Oswaal CBSE Chapterwise & Topicwise Question Bank Class 10 Social Science Book (For 2022-23 Exam) 9355951329, 9789355951328

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SOCIAL SCIENCE

 India and the Contemporary World- II  Contemporary India  Democratic Politics  Economics

(INCLUDES COMPETENCY BASED QUESTIONS)

18th EDITION

ISBN SYLLABUS COVERED

YEAR 2022-23 “978-93-5595-132-8”

CENTRAL BOARD OF SECONDARY EDUCATION DELHI

PUBLISHED BY OSWAAL BOOKS & LEARNING PVT. LTD.

COPYRIGHT

RE S ERV ED

1/11, Sahitya Kunj, M.G. Road, Agra - 282002, (UP) India

BY THE PUBLISHERS

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without written permission from the publishers. The author and publisher will gladly receive information enabling them to rectify any error or omission in subsequent editions.

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DISCLAIMER

Oswaal Books has exercised due care and caution in collecting all the data before publishing this book. In spite of this, if any omission, inaccuracy or printing error occurs with regards to the data contained in this book, Oswaal Books will not be held responsible or liable. Oswaal Books will be grateful for your suggestions which will be of great help for other readers. The Maps shown in this book are Artistic Maps only. These are solely for students Assessment are not to scale. Kindle Edition (2)

TABLE OF CONTENTS 

Latest CBSE Circular released on 20th May 2022 for Academic Year 2022-2023 (CBSE Cir. No. Acad 57/2022) Latest CBSE Syllabus released on 21st April 2022 for Academic Year 2022-2023



(CBSE Cir. No. Acad 48/2022) Latest Term-II Board Papers 2022 (All sets of Delhi & Outside) - Fully solved



UNIT I : INDIA AND THE CONTEMPORARY WORLD-II SECTION-I EVENTS AND PROCESSES

9 - 15 20 - 32

UNIT II : CONTEMPORARY INDIA-II 1. Resources and Development

107 - 119

Topic 1 : Resources Planning Topic 2 : Land and Soil as Resources

1. The Rise of Nationalism in Europe 1 - 26

2. Forest And Wildlife

Topic 1 : French Revolution and Making of Nationalism

120 - 129

Topic 1 : Conservation of Forest and Wildlife in India

Topic 2 : The Age of Revolutions (1830-1848) Topic 3 : Nation States — Unification of Italy, Germany and Britain

Topic 2 : Types of Distribution of Forest and Wildlife Resources

Topic 4 : Visualising the Nation: Nationalism

3. Water Resources

and Imperialism

2. Nationalism in India

8 - 8

130 - 139

Topic 1 : Water Scarcity and Water

27 - 51

Conservation; Multipurpose River

Topic 1 : The First World War; Khilafat and Non-Cooperation Movement

Topic 2 : Rainwater Harvesting

Differing Strands within the Movement

4. Agriculture

Topic 2 : Civil Disobe ience Movement and

Topic 1 : Types of Farming, Cropping

People’s Participation and the Sense of

Pattern and Major Crops

Collective Belonging

3. The Making of a Global World

140 - 158

Topic 2 : Technolog-ical and Institutional

52 - 69

Reforms

Topic 1 : The Pre-Modern World and the Nineteenth Century

5. Minerals And Energy Resources 159 - 179

Topic 2 : The Inter-War and PostWar Economy

Topic 1 : Minerals and their Mode of Occurrence

4. The Age of Industrialization

70 - 83

5. Print Culture and the Modern World

84 - 100

Topic 2 : Metallic Minerals and their conservation

Topic 1 : Print Culture and the Modern World

Topic 3 : Conventional Sources of Energy Topic 4 : Non-Conventional Sources of Energy

6. Manufacturing Industries

Topic 2 : The Growth of Press in 19th Century India

• Map Work

101 - 103

• Self Assessment Paper-1

104 - 106

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Topic 1 : Manufacturing Industries– Introduction, Location and Classification

180 - 198

TABLE OF CONTENTS Topic 2 : Agro and Mineral Based Industries

Topic 2 : National and Regional Parties and their challenges and Reforms

5. Outcomes of Democracy

Topic 3 : Industrial Pollution and Environmental Degradation

7. Lifelines of National Economy

outcomes and Political outcomes of Democracy

199 - 218

Topic 1 : Means of Transport

Topic 2 : Economic and Social outcomes of Democracy

Topic 2 : Means of Communication Topic 3 : International Trade and Tourism

• Map Work

219 - 226

• Self Assessment Paper-2

227 - 228

UNIT III : DEMOCRATIC POLITICS II 1. Power Sharing

229 - 242

• Self Assessment Paper-3

1. Development

Topic 2 : Public Facilities and Sustainable Development

243 - 255

Topic 1 : Federalism and India as a Federal country Topic 2 : Federalism in Practice and Decentralization in India

Topic 2 : Organized and Unorganised Sector

256 - 273

Topic 3 : Caste and Politics Topic 1 : An Introduction of Political Parties and Types of Party Systems

2. Sectors of The Indian Economy 329 - 344 Topic 1 : Sectors of Economic Activities and ways to create more Employment

Topic 1 : Gender and Politics Topic 2 : Religion, Communalism and Politics

4. Political Parties

312 - 328

Topic 1 : National Development, Income and other criteria

Topic 2 : Accommodation in Belgium and Forms of Power Sharing

3. Gender, Religion and Caste

310 - 311

UNIT IV : UNDERSTANDING ECONOMIC DEVELOPMENT

Topic 1 : Belgium and Sri Lanka and Majoritarianism in Sri Lanka

2. Federalism

293 - 309

Topic 1 : How do we assess Democracy's

274 - 293

3. Money And Credit

345 - 357

4. Globalisation And the Indian Economy

358 - 371

• Self Assessment Paper-4

372 - 373

• Practice Paper - I

374 - 379

• Practice Paper - II

380 - 384 

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Syllabus

Prescribed by CBSE for 2022-23

Mind Maps

For better retention of concepts

Topicwise & Conceptwise Segregation

Revision Notes

Chapter Summary Developed by Oswaal Experts

For Focused & Systematic Study

Keywords

Fundamentals Facts

For quick recall of concepts

To explore the endless World of Knowledge

Competency Based Questions

Previous Years’ Board Papers

Academically Important Questions

To Practice Passage/

To decode the paper pattern

To Look out for Highly Expected Questions for the upcoming exams

Source/Case & MCQs based questions

Commonly Made Errors & Answering Tips

To write perfect Answers

Reflections

Topper’s Answers

To Learn to write your way to success

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To Ask youself about your learnings

QR Codes

 For Concept Videos

Mnemonics

To Memorise Better

Practice Questions

For Better Practice

Self Assessment & Practice Papers

For Chapterwise Assessment

PREFACE Who is this book for? We are delighted to present the updated edition of the CBSE Questions Banks for the 2022-23 academic session for Class 10. This edition is based on the latest CBSE Syllabus and Scheme of Assessment and Evaluation Practices of the Board for the Session 2022-23. National Education Policy 2020 has affirmed the need to move from rote to competency based learning. The Board has taken multiple steps towards the implementation of Competency Based Education (CBE) to equip the learning to meet 21st Century challanges proactively.

Why is this book different? The structural changes in Education that are being brought in by the latest Syllabus and the new National Educational Policy (NEP) resonate with our approach of focusing on deeper understanding instead of rote learning. Available for all subjects, these books have been designed to help students achieve high scores in their Board Examinations. Prepared by the Editorial Board of Oswaal Books, comprising leading subject matter experts, it consists of CBE pedagogical features such as Multiple Choice Questions, Case based Questions, Source based Integrated Questions alongwith Objective Types, Short & Long Answer Types Questions - all of which reinforce learning and improve conceptual understanding. To make these books 100% exam-centric, we've also included       

Latest Board Exam Papers (all sets of Delhi & Outside Delhi) of CBSE Term-II 2022 Topic-wise/Concept wise segregation of chapters Important Keywords for quick recall of concepts Fundamental Facts to enhance knowledge Practice Questions within the chapters for better practice Reflection to ask about your learnings Self-Assessment Tests & Practice Papers for Self-Evaluation Art Integration for Experiential learning

The new way of learning; Blended Learning The pandemic introduced us all to a phenomenon Blended Learning. In no time e-learning has become mainstream. Oswaal Books identified this like an opportunity and thus, we decided to introduce Oswaal360 A platform that simplifies learning with Chapter-wise e-assessments articulated for students to crack Board Exams.

Other Important features of this book such as-Art Integrated activities, Mind Maps, Concept Videos and Academically Important (AI) Questions make it an indispensable resource for students desiring to secure top marks in the examination.

How to use this book? You should use this book to supplement your learning and test your conceptual understanding. The rich instructive pedagogy encourages critical thinking and reflection and acts as a handy resource for students to learn, course correct, and test their knowledge. Making this book a part of your day-to-day exam preparation routine will help you sharpen your conceptual understanding, enhance your application to exam questions, and help you improve your test-taking abilities.

We wish you great success for your Board Examinations in 2023 and hope this book helps you achieve exemplary success. Team Oswaal Books (7)

CBSE CIRCULAR 2022-23

CENTRAL BOARD OF SECONDARY EDUCATION CBSE/DIR(ACAD)/2022/

Dated: 20.05.2022 Circular No. ACAD-57/2022

All Heads of schools affiliated to CBSE Subject : Assessment and Evaluation Practices of the Board for the Session 2022-23 National Education Policy 2020 has affirmed the need to move from rote to competency-based learning. This will equip the learners with key competencies to meet the challenges of the 21st century proactively. Accordingly, the Board has taken multiple steps towards the implementation of Competency Based Education (CBE) in schools. These range from aligning assessment to CBE, development of exemplar resources for teachers and students on CBE pedagogy and assessment and continued teacher capacity building. In this context the Board has released Circular No. Acad-05/2019 dated 18.01.2019; Circular No. Acad-11/2019 dated 06.03.2019; Circular No. Acad-18/2020 dated 16.03.2020; Circular No. Acad-32/2020 dated 14.05.2020 and Circular No. Acad-31/2020 dated 22.04.2021. In continuation to these circulars, the Board is initiating further corresponding changes in the Examination and Assessment practices for the year 2022-23 to align assessment to Competency Based Education. Therefore, in the forthcoming sessions a greater number of Competency Based Questions or questions that assess application of concepts in real-life/ unfamiliar situations will be part of the question paper. The changes for classes IX-X (2022-23) internal year-end/Board Examination are as detailed: (Classes IX-X) Year End Examination/ Board Examination (Theory)

(2021-22) Existing (As per Special Scheme of Assessment for Board Examination – Circular No. Acad51/2021 dated 05.07.2021)

(2022-23) Modified (Annual Scheme)

Composition

• Term I – Multiple Choice Question including case based and assertion reasoning type MCQs – 100% (30% questions competency based) • Term II – Case based/ Situation based, Open Ended- short answer/long answer questions (30% questions competency based)

• Competency Based Questions would be minimum 40% These can be in the form of Multiple Choice Questions, Case based Questions, Source based Integrated Questions or any other types. • Objective Type Questions will be 20% • Remaining 40% short

Composition

• Term I – Multiple Choice Question including case based and assertion reasoning type MCQs – 100% (30% questions competency based) • Term II – Case based/ Situation based, Open Ended- short answer/long answer questions (30% questions competency based)

• Competency Based Questions would be minimum 40% These can be in the form of Multiple Choice Questions, Case based Questions, Source based Integrated Questions or any other types. • Objective Type Questions will be 20% • Remaining 40% short answer/long answer questions (as per existing pattern)

Internal Assessment : No change Internal Assessment: End of year examination = 20:80 Year End Examination/ Board Examination (Theory) Curriculum document released by the Board vide circular No.Acad-50/2022 dated 28th April, 2022 and the forthcoming Sample Question Papers may be referred for the details of changes in the QP design of individual subjects.

(Dr. Joseph Emmanuel) Director (Academics)

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SYLLABUS Latest Syllabus issued by CBSE dated 21st April 2022 (CBSE cir no. Acad-57/2022) for Academic Year 2022-23

SOCIAL SCIENCE

Class - X (Code No. 087) Theory Paper Time: 3 Hrs. No.

Max. Marks: 80 Unit

No.of Periods

Marks

I

India and the Contemporary World – II

60

20

II III IV

Contemporary India – II Democratic Politics - II Understanding Economic Development Total

55 50 50 215

20 20 20 80

UNIT 1 : INDIA AND THE CONTEMPORARY WORLD –II Themes

60 Periods

Learning Objectives

Section 1: Events and Processes



1. The Rise of Nationalism in Europe:  The French Revolution and the Idea of the Nation  The Making of Nationalism in Europe  The Age of Revolutions: 1830-1848  The Making of Germany and Italy  Visualizing the Nation  Nationalism and Imperialism

Enable the learners to identify and comprehend the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.



Establish the relationship and bring out the difference between European nationalism and anti-colonial nationalisms.



Understand the way the idea of nationalism emerged and led to the formation of nation states in Europe and elsewhere.

2. Nationalism in India



Recognize the characteristics of Indian nationalism through a case study of NonCooperation and Civil Disobedience Movement.



Analyze the nature of the diverse social movements of the time.



Familiarize with the writings and ideals of different political groups and individuals.



Appreciate the ideas promoting Pan Indian belongingness.







The Pre-modern world The Nineteenth Century (1815-1914) The Inter war Economy

Show that globalization has a long history and point to the shifts within the process. Analyze the implication of globalization for local economies.



Rebuilding a World Economy : The Post-War Era



Discuss how globalization is experienced differently by different social groups.

   

The First World War, Khilafat Non-Cooperation Differing Strands within the Movement Towards Civil Disobedience The Sense of Collective Belonging

Section 2: Societies:

Livelihoods,

Economies

and

and

3. The Making of a Global World  

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SYLLABUS 4. The Age of Industrialization  Before the Industrial Revolution  Hand Labour and Steam Power  Industrialization in the Colonies  Factories Come Up  The Peculiarities of Industrial Growth  Market for Goods







Familiarize with the Pro- to-Industrial phase and Early – factory system. Familiarize with the process of industrialization and its impact on labour class. Enable them to understand industrialization in the colonies with reference to Textile industries.

Section 3: Everyday Life, Culture and Politics: 5. Print Culture and the Modern World  The First Printed Books  Print Comes to Europe  The Print Revolution and its Impact  The Reading Mania  The Nineteenth Century  India and the World of Print  Religious Reform and Public Debates  New Forms of Publication  Print and Censorship







Identify the link between print culture and the circulation of ideas. Familiarize with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past. Understand that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change.

UNIT 2 : CONTEMPORARY INDIA –II

55 Periods

Themes

Learning Objectives

1. Resources and Development  Concept  Development of Resources  Resource Planning - Resource Planning in India, Conservation of Resources  Land Resources  Land Utilization  Land Use Pattern in India  Land Degradation and Conservation Measures  Soil as a Resource - Classification of Soils, Soil Erosion and Soil Conservation (excluding Box Information on State of India’s Environment) 2. Forest and Wildlife  Conservation of forest and wildlife in India  Types and distribution of forests and wildlife resources  Community and Conservation



Understand the value of resources and the need for their judicious utilization and conservation.



Understand the importance of forests and wild life. Understand the ability and knowledge of how forest and wildlife conservation and management relate to the economy and environment, both currently and in the future.



3. Water Resources  Water Scarcity and The Need for Water Conservation and Management  Multi-Purpose River Projects and Integrated Water Resources Management  Rainwater Harvesting

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Comprehend the importance of water as a resource as well as develop awareness towards its judicious use and conservation.

SYLLABUS 4. Agriculture  Types of Farming – Primitive Subsistence, Intensive Subsistence, Commercial  Cropping Pattern – Major Crops, Food Crops other than Grains, NonFood Crops, Technological and Institutional Reforms  Food Security (excluding impact of globalization on agriculture)



5. Minerals and Energy Resources  What is a mineral?  Mode of occurrence of Minerals - Where are these minerals found?, Ferrous Minerals, NonFerrous Minerals, Non-Metallic Minerals, Rock Minerals  Conservation of Minerals  Energy Resources - Conventional Sources of Energy, Non-Conventional Sources of Energy  Conservation of Energy Resources



6. Manufacturing Industries  Importance of Manufacturing - Industrial Location (excluding Industry Market Linkage), Agro based Industry (excluding Cotton Textiles, Jute Textiles, Sugar Industry), Mineral based Industries (excluding Iron Steel Industry, Cement Industry),Industrial Pollution and Environmental Degradation, Control of Environmental Degradation



7. Life Lines of National Economy  Roadways  Railways  Pipelines  Waterways  Major Seaports  Airways  Communication  International Trade  Tourism as a Trade



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



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Explain the importance of agriculture in national economy. Identify various types of farming and discuss the various farming methods; describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern. Explain various government policies for institutional as well as technological reforms since independence. Identify different types of minerals and energy resources and places of their availability. Feel the need for their judicious utilization.

Bring out the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas. Discuss the need for a planned industrial development and debate over the role of government towards sustainable development.

Explain the importance of transport and communication in the ever-shrinking world. Understand the role of trade and tourism in the economic development of a country.

SYLLABUS UNIT 3 : DEMOCRATIC POLITICS –II

50 Periods

Themes

Learning Objectives

1. Power Sharing  Belgium and Sri Lanka  Majoritarianism in Sri Lanka  Accommodation in Belgium  Why power sharing is desirable?  Forms of Power Sharing

 

Familiarize with the centrality of power sharing in a democracy. Understand the working of spatial and social power sharing mechanisms.

2. Federalism 

What is Federalism?





What make India a Federal Country?





How is Federalism practiced?



Decentralization in India

Analyze federal provisions and institutions. Explain decentralization in rural and urban areas.

4. Gender, Religion and Caste 

Gender and Politics - Public/Private division, Women’s political representation



Religion, Communalism and Politics – Communalism, Secular State (excluding image on page 46, 48, 49 of NCERT Textbook – Democratic Politics –II - reprinted edition 2021)









Identify and analyze the challenges posed by communalism to Indian democracy. Recognize the enabling and disabling effects of caste and ethnicity in politics. Develop a gender perspective on politics.

Caste and Politics - Caste inequalities, Caste in politics, Politics in caste

6. Political Parties Why do we need Political Parties? – Meaning, Functions, Necessity 



How many parties should we have? 

National Parties



State Parties



Challenges to Political Parties



How can Parties be reformed?



Analyze party systems in democracies. Introduction to major political parties, challenges faced by them and reforms in the country.

7. Outcomes of Democracy 

How do we assess democracy’s outcomes?



Accountable, government



Economic growth and development



Reduction of inequality and poverty



Accommodation of social diversity



Dignity and freedom of the citizens

responsive

and

legitimate



Evaluate the functioning of democracies in comparison to alternative forms of governments.



Understand the causes for continuation of democracy in India.



Distinguish between sources of strengths and weaknesses of Indian democracy.

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SYLLABUS UNIT 4 : UNDERSTANDING ECONOMIC DEVELOPMENT Themes

Objectives

1. Development  What Development Promises - Different People, Different Goals  Income and Other Goals  National Development  How to compare different countries or states?  Income and other criteria  Public Facilities  Sustainability of Development 2. Sectors of the Indian Economy  Sectors of Economic Activities  Comparing the three sectors  Primary, Secondary and Tertiary Sectors in India  Division of sectors as organized and unorganized  Sectors in terms of ownership: Public and Private Sectors 3. Money and Credit  Money as a medium of exchange  Modern forms of Money  Loan activities of Banks  Two different Credit situations  Terms of Credit  Formal Sector Credit in India  Self Help Groups for the Poor

50 Periods

 



Familiarize with concepts of macroeconomics. Understand the rationale for overall human development in our country, which includes the rise of income, improvements in health and education rather than income. Understand the importance of quality of life and sustainable development.

 

Identify major employment generating sectors. Reason out the government investment in different sectors of economy.



Understand money as an economic concept. Understand the role of financial institutions from the point of view of day-to- day life.



4. Globalization and the Indian Economy:  Production across countries  Interlinking production across countries  Foreign Trade and integration of markets  What is Globalization?  Factors that have enabled Globalization  World Trade Organization  Impact of Globalization in India  The Struggle for a fair Globalization



5. Consumer Rights: To be used only for Project Work



Explain the working of the Global Economic phenomenon.

Gets familiarized with the rights and duties as a consumer; and legal measures available to protect from being exploited in markets.

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SYLLABUS SOCIAL SCIENCE (CODE NO. 087) QUESTION PAPER DESIGN

CLASS X

Time : 3 Hours Sr. No. 1

2

3

4

Max. Marks : 80 Typology of Questions

Total Marks

Weightage %

Remembering and Understanding: Exhibiting memory of previously learned material by recalling facts, terms, basic concepts, and answers; Demonstrating understanding of facts and ideas by organizing, translating, interpreting, giving descriptions and stating main ideas.

28

35%

Applying: Solving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

15

18.75%

Formulating, Analyzing, Evaluating and Creating: Examining and breaking information into parts by identifying motives or causes; Making inferences and finding evidence to support generalizations; Presenting and defending opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria; Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

32

40%

5

6.25%

80

100%

Map Skill Total

Note: 1. Teachers may refer ‘Learning Outcomes’ published by NCERT for developing lesson plans, assessment framework and questions. 2. 02 Items from History Map List and 03 Items from Geography Map List

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SYLLABUS LIST OF MAP ITEMS FOR SOCIAL SCIENCE Class - X A. HISTORY (Outline Political Map of India) Chapter - 3 Nationalism in India – (1918 – 1930) for locating and labelling / Identification 1. Indian National Congress Sessions: a. Calcutta (Sep. 1920) b. Nagpur (Dec. 1920) c. Madras (1927) 2. Important Centres of Indian National Movement a. Champaran (Bihar) - Movement of Indigo Planters b. Kheda (Gujarat) - Peasant Satyagrah c. Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha d. Amritsar (Punjab) - Jallianwala Bagh Incident e. Chauri Chaura (U.P.) - Calling off the Non-Cooperation Movement f. Dandi (Gujarat) - Civil Disobedience Movement B. GEOGRAPHY (Outline Political Map of India) Chapter 1: Resources and Development (Identification only) a. Major soil Types Chapter 3: Water Resources (Locating and Labelling) Dams: a. Salal

b. Bhakra Nangal

c. Tehri

d. Rana Pratap Sagar

e. Sardar Sarovar

f. Hirakud

g. Nagarjuna Sagar

h. Tungabhadra

Chapter 4: Agriculture (Identification only) a. Major areas of Rice and Wheat b. Largest / Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and Jute Chapter 5: Minerals and Energy Resources Minerals (Identification only) a. Iron Ore mines 

Mayurbhanj



Bellary



Durg



Kudremukh



Bailadila

b. Coal Mines 

Raniganj



Talcher



Bokaro



Neyveli

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SYLLABUS c. Oil Fields  Digboi  Naharkatia  Mumbai High Power Plants (Locating and Labelling only) a. Thermal  Namrup  Singrauli b. Nuclear  Narora  Kakrapara



Bassien Kalol Ankaleshwar



Ramagundam

 

Tarapur  Kalpakkam 

Chapter 6: Manufacturing Industries (Locating and Labelling Only) Software Technology Parks: a. Noida c. Mumbai e. Hyderabad g. Chennai

b. Gandhinagar d. Pune f. Bengaluru h. Thiruvananthapuram

Chapter 7: Lifelines of National Economy Major Ports: (Locating and Labelling) a. Kandla c. Marmagao e. Kochi g. Chennai i. Paradip International Airports: a. Amritsar (Raja Sansi) c. Mumbai (Chhatrapati Shivaji) e. Kolkata (Netaji Subhash Chandra Bose)

b. Mumbai d. New Mangalore f. Tuticorin h. Vishakhapatnam j. Haldia b. Delhi (Indira Gandhi International) d. Chennai (Meenam Bakkam) f. Hyderabad (Rajiv Gandhi)

Note: Items of Locating and Labelling may also be given for Identification. 

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The book comprises of Revision Notes, Mind Maps and Mnemonics, Chapterwise MCQs and assertion - reasoning. The book is based on latest assessment patterns. Indeed, a must have practice book for students! Aitijhyawearstiara The subject matter of the book exactly sticks to the curriculum and is likely to come in the exam. Very beneficial for the students,I am happy with this purchase This book is great. It's very effective for students to score higher marks. This book is of great help in covid time where the students can study themselves and gets updated with latest syllabus and content. All the topics are covered. Very essential for coming board examination. The answers given are clear and to the point

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Sri Vikas Book Centre, 9848571114, 9440715700 Dutta Book Stall, 8729948473

TUMKUR

Palasandra Promoters, 9448214377, (0816 ) 2273220

CHENNAI

Book Mart, 7305151653

DEOGHAR

JHARKHAND

VISAKHAPATHAM PORTBLAIR

PATNA

LATUR

Granth the Book World, 9922295522

MUMBAI

Shivam Books & Stationery, (022) 28230897, 9892935799

Krishna Book Centre, 9474205570

Vandhaman Educational, 9860574354, Renuka Book Distributor, 9765406133 NAGPUR

Book Emporium, 9675972993, 6000763186, Ashok Publication, 7896141127

Karmveer Book, 9923966466, Vijay Book, (0712) 2534217

DHULE

Navjeevan Book Stall, 7020525561

BIHAR

YAVATMAL

Shri Ganesh Pustkalaya, 9423131275

ODISHA

Bokaro Student Friends, (0612) 2300600, 2618400, Gyan Ganga Ltd., 9304826651 CUTTACK

Shri Durga Pustak Mandir, 9334477386, Vikas Book Depot, 9504780402 Sharda Pustak Bhandar, 9334259293

BHUBANESHWAR M/s Pragnya, 8847888616, 9437943777, Padmalaya, 9437026922 Trimurti Book World, 9437034735 BARIPADA

CHATTISGARH

KEONJHOAR BRAHMAPUR

KOTA

Perfect Stationers & Gen. Shoppe, 9829863904

BHILWARA

Vardhman Book Depot, 9571365020, Bhandari Stationers, 9001094271 Nakoda Book Depot, (01482) 243653, 9214983594

Patel Book, 9898184248, 9824386112, 9825900335

Shalibhadra Stationers, 9904477855, Zaveri Agency, 9979897312, 9979890330

JAIPUR

Goutam Book Sellers, 9081790813 College Store, 8141913750, 9825099121

COIMBATORE CHENNAI

HARYANA

Swami Kitab Ghar, 9255121948

JHARKHAND

ERNAKULAM

Majestic Book House, (0422) 2384333 Arraba Book Traders, (044) 25387868, 9841459105, M.R. Book Store (044) 25364596, Indian Book House, (044) 24327784, 9094129595, Kalaimagal Store, (044) 5544072, 9940619404, Vijaya Stores, 9381037417 Bookmark It-Books & Stat. Store, 7305151653, M.K. Store, 9840030099

Bokaro Student Friends, (0654) 2233094, 7360021503 Bokaro Student Friends, (0326) 3590527

Tiger Books Pvt. Ltd., 9710447000

Bokaro Student Friends, 9234628152, Gyan Ganga Ltd., 9117889900, Crown Book Distributor & Publishers, (0651) 2213735,

PUDUCHERRY

Pustak Mandir, 9431115138 Vidyanthi Pustak Bhandar, 9431310228 Bharti International, 9472754990 Navyug Sahitya Mandir, 9334375509, 9431367981

AGRA

KARNATAKA HUBLI

J K Enterprises, 9460983939, 9414782130, Ravi Enterprises, 9829060694 Saraswati Book House, (0141) 2610823, 9829811155

TAMIL NADU

Kazi Brothers, 7984880995 Shopping Point, 0261-2230097

DEOGHAR

Cheap Book Store, 9872223458, 9878258592, Gaurav the Book World, 9478821183, Subhash Book Depot, 9876453625 City Book Shop, 9417440753

RAJASTHAN

GUJARAT

DUMKA

Students corner, 7008435418 Sibani Book Store, 8763340822

PUNJAB JALANDHAR

R. D. Chawla & Sons, 9899445522

RANCHI

A. K. Mishra Agencies, 9437025991, 9437081319

Nova Publisher & Distributors, (0612) 2666404,

Bokaro,Student Friends Pvt Ltd., 7004074900

DHANBAD

Laxmi Pustakalay and Stationers, (0712) 2727354, Novelty Book Depot, 9657690200

Kayaan Enterprises, (0361) 2630443

Mittal Books, (011) 23288887, 9899037390, Shyam Brother, 9313619935

BOKARO

Yash Books House, 9637936999

ANDAMAN & NICOBAR ISLAND

DELHI

ROHTAK

Schoolwale & Company, 9731715655 United Book House, 9831344622

KOLHAPUR

DELHI

SURAT

WEST BENGAL

Central Book Shop, 9121152053 JBD Educatinals, 9246632691, 9246633693

Shri Ramdev Traders, 9981761797

VAPI NAVSARI

Ashish Book Depot, 7798420420 Praveen Sales, 9890683475 Sai Shubham, 9975687687 Anil Paper Mart, 9422722522, (02482) 230733

MAHARASHTRA

Sri Balaji Book Depot, (040) 27613300, 9866355473,

RAIPUR

AHMEDABAD

MAHARASHTRA

OUR DISTRIBUTORS

ASSAM GUWAHATI

Adithi Distributor, 9229171880

Bharti International, 06432359136, 9431132051

ANDHRA PRADESH HYDERABAD

MADHYA PRADESH

Sri Saraswathi Book Stall, (04132) 222283, 9092626287

UTTAR PRADESH

Sparsh Book Agency, 9412257817 Om Pustak Mandir, (0562) 2464014, 9319117771, Panchsheel Books, 9412257961, 9412257962,

Renuka Book Distributor, (0836) 2244124

ALLAHABAD

Mehrotra Book Agency, (0532) 2266865, 9415636890

KERALA

AZAMGARH LUCKNOW

Sasta Sahitya Sadan, 9450029674

Asad Book Centre, (0484) 2370431, 9447314548, Academic Book House, (0484) 2376613

Rama Book Depot (Retail), (0522) 4080133, 9956922433, Vyapar Sadan, 7607102462 Azad Book Depot Pvt. Ltd., 7317000250, Book Seden, 9839487327,

Surya Book Centre, 9847238314, H & C Store, 9864196344 KOTTAYAM

Book Centre, (0481) 2566992

KANPUR

Universal Books, 8881093333, 7652043110 Raj Book Dist., 9235616506

TRIVANDRUM

Academic Book House, (0471) 2333349, 9447063349

MEERUT

Ideal Book Depot, (0121) 4059252, 9837066307

CALICUT

Aman Book Stall, (0495) 2721282,

NOIDA

KOUAM

Vasinnthe Book Stall, 9895072023

VARANASI

Prozo (Global Edu4 Share Pvt. Ltd), 9318395520 Goyal Books Oveseas, (0120) 4655555, 9873387003 Bokaro Student Friends, (0542) 2401250, 8299344607

MADHYA PRADESH GWALIOR

Agarwal Book Depot, 9425116210

INDORE

Sushil Prakashan,(0731) 2503333, 2535892, 9425322330

JABALPUR

Sangam General Store, (0761) 2412592, Vinay Pustak, 8962362667

Bookman & Company, 9935194495, Gupta Books, 9918155500

WEST BENGAL KOLKATA

Oriental Publishers & Distributor (033) 40628367, Kath 'O' Kahini, (033) 22196313, 22419071,

New Radhika Book Palace, 9425411533-66

Saha Book House, (033) 22193671, 9333416484, United Book House, 9831344622, Bijey Pustak Bhandar, 8961260603

GOA MARGO

Golden Heart Emporium, (0832) 2725208, 9370273479

COOCH BEHAN

S.B. Book Distributorm, Cockbchar, 9002670771

MUMBAI

Vidyarthi Sales Agencies, 9819776110, New Student Agencies, 7045065799

SILIGURI

Agarwal Book House, (0353) 2535274, 9832038727

PUNE

Natraj The Book Shopee, (020) 24485054, 9890054092,

Vikas Book House, 9921331187, Sai Shubham, 9975687687, 9890043496

Modern Book, 8145578772

Akshar Books & Stationary, 7385089789,

0206

The Wisdom Store, 9822588775, 02025433344 Pravin Sales, 9890683475, New Saraswati Granth Bhandar, 9422323859

( 19 )

Solved Paper, 2021-22 SOCIAL SCIENCE Term-II, Set-1 (Delhi set) Question Paper Code No. 32/2/1

Series : CQQPP/2 Time allowed : 2 Hrs.

Max. Marks : 40

General Instructions: Read the following instructions very carefully and strictly follow them: (i) There are 13 questions in the question paper. All questions are compulsory. (ii) This question paper is divided into 5 Sections– A, B, C, D and E. (iii) Section A– Question no. 1 to 5 are very short answer type questions of 2 marks each. Answer to each question should not exceed 40 words. (iv) Section B– Question no. 6 to 8 are short answer type questions, carrying 3 marks each. Answer to each question should not exceed 80 words. (v) Section C– Question no. 9 and 10 are long answer type questions, carrying 5 marks each. Answer to each question should not exceed 120 words. (vi) Section D– Question no. 11 and 12 are Case Based questions, carrying 4 marks each. (vii) Section E– Question no. 13 is map based, carrying 3 marks with two parts, 13.1 from History (1 mark) and 13.2 from Geography (2 marks). (viii) There is no overall choice in the question paper. However, an internal choice has been provided in a few questions. Only one of the choices in such questions has to be attempted.

SECTION-A 1. 2. 3. 4. 5.

2 × 5 = 10 2 2 2 2 2

Mention any two causes that led to the Civil Disobedience Movement. How is chemical industry in India diversified? Explain. Differentiate between ruling and opposition parties. Classify industries on the basis of raw materials. Read the following source and answer the questions that follow: A House Loan Megha has taken a loan of 75 lakhs from the bank to purchase a house. The annual interest rate on the loan is 12 per cent and the loan is to be repaid in 10 years in monthly instalments. Megha had to submit to the bank, documents showing her employment records and salary before the bank agreed to give her the loan. The bank retained as collateral the papers of the new house, which will be returned to Megha only when she repays the entire loan with interest. 5.1 From which source of credit Megha has taken loan? 1 5.2 Explain the terms of credit given in the source. 1

SECTION-B 3×3=9 6. (a) Explain, why the banks do not lend credit to certain borrowers. 3 OR (b) Explain the functions of “Self Help Group”. 7. “The effects of Non-Cooperation Movement on the economic front were more dramatic.” Support the statement with examples. 3 8. Explain, how the rise of political parties are directly linked to the emergence of representative democracies. 3

SOLVED PAPER – 2022 (Term-II)

21

SECTION-C 5 × 2 = 10 9. (a) “Democracy is attentive to the needs and demands of the people.” Justify the statement. 3 OR (b) “Democracies accommodate social diversities and provide dignity and freedom to the citizens.” Justify the statement. 10. (a) “Technology is the vital force in the modern form of globalisation.” Explain the statement with suitable examples. 5 OR (b) "The impact of globalisation has not been uniform." Explain the statement with suitable examples. 5

SECTION-D 5 × 2 = 10 11. Read the following case carefully and answer the questions that follow: 4 Nationalism in India Modern nationalism in Europe came to be associated with the formation of nation-states. It also meant a change in people's understanding of who they were and what defined their identity and sense of belonging. New symbols and icons, new songs and ideas forged new links and redefined the boundaries of communities. In most countries the making of this new national identity was a long process. How did this consciousness emerge in India. In India and as in many other colonies, the growth of modern nationalism is intimately connected to the anticolonial movement. People began discovering their unity in the process of their struggle with colonialism. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together. But each class and group felt the effects of colonialism differently, their experiences were varied and their notions of freedom were not always the same. The Congress under Mahatma Gandhi tried to forge these groups together within one movement. But the unity did not emerge without conflict. 11.1 What was people’s understanding of nation? 1 11.2 How was the growth of modern nationalism intimately connected to the anti-colonial movement? 1 11.3 How did people in India develop a sense of collective belonging? Explain. 2 12. Read the following case and answer the questions that follow: 4 Tourism Tourism in India has grown substantially over the last three decades. More than 15 million people are directly engaged in the tourism industry. Tourism also promotes national integration, provides support to local handicrafts and cultural pursuits. It also helps in the development of international understanding about our culture and heritage. Foreign tourists visit India for heritage tourism, eco tourism, adventure tourism, cultural tourism, medical tourism and business tourism. There is a vast potential for development of tourism in all parts of the country. Efforts are being made to promote different types of tourism for this upcoming industry. 12.1 Explain the importance of tourism. 1 12.2 Give an example of ‘Heritage tourism’. 2 12.3 Assess the benefits of improving tourism in India. 2

SECTION-E 1+2=3 13.1 On the given outline Political Map of India, identify the place marked as 'A' with the help of following information and write its correct name on the line marked near it: (A) The place where National Congress Session was held in September, 1920. 1 13.2 On the same given Map of India, locate and label the following: (i) (a) Ramagundam Thermal Plant 1 OR (b) Pune Software Technology Park. 1 (ii) Chennai (Meenambakam) International Airport. 1

22

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X 68°

72°

76°

80°

84°

88°

92°

96°

36°

INDIA– Political

36°

Scale 1: 35.07 million

km100 50 0

J& K I.

32°

200

REFERENCES International Boundary Country Capital Jammu and Kashmir Is. Island

400 km

State Boundary State Headquarter Islands

(A)

32°

28°

28°

24° 24°

20° 20°

(a)

(b)

16°

16°

(c)

12°

12°

8° 8°

I N D I A N 72°

76°

O C E A N 80°

84°

88°

92°

Term-II, Set-2 (Delhi Set) Question Paper Code No. 32/2/2

Series : CQQPP/2

SECTION-A 2. Why is Aluminum smelting the second most important metallurgical industry in India? Explain.

2

SECTION-B 7. Why were different social groups participate in the ‘Civil Disobedience Movement’? Explain with examples.

3

SECTION-C 9. (a) “Democracy is better than any other alternative government.” Justify the statement. OR (b) ‘Democracy is accountable, responsive and legitimate government.’ Justify the statement.

5 5

Term-II, Set-3 (Delhi Set) Question Paper Code No. 32/2/3

Series : CQQPP/2

SECTION-A 1. Mention the views of the Federation of the Indian Chamber of Commerce and Industries (FICCI) towards the Civil Disobedience Movement. 2 2. How can the industrial pollution of fresh water be reduced? 2

SECTION-B 7. “Workers too had their own understanding of Mahatma Gandhi's thoughts and the notion of Swaraj.” Explain the statement with the example of Assam. 3

SOLVED PAPER – 2022 (Term-II)

23

SECTION-C 9. (a) “Dignity and equal treatment of women are necessary ingredients of a democratic society.” Justify the statement. 5 OR (b) ‘Democracy in India has strengthened the claim for equal status and equal opportunities.’ Justify the statement. 

Term-II, Outside Delhi Set-I Question Paper Code No. 32/4/1

Series : DQQPP/4

SECTION-A 2 × 5 = 10 1. 2. 3. 4. 5.

Why did Mahatma Gandhiji travel to Champaran in Bihar in 1917? Explain. Explain the importance of National Highways in India. Classify industries on the basis of source of raw materials. How is one-party system different from two-party system? Explain with examples. How do double coincidence of wants arise?

2 2 2 2 2

SECTION-B 3×3=9 6. (a) Why did Mahatma Gandhi decide to withdraw the Non-Cooperation Movement in February 1922? Explain.3 OR (b) How did the First World War create a new economic situation in India? Explain. 7. Analyse the outcomes of democracies in terms of economic growth and development. 3 8. Explain the three important ‘terms of Credit’. 3

SECTION-C 5 × 2 = 10 9. (a) Examine any five major challenges faced by the political parties in India. 5 OR (b) ‘‘Political parties play an important role in democratic countries.’’ Justify the statement. 5 10. (a) How are our markets transformed in recent years? Explain with examples. 5 OR (b) How do Multi National Corporations (MNCs) interlink production across countries? Explain with examples.5

SECTION-D 5 × 2 = 10 11. Read the given case and answer the questions that follow: Mahatma Gandhi's thoughts on Satyagraha ‘It is said of ‘‘passive resistance’’ that it is the weapon of the weak, but the power which is the subject of this article can be used only by the strong. This power is not passive resistance; indeed it calls for intense activity. The movement in South Africa was not passive but active ’ ‘Satyagraha is not a physical force. A satyagrahi does not inflict pain on the adversary, he does not seek his destruction. In the use of satyagraha, there is no ill-will whatever.’ ‘Satyagraha is pure soul-force. Truth is the very substance of the soul. That why is this force is called satyagraha. The soul is informed with knowledge. In it burns the flame of love. Non-violence is the supreme dharma.’ ‘It is certain that India cannot rival Britain or Europe in force of arms. The British worship the war -god and they can all of them become, as they are becoming, bearers of arms. The hundreds of millions in India can never carry arms. They have made the religion of non-violence their own. ’ (i) What type of movement Gandhiji organised in South Africa? 1 (ii) Why is satyagraha considered as pure soul-force? 1 (iii) How has Gandhiji described passive resistance? 2

24

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

12. Read the given case and answer the questions that follow: Challenges faced by the Jute industry include stiff competition in the international market from synthetic substitutes and from other competitors like Bangladesh, Brazil, Philippine, Egypt and Thailand. However, the internal demand has been on the increase due to the Government policy of mandatory use of jute packaging. To stimulate demand, the products need to be diversified. In 2005, National Jute Policy was formulated with the objective of increasing productivity, improving quality, ensuring good prices to the jute farmers and enhancing the yield per hectare. The main markets are US.A., Canada, Russia, United Arab Republic, U.K. and Australia. The growing global concern for environment friendly, biodegradable materials, has once again opened the opportunity for jute products. (i) Mention any two challenges faced by jute industry in India. 1 (ii) What was the main objective of National Jute Policy formulated in 2005? 1 (iii) How has jute industry once again opened the new opportunities for its products? 2

SECTION-E 3 13.1 On the given outline political Map of India, identify the place marked as (A) with the help of following information and write its correct name on the line marked near it. (A) The place where National Congress Session was held in September 1920. 13.2 On the same given Map of India, locate and label the following with appropriate symbols. (i) (a) Tarapur–Nuclear Power Plant OR (b) Kalpakkam–Nuclear Power Plant (ii) Hyderabad–Rajiv Gandhi International Airport 68 °

72 °

76 °

80 °

84 °

88 °

92 °

96 °

36 °

INDIA– Political

36 °

Scale 1: 35.07 m illio n km100 50 0

J& K I.

32 °

200

400 km

REFERENCES State Boundary International Boundary Country Capital State He ad qua rt er Jammu and Kashmir Is . Islands Island

32 °

28 ° 28 °

24 ° 24 °

20 ° 20 °

(A)

16 ° 16 °

12 ° 12 °

8° 8°

I N D I A N 72 °

76 °

O C E A N 80 °

84 °

88 °

92 °

Term-II, Outside Delhi Set-II Question Paper Code No. 32/4/2

Series : DQQPP/4

SECTION-A 1. How was the Simon Commission greeted in India in 1928? Explain. 3. Differentiate between basic and consumer industries.

2 × 5 = 10 2 2

SOLVED PAPER – 2022 (Term-II)

25

SECTION-C 5 × 2 = 10 10. (a) ‘‘Barriers on foreign trade and foreign investment were removed to a large extent in 1991?’’ Analyse the statement in the context of India. 5 OR (b) ‘‘Foreign trade has been the main channel of connecting countries for a long time.’’ Analyse the statement. 5

Term-II, Outside Delhi Set-III Question Paper Code No. 32/4/3

Series : DQQPP/4

SECTION-A 2 × 5 = 10 1. Why was a militant guerilla movement spread in the Gudem hills of Andhra Pradesh in the early 1920s? 2

SECTION-B 3×3=9 3

7. ‘Democratic governments are transparent and legitimate.’ Justify the statement.

SECTION-C 5 × 2 = 10 10. (a) Examine the steps taken by the Central Government and State Governments to attract foreign investment in India. OR (b) Examine the impact of globalization in India.

ANSWERS Term-II, Set-1 (Delhi Set) Series : CQQPP/2

Question Paper Code No. 32/2/1

Ans. 1. The two causes that led to the Civil Disobedience Movement are: (a) The Civil Disobedience Movement was launched against the arrival of the Simon Commission in India in 1928. (b) The problem was that the Commission did not have a single Indian member. They were all British. (c) The Congress declared the attainment of complete independence as its aim in Lahore Session of congress in 1929. (d) Mahatma Gandhi started the famous th Salt March on 6 April, 1930. He reached Dandi and ceremonially violated the law by manufacturing salt by boiling sea water. (Any two points) 2 Ans. 2. (a) The chemical industry is fast growing and diversifying. It comprises both large and small scale manufacturing units. Rapid growth has been recorded in both inorganic and organic sectors. (b) Inorganic chemicals include Sulphuric acid (used to manufacture fertilizers, synthetic fibres, plastics, etc.) These industries are widely spread all over the country. (c) Organic chemicals include petrochemicals, which are used for manufacturing synthetic fibres, synthetic rubber, plastics, dye - stuffs,

etc. (d) The chemical industry is its own largest consumer. (Any two points) 2 Ans. 3. The party which wins the majority of seats in the election and forms a government is known as the Ruling Party whereas, the party which looses the election forms an opposition party. Ruling Parties (i)

Opposition Parties

They play a (i) major role in making laws for the country. (ii) They form the government and (ii) run the country. (iii) They recruit leaders, train them and then make ministers to run the government the way they want.

They oppose the government by voicing different views. They criticise the government for its failure and wrong policies. (iii) They mobilise opposition to the government. (Any two points) 2

Ans. 4. On the basis of source of raw materials used: (a) Agro-based: Cotton, woollen, jute, silk, textile, rubber, coffee, sugar, tea, edible oil. (b) Mineral based: Iron and steel, cement, aluminium, machine tools, petrochemicals.

2 Ans. 5.1 Megha has taken housing loan from the bank. 1 Ans. 5.2 Terms of credit are the requirements needed to be satisfied for any credit arrangements. It

26

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

includes interest rate, collateral documentation and mode of repayment. Interest rate here is 12 percent. Collateral documentation: Employment records and salary account documents required. Mode of Repayment: 10 years in monthly instalments. 1

SECTION-B Ans. 6. (a) The banks do not lend credit to certain borrowers for two reasons: (i) Before sanctioning the loan banks require proper documents and collateral as security against loans, some people fail to meet these requirements. (ii) The borrowers who have not repaid their previous loans, in that case also banks might not be willing to lend them further loans, as they are defaulters. (iii) The banks might not lend those entrepreneurs who wish to invest in the business with high risks. OR (b) The functions of “Self Help Group” are the follows: 1×3=3 (i) Self-Help Groups are small groups (especially from rural areas) who pool their resources and individual savings together to help the others in need of funds. (ii) Facilitates the members to employ themselves in numerous selfemployment opportunities. (iii) Helps in raising the living standards of the concerned members. (iv) Reduces the dependence on the informal credit sources. (v) Thus, with the help of SHGs, the rural poor become economically independent and their dependence on the local moneylenders who charge a high rate of interest is also reduced. (Any three points) 3 Ans. 7. (a) The effects of non-cooperation movement on the economic front were more dramatic: (i) Foreign goods were boycotted, liquor shops picketed and foreign cloth burnt in huge bonfires. (ii) The import of foreign cloth halved between 1921 and 1922, its value dropping from Rs 102 crore to Rs 57 crore. (iii) In many places merchants and traders refused to trade in foreign goods or finance foreign trade. (iv) As the Boycott Movement spread, people began discarding imported clothes and wearing only Indian ones. (v) Production of Indian textile mills and handlooms went up. (Any three points) 3 Ans. 8. The rise of Political Parties is directly linked to the emergence of representative democracies because: (i) Large societies need representative democracy. As societies become large and complex, they also need some agency to gather different views on various issues and

to present these to the government. (ii) They need some ways, to bring various representatives together so that a responsible government could be formed. (iii) They need a mechanism to support or restrain the government, make policies, justify or oppose them. (iv) Political parties fulfil these needs that every representative government has. (v) We can say that parties are a necessary condition for a democracy. (Any three points) 3

SECTION-C Ans. 9. (a) Democracy is an accountable, responsive and legitimate government: It ensures that decision-making is based on norms and procedures. So, a citizen has the right and the means to examine the process of decision-making. This is known as transparency. Democracy follows standard procedures and is accountable to the people. Democratic governments have a very good record when it comes to sharing information with citizens and are much better than any non-democratic regime in this respect. Therefore we can say that democracy is attentive to the needs and demands of the people and is largely free of corruption. 1×5=5 (b) Democracies accommodate social diversities in following ways: Different persons or groups are elected to form a government. A majority community in terms of religion or race or linguistic group should not come to power. A chance of being in the majority should be given to citizen. No one should be stopped on the basis of birth from being in the majority/ Democracy is basically not the rule of the majority. Majority has to work along with the minorities and diversified groups and people so that the government is represented by all sections of the people. (Any five points to be explained) 1 × 5 = 5 Democracy promotes dignity and freedom of individuals. (i) People want respect and dignity from fellow beings. The promotion of dignity and freedom of individual is foundation stone of Democracy. (ii) It has moral and legal force in Constitution. However, there is no such provision in other forms of government. (iii) There is no discrimination based on race, religion, caste, sex and creed. (iv) Women have agitated for equal rights and opportunities as men. Democracy has helped in voicing their views and proper support. (v) Once something has a legal force, it becomes easier to raise demands and hold respect. This has improved the situation of women. (vi) This has also helped in empowerment and respect for untouchables by

SOLVED PAPER – 2022 (Term-II)

promoting their interests. It is a legitimate government. Thus, it stands much superior to any other form of grant promoting dignity and freedom of the individual. (Any five points) 5 Ans. 10. (a) (i) Rapid improvement in technology has been one major factor that has stimulated the globalisation process. (ii) For instance, the past fifty years have seen several improvements in the transportation technology. (iii) Goods are placed in containers that can be loaded intact onto ships, railways, planes and trucks. (iv) This has made much faster delivery of goods across long distances possible at lower costs. (v) Even more remarkable have been the developments in information and communication technology. (vi) Technology in the areas of telecommunications, computers, internet has been changing rapidly. Telecommunication facilities (telegraph, telephone including mobile phones, fax) are used to contact one another around the world, to access information instantly and to communicate from remote areas. (vii) This has been facilitated by satellite communication devices. (Any five points) 5 OR (b) (i) While globalisation has benefited well off consumers and also producers with skill, education and wealth, many small producers and workers have suffered as a result of the rising competition. (ii) Removal of trade barriers and liberalisation policies of the governments to facilitate globalisation have hit the local producers and manufactures hard. (iii) Globalisation and the pressure of competition have substantially changed the lives of workers. Faced with growth in competition, most employers these days prefer to employ workers 'flexibly'. This means that workers' jobs are no longer secure. 3+2=5

SECTION-D Ans. 11.1 Peoples' understanding of a nation meant understanding of who they were and what defined their identity and sense of belonging. Through new symbols and icons, new songs and ideas that forged new links and redefined the boundaries of communities. 1 Ans. 11.2 In India and as in many countries, people began discovering their unity in the process of their struggle with colonialism. 1 Ans. 11.3 In India, the growth of modern nationalism intimately connected to the anti- colonial movement. People began discovering their unity in the process of their struggle with colonialism. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together. 2

27

Ans. 12.1 Tourism promotes national integration, provides support to local handicrafts and cultural pursuits. It also helps in the development of international understanding about our culture and heritage. 1 Ans. 12.2 Example of ‘Heritage Tourism’ are World Heritage Sites like Taj Mahal, Red Fort, Hampi, Heritage railways and historical monuments. 1 Ans. 12.3 Tourism brings many benefits in improving economic status of India. The government should invest in improving transportation, by preserving historical monuments in good conditions, maintain hygiene, create travelling experiences for tourists rather than just attractions, by friendly Reception of “Atithi Devo Bhav” promoting festivals to enhance Indian tradition. 2 Ans. 13. (A) Calcutta Indian National Congress Session, September, 1920.

Term-II, Set-2 (Delhi Set) Series : CQQPP/2

Question Paper Code No. 32/2/2

SECTION-A Ans. 2. Aluminium Smelting is the second most important metallurgical industry in India because: (a) It is light, resistant of corrosion, a good conductor of heat, malleable and becomes strong when it is mixed with other metals. (b) It is used to manufacture aircraft, utensils and wires. (c) It has gained popularity as a substitute of steel, copper, zinc and lead in a number of industries. (Any two points) 2 Ans. 7. The reasons for the participation of various social classes and groups in Civil Disobedience Movement are as follows: (a) Rich peasants: Rich peasant communities like Patidars of Gujarat and the Jats of Uttar Pradesh joined the movement because,

28

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

being producers of commercial crops they were hard hit by the trade depression and falling prices. The refusal of the government to reduce the revenue demand made them fight against high revenues. (b) Poor peasants: Joined the movement because they found it difficult to pay rent. They wanted the unpaid rent to the landlord to be remitted. (c) Business class: They reacted against colonial policies that restricted activities because they were keen on expanding their business and for this they wanted protection against imports of foreign goods. They thought that Swaraj would cancel colonial restrictions and trade would flourish without restrictions. (d) Industrial working class: They did not participate in large numbers except in the Nagpur region. Some workers did participate in, selectively adopting some of the Gandhian programme, like boycott of foreign goods, as a part of their own movements against low wages and poor working conditions. (e) Women: There were large scale participation of women in the movement. They participated in protest marches, manufactured salt and picketed foreign cloth and liquor shops. Many went to jail. 5 Ans. 9. (a) Democracy is a better form of government than other alternatives: (i) Promotes equality among citizens. (ii) Enhances the dignity of the individual. (iii) Improves the quality of decision making. (iv) Provides a method to resolve conflicts. (v) Allows room to correct mistakes. (vi) Any other relevant point. (Any five points to be discussed) 1× 5=5 Detailed Answer: Democracy is a better form of government when compared with any other form of government because of the following reasons: (i) Democracy promotes equality among citizens. Every citizen of the country has equal rights before the law. All individuals have equal weight in electing the representatives. (ii) Democracy enhances the dignity of the individual. Giving its citizens equal rights it enhances dignity and freedom of the individual. Democracy gives equal treatment and respect to women, deprived and discriminated castes in our society. (iii) Democracy improves the quality of decision making. As there is an open debate on main issues in democracy thus, the quality of decisions improves. (iv) Democracy provides a method to resolve conflicts. Democracy reduces the possibility of social tension which leads to a peaceful social life. It allows room to correct mistakes. (v) A democratic government is a legitimate government. Democracy gets the popular support of the people by holding regular, free and fair elections. OR Ans. 9. (b) Importance of Democratic Government: (i) It produces a government that is accountable to citizens.

(ii)

It responses to the needs and expectations of citizens. (iii) It ensures that decision making will be based on norms and procedures for transparency making it accountable. (iv) It has great success in setting up regular and free elections. (iv) Democracy's ability to generate its own support is the most positive feature. 1×5=5 Detailed Answer: The importance of Democratic government as an accountable and legitimate government can be understood from the following points: (i) Democracy produces an accountable Government. Accountable government is the one, whose every action is justified. We often find in democratic government that the rulers are elected by the people. A government comes in power due to the majority of the public who have voted for it. The government is apprehensive that the same public may not vote it to power next time if it does not fulfil their expectations. These elected representatives constitute the government and participate in the decisionmaking process on behalf of the people. Also the people (citizens) have the right and means for examining the process. This is known as transparency and is very essential for proper governance in the country. (ii) Democracy produces responsible government. A democracy carries with it certain important liberal ideals of governance. They include, regular free and fair elections, public debate on major policies and legislations, the openness of information regarding major government policies and legislation and corruption free government. All these factors contribute towards making democratic government a responsive form of government. For example, after a prolonged period of mass protest and negotiation, the UPA government had to finally agree to people's demands and introduce the Lokpal Bill in the Parliament. (iii) Democracy produces a legitimate government. Legitimate government is a government under which law and action of the government are revealed to the people and government functions in a transparent manner. (iv) In a Democracy, all the laws are applicable to all the citizens whether rich or poor. (v) In a Democracy, there is a political equality, i.e., every vote count has an equal weightage. (vi) People have the right to challenge the government policies and actions. If the people are not satisfied with the working of the government, they have the right to change it. (Any five points) 5

SOLVED PAPER – 2022 (Term-II)

Term-II, Set-3 (Delhi Set) Series : CQQPP/2

Question Paper Code No. 32/2/3

Ans. 1. The views of (FICCI) towards the Civil Disobedience Movement were: (i) FICCI supported the Civil Disobedience Movement for criticizing the colonial control over the Indian economy. (ii) FICCI believed that the force of this movement and self determination would end the colonial restrictions on business. 2 Ans. 2. Industrial Pollution of fresh water can be reduced by the following methods: (i) Minimising use of water for processing by revising and recycling it in two or more successive stages. (ii) Treatment of hot water and effluents before releasing them in rivers and ponds. (iii) Harvesting of rainwater to meet water requirements. (Any two points) 2 Ans. 7. “The plantation workers in Assam had their own understanding of Mahatma Gandhi and the notion of Swaraj”: (i) For plantation workers in Assam, freedom meant the right to move freely in and out of the confined space in which they were enclosed. (ii) Swaraj meant retaining a link to the village from which they had come. (iii) Under the Inland Emigration Act of 1859 plantation workers were not permitted to leave the tea gardens without permission. (iv) When they heard of the Non-Cooperation Movement, thousands of workers defied the authorities, left the plantations and headed home. (v) They believed that Gandhi Raj was coming and everyone would be given land in their own village. (Any 3) 3 Ans. 9. (a) Dignity and equal treatment of women are necessary ingredients of a democratic society. (i) Economic independence or access to an inherited or self-generated income is considered to be the major means of empowering women. (ii) Equal political and civil rights as men. (iii) Ways of autonomy and freedom. (vi) Distributive justice to reduce inequalities in resources and power. (v) Love, universal brotherhood, sincerity, honesty and integrity of character, firm attitude of rendering help. (vi) Removing social evils including violence, torture, humiliation, etc. (Any other relevant point) (Any five points to be explained) (1 × 5=5) OR Ans. 9. (b) (i) Democracy in India has strengthened the claims of the disadvantaged and discriminated castes for equal status and equal opportunity. (ii) People now look critically at the work of those who hold power, the rich, the powerful. They express their

29

dissatisfaction loudly. It shows they are no longer subjects but citizens of a democratic country like India, where Constitution provides provisions for the protection of our fundamental rights. (iii) Long struggles by women have got them respect and equal treatment. In many democracies, women were deprived of their right to vote for a long time, which they have achieved now. (iv) This has also helped in empowerment and respect for untouchables by promoting their interests. It is a legitimate government. (v) There is no discrimination based on race, religion, caste, sex and creed. Democracy promotes dignity and equality of individuals. 5

Term-II, Set-1 (Outside Delhi) Series : DQQPP/4

Question Paper Code No. 32/4/1

SECTION-A Ans. 1. Gandhiji travelled to Champaran in Bihar in 1917 to inspire the peasants to struggle against the Oppressive Plantation System. 2 Ans. 2. The importance of National Highways are: (i) National Highways link extreme parts of the country. (ii) These are the primary road systems and are laid and maintained by the Central Public Works Department (CPWD). (iii) National Highways connect the state capitals, big cities and important ports. (Any two points) 2 Ans. 3. Classification: (i) Agro-based: Cotton, Woollen, Jute, Silk, Textile, Rubber, Sugar, Tea, Coffee, Edible oil, etc. (ii) Mineral-based: Iron and Steel, Cement, Aluminium, Machine tools, Petrochemicals. 2 Ans. 4. (i) One Party System: In some countries, only one party is allowed to control and run the government. These are called one-party systems. E.g., China. (ii) Two Party System: In some countries, power usually changes between two main parties. Several other parties may exist, contest elections and win a few seats in the national legislatures. But only two main parties have a serious chance of winning majority of seats to form government. Such a party system is called two-party system. Eg: U.S.A. and U.K. 2 Ans. 5. Double coincidence of wants means when both the buyer and seller (both parties) have to agree to sell and buy the product of their mutual requirement, through exchange, it is called double coincidence of wants. In other words, what a person desires to sell is exactly what the

30

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

other person wishes to buy. This is done in Barter System. 2

SECTION-B Ans. 6.

(a) Withdrawal of Non-cooperation Movement in February 1922: (i) Gandhiji felt the movement was turning violent in many places. (ii) A clash took place at Chauri-Chaura in Uttar Pradesh. (iii) A group of volunteers picketing a liquor shop were broken up by a Police Officer. (iv) In protest a group of peasants went to the Police Station, bolted the door and set fire to the Police Station killing 22 policemen. (v) The incident shocked Gandhiji and he immediately withdrew the movement. (Any three points) 1×3=3 OR Ans. 6. (b) (i) The war created a new economic and political situation. (ii) It led to huge increase in defence expenditure which was financed by war loans. (iii) To fulfil the loan demands taxes were increased, custom duty were raised. Not only this, a new tax in the form of Income Tax was also introduced. (iv) Prices increased, doubling between 1913 and 1918. This hit the common people. (v) Villagers were asked to supply soldiers and through forced recruitment in rural areas. (vi) During 1918-19, crops failed in many parts of India which created shortage of food. (vii) Spread of influenza epidemic and death of 12 to 13 million people. (Any three points) 1×3=3 Ans. 7. Outcomes of democracies in terms of economic growth and development: (i) Economic development depends on several factors– countries population, size, global situation, cooperation from other countries, economic priorities adopted by the country, etc. (ii) However, the difference in the rates of economic development between less developed countries with dictatorships and democracies are negligible. (iii) Overall, we cannot say that democracy is a guarantee of economic development. But, we can expect democracy not to lag behind dictatorship in economic development. Ans. 8. Terms of credit are the requirements that need to be satisfied for any credit arrangements. It includes interest rates, collateral, documentation and mode of repayment. However, the terms of credit vary depending upon the nature of lender, borrower and loan. The three terms of credit in detail are: (i) Interest rates: The interest rate is the rate that is elicited while borrowing and lending loans, interest rate is mentioned in the document.

(ii) Collateral: It is an asset that the borrower owns like a house, shop, property, etc. It is used to take loans. It is a guarantee to a lender, until the loan is repaid. (iii) Documentation required: The lenders before lending money check all documents related to the employment record and income earned by the borrower. (iv) Mode of Payment: It is the duration in which the loan is to be repaid. Long term loans can be repaid in 12 months, 6 months or monthly instalments by cash, cheque, etc. (Any three points) 1×3=3

SECTION-C Ans. 9. (a) The Political Parties need to face and overcome these challenges in order to remain effective instruments of democracy: (i) Lack of Internal Democracy: The first challenge is the back of Internal Democracy within parties. The concentration of power is with one or few leaders at the top. (ii) Dynastic Succession: The second challenge is favouring of people close to them or even their family members. In many parties, the top positions are always controlled by members of one family. (iii) Money and Muscle Power: The third challenge is about the growing role of money and muscle power in parties, especially during elections. (iv) Meaningful Choice: The fourth challenge is that very often parties do not seem to offer a meaningful choice to the voters. (v) Sometimes, people cannot even elect different leaders, either, because the same set of leaders keep shifting from one party to another, this is the fifth challenge. 1 × 5 =5 OR Ans. 9. (b) (i) To contest elections. (ii) To form & run the government. (iii) To work as opposition party. (iv) To shape public opinion. (v) To make people aware about government policies, welfare schemes, etc. (vi) Any other relevant point to be explained. (Any five) Detailed Answer: Political parties perform many crucial functions in democracy: (i) They contest elections; parties choose candidates to contest elect ions. The process of choosing candidates varies, e.g., in the U.S.A., party members choose the candidates, while in India top party leaders choose the candidate. (ii) They puts forward policies and programmes and people choose from them. They pile up similar opinions into major stances that the parties support usually on the line of the Ruling Party.

SOLVED PAPER – 2022 (Term-II)

(iii) They make laws. Legislature makes laws since the majority of the members are from a party, they go up by the lines parties take. Moreover, they train and make people (party members) leaders who constitute the executive. (iv) They play the role of opposition. The parties which lose elections form opposition, criticizing govt. policies and wrong decisions, mobilising public support against them. (v) They make government machinery and welfare schemes accessible to people. People feel close to parties than govt. officials. 1×5=5 Ans. 10. (a) Markets have been transformed in recent years: (i) We have a wide choice of goods and services before us. (ii) The latest models of digital cameras, mobile phones and televisions made by the leading manufacturers of the world are within our reach now. (iii) Example: every season new models of automobiles can be seen on Indian roads. (iv) Today, Indians are buying cars produced by nearly all the top companies in the world. (v) A similar explosion of brands can be seen for many other goods; from shirts to televisions to processed fruit juices. (vi) Any other relevant point. (Any five points to be explained) 1×5=5 Ans. 10. (b) The Multinational Corporations (MNCs) are controlling and spreading their production across the world in the following ways: (i) By setting up a partnership with local companies. (ii) MNCs setup their production units close to market. (iii) MNCs setup production units jointly with local companies. (iv) They setup units where there is skilled and unskilled labour available at low cost. (v) By placing orders with local companies. For example, garments, footwear, sports items, etc. (vi) By closely competing with the local companies. (vii) Large MNCs in developed countries place orders for production with small producers. (viii) They have tremendous power to determine price, quality, delivery and labour conditions for distant producers. (ix) By buying local companies. To take an example, Cargill Foods, a very large American MNC has bought over smaller Indian companies such as Parakh Foods. Parakh Food had built a large marketing network in various parts of India, where its brand was well-reputed. (Any five points) 1×5=5

31

SECTION-D Ans. 11. (i)

Gandhiji organised Satyagraha movement in South Africa. It was his first campaign of Mass Civil Disobedience. 1 (ii) A Satyagrahi does not inflict pain an the adversary; he does not seek his destruction in the use of Satyagraha, there is no illwill whatever. Satyagraha is pure soulforce because truth is the very substance of the soul. That is why this force is called Satyagraha. 1 (iii) Gandhiji described ‘‘passive resistance’’ as a weapon of the weak, but its power could be used only by the strong. This power is not passive resistance, indeed it called for intense activity. It did not exclude the use of physical force or violence for the purpose of gaining one's end. Whereas, Satyagraha on the other hand, has been conceived as a weapon for the strong and it excludes the use of violence in any shape or form. 2 Ans. 12.1 The two challenges faced by the ‘Jute Industry’ in India are: (i) Stiff competition in the International Market from synthetic substitutes and (ii) From other competitors like Bangladesh, Brazil, Phillippines, Egypt and Thailand. 1 Ans. 12.2 In 2005, National Jute Policy was formulated with the objective of increasing productivity, improving quality, ensuring good prices to the Jute farmers and enhancing the yield per hectare. 1 Ans. 12.3 (a) The growing concern for environment friendly, biodegradable materials, has once again opened the opportunity for jute products. (b) Also, the internal demand has been on the increase due to the government policy of mandatory use of jute packaging.

SECTION-E Ans. 13.

(A) Calcutta–National September, 1920.

Congress

Session

32

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Term-II, Set-2 (OD Set) Series : DQQPP/4

Question Paper Code No. 32/4/2

SECTION-A

large forest areas, preventing people from entering the forests to graze their cattle or to collect fuelwood and fruits, which enraged the people of hills. 2

SECTION-B

Ans. 1. When the Simon Commission arrived in India in 1928, it was greeted with the slogan ‘‘Go Back Simon’’. All parties, including the Congress and the Muslim League, participated in the demonstrations. 2 Ans. 3. Basic or key industries are those which supply their products as raw materials to manufacture other goods, e.g., Iron and Steel and Copper Smelting, Aluminium Smelting. Consumer industries are those that produce goods for direct use by consumers. E.g., sugar, toothpaste, paper, sewing machines, fans, etc. 2

Ans. 7. Democratic governments are transparent and legitimate in following ways: (i) Democratic government ensures that the decision–making process is based on proper norms and procedures. (ii) The citizen has the right and means to examine the process of decision–making, which is known as transparency. (iii) A democratic government develops mechanisms for the citizens to hold the government accountable and citizens can take part in decision–making whenever they feel like taking part in it. 1 × 3 = 3

SECTION-C

SECTION-C

Ans. 10. (a) Removal of barriers on foreign trade and foreign investment: (i) Barriers on foreign trade and foreign investment were partially removed. (ii) Goods could be imported and exported easily. (iii) Foreign companies could setup factories and offices here. (iv) Indian producers got opportunities to compete with producers around the globe. (v) With liberalisation of trade, businesses are allowed to make decisions freely about what they wish to import or export. 1×5=5 OR (b) Foreign Trade has been integrating markets of different countries for a long time: (i) Foreign trade creates an opportunity for the producers to reach beyond the domestic markets. (ii) Producers can sell their products in the markets located in other countries. (iii) It helps for expanding the choice of goods beyond domestic market. (iv) It is a main channel connecting countries. (v) Highly helpful for extensive trade. (vi) The trading interest attracts various trading companies.(Any five) 1 × 5 = 5

Term-II, Set-3 (OD Set) Series : DQQPP/4

Question Paper Code No. 32/4/3

SECTION-A Ans. 1. In early 1920s, a militant guerilla movement spread in the Gudem hills of Andhra Pradesh because the colonial government had closed

Ans. 10. (a) (i)

In recent years, the Central and the State governments in India are taking special steps to attract foreign companies to invest in India. (ii) Industrial Zones (SEZs) are being set up. (iii) SEZs are to have world class facilities: electricity, water, roads, transport, storage, recreational and educational facilities. (iv) Companies who set up production in SEZs do not have to pay taxes for an initial period of five years. (v) Government has allowed flexibility in the labour laws to attract foreign investment. 1×5=5 OR (b) Impacts of globalization in India are as follows: (i) Globalization improves the productivity and efficiency in the use of resources through the process of competition. (ii) Due to Globalization, growth rate of economy has gone up with an increase in foreign investment and foreign technology in India. (iii) It allows the consumers to enjoy a wider range of goods and services at a lower cost. (iv) Globalisation and greater competition among producers–both local and foreign producers–has been advantageous to consumers, particularly the well-off sections in the urban areas. (v) New job opportunities are created in IT sector. (vi) There is an expansion is unorganized sector. (Any five points) 1×5=5 

2

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

THE RISE OF NATIONALISM IN EUROPE 



The painting depicted his dream of a world free of the absolutist institutions and the establishment of democratic and social republics. It also illustrated the Statue of Liberty holding a torch of Enlightenment and the Charter of the Rights of Man. The concepts of liberty, equality, fraternity and nationalism dominated the social and political scene of Europe in the 19th century.

