NCERT Solutions for Class 10 Geography Chapter 2 Forest and Wildlife Resources Geography

NCERT Solutions for Class 10 will help the students in learning complex topics and problems in an easy way. Class 10 Social Science NCERT Solutions will help students in understanding the topics in most simple manner and grasp it easily to perform better. You can study in an organized manner and set a good foundation for your future goals.

Page No: 22

Multiple choice questions

(i) Which of these statements is not a valid reason for the depletion of flora and fauna?
(a) Agricultural expansion
(b) Large scale developmental projects
(c) Grazing and fuel wood collection
(d) Rapid industrialisation and urbanisation
► (c) Grazing and fuel wood collection

(ii) Which of the following conservation strategies do not directly involve community participation?
(a) Joint forest management
(b) Beej Bachao Andolan
(c) Chipko Movement
(d) Demarcation of Wildlife sanctuaries
► (d) Demarcation of Wildlife sanctuaries
2. Match the following animals with their category of existence.

Answer

3. Match the following.

Answer

4. Answer the following questions in about 30 words.

(i) What is biodiversity? Why is biodiversity important for human lives?

(ii) How have human activities affected the depletion of flora and fauna? Explain.

Answer

(i) Biodiversity is immensely rich in wildlife and cultivated species, diverse in form and function, but closely integrated in a system through multiple networks of interdependencies.
It is important for human lives because the human beings, along with the biodiversity, form a complete web of ecological system in which we are only a part and are very much dependent on this system for our own existence.

(ii) Several human activities have affected the depletion of flora and fauna and has led to decline in India’s biodiversity. The main factors responsible for this damage are:
→ Habitat destruction, mainly due to overpopulation leading to expansion of agriculture, mining, industrialisation and urbanisation and consequent wiping out of large forest areas.
→ Hunting and poaching and illegal trade of animal skin, tusk, bones, teeth, horns, etc have lead many speices to the verge of extinction.
→ Environmental pollution, poisoning of water bodies due to discharge of industrial effluents, chemicals, wastes, etc. leading to animal deaths.
→ Forest fires often induced by shifting cultivation wiping out valuable forests and wildlife.
→ Large scale development projects and destruction of forests.
→ Grazing and fuel wood collection.
→Over-exploitation of forest products
Other important causes of environmental destruction are unequal access, inequitable consumption of forest resources and differential sharing of responsibility for environmental well-being.

5. Answer the following questions in about 120 words.

(i) Describe how communities have conserved and protected forests and wildlife in India.

(ii) Write a note on good practices towards conserving forest and wildlife.

Answer

(i) Indian forests are home to different communities. These communities have a complex relationship with their environment. The Mundas and the Santhal of Chhota Nagpur region worship Mahua and Kadamba trees; the tribals of Orissa and Bihar worship the tamarind and mango trees. Similarly, the Bishnois of Rajasthan hold the antelopes in high reverence. For these communities, particular flora and fauna are integral to their identity, so they take a number of steps to protect the same. Villagers around the Sariska Reserve have opposed mining activities in the region as these activities endanger wildlife. Villagers in the Alwar district of Rajasthan have banned hunting and lumbering activities in a 1200 hectare area they have marked as Bhairodev Dakav ‘Sonchuri’. Such activities have helped preserve patches of virgin forest land.

(ii) Good practices towards conserving forest and wildlife are plenty. Nowadays, many non-governmental organisations are working towards creating public awareness for conserving depleting forest cover and vanishing wildlife. Central and state governments in India have set up national parks and wildlife sanctuaries to protect forests and endangered species in wildlife. A recently developing practice towards conservation is the search for different conservation measures. Biodiversity is the new by-word of good practices towards conserving forest and wildlife. Various communities, especially in tribal areas, who are dependent on forests for their living are now taking an active role in this form of conservation.

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NCERT Solutions for Class 10 Geography Chapter 1 Resources and Development Geography

NCERT Solutions for Class 10 will help the students in learning complex topics and problems in an easy way. Class 10 Social Science NCERT Solutions will help students in understanding the topics in most simple manner and grasp it easily to perform better. You can study in an organized manner and set a good foundation for your future goals.

Page No: 12
Multiple choice questions

(i) Which one of the following type of resource is iron ore?
(a) Renewable
(b) Biotic
(c) Flow
(d) Non-renewable
► (d) Non-renewable

(ii) Under which of the following type of resource can tidal energy be put?
(a) Replenishable
(b) Human-made
(c) Abiotic
(d) Non-recyclable
► (a) Replenishable

(iii) Which one of the following is the main cause of land degradation in Punjab?
(a) Intensive cultivation
(b) Deforestation
(c) Over irrigation
(d) Overgrazing
► (c) Over irrigation

(iv) In which one of the following states is terrace cultivation practised?
(a) Punjab
(b) Plains of Uttar Pradesh
(c) Haryana
(d) Uttarakhand
► (d) Uttarakhand

(v) In which of the following states is black soil found?
(a) Jammu and Kashmir
(b) Maharashtra
(c) Rajasthan
(d) Jharkhand
► (b) Maharashtra

Page No: 13

2. Answer the following questions in about 30 words.

(i) Name three states having black soil and the crop which is mainly grown in it.

(ii) What type of soil is found in the river deltas of the eastern coast? Give three main features of this type of soil.

(iii) What steps can be taken to control soil erosion in the hilly areas?

(iv) What are the biotic and abiotic resources? Give some examples.

