Class 9 TH HISTORY CHAPTER

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1. HISTORY (Class IX, Chapter 1 and 2)
The French Revolution
The French Society during the Late 18th Century
In 1774, Louis XVI, a 20 year young from Bourbon dynasty ascended the throne of France. He was welcomed by empty treasure.
France was reeling under a tremendous debt which had mounted Up to 2 billion lives.For meeting these expenses increase in the tax
was inevitable.
The French Society was divided into three estates. First, two enjoyed all privileges.
1st Estate: Clergy
2nd Estate: Nobility
3rd Estate: Big businessmen, merchants, court officials, peasants, artisans, landless laborers, servants, etc.
• Some within the Third Estate were rich and some were poor.
• The burden of financing activities of the state through taxes was borne by the Third Estate alone.
The Struggle for Survival: Population of France grew and so did the demand for grain. The gap between the rich and poor
widened. This led to subsistence crises.
Subsistence Crisis: An extreme situation where the basic means of livelihood are endangered.
The Growing Middle Class: The 18th century witnessed the emergence of the middle class which was educated and believed that
no group in society should be privileged by birth. These ideas were put forward by philosophers such as Locke the English
philosopher and Rousseau, French philosopher. The American constitution and its guarantee of individual rights was an important
example of political theories of France. These ideas were discussed intensively in salons and coffee houses and spread among
people through books and newspapers. These were even read aloud.
THE OUTBREAK OF THE REVOLUTION

The French Revolution went through various stages. When Louis XVI became king of France in 1774, he inherited a treasury which
was empty. There was growing discontent within the society of the Old Regime.
1789 – Louis XVI called the Estate General to pass the proposals for new taxes. The Third Estate forms National Assembly, the
Bastille is stormed, peasant revolts in the countryside.
1791 – National assembly completed the draft of the constitution. It limited the powers of the king and guaranteed basic right to all
human beings. France became the constitutional monarchy.
1792-93 – France abolished the monarchy and became a republic. The national assembly was replaced by convention. King and
queen were executed.
1793 – 94 – It is referred as the reign of terror. Robespierre followed a policy of severe control. He executed all the so-called
‘enemies’ of the republic.
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1795 – Jacobin Republic overthrown, a Directory rules France. A new Convention appointed a five-man Directorate to run the state
from 26 October 1795.
1799 – The Revolution ends with the rise of Napoleon Bonaparte.
Time Line : The French Revolution
1770s-1780s — Economic decline: French Government in deep debt.

1788-1789 — Bad harvest, high prices, food riots
1789, May 5 — Estates-General convened, demands reforms.
1789, July 14 — National Assembly formed. Bastille stormed on July 14. French Revolution starts.
1789, Aug. 4 — Night of August 4 ends the rights of the aristocracy.
1789, Aug. 26 — Declaration of the Rights of Man
1790 — Civil Constitution of the Clergy nationalizes the Church.
1792 — Constitution of 1791 converts absolute monarchy into a constitutional monarchy with limited
powers. 1792 — Austria and Prussia attack revolutionary France 1793 — Louis XVI and Marie Antoinette
are executed.
1792-1794 — The Reign of Terror starts. Austria, Britain, the Netherlands, Prussia and Spain are at war with France.
— Robespierre’s Committee of Public Safety repels back foreign invaders. Executes
many “enemies of the people” in France itself.
1794 — Robespierre is executed. France is governed by a Directory, a committee of five men. 1799
— Napoleon Bonaparte becomes the leader.
WOMEN’S REVOLUTION
From the very beginning, women were active participants in the events which brought about so many changes in the French society.
Most women of the third estate had to work for a living.Their wages were lower than those of men.
In order to discuss and voice their interests, women started their own political clubs and newspapers. One of their main demands
was that women must enjoy the same political rights as men. Some laws were introduced to improve the position of women. Their
struggle still continues in several parts of the world.
It was finally in 1946 that women in France won the right to vote.
THE ABOLITION OF SLAVERY
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.
THE REVOLUTION AND EVERYDAY LIFE
The years following 1789 in France saw many changes in the lives of men, women and children.The revolutionary governments
took it upon themselves to pass laws that would translate the ideals of liberty and equality into everyday practice. One important law
that came into effect was the abolition of censorship.
The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These spread from France to
the rest of Europe during the 19th century.
NAPOLEON BONAPARTE
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In 1804, Napoleon crowned himself emperor of France. He set out to conquer neighboring European countries, dispossessing
dynasties and creating kingdoms where he placed members of his family. He saw his role as a modernizer of Europe. He introduced
many reforms which had long-lasting effect on Europe. He was finally defeated at Waterloo in 1815.
NCERT TEXTBOOK QUESTIONS AND SOLUTIONS
1. Describe the circumstances leading to the outbreak of revolutionary protest in France.

Ans.Circumstances leading to the outbreak of revolutionary protest in France:-
A society of estates, and the plight of the third estate
French society was divided into three distinct estates: the first estate comprising the clergy, the second estate composed of the
nobility, and the third estate made up of tradesmen, merchants, court officials, lawyers, peasants, artisans, landless labour and
servants. It was only the third estate that was made to pay taxes. The clergy and the nobility were exempt from this rule. In addition
to the taxes that were to be paid to the state, peasants had to pay taxes to the Church and feudal dues to the noble lords. It was an
unfair situation which led to the growth of a feeling of discontent among the members of the third estate.
Subsistence crisis
At this time, there was a greater demand for food grains. Due to greater demand than supply, the price of bread (the staple diet of the
majority) rose. Due to rising prices and inadequate wages, most of the population could not even afford the basic means of
livelihood. This led to a crisis of subsistence, and an increase in the gap between the rich and the poor.
A stronger middle class, and popularization of democratic and social ideals
The middle class emerged educated and wealthy during the eighteenth century. The system of privileges as promoted by the feudal
society was against their interests. Being educated, the members of this class had access to the various ideas of equality and freedom
proposed by the French and English political and social philosophers. These ideas got popularized amongst the masses as a result of
intensive discussions and debates in salons and coffee-houses, and through books and newspapers.
The assembly of the Estates General, and the proposal to increase taxes
In order to pass proposals for increasing taxes, the French monarch Louis XVI called together an assembly of the Estates General on
5 May, 1789. Each estate was allowed one vote in this assembly. The third estate protested against the unfairness of the proposal.
They proposed, instead, that each member should have one vote. The king rejected this appeal, and the representative members of
the third estate walked out of the assembly in protest.
The National Assembly, and the revolting subjects
These representative members, led by Mirabeau and Abbe Sieyes, declared themselves a National Assembly, and took an oath to not
disperse until they had drafted a constitution for France that would limit the powers of t he monarch and do away with the unjust
feudal system of privileges. While this organization was busy drafting a democratic constitution, there were numerous localized
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rebellions that sought to displace the feudal lords. Meanwhile, the food crisis worsened and the anger of the masses spilled onto the
streets. On 14 July, the King ordered troops to move into Paris. In response, several hundreds of agitated men and women formed
their own armed groups. One such people’s militia stormed and destroyed the Bastille fortress-prison (representative of the king’s
despotic power). This is how the French Revolution came about.
2.Which groups of French society benefited from the revolution? Which groups were forced to relinquish power?
Which sections of society would have been disappointed with the outcome of the revolution? Ans.
a. The groups of French Society benefited from the revolution: The richer sections of the Third Estate were the ones who were
benefitted maximum from the French Revolution. These were the peasants, workers, petty-officers, lawyers, teachers, doctors,
businessmen and traders. Formerly, they were forced to pay all the taxes and were humiliated by the Clergy and Nobles every
time. However, after the revolution, they were treated equally with the upper sections of the society.
b. Groups of French Society that were forced to relinquish the power: People belonging to the privileged classes - Clergy and
Nobles had to relinquish their power and special privileges. The French Revolution led to the society being organised into social
equality. The revolution also led to the nationalisation of church property.
c. Groups of French Society who would have been disappointed with the outcome of the revolution: The less privileged
people, poorer sections of the society and women would have been disappointed with the outcome of the French Revolution. It
was because the promises of equality made to them were not fulfilled at the end of the revolution.
3. Describe the legacy of the French Revolution for the peoples of the world during the nineteenth and twentieth
century’s.
Ans.The legacy of the French Revolution for the peoples of the world during the nineteenth and twentieth centuries were as listed
below:
1. The French Revolution was one of the most important events in the history of mankind.
2. It adopted the inspiring ideals of Liberty, Equality and Fraternity which motivated many political movements of that era. These
three ideals became the basic policy of a democracy for every country in the 19th and 20th century.
3. It instigated the social and political changes that took place in the other parts of Europe.
4. It inspired the world with the ideals of freedom and liberty which subsequently formed the basis of the national sovereignty.
5. It abolished the monarchy rule and dictatorship of monarchs.
6. It freed the peasantry from the despotism of the aristocracy and church and bought in the rule of capitalism.
7. It popularised the concepts of equal rights for all citizens. All individuals having equal and same rights had become the new
language of new politics.
8. It gave the term 'Nation' and promoted the idea of nationalism - sovereignty of people. It inspired people of various countries and
helped in restarting the mass movements all over the world.
9. Indian leaders like Raja Ram Mohan Roy were deeply encouraged by the ideas propagated by the French Revolution. Also,
India's struggle for independence was inspired by the ideas of the great French philosophers such as Voltaire and Rousseau.
4.Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.:
Ans.Democratic rights that we enjoy today whose origins can be traced to the French Revolution are: freedom of expression, right
to equality, right to freedom, right to assemble and form unions (as long as they are not a threat to national security and peace).
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5.Would you agree with the view that the message of universal rights was beset with contradictions? Explain
Ans.The Declaration of Rights of Man and Citizen was the first attempt toward making an outline of the universal rights on a larger
scale. However, there were many ideals which contradicted what was being said in the Declaration of Rights of Man and Citizen.
Therefore, yes, the message of universal rights was beset with contradictions. These are as listed below:
1. The right to vote and elect representatives was not a right that was entitled to all people. It was only people who were above the
age of 25 and were able to pay taxes equal to at least 3 days of a labourer's wages had the right to vote. Thus, it was ironic that
even after the revolution took place with the help of the support of the common man, i.e. the city poor and peasants; they weren't
entitled to one of the most important rights.
2. The contradiction was evident with regards to women. They did not enjoy the same political rights, i.e. the right to vote and hold
political offices like men. Also, their wages were not equal to what men used to receive.
3. The French wars popularised the ideals of liberty and equality; however, it ended in French becoming conquerors instead of
liberators. This was in direct contradiction of the terms laid down by the universal rights.
4. Slave trade existed in France till the 19th century. It was one of the cruel practices, which was yet another obvious contradiction
6. How would you explain the rise of Napoleon?
Ans.The rise of Napoleon came right after the fall of the Directory in 1796. The Directors often clashed with the legislative
councils, who then made attempts to dismiss them. The Directory was highly politically unstable; hence, Napoleon rose to power as
a military dictator. Earlier, the Jacobins had overthrown King Louis XVI and established governance on their own module; but
Robespierre administration was too harsh and relentless. Napoleon crowned himself the Emperor in 1804 and abolished dynasties.
He viewed himself as a “modernizer of Europe” and was rightly seen as a liberator who introduced a uniform system of weights and
measures, introduced laws to protect private property, etc. However, his quest for power led to his ultimate downfall with his defeat
at Waterloo in 1815.
Some Other Important Questions and Answers

7. What role did women play during the revolutionary years?
Ans. From the very beginning women were active participant in the events which brought about so many important changes in
French society. In order to discuss and voice their interests women started their own political clubs and newspapers. About sixty
women’s club came up in different French Cities. The Society of revolutionary and Republican women was the most famous clubs.
8. How was the system of Estates in French society organized?
Ans. First Estate and Second Estate-These estates consisted of the clergy and nobility. About 60% of the land was owned by
nobles, the church and other members of the third estate. The members of the first two estates that are the clergy and nobility
enjoyed certain privileges by birth. The nobles further enjoyed feudal privileges. The third estate comprised big businessman,
merchants, court officials, lawyers, peasants and artisans, Small peasants, landless labourers and servants etc. Peasants were 90%
population with very low few owners of land. Only the members of third estate paid taxes.
9. What types of taxes were paid by the third estate in France?
Ans. Nobles enjoyed feudal privileges. Peasants were obliged to work in their houses and fields, to serve in the army and build
roads. Peasants paid a tax called tithes to the church. The third estate paid a direct tax called taille. In direct tax on salt and tobacco
were also levied.
10. How did France saw the subsistence crises during the old regime?
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Ans. The rapid increase in population from 23 million in 1715 to 28 million in 1789 led to rapid increase in the demand for food
grains. Production of food grains could not keep pace with the demand. Price of bread was increased. Wages also did not keep pace
with the rise of prices. So the gap between poor and rich widened. Things became worse whenever drought or hail reduced the
harvest. This led to subsistence crises.
11. The eighteenth century France witnessed the emergence of the middle class’. Who were they and what were their ideas?
Ans. The eighteenth century witnessed the emergence of social groups, termed as the middle class. They earned their wealth
through an expanding overseas trade and manufacture of goods such as woolen silk textiles that were exported or bought by the
richer members of society. In addition to merchants and manufacturers the third estate included professionals such as lawyers or
administrative officials.
12. Describe any three causes for the fall of the Jacobin government in France.
Ans. The Jacobin government followed the policy of severe control and punishment. All those who were regarded as the enemy of
the republic were arrested and tried by tribunal. If found guilty they were guillotined. Even Luis XVI was sentenced to death by a
court on charge of treason. Finally, opposition to such severe control began to grow and was responsible for the fall of the Jacobin
government.
13. What do you understand by the term “Reign of Terror’?
Ans. The period from 1793 to 1794 is referred to as reign of terror. Robespierre followed the policy of severe control and
punishment. All those who were regarded as the enemy of the republic were arrested and tried by tribunal. If found guilty they were
guillotined.
14. Highlight the provisions of the constitution which was introduced after the fall of Jacobin club.
Ans. The fall of the Jacobin Government allowed the wealthier middle classed to seize power. A New constituent was introduced
which denied the vote to non-propertied sections of society. It provided for two elected legislative councils. These then appointed a
Directory, and executive made up of five members. This was mean as a safe guard against the concentration of power in a one man
executive as under the Jacobins.
15. What was the significance of the storming of the Bastille?
Ans. The first of the French Revolution was fired on 14 July 1789, in the city of Paris. Around 7000 men and women who formed
the people’s militia gathered in front of the town hall and broke into government buildings in search of arms. Finally they stormed
the Bastille, the fortress prison to free political prisoners. The Bastille was hated by all as it stood for the despotic power of King.
16. What laws did the revolutionary government introduce to improve the lives of women?
Ans. In the early years the revolutionary government did introduce laws that helped improve the lives of women. Together with the
creation of state schools, 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, and
could be applied for by both women and men.
17. Why were women disappointed by the constitution of 1791 in France?
Ans. Women were disappointed that the constitution of 1791 reduced the passive citizens. They don’t have the right to vote. They
demanded the right to vote, to be elected to the assembly and to hold political office. Only then they felt would their interests be
represented in the new government.
18. What do you know about the Estates General?

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Ans. The Estates General was a political body to which the three estates sent their representatives. In France of the Old Regime, the
monarch did not have the power to impose taxes; rather he had to call a meeting of the Estate General to pass the proposals for new
taxes. However it was the monarch alone who could decide when to call a meeting of this body.
19. Who was Mirabeau?
Ans. Mirabeau was born in a noble family but was convinced of the need to do away with feudal privileges. He brought out a
journal and delivered powerful speeches to the croweds assembled at Versailles. The representatives of the third estate assembled on
20 June in the hall of the indoor tennis court in the ground of Versailles. They declared themselves National Assembly. They were
led by Mirabeau and Abbe Sieyes.
20. Who was Abbe Sieyes?
Ans. Abbe Sieyes was prominent member of National Assembly. Originally, he was a priest. He wrote an influential pamphlet
called, what is Third Estate? The representatives of the third estate assembled on 20 June in the hall of the indoor tennis court in the
ground of Versailles. They declared themselves National Assembly. They were led by Mirabeau and Abbe Sieyes
21. Highlight the turmoil of countryside of France, when the National Assembly was busy at Versailles in drafting a new
constitution.
Ans. In the countryside rumors spread from village to village that the lords of the manor had hired bands of brigades who were on
their way to destroy the ripe crops. Caught in a frenzy of fear, peasants in several districts seized hoes and pitchforks and attacked
chateaux. They looted hoarded grains and burnt down documents containing records of manorial dues.
22. Write a note on new constitution of France after monarch ?
Ans- (i) .The national assembly completed the draft of the constitution in 1791.
(ii). its main object was to limit the powers of monarchs.
(iii) . These powers of the Legislature, executive and Judiciary This made France constitutional monarchy.
23. Define the political system in France before year 1791 ?
Ans- (i) . Political system was indirectly elected.
(ii) . Citizen voted for a group of electors.
(iii) . Not all citizen had right to vote.
(iv) . Only men above 25 years of age who paid taxes were given the status to active citizen.
(v) . the remaining men and all women were classed as passive citizen.
24. What were the significance of political symbol ?
Ans- ● The broken chain significance freedom.
● The eye within a triangle radiating light shows knowledge.
● Scepter symbol of royal power.
● Snake biting eternity.

