CHAPTER 5: Rights NCERT SOLUTION CLASS 11TH Political Science | EDUGROWN NOTES

Short Answer Type Question:


Q1. What are rights and why are they important? What are the bases on which claims to rights can be made?
Answer

Rights are those claims which are necessary for leading a life of respect and dignity. It is important because:
• It helps individuals to develop their talents and skills.
• It helps to develop one’s capacity to reason.
• It gives individuals useful skills and enables us to make informed choices in life.
The bases on which claims to rights can be made are
• They represent conditions that we collectively see as a source of self-respect and dignity
• They are necessary for our well-being.

Q2. On what grounds are some rights considered to be universal in nature? Identify three rights which you consider universal. Give reasons.

Answer

Some rights are considered to be universal in nature because they are important for all human beings
who live in society. Three universal rights are:
• Right to a livelihood is necessary for leading a life of respect and dignity.
• Right to education is universal because it helps to develop our capacity to reason, gives us useful
skills and enables us to make informed choices in life
• Freedom of expression is important as it allows for the free expression of beliefs and opinions.

Q3. Discuss briefly some of the new rights claims which are being put forward in our country today — for example the rights of tribal peoples to protect their habitat and way of life, or the rights of children against bonded labour.

Answer

Some of the new rights claims which are being put forward in our country today are: The rights for tribal people: These people are dependent on forest and land for their livelihood since ancient times. They want no interference in their habitat and way of life which is going on in the name of modernisation. According to them their demands justified and essential for leading secure and respectful life.
• The rights of children against bonded labour: Childrens are future of the country so they must be free from any kind of exploitation or bonded labour.
• The right to education: Every child must have right to receive the basic education as it helps in the development of their potential.

Q4. Differentiate between political, economic and cultural rights. Give examples of each kind of right.

Answer

• Political rights give to the citizens the right to equality before law and the right to participate in the political process. For example: right to vote and elect representatives, the right to contest elections, the right to form political parties or join them.

• Economic rights give the citizens the right to their basic needs of food, shelter, clothes etc. For example: right to minimum wage.

• Culture rights give the citizens right to preserve their culture and its dignity. For Example: right
to establish institutions for teaching one’s language and culture.

Q5. Rights place some limits on the authority of the state. Explain with examples.

Answer

Rights place some limits on the authority of the state as it suggests what the state must refrain from doing. It places certain obligations upon the state to act in a certain way. For example if right suggests that the state can not simply arrest an individual at its own will. If it wishes to put an individual behind bars it must defend that action. It must give reasons for curtailing that individual liberty before a judicial court. This is why the police are required to produce an arrest warrant before taking any person away. Thus, rights  place certain constraints upon state actions.

Long Answer Type Questions :


Q1.How can we classify rights?
Answer:

Rights can be classified into the following two types:
(a) Moral rights are our moral senses which cannot be demanded or cannot be forced. Even if moral rights are violated, no legal action can be taken, i.e. to make children educated to look after parents, etc.
(b) Legal rights are recognized by the state which are enforceable and can be classified as:

  • Civil rights help to lead a secured social life, i.e. right to life and education.
  • Political rights are given to the citizens by the state, i.e. right to contest election, right to vote, right to hold any public office, etc.
  • Economic rights include right to work, to rest, to housing, to buy own property in any part of country and to possess any job or profession in the country.


Q2.Explain some political rights of the citizens.
Answer
:
Political rights are given to the citizens to participate in the affairs of the state:

  • Right to vote is the most important political right to participate in the formation of government without any discrimination, i.e. every citizen in the age of 18 years and above enjoys the right to vote.
  • Every voter enjoys the right to contest elections, i.e. right to be elected as a representatives on the attainment of 25 years of age.
  • All the citizens are eligible to hold public offices equally, i.e. on one can be discriminated on the ground of colour, language, religion, caste, etc.
  • Every citizen enjoys the right to address petitions of complaints to the competent authorities, i.e. people’s grievance can be redressed by the government.
  • Citizens can enjoy the right to form political parties also at their own.
  • The citizens are provided the right to equality before law, i.e. equal opportunities are available to one and all without any discrimination on any ground.


Q3.Explain some civil rights of its citizens.
Answer:

Civil rights are as follows:

  • The life of an individual is considered the property of state also as its human resource. Hence, it protects the life of individual also by providing the right to life. To commit suicide or to murder has been declared punishable offence.
  • The citizens are allowed to enjoy the right to personal liberty. Hence, no individual can be arrested arbitrarily and cannot be deprived of his life, liberty and property without a breach of law established in an ordinary court of law.
  • The citizens enjoy the right to equality in all spheres in a democratic state, i.e. all individuals should enjoy equal opportunities and nobody should be discriminated on any ground.
  • Every individual enjoys the right to move freely in any part of country and to reside also in any part of the territory. No one can be compelled to leave one place without one’s own will.
  • Every citizen in a state exercises the right to freedom of thought and expression, i.e. writing, speaking, free expression of opinion and even to criticise the governmental policies, etc.
  • The citizens are provided with the freedom to form social, economic, political and cultural association. The state cannot interfere in the functioning of these associations, i.e. trade unions, commercial associations, etc.
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CHAPTER 4: Social Justice NCERT SOLUTION CLASS 11TH Political Science | EDUGROWN NOTES

Short Answer type Question:

Q1. What does it mean to give each person his/her due? How has the meaning of “giving each his due” changed over time?

Answer

Giving each person his/her due means that providing justice by ensuring the well-being of the people.
The meaning of “giving each his due” changed over time, In today’s world, it means understanding of what is due to each person as a human being. The German philosopher Immanuel Kant argued that if all persons are granted dignity then what is due to each of them is the opportunity to develop their talents and pursue their chosen goals.

Q2. Briefly discuss the three principles of justice outlined in the chapter? Explain each with examples.

Answer

Three principles of justice with examples are:

• Equal Treatment for Equals: It is the principle of treating equals equally as all individuals share certain characteristics as human beings. Therefore, they deserve equal rights and equal treatment. It includes civil rights like right to life, liberty and property, political rights like right to vote and social rights related to equal social opportunities. The people should not be discriminated against on grounds of class, caste, race or gender. They should be judged on the basis of their work and actions.
For example: if two persons from different castes perform the same kind of work, whether it be breaking stones or delivering Pizzas, they should receive the same kind of reward.
• Proportionate Justice: It is the principle of rewarding people in proportion to the scale and quality of their effort. It would be fair and just to reward different kinds of work differently if we take into account factors such as the effort required, the skills required, the possible dangers involved in that work, and so on. The principle of equal treatment needs to be balanced with the principle of proportionality. For example: The reward and compensation of police officer and clerk should be different according to skill and dangers involved.
• Recognition of Special Needs: This principle is for a society to take into account special needs of people while distributing rewards or duties. This is a way of promoting social justice. Physical disabilities, age or lack of access to good education or health care, are some of the factors which are considered grounds for special treatment in many countries. For example: The reservations of government jobs for people belonging to the Scheduled Castes and Tribes.

Q3. Does the principle of considering the special needs of people conflict with the principle of equal treatment for all?

Answer

No, the principle of considering the special needs of people does not conflict with the principle of equal treatment for all because the principle of treating equals equally could imply that people who are not equal in certain important respects could be treated differently. People with special needs or disabilities could be considered unequal in some particular respect thus special treatment require for integration with society.

Q4. How does Rawls use the idea of a veil of ignorance to argue that fair and just distribution can be defended on rational grounds?

Answer
Under idea of a veil of ignorance, only way we a person arrive at a fair and just rule is if he/she imagine themselves to be in a situation in which he/she have to make decisions about how society should be organised. There is complete ignorance about their possible position and status in society therefore he/she would rationally decide from the point of view of the worst-off. It would be sensible in this situation for everyone to ensure that all resources are available equally to all persons. Thus, Rawls, with his idea of ‘veil of ignorance’, is able to prove that fair and just distribution can be defended on rational grounds.

Q5. What are generally considered to be the basic minimum requirements of people for living a healthy and productive life? What is the responsibility of governments in trying to ensure this minimum to all?
Answer
Housing, supply of clean water, basic amount of nourishment to remain healthy, education and minimum wage are the basic minimum requirements of people for living a healthy and productive life.The responsibility of governments in trying to ensure this minimum to all are:• Government should encourage private agencies to provide services such as health care, education etc. and make policies that should try to empower people to buy those services. It might also be necessary for the government to give special help to the old and the sick who cannot compete. It should make availability of good quality goods and services at a cost people can afford.• Government should maintain a framework of laws and regulations to ensure that competition between individuals remains free of coercion and other obstacles in market.

Long Answer Type Questions :


Q1.What are the different kinds of concepts of justice?
Answer:

Justice refers to faithful realization of existing laws against any arbitrary dealing and the ideal element in law to which a good law should aspire for. Justice can be classified as:
1. Social justice:

  • No discrimination should be made among the citizens of country on the ground of religion, colour, caste, race, language, etc.
  • Equal opportunities should be provided to one and all for one’s own development,
  • An equality based society should be established.

2. Political justice:

  • To exercise political power to serve the interests of all
  • Every citizen should enjoy their right to vote without any discrimination.
  • Every person should have the right to contest elections at par.
  • Every citizen should have an opportunity to put pressure on government.

3. Economic justice:

  • It refers to provide equal opportunities to one and all to earn money and to spend to meet the needs of life.
  • National income and resources should be evenly distributed among all the people.
  • Economic welfare of weaker section should be looked after.

4. Moral justice:

  • Natural principles exist in the universe.
  • To determine mutual relations among individuals.
  • Speaking the truth, showing kindness, keeping the promises, behaving liberally, etc.

5. Legal justice:

  • To frame genuine legislation to be enforced by law.
  • Equal provisions of punishments should also be made without any partiality.
  • State established justice by means of law.


Q2.Mention the steps taken by Constitution of India to ensure social justice.
Answer:

This is the duty of state to establish a society based on equality through executives and legislatives:

  • Article 39 A (42nd Amendment) provides that state shall try to secure equal justice and free legal aid to its citizens.
  • Article 42 states that the state shall make provisions to secure just and human conditions.
  • Article 46 provides that the state shall promote the educational and economic interests of weaker sections of society especially for SC’s, ST’s and to protect them from social injustice.
  • Article 46 says that the state shall within the limits of its economic capacity make provisions for securing the right to work, to education and to public assistance in areas of unemployment, old age and sickness, etc.


Q3.What measurements have been taken by India to secure social justice?
Answer:

  • The preamble to the constitution of India declares its objectives to ensure social, economic and political justice.
  • Since independence, various programmes have been set up to eradicate poverty in India.
  • The Antyodaya Schemes have been launched for the upliftment of the poorest.
  • The government has launched five year plans and many other programmes also for downtrodden people.
  • To improve special status of SCs and STs, government has made provisions for their reservations in educational institutes and government jobs.
  • The government of India assures right also to poor and and downtrodden people in education, age, sickness or any other disablement.
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CHAPTER 3: Equality NCERT SOLUTION CLASS 11TH Political Science | EDUGROWN NOTES

Short Answer Type Question:


Q1.What are the main features of equality?
Answer:

  • Equality does not offer any special privileges in the society to treat every member equal.
  • Equality provides adequate opportunities to each and every citizen in the society to develop one’s own potential.
  • Every individual must have an access to the basic needs of life in a society.


Q2.Mention political dimensions of equality.
Answer:

Political equality provides equal political rights to every individual. Its dimensions are as follows:

  • For the success of democracy, all the citizens should have an equal right to enjoy universal adult suffrage.
  • Every individual must have the right to be elected as a representative also to contest elections.
  • The citizens must enjoy the right to hold public offices also without any discrimination except qualification.


Q3.“Social inequalities can be minimized by an affirmative action”. Analyse the statement.
Answer:

  • Disadvantaged communities should be provided with the facilities of scholarships and hostels, etc. in various institutions
  • India has adopted the policy of reservations of seats and quotas to provide equal opportunity.
  • SC’s, ST’s and OBC’s require special attention, and protection to create a just society to expand democracy.


Q4.What are positive and negative aspects of equality?
Answer:

Positive aspect:

  • To provide adequate opportunities to all.
  • Every individual should get equal opportunities to develop one’s own potential upto their best level.

Negative aspect:

  • It refers to absence of undue privileges to people.
  • To remove man-made inequalities in the society.
  • No one should be discriminated on the ground of caste, colour, race, religion, language, etc.