Key Words Absolute Monarchy: A monarchy in which the monarch holds the supreme or absolute powers. A monarchy that is not limited or restrained by laws or a constitution. French Revolution: An uprising in France against the monarchy from 1789 to 1799 which resulted in the establishment of France as a republic. Constitutional Monarchy: It is a system of government in which a monarch shares power with a constitutionally organized government. La patrie : It is a French word used for fatherland. Le citoyen : It is the French word used the citizen. Napoleonic Code: The Civil Code of 1804 introduced by Napoleon, is known as the Napoleonic Code. This Code did away with all the privileges based on birth, established equality before the law and secured the right to property. Liberalism: It is a political and moral philosophy which is based on liberty, equality before the law and consent of the governed. Nation-state: A state that establishes itself as a separate political and geographical entity and functions as a complete and sovereign territorial unit. This concept emerged in 19th century Europe as a result of the development of nationalism. Conservatism: It is a political and social philosophy promoting traditional social institutions in the context of culture and civilisation.

French Revolution: Beginning and Salient Features 

Till 1789 France was under absolute monarchy.



However, the French Revolution in 1789 was an influential event that marked the age of revolutions in Europe. The major outcome of the revolution was the formation ofa constitutional monarchy, thereby, a Scan to know more about remarkable reduction in the this topic royal and feudal privileges. It paved the way for the achievement of bigger goals of national identity and national pride, which The French Revolution can aptly be called as



Nationalism. 

The revolution transferred the sovereignty from the monarch to the people.

 



3

The ideas of la patrie (the fatherland) and le citoyen (the citizen) were adopted. The Estates General was renamed as the National Assembly, which was elected by the body of active citizens. French armies moved into Holland, Belgium, Switzerland and Italy in the 1790s with a promise of liberating the people from their despotic rulers.

Key Facts The French Revolution was primarily caused due to the financial crisis and it began with the Storming of the Bastille, 14th July 1789. In October 1815, Napoleon was exiled to the remote island of St. Helena in the South Atlantic Ocean, where he remained until he died on May 5, 1821, at the age of 51.

Napoleon (1769-1821)  

Ruled France from 1799 to 1815. Assumed absolute power in 1799 by becoming the First Consul.

Key Personalities Napoleon (1769-1821): A French military and political leader who gained prominence during the French Revolution. He ruled France from 1799 to 1815. He assumed absolute power in 1799 by becoming the First Consul. Giuseppe Mazzini: A famous Italian revolutionary who was born in 1807 in Genoa. He was part of a secret society called Carbonari and founded two underground societies called Young Italy in Marseilles and Young Europe in Berne     

Introduced the Civil Code in 1804 which also came to be known as the Napoleonic Code. The Code established equality before the law and abolished all privileges based on birth. It also abolished the feudal system and freed peasants from serfdom. Transport and communication system were approved. Taxation and censorship were imposed and military services were made mandatory.

Key Dates 1789: French Revolution. 1797: Napoleon invaded Italy; Napoleonic wars began.

1799 to 1815: Napoleon ruled France. 1804: Napoleonic Code was introduced, that did away with all the privileges based on birth. It upheld equality before the law. 1807: Mazzini was born in Genoa. 1814-15: Fall of Napoleon; the Vienna Peace Settlement. 1815: Napoleon defeated by the European powers. 1821: Greek struggle for independence began. 1831: Mazzini sent into exile for attempting a revolution in Liguria

4

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Advent of Liberalism in Europe  During the mid-18th century, Europe was divided into several small kingdoms and principalities. The concept of nation states did not exist at all. People from diverse ethnic groups lived in Eastern and Central Europe.  The prominent empires in Europe were the autocratic Ottoman Empire that ruled over Eastern and Central Europe, and Greece and the Habsburg Empire that ruled over AustriaHungary. Rise of Conservatism and Revolutionaries  The middle class believed in freedom and equality of all individuals before the law. Liberalism was used to end aristocracy and clerical privileges. After the defeat of Napoleon Bonaparte in 1815, the European government adopted the idea of 



stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change. After 1815, several liberals began working in secret societies all over Europe to propagate their views and train revolutionaries. Revolutionaries were seen as a threat to the restored monarchies, and hence, were repressed.



Giuseppe



In 1831, Mazzini was sent into exile for attempting a revolution in Liguria. Mazzini believed in the unification of the small kingdoms and principalities in Italy. These societies were joined by like-minded young men from Poland, France, Italy and the German states.

Conservatism. Conservatism was a political philosophy that

Mazzini, a famous Italian revolutionary was born in 1807 in Genoa. He was the part of a secret society called Carbonari and founded two underground societies called Young Italy in Marseilles, and Young Europe in Berne.

OBJECTIVE TYPE QUESTIONS

(1 mark each)

A Multiple Choice Questions Q. 1. Identify the correct statement with regard to ‘The Act of Union -1707’ from the following options. [CBSE SQP 2020-21] (A) The British monarchy surrendered the power to English Parliament. (B) The British Parliament seized power from Ireland. (C) The formation of the ‘United Kingdom of Great Britain’. (D) The British nation was formed as a result of a war with Scotland and Wales. Ans. Option (C) is correct. Explanation: The Act of Union (1707) between England and Scotland resulted in the formation of the ‘United Kingdom of Great Britain’ after which England was able to impose its influence on Scotland. Q. 2. Who among the following formed the secret society called `Young Italy’? (A) Otto Von Bismarck (B) Giuseppe Mazzini (C) Johann Gottfried Herder

Who is represented as a postman in the given image? (A) Giuseppe Mazzini (B) Otto von Bismarck (C) Napoleon Bonaparte (D) Giuseppe Garibaldi Ans. Option (C) is correct. Explanation: When Napoleon lost the battle of Leipzig in 1813, he dropped out the letters from his bag that has written the names of the territories he lost. Q. 4.

(D) Duke Metternich Q. 3. Study the following picture and answer :

These questions are for practice and their solutions are available at the end of the chapter

Column A

Column B

(i)

Meaning of 'liber'

(a)

The fatherland

(ii)

Meaning of 'elle'

(b)

The citizen

(iii) Meaning of 'le citoyen'

(c)

Free

(iv) Meaning of 'la patrie'

(d) The measure of cloth

THE RISE OF NATIONALISM IN EUROPE

(A) (i)-(b), (ii)-(c), (iii)-(d), (iv)-(a) (B) (i)-(c), (ii)-(d), (iii)-(b), (iv)-(a) (C) (i)-(d), (ii)-(a), (iii)-(c), (iv)-(b) (D) (i)-(a), (ii)-(d), (iii)-(b), (iv)-(c) Ans. Option (B) is correct. Explanation: (i) In Roman, Liber means free. (ii) Elle was used to measure cloth. (iii) In French, citizens who lived inside city walls known as 'le citoyen'. (iv) In French, 'la patrie' means 'the fatherland'. Q. 5.

Column A

Column B

(i)

Napoleon Bonaparte

(a)

Frankfurt Parliament

(ii)

Duke Metternich (b)

Civil Code

(iii) Louis XVI

(c)

Congress of Vienna

(iv) Carl Welcker

(d)

French Revolution

(A) (i)-(b), (ii)-(c), (iii)-(d), (iv)-(a) (B) (i)-(d), (ii)-(a), (iii)-(b), (iv)-(c) (C) (i)-(b), (ii)-(a), (iii)-(c), (iv)-(d) (D) (i)-(a), (ii)-(d), (iii)-(b), (iv)-(c) Ans. Option (A) is correct. Explanation: (i) Napoleon Bonaparte introduced Civil Code of 1804, also known as Napoleonic Code. (ii) The Congress was hosted by the Austrian Chancellor Duke Metternich. (iii) The last monarch of France was Louis XVI. (iv) The liberal politician Carl Welcker was an elected member of the Frankfurt Parliament. Q. 6. Which type of governments was mainly driven in Europe after the defeat of Napoleon in 1815? (Delhi, Set I, 2021) (A) Conservative (B) Liberal (C) Federal (D) Feudal Ans. Option (A) is correct Explanation: Following the defeat of Napoleon in 1815, European governments were driven by a spirit of conservatism. Conservatives believed that established, traditional institutions of State and Society — like the Monarchy, the Church, Social hierarchies, Property and the family – should be preserved. Q. 7. Which one of the following group of countries collectively defeated Napoleon in 1815? ( Delhi, Set I, 2021) (A) Britain, Russia, Prussia and Austria (B) Britain, Russia, Prussia and Australia (C) Britain, Russia, Netherlands and Germany (D) Britain, Luxembourg, Germany and Italy Ans. Option (A) is correct Explanation: In 1815, representatives of the European powers, Britain, Russia, Prussia and

5

Austria had collectively defeated Napoleon; they met at Vienna to draw up a settlement for Europe. Q. 8. In which one of the following countries did the first liberalist-nationalist upheaval take place in July 1830? (Delhi, Set I, 2021) (A) France (B) Germany (C) England (D) Italy Ans. Option (A) is correct Explanation: The first upheaval took place in France in July 1830. Q. 9. Most conservative regimes set up in 1815 imposed censorship laws. Which of the following did they want to control through such laws? P: What was written about them? Q: The increasing demand for modernising the army R: The spread of ideas of liberty and freedom reflected in the newspapers S: The spread of the idea that modernisation could strengthen traditional institutions (A) Only P and Q (B) Only P and R (C) Only Q and S (D) Only R and S Ans. Option (B) is correct Q. 10. "When France sneezes," Metternich once remarked, "the rest of Europe catches cold." What did Duke Metternich mean by this statement? (A) France's Bourbon dynasty was the most influential line of kings in Europe. (B) French trade guilds wielded enormous powers over European trade. (C) France had begun annexing neighbouring nations after 1815. (D) France's nationalist movement inspired other nations. Ans. Option (D) is correct Q. 11. How did Napoleon bring revolutionary changes in the field of administration? (A) Abolished all privileges based on birth (B) Secured the right to property for all French revolutionaries (C) Increased the age of people who could be absorbed into serfdom (D) Made all men and women with property equal in the eyes of the law Ans. Option (A) is correct Explanation: Napoleon simplified administrative divisions, he abolished feudal system, and freed peasants from serfdom and manorial dues. In towns too, guild systems were removed. Transport and communication systems were improved. Peasants, artisans, businessmen and workers enjoyed the newfound freedom. Q. 12. What was the purpose of replacing the former royal standard with a new French flag, the tricolour, during the French Revolution in 1789?

These questions are for practice and their solutions are available at the end of the chapter

6

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

(A) To evoke loyalty toward the nation instead of a the flag to lead the revolution king (D) To provoke the people to wage a war against (B) To show other countries that the French flag Holland and Switzerland in 1790 was superior to theirs Ans. Option (A) is correct (C) To support the businessmen who had created Q. 13. On the map given below the four territories which defeated Napoleon are marked as P, Q, R, and S.

S P Q

R

P- Britain

Q- Austria

Which one of them has been INCORRECTLY? (A) P and Q (B) Q and R (C) R and S (D) S and P Ans. Option (B) is correct

marked

Directions : In the following questions, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as: (A) Both A and R are true and R is the correct explanation of A. (B) Both A and R are true but R is NOT the correct explanation of A. (C) A is true but R is false. (D) A is false and R is true. Q. 1. Assertion (A): A large part of the Balkans was under the control of the Ottoman Empire. Reason (R): The spread of the ideas of Romantic Nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive. Ans. Option (A) is correct.

R- Prussia

S- Russia

(CBSE Additional Question 2021-22) Q. 2. Assertion (A): The French Revolution was an influential event that marked the age of revolutions in Europe. Reason (R): The French Revolution transferred the sovereignty from the people to the monarch. Q. 3. Assertion (A): Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Reason (R): Metternich described Mazzini as ‘the most dangerous enemy of social order’. Ans. Option (A) is correct. Q4. Assertion (A): The French Revolution helped to state the idea of nationalism as it encouraged the idea that people owned the country, and they were an important part of the state. Reason (R): From the very beginning, the French revolutionaries introduced various measures and practices that could create a sense of collective identity among the French people. Q5. Assertion (A): From the very beginning, the French revolutionaries introduced various practices like the idea of la patrie and le citoyen. Reason( R) : This was done to create a sense of collective identity amongst the French people. Ans. Option (A) is correct

These questions are for practice and their solutions are available at the end of the chapter

THE RISE OF NATIONALISM IN EUROPE

7

SUBJECTIVE TYPE QUESTIONS Very Short Answer Type Questions (1 mark each) Q. 1. Examine the significance of the Statue of Liberty in Frédéric Sorrieu’s paintings, ‘The Dream of Worldwide Democratic and Social Republics’. [Delhi, Term 1, 2020] E

Ans. Statue of Liberty in Frederic Sorrieu's paintings depicts the people of Europe and America marching towards the Statue of Liberty and paying homage to it. Liberty is personified as a female figure which holds charter rights in one hand and the torch in other. OR

Topper Answer, 2020

Q. 2. Who was Frederic Sorrieu? R Q. 3. What was the aim of the French revolutionaries? E

Ans. Frederic Sorrieu, a French artist, prepared a series of four prints, visualizing his dream of a world made up of ‘democratic and social republics’, as he called them. Q. 4. What do you understand by the term ‘Nationstate’? A Ans. In a nation-state was one where the citizens strived to develop a common identity based on shared language, traditions and customs. Q. 5. What is meant by the term ‘Absolutism’? U Ans. Absolutism is the political doctrine and practice of unlimited centralized authority and absolute sovereignty, as vested especially in a monarch or dictator. Q. 6. What is the Utopian Vision ? R Q. 7. Mention one major change that occurred in the political and constitutional scenario due to French Revolution in Europe? E Ans. The French Revolution led to the transfer of sovereignty from the monarch to a body of French citizens.

Short Answer Type Questions (3 marks each) Q. 1. Explain the measures and practices introduced by the French Revolutionaries to create a sense of collective identity amongst the French people. A (CBSE SQP, 2020-21) (Board Term-II, Delhi Set I, 2017)

The French revolutionaries introduced various measures and practices that created a sense of collective identity amongst the French people— (i) The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasised the notion of a united community enjoying equal rights under a constitution. (ii) A new French flag, the tricolour, was chosen to replace the former Royal Standard. (iii) The Estates General was elected by the body of active citizens and renamed the National Assembly. (iv) New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation. (v) A centralised administrative system was put in place and it formulated uniform laws for all the citizens within its territory. (vi) Internal custom duties and dues were abolished and a uniform system of weights and measures was adopted. (vii) Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation. (Any three) Q. 2. How had Napoleonic Code exported to the other regions under French control ? Explain with examples. A (CBSE Board Delhi Set - I, II, III, 2019) Ans. Napoleonic Code exported to the regions under the French control : (i) Simplified administrative divisions. (ii) Abolished feudal system. (iii) Freed peasants from serfdom and manorial dues.

These questions are for practice and their solutions are available at the end of the chapter

8

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

(iv) In towns, guild restrictions were removed. (v) Transport and communication system improved. (vi) Any other relevant point. (Any three points to be explained with examples.) [CBSE Marking Scheme, 2019] 3 Detailed Answer: The Napoleonic Code was exported to the regions under the French control : (i) In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues. (ii) In the towns too, guild restrictions were removed. Transport and communication systems were improved. Peasants, artisans, workers and new businessmen enjoyed a new-found freedom. (iii) Businessmen and small-scale producers of goods, in particular, began to realise that uniform laws, standardised weights and measures, and a common national currency would facilitate the movement and exchange of goods and capital from one region to another. Q. 3. Describe the ideology of liberalism during early 19th century. A (CBSE SQP 2018-19)

Long Answer Type Questions (5 marks each)

This revolution made France the nation-state and made many political and constitutional changes like : (i) A new French flag was adopted to replace former Royal Standard. (ii) The Estates General renamed as General Assembly, became an elected body. (iii) Centralised administration and uniform civil laws were made for citizens. (iv) Uniform weighing and measurement system was adopted. (v) French became the national language of France. All these changes give a clear expression of collectivism and gave people true power to shape the destiny of France. Thus, France became a nation-state and world got a clear expression of nationalism through the French Revolution. 5 [CBSE Marking Scheme, 2017] Q. 3. Who hosted ‘Vienna Congress’ in 1815? Analyse the main changes brought by the ‘Vienna Treaty.’ U [Board Delhi Term-II Set-I, II, III, 2017] Ans. Congress of Vienna was hosted by the Austrian Chancellor Duke Metternich in 1815. The following changes were made: (i) The Bourbon Dynasty, which had been deposed during the French Revolution, was restored to power and France lost the territories it had annexed. (ii) A series of states were set up on the boundaries of France to prevent the French expansion in future. Thus, the kingdom of the Netherlands, which included Belgium, was set up in the north and Genoa was added to Piedmont in the south. (iii) Prussia was given important new territories on its western frontiers, while Austria was given control of northern Italy. (iv) The German confederation of 39 states that had been set up by Napoleon was left untouched. (1 + 4 = 5) (CBSE Marking Scheme, 2017)

Q. 1. How did ideas of national unity in early nineteenth century Europe allied to the ideology of liberalism? Explain. [Delhi/OD Set-I, II, III, 2020] Ans. The ideology of liberalism allied with nationalism in the following ways: (i) Liberalism stood for freedom for individual and equality of all before law. (ii) It emphasized on the concept of government by consent. (iii) It stood for the end of autocracy and clerical privileges. (iv) It believed in a constitution and representative government through Parliament. (v) The coming of the railways further linked harnessing economic interests to national unification as it helped stimulate mobility. (1×5=5)

Commonly Made Error It is important to give a brief description about the territorial changes that took place.

Q. 2. “The first clear expression of nationalism came with the French Revolution in 1789.” Explain the meaning of nationalism and throw light on the statement. U [Board OD Term-II Set-I, II, III, 2017] Ans. Nationalism is a feeling of people within a state territory, which makes them develop a sense of collective identity and share history or descent. This feeling works as a binding force among people. Before 1789, France was under absolute monarchy. With French Revolution, Monarchy was thrown out and a sovereign body of French citizens was established.

Answering Tip Students should write the basic introduction about Vienna Congress in the beginning. Q. 4. “Napoleon had destroyed democracy in France, but in the administrative field, he had incorporated revolutionary principles in order to make the whole system more rational and efficient.” Analyse the statement with arguments.

These questions are for practice and their solutions are available at the end of the chapter

A (Board Term-II, OD, Set-I, II, III, 2016)

THE RISE OF NATIONALISM IN EUROPE

Ans. ”Napoleon had destroyed democracy in France, but in administrative field, he had incorporated revolutionary principles in order to make the whole system more rational and efficient.” (i) All privileges based on birth were removed. (ii) He established equality before law. (iii) Right to property was given. (iv) He simplified administrative divisions. (v) Feudal system was abolished and peasants were freed from serfdom and manorial dues. (vi) Guild restrictions were removed. (vii) Transport and communication systems were improved. (Any five) (1× 5 = 5) [CBSE Marking Scheme, 2016]

Topic-2

9

Commonly Made Error The students forget to mention the real meaning of the Napoleonic Code. They should give brief description about it.

Answering Tip The students should give proper description about the reforms introduced by Napoleon.

The Age of Revolutions (1830-1848) Concepts Covered

 The upheavals that took place in France imagination and national feeling.



Romantic

Revision Notes National Feeling Liberalism and Nationalism became associated with the revolution in many regions of Europe such as the Italian and German states, the provinces of the Ottoman Empire, Ireland and Poland.





Key Words The Ottoman Empire: It was one of the mightiest and longest-lasting dynasties in world history. The Greek War of Independence: It was a successful war waged by the Greeks to win independence for Greece from the Ottoman Empire. 







The first upheaval took place in France in July 1830. The Bourbon kings who had been restored to power during the conservative reaction after 1815, were now overthrown by liberal revolutionaries. The Greek War of Independence was another event which mobilised nationalist feelings among the educated elite in Europe. Culture played an important role in creating the idea of the nation. Art, poetry, stories and music helped express and shape nationalist feelings. Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiments.

Key Dates 1830: The first upheaval took place in France in

July 1830; Period of Economic Crisis in Europe. 1832 : Greece gained independence. 1834: Zollverein or the Customs Union was formed in Prussia to abolish tariff barriers. 1848: Revolutions in Europe; Artisans, industrial workers and peasants revolt against economic hardships; middle classes demanded constitutions and representative governments; Italians, Germans, Magyars, Poles, Czechs, etc., demanded nationstates. 





Key Word Romanticism : A cultural movement that rejected science and reason and introduced heart and emotions. The concern of the romantics was to create a sense of shared collective heritage and a common cultural past for arousing nationalism.  

Language too played an important role in developing nationalist sentiments. Russian language was imposed everywhere.

The 1830s saw a rise in prices, bad harvest and poverty in Europe. Besides the poor, unemployed and starving peasants and even educated middle classes revolted.

In 1848, a large number of political associations came together in Frankfurt Scan to know and decided to vote for more about an all-German National this topic Assembly. The issue of extending political rights to women became a controversial one. Conservative forces were Revolutions of able to suppress liberal 1830 and 1848 movements in 1848, but could not restore the old order.

Key Fact Romanticism celebrated the individual imagination and intuition in the enduring search for individual rights and liberty. 

After 1848, nationalism in Europe moved away from its association with democracy and revolution.

10

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

OBJECTIVE TYPE QUESTIONS A Multiple Choice Questions Q. 1. Which of the following treaty recognized Greece as an independent nation? [CBSE SQP, 2020-21] (A) Treaty of Sevres (B) Treaty of Versailles (C) Treaty of Lausanne (D) Treaty of Constantinople Ans. Option (D) is correct. Explanation: The borders of the Ottoman Empire were restated which confirmed the terms of the Constantinople Arrangement and marked the end of the Greek War of Independence creating modern Greece as an independent state. Q. 2. Which of the following countries is considered as the 'Cradle of civilisation'? (A) England (B) Greece (C) France (D) Russia Q. 3. Arrange the following in the correct sequence: (i) Treaty of Constantinople (ii) First upheaval took place in France (iii) Lord Byron died (iv) Greek struggle for independence begins Option : (A) (i) - (ii) - (iii) - (iv) (B) (ii) - (iv) - (i) - (iii) (C) (iv) - (iii) - (ii) - (i) (D) (iii) - (iv) - (ii) - (i) Ans. Option (C) is correct. Explanation: (i) Greek Struggle for independence begins in 1821. (ii) Lord Byron died in 1824. (iii) First upheaval took place in France in July 1830. (iv) Treaty of Constantinople in 1832. Q. 4. Who said "When France sneezes, the rest of Europe catches cold"? R [OD, Set I, II, III 2020] (A) Garibaldi (B) Mazzini (C) Bismarck (D) Metternich OR (C) Bismarck (D) Metternich Who among the following remarked "When France sneezes, the rest of Europe catches cold"? (A) Lord Byron (B) Metternich (C)Johann Herder (D) Napoleon [CBSE, Term 1, 2021] Ans. Option (D) is correct. Explanation: Metternich said so when French Revolution overthrew the monarch that impacts other European countries as well. Q. 5. Analyze the information given below, considering one of the following correct options: While it is easy enough to represent a ruler through a portrait or a statue, how does one go about giving a face to a nation? Artists in the

(1 mark each)

eighteenth and nineteenth centuries found a way out by personifying a nation. In other words, they represented a country as if it were a person. (A) Portrait of a nation (B) Idol of a nation (C) Personification of a nation (D) Visualising a nation Ans. Option (D) is correct. Q. 6. Why was a customs union or zollverein formed by Prussia and most of the German states in 1834? A. To abolish state-imposed restrictions on the movement of goods and capital B. To encourage the state-wise system of weights and measures C. To import more goods from the landlocked Balkans D. To boost trade with England and France Ans. Option (A) is correct

B Assertion & Reason Directions: In the following questions, A statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as. (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true but R is NOT the correct explanation of A (C) A is true but R is false. (D) A is false and R is true. Q. 1. Assertion (A) : Serfdom and bonded labour were abolished both in the Habsburg dominions and in Russia. Reason (R) : Monarchs were beginning to realise that the cycles of revolution and repression could only be ended by granting concessions to the liberalnationalist revolutionaries. Ans. Option (A) is correct. Q. 2. Assertion (A) : The Scottish Highlands suffered terrible repression whenever they attempted to assert their independence. Reason (R) : Catholic revolts against British dominance were suppressed. Ans. Option (B) is correct. Explanation: Scotland suffered because of the longdrawn-out process and Ireland got support from the English to suppress the Catholic revolts. Q. 3. Assertion (A): Greece is often known as the Cradle of Western Civilization. Reason (R): Many of the ideas that flourished in the western world were “born" in ancient Greece. Q. 4. Assertion (A): After Russian occupation in Poland, the Russian language was imposed on its people

These questions are for practice and their solutions are available at the end of the chapter

THE RISE OF NATIONALISM IN EUROPE

Reason (R): The use of Polish soon came up as a symbol of struggle against Russian dominance.

revolt against contractors who supplied them raw material and gave them orders for finished textiles but they had drastically reduced their payments. On 4th June large crowd of weavers marched in Paris up to the Mansion of their contractors demanding higher wages.

[CBSE, Term 1, 2021] Ans. Option (A) is correct Explanation: After Russian occupation, the polish language was forced out of schools and the Russian language was imposed everywhere. Many members of the clergy in Poland began to use their own language as a weapon of national resistance and the use of polish came to be seen as a symbol of struggle against Russian dominance. Q. 5. Assertion (A): Weavers in Silesia had led a revolt against contractors in 1845.

11

Q. 6. Assertion (A): Romantic artists and poets criticized the glorification of reason and science. Reason (R): Romanticism was a cultural movement that sought to develop a particular form of nationalist sentiment in Europe. Ans. Option (B) is correct Explanation: Romanticism focused on emotions, intuition and mystical feelings. They helped create a sense of collective heritage and cultural past as part of nation building through use of folk songs, dances and music.

Reason (R): Contractors had drastically reduced their payments. [CBSE, Set I, 2021] Ans. Option (A) is correct Explanation: In 1845, weavers in Silesia had led a

SUBJECTIVE TYPE QUESTIONS Very Short Answer Type Questions (1 mark each)

Short Answer Type Questions (3 marks each)

Q. 1. ‘Language too played an important role in developing nationalist sentiments’.Explain (AI)(E) Ans. Language played an important role in developing nationalist sentiments in Poland. After Russian occupation, the Polish language was forced out of schools and the Russian language was made compulsory everywhere. Many members of the clergy in Poland began to use language as a weapon of national resistance. Polish came to be seen as a symbol of the struggle against the Russian dominance. Q. 2. What do you know about Friedrich Wilhelm IV?

Q. 1. Describe the role of Romanticism in developing nationalist feelings among Europeans during nineteenth century. R (Board Delhi/OD, 2019)

OR Define the term 'Romanticism'. How did it facilitate the promotion of nationalist sentiment? (Board Term-II, 2016) Ans. Romanticism was a movement in the arts and literature, which originated in the late 18th century, emphasizing inspiration, subjectivity and the primacy of the individual.

R

Ans. Friedrich Wilhelm IV was the King of Prussia from 1840-1861. He opposed the elected assembly of German and supported the monarchs. Even though he was a true conservative, he adopted less strict policies and also promised people to form the constitution in future. Q. 3. What did Friedrich Wilhelm do when he was offered the crown ? A Q. 4. When did the first upheaval in France take place? R

Q. 5. What do you know about the Greek War of Independence? U Ans. The Greek War of Independence was a successful war waged by the Greeks to win independence for Greece from the Ottoman Empire.

(i) Critical approach towards reason and science: Romantic artists criticised the glorification of reason and science and focused on emotions, intuitions and mystical feelings. (ii) Folk culture as the spirit of the nation: Johann Gottfried Herder claimed that through folk songs, folk poetry and folk dances, the true spirit of the nation could be popularized. (iii) Emphasis on vernacular language: They gave emphasis on vernacular language to recover not only the ancient national spirit, but also to carry the modern nationalist message to a large audience who were mostly illiterate. 1 × 3 =3

These questions are for practice and their solutions are available at the end of the chapter

12

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

OR

Topper's Answer, 2019 Sol.

Q. 2. Describe the great economic hardship that prevailed in Europe during the 1930s. A (Board OD Set-I, 2019) OR Describe any three economic hardship faced by Europe in 1830s. A (Board OD Term-II Set-I, II, III, 2017) OR "The decade of 1830 had brought great economic hardship in Europe." Support the statement with arguments. A (Board Term-II OD, Set-I, II, III, 2016)

Ans. Economic hardships : (i)

Increase in population all over Europe.

(ii) More job seekers than employment. (iii) Rural population migrated to urban areas, overcrowded slums. (iv) Any other relevant point to be described. (Any three) NOTE : As the question is based on ‘hardship in Europe’, the students may be given marks on any of the aspect describing hardship of 1830s or 1930s. [CBSE Marking Scheme, 2019] 3

THE RISE OF NATIONALISM IN EUROPE

Detailed Answer: The decade of 1830 had brought great economic hardship or crisis in Europe due to the following reasons: (i) There was an enormous increase in population all over Europe. (ii) There were more job seekers than the employment opportunities. Migration of rural people to the cities further made the situation worse. (iii) Small scale producers in towns were sometimes faced with stiff competition from imports of cheap machine-made goods from England. (iv) In the regions of Europe where the aristocracy still enjoyed power, peasants struggled under the burden of feudal dues and obligations. (v) Due to increased population, the demand for food increased. It led to the rise in food prices. This led to an increase in the prices and there was widespread pauperism in the entire country. (Any three points) Q. 3. How did a wave of economic nationalism strengthen the wider nationalist sentiment growing in Europe? Explain. U [Board Term-II, Foreign Set-I, II, III, 2015] Ans. Economic nationalism strengthened the wider nationalist sentiment. Economically, liberalism stood for : (i) Freedom of markets. (ii) End of state -imposed restrictions on the movement of goods and capital. (iii) A customs union or zollverein was formed by Prussia in 1834, which was joined by many German states. (iv) This union reduced the number of currencies from over thirty to two and abolished tariff barriers. (v) A network of railways led to great mobility and gave an impetus to national unity. (Any three) (1 × 3 = 3)

Long Answer Type Questions (5 marks each) Q. 1. Why was the period of 1848 considered as phase of the revolution of the Liberals in Europe? Explain. A (CBSE SQP, 2020-21) Ans. The period of 1848 was considered as phase of the revolution of the Liberals in Europe because of the following reasons : (i) Events of February 1848 in France had brought about the abdication of the monarch and a republic based on universal male suffrage had been proclaimed. (ii) Germany, Italy, Poland, the AustroHungarian Empire – men and women of the liberal middle classes combined their demands for constitutionalism with national unification.

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(iii) They took advantage of the growing popular unrest to push their demands for the creation of a nation-state on parliamentary principles – a constitution, freedom of the press and freedom of association. (iv) In the German regions, a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt and decided to vote for an allGerman National Assembly. (v) The middle classes who resisted the demands of workers and artisans and consequently lost their support. In the end troops were called in and the assembly was forced to disband. (vi) The issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women had participated actively over the years. (vii) Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstration. (Any five points to be explained) 5 [CBSE SQP Marking Scheme, 2020] Q. 2. How did Greek war of independence mobilise nationalist feelings among the educated elite across Europe? Explain. (Delhi/OD, 2020) Ans. (i) Greece had been a part of the Ottoman Empire since the 15th century. (ii) The growth of revolutionary nationalism in Europe let to struggle for independence among the Greeks from Ottoman Empire. (iii) Greece got support from Greeks living in exile and West-Europeans who had sympathies for ancient Greek culture. (iv) Poets and artists lauded Greece as the cradle of European civilization and mobilized public opinion to support its fight against Muslim empire. (v) Organised funds and went to fight the Greek war. (death not required) (vi) The treaty of Constantinople of 1832 recognized Greece as an independent nation. Q. 3. What happened during the year following 1815 when the fear of repression drove many liberalnationalists underground? Explain. R (Board Term-II, 2016) Ans. (i) Secret societies sprang up in many European states to train revolutionaries and spread their ideas. (ii) To be revolutionary at this time meant a commitment to oppose monarchical forms that had been established after the Vienna Congress, and to fight for liberty and freedom. (iii) Most of these revolutionaries also saw the creation of nation-states as a necessary part of this struggle for freedom. One such individual was the Italian revolutionary Giuseppe Mazzini.

14

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

(iv) He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were likeminded young men from Poland, France, Italy and the German states. (v) Mazzini believed that God had intended nations to be the natural units of mankind. So, Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. (vi) This unification alone could be the basis of Italian liberty. Following his model, secret societies were set up in Germany, France, Switzerland and Poland. (vii) Mazzini‘s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Metternich described him as ‘the most dangerous enemy of our social order’. (Any five) 1 × 5 = 5 (CBSE Marking Scheme, 2016) Q. 4. “Nationalism no longer retained its idealistic liberal democratic sentiment by the last quarter of the nineteenth century in Europe.” Analyse the statement with examples. (Board Term-II, Foreign Set-I, II, III, 2016) OR “The idealistic liberal-democratic sentiment of nationalism in the first half of the nineteenth century became a narrow creed with limited ends.“ Examine the statement. (Board Term-II, Foreign Set-I, II, III, 2015)

Topic-3

Ans. Sentiment of Nationalism in the first half of the 19th century: (i) Towards the last quarter of the 19th century, nationalism could not retain its idealistic liberaldemocratic sentiments of the first half of the century but became a narrow belief with inadequate ends. (ii) Nationalist groups became increasingly intolerant, which led to war. (iii) Major European powers manipulated the nationalist aspirations to further their own imperialist aims. (iv) Source of nationalist tension in Europe was the area called Balkans. (v) Idea of romantic nationalism in the Balkan together with the disintegration of the Ottoman Empire made this region very explosive. (vi) One by one, European nationalities broke away from its control and declared independence. (vii) The Balkan people based their claims for independence or political rights on nationality to prove that they were once independent but were subjugated by a foreign power. (viii) Slavic nationalities struggled to define their identity and independence. Hence, the Balkan area became an area of intense conflict. (Any five) (CBSE Marking Scheme, 2015) 5

Nation States — Unification of Italy, Germany and Britain Concepts Covered



The making of Germany and Italy,  The strange case of

Britain.

Revision Notes After 1848, nationalist sentiments were often mobilised by conservatives for promoting state power and achieving political domination over Europe. The unification of Italy and Germany came about through this process.

Key Words

Unification of Germany (1866-1871)  In 1848, middle-class Germans tried to unite the different regions of the German confederation into a nation - state under an elected parliament. 

In Prussia, nation-building acts were repressed by the combined forces of the monarchy and the military and were supported by the large landowners called Junkers.



Prussia took over the leadership of the



Otto von Bismarck , Chief Minister of Prussia, was the architect in the process of

Nation-state: A state that establishes itself as a

separate political and geographical entity and functions as a complete and sovereign territorial unit. This concept emerged in 19th century Europe as a result of the development of nationalism. Prussia: A former kingdom in north-central Europe including present-day northern Germany and northern Poland. Junkers: The large landowners in Prussia.

movement.

nation-building.

THE RISE OF NATIONALISM IN EUROPE

Key Personalities Otto von Bismarck: He was the architect of a

Prussian consolidation that was also a form of German unification. Once the empire was established, he actively and skillfully pursued pacific policies in foreign affairs, succeeding in preserving the peace in Europe for about two decades. Emperor Kaiser William I: He was King of Prussia from 2 January 1861 and German Emperor from 18 January 1871 until his death in 1888. 

Prussia emerged victorious after fighting three

wars over seven years against the combined forces of Austria, Denmark and France and the process of unification of Germany was completed.  On 18th January, 1871, the new German Empire headed by the German Emperor Kaiser William I was declared in the Hall of Mirrors in the Palace of Versailles.  The unification of Germany established Prussian dominance in Europe.  The new German Empire focused on modernizing the currency, banking, legal and judicial systems. Unification of Italy  Italy was divided into seven states.  Only Sardinia-Piedmont was ruled by an Italian princely house. Scan to know  North Italy was under more about this topic Austrian Habsburgs.  The centre part was under the Pope.  The southern regions were under the Bourbon Kings of Unification of Spain. Italy  During the 1830s, Giuseppe Mazzini formed a coherent programme for uniting the Italian Republic and formed a secret society called Young Italy.

Key Personalities Victor Emmanuel II: He was King of Sardinia from 1849 until 17 March, 1861, when he assumed the title of King of Italy and became the first king of an independent, united Italy since the 6th century. Count Cavour: The Chief Minister of Piedmont, Count Camillo di Cavour, helped the king in forming an alliance with France, and they defeated the Austrian forces in 1859. Camillo Paolo Filippo Giulio Benso, Count of Cavour, Isolabella and Leri, generally known as Cavour, was an Italian statesman and a leading figure in the movement toward Italian unification. 

The failure of revolutionary uprisings both in 1831 and 1848 prompted King Victor Emmanuel II from Sardinia-Piedmont to unify the Italian states.

15

Chief Minister of Sardinia-Piedmont, Count Cavour, led the movement for the unification of Italy.  In the year 1859, Sardinia-Piedmont with an alliance with France defeated the Austrian forces.  In 1860, Sardinia-Piedmont's forces marched into southern Italy and the Kingdom of the Two Sicilies, and drove out the Spanish rulers.  In 1861, Victor Emmanuel was declared as the king of united Italy and Rome was declared the capital of Italy. Britain has a different history of how it consolidated as a nation-state without uprisings and revolutions. The British Isles was inhabited by ethnic English, Welsh, Scot or Irish. The English nation grew more in power and wealth, and it began to exert influence over the other nations of the islands. The concept of nation states, with England as the centre, came in 1688 after the Parliament snatched power from the monarchy. In 1707, the Act of Union between England and Scotland resulted in the formation of the ‘United Kingdom of Great Britain’. 

Key Words The Acts of Union: It was passed by the English

and Scottish Parliaments in 1707, led to the creation of the United Kingdom of Great Britain on 1 May of that year. The Union Jack: It is the de facto national flag of the United Kingdom.

Key Dates 1707: The Act of Union was passed. 1801: Ireland was forcibly incorporated into the United Kingdom a failed Irish revolt. 1848: Middle-class Germans tried to unite the different regions of the German confederation into Nation-state. 1855: The Kingdom of Sardinia participated from the sides of British and French in the Crimean War. 1858: Cavour formed an alliance with France. 1859-1870: Unification of Italy. 1859: Sardinia-Piedmont formed an alliance with France and defeated the Austrian forces. Large number of people under the leadership of Giuseppe Garibaldi joined the movement. 1860: Sardinia-Piedmont’s forces marched into South Italy and the Kingdom of the Two Sicilies and drove out the Spanish rulers. 1861: Victor Emmanuel II was declared as the King of United Italy and Rome was declared the capital of Italy. 1866-1871: Unification of Germany. 1871: The Prussian King, William I was proclaimed the German Emperor. To ensure the growth of British identity, Scotland’s cultural and political institutions were suppressed.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

The British imposed control over Ireland as well. Ireland was deeply divided into two groups, Catholics and Protestants. The English favoured the Protestants and helped them establish their dominance over a largely Catholic Ireland.



In 1801, Ireland was forcibly incorporated into the United Kingdom after a failed Irish revolt. The symbols of new Britain were the English language, the British flag (Union Jack) and the British national anthem (God Save Our Nobel King).

OBJECTIVE TYPE QUESTIONS

(1 mark each)





Q. 3. Who among the following had sought to put together a coherent programme for a unitary Italian Republic during 1830s? (A) Victor Emmanuel I (B) Victor Emmanuel II (C) Giuseppe Mazzini (D) Count Cavour (CBSE, Term I, 2021)



















Ans. Option (C) is correct. Explanation: During the 1830s, Giuseppe Mazzini had sought to put together a coherent programme for the unitary Italian Republic. He also formed a secret society called young Italy in Marseilles and young Europe in Berne. Q. 4. Who among the following was the architect of the unification of Germany? (A) Otto Von Bismarck (B) William I (C) Frederick III (D) William II (CBSE, Term I, 2021) Q. 5. Who among the following was proclaimed King of united Italy in 1861? (A) Charles I (B) Victor Emmanuel II (C) Giuseeppe Garibaldi (D) Nero (CBSE, Term I, 2021) Ans. Option (B) is correct. Explanation: Victor Emmanuel II was proclaimed as king of united Italy in 1861. The failure of revolutionary uprisings both in 1831 and 1848 prompted the King Emanuel II from SardiniaPiedmont to unify the Italian States in 1861. Q. 6. Identify the characteristics of Cavour among the following and choose the correct option: (i) He was an Italian statesman (ii) He spoke French much better than Italian (iii) He was a tactful diplomat (iv) He belonged to a Royal family (A) Only 1 and 2 are correct (B) Only 1, 2 and 3 are correct (C) Only 2, 3 and 4 are correct (D) Only 1, 2 and 4 are correct

(d)

Young Italy

































(A) (i)-(b), (ii)-(c), (iii)-(d), (iv)-(a) (B) (i)-(d), (ii)-(c), (iii)-(b), (iv)-(a) (C) (i)-(d), (ii)-(a), (iii)-(c), (iv)-(b) (D) (i)-(a), (ii)-(d), (iii)-(b), (iv)-(c) Ans. Option (C) is correct. Explanation: (i) Giuseppe Mazzini formed a secret society called Young Italy. (ii) Otto von Bismarck was the architect of the process of Germany's Unification. (iii) The defeat at Waterloo ended Napoleon Bonaparte's rule as the Emperor of France. (iv) Chief Minister Cavour led the movement to unify the Italy.





These questions are for practice and their solutions are available at the end of the chapter





Ans. Option (B) is correct. Explanation: Cavour was the Chief Minister of Sardinia-Piedmont. He was an Italian statesman but he did not belong to a Royal family. He was born in Turin during Napoleonic rule, into a family which had acquired estates during the French occupation. Q. 7. Which one of the following Italian states was ruled by an Italian princely house?







(CBSE, Term I, 2021)





Cavour



(iv)



Battle of Waterloo



(c)



(iii) Napoleon Bonaparte



Unification of Italy



(b)



Otto von Bismarck



(ii)



Unification of Germany



(a)













Giuseppe Mazzini



(i)



Column B



Column A



















Q. 2.















(A) Otto von Bismarck in the German Reichstag (Parliament) (B) Victor Emmanuel II in the Italian Parliament (C) Kaiser William II in the Prussian Parliament (D) Napoleon Bonaparte in the French Parliament Ans. Option (C) is correct. Explanation: In the given image, Bismarck is having hunter in his hand which shows how his subordinates were afraid of Bismarck when he became autocratic during assemblies.

































Q. 1. Which of the following option best signifies this caricature?





A Multiple Choice Questions

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Q. 8. Choose the correctly matched pair from the following : (Delhi, Set 1, 2020)















(B) Lombardy (D) Sardinia-Piedmont (CBSE, Term I, 2021)

17



Ans. Option (D) is correct. Explanation: During the middle of the nineteenth century, Italy was divided into seven states of which only one Sardania-Piedmont, was ruled by an Italian princely house.

(A)

Otto Von Bismarck

Germany

(B)

Napoleon

Spain

(C)

Giuseppe Garibaldi

France

(D) Bourbon Kings Ans. Option (A) is correct.

Italy















(A) Papal State (C) Venetia





OR

Topper Answer, 2020

























Q. 1. What is Sardinia-Piedmont? R Q. 2. The Bourbon Kings of Spain ruled which part of Italy? R





Very Short Answer Type (1 mark each) Questions



SUBJECTIVE TYPE QUESTIONS





territories. sudden upheaval. Reason (R): Ethnic group of Britain extended in its influence. [CBSE, Term I, 2021] Ans. Option (A) is correct. Explanation: In Britain the formation of nationstate was not the result of a sudden upheaval or revolution. It was the result of a long-drawnout process. The primary identities of the people who inhabited the British Isles were ethnic ones – such as English Welsh, Scot or Irish. All of these ethnic groups had their own cultural and political traditions, and they extended their influence over the other nations of the islands. Q. 4. Assertion(A): The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland. Reason (R ): The English helped the Protestants of Ireland to establish their dominance over a largely Catholic country. Ans. Option (B) is correct. Explanation: Irishmen suffered in the hands of English men as it was a country deeply divided between the Catholics and Protestants. It was largely a Catholic country but the Protestants got support from the English to suppress the Catholic revolts. Q.5. Assertion (A): The nation building process in Germany had demonstrated the dominance of the Prussian state power. Reason (R): The new state placed a strong emphasis on modernising the currency, banking, legal and judicial systems in Germany. Prussian measures and practices often became a model for the rest of Germany. Ans. Option (A) is correct.



























Directions: In the following questions, a statement of assertion (A) is followed by a statement of reason (R). Mark the correct choice as: (A) Both assertion (A) and reason (R) are true and reason (R) is the correct explanation of assertion (A). (B) Both assertion (A) and reason (R) are true but reason (R) is not the correct explanation of assertion (A). (C) Assertion (A) is true but reason (R) is false. (D) Assertion (A) is false but reason (R) is true. Q. 1. Assertion (A): Giuseppe Garibaldi was an Italian General, politician and nationalist who played a large role in the history of Italy. Reason (R): He was the architect in the process of nation - building. Ans. Option (C) is correct. Explanation: Bismarck was the architect in the process of nation - building. Q. 2. Assertion (A): Italy and Switzerland were divided into kingdoms, duchies and cantons whose rulers had their autonomous territories. Reason (R): They were closely bound to each other in spite of their autonomous rule. Ans. Option (C) is correct. Explanation: Italy and Switzerland were under autocratic monarchies within the territories of which lived diverse peoples, sharing a collective identity or a common culture, spoke different languages and belonged to different ethnic groups. Q. 3. Assertion (A): In Britain, the formation of the nation-state was not the result of a duchies and cantons whose rulers had their autonomous























B Assertion & Reason

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Long Answer Type Questions (5 marks each)









These questions are for practice and their solutions are available at the end of the chapter







Q. 3. Briefly describe the process of German unification. A (Board Term-II, 2015) Ans. (i) In the 1800s, nationalist feelings were strong in the hearts of the middle-class Germans. (ii) During the Vienna Congress in 1815, Germany was identified as a loose confederation of 39 states.













Ans. Three conditions that led to the emergence of the British nation state are: (i) The emergence of the new middle classes. (ii) The ideology of liberalism. (iii) The ideas of conservatism and the Treaty of Vienna. 1 × 3 = 3 (CBSE Marking Scheme, 2017)

























Q. 2. Describe any three conditions that led to the formation of the British nation state. R (Board Term-II, Foreign Set-I, II, III, 2017)







(CBSE Marking Scheme, 2020) 3























(ii) Sardinia-Piedmont was ruled by an Italian princely house. (iii) Italy was unified in 1861 and Victor Emmanuel II was proclaimed King of United Italy. (iv) Giuseppe Mazzini had sought to put together a programme for a unitary Italian Republic. (v) The unification of Italy was a result of many wars, through a tactful diplomatic alliance with France by Chief Minister Cavour. (vi) Garibaldi joined the fray. (TO BE EVALUATED AS A WHOLE)





Ans. (i) Italians were scattered over several dynastic states.

Q. 1. "In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution." Validate the statement with relevant arguments. U (CBSE SQP, 2016) Ans. In Britain, the formation of the nation–state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process. (i) The primary identities of the people who inhabited the British Isles were ethnic ones–such as English, Welsh, Scot or Irish. There was no British nation prior to the 18th century. (ii) All of these ethnic groups had their own cultural and political traditions. (iii) Because of steady growth of the English nation in case of wealth, importance and power, it was able to extend its influence over the other nations of the islands. (iv) The Act of Union 1707 between England and Scotland resulted in the formation of the ‘United Kingdom of Great Britain’. It meant that England was able to impose its influence on Scotland. (v) The English Parliament, which had seized power from the monarchy in 1688 at the end of a protracted conflict, was the instrument through which a nation-state with England at its centre, came to be forged. (vi) The growth of the British identity meant that Scotland‘s distinctive culture and political institutions were systematically suppressed. (vii) The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland. (Any five) 1 × 5 = 5 Q. 2. Describe the process of unification of Britain. A (Board Term-II, 2015)





Q. 1. “Like Germany, Italy too had a long history of political fragmentation”. Explain. (CBSE SQP 2020-21)





Short Answer Type (3 marks each) Questions







R

Ans. The unification took place on January 18, 1871.



Q. 5. When did the unification of Germany take place?





R

(v) Chief Minister of Prussia, Otto von Bismarck, was the architect of the process with the support of the Prussian army and bureaucracy. (vi) The unification process was completed after Prussia won wars with Austria, Denmark and France over a time period of seven years. (vii) In January 1871, the Prussian King, William I, was proclaimed the German Emperor in a ceremony held at Versailles. (Any three) 1×3=3









Q. 4. Who were known as ‘Junkers’?



Ans. The Act of Union was signed between between England and Scotland in 1707. This resulted in the formation of the 'United Kingdom of Great Britain' meant, in effect, that England was able to impose its influence on Scotland. The British parliament was henceforth dominated by its English members.

(iii) They united in 1848 to create a nation-state out of the numerous German states. (iv) Prussia soon became the leader of German unification movement.



Q. 3. What was the importance of the Act of Union 1707? U





Ans. The Bourbon kings established a kingdom that included southern mainland Italy and the island of Sicily.



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X







18

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THE RISE OF NATIONALISM IN EUROPE









(i) During the middle of the 19th century, Italy was divided into seven states of which only









(ii) The unification process was led by three revolutionaries—Giuseppe Mazzini, Count Camillo de Cavour, and Giuseppe Garibaldi. During 1830, Mazzini decided to unite Italy. He had formed a secret society ‘Young Italy’ to achieve his goal. (iii) After earlier failures in 1831 and 1848, King Victor Emmanuel II took to unify the Italian states through wars. (iv) Through a tactful diplomatic alliance with France by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. (v) Under the leadership of Garibaldi, armed volunteers marched into South Italy in 1860 and the Kingdom of the Two Sicilies and succeeded in winning the support of the local peasants in order to drive out the Spanish rulers. (vi) In 1861, Victor Emmanuel II was proclaimed king of united Italy. (Any five) 1×5=5 (CBSE Marking Scheme, 2015)













Q. 3. Describe the process of unification of Italy. A (Board Term II, 2015)

one, Sardinia-Piedmont, was ruled by an Italian princely house.







(vi) Ireland was forcibly taken by the British after the failed revolution led by Wolfe and his United Irishmen (1798). A new "British nation" was formed. 1×5=5 (CBSE Marking Scheme, 2015)















Ans. Unification of Italy:



Ans. Unification of Britain: (i) Britain was not a nation state prior to 18th century. The primary identities were based on ethnicities such as English, Welsh, Scot or Irish. (ii) The steady growth of power made the English nation extend its influence over the other nations and islands. (iii) In 1688, England was established as a nation state. English Parliament seized power from the monarchy. (iv) In 1707, the United Kingdom of Great Britain was formed through the Act of the Union between England and Scotland. (v) England dominated Scotland and Ireland in all spheres. British parliament was dominated by English members.

19

Topic-4

Visualising the Nation: Nationalism and Imperialism Concepts Covered  Personification of nation into female figures,  Nationalism

and imperialism.

Revision Notes

Visualising the Nation: Nation was personified in the female form by the artists of the 19th century.



Key Words Female allegories: They were invented by artists in the nineteenth century to represent the nation. Allegory: It is a poem, story, play, etc. in which characters and events represent qualities or ideas relating to morals, religion or politics. There is hidden meaning implied to be interpreted by the readers. Imperialism: The policy of extending a country's power and influence through colonization, use of military force or other means.   



Female allegories such as that of liberty,

justice and republic were invented. In Germany, Germania became the allegory of the nation. In France, the idea of a people’s nation was Christened Marianne. She was characterized by the ideas of Liberty and Republic. Marianne’s fasces or a bundle of rods with an



axe in the middle was used to symbolise strength in unity. The red Phrygian cap signified freedom of a slave. It was also known as the Liberty Cap. French people wore these caps a few days before the storming of the Bastille. These symbols were usually popular images from everyday life that uneducated masses could easily identify with.

Key Personalities Marianne and Germania: Marianne and Germania were the female allegories of France and German nations respectively. These were an allegory of nation in the same way as Bharat Mata, a female figure is imagined in India. The characteristics of Marianne were drawn from those of Liberty and the Republic—the red cap, the tricolour and the cockade. The Statues of Marianne were made and erected at public places and a picture of Marianne printed on postage stamps. Germania wears a crown of oak leaves because that tree stands for heroism. She holds a sword in her hand.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

During revolutions, artists represented a nation as a person. This personification gave life to an abstract concept like a nation. Nationalism and Imperialism: th th  Through the 18 and the mid 19 century, Europe was marked by a lot of chaos and turmoil. After 1871, there was a significant change in the concept of nationalism in Europe.









Key Fact Marianne is displayed in many places in France and holds a place of honour in town halls and law courts.

Nationalist groups in Europe had become increasingly incompatible with each other and were constantly in conflict. The major European powers, namely Russia, Germany, England and Austro-Hungary began taking advantage of nationalism in Europe to materialise their aims for Imperialism. The European powers sighted the muchdisturbed Balkan region to fulfil their imperialist goals. The Balkan region consisted of the following countries of our times - Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro.



















































Ans. Option (D) is correct. Explanation: In revolution of the liberals in Europe during 1848 political rights to women were not given. The issue of extending political rights to women was a controversial one within the revolution of liberals, in which large number of women had participated actively and they were denied suffrage rights during the election of the Assembly. Q. 5. Observe the map which was used during the 19th century to display the power of Britain. Which of the following is the map MOST LIKELY about? [CBSE Additional Question 2021-22]





















(A) Heroism and Justice (B) Folk and Cultural Tradition (C) Austerity and Asceticism (D) Revenge and Vengeance Ans. Option (A) is correct. Explanation: In the given image, Germania wears a crown of Oak leaves and in German oak stands for heroism. Q. 2. Which of the following revolutions is called as the first expression of 'Nationalism' ? (Delhi Set I-2020) (A) French Revolution (B) Russian Revolution (C) Glorious Revolution (D) The Revolution of the liberals Ans. Option (A) is correct. Explanation: Till 1789, France was a territorial state under the rule of an absolute monarch and through French Revolution the idea of nationalism brightened up the motivated people to own the



































country. Q. 3. Which among the following best signifies the idea of liberal nationalism of nineteenth century Europe? (OD Set I, 2020) (A) Emphasis on social justice (B) State planned socio-economic system (C) Freedom for individual and equality before law (D) Supremacy of State oriented nationalism. Ans. Option (C) is correct. Explanation: Liberalism stands for equality and freedom that protects individual's democratic right. Q. 4. Read the facts regarding the Revolution of the Liberals in Europe during 1848 and choose the correct option: (CBSE, Set I, 2021) (i) Abdication of the monarch (ii) Universal male suffrage had been proclaimed (iii) Political Rights to women were given (iv) Freedom of the press had been asked for (A) Only (i) and (ii) are correct. (B) Only (i), (ii) and (iii) are correct. (C) Only (i) and 4 are correct. (D) Only (i), (ii) and (iv) are correct.









(1 mark each)



Q. 1. Study the picture and answer the question that follows : (CBSE SQP, 2020-21) Which of the following aspect best signifies this image of Germania”?



A Multiple Choice Questions



OBJECTIVE TYPE QUESTIONS

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Ans. Option (A) is correct. Explanation: By the last quarter of the nineteenth century, nationalism no longer retained its idealistic liberal democratic sentiments of the first half of the century but became a narrow crew with limited ends. Nationalism aligned with imperialism led Europe to disaster in 1914. Q. 3. Assertion (A): The Balkan region became part of the conflict. Reason (R): The Ottoman Empire was powerless to suppress the nationalism of its ethnic people. Ans. Option (B) is correct. Explanation: The Balkan region became part of the conflict because of the Ottoman Empire occupation in the region, where the idea of nationalism was rising. Q. 4. Assertion (A): The female form that was chosen to personify the nation did not stand for any particular woman in life. Reason (R): The female figure became an allegory of the nation. Ans. Option (B) is correct. Explanation: The female form that was chosen to personify the nation did not stand for any particular woman in life. But it sought to give the abstract idea of the nation in a concrete form. Q. 5. Assertion (A): Marianne became the allegory of the German nation. Reason (R): She wears a crown of oak leaves as German Oak stands for heroism.























Ans. Option (D) is correct. Explanation: On 18 May, 1848, 831 elected representatives marched in a festive procession to take their places in the Frankfurt Parliament. While the opposition of the aristocracy and military became stronger, the social basis of Parliament eroded. Q. 2. Assertion (A): Nationalism aligned with imperialism led Europe to disaster in 1914. Reason (R): Many countries in the world which had been colonized by the European powers in the 19th century began to oppose imperial domination.









Directions: In the following questions, a statement of assertion (A) is followed by a statement of reason (R). Mark the correct choice as: (A) Both assertion (A) and reason (R) are true and reason (R) is the correct explanation of assertion (A). (B) Both assertion (A) and reason (R) are true but reason (R) is not the correct explanation of assertion (A). (C) Assertion (A) is true but reason (R) is false. (D) Assertion (A) is false but reason (R) is true. Q. 1. Assertion (A) : On 18 May, 1848, 831 elected representatives revolted in the Frankfurt Parliament. Reason (R) : The Parliament was dominated by the middle classes who resisted the demands of workers and lost their support.















B Assertion & Reason

21



















(A) Different kinds of people who are found in Britain (B) Sea routes from only Britain to different parts of the world (C) Celebrating the British rule over different parts of the world (D) People of different countries moving to Britain to lead a better life























These questions are for practice and their solutions are available at the end of the chapter





















Concept Applied Nationalism & Imperialism Ans. The Balkans are usually characterized as comprising of Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Kosovo, Montenegro, North Macedonia, Romania, Serbia, and Slovenia. Q. 2. What led to the collapse of Europe in 1914? E Ans. Nationalism aligned with imperialism, led Europe

to disaster in 1914. Q. 3. How did nationalism and imperialism lead to conflict in Europe? Ans. Nationalism and imperialism encouraged each European nation to pursue its own interests and compete for power. Q. 4. Why were anti- imperialist movements’ nationalists? E Ans. The anti-imperial movements that developed everywhere were nationalist in the sense that they all struggled to form independent nation-states and were inspired by a sense of collective national unity, forged in confrontation with imperialism.



R



Q. 1. What comprised on the Balkan region ?





Very Short Answer Type (1 mark each) Questions



SUBJECTIVE TYPE QUESTIONS

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

(iv) Balkan region became a region of intense conflict over expansion of territory. (v) At the same time, the great European Powers –Russia, Germany, England and AustriaHungary were keen on taking the control of the Balkan region, since it was important from trade point of view. (vi)This led to the series of wars in the region and finally became the cause of the First World War. [Any five points] 1×5=5 (CBSE SQP Marking Scheme, 2020)















Q. 2. How did the Balkan region become a source of nationalist tension in Europe after 1871? U (Delhi/OD, 2018) OR









(ii) A large part of Balkans was under the Ottoman Empire and the disintegration of which created an explosive situation.

(iii) Balkan people used history to prove that they were independent but subsequently subjugated. (iv) Intense rivalry among European powers over trade and colonies as well as naval and military might led to a series of wars in the region and finally the First World War.

These questions are for practice and their solutions are available at the end of the chapter









Balkan region was a source of tension because of the following reasons:

(i) It was a region of geographical, ethnic variation comprising Romania, Bulgaria, etc., and its inhabitants were broadly known as Slavs.



















Q. 1. Highlight the reasons for the growth of nationalist tensions in the Balkan region before the First World War. U (CBSE SQP, 2020-21) Ans. Reasons for the growth of nationalist tension in Balkan region: (i) The Balkan was a region of geographical and ethnic variations comprising of modern day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro. The inhabitants were called Slavs. (ii) The spread of romantic nationalism lead to its disintegration. (iii) Different Slavic nationalities struggled to define their identity.

The spread of ideas of Romantic Nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region explosive. All throughout the 19th century, the Ottoman Empire had sought to strengthen itself. The Balkan people based their claims for independence or political rights on nationality and used history for their claim. Balkan also became the scene of rivalry among big powers. To be assessed as a whole. 5 (CBSE Marking Scheme, 2018)

Detailed Answer:



Long Answer Type (5 marks each) Questions



















Ans. Explosive condition of Balkans in 1871: The Balkans was a region of geographical and ethnic variation comprising modern day Romania, Bulgaria, Albania, Greece and Macedonia whose inhabitants were broadly known as Slavs. A large part of Balkans was under the control of the Ottoman Empire.



(1x3=3)

Describe the explosive conditions that prevailed in Balkans after 1871 in Europe.

















Q. 3. Describe the nature of nationalism in the last quarter of the nineteenth century. E Ans. The nature of nationalism in the last quarter of the nineteenth century was as mentioned below : (i) It no longer retained its idealistic liberal-democratic sentiment of the first-half of the century but became a narrow creed with limited ends. (ii) During this period nationalist groups became increasingly intolerant of each other and ever ready to go to war. (iii) The major European powers manipulated the nationalist aspirations of the subject people in Europe to further their own imperialist aims.





















Q. 1. How had the female figures become an allegory of the nation during the nineteenth century in Europe? Analyse. U (Board Term-II, 2016) Ans. The female figures as an allegory of the nation : Artists found a way out to represent a country in the form of a person. Then nations were portrayed as female figures. The female figure was chosen to personify the nation but it did not stand for any particular woman in real life. It gave an abstract idea of the nation, a concrete form. Thus, the female figure became an allegory of the nation. During the French Revolution, artists used the formal allegory to portray ideas such as Liberty, Justice and the Republic. (To be assessed as a whole) 3 Q. 2. Name the female allegory who represents France. Describe her main characteristics. A





Short Answer Type (3 marks each) Questions





Ans. The anti- imperialist movements emerged in order to oppose colonization.





U





Q. 5. Why did the anti-imperialist movements emerge?

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THE RISE OF NATIONALISM IN EUROPE

23

OR Detailed Answer:









Topper’s Answer, 2018

COMPETENCY BASED QUESTIONS

I. Read the extract given below and answer any 5 out of 6 the questions : U Following the defeat of Napoleon in 1815, European governments were driven by a spirit of conservatism.











Case based MCQs

(4 marks each)

Conservatives believed that established traditional institutions of state and society – like the monarchy, the Church, social hierarchies, property and the family – should be preserved. Most conservatives, however, did not propose a return to the society of pre- revolutionary days. Rather, they realised, from the changes initiated by Napoleon, that

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Ans. Option (B) is correct. Explanation: In 1815, the European powers collectively defeated Napoleon to draw up a settlement for Europe.







































(C) Poland

(D) Marseilles







Q. 2. Where was Giuseppe Mazzini born? (A) Berne (B) Paris (C) Genoa (D) Liguria Q. 3. Giuseppe Mazzini was sent into exile in 1831 for attempting a revolution in __________. (A) Genoa (B) Liguria































order’. Q. 1. Who was Giuseppe Mazzini ? (A) French artist (B) Italian revolutionary (C) British artist (D) German preacher



























Q. 4. How did the Congress of Vienna ensure peace in Europe? Select the appropriate option. (A) With the restoration of Bourbon Dynasty (B) Austria was not given the control of Northern Italy (C) Laying out a balance of power between all the great powers in Europe (D) By giving power to the German confederation

One such individual was the Italian revolutionary, Giuseppe Mazzini. Born in Genoa in 1807, he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were likeminded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty. Following his model, secret societies were set up in Germany, France, Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his vision of democratic republics frightened the conservatives. Metternich described him as ‘the most dangerous enemy of our social



Q. 3. What did conservatives focus on at the Congress of Vienna? Select the appropriate option. (A) To re-establish peace and stability in Europe. (B) To establish socialism in Europe. (C) To introduce democracy in France. (D) To set up a new Parliament in Austria. Ans. Option (A) is correct. Explanation: The main intention was to restore the monarchies that had been overthrown by Napoleon.



































declare competition of German unification. (B) To restore conservative regime in Europe. (C) To declare war against France. (D) To start the process of Italian Unification.





(A) To

























II. Read the extract given below and answer any 5 out of 6 the questions : E













Ans. Option (C) is correct. Explanation: A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe. Q. 5. What was marked as the final defeat of Napoleon in 1815? (A) Battle of Waterloo (B) Battle of Borodino (C) Battle of Trafalgar (D) Battle of Austerlitz Ans. Option (A) is correct Explanation: The Battle of Waterloo marked the final defeat of Napoleon. On June 22, 1815, four days after losing the conflict, Napoleon abdicated as emperor of France for the second and last time and was later exiled to St. Helena. Q. 6. Where was the Treaty of Vienna signed? (A) Poland (B) Vienna (C) Moscow (D) Waterloo Ans. Option (B) is correct.









modernisation could in fact strengthen traditional institutions like the monarchy. It could make state's power more effective and stronger. A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe. In 1815, representatives of the European powers who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The Congress was hosted by the Austrian Chancellor Duke Metternich. The delegates drew up the Treaty of Vienna of 1815 with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The Bourbon dynasty, which had been deposed during the French Revolution, was restored to power, and France lost the territories it had annexed under Napoleon. A series of states were set up on the boundaries of France to prevent French expansion in future. Q. 1. Which of the following statement correctly describes about European conservative ideology? (A) Preservation of beliefs introduced by Napoleon. (B) Preservation of two sects of Christianity. (C) Preservation of socialist ideology in economic sphere. (D) Preservation of traditionalist beliefs in state and society Ans. Option (D) is correct. Explanation: Conservatism stands for the people who don't like changes. Q. 2. Identify the purpose to convene the Congress of Vienna in 1815 from the following options.



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X











24

@PROCBSE THE RISE OF NATIONALISM IN EUROPE











(B) Young Germany (D) Young Britain

Q. 6. How was Mazzini involved in the unification of Italy? (A) He became member of various secret societies such as young Italy. (B) He attempted a revolution in Liguria. (C) He managed to excite the people for a united liberal republic and gave them an aim. (D) All of the Above.













Berne? (A) Young Europe (C) Young Italy

25





















Q. 4. Who described Mazzini as 'the most dangerous enemy of our social order'? (A) Bismarck (B) Cavour (C) Metternich (D) Garibaldi Q. 5. Which of the following societies was founded in



Solutions for Practice Questions (Topic-1)





Ans. 2: Frederic Sorrieu was a French artist who prepared a series of four prints, visualizing his dream of a world made up of ‘democratic and social republics’, as he called them. Ans. 6: Utopian vision is a vision of a society that is so ideal that it is unlikely to actually exist.

Short Answer Type Questions

Ans. 3: (i) Liberalism in the early 19th century stood for freedom for the individual and equality to all before law for the new middle classes.

















Very Short Answer Type Questions









Ans. 2: Option (C) is correct. Explanation: The French Revolution led to the transfer of sovereignty from the monarchy to a body of French citizens. Ans. 4: Option (A) is correct.



Assertion and Reason



transform Italy into a united republican state.

(ii) Politically, it emphasised the concept of government by consent. (iii) It stood for the end of autocracy and clerical privileges. 1×3=3 [CBSE Marking Scheme, 2018] Detailed Answer: Liberalism: Derived from the Latin word ‘liber’ meaning ‘free’. It meant differently to different people. Middle class: For the new middle classes, liberalism stood for freedom of individual and equality of all before the law. Politically: It emphasised the concept of government by consent. The right to vote was meant only for property-owning men. The lower classes were, therefore, not included. In general, it stood for the inviolability of private property and freedom of the markets from state imposed restrictions on the movement of goods. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitutional and representative government through parliament.







Ans. 2: Option (C) is correct. Explanation: Giuseppe formed this society to



Multiple Choice Questions

Solutions for Practice Questions (Topic-2)

Explanation: As Greece was the land of educated elites who spread their culture from all over the Europe.

Assertion and Reason

Ans. 3: Option (A) is correct.

Very Short Answer Type Questions Ans.3: Friedrich Wilhelm rejected the crown offered by the National Assembly and joined other monarchs to oppose the elected assembly.



Ans. 2: Option (B) is correct.

Ans. 4: 1830.