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● Red phrygian cap worm by a slove upon becoming free.
● Blue white red the national colours of France.
● Winged woman personification of the laws.
● Law tablet all and all are equal before it.
25. What was revolutionary wars and it’s effect ?
Ans-(i) . Although Louis XVI had signed the constitution.
(ii) . He entered into secret negotiations with the king of perrsia.
(iii) . They plans to send troops to put down the events.
(vi) . Before this could happen, the national assembly declares war against Persia and Austria.
(Effects)
(i) . Losses And economical difficulties to the people.
(ii) . The men were away fighting at the front.
(iii) . Women were left to the cupe with the task of earning.
(iv) . A living and looking after their families.
26. What Led to the formation of a Jacobin club? who was its member ? what they were achievements?
Ans- (i) . The member of jacobin club belong manily to the less prosperous section of society.
(ii) . They included small shop keepers artition such as shoe maker, pastry Cooks watch-maker printers as well as servant and daily
wage workers.
(iii) . Many were not satisfied with them.
(iv) . This lead to the formation of jacobin club.
(v) . Election were held from man 21 years and above have got the right to vote.
2.HISTORY
Socialism in Europe and the Russian Revolution
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THE AGE OF SOCIAL CHANGE
The French Revolution opened up the possibility of creating a dramatic change in the way in which society was structured. Not
everyone in Europe, however, wanted a complete transformation. Some were ‘conservatives’, while others were ‘liberals’ or
‘radicals’.
Liberals: Wanted a nation which tolerated all religions. They were against the uncontrolled power of the dynastic rulers. They
wanted rights for individuals. They argued for an elected parliamentary government, subject to laws interpreted by a well-trained
judiciary that was independent of rulers and officials. They were not Democrats because they did not believe in the universal adult
franchise.
Radicals: Wanted a nation in which government was based on the majority of a country’s population. They disliked concentration
of property in hands of a few, not the existence of private property.
Conservatives: They resisted change. After the revolution, they started accepting change provided it was slow and had links and
respected the past.
Industries and Social Change: This was the time of economic and social change. It was also the beginning of the industrial
revolution. Men, women, and children were pushed into factories for low wages, Liberals and radicals who were factory owners felt
that efforts must be encouraged so that benefits of industrialization should be passed on to workers.
Socialism in Europe: Socialists were against private property and saw it as the root of social evils.They had different visions of the
future. Some believed in cooperatives, some demanded that governments must encourage cooperatives. Karl Marx and Friedrich
Engels added that industrial society was capitalist. Marx believed that a socialist society would free the workers from capitalism.
This would be a communist society.
Support for Socialism: Socialists formed an organization called ‘Second International’ to spread socialist ideas. Workers in
Germany and England began forming associations to fight for better living conditions. They set up funds for members in distress,
reduction of working hours and right to vote.
THE RUSSIAN REVOLUTION
In 1914, Tsar Nicholas II ruled the Russian empire.
Economy and Society: Most of the Russian population( about 85 %) were an agriculturalist. Industries were being set up which
was the most private property of industrialists. Workers were divided into groups but they did unite to strike work when they were
dissatisfied. Peasants had no respect for nobility, very unlike the French peasant. Russian peasants were the only peasant community
which pooled their land and their commune divided it.
Socialism in Russia: All political parties were illegal in Russia before 1914. The Russian Socialist Democratic Labour Party was
formed in 1898. It struggled to give peasants their rights over land that belonged to nobles. As land was divided among peasants
periodically which makes them natural socialist and it was felt that peasants and not workers would be the main source 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.
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%. During this time, four
members of the Putilov Iron Works were dismissed. The action was called for. Over 110,000 workers in St. Petersburg went on
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strike demanding a reduction in working hours and increase in wages. The procession was led by Father Gapon.This procession was
attacked by the police and Cossacks. Over 100 workers were killed. Strikes took place as a reaction. People demanded a constituent
assembly.
The Tsar allowed the creation of an elected consultative Parliament or Duma. The Tsar dismissed the first Duma within 75 days and
announced the election of a second Duma.
The First World War and the Russian Empire: In Russia, the war was initially very popular but later the support grew thin.
AntiGerman sentiments ran high. Russian armies lost badly in Germany and Austria. There were 7 million casualties and 3 million
refugees in Russia. The war also affected the industry. There was labor shortage, railway lines were shut down and small workshops
were closed down. There was the shortage of grain and hence of bread.
THE FEBRUARY REVOLUTION IN PETROGRAD

Events
• In the winter of 1917, Petrograd was grim. There was the 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.
• The government imposed a curfew as the quarters of the fashionable area and official buildings were surrounded by
workers.
• On the 24th and 25th, the government called out the cavalry and police to keep an eye on them.
• On 25th February, the government suspended the Duma and politicians spoke against this measure. The people were out
with force once again.
• On 27th, the police headquarters were ransacked.
• Cavalry was called out again however it refused to fire on demonstrators.
• An officer was shot at the barracks of a regiment and other regiments mutinied, voting to join the striking workers gathered
to form a Soviet or council. This was the Petrograd Soviet.
• A delegation went to meet the Tsar, military commanders advised him to abdicate.
• The Tsar abdicated on 2nd March.
• A Provincial Government was formed by the Soviet and Duma leaders to run the country.
The people involved were the parliamentarians, workers, women workers, soldiers and military commanders.
Effects
• Restrictions on public meetings and associations were removed.

• Soviets were set up everywhere.
• In individual areas, factory committees were formed which began questioning the way industrialists ran their factories.
• Soldiers’ committees were formed in the army.
• The provisional government saw its power declining and Bolshevik influence grow. It decided to take stern measures
against the spreading discontent.
• It resisted attempts by workers to run factories and arrested leaders.
• 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 to organize seizure.
• Uprising began on 24th October. Prime Minister Kerenskii left the city to summon troops.
SAR • Military men loyal to the government seized the buildings of two Bolshevik newspapers. 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.
• The ‘Aurora’ ship shelled the Winter Palace. Other ships took over strategic points.  By night the city had been taken
over and ministers had surrendered.
• 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, troops (pro-government).
Effects
• Most industry and banks were nationalized in November 1917.

• The land was declared social property and peasants were allowed to seize the land of the nobility.
• Use of old aristocratic titles was banned.
• New uniforms were designed for the army and officials.
• 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 formed their troops and were called ‘Greens’ which
would fight against Bolshevik ‘Red’. The pro-Tsar’ Whites” controlled most of the Russian empire. They were supported by
French, American, British and Japanese troops. All these fought a war with the Bolsheviks.
Making a Socialist Society: The Bolsheviks kept industries and banks nationalized during the civil war. A process of centralized
planning was introduced. Rapid construction and industrialization started. An extended schooling system developed.
Stalin and Collective Farming: Stalin believed that rich peasants and traders stocked supplies to create the shortage of grains.
Hence, collectivisation was the need of the hour. This system would also help to modernize farms. Those farmers who resisted
collectivization were punished, deported or exiled.
GLOBAL INFLUENCE
By the 1950s, it was recognized 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 recognized 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.
1. What were the social economic and political conditions in Russia before 1905?
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Ans. At the beginning of the 20th century. the vast majority of Russia’s people were agriculturists. About 85 per cent of the Russian
empire’s population earned their living from agriculture.
• Cultivators produced for the market as well as for their own needs and Russia was a major exporter of grain.
• Industry was found in pockets. Prominent industrial areas were St Petersburg and Moscow.  Large factories existed
alongside craft workshops.
• Many factories were set up in the 1890s when Russia’s railway network was extended and foreign investment in industry
increased.
• Most industries .were the private property of industrialists. The government supervises large factories to ensure minimum
wages and limited hours of work.
• Workers were divided into social groups on the basis of skill. Division was also visible in dress and manners also.
• Some workers formed associations to help members in times of unemployment or financial hardship.
• Despite divisions, workers united themselves to strike, work when they disagreed with employers about dismissals or work
conditions,
• Like workers, peasants too were divided. They also had no respect for the nobility,  Russian peasants wanted the land
of the nobles to be given to them.
• They pooled their land together periodically and their commune divided it according to the needs of individual families
2. In what ways was the working population in Russia different from other countries in Europe before 1917?
Ans.The working population in Russia was different from other countries in Europe before 1917 in the following ways
• Many workers had settled in cities permanently but many had strong links with the villages from which they came and
continued to live in villages. They went to the towns to work daily and then returned to their villages in the evenings.
• Workers were a divided social group. Workers were divided by skill. Divisions among workers was visible in their dress
and manners also.
• Metal workers considered themselves aristocrats among workers as their occupations demanded more training and skill.
• Women made up 31 per cent of the labour force by 1914, but they were paid less then men.
• Some workers formed associations of help in times of unemployment or financial hardship.
• The workers did unite to strike work when they disagreed with the employers about dismissals or about work conditions.
• Workers got low wages and they had long working hours. They had very few political rights; in short, their life was
miserable.
Agricultural Workers
• About 85 per cent of Russia’s population earned their living from agriculture but most of them were landless farmers. 
Most of the land was owned by the nobility, the crown and the orthodox church.
• In France, during the French Revolution in Brittany, peasants respected and fought for the landowners, but in Russia
peasants wanted the land of the nobles to be given to them.
• They refused to pay rent and even murdered landlords.
• Russian peasants were different from European peasants in another way. They pooled their land together periodically and
their commune divided it according to the needs of individual families.
• Like industrial workers, the condition of the agricultural workers or farmers was also very miserable because of low wages,
doing free labour and paying high rent and revenue.
3. Why did the Tsarist autocracy collapse in 1917?

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Ans. The Tsarist autocracy collapsed in 1917 due to the following reasons
(a) Miserable Condition of the Workers
1. The industrial workers in Russia got very low wages.

2. They had very long working hours, sometimes up to 15 hours.
3. A large number of workers were unemployed.
4. The workers demanded higher wages and reduction in working hours but their demands were not met and they became
dissatisfied.
(b) Miserable Condition of Peasants
• Most of the peasants were landless and very poor.

• They also had to do free labour for the landlords
• The small farmers who possessed land had to pay high land revenue, leaving very less for them to survive on.
• The landless farmers demanded that the land of the nobles should be given to them.
• They wanted reduction of land revenue.
• However, their demands were not fulfilled and they too became dissatisfied.
(c) Russia’s Defeat in the First World War
• Initially, the people rallied around Tsar Nicholas II; however Russian armies suffered defeats and a large number of
soldiers were killed in the war.
• The Russian population wanted to withdraw from the war, but the Tsar was not willing to do so. This turned the Russian
people against him and encouraged them to revolt.
• Role of Philosophers like Karl Marx Karl Marx put forward the idea that the capitalists were responsible for the misery of
the workers and that the condition of workers could only improve if the land and the industries were controlled by the
society. He inspired the workers to oppose the landlords _and the capitalists.
• Rasputin’s Role The people were also against the policies of the monk named Rasputin.
4. Make two lists : one with the main events and the effects of the February Revolution and the other with the main events and the
effects of the October Revolution. Write a paragraph on who was involved in each. Who were the leaders and what the impact of
each on the Soviet history was.
Ans. Main Events and Effects (a)
February, Revolution
• 22 February Lockout of a factory was done on the right bank of the Neva river in Petrograd.
• 23 February Sympathy strike was done by workers in 50 factories. Demonstrating workers reached the centre of the city,
surrounding the government buildings. Curfew was imposed and the demonstrators dispersed.
• 24 and 25 February Demonstrations done again by workers. Cavalry and police were called out to control them.
• 25 February Government suspended the Duma (Russian Parliament).
• 26 February Demonstrators returned in force to the streets of the left bank.
• 27 February Workers ransacked the Police Headquarters. Streets were thronged with people shouting slogans demanding
bread. better wages. less hours of work and democracy. Cavalry was called out once again, but they refused to fire on the
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Soviet.
• 28 February A delegation met the Tsar. Army commanders advised him to abdicate.  2 March Tsar abdicates. Duma
leaders and others form a provisional government.
Who was Involved; the Leaders and Its Impact Both men and women workers were involved. There were no particular leaders.
The effect was that it brought down the autocratic monarchy.
(b) October Revolution
• 16 October Lenin persuades the Petrograd Soviet and Bolshevik Party to agree to a socialist seizure of power. Military
Revolutionary Committee to manage this operation was formed.
• 24 October Uprising starts, but government troops seize buildings of two Bolshevik newspapers. The Winter Palace and
other buildings were also protected by troops. The Military Revolutionary Committee seized the government offices and
arrested the ministers. The ship Aurora shelled the winter palace. By nightfall, the city was under the Committee’s control
and the remaining ministers had surrendered.
Who was Involved, the Leaders and Its Impact Bolsheviks were the main people involved. Vladimir Lenin and Leon Trotsky
were _the main leaders. The effect was that it brought the Bolsheviks to power to form a communist government for the first time in
the world.
5. What were the main changes brought about by the Bolsheviks immediately after the October Revolution?
Ans. The main changes brought about by the Bolsheviks immediately after the October Revolution were
• The Bolsheviks were totally opposed to private property.
Therefore most industries and banks were nationalised
• Land was declared social property and peasants were allowed to seize the land of the nobility.
• In cities, Bolsheviks enforced the partition of large houses according to family requirements.
• They banned the use of old titles of the aristocracy.
• To assert the change, new uniforms were designed for the army and officials in 1918 in which the Soviet hat, the
(budenovka) was chosen.
• The Bolshevik Party was renamed the Russian Communist Party (Bolshevik). .
• Russia became a one party state and trade unions were kept under party control.
• For the first time the Bolsheviks introduced a centralised planning on the basis of which Five Year Plans were made for
development of Russia.
6. Write a few lines to show what you know about
1. Kulaks
2. The Duma
3. Women workers between 1900 and 1930
4. The Liberals Ans. (a) Kulaks
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Kulaks were the well to do peasants of Russia. The members of the Bolshevik party raided the Kulaks and their goods were seized.
It was believed that the Kulaks were exploiting the peasants and hoarding grain to earn higher profits and thus leading to grain
shortages.
(b) The Duma
1. During the 1905· Revolution, the Tsar allowed the creation of an elected consultative Parliament or Duma as it was called
in Russia.
2. The Tsar dismissed the first Duma within 75 days and the second Duma was elected within three months.
3. The third Duma was packed with conservative politicians. Liberals and revolutionaries were kept au! of the Duma.
(c) Women Workers between 1900 and 1930
• Women made up 31 per cent of the factory labour force by 1914, but they were paid less than men.
• In the February Revolution in many factories the women led the way to strikes. Thus, 22 February came to be called the
International Women’s Day.
• Marfa Vasileva stopped work and declared a strike, the women workers in the factory were ready to support her. Soon the
men also joined them and all of them moved to the streets.
(d) The Liberals
• The liberals were one of the groups which wanted to change the society. The liberals wanted Cl nation which tolerated all
religions.
• At that time the European states usually discriminated in favour one religion or another.
• Liberals also opposed the uncontrolled power of dynastic rulers. They wanted to safeguard the rights of the individuals
against governments.
• They argued for a representative elected Parliamentary Government subject to laws interpreted by a well trained Judiciary
that was independent of rulers and officials.
• They did not believe in universal adult franchise, i.e., the right of every citizen to vote. They felt that men of property
mainly should have the right to vote. They did not want the vote for women.