Answer

(i) Maharashtra, Madhya Pradesh and Chhattisgarh are states having black soil.
Cotton is mainly grown in black soil.

(ii) Alluvial Soil is found in the river deltas of the eastern coast.
Three features of alluvial soil:
→ Alluvial soils are very fertile.
→ They are ideal for growing sugarcane, wheat and paddy.
→ The regions of alluvial soils are intensively cultivated and densely populated.

(iii) In hilly areas, soil erosion can be controlled by ploughing across contour-lines, making use of terrace farming techniques and using strips of grasses to check soil erosion by wind and water.

(iv) Biotic Resources: The resources which are obtained from the biosphere and have life are called Biotic Resources. For example, animals and plants including human beings.
Abiotic Resources: The resources which are composed of non-living things are called Abiotic Resources. For example, water, minerals, metals, wind, solar energy etc.

3. Answer the following questions in about 120 words.
(i) Explain land use pattern in India and why has the land under forest not increased much since 1960-61?

(ii) How have technical and economic development led to more consumption of resources?

Answer

(i) Land resources in India are primarily divided into agricultural land, forest land, land meant for pasture and grazing, and waste land. Waste land includes rocky, arid and desert areas, and land used for other non-agricultural purposes such as housing, roads and industry. According to the recent data, about 54% of the total land area is cultivable or fallow, 22.78% is covered by forests, and 3.38% is used for grazing. The rest is waste land, with traces of miscellaneous cultivation.
The land under forest has not increased since 1960–61 because in the post-independence era demand for more land to expand agriculture, mainly after Green Revolution, developmental works and infrastructural facilities, led to clearance of forests areas. Industrialisation and urbanisation also decreased the forest area. Thus, land under forest has increased by only about 4% since 1960-61.

(ii) Technical and economic development have led to more consumption of resources on account of various factors such as:
→ Technological development provides sophisticated equipments. As a result, production increases ultimately leading to consumption of more resources.
→ Technological development also leads to economic development. When the economic condition of a country rises, the needs of people also rise. It again results into more consumption of resources.
→ Economic development provides favourable environment for the development of latest technologies. It helps to make or convert various materials found around us into resources. Finally, it results into the consumption of new available resources too.
Project/Activity
4.  Solve the puzzle by following your search horizontally and vertically to find the hidden answers.
(i) Natural endowments in the form of land, water, vegetation and minerals.
(ii) A type of non-renewable resource.
(iii) Soil with high water retaining capacity.
(iv) Intensively leached soils of the monsoon climate.
(v) Plantation of trees on a large scale to check soil erosion.
(vi) The Great Plains of India are made up of these soils.
Answer

(i) Resources
(ii) Minerals
(iii) Black
(iv) Laterite
(v) Afforestation
(vi) Alluvial

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NCERT Solutions for Class 10 History Chapter 5 Print Culture and the Modern World

NCERT Solutions for Class 10 will help the students in learning complex topics and problems in an easy way. Class 10 Social Science NCERT Solutions will help students in understanding the topics in most simple manner and grasp it easily to perform better. You can study in an organized manner and set a good foundation for your future goals.

Page No: 176

Write in Brief

1.Give reasons for the following:
(a) Woodblock print only came to Europe after 1295.
(b) Martin Luther was in favour of print and spoke out in praise of it.
(c) The Roman Catholic Church began keeping an Index of Prohibited books from the mid-sixteenth century.
(d) Gandhi said the fight for Swaraj is a fight for liberty of speech, liberty of the press, and freedom of association.

Answer

(a)Woodblock print was invented around the sixth century in China. It came to Europe, along with Marco Polo, in 1295. Marco Polo returned to Italy after many years of exploration in China, and he brought the knowledge of woodblock print with him on his return.

(b) Through the publications of his protestant ideas, Martin Luther challenged the orthodox practices and rituals of the Roman Catholic Church. He wrote 95 theses criticizing many of the practices of the Roman Catholic Church. Luther’s writings were immediately reproduced in vast numbers and read widely. This led to a division within the church and to the beginning of the Protestant Reformation. He also translated the New Testament of which 5000 copies were sold within a few days. These were impossible without the printing technology. Deeply grateful to the print, Luther said, “Printing is the ultimate gift of God and the greatest one.”
This is the reason why Luther was in favour of print and spoke out in praise of it.

(c) The Roman Catholic Church had to face many dissents from mid-16th century onwards. People had written many books that interpreted the God and the creation in their own ways or as they liked. Therefore, the church banned such books and kept the record of such banned books. It was called the Index of Prohibited Books.

(d) Gandhi considered that the liberty of speech, liberty of press and freedom of association were three most powerful vehicles of expressing and cultivating public opinion. Therefore, he said the fight for Swaraj was a fight for liberty of speech, press, and freedom for association.

2. Write short notes to show what you know about:
(a) The Gutenberg Press
(b) Erasmus’s idea of the printed book
(c) The Vernacular Press Act

Answer

(a) The Gutenberg Press: The first printing press was developed by Johan Gutenberg in 1430s. It was a developed form of the olive and wine presses. By 1448 Gutenberg perfected this system. The lead moulds were used for casting the metal types for the letters of alphabet. The first book he printed was Bible. He produced 180 copies of Bible in 3 years, which was much faster by standards of the time, at the time.

(b) Erasmus’s idea of printed book: Erasmus was the Latin scholar and a Catholic reformer. He criticized the printing of books. He thought that most of the books are stupid, ignorant, scandalous, raving, irreligious and seditious. According to him such books devaluate the valuable books.