Multiple Choice Questions











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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Solutions for Practice Questions (Topic-3) Multiple Choice Questions

Italy was divided into seven states of which only one Sardinia-Piedmont, was ruled by an Italian Princely house. 1







Ans. 4: The large landowners from Prussia were known as Junkers. 1







Ans. 4: Option (A) is correct. Explanation: In the 1860s, Otto Von Bismarck engineered a series of wars that unified the German states, significantly and deliberately excluding Austria, into powerful German Empire under Prussian leadership. Ans. 1: During the middle of the nineteenth century,



Very Short Answer Type Questions

Solutions for Practice Questions (Topic-4)

































Ans. 2 : Marianne was the female allegory who represented France. Her characteristics were drawn from: (i) Those of liberty and republic. (ii) These were the red cap, the tricolour and the



Short Answer Type Questions

II. Ans. 1: Option (B) is correct Explanation: Giuseppe Mazzini was an Italian revolutionary in 19th century Europe. He was an Italian patriot and a major figure in the making of modern Italy. Ans. 2: Option ( C) is correct Ans. 3: Option (B) is correct Explanation: At the age of 24, Mazzini was sent into exile in 1831 for attempting a revolution in Liguria. Ans. 4: Option ( C) is correct Ans. 5: Option (A) is correct Ans. 6: Option (D) is correct





Explanation: Germania became the allegory of the German nation.

Competency Based Questions











Ans. 2: Option (A) is correct. Explanation: By the last quarter of the nineteenth century, nationalism no longer retained its idealistic liberal democratic sentiments of the first half of the century but became a narrow crew with limited ends. Nationalism aligned with imperialism led Europe to disaster in 1914. Ans. 5: Option (D) is correct.



Assertion and Reason





Ans. 5: Option (C) is correct.

cockade. (iii) Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. (iv) Her images were marked on coins and stamps of 1850. (Any three) 1 × 3 = 3

Multiple Choice Questions



1. 2.



REFLECTIONS Were you able to think about the advent of the idea of nationalism in Europe? Were you able to recall the contribution of the common man in the emergence of nation state and nationalism?



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CHAPTER

2

The First World War, Khilafat and Non-Cooperation, Differing Strands within the Movement, Towards Civil Disobedience, The Sense of Collective Belonging.



In this chapter you will study:

Topic -1

The First World War, Khilafat and Non-Cooperation Movement, Differing Strands within the Movement







India during World War-I, The Idea of Satyagraha, The Rowlatt Act and Satyagraha, Why Non-Cooperation? Withdrawal of Non-Cooperation, Simon Commission, Salt/Dandi March, Gandhi-Irwin Pact, Limits of Civil Disobedience Movement, The Sense of Collective Belonging.





Syllabus

NATIONALISM IN INDIA

List of Topics Topic-1: The First World War; Khilafat and NonCooperation Movement Differing Strands within the Movement Page No. 27

Topic-2 : Civil Disobe ience Movement and People’s Participation and the Sense of Collective Belonging Page No. 36

Key Dates 1885: The first meeting of the Indian National





Congress in Bombay. 1905: The Partition of Bengal officially came into existence. 1906: Formation of the Muslim League. 1913-1918: The war years-prices increased in double. Crop failure in many parts of India resulted in an

acute shortage of foods. Influenza epidemic further aggravated the problem. According to the 1921 census, about 12 to 13 million people died because of famines and epidemic. The Idea of Satyagraha Mahatma Gandhi returned to India in January  1915. His heroic fight for the Indians in South Africa was well-known. His noble method of mass agitation known as satyagraha had yielded good results.

Effects of First World War: The First World War led to a huge increase in defence expenditure. This was financed by war loans and by increasing taxes. Custom duties were raised and income tax was introduced to raise extra revenue. Prices of items increased during the war years. The prices doubled between 1913 and 1918. The common people were the worst sufferers because of the price rise. Forced recruitment of rural people in the army was another cause of widespread anger amongst people.





Revision Notes

Key Personalities Mahatma Gandhi: He was an Indian lawyer, politician, social activist and writer who became the leader of the nationalist movement against the British rule of India. General Dyer: He was an officer of the British Indian Army who, as a temporary brigadier-general, was responsible for the Jallianwala Bagh massacre in Amritsar.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

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NATIONALISM IN INDIA









The idea of satyagraha emphasised the power of truth and the need to search for truth. In 1916, Gandhi travelled to Champaran in Bihar to inspire the peasants to struggle against the oppressive plantation system.

Key Words Satyagraha: The policy of passive political resistance was inaugurated by Mohandas Karamchand Gandhi during his stay in South Africa. It is based on the ideals of truth and non-violence.

The method of satyagraha was based on the idea that if someone is fighting for a true cause, there is no need to use any physical force to fight the oppressor. Gandhiji believed that a satyagrahi could win a battle through non-violence, i.e., without being aggressive or revengeful.

Rowlatt Act: It was an Act which gave the British

government enormous power to repress political activities. It allowed that government could arrest anybody without a trial for two years.

Jallianwala Bagh Massacre: It is also known

as the Amritsar Massacre, took place on 13th April, 1919, when troops of the British Indian Army under the command of General Dyer opened fire on the crowd of Baisakhi pilgrims, who had gathered in Jallianwala Bagh, Amritsar, Punjab.

Key Dates 1914 - 1918: The First World War. 1915: Mahatma Gandhi returns to India. 1916: Gandhi travelled to Champaran in Bihar

Non-Cooperation

Movement: Began in January 1921, the main aim of this movement was not to cooperate with the British. It included surrendering of government titles, boycott of Civil Services, Army, Police, Courts and Legislative Councils, school and foreign goods; and a full Civil Disobedience Campaign would be launched.

Khilafat movement: It was a pan-Islamic force in India that arose in 1919 to salvage the Ottoman caliph as a symbol of unity among the Muslim community in India during the British Raj.

Khilafat Committee: In early 1919, the All

India Khilafat Committee was formed under the leadership of the Ali brothers, Maulana Abul Kalam Azad, Ajmal Khan and Hasrat Mohani, to force the British Government to change its attitude to Turkey. Thus, the grounds for a country-wide agitation was prepared.





to inspire the peasants to struggle against the oppressive plantation system. 1917: Mahatma Gandhi organised Satyagraha Movement in Kheda District (Gujarat) and Champaran (Bihar). 1918: Mahatma Gandhi organised Satyagraha Movement in Ahmedabad. 1919: The Rowlatt Act was passed by the Imperial Legislative Council. March, 1919: Khilafat Committee was founded in Bombay. 6th April, 1919: Gandhiji launched a nationwide Satyagraha against the proposed Rowlatt Act. 10th April, 1919: A protest was held at the residence of the Deputy Commissioner of Amritsar. 13th April, 1919: Jallianwala Bagh Massacre took place. September, 1920: Congress Session held in Calcutta decided to start a Non-Cooperation Movement in support of Khilafat, as well as, for Swaraj.

January, 1920: Start of the Non-Cooperation-









Peasants’ Movement in Kheda district (Gujarat) in



1916.

Jallianwala Bagh Incident: On 10th April, 1919, in Amritsar, the Police



fired upon a peaceful procession. This provoked widespread attacks on Scan to know government establishments. more about Martial Law was imposed in this topic Amritsar and the command of the area was given to

1917.

Mill Workers’ Movement in Ahmedabad in 1918.

The Rowlatt Act (1919): The Rowlatt Act was passed by the Imperial Legislative Council in 1919. The Indian members did not support the Act, but it was passed nevertheless. The Act gave enormous powers to the British Government to repress political activities. It allowed the detention of political prisoners without trial for two years.

General Dyer. 















On 6th April 1919 Gandhiji launched a nationwide satyagraha against the proposed Rowlatt Act. The call for a strike on 6th April got a huge response. People came out in support in various cities, shops were shut down and workers in railway workshops went on strike. The British administration decided to clamp down on the nationalists. Several local leaders were arrested. Mahatma Gandhi was barred from entering Delhi.



Some early satyagraha movements organised by Gandhiji:  Peasants’ Movement in Champaran (Bihar) in



Khilafat Movement.



29

The infamous (shocking) The Khilafat and Jallianwala Bagh Massacre Non-Cooperation took place on 13th April; Movement the day on which Baisakhi is celebrated in Punjab. A crowd of villagers came to participate in a fair in Jallianwala Bagh.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

It was enclosed from all sides with narrow entry points.





Cooperation-Khilafat Movement began in January 1921. Various social groups participated in

General Dyer blocked the exit points and opened

this movement, each with its own specific aspiration. All of them responded to the call of swaraj, but the term meant different things to different people.

Khilafat Movement: The Khilafat issue gave

Inland Emigration Act of 1859: Under the Inland Emigration Act of 1859, without permission, plantation labourers were not allowed to leave tea gardens. Begar: It is a practice where the worker is forced to render service to the 'master' free of charge or at a nominal.

Key Personalities Baba



who had earlier worked in Fiji as an indentured

labourer. The peasants were against the high rents and many other cesses, which were demanded by talukdars and landlords. The peasants demanded



reduction of revenue, abolition of the begar and social boycott of oppressive landlords.

December 1920: Congress Session at Nagpur—a compromise was worked out and the NonCooperation programme was adopted.

October 1920: Setup of Oudh Kisan Sabha headed by J. L. Nehru.

January 1921: Start of the Non-CooperationKhilafat Movement.



1922: Chauri Chaura incident at Gorakhpur. Differing Strands within the Movement: The Non-

Tribal Peasants: Tribal peasants gave their own interpretation of Mahatma Gandhi and the idea of swaraj. The tribals were prevented from entering the forests to graze cattle or to collect fruits and firewood. The new forest laws were a threat to their livelihoods. The government forced them to do the begar on road construction.





Launch a full civil disobedience campaign, if the government persisted with repressive measures.

Awadh: The Peasants’ movement in Awadh was led by Baba Ramchandra. He was a Sanyasi







Ramchandra: He led the Peasant's

Movement in Awadh.



allowed Mahatma Gandhi to bring the Hindus and Muslims on a common platform. Ottoman Turkey was badly defeated in the First World War. There were rumours about a harsh peace treaty likely to be imposed on the Ottoman Emperor; who was the spiritual head of the Islamic world (the Khalifa). A Khilafat Committee was formed in Bombay in March 1919 to defend the Khalifa. This committee had leaders like the brothers Muhammad Ali and Shaukat Ali. They also wanted Mahatma Gandhi to take up the cause to build a united mass action. At the Calcutta session of the Congress in September 1920, the resolution was passed to launch a NonCooperation Movement in support of Khilafat and also for swaraj. Non-Cooperation Movement: In his famous book Hind Swaraj (1909), Mahatma Gandhi declared that British rule was established in India with the cooperation of Indians and had survived only because of this cooperation. If Indians refused to cooperate, British rule in India would collapse within a year and swaraj would be established. Gandhiji believed that if Indians begin to refuse to cooperate, the British rulers will have no other way than to leave India. Some of the proposals of the Non-Cooperation:  Surrender the titles which were awarded by the British Government.  Boycott of Civil Services, Army, Police, Courts, Legislative Councils and Schools.  Boycott of foreign goods.

Key Dates



The Peasant's Movement: It was a social movement involved with the agricultural policy, which peasants' rights.









Key Words









fire on the crowd. Hundreds of people were killed in that incident. Public reaction to the incident took a violent turn in many north Indian towns. The government was quite brutal in its response. Things turned highly violent. Mahatma Gandhi called off the movement as he did not want to continue the violence.

Many rebels from the tribal areas became nonviolent and often carried guerrilla warfare against the British Officials.

Swaraj in the Plantations: The plantation workers were not permitted to leave the tea gardens without permission; as per the Indian Emigration Act

of 1859. When the news of Non-Cooperation Movement spread to the plantations, many workers began to defy the authorities. They left plantations and headed towards their homes. But they got stranded on the way because of a railway and steamer strike. They were caught by the Police and brutally beaten up.

@PROCBSE































































































(i)

These questions are for practice and their solutions are available at the end of the chapter











The Partition of Bengal officially came into existence in 1905. (ii) Satyagraha Movement in Kheda District (Gujarat) in 1917. (iii) Satyagraha Movement in Ahmedabad 1918. (iv) Rowlatt Act Passed in 1919. Q. 8. What did the Rowlatt Act, 1919 presume? (A) Detention of political prisoners without trial (B) Forced recruitment in the army (C) Forced manual labour (D) Equal pay for equal work Ans. Option (A) is correct











(i) Rowlatt Act passed. (ii) The Partition of Bengal officially came into existence. (iii) Satyagraha Movement in Ahmedabad. (iv) Satyagraha Movement in Kheda District (Gujarat). Options: (A) (iv) - (ii) - (i) - (iii) (B) (ii) - (iii) - (iv) - (i) (C) (ii) - (iv) - (iii) - (i) (D) (i) - (iii) - (ii) - (iv) Ans. Option ( C) is correct Explanation:













The first meeting of the Indian National Congress in Bombay took place in 1885. (ii) Formation of the Muslim League in 1906. (iii) The First World War in 1914. (iv) During the war prices increased by double in 1918. Q. 7. Arrange the following in the correct sequence:





















(i)





































Which of the following events was related to this image of Gandhi? (A) Non-Cooperation Movement (B) Kheda Satyagraha (C) Dandi March (D) None of these

Q. 4. Identify the appropriate reason for the formation of the Swaraj party from the options given below: (A) Wanted members of Congress to return to Council Politics. (B) Wanted members of Congress to ask for Purna Swaraj for Indians. (C) Wanted members of Congress to ask Dominion Status for India. (D) Wanted members of Congress to oppose Simon Commission. Q. 5. Mahatma Gandhi returned to India in ________. (A) January, 1916 (B) January, 1915 (C) March, 1921 (D) April, 1917 Q. 6. Arrange the following in the correct sequence: (i) Formation of the Muslim League. (ii) The First Word War. (iii) The first meeting of the Indian National Congress in Bombay. (iv) Through the war prices increased in double. Options: (A) (ii) - (iv) - (iii) - (i) (B) (i) - (iii) - (iv) - (ii) (C) (iv) - (ii) - (i) - (iii) (D) (iii) - (i) - (ii) - (iv) Ans. Option (D) is correct. Explanation:















Q. 1. Certain events are given below. Choose the appropriate chronological order: (i) Coming of Simon Commission to India (ii) Demand of Purna Swaraj in Lahore Session of INC (iii) Government of India Act, 1919 (iv) Champaran Satyagraha Options: (A) (iii) - (ii) - (iv) - (i) (B) (i) - (ii) - (iv) - (iii) (C) (ii) - (iii) - (i) - (iv) (D) (iv) - (iii) - (i) - (ii) [OD Set-I, 2020] Ans. Option (D) is correct. Explanation: (i) Champaran Satyagraha in 1917. (ii) Government of India Act, 1919. (iii) Coming of Simon Commission to India in 1928. (iv) Demand of Purna Swaraj in Lahore Session of INC in 1929. Q. 2. In which of the following Indian National Congress Session, the idea of Non-Cooperation Movement was accepted? (A) Lahore Session (B) Nagpur Session (C) Calcutta Session (D) Madras Session Ans. Option (C) is correct. Explanation: At the Calcutta Session of the Congress in September 1920, Gandhiji convinced other leaders for the need to start a Non-Cooperation Movement in support of Khilafat as well as for Swaraj. Q. 3. Study the picture and answer the question that follows:



















































A Multiple Choice Questions

(1 mark each)





OBJECTIVE TYPE QUESTIONS



31

NATIONALISM IN INDIA

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X













































Explanation: The peasants wanted that their revenue collection be relaxed because they were at a complete loss because of the epidemic. Gandhiji came forward and organized a Satyagraha to provide them with a platform to raise their voice. Q. 3. Assertion (A): In Awadh the peasants were led by Alluri Sitaram Raju. Reason (R): The movement here was against talukdars and landlords. Q. 4. Assertion (A): Mahatma Gandhi decided to launch Civil Disobedience Movement by violating Salt Law. Reason (R): An image or figure helps people to identify with the nation. Ans. Option ( C) is correct Explanation: Mahatma Gandhi decided to launch Civil Disobedience Movement by violating Salt Law because salt is an essential item of food and consumed by people of all classes. Q. 5. Assertion (A): After the failure of the second Round Table Conference , business groups were no longer uniformly enthusiastic. Reason ( R): They were apprehensive of the militant activities and worried about prolonged disruption of business , as well as, of the growing influence of socialism amongst the younger members of the Congress.















Directions: In the following questions, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as: (A) Both (A) and (R) are true and (R) is the correct explanation of A. (B) Both (A) and (R) are true but (R) is NOT the correct explanation of (A). (C) A is true but (R) is false. (D) A is false and (R) is true. Q. 1. Assertion (A): The Non-Cooperation Movement gradually slowed down for a variety of reasons in the cities. Reason (R): As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian textile mills and handlooms went up. Q. 2. Assertion (A): In 1917, Gandhiji organised a Satyagraha to support the peasants of the Kheda district of Gujarat. Reason (R) : The peasants were affected by crop failure and plague epidemic. They could not pay the revenue and were demanding that revenue collection be relaxed. Ans. Option (A) is correct















B Assertion & Reason

SUBJECTIVE TYPE QUESTIONS Very Short Answer Type Questions (1 mark each)

Ans. (i) Against Rowlatt Act





(ii) Jallianwala Bagh incidence





Detailed Answer:



(i) Gandhiji launched the Non-Cooperation Movement with the aim of self-governance and obtaining full independence.





(iii) Khilafat Andolan [CBSE Marking Scheme, 2020] (3)















(ii) The Indian National Congress withdrew its support for British reforms against the Rowlatt Act and the Jallianwala Bagh incident. (iii) Indian Muslims who had participated in the Khilafat Movement to restore the status of the Caliph (the spiritual leader of Muslims) gave their support to the Non- Cooperation Movement.

Q. 1. Why did Gandhiji start Non- Cooperation Movement? Explain. [CBSE SQP, 2020-21]













Short Answer Type Questions (2 marks each)

These questions are for practice and their solutions are available at the end of the chapter



Ans. Role of Alluri Sitarama Raju in the Gudem Hills of Andhra Pradesh (i) Alluri Sitarama Raju claimed that he had a variety of special powers like making astrological predictions, healing people and surviving bullet shots. 



Q. 2. Describe the role of Alluri Sitarama Raju in Andhra Pradesh during 1920s. A [CBSE SQP-2020-21]



























Q. 1. Why was the Inland Emigration Act of 1859 troublesome for plantation workers? RU [Delhi Set-I, 2020] Ans. Under this Act, Plantation Workers were not permitted to leave tea-gardens without permission. Q. 2. Why did Gandhiji decide to withdraw from the Movement in 1922? R [Delhi Set-II, 2020] Ans. Gandhiji felt that the Movement was turning violent in many places. Q. 3. Name the writer of the book 'Hind Swaraj'. R [OD Set-I, 2017] Q. 4. What is meant by Satyagraha? R [OD Set-III, 2017] Q. 5. Trace the reason why Gandhiji started Satyagraha in 1919. U Ans. To protest against the Rowlatt Act. Q. 6. Why did Gandhiji take up the Khilafat issue? E Ans. Gandhiji took up the Khilafat issue to bring the Hindus and Muslims on a common platform.

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Q. 4. Analyse any three reasons for slowed down of Non-Cooperation Movement in cities. (Delhi Set-II, 2017)



Q. 5. Explain any three effects of the ‘Non-Cooperation Movement’ on the economic front. (Delhi Set-III, 2017)









(ii) The rebels proclaimed him as an incarnation of God. (iii) Raju was inspired by Gandhiji’s Non-Cooperation Movement. (iv) He persuaded people to wear khadi and give up drinking. (v) But at the same time, he asserted that India could be liberated only by the use of force, not non-violence. (vi) He used guerrilla warfare for achieving swaraj. (To be assessed as whole) [½ × 6 = 3] [CBSE SQP Marking Scheme, 2020]



NATIONALISM IN INDIA





Long Answer Type Questions (5 marks each) Q. 1. Explain the meaning and notion of 'Swaraj' as perceived by the plantation workers. How did they respond to the call of the Non-cooperation Movement. [CBSE SQP 2020-21]



















Students should not be confused about his violent and non-violent policies.



Answering Tip The reason behind the massacre should be clear before writing the answer.







(c) They believed that Gandhi Raj was coming, and everyone would be given land in their villages. (d) They, however, never reached their destination. Stranded on the way by a railway and steamer strike, they were caught by the police and brutally beaten up. (2+3=5) 



[CBSE Marking Scheme, 2020]







Q. 2. Why did Mahatma Gandhi Launch the 'NonCooperation Movement'? How did this movement unite the country? Explain. [CBSE SQP 2019-20] Ans. Refer to SATQ 1

Q. 3. How had the ‘First World War’ created economic problems in India ? Explain with examples.

U [OD Set–I, II, III, 2019]

OR What was the impact of the First World War on the economic conditions in India. U



Students are unable to remember the names of Congress leaders who were arrested.

(b) When they heard of the Non- Cooperation Movement, thousands of workers defied the authorities, left the plantations and headed home. 









Commonly Made Error







Ans. (i) The Rowlatt Act was effective from 10th March, 1919. In Punjab, the protest movement was vast and strong. (ii) On 10th April, two renowned leaders of the Congress, Dr. Satya Pal and Dr. Saifuddin Kitchlew were arrested and were taken to an unknown place. (iii) A public meeting was held on 13th April at Jallianwala Bagh in a small park enclosed by buildings on all sides to protest against the arrest. (iv) General Dyer with his British troops entered the park, closed the entrance of the park and commanded his army to fire on the gathered people without any warning. (v) The firing lasted for ten minutes and sixteen hundred rounds were fired killing about a thousand people and more than two thousand people were left wounded and unattended. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2020]





















Q. 3. Describe the incidence of Jallianwala Bagh Massacre. A [CBSE SQP-2020-21]





Students should be clear about his beliefs and thinking.







(ii) (a) Under the Inland Emigration Act of 1859, plantation workers were not permitted to leave the tea gardens without permission, and in fact, they were rarely given such permission.







(i) For plantation workers in Assam, Swaraj meant the right to move freely in and out of the confined space in which they were enclosed, and it meant retaining a link with the village from which they had come.

Answering Tip





Ans.

Commonly Made Error

Ans. (i) It created new economic and political problems. The war had led to huge expenditure which was financed by heavy loans and an increase in taxes. Customs duties were raised and income tax was introduced.

These questions are for practice and their solutions are available at the end of the chapter

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Commonly Made Error

Students forgot to mention about the forced recruitment of villagers in the army.







(ii) The prices had doubled between 1913 and 1918 and the common people underwent great hardships. (iii) Crops had failed between 1918-19 and 1920-21 leading to famine and disease. Epidemics were killing between 12-13 million people (Census, 1921). (iv) People’s hope that the end of the war would bring an end to their misery and near to their goals and this led to their support for the National Movement. (v) The Muslims were antagonised by the British ill-treatment of the Khalifa, after the First World War. (vi) Indian villagers were also incensed by the British Government’s forced recruitment of men into the army. (vii) The Congress and other parties were angry with the British for not consulting them before making India a party on their side against Germany. (viii) Taking advantage of the First World War, many revolutionary parties cropped up and they incited the people to join the anti-Colonial Movement in India (i.e. the National Movement). (Any five) 1 × 5 = 5 [CBSE Marking Scheme, 2019]



Economic problems like heavy loans and increase in taxes, income tax should be mentioned in the answer.













Q. 4. How did Non-Cooperation Movement start with participation of middle class people in the cities? Explain its impact on the economic front. U (Delhi and OD, 2018) OR How had Non–Cooperation Movement spread in cities. Explain. U [Board Term–II, Foreign Set-I, II, 2016] OR How did the ‘Non-Cooperation Movement’ spread in cities across the country? Explain its effects on the economic front. U [Board Term-II, OD Set-III, 2015] OR The middle classes played an important role in the Non-Cooperation Movement in the cities. Explain.











































Answering Tip



















34

Ans..











Topper's Answer, 2018

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(iii) Shops were closed.

(iv) Communication, railway, telegraphs lines were disrupted.



[CBSE Marking Scheme, 2018]









(Any two points to be explained.)





(ii) The government began arresting the congress leaders one by one. This led to violent clashes in many places. (iii) Abdul Ghaffar Khan, a devout disciple of Mahatma Gandhi was arrested (April 1930).

These questions are for practice and their solutions are available at the end of the chapter









(iv) Angry crowds demonstrated in the streets of Peshawar facing armoured cars and police firing, many were killed. (v) Gandhiji was himself arrested. (vi) A frightened government responded with a policy of brutal repression. (vii) Peaceful satyagrahis were attacked, women and children were beaten. (viii) About 100,000 people were arrested. Any other relevant point. (Any five) 1 × 5 = 5 (CBSE Marking Scheme, 2017)





(iv) It allowed detention of political prisoners without trial for two years.

(i) The colonial government took brutal steps to repress the Civil Disobedience Movement.







(iii) It gave the government enormous powers to repress political activities.

Ans. Colonial Government repressed the ‘Civil Disobedience Movement’:











Ans. Gandhiji decided to launch a nation-wide Satyagraha: (i) This Act had been hurriedly passed through the Imperial Legislative Council. (ii) Indian members opposed the Act.

















Q 5. Why did Gandhiji decide to launch a nationwide ‘Satyagraha’ against the proposed Rowlatt Act (1919) ? How was it opposed or organised ? Explain. U (CBSE Compartment Paper, Set I, II, III, 2018) (Board term-II Delhi Set I, 2016)









Detailed Answer: Ans. Gandhiji decided to launch nationwide satyagraha against Rowlatt Act in 1919 because of the following reasons: (i) The terms and conditions of the Rowlatt Act were very obnoxious, they were violating the civil rights of Indians. (ii) This Act had been hurriedly passed through the Imperial Legislative Council despite the united opposition of the Indian members. (iii) Moreover, Gandhiji had already seen the success in satyagraha movements in regions like Champaran, and Kheda. These had prepared the ground for a nation-wide satyagraha. Q 6. How did Colonial Government repress the Civil Disobedience Movement ? Explain. (OD Set I, II III, 2017)



Student should mention about the role of Students, teachers, lawyers etc., briefly.





Answering Tip





(v) Any other relevant point. (Any three) 2 + 3 = 5









(ii) Workers went on strike.





Students do not mention about the participation of middle-class people in Non-Cooperation Movement. They just discuss the movement.





Commonly Made Error

It opposed in the following ways:

(i) Rallies were organised in various cities.











OR The Non-Cooperation-Khilafat Movement was started by the Congress Party in January 1921. Initially, this movement started with middle-class participation in the cities. Thousands of students, teachers and Lawyers gave up their institutions and profession and joined the movement. This movement began in different cities across the country. The Non-Cooperation Movement dramatically affected the economy of British India. The economic effects of the Non-Cooperation Movement were as follows: (i) As foreign goods and foreign clothes were boycotted, the import of foreign clothes halved between 1921 and 1922, and its value dropping from 102 crore to 57 crore rupees. (ii) In many places, merchants and traders refused to trade in foreign goods or invest in foreign trade. (iii) As people discarded imported clothes and started to use Indian clothes, production of Indian textile mills and handlooms went up. 2+3=5



35



NATIONALISM IN INDIA





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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X







































Q 8. Describe the development which led to the launching of Non-Cooperation Movement. A [Board Term-II, Foreign Set-II, 2015] Q. 9. Explain the response of the plantation workers to the Non-Cooperation Movement started by Gandhiji. What did freedom mean for them? U [Board Term–II, 2016] Ans. (a) The response of the plantation workers to the Non-Cooperation Movement was: (i) Under the Inland Emigration Act of 1859, plantation workers were not permitted to leave the tea gardens without permission. (ii) When they heard of the Non-Cooperation Movement, thousands of workers defied the authorities, left the plantations and headed home. (iii) They believed that Gandhi Raj was coming and everyone would be given land in their own village. (iv) They, however, never reached their destination. Stranded on the way by a railway and steamer strike, they were caught by the police and brutally beaten up. (b) For them, freedom meant the right to move freely in and out of the confined space in which they were enclosed. 4+1=5











Civil Disobedience Movement and People's Participation and The Sense of Collective Belonging

Revision Notes Simon Commission 







Topic 2







Ans. Incident and Impact of the Jallianwala Bagh: on 13th April, large crowd gathered in Jallianwala Bagh. Some of them had come to protest against the government’s new repressive measures and others had come to attend Baisakhi fair. General Dyer entered the area, blocked the exit points and opened fire on the crowd, killing hundreds to create a feeling of terror. Impact: (i) As the news spread, the crowd took to the streets in North Indian towns. (ii) There were strikes, clashes with police. (iii) Attacks on government buildings. (iv) The government responded with brutal repression to terrorise people. (v) Satyagrahis were forced to rub their noses on the ground.

(vi) People were flogged and villages were bombed. (vii) The British violated the freedom of speech and expression. (Any three) 2 + 3 = 5 [CBSE Marking Scheme, 2015]



















Q 7. Describe the incident and impact of the Jallianwala Bagh. A [Board Term-II, Foreign Set-I, 2015] OR Explain the reason and effects of Jallianwala Bagh Massacre. A OR Explain the impact of Jallianwala Bagh incident on the people. A OR Describe the Jallianwala Bagh Massacre and the aftermath. Which basic human rights did the British violate? A

The

British

Government constituted a Statutory Commission under Sir John Simon. The Commission was made to look into the functioning of the constitutional system in India and suggest changes. But since all the members in the Commission were British, the Indian leaders opposed the Commission.

Key Words Statutory Commission/Simon Commission: It was group of seven Members of Parliament under the chairmanship of Sir John Simon who has arrived in British India in 1928 to study constitutional reform in Britain's largest and most important possession. Dominion status: It meant giving a semi autonomous status to India and not full independence where India would still accept the British sovereignty and the British monarch as the head of the state.

Key Words Salt Law: Salt is consumed by both the poor and the rich, and is one of the most essential items of foods everywhere in the world. The British Government had a monopoly on the production of salt in India. By imposing a ‘salt tax’ the Government hit both the rich and the poor, especially the poor. Gandhiji thought it was the most repressive Act of the British Government and chose to defy it by breaking the “Salt Law”. Salt March or Dandi March: It was an act of civil disobedience led by Mohandas Gandhi to protest British rule in India. Gandhi-Irwin Pact: It was a political agreement signed by Mahatma Gandhi and Lord Irwin, Viceroy of India, on 5 March, 1931, before the Second Round Table Conference in London.

These questions are for practice and their solutions are available at the end of the chapter

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NATIONALISM IN INDIA 



The Simon Commission arrived in India in 1928. It was greeted with the slogan ‘Go back, Simon’. All parties joined the protest. In October 1929, Lord Irwin announced a vague offer of ‘Dominion Status’ for India but its timing was not specified. He also offered to hold a Round Table Conference to discuss the future Constitution.

Salt March (Beginning of Civil Disobedience



The Salt March or Dandi March was started by Gandhiji on 12th March, 1930. He was accompanied by 78 volunteers. They walked for 24 days to cover a distance of 240 miles from Sabarmati to Dandi. Many more joined them on the way. On 6th April, 1930, Gandhiji ceremonially violated the law by taking a fistful of salt.

Key Personalities Sir John Simon: He was a political leader who was sent to British India to head the Simon Commission. Lord Irwin : He was a senior British Conservative politician of the 1930s and the Viceroy of British India from 3 April 1926 – 18 April 1931.

Dr. B. R. Ambedkar: He is the father of the Indian Constitution, was an ambitious leader, journalist, economist and social reformer who fought for discrimination against the untouchables.



Mahatma Gandhi believed that salt could be a powerful symbol to unite the whole nation. Most of the people; including the British scoffed at the idea. Abolition of the Salt Tax was among many demands which were raised by Gandhiji through a letter to Viceroy Irwin.







Movement)







Key Dates 1920: The Indian Industrial and Commercial Congress was formed. 1927: The Federation of the Indian Chamber of Commerce and Industries (FICCI) was formed. 1928: Simon Commission arrived in India. Oct, 1929: Lord Irwin announced a vague offer of ‘Dominion Status’ for India. December, 1929: Lahore Session of the CongressDemand for Purna Swaraj. January 31, 1930: Gandhiji sent a letter to Viceroy Irwin stating 11 demands. 12th March, 1930: Salt /Dandi March was started by Gandhiji. 6th April, 1930: Gandhiji ceremonially violated the law by manufacturing a fistful of salt . April, 1930: Abdul Ghaffar Khan was arrested. 5th March, 1931: Gandhi-Irwin Pact is signed. December, 1931: Gandhiji went to Second Round Table Conference.

The Salt March marked the beginning of the Civil Disobedience Movement. Thousands of people broke the salt law in different parts

of the country. People demonstrated in front of government salt factories. Foreign cloths were boycotted. Peasants refused to pay revenue. Village officials resigned. Tribal people violated forest laws.







37

Response of British Rulers: The Colonial Government began to arrest the Congress leaders. This led to violent clashes in many places. Mahatma Gandhi was arrested about a month later. People began to attack the symbols of British rule; such as Police posts, municipal buildings, law courts and railway stations. The Government’s repression was quite brutal. Even women and children were beaten up. About 100,000 people were arrested. Round Table Conference: When things began to take a violent turn, Mahatma Gandhi called-off the movement. He signed a pact with Irwin on 5th March, 1931. This was called the Gandhi-Irwin Pact. As per the Pact, Gandhiji agreed to participate in the Round Table Conference in London. In lieu of that, the government agreed to release the political prisoners. Gandhiji went to London in December 1931. The negotiations broke down and Gandhiji had to return with disappointment. When Gandhiji came back to India, he found that most of the leaders were put in jail. Congress had been declared illegal. Many measures were taken to prevent meetings, demonstrations and boycotts. Mahatma Gandhi relaunched the Civil Disobedience Movement. By 1934, the movement had lost its momentum. Farmers: For the farmers, the fight for Swaraj was a struggle against high revenues. When the Movement was called off in 1931; without the revenue rates being revised; the farmers were highly disappointed. Many of them refused to participate when the Movement was relaunched in 1932. The small tenants just wanted the unpaid rent to the landlord to be remitted. They often joined the Radical Movements which were led by Socialists and Communists. Congress did not want to alienate the rich landlords and hence, the relationship between the poor peasants and Congress was uncertain. Businessmen: The Indian merchants and industrialists could grow their Business during the First World War. They were against those colonial policies which restricted their business activities. They wanted protection against imports and a Rupee-Sterling Foreign Exchange ratio which would discourage imports. The Indian Industrial and Commercial Congress was formed in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) was formed in 1927. These were the results of attempts to bring the common business interests on a common platform. For the Businessmen, Swaraj meant an end to oppressive colonial policies. They wanted an environment which could allow the Business to flourish. They were apprehensive of militant activities and of growing influence of Socialism among the younger members of the Congress.

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Congress was reluctant to give any position of authority to women within the organisation. The Congress was just keen on the symbolic presence of women.



Industrial Workers: The Industrial workers showed a lukewarm response to the Civil Disobedience Movement. Since, industrialists were closer to the Congress, workers kept a distance from the Movement. But some workers selectively participated in the Movement. Congress did not want to alienate the Industrialists and hence, preferred to keep the workers’ demands at bay. Depressed Classes: Dr. B. R. Ambedkar demands for separate electorates for dalits. This made a clash between Gandhiji and Ambedkar. When British accepted their demand, Gandhiji began a fast unto death as he believed that it would slow down the process of their integration into society. As a result Ambedkar and Gandhiji signed an agreement known as Poona pact of September 1932 in which dalits got reservation in Provincial and Central Legislative councils.

Key Dates 1931: Second Round Table Conference; GandhiIrwin Pact; Census of India.

The Sense of Collective Belonging Nationalist Movement spreads when people belonging to different regions and communities begin to develop a sense of collective belongingness. The identity of a nation is most often symbolized in a figure or an image.



This image of Bharat Mata was first created by Bankim Chandra Chattopadhyay in 1870 when he wrote ‘Vande Mataram' for our motherland. Indian folk songs and folk tales sung by birds played an important role in making the idea of nationalism. In Bengal, Rabindranath Tagore and in Madras, Natesa Sastri Made collection of folk tales and songs which led the Movement for folk revival.









ICCI: Federation of Indian Chambers of Commerce and Industry (FICCI), association of Indian business organizations, dedicated to promoting the growth and global competitiveness of Indian businesses. Poona Pact: It was an agreement between Hindu leaders in India granting new rights to Dalits.



Key Words

Key Words Nationalism: It is a political, social and economic

ideology or a movement characterised by the promotion of the interests of a nation, as a whole. Swadeshi Movement: It was a movement for national independence in India boycotting foreign goods and encouraging the use of domestic products. 



38

1932: Suppression of the Congress movement; Third Round Table Conference. Civil Disobedience Movement is relaunched.

momentum and came to a stop.

1931: Second Round Table Conference; GandhiIrwin Pact; Census of India.

1932: Suppression of the Congress movement; Third Round Table Conference. Civil Disobedience Movement is relaunched. September 1932: Poona Pact was signed. 1934: Civil Disobedience Movement lost its momentum and came to a stop.



1870: Image of Bharat Mata was created by Bankim Chandra Chattopadhyay. Women’s Participation: Women also participated in the Civil Disobedience Movement in large numbers. However, most of the women from High-Caste families in the urban areas and from rich peasant households in rural areas. But for a long time, the

Key Personalities Bankim Chandra Chattopadhyay: He wrote

‘Vande Mataram' and created the image of Bharat Mata. Rabindranath Tagore: He was a poet, writer, playwright, composer, philosopher, social reformer and painter. Natesa Sastri: He published a massive fourvolume collection of Tamil folk tales. 



September 1932: Poona Pact was signed. 1934: Civil Disobedience Movement lost its

During the Swadeshi Movement, a tri-color (red, green and yellow) flag was designed in Bengal. It had eight lotuses representing eight provinces and a crescent moon representing Hindus and Muslims.

Means of creating a feeling of nationalism was through reinterpretation of history. The nationalist writers urged the readers to take pride in India’s great achievements in the past and struggle to change the miserable conditions of life under British rule.

Key Personalities 1870: Image of Bharat Mata was created by Bankim Chandra Chattopadhyay.

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OBJECTIVE TYPE QUESTIONS





(B) To look into the functioning of the British. (C) To initiate salt law in India.





Q. 1. Why did the Simon Commission come to India? Identify the correct reason from the following options.

(1 mark each)

(A) To control the campaign against the British in cities.



A Multiple Choice Questions



(D) To suggest changes in the functioning of the constitutional system in India.





39

NATIONALISM IN INDIA

Topper's Answer, 2020

(B) (i)-(b), (ii)-(c), (iii)-(d), (iv)-(a) (C) (i)-(d), (ii)-(a), (iii)-(b), (iv)-(c) (D) (i)-(c), (ii)-(a), (iii)-(b), (iv)-(d) R A Ans. Option (A) is correct. Explanation: (i) Abanindranath Tagore designed the image of Bharat Mata. (ii) Bankim Chandra Chattopadhyay wrote our National Song. (iii) Rabindranath Tagore wrote our National Anthem Jana Gana Mana. (iv) Natesa Sastri wrote the folklore of Southern India. Q. 7. Find the incorrect option from the following: (A) Mahatma Gandhi found sugar a powerful symbol that could unite a nation. (B) On 31st January, 1930, he sent a letter to Viceroy Irwin stating eleven demands. (C) Some of these were of general interest; others were specific demands of different classes, from industrialists to peasants. (D) The idea was to make the demands wideranging, so that all classes within Indian society could identify with them and everyone could be brought together in a united campaign.















(A) (i)-(c), (ii)-(d), (iii)-(a), (iv)-(b)



(d)













These questions are for practice and their solutions are available at the end of the chapter



Bharat Mata image Vande Mataram



(c)



The Folklore of Southern India



(b)



Jana Gana Mana



(a)



Abanindranath Tagore (ii) Bankim Chandra Chattopadhyay (iii) R a b i n d r a n a t h Tagore (iv) Natesa Sastri (i)

Q. 8. Find the incorrect option from the following: (A) Against this background the new Tory Government in Britain constituted a Statutory Commission under Sir John Simon. (B) Set up in response to Nationalist Movement, the Commission was to look into the functioning of the Constitutional System in India and suggest changes. (C) The problem was that the Commission did not have a single Indian Member. (D) They were all Americans. Ans. Option (D) is correct. Explanation: All members were Britishers.







































































Column B

Column A































Q. 2. Who was the President of Muslim League in 1930? (A) Sir Muhammad Iqbal (B) Shaukat Ali (C) Muhammad Ali Jinnah (D) Maulana Azad Ans. Option (A) is correct. Q. 3. With the growth of Nationalism, who created the image of Bharat Mata? (A) Abanindranath Tagore (B) Rabindranath Tagore (C) Bankim Chandra Chattopadhyay (D) Mahatma Gandhi Q. 4. What was the main problem with the Simon Commission? (A) It was an all British commission. (B) It was formed in Britain. (C) It was set up in response to the Nationalist Movement. (D) All of the above Ans. Option (A) was correct. Q. 5. In the 19th Century India, the idea of Nationalism was revived through which of the following? (A) History and fictions (B) Figure or images (C) Folklore or songs (D) Popular prints Q. 6. Choose the correct option:















Ans.

@PROCBSE 40









































Q. 1. Assertion (A): Folklores gave a picture of traditional culture, it helps in discovering a national identity and restoring a sense of pride in one's past. Reason (R): Nationalism spreads when people discover some unity that binds them together. Ans. Option (B) is correct. Explanation: Folklores played an important role in developing a feeling of nationalism. Q. 2. Assertion (A): Gandhiji entered into Gandhi-Irwin Pact on 5 March 1931. Reason (R): Ghaffar Khan and Jawaharlal Nehru were both put in jail, the Congress was declared illegal,and a series of measures had been imposed to prevent meetings, demonstrations and boycotts.

Ans. Option (B) is correct Explanation: With the signing of the Gandhi-Irwin Pact, Gandhiji consented to participate in the Round Table Conference in London. However, the negotiations broke down and Gandhiji returned to India disappointed. New repressive measures by the government declared the Congress illegal and put Ghaffar Khan and Jawaharlal Nehru into jail. Q. 3. Assertion (A): When Simon Commission arrived in India, it was greeted with the slogan ‘Go back Simon’. Reason (R): This happened as Mahatma Gandhi was on Dandi March during that time. Q. 4. Assertion (A): Bankim Chandra Chattopadhyay wrote ‘Vande Mataram’ as a hymn to the motherland. Reason (R): It was later included in his novel Anandamath and widely sung during the Swadeshi movement. Q. 5. Assertion (A): Sense of belongingness came partly through the experience of united struggles. Reason (R): There was also a variety of cultural processes through which nationalism captured people’s imagination. Ans. Option (B) is correct Explanation: History, fiction , folklore and songs , popular prints and symbols all played a part in the making of nationalism.





(C) (D)



(B)



(A)





Directions: In the following questions, a statement of assertion (A) is followed by a statement of reason (R). Mark the correct choice as: Both assertion (A) and reason (R) are true and reason (R) is the correct explanation of assertion (A). Both assertion (A) and reason (R) are true but reason (R) is not the correct explanation of assertion (A). Assertion (A) is true but reason (R) is false. Assertion (A) is false but reason (R) is true.

























B Assertion & Reason



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

SUBJECTIVE TYPE QUESTIONS

(CBSE Marking Scheme, 2017)







Q. 3. Name the writer of the novel 'Anandamath'. R [Delhi Set-I, 2017] Q. 4. What is the importance of the Lahore Congress Session of 1929 ? U Ans. It was the session in which the demand of ‘Purna Swaraj’ or full independence for India was made. Q. 5. Who announced a vague offer of ‘Dominion Status’ for India in 1929 ? R Ans. Lord Irwin Q. 6. Why Dr. B.R. Ambedkar clashed with Mahatma Gandhi at the Second Round Table Conference? E Ans. B.R. Ambedkar clashed over the issue of separate electorates for dalits. Q. 7. Who published a massive four volume collection of Tamil Folk tales, The Folklore of Southern India? R Ans. Natesa Sastri.







































Ans. Poona Pact.





Q 1. Describe the role of poor peasantry in the ‘Civil Disobedience Movement.’ (OD Set I 2020)

These questions are for practice and their solutions are available at the end of the chapter





Ans. The peasants joined the Civil Disobedience Movement (1930-34) because the poor peasantry was not just interested in the lowering of the revenue but also remission of rent as many had rented land and had been unable to pay the rent during the years of depression and decreasing cash incomes. Many had rented land. They could not pay rent because of the depression and dwindling cash incomes. When the movement was called off in 1931; without the revenue rates being revised; the farmers were highly disappointed. In some parts of the country, they launched ‘no rent’ campaign which was not supported by the congress because this might upset the rich peasant and the landlords. Many of them refused to participate when the movement was re-launched in 1932. These poor peasants joined a variety of radical movements, often led by socialists and communists. 3





















Q. 1. Who organised Dalits into the 'Depressed Classes Association' in 1930? R [Delhi Set-II, 2017] Q. 2. Under which agreement the Indian 'Depressed Classes' got reserved seats in the Provincial and Central Legislative Councils in 1932? R [Delhi Set-III, 2017]



Short Answer Type (3 marks each) Questions-I



Very Short Answer Type (1 mark each) Questions

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NATIONALISM IN INDIA











U













Ans. The main features of ‘Poona Pact’ were: (i) The Poona Pact (September 1932) gave Depressed Classes (later to be known as Scheduled Caste) reserved seats in Provincial and Central Legislative Councils.









(ii) They were to be voted in by the general electorate. (iii) The Act came into force due to Gandhiji’s fast unto death. (iv) Dr. B. R. Ambedkar ultimately accepted Gandhiji’s stand. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2015]



























































(iii) On 6th April, 1930, he reached Dandi and ceremonially violated the law by manufacturing salt by boiling sea water. (iv) This marked the beginning of Civil Disobedience Movement. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2016]

Q. 6. What were Mahatma Gandhi‘s views on women‘s participation in the national movements? R [Board Term–II, 2016] Q 7. Describe the main features of ‘Poona Pact‘. A [Board Term-II, OD Set-I 2015]





These questions are for practice and their solutions are available at the end of the chapter







Q. 8. How did women participate in the Civil Disobedience Movement? Explain. U [Board Term-II, Foreign Set-III, 2015] Q. 9. “The Congress was reluctant to include the demands of industrial workers in its programme

Q. 4. Simon Commission was greeted with slogan ‘Go back Simon’ at arrival in India. Support this reaction of Indians with arguments. A [Board Term–II, Foreign Set–I, II, III, 2016]



Ans. (i) Mahatma Gandhi started his famous ‘Salt March’ or ‘Dandi March’ on 11th March, 1930 accompanied by 78 of his trusted volunteers. (ii) The March was to cover 240 miles from Gandhi’s Ashram in Sabarmati to the Gujarati Coastal town of Dandi.















































Ans. The Civil Disobedience Movement was different from the Non-Cooperation Movement: Non-Cooperation Movement: (i) The people were asked not to co-operate with the government. (ii) Foreign goods were boycotted. (iii) Liquor shops were picketed. (iv) Foreign clothes were burnt in heap. (v) In many places merchants and traders refused to trade on foreign goods or finance foreign traders. (vi) Students left the government - owned schools and colleges. (vii) Lawyers gave up legal practices. Civil Disobedience Movement: (i) People were asked to break Colonial Laws. (ii) The countrymen broke the Salt Law. (iii) Peasants refused to pay revenue and chaukidari tax. (iv) Village officials resigned from their jobs. (v) Forest people violated Forest Rules and Laws. (Any three points of difference to be mentioned) 1½ + 1½ = 3 [CBSE Marking Scheme, 2016]











Q. 5. Explain in brief the ‘Dandi March’. U [Board Term–II, 2016] OR Describe the main features of the ‘Salt March’.



[CBSE Marking Scheme, 2017]











(1×3=3)









(v) They refused to buy and sell imported goods. (vi) Any other relevant point.

Q. 3. “The Civil Disobedience Movement was different from the Non-Cooperation Movement.” Support the statement with examples. A [Board Term–II, Delhi Set-I, II, III, 2016] OR How was the Civil Disobedience Movement different from the Non-Cooperation Movement? State any three points of difference. A









(iv) They gave financial assistance for the movement.





















Ans. Role of Business Class in 'Civil Disobedience Movement': (i) The business class reached against policies that restricted business activities. (ii) They wanted protection against imports of foreign goods and a rupee-sterling foreign exchange ratio that would discourage imports. (iii) In order to organise business interest, they formed the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927.

(Any three points to be explained.)



Ans. Simon Commission: (i) The new government in Britain constituted a Statutory Commission under Sir John Simon. (ii) It was set up in response to the Nationalist Movement. (iii) The Commission was to look into the functioning of the Constitutional System in India and suggest changes. (iv) The problem was that the Commission didn‘t have a single Indian Member. (v) When the Simon Commission arrived in India in 1928, it was greeted with the slogan ‘Go back, Simon’. (vi) All parties, including the Congress and the Muslim League, participated in the demonstrations. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2016]





Q 2. Evaluate the role of business classes in the ‘Civil Disobedience Movement’. A (OD Set-II, 2017)

41

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X







(i) The industrialists came closer to the Congress, but the workers stayed aloof. (ii) Congress felt this would alienate industrialists. (iii) It would divide its Anti-Imperial forces. (iv) Civil Disobedience Movement would be weakened. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2015]









Ans. (i) In 1921, Gandhiji had designed the Swaraj flag. (ii) It was a tricolour (red, green and white) flag and had a spinning wheel in the centre representing the Gandhian ideal of self-help. (iii) Carrying the flag, holding it aloft, during marches became a symbol of defiance. 1×3=3 [CBSE Marking Scheme, 2016]



Q. 12. What type of flag was designed during the ‘Swadeshi Movement’ in Bengal? Explain its main features. U [Board Term–II, OD Set-I, II, III, 2016]













Q. 10. Evaluate the contribution of folklore, songs, popular symbols etc., in shaping nationalism during the freedom struggle. R [Delhi Set-I, 2017]























Ans. The Congress was reluctant to include the demands of industrial workers in its programme of struggle:





Q. 11. Who had designed the ‘Swaraj Flag’ in 1921? Explain the main features of this ‘Swaraj Flag’. R [Board Term–II, Delhi Set–I, II, III, 2016] OR Which flag did Gandhiji design in 1921? Mention its special features. R [Board Term–II, 2016]







of struggle.“ Analyse the reasons. [Board Term-II, (Delhi Set-I) 2015]







Commonly Made Error

The students did not mention the features of the flag.

The students should also remember the three colours of the flag Red, Green and Yellow.





Answering Tip





Q. 1. Define the term 'Civil Disobedience Movement' Describe the participation of rich and poor peasant communities in the 'Civil Disobedience Movement'. A [Delhi Set-I, II, III 2019]





Ans. Civil Disobedience Movement means to To disobey the rule of the British Government. Participation of rich and poor peasant: (i) In the countryside, rich peasant communities like patidars of Gujarat and Jats of U.P. were active in movement. (ii) Rich peasants participated in the movement as a struggle against high revenue demand. (iii) Rich peasants organized their community to support Civil Disobedience Movement.















Long Answer Type Questions (5 marks each)



















Detailed Answer: In India, the feeling of nationalism is associated with the anti-colonial movement. In the process of their struggle against the colonial yoke people began to discover their own identity of belonging to one nation. Various folk tales, songs, symbols like national flag, tricolour flag gave a sense of identity to the people. It gave a true picture of India’s culture which was so rich and uncorrupted. They served to produce a sense of achievement and to glorify India’s past. They boosted Indians’ self-confidence who then strongly waged a war against the colonial rule. (i) National song like Vande Matram instilled a sense of belongingness uniting people from different languages. Identity of India came to be associated with Bharat Mata which was depicted as composed, divine and spiritual. (ii) Folk tales, songs, hymns were used by our national leaders to give a sense of pride in our culture. (iii) Likewise, khadi, charkha used by Mahatma Gandhi became symbols of agitation and resistance. (iv) Folk tales, songs, literature used by nationalists gave a true picture of India’s culture which was so rich and uncorrupted. (v) In Bengal, Rabindranath Tagore himself began collecting ballads, nursery rhymes and myths. (vi) In Madras, Natesa Sastri published a massive fourvolume collection of Tamil folk tales, ‘The Folklore of Southern India’ which he believed was the national literature.

Ans. During the “Swadeshi Movement” in Bengal the flag designed was a Tricolour Flag. The two features of the flag were: (i) The colour of the flag was Red, Green and Yellow. (ii) It had eight lotuses representing eight provinces in British India. (iii) It had a crescent moon representing Hindus and Muslims. (Any two) 1 + 2 = 3 [CBSE Marking Scheme, 2016]















Ans. Role of folklore: (i) History and fiction, folklore and songs, popular prints and symbols, all played a part in the making of Nationalism. (ii) The identity of India came to be visually associated with the image of Bharat Mata. (iii) In the 1870s Bankim Chandra Chattopadhyay wrote ’Vande Mataram’ as a hymn to the motherland. (iv) The idea of Nationalism also developed through a movement to revive Indian folklore. (v) Any other relevant point. (Any three) 3 × 1= 3 (CBSE Marking Scheme, 2017)

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(iv) The poor peasants participated as they wanted their unpaid rent to be remitted. (v) Any other relevant point. 1+4=5 (To be assessed as whole) [CBSE Marking Scheme, 2019]











Ambedkar's demands as well as achievements are confused. First discuss about demands and then his achievements in the end.

Commonly Made Error

Answering Tip Answering first part of the question is must.





Discuss participation of rich and poor separately point-wise.





43

Commonly Made Error















(i) Dr. B. R. Ambedkar organized the Dalits into







Following were his achievements:

Dalits to get a share in the political power.



(ii) He clashed with Gandhiji in the Second Round Table Conference. He demanded separate electorate for the Dalits.



(iii) He signed the Poona Pact with Gandhiji and got







reservation of seats for the Dalits in legislatures. 5 Q. 3. Why was the ‘Salt March’ considered an effective symbol of resistance against Colonialism? Explain.











(vi) The idea was to make the demands wide ranging, so that all classes within Indian society could identify with them and everyone could be brought together in a united campaign. (vii) The most stirring of all was the demand to abolish the salt tax. 1 × 5 = 5 (Any five)



(iv) Gandhiji found salt as a powerful symbol that could unite the nation. (v) On 31st January 1930, he sent a letter to Viceroy Irwin stating eleven demands.







Ans. Depressed Classes Association was organized by Dr. B. R. Ambedkar in 1930. Achievements: (i) Dr. B. R. Ambedkar raised the demand of separate electorate for Dalits.





Q. 4. Why was Congress reluctant to allow women to hold any position of authority within the organisation? How did women participate in Civil Disobedience Movement? Explain.







[CBSE Marking Scheme, 2018]





Ans. Salt March: (i) Salt was consumed by all the sections of the society. (ii) It was the most essential item of food. (iii) The tax on salt and the government monopoly over production.















Q. 2. Who had organized the dalits into the 'Depressed classes Association in 1930? Describe his achievements. A [Delhi Set-I, II, III, 2019]

(ii) British Government conceded Ambedkar’s demand of separate electorates for Dalits. (ii) The depressed classes got reservation of seats in Provincial and Central Legislative Councils. (iv) Ambedkar accepted Gandhiji’s proposal and as the result Poona Pact was signed. (v) Any other relevant point. (To be assessed as whole) 5 [CBSE Marking Scheme, 2019]

U (CBSE Compartment Set I,II,III, 2018)









Depressed Classes Association because he wanted

(ii) Poor Peasants: Depression affected them badly. They demanded reduction in rent. Swaraj meant reduction of rent for them. They joined Communist and revolutionary movements. (1+2+2 = 5)





Dr. B. R. Ambedkar had organized the Dalits into the “Depressed Classes Association” in 1930.

Students should be very clear about the motive of rich and poor separately.

Detailed Answer: Definition of Civil Disobedience Movement: Civil Disobedience Movement refers to the act by a group of people by refusing to obey laws or pay taxes, as a peaceful way of expressing their disapproval of those laws or taxes and in order to persuade the government to change them. Gandhiji and Martin Luther King both conducted Civil Disobedience Movements in their respective countries to get rid of the exploitation and oppression offered by their colonial rulers. (i) Rich Peasants: Depression and fall in prices affected them badly. They demanded reduction in land revenue. Swaraj meant reduction of taxes for them. They were disappointed when the movement was called off



Detailed Answer:

Answering Tip

U [CBSE, Delhi OD, 2018]

@PROCBSE Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X



(b) Poor peasants- Joined the Movement because they found it difficult to pay rent. They wanted the unpaid rent to the landlord to be remitted. (c) Business class- They reacted against Colonial Policies that restricted activities because they were keen on expanding their business and for this they wanted protection against imports of foreign goods. They thought that Swaraj would cancel Colonial restrictions and trade would flourish without restrictions. (d) Industrial working class- They did not participate in large numbers except in the Nagpur region. Some workers did participate in, selectively adopting some of the Gandhian programme, like boycott of foreign goods, as a part of their own Movements against low wages and poor working conditions. (e) Women- There were large scale participation of women in the Movement. They participated in protest marches, manufactured salt, and picketed foreign cloth and liquor shops. Many went to jail. 1×5=5 [CBSE Marking Scheme, 2018]































Ans. Congress reluctant in the participation of women: (i) Congress was keen only on the symbolic presence of women within the organization. (ii) Gandhiji was convinced that it was the duty of women to look after home and hearth, be good mothers and good wives. (iii) Any other relevant point. Participation of women in Civil Disobedience Movement: (i) During Gandhiji’s Salt March, thousands of women came out of their homes to participate in protest marches. (ii) Manufactured salt and picketed liquor shops. (iii) Boycotted foreign goods. (iv) Many went to jail. (v) Women from high caste families and from rich peasant households participated. (vi) Moved by Gandhiji’s call, they began to see Service to Nation as a sacred duty of women. (vii) Any other relevant point. (Any three points to be explained) 2 + 3 = 5 [CBSE Marking Scheme, 2018]

































44

Commonly Made Error

Don't forget to mention Gandhiji's view about women's duty in society.

Students just write few points on two or three classes, which is not enough.









Commonly Made Error







Q. 6. Explain the measures taken by Gandhiji to eliminate the problem of untouchability. [OD Set–III, 2017]



These questions are for practice and their solutions are available at the end of the chapter







Ans. Following methods were adopted by Gandhiji to eliminate untouchability: (i) Mahatma Gandhi declared that swaraj would not come for a hundred years if untouchability was not eliminated. (ii) He called the ‘untouchables’ harijan or the children of God. (iii) He organized satyagraha to secure their entry into temples and access to public well, tanks, roads and schools. (iv) He himself cleaned toilets to dignify the work of bhangi , the sweepers. (v) He persuaded upper castes to change their heart and give up ‘the sin of untouchability’. Any other relevant point. (Any five) (CBSE Marking Scheme, 2017) 1 × 5 = 5











Ans. The reasons for the participation of various social classes and groups in Civil Disobedience Movement are as follows: (a) Rich peasants- Rich peasant communities like Patidars of Gujarat and the Jats of Uttar Pradesh joined the Movement because, being producers of commercial crops they were hard hit by the Trade Depression and falling prices. Due to the refusal of the government to reduce the revenue demand made them fight against high revenues.





Students should have knowledge about rich peasants, poor peasants, business class people, laborers and women compulsorily to answer this type of question.







Q. 5. The Civil Disobedience Movement saw the participation of different social classes and groups. Give reasons for the participation of the following: (a) rich peasants (b) poor peasants (c) business classes (d) industrial working classes (e) women U [CBSE SQP, 2018-19] OR Why did the different social groups join the Civil Disobedience Movement? Explain. U [Board Term-II, Foreign Set-I, II, III 2016] OR How did different social groups participate in the Civil Disobedience Movement? Explain with examples. U



Answering Tip

Mention few points of women's participation in Civil Disobedience Movement.





Answering Tip

@PROCBSE NATIONALISM IN INDIA

























Ans. Civil Disobedience Movement came into force in various parts of the country: (i) Gandhiji led the Salt March from Sabarmati Ashram to Dandi with his followers starting the Civil Disobedience Movement.







Ans. Mahatma Gandhi decided to call off Civil Disobedience Movement because: (i) Worried by the development of Civil Disobedience Movement the Colonial Government began arresting the Congress leaders one by one.

Detailed Answer: Ans. (i) By drawing inspiration from Gandhiji's salt March, thousands of people broke, the Salt Law, manufactured salt and demonstrated in front of government salt factories. (ii) People boycotted foreign cloth and picketed liquor shops. In many regions, peasants refused to pay revenue and chaukidari, taxes, village officials resigned and forest people broke forest laws going into reserved forests, to graze cattle or collect firewood and fruits. (iii) British Officials, seeing the incidents, decided to clamp down on nationalists. When Abdul Ghaffar Khan, a devout disciple of Mahatma Gandhi was arrested, people demonstrated in the streets of Peshawar, facing armoured cars and police firing. Many were killed. (iv) When Gandhiji himself was arrested, industrial workers in Sholapur attacked Police posts, Municipal Buildings, Law Courts and Railway Stations. (v) Frightened the government responded with brutal repression. Peaceful Satyagrahis were attacked, women and children were beaten and around 1,00,000 Satyagrahis were put in jail. Seeing so much of violence spread, Mahatma Gandhi called off the Movement and entered into a Pact with Irwin on 5th March, 1931. Q 10. How did the Civil Disobedience Movement come into force in various parts of the country? Explain with examples. U [Board Term-II, OD Set-III, 2016]























Q. 9. Why did Mahatma Gandhi decide to call off the Civil Disobedience Movement? Explain. [OD Set-I, 2016]













Ans. Mahatma Gandhi relaunched the Civil Disobedience Movement with great apprehension: (i) In December, 1931, Gandhiji went to London for the Round Table Conference, but the negotiations broke down and he returned disappointed. (ii) In India, he discovered that the government had begun a new cycle of repression. (iii) Abdul Ghaffar Khan and Jawaharlal Nehru were both in jail. (iv) The Congress had been declared illegal. (v) A series of measures had been imposed to prevent meetings, demonstrations and boycotts. 1 × 5 = 5 [CBSE Marking Scheme, 2016]

45

(ii) This led to violent clashes in many places. (iii) When Abdul Ghaffar Khan, a devout disciple of Mahatma Gandhi was arrested in April 1930, angry crowd demonstrated in the streets of Peshawar, facing armoured cars and police firing. Many were killed. (iv) A month later, when Mahatma Gandhi was arrested; industrial workers in Sholapur attacked Police Force, Municipal Buildings, Law Courts, Railway Stations and all other structures that symbolised British rule. (v) A frightened government responded with the policy of brutal repression. (vi) The peaceful Satyagrahis were attacked, women and children were beaten and about 1 lakh people were arrested. Under these circumstances Mahatma Gandhi called off the Civil Disobedience Movement. 1 × 5 = 5 (Any five points to be explained) [CBSE Marking Scheme, 2016]



Q. 7. What were the limitations of the Civil Disobedience Movement? Elaborate. R [Board Term-II, 2016] Ans. Limitations of Civil Disobedience Movement: (i) Dalit participation was limited. They began organising themselves, demanding reserved seats in educational institutions, and a separate electorate. Dr B. R. Ambedkar, who organised the Dalits into the Depressed Classes Association in 1930, clashed with Mahatma Gandhi at the Second Round Table Conference by demanding separate electorates for Dalits. Dr. B. R. Ambedkar ultimately accepted Gandhiji’s proposal and the result was the Poona Pact of September 1932. (ii) Muslim political groups were also lukewarm in their response to the Civil Disobedience Movement. After the decline of the Non-Cooperation-Khilafat Movement, large section of Muslims felt alienated from the Congress. When the Civil Disobedience Movement started, there was a sudden atmosphere of suspicion and distrust between communities. Alienated from the Congress, large sections of Muslims could not respond to the call for a united struggle. Many Muslim leaders and intellectuals expressed their concern about the status of Muslims as a minority within India. They feared that the culture and identity of minorities would be submerged under the domination of Hindu majority. 2½ + 2½ = 5 Q. 8. Why did Mahatma Gandhi relaunch the Civil Disobedience Movement with great apprehension? Explain. U [Board Term–II, OD Set–II, 2016]





@PROCBSE Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X







































These questions are for practice and their solutions are available at the end of the chapter

























Ans. Collective belongingness: (i) History and fiction, folklore and songs, popular prints and symbols, all played a part in the making of Nationalism. (ii) Identity of the nation was most often symbolized in a figure or image. (iii) The identity of India came to be visually associated with the Image of Bharat Mata. (iv) Bankim Chandra Chattopadhyay and Abanindra Nath Tagore created a picture of Bharat Mata. (v) Vande Matram as a hymn for the motherland. (vi) Folklores and tales gave true picture of traditional culture.











Q. 14. How had a variety of cultural processes developed a sense of collective belongingness in India during the 19th century ? Explain with examples. U [OD Set-I, II, III, 2019]





Ans. (i) The identity of the nation is most often symbolised with the image of Bharat Mata. (ii) Bankim Chandra Chattopadhyay wrote ‘Vande Mataram’ as a hymn to the motherland. (iii) Novel Anandamath. (iv) Moved by the Swadeshi movement, Abindranath Tagore painted Bharat Mata and portrayed as an ascetic figure; she is calm, composed, divine and spiritual. (v) Ideas of nationalism also developed through a movement to revive Indian folklore. (vi) Icons and symbols in unifying people and inspiring in them a feeling of nationalism. (vii) During the Swadeshi movement in Bengal, a tricolour flag (red, green and yellow) was designed. (viii) Reinterpretation of history to instill a sense of pride in the nation. ( Any Five Points) ( 1x5=5) [CBSE Marking Scheme, 2020]













Ans. The attitude of the Indian merchants and the industrialists towards the Civil Disobedience Movement: (i) During the First World War, Indian merchants and industrialists had made huge profits and became powerful. (ii) They wanted protection against imports of foreign goods and a Rupee-Sterling Foreign Exchange ratio that would discourage import. (iii) To organise business interest they formed the Indian Industrial and Commercial Congress (in 1920) and the Federation of Indian Chamber of Commerce and Industries—FICCI ( in 1927). (iv) They gave financial assistance and refused to buy or sell imported goods. (v) Most businessmen came to see ‘Swaraj’ as a time when Colonial restrictions on business would no longer exist and trade and industry would flourish without constraints. (vi) After the failure of the Round Table Conference business groups were no longer uniformly enthusiastic. (vii) They were apprehensive of the spread of militant activities and worried about prolonged disruption of business. (Any five) 1 × 5 = 5 [CBSE Marking Scheme, 2015]



Q. 13. How did people belonging to different communities, regions or language groups develop a sense of collective belonging in the nineteenth century India? Explain. [CBSE SQP, 2020-21] OR How was the sense of collective belonging developed during the Freedom Movement ? Explain. U [CBSE Outside Delhi Set II, 2017} OR How did a variety of cultural processes play an important role in the making of Nationalism in India? Explain with examples. U [Board Term–II, Delhi Set–III, 2016] OR How did people belonging to different communities, regions or language groups develop a sense of collective belonging? U [CBSE SQP-2016]

Q 11. Describe the significance of the Civil Disobedience Movement in the freedom struggle of India. A [Board Term-II, Foreign Set-III, 2015] Q 12. Explain the attitude of the Indian merchants and the industrialists towards the ‘Civil Disobedience Movement’. U [Board Term-II, OD Set-I, 2015]









(ii) Thousands in different parts of the country broke the Salt Law, manufactured salt and demonstrated in front of government salt factories. (iii) In the country side like the rich Patidars of Gujarat and Jats of Uttar Pradesh were active in the Movement. (iv) As rich peasant communities were very hard hit by the trade depression and falling prices, they became enthusiastic supporters of the Civil Disobedience Movement. (v) As the depression continued and cash invoice dwindled, the small tenants found it difficult to pay the rent. They wanted the unpaid rent to the landlords to be remitted and thus they joined the Movement. (vi) Merchants and industrialists supported the Movement by giving financial assistance and refused to buy and sell the imported goods. (vii) The industrial working class of Nagpur region participated in the Civil Disobedience Movement (CDM). (viii) Railway worker,s Dock workers, Coal-mine workers of Chota Nagpur, etc. participated in protest rallies and boycott campaigns. (ix) Women also participated in large numbers. (Any five) 1 × 5 = 5 [CBSE Marking Scheme, 2016]



46

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Ans. Nationalism spreads when people begin to believe that they are all part of the same nation. The sense of collective belonging came partly through the experience of united struggles. Variety of cultural processes through which nationalism captured people’s imagination. History and fiction, folklore and songs helped with promotion of nationalism. Literature also helped to arouse national feelings. The ideas of nationalism also developed through the celebration of regional festivals. As the national movement developed nationalist leaders became more and more of icons and symbols in unifying and inspiring in them a feeling of nationalism. 5 [CBSE Marking Scheme, 2015] Q. 16. Describe the composition of tricolour flag designed during the Swadeshi Movement in Bengal. A [Board Term-II, 2015]







Ans. (i) It was designed in Bengal. (ii) It was tricolour flag. (iii) Having red, yellow and green colours. (iv) It had eight lotuses representing our eight provinces. (v) A crescent moon representing Hindus and Muslims. 1×5=5 [CBSE Marking Scheme, 2015]



COMPETENCY BASED QUESTIONS

I. Read the extract given below and answer any 5 out of 6 the questions: U



The Movement started with middle-class participation in the cities. Thousands of students left government- controlled schools and colleges,















Case based MCQs

(4 marks each)

headmasters and teachers resigned, and lawyers gave up their legal practices. The Council Elections were boycotted in most provinces except Madras, where the Justice Party, the party of the nonBrahmans, felt that entering the council was one way of gaining some power-something that usually only Brahmans had access to. The effects of Non-Cooperation on the economic front were more dramatic. Foreign goods were











Collective responsibility means that people began to believe that they were all a part of the same nation and discovered some unity, which bound them together. Examples of main cultural processes: (a) Figures or Images: These helped in creating an image with which people could identify the nation. Devotion to this mother figure came to be seen as evidence of one's nationalism. It was with the growth of nationalism, that the identity of India was associated with the Image of Bharat Mata. This Image was firstly created by Bankim Chandra Chattopadhyay, who wrote the song 'Vande Mataram' in his novel Anandamath. Then Abanindranath Tagore painted the famous image of Bharat Mata. He was greatly inspired by the Swadeshi Movement. (b) Movement to Revive Folklore: In the late 19th century, in India, Nationalists started recording folk tales sung by bards and they toured the villages to gather folk songs and legends. In Bengal, Rabindranath Tagore himself began collecting ballads, nursery rhymes and myths and led the Movement for folk revival. In Madras, Natesa Sastri published a massive four-volume collection of Tamil folk tales, “The Folklore of Southern India”. (c) Icons and Symbols: During the Swadeshi Movement in Bengal, a Tricolour flag (red, green and yellow) was designed. It had eight lotuses,











Detailed Answer:



Little description of each i.e. figures of images, folk-lore, icons and symbols and lastly reinterpretation of History should be given.