7. Why Socialists were against private property? Explain.
Ans. Socialists were against private property and thought that it was the mail cause of all social ills of the time. Individuals owned
the property that gave employment but the propertied were concerned only with personal gain and not with the welfare of those who
made the property productive. So id society as a whole rather than single individual controlled property, more attention would be
paid to collective social interests. Socialists wanted this change and campaigned for it.
8. Explain the views of the socialists on private property with special emphasis on Karl Marks.
Ans. Vladimir Lenin was the leader of the party. Lenin thought that in a repressive society like the Tsarist Russia, the party should
be disciplined, and should control the number and quality of its members. They wanted to transform Russian society through
revolution.
9. What social changes were seen in the society after industrialization?
Ans. After the industrial revolution, many social and economic changes took place in European society. Industrialization brought
men, women and children to factories. Unemployment was common, particularly during the times of low demand for industrial
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goods. Workers were exploited by industrialists and their working hours were too long and wages were very low. Housing and
sanitation were problems since towns were growing rapidly due to migration of people or workers from rural to the urban areas.
10. What was the impact of industrialization on Tsarist Russia?
Ans. Unemployment was common. The workers and peasants were discriminated and exploited by factory owners and landlord.
Industrialization brought men, women and children to factories. They were exploited by the industrialists. Working hours were too
long and working conditions were worst. Most of the industries were private property of individuals. The government supervised
large factories to ensure minimum wages and limited working hours. It was the time of social and economic changes. New
industrial regions and railways expanded.
11. Write a short note on October revolution.
Ans. It was the revolution which occurred in October 1917. It was led by Petrograd Soviet and The Bolshevik Party under the
leadership of Lenin. A military Revolution Committee was appointed by the Soviet under Leon Trotskii to organize the seizure. The
uprisings began on 24th October. Though Prime Minister Kerensky resisted but the seizure was complete within a day.
12. What were the reforms introduced by Stalin?
Ans. The government fixed all prices to promote industrial growth during the first two plans. Stalin continued the policy of
nationalization started by Lenin. Under his regime many industries and banks were nationalized. Centralized planning led to
economic growth. Speculation has stopped and supplies confiscated.
13. Mention the features of socialism.
Ans. Socialism was against owning private property which is considered the root cause of all social evils. According to socialism
the means of production should be under the control of the government. It encourages cooperation among workers. It tries to replace
the capitalism. More emphasis is given to increase the dignity of workers.
14. Describe the economic condition of Russia before 1905.
Ans. The beginning of the twentieth century, the vast majority of Russia’s people was agriculturist. 85% of the Russian empire’s
population earned their living from agriculture. Industries were found in pockets. Prominent industrial areas were St Petersburg and
Moscow. Craftsmen undertook much of the production, but large factories existed alongside craft workshop. Many factories were
set up in the 1890s, when Russia’s railway network was extended, and foreign investment in industries increased. Coal production
doubled and iron and steel output quadrupled.
15. How was the bad condition of women responsible for Russian revolution?
Ans. Most of the women were working in small factories. Women made up about 31% of the factory labour force. They were paid
less wages and were forced to work for long hours. When they launched an agitation, they were fired at by the police.
16. Explain the collectivization policy of Stalin.
Ans. The Collectivization policy was introduced by Stalin who came to power after the death of Lenin. He believed that rich
peasants and traders in the countryside were holding stocks in the hope of higher prices. The main reason was the shortage of grain
supplies. After 1917, the land had been given over to peasants. These small sized peasant farms could not be modernized. To
develop modern farms and run them along industrial lines with machinery, it was necessary to eliminate kulaks, take away land
from peasants and establish state controlled large farms. From 1929 the party forced all peasants to cultivate in collective farms.
17. Explain any five reasons why Russian people wanted the Czar to withdraw from the First World War?
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Ans. In 1914 war broke out between two European alliances-Germany, Austria and Turkey on one side and France, Britain and
Russia on other side. The Tsarist Russia joined on the side of the Allied Power with the aim of making some military gain. Russian
army lost badly in Germany and Austria between 1914 and 1916. There were 7 million causalities by 1917. Such huge defeats were
humiliating and shocking for people of Russia. The ill-equipped soldiers of Russia refused to fight such a war. The retreating
Russian army had destroyed its own crops and buildings. There were over 3 million refugees in Russia. Shortage of food grains
caused food riots at bread shops. Due to the above reasons, Russian people wanted the Tsar to withdraw from the First World War.
18.. Explain the main objectives of the Russian Revolutionaries.
Ans. Revolutionaries demanded that Russia should withdraw from the World War. The demanded that land should go to the tiller.
The want to establish government farms. The demanded that banks and industries should be nationalized. The demanded an
improvement in the working conditions of workers and wages also. The demanded that non Russian should be given equal status so
that they could work for the development of Russia.
19. Mention any five effects of the Petrograd Revolution.
Ans. On Sunday 25 February 1917, the government suspended Duma. Politicians spoke out against the measures. The streets
thronged with people raising slogans about bread wages, better hours and democracy. The government tried to control the situation
and called out the cavalry once again. However the cavalry refused to fire on the demonstrators. An officer was shot at the barracks
of a regiment and three other regiments mutinied, voting to join the striking workers. By the evening soldiers and striking workers
had gathered to form a soviet or council in the same building as the Duma met. This was the Petrograd Soviet.
20..Highlight the social and political conditions that led to the Russian Revolution.
Ans. In Russia most industry was the private property of industrialists. Workers were exploited by industrialists. Wages were very
low and working conditions very poor. Working hours were long. In the country side peasants cultivated most of the land. But the
nobility, the crown and the Orthodox Church owned large properties. In Russia peasants wanted the land of the nobles to be given to
them. Tsarist Russia joined on the side of the Allied Power with the aim of making some military gain. Russian army lost badly in
Germany and Austria between 1914 and 1916. There were 7 million causalities by 1917. Such huge defeats were humiliating and
shocking for people of Russia Karl Marx’s theory of scientific socialism appealed to the people. He told the people to overthrow
capitalism. By the 1870s, socialist ideas had spread throughout Europe. Workers had formed associations to fight for better working
conditions.
21. Explain any five effects of the Russian Revolution of 1917 over Russia.
Ans. The Russian revolution put an end to the autocratic Tsarist rule in Russia. The ruling Romanov Dynasty was abolished. The
new Soviet Government announced its withdrawal from First World War It led to the establishment of world’s first socialist
government. There took place nationalization or acquisition of all industries, private property, banks, mines, telephones, and
railways etc. All these declared government property. It led to the beginning of planned economic development under the leadership
of Stalin. Under the leadership of Stalin USSR became one of the Super Power of the World.
22. How was the bad condition of women responsible for Russian revolution?
Ans. Most of the women were working in small factories. Women made up about 31% of the factory labour force. They were paid
less wages and were forced to work for long hours. When they launched an agitation, they were fired at by the police.
23. Discuss the positive aspects of the Bolshevik government on soviet union and its people.
Ans. Immediately after coming to power, Lenin announced his decision to with draw from First World War. Private property in the
means of production was abolished. Economic exploitation by capitalists and landlords came to an end. The control of industries
was given to workers. All the banks, industries and mines water transport and railways were nationalized.
24. Discuss the negative aspects of the Bolshevik government on Soviet Union and its people.
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Ans. The Bolsheviks were totally opposed to private property. This meant that the government took over ownership and
management. Land was declared social property and peasants were allowed to seize the nobility. Russia became one party state.
Trade unions were kept under party control.
25. Highlight the Autocratic rule of Tsar Nicholas II.
Ans. Russia was an autocratic. Unlike other European rulers, even at the beginning of the twentieth century. Tsar was not subject to
parliament. Tsar dismissed the Duma within 75 days and reelected second Duma within three months. He did not want any
questioning of his authority or any reduction in his power. He changed the voting laws and packed the third Duma with conservative
politicians. Liberals and revolutionaries were kept away.
26. When was provincial government established and how it was overthrown by Lenin?
Ans. The provincial Government which was established after February revolution of 1917 was controlled by landlords, industrialists
and army officials. Lenin was against the Provincial Government. He brought together different Soviets and prepared them for
revolution. It was under the leadership of Lenin that the Provincial Government was overthrown by soviets. On 16th October 1917,
Lenin persuaded the Petrograd Soviet and the Bolshevik Party to agree to a socialist seizure of power.
27. Highlight the main events of February Revolution.
Ans. On 22nd February 1917 a lockout took place at a factory on the right bank. Next day workers of fifty factories called a strike in
sympathy. In many factories women led the way to strike. On 25th February government suspended Duma. On the 26th and 27th
February a general strike of workers which was soon joined by soldiers. On 2nd march-Tsar abdicated. Soviet leader of Duma
leaders formed a provincial government.
28. Highlight the main events of October Revolution.
Ans. On April-1917-Bolshevik leader Lenin returned to Russia. In July demonstrations by the Bolsheviks against the Provincial
Government. July-September- Peasants seized land from the rich landlords. 16th October 1917-Lenin persuaded the Petrograd
Soviets and the Bolshevik Party to agree to a socialist seizure of power. 24 October-The Bolshevik uprising in Petrograd. By
December, the Bolsheviks controlled the Moscow- Petrograd area.
29. What did the liberals believe in?
Ans. Tolerance of all religions. Safeguard of individual right against government. A representative government, well-trained
administration and independent judiciary. They did not wasn’t universal adult franchise, but believed that only the propertied should
be given the right to vote.
1. GEOGRAPHY
India: Size and Location

India is an ancient civilization but now it is a developing nation. It has shown remarkable progress in various fields.
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Location
• India lies entirely in the Northern Hemisphere.

• India’s mainland extends between 8o4′ N and 37o8’N latitudes, and 68o7’E and 97o25’E longitudes.  The Tropic of
Cancer (22o30′ N) divides India into two almost equal parts.
• The island groups of Lakshadweep and Andman & Nicobar are also part of India.
Size  Covering an area of 3.28 million square kilometres, India’s total area is 2.4% of the total geographical area of the world. 
India is the world’s seventh largest country with a land boundary of about 15,200 km, with total length of the coastline being
7,516.6 km.
• India’s east-west extent appears to be smaller than the north-south extent.
• India’s latitudinal and longitudinal extent is about 30 degrees.
• India’s standard time is based on 82.30 degrees E meridian, which passes near Mirzapur in UP.
• Latitudinal extent influences duration of the day and night.
India and the World
• The Indian landmass is centrally located between West and East Asia.
• The trans-Indian ocean routes connect countries in the west and counties in the east.
• India’s protruding Deccan Peninsula helped India to establish close contacts with West Asia, Africa and Europe, South-
east and East Asia.
• India’s contacts with the world via land routes are much more than her maritime contacts.  India is the only nation
which has an ocean named after it.
• India has contributed a lot to the world in forms of ideas, philosophies (Upanishads, Ramayana, Panchtantra) and
mathematics (Indian numerals and decimal system).
• In exchange, India’s architecture was influenced by Greek sculpture and architectural styles from West Asia.
India’s Neighbours
• India has an important position in South Asia and has 29 States and 7 Union Territories.
• India shares its boundaries with Pakistan, Afghanistan, China, Nepal, Bangladesh, Myanmar and Bhutan.
• The southern neighbours across the sea consist of the two island countries, namely the Maldives and Sri Lanka.
• Shri Lanka is separated from India by Pak Strait, a narrow strip of sea.
• India always has and had strong geographical and historical links with her neighbours.  India stands apart from
the rest of Asia.
Question 1. Choose the right answer from the four alternatives given below.
(i) Tropic of Cancer does not pass through

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(a) Rajasthan
(b) Orissa
(c) Chhattisgarh (d) Tripura
Answer : (b)
(ii) The easternmost longitude of India is
(a) 97° 25′ E

(b) 68° 7′ E
(c) 77° 6′ E (d) 82° 32′ E
Answer : (a)
(iii) Uttarakhand, Uttar Pradesh, Bihar, West Bengal and Sikkim have common frontier with
(a) China
(b) Bhutan
(c) Nepal
(d) Myanmar
Answer : (c)
(iv) If you intended to visit Kavaratti during your summer vacations, which one of the following Union Territories of India will you
be going to?
(a) Puducherry
(b) Lalcshadweep
(c) Bangladesh (d) Nepal
Answer (b)
(v) My friend hails from a country which does not share land boundary with India. Identify the country.
(a) Bhutan
(b) Bangladesh
(c) Tajikistan (d) Nepal
Answer (b)
Question 2. Answer the following questions briefly.
(i) Name the group of islands lying in the Arabian Sea.
Answer : Lakshadweep Islands lie in the Arabian Sea.
(ii) Name the countries which are larger than India.
Answer : Russia, Canada, USA. China, Australia and Brazil are the countries that are larger than India.
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(iii) Which island group of India lies to its South-East?
Answer : Andaman and Nicobar Islands lie to the South-East of India.
(iv) Which island countries are our Southern neighbours?
Answer : Sri Lanka and Maldives are the two island countries that are the Southern neighbours of India.
Question 3. 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?
Answer : From Gujarat to Arunachal Pradesh there is a time lag of two hours, but the watches show the same time because the time
along the Standard Meridian of India (82 0 30′ E) passing through Mirzapur in Uttar Pradesh is taken as the standard time for the
whole country. Because the same standard time for the whole country has been adopted, the watches show the same time in
Arunachal Pradesh and Gujarat and in all parts of the country.
Question 4. The central location of India at the head of the Indian Ocean is considered of great significance. Why?
Answer : The Indian landmass has a central location between East and West Asia. India is a southward extension of the Asian
continent.
The trans Indian Ocean routes which connect the countries of Europe in the West to the countries of East Asia provide a strategic
central location to India.
The Deccan peninsula protrudes into the Indian Ocean, thus helping India to establish close contact with West Asia, Africa and
Europe from the Western coast and South-East and East Asia from the Eastern coast.
No other country has a long coastline on the Indian Ocean as India has.
Thus, India’s eminent position in the Indian Ocean Justifies the naming of an ocean after it.

1. Explain the views of the socialists on private property with special emphasis on Karl Marks.
Ans. Vladimir Lenin was the leader of the party. Lenin thought that in a repressive society like the Tsarist Russia, the party should
be disciplined, and should control the number and quality of its members. They wanted to transform Russian society through
revolution.
2. What social changes were seen in the society after industrialization?
Ans. After the industrial revolution, many social and economic changes took place in European society. Industrialization brought
men, women and children to factories. Unemployment was common, particularly during the times of low demand for industrial
goods. Workers were exploited by industrialists and their working hours were too long and wages were very low. Housing and
sanitation were problems since towns were growing rapidly due to migration of people or workers from rural to the urban areas.
3. What was the impact of industrialization on Tsarist Russia?
Ans. Unemployment was common. The workers and peasants were discriminated and exploited by factory owners and landlord.
Industrialization brought men, women and children to factories. They were exploited by the industrialists. Working hours were too
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long and working conditions were worst. Most of the industries were private property of individuals. The government supervised
large factories to ensure minimum wages and limited working hours. It was the time of social and economic changes. New
industrial regions and railways expanded.
4. Mention the features of socialism.
Ans. Socialism was against owning private property which is considered the root cause of all social evils. According to socialism
the means of production should be under the control of the government. It encourages cooperation among workers. It tries to
replace the capitalism. More emphasis is given to increase the dignity of workers.
5. Describe the economic condition of Russia before 1905.
Ans. The beginning of the twentieth century, the vast majority of Russia’s people was agriculturist. 85% of the Russian empire’s
population earned their living from agriculture. Industries were found in pockets. Prominent industrial areas were St Petersburg
and Moscow. Craftsmen undertook much of the production, but large factories existed alongside craft workshop. Many factories
were set up in the 1890s, when Russia’s railway network was extended, and foreign investment in industries increased. Coal
production doubled and iron and steel output quadrupled.
6. Explain any five reasons why Russian people wanted the Czar to withdraw from the First World War?
Ans. In 1914 war broke out between two European alliances-Germany, Austria and Turkey on one side and France, Britain and
Russia on other side. The Tsarist Russia joined on the side of the Allied Power with the aim of making some military gain. Russian
army lost badly in Germany and Austria between 1914 and 1916. There were 7 million causalities by 1917. Such huge defeats were
humiliating and shocking for people of Russia. The ill-equipped soldiers of Russia refused to fight such a war. The retreating
Russian army had destroyed its own crops and buildings. There were over 3 million refugees in Russia. Shortage of food grains
caused food riots at bread shops. Due to the above reasons, Russian people wanted the Tsar to withdraw from the First World
War.
7. Explain the main objectives of the Russian Revolutionaries.
Ans. Revolutionaries demanded that Russia should withdraw from the World War. The demanded that land should go to the tiller.
The want to establish government farms. The demanded that banks and industries should be nationalized. The demanded an
improvement in the working conditions of workers and wages also. The demanded that non Russian should be given equal status
so that they could work for the development of Russia.
8. Mention any five effects of the Petrograd Revolution.
Ans. On Sunday 25 February 1917, the government suspended Duma. Politicians spoke out against the measures. The streets
thronged with people raising slogans about bread wages, better hours and democracy. The government tried to control the
situation and called out the cavalry once again. However the cavalry refused to fire on the demonstrators. An officer was shot at
the barracks of a regiment and three other regiments mutinied, voting to join the striking workers. By the evening soldiers and
striking workers had gathered to form a soviet or council in the same building as the Duma met. This was the Petrograd Soviet.
9. Highlight the social and political conditions that led to the Russian Revolution.
Ans. In Russia most industry was the private property of industrialists. Workers were exploited by industrialists. Wages were very
low and working conditions very poor. Working hours were long. In the country side peasants cultivated most of the land. But the
nobility, the crown and the Orthodox Church owned large properties. In Russia peasants wanted the land of the nobles to be given
to them. Tsarist Russia joined on the side of the Allied Power with the aim of making some military gain. Russian army lost badly in
Germany and Austria between 1914 and 1916. There were 7 million causalities by 1917. Such huge defeats were humiliating and
shocking for people of Russia Karl Marx’s theory of scientific socialism appealed to the people. He told the people to overthrow
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capitalism. By the 1870s, socialist ideas had spread throughout Europe. Workers had formed associations to fight for better
working conditions.
10. Explain any five effects of the Russian Revolution of 1917 over Russia.
Ans. The Russian revolution put an end to the autocratic Tsarist rule in Russia. The ruling Romanov Dynasty was abolished. The
new Soviet Government announced its withdrawal from First World War It led to the establishment of world’s first socialist
government. There took place nationalization or acquisition of all industries, private property, banks, mines, telephones, and
railways etc. All these declared government property. It led to the beginning of planned economic development under the
leadership of Stalin. Under the leadership of Stalin USSR became one of the Super Power of the World.
11. Which is most important Longitude of the country? Give reason.
Ans. 82°30’ E, longitude is the most important longitude of our country.

To avoid confusion and chaos in all activities to be caused by having a different local time for different places.
The central Meridian 82°30’ E is taken as the Indian Standard Time. It is accepted all over the country for
uniformity of time.
12. Why is the difference between the duration of day and night hardly felt at Kanyakumari but not so in Kashmir?
Ans. Kanyakumari is situated nearer to equator and it lies in equatorial zone.

In equatorial zones the duration of day and night are almost equal.
Kashmir lies in the subtropical zone. Here the duration of day and night is not equal.
So the duration of day and night is more prominent in Kashmir than in Kanyakumari.
13. Why countries of the world selected their own Standard Meridians?
Ans. Every country has a Standard Time to avoid confusion of time.

It is time of its Central or Standard Meridian.
Each Meridian has its own local time which is the sun time or local time of that particular place.
To avoid confusion and chaos in all activities to be caused by having a different local time for different places the central meridian
is selected as Standard Time.
Some Countries whose size is very large they have their different time zones.
14. Explain the major reason for the two hour time difference in the local time between Arunachal Pradesh and Gujarat?
Ans. India has longitudinal extent of 30°. Due to this, there is a time lag of two hours between the sunrise on the easternmost and
the westernmost horizons of India.
Due to rotation, the earth takes 4 minutes to rotate through 1° of longitude. The difference in time is one hour for 15° of
longitude.
Therefore, for a longitudinal extent of 30° of India, there is a time lag of two hours. When
it is 6 a.m. in Arunachal Pradesh, it is still 4 a.m. in Gujarat and Jaisalmer.
15. Although the latitudinal and longitudinal extent of the mainland is about 30° the east west extent appears to be smaller
than the north south extent. Why?
Ans. The east west extent appears to be smaller than north south extent despite the fact that the latitudinal and longitudinal
extent of the mainland is about 30°.
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It is because the distance between the longitudes reduces as we move towards the poles from the equator and east west extent is
less in kilometers.
As India lies on the tropic of cancer so in comparison with equator the distance between the longitudes is less than that on the
equator.
16. What is size of India? What is its rank with respect to the world in terms of size?
Ans. The landmass of India has an area of 3.28 million square km.
India’s total area accounts for 2.4 percent of the total geographical area of the world. India
is the seventh largest country of the world.
17. Why is India called a Subcontinent?
Ans. India is called a subcontinent because it is a big landmass.

This stands out as a distinct geographical unit from the rest of the continent.
It is separated by natural features like mountains and rivers.
India is also separated from rest of the continent by the mighty Himalayas.
18. How can you say that India had close links with other parts of the world in ancient times?
Ans. The various passes across the mountains in the north have provided passages to the ancient travelers.
These routes have contributed in the exchange of ideas and commodities since ancient times.
The idea of Upanishads and Ramayana, the stories of Panchtantra, the Indian numeral and the decimal system thus could reach
parts of the world.
19. State the reason for time lag between sunrises on the easternmost and the westernmost horizons of India.
Ans. India has longitudinal extent of 30°. Due to this, there is a time lag of two hours between the sunrise on the easternmost and
the westernmost horizons of India.
Due to rotation, the earth takes 4 minutes to rotate through 1° of longitude. The difference in time is one hour for 15° of
longitude.
Therefore, for a longitudinal extent of 30° of India, there is a time lag of two hours When
it is 6 a.m. in Arunachal Pradesh, it is still 4 a.m. in Gujarat and Jaisalmer.
20. Why is 82°30’ E taken as the Indian Standard Time?
Ans. The earth rotates on its axis in 24 hours.

