenue. 3.Their agricultural stock declined 4. Their trade and crafts were adversely affected. Q.3. How did the Forest Acts change the life of pastoralists? 1. Forest Acts were enacted to protect and preserve forests for timber which was of commercial importance. These Acts changed the life of pastoralists. 2. They were now prevented from entering many forests that had earlier provided valuable forage for their cattle. 3.They were issued permits which monitored their entry into and exit from forests.
Q.4How did the pastoralists cope with the changes in production during the colonial period? Ans.1. Under colonial rule the life of the pastoralists changed completely. 2. The pastoralists adjusted with these changes by (i) reduced the number of cattle in their herds (ii) Discovered new pastures. (iii)Some bought land and began to lead a settled life. Q.5 Compare the lives of African pastoralists with pastoralists in India during the colonial period. Ans.1. There are many similarities in the way in which the modern world forced changes in the lives of pastoral communities in India and Africa.
1. All uncultivated land was seen as wasteland by colonial powers.2. . This land was brought under cultivation.
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3. In most areas the lands taken over were actually grazing tracts used regularly by pastoralists. So expansion of cultivation inevitably meant the decline of pastures and a problem both for Indian pastoralists and the Maasai.
4. From the 19th century onwards the colonial government started imposing restrictions on the pastoral communities.
Five mark Questions Q.1.‘In Maasai land, as elsewhere in Africa, not all pastoralists were equally affected by the changes in the colonial period.’ Explain. Ans.1. InMaasai land, as elsewhere in Africa, not all pastoralists were equally affected by the changes in the colonial period. 2. To administer the affairs of Maasai, the British appointed chiefs who were made responsible for the affairs of the people. These chiefs often accumulated wealth with which they could buy animals, goods and land. 3. They lent money to poor neighbours who needed to pay taxes. Many of them began living in cities and started new business and earned money. 4.Thus these chiefs had both pastoral and non-pastoral income.5. But the poor pastoralists who depended only on their livestock did not have resources to tide over bad times. Q.2. Describe the social organisation of the Maasai tribe in the pre-colonial times. What changes occurred in Maasai community during colonial period? Ans.1. the Maasai society was divided into two social categories – elders and warriors. 2. The elders formed the ruling group and the warriors were responsible for the protection of the tribe. 3. The warriors were assertive, aggressive and brave but were subject to the authority of the elders. 4. But with the coming of British theMaasai lost about 60% of their lands. 5.Pasture lands were turned into cultivated fields.6. They could not move over vast areas in search of pastures. 7. It affected both their pastoral and trading activities as they were not only deprived of land but of all forms of trade. Q.3.Why did the British pass the Criminal Tribe Act?Ans.1. British officials were suspicious of nomadic people.
1. Those who were nomadic were considered to be criminal 2. Those who were settled were seen as peace loving and law abiding;3. So they passed the Criminal Tribes Act in 1871. 4. According to this act many communities were classified as Criminal Tribes. . 4 These communities were restricted to living in notified village settlements 5. They were not allowed to move without a permit.
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CHAPTER 6 PEASANTS AND FARMERSSummary of the lesson 1.Coming of Modern Agriculture in England
A. Time of open fields and Commons B. New demands for grainsC. The age of enclosures D. What happened to the poorE. Introduction of the threshing machine
2.Bread basket and the Dust bowlA. The westward move and the wheat cultivationB. The Wheat Farmers C The Coming of New Technology D What Happened to the Poor? E Dust Bowl
3.The Indian Farmer and Opium Production A Taste for Tea: The Trade with China B Where did Opium come from?
C How Were Unwilling Cultivators Made to Produce Opium?
Main points 1. The agricultural revolution first occurredEngland.
2. Farmers of England received threatening letters urging them to stop using machines that deprived workmen of their livelihood.These were signed by Captain Swing a mythical name used by the rioters against mechanization of agriculture.
3. All villagers had access to the common land where they pastured their cows and grazed their sheep, collected fuelwood for fire and berries and fruit for food.
4. Later farmers started dividing and enclosing common land and building hedges aroundtheir holdings to separate their property from that of others in order to improve productivity
5. Till the middle of the eighteenth century the enclosure movement proceeded very slowly. The early enclosures were usually created.
6 After the American War of Independence from 1775 to 1783 and the formation of the United States of America, the white Americans began to move westward.
7.Thomas Jefferson became President of the USA in 1800,
US President Wilsonsaid ‘Plant more wheat, wheat will win the war,
In1831, Cyrus McCormick invented the first mechanical reaper which could cut in one day as much as five men could cut with cradles and 16 men with sickles.
8.In the early nineteenth century, indigo and opium were two of the major commercial crops 79
9. The history of opium production in India was linked up with the story of British trade with China 10. The Portuguese had introduced opium into China in the early sixteenth century.
11. Opium was, known primarily for its medical properties and used in minusculequantities for certain types of medicines.
12.TheChinese were aware of the dangers of opium addiction, and the Emperor had forbidden its production and sale except for medicinal purposes
13.LinZe-xu, Special Commissioner at Canton in 1839, estimated that there were over 4 million opium smokers in China.
SHORT ANSWER TYPE QUESTIONS [3 MARKS]
Q.1. Why were the poor farmers of England against the threshing machines? What was the Captain Swing Movement?Ans. Fear of unemployment. Captain Swing was a mythical name used in threatening letters, written by workmen against the use of threshing machines by rich farmers Q2. Define the following: (a) Agriculture (b) Enclosure (c) Commons Ans. Agriculture: It is the science or practice of farming, i.e. cultivating land for growing crops; keeping animals. Enclosure: Enclosing land by building hedges around their holdings to separate their land-holdings from that of others is called Enclosure. This deprived poor farmers of using the commons. Commons: It was land which belonged to the villagers as a whole. Here they pastured their cows and grazed their sheep, collected fuel wood, fruit and berries. They fished in the rivers and ponds and hunted rabbits in the common forests.
Q.3. ‘Over the late eighteenth and early nineteenth centuries the English countryside changed dramatically.’ Explain. Ans.1. Over the late eighteenth and early nineteenth centuries the English countryside changed dramatically.
1. Earlier large parts of England the countryside was open. 2. It was not partitioned into enclosed lands privately owned by landlords. It was all open fields and
common lands. 3. After the mid-eighteenth century the Enclosure Movement swept through the countryside,
changing the English landscape forever. 4. Between 1750 and 1850, 6 million acres of land was enclosed.
Q.4. Why were the Manchus unwilling to allow the entry of foreign goods into China? 1. The Confucian rulers of China were suspicious of all foreign merchants. 2. They felt that these foreigners would meddle in local politics and disrupt their authority.
Q.5. Explain three factors which led to the Enclosure Movement in England after the Mid-eighteenth century
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Ans.The factors which led to the Enclosure Movement in England were: i)Rapid expansion of population
ii)Increased demand for food grains to feed the growing population. iii)War with France
Q.6. What was the effect of Enclosure Movement on landlords of England? 1. Rich landlords became richer. 2. Brought various changes in agricultural methods and technology. 3. Expanded grain production, sold this grain in the world market, made profits and became powerful.
LONG ANSWER TYPE QUESTIONS [5 MARKS]
Q.1. Discuss the factors that precipitated the Agricultural Depression. What were the consequences of this Depression? Ans.1. After the Napoleonic wars had ended, thousands of soldiers returned to the villages. They needed alternative jobs to survive.
2. But this was a time when grain from Europe began flowing into England, prices declined and an Agricultural Depression set in.
3.Anxious landowners began reducing the area they cultivated and demanded that the exports of crops be stopped 3.They tried to cut wages and the number of workmen they employed. The unemployed poor tramped from village to village, and those with uncertain jobs lived in fear of a loss of their livelihood. 4.The Captain Swing riots spread in the countryside at this time. For the poor, the threshing machines had become sign of bad times.
Q.2. Why did the farmers feel the need to introduce mechanisation in agriculture during the Napoleonic wars? 1. During the Napoleonic wars, prices of food grains were high and farmers expanded production vigorously. 2. Fearing a shortage of labour, they began buying the new threshing machines that had come into the market. 3. They complained about the labourers, their drinking habits and the difficulty of making them work.. 4 The machines, they thought, would help them reduce their dependence on labourers.
Q.3. Discuss the westward expansion of the white settlers in America. 1. The story of agrarian expansion is closely connected to the westward movement of the white settlers who took over the land. 2.After the American War of Independence from 1775 to 1783 and the formation of the United States of America, the white Americans began to move westward. 3.By the time Thomas Jefferson became the President of the USA in 1800, over 700,000 white settlers had moved into Appalachian plateau through the passes. 4. With the support of the government the American Indians were pushed further5. Many wars were fought and finally the American Indians were forced to sign treaties give up their land move further West.
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CHAPTER 7: HISTORY AND SPORT: THE STORY OF CRICKET CONCEPTS: 1. Historical development of cricket as a game in England / Cricket and Victorian England. 2. Spread of Cricket/Cricket , race and religion 3. The modern transformation of the game 4. Commerce, Media and Cricket today.
Main Points
1. Cricket grew out of the many stick-and-ball games played in England 500 years ago, under a variety of different rules.
2. The word ‘bat’ is an old English word that simply means stick or club.3. One of the peculiarities of Test cricket is that a match can go on for five days and still end in a
draw4. A football match is generally over in an hour-and-a-half of playing time .5. The length of the pitch is specified – 22 yards – but the size or shape of the ground is not 6. Grounds can be oval like the Adelaide Oval or nearly circular, like Chepauk in Chennai.
. 7. Cricket was the earliest modern team sport to be codified, 8 The first written ‘Laws of Cricket’ were drawn up in 1744. 9. The ball must be between 5 and 6 ounces, and the two sets of stumps 22 yards apart’. 10. The world’s first cricket club was formed in Hambledon in the 1760s 11. The Marylebone Cricket Club (MCC) was founded in 1787. 12. In 1788, the MCC published its first revision of the laws and became the guardian of cricket’s regulations. 13.The weight of the ball was limited to between 5½ to 5¾ ounces,and the width of the bat to four inches. 14. Dennis Lillee is an Australian cricketer 15. Amateurs were called Gentlemen while professionals were described as Players. 16. Patronage – Agreement by wealthy supporter to give financial support for a specific cause 17. Thomas Hughes (1822-1896) studied at Rugby School during the headmastership of Thomas Arnold. 18. Based on his school experience, he wrote a novel, Tom Brown’s Schooldays. which was , published in 1857, 19. The first record we have of cricket being played in India is from 1721, an account of recreational cricket played by English sailors20 Dominion – Self-governing areas underthe control of the British crown21. The first Indian club, the Calcutta Cricket Club, was established in 1792. 22. The origins of Indian cricket, that is, cricket played by Indians are to be found in Bombay and the first Indian community to start playing the game was the small community of Zoroastrians, theParsis, 23. The Parsis founded the first Indian cricket club, the Oriental Cricket Club in Bombay in 184824. The tournament was initially called the Quadrangular, because it was played by four teams: the Europeans, the Parsis, the Hindus and the Muslims.25.It later became the Pentangular when a fifth team was added, namely, the Rest, whichcomprised all the communities left over, such as the Indian Christians 26. PalwankarBaloo who was born in Poona in 1875. played for the Hindus in the Quadrangular, 27. Despite being their greatest player he was never made captain of the Hindus because he was born a Dalit
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28. The ICC, Imperial Cricket Conference was renamed as the International Cricket Conference as late as 1965, was dominated by its foundation members, England and Australia,29. The First World Cup was successfully staged in 1975.
30. Then in 1977, even as cricket celebrated 100 years of Test matches, the game was changed forever, not by a player or cricket administrator, but by a businessman.31. Kerry Packer,is an Australian television tycoon who saw the moneymaking potential of cricket as a Televised sport.
SHORT ANSWER TYPE QUESTIONS:Q.1.Why were the rich amateurs?Ans The rich were amateurs for two reasons. 1.They considered sport a kind of leisure. To play for the pleasure of playingand not for money was an aristocratic value. There was not enough money in the game for the rich to be interested.2.How did the National Movement affect cricket in India? Ans. 1.A scheduled tour of MCC in 1930 was cancelled due to Gandhi’s Dandi March and the Civil Disobedience.2. The first Indian team toured England in 1932. Due to World War II in 1939, various tournaments were affected. By now Congress and Muslim League had taken opposite stands. Communal feelings had crept into sports. 3. In 1940, a Pentangular was played in Brabourne stadium, Bombay. Seats were allotted on communal basis, 2000 to Hindus, 1250 each to Muslim and Parsis.
Q.3. ‘The MCC’s revision of the laws brought in a series of changes in the game that occurred in the second half of the eighteenth century.’ Discuss the revision of the laws. Ans. 1.The MCC’s revisions of the laws have brought in a series of changes in the game that occurred in the second half of the eighteenth century. 2 During the 1760s and 1770s it became common to pitch the ball through the air, rather than roll it along the ground. 3. This change gave the bowlers the options of length, deception through the air, plus increased pace. It also opened new possibilities for spin and swing. In response, the batsmen had to master timing and shot selection. Q.4. Why did cricket remain a colonial game till the 1930s? Ans. 1.Cricket remained a colonial game. The reason was that it had a pre-industrial oddness which made it very difficult to export. 2. It was played only in countries that the British conquered and ruled. Though the game was brought into the colonies by the masters, they did nothing to make it popular. 3. The Afro-Caribbean population was discouraged from participating in organised club cricket. Q.5. How did television coverage change cricket? Ans 1.Television coverage made the players celebrities. It expanded the audience for the game by bringing cricket into small towns and villages. 2. Children became great fans. People could now watch and learn how to play cricket by imitating their heroes. Q.6. Which changes were introduced in the game of cricket during the 19th century? Ans.Many important changes occurred during the nineteenth century: (i) The rule about wide balls was applied. (ii) The exact circumference of the ball was specified. (iii) Protective equipment like pads and gloves became available.
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(iv) Boundaries were introduced where previously all shots had to be run. (v) Overarm bowling became legal.