Answering Tip







The students only give physical description and not the allegorical meaning of the two figures.



representing eight provinces of British India and a crescent moon representing Hindus and Muslims. By 1921, Gandhiji had designed the Swaraj flag. It was also a tricolour (red, green and white) and had a spinning wheel in the centre – representing the Gandhian ideals of self-help. (d) Reinterpretation of History: Many Indians started looking at the past to discover India’s great achievements. They wrote about the glorious developments in ancient times. This glorious time, in their belief, was followed by a history of decline, when India was colonized. These Nationalists urged the readers to take pride in India’s great achievements in the past and struggle to change the miserable condition of the life of Indians under the British rule. Q. 15. ”Nationalism spreads when people begin to believe that they are all part of the same nation.” Support the statement. A [Board Term-II, Delhi Set-I, II, III, 2015]



Commonly Made Error

47





(vii) Any other relevant point to be explained. (Any five) 5 [CBSE Marking Scheme, 2019]







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(A) It wanted to contest elections to the Council as it was one of the ways to gain some income that usually only Brahmans had access to. (B) It wanted to contest elections to the Council as it was one of the ways to gain some power that usually only Brahmans had access to. (C) It wanted to contest elections to the Council as it was one of the way to gain more popularity that usually only Brahmans had access to. (D) It wanted to contest elections to the Council as it was one of the ways to take revenge from Brahmans. Ans. Option (B) is correct. Q. 2. How was the effect of ‘Non-Cooperation on the economic front’ dramatic? (A) Merchants refused to trade in foreign goods or finance foreign trade. (B) The merchants imported goods from other countries. (C) The neighbouring countries were offering same goods at cheaper prices. (D) Public was not interested in buying foreign goods. Ans. Option (A) is correct. Q. 3. The import of foreign cloth between 1921 and 1922 saw changes because: (A) its value dropped from ` 100 crore to ` 97 crore. (B) its value dropped from ` 201 crore to ` 150 crore. (C) its value dropped from ` 102 crore to ` 57 crore. (D) its value dropped from ` 102 crore to ` 75 crore. Ans. Option (C) is correct. Explanation: The import of foreign cloth halved between 1921 and 1922. Q. 4. Thousands of ____________ left government controlled schools and colleges and _______ gave up their legal practices.







































(A) teachers, judges. (B) headmasters, clerks. (C) students, advocates. (D) students, lawyers Ans. Option (D) is correct. Q. 5. Who were the first ones to join the NonCooperation Movement? (A) Higher class (B) Middle class (C) Service personnel (D) Politicians Ans. Option (B) is correct Explanation: The movement started with middleclass participation in the cities. Q. 6. Movement in the cities gradually slowed down for a variety of reasons. Choose the correct reason. (A) Khadi cloth was often more expensive than massproduced mill cloth and poor people could not afford to buy it . (B) The boycott of British institutions posed a problem. (C) Alternative Indian institutions had to be set up so that they could be used in place of the British ones. These were slow to come up. (D) All of the Above Ans. Option (D) is correct II. Read the extract given below and answer any 5 out of 6 the questions: U In the countryside, rich peasant communities – like the Patidars of Gujarat and the Jats of Uttar Pradesh – were active in the movement. Being producers of commercial crops, they were very hard hit by the trade depression and falling prices. As their cash income disappeared, they found it impossible to pay the government’s revenue demand. And the refusal of the government to reduce the revenue demand led to widespread resentment. These rich peasants became enthusiastic supporters of the Civil Disobedience Movement, organising their communities and at times forcing reluctant members, to participate in the boycott programmes. For them the fight for Swaraj was a struggle against high revenues. But they were deeply disappointed when the movement was called off in 1931 without the revenue rates being revised. So, when the movement was restarted in 1932, many of them refused to participate. The poorer peasantry were not just interested in the lowering of the revenue demand. Many of them were small tenants cultivating land they had rented from landlords. As the Depression continued and cash incomes dwindled, the small tenants found it difficult to pay their rent. They wanted the unpaid rent to the landlord to be remitted. They joined a variety of radical movements, often led by Socialists and Communists. Apprehensive of raising issues that might upset the rich peasants and landlords, the Congress was unwilling to support ‘no rent’ campaigns in most places. So, the relationship between the poor peasants and the Congress remained uncertain. Q. 1. Patidars and Jats are rich Peasants of which State? (A) Gujarat and Uttar Pradesh



Select the appropriate option:





Q. 1. What was the purpose of Justice Party to contest Elections to the Council in Madras?



boycotted, liquor shops picketed and foreign cloth burnt in huge bonfires. The import of foreign cloth halved between 1921 and 1922, its value dropping from ` 102 crore to ` 57 crore. In many places merchants and traders refused to trade in foreign goods or finance foreign trade. As the boycott movement spread, and people began discarding imported clothes and wearing only Indian ones, production of Indian Textile Mills and handlooms went up. But this Movement in the cities gradually slowed down for a variety of reasons. Khadi cloth was often more expensive than mass produced mill cloth and poor people could not afford to buy it. How then could they boycott mill cloth for too long? Similarly, the boycott of British institutions posed a problem. For the movement to be successful, alternative Indian institutions had to be set up so that they could be used in place of the British ones. These were slow to come up. So students and teachers began trickling back to government schools and lawyers joined back work in Government Courts.





Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X









48

@PROCBSE NATIONALISM IN INDIA













These questions are for practice and their solutions are available at the end of the chapter











Q. 6. Who tried to channelize people’s grievances into organized movements for independence? IV. Read the extract given below and answer any 5 out of 6 the questions: E Quiet India Movement The failure of the Cripps Mission and the effects of World War II created widespread discontentment in India. This led Gandhiji to launch a movement calling for complete withdrawal of the British from India. The Congress Working Committee, in its meeting in Wardha on 14 July, 1942, passed the historic ‘Quit India’ resolution demanding the immediate transfer of power to Indians and quit India. On 8 August, 1942, in Bombay, the All India Congress Committee endorsed the resolution which called for a non-violent mass struggle on the widest possible scale throughout the country. It was on this occasion that Gandhiji delivered the famous ‘Do or Die’ speech. The call of ‘Quit India’ almost brought the state machinery to a standstill in large parts of the country as people voluntarily threw themselves into the thick of the movement. People observed hartals, and demonstrations and processions were accompanied by national songs and slogans. The movement was truly a mass movement which brought into its ambit thousands of ordinary people, namely students, workers and peasants. It also saw the active participation of leaders, namely, Jayprakash Narayan, Aruna Asaf Ali and Ram Manohar Lohia and many women such as Matangini Hazra in Bengal, Kanaklata Barua in Assam and Rama Devi in Odisha. The British responded with much force, yet it took more than a year to suppress the movement. Q. 1. What factors led Gandhi to launch Quit India Movement? Ans. The failure of the Cripps Mission and the effects of the World War II created widespread discontentment in India.This led Gandhi to launch a movement calling the complete withdrawal of the British from India. Q. 2. What was the main demand of the Quit India Movement?

































III. Read the extract given below and answer any 5 out of 6 the questions: U



and nationalist unity were followed by phases of disunity and inner conflict between groups. In other words, what was emerging was a nation with many voices wanting freedom from colonial rule. Q. 1. What was the single factor which brought together various groups together into a common struggle for freedom. Q. 2. What did Gandhi try to do? Q. 3. Through such movements what did the nationalists try to do ? Q. 4. Why did the unity within the movement often break down?. Q. 5. Was Congress successful in resolving the difference that emerged among various groups?















Case Based Subjective Questions

A growing anger against the colonial government was thus bringing together various groups and classes of Indians into a common struggle for freedom in the first half of the twentieth century. The Congress under the leadership of Mahatma Gandhi tried to channel people’s grievances into organized movements for independence. Through such movements the nationalists tried to forge a national unity. But as we have seen, diverse groups and classes participated in these movements with varied aspirations and expectations. As their grievances were wide-ranging, freedom from colonial rule also meant different things to different people. The Congress continuously attempted to resolve differences, and ensure that the demands of one group did not alienate another. This is precisely why the unity within the movement often broke down. The high points of Congress activity

49



















(B) Gujarat and Himachal Pradesh (C) Uttar Pradesh and Rajasthan (D) Punjab and Haryana Ans. Option (A) is correct Explanation: Rich peasants of Gujarat are called Patidars and in Uttar Pradesh they are called Jats. Q. 2. Who led the Peasant's Movement in Awadh? (A) Baba Ramnath (B) Baba Ramchandra (C) Baba Ramdev (D) Baba Ram Mohan Ans. Option (B) is correct Q. 3. Which Act did not permit the plantation workers in Assam to leave the tea gardens without permission? (A) Inland Emigration Act of 1947 (B) Inland Emigration Act of 1839 (C) Inland Emigration Act of 1859 (D) Inland Emigration Act of 1887 Ans. Option (C) is correct. Q. 4. Congress was unwilling to support _________ campaigns in most places. (A) high rent (B) no rent (C) low rent (D) equal rent Ans. Option (B) is correct. Q. 5. When was the movement called off? (A) 1930 (B) 1931 (C) 1932 (D) 1933 Ans. Option (B) is correct Q. 6. When was the movement restarted? (A) 1931 (B) 1932 (C) 1933 (D) 1934 Ans. Option (B) is correct





























































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Ans. 3: The writer of the book 'Hind Swaraj' is Mahatma Gandhi. [CBSE Marking Scheme, 2017]





Very Short Answer Type Questions

Ans. 5: Effects of the ‘Non-Cooperation Movement’ : (i) Foreign goods were boycotted. (ii) Liquor shops picketed and foreign cloth burnt in huge. (iii) Import of foreign cloth halved. (iv) Many places merchants and traders refused to trade in foreign goods or finance foreign trade. Any other relevant point. (Any three) 3 × 1= 3 (CBSE Marking Scheme, 2017)









Ans. 1: Option (B) is correct Explanation: Khadi cloth was more expensive than mass-produced mill cloth and people could not afford to buy it. The boycott of British institutions posed a problem as there were no alternative Indian institutions to replace the British ones. Ans. 3: Option (D) is correct Explanation: The movement was against Oudh Kisan Sabha. Ans. 5: Option (A) is correct











Assertion and Reason





Ans. 5: Option (B) is correct.





Ans. 4: Option (A) is correct.

(ii) Poor people could not afford to buy it. (c) The boycott of British institutions posed a problem. (d) Students and teachers began trickling back to government schools. (e) Lawyers joined back work in government courts. Ans. 5 : Chemical reactions are the processes in which new substances with new properties are formed. For example: When magnesium ribbon is heated, it burns in air to form a white powder called magnesium oxide.





Ans. 3: Option (C) is correct.























Detailed Answer: The Non-Cooperation Movement gradually slowed down in the cities because : (i) Khadi clothes were more expensive than mill clothes.

(iv) In 1918, he went to Ahmedabad to organise a Satyagraha movement amongst cotton mill workers. (v) In 1919, he decided to launch a nationwide Satyagraha against the proposed Rowlatt Act. (vi) Rallies were organised in various places. (vii) At the Calcutta Session of the Congress in September 1920, he convinced other leaders of the need to start a Non-Cooperation Movement in support of Khilafat as well as for Swaraj. (Any five) 1 × 5 = 5 [CBSE Marking Scheme, 2015]





(ii) The boycott of British institutions posed a problem as alternative Indian institutions had to be set up so that they could be used in place of British ones. (iii) Students and teachers began trickling back to government schools and lawyers joined back work in government courts in the absence of alternate Indian Institutions. Any other relevant point. (Any three) (CBSE Marking Scheme, 2017) 3 × 1 = 3







Ans. 4: Reasons for slowing down of Non-Cooperation Movement : (i) The Indians could not boycott for a long time because, Khadi cloth was more expensive than mass-produced mill cloth and poor people could not afford to buy it.

Ans. 8: The following developments took place which led to the launching of Non-Cooperation Movement: (i) Mahatma Gandhi successfully organised Satyagraha movements in various places. (ii) In 1916, he travelled to Champaran in Bihar to inspire the peasants to struggle against the oppressive plantation system. (iii) Then in 1917, he organised a Satyagraha to support the peasants of the Kheda district of Gujarat.

Short Answer Type Questions

Long Answer Type Questions





Ans. 4: Satyagraha emphasized the power of truth and the need to search for truth. [CBSE Marking Scheme, 2017]







Multiple Choice Questions





Ans. Gandhi gave the slogan to the people – 'Do or die'. Q. 5. Who was the female leader of the ‘Quit India Movement’? Ans. Aruna Asaf Ali. Q. 6. Why was Quit India Movement a mass movement? Ans. Quit India Movement was a mass movement because it had the participation of lakhs of ordinary people.

Solutions for Practice Questions (Topic-1)





Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Ans. The main demand of the movement was to end the British rule in India and to get the cooperation of Indians against fascism. Q. 3. When and where was the Quit India Resolution passed? Ans. The Quit India Resolution was passed by the Congress Working Committee on 8 August 1942 in Bombay. Q. 4. Who gave the slogan ‘Do or Die’ ?





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NATIONALISM IN INDIA

51

Solutions for Practice Questions (Topic-2) Multiple Choice Questions

Ans. 8: Participation of women in the Civil Disobedience Movement : (i) Women in large number participated in the Civil Disobedience Movement. (ii) During the Salt March thousands of women came out of their homes to listen to Gandhiji.

Short Answer Type Questions























Ans. 6: (i) According to Gandhiji, the woman is the companion of man and gifted with equal rights of freedom and liberty. (ii) The woman is more fit than a man to take exploration and bolder action in non-violence. (iii) The woman is the better half of humanity, not the weaker sex. 1×3=3 [CBSE Marking Scheme, 2016]

III. Ans. 1: The growing anger against the colonial government brought together various groups together into a common struggle for freedom. Ans. 2: Mahatma Gandhi tried to channel people’s grievances into organized movements for independence. Ans. 3: They tried to forge national unity. Ans. 4: The unity within the movement often broke down because diverse groups and classes participated in the movement with varied aspirations and expectations. Ans. 5: Congress continuously attempted to resolve differences and ensure that the demands of one group did not alienate another.

Ans. 3: Bankim Chandra Chattopadhyay. (CBSE Marking Scheme, 2017)

Case Based Questions



Ans. 1: Dr. B.R. Ambedkar. (CBSE Marking Scheme, 2017)

(iii) They participated in protest marches, and manufactured salt. (iv) They picketed foreign cloth and liquor shops. (v) Many went to jail. (vi) They began to see service to the nation as a sacred duty of women. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2015]



Very Short Answer Type Questions











Ans. 3: Option (C) is correct. Explanation: The Simon Commission was greeted with the slogan ‘Go back Simon’ because it did not have a single Indian member. They were all British but had come to look into the functioning of the constitutional system in India and suggest changes. Gandhiji went on Dandi March on 11 March 1930. Ans. 4: Option (A) is correct.



Assertion and Reason













Ans. 2: Option (A) is correct. Ans. 5: Option (B) is correct. Ans. 7: Option (A) is correct. Explanation: Mahatma Gandhi found salt a powerful symbol that could unite a nation as salt is used in our day to day life by all Indian Classes.

REFLECTIONS Will you be able to recognize the characteristics of Indian nationalism through a case study of Non-Cooperation and Civil Disobedience Movement? Will you be able to analyze the nature of the diverse social movements of the time? Did you get familiarized with the writings and ideas of different political groups and individuals?

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CHAPTER

3

The Pre-modern World, The Nineteenth Century (1815-1914), The Inter-War Economy, Rebuilding a World Economy: The Post-War Era.



Topic-1: The PreModern World and the Nineteenth Century 





Trade and cultural exchange in the pre-modern world, Technological advancements made in the 19th century, Inter war and post war economy.

Topic-1

List of Topics



In this chapter you will study





Syllabus

THE MAKING OF A GLOBAL WORLD

Page No. 52

Topic-2 : The Inter-War and PostWar Economy Page No. 60

The Pre-Modern World and the Nineteenth Century Concepts Covered  How traders and travellers led to spread of trade, cultural exchange and diseases  Onset of globalization.

The Pre-Modern World Globalisation refers to an economic system that has emerged in the last 50 years. From ancient times, travellers, traders, priests  and pilgrims travelled vast distances for knowledge, opportunity, spiritual fulfilment or to escape persecution.

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Revision Notes



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Key Word



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The Silk Routes are a good example of Premodern trade and cultural links between distant parts of the world.



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Globalisation: It is generally associated with the economy as the free movement of capital, goods, technology, ideas and people across the globe. Globalisation in a broader sense also includes cultural exchanges between different countries of the world. Silk Route: The route taken by traders to carry silk cargoes from China to the West, which affected the cultures of China, Central Asia and the West.

The name ‘Silk Routes’ points to the importance of West-bound Chinese silk cargoes along this route. Trade and cultural exchange always went hand in hand. Scan to know Traders and travellers more about introduced new crops to the this topic lands that they travelled. Europe’s poor began to eat better and live longer with the introduction of the humble potato. World Trade Pre Ireland’s poorest peasants modern to 18th Century became so dependent on potatoes that when disease destroyed the potato crop in the mid-1840s, hundreds of thousands died of starvation. European sailors found a sea route to Asia and also successfully crossed the western ocean to America.

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THE MAKING OF A GLOBAL WORLD

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Key Fact The Corn Laws prevented the import of wheat until the domestic price exceeded a certain figure. The result was to keep the price of bread high.

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Valley Civilization with present day West Asia.



The Nineteenth Century: Economic, political, social, cultural and technological factors interacted in complex ways to transform societies and reshape external relations. Economists identify three types of movement or 







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quest and Colonisation of America. 1845-1849: Potato Famine in Ireland. During this famine, around 1,000,000 people died of starvation in Ireland. 1880s: Rinderpest (Cattle Plague) had a terrifying impact on livelihoods of the African people and the local economy. 1885: The big European powers met in Berlin to complete the carving up of Africa between them. 1890: Global agricultural economy took shape. 1892: Rinderpest reached Africa’s Atlantic coast.

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15th Century: Existence of Silk Routes. Mid 16th Century Portuguese and Spanish con-





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Due to increase in population from the late 18th century, the demand for food grains in Britain had increased.

The flow of trade: The import of various finished goods and agricultural crops such as silk, cotton, woolen clothes, tomatoes, potatoes etc. The movement of labour: The transfer of capital between countries, either by companies or individuals. Colonisation: It occurs when one nation subjugates another, conquering its population and exploiting it, often while forcing its own language and cultural values upon its people. Colonial Powers: A country which possesses, or formerly possessed, colonies in different parts of the world. Cattle Plague or Rinderpest: It was a disease caused by the rinderpest virus which primarily infected cattle and buffalo.



Key Dates 3000 BCE: An active coastal trade linked the Indus

The flow of Trade. The Flow of Labour. The Movement of capital.

Key Words





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Due to their long isolation, America’s original inhabitants had no immunity against these diseases that came from Europe. Smallpox, in particular proved to be fatal. Until the 19th century, poverty and hunger were common in Europe. Cities were crowded and deadly diseases were widespread. In the 18th century, China and India were among the world’s richest countries. They were also pre-eminent in Asian trade. However, from the 15th century, China is said to have restricted overseas contacts and retreated into isolation. China’s reduced role and the rising importance of the America gradually moved the centre of world trade Westwards. Europe now emerged as the centre of world trade.

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‘flows’ within international economic exchanges.





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Precious metals, particularly silver, from mines located in present-day Peru and Mexico also enhanced Europe’s wealth and financed its trade with Asia. The Portuguese and Spanish conquest and colonisation of America was decisively underway by the mid-sixteenth century. The most powerful weapon of the Spanish conquerors were the germs such as those of smallpox that they carried on their person.





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Since, there was pressure from landed groups, the government also restricted the import of corn. The laws allowing the government to do this were commonly known as the ‘Corn Laws’. Railways were needed to link the agricultural regions to the ports. New harbours had to be built and people had to settle on the lands which meant building homes and settlements. All these activities in turn required capital and labour. Capital flowed from financial centres such as London. The demand for labour in places where labour was in short supply—as in America and Australia-led to more migration. By 1890, a global agricultural economy had taken shape. The British Indian Government built a network of irrigation canals to transform semi-desert wastes into fertile agricultural lands that could grow wheat and cotton for export. The railways, steamships, the telegraph were important inventions without which we cannot imagine the transformed nineteenth-century world.

Colonisation stimulated new investments and improvements in transport. The trade in meat offers a good example of this connected process. Till the 1870s, animals were shipped live from America to Europe and then slaughtered when they arrived there.

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THE MAKING OF A GLOBAL WORLD



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Shikaripuri Shroffs and Nattukottai Chettiars were amongst the many groups

In India, Indentured labourers were bonded labourers who were transferable to any countries on contract for a specific amount of wage and time. Most of the labourers were from Uttar Pradesh, Bihar, Central India and certain districts of Tamil Nadu.

Key Words



From the 1900s India’s nationalist leaders began opposing the system of Indentured labour migration as abusive and cruel. It was abolished in 1921.



of bankers and traders who financed export agriculture in Central and South-east Asia.

Key Personalities Shiaripuri Shroffs and Nattukottai Chettiyars: They were groups of financiers and merchants. They funded export agriculture in Southeast and Central Asia.  

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Plantation: Estate for cultivation of cash crops such as tea, coffee, cotton, tobacco, sugarcane, etc. ers under contract to work for an employer for a specific amount of time, to pay off their passage to a new country or home.

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Identured labourers: They were bonded labour-

Indian traders and moneylenders also followed European colonisers into Africa. With the advent of industrialisation, British cotton manufacture began to expand, and industrialists pressurised the government to restrict cotton imports and protect local industries. Tariffs were imposed on cloth imports into Britain. Consequently, the inflow of fine Indian cotton began to decline. Indigo used for dyeing cloth was another important export for many decades. British manufactures flooded the Indian market. The value of British exports to India was much higher than the value of British imports from India. Thus, Britain had a ‘Trade Surplus’ with India. Britain used this surplus to balance its trade deficits with other countries – that is, with countries from which Britain was importing more than it was selling to.

OBJECTIVE TYPE QUESTIONS

Detroit

(ii)

Rinderpest

(b)

America

These questions are for practice and their solutions are available at the end of the chapter

(iii) Small-pox

(c)

Britain

(iv)

(d)

Africa

Car Plant

(A) (i)-(d), (ii)-(c), (iii)-(a), (iv)-(b) (B) (i)-(c ), (ii)-(d), (iii)-(b), (iv)-(a) (C) (i)-(d), (ii)-(c), (iii)-(b), (iv)-(a) (D) (i)-(b), (ii)-(a), (iii)-(d), (iv)-(c)





(a)



Corn Laws



(i)



Column B



Column A

Q. 1.





A Multiple Choice Questions

(1 mark each)





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the system of Indentured Labour Migration as abusive and cruel. 1921: Indentured labour was abolished.





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In the 1880s, a fast-spreading disease of Cattle Plague or Rinderpest had a terrifying impact on the African local economy. It was carried by infected cattle imported from British Asia to feed the Italian soldiers invading Eritrea in East Africa. Entering Africa in the East, Rinderpest moved west ‘like forest fire’. The loss of cattle destroyed African livelihoods. In the late 19th century, Europeans were attracted to Africa due to its vast resources of land and minerals. But there was a shortage of labour willing to work for wages. Employers used many methods to recruit and retain labour. Heavy taxes were imposed which could be paid only by working for wages on plantations and mines. In the 19th century, hundreds of thousands of Indian and Chinese labourers went to work on plantations, in mines, and in road and railway construction projects around the world.

Key Dates





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The 19 century indenture has been described as a ‘New System of Slavery’.

1900s: Indian nationalist leaders began opposing





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Better living conditions promoted social peace within the country and supported imperialism abroad. Trade flourished and markets expanded in the late nineteenth century. Britain and France made vast additions to their overseas territories in the late nineteenth century. Belgium and Germany became new colonial powers.





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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

(i)

Indian

(a)

Pottery

(ii)

Chinese

(b)

Pasta

(c)

Cowries

(d)

Spaghetti

(iii) Italian (iv)































































These questions are for practice and their solutions are available at the end of the chapter













Directions: In the following questions, a statement of assertion (A) is followed by a statement of reason (R). Mark the correct choice as: (A) Both A and R are true and R is the correct explanation of A. (B) Both A and R are true but R is NOT the correct explanation of A. (C) A is true but R is false. (D) A is false and R is true. Q. 1. Assertion (A): The Silk Routes are a good example of pre-modern trade and cultural links between distant parts of the world. UA Reason (R): The name 'Silk Routes' points to the importance of West-bound Chinese silk cargoes along this route. Ans. Option (A) is correct. Q. 2. Assertion (A): From ancient times groups like travellers, traders, priests, and pilgrims have travelled vast distances. Reason (R): These journeys were for the purposes like knowledge, opportunity, spiritual fulfilment etc. Ans. Option (A) is correct.









































B Assertion & Reason

















Ans. Option (A) is correct Explanation : (i) Potato Famine in Ireland from 1845 to 1849. (ii) Rinderpest (Cattle Plague) had a terrifying impact on livelihoods of the African people and the local economy in late 1880s. (iii) The First World War was fought from 1914 to 1918. (iv) Indentured Labour was abolished in 1921. Q. 4. Until 18th century, which two countries were considered the richest in the world? (A) China and Japan (B) England and France (C) India and China (D) England and Italy Q. 5. Why were the Europeans attracted the most to Africa? ( Concept: Expansion of trade) (A) By its natural beauty (B) By the opportunities for investment (C) For its vast land resources and mineral wealth. (D) For recruitment of labour Ans. Option (C) is correct. Q. 6. Most Indian indentured workers came from: (A) Eastern Uttar Pradesh (B) North-Eastern States (C) Jammu & Kashmir (D) None of the above Ans. Option (A) is correct. Explanation: In the mid-nineteenth century, Eastern UP faced decline in Cottage, Industries land rents rose, lands were cleared for mines and plantations that affected the lives of the poor. Thus, they were forced to migrate in search of work.

Which of the following aspects best signifies this image of the ship "Alexandra"? (A) Irish emigrants waiting to board the ship (B) Meat being loaded on the ship (C) Emigrants leaving for the US (D) Transport to the gold mines. Ans. Option (B) is correct. Explanation: Till the 1870s, animals were shipped live from America to Europe but live animals took up a lot of ship space and also became unfit to eat. Hence, meat became an expensive luxury for European poor.























(D) (i)-(b), (ii)-(a), (iii)-(d), (iv)-(c) Q. 3. Arrange the following in the correct sequence: (i) Indentured labour was abolished. (ii) Rinderpest (Cattle Plague) had a terrifying impact on livelihoods of the African people and the local economy. (iii) The First World War was fought. (iv) Potato Famine in Ireland. Options: (A) (iv) - (ii) - (iii) - (i) (B) (iii) - (i) - (ii) - (iv) (C) (i) - (iv) - (iii) - (ii) (D) (ii) - (iii) - (iv) - (i)























(A) (i)-(d), (ii)-(c), (iii)-(a), (iv)-(b) (B) (i)-(c), (ii)-(d), (iii)-(b), (iv)-(a) (C) (i)-(c), (ii)-(a), (iii)-(d), (iv)-(b)





Arab Traders

Q. 7. Study the picture and answer the question that follows:

Column B

Column A



Q. 2.

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Q. 4. Assertion (A): The railways, steamships, the telegraph were important inventions which transformed the nineteenth-century world. Reason (R): Colonisation stimulated new investments and improvements in transport. Ans. Option (A) is correct Explanation: Technological advances were often the result of larger,social, political and economic factors, like colonization. Q. 5. Assertion (A): Over the nineteenth century, British manufacturers flooded the Indian market. Reason (R ) : The value of Indian exports to Britain was much higher than the value of British imports to India.











57





Q. 3. Assertion (A): Most indentured labour in India came from present day Eastern UP, Bihar, Central India and dry districts of Tamil Nadu. Reason (R): In mid-19th century, the regions of Eastern UP, Bihar, Central India and Tamil Nadu were affected due to inflation in prices after First World War. Ans. Option (C ) is correct Explanation: In the mid-nineteenth century, Eastern UP faced decline in cottage industries, land rents rose, lands were cleared for mines and plantations that affected the lives of the poor. Thus, they were forced to migrate in search of work.



THE MAKING OF A GLOBAL WORLD









SUBJECTIVE TYPE QUESTIONS



Q. 1. Analyse the contribution of fast transport in globalisation. UA [Delhi & OD, 2019]



Very Short Answer Type Questions (1 mark each)



R [O.E.B.]

Q. 3. Who discovered the continent of America?

Short Answer Type Questions (3 marks each)







These questions are for practice and their solutions are available at the end of the chapter



















Ans. Europeans fled to America in the 19th century because : (i) Until the 19th century, poverty and hunger were common in Europe. (ii) Cities were crowded and deadly diseases were widespread. (iii) Religious conflicts were common and religious dissenters were persecuted. (iv) Scrapping of the Corn Laws, led to inability of British agriculture to compete with imports. (v) Thousands of people were left unemployed due to agricultural land lying uncultivated. So, people migrated in thousands, crossed oceans to find employment and a better future













and what were its results ? R [O.E.B.] Ans. The Great Irish Potato Famine took place during 1845-1849. As a result of it, around 1,000,000 people died of starvation in Ireland and double the number emigrated in search of work. Q. 7. What was the most powerful weapon of the Spanish conquerors of America ? A Ans. The most powerful weapon of the Spanish conquerors was not a conventional military weapon but it was the germs such as those of smallpox that they carried on their person.































Q. 1. Explain any three effects of population growth in England in the late eighteenth century. A [Delhi Set-I, 2020] Ans. (i) Food could now be imported into England. (ii) Demand for food grains increased as urban centers expanded. (iii) Due to pressure from land groups, the government restricted import of corn by enacting the Corn Laws. 1×3=3 Q. 2. Why did Europeans flee to America in the nineteenth century. Explain. U [CBSE SQP-2019-20]



R [O.E.B.] Q. 4. How were human societies interlinked in ancient times ? E Ans. In ancient times, human societies were interlinked by travellers, traders, priests and pilgrims who travelled vast distances for knowledge, opportunity and spiritual fulfillment or to escape persecution. Q. 5. What was the effect of potatoes on the lives of the poorest in Europe ? U Ans. The new crops of potatoes made a great change in the lives of the poor in Europe because they began to eat better and started living longer. In Ireland poorest peasants became so dependent on politics that when disease destroyed the potato crop in the mid 1840s, thousands died of starvation. Q. 6. When did the Great Irish Potato Famine take place











Q. 2. What do 'Silk Routes' refer to?







Topper Answer, 2019

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X









(vi) In America, plantations were growing cotton and sugar for the European market. These plantations were worked on by slaves. (Any three) 1×3=3 (CBSE SQP Marking Scheme, 2020)

Q. 4. Mention any three effects of the British Government’s decision for the abolition of the Corn Laws. A [Board Term-I, 2016-17] OR Write a note to explain the effects of the British Government’s decision to abolish the Corn Laws.







R

















Q. 5. In what ways did food items offer scope for long distance cultural exchange? Explain. U [Board Term-I, 2016-17] OR “Food offers many examples of long distance cultural exchange.” Justify this statement. U

Ans. Economic conditions of Britain after the First World War: After the First World War, Britain found difficult to recapture its earlier position. Britain was burdened with huge external debts. The war had led to an economic boom, a large increase in demand, production and employment. When the war boom ended, production contracted













Explain the three impacts of the First World War on the British economy. A [Board Term-I, 2015]





OR Explain the impact of the First World War on the British economy. A [Board Term-I, 2016-17]





A (CBSE Compartment Set I , II ,III, 2018)



Q. 3. Describe the economic conditions of Britain after the ‘First World War’.

Ans. (i) Food could be imported into Britain at a much cheaper rate than it would be produced within the country. (ii) British agriculture was unable to compete with imports. Vast areas of land were left uncultivated and people started migrating to cities or other countries. (iii) As food prices fell, consumption in Britain rose. Faster industrial growth in Britain also led to higher incomes and therefore more food imports. (iv) Around the world—in Eastern Europe, Russia, America and Australia—lands were cleared and food production expanded to meet the British demand. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2016]





It is important to mention about the economic and health factors.





Answering Tip











Students forget to mention the name of deadly diseases like small-pox, etc.





Commonly Made Error

and unemployment increased. At the same time, the government reduced bloated war expenditures to bring them into line with peace time revenues. These debts led to huge job losses. Many agricultural economists were also in crisis. Note: If candidate write in points, it is also to be considered. 3 [CBSE Marking Scheme, 2016]





Q. 1. Explain the role of Bretton Woods institutions in post-Second World War settlement. Ans.



Topper Answer, 2020

These questions are for practice and their solutions are available at the end of the chapter





Long Answer Type Questions (5 marks each) E (Delhi, Set I, 2020)

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Q. 2. "Indian trade had played a crucial role in late nineteenth century world economy". Analyze the statement. U [Board Delhi Set-I, II, III, 2019]

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Commonly Made Error

Answering Tip











Q. 3. Describe the role of 'Technology' in transformation of the world in the nineteenth century. U [Board OD Set-I, II, III, 2019]





















Detailed Answer: Role of technology in transformation of the world in the nineteenth century : (i) Transformation of the world economy : Railways, steamships and telegraph – were important inventions that transformed nineteenth-century world. Colonisation stimulated new investments and improvements in transport; faster railways, lighter wagons and larger ships helped to move food more cheaply and quickly from faraway farms to final markets. (ii) Impact on meat trade : Till the 1870s, meat from America was shipped to Europe in the form of live animals which were then slaughtered in Europe. But live animals took up a lot of ship space, and many of them also died on the voyage, fell ill, lost weight, or became unfit to eat. A new technology,









(Any five points to be explained.)





(vi) Any other relevant point.

Ans. Role of Technology : (i) The railways, steamships, and the telegraph for example were important inventions without which we cannot imagine the transformed nineteenth century world. (ii) Technology advances were often the result of larger social, political and economic factors. (iii) Colonization stimulated new investments. (iv) Improvement in transport. (v) Larger ships helped to move food more cheaply. (vi) Any other relevant point to be described. (1 × 5 = 5) [CBSE Marking Scheme, 2019]







(v) The value of British exports to India was much higher than the value of British imports from India.





(iv) Increased food grain and raw material exports from India to Britain.



(iii) British manufacturers flooded the Indian market.





Read the content from your textbook and make brief points covering the entire concept.





(ii) Britain's trade surplus in India also helped in paying the so-called ‘Home Charges’.

Detailed Answer: Indian trade played a crucial role in the late nineteenth century world economy. This statement can be analyzed through the following facts : (i) Trade Surplus : Britain had a trade surplus with India, i.e., a situation under which the value of exports is more than the imports. Britain used this surplus to balance its trade deficit with other countries. (ii) Home charges : Britain’s trade surplus in India also helped to pay the so-called ‘Home Charges’ that included private remittances home by British officials and traders, interest payments on India’s external debts and pensions of the British officials in India. (iii) Major supplier of cotton : India remained a major supplier of raw cotton to Britain which was required to feed the cotton textile industry of Britain. (iv) Supplier of indentured workers : Many indentured workers from Bihar, Uttar Pradesh, Central India migrated to other countries to work in mines and plantations. 5





(i) By helping Britain to balance its deficits, India played a crucial role in the late nineteenthcentury world economy.

[CBSE Marking Scheme, 2019]



Students sometimes do not mention all the points related to the question.





Ans. Indian trade had played a crucial role in the late nineteenth century :

















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(iv) The example of indentured labour migration. (v) Great misery and poverty for others. (vi) New forms of coercion in Asia and Africa. (Any five) 1 × 5 = 5



[CBSE Marking Scheme, 2016] th

Q. 6. After 19 century, how did the indentured labourers discover their own ways of survival? Explain. A [Board Term I, 2016-17]







(v) India became exporter of metal. (Any five)1 x 5= 5





(vii) Industrial investment grew.





(vi) Town dwellers found themselves better off. [CBSE Marking Scheme, 2018]

Topic-2









(iv) Peasants’ indebtedness increased. They used up their savings, mortgaged lands and sold their jewellery and precious metals.







(iii) Despite this, the colonial government refused to reduce revenue demands.









(ii) Agricultural prices fell sharply internationally as a result of this prices plunged in India too.









(i) India’s exports and imports nearly halved between 1928 and 1934.





Ans. The Impact of Great Depression on Indian economy:

Ans. (i) Initially, the indentured labourers found it difficult to adjust to the harsh living conditions of the plantation. But very soon they discovered new ways of survival. (ii) They developed new forms of individual and collective self expression, blended art, cultural forms, old and new. (iii) In Trinidad, the cultural Muharram procession was transformed into a riotous carnival called ‘Hosay’ in which workers of all races and religions joined. (iv) The protest religion ‘Rastafarianism’ is also said to reflect social and cultural links with Indian migrates to Caribbean. (v) Chutney music is popular in Trinidad and Guyana is another creative expression of the post indenture experience. 1×5=5 [CBSE Marking Scheme, 2016]

Q. 4. Describe the impact of Great Depression on Indian economy. A (CBSE SQP 2018-19)









Name some inventions of nineteenth century in your answers.





Answering Tip









Impact on meat trade is not explained in detail.





Commonly Made Error

Ans. Expansion of trade facilities in the 19th century : (i) In many parts of the world, these developments meant loss of freedom and livelihoods. (ii) In late 19th century, Europeans conquest brought about many destructive economic, social and ecological changes in the colonies. (iii) In Africa, in the 1890s, a fast spreading disease of cattle plague or Rinderpest had a terrifying impact on people’s livelihoods and the local economy.











Q. 5. Critically examine the expansion of trade facilities in the 19th century. A [Board Term-I, 2016-17]



namely, refrigerated ships enabled the transport of perishable foods over long distance. Now animals were slaughtered at the starting point and then transported to Europe as frozen meat. This reduced the shipping costs and lowered meat prices in Europe. The poor in Europe could now consume a more varied diet. Better living conditions promoted social peace within the country and supported Imperialism abroad. 5



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

The Inter-War and Post-War Economy Concept Covered  The inter-war.

Revision Notes The Inter War Economy: 1914-1918: The First World War was fought.

The First World War (1914-18) was mainly fought in Europe but its impact was felt around the world due to widespread economic and political instability.

Scan to know more about this topic

The Inter-War and Post-War Economy



This war was thus the First Modern Industrial War. It saw the use of machine guns, tanks, aircraft, chemical weapons, etc., on a massive scale.



Most of the killed and maimed were men of working age and these deaths and injuries reduced the ablebodied workforce in Europe.



Britain borrowed large sums of money from the US Banks as well as the US public which transformed

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THE MAKING OF A GLOBAL WORLD

the US from being an international debtor to an international creditor.

61

Key Dates

Britain was the world’s leading economy in the prewar period but had to face a prolonged crisis. In the meanwhile industries had developed in India and Japan.

1920s: Mass production was started in America. 1923: America resumed exporting capital to the



After the war, Britain found it difficult to recapture its earlier position of dominance in the Indian market, and to compete with Japan internationally.

1929-1935: The Great Depression. 1939-1945: The Second World War was fought.



The war had led to an economic boom, that is, to a large increase in demand, production and employment.





rest of the world and became the largest overseas lender.

Key Personalities Henry Ford: He was an American industrialist and the owner of the Ford Motor Company.

Before the war, Eastern Europe was a major supplier of wheat in the world market but during the war its supply disrupted and wheat production in Canada, America and Australia expanded immensely.

Key Words

John Maynard Keynes: He brought the importance of macroeconomics and worked on it to improve the economic policies of the British Government.

Trade Surplus: When a country exports more than it imports.



But after the war, production in Eastern Europe revived and created a glut in wheat output. Grain prices fell, rural incomes declined, and farmers fell deeper into debt.





The Great Depression:











exceed its exports during a given time period. The First World War: It was the first modern industrial war. For the first time, machine guns, tanks, aircraft, chemical weapons etc. were used on a massive scale. Hire purchase: It is an arrangement for buying expensive consumer goods, where the buyer makes an initial down payment and pays the balance plus interest in installments. The Great Depression: A drastic decline in the world economy resulting in mass unemployment and widespread poverty that began around 1929 and lasted till the mid-1930s. Axis Powers: Germany, Italy and Japan were known as Axis Powers during the Second World War. Allies: Before the First World War, Britain, France and Russia later joined by U.S.A. formed an alliance and fought together in the First World War. The Bretton Woods Conference: The purpose of the Bretton Woods meeting was to set up a new system of rules, regulations, and procedures for the major economies of the world to ensure their economic stability. IMF: It is also termed as International Monetary Fund, it was established to deal with external surpluses and deficits of its member nations . IBRD: It is abbreviated as the International Bank for Reconstruction and Development (popularly known as the World Bank). It was set up to finance Post-war reconstruction.







Trade deficits: It occurs when a country's imports

One important feature of the US economy of the 1920s was mass production. A well-known pioneer of mass production was the car manufacturer Henry Ford. The T-Model Ford was the world’s first massproduced car. Mass production lowered costs and prices of engineered goods and there was an increase in the purchase of refrigerators, washing machines, radios, gramophone players, all through a system of ‘hire purchase’. Large investments in housing and household goods seemed to create a cycle of higher employment and incomes, rising consumption demand, more investment, and yet more employment and incomes. By 1929 the world plunged into a depression called -The Great Depression of 1929. During this period most parts of the world experienced catastrophic declines in production, employment, incomes and trade. The depression was caused by a combination of several facts of agricultural overproduction. Many countries financed their investments through loans from the US. The withdrawal of the US loans affected much of the rest of the world. With the fall in prices and the prospect of a depression, the US Banks had also slashed domestic lending and called back loans. The Great Depression’s wider effects on society, politics and international relations, and on peoples’ minds, proved more enduring. Since Colonial India had become an exporter of agricultural goods and importer of manufactures, the depression immediately affected Indian trade. Peasants and farmers suffered more than urban dwellers though agricultural prices fell sharply, the colonial Government refused to reduce revenue demands. This resulted in the increase of indebtedness of

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

world were still under European colonial rule but in the next two decades most colonies in Asia and Africa emerged as free, independent nations.

The Post War Era:







An industrial society based on mass production cannot be sustained without mass consumption.

(ii)

The second lesson related to a country’s economic links with the outside world.





(i)

G-77: G-77 or Group of 77 refers to the seventy seven developing countries that did not benefit from the fast growth western economies experienced in 1950s and 1960s.



By the NIEO they meant a system that would give them real control over their natural resources, more development assistance, fairer prices for raw materials, and better access for their manufactured goods in developed countries’ markets.

Key Dates The mid 1970s: The industrial world was hit by unemployment.

The Late 1970s: MNCs began to shift production operations to low-wage Asian countries.

The Bretton Woods Conference established :

(ii)





The main aim of the post-war international economic system was to preserve economic stability and full employment in the industrial world. (i)



Most developing countries did not benefit from the fast growth that the Western economies experienced in the 1950s and 1960s therefore, they organized themselves as a group—the Group of 77 (or G-77)—to demand a New International Economic Order (NIEO).

Economists and politicians drew two key lessons from Inter-war economic experiences:

The International Monetary Fund (IMF) to deal with external surpluses and deficits of its member nations.







Key Word

The war caused an immense amount of economic devastation and social disruption.

The International Bank for Reconstruction and Development (popularly known as the World Bank) was set up to finance postwar reconstruction.







The IMF and the World Bank were designed to meet the financial needs of the industrial countries.

The Second World War broke out merely after two decades of the First World War and brought enormous death and destruction. It was fought between the Axis powers (mainly Nazi Germany, Japan and Italy) and the Allies (Britain, France, the Soviet Union and the US).

There were two impacts that influenced post-war reconstruction the first was the US’s emergence as the dominant economic, political and military power in the Western world and the second was the dominance of the Soviet Union.





The post-war international economic system is also often described as the Bretton Woods System which inaugurated an era of unprecedented growth of trade and incomes for the Western industrial nations and Japan.



The industrial world was hit by unemployment that began rising from the mid-1970s and remained high until the early 1990s.



From the late 1970s MNCs also began to shift production operations to low-wage Asian countries, China being one of them.



China became an attractive destination for investment by foreign MNCs, competing to capture world markets.



The Relocation of industries to low-wage countries stimulated world trade and capital flows.

When the Second World War ended, large parts of the























These questions are for practice and their solutions are available at the end of the chapter





















Q. 1. How many power blocks were involved in the First World War? (A) 4 (B) 2 (C) 3 (D) 5 Q. 2 (AI). Arrange the following in the correct sequence: (i) The Second World War

(1 mark each)

(ii) The Great Depression (iii) The Chinese Revolution (iv) The IMF and the World Bank commenced financial operations (A) (i) - (iii) - (iv) - (ii) (B) (iii) - (iv) - (ii) - (i) (C) (iv) - (ii) - (i) - (iii) (D) (ii) - (i) - (iv) - (iii) Ans. Option (D) is correct. Explanation:















A Multiple Choice Questions





OBJECTIVE TYPE QUESTIONS





the Indian peasants who used up their savings, mortgaged lands, and sold whatever jewellery and precious metals they had to meet their expenses. The famous economist John Maynard Keynes thought that Indian gold exports promoted global economic Recovery.

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(C) Assertion (A) is true but reason (R) is false. (D) Assertion (A) is false but reason (R) is true. Q. 1. Assertion (A): World Bank and IMF were established after the Second World War. Reason (R): Second World War caused an immense amount of economic destruction and many parts of Europe and Asia were destroyed. Q. 2. Assertion (A): US quickly recovered after First World War. Reason (R): US exports boosted European recovery and world trade over the next six years. Ans. Option (C) is correct. Explanation: The United States became a world leader in industry, economics and trade after short time of the War. Q.3. Assertion (A): The First World War was a war like no other before. Reason (R): The First World War was mainly fought in Europe. Ans. Option (D) is correct. Explanation: The First World War was a war like no other before because this involved the world’s leading Industrial nations, even though it started in Europe but it engulfed almost the entire world. Q.4. Assertion(A): The First World War involved the world’ leading industrial nations which harnessed the vast powers of modem industry to inflict the greatest possible destruction of enemies. Reason( R): It was the first modern industrial war, which saw the use of robots and satellites on a massive scale. Ans. Option (C ) is correct. Explanation: It was the first modern industrial war, which saw the use of machine guns, tanks, aircraft, chemical weapons etc, on a massive scale. Q.5. Assertion(A): During the Great Depression, agricultural regions and communities were worst affected. Reason(R): The fall in agricultural prices was greater and more prolonged than that in the prices of industrial goods.































Directions: In the following questions, a statement of assertion (A) is followed by a statement of reason (R). Mark the correct choice as: (A) Both assertion (A) and reason (R) are true and reason (R) is the correct explanation of assertion (A). (B) Both assertion (A) and reason (R) are true but reason (R) is not the correct explanation of assertion (A).







B Assertion & Reason

63



















(i) The Great Depression, 1929-1935. (ii) The Second World War in 1939-1945. (iii) The IMF and the World Bank commenced financial operations in 1947. (iv) The Chinese Revolution, 1949. Q. 3. Find the incorrect option from the following: (A) The Great Depression began around 1929 and lasted till the mid-1930s. (B) During this period most parts of the world experienced catastrophic declines in production, employment, incomes and trade. (C) The exact timing and impact of the depression varied across countries. (D) But in general, agricultural regions and communities were the best affected. Ans. Option (D) is correct. Q. 4. Who was the pioneer of mass production? (A) John Winthorp (B) Sir Henry Morton Stanley (C) Henry Ford (D) None of these Ans. Option ( C ) is correct. Q.5. Which county’s status transformed from being an international debtor to an international creditor? (A) Great Britain (B) USA (C) France (D) Italy Ans. Option (B) is correct. Explanation: Britain had borrowed large sums of money from US banks as well as from US public. Thus the war transformed the USA from being an international debtor to an international creditor.



THE MAKING OF A GLOBAL WORLD































































R

R

Ans. The Great Depression began in 1929 with a steep fall in New York Stock Exchange and continued well into the mid-1930s. During depression agricultural

These questions are for practice and their solutions are available at the end of the chapter















Q. 1. Name the two hostile groups of Second World R [OD Set-I, 2020] War. Ans. (a) Axis power: Germany, Italy, and Japan. (b) Allied powers: France, Britain, USSR, USA and China. Q. 2. Who are referred to as the Bretton Woods twins?

Q. 3. Describe one feature of ‘assembly line’ method. U Ans. The ‘assembly line’ method would allow a faster and cheaper way of producing vehicles because it forced workers to repeat a single task mechanically and continuously – such as fitting a particular part to the car – at a pace dictated by the conveyor belt. Q. 4. What was the period of the Great Depression ?





Very Short Answer Type Questions (1 mark each)



SUBJECTIVE TYPE QUESTIONS

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X















Q. 6. Why did the industrialists and people living in cities of Britain force the government to abolish the Corn Laws in the 18th Century? Give two reasons. A [Board Term-I, 2016-2017]









Ans. (i) Population growth from the late 18th century had increased the demand for food grains in Britain pushing up the prices. Under pressure from farmers, the government restricted the import of corn. These laws were commonly known as the ‘Corn Laws’. (ii) On the other hand, the industrialists and people living in cities forced the government to abolish the Corn Laws. 1½× 2=3 (CBSE Marking Scheme, 2016]

Long Answer Type Questions (5 marks each)

(ii) Wages were relatively low.



Q. 1. Why did the industrialists and people living in cities of Britain force the government to abolish the Corn Laws in the 18th Century? Give two reasons. A [Board Term-I, 2016-2017]

These questions are for practice and their solutions are available at the end of the chapter



(iii)China had the largest population besides labour. They also formed a large consumer base. 1 × 3 = 3 (CBSE Marking Scheme, 2016)















Ans. (i) Since the revolution in 1949, China gradually came in the field of world economy. It attracted the foreign MNCs because of its lowest economic structure.

Ans. (i) The International Monetary Fund and the World Bank were created to meet the financial needs of the industrial countries. (ii) When Japan and Europe rapidly rebuilt economies, they became less dependent on the IMF and the World Bank. (iii) Thus, from the late 1950s the Bretton Woods Institutions, World Bank and IMF, began to turn their attention towards newly developing countries. (iv) The newly independent countries facing problems of poverty came under the guidance of international agencies dominated by the former colonial powers. (Any three) 1 × 3 = 3 (CBSE Marking Scheme, 2015)





OR ‘China becomes an attraction destination for investment by foreign MNCs in the 19th and 20th centuries.’ Justify the statement. A [Board Term I, 2015]







































Q. 5. Mention three reasons for the creation of International Monetary Fund and the World A [Board Term I, 2015] Bank.



U [Board Term I, 2015]





Q. 4. Explain the following: (i) G-77 (ii) Great Depression of 1929.









Q. 1. How had Indian trade been beneficial for the British during seventeenth century? Explain. [OD Set-I, 2020] Ans. Trade with India was greatly beneficial to the British in the 17th century. Various other products like cotton, silk, indigo dye, salt, pepper and tea were also traded. All these items were in demand in Britain and their availability from India enhanced the quality of life for the British. 3 Q. 2. Elucidate any three factors that led to the Great A [Board Term-I, 2016-17] Depression. Ans. The Great Depression began around 1929 and lasted till the mid 1930s. During this period, most parts of the world experienced decline in production, employment, incomes and trade. Agricultural regions and communities were amongst the most affected. Causes of Great Depression: (i) Post-world War economy of the world was fragile. Agricultural over production was a problem. As prices slumped, farm produce rotted. (ii) Many countries financed loans from the US. (iii) US overseas lenders panicked at the sign of financial crisis. (iv) Thus, banks were bankrupt and were forced to close down in Europe and in the US because they were unable to recover investments, collect loans and repay depositors. (v) American capitalists stopped all loans. Q. 3. “The multinational companies (MNCs) choose China as an alternative location for investment?” Explain the statement. A [Board Term-I, 2016-17]









Short Answer Type Questions (3 marks each)

Ans. China becomes an attraction destination for investment by foreign MNCs in the 19th and 20th centuries because: (i) Wages were relatively low in countries like China. (ii) This was because of the low cost structure of the Chinese economy, most importantly its low wages. (iii) TVs, mobile phones and toys were seen in the shops which seemed to be made in China. (CBSE Marking Scheme, 2015) 1 × 3 = 3





OR





prices fell, industrial production came to a halt, and millions of people became jobless and homeless. Q. 5. State any one factor responsible for shaping postU war reconstruction. Ans. The emergence of the US as a dominant economic, political and military power in the Western world.

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THE MAKING OF A GLOBAL WORLD







(ii) On the other hand, the industrialists and people living in cities forced the government to abolish the Corn Laws. 1½× 2=3 [CBSE Marking Scheme, 2016]



Ans. (i) Population growth from the late 18th century had increased the demand for food grains in Britain pushing up the prices. Under pressure from farmers, the government restricted the import of corn. These laws were commonly known to as the ‘Corn Laws’.





Q. 2. Explain the role of Bretton Woods institutions in post-Second World War settlement.



65

E (Delhi, Set I, 2020)



Topper's Answer, 2020

(b) International financial system changed, and developing countries were forced to borrow from Western Commercial Banks.





(c) This led to periodic debt crisis in the developing world, increased poverty in Africa and Latin America.







(a) Industrial world was hit by unemployment.





(b) The number of unemployed started rising and people trudged long distances looking for any work they could find.









(v) Changes in China: (a) China became an attraction destination for investment by foreign MNCs. (b) China which had been cut off from the post-war world economy, since its revolution in 1949, has now come back into the fold of the world economy.





These questions are for practice and their solutions are available at the end of the chapter









(iv) Shifting of production enterprises: MNCs shifted their production units to Asian countries because of cheap labour and low wages.

Detailed Answer: (i) Decline in economic power of the USA: (a) US dollar no longer commanded confidence in the world’s principal currency. (b) US dollar could not maintain its value in relation to gold. (c) Collapse of fixed exchange rates and introduction of floating exchange rates. (ii) Change in the international financial system: (a) The International Monetary Fund and the World Bank were created to meet the financial needs of the industrial countries.



(iii) Unemployment in industrialised countries:

















Ans. The important reasons behind the end of Bretton Woods system are : (i) Decline in economic power of the USA. (ii) Change in the international financial system. (iii) Unemployment in industrialised countries. (iv) Shifting of production enterprises. (v) Changes in China. 1×5=5 (CBSE Marking Scheme, 2016)

















Q. 3. Describe any five factors that led to the end of the Bretton Woods System and the beginning of U [Board Term-I, 2016-17] globalisation. OR Discuss the factors that led to the end of Bretton Woods System and the beginning of U globalization.

(c) Its new economic policies and the collapse of the Soviet Union has led to it. Low cost structure of the Chinese economy, its low wages, has flooded the world market with Chinese goods.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

of the world experienced decline in production, employment, incomes and trade. Agricultural regions and communities were amongst the most affected.













(i) Post-world War economy of the world was fragile. Agricultural over production was a problem. As prices slumped, farm produce rotted. (ii) Many countries financed loans from the US. (iii) US overseas lenders panicked at the sign of financial crisis. (iv) Thus, banks because bankrupt and were forced to close down in Europe and in the US because they were unable to recover investments, collect loans and repay depositors. (v) American capitalists stopped all loans. 1 × 5 = 5









Causes of Great Depression:





Q. 4. Explain any five factors that led to the Great U [Board Term-I, 2015] Depression of 1929. OR What do you know about the Great Depression? U Write any two causes of it. Ans. The Great Depression began around 1929 and lasted till the mid 1930s. During this period, most parts







The students need to describe the economic factors.





Answering Tip



Students should not write very short answer. They should describe each point in detail.





Commonly Made Error



These questions are for practice and their solutions are available at the end of the chapter























































































(4 marks each)

(A) Oil (B) Petroleum (C) Textile and Spices (D) Herbs Ans. Option ( C) is correct Explanation: Oil and petroleum were exported from Arab countries, while China exported herbs. India exported textile and spices . Q. 4. Early Christian Missionaries and ______ preachers travelled through this route to Asia. (A) Christian (B) Sikh (C) Muslim (D) Buddhist Ans. Option ( C) is correct Q. 5. The word “Silk Route” has been derived from the popularity of the Chinese_______. (A) connections across the world (B) silk among tradesmen in the Roman empire (C) dominance in Asia (D) ownership of the roads Ans. Option (B) is correct Q. 6. How did the ‘Silk Route’ help China? (A) Expanded China's foreign economic trade (B) Help build dominance over the Western world (C) Helped China in isolating itself from the world (D) Led to many invasions led by Chinese rulers Ans. Option (A) is correct Explanation: The Silk Route was a famous land trade route that traversed Asia and connected Eurasia in ancient times. It expanded China's foreign economic trade and made the world know China. II. Read the extract given below and answer any 5 out U of 6 questions : Population growth from the late eighteenth century had increased the demand for food grains in Britain. As urban centres expanded and industry grew, the demand for agricultural products went up, pushing up food grain prices. Under pressure from landed groups, the government also































































I. Read the extract given below and answer any 5 out U of 6 questions : The Silk Routes are a good example of vibrant pre-modern trade and cultural links between distant parts of the world. The name 'silk routes' points to the importance of West-bound Chinese silk cargoes along this route. Historians have identified several silk routes, over land and by sea, knitting together vast regions of Asia, and linking Asia with Europe and northern Africa. They are known to have existed since before the Christian Era and thrived almost till the fifteenth century. But Chinese pottery also travelled the same route, as did textiles and spices from India and Southeast Asia. In return, precious metals – gold and silver – flowed from Europe to Asia. Trade and cultural exchange always went hand in hand. Early Christian missionaries almost certainly travelled this route to Asia, as did early Muslim preachers a few centuries later. Much before all this, Buddhism emerged from eastern India and spread in several directions through intersecting points on the silk routes. Q. 1. The Silk routes are a good example of: (A) Modern trade (B) Pre-modern trade (C) Cultural links (D) Both B & C Ans. Option (D) is correct. Q. 2. Silk is a _________ product. (A) Japanese (B) Korean (C) American (D) Chinese Ans. Option (D) is correct. Explanation: The origin of silk in China since ancient times symbolises the royalty of Chinese people . Q. 3. What was exported from India through Silk route?







Case based MCQs





COMPETENCY BASED QUESTIONS

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Case Based Subjective Questions





















































































(1 × 5) III. Read the extract given below and answer any 5 out U of 6 questions : What was the role of technology in all this? The railways, steamships, the telegraph, for example, were important inventions without which we cannot imagine the transformed nineteenth century world. But technological advances were often the result of larger social, political and economic factors. For example, colonization stimulated new investments and improvements in transport faster railways, lighter wagons and larger ships helped move food more cheaply and quickly from faraway farms to final markets. The trade in meat offers a good example of this connected process. Till the 1870s, animals were shipped live from America to Europe and then slaughtered when they arrived there. But live animals took up a lot of ship space. Many also died in voyage, fell ill, lost weight or became unfit to eat. Meat was hence, an expensive luxury beyond the reach of the European poor. High prices in turn kept demand and production down until the development of a new technology, namely, refrigerated ships, which enabled the transport of perishable foods over long distances. Now animals were slaughtered for food at the starting point – in America, Australia or New Zealand – and then transported to Europe as frozen meat. This reduced shipping costs and lowered meat prices in Europe. The poor in Europe could now consume a more varied diet. To the earlier monotony of bread and potatoes many, though not all, could now add meat (and butter and eggs) to their diet. Better living condition promoted social peace within the country and support for imperialism abroad. Q. 1. Name any two inventions which transformed the 19th century world. Ans. Railways, Steamships, telegraph were some of the inventions which transformed the 19th century world. (Any Two) Q. 2. Name any two factors that contributed to the technological advancement. Ans. The political , social and economic factors led to the technological advancement . ( Any Two) Q. 3. ‘The trade in meat offers a good example of this connected process.’ What does connected process stand for? Ans. The connected process refers to the role of technology. Q. 4. How were the animals shipped from America to Europe till the 1870s? Ans. Till the 1870s, animals were shipped live from





















67

(C) Thousands of men and women were thrown out of work. (D) All of the Above Ans. Option (D) is correct



restricted the import of corn. The laws allowing the government to do this were commonly known as the 'Corn Laws'. Unhappy with high food prices, industrialists and urban dwellers forced the abolition of the Corn Laws. After the Corn Laws were scrapped, food could be imported into Britain more cheaply than it could be produced within the country. British agriculture was unable to compete with imports. Vast areas of land were now left uncultivated, and thousands of men and women were thrown out of work. They flocked to the cities or migrated overseas. As food prices fell, consumption in Britain rose. From the mid nineteenth century, faster industrial growth in Britain also led to higher incomes, and therefore more food imports. Around the world in Eastern Europe, Russia, America and Australialands were cleared and food production expanded to meet the British demand. It was not enough merely to clear lands for agriculture. Railways were needed to link the agricultural regions to the ports. New harbours had to be built and old ones expanded to ship the new cargoes. People had to settle on the lands to bring them under cultivation. This meant building homes and settlements. All these activities in turn required capital and labour. Capital flowed from financial centres such as London. The demand for labour in places where labour was in short supply—as in America and Australia—led to more migration. Nearly 50 million people emigrated from Europe to America and Australia in the nineteenth century. All over the world some 150 million are estimated to have left their homes, crossed oceans and vast distances over land in search of a better future. Q. 1. In eighteenth century the demand for food grains increased in Britain due to: (A) Less production (B) Population growth (C) Crop failure (D) Ancient techniques Q. 2. Expansion of urban centres and growth of industries pushed up the prices of: (A) agricultural products (B) defence products (C) economy (D) living Q. 3. The Government restricted the import of: (A) medicines. (B) textiles. (C) corn. (D) cooking oil. Q. 4. _______ were unhappy with high food prices. (A) Urban dwellers (B) Industrialists (C) Poor people (D) Both (A) and (B) Q. 5. What happened when the food price fell in Britain? (A) People died of hunger. (B) Food consumption increased. (C) People migrated to other countries. (D) None of the Above Q. 6. What happened after the Corn Law was scrapped? (A) Food could be imported into Britain more cheaply. (B) British agriculture was unable to compete with imports.



THE MAKING OF A GLOBAL WORLD





















































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devastation and social disruption. Reconstruction promised to be long and difficult . Q. 1. What was the time span between the two World Wars? Ans. The Second World War broke out a mere two decades after the end of the First World War. Q. 2. The Second World War was fought between which two powers? Ans. It was fought between the Axis powers (mainly Nazi Germany, Japan and Italy) and the Allies (Britain, France, the Soviet Union and the US). Q. 3. How long did the Second World War last? Ans. The Second World Was lasted for six years. Q. 4. How many people were believed to have been killed as a result of the war? Ans. At least 60 million people, or about 3% of the world's 1939 population, are believed to have been killed, directly or indirectly, as a result of the war. Q. 5. Name any one leader of the Axis powers. Ans. The chief leaders were Adolf Hitler of Germany, Benito Mussolini of Italy, and Hirohito of Japan. (Any One) Q. 6. What was the damage caused by the World War II? Ans. Vast parts of Europe and Asia were devastated, and several cities were destroyed by aerial bombardment or relentless artillery attacks. The war caused an immense amount of economic devastation and social disruption.























America to Europe and then slaughtered when they arrived there. Q. 5. ‘Meat was hence, an expensive luxury beyond the reach of the European poor’. Explain. Ans. Meat was an expensive luxury because it has to be imported from America and the cost of transportation was very high. Q. 6. Name the technology which enabled the transport of perishable foods over long distances. Ans. Refrigerated ships enabled the transport of perishable foods over long distances. IV. Read the extract given below and answer any 5 out E of 6 questions: The Second World War broke out a mere two decades after the end of the First World War. It was fought between the Axis powers (mainly Nazi Germany, Japan and Italy) and the Allies (Britain, France, the Soviet Union and the US). It was a war waged for six years on many fronts, in many places, over land, on sea and in the air. Once again death and destruction was enormous. At least 60 million people, or about 3% of the world's 1939 population, are believed to have been killed, directly or indirectly, as a result of the war. Millions more were injured. Unlike in earlier wars, most of these deaths took place outside the battlefields. Many more civilians than soldiers died from war-related causes. Vast parts of Europe and Asia were devastated, and several cities were destroyed by aerial bombardment or relentless artillery attacks. The war caused an immense amount of economic



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Solutions for Practice Questions (Topic-1) Assertion and Reason



Ans. 3: Christopher Columbus.

Short Answer Type Questions







Ans. 5: (i) Traders and travellers introduced new crops to the lands they travelled. (ii) It is believed that noodles travelled West from China to become spaghetti. (iii) Arabs traders took pasta to Sicily, an Island now in Italy in 5th century. (iv) Many of our common foods such as potatoes, soya, groundnut, maize, tomatoes, chillies, sweet potatoes and so on were not known to our ancestors. (Any three) 1 × 3 = 3







Ans. 2: Silk Route refer to networks of routes connecting Asia with Europe and Northern Africa.













Ans. 5: Option (C) is correct Explanation: The value of British exports to India was much higher than the value of British imports from India.

Very Short Answer Type Questions





























Ans. 1: Option (B) is correct. Explanation: (i) As the demand for food grains grew, the Britain Government restricted the Import of corn. (ii) In 1890, a Cattle plague or Rinderpest spread terrifyingly in Africa. (iii) European conquest was a result of the smallpox germs that Spanish carried on their person and because of their long isolation, Americans had no immunity against these diseases. (iv) Henry Ford adapted the assembly line of a Chicago slaughter house to his new car plant in Detroit. Ans. 2: Option (C) is correct. Explanation: (i) Cowries or seashells were used as a currency in India. (ii) Chinese pottery moved through the Silk route to Europe and Asia. (iii) Ready foodstuff came from China to West which was known as Spaghetti. (iv) In chain of ready Food stuff, Pasta came from Italy through Arab Traders. Ans. 4: Option (C) is correct.



Multiple Choice Questions

[CBSE Marking Scheme, 2016]

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THE MAKING OF A GLOBAL WORLD

Solutions for Practice Questions (Topic-2) Multiple Choice Questions

Case Based MCQs



Ans. 1: Option (B) is correct.

















Ans. 4: (i) G-77 Organisation was formed by the former colonies to demand a New International Economic Order. (ii) It was a period of serious decline in production, employment, income and trade. 1½ + 1 ½ = 3 (CBSE Marking Scheme, 2015)



Short Answer Type Questions



Ans. 2: The International Monetary Fund (IMF) and the World Bank.



Very Short Answer Type Questions









Ans. 1: Option (A) is correct Ans. 5: Option (A) is correct



II. Ans. 1: Option (B) is correct Explanation: As the population increased, the demand for resources increased naturally. Ans. 2: Option (A) is correct. Ans. 3: Option ( C) is correct Explanation: When the demand of food grains increased, Government restricted the import of corn, known as Corn Laws. Ans. 4: Option (D) is correct Ans. 5: Option (B) is correct Ans. 6: Option (D) is correct

Assertion and Reason



l



l

REFLECTIONS Will you be able to analyze the implication of globalization for local economies ? Will you be able to comprehend how globalization is experienced differently by different social groups ?



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CHAPTER

4



Before the Industrial Revolution, Hand Labour and Steam Power, Industrialization in the Colonies, Factories Come Up, The Peculiarities of Industrial Growth, Market for Goods



Syllabus

THE AGE OF INDUSTRIALIZATION

In this chapter you will study History of industrialization, Proto-industrial system, The process of industrialization in Britain, Industrialisation in India.

Industrialization of Britain and India Revision Notes



Proto- Industrialization Proto- Industrialization was the stage when

Key Personality

large scale industrial production took place in the absence of modern factories for the international market.

E.T. Paull: He was the author of 'Dawn of the Century.' He was an American composer, arranger, and sheet music publisher.

Proto- Industrialization: It is referred to as the



Key Word

Key Date



Acquisition of Colonies and the expansion of trade-in the 16th and 17th centuries led to greater demands for goods.