In this time it covers 360°.
Each degree of longitude covers 4 minutes.
The central Meridian 82°30’ E. When multiplied by 4 minutes it comes to 330 minutes or 5 hours and 30 minutes. So
IST= GMT+51/2 hours. Greenwich Mean Time refers to 0° longitudes.
21. The central location of India at the head of the Indian ocean is considered of great significance. Why.
Ans. The Indian landmass has a central location between the East and the West Asia.
India is a southward extension of the Asian Continent. The Trans Indian Ocean routes which connect the countries of Europe in the
west and the countries of East Asia provide a strategic central location to India. The Deccan Peninsula protrudes into the Indian
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Ocean thus helping India establish close contact with West Asia, Africa and Europe from the western coast and with southeast and
east Asia from the eastern coast.
22. In which hemisphere does India lie with reference to the Prime meridian? Mention the value of the standard Meridian of
India.
Ans. India lies in the eastern hemisphere with reference to the Prime meridian.
India lies in the east of the Prime Meridian, between 68°7’ E and 97°25’E. India
has accepted 82°30’ E longitude as the Standard Meridian of India.
23. Explain why Ahmadabad and Kolkata are able to see the noon sun exactly overhead in a year but not Delhi.
Ans. These two cities lie within the Tropic of cancer.

The tropic of cancer is the circle of latitude on the earth that marks the apparent position of t he sun at the time of the northern
solstice. It is also the farthest north latitude at which the sun can be directly overhead. So in Delhi the sun is never directly
overhead.
24. Explain the two types of states found in India before 1947.
Ans. Before 1947 there were two types of states in India-the provinces and the princely states. Provinces are rules directly by
British officials who were appointed by the Viceroy.
Princely states were ruled by local hereditary rulers, who acknowledged sovereignty in return for the local autonomy
25. Explain why Ahmadabad and Kolkata are able to see the noon sun exactly overhead in a year but not Delhi.
Ans. These two cities lie within the Tropic of cancer.

The tropic of cancer is the circle of latitude on the earth that marks the apparent position of the sun at the time of the northern
solstice.
It is also the farthest north latitude at which the sun can be directly overhead. So
in Delhi the sun is never directly overhead.
2. GEOGRAPHY
Physical Features of India
Location
• India has all major physical features of the Earth, i.e. mountains, plains, deserts, plateaus and islands.
• In India, the soil colour varies from place to place as it is formed from different types of rocks.
• India is a large landmass formed during different geological periods.
• India’s relief features are the outcome of other processes like weathering, erosion and deposition.
• India has varied physical features whose formation can be explained on the basis of the ‘Theory of Plate Tectonics’.
• According to the theory of Plate Tectonics, the seven major and minor plates that form the Earth’s crust keep moving,
causing stress and thus leading to folding, faulting and volcanic activity.
• Plates can have convergent, divergent and transform boundaries.
• India’s peninsular part is made from one of the oldest landmasses of the world ‘Gondwana land’. It was a single landmass
comprising of India, Australia, South Africa, South America and Antarctica.
• The physical features of India can be grouped under the following physiographic divisions :
1. The Himalayan Mountains.
SAR 2. The Northern Plains
3. The Peninsular Plateau
4. The Indian Desert
5. The Coastal Plains
6. The Islands The Himalayan Mountains
• 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 in the longitudinal extent namely :
1. Great or Inner Himalayas also called Himadri. It is the highest mountain range with average height 6000 m.
2. Middle Himalayas or Himachal. The altitude varies between 3700 and 4500 m. It includes ranges like Pir Panjal,
Dhaula Dhar and Mahabharat.
3. Outer Himalayas or Shivalik. It is an outermost range with 900 to 1100 m average altitudes.

• The longitudinal valley lying between and lesser Himalaya and Shiwaliks are known as Duns.
• The Himalayas can be divided into four sections :
1. Punjab Himalayas — between Indus and Satluj.
2. Kumaon Himalayas — between Satluj and Kali.
3. Nepal Himalayas — between Kali and the Tista.
4. Assam Himalayas (Eastern Himalayas) — Between Tista and the Dibang (Tsangpo).
The Northern Plains
• It is formed by the interplay of the three major river systems – the Indus, the Ganga and the Brahmaputra.
• 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.
• The difference in relief causes the Northern Plain to have four regions.
1. Bhabar — laying at the foot of Shiwaliks, a narrow 8 to 16 km wide belt of pebbles.
2. Terai — lying next to Bhabar, a wet and marshy area with wildlife and forests.
3. Bangar — Older alluvium plain which rises above the level of the flood plains.
4. 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 Gondwana land.
• It is composed of the old crystalline, igneous and metamorphic rocks.
• The plateau consists of two broad divisions, namely, the Central Highlands and the Deccan Plateau.
• Central highlands lie north to river Narmada.
• The eastward extensions of Peninsular Plateau are locally known as Bundelkhand and Baghelkhand. The Chhota Nagpur
Plateau marks the further eastward extension drained by 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.
• Anaimudi is the highest peak in Western Ghats ( 2695 m ) and Mahendragiri with 1501 m. is the highest peak in 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.
SAR • Crescent shaped dunes called barchans cover large parts of the Indian Desert.
• It has a very less rainfall around 150 mm.  Luni is the only large river in this region.
The Coastal Plains
• 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 the southern part.
• The plains along the Bay of Bengal are wide and level.
• On the east the coastal strip is divided into Northern Circars and the Coromandel 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 Andaman
and Nicobar Islands are an elevated portion of submarine mountains.
The regions in India complements each other and makes the country richer in its natural resources. Mountains are the source of
forests and water. Plains provide grains. Plateaus are storehouses of minerals. Coastal areas support fishing and ports.
Question 1. Choose the right answer from the four alternatives given below.
(i) A landmass bounded by sea on three sides in referred to as
(a) coast
(b) island
(c) peninsula
(d) None of these
Answer (c)
(ii) Mountain ranges in the eastern part of India forming its boundary with Myanmar are collectively called as (a)
Himachal
(b) Uttarakhand
(c) Purvanchal
(d) None of these
Answer (c)
(iii) The Western coastal strip, South of Goa is referred to as
(a) Coromandel
(b) Konkan
(c) Kannad
(d) Northern Circar
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Answer (c)
(iv) The highest peak in the Eastern Ghats is
(a) AnaMudi
(b) Kanchenjunga
(c) Mahendragiri (d) Khasi
Answer (c)
Question 2. Answer the following questions briefly (i)
What are tectonic plates ?
Answer The convectional currents below the Earth’s crust split the crust into a number of pieces. These pieces are called tectonic
plates. e.g., Eurasia plate, Indo Australian plate etc.
(ii) Which continents of today were part of the Gondwanaland ?
Answer The Gondwana land included India, Australia, South Africa and South America as one single land mass.
(iii) What is the Bhabar?
Answer Bhabar is a narrow belt of land about 8 to 16 km wide and covered with pebbles deposited by the rivers and lying parallel
to the slopes of the Shiwaliks.
(iv) Name the three major divisions of the Himalayas from north to south.
Answer The 3 major divisions of the Himalayas from North to South are as folloWS
(a) The Great or Inner Himalayas or the Himadri It is a continuous range consisting of the highest peaks.
(b) Himachal or Lesser Himalayas The range lying to the South of the Himadri is known as Himachal or Lesser Himalayas. (c)
Shiwaliks The outermost range of the Himalayas is known as the Shiwaliks. These are the foothill ranges and represent the
southernmost division of the Himalayas.
(v) Which plateaus lies between the Aravalli and the Vindhyan ranges?
Answer Malwa plateau lies between the Aravalli and the Vindhyan ranges.
(vi) Name of the Island group of India having coral Vindhyan
Answer Lakshadweep Islands are composed of small coral islands.
Question 3. Distinguish between
(i) Converging and diverging tectonic plates.
Answer Difference between Converging plates and Diverging plates

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Converging plates:
> When plate tectonics come towards each other.
> They either collide and crumble or slide under the other.
> They cause folding.
Diverging plates:
> When plate tectonics move against each other.
> They do not collide or crumble.
> They cause cracks on earth's crust.
(ii) Bhangar and Khadar.
Answer Differences between Bhangar and Khadar
Bhangar
> Highland composed of old alluvium.
> Above the level of flood plain.
> Saturated with calcareous nodules called kankar.
> Not suited for agriculture.
Khadar
> Lowland composed of new alluvium.
> Flooded almost every year and thus every time new alluvium is deposited.
> Characterized by clay soil which is very fertile.
> Ideal for agriculture.
(iii) Western Ghats and Eastern Ghats.
Answer Difference between the Eastern Ghats and the Western Ghats.
Western ghats:
> Mark western edge of deccan plateau.
> They are continuous must be crossed through passes.

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> Lie parallel to Arabian sea.
> They are higher at south.
> Average height: 900 - 1600m
> Highest peak: Anai Mudi
Eastern ghats:
> Mark eastern edge of Deccan plateau.
> They ate discontinuous and can be crossed without passes.
> They lie parallel to bay of Bengal.
> They are higher at north.
> Average height: 600m
> Highest peak: Mahendragiri.
Question 4. Describe how the Himalayas were formed.
Answer
(a) The oldest landmass of India (peninsular part) was a part of Gondwana land.
(b) Gondwana land included India, Australia, South Africa and South America as one single landmass.
(c) Convectional currents split the crust into a number of pieces, thereby leading to the drifting of the Indo – Australian plate after
being separated from the Gondwana land towards the North.
(d) The Northward drift resulted in the collision of the plate with the much larger Eurasian plate.
(e) Due to this collision the sedimentary rocks which were accumulated in the geosyncline known as the Tethys, were folded to
form the mountain systems of Western Asia and Himalaya.
(f) The Himalayas represent a youthful topography with high peaks, deep valleys and fast following rivers.
Question 5. Which are the major physiographic divisions of India? Contrast the relief of the Himalayan region with that of the
Peninsular plateau.
Answer The major physiographic divisions of India are
• The Himalayan mountains

• The Northern plains
• The Peninsular plateau
• The Indian desert
• The Coastal plains
SAR • The islands
Contrast between the Himalayan region and the Peninsular plateau
Peninsular plateau
The Himalayan region
1. It consists of the loftiest mountains and deep valleys. 1. It consists of broad and shallow valleys and rounded hills.
2. It is formed due to the collision of the Indo-Australian and Eurasian 2. It is formed due to the breaking and drifting of the
plates. Gondwana land.
3. In the Himalayan region we find the highest mountains of the world. 3. We don't find very high peaks in the Peninsular
Plateau.
4. It is formed at the edge of the Indo-Gangetic plain. 4. It is formed at the edge of the Deccan Plateau.
5. There are many well-known hill-stations found in the Himalayan region. 5. No well-known hill station is found in the
Peninsular
Examples are: Shimla, Mussoorie, Darjeeling, etc. Plateau.
6. The Himalayan region contains only a few minerals. 6. The Peninsular Plateau is the storehouse of the minerals.
7. The rivers that originate from plateau are seasonal in 7. The rivers that originate from the Himalayas are perennial. nature.
Question 6. Give an account of the Northern plains of India.
Answer
(a) The Himalayan uplift out of the Tethys sea and subsidence of the Northern flank of the peninsular plateau
resulted in the formation of a large basin. In course of time, this depression gradually got filled with deposition of
sediments from rivers flowing from the mountains In the north and led to formation of the fertile Northern plains.
(b) It spreads over an area of 7 lakh sq km. The plain IS about 2400 km long and 240-230 km broad (c) It is a
densely populated and an Intensively cultivated area.
(d) With Its adequate water supply and favourable climate, It is agriculturally a very productive part of India (e)
The Northern plains are broadly divided into 3 sections.
(f) The Western part of the Northern plans IS called the Punjab plains, formed by the Indus and its tributaries.
(g) The Ganga plain extends between the Ghaggar and the Teesta rivers, spread over the states of Haryana, Delhi, UP Bihar and
West Bengal.
(h) The Brahmaputra Plain to the East of the Ganga plains lies the Brahmaputra plain covering the areas of Assam and Arunachal
Pradesh
Questions 7. Write short notes on the following
(i) The Indian Desert

(ii) The Central Highlands
(iii) The Island Groups of India
Answer
(i) The Indian Desert

SAR • The Indian desert lies towards the Western margin of the Aravalli hills.
• It is an undulating sandy plain covered with sand dunes.
• This region receives very low rainfall, below 150 mm per year.
• It has arid climate with low vegetation cover.
• Streams appear during the rainy season. Soon they disappear into the sand as they do not have enough water to reach the
sea.
• Luni is the only large river in this region.
• Barchan (Crescent shaped dunes) cover the larger areas but longitudinal dunes become more prominent near the Indo –
Pakistan border.
• The Indian desert is popularly known as the Thar desert.
(ii) The Central Highlands
• The Peninsular plateau consists of two broad divisions, namely the central highlands and the Deccan plateau.
• The part of the Peninsular plateau lying to the north of the Narmada river covering a major area of the Malwa plateau is
known as the Central Highlands.
• They are bound by the Vindhya Range from the south and by the Aravalli hills from the north-west.
• The further westward extension gradually merges with the sandy and rocky desert of Rajasthan.
• The flow of the rivers draining this region, namely the Chambal, the Sind, the Betwe and Ken is from south-west to
northeast.
• The central highlands are wider in the west but narrower in the east.
• The eastward extensions of their plateau are locally known as ‘Bundelkhand’ and Baghelkhand.  The
Chhotanagpur plateau marks the further eastward extension drained by the Damodar river.
(iii) The Island Groups of India
India has two groups of islands namely the Lakshadweep group and the Andaman and Nicobar group.
(a) The Lakshadweep Islands Group lie close to the Malabar coast of Kerala.
These islands are composed of small coral islands.
• Earlier, they were known as Laccadive, Minicoy and Amindive. In 1973, these were renamed as the Lakshadweep. 
They cover a small area of 32 sq km.
• Kavaratti Island is the administrative headquarters of Lakshadweep.

• This island group has a great diversity of flora and fauna.
• The Pitti Island, which is uninhabited, has a bird sanctuary.
(b) Andaman and Nicobar Islands
• The elongated chain of islands located in the Bay of Bengal extending from north to south are the Andaman and Nicobar
Islands.
• They are bigger in size and more numerous and scattered than the Lakshadweep Islands.
• The entire group of islands is divided into two broad categories, the Andaman in the north and Nicobar in the south.
• It is believed that these islands are an elevated portion of the submarine mountains.
• These islands are of great – strategic importance for the country.
• They have great diversity of flora and fauna.
• These islands lie close to the equator experience equatorial climate and have thick forest cover.
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1. What are the features of Himalayan Mountains?
Ans. The Himalayas, Geologically young and structurally fold mountains stretch over the northern borders of India.
These mountain ranges run in a west east direction the Indus to Brahmaputra.
The Himalayas represent the loftiest and one of the most rugged mountains barriers of the world.
They form an arc which covers a distance of about 2400 km.
There width varies from 400 km in Kashmir to 150 km in Arunachal Pradesh.
The Himalayas consist of three parallel ranges in its longitudinal extent. Those are Himadri, Himachal and Shiwaliks.
2. Classify Himalayas on the basis of regions from east to west.
Ans. The part of Himalayas lying between Indus and Sutlej has been traditionally known as Punjab Himalayas. But it is also
known regionally as Kashmir and Himachal Himalaya from west to east.
The part of Himalayas lying between Sutlej and Kali River is known as Kumaon Himalayas.
The Kali and the Tista rivers demarcated the Nepal Himalayas.
The part between Tista and Dihang rivers is called Assam Himalayas.
The eastern most boundaries of the Himalayas are demarcated by Brahmaputra.
Beyond Dihang gorge the Himalayas bend sharply to the south and spread along eastern boundary of India. They are called
Purvanchal.
3. Write down the features of Northern plains.
Ans. The three major river systems namely the Indus, the Ganga and the Brahmaputra along with their tributaries form the
northern plains.
These plains are formed of alluvial soil.
The alluvial deposition lying at the foothills of the Himalaya over millions of year formed these fertile plains.
It covers an area of 7 lakhs sq. km.
The length of plain is about 2400 km and its width is about 240 to 320 km.
It becomes a very productive part of our country in agriculture as it has rich soil covered with adequate water supply and
favorite climate.
4. Write down the features of the Central Highlands.
Ans. The central highlands of the plateau lie to the north of the Narmada River covering a major area of the Malwa plateau.
The Aravalis range is bounded by the Central Highlands on the northwest and Vindhyan range on the south.
The further westward extension includes the sandy and rocky desert of Rajasthan.
The flow of the rivers draining this region namely the Chambal, the Sind, the Betwa and Ken is the southwest to northeast,
thus indicating the slop.
The central Highlands are narrower in the east but wider in the west.
The eastward extension of this plateau is locally known as the Budelkhand and Baghelkhand.
5. What are the features of the Deccan Plateau?
Ans. The Deccan Plateau is a triangular landmass lying to the south of the Narmada river.
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The Mahadev, the Kaimur hills and Maikal range from its eastern extensions while Satpura range flanks its broad base in the
north.
The Deccan plateau is higher in the west and slopes gently eastward.
An extension of the plateau can be seen in the northwest locally known as the Meghalaya and Karbi Anglong Plateau.
It is separated by fault from the Chota Nagpur Plateau.
Three prominent hill ranges are Garo, Khasi and the Jaintia Hills extending from west to east.
6. Write a short note on the Indian Desert.
Ans. The Indian desert lies towards the western margins of the Aravali Hills.
It is covered with sand dunes and sandy plains.
There is a very low rainfall below 150 m.m. per year in this region.
It has dry climate having low vegetation cover.
Streams appear during rainy season. After sometime streams these disappear into the sand as they do not have enough
water to reach the sea.
Luni is the single large river in this region.
7. Describe Corals?
Ans. Coral Polyps are short lived microscopic organisms, which live in colonies.
They flourish in shallow, mud free and warm waters.
They secrete hard rock like substance.
The coral secretion and their skeletons from coral deposits in the form of reefs.
They are mainly of three kinds- barrier reefs, fringing reef and atolls.
The Great Barrier Reef of Australia is good example of the first kind of coral reefs. Atolls
are circular or horse shoe shaped coral reefs.
8. Write about the relief of the Peninsular Plateau.
Ans. Peninsular Plateau is a table land composed of the old crystalline igneous and metamorphic rocks.
The plateau has broad and shallow valley and rounded hills.
The plateau consists of two broad divisions, namely the Central Highlands and Deccan Plateau.
The plateau consists of two broad divisions, namely the Central Highlands and Deccan Plateau.
Central Highlands are wider in the west, but narrow in the east.
The Deccan plateau is a triangular land mass that lies to the south of the Narmada River. The plateau is higher in the west
and slopes gently eastward.
9. Write any five features of Eastern Ghats.
Ans. They are situated at the east to Deccan plateau.