(c) The Vernacular Press Act: Modelled on the Irish Press Laws, it was passed in 1878. This law gave the government tyrannical rights to censor reports and editorials in the vernacular press. If a seditious report was published and the newspaper did not heed to an initial warning, then the press was seized and the printing machinery confiscated. This was a complete violation of the freedom of expression.

3. What did the spread of print culture in nineteenth century India mean to:
(a) Women
(b) The poor
(c) Reformers

Answer

(a) The spread of print culture in 19th century India benefitted Indian women through learning and education. The liberal families supported the education but conservative Hindus believed
that a literate girl would be widowed and Muslims feared that educated women would be corrupted by reading Urdu romances. This led to the counter reaction, as most of the oppressed women began to study and read books and learnt writing in secrecy. Some literate women started to write books and their autobiographies. Rashasundari Devi, a young married girl wrote her autobiography “Amar Jiban” which was published in 1876. Overall, the print culture in 19th century India helped in spread of the feeling of self-reliance among Indian women.

(b) The poor people benefitted from the spread of print culture because of the availability of books at a low price. The readership among them increased due to the publication of low priced books. Public libraries were also set up from the early 19th century, expanding the access to the books where all people could gain knowledge. Encouraged and inspired by the social reformers, the people like factory workers too set up their libraries and some even wrote books. Kashibaba, a Kanpur mill worker wrote and published ‘Chote aur Bade Ka Sawal’.

(c) Indian reforms of 19th century utilized print culture as the most potent means of spreading their reformist ideas and highlight the unethical issues. They began publishing various vernacular and English and Hindi newspapers and books through which they could spread their opinions against widow immolation, child marriage, monotheism, Brahmanical priesthood and idolatry to the common people of the country. In this way the spread of print culture in the 19th century provided them a space for attacking religious orthodoxy and to spread modern social and political ideas to the people of different languages across the country.

Discuss

1. Why did some people in 18th century Europe think that print culture would bring enlightenment and end despotism?

Answer

Many people in the 18th century Europe thought that the print culture has the power in it to bring enlightenment and end despotism. This would help in spreading of literacy and knowledge among all class of people. Social reformers like Louise, Sebastian Mercier, and Martin Luther felt that the print culture is the most powerful engine of progress and public opinion and hence, it would definitely bring enlightenment and an end to despotism.

2. Why did some people fear the effect of easily available printed books? Choose one example from Europe and one from India.

Answer

Some people especially from upper class and powerful class feared the effect of easily available printed books. Their cause of fear was that due to the spread of literacy among the common people they may loose their position or authorities. Some people feared that this may lead to the spread of rebellions and irreligious thoughts. For example –
→ In Europe, the Roman Catholic Church tried to curb the printed books through the Index of Prohibited Books.
→ In India, the Vernacular Press Act imposed restrictions on Indian press and various local newspapers. Also, some religious leaders and some people from upper castes expressed their fear.

4. What were the effects of the spread of print culture for poor people in nineteenth century India?
Answer

The effects of the spread of print culture for poor people in nineteenth century India were:
→ The poor people benefited from the spread of print culture in India on account of the availability of low-price books and public libraries.
→ Enlightening essays were written against caste discrimination and its inherent injustices. These were read by people across the country.
→  On the encouragement and support of social reformers, over-worked factory workers set up libraries for self-education, and some of them even published their own works, for example, Kashibaba and his “Chhote Aur Bade Ka Sawal”.

5. Explain how print culture assisted the growth of nationalism in India.

Answer

The print culture immensely helped the growth in the growth of nationalism in India in the following ways –
→ Through vernacular press, oppressive methods of colonial rule were reported.
→ The misrule of government and its initiative on curbing the freedom of press spread the nationalist ideas that demanded freedom of press.
→ Nationalist feelings and revolutionary ideas were secretly spread by the dailies like – The Amrit Bazar Patrika, The Indian Mirror, Kesri, The Hindu, Bombay Samachar etc. Through these newspapers national leaders always tried to mobilize public opinion of Indian masses and unite them for the cause of nationalism.
→ The print culture helped in educating the people who then started to be gradually influenced by the reformist and nationalist ideas of the various Indian leaders like Raja Ram Mohun Roy, Tilak, Subhas Bose and Gandhiji etc.

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NCERT Solutions for Class 10 History Chapter 4 The Age of Industrialisation

NCERT Solutions for Class 10 will help the students in learning complex topics and problems in an easy way. Class 10 Social Science NCERT Solutions will help students in understanding the topics in most simple manner and grasp it easily to perform better. You can study in an organized manner and set a good foundation for your future goals.

Write in Brief

1. Explain the following:
(a) Women workers in Britain attacked the Spinning Jenny.
(b) In the seventeenth century merchants from towns in Europe began employing peasants and artisans within the villages.
(c) The port of Surat declined by the end of the eighteenth century.
(d) The East India Company appointed gomasthas to supervise weavers in India.

Answer

(a) Women workers in Britain attacked the Spinning Jenny because it speeded up the spinning process, and consequently, reduced labour demand. This caused a valid fear of unemployment among women working in the woollen industry. Till date, they had survived on hand spinning, but this was placed in peril by the new machine.

(b) The trade and commerce guild controlled the market, raw materials, employees, and also production of goods in the towns. This created problems for merchants who wanted to increase production by employing more men. Therefore, they turned to peasants and artisans who lived in villages.

(c) The port of Surat declined by the end of the eighteenth century on account of the growing power of European companies in trade with India. They secured many concessions from local courts as well as the monopoly rights to trade. This led to a decline of the old ports of Surat and Hoogly from where local merchants had operated. Exports slowed and local banks here went bankrupt.

(d) The English East India Company appointed Gomasthas for:
→ To eliminate the existence of traders and brokers and establish a direct control over the weavers.
→ To eliminate weavers from dealing with other buyers by means of advances and control. In this manner, weavers who took loans and fees in advance were obligated to the British.

2. Write True or False against each statement:

(a) At the end of the nineteenth century, 80 per cent of the total workforce in Europe was employed in the technologically advanced industrial sector.
► False

(b) The international market for fine textiles was dominated by India till the eighteenth century.
► True

(c) The American Civil War resulted in the reduction of cotton exports from India.
► Flase

(d) The introduction of the fly shuttle enabled handloom workers to improve their productivity.
► True

3. Explain what is meant by proto-industrialisation.

Answer

Proto-industrialisation is the phase of industrialisation that was not based on the factory system. Before the coming of factories, there was large-scale industrial production for an international market. This part of industrial history is known as proto-industrialisation.

Discuss

1. Why did some industrialists in nineteenth-century Europe prefer hand labour over machines?

Answer
Some industrialists in nineteenth-century Europe prefer hand labour over machines because:→ Machines were costly, ineffective, difficult to repair, and needed huge capital investments.
→ Labour was available at low wages at that period of time.
→ In seasonal industries only seasonal labour was required.
→ Market demands of variety of designs and colour and specific type could not be fulfilled by machine made clothes. Intricate designs and colours could be done by human-skills only.
→ In Victorian age, the aristocrats and other upper class people preferred articles made by hand only.

2. How did the East India Company procure regular supplies of cotton and silk textiles from Indian weavers?

Answer

The English East India Company used different means to procure silk and cotton from the weavers:
→ Appointment of paid supervisors called Gomasthas. They also collected supplies and examined cloth quality of the weavers.
→ Prevention of Company weavers from dealing with other buyers through a system of advances and loans.

3. Imagine that you have been asked to write an article for an encyclopaedia on Britain and the history of cotton. Write your piece using information from the entire chapter.

Answer

Britain and the History of Cotton
During the seventeenth and eighteenth centuries, merchants would trade with rural people in textile production. A clothier would buy wool from a wool stapler, carry it to the spinners, and then, take the yarn to the weavers, fuller and dyers for further levels of production. London was the finishing centre for these goods. This phase in British manufacturing history is known as proto-industrialisation. In this phase, factories were not an essential part of industry. What was present instead was a network of commercial exchanges.

The first symbol of the new era of factories was cotton. Its production increased rapidly in the late nineteenth century. Imports of raw cotton sky-rocketed from 2.5 million pounds in 1760 to 22 million pounds in 1787. This happened because of the invention of the cotton mill and new machines, and better management under one roof. Till 1840, cotton was the leading sector in the first stage of industrialisation.

Most inventions in the textile production sector were met with disregard and hatred by the workers because machines implied less hand labour and lower employment needs. The Spinning Jenny was one such invention. Women in the woollen industry opposed and sought to destroy it because it was taking over their place in the labour market.

Before such technological advancements, Britain imported silk and cotton goods from India in vast numbers. Fine textiles from India were in high demand in England. When the East India Company attained political power, they exploited the weavers and textile industry in India to its full potential, often by force, for the benefit of Britain. Later, Manchester became the hub of cotton production. Subsequently, India was turned into the major buyer of British cotton goods.

During the First World War, British factories were too busy providing for war needs. Hence, demand for Indian textiles rose once again. The history of cotton in Britain is replete with such fluctuations of demand and supply.

4. Why did industrial production in India increase during the First World War?

Answer

India witnessed increased industrial production during the First World War due to following reasons:
→ British industries became busy in producing and supplying war-needs. Hence, they stopped exporting British goods or clothes for colonial markets like that in India.
→ It was a good opportunity for Indian industries to fill in empty Indian markets with their products. It was done so. Therefore, industrial production in India increased.
→ Also the British colonial government asked Indian factories to supply the war needs like – jute bags, cloth or army uniforms, tents and leather boots, horse and mule saddle, etc.
→ The increased demands of variety of products led to the setting up of new factories and old ones increased their production.
→ Many new workers were employed and everyone was made to work longer hours.

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NCERT Solutions for Class 10 History Chapter 3 The Making of Global World

NCERT Solutions for Class 10 will help the students in learning complex topics and problems in an easy way. Class 10 Social Science NCERT Solutions will help students in understanding the topics in most simple manner and grasp it easily to perform better. You can study in an organized manner and set a good foundation for your future goals.

Page No: 102

Write in Brief

1. Give two examples of different types of global exchanges which took place before the seventeenth century, choosing one example from Asia and one from the Americas.

Answer

Examples of the different types of global exchanges which took place before the seventeenth century:
• Example from the Americas: America had abundant crops, minerals and precious metals like gold and silver. The Europeans enhanced their wealth by utilising the rich resources of gold and silver.
• Example from Asia: China exported pottery and silk to India and Southeast Asia in return of textile goods and spices.

2. Explain how the global transfer of disease in the pre-modern world helped in the colonisation of the Americas.

Answer

The global transfer of disease in the pre-modern world helped in the colonisation of the Americas because the original inhabitants had no immunity against these diseases that came from Europe. Before the discovery of America, it had been cut off from regular contact with the rest of the world for millions of years. In particular, Smallpox proved a deadly killer. Once introduced, it spread deep into the continent, ahead even of any Europeans reaching there. It killed and decimated whole communities, paving the way for conquest.

3. Write a note to explain the effects of the following:
(a) The British government’s decision to abolish the Corn Laws.
(b) The coming of rinderpest to Africa.
(c) The death of men of working-age in Europe because of the World War.
(d) The Great Depression on the Indian economy.
(e) The decision of MNCs to relocate production to Asian countries.

Answer

(a) After the British government’s decision to abolish the Corn Laws, food could be imported into
Britain more cheaply than it could be produced within the country. British agriculture was unable to compete with imports. Vast areas of land were now left uncultivated, and thousands of men and women were thrown out of work. They flocked to the cities or migrated overseas. This indirectly led to global agriculture and rapid urbanisation, a prerequisite of industrial growth.

(b) Rinderpest had a terrifying impact on people’s livelihoods and the local economy. Rinderpest killed 90 percent of the cattle which destroyed African livelihoods. Planters, mine owners and colonial governments strengthen their power and forced Africans into the labour market.

(c) The death of men of working-age in Europe because of the World War reduced the able-bodied workforce in Europe. As men went to battle, women stepped in to undertake jobs that earlier only men were expected to do.

(d) The depression immediately affected Indian trade. India’s exports and imports nearly halved between 1928 and 1934. Between 1928 and 1934, wheat prices in India fell by 50 percent. Across India, peasants’ indebtedness increased. They used up their savings, mortgaged lands, and sold whatever jewellery and precious metals they had to meet their expenses. In these depression years, India became an exporter of precious metals, notably gold.

(e) The relocation of industry to low-wage countries stimulated world trade and capital flows. In the last two decades, the world’s economic geography has been transformed as countries such as India,
China and Brazil have undergone rapid economic transformation.

4. Give two examples from history to show the impact of technology on food availability.

Answer

Two examples from history to show the impact of technology on food availability were:→ Faster railways, lighter wagons and larger ships helped move food more cheaply and quickly from faraway farms to final markets.
→ Refrigerated ships, which enabled the transport of perishable foods like meat, butter and eggs over long distances.

5. What is meant by the Bretton Woods Agreement?

Answer

The Bretton Woods Agreement was signed between the world powers in July 1944 at Bretton Woods in New Hampshire, USA. It established the International Monetary Fund (IMF) to deal with external surpluses and deficits of its member nations and the International Bank for Reconstruction and Development was set up to finance post-war reconstruction.

Discuss

6. Imagine that you are an indentured Indian labourer in the Caribbean. Drawing from the details in this chapter, write a letter to your family describing your life and feelings.

Answer
Respected Family,

I hope all of you are fine there. I have been hired by the colonisers under a contract stating that I could return to India after working for five years at a plantation. However, the contract was a fraud and these are not allowing me to return. I joined this job in the hope to escape poverty and oppression but the condition of living and working is very harsh here. Most of the workers here belong to Bihar, central India and the dry regions of Tamil Nadu. There are few legal rights given to us. However, we have developed new art forms for expression.

Your Loving,
ABC

7. Explain the three types of movements or flows within international economic exchange. Find one example of each type of flow which involved India and Indians, and write a short account of it.

Answer

The three types of movements or flows within the international economic exchange are:
(i) Flow of trade: mean trade in goods such as cloth or wheat.
(ii) Flow of labour: mean the migration of people to new areas in search of work.
(iii) Flow of capital: short-term and long-term loan to and from other nations.

(i) India was involved in trade relations since ancient times. It exported textiles and spices in return for gold and silver from Europe.

(ii) In the nineteenth century, hundreds of thousands of Indian labourers went to work on plantations, in mines, and in road and railway construction projects around the world.

(iii) During British rule in India, many Europeans established their factories in India. Also, many Indian traders ventured beyond European colonies and they established flourishing emporia at busy ports worldwide, selling local and imported curios to tourists.

8. Explain the causes of the Great Depression.

Answer

The Great Depression was a result of many factors:
→ Prosperity in the USA during the 1920s created a cycle of higher employment and incomes. It led to rise in consumption and demands. More investment and more employment created tendencies of speculations which led to the Great Depression of 1929 upto the mid-1930s.
→ Stock market crashed in 1929. It created panic among investors and depositors who stopped investing and depositing. As a result, it created a cycle of depreciation.
→ Failure of the banks: Some of the banks closed down when people withdrew all their assets, leaving them unable to invest. Some banks called back loans taken from them at the same dollar rate inspite of the falling value of dollar. It was worsened by British change in policy to value pound at the pre-war value.

9. Explain what is referred to as the G-77 countries. In what ways can G-77 be seen as a reaction to the activities of the Bretton Woods twins?

Answer
G-77 countries is a group of developing countries that demanded a new international economic order (NIEO); By the NIEO they meant a system that would give them real control over their natural resources, more development assistance, fairer prices for raw materials, and better access for their
manufactured goods in developed countries’ markets.

The Bretton Woods twins i.e., the International Monetary Fund and the World Bank have been established by the developed countries. The decision-making power in these institutions is in the hands of the Western industrial powers and USA. These institutions were set up to meet the financial needs of the industrialised countries and had nothing to do with the poverty and lack of development in the former colonial countries and developing nations. G-77 was created to cater the needs of developing nations. Therefore, G-77 be seen as a reaction to the activities of the Bretton Woods twins.

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NCERT Solutions for Class 10 History Chapter 2 Nationalism in India

NCERT Solutions for Class 10 will help the students in learning complex topics and problems in an easy way. Class 10 Social Science NCERT Solutions will help students in understanding the topics in most simple manner and grasp it easily to perform better. You can study in an organized manner and set a good foundation for your future goals.

Page No: 74

Write in Brief

1. Explain:
(a) Why growth of nationalism in the colonies is linked to an anti-colonial movement.
(b) How the First World War helped in the growth of the National Movement in India.
(c) Why Indians were outraged by the Rowlatt Act.
(d) Why Gandhiji decided to withdraw the Non-Cooperation Movement.

Answer

(a) The sense of being oppressed under colonialism provided a shared bond that tied many different groups together. People began discovering their unity in the process of their struggle with colonialism. The movements of freedom struggle were joined by the masses to free themselves from foreign exploitation. Thus, the growth of nationalism in the colonies is linked to anti-colonial movements.

(b) During the First World War, to finance the defence expenditure, customs duties were raised and income tax introduced. The forced recruitment in rural areas caused widespread anger. In 1918-19 and 1920-21, crops failed in many parts of India which resulted in acute shortages of food. Also, there was an influenza epidemic. The hardships of people did not ended after the war. Thus, they united under leaders to find a new way of struggle.

(c) The Rowlatt Act was hurriedly passed through the Imperial Legislative Council despite the united opposition of the Indian members. It gave the government enormous powers to repress political activities and allowed detention of political prisoners without trial for two years. This was an unjust and oppressive law for Indians. Thus, Indians were outraged by the Rowlatt Act.

(d) Gandhiji felt the movement was turning violent in many places such as Chauri Chaura incident. He felt that satyagrahis needed to be properly trained before they would be ready for mass struggles. Thus, Gandhiji decided to withdraw the Non-Cooperation Movement.

2. What is meant by the idea Satyagraha?

Answer

Satyagraha was a novel method of mass agitation. The idea of ‘Satyagraha’ emphasized the power of truth and the need to search for truth. It suggested that if the cause was true, if the struggle was against injustice, then physical force was not necessary to fight the oppressor. A satyagrahi could win the battle through non-violence without seeking vengeance or being aggressive.

3. Write a newspaper report on:
(a) The Jallianwala Bagh massacre
(b) The Simon Commission

Answer

a) On 13th April 1919, the infamous Jallianwalla Bagh incident took place in the enclosed ground of Jallianwala Bagh. A large crowd gathered in the Jallianwala Bagh. Some people were present to protest against the British government’s repressive measures while others were there to attend the annual Baishakhi Fair. Being from outside the city, many villagers were unaware of the martial
law that had been imposed. Suddenly, a British military officer, General Dyer came, blocked the exit points from the Bagh and opened fire upon the innocent citizens. Hundreds of innocent people including women and children were killed and wounded due to firing by the British soldiers.

b) The Simon Commission was constituted by the Tory Government in Britain, under Sir John Simon. The objective of the Commission was to look into the functioning of the constitutional system in India and suggest some constitutional changes. But nationalists in India opposed the Commission because it had not a single Indian member. Therefore, when the Simon Commission arrived in India in 1928, it was greeted with the slogan “Go Back Simon”. All parties, including Congress and the Muslim league, participated in the demonstrations.

4. Compare the images of Bharat Mata in this chapter with the image of Germania in Chapter 1.

Answer

→ The image of Germania was the symbol of German nation whereas the image of Bharat Mata was the symbol of Indian nation.
→ Both images inspired nationalists who worked very hard to unify their respective countries and to attain a liberal nation.
→ The image of Bharat Mata painted by Abanindranath Tagore is bestowed with learning, food, clothing and some ascetic quality also. Another painting of Bharat Mata in which we find Mata holding Trishul and standing beside a lion and an elephant – symbols of power and authority. Germania as a female figure is standing against a background of the tricolour fabric of the national flag. She is wearing a crown of oak leaves, as the German oak stands for heroism.

Discuss

1. List all the different social groups which joined the Non-Cooperation Movement of 1921. Then choose any three and write about their hopes and struggles to show why they joined the movement.

Answer

The different social groups that joined the Non-Cooperation Movement of 1921 were the urban middle class comprising lawyers, students, teachers and headmasters, peasants, tribals and workers.→ The middle class joined the movement because the boycott of foreign goods would make the sale of their textiles and handlooms go up.
→ The peasants took part in the movement because they hoped they would be saved from the oppressive landlords, high taxes taken by the colonial government.
→ Plantation workers took part in the agitation hoping they would get the right to move freely in and outside the plantations and get land in their own villages.

2. Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism.

Answer

Mahatma Gandhi found in salt a powerful symbol that could unite the nation as it was consumed by rich and poor alike. He declared that the tax on salt and the government monopoly over its production was the most oppressive face of British rule. Gandhiji sent a letter to Viceroy Irwin stating eleven demands. The most stirring of all was the demand to abolish the salt tax. Irwin was unwilling to negotiate, so Gandhiji started Salt march with 78 volunteers. He reached Dandi, violated law and made salt. This March developed the feeling of nationalism, people in different parts of the country broke the salt law and manufactured salt and demonstrated in front of government salt factories. Thus, Salt March was an effective symbol of resistance against colonialism.

3. Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant to your life.

Answer
I participated in the Civil Disobedience Movement which was called by Gandhiji. I participated in protest marches, manufactured salt, and picketed foreign cloth and liquor shops and went to jail. I really see these services to the nation as a sacred duty of women. From the very start, I was sure that British had to leave our country and I saw this as a proud moment as I took part in this activity.

4. Why did political leaders differ sharply over the question of separate electorates?

Answer

Many dalit leaders were keen on a different political solution to the problems of the community. They began organising themselves, demanding a separate electorate that would choose dalit members for legislative councils. They believed political empowerment would resolve the problems of their social disabilities. Dr B.R. Ambedkar, who organised the dalits into the Depressed Classes Association in 1930, clashed with Mahatma Gandhi at the second Round Table Conference by demanding separate electorates for dalits. Gandhiji believed that separate electorates for dalits would slow down the process of their integration into society.
After the decline of the Non-Cooperation-Khilafat Movement, many Muslim leaders and intellectuals expressed their concern about the status of Muslims as a minority within India. They feared that the culture and identity of minorities would be submerged under the domination of Hindu majority.

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NCERT Solutions for Class 10 History Chapter 1 The Rise of Nationalism in Europe Social Science

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Page No: 28

Write in Brief

1. Write a Note on:
a) Giuseppe Mazzini
b) Count Camilo de Cavour
c) The Greek War of Independence
d) The Frankfurt Parliament
e) The role of women in nationalist struggles

ANSWERS

a) Giuseppe Mazzini: Giuseppe Mazzini was an Italian revolutionary. He was born in Genoa in 1807. He was a member of the secret society of the Carbonari. At the age of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He founded underground societies named ‘Young Italy’ in Marseilles and ‘Young Europe’ in Berne, whose members were like-minded young men from Poland, France, Italy and the German States. He believed that God had intended nations to be the natural units of mankind. So, Italy had to be forged into a single unified republic within a wider alliance of nations.

b) Count Camilo de Cavour: Cavour was chief minister of Sardinia-Piedmont state who led the movement to unify the regions of Italy. He was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian. He engineered a careful diplomatic alliance with France, which helped Sardinia-Piedmont defeat the Austrian forces in 1859, and thereby free the northern part of Italy from the Austrian Habsburgs.

c) The Greek War of Independence: Greece was a part of the Ottoman Empire since the 15th century. The struggle for independence amongst the Greeks began in 1821. Nationalists in Greece got support from other Greeks living in exile and also from many Western Europeans sharing sympathies for ancient Greek culture. Poets and artists lauded Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against a Muslim empire. Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation.

d) The Frankfurt Parliament: It was an all-German National Assembly formed by a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans. Its first meeting was convened on 18 May 1848 in the Church of St. Paul at Frankfurt. They drafted a constitution for the German nation to be headed by a monarchy subject to a parliament. The king of Prussia rejected the crown offered by the deputies of parliament and joined other monarchs to oppose the elected assembly. As it was dominated by the middle classes who resisted the demands of workers and artisans and consequently lost their support. In the end, troops were called in and the assembly was forced to disband.

e) The role of women in nationalist struggles: The issue of extending political rights to women was a controversial one within the liberal movement, in which large numbers of women had participated actively over the years. Women had formed their own political associations, founded newspapers and taken part in political meetings and demonstrations. Despite this, they were denied suffrage during the election of the Assembly. When the Frankfurt Parliament convened in the Church of St. Paul, women were admitted only as observers to stand in the visitors’ gallery.

2. What steps did the French revolutionaries take to create a sense of collective identity among the French people?

Answer

The French revolutionaries took many important steps to create a sense of collective identity among the French people which were:
→ Ideas of la Patrie (the fatherland) and le Citoyen (the citizen) emphasising the notion of a united community enjoying equal rights under a constitution.
→ A new French flag, a tricolour replaced the royal standard.
→ The Estates General was renamed the National Assembly and was elected by a group of active citizens.
→ New hymns, oaths and martyrs commemorated in the name of the nation.
→ A central administrative system made uniform laws for the entire nation.
→ Discouraging regional dialects and promoting French as a common language of the nation.

3. Who were Marianne and Germania? What was the importance of the way in which they were portrayed?

Answer

Marianne and Germania were female allegories for the French and the German nation respectively. These female allegories were used to portray ideas such as Liberty, Justice and the Republic. These allegories remind the public of the national symbol of unity and to persuade them to identify with it.

4. Briefly trace the process of German unification.

Answer

In 1848, the middle class Germans tried to unite the different regions of the German confederation into a nation-state governed by an elected parliament. But they were repressed by the combined forces of the monarchy and the military, supported by the large landowners of Prussia. After this, Prussia soon became the leader of German unification movement. Its Chief Minister Otto von Bismarck was the architect of the process with support from Prussian army and Prussian bureaucracy. The unification process was completed after Prussia won wars with Austria, Denmark and France over seven years time. In January 1871, the Prussian king, William I, was proclaimed the German Emperor in a ceremony held at Versailles.

5. What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him?

Answer

Napoleon introduced following changes to make the administrative system more efficient in the areas ruled by him:
→ He established civil code in 1804 also known as the Napoleonic Code which did away with all privileges based on birth and established equality before law and secured the right to property.
→ He simplified administrative divisions, abolished feudal system, and freed peasants from serfdom and manorial dues.
→ In towns too, guild systems were removed. Transport and communication systems were improved.

Discuss

1. Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals?
Answer
The 1848 revolution was led by the educated middle class along with the poor, unemployed starving peasants and workers in Europe. In certain parts of Europe such as Germany, Italy, Poland and the Austro-Hungarian Empire, men and women of the liberal middle classes took advantage of the growing popular unrest to push their demands for the creation of nation-states based on parliamentary principles.
The political, social and economic ideas supported by the liberals were:
→ Politically, they demanded constitutionalism with national unification. They wanted the creation of a nation-state on parliamentary principles – a constitution, freedom of the press and freedom of association.
→ Socially, they wanted to rid society of its class-based partialities and birth rights. Serfdom and bonded labour had to be abolished.
→ Economically, they wanted freedom of markets and right to property. Abolition of state imposed restrictions on the movements of goods and capital.

2. Choose three examples to show the contribution of culture to the growth of nationalism in Europe.

Answer

Three examples to show the contribution of culture to the growth of nationalism in Europe were:

• Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiment. Romantic artists and poets focused on emotions, intuition and mystical feelings as their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.

• Folk songs, dances and poetry were regarded as the true spirit of the nation. So collecting and recording these forms of folk culture was essential to the project of nation-building. The vernacular language and the collection of local folklore were used to carry the modern nationalist message to large audiences who were mostly illiterate. For example, Karol Kurpinski celebrated the national struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols.

• Language too played an important role in developing nationalist sentiments. After Russian invasion, the Polish language was forced out of schools and the Russian language was imposed everywhere. After the failure of an armed rebellion against Russian rule in 1831, many members of the clergy
in Poland began to use language as a weapon of national resistance. Polish was used for Church gatherings and all religious instruction. As a result, a large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities as punishment for their refusal to preach in Russian. The use of Polish came to be seen as a symbol of the struggle against Russian dominance.

3. Through a focus on any two countries, explain how nations developed over the nineteenth century.

Answer

The development of the German and Italian nation states in the nineteenth century:
• Unification of Germany with the help of Army:  In 1848, an attempt was made to unite different regions of the German Confederation into a nation-state governed by an elected parliament. However, this liberal initiative was repressed by the combined forces of the monarchy and the military, who were supported by the large landowners of Prussia. Thereafter, Prussia took on the leadership of the movement for national unification. Its Chief Minister, Otto von Bismarck with the help of the Prussian army and bureaucracy in the process. Three wars over seven years with Austria, Denmark and France ended in Prussian victory and completed the process of unification. In January I 871, the Prussian king, William I, was proclaimed as the German emperor in a ceremony held at Versailles.

• Unification of Italy by a princely house: In the middle of the 19th century, Italy was divided into seven states. Of these, only Sardinia-Piedmont was ruled by an Italian princely house. The north was under the Austrian-Habsburg Empire, the centre was ruled by the Pope while the southern regions were dominated by the Bourbon kings of France. Also, the Italian language had many regional and
local variations. In the 1830s, Giuseppe Mazzini sought to formulate a coherent programme for a unitary Italian republic and also had established a secret society called Young Italy for the fulfillment of his goals. The revolutionary uprisings in 1831 and 1848 largely failed. Thus, the responsibility of uniting Italian states was now on King Victor Emmanuel II of Sardinia-Piedmont. The Chief Minister of Italy, Cavour led the movement to unify the regions of Italy. He was able to conclude a diplomatic alliance with France. Also, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. Apart from regular troops, a large number of armed volunteers, under the leadership of Giuseppe Garibaldi, also joined the movement. In 1860, these troops marched into south Italy and the kingdom of Two Sicilies. These areas were liberated and later joined with Sardinia. In 1870, Rome was vacated by France and it became a part of Sardinia. Finally, Italy was unified in 1871.

4. How was the history of nationalism in Britain unlike the rest of Europe?

Answer

The history of nationalism in Britain unlike the rest of Europe because:
→ In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution.
→ The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish.
→ The Act of Union (1707) between England and Scotland resulted in the formation of the ‘United Kingdom of Great Britian’ meant that England was able to impose its influence on Scotland. Scotland’s distinctive culture and political institutions were systematically suppressed.
→ The Scottish highlanders were forbidden to speak their Gaelic language or wear their national dress and large numbers were forcibly driven out of their homeland.
→ The English helped the Protestants of Ireland to establish their dominance over a largely Catholic country. Catholic revolts against British dominance were suppressed. Ireland was forcibly incorporated into the United Kingdom in 1801.
→ The symbols of the new Britain – the British flag, the national anthem, the English language were actively promoted and the older nations survived only as subordinate partners in this union.

5. Why did nationalist tensions emerge in the Balkans?

Answer
The Balkans was a region of ethnic and geographical variations. It consisted of modern-day Albania, Greece, Romania, Bulgaria, Macedonia, Croatia, Bosnia, Slovenia, Serbia, Herzegovina and Montenegro. A large part of the Balkans was under the control of the Ottoman Empire. The nationalist tensions emerged in the Balkans due to the spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire. The Balkan peoples based their claims for independence or political rights on nationality and used history to prove that they had once been independent. The rebellious nationalities in the Balkans thought of their struggles as attempts to win back their long-lost independence. The Balkan states were fiercely jealous of each other and each hoped to gain more territory at the expense of the others.

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