1900: Edward Taylor Paull published the book ''Dawn of the Century''.



phase of industrialisation that existed even before factories began in England and Europe.

In 1900, a popular music publisher E. T. Paull produced a music book that had a picture on the cover page, which shows a goddess-like a figure bearing the flag of the new century, standing on a wheel with wings to symbolise time and her flight is taking her into the future. Floating behind her are the signs of progress: railway, Scan to know camera, machines, printing more about press and factory. this topic The history of industrialization is a story of development, and the modern age is the time of technological developments. Before the factories were started in England and Europe,

Before the Industrial Revolution

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THE AGE OF INDUSTRIALIZATION

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Industrialization: It is the process by which an economy is transformed from primarily agricultural to one based on the manufacturing of goods . Industrial Revolution: The revolution that replaced the cottage industry by the factories. Bourgeoisie : It refers to the social order that is dominated by the so-called middle class. Spinning Jenny: This machine was invented by James Hargreaves in 1764. It speeded up the spinning process and reduced labour demand . The East India Company: It was an English, and later British, a joint-stock company founded in 1600. It was formed to trade in the Indian Ocean region, initially with the East Indies, and later with East Asia. Gomasthas: They were the paid servants who were appointed by the East India Company to supervise weavers, collect supplies and examine the quality of cloth.

The process of industrialization was rapid. It is evident due to the following reasons:  Cotton was the leading sector in the first phase of industrialization. Textile was a dynamic sector.  Ordinary and small innovations were the basis  of growth in many non-mechanised sectors such as food processing, building, pottery, glasswork, tanning, furniture making and production of implements.  Technological changes occurred slowly. They did not spread dramatically across the industrial landscape. Hand Labour and Stream Power:

Key Words

international market in textiles. The Pace of Industrial Change:



there was large-scale industrial production for the international market. This was not based on factories. Many historians now refer to this phase of industrialization as Proto-industrialization.



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After the Industrial Revolution, the new machines and steam power were used in place of animal and manual power for producing the things. The revolution replaced the cottage Industry by factories.

Seasonality of work in many industries meant prolonged periods without work. The fear of unemployment made workers hostile to the introduction of new technology. When the Spinning Jenny was introduced in the woollen industry, women who survived on hand spinning began attacking the new machines.

1730s: The earliest factories in England came up. 1764: James Hargreaves invented the Spinning Jenny . 1780s: Rapid industrialization first began in Britain, starting with mechanized spinning.

Before the introduction of machines in industries, silk and cotton goods from India dominated the



Textiles was a dynamic sector, but a large portion of the output was produced not within factories, but outside, within domestic units.





The worker in the mid-nineteenth century was a traditional craftsperson and labourer.

By the 1750s, the Indian merchants lost their control on exports and the European companies gradually gained power in two ways: By securing a variety of concessions from Local  Courts. Through the Monopoly Rights to trade.  The trading ports of Surat and Hooghly declined and Bombay and Calcutta emerged as new ports which indicated the growth of colonial power.

The industrial workers were known as factory workers.

A variety of Indian merchants and bankers were involved in the network of export trade – financing production, carrying goods and supplying exporters.





Growing at a rapid pace, cotton was the leading sector in the first phase of industrialization up to the 1840s.

Silk and cotton goods from India dominated the international market in textiles much before the advent of machine industries.



Richard Arkwright created the cotton mill. Cotton and metal were the most dynamic industries in Britain.





The abundance of labour in the market affected the lives of workers.

Key Dates

Richard Arkwright: He was a well known British inventor and entrepreneur during the period of the Industrial revolution. He was famous for the development of the spinning frame.



In countries with labour shortage, industrialists were keen on using mechanical power so that the need for human labour can be minimised.

The earliest factories in England were set up by 1730s.

Key Personality



During this period, the upper classes – the aristocrats and the bourgeoisie – preferred things produced by hand.













This Proto-industrial system was controlled by merchants and the goods were produced by a vast number of producers working within their family farms, not in factories. Coming up of the Factories:

In Victorian Britain, there was no shortage of human labour.

To have regular supplies of goods for export, the East

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THE AGE OF INDUSTRIALIZATION

Key Dates





1854:The first cotton mill was set up in Bombay. 1855: The first jute mill was established in Bengal. 1856: The first cotton mill in Bombay started production.



With the expansion of factories, the demand for workers increased. Peasants and artisans, who found no work in the village, went to the industrial centres in search of work. Getting jobs was always difficult so the industrialists usually employed a jobber to get new recruits.

Key Personalities

The industrialists also persuaded the East India Company to sell British manufactured goods in Indian markets as well. Cotton weavers in India faced two problems at the same time :  Their export market collapsed.  The local market shrank due to Manchester imports. When the Civil War broke out, cotton supplies were cut off from the US and thus Britain turned towards India.

The European merchant-industrialists had their own Chambers of Commerce which Indian businessmen were not allowed to join.

Dwarkanath Tagore: He was an industrialist. In Bengal, he made his fortune in the China trade before he turned to industrial investment, setting up six joint-stock companies in the 1830s and 1840s.

















To eliminate the existing traders and brokers connected with the cloth trade, to develop a system of management and control that would eliminate competition, control costs, and ensure regular supplies of cotton and silk goods, the East India Company took two steps: They appointed a paid servant called the  gomastha to supervise weavers, collect supplies, and examine the quality of cloth. It prevented Company weavers from dealing  with other buyers by making it compulsory for those who took loans that they had to handover the cloth they produced to the gomastha. Due to the development of cotton industries in England, the industrial groups worried about the imports from the other countries and thus pressurised the government to impose import duties on cotton textiles.

India by accumulating their wealth partly from exports to China and partly from raw cotton shipments to England.







India Company first established political power so that it could assert a monopoly right to trade.

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The raw cotton exports from India increased which led to the inflation. It affected the weavers who were starved of supplies and were forced to buy raw cotton at exorbitant prices.

Industrialization in India







The first cotton mill in Bombay came up in 1854 and it went into production two years later.

Jobber: A person employed by the industrialists to get new recruits for the mills.

Industrialisation in the colonies

From the late eighteenth century, the British in India began exporting opium to China and took tea from China to England. In Bengal, Dwarkanath Tagore made his fortune in the China trade before he turned to industrial investment, setting up six joint-stock companies in the 1830s and 1840s. In Bombay, Parsis like Dinshaw Petit and Jamsetji Nusserwanji Tata built huge industrial empires in

European Managing Agencies established tea and coffee plantations, acquired land at cheap rates from the Colonial Government; and they invested in mining, indigo and jute.

Key Word



In north India, the Elgin Mill was started in Kanpur in the 1860s, and a year later the First Cotton Mill of Ahmedabad was set up.

Scan to know more about this topic



Around the same time jute mills came up in Bengal, the first was set up in 1855.











Age of Indian Textiles:

A jobber was an old and trusted worker. He got people from his village, ensured them jobs, helped them settle in the city and provided them with money in times of crisis. The jobber therefore, became a person with some authority and power. The peculiarities of Industrial Growth:











Dinshaw Petit and Jamshed jee Tata: They both were Parsis and industrialists who built their huge industrial empire in Bombay.

As the Swadeshi Movement gathered momentum, nationalists mobilised people to boycott foreign cloth. Industrial groups organised themselves to protect their collective interests, pressurising the Government to increase tariff protection and grant other concessions. During the First World War, British mills became busy in the production of uniforms for the army and thus, suddenly India had a big market to supply. Due to the prolonged war, Indian factories were called upon to supply war needs: jute bags, cloth for army Uniforms, tents and leather boots, horse and mule saddles and a host of other items.

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Unable to modernise and compete with the US, Germany and Japan, the economy of Britain crumbled after the War.

Key Word Fly Shuttle: It is a mechanical device used for weaving, moved by means of ropes and pulleys. It places the horizontal threads (called the weft) into the vertical threads (called the warp).

Where the large industries were dominant in Bombay and Bengal, small scale industries were also growing up over the rest of the country. Due to technological changes, the weavers started using looms with a fly shuttle which increased productivity per worker, speeded up production and reduced labour demand.



To market the cloth manufactured by the British in the Indian market, the Manchester industrialists used labels like ‘Made in Manchester’.





























'Dawn of the Century' produced by E.T. Paull is what? (A) A music card (B) A music album (C) A music book (D) A music record































Iron and Steel (a) Seth HukumPlant chand (ii) Bengali (b) Dinshaw Petit Industrialist (iii) Marwari (c) J. N. Tata Businessman (iv) Parsi (d) Dwarkanath Industrialist Tagore (A) (i)-(d), (ii)-(c), (iii)-(b), (iv)-(a) (B) (i)-(c), (ii)-(d), (iii)-(a), (iv)-(b) (C) (i)-(b), (ii)-(a), (iii)-(d), (iv)-(c) (D) (i)-(d), (ii)-(c), (iii)-(a), (iv)-(b) Ans. Option (B) is correct. Q. 3. Arrange the following in the correct sequence: (i) James Hargreaves invented the Spinning Jenny (ii) James Watt patented the Steam Engine. (iii) Richard Arkwright created the First cotton mill. (iv) Matthew Boulton manufactured the new model of Steam Engine. Options: (A) (iv) - (i) - (iii) - (ii) (B) (i) - (iii) - (ii) - (iv) (C) (ii) - (iv) - (i) - (iii) (D) (iii) - (ii) - (iv) - (i) Ans. Option (B) is correct. Explanation : (i) James Hargreaves invented the Spinning Jenny in 1764. (ii) Richard Arkwright created the First Cotton Mill in 1771.

































(i)







Column B















Column A



E. T. Paull



(c)



Steam Engine

(iv) Cotton Mill (d) James Hargreaves (A) (i)-(d), (ii)-(c), (iii)-(b), (iv)-(a) (B) (i)-(c), (ii)-(d), (iii)-(a), (iv)-(b) (C) (i)-(b), (ii)-(a), (iii)-(d), (iv)-(c) (D) (i)-(d), (ii)-(c), (iii)-(a), (iv)-(b) Ans. Option (D) is correct. Q. 2.



(iii)



(b) Richard Arkwright



Music Book



(ii)



James Watt



(a)



Spinning Jenny





(i)

(iii) James Watt patented the Steam Engine in 1781 produced by Newcomen . (iv) Matthew Boulton manufactured the new model of Steam Engine in 1781. Q. 4. Arrange the following in the correct sequence: (i) J. N. Tata set up the First Iron and Steel Plant in Jamshedpur. (ii) Dwarkanath Tagore set up six joint stock companies in Bengal. (iii) Seth Hukumchand set up the First Jute Mill in Calcutta. (iv) Music Publisher E. T. Paull produced a Music Book. Options: (A) (iv) - (i) - (ii) - (iii) (B) (i) - (iv) - (iii) - (ii) (C) (ii) - (iv) - (i) - (iii) (D) (iii) - (ii) - (iv) - (i) Ans. Option (C ) is correct Explanation : (i) Dwarkanath Tagore set up six joint stock companies in Bengal in 1830s and 1840s. (ii) Music Publisher E. T. Paull produced a Music Book in 1900. (iii) J. N. Tata set up the First Iron and Steel Plant in Jamshedpur in 1912. (iv) Seth Hukumchand set up the First Jute Mill in Calcutta in 1917. Q. 5. Study the picture and answer the question that follows:

Column B



Column A





Q. 1.







A Multiple Choice Questions

(1 mark each)





OBJECTIVE TYPE QUESTIONS









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B Assertion & Reason



Ans. Option ( C) is correct Explanation: Dawn of the Century, was a Music book published by E.T. Paull Music Co. of New York, England in 1900. Q. 6. Look at the picture of the famous Indian Entrepreneur and answer the question that follows:

Directions: In the following questions, a statement of assertion (A) is followed by a statement of the reason (R). Mark the correct choice as:



(A) Both assertion (A) and reason (R) are true and reason (R) is the correct explanation of assertion (A).

(B) Both assertion (A) and reason (R) are true but reason (R) is not the correct explanation of assertion (A).

(C) Assertion (A) is true but reason (R) is false.

(D) Assertion (A) is false but reason (R) is true.

Q. 1. Assertion (A): All too often we associate industrialisation with the growth of factory industry. Reason (R): Histories of industrialisation very often



begin with the setting up of the first factories. U Ans. Option (A) is correct. Q. 2. Assertion (A): The most dynamic industries in Britain were clearly cotton and metals. Reason (R): By 1873, Britain was exporting Iron and Steel worth about £77 million, double the value of its Cotton Export.





Q. 3. Assertion (A): The new emerging industries in England could not replace the traditional industries. Reason (R): Ordinary and small innovations were the basis of growth in many non-mechanised sectors.

Reason (R): Invention of machines threatened the employment of many women.

These questions are for practice and their solutions are available at the end of the chapter







Q. 5. Assertion (A): The Ports of Bombay and Calcutta declined. Reason (R): As European companies gradually gained power over Indian trade, local merchants start facing loss and exports from Surat and Hooghly ports fell. Ans. Option (D) is correct. Explanation: The Old ports of Surat and Hooghly declined.



















Q. 4. Assertion (A): There was a lot of opposition to the introduction of Spinning Jenny in the cotton industry.





















Ans. Option (B) is correct. Explanation: Cotton was the leading sector in the first phase of industrialisation up to the 1840s. After that, the Iron and Steel Industry led the way in England from the 1840s and in the colonies from the 1860s as the demand for iron and steel increased rapidly.





























This is a picture of whom? (A) Dwarkanath Tagore (B) Dinshaw Petit (C) Jamsetjee Jejeebhoy (D) Seth Hukumchand Ans. Option (A) is correct. Q. 7. Find the incorrect option from the following: (A) By the beginning of the nineteenth century, manufacturers were printing calendars to popularise their products. (B) Unlike newspapers and magazines, calendars were used even by people who could not read. (C) They were hung tea shops and in poor people's homes just as much as in offices and middleclass apartments. (D) And those who hung the calendars had to see the Advertisements, day after day, through the year. Q. 8. Find the incorrect option from the following: (A) In most Industrial regions workers came from the districts around. (B) Peasants and Artisans who found no work in the village went to the Industrial Centres in search of work. (C) Over 70 percent of workers in the Bombay Cotton Industries in 1911 came from the neighbouring district of Ratnagiri. (D) The Mills of Kanpur got most of their textile hands from the villages within the district of Kanpur. Ans. Option (C) is correct. Explanation: Over 70 percent of workers in the Bombay Cotton Industries in 1911 came from the neighbouring district of Ratnagiri.















































THE AGE OF INDUSTRIALIZATION











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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X



Q. 3. Why did the merchants from towns in Europe began to move to countryside in the Seventeenth and Eighteenth centuries?







(Any other relevant point) (Any one point)











U R (Delhi & OD, 2018)

Ans. Merchants began to move to the countryside in 17th & 18th century because: (i) Merchants could not expand production within towns. (ii) The trade guilds restricted the entry of new people into the trade in towns.

Q. 2. Name the two industrialists of Bombay who built huge industrial empires during Nineteenth Century. R (OD Set I, 2020)











Q. 1. Define the term 'Carding'. R (Delhi Set I, 2020) Ans. Carding is the process by which fibres are disentangled and cleaned for subsequent processing.









Very Short Answer Type Questions (1 mark each)



SUBJECTIVE TYPE QUESTIONS

OR





Ans. Spinning Jenny was a machine which speeded up the spinning process and reduced the labour demands. Q. 5. Which Indian port lost its importance during R Colonial rule?















(v) It was possible to have full use of family labour force. (Any three points to be explained) 1 × 3 = 3 (CBSE Marking Scheme, 2016)





















Ans. (i) Cottagers and villagers were looking for new alternatives of income. (ii) Tiny plots of land with the villagers could not provide work for all members of the family. (iii) Advances offered by the merchants made the villagers readily agree to produce goods for them. (iv) By working for the merchants, they could continue to remain in the villages and do cultivation also.

These questions are for practice and their solutions are available at the end of the chapter



Q. 1. Why did the Elite of Britain prefer Hand-made goods in the mid-nineteenth century? Explain. U R [OD Set-I, 2020] Ans. During this period, the upper classes – the Aristocrats and the Bourgeoisie – preferred things produced by hand because: (i) They symbolised refinement and class. (ii) They were better finished. (iii) They were individually produced and carefully designed.





Short Answer Type Questions-I (3 marks each)





Ans. In towns urban crafts and trade guilds were very powerful. They trained craftspeople, maintained control over production, regulated competition and prices, and restricted the entry of new people into the trade.

Q. 3. “In the Eighteenth century Europe, the Peasants and Artisans in the Countryside readily agreed to work for the Merchants.” Explain any three reasons. U [Board Term-I, 2016, 2015] OR In the 17th century, merchants from towns in Europe began employing peasants and artisans within the villages. Explain. U







Q. 7. State any one reason why during the phase of proto-industrialisation the merchants could not E expand production within towns ?







Ans. Masulipatnam, Hooghly and Surat.







Q. 6. Which Indian Ports had trade links with SouthU east Asian countries?





Ans. (i) A vibrant sea trade operated through the main pre-colonial ports. (ii) Surat on the Gujarat coast connected India to the Gulf and Red sea Ports. (iii) Masulipatnam on the Coromandel Coast and Hooghly in Bengal had trade links with the South east Asian ports. 1×3=3 (CBSE Marking Scheme, 2016)





Q. 2. Name the sea routes that connected India with Asian countries. R [Board Term-I, 2016-17]



R





Q. 4. What was Spinning Jenny?









Topper Answer, 2018

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Q. 4. Why did the Export of Indian textile decline at the beginning of the nineteenth century? Explain any three reasons. R (Delhi Set-I, 2020) Ans. The Export of Indian textile declined at the beginning of the nineteenth century because: (i) Indian Weavers could not compete with cheap machine-made British goods. As raw cotton began to be exported to Britain, the prices in the domestic market shot up. (ii) Manchester-made goods started flooding the Indian market. (iii) High import duties on Indian Cotton Textile was imposed in England. (iv) Exports of British goods to India increased. The Manchester goods flooded Indian Markets. (v) The machine-made goods were cheaper and weavers could not compete with them. (vi) By 1850 the exports of woven cloth drastically declined. (Any three) 5. Describe any three major problems faced by Indian Cotton Weavers in Nineteenth century. U (Delhi & OD, 2018) OR Explain new problem faced by the weavers in 1850s. U [Board Term-I, 2016-17] OR Explain any three problems faced by Indian weavers in 1850s. U OR What problems were faced by the Indian cotton weavers in the 19th century? Describe. U OR State any three problems faced by cotton weavers of India. U 6. ‘Industrialisation gave birth to Imperialism’. Justify the statement with three arguments. R U [Board Term-I, 2016-17] OR How did the Industrial Revolution give rise to Imperialism? Explain. R A [Board Term-I, 2015]

77



Commonly Made Error







Students don't mention the names of Imperialist Countries like Britain, France, Germany etc., in their answers.



It is important to mention about the Economic Control that the Imperialist countries took over.









Answering Tip





Long Answer Type Questions (5 marks each)



Q. 1. How was Foreign trade from India conducted before the age of Machine Industries? Explain. R U [Board Term-I, 2016-17]























Ans.(i) The British Cotton manufacture began to expand. (ii) British manufacturers pressurised the government to restrict cotton imports. (iii) Manufacturers began to search the Overseas Markets for selling their cloth. (iv) Indian textiles faced stiff competition in other international markets.

(v) There was a decline in the share of the textile. (vi) Tariffs were imposed on cloth imports into Britain. (Any three points to be elaborated) 1 × 3 = 3 (CBSE Marking Scheme, 2016)





Q. 3. ‘‘Industrialization has changed the form of Urbanization in the modern period.’’ Analyse the statement with special reference of London.

























Q. 2. Explain any three causes which led to the decline of Indian cotton textiles in the early nineteenth century. R A [Board Term-I, 2016-17]











Ans. (i) Imperialism was the ill-begotten child of Industrialisation. (ii) Industrialisation chiefly needed two things. One of them is the constant supply of raw materials and the other is that the finished goods be sold at the same speed. (iii) The industrialised countries had introduced heavy import duties as protective tariffs to check the import from other countries. (iv) Faced with the problem of finding new markets for their products, the producer nations chose such countries where industrialisation had not yet reached. (v) Hence, a race for bringing those areas under their effective occupation or effective influence started among the various industrialised nations. (vi) As a consequence, Britain, France, Germany and Japan, etc., set up their colonies in Asia, Africa and South America, etc. 1×3=3 (CBSE Marking Scheme, 2016)







Ans. (i) Before the age of machine industries, silk and cotton goods from India dominated the international market in textiles. Coarser cotton was produced in many countries, but the finer varieties often came from India. Armenian and Persian merchants took the goods from Punjab to Afghanistan, Eastern Persia and Central Asia. (ii) Bales of fine textiles were carried on camelback via the northwest frontier, through mountain passes and across deserts. (iii) A vibrant sea trade operated through the main pre-colonial ports. Surat on the Gujarat coast connected India to the Gulf and Red Sea Ports; Masulipatnam on the Coromandel Coast and Hooghly in Bengal had trade links with Southeast Asian Ports. (Any three) 1 × 3 = 3 (CBSE Marking Scheme, 2016)









































[Delhi Set- I, 2019] These questions are for practice and their solutions are available at the end of the chapter

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

brought along with it miseries for newly-emerged class of Industrial Workers.







(i) Abundance of labour: As news of possible jobs travelled to the countryside, hundreds moved to the cities. But everyone was not lucky enough to get an instant job. Many jobseekers had to wait for weeks, spending nights under bridges or in night shelters. Some stayed in Night Refuge set up by private individuals; others went to the Casual Wards maintained by the Poor Law Authorities.







(ii) Seasonality of work: Seasonality of work in many industries meant prolonged periods without work. After the busy season was over, the poor were on the streets again. They either returned to the countryside or looked for odd jobs, which till the mid-nineteenth century were difficult to find.

























Ans. Industrialization had changed the form of urbanization: (i) The early industrial cities of Britain such as Leeds and Manchester attracted a large number of migrants to the Textile Mills. (ii) Many migrants came from rural areas. (iii) London became a Colossal City. (iv) London expanded and became a powerful magnet for the migrants. (v) It became a city of clerks, shopkeepers, skilled artisans and semi-skilled workers. (vi) Apart from the London dockyards, five major types of industries employed a larger number of people from distinctive areas. Any other relevant point. (Any five) (CBSE Marking Scheme, 2019) 5

Detailed Answer:







(i) Industrialization in Britain had widely changed the form of urbanization in the modern period.

(ii) Many rural migrants were attracted to the industrial cities.





(iii) These cities included London, Leeds and Manchester with the craze for working in mills and factories. (iv) As a result, the population of these industrial cities had increased and these cities were mostly occupied by the rural migrants.

Commonly Made Error Jobs were less and abundance of labour is often confused, and even condition of poverty and unemployment is not known to students.







(v) Urbanization led to migration and overpopulation and changed the atmosphere of the newly grown industrialized cities. Q. 4. Describe the life of Workers during the nineteenth century in England.





of

Following is the analysis of this statement with special reference to London:



form



(iii) Poverty and unemployment: At the best of times till the mid-nineteenth century, about 10 per cent of the urban population was extremely poor which went up to anything between 35 per cent and 75 per cent during periods of economic slump. The fear of unemployment made workers hostile to the introduction of new technology. When the Spinning Jenny was introduced in the woollen industry, women who survived on hand spinning began attacking the new machines. After the 1840s, building activity intensified in the cities, opening up greater employment opportunities.



Industrialization had changed the urbanization in the modern period.

Answering Tip

U [OD, Set-I, II, III, 2019]

Besides abundance of labour in the market even seasonality of work also affected their lives, that was also reason of poverty and underemployment in London.



(ii) As the news of possible jobs travelled to the countryside, hundreds tramped to the cities. (iii) The actual possibility of getting a job depends on existing network of friendship & kinship. (v) Many job seekers had to wait weeks spending nights under bridges or in night shelters. (vi) Any other relevant point to be described. (Any five) (CBSE Marking Scheme, 2019) 1×5=5









Q. 6. What was ‘Proto-industrialisation’? Explain the importance of Proto-industrialisation. A [Board Term-I, 2016, 2015] OR What is meant by Proto-industrialisation? Explain any four economic effects of the Proto-industrial system. A







Life of the workers during the nineteenth century in England: The process of industrialisation











Detailed Answer:

U [Board Term-I, 2016-17]







Q. 5. Why were the British Industrialists not keen to introduce Modern Machinery in the nineteenth century? Explain any five reasons.



















Ans. Life of Workers: (i) The abundance of labour in the market affected the lives of Workers.

These questions are for practice and their solutions are available at the end of the chapter

@PROCBSE THE AGE OF INDUSTRIALIZATION























Commonly Made Error

Q. 7. “Series of changes affected the pattern of Industrialization in India by the early twentieth century.” Analyse the statement. A [Delhi Set-I, II, III, 2019]



Instead of tariff protection students have written import duty and taxes.



Answering Tip



Shifting of the interest from Yarn to cloth production of the industrialists is compulsory.

Q. 8. Describe the impact of the First World War on Indian industries. U (CBSE SQP, 2018-19) 







(i) As the Swadeshi Movement gathered momentum, Nationalists mobilized people to boycott foreign cloth. (ii) Industrial groups organized themselves to protect their collective interest. (iii) Pressurizing the government to increase tariff protection and grant other concessions. (iv) The export of Indian yarn to China declined. (v) Industrialists in India began shifting from yarn to cloth production.

















(Any five points to be explained) 1×5=5













(CBSE Marking Scheme, 2019) Detailed Answer: By the early 20th century, a series of changes affected the pattern of industrialization: (i) As the Swadeshi Movement gathered momentum in India, the nationalists mobilized people to boycott foreign cloth and other goods. Industrial groups organized themselves to protect their collective interests pressurizing the government to increase tariff protection and grant other concessions.

How did the First World War proved to be a boon to the Indian industries? Explain. U OR Explain the peculiarities of Indian industrial growth during the First World War. U OR How did industrial production in India increase during the First World War? Explain any five points. U OR “The First World War created favourable conditions for the development of industries in India.” Explain. U OR ‘The First World War turned out to be a boon in disguise for the Indian Industries.’ Justify the statement with suitable arguments. U







OR



(vi) Cotton piece-goods production in India doubled between 1900-1912.

















Ans. Series of changes affected the pattern of Industrialisation in India by the early twentieth century.













Ans. Proto-industrialisation refers to the system of industries that existed in Europe before the arrival of modern machine run factories. Large scale industrial production took place for an international market. It was based in the countryside, not in factories. Effects: (i) Open fields were disappearing and commons were being enclosed so common people had no alternative sources of income. (ii) Many had small plots of land which could not provide work for all family members. (iii) Merchants offered them advances for which they agreed. (iv) They got a source of income which supplemented their shrinking income from cultivation. 1+4=5 (CBSE Marking Scheme, 2016)

79

(ii) From 1906, export of Indian yarn to China declined. So, Indian industrialists shifted their interest from Yarn to cloth production, leading to considerable production of Cotton piece-goods. (iii) The beginning of the First World War created a new situation. Since, British mills were busy producing war materials to meet their own war needs, the export goods to India declined. This allowed to Indian industries to thrive. Indian mills now had a vast home market to supply. (iv) As the war continued, Indian factories were called upon to supply war needs, such as jute bags, cloth for army uniforms, tents, leather boots, horse and mule saddles, etc. New factories were set up and old factories ran double shifts. (v) After the war, industries in Britain got a severe setback. In India, however, local industrialists gradually consolidated their position substituting foreign manufactures and capturing the home. Handicrafts production also expanded in the 20th century.



OR What is meant by Proto-industrialisation? How did it affect the rural Peasants and Artisans? A







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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Answering Tip



















R A [Board Term-I, 2016-17]















The students mainly wrote about the point pertaining to the increased demand for Military goods.



Ans. (i) Advertisements play a very vital role in the marketing of any product. One way in which new consumers are created is through advertisements. (ii) Advertisements make products appear desirable and necessary. (iii) They try to shape the minds of the people and create new needs. (iv) Today, we live in a world where advertisements surround us. They appear in the newspapers, magazines, hoardings, street walls and television screens. (v) From the very beginning of the industrial age; advertisements have played a part in expanding the markets for products and in shaping a new consumer culture. 1×5=5 (CBSE Marking Scheme, 2016)

COMPETENCY BASED QUESTIONS







Historians now have come to increasingly recognize that the typical worker in the mid-nineteenth































(A) James Watt (B) Isaac Newton (C) Newcomen (D) Albert Einstein Ans. Option (C) is correct. Q. 2. Who manufactured the new model of Steam Engine? (A) Matthew Boulton (B) Newcomen (C) James Watt (D) Isaac Newton Ans. Option (A) is correct.

Q. 3. How many steam engines were there at the beginning of the nineteenth century all over the England?















(A) 521 (B) 221 (C) 421 (D) 321 Ans. Option (D) is correct. Explanation: At the beginning of the Nineteenth country, there were no more 321 steam engines all over England.



Consider the case of the Steam Engine. James Watt improved the Steam Engine produced by Newcomen and patented the new engine in 1781. His industrialist friend Matthew Boulton manufactured the new model. But for years he could find no buyers. At the beginning of the nineteenth century, there were no more than 321 steam engines all over England. Of these, 80 were in cotton industries, nine in wool industries and the rest in mining, canal works and ironworks. Steam engines were not used in any of the other industries till much later in the century. So, even the most powerful new technology that enhanced the productivity of labour manifold was slow to be accepted by industrialists.









Q. 1. Who invented or produced the First Steam Engine?





I. Read the extract given below and answer any 5 out of 6 questions : U

(4 marks each)

century was not a machine operator but the traditional craftsperson and labourer.

Case based MCQs



of



(v) Many new workers were employed and everyone worked for longer hours. (vi) Over the war years, industrial production boomed. (vii) Manchester could never recapture its old position in the Indian market. (viii) Cotton production collapsed and exports of cotton cloth from Britain fell dramatically. Local industries consolidated their position capturing the home market. (Any five) 1 × 5=5 (CBSE Marking Scheme, 2018)

Commonly Made Error

Students should mention compulsorily about the status of Manchester in those days and impact on its trade.

Q. 9. Explain with examples the importance Advertisement in the Marketing of the goods.





















Ans. The First World War created a dramatically new situation for the Indian Industries. (i) With the British mills being busy with war production to meet the needs of the army, Manchester imports into India declined. (ii) Indian mills had a vast home market to supply. (iii) As the war prolonged, Indian industries were called upon to supply war needs like, jute bags, cloth for army uniforms, etc. (iv) New factories were set up and old ones ran multiple shifts.

@PROCBSE









(B) Uniforms (D) Tools







(A) Cotton (C) Wool Ans. Option (B) is correct

Q. 2. _______ varieties of hammers and _______ kinds of axes were produced in Britain in mid-nineteenth century.





(B) 500, 55 (D) 400, 45









(A) 500, 45 (C) 300, 145 Ans. Option (A) is correct.



































Q. 5. Machine made goods were for export to the_______.













(A) Colonies (B) Allies (C) Axis Powers (D) Neighbouring countries Ans. Option (A) is correct Explanation: Machine- made goods were for export to the colonies. In countries with labour shortage, industrialists were keen on using mechanical power so that the need for human labour can be minimised.

Q. 6. Why Britain had no problem hiring human hands? (A) There was no shortage of labour (B) They did not want to do large capital investments (C) They were still orthodox (D) Both A & B Ans. Option (D) is correct Explanation: Britian had no problem hiring human hands because they did not want to introduce machines that got rid of human labour and required large capital investment.Moreover there was no shortage of labour in the country





(A) Machine made (B) Hand made (C) Man made (D) None of the above Ans. Option (B) is correct. Explanation: Handmade products were better finished, individually produced and carefully designed.

III. Read the extract given below and answer any 5 out of 6 questions : U













Case Based Subjective Questions



Q. 1. _______ were standardized products, which were produced for a mass market.









A range of products could be produced only with hand labour. Machines were oriented to produce uniforms, standardised goods with intricate designs and specific shapes. In mid-nineteenth century Britain, for instance, 500 varieties of hammers were produced along with 45 kinds of axes. These required human skill and not mechanical technology. In Victorian Britain, the upper classes – the Aristocrats and the Bourgeoisie – preferred things produced by hand. Handmade products came to symbolise refinement and class. They were better finished, individually produced and carefully designed. Machine made goods were for export to the Colonies. In countries with labour shortage, industrialists were keen on using mechanical power so that the need for human labour can be minimised. This was the case in nineteenth-century America. Britain, however, had no problem hiring human hands.

Q. 4. _____ products symbolised refinement and class.





II. Read the extract given below and answer any 5 out of 6 questions : E

(A) Priest classes (B) Lower classes (C) Upper classes (D) Middle classes Ans. Option (C ) is correct.













(B) Coal industries (D) Steam engines







(A) Mining (C) Textile industries Ans. Option (D) is correct

















Q. 6. __________ was in many respects the decisive technology of the Industrial Revolution.

and



















(A) Mining (B) Wool industry (C) Cotton industry (D) All of the Above Ans. Option (D) is correct Explanation: 80 steam engines were in cotton industries, nine in wool industries and the rest in mining, canal works and iron works.













Q. 5. Name the industries in which the steam engines were used.

Q. 3. In Victorian Britain, the Aristocrats bourgeoisie belonged to the _______.

81













(B) 80 (D) 60







(A) 90 (C) 70 Ans. Option (B) is correct.





Q. 4. Out of 321 steam engines, how many were used in cotton industries?



THE AGE OF INDUSTRIALIZATION















The abundance of labour in the market affected the lives of workers. As news of possible jobs travelled to the countryside, hundreds tramped to the cities. The actual possibility of getting a job depended on existing networks of friendship and kin relations. If you had a relative or a friend in a factory, you were more likely to get a job quickly. But not everyone had social connections. Many job-seekers had to wait weeks, spending nights under bridges or in night shelters. Some stayed in Night Refuges that were set up by private individuals; others went

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X



Q. 1. Name one factor that affected the lives of the workers.







Before the age of Machine Industries, silk and cotton goods from India dominated the international market in textiles. Coarser cotton was produced in many countries, but the finer varieties often came from India. Armenian and Persian merchants took the goods from Punjab to Afghanistan, Eastern Persia and Central Asia. Bales of fine textiles were carried on camel back via the north west frontier, through mountain passes and across deserts. A vibrant sea trade operated through the main pre-colonial ports. Surat on the Gujarat coast connected India to the Gulf and









IV. Read the extract given below and answer any 5 out of 6 questions : A+E















Q. 6. What do you understand by seasonal work? Ans. Seasonal work is temporary employment that reoccurs around the same time every year.



Ans. After the busy seasons were over, the poor were on the streets again. Some returned to the countryside in winters while others looked for odd jobs.

Q. 4. How was the trade carried?



Q. 5. What happened after the busy seasons were over?





Ans. Seasonality of work in many industries meant prolonged periods without work.

Ans. Trade was either carried on camel back or through sea routes.





Q. 4. How did the seasonality of work in many industries affect the job seekers?

Q. 5. What was the role of the supply merchants?



Ans. Actual possibility of getting a job depended on existing networks of friendship and kin relations. Many job seekers had to wait for weeks, spending nights under bridges or in night shelters.

Ans. The supply merchants linked the port towns to the inland regions.



Q. 3. Was it easy for the workers to get the job in the cities?

Q. 6. Why did the trade network controlled by the Indian merchants break down by 1750s?



Ans. As the news of the possible jobs travelled to the countryside hundreds of labourers tramped to the cities.

A variety of Indian merchants and bankers were involved in the network of export trade – financing production, carrying goods and supplying exporters. Supply merchants linked the port towns to the inland regions. They gave advances to weavers, procured the woven cloth from weaving villages, and carried the supply to the ports. At the port, the big shippers and export merchants had brokers who negotiated the price and bought goods from the supply merchants operating inland.

By the 1750s this network, controlled by Indian merchants, was breaking down. The European companies gradually gained power—first securing a variety of concessions from local courts, then the monopoly rights to trade. This resulted in a decline of the old ports of Surat and Hoogly through which local merchants had operated. Exports from these ports fell dramatically, the credit that had financed the earlier trade began drying up, and the local bankers slowly went bankrupt. In the last years of the seventeenth century, the gross value of trade that passed through Surat had been Rs. 16 million. By the 1740's it had slumped to Rs 3 million. Q. 1. Which Indian goods dominated the international markets in textile before the age of machine industries? Ans. Before the age of machine industries, silk and cotton goods from India dominated the international markets. Q. 2. What kind of cotton was produced in India? Ans. The finer varieties of cotton were produced in India. Q. 3. Name any one place from where the Armenian and Persian merchants took the goods. Ans. The Armenian and Persian merchants took the goods from Punjab .

Ans. The trade network was breaking down because the European companies were gaining power. They had secured monopoly rights to trade.





Q. 2. What happened when the news of the possible jobs travelled to the countryside?





Ans. Abundance of labour in the market affected the lives of the workers.











Seasonality of work in many industries meant prolonged periods without work. After the busy season was over, the poor were on the streets again. Some returned to the countryside after the winter, when the demand for labour in the rural areas opened up in places. But most looked for odd jobs, which till the mid-nineteenth century were difficult to find.

Red Sea Ports; Masulipatnam on the Coromandel Coast and Hooghly in Bengal had trade links with Southeast Asian Ports.

























to the Casual Wards maintained by the Poor Law authorities.

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THE AGE OF INDUSTRIALIZATION

83

Solutions for Practice Questions

Assertion and Reason

Commonly Made Error





Students wrote decline of Cotton Industries instead of the problems of Cotton Weavers.







Ans. 3: Option (B) is correct. Explanation: Most of the output was not from the industrialised factories but from domestic units which employed more than 80 percent workforce. Ans. 4: Option (A) is correct.











Ans. 7. Option (A) is correct. Explanation: By the late nineteenth century, manufacturers were printing calendars to popularise their products.



(vi) Factories in India also began producing on large scale cheaper machine made goods with which our weavers could not compete. (Any three points to be described.) 1×3=3 [CBSE Marking Scheme, 2018]



Multiple Choice Questions

Answering Tip



Ans. 2: Dinshaw Petit and Jamsetji Nusserwanji Tata.

Students should have clarity about what is being asked in the question and write their answers accordingly.





Ans. 5: Surat.





Very Short Answer Type Questions

Short Answer Type Questions

Long Answer Type Questions Ans. 3: (i) In many industries, the demand for labour was seasonal. (ii) Range of products could be produced only with handlooms. (iii) For certain products, only human skill was required. (iv) Upper Class Society preferred things produced by hands. (v) Handmade products symbolised refinement of class. 1×5=5 (CBSE Marking Scheme, 2016)



























Ans.5.Major problems faced by the Indian cotton weavers were: (i) Their export market collapsed. (ii) The local market shrunk. (iii) Increase in price of raw cotton. (iv) Shortage of cotton. (v) Difficulty of weavers to compete with the imported machine that made cheaper cotton products.

REFLECTIONS • •

Will you be able to get familiarized with the ProtoIndustrial phase and Early-factory system? Did you understand the process of industrialization and its impact on labour class?



@PROCBSE

CHAPTER

5



The First Printed Books, Print comes to Europe, The Print Revolution and its Impact, The Reading Mania, The Nineteenth Century, India and the World of Print, Religious Reform and Public Debates, New Forms of Publication, Print and Censorship



Syllabus

PRINT CULTURE AND THE MODERN WORLD

In this chapter you will study

Topic-1: Print Culture and the Modern World Page No. 84









List of Topics

Topic-2 : The Growth of Press in 19th Century India Page No. 92



First kind of print technology that developed in China, Japan and Korea, the spread of print technology in Europe, Spread of mass literacy in Europe., Print Revolution and its impact, Religious reforms and public debates that took place as a result of the development in print media, Identify the new forms of publication, The journey of print culture in India, Impact of print on poor and women, Trace the growth of the press in India, Relationship between print culture, public debate and politics.

Topic-1

Print Culture and the Modern World Concepts Covered  The beginning of print technology. of print technology in Europe.



Spread and growth

Revision Notes

Beginning of Printing The earliest kind of print technology was developed in China, Japan and Korea. This was a system of Hand Printing.

Key Word



Hand Printing: Printed, or put on a surface, by hand rather than by machine. Books in China were printed by rubbing the paper against the inked surface of woodblocks.

Key Words Woodblock: It is a form of relief printing and is based on the principle that parts that are not to be

printed are cut out. Instead colours are pressed on the raised parts, applied like a relief and this would then be rubbed onto a piece of paper or pushed through the press, in which case, the reliefs would be reversed. Calligraphy: It is an ancient writing technique using flat edged pens to create artistic lettering using thick and thin lines depending on the direction of the stroke. Diamond Sutra: The oldest Japanese book printed in AD 868 containing six sheets of texts and woodcut illustrations. Vellum: A parchment made from the skin of animals.

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PRINT CULTURE AND THE MODERN WORLD

85

@PROCBSE Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

to mechanical printing is known as the print revolution.

Penny Chapbook: It is a term used to describe pocket-size books that were sold by travelling peddlers called chapmen.



The oldest Japanese Buddhist book, the Diamond Sutra was printed in AD 868. In medieval Japan, poems and prose were regularly published and books were cheap and abundant. Print Comes to Europe:

Print Revolution: The shift from hand printing



86

Bibliotheque Bleue: It is the name given to the

Key Personalities

small chapbooks printed on blue paper and sold by itinerant vendors in France from the 17th until the early 19th century.

Gutenberg: He was a German goldsmith and inventor, credited with the invention of the movable type printing in Europe.

Penny Magazines: They were illustrated magazines which were read extensively by working class and women in 19th century Britain. They dealt with teaching proper manners and techniques related to housekeeping for women.

Isaac Newton, Thomas Paine, Voltaire and Jean-Jacques Rousseau: Scientists and thinkers. Bronte Sisters: They are well known as poets and

Cylindrical Press: A printing press in which a

Jane Austen : She is an English novelist who gives

novelists.

rotating cylinder rolls the paper against a printing surface lying on a flat usually horizontal reciprocating bed.

us a glimpse of the world of women in the general rural society in the early 19th century.

George Eliot: Mary Ann Evans known by her pen name George Eliot, was an English novelist, poet, journalist, translator and one of the leading writers of the Victorian era.

Offset Press: Printing technique in which the inked image is transferred from a plate to a rubber blanket and then to the printing surface.

Shilling Series: They were the books which were

Richard M. Hoe: He invented the rotary printing press is the root of many printing presses we use today.

China was the major producer of printed materials. The skilled craftsmen could duplicate, with remarkable accuracy and the different style of writing called Calligraphy. Shanghai was the hub of the new print culture.

duced in Japan.

868 CE: The first Japanese book, ‘The Diamond Sutra’ was printed.

1448 CE: Johann Gutenberg invented the Printing Press.

1450-1550 AD: Printing Press set up in most 1517 CE: Religious reformer Martin Luther printed ‘Ninety-Five Theses’, criticizing many of the practices and rituals of the Roman Catholic Church, starting the ‘Protestant Reformation’. 1558 CE: The Roman Church began maintaining an index of prohibited books.





countries of Europe.



producing books with woodblocks to Europe from China.





11th Century: Paper reached Europe from China. 1439-1440: Marco Polo brought the knowledge of

In the 11th century, Chinese paper reached Europe through the Silk Route. Gutenberg, son of a merchant, mastered the printing technique by 1448. The first book printed by him was the Bible. One hundred eighty copies of this book were printed in three years. Printed books at first closely resembled the written manuscripts in appearance and layout.

Luxury editions were still written by hand on very expensive ‘Vellum’, meant for aristocratic circles. The Print Revolution: The Print Revolution transformed the lives of people. In 1517, the religious reformer Martin Luther wrote ‘Ninety-Five Theses’ criticising the Catholic Church. Printing helped to spread the new ideas of reformation. The Roman Church imposed severe controls over publishers and booksellers. The Reading Mania: In England, Penny Chapbooks were carried, by petty pedlars known as 'Chapmen sold for a Penny'. In France, small books printed on poor quality paper were called the ‘Bibliothèque Bleue’, and were sold at low-price. The periodical press, newspapers and journals carried information about wars, trade as well as news of development in other places. The ideas and writings of the scientists and thinkers like Isaac Newton, Thomas Paine, Voltaire and

768-770 CE: Hand printing technology was intro-



paper against the inked surface of woodblocks.



594 CE: Books in China were printed by rubbing



Key Dates







sold by the pedlars at a very low cost. it was mostly bought by the working class men,women.



For centuries, silk and spices from China flowed into Europe through the Silk Route.

@PROCBSE PRINT CULTURE AND THE MODERN WORLD

artisans and lower-middle-class people. Self-educated working class people wrote political tracts and autobiographies. By the late 18th century, the press came to be made out of metal. Richard M. Hoe of New York made the power-driven Cylindrical Press, which was capable of printing 8,000 sheets per hour. This press was particularly used for printing newspapers. In the late 19th century, the Offset Press was developed. In the 1930s, publishers brought out cheap paperback editions. Printers and publishers continuously developed new strategies to sell their products. In the 1920s in England, popular works were sold in cheap series, called the Shilling Series.













Jean-Jacques Rousseau were printed and read by a large number of audience. The French Revolution occurred Scan to know as printing helped in spreading more about the ideas of liberty, freedom and this topic nationalism. Primary education became compulsory from the late 19th century; children became an important category of readers. The Advent of Print A children’s press, devoted to Technology literature for children, was set up in France in 1857. Penny magazines were especially meant for women. The best-known novelists were Jane Austen, the Bronte Sisters and George Eliot. In the 19th century, libraries in England became instruments for educating the factory workers,



































































(A) Martin Luther (B) Martin Luther King Jr. (C) The Grimm Brothers (D) George Elliot Q. 6. Which of the following countries possessed a huge bureaucratic system which recruited its personnel through Civil Service Examination?















(A) China (B) Korea (C) Japan (D) Britain Ans. Option (A) is correct. Explanation: China possessed a huge bureaucratic system which recruited its personnel through civil service examinations.































B Assertion & Reason

Directions : In the following questions, A statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as.



(A) Both (A) and (R) are true and R is the correct explanation of A.









(B) Both (A) and (R) are true but R is NOT the correct explanation of A.

These questions are for practice and their solutions are available at the end of the chapter















































Q. 1. Choose the correct sequence of events from t he following: (i) Hand printing technology was introduced in Japan. (ii) Paper reached Europe from China. (iii) Books in China were printed by rubbing paper against the inked surface of woodblocks. (iv) The first Japanese book, 'The Diamond Sutra' was printed. Options : (A) (i) - (ii) - (iii) - (iv) (B) (iii) - (i) - (iv) - (ii) (C) (iv) - (iii) - (ii) - (i) (D) (ii) - (i) - (iii) - (iv) Ans. Option (B) is correct. Explanation: (i) Books in China were printed by rubbing paper against the inked surface of woodblocks in AD 594. (ii) Hand printing technology was introduced in Japan in AD 768-770. (iii) The first Japanese book, ‘The Diamond Sutra’ was printed in AD 868. (iv) Paper reached Europe from China in the 11th century. Q. 2. Who were called 'Chapmen'? (Delhi Set-I, 2020) (A) Book seller (B) Paper seller (C) Workers of printing press (D) Seller of 'penny chap books' Q. 3. Which one of the following was NOT the reason for the popularity of scientific ideas among the common people in eighteenth century Europe? (OD Set-I, 2020) (A) Printing of ideas of Isaac Newton

(1 mark each)

(B) Development of printing press (C) Interest of people in science and reason (D) Traditional aristocratic groups supported it Ans. Option (D) is correct. Q. 4. Which one of the following is the oldest Japanese book ? (A) Sutta Pitaka (B) Diamond Sutra (C) Mahavamsa (D) Dipavamsa Ans. Option (b) is correct. Q. 5. Which religious reformer was responsible for the Reformation Movement?



OBJECTIVE TYPE QUESTIONS A Multiple Choice Questions

87

















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Ans. Option ( C) is correct Explanation: About 180 copies were printed and it took three years to produce them. Q. 4. Assertion (A) : The new reading culture was accompanied by a new technology. Reason (R ): From hand printing there was a gradual shift to mechanical printing. (AI) Ans. Option (A) is correct Q. 5. Assertion (A) : The production of handwritten manuscripts could not satisfy the ever increasing demand for books. Reason (R ) : Chinese paper reached Europe via the silk route. Ans. Option (B) is correct Explanation: Copying was laborious, expensive and time-consuming. Manuscripts were fragile, awkward to handle, and could not be carried around or read easily. Therefore, their circulation remained limited.











(C) A is true but R is false. (D) A is false and R is True. Q. 1. Assertion (A) : It is easy for us to imagine a world without printed matter. Reason (R) : We find evidence of the print everywhere around us – in books, journals, newspapers prints of famous paintings, and also in everyday things like theatre programs, official circulars, calendars, diaries, advertisements, cinema posters at street corners. Q. 2. Assertion (A) : Women became important readers as well as writers. Reason (R) : Penny magazines were especially meant for women, as were manuals teaching proper behaviour and housekeeping. Q. 3. Assertion (A) : The first book that Gutenberg printed was the Bible. Reason (R ) : About 500 copies were printed and it took two years to produce.



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

SUBJECTIVE TYPE QUESTIONS



Q. 1. Who invented the Printing Press ? Ans.



R [ Delhi, Set 1, 2020]









Very Short Answer Type Questions (1 mark each)

Ans. The Italian explorer Marco Polo brought the woodblock printing technology to Italy after spending many years in China.





Q. 2. Who brought the knowledge of woodblock printing technique to Italy during the 13th century ? R [ Delhi, Set I, 2020]





Topper Answer, 2020





Q. 3. Why had Englishmen demanded a clamp down on the ‘Vernacular Press’ in the 19th century? U [Delhi & OD, 2019] Ans.





Topper Answer, 2019

These questions are for practice and their solutions are available at the end of the chapter

@PROCBSE PRINT CULTURE AND THE MODERN WORLD



Q. 5. Why did the Roman Catholic Church impose control over publishers and booksellers ? R [Delhi & OD, 2018]

















Detailed Answer: The Imperial State of China for a long time remained the major producer of printed material because Chinese Civil Service Examinations required the use of its preparation and recruitment, which were printed in vast numbers under the sponsorship of the Imperial State. For example from the 16th century onwards, the number of examination candidates went up and thus the volume of print also increased.



Ans. A vast number of printing textbooks were required for the recruitment of a huge number of bureaucratic personnel through civil service examination in China. [CBSE Marking Scheme, 2019]

Ans. It was feared that if there was no control over what was printed and read, then rebellious and irreligious thoughts might spread. [CBSE Marking Scheme, 2018]

Commonly Made Error



Q. 6. What did the Grimm Brothers publish?





Very few students mentioned as to how the print was diversified and readership enhanced.

R



Ans. The Grimm Brothers of Germany compiled traditional folktales gathered from peasants and published them in 1812. Q. 7. “The printing press is the most powerful engine of progress and public opinion is the force that will sweep despotism away.” Who said these words?

Answering Tip Students should mention the name of the



















Q. 4. Why was printing of textbooks sponsored by the Imperial State in China ? R [OD Set-I, II & III, 2019]

Ans. Imperial State in China as a major producer of printed material : (i) Textbooks for examinations were printed in vast numbers. (ii) The use of print was diversified and the readership enhanced. (iii) Import of new western technology and mechanical presses. (iv) Any other relevant point. (Any three points to be explained with example) [CBSE Marking Scheme, 2019] 3



Ans. Buddhist missionaries from China introduced hand printing technology Japan in around 768-778 CE. As a result, the oldest Japanese book “Diamond Sutra” was printed in 868 CE. [CBSE Marking Scheme, 2019]

89







Q. 4. How had hand printing technology introduced in Japan ? U [Delhi Set-I, II & III-2019]







Chinese Civil Service Examinations in their answer, because there was a great demand for this printed material in the Imperial State.

Q. 2. How had novels been easily available to the masses in Europe during the nineteenth century? Explain with examples.







Ans. Louise Sebastian Mercier Q. 8. Which method of hand-printing was developed in China? R Q. 9. How were Bibliotheque Bleue different from penny chapbooks? U Ans. Penny chapbooks were carried by petty pedlars known as chapmen in England. These books were sold for a penny, so that even the poor could buy them.















Detailed Answer:



Q. 1. How had the Imperial State in China been the major producer of printed material for a long time ? Explain with examples.





Short Answer Type Questions (2 marks each)





“BibliothequeBleue’, were low-priced small books printed in France. Both were low priced books printed on poor quality paper but the BiliothequeBleuewere bound in cheap blue covers.

Ans. Novels were easily available for the masses in Europe during nineteenth century : (i) Introduction of circulating libraries. (ii) Technological improvements in printing. (iii) Mass production at low cost. (iv) Innovation in marketing led to expanded sales. (v) Any other relevant point. (Any three points to be explained.) [CBSE Marking Scheme, 2019] 3





U [Delhi Set-I, II, III-2019]











R

U [Delhi Set-I, II, III-2019]

These questions are for practice and their solutions are available at the end of the chapter

With the invention of the printing press, a new reading public emerged. Printing reduced the cost of books. The time and labour required to produce each book came down, and multiple copies could be produced with greater ease. Books flooded the market, thus becoming easily available to the masses. For example– popular ballads and folk tales

@PROCBSE 90

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

were published and such books would be profusely illustrated with pictures which were read widely by the masses.

Access of books increased literacy rate thus creating new culture of reading in Europe. These two points are interlinked and should be mentioned compulsorily in your answer.





Answering Tip















Ans. (i) Access to books created a new culture of reading. (ii) Common people lived in a world of oral culture. (iii) Now the books were less expensive and could be produced in sufficient number. (iv) Any other relevant point. (Any three to be explained) [CBSE Marking Scheme, 2019] 3

Commonly Made Error





The students only mentioned about the nationalist movements brought in due to the print culture.





















Q. 3. How had the printing press created a new culture of reading in Europe ? A [OD Set-I, II, III-2019]









Students should remember that invention of the printing press and technological improvements in printing were the main cause of cut down on the cost of books.

Ans. Transformation due to Print Revolution: (i) It influenced people’s perception and opened up new ways of looking at things. (ii) A new reading public emerged. (iii) Created the possibility of wide circulation of ideas. (iv) Introduced a new world of debate and discussion. (v) Stimulated many distinctive individual interpretations of faith. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2018]



Q. 4. “The ‘Print Revolution’ had transformed the lives of people changing their relationship to information and knowledge.” Analyse the statement. U + A [Delhi/OD,2018]

Answering Tip



Students have written very brief answers for this question, but they have tried to explain the main factors of time, labour, cost, etc.





Commonly Made Error

Detailed Answer:

Answering Tip

















Ans. Print created the possibility of the wide circulation of ideas: Due to print creation, those people who disagreed with established authorities could not print and circulate their ideas. Through the printed message, they could persuade people to think differently. This had significance in different spheres of life. Not everyone welcomed the printed books and those who did also had fears about them. Many were apprehensive of effects that the easier access to printed books could have on people’s minds. It was feared that if there was no control over what was printed and read then rebellious and irreligious thoughts might spread. (To be Analyzed as a whole) 3 [CBSE Marking Scheme, 2018]











Q. 5. How did print introduce debate and discussion? Explain in three points. R OR “Print created the possibility of the wide circulation of ideas and introduced a new world of debate and discussion.” Analyse the statement in the context of religion in Europe. U [CBSE Compartment Set I , II ,III, 2018]

Commonly Made Error Instead of chapbooks and Chapman, candidates have written cheapbooks and cheapmen, which is wrong.

People's perception, their introduction to the new world of debates and discussions should be discussed briefly in this type of question.



















THE READING MANIA : (i) Increase in literacy rate : By the end of the eighteenth century, literacy rate was as high as 60 to 80 per cent in several parts of Europe. As literacy and schools spread in European countries, there was a virtual reading mania. (ii) New forms of literature : In England, penny chapbooks were sold by petty peddlers known as chapmen for a penny, so that even the poor people could buy them easily. In France, 'Bibliotheque Bleue' were printed, which were low-priced small books printed on poor quality paper and bound in cheap blue covers. (iii) Periodicals : The Periodical Press developed from the early eighteenth century, combining information about current affairs with entertainment, about wars and trade, as well as news of developments in other places. Ideas of scientists and philosophers, such as– Isaac Newton, Thomas Paine, Voltaire, Jean Jacques Rousseau, etc. now became more accessible to the common people. Ancient and medieval scientific texts were compiled and published, and maps and scientific diagrams were widely printed. Thus, their ideas about science, reason and rationality found their way into popular literature.

@PROCBSE

PRINT CULTURE AND THE MODERN WORLD

Answering Tip

Q. 9. Explain the reasons favouring shift from hand printing to mechanical printing in China. A [Board Term-I, 2015] OR Explain the different stages of development of printing technology in China. A Ans. The reasons favouring the shift from hand printing to mechanical printing in China are: (i) Textbooks of the Civil Service Examination were printed in vast numbers under the sponsorship of the Imperial State. From the sixteenth century, the number of examination candidates went up and that increased the volume of print.



(ii) Copying was expensive, laborious and time taking.





Ans. (i) The production of handwritten the could not satisfy the ever-increasing demand for books.

(ii) By the seventeenth century, the print was no longer used just by scholar-officials. Merchants used the print in their everyday life, as they collected Trade information. (iii) Reading increasingly became a leisure activity. The new readership preferred fictional narratives, poetry, autobiographies, anthologies of literary masterpieces, and romantic plays. (iv) Rich women began to read, and many women began publishing their poetry and plays. Wives of scholarofficials published their works and courtesans wrote about their lives. The new reading culture was accompanied by the new technology. Western printing techniques and mechanical presses were imported into China and Shanghai became the new hub of the new print culture. (Any three) 1 × 3 = 3

(iii) Manuscripts were fragile, difficult to handle and could not be cared for or read easily. 1 × 3 = 3







U [Board Term-I, 2016-17]





‘With the printing press a new public emerged in Europe’. Justify the statement. U [Board Term-I, 2015]



Long Answer Type (5 marks each) Questions









[CBSE Marking Scheme, 2016]





(Any three) 1 × 3 = 3



Students were confused between China and Japan. They should be clear in their answers.



Commonly Made Error





(ii) The time and labour required to produce each of the book came down, multiple copies could be produced with greater ease. (iii) Books flooded the market, reaching out to an ever-growing readership. (iv) Publishers started publishing popular ballad folk tales with beautiful pictures and illustrations. (v) Knowledge was transferred orally. (vi) Print created the possibility of the wide circulation of ideas and introduced a new world of debate and discussion. (vii) Even those who disagreed with established authorities could now print and circulate their ideas.







(v) The invention of the printing press proved great miracle in spreading knowledge.

Ans. Impact of the Print Revolution in Europe during the 15th and 16th centuries: (i) Printing reduced the cost of books.



(iv) It was Marco Polo, a great explorer, who brought printing knowledge of woodblock from China to Italy.

Q. 1. Describe the impact of the Print Revolution in Europe during 15th and 16th century. A [Board Term-I, 2016-17]



(iii) The Buddhist Missionaries introduced hand printing technology from China to Japan.





(ii) Up to the 6th-century print was used only by the scholar-officials but later it became common.





Ans. (i) The earliest kind of print technology was developed in China, Japan and Korea. In China woodblocks were used for hand printing.

















Q. 8. How had the earliest printing technology developed in the world? Explain with examples. A [Board Term-I, 2016-17]













OR







Q. 7. How did a new reading public emerge with the printing press? Explain.



[CBSE Marking Scheme, 2016]



















Q. 6.Explain any three factors responsible for the invention of new printing techniques. A [Board Term-I, 2016-17]







Students should have rough idea about the topic of debates and discussions, which was mainly on religion.













Answering Tip

The students should mention the details about various types of printing technology.





Students failed to write about the effect on people's mind on reading the printed massages.





Commonly Made Error

91

@PROCBSE 92

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Commonly Made Error





Only the changes made in the education field were mentioned.







e.g., Martin Luther was a German monk, priest, professor and Church Reformer. He challenged the Church to debate his ideas. (viii) This led to division within the Church and the beginning of the Protestant Reformation. (ix) Print and popular religious literature stimulated many distinctive individual interpretations of faith even among little-educated working people. (x) In the sixteenth century, Menocchio, a miller in Italy, reinterpreted the message of the Bible and formulated a view of God and Creation that enraged the Roman Catholic Church. (Any five) 1×5=5 [CBSE Marking Scheme, 2016] Q. 2. Explain with examples how print culture catered to the requirement of children. U [Board Term-I, 2016-17]



Literature books, fairy tales, folk tales were published besides children textbooks.

Q. 3. Describe any five strategies developed by the printers and publishers in the 19th century to sell their products. E

















Answering Tip

Topic-2

The Growth of Press in 19th Century India Concepts Covered  The beginning of the print technology. growth of print technology in Europe.



Spread and

Revision Notes









Beginning of Printing in India India had a very rich and old tradition of handwritten manuscripts in Sanskrit, Arabic, Persian as well as in various vernacular languages. In India, manuscripts were copied on palm leaves and on handmade paper. The printing press first came to Goa with the Portuguese Missionaries in the mid-16th century. In 1710, Dutch Protestant Missionaries had printed 32 Tamil texts.

Key Dates 1710: The



Dutch Protestant Missionaries had printed 32 Tamil texts . 1780: James August Hickey began to edit the ‘Bengal Gazette’, a weekly magazine.

Key Words



Manuscript: Book or document written by hand.





It can also be termed as the original copy – handwritten or typed but not printed. Vernacular language: It refers to the language or dialect that is spoken by the inhabiting people of a particular country or region. From 1780, James August Hickey began to edit the ‘Bengal Gazette’, a weekly magazine.

Key Personality James Augustus Hicky: He was an Irishman



















who launched the first printed newspaper in India, Hicky's Bengal Gazette By the close of the 18th century, printing of many newspapers and journals started. Religious Reform: In the early 19th century, there were intense debates around existing religious issues. Some groups wanted to reform, while others were against them.

This was a time of intense controversies between social and religious reformers. The reformers were focused on the Hindu Orthodoxy over matters like widow immolation, monotheism, Brahmanical priesthood and idolatry.

Many newspapers such as “Sambad Kaumudi” in 1821 by Ram Mohan Roy “Samachar Chandrika” (Hindu Orthodoxy), “Jam-e-Jahan Nama” and “Shamsul Akhbar” from 1822 (Persian newspaper) focused on this matter. In North India, the ‘Ulama’ used lithographic presses, published Persian and Urdu translations of holy scriptures, and printed religious newspapers and tracts to spread their religion. In 1867, Deoband Seminary was founded which published thousands of ‘Fatwas’ telling the Code of Conduct of Muslims and explaining the meanings of Islamic doctrines. Print encouraged the reading of religious texts, especially in the vernacular languages. The first printed edition of the Ramcharitmanas written by Tulsidas came out from Calcutta in 1810. Naval Kishore Press at Lucknow and the Shri Venkateshwar Press in Bombay published numerous religious texts in vernacular languages. New forms of Publication At the end of the 19th century, a new visual culture was started.

@PROCBSE

PRINT CULTURE AND THE MODERN WORLD

Key Personality



Raja Ravi Varma: He was also known as 'The



Father of Modern Indian Art. He was an Indian painter of the 18th century who attained fame and recognition for portraying scenes from the epics of the Mahabharata and Ramayana.

Kailashbashini Debi : She wrote books highlight-

1810: The first printed edition of the Ramcharitmanas written by Tulsidas came out from Calcutta .

1822: Two Persian newspapers ‘Jam-e-Jahan Nama’ and ‘Shamsul Akhbar’ was published.

Bal Gangadhar Tilak: He started the newspaper

1867: Deoband Seminary was founded 1878: The Vernacular Press Act was passed in India.

Painters like Raja Ravi Varma produced images for mass circulation. Cheap prints and calendars were easily available in the market.

1880: Tarabai Shinde and Pandita Ramabai wrote about the miserable lives of upper-caste Hindu women, especially widows. 1926: Begum Rokeya Sakhawat Hossain, an educationist and literary figure, strongly condemned men for withholding education from women. 1907: Bal Gangadhar Tilak wrote with great sympathy about Punjab revolutionaries in his newspaper “Kesari”.

Key Words Ulama: A body of Muslim scholars who are recognized as having specialist knowledge of Islamic sacred law and theology. Vernacular Press Act: Vernacular Press Act enacted in 1878s in British India was to curtail the freedom of the Indian language press.



By the 1870’s, caricatures and cartoons were being published in journals and newspapers.



In 1860, a few Bengali women like Kailashbashini Debi wrote books highlighting the experiences of women.











Hindi printing began seriously in the 1870s.

Print and Censorship Local protest movements created a lot of popular journals. After the Revolt of 1857, the attitude to freedom of the press changed. In 1878, the Vernacular Press Act was passed. In 1907, Bal Gangadhar Tilak wrote with great sympathy about Punjab revolutionaries in his newspaper “Kesari”. This led to his imprisonment in 1908.

OBJECTIVE TYPE QUESTIONS



(B) Jyotiba Phule



(D) Bankim Chandra Chattopadhyay Q. 3. Name the first weekly magazine published in India



by Gangadhar Bhattacharya.









Ans. Option (D) is correct.





(A) Raja Rammohan Roy

These questions are for practice and their solutions are available at the end of the chapter











(D) Bengal Gazette







(C) Sambad Kaumudi









(A) Anandabazar Patrika (B) Yugantar









(A) Manuscripts were highly expensive (B) Manuscripts were widely spread out. (C) Manuscripts were written in English and Hindi. (D) Manuscripts were fragile. Ans. Option (D) is correct. Q. 2. Who wrote about the injustices of the caste system in 'Gulamgiri' ?









(C) Bal Gangadhar Tilak







Q. 1. Why was reading of manuscripts not easy in India? Choose the appropriate reason from the following options: [Delhi Set-I, 2020]

(1 mark each)







named Kesari.



In Punjab, folk literature was printed from the early 20th century. In Bengal, the Battala was devoted to the printing of popular books; pedlars took the Battala publications to homes, enabling women to read in their leisure time. Public libraries were set up in the early 20th century.

Key Dates

ing the experiences of women, about how women were imprisoned at home, kept in ignorance, forced to do hard domestic labour and treated unjustly by the menfolk they served.

A Multiple Choice Questions

93

Explanation: Hicky's Bengal Gazette was the first English-language newspaper published on the Indian subcontinent.

@PROCBSE Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X



































































































Who printed this famous image of Raja Ritudhwaj and Princess Madalsa ? (A) Rabindranath Tagore (B) Raja Rammohan Roy (C) K. T. Ranade (D) Raja Ravi Varma Ans. Option (D) is correct. Q. 6. At which of the following places in India, first printing press was established? (A) Bombay (B) Madras (C) Calcutta (D) Goa Q. 7. In which of the two languages, 50 books were publishedin 1674? (A) Konkani and Kanada (B) Malayalam and Manipuri (C) Telugu and Tamil

Directions : In the following questions, A statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as. (A) Both (A) and (R) are true and R is the correct explanation of A. (B) Both (A) and (R) are true but R is NOT the correct explanation of A. (C) A is true but R is false. (D) A is false and R is True. Q. 1. Assertion (A) : Both Indian press and literature played a vital role in the growth of nationalism in India. Reason (R ): The print culture connected different people and communities and stimulated among them a spirit of togetherness, oneness and nationalism. Q. 2. Assertion (A) : Painters like Raja Ravi Varma helped in producing images for mass circulation. Reason ( R) : By the end of 19th century, a new visual culture had started. Ans. Option (B) is correct Explanation: Increasing number of printing presses helped in the production of visual images and reproduced them in multiple copies. Q. 3. Assertion (A) : The English Government wanted to suppress the native press. Reason (R) : The vernacular newspapers had become assertively nationalist. Q. 4. Assertion (A) : A wider public could now participate in public discussions and express their views. Reason (R) : Printed tracts and newspapers not only spread new ideas, but they also shaped the nature of debate. Ans. Option (A) is correct Q. 5. Assertion (A) : Women’s reading increased enormously in middle-class homes. Reason ( R) : The spread of print culture opened a new world of education and books for many Indian women who had remained confined to their households and families due to the traditional Indian social set-up. Ans. Option (A) is correct













Which of the following aspect best signifies this image of 'Ghor Kali' ? (A) Traditional family roles (B) Destruction of proper family relations. (C) Cultural impact of the West (D) None of the above Ans. Option (B) is correct. Q. 5. Study the picture and answer the question that follows:





















B Assertion & Reason







follows:

(D) Oriya and Bhojpuri Ans : Option (A) is correct



Q. 4. Study the picture and answer the question that



94







Topper Answer, 2020



Q. 1. Name the book published by Raja Ram Mohan Roy. Ans.





Very Short Answer Type Questions



SUBJECTIVE TYPE QUESTIONS (1 mark each) R [ Delhi, Set I , 2020]

@PROCBSE PRINT CULTURE AND THE MODERN WORLD

Ans. The translation of novels into different regional languages helped to stimulate the growth of the novels in new areas.





Q. 4. How had the translation process of novels into regional languages helped to spread their popularity? E [Delhi Set-I 2019]

[CBSE Marking Scheme, 2015]





95

Q. 5. Why had Englishmen demanded a clamp down on the 'Vernacular Press' in the 19th century? U [Delhi & OD, 2019]











Q. 2. Why was the Vernacular Press Act passed in 1878? E [Delhi Set-I, 2020] Ans. It provided the government with extensive rights to censor the reports and editorial in Vernacular press. Q. 3. Why was 'Gulamgiri' book written by Jyotiba Phule in 1871? U [Delhi Set-I, 2020] Ans. To expose the ill treatment of the low castes.