They are parallel to eastern coast i.e. Coromandal , Northern Circar.
Northern Circar (between Mahanadi and Krishna rivers) and Coramandal (between Krishna and Kavari River) are the
coastal plains.
Mahanadi, Godavari, Krishna, Kaveri etc rivers are drawn this land form.
Mahedragiri with an altitude 1501 meters is the highest peak here. They
consist of eastern coastal plains.
10. Write any five features of Western Ghats.
Ans. They are on reverse side of Eastern Ghats i.e. west to Deccan Plateau.
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They are parallel to western coast i.e. Konkan, Kannad, Malabar etc.
Konkan (Mumbai to Goa), Kannad (Goa to Kerala) and Malabar (Kerala to kanyakumari) are the coastal plains here.
Narmada, Tapi, Sabarmati and Mahi etc rivers are drawn this land.
Anai Mudi with an altitude of 2695 meters is the highest peak here. They
constitute western coastal plains.
11. What do you know about Punjab Himalayas and Kumaon Himalayas?
Ans. The part of Himalayas lying between Indus and Sutlej has been traditionally known as Punjab Himalayas but it is also
known as Kashmir Himalayas and Himachal Himalayas from west to east.
The part of Himalayas lying between Sutlej River and Kali River is known as Kumaon River.
12. What do you know about Nepal Himalayas and Assam Himalayas?
Ans. The kali and Tista Rivers demarcated the Nepal Himalayas.
The part between lying between Tista and Dihang rivers is called Assam Himalayas.
These categories also have regional names.
13. Describe Purvanchal.
Ans. The eastern most boundaries of the Himalayas is demarcated by the Brahmaputra.
Beyond the Dihang gorge, the Himalayas bend sharply to the south and spread along the eastern boundary of India.
They are called as the Purvanchal or the eastern hills and mountains.
These hills have been composed of string sandstones which are sedimentary rocks.
14. Write a short note on Punjab plains.
Ans. The western part of the Northern Plains is known as the Punjab plains.
The largest part which formed by the Indus and its tributaries lies in Pakistan.
The Indus and its tributaries-the Jehlaum, The Chenab, The Ravi, the Beas and the Sutlej originate in the Himalayas.
This section of the plains is dominated by the Doabs.
15. Write a short note on Ganga plains.
Ans. The plains of Ganga spread between Ghaggar and Teesta rivers.
It extends over the states of North India.
Including Haryana, Delhi, Uttar Pradesh, Bihar partially Jharkhand and West Bengal to its east.
16. Explain the three types of plate movements.
Ans. Some plate come towards each other and formed convergent boundary.
Some plates move away from each other and form divergent boundary. They may either collide or crumble. Plates
may move horizontally past each other and join transform boundary.
17. The land of India displays great physical variation. Explain.
Ans. There is a great physical variation in the landmass of India. Geologically the peninsular plateau constitutes one of the
ancient lands mass on the earth surface.
It was considered to be one of the most stable land blocks.
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The northern plains and the Himalayas are the most recent land forms. In the opinion Geologists Himalayan Mountains form
an unstable zone.
The northern plains are formed of the alluvial deposits.
The peninsular plateau is formed by igneous and metamorphic rocks.
18. Write a short note on Himadri.
Ans. Northern most range is called as the ‘Great or Inner Himalayas’ or ‘Himadri’.
It is the most continues range which consists of loftiest peaks with an average height of 6000 meter.
All the prominent Himalayan peaks are contained in this range. The
folds of great Himalayas are asymmetrical in nature.
19. Write a short note on Himachal.
Ans. The zone lying to the south of the Himadri forms the most rugged mountains system which is known as Himachal or
Lesser Himalayas.
The Ranges are mainly composed of highly compressed and altered rocks.
The altitude varies between 3700 and 4500 meter.
The most important and longest range is the Pir Panjal range.
The Dhaula Dhar and the Mahabharat ranges are also prominent ranges.
20. Write a short note on Shiwaliks.
Ans. This is the outer most range of Himalayas.

They extend over a width of 10-15 km.
They have an altitude which varies between 900 and 1100 meters.
These ranges are composed of unconsolidated sediments brought down by rivers from the Himalayan ranges located farther
north.
Thick gravel and alluvium cover these valleys.
21. What is khaddar?
Ans. They are renewed almost every year which makes this region fertile and ideal for intensive agriculture. It is low land
area composed of new alluvium. This area is flooded almost every year. Due to floods new alluvium is deposits.
22. What are the features of Bhabar and Terai regions?
Ans. Bhabar- The rivers after descending from the mountains deposit pebbles in a narrow belt of about 8 to 16 kms width
lying parallel to the slopes of the Shiwaliks.
Terai- South of this belt the streams and rivers reemerged and wet, swampy and marshy region. This is a thickly forested
region full of wildlife.
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1. POLITICAL SCIENCE
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 Democracy
1. 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. Mexico
1. Since its independence in 1930, every election was won by a PRI (Institutional Revolutionary Party). Opposition parties did
contest elections, but the PRI uses many dirty tricks to win elections.
2. 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 deny 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.
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.
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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.
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.
Question 1:
Here is some information about four countries. Based on this information, how would you Classify each of these countries. Write
‘democratic’, ‘undemocratic’ or ‘not sure’ against each of these.
(a) Country A: People who do not accept the country’s official religion do not have a right to vote (b)
Country B: The same party has been winning elections for the last twenty years.
(c) Country C: Ruling party has lost in the last three elections (d)
Country D: There is no independent election commission
Answer:
(a) undemocratic
(b) not sure
(c) democratic (d) undemocratic
Question 2:
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Here is some information about four countries. Based on this information, how would you Classify each of these countries. Write
‘democratic’, ‘undemocratic’ or ‘not sure’ against each of these.
(a)Country P: The parliament cannot pass a law about the army without the consent of the Chief of Army
(b) Country Q: The parliament cannot pass a law reducing the powers of the judiciary
(c) Country R: The country’s leaders cannot sign any treaty with another country without taking permission from its neighbouring
country.
(d) Country S: All the major economic decisions about the country are taken by officials of the central bank which the ministers
cannot change.
Answer:
(a) undemocratic
(b) democratic
(c) undemocratic (d) undemocratic
Question 3:
Which of these is not a good argument in favour of democracy? Why?
(a) People feel free and equal in a democracy
(b) Democracies resolve conflict in a better way than others
(c) Democratic government is more accountable to the people (d) Democracies are more prosperous than others
Answer:
The argument ‘d’, which states that “Democracies are more prosperous than others”, is not a good argument in favour of democracy.
This is because some democracies like India are still developing economically, while monarchies like the states of UAE are
economically strong.
Question 4:
Each of these statements contains a democratic and an undemocratic element. Write out the two separately for each statement. (a)
A minister said that some laws have to be passed by the parliament in order to conform to the regulations decided by the World
Trade Organisation.
(b) The Election Commission ordered re-polling in a constituency where large scale rigging was reported.
(c) Women’s representation in the parliament has never reached 10 per cent. This led women’s organisations to demand one-third
seats for women.
Answer: (a) Democratic element − some laws have to be passed by the

parliament
Undemocratic element − conform to the regulations decided by the World Trade Organisation
(b) Democratic element − the Election Commission ordered re-polling Undemocratic element − large scale
rigging was reported
(c) Democratic element − this led to women’s organisations to demand one third seats for women
Undemocratic element − women’s representation in the parliament has never reached 10 per cent
Question 5:
Which of these is not a valid reason for arguing that there is a lesser possibility of famine in a democratic country?
(a) Opposition parties can draw attention to hunger and starvation.
(b) Free press can report suffering from famine in different parts of the country.
(c) Government fears its defeat in the next elections.
(d) People are free to believe in and practise any religion.
Answer:
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Option ‘d’ is not a valid reason for arguing that there is a lesser possibility of famine in a democratic country. This is because
practising a religion has nothing to do with preventing famine.
Question 6:
There are 40 villages in a district where the government has made no provision for drinking water. These villagers met and
considered many methods of forcing the government to respond to their need. Which of these is not a democratic method? (a)
Filing a case in the courts claiming that water is part of right to life.
(b) Boycotting the next elections to give a message to all parties.
(c) Organising public meetings against government’s policies. (d)
Paying money to government officials to get water.
Answer:
Option ‘d’, which advocates paying the government officials money, is an undemocratic method.
Question 7:
Write a response to the following arguments against democracy.
(a) Army is the most disciplined and corruption-free organisation in the country. Therefore army should rule the country.
(b) Rule of the majority means the rule of ignorant people. What we need is the rule of the wise, even if they are in small numbers.
(c) If we want religious leaders to guide us in spiritual matters, why not invite them to guide us in politics as well. The country
should be ruled by religious leaders.
Answer:
A democracy is the government elected by the people, from among the people themselves. The Army is integral in protecting the
country, but it is not elected by the people; hence, it cannot form a democratic government. The second statement is not true as all
people are intelligent to some extent. The third statement is dangerous because bringing religion into politics can cause serious
conflict.
Question 8:
Are the following statements in keeping with democracy as a value? Why?
(a) Father to daughter: I don’t want to hear your opinion about your marriage. In our family children marry
where the parents tell them to.
(b) Teacher to student: Don’t disturb my concentration by asking me questions in the Classroom. (c) Employee
to the officer: Our working hours must be reduced according to the law.
Answer:
The first two statements are undemocratic as the girl is denied any opportunity to voice her opinion about her own marriage and the
student is denied the right to clear his doubts by asking questions. The third statement is democratic as it calls for a rule of law
which is beneficial for the employees.
Question 9:
Consider the following facts about a country and decide if you would call it a democracy. Give reasons to support your decision.
(a) All the citizens of the country have right to vote Elections are held regularly.
(b) The country took loan from international agencies. One of the conditions for given loan was that the government would reduce
its expenses on education and health.
(c) People speak more than seven languages but education is available only in one language, the language spoken by 52 percent
people of the country.
(d) Several organisations have given a call for peaceful demonstrations and nation wide strikes in the country to oppose these
policies. Government has arrested these leaders.
(e) The government owns the radio and television in the country. All the newspapers have to get permission from the government to
publish any news about government’s policies and protests.
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Answer:
The country is not a democracy. The people have the right to vote but they do not have the right to free speech and demonstrations.
The country is also under economic sanctions, which means that the people cannot take their own economic decisions. The
government’s censorship of the media prevents the public from voicing its opinion.

1. Write any five features of Democratic government.
Ans. People have political rights. They take part in an election process on the basis of Universal Adult Franchise.
Democratic government is accountable and responsive to the needs of people.
There are free and fair elections. People participate in them without any restriction.
People also participate in the functioning of decision making.
Representatives are elected for the fixed tenure of time.
People are not subjects of the ruler, they are rulers themselves.
2. Write any five features of Non Democratic government.
Ans. (i) People do not enjoy political rights or they have every limited right.
(ii) Elections are not held in a free and fair manner. People face many restrictions.
(iii) People are not allowed to participate in the functioning of decision making.
(iv) Government is not accountable and responsive to the needs of people.
(v) People are never considered rulers or dignified citizens. They are treated as subjects.
3. Describe any five features of non-democratic Pakistan under General Musharraf.
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.
He changed the designation to President and 2002 held a referendum in the country that granted him a five year extension.
Pakistani media human rights organizations and democracy activities said that the referendum was based on malpractices and
fraud.
In August 2002 he issued legal framework order that amended the constitution of Pakistan.
According to this order, the President can dismiss the national and provincial assemblies.
The work of the civilian cabinet is supervised by the National Security Council which is dominated by military officers.
4. How far it is correct to say that the government of PRI in Mexico was a non democratic government? Give arguments.
Ans. The government made by International Revolutionary Party id Mexico was not a democratic government. It works against the
principles of democracy.
The PRI was known to use many dirty tricks to win the elections.
All those who are employed in government offices had to attend its party meetings.
Teachers of government schools used to force parents to vote for PRI.
Opposition parties did contest elections but never manage to win.
Media largely ignored the activities of opposition political parties except to criticize them.
Sometimes the polling booths were shifted from one place to another in the last minute, which made it difficult for people to cast
their vote.
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5. How far the rule of law and respect for citizen’s rights are followed in Zimbabwe although Robert Mugabe has been
democratically elected?
Ans. Zimbabwe attained independence from white minority rule in 1980. Since then the country has been ruled by ZANU-PF, the
party that led the freedom struggle.
Its leader Robert Mugabe has been ruling the country since independence.
Elections were held regularly and always won by ZANU-PF. President Robert Mugabe is popular but also use unfair means in
elections.
Over the year his government has changed the constitution several times to increase the power of the President and make him
less accountable.
Opposition party workers were harassed and their meetings disrupted.
Public demonstrations and protests were declared illegal.There is a law that limits the right to criticize the President.
6. “Elections in china do not offer people a real choice.” Explain.
Ans. In China elections are held regularly after every five years for electing the country’s parliament, called Quanguo Renmin
Daibiao Dahu (National People’s Congress).
The national People’s Congress has the power to appoint the President of country.
Before contesting elections, candidate needs the approval of the Chinese Communist Party.
Only those who are members of the Chinese Communist Party or eight smaller parties allied to it were allowed to contest elections
held in 2001-03.
The government is always formed by communist party.
7. Write any five arguments against democracy.
Ans. Leaders keep changing in a democracy. This leads to instability.

Democracy is all about political competition and power play. There is no scope for morality.
So many people have to be consulted in a democracy that it leads to delays.
Elected leaders do not know the best interest of the people. It leads to bad decisions.
Democracy leads to corruption for it is based on electoral competition.
Ordinary people don’t know what is good for them; they should not decide anything.
8. “Democracy improves the quality of decision making” .Explain.
Ans. Democracy is based on consultation and discussion.

A democratic decision always involves many persons, discussion and meeting.
When a number of people put together they are able to point out possible mistakes in any decision.
This reduces the chances of rash or irresponsible decision. Thus
democracy improves the quality of decision making.
9. “Democracy enhances the dignity of citizens.”Explain.
Ans. Democracy enhances the dignity of citizens.

Democracy is based on the principle of political equality, on recognizing that the poorest and the least educated have the same
status as the rich and the educated.
People are not subjected of a ruler, they are the rulers themselves.
All the citizens are equal before law.
Democracies have provided opportunities to women to get equal treatment.
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10. Is it good to elect a President for life or is it better to hold regular elections after every five years? Give reasons.
Ans. No, it is not good to elect a President for life. But it is certainly better to hold regular elections after a fixed tenure, which
should be of five years.
Rulers elected by the people can take final decision on all the major issues.
Such elections offer a choice and fair opportunity to the people to change the current rulers.
This choice and opportunity is available to all the people on an equal basis.
The exercise of this choice leads to a government limited by basic rules of the constitution and citizens’ right.
11. ‘Some countries are not ready to give voting rights to its citizens’. Explain.
Ans. In Saudi Arabia women do not have the right to vote.

Estonia had made its citizenship rules in such a way that people belonging to Russian minority find it difficult to get the right to
vote.
In Fiji the electoral system was is such that the vote of an indigenous Fiji has more value than that of an Indian Fijian.
12. What dirty practices were used by IRP to win the elections in Mexico?
Ans. The PRI was known to use many dirty tricks to win elections.
All those who were employed in government offices had to attend its party meetings.
Teachers of government schools used to force parents to vote for the PRI.
Media largely ignored the activities of opposition political parties except to criticize them.
13. Name any two countries where elections are held regularly but they cannot be considered as democratic countries. Explain.
Ans. Mexico and China are two countries where elections are held regularly but they cannot be considered as democratic
countries.
In china before contesting elections a candidate need the approval of the Chinese Communist Party. People have no choice. The
government is always formed by the communist party. This is against the democratic system of elections.
In Mexico, PRI was known to use many dirty tricks to win elections. All those who were employed in government offices had to
attend its party meetings. Teachers of government schools used to force parents to vote for the PRI. Media largely ignored the
activities of opposition political parties except to criticize them. This is against the democratic system of elections.
14. How is the dignity of citizens enhanced in democracy?
Ans. Democracy enhances the dignity of citizens.

Democracy is based on the principle of political equality, on recognizing that the poorest and the least educated have the same
status as the rich and the educated.
People are not subjected of a ruler, they are the rulers themselves. All the citizens are equal before law.
15. How do democracy provide platform to deal with differences and conflict?
Ans. Democracy provides the method to deal with differences and conflict.
In any society people are bound to have differences of opinion and interests. These differences are particularly sharp in country
like ours which has an amazing social diversity.
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Democracy provides the only peaceful solution to this problem. In democracy no one is the permanent winner. No one is the
permanent looser. Different groups can live with one another peacefully.
16. Why is democracy considered the best form of government?
Ans. Democracy provides the method to deal with differences and conflict.
Democracy allows us to correct its own mistakes.
Democracy improves the quality of decision making. Democracy
enhances the dignity of citizens.
17. How does democracy allow us to correct its own mistakes?
Ans. There is no guarantee that mistakes cannot be made in democracy.

No form of government can guarantee that. The advantage in a democracy that such mistakes cannot be hidden for long. There
is a space for public discussion on these mistakes. And there is a room for correction. Either the rulers have to change their
decisions, or the rulers can be changed.
18. How does democracy improve the quality of decision making?
Ans. Democracy is based on consultations and discussion.

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 possiblemistakes in any decision. This
takes time. But there is a big advantage in taking time over important decisions.
19. Under what conditions government run after the elections?
Ans. A democratic government cannot do whatever it likes, simply because it has won anelection.
It has to respect some basic rules. In particular it has to respect some guarantees tothe minorities.
Every major decision has to go through a series of consultations. Every office bearerhas certain rights and responsibilities assigned
by the constitution and the law.
20. Who was Robert Mugabe?
Ans. Robert Mugabe was the leader of ZANU-PH.

Robert Mugabe has been ruling the country since independence. Elections have beenheld regularly and always won by ZANU-PH.
President Mugabe is popular but also uses unfair practices in elections.
Over the years his government has changed the constitutional several times toincrease the powers of the President and make him
less accountable.
Opposition party workers are harassed and their meeting disrupted.
21. Write any three features of democratic elections.
Ans. All citizens have a political right to vote with equal value.
Elections were held regularly after every five or four years.
Elections are conducted in a free and fare manner where people can choose as theyreally wish.
22. Write any three drawbacks of non democratic elections.
Ans. All citizens are not given right to vote.

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Elections are not held regularly.
Elections are held in a free and manner.
People face many restrictions. People
don’t have choice.
23. Is India a democratic country? Write any three arguments in favour of your answer.
Ans. Yes, India is democratic country. It is largest democracy of the world.

In India people have right to criticize the government and express their views freely.
People choose their own government.
The real and final power is in the hands of people. There
are free and fair elections.
24. Assess any three conditions that applied to the way a democratic government is run after the elections.
Ans. People should have the freedom to express their views.

They should have freedom to form associations and to protest also. Country
is governed by the constitutional law.
Everyone should be equal in the eye of law.
People’s rights should be respected and it must be protected by law.
25. Explain the difficulties faced by the people in a non democratic country.
Ans. People cannot change their rulers according to their own wish.
People cannot choose their rulers also.
People cannot question the authority of the dictator. People
cannot criticize the government.
26. How far is it correct to say that respect for citizen’s rights were not followed in Zimbabwe. Explain.
Ans. Yes, it is correct to say that respect for citizen’s rights were not followed in Zimbabwe Opposition party workers were harassed
and their meetings disrupted. Public demonstrations and protests were declared illegal.
There is a law that limits the right to criticize the President.
27. How far is it correct to say that respect for citizen’s rights were not followed in China. Explain.
Ans. Yes, it is correct to say that respect for citizen’s rights were not followed in China. Elections procedure is not democratic in
china.
The national People’s Congress has the power to appoint the President of country.
Before contesting elections, candidate needs the approval of the Chinese Communist Party.
Only those who are members of the Chinese Communist Party or eight smaller parties allied to it were allowed to contest elections
held in 2001-03.
The government is always formed by communist party.
28. How far is it correct to say that respect for citizen’s rights were not followed in Mexico. Explain.
Ans. Yes, it is correct to say that respect for citizen’s rights were not followed in Mexico. Elections procedure is not democratic.
The PRI was known to use many dirty tricks to win the elections.
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All those who are employed in government offices had to attend its party meetings.
Teachers of government schools used to force parents to vote for PRI. Opposition
parties did contest elections but never manage to win.
2. POLITICAL SCIENCE
Constitutional Design
DEMOCRATIC CONSTITUTION IN SOUTH AFRICA
(a) Struggle against Apartheid :

Apartheid referred to the policy of discrimination an the basis of race as practiced by the government of South Africa. The main
features of this policy were as follows:
All people were classified and separated on the basis of race.
Each group had to live in a separate area.
There were separate schools and universities, separate shopping centers, separate coaches in trains. Marriage between persons
belonging to two races was a criminal offence. There were restriction on movement from one place to another. Non-whites had no
votes. They had no say in the governance of the country. in short, the policy of apartheid human denied human rights and rendered
the government of South Africa as among the most oppressive regimes in the world in the 20th century.
(b) The end of the Policy of Apartheid:
In 1910 the African National Congress was formed which aimed at establishing a non-racial democratic South Africa. The
movement was intensified in the 1950s. In 1960s, the African National Congress was banned. The African National Congress
organized its own army to fight against the racial regime. The UN condemned the policy of South Africa. In the 1980s some
western countries imposed sanctions against South Africa. by the end of the 1980s the international isolation of the government of
South Africa was complete. With it began the process of ending the apartheid. The ban on the Africa National Congress was lifted
and it leaders released. Negotiations began between the African National Congress s and South Africa government for framing a
new constitution which would give all South Africans the right to vote. In April 1994, elections were held in South Africa as per the
new provisions. The African National Congress won with a thumping majority and formed a non-racial democratic government.
Finally, at the midnight of 26 April 1994, the new national flag of the Republic of South Africa was unfurled making the newly
born democracy in the world.
(c) Towards a new Constitution:
The party that had ruled through oppression and brutal killings and the party that led the freedom struggle sat together to draw up a
common constitution. One of the finest constitutions the world has ever had. It gave to its citizens the most extensive rights
available in any country. The Constitution makes it clear that in the search for a solution to the problems, nobody should be
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excluded, no one should be treated as a demon, everybody should become part of the solution, whatever they might have done or
represented in the past. 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.
(d) Nelson Mandela- Gandhi of South Africa:
Nelson Mandela was one of the most able, efficient and far-sighted leaders of the African national Congress. It was under his
leadership that the struggle against apartheid reached its climax. Due to participation in the movement against apartheid he was
sentenced to life imprisonment in 1964. He spent the next 28 years in prison. In the 90s due to activities of the African National
Congress and the support it got from other countries of the world, South African regime was completely isolated from the world. In
order to create a favorable atmosphere Nelson Mandela was released in 1990. In 199 the first democratic elections were held and
Nelson Mandela was elected the President of South Africa.
WHY DO WE NEED A CONSTITUTION ?
A Constitution of a country is a set of written rules that are accepted by all people living together in a country. Constitution is the
supreme law that determines the relationship among people living in a territory (called citizens) and also the relationship between
the people and government. a constitution does many things :
(i) First, it generates a degree of trust and coordination that is necessary for different kind of people to live together;
(ii) Second, it specifies how the government will be constituted, who will have power to take which decisions;
(iii) Third, it lays down limits on the powers of the government and tells us what the rights of the citizens are;
(iv) Fourth, it expresses the aspirations of the people about creating a good society.
All countries that have constitutions are not necessarily democratic. But all countries that are democratic will have constitutions.
After the War of independence against Great Britain, the Americans gave themselves a constitution. after the Revolution, the French
people approved a democratic constitution. Since then it has become a practice in all democracies to have a written constitution.
MAKING OF INDIAN CONSTITUTION
The making of the constitution for a huge and diverse country like India was not an easy affair.
(i) The people of India were emerging from the status of subjects to that of citizens.
(ii) The country was born through a partition on the basis of religious differences. Atleast ten lakh people were killed on both
sides of the border in partition related violence.
(iii) The British had left it to the rulers of the princely states to decide whether they wanted to merge with Indian or with Pakistan
or remain independent. The merger of these princely states was difficult and uncertain task.
(iv) When the constitution was being written, the makers of the constitution had anxieties about the present and the future of the
country.
(a) The path to constitution:

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(i) Our national movement was not merely a struggle against a foreign rule. It was also a struggle to rejuvenate our country and
to transform our society and politics.
(ii) The familiarity with political institutions of colonial rule also helped develop an agreement over the institutional design. 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.
(iii) Many of our leaders were inspired by the ideals of French Revolutions, the practice of Parliamentary democracy in Britain
and Bill of Rights in USA. So they incorporated some good points of the Constitution of these in the Indian Constitution.
(iv) They also got inspiration from the Constitution drafted by Moti Lal Nehru and eight other Congress leaders in 1928, and the
outlines of the Indian Constitution prepared by the Indian National Congress at its Karachi session in 1931.
(b) The Constituent Assembly:
The Constitution of India was framed by a Constituent Assembly set up under the Cabinet Mission Plan, 1946. The assembly
consisted of 389 members representing provinces (292), states (93), the chief commissioner provinces (3) and Baluchistan (1). The
assembly held its first meeting on December 6, 1946. It elected Dr. Rajendra Prasad as its Chairman. Soon after the country was
divided into India and Pakistan. The Constituent Assembly was also divided into the Constituent Assembly of India and that of
Pakistan. The Constituent Assembly that wrote the India Constitution had 299 members. 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.
(c) Why should we accept the Constitution made by the Constituent Assembly more than
50 years ago?
(i) The Constitution does not reflect the views of its members alone. it expresses a broad consensus of its time. Many countries
of the world have had to rewrite their constitution afresh because the basic rules were not accepted to all major social groups or
political parties. In some other countries, the Constitution exists as a mere piece of paper. No one actually follows it. The experience
of our constitution is different. 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.This is an unusual achievement
for any constitution.
(ii) The Constituent Assembly represented the people of India. There was no universal adult franchise at that time. So the
Constituent assembly could not have been chosen directly by all the people of India. It 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. The
Assembly represented members from different language groups, castes, classes, religions and occupations.
(iii) The manner in which the Constituent Assembly worked gives sanctity to the Constitution. The Constituent Assembly
worked in a systematic, open and consensual manner. 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. Several rounds of through discussion took
place on the Draft Constitution, clause by clause. More than two thousand amendments were considered. Every document presented
and every word spoken in the Constituent assembly has been recorded and preserved. These are called ‘Constituent Assembly
Debats’. When printed, these debates are 12 bulky volumes! These debates provide the rationale behind every provision of the
Constitution. These are used to interpret the meaning of the Constitution.
(d)Indian Constitution: A Living Document:

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Those who crafted the Indian Constitution felt that it has to be in accordace with people’s aspirations and changes in society. They
did not see it as a sacred, static and unalterable law. So, they made provisions to incorporate changes from time to time. These
changes are called constitutional amendments. Till date 104 amendments have been made in the constitution. Te amendment
procedure provided in the constitution is as follows. There are three categories of amendments:
(i) In the first category, amendments can be done by simple majority of members present and voting before sending it for the
President’s assent.
(ii) In the second category, amendments require a special majority. such an amendment can be passed by each house of
Parliament by the two-thirds majority of the members of the house present and voting and then sent to the President for his assent.
(iii) The third category, amendments is really difficult to pass. besides the special majority mentioned in the second category, the
same has to be approved by at least 50 percent of the state legislatures.
Question 1:
Here are some false statements. Identify the mistake in each case and rewrite these correctly based on what you have read in this
chapter.
(a) Leaders of the freedom movement had an open mind about whether the country should be democratic or not after independence.
(b) Members of the Constituent Assembly of India held the same views on all provisions of the Constitution.
(c) A country that has a constitution must be a democracy.
(d) Constitution cannot be amended because it is the supreme law of a country.
Answer:
(a) Leaders of the freedom movement had a consensus that the country should be a democratic nation after independence.
(b) Members of the Constituent Assembly of India held the same views on the basic principles of the constitution. (c)
A country that is a democracy must have a constitution. (d) A constitution can be amended.
Question 2:
Which of these was the most salient underlying conflict in the making of a democratic constitution in South Africa? (a)
Between South Africa and its neighbours
(b) Between men and women
(c) Between the white majority and the black minority (d) Between the coloured minority and the black majority
Answer:
The most salient underlying conflict in the making of a democratic constitution in South Africa was between the white minority and
the black majority.
Question 3:
Which of these is a provision that a democratic constitution does not have?
(a) Powers of the head of the state
(b) Name of the head of the state
(c) Powers of the legislature (d) Name of the country
Answer:
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(b) Name of the head of the state
Question 4:
Match the following leaders with their roles in the making of the Constitution:
(a) Motilal Nehru (i) President of the Constituent Assembly
(b) B.R. Ambedkar (ii) Member of the Constituent Assembly
(c) Rajendra Prasad (iii) Chairman of the Drafting Committee
(d) Sarojini Naidu (iv) Prepared a Constitution for India in 1928
Answer:
(a) Motilal Nehru (iv) Prepared a Constitution for India in 1928

(b) B.R. Ambedkar (iii) Chairman of the Drafting Committee
(c) Rajendra Prasad (i) President of the Constituent Assembly
(d) Sarojini Naidu (ii) Member of the Constituent Assembly
Question 5:
Read again the extracts from Nehru’s speech “Tryst with Destiny” and answer the following:
(a) Why did Nehru use the expression “not wholly or in full measure” in the first sentence?
(b) What pledge did he want the makers of the Indian Constitution to take?
(c) “The ambition of the greatest man of our generation has been to wipe every tear from every eye”. Who was he referring to?
Answer:
(a) Nehru used the term ‘not wholly or in full measure’ because according to him the task they had undertaken was not complete. (b)
The pledge that he wanted the makers of the Indian Constitution to take was to dedicate their lives to the service of India, the Indian
people and the humanity at large. (c) Mahatma Gandhi
Question 6:
Here are some of the guiding values of the Constitution and their meaning. Rewrite them by matching them correctly.
(a) Sovereign (i) Government will not favour any religion.

(b) Republic (ii) People have the supreme right to make decisions.
(c) Fraternity (iii) Head of the state is an elected person.
(d) Secular (iv) People should live like brothers and sisters.
Answer:
(a) Sovereign (ii) People have the supreme right to make decisions.
(b) Republic (iii) Head of the state is an elected person.
(c) Fraternity (iv) People should live like brothers and sisters. (d) Secular (i) Government will not favour any religion.
Question 7:
A friend from Nepal has written you a letter describing the political situation there. Many political parties are opposing the rule of
the king. Some of them say that the existing constitution given by the monarch can be amended to allow more powers to elected
representatives. Others are demanding a new Constituent Assembly to write a republican constitution. Reply to your friend giving
your opinions on the subject.
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Answer:
Attempt on your own
Question 8:
Here are different opinions about what made India a democracy. How much importance would you give to each of these factors? (a)
Democracy in India is a gift of the British rulers. We received training to work with representative legislative institutions under the
British rule.
(b) Freedom struggle challenged the colonial exploitation and denial of different freedoms to Indians. Free India could not be
anything but democratic.
(c) We are lucky to have leaders who had democratic convictions. The denial of democracy in several other newly independent
countries shows the important role of these leaders.
Answer:
Attempt on your own
Question 9: Read the following extract from a conduct book for ‘married women’, published in 1912. ‘God has made the female
species delicate and fragile both physically and emotionally, pitiably incapable of self-defence. They are destined thus by God to
remain in male protection − of father, husband and son − all their lives. Women should, therefore, not despair, but feel obliged that
they can dedicate themselves to the service of men’. Do you think the values expressed in this para reflected the values underlying
our constitution? Or does this go against the constitutional values?
Answer:
The given paragraph reflects the patriarchal values. It promotes the idea of inequality of genders. This is contrary to the spirit of
equality promoted by the constitution.
Question 10:
Read the following statements about a constitution. Give reasons why each of these is true or not true.
(a) The authority of the rules of the constitution is the same as that of any other law.
(b) Constitution lays down how different organs of the government will be formed.
(c) Rights of citizens and limits on the power of the government are laid down in the constitution. (d) A constitution is about
institutions, not about values.
Answer:
(a) True
The constitution is the supreme law of a country. It is the foundation of a democratic entity. The rules laid down in the constitution
are the bases on which all the other laws are framed. Hence, it follows that the constitutional rules have the same authority, perhaps
even greater, as any other law of the country.
(b) True
The constitution lays down the framework for government formation. It defines in detail the composition and functions of the
different organs of government, namely the executive, the judiciary and the legislature.
(c) True
The constitution lays down the fundamental rights of every citizen of the country. These rights are enforceable in a court of law. By
defining the structure and functions of the different organs of government and by making them independent in their own spheres,
yet keeping each organ under check by the other organs, the constitution ensures that there are proper limits to the powers exercised
by the government. (d) Not true
A constitution lays down the composition and functions of the different institutions of government, thereby providing the
framework and laws for the working of these institutions. However, in providing such laws and frameworks, it is strongly guided by
democratic principles and values. Hence, a constitution is as much about values as it is about the institutions based on these values.
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1.ECONOMICS
The Story of Village Palampur

INTRODUCTION
(i) In Palampur faming is the main activity. Several other activities such as small scale manufacturing, dairy transport etc. are
also carried out. In these production activities various resources combine to produce the desired goods and services.
(ii) Palampur is well connected with neighboring villages and towns. An all weather road connects the village to Raiganj and
further on to the nearest small town. many kinds of transport such as bullock carts, tongas, bogeys, motorcycles, jeeps, tractors and
trucks are visible on ties road.
(iii) Palampur has about 450 families belonging to several different castes. 80 families of upper caste own the majority of land.
Their houses are quite large and made of brick with cement plastering. The SCs (dalits) comgrise one third of the population and
live in one corner of the village and in such smaller houses, some of which are of mud and straw.
(iv) Most of the houses have electric connections. Electricity powers all the tubewells in the fields. Electricity is also used in
various types of small business. Palampur has two primary schools and one high school. These is a primary health centre run by the
government and one private dispensary.
ORGANISATIONL PRODUCTION
Production of any type of goods or services required the services of four factors of Production.
(i) First requirement is land and other natural resources such as water, forests and minerals.
(ii) Second requirement is labor. Some production activities require highly educated workers, other activities required workers
who can do manual work.
(iii) Third requirement is physical capital, i.e. the variety of inputs required at every stage during production. Tools, machines,
buildings can be used in production over many years, and are called fixed capital. Raw materials and money in hand are called
working; these are used up in production.
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(iv) There is a fourth requirement too. One needs knowledge and enterprise to be able to put together land, labor and physical
capital and produce an output. this, these days is called human capital. every production is organised by combining land, labor,
physical capital and human capital, which are know as factors of production.
FARMING N PALAMPUR
(a) Fixed land:
Farming is the main production activity in Palampur. 75 per cent of the working people are dependent on farming for their
livelihood. Since 1960 in Palampur, there has been no expansion in land area under cultivation. By then, some of the wastelands in
the village had been converted to cultivable land. There exists no further scope to increase farm production by brining new land
under cultivation.
(b) Ways to produce more from the same land:
All land is cultivated in Palampur. No land is idle. During the rainy (kharif) season, people grow jowar and bajra which are used as
cattle feed. Between Octobers to December they cultivate potatoes. In the winter (or the Rabi) season they sow wheat. a part of the
land area is also devoted to sugarcane which is harvested once every year. The main reasons why farmers are able to grow three
different crops in a year are:-
(i) As a result of the coming of electricity in the Palampur village, people have greatly improved the system of irrigation. They can
now irrigate more lands quite effectively.
(ii) Tube wells were first installed by the government but soon people were able to set up their own tubewells.
(iii) By multiple cropping more then one crop is grow on a piece of land during the same year. All farmers in Palampur grow at
least two main crops; many are growing potato as the third crop.
(iv)The other way is to use modern farming methods for higher yield. Higher yields are possible from a combination of HYV seeds,
irrigation, chemical fertilisers, pesticides etc.
(c) Green Revolution:
Large increase in crop yields, leading to record food production started, in our country from 1960 onwards and marked a turning
point in Indian agriculture which has led to green revolution in our country. The great increase in the production of food grain crops
especially the wheat crop in our country during the last 30 years is called Green Revolution. This is because a sort of revolution has
taken place in Indian agriculture leading to enormous food grain production. the revolution is called because it has led to
unprecedented greenery of crops everywhere. The period 1960 to 1980 is also called ‘golden era’ for the record food grain
production. it is because of the green revolution that our country has become salt sufficient in food production and even buffer
stocks of food grains have been created for use in the times of natural calamities like drought and floods.
(d) How Electricity help the farmers in Palampur?
(i) The major impact of the spread of electricity in Palampur was to transform the system of irrigation.
(ii) Electricity helped the farmers to shift from the traditional Persian wheels to electricity run tube wells.
(iii) The irrigation capacity of electricity run tube wells is much more then that of the Persian wheels.
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(iv) Spread of electricity leads, literally the whole society from darkness to light. it transforms all social economic norms of life . it
is like a whole new world.
(e) Sustainable use of land:
(i) land being a natural resource, it is necessary to be very careful in its use. The modern farming methods have overused the land
resource.
(ii) Green Revolution is associated with the loss of soil fertility due to increased use of chemical fertilizers.
(iii) Continuous use of groundwater for tube well irrigation has reduced the water-table below the ground.
(iv) Environmental resources like soil fertility and groundwater are built up over many years. Once destroyed, it is very difficult to
restore them.
(f) Distribution of land between the farmers of Palampur:
(i) Not all the people engaged in agriculture have sufficient land for cultivation. In Palampur, about one third of the 450 families are
landless, i.e. 150 families, most of them dalits, have no land for cultivation.
(ii) Of the remaining families who own land, 240 families cultivate small plots of land less then 2 hectares in size.
(iii) In Palampur, there are 60 families of medium and large farmers who cultivate more then 2 hectares of land. A few of the
large farmers have land extending over 10 hectares or more.
(g) Who will provide the labour?
(i) Farming requires a great deal of hard work. Small farmers along with their families, cultivate their own fields. Thus, they
provide the labor required for farming themselves. Medium and large farmers hire farm labourers to work on their fields.
(ii) Farm labourers come either from landless families cultivating small plots of land. Unlike farmers, farm labourers do not
have a right over the crops grown on the land. Instead, they are paid wages by the farmer for whom they work. Wages can be in
cash or in kind of crop. Sometimes labourers get meals also. Wages vary widely from region to region, from crop to crop, from one
farm activity to another (like sowing and harvesting).there is also a wide variation in the duration of employment. a farm labourer
might be employed on a daily basis, or for one particular farm activity like harvesting, or for the whole year.
(h) The capital needed in farming:
(i) Most small farmers have to borrow money to arrange for the capital. They borrow from large farmers or the village
moneylenders or the traders who supply various inputs for cultivation. The rate of interest on such loans is very high. They are
put to great distress to repay the loan.
(ii) In contrast to the small farmers, the medium and large farmers have their own savings from farming. They are thus able to
arrange for the capital needed.
(iii) Sale of Surplus Farm Products:
(iv) Small farmers have little surplus because their total production is small and from this a substantial share is kept for their own
family needs. so, it is the medium and large farmers who supply wheat to the market.
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(v) Large and medium farmers sell the surplus farm products. a part of the earnings is saved and kept for buying capital for the next
season. Thus, they are able to arrange for the capital for farming from their own savings. Some farmers might also use the
savings to buy cattle, trucks, or to set up shops.
NON FARMING ACTIVITIES IN PALAMPUR
(a) dairy :
Dairy is a common activity in many families of Palampur. People feed their buffalos on various kinds of grass and the jowar and
bajra that grow during the kharif season. The milk is sold in Raiganj, the nearby large village. Two traders from Shahpur town have
set up collection cum chilling centers at Raiganj from where the milk is transported to far away towns and cities.
(b) Small scale manufacturing in Palampur:
Less than fifty people are engaged in manufacturing in Palampur unlike the manufacturing that takes place in the big factories in
the big factories in the4 towns and cities, manufacturing in Palampur involves very simple production methods and are done on a
small scale. they are carried out mostly at home or in the fields with the helps of family labor.
(c) The shopkeepers of Palampur:
People involved in trade (exchange of goods) are not many in Palampur. the traders of Palampur are shopkeepers who buy various
goods from wholesale markets in the cities and sell them in the village. There are a few small general stores in the village selling a
wide range of items like rice, wheat, sugar, tea, oil, biscuits, soap, toothpastes, batteries, candies, notebooks, pen, pencil and even
some cloth. (d) Transport:
there are a variety of vehicles on the road connecting Palampur to Raiganj. Rickshawallahs, tongawallahs, jeep, tractor, truck drivers
and people driving the traditional bullock cart and bogey are people in the transport services. They ferry people and goods from one
place to another, and in return get paid for it.
1) Every village in India is surveyed once in ten years during the census and some of the details are presented in the following
format. Fill up the following based on information on Palampur. (a) LOCATION (b) TOTAL AREA OF THE
VILLAGE (c) LAND USE (in hectares)
Cultivate Land Land not available for cultivation (Area covering dwellings,
roads ponds, grazing ground)
lrrigated Unirrigated
26 hectares
(d) FACILITIES
Educational
Medical
Market
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Communication
Nearest town
Answer
(a) Location Palampur is located 3 km from Raiganj which is a big village. The nearest town is Shahpur. •It is
well connected with neighbouring villages and towns. •An all weather road connects the village to Raiganj and
further to the nearest small town of Shahpur.
(b) Total Area of the Village The total area of the Palampur village is 246 hectares. (c) Land Use (in
hectares)
Cultivate Land Land not available for cultivation (Area covering dwellings,
lrrigated Unirrigated roads ponds, grazing ground)
200 hectares 20 hectares 26 hectares
(d) Facilities
Educational Palampur has two primary schools and one high school
Medical There is a primary health centre run by the government and one
private dispensary
Market Market has some general stores and shops selling eatables
Electricity supply Most of the houses have electric connections It powers the
tube wells and is used in various small businesses
Communication A well developed system of roads and transport

Nearest town Shahpur
Question 2. Modem farming methods require more input which are manufactured in industry. Do you agree ?
Answer Yes, It is true that modern farming methods require more Inputs which are manufactured in industry. For example
• HYV seeds, insecticides, pesticides and chemical fertilisers needed for increasing the yield per hectare are all
manufactured industries
• Farmers use farm machinery like tractors, threshers and also combined harvesters which are also manufactured in
industries.
• Tubewell equipment and water pumps used for irrigation are also manufactured in industries.
Question 3. How did the spread of electricity help farmers in Palampur? Answer
• Most of the houses in Palampur have electric connections.

• Electricity powers all the tubewells in the fields that help to irrigate much larger areas of land more effectively as
compared to the traditional Persian wheel drawn by bullocks. Since the entire cultivated area of 200 hectares had come
under irrigation farmers did not have to depend on rainfall and could grow multiple crops.
• It helps small businesses run their machinery like Mishrilal’s sugarcane crushing machine.
Question 4. Is it important to increase the area under irrigation why?

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Answer Yes, it is important to increase the area under irrigation because water is very essential for agriculture. In India, the rainfall
is unevenly distributed in the country and if rainfall Is less, then production Will be low, and they will be only able to grow one crop
in a season.
With good irrigation it will be possible to do multiple cropping, helping to increase the yield per hectare
Question 5. Construct a table on the distribution of land among the 450 families of Palampur.
Answer Distribution of land among the 450 families of Palampur.
.
Families with no land (mainly dalits) 150
Families with less than 2 hectares Families 240
Families with more than 2 hecatres Families 060
Families
Total 450 Families
Question 6. Why are the wages for farm labourers in Palampur less than minimum wages ?
Answer The minimum wages for a farm labourer set by the government are Rs. 60 per day, but wages of farm labourers in
Palampur are less than minimum wages because there is heavy competition for work among the farm labourers in Palampur, so
people agree to work for lower wages.
Question 7. In your region, talk to two labourers. Choose either farm labourers or labourers working at construction sites. What
wages do they get? Are they paid cash or kind? Do they get work regularly? Are they in debt?
Answer
• In our region, there are two labourers namely Ram Khilawan and Basanti, who are husband and Wife working as casual
constructing labourers. Due to drought, they had to leave their village in search of employment. They get approximately 50
to 60 rupees per day which they are paid in cash.
• They do not get work regularly because there are a large number of workers seeking employment, due to which they agree
to work for low wages. Because of irregular work and low wages they are unable to fulfill their needs and are in debt.
Question 8. What are the different ways of increasing production on the same piece of land? Use examples to explain.
Answer Multiple cropping and use of modern farming methods are two different ways of increasing production on the same piece
of land. e.g.,
(i) Multiple Cropping When more than one crop is grown on a piece of land during the year it is known as multiple cropping.
1. It is the most common way to increase production on a given piece of land.

2. All farmers in Palampur grow atleast two main crops, many are growing potato as the third crop in the past fifteen to
twenty years.
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(ii) Use of Modern Farming Method. Modern farming methods also help to increase the yield per hectare.
• Farmers of Punjab, Haryana and Western Uttar Pradesh were the first to try modern farming methods in India.
• The farmers in these regions set up tube wells for irrigation and made use of HYV seeds, chemical fertilisers and pesticides
In farming.
• Some also used farm machinery like tractors and threshers, which made ploughing and harvesting faster. They were
rewarded with high yields of wheat, increasing from 1300 kg per hectare to 3200 kg per hectare with HYV seeds.
Question 9. Describe the work of a farmer with 1 hectare of land?
Answer
• A farmer having 1 hectare of land for farming is called a subsistence farmer because 1 hectare of land is too lese;for even
the sustenance of a small family.
• Production Is very low and it is very difficult for the farmer to provide for his family.
• Apart from working on his own field he has to work on the field of the rich farmers or work as a casual labourer to survive.
• The small farmer has no irrigation facilities.
• He has no working capital so he is also not able to buy modern machinery, HYV seeds or insecticides and pesticides.
• In the absence of capital, he has to take loan from moneylender who charges a high interest rate. He is rarely able to repay
the loan and eventually falls into a debt trap.
Question 10. How did the medium and large farmers obtain capital for farming? how is it different from the small farmers?
Answer Modern farming methods such as use of HYV insecticides pesticides etc require a great deal of capital so the farmer needs
more money than before.
• The medium and large farmers have their own savings from farming. They are thus able to arrange for the capital needed.
• In contrast, the small farmers have to borrow money to arrange for the capital. They borrow from large farmers or the
village moneylenders or the traders who supply various inputs for cultivation.
• The rate of interest on such loans is very high. They are put to great distress to repay the loan, which is not so in the case of
medium and large farmers.
Question 11. On what terms did Savita get a loan from Tejpal Singh? Would Savita’s condition be different if she could get a loan
from the bank at a low rate of interest?
Answer Savita, a small farmer, in order to cultivate wheat on her 1 hectare of land, decides to borrow money from Tejpal Singh a
large farmer on the following terms
• Tejpal Singh agrees to give Savita the loan at an interest rate of 24 per cent for four months which is a very high interest
rate. Savita also has to promise to work on his field as farm labourer during the harvest season at Rs. 35 per day.
• The rate of interest charged by Tejpal Singh was higher than that of banks. If Savita had taken the loan from the bank,
interest would have been lower and she could have easily repaid the loan and her condition would have been far better.
Question 12. Talk to some old residents in your region and write a short report on the changes in irrigation and changes in
production methods during the last 30 years.
Answer
• On talking to two old residents Ramlal and Dharam Singh I came to know about the irrigation methods that were
traditionally in use in our area. They told me that earlier they were dependent on rainfall and later on they started to use the
SAR Persian wheel to draw water from the wells. With development of technology, tubewells were used for more better and
effective irrigation.
• In the farming methods, traditionally they ploughed the field with ploughs drawn by bullocks which was a very difficult
and time consuming process. They used ordinary seeds and cow dung manure for fertilisation.
• However with changes in technology the farmers started using HYV seeds, chemical fertilisers, insecticides, pesticides and
modern machinery like tractors and threshers which has led to an increase in yield per hectare and improved the lives of
the farmers.
Question 13. What are the non farm activities taking place in your region (or Palampur)? Make a short list Answer
• Dairy is a common activity in many families of our region.

• Some people are involved in small scale manufacturing in their homes or in the field like production of jaggery by
Mishrilal.
• A few people are involved as shopkeepers and traders who buy various goods from the wholesale market in the cities and
sell them in the villages.
• Some people near the bus stand have opened shops selling eatables.
• Some people are in the transportation sector ferrying people and carrying goods from one place to another In different
types of vehicles.
• People like Kareem opened a computer class centre and also provided employment to two women who had a diploma in
computer application.
Question 14. What can be done so that non-farm production activities can be started in villages.
Answer
• Banks should provide loans at low Interest rates so that the poor villagers can start some business to help them earn a
living.
• Government should be more active and start and effective employment generating schemes.
• Government should provide training to the villagers in different small crafts.
• Government should provide facilities for transportation and selling of locally manufactured goods of the villagers in the
cities.
• Industries can be set up in rural areas.
2.ECONOMICS
PEOPLE AS RESOURCES
HUMAN CAPITAL
Population becomes human capital when there is investment made in the form of education, training and medical care. Human
capital is the stock of skill and productive knowledge embodied in them. People as a resource are a way of referring to; a country’s
working people in terms of their existing productive skills and abilities.
(a) Human Capital formation:

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When the exiting ‘human resource’ is further developed by becoming more educated and healthy, we call it ‘human capital
formation ‘that adds to the productive power of the country just like ‘physical capital formation’.
‘Investment in human capital (though education, training, medical care) yields a retum just like investment in physical capital’.
(i) It increases the productivity of the workers.
(ii) Educated, trained and healthy people can use natural resources in a better way.
(iii) It adds to quality of labor.
(iv) A country can earn foreign exchange by exporting services.
(b) Human resources is different from other resources like land and physical capital:
Land consists of all natural resources. These are provided to us by nature. Physical capital consists of all those objects that help in
further production of different type of goods and services. Human resource, on the other hand, consists of knowledge and skills.
Other resources are not capital of brining about an improvement in they by their own effort; they can be changed only by human
resources. They do not have a mind and a brain of their own. Human resources, on the other hand, can be trained to perform any
task for which it is required. It required education, trained and health care. These, in turn, are again provided by human resources.
Thus, human resources, unlike other factor resources, has an ability to improve itself.
(c) “Population is an asset fo4 the economy rather then a liability”:
Population, for long, had been seen as a liability which slows down the rate of economic growth. This view of population was based
on the fact that population represented the stock of human being. Human beings make a demand on nation’s resources for their
survival. Larger the population more the resources like, food, health facilities, etc., would be required by it for its survival. Hence,
population would be treated as a liability. However, this view of population is not the correct one. More important thing is that
population is the source of supply of the most important factor resource, i.e., human capital. It is human capital that organizes the
population activity and makes other factor resources work. It is in this sense that the stock of knowledge and skills that constitutes
human resource is a valuable asset. However it may be noted that unless human beings are converted into human resource they may
constitute a liability.
(d) Importance of Human Capital Formation:
Investment in human resource (vie education and medical care) can give high rates of rates of rates in the future. This investment on
people is the same as investment in land capital.
(e) Virtuous cycle of human development:
Educated parents are found to invest more heavily on the education of their child. This is because they have realized the importance
of education themselves. They are also conscious of proper nutrition and hygiene. They accordingly look after their children’s needs
for education at school and good health. a virtuous cycle is thus created in this case. a vicious cycle may be created by
disadvantaged parents who, themselves uneducated and lacking in hygiene, keep their children in a similarly disadvantaged state.
‘’ countries like Japan did not have any natural resources; still they are developed countries’.
They have invested on people especially in the field of education and health.
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The skilled and trained people have made efficient use of other resources like land and capital. Efficiency and technology evolved
by people have made these countries rich/ developed.
ECONOMIC ACTIVITIES BY MEN AND WOMEN
All the activities which contribute to the flow of goods and services in the economy are called economic activities. These
activities add value to the national income. Economic activities have two parts
(i) Market Activities: Market activities involve remuneration to anyone who performs i.e., activity performed for money or
profit. These include production of goods and services including government service.
(ii) Non-market activities are the production for silf-consumption. These can be consumption and processing of primary product
and own account production of fixed assets.
(a) Economic activities and Non- Economic Activities:
(a) Economic activities and Non-Economic Activities :
Economic Activities :
(i) Economic activities contribute to the flow of goods and services in an economy.
(ii) If there is an increase in productive activities that means economy is progressing.
(iii) Economic activities lead to an increase in the personal income as well as the national income.
Non- Economic Activities:
(i) Non- economic activities do not contribute to the flow of goods and services in an economy.
(ii) Increase in non- economic activities is not an indicator of the economy is progressing.
(iii) Non- economic activities do not lead to an increase in the personal income and national ncome.
(b) Classification of the Various Economic Activities:
The different type of activities can be classified in three sectors, viz,
(i) Primary Sector: (ii) Secondary Sector, and (iii) Tertiary Sector.
(i) Primary Sector: primary Sector includes all those activities which are reacted to natural resources, like cultivation of land.
The primary Sector covers agriculture and allied activities like forestry, animal husbandry, fishing, poultry farming and mining.
(ii) Secondary Sector: A secondary activities covers those activities that are concerned with the transformation of natural
resource and products obtained the into other goods. For example, cultivation of wheat is a primary activity. Wheat is converted in
to flour in a mill. This is secondary activity. Similarly, forestry is a primary activity. But manufacturing of furniture is a secondary
activity and so on. Secondary sector includes quarrying and mining.
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(iii) Tertiary Sector: it includes all those activities which produce different types of services that are required by society.
Examples: services of a doctor, a teacher, a maid, an insurance company, a transport company. In an underdeveloped economy,
primary sector is the dominant sector of the economy. With economic-growth, the relative importance of the secondary sector and
tertiary sector increases, whereas that of the primary sector falls.
(c) Generally women are not paid as par with the men:
A majority of the women have meager education and low skill formation. Women are paid low compared to men. Most women
work where there is no job security for them. Various activities relating to legal protection are meager. Employment in this sect6or
is characterized by irregular and low income. In this sector, there is an absence of basic facilities like maternity leave, child care and
other social security systems.
QUALITY OF POPULATION
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 the4 country. the quality of the population ultimately decides the growth rate of the country.
(a) Education:
Advantages of Education:
(i) Education helps individual to make better use of the economic opportunities available before him.
(ii) Education and skill are the major determinants of the earning of any individual of the market.
(iii) Education opens new horizons for an individual, provides new aspiration and develops values of life.
(iv) Education contributes towards the growth of society also.
(v) Education enhances the national income, cultural richness and increases the efficiency of governance.
(vi) Literacy is not only a right; it is also needed if the citizen are to perform their right properly.
Steps taken by the government to promote education in India:
Among the important measures taken in recent years to promote education, the following may be mentioned:
(i) Steps have been taken by government to promote universalistion of education.
(ii) Navodaya Vidhyalyas have been set up in each of the districts to provide quality education.
(iii) Vocational streams have been developed to equip large number of high school students with occupations related to
knowledge and skills.
(iv)sarva Shiksha Abhiyan has been launched with the aim of providing elementary education to all children in the age group of 6 to
14 years by 2010.
(v) Bridge courses and back to school camps have been initiated to increase the enrollment in elementary education.
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(vi)Mid-day meal scheme has been implemented to encourage attendance and retention ofchildren . It also aims at improving
nutritional status of children.
Four peculiarity of literacy in India:
(i) The literacy rates have increased from 18% in 1951 to 65% in 2001.
(ii) A vast differences is noticed across different section of population. Literacy among males is nearly 50% higher then females
and it is about 50% higher in urban areas as compared to the rural areas.
(iii) Literacy rates very from 96% in some districts of Kerala to a below 30% in some parts of Madhya Pradesh and Bihar.
(iv) According to the census of 2001, a person aged 7 years and above who can read and write with understanding in any language
is treated as literate.
Strategy pursued in the Tenth Five Year Plan to promote education :
(i) The tenth Five-Year Plan plays special attention to increase the enrollment in higher education of the 18 to 23 years age
group from the present 6% to 9% by the end of the plan period.
(ii) the strategy focuses on: a vast differences is noticed across, quality, adoption of states-specific curriculum modification,
vocationalisation, networking no the use of information technology. The plan also focuses on distant education, convergence of
formal, non-formal, distant and IT education and IT education institutions.
(iii) The Tenth Plan provides for an expenditure of Rs. 43, 825 crore on education during the period 2002-07, as against Rs. 151
Crore spent during the First Plan (1951-56).
(b) Health:
The heath of a person helps him to realize his potential and the ability to fight illness. An unhealthy person becomes a liability for an
organization indeed; health is an indispensable basis for relishing one’s well benign. Health does not mean survival only; it involves
not only the physical fitness of the individual but also his mental, economic and social well being. Good health increases the
efficiency of a worker. . Good health increases the learning capacity of a worker.
Main elements of national health policy and its achievements:
Our national health policy aims at improving the accessibility of health care, family welfare and nutritional service with special
focus on underprivileged segment of population. India has built up a vast health infrastructure and manpower required at primary,
secondary, and tertiary care in government as well as in the private sector. The success of these measures gets reflected in the
following:
(i) Life expectancy has increased to over 64 years in 2000.
(ii) Infant Mortality Rate has come down from 147in 1951 to 75 in 2000.
(iii) Crude birth rate have dropped to 26.1
(iv) Death rate has come down to 8.7 during the same duration of time.
All these facts are indicators of better health conditions in the country.
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UNEMPLOYMENT
Unemployment is said to exist when people who are willing to work at the going wages cannot find jobs.
(a) Disguised Unemployment:
It is a situation in which more workers are working in an activity then required. the people who are actually engaged in such an
activity appear to be employed but are not fully employed, for e.g. if for the cultivation of one hectare land, 10 workers are required
but instead of 10 workers, 15 workers are working in this case 5 workers are disguised unemployed. In such cases even if the
surplus workers are removed, the overall production does not suffer.
(b) Seasonal Unemployment:
It is a type of unemployment in which a worker is employed during some parts of the year (especially during harvesting or sowing
season) and remain without work during the rest of the year. Factors responsible for seasonal unemployment (i) Lack of small
scale and cottage industries in rural areas.
(ii) Lack of multiple cropping
(iii) Lack of commercialization of agriculture.
(c)Structural unemployment:
The working force in India is very large. It wants work but the existing capital structure is unable to absorb them. The mismatch of
available capital and the size of the labor force create persistent unemployment both in agriculture and industry. We lack resources
to improve agriculture and industry to provide employment to our labor force. This causes unemployment, This type of
unemployment occurs due to
(i) Lack of capital
(ii) Lack of resources.
(iii) Under utilization of natural resources.
(iv) Surplus workers as compared to demand.
Indian economy is facing structural unemployment as work force is more then the demand.
(d) Educated Unemployment:
If the spread of education is not according to the needs of economy it can create an army of educated unemployment. In India
educated unemployment has become a common phenomenon.
India has failed to balance its education policy according to the needs of the economy. There is surplus of manpower in certain
categories while there is a death of technical skills in other sectors.
‘Education unemployment a peculiar problem of India’

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Education unemployment is a person who has some formal education upto some level, say senior secondary or more, and fails
to find a job. This type of unemployment is on the rise in India. This is due to the following factors:
(i) Much of the education is of low-quality and general in nature. it does not have any vocation-specific component. Therefore,
much of it is irrelevant.
(ii) The rate at which white-collar jobs have been created in India is much less then the rare at which population and education
have been increasing.
(iii) In the globalizing world, demand for high-skilled labor is fast increasing. There is no demand for persons with not or little
skills. Our education system is mass producing this second category of persons.
Steps for solving the problem of educated unemployment:
The ultimate solution to the problem of educated unemployment is to be sought within the educated system.
(i) This needs a proper manpower planning. Manpower planning implies that a realistic assessment should be made about the
manpower requirements in different sectors of the economy. Once these assessments have been made, education and training
programs in schools, colleges, universities and other professional and training institutes should be accordingly designed.
(ii) Education should be made vocational. So that an-adult can find a suitable job immediately after he leaves a school or a college.
(iii) Higher education should be restricted to a meaningful few. To be realistic, education at this level should be high quality and
research-oriented. In short, universal education is a must; but higher education should be restricted to a few and should be or
high standards.
(e) Technical Unemployment:
If unemployment occurs owing to changes in technology, it is referred to as technical unemployment. Suppose, when computer
reduces the need for labourers drastically in an economy. This leads to technical unemployment.
(f) Magnitude of unemployment of India:
There are two ways by which the magnitude of unemployment is measured in India.
(i) The first one is through conducting sample surveys and population census.
(ii) The information provided by employment exchanges.
(g) Factors responsible for unemployment of India:
(i) Rapid growth of population: our population has been continuously rising. From a population of 361 million in 1951 it has
risen to 1027 million in 2001 but due to slow economic growth employment opportunities have not risen at the same pace.
(ii) Over dependence on agriculture: Even after more then 50 years of independence more then 60% of our population still
depends upon primary sector for its livelihood.
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(iii) Under-development of cottage and small scale industry: our rural sector is facing problems of disguised and seasonal
unemployment. This is due to under development of cottage and small scale industry.
(iv) Under-development industries: due to shortage of capital and other essential input the industrialization process is very slow.
So the industrial sector has failed to provide enough job opportunities to unemployed workers.
(h) Disadvantages of Unemployment:
(i) Wastage of resources: human capital is one of the most important resources. Unemployment leads to wastage of manpower
resource. People who are an asset for the economy turn into a liability. There is a feeling of hopelessness and despair among the
youth.
(ii) Poverty: the basic cause of poverty is unemployment. People do not have enough money to support their family. Inability of
educated people who are willing to work to find gainful employment implies a great social waste.
(iii) Increase in dependent population: unemployment tends to increase economic overload. The dependence of the unemployed
on the working population increase.
(iv) Poor quality of life: the quality of life on an individual as well as of society is adversely affected. When a family has to live
on a bare subsistence level, there is a general decline in its health status and rising withdrawal from the school system.
Hence, unemployment had detrimental impact on the overall growth of an economy. Increase in unemployment is an indicator of a
depressed econ0omy. It also wastes the resource, which could have been gainfully employed. If people cannot be used as a resource,
they naturally appear as a liability to the economy.
(i) Employment scenario in the three sectors:
(i) Agriculture is the most labour absorbing sector of the economy. More then 60% of the population is already working in the
primary sector. This sector is already facing the problem of disguised unemployment. Some of the surplus labor has moved to either
the secondary or the tertiary sector.
(ii) In the secondary sector, small scale manufacturing is the4 most labor-absorbing. There is much scope in this sector as new
manufacturing units are being set up.
(iii) In case of the tertiary sector, various new services are now appearing like biotechnology, information technology and so on.
As the need for the service sector is increasing, this sector has the ability to absorb a large number of working population.
(j) Methods to remove rural unemployment:
(i) By promoting small scale and cottage industry.
(ii) By spreading technical education.
(iii) By promoting supplement works like animal rearing, horticulture etc.

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Question 1. What do you understand by ‘people as a resource’?
Answer : ‘People as a resource’ is a way of referring to a country’s working peooie in terms of their existing productive skills and
abilities.
Because the humans contribute to GDP, they are also considered as a resource.
Question 2. How is human resource different from other resources like land and physical capital?
Answer :
1. Land, water, forests and minerals are resources which are essential for the growth, progress and development of human
society.
2. However these resources become usable only when the human being processes them and develops them; otherwise they
are of no use on their own. Without human beings these resources would remain unutilised. Thus human resource is the
most important resource because it helps to utilise natural resources.
Question 3. What is the role of education in human capital formation?
Answer : Education plays a significant and very vital role in human capital formation because education helps the humans to
achieve and realize their full potential and achieve success in life in the form of higher incomes earned through better jobs and
higher productivity. Education helps the people by broadening their knowledge and providing them training.
Question 4. What is the role of health in human capital formation?
Answer : Health plays an important role in human capital formation for the following reasons
1. Only a healthy person can perform to his full potential.

2. A healthy person can do the work in a more effective manner.
3. A healthy person can contribute to the growth and development of the economy by dOing productive work.
4. An unhealthy person becomes a liability for an organisation. Indeed health is an indispensable basis for realising one’s well
being.
Realising the importance of health, improvement in the health status of the population has been the priority of the government.
Question 5. What part does health play in the individual’s working life ?
Answer : Health plays an important part in the individual’s working life because
1. An unhealthy person cannot work effiCiently.

2. If the body is healthy then only the mind can perform well.
3. A healthy person is able to work harder and better, thus earning more and living a better life.
Question 6. What are the various activities undertaken in the primary sector, secondary sector, and tertiary sector?
Answer : Primary Sector Activities Agriculture, forestry, animal husbandry, fishing, poultry farming and mining.
Secondary Sector Activities Include manufacturing and construction.

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Tertiary Sector Activities Trade, transport, communication, banking, education, health, tourism, services, insurance, etc.
Question 7. What is the difference between economic activities and non-economic activities?
Answer : The activities which are performed for money and results in econormc income are called economic activities. These
activities add value to the national income.
Those activities which are not performed for money and do not result in economic income are called non-economic activities.
Question 8. Why are women employed in low paid work?
Answer :
1. A majority of the women in India have very less education and low skill formation and thus they perform mainly unskilled
labour and get lower wages.
2. Being less educated they are unaware of their rights and about minimum wages, or they work in the unorganised sector
where they get low wages.
3. They are traditionally considered physically inferior to men and believed to do less work, so they are paid less compared to
men.
Question 9. How will you explain the term unemployment?
Answer : Unemployment is said to exist when people who are willing to work at the current wages cannot find jobs.
Question 10. What is the difference unemployment and seasonal unemployment?
Answer : Disguised Unemployment between disguised
1. In case of disguised unemployment, people appear to be employed but are actually not employed.
2. Sometimes in agricultural families, eight people are working in the farm, whereas only five people are needed to do that
work. Thus three persons are surplus and they are not needed on the farm. They also do not help to increase the production
of the farm.
3. If these three extra persons are removed from the farm. the production from the farm will not decrease; therefore these
three persons appear to be employed but are actually disguisedly unemployed.
Seasonal Unemployment
1. Seasonal unemployment happens when people are not able to find jobs during some months of the year.
2. People dependent upon agriculture usually face such a kind of problem. There are certain busy seasons when sowing,
harvesting, weeding and threshing is done. But when the plants are growing, there is not much work.
3. During this period, they remain unemployed and are said to be seasonally unemployed.
Question 11. Why is educated unemployed a peculiar problem of India?
Answer :
1. In the case of urban areas, educate”dunemployment has become a corrmon phenomenon. Many urban youth with
matriculation, graduation and post graduation degrees are not able to find jobs.
2. A study showed that unemployment of graduates and post graduates has increased faster than among matriculates.
SAR 3. A paradoxical manpower situation is witnessed as surplus of manpower in certain categories coexists with shortage of
manpower in others.
4. There is unemployment among technically qualified persons on one hand, while there is dearth of technical skills required
for economic growth.
5. So we can say that educated unemployment is indeed a peculiar problem of India.
Question 12. In which field do you think India can build the maximum employment opportunity?
Answer :
1. Agriculture sector in India is suffering from disguised unemployment and there is no more possibility of further
employment.
2. Unemployed rural labour force is now migrating to the cities to work in the industrial sector where many industries have
been set up and has the maximum capacity to provide employment.
3. The educated unemployed can also find jobs in the service sector or the tertiary sector.
Question 13. Can you suggest some measures in the education system to mitigate the problem of the educated unemployed?
Answer :
Vocational education should be encouraged so that after education, people do not have difficulty in getting jobs because they will
better trained for work.
1. More use of Information Ttechnology (IT) should be made in giving education.

2. Education should cater to the needs of the employment markets.
3. More opportunities should be made available in the tertiary sector where more educated unemployed people can find jobs.
Question 14. Can you imagine some village which initially had no job opportunities but later came up with many?
Answer :
Rampur was a small village which initially depended on agriculture which was also dependent on rainfall.
1. Then electricity reached the village and people could irrigate their fields and could grow 2 to 3 crops in a year and get
work.
2. Some people set up small scale industries which could be run by electricity and provided employment to people.
3. A school was established and now the population started to become educated and as a result they could seek employment
in and outside the village. The village became prosperous and soon had better health, education, transport and job facilities.
Question 15. Which capital would you consider the best land labour physical capital and human capital? Why?
Answer :
1. Land labour physical capital and human capital are very important for the growth and development of the society and the
economy.
2. In the absence of any of these resources we cannot hope to much progress, so they are very Important.
3. However, human capital is the most important capital because all other types of capital can be utilised only by humans; if
humans do not develop and process other capital or resources and make them usable, they would remain underdeveloped
and unutilised because on their own they are useless and of no use to anybody.
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If we develop human capital, all others will automatically develop and lead to progress.

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1. HISTORY (Class IX, Chapter 1 and 2)

The French Revolution

The French Society during the Late 18th Century

1st Estate: Clergy

2nd Estate: Nobility

THE OUTBREAK OF THE REVOLUTION

1799 – The Revolution ends with the rise of Napoleon Bonaparte.

Time Line : The French Revolution

1770s-1780s — Economic decline: French Government in deep debt.

THE ABOLITION OF SLAVERY

THE REVOLUTION AND EVERYDAY LIFE

NCERT TEXTBOOK QUESTIONS AND SOLUTIONS

1. Describe the circumstances leading to the outbreak of revolutionary protest in France.

A stronger middle class, and popularization of democratic and social ideals

The National Assembly, and the revolting subjects

6. How would you explain the rise of Napoleon?

Some Other Important Questions and Answers

8. How was the system of Estates in French society organized?

9. What types of taxes were paid by the third estate in France?

13. What do you understand by the term “Reign of Terror’?

15. What was the significance of the storming of the Bastille?

17. Why were women disappointed by the constitution of 1791 in France?

18. What do you know about the Estates General?

19. Who was Mirabeau?

20. Who was Abbe Sieyes?

22. Write a note on new constitution of France after monarch ?

(ii). its main object was to limit the powers of monarchs.

23. Define the political system in France before year 1791 ?

Ans- (i) . Political system was indirectly elected.

(ii) . Citizen voted for a group of electors.

(iii) . Not all citizen had right to vote.

24. What were the significance of political symbol ?

Ans- ● The broken chain significance freedom.

● The eye within a triangle radiating light shows knowledge.

● Scepter symbol of royal power.

● Snake biting eternity.

● Blue white red the national colours of France.

● Winged woman personification of the laws.

● Law tablet all and all are equal before it.

25. What was revolutionary wars and it’s effect ?

Ans-(i) . Although Louis XVI had signed the constitution.

(ii) . He entered into secret negotiations with the king of perrsia.

(iii) . They plans to send troops to put down the events.

(i) . Losses And economical difficulties to the people.

(ii) . The men were away fighting at the front.

(iv) . A living and looking after their families.

(iii) . Many were not satisfied with them.

(iv) . This lead to the formation of jacobin club.

THE RUSSIAN REVOLUTION

In 1914, Tsar Nicholas II ruled the Russian empire.

THE FEBRUARY REVOLUTION IN PETROGRAD

• Restrictions on public meetings and associations were removed.

The people involved were Lenin, the Bolsheviks, troops (pro-government).

• Most industry and banks were nationalized in November 1917.

NCERT TEXTBOOK QUESTIONS AND SOLUTIONS

Socialism in Europe and the Russian Revolution

3. Why did the Tsarist autocracy collapse in 1917?

(a) Miserable Condition of the Workers