Long Answer Type Questions :


Q1.“Political liberty cannot be imagined without economic liberty.” Analyse.
Answer:

Liberty and equality are contemporary to each other. Political liberty gives a freedom to an individual to participate in the activities of state, i.e.:

  • Right to vote to form government
  • Right to hold public offices
  • Right to form political party
  • Right to contest elections.

Economic equality provides equal opportunities to earn the livelihood by an individual i.e.:

  • All the individuals must have the means to meet their needs.
  • Exploitation should not exist.
  • Means of production and distribution should be made for public welfare. Relationship between political liberty and

economic equality:

  • A poor man is attracted sometimes to false commitments of politicians as they lack in proper intelligence to identify right or wrong because they could not attain even good education, hence they are unable to use their right to vote properly.
  • Sometimes poor voters sell out their votes to rich candidates who trap them by making commitments to fulfill their requirements either in cash or kind, hence the poor voters misuse their right to vote in place of utilizing it for the welfare of country.
  • To contest elections is an expensive activity and the poor who cannot afford one day meal easily, it is not possible to contest elections. Hence, the poors are exempted naturally from contesting elections due to the lack of wherewithal.It can be concluded that political liberty requires economic equality also.


Q2.What is the relationship between liberty and equality?
Answer:

Liberty and equality run parallel to each other but sometimes it is presumed that both are opposed to each other.
1. Liberty and equality are complementary:

  • Liberty in absence of equality is meaningless.
  • Prof. Laski, Powny Polard and Maclver support this view.
  • Liberty does not mean the same work and equal wages for all the people.

2. Liberty and equality are opposed to each other:

  • Liberty and equality are opposed to each other to curtail individual liberty.
  • De Tocqueviflle and Lord Acton are the supporters of this view.
  • If equality is established in actual sense, then no one will enjoy the liberty to sharpen one’s own potential.
  • Nature has also not created each and every individual equal hence everyone differs in one’s own traits, qualities, capabilities, etc.

It can be concluded that to enjoy them, one requires the presence of others, i.e. political liberty requires equal political status and civil liberty requires equality in the eyes of law to be treated equally. Hence economic equality is of least importance.

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CHAPTER 2: Freedom NCERT SOLUTION CLASS 11TH Political Science | EDUGROWN NOTES

Short Answer Type Question:

Q1. What is meant by freedom? Is there a relationship between freedom for the individual and freedom for the nation?

Answer

Freedom is the absence of constraints. An individual could be considered free if he/she is not subject to external controls or coercion and is able to make independent decisions and act in an autonomous way. It is also about expanding the ability of people to freely express themselves and develop their creativity, sensibilities and capabilities.
Yes, there is a relationship between freedom for the individual and freedom for the nation. A nation whose government is free from external influence can only grant freedom to its individuals. On the other hand, a nation is said to be free only when it has freedom as one of its principle which is provided to its people.

Q2. What is the difference between the negative and positive conception of liberty?
Answer

Negative LibertyPositive Liberty
It is only concerned with the inviolable area in which no external authority can interfere.It recognises that one can be free only in society (not outside it) and hence tries to make that society such that it enables the development of the individual.
It is not concerned with the conditions of the society.It is concerned with the enabling conditions of the society.
It is concerned with explaining the idea of ‘freedom from’.It is concerned with explaining the idea of ‘freedom to’.

Q3. What is meant by social constraints? Are constraints of any kind necessary for enjoying freedom?
Answer

The domination and external controls on freedom of individual imposed by the society is known as social constraints. These controls may be imposed by government through laws which embody the power of the rulers over the people. Constraints on freedom can also result from social inequality
of the kind implicit in the caste system, or which result from extreme economic inequality in a society.
Yes, the constraints of any kind necessary for enjoying freedom because:
• It is necessary for the creation of society.
• It develops respect for differences of views, opinions and beliefs.
• It is required to control violence and settle disputes.

Q4. What is the role of the state in upholding freedom of its citizens?

Answer

The role of the state in upholding freedom of its citizen are:
• The state provides certain rights to its people.
• It also maintains reasonable restrictions and on people so that they cannot harm others and their freedom.
• It provides positive liberty to its citizens to enable them to expand their ability and talent.
• It keeps checks on freedom of its people in order to maintain social stability.

Q5. What is meant by freedom of expression? What in your view would be a reasonable restriction on this freedom? Give examples.

Answer

Freedom of expression means the freedom to express one’s views and ideas freely through speech, writing, books plays etc. It is considered to belong to the minimum area of ‘non-interference’.
The examples of reasonable restriction on the freedom expression are:
• Censor boards restrict the freedom of speech by banning portion of the film which to maintains peace in the society or to keep check the bad effect of the film.
• The freedom shouldn’t interfere in someone’s privacy. Employees of Royal household of England are constrained by contract from disclosing any inner affairs of the royal household.

Long Answer Type Questions :


Q1.What is the relationship between liberty and authority? Explain.
Answer:

  • The one who thinks freedom is to do whatever one likes to do, is a wrong opinion. So the authority imposes restrictions which are a number of times undesirable.
  • On the contrary, the basic idea is that liberty and authority goes hand-in-hand because authority not only guarantees the freedom but equal opportunities also.
  • Both authority and liberty must remain within their limits for the existence of both the state and individuals.
  • If one crosses the limits, one is bound to destroy the purpose for which it was being maintained.
  • Excess of liberty may destroy authority and concentration of authority can abolish the existence of liberty.


Q2.Mention the elements of liberty.
Answer:

  • Liberty is not the absence of all restraints because peace and order in the society can be maintained only by putting some constraints on people.
  • Freedom refers to power to do something worthy which should be desirable in society.
  • Freedom is given to everybody on equal basis in place of giving to a particular person.
  • Liberty or freedom can be enjoyed only in society within a positive framework.
  • Freedom provides an opportunity to an individual to realise the best of one in one-self as per one’s potential.


Q3.Explain different kinds of liberty.
Answer
:

  • Natural liberty is natural to man who is born free with it. But it has no existence in civilized society.
  • Individual liberty refers to enjoy complete freedom in their personal and individual matters, i.e. food, clothing, religion, shelter, etc. But an individual should get the liberty up to the extent not to harm any other individual.
  • Political freedom refers to the complete freedom to citizens to participate in formation of government and to elect their representatives as well as to be elected as a representative.
  • Economic liberty refers to equal wages and work opportunities to all and absence of exploitation, unemployment, unfair wage, insecurity, etc.
  • Religious liberty refers to the rights to adopt and preach any religion of their choices and no interference from the state in this matter.
  • Civil liberty refers to enjoy all liberties to be permissible under the laws and everybody should be treated as equal before law.
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CHAPTER 1: Political Theory: An Introduction NCERT SOLUTION CLASS 11TH Political Science | EDUGROWN NOTES

Short Answer type Question:

Q1. Politics is more than what politicians do. Do you agree with this statement? Give examples.

Answer:

Yes, Politics is more than what politicians do. Politicians as a part of government are involved in politics but it is more beyond this. Politics is an important and integral part of any society. Examples:
→ It involves what governments do and how they relate to the aspirations of the people
→ It involves how people struggle and influence decision making
→ It involves how people engage in political activity whenever they negotiate with each other and take part in collective activities which are designed to promote social development and help to resolve common problems.

Q2. Vigilant citizens are a must for the successful working of a democracy. Comment.

Answer

Vigilant citizens are a must for the successful working of a democracy as they helps in reaching the roots of the democracy. They create awareness among the masses about the rights of citizens and policies of the government which leads to mature discussion and debate on the issues. Thus, citizens can force the government to implement new policies or modify old one by mobilising their opinion.
Q3. In what ways is the study of political theory useful for us? Identify four ways in which the political theory can be useful to us?

Answer

The study of political theory is useful for us in following ways:

→ It is relevant for us now and also in future also we may choose it as a career.

→ As we are all going to be citizens entitled to vote and decide other issues. To act responsibly, it is helpful to have a basic knowledge of the political ideas and institutions of our country so that we can express our interest in thoughtful and mature way.

→ It encourages us to do is examine our ideas and feelings about political things which are not only abstract issues such as freedom, equality and secularism.

→ It exposes us to systematic thinking on justice or equality so that we can polish our opinions and argue in an informed manner and for the sake of common interests.

Q4. Do you think that a good/convincing argument can compel others to listen to you?
Answer

Yes, a good/convincing argument can compel others to listen to someone. Arguments prove the degree of reason of a proposition and the need to defend it. A good defence is a compelling factor in the audience listening to the speaker. To provide good arguments we must have depth knowledge and thinking on that issue so that we can argue in informed manner and is for the sake of common interests. This compel others to listen our view.

Q5. Do you think studying political theory is like studying mathematics? Give reasons for your answer.

Answer

No, studying political theory is not like studying mathematics. Mathematics study objects and works on well defined concept and principles while political theory study people and have no exact concept and principles, it differ according to context.
In political theory we deal with with the origins, meaning and significance of political ideas that we are familiar with such as freedom, equality, citizenship, justice, development, nationalism secularism etc, which have so many definitions but in mathematics we have one definition of a triangle or square. This is because opinion of people changes on issue like equality unlike objects.

Long Answer Type Question:


Q1.‘Politics works as a pursuit of common good of people’. Justify the statement.
Answer:

Politics implies to power to make laws and to enforce them for common good:

  • Common good is both an objective and a procedure to be followed.
  • Common good has been evolved with the growth of democracy.
  • Common good may be associated with the concept of welfare state.
  • Developing nations reflect common good in realization of objectives for a welfare’ state while developed nations  believe to common good to be the efforts of state.

Politics as a pursuit of common good:

  • Politics discovers a ‘common’ in all and promoter the spirit of ‘common hood’ among people.
  • Politics does not refer to class struggle but it is a class permeation.
  • The common good serves all the people living in society in place of individuals’ interests only.
  • It begins with the establishment of social order and ends up in a state to serve all.


Q2.What are the differences between politics and political science?
Answer:

Politics:

  • Politics may have different ideas to be argued upon.
  • Politics is associated with the satisfaction of wants.
  • Politics is sometimes considered to be what politicians do. But it associates them with teams due to their false commitments, etc.
  • Politics promotes the interests of an individual by all means.

Political Science:

  • It is a scientific study of political ideas and principles.
  • Political Science shapes the government and public opinion in a well-mannered way.
  • Political science examines the defections, false commitment and false promises made by politicians.
  • Political Science examines the validity of concepts of equality, justice, freedom, democracy, secularism, etc.
  • The philosophers in political science can generate the new ideas to mould society.
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CHAPTER 11: Paths to Modernisation NCERT SOLUTION CLASS 11TH HISTORY | EDUGROWN NOTES

Short Answer Type Question:

Q1.What were the major developments before the Meiji restoration that made it possible for Japan to modernise rapidly?

ANSWER:

Japan till early 16th century faced severe administrative crisis.  The real authority had passed into the hands of the Shogun. Daimyos or provincial lords lived in the capital of Edo, ignoring their responsibility of the domains. Moreover, there was increasing power of the Samurais, the elite warrior class. However, it was only in the 16th century, that few changes in the administrative structure were made.  These helped to lay the foundation of future developments for Japan. These changes have been drafted below:

1) To reduce the chances of rebellions and protests, the peasantry was disarmed and only the Samurai was allowed to carry swords.

2) For better administration of the domains, the Daimyos were ordered to live in their respective domain’s capitals.

3) To ensure a stable revenue base, proper land surveys were conductedThe above mentioned changes were able to bring forth several positive impacts for Japan. These in turn later facilitated the process of Japan’s modernisation in the following manner.

1) As the Daimyos took charge of their respective capitals, these grew and developed as the centres of commercial economy.

2) Efforts were made to reduce import by establishing silk industries.

3) With economic expansion, cultural changes also became distinct. Merchants patronised theatre and arts. Reading also became highly popular.

Q2.Discuss how daily life was transformed as Japan developed?

ANSWER:

The Meiji Restoration of 1868 proved to a boon for Japan, as it introduced a phase of progress and modernisation. It also transformed the daily life of the people in the following ways.

1) Large ancestral families with a patriarch at its head gave way to nuclear families with the husband as breadwinner, the wife as homemaker.

2) As families started building new households, demand for both houses and goods increased. Large ancestral homes were replaced by houses provided by builders. These were easily accessible at a down payment of 200 yens and 12 yens per month for 10 years. Domestic goods like rice-cookers flooded the market.

3) Gender equality and cosmopolitan culture came into play. ‘Moga’, an abbreviation started to be used for modern girls in Japan. It was representative of the coming together the ideas of cosmopolitan culture and gender equality. Women started taking up new jobs and enjoyed a new respect in the society. A brilliant example is Matsui Sumako, who became famous as a national star in Japan.