Q.7.Why did Mahatma Gandhi condemn the pentangular tournament? Ans.Thepentangular tournament was based on religious communities. The five teams were: the Europeans, the Parsis, the Hindus, the Muslims and the Rest. India's most popular and respected politician, Mahatma Gandhi, condemned the pentangular tournament as a communally divisive competition. This was out of place in a time when nationalists were trying to unite India's diverse population. This tournament would have negative effect on the national movement.
LONG ANSWER TYPE QUESTIOMARKS
Q.1. What role did religion and politics play in the development of cricket in India? Ans. 1.The origin of Indian cricket is to be found in Bombay and the first community to start playing it were the Zoroastrians, the Parsis. Other religious communities soon followed. 2. By the 1890s, Hindus and Muslims were busy raising funds for a Hindu and a Muslim gymkhana. The British did not consider colonial India as a nation. They saw it as a collection of castes, races and religions. 3. The history of gymkhana cricket led to first-class cricket being organised on communal and racial lines. 4. These teams did not represent regions (as teams in today’s Ranji Trophy do) but religious communities. 5. The tournament was initially called the Quadrangular because it was played by four teams: the Europeans, the Parsis, the Hindus and the Muslims. Later it became Pentangularwhen a fifth team “The Rest’’ was added. It comprised all the communities leftover such as the Indian Christians.
Q.2.What part does nationalism play in the present-day cricket? Ans. 1.The teams that play cricket at national and International level today do not represent religions and races but regions and nationalities like in today’s Ranji Trophy the Pentangular in colonial India was replaced by a rival tournament, the ‘National Cricket Championship’ later named the 2. Ranji Trophy. Cricket fans know that watching a match involves taking sides. In a Ranji Trophy match when Delhi plays Mumbai, the loyalty of spectators watching the match depends on which city they came from or support3. Earlier teams were not organised on geographical principles. It was not till 1932 that a national team was given the right to represent India in Test match.
Q.3. Give your own reasons for the popularity of cricket in the world and specially India. Ans. 1.Television coverage changed cricket. It expanded the audience for the game by beaming cricket into small towns and villages. It also broadened the cricket’s social base 2. The technology of satellite television and the worldwide reach of multinational television companies created a global market for cricket. 3. India has the largest viewership among the cricket-playing nations and the largest market in the cricketing world. The game’s centre of gravity has shifted to South Asia, symbolised by shifting of ICC headquarters from London to tax-free Dubai. 4. Innovations in cricket technique in recent years have mainly come from sub continental teams in countries like India, Pakistan and Sri Lanka. Pakistan pioneered two great advances in bowling: the doosra, and the “reverse swing”.
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CHAPTER 8
Clothing: A Social HistoryCONCEPT .1 Sumptuary Laws and Social Hierarchy2 Clothing and Notions of Beauty2.1 How Did Women React to These Norms?3. New Times 3.1 New Materials3.2 The War4 Transformations in Colonial India4.1 Caste Conflict and Dress Change4.2 British Rule and Dress Codes5 Designing the National DressMAIN POINTS
1. After the eighteenth century, the colonisation of most of the world by Europe, the spread of democratic ideals and the growth of an industrial society, completely changed the ways in which people thought about dress and its meanings.
2. Most people dressed according to their regional codes, 3. . Clothing styles were also strictly regulated by class, gender or status in the social hierarchy4. The material to be used for clothing was also legally prescribed. Only royalty could wear
expensive materials like ermine and fur, or silk, velvet and brocade.5. Other classes were debarred from clothing themselves with materials that were associated with
the aristocracy.6. The National WomanSuffrage Association of France was headed by Mrs. Stanton7 The American Woman Suffrage Association was headed by Lucy Stone8. Mrs Amelia Bloomer, an American, was the first dress reformer to launch loose tunics worn over
ankle-length trousers.. 9. The Rational Dress Society was started in England in 1881In America, a similar movement developed amongst the white settlers on the east coast.
Three marks questions:-Q.1.What were the criticisms against Traditional feminine clothes?Traditional feminine clothes were criticised on a variety of grounds. Ans.1.Long skirts, it was said, swept the grounds and collected filth and dirt.2. This caused illness.3. The skirts were voluminous and difficult to handle. 4. They hampered movement and prevented women from working and earning.
Q.2. Why is most of the knowledge about clothes inferential?
Ans.1 Most of the knowledge about clothes is inferential because clothes do not reveal anything directly.2 Clothes indirectly reveal the attitude, personality and socio-economic status of the wearer.3 Moreover, we can only draw inference about attitudes, styles, personality and Socio-economic conditions of the people who wore various kinds of clothes in the past.
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Q.3. In what way do clothes give a message? 1. Clothes do give a message, as the clothes of Sans Culottes did. They were men without knee breeches different from the aristocrats who wore knee length breeches. 2.Their clothing, loose and comfortable along with colour of France — blue, white and red – was a sign of patriotic citizens. 3. Gandhi made homespun khadi a symbol of national sentiment and his dress code of short dhoti was his way of identifying with the poorest Indian. Khadi became a symbol of purity, simplicity and poverty.
Q.4. What did a patriotic French citizen wear in France after the French Revolution? Ans1. French patriotic citizens in France started wearing clothing that was loose and comfortable. The colours of France blue, white and red became popular as they were a sign of the patriotic citizen 2. Other political symbols too became a part of dress: the red cap of liberty, long trousers and the revolutionary cockade pinned on to a hat. 3. The simplicity of clothing was meant to express the idea of equality.
Q.5. Explain how European dress codes were different from Indian dress codes. 1. In different cultures, specific items of clothing often convey contrary meanings. 2. This creates misunderstanding and conflicts. Consider the case of the: turban and the hat. These two headgears not only look different but also signify different things. 3. The turban in India is not just for protection from heat but is a sign of respectability and cannot be removed at will. In the western tradition, this has to be removed before social superiors as a sign of respect.
Q.6. Discuss the witty answer of Mahatma Gandhi about his dress. What did it signify? Ans.1.Gandhi wore a short dhoti without a shirt when he went to England for the Round Table Conference in 1931. 2. He refused to compromise and wore it even before King George V at Buckingham Palace. 3. When he was asked by journalists whether he was wearing enough clothes to go before the King, he joked that ‘‘the King has enough on for both of us.’’ This was Gandhi’s witty remark about his dress.
LONG ANSWER TYPE QUESTION 5M
Q.1. What were sumptuary laws? How did these laws affect society in France? Ans. 1.Sumptuary laws were those laws which imposed upon members of different layers of society through specified details the codes of behaviour. 2. These laws tried to control behaviour of those considered social inferiors, preventing them from wearing certain clothes, consuming certain foods and beverages (usually alcohol) and hunting game in certain areas. 3. In France, during the medieval period the item of clothing a person could purchase per year was regulated not only by income but also by social rank. 4. The material to be purchased for clothing was also legally prescribed. 5. Only royalty could wear expensive materials like ermine, fur, silk, velvet and brocade. Other classes were debarred from clothing themselves with materials that were associated with the aristocracy.
Q.2. What was the Suffrage Movement? How did it bring about a reform in dress? Ans.1. Women’s Suffrage Movement was a woman’s movement agitating for the right to vote in political elections and democratic rights.
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2. 2As suffrage movement developed, people began Campaigning for dress reform. 3. Women’s magazines described how light dress and corsets caused deformities and illness among young girls. Such clothing restricted body growth and Hampered blood circulation. 4. Muscles remained underdeveloped and the spines got bent. Doctors reported that many women were regularly complaining of acute weakness, felt languid and fainted regularly. 5. By the end of the nineteenth century, change was clearly in the air – the argument was simplify dress, shorten skirts, abandon corsets.
Q.3. With an example, discuss how clothing can convey different meanings in different cultures and how these interpretations can lead to misunderstanding. Ans. 1.In different cultures, specific items of clothing often convey central meaning. This frequently leads to misunderstandings and conflicts. 2. The case of the Turban and Hat is one. Turban and hat are two headgears that not only look Different 3. They also signify different things. The turban in India was not just for protection from the heat but was also a sign of respectability and could not be removed at will 4. In the western tradition, the hat had to be removed before social superiors as a sign of respect 5. This cultural difference created misunderstanding. The British were often offended if Indians did not take off their turban when they met colonial officials.
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GeographySECOND SEMESTER
CLIMATE
Climate refers to the sum total of weather conditions and variations over a large area for a long
period of time (more than thirty years).
Weather refers to the state of the atmosphere over an area at any point of time.
The elements of weather and climate are the .temperature, atmospheric pressure, wind, humidity
and precipitation. The climate of India is described as the ‘monsoon’ type. In Asia, this type of
climate is found mainly in the south and the southeast.
Variation in Indian climate
Temperature:- In summer Rajasthan records a temperature of 500C whereas in
Pahalgam(Kashmir) it is around 200.C.
In winter temperature at Drass (Kashmir) is around -450C whereas it is 220C in Trivandrum
Precipitation:- In Kashmir it is mostly in the form of snowfall while rest of India get rainfall.
Annual precipitation vary from 400cms in Meghalaya to less than 10cms in Rajasthan.
o Most part of the country receive rainfall from June to September whereas Tamil Nadu
gets larger part of It’s rainfall during October and November.
There are six major controls of the climate of any place. They are: 1.LATITUDE, 2.ALTITUDE, 3. PRESSURE AND WIND SYSTEM, 4. DISTANCE FROM THE
SEA
5.OCEAN CURRENTS 6. RELIEF FEATURES
Factors affecting India’s climate:-
1 .ALTITUDE 2.LATITUDE 3.PRESSURE AND WINDS 4. UPPER AIRCIRCULATION
MONSOON WINDS IN INDIA
The climate of India is strongly influenced by monsoon winds. The sailors who came to India in
historic times were one of the first to have noticed the phenomenon of the monsoon. They
benefited from the reversal of the wind system as they came by sailing ships at the mercy of
winds. The Arabs, who had also come to India as traders named this seasonal reversal of the
wind system ‘monsoon’.
The monsoons are experienced in the tropical area roughly between 20° N and 20° S. To
understand the mechanism of the monsoons, the following facts are important.
(a) The differential heating and cooling of land and water creates low pressure on the 88
landmass of India while the seas around experience comparatively high pressure. (b) The shift of the position of Inter Tropical Convergence Zone (ITCZ) in summer, over the
Ganga plain (this is the equatorial trough normally positioned about 5°N of the equator. It is also known as the monsoon trough during the monsoon season).
(c) The presence of the high-pressure area, east of Madagascar, approximately at 20°S over the Indian Ocean. The intensity and position of this high-pressure area affects the Indian Monsoon.
(d) The Tibetan plateau gets intensely heated during summer, which results in strong vertical air currents and the formation of low pressure over the plateau at about 9 km above sea level.
(e) The movement of the westerly jet stream to the north of the Himalayas and the presence of the tropical easterly jet stream over the Indian peninsula during summer.
Four main seasons can be identified in India. They are: 1. The cold weather season, 2.The hot weather season, 3The advancing monsoon 4.The retreating monsoon with some regional variations DISTRIBUTION OF RAINFALL
Parts of western coast and north eastern India Receive over about 400 cm of rainfall annually. Less than 60 cm in western Rajasthan and adjoining parts of Gujarat, Haryana
andPunjab.Rainfall is equally low in the interior of the Deccan plateau, and east of the Sahyadris
.A third area of low precipitation is around Leh in Jammu and Kashmir. The rest of the country receives moderate rainfall .Snowfall is restricted to the Himalayan region. The annual rainfall is highly variable from year to year. Variability is high in the regions of low rainfall such as parts of Rajasthan, Gujarat and the
leeward side of the Western Ghats.Areas of high rainfall are liable to be affected by floods, areas of low rainfall are drought-prone
THREE MARKS QUESTIONS
Q.1 Define Climate. What are the elements of climate?Ans: i) Climate refers to the sum of total weather conditions and their variations over a large area for a long period of time (more than thirty years). ii)The elements of weather and climate are the same i.e. temperature, atmospheric pressure, wind, humidity and precipitation.
2. Discuss the unifying role of the Indian monsoon.Ans.1.There is great diversity of the climatic conditions in India due to different locations and land relief patterns. But these diversities are subdued by the monsoon, which blow over the whole country..2. Several festivals are celebrated welcoming the monsoonal rainfall in India. 3. The monsoonal rainfall provides water for agricultural activities. 4. Monsoon gives relief from the scorching heat. The entire life of the Indian people revolves around the Monsoon.
Q.3 .What are the western disturbances? Ans Western Disturbance is the inflow of cyclonic disturbances from the west originating from the Mediterranean sea. It brings sudden winter rain and snow to the northwestern parts of the Indian subcontinent. This is a non-monsoonal precipitation pattern driven by the Westerly. It is locally known
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as Mahawat and is very good for Rabi crops.
Five mark questions:-
Q.1.Distinguish between South-west monsoon and North-east monsoon
South-West Monsoo n North-East Monsoon
i) The season is from June to September. i) This season starts from December and
ends in February
ii) It does not rain continuously. There are
rainless intervals in this season.
ii) It does not possess any rainless intervals.
It blows in India in two branches namely the
Arabi Sea branch and Bay of Bengal branch
iii) It does not have any branches.
Major portion of annual rainfall in India is
due to thi type of monsoon
Minor portion of the annual rainfall in
India is due to this ty of monsoon
Q.2. Explain any five characteristic features of cold weather season in India.
Ans.1 .the cold weather season begins from mid November and continues till February.December and January are the coldest months. 2 The temperature decreases from south to north. The average temperature in Chennai is between 240C-250C while in northern plains it is between100C-150C. 3 North east Trade winds prevail during this period which blow from land to sea and hence winter is dry in most part of India.4, The weather is normally marked by low humidity, clear sky and gentle breeze.5.Tamil Nadu gets some amount of rainfall during winter season as here the wind blow from Bay of Bengal.