Q. 6. Who brought the first printing press to India?



(2 marks each)

Topper Answer, 2020













Ans.





R

Q. 1. Read the extract given below and answer the questions that follow : E 1+2 = 3 From the early nineteenth century, there were intense debates around religious issues. Different groups confronted the changes happening within colonial society in different ways, and offered a variety of new interpretations of the beliefs of different religions. Some criticized existing practices and campaigned for reform, while others countered the arguments of reformers. These debates were carried out in public and in print. Printed tracts and newspapers not only spread the new ideas, but they shaped the nature of the debate. A wider public could now participate in these public discussions and express their views. New ideas emerged through these clashes of opinions. This was a time of intense controversies between social and religious reformers and the Hindu orthodoxy over matters like widow immolation, monotheism, Brahmanical priesthood and idolatry. In Bengal, as the debate developed, tracts and newspapers proliferated, circulating a variety of arguments. To reach a wider audience, the ideas were printed in the everyday, spoken language of ordinary people. (i) Analyze any one issue of intense debate around religious issues. (ii) Examine the role of print media in these debates.





Short Answer Type Questions











Topper Answer, 2019

@PROCBSE Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Q. 2. "Issues of caste discrimination began to be written about in many printed tracts and essays in India in the late nineteenth century." Support the statements with two suitable example. [Delhi & OD 2019]







96























These questions are for practice and their solutions are available at the end of the chapter











Q. 6. For what purpose did Ram Chaddha, publish ‘Istri Dharam Vichar’? U [Board Term-I, 2015] Ans. (i) In Punjab, similar folk literature discussing women's issues was widely printed from the early 20th century. (ii) Ram Chaddha published the fast-selling ‘Istri Dharam Vichar’ to teach women how to be obedient wives. 1½ + 1½ = 3





Q. 4. Explain any three features of hand written manuscripts before the age of print in India. U [Board Term I, 2016-17]

Ans. (i) After the Revolt of 1857, the attitude to freedom of the press changed. Enraged Englishmen demanded a clampdown on the ‘Native’ press. (ii) As vernacular newspapers became assertively nationalist, the Colonial Government began debating measures of stringent control. [CBSE Marking Scheme, 2016] 1½ + 1½ = 3





Ans. Manuscripts were documents or books written by hand. They were not used widely because: (a) They could not satisfy the ever-increasing demand for books. (b) They were expensive as copying was an expensive, laborious and time-consuming business. (c) Manuscripts were fragile, awkward to handle and could not be carried around or read easily. (d) Their circulation was limited. (Any two) 1+2=3 [CBSE Marking Scheme, 2016]



Q. 5. Why did British Government curb the freedom of the Indian press after the Revolt of 1857? R [Board Term-I, 2016-17]





Q. 3. What is manuscript? Mention any two limitations of it, during the nineteenth century. U [Board Term-I, 2016-17] OR What is a manuscript? Why were they not used widely? U [Board Term-I, 2015]









Topper Answer, 2019

@PROCBSE

PRINT CULTURE AND THE MODERN WORLD







(viii) Hickey published a lot of advertisements including those that related to import and sale of slaves. (ix) By the close of the 18th century, a number of newspapers and journals appeared in print. (Any five) 1 × 5 = 5 [CBSE Marking Scheme, 2016]

What led the Colonial Government to pass the Vernacular Press Act in 1878? How did it affect the vernacular newspapers? A





(vii) From 1780, James Augustus Hickey began to edit the Bengal Gazette, a weekly magazine; it was a private English enterprise and was free from Colonial influence.









Q. 8. Why was Vernacular Press Act passed? Explain about this Act. A [Board Term-I, 2015] OR

(vi) The English language press did not grow in India till quite late even though officials of the East India Company began to import presses from late 17th century.







Ans. (i) This was because of the superstitions and myths that prevailed in the society. (ii) Conservative Hindus believed that a literate girl would be widowed and Muslims feared that educated women would be corrupted by reading Urdu romances. 1½ + 1½ = 3 [CBSE Marking Scheme, 2015]













Q. 7. Why were women not educated in India in the early part of the nineteenth century? Give any two reasons. U [Board Term-I, 2015]

97

Commonly Made Error

Write short notes to show what you know about

There was lot of confusion between South Indian languages between Konkani, Kannada, Tamil and Malayalam.



U + R



'The Vernacular Press Act'?







OR

What restrictions were imposed by the Vernacular A

Answering Tips

Ans. (i) The Vernacular Press Act provided the



Press Act on the Indian Press? Explain.









OR

The students should mention about all foreign communities that introduced printing press in India. Only mentioning about Portuguese shall not be considered as a complete answer.





government with extensive rights to censor reports and editorials in the vernacular press.

newspapers published in different provinces.



that newspaper was warned.

3







Emergence of many social reforms and reform movements. (vi) New ideas emerged through the clashes of opinions. (Any five) 1 × 5 = 5 [CBSE Marking Scheme, 2016]





(v)







(v) The Dutch Protestant Missionaries had printed nearly 32 printed texts in Tamil which were later translated.





(iv) Catholic priests first published printed books in Tamil in Cochin and 1713 first Malayalam book was printed.

(iii) Spread of ideas through printed texts and newspapers led to widespread participation of Indians. (iv) Print propagated against social evils like Sati, child marriage and the purdah system.







(iii) By 1674 about 50 books had been printed in the Konkani and Kannada language.





(ii) Jesuit priests learned Konkani and printed several tracts.











Ans.(i) The Portuguese Missionaries first introduced printing press in India in the mid-16th century.





A [Board Term-I, 2016-17]

Religious texts, reached a wide circle of people encouraging discussions, debates and controversies within and among different religions. (ii) Newspapers conveyed news from one place to other creating pan-Indian identities.



Ans. (i)



foreigners to introduce printing press in India.





Q. 1. Explain briefly the initial efforts made by









Long Answer Type Questions (5 marks each)







seized and the printing machinery could be seized.





(iv) If the warning was ignored, the press was liable to be

Q. 2. “Print not only stimulated the publication of conflicting opinions amongst communities, but it also connected communities and people in different parts of India.” Examine the statement. A [Board Term-I 2016-17] OR Evaluate the role of print in connecting various communities in different parts of India. A



(iii) If any report was judged as seditious, then quickly







(ii) The government kept regular track of the vernacular

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X



COMPETENCY BASED QUESTIONS



































Q. 1. Martin Luther wrote ................... theses against Roman Catholic Church. 1 (A) Fifty Five (B) Ninety Five (C) Sixty Five (D) Eighty Five Ans. Option (B) is correct Q. 2. A Printed copy of the theses was posted on a ................... in Wittenberg. 1 (A) Church wall (B) Church door (C) Church window (D) Church furniture Ans. Option (B) is correct Q. 3. Luther's translation of the New Testament sold ............ copies within few weeks. 1 (A) 5000 (B) 6000 (C) 7000 (D) 4000 Ans. Option (A) is correct Q. 4. Luther's writings challenged the ................ to debate his ideas. 1 (A) City (B) Church (C) People (D) Priests Ans. Option (B) is correct Q. 5. When did Martin Luther write Ninethy Five Theses? (A) 1517 (B) 1518 (C) 1519 (D) 1520 Ans. Option (A) is correct Q. 6. Who led the Protestant Reformation? (A) Johann Gutenberg (B) Martin Luther (C) Louise Sebastian Mercier (D) Charles Metcalfe Ans. Option (A) is correct Explanation: Protestant Reformation was a 16th Century movement to reform Catholic Church dominated by Rome. Martin Luther was one of the main Protestant reformers.















































































































(A) Johann Gutenberg (B) Marco Polo (C) Voltaire (D) Rousseau Ans. Option (A) is correct. Q. 5. The production of handwritten manuscripts could not satisfy the ever-increasing demand for _______. (A) Books (B) Religious reforms (C) Nationalism (D) None of the Above Ans. Option (A) is correct. Q. 6. By the early fifteenth century, _________ were being widely used in Europe to print textiles, playing cards, and religious pictures with simple, brief texts. (A) Blocks (B) Woodblocks (C) Print blocks (D) Manuscripts Ans. Option (B) is correct.



Q. 4. The first-known printing press was developed by: 1













1

















Q. 3. ................ were skilled hand writers: (A) Authors (B) Typists (C) Scribes (D) Secretaries Ans. Option (C) is correct.























(B) Parchment (D) Vellum





(A) Palm leaves (C) Silk Rolls Ans. Option (D) is correct.

















1



Q. 2. In Europe luxury editions were written on:



1



Q. 1. In those days manuscripts were: (A) Printed (B) Handwritten (C) Computerised (D) Typed Ans. Option (B) is correct.



















I. Read the extract given below and answer any 5 out of 6 questions : E But the production of manuscripts could not satisfy the ever-increasing demand for books. Copying was an expensive, laborious and time-consuming business. Manuscripts were fragile, awkward to handle, and could not be carried around or read easily. Their circulation therefore, remained limited. With the growing demand for books, woodblock printing gradually became more and more popular. By the early fifteenth century, woodblocks were being widely used in Europe to print textiles, playing cards, and religious pictures with simple, brief texts. There was a great need for even quicker and cheaper reproduction of texts. This could only be with the invention of new print technology. The breakthrough occurred in Strasbourg, Germany, where Johann Gutenberg developed the firstknown printing press in the 1430s. Answer the following MCQs by choosing the most appropriate option.



II. Read the extract given below and answer any 5 out of 6 the questions : U In 1517, the religious reformer Martin Luther wrote Ninety Five Theses criticising many of the practices and rituals of the Roman Catholic Church. A printed copy of this was posted on a church door in Wittenberg. It challenged the Church to debate his ideas. Luther's writings were immediately reproduced in vast numbers and read widely. This lead to a division within the Church and to the beginning of the Protestant Reformation. Luther's translation of the New Testament sold 5000 copies within a few weeks and a second edition appeared within three months. Deeply grateful to print, Luther said, 'Printings is the ultimate gift of God and the greatest one.' Several scholars, in fact, think that print brought about a new intellectual atmosphere and helped spread the new ideas that led to the reformation. Answer the following MCQs by choosing the most appropriate option.

Case based MCQs

(4 marks each)

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PRINT CULTURE AND THE MODERN WORLD

eighteenth century, combining information about current affairs with entertainment.





Q. 2. Mention any two languages in which the manuscripts were written. Ans. Manuscripts were written in Sanskrit, Arabic, Persian, as well as in various vernacular languages.



Q. 3. Write any two features of the manuscripts. Ans. (i) Manuscripts were highly expensive and fragile.



Q. 1. What is meant by manuscripts? Ans. A manuscript is a handwritten work.









Ans. The chapbook was a term used to describe pocketsize books that were sold by travelling peddlers

Q. 4. Did the use of manuscripts stop after the introduction of print?



(ii) Manuscripts were not widely used in everyday life.





Ans. Manuscripts could not be read easily as the script was written in different styles.

Q. 6. What were manuscripts written on?

Q. 6. When did the periodic press develop? Ans. The periodical press developed from the early

Ans. Many manuscripts were written on palm leaves or on handmade paper.





Ans. BibliothiqueueBleue were popular in France because it appealed to all levels of the French society.





Q. 5. Why were ‘'BibliothequeBleue' popular in France?

Q. 5. Why were manuscripts difficult to read?





Ans. Bibliothèquebleue was the name given to the small chapbooks printed on blue paper and sold by itinerant vendors in France from the 17th until the early 19th century.

Ans. No, the manuscripts continued to be produced till well after the introduction of print, down to the late nineteenth century.



Q. 4. What were 'BibliothequeBleue'?





Ans. Ritual calendars were the other name for almanacs.



















called Chapman. Q. 3. What was the other name for almanacs?

Manuscripts, however, were highly expensive and fragile. They had to be handled carefully, and they could not be read easily as the script was written in different styles. So manuscripts were not widely used in everyday life. Even though pre-colonial Bengal had developed an extensive network of village primary schools, students very often did not read texts. They only learnt to write. Teachers dictated portions of texts from memory and students wrote them down. Many thus became literate without ever actually reading any kinds of texts.

(Any Two)



Q. 2. What is a chapbook?

India had a very rich and old tradition of handwritten manuscripts – in Sanskrit, Arabic, Persian, as well as in various vernacular languages. Manuscripts were copied on palm leaves or on handmade paper. Pages were sometimes beautifully illustrated. They would be either pressed wooden covers or sewn together to ensure preservation. Manuscripts continued to be produced well after the introduction of print, down to the late nineteenth century.





Ans. Pedlars were those who carried chapbooks and sold for a penny, so that even the poor could read it.









Q. 1. Who were pedlars?











III. Read the extract given below and answer any 5 out of 6 questions : E New forms of popular literature appeared in print, targeting new audiences. Booksellers employed pedlars who roamed around villages, carrying little books for sale. There were almanacs or ritual calendars, along with ballads and folktales. But other forms of reading matter, largely for entertainment, began to reach ordinary readers as well. In England, penny chapbooks were carried by petty pedlars known as chapmen, and sold for a penny, so that even the poor could buy them. In France, were the 'BibliothequeBleue', which were low-priced small books printed on poor quality paper, and bound in cheap blue overs. Then there were the romances, printed on four to six pages, and the more substantial 'histories' which were stories about the past. Books were of various sizes, serving many different purposes and interests. The periodical press developed from the early eighteenth century, combining information about current affairs with entertainment. Newspapers and journals carried information about wars and trade as well as news of developments in other places.

IV. Read the extract given below and answer any 5 out of 6 questions : E



(1 × 5 = 5)





Case Based Subjective Questions



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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Solutions for Practice Questions (Topic-1)









Ans. 2: Option (D) is correct. Ans. 5: Option (A) is correct. Explanation: Martin Luther, a German teacher and a monk, brought about the Protestant Reformation when he challenged the Catholic Church's teachings starting in 1517.



Very Short Answer Type Questions Ans. 8: Wood block printing

(i) Serialization of important novels in nineteenthcentury periodicals. This gave birth to a particular way of writing. (ii) In the 1920s in England, popular works were sold in cheap series, called the ‘Shilling Series’. (iii) Publishers feared a decline in book purchases during the Great Depression in the 1930s. They brought out cheap paperback editions of novels to sustain buying. (iv) Printers published new books. (v) In the 20th century, the dust cover or the book jacket was also introduced. 1x5=5

























Long Answer Type Questions Ans. 2: (i) Primary education became compulsory from the late nineteenth century, children became an important category of readers. Production of school textbooks became critical for the publishing industry. (ii) A children’s press devoted to literature for children alone, was set up in France in 1857. (iii) This press published new works as well as old fairy tales and folk tales.



Ans. 3: Printers and publishers continuously developed new strategies to sell their products:









Ans. 1: Option (D) is correct Explanation: It is not easy for us to imagine a world without printed matter. Ans. 2: Option (A) is correct







Assertion and Reason

(iv) The Grimm Brothers in Germany spent years compiling traditional folk tales gathered from peasants. What they collected was edited before the stories were published in a collection in 1812. (v) Anything that was considered unsuitable for children or would appear vulgar to the elites, was not included in the published version. Rural folk tales thus acquired a new form. In this way, print recorded old tales but also changed them. 1×5=5 [CBSE Marking Scheme, 2016]



Multiple Choice Questions

Solutions for Practice Questions (Topic-2) Very Short Answer Type Questions Ans. 6: Portuguese missionaries brought the first printing press to India.

Short Answer Type Questions



Ans. 1: Option (A) is correct Ans. 3: Option (A) is correct











Assertion and Reason





Philosophicas.



Ans. 4: (i) Manuscripts were written on palm leaves or handmade paper. (ii) Pages were beautifully illustrated. (iii) Manuscripts were highly expensive but fragile. (iv) They were in various vernacular languages. (v) They could not be read easily as the script was written in different styles. (Any three points to be explained) 1×3=3 [CBSE Marking Scheme, 2016]

Explanation: Printing operations began in Goa in 1556 (with the first printing press being established at the Jesuit Saint Paul's College in Old Goa), resulting in the publication of Conclusiones













Ans. 2: Option (B) is correct. Ans. 6: Option (D) is correct



Multiple Choice Questions



l



l



l

REFLECTIONS Will you be able to identify the link between print culture and the circulation of ideas? Are you able to familiarize with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past? Did you understand that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change?

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MAP WORK HISTORY—Outline Political Map of India (For Locating and Labelling/Identification) (a) Calcutta (Sep. 1920) (b) Nagpur (Dec. 1920) (c) Madras (1927)









1. Indian National Congress Sessions:













2. Important Centres of Indian National Movement (a) Champaran (Bihar) - Movement of Indigo Planters (b) Kheda (Gujarat) - Peasant Satyagrah (c) Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha (d) Amritsar (Punjab) - Jallianwala Bagh Incident (e) Chauri Chaura (U.P.) - Calling off the Non-Cooperation Movement (f) Dandi (Gujarat) - Civil Disobedience Movement

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

68°

72°

76°

80°

84°

88°

92°

96°

36°

INDIA– Political

36°

Scale km100

0

1: 35.07 million 200

400 km

REFERENCES International Boundary Country Capital Jammu and Kashmir Island

State Boundary

32°

State Headquarter Chauri Chaura J &I. K Islands Is. (Calling-off the Non-Cooperation Movement) Champaran (Movement of Indigo planters)

32°

(d) Amritsar (Jallianwala Bagh Incident) 28°

28°

(e) (a) 24° 24°

(c)

(b) (f)

Kheda (Peasant Satyagraha) 20°

Dandi (Civil Disobedience Ahmedabad Movement) (Cotton Mill Workers Satyagraha)

20°

Y

A

B

16°

A R A B I A N

F

O

16°

S E A

B

E

A

G

N

L

12° 12°

8° 8°

I N D I A N 72°

O C E A N

76°

80°

84°

88°

92°



Q. 1. Two places A and B have been marked the given outline map of India. Identify them and write their correct names on the lines drawn near them. [CBSE SQP 2020-21] (1)



(A) Indian National Congress session at this place in 1927.







PREVIOUS YEARS' QUESTIONS

OR [Delhi Set I, II, III- 2020] [OD Set I, II, III- 2019] [Delhi & OD 2018]





The place where Indian National Congress Session was held. OR









(B) Mahatma Gandhi organized a Satyagraha Movement at this place for Indigo Planters. [CBSE SQP 2020-21] (1)















OR The place where the movement of Indigo Planters was started. [Delhi Set I, II, III- 2020] OR The place where the movement of Indian Planters Organized Satyagraha. [OD Set I, II, III- 2020] OR The place known for Indigo Planters Movement. [Board Term II- 2016] OR The place where the peasants struggled against the Indigo Plantation System. [Board Term II & Delhi set I, II, III- 2015]









Q. 2. Two features ‘A‘ and ‘B‘ are marked on the given political outline map of India. Identify these features with the help of the following information and write their correct names on the lines marked near them: (A) The place where Indian National Congress Session was held. [OD Set I, II, III-2020] (1) OR The place where Indian National Congress Session was held in December 1920. [CBSE SQP-2019-20] OR



[OD Set I, II, III- 2017]

Session of Indian National Congress (1927).

@PROCBSE MAP WORK

[CBSE SQP-2016] [Delhi Set I, II, III- 2015] [CBSE SQP-2020-21] (1) [OD Set- I, II, III- 2019]





103



[OD Set- I, II, III- 2017]

















Q. 3. Two places A and B have been marked on the given outline map of India. Identify them and write their correct names on the lines drawn near them. (A) The place where the Indian National Congress Session was held. [Delhi Set I, II, III- 2019] OR Session of Indian National Congress (1920) [Delhi Set- I, II, III- 2017] OR The place where Congress Session was held in September 1920 [Board Term II- 2016] (B) The city where Jallianwala Bagh incident took place. [Delhi Set I, II, III- 2019] OR Jallianwala Bagh incident. [OD Set- I, II, III- 2017] OR The city where Jallianwala Bagh incident occurred. [Board Term-II] [Delhi Set- I, II, III- 2015]





















(B) The place where Salt Law was broken by Mahatma Gandhi. OR The city where Gandhiji violated the salt law. OR Civil Disobedience Movement.





The place where the Indian National Congress Session was held in 1920.

























Q. 4. Two places A and B have been marked on the given outline map of India. Identify them and write their correct names on the lines drawn near them. (A) The city where Gandhiji organized ‘Satyagraha’ in favour of Cotton Mill Workers’. [Delhi & OD-2018] OR The Place which is known for Cotton Mill Workers Satyagraha. [Board Term II- 2016] (B) Calling off the Non- Cooperation Movement. [Delhi Set I, II, III- 2017] Note: For the Answers of All these Questions refer the Maps given on Page no.s 99 & 100.

qqq

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SELF ASSESSMENT PAPER - 01 Max. Time: 1 hour



Max. Marks : 30



(1 × 10 = 10)

Q. 1. A large part of the Balkans was under the control of the _______ Empire, which witnessed the most serious source of nationalist tensions in Europe after 1871. 1 (A) Greek (B) Russian (C) Prussian (D) Ottoman Q. 2. Which of the following statements are true about the Rowlatt Act? 1 (A) It did not give the government powers to repress political activities. (B) It did not allow detention of political prisoners without trial for two years. (C) It allowed detention of political prisoners without trial for two years. (D) Gandhiji decided to launch nationwide Satyagraha against the Rowlatt Act in 1920. OR Which of the following statements about the Non-cooperation Movement in Awadh is incorrect? 1 (A) The Non-Cooperation movement here was against the talukdars and landlords. (B) In Awadh, the peasants were led by Baba Ramchandra. (C) The tenants had no security of tenure. (D) The peasants did not demand abolition of begar. Q. 3. The main destinations of Indian indentured migrants were the ___________ 1 (A) Caribbean Islands (B) Fiji (C) Mauritius (D) All of the above







[1 Mark each]



























Q. 4. Directions: In the following questions, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as: (A) Both A and R are true and R is the correct explanation of A. (B) Both A and R are true but R is NOT the correct explanation of A. (C) A is true but R is false. (D) A is false and R is True. Assertion (A): The most dynamic industries in Britain were clearly cotton and metals. Reason (R): By 1873, Britain was exporting Iron and Steel worth about £77 million, double the value of its cotton export. Q. 5. Assertion (A): The French Revolution was an influential event that marked the age of revolutions in Europe. Reason (R): The French Revolution transferred the sovereignty from the people to the monarch.































OR Assertion (A): From the very beginning, the French revolutionaries introduced various practices like the ideas of la patrie and le citoyen. Reason (R): This was done to create a sense of collective identity amongst the French people. Q. 6. Read the extract given below and answer any 5 out of 6 the questions: (1 × 5 = 5) A range of products could be produced only with hand labour. Machines were oriented to produce uniforms, standardised goods with intricate designs and specific shapes. In mid-nineteenth century Britain, for instance, 500 varieties of hammers were produced along with 45 kinds of axes. These required human skill and not mechanical technology. In Victorian Britain, the upper classes – the Aristocrats and the Bourgeoisie – preferred things produced by hand. Handmade products came to symbolise refinement and class. They were better finished, individually produced and carefully designed. Machine made goods were for export to the Colonies. In countries with labour shortage, industrialists were keen on using mechanical power so that the need for human labour can be minimised. This was the case in nineteenth-century America. Britain, however, had no problem hiring human hands. (i) _______ were standardized products, which were produced for a mass market. (A) Cotton (B) Uniforms (C) Wool (D) Tools









































Assertion & Reason

































































































Section A

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SELF ASSESSMENT PAPER







































































(ii) ___________ varieties of hammers and ___________ kinds of axes were produced in Britain in mid-nineteenth century. (A) 500, 45 (B) 500, 55 (C) 300, 145 (D) 400, 45 (iii) In Victorian Britain, the aristocrats and bourgeoisie belonged to the ___________ (A) priest classes (B) lower classes (C) upper classes (D) middle classes (iv) ___________ products symbolised refinement and class. (A) Machine made (B) Hand made (C) Man made (D) None of the above (v) Machine made goods were for export to the ___________ (A) colonies (B) allies (C) axis powers (D) neighbouring countries



(vi) Why Britain had no problem in hiring human hands? (A) There was no shortage of labour. (B) They did not want to do large capital investments. (C) They were still orthodox. (D) Both A & B (1 × 2 = 2)





(3 × 2 = 6) 3



3 3











Q. 11. Explain briefly the initial efforts made by foreigners to introduce printing press in India.

Section E

(1 × 5 = 5)



Section D













1 1





Section C

Q. 9. Describe the economic conditions of Britain after the ‘First World War’. OR In what ways did food items offer scope for long distance cultural exchange? Explain. Q. 10. How was foreign trade from India conducted before the age of Machine Industries? Explain.

1





Q. 7. What kind of movement was launched by the tribal peasants of Gudem Hills in Andhra Pradesh? OR Why was the Inland Emigration Act of 1859 troublesome for plantation workers? Q. 8. Why was the Vernacular Press Act passed in 1878?











Section B

















105

5 (1 × 5 = 5)

































Q. 12. Read the extract given below and answer any 5 out of 6 the questions: Quit India Movement The failure of the Cripps Mission and the effects of World War II created widespread discontentment in India. This led Gandhiji to launch a movement calling for complete withdrawal of the British from India. The Congress working committee, in its meeting in Wardha on 14 July, 1942, passed the historic ‘Quit India’ resolution demanding the immediate transfer of power to Indians and quit India. On 8 August, 1942, in Bombay, the All India Congress Committee endorsed the resolution which called for a non-violent mass struggle on the widest possible scale throughout the country. It was on this occasion that Gandhiji delivered the famous ‘Do or Die’ speech. The call for ‘Quit India’ almost brought the state machinery to a standstill in large parts of the country as people voluntarily threw themselves into the thick of the movement. People observed hartals and demonstrations and processions were accompanied by national songs and slogans. The movement was truly a mass movement which brought into its ambit thousands of ordinary people, namely students, workers and peasants. It also saw the active participation of leaders, namely, Jayprakash Narayan, Aruna Asaf Ali and Ram Manohar Lohia and many women such as Matangini Hazra in Bengal, Kanaklata Barua in Assam and Rama Devi in Odisha. The British responded with much force, yet it took more than a year to suppress the movement. (i) What factors led Gandhi to launch Quit India Movement? (ii) What was the main demand of the Quit India Movement? (iii) When and where was the Quit India Resolution passed? (iv) Who gave the slogan ‘Do or Die’? (v) Who was the female leader of the ‘Quit India Movement’? (vi) Why was Quit India Movement a mass movement?

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

(1 × 2 = 2)





Section F











































Q. 13. Two places A and B have been marked on the given outline map of India. Identify them and write their correct names on the lines drawn near them. (i) Indian National Congress Session was held at this place in 1927. 1 (A) Calcutta (B) Madras (C) Varanasi (D) Travancore (ii) The place where the movement of Indigo Planters was started. 1 (A) Champaran (B) Chaura-Chauri (C) Belgaum (D) Jamnagar INDIA– Political Scale 1: 35.07 million km100 50 0

J&K I.

200

400 km

REFERENCES State Boundary International Boundary State Country Capital Headquarter Jammu and Kashmir Is. Islands Island

(B)

(A)



 

Finished Solving the Paper ? Time to evaluate yourself !

OR SCAN THE CODE

For elaborated Solutions

SCAN

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UNIT-II:

CONTEMPORARY INDIA-II

CHAPTER

Development of Resources, Resource Planning - Resource Planning in India, Conservation of Resources, Land Resources, Land Utilization, Land Use Pattern in India, Land Degradation and Conservation Measures Soil as a Resource - Classification of Soils, Soil Erosion and Soil Conservation (excluding Box Information on State of India’s Environment)

Syllabus

In this chapter you will study

List of Topics Topic-1: Resource Planning Page No. 107 

The various types of land and soil resources available in India and its uneven distribution., Meaning and importance of resource planning and why is it done in a country like India., Judicious use of resources and their conservation.

Topic-2 : Land and Soil as Resources Page No. 110 



1

RESOURCES AND DEVELOPMENT

Topic-1

Resource Planning Concepts Covered



Judicious use of resources and their conservation.

Revision Notes What are Resources? Everything available in our Scan to know environment which can be more about used to satisfy our needs, this topic provided it is technologically accessible, economically feasible and culturally acceptable can be termed as Resources and De‘Resource’. velopment (Part-1) Resources are materials which can be transformed in such a way that they become more valuable and useful for fulfilling human needs. Natural endowments in the form of land, water, vegetation and minerals are called natural

resources.

For a sustained quality of life and global peace, it is essential that resources should be distributed equally. Sustainable Economic Development: It means development should take place without damaging the environment and development in the present should not compromise with the needs of the future generations. Rio de Janeiro Earth Summit, 1992: In June 1992, for achieving sustainable development in the 21st century, more than 100 heads of states participated in the first International Earth Summit in Rio de Janeiro in Brazil. The main focus of this summit was to protect the environment and socio-economic development at the global level. The leaders of the states signed the Declaration on Global Climate Change and Biological Diversity.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

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RESOURCES AND DEVELOPMENT

Resource Planning and Conservation: Resource planning is a technique for the proper utilization of resources. Resource planning involves the following steps:  Identification and inventory of resources, which involves surveying, mapping and quantitative as well as qualitative estimation and measurement of resources.  Implementation of resource development plans, which involves creating a planning structure equipped with appropriate technology, skill and institutional setup.  Matching resource development plan with overall national development plans. Resource development and planning reduce wastage, keeps the environment pollution free, and take care of future needs. The management of resources by humans is known as conservation. Conservation of resources includes a judicious and planned use of resources. Optimum exploitation is a must, but over-exploitation should be checked.

Key Words Resources: All the useful elements of the

environment that satisfy our basic needs are called resources. Natural Groups: A natural resource is something that is found in nature and can be used by people for economic gain. Earth's natural resources include light, air, water, plants, animals, soil, stone, minerals, fossil fuels, etc. Conservation: Prevention of wasteful use of a resource. Conservation of Resources: Planned use of resources in order to meet the present needs and to store a part for the future generations. International Earth Summit: The conference held at Rio de Janeiro, Brazil (June 3–14, 1992), to reconcile worldwide economic development with protection of the environment. Resource Planning: It is a strategy for judicious use of resources.



A Multiple Choice Questions

Explanation: The development of resources depends on technology and level of their feasibility. Q. 4. __________ Zone is the oceanic zone in which the country has the right to do fishing, drilling, etc.



























These questions are for practice and their solutions are available at the end of the chapter

















(C) (D) Q. 1.











(B)

















Directions : In the following questions, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as: Both A and R are true and R is the correct explanation of A. Both A and R are true, but R is NOT the correct explanation of A. A is true, but R is false. A is false and R is true. Assertion (A): Resources are vital for human survival as well as for maintaining the quality of life. Reason (R): It was believed that resources are free gifts of nature.



















(A)



































B Assertion & Reason





(A) Marine Economic (B) Exclusive Economic (C) Aquatic Economic (D) International Economic Ans. Option (B) is correct Q. 5. Development which should take place without damaging the environment and compromising with the needs of the future generations is called __________ development. (A) sustainable (B) future (C) resource (D) collateral Ans. Option (A) is correct









(1 mark each)





OBJECTIVE TYPE QUESTIONS

Q. 1. Arrange the following in the correct sequence: Resource planning in India involves: (i) Evolving a planning structure endowed with appropriate technology, skill and institutional set up for implementing resource development plans. (ii) Identification and inventory of resources across the regions of the country. This involves surveying, mapping and qualitative and quantitative estimation and measurement of the resources. (iii) Matching the resource development plans with overall national development plans. Options: (A) (i) - (ii) - (iii) (B) (iii) - (i) - (ii) (C) (ii) - (i) - (iii) (D) (i) - (iii) - (ii) Ans. Option (C) is correct. Q. 2. "There is enough for everybody's need and not for R anybody's greed". Who said this ? (A) Jawaharlal Nehru (B) Atal Bihari Vajpayee (C) M. K. Gandhi (D) Sunder Lal Bahuguna Ans. Option (C) is correct. Explanation: According to Gandhiji, the greedy and selfish individuals, and exploitative nature of modern technology are the root cause for resource depletion at the global level. Q. 3. Resources which are surveyed and their quantity and quality have been determined for utilisation is known as _______________________. (A) Potential resources (B) Stock (C) Developed resources (D) Reserves Ans. Option (C) is correct.

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Ans. Option (B) is correct Explanation: Many farmers own land which is allotted to them by government against the payment of revenue. Q. 4. Assertion (A): Planning is the widely accepted strategy for judicious use of resources. Reason (R): It has importance in a country like India, which has enormous diversity in the availability of resources.

Q. 2. Assertion (A): Human beings themselves are essential components of resources. Reason (R): They transform material available in our environment into resources and use them. Q. 3. Assertion (A): In villages there are people with land ownership but there are many who are landless. Reason (R): Urban people own plots, houses and other property. Plantation, pasture lands, ponds, water in wells, etc.



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X





110

SUBJECTIVE TYPE QUESTIONS

Q. 1. Describe the importance of judicious use of E [Delhi Set-I, 2020] resources. OR Describe the different steps of ‘resource planning. E [Delhi Set-I, 2020]

Ans. Following are the three steps of ‘resource planning’: (i) Through surveying, mapping, qualitative & quantitative estimation of resources.















The students mentioned incorrect names of the states.



Students should remember both points, the richness of resources and also deficiency of resources in that particular state.



Topic-2











Ans. Yes, there are regions which are rich in certain types of resources, but are deficient in some other resources. (i) Jharkhand, Chhattisgarh and Madhya Pradesh are rich in minerals and coal deposits. (ii) Arunachal Pradesh has an abundance of water resources, but lacks in infrastructural development.

Ans. (i) If the present trend of resource depletion by few individuals continues, the future of our planet is in danger. (ii) Planning is essential for sustainable existence of all forms of life. Resource planning becomes extremely important in a country like India, which has enormous diversity in the availability of resources. (iii) Indiscriminate exploitation of resources has led to global ecological crises. 1 × 3 = 3 [CBSE Marking Scheme, 2016]





Q. 3. Why is it essential to have resource planning? Explain any three reasons. A [Board Term-I, 2016-17]









Answering Tip





(iii) Rajasthan is endowed with solar and wind energy but lacks in water resources. (iv) The cold desert of Ladakh is relatively isolated from the rest of the country. It has a very rich cultural heritage, but it is deficient in water, infrastructure and some vital minerals. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2016]

Commonly Made Error

(ii) Evolving a planning structure endowed with appropriate technology, skill and institutional set up for implementing resource development plans. (iii) Matching the resource development plans with overall national development plans. (1×3=3) [CBSE Marking Scheme, 2020]

Q. 2. “In India, some regions are rich in certain types of resources but deficient in some other resources”. Do you agree with the statement? Support your answer with any three examples. A [Board Term-I, 2016-17]





























Short Answer Type (2 marks each) Questions

Land and Soil as Resources Concepts Covered  Land Resources, Soil and Types of Soil.

Revision Notes Land resources and their uses: India has a variety of relief features like mountains, plateaus and plains. 43% of the country is covered These questions are for practice and their solutions are available at the end of the chapter

with plains and they provide cultivable land for growing crops. 30% of the country is covered by mountains and they provide natural resources

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RESOURCES AND DEVELOPMENT

Culturable waste land: Land not cultivated during the last five years or more in succession including the current year for some reason or the other. Current fallow: This is the land which is left without cultivation for one or less than one agricultural year. Land Use Pattern: It is the arrangement for the uses of land for different purposes. Khadar: It has been formed by the deposition of the new alluvial soil and is found in the low land. Bangar: It consists of older alluvial soil which is higher in sandy loam content.















l Other uncultivated land (excluding fallow land): (a) Permanent pastures and grazing land, (b) Land under miscellaneous tree crops groves (not included in net sown area), (c) Culturable waste land: left uncultivated for more than 5 agricultural years. l Fallow land: (a) Current fallow: Left without cultivation for one or less than one agricultural year, (b) Other than current fallow: left uncultivated for the past 1 to 5 agricultural years. l Net sown area: The total geographical area of India is 3.28 million sq km. Land use data, however, is available only for 93% of the total geographical area. At present there are about 130 million hectares of degraded land in India of which 28% belong to the forest degraded area, 56% of it is water eroded and the rest is affected by saline and alkaline deposits. The land use pattern in India is determined by both physical factors such as topography, climate, soil types; human factors such as population density, technological capability, culture, traditions, etc. Human activities that caused degradation of land in India: l Deforestation l Overgrazing l Mining and quarrying Other factors that led to degradation of land in







Key Facts The soil in India is influenced by the altitude, climate and disproportionate rainfall. Soil is a living system. A single gram of healthy soil contains millions of organisms including earthworms, nematodes, mites, insects, fungi and bacteria. l This soil contains adequate proportion of potash, phosphoric acid and lime. l This soil is ideal for the growth of sugarcane, paddy, wheat and other cereal and pulse crops.  Black soil: l Also called regur soil, this soil is black. l This soil is ideal for growing cotton. l This soil is found in the plateaus of Maharashtra, Saurashtra, Malwa, Madhya Pradesh and Chhattisgarh and extends in the south-east direction along 

Key Words

India: l Over irrigation making land saline and alkaline l Dust generated from cement ceramic industry l Industrial effluents Suggestions for conservation of land: l Afforestation l Proper control on grazing l Planting of shelter belts of plants l Stabilisation of sand dunes by planting thorny bushes l Proper utilization of wasteland l Control on mining l Discharge of industrial effluents and wastes after treatment Soil: is the most important renewable natural resource. It is the medium of plant growth and supports different types of living organisms on the earth. Relief, parent rock or bedrock, climate, vegetation and other forms of life and time are important factors in the formation of soil. Soil also consists of organic material (humus) and inorganic materials. Factors responsible for the formation of the soil: l Colour of the soil l Thickness of the soil l Texture of the soil l Age of the soil l Chemical and physical properties of the soil Soils of India can be classified on the following basis: India has varied relief features, landforms, climatic realms and vegetation types. These features contributed to the development of various types of soils. Types of soils found in India:  Alluvial soil: l Widely spread in north Indian plains, alluvial soil as a whole is very fertile. l It is classified as: Khadar (new alluvial) and Bangar (old alluvial).





like forests and wildlife. 27% Scan to know of the country is covered more about by plateaus, which contain this topic mineral resources, forests and some arable land. Land resources are used for the following purposes: l Forests Resources and De l Land not available for velopment (Part-2) cultivation: (a) Barren and wasteland (b) Land put to non-agricultural uses, e.g. buildings, roads, factories, etc.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

l l l l l l

l l l l l l l l l

Denudation: It is the wearing away of the terrestrial surface by processes including weathering and erosion. Soil erosion: It is a gradual process that occurs when the impact of water or wind detaches and removes soil particles, causing the soil to deteriorate. Badland: They are a type of arid terrain with clayrich soil that has been extensively eroded by wind and water. Ravine: A small narrow steep-sided valley that is larger than a gully and smaller than a canyon and that is usually worn by running water. Sheet Erosion: It is the uniform removal of soil in thin layers. Wind Erosion: It is a natural process that moves soil from one location to another by wind power. Contour Ploughing: It is the process of farming by keeping the lines of contour on the sloppy regions. Plugging of gullies: It means building temporary dams or planting trees to check fast flowing water or to prevent flood.

l

l

l

l

l l l

Key Words

soil erosion.

Natural forces like wind, glaciers, and water lead to soil erosion. Sometimes, human activities like deforestation, overgrazing, construction and mining also lead to soil erosion. Ø Types of soil erosion: Gully Erosion: Sometimes running water cuts through the clayey soils and makes deep channels as gullies. The land becomes unfit for cultivation and is known as bad land. Sheet Erosion: In the Chambal basin such lands are called ravines. Sometimes water flows as a sheet over large areas down a slope. In such cases, the topsoil is washed away. This is known as sheet erosion. Wind Erosion: When wind blows loose soil off flat or sloping land, it is known as wind erosion. Defective Farming Methods: Soil erosion is also caused by defective methods of farming. For example, ploughing in a wrong way, i.e., up and down the slope forms channels for the quick flow of water, leading to soil erosion. Ø Measures for soil conservation: Contour ploughing Terrace farming Strip cropping Shelter belts of trees Plugging of gullies Afforestation Control of mining activities

l



 Arid soil: This soil is generally sandy in texture and saline in nature. This soil lacks humus and moisture. This soil is found in Western Rajasthan, Punjab and Haryana. The lower horizons of the soil are occupied by Kankar.  Forest soil: This soil is found in hilly and mountainous regions. This soil is loamy and silty in valley sides, while coarse grained in the upper slopes. Ø Soil Erosion: The denudation and subsequent washing down of topsoil which is covered by agents of nature. E.g. wind, water, glacier and air is called

l



l



l



l



l







l

the Godavari and the Krishna valleys. This soil is rich in soil nutrients, such as calcium carbonate, magnesium, potash and lime, but poor in phosphorus contents. The black soil is made up of extremely fine, i.e., clayey material. It is well-known for its capacity to hold moisture.  Red and yellow soil: This soil develops in areas of low rainfall or crystalline igneous rocks. It is found in Odisha, Chhattisgarh and the piedmont zone of the Western Ghats. Due to the diffusion of iron in crystalline and metamorphic rocks, its colour becomes reddish.  Laterite soil: This soil develops in areas of high temperature and heavy rainfall. Humus content in the soil is low. It is mainly found in Karnataka, Kerala, Tamil Nadu, Madhya Pradesh and hilly areas of Assam and Odisha. It is good for tea, coffee, cashew nut, etc.



OBJECTIVE TYPE QUESTIONS A Multiple Choice Questions Q. 1

Column A (i)

Black Soil

(ii)

(B)

Himalayan Region

(iii) Arid Soil

(C)

Northern Plains

(iv)

(D) Maharashtra

Alluvial Soil

Column B (A) Western Rajasthan

(1 mark each)

Forest Soil

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RESOURCES AND DEVELOPMENT

























Q. 5. Study the given graph and answer the following:











































(B) (i)-(C), (ii)-(D), (iii)-(B), (iv)-(A) (C) (i)-(B), (ii)-(A), (iii)-(D), (iv)-(C) (D) (i)-(A), (ii)-(B), (iii)-(C), (iv)-(D) Ans. Option (A) is correct. Explanation: (i) Black soil is typical of the Basalt region spread over the northwest Deccan plateau and is made up of lava flows. (ii) Northern plains are made of alluvial soil deposited by Himalayan rivers. (iii) In Western Rajasthan, due to dry climate and high temperature, only after proper irrigation does Arid soil become cultivable. (iv) In hilly and mountainous areas enough rain forests are available.

Q. 4. Which of the following is an example of Cultivable Wasteland? (A) Gross cropped area (B) Uncultivated land (C) Barren wasteland R [CBSE SQP, 2020-21] (D) Current fallow land Ans. Option (B) is correct. Explanation: Wasteland is not available for cultivation.







(A) (i)-(D), (ii)-(C), (iii)-(A), (iv)-(B)

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Q. 2.

Column A

Column B

Red and Yellow (A) Rajasthan, Soil Gujarat (B) Odisha, (ii) Laterite Soil Chhattisgarh Alluvial Soil (C) Maharashtra, (iii) Madhya Pradesh Black Soil (D) Karnataka, (iv) Kerala (i)





























(C) Main features of arid soil (D) Main features of laterite soil





Ans. Option (A) is correct. Q. 7. Analyze the information given below, considering one of the following correct options:

These questions are for practice and their solutions are available at the end of the chapter



































(i) Contour ploughing (ii) Terrace farming (iii) Strip cropping (iv) Afforestation Options: (A) Measures for ploughing (B) Measures for soil conservation (C) Measures for terrace farming (D) Measures for afforestation



















How many layers of soil are seen in this soil profile? (A) 2 layers (B) 4 layers U (C) 1 layer (D) 3 layers

(A) Main features of alluvial soil (B) Main features of black soil















































Q. 3. Study the given figure and answer the following:









(A) (i)-(D), (ii)-(C), (iii)-(A), (iv)-(B) (B) (i)-(C), (ii)-(D), (iii)-(B), (iv)-(A) (C) (i)-(B), (ii)-(D), (iii)-(A), (iv)-(C) (D) (i)-(B), (ii)-(A), (iii)-(D), (iv)-(C) Ans. Option (C) is correct.













About how much percent land area is plains? (A) 27% (B) 72% (C) 30% (D) 43% Ans. Option (D) is correct. Explanation: India has variety of relief features. About 43 per cent of the land area is plain, which is utilised for agriculture and industry. Q. 6. Analyze the information given below, considering one of the following correct options: (i) It is formed by the deposition of alluvium brought down by the east-flowing peninsular rivers. (ii) It is highly fertile. (iii) It consists of various proportions of sand, silt and clay. (iv) It is rich in potash, phosphoric acid and lime but deficient in organic matter. Options:

@PROCBSE Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

(B)





















Q. 1. Assertion (A): The availability of resources is a necessary condition for the development of any region. Reason (R): Availability of resources in the absence of corresponding changes in technology may obstruct development. Q. 2. Assertion (A): Proper discharge and disposal of industrial wastes can reduce land degradation in suburban areas. Reason (R): In the states of Punjab, Haryana, western Uttar Pradesh, over-irrigation is responsible for land degradation. Ans. Option (D) is correct. Explanation: Proper discharge and disposal of industrial effluents and wastes after treatment can reduce land degradation in industrial and suburban areas. Q. 3. Assertion (A): India has varied relief features, landforms, climatic realms and vegetation types. Reason (R): These have been deposited by three important Himalayan river systems the Indus, the Ganga and the Brahmaputra. Ans. Option (C) is correct. Explanation: Assertion refers to various relief features that are helpful in the formation of soil. However, Reason refers to the formation of alluvial soil. Q. 4. Assertion(A): Land is a natural resource of utmost importance. Reason (R): It supports natural vegetation, wild life, human life, economic activities, transport and communication systems.





























These questions are for practice and their solutions are available at the end of the chapter





























(C) (D)























Directions : In the following questions, a statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as: Both A and R are true and R is the correct explanation of A. Both A and R are true, but R is NOT the correct explanation of A. A is true, but R is false. A is false and R is true.















































(A)





























B Assertion & Reason





[CBSE Term 1, 2021] Ans. Option (C) is correct Explanation: The Arid soil is red and brown in colour and sandy in texture. It is saline in nature and lacks humus and moisture. Q. 11. Which one of the following human activities has contributed most in land degradation? (A) Deforestation (B) Overgrazing (C) Mining (D) Over-irrigation [CBSE, Term 1, 2021] Q. 12. Which among the following is not a problem of resource development? (A) Depletion of resources for satisfying the greed of few individuals (B) Accumulation of resources in few hands (C) Indiscriminate exploitation of resources (D) An equitable distribution of resources [CBSE, Term 1, 2021] Ans. Option (D) is correct Explanation: An equitable distribution of resources is not a problem of resource development because for a sustained quality of life and global peace, it is essential that resources should be distributed equally. Q. 13. Deforestation due to mining has caused severe land degradation in which one of the following states?

(B) Tamil Nadu (D) Gujarat [CBSE, Term 1, 2021]

Ans. Option (A) is correct Explanation: In Odisha large scale of deforestation is caused due to mining which has affected the quality of land. Coal mining is the major reason of deforestation in Odisha. Q. 14. Which one of the following forces leads to maximum soil erosion in plains? (A) Wind (B) Glacier (C) Running water (D) Earthquake [CBSE, Term 1, 2021]











Q. 8. Find the incorrect option from the following: (A) The cold desert of Ladakh is relatively isolated from rest of the country. (B) It has very rich cultural heritage. (C) It has sufficiency in water, infrastructure and some vital minerals. (D) This calls for balanced resource planning at the national, state, regional and local levels. Q. 9. In which one of the following states is overgrazing the main reason for land degradation? (A) Maharashtra (B) Punjab (C) Haryana (D) Uttar Pradesh [CBSETerm 1, 2021] Ans. Option (A) is correct Explanation: Overgrazing leads to land degradation as it removes the humus content, strips the soil of the vegetal cover making it dry and poor in nutrients. Overgrazing is the main cause of land degradation in states like Maharashtra, Gujarat, Madhya Pradesh, Rajasthan. Q. 10. Identify the soil which ranges from red to brown in colour and is saline in nature: (A) Red soil (B) Laterite soil (C) Arid soil (D) Alluvial soil

(A) Odisha (C) Kerala

















Ans. Option (B) is correct. Explanation: (i) Contour Ploughing can decelerate the flow of water down the slopes. (ii) Terrace cultivation restricts erosion. (iii) Strip cropping breaks up the force of the wind. (iv) Afforestation manages wastelands.



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115

SUBJECTIVE TYPE QUESTIONS (iii)

Q. 1. Suggest and explain any three ways to protect land from degradation in various states of India







Short Answer Type Questions (3 marks each)

E [CBSE SQP, 2020-21]

Red soil is found in parts of Odisha and Chhattisgarh, southern parts of the middle of Ganga plain and along the piedmont zone of the Western Ghats.

Laterite soil is mainly found in Karnataka, Kerala and the hilly areas of Odisha and Assam. 1×3=3



Commonly Made Error Students tend to mix up names of the states in both parts of the answer.







Answering Tip

Names of the states where these types of soil are found should be mentioned.

 















It has more fine It has less particles. particles.





(iii)

Higher concentration of Khadar nodules. fine

Q. 3. Which is the main cause of land degradation in Gujarat, Rajasthan and Madhya Pradesh? How can it be checked? Explain.

Commonly Made Error Students have not written the names of the river deltas.



[Board Term-I, 2015]



U









 

1×3=3



Lower concentration of kankar nodules.



(ii)

Ans. (i) Alluvial soil is widely spread over the northern plains by the three Himalayan river systems – The Indus, The Ganga and The Brahmaputra. (ii) Most fertile soil among all soil types. (iii) Alluvial soil is classified as Bangar and Khadar. (iv) It contains potash, phosphoric acid and lime. (v) Any other relevant point. (Any three points to be explained) 1×3=3 [CBSE Marking Scheme, 2019]

It is new alluvial It is an old alluvial soil. soil.



(i)



Bangar Soils



Khadar Soils





Ans. S. No.

Q. 5. Describe any three main features of 'Alluvial Soil' R [OD Set-I, 2019] found in India. OR Describe any three main features of 'Black Soil' R found in India. [OD Set-I, 2019]



A [CBSE SQP, 2020]





Q. 2. Distinguish between Khadar and Bangar soil.













Ans. (i) Afforestation (ii) Proper management of grazing. (iii) Planting of shelter belts of plants. (iv) Stabilization of sand dunes by growing thorny bushes. (v) Control of mining activities. (vi) Proper discharge and disposal of industrial effluents and wastes after treatment. (vii) Any other relevant point (Any three points) 1×3=3 [CBSE Marking Scheme, 2020]

Answering Tip



(i)

Red soil develops on crystalline igneous rocks in areas of low rainfall.

Laterite soil develops in areas with high temperature and heavy rainfall.

(ii)

Formed due to weathering.

Formed due to leaching.

Name of three rivers should be remembered for deposition of Alluvial soil the Indus, the Ganga and the Brahmaputra (Himalayan river system).



Laterite Soil

Detailed Answer:

These questions are for practice and their solutions are available at the end of the chapter



Red Soil



S.No.











Q. 4. Distinguish between red soil and laterite soil stating any three points of distinction. U [Board Term-I, 2015] Ans.

Three main features of Alluvial Soil found in India are:

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X











(v) After proper irrigation, these soils become cultivable. 1×5=5 [CBSE Marking Scheme, 2015] Q. 2. Why is soil considered as a resource? Explain U [Board Term-I, 2015] with five arguments.





(i) The entire northern plains are made of alluvial soil. These soils also extend in Rajasthan and Gujarat, also found in the eastern coastal plains particularly in the deltas of the Mahanadi, the Godavari, the Krishna and the Kaveri rivers.

















(iii) According to their age, alluvial soils can be classified as old alluvial (Bangar) and new alluvial (Khadar). The bangar soil has higher concentration of kankar nodules than the Khadar. It has more fine particles and is more fertile than the bangar.



Ans. (i) Soil is considered as a resource because it is used to satisfy our needs. (ii) It is the most important renewable natural resource. (iii) It is the medium of plant growth. (iv) It is home to innumerable forms of living organisms on earth. (v) It is the base of our life. 1×5=5 [CBSE Marking, Scheme, 2015]





(ii) Alluvial soils are deposited by three important Himalayan river systems the Indus, the Ganga and the Brahmaputra.

Long Answer Type (5 marks each) Questions Q. 1. Describe any five distinct characteristics of ‘Arid

Very few students were able to answer why soil is considered as a resource.

R [Board Term-I, 2015]



Soils’.











Commonly Made Error

It is important to mention the need of soil in the ecological system.









Answering Tip

Q. 3. What steps can be taken to control soil erosion in hilly areas? 















Ans.(i) Arid soils range from red to brown in colour. (ii) These are sandy in texture and saline in nature. (iii) Due to dry climate and high temperature, evaporation is faster. These soils lack humus and moisture. (iv) These soils are occupied by Kankar. Kankar layer formations in the bottom horizons restrict the infiltration of water.

























Q. 2. _______ existence is a component of sustainable development. (A) Sustainable (B) Mutual (C) Cooperative (D) Happy Ans. Option (A) is correct. Explanation: To sustain life, people have to conserve natural resources and distribute them equally.

























These questions are for practice and their solutions are available at the end of the chapter











Q. 3. Resource __________ is essential for sustainable existence of all forms of life. (A) planning (B) maintenance



















R follow: Resources are vital for human survival as well as for maintaining the quality of life. It was believed that resources are gifts of nature. As a result, human beings used them indiscriminately and this has led to the following major problems: • Depletion of resources for satisfying the greed of a few individuals. • Accumulation of resources in a few hands, which, in turn, divided the society into two segments, i.e., haves and have-nots or rich and poor. • Indiscriminate exploitation of resources has led to global ecological crisis such as, the global warming, ozone layer depletion, environmental pollution and land degradation. Equitable distribution of resources has become essential for sustained quality of life and global peace. If the present trend of resource depletion by a few individuals and countries continues, the future of our planet is in danger.

Therefore, resource planning is essential for sustainable existence of all forms of life. Sustainable existence is a component of sustainable development. Answer the following MCQs by choosing the most appropriate option: Q. 1. Resources are vital for human survival as well as for maintaining the quality of __________. (A) work (B) life (C) peace (D) All of the above Ans. Option (B) is correct. Explanation: Resources changed the way of life from traditional to modern that improves the quality of life.



Attempt any 4 sub-parts from each question. Each sub-part carries 1 mark. I. Read the extract and answer the questions that







Case based MCQs

(4 marks each)





COMPETENCY BASED QUESTIONS

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U questions that follow: Arid soils range from red to brown in colour. They are generally sandy in texture and saline in nature. In some areas the salt content is very high and common salt is obtained by evaporating the water. Due to the dry climate, high temperature, evaporation is faster and the soil lacks humus and moisture. The lower horizons of the soil are occupied by Kankar because of the increasing calcium content downwards. The Kankar layer formations in the bottom horizons restrict the infiltration of water. After proper irrigation these soils become cultivable as has been in the case of western Rajasthan. (Source: CBSE TB) How can arid soil be identified? Arid soil is sandy in texture, saline in nature, restricts the filtration of water and it lacks humus and moisture. Which crops are grown on arid soil? Drought and saline-tolerant crops such as wheat, cotton, corn (maize), millets, pulses, and barley can be grown on arid soil. Where is arid soil found in India? In India, the arid soil is mainly found in parts of Western Rajasthan, Haryana and Punjab and extends up to the Rann of Kutch in Gujarat. What restricts the infiltration of water in arid soil? In desert, lower horizons of soil is occupied by kankar layer due to increased movement of calcium content downward and this kankar layer in the bottom horizons restricts the infiltration of water. Read the case study given below and answer the U questions that follow: Total geographical area of India is 3.28 million sq km. Land use data, however, is available only for 93 per cent of the total geographical area because the land use reporting for most of the north-east states except Assam has not been done fully. Moreover, some areas of Jammu and Kashmir occupied by Pakistan and China have also not been surveyed. The land under permanent pasture has also decreased. How are we able to feed our huge cattle population on this pasture land and what are the consequences of it? Most of the, other than the 





Q. 4. Ans.





Q. 3. Ans.















Q. 2. Ans.





Q. 1. Ans.





Q. II.



































Ans. Q. 3.

Q. I. Read the case study given below and answer the











Ans. Q. 2.



Case Based Subjective Questions















Q. 1.



































(A) Helps in growing of trees (B) Generates huge quantity of dust in the atmosphere (C) Kills animals (D) None of these Ans. Option (B) is correct. Q. 4. Which of the following activities leads to land degradation? (A) Quarrying (B) Mining (C) Afforestation (D) Both 'A' and 'B' Ans. Option (D) is correct.



A questions that follow: We have shared our land with the past generations and will have to do so with the future generations too. Ninety-five per cent of our basic needs for food, shelter and clothing are obtained from land. Human activities have not only brought about degradation of land, but have also aggravated the pace of natural forces to cause damage to land. Some human activities such as deforestation, overgrazing, mining and quarrying too have contributed significantly to land degradation. Mining sites are abandoned after excavation work is complete leaving deep scars and traces of overburdening. In states like Jharkhand, Chhattisgarh, Madhya Pradesh and Odisha deforestation due to mining has caused severe land degradation. In states like Gujarat, Rajasthan, Madhya Pradesh and Maharashtra overgrazing are one of the main reasons for land degradation. In the states of Punjab, Haryana, and western Uttar Pradesh, over-irrigation responsible for land degradation due to water logging leading to increase in salinity and alkalinity in the soil. The mineral processing like grinding of limestone for cement industry and calcite and soapstone for ceramic industry generate huge quantity of dust in the atmosphere. It retards the process of infiltration of water into the soil after it settles down on the land. In recent years, industrial effluents as waste have become a major source of land and water pollution in many parts of the country. Answer the following MCQs by choosing the most appropriate option: With whom do we share our land? (A) Enemies (B) Oceans and seas (C) China (D) Past and future generations Option (D) is correct. Name some Indian states which are deforested due to mining and overgrazing activities. (A) Jharkhand, Chhattisgarh (B) Karnataka, Kerala (C) Ladakh and Kashmir (D) Lakshadweep Option (A) is correct. What harm does the mineral processing and cement industry do to the environment and land?

117













(C) development (D) existence Ans. Option (A) is correct. Explanation: Through resource planning, we can reduce wastage of resources. Q. 4. Which of the following crisis occurs due to exploitation of resources? (A) Global warming (B) Afforestation (C) Soil conservation (D) All of these Ans. Option (A) is correct. Explanation: Natural resources are unlimited, so if we exploit them consequences occur. II. Read the extract given below and answer the



RESOURCES AND DEVELOPMENT













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Ans.









Q. 4.













Ans.















(i) Indiscriminate use of resources has led to an environmental and ecological crisis. (ii) Most of the resources are non-renewable, if exhausted, they take thousands of years to renew. (iii) Resources are available only in limited quantity which are essential for any developmental activity. Their unavailability can lead to socioeconomic problems in the world. (1×3=3) [CBSE Marking Scheme, 2020]











Ans. 1: Option (B) is correct. Explanation: Resources are used to satisfy the needs, base of economic strength and prosperity of the people. They provide material, energy and favourable conditions for development. Ans. 2: Option (A) is correct. Ans. 4: Option (A) is correct.



Assertion & Reason



Ans. 2: Importance of judicious use of resources are:



Short Answer Type Questions

Solutions for Practice Questions (Topic-2) top layer of land, it moves the soil's organic and inorganic particles alongside the land surface, depositing them in the lower landscape and this causes soil erosion.

Multiple Choice Questions

Ans. 3: Option (B) is correct.

Explanation: It takes millions of years to form soil up to a few cm in depth. Relief, parent rock or bed rock, climate, vegetation and other forms of life and time are important factors in the formation of soil. Ans. 8: Option (C) is correct. Explanation: The Cold Desert of Ladakh has deficiency in water, infrastructure and vital minerals. Ans. 11: Option (A) is correct. Explanation: Deforestation and forest degradation are inter-related. Deforestation occurs when forests are converted to non-forest uses, such as agriculture and road construction, etc. They are the biggest threats to survival of many species and loss of forests in ecosystem reduces the ability of forests to provide essential services to people and nature. Ans. 14: Option (C) is correct.

Assertion & Reason



Ans. 1: Option (A) is correct.

Explanation: We live on land, we perform our economic activities on land and we use it in different ways. Thus, land is a natural resource of utmost importance.









Ans. 4: Option (A) is correct.



Short Answer Type Questions



(a) Afforestation





(b) Proper management overgrazing. 

Explanation: The running water removes the

(ii) Measures to check land degradation due to overgrazing:



Ans. 3: (i) Main Cause: Large scale overgrazing has caused severe land degradation.







Q. 3.

are either grown naturally or by man for grazing purposes. Why has the land under permanent pasture decreased? Land under permanent pasture is decreasing due to increase of population in an uncontrollable rate, demand for food, land for houses, etc., are increasing. Hence, people have started using the pastoral land for making their house or using it as an agricultural land. Why is the net sown area high in Punjab and Haryana; whereas low in Arunachal Pradesh? Arunachal Pradesh is situated in hilly area and it is difficult to produce crops in hilly area; whereas, Punjab and Haryana are situated in plain areas and they have fertile and good quality soil.

Solutions for Practice Questions (Topic-1)





Q. 1. Why is it important to collect land use data? Ans. Land use data is used as basic information for sustainable management of natural resources; they are increasingly needed for the assessment of impacts of economic development on the environment. Q. 2. What is permanent pasture land? Ans. Permanent pastures are those pastures which







current fallow lands, are either of poor quality or the cost of cultivation. The pattern of net sown area varies greatly from one state to another. It is over 80 per cent of the total area in Punjab and Haryana and less than 10 per cent in Arunachal Pradesh, Mizoram, Manipur and Andaman Nicobar Islands.





Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

and

control on 1+2=3

[CBSE Marking Scheme, 2015]

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RESOURCES AND DEVELOPMENT

















Ans.3: Following methods can be used for soil conservation in hilly areas: (i) Contour Ploughing: Contour ploughing or ploughing along the contour lines of a highland can decelerate the flow of water down the slopes. (ii) Terrace Cultivation: Terrace cultivation or cutting of steps around the slopes to provide land for agriculture also checks the downhill flow of water and controls soil erosion, e.g., as in Western and Central Himalayan region. (iii) Strip Cropping: Under this method, large fields can be divided into strips. Strips of grass are left to grow between the crops. This breaks up the force of the wind. (iv) Afforestation: Afforestation or planting of trees in the hilly regions can help in soil conservation. (v) Checking shifting cultivation: It is an agricultural system in which a person uses a piece of land, only to abandon or alter the initial use a short time later. This system often involves clearing of a piece of land followed by several years of wood harvesting or farming until the soil loses fertility. (vi) Shelter Belt: It is a system in which a barrier of trees and shrubs is created that provides protection (as for crops) from wind and storm and lessens erosion. (Any five) (1×5=5) 



3







Detailed Answer: Three main features of Black Soil found in India are: (i) This soil is black in colour and is also known as regur soil. It is typical of the Deccan trap (Basalt) region spread over north-west Deccan plateau. It covers the plateaus of Maharashtra, Saurashtra, Malwa, Madhya Pradesh, Chhattisgarh and extends in the south-east direction along the Godavari and the Krishna valleys. It is made up of extremely fine, i.e., clayey material.

It is generally poor in phosphoric contents.



Some states of the Deccan Plateau should be mentioned in the answer to show where black soil is found in India.





Answering Tip

(iii) In addition, it is rich in soil nutrients such as calcium carbonate, magnesium, potash and lime.

Long Answer Type Questions



 

North-west Deccan is confused with Southwest Deccan plateau.





Commonly Made Error

(ii) It is well known for its capacity to hold moisture. It develops deep cracks during hot weather, and is sticky when wet and difficult to work on unless tilled immediately after the first shower or during the pre-monsoon period.

















Ans. 5: (i) Black soil is black in colour and also known as Regur Soil. (ii) Black soil is well known for its capacity to hold moisture. (iii) It is rich in calcium carbonate, magnesium, potash & lime. (iv) It is ideal for growing cotton. (v) This type of soil is typical of the Deccan trap region spread over north-west Deccan Plateau. (vi) It is made up of lava flow. Any other relevant point (Any three to be explained) 1×3=3 [CBSE Marking Scheme, 2019]







• •











REFLECTIONS Were you able to understand the value of resources and the need for their judicious utilization and conservation? Would you be able to differentiate between various types of resources in collaboration with each other?



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CHAPTER

Conservation of forest and wildlife in India Types and distribution of forests and wildlife resources Community and Conservation

In this chapter you will study

Topic-1

List of Topics Topic-1: Conservation of Forest and Wildlife in India Page No. 120 





The importance of forests and wildlife in our environment, Develop awareness towards depletion of forest and wildlife resources, Importance of conserving forests and wildlife.







Syllabus



2

FOREST AND WILDLIFE

Topic-2 : Types of Distribution of Forest and Wildlife Resources Page No. 123

Conservation of Forest and Wildlife in India Concepts Covered  Role played by local community and government in conservation of forests and wildlife.





in wildlife population and forestry has become essential. Conservation preserves the ecological diversity and our life support systems – water, air and soil. It also preserves the genetic Scan to know diversity of plants and animals more about for better growth of species this topic and breeding. For example, in agriculture, we are still dependent on traditional crop varieties. Conservation of Some estimates suggest that Wildlife at least 10 per cent of India’s Forestinand India recorded wild flora and 20 per cent of its mammals are on the threatened list. Fisheries too are heavily dependent on the maintenance of aquatic biodiversity. In the 1960s and 1970s, conservationists demanded a national wildlife protection programme.



Conservation in the background of rapid decline









Revision Notes The Indian Wildlife (Protection) Act was

implemented in 1972, with various provisions for protecting habitats. An All India list of protected species was also published. The thrust of the programme was towards protecting the remaining population of certain endangered species by banning hunting, giving legal protection to their habitats, and restricting trade in wildlife. The Central Government also announced several projects for protecting specific animals, which were gravely threatened, including the tiger, the onehorned rhinoceros, the Kashmir stag or hangul, three types of crocodiles – fresh water crocodile, saltwater crocodile and the Gharial, the Asiatic lion, and others. Most recently, the Indian elephant, black buck (chinkara), the great Indian bustard (godawan) and the snow leopard, etc. have been given full or partial legal protection against hunting and trade throughout India.

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FOREST AND WILDLIFE

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Key Words Conservation: Prevention of wasteful use of a resource. Aquatic biodiversity: It is the rich and wonderful variety of plants and animals that live in watery habitats. The Wildlife Protection Act: It is legislation that has been implemented for the protection of wild animals, birds, and plants with a view of ensuring the ecological and environmental security of India. Protected species: Certain species that are protected by law, meaning that it can be illegal to kill, injure or capture birds or animals or to pick or damage certain wild plants.

Threatened list species: The species which are vulnerable to endangerment in the near future.

OBJECTIVE TYPE QUESTIONS

especially in the north-eastern and central India, have been deforested or degraded by shifting cultivation (jhum), a type of ‘slash and burn’ agriculture.





















































































(A) Plant (B) Tree (C) Insect (D) Birds Ans. Option (A) is correct. Q. 3. The species whose population has declined to a level from where it is likely to move into the endangered category in the near future if the negative factors continue to operate are called: (A) Endemic species (B) Extinct species (C) Vulnerable species (D) Normal species Ans. Option (C) is correct. Q. 4. Substantial parts of the tribal belts especially in north-eastern India, have been deforested by: (A) Shifting cultivation (B) Mining (C) Infrastructure development (D) Both A & C Ans. Option (A) is correct Explanation: Substantial parts of the tribal belts,





Flora and Fauna in India

Directions: In the following questions, A statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as. (A) Both A and R are true and R is the correct explanation of A. (B) Both A and R are true but R is NOT the correct explanation of A. (C) A is true but R is false (D) A is false and R is True. Q. 1. Assertion (A): Forests plays a key role in the ecological system. Reason(R): Forests are the primary producers on which all other living beings depend. Q. 2. Assertion (A): India is one of the world’s richest countries in terms of its vast array of biological diversity. Reason (R): The Himalayas which form the northern shield is rich in flora and fauna, while on the other hand in the Western Ghats biodiversity is present at its full bloom. Ans. Option (A) is correct Q. 3. Assertion (A): Since 1951, over 5,000 sq km of forest was cleared for river valley projects. Reason (R): Large-scale development projects have contributed significantly to the loss of forest. Ans. Option (A) is correct















B Assertion & Reason



















A Multiple Choice Questions Q. 1. The species which are in danger of extinction are called: (A) Vulnerable species (B) Rare species (C) Endangered species (D) Normal species Q. 2. Madhuca Insignis (a wild variety of Mahua) is a ______. Concept Applied

(1 mark each)

These questions are for practice and their solutions are available at the end of the chapter



















Ans. Peepal, Banyan and Mango. 1 Q. 2. What was the aim of Chipko Movement ? R Ans. Forest conservation. 1 Q. 3. Name the state in which Corbett National Park is located. A





Q. 1. Name a few trees that are considered sacred in India ? R





Very Short Answer Type (1 mark each) Questions



SUBJECTIVE TYPE QUESTIONS

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Topic-2























Ans. We need to save the biodiversity of our planet because: (a) Human beings along with all living organisms form a complex web of ecological system in which they are only a part and are very much dependent on this system for their existence.