4) Several changes took place in the field of entertainment too. The first radio station in Japan opened in 1925. Movies began to be made in 1899 and soon several companies began making more than hundred films each with a motive of entertainment.

5) Public transports became a part of the daily Japanese life. Electric trams and other means of public transport began to expand from 1878. This expansion resulted in the building up of departmental stores at places which these trams connected.

Q3.How did the Qing dynasty try and meet the challenge posed by the Western powers?

ANSWER:

After the opium war(1839-42), the Qing dynasty under reformers like Kang Youwei and Liang Qichao initiated policies to reform the administrative system, army and the educational system. They saw a demand to transform China in order to protect it from colonisation. The following were the reforms initiated by the Qing dynasty

1. Educational Reforms : The education system and examination pattern was reformed by modernizing the existing traditional system. Provisions were also made to encourage women to appear for the different government level exams.

2. Political Reforms: The system of absolute monarchy existent in China was to be replaced by constitutional monarchy. Democracy was accepted as the new form of government.

3. Economic Reforms: The Chinese economy was strengthened by adopting capitalism as the form of the economy. This reform would encourage, China to rapidly industrialize.

4. Military Reforms: The strength and composition of the army was changed under these reforms.

Q4.What were Sun Yat-sen’s Three Principles?

ANSWER:

SunYat-sen(1866-1925) is regarded as the founder of Modern China.  In order to modernise China he started a programme which he called the Three Principles. In his book Fundamentals of National Reconstruction, SunYat-sen gives an account of the following principles:

1) Nationalism: The principle of Nationalism emphasised the independence of China and upholding the indigenous civilisation on the world stage.

2) Democracy: The principle of Democracy can be understood from what Sun Yat-sen writes in his book, “ All through my revolutionary career I have held the view that China must be made a republic…If a republican government is adopted, there will be no contention. A constitution must be adopted to ensure good government.”

3) Socialism: SunYat-sen writes that socialism is the only way to end all economic disparities prevalent in the Chinese society. Equalising landholding and capital will be important instruments to achieve a society based on equal distribution of wealth.

Q5.Did Japan’s policy of rapid industrialisation lead to wars with its neighbours and destruction of the environment?

ANSWER:

Rapid industrialization of Japan infused ideas of creating a modern nation which would also be able to protect itself from the European colonists. Along with it came their age old craving to create a colonial empire of their own. This intention led to wars with neighbouring countries. Japan, even though a smaller country, went in war with countries like China and Russia. Not only that, Japan emerged victorious in both cases. Japan’s modern army was unmatched in war. Japan took war further and attacked the Anglo-American army during World War 2. They attacked America at Pearl Harbour, in retaliation America dropped nuclear bombs in Hiroshima and Nagasaki. This lead to utter destruction of human lives and even the environment was harmed. Even after this horrendous attack, Japan pulled a post-war “miracle” and advanced in industrial and economic growth like no other nation. The 1964 Olympics hosted in Tokyo, and the bullet train was an example of Japans ability to produce better quality products at cheaper rates. But this industrial advancement came with a cost to the environment. Cased of cadmium poisoning, mercury poisoning, deforestation and environmental pollution emerged as there was no regard for environmental preservation. With efforts of the grass-roots pressure groups the government was made to reform its ideas and look towards making policies for environmental preservation.

Q6.Do you think that Mao Zedong and the Communist Party of China were successful in liberating China and laying the basis for its current success?

ANSWER:

The Communist Party of China was founded in 1921. By this time the Russian revolution had ended and China was being moulded under the Marxist ideas and ideologies. Mao Zedong at this time emerged as a major CCP leader and transformed China to what it is today.  To understand how he made it possible, we need to understand Mao’s policies. These have been discussed below.

1) Mao Zedong’s ideas were radical in nature. His revolutionary ideas were based on the peasantry. People’s communes were established where cultivation was done in commonly owned land.

2) In 1953 the government declared the launch of the Great Leap forward movement. This aimed at rapid industrialisation in China. Under the Great Leap Forward movement people both in the rural as well as the urban areas were allowed to set up furnaces in their houses and farm production was increased.

3) Mao was aware of the plight of women and made reforms to improve their conditions. . Also with time new laws of marriage were made and divorce was simplified in order to develop the women in China.

4) Mao’s aim was to create a “Socialist Man” who would love the fatherland, people, labour, science and public property. He created mass organizations for, farmers, women and students.

5) A new government was established in China in the year 1949 which was based on the principle of New Democracy. It was an alliance of all the social classes existent in  China. This government abolished all private ownership of land and private enterprises.His ideas have been successful in removing inequality, spreading education and rising consciousness. With time, they have been able to reform the market and raise the country’s economy. Hence, we can safely assert the fact that the ideals of Mao Zedong and CCP are responsible for the current success of the country.

Long Answer Type Question:


Q1.Discuss the important part of Meiji reform of the economy.
ANSWER:
The important part of the Meiji reform was the modernisation of the economy. Following steps were taken for this:

  • Japan’s first railway line, between Tokyo and the Port of Yokohama was built in 1870-72.
  • Funds were raised by levying an agricultural tax.
  • Textile machinery was imported from Europe and foreign technicians were also employed to train workers and also to teach in universities and schools. Japanese students were also sent to abroad.
  • In 1872, modem banking institutions were also launched.
  • Companies like Mitsubishi and Sumitomo were also helped through subsidies and tax benefits to become major shipbuilders so that Japanese trade was carried through Japanese ships.
  • The number of industrial labourer in Japan was 700,000 in 1870 CE which reached upto four million in 1913. Most of the labourers worked in units having less than 5 people.
  • By 1925, 21 per cent of the population lived in cities. By 1935, this figure had gone upto 32 per cent.


Q2.Japan’s transformation into a modem society can also be seen in the changes in everyday life. Comment.
ANSWER:

Japan’s transformation into a modem society can also be seen as the changes in everyday life. Patriarchal system was in practice. The patriarchal household system comprised many generations living together under the control of the head of the house. More people became affluent. New ideas of the family spread. The new home (Homu as the Japanese say) was that of the nuclear family, where husband and wife lived as breadwinner and homemaker. This new concept of domesticity in turn generated demands for new types of domestic goods, new types of family entertainments, and new forms of housing. In the 1920’s, construction companies made cheap housing available for a down payment of200 yen and a monthly installment of 12 yen for ten years. It was at that time when the salary of a bank employee (a person with higher education) was 40 yen per month.


Q3.When was CCP founded? What was Russian influence in its formation? Discuss the role of Mao Zedong in it?
ANSWER:

The CCP was founded in 1921 scon after the Russian Revolution. The Russian success exercised a powerful influence around the world and leaders such as Lenin and Trotsky went on to establish the Comintern or the Third International in March 1918. It was done to bring about a world government that would end exploitation. The Comintern and the Soviet Union supported Communist parties around the world. They worked within the traditional Marxist understanding that revolution would be brought about by the working class in cities. Its initial appeal across national boundaries was immense. It soon became a tool for Soviet interests and was dissolved in 1943. Mao Zedong (1893-1976), emerged as a major CCP leader. He took a different path by basing his revolutionary programme on the peasantry. His success made the CCP, a powerful political force that ultimately won against the Guomindang.

Mao Zedong’s radical approach can be seen in Jiangxi, in the mountains, where they camped from 1928 to 1934, secure from Guomindang attacks. A strong Peasants Council (Soviet) was organised, united through confiscation and redistribution of land. Mao, unlike other leaders, stressed the need for an independent government and army. He was quite aware of women’s problems and supported the emergence of rural women’s associations. He also promulgated a new marriage law that forbade arranged marriage, stopped purchase or sale of marriage contracts and simplified divorce.


Q4.How did Japan re-emerge as an economic power of world after the defeat in Second World War?
ANSWER:

After its defeat in Second World War, the Japanese efforts of making a colonial empire ended. The nuclear bombs were dropped on Hiroshima and Nagasaki. It resulted in huge destruction of masses. Many people thought that it was done just to shorten the war. Japan was totally demilitarised during American occupation. The new constitution also came into being. Agricultural reforms were also done. Re-organisation of trade unions were also done. Political parties were also revived and the first post-war elections held in 1946 where women voted for the first time.

After the defeat of Japan in the Second World War, Japanese economy also revived. It grew at a fast pace. Constitution was also democratised. There was close relation between the government, bureaucracy and industry. American support to Japan strengthened its economy. Olympic Games were also held at Tokyo in 1964. It was the symbol of maturity of Japanese economy. Bullet trains were also started in 1964. It ran at the speed of200 miles per hour. The introduction of bullet train added a new feather in its cap. It also introduced better goods at cheaper rates in the market.


Q5.Discuss the achievements of Deng Xiaoping.
ANSWER:

After the death of Mao in China, the struggle for power broke out in which Deng Xiaoping emerged victorious. During the cultural revolution, he was dismissed from the office of the Secretary General of the party for having too liberal views. His achievements may be summed up in the following ways:

  • All the changes made during the cultural revolution were reversed.
  • The democratically elected parties took the place of revolutionary committees.
  • Confiscated property was restored to the descendants of the actual owners.
  • The people were granted religious freedom and intellectuals were free to express their views.
  • In the economic sector, Deng and his follower Hu Yaobang took various steps to encourage investment by the western entrepreneurs for the modernization of industries, agriculture, science and technology in China.
  • In 1980, China also became the member of the World Bank and the International Monetary Fund (IMF).
  • Many agricultural reforms were also introduced.
  • The state owned collective forms were given more powers in the matters of administration and planning.
  • The practice of giving bonus and dividend was encouraged.
  • Taxes were reduced to encourage production. As a result of these reforms, there was a gradual increase in food production and the per capita income.


Q6.Discuss the features of the nationalist movement in China during the post-First World War.
ANSWER:

There were two governments in China after the end of the First World War. One of the government was controlled by Guomindang, at its headquarter in Canton. The president of this government was Dr. Sun Yat-sen. The other government was led by a military general. It had its headquarter at Beijing. Paris Peace Conference’s decision to hand over Shantung to Japan led to an anti-imperialist upsurge in 1919. A great demonstration was held in China on 4th May, 1919. It spread into various parts of China. It took the form of a movement. It’s main aim was to save China through modem science, democracy and nationalism. They wanted to remove inequality and reduce poverty. Their aim was also to bring economic development. The Russian Revolution had also a great impact on the nationalist movement of China. Communist Party was formed in 1921. Dr. Sun Yat-sen could not gamer the support of western countries. Therefore, he took the help of Soviet Union. The Guomindang and the Chinese Communist Party came together in 1924. Military academy was also set up with the help of Soviet military and political advisers. The Chinese national revolutionary army launched its operations against the warlords.


Q7.Discuss the causes of the failure of nationalists against the communists.
ANSWER:

Causes of the failure of nationalists:

  • There was lack of unity among the members of Guomindang. They continued to quarrel among themselves and were corrupt too. On the contrary, the Communists were very disciplined.
  • Chiang Kai-shek also failed to provide good leadership to the nationalists.
  • The government set up by the nationalists failed to control the prices.
  • Chiang Kai-shek followed the traditional method of rule. Therefore, his government could not gain popularity.
  • Communists organised themselves into trained army. Therefore, they succeeded in defeating nationalists.


Q8.Discuss the causes of the decline of the Shoguns.
ANSWER:

Causes of the decline of the Shoguns were the following:

  • Shoguns followed the policy of favoritism.
  • Only the members of the Tokugawa family were appointed to the post which spread the feelings of ill-will among other feudal lords, who resolved to bring an end to the Shogun’s rule.
  • Japan’s economy received a severe blow due to the wrong economic policies of the Shoguns.
  • The condition of the peasant was very miserable during their rule. Taxes were collected forcibly.
  • A new class of merchant came into prominence. Feudal fraternity grew jealous of them. To put an end to their humiliation, the merchants wanted to do away with Shogun rule.
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CHAPTER 10: Displacing Indigenous Peoples NCERT SOLUTION CLASS 11TH HISTORY | EDUGROWN NOTES

Short Answer Type Question:

Q1. Comment on any points of difference between the native peoples of South and North America.

ANSWER:

Owing to topographical differences, South Americans were hunter gatherers, agriculturists and herders. They were simple people contended with their means. In North America, native people used to live in band in villages along the river valleys. They ate fish and meat and cultivated vegetables and maize. The natives of South America maintained empire, while the natives of North America did not maintain it.

Q2. Other than the use of English, what other features of English economic and social life do you notice in nineteenth-century USA?

