THE FRENCH REVOLUTION

Transcription

1 SECTION CHAPTER B1 THE FRENCH REVOLUTION S O L U T I O N S TOPIC-1 The Ancient Regime and its Crises WORKSHEET-1 Ans. 1 : Rousseau mentioned the idea of one person, one vote in the book The Social Contract. Ans. 2 : Philosophers influenced the thinking of the people of France as : (i) they believed that man s destiny was in his own hands. (ii) criticised the divine and absolute rights of rulers. (iii) Idea of formation of government based on social contract between people and their representatives. (iv) All powers should not be concentrated. (Any three) (1 3 = 3) Ans. 3 : Five causes for the empty treasury of France under Louis XVI are : (i) Long years of war had drained the financial resources of France. (ii) High cost of maintenance of immense palace of Versailles and court. (iii) Under Louis XVI France helped the thirteen American colonies to gain independence. (iv) War added to a debt. (v) Lenders began to charge high interest on loans. (1 3 = 3) (any three) Ans. 4 : The importance of the following years in concern with French Revolution : (i) 1774 : Louis XVI ascended the throne of France. He believed in the Divine Right Theory of Kings, and had no respect for freedom of liberty. Because of his empty treasure he began to impose heavy taxes which were disliked by his own people also. (ii) 1789 : French Revolution started and storming of Bastille. Estates General was called together by Louis XVI to pass proposals for new taxes. (iii) 1791 : The Third Estate, which assumed the name of the National Assembly framed a new constitution for France in The Rights of the privileged classes were abolished and declaration of the Rights of man and the Citizen took place. (iv) 1804 : Napoleon became the Emperor of France. He set out to conquer neighbouring European countries. He conquered Europe and saw his role as a moderniser of Europe. (v) 1815 : Napoleon was defeated in the battle of Waterloo. Many of his measures, that carried the revolutionary ideas of liberty and modern laws to other parts of Europe, had an impact on people long after Napoleon had left. [CBSE Marking Scheme, 2013] (1 5 = 5) Ans. 5 : Economic condition of France : (i) Constant wars. (ii) Cost of maintaining extravagant court at the immense palace of Versailles. (iii) Extension of help to American countries. (iv) Increase in debt by war. (v) Rise in rate of interest by 10%. (Or any other relevant point to be explained) [CBSE Marking Scheme, 2012] (1 5 = 5) Detailed Answer : Economic condition of France : (i) Extravagant and luxurious lives of the rulers of France was one of the causes. Louis XVI emptied the royal treasury. (ii) Unfair distribution of taxes was another economic factor that burdened a section of society, while exempting the other section. (iii) Extension of financial support of American countries. (iv) Lenders who gave the state credit now began to charge 10% on loans. (v) To meet the expenses, such as the cost of maintaining an army, the court, running government offices or universities, the state was forced to increase tax. (1 5 = 5) P-1

2 WORKSHEET-2 Ans. 1 : Rousseau. [The principle of voting by the assembly as a whole, where each member would have one vote was forwarded by Rousseau in his book The Social Contract.] Ans. 2 : Bourbon dynasty. [In 1774, Louis XVI of the Bourbon family of the kings ascended the throne of France.] Ans. 3 : Treason. [Louis XVI was sentenced to death by a court on the charge of Treason. On 21 st January 1793, he was executed publicly at the Place de la Concorde.] Ans. 4 : Reasons : (i) Empty treasury (ii) Long years of war (iii) Cost of maintaining court (iv) Help to American colonies (v) Higher interest on credit (vi) Regular expenses (Any five points to be explained) (1 5 = 5) [CBSE Marking Scheme, 2012] Detailed Answer : Reasons : (i) Upon the accession of Louis XVI, he found an empty treasury. Long years of war had drained the financial resources of France. (ii) Added to this was the cost of maintaining an extravagant court at the immense palace of Versailles. (iii) Under his reign, France helped thirteen American colonies to gain independence. (iv) Higher interest on credit was charged. (v) The regular expenses could not be avoided. All the above mentioned reasons led Louis XVI to raise taxes in France so that he could meet all the above mentioned expenses. (1 5 = 5) TOPIC-2 The Social Forces that led to the Revolution WORKSHEET-3 Ans. 1 : The Third Estate. 1 Ans. 2 : [The representative of the Third Estate viewed themselves as spokesmen for the whole French Nation. They declared themselves as National Assembly.] FIRST ESTATE Clergy SECOND ESTATE Nobility THIRD ESTATE Businessmen, officials, lawyers, small farmers, artisans, labourers, servants, etc. 1 P-2 S O C I A L S C I E N C E IX T E R M 1

3 Ans. 3 : The Estates General was a political body to which the three estates sent their representatives. Ans. 4 : To the State. [The church extracted its share of taxes called Tithes from peasants to be paid to the state.] Ans. 5 : Composition of French society was: (i) Peasants, artisans and landless made up about 90%. (ii) 60% of land was owned by nobles and clergy. Clergy and nobility enjoyed certain privileges. (iii) The members of first two estates enjoyed privileges and paid no taxes. (iv) Peasants were obliged to render services to the Lord. The third estate had to pay various taxes. (Any three) (1 3=3) [CBSE Marking Scheme, 2015] Ans. 6 : (i) The clergy and the nobles led a life of luxury and enjoyed numerous privileges. (ii) The middle-class comprising of lawyers, doctors, teachers, etc also suffered humiliation at the hands of the clergy and the nobles. (iii) Nobles were exempted from paying taxes. Ans. 7 : Middle class : (i) Social group belonging to Third Estate who earned wealth. (ii) Professionals and educated people Lawyers and Administrative officials. Contribution : (i) They believed that no group should be privileged by birth. (ii) They were influenced by philosophers and wanted to build a society having freedom, equal laws and opportunities. (iii) They discussed the ideas of philosophers and read aloud for the uneducated. (Or any other relevant point) [CBSE Marking Scheme, 2012] (2 + 3 = 5) Ans. 8 : Subsistence Crisis An extreme situation where the basic means of livelihood are endangered. Causes : (i) Rise in population (ii) Increase in demand of foodgrains. (iii) Prices of bread rose rapidly. (iv) Wages could not keep pace with rising prices. (v) Gap between rich and poor widened. (vi) Drought or hail reduced the harvest. (Any four) (1 + 4 = 5) [CBSE Marking Scheme, 2012] WORKSHEET-4 Ans. 1 : Church. Ans. 2 : Middle class. [In the 18 th century, the emergence of a social group called the middle class included peasants, workers and traders. They participated in the French Revolution.] Ans. 3 : Clergy and nobility. [The clergy and nobility enjoyed certain privileges by birth. The most important of these was exemption from paying taxes to the state.] Ans. 4 : Tithes. [The church extracted its share of taxes called Tithes from the peasants and all the members from the third estate had to pay taxes to the state.] Ans. 5 : The examples are : (i) French Society was divided into three Estates. The First Estate comprised of clergy, the Second Estate comprised of nobility and the Third Estate comprised of businessmen, traders, merchants, artisans, peasants and servants. (ii) The members of Church and nobility enjoyed certain privileges by birth, the most important was being the exempted from paying taxes to the State. S O L U T I O N S P-3

4 (iii) Feudal dues were extracted by nobles from peasants and one-tenth of the agricultural produce of peasants, in the form of Tithes came to the share of clergy. All members of the Third Estate including peasants paid taxes, thus, the burden of financing activities of the state through taxes was borne by the Third Estate alone creating heavy discontentment. (1 3 = 3) Ans. 6 : The system of estates in French Society was organized as : (i) The First Estate comprised of clergy enjoyed many privileges by birth. They were exempted from paying taxes. (ii) The Second Estate comprised of the nobility enjoyed feudal privileges by birth. They were also exempted from paying taxes. (iii) The Third Estate comprised of peasants, doctors, lawyers, traders, etc. They had to pay taxes. (1 3 = 3) Ans. 7 : The prosperous social groups within the Third Estate like traders, merchants, manufacturers and profesionals were termed as middle class. Circumstances : (i) Their prosperity and access to education and new ideaas. (ii) Having enough means and programmes to bring about a change. (iii) The belief that no social group should be privileged by birth. (iv) Ideas of philosophers helped in enviasaging a society based on freedom and equality. (Any three) (2 + 3 = 5) WORKSHEET-5 Ans. 1 : Three estates. 1 Ans. 2 : First and Second Estate. 1 Ans. 3 : Increase in Population led to rapid increase in the demand of foodrains. [The population of France rose from about 23 million in 1715 to 28 million in This led to rapid increase in the demand for foodgrains that led to subsistence crisis.] 1 Ans. 4 : Responsibilities of Church for the French Revolution are : (i) One-fifth of the land was the property of the Church. (ii) It got large income from tillers, religious counts and gifts. The higher clergy did not care of their spiritual duties and led a luxurious life and were corrupt and immoral. (iii) The lower clergy performed spiritual duties but they were poorly paid. Therefore, they were disappointed and joined the revolutionaries. (1 3 = 3) Ans. 5 : Contribution of the peasants to the outbreak of the French Revolution : (i) The peasants had to pay various taxes to the government, to the nobles and to the Church. (ii) They were subjected to forced labour, they had to work free in the land of the nobles for three days in a week. (iii) Crops were trampled by hunting parties of the nobles. About 81% of their income went to the State, Nobles and Church. They had only 19% of their income; 1,000 peoples of them died due to starvation. As a whole, the Administration was corrupt. (1 3 = 3) Ans. 6 : Middle class was a social group that had earned their wealth through overseas trade and manufacture of goods. It included professionals as lawyers or administrative officials. They were educated and believed that : (i) No group in the society should be privileged by birth. (ii) Person s social position must depend on his merit. (iii) A society should be based on freedom and equal laws and opportunities for all. (iv) Locke, Rousseau and Montesquieu were its main thinkers. (1 + 4 = 5) [CBSE Marking Scheme, 2012] Ans. 7 : A growing middle class in France during in 18 th century envisages an end to privileges. (i) The 18 th century witnessed emergence of middle class. (ii) Earned wealth from manufacturing and trade. (iii) Includes professionals like lawyers and administrative officers. (iv) People were educated and believed that no group of society should be privileged. (v) All these ideas were put forward by philosophers like John Locke, Rousseau and Montesquieu. [CBSE Marking Scheme, 2012] (1 5 = 5) P-4 S O C I A L S C I E N C E IX T E R M 1

5 TOPIC-3 The Different Revolutionary Groups and Ideas of the Time WORKSHEET-6 Ans. 1 : The Spirit of Law book has proposed a division of power within the government. 1 Ans. 2 : John Locke. [In his Two Treatises of Government, Locke sought to refute the doctrine of the divine and absolute rights of the Monarch.] 1 Ans. 3 : Laws enforced by Napoleon to modernize France were : (i) He codified French laws known as Napoleon Code. (ii) He established uniform systems of weights and measures provided by the decimal system. (iii) He passed laws for protection of private property. [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 4 : A revolution brought about in everyday life of French people in the following ways : (i) One important law the abolition of censorship came into effect soon after the storming of the Bastille in (ii) Freedom of speech and expression of man were considered as the natural rights. (iii) Newspapers, pamphlets, books and printed pictures flooded the towns of France from where it reached to countryside. (iv) They all described and discussed the events and changes taking place in France. (v) Freedom of press also meant that opposing views could be expressed. (vi) Plays, songs and festive processions attracted common people through which they could identify with ideas such as liberty and justice. (Any three) [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 5 : In the Assembly of the Estate General, the members of the Third Estate demanded that voting be conducted by the assembly where each member will have one vote, this demand was rejected by the king. Representatives of the 3rd Estate walked out in protest, as they considered themselves to be spokesmen for all the people. They assembled in the hall of an indoor tennis court in the grounds of Versailles. (a) They declared themselves a National Assembly. (b) They took an oath not to disperse till they had drafted a Constitution for France limiting the powers of the Monarch. They were led by Abbe Sieyes and Mira Beau. [CBSE Marking Scheme, 2013] (3) Ans. 6 : This statement justifies as : (i) The period from 1793 to 1794 is referred to as the Reign of Terror. Robespierre followed a policy of severe control and punishment. (ii) All those whom he saw as being enemies of the republic ex-nobles and clergy, members of other political parties, even members of his own party who did not agree with his methods were arrested, imprisoned and then tried by a revolutionary tribunal. (iii) If the court found them guilty they were guillotined. (iv) Robespierre s government issued laws placing a maximum ceiling on wages and prices. Meat and bread were rationed. Peasants were forced to transport their grain to the cities and sell it at prices fixed by the government. (v) Churches were shut down and their buildings converted into barracks or offices. (1 + 4 = 5) WORKSHEET-7 Ans. 1 : Less prosperous section of the society. [The less prosperous section of the society included small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily-wage workers.] 1 Ans. 2 : Abolition of slavery became possible in France by the following ways : (i) The slave trade began in the 18 th century. The National Assembly held long debates about whether the rights of man should be extended to all French subjects including those in the colonies. (ii) The Convention legislated to free all slaves in the French overseas possessions. S O L U T I O N S P-5

6 (iii) However, Napoleon reintroduced slavery. Finally slavery was abolished in (1 3 = 3) Ans. 3 : Most women of the Third Estate had to work for the living. (i) They worked as seamstresses or laundresses, sold flowers, fruits and vegetables at the market or were employed as domestic servants. (ii) They did not have access to education or job training. Only daughters of Nobles or wealthier members of the Third Estate could study at a convent. (iii) Working women had also to care for the families. Their wages were lower than those of men. (1 3 = 3) Ans. 4 : The representatives of the third Estate disappointed with the pattern of voting in Estate General because : (i) Voting was conducted according to the principle that each Estate had one vote. (ii) This time too Louis XVI was determined to continue the same practice. (iii) The Third Estate demanded that each member should have one vote. The King rejected this proposal. (1 3 = 3) Ans. 5 : Napoleon was the Emperor of France from 1804 to Rise of Napoleon : (i) After the formation of France as Republic in 1792, the ruler, Robespeirre, gave more privileges to the wealthier section of the society. (ii) Robespierre was an autocrat. His act led to Reign of Terrors for many years. (iii) After his rule came to an end, a directory was formed so, as to avoid concentration of power in one individual s hand. But the member of the directory fought among themselves which led to political instability. (iv) In this period, Napoleon Bonaparte gained the control of the reign as a Dictator. (v) In 1804, he crowned himself as the emperor of France. (vi) He set out to conquer the neighbouring European cities. (vii) Soon the Napoleonic armies came to be viewed everywhere as an invading force. (Any five) (1 5 = 5) FORMATIVE ASSESSMENT WORKSHEET-8 Note : Students should do this activity themselves. P-6 S O C I A L S C I E N C E IX T E R M 1

7 SECTION CHAPTER B2 THE RUSSIAN REVOLUTION TOPIC-1 The Age of Social Change WORKSHEET-9 Ans. 1 : Radicals. 1 Ans. 2 : Suffragette. 1 Ans. 3 : Views of Robert Owen : (i) He sought to build a co-operative community called New Harmony in Indiana (USA). Views of Louis Blanc : (ii) In France, Blanc wanted the government to encourage co-operatives and replace capitalist enterprises. (iii) These co-operatives were two associations of people who produced goods together and divided the profits according to the work done by members. (1 3 = 3) [CBSE Marking Scheme, 2015] Ans. 4 : The main objectives of Liberals are as follows: (i) They expected a nation which tolerated all the religions. (ii) They opposed the uncontrolled powers of dynastic rules. (iii) They wanted to safeguard the rights to individual against government. (iv) They did not believe in Universal Adult Franchise as they were not democrats. (v) Liberals argued for a representative elected by the government. They were subjected to laws interrupted by a well-trained judiciary that was independent of rulers and officials. (Any three) (1 3 = 3) Ans. 5 : The thoughts and beliefs of Karl Marx : (i) Industrial society was capitalist. Profit of capitalist was produced by workers. (ii) Conditions of workers cannot improve till capitalists accumulate wealth. (iii) Workers should overthrow capitalism and private property. (iv) Workers should construct radically socialist society where all property was socially controlled in a communist state. (v) Karl Marx said workers will win over capitalists. [CBSE marking Scheme, 2015] (1 5 = 5) Ans. 6 : Marx was especially impressed by Hegel s theory that a thing or thought could not be separated from its opposite. He used this philosophy to develop his own, known as Dialectical Materialism. His eminent works are Economic and Philosophic Manuscripts. Philosophy of Karl Marx. (i) Industrial society was capitalist. Profit of capitalist was produced by workers. (ii) Workers should construct radically socialist society where all property was socially controlled in a communist state. (iii) Conditions of workers cannot improve till capitalists accumulate wealth. (iv) Workers should overthrow capitalism and Private Property = 5 WORKSHEET-10 Ans. 1 : Robert Owen. 1 Ans. 2 : Karl Marx. 1 Ans. 3 : The views of radicals are as follows : (i) The radicals wanted to bring about immediate social change in Russia. (ii) They wanted a government on the majority of country s population. (iii) They were against private properties. (1 3 = 3) S O L U T I O N S P-7

8 Ans. 4 : Different ideas are as follows : (i) Liberals believed in changing society and thought that only propertied men should have right to vote. (ii) Radicals believed in rule of majority, and supported women s right to vote. (iii) Conservatives approved both liberals and radicals. They accepted the change but believed that past has to be respected. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 5 : Theory of Karl Marx about Socialism : (i) Workers had to overthrow capitalism and the rule of private property. (ii) All properties should be socially controlled. (iii) Freedom from capitalist exploitation. (iv) A communist society was the natural society. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2013] Ans. 6 : Views of socialists about private property : (i) They were against private property. (ii) Saw it as the root of all social ills. (iii) Individuals who owned the property were concerned about personal gain only. (iv) Those who make property productive were ignored by the owners of the property. (Any three) [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 7 : The main objectives of Liberals are as follows: (i) They expected a nation which tolerated all the religions. (ii) They opposed the uncontrolled powers of dynastic rules. (iii) They wanted to safeguard the rights to individual against government. (iv) They did not believe in Universal Adult Franchise as they were not democrats. (v) Liberals argued for a representative elected by the government. They were subjected to laws interrupted by a well-trained judiciary that was independent of rulers and officials. (vi) In the parts of Europe, where independent nation states did not yet exist, for example, Germany, Italy, Poland men and women combined their demands for constitutionalism with national unification. (vii) They took advantage of the growing unrest and to push their demands for creation of a constitution with freedom of press and freedom of association. (Any five) (1 5 = 5) TOPIC-2 The Crisis of Tzarism WORKSHEET-11 Ans. 1 : Duma. 1 Ans. 2 : Jadidists. 1 Ans. 3 : Finland, Lithuania and Latvia. 1 Ans. 4 : A socialist state was established by Lenin in the following ways : (i) Centralized planning with a system of five years plan. (ii) Private property were abolished and property was socially controlled. (iii) An extended schooling system was developed. [CBSE Marking Scheme, 2015] (1 3 = 3) P-8 S O C I A L S C I E N C E IX T E R M 1

9 Ans. 5 : Three changes that took place in Russia were: (i) Prices of essential goods raised so quickly that real wages declined by 20%. (ii) The membership of workers association rose dramatically. (iii) Four members of the Assembly of Russian Workers were dismissed at the Putilov Iron Works. (iv) Over 110,000 workers in St. Petersburg went on strike demanding a reduction in the working day to eight hours, an increase in wages and improvement in working conditions. (Any three) [CBSE marking Scheme, 2015] (1 3 = 3) Ans. 6 : Socio-economic conditions of Russia : (i) Most people were agriculturists. (ii) Industries were found in pockets and craftsmen undertook much of the production. (iii) Most industries were the private properties of industrialists. (iv) Workers were divided in social groups. They were divided by skill. (v) Women, made up 31 percent of the factory labour, but they were paid less than men. (vi) Like workers, peasants too were divided. (Any five points) [CBSE Marking Scheme, 2012] (1 5 = 5) Ans. 7 : Conditions : (i) Most industries were the private properties of industrialists. (ii) Government supervised large factories to ensure minimum wages and limited hours of work. (iii) In small workshops, the working day was sometimes 15 hours, compared with hours in factories. (iv) Workers were divided by skill. (v) Besides divisions, they did unite to strike when disagreed with employers. [CBSE Marking Scheme, 2013] (1 5 = 5) WORKSHEET-12 Ans. 1 : Agricultural sector. 1 Ans. 2 : Factories. 1 Ans. 3 : The Conservatives. 1 Ans. 4 : Due to the autocratic government of Tzar Nicholas II, the condition of the Russian people, farmers and factory workers was highly miserable. As a result, his autocracy collapsed in (i) The peasants worked as serf on the land. Most of the produce went to the privileged classes and the landowners. As a result, farmers suffered from hunger. Later, due to these oppressive policies and out of frustration, the farmers refused to pay rent to the landlords. (ii) The workers did not form any trade unions and political parties to express their grievances. The workers did not get even the minimum fixed wages. They used to work for hours a day, due to no limit of working hours. (iii) Karl Marx taught the people to raise a standard revolt. (iv) The Revolution of 1905 also proved a dress rehearsal of the Revolution of (v) Tzar s participation and defeat in the First World War served the last reason of failure of his autocracy in (Any three) (1 3 = 3) Ans. 5 : Features of Russian economy : (i) It is the ninth largest economy in the world by nominal value. (ii) It is the sixth largest economy by Purchasing Power Parity (PPP). (iii) It has been transformed from a centrally planned economy to a market-based and globally integrated economy. (iv) It has an abundance of natural gas, oil, coal and precious metals. (v) It has rich experience in industries such as space travelling, nuclear power generation and military technologies. (Any three) (1 3 = 3) Ans. 6 : (i) Autocratic rule of Tzar (ii) Discontent among peasants who earned their living from agriculture (iii) Unrest among the workers as their working hours were sometimes 15 hours S O L U T I O N S P-9

10 (iv) Imposition of war on people (v) Bloody Sunday was one of the major cause that led to Russian Revolution. (1 5 = 5) Ans. 7. : (i) Socialists were against private property and saw it as a root of all social evils. (ii) They favoured society as a whole rather than single individual. (iii) Marx stated that under capitalist s society the main object of the industrialist was to earn profit. He believed the condition of the workers could not improve as long as this profit was accumulated by private capitalists. (iv) For this, workers had to overthrow capitalism and rule of private property. They had to construct a radically socialist society where all property was socially controlled. This would be a communist society. (v) A communist society was the natural society of the future. To coordinate their efforts socialists formed the international body namely the Second International. (1 5 = 5) [CBSE Marking Scheme, 2012] WORKSHEET-13 Ans. 1 : Modernised Muslims should rule Russia. Ans. 2 : Russian Orthodox Christianity. Ans. 3 : Mir. Ans. 4 : An elected consultative of Parliament is known as Duma. (i) The Duma is a Parliament for the people of Russia. (ii) The Tzar dismissed the first Duma within 75 days and he re-elected second Duma within three months. (iii) He did not want any questioning of his authority or any reduction in his power. (iv) He changed the voting laws and packed the third Duma with conservative politicians. Liberals and revolutionaries were kept out. (Any two) [CBSE Marking Scheme, 2012] (1 + 2 = 3) Ans. 5 : Reforms introduced by Czar Nicolas II : (i) Creation of an elected Parliament or Duma. (ii) Trade unions and factory committees were declared illegal. (iii) Voting laws were changed and the Duma was packed with conservative politicians liberals and revolutionaries were kept out. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 6 : The demands raised by Russian workers : (i) Reduction of working into eight hours. (ii) Increase in wages. (iii) Improvement in working condition. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 7 : Three Changes are : (i) Brought men, women and children to factories. (ii) Working conditions were poor. (iii) Unemployment was common specially during the times of low demand. (iv) With the growth of cities rapidly there were housing and sanitation problems. (Any three points) [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 8 : S. No. Peasants of Europe 1. They formed unions and fought for better wages and good living conditions. Peasants of Russia They had no proper unions and associations initially. It came up much later. 2. The workers were united in their demands for political rights and reduction in work hours. The workers were not united. They were divided on the basis of occupation. P-10 S O C I A L S C I E N C E IX T E R M 1

11 3. The workers associations had close ties with the political parties and themselves formed political parties. For example, the Labour Party in Britain The workers associations were considered as illegal and were suppressed. 4. In France, during the French Revolution in Brittany peasants had the respect for nobles and fought for them. But in Russia, the peasants had no regards for the nobility and often revolted against them. 5. The peasants in Europe had political rights and enjoyed them. The peasants did not enjoy any political rights. (1 5 = 5) TOPIC-3 The Nature of Social Movements Between 1905 and 1917 WORKSHEET-14 Ans. 1 : Cooperatives. Ans. 2 : To nationalize the Banks. Ans. 3 : Vladimir Lenin. Ans. 4 : Conditions of the working women in Russia : (i) Took active part in the revolution and often inspired their male co-workers. (ii) Women made up 31% of factory labour. (iii) Paid less than their male counterparts. (iv) During February Revolution, the women workers led the way to strikes. (v) 22 nd February was called International Women s Day. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2015] Ans. 5 : Causes of Tzarist autocracy collapse were : (i) The industrial workers in Russia got very low wages and had very long working hours, sometimes up to 15 hours. (ii) The workers demanded higher wages and reduction in working hours but their demands were not met and they became dissatisfied. (iii) Most of the peasants were landless and very poor. [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 6 : Demands of April Thesis : (i) Lenin returned to Russia from exile and felt that it was time for soviets to take over power. He declared that war be brought to a close, land be transferred to the peasants and banks nationalized. He also argued to rename Bolshevik Party as Communist Party. (ii) Started planning on uprising against government with the support of army. (iii) Military Revolutionary Committee was planned to seize the power and bring the city under control. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 7 : February Revolution : (i) Factory locked out on the right bank on 22 nd February. (ii) Sympathy strike was done by workers in 50 factories on 23 rd February. (iii) 25 th February, government suspended the Duma and demonstrators came on roads. (iv) Police headquarters were ransacked by workers. Regiment supported the workers and they formed the Petrograd Soviet. S O L U T I O N S P-11

12 (v) 2 nd March, Tsar abdicated and Soviet and Duma leaders formed the Provisional Government. October Revolution : (i) 16 th October, Vladimir Lenin, the Bolshevik leader persuaded the Petrograd Soviet. (ii) A Military Revolutionary Committee was appointed by the Soviet. (iii) The Military Committee seized the government offices and arrested ministers. (iv) The Winter Palace was shelled. (v) Ministers of the Provisional Government surrendered. (vi) The Bolsheviks gained control. [CBSE Marking Scheme, 2015] (1 5 = 5) Ans. 1 : Vladimir Lenin. Ans. 2 : Ans. 3 : Cheka first. WORKSHEET-15 Ans. 4 : Changes were : (i) Most industries and banks were nationalised in November (ii) Land was declared social property. (iii) In cities Bolsheviks enforced the partition of large houses according to family requirements. (iv) Banned the use of the old titles of aristocracy. (v) New uniforms were designed for the army and officials (any three) (1 3 = 3) Ans. 5 : The contribution of Lenin in the Russian Revolution are : (i) The political objective was achieved when Tzar abdicated his throne. (ii) Economic and social revolutions of October, 1917 were directed by Lenin. (iii) Lenin united the workers and peasants. (iv) He took control of the government and became president. (v) Peace, land and bread became communist slogans. (Any three) (1 3 = 3) Ans. 6 : Consequences of February Revolution of 1917 : (i) The government suspended the Duma. (ii) People raised slogans about bread, wages, better hours and democracy. (iii) Police headquarters were ransacked. (iv) Cavalry refused to fire at the demonstrators. (v Soldiers joined the workers to form a council called the Soviet. (vi) Tzar accepted his defeat. (Any three points) (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 7 : Role of Lenin in post 1917 Russian Revolution : (i) A conflict between the provisional government and the Bolshevik grew in Sept Lenin started planning an uprising against the government and began to orgainze his supporters from army, soviets and factories. (ii) A military revolutionary committee under Lenin Trotski planned to seize power. (iii) Uprising began on 4 th October, The Prime Minister Karenski, with government troops tried to subdue the Bolsheviks but failed. (iv) Under the guidance of Lenin, the military Revolutionary committee responded quickly and by nightfall the city was under the committee s control. (v) At a meeting all Russian Congress of Soviet in Petrograd, the majority approved the Bolshevik action. Russian Revolution brought Russia under communist control. (1 5 = 5) Ans. 8 : Main events of the February Revolution were : (i) In February 1917, there was a severe food shortage in the workers quarters. (ii) All the factories and workers quarters were located on the right bank of the River Neve. On the left bank, there were Winter Palace, official buildings and the palace where Duma met. (iii) On 22 nd February, a lock out took place at a factory leading to a strike by the workers. (iv) The workers ultimately crossed the river and surrounded the official buildings in Petrograd. (v) The Government imposed a curfew and called out the cavalry and police to keep check on them. (1 5 = 5) P-12 S O C I A L S C I E N C E IX T E R M 1

13 TOPIC-4 The First World War and Foundation of Soviet State WORKSHEET-16 Ans. 1 : The wealthy farmers of Russia. Ans. 2 : Changes : (i) Large estates of church, landlords, nobility, etc., were taken away by the Government and distributed to peasants. (ii) These peasants had very small holdings of land, which were not productive. So, new method of agriculture was introduced that was a collective farm. (iii) Rich farmers opposed this type of farming. They were dealt harshly by the Government. Thus, landlords were oppressed. (1 3 = 3) [CBSE Marking Scheme, 2014] Ans. 3 : Soviet was a council of striking workers and soldiers formed February Revolution. (i) The Petrograd Soviet led the revolution. (ii) It helped the Bolsheviks to seize power. [CBSE Marking Scheme, 2013] (1 + 2 = 3) Ans. 4 : Collectivization of Stalin was prompted by : (i) Acute shortage of grains. (ii) Refusal of peasants to sell their grains at a fixed price. (iii) Stocking holding by rich peasants and traders. (iv) Shortage of grains production due to small holdings. (v) The idea of modernizing farms. (Any three points) [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 5 : (i) Party forced all peasants to cultivate in collective farms. (ii) The bulk of land and implements were transferred to the ownership of collective farms. (iii) Peasants worked on the land and the Kolkhoz profit was shared. (iv) Enraged peasants resisted the authorities and destroyed their livestock. (v) Those who resisted collectivization were severely punished. (vi) Stalin s government allowed some independent cultivation but treated such cultivators unsympathetically. (Any five) (1 5 = 5) [CBSE Marking Scheme, 2013] Ans. 6 : Importance of Battle of Stalingard in the Second World War : (i) The battle of Stalingard was fought between Russia and Germany on Russian territory. (ii) This battle is considered important because it marked the defeat of Germany and Hitler along with Nazi party. (iii) Hitler had signed a non-aggression treaty with Russia in August 1939 A.D. Since he did not have faith in Russia, he considered Russia as a vital threat to Nazi Germany. (iv) Hitler also had imperial designs on the fertile Ukraine Basin and its mines. (v) He also wanted to Europeanize the area of the Asian Steppe. (vi) Due to the above mentioned reasons, Hitler violated the Pact of 1939 and attacked Russia from three sides. (vii) This led to a battle in Stalingard near Moscow. (viii) The Germany failed to capture Stalingard due to lack of preparation of German soldiers against heavy rains and frosts in the month of October. (ix) This led to failure of Hitler s campaign. (x) In all, Hitler exposed the German Western front to British aerial bombing. Eastern front was exposed to powerful Soviet Army. In this battle, Germany suffered a lot and Soviet hegemony was established over entire Eastern Europe. (½ 10 = 5) S O L U T I O N S P-13

14 WORKSHEET-17 Ans. 1 : Stalin. Ans. 2 : Petrograd. Ans. 3 : Germany, Austria, Turkey. Ans. 4 : Measures adopted by Stalin : (i) To develop modern farms, he eliminated Kulaks and established large farms. (ii) The bulk of land and implements were transferred to the ownership of collective farms. (iii) Peasants worked on the land and the kolkhoz profit was shared. (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 5 : (i) State controlled collective farms, called Kolkhoz, which were established by confiscating peasant land and elimination of Kulaks. (ii) Enraged peasants resisted the authorities and destroyed their livestock (between 1929 and 1931, the number of cattle fell by 1/3 rd ). (iii) Bad harvest of led to one of the most devastating famines in Soviet history taking a toll of over 4 million people. In spite of collectivization, production did not increase immediately. (1 3 = 3) Ans. 6 : After 1917, land has been given over to peasants. These small-sized peasant farms could not be modernized. To develop modern farms, and run them along industrial lines with machinery, it was necessary to eliminate Kulaks take away land from peasants and establish state controlled large farms which is known as collectivization. (i) The collectivization programme was introduced by Stalin to solve the acute problem of grain supplies. (ii) (a) In spite of collectivization, production did not increase immediately. (b) Those who resisted collectivization were severely punished. ( = 5) [CBSE Marking Scheme, 2012] Ans. 7 : Impact of the First World War over Russia : (i) Russian armies lost badly between 1914 to (ii) There were over 7 million casualties. (iii) Russian army retreated and destroyed crops and buildings to prevent the enemy from being able to live off the land. (iv) This destruction led to over 3 million refugees. (v) Soldiers did not wish to fight this war. (vi) The war had severe impact on industries. (vii) The country was cut off from other suppliers of industrial goods. (viii) Men were called up to war leading to shortage of labour. (Any five points) [CBSE Marking Scheme, 2012] (1 5 = 5) Ans. 8 : Reasons of Stalin s unpopularity in Soviet Union : (i) In spite of collectivization, production did not increase immediately. (ii) The bad harvests of led to most devastating famines in Soviet history. (iii) Many within the party criticized the confusion in industrial production. (iv) Accusations were made throughout the country. (v) By 1939, over 2 million were in prison or labour camps. (1 5 = 5) FORMATIVE ASSESSMENT WORKSHEET-18 Note : Students should do this activity themselves. P-14 S O C I A L S C I E N C E IX T E R M 1

15 SECTION CHAPTER B3 RISE OF NAZISM TOPIC-1 The Growth of Social Democracy and the Crisis in Germany WORKSHEET-19 Ans. 1 : Reasons leading to the German invasion of Soviet Union were : (i) Hitler dreamt of settling the German with pure Aryan blood in the Asian Steppe region and of using the Jews and Asians as slaves. (ii) He wanted to ensure food supplies for the Germans. The Germans and Russians had serious differences over the Balkan, where no clear line demarcation had been worked out. (iii) Hitler wanted to eradicate communism. [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 2 : US joined the Allies in 1917 and defeated Germany and the Central Powers. (i) The defeat of Germany resulted in the abdication of German Emperor. This gave an opportunity for the parliamentary parties to bring a change in German politics. (ii) A democratic constitution with a federal structure was formed by the National Assembly, which met at Weimar and the Weimar Republic came into existence. (1 + 2 = 3) Ans. 3 : Impact of the Treaty of Versailles over Germany : (i) Germany lost its overseas colonies. (ii) It was demilitarized. (iii) The allied armies occupied the resource-rich Rhineland. (iv) It lost 75 percent of its iron and 26 percent of its coal. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2013] Detailed Answer : The Treaty of Versailles was the main root cause of the rise of Nazism in Germany and the Second World War. (i) After signing of the Treaty, Germany lost its possession over the overseas colonies. (ii) Also, it lost one-tenth of its population, 13% of its territories, 75% of iron, 26% of coal resources of France, Poland, Denmark and Lithuania. (iii) The power of Germany further got reduced due to its demilitarization by the allied powers. (iv) Germany was asked to pay a compensation amount of 6 billion pounds as it was held responsible for the war and the war guilt accuse. (v) Rhineland, a resource-rich region, was occupied by the Allied Powers for much of the 1920 s. (Any three) (1 3 = 3) Ans. 4 : Nazi Party formed by : (i) disintegration of Weimar Republic led to the formation of Nazi Party after the First World War. (ii) Hitler enrolled for the army when the First World War broke out. He also earned medals for bravery. (iii) The German defeat horrified him and Versailles Treaty made him furious. Later, he joined a small group called the German Workers Party. (iv) Subsequently, he took over the organization and renamed in National Socialist German Workers Party. This party came to be known as Nazi Party. (Any three) (1 3 = 3) Ans. 5 : The ways through which Nazi state seek to establish a total control over its people were : (i) To capture legal authority, Hitler used the Reichstag fire to further his aim. He blamed the communists for sabotage, and took the opportunity to clamp down on them. Hitler armed himself with emergency powers and used the Fire Decree to his advantage. He suspended civic rights like Freedom of speech, press and assembly. He jailed, exiled or murdered key communist leaders. (ii) The decree of 1933 suspended Civic rights. (iii) Communists were packed off to concentration camps. S O L U T I O N S P-15

16 (iv) Enabling act was passed, enabling Hitler to sideline Parliament and rule by decree. (v) All parties and trade unions except Nazi party and its affiliates were banned. (vi) The state established complete control over economy, media, army and judiciary. (vii) Gestapo, S.S., Criminal Police and S.D. were set up. People could be detained in Gestapo torture chambers, sent to concentration camps and deported at will. (viii) The police forces acquired powers to rule with impunity. (Any five) (1 5 = 5) WORKSHEET-20 Ans. 1 : Socialists, Communists and Democrats. Ans. 2 : Due to availability of much political party, frequent changes of government and difficulty to establish stability, Weimar Constitution introduced in August 1919 became weak. Ans. 3 : Features of political radicalism : (i) The political situation that came into view after the rise of Weimar Republic is termed as political radicalism. (ii) The demand and the uprising for Soviet style governance were suppressed by the Weimar republic and this enraged them to form the communist party. (iii) Both communists and socialists wanted political radicalism against Hitler s Rule. (1 3 = 3) Ans. 4 : Impact of Economic crisis on Germany : (i) German economy was worst hit. (ii) Industrial production reduced to 40 percent (iii) Workers lost their jobs and were paid reduced wages. (iv) Unemployed youth played cards or lined up at local employment exchange. (v) Jobs disappeared and youth took to criminal activities. (Any three) [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 5 : Factors : (i) The terms of Treaty of Versailles whereby Germany lost its overseas colonies and territories. (ii) Germany was forced to pay compensation under War Guilt Clause. (iii) Depleted gold reserves due to repayment of loans. (iv) Devaluation of German mark and hyperinflation. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 6 : Its three reasons were : (i) The War Guilt Clause made Germany guilty of starting the War. Germany was made to pay war compensation. (ii) War demilitarized hence weakening the power. (iii) Could not have tanks, submarines, etc., and had to forego overseas colonies. (1 3 = 3) Ans. 7 : Reasons are : (i) It was not received well by its own people largely because of the terms it was forced to accept after Germany s defeat. (ii) The peace treaty was harsh and humiliating. It was believed that the Republic compromised with Germany s honour by signing the Peace Treaty at Versailles. According to this, Germany lost its overseas colonies, 13% of its territories, 75 % of the iron and 26% of the coal to France, Poland, Denmark and Lithuania. (iii) Germany lost its overseas colonies. (iv) The allied powers demilitarized Germany. (v) The war guilt clause held Germany responsible for war and damage. (vi) Germany was forced to pay compensation of 6 billion. (vii) Most of the Germans held the new Weimar Republic responsible for defeat in war and disgrace at Versailles. (Any five) [CBSE Marking Scheme, 2012] (1 5 = 5) P-16 S O C I A L S C I E N C E IX T E R M 1

17 TOPIC-2 The Basis of Hitler s Rise to Power Ans. 1 : Charlotte Beradt. Ans. 2 : Adolf Hitler. Ans. 3 : Hindenburg. Ans. 4 : WORKSHEET-21 Ans. 5 : Circumstances under which Nazism became popular were: (i) Hitler was a great orator. His passion and words moved people. (ii) He promised to build strong nation. (iii) He promised to restore dignity of the Germans and to undo the injustice of the Treaty of Versailles. (iv) He promised employment for those looking for work and a secure future for the youth. (v) He promised to weed out all foreign influences and resist all foreign conspiracies against Germany. (vi) Hitler devised a new style of politics. Nazis held massive rallies and public meetings as on show the strength and confidence for Hitler. (vii) The Red banners with the Swastika, ritualized rounds of applause and the Nazi salute after the speeches were all part of this spectacle of power. (viii) Nazi propaganda projected Hitler as a Messiah or a Saviour. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2015] Ans. 6 : Ideology of racial hierarchy propounded by Hitler: (i) No equality between people. Blond, blue-eyed, Nordic German Aryans were at the top. (ii) Jews were located at the lowest rung. They came to be regarded as an anti-rave, the arch-enemies of the Aryans. (iii) All the coloured people were placed in between depending upon their external features. [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 7 : The main causes of rise of Nazi dictatorship in Germany were as follows : (i) The First World War defeat. (ii) Weakness of Weimar Republic : The Weimar constitution had some inherent defects which made it unstable and vulnerable to dictatorship. Due to proportional representation, one party rule became an impossible task, leading to a rule by coalitions. Another defect was Article 48, which gave the President the power to impose emergency, suspend civil rights and rule by decree. (iii) Treaty of Versailles : Germany was forced to sign the Treaty of Versailles with allied powers. This made Germany to lose its overseas colonies, a tenth of its population, 13% of territories and many more. The allied powers demilitarized Germany. The Allied armies also occupied the resource rich Rhineland. The War Guilt Clause forced Germany to pay 6 billion as war damages to the Allied Powers. (iv) The Economic crisis : German economy was worst hit. Industrial production was reduced to 40%. Due to great economic depression the National Income of the USA fell by half leading to shut down the factories. The exports fell down and farmers suffered the most during the depression. (v) Mass unemployment : Workers of Germany lost their jobs and were paid reduced wages. Unemployed youth played cards or lined up at local employment exchange. Jobs disappeared and youth took to criminal activities. (vi) German people thought that Hitler would be a good dictator as he promised to undo the injustice of Treaty of Versailles. He also promised to give employment to those looking for work. Later, the Nazi Party became the largest Party with 37% votes in Reichstag. (Any five) (1 5 = 5) S O L U T I O N S P-17

18 WORKSHEET-22 Ans. 1: Russia. Ans. 2 : The Allies were strengthened by the entry of US. Ans. 3 : People s Car. Ans. 4 : Japan bombed Pearl Harbour. Ans. 5 : Adolf Hitler made the following promises : (i) To undo the injustice of Treaty of Versailles. (ii) Employment to those looking for work. (iii) To weed out all foreign influence and resist all foreign conspiracies against Germany. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 6 : Hitler captured power in Germany : (i) In 1923, Hitler planned to seize control of Bavaria, marched to Berlin and captured power. He failed, got arrested and tried for treason. He was later released. (ii) During the Great Depression, Nazism became a mass movement. (iii) After 1929, bank collapsed and business shut down, workers lost their jobs. In such a situation, Nazi propaganda stirred hopes of a better future. (iv) By 1932, Nazi Party had become the largest party of Germany. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 7 : Nuremberg Tribunal was set up to prosecute Nazi war criminals for crimes against peace, for war crimes and crimes against humanity. Two results of Tribunal : (i) It sentenced only eleven leading Nazis to death. (ii) Many others were imprisoned for life. [CBSE Marking Scheme, 2012] (1 + 2 = 3) Ans. 8 : Five measures are : (i) After acquiring power Hitler set out to dismantle the structure of democratic rule. (ii) The Fire Decree of 28 th February 1933 suspended the civic rights like freedom of speech, press and assembly. (iii) Then he packed off the communists to newly established concentration camps. (iv) On 3 rd March 1933, the famous Enabling Act was passed which established dictatorship. It gave him all powers to sideline Parliament. (v) All political parties and trade unions were banned. He controlled media, army and judiciary. [CBSE Marking Scheme, 2012] (1 5 = 5) Ans. 9 : Hitler effectively mobilised popular support in Germany as : (i) Hitler was a powerful speaker. His passion and words moved people. (ii) He promised to build a strong nation. (iii) He promised to undo the injustice of the Versailles Treaty and restore the dignity of Germans. (iv) He promised to weed out all foreign influences. (v) He understood the significance of rituals and spectacle in mass mobilization. (vi) He held massive rallies and public meetings to instill sense of unity among people. (Any five) [CBSE Marking Scheme, 2012] (1 5 = 5) P-18 S O C I A L S C I E N C E IX T E R M 1

19 TOPIC-3 The ldeology of Nazism WORKSHEET-23 Ans. 1 : The ways women perceived in Nazi Germany were as follows : (i) Children in Nazi Germany were told that women were radically different from men. (ii) The fight for equal rights for men and women that had become part of democratic struggles everywhere was wrong and it would destroy society. While boys were taught to be aggressive, masculine and steel hearted, girls were told that they had to become good mothers and rear pureblooded Aryan children. (iii) Girls had to maintain the purity of the race, distance themselves from Jews, look after the home, and teach their children Nazi values. They had to be the bearers of the Aryan culture and race. (iv) In Nazi Germany, women who bore racially desirable children were rewarded with concession in shops, on theatre tickets and railway fares. They were also given favoured treatment in hospitals. Women those who produced racially undesirable children were punished. (v) All Aryan women who deviated from the prescribed code of conduct were publicly condemned and severely punished. (Any three) [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 2 : Hitler s geo-political concept of Lebensraum : (i) He believed that new territories had to be acquired for settlement. (ii) This would enhance the area of the mother country, while enabling the settlers on new land to retain an intimate link with the place of their origin. (iii) It would also enhance the material resources and power of the German nation. [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 3 : Three aspects of Hitler s ideology are : (i) No equality between people, but only a racial hierarchy. (ii) German Aryan was taken at the top. (iii) Women were radically different from men. (iv) Girls were to become mothers only. (v) He introduced the concept of Lebensraum. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 4 : Jungvolk was the Nazi youth group of children below 14 years of age. Thinking of Nazi about women : (i) Children in Nazi Germany were told that women were radically different from men. (ii) While boys were taught to be aggressive, masculine and steal hearted, girls were told to be good mothers and rear pure-blooded Aryan children. They have to teach Nazi values to their children. (iii) Girl had to maintain the purity of the race. (1 + 2 = 3) Ans. 5 : The peculiar feature of Nazi thinking are given below : (i) There was no equality between people, but only a racial hierarchy. In this view, blond, blue-eyed, Nordic German Aryans were at the top while Jews were located at the lowest rung. All other coloured people were placed in between depending upon their external features. (ii) The Aryan race was the finest. It had to retain its purity, become stronger and dominate the world. (iii) Nazis glorified war. Their only aim was to unite all people of the Aryan race under one state i.e., Germany. (iv) Hitler believed that new territories had to be acquired for settlement. It would enhance the material resources and power of the German Nation. (v) Nazis wanted only a society of pure and healthy Nordic Aryans. They alone were considered Desirables. (vi) Nazis hated Jews. They terrorised, pauperised and segregated them and compelled them to leave the country. (vii) Children were taught to be loyal and submissive, hate Jews and worship Hitler. (viii) While boys were taught to be aggressive, masculine and steel hearted, girls were told that they had to become good mothers and rear pure-blooded Aryan children. (Any five) (1 5 = 5) S O L U T I O N S P-19

20 TOPIC-4 The Impact of Nazism Ans. 1 : Hjalmar Schacht. Ans. 2 : Ans. 3 : Goebbels. WORKSHEET-24 Ans. 4 : Effects of Nazism on the school system : (i) Hitler was fanatically interested in the youth of the country. He believed in teaching the Nazi ideology to the students. (ii) Jewish teachers who were seen as politically unreliable were dismissed from service. (iii) Children were segregated German and Jews could not sit or play together. (iv) Good German children were subjected to a process of Nazi schooling, a prolonged period of ideological training. (v) School textbooks were rewritten to glorify and justify the Nazi ideas of racial superiority. (vi) Children were taught to be loyal, submissive and hate the Jews. (vii) Sports were introduced to nurture violence and aggression among students. Hitler believed that boxing could make children iron hearted, strong and masculine. (Any three points) (1 3 = 3) [CBSE Marking Scheme, 2015, 2012] Ans. 5 : Three major effects of the First World War in Germany are : (i) World War I, ended with the Allies defeating Germany and the Central Powers in November The Peace Treaty at Versailles with the Allies was a harsh and humiliating Treaty. Germany lost its overseas colonies, a tenth of its population, 13 percent of its territories, 75 percent of its iron and 26 percent of its coal to France, Poland, Denmark and Lithuania. (ii) The Allied Powers demilitarized Germany to weaken its power. Germany was forced to pay compensation amounting to 6 billion. (iii) The Allied armies also occupied the resource-rich Rhineland for much of the 1920s (1 3 = 3) Ans. 6 : Features of political policy adapted by Hitler : (i) Suspended Civil Rights and introduced the Enabling Act. (ii) Communists sent to concentration camps. (iii) All political parties and trade unions except the Nazi Party banned in Germany. (iv) State control over economy, media, army and judiciary. (v) Creation of special surveillance and security forces. (1 5 = 5) [CBSE marking Scheme, 2015] Ans. 7 : Hitler s foreign policy : (i) He pulled out of League of Nations in (ii) He reoccupied Rhineland, integrated Australia and Germany in 1938 under the slogan, One people, One empire, One leader. (iii) Hitler went to control Sudenten land and gobbled up Czechoslovakia. (iv) He believed in armament, wars, accumulating wealth through expansion of territory. (v) He invaded Poland and attacked Soviet Union. (Any four) Sachet s Advice : Not to invest hugely in rearmament. (4 + 1 = 5) WORKSHEET-25 Ans. 1 : Austria and Germany. Ans. 2 : Germany, Italy and Japan. Ans. 3: P-20 S O C I A L S C I E N C E IX T E R M 1

21 Ans. 4: Jews were the worst sufferers as they were treated very badly. (i) They were classified as undesirables. (ii) They were considered as racial inferiors. (iii) They were widely prosecuted. (iv) They were stereotyped as killers of Christ and usurers. (v) They were banned from owing land. (vi) They lived in separately marked areas. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 5 : Impact of defeat of the Imperial Germany on its polity are : (i) The defeat of Imperial Germany and the abdication of the emperor gave an opportunity to recast German polity. (ii) A National Assembly established a democratic constitution with a federal structure. (iii) Deputies were elected to the German Parliament on the basis of equal and universal votes. (iv) This republic was not received well by its own people because of the terms it was forced to accept after defeat. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 6 : Reaction : (i) Many supported Nazism. (ii) Few activity resisted to Nazism. (iii) Large majority were passive onlookers. (To be explained) [CBSE Marking Scheme, 2012] Detailed Answer : Reaction : (i) Many saw the world through Nazi eyes and spoke their mind in Nazi language. (ii) They felt hatred and anger surge inside them when they saw someone who looked like a Jew. (iii) They genuinely believed that Nazism world will bring prosperity and improve general well-being. (iv) But every German was not a Nazi. Many of them organized active resistance. (v) Many organizations were passive onlookers and apathetic witness. (Any three) (1 3 = 3) Ans. 7 : Important features of education imparted in Nazi schools : (i) Children were segregated. The Germans and the Jews could not sit or play together. Subsequently, undesirable children like Jews and the physically handicapped; the Gypsies were thrown out of schools. (ii) All schools were cleansed or purified. This meant that teachers who were Jews or seen as politically unreliable were dismissed. (iii) Good German children were subjected to a process of Nazi schooling, a prolonged period of ideological training. (iv) Boxing was introduced as Hitler believed that it could make children iron-hearted, strong and masculine. (v) School text book were rewritten. (vi) Children were taught to be loyal and to hate Jews and worship Hitler. (Any five) (1 5 = 5) [CBSE marking Scheme, 2015] TOPIC-5 Nazi and the Jews WORKSHEET-26 Ans. 1 : On 20 th April, 1889 in Braunau am Inn, Austria-Hungary. Ans. 2 : Jungvolk. S O L U T I O N S P-21

22 Ans. 3 : Undesirable communities in Nazi Germany were: (i) Gypsies and Blacks those living in Nazi Germany. (ii) Russians and Poles were considered subhuman (iii) Jews too were inferior, threatening biological purity of the Superior Aryan race. (1 3 = 3) [CBSE marking Scheme, 2015] Ans. 4 : Theory : (i) Herbert Spencer propounded the idea of survival of the fittest. (ii) According to this idea, only those species survived on earth that could adapt them to changing climate conditions. (iii) Used by racist thinkers and politicians to justify imperial rule over conquered people. According to Nazi argument the strongest race would survive and the weak ones would perish (1 3 = 3) [CBSE Marking Scheme, 2013] Ans. 5 : Three ways by which Nazis established the racial state are : (i) Once in power, the Nazis physically eliminated all those who were seen as undesirable. (ii) They wanted to create a society of pure and healthy Nordic Aryans (desirables). (iii) The Jews, many gypsies and blacks were considered inferior races and persecuted. (iv) Even Russians and Poles were also considered sub-humans. (v) During German occupation of Poland, many were made to do and forced labour died of starvation. (vi) From 1933 to 1938, Jews were killed in concentration camps in large numbers. (vii) The Jews were labelled as killers and undesirables. (viii) The Jews were stereotyped depicted with flowing beards and wearing kaftans. (Any three) (1 3 = 3) Ans. 6 : Methods : (i) Youth subjected to intense Nazi ideology. (ii) 10 year olds had to join Jungvolk and 14 year olds Hitler youth. (iii) 18 year old had to join compulsory military service. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 7 : (i) Once in power, the Nazis quickly began to implement their dream of creating an exclusive racial community of pure Germans by physically eliminating all those who were seen as undesirable in the extended empire as they were mentally or physically unfit Germans, Gypsies, Blacks, Russians, Poles. (ii) But Jews remained the worst sufferers in Nazi Germany. They were stereotyped as killers of Christ and usurers. (iii) Until medieval times, Jews were barred from owning land. They survived mainly through trade and money lending. They lived in separately marked areas called ghettos. (iv) They were often persecuted through periodic organised violence and expulsion from land. All this had a precursor in the traditional Christian hostility towards Jews for being the killers of Christ. (v) However, Hitler s hatred of the Jews was based on pseudo-scientific theories of race, which held that conversion was no solution to the Jewish problem. It could be solved only through their total elimination. (5) FORMATIVE ASSESSMENT Note : Students should do this activity themselves. WORKSHEET-27 MAP WORK WORKSEET 28 Ans. 1 : (A) Normandy (B) Nantes (C) Louhans (D) Bordeaux (E) Marseilles (5) P-22 S O C I A L S C I E N C E IX T E R M 1

23 Ans. 2 : (A) Ille-de-France (Palace of Versailles) (B) Brest (C) Toulouse. (3) MAP WORK WORKSEET 29 Ans. 1 : (A) Bastile (B) Bordeaux (C) Brest Ans. 2 : (A) Bordeaux (B) Alsace (C) Paris (3) (3) S O L U T I O N S P-23

24 SECTION CHAPTER B1 INDIA SIZE AND LOCATION TOPIC-1 Location WORKSHEET-30 Ans. 1 : Latitudinal extension of India : 8 4 N 37 6 N Longitudinal extension of India : 68 7 E E Ans. 2 : The southernmost latitude of India is 8 4 N. Ans. 3 : The southernmost point called Indira Point (earlier called Pygmalion Point) got submerged in Tsunami in Ans. 4 : 8 4 N and 37 6 N. Ans. 5 : E. Ans. 6 : 68 7 E in Gujarat. Ans. 7 : Indira Point. Ans. 8 : Gujarat, Madhya Pradesh and Chhattisgarh. Ans. 9 : Latitudinal extension of India: 8 4 N 37 6 N Longitudinal extension of India: 68 7 E E Latitude of Tropic of Cancer is N [Board Marking Scheme, 2015] ( = 3) Ans. 10: Northern hemisphere The mainland extends between latitudes 8 4 N and 37 6 N and longitudinal 68 7 E and E. TOPIC-2 Size (1 + 2 = 3) WORKSHEET-31 Ans. 1 : Barren Island. Ans. 2 : South-east direction to the mainland of India. Ans. 3 : Canada. Ans. 4 : 2 hours. Ans. 5 : South to North. Ans. 6 : Reasons : (i) Many longitudes pass through India from west to east. (ii) Due to the vast longitudinal extension of India, there is a time lag of two hours in local time between Gujarat and Arunachal Pradesh. (iii) Hence, to avoid confusion, only one Standard Meridian is adopted for the entire country. [Board Marking Scheme, 2015] (3) Ans. 7 : (i) The difference in the duration of day and night at Kanyakumari and Kashmir are respectively due to their latitudinal locations. (ii) Kanyakumari is located closer to the equator i.e. 8 away from the equator. (iii) It receives maximum sunlight and experiences a minimum gap between day and night. On the other hand, Kashmir lies further away from the Equator and experiences a significant gap between the duration of day and night. [Board Marking Scheme, 2015] (3) P-24 S O C I A L S C I E N C E IX T E R M 1

25 Ans. 8 : The longitudinal extent of India is 68 7 E and E. The degree of longitude of Standard Meridian of India is E. To avoid time gap of two hours between east and west part of India which may create confusion in working, it is essential to have a Standard Meridian. ( = 3) Ans. 9 : The time applicable all over India is Indian Standard Time. To avoid time gap of two hours between east and west part of India which may create confusion in working, it is essential to have a Standard Meridian. (1 + 2 = 3) [CBSE Marking Scheme, 2013] Ans. 10 : Lakshadweep Island Groups Two major features : (i) It is composed of small coral islands. (ii) It has great diversity of flora and fauna. [CBSE Marking Scheme, 2013] (1 + 2 = 3) Detailed Answer : The major island groups lying in the Arabian Sea are the Lakshadweep group. It consists of many small islands located opposite to Kerala coast in the Arabian Sea. Features : (i) It is composed of small coral islands that cover a small area of 32 square kilometres. Kavaratti Island is its administrative headquarters. (ii) It has great diversity of flora and fauna. (iii) Lakshadweep consists of 11 islands. (iv) Most of the area is cultivated with coconut. (v) A bird sanctuary is located in Pitti island which is inhabitated by humans. (Any two)(1 + 2 = 3) WORKSHEET-32 Ans. 1 : 2.4%. Ans. 2 : 15,200 km. Ans. 3 : Kanyakumari. Ans. 4 : 7,516.6 km. Ans. 5 : Andaman and Nicobar, and Lakshadweep. Ans. 6 : Extents of India : Latitudinal extent 8 4' N and 37 6' N Longitudinal extent 68 7' E and 97 25' E Tropic of Cancer 23 30' N ( = 3) [CBSE Marking Scheme, 2012] Ans. 7 : (i) There is a time lag of two hours. (ii) Standard Meridian (82 30' E) passing through Mirzapur is taken as the standard time for the whole country. (iii) We have uniform time in the country by having similar timings at Gujarat and Kanyakumari. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 8 : (i) From Gujarat to Arunachal Pradesh there is a time lag of 2 hours. (ii) So, to avoid the confusion of time and to have the same time in whole of the India Standard Meridian was chosen at such longitude that the time there has been taken as the standard time. [CBSE Marking Scheme, 2012] (3) S O L U T I O N S P-25

26 Ans. 9 : S. No LAKSHADWEEP ANDAMAN and NICOBAR (i) (ii) To the SW of the mainland of India, lie the Lakshadweep islands in Arabian Sea. This small group of islands is composed of coral islands. (iii) Kavaratti is the headquarters of Lakshadweep. To the SE of the mainland of India lie the Andaman and Nicobar in Bay of Bengal. It is believed that these islands are elevated portion of submarine mountains. Port Blair is the headquarters of Andaman and Nicobar. Ans. 10 : Size and geographical extent : (i) The mainland extends between latitude 8 4' N and 37 6' N and longitude 68 7' E and 97 25' E. (ii) The land mass of India has an area of 3.28 million sq km. (iii) India has a land boundary of about 15,200 km and length of coastline including island 7,516.6 km. [CBSE Marking Scheme, 2012] (1 3 = 3) TOPIC-3 India and the World WORKSHEET-33 Ans. 1 : The distance of 7, 000 km distance has been reduced between India and Europe by the construction of the Suez Canal. Ans. 2 : Pakistan. Ans. 3 : China and Myanmar. Ans. 4 : Standard Meridian. [Time along the Standard Meridian of India (82 30 E) passing through Mirzapur (in Uttar Pradesh) is taken as the standard time for the whole country.] Ans. 5 : The Suez Canal started functioning in Benefits of India : (i) It reduces the distance between India and Europe by 7, 000 km. (ii) The canal is the boom for trade as it had reduced the transportation cost and number of days. [Board Marking Scheme, 2015] (1 + 2 = 3) Ans. 6 : Significance : (i) The Trans Indian Ocean route connects countries of Europe in West. (ii) Countries of East Asia have strategic position. (iii) Deccan Plateau protrudes into Indian Ocean. It helps to establish close contact with West Asia, Africa and Europe. (iv) No country other than India has long coastal line on Indian Ocean. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 7 : Significance : (i) This helps India to establish close contact with West Asia, Africa, Europe from western coast and with south-east and East Asia from the eastern coast. (ii) The sea routes have contributed in the exchange of ideas and commodities. (iii) The ideas of Upanishads and Ramayana, Indian numerals and the decimal system could reach to many parts of the world. (iv) The spices, muslin and other merchandises were taken to other countries. (v) Influence of Greek sculpture and styles of dome and minaretes can be seen in our country. (Any three points) [CBSE Marking Scheme, 2012] (1 3 = 3) P-26 S O C I A L S C I E N C E IX T E R M 1

27 Ans. 8 : Passes across the mountains in the north have provided passages to the ancient travellers. (i) These routes have contributed in the exchange of idea and commodities. (ii) The ideas of Upanishads and Ramayana, the stories of Panchatantra, Indian numerals and decimal system could reach other parts of the world. (iii) The spices, muslin and other merchandises were taken from India to different countries. [CBSE Marking Scheme, 2012] (1 3 = 3) TOPIC-4 India s Neighbours WORKSHEET-34 Ans. 1 : Palk Strait and Gulf of Mannar. Ans. 2 : Afghanistan. Ans. 3 : West Bengal and Assam. Ans. 4 : Uttar Pradesh and Assam. Ans. 5 : Gujarat. Ans. 6 : 7 th position. Ans. 7 : Afghanistan and Pakistan. Ans. 8 : Sri Lanka is the neighbouring island country that lies to the south-east of India. The two water bodies that separate this island country from India are : (i) The Palk Strait and (ii) The Gulf of Mannar. (1 + 2 = 3) [CBSE Marking Scheme, 2012] WORKSHEET-35 Ans. 1 : Lakshadweep Islands. Ans. 2 : India has 29 States and 7 Union Territories. Ans. 3 : Bhutan. Ans. 4 : Jammu and Kashmir, Himachal Pradesh, Uttarakhand and Arunachal Pradesh. Ans. 5 : Pakistan, Afghanistan, Myanmar, Bangladesh, China and Nepal. Ans. 6 : Strait. Ans. 7 : India s close links with its neighbours are : (i) India has always been influenced by the Greeks as well as Central and West Asian Countries. India s location at the head of the Indian Ocean has facilitated access to the maritime routes. (ii) Strategically located, the mountain ranges in the north have provided ingress to ancient travellers. The Silk Route, which linked China with Rome as far back 600 BC was one such conduit for early traders. Similarly, Suez Canal reduced the distance between India and Europe. (iii) Today, India is linked to the rest of the world by a host of air and maritime routes. Globalization, jet travel, and modern means of communication have shortened time and distance to forge close links with other countries. (1 3 = 3) FORMATIVE ASSESSMENT WORKSHEET-36 Note : Students should do this activity themselves. S O L U T I O N S P-27

28 SECTION CHAPTER B2 PHYSICAL FEATURES OF INDIA TOPIC-1 Major Physiographic Divisions WORKSHEET-37 Ans. 1 : S. No Folding Faulting (i) A bend in the rock strata resulting from compression of an area of the earth s crust. Rocks are moved or displaced or linear cracks may appear. (ii) It results from convergent plate boundaries. It results from divergent plate boundaries. (iii) The Himalayas are examples of folding. The Peninsular Plateau is an example of faulting. [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 2 : S. No Convergent Plate Divergent Plate (i) (ii) (iii) (iv) The tectonic plates move closer to each other in convergent plate boundaries. The two plates coming together may either collide, or may slide under the other. Convergence of plates may result into activities like earthquake. Formation of Himalayas is a result of convergence of plates. Tectonic plates move away from each other in divergent plate boundaries. The two plates drift away from each other creating gap between the two. Divergence of plates may result into volcanic eruption. Formation of Great Atlantic drift is a result of divergence of plates. Ans. 3 : Reasons for diversity in relief : (i) Different geological periods. (ii) Different geological processes---weathering, erosion and deposition. Two relief features : (i) Himalayas (ii) Northern plains (iii) Peninsular Plateau. (iv) Indian Desert (v) Coastal Plains (vi) Islands (Any two) (2 + 1 = 3) [CBSE Marking Scheme, 2012] Ans. 4 : According to this theory, the crust of the earth has been formed out of seven major and some minor plates. The movement of these plates led to folding, faulting and volcanic activity. These are classified in three categories : (i) Convergent boundary : When plates come towards each other, also called folding movement. (ii) Divergent boundary : When plates move away from each other, also called faulting movement. (iii) Transform boundary : In the event of coming together, they may collide or may slide under each other. (1 3 = 3) [CBSE Marking Scheme, 2012] P-28 S O C I A L S C I E N C E IX T E R M 1

29 Ans. 5 : Divergent and convergent movements are the two forces that are responsible for two continental plates to fracture and fold. The position and size of the continents have been changed due to the movements of these crustal plates over millions of years. The present landform features and reliefs of India are the part of this process. The Gondwana Land included Asia (Deccan Plateau of India), Australia, South America, South Africa and Antarctica. [CBSE Marking Scheme, 2015] (5) TOPIC-2 The Himalayan Mountains WORKSHEET-38 Ans. 1 : The Nepal Himalaya lies between the Kali and Tista rivers. Ans. 2 : The Himalayas are the young mountains formed recently in the earth s history. Ans. 3 : Kangra and Kullu valleys are located in Himachal Pradesh. Ans. 4 : Beyond the Dihang Gorge, the Himalayas bend sharply to the south and spread along the eastern boundary of India, are known as Purvanchal. Characteristics : (i) Mostly composed of strong sedimentary rocks. (ii) It is covered with dense forests which mostly run parallel to Purvanchal. (iii) It consists of Patkoi Hills, Naga Hills and Mizo Hills. (Any two) (1 + 2 = 3) [CBSE Marking Scheme, 2012] Ans. 5 : The southernmost range of Himalayas is called Shiwaliks. Features : (i) The outermost range of the Himalayas is called the Outer Himalayas or Shiwaliks. (ii) They extend over a width of km. (iii) Their altitude varies between metres. (iv) They are discontinuous ranges and are composed of unconsolidated sediments, gravel and alluvium brought down by the rivers from main Himalayan ranges located farther north. (v) Longitudinal valleys known as Duns lie between the lesser Himalayas and Shiwaliks. e.g., Dehradun, Kotli Dun, Patli Dun. (Any four) (1 + 4 ½ = 3) Ans. 6 : Three parallel ranges of the Himalayas are : (i) Inner Himalayas or Himadri. Continuous range, average height 6,000 m. (ii) Lesser Himalayas or Himachal. Average height 3,700-4,500 m, consist of range valleys and hill stations (iii) Shiwaliks or outer Himalayas Height m ; has well known Duns. [CBSE Marking Scheme, 2012] (1 3 = 3) Detailed Answer : The three major divisions of Himalayas from north to south are : (i) The northern most range which is known as the Greater Himalayas or Inner Himalayas or Himadri. It is the most continuous range consisting of the loftiest peaks. It has an average height of 6000 mtrs. It consists of all the prominent Himalayan peaks. (ii) The southern range of Himadri which is known as the Himachal or the lesser Himalayas lies to the South of Himadri. It forms the most rugged mountain system. The ranges are mainly composed of highly compressed and altered rocks. The altitude varies between 3700 and 4500 meters and its average width is 50 km. S O L U T I O N S P-29

30 (iii) The outermost range of the Himalayas is known as Shiwaliks. Its height varies between 900 meters and 1100 meters. This range is composed of unconsolidated sediments brought down by rivers from the main Himalayan ranges. These are also called foothill ranges. They represent the southernmost divison of Himalayas. (1 3 = 3) WORKSHEET-39 Ans. 1 : Punjab Himalayas lies between the Indus and Satluj. From west to east, this is also known as Kashmir Himalaya and Himachal Himalaya; respectively. Ans. 2 : Himadri or Inner Himalayas. Ans. 3 : The range that lies between Himadri and Shiwaliks is Himachal. Features : (i) Composed of highly compressed and altered rocks. (ii) Pirpanjal is the longest and the most important range. (iii) Consists of famous valley of the Kangra and Kullu which is known for hill stations. (Any two) [CBSE Marking Scheme, 2012] (1+2 = 3) Ans. 4 : Formation of Himalayas : (i) The oldest landmass was a part of Gondwana land, which included India, Australia and South Africa. (ii) Convectional currents split the crust into many pieces, leading to the drifting of the Indo- Australian plate towards the North. (iii) The northward drift resulted in the collision with the much larger Eurasian plate. (iv) Due to collision, sedimentary rocks accumulated in the Tethys were folded to form the mountain system of Western Asia and the Himalayas. (3) [CBSE Marking Scheme, 2012] Ans. 5 : Name of Longitudinal divisions of Himalayas : (i) Himadri also known as the Greater Himalayas or Inner Himalayas. (ii) Himachal or Lesser Himalayas. (iii) Shivaliks. Characteristics of Himadri : (i) It is most continuous range. (ii) It contains all prominent Himalayan peaks. Characteristics of Himachal : (i) Most rugged mountain. (ii) Composed of highly compressed and altered rocks. Characteristics of Shivaliks : (i) Composed of unconsolidated sediments. (ii) Valleys are covered with thick gravel. (Any one characteristic of each) (1+1+1=3) [CBSE Marking Scheme, 2012] Ans. 6 : The differences between Himadri and Shiwalik range are : S.No. Himadri range Shiwalik range (i) It is the innermost or the northernmost range of Himalayas. It is the outermost range of Himalayas. (ii) It has an average height of 6,000 metres Its height varies between 900 and 1100 metres. (iii) (iv) The core of this part of Himalayas is This range is composed of unconsolidated rocks. composed of granite. It contains all prominent Himalayan peaks. Presence of longitudinal valleys or Duns like Dehradun, Kotli Dun and Patli Dun are one of the most prominent features of the shivalik range. P-30 S O C I A L S C I E N C E IX T E R M 1

31 Ans. 7 : The Longitudinal valley lying between lesser Himalayas and the Shiwaliks are known as Duns. (i) The Northern most range is known as the greater or inner Himalayas or the Himadri. (ii) It is the most continuous range consisting of the loftiest peak with an average height of 6000 mt. (iii) It contains all the prominent Himalayan peaks. (iv) The range lying to the south of the Himadari is the most rugged mountain system and is known as Himachal or lesser Himalayas. (v) Continuous altered rocks with altitude between 3,700 and 4,500 mt. (vi) This range consists of the famous valley of Kashmir, the Kangra and Kulu Valley. [CBSE Marking Scheme, 2012] (Any four) (1 + 4 = 5) TOPIC-3 The Northern Plains WORKSHEET-40 Ans. 1 : Plains on the basis of location : (i) Punjab Plains : They are located on western part and are formed by river Indus and its tributaries. (ii) Ganga Plains : They extend between Ghaghra and Tista rivers. They spread over states of Delhi, Haryana, U.P., Bihar, parts of Jharkhand and West Bengal. (iii) Brahmaputra Plains : They cover the areas of Assam and Arunachal Pradesh. (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 2 : This part is known as Khadar. Characteristics : (i) It lies in flood plains. (ii) It is renewed almost every year. (iii) It is very fertile. (Any two) (1 + 2 = 3) [CBSE Marking Scheme, 2012] Ans. 3 : (i) The deposition of alluvium in a vast basin lying at the foothills of the Himalaya over millions of years, formed this fertile plain. It spreads over an area of 7 lakh sq. km. Ans. 4 : (ii) The plain being about 2400 km long and 240 to 320 km broad, is a densely populated physiographic division. (iii) With a rich soil cover combined with adequate water supply and favourable climate, it is agriculturally a very productive part of India. (1 3 = 3) S. No. Bhangar Khadar (i) Formed of older alluvium. Renewed every year. (ii) Lies above flood plains of rivers. Is newer, younger deposit of flood plains. (iii) Present a terrace like feature, contains calcareous deposits locally known as Kankar. (iv) Less fertile. More fertile Ideal for intensive agriculture. Ans. 5 : Ganga-Brahmaputra delta is called the food bowl of India because : (i) Ganga-Brahmaputra delta produces foodgrains like rice, wheat, maize, pulses, etc. (ii) It comprises of fertile flood plains and, the nutrient rich alluvial soil for the growth of foodgrains. (iii) Favourable climatic conditions of this region makes it rich in food crops. That s why it is known as the food bowl of India. (1 3 = 3) S O L U T I O N S P-31

32 Ans. 6 : S. No Bhabar Terai (i) It lies to the south of Shiwalik range. The belt exist to the south of Bhabar area. (ii) The width ranges between 8 to 16 km. It is almost parallel to the Bhabar. (iii) The area is highly coarse in nature due to many pebbles and kankars found over here. The area has got highly fine sediments due to the deposition made by several streams. (iv) Vegetation found here is very less. Very dense vegetation is found in Terai region. (v) Main feature is that river disappears in the Bhabar region because big pores present in it. Since the river re-emerges back in this region, the area becomes highly swampy and marshy. Ans. 7 : The Indus, the Ganga and the Brahmaputra River Systems form the northern plains. Diverse relief features of Northern Plains are as follows: (i) Bhangar : The largest part of the northern plain is formed of older alluvium and has terrace like features. (ii) Khadar : The newer younger deposits of the flood plains are called Khadar. They are renewed every year and are highly fertile. (iii) Bhabar : The river after descending from the mountains deposits pebbles in a narrow belt of 8 to 16 km parallel to Shiwaliks. (iv) Terai : All streams disappear in this belt. In the south portion of this belt the streams and rivers re-emerge and create a wet swampy marshy region known as Terai. (1 + 4 = 5) [CBSE Marking Scheme, 2012] TOPIC-4 The Peninsular Plateau WORKSHEET-41 Ans. 1 : Mahendragiri is the highest peak in the Eastern Ghats. Ans. 2 : Amarkantak hills in Madhya Pradesh. Ans. 3 : Meghalaya. Ans. 4 : Significance of Deccan Peninsula : (i) India has a long coastline both in east and west. (ii) India is able to maintain close contact with West Asia, Africa and Europe from the western coast and with Southeast and East Asia from the eastern coast. (iii) The Suez Canal route and the Cape of Good Hope route pass close to India. [Board Marking Scheme, 2015] (3) Ans. 5 : An account of Deccan Plateau of India : (i) It is a triangular landmass that lies to the south of the river Narmada. The Satpura range flanks its broad base in the north while the Mahadev forms its eastern extensions. (ii) The Deccan Plateau is higher in the west and slopes gently eastwards. (iii) An extension of the Plateau is also visible in the north-east. It is locally known as the Meghalaya, Karbi Anglong Plateau and North Cachar Hills. (iv) It is separated by a fault from the Chhotanagpur Plateau. Three prominent hill ranges form the West to East are the Garo, the Khasi and the Jaintia Hills. The Western Ghats and the Eastern Ghats mark the western and eastern edges of the Deccan Plateau respectively. The Western Ghats lie parallel to the western coast and Eastern Ghats lie parallel to the eastern coast. (Any three) (1 3 = 3) P-32 S O C I A L S C I E N C E IX T E R M 1

33 Ans. 6 : Peninsular plateau was formed due to the breaking and drifting of the Gondwana land. The two broad divisions of this plateau are the Central Highlands and the Deccan Plateau. The Central Highlands lie to the north of the Narmada river covering a major area of the Malwa Plateau. The Deccan Plateau is a triangular landmass that lies to the south of the river Narmada. [CBSE Marking Scheme, 2012] ( = 3) Ans. 7 : Two coastal strips are : (i) The Western coastal strip (ii) The Eastern coastal strip Characteristics of the Western Coastal strip : (i) It is sandwiched between the Western Ghats and the Arabian Sea. (ii) It is a narrow plain. Characteristics of the Eastern Coastal strip : (i) This part is along the Bay of Bengal. (ii) It is wider plain. ( = 5) [CBSE Marking Scheme, 2012] Ans. 8 : Main features of the Peninsular Plateau : (i) It is a tableland composed of the old crystalline, igneous and metamorphic rocks. (ii) It is formed due to the breaking and drifting of the Gondwana land. (iii) It has broad and shallow valleys and rounded hills. (iv) It consists of two broad divisions, namely, the Central Highlands and the Deccan Plateau. (v) The Central Highlands are wider in the West but narrower in the East. (vi) The Deccan Plateau is higher in the West and slopes gently eastwards. (Any five) (1 5 = 5) [CBSE Marking Scheme, 2012] TOPIC-5, 6, 7 The Indian Desert, The Coastal Plains, The Islands. WORKSHEET-42 Ans. 1 : The Western Coastal plain lies along the Arabian Sea. Features of the western coast : (i) The western coast lies between the Western Ghats and the Arabian Sea. (ii) It is a narrow plain. (iii) The coastal plain consists of three sections. (iv) The northern part of the coast is the Konkan Coast (Mumbai Goa). The central stretch is called the Kannad Plain while the southern stretch is referred to as the Malabar Coast. (1 + 4 = 5) [Board Marking Scheme, 2015] Ans. 2 : (i) The Peninsular plateau is flanked by a strip of narrow coastal strips running along the Arabian Sea on the west and the Bay of Bengal on the east. (ii) The western coast, sandwiched between the Western Ghats and the Arabian Sea, is a narrow plain. It consists of three sections. The northern part of the coast is called the Konkan (Mumbai Goa), the central stretch is called the Kannad Plain while the southern stretch is referred to as the Malabar coast. (iii) The plains along the Bay of Bengal are wide and level. (iv) In the northern part, it is referred to as the Northern Circar, while the southern part is known as the Coromandel Coast. S O L U T I O N S P-33

34 (v) Large rivers such as the Mahanadi, the Godavari, the Krishna and the Kaveri have formed extensive delta on this coast. Lake Chilka is an important feature along the eastern coast. (Any three) (1 3 = 3) Ans. 3 : The plains extend from the state of Tamil Nadu in the southern part to the state of West Bengal in the northern part. Other states include Andhra Pradesh and Odisha. The two divisions of these coastal plains are : (i) Northern Circar, (ii) Coromandel Coast. (2 + 1 = 3) Ans. 4 : S. No. Western Coastal Plains Eastern Coastal Pains (i) (ii) These lie between Western Ghats and Arabian Sea. It consists of three sections, i.e., Konkan, Kannad plains and Malabar plains. These lie between Eastern Ghats and Bay of Bengal. It consists of two sections, i.e., Northern Circar and Coromandal Coast. (iii) This coastal plain is narrow. This coastal plain is wide. Ans. 5 : I shall be going to the Lakshadweep Islands, if I visit Kavarati. (1 3 = 3) The island is close to the Malabar Coast of Kerala, lying in the Arabian Sea. [Board Marking Scheme, 2015] (1 + 2 = 3) Ans. 6 : Lakshadweep Islands group is located in Arabian Sea. Features : (i) This group of Islands is made up of small corals. (ii) Earlier they were known as Laccadive, Minicoy and Amindive. (1 + 2 = 3) [CBSE Marking Scheme, 2012] Ans. 7 : Characteristics of Indian desert : (i) It lies towards the western margins of the Aravalli Hills. (ii) It is an undulating sandy plain covered with sand dunes. (iii) This region receives very low rainfall below 150 mm per year. (iv) It has arid climate with low vegetation cover. (v) Streams appear during the rainy season. (vi) Luni is the only river in this region. (vii) The Barchans cover larger areas but longitudinal dunes become more prominent near the Indo- Pakistan border. (Any five) (1 5 = 5) FORMATIVE ASSESSMENT WORKSHEET-43 Note : Students should do this activity themselves. P-34 S O C I A L S C I E N C E IX T E R M 1

35 SECTION CHAPTER B3 DRAINAGE TOPIC-1 Drainage Patterns WORKSHEET-44 Ans. 1 : Trellis pattern is made by the Narmada River. Ans. 2 : The word drainage denotes a river system of an area. Ans. 3 : The form, in which a stream is seen is called the river pattern or drainage pattern. Four patterns formed by rivers are : (i) Dendritic pattern (ii) Trellis pattern (iii) Radial pattern (iv) Rectangular pattern [Board Marking Scheme, 2015] (1 + 2 = 3) Ans. 4 : Any elevated area such as a mountain or an upland that separates two drainage basins is known as water divide. The Western Ghats is a water divide. Significance of water divide is that the water divide helps us to identify two different drainage patterns. [Board Marking Scheme, 2015] ( = 3) Ans. 5 : An elevated area such as a mountain or an upland that separates two drainage basins is called water divide. The four drainage patterns are as follows : (i) Dendritic : The dendritic patterns develop where the river channels follow the slope terrain. The stream with its tributaries resembles the branches of a tree, thus the name dendritic. (ii) Trellis : A river joined by its tributaries, at approximately right angles, develops a trellis pattern. A trellis drainage pattern develops where hard and soft rocks exist parallel to each other. (iii) Rectangular : A rectangular drainage pattern develops on a strongly-jointed rocky terrain. (iv) Radial : The radial pattern develops when streams flow in different directions from a central peak or dome-like structure. (1 + 4 = 5) TOPIC-2 The Himalayan Rivers WORKSHEET-45 Ans. 1 : According to Indus Water Treaty (1960), India can use 20% of total water carried by Indus. Ans. 2 : Indus river. Ans. 3 : A river along with its tributaries is called a river system. Characteristics : (i) River Indus rises in Tibet near Mansarovar lake. (ii) Its total length is 2,900 km and is one of the longest rivers of the world. (iii) Majority flows through Pakistan and helps in agricultural activities. (iv) The main tributaries of Indus are Nubra, Hunza, Satluj, Beas, Ravi, Chenab, Jhelum. (Any two) [CBSE Marking Scheme, 2012] (1 + 2 = 3) S O L U T I O N S P-35

36 Ans. 4 : Features : (i) These are perennial. (ii) Have long courses from their source to the sea. (iii) Perform intensive erosion activity in their upper course and carry huge load of silt and sand. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 5 : Characteristics of the Brahmaputra river system : (i) The Brahmaputra rises in Tibet, flows eastwards parallel to the Himalayas and enters India in Arunachal Pradesh. (ii) At this point, it is joined by Dibang and Lohit. (iii) In Tibet, it carries smaller volume of water and less silt, but in India, it carries a large volume of water and considerable amount of silt. (iv) It has a braided channel in Assam and forms many riverine islands. (v) It is marked by huge deposits of silt on its bed. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 6 : The Brahmaputra has a braided channel in its entire length in Assam. Ans. 7 : This river carries a larger volume of water and silt in India as here it passes through a region of high rainfall, whereas in Tibet the river carries a smaller volume of water and less silt as it is a cold and dry area. [CBSE Marking Scheme, 2012] (1 + 2 = 3) S. No. The Himalayan Rivers The Peninsular Rivers (i) (ii) (iii) (iv) The Himalayan rivers rise in the snow covered mountains and they flow throughout the year. The Himalayan rivers flow in levelled Northern Plains. Therefore, they are quite useful for navigation and irrigation. The Himalayan rivers bring with them fertile alluvium which they deposit in the Indo-Gangetic plains. Canals have been dug to use the water of these rivers for irrigation. The mountains in which the Peninsular rivers rise are not snow covered. Hence, they dry up in summer. The Peninsular rivers flow on uneven rocky surface. Therefore, they are neither navigable nor useful for irrigation. The Peninsular rivers do not bring with them enough alluvium. As the current is swift, so the deposition activity is negligible. As the terrain is rocky and the banks of these rivers are high, canals cannot be dug. However, dams are built to store the flood water for irrigation with the help of small channels. (v) (vi) Many important towns and centres of trade are situated on the banks of these rivers. The porous soil absorbs a lot of water which is later used as ground water by digging wells and tube wells for domestic and irrigation purposes. Very few important towns and centres of trade are situated on the banks of these rivers. The rocky soil does not absorb any water and hence no wells can be dug. All the water flows down the sea at once and the same time. (Any five) (1 5 = 5) P-36 S O C I A L S C I E N C E IX T E R M 1

37 TOPIC-3 The Peninsular Rivers Ans. 1 : Godavari. Ans. 2 : Maharashtra. WORKSHEET-46 Ans. 3 : The Godavari River is known as Dakshin Ganga because : (i) Godavari River is very long like the Ganga in the north. It is the second largest river in India and the largest river in southern India. (ii) The river covers a large numbers of states as the Ganga does. (iii) Godavari is considered sacred and important like Ganga. [Board Marking Scheme, 2015] (3) Ans. 4 : The Peninsular rivers are non-perennial in nature. They are fed by monsoon rains and have heavy flow during rainy season followed by reduced flow during dry season. So they are seasonal rivers. (i) Most of the Peninsular rivers are seasonal because they depend on rainfall for water. These rivers have shorter and shallower courses; compared to the Himalayan rivers. (ii) Most of the major rivers of the Peninsula flow eastwards and drain into the Bay of Bengal. These rivers make deltas at their mouths. (iii) The Narmada and Tapi are the only long rivers, which flow westwards and make estuaries. The drainage basins of the peninsular rivers are smaller in size. (3) Ans. 5 : S.No. East flowing rivers West flowing rivers (i) East flowing rivers are : Mahanadi, Godavari, Krishna and Kaveri. West flowing rivers are : Narmada, Tapi. (ii) They drain into the Bay of Bengal. They originate in the central part and drain into the Arabian Sea. (iii) Ans. 6 : They are numerous in number and form deltas at their mouth. They are numerous in number and form estuaries at their mouth. (iv) They have numerous tributaries. They are devoid of any remarkable tributary. S.No. Narmada Basin Tapi Basin (i) (ii) Narmada rivers originates from Amarkantak hills. It is very long and it flows west and joins Arabian Sea. (Any three) (1 3 = 3) Tapi River originates from Satpura ranges (in Betul District). It is very short in length as compared to Narmada river. (iii) It covers part of Madhya Pradesh and Gujarat. It covers parts of Madhya Pradesh, Gujarat and Maharashtra. Ans. 7 : Godavari. Characteristics are : (i) It rises from the slopes of the Western Ghats in the Nasik district of Maharashtra. (ii) Length is about 1,500 km. (iii) The basin covers Maharashtra, Madhya Pradesh, Odisha and Andhra Pradesh. (iv) Tributaries are the Purna, the Wardha, the Pranhita, the Manjra, the Wainganga and the Penganga. (Any two) [CBSE Marking Scheme, 2013] (1 + 2 = 3) S O L U T I O N S P-37

38 Ans. 8 : The Narmada river raises from the Amarkantak hills in Madhya Pradesh. It flows towards the West in a rift valley formed due to faulting. Picturesque Locations : (i) Marble rocks near Jabalpur where Narmada flows through a deep gorge. (ii) Dhuadhar falls, where the river plunges over steep rocks. [CBSE Marking Scheme, 2013] (1 + 2 = 3) Ans. 9 : Features : (i) Most of the Peninsular rivers drain into the Bay of Bengal. (ii) These rivers make deltas at their mouth. (iii) Narmada and Tapi are the only rivers which make estuaries. (iv) Drainage basin is comparatively small. (Any three) [CBSE Marking Scheme, 2012] (1 3 = 3) TOPIC-4, 5, 6 Lakes, Role of Rivers in the Economy, River Pollution WORKSHEET-47 Ans. 1 : Chilka and Pulicat. (½ + ½ = 1) Ans. 2 : Causes of man-made lakes creation : (i) Man-made lakes are created for hydro-electric power supply, recreational purposes, industrial use, agricultural use or domestic water supply. (ii) Lakes are formed by stopping the natural flow of river by constructing dams resulting into collection of water on one side. Guru Gobind Sagar Lake is an example of man-made lake. (2 + 1 = 3) [CBSE Marking Scheme, 2015] Ans. 3 : Importance of lakes : (i) Helps to regulate the flow of a river. (ii) Prevents flooding. (iii) It helps to maintain even flow of water during dry season. (iv) It can be used to develop hydel power. (v) Moderate the climate of surroundings. (vi) Maintain the aquatic ecosystem. (vii) Help to develop tourism and provide recreation. (viii)can be used in irrigation and other agricultural activities. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2015] Ans. 4 : Man-made lakes help a river to regulate its flow in the following manner : (i) Man-made lakes are generally created by construction of dams. (ii) The reservoirs thus created help to control the flow of the rivers. (iii) It helps in regulating the flow of water to be released to downstream regions as per the requirement. (iv) In this manner it also helps in the prevention of flooding. (Any three) (1 3 = 3) Ans. 5 : Chilika Lake is home for the migratory birds in winter. It is also a wintering ground for a number of threatened species of plants and animals. It acts as an ecosystem with a large variety of fishes in it. It sustains 15,000 fishermen living around it. (3) P-38 S O C I A L S C I E N C E IX T E R M 1

39 Ans. 6 : The Steering Committee of the National River Conservation Authority reviewed the progress of the GAP and the necessary corrections on the basis of the lessons learnt and experiences gained from GAP phase I. These have been applied to the major polluted rivers of the country under NRCP due to high pollution level in maximum rivers. The Ganga Action Plan (GAP) phase II has been merged with the NRCP. The expanded NCP now covers 152 towns located along 27 interstate rivers in 16 states. Under this action plan, pollution abatement works are being taken up in 57 towns. Achievements : A total of 215 schemes of pollution abatement have been sanctioned. So far, 69 schemes have been completed under this action plan. A million litres of sewage is targeted to be treated. [CBSE Marking Scheme, 2015] (5) Ans. 7 : When any unwanted waste material is added to water which makes it poisonous and useless, we call it water pollution. Main sources of pollution in the River Ganga : (i) Industrial effluents (ii) Disposal of sewage of urban centres (iii) Pesticides and fertilizers (iv) Disposal of thermal power plants (1 + 4 = 5) S O L U T I O N S P-39

40 MAP WORK Ans. 1 WORKSHEET-48 Shivaliks Narmada (2) Ans. 2 : The Great Indian Desert (Y) (Z) Chilka Lake (X) Kanyakumari P-40 S O C I A L S C I E N C E IX T E R M 1

41 MAP WORK Ans. 1 WORKSHEET-49 (D) Kanchenjunga (C) Arunachal Pradesh (A) Chilka Lake (B) Anaimudi Peak Ans. 2 (v) 37 6' N Latitude (ii) 82 30' N Standard Meridian of India 97 25' E Longitude (vi) (vii) 68 7'E Longitude (i) Tropic of Cancer (iv) 8 4'N Latitude FORMATIVE ASSESSMENT Note : Students should do this activity themselves. 6 45' N Indira Point (iii) WORKSHEET-50 S O L U T I O N S P-41

42 SECTION CHAPTER B1 DEMOCRACY IN THE CONTEMPORARY WORLD TOPIC-1 Two Tales of Democracy WORKSHEET-51 Ans. 1 : General Pinochet led the military coup in Chile. Ans. 2 : A military coup took place in Chile when an elected government was overthrown. Ans. 3 : Allende addressed his last speech to the poor and the workers. Ans. 4 : The Polish United Workers Party ruled Poland in Ans. 5 : Martial law was imposed by General Jaruzelski in Poland in Ans. 6 : Three major features of communist party rule in Poland are : (i) No other political party is allowed to function except communists. (ii) The people could not freely choose the leaders of the government. (iii) No person can speak against the leaders or the party or the government. [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 7 : The President, Allende had taken several policy decisions to help the poor and the workers. (i) These included reform of the educational system, free milk for children and redistribution of land to the landless farmers. (ii) He opposed foreign companies for taking away natural resources like copper from the country. (iii) The landlords, the rich and the Church opposed his policies. Some other political parties in Chile also opposed his government. (a) One can imbibe the values of democracy from the steps taken by Allende. (b) The steps like reform of education system, free milk for children, redistribution of land to the landless farmers are the perfect examples of his democratic nature. That s why when democracy was overthrown, the hope Allende expressed in his last address was realized when democracy was restored. Felony, cowardice and treason were finally punished. Political freedom was restored. (1½ + 1½ = 3) Ans. 8 : The values that helped Lech Walesa to lead the strike in Poland were : (i) His ability to win the trust and confidence of the people. (ii) His love for freedom and democracy. (iii) His determination to provide justice to the people. (1 3 = 3) Ans. 9 : The workers of Lenin Shipyard organized a strike on 14 th August, 1980 in Gdansk. It was led by Lech Walesa. The main demands of the workers were as follows: (i) Take back the dismissed crane operators (ii) Right to form independent trade unions (iii) Release of political prisoners (iv) End to censorship on press (v) A Gdansk agreement was signed in which the government has to concede the demands of the workers. Workers formed an independent trade union of Poland solidarity. It came to power in Poland after winning the elections in Lech Walesa became the president of Poland. (Any three) (1 3 = 3) WORKSHEET-52 Ans. 1 : Seventeen years. Ans. 2 : He reformed the educational system and distributed free milk for poor children. Ans. 3 : In an effort to crush the solidarity movement and restore economic solidarity, he declared martial law in Poland in December Ans. 4 : Absence of free and fair election. P-42 S O C I A L S C I E N C E IX T E R M 1

43 Ans. 5 : Reasons are : (i) Solidarity was the first trade union formed in any communist state with one crore members within a year. (ii) Strikes were organised in 1988 as many members were put in prison. (iii) During free elections 1989, it contested for 100 seats of the Senate and won 99 of them. [CBSE Marking Scheme, 2013] (1 3 = 3) Ans. 6 : Reasons are : (i) He opposed foreign companies. (ii) He redistributed land to landless. (iii) He reformed the education system. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 7 : Three reforms are : (i) He reformed the educational system and distributed free milk for poor children. (ii) He redistributed the land to landless farmers. (iii) He opposed foreign companies for taking away natural resources like copper. He had taken several policy decisions to help the poor and the workers. His rule is called democratic because : (i) He opposed foreign companies for taking away the natural resources. (ii) The landlords and Church opposed his policies. (iii) Some other political parties also opposed his government. (Any two) (2 + 1 = 3) Ans. 8 : Differences : (i) Chile was ruled by military dictator and Poland was ruled by a political party. (ii) Government of Poland claimed to rule on behalf of working class whereas Pinochet made no such claims and openly favoured capitalist. Similarities : (i) In both countries, people could not choose or change their rulers. (ii) There was no real freedom to express one s opinion, form political associations and organize protests. (1½ + 1½ = 3) Ans. 9 : Main developments in Chile : (i) Pinochet became the President. (ii) The power shifted to military officers. (iii) A military dictatorship was established. (iv) Supporters of Allende and democracy were tortured and killed. (v) More than 3,000 people were killed and many went missing. [CBSE Marking Scheme, 2012] (Any three) (1 3 = 3) WORKSHEET-53 Ans. 1 : Military Coup. Ans. 2 : Soviet Union. Ans. 3 : Communist Party. Ans. 4 : United States of America. Ans. 5 : Polish United Workers Party. Ans. 6 : Democracy restored in Chile : (i) Pinochet s military dictatorship came to an end after he decided to hold a referendum in He felt confident that in this referendum, the people would say yes to his continuing in power. But the people of Chile had not forgotten their democratic traditions. Their vote was a decisive no to Pinochet. This led Pinochet lose his political power at first and then his military powers. (ii) Political freedom was restored. Since then Chile has held four presidential elections in which different political parties have participated. (iii) General Bachelet s daughter, Michelle Bachelet was elected as President of Chile in January [CBSE Marking Scheme, 2012] (1 3 = 3) S O L U T I O N S P-43

44 Ans. 7 : Developments in Chile : (i) Pinochet lost his political and military powers. (ii) Political freedom was restored. Army s role in the government was eliminated. (iii) The elected governments that came to power ordered enquiries into Pinochet s rule. [CBSE Marking Scheme, 2012] (1 3= 3) Ans. 8 : Pinochet was an Army General who led the coup in Chile. He became the President and ruled the country for 17 years. He became unpopular because : (i) He established military dictatorship in Chile. (ii) He tortured and killed all those who wanted to restore democracy. [CBSE Marking Scheme, 2012] (1 + 2 = 3) Ans. 9 : 21 point agreement : (i) Workers got the right to form independent trade unions. (ii) Right to strike was also recognized. (iii) New trade union solidarity was formed. (iv) Revelation of widespread corruption and mismanagement of the government. [CBSE Marking Scheme, 2012] (Any three) (1 3 = 3) Ans. 10 : No, Chile under Pinochet s rule cannot be called a democracy on account of the following reasons: (i) A military coup was organized in Chile under the leadership of Pinochet who was a military general. Power shifted in the hands of the military officers. (ii) Pinochet s government tortured and killed several of those who supported Allende and those who wanted restoration of democracy. (iii) The military leaders became absolute rulers and no one could question them. [CBSE Marking Scheme, 2012] (1 3 = 3) TOPIC-2 The Changing Map of Democracy WORKSHEET-54 Ans. 1 : 15. Ans. 2 : Russia. Ans. 3 : Struggle by the people and end of colonialism. Ans. 4 : Kwame Nkrumah, son of a goldsmith and himself a teacher, was active in the independence struggle of his country. (i) After independence, Nkrumah became the first Prime Minister and then the President of Ghana. He was a friend of Jawaharlal Nehru and an inspiration for democrats in Africa. (ii) But unlike Nehru, he got himself elected President for the whole life. (1 + 2 = 3) Ans. 5 : (i) Democracy has in past spread through popular struggles, also because certain conditions in the twentieth century have enabled the idea of democracy to become popular. (ii) Democracy has been established in countries where deep-rooted socio-economic inequalities have existed. (iii) Struggle by the working classes has played a decisive role in promoting democracy in Europe. (iv) External changes like the Second World War, decolonization and the collapse of the Soviet Union have triggered a chain of events which have led to the spread of democracy in Asia, Africa and Eastern Europe. (v) Freedom movements in the colonies had also become too strong for the colonial powers to suppress. (5) Ans. 6 : French Revolution paved the way for democracy in Europe : (i) The French Revolution of 1789 marked the end of absolute monarchy and paved way for a republican government. (ii) It upheld the theory of popular sovereignty and laid the foundation of the most important democratic principle, i.e., government should be based on the consent of the governed. (iii) The French Revolution also abolished the privileges and power of the French feudal classes, which was a very revolutionary step for every government in Europe at that time. P-44 S O C I A L S C I E N C E IX T E R M 1

45 (iv) Equality before law and freedom of speech and press were also given to the people which were also important principles of democracy. (1¼ 4 = 5) TOPIC-3 Democracy at the Global Level WORKSHEET-55 Ans. 1 : The International Monetary Fund (IMF) lends money to governments when they need it. (i) The World Bank also gives loans to the governments. (ii) Before lending they ask the concerned government to show all its accounts and direct it to make changes in its economic policy. (1 + 2 = 3) Ans. 2 : (i) The UN Security Council, an organ of the UN, is responsible for maintaining peace and security among countries. (ii) It can put together an international army and take action against the wrong doer. (iii) The fifteen-member Security Council of the UN decides what action should be taken in a conflict between different countries. (1 3 = 3) Ans. 3 : No, IMF is not democratic in nature because : (i) International Monetary Fund (IMF) is one of the biggest moneylenders for any country in the world but its 188 member states do not have equal voting rights. (ii) The vote of each country is weighed by how much money it has contributed to the IMF. (iii) More than 52% of the voting power in the IMF is in the hands of only ten countries (US, Japan, Germany, France, UK, China, Italy, Saudi Arabia, Canada and Russia). (1 3 = 3) Ans. 4 : Saddam Hussein, a leading Ba th party leader, played a key role in the 1968 coup that brought the party to power. (i) His government abolished traditional Islamic law and gave women the right to vote and several freedoms not granted in other West Asian countries. (ii) After becoming the President of Iraq in 1979, Saddam ran a dictatorial government and suppressed any dissent or opposition to his rule. (1 + 2 = 3) Ans. 5 : The right of a person, party or nation to stop a certain decision or law is called veto. The word comes from Latin, which means I forbid. A veto gives unlimited power to stop a decision, but not to adopt one. Power enjoyed : The five permanent members of UN US, Russia, UK, France and China enjoy the veto power. (2 + 1 = 3) Ans. 6 : No, they do not function in a democrated manner. The reasons are : (i) The General Assembly cannot take any decision about what action should be taken in a conflict between different countries. (ii) The fifteen-member Security Council of the UN takes such crucial decisions. The Council has five permanent members US, Russia, UK, France and China. (iii) Ten other members are elected by the General Assembly for two-year terms. The real power is with five permanent members. (iv) International Monetary Fund (IMF) is one of the biggest moneylenders for any country in the world. Its 188 member states (as on 1 st September 2012) do not have equal voting rights. (v) The vote of each country is weighed by how much money it has contributed to the IMF. More than 52% of the voting power in the IMF is in the hands of only ten countries (US, Japan, Germany, France, UK, China, Italy, Saudi Arabia, Canada and Russia). The remaining 178 countries have very little say in how these international organizations take decisions. (vi) The World Bank has a similar system of voting. The President of the World Bank has always been a citizen of the US, conventionally nominated by the Treasury Secretary (Finance Minister) of the US government. (Any five) (1 5 = 5) FORMATIVE ASSESSMENT WORKSHEET-56 Note : Students should do this activity themselves. S O L U T I O N S P-45

46 SECTION CHAPTER B2 WHAT IS DEMOCRACY? WHY DEMOCRACY? TOPIC-1 What is Democracy and Features of Democracy WORKSHEET-57 Ans. 1 : In Estonia, the people belonging to Russian minority find difficult to get the right to vote. Ans. 2 : The ZANU PF party is associated with Zimbabwe. Ans. 3 : Zimbabwe African National Union (ZANU). Ans. 4 : Examples to prove that political equality is still missing in many countries are as follows : (i) In Saudi Arabia, women do not have the right to vote. (ii) In Fiji, the electoral system is such that the vote of an indigenous Fiji has more value than that of an Indian-Fiji. (iii) In Estonia, Russian minority find it difficult to get the right to vote. [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 5 : Following are the features of democratic countries : (i) Freedom of speech, expression and thought is a feature of democracy. (ii) Elections are held at regular intervals and are fair and free. (iii) The dignity of the individual is recognised. (1 3 = 3) Ans. 6 : Democracy is a form of government that allows people to choose their rulers. Features : (i) Only leaders elected by people rule the country. (ii) People have the freedom to express their views. (iii) Certain political freedom is enjoyed by the people. [CBSE Marking Scheme, 2014] (Any two) (1 + 2 = 3) Ans. 7 : Reasons why Pakistan under General Musharaff cannot be called a Democracy : (i) People in Pakistan have elected representatives to the National and Provincial Assemblies but those elected representatives are not the real leaders. (ii) The power to take final decisions rests with army officials and General Musharraf. (iii) They formally have an elected Parliament and government. The work of the Civilian Cabinet is supervised by the National Security Council which is dominated by military officials. (iv) The real powers in Pakistan are with military officers and not with locally elected representatives. (v) This cannot be called people s rule. General Musharraf was responsible for coup. (1 5 = 5) Ans. 8 : China s famine of was the worst recorded famine in the world history. Nearly three crore people died in this famine. During those days, India s economic condition was not much better than China. Yet India did not have a famine of the kind China. Economists think that this was a result of different government policies in the two countries. The existence of democracy in India made the Indian government respond to food scarcity in a way that the Chinese government did not. They point out that no large-scale famine has ever taken place in an independent and democratic country. If China too had multiparty elections, an opposition party and a press free to criticize the government, then so many people may not have died in the famine. (5) WORKSHEET-58 Ans. 1 : Saudi Arabia. Ans. 2 : (i) People choose their rulers. (ii) People have freedom to express their views. P-46 S O C I A L S C I E N C E IX T E R M 1

47 Ans. 3 : A direct vote in which the entire electorate is asked to either accept or reject a proposal. Ans. 4 : Difficulties are : (i) The people do not choose or change their rulers or representatives. (ii) No freedom is in the hands of the people. They cannot nearly express their opinions. (iii) People cannot form political associations and organize protest and political actions. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 5 : Salient features of democracy : (i) Rulers elected by the people take all the major decisions. (ii) Elections offer a choice and fair opportunity to people to change the current rulers. This choice and opportunity is available to all the people on equal basis. (iii) The exercise of this choice leads to a government limited by basic rules of the constitution and citizens rights. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 6 : Reasons are : (i) Elections are held after every five years for the Parliament called the National People s Congress. (ii) It has the power to appoint President. It has 3000 members but some are elected by the army. (iii) Only members of the Communist Party are allowed to contest elections. (iv) The government is always formed by Communist Party which makes it undemocratic. [CBSE Marking Scheme, 2012] (Any three points) (1 3 = 3) Ans. 7 : Arguments in favour of democracy : (i) Democratic form of government is more accountable. (ii) It improves the quality of decision making. (iii) It provides a method to deal with differences and conflicts. (iv) It enhances the dignity of citizens. (v) It allows us to correct our mistakes. Arguments against democracy : (i) Change of leaders lead to instability. (ii) It involves only political competition with no scope for morality. (iii) Consulting more people leads to delays. (iv) It leads to corruption. (Any three) (v) Ordinary people don t know that what is good for them. (Any two) (3 + 2 = 5) Ans. 8 : Reasons are : (i) President can dismiss the National/Provincial Assemblies. (ii) Work of civilian cabinet was supervised by military officers. (iii) National Security Council was dominated by military officers. (iv) Inspite of having elected representatives final power rests with military officers. (v) Final decisions were taken by those not elected by people. (1 5=5) [CBSE Marking Scheme, 2013] TOPIC-3 Why Democracy WORKSHEET-59 Ans. 1 : India has so much difference of opinions and interests because of its wide social diversity. Ans. 2 : S O L U T I O N S P-47

48 Ans. 3 : A method provided by the democracy is : (i) No one is a permanent winner or loser in a democracy as government keeps on changing every 5 years. (ii) Different groups can live together peacefully as India is democratic and has diversity. (iii) Democracy keeps us together all equal in eyes of laws. There is no discrimination in democracy. [CBSE Marking Scheme, 2015] (3) Ans. 4 : Reasons are : (i) A democratic decision involves many persons, discussion, debates. (ii) A number of people together can point out possible mistakes in any decision. (iii) This takes time but reduces chances of a rash/irresponsible decision. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 5 : Examples : (i) In a democracy, mistakes cannot be hidden for long. (ii) There is space for public discussion. (iii) There is room for correction. (iv) Either ruler has to change their decisions or the rulers can be changed. [CBSE Marking Scheme, 2012] (Any three) (1 3 = 3) Ans. 6 : The citizens of the country can turn a simple democracy into a good democracy by the following ways (i) What we do as citizens can make a difference in making our country more or less democratic. (ii) This is the strength and weakness of democracy. (iii) The fate of our country depends on not only what rulers do but also on what we as citizens do. (iv) Citizens can take part in politics. (v) Democracy depends on active political participation of all citizens. [CBSE Marking Scheme, 2015] (1 5 = 5) Ans. 7 : Arguments against democracy : (i) Change of leaders leads to instability. (ii) Consulting more people leads to delays. (iii) It leads to corruption. (iv) It involves only political competition with no scope for morality. (v) Ordinary people don t know that what is good for them. [CBSE Marking Scheme, 2014] (1 5 = 5) TOPIC-3 Broader Meanings of Democracy WORKSHEET-60 Ans. 1 : The fate of a democratic country mainly depends on what we as responsible citizens do. Ans. 2 : Representative Democracy. Ans. 3 : Although democracy has been accepted as the best form of government in the modern world, yet it has its own problems. (i) Growing economic and social inequalities among the people : Although all the citizens have the right to vote and fight elections, only rich people have a chance to win the election. (ii) Role of anti-social elements : Voters are forced to vote for a particular candidate or party. Rigging also takes place during the elections. (iii) Corruption and inefficiency : In many democratic countries of the world, political leaders and government officials are corrupt, dishonest and inefficient. This affects the working of democracy very badly. P-48 S O C I A L S C I E N C E IX T E R M 1

49 (iv) Casteism and communalism : There are other big challenges in many democratic countries like India. During election, a large number of voters give vote to the caste and religion of the candidate. (v) Political parties also keep in mind the caste or religion of a person while distributing the tickets of the election. (Any three) (1 3 = 3) Ans. 4 : Representative Democracy means where majority is allowed to take decisions on behalf of all the people. Significances : (i) Modern democracies involve such a large number of people that it is physically impossible for them to sit together and take a collective decision. (ii) Citizens does not have the time, the desire or the skills to take part in all the decisions. [CBSE Marking Scheme, 2012] (1 + 2 = 3) Ans. 5 : Representative Democracy is the most common form of democracy in the modern world. Reasons : (i) It is physically impossible for all the people to sit together and take a collective decision. (ii) Every citizen may not have the time, the desire or the skills to take part in all the decisions. [CBSE Marking Scheme, 2012] (1 + 2 = 3) Ans. 6 : (a) Family : All members sit together and take a decision. Everyone s opinion matters. (b) Classroom : Teacher should allow students to ask questions freely. (c) School : The school students cabinet to take decisions on some activities for the betterment of school and students. (d) Society : The citizens actively participate in political and social activities for the welfare of people and have a say in decision making. (e) Office : The boss should allow his employees to express their views freely and help him take correct decisions for the betterment of his company, e.g. reducing working hours for the employees. [CBSE Marking Scheme, 2015] (1 5 = 5) Ans. 7 : (i) We use democracy for the organization other than the government. (ii) Democratic family all sit down and take a decision. Everyone s opinion matters. (iii) Democratic temperament teacher should allow students to ask questions in class. (iv) One leader and his family members take decisions this is not democracy. (v) True democracy will come to the country only when no one goes hungry to bed. [CBSE Marking Scheme, 2015] (1 5 = 5) FORMATIVE ASSESSMENT WORKSHEET-61 Note : Students should do this activity themselves. S O L U T I O N S P-49

50 SECTION CHAPTER B3 CONSTITUTIONAL DESIGN TOPIC-1 Democratic Constitution in South Africa WORKSHEET-62 Ans. 1 : Violence would have erupted in South Africa. Bloodshed would have taken place. A great loss of life and property would have taken place. Ans. 2 : The act of separating especially when applied to separate people by race. Ans. 3 : Every citizen is entitled to all the constitutional rights and freedom without making distinction of any kind like gender, race, status, religion, etc. Ans. 4 : It stresses on political equality. It means that everyone in the country irrespective of the caste, gender and income earned is allowed to vote for his own representative, i.e., the choice and opportunity is available to all the citizens on an equal basis without any discrimination on the basis of gender, caste, colour, etc. The policy of one person, one vote, and one value should be followed in a democracy. [CBSE Marking Scheme, 2014] (3) Ans. 5 : Efforts : (i) They thought of building a new South Africa. (ii) They sat together to draw up a new constitution. (iii) They came out with finest Constitution through discussions. (iv) It provided the most extensive rights. (Any three) (1 3 = 3) [CBSE Marking Scheme, 2012] Ans. 6 : Apartheid was the name of a system of racial discrimination unique to South Africa. Efforts made by the people of South Africa against Apartheid : (i) Launched protest, marches and strikes. (ii) The African National Congress led the struggle. (iii) Many sensitive whites also joined the struggle with the African National Congress. (iv) Many workers unions and the Communist Party joined the movement. [CBSE Marking Scheme, 2014, 2015] (1 + 4 = 5) Ans. 7 : Nelson Mandela led the struggle against apartheid. Practices followed in the system of apartheid in South Africa : (i) Blacks were forbidden from living in white areas. (ii) All public places were separate for the whites and blacks. (iii) They could not visit the churches of whites. (iv) They could not form associations or protest against the terrible treatment. [CBSE Marking Scheme, 2015] (1 + 4 = 5) WORKSHEET-63 Ans. 1 : Skin colour. Ans. 2 : The system of racial discrimination practiced in South Africa. Ans. 3 : Treason. Ans. 4 : The Constitution is a set of written rules that are accepted by all people living in a country. Ans. 5 : Justification of statement : (i) It gave the citizens the most extensive rights available in any country. (ii) All communities sat down in an atmosphere of reconciliation and became a part of the solution. (iii) The Constitution was based on equality of sex, democracy and social justice. [CBSE Marking Scheme, 2012] (1 3 = 3) P-50 S O C I A L S C I E N C E IX T E R M 1

51 Ans. 6 : Apartheid was the name of a system of racial discrimination unique to South Africa. Implications : (i) White Europeans imposed this system on South Africa. (ii) White rulers treated non-whites as inferiors. (iii) Non-whites did not have right to vote. They were forbidden to live in white areas. They were allowed to work there only with permit. (iv) Trains, buses, hospitals, schools, cinemas, public places and public toilets were all separate for the whites and blacks. (Any two) [CBSE Marking Scheme, 2012] (1 + 2 = 3) Ans. 7 : Characteristics : (i) Emergence of the new democratic South Africa under black leaders. (ii) Based on equality of all races, men and women. (iii) Extensive rights were given to all the citizens. (iv) Everybody becomes the part of the solution. (v) Determination of the people to work together. [CBSE Marking Scheme, 2012] (1 5 = 5) Ans. 8 : The necessities of a Constitution in the newly born democracy in South Africa are : (i) The oppressor and the oppressed were planning to live together as equals. (ii) It was not going to be easy to trust each other. (iii) Black majority was keen to ensure that the democratic principle of majority rule was not compromised. (iv) The Blacks wanted social and economic rights. (v) White minority was keen to protect its privileges and property. (1 5 = 5) [CBSE Marking Scheme, 2012] TOPIC-2 Making of the Indian Constitution WORKSHEET-64 Ans. 1 : Motilal Nehru and eight other Congress leaders drafted the Constitution for India in Ans. 2 : Mahatma Gandhi, the great leader of Indian freedom movement who was not the member of the Indian Constituent Assembly. Ans. 3 : The contribution of Sardar Vallabhbhai Patel was the integration of the Indian princely states. Ans. 4 : Dr. Rajendra Prasad. Ans. 5 : The Constitution of India is a framework that defines fundamental political principles, structures, procedures, powers and duties of government institutions. (i) The aim of drafting the Constitution was to set out fundamental rights, directive principles and duties of citizens. (ii) The Constitution guarantees right to freedom and equality, justice, fraternity and liberty. (iii) It is aimed to protect the rights of minorities. (iv) It also aims to offer unbiased political security and to proclaim India as a Sovereign Democratic Republic with distribution of powers between Centre and States. (v) It also aims at the inclusion of Universal Adult Franchise. [CBSE Marking Scheme, 2012] (Any three) (1 3 = 3) Ans. 6 : Meaning of the terms : Secular : Citizens have freedom to follow any religion. There is no official religion. Sovereign : People have supreme right to make decisions on internal as well as external matters. Republic : The head of the state is an elected person. [CBSE Marking Scheme, 2012] ( = 3) S O L U T I O N S P-51

52 Ans. 7 : Salient features : (i) Sovereign People are masters and have supreme right to take decisions. (ii) Socialist Wealth to be shared equally. (iii) Secular It is based on the freedom of religion. All religions should be treated equally. (iv) Democratic People have political equality. (v) Republic Head of the state is a common man elected by the people. [CBSE Marking Scheme, 2012] (1 5 = 5) Ans. 8 : (i) The Indian Constitution is a detailed document. It needs to be amended to keep it updated. It has provisions to incorporate changes from time-to-time. These changes are called constitutional amendments. (ii) It lays down the procedure for choosing persons to govern the country. (iii) It defines who will have how much power to take a particular decisions. (iv) It also limits the powers of the government by providing some rights to the citizens which cannot be violated. [CBSE Marking Scheme, 2012] (5) WORKSHEET-65 Ans. 1 : Secular country. Ans. 2 : (i) Practice of parliamentary democracy in Britain. (ii) Bill of rights in the United States. (Any one) Ans. 3 : Constituent Assembly. Ans. 4 : India is called a republic because its head is an elected one. Ans. 5 : Arguments : (i) The Constituent Assembly was dominated by Indian National Congress but the Congress itself included a variety of political groups and opinions. (ii) The Assembly had many members who did not agree with Congress, point of view. (iii) It also represented members from different languages, groups, castes, classes, religion, etc. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 6 : In spite of diversity, India as a whole is regarded as a closely knitted society as our Constitution design aims at the promotion of national integration : (i) India being a secular state, there is no state or preferred religion as such and all religions enjoy the same constitutional protection without any favour or discrimination. (ii) Fundamental Right is an essential part of our constitutional design. These rights are given to every Indian citizen. (iii) Every community is given the right to preserve their language and culture. (1 3 = 3) Ans. 7 : Indian Constitution is both rigid and flexible in the following manner : (i) The procedure of amendment is neither as easy as in England nor as difficult as in United States. (ii) The federal provision of the constitution cannot be amended easily, e.g., the division of powers between the centre and the states. (iii) In such cases, a constitutional amendment must be passed by the two-third members of the Parliament and ratified by one-half of the states before sending the bill to the President. (iv) In such cases, only two-third majorities of member presence and voting is needed. Consent of the states is not needed. (v) All constitutional amendments can be initiated only in the Union Parliament and not in any State legislature. (1 5 = 5) Ans. 8 : Circumstances : (i) Making a constitution for a huge and diverse country like India was not an easy task. (ii) The people of India at that time were emerging from the status of subjects to citizens. (iii) The country was born through a partition on the basis of religious differences. (iv) The British had left the princely states to decide their future on their own. (v) At that time, future of the country did not look very secure. (vi) Makers of the constitution had anxieties about the present as well as the future. [CBSE Marking Scheme, 2012] (Any five) (1 5 = 5) P-52 S O C I A L S C I E N C E IX T E R M 1

53 TOPIC-4 Guiding Values of the Indian Constitution WORKSHEET-66 Ans. 1 : Preamble. Ans. 2 : Justice and Liberty. Ans. 3 : An introductory statement containing guiding values in a Constitution. Ans. 4 : Indian Constitution needs to be amended because : (i) The Indian Constitution is very long and detailed document. It is in accordance with people s aspiration changes in society. There is provision to incorporate changes from time to time. It puts limit to what the government can t and can do by providing some rights to the citizens that cannot be violated. (ii) It is long and needs to be amended regularly to keep it updated. (iii) These were not considered sacred, static and unalterable laws. [CBSE Marking Scheme, 2015] (3) Ans. 5 : Values associated with Universal adult Franchise or Universal Suffrage are : (i) It gives political equality. Every citizen of the country, regardless whether he is rich or poor, young or old, black or white, male or female has an equal voice in democracy. (ii) Once equality is ensured to the people, there would be peace which is very essential for progress. (iii) The right to vote strengthens people s confidence. [CBSE Marking Scheme, 2015] (3) Ans. 6 : The Preamble is an introductory statement in a Constitution which states the reasons and the guiding values of the Constitution. Significance of the Preamble : (i) It contains the philosophy on which the entire Constitution has been built. (ii) It provides a standard to examine and evaluate any law and action of government. [CBSE Marking Scheme, 2015] (1 + 2 = 3) Ans. 7 : The Constitution begins with a short statement of its basic values. This is called the Preamble to the Constitution. Socialist : Wealth is generated socially and should be shared equally by all. Government should regulate the ownership of land and industry to reduce socio-economic inequalities. Democratic : A form of government where people enjoy equal political rights, elect their rulers and hold them accountable. The government is run according to some basic rules. [CBSE Marking Scheme, 2012] ( = 5) Ans. 8 : Motilal Nehru Report and Karachi Session shaped the Constitution with the following features : (i) Universal Adult Franchise. (ii) Right to Freedom and Equality. (iii) Protecting rights of minority. Working of Constituent Assembly to give sanctity to the Constitution : (i) It worked in a systematic, open and consensual manner. (ii) Lots of discussion and debates under Drafting Committee have been preserved as Constitutional Assembly debates. [CBSE Marking Scheme, 2012] (3 + 2 = 5) FORMATIVE ASSESSMENT Note : Students should do this activity themselves. S O L U T I O N S WORKSHEET-62 P-53

54 SECTION CHAPTER B1 THE STORY OF VILLAGE PALAMPUR TOPIC-1 Organization of Production WORKSHEET-68 Ans. 1 : Farmer s plough is an example of the fixed physical capital. Ans. 2 : Hectare is the standard unit of measuring land area. Ans. 3 : Raw material and money in hand are examples of working capital. Ans. 4 : Following are the factors responsible for production : (i) Land : It is a free gift of nature and it is neither created nor destroyed. (ii) Labour : It is a factor which helps in production. There are three types of labour skilled, semiskilled and unskilled. (iii) Capital : It is a part which is invested. There are two types of capital namely physical and working capital. (iv) Entrepreneurs : The person who is taking risk is known as entrepreneur. Without entrepreneur land, labour capitals are useless. (Any Three) [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 5 : Differences : (i) Physical capital has variety of inputs while human capital is labours, using those inputs. (ii) Tools, machines can be used over the years while human capital can produce output only if they have experience. (iii) Example : Physical Capital includes tools, machines, generators, etc. Human Capital includes farmers, factory workers, engineers, etc. [CBSE Marking Scheme, 2012] ( = 3) Ans. 6 : Four requirements : (i) Land and other resources Land, water, forests and minerals (ii) Labour i.e. people who carry out work. (iii) Physical Capital Fixed like tools, machines, buildings and working capital like raw material. (iv) Human Capital Population which is educated, healthy and trained. Human capital is the most important requirement. Importance of human capital : (i) Human capital is the most important as it can make use of other capitals. (ii) Knowledge and enterprise are used to put together land, labour and physical capital and produce an output. [CBSE Marking Scheme, 2015] (3 + 2 = 5) Ans. 7 : Physical Capital is the variety of inputs required at every stage during production. Physical Capital is of two types : (i) Fixed Capital : Tools, machines and building, etc. are called fixed capitals. Tools and Machines ranged from very simple tools such as a farmer s plough to sophisticated machines such as generators, computers, etc. They are called fixed as they can be used for many years. (ii) Working Capital : Production requires a variety of raw materials such as the yarn used by the weaver and the clay used by the potter. Also, some money is always required during production to make payments and buy other necessary items. In this way, raw materials and money in hand are called working capital. [CBSE Marking Scheme, 2014] 5 P-54 S O C I A L S C I E N C E IX T E R M 1

55 TOPIC-2 Farming in Palampur Ans. 1 : Farming. Ans. 2 : Land is fixed. Ans. 3 : Wheat. WORKSHEET-69 Ans. 4 : Distribution of land is closely related to the productivity from the land. (i) Cultivation on small land holdings is just sufficient to fulfill the need of the family. (ii) As small farmers do not have any surplus grain to sell in the market, they have no earnings. (iii) They are not able to use any modern methods of cultivation like buying HYV seeds, tractors, fertilizers, etc. [CBSE marking Scheme, 2015] (1 3 = 3) Ans. 5 : Farmers of Palampur were able to grow three different crops in a year because of the following reasons: (i) Well developed system of irrigation. (ii) Electricity came early to Palampur. (iii) Introduction of multiple cropping. (iv) Modern farming methods. (v) Green Revolution introduced HYV seeds. [CBSE Marking Scheme, 2012] (Any three) (1 3 = 3) Ans. 6 : Role : (i) The farmers retain a part of the crop for their family consumption and sell the surplus in the market. (ii) The small farmers grow the crops just to fulfil the needs of the family. So, they do not have any surplus to sell in the market. (iii) The big farmers make big earnings by selling main crops in the market. They sell the crops and earn huge profit on them. [CBSE Marking Scheme, 2013] (1 3 = 3) Ans. 7 : The medium and large farmers have surplus production even after keeping a substantial part for their own family needs. They sell it in the market and have good earnings and save it in their bank accounts. They utilize their savings : (i) by lending to small farmers who are in need of a loan. (ii) as working capital for farming in the next season. (iii) as fixed capital for buying tractors, etc. [CBSE Marking Scheme, 2012] (Any two) (1 + 2 = 3) Ans. 8 : Palampur is a well-developed village because of the following reasons: (i) It has a well-developed irrigation system which helps the farmers to irrigate cheaply and efficiently. (ii) People are engaged in small scale manufacturing units which is not a common factor in most villages. (iii) Farmers of Palampur have adopted multiple cropping. They plant three crops in a year and never leave the land idle. (iv) They have modern machineries like tractors and harvestors for farming. Use of HYV seeds and chemical fertilizers is also noticed in Palampur. (v) There are small markets in Palampur which have all the daily needs commodities available. (1 5 = 5) Ans. 1 : Rainy season. Ans. 2 : October to December. WORKSHEET-70 Ans. 3 : Problems of farm labourers : (i) They come either from landless families or families cultivating small plots of land. (ii) They do not have a right over the crops grown on the land. (iii) They got wages in cash or in kind.e.g. crop. S O L U T I O N S P-55

56 (iv) Wages vary widely from region to region and from crop to crop, etc. (v) Wide variation in the duration of employment was also seen. [CBSE Marking Scheme, 2012] (Any three) (1 3 = 3) Ans. 4 : Sources of irrigation in Palampur : (i) Persian wheels are the sources to irrigation in this part. (ii) Well is also a frequently used source of irrigation. (iii) Tubewells are also important sources of irrigation. Electricity helps in running these types of sources. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 5 : The spread of electricity has helped the farmers of Palampur village in the following ways : (i) Electricity has transformed the system of irrigation. (ii) Electricity is used to run tubewells in the fields. The Persian wheels are being replaced by tubewells. (iii) Electricity is also used to run small businesses. For example, sugarcane crushing machine. (iv) It is also a cheap and pollution-free source of irrigation. (v) Electricity is also used for domestic works like running fans and litting tube lights. [CBSE Marking Scheme, 2013] (1 5 = 5) Ans. 6 : Economic conditions of the village Palampur are : (i) Palampur village has about 450 families belonging to several different castes. The 80 upper caste families own the majority of the land in the village. (ii) Some of the houses are quite large and are made of brick with cement plastering. (iii) The SCs comprise one-third of the population and live in one corner of the village and in much smaller houses some of which are made up of mud and straw. (iv) Most of the houses are having electric connections. Electricity powers all the tubewells in the fields and is used in various types of small business. (v) Palampur has two primary schools and one high school. There is a primary health centre run by the government and one private dispensary where the sicks are treated. [CBSE Marking Scheme, 2012] (1 5 = 5) TOPIC-3 Modern Farming Methods WORKSHEET-71 Ans. 1 : Punjab, Haryana and Western Uttar Pradesh were the first three Indian states to try out the modern farming. Ans. 2 : The cost of cultivation went up due to the introduction of Green Revolution. Ans. 3 : Production of rice and wheat increased. Ans. 4 : (i) The farmers retain a part of the crop for the family s consumption and sell the surplus products. (ii) Small farmers grow just enough to fulfill the needs of the family and hence do not have any surplus to sell in the market. (iii) The medium and large farmers make big earnings by selling main crops in the market. [CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 5 : Modern methods of farming are : (i) Multiple cropping (ii) Fertilizers and HYV seeds (iii) Irrigation (iv) Farm machinery. Harmful Impact : (i) Fertilizers pollute the ground water. (ii) Chemical fertilizers kill the micro organisms in the soil. (Any one) [CBSE Marking Scheme, 2014] (4 ½ + 1 = 3) P-56 S O C I A L S C I E N C E IX T E R M 1

57 Ans. 6 : Large increase in agricultural production after due to the adoption of new agriculture strategy which implead a simultaneous use of better and modern agriculture inputs is called Green Revolution. Green Revolution solved the food crisis in India : (i) Use of advanced technology, i.e., HYV seeds, chemical fertilizers, pesticides, well-developed system of irrigation, etc. increased the production of foodgrains solving the problem of food crisis. (ii) It led to higher income growth and reduced poverty. (iii) It led to commercialization of agriculture. (Any two) [CBSE Marking Scheme, 2014] (1+2=3) Ans. 7 : Large increase in agriculture production after due to the adoption of new agriculture strategy which implied a simultaneous use of better and modern agriculture inputs. M.S. Swaminathan and his team also contributed towards the success of Green Revolution in India. Punjab, Haryana and Uttar Pradesh are the main regions where Green Revolution was started. Difference between Green Revolution and Traditional Farming : (i) Green Revolution refers to the use of chemical fertilizers, technology, high yielding variety seeds which are genetically engineered. Traditional farming emphasizes on the use of natural seeds and fertilizers. (ii) Till the mid-1960s, the seeds used in cultivation were traditional ones with relatively low yields. (iii) Traditional seeds needed less irrigation. Farmers used cowdung and other natural manure as fertilizers. (iv) All these were readily available with the farmers who did not have to buy them. (v) The Green Revolution in the late 1960s introduced the Indian farmer to cultivation of wheat and rice using High Yielding Varieties (HYVs) of seeds (vi) Compared to the traditional seeds, the HYV seeds promised to produce much greater amounts of grain on a single plant. As a result the same piece of land would now produce far larger quantities of foodgrains than was possible earlier. HYV seeds, however, needed plenty of water and also chemical fertilizers and pesticides to produce best results. (Any three) [CBSE Marking Scheme, 2014] (2 + 3 = 5) Ans. 8 : Merits : (i) Helps in the progress of agriculture. (ii) Helps in the growth and yield of crops. (iii) HYV seeds are considered as miracle seeds due to the high produce when irrigated properly. Demerits : (i) Use of pesticides and other harmful chemicals during its production affect the crops and the consumer. (ii) These seeds need more irrigation and fertilizers than the traditional seeds. (iii) Excessive use of pesticides and chemicals while growing HYV seeds causes land degradation. (2½ + 2½ = 5) TOPIC-4 Non-Farming Activities in Palampur Ans. 1 : Dairy farming. WORKSHEET-72 Ans. 2 : Efforts that made to increase non-farming production activities : (i) Infrastructure : Increased infrastructure is the most important priority for the future. (ii) Regulatory restrictions on small scale sector : Small scale sector specially in rural areas needs to be protected by capital investment restrictions so that they are not taken away by corporates. (iii) Forward and backward linkages : Forward linkages of the non-farming sector serves as inputs to other sectors. In backward linkages the non-farming sector demands the outputs. (iv) Quality of manpower : Education and health of the people specially in rural areas need to be looked after. [CBSE Marking Scheme, 2014] (5) S O L U T I O N S P-57

58 Ans. 3 : Features : (i) Small scale manufacturing in Palampur involved production on a small scale by using simple methods. For example, use of sugarcane crushing machines to procure jaggery in the field itself. (ii) The production work was mostly carried out by family members themselves unlike big manufacturing outlets in towns where labourers are hired in huge number. (iii) Very few people in the village were involved in this sector and because of small scale production, profit earned was also less. [CBSE Marking Scheme, 2014] (3) Ans. 4 : People working in activities other than agriculture are called non farming activities. Two types of non farming activities are as : (i) Dairy : People feed their buffaloes and then sell their milk in nearby villages. (ii) Transport : Many vehicles like rickshaw, jeep, trucks, etc., to transport people and goods from one place to another. [CBSE Marking Scheme, 2012] ( = 3) Ans. 5 : Efforts that made to increase non-farming production activities : (i) Infrastructure : Increased infrastructure is the most important priority for the future. (ii) Regulatory restrictions on small scale sector : Small scale sector specially in rural areas needs to be protected by capital investment restrictions so that they are not taken away by corporates. (iii) Forward and backward linkages : Forward linkages of the non-farming sector serves as inputs to other sectors. In backward linkages the non-farming sector demands the outputs. (iv) Quality of manpower : Education and health of the people specially in rural areas need to be looked after. [CBSE Marking Scheme, 2014] (5) Ans. 6 : People working in activities other than agriculture are called non-farming activities. Dairy farming, small scale manufacturing, shop-keeping, transportation are some examples of non-farming activities in rural areas. Measures to enhance non-farming activities : (i) Provide loans and use savings. (ii) Development of new markets. (iii) Well-connected roads for transport and communication. [CBSE Marking Scheme, 2015] (2 + 3 = 5) FORMATIVE ASSESSMENT Note : Students should do this activity themselves. WORKSHEET-73 P-58 S O C I A L S C I E N C E IX T E R M 1

59 SECTION CHAPTER B2 PEOPLE AS RESOURCE TOPIC-1 Introduction of How People become Resource/Asset WORKSHEET-74 Ans. 1 : To provide elementary education to all children in the age group 6-14 years. Ans. 2 : Human resources developed by becoming more educated and healthy. It adds to productive power of the country. Ans. 3 : 6-14 years. Ans. 4 : Gross National Product. Ans. 5 : Importance of people as resource : (i) Human resource is considered to be the best resource because it is a way of referring to country s working people in terms of their productive skills and abilities. (ii) If human resource is developed with education and health, it becomes human capital that adds to productive power. (iii) It is superior to other resources as it can make use of other resources i.e. land and capital. CBSE Marking Scheme, 2015] (1 3 = 3) Ans. 6 : People as resource is a way of referring to a country s working people in terms of their existing productive skills and abilities. Human resource is different from land and physical capital because they only can make use of land and capital with their knowledge. They add to the productive power of the country whereas land and capital can not become useful on their own. [CBSE Marking Scheme, 2012] (1+2=3) Ans. 7 : The existing human resource is further developed by becoming more educated and healthy; we call it human capital formation. It adds to the productive power of the country. Importance of investment in human capital : (i) Higher income earned by people. (ii) Investment in human capital will lead to higher productivity of healthier people. (iii) Education and skill are the major determinants of the earning of an individual in the market. (iv) Large population becomes productive assets. (v) People made efficient use of other resources. (Any four) [CBSE marking Scheme, 2015] (1 + 4 = 5) Ans. 8 : When the existing human resource is further developed by becoming more educated and healthy, human capital formation takes place. It adds to the productive power of the country. Just like the physical capital formation. Following are the two schemes introduced by the government to enhance health facilities in India : (i) Integrated child development services. (ii) Central government health schemes. Following are the two schemes introduced by the government to enhance education facilities in India (i) Sarva Shiksha Abhiyan. (ii) Mid-day meal scheme. [CBSE Marking Scheme, 2015, 14] ( = 5) Ans. 9 : Justification : (i) Human resource is an indispensable factor of every economic activity. (ii) Every productive activity needs land, labour capital, organization and enterprise as its factor of production. S O L U T I O N S P-59

60 (iii) Human resource is not only the essential factor of production but it also activates other factors of production. (iv) The quality of human resource is the symbol of economic and social status of people. As such human development requires improvement. (v) The healthy, educated, efficient and skilled people are the asset of the nation, whereas, unhealthy, uneducated, inefficient and unskilled people are burden. [CBSE Marking Scheme, 2014] (1 5 = 5) TOPIC-2 Economic Activities done by Men and Women WORKSHEET-75 Ans. 1 : Tertiary sector. Ans. 2 : Secondary sector. Ans. 3 : Agriculture. Ans. 4 : Cooking food for family. Ans. 5 : Main Sectors : (i) Primary Sector : It includes agriculture, forestry, animal husbandry, fishing, poultry farming and mining. (ii) Secondary Sector : Quarrying and manufacturing of goods and construction activity. (iii) Tertiary Sector : Trade, transport, banking, health, education and all types of services. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 6 : S. No. Market Activities Non-Market Activities (i) It involves the remuneration paid to anyone Production is for self-consumption. who performs an activity for earning money. (ii) It gives profit. It doesn t give any profit (iii) For example : Government services. For example : Processing of primary products for production of goods and one s own selfservices. Ans. 7 : Economic activities : (i) It involves raw material, methods of production buying and selling, saving, spending, etc. (ii) It covers a lot of activities including shopping, travelling, opening of a bank account, growing vegetables and fruits, etc. (iii) For example, a doctor working at his clinic. Non-economic activities : (i) It includes those activities which are undertaken for personal satisfaction. This means that these activities are not related to wealth. It won t make you richer or poorer. (ii) It includes hobbies that are done for one s personal interest. (iii) For example, a child helping an old man to cross the road. [CBSE Marking Scheme, 2012] (1½ + 1½ = 3) Ans. 8 : People from 15 to 59 years are included in the work force population. Existing employment structure in the agricultural sector : (i) Employment structure is characterized by self-employment in the agricultural sector. (ii) Whole family contributes in the field even though everybody is really not needed. Major problems : (iii) Nature of work is just for few hours in the morning as well as in the evening and in the entire day they do not have any job to do. (3) P-60 S O C I A L S C I E N C E IX T E R M 1

61 (iv) The disguised unemployment is found in the agricultural sector which is more harmful because people themselves are unaware about their unemployment. [CBSE Marking Scheme, 2015] ( = 5) TOPIC-3, 4 Unpaid work done by Women and Quality of Human Resource WORKSHEET-76 Ans. 1 : Women are paid less as compared to men because: (i) A majority of women have meagre education and low skill formation. (ii) Most women work where job security is not present. Employment in this sector is characterized by irregular and low income. (iii) The fields of the organized sector that attract them most are teaching and medical. [CBSE Marking Scheme, 2012] (2 + 1 = 3) Ans. 2 : Three ways : (i) A large population can be turned into a productive asset by investment in human capital. (ii) By spending resources on education and health for all. (iii) By training of industrial and agricultural workers in the use of modern technology. (iv) By useful scientific researches. [CBSE Marking Scheme, 2015, 12] (Any three) (1 3 = 3) Ans. 3 : The quality of population depends upon : (i) Literacy rate. (ii) Health of a person indicated by life expectancy. (iii) Skill formation acquired by the people of the country. (Any two) The quality of the population decides the growth rate of the country as the literate and healthy population are an asset to our country. They can utilize their natural resources in a best manner. [CBSE Marking Scheme, 2012] (2 + 1 = 3) Ans. 4 : Importance : (i) Population becomes human capital when there is investment made in the form of education, training and medical care. (ii) Human capital is the stock of skill and productive knowledge embodied in them. (iii) Ability to contribute to the creation of the Gross National Product. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 5 : Unfavourable effects of population growth : (i) As the population grows, more and more forests are cleared. This is done to make houses for increased number of people to live in and to use wood as a fuel for industries. (ii) It also leads to unemployment and illiteracy. Lack of resources in turn leads to lack of educational resources. Due to the unavailability of resources, parents cannot afford to educate their children to higher levels. This can be considered as a vicious circle where illiteracy further leads to poverty. (iii) Food resources become scarce in highly populated countries like India. This further leads to several health problems. (iv) High population can also lead to water pollution. Since water is used for human consumption and industrial uses. The increased number of population calls for increased number of industries and factories. These factories lead to various kind of pollution, including water pollution. (v) As the population increases, the waste also increases which if not disposed off in the correct manner can pollute the environment. This in turn can lead to a massive health problem. (1 5 = 5) S O L U T I O N S P-61

62 TOPIC-5 Role of Health and Education WORKSHEET-77 Ans. 1 : 6-14 years. Ans. 2 : Education. Ans. 3 : Illiterate and unhealthy. Ans. 4 : Encouraging attendance and retention of children. Ans. 5 : Steps taken by the government of India to improve the health: (i) Improving the accessibility of health care. (ii) Aimed to arrange family welfare programmes. (iii) Nutritional services with special focus on under privileged segment of population. (iv) Health awareness campaigns and medication programmes. (v) Development of a vast health infrastructure. [CBSE Marking Scheme, 2015] (1 5 = 5) Ans. 6 : Significant steps are as follows : (i) Elementary education to all children between six to fourteen years. (ii) Mid-day meal scheme was introduced to improve the nutritional status as well as attendance and retention in schools. (iii) It is a time bound initiative. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 7 : Explanation : (i) Educated parents invest more heavily on the education of their child. This is because they have realised the importance of education for themselves. (ii) They are also conscious of proper nutrition and hygiene. (iii) They accordingly look after their children s need. A virtuous cycle is thus created in this case. [CBSE Marking Scheme, 2012] (1 3 = 3) Ans. 8 : Educated people earn higher incomes on account of higher productivity which adds to the growth of economy. It opens new horizons, provides new aspiration and develops values of life. (i) Education helps individual to make better use of their economic opportunities. (ii) Education is an important input for growth. (iii) Provides new aspirations and values of life. (iv) Some jobs are only for educated and skilled people. (v) It opens the universal avenues of jobs. (vi) Women with high education and skill are paid at par with the men. (5) Ans. 9 : Main features of the 10th Five Year Plan : (i) It endeavoured to increase the enrollment of students in the age group of years in higher education from 6% to 9% by the end of the plan period. (ii) It emphasized on the strategy which focuses on increasing access, quality, and adoption of states specific curriculum modification and vocationalization and networking on the use of IT. (iii) The strategy also focuses on distant, formal, non-formal and IT education. (iv) There has been a significant increase in the number of universities and institutions, over the last 5 years, specializing in different areas. (v) It also focuses on vocationalization, networking and the use of information technology in distant education. [CBSE Marking Scheme, 2013] (1 5 = 5) WORKSHEET-78 Ans. 1 : 1 year. Ans. 2 : It aims at achieving the goal of universalization of elementary education. Ans. 3 : Uttar Pradesh. Ans. 4 : Kerala. P-62 S O C I A L S C I E N C E IX T E R M 1

63 Ans. 5 : Mid-day meal scheme is to provide some nutritional food to students during the day. Purposes : (i) Mid-day meal scheme has been implemented to encourage attendance and retention of children and improve their nutritional status. (ii) This policy could add to the literate population of India. [CBSE Marking Scheme, 2012] (1 + 2 = 3) Ans. 6 : The health of a person helps him to realize his potential and the ability to fight illness. An unhealthy person becomes a liability for an organization indeed; health is an indispensible basis for realizing one s well being. Henceforth, improvement in the health status of the population considered the priority of the country. Aims of National Policy in terms of health: (i) Health care (ii) Family welfare (iii) Nutritional service (iv) Special focus on underprivileged segment of population. [CBSE Marking Scheme, 2012] (1 + ½ 4 = 3) Ans. 7 : Illiterate and unhealthy population are a liability due to the following : (i) They are unable to achieve success in life. (ii) Their productivity is less. (iii) They have less earning. (iv) They are not able to use land and capital efficiently. (v) Their technology is less developed and make the country poor and less developed. [CBSE Marking Scheme, 2012] (1 5 = 5) Ans. 8 : Reasons : (i) Education helps individual to make better use of their economic opportunities. (ii) Education is an important input for growth. (iii) Provides new aspirations and values of life. (iv) Some jobs are only for educated and skilled people. (v) It opens the universal avenues of jobs. (vi) Women with high education and skill are paid at par with the men. [CBSE Marking Scheme, 2012] (Any five) (1 5 = 5) TOPIC-6 Unemployment as a form of Nonutilization of Human Resource WORKSHEET-79 Ans. 1 : Disguised unemployment. Ans. 2 : Ans. 3 : Increase in economic overload. Ans. 4 : Rural areas. Ans. 5 : Employment structure is characterized by self-employment in the primary sector. The whole family contributes in a field even though not everybody is really needed. So there is disguised unemployment in the agricultural sector. But the entire family shares what has been produced. But this does not reduce the poverty of the family. When the surplus labour does not get sufficient employment in the agriculture they migrate to cities in search of jobs. [CBSE marking Scheme, 2015] (3) Ans. 6 : This type of unemployment occurs at certain season of the year. It is a widespread phenomenon for example, in agricultural practice. Agricultural practice is based on the natural condition. This means that at a certain period of time, there is heavy work while in the rest S O L U T I O N S P-63

64 period, the work is lean. During sowing of seeds and harvesting of crops, the agriculturists engage themselves the whole day and night. But after h to find job. Unemployment of graduate and post graduate has increased. (3) Ans. 7 : Three ways of investment in development of Human Resource are : (i) Through Education (ii) Through Medical Care (iii) New technology (iv) Providing training to use new technology (v) They can discover new methods of increasing production (vi) Acquired knowledge is well-invested in new fields like IT. (Any three) (1 3 = 3) Ans. 8 : Agriculture is the most labour absorbing sector of the economy. In recent years, there has been a decline in the dependence of population on agriculture partly because of disguised unemployment. Some of the surplus labour in agriculture has moved to either the secondary or the tertiary sector. In the secondary sector, small scale manufacturing is the most labour - absorbing. In case of the tertiary sector, various new services are now appearing like biotechnology, information technology and so on. In recent years, maximum employment opportunities have risen in the BPO or call centre. These have been a boon for moderately educated young people. [CBSE Marking Scheme, 2015] (1 + 4 = 5) Ans. 9 : Unemployment is said to exist when people who are willing to work at the giving wages cannot find jobs. In Rural Areas : (i) Seasonal Unemployment When people don t get jobs during some months of a year,. For example, during harvesting time. (ii) Disguised Unemployment People appear to be employed. For example, a job requiring service of five people but engaging eight people. In Urban Areas : Urban areas have mostly educated and unemployed youth. It has become a common phenomenon. Many youths with matriculation, graduation and post-graduation degrees are not able FORMATIVE ASSESSMENT WORKSHEET-80 Note : Students should do this activity themselves. P-64 S O C I A L S C I E N C E IX T E R M 1