(b) The plants, animals and micro-organisms recreate the quality of the air we breathe, the water we drink and the soil that produces our food without which we cannot survive

(c) Forests play a key role in the ecological system as these are also the primary producers on which all other living beings depend. [CBSE Marking Scheme, 2013] 1×3=3































 



























Q. 1. What is biodiversity? Why is biodiversity important for human lives? U Ans. Biodiversity is made up of various types of life forms found on earth. It is a measure of variation at the ecosystem, species and genetic level. Biodiversity is abundant in Tropical areas. Tropical areas cover 10 per cent of the earth surface, but they host 90% of the world species. Contribution of biodiversity in human lives (i) Agriculture – Variety of plant species meet our needs for food. (ii) Their contribution to business and industry. (iii) Leisurely activities. (iv) Ecological services. 3 Q. 2. What efforts or steps were taken by the government to protect forests and wildlife of the country ? U [Board Term I, NCT-2014] OR Write a note on good practices towards conserving forest and wildlife. R [NCERT] OR Explain any three measures taken by the Indian government to protect wildlife. A [Board Term I, 2011 (580014, 43) 2010 (B1)] Ans. Measures taken by the Indian government to protect wildlife are: (a) The Indian Wildlife Protection Act was implemented in 1972 with various provisions for protecting habitats. (b) An all-India list of protected species was also published. (c) To protect the remaining population of certain endangered species government has banned hunting, given legal protection of the habitats of those species and restricted trade in wildlife.













Short Answer Type Questions (3 marks each)

(d) Central and many State Governments have established national parks and wildlife sanctuaries. (Any three) 1×3=3 Q. 3. Why do we need to conserve our forests and wildlife? Explain any two steps taken by the government to protect forests and wildlife resources. [Board Term I, DDE-2014] Ans. (a) We need to conserve our forests and wildlife because: (i) Conservation preserves the ecological diversity and our life support system - air, water and soil. (ii) Conservation also preserves the genetic diversity of plants and animals for better growth of species and breeding. (iii) It makes the planet Earth safe. (Any one) (b) Steps taken by the government to protect forests and wildlife resources: (i) The Indian Wildlife Protection Act was implemented in 1972 with various provisions for protecting habitats. (ii) Central and many State Governments have established national parks and wildlife sanctuaries. 1+2=3 Q. 4. ‘’Forests play a key role in the ecological system.’’ Highlight the values of forest in our life. C [Board Term I, 2013 (3K)] OR Explain three reasons why we need to save the biodiversity of our planet ? C [Board Term I, 2011 (580024, 29, 34)]















Ans. West Bengal. 1 Q. 5. When was Project Tiger launched ? R Ans. In 1973. 1 Q. 6. Which community in India is famous for protecting the black buck ? R Ans. Bishnois. 1



R

123





Q. 4. Sundarban National Park is located in which state?



FOREST AND WILDLIFE







Types of Distribution of Forest and Wildlife Resources

Revision Notes

These questions are for practice and their solutions are available at the end of the chapter

departments. These are classified under the following categories: (i) Reserved Forests: More than half of the total forest land has been declared reserved forests.





Types and Distribution of Forest and Wildlife Resources: In India, much of its forest and wildlife resources are either owned or managed by the government through the Forest Department or other government

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X







The clear lesson from the dynamics of both environmental destruction and reconstruction in India is that local communities everywhere have to be involved in some kind of natural resource management. But there is still a long way to go before local communities are at the centre stage in decision-making.

Reserved forests: They are the protected forests with the natural habitat that has high degree of protection from any kind of hunting and poaching. Protected Forest: It is land that is a reserved forest, and over which the government has property rights, as declared by a state government under section 29 of the Indian Forest Act 1927.

Unclassed forest: Forests that are owned by both the government and private individuals or communities.

All North-eastern states and parts of Gujarat have a very high percentage of their forests as unclassed forests managed by local communities.

Chipko movement: It was a non-violent social and ecological movement by rural villagers, particularly women, in India in the 1970s, aimed at protecting trees and forests slated for government-backed logging. Joint Forest Management: It is concept of developing relationships between fringe forest groups and forest department on the basis of mutual trust and jointly defined roles and responsibilities for forest protection and development.

Community and Conservation:



The programme has been in formal existence since 1988 when the state of Odisha passed the first resolution for joint forest management.

Key Words

forests.



In India joint forest management (JFM) programme furnishes a good example for involving local communities in the management and restoration of degraded forests.

(ii) Protected Forests: Scan to know Almost one-third of more about the total forest area this topic is protected forest, as declared by the Forest Department. This forest land are protected from any further depletion. Variety of Flora (iii) Unclassed Forests: and Fauna These are other forests and wastelands belonging to both government and private individuals and communities. Reserved and protected forests are also referred to as permanent forest estates maintained for the purpose of producing timber and other forest produce, and for protective reasons. Madhya Pradesh has the largest area under permanent forests, constituting 75 per cent of its total forest area. Jammu and Kashmir, Andhra Pradesh, Uttarakhand, Kerala, Tamil Nadu, West Bengal, and Maharashtra have large percentages of reserved forests of its total forest area whereas Bihar, Haryana, Punjab, Himachal Pradesh, Odisha and Rajasthan have a bulk of it under protected









Reserved forests are regarded as the most valuable as far as the conservation of forest and wildlife resources are concerned.

Conservation strategies are not new in our country. We often ignore that in India, forests are also home to some of the traditional communities. In some areas of India, local communities are struggling to conserve these habitats along with government officials, recognising that only this will secure their own long-term livelihood. In Sariska Tiger Reserve, Rajasthan, villagers have fought against mining by citing the Wildlife Protection Act.

Key Fact

The famous Chipko movement in the Himalayas has not only successfully resisted deforestation in several areas but has also shown that community afforestation with indigenous species can be enormously successful.

India is ranked 10th in world, with 24.4% of land area under forest and tree cover.

(1 mark each)



(C) forests earmarked for commercial felling of trees. (D) forests used for planting trees with medicinal properties. Ans. Option (A) is correct Explanation: Sacred groves are patches of primeval forest that some rural communities protect as abodes of deities. 













Q. 1. Sacred Groves are: (A) parts of large forests that have been left untouched by the local people. (B) places for grazing animals.









A Multiple Choice Questions





OBJECTIVE TYPE QUESTIONS

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Directions: In the following question, A statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as.











B Assertion & Reason

(A) Both A and R are true and R is the correct explanation of A. (B) Both A and R are true but R is NOT the correct explanation of A. (C) A is true but R is false (D) A is false and R is True. Q. 1. Assertion (A): Depletion of forests causes a lot of danger. Reason (R): Forests are vital for the quality of life and environment. Ans. Option (A) is correct Explanation: Depletion of forests causes a lot of danger. Water scarcity, drought and deforestation induced floods are some of the dangers. Thus, forests are vital for the quality of life and environment. Q. 2. Assertion (A): Tiger population is on the verge of extinction. Reason (R): Tiger population in forests is increasing rapidly day by day. Q. 3. Assertion (A): Destruction of forests and wildlife resulted into the loss of cultural diversity. Reason (R): The conservation of forests and wildlife is essential to provide a better quality of life. Ans. Option (B) is correct Explanation: The destruction of forests and wildlife has affected the livelihood of many communities who are dependent on forests. Thus, resulting in loss of cultural diversity and severe droughts and floods. Q. 4. Assertion (A): The tree is a peculiar organism of unlimited kindness. Reason (R): Trees are living organisms which makes no demands for its sustenance, and extends generously the products of its life activity. Ans. Option (A) is correct Explanation: It affords protection to all beings, offering shade even to the axe men who destroy it. Therefore, the tree is an organism of unlimited kindness that extend generosity to humanity. Q. 5. Assertion (A): To many of us, peepal and banyan trees are considered sacred. Reason (R): Indian society comprises several cultures, each with its own set of traditional methods of conserving nature and its creations. Ans. Option (A) is correct









































































































Q. 2. A ____________forest is land that is a reserved forest, and over which the government has property rights. (A) Reserved (B) Protected (C) Unclassed (D) None of the Above Ans. Option (B) is correct Q. 3. Which of the following animals were gravely threatened, and the Central Government announced several projects for protecting them? (A) Kashmir stag (B) The Asiatic lion (C) One-horned rhinoceros (D) All of the above Ans. Option (D) is correct Q. 4. _________ has the largest area under permanent forests, constituting 75 per cent of its total forest area. (A) Orissa (B) Madhya Pradesh (C) Chhattisgarh (D) Assam Q. 5. Reserved and protected forests are also referred to as: (A) Unclassed forest (B) Permanent forest estate (C) Open forest (D) Mangrove forest Ans. Option (B) is correct Explanation: Reserved and protected forests are also referred to as permanent forest estates maintained for the purpose of producing timber and other forest produce, and for protective reasons. Q. 6. Which of the following conservation strategies do not directly involve community participation? (A) Joint Forest Management (B) Beej Bachao Andolan (C) Chipko Movement (D) Demarcation of Wildlife Sanctuaries Ans. Option (D) is correct



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FOREST AND WILDLIFE























Ans. Reserves forests, Protected forests and Unclassed forests. 1 Q. 2. Which state has the largest area under permanent forests? Ans. Madhya Pradesh 1 Q. 3. What are unclassed forests? Ans. These are the forests and wastelands belonging to both government and private individuals and communities. 1

Q. 1. In India, much of its forest and wildlife resources are either owned or managed by the government through the Forest Department or other government departments. Name the categories classified under it.





Very Short Answer Type Questions (1 mark each)



SUBJECTIVE TYPE QUESTIONS

These questions are for practice and their solutions are available at the end of the chapter

@PROCBSE Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X



















(ii) This programme was first passed in 1988 by the state of Odisha. (CBSE Marking Scheme 2015) 1½ + 1½ =3 Q. 5. Analyse the involvement of different traditional communities to conserve their own natural habitats in India. E [Board Term I, 2012 (34, 36)] OR Describe how communities have conserved and protected forests and wildlife in India. E [NCERT]















Ans. (i) People of Sariska Tiger Reserve are fighting against mining. (ii) The villages of five districts of Alwar declared 1200 hectares of forest as the "Bhairodev Dakav Sonchuri”. (iii) People involved in “Chipko Movement” resisted deforestation. (iv) The Mundas and Santhals of Chhota Nagpur forest region worship trees like mahua and kadamba. (v) People working some trades involved in joint forest management. (Any three) (CBSE Marking Scheme, 2012) 1×3=3



































Ans. (i) A programme which involves local communities in the management and restoration of degraded forests. It involves local communities and land managed by forest department.







Q. 1. "The 33 per cent of area should be under forest."' Justify the statement highlighting the advantages of forests. Ans. The 33 per cent of area should be under forests because of the following reasons: (i) They reduce flooding and improve water quality by slowing the rate at which rainfall runoff and flows into rivers.











Long Answer Type Questions (5 marks each)





Q. 1. Describe how communities have conserved and protected forests and wildlife in India. Ans. Communities have conserved and protected forests and wildlife in India: (i) The Chipko Movement, conducted in the Himalayas, has successfully resisted deforestation in several areas. It showed community afforestation with indigenous species conservation to be successful. (ii) The Beej Bachao Andolan in Tehri district of Uttarakhand conserved local seed diversity and forests. It defended small farmers along with promoting traditional agriculture and knowledge systems. (iii) In the Sariska wildlife sanctuary in Rajasthan, villagers have fought against mining activities taking place nearby by citing the wildlife Protection Act. Q. 2. Write a note on good practices towards conserving forest and wildlife. Ans. Measures taken by the Indian government to protect wildlife are: Conservation of forest and wildlife was prevalent as nature worship is common among tribal communities and in villages. In many cultures, tulsi plants and banana leaves are worshipped and considered sacred. Such cultural beliefs helped preserve the plant and animal species. Large-scale people's movement lake the Chipko Movement in Uttarakhand and the Narmada Bachao Andolan in Madhya Pradesh indicate involvement of local communities in conserving forests and wildlife. Thus, it is necessary that all conservation practices and programmes are eco-friendly, people friendly and economically acceptable. Developmental projects undertaken by the government should not be at the cost of destruction of forests and loss of people's livelihoods. Q. 3. Write the important features of joint Forests Management (JFM) Programme. OR Describe any three features of joint Forest Management. Ans. Joint Forest Management (JFM) programmes have













Short Answer Type Questions (3 marks each)

been launched by various State Governments. The first state to start this programme was Odisha in 1988. The important features of JFM: (i) In India, Joint Forest Management (JFM) programme has been proved an excellent example for involving local communities in the management and restoration of degraded forests. (ii) The major purpose of the JFM was not only to protect the forests from encroachments, grazing, theft and fire but also to improve the forest in accordance with an approved Joint Forest Management Plan. (iii) The Programme mainly depends on the formation of local (village) institutions that undertake protection activities mostly on degraded forest land managed by the forest department. Q. 4. What is Joint Forest Management Programme ? Which was the first state to adopt this programme? U [Board Term I, 2015 Set-6AP67LB]



Q. 4. Name the states that have largest percentages of reserved forests of its total forest area. Ans. Jammu and Kashmir, Andhra Pradesh, Uttarakhand, Kerala, Tamil Nadu, West Bengal, and Maharashtra. 1 Q. 5. What percent of Madhya Pradesh’s total forest area is under permanent forest? Ans. Madhya Pradesh has the largest area under permanent forests, constituting 75 per cent of its total forest area. 1





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COMPETENCY BASED QUESTIONS

















































































































I. Read the extract given below and answer any 5 out of 6 questions: U We share this planet with millions of other living beings, starting from micro-organisms and bacteria, lichens to banyan trees, elephants and blue whales. This entire habitat that we live in has immense biodiversity. We humans along with all living organisms form a complex web of ecological system in which we are only a part and very much dependent on this system for our own existence. For example, the plants, animals and micro-organisms re-create the quality of the air we breathe, the water we drink and the soil that produces our food without which we cannot survive. Forests play a key role in the ecological system as these are also the primary producers on which all other living beings depend. Some estimates suggest that at least 10 per cent of India’s recorded wild flora and 20 per cent of its mammals are on the threatened list. Many of these would now be categorised as ‘critical’, that is on the verge of extinction like the cheetah, pink-headed duck, mountain quail, forest spotted owlet, and plants like madhucainsignis (a wild variety of mahua) and Hubbardiaheptaneuron, (a species of grass). In fact, no one can say how many species may have already been lost. Q. 1. What does biodiversity include? (A) Living beings (B) Micro organisms (C) Fungi (D) All of the Above Ans. Option (D) is correct



Attempt any 4 sub-parts from each question. Each sub-part carries 1 mark.

(4 marks each)

Explanation: Biodiversity refers to every living thing, including plants, bacteria, animals, and humans. Q. 2. ___________ play a key role in the ecological system as these are also the primary producers on which all other living beings depend. (A) Animals (B) Forests (C) Bacteria (D) Humans Ans. Option (B) is correct Q. 3. What percentage of India’s recorded wild flora is on threatened list? (A) 5% (B) 10% (C) 15% (D) 20% Ans. Option (B) is correct Q. 4. What per cent of India’s mammals are on the threatened list? (A) 5% (B) 10% (C) 15% (D) 20% Ans. Option (D) is correct Q. 5. Any species which are vulnerable to endangerment in the near future is put in________ list. (A) Extinct (B) Uncommon (C) Threatened (D) Vulnerable Ans. Option (C) is correct Explanation: Threatened species are plants and animals that are likely to become endangered within the foreseeable future throughout all or a significant portion of its range. Q. 6. Hubbardia heptaneuron is a species of endangered: (A) grass (B) plant (C) animal (D) mammal Ans. Option (A) is correct Explanation: Hubbardia heptaneuron is a species of annual grass in the family true grasses.

e



Case based MCQs

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(i) In the 1960s and 1970s conservation approach was specific. On the basis of Wildlife Protection Act, 1972, various projects were implemented. (ii) These projects were implemented to protect various species of animals including tigers, rhinoceros, crocodile, etc. (iii) But now conservation projects are focussing on biodiversity i.e. whole gamut of species along with their habitat in a specific climatic region and not just on few components Also the conservation measure are now intensified (iv) Wildlife Act was revised in 1980s and 1986 to include various insects like butterflies and plants in the conservation planning. (v) Along with national parks, wildlife sanctuary, biosphere reserves are now designed and promoted in order to protect species along with natural habitat and whole complex of ecological webs. (vi) Participation of community as well as local people now gave a new dimension to conservation of planning.





(ii) They provide fallen leaves to feed the soil and aquatic organisms. (iii) They play an important soil erosion by holding the soil firmly to the ground. (iv) Forests increase the level of groundwater by showing the amount of rainfall runoff that percolates into the soil and replenishes our main source of drinking water.. (v) Forests improve air quality, especially in summer, by lowering temperatures and filtering dust. These also absorb various gases like ozone, carbon, monoxide, sulphur dioxide, nitrogen oxides, airborne ammonia and heavy metals and release oxygen. Q. 2. "The conservation projects are now focussing on biodiversity rather than on a few of its components." Justify with proper examples. Ans. The conservation projects are now focusing on biodiversity rather than on a few of its components. Following examples proves the above given statement:

















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Conservation preserves the ecological diversity and our life support systems – water, air and soil. It also preserves the genetic diversity of plants and animals for better growth of species and breeding. For example, in agriculture,we are still dependent on traditional crop varieties. Fisheries too are heavily dependent on the maintenance of aquatic biodiversity. In the 1960s and 1970s, conservationists demanded a National Wildlife Protection Programme. The Indian Wildlife (Protection)Act was implemented in 1972, with various provisions for protecting habitats. An all-India list of protected species was also published. The thrust of the programme was towards protecting the remaining population of certain endangered species by banning hunting, giving legal protection to their habitats, and restricting trade in wildlife. Subsequently, central and many State Governments established national parks and wildlife sanctuaries about which you have already studied. The Central government also announced several projects for protecting specific animals, which were gravely threatened, including the tiger , the one-horned rhinoceros, the Kashmir stag or hangul, three types of crocodiles – freshwater crocodile, saltwater crocodile and the Gharial, the Asiatic lion, and others. Most recently, the Indian elephant, black buck (chinkara), the great Indian bustard(godawan) and the snow leopard, etc. have been given full or partial legal protection against hunting and trade throughout India. Q. 1. Why is biodiversity important? Ans. Biodiversity is important because it boosts ecosystem productivity, where every species plays a part, no matter how small. Q. 2. What is the aim objective of National Wildlife Protection Programme? Ans. The main objective of the National Wildlife Protection Programme is to protect wild plants and wild animals. Q. 3. When was the National Wildlife Protection Programme implemented? Ans. 1972. Q. 4. Name any two animals protected under the National Wildlife Protection Programme. Ans. Bengal Hanuman langur, Himalayan Black Bear. Q. 5. Name any two animals which have been given partial or full legal protection against hunting and trade throughout India. Ans. The Indian elephant, black buck (chinkara), the great Indian bustard(godawan) and the snow leopard, etc. have been given full or partial legal protection against hunting and trade throughout India. (Any Two) Q. 6. What all activities are kept under check under the National Wildlife Protection Programme? Ans. Prohibition of hunting, prohibition of cutting/ uprooting specified plants, prohibition of cultivation of certain plants are some of the activities that are kept under check.

II. Read the extract given below and answer any 5 out of 6 questions: U Large-scale development projects have also contributed significantly to the loss of forests. Since 1951, over 5,000 sq km of forest was cleared for river valley projects. Clearing of forests is still continuing with projects like the Narmada Sagar Project in Madhya Pradesh, which would inundate 40,000 hectares of forest. Mining is another important factor behind deforestation. The Buxa Tiger Reserve in West Bengal is seriously threatened by the ongoing dolomite mining. It has disturbed the natural habitat of many species and blocked the migration route of several others, including the great Indian elephant. Many foresters and environmentalists hold the view that the greatest degrading factors behind the depletion of forest resources are grazing and fuel-wood collection. Though, there may be some substance in their argument, yet, the fact remains that a substantial part of the fuel-fodder demand is met by lopping rather than by felling entire trees. The forest ecosystems are repositories of some of the country’s most valuable forest products, minerals and other resources that meet the demands of the rapidly expanding industrial-urban economy. Q. 1. What has led to the significant loss of forests? Ans. Large-scale development projects have also contributed significantly to the loss of forests. Q. 2. How much forest has been cleared for various river valley projects since 1951? Ans. Since 1951, over 5,000 sq km of forest was cleared for river valley projects. Q. 3. The Narmada Sagar Project is in which state? Ans. Madhya Pradesh Q. 4. Name the greatest degrading factors behind the depletion of forest resources. Ans. Many foresters and environmentalists hold the view that the greatest degrading factors behind the depletion of forest resources are grazing and fuelwood collection. Q. 5. Why is the Buxa Tiger Reserve in West Bengal seriously threatened by the ongoing dolomite mining? Ans. The Buxa Tiger Reserve in West Bengal is seriously threatened by the ongoing dolomite mining. It has disturbed the natural habitat of many species and blocked the migration route of several others, including the great Indian elephant. Q. 6. How is substantial part of the fuel-fodder demand met? Ans. A substantial part of the fuel-fodder demand is met by lopping rather than by felling entire trees. III. Read the extract given below and answer any five out of six questions. E Conservation in the background of rapid decline in wildlife population and forestry has become essential.





Case Based Subjective Questions



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FOREST AND WILDLIFE

Solutions for Practice Questions (Topic-1) Multiple Choice Questions

organisms re-create the quality of the air we breathe, the water we drink and the soil that produces our food without which we cannot survive. Thus, we are very much dependent on this system for our own existence

Assertion and Reason

Ans.3: Uttarakhand.

1







Ans.1: Option (A) is correct Explanation: The plants, animals and micro-

Very Short Answer Type Questions 

Explanation: Endangered” means that a species is in danger of extinction throughout all or a significant portion of its range.









Ans.1: Option (C) is correct.



Ans.4: Option (B) is correct

Assertion and Reason

Explanation: Tiger population is on the verge of extinction and the major threats to tiger population are numerous, such as poaching for trade, shrinking habitat, depletion of prey base species, growing human population.



Ans.2: Option (C) is correct



Multiple Choice Questions



Solutions for Practice Questions (Topic-2)

REFLECTIONS







(a) Did you understand the importance of forests and wild life? (b) Will you able to understand the ability and knowledge of how forest and wildlife conservation and management relate to the economy and environment, both currently and in the future?

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CHAPTER

Water scarcity and the need for water conservation and management Multi-purpose river projects and integrated water resources management Rainwater harvesting List of Topics



In this chapter you will study

Topic-1: Water Scarcity and Water Conservation; Multipurpose River Projects Page No. 129 

Various water resources, Water scarcity, the need for its conservation and management, Multi-purpose River Projects and Integrated Water Resources Management, Rain Water Harvesting, Conservation and judicious use of water resource







Syllabus



3

WATER RESOURCES



Topic-2 : Rainwater Harvesting



Page No. 133

Topic-1

Water Scarcity and Water Conservation; Multipurpose River Projects Concepts Covered  Water scarcity and its reasons, projects and integrated water resource management



Multi-purpose river



Revision Notes The main source of water on Earth is the

Key Word



circulation of water in the Earth-Atmosphere system.

Surface run off: It is the flow of water occurring on the ground surface when excess rainwater, storm water, melt water, or other sources, can no longer sufficiently rapidly infiltrate in the soil. Water scarcity: It is the lack of fresh water re-



sources to meet the standard water demand.



Dam: It is a barrier across flowing water that obstructs, directs or retards the flow, often creating a reservoir, lake or impoundment.



Hydrological cycle: It involves the continuous









3/4th of the Earth’s surface is covered with water, but fresh water accounts for a small proportion. Fresh water is mainly obtained from surface run off and ground water which is continually renewed and recharged through the hydrological cycle. Water scarcity: It is caused by over-exploitation, excessive use of and unequal access to water among different social groups. An area having ample water resources can have to face water scarcity due to the following reasons: Greater demand for water by large and growing  population and unequal access to it. Water resources are being over-exploited to  expand agriculture and consequently ground water levels are falling. Post independent India has witnessed intense  industrialisation and urbanisation, exerting increasing pressure on fresh water resources.  Multiplying urban centers with large and dense populations have further aggravated the problem of water scarcity.







hydrological cycle.

In housing societies or colonies, most of the houses have their own ground water pumping devices to meet the water needs. Thus, water resources are being overexploited.

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Multipurpose project: It is a massive project

which serves a variety of purposes like- flood control, fish breeding, irrigation, generation of electricity, soil conservation, etc.



Aquatic fauna: It refers an animal that lives in

Uses of dams: Dams are built





water for most or all of its life.































These questions are for practice and their solutions are available at the end of the chapter















(1 mark each)

(B) Groundwater (C) Surface run off (D) Oceans Q. 3. The freshwater is mainly obtained from surface runoff and groundwater that is continually being renewed and recharged through the ________. (A) sulphur cycle (B) rock cycle (C) hydrological cycle (D) none of the above Q. 4. 96.5 per cent of the total volume of the world’s water is estimated to exist as _____ and only 2.5 per cent as _______. (A) freshwater, oceans (B) oceans, freshwater (C) groundwater, oceans (D) None of the above Ans. Option (B) is correct



















Q. 1. Which one of the following statements is not an argument in favour of multi-purpose river projects? (A) Multi-purpose projects bring water to those areas which suffer from water scarcity. (B) Multi-purpose projects by regulating water flow help to control floods. (C) Multi-purpose projects lead to large-scale displacements and loss of livelihood. (D) Multi-purpose projects generate electricity for our industries and our homes. Ans. Option (C) is correct Q. 2. Which is not a source of fresh water? (A) Glaciers and ice sheets













A Multiple Choice Questions





OBJECTIVE TYPE QUESTIONS



Key Words





structure.



“Dam” refers to the reservoir rather than the











A dam is a barrier across flowing water that obstructs, directs or retards the flow, often creating a reservoir, lake or impoundment.













Dams





















To impound rivers and rainwater that can be used later to irrigate agricultural fields.  For electricity generation.  Water supply for domestic and industrial uses.  Flood control.  Recreation, inland navigation and fish breeding. Dams are referred to as multipurpose projects. Jawaharlal Nehru proudly proclaimed dams as the temples of modern India because of their potential to integrate development of agriculture and the village economy with rapid industrialisation and growth of the urban economy. Damodar Valley Corporation — built on river Damodar — beneficiary states are Jharkhand and West Bengal. Bhakra Nangal — built on river Sutlej — beneficiary states are Punjab, Haryana and Rajasthan, Himachal Pradesh. Hirakud — built on river Mahanadi — beneficiary state is Odisha. Kosi — built on river Kosi — beneficiary state is Bihar and our neighbouring country Nepal. Chambal Valley — built on river Chambal — beneficiary states are Madhya Pradesh and Rajasthan. Reasons for opposing multi-purpose projects: (i) Poor sediment flow. (ii) Excessive sedimentation at the bottom of the reservoir. (iii) Poorer habitats for the rivers’ aquatic life. (iv) Difficult for aquatic fauna to migrate. (v) Submerge the existing vegetation and soil leading to its decomposition over a period of time. (vi) Any time local people had to give up their land, livelihood and their control over resources for the construction of the dam. 









The history reveals use of many sophisticated hydraulic structures from ancient times, such as dams of stone, reservoirs or lakes, embankments and canals for irrigation. Some ancient hydraulic structures are listed below:  Sringaverapura near Allahabad had a sophisticated water harvesting system, which channelised the flood water of the Ganga River. It dates back to 1st century B.C.  There are many extensively built dams, lakes and irrigation systems. The most important lake is Sudarshan lake at Junagarh in Gujarat.  Bhopal Lake is one of the largest artificial lakes built in the 11th century A.D.  In the 14th century, the tank in Hauz Khas, Delhi was constructed by Iltutmish for supplying water to the Siri Fort area. Multi-purpose river projects and integrated water resource management:



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These questions are for practice and their solutions are available at the end of the chapter

















































































Directions: In the following questions, a statement of assertion (A) is followed by a statement of reason (R). Mark the correct choice as: (A) Both assertion (A) and reason (R) are true and reason (R) is the correct explanation of assertion (A). (B) Both assertion (A) and reason (R) are true but reason (R) is not the correct explanation of assertion (A). (C) Assertion (A) is true but reason (R) is false. (D) Assertion (A) is false but reason (R) is true. Q. 1. Assertion (A): Water is a renewable resource. Reason (R): Freshwater is mainly obtained from surface run off and ground water that is continually being renewed. Q. 2. Assertion (A): The availability of water resources varies over space and time. Reason (R): Availability of water resources helps in storing water. Ans. Option (C) is correct Explanation: Water resources varies over space and time due to the variation in seasonal and annual precipitation how ever water scarcity in most cases is caused by over- exploitation and excessive use. Q. 3. Assertion (A): Dams are referred to as multipurpose projects. Reason (R): Dams are built for irrigation, electricity generation, water supply for domestic and industrial use, flood control, recreation and fish breeding. Ans. Option (A) is correct Q. 4. Assertion (A): Dams are built just for electricity generation. Reason (R): Dams were traditionally built to impound rivers and rainwater that could be used later to irrigate agricultural fields. Ans. Option (D) is correct Explanation: Dams are built for irrigation, electricity generation, water supply for domestic and industrial use, flood control, recreation and fish breeding. Q. 5. Assertion (A): Growing population is the main reason for water scarcity. Reason (R): Irrigation from tube wells and canals is responsible for water scarcity. Ans. Option (C) is correct Explanation: Water is utilized on large basis because, increasing population requires more water for cooking, washing and bathing. Irrigation is not a major contributor.

































133

Ans. Option (A) is correct Explanation: In the Sutlej-Beas river basin, the Bhakra – Nangal project water is being used both for hydel power production and irrigation.

B Assertion & Reason

















































































Q. 5. Which of the following is not a cause of water scarcity? (A) Growing population (B) Growing of water intensive crop (C) Expansion of irrigation facilities (D) Water harvesting technique Ans. Option (D) is correct Q. 6. Bhakra Nangal River Valley Project is built on which river? (A) Sutlej-Beas (B) Ravi-Chenab (C) Ganga (D) Son Ans. Option (A) is correct Explanation: Bhakra dam is constructed on Satluj River and located in Himachal Pradesh and Punjab border near Nangal city. Q. 7. Hirakud Dam is constructed on which river? (A) Ganga (B) Indus (C) Manas (D) Mahanadi Ans. Option (D) is correct Explanation: Hirakud Dam is built across the Mahanadi River, about 15 kilometres (9 mi) from Sambalpur in the state of Odisha . Q. 8. ________ proudly proclaimed the dams as the ‘temples of modern India’ as it would integrate the development of agriculture and the village economy with rapid industrialisation and growth of the urban economy. (A) Sardar Patel (B) Jawaharlal Nehru (C) Mahatma Gandhi (D) Dr B.R.Ambedkar Ans. Option (B) is correct Q. 9. Koyna Dam is one of the largest dams located in ________. (A) Uttar Pradesh (B) Madhya Pradesh (C) Rajasthan (D) Maharashtra Ans. Option (D) is correct Explanation: The Koyna Dam is one of the largest dams in Maharashtra, India. It is a rubble-concrete dam constructed on Koyna River which rises in Mahabaleshwar, a hillstation in Sahyadri ranges. Q. 10. Rihand Dam is located on river Rihand, a tributary of _______ river . (A) Sutlej (B) Son (C) Godavari (D) Brahmaputra Ans. Option (B) is correct Explanation: The Rihand River Valley Project is in Uttar Pradesh. It is on the Rihand River which is the tributary of the Son River. Q. 11. Water is being used both for hydel power production and irrigation from which of the following? (A) Bhakra-Nangal Dam (B) Sutlej-Beas River Basin (C) Hirakud Dam (D) Both B & C





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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

A [Board Term-I, (3K) 2013]





















These questions are for practice and their solutions are available at the end of the chapter



Ans. Sophisticated hydraulic structures like dams build of stone rubble, reservoirs or lakes, embankments and canals for irrigation were built in various regions of the country. (i) A sophisticated water harvesting system channelling the flood water of river Ganga was built at Sringaverapura near Allahabad in the 1st century B.C. (ii) Nagarjunakonda in Andhra Pradesh, Bennur in Karnataka, Kolhapur in Maharashtra and Kalinga in Odisha have evidences of irrigation structures.













 







Q. 2. Why did Jawaharlal Nehru proclaim the dams as the “temples of modern India”? Explain any three U [Board Term-I, (R9UJGYG) 2014] reasons. Ans. Jawaharlal Nehru proclaimed the dams as the “temples of modern India” because: (i) They eliminate or reduce flooding. (ii) Provide water for agriculture. (iii) Provide water for human and industrial consumption.







Ans. A project where many uses of the impounded water are integrated with one another is known as multipurpose project. It is built for irrigation, power generation, water supply, flood control,recreation, etc. (CBSE Marking Scheme 2016) 3











OR What is a multipurpose river valley project? Mention any four objectives of it. [Board Term-I, (CB4QHT1) 2016-17]









U [Board Term-I, Set (6AP67LB) 2015]

Q. 4. List any three advantages and three disadvantages of multipurpose river project. U [Board Term-I, (H3), 2013 (35) 2012] OR What are the advantages and disadvantages of multipurpose river project? [NCERT] U [Board Term-I, NCT-2014] Q. 5. Highlight any three hydraulic structures as part of water management programmes initiated in ancient India along with the period when they A [Board Term-I, (34, 36, 55), 2012 were built. Set (580018, 27, 33) 2011]













Q. 1. Mention any four main objectives of multipurpose river valley projects. Name any two Multipurpose Projects of India.

Ans. Post independent India witnessed intensive industrialisation and urbanisation. (i) Arrival of MNC’s: Apart from fresh water they require electricity, which comes from hydroelectric power. (ii) Multiplying urban centers with large and dense populations and urban life styles have not only added to water and energy requirements, but have further aggravated the problem. (iii) Large-scale migration from rural to urban areas is causing over exploitation of water resources. (CBSE Marking Scheme, 2013) 1×3=3

















1

OR How have intensive industrialization and urbanization posed a great pressure on existing fresh water resources in India? Explain. A [Board Term-I, (36) 2012]











U

Ans. Krishna River.

Short Answer Type Questions (3 marks each)



OR How does urbanization and urban lifestyle lead to over exploitation of water resources? Explain.









A A Q. 3. What are the causes of water scarcity ? Q. 4. Which largest artificial lake was built in 11th A century? Ans. Bhopal Lake. 1 Q. 5. On which river has the Hirakud Dam been A constructed? Ans. River Mahanadi. 1 Q. 6. Which river is known as the ‘River of Sorrow’ in A West Bengal? Ans. Damodar River. 1 Q. 7. Name two social movements which were against A the multipurpose projects. Ans. Narmada Bachao Andolan and Tehri Dam Andolan. 1 Q. 8. The Nagarjuna Sagar Dam is built on which river?















A [Board Term-I, KVS-2014]





(iv) Provide hydroelectricity for houses and industries. (Any three) 1×3=3 Q. 3. How have intensive industrialization and urbanization posed a great pressure on existing fresh water resources in India? Explain.







Q. 1. Name any one river valley project which has significantly contributed to the loss of forests. A [Board Term-I, 2014] Ans. Sardar Sarovar Dam. 1 Q. 2. Write the major source of fresh water in India.













Very Short Answer Type Questions (1 mark each)



SUBJECTIVE TYPE QUESTIONS

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WATER RESOURCES























alternative of multipurpose projects both socioeconomically and environmentally. In hill and mountainous regions, people built diversion channels like the ‘guls’ or ‘kuls’ of the Western Himalayas for agriculture.



Rain water harvesting system was a viable







Concepts Covered  Rainwater harvesting,  Various methods of rainwater

Revision Notes





Rainwater Harvesting harvesting.







Topic-2









Q. 1. Explain any three reasons responsible for water scarcity in India. A [Board Term-I, (580013, 23, 45) 2013, 2011] OR Water is available in abundance in India even then scarcity of water is experienced in major parts of A the country. Explain it with four examples. Q. 2. ‘Three-fourths of the earth’s surface is covered with water but there is still scarcity of water across the globe.’ Explain giving three reasons. U [Board 2010, 2011 (T-1)] Ans. Water scarcity is due to the following causes: (i) 96.5 per cent of the total volume of world’s water is estimated to exist as oceans and only 2.5 per cent as fresh water. Nearly 70 per cent of this freshwater occurs as ice sheets and glaciers, while a little less than 30 per cent is stored as groundwater in the









Long Answer Type Questions (5 marks each)























Q. 6. Why is groundwater a highly overused resource? U [Board Term-I, (580034) 2011] Ans. Groundwater is a highly overused resource because of the following reasons: (i) Due to large and growing population and consequent greater demands for water and unequal access to it. (ii) To facilitate higher food grain production for large population, water resources are being over exploited to expand irrigated areas and dry season agriculture. (iii) In the housing societies or colonies in the cities, there is an arrangement of own ground water pumping devices to meet water needs. 1×3=3

world’s aquifers. (ii) Water availability varies over space and time mainly due to the variation in seasonal and annual precipitation. (iii) Rapid urbanisation. (iv) Rapid increase in population that demand more and more water. (v) Industrialisation is another cause; large industrial houses are using more and more water. (vi) More water is required to generate electricity. (vii) Rising income levels also create more demand for water. (Any five) 1×5=5 Q. 3. In recent years, multipurpose projects and large dams have come under great scrutiny and U opposition. Explain why? OR What objections have been raised against U multipurpose river valley projects? Ans. In recent years, multipurpose projects and large dams have come under great scrutiny and opposition for a variety of reasons. (i) Regulating and damming of rivers affect their natural flow. (ii) River's diversion and barricading due to building of dams affect migration and spawning of aquatic life. (iii) The reservoirs lead to decomposition of soil and land degradation. (iv) The dams have triggered floods due to sedimentation in the reservoir and release of excess water during heavy rains. (v) Large scale displacement of local communities, local people who give up their land for the projects hardly receive any benefit. (vi) Inter-state water disputes with regard to sharing the costs and benefits of multi-purpose projects are leading to tension between states, e.g., KaveriGodavari dispute, Sabarmati water dispute. (vii) Sometime multipurpose projects induced earthquakes, caused water borne-diseases and pests, and led to pollution resulting from excessive use of water. (Any five) 1×5=5









(iii) In the 11th century, Bhopal Lake, one of the largest artificial lakes of its time was built. (iv) The tank in Hauz Khas, Delhi was constructed by Iltutmish in the 14th century to supply water to the Siri Fort Area. (Any three) 1×3=3 (CBSE Marking Scheme, 2012)

135

These questions are for practice and their solutions are available at the end of the chapter

In arid and semi-arid regions of Rajasthan, almost all houses traditionally had underground tanks for storing drinking water. Rain water is also referred to as Palarpani and it is considered as the purest form of natural water. Today, in western Rajasthan, the practice of rooftop rainwater harvesting is on the decline as plenty

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X







technique through which rain water is captured from the roof catchments and stored in reservoirs.



In Gendathur, a remote and backward village in Mysore, Karnataka, villagers have installed in their household’s rooftop, rainwater harvesting system to meet their water needs.



Roof-top rain water harvesting is the most common practice in Shillong in Meghalaya.





Rooftop Rain Water Harvesting: It is the



people build diversion channels like the ‘Guls’ or ‘Kuls’ of Western Himalayas for agriculture

Roof-top rain water harvesting was commonly practised in Rajasthan to store drinking water. Rooftop rain water harvesting is done through the following ways:  Roof top rain water is collected using a PVC pipe. Filtered using sand and bricks.   Underground pipe takes water to sump for immediate usage.  Excess water from the sump is taken to the well. Water from the well recharges the underground  tanka.  Later take water from the well.



Guls or Kuls: In hilly and mountainous regions,



Rain water harvesting: It is gathering, accumulating and storing rainwater for different uses.





Key Word

In Meghalaya, a 200-year-old system of tapping stream and spring water by using bamboo pipes is prevalent. Tamil Nadu is the first and the only state in India which has made roof-top rain water harvesting structures compulsory. There are legal provisions to punish the defaulters.





of water is available due to the perennial Rajasthan Canal.

Q. 1. What is Bamboo Drip Irrigation? Mention any two U [Board Term-I, (33) 2012] features of it.

(b) The flow of water into the pipes is controlled (CBSE Marking Scheme, 2012)





Q. 3. Explain the working of underground tanks as a part of roof top rainwater harvesting system U [DDE-2015, Set-M] practised in Rajasthan. [Board Term-I, 2014 (WQ7FXWC), (R9UJGYG), 2012 (34, 39), 2011 (580040), 2010 (C)] 

1+2=3 



by manipulating the pipe positions.











(a) 18-20 litres of water enters the bamboo pipe system, get transported over hundreds of meters and finally reduces to 20-80 drops per minute at the site of the plant.





(ii) Features:

Ans. (i) In hilly and mountainous regions, people build diversion channels like ‘gul’ or ‘kul’ in Western Himalaya for agriculture. (ii) Roof-top rainwater harvesting was commonly practised to store drinking water particularly in Rajasthan and Gujarat. (iii) In West Bengal, people develop inundation channels to irrigate their fields. (iv) In semi-arid regions agricultural fields are converted into rain-fed storage structures that allowed the water to stand and moist the soil. (Any three) 1×3=3 (CBSE Marking Scheme, 2016)







Ans. (i) Bamboo Drip Irrigation system is a 200 year old system of tapping stream and spring water by using bamboo pipe and transporting water from higher to lower regions through gravity.





















Short Answer Type (3 marks each) Questions







1







Ans. Meghalaya.







1

Q. 3. In which state Bamboo Drip Irrigation, is U prevalent?





Ans. Western Himalayas.









Q. 2. In which region, people built ‘Guls’ or ‘Kuls’ for U irrigation?



1







Ans. Ground water.

Q. 2. Describe any three traditional methods of rainwater harvesting adopted in different parts of A [Board Term-I, 2014 (X30T4XE)] India. [Board Term-I, Set (C5JWEVD) 2015] [Board Term-I, (NLTM8TU) 2016-17] OR “Rain water harvesting system is viable alternative both socially, economically and environmentally”. Support the statement with three examples. A [Board Term-I, (33) 2012] OR Describe any three different rain water harvesting systems practised in India. A [Board Term-I, (45) 2012]











Q. 1. Which water is recharged by roof-top rainwater U harvesting technique?





Very Short Answer Type (1 mark each) Questions



SUBJECTIVE TYPE QUESTIONS

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COMPETENCY BASED QUESTIONS



Attempt any 4 sub-parts from each question. Each subpart carries 1 mark.



I. Given the abundance and renewability of water, it is difficult to imagine that we may suffer from water scarcity. The moment we speak of water shortages, we immediately associate it with regions having low rainfall of those that are drought prone. We instantaneously visualise the deserts of Rajasthan and women balancing many 'matkas' (earthen pots) used for collecting and storing water and travelling long distances to get water. True, the availability of water resources varies over space and time, mainly due to the variations in seasonal and annual precipitation, but water scarcity in most cases is caused by over-exploitation, excessive use and unequal access to water among different social groups. Where is then water scarcity likely to occur? As you have read in the hydrological cycle, freshwater can











Case based MCQs

(4 marks each)

be obtained directly from precipitation, surface run off and groundwater. Is it possible that an area or region may have ample water resources but is still facing water scarcity? Many of our cities are such examples. Thus, water scarcity may be an outcome of large and growing population and consequent greater demands for water, and unequal access to it. A large population requires more water not only for domestic use but also to produce more food. Hence, to facilitate higher food-grain production, water resources are being over-exploited to expand irrigated areas for dry-season agriculture. Irrigated agriculture is the largest consumer of water. Now it is needed to revolutionise the resistant crops and dry farming techniques. You may have seen in many television advertisements that most farmers have their own wells and tube-wells in their farms for irrigation to increase their produce. But have you ever wondered what this could result in? That it may lead to falling groundwater levels, adversely affecting water availability and food security of the people.

 

Ans. Keeping into view the disadvantages and rising resistance against the multi-purpose projects, water harvesting system is considered a viable alternative both socio-economically and environmentally. (i) In ancient India also along with the sophisticated hydraulic structures, there existed an extraordinary tradition of various water harvesting systems. (ii) People adopted different techniques in different areas. In hilly regions people built diversion channels like the ‘guls’ or ‘kuls’ for agriculture. (iii) Roof-top rain water harvesting was commonly practised to store drinking water, particularly in Rajasthan. (iv) In the flood plains of Bengal, people developed inundation channels to irrigate their fields. Khadins, Johads and Tanks are the forms of rain water harvesting practised in Rajasthan. 1¼ × 4 = 5 (CBSE Marking Scheme, 2011)





















Q. 1. Why is roof top water harvesting important in Rajasthan? Explain. U [Board Term-I, KVS-2014] Ans. Roof top water harvesting is important in Rajasthan because: (i) It was commonly practised to store drinking water. (ii) The rainwater can be stored in the tanks till the next rainfall, making it an extremely reliable source of drinking water when all other sources are dried up,

particularly in the summers. (iii) Rain water, or Palar pani, as commonly referred to in these parts, is considered the purest form of natural water. (iv) Many houses construct underground rooms adjoining the ‘tanka’ to beat the summer heat as it would keep the room cool. (v) Some houses still maintain the tanks since they do not like the taste of tap water. 1×5=5 Q. 2. Why are different water harvesting systems considered a viable alternative both socioeconomically and environmentally in a country like India? U [Board Term-1, (580011), 2011 (BD) 2010]



















Ans. (i) In semi-arid and arid regions of Rajasthan almost all the houses traditionally had underground tanks for storing drinking water. (ii) The tanks can be as large as big rooms. (iii) The tanks were part of the well-developed rooftop rainwater harvesting system. (iv) Tanks were connected to the sloping roofs of the houses through a pipe. (v) Rain falling on these rooftops would travel down the pipe and stored in these underground tanks. (vi) Usually first rain water is not collected to clean the rooftop and the pipe. (Any three) 1×3=3 (CBSE Marking Scheme, 2016)





















OR How were the underground tanks beneficial to the people of Rajasthan? Explain. U [Board Term-I, (37) 2012] [Board Term-I, (OEQL2HT) 2016-17] OR Discuss how rainwater harvesting in semi-arid U [NCERT] regions of Rajasthan is carried out.

Long Answer Type Questions (5 marks each)



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II. Read the extract given below and answer any five out six the questions: E 1×5=5

































Case Based Subjective Questions

In the semi-arid and arid regions of Rajasthan, particularly in Bikaner, Phalodi and Barmer, almost all the houses traditionally had underground tanks or tankas for storing drinking water. The tanks could be as large as a big room; one household in Phalodi had a tank that was 6.1 metres deep, 4.27 metres long and 2.44 metres wide. The tankas were part of the well-developed rooftop rainwater harvesting system and were built inside the main house or the courtyard. They were connected to the sloping roofs of the houses through a pipe. Rain falling on the rooftops would travel down the pipe and was stored in these underground 'tankas'. The first spell of rain was usually not collected as this would clean the roofs and the pipes. The rainwater from the subsequent showers was then collected. The rainwater can be stored the tankas till the next rainfall making it an extremely reliable source of drinking water when all other sources are dried up, particularly in the summers. Rainwater, or palar pain, as commonly referred to in these parts, is considered the purest form of natural water. Many houses constructed underground rooms adjoining the 'tanka' to beat the summer heat as it would keep the room cool. Q. 1. Name a traditional rainwater harvesting technique, commonly practiced in Rajasthan, India. Ans. A tanka is a traditional rainwater harvesting technique, common to the Thar desert region of Rajasthan, India. Q. 2. In which part of Rajasthan are tankas commonly used? Ans. In the semi-arid and arid regions of Rajasthan, particularly in Bikaner, Phalodi and Barmer, almost all the houses, traditionally, have big underground tanks called 'tankas' for storing drinking water. Q. 3. What are palarpani? Ans. Rainwater is referred to as palarpani in Rajasthan. It is considered as the purest form of natural water. Q. 4. State any one benefit of constructing a tanka. Ans. (i) Tankas provide reliable source of drinking water during summer when other sources dry up. (ii) It helps in keeping the room cool. (Any One) Q. 5. What is rooftop rainwater harvesting? Ans. Rooftop Rain Water Harvesting is the technique through which rain water is captured from the roof catchments and stored in reservoirs. Q. 6. State any two advantages of rooftop rainwater harvesting. Ans. (i) It reduces the cost of pumping groundwater. (ii) Provides high-quality water that is soft and low in minerals. (iii) Reduces soil erosion in urban and rural areas. (Any Two)











































Q. 1. The availability of water resources varies over: (A) Space (B) Time (C) Variation in precipitation (D) All of the Above Ans. Option ( D) is correct Q. 2. Identify the cause of water scarcity. (A) Overuse of aquifers (B) Increased human consumption (C) No change in climate (D) Both A & B Ans. Option (D) is correct Q. 3. ____________ is the largest consumer of surface water. (A) Animals (B) Irrigated agriculture (C) Aqua culture (D) Industries Ans. Option (B) is correct Explanation: Agriculture irrigation accounts for 70% of water use worldwide. Q. 4. A large amount of population requires more water not only for domestic use but also to produce more_______. (A) farms (B) forests (C) food (D) factories Ans. Option ( C) is correct Q. 5. Identify the drought resistance crops from the following: (A) Mushrooms (B) Bajra (C) Sweet potatoes (D) All of the Above Ans. Option (D) is correct Explanation: Drought resistant crops adapt to dryer climates and have lower water requirements. They naturally use less water and usually require minimal supplemental irrigation. Q. 6. Choose the state which faced the maximum water scarcity in recent years. (A) Kerala (B) Maharashtra (C) Himachal Pradesh (D) Uttarakhand Ans. Option (B) is correct Explanation: Many villages in Maharashtra faced acute water shortage and the government had to deploy the highest number of water tankers around the arid regions of the state. The states of Maharashtra, Gujarat, Karnataka, Jharkhand, Andhra Pradesh and Rajasthan have been facing serious water crisis since 2017-2018. According to the Union Ministry of Agriculture, the groundwater level has fallen alarmingly over the years.



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X



































































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Solutions for Practice Questions (Topic-1)



Assertion and Reason





(ii) Dams also fragment rivers making it difficult for aquatic fauna to migrate for spawning, i.e., to produce eggs. (iii) It resulted in displacement of local communities. (iv) The multipurpose projects induced earthquake, caused waterborne diseases. 1½+ 1½=3 (CBSE Marking Scheme, 2013) 













Ans.2: Option (D) is correct Explanation: Ocean water contains a lot of salts dissolved in it, so ocean water is very salty. The ocean is not a freshwater habitat. Ans.3: Option (C ) is correct





Multiple Choice Questions

Long Answer Type Questions

Ans.1: Option (A) is correct

Very Short Answer Type Questions













































Ans.1: (i) The availability of water resources varies over space and time, mainly due to the variations in Ans.2: Ground water. seasonal and annual precipitation. Ans.3: Rapid growth of population, uneven distribution of water resources and increase in demand of (ii) Over-exploitation, excessive use and unequal water. access to water among different social groups. (iii) Water scarcity may be an outcome of large and Short Answer Type Questions growing population and consequent greater Ans. 4:Advantages: demands for water. A large population means more (i) These are the main sources of power generation. water to produce more food. Hence, to facilitate (ii) They provide us neat, pollution free and cheapest higher food-grain production, water resources are energy which is the backbone of industry and being over exploited to expand irrigated areas for agriculture. dry-season agriculture. (iii) These projects control the floods because water can be stored in them. These projects have converted (iv) Most farmers have their own wells and tube many, ‘rivers of sorrows’ into ‘rivers of boon’. wells in their farms for irrigation to increase their (iv) These projects are the main source of irrigation production. But it may lead to falling groundwater and also help in conserving soil. levels, adversely affecting water availability and Disadvantages: food security of the people. (i) Due to the construction of dams, there are no Thus, inspite of abundant water there is water adequate floods in the river. Because of this, the scarcity. 1¼ × 4=5 soil of the downstream region does not get nutrient (CBSE Marking Scheme, 2013) rich silt.

REFLECTIONS













(a) (b) (c) (d)

Will you be able to identify the causes of water scarcity? Will you be able to distinguish between potential and actual water resources? Will you be able to justify the need for water conservation and management. Can you outline the various methods of rain-water harvesting?



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CHAPTER

4



List of Topics



Topic-1: Types of Farming, Cropping Pattern and Major Crops Page No. 140 Topic-2 : Technological and Institutional Reforms Page No. 149 

In this chapter, you will study:



Types of Farming – Primitive subsistence, Commercial; Cropping Pattern – Major Crops, Food Crops other than Grains, Non Food Crops, Technological and Institutional Reforms; Food Security (excluding impact of globalization on agriculture)





Syllabus

AGRICULTURE

The importance of agriculture in the national economy, Identify various types of farming and discuss the different farming methods, Describe the spatial distribution of major crops, and various government policies for institutional as well as technological reforms since independence.

Topic-1

Types of Farming, Cropping Pattern and Major Crops Concepts Covered



Various kinds of farming and methods are involved.

The spatial distribution of major crops and the relationship between rainfall regimes and cropping patterns. 

Revision Notes



Types of Farming System Practiced in India: At present, in different parts of India, the following farming systems are practised:

Scan to know more about this topic



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India an Agricultural Country Two-thirds of India’s population is engaged in agricultural activities. Hence, agriculture is the primary occupation of the people in India. Since agriculture is an age-old economic activity in India, farming varies from subsistence to commercial type.

Agriculture

Key Words farming, including the cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products.

agriculture'.

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Agriculture: It is the science or practice of

Primitive Subsistence Farming: It is practised on small patches of land with the help of primitive tools like hoe, dao and digging sticks. It depends upon monsoon, natural fertility of the soil and availability of other environmental conditions suitable to the crops grown. It is also called 'slash and burn Intensive Subsistence Farming: This type of farming is practised in areas of high population. Under this type of farming, high doses of biochemical inputs and irrigation are used for obtaining higher production.

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Farming: Commercial The main characteristic of this type of farming is the use of higher doses of modern inputs, e.g., high yielding variety (HYV) seeds, chemical fertilisers, insecticides and pesticides to obtain higher productivity. The main purpose of this type of farming is to earn a profit by selling the product. The amount of commercialisation of farming varies from one area to another, depending on climatic conditions, irrigation facilities and other factors.

Intensive Subsistence Farming: It is the type of farming that is done by using scientific methods and better agricultural inputs to increase agricultural production. Commercial Farming: It is the type of farming in which the farmer grows the crops with the sole aim of selling the products for commercial purposes. Commercial Farming: It is the type of farming in which the farmer grows the crops with the sole aim of selling the the products for commercial purposes.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X



Key Words

High Yielding Variety Seeds: High Yielding Variety Seeds: These are seeds

Primitive Subsistence Farming: It is the

that are of better quality than normal quality seeds. Commercialisation of Farming: It is a phenomenon in which certain specialised crops began to be grown not for consumption in the village but for sale in national and even in international market. Percolated: The process by which water moves downward through the soil under gravitational forces.

type of farming that is done on a small patch of land with the help of primitive tools such as hoe, dao and digging sticks and family or community labour. Slash and Burn Agriculture: It is a widely used method of growing food in which wild or forested land is clear cut and any remaining vegetation burned. The resulting layer of ash provides the newly-cleared land with a nutrient-rich layer to help fertilize crops.

Key Diagram

Cropping Seasons in India:





(i) Rabi season: It starts with the beginning of winter and continues until the beginning of summer (October-December to April-June). The rabi crops include wheat, barley, gram, and oilseeds. The crops are grown either with rainwater that has percolated into the ground



production. Jute is a vegetable fibre. It is very cheap to produce, and its production levels are similar to that of cotton. Millet is one of the oldest human foods and is believed to be the first domesticated cereal grain.



India rank 2nd in the world in agriculture

or using irrigation. These crops are mainly grown in Punjab, Haryana, Uttar Pradesh, Himachal Pradesh, Uttarakhand, etc. (ii) Kharif season: It starts with the onset of the monsoon and continues until the beginning of winter (June-July to September-October). The kharif crops include rice, maize, millets, cotton, jute, groundnut, moong, urad, etc. Unlike Rabi crops, Kharif crops require good rainfall. The output of these crops depends upon the time and amount of rainwater. These crops are mainly grown in Assam, West Bengal, Andhra Pradesh, Tamil Nadu, coastal regions of Odisha, Kerala and Maharashtra. (iii) Zaid season: This is a short crop season in between the rabi and the kharif season. Crops like watermelon, muskmelon, cucumber, some vegetables and fodder crops are the major crops of this season.

Key Facts

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AGRICULTURE







The non-food crops grown in India are rubber; fibre crops like, cotton, jute, hemp, natural silk, etc. Jute is known as the golden fibre. Due to its high cost, it is losing market to synthetic fibres and packing materials, particularly the nylon. Sericulture, or silk farming, is the cultivation of silk worms to produce silk.

Key Words Pulses: They are a versatile group of 12 leguminous crops.

Millets: They are a group of highly variable

small-seeded grasses, widely grown around the world as cereal crops or grains for human food and as fodder. Coarse grains: They are a broad sub-group of several short-duration warm weather (Kharif) crops like Jowar (Sorghum), Bajra (Pearl Millet) Maize, Ragi (Finger Millet), etc. Oilseed crops: They are a high-value agricultural commodity for use in refined edible oil products. Sericulture: the cultivation of silkworms to produce silk. Non-food crop: It is a crop grown to produce goods for manufacturing.

Q. 1. Match the following:



Q. 2. Barley: Rabi crop, Cotton: Kharif crop, ................ : Zaid crop. [CBSE SQP 2020-21] (A) Wheat (B) Mustard (C) Soya bean (D) Cucumber Ans. Option (D) is correct. Explanation: Zaid crops are grown between Kharif and Rabi, between March and July on irrigated lands. Cucumber, pumpkin, and bitter gourd are examples of Zaid crops.



































(CBSE SQP, 2020-21) (A) Wheat (B) Rice (C) Tea (D) Ragi Ans. Option (D) is correct. Explanation: Among all the above options, only Ragi is a millet crop whereas wheat is a rabi crop, Rice and groundnut is a Kharif Crop. Q. 4. Which one of the following is a leguminous crop ? (A) Jowar (B) Pulses (C) Millets (D) Sesamum

These questions are for practice and their solutions are available at the end of the chapter



















Q. 3. A type of millet rich in iron, calcium, other micro nutrients and roughage is ___________.



















(iii) Oranges of Nagpur and Cherrapunjee (Meghalaya). (iv) Apples, pears, apricots and walnuts of Jammu and Kashmir and Himachal Pradesh.











(A) (i)-(B), (ii)-(C), (iii)-(D), (iv)-(A) (B) (i)-(D), (ii)-(C), (iii)-(B), (iv)-(A) (C) (i)-(C), (ii)-(D), (iii)-(A), (iv)-(B) (D) (i)-(A), (ii)-(B), (iii)-(C), (iv)-(D) Ans. Option (C) is correct. Explanation: (i) Mangoes of Maharashtra, Andhra Pradesh, Telangana, Uttar Pradesh and West Bengal. (ii) Bananas of Kerala, Mizoram, Maharashtra and Tamil Nadu.



Pears, and



Uttar Pradesh, (A) Apples, Maharashtra walnuts Apricots (ii) Tamil Nadu, Ker- (B) Oranges ala, Karnataka (C) Mangoes (iii) Himachal Pradesh, Jammu and Kashmir and (D) Bananas (iv) Nagpur Meghalaya (i)



Column B



Column A







A Multiple Choice Questions

(1 mark each)





OBJECTIVE TYPE QUESTIONS



















Major Crops, Pulses, and Millets are grown in India: Major crops grown in India are rice, wheat, millets, pulses, tea, coffee, sugarcane, oilseeds, cotton, and jute. Major pulses that are grown in India are tur (arhar), urad, moong, peas and gram. Jowar, bajra and ragi are the important millets grown in India. Though these are known as coarse grains, they have very high nutritional value. For example, ragi is very rich in iron, calcium, other micro-nutrients and roughage. Oilseeds: India is the largest producer of oil seeds in the world. Main oil seeds produced in India are groundnut, mustard, coconut, sesamum (til), soyabean, castor seeds, cotton seeds, linseed and sunflower. Most of these are edible and used as cooking mediums. Horticulture and Sericulture: Horticulture is the science and art of growing plants (fruits, vegetables, flowers and any other cultivar). India is the largest producer of fruits and vegetables in the world. India is a producer of tropical as well as temperate fruits. India produces about 13 % of the world’s vegetables. It is an important producer of peas, cauliflower, onion, cabbage, tomato, brinjal and potato.

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(A) gram (B) maize (C) millets (D) pulses Q. 9. What is common between primitive subsistence farming and intensive subsistence farming? (A) Both require the use of modern machinery. (B) Both are done on large tracts of land. (C) Both require large amounts of credit. (D) Both are labour-intensive. (CBSE, Additional Practice Question, 2021-22) Q. 10. Look at this picture of Maahir, who practices organic farming from his rooftop.











Q. 5. Analyze the information given below, considering one of the following correct options: It is known as the golden fibre. Jute grows well on well-drained fertile soils in the flood plains where soils are renewed every year. A high temperature is required during the time of growth. West Bengal, Bihar, Assam, Odisha and Meghalaya are the major jute producing states. It is used in making gunny bags, mats, ropes, yarn, carpets and other artefacts. Due to its high cost, it is losing market to synthetic fibres and packing materials, particularly the nylon. (A) Jute (B) Cotton (C) Rubber (D) Silk Ans. Option (A) is correct.



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Q. 6. Study the picture and answer the question that U follows:















Directions: In the following questions, A statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as. Both A and R are true and R is the correct explanation of A. Both A and R are true but R is NOT the correct explanation of A. A is true but R is false. A is false and R is True. Assertion (A): Agriculture is an old economic activity. Reason (R): Farming varies from subsistence to







What will come in the empty box?

These questions are for practice and their solutions are available at the end of the chapter



(C) (D) Q. 1.





bajra

ragi



jowar

(B)



wheat

rice

(A)







Cereals







Food crops































B Assertion & Reason





Q. 7. Find the incorrect option from the following: (A) Groundnut is a Kharif crop and accounts for about half of the major oil seeds produced in the country. (B) Gujarat was the largest producer of groundnut followed by Rajasthan and Tamil Nadu in 2015-16. (C) Linseed and mustard are Kharif crops. (D) Sesamum is a Kharif crop in north and Rabi crop in south India. Ans. Option (C) is correct. Explanation: Linseed and mustard are Rabi crops. Q. 8. Observe the flow chart given below. (CBSE, Additional Practice Question, 2021-22)

What is MOST LIKELY to be true about Maahir ? (A) He does not have enough money to buy crops from the market. (B) He is practising a type of farming that is environmentally-friendly. (C) He is only growing kharif crops on his rooftop. (D) He is a farmer by profession. (CBSE, Additional Practice Question, 2021-22) Q. 11. Kamal uses high yielding variety (HYV) seeds and chemical fertilisers to increase his wheat production. Which type of farming is Kamal practicing? (A) Intensive subsistence farming (B) Primitive subsistence farming (C) Commercial farming (D) Organic farming (CBSE, Additional Practice Question, 2021-22)













Which type of cultivation is that ? (A) Wheat cultivation (B) Rice cultivation (C) Sugarcane cultivation(D) Tea cultivation





























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Ans. Option (A) is correct Explanation: The plantation has an interface between agriculture and industry. Plantations cover large tracts of land, using capital-intensive inputs, with the help of migrant labourers. All the produce is used as raw material in respective industries. Q. 5. Assertion (A): Crops are grown depending upon the variations in soil, climate and cultivation practices. Reason (R): Crops are also grown according to the availability of water. Ans. Option (B) is correct Explanation: A variety of food and non-food crops are grown in different parts of the country depending upon the variations in soil, climate and cultivation practices. Major crops grown in India are rice, wheat, millets, pulses, tea, coffee, sugarcane, oil seeds, cotton and jute, etc.









commercial type. Ans. Option (B) is correct. Explanation: Cultivation methods changed significantly depending upon the characteristics of physical, environmental and technological methods. Q. 2. Assertion (A): Tea is an important beverage crop introduced in India initially by the British. Reason (R): In 2015, India was the second largest producer of tea after China. Ans. Option (B) is correct. Q. 3. Assertion(A): India’s primary activity is agriculture. Reason (R): Two-thirds of its population is engaged in agricultural activities. Q. 4. Assertion (A): Plantation has an interface between agriculture and industry. Reason (R): Plantation is a type of commercial farming, a single crop is grown on a large area.



AGRICULTURE













SUBJECTIVE TYPE QUESTIONS

Q. 1. Describe any three main features of ‘Rabi crop







season’.



















































Ans. Features of ‘Kharif Crop Season’: (a) Grown with the onset of monsoon in different parts of the country. (b) Harvested in September-October. (c) Important Kharif crops are Paddy, Maize, Jowar, Bajra, Tur (arhar), etc. (d) Any other relevant point. (Any three points to be described) (CBSE Marking Scheme, 2019) 3

Commonly Made Error



These questions are for practice and their solutions are available at the end of the chapter





















U [Delhi Set-I, II & III, 2019]

Ans. Main features of ‘Rabi Crop Season’: (a) Rabi crops are sown in the winter season from October to December. (b) Harvested in summer from April to June. (c) Important Rabi crops are wheat, barley, peas, gram and mustard. (d) Availability of precipitation during winter months due to western temperate cyclones helps in the success of these crops. (e) Any other relevant point. (Any three points to be described) (CBSE Marking Scheme, 2019) 3 Q. 2. Describe any three main features of 'Kharif crop U [Delhi Set-I, II & III, 2019] season.'









Q. 1. Why Jhumming is a primitive subsistence farming E in India? Ans. Jhumming is practiced in hilly areas of the NorthEastern states of India. The farmers use primitive tools and without the application of modern technology and modern input and it only provides basic food grains for subsistence level. Hence jhumming is considered primitive subsistence farming. 1 Q. 2. Which types of crops are grown in intensive U subsistence farming? Ans. Intensive subsistence farming yields two types of crops- wet and dry. While the wet crops include paddy, the dry ones vary from wheat, pulses, maize, millets, sorghum, soya beans, tubers, and vegetables. Q. 3. What components are involved in sericulture? E Ans. Sericulture involves: (i) cultivation of food plants of the worms, (ii) rearing of silkworms, and reeling and spinning of silk. ½+½=1 Q. 4. Which is the most important commercial crop in R India? R Q. 5. State any two importances of oilseeds. Ans. (i) Oil seed such as groundnuts are edible and used as food source. (ii) Some oil seeds also have medicinal value and are used in the manufacture of medicines. ½ + ½ =1



Short Answer Type Questions (3 marks each)



Very Short Answer Type Questions (1 mark each)

Very few students have written correct names of Kharif crops.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X































(CBSE Marking Scheme, 2019) 5





These questions are for practice and their solutions are available at the end of the chapter



Detailed Answer: Tea and coffee are the two major beverage crops grown in India.





Q. 1. Why is agriculture called the backbone of Indian U [Delhi, Set I, 2020] economy ? Explain.







Long Answer Type Questions (5 marks each)

Ans. Two major beverage crops: Tea and coffee. Tea growing areas: Assam, West Bengal, Tamil Nadu and Kerala. Coffee producing states : Karnataka, Kerala and Tamil Nadu.



2 + 1=3



























Q. 5. Describe the uses of oil seeds, which state is the A+R largest producer of groundnut? Ans. (a) Oil seeds usually have two main uses: (i) They are used as a cooking medium as most of them are edible. For example, groundnut oil sunflower oil, coconut oil, etc. (ii) They are used as raw material. For example, oil seeds are important raw materials for the production of soap, cosmetics, ointments, etc. (b) Gujarat is the largest producer of groundnut in India. Other states are Rajasthan, Tamil Nadu, Andhra Pradesh, Karnataka, Madhya Pradesh, Maharashtra, West Bengal and Telangana.



Climatic conditions should be mentioned properly.





Answering Tip







Climatic conditions are not written clearly, even names of states are confused with names of pulses like moong, urad, etc.





Major pulses producing states in India are : Madhya Pradesh and Uttar Pradesh. 2+1=3

Ans. Features of primitive subsistence agriculture in India are: (i) It is practised on small patches of land. (ii) Tools used in this kind of farming are traditional tools such as hoe, dao and digging stick. (iii) This type of agriculture is completely dependent on monsoon. (iv) When soil fertility decreases, the farmers shift to another plot of land. 1¼×4=5 (v) Only a few crops are raised. The main crops grown are maize or corn, cassava or manioc, millet, and beans. (1×5=5) (CBSE Marking Scheme, 2020) Detailed Answer: (i) This type of farming is practised on small patches of land with the help of primitive tools like hoe, dao and digging sticks and family labour. (ii) This type of farming depends upon monsoons, natural fertility of soil and environmental suitability. (iii) It is a `slash and burn' agriculture. Farmers clear a patch of land and produce crops for their sustenance. (iv) When the soil fertility decreases, farmers shift to new area, clear forest by burning and again sow crops. (v) This type of agriculture is self-sufficient and farmers only grow food for themselves and their families. Q. 4. Name the two major beverage crops grown in India. Describe their growing areas. U + R + A [OD Set-I, 2019]





(ii) Being leguminous crops, all these crops help in restoring soil fertility by fixing nitrogen from the air.