ANSWER:

(i) The English brought land and clear large tracts of forest for the expansion of agriculture.
(ii) The English used the land in a different ways as compared to the native of purchased land in USA, but their ancestors were incapable to inherit this property.them.
(iv) They also signed contract with American to sell the land to them and paid American low prices of land.

Q3. What did the ‘frontier’ mean to the Americans?

ANSWER:
The conquest and purchase of land by the Americans resulted in the extension of boundaries. The natives of America were compelled to move accordingly. The boundary where natives reached was known as ‘frontier’.

Q4. Why was the history of the Australian native peoples left out of history books?

ANSWER:

It was because the European Historian followed the policy of discrimination against the native peoples. They wrote book only in praise of their peoples instead of giving attention towards the natives Australian for their deeds.

Q5. How satisfactory is a museum gallery display in explaining the culture of a people? Give examples from your own experience of a museum.

ANSWER:

(i) A museum gallery displays the culture of a people in the following ways:
(ii) Icons of the ancient period, the theology in its basic forms and coins are also found in the museum.
(iii) Remains of pots , apparels, ornaments and other things are displayed.
(iv) Books, research papers, survey reports and works of historians and archaeologists are kept in the  gallery of museum.
(v) In museum, we seek information regarding dialects and languages.


Q6.What do you understand by ‘Imperialism’? Name a few countries who encouraged imperialism.
ANSWER:
When a country establishes its economic and political control over any other country it is known as imperialism. The imperial country tries to maintain its strict control over the resources of colonial countries.
The countries which encouraged the policy of imperialism were the following:

  • Great Britain
  • Spain
  • France
  • Holland
  • Portugal


Q7.Discuss the physiographic features of the continent of North America.
ANSWER:
Physiographic features of the continent of North America:

  • This continent extends from Arctic Circle to the Tropic of Cancer, from the Pacific to the Atlantic Ocean.
  • The Rocky Mountain chain is to the east of the Great plains, the Great Lakes, the valleys of the Mississippi and the Ohio and the Appalachian Mountains.
  • The Great lakes, the valleys of Mississippi and Ohio, and the great plains lie toward the east of the continent.
  • Mexico is situated towards its south.


Q8.What do you know about the earliest inhabitants of North America?
ANSWER:
It is estimated that the earliest inhabitants of North America came from Asia on a land bridge across the Bering Straits about 30,000 years ago. They moved towards the south during the Ice Age 10,000 years ago. The oldest artefact was found in America about 11,000 years ago. About 5000 years ago due to climatic stability population began to increase. Before the advent of Europeans, the native Americans used to live along the river valleys and produced crops such as maize and several kinds of vegetables.


Q9.How did the exchange of goods between the European traders and the natives of North- America prove beneficial for the Europeans?
ANSWER:
After arriving North America, the European traders came to know that the native peoples assembled regularly at the bank of the river Mississippi with an objective for exchange of goods. They exchanged handicrafts and food items. Only those goods were exchanged which were not available in a particular region. The European traders took part in the exchange of food items with an objective to boost their trade. They gave items like blankets, vessels, and gun. These items proved beneficial for the natives in one or another way. Before the advent of the Europeans the natives were not familiar with the wine. But the European made them addicted of wine. It proved very beneficial for the Europeans and succeeded in dictating their terms to the natives.


Q10.What were the views of natives regarding trade and the Europeans?
ANSWER:

Natives’ views regarding trade:
They had different views as compared to Europeans. The natives considered exchange of gifts between friends as a social behavior but for the Europeans it was just for profit making. The European traders wanted to earn more money by selling items such as fish and fur. The natives were unable to understand why the European traders sometimes offer so much in lieu of exchange of goods and at other time they offer so little for the same. They did not know any thing about trade. Views about the Europeans: They remained unaware about the Europeans for quite a long-time. In their folk tales, they portrayed the white people, i.e. the European traders as greedy and foolish people.


Q11.Discuss the views of Washington Irving regarding the natives.
ANSWER:

Washington Irving was a famous American writer who personally got a chance to meet North American natives. According to him, they lived with the white people and spoke less. Because they were unaware about their language. When they gathered together, they did not miss even a single chance to entertain themselves by mocking at the Europeans. The Europeans, on the other hand, believed that the natives respected them because they impressed the Indians with their magnificence and glory. But it was a fact that the Europeans did not treat the natives with respect.


Q12.Why did the Europeans start to come and settle down in America during 19th century? Write any three reasons behind it.
ANSWER:
The Europeans started to come and settle down in America during 19th century. The possible reasons behind it were the following:

  • In France and Britain the younger sons had no right to inherit their father’s property. Therefore, they were eager to buy their own property and took keen interest to settle down in America.
  • The farmers of Germany, Italy and Sweden had lost their land to big landlords. Now, they wanted to own some land and migrated to the USA in search of pasture- land.
  • The people of Poland also started migrating to America, because here land was available at comparatively less rates. The Polish people were quite happy to work in Prairie grasslands because it reminded them about the steppes to their home town. It encouraged them to buy more land here.


Q13.How will you justify that the Europeans and the natives of America had different perceptions regarding forests and agriculture?
ANSWER:
Both the Europeans and the natives of America had different perceptions regarding forests and agriculture. The Europeans cleared the forests with iron tools to make it ready for agriculture. Doing so they wanted to increase the area under maize and other crops. The natives were surprised at their activities. They never used to grow crops as much as required for subsistence. They never taught about growing crops to make profit. They believed that forests are their source of strength and considered it a sin to cut them. In this way, they had different perceptions regarding forests and agriculture.


Q14.Discuss the methods adopted by the Europeans to displace the natives.
ANSWER:

With the expansion of European settlement in America, natives were displaced from the region concerned. The methods adopted by the Europeans to displace the natives were the following:

  • They used to inspire the native peoples to abandon those regions.
  • In case the natives refused to abandon those areas, they were threatened.
  • They had deceitfully acquired more land from the natives and forced them out from here.


Q15.How did the Europeans justify the displacement of the natives?
ANSWER:

The Europeans justified the displacement of the natives by saying that they (the natives) did know the judicious use of their land. They criticized them by calling them sluggish. They were unaware about their crafts skill to produce goods for the market. Natives were also criticized on the ground that they were not interested in learning English and wearing western dress. So they deserved to die out. Wild bisons were killed on a large scale to clear prairies for farmland.


Q16.Write on the following:
(i) The Gold Rush
(ii) Position of natives in Australia

ANSWER:

  • The Gold Rush: It was expected that there was gold in America. Traces of gold were found in the USA, California in the 1840’s. It only led to the ‘Gold Rush’. A lot of Europeans went to America in the expectation of making a quick fortune. It
  • also led to the building of railway lines throughout the continent. Thousands of Chinese workers were also recruited.
  • Position of natives in Australia: In the late 18th century, there were about 350-750 native communities. Each community had its own language. Most of the communities resided in the north, i.e. called Torres Strait Islanders. Hence, the word, ‘aborigines’ is not used to describe them as they migrated from different places and belonged to a different race.


Q17.Why did the relations between the Europeans and native Australians become strained?
ANSWER:

Captain Cook, a British sailor discovered Australia in 1770. Initially, the relations between the Europeans and native Australians were cordial. But with the assassination of James Cook by a native, the relations between the Europeans and the native Australians strained. They adopted a hostile attitude towards them.

Long Answer Type Question:


Q1.Discuss the features of the lifestyle of the native peoples of North America.
ANSWER: The features of the lifestyle of the native peoples of North America were as follows:

  • Living of the people: In North America, the people lived in bands, in villages along the bank of the river valley.
  • Diet: The people used to grow crops such as maize and different types of vegetation. They also ate fish and meat and went on hunting at far off places in search of wild buffaloes called bison.
  • Economy: The people believed in subsistence economy. They used to grow as much crops as required to fulfil their basic needs.
  • Land as a resource: They claimed their rights over the ownership of the land and were satisfied with the food and shelter available. There was no conflict with them for securing their rights over the ownership of land.
  • Exchange of gifts: The natives of America used to live a life based on the principle of togetherness and mutual friendship. They did not indulge themselves into sale or purchase of goods. Thus, they used to exchange gifts amongst them.
  • Language: The natives used to speak a number of languages. But names of these were not written down.
  • Clothes: The natives of North America were skilled craftsmen and knew the art of weaving best quality of clothes.


Q2.How would you interpret the expansion of the USA? Also discuss the development of agriculture in the USA.
ANSWER:

Expansion of the USA
The USA and Canada came into being towards the end of the 18th century. They occupied only a fraction of land. The imperial power of that time established 13 colonies on its eastern coasts with an objective to gain her independence from Britain. In 1776, they declared a war against Britain.

This war continued till 1783 and came to an half with the defeat of Britain. In this way, independence of the United States of America came into being. The USA took long time to reach the present boundaries. America started expansion towards the west. To reach its present boundary, the southern region was won from Mexico. This southern expansion of America resulted in the displacement of the natives time and again. By 1892, America reached its present strength.

Agricultural Development
The Europeans in America had purchased large size of landholdings. They cleared forests and brought more land under cultivation. They produced crops like rice and cotton. These crops were sold in European market to earn more profits. To protect the crops from the dangers of wild predators they hunted on larger scale. The invention of barbed wire proved to be a milestone in the development of agriculture in America.


Q3.What do you know about the slavery system in the USA? How was it abolished? Discuss.
ANSWER:

The climatic condition of the southern region was too hot. The Europeans were not able to work outdoors. Their main intention was to employ slaves as workers. The natives of South American colonies who had been enslaved had died in great numbers. As a result, the plantation owners bought slaves in Africa. There was a wide protest by anti¬slavery groups that led to a ban on slave trade. But the Africans who lived in the USA remained slaves.

The economy of the north was completely different from the south. The northern states of America began to raise their voice against this practice. But the southern states were not interested in abolishing it. This led to a war between the two nations. This war continued till four years, i.e. from 1861 to 1865. The northern states emerged victorious in this war. Hence, the institution of slavery was finally abolished. Abraham Lincoln, the then President of America played a remarkable role in the abolition of slavery.


Q4.What do you know about wind of change in the USA and Canada?
ANSWER:

Till 1920s, the position of the native peoples of the USA and Canada did not improve. In 1928, a survey was conducted by Lewis Menon in which he narrated the grim picture of terribly poor people. The factors responsible for the winds of change were as follows:
Indian Reorganisation Act, 1934 In 1934, the Indian Reorganisation Act was introduced. Under the provision of this act, the natives living in reserves were given the right to buy land and take loans. Indeed, it was a landmark step in the history of natives. Declaration of Indian Rights, 1954

Between 1950 to 1960, the Governments of America and Canada thought to abolish all special provisions for the natives. They hoped that the natives will support their ideas to abolish privileges. But the natives did not do it. As a result of this, in 1954 many prepared a document named Declaration of Indian Rights. In it, they said that they will accept the citizenship of America on the terms that their reserves will not be taken back and there will be no interference in tradition.

In 1969, the government announced that they would not recognise aboriginal rights in Canada. The natives gave their support. They organised opposition by holding debates and a series of demonstrations. By the Constitution Act of 1982, they accepted the existing aboriginal and treaty rights of the natives.


Q5.Write a description about the winds of change in Australia.
ANSWER:

Several factors were responsible for the winds of change in Australia. An account of the factors responsible for winds of change are listed below:

  • The Europeans were very hostile towards the natives of Australia. Since a long-time, they (Europeans) made no sincere efforts to improve their conditions. In their literature, the Europeans portrayed themselves superior as compared to the natives. In 1968, W.E.H. Stanner published a book entitled “The Great Australian Silence” that encouraged the Europeans to trace and understand the historical roots of the natives of Australia.
  • Henry Reynolds in his book, “Why Weren’t We Told” criticised the tradition of writing of Australian history. According to the Europeans, the history of Australia began with its discovery by Captain Cook. He believed that the study of native culture and civilization must be encouraged. His ideas inspired the Europeans to know about historical antecedents of the natives.
  • The Europeans established separate department in universities to study the culture of the natives. To understand the local culture they also established museums and galleries of native art. Undoubtedly, it was a commendable step. It encouraged the Australian government to adopt the policy of multiculturalism. It aimed at providing equal respect for the culture of natives.
  • A great Australian writer, Judith Wright spearheaded a powerful movement for the rights of the natives. She was of the opinion that the policy of keeping the whites and the natives separate may pose a great threat to the coming generation. She wrote many impressive poems which had intense effects on the hearts of people.
  • The natives realized that the Europeans had made no agreement with them. It was due to this fact that the Australian government always used to call the land, Terra Nullius, which means that land belongs to none. This verdict recognized their claims of natives over the land prior to 1770.
  • There was also a long and agonising history of children of mixed blood that was being forcibly captured and separated from their native relatives. These children were denied all sorts of rights.
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NCERT MOST IMPORTANT QUESTIONS CLASS – 11 | BIOLOGY IMPORTANT QUESTIONS | CHAPTER -5 | MORPHOLOGY OF FLOWERING PLANTS| EDUGROWN |

In This Post we are  providing Chapter-1 MORPHOLOGY OF FLOWERING PLANTS NCERT MOST IMPORTANT QUESTIONS for Class 11 BIOLOGY which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS  can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter.

NCERT MOST IMPORTANT QUESTIONS ON MORPHOLOGY OF FLOWERING PLANTS

Question 1.
What are the functions of the root system?

Answer:
The main functions of the root system are as follows:
(a) Absorption of water and minerals from the soil.
(b) To provide a proper anchorage to the plant parts.
(c) To store reserved food material
(d) Synthesis of plant growth regulators

Question 2.
Write a note on different types of root systems.

Answer:
(a) In most of the dicotyledonous plants, the direct elongation of the radicle leads to the formation of primary roots which grows inside the soil. The primary roots and their branches constitute the taproot system. For example-mustard plant.

(b) In monocotyledonous plants the primary root is short-lived and is replaced by a large number of roots. Their roots originate from the base of the stem and constitute the fibrous root system. For example wheat plant.

(c) In some plants, roots arise from parts of the plant other than the radicle. Such roots are called adventitious roots. For example grass, banyan tree etc.

Question 3.
Write a short note on the stem.

Answer:
The stem is the ascending part of the axis bearing branches leaves, flowers and fruits. It develops from the plumule of the embryo of a germinating seed. The stem bears nodes and internodes. The region of the stem where leaves are born is called nodes while the portion between two nodes is called an internode. The stem is generally green when young and later becomes woody and dark brown.

Question 4.
What are the functions of petiole and lamina?

Answer:
Functions of petiole:
(a) The petiole helps hold the blade to light.
(b) It allows leaf blades to flutter in wind, thereby cooling the leaf and bringing fresh air to the leaf surface.

Functions of Lamina
(a) The veins of the lamina provide rigidity to the leaf blade
(b) It acts as channels of transport for water, minerals and food materials.

Question 5.
What do you mean by phyllotaxy?

Answer:
The pattern of arrangement of leaves on the stem or branch is termed phyllotaxy.

It is usually of three types:
(a) Alternate: A single leaf arises at each node in an alternate manner, as in a china rose.
(b) Opposite: A pair of leaves arise at each node and lie opposite to each other as in calotropis and guava plants.
(c) Whorled: When more than two leaves arise at a node and form a whorl, as in Alstonia

Question 6.
What is inflorescence? Name two types of inflorescences.

Answer:
The arrangement of flowers on the floral axis is termed an inflorescence

Types of inflorescences:
(a) Racemose: In racemose the main axis continues to grow, the flowers are borne laterally in acropetal succession.
(b) Cymose: In the cymose type of inflorescence, the main axis terminates in a flower. The flowers are borne in a basipetal order.

Question 7.
Write a note on the symmetry of a flower.

Answer:
The flower may be actinomorphic (radical symmetry) or zygomorphic (bilateral symmetry) in symmetry.
(a) Actinomorphic: When a flower can be divided into two equal radical halves in any radical plane passing through the centre, it is said to be actino-morphic, e.g., mustard, datura, chilli.
(b) Zygomorphic: When a flower is divided into two similar halves only in one particular vertical plane, it is said to be zygomorphic, e.g., pea, bean, cassia.

Question 6.
Write a short note on the fruit.

Answer:
Fruit is a natural or ripened ovary, developed after fertilization.

Fruit is called a parthenocarpic fruit if it is formed without fertilization of the ovary.

The fruit consists of a wall or pericarp and seeds. The pericarp may be dry or fleshy. If the pericarp is thick and fleshy, it is differentiated into the outer part called epicarp, a middle part called mesocarp and an inner part called the endocarp.

Question 7.
Write a note on the structure of a dicotyledonous seed.

Answer:
The outermost covering of a seed is called the seed coat. The seed coat has two layers, the outer testa and the inner tegmen. The developing seeds are attached to the fruit by means of a scar called the hilum, on the seed coat. A small pore called the micropyle is situated above the hilum. In the inner region of the seed coat is the embryo, consisting of an embryonal axis and two cotyledons. The cotyledons are fleshy and full of reserve food materials. At the end of the embryonal axis are present the radicle and the plumule.

Question 8.
Write a note on the regions of the root.

Answer:
At the apex, the root is covered by a thimble-like structure called the root cap. The root cap protects the tender apex of the root as it penetrates the soil. A few millimetres above the root cap is the region of meristematic activity. The cells present in this region are very small, thin-walled and with dense protoplasm.

The cells proximal to this region undergo rapid elongation and enlargement and are also responsible for the growth of the root in length. This region is called the region of elongation. The cells of this region gradually differentiate and mature. This zone proximal to the region of elongation is called the region of maturation. Some epidermal cells, from this region, form very fine and delicate, thread-like structures called root hairs. The functions of these root hairs are to absorb water and minerals from the soil.
Class 11 Biology Important Questions Chapter 5 Morphology of Flowering Plants 1
The regions of the root-tip

Question 9.
Write a note of different types of leaves and phyllotaxy.

Answer:
When the lamina of the leaf is entire or incised and the incisions do not touch the midrib, the leaf is said to be simple. A leaf is said to be compound when the incisions of the lamina reach up. to the midrib breaking it into a number of leaflets. In both simple and compound leaves a bud is present in the axil of the petiole. However, a bud is not present in the axil of leaflets of the compound leaf.

There are two types of compound leaves:
(a) Pinnately compound leaf
(b) Palmately compound leaf

In a pinnately compound leaf, a number of leaflets are present on a common axis, the rachis, which represents the midrib of the leaf. However in palmately compound leaves, the leaflets are attached at a common point,
i. e, the tip of the petiole.

Phyllotaxy refers to the pattern of arrangement of leaves on the stem or branch. Phyllotaxy is of three types alternate, opposite and whorled. A single leaf that arises at each node in an alternate manner is called alternate phyllotaxy, for example, as in china rose. When a pair of leaves arise at each node and lie opposite to each other it is called opposite phyllotaxy, for example in calotropis. If more than two leaves arise at a node and form a whorl it is called whorled phyllotaxy, as in Alstonia.
Class 11 Biology Important Questions Chapter 5 Morphology of Flowering Plants 2
Different types of phyllotaxy: (a) Alternate (b) Opposite(c) Whorled

Question 10.
Write in details about a flower.

Answer:
A flower is a reproductive unit in the angiosperms. It is meant for sexual reproduction. Four different kinds of whorls are found in a flower. These are arranged successively on the swollen end of the stalk or pedicel, called the thalamus or receptacle.

These are calyx, corolla, androecium and gynoecium.
(a) Calyx: It is the outermost whorl of the flower and its members are called sepals. Mostly the sepals are green in colour, leaf-like and protect the flower in the bud stage. The calyx may be gamosepalous (in which sepals are united or polysepalous (in which sepals are free).

(b) Corolla: It is composed of petals that are usually brightly coloured to attract insects for pollination. The shape of the corolla may be tubular, bell-shaped, funnel-shaped or wheel-shaped.

(c) Aestivation: The pattern of arrangement of sepals or petals in the floral bud with respect to the other members of the same whorl is known as aestivation. The main types of aestivation are valvate, twisted, imbricate and vexillary.
Class 11 Biology Important Questions Chapter 5 Morphology of Flowering Plants 3
Types of aestivation in corolla: (a) Valvate (b) Twisted (c) Imbricate (d) Vexillary

(d) Androecium: It is composed of stamens which are male reproductive organs of a flower. Each stamen consists of a stalk or a filament and an anther. Each anther is usually bilobed. There are two chambers (pollen sacs) in each lobe. The pollen grains are produced in pollen sacs.
Class 11 Biology Important Questions Chapter 5 Morphology of Flowering Plants 4
Position of floral parts on thalamus : (a) Hypogynous (b) and (c) Perigynous (d) Epigynous

(e) Gynoecium: It is the female reproductive part of the flower. It is made up of one or more carpels. A carpel consists of three parts ovary, stigma and style. The stigma is at the tip of the style and is the receptive surface for pollen grains. The ovary is an enlarged basal part. The style connects the ovary to the stigma. Each ovary bears one or more ovules attached to a flattened, cushion-like placenta.

A flower may be trimerous tetramerous or pentamerous when the floral appendages are in multiples of 3, 4 and 5 respectively.

The flowers are described as hypogynous perigynous and epigynous based on the position of calyx, corolla and androecium in respect of the ovary on the thalamus.

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CHAPTER 9 :The Industrial Revolution NCERT SOLUTION CLASS 11TH HISTORY | EDUGROWN NOTES

Short Answer Type Question:

Q1.How did Britain’s involvement in wars from 1793 to 1815 affect British industries?

ANSWER:

During 1760 to 1815, Britain remained engaged in numerous wars with Europe, North America and India. The basic rationale behind such wars was to expand the British colonial rule and draw out resources to feed the domestic industries of Britain. However, an overview of this period states that Britain’s involvement of wars had adversely affected its industrialisation process. Following are the ways in which the British industries got affected due to Britain’s involvement in wars from 1793 to 1815:

1) During this time, the capital borrowed with the motive of industrialisation was rather ploughed in the defence and expansion of the army. This led to a shortfall in the availability of investment for Britain’s industries.

2) On the other hand, the factory workers and the farm labourers were moved out of the industries and were made to join the army.

3) At the same time, the war expenses were financed by raising tax rates. As agreed by numerous historians, approximately 35% of the war cost was met via taxes. This left people with a meagre amount of disposable cash and consequently, it led to drastic reduction in the  demand for goods in the economy.

4) Wars also led to an acute crisis for necessary goods. This further pushed up the prices of such goods, further worsening the economic situation.

Q2.What were the relative advantages of canal and railway transportation?

ANSWER:

With the development of industrialisation, England felt the need for an improved transportation system. An effective link of transportation could ensure hassle-free movement of goods and labour and establishment of canal and rail network provided the framework to achieve the same. The advantages of both these modes of transportation have been enlisted below.

1) The presence of a canal by the coal mine eased the transportation of coal to the industries and cities. This convenient transport of coal from the source to the destination due to the presence of a canal enhanced the value of a coal mine.

2) The places where two or more canals met developed as important trading spots. Overtime, these spots grew as marketing centres that further developed as hustling and bustling new towns. One such town was Birmingham that developed to its position of prominence from a small trading centre because of its position, which was at the heart of a canal system.The big landowners of that time were quick to understand the worth of building canals by their lands. This led to the construction of approximately 4000 miles of canal network between the years 1796 to 1856. However, soon this phase of ‘canal mania’ was replaced by the ‘rail mania’.  The reasons that led to the establishment of approximately 17000 miles of railway tracks within a span of 17 years (1830–1847) have been drafted below.

1) Railways proved to be a faster mode of transportation.  It was beneficial for the transportation of perishable goods from one corner of the country to the other.

2) Railways could carry much heavier commodities as compared to the canals.

3) Unlike the canals, which made transportation of goods in adverse climatic condition impossible, railways functioned efficiently all year around. This made the railways a much more reliable way of carrying goods.Thus, it will not be wrong to state that the railways had relatively more advantages as compared to the canals. Railways were more efficient and reliable mode of transportation. However, both these modes together marked a shift from a rudimentary mode of transportation to a highly advanced transportation mode that served as the backbone of England’s industrialisation process.

Q3.What were the interesting features of the ‘inventions’ of this period?

ANSWER:

The transformation of England from an agricultural country to its establishment as the workshop of the world was possible due to several inventions and technological developments. It is estimated that around 26000 inventions were made in the 18th century. Some important features of the inventions of this period are as follows:

1) Furnaces in the industries were usually dependent on the use of charcoal, the availability of which was scarce.  The invention of blast furnaces, which used coke, helped to reduce this dependency. In comparison to charcoal, coke produced much higher temperatures for the extraction of iron. This iron also permitted finer and larger castings than before.

2) With the invention of different machines, new products could be produced. These products soon flooded the English market. For instance, puddling furnaces and rolling mill made the production of broader range of iron products such as iron pipes and chairs, possible.

3) New inventions successfully reduced the gap between two units in a mill. This was a common problem in the cotton textile mill, where the weaver could start working only when the yarn had arrived from the spinners. With the invention of machines like the spinning jenny and flying shuttle loom, both the weaver and the spinner could work simultaneously.

4) New technology enabled increased production of goods in industries as compared to what was done earlier in smaller units. It is estimated that the British iron industry quadrupled its output between 1800 and 1830.

5) The Industrial Revolution marked the beginning of the factory system. In factories, workers were required to do one specific task rather than conducting several activities or the entire production job. This job specialization of the labourers along with strict quality control by managers of the factories facilitated the production of high quality goods.

6) Before Industrial Revolution, hydraulic power was the most important source of energy. However, the use of hydraulic power remained limited due to factors like climate and speed of water. The invention of steam power provided an alternative source of energy that was effective, cheap and reliable. The high pressure created by steam at high  temperature could be used to run heavy.machines

7) The invention of steam power facilitated the establishment of railway engines. Railways reduced the time taken to travel from one place to another and helped in transportation of heavy goods throughout the year.

Q4.Indicate how the supply of raw materials affected the nature of British industrialisation.

ANSWER:

Before the beginning of industrialization, England imported bulk of cotton textile from India. For this import, England had to pay high amounts to India. The initiation of England’s industrial era changed this equation forever. With the establishment of industries in England, it became capable to spin and weave its own cloth; however, it faced the problem of raw materials. To seek its own interest, England changed the terms of trade with its colonies. Its colonies such as India now became only raw material-producing countries for their colonizer.  England would buy cotton from India at low cost, weave them into finished textile in factories back home and then export back the finished product to its colonies. This trading relation proved to be highly profitable for England as it successfully sustained the process of colonisation and also provided a channel for easy flow of raw material and ready market for its finished goods.

Q5.How were the lives of different classes of British women affected by the Industrial Revolution?

ANSWER:

The Industrial Revolution in England was a potent factor that reshaped family relations, gender equation and position of women in society. Frederick Engels, writing in the late 19th century, thought that the Industrial Revolution increased women’s participation in labour outside the home and claimed that this change was emancipating. However, the story was not the same for all classes of women. The changes affected different classes of women in different ways. For some, the Industrial Revolution guaranteed mobility and independence but for most, it brought forth a life of hardship.

Poor women working in the factories suffered immensely.  Women had to work in the filthiest atmosphere for extremely long durations. For such hard labour, they were paid a meagre sum of money, usually much lesser than what was being paid to their male counterparts. Apart from the hard toil in the factories, women also had the responsibility of their households; raising the family and taking care of the household were the responsibilities of the women.

Condition of the women working in the mines was the worst. Females submitted to work in places where no man or even a lad could be got to labor in. Women worked up to their knees in water in passages eighteen inches high or less. They carried hundreds of pounds of coal in baskets suspended from their foreheads or pulled carts of coal.

Many poor women also took up the job of housemaids. There too, they had to work for more than 16 hours, and there was no job security. If they fell ill or were pregnant, they were immediately dismissed.

In contrast to this, the middle or rich class women enjoyed most benefits that the Industrial Revolution had to offer. The best and finest of goods were available to them. Maids were available for conducting the household chores. The development in the means of transport made their lives more comfortable. References also state that few women stepped out of their houses and began to work as typists and secretaries under the government, thus establishing their individual identity.

Q6.Compare the effects of the coming of the railways in different countries in the world.

ANSWER:

“Railroads are more than tracks and trains; they are a whole new way of life, the forerunners of a new civilization”, writes Headrick, D. R. in his work, ‘The Railroads of India’. This statement can well be understood if we study the inception of railways in Britain, a colonizer nation and India, a colonised country. Though the motives for the establishment in the two nations were different, its impact on the economy, society and polity was immense for both the categories of nations.
The establishment of railways in England was initiated to support the increasing demands of industrialisation in the country. Railways could link the factories and mines to the ports, thus facilitating the quick transport of raw materials to the industries and finished goods from the industries to the ports for export. Carrying of bulky goods was no more a problem with the railways coming to function.  Other than just transporting goods, railways also served to achieve the following benefits for Britain:

1) The ‘railway mania’ of the 19th century provided employment opportunities for many. Every aspect of the railways such as production of parts of the engines and bogeys, the laying down of tracks and efficient running and maintenance of the railways generated employment for the population.

2) The railway links helped in bringing new varieties of products to the market, thus increasing the variety of available goods and commodities for its population. Fish became a staple diet for maximum population, with the connection of the coastal areas being established to the cities and towns.

3) With the tremendous success and profit earned in the railway sector, more people started investing in stocks of the railways. This gave a further boost to the British economy.

4) The thick network of railways helped to connect different parts of the country, which made the movement of labour easier. People could now move out to other parts of the country in search of jobs.

5) One of the most important aspects of the development of railways in England was that it served to establish the strong pedestal of colonialism for England. The railway lines helped to bring the cheap raw materials of the colonised countries to the industries and send the complete textiles from the textiles to the port for export to the colonies.Now that we have seen how the railways benefitted Britain, we shift our attention to the impact of railways in India, a colony of Britain. The construction of railways in India was started by the British in the 19th century to facilitate the export of raw materials and create a ready market for British goods. Construction of railways in India was aimed for the economic advancement of England and not India.
Several western thinkers believed that the railways could bring Industrial Revolution to India but nothing of that sort took place. It rather facilitated further drain of Indian resources and provided no better opportunities for natives.
The following points will provide a glimpse of the scenario:

1) Indians hardly had any shares of the railways as they could be traded only in London. According to the available data, only 500 out of 50000 shareholders of Indian rail road were Indians. This proves that railways did not provide any economic boost for India.

2) There were hardly any Indian workers who were involved in the railway construction process. Engineers, foremen and other skilled workers were all brought in from England. The salaries, medical expenses and other allowances of these officers were borne by India.

3) Unlike in England, railways in India did not foster industrialisation. All necessary raw materials like iron goods, rolling stocks, locomotives, etc were imported from Britain. At times, even coal was imported from Britain.Even though the railways catered to British interests, it was a boon in disguise for India. It enabled to connect different parts of the country. National newspapers could now be transported to different parts of the country, making possible the spread of nationalist fervour quickly. The railway bogies, where people of different groups had to sit together, broke the stereotypes of castes and classes.

Thus, we can conclude that the impact of railways was very different for the colonial power and the colonised nation. On one hand, where it helped in placing Britain as a superpower on the global front, on the other hand, it made India an economy more dependent on England.

Long Answer Type Questions :


Q1.What were relative advantages of canal and railway transportation?
ANSWER:
Advantages of Canal Transportation

  • Canals were mainly built to transport coal to cities. The bulk and weight of coal made its transport by road much slower and expensive than by barges on canals. Coal was mainly used for heating and lighting homes in cities. The demand for coal grew constantly. The first English canal was made by James Bindley in 1761. It was known as Worsely canal. Its main purpose was to carry coal from the coal deposits at Worsely (near Manchester) to that city; after the canal was completed.
  • Canals were usually built by big landowners. The confluence of canals created marketing centres in new towns. For example, the city of Birmingham owed its growth to its position at the heart of a canal system connecting London, the Bristol Channel, and the Mersey and Humber rivers. Between 1760 to 1790, 25 projects of canal building began. The period between 1788 to 1796 is known as canal mania. In it, there were another 46 new projects and over the next 60 years more than 4,000 miles of canal were built.

Advantages of Railway Transportation

  • Railways emerged as a new means of transportation available throughout the year. It was both cheap and fast, to carry passengers and goods.
  • In the second stage, the invention of the railways took the entire process of industrialisation. In 1801, Richard Trevithick had devised an engine called the ‘Puffing Devil’. In 1814, the railway engineer George Stephenson invented a lomocotive called ‘The Blutcher’. It could pull a weight of 30 tonnes upto a hill at 4 mph. The first railway line connected the cities of Stockton and Darlington in 1825. The distance between the two cities was just nine miles which could be covered in 2 hours at the speed of 24 KPh.


Q2.Which factors were responsible for Industrial Revolution in England? Explain.
ANSWER:

The factors responsible for Industrial Revolution in England were as follows:

  •  Natural resources: There was plenty of natural resources like iron and coal in England. These resources are essential for the industries.
  • Capital: The traders of Britain had established good trade relations with numerous countries since a long time. They were quite affluent. So, they were successful in doing any kind of business.
  • Climate: The climate of Britain is humid. Because it is located near the sea. It was also one of the factors of Industrial Revolution.
  • Control over the colonies: British had established a large number of new colonies from where she could get the cheap raw materials and they could also serve as markets to sell the finished goods. Now they could sell their products in the colonies.
  • Shipping Industry: Shipping industry of England was much developed. Through ships, they could do their business in proper way. They could now transport the things from far away countries and also sell their products in the market.
  • Foreign Trade: The British had established their trade relations with another countries. Through this, they were able to expand their business. Foreign trade was also one of the main factors of Industrial Revolution.
  • Innovative Ideas: The British had developed innovative ideas. That is why they made new discoveries. It was one of the main causes of the Industrial Revolution.


Q3.Discuss the socio-economic effects of the Industrial Revolution.
ANSWER:
The Industrial Revolution made tremendous impact on the life of British people. It affected not only their social life but economic life too. The socio-economic effects of Industrial Revolution are as follows

  • End of Cottage Industries: During the Industrial Revolution, a lot of new machines were prepared. Through these machines, numerous products were made. In cottage industries, it was not possible to manufacture these products. So, cottage industries in England have almost ended.
  • Development of new Industrial Towns: After the Industrial Revolution, a number of new industrial towns were set up. Before it, industrial towns were not much developed. As a result, the industrial towns like Birmingham, Lancashire, Manchester, etc. came into existence.
  • Growth of Agriculture: After the Industrial Revolution, new types of cropping machine, high-yielding seeds, fertilisers and new techniques of farming came into being. The farmers could now produce high yields. It also made their economic condition strong.
  • Exploitation of women and children: Women and children were also employed in industries. They were forced to do work without wages or wages less than the male workers. It badly affected their health.
  • Increase in National Income: After the Industrial Revolution, they were now able to produce new items. These items were sold in international market at high prices. This way their national income increased.
  • Appearance of New classes: As a result of Industrial Revolution, two distinct classes appeared, i.e. the capitalists and the workers. The capitalists became more and more richer and the workers became more poorer.
  • Standard of living: After the Industrial Revolution, people became more and more rich. Transport and communication, railways, ships, etc. made their life happier and comfortable. Thus, their standard of living improved.
  • Population increased: After the Industrial Revolution people became well-off. Their standard of living improved. Now they could take nutritious diet. Numerous medicines were discovered. It also helped in checking the various diseases. Ultimately, it led to an increase in population.


Q4.How did the Industrial Revolution in England affect India’s economy?
ANSWER:

Industrial Revolution in England became the main cause of poverty in India. As India was a colony of England, it hit the Indian economy adversely. Due to the Industrial Revolution in England India’s economy was affected in the following ways:

  • The Industrial Revolution enabled England to produce more goods than needed there. Indian markets were flooded with the machine made goods from England. In this way, India became a big consumer of the English goods.
  • The Industrial Revolution in England threw the Indian artisans and handicrafts men out of job. As a result, small industries of India collapsed.
  • The British Government forced the Indian farmers to sell their raw materials at cheap rates to the British factory owners. The policy of exploiting the Indian economy for the benefit of the British capitalist was the direct consequence of the Industrial Revolution on India’s economy.
  • The unemployed artisans again became the farm labourers. They became a burden on the Indian agriculture. In this way, within very short-time, India became a poor country where agriculture was the only occupation of the people.
  • Before the Industrial Revolution, India was the major producer of cotton, woollen and silken clothes. Now India suffered a severe setback in these industries. Clothes made by the British mills were cheaper than the Indian clothes.
  • The Indian goods could not compete with the British goods. The British Government in India imposed heavy duties on the Indian goods and discouraged the Indian craftsmen ir. many ways so that they could never think of competing with the British goods.


Q5.What sort of reforms through laws were made by the British government to improve the condition of workers? What were the weaknesses of these measures?
ANSWER:

The reforms through laws made by the British government were as follows:

  • Act of 1819: In 1819, laws were passed. It prohibited the employment of children under the age of nine in factories. It limited the hours of work of those between the age of 9 and 16 to 12 hours a day.
  • Act of 1833: Under the Act of 1833, chi’dren under the age of nine were permitted to be employed only in silk factories. This act also limited the hours of work for older children. A number of Factory Inspectors Act were also employed to ensure that the Act was enforced.
  • Ten Hours Bill: In 1847, the Ten Hours Bill was passed. This bill limited the hours of work for women and children and secured a ten-hour day for male workers.
  • The Mines Commission of 1842: The Mines Commission was set up in 1842. This commission revealed that working conditions in mines had become worst, because more children had been put to work in coal mines.
  • The Mines and Collieries Act of 1842: The Mines and Collieries Act of 1842 banned children under ten and women from working in underground mines.
  • Fielder’s Factory Act of 1847: In this act, it was laid down that children under eighteen and women should not work more than ten hours a day.

The weaknesses of the these measures were as follows:

  • It was the duty of factory inspectors to enforce the factory laws. But the inspectors were poorly paid and easily bribed by factory managers.
  • Parents lied about the real ages of their children, so that they could work and contribute to family incomes.


Q6.Do you think that industrialisation affects farming, transportation, communication and trade?
ANSWER:

Industrialisation definitely makes its impact on farming, transportation, communication and trade in the following ways:

  • Effects on Farming: After the Industrial Revolution, farming was highly affected. The inventions of new machines for agriculture were made. Now the machinery took the place of mankind. The farmers could sow, reap and harvest their products through machines. On the one side, production doubled but on the other side, the unemployment problem increased.
  • Effects on Transport: Roads were built for safe and fast transportation of goods. After industrialization, production of goods increased. So the businessmen had to send their goods to the different markets. Navigational canals were dug up to carry the goods and passengers. The rapid development of the means of transport made quite easy the transportation of finished goods. Now it became easier to send goods from one country to another.
  • Effects on the Means of Communication: After Industrial Revolution, there occurred a change in the field of communication. Telegraphy and telephone were invented. Now it became easier to receive and send the message. Now people could establish contact with others in very short time.
  • Effects on Trade: Trade was highly affected. As the products increased, it also encouraged trade. The international trade grew fast. It became easier for any industrialized country to import raw material and to export the finished goods to any part of the world market.


Q7.Do you think the period between 1780 to 1820 is considered to be revolutionary for the growth of cotton or iron industries?
ANSWER:

For textile industries, the raw materials like cotton was not grown in Britain. So, Britain imported it from other countries to produce their products. After the Industrial Revolution, a number of inventions were made. Machines of high quality and capacity were made. The production also increased. To sell their products, the manufacturers sent them to other countries. Most of the products were sold in Indian markets. Since 1780, the imports and exports of British goods also increased. After the War of American Independence, its trade with North America was interrupted. But after 1780, its trading relations with North America also established again.

After 1815-20, economic changes also occurred. After French Revolution, industrialization was highly affected. Industrialization is mainly related with growth in investment in capital formation. After 1820, these things gradually appeared. Now technical progress was not only confined to these areas but also other areas too. Now its progress could be seen in other branches too. So, growth in the cotton or iron industries from 1780 to 1820 is not called revolutionary.


Q8.What were the most favorable conditions for industrialization?
ANSWER:

The most favorable conditions for industrialization were as follows:

  • Natural resources: For the development of any industry, the availability of natural resources is must. It must be in abundance.
  • Capital: Sufficient capital is also necessary for the development of industries. Without the availability of capital, the development of industries is not possible.
  • Raw materials: Availability of raw-materials is also needed for the industrialisation. It must be in plenty. The raw materials include cotton, jute, sugarcane, etc.
  • Sources of energy: There must be sufficient sources of energy like electricity, oil or coal etc.
  • Markets: There must be potential markets for the consumers. If there is potential market, more finished goods will be consumed. And the economy will grow.
  • Transportation facilities: There must be efficient transportation facility. Roads, railway lines, shipping facilities etc. play a major role in the development of country.
  • Cheap labour: For the growth of any industry a number of labourers must be available at reasonable price.
  • Suitable climate: For the growth of any industry, suitable climate is must. If the climate is not suitable, production will also be affected. Worker’s health will also deteriorate. If their health is ill, there will be shortfall in production.
  • Govt’s policy: The policy of govt, is also one of the factors in the growth of industry. If the govt is stable, it will have positive results on the industry. The industry will grow at fast pace.


Q9.Discuss the developments that took place in Britain and in other parts of the world in the eighteenth century that encouraged industrialisation.
ANSWER:

Developments in Britain

  • Population of town was increasing rapidly.
  • London was the largest town in Britain. It had become centre of global trade. It had also established its trade relations with Africa and West Indies.
  • The companies trading in America and Asia opened their offices in London.
  • Banking facilities also developed.
  • New machines for textile industry, silk industry, iron industry and coal industry were also invented.
  • Raw material was imported from the countries outside England and finished cloth was exported.
  • Railway lines were laid and steam engine was invented.
  • The big farmers made large estates by fencing around the meadows and pasture land and also bought the lands of smaller farmers nearby their property. They installed factories in their estates and became rich.
  • Landless labourers left their villages and settled in urban slums in order to work in factories there.
  • Exploitation of men, women and children in factories started. Developments in other parts of the world
  • Slaves were bought from Africa to get the work done in factories by them. British colonialism started in Africa.
  • Raw material was imported from Asia, Africa and America. Consequentially, the local industries got closed there.
  • In Britain, goods were manufactured on large scale due to the inventions of new machine. It was also cheaper than the goods produced manually in other parts of the world. Now British goods were sold in abundance.


Q10.The invention of steam power proved helpful in the industrialization of Britain. How?
ANSWER:

Steam generates tremendous power. Power is essential for the growth of any industry. Water has been the major source of energy since a long time. It was just used as hydraulic power. But it had been limited only to certain areas, seasons and by the speed of flow of the water. Now it was used as steam. Pressure was provided by steam power at high temperatures.

Mining industries and Steam Power. Firstly, steam power was used in mining industries. There was a very serious problem in mining and that was flooding. The increase of demand for coal and metals increased. Efforts were also made to obtain them from deeper mines.

Thomas Savery built a model of steam engine in 1698 to drain mines. Its name was Miner’s Friend. It worked in shallow depth and under intense pressure.

Another steam engine was built by Thomas New comen in 1712. It had the major effect of losing energy due to the continuous cooling of the condensing cylinder.

Steam Power used in Factories. The steam engine had been used only in coal mines till 1769. James Watt developed his machine in 1769. He converted the steam engine from being a mere pump into a prime mover. This machine supplied energy to power machines in factories. Watt created the Soho Foundry in Birmingham in 1775 with the help of Matthew Boulton. In this foundry Watt’s steam engines were produced in great numbers. Steam engine technology was further developed after 1800 C.E. Following factors contributed to its development:

  • The use of lighter and stronger metals.
  • The manufacture of more accurate machine tools.
  • The spread of better scientific knowledge.
  • Steam engine technology was further developed with the use of higher, stronger metals.


Q11.What are Trade unions? Discuss its aim while they were formed.
ANSWER:

Trade union is an organisation of workers who have banded together to achieve common goals in key areas, such as working conditions. Trade union, through its leadership, bargains with the employer on behalf of union members and negotiates labour contracts with employers. This may include the negotiation of wages, work rules, complaint procedures, rules governing hiring, promotion of workers, benefits, workplace safety and policies. The agreements negotiated by the union leaders are binding on the rank and file members and the employer and in some cases on other non-member workers. Trade unions became popular in many countries during the Industrial Revolution. Aims of the formation of Trade unions

  • To fight for the well-being of the workers.
  • To fight against the injustice and malpractices in the industries.
  • To fight for regulating the working hours for the workers.
  • To fight for higher wages of the workers for their work done.
  • To demand better services facilities and the working conditions of the workers.
  • These were formed to maintain the harmonious relations between the employer and the employees.
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CHAPTER 8 :Confrontation of Cultures NCERT SOLUTION CLASS 11TH HISTORY | EDUGROWN NOTES

Short Answer Type Question:

Q1.Compare the civilisation of the Aztecs with that of the Mesopotamians.

ANSWER:

The civilisations of the Aztecs and the Mesopotamians have been compared in the following table:

BasisAztec CivilisationMesopotamian Civilisation
LocationThe Aztecs inhabited the area of Mesoamerica (middle America).The Mesopotamians inhabited the region between the rivers Euphrates and Tigris(modern day Iraq, Kuwait and Syria)
Period12th–16th century CE10,000 BCE–7th century CE
PeopleNomadic people of Central MexicoComprised people from different cultures
SocietyHad a well-structured society with the nobles at the head. Serfs, servants and slaves had a low rank in the hierarchy.Also had a hierarchical society. There were three ranks: nobility at the top, free citizens at the middle and slaves at the bottom.
EconomyAgriculture was the most important work. The Aztecs cultivated pumpkins, potatoes, squash, etc.Organised agricultural practices. Proper irrigation facilities available. Temples offered loans for agriculture. Main produce were barley, grapes, onions, etc.
DeclineConstant wars and climatic changes were responsible for the decline of the Aztec Civilisation.European invasion was the cause of the decline of the Mesopotamian Civilisation.

Q2.What are the new developments helping European navigation in the fifteenth century?

ANSWER:

The existence of European people came to light to the Caribbean and the South Americans only when they started navigating across the Atlantic Sea. Several innovations and developments of the period facilitated these long voyages. First among them was the extensive use of the magnetic compass during the 15th century. This instrument helped the sailors in finding directions in the middle of the ocean. Second important development was the construction of large ships. These ships helped in easy carriage of huge cargos and instruments. These cargos and instruments, in turn, were used to protect the sailors from the attacks by the enemy ships. The third important development was the widespread circulation of travel literature and books on cosmography that further created interest to venture the sea. Ptolemy’s ‘Geography’ became available in 1478 and was widely read. He had arranged the regions of the world in terms of latitudes and longitudes. He had also suggested that the world was spherical. Such works indeed helped sailors to tread the unknown sea paths.

Q3.Give reasons for Spain and Portugal being the first in the fifteenth century to venture across Atlantic.

ANSWER:

There are several reasons for Spain and Portugal to become the first nations in the 15th century to venture across the Atlantic. Some of these factors have been enlisted below.

1) Political Factors: In 1453, the Orthodox Christian Constantinople fell before the Ottoman Turks. The control of the trading routes to the East was now controlled by the Turks, who charged heavy duties from the Italians for the trade. There was, thus, the urge to find new trade routes to the East. Both Spain and Portugal were lucky to have strong rulers and innovative sailors who took up this task. Innovators such as Prince Henry of Portugal established training schools for the navigators, and thus encouraging large-scale-sea-borne explorations. Spain, on the other hand, was brimming with confidence after being victorious in several contemporary military conquests led by Cortez and Pizzaro. These victories gave a boost to their ambitious spirits and a further kick to venture new sea routes to new colonies.

2) Religious Motives: The missionary zeal to convert more people to Christians was a primary reason to look for new lands.

3) Economic Factors: The zeal to convert people to Christianity soon encouraged the political and economic interests of the Europeans. The crusades against the Turks, for instance, was based on religious motives but it, in turn, also increased the demand of Asian goods in Europe, thus, encouraging trading between the two lands. For the Portuguese, West Africa was an unexplored land rich in spices and gold. Thus, their colonial adventure began with the attack on this rich land of resources in 1415.

Q4.What new food items were transmitted from South America to the rest of the world?

ANSWER:

The food items transmitted from South America to the rest of the world were as follows:

1)  Avocado: This is a pear shaped fruit, believed to have magical powers by the Mayans.

2)  Chilli Pepper: A spice that is used commonly in almost every cuisine worldwide, were grown by the Native Americans.

3) Chocolate: The Mayan and Aztec cultures used cocoa, which was produced from seeds of the cocoa tree, native to South America. Chocolate has become an integral food item in the world.

4)  Papaya: This fruit was originally cultivated in tropical America.

5)  Peanuts: These nuts were domesticated in South America. Later, they became very popular in China in the 1600s.

6) Pineapple: This fruit was used by the Native Americans to tenderize meat.

7) Potato: Originated in the prehistoric mountains of Argentina, potato was taken back to Europe after migrating through all the Americas.

Q5.Write an account of the journey of an African boy of seventeen captured and taken to Brazil as a slave.

ANSWER:

Peter, a boy of seventeen, was being taken to Brazil as a slave, far away from Kitaisa, a small village in Africa. Peter had never been on a sea voyage before. He was afraid and frightened thinking about his fate. He was aware of the condition of the slaves abroad.  He had seen many of his friends and family being captured and sent to America and never had he seen them return. What had become of them, did they survive the harsh conditions of the mines and plantations where they had been working or had they succumbed to the extreme torture? He pondered upon such questions as he looked around himself and saw others like him shackled in heavy iron chains. Packed below the deck of the ship like animals, he could not even get to see the sunlight. All slaves were packed so close to one another that they could not reach the toilet buckets. Thus, they lay in their own filth. The dark, damp  and filthy deck made Peter sick. He wished he could just run away to the safety of his home. However, there was no relief for him. The violent storm instead increased the time of the voyage from the usual six weeks to thirteen weeks.  The terrified faces of panic and fear and the cries of the women and children made him feel more ill.  Some slaves did try to resist but were beaten badly. The terror of the Americans resisted any slave to rise further. When the thirteen days voyage came to an end, Peter had grown weak. Yet, he survived to endure worse in his days as a slave.

Q6.How did the ‘discovery’ of South America lead to the development of European colonialism?

ANSWER:

The discovery of America by Christopher Columbus opened the gates of the land to more European colonial powers. The ‘New World’ soon emerged as the most coveted zone for the Spanish and the Portuguese. The Spanish were very aggressive in their approach and, within a short span of fifty years, were able to control a major part of the Western Hemisphere. To fulfil their greed for gold and the desire to convert the natives to Christians, the Spanish left no stone unturned. They used both military strength and the fear of gunpowder to shun all efforts of the natives to revolt against the European power. The Spanish friar Bartolome de las Casas, the most severe critic of the Spanish conquerors, observed that the Spanish often tested their swords on the naked flesh of the Arawaks.  

The colonisation of America helped the Spaniards in various ways. They were able to attain gold and introduced to new nutritious American foods.  The constant flow of goods and money from the colony helped to make the Spanish land more prosperous. This success established Spain as a dominant colonial power in the world stage.The Portuguese were the next to follow. They were only interested in the trade of timber from Brazil. To protect the trade link, many Portuguese traders started settling in the Brazilian coast. These Europeans, over time, started the production of sugar-cane. These activities facilitated the expansion of the Portuguese-controlled areas and shrinkage of the native lands. The success of the Portuguese in America soon attracted other Europeans to the land. Thus, it can be stated that the discovery of the land rich in resources attracted Europeans and led to the development for colonialism.

Long Answer Type Questions :


Q1.Discuss in detail the arguments that were placed in favour of the continuation of slavery.
ANSWER:
King of Spain, Philip II, publicly banned forced labour. A law was enacted in 1609 CE., under which the local people, Christians and non-Christians were given full liberty. The European settlers were enraged over this law. After the completion of two years, they forced the king to scrap this law and to permit enslavement once again.

New economic activities began. Lands covered with forests were cleared. Cattle-rearing was started. After the discovery of gold in 1700 CE, mining work began in full swing. But for this work, there was the need of cheap labour. Abolishment of slavery was the matter of debate in 1780s. Some were of the opinion that even before the entry of Europeans in this trade, slave existed in Africa. After 15th century, slaves formed the bulk of the labour force in the states of Africa. Some Africans helped the Europeans to capture youngsters so that they could be sold as slaves. For this, they were given crops by the European traders.

The only alternative was to bring slaves from Africa to meet this problem. More than 36 lac African slaves were brought into Brazil between 1554 and 1885 CE. In 1750 CE., some people were there who owned thousands of slaves. There were some debates from the 1780s on abolishing slavery. Some people argued that slavery existed in Africa even before the entry of Europeans in this trade. It is right that after the fifteenth century, in the states formed in Africa, slaves formed the bulk of the labour force. They also argued that few Africans even helped the Europeans to capture young men and women so that they could be sold as slaves. In return, European traders gave them crops imported from South America.


Q2.“Cortes without any explanation placed the emperor under house arrest and attempted to rule his name.” Explain how it happened?
ANSWER:

  • Mexico was conquered by Cortes and his soldiers. In 1519, Cortes sailed from Cuba to Mexico, where he made friends with the Totonacs. It was a group who wanted to secede from Aztecs rule. The Aztecs king, Montezuma, sent an official to meet him. He was terrified at the aggressiveness of the Spanish, their gunpowder and their horses. Montezuma himself was convinced that Cortes was reincarnation of an exiled God who had returned to avenge himself.
  • The invading Spaniards were dumbstruck at the sight of Tenochtitlan. It was five times larger than Madrid and had about 1 lac inhabitants. It was twice the population of Seville, the largest city of Spain.
  • Cortes was cordially received by Montezuma. The Aztecs took the Spaniards into the heart of the city, where the emperor showered them with gifts. His people were apprehensive, having heard of the massacre of the Tlaxcalans.
  • The fears of the Aztecs proved to be well founded. Without any explanation, Cortes put the emperor under house arrest and attempted to rule in his name. Cortes also installed Christian images in the Aztec temple. Montezuma suggested a compromise and placed both Aztec and Christian images in the temple.
  • The high-handedness of the Spanish occupation and their incessant demands for gold provoked a general uprising. Alvarado ordered a massacre during the Aztecs spring festival of Huizilpochtli. When Cortes returned on 25 June, 1520, he had on his hands a full-blown crisis. The Spaniards faced acute shortage of food and drinking water.
  • The Aztecs continued to fight the Spaniards. Around 600 conquistadors and more of their Tlaxcalan allies were killed in what is known as the ‘night of tears’. Cortes was forced to retreat to Tlaxcala to plan his strategy, against the newly elected king, Cuatemoc. With just 180 soldiers and 30 horses, Cortes moved into Tenochtitlan as the Aztecs prepared for their final stand. The Aztecs thought they could see omens foretelling that their end was near, and because of this the emperor chose to give up his life.


Q3.Discuss the following with regard to the people of the native Mayan civilization:
(a) Society
(b) Religion
(c) Science

ANSWER:
The Mayan civilization occupied a distinct place in the native American civilization.

  • Society: Priest was the chief of the Mayan society. They were highly respected. They had full control on government. So far state was concerned, they had the full authority but at local level, there was a provision of self-government.Agriculture was the backbone of the Mayan society. Com was the main crop of the Mayans. Some people were engaged in weaving and dying of clothes while coin, beans, potato, papaya, etc. were major food items of people.
  • Religion: Gods and goddesses were worshiped by Mayan people. These included the gods of forest, rain, fertility, fire and corn. For more rains people pleased gods. Human sacrifice was also in practice.
  • Science:
    1. The Mayans made tremendous progress in the field of science. They invented a calendar. This calendar symbolized their progress in astronomy. According to this calendar, there were 365 days and 18 months in a year. Each month had 20 days.
    2. The Mayans imparted the knowledge of zero in mathematics.
    3. Hieroglyphic script was their other achievements. It can be said that the Mayan civilization did not lag behind the other American civilizations on any aspect.


Q4.Why were Spanish and Portuguese rulers in particular so respective to the idea of funding a maritime quest?
ANSWER:
European economy went through the phase of a decline from the mid-fourteenth to mid-fifteenth centuries. Due to plague and wars, a lot of people died in various parts of Europe. Trade became slack. There was a shortage of gold and silver, used for making European coins. In the late fourteenth century, long-distance trade declined, and then became difficult after the Turks conquered Constantinople in 1453. Italians established their business with Turks. They were now required to pay higher taxes on trade.

The possibility that more people could be brought into the fold of Christianity made devout Christian Europeans ready to face adventure. After this, ‘the Crusades’ against the Turks began as a religious war. They increased Europe’s trade with Asia and created a taste for the products of Asia, especially spices. Its trade could be followed by political control, with European countries establishing colonies in regions.

Gold and spices were found in new regions. Portugal was a small country which got independence from Spain since 1139 which had developed fishing and ailing skills, took the lead. Prince Henry of Portugal attacked Ceuta in 1415. After that, more expeditions were organised and the Portuguese established a trading station in Cape Bojador in Africa.
In Spain, economic reasons encouraged individuals to become knights of the ocean. The memory of the Crusades and the success of the Reconquista fanned private ambitions and gave rise to contracts known as Capitulacion.es. Under these contracts, the Spanish ruler claimed rights of sovereignty over newly conquered territories and gave rewards to leaders of expeditions in the form of titles and the right to govern the conquered lands.


Q5.What do you know about the Arawakian Lucayos? Discuss the way of life the Arawakian Lucayos led.
ANSWER:
The Arawakian Lucayos inhabited a cluster of small islands in the Caribbean sea and the Greater Antilles. They had been expelled by the Caribs from the Lesser Antilles.

The Arawakian Lucayos always preferred negotiations. They ignored conflict. They were boat-builders and used to sail the open sea in canoes made from hollow tree trunks. They lived on hunting, fishing and agriculture. Com, sweet potatoes, tubers and cassava were major agricultural produce. The Arawakian people produced food collectively and fed everyone in the community.

The Arawakian Culture: The Arawakian people were organised under the elders of the clan. The tradition of polygamy was common. They were animists. In many other societies, shamans played an important role as healers and intermediaries between this world and that of the supernatural.

Relations with Europeans: The Arawakian people wore the ornaments made of gold. They did not give as much value to the gold as the Europeans did. Gold was exchanged from glass beads. The Arawakian Lucayos people were quite happy with this. These beads looked more beautiful. They were highly skilled in the art of weaving. It was much developed. The
hammock was one of their specialties.
The Arawakian people were very generous. They always collaborated with the Spanish in their search of gold. When the Spanish policy became brutal, they resisted. Its results were quite disastrous.


Q6.What do you understand by geographical discoveries? What were the main reasons behind these discoveries?
ANSWER:
During this period, a number of geographical discoveries happened. The period from 1490 to 1523 is known as the golden period of geographical discoveries. South and North America were discovered during this period. They were named as the New World. European ships started sailing in the Indian ocean and the Chinese sea. Geographical Discoveries: European people were too much interested in Asia particularly about the Indian goods. Merchants carried their goods to Mediterranean and Black sea through surface route. These goods were sent through sea route from that place. The Turks occupied Turkey and its nearby places by the middle of 15th century. Later on, Asian trade with Europe came to an end. Europeans were not interested in breaking the relations of trade. That is why they made an attempt to explore new routes.
Copernicus and Marco Polo sailed across Asia. In their travelogues, they wrote a lot of strange stories. A lot of scientific inventions were done. Copernicus asserted that the earth is round. This improvement in geographical knowledge gave an impetus to travel and explorations. The invention of magnetic compass helped in identifying the cardinal points.


Q7.The Incas empire was highly centralized with the king representing the highest source of authority. Elaborate.
ANSWER:

  • The Incas empire was centralized. The king was the highest authority. Quechu was the language of the court. Each people spoke Quechu language. A council of elders ruled each tribe independently. The tribe owed its allegiance to the ruler. Regarding population, there is no exact figure. But there were more than a million people in the empire who owed their allegiance to the ruler.
  • The Incas were magnificent builders like the Aztecs. They built roads through mountains from Ecuador to Chile. Their forts were built of stone slabs. They used labour-intensive technology to carve and move stones from nearby rock falls. Many stones weighed more than 100 metric tons, but they did not have any wheeled vehicles.
  • Agriculture was the main occupation of the people. They terraced hillsides and developed systems of drainage and irrigation to overcome the problem of infertility of soil. Cultivation in Andean highlands was much greater than what it is today. The Incas grew maize and potatoes.
  • They were mainly interested in weaving and pottery. They were of high quality. There was an accounting system in place-the Quipu, or cords upon which knots were made to indicate specific mathematical units. It was the opinion of some scholars that the Incas wove a sort of code into these threads.
  • The organisation of the Inca empire had pyramid-like structure. If the Inca chief was captured, the chain of command could quickly come apart. This was precisely what happened when the Spaniards decided to invade their country.


Q8.Who was Pizarro? Discuss his achievements in the Inca region.
ANSWER:

Pizarro was a poor and illiterate Spaniard. After joining the army he visited the Caribbean Islands in 1502 CE. Inca kingdom was the land of silver and gold. He made numerous attempts to reach this kingdom from the Pacific. Once, when he came back home, he met the Spanish king. He showed the king beautifully designed gold jars made by Inca workmen. He promised Pizarro if he conquered the Inca lands, he would be made the governor of those lands. Pizarro made a plan to adopt Cortes’s method. Achievements: Atahualpa secured the throne of the Inca empire after a civil war in 1532 A.D. After that Pizarro arrived. He took the king under his possession. The king offered reserves of gold as their ransom for his release. But Pizarro did not deter from his word. He assassinated the king and his soldiers plundered freely. After this, Pizarro occupied the Inca state. The cruelty of the conquerors provoked an uprising in 1534. It continued for two years. In this uprising, thousands of people died in war. In another five years, the Spanish had found vast reserves of silver in Patosi (modem Bolivia).

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