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CHAPTER 5
KEY POINTS
1 India is one of the twelve mega bio-diversity countries of the world. With about 47,000 plant species India occupies tenth place in the world and fourth in Asia in plant diversity.2 India account for 6 per cent of the world’s total number of flowering plants. 3 The country has many non- flowering plants such as ferns, algae and fungi.4 India also has approximately 90,000 species of animals as well as a rich variety of fish in its fresh and marine waters.
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Natural vegetation& wild life
evergreen deciduous Thorn forest Montane
forest Mangrove
forest
land soil temperature precipitation
Wild life
elephant
camels
Chousingha
rhinocers
deer
Soil- sandy soil support desert vegetation
Temperature- high temperature support dense vegetation
Land -rough terrain support vegetation
Precipitation-areas of heavy rainfall has dense vegetation
EvergreenDo not shed their leaves together heavy rain
Deciduous- . Shed their leaves together in dry summerRainfall between 200 cms-70cms
Thorn forestSandy soil
Rainfall >70cms
Mangrove- seen in coastal areas
Mountain forest- seen in mountains eg Himalaya
types
Factors of growth
Conservation measures 1.Biosphere reserves Financial &technical assistance to botanical gardens Project Tiger,Project Rhino etc Setting up of National parks, Wild life Sanctuaries etc.
Factors Responsible for Diversity in Flora and Fauna
RELIEF: It include type of land like mountain ,plains etcSOIL:- Fertile soil supports dense vegetationClimate:It include temperature and precipitation. Areas of high temperature and rainfall support dense vegetation.
TYPES OF VEGETATION The following major types of vegetation may be identified in our country. They are:--(1) Tropical EvergreenForests (2) TropicalDeciduousForests (3)TropicalThorn Forest and scrubs (4) MountainForests (v)Mangrove Forests.
Tropical evergreen forest:- they are found in areas having more than 200cms rainfall. There is no definite time for the trees to shed their leaves. Important areas are Western Ghats. Important trees are Ebony Mahogany etc.
1. Tropical deciduous forest:- they are found in areas where the rainfall is between 200cms-100cms.Trees shed their leaves for about six to eight weeks in dry summer.
2. It is subdivided into moist and dry deciduous.3. Important trees in wet deciduous are teak, bamboos, shisham and that in dry deciduous are teak,
sal, peepal etc.4. These forests mostly exist in foothills of Himalayas, Jharkhand, Orissa, Eastern slopes of
Western Ghats etc.
Thorn forest and scrubs:-1 they exist in areas with less than 70cms rainfall. 2 They are mostly found in Rajasthan, Madhya Prasesh, Chhattisgarh etc.3 Acacias palm, cacti etc are important plants here.
Montane forest:-1 they are found in the mountainous areas. 2 Here the type of vegetation changes with increase in height.3 Important species of trees found here are pine, deodar, spruce cedar etc.
Mangrove forest:-1 They are found in coastal areas.2 In this forest the roots are submerged under water.3 Important species are sundari tree, palm coconut etc.
Wild life:-1 India is rich in its fauna.
2 It has approximately 90,000 of animal species.
3.The country has about 2,000 species of birds.
4.There are 2,546 species of fish, which account for nearly 12% of the world’s stock.
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WILD ANIMALS NATURAL HABITAT
1 Elephant Forests of Assam, Karnataka, Kerala
2 One horned rhinocer Marshy & swampy areas of Assam &Bengal
3 Wild Ass & Camels Rann of Kachchh&Thar desert
4 Indian lions Gir forest in Gujarat
5 Tiger Madhya Pradesh,West Bengal
6 Yak Ladakh
7 Snow leopard, Red panda Himalayan region
To protect the flora and fauna the government has taken followings steps.
(i) Fourteen biosphere reserves have been set up in the country to protect flora and fauna. (ii)Financial and technical assistance is provided too many Botanical Gardens by the government since 1992. developmental projects have been introduced
(iii) 89 National Parks, 490 Wildlife sanctuaries and Zoological gardens are set up to take care of Natural heritage.
Fourteen Bio-reserves
Sunderbans Simlipal
Gulf of Mannar Dihang-Dibang
The Nilgiris DibruSaikhowa
Nanda devi Agasthyamalai
Nokrek Kanchenjunga
Great Nicobar Pachmari
Manas Achanakmar-Amarkantak
Three marks questions:--
Q.1.How does relief and rainfall influence the distribution of natural vegetation in India. Explain.
Ans.The relief and rainfall of any region determine the natural vegetation of that place. In Indian sub-continent it can be seen through the following points:
1 The western slopes of the Western Ghats receive more than 200 cm of rainfall. Due to heavy rainfall, tropical evergreen forests are found in this region on a large scale.
2 Indifferent mountainous regions different types of vegetation are found, at the height of 1500 to 3000 coniferous trees are found but at the height of 1000 to 2000 wet temperate forests are found. 3 In areas with rainfall of 70 cm to 100 cm and in semi-arid regions, the vegetation consists of acacias and palm.
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Q.2.What is biome? State the number of biomes into which land ecosystem is divided with their
names.
Ans.A large ecosystem on the land having distinct type of vegetation and animal life is called biome. In
general, biomes are divided into the following categories:
1 Forests: It consists of evergreen forests, deciduous forests, and coniferous forests. 2 Grasslands: Savana grasslands. 3 Alpine/Tundra vegetation. 4 Desert vegetation. Though the animals are also included in the biomes but they are not counted in the classification of biomes. 5
Q.3 Distinguish between flora and fauna. Ans.The major differences between Flora and Fauna are as
follows:
Fauna FloraWild life living in a particular area of the is referred as flora.
Natural vegetation growing in an particular area globe is termed as Fauna.
They cannot make their own food so they a It makes its food with help of solar energy. dependent upon the flora. on the earth in the chronological history of earth.
It was the very first form of life that appeared They developed on earth after flo because they are
dependent upon flora.
Q.4 Why has India a rich heritage of flora and fauna? How can you say that India has rich bio-
diversity?
Ans. This is because the factors like, temperature, sunlight, precipitation, soil and relief are suitable
for the growth and development of both animal and plant kingdom in India. These five factors are
essential for the growth of the bio-diversity.
India has been listed among the twelve mega biodiversity countries of the world.47,000 plant species
and 89,000 animal species are found here. Besides these species, there are about 15,000 flowering plants
in India.
Q.5.Distinguish between evergreen and deciduous Forests. Give three differences.
AnsThe major differences between evergreen forests and deciduous forests are as follows:
Evergreen deciduous
1 Are found in areas with more than 200 cms
rainfall
found in ares with rainfall between 200-
70cms
2 There is no definite time for the trees to shed Trees shed their leaves together in dry
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their leaves summer
3 Forest is very dense Forest is not very dense
4 Important trees are Ebony Mahogany, Rosewood
etc
Important trees are teak, Shisham ,
Sandalwood, Babool, Neemetcl
Five marks questions:--
1. Name the different types of vegetations in India.Explain the mangrove forest .
Ans The different type of natural vegetation in India are:--
(1) Tropical Evergreen Forests (2)Tropical Deciduous Forests(3)Tropical Thorn Forest and scrubs
(4)Mountain Forests(v)Mangrove Forests
Mangrove forest:-- they are found in coastal areas.In this forest the roots are submerged under water.
The Deltas of the Ganga, The Mahanadi, The Krishna, The Godavari are covered with this type of
vegetation. Important species are sundari tree, palm coconut etc. Royal Bengal tiger is the most famous
animal in this forest.
Q.2 Why are forests important in our life? Write any six points.
Ans. Forests play a vital role in the life of human beings by:
(i) Modifying local climate.
(ii) Controlling soil erosion.
(iii) Supporting a variety of industries.
(iv) Providing livelihood for many communities.
(v) Controlling wind and temperature and cause rainfall.
(vi) Providing humus to the soil and shelter to the wild life.
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Chapter-6
POPULATION
Key points Density of population:- The number of people living in per square km area is the density of
population.
Population Growth: Growth of population refers to the change in the number of inhabitants of a
country/territory during a specific period of time.
Processes of Population Change/Growth
1 Birth rate is the number of live births per thousand persons in a year. It is a major component of
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populationNational population
Factors affecting distribution of population
composition
Factors affecting Population growth growth
Age structure Sex ratio Literacy rate
occupationhealth
industry
relief
climate
resources
transport
migration
Death rate
Fertile soil
Universal immunisation
Free education t o children
Reducing IMR
Birth rate
adolescents
Delayed marriage
growth because in India, birth rates have always been higher than death rates.
2 Death rate is the number of deaths per thousand persons in a year. The main cause of the rate of
growth of the Indian population has been the rapid decline in death rates.
3 Migration is the movement of people across regions and territories. Migration can be internal
(within the country) or international (between the countries).
Age Composition: The age composition of a population refers to the number of people in different
age groups in a country. It is one of the most basic characteristics of a population.The population of a
nation is generally grouped into three broad categories:
1 Children (generally below 15 years)They are economically unproductive and need to be
provided with food, clothing, education and medical care.
2 Working Age (15-59 years)They are economically productive and biologically reproductive.
They comprise the working population.
3 Aged (Above 59 years)They can be economically productive though they may have retired. They
may be working voluntarily but they are not available for employment through recruitment.
Sex Ratio. Sex ratio is defined as the number of females per 1000 males in the population.
Literacy Rates: Literacy is a very important quality of a population. Obviously, only an
informed and educated citizen can make intelligent choices and undertake research and development
projects. Low levels of literacy are a serious obstacle for economic improvement.
Occupational Structure: The percentage of population that is economically active is an
important index of development. The distribution of the population according to different types of
occupation is referred to as the occupational structure
Primary activities include agriculture, animal husbandry, forestry, fishing, mining and quarrying etc.
Secondary activities include manufacturing industry, building and construction work etc.
Tertiary activities include transport, communications, commerce, administration and other services.
Health :Health is an important component of population composition, which affects the process of
development. Sustained efforts of government programmes have registered significant improvements in
the health conditions of the Indian population.
National Population Policy: Recognising that the planning of families would improve individual
health and welfare, the Government of India initiated the comprehensive Family Planning Programme in
1952. The Family Welfare Programme has sought to promote responsible and planned parenthood on a
voluntary basis.
NPP 2000 and Adolescents: NPP 2000 identified adolescents as one of the major sections of the
population that need greater attention.97
Besides nutritional requirements, the policy put greater emphasis on other important needs of
adolescents including protection from unwanted pregnancies and sexually transmitted diseases (STD).
It called for programmes that aim towards encouraging delayed marriage and child-bearing, education
of adolescents about the risks of unprotected sex, making contraceptive services accessible and
affordable, providing food supplements, nutritional services, strengthening legal measures to prevent
child marriage.
Short Answer Questions
Q.1 What is environmental resistance of population growth?
Ans. Environmental resistance of population growth are : i)Scarcity of food and shelter; ii)Natural
calamities like drought, floods and; iii)iotic factors like pathogens, parasites, predators is known as
environmental resistance.
Q.2 Distinguish between: Total population and Average density of population. Ans
Total Population Average Density of Population
i) It is the number of people
actually existing in the area.
i) It is the number of people in a unit area
after the distribution of the total population
uniformly.
ii
)
Its unit of measurement is
number of people.
ii) Its unit of measurement is number of
people per unit area.
iii) Its value depends on number
of people only.
iii) Its value depends on both the number of
people as well as the total area.
Q.3 What is meant by the natural growth rate of population? What does the change in
population of a territory indicate at?
Ans.The population increased in a particular region between two points of times termed as natural
growth rate of population. It is calculated by Birth-Deaths. The change in population of a territory is an
important indicator of: Economic development Social upliftment Historical background Cultural
background
Q.4 Mention any three disadvantages of large population? Ans Disadvantages of large
population are:
(i) Per Capita Income goes down as the national income is distributed among large number of people.
(ii) Increasing population results in increased pressure on land and it adversely affects productivity in
agriculture.
(iii) Poverty and unemployment conditions increase day by day.
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Q.5 What are the three special features of human resources of India? Ans Three special features
of human resources of Indiaare:
(i).The human resource of India is very large.
(ii) Its distribution is quite uneven.
(iii)It has been increasing very rapidly.
Q.6 What are the three major questions about the population?
AnsThree major questions about the population:
1 Population size and distribution: How many people are there and where are they located?
2 Population growth and processes of population change: How has the population grown are
changed with time?
3 Characteristics or qualities of the population: What are their ages, sex compositions, literacy
levels, occupational structures and health conditions?
Long Answer Questions (5 Marks)
Q.1 Distinguish between: Growth rate and Birth rate. Ans
Growth Rate Birth Rate
It is the rate at which the population grows in a region during certain period of time.
It is the number of the people born in a region during a certain period of time.
ii) Its value is calculated as the difference between the birth rate and the death rate during a certain period.
ii) Its value is directly received from births and deaths registration offices in the region.
Q.2 Write a short note on the population distribution in India.
Ans India is a vast country having diverse types of relief patterns, soils and climatic conditions.
Owing to this fact, it is usual to have uneven distribution of population.
1 Climate : Areas having moderate climate have more population than the areas having extreme climatic conditions.
2 Types of Soil : India’s northern plains are made up of alluvial soil which are very fertile and are densely populated. On the other hand hilly areas and deserts are sparsely populated.
3 Opportunity for jobs : Urban areas are thickly populated because of the good opportunity of job.
4 Religious and historical places : Like Allahabad, Varanasi, Rameshwaram, Agra, etc. are also
thickly populated areas.
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POLITICAL SCIENCE
CHAPTER-4
ELECTORAL POLITICSWhat is an Election?
A mechanismby which people choose their representatives at regular intervals and change the
representatives if they wish to do so. This mechanism is called election.
Why do we need elections?
1. Elections take place regularly in alldemocracies. A rule of thepeople is notpossible in any large
country and it is not possible for everyone tohave the time and knowledge totake decisions on all
matters.Therefore in most democraciespeople rule through their representatives.
2. Therefore, elections are consideredessential in our times for an y representative democracy.In an
election the voters makemany choices:
• They can choose representatives who will makelaws for them.
• They can choose leaders who will form thegovernment and take majordecisions.