Commonly Made Error









(i) Pulses need less moisture and survive even in dry conditions.

Q. 2. Explain any five features of plantation farming. A [Delhi Set II, 2020] Q. 3. Explain any four features of primitive subsistence agriculture in India. A (Delhi Set III, 2020)













Q. 4. Why the pulses are mostly grown in rotation with other crops? Name any two major pulse U producing states? Ans. Cultivation of pulses requires following geographical conditions:











Q. 3. Which are the two main cropping seasons in India? Mention their growing and harvesting U [Board Term-I, 2015] periods.

Ans. Agriculture is the backbone of the Indian economy because: (i) In India, about 52% of people were engaged in the agriculture sector in 2010-2011. (ii) It provides raw materials to industries. (iii) It helps earn foreign exchange for the country through the export of agricultural produce. (iv) The agricultural sector contributes almost onethird of our GDP. (v) The sector also provides food for our teeming population. (1×5=5) (CBSE Marking Scheme, 2020)





Harvesting months of Kharif Crops are confused with that of Rabi crops.









Answering Tip

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AGRICULTURE

flood plains where soils are renewed every year. (ii) High temperature is required during the time of growth.















































(CBSE Marking Scheme, 2019) 5

Detailed Answer: Rice and wheat are the two most important cereal crops grown in India. (i) Rice: This crop is grown well in hot and moist climate. The geographical conditions required for rice cultivation are: (a) Temperature: 16°C – 27°C and rainfall 100 cm to 200 cm is ideal for rice growing. But rainfall during harvest time is harmful. Annual coverage temperature around 24°C is ideal. (b) Soil: Rice is grown well on the alluvial soil or on the fertile river basins. It is also grown in mixed soil or loamy and clayey soil. (c) Land: Plain lands or gentle slopes are suitable for the production of rice. Because stagnancy of water is must for the cultivation of rice. Plenty of cheap labour is also required for the production of rice. HYV seeds, plenty of chemical manure, irrigation water, can produce more rice. (ii) Wheat: Wheat is the 2nd most important food crop of India. It is the crop of temperate region. In India, it is grown in winter. It is more dependent on climate than soil. The geographical conditions required for wheat cultivation are mentioned below: (a) Temperature: Wheat requires 14° to 18°C temperature. High temperature is harmful for the cultivation of wheat.





Ans. Two fibre crops – cotton and jute. Cotton: Black soil, high temperature, light rainfall, clear sky Jute: Well-drained fertile soil, high temperature. (Any other relevant point)













Q. 5. Name any two major fibre crops grown in India. Describe the conditions required to grow these A + R [OD Set-II, 2019] two crops.

(ii) High humidity with annual rainfall above 100 cms. (iii) Important Kharif crop. Conditions for growing wheat : (i) Rainfall 50-75 cms. (ii) Low temperature with bright sunshine. (iii) Important Rabi crop. (Any other relevant point) (CBSE Marking Scheme, 2019) 5











Tamil Nadu and Kerala are common states for both tea and coffee growing areas in India.

Detailed Answer: Cotton: (i) Cotton grows well in drier parts of the black cotton soil of the Deccan Plateau. (ii) It requires high temperature, light rainfall or irrigation. (iii) It requires 210 frost-free days and bright sunshine for its growth. (iv) It is a kharif crop and requires 6 to 8 months to mature. Jute: (i) Jute grows well on well-drained fertile soils in the

Ans. The main cereal crops : Rice & Wheat Conditions for growing rice : (i) High temperature above 25°C.













Q. 6. Name the two most important cereal crops grown in India. Describe the conditions required to grow A + R [OD Set-III, 2019] these two crops.







Students have written names of Assam and West Bengal in coffee growing states.

Answering Tip



Jute and Cotton both are Kharif crops as they both need high temperatures for cultivation.







Answering Tip

Commonly Made Error



Jute is considered to be a Rabi crop.







Commonly Made Error

















(a) Tea: (i) An example of plantation agriculture is an important beverage crop introduced in India by the British. (ii) Grows well in tropical and sub-tropical climates endowed with deep and fertile well-drained soil, rich in humus and organic matter. (iii) Requires warm and moist frost-free climate, frequent showers evenly distributed over the year. (iv) A labour-intensive industry, requires abundant cheap and skilled labour. (v) Major producing states are Assam, West Bengal, Tamil Nadu and Kerala. Apart from these, Himachal Pradesh, Uttarakhand, Meghalaya, Andhra Pradesh and Tripura are also tea-producing states in the country. (vi) India is the leading producer as well as exporter of tea in the world. (b) Coffee: (i) India produces about four per cent of the world’s total coffee. (ii) The Arabica variety produced in the country is in great demand all over the world. (iii) It is mainly cultivated in Karnataka, Kerala and Tamil Nadu.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

 











Commonly Made Error









Some students tend to get confused and end up mixing the points. They must revise their answer.

Answering Tip

Students should write correct points of comparison like labour, capital consumption in their answers. Explain any two main challenges faced by the jute industry in India. Explain any three objectives of National Jute Policy. U [Board Delhi Set I, II, III, 2017]





Q 9.





















Ans. Challenges faced by the jute industry: (a) Stiff competition in the international market from synthetic substitutes. (b) To stimulate demand the products need to be diversified. (c) Stiff competition from other competitors like Bangladesh, Brazil etc. Any other relevant point. (Any two points to be explained.) Objective of National Jute Policy:



































Ans. A. Commercial Farming (i) It is distinguished by use of higher doses of modern inputs like High Yielding Variety (HYV) seeds, fertilisers, farming tools, etc. (ii) Commercialisation of agriculture varies from region to region. (iii) It is characterized by a use of well-developed network of transport and communication. (iv) Plantation is a type of commercial farming. (v) High productivity is the first and the foremost aim of commercial farming. (vi) For example, Rice is a commercial crop in Haryana and Punjab. B. Subsistence Farming (i) This type of farming is practiced on small patches of land. (ii) Labour- intensive farming. (iii) It is characterized by the use of primitive tools. (iv) This type of farming is entirely dependent on monsoons. (v) ‘Slash and burn’ agriculture is a type of primitive farming. (vi) Productivity in this type of farming is very low. (vii) For example, rice is a subsistence crop in Odisha. 2½+ 2½=5 (CBSE Marking Scheme, 2018)







Q. 7. Establish the difference between commercial farming and subsistence farming with the help of a suitable example. U [CBSE Delhi Set-I, 2018] OR Distinguish between primitive subsistence farming and commercial farming by stating five U points of distinction.





Names of rice producing states and wheat producing states should be written in answer.





Answering Tip

(iv) In intensive subsistence farming, farmers produce for their own consumption whereas in commercial farming production is solely for the commercial purpose. (v) In intensive subsistence farming, processing industries are not associated with farms whereas in commercial farming processing industries are associated with plantations. (vi) In intensive subsistence farming, multiple crops are grown whereas in commercial farming a single crop is grown. (vii) In intensive subsistence farming, land holdings are small whereas in commercial farming land holdings are large. (viii) Any other relevant point. Any five points of comparison to be mentioned 1×5=5 (CBSE Marking Scheme, 2018)





Both crops are confused, instead of Kharif crop students have written Rabi crop, and even rainfall and temperature is wrong.





Commonly Made Error

Ans. Comparison between ‘Intensive Subsistence farming’ and ‘Commercial farming’: (i) In intensive subsistence farming, pressure of population on land is high whereas in commercial farming population pressure is low. (ii) In intensive subsistence farming, labour intensive farming is used whereas in commercial farming mechanized form of farming is used. (iii) In intensive subsistence farming, there is low capital investment whereas in commercial farming high capital investment is required.











Q 8. Compare ‘intensive subsistence farming’ with that of ‘commercial farming’ practiced in India. U (Delhi & OD, 2018)













(b) Rainfall: 50 cm to 100 cm rainfall is required for wheat cultivation. In the primary stage, cold moisture rich climate and at the time of harvesting, bright hot climate is required. (c) Soil: Fertile alluvial soil or mixed soil is ideal for wheat cultivation. (d) Land: Plain lands or gentle slopes are ideal for wheat cultivation. Plenty of labour along with fertilizer, irrigation facilities, HYV seeds like Heera, Moti, RR-8 Kalyan, etc. and mechanized farming are good for wheat production. Uttar Pradesh is the largest producer of wheat followed by Punjab, Haryana, Madhya Pradesh, Tamil Nadu and Bihar.

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AGRICULTURE





(vi)











(v)

Topic-2



(viii)







(a) (b) (c) (d) (ix)





(vii)































(a)Increasing productivity (b) Improving quality. (c) Ensuring good prices to the jute farmers. (d) Enhancing the yield per hectare. (e) Any other relevant points. (Any three) ( 2+3=5) (CBSE Marking Scheme, 2017) Detailed Answer: Following are the challenges faced by the jute industries in India: (i) Prices for jute textiles are so low that industrialists hesitate to set up these industries. (ii) International demand of jute goods is falling sharply which is not an encouragement for these industries. (iii) Many countries now prefer substitutes for jute like plastic or synthetic fibres which reduces its demand. (iv) Our jute industries face hard competition from

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Brazil, Thailand, Bangladesh and Egypt whose production cost of jute textile is much lower than of India. As jute exhausts soil fertility very fast and also because of its low profits, farmers now prefer to cultivate alternative crops like rice. The government has taken the following steps to boost Jute production : The government has made it compulsory in the country to use jute packaging. In 2005, our government formulated the National Jute policy with the following aims : To expand production To enhance quality To provide good prices to the farmers To enhance yield per hectare With the increased awareness about environmental degradation, many state governments have also banned the use of plastic bags and recommended jute or paper bags.

Technological and Institutional Reforms Concepts Covered  Various government policies for institutional as well as technological reforms since independence.



Food security

Revision Notes Introduction of Various Policies and Reforms India’s food security policy has a primary objective to ensure the availability of food grains to the common people at an affordable price. It has enabled the poor to have access to the food. The Green Revolution promised improvement in the condition of marginal and small farmers. In the 1980s and 1990s, a comprehensive land development programme was initiated, which included both institutional and technical reforms. Provision for crop insurance against drought, flood, cyclone, fire and disease, the establishment of the Grameen banks, cooperative societies and banks for providing loan facilities to the farmers at lower rates of interest were some important steps in this direction.

Key Facts Norman Borlaug is known as the Father of the Green Revolution. The Green Revolution was the notable increase in cereal-grains production in Mexico, India, Pakistan, the Philippines, and other developing countries in the 1960s and 1970s. Problems Faced by the Farmers

Consolidation of holding: It means to bring together different peices of land and merge them into one land. Collectivisation: It meant that peasants would work together on larger, supposedly more productive farms. Almost all the crops they produced would be given to the government at low prices to feed the industrial workers. Food Security: It means availability, accessibility and affordability of food for all. Green Revolution: It was a period that began in the 1960s during which agriculture in India was converted into a modern industrial system by the adoption of technology. Crop insurance: It is a type of protection policy that covers agricultural producers against unexpected loss of projected crop yields or profits from products sales at the market.



Key Words















Changing the Face of Indian Agriculture Agriculture, provides livelihood for more than 60% of population, needs some serious technical and institutional reforms. Collectivisation, consolidation of holding, cooperation and abolition of zamindari, etc, were given priority to bring about institutional reforms in the country after Independence. Special weather bulletins and agricultural programmes for farmers were introduced on the radio and television.

Today, Indian farmers are facing a big challenge from international competition. The growth rate in agriculture is decelerating which is an alarming situation.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

India’s food security policy has a primary objective to ensure availability of food grains to the common people at an affordable price. It has enabled the poor to have access to the food. Food security has following dimensions: (a) Availability of food means food production within the country, food imports and the previous years stock stored in government granaries. (b) Accessibility means food is within reach of every person. (c) Affordability implies that an individual has enough money to buy sufficient, safe and nutritious food to meet one's dietary needs. Thus, food security is ensured in a country only if (1) Enough food is available for all the person (2) All person have the capacity to buy food of acceptable quality and (3) There is no barrier on access to food The high MSP, subsidies in input and committed FCI purchases have distorted the cropping pattern. Wheat and paddy crops are being grown more for the MSP they get. Punjab and Haryana are the foremost examples. This has also created a serious imbalance in inter-crop parities. There has been a gradual shift from cultivation of food crops to cultivation of fruits, vegetables, oilseeds and industrial crops.









































Subsidy on fertilisers is decreased leading to an increase in the cost of production. Reduction in import duties on agricultural products has proved detrimental to agriculture in the country. Farmers are withdrawing their investment from agriculture causing a downfall in the employment in agriculture. What is Food Security System? In order to ensure the availability of food to all sections of society, our government carefully designed a national food security system. It consists of two components—(a) buffer stock and (b) public distribution system (PDS). Food Security means availability, accessibility and affordability of food to all people at all times. The poor households are move vulnerable to food insecurity whenever there is a problem of production or distribution of food crops. Food security depends on the Public Distribution System (PDS) and government vigilance and action at times, when this security is threatened. In the 1970s, food security was understood as the "availability at all times of adequate supply of basic foodstuffs" (UN, 1975). The FCI procures food grains from the farmers at the government announced minimum support price (MSP).

Key Words National food security system: It is an Indian Act of Parliament which aims to provide subsidized food grains to approximately two thirds of the country's 1.2 billion people. Public distribution system: It is a government-sponsored chain of shops entrusted with the work of distributing basic food and non-food commodities to the needy sections of the society at very cheap prices. Minimum Support Price (MSP): It is the minimum guaranteed price of a crop, fixed and announced by the government before the start of a cropping season. Public Distribution System: It evolved as a system of management of scarcity through distribution of foodgrains at affordable prices. Globalisation: It is the process by which the world is becoming increasingly interconnected as a result of massively increased trade and cultural exchange. Environmental degradation: It is a process through which the natural environment is compromised in some way, reducing biological diversity and the general health of the environment.

OBJECTIVE TYPE QUESTIONS





Q. 2. ICAR refers to: (A) International Council of Aeronautical Research (B) Indian Council of Agricultural Research (C) Indian Council of Animal Research (D) International Commission for Agricultural Research R





R

These questions are for practice and their solutions are available at the end of the chapter









































Concept Applied Agricultural Policies and reforms. (A) Maximum Support Price (B) Minimum Support Price (C) Moderate Support Price (D) Influential Support Price

Ans. Option (B) is correct. Explanation: A price set by government on which they purchase agricultural product directly from farmer, is known as MSP.





Q. 1. Which one of the following is announced by the government in support of a crop ?



A Multiple Choice Questions

(1 mark each)

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Q. 3. Grouping of small land holding into a bigger one is called : U (A) Ceiling of land holding (B) Collectivization (C) Cooperative Farming (D) Consolidation of land holding Ans. Option (D) is correct. Q. 4. Find the incorrect option from the following: (A) Kisan Credit Card (KCC), Personal Accident Insurance Scheme (PAIS) are some other schemes introduced by the Government of India for benefit of the farmers. (B) Moreover, special news bulletins and entertainment programmes for farmers were introduced on the radio and television. (C) The government also announces minimum support price, remunerative and procurement prices for important crops to check the exploitation of farmers by speculators and middlemen. Ans. Option (B) is correct. Explanation: Moreover, special weather bulletins and agricultural programmes for farmers were introduced on the radio and television. Q. 5. Which of the following was the main focus of our First Five Year plan? (A) Price of pulses (B) Agriculture (C) Industrialisation (D) Globalisation Ans. Option (B) is correct Explanation: The main focus of the fist-five-year plan was the agriculture development of the country. Q. 6. Identify the correct feature of ICAR. (A) It is an autonomous body (B) It is responsible for coordinating agricultural education and research in India (C) Headquarters are located in Krishi Bhavan, New Delhi. (D) All of the Above Ans. Option (D ) is correct

B Assertion & Reason















Ans.



Q. 2.







Ans. Q. 3.































(C) (D) Q. 1.













(B)



Ans.



Q. 4.





























Directions : In the following questions, A statement of Assertion (A) is followed by a statement of Reason (R). Mark the correct choice as. Both A and R are true and R is the correct explanation of A. Both A and R are true but R is NOT the correct explanation of A. A is true but R is false. A is false and R is True. Assertion (A): Organic farming is much in vogue. Reason (R): In organic farming, crops are grown using high doses to increase production. Option (C) is correct. Explanation: Organic farming is much in vogue because it is practiced without factory made chemicals such as fertilisers and pesticides. Hence, it does not affect environment in negative manner. Assertion (A): A few economists think that Indian farmers have a bleak future if they continue growing food grains on the holdings that grow smaller and smaller as the population rises. Reason (R): Indian farmers should diversify their cropping pattern from cereals to high-value crops. Option (A) is correct. Assertion (A): Indian farmers should diversify their cropping pattern from cereals to high value crops. Reason (R): This will increase income and reduce environmental degradation simultaneously. (CBSE, Term 1, 2021) Option (A) is correct Explanation: Because fruits, medicinal herbs, flowers, vegetables, Bio-diesel crops like Jatropha and Jojoba need much less irrigation than rice or sugarcane. India's diverse climate can be harnessed to grow a wide range of high value crops. Assertion (A): Indian farmers should not diversify their cropping patterns from cereals to high- value crops. Reason (R): This will increase incomes and reduce environmental degradation.





(A)

















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AGRICULTURE





SUBJECTIVE TYPE QUESTIONS Q. 3. What was the main objective of land reforms in India? Mention any two. E Concept Applied























Institutional Reforms in Agriculture Ans. Some of the most important objectives of land reforms in India are as follows: (i) Rational use of resources (ii) Raising production level (iii) Removal of exploitation (iv) Social welfare (v) Planned development (vi) Raising the standard of living. (Any Two Points) ½+ ½=1

Q. 1. What are the primary objectives of the food E security policy of India? Ans. The primary objectives of the food security policy of India are to: (i) Ensure availability of food grains to the common people at an affordable price. (ii) It has enabled the poor to have access to food. ½ + ½ =1 Q. 2. Name any two agricultural reforms introduced by the Government of India. R









Very Short Answer Type Questions (1 mark each)

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Q. 5. What are the institutional reforms of the Indian E agriculture? Ans. The institutional reforms of the Indian agriculture are: (i) Land reforms: Collectivisation, consolidation of holdings, cooperation and abolition of zamindari. (ii) Agricultural reforms: Green revolution and White revolution. ½ + ½ =1

Q. 4. What steps were taken by the Indian Government for a comprehensive land development U programme? Ans. Provision for crop insurance against drought, flood, cyclones, fire and disease, establishment of Grameen banks, Cooperative societies and banks for providing loan facilities to the farmers at lower rates of interest were some important steps in this direction. 1



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X





152

Short Answer Type Questions



(3 marks each)









Q. 1. Enlist the various agriculture institutional reform programmes introduced by the government in the interest U (Delhi, Set I, 2020) of farmers.











(iii) (iv) (v)

as fertilisers and pesticides. Hence, it does not negatively affect the environment. (ii) Indian farmers should diversify their cropping pattern from cereals to high-value crops. This will increase incomes and reduce environmental degradation simultaneously. (iii) Because fruits, medicinal herbs, flowers, vegetables, bio-diesel crops like jatropha and jojoba need much less irrigation than rice or sugarcane. India’s diverse climate can be harnessed to grow a wide range of high-value crops. 1×3=3



(ii)

Long Answer Type Questions (5 marks each)









Q. 1. “The Government of India has introduced various institutional and technological reforms to improve agriculture in the 1980s and 1990s.” Support this statement with examples. E + U + R (Delhi & OD, 2018) OR Explain any five institutional and technical reforms brought by the government to improve U + A the condition of Indian agriculture.







Ans.



Q. 3.







(iii)



(ii)





Ans.













Q. 2.







OR Various agricultural institutional reform programmes introduced by the government in interest of the farmers are: Provision for crop insurance against drought, flood, cyclone, fire and diseases. Establishment of Grameen Banks, Cooperative Societies for providing loan facilities to farmers at lower interest rates. Minimum Support Price (MSP). Subsidy on Fertilisers. Facilities of Kisan Credit Card and Personal Accident Insurance Scheme. (Any three) 1×3=3 The land under cultivation has got reduced day E by day. Can you imagine its consequences? (i) India shall no longer be self-sufficient in its requirements of food grains. Landless labourers will outweigh the ranks of unskilled – unemployed workers in India. More farmers will switch over to the cultivation of high-value crops. 1×3=3 Suggest the initiative taken by the government to ensure the increase in agricultural production. R (i) Organic farming is much in vogue today because it is practiced without factor made chemicals such





(i)















Topper Answer, 2020

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Ans. Institutional and technological reforms undertaken by the Government of India to improve agriculture in the 1980s and 1990s were: a. Institutional Reforms : (i) A Comprehensive Land Development Programme was initiated. (ii) Provision of crop insurance against drought, floods, cyclone, fire and disease was introduced. (iii) Gramin Banks, Cooperative Societies and Banks were established for providing loan facilities to the farmers at lower rates of interest. (iv) Kisan Credit Card (KCC) was introduced. (v) Personal Accident Insurance Scheme (PAIS) was introduced.

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(vi) The government announced Minimum Support Price, remunerative and procurement prices to reduce exploitation. b. Technological Reforms : (i) HYV seeds, chemical fertilizer and pesticides were provided. (ii) Methods of irrigation were modernized. (iii) Latest agricultural equipments were introduced. (iv)Special weather bulletins and agricultural programmes for farmers were introduced on radio and television. (v) Any other relevant point. (Any five points to be explained in which at least any three from institutional and two from technological reforms to be explained.) 3+2=5 (CBSE Marking Scheme, 2018)



OR Describe any five steps taken by the government of India to increase the productivity of agriculture U + A in India.









OR

Topper Answer, 2018

@PROCBSE Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Ans. Agriculture has been the backbone of the Indian economy though its share in the Gross Domestic Product has registered a declining trend (from 1951 onwards). In 2010 – 11, about 52% of the total workforce was employed by the farm sector which makes more than half of the Indian population dependent on agriculture for sustenance.



Students have mixed both institutional and technological reforms. Discuss both separately in this answer.





Commonly Made Error



154

Answering Tip

and stagnation in agriculture will lead to a decline in other spheres of the economy having wider implications for society. Considering the importance of agriculture in India, the Government of India made concerted efforts to modernize the agriculture. 5





Technological reforms are related to technology used in agriculture like irrigation, equipments, etc.



Q 2. “The declining share of agriculture in the Gross Domestic Product (GDP) is a matter of serious concern in India.” Support the statement. U (CBSE Compartment Set 2018)











The declining share of agriculture in the GDP is a matter of serious concern because any decline



(CBSE Marking Scheme ,2018)

COMPETENCY BASED QUESTIONS

tracts of land, using capital intensive inputs, with the help of migrant labourers. All the produce is used as raw material in respective industries.



(A) monsoon. (B) fertility of soil. (C) environmental conditions. (D) All of the above





Ans. Option (D) is correct. Q. 2. When the ____________ decreases, the farmers clear a fresh patch of land for cultivation. (A) production (B) soil fertility (C) natural calamities (D) industries Ans. Option (B) is correct. Q. 3. ______ crop is grown in commercial farming. (A) Zaid (B) Rabi (C) Single (D) Kharif Ans. Option (C) is correct. Q. 4. In commercial farming, we use: (A) HYV seeds. (B) old methods of inputs. (C) small patches of land. (D) skilled labour.





































































Plantation is also a type of commercial farming. In this type of farming, a single crop is grown on a large area. The plantation has an interface of agriculture and industry. Plantations cover large



Commercial Farming















It is a 'slash and burn' agriculture. Farmers clear a patch of land and produce cereals and other food crops to sustain their family. When the soil fertility decreases, the farmers shift and clear a fresh patch of land for cultivation. This type of shifting allows nature to replenish the fertility of the soil through natural processes; land productivity in this type of agriculture is low as the farmer does not use fertilisers or other modern inputs. It is known by different names in different parts of the country.









Q. 1. Primitive Subsistence farming depends on:



This type of farming is still practised in few pockets of India. Primitive Subsistence Agriculture is practised on small patches of land with the help of primitive tools like hoe, dao and digging sticks, and family/community labour. This type of farming depends upon monsoon, natural fertility of the soil and suitability of other environmental conditions to the crops grown.







Primitive Subsistence Farming

In India, tea, coffee, rubber, sugarcane, banana, etc., are important plantation crops. Tea in Assam and North Bengal coffee in Karnataka are some of the important plantation crops grown in these states. Since the production is mainly for market, a well-developed network of transport and communication connecting the plantation areas, processing industries and markets plays an important role in the development of plantations.







I. Read the extract given below and answer any Five U out of the six questions:







Case based MCQs

Attempt any 4 sub-parts from each question. Each sub-part carries 1 mark.

(4 marks each)

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II. Read the extract given below and answer any five U out of the six questions: Wheat This is the second most important cereal crop. It is the main food crop, in north and north-western part of the country. This rabi crop requires a cool growing season and a bright sunshine at the time of ripening. It requires 50 to 75 cm of annual rainfall evenly-distributed over the growing season. There are two important wheat-growing zones in the country – the Ganga-Satluj plains in the northwest and black soil region of the Deccan. The major wheat-producing states are Punjab, Haryana, Uttar Pradesh, Bihar, Rajasthan and parts of Madhya Pradesh. Rice It is the staple food crop of a majority of the people in India. Our country is the second largest producer of rice in the world after China. It is a kharif crop which requires high temperature, (above 25°C) and high humidity with annual rainfall above 100 cm. In the areas of less rainfall, it grows with the help of irrigation. Q. 1. How much annual rainfall is required for Wheat? (A) 50 to 75 cm (B) below 50 cm (C) Above 100 cm (D) 75 to 150 cm Ans. Option (A) is correct. Explanation: Wheat requires a cool growing season and a bright sunshine at the time of ripening.





























humidity with annual rainfall above 100 cm. Q. 5. Rice is a _______ crop. (A) food (B) plantation (C) horticulture (D) Both B & C Ans. Option (A) is correct Q. 6. Identify major difference between wheat crop and rice crop. (A) Wheat is grown mostly in south India; Rice is grown mostly in north India. (B) Rice is a Kharif crop; wheat is a rabi crop. (C) Rice is called grain crop, wheat is called cereal crop. (D) Both A & C Ans. Option (B) is correct

Case Based Subjective Questions













Q. 2.



















Q. 1. Ans.























Ans.



















Q. 4. Ans.



















Q. 4. _________ is the largest producer of Rice. (A) Brazil (B) India (C) China (D) Australia Ans. Option (C) is correct. Explanation: Rice grows in the areas of less rainfall and China's climate is favourable for rice as it requires high temperature, (above 25°C) and high

Q. 3. Ans.





















Q. 3. Identify the Wheat growing zones in India. (A) The Ganga-Satluj plains in the north-west (B) Black soil region of the Deccan plateau (C) Both 'a' and 'b' (D) None of the above Ans. Option (C) is correct.

U out of the six questions: Tea cultivation is an example of plantation agriculture. It is also an important beverage crop introduced in India initially by the British. Today, most of the tea plantations are owned by Indians. The tea plant grows well in tropical and sub-tropical climates endowed with deep and fertile welldrained soil, rich in humus and organic matter. Tea bushes require warm and moist frostfree climate all through the year. Frequent showers evenly distributed over the year ensure continuous growth of tender leaves. Tea is a labour-intensive industry. It requires abundant, cheap and skilled labour. Tea is processed within the tea garden to restore its freshness. Major tea producing states are Assam, hills of Darjeeling and Jalpaiguri districts, West Bengal, Tamil Nadu and Kerala. Apart from these, Himachal Pradesh, Uttarakhand, Meghalaya, Andhra Pradesh and Tripura are also tea-producing states in the country. In 2015 India was the second largest producer of tea after China. Who introduced tea cultivation in India? The Tea crop was introduced in India initially by the British. Which type of climate is best from growing tea plant ? The tea plant grows well in tropical and subtropical climates endowed with deep and fertile well-drained soil, rich in humus and organic matter. Tea bushes require warm and moist frost free climate all through the year. Frequent showers evenly distributed over the year ensure continuous growth of tender leaves. Why is tea a labour- intensive industry? Tea is a labour intensive crop and requires abundant supply of cheap and skilled labour, especially at the time of plucking the tea leaves. This is a tedious process which requires skilled manipulation of fingers for plucking two leaves and a bud at a time. Name the major tea producing states of India. Major tea producing states are Assam, hills of Darjeeling and Jalpaiguri districts, West Bengal, 





III. Read the extract given below and answer any five



Q. 2. What is climatic conditions required for Rice? (A) High rainfall (B) High temperature (C) High humidity (D) All of the above Ans. Option (D) is correct.





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Ans. Option ( D) is correct Explanation: There are many problems that result from this method of growing crops, including deforestation, a direct consequence of cutting down forests for crop land; loss of habitat and species; an increase in air pollution and the release of carbon into the atmosphere—which contributes to global climate change. Q. 6. What are the main requirements in the development of plantations? (A) Single crop specialisation (B) Good transportation system (C) Cheap labour (D) All of the Above Ans. Option (D) is correct





















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Column II A. Kuruwa



Andhra Pradesh

III. Rajasthan

C. Penda





B. Valre



II. Odisha































IV. Jharkhand D. Pama Dabi (A) I-C, II-D, III-B, IV-A (B) I-A, II-B, III-C, IV-D (C) I-B, II-A, III-D, IV-C (D) I-D, II-C, III-A, IV-B Ans. Option (A) is correct Explanation: Andhra Pradesh – Penda Odisha – Pama Dabi Rajashtan – Valre Jharkhand – Kuruwa

III. Read the extract given below and answer any 5 U out of 6 questions: Tea cultivation is an example of plantation agriculture. It is also an important beverage crop introduced in India initially by the British. Today, most of the tea plantations are owned by Indians. The tea plant grows well in tropical and sub-tropical climates endowed with deep and fertile welldrained soil, rich in humus and organic matter. Tea bushes require warm and moist frostfree climate all through the year. Frequent showers evenly distributed over the year ensure continuous growth of tender leaves. Tea is a labour-intensive industry. It requires abundant, cheap and skilled labour. Tea is processed within the tea garden to restore its freshness. Major tea producing states are Assam, hills of Darjeeling and Jalpaiguri districts, West Bengal, Tamil Nadu and Kerala. Apart from these, Himachal Pradesh, Uttarakhand, Meghalaya, Andhra Pradesh and Tripura are also tea-producing states in the country. In 2015 India was the second largest producer of tea after China. Q. 1. Who introduced tea cultivation in India? Ans. The Tea cropwas introduced in India initially by the British. Q. 2. Which type of climate is best from growing tea plant ?























Case Based Subjective Questions





Column I





Ans. Option (D) is correct Explanation: Jhumming is done with the use of primitive tools and without modern input and technology on small patches of land. It just provides basic food grains for subsistence level to the farmer's family. There are no irrigation facilities so it has major problem of low production of grains. Q. 5. In India 'slash and burn' agriculture is known as 'Bewar', in which of the following States? (A) Andhra Pradesh (B) Madhya Pradesh (C) Rajasthan (D) Jharkhand Ans. Option (B) is correct Q. 6. Match Column I with Column II and choose the correct option: I.







Q. 4.













Ans.







Q. 3.









Ans.





Q. 2.









Ans.





Q. 1.















Tamil Nadu and Kerala. Apart from these, Himachal Pradesh, Uttarakhand, Meghalaya, Andhra Pradesh and Tripura are also tea-producing states in the country. Why is tea processed within the tea garden? Tea is processed within the tea garden to restore its freshness. Which state ranks first in tea production in India? Assam ranks first in tea production in India. Read the extract given below and answer any 5 out of 6 the questions: E (CBSE, Term 1, 2021) Jhumming: The 'slash and burn' agriculture is known as 'Milpa' in Mexico and Central America, 'Conuco' in Venezuela, 'Roca' in Brazil, 'Masole' in Central Africa, 'Ladang' in Indonesia, 'Ray' in Vietnam. In India, this primitive form of cultivation is called 'Bewar' or 'Dahiya' in Madhya Pradesh, 'Podu' or 'Penda' in Andhra Pradesh, 'Pama Dabi' or 'Koman' or 'Bringa' in Odisha, 'Kumari' in Western Ghats, 'Valre' or 'Waltre' in South-eastern Rajasthan, 'Khil' in the Himalayan belt, 'Kuruwa' in Jharkhand and 'Jhumming' in the North-eastern region. How is Primitive Subsistence Agriculture related with Jhumming? (A) It is based on shifting cultivation (B) It is intensive in nature (C) It is based on plantation cultivation (D) It depends upon cash crop Option (A) is correct Explanation: Jhumming is practised in hilly areas of North Eastern States with use of primitive tools and without application of modern technology and modern input and it only prtovides basic food grains for subsistence level, and it is also called shifting agriculture or slash and burn agriculture because it is one of the least evolved methods of farming. It wastes a lot of land resources and harms the environment in the form of pollution. The 'slash and burn' agriculture is known as 'Conuco' in which one of the following countries? (A) Venezuela (B) Brazil (C) Indonesia (D) Mexico Option (A) is correct Explanation: The 'Slash and Burn' agriculture is known as 'Conuco' in Venezuela. The 'slash and burn' agriculture is known as 'Roca' in which one of the following countries? (A) Mexico (B) Indonesia (C) Brazil (D) Venezuela Option ( C) is correct Explanation: The 'Slash and Burn' agriculture is known as 'Roca' in Brazil. Identify the major problem of Jhumming cultivation. (A) Single crop dominance (B) Modern inputs (C) High cost (D) Low production







Q. 6. Ans. IV.

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X







Q. 5. Ans.













156

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Ans. Q. 6.























Column I

Column II A. Kuruwa

Andhra Pradesh

B. Valre

III. Rajasthan

C. Penda





II. Odisha



I.

































IV. Jharkhand D. Pama Dabi (A) I-C, II-D, III-B, IV-A (B) I-A, II-B, III-C, IV-D (C) I-B, II-A, III-D, IV-C (D) I-D, II-C, III-A, IV-B Ans. Option (A) is correct Explanation: Andhra Pradesh – Penda Odisha – Pama Dabi Rajashtan – Valre Jharkhand – Kuruwa



Q. 5.





Ans.























Q. 4.





Ans.















Q. 3.

157

shifting agriculture or slash and burn agriculture because it is one of the least evolved methods of farming. It wastes a lot of land resources and harms the environment in the form of pollution. The 'slash and burn' agriculture is known as 'Conuco' in which one of the following countries? (A) Venezuela (B) Brazil (C) Indonesia (D) Mexico Option (A) is correct Explanation: The 'Slash and Burn' agriculture is known as 'Conuco' in Venezuela. The 'slash and burn' agriculture is known as 'Roca' in which one of the following countries? (A) Mexico (B) Indonesia (C) Brazil (D) Venezuela Option ( C) is correct Explanation: The 'Slash and Burn' agriculture is known as 'Roca' in Brazil. Identify the major problem of Jhumming cultivation. (A) Single crop dominance (B) Modern inputs (C) High cost (D) Low production Option (D) is correct Explanation: Jhumming is done with the use of primitive tools and without modern input and technology on small patches of land. It just provides basic food grains for subsistence level to the farmer's family. There are no irrigation facilities so it has major problem of low production of grains. In India 'slash and burn' agriculture is known as 'Bewar', in which of the following States? (A) Andhra Pradesh (B) Madhya Pradesh (C) Rajasthan (D) Jharkhand Option (B) is correct Match Column I with Column II and choose the correct option:



Ans.















Q. 2.







Ans. The tea plant grows well in tropical and subtropical climates endowed with deep and fertile well-drained soil, rich in humus and organic matter. Tea bushes require warm and moist frost free climate all through the year. Frequent showers evenly distributed over the year ensure continuous growth of tender leaves. Q. 3. Why is tea a labour- intensive industry? Ans. Tea is a labour intensive crop and requires abundant supply of cheap and skilled labour, especially at the time of plucking the tea leaves. This is a tedious process which requires skilled manipulation of fingers for plucking two leaves and a bud at a time. Q. 4. Name the major tea producing states of India. Ans. Major tea producing states are Assam, hills of Darjeeling and Jalpaiguri districts, West Bengal, Tamil Nadu and Kerala. Apart from these, Himachal Pradesh, Uttarakhand, Meghalaya, Andhra Pradesh and Tripura are also tea-producing states in the country. Q. 5. Why is tea processed within the tea garden? Ans. Tea is processed within the tea garden to restore its freshness. Q. 6. Which state ranks first in tea production in India? Ans. Assam ranks first in tea production in India. IV. Read the extract given below and answer any 5 U out of 6 questions: III.Read the extract given below and answer any 5 out of 6 the questions: E (CBSE, Term 1, 2021) Jhumming: The 'slash and burn' agriculture is known as 'Milpa' in Mexico and Central America, 'Conuco' in Venezuela, 'Roca' in Brazil, 'Masole' in Central Africa, 'Ladang' in Indonesia, 'Ray' in Vietnam. In India, this primitive form of cultivation is called 'Bewar' or 'Dahiya' in Madhya Pradesh, 'Podu' or 'Penda' in Andhra Pradesh, 'Pama Dabi' or 'Koman' or 'Bringa' in Odisha, 'Kumari' in Western Ghats, 'Valre' or 'Waltre' in South-eastern Rajasthan, 'Khil' in the Himalayan belt, 'Kuruwa' in Jharkhand and 'Jhumming' in the North-eastern region. Q. 1. How is Primitive Subsistence Agriculture related with Jhumming? (A) It is based on shifting cultivation (B) It is intensive in nature (C) It is based on plantation cultivation (D) It depends upon cash crop Ans. Option (A) is correct Explanation: Jhumming is practised in hilly areas of North Eastern States with use of primitive tools and without application of modern technology and modern input and it only prtovides basic food grains for subsistence level, and it is also called























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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Solutions for Practice Questions (Topic-1) Ans. 8: Option (B) is correct.

Ans. 4: The most important commercial crop in India is sugarcane. India has the largest area under sugarcane cultivation in the world.









(i) It is a commercial form of agriculture.

(ii) A single crop is grown over large area.

(iii) It is capital intensive and done with migrant labour. (iv) Entire produce is used as raw material in industries such as tea, coffee, rubber, sugarcane, banana, etc. (v) Plantation agriculture has an interface of agriculture and industry both. 1+4=5









Explanation: Agriculture is a primary activity, which produces most of the food that we consume. Two-thirds of India’spopulation is involved in agricultural activities and earns livelihood through it.





Ans. 3: Option (A) is correct



Ans. 2: Some characteristics of plantation agriculture are:



Assertion and Reason





Long Answer Type Questions

Explanation: Commercial farming is that where farmer produce crops on a large scale. It is a type of agribusiness where farmers raise crops and livestock to make money by selling them in the market.





Ans. 20: Option (C) is correct

Ans. 3: The two main cropping seasons are Rabi and Kharif. (i) Rabi crops are sown in winter from October to December and harvested in summer from April to June. (ii) Kharif crops are sown with the onset of monsoon in different parts of the country and harvested in September-October. 1+2=3



Ans. 19: Option (B) is correct

Short Answer Type Questions









Explanation: Leguminous crops are those plants that help to restore the fertility of the soil as their small nodes absorb nitrogen from the air and fix it into the soil. All pulses are leguminous except arhar. Ans. 17: Option (D) is correct Ans. 18: Option (D) is correct



Very Short Answer Type Questions



Multiple Choice Questions

Solutions for Practice Questions (Topic-2) Ans. 2: (i) Green Revolution (ii) White Revolution





Assertion and Reason

 

Very Short Answer Type Questions

Ans. 2: Option (B) is correct.



Multiple Choice Questions





Ans. 4: Option (D) is correct Explanation: Indian farmers should diversify their cropping patterns from cereals to highvalue crops.

REFLECTIONS









(a) Can you now be able to differentiate between primitive subsistence and intensive subsistence farming? (a) Did you understand the cropping pattern of India? (a) How can you explain the concept of food security?

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CHAPTER







List of Topics Topic-1: Minerals and their Mode of Occurrence



Page No. 156

Topic-2: Metallic Minerals and their conservation 

In this chapter you will study

Topic-3: Conventional Sources of Energy 



Page No. 162

Page No. 166

Topic-4: NonConventional Sources of Energy Page No. 170 



Different types of minerals and energy resources and places of their availability, The need for the judicious utilization of the mineral resources available.

Topic-1

Minerals and their Mode of Occurrence Concepts Covered

occurrence .



Meaning of minerals and its importance,



Mode of its

Revision Notes What is a Mineral?

Key Word



Minerals are usually found in “ores”. The term ore is used to describe an accumulation of any mineral mixed with other elements. Minerals generally occur in the following forms:





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Mode of Occurrence of Minerals



valuable minerals. They make our life comfortable and convenient. They are also responsible for all the biological processes on earth.

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Everything we use, eat and drink has minerals. Economic development of people or nations can be vastly accelerated by the presence of





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Importance of Minerals:



Minerals: They are substances that are formed naturally in the Earth.

substance with a definable internal structure.”

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Mineral is “homogeneous, naturally occurring





What is a mineral?, Mode of occurrence of Minerals, Ferrous and Non-Ferrous Minerals, Non-Metallic Minerals, Rock Minerals, Conservation of Minerals Energy Resources and its Types — Conventional and Non-Conventional, Conservation of Energy Resources

Syllabus





5

MINERALS AND ENERGY RESOURCES

In igneous and metamorphic rocks, minerals may occur in the cracks, crevices, faults or joints. Examples: tin, copper, zinc, lead, etc. In sedimentary rocks, a number of minerals occur in beds or layers. Coal, iron ore, gypsum, potash salt and sodium salt Scan to know are the minerals found in more about sedimentary rocks. this topic The decomposition of surface rocks and the removal of soluble constituents also forms the minerals. Bauxite is A Brief Introduction to Minerals formed in this way.

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

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MINERALS AND ENERGY RESOURCES l



Ores: The minerals which have a very high percentage of a particular metal and the metal can be profitably extracted from it. Crevices: A narrow opening or fissure, especially in a rock. Alluvial deposits: They are material deposited by rivers. It consists of silt, sand, clay, and gravel, as well as much organic matter. Bromine: It is the only liquid non-metallic element, which is a deep-red fuming substance. This rare element is extracted from ocean water and salt lakes. Rock: It is a natural substance composed of solid crystals of different minerals that have been fused into a solid lump.



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Key Word













Minerals also occur as alluvial deposits in sands of valley floors and the base of hills. Examples; gold, silver, tin, platinum, etc. The ocean waters contain vast quantities of minerals. But common salt, magnesium and bromine are mainly derived from ocean waters. Rocks Containing Minerals: Compacted substances that comprise the earth’s crust are called rocks. Rocks are the naturally formed aggregate of mineral particles. It is the minerals that impart their texture, colour, shape, hardness or softness to rocks. For example; limestone is a rock which consists of a single mineral. Majority of rocks on the earth’s crust are a combination or an aggregate of different minerals. Over 3000 minerals have been identified so far; only a few are abundantly found.

161

Key Fact All rocks are constantly passing through a recycling process. 85% of the Earth's rocks and minerals are made of crystals.

















































































































These questions are for practice and their solutions are available at the end of the chapter























Q. 4. Choose the physical properties that the geologists look in while identifying various minerals. (A) Colour (B) Hardness (C) Cleavage (D) All of the Above Ans. Option (D) is correct Explanation: To help with identification, geologists must look closely at the physical properties of a mineral. These properties can include: colour, streak, hardness, cleavage, specific gravity, crystal form, and others.

































Q. 1. In which kind of rocks are the minerals deposited and accumulated in the stratas? (A) Igneous rocks (B) Metamorphic rocks (C) Sedimentary rocks (D) None of these Ans. Option (C) is correct Explanation: These minerals were formed due to their concentration in horizontal strata, caused by deposition and accumulation. Q. 2. Our minerals intake represents only about _____ percentage of our total intake of nutrients. (A) 0.3 (B) 0.4 (C) 0.5 (D) 0.6 Ans. Option (A) is correct Q. 3. Geographers study .......... as part of the earth’s crust for a better understanding of landforms. (A) rocks (B) minerals (C) iron ore (D) conventional energy

(1 mark each)

Q. 5. Although, over .......... minerals have been identified, only a few are abundantly found in most of the rocks. (A) 1000 (B) 2000 (C) 3000 (D) 4000 Q. 6. Where are minerals found? (A) Rocks (B) Fissures (C) Ores (D) Crystals Ans. Option (C) is correct Explanation: Minerals are found in Ores. The term ore is used to describe an accumulation of any mineral mixed with other elements, and the concentration of the mineral should be sufficient to make its extraction commercially viable. Q. 7. The sparkle in some toothpaste comes from .......... . (A) Mica (B) Limonite (C) Fluoride (D) All of the Above Ans. Option (A) is correct Q. 8. Which of the following mineral is used to reduce cavities in teeth? (A) Limestone (B) Silica (C) Fluoride (D) Mica Ans. Option (C) is correct Explanation: Fluoride helps with the demineralization of tooth enamel, which is a key factor in fighting off tooth and gums decay. Q. 9. A person who studies the formation of minerals, their age, physical and chemical properties is called. (A) Geographer (B) Geophysicist (C) Geologist (D) Geomorphologist

A Multiple Choice Questions





OBJECTIVE TYPE QUESTIONS

@PROCBSE 162





Reason (R): Minerals resources are consumed way quickly than they are formed.

Ans. Option (B) is correct

















Q. 3. Assertion (A): Geological processes of mineral formation is slow.

Explanation: Mineral formation is slow as it requires millions of years to be created but is used very quickly in comparison.



Reason (R): However, common salt, magnesium and bromine are largely derived from ocean waters. 





Explanation: The limitations on the extraction of the dissolved elements as well as the extraction of solid mineral resources are nearly always economic, but may also be affected by geographic location (ownership and transport distance) and hampered by technological constraints (depth of ocean basins).















Q. 4. Assertion (A): The ocean waters contain vast quantities of minerals but most of these are too widely diffused to be of economic significance.

Ans. Option (B) is correct



Reason (R): Thus, to meet the demand , a choice has to be made between a number of possible options.







Q. 5. Assertion (A): The concentration of the mineral in the ore, the ease of extraction and the closeness to the market play an important role in affecting the economic viability of a reserve.



Ans. Option (A) is correct





























Directions: In the following questions, a statement of assertion (A) is followed by a statement of reason (R). Mark the correct choice as: (A) Both assertion (A) and reason (R) are true and reason (R) is the correct explanation of assertion (A). (B) Both assertion (A) and reason (R) are true but reason (R) is not the correct explanation of assertion (A). (C) Assertion (A) is true but reason (R) is false. (D) Assertion (A) is false but reason (R) is true. Q. 1. Assertion (A): Minerals are an indispensable part of our lives. Reason (R): Minerals have universal use, they are used to manufacture everything we use in our dayto-day lives. Q. 2. Assertion (A): India is fortunate to have fairly rich and varied mineral resources. Reason (R): These variations exist largely because of the differences in the geological structure, processes and time involved in the formation of minerals.



B Assertion & Reason



















Ans. Option (C) is correct Q. 10. Which factor determines the relative ease with which mineral ores may be mined? (A) Formation (B) Content (C) Colour (D) Hardness Ans. Option (A) is correct



Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X













Short Answer Type Questions (3 marks each)



Q. 4. Where do minerals occur in igneous and R (OD, Set I, 2017) metamorphic rocks ? igneous

and

Ans. Minerals occur in igneous and metamorphic rocks in the cracks, crevices, faults or joints of the rocks. 1 [CBSE Marking Scheme, 2016]





Ans.







in

U (Delhi, Set II, 2016)











occur

These questions are for practice and their solutions are available at the end of the chapter

“India has fairly rich and varied mineral resources across different regions” (i) Peninsular rocks contain most of the reserves of coal, metallic minerals, mica and many other non-metallic minerals. 



OR How do minerals metamorphic rocks ?

Q. 1. “India has fairly rich and varied mineral resources across different regions”. Support the statement A [CBSE SQP-2020] with examples. OR “Minerals are unevenly distributed in India.” Support the statement with examples. U [OD, Set I, 2017]





Ans. Geographers study minerals as part of the earth's crust for a better understanding of landforms. 1



E





Q. 3. Why do geographers study minerals ?







R









Q. 2. Name the rock which consists of a single mineral.

U Q. 5. Why is conservation of minerals important? Ans. Conservation of minerals is important for the following reasons: (i) Minerals are exhaustible. (ii) They are limited. ½ + ½ =1 U Q. 6. What is rat hole mining? Ans. Rat-hole mining refers to the mining of minerals like coal, limestone, iron ore, etc., by drilling long tunnels downwards from the surface. 1











Ans. Mineral is a homogeneous naturally occurring substance with a definable internal structure. 1



A







Q. 1. What is a mineral?







Very Short Answer Type Questions (1 mark each)



SUBJECTIVE TYPE QUESTIONS

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MINERALS AND ENERGY RESOURCES

(ii)

Q. 4. Explain three factors that make mineral extractions U commercially viable. Ans. (i) The minerals content of the ore must be in sufficient concentration. (ii) The type of formation or structure in which they are found determines the relative cases with which mineral ores may be mined. (iii) The mineral should be close to the market so that the transportation cost is low. 1×3=3





















Q. 5. What are ‘placer deposits’? Give examples of A minerals found in such deposits. Ans. (i) Certain minerals may occur as alluvial deposits in sands of valley floors and base of hills. These deposits are called ‘placer deposits’. (ii) They generally contain minerals which are not corroded by water. (iii) Gold, silver, tin and platinum are examples of some important minerals found in ‘placer deposits’. 1x3=3 Q. 6. What efforts are required to use mineral resources in a planned and sustainable manner? Explain in A three points.









Sedimentary rocks on the western and eastern flanks of the peninsula, in Gujarat and Assam have most of the petroleum deposits. (iii) Rajasthan with the rock systems of the peninsula, has reserves of many nonferrous minerals. The vast alluvial plains of North India are almost devoid of economic minerals. (Any three points to be explained) 3 [CBSE SQP Marking Scheme, 2020]

163













































Long Answer Type (5 marks each) Questions















Ans. The mining activity is injurious to the health of the miners and environment as : (i) The dust and noxious fumes inhaled by miners, make them vulnerable to pulmonary diseases. (ii) The risk of collapsing mine roofs. (iii) Inundation and fires in coal mines are a constant threat to miners. (iv) The water sources in the region get contaminated due to mining. (v) Dumping of waste and slurry leads to degradation of land, soil and rise in stream and river pollution. (Any three) 1 × 3 = 3 [CBSE Marking Scheme, 2016]

Ans. Following efforts have to be made to use mineral resources in a planned and sustainable manner: (i) Recycling of metals: We should recycle metal or metal-made products to prevent its scarcity. For example; used steel blade should be sent for recycling, so that the steel can be used again for other purposes. (ii) Improved technologies need to be evolved: Traditional technologies should be replaced with new and improved technologies, so that the wastages can be minimised. (iii) Use of substitute or alternative resources: The resources which cannot be recycled or reused should be replaced with recyclable resources, e.g., uses of green gas instead of coal for cooking purposes. 1×3=3





Q. 2. How is mining activity hazardous? Explain. U [Board Term–II, 2016] OR How is the mining activity injurious to the health of the miners and environment? Explain. U [Board Term-II, Delhi Set-I, II, III, 2015] OR “Mining affects health and environment both." U Comment.













Discuss about rocks, it covers various types of minerals.







Answering Tip



Students have not discussed about minerals which are found all over India.









Commonly Made Error

Q. 1. Describe the importance of minerals in human R life. Ans. (i) Minerals are an indispensable part of human life. Almost all things we use are made of minerals. (ii) Human beings use minerals for their livelihood, decoration, festivities, religious and ceremonial rites. (iii) Buildings, ships, railway lines, cars, buses, aeroplanes, various implements, etc. are manufactured from minerals and run on power resources derived from the earth. (iv) Our food too contains minerals. Life processes cannot occur without minerals.



Students have to mention points on both health hazards and environmental hazards.

Q. 3. Name the non-metallic mineral which can split R easily into thin sheets. Mention its uses.









These questions are for practice and their solutions are available at the end of the chapter





Answering Tip







The students mention only about the health hazards.











Commonly Made Error

@PROCBSE Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

been concentrated as a result of long periods (v) They are very important part of total food intake. under heat and pressure. (vi) It is only 0.3 percent of the total intake of nutrients but they are so potent and so important that without • Gypsum, potash, salt and sodium salt are formed them we would not be able to utilise the other 99.7 as a result of evaporation, especially in arid per cent of the foodstuffs. regions. (vii) In toothpaste, fluoride which is used to reduce (iii) Some minerals like bauxite are formed due to the cavities, comes from a mineral fluorite. decomposition of surface rocks and the removal of soluble constituents, leaving a residual mass of (Any Five Points) 1×5=5 weathered material containing ores, e.g., bauxite is Q. 2. ‘Minerals occur in various forms.’’ Support this formed this way. statement with examples. (iv) Certain minerals like gold, silver, tin and platinum A (Delhi, Set I, 2020) occur as alluvial deposits in the sands of valley Ans. The minerals occur in various types of formations floors and the base of hills. These are called ‘placer as given below: deposits’ and contain minerals, which are not (i) Igneous and metamorphic rocks: In igneous and corroded by water. metamorphic rocks minerals may occur in the (v) Ocean waters: Some minerals like common salt, cracks, crevices, faults or joints. magnesium and bromine are largely derived (ii) In sedimentary rocks: Minerals occur in beds or from ocean waters. The ocean beds too are rich in layers. manganese nodules. • They are formed, as a result of deposition, Thus, minerals are found in various types of accumulation and concentration in horizontal formations. strata e.g., coal and some forms of iron ore have OR















































164

Topper Answer, 2020

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MINERALS AND ENERGY RESOURCES

Topic-2

165

Metallic Minerals and their Conservation Concepts Covered  Various types of metallic minerals available. conservation of minerals.



Need for

Revision Notes

Ferrous minerals account for about three-fourths of the total value of the production of metallic minerals.



Some of the ferrous minerals are:





1. Metallic Minerals: They can be further sub-divided into ferrous and non-ferrous. (a) Ferrous (containing iron) are iron ore, manganese ore, chromite, pyrite, nickel and cobalt.

Key Diagram

Scan to know more about this topic



Metallic Minerals: They



Durg-Bastar-Chandrapur belt



Bellary-Chitradurga-Chikkamagaluru-Tumkur belt











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Maharashtra-Goa belt (ii) Manganese It is mainly used in the manufacturing of steel and ferro-manganese alloy. Nearly 10 kg of manganese is required to manufacture 1 tonne of steel. It is also used in manufacturing bleaching powder, insecticides and paints. The main reserves of manganese ore are found in Karnataka, Odisha, Madhya Pradesh, Andhra Pradesh, Jharkhand, Maharashtra and Goa.

(b)





Odisha-Jharkhand belt





are minerals which contain one or more metallic elements. Metals are hard substances that conduct heat and electricity and have a characteristic lustre or shine. Iron ore, bauxite, manganese ore are some examples of such minerals. Ferrous minerals: These minerals contain iron content. Examples- Iron ore, manganese, etc. Non-ferrous minerals: These minerals do not contain iron content. Examples-Copper, aluminium, etc. Ferro-manganese alloy: An alloy of iron and manganese containing usually about 80 percent manganese and used in the manufacture of steel. Malleable: A mineral that may be flattened or deformed by hammering without breaking, for example, native copper or gold.



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Key Words





Iron Ore India is endowed with fairly abundant resources of iron ore. Magnetite is the finest iron ore with a very high content of iron, up to 70%. It has excellent magnetic qualities. Haematite ore is the most important industrial iron ore. It contains 50 to 60% iron. The major iron ore belts in India are: l

(i)





Minerals and Energy Resources

Non-ferrous (containing metals other than iron)

Non-ferrous minerals include copper, bauxite, lead, zinc and gold. These minerals play a vital role in a number of metallurgical, engineering and electrical industries.

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Jharkhand, Bihar, Andhra Pradesh Rajasthan are major producers.

and





It is used in the cement industry, smelting of iron and in chemical industries.



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It is composed of calcium carbonate or calcium and magnesium carbonates.



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Reserves are found in Madhya Pradesh, Chhattisgarh, Andhra Pradesh, Rajasthan, Gujarat, Karnataka and Himachal Pradesh. Conservation of Minerals Minerals are a non-renewable resource. It takes thousands of years for the formation and concentration of minerals. Continued extraction of ores leads to the depletion

Key Words

of minerals.









Depletion of minerals: It is the consumption of a minerals faster than it can be replenished.



contain metals. Limestone, mica and gypsum are examples of such minerals. The mineral fuels like coal and petroleum are also non-metallic minerals.

Non-renewable resource: It is a natural substance that is not replenished with the speed at which it is consumed.

So, it’s important to take the necessary steps so that mineral resources can be used in a planned and sustainable manner. Various ways to conserve the minerals are: (i) Minerals must be used in a planned and sustainable manner. (ii) Recycling of metals. (iii) Use of alternative renewable substitutes. (iv) Technology should be advanced to use the lowgrade ores efficiently.



Non-Metallic Minerals: These minerals do not





Deposits are mainly found in the Amarkantak plateau, Maikal hills and the plateau region of Bilaspur-Katni.

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malleability.

It is used in electrical and electronic industries.

(ii) Limestone:





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Bauxite It is an ore from which aluminium is obtained. Bauxite deposits are formed by the decomposition of a wide variety of rocks rich in aluminium silicates. Aluminium is obtained from bauxite. Aluminium has good conductivity and great





(ii)

It has excellent di-electric strength, low power loss factor, insulating properties and resistance to high voltage.



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2. Non-Metallic Minerals: (i) Mica: Mica is a mineral that can be clear, black, green, red, yellow or brown. Mica is the most indispensable minerals used in electric and electronic industries.



Key Fact Manganese is too brittle to be of much use as a pure metal. Copper was the first metal to be worked by man, along with gold and meteoritic iron. The Statue of Liberty is made from 179,000 pounds of copper. Along with gold, it's the only naturally-occurring metal with a distinct color of its own.

There are 37 different mica minerals.





and electricity. Mainly used in electrical cables, electronics and chemical industries. It is also used for making utensils, electric wires and alloys. The Balaghat mines in Madhya Pradesh, Khetri mines in Rajasthan and Singhbhum district of Jharkhand are leading producers of copper.





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Key Fact

Malleable, ductile and good conductor of heat





Copper l

(i)

Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X





166

Dielectric strength: It is the ability of a dielectric material of specified thickness to withstand high voltages without breaking down.





























(1 mark each)

(A) Magnetite (B) Haematite (C) Titan magnetite (D) Pisolitic ironstone Ans. Option (A) is correct Explanation: Magnetite is the finest ore among all the ores of Iron. Magnetite ore comprises seventy per cent of iron. The magnetic properties in this ore are appreciable. Q. 3. Which is the largest Bauxite producing state in India as per 2021? (A) Madhya Pradesh (B) Chhattisgarh (C) Odisha (D) Uttarakhand



















Q. 1. Iron ore is exported to Japan and South Korea via which port? (A) Chennai (B) Vishakhapatnam (C) Haldia (D) Mangaluru Ans. Option (B) is correct Q. 2. Which is the finest iron ore among all the ores of Iron?













A Multiple Choice Questions





OBJECTIVE TYPE QUESTIONS

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MINERALS AND ENERGY RESOURCES





Ans. Option (C) is correct Explanation: Odisha is the largest Bauxite producing state in the country. It almost produces more than half of the country's total production.





Q. 4. Sandstone and Mica are examples of:



(A) Ferrous minerals.



(B) Non- ferrous minerals.



(C) Metallic minerals. 































of





(B) Madhya Pradesh and Andhra Pradesh





(D) Karnataka and Odisha









Ans. Option (C) is correct Q. 8. Study the Pie-chart showing production of Ironore state-wise share in per cent, 2016-17.









(C) Maharashtra and Odisha









(A) Madhya Pradesh and Maharashtra



deposits

These questions are for practice and their solutions are available at the end of the chapter



equal



have



states



Which two manganese?





























Q. 7. Study the Pie-chart showing production of Manganese state-wise share in per cent, 2016-17. Answer the question that follows:









Ans. Option (B) is correct















(D) Madhya Pradesh and Odisha

Directions: In the following questions, a statement of assertion (A) is followed by a statement of reason (R). Mark the correct choice as: (A) Both assertion (A) and reason (R) are true and reason (R) is the correct explanation of assertion (A). (B) Both assertion (A) and reason (R) are true but reason (R) is not the correct explanation of assertion (A). (C) Assertion (A) is true but reason (R) is false. (D) Assertion (A) is false but reason (R) is true. Q. 1. Assertion (A): Iron ore is the basic mineral and the backbone of India. Reason (R): India is rich in good quality Iron ore. Ans. Option (A) is correct Q. 2. Assertion (A): Mica is a metallic mineral. Reason (R): It is used in electrical and electronic industries Q. 3. Assertion (A): Manganese is mainly used in the manufacturing of steel and ferro- manganese alloy. Reason (R): It is also used in manufacturing bleaching powder, insecticides and paints. Ans. Option (B) is correct Explanation: The main use of manganese is for making iron and steel and it is used as the basic raw material for making its alloy. Nearly 10kg of manganese is required for manufacturing one tonne of steel. Small quantities of manganese are used for manufacturing bleaching powder, insecticides, paints and batteries. Q. 4. Assertion (A): Minerals are a non-renewable resource. Reason (R): It takes thousands of years for the formation and concentration of minerals. Q. 5. Assertion (A): Rich mineral deposits are our country's extremely valuable but short lived possessions. Reason (R): Mineral resources are finite and nonrenewable. Ans. Option (A) is correct









(B) Chhattisgarh and Maharashtra (C) Gujarat and Madhya Pradesh











B Assertion & Reason

Q. 6. Durg-Bastar-Chandrapur belt lies in ________ and ________. (A) Rajasthan and Uttar Pradesh











Explanation: Ferrous minerals which covers 3/4th of total production of metallic minerals and nonferrous minerals like copper, bauxite have provided a strong base for development of metallurgical industries in India.

Which state has the maximum production of ironore? (A) Karnataka (B) Jharkhand (C) Chhattisgarh (D) Odisha Ans. Option (D) is correct





(A) Precious minerals







(D) Non- metallic minerals.

Q. 5. _____ provides a strong base for the development of metallurgical industries.

(B) Ferrous minerals (C) Non- ferrous minerals (D) All of the Above Ans. Option (B) is correct



167

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

SUBJECTIVE TYPE QUESTIONS





















Short Answer Type Questions (3 marks each)



















Commonly Made Error

These questions are for practice and their solutions are available at the end of the chapter

















Q. 7. Name the mineral ore from which aluminium is extracted. Why is it gaining importance? Give its U distribution in India. Ans.(i) Bauxite (ii) Aluminium is gaining importance because of its extreme lightness, good conductivity and great malleability. It combines the strength of metals such as iron. (iii) It is mainly found in Amarkantak Plateau, Maikal Hills and the plateau region of Bilaspur-Katni. Koraput district in Odisha has large deposits. Odisha is the largest bauxite producing state. Others are Gujarat, Maharashtra and Jharkhand. 1×3=3









Q. 6. What are the uses of copper? Name the two leading R copper producing states of India.



















Q. 1. Describe any three characteristics of BellaryChitradurga-Chikmaglur-Tumkur iron ore belt in U [Board Foreign 2017] India. Ans. (i) Bellary-Chitradurga-Chikmaglur-Tumkur belt in Karnataka has large reserves of iron ore. (ii) The Kudremukh mines located in the Western Ghats of Karnataka are a 100 per cent export unit. (iii) Kudremukh deposits are known to be one of the largest reserves of iron are in the world. (iv) The ore is transported as slurry through a pipeline to a port near Mangalore. (Any three) 1×3=3 Q. 2. Describe any three characteristics of OdishaJharkhand belt of iron ore in India. U [Board Delhi 2017] Ans. Odisha-Jharkhand belt: (i) In Odisha, high grade hematite ore is found. (i) It is found in Badampahar mines in the Mayurbhanj and Kendujhar districts. (iii) In the adjoining Singbhum district of Jharkhand, haematite iron ore is mined in Gua and Noamundi. 1×3=3 Q. 3. Describe any three characteristics of the DurgBastar-Chandrapur Iron-ore belt in India.

Ans. Mica is: (i) Excellent dielectric in strength and has a low power loss factor. (ii) It has insulating properties and resistance to high voltage. (iii) Most indispensable mineral used in electric and electronic industries. 1×3=3 [CBSE Marking Scheme, 2016]



R



Q. 5. What is iron ore mainly used for?



(Mention Any Two Places) 1



Ans. The main reserves of manganese ore are found in Karnataka, Odisha, Madhya Pradesh, Andhra Pradesh, Jharkhand, Maharashtra and Goa.







Q. 4. Name any two places where reserves of Manganese R ore are found in India.





Q. 5. Why is mica considered the most important mineral in electric and electronic industries? Give U [Board Term–II, 2016] three reasons. OR How is mica one of the most indispensable U minerals? Explain any three points.













A [Board Compartment Delhi 2017]

Ans. Bauxite is a sedimentary rock with relatively high aluminium content. 1



U





Q. 3. What type of rock is Bauxite?

 

Ans. Limestone reserves are found in Madhya Pradesh, Chhattisgarh, Andhra Pradesh, Rajasthan, Gujarat, Karnataka and Himachal Pradesh. (Mention Any Two Places) 1





R





Q. 2. Where are limestone reserves found in India?













Ans. Bauxite is used in a lot of industries like the chemical industry, refractory, abrasive, cement, steel, and petrol industry amongst others. 1

U [Board OD 2017] Ans. (i) Durg-Bastar-Chandrapur belt: It lies in Chhattisgarh and Maharashtra and comprises of high grade haematite iron ore. (ii) Very high grade haematites are found in the famous Bailadila range of hills in the Bastar district of Chhattisgarh. (iii) The range of hills comprises of 14 deposits of super high grade hematite iron ore. (iv) Iron ore from these mines is exported to Japan and South Korea via Visakhapatnam port. (Any three) 1×3=3 Q. 4. Which state is the largest producer of manganese in India? Mention any two uses of manganese.



R



Q. 1. Mention any two uses of Bauxite.





Very Short Answer Type Questions (1 mark each)

Incorrect mineral ore was mentioned by the students.

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MINERALS AND ENERGY RESOURCES



(iii) Recycling of minerals. (iv) Wastage in mining and processing should be minimised. (v) Use of scrap metals. (vi)Use of alternate substitutes. (Any four) 1 + 4 = 5 [CBSE Marking Scheme, 2017]















Importance of aluminium should be remembered like its lightness, good conductivity and malleability, etc.





Answering Tip

Commonly Made Error The students do not have awareness of the time taken for the mineral to form and why it needs to be conserved.

Answering Tip

Mineral resources should be conserved because the geological process of mineral formation is quite slow due to which the rate of replenishment is infinitely small whereas the rate of consumption is quite high.

















Topic-3

Ans. Minerals are an indispensable part of our lives : (i) Almost everything we use, from a tiny pin to a towering building or a big ship, all are made from minerals. (ii) The railway lines and the tarmac (paving) of the roads, our implements and machinery too are made from minerals. (iii) Cars, buses, trains, aeroplanes are manufactured from minerals and run on power resources derived from the earth. (iv) Even the food that we eat contains minerals. (v) In all stages of development, human beings have used minerals for their livelihood, decoration, festivities, religious and ceremonial rites. 1 × 5 = 5 [CBSE Marking Scheme, 2016]







U

Ans. Need to conserve mineral resources: (i) The geological processes of mineral formation are so slow that the rates of replenishment are infinitely small in comparison to the present rate of consumption. (ii) Mineral resources are finite and non-renewable. (iii) Most of the minerals are unevenly distributed on the earth surface. (Any one point) Methods to Conserve: (i) Minerals should be used in a planned and sustainable manner. (ii) Improved technology needs to be constantly evolved to allow the use of low grade ore at low costs.

Conventional Sources of Energy Concepts Covered  Conventional sources of energy and its types.

Revision Notes machinery in industries. Conventional Sources of Energy:





Scan to know more about this topic

Conventional and Non Conventional



Energy Resources: Energy is the ability to do work, it is also called power. The modern unit of measurement of power is Watt. Energy is required for all activities. It is needed to cook, to provide light and heat, to propel vehicles and to drive



Q. 2. “Minerals are indispensable part of our lives’. Support the statement with examples. A [Board Term–II, Foreign Set 2016]





















Q. 1. Why is it necessary to conserve mineral resources? Explain any four ways to conserve mineral resources. U [Board Term-II, OD, Set I (2017)] OR Why is conservation of mineral resources essential? Explain any three methods to conserve U [Board Term–II, OD Set–1, 2016] them. OR Explain the importance of conservation of minerals. Highlight any three measures to conserve them. U + A [Board Term-II,2015] OR Why do we need to conserve mineral resources ?







Long Answer Type (5 marks each) Questions

169

The energy sources which cannot be renewed are known as conventional sources of energy. It includes firewood, cattle dung cake, coal, petroleum, natural gas and electricity. Some of the important conventional sources of energy are:

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Oswaal CBSE Question Bank Chapterwise & Topicwise, SOCIAL SCIENCE, Class-X

Key Diagram

Conventional sources of energy: The sources



(c) Lignite: 60% of carbon, low grade. It is called “brown coal”. (d) Peat: