Month: September 2024

JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality

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JAC Board Class 7th Social Science Solutions Civics Chapter 1 On Equality

JAC Class 7th Civics On Equality InText Questions and Answers

Page 6

Question 1.
Do you think Kanta has enough reason to doubt whether she really is equal? List three reasons from the story above that might make her feel like this.
Answer:
Yes, Kanta has enough reason to doubt whether she really is equal. The three reasons from the story above that might make her feel like this are as follows : Kanta cannot take a leave from work when she needs to as she required money to take her daughter to the doctor. She cannot attend a private hospital but has to attend a government hospital. She needs to stand in a queue and wait for her turn to come to show her daughter to the doctor who was very ill. She lives in a slum area which is never cleaned.

JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality

Page 7

Question 2.
Circle the reference to caste in the matrimonial advertisements given below.
JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality 1
Answer:
The references are Caste no bar. SC/ST excuse Gupta boy Tamil Brahmin

Page 8

Question 3.
Why do you think Omprakash Valmiki was being treated unequally by his teacher and his classmates? Imagine yourself as Omprakash Valmiki and write four lines about how you would feel if you were in the same situation as him.
Answer:
Omprakash Valmiki was being treated unequally by his teacher and his classmates because he was from lower caste or we can say a dalit boy.If I were in the same situation as him, I would have : Felt very humiliated and sad. As every human beings have the right to live a life with dignity, there my dignity would have been violated. Felt very disappointed and questioned my identity. Since we are dalits, they made us feel that we have no access to education.

Question 4.
Why do you think the Ansaris were being treated unequally? What would you do if you were in the Ansaris’ position and could not find a place to live because some people did not want to live next to you because of the religion you practice?
Answer:
The Ansaris were being treated unequally because they were of different religion. If I were in the Ansari’s position then I would have stood for my religion and make them understand the ethics and values. Would have made them understand that all religions lead to one God only.

Page 9

Question 5.
If you were one of the Ansaris how would you have responded to the suggestion that you change your name?
Answer:
If I were one of the Ansaris then I would have decided not to change the name. The decision to change the name would hurt my self respect and its very insulting as well.

JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality

Question 6.
Can you think of an incident in your life in which your dignity was violated? How did this make you feel?
Answer:
Students need to answer on their own.

Page 11

Question 7.
What is the midday meal programme? Can you list three benefits of the programme? How do you think this programme might help promote greater equality?
Answer:
The midday meal programme is a scheme made by the government and launched on 15th August, 1995. This programme has been introduced in all government elementary schools to provide children with cooked lunch. Three benefits of the programme :

  • The scheme helped to improve the attendance of children. Their mothers who earlier had to come back to home from their work to feed their children now no longer need to do so.
  • More underprivileged children have begun to enrolling and regularly attending school.
  • This scheme has also helped reduce caste prejudices because both lower and upper caste children in the school eat this midday meal together.
  • I don’t think that this programme would be more effective. Huge differences can be seen between schools that the rich attend and those that the poor attends. Inequalities still exist. But then also, this programme proved to be a one step ahead in the direction of establishing equality in the country.

Question 8.
Find out about one government scheme in your area. What does this scheme do? Whom is this scheme set up to benefit?
Answer:
Students need to do it on their own

JAC Class 7th Civics On Equality Textbook Questions and Answers

Question 1.
In a democracy why is universal adult franchise important?
Answer:
In a democracy, Universal Adult Franchise is important because every citizen of a country is equal in democracy and Universal Adult Franchise is based on equality. Under Universal Adult Franchise every adult person is allowed to vote irrespective of caste, creed, religion, sex, etc.

Question 2.
Re-read the box on Article 15 and state two ways in which this Article addresses inequality.
Answer:
F.xcerpt from Article 15 of the N Indian Constitution Prohibition of discrimination on grounds of religion, race, caste, sex or place of birth.

(1) The State shall not discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth or any of them.
(2) No citizen shall, on grounds only of religion, race, caste, sex, place of birth or any of them, be subject to any disability, liability, restriction or condition with regard to

(a) access to shops, public restaurants, hotels and places of public entertainment;
or
(b) the use of wells, tanks, bathing ghats, roads and places of public resort maintained wholly or partly out of State funds or dedicated to the use of the general public. This article addresses inequality in terms of

  1. Access to shops, public restaurants, hotels and place of public entertainment.
  2. the use of wells, tanks, bathing ghats, roads and places of public resort maintained wholly or partly out of State funds or dedicated to the use of the general public.

Question 3.
In what ways was Omprakash Valmiki’s experience similar to that of the Ansaris?
Answer:
Omprakash Valmiki’s experience is similar to that of the Ansaris as both of them were discriminated and humiliated. Both of them faced violation of dignity. While Omprakash Valmiki has to clean and sweep the school since he was a dalit boy, Ansaris were denied the apartments on rent due to their religion.

JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality

Question 4.
What do you understand by the term “all persons are equal before the law”? Why do you think it is important in a democracy?
Answer:
The term “all persons are equal before the law” means that all person should be treated equally. Every person from President of the -country to a domestic servant has to obey the same law. No one can be discriminated or feel biased against on the basis of their caste, creed, sex, religion, etc. Every person has the access to all public places such as playgrounds, hotels, markets and shops.

Apart from these, every person can use publicly available roads, wells, bathing ghats, etc.In democracy, equality is the main ingredient. Democracy is a form of government which gives equal rights, importance and recognition to all. Democracy would never happen and flourish if inequalities continues to exist. It will perish soon.

Question 5.
According to the Rights of Person with Disabilities Act, 2016, persons with disabilities have equal rights, and that the government should make possible their full participation in society, The government has to provide free education and integrate children with disabilities into mainstream schools. This law also states that all public places including buildings, schools, etc., should be accessible and provided with ramps.

Look at the photograph and think about the boy who is being carried down the stairs. Do you think the above law is being implemented in his case? What needs to be done to make the building more accessible for him? How7 would his being carried down the stairs affect his dignity as well as his safety?
JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality 2
Answer:
We can see that the boy in the above photograph is disabled. The Disabilities Act in 1955 is not fully implemented. Apart from stairs, there should be ramp as well. He is being carried down by security people through stairs which is dangerous and risky7. The boy’s dignity is hurt and will feel inferior as well. He is recognized as unequal in front of others.

JAC Class 7thCivics On Equality Important Questions and Answers

Multipie Choice Questions

Question 1.
Omprakash Valmiki wrote
(a) Godan
(b) Joothan
(c) Geetanjali
(d) Gaban
Answer:
(b) Joothan

Question 2.
The first state to introduce the Midday Meal Scheme was
(a) Tamil Nadu
(b) Manipur
(c) Karnataka
(d) Maharashtra
Answer:
(a) Tamil Nadu

JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality

Question 3.
The Civil Rights Act w as passed in
(a) 1955
(b) 1962
(c) 1964
(d) 1978
Answer:
(c) 1964

Question 4.
The right to vote in India is called as
(a) Universal Adult Franchise
(b) One vote-one value
(c) Right to vote
(d) None of these
Answer:
(a) Universal Adult Franchise

Question 5.
We should not discriminate for the colour of the skin say, w hites or blacks on the basis of
(a) Gender
(b) Race
(c) Caste
(d) Both (b) and (c)
Answer:
(d) Both (b) and (c)

Question 6.
The midday meal scheme was first started in the year
(a) 1995
(b) 2001
(c) 2005
(d) 2009
Answer:
(a) 1995

Question 7.
The main feature of democracy influences all areas of the government’s work is
(a) Liberty7
(b) Equality7
(c) Discrimination
(d) none of these
Answer:
(b) Equality7

Question 8.
Based on the idea of Universal Adult Franchise, the number of time/s a person can vote in a general election is/ are
(a) 4
(b) 3
(c) 1
(d) as many times according to his wish
Answer:
(c) 1

Question 9.
The most common forms of inequality in most of the cities and villages are
(a) cultural discrimination
(b) food habits
(c) biased in the use of public places
(d) the caste system
Answer:
(d) the caste system

JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality

Question 10.
…… has been traditionally considered a lower or inferior caste by many in India.
(a) Dalits
(b) Rajputs
(c) Kshatriyas
(d) Vaishyas
Answer:
(a) Dalits

Very Short Answer Type Questions

Question 1.
Which type of government does India have?
Answer:
India has a democratic type of government.

Question 2.
In which year the Supreme Court asked all the states to start the midday meal scheme in India?
Answer:
In 2001, the Supreme Court asked all the states to start the midday meal scheme in India.

Question 3.
Which people have been employed to cook the meal under the midday meal scheme?
Answer:
Dalit women have been employed to cook the meal under the midday meal scheme.

Question 4.
Name the African American w oman who has an important role in starting the Civil Rights Movement.
Answer:
Rosa Parks was the African American woman who has an important role in starting the Civil Rights Movement.

Question 5.
What is the minimum age to cast a vote in an election?
Answer:
The minimum age to cast a vote in an election is 18 years and above means they are considered as adult.

Question 6.
Whose autobiography is ‘Joothanf?
Answer:
Omprakash Valmiki’s autobiography is ‘joothan

Question 7.
What are the common form of inequalities that exist in India?
Answer:
The caste system and religion are the common forms of inequalities that exist in India.

Question 8.
What do you mean by Constitution?
Answer:
Constitution is a document that lays down the basic and important rules and regulations -for people and the government in the country to follow and abide by it.

JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality

Question 9.
Why Omprakash Valmiki was being treated unequally by his teacher and his classmates?
Answer:
Omprakash Valmiki is being treated unequally on the basis of differences of caste as he was from lower caste.

Question 10.
What is Civil Rights Movement?
Answer:
In the late 50s, a movement took place in the USA for equal rights for the Afro- American people. This movement later came to be known as the Civil Rights Movement.

Short Answer Type Questions

Question 1.
Dalit people are not considered as equal even though the law says it. Why?
Answer:
Dalit people are not considered as equal even though the law says it because of attitudes change very slowly. It will happen only when people begin to believe that no one is inferior, lower and that every person deserves to be treated with dignity.

Question 2.
In which way does the government assures equality?
Answer:
Equality is assured through:

  • Government schemes and programmes for the disadvantaged communities or groups.
  • Laws specified in the Constitution.

Question 3.
What are the reasons for unequal treatment?
Answer:
The reasons for unequal treatment are:

  • Gender of a person (male or female)
  • The caste we have
  • The religion we practice and follow
  • The background of our class from where we come

Question 4.
What was the effect and outcome of Civil Rights Movement?
Answer:
The effect and outcome of Civil Rights Movement was:

  • It forbids andprohibits discrimination on the basis of religion, race and national origin.
  • It also stated that the schools would be open to the Afro-American children and that they would no longer have to attend the separate schools specially opened for them.

Question 5.
Briefly describe equality in Indian democracy.
Answer:
The Indian Constitution considers and recognises every person as equal. This means that every individual in the country including male and female persons irrespective of their castes, religions, tribes, educational and economic backgrounds are recognised as equal. Though inequality still exists in our society yet the principle of equality of all person is recognised. Earlier, law was not there to protect people from discrimination and bad behaviour but now a days there are many that actually work to see that people are treated with dignity.

JAC Class 7 Social Science Solutions Civics Chapter 1 On Equality

Question 6.
What do you understand by the Disability7 Act which was passed in 1995?
Answer:
The Government of India passed the Disabilities Act in 1995. This law states that persons with disabilities have equal rights and that the government should make possible of their full participation in society7. The government has to provide free education and integrate children with disabilities into mainstream schools. This law also states that all public places including buildings, schools, etc., should be accessible and provided with ramps so that they can move around easily.

Question 7.
Explain the Civil Rights Movement.
Answer:
On 1st December 1955, an African American woman named Rosa Parks who was tired from a long day at work and refused to give up her seat on a bus to a white man. Her refusal that day started a huge agitation against the unequal ways in which African-Americans were treated and which came to be known as the Civil Rights Movement.

Question 8.
Which formal documents recognises every person’s democratic right to equality in India? What is the place called where the elected leaders meet to discuss the problems and matters of national importance?
Answer:
The formal documents recognises eveiy person’s democratic right to equality in India in the Constitution. The place is called the Parliament where the elected leaders meet to discuss the problems and matters of national importance.

Long Answer Type Questions

Question 1.
Describe in brief the provisions made in the Constitution for the recognition of equality.
Answer:
Provisions made in the Constitution for the recognition of equality are:

  • Every person from the President of the country to a domestic worker has to obey and abide by the same laws.
  • No person can be discriminated against on the basis of their religion, race, caste, place of birth or whether they are female or male.
  • Every person has access to all public places which consists of playgrounds, hotels, shops and markets. All persons can use publicly available wells, roads and bathing ghats.
  • Untouchability has been abolished.

Question 2.
What are the benefits of the midday meal programme?
Answer:
Benefits of the midday meal programme are:

  • More poor children have begun enrolling in the school and regularly attending school.
  • It has also helped to reduce caste prejudices because both lower and upper caste children in the school eat this meal together.
  • In few places, Dalit women have been employed to cook the meal.
  • The midday meal programme also helps reduce the hunger of poor students who often come to school and cannot concentrate because they are hungry as their stomachs are empty.

JAC Class 7 Social Science Solutions

JAC Class 10 Social Science Important Questions History Chapter 1 The Rise of Nationalism in Europe

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JAC Board Class 10th Social Science Important Questions History Chapter 1 The Rise of Nationalism in Europe

Multiple Choice Questions

Question 1.
The first clear expression of Nationalism in Europe came with:
(a) The American Revolution
(b) The French Revolution
(c) The Russian Revolution
(d) The Industrial Revolution
Answer:
(b) The French Revolution

Question 2.
Nationalism brought about in Europe the emergence of:
(a) The Nation-State
(b) The Modem State
(c) Multinational Dynastic State
(d) Alliances formed among many European states
Answer:
(a) The Nation-State

Question 3.
Frederic Sorrieu, a French artist, in his . series of four prints (1848) visualised his dream of a world as:
(a) A world made up of ‘democratic and social republics’
(b) A world made up of one nation, one world
(c) A world with one absolute ruler
(d) A world following one religion, one language
Answer:
(a) A world made up of ‘democratic and social republics’

Question 4.
The ideas of a United Community enjoying equal rights under a Constitution were expressed by the French as:
(a) La Patrie
(b) Le Citoyen
(c) Both (a) and (b)
(d) None of the above
Answer:
(c) Both (a) and (b)

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

Question 5.
The Civil Code of 1804, also known as the Napoleonic Code, established:
(a) Equality before the law
(b) Secured the right to property
(c) Did away with all the privileges based on birth
(d) All the above
Answer:
(d) All the above

Question 6.
What kind of political and constitu¬tional change was brought about by the French Revolution?
(a) It ended the absolute monarchy
(b) It transferred power to a body of the ‘ French citizens
(c) It proclaimed that henceforth people would constitute the nation and shape its destiny
(d) ALtthe above
Answer:
(d) ALtthe above

Question 7.
The three leaders who helped unification of Italy were:
(a) Giuseppe Mazzini, Victor Emmanuel II, Cavour
(b) Giuseppe Mazzini, Cavour, Giuseppe Garibaldi
(c) Victor Emmanuel, Bismarck, Cavour
(d) None of the above
Answer:
(b) Giuseppe Mazzini, Cavour, Giuseppe Garibaldi

Question 8.
Socially and politically dominant class in Europe during mid-eighteenth century was
(a) The Nobility
(b) The landed aristocracy
(c) The Church
(d) The absolute monarchs
Answer:
(a) The Nobility

Question 9.
The denial of universal suffrage in Europe, led to
(a) Revolutions
(b) Women and non-propertied men organising opposition movements, demanding equal rights throughout 19th and early 20th centuries
(c) Demand of equal political rights
(d) Return of monarchy
Answer:
(b) Women and non-propertied men organising opposition movements, demanding equal rights throughout 19th and early 20th centuries

Question 10.
In politics, liberalism emphasised
(a) End of autocracy and clerical privileges, a constitution and a representative government through Parliament
(b) The inviolability of private property
(c) The right to vote
(d) Both (a) and (b)
Answer:
(d) Both (a) and (b)

Very Short Answer Type Questions

Question 1.
Name the event that mobilised nationalist feelings among the educated elite across Europe in 1830-1848?
Answer:
The event that mobilised nationalist feelings among the educated elite across Europe in 1830-1848 was the Greek War ofIndependence.

Question 2.
What was the main aim of the revolutionaries of Europe during the years following 1815?
Answer:
The main aim of the revolutionaries of Europe during the years following 1815 was to oppose monarchical forms of government, that had been established after the Congress of Vienna and to fight for liberty and freedom.

Question 3.
Who was proclaimed the German Emperor in a ceremony held at Versailles in January 1871?
Answer:
Kaiser William I of Prussia was proclaimed the German Emperor in a ceremony held at Versailles in January 1871.

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

Question 4.
What is meant by Liberalism?
Answer:
The word ‘Liberalism’ derived from the Latin word ‘Liber’ meaning ‘free’. It stands for the end of aristocratic and clerical privileges, a constitution and representative government through parliament.

Question 5.
What was the main aim of the Treaty of Vienna of 1815?
Answer:
The Treaty of Vienna of 1815 was signed with the aim of undoing most of the changes that had come about in Europe during the Napoleonic wars. It was signed to re-establish conservative regions in Europe.

Question 6.
What were the disadvantages of the administrative changes introduced by Napoleon?
Answer:
The disadvantages of the administrative changes introduced by Napoleon were outweighed by increased taxation, censorship and forced conscription into the French armies.

Question 7.
What were the immediate results of the Revolution of 1830 in France?
Ans.
As a result of Revolution of 1830, the Bourboh Kings who had been restored to power by the Congress of Vienna.

Question 8.
When was the Act of Union passed and with what results?
Answer:
The Act of Union between England and Scotland took place in 1701. It led to the formation of United Kingdom of Great Britain.

Question 9.
Name the leader and the states which gave leadership in Italian Unification.
Answer:
Victor Emmanuel II the king of Piedmont and Sardinia gave leadership in Italian Unification.

Question 10.
Who were the conservatives?
Answer:
The Conservatives supported the traditional institutions and norms. They believed that the institutions of monarchy, the church, social hierarchies, property and family should be preserved.

Short Answer Type Questions

Question 1.
How did nationalism and the idea of the nation-state emerge?
Answer:
Socially and politically, aristocracy was the dominant class on the continent. The members of this class were united by a common way of life that cut across regional divisions. They owned estates in the countryside and also town-houses. They spoke French for purposes of diplomacy and in high society.

Their families were often connected by ties of marriage. This powerful aristocracy was, however, numerically a small group. The majority of the population was made up of the peasantry. To the west, the bulk of the land was farmed by tenants and small owners, while in Eastern and Central Europe the pattern of landholding was characterised by vast estates which were cultivated by serfs.

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

Question 2.
What led to the spread of conservatism in Europe and what were its impacts?
Answer:
Following the defeat of Napoleon in 1815, European governments were driven by a spirit of conservatism. Conservatives believed that established, traditional institutions of state and society – like the monarchy, the Church, social hierarchies, property and the family – should be preserved.

Most conservatives, however, did not propose a return to the society of pre-revolutionary days. Rather, they realised, from the changes initiated by Napoleon, that modernisation could in fact strengthen traditional institutions like the monarchy. It could make state power more effective and strong. A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe.

Question 3.
What was the reaction to the Napoleonic code?
Answer:
Initially many people welcomed French armies as harbingers of liberty. But the initial enthusiasm soon turned to hostility, as it became clear that the new administrative arrangements did not go hand in hand with political freedom. Increased taxation, censorship, forced conscription into the French armies as required to conquer the rest of Europe, all seemed to outweigh the advantages of the administrative changes.

Question 4.
What were the highlights of the Treaty of Vienna, 1815?
Answer:
In 1815, representatives of the European powers – Britain, Russia, Prussia and Austria – who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe. The main highlights were to how the nation could develop and what economic measures could help forge this nation together.

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

Question 5.
On what basis the female allegories were given names?
Answer:
Many female allegories were invented by artists in the nineteenth century to represent the nation. In France she was christened Marianne, a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the cockade.

Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. Marianne images were marked on coins and stamps. Similarly, Germania became the allegory of the German nation. In visual representations, Germania wears a crown of oak leaves, as the German oak stands for heroism.

Question 6.
What was the Romantic Imagination about a nation?
Answer:
Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiment. Romantic artists and poets generally criticised the glorification of reason and science and focused instead on emotions, intuition and mystical feelings. Their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation. The emphasis on vernacular language and the collection of local folklore was not just to recover an ancient national spirit, but also to carry the modem nationalist message to large audiences who were mostly illiterate.

Question 7.
What led to the rise of the revolutionaries?
Answer:
During the years following 1815, the fear of repression drove many liberal nationalists underground. Secret societies sprang up in many European states to train revolutionaries and spread their ideas. To be revolutionary at this time meant a commitment to oppose monarchical forms that had been established after the Vienna Congress and to fight for liberty and freedom. Most of these revolutionaries also saw the creation of nation-states as a necessary part of this struggle for freedom.

Question 8.
What views did Giuseppe Mazzini have about Italy?
Answer:
Mazzini believed that God had intended nations to be the natural units of mankind.
So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification from above could be the basis of Italian unity.

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

Question 9.
What was understood by the term ‘Liberalism’?
Answer.
The term liberalism derives from the Latin root liber meaning free. For the new middle classes liberalism stood for freedom for the individual and equality of all before law. Politically, it emphasised the concept of government by consent. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges a constitution and representative government through parliament. Nineteenth century liberals also stressed the inviolability of private property.

Question 10.
What has made the Balkan a source of nationalist tension?
Answer:
The most serious source of nationalist tension in Europe after 1871 was the area called the Balkans. The region had geographical and ethnical varieties. The Balkans included Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro. The inhabitants of the Balkan regions were called slavs. Most of the Balkan region was under Ottoman Rule. The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive.

Long Answer Type Questions

Question 1.
What were the reforms made by Napoleon?
Answer:
Napoleon introduced many reforms that he had already introduced in France to all territories under his control. Through a return to monarchy Napoleon destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient.

(i) The Civil Code of 1804 – also known as the Napoleonic Code – did away with all privileges based on birth, established equality before the law and secured the right to property.

(ii) This Code was exported to the regions under French control. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues.

(iii) In the towns, guild restrictions were removed. Transport and communication systems were improved.

(iv) Peasants, artisans, workers and new businessmen enjoyed a new-found freedom. Businessmen and small-scale producers of goods, began to realise that uniform laws, standardised weights and measures, and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.

(v) In the areas conquered, the reactions of the local populations to French rule were mixed. Initially, in Holland, Switzerland and cities like Brussels, Mainz, Milan and Warsaw, the French armies were welcomed as harbingers of liberty. But the initial enthusiasm soon turned to hostility, as it became clear that the new administrative arrangements did not go hand in hand with political freedom.

(vi) Increased taxation, censorship, forced recruitment into the French armies required to conquer the rest of Europe, all seemed to outweigh the advantages of the administrative changes.

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

Question 2.
Describe the French Revolution.
Answer:
France was a full-fledged territorial state in 1789 under the rule of an absolute monarch. The political and constitutional changes that came in the wake of the French Revolution led to the transfer of sovereignty from the monarchy to a body of French citizens. The revolution proclaimed that the people would constitute the nation and shape its destiny. The French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people:

(i) The ideas of la patrie (the fatherland) and le citoyen (the citizen) of a united community enjoying equal rights under a constitution.

(ii) A .new French flag, the tricolour, was chosen to replace the former royal standard.

(iii) The Estates General was elected by the body of active citizens and renamed the National Assembly.

(iv) New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.

(v) A centralised administrative system of uniform laws for all citizens within its territory. Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted.

(vi) Regional dialects were discouraged and French, became the common language -of the nation.

(vii) The revolutionaries declared that it was the mission and the destiny of the French nation to liberate the peoples of Europe from despotism, i.e.,
to help other peoples of Eqr&pe to become nations.

(viii) When the news of the events in France reached the different cities of Europe, students and other members of educated middle classes began setting up Jacobin clubs. Their activities and campaigns
prepared the way for the French armies which moved into Holland, Belgium, Switzerland and much of Italy in the 1790s.

(ix) With the outbreak of the revolutionary wars, the French armies began to carry the idea of nationalism abroad.

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

Question 3.
What did Liberal Nationalism stand for?
Answer:
(i) Ideas of national unity in early nineteenth century Europe were closely allied to the ideology of liberalism. The term ‘liberalism’ derives from the Latin word liber, meaning free.

(ii) For the new middle classes liberalism stood for freedom for the individual and equality of all before the law.

(iii) Politically, it emphasised the concept of government by consent. Since the French Revolution, liberalism had stood for the end of autocracy and clerical privileges, a constitution and representative government through parliament.

(iv) Nineteenth century liberals stressed the inviolability of private property. Yet, equality before the law did not necessarily stand for universal suffrage. Men without property and all women were excluded from political rights. Only for a brief period under the Jacobins did all adult males enjoy suffrage.

(v) The Napoleonic Code went back to limited suffrage and reduced women to the authority of fathers and husbands. Throughout the nineteenth and early twentieth centuries women and non- propertied men organised opposition movements demanding equal political rights.

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

Question 4.
Why were the Middle class so named?
Answer:
(i) Socially and politically, a aristocracy was the dominant class. The members of this class were united by a common way of life that cut across regional divisions.

(ii) They owned estates in the countryside and also town-houses. They spoke French for purposes of diplomacy and in high society. Their families were often connected by ties of marriage. This powerful aristocracy was, numerically a small group.

(iii) The majority of the population was made up of the peasantry. To the west, the bulk of the land was farmed by tenants and small owners, while in Eastern and Central Europe the landholdings were vast estates which were cultivated by serfs. In Western and parts of Central Europe the growth of industrial production and trade meant the growth of towns and the emergence of commercial classes whose existence was based on production for the market.

(iv) Industrialisation began in England in the second half of the eighteenth century, but in France and parts of the German states it occurred only during the nineteenth century. In its wake, new social groups came into being: a working-class population, and middle classes made up of industrialists, businessmen, professionals.

(v) In Central and Eastern Europe these groups were smaller in number till late nineteenth century. It was among the educated, liberal middle classes that ideas of national unity following the abolition of aristocratic privileges gained popularity.

Activity Based Questions

Questioin 1.
On a political map of Europe, mark the following states which emerged in Europe after the Congress of Vienna in 1815.
(a) Sardinia
(b) Spain
(c) Portugal
(d) France
(e) Ottoman Empire
(f) Kingdom of the Two Sicilies
(g) Kingdom of the Papal Estate – Rome
(h) Austrian Empire – Austria, Hungary and Galicia
Answer:
JAC Class 10 Social Science Important Questions History Chapter 1 The Rise of Nationalism in Europe 1

JAC Class 10 Social Science Important Questions

JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World

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JAC Board Class 7th Social Science Solutions Civics Chapter 5 Women Change the World

JAC Class 7th Civics  Women Change the World InText Questions and Answers

Page 55

Question 1.
Fill in the table below. Add up the number of male and female images separately for each occupation.

Category Male Image Female Image
Teacher 15 35
Farmer 47 04
Factory Worker 50 20
Nurse 0 43
Scientist 38 08
Pilot 63 7

(a) Are there more images of men than women?
(b) In what kinds of jobs were there more images of men than women?
(c) Have all the nurses been drawn as females? Why?
(d) Are there fewer images of female farmers? If so, why?
Answer:
(a) Yes, there more images of men than women.

(b) Men are mostly employed more in all of the above works such as fanner, scientist, pilot, etc. than . women.

(c) Yes, all the nurses have been drawn as females. The women are more patient and take good care of people than men so the number of nurses is more as women.

(d) Yes, there are fewer images of female farmers. The reason is that farming is very tough and strenuous job. Physical work such as ploughing, sowing, harvesting, threshing etc. are very tough. They majorly assist their male partners but now a days we can see many women in the field doing this job.

Page 56

Question 2.
How does your class exercise compare with Rosie Ma’am’s class exercise?

Category Male Image Female Image
Teacher 5 25
Farmer 30 0
Factory Worker 25 5
Nurse 0 30
Scientist 25 5
Pilot 27 3

Answer:
The exercise done and that of Rosie Ma’am is same in the numbers of images in the categories, the male numbers are also more as ours. No comparison can be done.

Page 58

Question 3.
Read the story given in the book and answer the questions:
JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World 1
(a) If you were Xavier, what subject would you choose and why?
(b) In your experience, what are some of the other pressures that boys experience?

Answer:
(a) If I were Xavier then I would choose History because this helps us to know the past and about our culture as well. Apart from this, I am very much interested about past to learn.

(b) The other pressures that boys experience are that there parents want them to study mostly, science, maths, computers which can bring them excellent and high profile jobs. They are also pressurized to think about getting a good job that will pay them a lucrative salary. Even if they are interested. in History or Geography, then they won’t be able to study as there parents don’t want.

JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World

Page 62

Question 4. Study the table below and answer the following questions:

Level AW SC ST
Boy Girls Tbtal Boy Girts Tntal BOy Girls Total
Primary (Classes 1-5) 4.36 3.88 4.13 4.71 4.20 4.46 7.02 6.84 6.93
Lpper’Primary (( lasses 6-8) . 3.49 4.60 4.03 5.00 6.03 5.51 8.48 8.71 8.59
Secondary (Classes 9-10) 17.21 16.88 17.06 19.64 19.05 19.36 24.94 24.40 24.68

(a) What percentage of children leave school at the elementary level?
(b) At which level of education do you see the highest percentage of children leaving?
(c) Why do you think that the percentage of Adivasi girls and boys leaving school is higher than that of any other group?
Answer:
(a) The percentage of children leave school at the elementary level is 52%.

(b) At secondary level of education, we see the highest percentage of children leaving.

(c) The percentage of Adivasi girls and boys leaving school is higher than that of any other group because in rural and poor regions of our country, there are no proper schools. Hence, there are no teachers to teach them. They are sometimes discriminated by the teachers and the students. If the school is far from there home and transport facility is not available then they don’t send their children to school.

Question 5.
From the given table, convert the figures of primary class children who leave school into a bar diagram. Two percentages have already been converted for you in the bar diagram on the left.
JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World 2
Answer:
Students need to do it own their own.

JAC Class 7th Civics  Women Change the World Textbook Questions and Answers

Question 1.
How do you think stereotypes, about what women can or cannot do, affect women’s right to equality?
Answer:
Most of the time women are considered lower in status to men. There is a belief that women lack the technical mind and hence, cannot be a scientist. Women are always considered that they are good in taking care of people and are patient. So, they can be teachers, nurses, etc. these stereotypes about women affect women’s right to equality very badly. Due to this rationale behaviour and cause women are paid less than men.

JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World

Question 2.
List one reason why learning the alphabet was so important to women like Rashsundari Devi, Ramabai and Rokeya.
Answer:
Learning the alphabet was so important to women like Rashsundari Devi, Ramabai and Rokeya because they were able to write only after that. The stories, autobiographies which explained and described their own experiences about inequality.

Question 3.
“Poor girls drop out of school because they are not interested in getting an education.” Re-read the last paragraph on page 62 and explain why this statement is not true.
Answer:
Poor girls do not leave school on then wish but they are compelled to do so because they are from those regions of the country where there is no school, no teacher. If they have school which is not near to their home, their parent won’t send them as they do not have transport facilities also.

Question 4.
Can you describe two methods of struggle that the women’s movement used to raise issues? If you had to organise a struggle against stereotypes, about what women can or cannot do, what method would you employ from the ones that you have read about? Why would you choose this particular method?
Answer:
Many methods of struggle have been used in women’s movement to raise their voice on different issues. Two methods are:

  • One of the important part of women’s movement is campaigning. It fights violence, discrimination against women. New laws have been passed due to campaigning.
  • The women’s movement led the Supreme Court to formulate rules and guidelines in 1997 to protect women against any type of harassment such as sexual harassment in workplace. Harassment at home in the form of dowry. Voices has been raised against it as well.
  • When violations against women happened, the women’s movement raised its voice. The powerful way of drawing attention are bringing out rallies and demonstrations against injustice.

I would like to employ the method of raising awareness if I had to organise a struggle against the stereotypes. Awareness can work effectively while pressurizing sometimes doesn’t work. Through street plays, nukkad natak, songs, public meetings, we can realize the common people about the injustice which is happening.

JAC Class 7thCivics Women Change the World Important Questions and Answers

Multiple Choice Questions

Question 1.
‘Amar Jiban ’ was written by
(a) Rashsundari Devi
(b) Ramabai
(c) Sarojini Naidu
(d) Rani Lakshmibai
Answer:
(a) Rashsundari Devi

Question 2.
The International Women’s Day is celebrated on
(a) 6th March
(b) 8th April
(c) 8th March
(d) 8th May
Answer:
(c) 8th March

JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World

Question 3.
The first women driver of Northern railways is
(a) Lakshmi Leela
(b) Laxmi Lakra
(c) Satundarya Devi
(d) Bachendri Pal
Answer:
(b) Laxmi Lakra

Question 4.
Female are engaged in as …… more than males.
(a) farming
(b) factory workers
(c) painting
(d) nursing
Answer:
(d) nursing

Question 5.
For spreading awareness amongst the common people are
(a) songs
(b) public meetings
(c) street plays
(d) All of the above
Answer:
(d) All of the above

Question 6.
The National Commission on Women was established in India in
(a) 1975
(b) 1992
(c) 1986
(d) 1998
Answer:
(b) 1992

Question 7.
The title ‘Pandita’ was given to
(a) Ramabai
(b) Rokeya Sakhawat Hossain
(c) Laxmi Lakra
(d) None of the above
Answer:
(a) Ramabai

Question 8.
Scheduled Tribe is the official term for
(a) Dalit
(b) Adivasi
(c) both (a) and (b)
(d) Either (a) or (b)
Answer:
(b) Adivasi

Question 9.
Ramabai set up a Mission in 0……… near Pune.
(a) khedgaon
(b) nasik
(c) lonavala
(d) mahabaleshwar
Answer:
(a) khedgaon

JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World

Question 10.
Satyarani was a
(a) first engine driver
(b) first commercial pilot
(c) active member of…… women’s Movement
(d) first woman lawyer
Answer:
(c) active member of…… women’s Movement

Very Short Answer Type Questions

Question 1.
Who wrote Sultana’s Dream and in which year?
Answer:
Rokeya Sakhawat Hossain wrote Sultana’s Dream and in the year 1905.

Question 2.
Why was Satyarani’s daughter murdered?
Answer:
Satyarani’s daughter was murdered for dowry.

Question 3.
What type of agricultural work women do?
Answer:
The type of agricultural work women do are ploughing, planting, weeding, harvesting and threshing.

Question 4.
What is the percentage of women in India who are engaged in agricultural work?
Answer:
The percentage of women in India who are engaged in agricultural work is 83.6%.

Question 5.
What are the different means of raising awareness among the people?
Answer:
Message can be spread through street plays, songs and public meetings.

Question 6.
Why girls cannot continue their education mostly in rural areas?
Answer:
Girls cannot continue their education mostly in rural areas because of poverty and discrimination.

Question 7.
What reasons led some women to question the situation of women in society?
Answer:
The reasons which led some women to question the situation of women in society are learning to read and write.

Question 8.
In what ways did Rokeya Sakhawat Hossain learn to read and write Bangla and English?
Answer:
Rokeya Sakhawat Hossain learnt to read and write Bangla and English with the support of her elder brother and an elder sister.

JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World

Question 9.
What do you mean by woman entrepreneur?
Answer:
A woman who takes initiatives, organises and operates a business enterprise is called as woman entrepreneur.

Question 10.
Women’s economic work is underestimated ih different reports in India. Why?
Answer:
Women’s economic work is underestimated in different reports in India because they are mostly employed in unorganised sectors.

Short Answer Type Questions

Question 1.
In what ways did Rokeya Sakhawat Hossain help the other girls?
Answer:
Rokeya Sakhawat Hossain’s education gave her the power not only to dream and write but also to do more such as to help other girls go to school and to build their own dreams. In 1910, she started a school for girls in Kolkata and till date the school is still functioning.

Question 2.
Government of India conduct census every 10 years. Why?
Answer:
Government of India conduct census every 10 years which counts the whole population of the country. It also gathers detailed information about the people living in India such as their age, schooling, what work they do, where do they live, how many members in the family and so on. This information is used to measure many things like the number of literate people and the ratio of men and women.

Question 3.
Who was Rashsundari Devi and what did she write in her autobiography?
Answer:
Rashsundari Devi was a housewife from a rich landlord’s family. At the age of 60, she wrote her autobiography in Bangla. Her book titled Amar Jiban is the first known autobiography written by an Indian woman. She wrote about her everyday life experiences in details in her autobiography which was written some 200 years ago.

Question 4.
Write a short note on Sultana’s Dream.
Answer:
The story imagined about a woman named Sultana who reaches a place called Ladyland. Ladyland is a place where women had the freedom to study, work, and create inventions and discoveries such as controlling rain V from the clouds and flying air cars etc. In this Ladyland, the men had been sent into seclusion, their aggressive guns and other weapons of war defeated by the brain-power of women. This book was written by Rokeya Sakhawat Hossain at the age of 25 years in 1905.

Question 5.
Who started a mission in Khedgaon near Pune in 1898? What was the mission about and how did it help the women?
Answer:
Ramabai started a Mission in Khedgaon near Pune in 1898 where widows and poor women were encouraged not only to become literate but to be independent. They were taught different skills from carpentry to running a printing press, the skills which are not usually taught to girls even today. Ramabai’s Mission is still active today.

JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World

Question 6.
Explain the terms Discrimination, Violation and Sexual harassments.
Answer:
Discrimination:
When we do not treat people equally or with respect, we are indulging in discrimination. It generally happens when people or organisations act on their prejudices. Discrimination usually takes place when we treat someone differently or make a distinction or biased with someone.

Violation:
When someone forcefully breaks the law or a mle or openly shows disrespect or doesn’t follow the law, we say that he or she has committed a violation.

Sexual harassment:
It refers to physical or verbal behaviour that is of a sexual nature and against the wishes of a woman. When women are abused as well, we say that she has been harassed.

Question 7.
Brief in short about Rashsundari Devi and her contribution in improving women situation in the society.
Answer:
Rashsundari Devi was bom in West Bengal some 200 years ago. At the age of 60, she wrote her autobiography in Bangla and Amar Jiban is the first known autobiography written by an Indian woman. Rashsundari Devi was a housewife from a rich landlord’s family. At that time, it was believed that if a woman learnt to read and write, she would bring bad luck to her husband and become a widow. Despite this, she taught herself how to read and write in secret, well after her marriage. She led the way that it was superstitions those held women back as not to make them educated.

JAC Class 7 Social Science Solutions Civics Chapter 5 Women Change the World

Question 8.
What is the major reason of concern though the literacy rate have increased after independence.
Answer:
It is quite relevant that the literacy rate have increased after independence. According to the 1961 census, about 40 per cent of all boys and men were literate compared to just 15 per cent of all girls and women. In the census of 2001, these figures have grown to 76 per cent for boys and men, and 54 per cent for girls and women. It means that the ratio of both men and women who are now able to read and have at least some amount of schooling has increased. But the major concern is that the percentage of the male group is still higher than the female group. The gap has not gone away. Still there is discrimination between boys and girls in India.

Long Answer Type Questions

Question 1.
Discuss in brief tbe life history of Laxmi Lakra.
Answer:
Laxmi Lakra :

  • Laxmi Lakra is from a poor tribal family in Jharkhand. She is the first woman engine driver for Northern Railways.
  • Laxmi studied in a government school. She studied hard and did well and then went on to get a diploma in electronics.
  • She then took the railway board exam and passed it on her first attempt. In this way she broke the stereotype that engine drivers could be men only.
  • Laxmi says, ‘I love challenges and the moment somebody says it is not for girls, I make sure I go ahead and do it.’
  • Laxmi has had to do this several times in her life as such instances came many a times ,when she wanted to take electronics; when she rode motorcycles at the polytechnic; when she decided to become an engine driver.

Question 2.
Explain the different ways which women apply to fight discrimination and seek justice.
Answer:
The different ways which women apply to fight discrimination and seek justice:

  • Raising Awareness :
    women work hard to raise awareness on women’s rights issues. They do these through various means such as street plays or nukkad natak, songs, public meetings, etc.
  • Protesting :
    women rise in protest whenever a law or policy acts against the betterment or interest of women by holding public rallies, demonstrations. These are the powerful and substantial methods of drawing attention to injustice which is happening.
  • Campaigning :
    It has led to a new law which has been passed in 2006. This law gives protection to women against dowry solidarity with other women and for their causes and pains.

JAC Class 7 Social Science Solutions

JAC Class 10 Social Science Important Questions and Answers in Hindi & English Jharkhand Board

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JAC Jharkhand Board Class 10th Social Science Important Questions in Hindi & English Medium

JAC Board Class 10th Social Science Important Questions in English Medium

Jharkhand Board Class 10th History Important Questions

Jharkhand Board Class 10th Geography Important Questions

Jharkhand Board Class 10th Civics Important Questions

Jharkhand Board Class 10th Economics Important Questions

JAC Board Class 10th Social Science Solutions in Hindi Medium

JAC Board Class 10th History Important Questions in Hindi

JAC Board Class 10th Geography Important Questions in Hindi

JAC Board Class 10th Civics Important Questions in Hindi

JAC Board Class 10th Economics Important Questions in Hindi

JAC Class 7 Social Science Solutions Civics Chapter 4 Growing up as Boys and Girls

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JAC Board Class 7th Social Science Solutions Civics Chapter 4 Growing up as Boys and Girls

JAC Class 7th Civics Growing up as Boys and Girls InText Questions and Answers

Page 45

Question 1.
In what ways do the experiences of Samoan children and teenagers differ from your own experiences of growing up? Is there anything in this experience that you wish was part of your growing up?
Answer:
The experiences of Samoan children and teenagers differ from us is that they did not go to school. They used to do household work and looked after there siblings who were younger to them. Another major activity of the Samoan children were fishing. We cannot think our life without school as a child. We go to school daily and learn many new things from our parents and. teachers. We don’t have much free time as we have to do homework after the school is over. We play in the evening after finishing our school work.

Page 46

Question 2.
Make a drawing of a street or a park in your neighbourhood. Show the different kinds of activities young boys and girls may be engaged in. You could do this individually or in groups.
Answer:
Students need to do it own their own.

Question 3.
Are there as many girls as boys in your drawing? Most probably you would have drawn fewer girls. Can you think of reasons why there are fewer women and girls in your neighbourhood streets, parks and markets in the late evenings or at night?
Answer:
Students need to do it own their own.

Question 4.
Are girls and boys doing different activities? Can you think of reasons why this might be so? What would happen if you replaced the girls with the boys and vice-versa?
Answer:
Students need to do it own their own.

Page 49

Question 5.
Were Harmeet and Shonali correct in saying that Harmeet’s mother did not ‘ work?
Answer:
No, they were not at all correct in saying that Harmeet’s mother did not work. Harmeet’s mother did a lot of work at home and her work was not paid. Hence, they thought that their mother is not working.

Question 6.
What do you think would happen if your mother or those involved in doing the work at home went on a strike for a day?

JAC Class 7 Social Science Solutions Civics Chapter 4 Growing up as Boys and Girls

Answer:
My daily activities and routine will be disturbed. Instead of going to school, I will have to do all household works such as have to prepare lunch, clean the house, etc. Even my father will face the problem as without my mother’s assistance, he can’t do anything.

Question 7.
Why do you think that men and boys generally do not do housework? Do you think they should?
Answer:
Men and boys generally do not do housework because

  • they think that they are meant for outdoor work while females are meant for indoor works,
  • they sometimes also feel that it will be against the norms of the society if they get themselves involved in the household works.

Page 50

Question 8.
What are the total number of work hours spent by women in Haryana and Tamil Nadu each week?

State Haryana Tamil
Women Paid (work hours per week) 23 Nadu
Women Unpaid (housework hours per week) 30 19
Women (Total) 7 35
Men Paid (work hours per week) 38 ?
Men unpaid (house work hours per week) 2 40
Men (Total) ? 4

Answer:
The total number of work hours spent by women in Haryana for each week is 53 hours and in Tamil Nadu, it is 54 horns.

Question 9.
How does this compare with the total number of work hours spent by men?
Answer:
In contrast to this, the total number of work hours spent by men is 40 hours in Haryana and 44 hours in Tamil Nadu.

JAC Class 7th Civics Growing up as Boys and Girls Textbook Questions and Answers

Question 1.
Are the statements given below are true or false. Support your answer with the use of an example
(a) All societies do not think similarly about the roles that boys and girls play.
(b) Our society does not make distinctions between boys and girls when they are growing up.
(c) Women who stay at home do not work.
(d) The work that women do is less valued than that of men.
Answer:
(a) True, in most of the societies, the boy’s work is given more importance than the girl’s work.

(b) False, in most of the societies, there is a discrimination among the boys and the girls. Even while at their . growing age, boys are given cars to . play and girls are given dolls. Boys are taught to be tough and serious while girls are taught to be soft and mild.

(c) False, women who stay at home do many household works. They cook food, clean the house, wash the clothes, take* care of the children and old people etc which are very strenuous.

(d) True, most of the women do all household works and care giving tasks which are in continuation and don’t get leave even. Yet, the work that women do are not recognized as work. It is presumed that it is something which comes naturally to women. Hence, they are not to be paid and the work that women do are less valued than that of men.

JAC Class 7 Social Science Solutions Civics Chapter 4 Growing up as Boys and Girls

Question 2.
Housework is invisible and unpaid work. Housework is physically demanding. Housework is time consuming. Write in your own words what is meant by the terms ‘invisible’, ‘physically demanding’, and ‘time consuming’? Give one example of each based on the household tasks undertaken by women in your home.
Answer:
Invisible:
The work that is not seen with our eyes. As for example the women does the housework and care-giving task means looking after the children and old people, if. any member is sick than the women has to take care of that person. Apart from this they have to do other works such as cooking, washing, cleaning, etc., which are not recognized and remains invisible.

Physically demanding:
It means very tough and difficult work. As for example inside the home, women do many types of work which require physical strength as well. Fetching water from far-off places and carrying it on their head, head loads of firewood, washing clothes of every member of the house, etc., are very difficult and tough. Still without any complaints, women do it everyday.

Time-consuming:
It means various household work are time taking process. As for example from early morning, women starts their daily routine and it goes till late night. During this time, they are busy in doing different works and fulfilling everyone’s wishes. They also help there children to complete their homeworks and studies which is also very time consuming.

Question 3.
Make a list of toys and games that boys typically play and another for girls. If there is a difference between the two lists, can you think of some reasons why this is so? Does this have any relationship to the roles children have to play as adults?
Answer:
List of toys and games that

Boy Girl
Cars, trucks,

buses, guns,

sword, lions,

tigers, horses,

cricket, football, kabaddi, etc.

 Dolls, Barbie,

houses, kitchen

set, hide and

seek,pittho, etc.

Some of the games are also played by the boys. But, from the above list we can say that there is a difference between the toys with which the boys play and with which the girls play.

Reason:
Our society make a clear distinction between boys and girls from very early age. Boys are taught to be rough and tough and girls to soft and mild. Boys are expected to work in which they can show there manly features and girls to remain in their limits with feminine virtues. Later these factors affect a lot when they grow up as man and woman. It even affects their studies and career as well.

Question 4:
If you have someone working as a domestic help in your house or locality talk to her and find out a little bit more about her life  Who are her family members? Where is her home? How many hours does she work? How much does she get paid? Write a small story based on these details.
Answer:
Jyotsna has been working in our house from many years as a domestic help. She is from Bihar. She lives in Delhi with her family comprising of her husband, father-in-law, mother-in-law, brother- in-law and her two kids. She works in six houses and comes very early in the morning. After completing the morning work in our society, she goes back to her home and then do her own household works and take care of her two kids as they are small.

In the evening, she again comes and the rest of her work in the society. She does her work skillfully and efficiently. She is very polite and hardworking. Due to this reason, she has developed good relations with all her owners where she works. In total, she earn about ? 14#00/- . Everyone helps her when she is in need of anything like doctors, medicines, clothing, etc. Her husband works as a mechanic who also earns well. Hence, Jyotsna leads a happy life with her family.

JAC Class 7thCivics Growing up as Boys and Girls Important Questions and Answers

Multiple Choice Questions

Question 1.
The different roles assigned to the boys and girls lead to
(a) It makes them rude.
(b) It prepares them for the future roles as men and women
(c) It prepares them to be scared and afraid
(d) It makes them dull.
Answer:
(b) It prepares them for the future roles as men and women

JAC Class 7 Social Science Solutions Civics Chapter 4 Growing up as Boys and Girls

Question 2.
In the Samoan island, the most important activity for the young people was
(a) fishing
(b) cultivation
(c) hunting
(d) studying
Answer:
(a) fishing

Question 3.
In the Samoan island, the boys joined the older boys as they attain the age of around 9 years for fishing and other activities. The girls at this age were
(a) going to the forest and hunt wild animals
(b) not doing anything
(c) going for fishing and earn money by selling them
(d) looking after small children and do work for the adults till they were the teenagers
Answer:
(d) looking after small children and do work for the adults till they were the teenagers

Question 4.
After the age of fourteen years, the girls were free to do
(a) Ashing trips
(b) learning weaving baskets
(c) plantations
(d) all of the above
Answer:
(d) all of the above

Question 5.
In Madhya Pradesh, the girl’s school were different from the boy’s school. The difference was
(a) girl’s school had shops near the playground
(b) girls school had big trees around  the playground
(c) girl’s school had a central courtyard where they played in total isolation and safety from the outside world
(d) None of the above
Answer:
(c) girl’s school had a central courtyard where they played in total isolation and safety from the outside world

Question 6.
To play, boys are given cars, bikes and girls the dolls. This shows that
(a) different toys give them variety to play
(b) it becomes a way of telling children that they will have different futures as when they grow up
(c) this tells nothing
(d) None of the above
Answer:
(b) it becomes a way of telling children that they will have different futures as when they grow up

Question 7.
The child care centres in many villages are known as
(a) Anganwadis
(b) Naari Sudhar Samiti
(c) Bal ashrams
(d) Dharamshalas
Answer:
(a) Anganwadis

JAC Class 7 Social Science Solutions Civics Chapter 4 Growing up as Boys and Girls

Question 8.
The work of men and women are
(a) equally valued
(b) women’s work is more valued than the men’s work
(c) not equally valued
(d) all of the above
Answer:
(c) not equally valued

Question 9.
The girls and boys go to separate school in Madhya Pradesh from
(a) class III onwards
(b) class IV onwards
(c) class V onwards
(d) class VI onwards
Answer:
(d) class VI onwards

Question 10.
Melani was a
(a) factory worker .
(b) domestic worker
(c) shopkepeer
(d) teacher
Answer:
(b) domestic worker

Very Short Answer Type Questions

Question 1.
Why domestic worker’s wages are very low?
Answer:
Domestic worker’s wages are very low because there work are less valued as much as other works are valued.

Question 2.
Why do girls like to go to school in group?
Answer:
Girls like to go to school in groups because of fears of being teased or attacked.

Question 3.
What do we teach boys and girls from a very tender age?
Answer:
We teach boys to be tough and girls to talk softly.

Question 4.
Do you think Harmeet and Shonali was correct in saying that Harmeet’s mother did not work?
Answer:
No, Harmeet and Shonali were not correct in saying that Harmeet’s mother did not work.

JAC Class 7 Social Science Solutions Civics Chapter 4 Growing up as Boys and Girls

Question 5.
What do you mean by the term Double-burden?
Answer:
The term Double-burden means a double load. This term is generally used to describe the women’s work situation. It has emerged from a recognition that women make great effort both inside the home means household works and outside as well.

Question 6.
What do you mean by the term Identity?
Answer:
I dentity is a sense of self-awareness of who one is. Generally, a person can have several identities. As for example, a person can be a girl, a sister and a musician.

Question 7.
What do you mean by the term Care-giving?
Answer:
Care-giving refers to a series of tasks related to looking after and nurturing. Besides physical tasks, they also involve in a strong emotional and sentimental aspect.

Question 8.
Name some of the social reformers who work in- the field of gender equality and empowerment of women.
Answer:
The social reformers who work in the field of gender equality and empowerment of women are:

  • Raja Ram Mohan Roy
  • Swami Dayanand Saraswati
  • Ishwar Chandra Vidyasagar

Short Answer Type Questions

Question 1.
What measures to be taken to avoid gender discrimination?
Answer:
The measures to be taken to avoid gender discrimination are

  • awareness program on gender equality should be carried out.
  • the government should make out the reasons and find the solutions.
  • it has to be dealt with thorough actions not just at the individual level or by the family but by the community and the government as well.

Question 2.
Do you think .that men and boys generally do not do housework? Why?
Answer:
Men and boys generally do not do housework because it is assumed that this is something that comes naturally to women. Thus, across the world, the main responsibility for housework and care-giving tasks lies with women.

Question 3.
‘The work women do is strenuous and physically demanding.’ Why?
Answer:
Tasks like washing clothes, cleaning, sweeping and picking up loads require bending, lifting and carrying. Many household chores such as cooking, involve standing for long hours in front of hot stoves. Hence, the work women do is strenuous and physically demanding.

JAC Class 7 Social Science Solutions Civics Chapter 4 Growing up as Boys and Girls

Question 4.
What do you mean by the term De-valued?
Answer:
A person feels de-valued when someone is not given due recognition for a task or job they have done. As for example, if a boy has put in a lot of effort into making a special birthday gift for his friend and this friend does not say anything about this, then the boy may feel de-valued.

Question 5.
Why Harmeet think that her mother did not work?
Answer:
The main responsibility for housework and care-giving tasks such as looking after the family,especially children, the elderly and sick members, lies with women. The work that women do within the home is not recognised as work, ft is also assumed that this is something that comes naturally to women. Hence, does not have to be paid for. And that is why Harmeet thinks that her mother did not work.

Question 6. What role was assigned to young boys and girls in the Samoan Islands?
Answer:
Roles assigned to young boys and girls in the Samoan Islands are:

  • Both boys and girls have to look after their younger siblings.
  • But by the time a boy attains the age of about nine years, he joined the older boys in learning outdoor jobs such as fishing and planting coconuts.
  • After the age of fourteen or so girls also went on fishing trips, worked in the plantations and leamt how to weave baskets.
  • Boys were supposed to do most of the work in cooking while girls helped with the preparations in special cooking houses.

Question 7.
Explain the initiatives taken by the gover’nment to promote equality between the male or female.
Answer:
Government recognises that burden of child-care and housework falls on women and girls. This naturally has an impact on whether girls can attend school or not. It determines whether women can work outside the house and what kind of jobs and careers they can have. The government has set up anganwadis or child-care centres in several villages in the country. The government has passed laws that make it mandatory for organisations that have more than 30 women employees to provide creche facilities. The provision of creches helps many women to take up employment outside the home. It also makes it possible for more girls to attend schools.

JAC Class 7 Social Science Solutions Civics Chapter 4 Growing up as Boys and Girls

Question 8.
List any three major points of discrimination against girls and women in India.
Answer:
Three major points of discrimination against girls and women in India are:

  • Girls and women receive less health care facilities than men.
  • Women’s work is less valued though they work hard in society.
  • In rural regions, girls are given less education as compared to boys. They are forced to stay at home and help in household works.

Long Answer Type Questions

Question 1.
Growing up in Samoa was different from other societies in the 1920s. How?
Answer:
Growing up in Samoa was different from other societies in the 1920s as:

  • In the 1920s, according to research reports on Samoan society, children did not go to school.
  • They leamt many things, such as how to take care of children or do household work from older children and from adults.

Fishing was a very important activity on the islands. Young people learnt to undertake long fishing expeditions. But they learnt these things at different points in their childhood. Both boys and girls looked after their younger siblings. But, by the time a boy attains the age of about nine years, he joined the older boys in learning outdoor jobs such as fishing and planting coconuts.

Girls had to continue looking after small children or do works for adults till they were teenagers. But once they became teenagers they had much more freedom. After the age of fourteen or so, girls also went on fishing trips, worked in the plantations and leamt how to weave baskets. Boys were supposed to do most of the work in cooking while girls helped with the preparations and it was done in special cooking-houses.

JAC Class 7 Social Science Solutions

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

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JAC Board Class 10th Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe

JAC Class 10th History The Rise of Nationalism in Europe InText Questions and Answers

Page 4

Question 1.
In what way do you think this print (Fig. 1) depicts a Utopian vision?
JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 1a
Answer:
‘Utopian Vision’ means that it is depicting something idealistic. The French artist F Sorrieu was visualizing a dream of a world made up of nations (all of them did not exist as nations at the time that these prints were made). He has showed the German people with a common flag, although actually they were a number of different states at that time. So it is an idealistic or Utopian vision.

Page 4

Question 2.
Summarise the attributes of a nation, as Renan understands them. Why, in his view, are nations important?
Answer:
Ernst Renan was a French philosopher who delivered a speech at the University of Sorbonne in 1882. In that speech, he outlined the idea of what makes a nation. According to Renan nations are formed by a common language, race, religion or territory. It is the culmination of a long past of endeavour, sacrifices and devotion. A nation does not take any interest in annexing or holding onto another Nation against its will. Nations are important because their existence guarantee Liberty. The liberty of individuals would be lost if they are no nations.

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

Page 8

Question 3.
How7 did nationalism and the idea of the nation-state emerge?
Answer:
Nationalism and the idea of the nation¬state emerged within the culturally and regionally diverse groups of Europe. Due to industrialization and transformation of society there emerged a middle class consisting of businessmen, working professionals, industrialists, labourers and working class people. Out of these, the educated people thought of uniting the culturally compatible sections of people in Europe. This led to nationalism and emergence of the idea of the nation-state.

Page 10

Question 4.
Describe the political ends that List hopes to achieve through economic measures.
Answer:
Professor Friedrich List hopes that economic liberalism and reforms would help in generating national sentiments. These sentiments would be as under:

  1. Freedom for individual
  2. Equality of all before law
  3. Inviolability of private property
  4. Concept of government by consent
  5. End of aristocracy and clerical privileges
  6. A constitution and representative government through parliament.
  7. The economic reform, according to List would beget liberalism.

Page 11

Question 5.
Plot on a map of Europe the changes drawn up by the Vienna Congress.
Answer:
The Vienna Congress in 1815 changed the boundaries of Europe after the Napoleonic era. The boundaries were changed to make a strong France. Many countries opposed this, but it was remapped with Russia taking most parts of the Napoleonic under its control. The new states with new border were created although Europe with Switzerland being neutral territory. Although Napoleon escaped while in exile but was defeated in Waterloo.
Map of Europe after the changes drawn up by the Vienna Congress.
JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 1

Question 6.
What is the caricaturist trying to depict?
JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 3
Answer:
The caricaturist is depicting the club of liberal nationalists which dates back 1820.Conservative regimes were set up in 1815. These regimes were autocratic they were not ready to tolerate criticism and dissent. They curbed all the actions which put a question mark on the legitimacy of autocratic governments. Most of the regimes had imposed censorship law to have control over freedom of the press and over songs motivating the ideas of liberty

Page 15

Question 7.
Discuss the importance of language and popular traditions in the creation of national identity.
Answer:
The importance of language and popular traditions in the creation of national identity are as follows:

  1. The language and popular traditions of a particular region or country give the feeling of shared past, collective and united living to the people.
  2. They bind all the people by the thread of togetherness and pride.
  3. They give them the feeling of being culturally one hence they perceive the sentiment of being nationally one and united. Therefore, language and traditions create national identity.

Page 16

Question 8.
Describe the causes of the Silesian weavers’ uprising. Comment on the viewpoint of the journalist.
Answer:
The causes of the Silesian weavers’ uprising were:

  1. The cause of the Silesian weavers’ uprising was lower payments for finished Textiles.
  2. Contractors gave raw materials and took away finished textiles from the weavers and paid very less money to the weavers.
  3. In 1845, weavers of Silesia revolted and this led to the agitation and uprising by weavers against contractors.
  4. The view point of the journalist that the misery of the workers is extreme and contractors took advantage is totally logical and acceptable.

Question 9.
Imagine you are a weaver who saw1 the events as they unfolded. Write a report on what you saw.
Answer:
I have worked very hard to supply the woven cloth in time, but received very less payment than what was agreed to by the contractor. Since other weavers had also got less payment, on the afternoon of June 4, 1 went along with my partner and other weavers to the contractor’s home for asking for better wages for our weaving. Our demands were scornfully refused and we were even threatened that no more work will be given to us if we did not work at the same rate as what was paid to us.

Some of my fellow weavers got angry at this and broke the window panes of the contractor’s house, barged inside and damaged his furniture and crockery. Some weavers also broke open his store of woven cloth and tore it all up. Seeing this, the contractor ran away from the – house with his family to a nearby village, but there also he did not get shelter. Next day, the contractor returned with soldiers from the army, who fired at our group of weavers, killing eleven of them. I was injured in the leg by a bullet and am now nursing my wounds as 1 write this.

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

Question 10.
Compare the positions on the question of women’s rights voiced by the three writers cited above. What do they reveal about liberal ideology?
Answer:
The three writers cited three different views about the women’s rights.

  1. One of these writers is opposed any political right to women.
  2. The second writer is criticizing the men who try to gain freedom and liberty only for men. At the same time, the second writer advocates that women should be given political rights.
  3. The third writer is in favour of women’s rights. He cited a comparative study between position of men and women and is in favour of women rights.
  4. First, second, and third writers wrote about big divisions in the liberal ideology.
  5. The liberal thinkers and writers, were divided on the question of the women’s rights.

Page 20

Question 11.
Describe the caricature. How does it represent the relationship between Bismarck and the elected deputies of Parliament? What interpretation of democratic processes is the artist trying to convey?
JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 4
Answer:
The caricature depicts Bismarck, Chancellor of Germany as holding a whip (signifying that he is a ruthless man ruling with an iron hand) while leading the Parliament. The deputies who were elected are afraid of him and so are hiding under their tables. The caricature depicts the dominance of Bismarck over the deputies and how he despised liberalism and parliamentary assemblies. The artist is trying to convey that the democratic process in Germany was very shallow and the roots of constitutionalism were poor.

Question 12.
Look at Fig. 14(a). Do you think that the people living in any of these regions thought of themselves as Italians? Examine Fig. 14(b). Which was the first region to become a part of unified Italy? Which was the last region to join? In which year did the largest number of states join?
JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 2
JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 3
Answer:
In 1858, Italy was divided into seven states, with the North being under the Austrian Habsburgs, the centre being ruled by the Pope and the Southern regions being under Spain’s domination. Only one state, Sardinia-Piedmont was ruled by an Italian princely house. The Italian language also had not acquired a common form and had many regional and local variations. So people living in these regions, except Sardinia -Piedmont, would not have thought of themselves as Italians. The first regions to become a part of unified Italy in 1858 were Savoy Sardinia followed by the Northern states. The last region to join was the Papal State in 1870. The largest number of states joined in 1860.

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

Page 22

Question 13.
The artist has portrayed Garibaldi as holding on to the base of the boot, so that the King of Sardinia-Piedmont can enter it from the top. Look at the map of Italy once more. What statement is this caricature making?
JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 4
Answer:
The base of the boot symbolizes the Kingdom of the Two Sicilians, which lay in the southernmost part of the Italian peninsula. Garibaldi had won this kingdom and handed it over to King Victor Emmanuel II. This cartoon signifies the unification of Italy and Garibaldi’s role in it.

Page 24

Question 14.
With the help of the chart in Box 3, identify the attributes of Veit’s Germania and interpret the symbolic meaning of the painting. In an earlier allegorical rendering of 1836, Veit had portrayed the Kaiser’s crown at the place where he has now located the broken chain. Explain the significance of this change. Box 3

Attribute Significance
Broken chains Being freed
Breastplate with eagle Symbol of the German empire – strength
Crown of oak leaves Heroism
Sword Readiness to fight
Olive branch around the sword Willingness to make peace
Black, red and gold tricolour Flag of the liberal- nationalists in 1848, banned by the Dukes of the German states
Rays of the rising sun Beginning of a new era

JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 5

Answer:
The symbolic meaning of the painting is that the German nation has emerged. The female figure of Germania is an allegory of the German nation. All the attributes of the German nation can be “seen in the painting as given in Box 3. The replacement of the Kaiser’s crown with the broken chain signifies that the German nation is now free from autocratic monarchical rule.

Question 15.
Describe what you see in Fig. 18. What historical events could Hiibner be referring to in this allegorical vision of the nation?
JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 6
Answer:
The painter depicted Germania as a fallen woman with the crown and standard thrown aside because German people’s hopes to be united under one monarch (King Friedrich Willhelm IV) were dashed as he rejected their demand in 1848. The artist, Julius Hubner, depicted Germania in a forlorn state due to this rejection by the king. It symbolized the loss of hope. The crown and standard are symbols of the monarchy, which have been cast aside.

Page 25

Question 16.
Look once more at Fig. 10. Imagine you were a citizen of Frankfurt in March 1848 and were present during the proceedings of the Parliament. How would you (a) as a man seated in the hall of deputies, and (b) as a woman observing from the galleries, relate to the banner of Germania hanging from the ceiling?
JAC Class 10 Social Science Solutions History Chapter 1 The Rise of Nationalism in Europe 7
Answer:
(a) As a man seated in the hall of deputies, I would relate positively to the banner of Germania, as I would feel all that it symbolized was coming true.

(b) As a woman observing from the galleries, I would consider the banner to depict the truth only partially Women had participated with men equally in the struggle for constitutionalism with national unification, but they were denied suffrage rights during elections to the National Assembly, Women were only admitted to the assembly as passive citizens and observers.

JAC Class 10th History The Rise of Nationalism in Europe Textbook Questions and Answers

Question 1.
Write a note on:
(a) Guiseppe Mazzini
(b) Count Camillo de Cavour
(c) The Greek war of independence
(d) Frankfurt parliament
(e) The role of women in nationalist struggles
Answer:
(a) Giuseppe Mazzini: Giuseppe Mazzini was an ItaliWan revolutionary born in Genoa in 1807, he became a member of the Secret Society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German ‘ states.

Mazzini believed that God had intended nations to be the natural units of mankind. So Italy could not continue to be a patchwork of small states and kingdoms. It had to be forged into a single unified republic within a wider alliance of nations. This unification alone could be the basis of Italian liberty.

(b) Count Camillo de Cavour led the movement to unify the regions of Italy 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. Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.

(c) The Greek war of independence: An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of independence. Greece had been part of the,Ottoman Empire since the fifteenth century. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821. Nationalists in Greece got support from other Greeks living in exile -and also from many West Europeans who had sympathies for ancient Greek culture. Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation. ,

(d) FranKfurt parliament: The German middle class decided to vote for an all German National Assembly in 1848, and hence came to Frankfurt. Around 831 persons were elected. They comprised the’National Assembly. The assembly decided to organize Frankfurt parliament in the church of St. Paul. Thus on 18 May, 1848 the famous Frankfurt parliament was convened. The assembly decided that the German nation would be a monarchy controlled by parliament, and offered this term to the Prussian king, the latter rejected the terms and proposal of the assembly.

Also the middle classes were restored to the suppression of working class and artisans. This led to the division among the liberal-minded persons. The parliament got disrupted and people came to blows. In order to control the situation, military was called in the assembly hall. Thus, the monarchy and military combined together with autocracy won over the liberal nationalist middle class. The Frankfurt parliament is famous in history as failure of liberalism and victory of monarchy.

(e) The role of women in nationalist struggles: Women played a very significant role in the nationalist struggles all over the world. They led the movements, bore the blows of police and military men, stood by their male counterparts; spread the ideas of liberal nationalism in the urban and countryside areas of Europe. But women were dissatisfied a lot. They, inspite of their very active participation in nationalist struggles, did not get their share of cake, i.e., they could not secure the right to vote, or the political rights for themselves till the end of 19th century.

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

Question 2.
What steps did the French revolutionaries take to create a sense of collective identity among the French people?
Answer:
The French revolutionaries took follow¬ing steps to create a sense of collective identify among the French people:

  1. They introduced the ideas of la patrie (the fatherland) and le citoyen (the citizens).
  2. These ideas emphasized the notion of a united community enjoying equal rights under a constitution.
  3. Anew French flag, the tricolour, to replace the former royal standard was chosen.
  4. They elected the Estates-General by active citizens and it was renamed as National Assembly.
  5. They composed new hymns, took oaths and commemorated martyrs, all in the name of nation.
  6. They established a centralized administrative system, which formulated uniform laws for all citizens.
  7. They adopted a uniform system of weights and measures and abolished internal customs duties and dues.
  8. They promoted French over the regional dialects.
  9. They also declared that it was the mission and destiny of the French nation to liberate the people of Europe from despotism, i.e., to help other people of Europe to become nations.

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

  1. Marianne was the allegory or symbol of French nation.
  2. Germania was the allegory or symbol of German nation.
  3. They were portrayed in a way to reflect the idea of nation-state.
  4. They represented their respective country as if it w^ere a person. It sought to give an abstract idea of the nation in a concrete form.

Question 4.
Briefly trace the process of German unification.
Answer:

  1. The liberal minded middle class of German confederacy met in the Frankfurt parliament in 1848, with an objective of establishing Germany as a nation. But they failed miserably.
  2. The parliament ended with monarchical, military and aristocratic triumph.
  3. Later on, the chief minister of Prussia, Otto von Bismark, architect of this process, led the movement of unity of the German confederacy.
  4. He organised this process with the help of Prussian army and bureaucracy.
  5. They fought three wars for over seven years with Austria, Denmark and France, which ended in Prussian victory. This completed the process of German unification.
  6.  In January 1871, the Prussian king, William I was proclaimed German emperor in a ceremony held at Versailles.

Question 5.
What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him?
Answer:
Napoleon introduced following administrative reforms in the areas ruled by him:

  1. He made administrative system more rational and effective.
  2. The Civil Code of 1804 or Napoleonic code did away with all privileges based on birth, established equality before law and secured the right to property.
  3. He simplified administrative system, ended feudal system, and freed peasants from serfdom and monarchical dues.
  4. In towns too, guild system were removed. Transport and communication systems were improved.
  5. Peasants, artisans, businessmen and workers enjoyed the new found freedom.

NCERT ‘Discuss’ Questions

Question 1.
Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals?
countries at that time, but leading to the unification of both countries eventually.
Answer:
The 1848 revolution of the liberals refers to the revolution led by the educated middle classes of Europe. Events of February 1848, in France brought about the abdication of the monarchy and a republic based on universal male franchise was formed.

  1. Politically, they demanded constitutionalism with national unification a nation-state with a written constitution and parliamentary administration.
  2. Socially, they wanted to rid society of its class-based partialities and birth rights. Serfdom and bonded labour had to be abolished.
  3. Economically all they wanted freedom of markets and right to property.

Question 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:
(i) Romanticism was a European cultural movement aimed at developing national unity by creating a sense of shared heritage and common history. The Romantic artists’ emphasised on emotions, intuition and mystical feelings gave shape and expression to nationalist sentiments. The strength of art in promoting nationalism is well exemplified in the role played by European poets and artists in mobilising -public’opinion to support the Greeks in their struggle to establish their national identity.

(ii) Folk songs, dances and poetry popularised the spirit of nationalism and patriotic fervour in Europe. Collecting and recording the different forms of folk culture was important for building a national consciousness. Being a part of the lives of the common people, folk culture enabled nationalists to carry the message of nationalism to a large and diverse audience. The Polish composer Karol Kurpinski celebrated and popularised the Polish nationalist struggle through his operas and music, turning folk dances like the polonaise and mazurka into nationalist symbols.

(iii) Language played a distinctive role in developing nationalist feelings in Europe. An example of this is how during Russian occupation, the use of Polish came to be seen as a symbol of struggle against Russian dominance. During this period, Polish language was forced out of schools and Russian language was imposed everywhere.

Following the defeat of an armed rebellion against Russian rule in 1831, many members of the clergy in Poland began using language as a weapon of national resistance. They did so by refusing to preach in Russian, and by using Polish for Church gatherings and religious instruction. The emphasis on the use of vernacular language, the language of the masses, helped spread the message of national unity.

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

Question 3.
Through a focus on any two countries, explain how nations developed over the nineteenth century.
Answer:
Italy and Germany were two important European countries that developed during the nineteenth century. Both these countries were previously ruled by several princely states and were divided into many smaller independent segments, till the middle of 19th century.

  1. As there were some mass revolutions in various parts of Europe in 19th century and people became more educated, the common people of all these states unified to form common governments.
  2. In Germany, German National Assembly was formed in 1848 and in Italy, the revolutionists tried to form unified Italian Republic; though they failed in both

Question 4.
How was the history of nationalism in Britain unlike the rest of Europe?
Answer:
(i) In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process.

(ii) There was no British nation prior to the eighteenth century. The primary identities of the people who inhabited the British Isles were ethnic – such as English, Welsh, Scot or Irish. All these ethnic groups had their own cultural and political traditions.

(iii) But as the English nation steadily grew in wealth, importance and power, it was able to extend its influence over the other nations of the islands.

(iv) The English parliament, seized power from the monarchy in 1688 at the end of a conflict, was an instrument through which a nation-state, with England at its centre, came to be forged.

(v) The Act ofUnion (1707) between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ meant, that England was able to impose its influence on Scotland. The.British parliament was dominated by its English members.

(vi) The growth of a British identity meant that Scotland’s distinctive culture and political institutions were suppressed. The Catholic clans that inhabited the Scottish Highlands suffered terrible repression whenever they attempted to assert their independence. 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.

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

Question 5.
Why did nationalist tensions emerge in the Balkans?
Answer:
(i) The most serious source of nationalist tension in Europe after 1871 was the area called the Balkans. The Balkans was a region of geographical and ethnic variation comprising modern-day Romania, Bulgaria, Albania, Greece, Macedonia, Croatia, Bosnia-Herzegovina, Slovenia, Serbia and Montenegro whose inhabitants were broadly known as the Slavs.

(ii) A large part of the Balkans was under the control of the Ottoman Empire. The spread of the ideas of romantic nationalism with disintegration of the Ottoman Empire made this region very explosive.

(iii) All through the nineteenth century the Ottoman Empire had sought to strengthen itself through modernisation and internal reforms but with very little success. One by one, its European subject nationalities broke away from its control and declared independence.

(iv) The Balkan people based their claims for independence or political rights on nationality and used history to prove that they had once been independent but had subsequently been subjugated by foreign powers.

(v) The rebellious nationalities in the Balkans thought of their struggles as attempts to win back their long-lost independence.

JAC Class 10 Social Science Solutions

JAC Class 7 Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

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JAC Board Class 7th Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

JAC Class 7th Geography Human Environment Interactions: The Tropical and the Subtropical Regions InText Questions and Answers

Page 56

Question 1.
Name the countries of the basin through which the equator passes.
Answer:
The countries of the basin through which the equator passes are Ecuador, Colombia and Brazil.

Question 2.
Some TV channels broadcast documentaries on the wildlife of the world. Try to watch some of the films and share your experience with the class.
Answer:
Students need to do it themselves.

Page 60

Question 3.
River Brahmaputra is known by different names in different places. Find the other names of the river.
Answer:
Padma in Bangladesh, Siang in Arunachal Pradesh, Tsangpo or Yarlung Zangbo in Tibet.

JAC Class 7 Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

Question 4.
Collect some handicrafts made from jute, bamboo and silk. Display them in the class. Find out in which area they were made?
Answer:
Jute, bamboo and silk are made in Bihar, West Bengal and Assam.

JAC Class 7th Geography Human Environment Interactions: The Tropical and the Subtropical RegionsTextbook Questions and Answers

Question 1.
Answer the following questions.
(i) Name the continent in which the Amazon Basin is located.
Answer:
The continent in which the Amazon Basin is located is South America.

(ii) What are the crops grown by the people of the Amazon Basin?
Answer:
The crops grown by the people of the Amazon Basin are pineapple, tapioca and sweet potato. Maize, coffee and cocoa are also grown as cash crops.

(iii) Name the birds that you are likely to find in the rainforests of the Amazon.
Answer:
The birds that are likely to found in the rainforests of the Amazon are macaws, humming bird and toucans.

(iv) What are the major cities located on the River Ganga?
Answer:
The major cities located on the River Ganga are Kolkata, Patna, Varanasi, Kanpur and Prayagraj (Allahabad).

(v) Where is the one-horned rhinoceros found?
Answer:
In the Brahmaputra plain, the one-horned rhinoceros is found.

Tick (√) the correct answer.

Question 2.
(i) Toucans are a type of
(a) birds
(b) animals
(c) crops
Answer:
(a) birds

(ii) Manioc is the staple food of
(a) Ganga Basin
(b) Africa
(c) Amazon
Answer:
(c) Amazon

(iii) Kolkata is located on the river
(a) Orange
(b) Hooghly
(c) Bhagirathi
Answer:
(b) Hooghly

JAC Class 7 Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

(iv) Deodars and firs are a type of
(a) Coniferous trees
(b) Deciduous trees
(c) Shrubs
Answer:
(a) Coniferous trees

(v) Bengal tiger is found in
(a) mountains
(b) delta area
(c) Amazon
Answer:
(b) delta area

Question 3.
Match the following.

(i) Cotton textile (a) Assam
(ii) Maloca (b) Terrace farming
(iii) Piranha (c) Sericulture
(iv) Silk worm (d) Slanting roof
(v) Kaziranga (e) Ganga plain
(f) Varanasi
(g) Fish

Answer:

(i) Cotton textile (e) Ganga plain
(ii) Maloca (d) Slanting roof
(iii) Piranha (g) Fish
(iv) Silkworm (c) Sericulture
(v) Kaziranga (a) Assam

Question 4.
Give reasons.
(i) The rainforests are depleting.
Answer:
The rainforests is depleting due to the developmental activities that are going at a fast speed. It is evaluated that a large region of the rainforest has been disappearing yearly in the basin. As a result, the top soils is washed away when the rain falls and the lush green forests turn into barren and empty landscape. Apart from this, setting up large scale industries after the clearing of forests.

(ii) Paddy is grown in the Ganga- Brahmaputra plains.
Answer:
Paddy cultivation needs sufficient water. The Ganga-Brahmaputra plains fulfills this condition hence paddy is grown in the Ganga- Brahmaputra plains.

JAC Class 7 Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

Question 5.
Map Skills
(i) On an outline map of Indian Sub-continent, draw the rivers Ganga and Brahmaputra from the source to the mouth. Also show the important tributaries of both the rivers.
Answer:
Important tributaries of river Ganga: Yamuna, Gomti, Kosi, Damodar Important tributaries of river Brahmaputra: Teesta, Dibang,
Kolong, Lohit, Subansiri. Do it yourself.

(ii) On the political map of the South America, draw the equator. Mark the countries located on the equator.
Answer:
Do it yourself.

(For Fun)

Question 6.
Make a collage to show places of attractions in India. You can divide the class in different groups to show attractions based on mountain landscapes, coastal beaches, wildlife sanctuaries and places of historical importance.
Answer:
Students need to do it yourself.

Question 7.
Activity
Collect under mentioned material and observe how destruction of trees effect the soil cover.
Material

  1. Three small flowerpots or food cans (e.g., cold drinks tin cans),
  2. one big can with holes punched in the bottom (this will act as a sprinkling can),
  3. twelve coins or bottle caps
  4. soil.

Process:
Take three small cans or pots. Fill them with soil till the top. Press the soil to make it level with the top of the can. Now put four coins or bottle caps on the soil of each can. Take the big can that has been punched with holes and fill it with water. You can also take the sprinkling can from your garden. Now, sprinkle water on the three cans. On the first can sprinkle water very slowly so that no soil splashes out.

Let moderate amount of water be sprinkled on the second can. On the third can, sprinkle the water heavily. You will observe that unprotected soil splashes out. Where the ‘rain’ is heavy the amount of soil that splashes out is the maximum and least in case of the first can. The coins or caps represent the tree covers. It is clear that if the land is cleared completely of the vegetation, the soil cover will quickly disappear.
Answer:
Students need to do it by themselves under the guidance of teachers parents.

JAC Class 7th Geography  Human Environment Interactions: The Tropical and the Subtropical Regions Important Questions and Answers

Multiple Choice Questions

Question 1.
Through Delhi, the largest tributary of the Ganges passes. The city which join the river Ganga is
(a) Kanpur
(b) Patna
(c) Prayagraj
(d) Kolkata
Answer:
(c) Prayagraj

Question 2.
The major cities of India and Bangladesh which flank the Ganga- Brahmaputra delta are
(a) Patna and Dhaka
(b) Kolkata and Dhaka
(c) Patna and Faridpur
(d) Kolkata and Faridpur
Answer:
(b) Kolkata and Dhaka

JAC Class 7 Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

Question 3.
The Ganges which joins the Brahmaputra in to form one of the largest river basins in the world.
(a) Nepal
(b) India
(c) China
(d) Bangladesh
Answer:
(d) Bangladesh

Question 4.
The most common food eaten by the Amazon people are
(a) Manioc
(b) Plum
(c) Passion fruit
(d) None of these
Answer:
(a) Manioc

Question 5.
The Amazon river basin encompasses the countries of Bolivia, Brazil, Columbia, Ecuador, Guyana, Peru, Suriname, and Venezuela.
river is not a tributary of the Amazon,
(a) Purus
(b) Songa
(c) Rio Negro
(d) Nile
Answer:
(b) Songa

Question 6.
……. is not situated on the banks of the river Ganga.
(a) Indore
(b) Kolkata
(c) Patna
(d) Varanasi
Answer:
(a) Indore

Question 7.
The animal which is not found in the rainforest is
(a) Sloth
(b) Jaguars
(c) Lions
(d) None of these
Answer:
(c) Lions

Question 8.
Climate found in the Amazon Basin is
(a) Hot and wet
(b) Extremely cold
(c) Hot and humid
(d) Extremely hot
Answer:
(a) Hot and wet

Question 9.
Piranha is a type of
(a) Bird
(b) Reptiles
(c) Insect
(d) Fish
Answer:
(d) Fish

JAC Class 7 Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

Question 10.
Cash crops grown in the Ganga- Brahmaputra plain are
(a) Jute and sugarcane
(b) Sugarcane and maize
(c) Jute and maize
(d) Sugarcane and banana
Answer:
(a) Jute and sugarcane

Very Short Answer Type Questions

Question 1.
What are the cash crops that the rainforest people grow?
Answer:
The cash crops that the rainforest people grow are coffee, maize and cocoa.

Question 2.
What do you mean by bromeliads?
Answer:
The special plants that store water in their leaves are known as bromeliads. Animals such as frogs use these pockets of water for laying their eggs.

Question 3.
Name the crops which are grown in Ganga-Brahmaputra basin.
Answer:
The crops which are grown in Ganga- Brahmaputra basin are paddy, wheat, maize, sorghum, gram and millets. Cash crops like sugarcane and jute are also grown.

Question 4.
On which river, Taj Mahal is located?
Answer:
Taj Mahal is located on the banks of the river Yamuna.

Question 5.
What do you mean by population density?
Answer:
The number of persons that live in one sq. km. of area is known as population density.

Question 6.
What do you mean by ‘Maloca’?
Answer:
‘Maloca’ means large apartment-like houses with a steeply slanting roof.

Question 7.
Who discovered the Amazon River?
Answer:
A Spanish explorer named Francisco de Orellana discovered the Amazon River.

Question 8.
Define the river’s mouth.
Answer:
The river’s mouth is the place where a river flows into another body of water.

JAC Class 7 Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

Question 9.
Where Ganga and Brahmaputra basin situated?
Answer:
The Ganga and Brahmaputra basin lies in the sub-tropical region that is situated between 10°N to 30°N latitudes.

Question 10.
Define tributaries.
Answer:
Tributaries are the small river that join the main river.

Short Answer Type Questions

Question 1.
Why the tropical region is called the equatorial region?
Answer:
The tropical region is called the equatorial region because this region lies very close to the equator between 10 degree north and 10 degree south.

Question 2.
Variety of fishes are found in the Amazon basin and Ganga- Brahmaputra basin. What are they?
Answer:
Variety of fishes are found, in the Amazon basin and Ganga-Brahmaputra basin. They are: Amazon Basin: Several species of fishes such as Pancake stingray, Electric eel, Blue shark, Armored catfish, flesh eating Piranha are found. Ganga-Brahmaputra Basin: The popular fishes are rohu, catla and hilsa. It is also the staple diet of the people residing there.

Question 3.
What are the main characteristics of Ganga-Brahmaputra basin?
Answer:
The Ganga and the Brahmaputra plains, the mountains and the foothills of the Himalayas and the Sundarbans delta are the main characteristics of the Ganga and the Brahmaputra basin.

Question 4.
In the Amazon Basin what type of natural vegetation is found?
Answer:
In the Amazon Basin region, it rains heavily and thick forests grow. The forests are so thick that the dense ‘roof’ created by leaves and branches does not allow the sunlight to reach the ground. Hence, the ground remains dark and damp. Only shade tolerant vegetation may grow here. Plant parasites grow such as orchids, bromeliads, etc.

JAC Class 7 Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

Question 5.
What do people of the Amazon rainforest do?
Answer:
After clearing some trees in the forest, people grow most of their food in small regions. Men hunt and fish along the rivers and women take care of the crops. They mainly grow tapioca, pineapple and sweet potato. Due to uncertainty of hunting and fishing, so the women keep their families alive by feeding them the vegetables they grow. They practice ‘slash and bum agriculture’.

Question 6.
The life of the people of the Amazon basin is changing. How?
Answer:
Time is moving very fast and this has resulted in the change of the life style of the people everywhere around the world. The life of the people of the Amazon basin is also changing but not at a very fast speed. In the early days, it was difficult to reach the core of the forest. The Trans Amazon highway was made in 1970 where all parts of the rain forest accessible. Aircrafts and helicopters are also used for reaching various places and dense forests. The native people was pushed out from the area and forced to settle in new regions and places.

Question 7.
Explain the vegetation found in the Ganga-Brahtnaputra Basin.
Answer:
The vegetation of the Ganga- Brahmaputra Basin covers the area which varies according to the type of landforms. In the Ganga and Brahmaputra, plain tropical deciduous trees grow such as teak, sal and peepal. In the Brahmaputra plain, thick bamboo groves are very common. The delta region is covered with the mangrove forests. In some parts of Uttarakhand, Sikkim and Arunachal Pradesh, coniferous trees like pine, deodar and fir can be found due to the climatic condition which is cool and the slopes are steep.

Question 8.
Explain in short the agricultural activities of the people in the Ganga- Brahmaputra Basin.
Answer:
The main occupation of the people in the Ganga-Brahmaputra Basin is agriculture. The main crop cultivated is paddy. Apart from paddy the other crops which are grown are wheat, maize, sorghum, gram and millets. Cash crops such as sugarcane and jute are also grown. Banana plantations are found in some regions of the plain. In West Bengal and Assam, tea is grown in plantations. Silk is produced through the cultivation of silk worms in some parts of Bihar and Assam. In the mountains and hills, crops are grown on terraces where the slopes are gentle.

JAC Class 7 Social Science Solutions Geography Chapter 8 Human Environment Interactions: The Tropical and the Subtropical Regions

Question 9.
What is the indication and implication of devastation of rainforests?
Answer:
The indication of devastation of rainforests is that the top soil is washed away as the rain falls and the lush green forests turn into a barren and unproductive land.

Question 10.
Tourism is an important activity in the Ganga-Brahmaputra basin. How can we say that?
Answer:
Tourism is an important activity of the Ganga-Brahmaputra basin. Taj Mahal on the banks of River Yamuna in Agra, Prayagraj on the confluence of the Rivers Ganga and Yamuna and invisible Saraswati river, Buddhists stupas in Uttar Pradesh and Bihar, Lucknow have its Imambara, Assam with Kaziranga and Manas wildlife sanctuaries and Arunachal Pradesh with a distinct tribal culture are few places worth a visit and to enjoy life.

Long Answer Type Questions

Question 1.
Discuss in brief the wildlife living in the Ganga-Brahmaputra region or plain.
Answer:
There is a diversity and variety of wildlife found in the Ganga- Brahmaputra basin. The common animals which are found are elephants, monkeys, tigers, deers. Also, one- homed rhinoceros are found in the plain. In the delta region, crocodiles, alligators and Bengal tigers are found. Aquatic life flourish in the fresh river water, the lakes and the Bay of Bengal sea. The common and popular fish which are found are hilsa mainly in the fresh water of the river Ganga, rohu and catla and other fresh water fishes.

JAC Class 7 Social Science Solutions

JAC Class 10 Social Science Notes History Chapter 5 Print Culture and the Modern World

by

JAC Board Class 10 Social Science Notes History Chapter 5 Print Culture and the Modern World

→ Print has a history. This chapter looks at the development of print, from its beginning in East Asia to its expansion in Europe and in India.

→ This analyses to understand the impact of the spread of technology and consider how social lives and cultures changed with the coming of print.

→ The First Printed Books:

  • The earliest kind of print technology was developed in China, Japan and Korea.
  • From AD 594 onwards, books in China were printed by rubbing paper-also invented there-against the inked surface of woodblocks.
  • The Chinese had the ‘accordion hook’ and knew calligraphy.
  • The imperial state in China was, for a very long time, the major producer of printed material.
  • Textbooks for civil services examination were printed in vast numbers under the sponsorship of the imperial state.
  • By the seventeenth century, as urban culture boomed in China, the uses of print diversified. Print was not only used by the scholar-officials, but also by the merchants regularly’for collecting trade information. It became a leisure activity, and women began to read. There were demands for fictional narratives, poems, autobiographies, anthologies of literary masterpieces, and romantic plays. Wives of scholar-officials published their work and courtesans wrote about their lives.
  • Shanghai became the hub of the new print culture, catering to Western-style schools. There was a gradual shift from hand printing to mechanical printing.

JAC Class 10 Social Science Notes History Chapter 5 Print Culture and the Modern World

→ Print in Japan:

  • Buddhist missionaries from China introduced hand-printing technology into Japan around AD 768-770.
  • The oldest Japanese book, Diamond Sutra, printed in AD 868, contains six sheets of text and woodcut illustrations.
  • Libraries and book stores were packed with various hand-printed material of various types—books on women, musical instruments, calculations, tea ceremony, flower arrangements, proper etiquette, cooking and famous places.

→ Print Comes to Europe

  • In the eleventh century, Chinese paper reached Europe through the silk route.
  • China already had the technology of woodblock printing. Marco Polo after many years of exploration in China, took back the knowledge with him to Italy.
  • Woodblock technology was used in Italy. By the early fifteenth century, the technology was widely used in Europe to print textiles, playing cards, and religious pictures with simple, brief texts.
  • There was need for quicker and cheaper reproduction of texts. The breakthrough occurred at Strasbourg, Germany, where Johannes Gutenberg developed the first- known printing press in the 1430s.

→ Gutenberg and the Printing Press

  • By 1448, Gutenberg perfected the printing system. The first book he printed was the Bible. It took three years to print 180 copies, which was quite fast as per the standards of the time.
  • From 1450 to 1550, printing presses were set up in most countries of Europe. The second s half of the fifteenth century saw 20 million copies of printed books flooding the markets in Europe, which went up to 200 million copies in the sixteenth century, The shift from hand printing to mechanical printing led to the print revolution.

→ The Print Revolution and Its Impact
The print revolution transformed the lives of the people, changing their relationship to information and knowledge, and with institutions and authorities. It influenced l popular perceptions and opened up new ways of looking at things.

→ A New Reading Public

  • With the printing press, a new reading public . emerged. Earlier reading was restricted to the elites, and majority was hearing public. As books reached out to wider sections of people, a reading public emerged,
  • The literacy rate in Europe was very low till the twentieth century. Therefore, the , publishers had to keep in mind the wider reach of the printed work. Printers began publishing popular ballads and folk tales, arid these books were profusely illustrated with picAires. These were then sung and recited at gatherings in villages and in taverns in towns.
  • The line that separated the oral and reading cultures blurred. Religious Debates and Fear of Print
  • Print created the possibility of wide circulation of ideas, and introduced a new world of debate and discussion. Printed message could persuade people to think differently, and move them to action.
  • It was also feared that if there was no control over what was printed and read, then rebellious and irreligious thoughts – might spread. If that happened, the authority of ‘valuable’ literature would be lost.
  • In 1517, the religious reformer Martin Luther wrote the Ninety-Five Theses, which criticised the practices and rituals of the Roman Catholic Church. His writings were widely spread and read. It led to a division within the Church and to the beginning of the Protestant Reformation.

→ Print and Dissent:
Print and popular religious literature stimulated many distinctive individual interpretations of faith even among the little-educated working people. In the sixteenth century, Menocchio, a miller in Italy reinterpreted the message of the Bible and formulated a view of God and Creation that enraged the Roman Catholic Church. After being hauled twice, he was executed. Troubled by the effects of reading and questioning of faith, the Roman Catholic Church imposed several controls over publishers and booksellers, and began to maintain an Index of Prohibited Books from 1558.

→ The Reading Mania

  • Through the seventeenth centuries, literacy rates went up in most parts of Europe. Churches of different denominations spread education among the peasants and artisans by setting up schools in the villages.
  • New forms of popular literature, such as almanacs, chapbooks, and ‘Bibliotheque bleue’ appeared in print, targeting new audiences. They were cheap books. Romances and the more substantial ‘histories’ were also printed and read.
  • The periodical press, such as newspapers and journals carried information about wars and trade as well as news of development in other places.
  • The ideas of scientists and philosophers became more accessible to the common people. Ancient and medieval scientific texts were compiled, and maps and scientific diagrams were widely printed. The writings of thinkers like Voltaire, Rousseau and Thomas Paine were read.

→ ‘Tremble, therefore, tyrants of the world!’

  • By the mid-eighteenth century, many people believed that books could change the world, liberate society from despotism and tyranny, and herald a time when reason and intellect would rule.
  • Convinced of the power of print in bringing enlightenment and destroying the basis of despotism, Merrier proclaimed, ‘Tremble, therefore, tyrants of the world! Tremble before the virtual writer! ’

JAC Class 10 Social Science Notes History Chapter 5 Print Culture and the Modern World

→ Print Culture and the French Revolution

  • Three types of arguments have been put forward in favour that print culture created the conditions within which French Revolution occurred.
  • The print collectively highlighted the thoughts and writings of the Enlightenment thinkers. They provided a critical commentary on tradition, superstition and despotism. It questioned the sacred authority of the Church and the despotic power of the state. People who read Voltaire and Rousseau saw the world with new eyes, eyes that were questioning, critical and rational.
  • All values, norms and institutions were re-evaluated and discussed by a section of public that had become aware of the power of reason, and recognised the need to question ideas and beliefs.
  • There was an outpouring of literature, especially cartoons and caricatures, which mocked the royalty and criticised their morality. It reflected how the monarchy remained absorbed only in sensual pleasures while the common people suffered immense hardships.
  • Though print might not have directly shaped the minds of the people, it opened up the possibility of thinking differently.

→ The Nineteenth Century
The nineteenth century made vast leaps in mass literacy in Europe, bringing in large numbers of new readers among children, women and workers.

→ Children, Women and Workers

  • As primary education became compulsory from the late nineteenth century, production of school textbooks became critical for the publishing industry. A children’s press, devoted to literature for children alone, was set up in France in 1857.
  • The Grimm Brothers spent years compiling traditional folk tales gathered from the peasants. It was published in 1812.
  • Women became important readers as well as writers. Some popular women authors were Jane Austen, the Bronte sisters, George Eliot, etc. They projected women in a new form: a person with will, strength of personality and the power to think.
  • Lending libraries became common and from the mid-nineteenth century, workers wrote political tracts and autobiographies in large numbers.

→ Further Innovations:

  • Press came to be made out of metal by the late eighteenth century. By the mid-nineteenth century, Richard M. Hoe of New York had perfected the power-driven cylindrical press, which was capable of printing 8,000 sheets per hour.
  • From the turn of the twentieth century, electrically operated presses accelerated printing operations.
  • In the late nineteenth century the offset press was developed which could print upto six colours at a time.
  • Nineteenth-century periodicals serialised important novels, which gave new way of writing novels.

→ India and the World of Print

  • India had a very rich tradition of handwritten manuscripts in Sanskrit, Persian and Arabic as well as in various vernacular languages. Manuscripts continued to be produced till well after the introduction of print, down to | the late nineteenth century.
  • Manuscripts were highly fragile and expensive, and had to be handled carefully.

→ Print Conies to India

  • The printing press was first brought to Goa by the Portuguese missionaries in the mid-sixteenth century. Tamil and Malayalam books were printed by the Catholic (missionaries and Dutch Protestants, respectively.
  • The first paper to appear was the Bengal Gazette by Gangadhar Bhattacharya.

JAC Class 10 Social Science Notes History Chapter 5 Print Culture and the Modern World

→ Religious Reform and Public Debates:

  • This was a time of intense controversies between social and religious reformers and the Hindu orthodoxy over matters like widow immolation, monotheism, Brahmanical priesthood and idolatory.
  • Ram Mohan Roy published Sambad Kaumudiln 1821 and the Hindu orthodoxy commissioned Samachar Chandrika to oppose his opinions. From 1822 two Persian papers published were Jam-i-Jahan Nama and Shamshul Akhbar. Gujarati paper, Bombay Samachar was published.
  • The Deoband Seminary, founded in 1867, published thousands of fatwas telling Muslim readers how to conduct themselves in everyday lives, and explaining the meanings of Islamic doctrines.
  • Hindus encouraged the reading of religious texts, especially in vernacular languages. Ramcharitmanas of Tulsidas was published from Calcutta in 1810.
  • Religious texts reached a very wide circle of people, encouraging discussions, debates and controversies within and among different religions.

→ New Forms of Publication:

  • New literary forms such as novels, lyrics, short stories, essays about political and social matters began to be read.
  • By the end of the nineteenth century, a new visual culture was taking shape. Visual images through paintings, cartoons and caricatures began shaping popular ideas about modernity and tradition, religion and politics, and society and culture.
  • Paintings of Raja Ravi Varma became well- known.

→ Women and Print:

  • Women began to write and to be written about. Few family members were liberal, and the husbands and fathers arranged for the education of womenfolk at home and later in schools and colleges when those were set up.
  • However, conservative Hindus and Muslims feared education of women. Hindus thought a literate woman would be widowed while the Muslims feared the women would be corrupted by Urdu romances.
  • Rashsundari Debi, from orthodox household, learnt to read from the secrecy of her kitchen. She was the first to write a full-length autobiography Amar Jiban in Bengali. There were several other women writers like Kailashbashini Debi, Tarabai Shinde, Pandita Ramabai, etc.
  • While Urdu, Tamil, Bengali and Marathi print culture developed early, Hindi printing began seriously only from the 1870s.
  • Some early twentieth century journals discussed issues like women’s education, widowhood, widow remarriage and the national movement.
  • Ram Chaddha published the fast-selling Istri Dharm Vichar to teach women how to be obedient wives. The Khalsa Tract Society published cheap booklets with a similar message. In Bengal, in central Calcutta, there was an area called the Battala which was devoted to the printing of popular books.

→ Print and the Poor People:

  • From the late nineteenth century, issues of caste discrimination began to be written about. Jyotiba Phule wrote about the injustices of caste system in his Gulamgiri (1871). In the twentieth century, B.R. Ambedkar of Maharashtra and E.V. Ramaswamy Naicker in Madras wrote powerfully bn caste and their writings were read by people all over India.
  • The workers also started reading and writing.
  • Kashibaba, a mill worker from Kanpur wrote and published Chhote Aur Bade Ka Sawal in 1938 to show the links between caste and class exploitation. Sudarshan Chakr brought together and published Sacchi Kavitayan between 1935 and 1955.

JAC Class 10 Social Science Notes History Chapter 5 Print Culture and the Modern World

→ Print and Censorship

  • Before 1798, the colonial state under the East India Company was not too concerned with censorship.
  • By the 1820s, the Calcutta Supreme Court passed certain regulations to control press freedom and the Company encouraged publication of news that would celebrate British rule. With petitions of editors from Engjish and vernacular newspapers, Governor-General Bentinck agreed to revise press laws. Thomas Macaulay, a liberal colonial official, formulated new rules that restored the earlier freedoms.
  • After the Revolt of 1857, the enraged Englishmen demanded a clamp down on the
    vernacular press. In 1878, the Vernacular Press Act was passed, based on Irish Press Laws. It allowed the government the extensive rights to censor reports and editorials in the vernacular press. Regular track was kept of the vernacular press of different regions, and if a report was seditious, it was warned. If not heeded, the press was liable to be seized and printing machinery confiscated.
  • In spite of regulations, national newspapers increased in number and they reported of nationalist activities and encouraged nationalism. Tilak wrote with great sympathy in his paper Kesari. This led to his imprisonment in 1908, provoking in turn widespread protests all over India.

JAC Class 10 Social Science Notes

JAC Class 10 Social Science Notes History Chapter 4 The Age of Industrialisation

by

JAC Board Class 10 Social Science Notes History Chapter 4 The Age of Industrialisation

→ The first on Britain, the first industrial nation, and then India, where the pattern of industrial change was conditioned by colonial rule.

→ Before the Industrial Revolution:

  • Even before factories began to dot the landscape in England and Europe, there was large-scale industrial production for an international market. This was not based on factories.
  • Many historians now refer to this phase of industrialisation as proto-industrialisation.
  • In the seventeenth and late eighteenth centuries, urban crafts and trade guilds maintained a strong hold over production, regulated competition and prices, trained craftspeople, and restricted the entry of new people into the trade. They were given the monopoly rights to trade and produce by the rulers.
  • Therefore, merchants from the towns in Europe began moving to the countryside, supplying money to peasants and artisans, persuading them to produce for an international market.
  • Income from proto-industrial production supplemented their shrinking income from cultivation. It also allowed them a fuller use of their family labour resources.
  • This system helped to build a close relation-ship between the town and the countryside. Merchants were based in towns but the work was done mostly in the countryside.
  • London came to be known as a finishing centre before the export merchant sold the cloth in the international market.

JAC Class 10 Social Science Notes History Chapter 4 The Age of Industrialisation

→ The Coming Up of the Factory:

  • The earliest factories in England came up by the 1730s, which multiplied in the late eighteenth century.
  • The first symbol of the new era was cotton. Its production boomed in the late nineteenth century. In 1760, Britain was importing 2.5 million pounds of raw cotton to feed its cotton industry. By 1787, the import rose to 22 million pounds. This increase was because of series of inventions in the eighteenth century, which increased the efficacy of each step of the production process, such as carding, twisting and spinning, and rolling.
  • This enhanced the output per worker, enabling each worker to produce more, and they made possible the production of stronger threads and yam.
  • Richard Arkwright created the cotton mill.
  • Cloth production was spread all over the countryside and carried out within village households.

→ The Pace of Industrial Change:

  • This section analyses how rapid was the process of industrialisation and if it meant only the growth of factory industries.
  • Cotton was the leading sector in the first phase of industrialisation up to the 1840s. With the expansion of railways, in England from the 1840s and in the colonies from the 1860s, the demand for iron and steel increased rapidly.
  • At the end of the nineteenth century, less than 20 per cent of the total workforce was employed in technologically advanced industrial sectors. Textiles was a dynamic sector, but a large portion of the output was produced within domestic units.
  • Ordinary and small innovations were the basis of growth in many non-mechanised sectors, such as food processing, building, pottery, glass work, tanning, furniture making, and production of implements.
  • Technological changes did not spread across the industrial landscape. It was expensive, and merchants and industrialists were cautious of using it, as repair was costly.
  • James Watt improved the steam engine produced by Newcomen and patented the new engine in 1781. His industrialist friend Mathew Boulton manufactured the new model. Out of 321 steam engines all over England, 80 were in cotton industries, nine in wool industries, and rest in mining, canal works and iron works.
  • Historians came to increasingly recognise that the typical worker in the mid-nineteenth century was not a machine operator but the traditional craftsperson and labourer.

→ Hand Labour and Steam Power:

  • In Victorian Britain, there was plenty of labour and the wages were low.
  • Industrialists did not want to introduce machines that got rid of human labour and required large capital investment.
  • In many industries the demand for labour was seasonal. Industrialists preferred hand labour, employing workers for the season.
  • A range of products could be produced by hand only with intricate designs and specific shapes’.
  • In Victorian Britain, the upper classes like the aristocrats and the bourgeoisie, preferred things produced by hand. It came to symbolise refinement and class.
  • In countries with labour shortage, industrialists were keen on using mechanical power. This was the case in nineteenth- century America.

→ Life of the Workers:

  • The abundance of labour and seasonality of work affected the lives of workers. Many workers had to wait for weeks, spend nights under bridges or in night shelters.
  • Though wages increased in the early nineteenth century, but these average figures did not reflect the variations between trades and fluctuations from year to year. In the periods of economic slump in 1830s, the unemployment went up between 35 and 75 per cent in different regions.
  • The fear of unemployment made workers hostile to the introduction of new technology. When Spinning Jenny was introduced in the woollen industry, women who survived on hand spinning attacked the new machines. The conflict continued for a long time.
  • After the 1840s, many building and construction activities intensified in the cities, which improved the employment opportunities. Roads were widened, railway lines were extended, tunnels dug, drainage and sewers laid, and rivers embanked. The number of workers in the transport sector doubled in the 1840s, and again doubled in subsequent 30 years.

→ Industrialisation in the Colonies:
This section studies how a colony industrialises. It researches not only on factory industries but also the non- mechanised sector.

→ The Age of Indian Textiles

  • Before the age of machine industries, silk and cotton goods from India dominated the international market in textiles. While many countries produced coarser cottons, India produced the finer varieties.
  • Armenian and Persian merchants took the goods from Punjab to Afghanistan, eastern Persia and Central Asia.
  • A vibrant sea trade operated through the main pre-colonial ports. Surat on the Gujarat coast connected India to the Gulf and Red Sea Ports. Masulipatam on the Coromandel Coast and Hoogly in Bengal had trade links with Southeast Asian ports.
  • A variety of Indian merchants and bankers were associated with the network of export trade.
  • The network however broke down by 1750s. The European countries got the monopoly rights to trade through various strategies, which resulted in the decline of old ports of Surat and Hoogly. Bombay and Calcutta ports grew. Trade through the new ports was controlled by European companies and was carried out in European ships.

JAC Class 10 Social Science Notes History Chapter 4 The Age of Industrialisation

→ What Happened to Weavers?

  • The French, Dutch, Portuguese and the local traders competed in the market to secure woven cloth. The East India Company found it difficult to get regular supply of goods for their export before establishing political power in Bengal and Carnatic in the 1760s and 1770s.
  • Once the East India Company established political power, it could assert the monopoly right to trade. It used a system of management and control that would dominate competition, control costs, and ensure regular supplies of cotton and silk goods.
  • The Company appointed a paid servant, called gomastha, to supervise weavers, collect supplies and examine the quality of cloth. They started the system of advances, wherein once an order was made, the weavers were given loans to purchase raw materials for their production. This tied the weaverSrto the Company and they could not trade their cloth with any other buyers but hand over the cloth only to the gomastha.
  • Earlier the supply merchants had often lived within the weaving villages, and had a close relationship with the weavers. However, the gomasthas were outsiders, with no long-term social link with the village. They did not understand the problems of the weavers, acted arrogantly, marched into the villages with sepoys and beat and flogged the weavers. The weavers lost their rights to bargain for prices and sell to different buyers.
  • In many places in Carnatic and Bengal, weavers deserted villages and migrated, setting up looms in other villages where they had some family relation. In other places, weavers along with village traders revolted against the Company and its officials.

→ Manchester Comes to India

  • As cotton industries developed in England, industrial groups began to pressurise the government to impose import duties on cotton textiles and persuaded East India Company to sell British manufactures in Indian markets.
  • Exports of British cotton goods increased dramatically in the early nineteenth century. Cotton weavers in India faced two problems at the same time: their export market collapsed and the local market shrank, being glutted with Manchester imports. They could not compete with the machine-made imported cotton goods, which were cheaper.
  • By the 1860s, the weavers faced a new problem. They could not get enough supply of good quality raw cotton. With the American Civil War, cotton supplies from US were cut off and Britain turned to India for supplies. The price of raw cotton shot up when raw cotton exports from India increased. Weavers in India were forced to buy raw cotton at exorbitant prices.
  • Later, by the end of the nineteenth century, factories in India flooded the market with machine goods, which affected the weavers and other craftspeople.

→ Factories Come Up:
The first cotton mill came up in Bombay in 1854. The first jute mill was set up in Bengal in 1855 and then in 1862. The Elgin Mill was started in Kanpur in the 1860s and a year later the first cotton mill of Ahmedabad was set up. The first spinning and weaving mill of Madras began production by 1874.

→ The Early Enterpreneurs:

  • In Bengal, Dwarkanath Tagore made his fortune in China trade, before he turned to industrial investment and set up six joint- stock companies in the 1830s and 1840s. They provided finance, procuring supplies, and shipping consignments to the British.
  • In Bombay, Parsis like Dinshaw Petit and Jamsetjee Nusserwanjee Tata who built huge industrial empires in India, accumulated their wealth partly from exports to China, and partly from raw cotton shipments to England.
  • Seth Hukumchand, a Marwari businessman set up the first Indian jute mill in Calcutta in 1917.
  • Father and grandfather of G.D. Birla also had their business.
  • While some merchants from Madras traded with Burma, others had trade links with Middle East and East Africa.
  • As colonial control tightened over India, they could trade with Europe in manufactured goods, and piostly had to export raw materials and food grains. They were also gradually etched out of the shipping business.
  • The European Managing Agencies controlled a large sector of Indian industries till the First World War.’While Indian financers provided the capital, the European Agencies made all investment and business decisions. The European-merchant industrialists had their own chamber of commerce which Indian businessmen were not allowed to join.

→ Where Did the Workers Come From?

  • In 1901, there were 584,000 workers in India, which increased to 2,436,000 by 1946.
  • Peasants and artisans went to industrial , centres in search of work when there was no work in the village.
  • The workers of Bombay cotton industries came from neighbouring district of Ratnagiri, while workers working in the mills of Kanpur came from the villages within the district of Kanpur.
  • Workers went home during festivals and harvest season.
  • There were workers from the United Provinces working in textile mills of Bombay and jute mills of Calcutta.
  • As entry into the mills were restricted, industrialists employed a jobber to get new recruits. The jobber became a person with authority and power.

→ The Peculiarities of Industrial Growth

  • European Managing Agencies established tea and coffee plantations. They acquired land at cheap rates from the colonial government, and invested in mining, indigo and jute.
  • As the Swadeshi movement gained momentum, the industrial groups organised themselves to protect collective interests, pressurising the government to increase tariff protection and grant other concessions. Cotton piece-goods production in India doubled between 1900 and 1912.
  • During the First World War, British mills got busy to meet the needs of the army. Manchester imports into India declined. Indian factories suddenly had a vast market to supply. New factories were set up and old ones ran multiple shifts.
  • After the war, Manchester could not recapture its hold in the market and not able to face the competition with US, Germany and Japan. Cotton production collapsed and exports of cotton cloth from Britain fell dramatically.
  • Within the colonies, local industrialists gradually consolidated their position, substituting foreign manufacturers and capturing the home market.

JAC Class 10 Social Science Notes History Chapter 4 The Age of Industrialisation

→ Small-scale Industries Predominate

  • In the twentieth century, handloom cloth production expanded steadily; almost trebling between 1900 and 1940. This was partly because of technological changes.
  • By the second decade of the twentieth century, weavers used looms with a fly shuttle, which increased productivity per worker, speeded up production and reduced labour demand.
  • Certain weavers were in a better position than others to survive the competition with mill industries. Coarse cloth was brought by the poor and the demand fluctuated violently. While famines did not affect the sale of Banarasi or Baluchari saris, the rural poor were affected.
  • Though the weavers and craftspeople did not prosper, had hard lives and long working hours but continued to expand production.

→ Market for Goods:

  • People had to be convinced about purchasing the finished products. Advertisements played a part in expanding the markets for products and in shaping a new consumer culture.
  • When Manchester industrialists started selling their cloth in India, they labelled in bold MADE IN MANCHESTER, which was done to make the customers confident about buying the cloth.
  • Labels Qpt only consisted of words, but many products had images of Indian gods and goddesses, nawabs and emperors, important personalities in advertisements to draw the attention of consumers towards the products.

JAC Class 10 Social Science Notes

JAC Class 10 Social Science Notes History Chapter 3 The Making of Global World

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JAC Board Class 10 Social Science Notes History Chapter 3 The Making of Global World

→ Human societies have become steadily more interlinked.

  • Travellers, traders, priests and pilgrims travelled vast distances for carrying goods, money, ideas, skills, inventions and even germs and diseases.
  • Indus Valley Civilisation was linked with present West Asia. Cowries was a form of currency from the Maldives.

→ Silk Routes Link the World:

  • The Silk routes proved to be a great source of trade and cultural link between distinct parts of the world.
  • The silk routes were regarded as the most important routes linking the distant parts of the world.
  • These routes existed even before the Christian Era and flourished till the 15th century.
  • The Buddhist preachers, Christian missionaries and later on Muslim preachers used to travel by these routes.
  • Food Travels: Food offers many examples of long distance cultural exchange. Foods like potatoes, soya, maize, etc., were not known to our ancestors.

JAC Class 10 Social Science Notes History Chapter 3 The Making of Global World

→ Conquest, Disease and Trade:

  • The world shrank in the 16th century after the European sailors found a sea route to Asia and America.
  • The Indian subcontinent had been known for bustling trade with goods, people, customs and knowledge. It was a crucial point in their trade network.
  • After the discovery of America, its vast lands, abundant crops and minerals began to transform trade and lives everywhere.
  • Precious metals, particularly silver from mines located in Peru and Mexico enhanced Europe’s wealth and financed its trade with Asia.
  • The Portuguese and Spanish conquest and colonisation of America was underway.
  • The most powerful weapon of the Spanish conquerors was not a conventional military weapon but germs of small pox which they carried.
  • America’s original inhabitants had no immunity against such types of diseases.

→ A World Economy Takes Shape:

  • Abolition of the com law.
  • Under pressure from the landowners’ groups, the government restricted the import of foodgrains.
  • After the com laws were scrapped, food could be imported into Britain more cheaply than it could be produced in the country.
  • British farmers were unable to compete with imports. Vast areas of land were left uncultivated.
  • As food prices fell, consumption in Britain rose.
  • Faster industrial growth in Britain led to higher incomes and more food imports.

→ The Role of Technology:

  • Technology had a great impact on the transformation of the 19th century world such as railways, steamship and telegraph.
  • Technological advances were often the results of social, political and economic factors.
  • The refrigerated ships helped to transport the perishable food items over a long distance.
  • It facilitated the shipment of frozen meat from America, Australia or New Zealand to different European countries.

→ The Nineteenth Century (1815 to 1914)

  • In the 19th century, economic, political, social, cultural and technological factors interacted in complex ways to transform societies and reshape external relations by European cqnquests.
  • Rinderpest or the cattle plague: It was carried by infected cattle imported from British Asia to feed Italian soldiers. Rinderpest killed 90% of the cattle and destroyed African livelihoods.
  • Meaning of ‘Indentured labour’ – ‘Indentured labour’ means labour by a bonded labourer under contract to Work for an employer for a specific period of time.
  • It brought higher income for some and poverty for others.
  • In the 19th century indenture was described as a new system of slavery.
  • Living conditions were harsh but workers discovered their own ways to survive.
    • Indian bankers financed export agriculture in Central and South-East Asia
    • Britain had ‘Trade surplus’ with India- Value of British exports were bigger than the value of imports from India.

JAC Class 10 Social Science Notes History Chapter 3 The Making of Global World

→ The Inter War Economic:

  • The First World War was mainly fought in Europe.
  • During this time, the world experienced economic and political instabilities and another miserable war.
  • The First World War was fought between ; two power blocs. On the one hand were the allies – Britain, France, Russia and later joined the US, and on the opposite side- Germany, Austria, Hungary, Ottoman and Turkey.
  • This war lasted for four years.

→ Technological Transformations:

  • Modem industrial war- First-time modem weapons like machine guns, tanks, aircraft, chemical weapons, etc., were used on a massive scale.
  • Millions of soldiers had to be recruited from around the world, and most of them were men of working age.
  • British borrowed large sums from US banks.
  • The war transformed the US from being an international debtor to an international creditor.
  • US recovery was quicker after the war.
  • Important feature of the US economy of 1920’s was mass production.

→ The Great Depression:
Factors responsible for depression

  • Agricultural overproduction made the price of agriculture products slumping.
  • Many countries financed their investment through the loan they got from the USA.
  • American capitalists stopped all loans to European countries.
  • In Europe, it led to a failure of some major banks and collapse of currencies like Sterling.
  • Doubling the import duties by the USA, which hit the world trade badly.

→ Bretton Woods Institutions:

  • To deal with external surpluses and deficits a conference was held in July 1944 at Bretton Woods in New Hampshire, the USA.
  • International Monetary Fund and World Bank were set up to finance post war restructuring.
  • The post war international economic system is known as Bretton Woods system.
  • This system was based on fixed exchange rates.
  • IMF and World Bank are referred to as Bretton Woods Twins.
  • The US has an effective right of veto over key IMF and World Bank.

→ Decolonisation and Independence:

  • Most developing countries did not benefit from the fast growth of Western economies in the 1950s and 60s.
  • They organised themselves as a group, the group of 77 or G-77 to demand a New International Economic Order (NIEO).
    • The relQcation of industry to low wage countries stimulated world trade and capital flow.
    • Because of New economic policy, china became a favourite destination for the MNCs to invest.
  • It was a system that would give them real control over their natural resources, more development assistance, fairer prices for I raw materials and better access for their manufactured goods in developed countries, markets.
  • In last two decades, the economy of the world has changed a lot as countries like China, India and Brazil have achieved rapid economic development.

→ End of Bretton Woods and the Beginning of ‘Globalisation’

  • The US dollar could not maintain in relation to gold
  • It led collapse of the system of fixed exchange rates and introduction of floating exchange rates.
  • 1970’s MNCs also started shifting production to low-wage countries.
  • The relocation of industries to low wage countries stimulated the world trade and capital flow.

JAC Class 10 Social Science Notes

JAC Class 10 Social Science Notes History Chapter 2 Nationalism in India

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JAC Board Class 10 Social Science Notes History Chapter 2 Nationalism in India

→ The First World War, Khilafat and Non-Cooperation

  • The First World War created a new economic and political situation.
  • As defence expenditure increased, custom duties were raised and income tax introduced.
  • Rise in prices between 1913 and 1918 led to extreme hardship for the common people.
  • There was forced recruitment of soldiers from rural areas which caused widespread anger.
  • As crops failed in many parts of India, between 1918-19 and 1920-21, there was shortage of food, resulting in famines and epidemic.

→ The Idea of Satyagraha

  • Mahatma Gandhi returned to India from South Africa in 1915.
  • He successfully fought the racist regime in South Africa using a novel method of mass agitation, known as satyagraha.
  • He believed that dharma of non-violence could unite all Indians.
  • Gandhiji successfully organised satyagraha movements in Champaran in Bihar against oppressive plantation system; Kheda in Gujarat to reduce revenue collection; and Ahmedabad in Gujarat amongst the cotton mill workers.

JAC Class 10 Social Science Notes History Chapter 2 Nationalism in India

→ The Rowlatt Act

  • The Rowlatt Act (1919) passed by the Imperial Legislative Council, gave the government enormous powers to repress political activities, and allowed detention of political prisoners without trial for two years.
  • Gandhiji decided to launch a nationwide satyagraha against such unjust laws.
  • Rallies were organised in various cities, workers went on strike in railway workshops, and shops closed down.
  • To control the nationalists, the British administration picked up local leaders from Amritsar and barred Gandhiji from entering Delhi.
  • On 13 April 1919, the Jallianwala Bagh massacre took place. General Dyer ordered an open fire on peaceful, innocent people who gathered at the park for a peaceful protest and attend the annual Baisakhi fair.
  • This led to mass aggression which the government brutally repressed.
  • At the Calcutta Session of Congress in September 1920, Gandhiji decided to launch Non-Cooperation Movement in support of Khilafat and Swaraj. He thought this would unite the Hindus and the Muslims.

→ Why Non-Cooperation?

  • Mahatma Gandhi in his famous book Hind Swaraj (1909) declared that British rule was established in India with the cooperation of Indians. If the Indians refused to cooperate, British rule would collapse within a year and swaraj would come.
  • Gandhiji believed that non-cooperation should be unfolded in stages. It should begin with the surrender of titles that the government awarded, boycott civil services, army, police, courts, legislative councils, schools, and foreign goods.
  • However, many within the Congress were concerned about the proposals and there was intense tussle within the Congress.
  • At the Congress Session at Nagpur in December 1920, a compromise was worked out and the Non-Cooperation movement was adopted.

→ The Movement in the Towns

  • The movement began with the middle-class participation in the cities. Students left government-controlled schools and colleges, headmasters and teachers resigned, lawyers gave up their practice. Council elections were boycotted.
  • Foreign goods were boycotted, liquor shops picketed, afnd foreign clothes burnt in huge bonfires. Foreign import halved.
  • However, the movement in the cities gradually slowed down for variety of reasons, such as khadi was expensive and not affordable by all, and alternate Indian institutions had to be set up so that they could be used in place of British ones.

→ Rebellion in the Countryside

  • Non-Cooperation Movement drew into its folds the struggles of peasants and tribals which were developing in various parts of the country.
  • In Awadh, the peasants were led by Baba Ramchancjra, who was a sanyasi. Their struggle was against the oppressive talukdars and landlords who charged exorbitant rents and variety of other cesses, and forced peasants to do begar. They had no secured tenure.
  • Oudh Kisan Sabha was set up by Jawaharlal Nehru, Baba Ramchandra and others. The effort of Congress was to integrate the Awadh peasant struggle into the wider struggle.
  • As the movement spread in 1921, houses of talukdars and merchants were attacked, bazaars were looted and grain hoards were taken over. Many local leaders declared that Gandhiji had said that it was not necessary to pay tax and the land would be redistributed among the poor.
  • As the tribal peasants were forbidden from entering the forests to graze cattle, collect fuelwood and fruits, they sought to guerilla warfare. They resented for forced begar to construct roads. Alluri Sitaram Raju inspired people to wear khadi and give up drinking. He also said that India could gain freedom by the use of force and not by non-violence.

→ Swaraj in the Plantations

  • Plantation workers in Assam wanted the freedom to move around and also keep in touch with the village from where they had come.
  • Under the Inland Emigration Act of 1859, they did not have the permission to leave the tea gardens without permission.
  • When the workers heard about Non-Cooperation Movement, they left the plantations, defied the authorities and left for home.
  • However, they were stranded on the way with steamer and railway strike, caught by the police and brutally beaten up.

JAC Class 10 Social Science Notes History Chapter 2 Nationalism in India

→ Towards Civil Disobedience

  • With the Chauri-Chaura incident in 1922, Gandhiji halted the Non-Cooperation Movement. He felt satyagrahis needed to be trained properly before they would be ready for mass struggle.
  • When the Simon Commission arrived in India in 1928, they were greeted with slogan ‘Go back Simon’. It was constituted to look into the constitutional system in India but had only British members and no Indians. A Round Table Conference was to decide the future constitution.
  • The radicals within the Congress were not satisfied and became more assertive. Under the presidency of Jawaharlal Nehru, the demand for ‘Puma Swaraj’ was formalised in December 1929 at Lahore Congress Session. 26 January 1930 was declared as the Independence Day when people would take a pledge to struggle for complete independence.

→ The Salt March and the Civil Disobedience Movement

  • The most oppressive of all rules of the British was the tax on salt and its monopoly over production. Gandhiji found in salt a veiy powerful symbol that could unite the nation.
  • Gandhiji sent eleven demands to Viceroy Irwin .stating that if they were not met, a nationwide. Civil Disobedience Movement would be launched. The demands were wide ranging, so that all classes of society would identify with it and be brought together in a united campaign.
  • When the demands were not fulfilled, Gandhiji started the Dandi March with his followers from Sabarmati Ashram to the coastal town of Dandi. On 6 April, he violated the law by manufacturing salt by boiling sea water. This marked the beginning of Civil Disobedience Movement.
  • People were asked to defy British administration peacefully. People went to forest to graze their cattle and collect wood, foreign goods were boycotted, liquor shops picketed. People manufactured salt, peasants refused to pay taxes and village officials resigned.
  • The colonial government began using repressive measures and arrested many leaders. When Gandhiji was arrested, industrial workers in Sholapur attacked police posts, municipal buildings, courts, etc. As the movement became violent, Gandhiji decided to call off the Movement.
  • Gandhiji signed the Gandhi-Irwin Pact on 5 March 1931 and consented to join the Second Round Table Conference in London. However, the discussions were not satisfying and Gandhiji returned India disappointed. In India when he found Ghaffar Khan and Jawaharlal Nehru imprisoned and that the British had renewed their oppressive measures, he decided to re-launch the Civil Disobedience Movement.

→ How Participants saw the Movement

  • In the countryside, rich peasants participated in the movement. However, when the Civil Disobedience Movement was called off in 1931 without revision in the rent, they were very disappointed. When the movement was restarted in 1932, many refused to participate.
  • The poor peasants had joined movements led by the Socialists and Communists. Apprehensive of issues from the rich peasants and displeasing them, Congress was not willing to support the poor peasants.
  • Prominent Indian industrialists supported the movement. Indian Chambers of Commerce and Industries (FICCI) was formed in 1927. However, after the failure of the Round Table Conference, industrialists were not uniformly enthusiastic.
  • The industrial working class did not participate in large numbers in the movement, except in the Nagpur region. Congress was reluctant to include the workers’.demands as part of the struggle as it felt it would alienate industrialists and divide the anti-imperial forces.
  • Women participated in large numbers in this movement. They were involved in protest marches, manufactured salt, picketed foreign cloth and liquor shops.

→ The Limits of Civil Disobedience

  • The Congress ignored the dalits in fear of offending the sanatanis, the high-caste Hindus. Gandhiji believed that freedom would not come for years if untouchability was not eliminated. He called them harijans.
  • Dr B.R. Ambedkar organised the dalits into Depressed Classes and demanded for separate electorates for them. When the British agreed to his demands, Gandhiji went on fast unto death. He believed that separate electorates would mean process of integration of dalits into society would slow down. Finally, when Ambedkar accepted Gandhiji’s position, Poona Pact was signed on September 1932. They were to have reserved seats in provincial and legislative councils but were to be voted in by the general electorate.
  • Muslims also had a lukewarm response to the Civil Disobedience Movement. Muhammad Ali Jirmah, one of the leaders of Muslim League was ready to give up demand for separate electorate if Muslims were given reserved seats in Central Assembly and representation in proportion to population in the Muslim-dominated provinces. However, when M.R. Jayakar of the Hindu Mahasabha strongly disagreed to it, all efforts at compromise broke down.

JAC Class 10 Social Science Notes History Chapter 2 Nationalism in India

→ The Sense of Collective Belonging:

  • Nationalism spreads when people feel, they belong to the same nation; when they have common bonds that unite them together. History and fiction, folklore and songs, popular prints and symbols, all play a part in making of nationalism.
  • In the twentieth century, with the growth of nationalism, the identity of India came to be associated with image of Bharat Mata. She was first created by Bankim Chandra Chattopadhyay as he wrote ‘ Vande Mataram’ as a hymn to the motherland. This hymn was included in his famous novel Anandamath.
  • The image of Bharat Mata was first painted by Abanindranath Tagore. Later it acquired several different forms. Devotion to this mother figure came to be seen as evidence of one’s nationalism.
  • Ideas of nationalism also developed through revival of Indian folklore. In Bengal, Rabindranath Tagore himself began collecting ballads, nursery rhymes and myths and led the movement for folk revival. In Madras, Natesa Sastri believed that folklore was a national literature.
  • During Swadeshi movement in Bengal, a tricolour (red, green and yellow) was designed with eight lotuses representing eight provinces of British India, and a crescent moon, representing Hindus and Muslims. Gandhiji designed the Swaraj flag, which was a tricolour (red, green and white) and had a spinning wheel at the centre representing the Gandhian ideal of self-help.
  • Feeling of nationalism was created with reinterpretation of history. While the British considered Indians backward and primitive, and incapable of governing themselves, Indians began looking into the past to rediscover India’s great achievements.

JAC Class 10 Social Science Notes