• They can choose the party whosepolicies will guide the governmentand law making.
What makes an election democratic (a simple list of the minimum conditions of a democratic election)
1. First, everyone should be able tochoose. This means that everyoneshould have one vote and
everyvote should have equal value.
2. Second, there should besomething to choose from. Partiesand candidates should be free tocontest
elections and should offersome real choice to the voters.
3. Third, the choice should be offer that regular intervals. Elections mustbe held regularly after every
fewyears.
4. Fourth, the candidate preferred bythe people should get elected.
5. Fifth, elections should beconducted in a free and fairmanner where people can chooseas they really
wish.
Is it good to have political competition?(Merits and Demerits of electoral or political competition)
Demerits:
1. Itcreates a sense of disunity and‘factionalism’ in every locality.2. Different political parties and leaders often level allegations againstone another.3. Parties and candidatesoften use dirty tricks to win elections.4. Some good people whomay wish to serve the country do notenter this competition. They do not like theidea of being dragged into unhealthycompetition.
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Merits
1. Our Constitution makers wereaware of these problems. Yet they opted for free competition
inelections as the way to select ourfuture leaders. They did so becausehis system works better in the
longrun.
2. In a way it tries to improve the knowledge and characterof political leaders. The other andmore
realistic way is to set up asystem where political leaders arerewarded for serving the people andpunished
for not doing so.
3. So if a political party is motivate the only by desire to be in power, eventhen it will beforced to serve
the people.
4. Political competition maycause divisions and some ugliness,but it finally helps to force
politicalparties and leaders to serve thepeople.
How elections are held in India
General Election.
Elections are held in allconstituencies at the same time,either on the same day or within afew days. This
is called a generalelection.
By-election
Sometimes election is held only for one constituency or two to fill thevacancy caused by death
orresignation of a member. Thisiscalled a by-election.
Electoral constituencies
Thecountry is divided into differentareas based on population for the purpose of elections.These areas
are called electoral constituencies. For LokSabha elections, the country
is divided into 543 constituencies.
Reserved Constituencies and need for Reserved Constituencies
Some constituenciesare reserved for people who belongto the Scheduled Castes and
Scheduled Tribes.In a reserved constituency only someonewho belongs to the Scheduled
Castes or Scheduled Tribes can stand for election.
Our Constitution entitles every citizento elect its representative and to beelected as a representative.
TheConstitution makersworried that in an open electoralcompetition, weaker sectionsmay not stand a
good chance to getelected.
Voters’ list
The list of those who are eligible to vote isprepared much before the electionand given to everyone. This
list isofficially called Electoral Roll andis commonly known as the Voters’List.101
In our country, all the citizens aged18 years and above can vote in anelection. Every citizen has the
rightto vote, regardless of his or her caste, religion or gender.
Some criminalsand persons with unsound mind canbe denied the right to vote, but onlyin rare situations.
In the last few years a new systemof Election Photo Identity Card[EPIC] has been introduced.
Thegovernment has tried to give thiscard to every person on the voterslist.
Nomination of candidates
Anyonewho can be a voter can also becomea candidate in elections. Theonly difference is that in order
to bea candidate the minimum age is 25years, while it is only 18 years for being a voter.
Every person who wishes tocontest an election has to fill a‘nomination form’ and give somemoney as
‘security deposit’.
Legal declaration introduced by the Supreme Court for filing Nomination papers.
1. Every candidate has to make a legaldeclaration, giving full details of Serious criminal cases
pendingagainst the candidate;
2. Every candidate has to make a legal declaration, giving full details of Details of the assets and
liabilitiesof the candidate and his or herfamily; and
3. Every candidate has to make a legal declaration, giving full details of Education qualifications of
the candidate.
Why is there no educational qualification for candidates to conduct elections?
1. Educational qualifications are not relevant toall kinds of jobs. The relevant qualification forbeing
anMLA or an MP is the ability to understandpeople’s concerns, problems and to representtheir interests.
2. Even if education was relevant, it should be left to the people to decide how much importance they
give to educationalqualifications.
3. In our country putting an educationalqualification would go against the spirit ofdemocracy for yet
another reason. It wouldmean depriving a majority of the country’scitizens the right to contest elections
(with poor literacy rate)
Election Campaign
In our country such campaignstake place for a two-week periodbetween the announcement of thefinal
list of candidates and the dateof polling. During this period thecandidates contact their voters, political
leaders address electionmeetings and political partiesmobilize their supporters.
Some of the successful slogans given by different political parties in various elections.
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1. The Congress party led by IndiraGandhi gave the slogan of GaribiHatao(Remove poverty) in
theLokSabha elections of 1971.
2. Save Democracy was the slogangiven by Janata Party in the nextLokSabha election held in 1977.The
party promised to undo theexcesses committed duringEmergency and restore civil liberties.
3. The Left Front used the slogan ofLand to the Tiller in the WestBengal Assembly elections held
in1977.
4. Protect the Self-Respect of theTelugus’ was the slogan usedbyN. T. Rama Rao, the leader of
theTelugu Desam Party in AndhraPradesh Assembly elections in1983.
Rules for election campaign for fair and equal chance to compete
OR
Model Code of Conduct for election campaigns
1. According to our election law, no party or candidate can bribe or threaten voters.
2. According to our election law, noparty or candidate canappeal to them in the name of caste or religion.3. According to our election law, noparty or candidate can use government resources forelection campaign; and4. According to our election law, no party or candidate can spend more than Rs. 25 lakh in aconstituency
for a LokSabha election or Rs. 10 lakh in a constituency inan Assembly election.
5. According tothis no party or candidate can use any place of worship for election propaganda.
6. According to our election law, noparty or candidate use government vehicles, aircraftsand officials for
elections; and
7. Once elections are announced,Ministers shall not lay foundationstones of any projects, take any
bigpolicy decisions or make anypromises of providing public facilities.
Polling and counting of votesThe final stage of an election is the day when the voters cast or ‘poll’their vote. That day is usually called the election day. Every person whosename is on the voters’ list can go toa nearby ‘polling booth’, and cast vote.Now aday’s electronic voting machines (EVM) areused to record votes. The machines how the names of the candidatesand the party symbols.A few days later, on afixed date, all the EVMs from aconstituency are opened and thevotes secured by each candidate arecounted. Thecandidate who secures the highestnumber of votes from a constituencyis declared elected
WHAT MAKES ELECTIONS IN INDIA DEMOCRATIC?
103
Election Commission
An independent and powerful commission appointed by the President of India to conduct free and fair
election is called Election Commission. The commission has three members andonce they are appointed,
they are notanswerable to the President or thegovernment.
Powers and functions of the Election Commissionof India.
1. EC takes decisions on every aspectof conduct and control of electionsfrom the announcement of
electionsto the declaration of results.
2. It implements the Code of Conductand punishes any candidate orparty that violates it.
3. During the election period, the ECcan order the government to followsome guidelines, to prevent use andmisuse of governmental power toenhance its chances to winelections, or to transfer somegovernment officials.4. When on election duty, governmentofficers work under the control ofthe EC and not the government.Popular participation of people in Election
1. People’s participation in election isusually measured by voter turnoutfigures. Turnout indicates the
percent of eligible voters who actuallycast their vote. InIndia the turnout has either remained stable or
actually goneup.
2. In India the poor, illiterate andunderprivileged people vote inlarger proportion as compared tothe rich
and privileged sections.
3. Common people in India attach alot of importance to elections. Theyfeel that through elections
theycan bring pressure onpoliticalparties to adopt policies andprogramsfavourable to them.
4. The interest of voters in electionrelate the activities have beenincreasing over the years. Duringthe
2004 elections, more than onethirdvoters took part in campaign-related activities. Morethan half of the
people are being close to oneor the other political party.
Acceptance of election outcome by the candidates and parties
1. The ruling parties routinely loseelections in India both at thenational and state level. In fact inevery
two out of the three elections held in the last fifteen years, theruling party lost.
2. In India about half ofthe sitting MPs or MLAs loseelections.
3. Candidates who are known to havespent a lot of money on ‘buyingvotes’ and those with
knowncriminal connections often loseelections.
4. Barring very few dispute the elections, the electoral outcomesare usually accepted as
‘people’sverdict’ by the defeated party.
Challenges to free and fairelections in India
1. Candidates and parties with a lotof money may not be sure of theirvictory but they do enjoy a big
andunfair advantage over smallerparties and independents.104
2. In some parts of the country,candidates with criminal connectionhave been able to push others outof
the electoral race and to secure a‘ticket’ from major parties.
3. Some families tend to dominatepolitical parties; tickets are distributed to relatives from these families.
4. Very often elections offer littlechoice to ordinary citizens, forboth the major parties are quitesimilar to
each other both inpolicies and practice.
5. Smaller parties and independentcandidates suffer a hugedisadvantage compared to biggerparties.
SHORT QUESTIONS [3 MARKS]
Q.1. Mention the provisions laid down under the Model Code of Conduct to regulate the election
campaign.
Ans .According to the Model Code of Conduct, no party can: (i) Use any place of worship for election
propaganda. (ii) Use government vehicles, aircraft and officials for elections. 54 (iii) Once elections are
announced ministers shall not lay foundation stones of any projects, take any big policy decisions or
make any promises of providing public facilities.
Q2.What is the choices that voters make in an election?
Ans. In an election, the voters make many choices: (i) They can choose who will make laws for them.
(ii) They can choose who will form the government and take major decisions. (iii) They can choose the
party whose policies will guide the government and law-making.
Q.3.In which way does the Election Commission enjoy the same kind of independence as the judiciary?
Ans.The Election Commission enjoys the same kind of independence that the judiciary enjoys. The
Chief Election Commissioner (CEC) is appointed by the President of India. But once appointed, he is
not answerable to the President or the government. Even if the ruling party or the government does not
like what the Commission does, it is virtually impossible for it to remove the CEC. .
Q.4. Mention any three techniques of election campaign.
Ans. (i) Candidates contact their voters (ii) They address election meetings (iii) Use newspapers and TV
for publicity
Q.5 Discuss the importance of elections in a democracy.
Ans. Elections give people a chance to choose the representatives the government and policies they
prefer. The democratic way of selecting representatives can be had by holding elections. The voters can
make their choice.
Q.6. Discuss the importance of an election manifesto.
Ans.An election manifesto is a statement by a political party explaining its policies, saying what they
will do if they win the election.
LONG QUESTIONS [5MARKS]105
Q.1 state how the elections are held in India?
Ans.1-For elections, the country is divided into different areas called ‘electoral constituencies’. 2-The
voters who live in an area elect one representative. 3- For LokSabha elections, the country is divided
into 543 constituencies. 4-The representative elected from each constituency is called a Member of
Parliament (MP). Similarly, each state is divided into Assembly constituencies. In this case, the elected
representative is called the Member of Legislative Assembly (MLA).
Q.2.How can you say that very few Election Commissions in the world have such wide ranging powers
as the Election Commission of India?
Ans. (i) Election Commission takes decisions on every aspect of conduct and control of elections. (ii) It
implements the code of conduct and punishes any candidate or party that violates it. (iii) During the
election period, the EC can order the government to follow some guidelines, To prevent use and misuse
of governmental power to enhance its chances to win elections, Or to transfer some government
officials. (iv)When on election duty, government officers work under the control of the EC and not the
government.
Q.3 Explain how the outcome of elections is a final test of free and fair elections.
Ans. (i) The ruling parties routinely lose elections in India both at the national and state level. In fact, in
every two out of the three elections held so far, the ruling party lost. (ii) In the US, an incumbent or
‘sitting’ elected representative rarely loses an election. In 55 India, about half of the sitting MPs or
MLAs lose elections. (iii) Candidates who are known to have spent a lot of money on ‘buying votes’ and
those with known criminal connections often lose elections.
HOTS
Q.1. Why is there a provision of reservation of seats in the legislatures?
Ans.1-The constitution makers were worried that in an open electoral competition, certain weaker
sections may not stand a good chance to get elected to the Loksabha and State Legislative Assemblies.
2-They may not have the required resources, education and contacts to contest and win elections against
the more influential contestants. So seats are reserved for them in the legislature.
CHAPTER-5Working of Institutions
A Government Order
106
An order announces a major policy decision taken by the government for immediate implementation.
The Decision Makers
1. President is the head of the stateand is the highest formal authorityin the country.
2. Prime Minister is the head of thegovernmentand actually exercisesall governmental powers. He
takesmost of the decisions in theCabinet meetings.
3. Parliament consists of two Houses,LokSabha and RajyaSabha. The parliament makes important laws
to be followed by everyone.
A long chain of events before the passing of Government Order for OBC reservation.
1. The Government of India hadappointed the Second BackwardClasses Commission in 1979. It
washeaded by B.P. Mandal. Hence it waspopularly called the MandalCommission.
2. The Commission gaveits Report in 1980 and made manyrecommendations. One of these wasthat 27
per cent of government jobsbe reserved for the socially andeconomically backward classes.
3. For several years, manyparliamentarians and parties keptdemanding the implementation of
theCommission’s recommendations.
4. Then came the LokSabhaelectionof 1989. In its election manifesto, theJanata Dal promised that if
voted topower, it would implement theMandal Commission report.
5. TheJanata Dal did form the governmentafter this election. Its leader V. P.Singh became the Prime
Ministerand he implemented it.
Involvement of several political institutions in implementing OBC reservation (Mandal Commission
recommendations):
1. The President of India in hisaddress to the Parliamentannounced the intention of thegovernment to
implement theircommendations of the MandalCommission.
2. On 6 August 1990, the UnionCabinet took a formal decision toimplement the recommendations.
3. Next day Prime Minister V.P. Singhinformed the Parliament aboutthis decision through a statementin
both the Houses of Parliament.
4. The decision of the Cabinet wassent to the Department of Personneland Training. The senior officers
ofthe Department drafted an order in line with the Cabinet decision andtook the minister’s approval.
5. Anofficer signed the order on behalf ofthe Union Government. This washow OBC reservation bill
wasborn on August 13, 1990. Many approached the Supreme Court and the Supreme Court judgesin
1992 declared that this order of the Government of India was valid.
What are political Institutions? Need for Political Institutions in India
Several arrangements to provide social security, education, health and basic needs are made inall
modern democracies. Sucharrangements are called institutions.A democracy works well whenthese 107
institutions perform functionassigned to them.
1. The Parliament makes important laws foe the entire nation.
2. The Prime Minister and theCabinet are institutions that takeall important policy decisions.
3. The Civil Servants, workingtogether, are responsible for takingsteps to implement the
ministers’decisions.
4. Supreme Court is an institutionwhere disputes between citizensand the government are finallysettled.
What is Parliament?Why do we need a Parliament?
An assembly ofelected representatives which exercisessupreme political authority onbehalf of the
people. In India such anational assembly of electedrepresentatives is called Parliament.
1. Parliament is the final authority formaking laws in any country.Parliamentsall over the world can
make newlaws, change existing laws, orabolish existing laws and makenew ones in their place.
2. Parliaments all over the worldexercise some control over thosewho run the government. In
somecountries like India this control isdirect and full.
3. Parliaments control all the moneythat governments have. In mostcountries the public moneycan be
spent only when theParliament sanctions it.
4. Parliament is the highest forum ofdiscussion and debate on publicissues and national policy in
anycountry. Parliament can seekinformation about any matter.
Two Houses of Parliament
1. In our country, the Parliamentconsists of two Houses. The twoHouses are known as the Council
ofStates (RajyaSabha) and the Houseof the People (LokSabha).
2. The total number of elected members of LokSabha is 543+2 Anglo Indian nominated members.The
total number of members of RajyaSabha is 238+12 nominated members.
3. Members of LokSabha are electedby the people. Members of RajyaSabha are elected by the MLAs
and MPs.
4. The length of the term of LokSabha members is 5 years.The length of the term of RajyaSabha
members is 6 years
5. LokSabha can be dissolved but Raya Sabha is permanent and only the members retire.
How does LokSabha exercise supreme power than RajyaSabha?
1. Any ordinary law needs to bepassed by both the Houses. But ifthere is a difference between thetwo
Houses, the final decision istaken in a joint session in whichthe view of the LokSabha is likely to
prevail.108
2. LokSabha exercises more powersin money matters. Once the LokSabha passes the budget of
thegovernment or any other moneyrelated law, the RajyaSabhacannot reject but can only delay it by 14
days.
3. Most importantly, the LokSabha controls the Council of Ministers. Only a person who enjoys the
support of the majority of the members in the LokSabha is appointed the Prime Minister.
4. If the majority of the LokSabha members say they have ‘no confidence’ in the Council of Ministers,
all ministers including the Prime Minister, have to quit. TheRajyaSabha does nothave this power.
Executive
At different levels of anygovernment we find functionarieswho take day-to-day decisions and implement
those decisions onbehalf of the people. All thosefunctionaries are collectively knownas the executive.
Political and PermanentExecutive
1. Politician who is elected by the people for a specific period is called thepolitical executive. Political
leaderswho take the big decisions fall in thiscategory.
2. Officers who are appointed on a long-term basis based on their qualification and experience. They are
called the permanentexecutive or civil servants. They remain in officeeven when the ruling party
changes.
Why does the political executive have more power than the non-political executive? OR
Why is the minister more powerful than the civil servant?
1. In a democracy the will of the people is supreme. The minister is elected by the people and thus
empowered to exercise the will of the people on their behalf.
2. The Minister is finallyanswerable to the people for all theconsequences of her decision. Thatis why
the minister takes all the finaldecisions.
3. The minister decides theoverall framework and objectives inwhich decisions on policy should
bemade.
4. The minister is notexpected to be an expert in thematters of her ministry. Theminister takes the advice
of experts on alltechnical matters.
5. The experts can tell the route, but the minister with a larger view decidesthe destination.
Council of Ministers and Types of ministers:
Council of Ministers is the officialname for the body that includes allthe Ministers. It usually has 60
to80 Ministers of different ranks.
1. Cabinet Ministers are usually top-level leaders of the ruling party or parties who are in charge of
themajor ministries. Usually theCabinet Ministers meet to takedecisions in the name of theCouncil of 109
Ministers.
2. Ministers of State with independentcharge are usually in-chargeof smaller Ministries. Theyparticipate
in the Cabinet meetingsonly when specially invited.
3. Ministers of State or Deputy Ministersareattachedto and required to assist CabinetMinisters in their
work.
Prime Minister and Powers of the Prime Minister
Prime Minister is the most important political institutionin the country.ThePresident appoints the leader
of themajority party or the coalition ofparties that commands a majorityin the LokSabha, as Prime
Minister.
1. Ashead of the government, the PrimeMinister has wide ranging powers.
2. He chairs Cabinet meetings. He coordinates the work of differentDepartments. His decisions are
finalin case disagreements arise betweenDepartments.
3. He exercises generalsupervision of different ministries .All ministers work under hisleadership.
4. The Prime Ministerdistributes and redistributes workto the ministers. He also has thepower to dismiss
ministers.
5. Whenthe Prime Minister quits, the entireministry quits.The Cabinet is the most powerful institution in
India and withinthe Cabinet the Prime Ministerwho is the most powerful.
Prime Ministerial form of government.
Thepowers of the Prime Minister in allparliamentary democracies of theworld have increased so much
inrecent decades that parliamentarydemocracies are seen asPrime Ministerial form ofgovernment.
The President and Powers of the President:
The President isthe head of the State. The Presidentof India is like the Queen of Britainwhose functions
are to a large extentceremonial. The President is elected by all the Members of Parliament (MPs) and
Members of State Legislative Assemblies (MLAs).
1. The President supervisesthe overall functioning of all thepolitical institutions in the country sothat
they operate in harmony toachieve the objectives of the state.
2. All governmental activities takeplace in the name of the President.All laws and major policy
decisionsof the government are issued in hername.
3. All major appointments aremade in the name of the President.These include the appointment ofthe
Chief Justice of India, theJudges of the Supreme Court andthe High Courts, theGovernors, the
ElectionCommissioners, ambassadors to other countries, etc.
4. All internationaltreaties and agreements are made inthe name of the President.
5. ThePresident is the supreme commanderof the defense forces of India.President exercises all these 110
powersonly on the advice of the Council ofMinisters.
What is Judiciary?
All thecourts at different levels in a countryput together are called the judiciary.The Indian judiciary
consists of aSupreme Court for the entire nation ,High Courts in the states, DistrictCourts and the courts
at local level.
Types of cases or disputes handled by the courts:
1. Cases Between citizens of the country.
2. Cases between citizens and government.
3. Cases between two or more stategovernments; and
4. Cases between governments at the unionand state level.
Powers of the Supreme Court and High Court
1. Supreme Court is the highest court of appeal incivil and criminal cases. It can hearappeals against the
decisions of theHigh Courts.
2. The Supreme Court and the HighCourts have the power to interpretthe Constitution of the country.
Theycan declare invalid any law of thelegislature if they find sucha law or action is against
theConstitution.
3. The Supreme Court candetermine the Constitutional validityof any legislation or action of
theexecutive in the country, when it ischallenged before them. This isknown as thejudicial review.
4. The powers and the independence of the Indian judiciary allow it to act as the guardian of the
Fundamental Rights. We shall see in the next chapter that the citizens have a right to approach the courts
to seek remedy in case of any violation of their rights
5. Courts have given severaljudgments and directives to protectpublic interest and human rights.Anyone
can approach the courts ifpublic interest is hurt by the actionsof government. This is called publicinterest
litigation.
Independence of the judiciary
1. Independence of the judiciarymeans that it is not under thecontrol of the legislature or theexecutive.
The judges do not act onthe direction of the government or according to the wishes of the partyin power.
2. The judges of the SupremeCourt and the High Courts areappointed by the President on theadvice of
the Prime Minister and inconsultation with the Chief Justiceof the Supreme Court. Once aperson is
appointed as judge of theSupreme Court or the High Court it is nearly impossible to remove himor her
from that position.
3. A judge can be removedonly by an impeachment motionpassed separately by two-thirdsmembers of
the two Houses of theParliament111
SHORT ANSWER TYPE QUESTIONS [3 MARKS]
Q.1. Who appoints the Prime Minister and the Council of Ministers, and on what basis?
Ans.The Prime Minister is appointed by the President. But he cannot appoint anyone he likes. He
appoints the leader of the majority party or the coalition of the parties that commands a majority in the
LokSabha, as Prime Minister. In case no single party or alliance gets a majority, the President appoints
the person most likely to secure a majority support.
Q2. In which way do the cabinet ministers exercise more powers than the other ministers?
Ans. Cabinet ministers are the top-level leaders of the ruling party or parties, and are in charge of the
major ministries. Ministers of state with independent charge are on the other hand usually in-charge of
smaller ministries. The decisions are taken in cabinet meetings and the other ministers have to follow
these decisions. They attend the cabinet meeting only if they are invited.
Q.3. State how the delays and complications introduced by the institutions are very useful in a
democracy?
Ans. Working with institutions involves rules and regulations, meetings, committees and routines, often
leading to delays and complications. But some of these delays are very useful as they provide an
opportunity for a wider set of people to be consulted in any decision. They make it difficult to rush
through a bad decision
Q.4. How has the rise of coalition politics imposed constraints on the power of the Prime Minister?
Ans.The Prime Minister of a coalition government cannot take decisions as he likes. He has to
accommodate different groups and factions in his party as well as among alliance partners. He also has
need to the views and positions of the coalition partners and other parties, on whose support the survival
of the government depends.
Q.5. Why is an independent and powerful judiciary considered essential for democracies?
Ans. Independence of the judiciary is essential in a democracy so that it does not act under the control and direction of the legislature or the executive. The judges do not act according to the wishes of the government, i.e. the party in power. Indian Judiciary is powerful in the sense that it can declare only law invalid if it is against the constitution. Thus Indian judiciary acts as a guardian of the Fundamental Rights which is essential for a democracy. .Q6. Discuss the powers and functions of the Parliament.
Ans. Parliament is the final authority for making laws in the country. It can also change laws and make
new ones in their place. It exercises control over those who run the government. In India this control is
direct and full. If also controls all the money that the government has. It is the highest forum of
discussion and debate on public issues and national policies.
LONG ANSWER TYPE QUESTIONS [5 MARKS]
112
Q.1. Write about some of the activities involved in governing a country.
Ans.1- Governing a country involves various activities. For example, the government is responsible for
ensuring security to the citizens and providing facilities for education and health to all. 2-It collects
taxes and spends the money thus raised on administration, defence and development programmes. 3-It
formulates and implements several welfare schemes. Some persons have to take decisions on how to go
about these activities. Others have to implement these decisions. 4-It is also important that these
activities keep taking place even if the persons in key positions change.
Q.2.In which ways does the Parliament exercise political authority on behalf of the people?
Ans. (i) Parliament can make new laws, change existing laws, or abolish existing laws and make new
ones in their place. (ii) Those who run the government can take decisions only so long as they enjoy
support of the Parliament. (iii) Parliament controls all the money that government has. Public money can
be spent only when the Parliament sanctions it. (iv)Parliament is the highest forum of discussion and
debate on public issues and national policy.
Q.3. Describe the ways in which LokSabha is more powerful than RajyaSabha.
Ans. (i) An ordinary law has to pass through both LokSabha and RajyaSabha. In case of differences, a joint session is held. Since LokSabha has larger number of members will prevail. (ii) LokSabha exercises more powers in money matters. Once it passes the budget or the money bills, the Rajya cannot reject it. It can delay it by 14 days or suggest changes in it. The LokSabha may or may not accept these changes. (iii) LokSabha controls the Council of Ministers. If the majority of LokSabha members say they have no confidence in the Council of Ministers, all ministers including the Prime Minister, have to quit. RajyaSabha does not have this power. HOTS
Q.1. Even though civil servants are far more educated and has expert knowledge on various subjects, why does the ultimate power to decide matters lie with the ministers? Ans.1-A minister is elected by the people and thus empowered to exercise the will of the people on their behalf. 2-They are finally answerable to the people for all the consequences of her/his decision. The Minister is not expected to be an expert in the technical matters of her or his ministry. 3-The civil servants, though far more educated, work under these ministers and the final decisions are taken by the ministers.
CHAPTER-6
DEMOCRATIC RIGHTS
Violation of Citizens’ rights by the USA
1. About 600 people were secretly picked up by the US forces from all over the world and put in a
prison in Guantanamo Bay, an area near Cuba controlled by America’s Navy.
2. The American government said that they were enemies of the US and linked to the attack on New
113
York on 11 September 2001.
3. Families of prisoners, media or even UN representatives were not allowed to meet them. The US
army arrested them, interrogated them and decided to keep them there. There was no trial before any
magistrate in the US
4. Amnesty International, an international human rights organisation, collected information on the
condition of the prisoners in Guantanamo Bay and reported that the prisoners were being tortured in
ways that violated the US laws.
5. Prisoners were not released even after they were officially declared not guilty. An independent
inquiry by the UN supported these findings. The UN Secretary General said the prison in Guantanamo
Bay should be closed down. The US government refused to accept these pleas.
Violation of Citizens’ Rights in Saudi Arabia
1. The country is ruled by a hereditary king and the people have no role in electing or changing their rulers.2. The king selects the legislature as well as the executive. He appoints the judges and can change any of their decisions.3. Citizens cannot form political parties or any political organisations. Media cannot report anything that the monarch does not like.4. There is no freedom of religion. Every citizen is required to be Muslim. Non-Muslim residents can
follow their religion in private, but not in public.
5. Women are subjected to many public restrictions. The testimony of one man is considered equal to
that of two women.
Violation of Citizens’ Rights in Yugoslavia (Kosovo)
1. Kosovo was a province of Yugoslavia before its split. In this province the population was
overwhelmingly ethnic Albanian muslims. But in the entire country, Serbs(Christians) were in majority.
2. A narrow minded Serb nationalist Milosevic had won the election. His government was very hostile
to the Kosovo Albanians. He wanted the Serbs to dominate the country. Many Serb leaders thought that
Ethnic minorities like Albanians should either leave the country or accept the dominance of the Serbs.
3. 74-year-old BatishaHoxha was sitting in her kitchen with her 77- year–old husband Izet, staying
warm by the stove. She knew, five or six soldiers had burst through the front door and were demanding
her children.
4. They shot Izet three times in the chest. When her husband dying, the soldiers pulled the wedding ring
off and even before she comes out of the house they burnt her house.
5. This was typical of what happened to thousands of Albanians in that period. This was one of the worst
114
instances of killings based on ethnic prejudices in recent times. Finally Milosevic lost power and was
tried by an International Court of Justice for crimes against humanity.
What are rights?
Rights are reasonable claims of persons recognised by society and sanctioned by law.
Why do we need rights in a democracy? (OR) Rights are necessary for the very sustenance of a
democracy.
1. In a democracy every citizen has to have the right to vote and the right to be elected to
government.
2. For democratic elections to take place it is necessary that citizens should have the right to express
their opinion, form political parties and take part in political activities.
3. Rights protect minorities from the oppression of majority. They ensure that the majority cannot do
whatever it likes. Rights are guarantees which can be used when things go wrong.
4. The government should protect the citizens’ rights. But sometimes elected governments may not
protect or may even attack the rights of their own citizens.
5. That is why some rights need to be placed higher than the government, so that the government
cannot violate these. In most democracies the basic rights of the citizen are written down in the
constitution.
What is Right to Equality? How does it apply in providing equality, liberty and justice to Indians?
1. Right to equality means that the laws apply in the same manner to all, regardless of a person’s
status. This is called the rule of law. Rule of law is the foundation of any democracy.
2. It means that no person is above the law. There cannot be any distinction between a political leader, government official and an ordinary citizen.3. The government shall not discriminate against any citizen on grounds of religion, caste, ethnicity, sex or place of birth.4. Every citizen shall have access to public places like shops, restaurants, hotels, and cinema halls.
Similarly, there shall be no restriction with regard to the use of wells, tanks, bathing Ghats, roads,
playgrounds and places of public resorts maintained by government or dedicated to the use of general
public.
5. The same principle applies to public jobs. All citizens have equality of opportunity in matters
relating to employment or appointment to any position in the government. No citizen shall be
discriminated against or made ineligible for employment on the grounds mentioned above.
6. The Constitution mentions one extreme form of social discrimination, the practice of
untouchability, and clearly directs the government to put an end to it. The practice of untouchability has
been forbidden in any form.115
What is Right to Freedom? What are the kinds of freedom given to the Indians?
Right to Freedom means absence of interference in our affairs by others – be it other individuals
or the government.
1. Indian Constitution gives the right to Freedom of speech and expression
2. Right to Freedom to assemble in a peaceful manner
3. Right to Freedom to form associations and unions
4. Right to Freedom to move freely throughout the country
5. Right to Freedom to reside in any part of the country
6. Right to Freedom to practice any profession, or to carry on any occupation, trade or business.
7. Citizens have the freedom to hold meetings, processions, rallies and demonstrations on any issue.
8. Your freedoms should not cause public nuisance or disorder. You are free to do everything which
injures no one else
Rules to be followed by the government or police officer when arrest or detain any citizen
1. A person who is arrested and detained in custody will have to be informed of the reasons for such
arrest and detention.
2. A person who is arrested and detained shall be produced before the nearest magistrate within a
period of 24 hours of arrest.
3. Such a person has the right to consult a lawyer or engage a lawyer for his defense.
4. Such a person not be tortured or beaten.
5. Such a person to be allowed to meet his family members and relatives.
Right against Exploitation (What are three specific evils which are declared illegal in the constitution?)
1. Constitution makers thought it was necessary to write down certain clear provisions to prevent exploitation of the weaker sections of the society. The Constitution mentions three specific evils and declares these illegal.2. First, the Constitution prohibits ‘traffic in human beings’. Traffic here means selling and buying of human beings, usually women, for immoral purposes.3. Second, our Constitution also prohibits forced labour or begar in any form. ‘Begar’ is a practice
where the worker is forced to render service to the ‘master’ free of charge or at a nominal remuneration.
4. Constitution also prohibits child labour. No one can employ a child below the age of fourteen to
work in any factory or mine or in any other hazardous work, such as railways and ports.
5. Using this as a basis many laws have been made to prohibit children from working in industries
such as beedi making, firecrackers and matches, printing and dyeing.
How is Right to Freedom of Religion practiced in India?
1. Secularism is based on the idea that the state is concerned only with the relation between human
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beings and God. A secular state is one that does not establish any one religion as official religion.
2. Every person has a right to profess, practice and propagate the religion he or she believes in. Every
religious group or sect is free to manage its religious affairs. A right to propagate one’s religion,
however, does not mean that a person has right to compel another person to convert into his religion by
means of force, fraud, inducement or allurement.
3. Freedom to practice religion does not mean that a person can do whatever he wants in the name of
religion. For example, one cannot sacrifice animals or human beings as offerings to supernatural forces
or gods. Religious practices which treat women as inferior are not allowed.
4. Discrimination against people on the basis of religion is not allowed. Thus the government cannot
compel any person to pay any taxes for the promotion or maintenance of any particular religion or
religious institution.
5. There shall be no religious instruction in the government educational institutions. In educational
institutions managed by private bodies no person shall be compelled to take part in any religious
instruction or to attend any religious worship.
What are the guarantees given under the Cultural and Educational Rights?
1. The language, culture and religion of minorities that needs special protection. Otherwise, they may
get neglected or undermined by the majority. That is why the Constitution specifies the cultural and
educational rights of the minorities.
2. Any section of citizens with a distinct language or culture has a right to conserve it.
3. Admission to any educational institution maintained by government or receiving government aid
cannot be denied to any citizen on the ground of religion or language.
4. All minorities have the right to establish and administer educational institutions of their choice.
5. Here minority does not mean only religious minority at the national level. In some places people
speaking a particular language are in majority; people speaking a different language are in a minority.
How can we secure the fundamental rights? (Right to Constitutional Remedies)
1. The fundamental rights in the Constitution are important because they are enforceable. We have a
right to seek the enforcement of the above mentioned rights. This is called the Right to Constitutional
Remedies.
2. This is a Fundamental Right. This right makes other rights effective. It is possible that sometimes
our rights may be violated by fellow citizens, private bodies or by the government. When any of our
rights are violated we can seek remedy through courts.
3. If it is a Fundamental Right we can directly approach the Supreme Court or the High Court of a
state. That is why Dr. Ambedkar called the Right to Constitutional Remedies, ‘the heart and soul’ of our 117
Constitution.
4. Courts also enforce the Fundamental Rights against private individuals and bodies. The Supreme
Court and High Courts have the power to issue directions, orders or writs for the enforcement of the
Fundamental Rights.
5. Fundamental Right, if it is of social or public interest. It is called Public Interest Litigation (PIL).
Under the PIL any citizen or group of citizens can approach the Supreme Court or a High Court for the
protection of public interest against a particular law or action of the government.
EXPANDING SCOPE OF RIGHTS (Constitutional Rights)
1. While Fundamental Rights are the source of all rights, our Constitution and law offers a wider
range of rights. Over the years the scope of rights has expanded. From time to time, the courts gave
judgments to expand the scope of rights.
2. Now school education has become a right for Indian citizens. The governments are responsible for
providing free and compulsory education to all children up to the age of 14 years.
3. Parliament has enacted a law giving the right to information to the citizens. We have a right to
seek information from government offices.
4. Recently the Supreme Court has expanded the meaning of the right to life to include the right to
food.
5. The right to property and right to vote in elections are important constitutional rights.
Constitution of South Africa guarantees its citizens several kinds of new rights:
1. Right to privacy, so that citizens or their home cannot be searched, their phones cannot be tapped,
their communication cannot be opened.
2. Right to an environment that is not harmful to their health or wellbeing.
3. Right to have access to adequate housing.
4. Right to have access to health care services, sufficient food and water; no one may be refused
emergency medical treatment.
Human right activists all over the world seek a set of rights as a standard of human rights. These include:
1. Right to work: opportunity to everyone to earn livelihood by working.
2. Right to safe and healthy working conditions, fair wages that can provide decent standard of living
for the workers and their families
3. Right to adequate standard of living including adequate food, clothing and housing.
4. Right to social security and insurance.
5. Right to health: medical care during illness, special care for women during childbirth and prevention 118
of epidemics
6. Right to education: free and compulsory primary education, equal access to higher education.
SHORT ANSWER TYPE QUESTIONS [3 MARKS]
Q.1. Describe in detail the cultural and educational rights of the minorities as provided in the Indian
constitution
Ans.The language, culture and religion of minorities need protection otherwise they may get neglected
or undermined under the impact of the language, culture and religion of the majority. All minorities have
the right to establish and administer educational institutions of their choice
.Q.2. Explain what is meant by ‘Rule of Law’.
Ans. Rule of law means equality before the law or equal protection of the laws. It means that the laws
apply in the same manner to all, regardless of a person’s status. Rule of law is the foundation of any
democracy. It implies that no person is above the law. There cannot be any distinction between a
political leader, government official and ordinary citizen.
Q.3. Mention the freedoms provided under the ‘Right to Freedom’?
AnsUnder the Right to Freedom, the Indian constitution guarantees six freedoms. These are:
(i) Freedom of speech and expression (ii) Freedom to assemble peacefully without arms
(iii) Freedom to form associations and unions (iv) Freedom to move freely throughout the country
(v) Freedom to reside in any part of the country and,
(vi Freedom to practise any profession, or to carry on any occupation, trade or business.
Q.4What does the term ‘minority’ refer to under the Cultural and Educational Rights?
Ans.Here minority does not mean only religious minority at the national level. In some places, people
speaking a particular language are in majority; people speaking a different language are in a minority.
For example, Telugu-speaking people form a majority in Andhra Pradesh but they are a minority in
Karnataka. Sikhs constitute a majority in Punjab, but they are a minority in Rajasthan, Haryana and
Delhi.
.Q.5. Give some examples with regard to the expansion of the scope of rights for the citizens.
Ans. Certain rights like right to freedom of press, right to information, and right to education are derived
from the Fundamental Rights. Recently school education has become a right for Indian citizens.
Parliament has passed a law giving the right to information to the citizens. Under the direction of the
Supreme Court, right to life now includes the right to food. Right to property is not a Fundamental Right
but it is a legal right. Right to vote in elections is an important constitutional right.
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Q.6. Explain the 'Right to Equality' enjoyed by the citizens of India. What is its importance?
Ans All citizens irrespective of caste, colour, region, religion ethnicity, sex or place of birth are equal
before the law. There shall be no discrimination against any citizen. All citizens shall have equal
opportunity in matters of employment. This is what the 'Right to Equality' means.
He wanted that ethnic minorities like Albanians should either leave the country or accept the dominance
of the Serbs. The massacre was carried out by the army under the direction of the government .
LONG ANSWER TYPE QUESTIONS [5 MARKS]
Q.1. Explain the provisions included in the Right against Exploitation?
Ans- 1-Once the right to liberty and equality is granted it follows that every citizen has a right to not to
be exploited yet the constitution makers thought it was necessary to write down certain clear provisions
to prevent exploitation of the weaker sections of the society.
2-The constitution mentions three weaker sections of the society.
3-The constitution mentions three evils and declares these as illegal.
4-First, the constitution prohibits traffic in human beings, i.e., selling and buying of human beings.
5-Secondly, it prohibits ‘‘begar’’ or forced labour in any form.
Finally the constitution prohibits child labour. No one can employ a child below the age of fourteen to
work in a factory or mine.
Q.2. Mention the provisions of the Cultural and Educational Rights.
Ans 1- For the simple reason that the working of democracy gives power to the majority; it is the
language, culture and religion of minorities that needs special protection. Therefore, the cultural and
educational rights of the minorities are specified in the constitution.
2-Any section of citizens with a distinct language or culture has a right to conserve it.
3-Admission to any educational institution maintained by government or receiving government aid
cannot be denied to any citizen on the ground of religion or language.
4-All minorities have the right to establish and administer educational institutions of their choice.
5-Full compensation has to be paid if the state seeks to acquire the property of a minority educational
institution.
Q.3. Explain what is meant by the ‘Right to Constitutional Remedies’?
Ans. 1-Rights guaranteed by the constitution are useless if there are no special provisions to guarantee
them.
2-The Fundamental Rights in the constitution are enforceable. We have the right to seek the enforcement
of these rights by moving to the High Courts or the Supreme Court. This is called the Right to 120
Constitutional Remedies which is provided by Article 32 of the constitution.
3-This itself is a Fundamental Right. This right makes other rights effective. It is possible that
sometimes our rights may be violated by fellow citizens, private bodies or by the government.
4-When any of the rights are violated we can seek remedy through a court. If it is a Fundamental Right
we can directly approach the Supreme Court or the High Court of a state.
5- Dr. Ambedkar called the Right to Constitutional Remedies (Article 32) the ‘heart and soul’ of our
constitution. There can be no law or action that violates the Fundamental Rights. Such a law can be
declared null and void by the Supreme Court.
Q.4.What can a person do in case of the violation of Fundamental Rights? What is PIL and how does it
work?
Ans.1-In case of any violation of Fundamental Right, the aggrieved person can approach the High Court
or the Supreme Court for remedy.
2- Moreover any person can go to court against the violation of the Fundamental Right, if it is of social
or public interest. It is called the Public Interest Litigation (PIL).
3-Under this any citizen or group of citizens can approach the Supreme Court or the High Court for the
protection of public interest against a particular law or action of the government.
4-One can write to the judges even on a postcard. The court will take up the matter if the judges find.
HOTS
Q.1. Are the reservations provided to the Scheduled Castes, Scheduled Tribes and OBCs against the
Right to Equality? Give reasons.
Ans.1-These reservations are not against the Right to Equality.
2-In a broader sense, equality does mean giving everyone the same treatments, no matter what they
need.
3-Equality means giving everyone an equal opportunity to achieve whatever one is capable of.
Sometimes, it is necessary to give job reservations to socially and economically backward sections of
the society to ensure equal opportunity.
4-The constitution says that reservations of this kind are not a violation of the Right to Equality.
2-The NHRC cannot by itself punish the guilty – that is the responsibility of the courts. The NHRC 121
makes an independent and credible inquiry into any case of violation of human rights.
3-The commission presents its findings and recommendations to the government or intervenes in the
court on behalf of the victims.
4- Like any court, it can summon witnesses, question any government official, demand any official
paper, visit any prison for inspection or send its own team for on-the-spot inquiry
CHAPTER : 3. POVERTY AS A CHALLENGEMeaning of Poverty:
Usually the levels of income and consumption are used to define poverty. In India, poverty has been defined as a situation in which a person fails to earn income sufficient to buy him bare means of subsistence.
Other Indicators of Poverty: Now poverty is looked through other indicators too like illiteracy level, lack of access to health care, lack of job opportunities, lack of access to safe drinking water, sanitation,
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etc. Nowadays, the concept of social exclusion is becoming very common in the analysis of poverty.Social exclusion: According to this concept , poverty must seen in terms of poor having to live only in poor surroundings with other poor , excluded from enjoying social equality of better off people in better surroundings. Social exclusion can be both a cause as well as a consequence of poverty.Vulnerability to poverty: It is a measure, which describes the greater possibility of certain communities or individuals of becoming, or remaining poor in the coming years.Poverty line: An imaginary line used to find out the people who are able to meet their basic need and who are not able.Two methods to calculate poverty line:
a) Income methodb) Consumption method
Food requirement of the people in terms of calories: a) Rural areas 2400 calories per person per dayb) Urban areas 2100 calories per person per day
Poverty line fixed in India in 2000a) Rs. 328 per person in rural areasb) Rs. 454 per person in urban areas
Poverty line is estimated periodically by conducting sample surveys carried out by NSSO(National Sample Survey Organisation)Estimates of Poverty: The incidence of poverty in India was around 55 per cent in 1973 which declined to 36 per cent in 1993 and further to 26 per cent in 2000. Social groups which are most vulnerable to poverty are Scheduled Caste and Scheduled Tribe households. Economic group vulnerable to poverty include agricultural labour households and urban casual labour householdsInequality of Incomes within a Family: In poor families, old people, women and female children are denied equal access to family’s available resources. They are the poorest of the poor. Inter-State Disparities: The proportion of poor people is not the same in every state. In 20 states and union territories the poverty ratio is less than the national average. Orissa and Bihar are the poorest states of India with poverty ratios of 47 per cent and 43 per cent respectively. Lowest incidence of poverty is found in Jammu and Kashmir with poverty ratio of just 3.5 per cent. Global Poverty Scenario: There has been substantial decline in global poverty. However, it is marked with great regional differences. Poverty has declined more in China and South-East Asian countries. In south Asia fall in poverty rate is not rapid. In Sub Sahara Africa it is showing an increasing tendency. In Latin America it is remaining same and poverty resurfaced in the former socialist countries,Causes of Poverty in India: There are a number of causes for the widespread poverty in India. These are :Rapid growth of population, particularly among the poor is considered a major cause of Indian poverty. Our agricultural sector has failed to generate much employment opportunities for the farm labourers. Similarly, our industries could not provide much job for the job seekers. Unequal distribution of land and other resources. Various land reform measures introduced after Independence could not improve the life of millions of rural poor because of their poor implementation.
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Social and cultural factors: People in India, including the very poor, spend a lot of money on social occasions like marriages, festivals, etc. Poor people hardly have any savings; they are, thus forced to borrow. Unable to pay because of poverty, they became victims of indebtedness. Joint family system has prevented people from doing hard work. Steps taken by the Government for Poverty Alleviation Our government’s strategy to poverty reduction has been twofold.
1) promotion of economic growth 2) Targeted poverty alleviation programmes.
Poverty Alleviation Programmes: To address the poor, a need for targeted anti-poverty programmes was strongly felt. Some such programmes introduced in India are given below: 1. Prime Minister RojgarYojana (PMRY) :The aim of this programme (which was started in 1993) was to create self-employment opportunities for educated unemployed youth in rural areas and small towns. 2. Rural Employment GenerationProgramme (REGP) : REGP was launched in 1995 to create self-employment opportunities in rural areas. 3.SwarnaJayanti Gram SwarojgarYojana (SGSY) :SGSY was started in 1999. The programme aims at bringing the assisted poor families above the poverty line. 4.PradhanMantriGramodayaYojana (PMGY) was launched in 2000. 5.Antyodaya Anna Yojana (AAY) for ‘the poorest of poors’ and elders. 6. National Food for Work Programme (NFWP) was launched in 2004. 7. National Rural Employment Guarantee Act (NREGA) was passed in September 2005. The Act provides 100-days assured employment every year to every rural household in 200 districts.Later the scheme is extended to all districts.1/3 of the proposed jobs are reserved for womenequality
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SHORT ANSWER TYPE QUESTIONS (3 MARKS) 1. Explain how poverty begets more poverty? Ans. Poverty begets more poverty. It is both a cause as well as consequence of poverty. A poor country cannot save much out of its national income. As a result, it suffers from capital deficiency which adversely affects the level of production and income in the country. 2. Explain the concepts of :(a) Social exclusion (b) Vulnerability Ans. (a) Social Exclusion: According to this concept, poverty must be seen in terms of the poor who have to live only in a poor surroundings with other poor people. Poor people are excluded from better surroundings with better-off people. For example, in India people belonging to certain castes are excluded from equal opportunities. (b) Vulnerability: There is a greater possibility of remaining poor in case of certain communities (such as members of a backward classes, widows, physically handicapped persons). These groups of people face greater risks at the time of natural disasters (earthquakes, tsunami). Thus vulnerability describes the greater possibility of being adversely affected in comparison of other people in odd times. 3. Mention any three features of the National Rural Employment Guarantee Act, 2005? Ans. National Rural Employment Guarantee Act, 2005 was passed in September 2005 with the following features:(i) It provides 100-days assured employment every year to every rural household with the reservation for one-third of the proposed jobs for women. (ii) The central governmentwillestablisha National Employment Guarantee Fund for Women and state governments will establish State Employment Guarantee Funds for implementation of the scheme. (iii) an applicant is not provided employment within 15 days, he/she will get daily unemployment allowance. 4.Explain any three major causes for poverty in India? Ans. Major causes for poverty in India are:(i) Huge income inequalities make it difficult for the government policies to implement properly for poverty elimination. Therefore income inequality is a major cause of poverty in India. (ii) Destruction of traditional Indian handicrafts and textile industries by British colonial administration is another major cause of poverty. (iii) In order to fulfill social obligations and observe religious ceremonies, the poor spend a lot of money. Poor people borrow money for different reasons and become the victims of indebtedness. 5. How is poverty estimated in India? Ans.While determining the poverty line in India, a minimum level of food requirement, clothing, footwear, fuel and light, educational and medical requirement etc. are determined for subsistence. (i) The calorie requirement depending upon the age, sex, area and type of work is the way of estimating poverty. Average calorie requirement in India is fixed at 2400 calories per person per day in rural areas and 2100 per person per day in urban areas.
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(ii) Monetary expenditure per capita needed is also a way of estimating poverty. In the year 2000, poverty line for a person was fixed at Rs 328 per month for the rural areas and Rs 454 for the urban areas. 6.What are the social and economic indicators of poverty?Ans: Levels of income, Consumption, Illiteracy level, lack of general resistance due to malnutrition, lack of access to health care, lack of job opportunity, lack of access to safe drinking water and sanitation.
LONG ANSWER TYPE QUESTIONS (5 MARKS) 1. What are the main features of poverty in India?
Ans.Followingare the main features of poverty in India. (i) Declining Trend: The proportion of people below poverty line in India had variations. Poverty ratio increased during the decade of the 1970s. It decreased sharply during the decade of the 1980s. During the decade of 1990s, there was first a rise following the period of economic reforms and then a fall in the incidence of poverty. Since 1993-94, the total number of the poor shows a declining trend. (ii) Inter-State Variations: Poverty is not equally distributed throughout the country. A recent study shows that more than 90 per cent of India’s rural poor live in the states of Andhra Pradesh, Orissa, Bihar, Madhya Pradesh, Karnataka, Maharashtra, Rajasthan, Tamil Nadu, Uttar Pradesh and West Bengal. Further, 50 per cent of India’s rural poor live in three states (namely, Bihar, Madhya Pradesh and Uttar Pradesh). As against this, the poverty ratio in the states of Jammu and Kashmir, Gujarat, Kerala, Punjab and Haryana is quite low. (iii) Nature of Poverty: Poverty is visible both in our rural and urban areas. The rural poor consist of people of low castes and tribal groups. The major group of the poor includes landless agricultural labourers, small and marginal farmers, rural artisans, etc. In the urban sector, the poor include largely unemployed, underemployed or persons employed in low productivity occupations such as rickshawpullers, cobblers, and street vendors. 2. Describe in brief the important poverty alleviation programmes undertaken by the Government of India? Ans.The important poverty alleviation programmes which are in operation in rural and urban areas are :(i) Prime Minister RojgarYojana (PMRY): PMRY was launched on 2 October 1993. The aim of this programme is to create self-employment opportunities for educated youth in rural areas and small towns. They are helped in setting up small business and industries. (ii) SwarnaJayanti Gram SwarojgarYojana (SGSY) :SGSY was launched on 1 April, 1999. It aims at promoting enterprises at the village level. It helps the rural people to organise themselves into self-help groups. The objective of SGSY is to bring the existing poor families above the poverty line by providing them income generation assets through a mix of bank credit and government subsidy. (iii) PradhanMantriGramodayaYojana (PMGY) :PMGY was introduced in 2000. Its objective is to focus on village level development in five critical areas, that is, primary health,
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primary education, rural shelter, rural drinking water and rural roads. As a result of this, the quality of life of rural people will improve. (iv) SampoornaGrameenRojgarYojana (SGRY) :Thisprogramme was launched in September 2001. The objectives of this scheme are:(a) to provide wage employment along with food security in the rural areas. (b) to create durable community, social and economic assets. The ongoing Employment Assurance Scheme and JGSY would be merged with SGRY. (v) National Rural Employment Guarantee Act (NREGA):NREGA was passed in September 2005. The Act provides for 100-days assured employment to every rural household in 200 districts. Later, the scheme will be extended to 600 districts. However, the results of these programmes have not been very effective. One of the major reasons for their less effectiveness is the lack of proper implementation and right targeting. Also, there has been overlapping of schemes. Therefore, the major emphasis in recent years is on their proper monitoring. 3. There is strong link between Economic Growth and Poverty Reduction. Comment.Economic growth widens opportunities and provides the resources needed to invest in human development. It also encourages people to send their children including girl child to schools in the hope of getting better economic returns from investing in education. However the poor may not be able to make direct advantage from the opportunities created by the economic growth. Moreover growth in the agriculture sector is much below the expectation and it affects the poor people who depend on agriculture.4. What is meant by 'vulnerability' to poverty? Which economic categories are more vulnerable to poverty in India? Ans.Vulnerability to poverty: It is a measure which describes the greater probability of certain communities or individuals (such as widow or a physically handicapped person) of becoming or remaining poor in coming years. Social categories more vulnerable topoverty in India: Schedule tribes and scheduled castes .Major economic groups, which are more vulnerable to poverty include urban casual labourers, rural agricultural labourers. 6. Social exclusion can be both a cause as well as consequence of poverty? Explain. Ans. Social exclusion can be seen in terms of poor who have to live only in a poor surrounding with other poor people. Poor people are excluded from better surroundings with better-off people. For example, in India people belonging to certain lower castes (i.e., Scheduled Castes) are excluded from equal opportunities. Poor people of certain castes have to live in a separate locality and are excluded from mixing with better-off people. Due to such discrimination These people are deprived of better employment and growth opportunities. Social exclusion thus lead to poverty and can cause more damage than having a very low income.
CHAPTER: 4. FOOD SECURITY IN INDIA
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CONCEPTS Food security: Food security means availability, accessibility and affordability of food to all people at all times. Why food security is necessary? The poorest section of the society remains food insecure all the times. People above poverty line might also feel food insecure in times of natural calamity like earthquake, drought, flood, tsunami, etc. Famine is charecterised by wide spread deaths due to starvation and epidemics caused by forced use of contaminated water or decaying food etc.-Bengal Famine of 1943 Who are Food-insecure?:In rural areas, the worst affected people are: landless and small farmers, traditional artisans (weavers, potters, blacksmith etc.) providers of services (e.g. barbers, washer menetc), petty self-employed workers and destitute. In the urban areas, persons employed in ill-paid occupations and casual labourers are food insecure. Hunger:Hunger has chronic and seasonal dimensions. Poor people suffer from chronic hunger and are food insecure all the times. It is a consequence of diet persistently inadequate in terms of quantity and quality. This is caused because of their very low income and inability to buy food even for survival. Seasonal hunger is caused by the seasonal nature of agricultural activities in rural areas. In urban areas, seasonal hunger occurs because of the casual type of work. Thus, seasonal hunger exists when people are unable to get work for the whole year. Need for self-sufficiency in food grains. Our government since Independence realised the need to attain self-sufficiency in food grains because India experienced acute shortage of food grains after partition of the country in 1947. The need for self-sufficiency arises from the following:(a) To feed rising population (b) to fight against droughts, floods, cyclone, etc. (c) To reduce import of food grains (d) to control prices of food grains. So to achieve food self sufficiency our country adopted a new strategy in agriculture called Green Revolution.Food Security System inIndia.Since the advent of the Green Revolution in the 1960s the country has avoided famine, even during adverse weather conditions. India has become self-sufficient in food grains during the last 30 years because of the variety of crops grown all over the country. Also, we have developed a food security system. Buffer Stock.Buffer stock is the stock of food grains (wheat and rice) procured by the government through the Food Corporation of India (FCI). The FCI purchases wheat and rice for the government from the farmers of surplus states at a pre-announced prices. This price is called ‘minimum support price’. Public Distribution System (PDS) PDS refers to a system through which the food procured by the FCI is distributed among the poor through government regulated ration shops. The consumers are issued ration cards. In the beginning, the coverage of PDS was universal with no discrimination between poor and non-poor. Then later on the policy was made more targeted and revised the prices of food grains in favour of poor households.
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Important Features of PDS Name of Scheme Year of
introduction Average target group
Full name
PDS Upto 1992 Universal Public Distribution System RDPS 1992 Backward block Revamped Public
Distribution System TDPS 1997 poor and noon poor Targeted Public Distribution
system AAY 2000 poorest of the poor Antyodaya Anna YojanaAPS 2000 indigent senior
citizen Annapurna Scheme
Types of Ration Cards in India. There are three kinds of ration cards: (a) Antyodaya cards for the poorest of the poor, (b) BPL cards for those below poverty line and, (c) APL cards for those above poverty line. Three Important Food Intervention Programmes:In the wake of high incidence of poverty levels in mid-1970s, three important food Intervention programmes were introduced: (a) Public Distribution System (in existence earlier) (b) Integrated Child Development Services (ICDS) in 1975 (c) Food for work in 1977-78. In 2000, two special schemes were launched viz. Antyodaya Anna Yojana (AAY) and the Annapurna scheme (APS) with special target groups of the poorest of the poor and indigent senior citizens, respectively.Defects of India’s Food Security System: The major flaws/drawbacks of food security system in India are as follows: (i) Limited Benefit to the Poor. The poor has not benefited much from the PDS. They have depended to a great extent on the open market for most of the commodities. Ration cards are issued only to those households who have proper residential addresses. Hence, a large number of homeless poor could not be covered under the PDS. (ii) Leakages from PDS. Another defect of PDS relates to the problem of leakages of goods from PDS to open market. The shopkeepers who are running ration shops sell ration in the open market at higher prices instead of selling to ration card-holders at subsidised prices. (iii Stock of rice and wheat with FCI is much more than the buffer stock norms(iv)Rising Burden of Food Subsidy(v)Increased food grains procurement at enhanced MSP distorted the cropping pattern in India(vi)Intensiveutilisation of water and excessive use of chemical fertilizers for the production of rice and wheat led to environmental degradationExcessive Food Stocks: In July 2002, the stock of wheat and rice with FCI was 63 million tonnes which was much more than the minimum buffer norms of 24.3 million tonnes. The stock reduced thereafter but always remained higher than the buffer norms. Paradox of Excess Stocks and Starvation:In fact, India has experienced a paradoxical situation
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in recent years. While the granaries (godowns) of the government are overflowing with excess stocks of food, we also find people without food. The main reason for this unfortunate situation is that many poor families do not have enough money or income to buy food.
SHORT ANSWER TYPE QUESTIONS (3 MARKS)
1.What are the essentials of food security system? Ans. Essentials of Food Security System are the following: 1 Increasing domestic production of food to meet its growing demand 2 Food should be available in adequate quantity as well as to meet Nutritional requirements3 Food should be available at reasonable prices 4 Buffer stock of food should be maintained to meet emergency situations2.How are cooperatives helpful in ensuring food security? Ans. Role of cooperatives in providing food security: In many parts of India, the cooperative societies set up their own cooperatives to supply different items at cheaper rates. Following are the examples: (i) In Tamil Nadu 94% of ration shops are run by cooperatives. (ii) In Delhi, the Mother Dairy is supplying milk and milk products like butter, ghee etc. to the people at much subsidised rates. (iii) Gujarat, Amul is doing the same job of supplying milk and milk products to people at much cheaper rates. It is being run by cooperatives. It has brought 'White Revolution' in India. 3. How is food security affected during a disaster? Ans. Need of food security: The poorest section of the society might be food-insecure most of the times, while persons above poverty line might also be food insecure when the country faces national disaster. Due to natural calamity, say drought, total production of foodgrain decreases. It creates a shortage of food in affected areas. Due to shortage of food, the prices go up. At higher prices, some people cannot afford to buy food. So food security is essential. 4. State three dimensions of food security?Ans. Three dimensions of food security: (i) Availability of food: There should be enough stocks of food items in the country through good production, through imports or previous year's stock stored in government godowns. (ii) Accessibility of food: Food should be within the reach of everybody. (iii) Affordability of food: The prices of different food articles should be such that every individual is able to buy them. The foodgrain items should be within the reach of the people. 5. Why has Public Distribution System been criticised? Explain any three reasons. Ans. (i) Market ineffectiveness of PDS :Average consumption of PDS grain at all India level is only 1 kg per person per month. Average consumption figure in the states of Bihar, Orissa and Uttar Pradesh is only 300 gms., while in states like Kerala, Karnataka, Tamil Nadu this figure is 3-4 kg per person per month. As a result, the poor has to depend on markets rather than ration shops.
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(ii) With the introduction of three types of cards and differential price policies, the whole system of Public Distribution System has become much complicated. (iii) PDS dealer’s malpractices: The ration shop dealers resort to malpractices. They divert the grains to the open market to get a better margin. 7. What is the difference between chronic and seasonal hunger? Write any two. Ans. Chronic Hunger: It is a consequence of diet persistently inadequate in terms of quantity or quality. Usually poor people suffer from chronic hunger because of their low income and as a result their inability to buy food even for their survival. This type of hunger is more or less of a permanent nature and presents throughout the year. Seasonal Hunger: Seasonal hunger persists only during a particular season. It is linked with the cycles of food growing and harvesting. In rural areas, the seasonal hunger is prevalent because of the seasonal nature of agricultural activities. The gap between the sowing season and the reaping season is marked by seasonal hunger.
LONG ANSWER TYPE QUESTIONS (5 MARKS)
Q.1. Give a brief note about TPDS.Ans.The food procured by the FCI is distributed through fair price shops among the poor. This is called public distribution system. Initially there was no discrimination between the poor and non poor under PDS. Under the TPDS, the government has announced separate issue prices for people below poverty line (BPL) and for above poverty line (APL) families. In December 2000, two special schemes were launched to make the TPDS more focused and targeted towards the poor. These are Antyodayo Anna Yojana (AAY) and the Annapurna Scheme (APS). The two schemes were linked with TPDS. Under the AAY, poor families were identified by the respective state rural development boards. 25 kilograms of food grains were made available to each eligible family at highly subsidised rate of Rs 2 per kg for wheat and Rs 3 per kg for rice. It has been raised from 25 to 35 kg with effect from April 2002.
Q.2. What are the major defects of India’s food security system? Ans. Defects of India’s Food Security System: The major flaws/drawbacks of food security system in India are as follows: (i) Limited Benefit to the Poor. The poor has not benefited much from the PDS. They have depended to a great extent on the open market for most of the commodities. Ration cards are issued only to those households who have proper residential addresses. Hence, a large number of homeless poor could not be covered under the PDS. (ii) Leakages from PDS. Another defect of PDS relates to the problem of leakages of goods from PDS to open market. The shopkeepers who are running ration shops sell ration in the open market at higher prices instead of selling to ration card-holders at subsidised prices. (iii) Stock of rice and wheat with FCI is much more than the buffer stock norms(iv)Rising Burden of Food Subsidy
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(v)Increased food grains procurement at enhanced MSP distorted the cropping pattern in India(vi)Intensive utilisation of water and excessive use of chemical fertilizers for the production of rice and wheat led to environmental degradation
Q.3.Describe four main advantages of the Public Distribution System in India ?Ans.The main advantages of Public Distribution System are :(i) It is the most effective instrument of government policy over the years in stabilising prices and making food available to consumers at affordable prices. (ii) It averts widespread hunger and famine by supplying food from surplus regions of the country to the deficit ones. (iii) The prices of food grains are revised infavour of poor household. (iv)The declaration of minimum support price and procurement has contributed to an increase in food grains production and provided income security to farmers in certain regions.
Q.4. What are the problems associated with the functioning of ration shops? Ans.Thereare various problemsin the functioning of ration shops such as;1.Ration cards are issued only to those people who have their proper residential addresses. Hence a large number of homeless poor fail to get ration from these shops. 2.The owners of these shops sell ration in the open market at higher prices. 3.Sometimes shopkeepers make bogus entries in the ration cards.
KENDRIYA VIDYALAYA
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SUMMATIVE ASSESSMENT –IISOCIAL SCIENCE
CLASS: IX MAXIMUM MARKS: 90
Blue Print
Unit Chapters VSAQ(1M)
SAQ(3 M)
LAQ(5M )
MAP TOTAL
HISTORY 4. Forest, Society & Colonialism
5. Pastoralists in the Modern World.
6. Peasants and farmers1(1) 1(3) 1(5) 3 12
History &Sport: The Story of CricketClothing: A Social History
1(1)-
2(10) 11
GEOGRAPHY 4. Climate
5. Natural vegetation& wild life
6. Population
1(1) 1(3) (1) 5
1(1)
2(6) (1)8
1(1) 1(3) 1(5) (1)10
POLITICAL SCIENCE
4. Electoral Politics
5. Working Institutions
6. Democratic Rights
1 (1)
2(6) 7
1(1) 1(3) 1(5) 9
2(6)6
ECONOMICS 3. Poverty as a challenge
4. Food Security in India
1(1) 2(6) 1(5) 122(10) OTBA
10
TOTAL 8(8) 12(36)
8(40) 2(6) TN of Que. 30(MM:90)
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KENDRIYA VIDYALAYA SANGATHAN
SUMMATIVE ASSESSMENT - II
SOCIAL SCIENCE
CLASS : IX
Time : 3 Hours Max. Marks : 90
General Instructions:1. The question paper has 30 questions. All questions are compulsory.
2. Marks are indicated against each question.
3. Questions from serial number 1 to 8 are Very Short Answer Questions of 1 mark
each.
4. Questions from serial number 9 to 20 are Short Answer Questions of 3 marks each.
Answer of these questions should not exceed 80 words each.
5. Questions from serial number 21 to 26 are Long Answer Questions of 5 marks each.
Answer of these questions should not exceed 120 words each.
6. Question number 27 and 28 are map question of 3 marks each from Geography&
History. After completion, attach the map inside your answer book.
7. Question number 29 and 30 are based on Open Text Book Assessment(OTBA)
1. What is scientific forestry? 1OR
What is Bhabar?OR
Which President of USA said “Plant more wheat, wheat will win the war”
and why?
2. In Victorian England which players were known as the amateurs? 1
OR
When was the First World War fought and who were the main allies?
3. What is El- Nino? 1
4. What is virgin vegetation? 1
5. Name two factors responsible for sparse population? 1
6. Which political party gave the slogan “Save democracy”? 1
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7. Who appoints Prime Minister in India? 1
8. What is the full form of NSSO? 1
9. Why did the colonial government ban the shifting cultivation? 3
OR
Explain the life of GujjarBakarwals of Jammu and Kashmir.
OR
“The introduction of modern agriculture meant many different changes” Describe in
three points.
10. Distinguish between whether and climate. 3
11. What is an ecosystem? Explain any two reasons of ecological imbalance. 3
12. Discuss the major components of popular growth. 3
13. How are forests important for human beings? Explain. 3
14. Describe any two methods of estimation of poverty line in India. 3
15. Describe the four main objectives of NRGEA 2005. 3
16. What makes an election democratic? Explain 3
17. “Ram Prasad is the head man of his village for last ten years. He is aware
of the problems of his area. He is an honest but illiterate man. He aspire to
become an MLA.” Will you caste your vote for Ram Prasad? Why/Why not? 3
18. According to Dr. B.R. Ambedkar “the right to Constitutional Remedy is the
heart and soul of the Indian Constitution.” Justify the statement. 3
19. State any three rights that are denied to the citizens of Saudi Arabia. 3
20. Define the following: (a)Universal Adult Franchise 3
(b) Election Photo Identity Card (c) Voters’ List
21. What is deforestation? Mention any four causes of deforestation in India
duringthe colonial period. 5
OR
Give reasons to explain why the Maasai community lost their grazing fields. OR
Explain briefly the factors which led to the enclosure in England.
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22. The battle of waterloo was won on the playing fields of Eton.” What does this 5
OR
“Response to Mahatma Gandhi’s call to wear Khadiwere mixed.” Justify the statement. 23. Who was Kerry Packer? What innovations did Kerry Packer introduce which
changed the nature of the game? 5
OR
How were the two World wars responsible in bringing changes in women’s clothing?
24. When was National Population Policy implemented? Give its significant features.525. Explain the major causes of poverty. 526. Why is the Prime Minister the most powerful man in the government? Explain527. (a) Two features A and B are shown in the out line map of India.
Identify the information and write their correct name in the line marked on the map2
A: - A type of forest B:- Weather Station
C:- On the same map of India, locate and lable the following. 1
i) Most populous state28. On the given outline map of the world locate and lable the following. (3)
a) Bastar b) Sumatra c) JavaOR
a) Somali b) Bedouin c) NamaOR
a) Trade route between London b) Calcutta c) Canton
OTBA29. What are the problems faced by Indian Agriculture. Explain with examples. 5
30.What are the reforms and what further improvement can be brought about in the PDS 5
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TIPS FOR EXAM
-Read the course once without trying to remember it, just read like you would read the
newspaper and try to understand it
-Prioritize your topics according to marks weightage and easy and difficult chapters, use
this list to create a practical study schedule
-Take notes for specific points you feel are important and you are likely to forget, in
addition to school notes
-Create a chart with important dates, flip through it often and you will find that you are
able to easily remember the dates
-Study subject-wise rather than from all topics combined; they were separated for a reason
-Use flash cards for definitions
-Also make flash cards for various history events; flash cards help for fun and quick
revision
-Practice map work by tracing the important locations you want to remember, then try
locating on a blank map
-Understand economics and political science, it is better than to try to memorize
-Solve previous year papers/ sample papers to practice writing within word limits
-Keep at least one month for revision
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